Course Profile Technological
Design, Grade 10, Open, Public
Unit 1: Consumer Product Design
Time: 25 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4
This unit introduces students to the field of industrial design which includes consumer product design, manufacturing, consumer research, advertising and marketing, fashion design, and graphic design. Activities examine the process for designing products for specific user groups and situations, material properties, fabrication processes, safe use of tools and equipment, and product testing methods. Students develop their own corporate identities as a basis for subsequent activities. This unit emphasizes the development of skills and strategies for application in any design problem-solving challenge.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TVF.01D, TVF.02D, TVF.03D, TVF.04D, TVF.05D, SPV.01D, SPV.02D, SPV.03D, SPV.04D, SPV.05D, ICV.01D, ICV.02D, ICV.03D, ICV.05D.
Specific Expectations: TF1.01D, TF1.03D, TF1.04D, TF1.05D, TF1.06D, SP1.01D, SP1.02D, SP1.03D, SP1.04D, SP1.05D, IC1.01D, IC1.02D, IC1.03D, IC1.04D, IC1.06D, IC1.07D.
|
Activity 1 |
Designing a Design Company |
300 minutes |
|
Activity 2 |
Designing and Building a Locker Organizer |
450 minutes |
|
Activity 3 |
Technical Drawing: The Locker Organizer |
350 minutes |
|
Activity 4 |
Designing a Sport or Hobby Accessory Kit |
400 minutes |
· Although students should know general shop safety and how to operate machines before working in a shop environment, (gained from elementary school Science and Technology programs), teachers should not assume safety familiarity. Appendix A provides an example Safety Passport that can be used to confirm a student’s understanding of particular safety issues before conducting shop activities.
· Students have general computer skills such as file manipulation, word processing, and simple graphic production.
· This unit involves open-ended, problem-solving, project-based activities. Key concepts are acquired by analysing project results and critiquing creative work. Example design and engineering work (through magazines, Internet sites, videos, books, etc.) are vital to help the student understand the historical progression of design solutions and innovation and should be gathered before trying the activities.
· Design is an integrated process. Concepts and knowledge from the areas of history, science, social studies, mathematics, creative arts, and other technology courses are essential to the process of invention and innovation. If a teacher is unfamiliar with a particular area such as the topics covered in Grade 10 Mathematics, they should consult with teachers from those areas before attempting the activities.
· It is important that students learn to communicate through hand illustration, sketching, and physical modelling at all stages in design. The computer is an important tool but should not be used exclusively in the design process.
· Students should be assessed for knowledge of safety issues before conducting particular activities. See Appendix A for a sample Safety Passport that should be signed by students before they are authorized to use particular equipment.
· This course is based on project-based, open-ended, problem-solving activities. Students work in teams and individually. Most projects take the form of design problem or situation identification, defining of design criteria, applied research, testing and evaluation of designs, selection and development of solutions, and presentation and critiquing of ideas.
· The activities use a variety of experiential learning strategies, including problem-solving design procedures, communicating ideas through graphic design, presentation of completed work, written technical reports, and group design activities. Individual work includes problem solving, design sketching, writing and research. Group activities include brainstorming, design decision-making and organization of duties. Presentation of final products may be done within the classroom or with other classrooms or community groups.
· Class discussions are used throughout to evaluate ideas and critique solutions. Problem solving is generally conducted in small groups, while research can be conducted both individually and in teams. Research, reporting, or sketching exercises can be given for homework, while computer or fabrication exercises are conducted individually or in teams in a classroom or shop environment.
· It is important that students maintain a portfolio of their work for evaluation within the course and for future considerations when applying for post-secondary programs or work placements. (See also Unit 4, Activity 4 that displays student products developed in this course.) Students also maintain a daily log or journal of their activities and learning experiences for assessing learning progress. (See Appendix C for sample log sheet.) Throughout the unit students should be given an opportunity to present their work orally, visually, and/or in written format.
· The corporate identity developed in Activity 1 forms a mock company structure for all subsequent activities. Students act as members of a corporate design team, and teachers act as the CEO of the parent company providing design challenges to the student-run companies.
Assessment strategies include teacher observation, self and peer assessment sessions, group analysis, and design critique presentations. Evaluations are conducted on deliverables such as design and research reports, sketches and illustrations, technical drawings, models, as well as quality and effort demonstrated through finished products.
Pamphlets, calendar information, and web sites from universities, colleges, and schools of design provide information on careers on design and engineering. School Guidance or Student Services offices should have written materials and CDs of information.
Internet sites on design can be found by searching on keywords such as design, industrial design, engineering and graphic design. Local bookstores and web-based companies sell design-related books as well. Keywords for particular searches are described in some activities to direct the student to those sites useful for targeted background research.
Catalogues from local hardware stores can be consulted for materials and fasteners. Students consult local hobby, hardware, and lumber yard personnel for ideas on solving design problems and insights on material properties and fabrication techniques.
Time: 300 minutes
Students develop a company and associated corporate identification modelled after typical design or engineering firms. The student-designed company is used as a framework for subsequent design activities. In this activity, students participate in exercises to learn visual symbolism and name identification, and to develop insights into how product names and imagery are created to advertise and market products and services.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TVF.02D - describe the processes used to develop products;
TVF.03D - identify the design criteria applicable to existing products and services related to project activities;
SPV.04D - illustrate ideas and solutions using hand-drawn and computer illustrations, as well as technical drawings;
SPV.05D - generate research reports and presentation materials for review;
ICV.03D - demonstrate understanding of the strategies used by advertisers to market products or services;
ICV.05D - identify design-related careers.
