Kildare Catholic College Stage 5 Year 10 Design & Technology Unit 3: Bendable Ply 2016

Overview Duration
This unit will further develop the key competencies of; knowledge and understanding of design concepts and Weeks/ Hours: 14 weeks
processes, knowledge and understanding of the work of designers and the issues and trends that influence their
Lesson number: 42 Lessons
work, knowledge and understanding of and skills in managing resources and producing quality design solutions.
Design Brief
Design and construct a household item using bendable ply.
Students are to design and make a small piece of furniture suitable for a nominated target market. To construct the
piece students will be required to develop skills in the use of the following:
CAD
Mold building
Properties of bendable ply/ timber
Techniques working with timber
Timber working tools, machinery and equipment

Catholic Values Skills and Concepts

The purpose of all learning in Catholic schools is both for the good of the individual person and the Whole School/ Cross Curricula Perspectives
common good leading to authentic transformation of persons and society as a whole. The KLA Target Skills:
interrelatedness of human knowledge means that all Learning Areas explicitly or implicitly teach 1. Apply the reflect, review, iterate process to design
about God and religious values or questions. Hence, Catholic schools need to help students reflect development.
critically on the contribution religious understanding can make within each learning area. 2. Set up tests and experiments to determine the most
suitable tool, material or techniques for use in a design
project.
3. Undertake the following processes:
Jig / mold building
Vacuum forming timber

1
 Dowel, biscuit and rebate joint
4. Demonstrate proficient use of Vectorworks for the
creation of isometric and orthogonal drawings.
5. Use a variety of design communication strategies
intended for a variety of audiences.
6. Manage time and resources to complete tasks with the
given parameters.

KLA Target Concepts:

The ability to critically analyse existing design solutions and the work
of other designers enables a designer to better understand and
apply:
Creative approaches to problem solving
Appropriate industry standards
Quality design and development practice
Appropriate resources and processes in the development of
design solutions
Current issues and trends in design and manufacture

Outcomes Assessment overview

5.1.1 analyses and applies a range of design concepts and processes Outcomes assessed: 5.3.1, 5.5.1, 5.6.2, 5.6.3
5.1.2 applies and justifies an appropriate process of design when developing design ideas and solutions Type: Summative - product and portfolio 30% week 7 Term 4
5.2.1evaluates and explains the impact of past, current and emerging technologies on the individual,
- Case Study report 20% Week 9 Term 3
society and environments
5.3.1 analyses the work and responsibilities of designers and the factors affecting their work Weighting: 50%

5.3.2 evaluates designed solutions that consider preferred futures, the principles of appropriate
technology and ethical and responsible design.
5.4.1 develops and evaluates innovative, enterprising and creative design ideas and solutions
5.5.1 uses appropriate techniques when communicating design ideas and solutions to a range of
audiences
5.6.1 selects and applies management strategies when developing design solutions

