STEM Stage 5 | Science, Graphics Technology, Industrial Technology Engineering, Mathematics | Tiny House

Summary Duration
This project requires students to research and develop a design for a Tiny House and produce a range of presentation drawings with the 9–10 weeks
option to also construct a 3D model of their design.
There is scope for innovative and flexible design solutions using a range of alternative materials and sustainable technologies. This project
allows for creative design solutions as well as developing skills in architectural presentation drawing, scientific enquiry and mathematical
application.

Teacher background information Resources overview

This unit is an example of the integration of Science, Graphics Technology, Industrial Technology Engineering, and Mathematics. The unit  Tiny House resources/case studies
of work has a theme and focus which draws syllabus content and skills from all four courses. The relevant syllabus outcomes and content  A range of floor plans and photos of example Tiny Houses
from each area are provided so that explicit teaching can be applied throughout the unit. Students should be able to use mathematical  Computers with CAD software (eg SketchUp Make/Pro, CREO, AutoCAD
calculations to assist with their design development, scientific concepts to address the environmental requirements and apply AS1100
drawing standards (Part 301 – architectural drawings) to realise the final design and presentation of their Tiny House. An option would be  Grid paper
to construct a scale model of the design to assist with communicating their Tiny House concept. Students will follow a process of research,  Summary sheets outlining AS1100 standards for Architectural drawings
investigation, design development, calculations, drawing production, documentation and evaluation.  Circuit equipment for Ohm’s Law investigation: a variety of resistors, multimeter, wires,
Tiny Houses provide small-footprint, low-cost, accessible housing for a variety of purposes both permanent and temporary. batteries and holder, switch, LEDs
For an overview of AS1100 standards for architectural drawing see pages 4-29 in  CAD House modelling tutorials
http://www.hvaceducationaustralia.com/Resources/PDF/E107A%20Drawing%20_Electrical_%20Workbook%20Version%202%20BG.pdf  Optional: conductive pen/tape, model-making materials (eg foamcore, balsa wood sheets,
card) and tools (eg cutting mat, pen knife, glue gun, 3D printer)

Key inquiry questions Vocabulary

 What are the causes of population displacement?
 How do people use interior spaces? What are the basic functions that interior spaces need to provide?
 How can we design spaces to be multifunctional and to efficiently use space?
 How can we design buildings to be cost and energy efficient?
 What mathematical and scientific knowledge is needed to assist with developing an informed design solution?
activity, architect, architectural, area, AS1100, composite, construction, data, displacement,
drafting, drawings, dwelling, earning, elevation, energy, engineering, environmental, events,
figures, formulas, foundation, geological, global, impact, investing, money, natural, pictorial,
presentation, render, right, scale, shapes, similar, solids, spending, standards, surface,
sustainable, systems, template, visualise

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Outcomes
Science 7–10
› SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
› SC5-11PW explains how scientific understanding about energy conservation, transfers and transformations is applied in systems.
› SC5-13ES explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issues.

Graphics Technology: Option Module, Architectural Drawing

› 5.1.1 communicates ideas graphically using freehand sketching and accurate drafting techniques.
› 5.2.1 designs and produces a range of graphical presentations.
› 5.3.1 identifies, interprets, selects and applies graphics conventions, standards and procedures in graphical communications.
› 5.3.2 manages the development of graphical presentations to meet project briefs and specifications.
› 5.4.1 manipulates and produces images using computer-based drafting and presentation technologies.
› 5.6.1 demonstrates the application of graphics to a range of industrial, commercial and personal settings.
› 5.6.2 evaluates the impact of graphics on society, industry and the environment.

Industrial Technology Engineering

› 5.5.1 applies and transfers acquired knowledge and skills to subsequent learning experiences in a variety of contexts and projects.
› 5.7.1 describes, analyses and uses a range of current, new and emerging technologies and their various applications.
› 5.7.2 describes, analyses and evaluates the impact of technology on society, the environment and cultural issues locally and globally.

