KS3 Product Design Year 8

Big Question / Unit title:

Clock Design

Number of Hours:

Approx. 21 hours

Sequence of learning: Scaffolding learning:

(for each component, for example for SEND pupils)

Deepening learning: (for each component)

Component 1: Analysis of brief/ task

and existing products

Students are given design brief.

Task analysis: Students work through

task analysis - what are they expected to

do this rotation?

Students will be

▪ Analysing the brief

▪ Analysing an existing product,

▪ Completing research,

▪ Writing their own specification,

▪ Creating and then developing

designs,

▪ Using tools safely and accurately

▪ Making working product,

▪ Evaluating.

Analysing existing products:

Students to have a clock between two or

in small groups; complete worksheet

Discuss then explain different ways of analysing – what

do you like or dislike about product?

SWOT: Strength/ weakness/ opportunity/ threat

ACCESS FMM points explained

Aesthetics

▪ What would you like your product to look like?

▪ Shape/colour of plastic/ style/ good quality?

▪ Art Deco you will need to research into this.

Cost:

▪ How much would it cost to make/ how much

would you sell the product for?

▪ An apprentice hourly rate is £3.70, the wood and

plastic used will cost around £2.00 per clock. You

will make the clock for a maximum of 6 hours.

Customer:

▪ Who is the customer?

▪ Why does the product appeal to them?

▪ Who is the product aimed at?

▪ Gender (male/female/unisex?)

▪ Age range

writing in full sentences about the

product. Analyse different clocks

ACCESS FM (aesthetics, cost, customer,

environment, size, safety function and

materials)

Students for the first component need to

analyse the brief and then an existing

product using ACCESS FMM - Answers

will depend on the individual clock that

students have (see breakdown of

questions)

Students to share feedback to questions

as a class.

▪ Someone interested in.

Environment:

▪ What will the impact on the environment be?

▪ Refer to material properties.

▪ How will the product affect the environment

when being made/ in use and after use- can the

product be recycled?

Size:

▪ 150x150 clock face with dowel to support on

▪ 150x150 base.

▪ How big is the product and why?

▪ Easy to use/handle?

Safety:

▪ How will you work safely?

▪ How will you make sure the product is safe to

use?

Function:

▪ What is the purpose of the product?

▪ Does it have an additional function?

▪ Does the product have any safety risks? Sharp

edges

▪ Is it appropriate for the age range designed for?

Material:

▪ What materials will you use?

▪ Plastic (acrylic which is thermo plastic) soft wood

& plywood

▪ Why is it made of this material?

Manufacture:

▪ What tools will you use?

▪ How will you use them/ learn how to use them?

▪ Could it be mass produced?

Further question to whole class – how does this met the needs of the design brief? Look at another clock and write down similarities and differences Homework for all students: Create a mood board or collect images/ Research what is ART DECO:

Use sentence starters to help students scaffolding

answers & support SEND.

Self-assessment- have you been able to understand what is expected in this module of work? Have you analysed a clock using ACCESS FMM points?

EBI / WWW Component 2: Questionnaire/

results analysis

Students to write their own

questionnaire using closed questions and

then analyse the results.

Primary research:

▪ Involves the gathering of fresh

data.

▪ first-hand accounts of a topic

Secondary research:

▪ Published research, newspaper

articles, and other media are

typical examples of this

Differences between open and closed

questions:

Discuss research – are there different ways of doing this?

- Online research what is already available

- Mood boards

- Interviews

- Questionnaires

- Customer surveys

Compare primary and secondary research for validity.

Explain questionnaire needs – closed questions with

options

Share an example of closed questions and how this

would be good to create graphs from. Further examples

are in work booklet

When students have ten questions students to ask peers

within the class and record information.

Demonstrate how to make bar or pie graph (bar chart for

lower ability- higher level students to attempt pie chart

with compass protractor and correct angles)

Students to consider the validity of the

questionnaire results.

Ask students if they have seen adverts – for

example for hair products and it claims that

95% of people surveyed like their product /

gives them shiny hair etc… how could this be

data be manipulated?

By only asking people who are already using

the product (brand loyalty) if they liked the

product and not asking the people who did

not pick it up in store.

Students to write sentences, or bullet

point showing what they have found

before moving onto their specification

Sentence starters to support lower level students ‘the

results of this question show me that ……. People want

my clock to be ……….’

Common problems/ Likely misconceptions:

▪ Students may not include boxes/ spaces to gather

information

▪ Students may not give options and may get

confused between open and closed questions.

Peer assessment – students to mark each other’s work Are there:

▪ 10 relevant closed questions with answers as options? ▪ Graphs to show results?

▪ Sentence/ bullet point to reflect findings

Component 3: Specification

Use ACCESS FM points as above.

Use research to lead into specification

points, if research shows most people

would prefer the clock to have 4 bases

that are different sizes this is how it

should look – in the aesthetics section.

