Understanding fibres and fabrics

Catering for needs

Core design skills

Textiles technology and sustainability

Future food and the application of science

Packaging pop-outs

Pet tech

Chilled ready meals

Para-triathlete design challenge

Design in the natural world

Future tech now!

Design & Technology

Y9 Design & Technology

Key Stage 3

Year 9

UNIT

In this lesson, we will look at where design specification points come in and how they might be used to help a para-triathlete.

Develop a specification for a product a para-triathlete might use

﻿Hello am Mr. Donnelley, one of the design technology teachers here for Oak Academy. This unit is all about designing a product for a para-triathlete. I've learned loads in planning and researching for this lesson. I think you're going to really enjoy it. And this unit of work starts right at the beginning of the design process. We're going to do some research, write a design specification and I'll help you take it right the way through to design a final product. I hope you really enjoy it. During this lesson there are three things that we're going to do. The first one is we're going to plan how to write a design specification. The second thing that we're going to do is consider the very important role of a client when designing. And the third thing we're going to do is look at how to use a specification As always with my lessons, you will need some plain paper to draw on and preferably a pencil to draw with. You don't have those things, pause the video, go and get them, come back and we'll crack on. To take part in the lesson it would be great if you understood the meaning of some of these words before we get going. The first one is a specification. You might have bought something based upon understanding the specification. It's not only a list of points and a design that uses these to develop a product. The next term is client needs. Now put the other word up as well because the two really go together. Client needs and clients wants this may sound self-explanatory. But when a designer is designing something for a client it's really difficult to please everyone that you designed for and make sure that your client gets everything that they want. So a designer has to split this into things that a client needs and things that a client wants. So the three terms specification is a set list of criteria that has been developed to make sure that a designer, designs the correct product. The next word was client need. These are the essential aspects of the product that will make it successful. And the client wants, these are highly desirable features that would make the client happy with the product that you design. So we're going to start by looking at design specifications. Some people find it very daunting to write a design specification because they don't know where to begin. With the collection of six words at the bottom of the screen. It seems clear that we need some purpose and a client to focus on. If we've got these as a starting point, writing a specification might be a little bit easier. There are many ways to write a design specification. If you've watched one of my other lessons, you might've heard me use an acronym called FACE. Now an acronym is a word that we all know such as FACE and each letter FAC and E all stand for another word Function that's what does the product do? Aesthetics What does it look like? C is for the clients or the customer and E is environmental impact. So if we were writing a simple design and specification we might have four points; function, aesthetics, client, environment. This is a complex project where we're going to design a product for para-triathlete. The six words at the bottom, we'll come back to them throughout the lesson but they're really important to keep us focused. Besides FACE and those six words from the previous slide and another acronym that is well used, maybe one of my favourites is Access FM. There are eight words within the eight boxes and the acronym Access FM helps us remember them. So to use this to write the design specification, we can focus on the aesthetics. What does it look like? The cost? This is not just the cost of the materials and how to make a product. It's ongoing costs to replace parts and maintenance. The C is who is the client E the environment S is the size of the product The other S is safety aspects function and then materials. If we can focus on having answers for those eight points or considerations we're halfway there to being able to formulate a really good usable design specification that will lead to producing measurable points. So to break down the specification, I'll chat about some of the words and then allow you to pause the video to have a think yourself. So the first one is who is the client? Our clients is going to be a para-triathlete when the products be used? It's possible that the para-triathlete doesn't actually want or need a product related to the sport that they take part in. It could be something to do with your everyday life. Where might the product be used? How might the product be used? You remember it might not be related to sports. It could be any activity during the day. Why is the product needed? For me This is the most important there's got to be a need for the product for it to be successful. And then lastly, what's already available on the market that fulfils the needs for the want. Pause the video now and have a think. The statement here reads there is just one way to write a design specification. Do you agree with that by saying yes Or do you disagree by saying no? At the shout-out yes or no. I'll commit to a word and I'll reveal it now. No. The points that you write for a design specification can come from anywhere. As long as they are valid they can come from multiple sources. Let's have a go with the next one. You should not have more than 10 points to your design specification. Do you think that's true or false? So shout-out true or false or if you don't feel like shouting just commit to an answer will we reveal it now? It's false The more complex the product, the more specification points that product will need. So this is our client a para-triathlete. If you're wondering what activities a para-triathlete takes part in, I'll show you now. So a power triathlete has to swim 750 metres. They cycle for 25 kilometres. And then there is a race either in a wheelchair or running for five kilometres. Now pause the video and just have a think about that task. Swimming, Running, and cycling. So pause the video and try to empathise and gain some sort of understanding of the monumental task and achievement involved in being a para-triathlete and taking part in those three activities. So here I've set out how I would plan a mind map. The next slide will introduce you to a task and then the slide after that shows my example. So you know that we're going to design something for a para-triathlete and I'd like you to consider the why, the how, the what, the where, and the when. once you get to the next slide pause the slide read the content on the task sheet and then following that would be my example. But here's our task. You're going to start to plan your specification. The previous slide shows how to set out the page and all I'd like you to do is to investigate the answers to the questions so that you can start to plan your own specification. So maybe go back home slide to see the tittles of each bubble on the mind map have a go yourself and then move on a slide from this one to see my example. So here's my example. I've got