Year 9 into 10 Bridging Project Resistant MaterialsPlease contact the below members of staff if you have any queries: -
[email protected]@highfield.herts.sch.uk
Course DetailsThe course is assessed in two sections Paper 1 - Theory knowledgeNEA – Design portfolio and prototype
The bridging project lets you practice the NEA section.
Innovation through iterative design
This project is in partnership with the Design Museum in London.
The Design Museum is the world's leading museum devoted to contemporary design
in every form from architecture and fashion to graphics, product and interior.
Section: Time Allocation:
Research and Specification 1 hour 50 minutes
Model, test, evaluate 5 hours 40 minutes
Prototype 4 hours 10 minutes
Develop, test, evaluate 2 hours 30 minutes
Present your progress 2 hours 40 minutes
Your bridging project will allow you to develop skills required for your GCSE. There are a variety of activities throughout the project and it is to be completed in the order of the PowerPoint. There is a time allocation for each piece of work, this is the minimum time that you are required to spend on each task.
Identify design contextInnovation through iterative design
Iterative is a design method based on a process of prototyping, testing,
analysing, and refining a product or process. Based on the results of
testing the most recent iteration of a design, changes and refinements are
made.
Learning objectives
- Think about what makes a ‘good design’
What is ‘good design’?
What is the difference between a good design and design for good?
Identify design context
Innovation through iterative design
If you could put anything in the Design Museum, what
would it be?
• What object do you rely on the most?
• What object could represent your identity?
• What object symbolises where you are from?
• Of the objects you own, which is the most practical?
• What object do you find most beautiful?
Spend some time thinking about how you would answers these questions.
Time allocation – 5 minutes
Starter Activity:
Identify design context
Innovation through iterative design
Case study: The Morph Wheel
Good design and the iterative design process often go
hand in hand:
• Each iteration refines an idea and creates
opportunities for testing and feedback
from the user
• This user centred design process
helps ensure a product’s success
• Would you classify this product
as design for good?
Identify design context
Innovation through iterative design
Try, try and try again!Watch the link video (or click to the next slide)
which shows different iterations of the Morph
wheel – how many can you spot?
• How did the use of materials change as the design
evolved?
• What are the advantages of using models compared
to sketches?
Click these pictures
for the video clip.
Identify design context
Innovation through iterative design
Try, try and try again!The images below show the different iterations (solutions)
that the designer tried before they found the best solution.
• How did the use of materials change as the design evolved?
• What are the advantages of using models compared
to sketches?
Identify design context
Innovation through iterative design
Light up lives
• The SM100 solar light was designed for the
1.2 billion people who live without electricity
• Replaces dangerous and unsustainable light sources
in developing countries e.g. kerosene lamps
• Described as the world’s most
affordable solar light
• The palm sized lamp runs for
eight hours when fully charged
Identify design context
Innovation through iterative design
Over to you…
• For this project, you will
need to create your own
lighting product
• It must:
• be safe
• low-cost
• environmentally
friendly
Click this
picture for the
video clip don’t
worry if you
can’t it just
gives a bit of
background.
Identify design context
Innovation through iterative design
Activity:
• Create two spider diagrams thinking about lights and
where they could be useful. This will help you to
start to think about the project context.
Time allocation – 30 minutes
Identify design context
Innovation through iterative design
Making light workAt the start of a design project it’s useful to research a range of existing
products and components.
• Find or sketch two images of lights for each category in the table.
Copy the table onto word or paper and explain the advantages and
disadvantages of each product. Focus on the three main
considerations - low-cost, safe and environmentally friendly.
Products Advantages Disadvantages
Battery Powered Image 1
Battery Powered Image 2
Solar Powered Image 1
Solar Powered Image 2
USB Powered Image 1
USB Powered Image 2
Time allocation – 40 minutes
Identify design context
Innovation through iterative design
Making light workThink about your spider diagrams and research work into lights and uses.
• Write a specification for your product.
• This is a list of things your product must have or do in order to be
successful.
• Try to make it between 6 – 10 points.
• For higher marks explain why the points are important and order them
most important to least.
• Remember you are making a safe, low cost and environmentally friendly
light.
Specification
1,
2,
3,
You can use these headings to help you
come up with specification points
(ACCESS FM)
A = Aesthetics
C = Customer
C = Cost
E = Environmental issues
S = Safety
S = Size
F = Function
M = Materials
Time allocation – 30 minutes
Identify design context
Innovation through iterative design
Plenary
• Use the following questions to test your knowledge:
• In your opinion, what is ‘good design’?
• How does research help a designer?
Time allocation – 5 minutes
Identify design context
Innovation through iterative design
Model, test, evaluate
Learning objectives
- Experiment with the different ways light and lighting can be used
- Generate a range of ideas through sketching, modelling, testing and evaluating.
Identify design context
Innovation through iterative design
What’s S’up?
• Watch the link video on the S’up spoon or click to the
next slide.
• What type of design process did the designer
of the S’up spoon follow?
Click this
picture for the
video clip.
Identify design context
Innovation through iterative design
What’s S’up?This spoon was developed for people with poor hand control. A disability
that can happen because of brain injury or disease. Often they spill the
contents of their spoon before they can get it in their mouth.
• What type of design process did the designer
of the S’up spoon follow?
Identify design context
Innovation through iterative design
What’s the specification?
Read back over your specification from
the last activity.
• Your activities in this lesson
might mean you want to modify
your specification – this is fine! – add
additional point or change points in a
different colour.
