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Design and Technology 2005

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					                                                          Design and Technology 2005

Unit 1 – Toiletries Design 10 weeks
Unit Overview
Focus Area: Packaging and Promotional
Project Work: Design and produce an innovative range of toiletry products. Make a prototype of one of the items in the range and
include packaging and a point of sale display. Consider ergonomics and anthropometrics in the design.
Student Documentation: Design portfolio that includes research, evaluation of research, rendered product sketches, experimentation
and testing, production plan and final evaluation.
Outcomes
A student:
5.1.1 analyses and applies a range of design concepts and processes.
5.1.2 applies and justifies an appropriate process of design when developing design ideas and solutions.
5.4.1 develops and evaluates innovative, enterprising and creative design ideas and solutions.
5.5.1 uses appropriate techniques when communicating design ideas and solutions to a range of audiences.
5.6.1 selects and applies management strategies when developing design solutions.
5.6.3 selects and uses a range of technologies competently in the development and management of quality design solutions.
Assessment for learning and student feedback
Students will provide evidence of learning through class activities; the teacher will provide oral feedback to students continuously.
The teacher will provide written feedback on student research, design documentation and final products.
The teacher will provide oral feedback to students individually on their design ideas, final design and choice of materials for production.
The teacher will provide oral feedback to students throughout the production process.
Resources
Gathering Information handout for Ergonomic and Anthropometric information
Assessment Outline sheet
Designing and Making Nets for packaging sheet
Evaluating phone designs sheet
Rendering sheet and Concept sketching notes
                                                   Design and Technology 2005

Unit 1 – Toiletries Design 10 weeks
Students learn about:        Students learn to:                    Integrated teaching, learning &                    Pedagogy
                                                                   assessment
The concept of design and
technology                                                         Explanation of course:                             Explicit Quality
                                   Explain design and             design projects, focus areas and core content,     Criteria
      The definitions of           technology                     project work including creation and
       design and technology                                       documentation of designed solutions

                                                                   Student and teacher discussion of:
                                                                   expectations, course requirements and
                                                                   assessment for course.

                                                                   Students brainstorm:                               Background
                                                                   What is design? What is technology? How do         Knowledge
                                                                   they work together?
                                                                   Students brainstorm other areas of design and
                                                                   discuss the designers’ role in these areas.
Analyse requirements for
project                                                            Students and teacher discuss outline of project    Explicit quality
                                   Define design brief, design    work, product and documentation for this unit of   criteria
      The requirements and         constraints, and analysis of   work.
       design considerations        brief
       for the project             Analyse the design brief for   Teacher and students discuss:
      The design process           the project                    design brief and design constraints for project.

