Woodwork & CAD Design
Sustainable Furniture
Product Design - Ergonomics and Sustainability
Technical Skills - Woodwork, Sketching and SketchUp CAD
Content - Design Movements, Furniture Design, Product Life Cycle, Form, Function and Sustainability
Unit Of Work for Design Technology
Unit Title: Sustainable Furniture
ATL skills: Social, Self-management, Thinking
Design Problem/scenario: Students will research sustainable furniture and design movements and design and create a study space, that is both sustainable throughout its product lifecycle, and ergonomically designed to match the needs of a client and analyse the results.
Key Resources:
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SketchUp www.sketchup.com
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Examples and Template for SketchUp 3dwarehouse.sketchup.com
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Fusion 360 fusion.online.autodesk.com
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onshape cad.onshape.com
Chair Design Inspiration
Desktop Organiser Inspiration
(Criterion A) Inquiring and Analyzing
Lesson 1 ~ 05/02 ~ Criterion A i. explains and justifies the need for a solution to a problem for a client/ target audience
Tasks:
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Create a new Criterion A doc (10-20min)
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Identify and explain the PROBLEM (ergonomics and messy study spaces) (10-20min)
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Identify potential CLIENT(s) and research the ergonomic needs of that age/gender (10-20min)
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Justify the need to solve this problem (10-20min)
ATL Skills:
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Communication
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Collaboration
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Primary Research
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Thinking
Differentiation:
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The student (states --> outlines --> explains --> explains & justifies) the need for a solution to a problem for a specified client/target audience
Lesson 2 ~ 07/02 ~ Criterion A ii. constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently
Tasks:
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Create a RESEARCH PLAN with these themes:
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SDG 12 - Ensure sustainable consumption and production patterns
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Ergonomics
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3D modelling and prototyping
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CAD
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Your client and their problems/desires/needs/preferences
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ATL Skills:
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Organisation
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Thinking
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Research
Differentiation:
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The student (outlines a --> constructs a --> constructs a detailed) research plan, which identifies primary and secondary research needed to develop a solution to the problem, (with some guidance --> independently)
Aiii 001 Image Gallery above - A Visual Guide for Criterion A iii Tasks
Lesson 3 ~ 19/02 ~ Criterion A iii. analyses a range of existing products that inspire a solution to the problem in detail
Tasks:
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Create an A3 Landscape GOOGLE SLIDE presentation that explores DESIGN MOVEMENTS
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explain DESIGN MOVEMENTS (intro) (10-20min)
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Identify 3-6 design movements and explain/explore (one slide per design movement) (30-40min)
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ATL Skills:
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Secondary Research
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Digital Literacy
Differentiation:
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The student analyses (one --> a range) of existing products that inspire a solution to the (problem --> problem in detail)
Lesson 4 ~ 21/02 ~ Criterion A iii. analyses a range of existing products that inspire a solution to the problem in detail
Tasks:
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Building on from last lesson's A3 Landscape GOOGLE SLIDE presentation now explore FURNITURE:
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create a FURNITURE MOODBOARD (10-20min)
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Identify 3-6 key pieces of furniture and ANALYSE with ACCESSFM (one slide for each piece of furniture) (30-40min)
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ATL Skills:
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Secondary Research
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Digital Literacy
Differentiation:
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The student analyses (one --> a range) of existing products that inspire a solution to the (problem --> problem in detail)
Lessons 5 & 6 ~ 23/02 & 27/02 ~ Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research
Tasks:
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SKETCH UP WORKSHOP:
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Add SketchUp for Schools Google Extensions https://chrome.google.com/webstore/detail/sketchup-for-schools/lfhlekccjamfkfmjgnpbdjpecanfbjkl?hl=en
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Work through this course https://learn.sketchup.com/ SketchUp Fundamentals Core concepts and tools
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Recreate an existing product (e.g. pencil tray, remote control tray, coffee cup coaster, etc.) for the teacher
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Export your work and add to your existing GOOGLE SLIDE PRESENTATION and add a review of SKETCH UP (i.e. Analyse SketchUp)
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ATL Skills:
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Primary Research
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Digital Literacy
Differentiation:
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The student develops a (basic design brief --> design brief --> detailed design brief), which (states the findings --> outlines the analysis --> explains the analysis --> summarizes the analysis) of relevant research
Lessons 7 & 8 ~ 29/02 & Thursday 05/03 ~ Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research
Tasks:
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FUSION 360 WORKSHOP:
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Autodesk Fusion 360 Sketching Tutorial - Lesson 1 (Sketch Focus)
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open
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sketch a house
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sketch an ergonome
