V C E D ESIG N A N D TEC H N O LO G Y SU P P O R T M A TER ...cliffspad.wikispaces.com/file/view/unit+3+outline.pdf · UNIT 3: DES IG N , T ECH N ... Unit 3 U NIT 3 Ð P R O D U CT

VCE DESIGN AND TECHNOLOGY SUPPORT MATERIALSfor the new Study Design

UNIT 3: DESIGN, TECHNOLOGICAL INNOVATION AND MANUFACTURE

Jacinta O’Leary

Technology Education Association of Victoria Inc.

VCE DESIGN AND TECHNOLOGY SUPPORT MATERIALSfor the new Study Design


Jacinta O’Leary

ACKNOWLEDGEMENTS / CREDITS

VCE Design and Technology Support Materials for the new Study Design UNIT 3: Design, technological innovation and manufacture

ISBN 978-0-9803709-2-8

© Technology Education Association of Victoria Inc. 2007. All rights reserved.

Published in 2007 by the Technology Education Association of Victoria Inc.

150 Palmerston St, Carlton, Victoria 3053

Phone: (03) 93491538 Fax: (03) 9349 5391

Email: [email protected] Website: www.teav.vic.edu.au

ABN 97 315 356 383

CREDITSAuthor: Jacinta O’Leary

Managing editor: Adriana Tarascio-Agosta

Proof reading: Judy Moore

Design and layout: Holly Stanton

Technical production: Peter Batchelor

ACKNOWLEDGEMENTSSpecial thanks to Lorraine Tran, P–12 Design and Technology Curriculum Manager, VCAA, for advice in

the development of this resource. We gratefully acknowledge the generous support of all those who contributed to the publication of these Support Materials.

DISCLAIMERSThe opinions expressed in this publication are those of the authors and do not necessarily reflect the

views of the Technology Education Association of Victoria Inc. or the editors.

While all reasonable checks have been made to ensure the accuracy of statements and advice, no responsibility can be accepted for errors or omissions, however caused. No responsibility for any loss occasioned to any person acting on, or refraining from action as a result of material in the publication is accepted by the authors, the Technology Education Association of Victoria Inc. or the editors.

COPYRIGHTAn electronic copy of this resource is provided on CD-ROM to allow teachers to easily adapt, edit and

print worksheets, etc. It is however, illegal to duplicate or sell copies. We remind you that in order for the Technology Education Association of Victoria Inc. to continue to produce resources at a reasonable cost we rely on your to respect and protect our copyright.

VCE Design and Technology Support Materials: Unit 3


CONTENTS


OVERVIEW 4

AREA OF STUDY 1 - THE DESIGNER, CLIENT AND END-USER IN PRODUCT DEVELOPMENT 5

PREPARING STUDENTS FOR THE ASSESSMENT TASK 14

AREA OF STUDY 2 - PRODUCT DEVELOPMENT IN INDUSTRY 27

PREPARING STUDENTS FOR THE ASSESSMENT TASK 36

AREA OF STUDY 3 – DESIGNING FOR OTHERS 39

ASSESSMENT 46

SEMESTER PLANNING 49

A CD-ROM is included in this package, providing the Support Materials in Adobe PDF format, as well as editable/adaptable worksheets, and additional materials.

This icon indicates that an editable/adaptable version of the worksheet or sample is available on the Support Materials CD-ROM.

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UNIT 3 – PRODUCT DEVELOPMENTOVERVIEW

For assessment advice on Unit 3, refer to pages 22–29, and 60–61 of the Design and Technology Study Design and for Unit 4, refer to pages 30–35, and 60–61. Teachers must also refer to the VCE Assessment Handbook Design and Technology 2007–2011, and the current year’s VCAA Bulletin VCE, VCAL and VET Advice for School Assessment supplement also available online at: www.vcaa.vic.edu.au

The VCAA VCE Bulletins should also be consulted regularly for relevant assessment information.

Summary of Unit 3 and 4 Assessment and Study Score

MARKS OUTCOME % OF SCORE

UNIT 3

30 Outcome 1: The designer, client and end-user in product development. Assessment Task: Write a structured, annotated design brief, evaluation criteria and diagrammatic explanation of how the designer could develop design ideas from the design brief, with reference to key words and phrases

12%

30 Outcome 2: Product development in industry

Assessment Task: short written report or in multimedia format

Started in Unit 3, assessed in Unit 4

Outcome 3: Designing for others Design folio

50%

UNIT 4

50 Outcome 2: Product manufacture

Outcome 3: Product evaluation and promotion

Production work, documentation and a functional product

Evaluation report and promotional piece (poster, storyboard or multimedia) of features and care requirements

40 Outcome 1: Product analysis and comparison Assessment Task: Test, report or structured questions 8%

EXAM

100 Examination: Questions about product development in industry and the marketing of products. Response to design briefs. 30%

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AREA OF STUDY 1 - THE DESIGNER, CLIENT AND END-USER IN PRODUCT DEVELOPMENT

This outcome draws on knowledge described in Area of Study 1: The designer, client and end-user in product development.

Learning activities

Examples of learning activities that students could undertake in order to acquire the knowledge and skills associated with this outcome are identified on page 53 of the Design and Technology Study Design.

Teachers should view this outcome as a precursor to the design brief in Outcome 3 for the SAT. Consider it as a practice run for achieving a well written design brief and an understanding of the first stage of the design process. Teachers may even consider basing activities for this outcome on a different material category from which their students are working so that there is no chance of confusion. In Outcome 1, students learn to write a design brief for any material category or any product and can differentiate between this exercise and their own design brief for the SAT.

Teachers should also be sure that they are adhering to the current Design and Technology Study Design and Assessment Guide to ensure the relevant key knowledge and key skills are included in the learning activities and the Assessment Tasks.

THE STUDENT AS DESIGNER

The following information addresses the designer and client/end-user relationship and outlines what is expected of the student as a designer in Unit 3–4 Design and Technology.

The role of the designeridentifies the problem or need of a client or specified end-user

defines the aims and requirements for a proposed product in a written design brief

researches aspects related to the selected product, for example, style, current trends, similar products, appropriate materials and construction techniques

acknowledges sources of inspiration, ideas and information

combines the researched information with their own design skills and creativity to create a range of design ideas and design options, evaluation criteria are developed and used as a guide when designing

presents the range of design options to the client or an end-user for discussion and feedback ensuring that it addresses the specifications of the brief

makes adjustments and modifications during design and product development

produces the preferred design option or combination of options that is selected

consults with the client or an end-user as issues arise, for example, if further information or garment fittings are required

Designers work in a variety of situations. They may be working in response to commissions, directives from company management or when a niche in the market is identified. The designer may work within a team or partnership. The work may be a one-off piece, on pieces that will be mass produced or on a particular aspect or component of a large product such as a car, aeroplane or building.

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Outcome 1: Explain and demonstrate the role of a designer by writing a design brief, developing evaluation criteria, and identifying and explaining areas for research and methods that would be used to develop design ideas.

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Market research – establishing problems, needs and requirements

Regardless of the situation surrounding a designer’s work, a product must always meet the need of an end-user. When designing for an end-user, it’s important that a designer has knowledge about the problem at hand. To do this a designer can pay for market research, look at published statistics or conduct their own ‘market research’.

The following paragraph was taken from the British Design website at: http://www.britishdesign.co.uk and it outlines the type of market research of end-users that is undertaken by Whirlpool when designing new washing machines and refrigerators.

‘They put design prototypes in front of customer focus groups and then take detailed measurements of their preferences about aesthetics, craftsmanship, technical performance, ergonomics, and usability. Whirlpool charts the results against both competing products and its own previous models, giving it a baseline of objective evidence from which to make investment decisions.’

Consider the situation below:

A designer has noticed that problems occur when draining pasta, rice and vegetables. He/she has observed boiling water splashing around, pasta slipping off the edge, hot handles and lots of steam creating a hazard for the user. The designer also considers most colanders on the market to be unattractive items.

In order to design a better colander the designer could:

observe family members and friends using a variety of colanders

ask them what they like and dislike about each one

use the different colanders themselves and feel how they work

take note of the different materials used and research the material properties

research, by looking at even more varieties of colanders available in shops, to see what they are made of, their quality, their appearance and their price

look at other kitchen devices that may have similar uses such as lemon juicers and take note what they are made of

look at colanders from the past to see if there are some basic shapes, placement of holes or measurements that could help with the draining

research new materials being used in the manufacture of other kitchen devices and implements

compile a list of what is needed from the materials, e.g. rustproof, dishwasher safe, resistance to hot water, sturdiness, ease of cleaning, lightweight etc.

compile a list of what is needed from the design, e.g. needs to fit into sink, needs to have good draining capabilities, singular handle or handles on both sides, needs to rest on the top of a pot etc.

ask family members and friends about the aesthetic appearance of a range of colanders and their preferences

There are many more activities a designer could undertake to become fully emerged in designing an improved colander.

Teachers could ask their students to brainstorm as many activities as possible that would give the designer a good understanding of an end-user’s needs and requirements of a particular device or implement.

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The role of the client

Clients can be individuals or a board of managers of a company. For example, Alessi is an Italian ‘design factory’ that commissions many talented designers to develop new products based on the company philosophy, which is: style, quality workmanship and perfect finish. In this case Alessi are the client – not the end-user as they are commissioning the designers.

The client would be expected to:

clearly explain their needs and requirements (e.g. any background information, the product’s function, aesthetics, quality, time, costs, etc.)

discuss design options presented to them

help make decisions about the preferred option

possibly assist in selecting components or fastenings

understand that changes may be costly

provide feedback on the finished product – whether it meets the requirements specified earlier in the process

End-user

End-user means the person or group of people who uses the product. The end-user is not always the client, e.g. the client needs a dog-kennel, or the client wants baby clothes. In the case of Alessi products (above), the end-user is a consumer of Alessi products – a person who admires style, quality and finish, who desires ‘designer products’ and who is prepared to pay for them.

In situations where there is no client, the designer or company will need to know about a need amongst a particular group of end-users, most often known as a ‘target group’.

Target groups could include:

male teenage skateboard riders around the inner city

female twenty-somethings who carry lots of bits and pieces to and from work

carpenters or builders working on small apartments

gardeners working on small backyard gardens without vehicle access

Groups can also be defined by a common activity or problem:

those involved in preparation of a daily meal

people who need to kneel a lot in their daily work

people exposed to the sun on a regular basis

participants in certain sports

music lovers

people who travel frequently

The role of an end-user

An end-user may be able to:

contribute to the discussion of the needs and requirements for the potential product (e.g. any problems or perceived needs to be met regarding the product’s function, aesthetics, quality, costs, etc.)

have input into any discussion of design options that may be presented to them

have input into decisions about the preferred option

possibly have input into selecting components or fastenings

provide feedback on the finished product

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The role of the design brief

The design brief is a document that defines a problem or a need and the requirements that need to be fulfilled based around that problem or need.

A design brief may arise out of different needs according to the situation that the designer is working in:

the need to provide something that doesn’t exist

the need to improve something that already exists

the need to adapt a general product to a more specific function or size

a perceived needa commission

In real life a design brief can vary from very simple to very detailed. In some cases, an explanation of the problem, need or situation and the specifications may be in one paragraph.

