RESISTANT MATERIALS Project

Transcription

1 Year 7 Technology RESISTANT MATERIALS Project Name: Class:

2 Design and Technology Levels LEVEL 3 Pupils are able to: Designing talk about products in terms of form, function and safety; Communicating use line and shape to communicate ideas; Manufacturing use appropriate methods to cut, shape and join materials; LEVEL 4 Pupils are able to: Designing Communicating Manufacturing gather and use information relevant to factors written from a given design brief; know and use recognised symbols in the drawing of diagrams. Sketch, by using shape and form, their design ideas. Where appropriate use ICT to enhance drawings; demonstrate accuracy in the marking out and joining of materials; LEVEL 5 Pupils are able to: Designing Communicating Manufacturing use a design brief to generate and develop a range of ideas. Write a specification which reflects appropriate design factors, and other relevant information. Select the most appropriate idea; develop and communicate ideas using annotated freehand sketches which display colour and form; produce a quality finished product using a range of hand and machine tools; LEVEL 6 Pupils are able to: Designing Communicating Manufacturing evaluate the information sources they have gathered. Choose the most appropriate idea to manufacture from a range of ideas by evaluating each idea against the specification which they have written. Evaluate the product they have made; develop and communicate their ideas through formal drawing techniques, using recognised symbols and drawing conventions, where appropriate; manufacture, safely and independently, products that incorporate more than one material; 2

3 Health and Safety When making projects or working in the workshop, your own safety and that of others is very important. This means that not only are you responsible for making sure that you are safe, but that what you are doing will not cause any danger to anyone else in the workshop. Before starting to do any practical work, you must think about the safety requirements needed. Often the things that we do regularly are the ones which we do not think carefully enough about. You should think carefully about every aspect of your work. Are there any problems with the materials you are using? Are they heavy, slippery, hot, etc? Does working with the material cause dust, swarf, or fumes? What dangers might there be in using particular tools or machinery? Are they very sharp, hot or dangerous in any other way? What are the hazards in the workshop that may affect you or others? Could any part of your clothing, hair or jewellery get caught? Dust, fumes and solvents can cause health problems and can be cumulative. What are you doing to reduce the risks? Know, remember and follow the rules at all times. Rule Reason Remove or tuck in your tie. Tie back long hair. Secure loose clothing, particularly sleeves. Remove all jewellery. Do not run, jostle others, shout or make any excessive noise. Wear eye protection when using power tools. You must switch off a power tool when you have finished using it, even if others are waiting to use it. Never distract anyone when they are using power tools. Ask for advice if you are in doubt, especially where safety is concerned. It is everyone s responsibility to put tools away and tidy up at the end of the lesson. 3

4 POWER TOOLS: Band saw. The metal saw blade is in the form of a continuous band. You will not be permitted to use this piece of equipment as it can be very dangerous. Your teacher will cut wood, MDF and acrylic plastic for you to work on. It is important that you do not distract your teacher when he/she is using this piece of equipment. Pillar drill. This is a power tool which drills vertically downward. Remember that acrylic plastic may split when it is filed, drilled or sawn. When drilling with the pillar drill, do not press too hard, especially when breaking through as this will easily crack the plastic. The plastic should be clamped to the block of scrap wood beneath it. Power sander. This tool will grind away excess MDF or acrylic plastic. It is not designed to grind away excessive amounts these should be removed with a hacksaw or Abra file. The power sander is for finishing touches only. HAND TOOLS: You should be able to identify and know how to safely use the following hand tools: Steel rule Junior hacksaw Coping saw Radial hacksaw or Abra file. Sanding block and glass paper Pliers Hand drill and drill bit Try square Bevel-edged chisel Files and rasps Hot glue gun MATERIALS Acrylic plastic. The scientific name for this plastic is polymethyl methacrylate. It is a brittle plastic which may be transparent, opaque or semi-opaque and comes in a variety of colours. The commercial name is Perspex, although this is often only used for the transparent acrylic. It can be bonded to other pieces of acrylic using adhesive which is essentially a solvent containing dissolved transparent acrylic plastic. The solvent is very dangerous and care must be taken to avoid breathing it in until the glue is dry. MDF. MDF or medium density fibreboard is a man-made material manufactured from wood dust which is glued and pressed. Both the surfaces are shiny and MDF will cut and shape easily. It takes polish and water-based paints very well. It does not split but care should be taken to prevent the shiny surface from coming away during working. Paints and permanent markers. Paints can be water-based or oil-based. Oil-based paints are dissolved in a solvent which can be dangerous if inhaled. They also take longer to dry than water-based paints. Use water-based paint on MDF and oil-based paint on acrylic plastic. If you have been using a water-based paint, you should clean the brushes in water. If an oil-based paint, you should clean the brushes in White Spirit, never with water. Permanent markers are not permanent on shiny surfaces such as acrylic sheet, and will be rubbed off over time. An oil-based paint will last longer. 4

