Classroom Instructions:

In this project, your target audience is a member of your family. 

1. Go home and conduct a recorded (audio or video) primary source interview with your family members and record your answers using the template provided in Toddle.

2. Show them some example products from this unit to give them an understanding of what can be made in 10 weeks and spark their interest. You may get the question, "Are you really able to make anything we want?" The short answer is "no"...but we can make anything within reason that is approximately 300 MM tall x 300 MM wide x 300 MM deep using the following materials and tools. 

1. • • plywood (3mm - 15mm)

     • wood glue

     • band saw

     • hand drill / pillar drill

     • belt sander

2. Fill in the Interviewee(s) name with whoever you are interviewing in your family. If there are multiple members you are designing for, add all of the names. 

3. Discuss what problem they might like to solve around the house and try to come up with 2 that could be fixed by creating a product from wood. 

4. Come up with Ideas or solutions to the problem and then decide on which problem and idea you would like to pursue. 

5. Take a picture of the situation that your chosen problem has caused (i.e. a messy desk could be solved by a desk organizer).

6. Save

Exemplar & Rubric:

Classroom Instructions:

Now that you know what problem you would like to solve, it's time to think about research. When we begin researching the information that will make our design product a success, it helps to break our questions into two areas of investigation: 

Client Research: This is simply what the client / target audience wants, and how to achieve it. For example...

• What is the end purpose of the product? What problem does the product solve for the client?

• What measurements need to be considered when creating the product? 

Skill Building Research: These are the skills you will need to learn to actually create the product. For example...

• What skills do I need to learn or use to create my product? 

• How can I learn these skills? 

It also helps to categorize our research into Primary and Secondary sources. For more information about what sources are and how to site them, check out this link. 

Design Process Documentation:

In this unit, we have provided you with the main questions we are hoping you will answer as a part of the Research Plan. We have also categorized the sources as Primary since all the answers some from direct interviews with your client or teacher. 

1. Fill in the template below on Toddle. 

2. Save

Exemplar & Rubric:

Classroom Instructions:

Now that you have an idea of what you would like to make from your client and a bit of research about the size and location of the product...let's start looking for similar items that have been created by designers in the past for inspiration! Research and analyze 3 existing products and use the following technique to identify what you like (strengths), don't like (weaknesses, what you think could be improved upon to cater to your target audience (opportunities), and things that are out of your control that might limit the success of your product (threats).

SWOT Analysis

1. Strengths

   • List positive aspects about the product.

2. Weaknesses

   • List negative aspects of a product.

3. Opportunities

   • List ways to improve the product to make it more relevant to your target audience.

4. Threats

   • List things you don't control that could limit the success of your product.

Examplar & Rubric:

Classroom Instructions: 

Design specifications are very important to consider when you create a product. These are the MUST DO's of your design. 

• Specifications - What your product MUST DO in order to solve a problem successfully? 

• Testing Methods - How you will test the design specifications to ensure they are successful. 

• Success Criteria - What quantifiable measurement (number or percentage) would you consider needing to meet in order for your product to be successful? (i.e. 3 / 4 or 75%)

• Survey of people’s opinion’s - what questions would be asked, set up the form or template  (subjective)
• Timing how long an operation takes - what data would be collected and how to record it (objective)
• Checklist for Visually or aurally inspecting final product - Spreadsheet with list of what is to be observed etc (subjective)
• Observation of users to see how quickly they learn to use the new system, how often they need help or make errors (subjective)
• Stress-testing: Use the product or solution in ways that would be expected in real-life operation (objective or subjective)
• Inspection: Weigh it or measure it - Specification table with tolerances (objective)
• Comparison: Comparing the product with existing products in the marketplace noting strengths and weaknesses (objective or subjective)

Design Cycle Documentation: 

In this unit, your Design Specifications, Testing Methods and Success Criteria are provided for you to help you understand how they could be written. However, it's important to look over these specifications and actually create the survey you will send to your clients after creating your product. 

1. Go to Toddle and open the B1: Design Specifications workbook up. 

2. Read through each of the mandatory specifications carefully. 

3. Fill in the highlighted areas of measured items. 

4. Make a copy of this Google Survey and send it to your client when you are ready to show them your product. 

5. Past the Google Survey link into the bottom of the Toddle workbook.

6. Save

Exemplar & Rubric:

Classroom Instruction:

Concept sketching is an integral, or necessary, part of the design process. Concept sketching allows you to have a visual example of your product. This is a good way to explore ideas about your product and find out what may or may not work.

Concept sketching must also include important notes, or annotations, about your product to help you and others get a better understanding of what materials you may need to create your product. Annotations will also allow you and others to have a better sense of what your final product may look like.

Design Process Documentation:

1. Take a piece of Engineering Paper provided by your teacher and concept sketch two different options for your product. These can be 3D sketches. Learn how to 3D sketch by clicking the Skills button > > >

2. Discuss which option to foam core model with your peers and / or client. 

3. Take a piece of Foam Core modeling board provided by your teacher and begin to draw out the "flat-pack" version of your chosen design. Use a Tri-square, sharp pencil and ruler for this task.
   Note: Check your measurements from A2: Research Plan / A4: Design Brief. This drawing should be a 2D version of your product that can be cut out and glued together. Ideally, this will be to scale (same size as your final product), but if it is too big, you can do a smaller scale version (i.e. 2:1 half size). 

4. Once you have finished drawing your 2D version, check your measurements with your teacher before using the utility knife and safety ruler to cut. 

5. ANNOTATE YOUR MEASUREMENTS AND TAKE A PICTURE OF YOUR FINAL 2D DRAWING ON FOAM CORE

6. Once your drawings are approved, use the utility knife and safety ruler to carefully score the foam core. 

7. When you have all of your pieces, use the hot glue gun to glue them together.  

8. TAKE A PICTURE OF YOUR FINAL FOAM CORE MODEL

9. Post both pictures on B2: Design Ideas template and post to your Toddle Portfolio.

10. Bring your Foam Core Model home and test your product.

Exemplar & Rubric:

Classroom Instructions: 

Finalizing a concept model is a major step in the design process. Equally as important is being able to justify, or give reasons, for choosing that particular concept. 

Design Process Documentation:

1. Open up the B3 template in Toddle and arrange the following: 

   • a time to meet with your client

   • all of the items that you plan on organizing in your product

   • your foam core model

2. Take your foam core model home and place all of the items you intend to organize in or on the product.

3. Begin recording the Toddle Interview with your client and ask them the questions in the Google Form you created in B1. 

4. If there are any changes that need to be made to your measurements, change them directly on the model. 

5. Screenshot your survey results.

6. FIll in the B3 template on Toddle with your survey results and add to your portfolio.

Exemplar & Rubric:

Instructions:

Now that you have finalized your measurements, you may begin your final planning drawing. 

1. Draw your final 2D version of your product on Engineering Paper. Be sure to use a ruler and a sharp pencil. For example, look at the below 3D drawing of the product and the 2D drawing of all the pieces that go into making that product. You are responsible for the 2D drawing only. 

2. Show this drawing to your teacher and discuss the thickness of wood you will need for your project.
   Note: Your project can have multiple pieces of wood that vary in thickness. The trick is to incorporate the thickness of the pieces into your final measurements. 

3. Once you have all of the pieces drawn out, make sure you annotate all of the measurements required on the cutting list template.

4. Take a picture of your final drawing and fill in the B4 template on Toddle to submit your finalized cutting list. Make sure to add any additional items you might need (i.e. hooks, latches, hinges, etc). 

5. Post to your Toddle portfolio.

6. Screenshot your Portfolio and fill in the Design Job Request form to submit your Cutting List.
   
   

Exemplar & Rubric:

Instructions:

Present your final design by documenting the following: 

• A video walkthrough of the product or solution functioning as intended

• Description of key features of your design

• Image of your final product or solution that is cropped and framed well with good lighting.

Instructions:

Congratulations on finishing the first iteration of your design. Now it's time to test the product against the design specifications using the testing methods and success criteria you outlined in B1 / D1. 

1. Take your product to your client and record a short video of you testing the product.

2. Test your product against the Design Specifications (B1 / D1) with the same survey you used with the foam core model. This will be in your Google Drive folder. Note: You do not need to recreate the survey. If you would like to clear the former results of the survey, 

   • Open up the same survey you used when you were testing the foam core models. 

   • In the top left under "Responses," click Summary. In the top right, click More with the 3 dots and then Delete All responses. Click OK. Now your form is cleaned to record your new survey results. (Form can be found here)

3. After testing your product, think about the improvements (if any) you could make. Explain how those improvements could benefit your client. 

4. Fill in the template on Toddle and add to your portfolio. 

Instructions:

Think about how your product or solution impacted your target audience. Include reasons or causes by conducting the following interview:

1. Do you feel the product solved the problem we outlined at the beginning of the process? Why or why not? 

2. Do you think the product could have any positive or negative impacts related to the UN Sustainable Development Goals? If so, what are they?

3. If we started this design over again, what would you change about the process?