Core IB

Design Technology

International Baccalaureate Organization (IBO)

Student Name: Tutor Group:

Version 1.0

IB Design Technology Coursebook -1-

Welcome to the IBO course in Design and Technology
Contents of Coursebook: Page(s)
Some common questions and answers when you start the course
Basic equipment
Expectations
Course outline
Assessment criteria
How are my internal assessments and project marked?
How do teachers judge my work?
Your exams and assessment
Your portfolio
The Group 4 project
Command terms
Mathematical requirements

Core Topic 1 Design Process

1.1 The design cycle model and the design process
1.2 Generating ideas
1.3 Communicating ideas

Core Topic 2 Product Innovation

2.1 Designers and product cycle
2.2 Invention and innovation
2.3 People and markets

Core Topic 3 Green design

3.1 Principles of green design
3.2 Life cycle analysis
3.3 Strategies for green design

Core Topic 4 Materials

4.1 Introducing and classifying materials
4.2 Properties of materials
4.3 Timber
4.4 Metals
4.5 Plastics
4.6 Ceramics
4.7 Composites

Core Topic 5 Product development

5.1 Manufacturing techniques
5.2 Craft production
5.3 Mechanization
5.4 Automation
5.5 Economic considerations

Core Topic 6 Product design

6.1 Ergonomics
6.2 The designer and society

Core Topic 7 Evaluation

7.1 Evaluation and designing
7.2 Evaluation and manufacturing
7.3 Evaluation and the consumer

Glossary
Appendix

IB Design Technology Coursebook -2-

Foreword-

Congratulations! You have decided to enrol on a course that will stimulate, motivate, challenge and
reward your interest in designing and making. This DT IB Coursebook is designed to:
• Help you understand what the course is about
• Show you how the course is organized
• Help you to understand and be involved in your own assessment
• Act as an activity and revision guide through your learning journey in the Core topics

Some common questions and answers when you start the course

“I didn’t get the grade I expected in D&T. Does this mean I will find the course too difficult?”
If you have studied a related GCSE D&T course at GCSE and achieved a grade B or higher, then you are
suited for study at Higher level. It may be that some students have been accepted on to the course with
lower grades due to individual circumstances; for example, a student may have not been able to
complete coursework due to a personal situation and achieved a grade ‘C’. However their capability is
known to be strong.

“I haven’t done D&T before. Will I be able to cope?”

Generally speaking if you achieved a grade ‘C’ or lower in a related GCSE Technology course, then study
at Standard level is most appropriate. Students may be accepted onto the course that have not studied
GCSE Technology but have a proven basic knowledge and/or interest in the subject. Students who have
not studied Technology recently or who have no practical skills need to be
aware that it will present significant challenges.

“Other people on the course seem to know more about D&T than me. Am I
going to fall behind?”
Basic terminology such as ‘brief’, ‘specification’ and ‘ergonomics’ will be in
frequent use as well as a presumed knowledge of basic designing and
making principles. Students who are unfamiliar with these terms will need to
do extra independent study. The staff here are very supportive and the
materials produced can help with this, but essentially, students must
recognize the particular challenges they may face from the beginning of
the course and commit actively to overcoming them and have realistic
expectations.

“What words of advice can you give me?”

• Use your diary and make sure you do your work on time

• If you have any kind of problem, tell your teacher in advance so

that they have time to help you before the deadline

• Don’t try to work on your own. DT is a collaborative course – you

need to work together and support each other

• Put your highest level of effort into all your work because it all
counts

• Don’t be put off by challenging work. Do your best. We all learn

and make progress when we face up to challenges. Why else
would you be doing IB?

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Basic equipment
You will be expected to provide the following things every lesson:
• Pens, pencils and colouring pencils
• Basic drawing equipment such as ruler, compass, eraser, etc.
• An A4 Folder with lined and plain paper for keeping notes
• A set of dividers so that you can easily check your work and find each
section easily
• This DT IB Coursebook

Expectations
You can expect us to do the following:
• Provide you with the materials you need to prepare for your
examinations
• Provide you with the materials you need for the production of
project work & assignments
• Give you clear guidance about how your work is structured and assessed
• Provide written and spoken feedback on your progress
• Plan and deliver lessons which link directly to the topics you need to cover

We will expect you to do the following:

• Arrive to your lessons on time and with the correct equipment and materials
• Participate to the best of your ability in all lessons
• Dedicate the right amount of time to homework and revision
• Hand in assignments on time
• Ask in plenty of time if you need any guidance or advice
• Look after all your work in a well-organized way. The responsibility for storing work safely and
maintaining your projects and notes lies with you alone. The department can provide places for you
to keep work but it is not our responsibility to monitor its whereabouts.

If you understand the information so far and your expected commitment sign in the space below:

Name: Date:

Signature:

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Course outline
The course is part of Group 4 ‘Experimental Sciences’. Here is a really simple breakdown describing how
your course is structured. Don’t worry if it doesn’t all sink in straight away, it is our job to make sure that you
meet all the course requirements. Your job is to know where you are now, where you are going next, and
how to get there.

This is your course in a nutshell:

• Exams - 64% Three papers based on CORE THEORY and
Exam
OPTIONS in May of Year 13.
IA's
• Internal assessments – 18% Assignments over the whole
DesProj
course.
• Design Project – 18% Project of your choice started at
the end of Year 12 and finished in January of Year 13.

The course explained in detail

You will be taught the following components and the recommended teaching time for each is also stated:

STANDARD LEVEL HIGHER LEVEL

Theory (core and options) 95 hours
Theory (core, options and additional higher level topics)
159 hours
Practical work (Internal Assignments,
Design project and Group 4 project) 55
Practical work (Internal Assignments, Design project and
hours
Group 4 project) 81 hours

TOTAL teaching time: 240 hours

TOTAL teaching time: 150 hours.

You will actually get far in excess of this number of teaching hours over the course. You are expected to
spend additional time on homework, assignments and private study; Standard Level students around 2
hours additional time per week, Higher Level students around 3 hours per week.

You will be expected to use the workshops in some of your private study time and after school to complete
practical work. Make sure you tell your teacher in advance if you need to do this.

Looking at the ‘theory’ more closely

You all learn the following 7 topics. They are called CORE TOPICS. The number of hours spent on teaching
and learning for each one is shown:
Topic 1: Design Process. 10 hours
Topic 2: Product Innovation. 7 hours
Topic 3: Green Design. 9 hours
Topic 4: Materials. 17 hours
Topic 5: Product Development. 11 hours All Compulsory for both SL and HL
Topic 6: Product Design. 5 hours
Topic 7: Evaluation. 6 hours

Total for CORE THEORY: 65 hours

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If you are a Higher Level student, you will study another five topics called ADDITIONAL HIGHER LEVEL
TOPICS (‘AHL’). They are;

Topic 8: Energy. 9 hours

Topic 9: Structures. 10 hours
Topic 10: Mechanical Design. 8 hours
Topic 11: Advanced manufacturing techniques. 10 hours
Topic 12: Sustainable development. 12 hours

Total for ADDITIONAL HIGHER LEVEL TOPICS (‘AHL’): 49 hours

To finish off your theory, you study ONE OPTION:

Option A: Food Science and Technology.

Option B: Electronic Product Design.
Option C: CAD/CAM. One Compulsory for both SL and HL
Option D: Textiles. 30/45 hours.
Option E: Human factors design.

If you are a standard level student, your option teaching time is 30 hours.

If you are a higher level student, your option teaching time is 45 hours.

Coursework
You probably chose to do D&T because you like designing and making things. This is the part of the course
where you can do just that. It all counts for 36% of you final assessment so it’s worth a lot.

There are two types of ‘coursework’:

1. Internal Assessments. These are mini projects that show your skills in a number of key areas like drawing,
research and manufacturing. You will be asked to do several different assignments over the whole of
the course. They will usually be linked to the theory that you will be learning – so the two things go
together. They are all worth 18% of your total assessment.

2. Design Project. In year 13, you will spend about a term doing a project of your own choice. This is worth
18% of your total assessment.

A word about coursework!

Remember, you don’t just need your coursework at the end of the course – your coursework is your
portfolio and you will need to finish it on time, look after it in your portfolio and have it ready to show
people at any time. For example, when you are being interviewed for a place at University of you are
applying for a job. Keep on top of your coursework.

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Assessment criteria
There are 6 ‘internal assessment criteria’ which are used to assess your work. The following four are
assessed twice, one in your internal assessments and once in your design project:

• Planning (PA)
• Research (RA)
• Development (DA)
• Evaluation (EA)

• Manipulative Skills (MS) is assessed once only in your design project

• Personal Skills (PS) is assessed once only during the Group 4 project

Each criterion has three ‘aspects’. The following section describes what you have to do for each aspect:
Planning (PA)

Aspect 1: Defining the problem

Aspect 2: Formulating a brief or a research question

Aspect 3: Selecting variables or specifications

Research (RA)

Aspect 1: Strategies

Aspect 2: Data collection

Aspect 3: Data processing and analysis

Development (DA)

Aspect 1: Creativity

Aspect 2: Techniques

Aspect 3: Solution

Evaluation (EA)

Aspect 1: Conclusion

Aspect 2: Procedure

Aspect 3: Recommendations

Manipulative skills (MS) ***ONLY USED FOR ASSESSING THE DESIGN PROJECT***

Aspect 1: Procedures

Aspect 2: Use of equipment and materials

Aspect 3: Techniques

Personal skills (MS) ***ONLY USED FOR ASSESSING THE GROUP 4 PROJECT ***

Aspect 1: Self motivation and perseverance

Aspect 2: Working within a team

Aspect 3: Self reflection

How are my internal assessments and project marked?

Each aspect can be awarded one of three levels:
• Complete – in other words you have met the criterion fully = 2 marks
• Partial – you have met some but not the entire criterion = 1 mark
• Not at all – you haven’t met the criterion at all = 0 marks

The letters C P N are used to summarize these awards.

Because there are 6 criteria, you can get a maximum mark of 30 marks for your project, a maximum of 24
for all you internal assessments plus 6 marks for the Group 4 project. So the total for all of your ‘coursework’
is 60 marks.

The exam board changes this to a percentage and adds it to your exam results.

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How do teachers judge my work?
It’s important to
remember that
your work is being
judged all the
time; teachers will
be recording all
of your
assessments and
also noting your
organization,
attitude and
effort. So
assessment
doesn’t just
happen when
work is marked.

Remember also that your teacher will contribute to your subject reference, so it is important that they you
give them every opportunity to praise you. However, you need to understand how teachers make a
judgement about your work and your potential. This is how it is done:

You will be awarded a level at the end of your course. The levels range from 1-7.
Level 4 is a pass Level 5 is a good performance Level 6 is very good Level 7 is outstanding

It would be very rare indeed for a student to be awarded a level 7 in Year 12 as they would not yet have
completed enough work to make a fair judgement, but in some exceptional cases, students do achieve
level 7 in Year 12*. We have to decide what ‘level’ you are working at for each piece of work you do. This
might be difficult if the work is a test for example and you get a percentage or mark. To help, we have
produced the following guide:

% IB Level Descriptor
85+ 7 Excellent
69-85 6 Very Good
56-68 5 Good
39-55 4 Satisfactory
28-38 3 Poor (Border fail)
16-27 2 Fail
0 -15 1 Fail

Please remember that teachers can only make judgments about your capabilities based on evidence.
You need to do display the right attitude to your studies from the outset and remember that all of your
actions contribute to our ability to assess your work and help you to do your best.

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Your exams and assessment

Standard level: 45 minutes.

Paper 1: 30 multiple choice questions on the CORE THEORY
20%
Higher level: 1 hour.
40 multiple choice questions on the CORE THEORY plus ADDITIONAL HIGHER LEVEL
TOPICS

Standard level: 1 hour.

Section A: Data based question plus several short answer questions – all compulsory
based on CORE THEORY.
Section B: One extended question from a choice of three based on the CORE
THEORY.
Paper 2:
24% Higher level: 1 hour 45 minutes.
Section A: Data based question plus several short answer questions – all compulsory
based on CORE THEORY plus ADDITIONAL HIGHER LEVEL TOPICS.
Section B: One extended question from a choice of three based on the CORE
THEORY plus ADDITIONAL HIGHER LEVEL TOPICS.

Standard level: 1 hour.

Several short answer questions and one extended response question based on the
OPTION – all compulsory.
Paper 3:
20% Higher level: 1 hour 15 minutes.
Several short answer questions and one extended response question based on the
OPTION – all compulsory.

Investigations (coursework):
Internal Assessment: A range of investigations and project work set by the teacher and conducted
18% throughout the course. This will form the basis of your portfolio.

Design project: A project of your choice which represents the full design and make process, started
18% at the end of Year 12 and concluded around January in Yr 13.
Also a major item in your portfolio.

Your portfolio
You are expected to keep a well-organised portfolio of your work. This should be continuously added to as
you go through the course. It should contain a wide variety of work that shows your best designing and
making skills in a range of areas such as research, designing, CAD, CAM and evaluating.
It should also contain your GCSE work if you have it and any other work that relates to D&T such as
competitions that you have entered or work that you have done as part of the CAS programme. This is
incredibly important.
If you apply for a design-based University course or if you apply for a job, you will be expected to provide
a portfolio that shows your talents in their best possible light. This is not something you should throw together
just before an interview but is something that should be built up from the moment you start the course.
Staff in the department can advise you on putting it together and keeping it updated. Remember that the
portfolio is your responsibility.

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The Group 4 project
What is it?

“…a collaborative activity where students from different group 4 subjects work together on a scientific or
technological topic, allowing for concepts and perceptions from across the disciplines to be shared.”

• Around 10 hours in total:

• Planning: around 2 hours
• Action: around 6 hours
• Evaluation: around 2 hours

You will work alongside students in other Group 4 subjects (Physics, Chemistry and Biology) on a
collaborative project. You will be asked to produce a folio and / or display of evidence that documents
your work.
The will be used to assess ‘Personal Skills’.

It usually takes place during the end of Year 12 and runs over a three day period. At the end of your
project, you and the rest of your team will make a presentation to students and staff of the senior school.
This will form part of the assessment.

You all have to take part in the Group 4 project and will receive specific details about the project nearer
to the time.

Command terms
Command terms are used a lot in this course, and especially in examination questions. It is important to
understand what they mean.

They are divided up into 3 ‘Objectives’.

Objective 1 verbs require a simple response and are worth 1 mark
Objective 2 verbs require a justified or explained response and are worth 2 marks
Objective 3 verbs require an interpreted or calculated response with explanation and are worth 3 marks.

If you learn them, they will help you to decide the depth of response that you give when you answer a
question. These are all listed in the appendix.

Glossary
These words are used a lot in the course. The glossary is there to help you learn them and refer to them
when answering questions, conducting research, etc. The glossary is shown in full in the appendix.

Mathematical Requirements
You need to be reasonably competent at Maths in this course. You will not be expected to learn equations
but be able to carry out a basic range of mathematical calculations. The list in the appendix gives full
details.

Appendix
Appendix contains the Action verbs, Glossary, Mathematical Requirements and Course Map. You will find
it at the back of this Coursebook.

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 Topic 1
Design Process

This topic introduces the design cycle model—a fundamental concept underpinning the design process
and central to your understanding of design activities. Each element of the design cycle represents how
designers progress through the design process to refine the design solution in increasing detail. The topic
then moves on to focus on the strategies that designers use to arrive at solutions to problems and the
varied nature of the skills and knowledge they need to carry out their activities successfully. The skills
identified in this topic should be reflected in the internal assessment (IA) and reinforced throughout the
course.

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 1.1 The design cycle model and the design process

1.1.1 Describe how designers use design cycle models to represent the design process
Design may be described in a variety of ways and degrees of
complexity. Some design cycle models are simple and some
are more complex. The design process usually consists of
successive stages that can be arranged as a systematic
cyclical process that eventually converges to produce a
solution to a problem.

1.1.2 List the stages in the IB design cycle model (DCM)

The DCM comprises six stages, as follows:
• identifying or clarifying a need or opportunity
• analysing, researching and specifying requirements
• generating ideas and solutions
• developing the chosen solution
• realizing the chosen solution
• testing and evaluating the chosen solution.

1.1.3 Describe a design brief

The design brief is the formals starting point for a new design. It is a statement of the expectations of the
design. The brief does not provide the design solution, but is a statement that sets out:
• the design goal (for example, a working prototype to be evaluated in terms of its feasibility for
volume production)
• the target market for the product (for example, for children, disabled adults)
• the major constraints (for example, should comply with new legislation, have fewer working parts,
be cheaper to manufacture) within which it must be achieved
• the criteria by which a good design proposal may be achieved (for example, increased value for
money and/or cost-effectiveness for manufacturer)

Having explored the design context, students will need to formulate a brief for a project or a research
question for an investigation. The brief or research question needs explanation or justification. A project
brief will explain the nature of the intended outcome and the target market. A research question will be
justified in relation to the design context. For example, a question that states that the investigation
concerns testing a range of timbers to compare their properties is not as good as one that relates the
question to the appropriate selection of timbers based on their properties for a floor covering, for which
the criteria for selection of a suitable timber will be explained.

Task- The Design Process - What is a design brief?

The design brief is the formal starting point for the design of a new product. It
is a statement of what the product is expected to do. The brief does not
provide the design solution, but is a statement of the design problem.

Look at the example design briefs and for each list the design goal, the
target market, the major constraints and the criteria by which a good
design proposal may be achieved

The design brief `North Face' is a company specialising in outdoor activities such as hill walking,
trekking and climbing. You have been asked to design clothing suitable for these
activities. The clothing must be suitable to be manufactured in quantity
The design goal

IB Design Technology Coursebook - 12 -

The target market

The major constraints

The criteria by which a

good design proposal
may be achieved

The design brief Electronics are used extensively in the leisure industry and particularly in children's
games. You have been asked to design, develop and make a prototype portable
game for young children that is based on a popular movie
The design goal

The target market

The major constraints

The criteria by which a

good design proposal
may be achieved

The design brief Luxury style ice cream is becoming increasingly popular as a dessert or snack.
Design and make an imaginative ice cream aimed at families which can be
batch produced.
The design goal

The target market

The major constraints

The criteria by which a

good design proposal
may be achieved

IB Design Technology Coursebook - 13 -

1.1.4 Describe the identifying or clarifying a need or opportunity stage of the IB design cycle model
The context of the problem is described and a concise brief stated. The design process can begin with a
problem, an identified need, a market opportunity, a demand, a desire to add value to an existing
product, or a response to opportunities presented by technological developments. The initial design
problem is a loose collection of constraints, requirements and possibilities. From this, the designer has to
make a coherent pattern. The design brief states the intended outcome and the major constraints within
which it must be achieved.

