Name

Tutor Group D&T Teacher Design Group

P.O.D.

Area of focus

DESIGNING WORKSHOP

METAL PLASTIC BUSINESS & ENTERPRISE

EXPLORING IDEAS AND THE

GENERATING

IDEAS PLANNING MANUFACTURE EVALUATING

NUMERACY LITERACY CITIZENSHIP

PAPER AND BOARD

1

An Introduction to Metal and Sustainability

Updated Autumn 2009

COMMENTS/TARGETS

TASK: for each section, choose a target level which you are likely to achieve and lightly shade the description box with a coloured pencil. 1

LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 LEVEL 7

Research

No/very little research (verbal)

Survey of user needs & preferences

Research features of other products

Research of other products for form & function

Research production of other products + extra e.g. sizes, fixings, joints etc.

Specificatio

n

List some (verbal) List some requirements & consider what the user wants

Use research & consider making restrictions when

producing a specification

Include form, function and

safety needs in the

specification list

Include details of sizes, fixings, finishes etc. in specification

Ideas

Produce at least three ideas with some labels. Suggest more

ideas

Consider specification

when generating ideas

Produce a range of ideas. Use more than one presentation technique

Produce a large range of ideas using a range of presentation techniques.

Clearly refer to research.

Show clear understanding. High level of

communication and presentation

Modellin

g

No model (only sketches)

Model and discuss final

design

Model and test main design

against specification

Produce an accurate model.

Test it for: function, safety

and user response.

Produce an excellent model.

Full making considerations

Plan

ning

State the order for making and name some tool

choices

Produce a logical step-by-step plan. Correctly name

tools

Produce a formal plan e.g. flow chart. Include tools and safety

notes

Produce notes to suggest possible problems and solutions when

making

Consider time by producing a realistic schedule.

Precise and clear communication

Makin

g

Be reasonably accurate & tidy when working

Use more than a few techniques.

Use an appropriate range

of tools and processes

Use a degree of precision. Make

with a normal level of

supervision

Work mainly independently.

Skilful when using tools and equipment.

Work independently. Show clear ability to use

knowledge and adapt to situations

Evalu

ation

Say if design is same as intended.

Give an explanation (verbal)

Write about how the product could be improved

Compare outcome with original design

Test in use. Make detailed comments &

suggest improvements

Show adaptable, evaluative approach throughout project

DE

SIG

NIN

G

MAKIN

G

EV

AL

UA

TIN

G

Average Attainment Level

Designing

Making

Evaluating

Teacher

ass

ess

ed level fo

r th

is p

roje

ct

Is w

ork

ing t

ow

ard

s th

is level

Has

met

level to

a g

ood s

tandard

Has

met

this

level to

a h

igh s

tandard

Teacher Assessment TBB PA AD

*Also refer to the targets highlighted by your teacher in box 2 on page 3

Teacher

level

work

ing t

ow

ard

s

good s

tandard

hig

h s

tandard

ATTAINMENT LEVELS, TARGET SETTING & TEACHER

Page/s

2

name

BRIEF AND TARGET SETTING

ATTAINMENT LEVELS FROM MY

LAST PROJECT

ATTAINMENT LEVEL DESIGNING

ATTAINMENT LEVEL MAKING

ATTAINMENT LEVEL EVALUATION

3 Designing

Making 4

My targets for this project are:-

2

Brief:- You must:

make a product that is accurately made and has a high quality finish to all materials. measure accurately and mark out using correct tools plan and organise your production processes calculate cost of materials used cut, punch and bend sheet material using industrial tools and processes produce injection moulded components.

You should:-

make sure that the P.O.D. is suitable for a chosen target market choose and supply a suitable material for the cover that is a recycled material or able to be recycled.

You could:- Create a vinyl sticker design and manufacture using CNC vinyl cutting equipment extend the brief to incorporate extra storage for example pens or coins

3

By doing this project you will learn: • skills in planning and sequencing manufacture. • an awareness of sustainable design and the use of alternative materials to lessen the use

of the earths resources. • identify and design for a target market. • about and use a process called injection moulding. • how to cut , bend, shape and finish sheet metal.

ADDITIONAL TARGETS

• Use different research options e.g. not just the WWW

• Check that you have completed all of the specification points

• Use instruments to help present your work neatly

• Add more colour to help enhance your sketches

• Add more notes to your design ideas saying why you have chosen features

• Try to model more and understand what can be done before starting practical work

• Check the accuracy of your marking out before cutting or drilling

• Check that all surfaces are smooth and safe to handle

• Check that all the tasks are completed

4 name

POD EXPLORING IDEAS AND THE TASK—-MIND MAPPING

PERSONAL

ORGANISER

DEVICE

5 name

POD EXPLORING IDEAS AND THE TASK—A DAY IN THE LIFE OF……..

PUPIL TASK: Watch the film clip and give your opinion about this person. A

Attribute CHARACTER

Name and age

Occupation

Family situation

What country– where?

Hobbies and interests

Attitudes to technology

Key values

Dream vacation

Attitudes and preferences for food and entertainment.

