problem driven design

Created by Claire Norris B. Tech. (Education) Materials and Architectural Technology

University of Limerick, Ireland

PROBLEM DRIVEN DESIGN

A Guiding Booklet for Design in Materials Technology Wood

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Table of Contents:

Teacher's Notes ……………………………………………………………………………………………………………………………… 3

Introduction ………………………………………………………………………………………………………………………………….. 4

Contents ……………………………………………………………………………………………………………………………………….. 5

Design Warm Up Activities ……………………………………………………………………………………………………………. 6

Your Design Checklist ……………………………………………………………………………………………………………………. 15

Closed Brief: Modifying Existing Solutions …………………………………………………………………………………….. 17

Semi-Permeable Briefs: Spot the Problem …………………………………………………………………………………….. 28

Open Brief Group Activities …………………………………………………………………………………………………………… 39

Individual Open – brief Design Activities ……………………………………………………………………………………….. 48

Pupil Template Worksheets …………………………………………………………………………………………………………… 59

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Teacher's Notes:

This resource booklet contains a range of different design based activities aimed at your

Junior Cycle Materials Technology Wood pupils. The activities will give your pupils a

practical approach to learning through design that will lead pupils easily into designing

projects to fit their Junior Certificate briefs. The activities encourage pupils to look at

their environment and make a link between the design and their everyday lives.

This resource includes 25 activities which range from brain teasers, through closed

semi-permeable briefs, and finally onto open briefs. The activities predominantly focus

on getting your pupils conceptualising ideas and generating solutions to solve a series of

problems. It acts as an introduction to design with the possibility of some activities

being developed into design and make projects that could encompass the complete

design cycle from beginning to end.

The resource consists of outlining each task for you and a corresponding pupil sheet

containing all the information required by pupils to work through the activity. Ideally,

pupils will be guided through each activity; however pupils will also be able to complete

activities independently where you see they are capable. Pupils must be encouraged to

build up a portfolio of their design activities using the accompanying template sheets or

a designated “design copy book".

This resource has been designed in order to fill a gap in the market identified by

experienced Materials Technology Wood Teachers'. They identified a lack of resources

available to introduce pupils to solving design based problems. These activities have

been informed by the author’s research and interviews conducted with a number of

experienced Materials Technology Wood Teachers'.

The activities have been designed to introduce and scaffold pupils learning before

working on Junior Certificate Course work and past exam papers. Pupils tend to find it

difficult to think any further than what they are familiar with.

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Introduction:

Who Designs?

Believe it or not, we are all designers. We design things to use, things to eat, and things

to do. When you are working out the best way to arrange the furniture in your

bedroom, or set up your desk to do your homework, choosing the clothes you wear, you

are designing.

What is Design?

Design means many things to many people, but in essence it can be described as solving

a problem.

There are 6 key stages in this process:

This booklet focuses on getting you to use design to solve real-world problems, some of

which are problems that affect your daily lives. The key to finding the best design

solution is to first understand the problem.

This booklet is set out to help you learn, by applying what you already know to a new

situation. This booklet has been designed to help you to develop your oral and written

communication skills, teamwork, collaboration skills, and fine motor skills through the

sketching of your ideas. Throughout this booklet you will notice little tips and hints to

help you along your journey as a designer. They will be highlighted to you in each

activity. This booklet will help you understand design in a way you may never have

imagined before. What you may not realise, is that just like in maths and science

activities, are problem based, so too are design activities! As you set out on the journey

through this booklet, just remember to do your best.

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Contents:

Design Warm Up Activities:

This series looks at a series of ten puzzles that require pupils to exercise the right side

of their brain. These puzzles aim at getting your pupils thinking "outside the box", which

will help them when they progress onto more difficult design based activities. These

warm up activities can be used to begin a lesson, before moving onto the modification

activities.

Closed Brief: Modifying Existing Solutions

The activities in this stage of the resource are a series of tasks that aim to get pupils to

analyse a problem that has been outlined and requires them to modify the given design,

generate some ideas and provide two solutions to the problem using the template sheet

provided to assist their thinking.

Semi-Permeable Briefs: Spot the Problem

The activities in this stage of the resource are a series of activities where pupils are

given a picture. They are required to analyse the situation, identify the problem and

come up with a suitable solution. These activities will require pupils to scaffold their

knowledge on the skills developed in previous activities where they modified a product

to solve a given problem.

Open-Brief Group Activities:

The activities in this stage of the resource focus on pupils collaborating to identify and

solve the problems. In groups of four, pupils are required to read the open brief given

to them, discuss the situation, define the problem and analyse the requirements that

must be included in the solution they come up with. If pupils are capable of defining

problems and explaining their thoughts and ideas to their peers they understand what

is required in a solution that they are required to design.

Individual Open - Brief Design Activities:

The activities in this stage of the resource return to individual activities. Pupils are given

an open brief, as in some of the previous activities, but in this stage pupils are required

to work on their own, practising and testing the skills developed throughout the

resource pack. This stage of activities will prepare pupils for their Junior Certificate

brief, where they will be required to design individual artefacts to solve the problem

from their chosen brief.

1st Year 2nd Year 3rd year Design Warm Up Closed Brief: Modifying Existing Solutions Semi-Permeable Briefs - Spot the Problem Open Briefs Group Activities Individual Open – Brief Design Activities

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Design Warm-up Activities

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Before we look at any design problems we must get our brains working. Graphical

puzzles have existed for thousands of years as a way to test, tease and entertain the

brain. Here we will look at a variety of different puzzles. In order to solve the puzzles,

you must be able to think outside the box. Try turning the page to look at the problem

from another perspective! Each puzzle can be solved and is designed to expand your

thinking in a fun and entertaining way.

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A. Ignoring Boundaries!

Your challenge is to draw four straight lines which go through the middle of all of the

dots without taking the pencil off the paper. Using a pencil, you can start from any

position and draw the lines one after the other without taking your pencil off the page.

Each line starts where the last line finishes.

How did you come to this solution?

_____________________________________________________________________________________________

How did you do it?

_____________________________________________________________________________________________

Is it possible to join the nine dots using only three lines?

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B. Counting Shapes

How many squares can you find in the image shown above? _____________________

How did you determine this?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

What Strategy did you use?

_____________________________________________________________________________________________

How would you go about solving another puzzle, similar to this one?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

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C. Easy Equations Move one matchstick to show the correct solution to each of the equations.

Did you find this puzzle difficult? _______________________

Why?

_______________________________________________________________________________________________

How did you do to find the solution?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

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D. Can you pass this driving test?

What is the number of the parking space that the car is parked in?

Why is this the answer?

________________________________________________________________________________________________

________________________________________________________________________________________________

How did you figure it out?

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

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E. Anagrams!

Unscramble the letters to find the words. Hint: They are all linked to the Design cycle!

M E L O R P E L B = ________________________________

T O L I S O N U= ___________________________________

L E A U V E A =____________________________________

G I S E V T A E N I=_________________________________

S A D E I= ________________________________________

M U N C O T A C E M=_______________________________

Can you explain how you would use these when designing?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

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F. I thrive on the different gas than you! 1. This part of a tree protects it like a coat. It is a sound certain animals

make. What am I? Answer: __________

2. I give off moisture and oxygen into the air. When things start to get cold, I

change my colours. When it freezes, I usually fall down, even if it's not

slippery. What am I? Answer: _________

3. I am a type of gas that cars produce when they burn fossil fuel. Trees clean

the air when they absorb me. I am also called CO2. What am I? (2 words)

Answer: _________ _________

4. Saturn has them. Married people wear them. A tree's age can be determined

by counting them. What are they?

Answer: _________

Use notes and sketches to communicate your answer in the box bellow

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G. Nature's Number

What number is needed to complete the cycle? ________________________

How did you figure it out?

________________________________________________________________________________________________

_____

Look at the pictures of a pinecone. It has those same kinds of spirals. They don’t go

around and around in a circle — they go out like fireworks.

Now that you know a bit about the number, can you identify something that is

related to this number?

________________________________________________________________________________________________

________________________________________________________________________________________________

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Your Designing Checklist

Think of a maths problem you have recently solved. Did you have a strategy? A tool set

to solve it? Of course you did! You wouldn't know where to begin otherwise! Like any

problems, design problems can't be solved without a plan or strategy in place.

This checklist will give you the strategies you need, and more importantly a place to

start your design journey. The key to any problem is to break it down into simple steps

and design problems are no different. The key at the bottom of each activity will guide

you towards a strategy suitable for solving that particular problem. Strategies are

interchangeable and when you become familiar with using them you will be able to

determine on your own which strategies suits which particular problem.

1. The 5 W's + 1H

Why: Why do you need to design something - think of the bigger picture? The driving

force of your design.

What: What needs to be done to solve the problem? What would make the

situation/product better?

Where: Where will the product be used? How will this influence your ideas?

When: When will it happen? Which step will come first? Determine the sequence.

Who: Who are you designing for? What are their needs? What are their wants?

How: How are you going to achieve the W's? The nitty gritty.

2. Scamper

SCAMPER is a brainstorming tool with a checklist that is used in design projects. You

will use scamper as a starting point to begin brainstorming new ideas. We use

S.C.A.M.P.E.R when we need a detour in our thinking to look at something in a new way.

The ideas you generate may not lead directly to a solution, but they may add up to

become part of your solution.

Substitute - To have another person/thing in place

Combine - Bring together

Adapt - To adjust something to fit a condition or purpose

Modify - To alter/change some aspect

Put to other uses – To use something in a different way than you usually do

Eliminate – Remove an element, leave something out

Rearrange – To change the order of something, to adjust

When you see this you will need to refer back to this page to figure out the strategy

you are going to use.

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Student Examples:

The 5"W"'s + 1"H" Strategy

Scamper Strategy:

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Closed Brief: Modifying Existing Solutions

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Activity 1: The Uncomfortable Stool

Teacher's Notes:

This activity introduces your pupils to the idea of analysing a problem. Pupils are

reminded of the discomfort and frustration they experience on a daily basis with the

standard school stool. They are required to make a modification to improve the stool.

Pupils are asked to analyse the problems with the stool and generate ideas that will

allow them to conceptualise two solutions.

Your pupils should think carefully about the needs or requirements of a seat in a

workshop setting e.g. stackable seating, safe out of the way when doing practical work.

Encourage pupils to put all their ideas on paper and then decide on which may work

best and why.

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Activity 1: The Uncomfortable Stool

During the day at school you spend the majority of your time sitting down and

working at a desk. Many pupils find this uncomfortable and complain about the

style of the seats typically found in schools, and in particular in the M.T.W

workshop. These styles of seats are usually mass produced and stackable for

easy storage and durability.

Your task is to:

a. Analyse the seat you are sitting on and identify the problem with the

design of the seat.

b. Use notes and freehand sketches to show 2 different modifications to the

seat that would solve the problem.

For this activity you could use SCAMPER. Refer to the checklist. Remember,

your design should make a person want to sit on it. Think outside the box!

Aim: To introduce you to using design as a problem solving tool in everyday life.

Materials: Pencils, colouring pencils and design copy book.

Objective:

Recall the issues that you have with the type of seating in this classroom/ workshop.

Develop your ideas clearly explaining why you chose to change the design of the seat.

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Activity 2: Toothbrush Handle

Teacher's Notes:


reminded of the fact that many people in the world around them may have difficulty

with simple daily tasks. Your pupils are required to make a modification to improve the

handle on the toothbrush shown to make it easier for a person with reduced grip to

brush their teeth. Pupils are asked to analyse the problems with the toothbrush shown

in the image and generate ideas that will allow them to conceptualise two solutions.

Your pupils should think carefully about the needs or requirements of people with

reduced grip and the difficulties that they may have with the current design. Encourage

pupils to put all their ideas on paper and then decide on the one that may work best and

why. Pupils are not expected to "re-invent the wheel" in this activity, a simple

modification to the shape of the handle is required. Encourage pupils to put all their

ideas on paper and then decide on the one that may work best and why.

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Activity 2: The Toothbrush Handle

Each year, 3.5 billion toothbrushes are sold worldwide.

The standard toothbrush has a long and narrow plastic handle with nylon bristles

on the end. Believe it or not many people in modern society find it very difficult

to hold a toothbrush for the average 2 minutes it takes to brush your teeth due

to having a reduced grip.

Your task is to:

a. Analyse the toothbrush handle shown above and identify the problem with

the design of the handle.


handle that would solve the problem.


your design should make it easier for the person to brush their teeth. Think

outside the box!



Objective:

Recognise the difficulty some people experience when brushing their teeth because of the traditional design of the handle.

Develop ideas explaining clearly why they choose this design/design element.

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Activity 3: Tidy Books

Teacher's Notes:


reminded of the frustration they experience on a daily basis when they go to get their

school books from their lockers but it's difficult to tell the books apart because they are

un organised. They are required to design a pair of book ends to keep their books

stacked vertically. Pupils are asked to analyse the problem experienced and generate

ideas that will allow them to conceptualise two solutions.

Your pupils should think carefully about the specifications of their locker, the way in

which they identify their books, the weight, size shape of their books. Encourage pupils

to put all their ideas on paper and then decide on the one that may work best and why.

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Activity 3: Tidy Books

Aim: To introduce you to using design as a problem solving tool in everyday life


Objective:

Recognise the issues that may arise when trying get books from their locker.

Develop ideas explaining clearly why they chose to design book ends.

I’m sure there are often times that you have difficulty getting the correct books

from your locker. It takes longer than it should because you can't see the books

you're taking out. Sometimes your books slide across the shelf/base of the

locker because of the gloss finish applied to the locker shelf.

Your task is to:

a. Analyse the problem with storing books in your locker as described above.

b. Use notes and freehand sketches to show 2 different ideas that may solve

the problem.

For this activity you could use 5 W's and H. Refer to the checklist.

Remember, your design should make it easier to identify and retrieve books from

the locker. Think outside the box!

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Activity 4: Organised Minds Work Best!


reminded of the frustration the experience on a daily basis when they sit down to do

their homework at an unorganised desk. They are required to design a desk tidy that

will allow them to organise the area to suit their needs, facilitating any materials they

may need. They will also have to think about other people using the space and what

they may need to keep organised. Pupils are asked to analyse the problem and generate

ideas that will allow them to conceptualise two solutions.

Your pupils should think carefully about people who use the space, the items left lying

around, the materials they will need to complete their homework. Encourage pupils to

put all their ideas on paper and then decide on which may work best and why.

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Activity 4: Organised Minds Are Best!

An organised space is an organised mind. You are all aware that this is a true

statement. Most of you if not all, will have a certain space in your home that you

go to complete your homework this may be your room, a home study , or the

kitchen table. Each of these spaces are shared by other people and other

activities, resulting in a cluttered workspace making it difficult for you to

concentrate on your work. If you were asked to sit down and complete your

homework at the workspace shown, would you make any changes? Is there a

better way of storing the equipment that's in your way but still allows you to

access it easily when you need it?

Your task is to:

a. Analyse the storage system shown above and identify the problem with

the design of the desk tidy.


handle that would solve the problem.


your design should make it easier to concentrate on homework and access

equipment needed. Think outside the box!



Objective:

Recognise the difficulty they will experience when trying to sit down and do some homework/ study at this particular desk.


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Activity5: Rotten Eggs

Teacher's Notes:


reminded of the unpleasant smell and unnecessary waste that can often occur when we

forget to put old eggs to the top of the basket when stocking up the fridge. They are

required to make a modification to the design of the egg storage shown in the picture.

Pupils are asked to analyse the problem and generate ideas that will allow them to

conceptualise two solutions.

Your pupils should think carefully about the materials they will use and the

delicate nature of the egg. Encourage pupils to put all their ideas on paper and then

decide on which may work best and why.

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Activity 5: Rotten Eggs

We are all aware of the unpleasant experience one has when they come across a

rotten egg. This occurs more often than one would hope, as eggs are often

stored in a bowl or a basket that gets refilled when eggs are bought in the weekly

shop. We lead busy lives and can often forget to take the old eggs out and put

them on top to be used first. This means that the eggs at the bottom of the

basket are often forgotten about and go past their sell by date leaving an

unpleasant kitchen mess to deal with.

Your task is to:

a. Analyse the eggs storage system as shown above and identify the problem

with the design of the basket.


basket that would solve the problem.


your design should make when you are restocking the new eggs. Think outside

the box!



Objective:

Recognise the problem with common storage of eggs and using the "oldest" eggs first.


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Semi-Permeable Briefs: Spot the Problem

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Activity 6: Spot the Problem

Teacher's Notes:

This activity is designed to get your pupils to evaluate a scenario, identify the problem

and conceptualise a solution. Your pupils will be required to access the scene in the

photograph and make a list of the problems - clearly explaining the implications. Pupils

will then be required to sketch their ideas, and then their design solutions using the

suggested 5W's and 1H strategy as explained on page 13 of this booklet.

Encourage pupils to think of the safety hazards they are familiar with from the

workshop, the implications of using the wrong tool for the wrong job, the importance of

maintenance and keeping tools in good working order.

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Aim: To engage you in a problem solving activity that requires you to analyse

a situation and explain your ideas for your design solution.


Objective: Your task

Access the situation outlined in the scene.

Identify the problem, the difficulties and it causes.

Identify what needs to change and why.

Think about the different ways of storing tools that you have seen

before, at home and in school. Did they work effectively?

Develop your ideas explaining your solution clearly.

For this activity you could use the 5"W"+1"H" strategy. Refer to the

checklist.

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Teacher's Notes:



photograph and make a list of the problems- clearly explaining the implications. Pupils



Encourage pupils to think of the safety hazards that could arise, the importance of

keeping a bike in full working order, the physical properties of a bike (weight, balance,

materials used etc).

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Identify the problem and the difficulties and it causes.

Identify what needs to change.

Think about the last time you got a puncture on your bike. Was it safe

to use? Did it take time to fix?


For this activity you could use the 5"W"+1"H" strategy. Refer to the

checklist.

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Teacher's Notes:




will then be required to sketch their ideas, and their design solutions using the


Encourage pupils to think of the safety hazards that could arise, the importance of

keeping a doorway clear. Do coats/aprons/safety glasses need to be hanging or can

they be stored in some other way? Is there anything else that could be stored with the

coats? (school bags, ties, folders) Who will be using the equipment?

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Aim: To engage you in a problem solving activity that requires you to analyse a

situation and explain your ideas for your design solution.






Think about what would happen when 24 of you enter the room shown for

a practical lesson. Would it take time to get organised? Would it be a calm

process ? Why would it take so long?


For this activity you could use the 5 W+1 H strategy. Refer to the checklist.

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Activity 9: Spot the Difference

Teacher's Notes:





suggested SCAMPER strategy as explained on page 13 of this booklet.

Encourage pupils to think about where they do their homework, the type of

environment they work in, the materials they use most when completing their

homework and the distractions that occur. Encourage pupils to think about the

positive impact a well organised space has on time spent doing homework and the

quality of the homework.

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Aim: To engage you in a problem solving activity that requires you to analyse a

situation and explain your ideas for your design solution.






Think about the materials and books you need to complete your homework,

and the things that distract you.


For this activity you could use the 5"W"+1"H" strategy. Refer to the checklist.

Remember, your design should make it easier and faster for you to sit down at this

desk and begin your homework.

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Teacher's Notes





suggested SCAMPER strategy as explained on page 13 of this booklet.

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Think about looking for your keys at home. do you always know exactly

where they are? How do you know that they are yours without carefully

checking?



For this activity you could use the5"W"+1"H" strategy. Refer to the

checklist. Remember, your design should make it easy for the person to find

the keys they are looking for. Think about the different ways a key/bunch of

keys could be stored.

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Open Brief Group Activities

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Enjoyment = Learning

Pupils often find group work difficult, they become distracted, have problems focusing

on a task which often results in poor levels of engagement. In order motivate pupils and

demonstrate the effect of group impact in a design driven task a warm up activity

outlined below is advisable before completing each stage three activities. This

particular task is sure to get pupils engaging and enjoying group work.

Design Whispers:

Each pupil starts with a blank page. Pupils are instructed to draw one line on the

page.

Pupils pass the page on to the next person until the pages have been passed 24

times.

Each pupil now analyses the sheet they have ended up with and the selected

pupils must try and explain what they see in the picture to the rest of the class.

This is a short activity and should be completed in approximately ten minutes.

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Group Activities

These activities focus on pupils working in groups to identify and solve a design

problem. Through engaging with group work pupils re-affirm their understanding of

their design ideas and solutions. They are more confident when required to

communicate their ideas and solutions to their peers.

For each of these activities pupils should be divided into groups of four. Each pupil

should then be given a role; Scribe, Presenter, Researcher, Analyst. By assigning specific

roles, pupils are clear on what they are expected to do and will engage successfully.

Additional Resources:

This set of activities requires some research and experimentation by pupils. In order to

facilitate this, the teacher can select resources to use in conjunction with the activity.

For example, some objects for experimentation in relation to the topic could be left at a

work station in the room. Pupils could then move around and interact with these

resources. For example ICT resources - available in the majority of M.T.W classrooms

could be used, literature and graphics related to the topic.

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Activity 11: Work Station

Teacher's Notes:

This activity is designed to get pupils to scaffold on the skills they have built in the first

two sets of activities. Pupils will be required to read the brief prescribed, analyse it in

order to identify the problem, analyse the requirements or constraints that will

influence the solution. Then conceptualise some ideas through the use of notes and

sketches, and finally, develop their ideas to clearly explain a solution to the problem.

Groups of 4-each pupil is given a role:

Scribe: The scribe keeps record of the conversation and notes specific problems

identified.

Analysist: Analyses the brief to inform the rest of the group the parameters and

constraints that are placed on their final solution.

Researcher: Researches the problem using any materials available (I pads,

literature, existing solutions).

Presenter: Must have a clear understanding in order to present the information/

solution to the class.

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Activity 11: WorkStation

Aim: To engage you in a design activity, requiring you to build on the skills you have learned in

the previous activities.

Materials: Pencils, colouring pencils, design copy book and research resources that your

teacher will provide you with.

Objective: Your task is to...

Analyse the information outlined in the brief you have been given.

Identify an element/area/aspect that could cause problem.

Identify the constraints that are in place due to the circumstances. (Have you been given

key information about what the solution must include?)

Develop a solution and explain your thinking.

Explain their design solutions to the rest of your class.


Brief:

Achieving good grades and completing your homework accurately and correctly takes not just,

hard work, dedication, and organisation, but a good homework environment. Slouching on your

comfy couch, with your notebook in your lap, phone in hand, and television on is not a good

environment for attempting to do your homework.

Your brief is to design a study area for you to complete your homework in each day. Think

about equipment you use, your posture, the temperature and using your time efficiently

without becoming easily distracted.

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Activity 12: Personal Storage

Teacher's Notes




influence the solution. Then conceptualise some ideas through the use of notes,




identified.







45

Activity 12: Personal Storage








Identify the constraints that are in place due to the circumstances. (Have you been

given any key information about what the solution must include?)




Brief:

On average, people living in the materialistic western world carry several different personal

items everywhere they go - ranging from technology devices to keys. With so many

possessions, it is hard t keep track of everything when you leave it down to go to bed at night.

Your brief is to design a storage device for people to keep their personal positions together

when they go to bed. Think about technology you use every day. Think about where and how

they could be stored whist you are sleeping. Do they need to be charged? What size are the

items? What items do you bring with you everywhere you go?

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Activity 13: Healthy Eating

Teacher's Notes




influence the solution. Then conceptualise some ideas through the use of notes and




identified.







47

Activity 13: Healthy Eating









given any key information about what the solution must include?)



For this activity you could use the 5 W+1 H strategy. Refer to the checklist.

Brief:

Healthy eating is a topical area in the media at the moment with many schools and workplaces

enforcing healthy eating regimes in order to improve our nation's health. As a result, many

people have begun to try their hand at growing their own produce - and have done so

successfully partly due to our agriculture history.

Your brief is to design and make an artefact to hold a number of fruits and vegetables in a family

kitchen setting. Think about the fruit and vegetables eaten in a typical family home each week,

about sustainable materials you could use and the finishes applied in a kitchen setting.

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Individual Open – Brief Design Activities

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Activity 14: Community Life

Teacher's Notes:

This activity is designed to get your pupils designing solutions to fit briefs similar to

those that they will encounter when it comes to their Junior Cert Brief.

Your pupils will be required to read the brief prescribed, analyse the brief in order to

identify the problem, analyse the requirements or constraints that will influence the

solution. They will be required to conceptualise some ideas through the use of notes,

sketches, and finally, develop their ideas to clearly explain a solution to the problem. In

order to achieve this, your pupils will need to use the skills learned in the previous 22

activities. They will be reminded to look at the checklist, but in these activities they will

be given the autonomy to choose which design method to use in the activity.