5 The Design Process The Design Process is a sequence of events that has a start and an end point. It may be necessary to go back a stage or even two if new information comes to light. 1. Design Brief: This is a short statement of intent. What are you going to do? During all stages in the design and making process, you should refer back to the Design Brief to check that you are actually doing what the Design Brief asked you to do. In this Year 7 resistant materials project, you have one Design Brief. 2. Tasks Schedule: A Tasks Schedule is a planning exercise and lists all the major areas of work you are going to undertake and an indication of deadlines you will have to meet in order to complete them within the time allowed. How long will research take? How long will construction take? This is where you plan ahead. 3. Analysis of Brief: Once you have written or received your Brief, it is possible to go straight to researching your ideas. The purpose of analysing the brief is to come up with relevant questions to research. Do not try to come up with solutions at this stage, it is essentially a brainstorming exercise you should wait until the research has been completed. 4. Research: Research is the process of searching out new facts. Research all the areas highlighted in the Analysis of Brief and record all the information. Research is carried out in three stages; collecting, sorting and then using the information. Primary research is the information you collect, for example, when you ask people for their opinions. Secondary research is when you use information which others have written about or collected, for example on the Internet. 5. Specification: The specification is a detailed list describing the problems to be solved. It should spell out exactly what the design must achieve. It must set out any limiting factors that will affect the final design and the way in which it is made, such as size, materials available, time allowed, etc. 6. Generate Ideas: Generate a range of different possible solutions satisfying the Specification. 7. Choose Solution: Decide on your final designs for the project using the Brief and Specification as the guide. It may be one of your initial designs but it could also be a combination of ideas taken from all of them. You should draw your chosen solution carefully. Draw it to scale and annotate (label) it. 8. Make Solution: Produce the solution. This is when you construct your prototype of your project. Remember to think carefully about health and safety issues when doing any practical work. 9. Test Solution: Look back at the Brief and Specification. Does what you have made agree with both of these? If not, what has changed and why? 10. Modify Solution: Once you have made your product you should consider what modifications you would make if you were to do the project again. List any modifications which you would make to improve the solution's effectiveness. 11. Evaluation: At the end of your project you should check the final product against the specification. Are you happy with it? Would other people be happy to use it or own it? State where your product does not meet the specification and why it does not. Say how the product could be improved and what you would do next. 5

6 The Project Diary During the project you should keep a diary of what you did during each lesson. If you compare this with your Tasks Schedule, it will help you with your time management. Each diary entry should be a short account of the work you undertook that week, what you achieved and how you managed to overcome any difficulties which you may have encountered. Week 1. Date: Week 2. Date: Week 3. Date: Week 4. Date: 6

7 Week 5. Date: Week 6. Date: Week 7. Date: Week 8. Date: Week 9. Date: 7

8 Project The Travel Board Game Design Brief: Design and make a travel board game out of MDF and/or acrylic plastic. Other materials may also be used. The overall size of the game should be no larger than 19cm by 19cm (although it does not have to be square) and any playing pieces must be boxed or otherwise stored with the playing board. Tasks Schedule: Analysis of Brief: Brainstorm some ideas and make notes in this box. Research: Write what you have found out in this box. 8

9 Specification: Write down exactly what the design must achieve, including any limiting factors that will affect the final design and the way in which it is made, such as size, materials available, time allowed, etc. Generate ideas: Sketch some of your ideas in this box. Choose solution: Carefully draw your final design in this box. It should be drawn to half scale. Annotate your drawing. 9

10 Make solution: This is the practical part of the project where you make the board game. Remember that you should refer back to the Design Brief to check that you are actually doing what the Design Brief asked you to do. The final product: Once you have completed your board game you can paste a photograph of it in this box and explain how it should be played. Modify solution: Once you have made your board game you should consider what modifications you would make if you were to do the project again. Write any modifications you would make in this box. 10

11 Evaluation: At the end of your project you should check the final product against the specification. Are you happy with it? Would other people be happy to use it or own it? State where your product does not meet the specification and why it does not. Say how the product could be improved and what you would do next. Give a carefully written account of all of these things in this box. Teacher s assessment: Designing Level: Manufacturing Level: Overall Level: Comments: 11