Media interests—newspaper, movies, magazines

Personal strengths and weaknesses

Next big life event

Next big purchase

What do they care about?

Personality or character

6 name

POD EXPLORING IDEAS AND THE TASK

Assessment Objectives: To find a need for a product and to create a design brief.

My POD is aimed at the target market of My POD will hold

PUPIL TASK: Decide who your target market is and what your POD might be used for. C

PUPIL TASK: Write a design brief for your POD project. D

PUPIL TASK: Brainstorm a range of users of a POD. This is a Target Market. B

HOMEWORK/EXTENSION— RESEARCH: to achieve LEVEL 4 you need to do a survey of user needs & preferences and for a LEVEL 5 you could research features of other products

7 name

POD SPECIFICATION

Assessment Objectives: LEVEL 4 List some requirements & consider what the user wants LEVEL 5 Use research & consider making restrictions when producing a specification

By doing this task you will understand that all designs have to be made to a ‘specified list of requirements. For example a fork is ‘specifically’ designed to stick into food. It also has to be waterproof so it doesn’t rust after being cleaned. All designs have to be made to suit what they are to be used for. This means they must fit a list of requirements which is called a ‘specification. Before designing a product you must write out a specification list.

Must be made from aluminium. Must be green. Must be attractive. Must be painted. Must be made of steel. Must be waterproof. Must not have sharp corners/ edges. Must hold a post it note pad. Must not damage fabric. Must allow replacement pads to be fitted. Must be made from a 150mm square piece of material. Must be heavy. Must hold A4 paper. Must be easy to clean. Must be folded up after a meal. Must be well made and strong. Must use a recycled or recyclable material. Must have a very shiny finish.

PUPIL TASK: Below is a list of potential specifications for your POD. Cross out the ones you believe ore wrong. You should be left with 9 statements.

E

PUPIL TASK: Using the specifications, which you have just crossed off, rewrite the list below in the left hand column. F

SPECIFICATION POINT

REASON

Must be made from aluminium This material is supplied by the school.

1

2

3

4

5

6

7

8

9

10

11

12 Must be attractive to the target market of……………

8 name

POD MATERIALS

PUPIL TASK: Look at the diagram below. For each arrow suggest suitable materials and explain your choice.

G

INJECTION MOULDING

9 name

POD

Assessment Objectives: LEVEL 3 State the order for making and name some tool choice LEVEL 4 Produce a logical step-by-step plan. Correctly name tools LEVEL 5 Produce a formal plan e.g. flow chart. Include tools and safety notes

All making requires a plan. This helps you to see, in advance, what could go wrong and allows you to think

through problems and solve them before you start. It also helps you think about the order in which you make

your design. Plans are good for breaking down the making into steps and putting them in an order which is

easy to follow.

Task: Below are the steps which are involved in making your practical. They are in the wrong

order Using the boxes, write the steps in a logical order which could be used to make the POD.

Connect them with arrows like a flow chart.

A flow chart example.

STEPS (not in order);

• Add front cover.

• Insert sticky note pad.

• Add eyelets to spine .

• Injection mould spine fittings.

• Make edges safe.

• Bend to shape.

• Cut aluminium on guillotine.

• Punch holes in chassis.

Some steps can be done

in a different order.

Your goal is to make it logical

Ext Level 5: for each stage add more

detail such as quality and

safety checks.

CHECK

CUPBOARD

FOR FOOD

MAKE

SHOPPING

LIST

WALK TO

SHOP

BUY FOOD

?

Cut aluminium

on guillotine.

10 name

POD COSTS OF PRODUCTION

Assessment Objectives: BUSINESS & ENTERPRISE: FINANCIAL AWARENESS—costing and pricing

PUPIL TASK: use the spreadsheet to work out the cost of the materials you have used. H

COSTINGS FOR MY POD name

MATERIAL SIZE COST QUANTITY TOTAL COST

1 ALUMINIUM 170 x 80 x 1mm £0.52

2 NEOPRENE FOAM 120 x 80 x 1mm £0.20

3 ELASTIC CORD 100mm £0.05

4 INJECTION MOULDING 12mm £0.03

5 EYELET LARGE 5mm £0.05

6 EYELET SMALL 4mm £0.04

7 M4 SCREW LONG 25mm £0.03

8 M4 SCREW SHORT 15mm £0.02

9 M4 NUT standard £0.01

10 ANODISED ALUMINIUM 320 X 14 x 1 £0.20

11 A4 LAMINATE SHEET as supplied £0.06

12 POLYPROPYLENE SHEET 220 X 120 X 1 £0.15

13 VINYL STICKER 150 X 83 X 0.2 £0.10

£

PUPIL TASK: think about what other costs would need to be added to material costs to work out a final price for the POD. Make a list below.

I

BUSINESS AND ENTERPRISE FINANCIAL AWARENESS COSTS of PRODUCTION The cost of the materials is only one part of the final cost of the POD. If the POD were to be mass produced, i.e. many thousands were to be made in a factory, then the manufacturer would also have to add other costs to the final price of the POD.

