Monday, 20 April 2015

Design Cycle

                                                                              Design Cycle

Investigate

Develop the design brief –

Design ideasPlaces around the world, globes, different countries around the world, Years 5/6.

Formulate a design brief

The purpose of this design is to gain children’s knowledge on global warming and what the globe looks like at the moment. The size of the globe will be an averaged size balloon blown up. This design will only cost around $10-$20. The targeted age group for this design will be at years 5 to 6. It will take approximately 3 lessons to finish this activity based on whether children are attentive or not.

Plan

Design a product or solution - Years 5-6 will create a paper mache globe. They will begin by bringing in newspapers from home and in spare time cut up the paper into strips ready to use. In class students will watch videos and learn about global warming over a few weeks first. This design task will lead on from the global warming unit in the classroom. This design task will take place in art lessons or in any free/spare time during the day. It should only take a maximum of 3 lessons to complete. It may take longer for children if they are away or struggle to work on their own. Teachers will guide students and help them along the way.

Create

Appropriate techniques and equipment, follow the plan and create! (over 3 lessons)

-          Send home a note to parents to gather newspapers and bring them to class either in strips on as a whole.

-          Teacher to show a video on how to begin making paper mache and the steps that they will go through.

-          Blow up balloons for children to a suitable size, ensure all students have a balloon.

-          Try and have strips already ripped up for and easy start. Make sure there is enough newspaper for all students.

-          Make sure the glue and water is already made up. Enough for each group of children to share.

-          Ensure all children are putting the correct amount of paper onto the balloon.

-          Help children when necessary; if possible get a teacher aide or a parent helper.

-          Display a model already completed up front of the classroom so children can copy.

-          Once children begin to finish ensure they leave a gap at the bottom of the balloon so the balloon can be removed.

-          Paint balloon blue all over and dry.

-          Once dry pop balloon and pull it out.

-          Colour in the different countries and cut each one out.

-          As a class place each country in the correct place following the teachers’ instructions.
     
 
 


 

 

 

 

 

 

 

 

 

 

Wordle



31/3/14

Definitions

Accessibility - Accessibility also refers to the quality of being available when needed. You like the accessibility of the company's customer service because you don't have to wait endlessly on hold in hopes of reaching a human being.

App - a self-contained program or piece of software designed to fulfil a particular purpose; an application, especially as downloaded by a user to a mobile device.

 

Characteristics – a feature or quality belonging typically to a person, place, or thing and serving to identify them.

 

Data – facts and statistics collected together for reference or analysis.

The quantities, characters, or symbols on which operations are performed by a computer, which may be stored and transmitted in the form of electrical signals and recorded on magnetic, optical, or mechanical recording media.

 


 

Design brief – A concise statement clarifying the project task and defining the need or opportunity to be resolved after some analysis, investigation and research. It usually identifies the users, criteria for success, constraints, available resources and timeframe for the project and may include possible consequences and impacts.

 

Deign processes – Design is the creation of a plan or convention for the construction of an object or a system (as in architectural blueprints, engineering drawings, business processes, circuit diagrams and sewing patterns).

 

Design thinking – Use of strategies for understanding design problems and opportunities, visualising and generating creative and innovative ideas, and analysing and evaluating those ideas that best meet the criteria for success and planning.

 

Digital Technologies – Any technologies controlled using digital instructions, including computer hardware and software, digital media and media devices, digital toys and accessories, and contemporary and emerging communication technologies. These technologies are based on instructions given using binary (0 or 1) code that invariably mean one or more processors are present to respond to these instructions. Computers, smartphones, digital cameras, printers and robots are all examples of digital technologies.

 


 

Functionality – the quality of being suited to serve a purpose well; practicality.

 


 


 

Model – a three-dimensional representation of a person or thing or of a proposed structure, typically on a smaller scale than the original.

 

This can be either a physical model, such as in a scale model of a car or house to show the form of a final production design, and is made with tools, jigs and fixtures; or virtual, such as a simulator program that demonstrates the capabilities of a vending machine through interaction with a computer user.

 

Multimedia – The use of digital technologies to present combinations of text, graphics, video, animation and/or sound in an integrated way. Where there is facility for the user to interact with the multimedia the term ‘interactive multimedia’ may be used. Examples include interactive games, media-rich websites, electronic books (ebooks) and animated short films

 


 

Product – One of the outputs of technologies processes, the end result of processes and production. Products are the tangible end results of natural, human, mechanical, manufacturing, electronic or digital processes to meet a need or want.

 

Production processes – In Design and Technologies, the technologies context-specific processes used to transform technologies into products, services or environments, for example, the steps used for producing a product.

 

Project – an individual or collaborative enterprise that is carefully planned to achieve a particular aim.

 

 

Prototype – a first or preliminary version of a device or vehicle from which other forms are developed.

 


 

Risk management practises – The practice of identifying potential risks in advance, analysing them and taking precautionary steps to reduce/curb the risk. Risk management involves risk identification, analysis, response planning, monitoring, controlling and reporting.

 

Social network – a network of social interactions and personal relationships.

 

A dedicated website or other application which enables users to communicate with each other by posting information, comments, messages, images, etc.

 


 

Systems – The structure, properties, behaviour and interactivity of people and components (inputs, processes and outputs) within and between natural, managed, constructed and digital environments.

 

Systems thinking – Systems thinking is the process of understanding how things, regarded as systems, influence one another within a whole. In nature, systems thinking examples include ecosystems in which various elements such as air, water, movement, plants, and animals work together to survive or perish.

 


 

Technologies contexts – The focus and opportunities for students in Design and Technologies to use processes and production skills to design and produce products, services and environments. The prescribed technologies contexts for Foundation to Year 8 are: engineering principles and systems; food and fibre production; food specialisations; and materials and technologies specialisations

 

 

 

 

 

Technologies processes – The processes that allow the creation of a solution for an audience (end user, client or consumer). The processes involve the purposeful use of technologies and other resources and appropriate consideration of impact when creating and using solutions. The processes typically require critical and creative thinking such as: computational, design or systems thinking. For Design and Technologies, the processes involve: investigating; generating; producing; evaluating; and collaborating and managing (design processes) and technologies-specific production processes. For Digital Technologies, the processes involve: defining; designing; implementing; evaluating; and collaborating and managing.

 

Tools – a device or implement, especially one held in the hand, used to carry out a particular function.

Implements and machines to carry out specific processes when working with materials. For example, a saw is an example of a tool used to cut timber; scissors are used to cut fabric, paper and cardboard; a tape measure is used to measure lengths and widths of wood and fabric; a blender is used to mix and blend food ingredients; secateurs are used to prune plants.

 

Visualisation software tools – Software to help in the recording of ideas as visual representations. Examples in Design and Technologies are computer-aided drawing (or computer-assisted design) (CAD) and computer simulation. Graphic organiser software are visualisation tools as are software that display graphs of data.

 

Working Models – Engineering simulation software product which when run can be used to test how virtual components interact. The program can simulate various interactions of the parts (components) and graph the movement and force on any element in a system. These working models are also known as prototypes and can be used to evaluate performance and to make alterations and improvements if necessary.

31/3/14

Design I have chosen – Creating a paper mache of the world.

Years 5-6. 

Design 1

 Cost – Between $10 - $20, depending on paper, glue and paint supplies.

Material – Newspaper, glue, water, paint, pen, scissors

Aesthetic – Good, appealing to younger people, interactive.  

Function – This design task is created to give the students an understanding of how the world looks from a different angle, what countries are close to others, different places around the world. Learn about global warming and how it is affecting the world.