1.1.5 Describe a design specification

The design specification justifies the precise requirements of a design. The specification will include a full list
of the criteria against which the specification can be evaluated.

Having formulated you own brief or research question, you will select appropriate variables for an
investigation or specifications for a project. Variables are factors that can be measured and/or controlled.
Independent variables are those that are manipulated, and the result of this manipulation leads to the
measurement of the dependent variable. A controlled variable is one that should be held constant so as
not to obscure the effect of the independent variable on the dependent variable.

The initial design specification for a project needs to be explained in relation to the design brief, and
priorities for research and development should be stated. The specifications should be justified as a list of
requirements against which ideas will be evaluated and the final outcome assessed.

1.1.6 Describe the analysing, researching and specifying requirements stage of the IB design cycle model
Developing the specification from the brief is an evolving process beginning with an initial set of
specifications and culminating in a final product design specification (PDS). A variety of sources for
collection of suitable data should be identified and priorities made clear. Research for the project or
investigation should anticipate the collection of sufficient data so that the brief or research question can
be suitably addressed. Research may take many forms depending on the design context chosen.

During an investigation or design project, there

should be a balance between qualitative and
quantitative data collection, and between primary
and secondary data. Investigations may be
focused on strategies for collection of one
particular category of data, usually quantitative.
Data may be presented in a variety of forms, for
example, tables, graphs or photographs, and so
on.

Research material will form the basis for generation

of ideas. Analysis of data that has been suitably processed should relate the usefulness of the research
material to the design brief or research question. Errors or uncertainties should be identified where
appropriate, and the effect on the reliability of the data quantified. Students should show that they can
take raw data, transform it and present it in a form suitable for analysis. IB Specification list includes
Function, Performance, Target Market Group, Cost, and others depending on the project and the IA.

1.1.7 Describe the generating ideas and solutions

stage of the IB design cycle model

Divergent thinking is used to consider ways in which a

problem may be solved. The starting point for the
generation of ideas should be the design
specification, and proposals should be evaluated
against this specification, with evidence of relevant
research used to rate the ideas in terms of their
usefulness. A variety of approaches should be used
and different possibilities explored and analysed,
before deciding on the most suitable solution.

IB Design Technology Coursebook - 14 -

1.1.8 Describe the developing the chosen solution stage of the IB design cycle model
A final concept is developed taking into account the conflicting needs of the manufacturer and the user,
and the requirement of the design as set out in the specifications. A complete proposal is developed
based upon the research and the designer’s personal ideas. This stage involves detailed drawings (of a
style relevant to the task).

1.1.9 Describe the testing and evaluating the chosen solution stage of the IB design cycle model
The final outcome is tested and evaluated against the requirements set out in the specification.
Recommendations for modifications to the design are made. A reiteration process should now begin.

The validity of the solution to the problem should be evaluated and justified. Evidence may be provided
via testing of a designed product and expert appraisal or astute interpretation of data for an investigation,
even if the conclusion appears contradictory to the accepted theories.

The suitability of chosen strategies at each stage of the investigation or project should be assessed taking
into account available resources, including time. You must not only state weaknesses, but also indicate
how significant the weaknesses are. For your Design Project, procedures will also relate to testing the
solution in relation to the specifications stated at the planning stage and gaining user research.

Suggestions for improvements should be based on the weaknesses and limitations identified.
Improvements may be presented in a variety of forms, such as drawings, a modified design specification,
or a new set of variables. For investigations based on data collection, modifications should address issues
of precision, accuracy and reproducibility of the results. The modifications proposed should be realistic
and clearly described. It is not sufficient to state that more precise equipment should be used or more time
allocated. Modifications for a designed prototype should consider changes to the design for scaling up
production and to produce a design family of products.

1.1.10 Explain why the IB design cycle model is not linear and
why it is iterative in practice, thus making it representative of
design thought and action
The model emphasizes that designing is not a linear process.
Evaluation, for example, will take place at various stages of
the process, not just at the end. Similarly, ideas for possible
solutions are not only generated the “generating ideas” at
stage; some good ideas may develop even as early as the
“identifying needs” stage. In practice, it is impossible to
separate the stages of the design process as clearly as the
model suggests.

1.1.11 Explain the role of the designer in the design process

The designer’s role varies depending on the complexity of the process
and the intended outcome.

Task- Consider each section of the DCM listed below:

• identifying or clarifying a need or opportunity
• analysing, researching and specifying requirements
• generating ideas and solutions
• developing the chosen solution
• realizing the chosen solution
• testing and evaluating the chosen solution.

Write a short explanation about the role of the designer to a product/scenario for each part of the DCM

Spanner Burger Top hat Flooding campsite Toy car

IB Design Technology Coursebook - 15 -

1.1.12 Describe how designers interact with others and how the emphasis of the design process varies
depending on the designer’s role
Designers often work as members of a team.

Priorities will vary depending on the nature of the activity.

For example, the information required by an architect will
be different from that required by an engineer.

1.1.13 Explain why elements of the model may differ in

importance according to the particular design context
Depending upon the nature of the problem, not all
elements of the cycle carry the same weight in terms of
time allocation and complexity. Points to consider include
cost, resources, skills, time, original design specification and
product modification.

Task- Answer these four questions in the space provided below

• Explain why the design cycle model is not a linear process.

• Describe the role of the designer in the design process.

• Describe how designers interact with other members of the design team. How does the emphasis of
the design model vary depending on the designer’s role?

• Explain why the importance of different elements of the design process may vary depending on the
design context.

1.1.14 Define incremental design, radical design, convergent thinking and divergent thinking

Incremental design: small changes to the design of a product that seem trivial but the cumulative effect
over a longer period can be very significant. These steps may have been influenced by changes in
manufacturing technique or fashion and result in only superficial changes to the way a product looks or in
how it performs.

IB Design Technology Coursebook - 16 -

Use this link- http://www.xtimeline.com/timeline/History-of-Mobile-Phones-Cell-Phones to see the full
timeline and incremental design of the mobile phone and other product.

Radical design is where a completely new product is devised by going back to the
roots of a problem and thinking about a solution in a different way.

Braun Products- http://www.youtube.com/watch?v=8sGnjEwazGc

Note: Design work often combines incremental and radical thinking. For example,
the use of a new material for a product may be a radical leap forward but the
product may look very similar to previous products—a tennis racquet made from
carbon fibre is a radical development but the shape and form are similar to
previous designs.

Radical? Guitar Kevlar bicycle Crocs shoes Juicer

Task- Find a few more products and give reasons whether the product went through an incremental or
radical development or is completely new and radical.

Incremental development Radical development Radical/new

Divergent thinking: using creative ability to produce a wide range of possible solutions to a problem.
Divergent thinking is conceptual and problem focused e.g. used at the ideas generating phase and during
development.

Convergent thinking: the ability to analyse

information in order to select an answer from
alternatives. Convergent thinking is analytical
and solution focused, e.g. used at the
research stage and during evaluation.

Note: The elements of the DCM that reflect

convergent and divergent thinking.

The design process is a balance between

divergent thinking and convergent thinking at
different stages in the design process and in
different design contexts.

IB Design Technology Coursebook - 17 -

Task- Watch the following video: Better by Design 04 Shopping Trolley

While you watch it, look out for key points when the designers use divergent and convergent thinking. Use
the table to make notes as you watch; write down what the designers do, how they communicate and
what each method achieves.

Divergent thinking: Convergent thinking:

When the video is over, discuss your observations. Complete the following:

1. At what stages of the design process are divergent and convergent thinking likely to be used? Explain
your answer.

2. What are the advantages and disadvantages of each method?

3. How successful has each process been in designing a better shopping trolley? What would you suggest
needs to be done next? How would you do it?

1.1.15 Describe the relationship between incremental design and convergent thinking
As convergent thinking is analytical and solution focused it is extensively used through the research and
evaluation stages of a product to develop the products feature.

1.1.16 Describe the relationship between radical design and divergent thinking
Divergent thinking enables creativity and is conceptual and problem focused.

IB Design Technology Coursebook - 18 -

1.1.17 Explain how elements of the design model reflect convergent and divergent thinking
Convergent thinking is analytical and solution focused, for example, during evaluation. Divergent thinking
is conceptual and problem-focused, for example, used to generate ideas.

1.1.18 Explain how design work is often a combination of incremental and radical thinking
For example, the use of a new material for a product may be a radical leap forwards but the product may
look very similar to previous products: a tennis racquet made from carbon fibre is a radical development,
but the shape and form are similar to previous designs. Similar product that have gone through this
development are skis and other sporting equipment.

Wood Aluminium Graphite Carbon-Fibre/Kevlar

IB Design Technology Coursebook - 19 -

 1.2 Generating ideas

1.2.1 Define constructive discontent

It is a mechanical way of generating ideas where a detailed analysis is made of an existing design.
Attribute listing identifies the key attributes of a product or process then enables designers to think of ways
to change, modify or improve each attribute.
Creative designers can be dissatisfied with what exists and want to make the situation better, or designers
may say, 'this is an excellent solution, but is it possible that there may be another solution that works even
better or costs less'. Therefore, analysing a situation that would benefit from redesign, and working out a
strategy for improving it.

For example a product that is entering the later stages of its life cycle may need to be redesigned to help
lift sales. e.g. Car Design - the Mini

For years this was a very successful product and has attained the status of a design classic. However, BMW
bought the mini brand and redesigned the car opening up new market opportunities.

A new technology comes along that has the potential to enhance or change the way things have been
done before e.g. CD technology is becoming less popular as more people get their music on-line.

1.2.2 Identify a design context where constructive discontent has been the primary generator of ideas
Designers use a wide variety of techniques and strategies to develop ideas during their designing activities.
An example where constructive discontent has been the primary generator of ideas could be the car.
Another example is the wheel. It is a great design but over the years it has gone from stone to pneumatic
tyres!

1.2.3 Define adaptation

Adaptation - an existing technology or solution to a problem in one field is used to provide a new idea for
a solution in another. The relevance of adaptation for designers; if a problem is in a new context a solution
may be found by finding something similar from another context and adapting it.

1.2.4 Identify a design context where adaptation has

been the primary generator of ideas
A solution to a
problem in one
field is used to
provide a new
idea for a design
problem in
another.
e.g. It is thought
that Inclined
Planes were used
by the Ancient
Egyptians to construct the pyramids.
Adapt this idea and the inclined plane wrapped round and round becomes a screw thread - try wrapping
a right angled piece of paper around a pencil!!

IB Design Technology Coursebook - 20 -

 1.2.5 Define analogy
The transfer of an idea from one context to
another. Drawing on a similar situation for
solutions, e.g. an ultrasonic focusing system
for cameras was based on how bats
navigate in the dark.

Camouflage kit in the military adapted from nature.

1.2.6 Identify a design context where analogy has been the

primary generator of ideas
The relevance of analogies to designers; Odd, remote or strange
analogies help to stimulate the mind in new ways, e.g. "cat's eyes"
in the middle of the road or sonar based on communication
between marine animals.

Another example is the Sea Harrier that when fully loaded had
difficulties taking off on conventional aircraft carriers as their decks
were too short. There was a serious operational problem. An
analogy with a water ski jump was made which provided a
breakthrough to the problem. Watch video
http://www.youtube.com/watch?v=-kDb99ftPlY

The design idea for a laptop could have come from analogy i.e. Design a computer that resembles a
book, or design a book that computes!

1.2.7 Define brainstorming

Participants use the ideas of others to
spark off their own ideas and to build
upon and combine ideas to produce
new ones. No criticism is allowed, even
of the most ridiculous ideas.
Brainstorming may be amongst a
group of colleagues, experts or focus
groups.

1.2.8 Identify a design context where brainstorming has been the primary generator of ideas
A form of group think. A group with a recommended size of 10–12 people first devises wild ideas, all of
which are written down. No criticism or evaluation is allowed until this is finished, as it is impossible to be
creative and critical at the same time. The ideas are then criticized and evaluated.

IB Design Technology Coursebook - 21 -

 Task- Find 101 uses for a paper clip! Brainstorm!

http://www.urban75.org/useless/bored.html

1.2.9 Define attribute listing

Attribute listing identifies the key attributes of a product or process and then
enables designers to think of ways to change, modify or improve each
attribute (Brainstorming).

1.2.10 Identify a design context where attribute listing has been the primary generator of ideas
Use Attribute Listing when you have a situation that can be decomposed into attributes - which itself can
be a usefully creative activity. It is particularly useful with physical objects. You can use it elsewhere, too.
Highly rational style. Suitable for people who prefer analytic approaches. Good for engineering-type
situations.

Quick X Long

Logical X X Psychological

Individual X X X Group

List attributes
For the object or thing in question, list as many attributes as you
can. For example, a screwdriver has attributes of 'applies torque',
'metal shaft', etc.
It can also be useful to first break the object down into constituent
parts and look at the attributes of each part in question. Thus you
may break the screwdriver into the handle, the shaft and the tip.
The tip then has attributes of 'fits screw', 'thin blade', etc.

Consider value of attributes

For each attribute, ask 'what does this give'? Seek the real value of
each attribute. It is also possible that attributes have 'negative
value' -- ie. They detract from the overall value of the object.
For example, the handle of a screwdriver being examined has
attributes of 'hexagonal' which have the value of 'helps grip' and
'stops rolling on workbench', but has negative value of 'sharp corners'.
Modify attributes
Finally look for ways in which you can modify the attributes in
some way. Thus you can increase value, decrease negative
value or create new value. For example, you could modify the
attributes of the screwdriver handle to be 'comfortable grip' by
adding a rubber sleeve.

Another Example
The attributes of a customer service desk include opening hours,
friendliness of service and availability of literature. You could
change the opening hours to weekends (but closed during low
hours during the week). Friendliness could be improved by
keeping records of people asking for help and then asking them
later how things went. And so on.

For your project work consider using SCUMPS analysis. This is a mechanism that is used to deconstruct the
design of a product and lists its attributes or qualities.

IB Design Technology Coursebook - 22 -

1.2.11 Define morphological synthesis
Morphological synthesis is an elaboration of attribute listing for complex real world problems where there
are many governing factors, most of which can not be expressed.

Imagine that you want to create a new lamp. The starting point for this might be to carry out a
morphological analysis. Properties of a lamp might be power supply, bulb type, light intensity, size, style,
finish, material, shade, and so on. You can set these out as column headings on a table, and then
brainstorm variations. This table is sometimes known as a "Morphological Table".

Power Bulb Light

Size Style Finish Material
Supply Type Intensity

Very
Battery Halogen Low Modern Black Metal
Large
Mains Bulb Medium Large Antique White Ceramic
Solar Daylight High Medium Roman Metallic Concrete

Art
Generator Colored Variable Small Terracotta Bone

Hand
Crank Industrial Enamel Glass
held
Gas Ethnic Natural Wood
Oil/Petrol Fabric Stone
Flame Plastic

Interesting combinations might be:

Solar powered/battery, medium intensity, daylight bulb - possibly used in clothes shops to allow customers
to see the true color of clothes. Large hand cranked arc lights - used in developing countries, or far from a
mains power supply. A ceramic oil lamp in Roman style - used in themed restaurants, resurrecting the olive
oil lamps of 2000 years ago. A normal table lamp designed to be painted, wallpapered or covered in
fabric so that it matches the style of a room perfectly. Some of these might be practical, novel ideas for
the lighting manufacturer. Some might not. This is where the manufacturer's experience and market
knowledge are important.

Key points:
Morphological Analysis, Matrix Analysis and Attribute Listing are useful techniques for making new
combinations of products, services and strategies. You use the tools by identifying the attributes of the
product, service or strategy you are examining. Attributes might be components, assemblies, dimensions,
color, weight, style, speed of service, skills available, etc.

Use these attributes as column headings. Underneath the column headings list as many variations of that
attribute as you can. You can now use the table or "morphological box", by randomly selecting one item
from each column, or by selecting interesting combinations of items. This will give you ideas that you can
examine for practicality.

Notes:
Attribute Listing focuses on the attributes of an object, seeing how each attribute could be improved.
Morphological Analysis uses the same basic technique, but is used to create a new product by mixing
components in a new way.
Matrix Analysis focuses on businesses. It is used to generate new approaches, using attributes such as
market sectors, customer needs, products, promotional methods, etc.

IB Design Technology Coursebook - 23 -

1.2.12 Identify a design context where morphological synthesis has been the primary generator of ideas
After completing the list of attributes, list them along two sides of a 2D grid. Think creatively about how the
attributes can be developed through new ideas in each of the cells to improve the design.

Size Size Colour Uses Material Parts Shape

How can we What is dictating
Can parts be
reduce size but the size and shape
Size removed to make
maintain of the product?
it smaller?
functionality? Can this change?
Colour
Is it shaped to
The Next Big
Uses allow the easiest
Idea??
possible use?
What other
materials are
The Next Big
Materials available? What
Idea??
finishes might that
provide?
The Next Big
Parts
Idea??
The Next Big
Shape
Idea??

1.2.13 Discuss why designers use a variety of techniques to develop ideas

Actual techniques selected depend upon:
• personal choice
• design context
• complexity
• time and resources available

IB Design Technology Coursebook - 24 -

 1.3 Communicating ideas

1.3.1 Define freehand drawing

The spontaneous representation of ideas on paper
without the use of technical aids. Used early in the
design process

1.3.2 Describe the importance of annotating freehand

drawings
Annotations explain the thinking behind the visual image
represented by the drawing. They allow the designer to
communicate and consider the implications of the ideas
for further development.

1.3.3 Explain the purpose of two- and three-dimensional

(2D and 3D) freehand drawings
Designers use a range of freehand drawings in the early
stages of developing ideas to explore shape and form (3D) and constructional details (2D).
Car concept drawings- http://www.youtube.com/watch?v=GXp1XcpVTpk

1.3.4 Define orthographic drawing

A series of flat views of an object showing it exactly as it is in shape and size.

1.3.5 Explain the purpose of an orthographic drawing

An orthographic drawing shows details and dimensions and can be used as
a production drawing.

1.3.6 Identify the stage of the design process where orthographic drawings
are relevant
Orthographic drawings are produced at the final solution stage and are used
as working drawings in the realization stage.

1.3.7 Define isometric drawing

A 3D representation of an
object drawn with the
horizontal plane at 30° to the
vertical plane.

