design technology and food science and nutrition work... · • tie your hair up or wear hair net...

Design Technology and Food Science and Nutrition

• To learn about the course content of Design,

Technology and Food Science and Nutrition

• To introduce your teachers and the format of the

lessons

• To make sure that you have the skills required to

complete the year 7 course

Learning objectives

Identify design context

Innovation through iterative design

What is ‘good design’?

• What is the difference between a good design and

design for good?

Introduction to Technology and Food



Starter

• If you could put anything in the Design Museum,

what would it be?

• What object do you rely on the most?

• What object could represent your identity?

• What object symbolises where you are from?

• Of the objects you own, which is the most practical?

• What object do you find most beautiful?




Sometimes less is more

• Consider the design of the humble paperclip

• The design of the paperclip is the same

as it was when it was invented in the 1870s

• It’s functional and easy to use and reuse

• A simple design made from a single material

so it’s easy to manufacture and recycle

• It’s cheap, lightweight and portable and

doesn’t damage the paper it holds




Subject Specialists

Mrs Blakeley – Faculty Leader of Technology

Mrs Williams – Area Leader

Mrs Burton

Mrs Williams

Mrs Marshall

Mr Littlewood – Technician

Mrs Walsh


https://phgs.fireflycloud.net/design-technology-and-innovation/meet-your-teachers-

in-technology

https://phgs.fireflycloud.net/design-technology-and-innovation/meet-your-teachers-in-technology



You will follow the

carousel every

year in KS3,

building upon your

knowledge in each

subject area

Food Science

and Nutrition

Fashion and

Textiles

Design and Technology

What lessons will I be studying?




Your Technology Work Book

1. Fill in your full name

2. Fill in your group

3. Write in the teacher that you will

have for Food, Technology and

Fashion

4. This book will stay in school and

be used to help your teacher

determine your grades, make

sure that you do your best work

and keep it neat and tidy.



Keeping safe in the workshop


What kind of things must we do to be

safe?Using the pictures in your booklet

devise a set of rules to keep students

safe



Home learning

Create a bold poster which

highlights one of the safety rules

for the DT department that you

have identified.

Print/draw your poster and stick

onto this page.

Fill in the summary box with 2

key points that YOU will

remember to make sure you are

safe in Technology this year.



How can we make food that is safe to eat? Watch the video

and write down

the definitions in

your booklet




Identify the hazards in your workbook




Complete the assessment in your work book




Starter activity: recap

Complete the assessment

question in your booklet with

the information you can

remember on food hygiene.

5 marks = 5 points



Check your answer

• Clean your hands

• Tie your hair up or wear hair net

• Make sure you do not cross contaminate – different

chopping boards for raw food

• Make sure you cook food thoroughly to 75C

• Make sure you chill foods which need to go in the

fridge to 5C freezer to -18C

• Make sure you clean all utensils and worktops

before practical and at the end of your lesson


Innovation through iterative designIntroduction to Technology and Food

It is in

your

planner!



Measuring and Weighing

Being able to accurately weigh and measure is one of

the basic skills in Technology and Food.

Why is it important to be accurate when weighing and

measuring?




Measuring and WeighingMeasure and weigh the materials in that you teacher

has set up for you.

Complete your work book. Watch the teacher's

demonstration. Make sure that you record down how to

do this accurately in the observation column and write

the measurement that you find.




Recap

• Name a health and safety rule for this room

• What are the 4C’s

• Give the definition for one of 4

• What is a product analysis



Research and Investigation

• Effective research

skills are really

important in

Technology, we

often use them at

the start of the

project to get

information.

Where do you think you could find reliable sources of

research?




Feedback

• Read your teachers feedback and

redraft your answer in green pen



Product analysis

• A product analysis takes a detailed look at the

design and features of an existing product

• What can research into existing products tell you?

• How could this help identify the users’ needs and wants?




Pull it apart

• When analysing products there

are lots of design features

to consider

• The following terms can be

especially helpful

• Form

• Function

• Accessibility

• The more you can get to see

and test, the richer the analysis




Form

• Form focuses on the way a product looks

• Shape

• Colour

• Texture

• Materials and components

• Pattern

• Structure

• Stability




Function

• What does the product do? What is its purpose?

• Does it have more than one function?

• Does it have a unique selling point (USP)?

• How well does it work?




Accessibility

• Is the product easy to use? Who is it designed for?

• Consider the ergonomic features

of the product?

• Why do products have

adjustable features?

• Why would you design

a product to be difficult

for some people to use?




Complete the analysis in your

work book

Analysing a Product



Product redesign

• How would the needs and wants of the user change

with age?

• How would you redesign a product to suit the needs

of a different age group?




We can always learn and

improve on our work

Complete the final

evaluation on your project

design technology and food science and nutrition work... · • tie your hair up or wear hair net...

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