Specific Expectations
TF1.01D - identify user needs related to given design problems;
TF1.05D - communicate ideas using a variety of methods;
SP1.01D - develop reports on criteria for given design challenges and suggest solutions;
SP1.04D - assess, select, and use illustration and modelling techniques;
SP1.05D - describe the process used to solve project design problems;
IC1.04D - identify the methods used in advertising project-related products or services;
IC1.06D - describe functions of personnel working in design-related careers;
IC1.07D - identify career opportunities and the skills and education needed to achieve career goals.
· Students are given roles to play (e.g., engineer, designer, fabricator, marketer, or advertiser) for subsequent design activities. This activity has been planned as the first project of the semester, providing a business-like framework for the rest of the course. Teachers play the role of CEO of the group of companies or a client hiring for specific projects.
· Teachers prepare a design brief as shown in Appendix 1.1. The types of companies can be modified depending on the projects that follow this activity.
· Students are provided with paper such as newsprint for the exercises involving hand illustration and sketching. Later, students create their designs on the computer for use in subsequent activities, and require the use of a graphics package and printer. Teachers outline the rules for using “clip-art” before students begin creating their computer design. (Teachers may elect to allow clip-art with or without modifications, or disallow use to ensure originality in designs.)
A working knowledge is required of computer operations such as word processing, graphics creation, printing, and file management. It is assumed that students know how to conduct research via the Internet. Students must be familiar with computer usage regulations as defined at the local level.
1. Teachers provide a design brief (see Appendix 1.1) outlining the purpose of the activity (to create a design company and associated name and graphics). The design brief also includes a short description of the operation of a design firm, the deliverables (graphic illustrations and sketches, computer-generated graphics, design report with company mission statement and description of selected role of design personnel), and the associated timelines (generally a five-hour time frame).
2. Students create their own personal design firm specializing in solving problems or meeting people’s needs. Teachers describe how the triangle of industrial design (industrial designer, engineer, and marketers) brings different skills and talents together to develop products and services.
3. Teachers provide an overview of the types of careers involved in the design industry. Students research the requirements for careers in the fields of designers, engineers, manufacturers, and marketing, using resources from colleges and universities (found in school student centres, resource centres, or on the Internet). Teachers divide the students into categories such as Industrial Designer, Engineer, Manufacturer, and Marketing. Alternatively, students self-select the category they represent. The category defines the type of company for which the student creates an identification or brand. Students take notes of their career research for incorporating into their final report.
4. Each student's firm needs a "corporate identification", an image and a name, that conveys the message of what the firm is about. To develop their individual company graphics and name, teachers participate in a couple of exercises to “get the creative juices flowing.”
Exercise 1: Speed Sketching
· Through this exercise, students learn how symbolism is used in design to encourage consumer demand, how a company or product name and packaging can elicit consumer responses targeted by advertises and marketers, and how students can express their own ideas graphically.
· Teachers note that our subconscious mind works with visual or symbolic language. We perceive our world in simple shapes. For example, three simple lines can conjure different memories and meanings when recognized as a table. Designers use this knowledge to build meaning into everyday objects and graphic designs. The subconscious can be triggered into deriving meaning through the use of subliminal shapes. (Graphics example: The Nike "Swoosh" resembles speed, or movement. Product design example: Toilet Duck suggests environment, clean water; Log Cabin Maple Syrup suggests country, nutritional food).
· To better understand symbolism and how symbols are used to convey messages, students participate in a class activity called Speed Sketching. Volunteer groups of students are asked to go to the board to perform the sketches, while the rest sketch in their notebooks. A name of a common object is called out, then students have three seconds to draw the object. Some example objects and notations are:
· house (note roof line, simple upside down ‘V’ can signify many architectural concepts);
· chair (simple "h");
· table (simple "TT");
· tree (deciduous or coniferous?);
· clock (analog?);
· TV (rabbit ears in this day and age?);
· apple (usually has a leaf or leaves on top);
· bird (remember a child’s simple rounded ‘M’ for a seagull?);
· man/woman (bathroom symbols?).
· At the end of the session, the sketches on the board are analysed for content and meaning. Teachers explain how a simple line or lines can invoke all kinds of meaning for the viewer, including just after birth when babies learn to develop ideas from abstracting simple shapes. Teachers point out how the simpler the graphic, the more elegant the design, and that the product design industry uses symbols to design and market products. Teachers show examples of corporate logos and ask students to describe what they see. Students are instructed to consider simple symbols for their own designs.
· Students are asked to bring in sample logos and company names for next class. These samples may be actual products or ads from magazines or newspapers. Students must report (in their final design report) on their selection as to the message it conveys to them, who they think is the target audience for the product or company, and comment on the colours, shapes, symbols, and lettering styles used.
Exercise 2: Word Association
· In this exercise, students learn to connect words to come up with concepts for their company name. Students divide a blank sheet of paper into three columns and place a word at the top of each. Then they have one minute to write down any words that come to mind down the column, as fast as they can write. The teacher then provides another word for the second column and 60 seconds to write. The process is repeated for the third column. Sample seed words may be Home, Community, School, or Hobbies.
· Students are asked to turn the sheets upside down (to prevent conscious selection), and, while squinting, circle one word in each column, joining three words together. The student selects a minimum of three groups of three words. These words are written down as joined. The teacher writes students' examples of combined words on the board.
· Then the class examines the word groups to see if a company name emerges. (There are no rules here; word fragments or other word combinations can be used.) Teachers explain how this process may be used by graphic design or ad agencies to develop names for companies or products. In fact, computer programs exist to create potential names by association.
