Task 1

You may use electronic or manual methods in responsing to this task.

3D cinema glasses case

In this assessment task, you will be able to show that you can produce work
which meets the required standards for a number of Outcomes and Assessment
Standards from your Course. You will be using your knowledge and skills from
across the 2D and 3D and Pictorial Graphic Communication Units.

Things to remember before you start:

 You should have already developed skills and knowledge in class to enable
you to do this task — if you are unsure then you must let your assessor know.
 As this is an assessment task, you cannot copy other work or ask any other
class member for help.
 If you need advice then you must ask your assessor, although as this is an
assessment they might not be able to directly answer your question.

Information
This task is based around a case for 3D cinema glasses. It is a plastic case which
has a pull-off top. A set of graphics is included which will allow you to complete
your task.

You have been tasked with:

For the position shown (base inserted 35mm into lid):

 Accurately reproducing the given orthographic views provided, using drawing
techniques.
 Drawing an end elevation.
 Drawing a sectional elevation cut vertically through the centre of the
assembled lid and body.
 Producing an accurate true shape of the lid top using the sizes given in the
pictorial views.
 Drawing a surface development of the main body label using the
circumference sizes given in the pictorial images (lift the vertical dimensions
from the view given or create your own in similar proportion).
 Selecting the lid top true shape or the main body label and producing a small
2D promotional graphic relating to cinema and/or 3D cinema glasses.
 Calculating (do not draw) the height and diameter of a promotional sales
container which will sit in the cinema foyer. It is to be an exact scaled replica
of the case and be on a scale of 8:1.

You will be asked to explain your colour choices and the graphic techniques you
have used.

Unit Assessment Support pack for SCQF level 5 Graphic Communication (J1XG 75, J1XJ 75) —
Package 1: Combined approach 36
 Plan

Part Length (mm) Outside Wall thickness

diameter (mm)
(mm)
Base 150 54 2
Lid 80 50 2

Base sitting 35mm inside lid.

You should lift or create your own dimensions for

the vertical dimensions of the label (but in similar
proportion to that shown). Make sure the
circumference is accurate by using the dimensions
given.

Not to scale.
All dimensions are in millimetres.
Wall thickness is 2mm.
Elevation

Unit Assessment Support pack for SCQF level 5 Graphic Communication (J1XG 75, J1XJ 75) —
Package 1: Combined approach 37
Task 2
You may use electronic or manual methods in responding to this task.

The mobile phone wall charging device

In this assessment task you will be able to show that you can produce work which
meets the required standards for a number of Outcomes and Assessment
Standards from your Course. You will be using your knowledge and skills from
across the 2D and 3D and Pictorial Graphic Communication Units.

Things to remember before you start:

 You should have already developed skills and knowledge in class to enable
you to do this task — if you are unsure then you must let your assessor know.
 As this is an assessment task, you cannot copy other work or ask any other
class member for help.
 If you need advice then you must ask your assessor, although as this is an
assessment they might not be able to directly answer your question.

Product information
A mobile phone wall charger is used to safely hold mobile phones while they are
charging and keep them off the floor. It is made from plastic as this is an
insulating material.

You are tasked with:

 Creating orthographic sketches to show the hoIder assembled.

 Adding four main relevant dimensions (in total) to your orthographic views.
 Creating an exploded pictorial sketch showing how the holding device should
be assembled with annotations and arrows as required to show assembly
information.
 Illustrating/rendering a pictorial and an orthographic view of the plastic phone
charger to show colour and tonal change in a plastic type material .

38
Mobile phone wall charging device parts

Tenon ‘A’

Slot ‘A’

Slot ‘B’

Tenon ‘B’  Not to scale.

 All dimensions are in
millimetres.
 All material is 5mm thick
 Tenon ‘A’ locates in slot ‘A’
 Tenon ‘B’ locates in slot ‘B’
 You do not need to sketch the
socket holes shown in the
assembly

Unit Assessment Support pack for SCQF level 5 Graphic Communication (J1XG 75, J1XJ 75) — Package 1: Combined approach 39
Task 3
You may use electronic or manual methods in responsing to this task.

Child’s toy
In this assessment task you will be able to show that you can produce work which
meets the required standards for a number of Outcomes and Assessment
Standards from your Course. You will be using your knowledge and skills from
across the 2D and 3D and Pictorial Graphic Communication Units.