However, in Outcome 1 it is expected that students learn how to write a design brief and associated evaluation criteria in preparation for developing their own for the School Assessed Task (SAT).

The practice of writing a design brief for Outcome 1 will assist students when they write their design brief for the SAT. This can be successfully achieved using the following guidelines.

Structure of the design brief

A design brief is a statement of a problem to be solved. It has two parts:

Outline of the situationSpecifications

1. Outline of the situation

This can be a short general statement. Further detail can be added as the situation becomes clearer. In the ‘Outline of the situation’, a complete description of the problem needs to be written. Details about the situation, event, environment, client or end-user’s needs are included. This part should cover the questions – What? Why? When? What for? Where? and How?

2. Specifications

Specifications are statements about the requirements of the intended product. They outline details that the product’s design must adhere to or any limits related to the situation. The specifications can make reference to the product’s expected function and performance, quality, appearance, size and weight, its features, regulations, environmental aspects, safety and visual appearance.

The specifications are of two kinds – constraints and considerations.

Constraints are fixed or inflexible and cannot be changed by the designer

Considerations are those features which depend on further research or information or depend on how other features of the design are decided on. Considerations generally allow for a lot more input from the designer. They provide some latitude for designing and vary depending entirely on the situation, client or end-user and therefore will be different in each design brief. They may not necessarily be included in early stages of the design but considered when the design is being finalised. It is common to have a few, only one and occasionally no considerations.

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EVALUATION CRITERIA

Evaluation criteria are questions developed from the specifications in the design brief and are used to:

emphasize or reiterate the important requirements of the design brief

provide a framework that allows for good design decisions

assist in selection of the preferred design option

evaluate and test the finished product

It is important that students understand evaluation criteria are derived from the design brief specifications. Students often feel that writing evaluation criteria is a repetitive task after writing the design brief. And yes, it is repetitive but the aim of the evaluation criteria is to keep the emphasis and focus on what is important.

For both Outcome 1 and Outcome 3 (SAT) students are required to write the evaluation criteria as questions, give a reason why this requirement is included in the brief and then describe a method of testing or checking the requirement in the finished product.

Students should aim to write open questions in preference to closed questions. Closed questions allow only a yes or no response whereas open questions provide more scope for detailed analytical responses.

The evaluation criteria need to be written as questions that are to be directed at the future finished product as a means of making judgements.

For Outcome 3 the evaluation criteria also need to be given a weighting to reflect the MOST important to LEAST important. Students can devise their own system and perhaps allocate percentage values. This method ensures the most important requirements have the most influence on the selection of the preferred option.

Reason or importance

There is no need to explain the importance or reason for adding a constraint in the design brief. The time to do this is when students are writing their evaluation criteria. For example, students often state a budget from a client and explain why the client has stipulated that amount in their design brief. However, it is more appropriate to simply state the budget in the design brief and place the explanation in the evaluation criteria table.

Testing, checking or judging method

It’s important that this method is directed at the finished product. Students sometimes find this difficult and direct their testing or checking on materials or practice trials. A useful reminder for students is to start the sentence with ‘When the … is finished, I will …’

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The table below shows possible different reasons and methods for checking a budget related evaluation criteria.

Factors affecting designers

For Outcome 1 students could use this information to help them make up the details of the design brief they will be writing for the Assessment Task. These factors would need to be discussed in class time so that students become familiar with factors that affect design. These discussions could take place around products as suggested under the heading ‘Preparing students for the Assessment Task’.

For Outcome 3, when students are writing their design brief for the SAT they will need to be clear about all the important factors to consider when they respond to a design problem. They can also consider the following information to assist them in deciding what to include in their design brief. They could ask their client or end-users questions about this information to provide answers that will form the basis of the design brief.

Factors to consider when writing constraints and considerations:

Function and performance – a product may be used for a range of functions or just one function. The appeal of a product may be increased if it has multiple uses. Often a primary function needs to be supported by other functions or functional aspects. For example, a kettle boils drinking water which is its primary function but it also needs to be filled easily (wide accessible opening), carried safely (carefully placed handle made of appropriate material), poured safely (design of spout), rustproof and heatproof (choice of materials).

Adaptability – will other people use the product other than the person it may have been specifically designed for? Will it be used in other situations or for other purposes than it would usually be used for?

Size and weight – an article will not do its job properly if it is the wrong size or the wrong weight. The correct dimensions will need to be determined. Size, weight and production costs could be linked. For example, a small product will weigh less, use less material in its construction and could therefore reduce production costs. On the other hand, smaller items may be harder to make and could therefore increase production costs. The weight of a fabric may make it inappropriate for a particular garment. A product may need to fit onto or into a particular space.

Ergonomics – products need to fit the size of people and be shaped for the way people use them. It’s important that use of the product doesn’t cause strain or impede safety.

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Evaluation criteria Reason or importance Checking method on finished product

Was the budget of $60 for materials managed appropriately?

My client stipulated this amount because he knows he can buy a cheaper version off the shelf for $45 and he is careful with his personal budget.

When the trolley is finished I will total up my material costs to check that the budget was successfully managed.

I asked 3 typical end-users how much they would be prepared to pay for this product and they each said around $120, so I need to take into account my costs and allow for some profit.

When the trolley is finished I will total up my material costs and calculate a retail price and again ask my 3 end-users if they would pay that price.

I carried out some market research and looked at the price of 6 similar products of similar quality and they ranged from $52 to $70.

When the trolley is finished I will total up my material costs and compare them with each of the commercial items.

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Product Safety – products need to be safe, designers don’t want to be made liable for any injuries their products might cause. Designers need to think about the toxicity of materials and finishes, the stability and strength of heavy objects, the strength of joining techniques, the potential for injury that moving parts or sharp edges might create and the situation within which the product will be used. Product safety is a particularly important factor when designing for small children and the elderly.

Regulations / Australian Standards – many products such as clothing, toys and furniture for small children need to comply with regulations or adhere to Australian Standards. It’s important to check if the product has any mandatory standards related to it. Refer to the text VCE Design and Technology Units 1–4, 2nd Edition Livett, O’Leary, Thomson Learning, pages 220-226 for more information.

Strength – does the product need to have any particular strength? Is this strength required of the materials, the stress points or the construction methods?

Materials – The properties of the material/s (such as hardness, strength, malleability, texture, heat resistance, flexibility and weight etc.) are a major consideration, but many other factors need to be considered such as availability, ease of working with the materials and skill level of the user. An appropriate material is one that is suited to its function, reasonably easy to use, not too expensive and able to perform satisfactorily for as long as necessary.

Construction – the way the parts are put together must be appropriate. Materials, their different properties and quality requirements will determine how the product is put together. Construction should be effective, not complicated or wasteful. This may save material and time (money). Fewer connections or joins may be needed – so less possibility for mistakes; less work will be required saving unnecessary effort. On the other hand, products may be preferred that demonstrate a high level of complicated skills in their construction. This can mean the difference between an expensive, well made product and a cheaper inferior product that is poorly constructed.

Appearance – people respond in different ways to how a product looks. What may be attractive to some may be unattractive to others. Sometimes an article has a pleasing appearance just because it works well and uses a simple construction with appropriate materials. At other times deliberate choices have to be made about the shape and form of the parts, the combination of colours and texture for the sake of the overall appearance. Students could have the list of design elements and design principles and determine how they will be used in their designs when writing their design briefs. If a product is required in a certain style then the arrangement of the design elements and principles needs to be defined.

Cost – is a very important factor in any design work. An idea may be acceptable in every other way, but if it is too expensive to make, or for someone to buy, then the designer has failed. The cost of the materials needs to be acceptable before making the final choice of solution. Any other manufacturing costs also need to be taken into consideration. When writing their briefs students should state a budget.

Time – is a very important factor in many design problems. If an article takes too long to design and produce it may be as of little use as one that is too expensive. The time factor may be very important, where, for example, a garment is to be designed and produced for a special occasion. The time between conception of an idea and finishing the product will need to be planned very carefully, usually in a production plan and timeline. Students should state a date that the product is to be completed by.

Quality / Life expectancy – the durability of the product is influenced by the quality of materials, the components and the manufacturing process used. Consider how long the product should (or is expected to) remain in working order, providing it is used with reasonable care.

Repair and maintenance – how can the product be serviced, fixed or maintained to ensure its longevity and appearance?

Environmental requirements – take into account how the product can be made in the most environmentally friendly way. This may mean setting limits on sizes and types of materials used (if they cannot be easily recycled or are not biodegradable) or using manufacturing processes that use less energy.

Other areas – the specification may need to cover special requirements such as transportation and packaging.

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Research that follows the design brief

Research can be triggered by key words and phrases in the design brief. Students need to identify key words and phrases for Outcome 1 and they can also do this in Outcome 3.

Teacher notes

In Outcome 3, students could include a small photocopy of their design brief in their folio after the final design brief and evaluation criteria, that has highlighted words and phrases in the same manner as expected in the Assessment Task for Outcome 1. This allows them to keep a nice clean copy of the design brief for their folio. The annotated version could be reduced in size allowing lots of room for graphic organisers and lists to explain the research and activities that will follow on from these highlighted words or phrases.

Resources

Using a graphic organiser when planning research

A graphic organiser simply means a method of producing information visually other than slabs of text. Graphic organisers are things such as text balloons or diagrams that sort information visually.

Other examples of graphic organisers are: Venn diagrams, spider charts, flow charts, comparison charts and star diagrams.

A website that lists almost all available types of graphic organisers and has pictorial samples is http://www.enchantedlearning.com/graphicorganizers/. It would be useful to teach students how to use them in the design process so that they can use them in the Assessment Task when making their lists for activities coming from highlighted words in the design brief.

More information and suggestions on how to use these can be found on the Victorian VELS website at: http://vels.vcaa.vic.edu.au/support/teaching.html. Click on ‘Graphic organisers’ and scroll down to ones such as a ‘Lotus diagram’ which could be particularly useful for Outcomes 1 and Outcome 3.

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Using Lotus Diagrams

To help instigate or focus their research, a designer can pinpoint important words or phrases from the design brief. A lotus diagram can help to direct research. A lotus diagram refers to a diagram that unfolds like a lotus as more and more ‘leaves’ unfold, however, there are no strict rules and this method can be used as the designer sees fit.

For example, a designer might start exploring shapes that could be incorporated into a design because the design brief stipulates a style that has geometric shapes.

A Lotus diagram could be used to direct research for particular material requirements of the brief. For example, the designer could explore many aspects of fabric and what needs further research.

The above examples contain only words but students should include sentences and could include visual images to complete their diagrams.

Students can use this sort of method for the Outcome 1 Assessment Task and for their School Assessed Task to indicate the sorts of activities and research that could be undertaken.

The above Lotus diagrams could be drawn in MS Word using a table, deleting some of the cell outlines, merging some cells, changing column widths and using circles and arrows from the Draw facility. Star diagrams, pyramid structures, concentric circles, flow cycles and Venn diagrams can be drawn in MS Word using >Insert >Diagram and choosing the most appropriate one. Segments can be added or subtracted.