Exercise 3: Completion of Company Identification
· Using a combination of words from the word association exercise, their own names, or words from their hobbies or interests, each student has one day to decide on a name for their company. Names should reflect the nature of the student’s business.
· Using concepts learned in the Speed Sketching exercise, students individually prepare a series of thumbnails (small, quick, freehand sketches) of graphic symbols for their company. Teachers reinforce the idea that thumbnails are used to brainstorm ideas as quickly as possible and to generate many unique ideas rather than getting stuck on a single concept. (Three to five pages, each signed by the student, are recommended for assessment.) Colours and fonts are also symbolic and must be considered in the logo design. Students then select a group (three is suggested) of their thumbnail ideas to create more comprehensive hand-drawn illustrations for class presentation and discussion. Students are given the rest of the period and overnight to prepare their thumbnails and illustrations for the next class.
· Students present their illustrations to the class for peer review and criticism. Students are prompted to reveal their rationale for selecting individual designs, colours, symbols, font types and names. Students present the company logo and name from a product or advertisement they selected the day before for discussion and criticism. Students also hand in their comprehensive drawings for assessment and evaluation.
· Students modify their designs based on the discussions and select the name and graphics that represent their company. Using computer graphics applications, students produce their designs and prepare them for placement into documents, business cards, and publications. The images are handed in for assessment and evaluation.
Exercise 4: Design Company Research
· Students compose a design report outlining the process they followed in developing their designs, the rationale for selection of symbolism, colour, name, and fonts, and the criteria they used to evaluate their chosen design. This report includes a "mission statement" and goals of the company. Students describe their business role in designing products or environments based on their previous selection of industrial designer, engineer, or marketer and their personal research. This description should be an overview of what an individual in the field would do in the context of a design setting, what educational requirements are needed to enter the field, and how the student would personally feel about working in the field. Students hand in their design report for assessment and evaluation.
· Teachers may elect to require the students to define the following vocabulary terms to assess their knowledge of the corporate identification business:
|
Vocabulary |
||
|
cross media campaign |
corporate identification |
logotype |
|
start-ups |
symbolism |
subliminal advertising |
|
brands/branding |
font/font style |
trademark |
|
copyright |
industrial design |
engineering |
|
marketing |
thumbnail sketches |
mind share |
Assessment Chart for Logo Design
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge and Understanding TVF.03D TF1.01D understanding of symbolism |
- demonstrates limited understanding of symbolism in rationalization of design |
- demonstrates moderate understanding of symbolism in rationalization of design |
- demonstrates considerable understanding of symbolism in rationalization of design |
- demonstrates thorough and insightful understanding of symbolism in rationalization of design |
|
Thinking/ TVF.02D SP1.05D alternative ideas for selection of name/logo |
- provides few unique alternative ideas for selection of name/logo (minimal uniqueness or effort) |
- provides some unique alternative ideas for selection of name/logo (adequate uniqueness or effort) |
- provides a wide range of unique alternative ideas for selection of name/logo (considerable uniqueness or effort) |
- provides a wide range of unique alternative ideas for selection of name/logo along with demonstration of progressive strategy (considerable and connected uniqueness, considerable effort) |
|
|
- demonstrates limited rational selection from a few ideas |
- demonstrates some rationalization in selecting from a few ideas |
- demonstrates rational selection from a multitude of ideas |
- demonstrates insightful rationalization of selection from a multitude of ideas |
|
|
- describes the process of arriving at design decision with minimal clarity |
- describes some elements of the process of arriving at design decision with effective clarity |
- fully describes the process of arriving at design decision with effective clarity |
- fully describes the process of arriving at design decision with effective clarity, along with descriptive ideas for future decision strategies |
|
Communication TF1.05D SPV.04D SPV.05D SP1.04D quality of finished logo, written report, and presentation of report |
- finished logo is plainly presented; shows minimal effort |
- finished logo is cleanly presented; provides evidence of adequate effort |
- finished logo is cleanly presented; provides evidence of creative software use |
- finished logo is presented with professional quality; demonstrates extra effort in presentation |
|
- written report includes most required headings (some notable exceptions, much work required for proper formatting) |
- written report includes all required headings (no major exceptions, some work required in formatting) |
- written report includes all required headings, creative and clean formatting |
- written report includes all required headings with extenuating and comprehensive research material |
|
|
|
- written report is cleanly presented, evidence of limited effort to achieve a professional look |
- written report is cleanly presented, evidence of moderate effort to achieve a professional look |
- written report is cleanly presented, evidence of considerable effort to achieve a professional look |
- written report is professionally presented, evidence of exceptional effort to achieve a creative, professional look |
|
Applications and Connections ICV.03D ICV.05D IC1.04D IC1.06D IC1.07D understanding of the importance of symbolism |
- describes in limited fashion the importance of symbolism as used in product design and advertising |
- describes adequately the importance of symbolism as used in product design and advertising |
- describes effectively the importance of symbolism as used in product design and advertising |
- describes effectively the importance of symbolism as used in product design and advertising and real world applications |
|
- describes in limited fashion the roles of members of typical design teams and their schooling |
- describes adequately the roles of members of typical design teams and their schooling requirements |
- describes effectively the roles of members of typical design teams and their schooling requirements |
- fully describes the roles of members of typical design teams and their schooling requirements with real-world examples |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
· This activity can be adapted as to the amount of individual research required. Teachers may opt to provide more guidance for individuals or define requirements for simpler designs. Students with limited computer experience may be paired with students with more experience. Teachers may elect to establish a class-wide company name or set of names ahead of time. Teachers may also elect to allow hand illustrations instead of computer-generated images or allow extra time to complete the computer imaging deliverable.
