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A teaching and learning resource for developing student’s abilities to develop conceptual designs at level 1 NCEA May provide opportunities for students to develop understandings that support assessment of: Demonstrate the use of design ideas to produce a conceptual design for an outcome Internal 6 credits Lesley Pearce. Team Solutions Auckland University. October 2010 1 Students need to understand the following terms: A Brief a guiding document It has: a conceptual statement, that explains what is to be done and why it should be done specifications that describe the physical and functional needs of an outcome that addresses the issue (and the practices that need to be followed when developing it) This can be a student developed brief or a teacher given one. Both must have a conceptual statement and attributes. If developed by a student: The brief should be based on findings from the exploration of the issue, analysis of the context and the need/opportunity driving the project The brief takes into account physical and social environment where the technological outcome will be placed The brief must state what or whom the outcome is for The issue/context presented to the students by the teacher, from which the brief is developed must hold the interests of the student Functional modelling: the on-going exploration, testing and evaluation of a design idea. It is undertaken to gather evidence on all aspects of a potential outcome – technical feasibility and social acceptability. Conceptual design – a design that clearly communicates a proposed technological outcome that has the potential to address the brief. Conceptual designs can be presented as sketches, diagrams, technical illustrations, scale model, computer simulations, written descriptions, material details, a toile etc Fitness for purpose – refers to the likelihood that the outcome to address the brief /specifications Stakeholder feedback – asking for feedback from the key and wider community stakeholders (people who have some stake in the outcome and/or the technological practice undertaken to develop the outcome). Lesley Pearce. Team Solutions Auckland University. October 2010 2 4 steps Technological Practice Conceptual design Fitness for purpose Functional modelling Researching and generating design ideas Researching: Testing, refining and Sketches, diagrams, Demonstrate how Analyse aspects such as evaluating research technical drawings, the conceptual ergonomics, sizes, shape, findings and design scale models, design outcome can aesthetics, colour, ideas. Use of computer simulations, be judged as having materials, ingredients. stakeholder feedback and/or written the potential to be Research industry case to test ideas and descriptions, which “fit for purpose” as studies with similar inform decision- describes the measured against contexts and/or making. functional and the brief. This can technological practice. Refinement of aesthetic qualities of a include evidence Researching design ideas attributes into proposed from testing, data can be ongoing specifications. technological acquired from Techniques: sketching, outcome. Details of simulating the testing whole or parts the materials likely to product in use of design. be used to make the (physical and/or Testing, functional and outcome and/or virtual) stakeholder aesthetic properties of assembly instructions feedback etc. a proposed design may also be used to communicate the features included a conceptual design What techniques and strategies will be used to collect data? Possible Student Evidence: Screening, analysing A range of design ideas. A detailed Detailing Research is ongoing Creative thinking, description of refinements. experimentation Show how the outcome Notes justify how how ideas have would look like the design was changed/been refined. and function. By judged as “fit for Photographs of functional using above purpose”. If any modelling to test design techniques refinements to the ideas.. brief – attributes Show data that has been collected either from research and/or testing) and show how this has been interpreted/acted upon. Interpreting stakeholder feedback. Evidence from above is shown to have informed design ideas. Planned progress reports Lesley Pearce. Team Solutions Auckland University. October 2010 3 Read the following case study of a conceptual design for a hand held vacuum cleaner. Discuss the following questions individually or in small groups. 1. What type of research was carried out? 2.What functional modelling techniques and strategies were used? 3. What evidence is there that the designer reviewed and refined their ideas? 4, What evidence is there that the testing informed the development of the conceptual design? 5. How does the designer justify the conceptual design as being fit for purpose? Lesley Pearce. Team Solutions Auckland University. October 2010 4 4. Conceptual designs for a hand vacuum cleaner file://localhost/Users/lpearce/Technology/1.3 conceptual design/Raptor.html QuickTime™ and a decompressor are neede d to see this picture. This project was quick one-week design activity, taking an ordinary product form for a very ordinary product to an exciting form. Developing a hand vacuum device with a very subtle yet futuristic look that excites users to interact with the product and also serves as a product of beauty in the surrounding environment combining it with ergonomic research analysis and working principles. QuickTime™ and a decompressor are neede d to see this picture. Lesley Pearce. Team Solutions Auckland University. October 2010 5 Looking at the various problems hand appliances have on people, their users, and also the problem of tangled wires. The affected areas are the lumbar or back support, wrists, shoulder muscles and neck muscles. These mainly are strained because of bad weight distribution, irrelevant handle angles and also placement of the inner suction apparatus. QuickTime™ and a decompressor are neede d to see this picture. The first task I had to do was to understand the various postures and divided these into two categories, lower muscles and upper muscles. The lower muscles mainly are the back and the lumbar support. Lesley Pearce. Team Solutions Auckland University. October 2010 6 QuickTime™ an d a decompressor are need ed to see this picture. The second task was to understand the upper extremity muscle postures and also at the same time various grips to design the handle. These studies provided a great insight into the various forms I could come up with and I based all my ideation on the studies conducted. Lesley Pearce. Team Solutions Auckland University. October 2010 7 QuickTime™ an d a decompressor are need ed to see this p icture . The first concept was a simple hand held with an ergonomic grip and a wide mouth for cleaning. I also thought of adding a soft hand grip as a material change. I also designed the profile so it would be a gradual curve so as to distribute weight right at the centre and hence would be easier to use, but with further studies I realized that with lower functions and when reaching into small spaces it could easily slip of the hand. With the second iteration, i went with the same form language but with a more streamlined approach and this was initially a great step with the gradual curvature i achieved