Things to remember before you start:

 You should have already developed skills and knowledge in class to enable
you to do this task — if you are unsure then you must let your assessor know.
 As this is an assessment task, you cannot copy other work or ask any other
class member for help.
 If you need advice then you must ask your assessor, although as this is an
assessment they might not be able to directly answer your question.

Information
In this task you are producing graphics for a toy manufacturer. The toy is a simple
block sorter which uses geometric shapes and forms. This toy is made from
natural wood and stained with colours to suit a young child.

You are tasked with:

 Interpreting the orthographic drawings and using the sizes to produce a 1:1
pictorial drawing showing a minimum of two blocks assembled to the base in
the correct position. Your pictorial should be either an isometric or a
planometric.
 Drawing two related assembled orthographic elevations of the base with a
minimum of two blocks inserted — show hidden detail.
 Creating a realistic pictorial rendering of the toy showing natural wood
material and colour stain, with shadows and/or reflections on a surface —
showing a minimum of two blocks inserted. You may choose your own
medium.

In tackling your work you should:

 Ensure your pictorial drawing is accurate and that your line quality is very
good.
 Ensure that you have used correct conventions.
 Be prepared to answer questions about how you created the drawing and the
techniques and/or commands you used.

Orthographic drawings are included to assist you in your tasks. For the purpose
of this assessment, the blocks are the same size as the holes.

Unit Assessment Support pack for SCQF level 5 Graphic Communication (J1XG 75, J1XJ 75) —
Package 1: Combined approach 40
 Plan Plan Plan Plan

Elevation Elevation Elevation Elevation

Plan

Gap between each block recess is 20mm.

Gap between each block recess and outside edge is
Elevation 20mm.
The blind hole for each block recess is 20mm deep.

Not to scale.
All dimensions are in millimetres.

Unit Assessment Support pack for SCQF level 5 Graphic Communication (J1XG 75, J1XJ 75) — Package 1: Combined approach 41
Task 4
You must use electronic methods in reponding to this task.

Wall display
In this assessment task, you will be able to show that you can produce work
which meets the required standards for a number of Outcomes and Assessment
Standards from your Course. You will be using your knowledge and skills from
across the 2D and 3D and Pictorial Graphic Communication Units.

Things to remember before you start:

 You should have already developed skills and knowledge in class to enable
you to do this task — if you are unsure then you must let your assessor know.
 As this is an assessment task, you cannot copy other work or ask any other
class member for help.
 If you need advice then you must ask your assessor, although as this is an
assessment they might not be able to directly answer your question.

Computer-aided design is useful for visualising ideas, communicating technical

information and assisting in manufacturing items accurately and quickly.

Information
A wall display maker produces a wide range of promotional products and wants
to ensure that they are using cutting-edge graphic technologies in making their
new products a success.

They want to produce a wall signage product where the display can be easily
changed but still has visual impact.

They have asked you to demonstrate just what can be achieved with new
technology and how it can help them manufacture items and promote their
products. You have also been asked to explain your techniques and how you
created your work.

Unit Assessment Support pack for SCQF level 5 Graphic Communication (J1XG 75, J1XJ 75) —
Package 1: Combined approach 42
You are tasked with:

 Producing a range of CAD drawings, and models using your CAD software to
demonstrate the ability of graphic communication technology.

They have asked you to produce drawings and views which can be demonstrated
using CAD.

This will require you to:

 Produce a realistically rendered 3D CAD model

 Create an isometric view generated from your 3D model
 Plan and produce a single-page desktop published information graphic for the
buyer, which describes how the display is assembled. You should make use
of your 3D CAD model.

In addition your assessor will ask you to:

 Describe how you used CAD to model two component parts of the display
and explaining the use of two particular commands.
 Answer questions from your assessor on how you created your CAD model
and views and your use of desktop publishing principles and elements.
 Describe how you created and assembled your 3D model.
 Identify and describe your isometric view and why it is useful in visualising the
product.

Additional advice and product information

 Your 3D CAD model should communicate form, colour, materials, shadows or

reflections.
 The rear of the display is opaque plastic and the front is clear plastic.
 The spacers, studs and caps are made of aluminium.
 Your orthographic views must use third angle projection and be generated
from your 3D model. They must show at least four relevant main dimensions.
 Your isometric view should be generated from your 3D model.

Graphic information and dimensions are provided for you.