· As an enrichment activity, more comprehensive research on how to register brands, names, trademarks, etc., may be directed. Further research into local firms involved in design, manufacturing or marketing may also be considered. Another extension activity involves researching the historical roots of corporate and product names and images. For more advanced students or quick learners, leadership opportunities exist for project manager functions such as organizing company teams.
Pamphlets, calendar information, and web sites from universities, colleges, and schools of design provide information on careers on design and engineering. School Guidance or Student Services offices should have written materials and CDs of information.
Internet sites on branding and logo design can be found by searching on keywords such as branding, logo, and graphic design. Several commercial sites of firms engaged in designing names/brands/graphic logos for companies and product lines exist that describe their process and give examples of their work. As well, local bookstores and web booksellers sell business-related books on branding.
Web Sites
Example branding company, with explanations of the name design process
www.nameit.com (See an example brand name assignment at www.nameit.com/nameitjb.htm)
Example branding company, with
descriptions of their business model
www.brand.com
Vocabulary definitions
www.whatis.com/index.htm
Designing a Design Company
You and other professionals have been asked by a large design firm to form a group of companies to design products and provide design services to a variety of clients. Each company provides specific services to bring the products to market. Each company needs a corporate identification, a logotype, and name that reflects the business they are in and that clients can easily relate to.
The following companies need to be created:
1. An industrial or architectural design firm, specializing in defining and researching client needs, providing prototyping, illustration and drawing services, ergonomic design and testing, and personnel and project management.
2. An engineering firm, specializing in providing mechanical, electrical, civil, and/or computer engineering services, mechanical and materials testing, drafting services, and engineering and scientific prototyping.
3. A manufacturing or construction firm, specializing in evaluating designs to determine fabrication processes, and establish either custom or mass production of the final products.
4. A marketing firm, specializing in directly working with clients, defining market requirements, costing, advertising, media campaigns, and client presentations.
You have been selected to create one of these companies. Your task is to develop a corporate identification; a symbol and name that establish your business in the minds of potential clients and investors and reflect your business. You prepare and deliver a set of sketches showing how you developed the logo and name, a set of comprehensive illustrations (comps), and a report outlining the rationale behind the name and the symbols used. You also present your ideas to the other companies for feedback and assessment.
The CEO of the parent company has established the following deliverables and deadlines:
|
No. |
Deliverable |
Evaluation (%) |
Deadline Dates |
|
1 |
thumbnail design sketches |
20 |
|
|
2 |
finished comp drawings |
40 |
|
|
3 |
design report |
30 |
|
|
4 |
presentation |
10 |
|
|
|
TOTAL |
100% |
|
Time: 450 minutes
Students produce a locker organizer that can be adapted to any size locker. Students measure a variety of lockers in the school, research what products are currently on the market, build a prototype, test it against criteria, and present the locker organizer to the class. Students write a technical report detailing the project brief, criteria, testing, and solution. This project incorporates the ideas of a formal design process, prototyping design solutions, engineering testing, and presenting skills.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TVF.01D - identify user needs related to specified design projects;
TVF.03D - identify the design criteria applicable to existing products and services related to project activities;
TVF.04D - identify the physical properties of selected materials and their application in product design;
TVF.05D - describe methods to test and evaluate design solutions;
SPV.02D - design and fabricate models, prototypes, or mock-ups;
SPV.03D - test solutions against design criteria and identify potential implementation problems;
SPV.04D - illustrate ideas and solutions using hand-drawn and computer illustrations, as well as technical drawings;
SPV.05D - generate research reports and presentation materials for review.
Specific Expectations
TF1.01D - identify user needs related to given design problems;
TF1.03D - compare consumer products or services using criteria such as functionality, reliability, materials selection, ease of use, and durability;
TF1.04D - demonstrate knowledge of the physical characteristics of materials and define how they are used in products;
TF1.05D - communicate ideas using a variety of methods;
TF1.06D - describe testing and evaluating criteria for project materials or components;
ICV.01D - apply safety standards when using materials, tools, and equipment;
SP1.01D - develop reports on criteria for given design challenges and suggest solutions;
SP1.02D - fabricate models, prototypes, or mock-ups for testing and analysis;
SP1.04D - assess, select, and use illustration and modelling techniques;
SP1.05D - describe the process used to solve project design problems;
IC1.01D - identify the safety features of tools, materials, and processes;
IC1.02D - use appropriate strategies to prevent potential health and safety problems.
Students need: measuring tape, a bathroom scale (to weigh text and note books), assorted building materials such as box-board, X-acto knives, scissors, duct tape, tempera paint, and brushes, string, wire, scrap paper or design journals, pliers, side cutters, safety glasses, work gloves, etc. Students may also require B-size paper, CAD system or board drafting accessories, access to presentation media such as video equipment, or bristol board. If possible, arrange for an empty locker near the classroom to test the models.
Although students should know general shop safety rules and how to operate machines before working in a shop environment, teachers should not assume safety familiarity.
Step 1
· The teacher and students discuss the difficulties of keeping lockers neat. If possible, visit a disorganized locker, pre-staged with books, old lunch bags, and materials that spill out as the door opens. Students are asked to discuss common locker problems, including:
· limited room for books;
· storing wet boots so other items don't get soggy;
· storing additional items such as knapsacks and winter coats during inclement weather.
· Teachers cite locker organizers that are currently on the market, who uses and/or purchases them, what they are designed to organize, what are they made of, and what they cost. Students compare features and value of current models. Students also discuss the properties of materials used in current models, with views on criteria for material properties for future designs.
· Students are organized into design groups, using the companies developed in Unit 1, Activity 1. Each group can select one company identification or a combination for the purpose of this activity. All members of the group are instructed to record subsequent notes in a design journal to track the progress of ideas. Each student is given a design brief outlining the requirements of the design. (See Appendix 1.2.)
Step 2
Students measure the dimensions of a locker. If the school has a variety of lockers, students gather sizes from each style and log the information in a chart in the design journal. The teacher discusses the idea of making an easy-to-manufacture organizer to fit any locker, and one that students would use themselves. Students then discuss the design criteria and possible solution details. The team then selects a working solution and proposes a design for an organizer.
Step 3
Teachers discuss appropriate safety considerations in tool and equipment use. Then model construction begins using cardboard or scrap wood. All team members should be involved in the model construction and testing. Discourage team members from starting final drawings or technical reports now, as they do not yet know if the proposed design works.
Step 4
Design teams conduct testing and refine the design. Design teams ensure the organizer can be inserted (and removed) easily into the locker and that it fits and functions as designed.
Step 5
If the model passes testing, the design team completes a prototype, which may be a refined mock-up or a finished design, (depending on time and material availability).
Step 6
Design teams compose a simple design report outlining the design criteria used, testing results, process used to arrive at design decisions, and the features of the final design. Students verbally describe the features of their design to the class.
Marking criteria for the model and technical report includes:
The Model (25%)
· fits locker;
· adapts to differing locker sizes;
· is neatly constructed;
· functions as intended;
· is attractive and has an efficient design;
· has design integrity (obvious thought put into design).
Presentation (25%)
· states company name;
· explains company name and logo;
· demonstrates functionality of locker organizer;
· shows familiarity with project data.
The Technical Report (25%)
· is neatly presented following the prescribed format (title page, headings, page numbers, illustrations with captions);
· competently describes and identifies the problem;
· list of criteria and constraints is correct;
· description of solution is thorough, with illustrations, test results, cost analyses, and any other required data included;
· summary of project refers to design brief, constraints, and criteria, and proves that the proposed organizer is suitable.
Assessment Chart for Locker Organizer
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge and Understanding TVF.01D TVF.04D TF1.01D TF1.04D Defining the user's needs Physical properties of materials |
- demonstrates limited understanding of defining the user's needs |
- demonstrates adequate understanding of defining the user's needs |
- demonstrates considerable understanding of defining the user's needs |
- demonstrates thorough and insightful understanding of defining the user's needs |
|
- demonstrates limited understanding of physical properties of materials |
- demonstrates adequate understanding of physical properties of materials |
- demonstrates considerable understanding of physical properties of materials |
- demonstrates thorough consideration of properties of a variety of materials |
|
|
Thinking and Inquiry TVF.03D TVF.05D TF1.03D TF1.06D SPV.03D SP1.05D Describe the results of testing |
- determines little of the criteria by which the success of the organizer is judged |
- determines some of the criteria by which the success of the organizer is judged |
- determines most of the criteria by which the success of the organizer is judged |
- determines all of the criteria by which the success of the organizer is judged |
|
- tests were performed but were disorganized |
- some tests were performed in an organized fashion |
- most tests were performed in an organized fashion |
- performs all tests to determine material's properties |
|
|
- describes the results of testing in limited fashion |
- describes adequately the results of testing |
- describes fully the results of testing |
- describes fully the results of testing and its application to design improvements |
|
|
Communication TF1.05D SPV.04D SPV.05D SP1.02D SP1.04D Accuracy of drawings and report. |
- drawings are accurate but contain some errors in formatting |
- drawings are accurate but require improvements in neatness |
- drawings are accurate; cleanly and neatly presented |
- drawings are done to professional standards and include hand-drawn isometric or 3-D views |
|
- report contains some minor errors or omissions and/or formatting errors |
- report is neat and well organized; contains some minor errors or omissions |
- report is thorough, neat, and well organized |
- report is thorough, neat, well organized and contains extra reports on future considerations and/or marketing strategies |
|
|
Application SPV.02D SP1.02D ICV.01D IC1.01D IC1.02D Safe use of tools and equipment |
- requires constant supervision with tools and equipment |
- requires some supervision with tools and equipment |
- requires minimal supervision with tools and equipment |
- assists in maintaining safety procedures in working with tools and equipment |
|
- demonstrates limited effort in prototyping |
- demonstrates adequate effort in prototyping |
- demonstrates considerable effort in prototyping |
- demonstrates considerable effort in prototyping including unique consideration of engineering details |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
· Teachers may opt to provide more guidance for individuals or define requirements for simpler designs or drafted drawings. Individual students may be paired with students with more advanced knowledge or skills in construction or drafting.
· Extensions to the project include designing a line of locker accessories that fit into the organizer, or building and selling the organizer as a school fund-raiser. For enrichment, students extend their project to packaging and marketing their designs. This activity can form the basis of a business opportunity.
Catalogues from local hardware stores can be consulted for materials and fasteners. Students are directed to consult local hobby, hardware, and lumber yard personnel for ideas on solving design problems, and for insights on material properties and fabrication techniques.
Most commercial lockers purchased for schools have limited internal organizing capabilities. This results in problems for daily use for students such as:
· limited room for books or other school-related items;
· storing wet boots so other items don't get soggy;
· storing additional items such as knapsacks and winter coats during inclement weather.