This could lead to a visual exploration of irregular shapes e.g. I will spend time drawing many irregular shapes

Square Sphere Circle

TriangleGEOMETRIC

SHAPESRectangle

Cube Pyramid Irregular shapes

Stretchy Warm Patterned

Easy to work withFABRIC

MUST BEBrightly coloured

Machine washable$15–$20

per metreEnvironmentally

friendly

Organic cotton

1. research environmental aspects of each

then

2. look at costs and availability

Recycled plastic

Machine washable wool

Hemp Micro fibreSecondhand

clothing

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PREPARING STUDENTS FOR THE ASSESSMENT TASK

Students can be prepared within the teaching and learning program by:

Writing a list of evaluation criteria for a particular product that they would like to purchase, and then creating a design brief from this list.Defining the end-user of the product, i.e. identifying characteristics of typical members of this target group or end-users of this product.Choosing an everyday product for discussion such as:

toothbrush cutlery belts potato peeler cups bags footwear CD holder

Create a design brief by starting with the product. This would require discussion on:

functional aspects (size, shape, and specific things required for this product to fulfil its purpose)

ergonomic aspects (size, shape, what happens when it is used, safety when being used, ability for it to be easily handled or used etc.)

quality of the product (what elements contribute to its quality?)

materials it is made from (why those materials? what alternative materials could be used? properties required of the materials, cost, safety or environmental requirements of the materials, construction methods used etc.)

other environmental issues (recyclability, amount of material used, manufacturing, waste products etc.)

aesthetics (design elements used, visual appeal, design principles). NB. This aspect may be easier for students if they have two products to compare

cost (comparison of similar products of both inferior and superior quality)

target market (define the end-user)

Annotating the design brief

Once the design brief is written (could be done as a class) discuss with students where it:

identifies the problem and what is needed

outlines the requirements and gives helpful information to elucidate the situation, background or environment for the intended product

lists the constraints and considerations

Use the discussion to annotate the design brief on a whiteboard or on student’s own copy.

Highlighting key words and phrases

A discussion could follow about the sorts of activities the designer would have undertaken to design the product. What sort of information would the designer have needed to research? What measurements would have been needed? What could the designer observe? What could the designer try out? What questions could the designer have asked typical end-users? What activities could the designer ask end-users to try out?

Then ask students to pick out words or phrases that would trigger and direct the designer’s research and activities. Ask the students to explain how each of these activities could be followed through to guide the development of designs. Where and how would they research and how would this contribute to the design and production activities? This sort of discussion will help students to highlight key words and phrases in their brief and describe methods and activities the designer could undertake.

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The assessment task for Outcome 1

There is only one type of assessment task listed for this outcome. However, teachers may decide if the task is presented electronically or with pen and paper. If students are submitting the task electronically you will need to think carefully about your assessment method so that it is fair and streamlined.

Task description (as outlined on page 15 of the VCAA Assessment Handbook):

A structured annotated design brief, evaluation criteria and diagrammatic explanation of how the designer could develop design ideas from the design brief, with reference to key words and phrases.

Time required:

80–100 minutes of scheduled class time (this is a school-based decision).

Equipment needed for paper and pen version:

A3 and A4 (or A4 x 4) paper

pen, highlighters or coloured pens

stapler, sticky tape or glue if A3 paper not available

Providing a scenario for the assessment task

Teachers need to provide a scenario that is suitable for their class. This will depend on the material/s that students are working with and the range of learning activities that have already taken place in the classroom.

The scenario should be fairly brief, allowing students to use their general knowledge about products. It should give them an opportunity to imagine the requirements of a product and create the details needed to write a relevant design brief. The scenario only needs to be a few sentences. It is advised to give only one scenario for an entire class to allow your assessment to be streamlined and uncomplicated. However, within this scenario you may have room for different products. Examples are following this section.

A scenario needs only to have basic information such as:

mention of the problem or need, which may come from a client or an identified need of an end-user

a setting, event or background for the product

a date for the product to be finished

a brief and very general description of the type of product required (or in some situations a product may not need to be stipulated)

Possible scenarios

Scenarios could simply define a problem that doesn’t require a specific material category, such as the first example used by the Electrolux Design Lab Competition 2006 for tertiary design students.

This type of scenario would not be suitable for all students; some students would need more direction.

Note: The winner created an electrical mobile food carrier to take hot or cold healthy meals on the go.

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Obesity is one of the greatest public health challenges of the 21st century. Could newly designed household appliances contribute to a healthier life style in the future?

From this scenario students would need to think about the type of product that would be outlined in the design brief and specifications.

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The following scenarios differ in length and information given. Each one of these would require different instructions to the students on how to create a design brief relevant to the scenario.

Whilst holidaying on the beach you noticed a lot of surf products that people use in the water. You dream about an ideal product that would allow you to catch waves but remain seated. You are sure that other teenagers would also enjoy this type of product.

Ask students to write a design brief that specifies an end-user and other specifications that you list.

A new kindergarten is being set up in a recently refurbished building in the CBD. In keeping with the area and the clientele, the kindergarten board has decided to employ designers to help them create new furniture (chairs, tables, easels, storage facilities etc.), art smocks for both children and adults and toys of various materials (wood and fabric) and sizes (ranging from small to oversize).

Students would be able to choose a particular product from the above scenario to develop a design brief.

The local swimming pool wants to upgrade all their facilities. Products that are up for renewal are: a chair for the lifesaver, costumes for all staff and lifesavers, outdoor furniture, playground equipment and a rotunda.

In this scenario students could be asked to write a design brief for a range of products, e.g. not just one costume but entire uniforms for the male and female staff and lifesavers.

Inner City High School has a new Technology wing. It houses a woodwork room, a metalwork room, plastics room, a drawing room and computer lab. Although each room is enclosed there is free passage between the rooms. Staff in the Technology area need a suitable uniform that identifies their special knowledge within one area. These uniforms need to be of a similar style.

Students write a design brief based on the need for a suitable uniform for the Technology staff at Inner City High School.

The Olympic Games are being held in Beijing in 2008. They need medallions with a common style for all the sports on offer.

Students write a design brief based on the need for development of the medallions.

A wedding party requires seating covers, napkins, curtains and … of a unified style to match the bride and groom’s outfits.

Students are asked to write a design brief to meet the requirements of a napery range to match the bridal party outfits.

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Depending on the class and their range of interests or abilities a scenario could be very simple or more detailed. The examples following are of increasing detail.

A seat is required

A seat is required for two elderly people.

A seat is required for two elderly people of medium weight for outdoors.

A seat is required for two elderly people of medium weight for outdoors in a local community garden. This garden is accessible 24 hours a day so the seat needs to be vandal and weather proof.

A seat is required for two elderly people of medium weight for outdoors in a local community garden for the year 2020. This garden is accessible 24 hours a day so the seat needs to be vandal and weather proof. However, resources are scarce and recycled material needs to be used. The style or visual appeal of this seat should reflect the surrounding architecture.

Writing a design brief from a scenario

From this brief scenario students need to construct a detailed design brief. They need to use their imagination and general knowledge to do this.

The ‘Outline of the situation’ should fill in the ‘who, what, where, why, when and how’ type of information. What does the product need to do? In this part of the design brief, students are supplying details about the problem and the client or end-user’s needs.

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You have just visited the zoo and noticed that some of the keepers put themselves in danger when feeding some of the more ferocious carnivorous animals. A device is needed to enable the keepers to supply the food in a safer manner. This device will need to be fitted into or passed through the wall of the cage.

Students develop a design brief for the safety device.

Your school is putting on a performance of … (insert name of play or spectacle) and a costume (or headpiece or shoe) is needed for the main character … (insert name). The style needs to be …

Students develop an appropriate brief for the costume.

The management of a particular company (teacher fills in details) has sent down a memo that the new range of a specific product (teacher fills in details, e.g. lighting, belts, bags, footwear, cutlery) must all be in the style that accompanies the memo.

Students write a brief that outlines the style as well as target group and other specifications.

An industrial design company has had many requests for a piece of equipment, such as a trolley to help people in small apartments move heavy equipment upstairs. The clientele are very wealthy and require a very stylish looking item that is easily stored in small spaces, so preferably lightweight and foldable.

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The Specifications should cover the requirements of the product or of the situation. Ask students to include aspects relating to: function/purpose, aesthetics or appearance, material requirements as well as cost and time constraints. However, you can stipulate the type and number of specifications. Consider mark allocations when setting this part of the task. Use the list of ‘Factors affecting designers’ listed previously in this support material to assist you.

Students could be given a list of the factors that you expect to be included in the design brief. This could be specifications such as:

Function

Primary function of the product (what the product must do)

Secondary functions to enable the product to fulfil its primary function successfully

Size or measurements relating to functional requirements

Aesthetics or appearance

Any style requirements (you may ask them to create a style or follow the style stipulated in the scenario)

Use of any particular design elements (again – the student could develop these or follow those stipulated)

Use of any particular design principles

Material requirements

Specific materials required or properties required from the materials

Environmental standards or concerns that may be alluded to in the scenario

Cost

Students should make some reference to a budget, for example, a fixed price or more flexible budget

Time

Ask the students to provide a time constraint for the scenario

Depending on the scenario and the material category, the level of information provided for students could vary. This may depend on your marking allocation. You may allocate 6 marks to the specifications and mention that you will be looking for 6 relevant constraints.

Teacher notes

Considerations are a little bit more difficult for students to develop in a hypothetical situation so you may not want to include ‘considerations’ in your marking allocation unless you have given very clear instructions to your students in the learning activities as to what the definition of considerations are. Sometimes students include what are clearly constraints into the considerations list.

Annotating the design brief

For this aspect you will be expecting similar responses from all students. Each student should be able to identify which part of their design brief is the:

‘Outline of the situation’ and what sort of information it provides

‘Specifications’ and which of those are the ‘Constraints’ and which (if any) are ‘Consideration/s’

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Evaluation criteria

As a guide, students can be asked to develop around 3-6 evaluation criteria (you will need to align the number with the allocated marks). Ask students to:

write the criterion for evaluation in question form

explain why that criterion is relevant

provide a method of testing or checking the finished product to see whether or not (or to what degree) that particular criterion has been met

Bearing this in mind, you might ask for 3 evaluation criteria and allocate 9 marks (3 marks each). Or you could ask for 4 evaluation criteria and allocate 8 marks (2 each).

Highlighting words and phrases

Students could use a coloured pen or highlighter or simply circle particular words and phrases. This is why it is a good idea to have the students develop the design brief in the middle of a sheet of A3 paper, so that there is room all around to make lists and/or provide details on what will be researched or investigated. These lists could also suggest what resources would be used i.e. where could the information be found?

If the students are presenting the task electronically they should use functions within the software to make these annotations, e.g. in MSWord they could use ‘Insert comment’ or ‘Track changes’.

However, there is sometimes not a great deal of control as to the placement of these comments so teachers would need to be very familiar with whatever program is being used.

Teacher notes

If students to do this Assessment Task electronically, use a program that you and the students are familiar with. You will not have time to teach the students how to use the software and you will need to make sure that the end result can be easily assessed.

Testing your assessment task

Once you have designed the Assessment Task it is highly recommended that you attempt to complete it yourself. This way you can see how much space is required or whether instructions are clear and what you have set is not too difficult or too easy. You can do this informally and quickly but make sure that you attempt each part and respond with enough substance so that you can realise any potential problems with your task and adjust it if necessary before giving it to the students.

