resistant materials year 9 into 10 bridging project. › _site › data › files › year 9...

Resistant Materials Year 9 into 10 Bridging project.

Year 9 into 10 Bridging Project Resistant MaterialsPlease contact the below members of staff if you have any queries: -

[email protected]@highfield.herts.sch.uk

Course DetailsThe course is assessed in two sections Paper 1 - Theory knowledgeNEA – Design portfolio and prototype

The bridging project lets you practice the NEA section.

Innovation through iterative design

This project is in partnership with the Design Museum in London.

The Design Museum is the world's leading museum devoted to contemporary design

in every form from architecture and fashion to graphics, product and interior.

Section: Time Allocation:

Research and Specification 1 hour 50 minutes

Model, test, evaluate 5 hours 40 minutes

Prototype 4 hours 10 minutes

Develop, test, evaluate 2 hours 30 minutes

Present your progress 2 hours 40 minutes

Your bridging project will allow you to develop skills required for your GCSE. There are a variety of activities throughout the project and it is to be completed in the order of the PowerPoint. There is a time allocation for each piece of work, this is the minimum time that you are required to spend on each task.

Identify design contextInnovation through iterative design

Iterative is a design method based on a process of prototyping, testing,

analysing, and refining a product or process. Based on the results of

testing the most recent iteration of a design, changes and refinements are

made.

Learning objectives

- Think about what makes a ‘good design’

What is ‘good design’?

What is the difference between a good design and design for good?

Identify design context


If you could put anything in the Design Museum, what

would it be?

• What object do you rely on the most?

• What object could represent your identity?

• What object symbolises where you are from?

• Of the objects you own, which is the most practical?

• What object do you find most beautiful?

Spend some time thinking about how you would answers these questions.

Time allocation – 5 minutes

Starter Activity:



Case study: The Morph Wheel

Good design and the iterative design process often go

hand in hand:

• Each iteration refines an idea and creates

opportunities for testing and feedback

from the user

• This user centred design process

helps ensure a product’s success

• Would you classify this product

as design for good?



Try, try and try again!Watch the link video (or click to the next slide)

which shows different iterations of the Morph

wheel – how many can you spot?

• How did the use of materials change as the design

evolved?

• What are the advantages of using models compared

to sketches?

Click these pictures

for the video clip.

https://vimeo.com/90529915

https://www.youtube.com/watch?v=mlwtEoXE-oo&feature=youtu.be



Try, try and try again!The images below show the different iterations (solutions)

that the designer tried before they found the best solution.

• How did the use of materials change as the design evolved?

• What are the advantages of using models compared

to sketches?



Light up lives

• The SM100 solar light was designed for the

1.2 billion people who live without electricity

• Replaces dangerous and unsustainable light sources

in developing countries e.g. kerosene lamps

• Described as the world’s most

affordable solar light

• The palm sized lamp runs for

eight hours when fully charged



Over to you…

• For this project, you will

need to create your own

lighting product

• It must:

• be safe

• low-cost

• environmentally

friendly

Click this

picture for the

video clip don’t

worry if you

can’t it just

gives a bit of

background.

https://www.youtube.com/watch?v=bFPtOiwamOk



Activity:

• Create two spider diagrams thinking about lights and

where they could be useful. This will help you to

start to think about the project context.




Making light workAt the start of a design project it’s useful to research a range of existing

products and components.

• Find or sketch two images of lights for each category in the table.

Copy the table onto word or paper and explain the advantages and

disadvantages of each product. Focus on the three main

considerations - low-cost, safe and environmentally friendly.

Products Advantages Disadvantages

Battery Powered Image 1

Battery Powered Image 2

Solar Powered Image 1

Solar Powered Image 2

USB Powered Image 1

USB Powered Image 2




Making light workThink about your spider diagrams and research work into lights and uses.

• Write a specification for your product.

• This is a list of things your product must have or do in order to be

successful.

• Try to make it between 6 – 10 points.

• For higher marks explain why the points are important and order them

most important to least.

• Remember you are making a safe, low cost and environmentally friendly

light.

Specification

1,

2,

3,

You can use these headings to help you

come up with specification points

(ACCESS FM)

A = Aesthetics

C = Customer

C = Cost

E = Environmental issues

S = Safety

S = Size

F = Function

M = Materials




Plenary

• Use the following questions to test your knowledge:

• In your opinion, what is ‘good design’?

• How does research help a designer?




Model, test, evaluate

Learning objectives

- Experiment with the different ways light and lighting can be used

- Generate a range of ideas through sketching, modelling, testing and evaluating.



Spot the difference?



What’s S’up?

• Watch the link video on the S’up spoon or click to the

next slide.

• What type of design process did the designer

of the S’up spoon follow?

Click this

picture for the

video clip.

https://vimeo.com/307457849



What’s S’up?This spoon was developed for people with poor hand control. A disability

that can happen because of brain injury or disease. Often they spill the

contents of their spoon before they can get it in their mouth.

• What type of design process did the designer

of the S’up spoon follow?



What’s the specification?

Read back over your specification from

the last activity.

• Your activities in this lesson

might mean you want to modify

your specification – this is fine! – add

additional point or change points in a

different colour.



ActivityExperimenting with light, use a torch, phone light or lamp and

try to answer these questions by creating the effects. You may

get better results if you can work in a dark area.

• How can you change the direction

of the light?

• How can you change the colour

of the light?

• What is the difference between

directional light and ambient light?

• What happens when a product is back lit?

• How can light be used to project and create shadows?

