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House Design a culminating project by, Jack Carrick.

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Presentation on theme: "House Design a culminating project by, Jack Carrick."— Presentation transcript:

1 House Design a culminating project by, Jack Carrick

2 Goals Design a house, by drawing and using AutoCAD. Build a scaled model of the house. Learn some history of Architecture.

3 Project Rubric PROJECT COMPONENTS The student: 1 Clearly Below Standard 2 Approaching Standard 3 Proficient - Meets Standard 4 Exceeds Standard Planning: Student follows through with the steps needed to create the product, service or system as described in the proposal. The student demonstrated little or no follow-through. 1. The student followed through with parts of the plan. 1. The student implemented the plan in a satisfactory manner. 1. The student implemented the plan beyond the scope of the proposal. Fine Tuning: 1. Makes adjustments as necessary to respond to unforeseen circumstances. 2. Makes adjustments needed to conform to specified standards of quality and/or safety. 1. The student did not respond to unforeseen circumstances. 2. The student has little knowledge of standards of quality and/or safety. 1. The student did not adapt the plan to respond to unforeseen circumstances. 2. The student has a basic knowledge of standards of quality and/or safety and rarely adjusts the plan to reflect this knowledge. 1. The student does a competent job of adapting the plan to respond to unforeseen circumstances. 2. The student has a satisfactory knowledge of standards of quality and/or safety and at times, adjusts the plan to reflect this knowledge. 1. The student is skillful at adapting to unforeseen circumstances. 2. The student has a complete knowledge of standards of quality and/or safety, and competently adjusts the plan to reflect this knowledge. Research: Conducts research into similar work done by others. 1. The student has little or no knowledge of similar work done by others. 1. The student has basic knowledge of similar work done by others and at times incorporates this knowledge into his or her design. 1. The student is aware of similar work done by others, and incorporates this knowledge into his or her design. 1. The student has thorough knowledge of similar work done by others, and has used this knowledge to make improvements in the design. Design a Product

4 Project Rubric Contd. PROJECT COMPONENTS The student: 1 Clearly Below Standard 2 Approaching Standard 3 Proficient - Meets Standard 4 Exceeds Standard Learning: Demonstrates that completing the project was a learning stretch for the student 1. The student demonstrates little or no new learning acquired as a result of completing the project. 1. The student demonstrates a minimal amount of new learning acquired as a result of completing the project. 1. The student demonstrates that completing the project was personally challenging, and resulted in the acquisition of new skills. 1. The student demonstrates that he or she was thoroughly challenged by the project, and learned a variety of new skills. Evaluation: Evaluates the quality of the design by gathering information from sources such as impact studies, product testing, or market research. 1. The student did not accumulate data and has no reliable way to determine the quality of the design. 1. The student accumulated some data, which may or may not provide information about the quality of the design. 1. The student accumulated sufficient data to determine the quality of the design. 1. The student accumulated ample data in a variety of ways to determine the quality of the design. Product: Product is designed and completed using applicable industry standards. The product quality is clearly below predetermined standards. Student seems unaware of these standards. Parts of the product comply with standards. The product meets acceptable industry standards. The product meets or exceeds high quality industry standards. Presentation: Makes a competent, engaging oral presentation including appropriate visuals. 1. The students presentation was not planned or rehearsed. 1. The students presentation was not well planned, word choice was not always interesting or appropriate to subject and audience, the student was difficult to hear, eye contact was limited to a few audience members, gestures may have been distracting. 1. The students presentation was planned and practiced, word choice was interesting and appropriate to subject and audience, the student could be heard, and appropriate eye contact and gestures were maintained. 1. The students presentation was carefully planned, practiced and engaging. Word choice, eye contact and gestures enhanced the quality of the presentation.

5 Product Rubric I NDUSTRY S TANDARD C OMPONENTS B ELOW S TANDARD A T S TANDARD E XCEEDS S TANDARD Accur acy Incorre ct use of symbo ls Missin g measur ements /info Inaccu rate line weight s Product is up to universal standards, including symbols, line weights, measurement s Majority of symbols are at standard, some are in wrong areas Majority of measurement s are correct Line weights are there, some are tweaked All symbols are correctly used All measure ments are correct, defined, placed correctly Line weights are correctly used Hand Drawing s Drawi ngs are missi ng com pone nts Functi onali ty does nt mak e sens e Drawings look professional, includes all components, measurement s, title blocks, Building plans look professional. All components are present, but look misplaced Space functions, but some places are not preferable All drawing compone nts are correctly placed Function of space exceeds expectati ons, unique and creative use of placing Scale Scale is off, inco rrect mea sure men ts Scale is used accurately, but drawing is not precise and constructio n of model needs editing Looks professiona lly scaled. Scale is used correctl y, constru ction of model is perfect, above expecta tion AutoC AD Drawi ngs are missi ng com pone nts, meas urem ents, and line weig hts. Functi onali ty does nt mak e sens e Layouts are accurately scaled, measurement s, line weights and title blocks are correct and in place. All components are present, but look misplaced Space functions, but some places are not preferable All drawing compone nts are correctly placed Function of space exceeds expectati ons, unique and creative use of placing Accuracy Incorrect use of symbols Missing measurements/info Inaccurate line weights Product is up to universal standards, including symbols, line weights, measurements Majority of symbols are at standard, some are in wrong areas Majority of measurements are correct Line weights are there, some are tweaked All symbols are correctly used All measurements are correct, defined, placed correctly Line weights are correctly used Hand Drawings Drawings are missing components Functionality doesnt make sense Drawings look professional, includes all components, measurements, title blocks, Building plans look professional. All components are present, but look misplaced Space functions, but some places are not preferable All drawing components are correctly placed Function of space exceeds expectations, unique and creative use of placing Scale Scale is off, incorrect measurements Scale is used accurately, but drawing is not precise and construction of model needs editing Looks professionally scaled. Scale is used correctly, construction of model is perfect, above expectation AutoCAD Drawings are missing components, measurements, and line weights. Functionality doesnt make sense Layouts are accurately scaled, measurements, line weights and title blocks are correct and in place. All components are present, but look misplaced Space functions, but some places are not preferable All drawing components are correctly placed Function of space exceeds expectations, unique and creative use of placing

6 What I Learned How to draft a professional house plan. How to understand and use limits and codes to houses, plans, and sites. How to build a scaled model of a house

7 My House

8 In the end.. Ability to draft house plans accurately and efficiently. Able to build a scale model of a house, using different materials. More dedication and knowledge in the field of architecture.


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