Mathematics 7–10
› MA5.1-1WM uses appropriate terminology, diagrams and symbols in mathematical contexts
› MA5.1-6NA determines the midpoint, gradient and length of an interval, and graphs linear relationships
› MA5.1-8MG calculates the areas of composite shapes, and the surface areas of rectangular and triangular prisms
› MA5.1-11MG describes and applies the properties of similar figures and scale drawings
› MA5.1-12SP uses statistical displays to compare sets of data, and evaluates statistical claims made in the media

Syllabus Content Teaching, learning and assessment Student diversity

Science Week 1: Introduction to Tiny Houses
Processing and analysing data and information
Students process data and information by:
Summary
a. selecting and using a variety of methods to organise data and
Students are presented with the design situation and design brief about designing a Tiny House as a temporary
information including diagrams, tables, models, spreadsheets and
dwelling for people who have been displaced from their homes. Students research an example of a disaster that
databases caused population displacement and consider what knowledge about the situation and environment will be useful
b. selecting and extracting information from tables, flow diagrams, when designing a Tiny House. Students explore the Tiny House concept by defining the design limitations and
other texts, audiovisual resources and graphs, including histograms researching case studies of Tiny House designs and motivations.
and column, sector or line graphs
Resources
c. accessing data and information by using a range of appropriate
 Population displacement websites:
digital technologies - http://www.unesco.org/new/en/social-and-human-sciences/themes/international-migration/glossary/displaced-

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Syllabus Content Teaching, learning and assessment Student diversity
person-displacement/
Earth and Space
- http://www.australiandesignreview.com/architecture/55745-architecture-and-disaster-emergency-shelter-in-
ES3 People use scientific knowledge to evaluate claims, explanations or nepal
predictions in relation to interactions involving the atmosphere, biosphere,
 Tiny House movement example resources:
hydrosphere and lithosphere (ACSHE160, ACSHE194)
- Article - http://www.heraldsun.com.au/news/special-features/in-depth/living-small-the-tiny-house-movement-
Students:
grows-in-australia/news-story/435d87004a787c5c60be8471b6f2b3f3
b. describe some impacts of natural events, including cyclones, volcanic
- News reports - http://www.sbs.com.au/news/article/2016/04/17/americas-tiny-home-movement-taking-hold-
eruptions or earthquakes, on the Earth's spheres here, http://www.sbs.com.au/ondemand/video/427066947681/tiny-houses-living-in-small-houses-to-lead-
bigger-lives-the-feed
Industrial Technology Engineering - Examples of Tiny Houses in Australia - http://www.theupcyclist.com.au/tiny-houses-australia/

Engineering Principles and Processes - Documentary: YouTube video – Amazing Off the Grid Tiny House on Wheels by Happen Films (17 min 30 s).
Students learn about:  Disaster housing:
 the nature and purpose of structures - Flat-pack, cyclone-proof housing – http://www.abc.net.au/news/2016-04-19/nev-houses-surfboard-designer-
flat-pack-cyclone-proof-housing/7335324
Design - Instant buildings – http://www.gizmodo.com.au/2013/05/gimme-shelter-9-instant-buildings-from-disaster-
Students learn about: areas-to-battlefields/
 alternative design solutions appropriate to engineered structures
Societal and Environmental Impact Whole class explanation
Students learn about:  Design Situation: Architects design both permanent and temporary dwellings and structures.
 the impact of engineering on society and the physical environment  Design Brief: Disasters can cause displacement of the local population, and the provision of permanent or
temporary housing can be difficult. Students are to:
- research and design their own low-cost, resource-efficient temporary dwelling, a Tiny House to be used in
situations of population displacement
- research the most efficient use of local materials and environmental conditions to create low-cost, energy-
efficient sustainable housing, using the Tiny House model
- submit a range of presentation drawings using both traditional and CAD methods, a documentation folio and,
optionally, a 3D model of their design.

Class discussion and team investigation – A Study of the Local Environment:

 Class brainstorm on recent disasters.
 Explanation/discussion on the definition of population displacement (see Resources - Population displacement
websites)
 In teams, students select a disaster/event to research.
 Students research and present their findings on:
- What was the local disaster that led to this displacement? – geological, environmental, socio-political? – this
needs to be reflected in the design/choice of materials for the Tiny House.
- What were the geological or environmental forces which caused the disaster?
- What impact did the disaster have on the physical environment where people live?
- Is this type of disaster likely to recur or the impact remain dangerous while the displaced people are using the
temporary housing? How can the design take this into account, eg earthquake/flood protection?
- What materials are available in the local ecosystem?
- What are the environmental characteristics that may affect the efficiency of the house design, eg path of the
sun to align solar panels; prevailing rain and winds for stability or the need for wind breaks?

