Calderside Academy. Technical Department. Introduction to Standard Grade Craft & Design Folio Production. Page

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Octavia Cain
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1 Calderside Academy Technical Department Introduction to Standard Grade Craft & Design Folio Production Page

2 Standard Grade Guide to Folio Production What you have to do! Take a sheet of A3 paper in landscape format and print the following. Front Cover This should include the title of the project, your name and class. Try to make the front cover interesting and inviting for someone else to read by adding a little colour and maybe a picture of something which is related to the project that you are making. Contents Page This page will contain all the pages of your folio and will be completed at the very end when you will know exactly what is in your folio. It is at this stage you will have to ensure that each page has a number at the bottom so as to identify where it can be found at the contents page. Contents Page Page Problem/Brief 3 Mind Map 4 Craft & Design Folio Name of Model Jimmy Smith Class XYZ Problem When we talk about a problem with respect to design, this is generally a situation which either faces a designer or the client of a designer. An example of such a situation could be that the client (a manufacturer of a table, for example) has came to the designer (you) to design and make him/her a new product, as the last design is now out of fashion. Use your imagination and try to make up your own problem statement. Brief A brief states how you plan to solve the above problem. e.g. I am going to design and make a trendy new table. As the last table was not fashionable anymore, the new table that I will design, will be very fashionable and therefore should sell very well in the shops. Problem The problem that.. Brief I am.. Page 2 Page 3 Page 2

3 Mind Map A mind map is a type of brainstorming which tries to look at many different possible factors which might need to be considered before we start to design the product. Some examples of this, are; safety, materials (i.e. what materials are available to me?), function of the product, (what it has to do?), ergonomics (who will it be designed for?), environment (where will it be located?), aesthetics (what finishes are available?), etc. Some of these headings you will never have heard of before, your teacher will explain these terms to you in more detail. The ideal mind map will be a series of notes, scribbled on paper as ideas come to you. Mind Map Safety Product Page 4 Materials Ergonomics Investigation Having carried out the mind map to try to tease out the various pieces of information which could potentially have an influence on any designs, the next stage is to investigate some of these headings before design on the new product can be tackled. Some of these investigative questions to be asked, are as follows:- Who is the product for? What materials are available in the school workshop? What sizes of material are available? Where will the product be stored when not in use? Garage? Hut? Kitchen? Toilet? etc. How much time do I have to design and make the product? What ergonomic factors are required for the manufacture of the product? What will be the main function of the product? Investigation Design Considerations Ergonomics Materials Safety Time/Cost Page 5 Under the headings listed above, write a statement about each on how they might have an influence on any potential designs of the product you are intending to design. Page 3

Design Specification This is where you list the SPECIFIC design details that you wish your product to have, e.g. If the product you were going to design is a cabinet, you might SPECIFY the following:- It must hold all my football trophies.

4 Design Specification This is where you list the SPECIFIC design details that you wish your product to have, e.g. If the product you were going to design is a cabinet, you might SPECIFY the following:- It must hold all my football trophies. It must have a varnished finish. It must Design Specification It must hold all my football trophies.. It must have a varnished finish.. It must. Page 6 Add your own specific details that you would like to see in the design of the your product. If you require, your teacher will assist with more ideas. Initial Design Ideas At this stage of the design process your actual ideas are sketched down on A3 paper. Remember the quality of sketches at this stage is not important but the quantity of different ideas is. A habit to get into at this early stage is to ANNOTATE your sketches. What is meant by this, is, to add comments to each of the sketches of what you do or do not like about each idea or whether it would be easy/difficult to make, etc. By doing this allows the reader (teacher) to see what you are thinking about for each sketched idea, which in turn allows them to assist in further developing of the design. Refined Design Ideas Remember to make reference to the design specification because this where it was stated that the design must have SPECIFIC criteria to meet and therefore it is important that any ideas you come up with have these. At this stage all your best ideas are examined and improved with respect to improving the quality of the sketch, adding in sizes, exploding the views, etc. It could be that two or three ideas need to be combined to create the final solution. Initial Design Ideas Page 7 Refined Design Ideas Page 8 Page 4