Write up your answers or take photos and

present them on a sheet




Start designing

• Many designers like to kick off the

creative process with rough models

and sketches – they

don’t have to be perfect!

• Aim to sketch a range of ideas of possible

solutions for your light.



Start designing – Mood BoardGather as many images of lights as you can and copy them onto a word document for you to reference when you are designing. If you only have access to a phone then screen shot the images so you can scroll through them in the phone gallery. Evaluate the images against your specification how well do they meet the specification? What changes would need to be made to make them meet the specification better?

Time allocation – 1 hour



Start designing• Look at the products on the right and the design drawings shown

below.

• Create two A4 sheets filled with your design ideas. Try to have between 4 - 6 ideas on each sheet.

• Try to draw using 3 dimensional techniques and use colour rendering to help the visual impact (aesthetics) of the sketches.

• Think about the specification you write for your light to help ensure your designs meet the need of the project.

Time allocation – 4 hours



Plenary

• Share your progress so far

• What were your most successful experiments?

• What problems did you come across?



Prototype

Learning objectives

- Develop your design ideas using models and prototypes

- Discover the limitations of the components you will work with, through experimentation



Making models

• Physical prototypes and models can help develop your

ideas rapidly

• What can a physical model show

you that a sketch cannot?



Working with limitations• Before designing, consider the limitations of the components

and the media you are working with

• How big are the lighting components you will use?

• What’s the power source?

• How will it be recharged?

• Is there a switch?

• How can light create different effects and perform different functions?



Task

• Consider the following in your prototypes:

• How will the light be switched on and off?

• How will the components be held in place?

• How will the light be powered?

• Is there a battery – how will it be

replaced/recharged?

• Where will the lights go?

Click these

pictures for the

video clips or

move to the next

slide


Spend some time considering these

design points before starting your model.

https://www.youtube.com/watch?v=72hlhJWWU9M

https://www.youtube.com/watch?v=k_9Q-KDSb9o&t=5s



Task

• Look at your design ideas.

• Which ones are the best solutions for a solar light?

• Ask people at home to tell you which ones they prefer.

• Make a prototype model of at least two different designs.

• Use cardboard from a package or a cereal box

• Be carful with the scissors

• Stick parts together with Celotape or masking tape rather than glue.

• Think about the size of the model you don’t want it to get too big




Plenary

• Test your models against the following points

• Will the components fit?

• How could the form/shape be improved?

• How could you make it more comfortable to hold?

• What improvements could you make in the next

iteration/development and why are they required?



Develop, test, evaluate

Learning objectives

- Practice modelling and prototyping skills

- Develop the aesthetics and form of your design to appeal to the user

- Test and evaluate your design



One Laptop per Child

• Watch the video on One Laptop per Child or move to the

next slide.

• How has the designer considered the needs of the users?

Click this picture for

the video clip or move

to the next slide.

https://www.youtube.com/watch?v=v1E668G43Vk



Develop your

design• Create the next iteration of your product

with attention to aesthetics and form

Change aspects of your models with a focus

on how to improve there visual appeal.

How could the form and aesthetics of your design be

developed to suit the needs of the user?

• How could you use colour and pattern to appeal to the user?

• How could use of symbols make the product easier to use?

• Could changing the form make your product safer to use?

• Would changing the texture make the product easier to use?




Task - EvaluationThink about your designs maybe discuss them with someone else,

what are the strengths of your design work and prototypes and what

could be further improved? Write down the comments about your

work.

Strengths and areas for improvement:

1.

2.

3.

4.

5.




Plenary

• Consider the following questions and discuss the

answers with the rest of the class

• How can thinking about aesthetics make your design more

appealing?

• How can changing the form improve the function of

a product?



Present your progress

Learning objectives

- Understand how to present your design solution

- Explain how the design process has helped you progress and develop your ideas



Self evaluation

• Use Task 1 on present your progress worksheet to

assess your product

• Use the sliding scales to evaluate your work

• Suggest improvements

“My prototype fulfils the design brief”




Under the spotlight

• Imagine you were trying to sell

your product to a big supermarket

chain.

• Write a script (the pitch) explaining your

product and its strengths.

• Watch a short clip of ‘Dragon Den’ on

BBC iplayer to see how to pitch a new

product.

• Either video your pitch or submit your

written script for marking


Copyright

© 2019 PG Online Limited

The contents of this unit are protected by copyright.

This unit and all the worksheets, PowerPoint presentations, teaching guides and other associated files distributed with it are

supplied to you by PG Online Limited under licence and may be used and copied by you only in accordance with the terms

of the licence. Except as expressly permitted by the licence, no part of the materials distributed with this unit may be used,

reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic or otherwise, without the

prior written permission of PG Online Limited.

Licence agreement

This is a legal agreement between you, the end user, and PG Online Limited. This unit and all the worksheets, PowerPoint

presentations, teaching guides and other associated files distributed with it is licensed, not sold, to you by PG Online

Limited for use under the terms of the licence.

The materials distributed with this unit may be freely copied and used by members of a single institution on a single site

only. You are not permitted to share in any way any of the materials or part of the materials with any third party, including

users on another site or individuals who are members of a separate institution. You acknowledge that the materials must

remain with you, the licencing institution, and no part of the materials may be transferred to another institution. You also

agree not to procure, authorise, encourage, facilitate or enable any third party to reproduce these materials in whole or inpart without the prior permission of PG Online Limited.



resistant materials year 9 into 10 bridging project. › _site › data › files › year 9...

Documents