Overview
This unit is an introduction to graphical and 3-dimensional computer-aided design (CAD). It provides the necessary skills to demonstrate practical and theoretical knowledge to enable you to teach Graphics and 3D CAD in the discipline of Industrial Technology and Design in the middle years of schooling (7-10). You will design, develop, adapt and evaluate projects utilising critical aspects of knowledge about graphics and 3-dimensional drawing. You will develop hands-on drawing skills and the ability to work with 3-dimensional design technologies.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student
Organisation of content.
Develop knowledge and skills in preparation for Residential School.
- Explore the use, development and impact of design concepts through the use of graphical and design communication
- Devise, create and use graphical and design concepts and procedures
- Apply theories and pedagogies to plan and adapt, sequence, implement and assess graphics used in the production of projects
- Analyse and use basic skills, sequences and procedures using design processes required for teaching Graphics
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and design.
Australian Institute for School Leadership (AITSL, 2013), Professional Standards for Teachers (Graduate Level):
Standard 2: Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
Standard 4: Create and maintain supportive and safe learning environments
4.4 Maintain student safety
Standard 6: Engage in professional learning
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues to improve practice.
Standard 7: Engage professionally with colleagues, parents/carers and the community.
7.2 Comply with legislative, administrative and organisational requirements
7.4 Engage with professional teaching networks and broader communities.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 15% | |||||
| 2 - Practical Assessment - 50% | |||||
| 3 - Portfolio - 35% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
b.connolly@cqu.edu.au
Module/Topic
Schematic Sketching and INVENTOR
installation
Chapter
Participants are required to complete
schematic sketches 1 and 2 and begin
the process of installing INVENTOR.
Book your Compulsory Residential School place.
Events and Submissions/Topic
Module/Topic
Ideation Sketching
Chapter
Participants are required to complete
Ideation sketches 1 and 2.
Events and Submissions/Topic
Module/Topic
Technical Sketching
Chapter
Participants are required to complete
Technical sketches 1 and 2.
Events and Submissions/Topic
Module/Topic
INVENTOR & ASSESSMENT 1
SUBMISSION
Chapter
Participants are required to complete
Technical sketches 1 and 2.
Events and Submissions/Topic
Assessment 1 - Introduction to
Sketching (15% weighting) - Due 13th April 2025, 11.55pm
Module/Topic
Compulsory Residential School
Assessment Task 2
Chapter
Day 1: Inventor, 3D printing and
Drawing Interpretation
Day 2: Inventor, Drawing
Interpretation and Reverse
Engineering
Day 3: QCAA explore and design
phase, Design Challenge, Inventor,
and Assessment task 3 planning
Events and Submissions/Topic
Assessment 2 - Residential School
(50% weighting) - Due Vacation Week, 11th April 2025, 11.45pm.
For students to achieve an overall
pass mark for this course all
assessments must be
submitted/completed and received
a minimum pass mark.
Residential School Day 1: Inventor, 3D printing and Drawing Interpretation Due: Week 5 Friday (11 Apr 2025) 11:45 pm AEST
Module/Topic
Enjoy your break.
Chapter
Events and Submissions/Topic
Module/Topic
Part A Design Folio (Assessment 3)
Chapter
Assessment 3 is a three part task that creates a design project suitable for a Yr. 9 Graphics and Design class. It requires all the skills and knowledge acquired in Assessment 1 and 2 to create a design folio that would be suitable for this year level. The theme
is based on product design. The task focuses on designing a 3D printable children's toy.
Part A Explore: (weighting 10%) Week 6 focuses on Part A of Assessment 3.
Events and Submissions/Topic
Module/Topic
Part A Design Folio (Assessment 3)
Chapter
Part A Explore: (weighting 10%) Week
7 focuses on Part A of Assessment 3 by
focusing on completing tasks 1 and 2
of the explore phase to present
evidence of a knowledge and
understanding of 6 design movements
and toy styles from 4 different design
eras.
Events and Submissions/Topic
Module/Topic
Part B Develop the Design
(Assessment 3)
Chapter
Part B: Develop: (weighting 10%)
Week 8 focuses on applying your
broad knowledge and understanding of
design movements and toy
development.