para-triathlete in the middle and then the bubbles I've got bound outside. Why, how, what, where, and when. You have a careful read of the points that I've made. I've decided that I'm going to design something for para-triathletes that's related to eating and drinking whilst on the go. So nothing related to sport, simply related to eating and drinking whilst on the move. So you may be asking yourself what's the most important consideration when writing the design specifications? Have a think? What do you think is the most important thing? The most important thing for you to consider? I'll show you. It is the client. In this case, we're going to design a custom made product for para-triathlete but because it's custom made it's got to be designed for one person not something which is off the shelf, which we'll do for the majority of people. This is a custom designed product. It's really important that you get to understand that the needs and the wants of that particular client. So that what you design will be perfect. So with this task and the lesson in general, you'll get to a point where you need to learn some more about the clients and the task before you can continue. Writing designS specification is a record of all that you've learned. So the first thing you need to do is learn what is the impairment of the athletes? What type of product might be developed. Will the product be related to sport or not? So power triathletes do not just take part in sport. They'll go about their normal day to day activities and might want to products related to that. What's it like to be a para-triathlete? What is a day in the life look like? I'm sure if you research this on the internet, you'll be able to find out. Choose the product needs to be custom made and what existing products are there that already solve the problem? So this is our task. You've got to write down a list of all the things that you think you need to know and plan before you can carry on writing your specification. So as you start to think about para-triathlete you will form questions in your mind that you need answers to. write these down on a sheet of paper and then start to investigate the answers. So if you to go back a slide, some of those questions that will help. Write down the answers once you've done some research and that will help inform your design specification. So by now you should have written down a list of all the things that you think you need to learn and you should have tried to find sort of the answers to those questions. This slide should prompt some thoughts to help you decide on a product that you're going to design. The first question I have is what is the design need? The most successful things that are designed, fulfil a need and solve a problem. The second question is what is there that already solves that problem? So what things are the existing products that you could look at? Third question, how would your client manage with the product? So if you think of a product that's specific for para-triathlete how do you think they'd manage using it? Fourth question, what is the main function of the product? What are the specific needs of the client and what are the wants of the client? So if you've got something in mind, go through these questions and try to think if that helps narrow down the choice. This slide shows a selection of photos that should help by prompting some thoughts. Take a moment to look through each of the photos and see if this can help you identify a need for a product that would need to be designed and manufactured specifically for one person to use. Move on with this lesson. You now need to commit to an actual product that you're going to design. If you've not thought of one yet, go back a few slides repeat some of the activities until a need of redesign of an everyday product comes to light. Now you're going to start to write your design specification. Remember this is lesson one of the unit. There'll be time to go and redo the specification and add to it as you progress with further lessons. The lessons do continue to design the product that we're working on today. But the specification is the first real page that we'll need for future lessons. It's really important to try to get this right but you know that you can go and redo parts of the work and add it to the specification as you learn more. Most specifications start with my product. Most and then there are some bullet points or numbered points that help. So an example would be my product must my client would like my client wants and then you finish off with that opening statement with the point that fulfils the need for your product. In a minute you'll see the task page and then after that there's an example that I don't try to help you. So I've already mentioned that if you don't get all the points correct on this specification you can go back up to them and amend it as you learn more throughout the unit. So pause the video, read the slide on the screen really well. This video is clear on what it is that you've got to do. You're going to start to write your specification about the product that you want to design for our para-triathletes. I've done one on the slide that follows. So you can look at it if you need some help, but my product might be different than the one that you thought of. So whatever you thought of you start off by thinking mine product must and then write down three or four points to get you going. You could use some of the strategies that I've talked about in the lesson. So Access FM would be one that I would use and use that acronym to try to focus the points to the product that you're going to redesign. So pause the video now have a good read of this slide. And then in a few minutes, have a look at them all. One that I have done as my example. So this is my example. It is very simple, straightforward, and I've used Access FM to write down some of the points. I would say that this was an initial start for the aesthetics I written my coffee cup must be black and that's to match the gym gear and equipment that my para-triathlete has. You could write more points just for one aesthetics, you might write it is black, that it's shiny. It's got a soft grip rubber. And even though soft grip rubber could be a function. It also looks different than the glossy . So any points to do with the way something looks could be included with aesthetics, then you might have three or four points for each aspects of this slide. So here you can see I've used Access FM. I've got specific points. If you copy this style you won't go far long. You can have multiple points as I've said You don't need to think I only need five, 10, 20 points. There is no limit, but the more points you include the easier it is to get going with design work later on. We're just going to revisit the key words from the start of the lesson, just to ensure that you've learned them during the lesson. So the first point is a specification. You should know that this now is a list of points, set criteria that a designer can use to make sure that what they design is exact for their clients. Client needs. These are the things that the client needs for the product to work. So there's a difference between client needs and client wants. There are certain things that our client might want and certain things that client might need. So the needs are essential. The wants are desirable. I hope you really enjoyed this lesson. And if you have, then please share your work using the social media slide and information on the next one. See you in the next lesson.