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SCENARIO Provide students with a scenario using the suggestions made on previous pages under the heading ‘Possible scenarios’ to assist you.

SAMPLE ASSESSMENT TASK FOR OUTCOME 1

Complete the following:

1. On an A4 size paper (or in the middle of an A3 sheet), develop a design brief with underlined headings for the scenario above that includes:

an outline of the situation

the specifications (create 5) including the considerations and constraints

You will need to make up the details for the design brief and these should be based on ‘Factors affecting design/ers’.

The design brief should then be pasted into the middle of the A3 sheet to allow room for annotations (Question 2) and for lists and notes related to research (Question 5). The design brief needs to show that you understand the relationship between a designer, client and end-user.

2. Annotate the sort of information that is covered in each section of your design brief. Teachers could give more details about what is to be annotated.

3. On a separate A4 sheet, develop 3 evaluation criteria in a table with 3 columns for the product that is required from the design brief. Include a reason why each evaluation criteria is important to the design brief and a way of testing or checking if it has been achieved when the product is finished. Remember, evaluation criteria must come directly from the design brief.

4. Use a coloured pen or highlighter to circle words or phrases in the design brief that would set the direction for further activities.

5. Draw boxes or lotus diagrams that are connected to these highlighted words and list or describe the sort of information the designer or you would be researching or the sorts of activities that could follow as you (the designer) develops the design (prior to it being manufactured or produced).

Total score = 30

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(10 marks)

(2 marks)

(9 marks)

(3 marks)

(6 marks)

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Possible allocation of marks in more detail

This table does not necessarily relate to the Sample Assessment Task on the previous page but may help you to set up your marking structure or to use as a basis for your allocation of marks.

Assessment Criteria

To gain very high marks you need to have:

Thorough understanding demonstrated of the role of the designer and the relationship between the designer, client and end-user. (3 marks)

High level skill in developing a well structured and comprehensive annotated design brief that very clearly relates to the design scenario. (9 marks)

Development of highly relevant evaluation criteria accompanied by a very clear explanation of the relevance of each criterion to the design brief and a sophisticated description of how the completed product would be tested or checked against each criterion provided. (9 marks)

Very comprehensive description of a range of highly relevant methods and activities that could be researched and explored to assist in the development of creative ideas and options to meet all of the requirements of the design brief. (9 marks)

Note: in the hard copy version of the Design and Technology Study Design, the total marks is listed at 25, however, this has been changed to 30 marks. You can check this on the VCAA website: www.vcaa.vic.edu.au

Note that School Assessed Coursework for Unit 3: Outcome 1 and 2 contribute 12% to the study score for Design and Technology.

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4.

Criteria Response Allocated marks

1.

Language and sentences used demonstrates understanding role of designer by stating clearly what is needed by client and end-user or what the ‘problem’ is, not what the designer wants to make.

3 marks

2.

Design brief relates to scenario 2 marks

Design brief is set out correctly with correct headings and information is in relevant sections.

3 marks

Design brief has enough detail and relevant information 2 marks

Annotations demonstrate sound knowledge of design brief structure 2 marks

3.

All three evaluation criteria are relevant and asked as a question. 3 marks

The relevance of each criteria to the design brief specifications is provided 3 marks

The testing or checking method is applicable and appropriate to finished item. 3 marks

4.

Has circled or highlighted relevant words and phrases that would direct research. 3 marks

From these circled or highlighted words, diagrams or sketches are used and relevant activities, areas for research and types of research are listed or explained in sentences.

4 marks

Methods and activities indicated show a knowledge of how designers set about meeting the requirements of a brief. 2 marks

Total – 30 marks

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Teacher notes

Identified are the sorts of information you will be looking for in student responses. These are a guide only and are based on the suggested allocated marks on page 30 of the Design and Technology Assessment Handbook.

Criterion 1: Understanding of the relationship between the designer, client and end-user (4 marks)

The language the student uses should demonstrate clearly that they understand the role of the design brief – that it is a statement of a problem or need and its requirements. If they are using language such as ‘I will be making …’ or if they are simply making lists then they are not demonstrating a clear understanding of the role of a design brief nor of the role of a designer.

Their written design brief should demonstrate that they understand that in a commercial situation, a designer works to a list of requirements from someone other than themselves and that it allows some room for creativity and innovation.

Note for Outcome 3: This applies even if they see themselves as the end-user, as they need to understand that they themselves are part of a specific demographic or target group.

If teachers don’t feel comfortable about finding this understanding in a student’s design brief then they could set specific questions at the start of the task for this criterion.

Criterion 2: Skill in the development of an annotated and highlighted design brief (10 marks)

The development of the design brief

The design brief should be written in two parts and each part should have a clear heading.

The Outline of the situation, which includes a statement of the situation (an event, an environment or activity), who the product is for and its function. Who, what, where, how and why questions should be addressed where relevant.Specifications, should comprise of ‘Constraints’ (the fixed aspects) and ‘Considerations’ (those aspects depending on further information or research). Students should develop the sorts of specifications as you have directed in the task and outlined previously. For clarity each specification should be written on a new line.

The information that the student decides to put into the design brief should be highly relevant to the scenario you have given them. Have they included enough information or the sort of information you have asked for in your instructions? Have they stayed on target or included opposing or unrelated information?

Annotations explaining the structure of the design brief

As mentioned earlier students should provide similar types of annotations. If using pen and paper, the sections of the design brief could be depicted with a giant bracket or by a box drawn in coloured pen with comments clearly connected to that bracket or box.

The comments would explain which information belongs to the Outline of the situation and how it defines the ‘who, what, how, where, why’ aspects. The comments should also clearly point out why particular aspects are constraints and why particular aspects are considerations along with the definition of both constraints and considerations.

Highlighted words and phrases for further activities

Has the student highlighted or circled relevant aspects for further design and exploration activities? Have they listed these activities or graphically organised them as instructed?

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Criterion 3: Skill in the development of evaluation criteria including relevance and methods of test-ing or checking. (8 marks)

If you have asked for four evaluation criteria then you could allocate 1 mark to each one for its relevance combined with the student’s justification of relevance to the design brief and 1 mark to each one for the testing or checking method for the finished product.

Remember that it’s important that students give a testing, checking or judging method that is for the finished item, not for any of the choices made in the design process. For example, many students respond to a criterion regarding a specified material quality by explaining how they will test that material, but that doesn’t apply to the finished item.

Criterion 4: Identification of relevant areas for research and knowledge of methods and activities designers use to research and develop ideas to meet requirements of a design brief. (8 marks)

From the highlighted words and phrases, students should be able to give examples of activities that help guide design and manufacture of the product. Students could use graphic organisers to show this information.

Some appropriate activities the students could include are:

analyse the needs of the client or the end-user via discussions or observations

communicate and discuss with the client strengths and weaknesses of design options

research about material properties, for example by using the Internet or discussions with a local supplier or another ‘expert’

research any themes or styles that are in the design brief

compare materials in tests to determine the most appropriate

determine measurements and the amount of material required

determine costs of materials and manufacturing

play around with creative ideas, for example, use idea sketches to experiment with creating irregular shapes that would suit the product, develop a mood board, use trials or experiments to push the boundaries of the materials to be used

There should also be a little note accompanying each one saying where or how the student (or designer) would be getting this information from.

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Student response

In this example the teacher provided students with a scenario for the development of a garment for a child. The child’s mother is the client. The response has been included to show possible content development. It does not necessarily represent the best response a student could give. Graphic organisers are not included.

Possible activities that will follow from the highlighted words or phrases.

Garment - Investigate commercially available products, through looking at magazines and catalogues and visiting children’s’ clothing stores. Collect images that I find interesting and would suit the client’s needs.

Elegant, not too colourful/suitable for playing in – Check client and child’s taste/choice - colour, pattern, fabric and style. Investigate the styles of clothing they consider elegant and look for a compromise so that the garment is also suitable for playing in.

Protect against sunburn / Breathable and stretchable fabric/budget - Investigate types of fabric that are available with UV protection and cost them so that it falls within budget.

Size 7/long sleeves/tall – Take measurements of the child (and her other clothes that fit her nicely) to check she is a size 7 and make adjustments for her height. Check her arm length.

Pockets or storage /semi-attached – Draw up some possibilities for this and do some trial pockets or bags out of cheaper fabric first as I haven’t much experience with them.

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Design brief for a child’s garment

Outline of situation

My client has a special family dinner to attend and doesn’t have

a garment for her tall 7 year old daughter to wear. The dinner

will be outdoors in summer so she wants a garment to protect her

daughter from sunburn if it’s sunny. She also wants the garment

to be suitable for playing in but to look elegant. The party is in a

month’s time.

Specifications

Constraints

must be size 7

needs to be streamlined and not too flared out

fabric needs to be breathable and a little stretchy

budget is $40

must be finished by 20th May

needs to have long sleeves

needs to look elegant so preferably not too colourful

Considerations

My client’s daughter likes to have lots of secret pockets or storage

in her garments so if possible my client would like me to consider

this for the garment or to also make a matching bag that is

semi-attached.

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In this next section I have outlined the constraints which are fixed and give details about my client’s requirements. I also have a consideration which depends on the final choice of design and is something my client thinks would be great but not essential.

In this first paragraph I am setting the scene, explaining the problem and the who, what, why and where.

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Teacher notes

Note to teachers: in the students’ responses to the highlighted words and phrases, you would be looking for a range of activities, e.g. some research for inspiration and facts on materials and costs, some measuring, interviews or questions to client or end-user and some trials or experiments with ideas. In the student response example on the previous page there is a variety of activities listed and similar ones are grouped together.

On the next page are some examples of graphic organisers and instructions that students could use.

Student response: evaluation criteria

Teacher notes

The student example has evaluation criteria that are relevant and come from the design brief and client discussions. The reason given explains why these requirements exist in the design brief, which is good. The judging methods are all aimed at the finished item and are valid.

Evaluation criteria Reason it is important How I will judge if it has been achieved

Do the long sleeves fit comfortably and protect from sunburn?

My client doesn’t want her daughter to get sunburnt but also wants her to be able to play freely.

When it is finished I will ask the child to try it on and make some movements. I will ask her how it feels and ask my client if the sleeves are suitable.

Does the garment fit the child well?

My client asked for a size 7 but she did say to me that I may need to check that her daughter is a typical size 7 and fit was important.

When it is finished I will ask the child to try it on. I will observe how it fits, ask her how it feels and ask my client if she thinks the garment fits well.

Did I stay within the budget?

My client has stipulated $40 because she thinks this is a fair price for the garment. She also has a lot of other costs for the day.

When I have finished I will total up the costs for fabric and notations.

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Evaluation criteria (4) should be presented on another page and preferably in table form e.g.

Evaluation criteriaReason w

hy it is relevant or important

How

to check or judge if achieved on finished item

e.g. The wheelbarrow

must

be no bigger than size M.

It needs to be this size so that it fits through an average doorw

ay.W

hen it is finished it will be w

heeled in and out of a doorw

ay to see if it fits easily.