Events and Submissions/Topic
Module/Topic
Part B Develop the Design
(Assessment 3)
Chapter
Part B: Develop: (weighting 10%)
Week 9 focuses on applying your
broad knowledge and understanding of
design movements and toy
development.
Events and Submissions/Topic
Module/Topic
Part C Create Presentation Files
(Assessment 3)
Chapter
Part C: Presentation: (weighting 15%)
Week 10 focuses on applying all your
Inventor skills to create a range of
drawings and files that can be used to
3D print your proposed design.
Events and Submissions/Topic
Module/Topic
Part C Create Presentation Files
(Assessment 3)
Chapter
Part C: Presentation: (weighting 15%)
Week 11 focuses on applying all your
Inventor skills to create a range of
drawings and files that can be used to
3D print your proposed design.
Events and Submissions/Topic
Module/Topic
Finalise Assessment 3
Chapter
Week 12 is set aside for participants to merge all 3 parts to create a coherent and logical presentation for submission by the due date.
Events and Submissions/Topic
Assessment 3 - Design Task (35%
weighting) - Due week 12, Sunday 8th
June 2024, 11.55pm.
For students to achieve an overall
pass mark for this course all
assessments must be
submitted/completed and receive
a minimum pass mark.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Students are required to complete a series of set sketching tasks on A3 paper over the first 4 weeks prior to Residential
school.
Refer to each weekly outline for instructions.
The completed sheets will be combined to create your Assessment task 1 response.
Once you have finished your sheets, make sure that you:
Scan your completed A3 pages and save as a single PDF file
Ensure all scans are of high enough quality that they clearly show all details and annotations
Title the PDF file including your full name and assessment task. E.g., Mark_Wockner_Assessment_1
Submit assessment online via the Moodle site no later than 11.55 pm on Sunday, 13th April, 2025.
For students to achieve an overall pass mark for this unit all assessments must be submitted/completed
and receive a minimum pass mark.
Use of Generative Artificial Intelligence agents (Gen AI) Within this assessment, the use Gen AI agents is as follows:
- No Gen AI use at any point during this assessment.
13/04/2025
Week 6 Friday (25 Apr 2025)
Comprehension of a range of graphical procedures, principles, and conventions
- Knowledge and understanding of the use of Digital technology and AS1100 standards.
- Use of a range of graphical skills to produce graphical products.
- Explore the use, development and impact of design concepts through the use of graphical and design communication
- Devise, create and use graphical and design concepts and procedures
- Apply theories and pedagogies to plan and adapt, sequence, implement and assess graphics used in the production of projects
- Analyse and use basic skills, sequences and procedures using design processes required for teaching Graphics
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and design.
2 Practical Assessment
Day 1.
Developing Inventor skills and knowledge 15%
o Comprehension of a range of graphical procedures, principles, and conventions.
o Understanding and application of the elements and principles of visual communication.
o Ability to read, interpret and create technical sketches that meet requirements.
o Use of language conventions and technical vocabulary.
o Demonstrate understanding and application of AS1100 standards.
o Creation of technical drawings that meet requirements.
Day 2
Inventor, Drawing Interpretation and Reverse Engineering 15%
Day 2 begins with reading and interpreting a freehand sketch of a compound mechanism (has many parts) to create a series of .ipt, iam,.ipn and .idw files.
The second session starts with performing engineering measurements by measuring a physical model with a range of measuring tools to create a technical sketch of all the components.
Participants will then create a series of .ipt, iam,.ipn and .idw files
Topics covered include:
Measuring and collecting data
Using measuring tools
Technical sketching
Creating Inventor models (.ipt files)
Creating Inventor assemblies (.iam files)
Creating Inventor presentations (.ipn files)
Creating Inventor working and assembly drawings (.idw files)
Exporting .idw files to PDF
Combining PDF files
Orthographic projection
Isometric views
Open in line for assembly views
Sectional views
Dimensioning
Subtitling
AS1100 conventions
Day 3
QCAA explore and design phase, Design Challenge, Inventor, and Assessment task 3 planning 20%
The first session begins with familiarising participants with the QCAA double diamond approach to the Design process which is currently used in Queensland schools.