In this lesson, we will focus on understanding the meaning of 'anthropometrics' and 'ergonomics'. Through understanding these terms, you'll know why they are so important for designers.

What do 'ergonomics' and 'anthropometrics' mean?

﻿Hello. My name is Mr. Donnelley. I'm one of the design technology teachers here for Oak Academy. This lesson focuses on the two terms and their importance, the first term is ergonomics and the second term is anthropometrics. We'll apply the understanding of both of these really important words to the context that we're studying for this unit. Hope you enjoy it. So in this lesson, there are three things that we're going to cover. The first thing is we're going to learn about ergonomics and anthropometrics. The second thing that we're going to do is we're going to see what we can learn from existing products. And then the last part of the lesson we're going to collect some data that we can use to design a custom product. So it's three things, ergonomics, anthropometrics, looking at some existing products and then collecting some data to design our own custom designed products. As always with my lessons. There's two simple things that you'll need, one of them will be some plain paper and the second is a pen or a pencil. If you've not got those things, pause the video, go and get them, come back, get comfy and we'll crack on. So to fully understand this lesson, there are three terms that's going to help that you understand now. The first one is anthropometrics, and you might've heard part of this word before. Especially the last part of the word metric. The word anthropometrics simply means measurements of the human body that are used by designers. So if a designer is designing something for a person to use. Quite often, they'll need to measure the person to make sure that the product is the right size. The next term, ergonomics. We combine many products that are ergonomically designed and that means that they've been optimised to be easy to use for human interaction. And then the last term, a custom product. This is normally something which is built as a one-off for a single client, so that is custom built for them. So it's a one-off single product, not off the shelf, that's something custom made for one particular person. So you can see with the unit that we're studying, ergonomics, anthropometrics, and custom made products. It's really important. To understand where the word comes from, that can often help you remember the actual word itself. So what does anthropometrics actually mean? And how can we break it down? The first part of the word is anthropo- and that comes from a Greek word anthropos. And that means human. You can probably see what's going to come next but the word metric. Most of you will have heard the term metric in design technology lessons and normally is to do with measuring things and in our case in millimetres. So if we've got the Greek word anthropos to mean human and then we've got measurements, you put those two together, we've got anthropometrics, it's to do with the measurements of the human body. So now that you know that anthropometric means human bodies and measurements, it's important that you know how a designer might use the measurements. So assume you need to design something that relies on you knowing the size of the product so it fits in with the size of people you'd use anthropometric data. So if for instance, you were to design a computer mouse and you want the size of it to be correct for a hand. Then what you do is you might think what is the age group of the person using the product? You'd collect as much data as you can to measure a hand size. And then rather than just average it all out, you would disregard the bottom 5% and top 5% of measurements and focus on the 90% that's left. Just underneath the little video of me, you can see that there is a graph. It's called a bell curve, and if you are to get a hundred people and take their measurement, we'll assume it's their height, and you plotted it on a graph, that's normally how the distribution would look. If you were going to design a door, you might think well the bottom 5% and the top 5%, we'll disregard that data and we'll measure the remaining 90 people, average it out and that would be the height you could set as a door that's specific for that group of people that you've measured. The people at the bottom 5%, the lowest percentile, they'd be able to walk through easily and the very tall people, just a few that are there, they might find it a little bit difficult but you know that you would design something that suits 90% of the population. But in this case, with it being a door, the people at the bottom one to five percentile, they'd be able to fit through. So the fifth to 95th percentile, that is 90% of the population. That's the data that's averaged and the bottom 5 and top 5% they're disregarded. In a minute I'd like you to pause this and read what's on this slide. This is going to form the first task of the lesson. What you're going to do is take some measurements of your hand. So get a sharp pencil, put your hand on a piece of paper and draw around the hand, but keeping the pencil as close to your hand as you can. If you don't do it close to your hand then when you come to measure what you've drawn you'll find that really you may be five millimetres out. So keep the pen really close to the hand and draw around it. Once you've drawn around your hand, you need to take measurements, as many as you can, from each finger, the width of your hand, the length of your hand. As much as you can and add those to the page. After this slide, once you paused it, read, you'll be able to see an example that I've done. So here's my example. I've considered this to be unfinished. I drew around my hand and I added just a few dimensions. What I'd like you to do, if yours look similar to mine, is try to extend the task, by adding as many dimensions as you can so that the picture is full of dimensioned digits and lengths and widths of your hand. So add to it. The more data you have the more usable the data will be. If you could pause the video now and read what the second task is for this lesson> You should now have one sheet of paper with your hand drawn around and dimensions added. There's a downloadable worksheet for this lesson. And if you download the worksheet, print it out, or you've not got a printer, just make your own worksheets on a sheet of paper. And then you're going to collect data to complete the table. And as an extension task, you could even have a go at plotting a graph from the numbers that you've collected. So pause the video and have a read. So this is the blank table. As you can see, you need five people. If you don't have five, you could use whatever you've got to hand, excuse the pun. Once you've got the people that are willing to take part, you need to measure the length of the hand and the width of their hand. Write the numbers in the box and then work out what the mean average is for the lengths and widths of hands. As I said on the previous slide an extension task will be to try to plot a graph for this. The more people that you can collect the data of, the easier it will be to form your own distribution curve that could be usable and might even look like a bell curve. Now that we've considered anthropometrics, and that's purely related to data and sizes of the human body. The next term I mentioned was ergonomics. Ergonomics is not to do with comfort only. Some people have misunderstood when they say that ergonomically designed things are solely related to comfort. For me, if I were to sum it up simply, it's all to do with optimised ease of use. So if you own a product that doesn't work well, isn't easy to use, might be uncomfortable, could be too heavy, they might have a wire that's too short, it might be too hot or too cold. Then it might not be ergonomically designed. On here, I've got a collection of pictures for you to have a look at, and some of them, I know that you'll understand what I mean about ergonomics and it not just being related to comfort. So the first one, we've got a controller for some games console. You know that it's comfortable to hold and anthropometric data will have been used to make sure that it can be ergonomically designed. So anthropometrics and ergonomics are closely linked but the definition is different. There's a cordless drill. And it may be that the position of the battery helps the drill being balanced with the position of the motor around the handle. So where you hold it by hand, there's the balanced weight to either side, which will help it be easier to use for an extended period of time. Therefore it would be ergonomically designed. I'm not going to go through every picture but one that I've heard many teachers talk about in the past is a hairdryer. If you imagine having a hairdryer that's either too heavy, or blows air which is too hot, or the wire isn't long enough, or the buttons aren't in the correct position. That would not be ergonomically designed. So it's definitely not just to do with comfort, it's the way that the whole product has been designed and optimised to make it easy to use. So have a look at the pictures yourself and try to work out why I've put each picture on this slide. Now that you know what ergonomics means, what I'd like you to do is to go and find something in your house that you think has been ergonomically designed. And we're going to study how it's been shaped. So the product that I've used has been a computer mouse. And the example that I've got on my next slide are a few drawings that I've done of a computer mouse. Just because the one I've got I find really well ergonomically designed. It fits my hand, it's got no wires and it seems comfortable to use. So I'd like you to study how it's been shaped. And once you've looked at the features, I'd like you to draw the product. So you can pause the video, have a good read through this slide and then complete the task. So these are my examples. I decided to focus on my computer mouse because I think it's ergonomically designed. I looked at the key features that make it ergonomically designed. It was the length, the width and the curve across the top. And I've decided to apply those ergonomic features to four other mice. I think it probably took a couple of minutes for each one. And I'd like to hope that during our time together that I help you develop faster sketching techniques. So quick drawings, nothing that takes too long, and it's just a study of ergonomics through a product. So to start to sum up this lesson. If you can remember what we did at the end of lesson one, you know that I'm starting to develop a product which will help a para triathlete carry a cup of coffee whilst on the move. I didn't consider anthropometric data or ergonomic considerations during lesson one. But now you've worked through this lesson with me, hopefully you'll realise how important it is that if we're going to design a one-off custom product for one person, especially a para triathlete to carry a cup of coffee on the move, that we need to consider ergonomics and anthropometrics. What I'd like you to do is pause this slide, read it really carefully, and then go back to the work you did in lesson one, and see if you can add something to your specification about ergonomics and anthropometrics. So now that we've finished the lesson, I thought I'd just revisit the three keywords and terms. So the first one was anthropometrics. I've used that word so much in this lesson. I hope it's sunk in now, that anthropos was the Greek term and that meant human. And then we've got metric to do with measurements and in our cases in millimetres. So anthropometrics was to do with the measurements of human body that designers use. The next word was ergonomics, and this is related to the design of a product and its functions and features that make sure that it is optimised for human use. And then the last term is custom products. They're designed to be one of a kind rather than the sort of thing that you'd get from a shop where there's many products that are all the same, that are designed for the average person. So anthropometrics and ergonomics are very closely linked, but are different. And then custom products. They need to have anthropometrics and ergometrics taken into consideration to make them suitable for the client. I hope really enjoyed the lesson, I have. And I'll see you in the next one. Thank you.

In this lesson, we will present the argument designers have battled with for years, 'what is more important: function or form?' We'll consider how to work this out by using a design specification.

How can a specification help a designer focus on the function and form of a product?