Do it now page 34 work booklet

Page 12 knowledge organiser support

Questions in workbook to support students answering

Sentence starters (to be added)

Students to write in bullet points if writing is a problem/

Teacher to scribe if needed

When questioned to be able to explain

choices in specification – these should relate

directly to research

Teacher assessment – has student used ACCESS FMM?

Do their points come from their research analysis? Is what they hope to design and make feasible?

Component 4: Designing

What is designing? How can you do this

effectively? Developing design ideas and

analysing against specification

▪ Designing is drawings that have

been labelled to explain idea/

material that the product will be

made from/ how product would

be made.

▪ Annotation is the labelling that is

normally detailed to explain the

ideas (x3 labels per design!)

▪ There should be a variety of

different designs to get the

highest grades

▪ Designs should be annotated

against the specification

▪ Prototypes should be developed

by hand and then using the

computer

Students should be designing stand up

clocks in the style of Art Deco.

They should have 4 different designs

then use the SCAMPER page in their

work booklets to develop their design.

▪ Show different drawing styles – sketchy/ 2d

drawing/ 3d drawing

▪ Demonstrate how to design

▪ Students to use their mood board to help them

come up with ideas

▪ If any students do not have homework – Art deco

give out examples/ pictures to support students

▪ Show the clocks again that were analysed in

lesson 1

▪ Allow 2d drawing if needed flat showing clock

face and base separately

▪ Give template of 3d base and clock face for

students to draw onto

Common problems/ Likely misconceptions:

Students should have four different designs, then a final design concept. Explain to students that even if they love their first design they must create several different designs to show the differences and to develop – this will get a much higher grade! Students to understand how to create a net – this often does wrong which is why they are starting on paper, then card before plastic.

Students use SCAMPER to develop

Teacher to mark EBI and WWW; are there 5 different designs/ have they labelled/ where phone would go/ how it would stand up/ labelled all

designs to explain all ideas.

Teacher to photograph paper model and give this to students glue into booklet and to annotate what has gone well, how has their model

improved since their final design, how could they improve further.

Component 5: 2d design clock face

*Computer room needed*

When making the product students draw

on their existing knowledge of 2d design

to design their clock face, they combine

homework – researching the design

movement Art Deco and design their

clock face.

Make sure that students are working on

a template size of 150x150mm so that

all clocks are no bigger than the plywood

back section.

Either check this at

the bottom of 2d page using reel, or the

measuring tool

▪ Students to use knowledge organiser to help

them remember how to use 2d design

▪ Teacher to do demonstration of different pictures

being vectorised – to show students that the

more detailed the picture colour wise the worse it

looks in 2d design

▪ Guide students to where 150x150 squared

template is for students to work on

▪ Double check students work has no fill – it will

take too long on the laser cutter

▪ Demonstrate how to ungroup (explode) – always

start with the simple option first then repeat

advancing the options

Students to be lead learners if doing really

well.

Students should use the line tool to ensure

that the numbers match up

The design should look something like this:

Common problems/ Likely misconceptions:

Measuring on 2d design – students are likely to go wrong

with this.

Students may have the wrong colour used (red/blue)

they will need to evaluate this from their card modelling

and correct on their final piece made of plastic.

Teacher marking purple paper: ▪ Has student stuck to the 150x150 template?

▪ Is design vectorised? ▪ Are there numbers?

▪ Is the centre hole the correct size? ▪ How much assistance has student needed?

▪ Does the design have no fill applied?

Component 6: Wooden base &

completion

✓ Drawing wooden base/

sawing/filing/sanding

✓ Sawing plywood back support for

clock face

✓ Drilling

Teacher to go through Health and Safety in detail for all tools before students use anything. Students should sign sheet to say that they understand how to use each tool before using it.

▪ Lead learners to support ▪ Working buddy is any students are struggling ▪ Stop students to clear up misconceptions or to

reshow the students how to do a certain skill/ use a tool

Some students to work as lead learners to

support others. If any students are

struggling rearrange practical table

groupings to allow higher level students to

support less confident

✓ Attaching hands and completion

Expectations – key rules of the

classroom

When doing practical do not use

anything without watching a

demonstration on how to use it safety.

You will then sign to say that you

understand how to use it safely; if you

do not understand do not sign, ask

questions and check understanding first!

General rules:

• Count out and count in tools with

your teacher

• Wear an apron to protect your

clothing

• Work must be clamped in vice

before sawing / filing

• Long hair must be tied up

• Keep fingers away from blades

You won’t use the belt sander or pillar

drill this year but when you do next year

you must wear googles.

Always remember, FAIR:

• Friends - share best practice and

help each other,

• Ask Teacher or Lead learner if

you are unsure of anything,

• If you see anyone being silly

share with your Teacher

Students to cut paper out 150x150 and draw shape onto

this. Cut the shape out and then either draw around the

paper template or stick it onto the wood.