1.3.8 Explain the purpose of an isometric drawing

An isometric drawing depicts the proposed solution in 3D
showing shape and form. Isometric drawings are more formal (although when sketching it also common to
try and sketch in isometric). Isometric drawings show the proposed shape and form of the idea.

Although a reasonable representation of the solution there is no sense of perspective.

IB Design Technology Coursebook - 25 -

1.3.9 Define exploded isometric drawing
An isometric drawing of an object with more than one component
that depicts how the parts of assemblies fit together

1.3.10 Explain the purpose of an exploded isometric drawing

The drawing is exploded to show component parts of a product
and/or the sequence of assembly.
Here the drawing shows components separated along 1 axis. This
helps to communicate both the component parts and the sequence
by which something is assembled.

1.3.11 Define perspective drawing

A 3D drawing that realistically represents an object by utilizing
foreshortening and vanishing points (usually imaginary ones).

1.3.12 Explain the purpose of perspective drawing

Compare perspective drawings with isometric drawings. Perspective drawings take into account spatial
arrangements, for example, foreshortening, while isometric drawings are constructed to a set angle.

Perspective drawings produce a more visually accurate representation of an object and are often used to
convey information to none technical people or to produce dramatic effects.
Perspective drawings take into account spatial arrangements, e.g. foreshortening, while isometric
drawings are constructed to a set angle (60° to the horizontal) they are easier to construct but can
sometimes look distorted particularly on large drawings.

1.3.13 Define computer-aided design (CAD) and computer modelling

The use of computers to aid the design process.

1.3.14 Outline two advantages and two disadvantages of using CAD

instead of traditional drawing methods
Consider the skills required, storage, complexity and styles of the
drawings, interfacing with other aspects of information and
communication technology (ICT), time, cost and the purpose of the
drawings.
These are realistic 3D models built on computer packages such as
Prodesktop, Rhino and Solid Works.

Task- What are the benefits of using CAD models over real world models?

1.3.15 Define algorithm

An algorithm is a set of instructions describing a sequence of events or
actions.

1.3.16 Describe how an algorithm can be used to communicate a

process
An example of using an algorithm to communicate a process is a
labeled processing block diagram (PBD) sometimes refereed to as a
schematic diagram may represent systems, processes and procedures.

IB Design Technology Coursebook - 26 -

In functional block diagrams, each block represents a specific part of the system and the arrows on the
lines joining the blocks show the direction of information transfer. The name inside the block describes its
function. A block diagram is a form of flowchart for a system – useful for analysing complicated electronic
systems (correct sequencing is important). Another example, consider the operation of a lift. Correct
sequencing is important, with input, process and feedback.

1.3.17 Define flow chart

A schematic representation of a process.

1.3.18 Draw a simple flow chart using symbols

Flow charts
The symbols shown here for flow charts have been taken from BS
4058:1973 which includes all data processing symbols, computer
use and management.

Start, restart, halt / interrupt, fault stop.

This symbol represents a general process

without stating the method or equipment
used. It serves the general progression without:
• Problem solving
• Extra equipment
• Introducing any changes

This symbol indicates a decision or a question and is included where there is:
• The need to test or check a process
• An alternative process
• A question arising from the flow chart

This symbol for input or output is used to show the addition or removal of fluids,
materials, equipment etc

Changes, alternatives, extra preparation. This symbol normally follows a no answer

from a decision point. It is also found where alterations are required Using the symbols
produce a flow chart to show the sequence of tasks involved in repainting a badly
weathered door.
• Burning off old paint, checking smooth surface, filling holes
• Scraping down with wire brush
• Smoothing down with glasspaper
• Priming with primer paint
• Checking that the door is dry and rubbing down to remove any
unevenness
• Applying undercoat
• Leave door to dry
• Applying gloss coat

Task- Do a flow chart for making a cup of coffee.

IB Design Technology Coursebook - 27 -

1.3.19 Describe how a flow chart can be used to communicate a process
See diagram to the right.

1.3.20 Explain the differences between flow charts and algorithms

A flowchart is more specific and used to communicate a process and the inputs, decisions and outputs
that occur during it. It communicates the whole system in detail where as an algorithm provides a quick
overview/instructions. So to summarise, algorithm are codes and flowcharts are symbolic.

1.3.21 Describe models as representations of reality and representing selected features of a design.
Models are representations of reality. Crash testing can be carried
out safely using different designs and materials. Dangerous
procedures can be simulated safely. Hedonic aspects (personal
taste or preference) can be considered.

Modeling is the working through of ideas or hypothesis by using

materials to construct physical models (e.g. TVR car designer), or
using computers to generate mathematical, graphical or statistical
models. Computer models of 3-D structures mean changes can be
made that can be viewed.

These can be made for all sorts of applications and purposes.

It may be to show a proposed building design in its surroundings, or to show the form of a product for
ergonomic considerations, or maybe to model a mechanism before manufacture. Models can be made
out of a variety of materials. Popular choices are balsa, card, foam, clay, acrylic, fibreboard.

Task- What are some of the advantages and disadvantages of models to the designer and their clients?

1.3.22 Describe a range of physical models

Consider scale model, clay model and prototype. Refer to a range of modelling materials, for example,
clay, card, foam, board, balsa and wood.

1.3.23 Explain the purpose of the various models described in 1.3.22.

A physical or iconic model looks like the intended outcome e.g. concept of a new school built to scale.

1.3.24 Define mathematical model

A mathematical or symbolic model is a 2D diagrammatic
drawing or algebraic equation that can represent components
or perform mathematical calculations e.g. force diagram for a
bridge.
A model using mathematical symbols that can be manipulated
numerically.

1.3.25 Describe the role of spreadsheet software in the

development of mathematical models
Simple software can quickly calculate and present data.

1.3.26 Outline the advantages and disadvantages of graphical,

physical and mathematical models
Some advantages to the designer of using physical modeling in
a design context are: -
When designing a car, a model can help to establish
proportions, judge people's reactions to the shape and be used for wind tunnel evaluations. It can also be
used to establish the profiles for the pressing tools.

IB Design Technology Coursebook - 28 -

Some advantages to the designer of using mathematical modeling in a design context are: -
• Circuit design for a new radio etc. can be established using internationally recognised components
and its success can be clearly evaluated because of its standard format.
• Time will be saved, as components will not have to be drawn as pictorial views.
• Computer modeling can cheaply model expensive processes such as crash testing.
• Some disadvantages of modeling are: -
• The simplicity of a model can lead to aspects being overlooked.
• The scale of a model can be misleading when the product is made larger or smaller.
• Mathematical modeling is only as good as the formula it relies on.
• Mathematical models rely on accurate data – "rubbish in rubbish out".
• Computer modeling can create delusions of infallibility.

1.3.27 Describe three advantages of using models as part of the design process
• communication with clients,
• communication with team members
• ability to manipulate ideas better than with drawings

1.3.28 Describe three limitations of the use of models in the design process
Designers can easily make assumptions about how accurately a model represents reality: it may not work
like the final product or be made of the same material.

IB Design Technology Coursebook - 29 -

 Topic 1 Language and Cognitive Scaffolds & Review

No KEY WORD / PHRASE Have Can Use Can Can give a Never Tick for:
seen/heard in a define clear Heard now I
of it. sentence Example to of it! get it!
explain
1 Design cycle model
2 Design brief
3 Design specification
4 Incremental design
5 Radical design
6 Convergent thinking
7 Divergent thinking
8 Constructive discontent
9 Adaptation
10 Analogy
11 Brainstorming
12 Attribute listing
13 Morphological synthesis
14 Freehand drawing
15 Orthographic drawing
16 Isometric drawing
17 Exploded isometric drawing
18 Perspective drawing
19 Computer aided design (CAD)
20 Computer modeling
21 Algorithm
22 Flowchart
23 Mathematic model

IB Design Technology Coursebook - 30 -

 Topic 2
Product Innovation

Innovation and the continuous development of new and improved products are key to the design
process. This topic considers the relationship between the design cycle and the product cycle. It moves on
to explore the role of invention in innovation and the impact of market pull and technology push on
product innovation. Establishing and developing markets for products are a critical element of the product
cycle.

IB Design Technology Coursebook - 31 -

 2.1 Designers and the product cycle

2.1.1 Describe the product cycle

Designing is a part of the product cycle.
As a need is generated, a product is designed, made and sold, eventually becoming obsolete (out of
use)..
This cycle is complicated as all these groups following are part of it:-
• Distributors
• Retailers
• Accountants
• Product Engineers - In CAD (computer aided design) and CAM (computer aided
manufacture), the designer actually becomes part of the cycle by creating the
prototype from a personal computer.

2.1.2 Discuss the role of the designer in the product cycle

Designing is part of the product cycle: as a need is generated, a product is designed, made and sold,
eventually becoming obsolete. The cycle is complicated by distributors, retailers, accountants and
production engineers, all of whom have an influence over the cycle. Although the designer is an integral
part of the process, he or she is not necessarily in control (unlike in the design process). Computer-aided
design (CAD) and computer-aided manufacture (CAM), where a prototype is produced by the designer
from his or her personal computer (PC), blurs this distinction.

2.1.3 Outline the product cycle in terms of early, mature and late stages of development
In the early stages of the product cycle, many changes to the product take place until it develops to the
mature stage, where it is diffused into the market, gains acceptance and sells well. In the late stage, the
product begins to decline in need and therefore in sales.

Early stages of the design cycle- The product undergoes many changes

Identify 2 products which are in the early stage of the product cycle

Mature stages of the design cycle- No more changes, the product gains acceptance and sells well.

Identify 2 products which are in the mature stage of the product cycle

Later stages of the design cycle- Product declines in need and therefore in sales

Identify 2 products which are in the mature stage of the product cycle

• The Design Cycle is aimed at producing a suitable solution to a problem.

• The Product Cycle is concerned with putting that solution into commercial practice.

Identify why for many products the product cycle has shortened

IB Design Technology Coursebook - 32 -

2.1.4 Identify products that are at the early, mature and late stages of their product cycle
The ballpoint pen is in the mature stage, as it still sells well although the design does not change much.
The cassette tape is in the late stage, as it has been overtaken by successive generations of products.

2.1.5 Compare the design cycle with the product cycle

Highlight how the
design process is
aimed at
producing a
suitable solution to
a problem, and
that the product
cycle is concerned
with putting that
solution into
commercial
practice.

Design Cycle Model (DCM) Product Cycle

2.1.6 Discuss why for many products the product

cycle has shortened

Compare a laptop computer and a ballpoint pen.

Laptop computers are an intensely competitive

market, with key issues around:
• size
• power
• materials
• weight
• function
• colour
• complexity
• style
• price

Task- Look at the products below and in small groups decide which part of the Product cycle they best suit

Vinyl LP Blue Ray Disc Apple I-phone Light Bulb Toilet Roll Sony Mini-Disc Player

IB Design Technology Coursebook - 33 -

Some products don’t go into decline. This is true of mass produced food items like bread and milk. Some
branded products remain continuously popular such as Coke (although Coke products often undergo
extension strategies – can you think of any?). Technological products tend to be the ones that do go into
decline as new technology develops to replace them. This can be seen in the development of mobile
‘phone technology for instance. However, some products use ‘old’ technology in innovative ways resulting
in a new form of product. Here are some examples:

The Dyson vacuum cleaner.

The Baygen Freeplay radio

One laptop per child.

Swiss Army Knife

Task- In groups, examine each product. What ‘old technology’ is used? In what ways is the new product
innovative? How might this product be developed in the future? What extension strategies might be used?
Which scientific principles are used in the product?

Use the space below to write your suggestions.

IB Design Technology Coursebook - 34 -

 2.2 Invention and innovation

2.2.1 Define invention and innovation

Invention- The process of discovering a principle. A technical advance in a particular field often resulting in
a novel product.
Innovation- The business of putting an invention in the marketplace and making it a success.

We often like to talk about ‘designers’ and ‘inventors’ and we sometimes imagine that they work alone,
thinking up new ideas for products. This is only true in a very small number of cases. Product design is very
often the result of team work, not one individual person. Individuals who we might call ‘inventors’ or
‘designers’ actually do a lot more than just think of the idea. They also work hard to find innovative ways to
get their products designed, manufactured and sold; the idea really is only a very small part of the
process. Finally, thinking up new ideas is very hard, some would say impossible. So where do ‘designers’
and ‘inventors’ get their ideas from? To find out, we will have a look at some important pieces of product
design.

Useful websites: http://inventors.about.com/

Task- In groups of two, see if you can find out what things were ‘invented’ by the following people:

Inventors:

Thomas Adams
Charles Babbage
John Logie-Baird
Alexander Graham Bell
Tim Berners-Lee
Edward Binney
Dr. Jacques Edwin Brandenberger
Willis Carrier
Martin Cooper

Who or how were the following products invented?

Sinclair C5
Tetrapak
Sony Walkman
CD
Electric battery
Cling film
The sandwich
The microchip
Paper clips
The zip.

Have a look at the following page: The fifty greatest gadgets of the last 50 years.

Task- What features do these gadgets have in common?

What are their differences?
Why were they successful?

…and just for fun……

Have a look at these inventions:

http://www.chindogu.com/

Hopefully, you have begun to see that products do not all get ‘invented’ in the same way. Some don’t
have a known inventor, but evolve over time. Chopsticks are a good example of this. Others most
definitely are the result of an innovative idea which then has to be made into reality using the skills of
others like manufacturers, retailers and distributors.

IB Design Technology Coursebook - 35 -

The ‘Chindogu’ approach to invention is interesting. Even though the idea may seem ridiculous at present,
future opinion and technological possibilities may change and what seems impossible or ridiculous now
could be an acceptable product in the future.

2.2.2 Outline the stages of innovation

• Developing an idea into a viable product
• its production
• marketing and sales
• followed by redesign
• and the cycle or spiral continues.

Task- We can see that there is no single answer to the way products are designed, invented and
developed. Let’s add in some further detail based on what we know. Where would you add in the
following terms? At what stages in the product cycle could these things have an effect?

Need is Product is Product is made Product is sold

generated designed

Product demand Product becomes obsolete (out of Production

declines date/no longer useful) engineers

Distributors Retailers Accountants Designers

CAD CAM Prototype

2.2.3 Discuss the importance of science to invention and innovation

Science and scientific understanding explains how the world is. Without this,
the technology used in the product cannot be exploited. For example, the
free-play radio uses a scientific principal to store and convert kinetic energy
into electrical energy using a generator (or motor in reverse). Dyson also used a
scientific understanding of centrifuges to develop his vacuum cleaner. It is
important to remember that they did not invent this science. It already existed.
They understood it and applied it to new contexts. This is sometimes called
Transfer Technology.
http://www.bbc.co.uk/worldservice/pe
ople/features/mycentury/science.shtml

2.2.4 Discuss the importance of technology to invention and innovation

This is the application of science in order to make functional products. It is
Technology that uncovers new possibilities for products. Technology also
provides new materials, manufacturing techniques and process from which innovations can develop.

2.2.5 Explain why the majority of inventions fail to become innovations

This is dependant on the product and how it progresses through its product cycle. The majority of failures
are from poor marketability, financial support, marketing, the need for the invention, price, resistance to
change, and aversion to taking risks.

2.2.6 Explain the relevance of design to innovation

For continued innovations (re-innovation), products and
processes are constantly updated (redesigned) to make
them more commercially viable and to give consumers
choice and improved products.
The mobile telephone is a good example of this as the
product has become smaller and more complex.

IB Design Technology Coursebook - 36 -

2.2.7 Define dominant design, diffusion into the marketplace, market pull and technology push
• Dominant designs are products that meet manufacturers’ and users’ needs very well indeed and
therefore, there is no need to change them. The design contains those implicit features of a
product that are recognized as essential by a majority of manufacturers and purchasers.
• Diffusion into the marketplace- The wide acceptance (and sale) of a product.
• Market pull- The initial impetus for the development of a new product is generated by a demand
from the market.
• Technology push-Where the impetus for a new design emanates from a technological
development.
Task- Using the four areas described above- consider a product that is best suited to each heading

2.2.8 Describe a design context where dominant design is relevant

They tend to be products that we consume in large amount like the
Tetrapak food carton, Coca Cola bottle, pencil sharpener, paper clip.
However, occasionally, a dominant design is the result of innovation like
the iPod, ballpoint pen (‘Biro’), Coca-cola bottle or the Dyson vacuum
cleaner.
Task- Make a list of products which are in your view dominant designs:

2.2.9 Explain the difficulties of getting a product to diffuse into the marketplace
Local, national and global competition can create problems of getting novel products to market include
product launches and marketing. Market ‘pull’ and Technology ‘push’ – usually both are responsible for a
successful product.
A good current example is the competition between mobile’ phone manufacturers and service providers.
Product launches and marketing- Consumers need to know that the product exists and where it can be
purchased. If the target market does not have access to forms of advertising like the internet, billboards,
TV, newspapers and magazines, they will be unaware of the product’s existence. To make a big impact, a
company may use a ‘product launch’ as a strategy to generate interest. This may be a high profile event
like a film premiere. This generates interest in the product, especially if it is endorsed by celebrities. This in
turn helps to get the product into the media through news channels and magazines. This strategy is used
very effectively by games console manufacturers (Sony, Nintendo) when a new game is launched.
A final problem is that consumer tastes vary globally. You can see this with Trevor Bayliss’
wind-up radio. Consumers in the West and Asia want products that are miniaturised to suit
their lifestyle. However, the intended target group (African nationals) demand radios which
are larger.
Food exemplifies this better than any other product. We are all attracted to and repulsed
by different food products, sometimes due to personal taste, sometimes due to ethical and
religious reasons. We like and dislike different flavours, textures, sights and smells. Coca-
cola is one of the few food products that has broken through this cultural barrier to
become the most globally recognised product in existence.

2.2.10 Explain why it is difficult to determine whether market pull or technology push is the impetus for the
design of new products
Push and pull are present in most successful innovations. The explanation should apply only to the origin of
the idea or where the idea seems to have been generated.
A Technology-push occurs, when internal development comes up with a patent or a technological
device, which has a high novelty character for the enterprise in the absence of any specific need that
customers may have. Often, such a break-through innovation is even unknown to the entire industry.
In technology push situations, innovations are created and then appropriate applications or user
populations are sought that fit the innovation.
Did the market ask "please give me an ipod with download store" or a camera phone, most likely not. So
this would be a technology push, when the market asks for better safety features in a car then this would
be market pull. Technology advances often occur some time before the market knows about them so
when the new products with the new tech hits the market the line between market pull vs technology push
is blurred.

