Tech Directions - January 2008 - (Page 22)

Solid Waste Data Collection Worksheet Student name(s) Dates: to Directions: Using the Solid Waste Data Collection Worksheet, groups will monitor and record the types and quantity of solid waste generated and recycled in the school cafeteria. Material Type Plastic Est. lbs. of plastic discarded Est. lbs. of plastic discarded as solid waste Est. lbs. of plastic recycled Est. lbs. of glass discarded Glass Est. lbs. of glass discarded as solid waste Est. lbs. of glass recycled Day 1 Day 2 Day 3 Day 4 Day 5 Material Type Metal Est. lbs. of metal discarded Est. lbs. of metal discarded as solid waste Est. lbs. of metal recycled Paper/Cardboard Est. lbs. of paper discarded Est. lbs. of paper discarded as solid waste Est. lbs. of paper recycled Day 1 Day 2 Day 3 Day 4 Day 5 Comments or observations: should also include environmental needs or requirements that lead to an environmentally friendly product. b. Develop a minimum of six ideas in the form of thumbnail sketches. (Note: Thumbnail sketches are small pencil drawings that show the arrangement of line drawings, type/text locations, and unused space. Actual text is never used on the thumbnail drawings. You can use rough lines to show where text will be located. Thumbnails are proportional to the final design, but they are always small drawings, hence the name “thumbnail.”) c. Based on the best idea(s) illustrated in the thumbnails, develop a rough layout and template design with a maximum sheet size of 8-1/2" × 14" (Note: Rough layout(s) should provide more detailed information than a thumbnail. Someone viewing the rough layout should be able to reproduce the design based on the information included. Create the rough layout in pencil, making it the same size as the final product. It should also contain potential text or text locations, along with the locations of any artwork or photos.) d. Ensure that the rough layout(s) takes into consider fold lines, assembly points, and so forth, along with of trash or solid waste discarded in the school cafeteria. 5. Develop a recycling strategy or plan that you can effectively communicate through use of tent cards to be placed on dining tables in the school’s cafeteria. 6. Design a graphic and verbal message for the tent card that effectively communicates the group’s recycling strategy or plan. 7. Tent card development should use the following basic steps. a. Define the problem, develop design specifications, and brainstorm potential solutions. Take into consideration the following: • The group should develop a written problem statement that describes the problem and the aim of the final product. • Establish any applicable design criteria or specifications such as size, weight, storage, and relevant features of the environment where the tent card will be placed. • Discuss the product’s overall appearance (e.g., shape, colors, textures, how it should relate to its intended audience). • Investigate relevant safety standards and considerations. • Analyze production costs. Student works on thumbnail designs. • Discuss product the card’s appearance as it will rest maintenance, upkeep, and life exon the cafeteria table. pectancy. e. Develop the final text and • Take the product’s life expectgraphic messages to promote the ancy or durability into account durgroup’s recycling strategy or plan. ing the design and selection of matef. Develop a mechanical layout of rials or production processes. the tent card’s graphic and verbal • The product’s specifications 22 techdirections ◆ JANUARY 2008

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Tech Directions - January 2008

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