Your company has been given the task to analyse the possibilities of improving the use of space in common school lockers. The organizer must:
· fit in any locker;
· hold a variety of school supplies, such as textbooks, notebooks, pencil cases, etc.;
· be removable;
· be marketable (clean design and attractive).
You must be prepared to promote your ideas for the locker organizer to investors and clients in the form of a presentation (5-15 minutes in duration) and write a technical report about the process of developing the organizer.
The CEO of the group of companies has established the following deliverables and deadlines:
|
No. |
Deliverable |
Evaluation (%) |
Deadline Dates |
|
1 |
Model |
25 |
|
|
2 |
Finished prototype |
25 |
|
|
3 |
Presentation |
25 |
|
|
4 |
Technical Report |
25 |
|
|
|
Total |
100 |
|
Time: 350 minutes
After developing a finished design, technical drawings are developed for manufacturing production. In this activity, students produce a set of technical drawings for their company's locker organizers developed in Activity 2. Students produce appropriate isometric drawings and/or orthographic projections.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
SPV.04D - illustrate ideas and solutions using hand-drawn and computer illustrations, as well as technical drawings;
ICV.03D - demonstrate understanding of the strategies used by advertisers to market products or services.
Specific Expectations
TF1.02D - describe the process of design and manufacturing and apply their knowledge to the design of projects;
TF1.05D - communicate ideas using a variety of methods;
SP1.04D - assess, select, and use illustration and modelling techniques;
IC1.04D - identify the methods used in advertising project-related products or services.
· This activity derives from the previous activity in designing and producing a locker organizer. Students need their sketches, dimensions, models, and other materials to produce technical drawings.
· Teachers may need to prepare examples of the methods of technical drawings to be covered. Tools for board drafting (set squares, T-squares, mechanical pencils, erasers, shields, etc.) and/or computer-aided drafting (CAD) should be arranged before initiating the activity. Isometric drawing paper and/or graph paper may also be provided for sketching and layout drawings. Tape measures and/or rulers are required for measuring models or prototypes. Printers or plotters are required to produce CAD drawings. CAD manuals should be provided to help students learn the functions of the particular software used.
· In illustrating the techniques in constructing views, a common household brick is used. Teachers may elect to use other simple objects. Teachers also provide magazines and/or newspapers for use in reviewing product advertising.
Students are familiar with measurement systems (metric and imperial), how to sketch with rudimentary dimensions and notes, and basic computer skills such as file manipulation (if using CAD).
1. Teachers introduce the concept of using technical drawings in the manufacturing stage of design and 3-D illustrations in client/investor presentations. Students are asked to produce a series of drawings for both manufacturers and for potential client/investors. By analysing product advertising in magazines or newspapers, students review the ways products are shown three-dimensionally.
2. The basics of technical drawing such as scale, borders, title blocks, line types, mechanical drawing symbols, drafting conventions including Canadian Standards Association (CSA) standards, and dimensioning are introduced by showing sample drawings.
3. Teachers introduce the types of views by showing students how to construct a sketch of a common household brick by freehand methods. (Sketches are done in large scale on paper to be posted for review during this activity.) Students individually practise sketching the brick in 3-D in their notebooks or on provided sketch paper.
4. Teachers illustrate third angle orthographic projection. Teachers describe the importance of the three primary views that illustrate all aspects of the object being drawn.
5. Teachers next illustrate isometric drawing techniques. Teachers then ask students to review their designs (in their design teams) and sketch the appropriate views to most clearly illustrate their designs in isometric.
6. Teachers show students how to dimension drawings. The importance of a clean appearance and how it contributes to the overall legibility of the drawing is stressed. Students are reminded that in this age of electronic communication, drawings can be sent all over the world and be read by people for whom English is not the first language. Students are shown the CSA method of dimensioning, including placement, appearance, and style. Students are shown how to use a guideliner (device to create guidelines for text placement) to create clean, accurate text of even height.
7. Teachers ask students to create a set of drawings, one dimensioned orthographic projection showing fabrication details, and one isometric drawing or set of drawings showing the complete design installed in locker. Orthographic projections are working drawings that follow CSA standards, and are created with the manufacturer or fabricator in mind as the end user. The 3-D views (isometric) are to be used as illustrations in an advertisement in school-based publications. Each student is to complete the orthographic and 3-D view for his or her company's design.
8. Student teams post their team drawings on the wall and present their drawings to the class for assessment and evaluation. Teachers and students critique orthographic projections for clarity and accuracy in the role of a manufacturer. 3-D views are critiqued for their value in effectively communicating design features and installation for clients and/or investors.
Students are evaluated on the quality of drawings, completeness of information, and accuracy (e.g., line thickness, squareness, CSA standard symbols and conventions, etc.). The following can be used to guide evaluation:
Linework: (5)
· density of line is (circle one): too thick too thin too light too dark consistent
· obvious difference between construction lines and object lines
· linetypes are correctly represented
· lines are crisp and clear
Circles and Arcs (3)
· joins are neat
· lineweight of circles and arcs is consistent with straight lines
· centrelines are included
Lettering Quality (7)
· proper font has been used
· lettering is at consistent angle
· guidelines have been used
· spelling and punctuation are correct
Dimensioning (5)
· correct and logical placement
· all dimensions that are necessary for the manufacture and inspection of the object are present
Page Layout and Use of Space (5)
· choice of views is correct
· views are in correct orientation
· drawing is centred
· details and dimensions are not crowded
· titleblock, revision block, and Bill of Materials are located properly
Accuracy of Geometry (5)
· drawing matches model
· sizes are scalable or true size
Linework: (5)
· density of line is (circle one) too thick too thin too light too dark consistent
· obvious difference between construction lines and object lines
· linetypes are correctly represented
· lines are crisp and clear
Circles and Arcs (3)
· joins are neat
· lineweight of circles and arcs is consistent with straight lines
· centrelines are included
Accuracy of Geometry (4)
· correct angle of axis
· scaled true length used
Dimensioning (5)
· correct and logical placement
· all dimensions necessary for the location and installation of the object are present
Page Layout and Use of Space (3)
· drawing is centred
· titleblock, located properly and complete
· Teachers may give more guidance in drawing by providing templates or example drawings. Isometric grid and/or graph paper may be provided to help students lay out drawings. Some students have obtained knowledge of drawing techniques in previous art and/or technology courses. These students can be paired with those who are not yet familiar with these techniques.