Unit Assessment Support pack for SCQF level 5 Graphic Communication (J1XG 75, J1XJ 75) —
Package 1: Combined approach 43
 Aluminium wall Opaque plastic screen
spacers
Transparent plastic screen

Aluminium studs

Vinyl decal (You do not

need to draw this decal)

Aluminium fixing
caps

Part Length Breadth Thickness Quantity Notes

Aluminium wall spacers 20 Ø15 2 Through-hole to allow fixing to a wall.
The centres of the holes are symmetrical about the length and height of the
Plastic screens 140 80 5 2
screens. Horizontally they are 110mm apart.
Aluminium studs 45 Ø6 2 Studs to join all components.
Blind hole inside fixing cap is 10mm deep to accommodate the aluminium
Aluminium fixing caps 20 Ø15 2
stud. Note the 45 degree chamfer ― it is 4mm in size.

Unit Assessment Support pack for SCQF level 5 Graphic Communication (J1XG 75, J1XJ 75) — Package 1: Combined approach 44
Task 5
You may use electronic or manual methods in responsing to this task.

Health promotion statistical graphic

In this assessment task, you will be able to show that you can produce work
which meets the required standards for a number of Outcomes and Assessment
Standards from your Course. You will be using your knowledge and skills from
the 2D Graphic Communication Unit.

Things to remember before you start:

 You should have already developed skills and knowledge in class to enable
you to do this task — if you are unsure then you must let your assessor know.
 As this is an assessment task, you cannot copy other work or ask any other
class member for help.
 If you need advice then you must ask your assessor, although as this is an
assessment they might not be able to directly answer your question.

Statistical information is used to identify trends, percentages and values. Graphs

and charts can help someone to visualise statistical information.

Information
Being healthy, and living and following a healthy lifestyle, is linked to longer
lifespan and general happiness.

Various organisations have identified activities and methods for keeping healthy.
Much of the statistical information they have gathered can be complex and
detailed; it can be difficult for young people to understand.

You are tasked with:

Planning and producing a statistical graphic targeted at teenagers, in relation to

either:

 living a healthy lifestyle

Or:
 making healthy choices

Within your graphic you must include supporting information identifying the
positive aspects of healthy living.

Unit Assessment Support pack for SCQF level 5 Graphic Communication (J1XG 75, J1XJ 75) —
Package 1: Combined approach 45
Additional advice
There are a number of websites providing statistical information or data which
could be used to source information to complete this task. Do not use complex
data ― the intention of this task is to graphically communicate the advantages of
the healthy living message.

Alternatively, some data is given below but you are encouraged to find your own
and learn more about healthy living in the process.

Your graphic should be visually relevant to the target market and contain impact
to reinforce a healthy living message.

You should make appropriate use of layout and presentation techniques,

including:

 target market — font, colour, imagery, visual impact

 scale/key ― if required
 nature of the data — time, percentage or quantity
 desktop publishing principles and design elements

You should choose a statistical graphic format which effectively displays the
information and informs the reader, eg line graphs, bar charts/column,
pictograms, pie charts, area, or others you may know of.

Scenario 1
A food magazine has made suggestions on what represents a healthy diet in
terms of an approximate daily dietary allowance. This is shown in table 1. You
can use this to help your create your graphic or gather your own information.

Table 1 ― daily dietary allowances

Food type Percentage allowance per day

Fruits and vegetables 33%
Bread, cereals, potatoes 33%
Fatty or sugary foods No more than 7%
Milk and dairy foods 15%
Meat, fish and alternatives 12%

Unit Assessment Support pack for SCQF level 5 Graphic Communication (J1XG 75, J1XJ 75) —
Package 1: Combined approach 46
Scenario 2
A sports journal has suggested during the first 20 minutes of sustained activity,
certain sports/activities can burn an approximate number of calories. This is
shown in Table 2. You can use this to help your create your graphic or gather
your own information.

Table 2 ― approximate calorie burn per activity (in first 20 minutes)

Aerobic dance 170

Cycling 120
Housework 100
Skipping (by rope) 275
Running/jogging 240
Swimming 240
Walking (brisk) 130
Squash 400

Scenario 3
To improve your fitness, it has been suggested that you should exercise hard
enough for your heart to reach its ‘target heart rate’. Table 3 below suggests the
target heart rate for different ages whilst exercising.

Table 3 ― suggested target heart rate (by age) whilst exercising

Age Target heart rate

15 145
20 140
30 130
40 125
50 115
60 110

Unit Assessment Support pack for SCQF level 5 Graphic Communication (J1XG 75, J1XJ 75) —
Package 1: Combined approach 47