2
5.6.2 applies risk management practices and works safely in developing quality design solutions
5.6.3 selects and uses a range of technologies competently in the development and management of
quality design solutions
Content and Outcomes
5.3.1
The nature and definitions of
design, technology and
appropriate technology and how
this is applied by designers in
the process of developing
quality design solutions
The purpose of design across a
number
of focus areas of design
including the interdisciplinary
nature of design which draws on
disciplines such as
mathematics, sciences, fine art
and humanities
Identify the dependencies of
design on other disciplines
when designing solutions.
How to analyse via a case study
the interdisciplinary nature of
design.
Use research to explore how
designers apply collaborative
methods when developing a
design solution
Teaching & Learning Assessment & Feedback Resources Reg
TED Talks http://www.ted.com/talks/john_hod Weeks 1-2
gman_design_explained.html
John Hodgman: Design explained
Watch video and ask students for comments. Key
points to draw out in discussion:
- Design as a status symbol
- Making an object desirable
- Radical and iterative design processes Verbal feedback from teacher and
- Instances when form may be valued more peers throughout discussion.
than function
http://www.vanseodesign.com/web
-design/gestalt-principles-of-
perception/
Question: What is Gestalt? Define this period of
design. How did it influence designers in this period?
Introductory talk for teacher to cover:
- Function over form
- Truth to materials
- Why the Bauhaus flourished in pre war
Germany
- Where does Bauhaus fit in context with Art
Noveau and Minimalism
Activity: students have 5 minutes to Google the
term and describe in their own words what it means.
Class discussion: how is this relevant to the current
project.
Verbal
Case study preparation
As a class, examine the following designers as case
3
Content and Outcomes
The interrelationship of design
with technology by analysing a
designed solution and
identifying how it was affected
by the technologies and tools
used in its development.
The work of past and current
designers across a range of
settings.
cultural
commercial
industrial
historical
contemporary,
including
Aboriginal and
Torres Strait Islanders
and other
Indigenous peoples
and the contributions
of
males and females to
design industries.
Careers in design and
manufacture
Trends in technology and design
in history
cross
contemporary
cultures
Trends of designed solutions in
history and across
contemporary cultures
Identify ICT applications used by
designers and the impact on
their work
Teaching & Learning Assessment & Feedback Resources Reg
studies. For each designer create a summary of key
points about their work.
www.loc.gov/exhibits/eames/furnit
Eames keynote presentation & video ure.html
After watching the video and keynote students write www.eamesoffice.com
a paragraph on what they have learned about the
Eames philosophy and approach to design. Teacher www.ted.com The design
to collect and read. Notes are used in the next lesson genius of Charles and Ray
to make a class summary. Eames 15 minutes.
http://www.ted.com/talks/the_desi
Key focus points:
gn_genius_of_charles_and_ray_ea
- Solving problems rather than style mes.html
- Importance of modelling and scale
- Honest use of material- plywood
- Learn by doing
http://www.featherston.com.au
Grant and Mary Featherston keynote http://www.nma.gov.au/collections/
presentation highlights/expo-mark-ii-sound-
Key focus points chair
- Design is and must be concerned with http://www.australiandesignreview.
expression of contemporary culture, but also Verbal com/features/519-design-
striving to be timeless and enduring. catalysts-mary-featherston
- Importance of form
- Affordable design through quality
production.
Written feedback
Case study
Using a variety of sources, you are to write a report
on the manufacturing processes used in the creation Teacher needs to monitor a provide
of bent timber objects. In the report you are required guidance on initial internet
to investigate both the historical and contemporary searches to ensure all students are
methods used. Structure the report using the accessing appropriate information.
following questions:
Shaping timber has been carried out for
thousands of years. Aboriginal, Torres Strait
Islanders and other Indigenous peoples have
been bending timber long before the
technology we have today.
Verbal
1. Identify the species and explain the characteristics
and features of the timber that was used by http://www.smh.com.au/nsw/fr
om-a-stringybark-tree-a-
4
Content and Outcomes Teaching & Learning Assessment & Feedback Resources Reg
Creativity and problem-solving Indigenous communities to bend timber to make canoe-grows-20100818-
techniques used by designers items such as canoes. Describe the process they 12f96.html
including but not limited to: used to form the timber. Use images to support your Verbal
response.
Needs and
opportunity Over time materials and technologies advance http://www.australply.com.au/in
analysis (SWOT providing manufactures greater opportunities dex.php/about/about-plywood1
strengths, in the development of their products.
weaknesses,
opportunities and 2. Compare the methods of moulding and vacuuming
threats) forming. Explain what materials are used in these
Constraints processes. Support your answers with examples of
analysis product or furniture design.
Collaboration The research and development of plywood has
- Research and significantly impacted on furniture design.
exploration
3. Describe the characteristics and features of
pressed plywood and bendable plywood. How have
these timbers impacted on the furniture industry? In
your response, refer to one example of furniture
made from pressed ply and one of bendable ply.

Students are working independently on case studies.

By the end of the week a draft of at least 2/3 of the
case study is to be presented to the teacher.

5.3.1 Factors affecting design Weeks 3-4

Factors affecting a holistic
approach to design and
production including:
Design purpose and setting
factors
function
form
aesthetics
quality
Human, technical and
environmental factors
Brainstorm to review what the factors are. Brief
discussion of what is meant by each factor as review.
Link to design examples in the Featherston and
Eames keynote.
Application of factors group work
Read article provided on the work or Eames,
Featherston & Saarinen.
As a group identify factors that have been considered
in the development of specific design examples and
find evidence to support this. Present findings to the
class.

human capital
(knowledge, skills and

5
Content and Outcomes Teaching & Learning Assessment & Feedback Resources Reg
techniques) Discuss which factors are relevant to the current
project and why.
safety http://www.abc.net.au/tv/thecheck
out/clips/
appropriateness of
technology choices and Market research Revision
design decisions
Prompt: Video Milk, white lies and
resource choices permeate The Checkout ABC TV 2013 used to
and availability illustrate the power of marketing in the success and
(tools, materials, failure of any design.
time, finance).
Define market research?
Market research techniques
Describe the purpose of market research?
Use market Peer feedback as questions are
research considered for inclusion.
techniques for a Project Proposal
targeted group of
end users to Class discussion and completion of:
develop and test
design ideas. Parameters Written feedback in final
Areas of investigation submission
Criteria to evaluate success
5.1.2
Each student is to submit 5
Identification of needs and Creating a survey questions for possible inclusion on
opportunities: the final survey.
Underpinning theory must cover:
Identify the needs
of the end users - Demographic data
and other - Open and closed questions Collate, analyse and present data
stakeholders in - Quantitative and qualitative data using suitable methods of
their settings - Likert scales communication. Submit as part of
Design - Samples size and validity final project submission.
considerations
Establish and
document the Students are to develop a questionnaire, suitable to
requirements and the target market and gather feedback on their
design designs to help finalise criteria to evaluate.
considerations for Project Proposal and Project
the design project. - Each student submits 5 possible questions
Management completed in draft
- Class selects questions to be included
form in preparation for the final
- Format the final survey
submission.
Establish the criteria for success - Each student has to get 5 surveys
for the design project. completed
- Teacher to collate data
- Collated data is emailed to students
- Individual students responsible for analysis Print hard copy of proposed time

6
Content and Outcomes Teaching & Learning Assessment & Feedback Resources Reg
and conclusions.
5.6.1 plan flow chart to annotate weekly.
Project management
Project Management
Prepare and Final submission of project Exemplars of annotated Gantt and
implement time Individual task, students should be apply skills management must include Flow charts.
and action plans in learned in previous projects and reflecting on annotated proposed and final time
design projects feedback given in the previous submission.: plans.
Manage materials,
tools and Flow chart/ action plan
techniques when
developing the
design project
Evaluate the role
of project Clearly identify suitable criteria for success relevant
management to the household object.
Teacher to check and give verbal
when developing - Functional feedback.
the design project - Aesthetic
- Environmental

5.4.1 Idea generation Weeks 5-6

Creative and innovative idea- Inspiration analysis of existing designs (PMI)
generation using:
Explore existing designs and complete as a class an
brainstorming example of a PMI. Review elements and principles of
concept sketches design as development of design specific language. Annotated design sketches are
and maps presented ready for the final
modeling submission. Sketches should show
(computer progressive development of the
Thumbnail sketches design. Final design is presented in
generated)
interaction of hand Teacher demonstrates process for thumbnail Vectorworks as orthogonal and
and mind sketching using isometric grid paper. isometric.
observation
Review rules quick, not to scale, lack specific detail.
5.5.1
Give students a time limit for completion of a set
Communication and number of sketches.
presentation techniques:
visual
Students are to complete a rendered drawing of their
graphical
final design using vector works.
written
oral
digital

7
Content and Outcomes
5.6.3
Identify a range of tools and
equipment, materials and
techniques and calculate
requirements for the design
project.
Select and use tools and
equipment for the design and
production of the magazine
rack.
Teaching & Learning Assessment & Feedback Resources Reg
Demonstrate sample jigs used in timber
manufacturing Week 6
Principles of bending timber
Single and compound curves
Constructing a traditional jig using form
ply and flush trim bit on the router
Glues
Table saw (cross cutting and ripping)
Dry gluing
Vacuum forming
Quality control points (including glue
lines)