﻿Hello. My name is Mr. Donnelly. I'm one of the design and technology teachers for Oak Academy. In this lesson, we're going to develop a specification so that we can use it to design a product for our para-triathletes that focus is on the function and the form of the item that we're going to design. If you've followed along so far, you'll know that in lesson one we focused on writing good design and specification and worked out how to write one. Lesson two, we focused on adding ergonomic and anthropometric considerations to our specification. Now that we've got lesson one and two under our belt, lesson three will focus on developing the use of a specification to work on the function under the form of the product that we're going to design for our para-triathletes. So in this lesson, there are three things that we're going to focus on. The first thing is that we're going to develop our specification and use it to design. The second part of the lesson, we're going to make sure that we use our specification to work out how we can develop a product focusing on the function. And then the last point, you've probably guessed we're going to focus on the form of the product that we designed. As always for my lessons, there were two things that you're going to need. Firstly, it will be some plain paper and a pencil or pen. If you've not got those things, pause the video, go and get them, come back, get comfy and we'll crack on with the lesson. In this lesson, there are three key words and terms. Understanding them now will help with the lesson. The first one is initial ideas. You may be able to guess what this means but every time you design a product there's always something that springs to mind first. Whether you draw it or model it they are your first thoughts. So, initial ideas are the first thoughts that a designer has. The second term is function. You may know this already, but if not, then the function refers to the purpose of the product or object and it focuses on how it actually works. So, what does the products do? And then the last term is the form. This normally is related to the shape of a product. So, we've got initial ideas, first thoughts, function, what does the product actually do? And then lastly, form, how does it look and what shape is it? I thought I'd produce a slide just to set the scene so you know where I'm up to with the development of my product, 'cause I'm working along in the lesson at the same pace as you. This is lesson three, in lesson one, we focused on developing a specification. Lesson two, we focused on anthropometric and ergonomics. And if you've missed any of that work, it's important to do lesson one and two first so that you're at the same stage as me. I have decided to develop a coffee or tea cup holder for a para-triathlete to fit onto a residual limb so that they can carry a cup of coffee whilst on the move. So that's the point that I'm working at now. I know the product and I've got some specification points and I've got some measurements for lesson two. What we're going to do is use a feature called ACCESS FM to help develop the product. So, you may know this already, I'll pop them on and you can be reading them as they appear on your screen and I'll have a little chats about each of the eights boxes. So, ACCESS FM is an acronym. An acronym is a word, but each letter of the word represents another word so that we can remember them. So, rather than remembering eight words, we know ACCESS FM and we can use these to develop specification points and evaluate products that we look at. So A is the aesthetics, how will our product look? How much will it cost? This isn't just to buy, it's cost to maintain. We've got the client is our para-triathletes. We must always focus on the environment, so the environmental impacts of sourcing materials, manufacturing, and then disposal at the end are ideally put into another use. We've got the size, safety, the function and then the materials. If you can always use ACCESS FM, I'll have some of those points in the back of your mind. It will make sure that your design work is thorough. My current design specification is shown on the screen here. And it's written as a short list of bullet points. So you could read through those points now and they're the ones that are my main specification points. So it must fit the residual limb of my particular clients. It must hold a coffee cup. The size must be adjustable. It must be a lightweight and not cumbersome. It must have no sharp edges. And my client would like it to be black so that it matches sort of the other equipment. Some points are to do with function or form. So on here, can you spot, which is the difference? So, of those points which ones do you think are related to function? And which ones do you think are related to the form? So, have a read through now so that you get to know the difference between how something works and how something looks. So, do you think that to fit the residual limb of my client is a point related to function or a point related to form? Choose one now, make a commitment and I'll show you the answer. It's the function. So bear that in mind, that one point so far you can keep a tally of where we are up to. One point so far is to do with function. Next statement, hold a coffee cup safely. Do you think this is to do with function or form? Make a choice. Yeah, I'm sure you will have got that one right. That's to do with function as well. So, function two, form nil so far. Next one, be adjustable in size. Do you think this has to do with the function or the form? To do function, but obviously the way that something is adjusted will have an impact on the way that something looks. So, to design something that is adjustable you might have to be really clever to make sure that it is adjustable and functions, but also looks neat and not cumbersome as well. Next statement, be light weight and not cumbersome to use. Do you think that's part of its function or part of its form? Make a choice. Again, it's the function. These are measurable things. You could weigh the product and then test whether it's cumbersome or not in use. Now, obviously by making something not cumbersome I'd be looking at a product which was close fitting to the residual limb and not too bulky. That is also in a way related to the form of the product. So it's not too big, but it's definitely related to the way that the item we design functions. Have no sharp edges. Do you think this is function or form? Make a choice. This one is form. So once you've designed something to remove sharp edges that would be the way that it looks and the shape of it rather than the way it functions. But also, in having a product with no sharp edges that's also a safety feature because you're less likely to just get scratched. So it does work well with the function but it's definitely a form point. Be black. My client has a lot of equipment, which is already black. So what do you think, do you think its function or form? Make a choice. I think one's a little bit more straightforward. So it is very much to do with the way it looks whilst it's not shape it is to do with aesthetics and the way that the product looks. So that one is form. So, my initial idea is to hold a coffee cup on a residual limb. So I've got here three photos. One of them is actually my arm held out and the middle photo is my arm held out holding a coffee cup. And then the last photo actually shows a prosthetic arm being fitted onto the residual limb of a para-triathlete. What I've decided to do is use that photo, there's something called an underlay. So I'm going to take a photograph of it, which I have. And I'm going to use that to trace over because it's actually quite a complicated drawing to produce. You may decide that you want to make a model. So when I was producing this lesson, I did think about modelling something out of cardboard to hold a cup and then using that as my initial idea. But I found it faster just to hold the product, take a photo and I'm going to use that as a tracing an underlay to make sure that I get the proportions correct for my design work. So now you can see what I've done. From the previous slide, the middle photo showed my arm holding a glass coffee cup. What I've done now is I photocopied the photograph, printed it out, and then I've traced over my arm holding the cup. And I've used that to try to come up with some sorts of form that could slide onto the residual limb of a para-triathlete and yet still have a grasping part of it where you could put a coffee cup. So, what do you think my focus is for this photo? Do you think at the moment I'm focusing on the function or focusing on the form? Make a choice. I think this is a tricky one. Go for it now. You may have thought form, because I'm focusing on the way that it looks, but as the lesson progresses and you see how this develops this is actually a focus on the function. My first thought is, how can I hold the coffee cup? The form will come later on. So, eventually my design work will get slightly more refined where I focus on the form of the product. At this stage I'm purely focusing on the function, but with that because it is a physical product that would be in existence, form does come into play. But really we definitely focus in at this point on the function, getting something to work before I focus on how it will look. So by now, you will have seen the run-up in this lesson to the main task. You're going to produce some initial ideas. Remember that was one of our key words, your first thoughts. So you should have your own design issue that you're trying to solve for your para-triathletes. You should have a specification from lesson one. You should include anthropometric and ergonomic considerations from lesson two. And now we're thinking about the function and the form of the product that you're actually going to work on. The slide previous to this shows where I'm up to with my design work. The slide after this shows my initial idea so far. So what I'd like you to do is to get your pencil and your pen, pause this slide and have a good read yourself and then if you need to look at my example on the next slide you can do, but you're going to produce a set of ideas, your initial thoughts that show where you're up to with your design at the moment. So, this is my example. In the photo, which is just there. That shows my initial idea, my first thought. So what I did was take the photo of me holding a cup and I traced over it. Now what I've done, is taken that a step further and developed it into a selection of different forms and products but all of them solving the same design issue. It would be fantastic to be able to add some of the things that I have in the lower paragraph below. How nice would it be always to think, we will have a robotic feature. Could it be that the prosthetic arm and cup holder have got some sort of temperature sensor so that when you pick something up you actually know whether the product is hot or not. Would it be nice to think of a antibacterial nano material coating to make sure that the product is always clean. A designer could go on and on trying to add as much technology as they can but sometimes the designer needs to focus on limitations such as budget, time and then the skill of the designer themselves. So at this stage, we're focusing on designing a product which works, with a form which we think is good and later on, we'll try to see in the lesson if we can add any other technology and thoughts to our product. So now we're at the end of the lesson I was thinking it's important to go back and recap on some of the keywords. The first one was initial ideas. So you should be at the point now with this lesson where you've got some initial ideas about the design solutions to the item that you're working on. And we're going to need those, before we move on to the next lesson Function, you should now have a product in mind that you've drawn initial ideas off, and you should think, how is it going to work? What's it's main purpose? And then lastly, you should know what the form is, or roughly the form. So you should have your first thoughts, clear drawings that show how the product will work, that's the function. And then some development on how the products may look. So what shape and form might it take? I hope you've really enjoyed this lesson. I've loved making it and I'll see you in the next one.

In this lesson, we will take a look at some of the decisions a designer might have to make and how they could prioritise them.

How can a designer prioritise design decisions that need to be made?

