Y10 GCSE D&T Mrs O’Connor’s class Week 3 work- Monday 20th – Friday 24th April

By now, you should have completed pages 1-4 of your mock NEA (see below).

This week, you need to complete page 5 which is ‘Research Findings’. This is where you identifythe KEY POINTS you have found out from analyzing the contextthe client profile, product analysis and location visit that will help you to produce your own design.

An example is provided on the next slide, there is success criteria for the task on page 30 and another example on page 31.

If you need any support with this, please email me on t.oconnor@bishopchalloner.bham.sch.uk

Task 2Please also use Seneca this week to revise ‘Materials’. I have set up an assignment to be completedby Sunday 26th April. Please complete the first assignment if you haven’t already.

1 Investigating the design context

2 Client profile

3 Product Analysis

4 Location visit

Research Findings- Example

I have now investigated the design context and collected research from three different sources. I am going to analyse the research so that I can identify what it is telling me and how I can use this information when deigning my own product.

Research source Findings

Investigating the design context

• Some of the development milestones children go through are being able to focus their eyes on an object being able to hold and grip an object, learning to walk…

• To be sustainable the product needs to be made out of a renewable material such as timber or at the very least a fully recyclable material such as a thermoplastic…

Client profile • The product must be gender neutral so both the client’s children can play with it• The client will pay up to 30 pounds for a well made, engaging product• Separate parts must be joined securely, perhaps using screws, as the client ranks safety as a

priority• The product must be able to be used by two children at once to help develop teamwork and

communication skills

Product Analysis • To fit in with similar products on the market the product should use bright vibrant colours such as those found in the rainbow

• The product should not reinforce negative gender stereotypes (transport workers- male, nurses-female) as some toys do

• The product should be made from a minimum amount of different materials to aid recycling

Location visit • The product must be small and compact as the client lives in an apartment with limited space• The product must be easy to tidy away and ideally will come with its own storage solution as

there are already a lot of toys in the home and storage is a problem

Tip: Try to aim for a minimum of 3 bullet points for each section but you could include a lot more

Section Criteria Maximum marks

A Identifying and investigating design possibilities 10

Page Tasks Completed

1 Investigating the design context

2 Client profile

3 Product Analysis

4 Location visit

5 Research findings

Section Criteria Maximum marks

B Producing a design brief and specification 10

Page Tasks Completed

6 Design brief

7 Specification

A list of the sections and pages that should be in your NEA

Section Criteria Maximum marks

C Generating Design Ideas 20

Page Tasks Completed

8 Sketched design ideas

9 Client feedback on designs

Section Criteria Maximum marks

D Developing design ideas 20

Page Tasks Completed

10 Cardboard modelling

11 Practical investigation

12 Further research

13 Sketched development

14 Materials justification

15 2D Design working drawing and cutting list

Section Criteria Maximum marks

E Realising Design Ideas 20

Page Tasks Completed

16 Diary of manufacture

17 Changes made during manufacture

Section Criteria Maximum marks

F Analysing and evaluating 20

Page Tasks Completed

18 Final evaluation of prototype against specification

19 Client testing

20 Modifications

Success Criteria Achieved?

I have included the title‘identifying problems and design opportunities’

I have included the contextual challenge

I have highlighted the keywords in the contextual challenge

I have included a definition of the keywords

I have included synonyms for the keywords

I have included at least 5 problems relating to the context

I have included a design opportunity for each problem

I have included a summary identifying the key things I have learnt, which problem I have selected and why as well as and explaining what my next steps are

NEA PAGE 1: IDENTIFYING PROBLEMS AND DESIGN OPPORTUNITIES

Contextual challenges:1. Providing a safe and comfortable home2. Working towards a sustainable future3. A high-profile activity or occasion

What is this?• A page where you show your understanding of the

contextual challenge you have chosen

Identifying problems and design opportunitiesn

CONTEXTUAL CHALLENGE: Addressing the needs of people with disabilities

A person is a male or female of any

age.

A ‘need’ is a want or requirement that a person might have

A disability is classed as a physical or mental condition which limits a person’s movement’s, senses or

activities.

A disability can also be referred to as disorder, condition, dysfunction,affliction, ailment, complaint, illness,malady, or disease.

Disabilities PhysicalMentalADHD

Asperger's

Autism

DementiaStroke

Learning difficulties

Paraplegics

Parkinson’s

1) Arthritis

Diabetes

Hearing loss

Amputee

Sight lossCerebral Palsy

1) Arthritis is a common condition that causes pain and inflammation in a joint. In

the UK, more than 10 million people have arthritis or other, similar conditions. Symptoms include stiffness and restricted movement. When in the hands it prevents

sufferers from forming a tight fist which can make handling items such as cutlery,

door handles and food items problematic.

ProblemsDesign opportunities

I could design a product that helps people with carrying shopping,

opening letters, food jarsor turning keys in doors

SummaryBy exploring the context I have learnt that:• The product I design could be used by a male or female of any age• The product must meet the needs of someone who has a disability• A disability can affect a person mentally or physically• There are many disabilities that affect many different age groups• They range from Parkinson's and Dementia which tend to affect

older people to Autism and amputations which can affect someone of a young age

• The symptoms of these disabilities vary greatly but all stop a person from carrying out everyday activities such as having a conversation, eating, carrying shopping, moving around and opening things.

NEXT STEPS:My Grandad has Arthritis so I will choose this problem to focus on. By choosing my Grandad I have a personal connection to the problem so I can talk to my grandad and my family in order to develop a deeper understanding of what his needs are in order to design a product that will really improve his quality of life.OrI am not sure which of these problems to focus on so my next step will be to talk to the Special Educational Needs Department at my school. I will do this so that I can find out what disabilities students at my school have. Because they are within my school I may be able to find out more about their condition by talking to them personally which will really help to develop my understanding of what day to day challenges they face and where a product could help.

To help me identify the problems that these conditions cause, I spoke to three people who suffer with at least one of them.Georgia, 28 a secondary school teacher at my school who has suffered with arthritis in her hands from around the age of 25. Mark, 75 a vicar who is a family friend and is suffering with the early signs of Dementia and Agnes, 86, my great aunt who has Parkinson’s disease.

SummaryBy exploring the context I have learnt that:• The product I design could be used by a male or female of any age• The product must meet the needs of someone who has a disability• A disability can affect a person mentally or physically• There are many disabilities that affect many different age groups• They range from Parkinson's and Dementia which tend to affect

older people to Autism and amputations which can affect someone of a young age

• The symptoms of these disabilities vary greatly but all stop a person from carrying out everyday activities such as having a conversation, eating, carrying shopping, moving around and opening things.

NEXT STEPS:My Grandad has Arthritis so I will choose this problem to focus on. By choosing my Grandad I have a personal connection to the problem so I can talk to my grandad and my family in order to develop a deeper understanding of what his needs are in order to design a product that will really improve his quality of life.OrI am not sure which of these problems to focus on so my next step will be to talk to the Special Educational Needs Department at my school. I will do this so that I can find out what disabilities students at my school have. Because they are within my school I may be able to find out more about their condition by talking to them personally which will really help to develop my understanding of what day to day challenges they face and where a product could help.

You need to include a summary on this page.

What have you learned from exploring the context?

• Who will the product be used by?• What have you learned by researching what the

keywords mean and looking for synonyms?• What have you learned by breaking down the

keywords further?• How many problems have you identified? What do

they relate to? Who do they affect?

What do you need to do next?• Which problem are you going to focus on? Justify why have

you made this decision?• Who is your client going to be? Why have you selected

them? How are they relevant to the context?• How are you going to contact the client? Why is it

important that you do this at this early point in the project?

Success Criteria Achieved?

I have included the following details about the client: Name, age, occupation, hobbies, living environment, why they are a suitable client for the contextual challenge

I have included each response they gave to the questionnaire

I have included a summary. In this I have identified the key things that the client needs/wants in the product

NEA PAGE 2: Client profile

What is this?• A page where you introduce the client and provide details about them• You explain why they are relevant to the contextual challenge you have chosen• You provide their responses to the questionnaire• You summarise their needs and wants

1-2

3-5

6-8

9-10

Client profile assessment criteria

Exemplar client info 1

Exemplar client info 2

Exemplar client info 3

Success Criteria Achieved?

I have analysed the product in the following areas; Target audience, function, aesthetics, materials, manufacture, cost, ergonomics, environmental impact, social/moral/cultural, health and safety

In each area, when making comments, I have given reasons why the product was designed in this way

In each area, I have identified appropriate improvements that could be made and explained how they would help the product better meet the needs of the user

I have included a summary, identifying features in the product that are successful and that I could include in my own design as well as features that I want to avoid

NEA PAGE 3: Product analysis

What is this?• A written analysis of an existing product which links to your contextual challenge

Product Analysis assessment criteria

Comprehensive investigation into the

work of others that clearly informs ideas.

1-2

3-5

6-8

9-10

Detailed investigation into the work of others that has influenced ideas.

Some investigation into the work of others that has had some influence on their ideas.

Basic investigation into the work of others that has not been used to inform their ideas.

Exemplar product analysis

Commenting on target audience. Answer these questions:

• What gender is the product aimed at? How do you know?

• What age group is the product aimed at? How do you know?

• Would this product appeal more to a person with a certain job/hobby/interest? Why?

• Would this product appeal more to people of a certain ethnicity or religion? Why?

• Would this product appeal more to people of a certain social status (employed, single parents, unemployed, high earners etc.) Why?

• How could the product be modified to make it appeal to more people?

Target Audience- Who the product is aimed at

Example comment on target audienceThe gender that this product is aimed at is both males and females. I think this because the toy has a farm animal theme and this is non gender specific. I think that this is a good theme because it will engage boys and girls equally making the toy suitable for use by multiple children of different genders in a family or a nursery. I think that the toy is aimed at children aged from 3 upwards. My reason for thinking this is that it is a simple product with a moving head and legs which would not stimulate or engage an older child for very long. I think that this product is appropriate for this age because it provides the right level of challenge for them. Muslims consider pigs to be unclean and it is a sin for them to consume pork so they may not feel this is an appropriate toy for their children. To appeal to a wider audience another animal that is not offensive to any cultures could be used. This toy costs 4.99 which makes it affordable to parents who may be on a low income or unemployed.

Commenting on materials. Answer these questions:

• What materials are used in the product? (be specific, for example, name the materials such as saying teak, plywood, acrylic, high impact polystyrene rather than saying ‘wood’ or ‘plastic’. Also give the material group, such as saying ‘thermoplastic’ or ‘hardwood’)

• What properties do these materials have that make them suitable for use in the product? (Such as hardness, toughness, electrical insulator, transparent, comes in a range of colours etc.)

• What components are used in the product (parts which would be made separately to the main product and are often standardized (come in set shapes/sizes) such as screws, rivets, zips, hinges, LEDs, buzzers, nuts and bolts etc)

• What finishes are used on the materials? (For example, wax, varnish, acrylic paint etc) what qualities do these finishes bring to the product?

• Could the product be improved by using alternative materials? Why/why not?

Materials- What the product is made from

Example comment on materialsThe toy is made from plywood which is a man made board. I think plywood was chosen because it is tough so if the toy is dropped it will not shatter. It will also withstand sudden blows from the mallet which comes with the toy. also has compressive strength due to it being made from layers of timber glued together. Plywood is also non toxic so if the child is teething and puts the product in their mouth it will not poison them. Plywood is also easy to cut, shape and drill into which makes it easy to manufacture the shape of the toy and join it together. Plywood is also renewable because the raw material comes from trees so this makes the product more environmentally friendly. The finish that has been added to the pine is polyurethane varnish and paint. These finishes will protect the toy from the rain if left outside or from a drink which could be spilled over the toy. Without this finish the wood could rot. Both finishes are tough so will not scratch or chip off over time. The paint provides bright vibrant colour to the cylinders helping them to stand out and making it easier for the child to hit them with the mallet.

Commenting on environmental impact. Answer these questions:

• Are the materials easy to recycle? (For example, thermoplastics can be reheated and remoulded, thermosetting plastics cannot. Different materials joined together with permanent joining methods are hard to separate and therefore recycle).

• Are the materials renewable or non renewable?

• Could the product be easily repaired rather than being thrown away?

• Is the product well made and designed to last or is it likely to last only a short time? Why/why not?

• Can the product be modified/updated over time or will it get outdated quickly? How? Why?

• Can the product be used with different genders and passed down through generations?

• Is the product packaged? Is the packaging environmentally friendly? Why/why not?

• How could the product be modified to reduce its environmental impact?

Example comment on environmental impactThis toy is largely made from wood which can be recycled by shredding it into fibres that can be used to make paper or can bemixed with glue to make man made boards such as MDF which can be used in products such as furniture. This is good for the environment because it means new trees won’t need to be cut down to use as a raw material and the toy won’t end up being send to landfill sites. This product uses lots of wood which is a renewablematerial. It is renewable because more trees can be replanted so it is a material that will not run out. The toy could be repaired as it is made from one material and has three main components, the main body, the cylinder shaped pegs and the mallet. If either of these were to break they could be replaced. The main body is made from three parts which are screwed together. This makes them easy to separate to in order to repair. I think this product would last along time because it is well made from a durable material that can take a lot of knocks and bumps during everyday use. It is non gender specific which means it could be used by male and female siblings and passed down to younger children. It cannot be updated over time however, so children may become disengaged with the toy and stop playing with it at which point it could be thrown away. The product came in a cardboard box which has low environmental impact as cardboard is a renewable material and it can also be recycled.

Environmental Impact- The extent to which the product impacts upon the environment in a negative way

Commenting on environmental impact. Answer these questions:

• What colours are used in the product? Why were they chosen? What effect do they give? (Name individual colours as well as describing them as a group e.g. vibrant, primary, neutral, monochrome etc)

• What shape is the product? Why was it chosen? (e.g. geometric, irregular, rounded, curvy, angular)

• What surface design is used on the product? (patterns, images, text, textures etc.) Why were they chosen? What effect do they give?

• What style is the product? How do you know? (e.g. traditional, simplistic, retro, feminine)

• What look do the materials give the product (e.g. sophisticated, luxurious, natural)

• What texture does the surface of the product have and why? (e.g. smooth, ridged, rippled, fluffy, furry, dimpled)

• What modifications could be made to improve the look of the product and why?

Example comment on aestheticsThe product uses bright, vibrant primary and secondary colours such as red, yellow, blue, green and orange. Uses these colours makes the product eye catching so it will attract the attention of children and stimulate them visually. It could also be used to help a child learn their colour groups. The shapes included are hexagons to make up a bee hive out of individual cells. There are also small rounded bees. Both of these shapes are safe for children and couldn’t cause injury. The toy has a smooth texture as the wood has been sanded to prevent splinters or injury to skin. The style of the product is quite minimalistic-the bees are simplified with just two parts, a main body and wings. The use of a two stripe pattern on their backs make them easier to identify as bees rather than another insect. The product also has a natural, clean look due to the tweezers not having a finish on the wood other than a clear varnish. .

Aesthetics- How the product looks

Commenting on environmental impact. Answer these questions:

• What is the purpose/job of this product? How do you know?

• Does the product have a secondary function? How do you know?

• Where would the product be used? (indoors/outdoors, room? what type of surface?)

• How long would the product be used for? (minutes/hours, once a day, once a week etc.)

• How could the product be stored when not in use?

• What modifications could be made to make the product function better?

Example comment on FunctionThe function of this toy is to help develop a child’s literacy and numeracy skills. I know this because the product has moveable beads that follow metal rods on the top which can used by a child to learn to count. There are also wooden doors that open to reveal animals and the name of the animal is written inside the door. There are also cubes that can be rotated on horizontal bars with letters and images and letters on. The letters relate to the image, for example ‘F’ for ‘Fox’. The toy has a secondary function in that is can be used to store small toys in as the lid comes off to reveal a hollow cavity. I think this toy would be used in any room where there is a flat surface such as a table or floor. The reason I think this is because the toy has a flat base and is fairly heavy because it is made from wood. It would therefore not be suitable to be placed on someone’s lap due to the weight. As there are multiple interactive surfaces on the product it would keep a child occupied for up to an hour and they may play with it a number of times a day. When not in use, it could be placed on the floor or put up out of the way on a shelf. It doesn’t come apart except from the lid coming off so it takes up a fair amount of space.

Function- What the product does and how it works

Ergonomics- How easy is the product to interact with?Commenting on Ergonomics. Answer these questions:

• What parts of the product does the user have to physically interact with? (Touch, hold, press, twist, pull, push, lift, move etc.). How easy is it for the user to preform these interactions? How does the design of the product make these interactions harder/easier?

• Can the product be easily moved and transported should the user need to do this? Why/Why not?

• Is there text/instructions/images/symbols/numbers on the product that need to be read by the eyes? How isy is it to do this? Are they a clear size, colour, font, style?

• How easy is it to operate the product? Is it complex or simple? Does it come with instructions? Could a wide range of users work out how to use it?

• Does the product require power to work? How easy is this to provide? Does it have to be plugged in at the mains? Does this restrict the mobility of the product? Does it require batteries? How easy are these to change? Does it need to be switched onand off? Where is the switch? Is it easy to access and operate?

• Is the product easy to clean? Does it come apart?

• What modifications could be made to make the product easier to use?

Example comment on ergonomicsThis toy has fairly good ergonomics. It not that easy to carry as it is made from wood which is heavy but it has wheels which turn easily and make the toy very easy to pull along. This is one od the functions of the toy- to be pulled along by the child to help develop their hand eye coordination. The mobility of the product could be increased by using less material to reduce the weight or by replacing some of the wood with plastic which would also have this effect. The part of the toy that the child interacts with is the rope which is attached securely to the front of the product. This is easy to grip and hold because it is long so the child can wrap it around their hand. The product is easy to use because a simple pull on the rope makes the wheels move so it is easy for the child to interact with. The letters and numbers on the blocks inside the toy are written in a large, colourful, chunky font which is clear even when read from a distance. The blocks are a good size to fit in a child’s hand. They stack neatly inside the pull along frame making it easy for the child to tidy them away when they are finished playing.

Manufacture- How the product has been madeCommenting on manufacture. Answer these questions:

• What scale of production has been used in the manufacture of the product? (One off, batch, mass, continuous, just in time)

• What processes have been used to make the product? (These will be industrial processes rather than classroom processes e.groutering, cutting, sanding, joining, drilling, spraying (varnish), spraying (paint) injection moulding, vacuum forming, die cutting, laser cutting, die casting, press forming, screen printing, embossing, etc

• What modifications could be made to make the product easier to manufacture?

Example comment on manufactureThis toy has the brand name ‘Melissa and Doug’ on it. This company mass produce childrens toys as theyare available in shops and online so there is a large demand for the items. This means hundreds of thousandsof this toy would be made. The rectangle shape box has finger joints joining the four pieces together. These would be made by a CNC router which would cut out the fingers very accurately from a CAD drawing. Thiswould ensure the pieces fit together perfectly. The wheels would be sprayed by an automated spraying machineto ensure consistency in the distribution of the paint and also to protect workers from the associated fumes.The letters and borders on the wooden cubes would be screen printed which is a good process to use as it produces high quality prints and can print many items in a short amount of time.

Cost- How much the product costsCommenting on cost. Answer these questions:

• What is the cost of the product?

• Compared to other similar products, is this cost in in line with their costs, significantly higher or significantly lower?

• What do you think has contributed to the cost of the product?- Is this because of the brand name, materials used, processes of manufacture used, scale of production?

• Due to the cost, is the product affordable to all or would certain social groups be unlikely to buy the product?

• What modifications could be made to make the product more affordable?

Example comment on costThis toy has fairly good ergonomics. It not that easy to carry as it is made from wood which is heavy but it has wheels which turn easily and make the toy very easy to pull along. This is one od the functions of the toy- to be pulled along by the child to help develop their hand eye coordination. The mobility of the product could be increased by using less material to reduce the weight or by replacing some of the wood with plastic which would also have this effect. The part of the toy that the child interacts with is the rope which is attached securely to the front of the product. This is easy to grip and hold because it is long so the child can wrap it around their hand. The product is easy to use because a simple pull on the rope makes the wheels move so it is easy for the child to interact with. The letters and numbers on the blocks inside the toy are written in a large, colourful, chunky font which is clear even when read from a distance. The blocks are a good size to fit in a child’s hand. They stack neatly inside the pull along frame making it easy for the child to tidy them away when they are finished playing.

Social/Moral/Cultural- The impact the product has on society

Commenting on social/moral/cultural. Answer these questions.

• Would the product be more or less appealing to people with certain religions, cultures or ethnicities? How/why?

• Does the product bring any benefits to society? (for example, a toy which helps children to work as a team is developing important life skills that will be of benefit to society)

• Do the materials or processes used to make the product affect peoples quality of life in any way? (For example, timber that hasn’t come from a sustainable source could lead to deforestation which contributes to global warming. This affects peoples lives in a negative way).

• Does the product help to reinforce gender or racial stereotypes? (For example, a children’s toy which uses male figures as bus drivers, fire fighters or builders is reinforcing gender stereotypes)

• What modifications could be made to make the product more beneficial to society?

Example comment on social/moral/culturalThe two wooden figures that come with this product are male. They look to be delivery drivers as they have high visibility vests on and theproduct they come with is a van or lorry. This is reinforcing negative gender stereotypes as it is suggesting that only males would carry out this type of job. This may suggest to young girls that there are some areasof industry that females cannot be part of which is limiting girls aspirations.

The product is made from timber. On the website it claims that thetimber is from ‘sustainable forests’. This is good because it ensures theproduct has not contributed to deforestation which can lead to global warming.

Health and safety- How safe is the product?

Commenting on health and safety. Answer these questions.

• Does the product contain batteries or connect to mains power? If yes, how are users protected?

• What is the finish like on the product? Is the surface smooth and free of rough edges?

• Are there any parts of the product that could come lose and be swallowed or are they joined securely?

• Are there any parts of the product that could be poisonous or toxic?

• Are there any parts of the product that could cause entrapment or strangulation?

• What modifications could be made to make the product safer?

Example comment on safetyThe main body of the product has been screwed together from three pieces.This is a strong and secure joining method and will withstand a lot of wear and tear without coming apart. The pegs in the product are large and could not cause a choking hazard. The painted finish on the pegs is non toxic andwill not cause danger to the child if placed in the mouth. The surfaces of the wood look to have been sanded down until they are smooth.

Property Explanation

Tough Can be dropped, hit, knocked, bumped and won’t shatter because it absorbs the impact

Hard The surface won’t scratch or dent easily or b worn down through friction

Durable Can withstand repetitive use over a prolonged period of time

Translucent Can partially allow light to pass through

Opaque Does not allow light to pass through

Transparent Allow light to pass through- completely see through

Low melting point Can be made molten easily and pored into a mould (casting)

Thermoplastic Can be heated and shaped easily

Elastic Can change shape by applying force but springs back to original shape when force is removed

Good strength to weight ratio Can withstand force but is lightweight

Non toxic Will not cause contamination/poisoning when in contact with food or the body

Chemical resistant Will not react when in contact with chemicals

Weather resistant Will not degrade when in contact with UV light, rain, extreme temperatures etc.

Non corrosive Will not react (rust) when in contact with air or water

Lustrous Shiny attractive finish

Easy to cut, shape, drill… Applies to man made boards and softwoods

Comes in a range of colours Applies to plastics

Can have a range of finishes applied

Applies to woods and metals. Can have protective and aesthetic finishes applied to enhance the material

Biodegradable Will breakdown naturally when in contact with microorganisms in the ground

Renewable A material which will never run out (paper/wood/bioplastics)

Recyclable Material can be reprocessed to make another product

Common properties of materials

Success Criteria Achieved?

I have taken at least 3 photos showing the location the product will be used in. The photos show the exact place the product will be positioned as well as the surrounding area and the wider surroundings

I have provided written analysis. I have commented on factors such as the space available for the product (be specific, give measurements) and how this will affect the design, the aesthetics of the space (colour scheme, patterns, materials etc), how the product will be stored when not in use and other products located nearby which might have an impact on the product (for example if there is a radiator the product needs to resist being affected by high temperatures)

I have included a summary which identifies the key findings from the location visit

NEA PAGE 4: Location visit/research

What is this?• Photographs of the location the product will be used in with written analysis.

Exemplar Location visit

Success Criteria Achieved?

I have summarised what has been found out from the client profile, location visit and product analysis

I have been specific when identifying findings

NEA PAGE 5: Research findings

What is this?• A table which documents what has been found out through the research.

Exemplar research findings chart

Moderator’s feedback

Success Criteria Achieved?

I have identified the problem that the product will need to solve. I have started the sentence with ‘Design and manufacture a product that will…’

I have provided details of what the product will need to be/have in order to meet the clients needs

NEA PAGE 6: Design brief

What is this?• An explanation of the problem you have identified and the needs and wants of the client.

Level 8/9

9-10 marks

Level 5/6/7

6-8marks

Level 3/4

3-5marks

Producing a design brief and specification

Level 1/2

1-2marks

Level 1/2

1-2marks

Moderator’s feedback

6 out of 10Approx Grade 5

5 out of 10Approx Grade 4

e

7 out of 10Approx Grade 6

Moderator’s feedback

5 out of 10Approx Grade 4

Moderator’s feedback

Moderator’s feedback

6 out of 10Approx Grade 6

Success Criteria Achieved?

I have set out measureable criteria for each of the following areas: Function, target audience, aesthetics, ergonomics, materials, manufacture, cost, environment, social/moral/cultural

For each piece of criteria, I have justified it by referring to the piece of research which led me to identify it

NEA PAGE 7: Design criteria/specification

What is this?• A set of measureable criteria, informed by research, that the product must meet in order

to be a success

Area a) Initial Criteria b) Updated criteria c) Evidence for updated criteria

Fun

ction

The light must be suitable for use in a bedroom. It must give out a sufficient amount of light for the user.

The light must sit on a bed side table measuring 600mmx600mm.It must give out enough light for the client to read by.It must use and LED bulb and include a switch on the cable.

I visited the clients home and asked them where they would most likely locate the lamp. I then measured the table next to the bed.

I researched different types of lighting and bulbs and found LED’s to provide the best value for money and the least environmental impact. Through feedback from the client I identified that they would prefer the switch on the cable.A

esthetics

The light must be in keeping with the look of the room and suit the clients preferredlook.

The light must me manufactured from timber to harmonisewith the other wooden products in the room such as the wooden floor and wooden wardrobe.

There should be some element of geometric design either in the base or shade.

I visited the clients home and observed the type of existing products in the room and what they were made from.

I produced a mood board and asked the client which style they preferred and geometric was chosen.

Specification/design criteria for lighting product

Target Au

die

nce

The product must meet the needs of my client, a female in her 30’s who is in need of a lighting product to use by her bed when reading at night.

Ergon

om

ics

The product should be easy to use and interact with.

The switch must be on the cable. She shade should be easy to remove for cleaning and changing the bulb. The light should be lightweight so that it can be moved to another room easily.

I saw all of these features in the product I analysed and feel if I include them in my product it will make it much easier for the user to interact with and provide a better experience.

Size The product should be a decent size, not too big but not to small as you need to see the light.

The product must not exceed the size of thetable it will sit on-600mmx600mm.It must accommodate a bulb that is 30mm in diameter and 60mm in height.

I measured the table when I visited the location. I measured the bulb when I was investigating different types of lighting and found this to be the standard measurement..

Materials

The product must be made from wood. The shade must be made from a transparent material to let the light through.

The product should be made from pine wood and stained to give the look of mahogany.

The shade should be made from frosted acrylic.

The client specified wood in the initial questionnaire. I have experimented with pine and found it to be a readily available material that is easy to work with. It is cheaper than a hardwood so will provide value for money for the client but can be made to look more expensive through staining which I have also tested to good effect.

Man

ufactu

re

The product should be made using tools and processes that are available to me in the classroom. The product will be a one off prototype.

The base of the lamp will be made through the process of turning on the lathe. The shade will be manufactured through the process of laser cutting.

Turning will allow me to achieve a cylindrical shaped base as requested by the client. The shade will be made from acrylic which comes in a frosted variety meaning it will let light pass through it without seeing the bulb. Laser cutting is a precise and effective way of cutting and engraving into acrylic. I discovered this through practical sampling.

Co

st

The lamp should cost less than 30 pounds

Enviro

nem

nt

The lamp should be as environmentally friendly as possible

The lamp should be easy to disassemble so that different parts can be replaced if broken and so that the different components can be separated and recycled easily. The lamp should be made from renewable materials.

The lamp that I analysed was easy to disassemble as it was all held together with 8 screws and I think this will help limit environmental impact in my lamp.

The client has requested renewable materials in the questionnaire.

Social/m

oral/cu

ltural

The lamp should not contain any endangered materials and should not contain any imagery that might offend any cultures.

The lamp should be made from sustainably sourced timber

The geometric design should not…

I have found out through further research that timber sourced from sustainable forests is the best choice as trees are replanted for those cut down. This means that there is a constant supply of timber and is the moral choice.

5 out of 10Approx Grade 4

5 out of 10Approx Grade 4

7 out of 10Approx Grade 6

Moderator’s feedback

Success Criteria Achieved?

I have sketched at least 10 designs in 3D

I have used rendering techniques such as soft shading, tonal shading, hatching and block colour in the negative space to enhance the designs

I have annotated each design commenting on how it meets the points in the design criteria and the needs of the client

I have identified at least one negative point/limitation of each design

NEA PAGE 8: Design ideas

What is this?• At least 10 design ideas sketched, rendered and annotated.

Memphis Milano

Art Deco

Art Nouveua

Basic ideas have been generated with clear design fixation and limited consideration of functionality, aesthetics and innovation.

Ideas generated taking little or no account of investigations carried out.

Basic experimentation and communication is evident, using a limited number of techniques.

Basic use of a single design strategy.

Generating design ideas (20 marks)

0-5Level 1/2

Imaginative ideas have been generated with a degree of design fixation and having some consideration of functionality, aesthetics and innovation.

Ideas have been generated that take some account of investigations carried out but may lack relevance and/or focus.

Experimentation is sufficient to generate a range of ideas. Communication is evident, using a range of techniques.

Different design strategies explored but only at a superficial level with the approach tending to be fairly narrow.

Generating design ideas (20 marks)

6-10Level 3/4

Imaginative and creative ideas have been generated which mainly avoid design fixation and have adequate consideration of functionality, aesthetics and innovation.

Ideas have been generated, taking into account on-going investigation that is relevant and focused.

Good experimentation and communication is evident, using a wide range of techniques.

Effective use of different design strategies for different purposes as an approach to designing.

Generating design ideas (20 marks)

11-15Level 5/6/7

Imaginative, creative and innovative ideas have been generated, fully avoiding design fixation and with full consideration of functionality, aesthetics and innovation.

Ideas have been generated, that take full account of on-going investigation that is both fully relevant and focused.

Extensive experimentation and excellent communication is evident, using a wide range of techniques.

Imaginative use of different design strategies for different purposes and as part of a fully integrated approach to designing.

Generating design ideas (20 marks)

16-20Level8/9

Success Criteria Achieved?

I have provided a strength and limitation of each design as given by the client

I have given a score out of 5 or 10 for each design as provided by the client

I have summarized the feedback identifying which designs have been given the highest scores and which design I will be taking forward to the development stage

NEA PAGE 9: Client feedback on design ideas

What is this?• Feedback from the client on the design ideas with scores for each design.

Design Strengths limitations score

Sycamore seed The rounded end sections are good shape for storing bottles. It has an unusual shape which looks intriguing.

There are no separate compartments so the blister packs would be hard to organise. 3

Zaha Hadidinspired

Two large spaces for holding bottles. Curved shape looks modern and appealing.

Difficult to see how blister packs could be organised. Looks like it would be difficult to manufacture. 3

Eden project Lots of separate compartments for storing different types of tablets. They would be easy to locate in a hurry.

Triangular shape would lead to a lot of unusable space as the pointed section would be two narrow to store a rectangular shape blister pack.

5

Orange Nature theme works well in a kitchen where fruit would be stored. Lid helps to keep medication out of reach of toddler.

Triangular sections help to divide space but would lead to a lot of unusable space at points of triangles.

4

Seat There is a large amount of space available inside the product for storage. The swivel lid works well and takes up less space than a lid that opens upwards.

The design is taller than it is wide and could be easily knocked over when in a hurry in the kitchen. Tapered shape also reduces space in the centre of the design.

2

Leaf Lots of separate compartments which would lead to well organised medication. Most compartments are the right shape to store rectangular shaped blister packs.

Difficult to see how bottles will be stored. Pointed end sections might lead to unusable space. 5

Feather Looks attractive and would catch the eye in the kitchen. Design is too complex and does not lend itself well to storing rectangular shaped products and bottles.

1

Honeycomb Aesthetically attractive and uses a nature theme. Lack of compartments will lead to medication being unorganised and hard to find in a hurry, 2

Art Nouveu doors Attractive design. Flat base which gives a sturdy product. Not functional, dividers in this shape would not store bottles and blister packs effectively and would be too hard to manufacture.

1

Toaster Lots of compartments which are a good shape for storing rectangular shaped products such as the blister packs.

If design stands up with cavities on the side I feel the medication would be in danger of falling out. 2

Art Deco light Design has an art deco look which is in keeping with the style of the house which was built in 1928.

Shape of compartments leads to a large section of the designing being unusable. Sections would be too thin to hold blister packs and bottles.

1

Butterfly The design looks very attractive and splits into two sections which could be good for organising medication for different conditions.

The sections are too small and would not provide enough space for storage. 1

Bug The head of the bug provides a natural space to store a bottle and the body has ample space for other medication.

The outer shape of the bug would lead to lots of unusable space. 4

Flower lamp There is a large internal area to provide lots of storage and the cut out sections could have blister packs slotted in.

The medication is likely to fall out of the slotted areas and could be easily accessed by children. The bottle would have to be placed in the large central space and would fall over if the product was moved.

2

Daisy petals Lots of space for blister packs which can be stored individually making it easy to locate different types of medication.

No space for bottles. Product is large and would take up a lot of space, 2

Exemplar client feedback

Summary: I can see from the feedback that the client prefers the Eden project inspired design as it got the maximum score of 5/5. I will, however have to think about modifying the shape as the client is concerned the use of a triangle shape may lead to unused space. I am now going to produce somecardboard models of the design and I will try to test out alternative shapes so that I can respond the clien’ts feedback.

Superficial analysis and evaluation.

Adequate analysis and evaluation is present at some stages of the project

1-5

6-10

Good analysis and evaluation at most stages of the project11-15

Excellent ongoing analysis and evaluation evident throughout the project

16-20LEVEL 8/9

LEVEL 5/6/7

LEVEL 3/4

LEVEL 1/2

Analysing and evaluating (20)

Success Criteria Achieved?

I have photographed the model from different angles and zoomed in on important features

I have explained what materials were used for the model and identified the properties these materials have that made them suitable for use

I have explained the different components/parts of the model and why they are necessary for the product to work

I have identified parts of the model which need further testing using more resistant materials (woods, timber, plastic) I have explained which materials I think I will use and the properties they have

I have identified parts of the model that do not meet the users needs and need to be modified before the final product is manufactured

I have identified the next steps- what components/materials/processes I need to test

I have included a summary which identifies the main points from this page

NEA PAGE 10: Cardboard modelling

What is this?• A cardboard model of the prototype, photographed and analysed .

Exemplar cardboard modelling

Using an ergonome • 1:10 scale model of a human• Wooden or laser cut card• Can be used to show how a

person will interact with the product• Used when the model is much smaller

than the actual product

To be successful:

• Produce a good quality scaled model• Photograph it from different angles• Analyse it against your specification• Get client feedback

Success Criteria Achieved?

I have included an introduction explaining what aspect of the final product is being tested.

I have Included a tools/materials and equipment list

I have explained step by step how I manufactured the sample

I have included photos of the sample being manufactured as well as the outcome

I have included a summary which details what I have learnt from producing thesample. Some of the following questions could be answered: What have you learnt about the properties of the material used for the test? Will it be suitable for use in the final product? Why/Why not? If you tested a process did you carry it out effectively? Did you make any mistakes? Why did these happen? Will you use this process in the final product? If not, why not? What alternative process is there? Will you do anything differently in the final product? Will you make any changes? What do you need to do next?

NEA PAGE 11: Practical investigation

What is this?• 3D samples which have been made to test certain aspects of the product such as properties of materials, joining methods, forming methods, cutting and shaping methods etc. Photographs and written analysis of the sample should be produced.

Exemplar practical investigation write up

Success Criteria Achieved?

I have included an introduction that explains what research is being carried out and why the research is relevant to the problem I am solving.

I have analysed any information collected, explaining what it tells me and how it will affect the design of the product

Where possible I have included images/photographs to help communicate the research more clearly.

I have included a summary which sets out clearly and concisely (maybe using bullet points) the most important things learnt from the research and how they will affect the design of the product. I have also identified what the next steps I need to take are.

NEA PAGE 12: Further Research

What is this?• Further research that is carried out that is directly relevant to the problem you are solving. For example, it might be necessary to collect anthropometric data (human measurements) so you know what measurements to use for the project. You may need to research electronic componentsif they are to be used in your product to see which is the best choice for you to use. You may need to do another interview with the client to find out extra information that you didn’t know you neededat the start, or perhaps you need to visit a retailer to get feedback on your designs and see if yourideas are in keeping with current trends.

Success Criteria Achieved?

My sketches are in 3D

I have used rendering techniques to enhance my sketches and draw attention to any changes/modifications

I have used written annotation to explain the changes/modifications and explained why I have made them (justified by research)

I have included a summary which identifies which changes are being brought forward and which ones may have been requested by the client or informed by further research but are not possible to make with reasons why.

NEA PAGE 13: Sketched development

What is this?• A page of sketching which shows changes and adaptations which you are making to the design as a result of the further research being carried out including feedback from the client.

Success Criteria Achieved?

I have identified each specific material and component to be used in the product.(A component is a part such as a screw, hinge, LED, battery, solar panel etc that you will not manufacture yourself but purchase pre made and use in the product).

I have explained why each component is necessary.

For each material, I have explained the properties it has that are required by my product (for example, sustainable, easy to cut and shape, able to be laser cut, malleable, heat resistant, recyclable etc)

I have explained, where necessary, what material would be used to manufacturethe product industrially if this is different to the material used in the prototype.

NEA PAGE 14: Materials Justification

What is this?• This is where you identify the materials and components you are going to use in the manufacture of the final prototype. You must also justify why you have chosen them by explaining the properties they have which are required by your product.

Success Criteria Achieved?

I have accurately drawn the product from three angles, front, side and plan

I have provided dimensions in mm

I have given the scale as a ratio e.g. 1:1

I have included a border on the bottom edge of the page which includes my name, the title of the drawing, the date and the scale.

I have labelled each part in the product with a letter. If two parts are identical they can be listed and labelled once.

I have included a cutting list which lists each parts, the number needed, a description of what the part is, the specific material to be used, the measurements of the part and the finish to be applied.

NEA PAGE 15: 2D Design working drawing and cutting list

What is this?• This is a drawing produced on 2D Design which shows your product from three angles (front, side and plan/top) with accurate dimensions provided in mm. The scale of the drawing should be shown. A cutting list should be included which details each part needed to make the product and Provides information on sizes, materials, quantity etc.

Plan/top view

Front view

Side view

3D isometric view

Exemplar working drawing and cutting/parts list

Section D: Developing design ideas (20 marks)

• Very detailed development work is evident, using a wide range of 2D/3D techniques (including CAD where appropriate) in order to develop a prototype.

• Excellent modelling, using a wide variety of methods to test their design ideas, fully meeting all requirements.

• Fully appropriate materials/components selected with extensive research into their working properties and availability.

• Fully detailed manufacturing specification is produced with comprehensive justification to inform manufacture.

Level 8/9

16-20 marks

Level 5/6/7

11-15 marks

• Good development work is evident, using a range of 2D/3D techniques (including CAD where appropriate) in order to develop a prototype.

• Good modelling which uses a variety of methods to test their design ideas, largely meeting requirements.

• Materials/components selected are mostly appropriate with good research into their working properties and availability.

• Largely detailed manufacturing specification is produced with good justification to inform manufacture.

• Development work is sufficient, using some 2D/3D techniques (including CAD where appropriate) in order to develop a prototype.

• Modelling is sufficient, using a variety of methods to test their design ideas, meeting some requirements.

• Materials/components selected with some research into their working properties and availability. Some of these may not be fully appropriate for purpose.

• Adequate manufacturing specification contains sufficient detail with some justification to inform manufacture.

Level 3/4

6-10 marks

Level 1/2

1-5 marks

• Basic development work is evident, using a limited range of 2D/3D techniques (including CAD where appropriate) in order to develop a prototype.

• Modelling is basic, using a limited number of methods to test their design ideas meeting requirements only superficially.

• Materials/components selected with minimal research into their working properties or availability and may not be fully fit for purpose.

• Basic manufacturing specification that lacks detail and has minimal justification to inform manufacture.

Success Criteria Achieved?

I have included a photo of each step of manufacture

I have included a description of what is happening in the photo

I have identified each quality control check made at each step of manufacture, for example, checking marking out with a ruler, checking the quality of the tool used, checking the depth of routered rebates or drilled holes, checking the smoothness of the surface after sanding, checking that there is an even layer of paint after painting

I have identified errors made during manufacture and explained how I solved problems

NEA PAGE 16: Manufacturing diary

What is this?• I diary which shows every step in the manufacture of your product. It should include photos of each step and a description of what is happening in the photo. It should also include details of each quality control check made.

An example of how to present your manufacturing diary

Hints and tips for documenting the manufacture of your product

1) Take photos of every stage of manufacture. Write your name on a piece of paper and photograph this first before taking photographs of your product. This will make it easier to locate your photos when looking through the cameras or IPAD.

2) Download photos to your NEA and write a description of what is being done in each photo AFTER EACH PRACTICAL LESSON AND BEFORE THE NEXT ONE. (see example)

3) In your explanation, mention the correct names of any tools or equipment you are using.4) In your explanation, identify what QUALITY CONTROL PROCEDURES you are taking to

ensure accuracy and quality. This is crucial to access even a GRADE 1. See below.

Measure

Show a photo of you measuring…• The thickness, length and diameter of materials before you start to make sure they are accurate• Your marking out to make sure itmatches the dimensions on yourworking drawing• This depth of the drill bit to make sure holes will be drilled to the right depth• The depth of the router bit to makesure you router to the right depth

Sight/touch test of materials

Show a photo of you checking…• Your materials for any defectssuch as cracks, splits, warping, discoloration, scratches, dents or anything else that will affect your product

Check tools and equipment

Show a photo of you checking…• Your tools and equipment to make sure they are in good working order andhave all the necessary attachments/extraction/ventilation

An example of how to document any changes you make during manufacture

Success Criteria Achieved?

I have included a photo of each part of the product which had to be changed

I have included a description of what change was made and explained why it was necessary.

NEA PAGE 17: Changes made during manufacture

What is this?• Photographs and written annotation explaining and justifying any changes made to the designOf the product during manufacture that were unforeseen.

The correct tools, materials and equipment (including CAM where appropriate) have been consistently used or operated safely with an exceptionally high level of skill. A high level of quality control is evident to ensure the prototype is accurate by consistently applying very close tolerances. Prototype shows an exceptionally high level of making/finishing skills that are fully consistent and appropriate to the desired outcome. An exceptionally high quality prototype that has the potential to be commercially viable has been produced and fully meets the needs of the client/user.

The correct tools, materials and equipment (including CAM where appropriate) have been used or operated safely with a good level, of skill. Detailed quality control is evident to ensure the prototype is mostly accurate through partial application of tolerances. Prototype shows a good level of making/finishing skills that are largely consistent and appropriate to the desired outcome. A good quality prototype that may have potential to be commercially viable has been produced which mostly meets the needs of the client/user.

Level 8/9

16-20 marks

Level 5/6/7

11-15marks

The correct tools, materials and equipment (including CAM where appropriate) have been used or operated safely with an adequate level of skill. Some quality control is evident through measurement and testing. Prototype shows an adequate level of making/finishing skills that are mostly appropriate to the desired outcome. A prototype of sufficient quality has been produced that may have potential to be commercially viable, although further developments would be required, and only partially meets the needs of the client/user

Level 3/4

6-10 marks

Tools, materials and equipment (including CAM where appropriate) have been used or operated safely at a basic level. Basic quality control is evident through measurement only. Prototype shows a basic level of making/finishing skills which may not be appropriate for the desired outcome. A prototype of basic quality has been produced with little or no potential to be commercially viable and does not meet the needs of the client/user.

Level 1/2

0-5 marks

Section E: Realising design ideas (max 20)