84111 Understanding Three-dimensional Form

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2023 is available in the Archives.

UTS: Design, Architecture and Building: Design
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

This is a core subject taken in year 1 of the Bachelor of Design in Product Design. Throughout the degree, students are expected to construct simple models, make test components and possibly working prototypes. This practical, hands-on subject sets the foundation for this work. It covers a number of methods for model making along with use of materials and tools and the related environment heath and safety (EH&S) issues. The subject includes workshop accreditation required for the use of power tools and equipment. Exercises involving the construction of three-dimensional objects form the major part of the subject.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1.	Measure, mark out, form, shape, cut, construct and assemble 3D shapes using a diverse array of techniques.
2.	Understand how to creatively design and construct a variety of 3D physical forms.
3.	Analyse and understand how to appropriately and effectively use a wide variety of materials and processes for creating 3D physical forms.
4.	Use communication strategies that demonstrate various scale ratios for 3D objects as they apply to Integrated Product Design.
5.	Competently unify aesthetic detailing with structural form as it applies to Product Design.

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

Effective visual communication skills (C.2)
Effective tangible 3D representation (C.3)
Demonstration of aesthetic sensibility (I.3)
Accuracy, rigour and care (P.2)

Contribution to the development of graduate attributes

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and groupwork

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity.

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

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Teaching and learning strategies

This is a technical skills based-subject that involves students in developing industry appropriate analogue communication techniques and skills. The subject uses design professionals as studio leaders to ensure that all content and tasks are relevant to current professional practice in a global context. This subject includes active learning experiences where ongoing feedback is provided weekly in all on campus engagements such as interactive lecture sessions and labs. It is therefore imperative that students attend all on campus engagements. The subject is comprised of one 3h studio per week. The knowledge, relevant to the subject, is delivered in studio and will enable students to work on their design projects. The knowledge provided includes information on the principles of mechanical workshop activities, drawing and model-making, as they apply to Product Design. Prior to studios, students will be required to prepare questions or complete tasks for the studio leader relating to the design projects they are working on. Students will be able to do this by reviewing reference material relevant to specific weeks. Where to find the relevant reference material is listed in the Program. In the studios, students will work on their design projects with the studio leader. At the beginning of each studio, the studio leader will discuss with the entire group the challenges they are facing with their projects. The studio leader will then prompt students faced by similar challenges to form small groups to facilitate collaborative discussions. The studio leader will be reviewing the work weekly and will provide feedback verbally.

It shall be the student's responsibility to record any feedback provided in studio. During pin-up presentations students will be expected to actively participate in collaborative peer review feedback exercises. Grades, marks and feedback on final design submissions will be provided through Review.

Content (topics)

This subject addresses the following issues and topic areas:

An introduction to why three-dimensional models and prototypes are made and tested.
A series of practical workshops and demonstrations in designing and constructing three-dimensional forms.
The use of various techniques employed when manipulating and assembling a diverse range of materials.

Assessment

Assessment task 1: Investigating volume using additive and subtractive methods - Foam Model

Intent:

Make a form study in foam.

Objective(s):

This task addresses the following subject learning objectives:

2 and 4

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.3 and P.2

Type:

Laboratory/practical

Groupwork:

Individual

Weight:

20%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Effective tangible 3D representation demonstrated in the accuracy of the assembled components of your foam model.	50	2	C.3
Accuracy, rigour and care shown in the details and surface finish of your foam model.	50	4	P.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Investigating volume using additive, subtractive and formative methods - Vacuum Formed Pencil Box

Intent:

Make a vacuum formed pencil box.

Objective(s):

This task addresses the following subject learning objectives:

1 and 3

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

P.2

Type:

Laboratory/practical

Groupwork:

Individual

Weight:

40%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Demonstrated attention to detail shown in the finish of the vac forming tools.	50	1	P.2
Accuracy, rigour and care evident in the measured dimensions and fit of the completed shell halves.	50	3	P.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Investigating volume through additive methods - Handheld Product

Intent:

Design and make a three-dimensional sectional model of a handheld product

Objective(s):

This task addresses the following subject learning objectives:

1, 4 and 5

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.2, C.3 and I.3

Type:

Design/drawing/plan/sketch

Groupwork:

Individual

Weight:

40%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Effective tangible 3D representation demonstrated through the quality and accuracy of the sectional model.	40	1	C.3
Development of an original aesthetic sensibility with consideration of ergonomics and the user.	20	5	I.3
Demonstration of effective visual thinking shown through sketches, shop drawings and renderings.	40	4	C.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.

Required texts

Hallgrimsson, B., 2012, Prototyping and Modelmaking for Product Design, Laurence King, London.

References

Ashby, M.F., Johnson, K. & Knovel 2010, Materials and design :the art and science of material selection in product design, Butterworth-Heinemann, Oxford.

Fishel, C. 1999, Paper graphics, Rockport Publishers, Gloucester, Mass.

Fishel, C.M. 2002, The power of paper in graphic design, Rockport, Gloucester, Mass.

Hannah, G.G. 2002, Elements of design :Rowena Reed Kostellow and the structure of visual relationships, Princeton Architectural Press, New York, N.Y.

Helander, M. & Helander, M. 2006, A guide to human factors and ergonomics, CRC Taylor & Francis, Boca Raton, FL.

Lefteri, C. 2007, Making it :manufacturing techniques for product design, Laurence King, London.

Lesko, J. 2008, Industrial design :materials and manufacturing guide, John Wiley & Sons, Hoboken, NJ.

Martin, B. & Hanington, B.M. 2012, Universal methods of design :100 ways to research complex problems, develop innovative ideas, and design effective solutions, Rockport Publishers, Beverly, MA.

Otto, F. 1967; 1969, Tensile structures :design, structure, and calculation of buildings of cables, notes, and membranes, M.I.T. Press, Camb., Mass.

Radwin, R.G., Haney, J.T. & American Industrial Hygiene Association 1996, An ergonomics guide to hand tools, American Industrial Hygiene Association, Fairfax, Va.

Sutherland, M. 1999, Modelmaking :a basic guide, W.W. Norton, New York; London.

Thompson, R. 2007, Manufacturing processes for design professionals, Thames & Hudson, London.

Tilley, A.R. & Henry Dreyfuss Associates 2002, The measure of man and woman :human factors in design, Rev edn, Wiley, New York.

Trudeau, N. 1995, Professional modelmaking :a handbook of techniques and materials for architects and designers, Whitney Library of Design, New York.

Wallschlaeger, C., Busic-Snyder, C. & Morgan, M. 1992, Basic visual concepts and principles for artists, architects, and designers, Wm. C. Brown Publishers, Dubuque, Iowa.

Wong, W. 1977, Principles of three-dimensional design, Van Nostrand Reinhold Co., New York.