· For enrichment students may be given the task of producing more detailed drawings (such as cutaway, assembly, or perspective drawings) or using 3-D illustration software to produce realistic illustrations or animations.
Stirling, N. Fundamentals of Technical Drawing. Toronto: Gage Educational Publishing Company, 1984.
Jensen, C. Engineering Drawing and Design (Second Edition – SI Metric). Toronto: McGraw-Hill Ryerson Ltd., 1980.
Negus, M. Introduction to Drafting. Toronto: McGraw-Hill Ryerson Ltd., 1983.
Quinlan, C. Orthographic Projection Simplified (Fifth Edition). Toronto: McGraw-Hill Ryerson Ltd., 1996.
Wallach, P. Metric Drafting. California: Collier Macmillan Publishers, 1979.
Time: 400 minutes
Student teams select a particular sport or hobby and design an accompanying accessory kit. The kit may contain associated tools, articles for playing, clothing accessories, or items that enhance the sport or hobby. This activity incorporates research into the evolution of the selected sport or hobby and the production of a model and/or prototype of a design solution. Students gain an understanding of applied research, model building, ergonomics, and designing to specific situations.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TVF.01D - identify user needs related to specified design projects;
TVF.03D - identify the design criteria applicable to existing products and services related to project activities;
SPV.02D - design and fabricate models, prototypes, or mock-ups;
SPV.03D - test solutions against design criteria and identify potential implementation problems;
SPV.04D - illustrate ideas and solutions using hand-drawn and computer illustrations, as well as technical drawings;
SPV.05D - generate research reports and presentation materials for review;
ICV.01D - apply safety standards when using materials, tools, and equipment;
ICV.02D - illustrate how technology has affected the development of products or services.
Specific Expectations
TF1.01D - identify user needs related to given design problems;
TF1.03D - compare consumer products or services using criteria such as functionality, reliability, materials selection, ease of use, and durability;
TF1.05D - communicate ideas using a variety of methods;
SP1.02D - fabricate models, prototypes, or mock-ups for testing and analysis;
SP1.04D - assess, select, and use illustration and modelling techniques;
IC1.01D - identify the safety features of tools, materials, and processes;
IC1.02D - use appropriate strategies to prevent potential health and safety problems;
IC1.03D - describe the evolution of a system, product, or service.
· The core of this activity involves the production of a model or prototype of a design solution. Teachers prepare modelling materials such as foam, wood, cardboard, foamcore, modelling clay, masking tape, and glue to fabricate models. Teachers should also provide X-acto knives, scissors, saws, sanders, files, and appropriate safety wear such as safety glasses and work gloves as required.
· This activity can include any sport or hobby, though teachers may elect to limit the range to direct solutions to seasonal times, available resources, current affairs, or local interests. Teachers may want to consult teachers involved in Physical Education or local businesses involved in particular sports or hobbies.
· To expedite research on particular topics, teachers may consult the school's teacher-librarian ahead of time for advice and material preparation.
· Teachers prepare a design brief outlining the situation (an accessory kit for a particular sport or hobby is required), the parameters, if necessary, (e.g., materials or cost limitations), and associated deadlines.
Although students should know general shop safety rules and how to operate machines before operating in a shop environment, teachers should not assume safety familiarity. If they are conducting Internet research, students should be aware of appropriate use policies in effect.
1. Students remain in the their company teams (Activity 1). Each team selects one company identification or a combination for the purpose of this activity. All members of each team are instructed to record subsequent notes in a design journal to track the progress of ideas.
2. Teachers present the situation for the design company. The company has been assigned the task of designing sport or hobby accessories for the youth market. Each team is to decide on a particular sport or hobby (which may be directed by the teacher) that they wish to design an accessory kit for. This kit contains associated tools, articles for playing, clothing accessories, or items that enhance the sport or hobby. Teams are instructed to consider the following steps in arriving at design solutions:
Step 1: Review the Challenge
As a class, answer the following questions:
·
Why would someone need this product?
(i.e., what is the problem within the sport or hobby to solve)
·
Who needs this particular product?
(i.e., what sport, what hobby, what age group of people/customers)
·
When would they need this product?
(e.g., location, time, point of activity, etc.)
·
Where would they use this product?
(i.e., what environment, what situation)
Please note: At this point only the challenge is identified; the solution is not yet determined (the How and the What).
Step 2: Decide on the Approach
· Company teams decide what situation to address. Each company composes a design statement outlining the problem and answers to the questions posed above. The teacher approves the statement before continuing.
· Students consider the historical development of the sport or hobby in question or the historical development of the particular product line being considered as a solution. Research is conducted and research results are composed in a final illustration board as outlined in Step 7.