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sketch a chair
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place ergonome of chair
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capture image
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Autodesk Fusion 360 Sketching & Modeling Tutorial - Lesson 2 (Solid, Extruding & Collaborate -- simple chair # 1)
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draw
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extrude
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add component
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copy component
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insert design into current design & collaborate
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Autodesk Fusion 360 Bodies Tutorial - Lesson 3 (Ergonome with bodies)
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Autodesk Fusion 360 Tutorial - Lesson 4 (Simple Chair # 2 and fixings)
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Autodesk Fusion 360 Tutorial - Lesson 4 (Simple Chair # 3 and fixings and ergonome)
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Export your work and add to your existing GOOGLE SLIDE PRESENTATION and add a review of FUSION 360 (i.e. Analyse Fusion 360)
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ATL Skills:
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Primary Research
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Digital Literacy
Differentiation:
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The student (states --> outlines --> explains --> explains & justifies) the need for a solution to a problem for a specified client/target audience
Resources:
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Autodesk Fusion 360 https://www.autodesk.com/education/students
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Ergonome https://design.tutsplus.com/articles/human-anatomy-fundamentals-basic-body-proportions--vector-18254
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Fusion 360 Tutorials - basic sketches and constraints, and common solid modeling tools https://help.autodesk.com/view/fusion360/ENU/courses/AP-C-GET-STARTED-BASIC-MODELING
Lesson 9 & 10 ~ 07/03 & 11/03 ~ Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research
Tasks:
Technical Drawing Skills
ATL Skills:
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Primary & Secondary Research
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Collaboration
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Thinking
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Communication
Differentiation:
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The student develops a (basic design brief --> design brief --> detailed design brief), which (states the findings --> outlines the analysis --> explains the analysis --> summarizes the analysis) of relevant research
Lesson 11 ~ 13/03 ~ Criterion A i. explains and justifies the need for a solution to a problem for a client/ target audience
Tasks:
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form groups (5-10min)
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identify your CLIENT and conduct RESEARCH and create a CLIENT PROFILE (30-40min):
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Identify your client's workplace/study area and analyse (with a focus on ergonomics) (function)
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Identify and explain PROBLEM(s) with your client's workspace/study area
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Identify CLIENTS preferred DESIGN MOVEMENT and STYLE (form)
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Identify CLIENT specifications
ATL Skills:
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Primary & Secondary Research
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Collaboration
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Thinking
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Communication
Differentiation:
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The student (states --> outlines --> explains --> explains & justifies) the need for a solution to a problem for a specified client/target audience
Lesson 12 ~ 15/03 ~ Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research
Tasks:
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Research MATERIALS (focus on wood) and share your findings
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Research FIXINGS and FASTENINGS and share your findings
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Research potential solutions for your clients
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Present ideas to clients and get feedback
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Answer Research Questions from Research Plan/Table
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Summarise research:
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Fusion 360
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Sketch Up
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Ergonome & Ergonomics
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Your Client and the Needs
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Materials & Fixings
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Design Movements
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Furniture
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Workshop Safety Secondary Research
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Develop a Design Brief
ATL Skills:
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Primary & Secondary Research
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Communication
Differentiation:
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The student develops a (basic design brief --> design brief --> detailed design brief), which (states the findings --> outlines the analysis --> explains the analysis --> summarizes the analysis) of relevant research
Lesson 13 ~ 19/03 ~ Criterion A Update and Submit
Tasks:
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Update your existing GOOGLE SLIDE PRESENTATION and GOOGLE DOC and SUBMIT
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i. explains and justifies the need for a solution to a problem for a client/ target audience
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ii. constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently
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iii. analyses a range of existing products that inspire a solution to the problem in detail
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iv. develops a detailed design brief, which summarizes the analysis of relevant research
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ATL Skills:
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Primary & Secondary Research
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Communication
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Self-Management
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Social
SUBMIT CRITERION A
AI 002 Galley - Images below display examples of a Client Profiles