                                                                   Students are to analyse the design brief through   Substantive
                                                                    written documentation in portfolio.                   Communication
Innovation and creativity in                                        Brainstorm and create a mind map:
design                                                              What is innovation?
                                                                    Teacher and students collaborate in providing a
      Innovation and               Define and describe            definition of innovation.
       innovative design             innovation and innovative      Investigate and report - group activity:              Deep Knowledge
      The impact innovation         design                         Each group finds an example of an innovative
       and enterprising design      Explore the impact             design. Describe the innovative design.
       has on society                innovative design has on       What makes the design innovative? What impact
                                     society and environments       does it have on society and environments?
                                                                    Think, pair, share activity: think of an innovative   Deep
                                                                    design for project (eg: perfume bottle) sketch        Understanding
                                                                    the idea, share with other students and class.
Factors affecting design
and production                                                      Teacher explains factors affecting design using
                                                                    an existing product as an example.
      Ergonomics                   Describe factors affecting
      Function                      design and production          Explanation of ergonomics and anthropometrics:        Metalanguage
      Form                         Analyse existing products      refer to Gathering Information sheet.
      Quality                       (including packaging and       Students pair up and investigate body                 Deep
      Aesthetics                    marketing): manufacturing      measurements then compare with averages               Understanding
      End user aspirations          processes (vacuum forming,     (refer to gathering information sheet)
      Resource choices and          injection moulding, blow       Students use modelling clay to obtain moulded
       availability: tools,          moulding); direct and          shape of the hand to demonstrate ergonomic
       equipment, materials          indirect labeling on product   design.
       and techniques                and packaging; cost; target
      Appropriateness of            market/end user and            Explanation of materials (glass, plastics, metal
       technology choices and        marketing strategies (point    and card) and manufacturing processes (vacuum
       design decisions              of sale)                       forming, injection moulding, blow moulding) using
                                  Analyse the factors that       existing products as examples
                                   affect decisions and           Teacher explains direct and indirect labeling.     Metalanguage
Research and Exploration           development of design          Discussion on materials and manufacturing
    Gathering information         solutions and production for   processes affecting cost of a product.
       to assist generating        project
       ideas and design           Apply specific research        Discussion of marketing strategies for existing    Connectedness
       solutions                   techniques for design          products. Who is the target market/end user?
      Realisation of design       project                        How does the product and marketing appeal to
       ideas using specific       Develop a criteria for         the target market/end user?
       tools, equipment,           success for designed           Students complete evaluation task: refer to        Deep
       materials and               solutions                      Evaluating phone designs handout.                  Understanding
       techniques
      Developing a criteria                                      Discussion of specific research techniques for
       for success                                                project.
                                  Identify needs and             Teacher assigns research task: refer to separate
Creative and innovative            opportunities for new and      handout. Students provide a product analysis
                                   better design solutions        through the research task.
idea generation
                                  Create plausible design
                                   solutions                      Students develop criteria for success using        Deep
      Creating ideas and
                                                                  information gathered from research and analysis    Understanding
       developing them
                                                                  of existing products, enabling them to identify
                                                                  needs and opportunities for new and better         Substantive
                                                                  design solutions.                                  Communication

                                                                  Students document and evaluate design solutions    Higher-Order
                                                                  in portfolio.                                      Thinking
Communication and
presentation techniques           Define types of graphical      Activity for students to draw modelling clay       Knowledge
                                   representation: freehand       shape (used in ergonomics and anthropometrics      Integration
      Appropriate                   sketching and rendered         activity) as a freehand sketch. Identify where
       communication                 drawing                        the light hits the modelling clay and parts of the
       techniques for               Produce freehand sketches      object in shadow.
       presenting design ideas      Present design ideas as
       and solutions                 rendered drawings              Introduce rendered drawings with examples.
      Using ICT to document        Incorporate ICT                Scaffolding activity of rendering basic shapes
       design portfolio              applications to present        (refer to Rendering sheet): circle, square then to
                                     design portfolio               a sphere, cube then modelling clay shape.
                                                                    Students to present design ideas in portfolio as      Deep
                                                                    hand rendered drawings.                               Understanding
                                                                    Students must use appropriate ICT applications
                                                                    for presentation of design portfolio.
Selecting and using tools
and equipment, materials            Use modelling                  Discuss suitable materials for production of
and techniques when                  clay/Styrofoam/acrylic/        prototype.
                                     card for project               Demonstrate using modelling clay with styrofoam
designing and producing
                                    Use specific techniques,       ball highlighting techniques to form, cut and
each project
                                     tools and equipment for        manipulate.
                                     cutting, forming and
      Using specific tools,
                                     manipulating materials         Discuss suitable materials for producing
       equipment, materials
                                    Use graphics program for       packaging.
       and techniques relevant
                                     project                        Supply students with net templates for
       to project
                                    Experiment to optimise         packaging. Demonstrate scoring and using a
      Importance of
                                     design solutions for project   stanley knife.
       experimentation and
                                    Document and evaluate
       testing in the design
                                     findings from                  Discuss safety issues. Demonstrate safe use of:
       process
                                     experimentation and testing    scroll saw, stanley knife, clay modelling tools and
                                    Demonstrate safe work          other tools and equipment used for the project.
Safe work practices and                                             Teacher observation of safe work practices
                                     practices when producing
safe environments                  design projects               adopted by each student.