Highlight or circle w

ords or phrases that w

ill set the direction for your research.

List the sort of information

you hope to find or will be

looking for in a Lotus diagram.

You could add descriptions here on the sort of activity that you w

ill be undertaking connected to these lists.

e.g Outline the inform

ation you w

ill need to find that relates to the im

mediate environm

ent or that relate to environm

ental issues.

Nam

e the different parts of a design brief and w

hat sort of information they are

providing. Place this information in sm

aller boxes like below

or use giant size brackets. e.g. T

his part of th

e brief is called

___________ an

d it

in

clu

des in

form

ation

th

at is n

eed

ed

to _________

Explain the sorts of images or w

hat aspects of a particular style you m

ight be looking for in a star diagram

.

Heading

Write your design brief in the m

iddle of the sheet and in a box, approxim

ately A4 size and set it out as you have been instructed w

ith headings for each section. U

se the scenario given for this SAC as a basis and add (invent) as m

uch important inform

ation as you can to create a com

plete picture of the problem or need.

SectionTry to include aspects that are:

Functional

Aesthetic

Ergonomic

Related to materials

Environmental

Related to budget and time

•••••••Note: this is not an exam

ple of content merely an exam

ple of how

to highlight, annotate and use diagrams (such as Lotus diagram

s) to create your response.

SETTING

OU

T A DESIG

N BRIEF W

ITH AN

NO

TATION

S ON

AN A3 PAG

E (INCLU

DIN

G LO

TUS D

IAGRAM

S AND

A STAR DIAG

RAM) STU

DEN

T INSTRU

CTION

S

Typical colours

Typical use of line

Nam

e of style

Famous

designer

Typical shapes

Textures

organicenergy

environment

water

air

lamp

torch

Examples

hatbag

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AREA OF STUDY 2 - PRODUCT DEVELOPMENT IN INDUSTRY

This outcome draws on knowledge described in Area of Study 2, Product development in industry.

Learning activities

Examples of learning activities that students can undertake in order to acquire the knowledge and skills associated with this outcome are identified on page 54 of the Design and Technology Study Design.

Resources

In covering this Area of Study, it may be useful to consult with the business studies/economics faculty teachers at your school. There may be some relevant videos in your school that cover:

the role of manufacturing industries in ‘creating wealth, market demand and technology push’ (these terms are explained in the Design and Technology Study Design glossary);

Quality Management

Market research, and

Research and Development (R&D).

A useful book on this area is Basic Manufacturing by Roger Timings et al, Butterworth-Heinemann, 1999.

The role of manufacturing industries

The manufacturing sector provides products, employment and retainment of skills and wealth which contributes to the standard of living of all citizens. Unfortunately this sector is diminishing in Australia (and other developed industrial countries) particularly in the clothing, footwear and textile segments and is a cause of concern. Some of the issues are that Australia is faced with strong competition from cheaper imported goods and a strong propulsion for Australian companies to shift manufacturing to Asian countries where labour costs can be as low as 5% of costs here.

You can read very detailed but clear analyses of this on the Australian Chamber of Commerce website: www.acci.asn.au > ‘Issues papers’ > ‘The Future of Australia’s Manufacturing Sector: A Blueprint for Success’.

Australian footwear company Blundstone is a good example of the issues faced by Australian companies. It made headlines in January 2007 due to the closure of its manufacturing base in Tasmania and the loss of over 300 jobs.

At the time of printing this support material the website at: www.blundstone.com.au contained a large amount of material explaining their factory setup, new technology and history. If you have accessed this website before it is updated to accommodate the new company structure you will be able to create a fantastic company profile for your students. Then typing ‘blundstone’ into a search engine will bring up many stories about the company’s shift to offshore manufacturing in 2007.

Even though Australia is not viewed as a large manufacturing nation, a lot of design and innovation does take place here. However, according to the Australian Industry Group there is a need for training, education and investment into new technology. Emphasis needs to be on design, invention, research, development, engineering, prototyping, marketing, finance, sales, education, training, professional services, intellectual property and global supply chain management.

Australia needs to move up the value-added chain and produce niche products by embracing all of these aspects of the manufacturing sector.

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Outcome 2: Explain the factors that influence the design, development and manufacture of products within industrial/commercial settings.

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Adding value through design

Two excellent case studies of Schiavello and Hella Australia can be found on the Business Victoria website: www.business.vic.gov.au Case Studies.

Students need to understand that good design is not just about making something look nice. It’s about finding the optimum solution to a design problem. Good design takes into account economics as well as user needs and increasing environmental considerations. To do this a designer needs a clear understanding of the issues at hand as outlined in the Support Materials for Outcome 1. They need to be able to define the problem as well as solve it.

Value-added design requires invention and learning – learning from one’s own experience, from customers, from suppliers and, especially, from competitors the world over.

(Marc Tucker)

A good design also takes into account that people’s aesthetic needs (visual preferences) can be varied and may differ quite a lot from that of the designer’s own aesthetics.

Therefore good design that adds value needs to be about:

providing a good solution

functioning effectively

improving an existing product

taking costs into account

able to be manufactured economically and safely

contributing to the quality of the product

consideration of the user

To read more about value-adding through design refer to Design and Technology, VCE Units 1-4, 2nd Edition, Livett and O’Leary, Thomson Learning, page 215.

The product development process

The ‘product development process’ is the development of a product from inception (recognising a need), through the design and development stages to its production.

Students need to understand this concept in conjunction with the role of manufacturing and value adding through design.

The focus of the product development process is not only on the designer’s role but on who is involved at each stage and what they do as part of the development and production. It is also important to look at the links between groups of people, seeing how information and ideas are fed into or contribute to the design and production process. (For a more detailed description refer to Design and Technology, VCE Units 1-4, 2nd Edition, Livett and O’Leary, Thomson Learning, pages 227-229).

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Schiavello is an Australian furniture company competing with well-designed Italian imports as well as cheaper Asian imports. This Case Study outlines the type of product development process (see below) that works for Schiavello and explains the important input of customers and retailers.

Hella Australia is an industrial design company that designs and makes components of lighting equipment for vehicles. The Case Study explains their product development process and emphasises the need for speed and the adoption of the latest technologies to achieve this.

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Definition of terms – ‘Product Cycle’, ‘Product Life Cycle’ and ‘Life Cycle Analysis’

In the previous VCAA Design and Technology Study Design the above three terms were used with different definitions. When researching via the Internet you may find the terms don’t always mean the same thing or their meanings can overlap. For the purpose of this study, however, the terms are defined as in the table.

Previous Study Design (2000-2006) Glossary of current Study Design (2007-2011)

Product cycle Defined as what is deemed to be the product development process in the current Study Design.

Page 41 – stages of a product’s development, introduction, growth, maturity and decline, usually related to its profitability. This definition is related to marketing and economics and will not be an area of major focus in this Study Design.

Product life cycle Defined as what is deemed to be the product cycle in the current Study Design.

This term is not used in the current Study Design.

Product development process

Not used in previous Study Design. Page 41 – the development of a new, updated or modified product from the initial design concept to its production.

Life cycle analysis (LCA) of a product

Same as current Study Design Page 39 – the measurement and assessment of the effect a potential or existing product has on the environment from the initial concept to disposal.

Students need to understand the role of the designer within the ‘product development process’ and the role of design in value adding. Designers are involved in:

identifying the need and defining the ‘brief’ which outlines the requirements of the intended product (which might be for consumers and or users, manufacturers, etc.)

developing initial concepts

researching specific areas related to designs

defining areas for further research (to be done by research scientists, etc.)

developing prototypes for production

using information/feedback from market research and sales to modify designs or existing products

developing new or modified production processes or systems (with production engineers) or modifying designs to suit existing production processes

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Systems of production

In most cases, students will be familiar with one-off production, however the way products are produced in an industrial/commercial setting is quite different.

Resources

To introduce this Area of Study some useful resources are:

Dyson video and teacher notes (explains the design, development, prototype testing and production process of the Dyson vacuum cleaner). Go to www.dyson.com.au > Education > Contacts and follow the prompts to obtain a free kit.

Design and Technology, VCE Units 1-4, 2nd Edition, Livett and O’Leary, Thomson Learning, which has many Case Studies throughout and information on production systems on pages 239-240.

Other useful resources are listed in the Design and Technology Study Design from pages 62–66

A class discussion could highlight the differences and similarities between one-off and mass produced products. The table below compares the two methods.

Comparing one-off products and those produced in industry

Students need to understand which systems suit which products and in which situations.

One-off production

These products are usually made by a craftsperson who could take several days or even weeks to produce a single item. This is costly in terms of labour and materials, but usually results in a high quality product. Examples are: jewellery, furniture, wedding gowns.

Batch production

Where tasks and manufacturing equipment are shared, a team of people can produce a larger number of identical products in less time than if each person worked on their own. By working in this way, manufacturers can also respond quickly to changes in market demand and switch to making a different design. Examples are: cast jewellery, a small clothes range, lighting, ‘designer’ kitchen equipment.

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‘ONE-OFF’ PRODUCTS MASS PRODUCED PRODUCTS

People who make the products are highly skilled. Workers may require limited skills.

The products are made by a person from start to finish.

Workers may work on only one part of the product (piece workers).

This type of work may be varied and interesting. Work may be routine, boring and dull.

The creator/maker may get satisfaction by seeing the completed product.

Factory workers may only see one part that they produce.

Each product is handcrafted and individual (no two products are exactly the same).

Parts are machine made and interchangeable.

One item is usually produced at a time. Many items are produced during the production run.

It may take a long time to produce each product. The average time taken to produce each product is reduced.

The cost of each product to the purchaser is usually quite high.

The cost of each product is lowered.

Quality of the products depends mainly on the skill of the creator/maker.

Quality depends mainly on the accuracy of the machines and how well people have set them up.

Adapted from Hacker, M., and Barden, M., Living with Technology, Delmar Publishing, USA, 1988, page 261

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Mass production

Workers on a production line can produce products quickly and consistently over any period of time. This reduces time and costs. However, if there is a problem on the production line and work has to cease, there will be a lot of people with no work to do. If a new product is to be made, it takes a long time to set up the production line. Examples are: general household goods, clothing and cars.

Continuous production

Continuous production is when the production process is set to make one specific product twenty four hours a day, seven days a week, possibly over periods of many years. This is a heavily automated process and occurs in some areas of food manufacturing (e.g. bread), the production of chemicals, steel, energy etc. where it would take a long time to stop and re-start the production process.

Source: Cosway, T., Fasciato, M., et al Design and Make it! Resistant Materials Technology, Stanley Thornes, 1997, page 118.

Further information is provided about manufacturing systems, manufacturing in metal, plastics and wood and using computers in industry in the above book, pages 116–131.

Total Quality Management (TQM)

TQM has its philosophical foundations in the work of Dr. W. Edwards Deming from Iowa, United States during the Second World War. Japanese industrialists, who were determined to rebuild their country after the war, turned to Deming to help improve the quality of Japanese products. From this involvement the TQM system was initiated. Many companies including Toyota still use the TQM system today.

TQM is:

a system for analysing and assessing quality in the production process

a philosophy that emphasises that all workers in a company from management to labourers should do their assigned tasks correctly and that each worker is important and contributes directly to the quality of the finished product

a system that seeks continuous improvement in the quality of all processes and outputs of an organisation

The outcome of TQM is high quality products or services that consumers will recognise and will purchase again and recommend to their friends.

There are many new names for quality management systems such as Six Sigma and Lean Manufacturing. Whatever the system, students need to understand the importance of Quality Management and how it assists a company in its reputation and growth.

Australian Standards

Australian Standards help companies in their quest for quality products. To achieve an Australian Standard a product must reach all of the requirements of the relevant standard and be certified. Only products that are certified can bear the trademark sticker of Australian Standards. This certifies that they have reached particular levels of quality, measurements and reliability.

Resources

For more details on Australian Standards (including mandatory ones) refer to Design and Technology, VCE Units 1-4, 2nd Edition, Livett and O’Leary, Thomson Learning, page 220-226.

Or the Standards Australia website: www.standards.org.au

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Mandatory standards

It’s important that teachers and students look at the list of mandatory standards that are kept up to date on the website of the Australian Competition and Consumer Commission: www.accc.gov.au Students can look through the list and see if any of these standards relate to their intended product for the SAT.

It is particularly important that textiles students know about and understand the mandatory standards for children’s wear and for care labelling. This will also help them later in Unit 4: Outcome 3 when they do their product’s promotional piece.

It is also important that students making toys have some awareness of the requirements of the ‘Toys for children under 3’ standard.

Research and development

One aspect of research and development is how the manufacturing of the design can be done safely, quickly, efficiently and economically without compromising quality. This includes deciding on the most appropriate and economical material choice. The R&D budget might go towards inventing a material for particular products, but it might just be a matter of sourcing, trialing, costing or seeking out the most suitable material. Testing of prototypes is also part of R&D. Manufacturing procedures and appropriate scales of production also need to be determined.

Some companies may invest heavily in R&D but others may choose to outsource it or buy this type of information as they need it. Other sources could be consumer watchdogs such as Choice, which give consumer feedback and comparisons with other products or research facilities such as CSIRO.

CSIRO is an Australian Government statutory authority that carries out a range of research and development in collaboration with universities and industry. Information and services are available commercially.

Resources

The CSIRO website has a wealth of information on new materials and processes that have been developed. Go to www.csiro.au and choose either Manufacturing or Materials.

For more details on R&D refer to Design and Technology, VCE Units 1-4, 2nd Edition, Livett and O’Leary, Thomson Learning, pages 216-218.

The Dyson video has a terrific section on testing and trialing prototypes of vacuum cleaners. Go to: www.dyson.com.au > Education > Contacts and follow the prompts for the Education kit.

Market research

Students should see market research as a separate element of R&D, with different aims. Market research is a process for gaining as much information as possible about the consumer and the market. A company needs to know who will buy their product, where their product will sell, how much it can be sold for, how many units they could sell, similar products from competitors and other relevant information. Thorough knowledge of the consumer is essential.

Students can think about the type of market research they might carry out as designers when meeting the requirements of their design brief. They can also look at market research on a larger scale such as through the Australian Bureau of Statistics www.abs.gov.au/ and through private companies that exist purely for that purpose.

Typing ‘market research’ into a search engine such as www.google.com will bring up a host of market research companies offering their services and the types of information they can provide. Sometimes this can even be product specific, e.g. ‘toy industry market research’.

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Methods of market research include:

gathering information from stock sales

using customer feedback and requests, what are they asking for and what are they complaining about?

running trials of a product with a focus group

creating questionnaires or comment cards with the promise of a discount or winning a prize

keeping an eye on the competition, their prices and any new developments

collecting information on customers and their preferences

having systems to collate the information that comes from barcodes, customer suggestions etc.

using the Internet and sites such as Chamber of Commerce

Resources

For a detailed outline of Market Research and methods try Wikipedia at http://en.wikipedia.org/wiki/Market_research

Aspects that influence design, production and distribution

You will have already looked at many of the aspects that influence design in Unit 3 Area of Study 1. Production is affected by similar aspects but is driven largely by economics, safety, environmental issues, human resources and time. Often companies will cite these very reasons for moving production off-shore – that the environmental requirements in Australia are very expensive to uphold and that the total costs are too high. Not only do Asian countries offer cheaper labour but often their environmental standards and health and safety standards are non-existent, although this is improving.

In production, efficient economics are achieved by using the most appropriate materials (depends on availability, suitability, workability and costs), the most efficient construction processes which in many cases would depend on the latest technology, the quickest possible methods including minimisation of waste and errors (quality control), costs that are involved (plant, energy, space, storage etc.), safety (so that errors are avoided and costly accidents are prevented) and any environmental issues (energy used, toxic fumes or waste and pollution, use and disposal of chemicals, health of workers, sources of raw material etc.).

Storage of the product until it is distributed and methods of delivering the product safely intact to its point of sale must be considered. Length of time and transport are also important. Transporting products creates pollution and costs, i.e. slower delivery might be cheaper in the short term but if the product isn’t delivered on time then it might mean lost sales in the long term. Another consideration is determining the most appropriate place and method for its sale. For example, retail, wholesale, Internet sales, department store, boutique etc.

Of course these aspects will vary greatly depending on the product and its point of sale and any special requirements along the way, e.g. fragility, cleanliness, special packaging, sensitivity to light or dust, regulations etc.

Students could discuss several different products and the many different aspects related to design, production and distribution that are related to each one.

Life Cycle Analysis (LCA) and environmental issues

From this point it is easy to go into a discussion with students regarding LCA of products. It’s important for students to do research related to the material category they are working in. They should know about the material they are using and possible alternatives in regards to classification, processing, properties and all associated environmental issues.

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Students will find it useful if these topics are not only related to the materials they are using but to the product they are making as well. They need to imagine the product made for the SAT (or Outcome 3: Unit 3 and Outcome 2 and 3: Unit 4) being mass-produced.

LCA is a formal method of assessing the life cycle of a product that considers its environmental impact. It looks at the impact of the product at the following stages, which students need to know:

the raw form of material used in a product

how it is extracted from its source

how it is processed into a useable form (low, medium or high energy requirements, type of energy, any detrimental effects on air, water or soil from wastes or chemicals required etc.)

manufacturing requirements of the product (same as above)

distribution requirements (fuel, energy etc.)

use of the product (any energy required, pollution or waste created)

disposal of the product when it is discarded (landfill, re-use, recycled, or biodegradable)

There are many effects that products, through their production use and disposal, may have on the environment. They include:

production of greenhouse gases, increase in global warmingozone depletionproduction of smogincreased solid wastetoxins that effect humans, animals and plants, water and landuse of non-renewable energy and resourcesland degradationthreats to bio-diversitychanges to natural systems (e.g. acid rain, blue-green algae)

excessive use of water

Designers should take environmental issues into consideration when designing, choosing materials and manufacturing methods and take steps to reduce the environmental impact of products they design.

This could also include some discussion of the expected life of a product and the materials it is made from. Students can think of all the negatives and positives. This discussion could then lead into planned obsolescence.

Obsolescence

Something is obsolete when it is no longer used or useful. A product may become obsolete in terms of its style, technology or functionality.

Style obsolescence – when the visual appearance of the product is ‘out of date’ or ‘out of fashion’. This can refer to colour schemes, shapes, sizes and proportions, silhouettes, textures obtained by the use of certain materials, etc.

Technological obsolescence – when the product has been superseded by other product using advances in technology, either by the use of new materials, the use of smaller electronic ‘chips’ or by advanced construction methods.

Functional obsolescence – when the product has been superseded by products that complete the function more efficiently or when there is no use for the product due to newer products that have been developed. The product itself has not deteriorated but decreases in value due to its reduced usefulness or functionality.

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Planned obsolescence – is designed into many products. It is often known as in-built obsolescence. The market dictates that many products may only be ‘must haves’ or in ‘fashion’ for a short time therefore there is no need to build or design them to last. Students need to be aware of all the positives and negatives of products with in-built (or planned) obsolescence in comparison with products that withstand the test of time.

Source: Design and Technology VCE Units 1-4 2nd Edition, Livett and O’Leary, Thomson Learning, 2006

For this topic it is beneficial to compare a well designed long lasting luxury item with a similar product of a cheaper variety. Examples: a $2,000 watch with a $30 one.

Resources

For further reading on LCA, environmental issues, planned obsolescence and the Case Study of Judith Glover specialist in Environmental Design, read Design and Technology VCE Units 1-4, 2nd Edition, Livett and O’Leary, Thomson Learning, pages 255–262. Or type either of the phrases into a search engine.

Other terminology in this outcome

Agile manufacturing – the ability to adapt quickly to consumer needs, refer to page 37 of the Design and Technology Study Design glossary for a more detailed definition

Innovation – being inventive when solving a problem, refer to page 39 of the Design and Technology Study Design glossary

DfM – Design for Manufacturing – streamlining designs to assist the manufacturing process, refer to page 38 of the Design and Technology Study Design glossary

Rapid prototyping – using computer technology to produce 3D prototypes in several hours as opposed to weeks

DfE – Design for the Environment – producing products with choices that favour the environment rather than the opposite, refer to page 38 of the Design and Technology Study Design glossary

CAD/CAM CNC – computer aided design and computer aided manufacturing, refer to page 38 of the Design and Technology Study Design glossary

For more information you can type any of these terms into a search engine with ‘define:’ as a prefix.

Benefits Problems

Products are cheap Products don’t last

Products are easily replaced Products cannot be or are difficult to repair

Consumers can feel ‘up to date’ Use of more materials

Economic benefits for manufacturers and retailers (more products sold)

Greater use of energy

Increased employment More rubbish created for landfill

Increased level of hygiene through use of disposable product particularly those related to food and medicine

Negative environmental impact

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PREPARING STUDENTS FOR THE ASSESSMENT TASK

It is suggested that students have knowledge of two or more companies to ensure that most aspects of the key knowledge are covered. One company doesn’t always include all the types of commercial activities covered in this Area of Study.

For example, many small companies do not invest in R&D but rely on ‘word of mouth’, a network, association magazines, newsletters or they use the Internet as their prime source of information. Therefore it is important to choose at least one company that has a budget for R&D so that students can see its place. They should also have specific examples of how quality is checked and maintained by different companies.

Resources

Some Australian companies that provide useful information on their websites are:

Blundstones – www.blundstones.com.au

Victa – www.victa.com.au

Rip Curl – www.ripcurl.com.au

Bonds – www.bonds.com.au

Metalicus – www.metalicus.com.au

Caroma – www.caroma.com.au

There are various Case Studies in the textbook Design and Technology VCE Units 1-4, 2nd Edition, Livett and O’Leary, Thomson Learning, that profile designers working for themselves and designers working within big companies.

Learning activities

(Individually or in groups) make a plan for mass-production for a familiar product (or their SAT product) and create a flow chart for its product development process. Ask them to consider that the product will be manufactured off-shore and to include all the associated problems and checks this would require.

Draw up a quality control checklist for a product by thinking of all the possible mistakes that could occur in its production and having a memo as to how to avoid this and how to check it. Insert points in the flow chart where these checks could occur.

Draw up an LCA of a product.

Research, name and explain two Australian Standards related to their product or products in their material category.