Whole-class explanation – Design limitations of the Tiny House:

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Syllabus Content Teaching, learning and assessment Student diversity
 A Tiny House is a home of 40 square metres or less, either on wheels or a foundation.
 The layout of the Tiny House must include a bathroom, kitchen, sleeping area, living space and storage.
 The design should be environmentally sustainable, taking into account the use of recycled or reclaimed
materials.
 The Tiny House may be mobile or in a fixed location, and this should be reflected in the design.
 The Tiny House must utilise solar energy as well as the use of tank or recycled water.

Team investigation and class discussion – Tiny House movement

 Teacher introduces the Tiny House movement to students, using one or many of the following:
- Article or news episode (see Resources - Tiny Houses)
- Episode of Tiny House Nation or a documentary film
- See, Think, Wonder on a collection of images, and architectural drawings/CAD images of Tiny Houses.
 Students research and present on the reason(s) for this housing trend:
- environmental awareness
- cost of housing
- carbon footprints
- sustainability.
 Students brainstorm – What is in a family home?
 In the brainstorm colour-code the basic requirements of a home.
 Discuss: How is a Tiny House different to a conventional Australian home?
 Students discuss the needs and constraints of disaster relief housing (see Resources - Disaster housing).
 Students write the design brief, including constraints and criteria to evaluate success – refer to and integrate
design limitations.

Extension:
 Students compare the costs of
constructing a house versus a
Tiny House based on loan
repayments.

Graphic Technology (Architectural Drawing) Week 2: Architectural drawings

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Syllabus Content Teaching, learning and assessment Student diversity
Graphics Principles and Techniques
Summary
Students learn about:
Students learn how to measure objects in terms of overall dimensions and surface area.
 Australian architectural drafting standards
Students learn to read and interpret a ‘blueprint’-style floor plan. Students learn about the AS1100 standard for
Students learn to: architectural drawing of floor plans, and apply the standards when designing a Tiny House for a displaced family.
 apply AS1100 drafting standards
 use scales, symbols and units of measure Resources
Design in Graphics  1 mm grid paper
Students learn about:  Khan Academy – https://www.khanacademy.org/math/basic-geo/basic-geo-area-perimeter/basic-geo-scale-
 freehand architectural design drawings drawings/v/constructing-scale-drawings
 related government authorities and statutory requirements  Summary sheet outlining AS1100 standards for architectural drawings (floor plans)
 environmental issues relating to architectural design
 current building practice Demonstration then individual activity
Students learn to:  Provide students with a variety of examples of Tiny Houses and average home designs (floor plans, other
labelled diagrams and/or photos).
 apply different architectural drawing types to elementary design
situations for communication with clients  Teacher explains that technical drawings, like floor plans, are made to meet a strict set of standards, called the
AS1100. These drawings are used for communication, discussion and recording.
Planning and Construction  Teacher selects one example and demonstrates how to use the floor plan to calculate the area of living space in
 architectural working drawings including square metres and how to identify the key rooms/living areas.
– site/block plans  Students select a plan they think is a Tiny House design and analyse it to determine whether it can be classified
– floor plans as a Tiny House, considering the design limitations.
– sub-floor plans  Students select a plan of an average home and compare it to the Tiny House plan, focusing on:
– standard elevations - size of living areas
– sections - use of innovative/creative storage ideas
- materials used (if applicable).
Mathematics  Students make suggestions on how the Tiny House design could be improved to better meet the limitations.
 Students present their analysis, comparison and suggestions to the class.
5.1 – Area and Surface Area
Students:
Individual drawing activity
Calculate the areas of composite shapes (ACMMG216)
 Teacher explanation:
 solve a variety of practical problems involving the areas of
quadrilaterals and composite shapes - You will be drawing a floor plan for a Tiny House that can house a displaced family of four.
- The Tiny House may be single or dual level, have a maximum floor area of 40 m 2, and comply with road rules
5.1 – Properties of Geometrical Figures for maximum width and length when being transported (in NSW, Australia this is 2.5 m wide and the total
Solve problems using ratio and scale factors in similar figures length of the car and trailer holding the house cannot exceed 19 m)
(ACMMG221) - The Tiny House must include a bathroom, kitchen, sleeping area, living space and storage
 construct scale drawings - The floor plan must follow AS1100 standards for architectural drawing.
 interpret and use scales in photographs, plans and drawings found in the  Teacher guides students through mathematical problem-solving to determine the dimensions of their Tiny
media and in other key learning areas House, for example:
- Present students with the formula a x b = 40 and have students come up with as many solutions to a and b as
possible, (eg a = 4, b = 10; a = 5, b = 8; a = 2.5, b = 16)
- Students draw rectangles to represent a range of the possible pairs of dimensions using grid paper with 2 cm
representing 1 m
- Students discuss the limitation of complying with road rules and maximising the size of the Tiny House.
Students discuss the suitability of reducing the floor area and/or having more than one storey
- Students draw a rectangle that will fit on a trailer that complies with NSW road rules (ie maximum width of

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Syllabus Content Teaching, learning and assessment Student diversity
2.5 m and maximum length of 14 m). The rectangle may be smaller than the maximum.
 Teacher provides students with a simple summary/guide to AS1100 standards for drawing floor plans and
explains key standards, including:
- Room layout
- Labelling, including room function and dimensions
- Locations of windows and doors
- How to draw multi-level floor plans
- Architectural symbols
- Scale.
 Students experiment with laying out the required rooms/areas in their selected house dimensions, following the
AS1100 standards.
 Students share their design with a peer to gain feedback, and then make improvements to their design based on
the feedback.

Industrial Technology Engineering Week 3: Construction materials Extension

 Students explore the effect of
Materials
forces on materials and structures,
Students learn about: and link to their suitability in the
Summary
 the properties, structure and applications of materials including: Tiny House.
Students learn about types of materials used in standard construction versus the Tiny House movement trend of
– hardness reclaimed and recycled materials, often with multiple functions. Students learn about the importance of considering
– ductility the local environment when selecting construction materials.
– tensile and compressive strength
 the basic structure and advantages of composite materials used in Case study
engineered structures  Show students another example of a Tiny House, which includes details on how reclaimed and recycled
 the corrosion and/or degradation of materials used in structures materials were used and how power is supplied and energy usage minimised.
 Discuss:
- Why did the designer/engineer select the recycled materials?
- What were the limitations of using recycled materials? How were these addressed?
- Were the selected materials suitable for the chosen environment and purpose of the house? Why/why not?

Whole class discussion and team research – Construction materials and energy efficiency
 Teacher leads student discussion about recyclability in construction materials:
- properties of recycled materials
- Australian building standards
- financial benefits and constraints to sustainability and environmental consciousness in construction
- existing products and companies.
 Students conduct research on materials used in Australian housing projects, including composite materials and
the risk of corrosion and/or degradation of materials. Students reflect on their suitability in an Australian Tiny
House.
 Teacher discusses the pros and cons of using standard sizes in construction, for materials as well as appliances
and furniture, including:
- ease of manufacturing
- waste reduction
- sustainability.

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Syllabus Content Teaching, learning and assessment Student diversity
Materials for the disaster relief Tiny House:
 Students label and modify their Tiny House plan to show what materials they would use in their house.
 Students compile approximate costing of each material.