IB Design Technology Coursebook - 37 -

2.2.11 Define lone inventor
A lone inventor is an individual working outside or inside an organization who is committed to the invention
of a novel product and often becomes isolated because he or she is engrossed with ideas that imply
change and are resisted by others. Watch this quick video on the supersoaker developed by a NASA
Engineer! http://www.youtube.com/watch?v=HpvEF_GIhmw

Task- Give a summary of these 2 projects below

• Trevor Bayliss and the clockwork radio

• ‘1 Laptop per child’ project

2.2.12 Discuss why it is becoming increasingly difficult to be a successful lone inventor.

Most products are now extremely complex and rely on expertise from various disciplines.
Most designs are developed by multidisciplinary teams.

2.2.13 Explain why lone inventors often find it difficult to work in the design departments of large companies
This is exactly how Trevor Bayliss and James Dyson worked. It describes a person who is obsessed with the
development of their product and who is convinced of its market potential. The innovation may be so
advanced that it does not gain initial acceptance by others. This makes it very hard for the lone inventor
to work as part of a team. They may be described as ‘dogmatic’ which means inflexible and determined
to do things their own way. It is interesting to think that as we face the need to combat climate change by
consuming less materials and less energy, both products are now looked upon very favourably.
Task- Can you explain why?

2.2.14 Define product champion

An influential individual who believes in the value of a product and works with
teams in order to make that product successful. There are product champions
behind every successful product.
Could you name the product champions behind the Apple I-Mac, the Dyson
Vacuum cleaner or the Bayliss wind-up radio? They are the unsung heroes of
successful design. Product champions need a range of qualities that far
outstrips the qualities of the lone inventor.

You can see a big difference between the lone inventor and the product
champion. The lone inventor is totally focused on the making their idea work.
The product champion is a project manager dealing with complex and variable needs. Their job is to bring
together all of these variables to produce a well-marketed and sold product.
Task- Give a summary of James Dyson’s Cyclone Vacuum Cleaner and how he could be classed as a
product champion.

2.2.15 Compare the lone inventor with the product champion

The lone inventor may lack the business acumen to push the invention through to innovation. The product
champion is often a forceful personality with much influence in a company. He or she is more astute at
being able to push the idea forward through the various business channels and is often able to consider
the merits of the invention more objectively.

2.2.16 Explain why innovators may have difficulty in obtaining financial support for an invention.
Most people with money to invest will be inclined to wait until it is clearer whether an invention is going to
be successful before investing: the problem is to get them to take the risk.

IB Design Technology Coursebook - 38 -

 2.3 People and markets

2.3.1 Define technophile, technocautious and technophobe

People react to technology in different ways. Here are three words that describe these variations:

• Technophile: Someone who immediately welcomes a technological change

• Technocautious: someone who needs convincing before embracing technological change
• Technophobe: Someone who resists all technological change

Which of these three words would you use to describe the following people?
Yourself:
Your friends:
Your parents/guardians:
Your grandparents:

2.3.2 Explain how people can be broadly classified according to their

reactions to technological change.
People’s reactions to technological change vary depending on their values
and personal circumstances.

First-order effects and second-order effects should be taken into account, for example, personal gain in
owning a car versus social and environmental considerations.

Imagine that you have been given a large sum of money and you wish to buy your first car. You are very
keen but your parents less so and your grandparents are positively against it. Why is this? It is to do with our
awareness of first and second order effects:
A first-order effect is the one which is felt immediately. If you buy a car, you feel the effects of personal
gain, your status and independence have improved.

For your parents, the second-order effects are more apparent but not immediate to you the consumer:
The cost of running the car, the risk of an accident, the difficulties in providing insurance. Your parents are
able to consider second order effects because they have experienced them themselves. We all have to
take account of second order effects more than ever due to the impact of technology on climate
change. Buying a car adds to the congestion problem, contributes to air pollution and uses precious fossil
fuels. We all have a responsibility to think beyond the first order considerations if we are acting as a
designer or a consumer.

2.3.3 Define corporate strategy

This is simply the ways in which a company or organisation decides how to meet its aims. There may well
be a product champion at the heart of this process. There are several forms of corporate strategies.

2.3.4 Describe the corporate strategy referred to as “pioneering”

Pioneering means being ahead of the competitors by introducing a new product first. It is the most risky
(costly) strategy but one with the potential for the largest gains. A pioneering company requires a strong
research and development (R&D) capability, which is expensive and needs to be financially secure and
requires product champions to push new ideas. Consider the Sony or Apple companies and their various
pioneering developments. Good market research can offset some risk, but is problematic for novel
products.
Task- Identify 1 product which will have followed this strategy. Use http://www.xtimeline.com as a
reference source,

IB Design Technology Coursebook - 39 -

2.3.5 Describe the corporate strategy referred to as “imitative”
The imitative strategy aims to develop a product similar to the “pioneered” product as quickly as possible.
It takes advantage of R&D invested by others, and is less risky, but is based on a strong development
capability.

2.3.6 Explain the benefits for a company of using a hybrid strategy

Companies that use a mixture of imitative and innovative strategies in order to
maximize profit and sales and results in a quick turn around, and the benefits are
there will be less disruption within the company should something go
wrong...such as the counter-fit trade.

2.3.7 Define market penetration

Market penetration means increasing sales to existing customers or finding
new customers for existing products.

2.3.8 Describe a strategy that a company would use to enhance market

penetration
Product promotion through marketing-

2.3.9 Define market development

The strategy of market penetration might also use market development which means finding new
applications for existing products, thereby opening up new markets. http://www.victorinox.ch/
Each part of the Swiss Army Knife or ‘Multitool’ is an
existing piece of technology (scissors, saws, knife,
tweezers, pliers, etc.)
Each element is re-packaged in a new form which
appeals to a new market.
Task: List the various user groups that Victorinox (the
manufacturer) is aiming to attract with its products

2.3.10 Describe how a company would undertake market development

The identification of new markets for products, for example, nylon was originally developed for
parachutes.

Task- Find out about the market development of

plastic Nylon and for what purpose was it originally
developed? What other applications is Nylon used
for now?

2.3.11 Define product development

Which is defined as the creation of new, modified or updated products aimed mainly at companies
existing customers.

2.3.12 Describe one example of how a company undertakes product development.

For example is using blogs which examine the marketing strategies of leading companies such as Microsoft
and compares them with Apple. This way the company can view the areas the product can be improved.

IB Design Technology Coursebook - 40 -

Adding variations to a product to develop a range of products building on an established brand, for
example, ice cream, snack food products, chocolate products.
Task- See how many variations of the Kit Kat bar you can find? Which elements
have been changed and which have stayed the same?

2.3.13 Define diversification

This involves a company both in the development of new products and in selling those products to new
companies.

2.3.14 Describe one example of diversification

A manufacturer or business can increase its market share by considering diversification. Growth by
creating new products or services to sell to existing or new customer bases is inherently risky, but handled
well it can transform a business. By understand the risks diversification could be the biggest driver to growth
and profitability. Mishandled, it could damage the productivity and relationships with existing customers.

An example of diversification is when a company manufacturing three-pin electrical plugs may consider
producing them in a range of colours or from materials of different textures and/or material properties.

Task- Using a few samples of three pin plugs. The function of each plug is identical but their forms are
different. List the ways in which the plug has been diversified and give a reason why this diversification has
been made:
Diversification: Reason:
(Example) Reduced volume Less space taken up
(Example) Red colour Can match colour of interior or product.

2.3.15 Define market sector and market segmentation

A broad way of categorizing the kinds of markets the company is aiming for.

2.3.16 Outline two ways in which markets may be segmented

A part of the market that can be described, categorised and then targeted according to its own criteria
and characteristics; sectors are often described as 'vertical', meaning an industry type, or 'horizontal',
meaning some other grouping that spans a number of vertical sectors, e.g. a geographical grouping, or a
grouping defined by age, or size, income, lifestyle, and so on.
Lifestyle
Here is a visual example of a Market sector:
Age
Snack food market
sector – those This market sector can be segmented Location
consumers who Income
into groups of consumers with similar
purchase snack foods. characteristics
Job Interests
Each sector can be broken down into narrower
sectors. For example; age may be subdivided into
baby, toddler, pre-school, junior, teenage, adult, etc. Part of a corporate
strategy may be to target a general sector such as those with a similar income or lifestyle, or a very specific
sector, such a particular age group.
http://www.businessstudiesonline.co.uk/AsA2BusinessStudies/TheoryNotes/2874/PDF%20Non%20Print/02%20
Market%20Planning.pdf

IB Design Technology Coursebook - 41 -

2.3.17 Define robust design and product family
• Robust design is a flexible approach that can be adapted to changing technical and market
requirements. Design of a product so that its functionality varies minimally despite of disturbing
factor influences.
• Product family can be a group of products having common classification criteria. Members
normally have many common parts and assemblies. The set of products which have been derived
from a common product platform.

2.3.18 Discuss an example of a robust design that

evolved into a product family
An example of the application of robust design
capabilities is Honda's success to be adaptable and
to focus on leadership in the technology of internal
combustion engines. For example, the high power-to-
weight ratio engines Honda produced for its racing
bikes provided technology and expertise which was
transferable into mopeds. These values are
consolidated into a core subassembly common
across a product family.

http://www.youtube.com/watch?v=rYabfifhEPE

Task- Select a product which in your view is an example of a robust design

that evolved into a product family

Test Yourself- Decide which of the following examples match the different markets above?

Different Markets Example

Market Penetration

Market Development

Product Development

Diversification

Market sector/segmentation

Robust Design

Product Family

• Marketing campaign to a different target group

• Developing a new colour range of the same product

• A low fat version of the same food product

• Using nylon for clothing rather than for parachutes which was what it was originally developed for

• Income; age; sex; lifestyle

• Products containing common parts and assemblies

• Flexible designs which can be changed

IB Design Technology Coursebook - 42 -

 Topic 2 Language and Cognitive Scaffolds & Review

No KEY WORD / PHRASE Have Can Use Can Can give a Never Tick for:
seen/ in a define clear Heard now I
heard of sentenc Example to of it! get it!
it. e explain

1 Product Cycle

2 Early product cycle

3 Late product cycle

4 Mature product cycle

5 Invention

6 Innovation

7 Dominant design

8 Diffusion into the market

place
9 Market pull

10 Market push

11 Lone inventor

12 Product champion

13 Market push

14 Lone inventor

15 Product champion

16 Technophile

17 Technophobe

18 Technocautious

19 Corporate strategy

20 Pioneering strategy

21 Imitative strategy

22 Hybrid strategy

23 Market penetration

24 Market development

25 Product development

26 Diversification

27 Market sectors

28 Robust design

29 Product family

IB Design Technology Coursebook - 43 -

 Topic 3
Green Design

This topic explores the impact of manufacturing processes and products on the environment.
Clean technologies have emerged as a result of greater pressure for environmental protection
and are supported by legislative frameworks.

Green products are designed using green design principles and adopt a ‘cradle to the grave’
approach to product design.

Strategies for green design include designing products so that they can be repaired, reused or
recycled. Life cycle analysis offers a framework for evaluating the environmental impact of a
product at all stages of its life cycle.

IB Design Technology Coursebook - 44 -

 3.1 Principles of Green

3.1.1 Define green design, renewable resources and non-renewable resources.

Define Green Design
Designing in a way that takes account of the environmental impact of the product throughout its life.

Greening the federal government video from PBS and Autodesk

There are many examples of this, such as:

• To choose non-toxic, sustainable-produced or recycled materials which don't need as much
energy to process
• To manufacture and produce products using less energy
• To produce products that are long lasting and better functioning so there is less replacement and
use of products
• Design products using the concept of being able to recycle it when its use is done

http://www.youtube.com/watch?v=btePjTYkiKs

Define Non-renewable Resources

A natural resource that cannot be re-made or re-grown as it does not naturally re-form at a rate that
makes its use sustainable, for example, coal, petroleum and natural gas.
These resources are:
• Natural Gas
• Petroleum
• Coal
• Gasohol
• Nuclear Energy
• Fossil Fuels
These resources are very useful and they are sources of energy. Of course this energy is needed to
manufacture products. The bad aspect about this is that these resources are running out and the human
dependency on them is very high. This is very bad because when they run out it will be a big problem in
society.

Define Renewable Resources

Resources that are naturally replenished in a short time.

A natural resource qualifies as a renewable resource if it is replenished by natural processes at a rate

almost the same as its rate of consumption by humans or other users. Renewable resources may also
include things such as wood, paper, and leather. Wind is a renewable resources which is it is good to use
wind for power.

IB Design Technology Coursebook - 45 -

3.1.2 Outline the reasons for green design.

Consider consumer pressure and legislation.

Green Design involves considering the effects of products might have on the environment at all stages of
its life from design, through manufacture and use to ultimately disposal. In developing the product brief,
formulating the product design specification and choosing the material and manufacturing process, the
potential environmental impact of the product is assessed with the specific objective of reducing this
impact and minimizing it over the longer term.

Consumer pressure
The public have become aware of environmental issues through media focus on issues such as the
destructive effect of chlorofluorocarbons on the ozone layer; acid rain in Northern European forests and
the nuclear accident at Chernobyl. Increased public awareness has put pressure on corporations and
governments through purchasing power and voting power.

CFCs were the ideal and highly effective refrigerants during their time. They were nonflammable, non-
corrosive, nontoxic, and odorless, compared to the toxic and flammable substances used before, such as
sulfur dioxide and ammonia used in refrigeration units and air conditioners. Widely used consumer products
during the 1970s and 1980s that contained CFCs, such as refrigerators, cleansing products, and
propellants, were found to be very destructive to the Ozone layer. So in 1987, an international treaty: the
Montreal Protocol, called for reducing CFC use by 50% by 2000. So what the companies did was replace
the CFCs with HCFCs, which were considerably less damaging to the Ozone. HCFCs added Hydrogen to
the Chlorine- and Fluorine Carbon compounds. But since it still contained chlorine, it was still damaging to
the Ozone. By 2020, HCFCs are also to be phased out by this Montreal Protocol. HFCs are organic
compounds that contain hydrogen, carbon and fluorine. HFC are suitable replacements of CFCs because
there is no evidence of a potential hazard to the Ozone Layer.

Legislation
Raised awareness of environmental issues is increasing legislation in many countries. This can lead to
financial penalties on companies who do not demonstrate environmental responsibility. Many people will
not behave responsibly unless forced to do so—legislation forces the issue.

One problem in relation to the recycling of plastics is knowing what the plastic actually is. Labelling plastic
products with the plastic type can help overcome this issue.

CFCs, or chlorofluorocarbons, are harmful greenhouse gases that erode the ozone layer, allowing UV rays
to be absorbed and trapped into the Earth and causing global warming. CFCs could be found in
Styrofoam, air conditioning coolants, and aerosol cans.
In response, McDonald chains in several MEDCs (more economically developed countries) were banned
from using Styrofoam containers that contained CFCs and were forced to find alternatives to their old
packaging. CFCs were also banned in aerosol cans, to the point where in 2002, CFC aerosol cans were
sold for low prices on the black market and smuggled into Miami, Florida from places like Russia and India.

CFCs in that year were the second most imported illegal product after cocaine.

Green/High-Performance Building Legislation in the States

The following map displays states with legislation mandating
the use of green/high-performance building standards for
new state-funded building projects and renovations.
Green = States that have passed green/high-performance
building legislation
White = States that have not passed green/high-
performance building legislation

Activity 1: Choose one of the environmental issues above

and write a small synopsis. Include a description of the
problem and how is it being dealt with.

IB Design Technology Coursebook - 46 -

3.1.3 List design objectives for green products.
Objectives include:
• increasing efficiency in the use of materials, energy and other resources
• minimizing damage or pollution from the chosen materials
• reducing to a minimum any long-term harm caused by use of the product
• ensuring that the planned life of the product is most appropriate in environmental terms and that
the product functions efficiently for its full life
• taking full account of the effects of the end disposal of the product
• ensuring that the packaging and instructions encourage efficient and environmentally friendly use
• minimizing nuisances such as noise or smell
• analysing and minimizing potential safety hazards.

Task- Describe why a particular green product of your choice is green using the above objectives as a
guide.

3.1.4 Discuss the impact of “take back” legislation on designers and manufacturers of cars, refrigerators
and washing machines.
Take back legislation is the legislation that holds manufacturers responsible for the environmentally safe
recycling or disposal of their end-of-life products. They are expected to provide a financial and/or physical
plan to ensure that such products are collected and processed.

In Maine in the U.S.A., Car manufacturers have back legislation in the sense that they have to pay the
collection and recycling of mercury switches from old cars.

In March 2003 the UK government issued a legislation requiring that all car manufacturer's and vehicle
importers of new cars into the United Kingdom take back vehicles from their previous owner and
guarantee that they are treated environmentally friendly.

In Sweden, Producers and importers must take back for free a piece of old equipment (all electrical
household appliance) when the customer buys a new product.

In Norway, Producers and importers are responsible for collection, transportation, recycling and safe
disposal of any electrical appliance.

In Japan, the end users are obliged to pay fees for collection, take-back and recycling at the time of
disposal. The government sets the fees to cover industry's actual costs for take-back, transportation, and
recycling. They are (in U.S. dollars): washing machine, $24; air conditioner, $35; refrigerator, $46; and
television, $27.

Any kind of take back legislation has great impact on both designers and manufacturers because, while
designing and manufacturing, they have to be aware of these laws and their contents. For instance, if a
product has to be taken back and recycled by the manufacturers, it would be most advantageous for
them to be readily disassembled. Special care has to be taken with the choice of materials, costs, parts in
order to optimize the collection and recycling.

Impact on the designer:

Cars, it would be advantageous to conceive a car model of which certain parts can be used over again,
for example the glass, the seats, the board computer etc. The designer should also make sure to be aware
of all costs involved because recycling and recollecting requires money. Therefore, the materials shouldn't
be too expensive so that they cam be sold at a price in which recycling costs in a way should be included
in order to minimalize the costs.

Refrigerators, one should be aware of the size of the appliance because recycling is paid per cubic meter,
so the smaller the design the less recycling costs involved. In order not to make customers refuse a
purchase based on the lack of capacity of the appliance, the designer should reduce the size of the
engine, reservoir, cables etc, in order not to deprive the appliance of storage space. Also, the type of
material should be cost effective and easy to recycle in order to re use as many parts as possible in the
manufacturing of other appliances.