﻿Hello, I'm Mr Donnelly, I'm one of the design technology teachers here for Oak Academy. This is the fourth lesson in a unit of six and it's about designing a product, a para-triathlete. To recap quickly in lesson one we put together a design specification. Lesson two we learned about anthropometrics and ergonomics and applied that learning to the specification from lesson one. Lesson three, we focused on the function and the form of the product that we're going to design. You can see now how important it is that you've done lesson one, two and three, before you pick up with this lesson. This one is all about the really important and quite difficult design decisions that a designer has to pick and make choices on when they come to design a final product. We're going to develop our initial idea further and focus on the decisions that need to be made by designers when they do the exact the same work as what we're doing. I hope you'll really enjoy the lesson, I've loved making it, and I'll see you in a few moments when you've got a pen and some paper and ready to start. So in this lesson, there are three things that we're going to focus on. The first one is that we're going to develop our ideas moving on from the initial ideas that we did in lesson three. The next thing, we're going to refine our specification. So every time we do an activity, we will learn something that will inform a better specification of our product. And then the last point, which is crucial to this lesson we're going to try to prioritise the specification points so that they become the key features in the product that we develop. In this lesson there's always with mind, you'll need two simple bits of equipment. First one, it's some plain paper, and then next is something to draw and write with. So if you've not got paper and a pencil or a pen, pause the video, go and get those things and come back and then we'll crack on. So on this slide, I've got three key words and terms. The first one is specification. This is a list of key points that a designer will use to develop a product. The second term is client needs. So within a specification you will always have the key points that the client needs for the product to be successful. In addition to that, there's the things that the client wants. So needs and wants are very different. Some things a client actually needs will make sure that the product will function, somethings that the client wants, maybe important to the client but not quite as crucial as the client need. So specification is the list that a designer will use to keep on track. Client needs are the things that are really important for the client. And client wants are desirable features that will make the product maybe more enjoyable and better to use. So because this lesson is part of unit of six. This is lesson four. It's important just to set the scene where I'm up to at the moment. So you know that I've got a specification and some initial ideas, you know that I'm designing a part of a residual limb that will hold a coffee cup for a para-triathlete to be able to carry a cup of coffee whilst on the move. And the safety features are that the coffee cup must be held securely. So that's where I'm up to now. And you can see there that there is a para-triathletes residual limb with a prosthetic being fitted. So on here, I've got a statement and I'd like you to say whether you think it's true or false. So you should not have more than 10 points to your design specification. Do you think that's true or do you think it's false? Make a commitment, pick one and I'll reveal the answer. It's false. There's no limit to the amount of points you have on a specification. So the more complex the product, the more points the specification we'll have, and a simple product may have a less points but there is no limit. So all that you need to focus on are what are the main points that you're going to need to be able to get started with the design, and then after that your specification will grow as you learn more. My current specification, hasn't gotten many points. I'm keeping it quite simple just for the purpose of this lesson. But if you could work with a client you may end up with more points than me and could design a product, which is slightly more complex. So to recap quickly. My product must fit the residual limb of a para-triathlete, must hold a cup safely, must be adjustable in size, must be light in weight and not cumbersome to use. Must have no sharp edges and it must be black. I started my first sketches from a tracing. So if you've seen them on my previous lessons that's a photograph of my arm holding a cup, I took a photo and then printed it out, traced over it. And I used that to help get the form correct for quite a complex drawing. So, because you've seen my specification on the slide before and it looked really simple, there was only maybe five or six points. I'm going to put those points upon this slide now, but at the end of each point, I posed a question that should help develop that specification point so we've got some more information. So when we were working out that we wanted the product to fit the residual limb of a client, you need to know what the exact size is. When we're going to say, we're going to hold a coffee cup and so, how big is the coffee cup? Will it be suitable for different coffee cups or will it be just one cup the other para-triathlete uses? And that's the cup that fits the product that or fails to their residual limb. For it to be adjustable in size, again, is this for the cups or is that actually because the residual limb may change size depending on the temperature. If it's light in weight, how can we measure it and test it? And how will we know whether it's cumbersome or not. No sharp edges, will they actually help with the function or is this part of the form? So this is the first task in this lesson. You should now have your specification that we've been developing during lesson one, two and three. I showed you on the previous slide that I had a specification that I've developed further by asking some simple questions such as how big will it be? Which coffee cup will it hold? Is it adjustable for the coffee cup or for the residual limb of the power triathlete? All those things will feed more information to my specification. What I want you to do is to expand your specification points by asking questions so that you need more information to fulfil the good answer. So pause the video, read the slide carefully, you may want to go back and have a look at the questions I posed to extend my points and then you'll be able to see my example on the next slide. So this is the start of my example. It goes over more than one slide and you'll see that I've developed to my specification points. I'm not going to read them all out, but I'd like you to read them to yourself. And you can see from my first one, that not only have I said that the product should fit the residual limb of my para-triathletes. I've also worked out that the circumference should be 235 millimetres. And the residual limb should be able to slide inside by 120 millimetres. Once you've made these decisions and you've got a specification that's got more points to it, then you should be at the point where you can come up with a more developed idea. So at the start of the lesson, I explained that we had some important decisions that could be quite difficult to make. You've got to analyse where human values, conflict and compromise has to be achieved. You may want the world for the products that you're designing, and you may feel really passionate about making the very best it could be. But sometimes decisions need to be made that highlight the limitations that you face. So the first thing is, is the budget going to be something that could hold you back? Always when a designer works, they've got a budget to work to. Some materials cost more than others. Sometimes a lack of technology is available. Lack of facilities to develop and make a product can hinder the progress of a designer. How many other factors can you think of? Maybe jot these down on a sheet of paper so that you can work out what things could hold a designer back in the real world. So pause the video, read through the slide and then you write down what you think could be limitations that could hold you back if you are going to make this product for real. So in this activity, we're going to do something called SCAMPER our design. You should be at the point now where you've got an initial idea, you've got some thoughts about what limitations we could face, and what we're going to do. Is a scamper the idea and I'll explain more on the next slide about what that means. But as an example on here you can see that there's a picture of a car which are concept design and some catwalk fashion models. Now, what normally happens is clothing which is found on the catwalk is toned down to become the next season fashion. So there could be features from catwalk models and the clothing that they wear. And they're toned down to be more suitable for everyday wear. Same with concept cars, sometimes crazy forms and unusual colours and material mixes. I've actually seen out on the street with new fancy cars but they're actually toned down from their original concept. So concept work is maybe what's possible or it could be what designers are aiming for in the future, and they'll always tone it down for everyday people like me and you to be able to go and buy. With this lesson, there is a worksheet, it's a SCAMPER worksheet. And you'll see an example in the following slides. It's important that you know what the word SCAMPER means. So the first letter in our acronym it's S that substitutes, combine, adapt, modify, put to another use, eliminate and reverse. Sometimes if you do a drawing, even turning it upside down, or looking at it from another angle can bring new ideas to light. It could be that you start designing something. And in actual facts you end up using it for another purpose. And SCAMPER forces you to think slightly differently than you would just with a blank sheets of paper and a pencil. So this is an example of the SCAMPER worksheet that you can download. I put the pause icon on just so you can have a look at it before you actually complete the task. So you can see that I've written SCAMPER at the top, and then to keep you reminded of what it is that you're going to do with the sheet is that I've got the words explained. So substitute, combine, adapt and modify, put to another use, eliminate and reverse. And what I did is I've drew my initial idea in one of the boxes, and then I've decided to substitute a part and draw that in another box. I might then reverse an idea, flip it upside down and put it in another. You'll get the idea as you move on. So once I've finished talking, if you just press pause and read this slide yourself, it says here, you're going to apply the SCAMPER method to your initial idea. And what you're going to do is get the worksheet, you can download that, print it out, and then draw your initial idea in one of the boxes. As you change your idea, you will use another box on the worksheet, and then as you change your idea again, you'll use another box until you filled the worksheets up. On the slide that follows, you'll see my example. So this is my example of how I started. In the middle, I drew where I was up to with my favourite and what I considered to be my best initial idea. What I've then done is substituted, taken away some of the material which I think will make the products to be more lightweight. After that, I progressed and filled in another box and another until the worksheet was full. So this is how I started the task. So here's my final sheet. What I decided to do was start with my best initial idea in the middle. I've gone and substituted and taken away some of the material. I got an idea from a deodorant to add a roller ball to the bottom of the cup holder. And I thought this may help the product slide and glide around the table. And then looked at another way to hold a cup by removing some material And I've combined those together to end up with a lighter less material product under roller ball on the bottom. And that's allowed me to come up with an idea which is my current best design, and that is the one at the bottom left as you look at the screen. So it's got less material and a roller ball on the base. If you've not finished, then if you could work on your sheet so that you complete the tasks for this lesson. So at the start of this lesson there were three words or terms, which I went through. It's important now, just to revisit those to check that you've got a good understanding of what they mean. So the first one was specification. This should be in the form of a list that a designer follows to make sure that what they design is right on track for developing a product. The next was client need. Now this was different than the last term client wants I'll put them both up to talk about them at the same time. So our client need, they're the things that our client must include in their specification. So as a designer, if you were developing a specification with a clients you would check the things that they actually need to make sure that what you design is perfect for them. A client wants, they're the things that are desirable. So needs are essential aspects, and the client wants they're desirable features to the product. If you can include as many of the client wants with all of the client needs, then you're onto designing a product that the client would be happy with. And I hope you've really enjoyed the lesson I have and I'll see you in the next one.

Many materials have different working properties that make them suitable (or not) for their intended use. In this lesson, we'll take a look at how we can test a material before we decide to use it.

How can materials be tested to check they are fit for purpose and then applied to a design?

﻿Hello, I'm Mr Donnelly, I'm one of the Design Technologist teachers here at Oak Academy. If you've been following along with the lessons in this unit, you'll know that this is less than five and between lesson one and four we've been designing something for a para-triathlete. I've been working on developing a cup holder, so that the para-triathletes can be on the move with a cup of tea or coffee. This lesson, I'm going to focus on choosing the correct material to make my products from and hopefully, I'll introduce you to some new materials that you might not have heard of. So in this lesson, there were three things that we're going to do. Firstly, we're going to produce a developed idea. Once we got to the point of developing an idea, the next thing that we're going to do is test some materials and investigate the property of the materials that we test. The last thing is that we're going to make a decision about which materials we could use for the products that we've designed. It's really important when you've got a design in mind that you start to think about which materials will be the best. Some materials I've got certain properties which will suit the function of the product that you designed. Others really will not be suitable. Hopefully, the lesson will help clear up some of those issues and you'll start to think about the material that you'll use to make a product as you go through the development journey. As always you'll need two things for my lesson, the first one will be some paper, ideally this will be plain and then you'll need a pen or pencil as well. If you've not got those things, pause the video go and get them and then come back and we'll crack on. So as always there are some key words that I will use during this lesson. If we understand them now they will make understanding the lesson far more easy. So, the first one is a smart material. You may have heard the word smart that associated with your smartphone, that's not this. A smart material is a material that will actually change and react to its environment. I'll give you some examples during the lesson. The next term is composite material. Each material has got a property and if we get two different materials mix them together so that we end up with one material that's got a superior property than each individual one that would be a composite material and I'll show you some during the lesson. The last one is a laminated material. You will have seen things at school that are laminated. If you have a poster that's made from paper but it's been laminated in a plastic pouch then that layering up between plastic, paper and plastic. Make sure that the poster can remain looking good, easy to wipe down and to stick to the wall. So it's got a better property because it'd been laminated. So, materials that are laminated together they're in layers, composite materials can be mixed together and smart materials will change depending on that environment. All really exciting and we're going to talk about these and how you could use them to develop a product. I'll set the scene for the lesson so that you know where I'm up to. If you've done less than four you'll know that we used a worksheet that was called a scamper worksheets and my example is below. The picture right in the middle, there's a five boxes, if you look at the middle one, that was my starting point and then I use this acronym scamper which was to substitute combine, adapt and modify and put to another use, eliminate and reverse. If you like the look of that and you've not done the lesson, do lesson four now and then pick up with this once you finished. So this scamper worksheet forced me to develop my idea to come up with something that was better. The key developments, I've added a roller ball to the bottom of my cup and I've removed quite a lot of material, so that is light in weight. I've developed a specification and this started right back at lesson one. And to go through some of my specification points now, I'll just read out the bits that were in bold but I'd encourage you to read every part. Then you'll understand what it is that I'm going to do next. So I'm going to design to make a cup holder to go on the residual limb of a para-triathletes and these are the points. It's got to be able to fit onto the residual limb of the client and I've got the dimensions that I've worked out below. It's got to hold a coffee cup and I've got the specific sizes and it's got to be adjustable in size. It's got to be lightweight and not cumbersome. So the word cumbersome means it's not going to be bulky or get in anybody's way and we don't want it to have any sharp edges. So that's where I'm up to with the specification for the design of the products I'm working on. I've got now one statement and I'd like you to commit to whether you think it's true or false. So once a designer has finalised their idea they will always know which material to use. What do you think? Pick one, commit to your choice and I'll show you now. It's false. So quite often the designer will test materials to check their suitability. All right to have a think now and what material could be used for your product. So you should be at the point now where you've designed your item. And what I've got to do is think now which materials could be used for the thing that I'm designing. So I'm designing a cup holder to go on the residual limb of a Para-triathlete and there are so many materials, which ones will be suitable? So pause the video and have a think. Now that you've had time to have a think. I know that mine needs to be lightweight, not cumbersome, have no sharp edges and to be adjustable in size. It's quite difficult to start to think which material would be suitable without actually gathering some materials to experiment with. It always helps so you can pick up the material maybe even try to bend it, cut it, join it together. The more you get to work with the materials the more you'll understand something about their property and suitability for the task. So choosing materials, if I want something which is lightweight and not cumbersome and have no sharp edges and be adjustable in size, then some materials that you have already familiar with they might not be suitable. So if you think about the materials that you might use at school, things may be like timbers. So softwood, hardwood, different manufactured boards, polymers such as acrylic, a high impact polystyrene. Some of those are quite bulky. Some of those would be maybe brittle, not suitable at all, be very difficult to make the products I have in mind to go on the residual arm of a para-triathlete to hold a cup and yet to think of making it out of pine and MDF. So what I've got to do now is think about which materials are at my disposal to design and develop to make my product. I've got one here, which is a smart material and this one is called polymorph. I've got some thermochromic paper and you can see on there that if you look closely just by my thumb that it actually changed colour as I touched it. So the paper was black and then depended on the heat from my hand that changed the colour. I've got a piece of kevlar and kevlar is a material which is made up for stab-proof vests and they also use it in protective clothing that fire brigade wear. It's really tough, it's heat resistant and the fantastic modern technical textile. And then the last one, one of my favourite materials is carbon fibre. This is used in a lot of sports equipment and top end sports cars, it's strong and