Base should initially be the 150x150 soft wood depth of

15mm

Students to build up base using scrap pieces of MDF/

Plywood making different shapes to create challenge

Find the middle by using ruler diagonally across square,

drill half way through wood depth (drill size 8mm) work

should be clamped to the table with scrap wood

underneath.

Students use a variety of hand tools to create their clock

base accurately and safely. Tenon saw if sawing straight

lines/ Copping saw if sawing curves.

Students to create their main base (150x150) and then

create smaller bases using scrap materials (as above)

When the clock face is laser cut students then use

further plywood as a back plate, draw around the plastic

Develop base shapes – students can use as

many bits of scrap wood as they want to

(minimum 3- maximum 6) they can develop

their work by using dowel if they chose to as

pictures below show

• Report any breakages / issues

straight away,

Practical: How to accurately and safely

use:

Table vice

• Don’t play with the tightening

section, risk of blood blisters.

• Lefty loosy, righty tighty (to

tighten or loosen vice)

• These are on the tables your

work must be inside before

sawing or filing,

• Your wood or plastic should be

low to the vice this will reduce

vibrations and therefore prevent

more breakages.

Copping saw

• Used for sawing in straight lines

or curves,

• Mostly used when sawing wood

or plastic,

• When sawing always start by two

or three backwards strokes to get

the indent,

• Use the whole blade so that all

the teeth are being worked, this

lengthens the blades lifespan,

• When sawing saw slowly, if you

go too quickly the blade could

break or/and the plastic will melt

clock face and saw the plywood to match. When

completed attach with double sided tape.

Speak to students are quality control and attention to

detail – by this point students should mostly be accurate

(and should ensure that their work does not look like

this- above!)

Teacher or lead learner to drill into plywood clock face

(while clock face is in table vice) under the number 6, or

where this would be (drill size 3mm)

Secure the clock face and back plate together before

drilling into the base and the back plate securing these

with some dowel.

Add hands to the clock – demo this.

Knowledge organiser in booklet to support making

around the blade, this is the

same for drilling – go slow,

• Make sure that the blade is in a

straight line and that the teeth

face you,

When turning corners:

turn the saw slowly while still sawing

slowly – if you saw twist it quickly the

blade will break

If taking the blade out of the plastic

keep the saw moving slowly and reverse

the saw out- if you pull it out too quickly

the saw blade will break

Hand file

• Can be used on wood, plastic or

metal.

• Comes in different shapes,

standard (flat), half round, three

sided (triangle), four sided

(square).

• There are two main ways of

using the hand file – cross filing

and draw filing.

Common problems/ Likely misconceptions:

Blades on the copping saws will break. To avoid this, see

points on the knowledge organiser;

Turn the saw slowly while still sawing slowly – if you saw

twist it quickly the blade will break

If taking the blade out of the plastic keep the saw

moving slowly and reverse the saw out- if you pull it out

too quickly the saw blade will break.

Teacher/ Student/ Peer marking weekly pictures to be taken after every lesson to show progress of clock

Component 7: Evaluating against

specification

Testing against specification using

ACCESS FM points

Review example work – WWW/ EBI

To evaluate in more detail use ACCESS FMM points peer

to review

Students to share what they have learnt and

how they could use these skills in their next

rotation

▪ Analysed each specification point?

▪ Written in sentences? ▪ Explained any changes in

design/ problems that have been overcame

▪ How could the work be

improved if it was redone?

▪ Students to redesign

explaining how their work

could be improved if they

redid it

ShowMyHomework quiz –questions on materials and their properties (Still to do) Students to be told their percentage out of the quiz and to write

this in their books

Knowledge &

vocabulary:

Substantive knowledge (core in BOLD)

▪ Material properties ▪ Design process ▪ 2d design skills ▪ How to write analysis/ specification/ evaluate using ACCESS FMM ▪ How to use hand tools effectively (safely accurately) Disciplinary knowledge

▪ How to make a mood board ▪ Design Process understanding (it is not always linear) Vocabulary

▪ Thermoset / Thermo plastic ▪ Aesthetics ▪ Specification ▪ CAD & CAM

Subject methods and resources

- Work booklet - Knowledge organisers - Existing clocks to analyse - Teachers demonstrations’ - Wood 15mm depth (150x150) for base - Scrap wood for base development - Computer room access for the clock face design - 150x150mm squared acrylic various colours - 150x150mm squared plywood for back of clock face support - Wax crayon – to add detail to clock face - Clock mechanisms - Hand tools – coping saw/ Tenon saw/ hand files/ drills x3 (check sizes), double sided tape/ dowel/ hand drill / glass paper variety of grains

Prior Knowledge

- To be able to log into the computer - 2D design experience in year 7 would be an advantage - Use PowerPoint and Google images - Using scissors - Basic health and safety from year 7 would be an advantage as students are using further tools, however all training will be provided...