Part of the first or 'Explore' phase of the process is examining secondary data which includes existing designs which can be used as a reference or starting point to develop innovative, unique and credible ideas.
The second session focuses on learning and understanding the develop phase of the QCAA double diamond design model by participating in a 'design challenge' task to design an 'art deco' desk tidy.
Participants will create a series of Inventor models (.ipt files), Inventor assemblies (.iam files), Inventor presentations (.ipn files), Inventor drawings (.idw files) based on their solution to the design challenge.
The final session will focus on how the application of the skills and knowledge developed over the first four weeks of the course and Residential school can be used in combination with the QCAA double diamond design model to address Assessment task 3.
For students to achieve an overall pass mark for this course all assessments must be submitted/completed
and receive a minimum pass mark.
Use of Generative Artificial Intelligence agents (Gen AI) Within this assessment, the use Gen AI agents is as follows:
- No Gen AI use at any point during this assessment.
Week 5 Friday (11 Apr 2025) 11:45 pm AEST
Week 12 Monday (2 June 2025)
Comprehension of a range of graphical procedures, principles, and conventions
- Understanding and application of digital technologies to produce graphical products.
- Use of a range of graphical skills to produce graphical products.
- Explore the use, development and impact of design concepts through the use of graphical and design communication
- Devise, create and use graphical and design concepts and procedures
- Apply theories and pedagogies to plan and adapt, sequence, implement and assess graphics used in the production of projects
- Analyse and use basic skills, sequences and procedures using design processes required for teaching Graphics
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and design.
3 Portfolio
Assessment 3 is a three-part task that creates a design project suitable for a Year 9 Graphics and Design class. It requires all the skills and knowledge acquired in Assessments 1 and 2 to create a design folio suitable for those year levels. The theme is based on product design. The task focuses on designing an innovative 3D printable toy for a child. The toy aesthetics will be based on a chosen design movement from the last 170 years.
The assignment uses elements of the 'double diamond' design model, which is the preferred model for Senior Design in Queensland schools and consists of 3 sections:
Part A Explore: (weighting 10%) Weeks 6 to 7 explore secondary data to identify existing products and influential design styles over the last 170 years to build an extensive knowledge of design styles, which can then be applied to Part B of this task . Participants will create a multipage folio that provides evidence of their research.
Part B: Develop: (weighting 15%) Weeks 8 to 9 focus on the design process using divergent and convergent thinking strategies to develop a range of ideas to identify the most suitable concept. Participants will create a range of annotated ideation sketches and presentation sketches to provide evidence of this process.
Part C: Presentation: (weighting 10%) Weeks 10 to 11 allow participants to 'showcase' their final proposal by creating a range of drawings created on Inventor of their final concept.
Week 12 is set aside for participants to merge all 3 parts to create a coherent and logical presentation for submission by the due date.
For students to achieve an overall pass mark for this unit all assessments must be submitted/completed
and receive a minimum pass mark.
Use of Generative Artificial Intelligence agents (Gen AI) Within this assessment, the use Gen AI agents is as follows:
- No Gen AI use at any point during this assessment.
08/6/2025
Exam Week Monday (16 June 2025)
Comprehension of a range of graphical procedures, principles, and conventions
- Analysis of secondary data of design movements and existing designs.
- Use of a range of graphical skills to produce graphical products.
- Evaluation of the strengths, limitations, and refinements of ideas against design criteria
- Synthesis of multiple ideas to propose a concept.
- Knowledge and understanding of the use of Digital technology.
- Use of a range of graphical skills to produce graphical products.
- Knowledge and understanding of the AS1100 standards.
- Explore the use, development and impact of design concepts through the use of graphical and design communication
- Devise, create and use graphical and design concepts and procedures
- Apply theories and pedagogies to plan and adapt, sequence, implement and assess graphics used in the production of projects
- Analyse and use basic skills, sequences and procedures using design processes required for teaching Graphics
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and design.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