Science Week 4: Energy sources and efficiency

Physical World
PW3 Scientific understanding of current electricity has resulted in
Summary
technological developments designed to improve the efficiency in
generation and use of electricity. Students learn how energy can be transferred in electric circuits and transformed into different forms of energy,
such as electricity, light, movement and heat. Students research the energy requirements within a house and the use
Students:
of alternative and efficient energy sources that could be included in their Tiny House design. Students learn about
a. describe voltage, current and resistance in terms of energy applied, the importance of considering the local environment when selecting energy sources.
carried and dissipated
b. describe qualitatively the relationship between voltage, resistance
Resources
and current
 Example Ohm’s Law investigations:
c. compare the characteristics and applications of series and parallel
electrical circuits - https://www.teachengineering.org/activities/view/wsu_circuits_and_ohm_activity1
PW4 Energy conservation in a system can be explained by describing - http://study.com/academy/lesson/ohms-law-lab.html
energy transfers and transformations (ACSSU190)  Circuit equipment: a variety of resistors, multimeter, wires, batteries and holder, switch, LEDs
Students:  Computer for research
a. apply the law of conservation of energy to account for the total  Optional: conductive pen/tape
energy involved in energy transfers and transformations
b. describe how, in energy transfers and transformations, a variety of Whole class discussion
processes can occur so that usable energy is reduced and the system  Students recall an example of a Tiny House they have already studied (or look at a new case study) and discuss:
is not 100% efficient
- What were the electrical (and energy) needs of the house? How were these addressed?
c. discuss, using examples, how the values and needs of contemporary
- How was energy efficiency improved within the house?
society can influence the focus of scientific research in the area of
increasing efficiency of the use of electricity by individuals and  Teacher and students brainstorm the energy needs of a house in Australia or their local area, and then highlight
the essential needs that should be incorporated into their Tiny House.
society (ACSHE228, ACSHE230)
 For each need, students identify potential energy sources, how the energy is transferred or transformed and
d. discuss viewpoints and choices that need to be considered in making where energy can be lost in the transference/transformation.
decisions about the use of non-renewable energy resources  Students research and present in a table the different ways to provide energy to the house, analysing:
- The efficiency of the source
Additional Content - Whether it uses a renewable source of energy
 Research how engineers and architects employ scientific concepts and - The cost of installation and operation.
principles in designing energy-efficient devices and buildings Extension
Lighting circuit investigation  Students make photocopies of
Graphics Technologies (Architectural Drawing) their floor plans and use circuit
 Teacher explains voltage, current and resistance, for example using the analogy of water.
scribe or conductive tape, small
Design in Graphics  Teacher demonstrates the construction of a simple circuit using a switch, wires, power source, resistors and a LEDs and switches to add a
LED. lighting circuit to their plan
Students learn to:
 Teacher discusses the purpose of a limiting resistor in a circuit.
 design ecologically friendly architectural spaces
 Students create a circuit and investigate the relationship between voltage, resistance and current in series and
parallel circuits using meters (see Resources - Circuit equipment). The investigation should include:
Mathematics
- Measurement and graphing of current as (i) voltage is changed and (ii) resistance is changed
5.1 Linear Relationships - Calculations of resistance and current using the gradient of the linear equation
Students: - Comparison of current in series and parallel circuits.

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Syllabus Content
Find the midpoint and gradient of a line segment (interval) on
the Cartesian plane using a range of strategies, including graphing software
(ACMNA294)
 use the interval between two points on the Cartesian plane as the
hypotenuse of a right-angled triangle and use the relationship
gradient=rise/run to find the gradient of the interval joining the two
points
5.1 Single variable data analysis
Students:
Identify everyday questions and issues involving at least one numerical
and at least one categorical variable, and collect data directly from
secondary sources (ACMSP228)
 identify and investigate relevant issues involving at least one numerical
and at least one categorical variable using information gained from
secondary sources, eg the number of hours in a working week for
different professions in Australia, the annual rainfall in various parts of
Australia compared with that of other countries in the Asia–Pacific
region
Evaluate statistical reports in the media and other places by linking claims
to displays, statistics and representative data (ACMSP253)
 interpret media reports and advertising that quote various statistics,
eg media ratings, house prices, sports results, environmental data
 analyse graphical displays to recognise features that may have been
manipulated to cause a misleading interpretation and/or support a
particular point of view
 consider, informally, the reliability of conclusions from statistical
investigations, taking into account issues such as factors that may have
masked the results, the accuracy of measurements taken, and whether
the results can be generalised to other situations
Graphics Technology (Architectural Drawing)
Planning and Construction
Students learn about:
 architectural working drawings including:
– site/block plans
– floor plans
– sub-floor plans
– standard elevations
– sections
Students learn to:
 produce plans for a variety of architectural purposes
Mathematics
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Teaching, learning and assessment Student diversity
 Students conduct secondary research to compare the efficiency of different lighting options, including LEDs,
compact fluorescent light bulbs and incandescent bulbs. Results are presented in a table and graph.
Energy technologies
 Students research technologies that could be used to supply renewable energy to the house, such as:
- Solar panels
- Wind turbines.
 Students research technologies that can reduce the energy requirements from a connected energy source, such as:
- Skylights
- Passive cooling/heating.
 Throughout the research students record and interpret statistical claims relating to the use of the technology, for
example savings in electricity costs by installing solar panels.
 In teams, students discuss the suitability of these technologies for their Tiny House, with consideration of the
needs of the house, cost of the technology, and the location/environment in which the house will be placed.
 As a class, discuss the reliability of claims made regarding these technologies and how this should be considered
when deciding on a suitable technology for the Tiny House.
Energy sources and technology for the disaster relief Tiny House:
 Students label and modify their Tiny House design to show how they would power their house and increase the
energy efficiency.
 Students add the cost of the desired energy technology to their approximate costing.
Week 5: More drawing skills
Summary
Students are presented with other technical drawings and standards used in architecture and learn about their
features and purposes. Students construct an elevation and site plan for their Tiny House.
Resources
 Summary sheet outlining AS1100 standards for architectural drawings (floor plans, site plans, elevations).
 Scale drawing exercise: https://www.mathsisfun.com/definitions/scale-drawing.html
 SixMaps – https://maps.six.nsw.gov.au/
 Grid paper.
Review of AS1100 floor plan standards
8
Syllabus Content Teaching, learning and assessment Student diversity
 Students recall the main standards followed when drawing basic floor plans.
5.1 – Properties of Geometrical Figures
 Students recall how they drew the main floor area to scale (2 cm = 1 m).
Solve problems using ratio and scale factors in similar figures
 As a class, outline the process of drawing a rectangular shaped object to scale.
(ACMMG221)
 Students research rectangular shaped furniture and fittings they would like to include in their Tiny House (eg
 construct scale drawings
couch/seat, table, sink, shower):
 interpret and use scales in photographs, plans and drawings found in the
- Record the dimensions
media and in other key learning areas - Draw to the same scale as their floor plan on coloured paper and cut out
- Experiment with the position of the furniture/fixtures in the floor plan to find a layout that works best.
 Discuss how the process could be modified to draw irregular-shaped objects to scale, and practise with an
irregular shaped piece of furniture (eg an L-shaped couch).