IB Design Technology Coursebook - 47 -

Washing machines, special care again has to be taken in order to keep the appliance as small as possible
so the manufacturer's recycle costs can be limited. However, it should not deprive the washing machine of
its capacity but should reduce the size of its motors, cables, and other parts. Also maybe it could be
designed in such a way that certain parts could be used again by the manufacturer, eg. The rotator or
door. As previously discussed, the designer should also do his best to use easy renewable and re usable
materials to make it lucrative for his employer, the manufacturer.

Impact on the Manufacturer:

Cars, cost is an important issue. As ecologically friendly resources are becoming more popular, prices have
lowered to become more affordable. Research into the actual manufacturing process should also take
place: with the correct process the cost and efficiency of the product's production. This way, more money
can be spent to better the product's ecological impact on the environment.

Refrigerators, insulation and heating should be taken into consideration. As a refrigerator becomes better
insulated, the required electricity in order to lower the temperature inside lowers drastically. Manufacturers
as well as designers should work closely together to ensure that the materials that are used in the product
are properly assembled.

Washing machines, steps should be taken to ensure that the manufacturing process is efficient in which
resources are used. Materials should be used which can be reused or completely recyclable. Not only
would this allow the manufacturer's to save money by re-using previous materials, it would help the
environment by reducing the amount of waste created during the manufacturing process.

3.1.5 Explain how people can be broadly classified according to their attitudes to green issues.
People’s attitudes to green issues vary

Eco-warriors actively demonstrate on environmental issues. Eco-warriors protest anything that is damaging
to the environment (such as animal cruelty and pollution). Greenpeace is an environmental organization
that actively supports those protests and usually organize or join them. Examples of protests are members
chaining themselves to trees and throwing red paint on fur coats.

Eco-champions champion environmental issues within organizations. The Eco Champion will lead a
Taskforce', a team of councilors from all parties, and the local community to listen to ideas and work
together to tackle these problems. The group will look into areas such as what we consume, what energy
we produce and use up, how we get around and how we can reduce and dispose of our waste.

http://www.cf.ac.uk/news/articles/ecochampions-already-cutting-carbon.html

Eco-fans enthusiastically adopt environmentally friendly practices as consumers. An Eco-fan is someone

who accepts all new technological advancements for green design on the current market. An eco-fan will
buy almost anything that is environmentally friendly and will never buy a harmful product. Products
include, dolphin friendly tuna, aerosol spray cans that so not contain CFC propellants, cosmetics that have
not been tested on animals, products packaged in environmentally friendly materials
(reusable/recyclable).

Eco-phobes actively resent talk of environmental protection –Eco-phobes are people who are against
helping the environment and purposely go against the ecological movements. They believe that the
environmental problems are irrelevant to their lives, and some even believe that it is a scam. If you told an
eco-phobe about environmental problems such as global warming, he would probably respond by saying
"Is the earth warming? Oh, you betcha. Is Mars warming? Yup. Jupiter? Uh-huh. Will this freeze-thaw cycle
continue happening into whatever “eternity” there may be? I’d have to say so." There are many theories
that eco-phobes believe are true against helping the environment, but many of these theories are
skeptical and are suspicious of many people. Some suggest that an example of an eco-phobe is George
Bush, who refused to sign the Kyoto agreement which is based on controlling the c02 output in a country
to a limit in order to decrease global warming.

Google Video here

http://www.youtube.com/watch?v=qMPOrvHiRyo
http://www.youtube.com/watch?v=ov6GPTB4Tio
http://www.ruthtrumpold.id.au/designtech/pmwiki.php?n=Main.PrinciplesOfGreen

IB Design Technology Coursebook - 48 -

 3.2 Life Cycle Analysis

3.2.1 Life Cycle Analysis definition: The assessment of the effect a product has on the environment from
the initial concept to disposal (IBO 2001).

This graph compares a life cycle paper bag to a

LDPE (or polyethylene) bag. The impacts
mentioned in the graph are: greenhouse effect,
ozone depletion, acidification, eutrophication
(increase in chemicals), heavy metals,
carcinogen, winter smog, and summer smog. The
graph shows (for example) that a paper bags
greenhouse impact is only about 75% of that of a
polyethylene bag.

http://www.youtube.com/watch?v=qd9AZ3wn86k

This video explains how a seemingly simple and harmless object can have a big impact on the
environment due its production process.

3.2.2 Describe how life cycle analysis provides a framework within which clean production technologies
and green design can be evaluated holistically for a specific product.

Life cycle analysis provides the framework for a designer to assess the impact a product or the technology
used to produce it will have on the environment. It allows green design to be evaluated for a given
product.

Life cycle of Milk Bottle

IB Design Technology Coursebook - 49 -

3.2.3 List the key stages in life cycle analysis.
In life cycle http://www.ilea.org/whatis.html analysis the life cycle stages are categorized as
• Pre- production
• Production
• Distribution including packaging
• Utilization
• Disposal (IBO 2007)

Pre- production is the obtaining of natural resources; it can be very polluting (strip-mining) or can have a
small effect on the environment (shaft mining)

Production is the processing of the resources and shaping etc. to make the product. Once again it could
be damaging to the environment (such as a large factory spewing out smoke) or have a small impact (a
carpenter hand crafting children’s toys)

Distribution and packaging includes taking the product from the factory to the warehouse, from the
warehouse to the store, and the package. It could have a large impact (as is the case with an imported
object from around the world in a Styrofoam box) or a very low impact (made and sold in the same place
with a biodegradable box or no packaging)

Utilization is about the product’s use and the effect that has on the environment. A diesel generator for
example will pollute air and make noise pollution while a solar panel will make next to none.

Disposal depends on both the product and the method of disposal. Recycling one aluminum can will
make less environmental problems than throwing one away even if they
are identical. Biodegradable objects can
be reused, recycled, or left to be broken
down and add nutrients to the soil,
depending on the object one or the other
would be preferable. Paper is best
recycled because of the chemicals used to
make it and the logging of forests to obtain
the pulp while a banana peel is completely
useless for anything but compost.

IB Design Technology Coursebook - 50 -

 3.2.4 List the major environmental considerations in life cycle analysis.
Life cycle analysis includes environmental considerations:
• Water
• Soil pollution & degradation
• Air contamination
• Noise
• Energy consumption
• Consumption of natural resources
• Pollution and effect on ecosystems (IBO 2001)

3.2.5 Both the environmental and life cycle stages can be organized into a matrix shown below.
This matrix is used to assess the impact of a particular product will have on the environment at all stages of
its life cycle. This allows the designer to improve the product with the application of green design. The
matrix will identify areas of action.

Pre-production Production Distribution including Utilization Disposal

packaging
Water Relevance
Soil pollution and
degradation
Air contamination
Noise
Air contamination
Energy
consumption
Effects on
ecosystems

See also: http://www.youtube.com/watch?v=EBMpwrqxN7Y

However, it should be born in mind that although different issues may arise, it may be necessary to prioritize
their importance. For example, in many products energy will be consumed both during manufacture and
during use. However, some products will use more during manufacture while others may use more during use.
With a refrigerator, consideration of the consumption of energy is use is likely to be prioritized over
consumption during manufacture since the product is designed for continuous operation. With other
products the focus might be on operation. The importance of each category will therefore vary with the
design context.

IB Design Technology Coursebook - 51 -

3.2.6 Analyse the environmental impact of refrigerators, washing
machines and cars using an environmental impact assessment
matrix.

Refrigerator LCA >

Using the Environmental impact assessment matrix to analyse the

environmental impact of:

Refrigerators Pre-production Production Distribution including packaging Utilization Disposal

Water Relevance Low Low Low Low Low

Soil pollution and degradation Low Medium Low Low Medium

Air contamination Low Medium Low High Medium

Noise Low Low Low Low Low

Consumption of natural resources Medium Low Low Low Low

Effects on ecosystems Low Low Low High Low

Washing Machines Pre-production Production Distribution including packaging Utilization Disposal

Water Relevance Low Low Low High Low

Soil pollution and degradation Low Low Low High Medium

Air contamination Low Low Low High Medium

Noise Low Low Low High Low

Consumption of natural resources Low Low Low High Low

Effects on ecosystems Low Low Low High Medium

Cars Pre-production Production Distribution including packaging Utilization Disposal

Water Relevance Low Low Low Low Low

Soil pollution and degradation Medium Medium Low Medium Medium

Air contamination Low Medium Medium High Medium

Noise Low Medium Low High Low

Consumption of natural resources Medium Medium Low High Low

Effects on ecosystems Low Medium Low High Low

IB Design Technology Coursebook - 52 -

3.2.7 Elements of the matrix may differ in importance according to a particular design context.
For example; in the case of the fridges and cars the larger part of energy consumption takes place in use
rather than maintenance. There are five stages in the product cycle that all can result with a bad impact
upon the environment. The amount of impact depends upon how the product was pre-production
produced distributed utilized and Disposed. Follow this link
http://dmst.aueb.gr/gr2/diafora2/DQE_Lectures/Lecture4_LCAM.ppt to a PowerPoint showing ways where
designers and manufacture can minimize the impact of products on the environment.

3.2.8 Identify the roles and responsibilities of the designer, manufacturer and user at each life cycle stage
of a product.

3.2.9 Describe one example of a situation where life cycle analysis identifies conflicts, which have to be
resolved through prioritization.
The inventory step of the life cycle analysis is the description of the raw materials used as well as the
emissions that occur in creating a product. The next step (impact assessment) is an evaluation of the
consequences of the use of the raw materials and the emissions that occur during the production. During
the inventory step, the manufacturers and designers will look at the raw materials and emissions, and then
plan out which materials to avoid in the manufacturing process. For example, if using fiber optics in a
product is more environmentally friendly and efficient, it will replace copper, which is a non-renewable
resource that is not as efficient or eco-friendly.

3.2.10 Explain that life cycle analysis is targeted at particular product categories.
Life cycle analysis is targeted at products with a high environmental impact and in the global
marketplace. It is then impossible for companies to argue that their products are being made
uncompetitive. Life cycle analysis also targets companies with the resources to invest in R&D.

3.2.11 Explain why life cycle analysis is not widely used in practice.
Life cycle analysis is not used for many products. However, in the re-innovation of the design of a product
or its manufacture, specific aspects may be changed after considering the design objectives for green
products. Thus the materials selected may be changed to make them more environmentally friendly, for
example, wood from sustainable forests or the selection of a less toxic varnish. A product may be
distributed differently or its packaging may be redesigned.
While Life Cycle Assessment has been widely used, it continues to face challenges. First, the process is
inherently complex, time consuming, and costly. It requires considerable data and relies on a variety of
assumptions. Second, there are continuing questions about impact assessment, especially for "local" issues
such as ecotoxicity, human health, or nutrient enrichment (eutrophication). Finally, communicating the
results of a Life Cycle Assessment is a considerable challenge, given the complexity of the method.

http://www.youtube.com/watch?v=DL7KGbo_dPk
http://www.youtube.com/watch?v=qMyPSQybhUA

IB Design Technology Coursebook - 53 -

3.2.12 Describe the reasons for the introduction of eco-labelling schemes.
Eco labelling means that a legal organisation grants a special label, i.e. eco label to a product. This label
means that the product in question is very environmentally friendly.
Many products now are labeled according to how environmentally friendly they are. Such labeling
schemes have come about as a result of legislation and consumer pressure. They certainly enable the
consumer to compare potential purchases and make an informed choice.

Task- What issues are considered when awarding an eco-label to a product?

3.2.13 Explain how eco-labelling reflects life cycle analysis of certain product categories.
Eco-labelling is when an unbiased legal organization (e.g. Ecotrust, Greenpeace) places a label on a
product, certifying that the product under consideration is ecologically compatible. It is different from
"green" stamps given or claims made by designers and manufacturers.

3.2.14 Compare the objectives of two different eco-labelling schemes.

Consider approaches to eco-labelling in Europe, Australia and the United States (US).
The overall objective of the European eco-label is to contribute to sustainable
development. It is based on the vision of greening non-food products all over Europe.
The people who decide about the Eco label norms and to whom it is granted to is a
group of stakeholders, together called the European Union Eco-labelling Board
(EUEB). Every product group has to meet high environmental and performance
standards. Ecological criteria for each product are depend on the basis of life cycle
considerations (LCC) taken from a "cradle-to-grave" view of the environmental
impacts of a product group. This LCC means that the complete life-cycle of a
product will be investigated in detail, starting with the extraction of raw materials, the
production, distribution and usage, ending with disposal after use.

In the United States, there are many types of eco-labels. For example, Energy
stars, which is a joint program of the U.S. Environmental Protection Agency and
the U.S. Department of Energy that promotes energy efficient products and
practices. The Nutriclean label means that products are tested for pesticide rests
and sets limits of detection for each specific pesticide remains. Green shield
certified is an independent, non-profit certification program that promotes
practitioners of effective, prevention-based pest control while minimizing the need
to use pesticides. The Rainforest Alliance Certified is a certification granted by the
Rainforest Alliance. It is a conservation tool whereby an independent, third party
awards a seal of approval guaranteeing consumers that the products they are
buying are the result of beneficial ecological, economic and social considerations. Probably the most
famous eco label in the USA is Green Seal. It is an independent, non-profit organization which is dedicated
to safeguarding the environment by transforming the market place with the promotion of the
manufacture, purchase and use of environmentally responsible products.

In Australia, Good Environmental Choice Australia (GECA) is committed to credible

product information for sustainable development. The Good Environmental Choice
Label is the only environmental labelling program in Australia which indicates the
environmental performance of a product during its complete lifecycle. The label is
awarded to products that meet voluntary environmental performance standards
which have been created and assessed in comparison to international
environmental labelling standards.

Task- How is the eco-friendliness of a product monitored subsequent to the award of the label?

Task- Why might a product lose its eco-label?

IB Design Technology Coursebook - 54 -

3.2.15 Explain how eco-labeling and energy-labeling schemes can help consumers to compare potential
purchases.
If a company manufactures or sells household electrical equipment
within the European Union, it must provide customers with the
energy efficiency rating of your products by having a clear labelling
on the product.

As a consumer, if you are buying a household electrical item the

energy efficiency rating should be displayed clearly on the product
to help you make a better informed decision. The energy labelling
guidance applies to all electric mains-operated household
appliances. This includes household appliances that businesses use.

http://www.energyrating.gov.au/appsearch/

Task- What have been the benefits of the eco-labelling scheme?

Task- What have been some of the problems implementing the

scheme?

IB Design Technology Coursebook - 55 -

 3.3 Strategies for Green Design

3.3.1 Define design for manufacture (DfM),

Designers design specifically for optimum use of existing manufacturing capability. (DFM) is the process of
designing products to improve the ease of manufacture, i.e. more manufacturability.

3.3.2 Describe why DfM can be a dominating constraint on the design brief and state that it can be
conveniently split into design for materials, design for process and design for assembly.

Outline process for design for manufacture

A Dominating constraint
The designer's main objective is to design a product within given constraints (financial and specifications).
It has been said that 70% of the product cost is determined by decisions made during the early stages of
the design cycle, 20% during production and a further 10% on other aspects. Due to the high percentage
of the product cost it is important that consideration be given in the design brief and thus being a major
design constraint. When DfM the designer takes into consideration the existing production systems in order
to maximize cost effectiveness.

It becomes a design constraint also when the designer must work within an existing production system that
cannot be modified greatly.

DfM can be broken down into three parts: design for materials, design for process and design for assembly

3.3.3 Define design for materials, design for process and design for assembly.
Design for materials
• Designing in relation to materials during processing.
• Considers the availability of materials locally and thus can affect the manufacturing process.
Design for process
• Designing to enable the product to be manufactured using a specific manufacturing process, for
example, injection moulding.

IB Design Technology Coursebook - 56 -

Design for assembly
• Designing taking account of assembly at various levels, for example, component (A part of a
mechanical or electrical complex.) to component, components into sub-assemblies (An
assembled unit forming a component to be incorporated into a larger assembly)and sub-
assemblies into complete products.

Components Sub-assemblies

Simply put, it's an approach to designing products with ease of manufacture in mind. By making things
easier to assemble, one also makes the assembly process faster and more cost-efficient. This results in
higher profit to the manufacturer, and can also add value for the customer.

If a product contains fewer parts it will take less time to assemble, also reducing manufacturing costs
wikipeadia reference- (Design for Assembly is a process by which products are designed with ease of
assembly in mind. If a product contains fewer parts it will take less time to assemble, thereby reducing
assembly costs. In addition, if the parts are provided with features which make it easier to grasp, move,
orient and insert them, this will also reduce assembly time and assembly costs. The reduction of the number
of parts in an assembly has the added benefit of generally reducing the total cost of parts in the assembly.
This is usually where the major cost benefits of the application of design for assembly occur). Take note of
the Xerox saving millions and the Walkman product being one notable product produced this way.

3.3.4 Discuss three strategies that designers could employ for DfM.
Strategies include: minimizing the number of components, using standard components, designing
components that are multifunctional or for multi-use, designing parts for ease of fabrication, minimizing
handling, and using standard sub-assemblies.

Design for materials

Designers design specifically for optimum use

Designing in relation to materials during processing.

of existing manufacturing capability.
Design for manufacture (DfM)

Design for process

Designing to enable the product to be manufactured using a specific
manufacturing process, for example, injection moulding.

Design for assembly

Designing taking account of assembly at various levels, for example,
component to component, components into sub-assemblies and sub-
assemblies into complete products.
IB Design Technology Coursebook - 57 -
3.3.5 Describe how designers can modify the environmental impact of the production, use and disposal of
their product through careful consideration at the design stage.

• As with the above strategies early consideration during the design cycle is important.
• This strategy can be known as Design for the Environment (DfE) where stakeholders work to reduce
the risk to people and the environment by reducing the environmental impact of a product during
the product life cycle.
• Design for Materials: The use of recycled materials is increasingly important as more product take-
back and producer responsibility legislations are mandated, product labelling programs are
adopted, and sustainability goals are being promoted. Materials selection impact distribution,
consumer use, repair and refurbishment, and other end-of-life activities.
• The Australian Environmental website
http://www.environment.gov.au/settlements/industry/corporate/dfe.html mentions adopting
strategies, for Raw materials, manufacturing, end of life, and distribution.
• This website- http://www.npd-solutions.com/dfe.html provides extra information.

3.3.6 Define reuse, repair, reconditioning and recycling.

• Reuse of a product in the same context or in a different context.

• Repair The reconstruction or renewal of any part of an existing structure or device.

• Reconditioning a product so that it is in an “as new” condition, and is generally used in

the context of car engines and tires.

• Recycling refers to using the materials from obsolete products to create other products.

