September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 1 Bundarra

September 2007 Technology education K-8: Design in practice© State of New South Wales through the NSW Department of Education and Training, 2007.

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Bundarra Central School

Design situation People use a variety of means to store things. These storage units can be constructed from a wide range of technologies with different properties to suit the specific purpose. Easy of mobility of any storage unit, large or small, makes it more functional to the user.

Design project Design, produce and evaluate a storage unit that stores a small to medium sized product, is user friendly and mobile.

Unit purpose and focusSyllabus linksResourcesTeaching and learning sequenceAssessment itemsAssessment tasks

Stage 4: Year 8


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Exploring and defining the taskDeconstruction activities were used to motivate students and get them thinking about storage units for a specific purpose. Before they actually deconstructed the various storage units students were encouraged to investigate the variety of materials used and the different construction methods. These were discussed in pairs and then larger groups and finally individually students orally presented summaries of their overall findings. Metal and wooden units not able to be deconstructed were still analysed and discussed from a visual point of view. While deconstruction was taking place students were encouraged to test joining methods and materials for strength in relation to what the storage unit had been designed to do.

Sustainability and environmental issues were discussed during this part of the designprocess. The design process was revised and folio format determined.

What do we already know?Sample teaching strategiesDeconstruction images



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Generating and developing ideasBefore beginning to generate ideas students:• experimented with combinations of a wide range of

materials considering their characteristics and properties • identified how materials have been used in innovative and non-traditional ways• investigated properties of mixed materials• tested different materials and justified suitability for a specific choice• revisited the general criteria for success relating choice of materials to these criteria• students made a final decision on what they specifically wanted to design their storage unit for and the degree of mobility it would

need. Students then formulated their own criteria for success.

Developing ideasResearching and analysing Selecting and developing ideas

The final plan

Drawing to scale

Model makingComparing model to plan

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Producing solutionsStudents sketched three possible designs to meet the brief. They initially sketch three designs (Idea 1, Idea 2, Idea 3) to encourage them to think about possibilities with a wider vision. All three designs were analysed according to their positive and negative features. Students then came upwith a final design which they felt best met their criteria for success. They could select one idea and add or delete design features, combine any number of the designs or if they felt none of their designs really met with their satisfaction they could go back to the drawing board and start redesigning.

When the final design was organised they were photocopied so that the students would have a second copy to use as a working plan. On this copy they would add any further changes they had to make as they were making their project. This is valuable when finally evaluating their design as both plans can be compared.

Before construction beganValuable strategiesFinal plans and model makingConstruction

Choices of mixed materials used included fabric, leather and timber


September 2007 Technology education K-8: Design and Practice© State of New South Wales through the NSW Department of Education and Training, 2007.

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Work samples and evidence of learning Part B

Work samples and evidence of learning Part A

Student 1: Although he listened to advice he had very definite ideas as to the direction he wanted his design to take. A really independent worker he tended to experiment with skills during the actual construction rather than before he started. However, he was cooperative in taking on advice after this had happened.

Student 1 was able to change perspectives and generate alternatives and consider options



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Work samples and evidence of learning Part B

Student 2: was a student with definite ideas about what he wanted to design . A very independent worker he tended not to absorb advice until often too late. However, his creative and innovative skills were able to see his design completed satisfactorily.

Student 2 was able to change perspectives and generate alternatives and consider options with some guidance and very limited assistance.



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Student 3 was able to change perspectives and generate alternatives and consider options after they had been suggested by and discussed with the teacher. Limited assistance was then needed to apply the options to her design.

Student 3: completed the deconstruction task. However, there appeared to be very little application of the knowledge gained here into her actual design. However, she had a definite vision for what she wanted to design and responded well to verbal discussions resulting in her following the design process carefully and constructively. Student 3 was able to recognise the positives and negatives of her design. For example, in the Selection and Development section of her folio she commented – “The joining method is good as it is glued and nailed”. Student 3 did her own measuring and actual construction with often no, or very little, teacher help. Work samples and evidence of learning Part B



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Sophie's reflection (Horse equipment bag): “As a result of the design process I produced a sturdy bag for holding horse grooming brushes, bandages and other horse accessories. My design met the criteria for success by being a light, moveable, easily stored, durable horse bag. I found the Analysis of Ideas useful, by helping me think of a number of different ways of making this bag. Next time: I would put the steps for construction in a different order. I have become more confident using the sewing machine and textiles. I would still probably need a bit more practice as my sewing is never really in a straight line.”