5 Joint Investigation At this stage of the design process a suitable joint for the designed product will have to be investigated. On your A3 sheet of paper sketch all the possible types of joint which could potentially be suitable for the manufacture of your product. Remember that the joint selected is determined primarily by it s strength and also by how it will look when assembled. Joint Investigation Through housing Page 9 Make full use of the Focus on Joints software. 3D model (Miniature Version) Where appropriate it is ideal to make a scaled down version of the proposed idea (a miniature version of what you propose to make) The model could be made from various mediums, such as card, modelling clay, to miniature versions in wood. By doing this, it allows you a greater insight into how the product will look with respect, proportion, i.e. ensuring all the parts of the product look good and not out of place with each other. If you decide to make a model, take a photograph of it for inclusion into your folio. Cardboard Model Page 10 Working Drawing A working drawing shows all the various sizes of the designed product, usually in orthographic format, i.e. three views of the product to be made. An example of a typical orthographic drawing is shown opposite. A working drawing allows the manufacture of the product as it shows all the relevant sizes. Working Drawing PLAN ELEVATION Page 11 END ELEVATION Page 5

6 Final Solution This ideally should be a pictorial drawing of your chosen idea. A pictorial drawing is a drawing which shows all three sides of the designed product (3D). Examples of this type of drawing are, 1pt perspective, 2pt perspective, oblique and isometric drawing techniques. Final Design Make full use of isometric/oblique grid paper. Page 12 Your teacher will show you how to carry out some of these techniques. Exploded View Exploded View An exploded view is very important as it shows how the entire project may be assembled. Individual joints and other relevant parts may also be shown in exploded form. The exploded view shown opposite is of a shelf unit showing all the component parts. It is easier to identify parts of the assembly if each part is individually labelled as shown on the drawing. A B B C A Page 13 Cutting List This is where you will list all the sizes and quantity of materials that will be required to make your designed product. To enable the Technician to cut the appropriate amounts of material for your project we will need to tell him what sizes of material you need. We do this using a table like the one shown opposite. Cutting List Mat Part Qty Bth Thk Len Pine A Pine B Pine C 1 Page 14 Page 6

7 Sequence of Operations A sequence of operations shows how your product was made and what tools were used for it s manufacture. This stage of the folio will be completed after you make it. What you have to do, is to write a step by step account of how you made your product. If you feel it would be easier to draw the stages of how you made it, this will be perfectly acceptable, but you must ensure your drawings are easy to read. Sequence of Operations 1. Mark wood using a steel rule and a pencil.. 2. Using a tenon saw cut wood to desired sizes.. 3. Using a Page 15 Evaluation In this final stage of the folio you will be asking yourself some of the following questions to see if the final design you have made meets the specifications you listed earlier, i.e. remembering that you stated at the design specification stage it must have SPECIFIC design criteria, well now you will have to ask yourself some of the following questions:- Does the product I have designed and manufactured solve the original problem, i.e. does it perform to the criteria I stated it must do in the Specification? Does it look good? Evaluation My cabinet fits on the wall of my bedroom and also stores all my football trophies. The varnished finish on my cabinet looks brilliant.. My cabinet.. Page 16 Could I have improved the overall design of the product I have made? Does it support the weight I intended it do support? What other specifications did you specify it should have and did it meets these? Note:- The overall quality of presentation is very important, therefore use colour, page numbers, etc. Page 7

8 Notes to Remember How do we approach this design process? The best way to approach it, is in a pre-determined logical order, as has been shown in the pages within this booklet, i.e. in a step by step approach, tackling each step at a time. It is very important you follow this process. Remember that the fourth year folio contributes to one third of the overall Standard Grade mark, therefore a lot of consideration should be given not only to the content of the folio which is by far the most important aspect but consideration should also be given to the overall appearance of the folio. Think about it, if a person picked up your folio and the front cover was very dull and boring to look at, do you think they would be interested in picking it up and looking through it? I doubt it! Make sure it is interesting with plenty of colour and good quality drawings. It should also be noted at this early stage that questions related to the design folio will most likely appear in the Final Standard Grade Examination at the end fourth year, therefore, ensure that you fully understand each stage of the design process. If you are in any doubt ask your teacher after all that is why they are there. (make them earn their wages). Before any work can be carried out on your designed product, the majority of your design folio must be complete as you will need to refer back to it when making your model. Think about it, the quicker the folio is completed to the required standard, the more time you will have to work on your model in the workshop. Page 8

Design and Technologies: Materials and technologies specialisations

Design and Technologies: Materials and technologies specialisations Sample assessment task Year level 5 Learning area Subject Title of task Task details of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Suggested time Content