      Safety throughout the                                     Demonstrate using paint to create a glass bottle
       production of project                                     effect onto modelling clay.
                                                                 Students to experiment with finish.

                                                                 Discuss suitable materials for point of sale.

                                                                 ICT activity: students to scan a photograph/take
                                                                 photograph using digital camera. Ensure students
                                                                 can resize image, add text, de-etch, etc. in a
                                                                 graphics program.
                                                                 Students to experiment and explore possible
                                                                 solutions for production of prototype, packaging
                                                                 and point of sale.
                                                                                                                    Deep
                                                                 Students to evaluate and document
                                                                                                                    Understanding
                                                                 experimentation and testing in design portfolio.
Evaluating design
                                  Self-assess and peer-assess   Students to provide a written evaluation based     Substantive
      Evaluating designed         designed solutions            on the criteria for success and reflection on      Communication
       solutions                  Evaluate designed solutions   learning in their final evaluation.
                                   relating to factors
                                   affecting design and          Students to present prototype, packaging and
                                   criteria for success          point of sale for photographing using digital
                                  Reflect on their learning     camera.
                                   throughout the design
                                   project.                      Teacher to provide written and verbal feedback
                                                                 on completion of project.
                                Toiletries Design
                             Term 1, 2006 (10 weeks)
                                Weighting: 30%



OUTCOMES
5.1.1   Analyses and applies a range of design concepts and processes.
5.1.2   Applies and justifies an appropriate process of design when developing design
        ideas and solutions.
5.4.1   Develops and evaluates innovative, enterprising and creative design ideas and
        solutions.
5.5.1   Uses appropriate techniques when communicating design ideas and solutions to a
        range of audiences.
5.6.1   Selects and applies management strategies when developing design solutions.
5.6.3   Selects and uses a range of technologies competently in the development and
        management of quality design solutions.



BRIEF
Design an innovative new product range of toiletries. You must choose one
product from the range and make a prototype of this item. You must
consider ergonomics and anthropometrics in the design of your new
product. Design and make the packaging and point of sale display (point of
sale must be generated using appropriate software eg: Paintshop Pro,
Photoshop, MS Word).



ASSESSMENT OUTLINE
Practical outcome – 50%
Portfolio outcome – 50%
                       Year 9 Design & Technology
                     Toiletries Design Research Task
                               Term 1 2006

You are to conduct research on 2 luxury toiletry products (from 2
different brands) and an essential toiletry product.

You must include sketches or photos of your findings. DO NOT TAKE
PHOTOS IN THE STORES WITHOUT ASKING PERMISSION. It may
not be allowed in some stores.

Do not write in question and answer format write in paragraphs, ensure
you cover the following questions in your analysis.

                     LUXURY TOILETRY PRODUCT
Visit a large department store such as Myer or David Jones and look at
their perfume/make-up section. You are to analyse 2 leading brands,
choose one product from each brand.
   1. How much do each of the products cost?
   2. What materials are used in its production? Eg: plastic, glass etc.
   3. How is it packaged?
   4. What type of labelling is used – direct or indirect?
   5. How is the product displayed? Draw the point of sale display.
   6. Who is the target audience?

                     ESSENTIAL TOILETRY PRODUCT
Visit your local supermarket or chemist and choose an essential toiletry
product such as soap/shampoo/deodorant to research.
   1. How much to each of the products cost?
   2. What materials are used in its production? Eg: plastic, glass etc.
   3. How is it packaged?
   4. What type of labelling is used – direct or indirect?
   5. How is the product displayed? Draw the point of sale display.
   6. Who is the target audience?

Evaluate your findings.
What are the differences between the luxury and essential toiletry
products?
                                                 PRACTICAL ASSESSMENT – 50%
                        Mark                                              Performance Descriptors
                                       15-13                   12-10                  9-7                     6-4                   3-0
Level of creativity             Independently          Confidently           Develops              With guidance,        With direction,
                                 develops                develops               innovative and         develops               develops design
and innovation of       /15
                                 innovative and          innovative and         creative design        innovative and         ideas
product                          creative design         creative design        ideas                  creative design
                                 ideas                   ideas                                         ideas
                                      20-17                    16-13                  12-8                    7-4                   3-0
Prototype                       Independently          Consistently          Selects and uses a    Selects and uses a    With guidance,
represents the                   selects and uses        selects and uses a     range of               limited range of       uses a limited
desired look of                  wide range of           range of               appropriate            techniques and         range techniques
                                 appropriate             appropriate            techniques and         materials to           and materials to
toiletries product      /20
                                 techniques and          techniques and         materials to           produce designed       produce simple
using appropriate                materials to            materials to           produce designed       solutions              designed solutions
techniques and                   produce                 produce high           solutions of sound
materials                        outstanding design      quality designed       quality
                                 solutions               solutions
                                       15-13                   12-10                    9-7                    6-4                    3-0
                                Is discriminate in     Selects and uses        Selects and uses      Uses a range of       Uses a limited
Point of sale display             selecting and           a range of              a range of             techniques to          range of
is aesthetically                  using a wide range      appropriate             techniques to          communicate            techniques to
appealing and uses      /15       of appropriate          techniques to           communicate            ideas and              communicate
appropriate                       techniques to           effectively             ideas and              solutions              designed
                                  communicate             communicate             solutions                                     solutions
technologies
                                  ideas and               ideas and
                                  solutions               solutions




                                                                                                                                            9
                                   Comments:
Total                       /50

                                                       PORTFOLIO ASSESSMENT – 50%
        Section             Mark
                                                                                Performance Descriptors
Design Brief                 /1
Design Constraints                            4                        3                       2                       1                        0
                                      Critically analyses      Thoroughly             Sound analysis of     Describes and           Does not describe
Criteria to Evaluate
                             /4        concepts and              analyses concepts       concepts and           identifies               or identify
Success                                processes                 and processes           processes              concepts and             concepts and
Analysis of Brief                                                                                               processes                processes
                                           15-13                     12-10                     9-7                    6-4                      3-0
                                    Evaluates designed       Evaluates designed       Evaluates            Evaluates                Identifies some
                                     solutions                 solutions                 designed               designed                 factors
Research
                            /15      independently             considering a             solutions taking       solutions taking
(refer to separate sheet)
                                     considering a             variety of factors        into account a         into consideration
                                     comprehensive                                       range of factors       appropriate
                                     range of factors                                                           factors
Design Ideas                               10-9                      8-6                     5-3                       2                     1-0
Include a range of                  Discriminate in          Selects wide range     Selects and uses a     Uses a range of        Uses a limited
concept sketches and                 selection of              of techniques to        ranges of               techniques to           range of
rendered drawings.                   techniques to             communicate             techniques to           communicate             techniques to
Computer generated label    /10      communicate               design ideas            communicate             design ideas            communicate
designs.                             design ideas                                      design ideas                                    design ideas
Discuss choice of
materials, costs and
marketing.
Experimentation and          /5              5                         4                       3                      2                       1-0




                                                                                                                                                    10
Testing                              Consistently             Justifies             Describes             Identifies            With guidance
Include samples and label             justifies solutions       solutions              solutions              solutions              identifies
them.                                                                                                                                solutions
Skill Development
List the skills that you
have learnt during the
manufacture of this
product.
Manufacturing                             10-9                      8-6                    5-3                     2                      1-0
Outline the stages of              Independently            Consistently          Selects a range of    Selects a limited     With guidance,
manufacture.                /10     selects a wide            selects a range of     technologies           range of               uses a limited
                                    range of                  technologies                                  technologies           range of
                                    technologies                                                                                   technologies
Evaluation                                  5                         4                      3                     2                      1-0
Evaluate your progress             Critically               Coherently            Evaluates designed    Identifies            Designed solutions
and final                   /5      evaluates designed        evaluates designed     solutions and          designed solutions     and outcomes
outcome/outcomes                    solutions and             solutions and          outcomes               and outcomes           mentioned in a
                                    outcomes                  outcomes                                                             limited way
                                  Comments:

Total                       /50




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