Lesson 1 ~ 21/03 ~ Criterion B i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research
Tasks:
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Create a new Criterion B doc/slide (15min)
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Through consultation with your CLIENT - Use ACCESSFM and create a list of Design Specifications (30min)
ATL Skills:
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Primary & Secondary Research
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Communication
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Thinking
Differentiation:
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i. The student (lists some basic --> lists some --> develops --> develops detailed) design specifications for the (design of a solution --> design of a solution based on the analysis of the research)
Lesson 2 ~ 25/03 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others
Tasks:
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sketch design idea #1 chair (10-15min)
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sketch design idea #2 chair (10-15min)
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sketch design idea #3 study desk (10-15min)
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sketch design idea #4 study desk (10-15min)
ATL Skills:
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Communication
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Thinking
Differentiation:
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ii. The student presents (one --> a few feasible --> a range of feasible) design(s) using an appropriate medium(s) (or --> and) annotation, which can be interpreted by others
Lesson 3 ~ 27/03 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others
Tasks:
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sketch design idea #5 room/space (20-30min)
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sketch design idea #6 room/space (20-30min)
ATL Skills:
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Communication
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Thinking
Differentiation:
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ii. The student presents (one --> a few feasible --> a range of feasible) design(s) using an appropriate medium(s) (or --> and) annotation, which can be interpreted by others
Lesson 4 ~ 29/03 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others
Tasks:
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Sketch Up 3D idea # 7 table (20-30min)
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Sketch Up 3D idea # 8 table (20-30min)
ATL Skills:
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Communication
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Thinking
Differentiation:
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ii. The student presents (one --> a few feasible --> a range of feasible) design(s) using an appropriate medium(s) (or --> and) annotation, which can be interpreted by others
Lesson 5 ~ 02/04 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others
Tasks:
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Prototype idea # 9 table or chair (45-55min)
ATL Skills:
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Communication
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Thinking
Differentiation:
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ii. The student presents (one --> a few feasible --> a range of feasible) design(s) using an appropriate medium(s) (or --> and) annotation, which can be interpreted by others
Lesson 6 ~ 04/04 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others
Tasks:
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Present all your team's design ideas and collect feedback from peers/client about:
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aesthetics of each design idea
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ergonomics of each design idea
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your diagrams & annotations (effective communication of idea)
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Collate and present feedback from peers/client
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Choose the best design
ATL Skills:
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Communication
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Thinking
Differentiation:
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ii. The student presents (one --> a few feasible --> a range of feasible) design(s) using an appropriate medium(s) (or --> and) annotation, which can be interpreted by others
Lesson 7 ~ 08/04 ~ Criterion B iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification
Task:
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Sketch and annotate your BEST IDEA and present (20-30min)
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Justify your choice based on feedback from the client (10-20min)
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Justify your choice based on design specifications (10-20min)
ATL Skills:
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Communication
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Thinking
Differentiation:
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iii. The student (does not justify --> justifies --> presents and justifies --> presents and justifies fully and critically justifies) the selection of the chosen design with (reference --> detailed reference) to the design specification
Lesson 8 ~ 10/04 ~ Criterion B iv. develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution
Tasks:
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Develop accurate planning drawings/diagrams
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Outline requirement -- suggestions:
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measurement
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ergonomics
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location - where it will be used
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materials
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fixings
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strength
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stability
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design style (e.g. design movement, culture, based on a brand, etc.)
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construction - how to build
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time - when it needs to be delivered
ATL Skills:
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Communication
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Self-Management
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Thinking
Differentiation:
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iv. The student creates (incomplete planning --> planning --> accurate planning --> accurate and detailed) drawings/diagrams (or -- and lists -- and outlines) requirements for the creation of the chosen solution
Resources:
Submit Criterion B
Isometric and Orthographic Drawing Image Gallery (below)