Designing the assessment task

For information on the assessment of Outcome 2, please refer to the Design and Technology Study Design 2007–2011, page 29 and the VCE Design and Technology Assessment Handbook pages 18-20. On page 18 you will find a very helpful list of dot points that includes what should be included in the Assessment Task.

The assessment task for Outcome 2 can be a test, report (written or multimedia) or an oral presentation accompanied by notes.

A rough guide for a written report is 400–500 words and completed in approximately one hour of scheduled class time.

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Possible allocation of marks

Marks could be allocated according to what you have given the most focus or emphasis in your teaching and learning program. This is a suggestion only and correlates with the sample assessment task on the next page.

Assessment criteria

Understanding of the function of manufacturing industries 2

Understanding of the role of market research 1

Understanding of the role of research and development 3

Understanding of the product development process, of the participants involved at each stage 6

Understanding of the role of design in value adding 2

Understanding of the wide range of aspects that influence design, production and distribution of products developed in an industrial/commercial setting 6

A comparison of manufacturing systems with critical analysis of suitability 4

Understanding of the role of Quality Management and its importance to manufacturing industries 2

Understanding of the role of Australian Standards and their importance to manufacturers and product users 4

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SAMPLE ASSESSMENT TASK FOR OUTCOME 2: SHORT WRITTEN REPORT

This report will be based on the video/industrial visit/visiting speaker/Internet research/text book case studies or particular companies covered in class (delete as required).

You will need to cover the following aspects in your report.

Explain why it is important for Australia (or other countries) to have a robust manufacturing industry. (Criterion 1) (2 marks)

How does market research contribute to product development? (Criterion 2) (1 mark)

a. Why is R&D important in manufacturing industries? b. Name a company you have researched and outline the specific R&D that is undertaken. c. Explain the many types of R&D that occurs in manufacturing industries (Criterion 3) (1+1+1=3 marks)

a. Graphically represent the stages of the product development process for a particular product produced by a company you have researched. b. Include a description of the people involved at each stage of the product cycle. (Criterion 4) (3+3=6 marks)

Explain how design adds value in product development. If possible refer to the stages in the product development process in your answer. (Criterion 5) (2 marks)

Choose two specific products available commercially and outline the factors specific to both products that the designer and company think about when: • Designing • Manufacturing • Distributing (Criterion 6) (2+2+2=6 marks)

Outline the different systems of manufacturing and give an example of a product that is suited to each method. (Criterion 7) (4 marks)

a. Explain what Quality Management is and why it is important. b. Give specifics of how Quality Control is managed in a company you have researched. (Criterion 8) (2 marks)

a. What are Australian Standards, how are they recognised and why are they important? b. Name and give details of two (mandatory if relevant) Australian Standards related to your material category, or a commercially produced product. (Criterion 9) (2+2=4 marks)

Total – 30 marks

Note: in the hard copy version of the Design and Technology Study Design sent to schools, the total marks is listed at 25, however, this has been changed to 30 marks. You can check this on the VCAA website: www.vcaa.vic.edu.au

School Assessed Coursework for Unit 3: Outcomes 1 and 2 contribute 12% to the study score for Design and Technology.

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AREA OF STUDY 3 – DESIGNING FOR OTHERS

This outcome draws on knowledge described in Area of Study 3, Designing for Others.

Learning activities

Examples of learning activities that students could undertake in order to acquire some of the knowledge and skills associated with this outcome are identified on page 55 of the Design and Technology Study Design 2007–2011.

For assessment details refer to page 34 of the Study Design. Note that Assessment Criteria and assessment sheet for the SAT are not provided in the Design and Technology Assessment Handbook but are published each year in the VCAA Bulletin VCE, VCAL and VET Advice for School Assessment upplement. This is published in hard copy each year but is also available on the VCAA website at: www.vcaa.vic.edu.au > VCE Studies > Design and Technology Assessment.

Profile of a client or end-user

Creating a profile of a client should be pretty straight forward for most students; however, remind students not to breach their client’s privacy by including unnecessary personal details. The profile should stick to aspects about the client that are relevant to the design problem.

Students will need more instructions when creating a profile of a typical end-user. It’s important that they understand that an end-user should not be depicted as one person. They should aim to have contact with a few end-users and create a profile of that particular target group.

END USER IN UNIT 3: OUTCOME 3 for the SAT Students are now able to make a product for the SAT for an end-user as well as for a client. While students may see this as an opportunity to design and make something for themselves, they could see themselves as part of a target group. This requires them to identify the demographic they belong to or at least to understand that there are many other people with the same tastes, budget etc. They would need to have access to and communicate with other typical end-users to receive input into the requirements of the design, selecting the preferred option and evaluating the finished product.

TYPICAL END-USER A typical end-user would be a person who has attributes such as taste, budget and geographical location in common with those associated with the target group.

MARKET RESEARCH OF END-USERS Many market researchers gather information by asking users of a product what annoys them about a product or its negative aspects. They will ask the users to try out a variety of products that perform the same function and state what they like about each one. They also ask – ‘in your wildest dreams, what else would you like the product to do?’ See ‘Market research’ in Unit 3: Outcome 1 for more information.

Outcome 3: Present a folio that documents the procedure and decision-making process used while working as a designer to meet the needs of a client or end-user, and commence production of the designed product.

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Developing an end-user profile could include:

collecting pictures from magazines (or online) of people (or animals) they see as a typical end-user

adding visuals that could help to define style tastes of that group

adding chunks of text to help define other interests or aspects of that group, e.g. demographic or market research informationincluding design elements such as colour, shape and form that would appeal to the group

(Contact with several individuals will be extremely beneficial later when getting feedback on designs and the finished product!)

Generating ideas for product design

The following information will be helpful when teaching Outcome 3: Unit 3. Students sometimes experience difficulty in getting started on a design project. The first section may provide stimulus for generating possible project ideas. For example, using the categories below to brainstorm ideas, students could determine the unidentified needs of an end-user.

Students could consider particular situations that may prompt the need for a product, for example:

The home; consider activities undertaken in the home or garden that may require equipment, furniture and storage for use in the kitchen, bedroom, living areas, garden and so on.

An event; a garment or set of garments or other products may be required for a special event or occasion.

Other people; think about the way they live, work and play and consider problems based on the needs of the young, sick, handicapped and the aged.

Leisure; think about designing equipment for sports, keeping pets, drama productions and other activities associated with the things people do in their spare time.

The environment; including our surroundings – roads, buildings, parks and the countryside, work arising from the need for road safety, restoration, problems of unsightly areas, pollution and litter.

A real client or an end-user

For this outcome, students need to design a product for a real client or an end-user – not just for themselves. This may be difficult, but dealing with a real client or end-users helps students to fully experience all aspects of the design process. Elements such as the design brief and evaluation criteria become relevant and important tools in communicating information. Refer to the VCAA Design and Technology FAQs on the VCAA website: www.vcaa.vic.edu.au/vce/studies/tech/design.htm

Products

Students need to design, make and evaluate a product or range of products from one or more of the following categories of materials – wood, metal, plastics, fibres/fabrics/yarns, industrial ceramics. Other materials can also be incorporated. The types of products designed and made by students can vary enormously, but they all should have some functional purpose. Refer to page 22 of the Study Design for products that are not suitable.

Students should be developing their own product designs or adapting/modifying existing designs to suit their particular design situation. Students should not use an existing design without making some design changes.

Writing the design brief

Refer to the role and structure of a design brief from Outcome 1. Most students need to submit their brief in draft form for discussion and approval. Teachers could provide a template for the first draft that asks questions of the students. It’s important that students write the design brief well as it provides the basis on which the SAT is developed. However, teachers must ensure that the brief remains the student’s own work.

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Go through the list of FACTORS AFFECTING DESIGNERS in this support material for Outcome 1 to assist your students in creating specifications for their brief.

They should include specifications of primary and secondary importance relating to:

purpose and function of the product (and any necessary features to assist in this primary function or secondary functions)

ergonomic considerations (if relevant)

size or measurement requirements

material requirements

environmental requirements (if relevant)

expected quality of the product (construction, materials, components, finish etc.)

aesthetics or appearance (style of intended product, design elements & principles to be incorporated)

cost – define a budgettime – state a date for completion or key milestones

Students need to refer to the expected standard and quality of finish/presentation in the design brief.

Evaluation criteria

Students need to present their evaluation criteria in the same manner as they did for Outcome 1, writing each criterion as a question, explaining the relevance of each criteria and a method of testing or checking if it has been achieved in the finished product. However, there are a few more specific requirements for the SAT.

Weighting the evaluation criteria

The evaluation criteria for the SAT need to be weighted. This can be a simple weighting such as HIGH, MEDIUM or LOW, but a numerical value will help students if they use a grid later to assist them in selecting the preferred design option. A percentage value could be adopted but this may be unwieldy and difficult for some students. The easiest option is to give 10 points to those rated HIGH, 7 points to those rated MEDIUM and 3 or 4 points to those rated LOW. See the example in the table below.

Students should consider having 6–8 evaluation criteria for the product (at least one could relate to the quality expected in the finished item) and 4–6 criteria to evaluate the effectiveness and efficiency of the design and production.

Thinking of methods to evaluate the efficiency and effectiveness of the design and production evaluation criteria is sometimes difficult for students so they may need help. Look at the information in Unit 4 of this Support Material regarding evaluation of design and production activities. Give this information to students to help them formulate suitable evaluation criteria. They can direct questions at the design phase, production plan and their performance during both.

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Criteria Rank Design option 1 Design option 2 Design option 3 Design option 4

Did it cost $45? H /10 /10 /10 /10

Did it fit well? H /10 /10 /10 /10

Is it elegant? M /7 /7 /7 /7

Is it easy to play in? L /3 /3 /3 /3

Was it finished on time? H /10 /10 /10 /10

Is the fabric breathable? M /7 /7 /7 /7

Is the fabric stretchy? H /10 /10 /10 /10

Will it protect from sunburn? M /7 /7 /7 /7

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THE DESIGN FOLIO

Outcome 3 focuses on the designing stages of the students’ product development – product and evaluation is completed in Unit 4. All of the students’ design work, research and planning is put together in a design folio and should demonstrate a logical sequence of the design process.