3.3.7 Describe how reuse, repair, reconditioning and recycling contribute to the optimization of resource
utilization.
They promote use of fewer raw materials

Toshiba has on its website the following:

Optimization of resources pursued from the product design stage
"Development of lighter products and robust products with longer lives
saves resources. At Toshiba Group, as well as resource-saving design, we
are emphasizing greater use of modules so that repairs and upgrades of
products are performed simply by replacing modules. Reduction of the
number of parts to facilitate disassembly and recycling is another priority."
"Also, we are promoting use of recycled resources in products. For
example, 1,800 tons of recycled plastics were used in the manufacture of
Toshiba washing machines, Multi-Function Peripherals (MFPs), and other
products in fiscal 2006." (http://www.toshiba.co.jp/env/en/products/resource.htm)

IB Design Technology Coursebook - 58 -

Task- List three examples of products that are designed with ease of maintenance in mind and justify your
choices.

Task- Read through the following information about Tetra Pak packaging.

77% paper – to provide strength and stiffness

from renewable forests

18% polyethylene – to make packages liquid

tight and to provide a barrier to microorganisms

5% aluminium foil – to keep out air, light and

prevent flavour changes – all the things that
can cause food to deteriorate

A family consuming 300 litres of milk a year

carries home 7.7 kg of disposable packages.
Packages are constantly losing weight: A
carton package weighs 20 per cent less today
than it did 20 years ago.
When you go shopping, you carry home more
liquid food and less packaging compared to a
couple of years ago.

Describe the environmental problems that arise from using Tetra Pak packaging.
http://www.tetrapakrecycling.co.uk/

3.3.8 Describe how the strategies of reuse, repair and recycling can be applied to the design of products,
including packaging.
For example, consider disposable cameras, vacuum cleaners and car tires.

Task- The strategies of reuse repair and recycle can be applied to the design of products. For the following
examples, indicate which strategies you would advocate as a designer with explanatory notes as to show
such a strategy might be implemented.
Product Strategy(s) Explanation
Disposable Camera Reuse and Design Camera such that it has to be taken to photographic shop for
recycle recovery of film for processing. Camera body can then be returned to
manufacturer for re-use. If made from thermoplastic it can be recycled
many times over.
Refrigerator

Car tires

Packaging for liquids

e.g. milk, juice

Packaging for
confectionery e.g.
Easter Egg

IB Design Technology Coursebook - 59 -

Task- List in the table below three materials that can be easily and economically recycled along with the
products where each material might be used. An example is given for you:

Material Application
Copper Electrical wiring

3.3.9 List three material groups that can be easily and economically recycled.
Consider thermoplastics, metals and glass.

Thermoplastics

• Thermoplastics make up 80% of the plastics produced today.

• It is one of the easiest materials to recycle as it can be reheated and reshaped due to the weak
secondary bonds between the long polymer chains.

Metals
• A few statistics about recycling Aluminium and steel.
• Precious metals are rarely thrown away. All metals can be reheated and reshaped easily and
efficiently.
• The savings from recycling metals

Glass
• A few statistics about recycling glass.
• wasteonline.org.uk stats and info.
• Glass can be recycled over and over again without loss of quality.
• Reduces the cost of producing glass enormously.

Task- Many materials can be easily and economically recycled. However, many cannot either because it
is too expensive or difficult to recycle or because they cannot be recycled at all. In the table below give
two examples of specific materials that are not recycled along with reasons. Again, an example has been
provided for you.

Materials Reason for not recycling Application

Urea Formaldehyde Thermosetting Plastic Electrical fittings such as plugs and
light switches

IB Design Technology Coursebook - 60 -

3.3.10 Describe how many products comprise several different materials, and
state that these materials have to be separated to enable recycling.

Identify the materials that are in the book that can be recycled.
Often products (such as the binder shown) will be made of two or more
different materials. If they happen to be easily recycled then they should be
separated and disposed of into the appropriate recycling bins.

3.3.11 Discuss the issues underpinning the economic recycling of materials.

Consider collection, energy and processing considerations, redistribution.

Collecting, transporting, separating and processing used materials takes

time and inputs of yet more resources

Collection
• Recycling attitudes of the consumer, willing separate materials.
• plastics or metals and glass need to be sorted and currently can
only be done by hand so to reduce costs collection systems at
point of disposal are needed, i.e tubs or large bins
• People actually out the right coloured glass or plastic in the right collection bin
• Collection is costly; an Australian study stated that the cost for recycling collection was greater
waste collection per household.

Energy and processing considerations

Plastics (including types) or metals and glass need to be sorted o the same types can be recycled
Products that other materials that need to be removed beforehand both are done by hand so it is slow
and costly
Glass production is costly and energy intensive using recycled glass reduces the energy needed thus the
costs

IB Design Technology Coursebook - 61 -

Some materials need to be reprocessed first before recycling
• Plastics need to be made into pellets.
• Glass needs to ground into fine granules
• Paper needs chemicals and water to be broken down before being recycled
• Naturally, reprocessing and cleaning materials for recycling will require energy, some materials
more than others, e.g. plastics

Redistribution
Once made into a material that is ready for manufacture it will need to be stored, transported to its new
location thus increasing costs and use of recourses.

3.3.12 Define design for disassembly.

Designing a product so that when it becomes obsolete it can easily and
economically be taken apart, the components reused or repaired, and
the materials recycled.

3.3.13 Explain that design for disassembly is one aspect of design for
materials and will facilitate recycling of products on disposal.

"Designing products in order to minimise their impact on the

environment is becoming increasingly important. Many designers are
beginning to recognise this fact and are therefore demanding tools and
techniques which enable them to design more responsibly. One
technique which can be used is Design for Disassembly - this enables the product and its parts to be easily
reused, re-manufactured or recycled at end of life. This paper not only presents this technique but also
illustrates its use with a case study. It is hoped that this will encourage designers to consider product
disassembly early in the product's design stage". (http://www.co-design.co.uk/design.htm)

3.3.14 Discuss two strategies that designers could employ to design for disassembly.
Designing components made from one material. Using thermoplastic adhesives that lose their properties
when reheated. Designing snap fittings instead of welding and gluing.

IB Design Technology Coursebook - 62 -

 Topic 3 Language and Cognitive Scaffolds & Review

http://www.nrdc.org/reference/glossary/a.asp

Green Design- a design, usually architectural, conforming to environmentally sound principles of building,
material and energy use. A green building, for example, might make use of solar panels, skylights, and
recycled building materials.

Choice of Products & Services: Bottle of shampoo, Old Ipod, W/b Marker, Paper from recycle bin,
Chartwells lunchbox, Wisachino cup, airconditioning services, leaking water taps or those left
dripping,……

Prompt Question: What is the environmental impact of this product throughout its life cycle? What is a
Product Life Cycle?

No. KEY WORD / PHRASE Have Can Use Can Can give Never Tick for
seen/heard of it. in a define a clear Heard of :now get
sentence Example it! it!
to
explain
1 Clean Technology

2 ‘cradle-to grave’approach

3 Product Life Cycle

4 Non-toxic / Toxic waste

5 Sustainable

6 Non-renewable resource

7 Renewable resource

8 Environmental Impact

9 Chlorofluorocarbons CFCs

10 Environmental legislation

11 Consumer Pressure

12 Safety hazards

13 Take back legislation

14 Eco Warriors

15 Eco champions

16 Eco Fans

17 Optimum resource
utlization
18 Environment friendly
product
19 Acid Rain

IB Design Technology Coursebook - 63 -

 Topic 4
Materials

Topic 5

IB Design Technology Coursebook - 64 -

 4.1 Introducing and classifying materials

4.1.1 Define atom, molecule, alloy and composite

• Atom The smallest part of an element that can exist chemically.
• Molecule Two or more atoms that are normally bonded together covalently.
• Alloy A mixture that contains at least one metal. This can be a mixture of metals or a mixture of
metals and non-metals. An example of an alloy is brass, an alloy of copper and zinc.
• Composite A mixture composed of two or more substances (materials) with one substance acting
as the matrix or glue.

Atom Molecule

An atom is the smallest particle characterizing a chemical element. A molecule is as a sufficiently stable electrically neutral
An atom consists of an electron cloud surrounding a dense nucleus. group of at least two atoms in a definite arrangement held
This nucleus contains positively charged protons and electrically together by strong chemical bonds. Basically it is
neutral neutrons, whereas the surrounding cloud is made up of composed of a group of atoms covalently bonded to
negatively charged electrons. When the number of protons in the form an element such as Water (H2O).
nucleus equals the number of electrons, the atom is electrically
neutral; otherwise it is an ion and has a net positive or negative
charge. An atom is classified according to its number of protons and
neutrons: the number of protons determines the chemical element
and the number of neutrons determines the isotope of that element.
Alloy Composite

* An alloy is a homogeneous mixture of two or more elements, at Composite materials (or composites for short) are
least one of which is a metal, and where the resulting material has engineered materials made from two or more constituent
metallic properties. The resulting substance usually has different materials with significantly different physical or chemical
properties (sometimes substantially different) from those of its properties and which remain separate and distinct on a
components. macroscopic level within the finished structure. For
* Unlike pure metals, most alloys do not have a single melting point. example the most primitive composite materials
Instead, they have a melting range in which the material is a mixture comprised straw and mud in the form of bricks for building
of solid and liquid phases. construction. One way to form composites is using many
* Alloying one metal with others usually improves on the properties of moulding methods.
other elements.

4.1.2 Describe a bond as a force of attraction between atoms

There are three types of inter atomic bonds. Ionic, covalent and metallic.

Ionic bonds occur between a metal and a non

metal; all atoms strive for a full outer shell of
electrons. The metal has a nearly empty outer
shell with a full shell beneath it and a non-metal
has a nearly full outer shell. To fill their shells, the
metal gives its extra electrons to the non metal
leaving it with an overall positive charge and the

IB Design Technology Coursebook - 65 -

nonmetal with an overall negative charge. Since opposite charges attract the ions (charges atoms) stay
connected through electrostatic forces. Ionic bonds are brittle because a small bump could easily
change the positions of the ions relative to each other causing the electrostatic forces to be between two
like charges and repel. when the ions dissociate (separate), whether in a solvent such as water or through
melting, they can conduct electricity because the positive ions accept electrons while the negative ions
provide them (but this transforms them back into elements).

Covalent bonds are formed when two nonmetals bond. They

form because both have a more than half full outer shell;
therefore, by sharing some electrons, they can have a full shell.
Covalent bonds are the strongest type of bonds because the
outer electron shell of two or more atoms overlap and create a
completely new shell around both of them. There are two main
types of covalent bonds, molecular and network. molecular, like
water, makes molecules that are not very well bonded to each
other and are usually in the gaseous or liquid state at room
temperature for lack of large charges (like ions). Network
covalent bonds, like diamond, can make crystals of virtually any
size. They are usually hard because of the strength of covalent
bonds.

In a metallic bond, the valence electrons from each atom

form a 'sea' of electrons that works as glue to keep the metal
together because the lattice ions (the rest of the atoms making
up the metallic crystal) are attracted to the electrons. the sea of
valence electrons gives the metals two important properties, the first
being malleability, metals are malleable because the lattice ions are
still attracted to the electrons even after being moved. The
second property is conductivity. The electrons have enough
freedom to move, which is exactly what electricity is. The
electrons' freedom also means that they can start vibrating easily (and
so can the lattice ions because they have quite a bit of freedom too) and that makes them good heat
conductors because temperature is a measure of the average kinetic energy of the substance.

4.1.3 Describe how materials are classified into groups according

to similarities in their microstructures and properties
The microstructure of a material is its structure when perceived
through a microscope. Materials are classified depending on their
crystal structure, their size, composition, orientation, formation and
interaction.

When materials are not viewed microscopically, they are

perceived and classified macroscopically. This means they will
be classified in terms of their physical properties such as strength,
toughness, ductility, hardness, corrosion resistance, high / low
temperature behaviour, wearability, etc… In the case of metals,
the microstructures can be seen with the blind eye. Each
polygon, usually hexagons, represents a single crystal of zinc
remain to the surface of the steel beneath.

IB Design Technology Coursebook - 66 -

4.1.4 Explain that several classifications are recognized but that no single classification is “perfect”
It is convenient to be able to classify materials into categories (albeit crude in nature) that have
characteristic combinations of properties.

Classification of different materials is not considered perfect

due to the variance of different material's microstructures.
For example, the microstructure of different plastics,
thermoplastics and thermoset plastics have distinct
differences. The microstructure of a thermoplastic is
composed of strings or threads of plastic particles. This gives
it special characteristics such as being easily reformed or
malleable. On the other hand, thermoset plastics are
composed of stronger covalent bonds, which make them
stronger but less malleable. It is for reasons such as this, that
classifications of materials can not be considered perfect.

4.1.5 Describe that, for this course, materials are classified into groups: timber, metals, plastics, ceramics,
food and composites; and that some of these groups have subdivisions
In each group there can be subdivisions, for example:
• Timber (natural wood and man-made)
• Metals (ferrous and non-ferrous)
• Plastics (thermoplastics, thermosets)
• Ceramics (earthenware, porcelain, stoneware, glass)
• Textile fibres (natural or synthetic)
• Food (vegetable or animal origin)
• Composites (difficult to classify due to variability and continual development of new composite
materials)

IB Design Technology Coursebook - 67 -

 4.2 Properties of materials
Physical properties
4.2.1 Define density, electrical resistivity, thermal conductivity, thermal expansion and hardness
• Density- The mass per unit volume of a material

• Electrical resistivity- This is a measure of a material’s ability to conduct electricity. A material with a low
resistivity will conduct electricity well.

• Thermal conductivity- A measure of how fast heat is conducted through a slab of material with a
given temperature difference across the slab.

• Thermal expansion (expansivity)- A measure of the degree of increase in dimensions when an object
is heated. This can be measured by an increase in length, area or volume. The expansivity can be
measured as the fractional increase in dimension per kelvin increase in temperature.

• Hardness- The resistance a material offers to penetration or scratching.

4.2.2 Explain a design context where each of the properties in 4.2.1 is an important consideration
• Density is important in relation to product weight and size (for example, for portability). Prepackaged
food is sold by weight or volume, and a particular consistency is required.

• Electrical resistivity is particularly important in selecting materials as conductors or insulators.

• Thermal conductivity is important for objects that will be heated or must conduct or insulate against
heat.

• Thermal expansion (expansivity) is important where two dissimilar materials are joined. These may then
experience large temperature changes while staying joined.

• Hardness is important where resistance to penetration or scratching is required. Ceramic floor tiles are
extremely hard and resistant to scratching.

Task- Find a few products or context where a physical property is crucial to the design and explain why.

Density Electrical Thermal Thermal Hardness

resistivity conductivity expansion

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Mechanical properties
4.2.3 Define tensile strength, stiffness, toughness and ductility
• Tensile strength- The ability of a material to withstand pulling forces.

• Stiffness- The resistance of an elastic body to deflection by an applied force.

• Toughness- The ability of a material to resist the propagation of cracks

• Ductility- The ability of a material to be drawn or extruded into a wire or other extended shape.

4.2.4 Explain a design context where each of the properties in 4.2.3 is an important consideration
• Tensile strength is important in selecting materials for ropes and cables, for example, for an
elevator.

• Stiffness is important when maintaining shape is crucial to performance, for example, an aircraft
wing.

• Toughness is important where abrasion and cutting may take place.

• Ductility is important when metals are extruded (not to be confused with malleability, the ability to
be shaped plastically).

• Aesthetic characteristics are the properties that products have that make them appealing or
unattractive to us. Aesthetic properties depend completely on your own personal point of view –
this means they are subjective. Your tastes depend as much on your mood as they do on your
beliefs and values.

Task- Find some products or context where a mechanical property is crucial to the design and explain

Tensile Strength Stiffness Toughness Ductility Aesthetics

4.2.5 Outline the characteristics of taste, smell, appearance, texture and colour

4.2.6 Explain a design context where each of the characteristics in 4.2.5 is an important consideration
Some of these properties are only relevant to food, while others can be applied to more than one
material group. Although these properties activate people’s senses, responses to them vary from one
individual to another, and they are difficult to quantify scientifically, unlike the other properties.

Task- Watch this video Design 4 life 02 The Colour of Emotion - the importance of colour & light

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 4.3 Timber

4.3.1 Describe the structure of natural timber

Natural timber is timber that is used directly from the tree. Natural timber is a
natural composite material comprising cellulose fibres in a lignin matrix.

The tensile strength of timber is

greater along the grain (fibre)
than across the grain (matrix).

Wood is a fibrous material. The structure of wood similar to a bunch of parallel straws (the cellulose fibres),
which are bonded together with a glue (lignin matrix). The fibres are long and slender and are aligned
with the long axis of the trunk which gives it an interesting property behaviour.

When load is applied parallel to the axis of the fibres, they are very strong in tension and have reasonably
good compressive strength until they start to buckle.
When the load is applied perpendicular to the axis of the fibres, they will tend to crush under compression
and are weakest in tension, where the “glue” bond fails and the straws literally tear apart.

4.3.2 Outline that timber

can be classified
according to the
conditions needed for tree
growth
Study the distribution of
forest map of the world
below. Temperate forests
tend top be in cooler
regions and tropical forests
tends to be between the
Tropic of Cancer and
Capricorn in warmer
climates.

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4.3.3 Outline that conifer trees are referred to as softwoods and that these grow only in temperate regions
Conifers- Any of various mostly needle-leaved or scale-leaved, chiefly evergreen, cone-bearing trees or
shrubs such as pines, spruces, and firs.
Characteristics of softwood trees are:
• They take around 30 years to reach maturity
• The wood from these trees is generally
softer (That's where the name comes
from) due to the faster growth of the tree
and therefore producing a less dense
cellulose fibres and lignin matrix
• Softwoods reproduce by cones
• Softwoods have needles
• They do not lose their needles in the fall
They are sometimes called evergreens
because the needles are green year
round
• Examples included are pine, cedar, and
cypress

4.3.4 Outline that deciduous trees are referred to as hardwoods and that these grow in both temperate
and tropical regions
Decidiouos- Hardwood trees shed their leaves and
other characteristics of hardwood trees are:
• The wood from these trees is generally harder.
(That's where the name comes from) as they
take around 100 years to mature and therefore
ore have a much denser cell structure
• Hardwoods reproduce by flowers.
• Hardwoods have broad leaves and are fruit
bearing
• Many lose their leaves every autumn and are dormant in the winter
• Some examples of hardwood trees includes eucalyptus, elm, maple,
oak, and beech

4.3.5 Discuss the issues relating to the consideration of timber as a renewable resource
issues should be placed in local, national and international
contexts.
• time to reach maturity, e.g. Mahogany trees takes
about 100 years to mature
• soil erosion ... the roots of the tree hold the soil in
• greenhouse effect ...
less trees to remove
the greenhouse
gases
• extinction of species
... destroying animal, insect and plant life

http://www.youtube.com/watch?v=HfQgmlwzRXg

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4.3.6 List two examples of composite timbers

Chipboard Plywood

4.3.7 Compare the characteristics of particle board, laminated woods (for example, plywood), pine wood
(a softwood) and mahogany (a hardwood)
Consider composition, hardness, tensile strength, resistance to damp environments, longevity and the
aesthetic properties of grain, colour and texture. The ability to produce sketches showing cross-sectional
views of the structure of the materials is expected.

Task- Comparing particle board, plywood, pine and mahogany.

Resources needed: Testing timber samples of particle board, plywood, pine and mahogany

Chipboard Plywood Pine Beech

Composition
Grain
Colour
Texture
Hardness
Tensile strength
Resistance to
dampness
Longevity

You will be given a sample of each material. Use the samples to make observational comparisons
between each material. Here are the categories that you need to use:
• Composition (show the structure of the material as a hand-drawn cross-sectional view)
• Grain
• Colour
• Texture

Now carry out some comparative testing to add to your sheet. In groups, devise and carry out a test to
compare the following properties of each material:
• Hardness
• Tensile strength
• Resistance to dampness
• Longevity
For example; hardness is the ability of a material to withstand scratching. Can you design and make a
simple test rig that will provide a comparison of each material’s hardness?
Take digital photographs of your test rig and testing procedure. Present this with your sketches above on
NO MORE THAN 2 sides of A3 paper.

4.3.8 Outline criteria for the selection of timber for different structural and aesthetic design contexts
As a designer and manufacturer consideration of timber for buildings, bridges, furniture and children’s
toys must be carefully considered. This is mainly due to the various properties and characteristics of timber
and the product specifications.
E.g. Beech (Hardwood) is very hard and is therefore ideal for children’s toys. As it is quite expensive it
would not be suitable for building a house with and a different timber could be selected.

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Task- Investigate the following products and identify a suitable timber for its use.

Children’s Toys IKEA Flat pack Modern Chair Outdoor Indoor Book
bookshelf unit Garden chair Shelf
Timber
choice
Reason

4.3.9 Describe the reasons for treating or finishing wood.

Consider reducing attack by organisms and chemicals, enhancing aesthetic properties and modifying
other properties.

4.3.10 Explain three differences in the selection of timbers for flooring if it were made of a hardwood, a
softwood or a composite material.
Consider durability, ease of maintenance and aesthetics.

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 4.4 Metals

4.4.1 Draw and describe a metallic bond

Metals are often described as positively charged nuclei in a sea of electrons. The outer electrons of the
metal atom nuclei are free and can flow through the crystalline structure. The bonding is caused by
attraction between the positively charged metallic atom nuclei and the negatively charged cloud of
free electrons. Specific arrangements of metal atoms are not required.

4.4.2 Explain how the movement of free electrons makes metals very good electrical and thermal
conductors

4.4.3 State that metals (pure or alloyed) exist as crystals

Crystals are regular arrangements of particles (atoms, ions or molecules). Details of types of crystals are
not required.

4.4.4 Draw and describe what is meant by grain size

4.4.5 Explain how grain size can be controlled and modified by the rate of cooling of the molten metal, or
by heat treatment after solidification
Reheating a solid metal or alloy allows material to diffuse between neighbouring grains and the grain
structure to change. Slow cooling allows larger grains to form; rapid cooling produces smaller grains.
Directional properties in the structure may be achieved by selectively cooling one area of the solid.

4.4.6 Define plastic deformation

4.4.7 Explain how metals work-harden after being plastically deformed

4.4.8 Describe how the tensile strength of a metal is increased by alloying

4.4.9 Explain the effect of alloying on malleability and ductility

The presence of “foreign” atoms in the crystalline structure of the metal interferes with the movement of
atoms in the structure during plastic deformation.

4.4.10 Describe a superalloy

The strength of most metals decreases as the temperature is increased. Superalloys are metallic alloys that
can be used at high temperatures, often in excess of 0.7 of their absolute melting temperature.

4.4.11 List two design criteria for superalloys

Consider creep and oxidation resistance.

4.4.12 Identify applications for superalloys

Superalloys can be based on iron, cobalt or nickel. Nickel-based superalloys are particularly resistant to
temperature and are appropriate materials for use in aircraft engines and other applications that require
high performance at high temperatures, for example, rocket engines, chemical plants.

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 4.5 Plastics

4.5.1 Describe a covalent bond

In a covalent bond the outer electrons of some atoms come close enough to overlap and are shared
between the nuclei, forming a covalent bond. Each pair of electrons is called a covalent bond. Mention
of sigma (σ), pi (π), double or triple bonds is not required. Covalent bonds are strong bonds and examples
of primary bonds (as are metallic and ionic bonds).

4.5.2 Describe secondary bonds as weak forces of attraction between molecules

4.5.3 Describe the structure and bonding of a thermoplastic

Thermoplastics are linear chain molecules, sometimes with side bonding of the molecules but with weak
secondary bonds between the chains.

4.5.4 Describe the effect of load on a thermoplastic with reference to orientation of the polymer chains
Deformation occurs in two ways:
• elastic, in which initially coiled chains are stretched and the material returns to its original size and
shape when the load is removed
• plastic, when at higher loads the secondary bonds between the chains weaken and allow the
molecular chains to slide over each other, and the material does not return to its original size and
shape when the load is removed.
Creep and flow are important. No quantitative details are required.

4.5.5 Explain the reversible effect of temperature on a thermoplastic, with reference to orientation of the
polymer chains
Increase in temperature causes plastic deformation.

4.5.6 Explain how the reversible effect of temperature on a thermoplastic contributes to the ease of
recycling of thermoplastics

4.5.7 Draw and describe the structure and bonding of a thermoset

Thermoplastics are linear chain molecules but with strong primary bonds between adjacent polymer
chains. This gives thermosets a rigid 3D structure.

4.5.8 Explain the non-reversible effect of temperature on a thermoset

Heating increases the number of permanent crosslinks and so hardens the plastic.

4.5.9 Discuss the properties and uses of polypropene and polyethene thermoplastic materials

4.5.10 Discuss the properties and uses of polyurethane and urea–formaldehyde (methanal) thermoset
materials

4.5.11 Discuss the issues associated with the disposal of plastics, for example, polyvinyl chloride (PVC)
Although PVC disposal is problematic, PVC is still widely used as a structural material, for example, in
windows and for guttering and drainpipes.

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 4.6 Ceramics

4.6.1 Describe the composition of glass

Glass is composed primarily of silicon dioxide together with some sodium oxide and calcium oxide and
small quantities of a few other chemicals.

4.6.2 Explain that glass is produced from sand, limestone and sodium carbonate, and requires large
quantities of energy for its manufacture
Scrap glass is added to new raw materials to make the process more economical.

4.6.3 Describe the characteristics of glass. 2 Consider brittleness, transparency, hardness, unreactivity and
aesthetic properties

4.6.4 Explain that the desired characteristics of glass can be accurately determined by altering its
composition
Consider soda glass and Pyrex®.

4.6.5 Outline the differences between toughened and laminated glass

Consider their responses to being deflected and to impact.

4.6.6 Explain why glass is increasingly used as a structural material

Consider the use of plate glass and glass bricks as wall and flooring materials. Consider material
properties, for example, resistance to tensile and compressive forces, thermal conductivity and
transparency. Consider aesthetic properties and psychological benefits: allows natural light into buildings
and can visually link spaces, creating more interesting interiors.

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 4.7 Composites

4.7.1 Describe composites

Composites are a combination of two or more materials that are bonded together to improve their
mechanical, physical, chemical or electrical properties.

4.7.2 Define fibre

4.7.3 Describe the matrix composition of composites

4.7.4 Explain that new materials can be designed by enhancing the properties of traditional materials to
develop new properties in the composite material.

4.7.5 Describe a smart material

Smart materials have one or more properties that can be dramatically altered, for example, viscosity,
volume, conductivity. The property that can be altered influences the application of the smart material.

4.7.6 Identify a range of smart materials

Smart materials include piezoelectric materials, magneto-rheostatic materials, electro-rheostatic
materials, and shape memory alloys. Some everyday items are already incorporating smart materials
(coffee pots, cars, the International Space Station, eye-glasses), and the number of applications for them
is growing steadily.

4.7.7 Describe a piezoelectric material

When a piezoelectric material is deformed, it gives off a small electrical discharge. When an electric
current is passed through it, it increases in size (up to a 4% change in volume). They are widely used as
sensors in different environments. Specific details of crystalline structure are not required.

4.7.8 Outline one application of piezoelectric materials

Piezoelectric materials can be used to measure the force of an impact, for example, in the airbag sensor
on a car. The material senses the force of an impact on the car and sends an electric charge to activate
the airbag.

4.7.9 Describe electro-rheostatic and magneto-rheostatic materials

Electro-rheostatic (ER) and magneto-rheostatic (MR) materials are fluids that can undergo dramatic
changes in their viscosity. They can change from a thick fluid to a solid in a fraction of a second when
exposed to a magnetic (for MR materials) or electric (for ER materials) field, and the effect is reversed
when the field is removed.

4.7.10 Outline one application of electrorheostatic materials and one application of magneto-rheostatic
materials
• MR fluids are being developed for use in car shock absorbers, damping washing machine
vibration, prosthetic limbs, exercise equipment, and surface polishing of machine parts.
• ER fluids have mainly been developed for use in clutches and valves, as well as engine mounts
designed to reduce noise and vibration in vehicles.

4.7.11 Describe shape memory alloys (SMAs)

SMAs are metals that exhibit pseudo-elasticity and shape memory effect due to rearrangement of the
molecules in the material. Pseudo-elasticity occurs without a change in temperature. The load on the

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SMA causes molecular rearrangement, which reverses when the load is decreased and the material
springs back to its original shape. The shape memory effect allows severe deformation of a material,
which can then be returned to its original shape by heating it.

4.7.12 Identify applications of SMAs

Applications for pseudo-elasticity include eye-glasses frames, medical tools and antennas for mobile
phones. One application of shape memory effect is for robotic limbs (hands, arms and legs). It is difficult
to replicate even simple movements of the human body, for example, the gripping force required to
handle different objects (eggs, pens, tools). SMAs are strong and compact and can be used to create
smooth lifelike movements. Computer control of timing and size of an electric current running through the
SMA can control the movement of an artificial joint. Other design challenges for artificial joints include
development of computer software to control artificial muscle systems, being able to create large
enough movements and replicating the speed and accuracy of human reflexes.

IB Design Technology Coursebook - 78 -

 Topic 5
Product Development

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 5.1 Manufacturing techniques

5.1.1 Define manufacturing technique

A specific manufacturing term,
sometimes relating to one material
group only. Manufacturing is the
making of goods by physical
labour and machinery. It generally
involves the conversion of raw
materials into a finished product.
Raw materials can include such
items as fruit, cloth, wood and Cotton fields to Jeans Trees to Books
plastic. They are supplied from
industries such as agriculture and
mining.

Finished products include: Books,

jeans and compact discs and are
supplied to customers.

5.1.2 Outline the techniques of moulding, casting, weaving, fusing, stitching, cutting, machining, abrading,
using adhesives and using fasteners

Injection Moulding

Injection moulding as its name suggests involves injecting molten thermoplastic into a mould under great
pressure. The moulds can be very intricate and are often made in several pieces. Radio housings,
computer casings, vacuum cleaners and watches are all made with injection moulding.

Injection moulding is widely used process for making products in volume. It would never be used for one-
off or small batch production. This is because the tooling cost for the machines is very expensive.
However, once set up, the products (or mouldings) can be produced very cheaply.

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Casting
Casting is a method of shaping an object by pouring a liquid into a mould and letting it harden. The
shaped object is called either a cast or a casting.

Casting is used to make thousands of articles, including tools,

machine parts, toys, and art objects such as statuary. The
Egyptians cast bronze in moulds over 3,500 years ago. Today,
plastics, aluminium, ceramics, and many other materials are used
in casting.

Weaving
Weaving is the process of making cloth, rugs, blankets, and other products by crossing two sets of threads
over and under each other. Weavers use threads spun from natural fibers like cotton, silk, and wool and
synthetic fibers such as nylon and Orlon. But thin, narrow strips of almost any flexible material can be
woven. People learned to weave thousands of years ago using natural grasses, leafstalks, palm leaves,
and thin strips of wood.

In general, weaving involves the interlacing of two sets of threads at right angles to each other: the warp
and the weft. The warp are held taut and in parallel order, typically by means of a loom, though some
forms of weaving may use other methods.

Task: Attempt a weave of your own using the above technique, how would you describe the process to a
year 6 using pictures alone.

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Fusing
Fusing involves the melting of metal by the application of heat.

Gas Welding Mixed gases in the proper Proportions,

directed against the parts to be welded. The
molten edges of the parts then literally flow
together, after cooling, form one solid piece.

Arc Welding Arc welding electrode combines a central

current carrying "core wire", which acts also as
the filler rod, and a flux covering.

Spot Welding Spot welding is used to weld various sheet

metal products. The process uses two shaped
copper alloy electrodes to concentrate
welding current into a small "spot" and to
simultaneously clamp the sheets together.

Electron Beam Electron Beam Welding (EBW) is a fusion joining

process that produces a weld by impinging a
beam of high energy electrons to heat the
weld joint. Raising electrons to a high energy
state by accelerating them to roughly 30 to 70
percent of the speed of light provides the
energy to heat the weld.

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Laser Laser Beam Welding (LBW) is a modern
welding process; it is a high energy beam
process that continues to expand into modern
industries and new applications because of its
many advantages like deep weld penetration
and minimizing heat inputs.

Diffusion Bonding Diffusion bonding involves holding pre-

machined components under load at an
elevated temperature usually in a protective
atmosphere or vacuum. Times at temperature
can range from 1 to 60+ minutes, but this
depends upon the materials being bonded.

Friction Welding Friction welding (FW) is processes that

generates heat through mechanical friction
between a moving work piece and a
stationary component. Technically, because
no melt occurs, friction welding is not actually
a welding process in the traditional sense, but
a forging technique. Friction welding is used
with metals and thermoplastics in a wide
variety of aviation and automotive
applications.

Ultrasonic Welding Ultrasonic welding is an industrial technique

whereby high-frequency ultrasonic acoustic
vibrations are locally applied to work pieces
being held together under pressure to create
a solid-state weld. It is commonly used for
plastics, and especially for joining dissimilar
materials. In ultrasonic welding, there are no
connective bolts, nails, soldering materials, or
adhesives necessary to bind the materials
together.

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Stitching
Joining of cloth, leather, furs, bark, or other materials, using needle and thread. Its use is nearly universal
among human populations and dates back to 30,000 BC. Stitching predates the weaving of cloth.

Cutting
Cutting is the separation of a physical object, or a portion of a physical object, into two portions, through
the application of an acutely directed force. For an object to be capable of cutting it must have a
hardness sufficiently larger than the object being cut, and should be applied with sufficient force. Cutting
also describes the action of a saw which removes material in the process of cutting.

Machining
Powered machines that shape metals and other materials through a variety of cutting or grinding
processes, machine tools operate on unfinished metal parts, such as rough metal castings o forgings, and
perform shaping and finishing operations that produce precisely dimensioned parts.
Most machine tools function in one or more of several basic categories: turning, shaping and planing,
boring, drilling, and milling and grinding.

Turning The engine lathe is the oldest and most common

turning machine. It is used for shaping the
external surface of a cylindrical part by rotating
the work piece against a cutting tool. The turret
lathe carries a number of cutting tools that can
be used in sequence to shape, drill, bore, ream,
and cut threads on both exterior and interior
cylindrical surfaces.

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Shaping In shaper operations the cutting tool moves
against a stationary work piece, which is usually
held on a horizontal table.

Planing These machines remove metal from flat surfaces.

In the planing machine the work piece moves
beneath a stationary cutting tool. Planers can
shave even layers off a metal surface or cut
multiple grooves and channels.

Boring Boring is the process of enlarging a hole that has

already been drilled (or cast), by means of a
single-point cutting tool, for example as in boring
a cannon barrel. Boring is used to achieve
greater accuracy of the diameter of a hole, and
can be used to cut a tapered hole.

Drilling Drilling is the process of using a drill bit in a drill to

produce cylindrical holes in solid materials.

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 Milling The rotating cutting tool in a milling machine is
usually toothed and is used to cut a variety of
shapes, from flat-planed surfaces to slots,
grooves, shoulders, and dovetails. Milling
machines are used to cut gears.

Grinding In grinding, metal is removed from the surface of

a work piece to make it smooth. A grinding
machine has a grinding wheel that spins at high
speed against the work piece. This wheel is made
of an abrasive material similar to that on
sandpaper.

Abrading
To wear down or rub away by friction, also known as a wasting process because the piece that is
removed is usually referred to as 'waste'. Using this forming process you create a new form or component
by removing or cutting away any surplus material. This can be achieved by several means, such as:

Chemical (etching) Mechanical

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5.1.3 Describe how the techniques in 5.1.2 relate to different materials

Task: Using ticks or crosses (√ or x) complete the Materials/ Manufacturing Techniques below

For example, casting relates to metals, plastics, food, ceramics and some composites, but not to timber or
textiles.

Metals Plastics Food Ceramics Textiles Timber

Moulding
Casting √ √ √ √ x x
Weaving
Stitching
Fusing
Cutting
Abrading
Fasteners
Adhesives
Machining

5.1.4 Discuss advantages and disadvantages of using the techniques to manufacture products
The manufacturing technique depends on the material to be processed, the amount of components
needed and the type of component required. Other factors contributing to the advantage or
disadvantage of technique selection would be production location and environmental issues concerned.

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 5.2 Craft production

5.2.1 Define craft production and one-off

production.
Craft production (or One-off Production) is the
process of manufacturing by hand with or
without the aid of tools. The term Craft
production refers to a manufacturing
technique applied in the hobbies of Handicraft
but was also the common method of
manufacture in the pre-industrialized world.

5.2.2 Describe why most products were

manufactured by craft techniques prior to the
Industrial Revolution
Prior to the Industrial Revolution most products
were manufactured by craft techniques. The
processes, techniques and materials that were
used were restricted by the technology and energy sources that were available at the time. The
development of skills were slow; sources of materials and energy were few and would depend on the
immediate surrounding areas; sales and distribution were workshop and market based; the craftsman was
also the designer as was the the client also the consumer.