lightweight. So to recap quickly, the first one was polymorph This is a polymer, it's a plastic and it looks white in my hand but if you heat it up, it will become clear and soft. At 62 degrees you can shape it whichever shape you want and then as it cools it would return to being white and hard. You can cut it, file it, sand it, join it to other parts. It's a great product so a great material to use to make ergonomic products which fit the form of a hand. We've got the thermochromic color-changing material, kevlar and then the carbon fibre. So they're the ones that I'm going to have a look at and see if I could use any of those new and exciting materials to develop the product. Look my materials, we have polymorph, thermochromic material, kevlar and carbon fibre. Polymorph, thermochromic film, kevlar fibre and carbon fibre. So now we've got our first task. I'd like you to pause the video, read the contents of this slide so you know what to do. Basically, you got to try to find some examples of products that are made of the materials that I've shown. I'd like to investigate how these materials have been used to manufacture some products. By doing this, you will make a connection between the material property and the material use. So you can go back a slide, look at the materials that I've chosen and see what you think of them and what things have been made from them, so that you understand a little more about them. So pause the video, investigate the use of those materials and then we'll carry on. So here's my example of the task which I just set. I've got my four materials, polymorph, thermochromic film, kevlar and carbon fibre. You know that kevlar can be used for fire brigade clothing, is heatproof, really hard-wearing. Carbon fibre can be used for top-end sports cars and sports equipment. It's a strong and lightweight. Thermochromic film can be used for foreheads thermometers and thermometers on the fish tanks. And polymorph is a difficult material to find a use for. But what I tend to use it for is developing forms that you could use in the hand that are ergonomic. So if I was working with students at school and I was wanting to develop a ergonomic grip on the handlebars of a bike. I would get some polymorph heat it up, mould it around the handle bars at the bike. Then squeeze it with my hand, let it cool down and I'd end up then with a perfectly formed ergonomic shape that would fit my hand specifically when riding a bike. I believe also it can be sprayed onto the paint work of cars, just to give the paint work a protective finish. So there's lots of uses for these different materials. I hope you found some good ones as well. I've got now a couple of questions, which material is used because it is lightweight yet strong? Do you think it's polymorph or carbon fibre? Make your selection, commit to your choice and I'll show you the answer. It's carbon fibre. So if we're wanting something which is lightweight and strong, you're think that things like formula one cars or top-end sports cars. They're often made from carbon fibre because they are really light and incredibly strong for their weight. Next one, which material can be shaped when heated? You think it's kevlar or polymorph? So make your choice, commit to your response and here's the answer and is polymorph. Some moments ago I explained that you could change the shape of polymorph by heating it in water to around 62 degrees and then you can change the shape. Which materials are not considered smart? So kevlar and carbon fibre or polymorph and thermochromic pigments. So which ones of those are not smart materials? Make your choice, stick with it and I'll show you the answer. So it's kevlar and carbon fibre. They will not change their appearance or state depending on the environment they're in. Wherelse polymorph that will go from being hard white plastic to a clear multiple plastic to then back to hard and white depending on the temperature and thermochromic pigment they change colour normally from black to a different colour and then back to black, depending on the temperature. The other two materials kevlar and carbon fibre they don't change form. They're just technical textiles which are superb for making particular products. Now I'd like you to pause the video for this task. Can you develop your idea and label it with the materials that you would use? So I've got an example that follows this slide, but now you know a little bit more about some new materials you might decide that these are good choices for the product that you've come up with. If these products aren't suitable for applying to the learning that you've picked up and think well, I can now design my product and use a smart material or one of the technical textiles. You might have investigated a suitable material that you could use instead. So whichever materials you pick make sure you've investigated them thoroughly and then you can apply that to your annotated sketches. So all you've got to do now you'll work out which materials that you think would be suitable for making your products with. So pause the video, have a good think and maybe recap over a few of my previous slides. So you clear on the materials that I picked. Here's my example, so I've got in the middle a developed picture that I've done from, I started off making a model, I've drawn over the model and by now I've got the form just right. I've got a picture of a coffee cup. So you know that the coffee cup can fit into the form, which is left. I've decided to incorporate thermochromic film so that the prosthetic arm could actually change colour, so that the user would know if the drink that's been held is too hot or it's getting too cold. I've decided to use carbon fibre as the material because I can make sure the wall thickness is thin, lightweight and not cumbersome. So that's my annotated design with the material choices that I've decided upon. I hope you really enjoyed the lesson, I hope it's been great for developing a product as complicated as this. When selecting some really new and exciting materials. So now we've got towards the end of the lesson it's time to review some of the key words which we began with. The first one is a smart material. So you know that these reacts to changes in their environment, such as the polymorph and the thermochromic pig. The next was a composite material. An example of a composite material would be a carbon fibre. We've got the carbon matting which is just like a piece of cloth and that's been mixed with a resin, normally polyester resin and that's like a glue which will set the carbon fibre matting together. So we end up with one material which has got a good compressive strength and one which has got good tensile strength and when you combine those two to make a composite material you end up with a material which is superior in property than just one of the materials on their own. The next term was a laminated material. So if you could see from the photograph of my carbon fibre, it looked like one single piece of cloth. That wouldn't be enough to make the wall thickness of my arm for the prosthetic cup holder or for the body of a formula one car. So you need to laminate together the different layers of carbon fibre. So as soon as you get some materials and you layer them up, that becomes a laminate. So we've now got smart material, composite material and laminated material and there are layers. Okay, so I hope you've learned loads this lesson. It's been fantastic to work through this lesson with you and try to incorporate some really new and exciting materials into the lesson that we've done. All right, thank you very much.

In this lesson, we will consider different ways to present and 'pitch' your idea to a client.

Can you plan a presentation of your work and justify your design decisions?

