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Candidate should: |
Possible learning experiences |
| 10.1 |
Materials: Metal Plastics, Wood |
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Properties, characteristics and combinations of metal, plastics and wood |
Recognise the working characteristics of the common forms of metal; understand the
differences between ferrous and non-ferrous metals and how they are used; know that the
properties of metals can be changed by heat treatments; know that metals can be combined to
form alloys; |
As a group activity, research the common forms of metal and compile a database showing their
characteristics, uses, advantages and disadvantages. Share this database with another
school. |
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Recognise the working characteristics of common forms of plastics; understand the difference
between thermoplastics and thermosetting plastics and how this affects the way they are
used; know that plastics can be combined with other materials to create extra strength and
enhance appearance; |
As a group activity, research common forms of plastics and compile a database, showing their
characteristics, uses, advantages and disadvantages. Share this database with another
school. |
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Recognise the working characteristics of the common forms of wood; know the difference
between hardwoods and softwoods, and between natural wood and manufactured boards; |
As a group activity, research common forms of wood (natural and manufactured) and compile a
database, showing their characteristics, uses, advantages and disadvantages. Share database
with another school. |
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Uses of resistant materials |
Be aware of technological advances in resistant materials and their use in a wide range of
industries; |
Use the Internet to obtain more information about materials, their uses and the development
of new(including ‘smart’) materials e.g. plastics with memory, flexible and conductive
plastics, conductive foam etc. Include these on your database. |
| 10.2 |
Components and Adhesives |
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Selection of suitable components, pre- manufactured components and adhesives |
Know that many fixings are available to complete the functional aspects of a product, and
use safely and effectively those which are appropriate; |
Compile, with other students, a notebook, with information on fasteners, fixings and hinges,
e.g. nuts, bolts, screws, nails, pins, rivets, star-washers, pegs, knobs, pulls, handles, KD,
etc. |
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Know about and use appropriate adhesives for a variety of materials and conditions; |
Compile, with other students, information on common adhesives, e.g. PVA, hot-glue,
metal-bonding (epoxy resins), cyanoacrylate (super-glue), plastics bonding (tensol), etc. |
| 10.3 |
Product analysis |
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Analysis of designs and products |
Use product analysis techniques to make critical judgements about the design and manufacture
of resistant materials products; use design principles, taking into consideration form,
function, shape, colour, materials, texture, component parts, decoration and aesthetic
appeal to evaluate suitability for purpose; consider ergonomic and anthropometric data; use
this information to review and modify own designs; |
Analyse commercial products as a group activity to find out how and why they work (toys,
torches, personal stereos, ball pens, telephones, electric whisks, chairs. kettles, lamps,
toothbrushes, electric plugs, etc.). Devise simple tests to evaluate performance; identify
component parts and discuss why they were selected; discuss and write a group product
report. Conduct a group brainstorming session to produce other ideas for these products. |
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Image and lifestyle reflected in past and present resistant materials products |
Analyse aesthetic and functional requirements in relation to modern life; assess and
implement these factors when designing and producing products to achieve specific functions
and effects; |
Look at the work of past and present designers of resistant materials products; collect
photographs, cuttings etc. to use as starting points for the creation of new products. |
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Comparison of own designed product to alternative products on market |
Compare own outcomes with other products on the market and analyse the differences; |
Disassemble commercial/own designs to analyse them in the course of research, analysis and
evaluation. |
| 10.4 |
Evaluation Techniques |
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Checking of design proposals against design criteria |
Understand the design specification criteria that influence the design of commercial
products; |
Make a check list of client, designer, manufacturer and user needs to test the performance
of a particular product. |
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Quality assurance of product(s), through testing and evaluation |
Devise simple tests to check the effectiveness of designs and evaluate against the
specification criteria; use ongoing evaluation to make judgements and suggest improvements
during the design and manufacture of own products; evaluate the effectiveness of various
manufacturing techniques; |
Make models, mock-ups and prototypes as work progresses; test the performance and quality of
a product(s) against its specification (operation, size, strength, weight, colour, etc.).
Make simple tools, gauges for checking own work against specification (angle, length,
diameter etc.). |
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Evaluation of own product |
Consider other peoples’ views (client, designer, manufacturer, user/consumer) when refining
product designs; ensure that own product(s) are of suitable quality. |
Make a jig to drill a straight line of holes repeatedly the same distance apart and evaluate
its effectiveness. |
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For intended users; test against original specification and against quality of similar
commercial products; |
Carry out a survey to establish public preferences of a range of products against own
designs. |
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Consider designs for manufacture using fewer parts. |
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Evaluate own product against specification. Conduct a user test to verify suitability. |
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| 10.5 |
Social, cultural, moral and environmental issues |
Recognise the effects of social and cultural influences on product design; |
Consider the role of the designer and the impact his/her designs may have on society and the
environment. |
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Social and cultural influences on the consumer market |
Recognise and investigate the differing needs of individuals and groups from a variety of
social, cultural and physical backgrounds; Prepare a wall chart of the sizes of students in
each year group. |
Investigate access for wheelchair users in your school. |
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Consider the needs of students of different heights in a school workshop situation. |
Investigate the heights of seats and tables in a classroom situation and compare them with
collected anthropometric data. |
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Understand that differing circumstances can influence the requirements of designing for
different users; |
Mock up a ‘joy-stick’ for a 5 year old and one for a 15 year old in polystyrene or MDF. |
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Check on the sizes of toy parts for children of different ages. |
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Collect relevant data on ergonomics and anthropometrics and use them as a resource;
appreciate that sizes vary according to age, gender, culture and that products must suit the
needs of the user(s); |
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Consumer choice |
Identify the factors involved in consumer choice; carry out market research to establish
consumer preferences of target group(s); ensure that own designs meet the requirements of
the intended market; |
Look at professional market research questionnaires. Write questionnaire to establish
consumer preferences and record these on spreadsheet/database. |
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Review collected data to check that own designs meet the requirements of the target market |
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Consumer rights legislation, product maintenance and codes of practice |
Take legislation concerning consumer rights and safety codes of practice into account when
designing own products; implement labelling of products in accordance with latest
legislation and BSI; |
Research and devise safety, care and maintenance labels for use or own product(s)
(lubricate, polish, clean, keep dry, check tightness of |
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fasteners, this way up, danger, etc.). |
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Assess the implications of applying a finish to a child’s wooden toy or the production of
small plastic kit parts in terms of the manufacturer and the user. |
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Moral and environmental issues |
Understand the moral and environmental issues associated with the production of artefacts,
the harmful effects of industrial pollution and the crucial need to treat and dispose of
waste materials correctly; |
Research ‘Green Technology’ and brainstorm ways to lessen pollution by designers and product
manufacturers. Consider effects of ‘throw-away’ maintenance, manufacturing, energy costs,
packaging etc. |
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Be aware of the financial environmental and human costs involved in processing/making common
materials and products; |
Investigate why packaging is needed and how it is disposed of, used or recycled. |
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Appreciate the importance of conservation and protection of natural resources and the need
to recycle products when possible; |
Research the effects of exploitation of natural resources on the landscape, e.g. timber, oil
for plastics, ore for metals. |
| 10.6 |
Health and Safety Issues |
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Identification and reduction of hazards or risks when designing and manufacturing
products |
Understand that safety for product maker and product user is essential; assess hazard and
risk factors in product manufacturing and choice and use of materials, components, tools,
equipment; work with these safely and effectively; |
Review safety practices in the workshop, e.g. safe use of hand tools, CNC, etc. Clean
brushes or spray equipment after application in accordance with Health and Safety
regulations. |