Other architectural drawings

 Present students with a variety of other architectural working drawings, including:
- site/block plans
- floor plans
- sub-floor plans
- standard elevations
- sectional views.
 Students identify what information is obtained from each drawing and discuss why these cannot all be
represented in a single diagram.
 Discuss how each of the diagrams may be useful for people in the Tiny House industry, considering the general
purposes of communication, discussion and recording.

Elevation and site plan of the Tiny House

 Students produce one elevation drawing for their Tiny House, showing the shape of the roof, height of the
windows, and types of materials.
 Students use SixMaps to find the dimensions of an area of clear land that may be suitable for placing Tiny
Houses designed for disaster relief, eg a sports oval.
 Students create a site plan to show how many of the Tiny Houses can be temporarily placed on this area.

Graphics Technology (Architectural Drawing) Weeks 6 & 7: Modelling the Tiny House using CAD software Support
 Use a simple online CAD
Graphics Principles and Techniques
software -
Students learn about: http://www.homestyler.com/desig
Summary
 architectural CAD applications ner
Students learn the use and function of an appropriate CAD software (eg SketchUp Make), and apply this to create a
Students learn to:
3D model of their Tiny House. Students observe teacher demonstrations and/or follow tutorials to develop sufficient
 use features of CAD software such as advanced view control and understanding of the tools and techniques within the software. Students use their floor plan to guide the creation of Extension
architectural tools their 3D model. The 3D model will be another tool they can use to communicate their Tiny House design.  Students use virtual reality to
 output and reproduce architectural drawings using a variety of devices explore a CAD model.
and media
Resources  Students add an augmented reality
Planning and Construction  Computer marker to the floor plan which
Students learn about:  CAD software, eg SketchUp Make, CREO, AutoCAD will display the 3D model on a
user phone when held up to the
 applications of CAD software in the development of architectural  Tiny House floor plans
plan.
drawings  Example tutorials:

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Syllabus Content Teaching, learning and assessment Student diversity
Students learn to: - YouTube videos: SketchUp 8 Lessons: Making a Simple House (9 min 30 s) and SketchUp 8 Lessons:  Students may use CAD animation
 set CAD software preferences Advanced House Building (19 min 53 s) techniques to create architectural
walkthroughs and flyovers of
 access and utilise architectural symbol libraries - Website tutorials, eg AutoCAD - http://autocad-architecture-blog.com/how-to/
their Tiny House.
 create multi-layer architectural drawings
Whole class explanation – CAD software
 Teacher defines CAD (computer aided drawing), and shows examples of various models made using CAD
software.
 Students discuss the benefits of using 3D models to communicate a design, in addition to the technical drawings.
 Teacher explains how to navigate and draw within the 3D environment, using the basic tools, windows and tips.