· Students also research current related products and assess these products using criteria such as cost, functionality, reliability, material properties, and durability. Students are to relate this research to their own product solution.
Step 3: Develop Criteria
In company teams, students consider design criteria, such as materials that could be used, the cost of materials, the methods of fabrication and joining, the user's specific requirements, and features that potential customers might desire. The list of criteria is kept handy during the design process.
Step 4: Brainstorm
To brainstorm possible solutions, sketches are prepared (thumbnail sketches: small, quick drawings). Teachers instruct students to fill "pages and pages" of quick sketches of solutions and parts of solutions, looking at all angles and many different ideas. Modelling materials such as cardboard or modelling clay should be used to assist in thinking in 3-D. Teachers assess sketches and/or models before students proceed.
Step 5: Testing and Evaluation
Models or mock-ups are produced of the proposed solutions. Students ask:
· How does it feel?
· Will it work?
· Do others like it?
· Does it appear to satisfy the design criteria?
· Will it break under intended use?
· Is it easy to use?
Simple, informal surveys can be conducted among fellow students and teachers to gather opinions on design solutions.
Step 6: Decide on the Design
The team selects a final design. Safety issues in model building and fabrication are discussed before construction begins. Models or prototypes are fabricated based on design solutions. Photographs (film or digital) are taken of models.
Step 7: Communication
An illustration board is created by each design company that illustrates:
· the design statement;
· an overview of the historical development of the sport or hobby in question;
· the process used to arrive at a final solution;
· design criteria and how they are met;
· the results of testing/surveys;
· suggestions for future improvements.
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge and Understanding TVF.01D TVF.03D TF1.01D defining the needs for specific accessory kit |
- demonstrates limited understanding of defining the needs for specific accessory kit |
- demonstrates adequate understanding of defining the needs for specific accessory kit |
- demonstrates considerable understanding of defining the needs for specific accessory kit |
- demonstrates thorough and insightful understanding of defining needs for specific accessory kit |
|
defining design criteria |
- demonstrates limited effort in defining design criteria |
- demonstrates adequate effort in defining design criteria |
- demonstrates considerable effort in defining design criteria |
- demonstrates thorough effort in defining design criteria, with associated rationale |
|
Thinking and Inquiry TF1.03D SPV.03D ICV.02D ICV.02D IC1.03D researching historical developments and current products |
- demonstrates limited effort in researching historical developments and current products |
- demonstrates adequate effort in researching historical developments and current products |
- demonstrates considerable effort in researching historical developments and current products |
- demonstrates exceptional effort in researching historical developments and current products |
|
testing of solutions |
- limited testing of solutions; more effort required in reporting results |
- tests solutions in an organized fashion; adequate effort in reporting results |
- tests solutions in an organized fashion; considerable effort in reporting results |
- tests solutions in a well organized fashion; exceptional reporting relating solutions to issues in consumer design |
|
understanding of technological developments |
- demonstrates limited understanding of technological developments in selected sport or hobby |
- demonstrates adequate understanding of technological developments in selected sport or hobby |
- demonstrates considerable understanding of technological developments in selected sport or hobby |
- demonstrates exceptional understanding of technological developments in selected sport or hobby, with related future trends |
|
Communication TF1.05D SPV.04D SPV.05D SP1.02D SP1.04D Illustration board |
- illustration board is accurate but contains some errors in formatting and/or neatness |
- illustration board is accurate but requires improvements in neatness |
- illustration board is accurate, cleanly and neatly presented |
- illustration board is done to professional standards and has included creative use of computer imagery |
|
Research reporting |
- research reporting contains some minor errors or omissions and/or formatting errors |
- research reporting is well organized but contains some minor errors or omissions |
- research reporting is thorough, neat, and well organized |
- research is thorough, neat, well organized and contains extra reports on future considerations and/or marketing strategies |
|
Application SPV.02D SP1.02D ICV.01D IC1.01D IC1.02D Safe use of tools and equipment |
- requires constant supervision with tools and equipment |
- requires some supervision with tools and equipment |
- requires minimal supervision with tools and equipment |
- assists in maintaining safety procedures in working with tools and equipment |
|
- demonstrates limited effort in prototyping and model finishing |
- demonstrates adequate effort in prototyping and model finishing |
- demonstrates considerable effort in prototyping and model finishing |
- demonstrates considerable effort in prototyping including unique consideration of engineering details |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
· This activity can be adjusted by limiting the sports or hobbies included in the initial challenge. Teachers may opt to provide more guidance for individuals or define requirements for simpler designs, finished illustration boards, or product models. Individual students may be paired with students with more advanced knowledge or skills in fabrication or illustration.
· Extensions to the project include packaging and marketing designs. This activity can form the basis of a business opportunity for enrichment.
Catalogues from local sports or hobby stores can be consulted for project ideas and current available products. Students should be directed to consult local hobby or sports personnel for project ideas.
Web Sites
Students consult sites associated with the particular sport or hobby with which they are dealing. Some sites that help students understand technological development in sports are:
Account of the evolution of the
goaltender mask in ice hockey
http://www.classicmask.com/history.html
Bicycle accessories
http://www.cyclecush.com
US Olympic site outlining
equipment requirements and rules for every Olympic sport (winter and summer)
http://www.usoc.org/sports/az_3_32_1.html
“Technology and the Olympics”-
article put out by the Australian Sports commission on the evolution of
technology in the Olympic Games
http://www.ausport.gov.au/tech.html
“Sport Science” - article highlighting
the use of technology on and off the playing field during the 1996 Atlanta
Games
http://whyfiles.news.wisc.edu/019olympic/main.html