As students gather an understanding of how to

construct a jig and the variation in properties of
Justify the selected resources
bendable plywood they are required to document this
used for the project.
a series a of tests with an:
Aim
Tools and equipment
WH&S
Method
Results
Conclusion
5.6.2 Experimentation with foam. Week 7
Testing and experimenting: Students conduct a class experiment with the blue Cardboard prototype of mold. Blue foam
foam as an alternative to a traditional timber jig.
Assess the They should be looking to assess: Laser cutter
suitability of
design ideas by Cost effectiveness Positive and negative test curves Adobe Illustrator
testing and Efficiency successfully constructed.
Bending ply
experimenting Effectiveness of positive and negative
Refine design jigs Glue
ideas to address Submission of testing with
Method conclusions as part of final project Vacuum former
needs and
opportunities Draw profile in Adobe illustrator submission.
Experiment to Cut on laser cutter
optimize design Glue to blue foam and shape with
solutions bandsaw, hot wire cutter and abrasive Observation of safe work
paper practices.
Vacuum form
How to apply risk management
practices for the design project. Class discussion of results. Which
achieved the more consistent and
accurate curve positive or

8
Content and Outcomes Teaching & Learning Assessment & Feedback Resources Reg
Safe work practices when negative mold.
producing the magazine rack.

Verbal feedback in relation to

workshop practices.

5.6.2, 5.6.3,
Selection and use a variety of
appropriate techniques.
Selection and use appropriate
materials.
Construction
Measure and mark out materials.
Create blue foam molds for design.
Bend ply into position in mold ready to form.
Vacuum form
Trim curve to size required for design.
Experimentation Joining methods
Direct instruction on how to create a:
Biscuit joint
Dowel joint
Rebate joint
Each student must complete one of each joint. This is
to be written up as an experiment with the
conclusion indicating which ones they will use for
their project and why.
Students undertake each phase of Wood workshop machinery and Week 7-13
construction. This is documented equipment
in the design portfolio.
Vacuum former and bags
Benadable ply timber
Teacher to check progressively.
Glue
Observation of safe work practices
Verbal feedback from teacher
throughout each stage of
construction.
Peer assessment is used on an
informal basis to determine the
success of processes and guide
decision-making about next steps.

5.6.2 Testing finishes Students make decision about the Tung Oil Week 14
finish to be applied, which is
Selection and use of a variety of Students to conduct test to assess suitability of the justified in the design Bees wax
finishes. available finishes for their project: documentation.
Tung oil
Lanotec
Environmental impact of surface Beeswax & Carnuba polish
finishes on sustainable design.

Apply selected finish to completed product.

5.4.1 Evaluation Completion of peer evaluations. Week 14

Students use these to inform their
Evaluation Peer evaluation evaluation against criteria.
Document and evaluate Students use format provided by teacher to evaluate

9
Content and Outcomes
decisions made throughout the
design process using specified
criteria for success.
Self-assess and peer-assess
designed solutions.
Justify and document decisions
made during
the development of designed
solutions.
Reflect on their learning in the
design project.
Teaching & Learning Assessment & Feedback Resources Reg
the work of others in the class. They need to identify:
Strengths
Weaknesses
Completed evaluation submitted
Areas for improvement
Evaluation against criteria
Written feedback by peers
Students use criteria specified at the beginning of the
project to evaluate:
Functional qualities
Aesthetic qualities. Self-assessment of quality of the
final design.
Environmental aspects
Unit evaluation
Written feedback from teacher on
Complete unit evaluation form for teacher use in the final submission.
evaluation and modification of the unit.
10
 KILDARE CATHOLIC COLLEGE UNIT EVALUATION

Reflective Evaluation What Worked Well? Recommendations for Modification

How Do You Know?
Effectiveness of Learning and
Teaching Strategies:

Effectiveness of Assessment
Activities (Formative and
Summative):

How did data and feedback inform

my practice and student learning?

How effectively were cross curricula

priorities integrated into this unit?

What targeted areas/ skills have I

identified to include in future units?

Adjustments and Considerations for Specific Students:

Name:

Start of Unit: Completion of Unit: Class:

11
 Coordinator: Date:
Teacher:

12