11 name

POD EVALUATION

Assessment Objectives: Write about how the product could be improved Compare outcome with original design Test in use. Make detailed com-ments & suggest improvements

PUPIL TASK: Complete the table to compare your finished POD to the SPECIFICATION J

Designers have to check their work at the end to see that they have stayed on track and made their

product to the specified requirements. Use the tasks below to help you evaluate your practical.

1. Survey yourself and two other people to see if your practical meets the Specification points that you

wrote on page 7.

Ask them to give a mark out of 3 for each specification point.

2. How similar is your practical to the original model?

a) exactly the same □ b) very similar □ c) quite different □

If b or c say why and if a say how?

3. What was most successful about your work and say why?

4. What improvements would you make if you were to do it again and say why?

Ext: draw you final product and label the features. What tests could you do and write about?

SPECIFICATION POINT

SELF 1

Must be made from aluminium

1

2

3

4

5

6

7

8

9

10

11

OTH-ERS 2

3

total

Overall total score

12 name

POD FINISHING METAL

By doing this task you will consolidate your knowledge of the processes used to

finish metal.

Task 1: In the spaces below draw and describe “cross” and “draw-filing” (you may do your own

drawings or copy illustrations from a D&T book). Use instruments and colour.

Task 2: Look at the labels around the D&T workshop or in a D&T book to help you name these files.

Task 3: Using D&T books or memory draw and describe the process of polishing metal.

Ext: Planishing and Enamelling are forms of

finishing metal. Do some extra research to find

out how these processes are done.

Use notes and sketches to show your findings.

Cross-filing

description

Draw-filing

description

Fine emery cloth

description

13 name

POD TOOL THEORY

Injection Mould Hole Punch Centre Punch

Sheet Metal Guillotine Hot Glue Gun Hand Reamer

By doing this task you will learn more about tools. Each tool is designed for a different job and

the skill is to use them for the right purpose with accuracy. Some tools can be dangerous if

used in the wrong way.

TASK 1: Below are some tools used in making the practical.

a) Put the names given below next to the right tools

b) describe what each tool is used for

c) Where necessary write any safety or usage considerations

Task 2:

List below

some safety

precautions for

using a Hot glue gun

1.

2.

3.

4.

5.

Correctly named tools □Safety/notes on tools □Hot Glue Gun safety list □

14 name

POD The 6 R’s – What are they?

How can we achieve a Sustainable World?

We are increasingly asked to think about ways we can help our environment by making in-

formed choices.

The 6 R’s are things that need to be thought about when designing, making and using prod-

ucts. This is so they can become sustainable.

Sustainable resources can be easily replaced over time without using up lots of natural re-

sources. For example, trees can be planted to replace ones that have been cut down.

Your Pod will include some material that you have chosen to Reuse - but do you know the dif-

ference between Reusing and Recycling and the other R’s?

Task: Draw an arrow from each of the 6 R’s to match them to their description.

R

R

R

R

R

R

RETHINK

RECYCLE

REUSE

REDUCE

REPAIR

REFUSE

Instead of throwing away an old product use the ma-

terial or parts for something else.

Don’t buy a product if you don’t think you’ll use it or if

it’s not made from sustainable materials.

Cut down the amount of material and energy you use.

Ask if we can sustain the way we design and make:

Do you really need to buy something new?

Is it made from sustainable resources?

When a product breaks down, try to fix it.

Instead of throwing away an old product put it in a recycling

bin to be reprocessed.

15 name

POD Sustainable Alternatives

Plastic carrier bags

Rechargeable batteries

Alkaline batteries

A traditional toothbrush

Plastic cups

Turning the power off at the

switch

An electric toothbrush

Disposable cardboard cups

Polycotton T-shirts, dyed and

printed

T-shirts made from unbleached

cotton

A television on standby

Reusable bags made

from natural materials

Something that is sustainable means that it can be easily replaced, without using up natural resources.

Consumers often have a choice about what products they buy. Before buying a product, check if there is a more sus-

tainable version available.

Link the items on the left with a more sustainable version by drawing an arrow between them.

16 name

POD THEORY

Leadership

Try out new ideas

Teamwork

Creativity

Make a risk/award assessment

Understand we need a work /life balance

Problem solving

Empathise with others

Handle uncertainty

Understand the effects of our decisions on others

ENTERPRISE CAPABILITIES Where did you demonstrate these in this project?

How well have you succeeded in meeting your targets?

Designing

Making

name

PUPIL SELF EVALUATION

��

17

Pupil Teacher

TASK C Have you clearly identified a target market for your POD?

TASK D Have you completed a design brief for your POD?

On page 9 have you completed the planning sheet?

Have you made sure that your POD is safe to use?

Have you checked that all materials are finished to a good quality finish?

Designing

Making

Evaluating

On page 11 have you asked the user what they think about your design and recorded

their comments?

On page 10 have you calculated how much your POD will cost?

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-

-

-

-

-

-

-

-

-

-

-

-

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If you have completed all of these tasks well you will have reached Level .