Brayden's reflection (School gear holder): “As a result of the design process I produced a storage unit to hold school gear. I achieved success in meeting the criteria in the following points. It is easy to move, it is durable, it is just the right size for small books and the drawer is the right size for any stationary. I found that building my model was the most useful part. It gave me an idea of the size and it was helpful while building. Next time I would approach the task differently by doing more research in planning eg: the handles, the clips and type of wood I would use. Skills I have learnt are the different joining methods. Skills I need to develop are swinging doors and lids, measuring, sanding.”

Student reflectionBundarra Central School


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Brandon’s reflection (Golf ball holder): “ I produced a box for golf balls, tees and a money box. My design turned out the way I wanted it to and my plans also did as well. The most useful thing was my model because you could look at it and see where you had to put shelves, money and the size to go by. I would approach my design differently next time with lighter wood and proper handles. Also I would include a padlock so little kids could not get into the box. A means of retrieving the money is necessary as I I cannot get it out of my present design. Some of the skills I gained were the different wood joins you could use, how you can put shelves in the box and how you can make a lid swing with hinges. Some of the things I need to work on are taking my time and hitting nails down straight.”

Dylan’s reflection (Tool box): “I produced a tool box as a result of the design process in order to have a storage unit for tools. My design criteria achieved the success criteria by being light when empty, easy to move, being durable, being user friendly and easy to store. In the documentation process I found the research the most useful because you can look at different aspects of the design and it helps choose which design had better aspects than others. I would approach this job next time by managing my time better and look at the design better. I learnt that there are many different ways to join materials together and think about everything before I start to make my design.”

Images of students’ reflectionsStop, Think, Look student reflection timeImages of finished products

Bundarra Central SchoolStudent reflection


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After the design brief was introduced I encouraged students to aim positively towards achieving The outcomes set and to: a) demonstrate confidence and persistence when faced with a new or difficult situation throughout the construction of their projectsb) learn to value the work of their peersc) speak with confidence when presenting orally.I was extremely pleased with the overall result. After a hesitant start for a very small number of the twenty four students, of very mixed ability, who attempted the unit, all quickly grew in confidence and stayed on task through to completion. I really felt this was largely due to the fact that all students had the independence to develop their own ideas and choose their own construction materials. They remained engaged as they were working in areas that interested them and were relevant to their lives. The task set was sufficiently open ended to meet the different learning needs. As the unit progressed the students realised that success was the result of internal factors (effort) rather than external factors (luck, ease of task). Also, as their designs developed I noticed a ‘healthy’ competitiveness as there was an obvious desire for their design to be successful. A tolerance to peers was evident from the positive comments students made to each other during construction. From discussions during the unit and student comments in their final evaluations it was evident that they realised the importance of considering a wide range of alternatives before selecting a final solution.

Helpful strategies and future changes

Bundarra Central SchoolTeacher reflection


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The most helpful strategies were: • designated time out, when appropriate, to reflect on progress to date resulting in changes being made

and documented to improve design• positive encouragement to take risks, for example, when they felt they might not be able to attempt some

skills – Christina was nervous and did not want to use the disk sander. However, with positive persuasion by the end of the unit she was working confidently without the teacher standing beside her.

• making a cardboard model before commencing the actual construction. The students made frequent reference to these particularly when construction wasn’t going as they had hoped.

A future change I would make when teaching this unit would be to allow more time. I felt we had to rush too much to complete the unit in ten weeks. In the future I would allow a semester in order to spend more time:

• investigating mixed materials so that the students would select the most appropriate materials (especially in relation to the thickness of the materials they selected – some construction, particularly in metal and wood, were unnecessarily too heavy) and joining methods

• documenting folio work in more detail• completing assessment tasks.

Helpful strategies and future changes



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Unit purpose and focus

Stage 4 students will research the way people use a variety of means to store things ranging from items such as tools and jewellery to books and camping gear. The students will investigate and experiment with a wide range of materials (with different properties) and techniques to suit a specific purpose, from which storage units can be constructed. The students will become aware of safety rules and their ergonomic relationship between a piece of equipment and the finished product and the body of the user. When designing for easy movability of any storage unit, large or small, to make it functional to the user students will consider various shapes, sizes and the skill of the people who will use the unit when it is designed.



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Syllabus links

4.1.1 applies design processes that respond to the needs and opportunities in each design project4.1.2 describes factors influencing design in the areas of study of … Products …4.2.1 generates and communicates creative design ideas and solutions4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources4.5.1 applies management processes to successfully complete design projects4.6.1 applies appropriate evaluation techniques throughout each design project.