﻿Hello, I'm Mr. Donnelly, I'm one of the design and technology teachers for Oak Academy. This lesson is going to be fantastic. It should be seen as a celebration for all the work you've done from lesson one through to five for this unit. If you've ever seen the TV programme Dragons' Den, it's going to be a bit like that where you produce a board of information. And, if you want to, you can produce the board to show to someone almost like a sales pitch for your idea. If a designer has been asked to solve a problem sometimes they have to pitch their idea to people that have employed them to solve the problem in the first place. Designers often need backing and financial help, and to be able to pitch an idea is a great skill. So, gather the work that you've done from lesson one to five, have it by your computer and I'll tell you what to do with it in a few minutes, thank you. So, in this lesson, there are three things that we're going to do. The first thing is we're going to recap on what we've learned during the unit. So if you saw the introduction, you'll know there are five lessons that you should've done before this one, we'll recap on all that you learned from lesson one through to five, and this lesson is about putting it all together to produce a pitch that a designer might make. As well as doing that, we're going to present our work so that others can see it, but I'll give you some examples during the lesson. And then once we've got that example, I will go through some of the things to include when you pitch your idea, so that makes it clear for others to follow. If you've been doing all of my lessons, you'll know for every one of them, there are two things that we need. One of them is plain paper, and the other is something to draw and write with. And I'd recommend a pencil as a minimum. To take part in this lesson, there's always going to be some keywords and terminology. And if we go through those now, you'll find it easy to understand what it is that I mean. So, the first term is a design pitch. Now, you might've seen Dragons' Den, as I mentioned before, and on Dragons' Den someone will pitch an idea, and when you pitch something you're normally wanting backing from the people that are watching. So, this is when you share your idea with an audience to convince them that your presentation has got value. Client is the next word, this is the person, or the customer, or company that a designer would work for when producing things for a project. So, the client is the person that employs the designer. And a designer will produce work for them. And, often, will have to pitch their work as they go through the development of the project. And then, the last is collaboration. You might've heard this word and it means that when people work together. Now, a designer might have some creative ideas but maybe not all the knowledge for all the parts of a project. And collaboration is really important in design and engineering is all about teamwork, pulling together and making the best of everybody's skills. So, to be a good designer you got to be able to work as part of a team, understand that you're working for a client. And, quite often, you have to pitch your idea. So, to set the scene for where we're up to part of my design learning journey is shown on this slide. This is probably the page, which shows the development the most. In the middle, as a recap, you can see one of my drawings from a previous lesson, and I use the acronym a method called, SCAMPER to make sure that I was forced to develop that drawing to make it look different. So, I might've considered substituting a part, combining, adapting and modifying, put part of it to another use, eliminate and reverse. So, if you could use a couple of those words in the future it will force you also, just like I did, to develop my work. So, that's part of my journey. And some of these drawings could be included on a presentation board just to explain the people that I'm pitching to that this is how it's all started. Some of the key development, during this work, was I decided to add a roller ball to the base of the cup holder, and to remove some material just to make it lighter in weight and less bulky. My final example is shown here. So, to get that drawing done perfectly it was quite a tricky thing to draw, I actually took a photograph of my arm holding a cup, traced over it, and then adapted the drawing, and then photocopied it to scan it into this image. So, I do that quite a lot if it's something that's difficult to draw, take photos of things I've made and then trace over them. I decided to use carbon fibre to keep it lightweight and not bulky. Thermochromic film, to make sure that the power triathlete using the product would be able to tell if the thing that they were holding was hot or cold. And, of course, the cup holder, so that a cup could be held and the bit that their forearm slides into you can see it's got some flex and adjustability so that it's comfortable to use. What a journey it's been, I think if you followed me through from lesson one to five you will have learned so much, so well done if you've stuck with it. And if already you're thinking, "Actually, I missed a lesson out, "and something might be really important." Don't worry, go back, do that lesson, and you'll be able to include the learning from that in the summary of this lesson. So, let's have a quick recap. When you think back to what you've done and what you've learned, you should know that in lesson one we worked on developing a specification. Lesson two, we focused on two key terms, ergonomics and anthropometrics. So to recap, ergonomics is making something, so that it's fully optimised for human use. And anthropometrics is making sure that human sizes have been taken into account in the design of the product. Lesson three, we focused on function and form. Lesson four, we prioritised some design decisions. Quite often designers have to make really difficult decisions. And that's what lesson four was all about. Lesson five, we considered different materials that we could use to make the product that we've designed. And we're at the point now where we need to share what we've learned, and what we've produced to somebody else. It's time now to celebrate our work. Ideally, you'll have all the work that you've produced and designers would do exactly the same, where they gather examples of key parts along the learning journey, and that would be shared with others. So, you have to excuse that I've just disappeared for a few minutes, and I'm going to show you some examples of pitches that people have put together. So, this is a design board and, on here, you could either have your photograph at the top left-hand side, or it could be a photograph of something that describes the problem. There is a name of the product, a logo, some information about what the pupil has done. So, this is all students work that I've worked with, in the past, and I thought I'd share that with you now. There's some information that sets the context and then there are some little drawings that lead up to what the final then developed product is. I've got another one, this one is all about an air humidifier. So, there's a little logo, a photograph where you can either put a picture of yourself. There's something about sleeping well, and how a humidifier could help. And it's been designed in quite a cute little way to look a bit like a panda, or a small animal. We got another one here, which is really nicely presented, fantastic 3D drawings and, again, we could go and have a logo, a photograph of either yourself or the situation, and then really nice development drawings just so that you can talk about that. And it's better than using PowerPoint, I feel. Quite often people will use PowerPoint which could be great, but to have a design board I think it's far more engaging and it's easier for a designer to talk about the content of a single slide rather than to read from the PowerPoint. Right, I'm back, so this slide should help you be guided on what to include on your board. So, you will have seen this design board on one of the previous slides, and I thought I'd highlight some of the key points. You need a name for your product. So, most things that you own will have a name, and you need to think of one for the thing that you've designed. You might have either your photo, or it could be a photograph of the design situation, or problem that you've solved. Company logos are always quite fun to design, and really important to include because brand identity is something that customers relate to. We've got some sketch work leading up to a really good 3D drawing, which helps communicate the idea. We got information just about how you've solved the problem. So, it's a short story about what you did, maybe how you collaborated and what you actually found out. And then, lastly, some information that sets the scene, or the context to which the problem's related to. So, you gather all your work together, work out what you've learned along the way, and you can start to piece together your own design board. This is the main task for the video. So, you've seen some examples, you've probably got a great idea what to show and you can put together one design board now to show to other people, you can either use a large piece of card and put your work actually on there. So, cut it out and stick it on. You could produce it digitally. Or you might just use a selection of papers and hold them up to talk about those as you go through. So, how you present your findings is entirely up to you. But I think it's really important that you gather all your work together, and it's celebrated because I think you've learned so much in the last five lessons. This is one opportunity to put it all together and think, "Well, this is what we've done." So, I hope you've enjoyed it. Pause the video now, read through this slide. And then you can get cracking on your design board. Now, that you've finished your design board, I think it's really important that we go back and remember some of the keywords that I mentioned at the start. So, the first one is design pitch. I hope your board is in a position now to actually use it to explain to someone what you've learned and how you've solved the problem. A client, you can actually pretend that the person you're presenting to is the client. And you could get some questions from them at the end of your little presentation or design pitch. But the client is normally the person that would employ a designer, or it's the person that a designer is designing things for. So, it could be a bit like a customer. And collaboration, I think this is so important for designers because they can't know everything. They always have to tap into the information and knowledge that others have and to be able to work with other people and be part of the team. That's crucial to being a successful designer. So, if you can be a part of a team, understand that you quite often have to work for people and follow and be guided by their specifications and pitch an idea at the end you might have what it takes to be a fantastic designer. And I hope one day I get to know that you've designed something based upon the work that you've done with this lesson. Thank you very much, I really hope you've enjoyed it. And if you could share some of your design work you could maybe ask a parent or carer to take a photo and put it on Twitter. And the information for that is on the next slide, thank you

Unit Overview: Para-triathlete design challenge

Lessons: