Conceptual Design - bespoke storage

http://tttcarpentry.co.uk/portfolio-item/the-loft-bed-with-innovative-storage/

https://crestline.co.nz/project/8293/

https://mocosubmit.com/cardumen-bookshelf/

Situation:

The Technology block needs some love. We have incredible resources, tool and equipment. However, we don't have a cohesive storage system in each workshop. This means that things go missing and get damaged because we can't see what we have immediately. Tools are often not stored in a way that keeps them in good condition. Sometimes teachers forget we even have resources because they have been put in a random cupboard somewhere. This ends us costing us time and money.

The challenge for this project is to select a specific resource or tool that needs to be stored and develop a custom solution for it/ them. It will have to suit the physical item as well as the space in which it should be stored. The users of the resources/ tool will need to be considered as well. This means you will have to consider the teacher/s who use the resources (how often is it used/ how tall are they/ disabilities) as well as the students who use them.

The final solution must be of the highest quality and show an appropriate of craftsperson-ship. You should try to consider functional and aesthetic qualities in your final solution. Functional does not necessary mean drab or cheap (unfinished MDF).

Brief:

To design and make a custom storage solution for something in the Technology block. It must consider fitness for purpose in the broadest sense and be able to be used in 2021. You must make a set of technical drawings that you will construct your prototype from and use CNC technology where suitable for your solution.

Design Specifications:

• Size: Suitable for selected resource and users - negotiated with teacher
• Materials: Available within the school setting, but including mild and tensile steels, aluminum, plastics, wood.
• Construction techniques: A range of resistant materials, and manufacturing processes are to be employed including use of CNC technology.
• Environmental considerations: Must be considered and evident within testing and design decisions.
• Human factors: Must be considered and evident within testing and design decisions.

Production Specifications:

Are to be developed by students through research, design and testing.

Requirements:

• The completed design must be detailed enough to be commercially manufactured.
• All materials must be suitable for the completed design.
• Health and Safety practices (including training) must be evident throughout the entire design and construction process.
• Final outcomes and select design work must be presented in the end of year Technology exhibition.
• Final outcomes must be useable and supported by evidence of testing in-situ.
• Storage solutions to be IN USE in 2021

Assessment information:

• This is a full year course with three Internal Achievement Standards. Total credits: 22
• This portfolio is the evidence for the standard highlighted below

Milestones:

• The next few slides show all the important steps and tasks you need to complete for this standard (3.3)
• Each Task should take up at LEAST one slide
• There has been a blank slide created for EACH TASK
• Make a new slide if you need more room

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NZQA resources:

The standard

Exemplars

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NOTE: this portfolio has been developed during COVID-19 and therefore does not reflect the depth we would expect in normal circumstances

TASKS:

• This is where you put your evidence
• Explain your thinking properly - you are not Year 9
• Add more slides if you have to

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**this portfolio is supposed to show all of your thinking and ideas. We can’t read your mind.

Here is an example of a designer making a slightly different project - but you can see their THINKING as they go

Brief Unpack - add a photo if you did this on paper

• What am I making?
• Why this project - what’s the point?
• What will be the hardest parts?
• What have I built in the past that could be helpful?
• What are my experiences of the storage in the Tech block (say during the Mallet Project or in DVC)

Student response:

Basic physical and functional properties

• Get definitions of ‘physical properties’ and ‘functional properties’ - add above and re-write in your own words
• What are the most important physical properties of any storage solution (in your opinion)
• What are the most important functional properties any storage solution (in your opinion)
• In your opinion - what 5 things would make a ‘good’ storage solution for the Technology Block (in general)

Physical Properties:

Functional Properties:

Most important:

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What makes a good scooter?

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Existing Product Evaluation

• Photograph 6 of the main storage solutions we have in the Technology Block
• Label with materials, construction methods, cost and what items it stores
• Evaluate the overall success - how well does it do it’s job? PMI (positive/ minus/ improvements)
• Add your personal experiences of each solution - when is it used? By whom? Have you used it?

Student response:

Existing Items Evaluation

• Photograph 6 of the main ‘families’ (e.g. hand tools/ drawing stuff/ student folders) of items we need to store in Technology Block
• Label each image with a description of the object. Consider: measurements, weight, cost, danger/ risk, how often it is used, main users (students and teachers), how the objects are normally stored
• Improvements: add a few quick ideas of how these objects could be better stored
• Rank your interest - rank the objects from most interested to least interested (like - what do you want to design storage for??)

Student response:

Inspiration - weird and wonderful examples

• Find examples of weird and wonderful storage using every possible material/ shape/ form. Evaluate in relation to: what could I steal? What should I avoid?
• No two should look alike - and you need to spend TIME selecting things that appeal to YOU. We want to see a range of:
• Materials - traditional (wood, metal, plastic etc.) through to different (wool, cardboard, bottles, recycled materials etc.)
• Shape and form - (curvy and organic, strange looking, traditional from specific cultures, geometric etc.)
• Price point/ cost - (super cheap through to really expensive designer)
• Manufacture - (hand made, CNC, laser cut, 3D printed, injection moulded, cast etc.)
• Colour and texture - (neutral and simple through to wild)
• Paste your images into the slideshow, add the URL

Student response:

Inspiration - Pasifika Style

• Think about the question - ‘what does Pasifika style look like?’ Or TC Style?
• Use the net to hunt and gather examples of things YOU think express Pasifika Style. Use the following prompts to help you:
• Fashion
• Music
• Festivals/ ceremonies and event
• Jewellery and adornment
• Product Design
• Graphic Design
• Everyday objects

Student response:

Inspiration - mass produced VS bespoke (custom made)

• Find 5 examples of ‘mass produced’ storage and 5 ‘bespoke’ examples.
• Compare and contrast and add notes.
• Consider: price, lifespan, materials, construction techniques, users, where it is put, how well it stores objects, style and durability
• In your opinion what are the MAIN differences between something that is mass produced (shelving from Bunnings) and something that is bespoke (custom made to suit a specific person/ environment etc.)

Student response:

Ideation - first ideas

• Use your inspiration pages to generate 10 basic ideas of GENERAL storage solutions - these ideas are just to get you thinking/ started
• Label with questions that will help you develop your ideas like: how could I move this? How would this be locked? Could this be made out of other materials? Should I add surface design? What joinery should I use? What objects could this store? Do I need to simplify/ or make the design more complex?
• Photograph your pages/ pages and put above
• Get feedback from your classmates - what they like/ what they would improve

Student response:

User + Object considerations

• Select your objects and key stakeholder (the teacher who you will be making this for) - justify your choice
• Brainstorm all the things you need to consider about the object and the stakeholders to make your storage successful
• Explain why you picked them and how that user/ target market connects to the given brief
• Brainstorm all you know about your users and their needs: (has a wooden leg, is blind in one eye so no depth perception, wants to be able to alter the shelf height themselves but isn’t very ‘handy’, loves the colour green, has a limited budget, is quite short and doesn’t want to tip toe)

Student response:

User + Object considerations

• Get all the anthropometric data of your users (teachers and students) - this documentary will help a LOT
• Explore and make notes about their physical needs and what they might WANT consider: physical disability, eyesight, flexibility, height, physical fitness, taste and style, budget, how they might treat the object, how often it may get used etc.
• Remember you measurements should be in millimetres (mm)
• Great time to get all the same data from your OBJECTS

Student response:

User + Object considerations

• Design data: add all the key measurements and information about the size and needs of your user/ target market here as bullet point
• You should have: height, strength, mobility (how much they move around), age vs danger (dangerous objects), specifics about how your objects need to be stored to keep them in good condition and safe
• Have a meeting with your key stakeholder (teacher) and show them the last two slides.
• Get feedback and add in RED.

Student response:

Environmental Considerations

• Brainstorm all the places your storage solution COULD go
• Describe the conditions underneath
• Add notes about what performance properties your storage needs to have to be suitable in/for each environment
• Select what you think is the BEST space
• Get stakeholder feedback in RED

Student response:

Environmental Considerations

• Brainstorm all the considerations of the school environment and our workshop
• What are our restrictions?
• What tools, equipment and materials do you have access to?
• What do you already know how to use? What do you need to learn?
• What are you going to have to compromise with your design because of the school environment (specific components)?

Student response:

Environmental Considerations

• List all the projects you have made at school
• Add the tools (e.g. scribe) and processes/ techniques (e.g. spot weld) used to make that project
• Add the materials you used (e.g. aluminum rod) and the performance properties (flexible, low melting point, rusts)
• Highlight any materials/ tools/ techniques that will be helpful or that you might use for this project

Student response:

Developed Ideas

• Use the information from your stakeholder and what you know about your object/ space and develop your first sketches
• Draw 10 new design ideas at least.
• Label with: measurements, notes about use, material selection, possible construction techniques
• Get stakeholder feedback on your designs and produce 5 more refined ideas inspired by that feedback
• Add photos of your drawings with stakeholder feedback above (make another slide)
• Select 2 to make a scale card model - label them and explain why you picked them

Student response:

Scale Models - 1: xx

• Modify your final drawing based on the feedback you got/ any new ideas you have
• Put the new drawing above
• Make a 1:xx (decide with your teacher the appropriate size) scale model of your design
• Photograph from different views and put above
• Get stakeholder feedback and add above

Student response:

Construction Research

• Use the feedback from your stakeholders to help find information on possible joinery and construction techniques that will be suitable for our workshop and your skill level
• Add images and links to tutorials
• Get stakeholder feedback

Student response:

Construction Test - joins/ techniques

• Test the joinery/ construction techniques you think you are going to test
• Photograph, add above and evaluate
• Get stakeholder feedback
• Make decisions about what you will use (you may need to do more testing)
• Note how long each test took and estimate how long it will take in production

Student response:

Working drawing - quick PRE CAD

• Re-draw your final design - it must include: measurements, materials, notes about the tools/ equipment and techniques used for each part, finish
• Get stakeholder feedback on this BEFORE you move to CAD

Student response:

Technical Drawing - Final idea in CAD

• Use CAD to redraw all elements of your design - these drawings are ALSO for your external so they must be accurate and detailed
• There must be so much detail that you could send the drawings to a manufacturer and they could produce it exactly to specification

Student response:

Production Flow Chart

• Make a construction flowchart that maps out: key stages/ processes and materials, tests, integration (of parts), time (how long you will spend on each step) and health and safety for each step
• Flow Charts have a specific format - use this to help - you only really need the rectangle (step) and triangle (test)
• It must be MORE detailed than this

Student response:

Final Evaluation

• Reflect on how this design will meet the brief
• How have you considered: your user/ the environment of the school workshop/ the environment where it will be used/ existing products/ safety/ quality/ on-going maintenance, your skill level, and all of the specs/ requirements in the design brief / stakeholder feedback

Student response:

Marking schedule

• How do you think you went?
• Grade yourself and justify why above
• Your rubric (mark sheet)

Student response: