‘STAGES IN THE DESIGN PROCESS details of the design process Analysis of the situation The process of analysing a situation will help you to sort out in your mind exactly what the problem is Asking questions about the situation is one way of sorting out the problem Pauline and Nick talked to Mrs Brown in her home to learn more about the problems which old people face in getting up and down stairs. Sometimes it can help you to sort out a problem if you actually ‘put yourself in the situation’. Putting someone else in the situation and observing their actions and reactions is another useful approach. Because different people respond in different ways to a situation, a questionnaire can be another useful means of analysing a problem. All your observations and thoughts should be recorded. Use a notepad, sketchbook, camera, tape recorder or even a video camera, for this purpose. ee The brief Once a problem has been analysed, it should be possible to write a short statement describing the problem to be solved. This is called a brief. It may be a very short statement, such as ‘Design a burglar alarm for “use in the home’, or be more 2 “Design a burglar alarm for in the home which warns of entry through windows and y sounding an alarm’. It isFURTHER DETAILS OF THE DESIGN PROCESS Research Having written a brief, you are now ready to seek out information which will help you to produce a successful design. This is called research, First you must decide what information you require. This of course will vary from project to project, and will depend upon the knowledge you already have. [feed A useful step towards making this decision is to use the chart shown. Start by asking yourself the questions 1 to 5. Then read the column headed Areas of research. This will suggest areas of research which are relevant to the questions. Some of the terms used will be familiar to you — others will not. Part of your clude reading about unfamiliar research should concepts. Areas of research ‘What isthe practical funetion (or functions) of the design? (What must ito?) 2 Vv \What part does appearance (shape and form, surlace texture, colour, etc.) playin the design's function? ‘A design's practical functions can include: structural suppor, protection, containment, mechanical movement and control, electrical operations and control, ‘energy transfer etc. etc, ‘Shape and form is important to a design's: aesthetic qualities, ergonomics, strength, stability, rigidity, safety, aerodynamics etc. Surface texture, finish and colour can be appropriate to a design's: aesthetic qualities, mechanical, optical and thermal properties, durability etc. a V ‘What materials are suitable forthe design? ‘The properties of a material will determine its suitability for a design. ‘These wil include the physical properties of strength, hardness, toughness, density, thermal conductivity, durability etc. etc., ‘and the aesthetic qualities determined by colour, surface texture, pattern etc. ‘A materials eost and availablity are also important factors. 4 V What construction methods are approprate to the design? Construction techniques fal nto the categories of cutting and shaping - by sawing, fling, driling ete. fabrication — the assembly of parts using screws, bots, glues, solder etc. ‘moulding — by the application of a force on the material. easting — using a mould to form the shape of a solidifying material A particular material can only be worked ina limited number of ways. The method of construction therefore willbe determined by the chosen ‘material, the avalabilty of manufacturing facilities, the skils of the work force and the production costs. 5 V What are the likely social and environmental effects of he design? ‘The manufacture, use and disposal of any product will have both beneficial and detrimental effects upon people, wildlife and the environment. (See page 4.) The designer therefore, has an enormous responsiblity to consider very carefuly the potential effects of any new design. These wil include Health and safety factors, noise, smell, aesthetic qualities, Pollution etc.STAGES IN IGN PROCESS Where to obtain the information Research can involve reading, listening, talking, and of course observing. General background information can be obtained from reading magazines, data sheets and other written material. Your teacher will be able to suggest suitable books etc., and of course you can ask at your school and local libraries. If more detailed information is required you may need to write a letter to a particular industry, government department or research establishment, for example. Looking at similar products is a useful form of research, You can quickly learn about the different methods and techniques used. You will then be in a g00d position to start thinking about your own product, and ways of improving on current designs. However, it is important not to allow other people's solutions to become a barrier to your own creativity. A valuable area of research is often within your own, community. Sources of information can include. industries, museums, shops and of course parents and friends. Specification A specification is a detailed description of the problem to be solved. It should ‘spell out’ exactly what the design must achieve, whilst taking into account the design limits which will affect the final solution. It can be in the form of a list or a written statement. ‘The specification written by Pauline and Nick is shown here. Note A specification should only state that which is required to solve the problem — not how to solve it, this comes later. SPECIFICATION | ) The device musts exthiur coma) , or eine “the pertom b) Lt must: be very easy to use, and wet have any coupli ©) Lt musk be complitely safe for the user, tank, amy pirtond ov anincals Stamdancg nearby. d) Le mint nat cbstinct the normal uae of the stains. 2) Tt must be neak and. attractiire, f) Lt must be cheap to ¢ g) The cost of the equipment should not exceed £350 Factors which affect peoples’ lives are sometimes, described as the social implications of technology. School subjects like Humanities and Politics for example, can often provide information and ideas related to this area of your research. Conclusion Having carefully researched the topic, you should identify the information which is most likely to be of use to you. At this stage you should also be able to identify the design limits which will affect what can ultimately be produced. These will vary between school and industry but can include for example, costs. In industry the costs will include research, design, materials and processing costs, wages ete, In school, material costs are probably the most limiting factor. Time imposes limits too. It is no use developing a solution if the time is not available to produce it. In school, the time allocated to project work can significantly affect what can be achieved ‘Your personal skills and your school’s facilities will also limit what you can achieve, and so on. It is important therefore, to consider these factors before ing the specification. pup and dewn the stad icated controls -FURTHER DETAILS OF THE DESIGN PROCESS Possible solutions This is the stage in the design process when you need to be really imaginative — to think up, and draw, lots of really good ideas for solving the problem set out in the brief. However, it is easy to become engrossed in the first idea which comes into your mind. This can lead to a lot of frustration, especially if you get bogged down’ with a problem and see no way to solve it. tis so important not to let this happen. One way to avoid it is to only spend 10 to 15 minutes working on one idea before you move on to the next. ‘You should ideally think of at least three different ways of solving the problem before you concentrate on any one in particular. Quick sketches and notes are all that is really needed at this stage: The chosen solution When you feel ready to make a choice from your range of possible solutions, the first step should be to look back at the specification. WAN ‘Then, by comparing what the specification ‘asks a for’, to what each of your designs can provide, you should be able to choose the one which will ‘do the job best’. Alternatively, you might decide that a ‘combination of your ideas will provide the best lution. Before a final decision is made it may beSTAGES IN THE DESIGN PROCESS Working drawings | Prepare working drawings Once you have decided which design to develop, the next stage is to produce some working drawings. It is from these drawings that the prototype. or final product, will be made. ‘The type of drawings you produce will depend upon your own particular skills. You might choose to produce a detailed freehand drawing. Alternatively, you may prefer to make a ‘technical drawing’, using a drawing board and instruments. If you enjoy using a computer, you could produce a ‘print out’ from diagrams developed on the VDU. Whichever method you use, the aim is to produce a detailed drawing containing all the nformation needed to allow the design to be made. This will include: dimensions, angles, technical data (component values etc.), materials and so on. Planning Before any practical work can begin, it is very important to plan out the work ahead. It is important for a number of reasons: a) Planning should help you to get the work finished on time. Your teacher will tell you how much time is available, With this information you should draw up a timetable showing how much time you expect to spend on each part of the design. As the work progresses, changes may have to be made to this timetable if jobs take less time, or longer than expected. ) Planning should also ensure that you have the necessary materials, components and equipment available when you need them Make a list of these requirements and check with your teacher that they are available. If something needs ordering, for exam need to rearrange your work timetable to fit in with these changes. Your work plan will also help you to decide ‘what to do next’ if. tor example, equipment, materials or components are not available when you need them. ple, you may 4FURTHER DETAILS OF THE DESIGN PROCESS Construction work Having worked out a timetable, and collected some of the materials and components you need, construction work can begin. The construction of a prototype, or final product, can involve a great deal of skilful activity. This can include, taking measure- ments and marking out, cutting, moulding, casting and fabricating. Fabricating can include: brazin welding, pinning and jointing, the use of adhesives, and not least, the use of nuts and bolts. In addition, projects which have electrical circuitry can involve cuit construction techniques such as etching, ‘Never distract anyone Who is working on a machine or using potentially ‘dangerous caulpment. soldering and wiring. All these activities are potentially dangerous. It is important therefore: + never to use tools, equipment or machinery without your teacher’s permission, + always to wear protective clothing and goggles where appropriate, ‘* to observe the safety regulations in your school. ‘The pictures and captions which follow also give some guidance on how to work safely Newer tamper with or poke anything into mains ‘auipment you coula When using cutting tole raft knives, chisels eb llys cut awe) From yourselt