Break It Apart

Evidence of Work

The Break It Apart project is pretty self-explanatory; we had to break something apart into its functional components. We had to first pick an object to bring in to class. It had to be complex enough to have multiple parts, it had to actually do something (not a paperweight), and it also had to be simple enough that it wouldn't take too long to disassemble.

Then, we had to disassemble it in class, noting various functional components. We were then instructed to come up with questions and guesses regarding the functions of the various components we had identified.

Content

Conceptual sketch
- Identifies elements, shows how elements form subsystems, and how subsystems create a system
Technical sketch
- Isometric
  - 3 axes form 120 degrees with each other
- Axonometric
  - Horizontal and vertical axes are on the same scale, while the vertical axis is reduced for perspective
- Perspective
  - As the human eye would see it
- Orthographic (oblique)
  - Top, front, side, etc

Reflection

The only real hiccup during this project was my choice of object to bring in. I brought in a desk fan, which, while small relative to other fans, was rather large compared to some of the other objects that were brought in. It took too long to take apart, but with my Conscientious Learner skills, I was able to manage the time and complete the disassembly and sketches by the due date. Additionally, I had to use a notable amount of Critical Thinking to take it apart in the first place. By feeling pieces that refuse to move, I could determine where additional screws were, and then contemplate how to remove them to continue disassembly.

In my sketches, I could have been a better Communicator, because my sketches did not have the best amount of measurements, and were unclear. I was also unable to completely disassemble my object, so I could not sketch some components individually. Lastly, since this was an individual project, I had no opportunity to demonstrate Cultural Competence.