Each of these briefs has the potential to become a class "design and make" project. The

focus outlined here is on conceptualising ideas and forming possible solutions.

However, under your guidance this activity has the potential to become a class project.

For example, having gone through the conceptualisation stage, you could add a number

of parameters. This could include giving pupils an agreed amount of material and

informing them of the processes they can use. Then pupils will be able to work from

this in order to alter their solution to meet these parameters and hence, making it

manageable for 24 pupils to produce 24 individual projects.

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Activity 14: Community Life

Aim: To engage you in a design activity that requires you to scaffold on the skills you

have learned in each of the previous activities.


Objective: Analyse the information you have received.

Identify an element/area/aspect that is a potential problem.


given key information about what the solution must include?)

Develop a solution and explain your thinking behind it.

Explain your design solutions to the person sitting next to you when instructed by

the teacher to do so.

Choose a strategy from the checklist!

Brief:

Design and make a decorative artefact to promote a sporting activity in your school or

community. The artefact should be attractive and well made. It may be wall-mounted or

suitable for display on a shelf and should represent a central aspect of your chosen sport.

Pupil Note:

This is what you have been aiming for! This activity asks you to design a solution to a

problem (Brief) just like the other activities you have completed. However you must

choose which tool you are going to use yourself from the checklist. Remember, you need

to identify the problem outlined and solve it accordingly. It may not be as obvious as it

was in the previous activities but it is there you just need to look!

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Activity 15: Personal Presentation

Teacher's Notes:















informing them of the processes they can use. Then pupils willbe able to work from



52

Activity 15: Personal Presentation












Pupil Note:






Brief:

Young people take great pride in their appearance, presentation and image. Design an

elegant artefact which will neatly store and display a selection of personal grooming items.

The artefact should be compact and designed to rest on a table top. Your design should be

inspired by naturally occurring shapes and forms.

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Activity 16: Childs Play

Teacher's Notes:


















54

Activity 16: Childs Play

Aim: To engage you in a design activity that requires you to scaffold on the skills you have

learned in each of the previous activities.




Identify the constraints that are in place due to the circumstances. (Have you been given

key information about what the solution must include?)





Pupil Note:


problem (Brief) just like the other activities you have completed. However you must choose

which tool you are going to use yourself from the checklist. Remember, you need to identify

the problem outlined and solve it accordingly. It may not be as obvious as it was in the

previous activities but it is there you just need to look!

Brief:

Wood is a natural tactile material that encourages a child’s exploration of their

environment. Design an educational toy suitable for use by a child. The toy should help the

child’s sensory development. Think about the safety issues that you must address in your

toy.

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Activity 17: Stereophonic

Teacher's Notes:


















56

Activity 17: Stereophonic

Aim: To engage you in a design activity that requires you to scaffold on the skills you have

learned in each of the previous activities.










Pupil Note:






Brief:

Many young people like to relax by reading and listening to music. Design a free standing

artefact to hold a small number of your personal items including your headphones. The

artefact should be designed to display personal items that reflect your interests. Think

about the items you will need to store, how they should be stored - the wires on your

headphones tangling and the frustration/damage this causes.

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Activity 18: Out of Reach

Teacher's Notes:















informing them of the processes they can use. The pupils will be able to work from this

in order to alter their solution to meet these parameters and hence, making it


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Activity 18: Out of Reach












Pupil Note:






Brief:

Storage space is often located at a high leave and not easily accessed. Design a

freestanding, portable unit that will enable someone to reach these storage spaces safely.

Think about the strength and stability required in your design, the safety for the user, the

materials you will use and your knowledge of joint work that would be appropriate for

such an artefact.

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Pupil Template Worksheets

Name: Date: Activity No: The 5 W's +1H

Who

What

Why

Where

When

How

S Substitute: To have another person/thing act in place.

C Combine: Bring together.

A Adapt: To adjust something to fit a condition or purpose.

M Modify: To alter/ change some aspect.

P Put to other Uses: To use something in a different way than you usually do.

E Eliminate: Remove and element, leave something out.

R Rearrange: To change the order of something, to adjust.

Name: Date: Activity No.:

problem driven design

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