Individual/Pair activity
 Students explore an example model within the CAD environment.
 Students watch a tutorial or teacher demonstration on how to create some basic 3D structures and how to use
specialised architectural CAD features such as 2D/3D wall and roof tools/wizards.
 Students complete the tutorial and explore other features of the software.

Team activity – Tiny House 3D Model

 Students scan their floor plan and import it into the CAD software to use as a guide.
 Students create the model of their Tiny House, sourcing extra tutorials and/or guidance from the teacher for
unfamiliar tools and techniques.

Graphics Technology Weeks 8 & 9: Finalising and pitching the design Extension
 Students produce a physical
Presentation
model using modelling materials
 use sheet and detail numbering to link several architectural drawings as and techniques (eg foamcore,
Summary
part of a complete set of working drawings balsa wood, 3D printing, laser
Students present their preliminary designs to the class to gain suggestions for improvements.
 model and render architectural designs in 3D using graphics software cutting).
Students prioritise the feedback and suggestions and continue to develop and improve their design. Students should
 create and render pictorial drawings for presentation  Students add a small electric
be documenting their process in a folio/log.
 access and utilise architectural symbol libraries circuit to the model to show how
 set CAD software preferences the Tiny House could be lit.
Resources
Additional Content
 Tiny House plans
 use specialised architectural CAD features such as 2D/3D wall and roof
 Computers and CAD software
tools/wizards in the creation of drawings
 Presentation software
 produce additional detail drawings such as sub-floor plan, footing detail,
shadow, plumbing and electrical plans  Optional: Modelling tools and materials, eg foamcore, balsa wood, card, cutting mat, pen knife, glue gun, 3D
printer, laser cutter.
 create physical models of architectural designs
 use CAD animation techniques to create architectural walkthroughs and
Feedback presentation Extension
flyovers
 Students combine their technical drawing, and rendered images of the 3D digital model to create montages to  Students present the budget
 combine rendered drawings and photographs to create montages to help
help realistically illustrate the architectural design for presentation to the class. alongside the alternative budget if
realistically visualise an architectural design non-recyclable materials were
 Students present to the class and collect feedback based on the jointly developed criteria.
used.
Industrial Technology Engineering
Further developments and improvements
Engineering Principles and Processes
Students continue to develop their design plans and models, making improvements based on feedback and further
Students learn about: research.
 the nature and purpose of structures

NSW Education Standards Authority

This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 10
Syllabus Content Teaching, learning and assessment Student diversity
 elements that make up structures
 fundamental quantities, derived quantities and their units. Finalisation of documentation
 Students finalise their costing by calculating the cost to create their design, factoring in:
Societal and Environmental Impact
- material costs
Students learn about:
- labour
 the impact of engineering on society and the physical environment
- furnishing & appliances
- environmental sustainability and alternative energies.

Final presentation
 Students create a client presentation of their final design that serves as a sales pitch, to convince the government
to build these Tiny Houses in response to a potential natural disaster.
 The presentation should include:
- An introduction explaining the positive impact of Tiny House development on individuals and communities
who have been displaced due to disaster
- Tiny House design solution – plans and models
- Material selection and justification
- Explanation and justification of the alternative energies used
- Budget
- Processes.

Assessment overview
Students complete a project that includes assessment of:
 Documentation: analysis, research, planning, design, production and evaluation
 Finished presentation drawings, such as floor plans (to AS1100 standards) and a range of rendered pictorials
 CAD drawings (and flythrough)
 Physical architectural model (optional)
 Linked Mathematics and Science outcomes
 Presentation and ‘pitch’

Evaluation
Questions to guide reflection:
 To what level did students achieve the learning outcomes?
 How effective were the activities in helping students to understand key concepts and achieve the learning outcomes?
 How did the teaching strategies and activities facilitate student engagement?
 How could the unit be improved to enhance student engagement and learning?

NSW Education Standards Authority

This unit was prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright. 11