Dylan testing and evaluating his design during construction



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Resources

1. Stimulus activity: a wide range of storage units for deconstruction.

2. Magazines, mail box fliers relevant to storage, shop catalogues.

3. Human resources: discussions with shop owners, family, friends and peers.

4. Access to Internet and computer software such as graphics and word processing.

5. Access to computer hardware such as digital camera.

6. Materials, tools and equipment appropriate to relevant design projects.



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Teaching and learning

• Research the properties and characteristics of a range of materials.• Investigate a variety of construction methods and their application to specific materials.• Conduct tests to determine how they will manipulate the different materials.• Develop skills and knowledge required to safely and effectively use the tools and techniques associated

with mixed technologies.• Opportunity to make their own choices about the selection of mixed materials for construction and the

use of traditional and non-traditional techniques to suit the identified needs of their design project. • Brainstorm the different items that could be stored in small to medium units and how they could be

moved.• Discuss what influences the size of storage units and materials they are of.• Deconstruct a variety of storage units and carrying attachments.• Develop design ideas for their storage unit using labelled hand sketches.• Select one idea and: - describe the factors that influenced their design - complete working drawings to communicate selected idea - develop a plan and pattern for the development of their idea - organise an action, time and finance plan (using spread sheet) for construction - develop criteria for success.

Continued on next slide



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• Test their patterns/plans by constructing a cardboard model.• Cut out materials considering wastage and the environment.• Demonstrate safe work habits throughout construction.• Continually evaluate the development of their ideas, (justify the final design solution), as well as

their selection of materials, tools and techniques.• Generate a portfolio to support their design project.• Present their design to their teacher and peers.

Teaching and learning


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Assessment itemsUsing the framework for assessing:

a) researching, experimenting, generating, communicatingb) impact of technologies and design activitiesc) producing solutions using tools, materials, techniquesd) managing and evaluating design processes and solutions.

Throughout the unit the students will be observed:• working on their design process in class for their ability to:

a) manage risk when developing design solutions b) follow time and action plan c) competently manipulate materials and techniques d) competently and safely use equipment.• researching using a variety of resources to assess their ability to: a) use appropriate research methods that are suitable to obtain the information required b) select and interpret relevant information from research c) present written information from research and experimentation in a logical manner• orally presenting information relevant to their design project to assess their ability to present information in a creative and logical manner.• demonstrating their ability to present free hand and working drawings to communicate ideas• completing a design folio to assess their ability to record and reflect on design ideas and decision making• presenting self and peer evaluations to assess their ability to constructively reflect on and evaluate the progress and results of their own work and the contribution of peers (assess final project against criteria for success).These observations will be recorded on a regular basis for on going student feed back and reporting to parents.



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AssessmentStudents will present:1. experiments carried out to determine how they cut, bent, joined and applied finish to their materials2. free hand and working drawings (free hand and computer applications)3. a life cycle analysis of their finished product using computer technology applications4. a written and oral summary of the short and long term impact of their design on the environment5. a written evaluation of their project against criteria for success6. a written evaluation of the unit: Storage On The Move. Students will revisit and summarise what they

knew about easily moved storage ideas before commencing the unit and what they know at the conclusion of the unit.

Jessica evaluates her project against her criteria for success



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Sample teaching strategies

• Develop criteria for success for storage unit and ways of moving it.• Discuss different materials from the point of view of sustainability.• Stimulus activity: Individual students deconstruct storage units made in a variety of shapes and sizes and from a variety of

materials. Discuss strengths and weaknesses of designs. Discuss possible ways of making those units that do not have a means of moving them, easy (and

ergonomically acceptable) to move around.• Discuss factors affecting design.• Analyse different storage ideas bags, boxes, trays etc, aesthetics, function, ergonomics, safety.• Library research task: Investigating storage devices from different countries.• Identify factors influencing design in the Products area of study: storage units and devices – function,

aesthetics, human form, ergonomics, environmental, cost, resource availability, safety.• Brainstorm different types of storage units and ways of moving them.• Select three and develop mind maps.• Sketch a range of ideas.• Write regular reflections.



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Deconstruction images

• A variety of storage units were given to the class to deconstruct. These units were collected by the students, friends and staff. In order to expose the students to the greatest variety of storage units possible some inexpensive units were shop purchased.


Dylan and Matthew deconstruct plastic and metal units. Telina and Christina deconstruct cardboard and metal units.


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What do we already know about storage units and their mobility?Students were asked : to give a definition of storage. what do you know about moving things?what do you know about storage? what makes moving easy? what makes storage easy? what do you know about mixed technologies?


David and Simon start thinking


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Before construction beganA paper model of the selected design was constructed to give the students a greater opportunity to evaluate their design and its planned construction techniques. This was also a valuable strategy for students to ‘re-check’ their design size specifications as there had to be a limit here due to materials availability and workshop space. (Maximum area 37 x 21 x 21 = 16317cm cubed).