Identify design context
Innovation through iterative design
ActivityExperimenting with light, use a torch, phone light or lamp and
try to answer these questions by creating the effects. You may
get better results if you can work in a dark area.
• How can you change the direction
of the light?
• How can you change the colour
of the light?
• What is the difference between
directional light and ambient light?
• What happens when a product is back lit?
• How can light be used to project and create shadows?
Write up your answers or take photos and
present them on a sheet
Time allocation – 40 minutes
Identify design context
Innovation through iterative design
Start designing
• Many designers like to kick off the
creative process with rough models
and sketches – they
don’t have to be perfect!
• Aim to sketch a range of ideas of possible
solutions for your light.
Identify design context
Innovation through iterative design
Start designing – Mood BoardGather as many images of lights as you can and copy them onto a word document for you to reference when you are designing. If you only have access to a phone then screen shot the images so you can scroll through them in the phone gallery. Evaluate the images against your specification how well do they meet the specification? What changes would need to be made to make them meet the specification better?
Time allocation – 1 hour
Identify design context
Innovation through iterative design
Start designing• Look at the products on the right and the design drawings shown
below.
• Create two A4 sheets filled with your design ideas. Try to have between 4 - 6 ideas on each sheet.
• Try to draw using 3 dimensional techniques and use colour rendering to help the visual impact (aesthetics) of the sketches.
• Think about the specification you write for your light to help ensure your designs meet the need of the project.
Time allocation – 4 hours
Identify design context
Innovation through iterative design
Plenary
• Share your progress so far
• What were your most successful experiments?
• What problems did you come across?
Identify design context
Innovation through iterative design
Prototype
Learning objectives
- Develop your design ideas using models and prototypes
- Discover the limitations of the components you will work with, through experimentation
Identify design context
Innovation through iterative design
Making models
• Physical prototypes and models can help develop your
ideas rapidly
• What can a physical model show
you that a sketch cannot?
Identify design context
Innovation through iterative design
Working with limitations• Before designing, consider the limitations of the components
and the media you are working with
• How big are the lighting components you will use?
• What’s the power source?
• How will it be recharged?
• Is there a switch?
• How can light create different effects and perform different functions?
Identify design context
Innovation through iterative design
Task
• Consider the following in your prototypes:
• How will the light be switched on and off?
• How will the components be held in place?
• How will the light be powered?
• Is there a battery – how will it be
replaced/recharged?
• Where will the lights go?
Click these
pictures for the
video clips or
move to the next
slide
Time allocation – 10 minutes
Spend some time considering these
design points before starting your model.
Identify design context
Innovation through iterative design
Task
• Look at your design ideas.
• Which ones are the best solutions for a solar light?
• Ask people at home to tell you which ones they prefer.
• Make a prototype model of at least two different designs.
• Use cardboard from a package or a cereal box
• Be carful with the scissors
• Stick parts together with Celotape or masking tape rather than glue.
• Think about the size of the model you don’t want it to get too big
Time allocation – 4 hours
Identify design context
Innovation through iterative design
Plenary
• Test your models against the following points
• Will the components fit?
• How could the form/shape be improved?
• How could you make it more comfortable to hold?
• What improvements could you make in the next
iteration/development and why are they required?
Identify design context
Innovation through iterative design
Develop, test, evaluate
Learning objectives
- Practice modelling and prototyping skills
- Develop the aesthetics and form of your design to appeal to the user
- Test and evaluate your design
Identify design context
Innovation through iterative design
One Laptop per Child
• Watch the video on One Laptop per Child or move to the
next slide.
• How has the designer considered the needs of the users?
Click this picture for
the video clip or move
to the next slide.
Identify design context
Innovation through iterative design
Develop your
design• Create the next iteration of your product
with attention to aesthetics and form
Change aspects of your models with a focus
on how to improve there visual appeal.
How could the form and aesthetics of your design be
developed to suit the needs of the user?
• How could you use colour and pattern to appeal to the user?
• How could use of symbols make the product easier to use?
• Could changing the form make your product safer to use?
• Would changing the texture make the product easier to use?
Time allocation – 2 hours
Identify design context
Innovation through iterative design
Task - EvaluationThink about your designs maybe discuss them with someone else,
what are the strengths of your design work and prototypes and what
could be further improved? Write down the comments about your
work.
Strengths and areas for improvement:
1.
2.
3.
4.
5.
Time allocation – 30 minutes
Identify design context
Innovation through iterative design
Plenary
• Consider the following questions and discuss the
answers with the rest of the class
• How can thinking about aesthetics make your design more
appealing?
• How can changing the form improve the function of
a product?
Identify design context
Innovation through iterative design
Present your progress
Learning objectives
- Understand how to present your design solution
- Explain how the design process has helped you progress and develop your ideas
Identify design context
Innovation through iterative design
Self evaluation
• Use Task 1 on present your progress worksheet to
assess your product
• Use the sliding scales to evaluate your work
• Suggest improvements
“My prototype fulfils the design brief”
Time allocation – 40 minutes
Identify design context
Innovation through iterative design
Under the spotlight
• Imagine you were trying to sell
your product to a big supermarket
chain.
• Write a script (the pitch) explaining your
product and its strengths.
• Watch a short clip of ‘Dragon Den’ on
BBC iplayer to see how to pitch a new
product.
• Either video your pitch or submit your
written script for marking
Time allocation – 2 hours
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Identify design context
Innovation through iterative design
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