and hence i did a quick 3D model and rendered it to visualize the various details i needed to add. Lesley Pearce. Team Solutions Auckland University. October 2010 8 QuickTime™ an d a decompressor are need ed to see this p icture . I realised that a handle would be very necessary to maintain a good power grip and also to take the stress of the wrist muscles. Maintaining the same initial profile curvature, I came up with various sketches to add form and volume to the profile sketch and ended up with the final design sketch at the bottom. QuickTime™ and a decompressor are need ed to see this picture. With a lot more sketching I concluded how the concept would work and what technology should be used and the placement of the buttons, materials, manufacturing process to be used etc Lesley Pearce. Team Solutions Auckland University. October 2010 9 QuickTime™ and a decompressor are neede d to see this picture. Also to validate my findings I did a number of physical models to test them in actual use and also at the ergo lab with EMG and find out the stress on the muscles. Model C was the most comfortable and also the most ergonomic of the three and I took it to 3D and worked with Alias to create the sweeping outer surfaces. The transitions were very hard to model because of the subtle changes between the handle and the main body. QuickTime™ and a decompressor are neede d to see this picture. These were the various postures that were tested to find out the most comfortable and ergonomic handle positions. I finally settled with the gradual angular neutral posture Lesley Pearce. Team Solutions Auckland University. October 2010 10 QuickTime™ and a decompressor are neede d to see this picture. QuickTime™ an d a decompressor are need ed to see this picture. I continued to sketch some more to finalize the details and some last minute ideas still popped up. The final 3D model was modelled with Alias® and Solidworks® and was rendered with Hypershot®. It contains a unique static dust holder that can be reused. The inner motor is a small one as most of the dust adheres to the dust holder where the holder is charged with negative ions to attract dust particles. It also has a wide mouth for cleaning and a dust indicator to alert users that the dust holder is full. Its charged via a DC output and the batteries are rechargeable. Lesley Pearce. Team Solutions Auckland University. October 2010 11 Sentence starters when evaluating own design ideas and testing: I found from testing …(materials, joining techniques, stretching etc), that …. I wanted to test the (strength, durability, waste etc) and by doing this I discovered …. I selected to use … because… Testing the … allowed me to prove …. By doing this I found out that …. My sketches allowed me to investigate …. When I made a scaled model I discovered …… I asked three people who experience the same problem what they thought of this design idea and they suggested …. so I decided to adjust I have proved this is” fit for purpose” as it …. The materials selected after testing, will be suitable for manufacturing the product because … The materials selected after testing, are environmentally friendly (non harmful and sustainable) because …. The models allowed me to … gain feedback about … and then I selected one to refine further as it… By experimenting with a variety of construction processes I found …. I found that I could enhance the … without compromising any specifications … Lesley Pearce. Team Solutions Auckland University. October 2010 12 Draft Achievement Standard Subject Reference Technology 1.3 Title Demonstrate the use of design ideas to produce a conceptual design for an outcome Level 1 Credits 6 Assessment Internal This achievement standard involves generating and testing design ideas to develop a conceptual design to address a brief. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence Demonstrate the use of Demonstrate the use of Demonstrate the use of design ideas to produce a informed design ideas to refined design ideas to conceptual design for an produce a conceptual produce a conceptual outcome. design for an outcome. design for an outcome. Explanatory Notes 1 This achievement standard is derived from Level 6 of the Technology learning area in The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and is related to the material in the Teaching and Learning Guide for Technology, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz. Appropriate reference information is available in Safety and Technology Education: A Guidance Manual for New Zealand Schools, Learning Media, Ministry of Education, 1998; and The Health and Safety in Employment Act 1992, and in the Technology Curriculum Support, October 2007 that can be found at http://www.techlink.org.nz/curriculum-support/papers/practice/outcome- dev/page2.htm and http://www.techlink.org.nz/curriculum- support/papers/knowledge/tech-model/index.htm. Further information can be found at http://www.techlink.org.nz. 2 Definitions: Demonstrate the use of design ideas to produce a conceptual design for an outcome involves: generating design ideas testing design ideas through functional modelling using stakeholder feedback to inform decision making using findings from functional modelling to select design ideas producing a conceptual design for an outcome determining the outcome’s potential fitness for purpose. Lesley Pearce. Team Solutions Auckland University. October 2010 13 Demonstrate the use of informed design ideas to produce a conceptual design for an outcome involves: creating design ideas informed by research and analysis of existing outcomes testing and evaluating design ideas through functional modelling using findings from functional modelling to review design ideas. Demonstrate the use of refined design ideas to produce a conceptual design for an outcome involves: testing, refining and evaluating design ideas through functional modelling and ongoing research interpreting stakeholder feedback to inform decision making justifying the potential fitness for purpose of the outcome. 3 A conceptual design clearly communicates a proposed technological outcome that has the potential to address the brief. It is a detailed description of how the outcome would look and function. Conceptual designs can be presented using a variety of techniques which may include but are not limited to: free hand sketches, diagrams, technical drawings, scale models, computer simulations, written descriptions, details of materials, components and/or assembly instructions. 4 Potential fitness for purpose refers to the likelihood of the outcome to address a brief. The brief used for this standard must allow for a range of outcomes and include the purpose and probable attributes of the outcome. The brief may be provided by the teacher or developed by the student. 5 Functional modelling is used to explore and evaluate developing design ideas. It is undertaken to gather evidence on all aspects of the outcome including its likely technical feasibility and social acceptability. 6 Conditions of Assessment related to this achievement standard can be found at www.tki.org.nz/e/community/ncea/conditions-assessment.php. Lesley Pearce. Team Solutions Auckland University. October 2010 14 Lesley Pearce. Team Solutions Auckland University. October 2010 15
"Conceptual designs for a hand vacuum cleaner"