Before actual construction began:• all safety issues, safe work practices, possible risks and the management of risks which may occur during construction were revised• time and work management plans revised to check if they were practical and changes made if necessary• all resources required listed and available.


Boyd studies his model before commencing construction

Construction under way


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Valuable strategies1. During the entire making process, time (20– 30 minutes) was set aside for individual student reflection and folio updates. No student could actually construct during this time. This really encouraged the students to STOP, LOOK and THINK about what they were really aiming to achieve and focusing on the task as they had planned it, and not just constructing as they felt it should at the time. 2. Continually encourage students to:• reflect on the design process• refer to their criteria established for success through out the entire unit.

3. As part of their ongoing evaluation students kept a record in their Planning and Production sectionof their folios for changes made and reasons for. These were also noted on their actual workingplans and were a valuable reference when finally testing and evaluating their finished product.


Boyd and Paul checking too see if their construction is going to plan


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Developing ideas

Sophie sketching preliminary ideas

Bronte’s early sketches

Sample of Matthew’s cricket bat storage sketches



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Researching and analysing ideas

Troy researching using the Internet. Students were encouraged to share their research with their peers. Troy and Brandon discuss timbers Troy researched.

Iain analyses his three ideas in order to develop the best possible solution for his design.



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Selecting and Developing Ideas

Five developing ideas

After analysing their ideas students selected and developed the design they felt best met their brief’s criteria for success.



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Final plans and model makingAfter students completed their final plans they constructed models and shared these with their peers. They explained what they had designed, the reasons for material selection and construction techniques. This was followed by discussion time where questions were asked about intended reasons for choice and improvements suggested.

Brandon finalises his plans and explains his model to his peers Paul works on his model

Matt’s cricket bat holder plans

Boyd presents his model

Dylan checks his plans during model making



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ConstructionStudents constructed with materials of their choice. They were encouraged to regularly check their progress against their plans and models.

Simon checks the spacing of the holes.

Brandon compares construction progress with his model.

Iain checks to see if his inner pocket fits as planned.

Dylan checks to see how his drawer slides.

Sophie constructs using the sewing machine.



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Images for student reflections

Sophie’s Horse Equipment Bag Brandon’s Golf Ball Holder

Brayden’s School Gear Holder Dylan’s Tool Box



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Stop, Think, Look student reflection time

Throughout the design process the students were regularly encouraged to revisit their plans and note any changes they needed to make and give the reasons for theses changes. This was done as individuals moved through the process at their own pace. Other times were set aside when they all had to stop and spend uninterrupted time revisiting what they were really aiming to achieve and document their progress.



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Images of finished productsDisplay of finished products. Materials used to construct designs included metal, wood, fabric cardboard, paper, leather and recycled materials.

Metal and timber combination


Timber, recycled materials, leather, fabric, cardboard and paper


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Student 1 Work samples and evidence of learning Part B

Student 1 drew, selected and analysed his designs carefully. He continually evaluated his progress, making necessary changes and managed his time to successfully complete his project. After completion of his product his final evaluation was honest, recognising where future design changes could improve his design.

Initial ideas

Final plans

Checking measurements against the plans

Taking time and care with finishing touchesI’m listening, but is it really good advice?!

An honest evaluation reflecting his understanding of the design process and where he can enhance his skills and learning from this point.



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Although Student 2 had a clear idea of how he wanted to design his product, before starting, he analysed a variety of storage units and used this analysis to consolidate his design ideas. He stated in his final evaluation “I would approach this task differently by putting wheels on the base, make it out of wood and put different handles on". This suggests he realised he should have been more aware of the factors influencing his design and will apply his research more thoroughly in the future. His practical effort and documentation of changes he made and reasons for them reflect a very satisfactory continuum of learning.

Deconstruction – having a closer look Coming up with ideas



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Bundarra Central SchoolStudent 2 Work samples and evidence of learning Part B

“Thinking hard” (Is this metal too heavy?) before starting to transfer plans

Early stage of construction

Looking to check if construction is going to plan I’m not quite sure!!


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Ideas under way.

Constructing a paper model to get an idea of how the finished product would look.

Ready to begin measuring. Construction well under way.

Student 3’s reflection of her product after completion.

Student 3’s folio work indicated that she was achieving above expectation. Her ability to work on her practical task with little supervision was testimony to this. The fact that she completed all tasks set resulted in her achieving most of the outcomes set. Outcomes 4.1.2 and 4.2.2 have been achieved with modifications.


Documents

September 2007Technology education K-8: Design in practice © State of New South Wales through the NSW Department of Education and Training, 2007. 1 Bundarra