Supporting Learning Environment Level 5

To support students to undertake outcome development and evaluation at level five teachers could:

• ensure that there is a brief with attributes against which the outcome communicated by the conceptual design can be evaluated, and that there is a more developed brief with clear specifications against which a developed outcome can be evaluated
• establish an environment that supports student innovation and encourages analysis of existing outcomes
• provide opportunities to develop drawing and modelling skills to communicate and explore design ideas. Emphasis should be on progressing 2D and 3D drawing skills and increasing the range and complexity of functional modelling
• provide a range of materials/components and support students to develop the necessary knowledge and skills to evaluate and use them
• guide students to evaluate outcomes in situ against brief specifications.

Generate design ideas that are informed by research and analysis of existing outcomes

Analyse past students practice used in developing design ideas including their use of functional modelling.

Use portfolios of previous students practice and/or Case Studies off the Techlink website. Focus analysis on how technological modelling was used to test the potential feasibility (fitness for purpose) of design ideas.

Suggest additional design features and the attributes to extend an existing outcomes

Insist that the additional design features and their attributes need to be informed by and enhance already existing attributes that the outcome possesses.

Enhance student’s visual communication techniques.

Teach students skills and techniques in visually communicating their design ideas using such things as:

• Rapid viz techniques
• Photoshop
• Google sketchup
• Crocodile clips
• Inspiration

Undertake functional modelling to develop design ideas into a conceptual design that addresses the specifications

Analyse past students practice used in developing technological outcomes.

Use portfolios of previous students practice and/or Case Studies off the Techlink website
Focus analysis on the functional modelling that took place to test the potential fitness for purpose of design ideas.

Develop students functional modelling techniques to:

• test design ideas
• communicate conceptual designs

Have them identify the advantages and limitation of each technique.

Look at models, mockups, testing and trialling techniques that allow the communication and testing of design ideas and conceptual designs

• physical models – construction and testing techniques
• virtual models (use of 3D modelling programmes)

Enhance student skills in communicating design ideas and conceptual designs.

Focus on introducing to students new skills and/or modes for communicating design ideas and conceptual designs including the use of:

• CAD programmes
• Freehand and instrumental drawing3D and 2D models
• Verbal explanations
• Video

Evaluate suitability of materials/components, based on their performance properties, to select those appropriate for use in the production of a feasible outcome

Analyse Case Studies of others practice to identify how they have justified materials/components as being suitable for use in their technological outcome(s).

Focus analysis on the research and testing that was undertaken to determine material/component suitability.

Develop an attribute profile for the materials used in an existing product that is familiar to students e.g. chairs around the school

Match material specifications to the specifications needed for the product to be fit for purpose. See:

www.designmuseum.org

www.si.edu/

www.designcouncil.org.uk/

Have a practicing technologist explain how they determine the suitability of a material(s) for a specific function within a technological outcome.

www.powerhousemuseum.com/
designersatwork/

Produce and trial a prototype of the outcome

Explore a variety of tools that can support the development and trialling of a prototype.

Explore tools such as:

• 3D modelling programmes – auto desk, pro desktop/pro engineer, sketchup
• 2D, 3D – hard materials, cardboard
• Video – capturing trial results/outcome
• Photoshop and/or In-Design Illustrator – these programmes can enable the prototype to be shown virtually in its intended social and physical environment.

Students analysis and compare existing products related to their concept design

Technology student website – product comparisons

Analyse others practice to determine the nature of the overall practice they applied, and the technological modelling tools and techniques they used to test their prototype.

Use exemplars of previous students work and/or Case Studies off the Techlink website.

Supporting students with specialist knowledge and experience in constructing/manufacturing processes to realise a prototype.

Trialling a prototype to demonstrate its potential to address the brief.

Test the performance of the prototype in situ against the brief specifications to determine its fitness for purpose.

Evaluate the fitness for purpose of the final outcome against the specifications.

Analyse case studies of others practice to identify the tools and strategies they used to justify their outcome(s) as fit for purpose.

Use exemplars of previous students work and/or Case Studies off the Techlink website and/or the work of a practicing technologist

Dragons Den presentation.

Students present their prototype and justifications as to why it is fit for purpose – others evaluate if the justifications provided are convincing or not

Student present their prototypes and findings from trialling using written evaluations, powerpoint and/or a video presentation

Presentation of prototype to an audience for evaluative feedback.