Strand V

Develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution

End of year 1 End of year 3 End of the course

Students should be able to:

develop a drawing/diagram that includes the main details of the design

develop a series of accurate drawings/diagrams that include the main details of the design

develop a series of accurate drawings/diagrams that include sufficient details of the design for peers/others to interpret correctly to make the solution

include major sizes and an indication of how the product will be assembled in their drawing/diagram.

include all sizes and details of how the product will be assembled and how the parts will be made in their drawings/diagrams.

include details of size, assembly and production methods in their drawings/diagrams.

Table 23

Objective B strand 4

Why do I need a planning drawing/diagram?

Typically, designers will develop their ideas and create detailed drawings/diagrams for a manufacturer to create a final prototype/sample/model. To get the correct solution created to the correct specification, designers must communicate their final chosen solution to a manufacturer very clearly. Planning diagrams and drawings are communication tools that are essential for good design.

When designing solutions to problems, students need to ensure that they have a very clear idea of what they will create. There is often a great difference between the “idea” and the “realized solution”. To ensure that the idea and realized solution are the same, students should consider all aspects of creating the product. Through the development of design ideas, students should have identified:

which materials will be required (digital or tangible, standard or customized components, and so on) which tools and processes will be used (hardware, software, techniques and so on) the size, tolerances, position (layout) and assembly of components the overall visual appearance.

These elements must be defined clearly through planning drawings or diagrams that are sufficient for someone else to follow.

What modes and media are appropriate for planning drawings/diagrams?

Digital design Product design

Details of components (identification, size/scale, colour, fonts, etc)

Screenshots demonstrating visual layout Storyboards Web trees and details of identified components (text,

images, fonts, audio, video, sprites) to be used Layouts/templates designed by the student Interface layouts Detailed sketches (graphic design models)

Details of components (identification of standard components, size/scale, material, finish, etc)

Sectional and exploded views Orthographic projections/working drawings (conventions/standards,

scale, units of measurement) and a cutting list Circuit diagrams/printed circuit board layout CAD/freehand/instrumental Nets/developments and patterns Ingredient lists and recipes including decoration details/plating-up

design

Table 24

Appropriate modes and media for planning drawings/diagrams

Standard components/raw materials/ingredients, whether physical or digital, need to be identified. Where students select a standard (pre-made) component, they must consider how the standard component will be combined with any components that they need to create themselves.

Figure 36

Orthographic drawing example: Toy

Parts list – Jewellery Box

Part: Material: Dimensions (mm): Quantity: Tools:

Sides Pine wood 120 x 80 x 12 2 Tenon saw

Front & Back Pine wood 180 x 80 x 12 2 Tenon saw

Base & Lid Pine wood 120 x 180 x 12 2 Tenon saw

Fabric Blue felt .5 Square 1 Scissors & glue

Hinges Brass 32 2Battery drill and Screw driver

Nails Steel 22 long 8 Hammer & Nail punch

Timber stain & Varnish - - - Cloth & Paint brush

Lock & Key Brass - 1 Battery drill, File & Screw driver

Handles Brass - 2 Battery drill, File & Screw driver

Figure 40

Parts list example: Jewellery box

Planning to Sew details: Resources, OHWS, Care Label, Due Date

Main construction details

1.5 cm seam allowance 2 front and 2 back pieces sewn together along the crotch line Pockets need to be sewn on before the side seams followed by the inner leg seam

Leave a gap in the back of the waistline casing to thread the elastic through

Final stage is the leg hem line A flow chart will provide step by step details

Fabric, notion and equipment requirements

1.4 metres of printed flannelette 80 cm of elastic 2 metre of ribbon and decorative trim 30 cm of thin iron on interfacing

Sewing thread to match fabric, sewing machine, over locker, iron, scissors, tailors chalk, quick unpick, tape measure, needles, pins

Stitch details

Regular straight stitch – setting 2.5; use guide on presser foot to ensure 1.5 cm seam allowance

Over locking for neatening seams Reverse stitch

Care Label information

100% cotton, warm machine wash with like colours, turn inside out, do not soak or bleach, tumble dry low better still line dry in shade, warm iron on reverse, do not dry clean

OHSW Considerations

Wear closed in shoes When operating electrical equipment switch off power at the power point before

plugging in, or unplugging, make sure hands are dry, do not pull the plug by the cord – grip the plug firmly, check cords are not frayed and do not have cords trailing across or in front of electrical equipment

Do not hold pins in the mouth

Keep pins and scissors away from cords Do not use scissors or sharp objects to

remove jammed threads from the machine Good posture is important; do not lean in too

close to the thread take up lever Do not interfere with anyone else’s machine

– one operator on one machine!

Figure 41

Manufacturing requirements example: Fashion product

Objective C:

Creating the solution

Strand I

Construct a logical plan that describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution

End of year 1 End of year 3 End of the course

Students should be able to:

with guidance, outline each step required to create the solution

with guidance, describe a series of logical steps to create the solution, using charts, diagrams and/or text that include aspects of quality control and quality assurance

construct a series of logical steps to create the solution, using charts, diagrams and text that include aspects of quality control and quality assurance

with guidance, outline a plan to create the solution that considers the use of resources and time

with guidance, construct a plan to create the solution that makes effective use of resources and time

construct a plan to create the solution that makes effective use of resources and time

understand the need for plans to be clear and concise for others to be able to create the solution.

with guidance, outline a clear and concise plan that peers will be able to follow to create the solution.

construct a clear and concise plan that peers will be able to follow to create the solution.

Table 25

Objective C strand 1

In objective C, the role of the student switches from designer to prototype-developer or manufacturer. Objective C focuses on the realization or creation of a solution to a problem.

One of the most difficult aspects of design is to take an idea from paper and create a product that someone can interact with: a solution to a problem. In objective B, students developed planning drawings and/or diagrams to clearly depict what they are making. In this first strand of objective C, students detail how they will make their solution.

By constructing a logical plan that details the steps required to make a solution, students will demonstrate their knowledge and understanding about how solutions can be made.

What are resources?

Resources can be categorized in two ways: materials and tools.

It is simple to identify tangible materials such as hardwood, nylon or cornstarch; however, it can become more problematic to determine digital materials. When identifying digital materials, students should consider text, fonts, images, audio, video, animation, sprites and icons.

For digital design, tools include both software and hardware (input, processing and output devices). For product design, tools include hand tools, machinery, CAD software and CAM hardware.

Quality control and assurance

Quality assurance covers all materials from design to documentation. It includes the regulation of quality of raw materials, assemblies, products and components, services related to production and management, and inspection processes.

Quality control manifests itself in the development checking and testing of systems to ensure that products or services are designed and made to meet or exceed specifications.

Examples of plans

Flow diagrams

Figure 42

Simple flow diagram examples

Step-by-step plan

Step Process (including quality control and health and safety considerations) Required resources Materials Time to complete

1

2

Figure 43

Step-by-step plan template

Figure 44

Step-by-step plan example

Gantt chart/slippage chart

A Gantt chart is a project-management tool used to provide an overview of a process. The Gantt chart plots divide the manufacture of a product into small tasks. It indicates the time estimated for each of these tasks and the resources required. It does not provide a detailed set of instructions, but instead is an overview to self-assess progress with a project. Students should be encouraged to indicate when each task is complete.

Figure 45

Simple Gantt chart example

Figure 46

Gantt chart example

A slippage chart goes one step further than the Gantt chart in that it has room below each task to mark when it was completed (in green), allowing students to identify when they are behind in their plans and take action to get back on schedule.

Figure 47

Slippage chart example

Recipes

Figure 52

Recipe example

The following questions can help students consider their planning.

Does your plan contain a sequence of logical steps? Is the use of resources explained clearly? Have you made sure you have enough time to complete your product? Have you given time for practising or learning a new skill? Have you allowed extra time in case something goes wrong? Have you considered alternative ways of creating the solution? Have you planned for testing at appropriate times in the manufacturing process?

Strand II

Demonstrate excellent technical skill when making the solution

End of year 1 End of year 3 End of the course

Students should be able to:

with guidance, develop manipulative skills to use tools, techniques and equipment

with guidance, develop manipulative skills to effectively use a range of tools, techniques and equipment

develop manipulative skills to effectively use a wide range of tools, techniques and equipment

use tools and equipment competently to create a solution of an appropriate quality

use a range of tools and equipment proficiently to create good-quality solutions

use a wide range of tools and equipment proficiently to create high-quality solutions

ensure a safe working environment for themselves and others.

ensure a safe working environment for themselves and others.

ensure a safe working environment for themselves and others.

Table 26

Objective C strand 2

To determine the correct level of technical skill a student is operating at, teachers need to consider the complexity of skill demonstrated as well as the level of guidance that the teacher needs to provide the student for him or her to complete the task.

When determining the complexity of skill demonstrated by a student, a number of indicators can be considered.

Accuracy of the solution: Have all parts been made as detailed in the plan? Have all parts been made accurately? Final aesthetic quality of the solution: Has the student given appropriate attention to detail, considering the final overall look and feel of the

solution? Assembly of the solution: Do all components fit together or combine as detailed in the plan?

When determining the level of guidance and support needed, teachers should consider that students:

can be given initial guidance and demonstrations by the teacher can practise the processes as required must work independently when making the solution, if they are to achieve the higher levels should demonstrate safe working practices.

For digital design, the level of technical skill demonstrated can be shown through the functionality of the assembled solution. For product design, the level of technical skill demonstrated can usually be shown through the functionality and the final finish of the assembled solution.

Follow the plan to create the solution, which functions as intended

End of year 1 End of year 3 End of the course

Students should be able to:

understand the importance of plans and, with guidance, follow the plan to produce the solution

follow the plan to produce the solution with minimal guidance

independently follow the plan to produce the solution, which functions as intended

with guidance, manage time effectively to produce the solution to the deadline stated in the plan.

with limited guidance, manage time effectively to produce the solution to the deadline stated in the plan.

manage time effectively to produce the solution to the deadline stated in the plan.

Table 27

Objective C strand 3

Students demonstrate that the planning process was sufficiently thorough if the final product matches the planning drawing and no changes were made to the plan, in whatever form it was presented. If the drawings/diagrams and the plan match what has been made, then students have followed the plan.

If a student does not follow the plan, it will usually result in the solution not fully meeting the specification and/or matching the design detailed in the drawings/diagrams.

Fully justify changes made to the chosen design and plan when making the solution

End of year 1 End of year 3 End of the course

Students should be able to:

understand the importance of monitoring progress and modifying the design and plan as needed.

explain any changes made to the design while making the solution and how they affected the plan.

justify, through the use of drawings/diagrams, any changes made to the design while making the solution and how they affected the plan.

Table 28

Objective C strand 4

As students implement their plans, they will often come to a point where they will have to modify the plan or the design. They need to ensure that they detail and justify any changes that they make during the creation process.

If students do not make any changes to their product or plan, this strand does not have to be addressed with evidence. However, if any changes are made, students must address this strand.

There are two main changes and modifications I have made to my original idea:

1. The hole on the edge of the small wooden pieces (used for the numbers) used to help lift the pieces was originally a square of dimensions 15mm x15mm. Nevertheless, I have found a better solution that is easier to create and is more practical. I will instead create a circle of radius 10mm. This will be done using a bench drill which is easier and faster than cutting it in a square shape using a saw, especially since I will be creating 20 pieces of these.

2. In the original plan, the snake was supposed to be painted on the top 600 x 420mm wooden piece, with the holes for the number pieces being in it. Nevertheless, I have found a better solution which is to cut out the snake (with the dimensions listed in the ‘Parts list’ page) and create the holes in the snake itself. This would not only make the product more attractive, it would additionally make its creation more practical and easier since it would be easier to rotate the snake than the whole board when creating the holes.

Figure 54

Changes made to design example: Educational toy"

Figure 55

Changes made to design example: Website

Figure 56

Changes made to design example: Making a box

Modification to my Design

Now that I have made a plan to follow and thought about all the materials, tools I am going to use and how much time the project is going to take, some features of my design changed.

1. To start with, I changed the thickness of the circle of the sun which is where I am going to locate the clock mechanism. This is because the part of the clock mechanism that has to be drilled through the material is 6cm long. So, it is going to take a long time to drill a whole about 14cm deep on an 18cm thick material. I thought it would take less time drilling a whole about 2 cm deep on an 8cm thick material

2. Now that I thought about how long it is going to take to create stickers, I decided make more Number Stickers. Before I made the plan, I thought it would take the longest time to create the stickers on the vinyl cutter; however, I realized it actually doesn’t. I was going to only make four stickers: 12, 3, 6 and 9. But, since it doesn’t take so much time creating them, I decided to make all twelve stickers. I also realized that while I am waiting for the stickers to be cut out by the vinyl cutter, I could be using the time and start working on the next step which is putting the clock mechanism on to the clock design.

3. The last change I have made is to use spray paint for one or two parts. If I use paint, I have to paint several coats and dry them. Same goes for spray paint; however, if you compare the time on how long it takes to paint and spray a material once, to spray paint takes less time.

Figure 57

Modifications to a design example

Changes made / Justification

First we were going to make a cushion and a doll but when we realized we won’t have time for both we only made the cushion. In the cushion we were going to use these skills: Buttoning and unbuttoning (we used it), fasten and unfasten Velcro (we used it), zip and unzip

zippers (we didn’t use it because the zipper was too big for our cushion), tie shoelaces (we couldn’t use them because the girl in the cushion was too small).

We were going to do worms to put your finger inside them but instead we did butterflies. The sky was going to be blue but when we found a red fabric we used it instead because it was funnier and more colourful. We were going to make some trees but instead we made some flowers because it was more colourful. The bottom part of the cushion was going to be green for the grass but as we didn’t found as much as we wanted we only putted some pieces of

grass. When we sew the upper part of the cushion we thought of putting zippers there but at the end the zippers didn’t fit and they were hard to sew

and because of that we used buttons.

Figure 58

Changes made to design example: Textile cushion

I made a change from my original design which was adding in images of the months of the year instead of just writing out the word like what I did with the English translations. I changed this once again to help keep the students attention as there were not a lot of pictures included so they might have trouble focusing. I also decided to give the outer layer of the English translation a different colour as I felt that it needed some colour as well as there was a lot of the Spanish side but not a lot of the English side. Aside from these corrections, the rest of the slide followed my design.

Design

Solution

Figure 59

Changes made to the design example: Language learning software

Strand III

Present the solution as a whole

End of year 1 End of year 3 End of the course

Students should be able to:

with guidance, present the solution in an appropriate format that shows all details of construction.

present the solution in an appropriate format that shows all details of construction.

present the solution in an appropriate format that shows all details of construction.

Table 29

Objective C strand 5

A digital design product will be presented as either an executable file or readable file.

A product design outcome will be presented as a set of photographic images, which must show detail and scale.

Figure 60