The design folio must include the following:

client or end-user profile.

a design brief with an outline of the situation and specifications (considerations and constraints) and some reference to the quality expected in the product and its finish.

criteria for evaluation of the product/s, justification of their relevance to the design brief, plus an explanation of the testing or checking methods (see details in Unit 3: Outcome 1) and given a weighting according to their importance.

research - this should be related to requirements outlined in the design brief, visual ideas for inspiration, choice of materials, production processes, equipment, etc. Research should cover more than one area not just other designers’ work. (Note that sources of information must be acknowledged).

development of design ideas using sketches, graphic organisers, drawings, diagrams (A range of communication methods can be used including computer-assisted.) Encourage students to experiment with more than pen or pencil. Teachers can refer to information given for Unit 2 of this Support Material for using creative and critical thinking techniques.

design options:

a range of 3-6 clearly numbered design options is recommended

these should be annotated to include information regarding measurements/dimensions, colours, materials, comments relevant to the design brief specifications and evaluation criteria and reference to any influence from the inspiration in earlier research.

justification of design ideas (based on specifications) and an indication and justification of the preferred option with reference to weighting. Evidence of client or end-user feedback should be included and should inform decision-making. Students may use a grid to see how each option meets each of the evaluation criteria. See page 39 of the text Design and Technology VCE Units 1 to 4, 2nd Edition, Livett and O’Leary, Thomson Learning, Melbourne 2006 for more.

working drawings, showing use of conventions related to the materials area.

a production plan that includes a timeline, a sequence of production stages that outlines steps, materials, tools, and processes, a listing and costing of materials, and a risk assessment (safety analysis). See Unit 1 for more information on risk assessment.

documentation – a record of progress (written and visual) of production work (journal) during Units 3 and 4 including:

record of discussions with the client or end-users

notes on modifications (with justifications) made to the product. This includes any change to elements of the design brief, original planning, the design (e.g. outward appearance, type of fastenings used) or predicted construction methods. All of the documentation can be referred to later in Unit 4 when writing the evaluation report so students can keep their comments relevant to this aim. Modifications will also need to be noted during Unit 4.

relevant information on the material being used.

evidence of testing or trialing materials and/or processes.

The folio should be largely completed in Unit 3.

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For further information related to Outcome 3 and the School Assessed Task, refer to the current year’s:

VCAA Bulletin VCE, VCAL and VET Advice for School Assessment supplement. This is published in hard copy each year but is also available on the VCAA website: www.vcaa.vic.edu.au > VCE Studies > Design and Technology Assessment. Teachers must make sure they follow the Scope of the Task in the current year’s publication.

The Additional Teacher Comment Sheet and advice on its use will also be in this supplement.

The State Reviewers’ SAT report (remember that the Assessment Criteria change) at http://www.vcaa.vic.edu.au/vce/studies/designtech/exams.html provides feedback to teachers. The 2005 report contains useful hints for annotating design options

Hints for presenting an effective folioAll sections of the design folio should be placed in a logical order.

Use large headings to identify sections of the folio.

Drawings, particularly the design options should be large, firmly drawn and clear. Design options also need to be well annotated with relevant comments.

Use visual elements such as colour, shape, line, etc. to give the folio more impact and to provide clear information – use these elements not only in design drawings, but also in the way headings and information within sections are presented.

If appropriate use a range of materials to highlight design ideas and folio sections, e.g. various types of paper, fabric, plastic film, etc.

Give the folio a unified style or a style that follows a theme. Use a limited range of fonts for printed text and headings. Present design options using a similar drawing technique or range of drawing styles, etc.

To score well

Folio work could score well if the following aspects are evident:

The design brief clearly outlines the needs of the client, and aspects of the design brief are reflected in other elements of the folio (e.g. evaluation criteria, research, the justification of the preferred option, design option annotations).

Use of a range of methods for communicating ideas and plans to a client.

The student has shown they have incorporated and responded to client or end-user feedback.

The criteria for evaluating the product reflect the information in the design brief.

The criteria are clearly expressed.

Each criteria is relevant for evaluating the product. Criteria should elicit some discussion, not a ‘yes’ or ‘no’ response.

Research has been used to inform the development of design options.

Creativity is demonstrated in design option development.

Planning shows a clear and realistic prediction of how the product will be completed within the specified time frame, indicates the sequence of steps needed to make the production and demonstrates sound knowledge of the materials, tools, equipment, machines and processes required to make the product.

Documentation of work completed includes photographs (and/or diagrams), appears to follow the plan and explains where and why it doesn’t.

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Teacher notes

Using design folio templates

You may decide that a design folio template that has a defined format and outline of what needs to be included on each page may be useful to direct your students in what they need to include in their design folio. You can develop your own template that is suitable for your students or adapt one from another source. If you wish to use a series of template pages for your students, please note the following points:

Make sure the template is recent and up-to-date, or adapted to reflect current assessment criteria.

Templates are very useful to encourage struggling students, making sure they at least consider all aspects that need to be included in their folio. However, a template might restrict more able students. You need to encourage these students either not to use the template or to go beyond what is defined in the template, to add further information that is relevant, and to add creative flair to the basic format.

Encourage all students to use the template only as a basis for their folio – that the folio should reflect their individual approach to the design process.

Students developing innovative and creative designs

This is one of the most difficult things to achieve in the Design and Technology classroom. It is hard to start working on this in Units 3 and 4, students need to be encouraged to develop creative and innovative ideas from Year 7. However, there are some things VCE teachers can consider and do in the classroom to encourage students to design and make products that show some creative and innovative thought.

Creativity and innovation in design can refer to how a product looks (aesthetics) and how it functions. A product may look straightforward in its appearance, but could be very exciting in the way it solves a practical problem in a new way.

To design creatively, we need to encourage students to develop ideas that are not copies of commercially available products, particularly those that are mass-produced. However, students can use existing products as the basis for their ideas, and can sometimes modify to make something new and innovative. Even products that have very traditional design elements can be designed in an innovative way. Students need to carefully consider their design situation to work out how their product can be designed specially, so that it fulfils the requirements better than a commercial alternative.

To encourage students to design creatively and innovatively, teachers can:

Provide lots of visually stimulating ideas – give students alternatives to product designs they see in the media, in catalogues and that they might use everyday. You can do the following:

collect images from interesting designers – in books, magazines, on the Internet, etc. and keep them in a display book or on a computer disc that students can easily refer to

subscribe to a magazine that focuses on innovative design in your material area

choose a few really interesting images (or student designs) and blow them up to A3 size, laminate them and put them up in the classroom

Ask your school library to purchase good design books that are relevant to your area

Help students to think about aspects of design through formal classes and informal discussions – as a class you could talk about aspects such as – design in nature, geometric design, the use of line, colour, shape, etc. interesting and unusual uses of materials, decorative techniques, design styles, etc. Whatever you focus on, make sure you use lots of visual examples.

Make sure students have the skills they need to be able to express and realise their ideas.

Ask questions about students’ work – help them to work through interesting design ideas and challenge ideas that are very ordinary. Don’t always provide an easy solution to a problem.

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Make sure students keep all their design ideas – even the doodles on envelopes and the more way-out ideas that are rejected. All ideas are important to show the development of a product’s design.

Take students to visit a designer’s workshop, or a specialist retailer or design gallery (or all three).

To help students to design creatively, they need the following:

drawing skills – so they can visualise and communicate their ideas. Students need to be able to competently use at least a small range of drawing techniques relevant to their material area.

knowledge of design elements – so they are aware of and can make choices about elements such as line, colour, texture, shape, etc.

knowledge of design principles – use of proportion, pattern, balance, etc.

practical knowledge of construction techniques – so they can work out how their ideas can be made

Resources

Use of the design elements and principles is covered in detail for different types of products and material categories in Chapter 3 of the textbook Design and Technology VCE Units 1 to 4, 2nd Edition, Livett and O’Leary, Thomson Learning, Melbourne 2006.

An excellent resource is in the Student Learning February 2006 DVD (VCAA) which was distributed to all government schools in February 2006. Check with your librarian or KLA co-ordinator for a copy. It has a section called ‘Design Awareness in Schools’. This section not only goes through all aspects of the design process but has worksheets and activities aimed at getting students to loosen up in their designs. It includes methods and tools to explore a range of ideas and approaches.

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VCE Design and Technology Support Materials: Unit 3D

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ledge of methods and activities

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VCE Design and Technology Support Materials: Unit 3D

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48


DESIGN AND TECHNOLOGY SEMESTER PLANNER UNIT 3: SEMESTER 1: YEAR: 2007

Week Topics Learning activities and Assessment Tasks. SAT (Outcome 3) items are marked with *

1

The design process Outcome 1: Client-Designer relationship, end-user, establishing and researching needs and requirements, market research, factors influencing the designer, functional and visual aspects of products.

Student’s own calendar of topics and assessment tasks. Discussion and analysis of functional and design elements of two products. Discussion on suitable market research for particular products.

2

Outcome 1: The Design Brief – its purpose and structure. How a designer collects relevant information. Evaluation criteria –purpose and structure.

Outcome 3: Explanation of SAT. Discussion of suitable products. Finding a client or deciding on an end-user.

Writing sample design briefs for existing products. Writing evaluation criteria for a product, then a design brief from that. Structuring research for SAT and brainstorming ideas for own design brief.

3 Outcome 3: Finalising decisions for SAT. Explaining profile requirements.

Writing first draft of design brief and evaluation criteria for the SAT.

4

Outcome 3: Researching and collecting information related to the SAT design brief, e.g. ergonomics, measurements, materials, costs. Brainstorming using diagrams. Top Designs excursion.

Organising and documenting research and noting sources.* Graphic organisers to direct progress of SAT.* Profile of client or end-user.*

5 SAC 1 - Assessment Task for Outcome 1 under supervision based on Weeks 1, 2 & 3

6 Outcome 3: Word processing design brief, evaluation criteria, reason and checking method.

Writing final draft of design brief and evaluation criteria for the SAT.*

7 Outcome 3: Using design elements. Methods of being creative. Idea sketches.

Page/s of idea development.*

8Outcome 3: Developing design options. Liaising with client or an end-user. Selecting preferred option with client or end-user.

3-6 design options.* Documentation of feedback for selecting preferred option and a justification.*

School holidays occur around this time, depending on when you start your program and other issues such as school sports, curriculum days, camps etc. that might interfere with your program.

9

Outcome 2: Industrial/commercial setting – case studies, visit or Internet research – focusing on: types of manufacturing, the product development cycle, market research, R&D, Quality Management, Australian Standards.

Outcome 3: Production planning using working drawings, templates, patterns, skill samples and testing etc. Classification, processing and properties of materials, carrying out tests or trials on materials and processes.

Question sheets on companies regarding industry issues covered. Graphic representation of product development process. Quality checklist for a product.

SAT Working drawings.* Material testing evidence.* Information on material being used for SAT.*

10

Outcome 2: costs, ethics, health and safety and environmental considerations, LCA, planned obsolescence.

Outcome 3: Continuing production planning and work on materials.

Discussion and research of environmental issues, LCA & planned obsolescence. LCA of students’ or class or commercial products. Comparative chart of quality, long-lasting product with a cheaper short term one.

11Outcome 3: Production planning with timeline, planned sequence of operation, safety audit (risk assessment), quality checks.

Timeline.* Planned sequence.* Risk management.*

12Outcome 3: Production; log/photos. Commencing production, preparing materials. Possible prototype / scale model, how to achieve quality.

Any models, mock-ups or prototypes.* Log and photos.*

13 SAC 2 - Assessment Task for Outcome 2 – report (written or multimedia) based on Weeks 9 & 10

Outcome 3: Production; log/photos. Time to catch up on folio requirements!Enlarge this sheet to A3 and use it to plan when learning activities and assessment tasks for the outcomes covered during the semester.It’s important that teachers note that the due date for SAT scores has been changed from Monday 8th October to Monday 15th October.

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Documents

V C E D ESIG N A N D TEC H N O LO G Y SU P P O R T M A TER ...cliffspad.wikispaces.com/file/view/unit+3+outline.pdf · UNIT 3: DES IG N , T ECH N ... Unit 3 U NIT 3 Ð P R O D U CT