5.2.3 Explain the advantages and disadvantages of craft production

Task: Which of the following are advantages and which are disadvantages?

• Variable production costs are high, particularly labour costs, but fixed costs are low.
• Expensive form of production.
• Difficult to organise if production is technically complex.
• Worker motivation enhanced. Each new job presents a different challenge, so they need to be
adaptable.
• Workers gain satisfaction from being responsible for the complete product.
• Skilled workers needed with a high degree of technical expertise and the ability to adapt. Can be
large workforce if a technically complex project is involved.
• Very flexible system, enables large variety of products to be manufactured, geared to customer
specification.
• Manufacture of a single product or small quantity.
• Selling aimed at particular customers or firms in specialised markets

5.2.4 Discuss the importance of craft production for developed and developing countries
In pre-industrial cities, craftsmen tended to form associations based on their trades, confraternities of
textile workers, masons, carpenters, carvers, glassworkers, each of whom controlled secrets of traditionally
imparted technology, the "arts" or "mysteries" of their crafts. Usually the founders were free independent
master craftsmen.

Before a new employee could rise to the level of mastery, he had to go through a schooling period
during which he was first called an apprentice. After this period he could rise to the level of journeyman.
Apprentices would typically not learn more than the most basic techniques until they were trusted by their
peers to keep the guild's or company's secrets.
In a developing country a guild can be said to some aspects of the modern corporation. They have
control over the materials and tools, needed to produce goods. They are early forms of small business
associations.

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 5.3 Mechanization

5.3.1 Define mechanization

Watch this: Chocolates http://www.youtube.com/watch?v=wQppu2jkIwE

Mechanization is defined as: “A volume production process involving machines controlled by humans”.

In other words, machinery is used to carry out some or all of the repetitive tasks in a production process.
Mechanization might involve the following elements:

• Using jigs and templates to ensure quality control.

• Using conveyor belts to control the rate of production and to keep components flowing from one
process to the next.
• Using Robots to assemble complex machinery such as a car.

Task: Why is mechanization well suited to volume production and not to one-off or small batch
production?

5.3.2 Describe how the availability of new sources of power in the Industrial Revolution
led to the introduction of mechanization
The only source of portable energy prior to the Industrial Revolution was human
muscle power and animal power. Tools were designed to be used only with these
energy sources. Even though it was possible to harness heat energy from fire (for
example to forge metal), the limitation is that the energy source (timber and coal)
depended upon local availability.

The water wheel enabled the harnessing of energy for batch

production. However, the water wheel had a fixed location next to a
fast-flowing river and so lacked adaptability. However, the energy from
water could be harnessed at many points along the river, resulting in the
first batch and mass- manufacturing developments in textiles and
ironwork. Because the wheel creates rotary motion, the motion could
easily be converted into linear, oscillating and reciprocating forms to
carry out a variety of tasks. An oscillating hammer could be used to
forge metal for example.

Steam engines.
A real breakthrough came in 1712 with the
manufacture of the world’s first steam engine. The
principle is very simple: Water is heated until it boils
and becomes steam. The steam is contained in a
cylinder and creates pressure. The pressure can be
used to make a cylinder reciprocate (move
backwards and forwards in a straight line). This
motion is converted to rotary motion using
mechanisms. You can see this principle in action on
a steam locomotive.

This meant that for the first time, power could be

transported (you did not need to be next to a river,
timber or coal source to create energy). This really was the beginning of the mass production age and
unfortunately, the source of many of today’s global energy and environmental problems.

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5.3.3 Define assembly-line production
Assembly-line production is defined as: “The mass-production of a product via a flow line based on the
interchangeability of parts, pre-processing of materials, standardization and work division.”

Put more simply, it means the following:

• Each manufacturing task is divided up into basic stages.

• Each stage is carried out using specialist labour and equipment (work division).
• A flow line (like a conveyor belt) moves each part from one stage to the next. This controls the rate
of production (how fast it is made).

This makes each individual task repetitive. These repetitive tasks are increasingly carried out using control
technology (robots).

Charlie Chaplin made a great movie in 1936 about the impact of assembly line production on society
called ‘Modern Times’. Watch this clip: Modern Times http://www.youtube.com/watch?v=qDnDaDYZ2AQ

Task: Was Charlie Chaplin’s vision of the future correct? Discuss.

5.3.4 Explain the relevance of assembly-line production to mechanization.

and

5.3.5 Outline two advantages and two disadvantages of mechanizing a production process

Hopefully you can see how assembly-line production and mechanization are related. You can’t have
one without the other! This table summarizes this relationship:

Assembly line Mechanization

Which came first? First Second
Why? This split tasks into stages Specialist machinery can then carry
(work division) out the repetitive tasks.
Economics More efficient. Products are Even more efficient. Less labour
manufactured at a controlled Intensive, production can be
rate and with increased quality. continuous.
Design of products Less adaptable. Changes to Products become identical. Less
product design are harder to flexibility to adapt to new designs
implement. (this is now changing with the
development of
‘mass customization’.
Effect on the work force Tasks are repetitive. Workers Minimal labour required. Labour is
Become skilled in a single used
process. mainly to oversee automated
Labour is used more efficiently. processes.
Health and safety issues arise Higher unemployment.
(repetitive strain etc.)
Consumer choice Reduced. Products become Minimal. Your products are identical.
similar. Note that ‘mass customization’ is
changing this.
Summary: Advantage 1 Reduced cost of product for
consumer.
Advantage 2 Increased reliability and product
quality.
Disadvantage 1 Reduction in labour needed leading
to
unemployment.
Disadvantage 2 Re-skilling of workers needed to
maintain mechanized processes.

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5.3.6 Define batch production and mass production.
Batch production: “Limited volume production (a set number of items to be produced)”

Mass production: “The production of large amounts of standardized products on production lines,
permitting very high rates of production per worker”

5.3.7 Compare batch production and mass production in a mechanized production system
Watch the following movie clips. Decide whether each is an example of batch production or mass
production. What evidence is there to support your choice?

Magnum http://www.youtube.com/watch?v=7hXfFfGMT_M
Shoelaces http://www.youtube.com/watch?v=8HHluPK9zWg
T-shirt http://www.youtube.com:watch%3Fv=HVZh07CfJSw%0D
Surfboard http://www.youtube.com/watch?v=FR8SndoR2RQ

Summary:

Task: Complete the following table to show how batch-production and mass-production compare:

Batch production Mass production

Market need (explain which types of
markets demand which scale of
production).

Consumer choice (how does each

system affect consumer choice?)

Product differentiation (in what ways

Are products similar and different?)

Economies of scale (how does each

System affect costs for manufacturer
and consumer?)

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 5.4 Automation

5.4.1 Define automation

The term automation refers to a wide variety of systems and processes that operate with little or no human
intervention. In most modern automation systems, control is exercised by the system itself, through control
devices that sense changes in such conditions as:

AC Temperature controls Automatic water bowl for a Pet Auto Volume Control

These devices then command the system to make adjustments to compensate for these changes. Most
modern industrial operations are too complex to be handled manually or even with simple machines
under manual control.

All automated systems depend on feedback to control their performance. The basic elements of
feedback can be illustrated by a home heating system.

Input Process Output

Fuel energy The heating Heat energy
and feedback system
information

Feedback
Thermostat giving room
temperature
information to the
boiler

Essential to all automatic-control mechanisms is the feedback principle, which enables a designer to
endow a machine with the capacity for self-correction. A feedback loop is a mechanical, pneumatic, or
electronic device that senses or measures a quantity such as position, temperature, size, or speed.
It compares the measurement with the previous measurement and takes whatever preprogrammed
action is necessary to maintain the measured. Using feedback devices, machines can start, stop, speed
up, slow down, count, inspect, test, compare, and measure.

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5.4.2 Describe how the development of computer and information technology in the “technological
revolution” led to the introduction of automation
The development of computer and information technology in the Technological Revolution led to the
introduction of automation via computer controlled electrically powered assembly line procedures.
Automation has made a major contribution towards increases in both free time and real wages enjoyed
by most workers in industrialised nations.

Mechanised Assembly Line Automated Assembly Line

Computers and feedback

loops have promoted the
development of
numerically controlled
machines (the motions of
which are controlled by
punched paper or
magnetic tapes) and
machining centres
(machine tools that can
perform several different
machining operations). A punch card reader and writer Punch cards

Applications
• The chemical industries developed the technology of automation to regulate variables such as
pressure and temperature that are involved in the production of chemicals.
• The food industries found that packaging, bottling, and sealing operations, as well as the
production of food products, could be accomplished more efficiently by the use of automated
systems.
• The methods of automation were refined with the development of aircraft guidance systems and
automatic pilots.
• The development of digital computers, which can monitor external conditions and make
appropriate adjustments to a system, added further impetus to the applications of automation.
• An entire oil refinery can be operated by just four persons.
• Industrial robots perform numerous functions on assembly lines, and automated spacecraft on
deep-space probes are programmed automatically to make adjustments in operations.
• In our homes, thermostats control the temperature in automated heating and air-conditioning
systems, in refrigerators, and in water heaters.
• In medicine, cardiac pacemakers regulate the heart rate of people with heart disorders.

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5.4.3 Define computer-aided manufacture (CAM) and computer numerical control (CNC)
When CAD systems are linked to manufacturing equipment which is also controlled by computer, they
form an integrated CAD/CAM (Computer-Aided Manufacture) system. CAM equipment relies on a
series of numeric codes, stored in computer files, to control manufacturing operations This Computer
Numeric Control (CNC) is provided by describing machine operations in terms of the special codes and
component shape geometry, and building specialised computer files or “part programs”. The
development of these part programs is a skilled task, now largely superseded by specialised computer
software, which forms the link between CAD and CAM systems.

5.4.4 Explain how CAD, CAM and CNC contribute to an automated production system
Consider the wide variety of systems available.

CAM offers significant advantages over more traditional approaches by controlling manufacturing
equipment with computers instead of human operators. CAM equipment is usually associated with the
elimination of operator error and the reduction of labour costs. However, the consistent accuracy and
predicted optimum use of the equipment lead to even more significant advantages. For example,
cutting blades and tools will wear more slowly and break less frequently, reducing manufacturing costs
still further. Against these savings should be set the higher costs of capital equipment or the possible
social implications of maintaining productivity with a reduced workforce.

5.4.5 Define just-in-time (JIT) and just-incase (JIC)

History
Toyota's most famous discovery; just in time (JIT).

To reduce the space occupied, and money tied up, by high buffer
stocks of materials and work in progress, Toyota devised a card
ordering system known as kanban.

The rule was that no components would be made, or supplies ordered,

unless the instruction was given by the kanban. If an assembly worker
fitted eight left-hand car doors, a kanban would be sent to the door
production team, which would produce another batch of eight.
Kanban Cards in use

In theory these would arrive, just in time before the assembly worker's remaining stock ran out. At first,
the new system caused chaos, as parts arrived late and suppliers complained about making frequent
deliveries of small batches.

DD = Daily demand (units)

LT = Replenishment leadtime
(days)
SS = Statistically calculated safety
stock (units)
SQRT = Square root
TB = Time bucket of the safety
stock data points (days)
KB = Quantity per kanban (units)
EPEI = Supplier’s replenishment
interval (days)
No. of kanban = (DD*LT+SS*SQRT(LT/TB))/KB+(DD*EPEI)/KB
Kanban Card and Calculation

Yet, Toyota soon realised that the knife-edged nature of this system was its very strength. If a faulty
batch of components to the door production team caused a halt to the final assembly line, the
supplier was soon threatened with quality improvements or paying for the lost output. Existing with only
an hour's worth of buffer stock ensured that every production, supply or quality fault would be acted on
quickly, or else be clear for all to see.

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Once Toyota applied all aspects of the
just-in-time process, they realized that
change would constantly be needed.
Therefore, the concept of “Kaizen,”
continuous improvement, was put into the
process as well. For almost a decade,
Toyota and its suppliers were alone in the
use of the Toyota Production System. By
the late 1970’s, other Japanese
automobile manufacturers began to take
Toyota’s ideas and put them to practical
use. Mazada, Honda, and Nissan all
adopted the concept of just-in-time to
continue to compete with arch rival Inventory level chart of JIT and traditional
Toyota.9
By 1990, Toyota was producing over four million cars a year, far outstripping any European or Japanese
producer and rival the American giants, Ford and General Motors.

Definition
JIT (Just in time) is the most used and
recognized lean manufacturing
technique. The correct definition of just-
in-time is having the right part at the
right place in the right amount at the
right time. This technique shortens cycle
times, decreases the amount of
inventory that a company carries, leads
to low work-in-process (WIP), and
creates a flexible atmosphere for the
type or amount of product that a
company would like to run and most of
all streamlines work flow through a Illustration of the JIT process
manufacturing facility.

Companies will adopt a modular/ cellular production approach, where each cell will produce it’s
component when it is required. More cells equals more safety.

JIC (Just in case) is very different from the previously

defined JIT system, companies using the JIC
technique carry spare stock ‘just in case’ they need
them. Stock would usually consist of main
problematic components, components known to
need replacing, some will stock components that
are very difficult to come by, they are timely to
import or manufacture. In the traditional sense JIC
practices keep a lot of inventory.

Illustration of traditional production process

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5.4.6 Explain the advantages of JIT and JIC to manufacturing
As most companies use an inventory system best suited for their company, the Just-In-Time Inventory
System (JIT) can have many benefits resulting from it. The main benefits of JIT are listed below.

Advantages of JIT
1. Set up times are significantly reduced in the factory.
2. The flows of goods from warehouse to shelves are improved.
3. Employees who possess multiple skills are utilized more efficiently.
4. Better consistency of scheduling and consistency of employee work hours.
5. Increased emphasis on supplier relationships.
6. Supplies continue around the clock keeping workers productive and businesses focused on
turnover

Ohno’s analogy of JIT and JIC;

There the company (the boat) floats on a
sea of inventory, lurking beneath the sea
are the rocks, the problems that are
hidden by the sea of inventory.
if we reduce the inventory level then the
rocks become exposed, Now the
company can see the rocks (problems)
and hopefully solve them before it runs
aground!
Illustration showing Ohno’s Analogy

Advantages of JIC
1. Company can rely on safety stock
2. No problems with the implementation of JIT (Japanese and Western culture differences)
3. No loss of individual autonomy, workers work as a whole entity not as part of a cell
4. No Loss of team autonomy This is the result of increasing buffer inventories lead to a higher
flexibility of the workers to solve 
problems as a team.
5. Relationship between management and employees is closer than with JIT
6. Employee motivation is to complete not to compete.
7. Production level JIC works best for low to medium range of production volume.

5.4.7 Define mass customization

"producing goods and services to meet individual customer's needs with near mass production
efficiency"
Tseng and Jiao (2001, p. 685)

A sophisticated CIM (Computer Integrated Manufacturing) system that manufactures products to

individual customer orders. The benefits of economy of scale are gained whether the order is for a
single item or for thousands.

5.4.8 Outline how mass customization is changing the

relationship between the manufacturer and the
consumer
The relationship is akin to craft production, where the
individual requirements of the consumer dominate.

Today’s turbulent markets and the internet Mass

Customization is the new paradigm that replaces mass
production, which is no longer suitable growing
product variety, and opportunities for e-commerce.
Mass customization proactively manages product

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variety in the environment of rapidly evolving markets and products, many niche markets, and
individually customized products sold through stores or over the internet.1
Many industries have found that lengthy supply-chains, and the economics of configurability do not
allow them to economically offer mass customization.

Famously, some of the early businesses attempting

mass customization (e.g. in bicycle production) went
out of business. In 1999 boosters of the mass
customization trend proffered Cannondale as the
exemplar of the new model. "Cannondale [...] for
example can configure over 8 million different frame
and colour variations in its bicycles."

Although the company's subsequent bankruptcy in

2003 was blamed on other causes (including a failed
attempt to enter the motorsports market) the mass
customization "revolution" certainly failed to save it, and
it was dropped as a role model by some business gurus

5.4.9 Discuss the impact of automation on working conditions

Consider nature and type of employment, health and safety issues, social interaction and job
satisfaction.

Automation raises several important social issues. Among them is automation's impact on employment.
English textile workers in the early 1800s who protested against Jacquard's automated weaving looms
destroyed automated textile machines because they felt their jobs threatened.
Some argue automation leads to higher employment. One author made the following case. When
automation was first introduced, it caused widespread fear. It was thought that the displacement of
human workers by computerized systems would lead to severe unemployment. In fact, the opposite
has often been true, e.g., the freeing up of the labor force allowed more people to enter higher skilled
jobs, which are typically higher paying. One odd side effect of this shift is that "unskilled labor" now
benefits in many "first-world" nations, because fewer people are available to fill such jobs.
It appears that automation does devalue labour through its replacement with less-expensive machines;
however, the overall effect of this on the workforce as a whole remains unclear.

Advantages
• Automation has greatly increased production and lowered costs, thereby making cars,
refrigerators, televisions, telephones, and other goods available to more people.
• It has allowed production and wages to increase, and at the same time the working week has
decreased in most Western countries from 60 to 40 hours.
• In an automated system, health and safety can be monitored with more efficiency due to the
repetitive nature of the work process. The ‘human error’ is reduced.
• Provides opportunities for the “unskilled” labour force.

Disadvantages
• Workers will have little variety in their job and could result in low job satisfaction.
• Social interaction during work times will be cut, lunch and break may be at different times for
each worker so as to keep production at an efficient level.

5.4.10 Outline how automation has improved the type and range of products available to consumers
Many products require such precision in their manufacture that, without automation, it would not be
possible to produce them at an affordable price.

To meet increasing demands for productivity gains, manufacturers continually ask factory workers to do
more with less equipment, and in less factory floor space. The most automated assembly lines make
factory floors as efficient as possible, boosting the bottom line in highly competitive manufacturing
markets.

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Adding the latest in robotics and assembly line conveyor systems can help manufacturers meet the stiff
challenges they face. With smaller robotic cells, toploading robots mounted on gantries, new vision-
based robots, simulation software for visualizing robotic cells, and more efficient assembly line
equipment, manufacturers can boost productivity and remain competitive.
Manufacturing Engineering, Feb 2004 by Waurzyniak, Patrick

Automation has greatly increased production and lowered costs, thereby making cars, refrigerators,
televisions, telephones, and other goods available to more people.

Automation within society

Millions of human telephone operators and answerers, throughout the world, have been replaced
wholly (or almost wholly) by automated telephone switchboards and answering machines. Thousands
of medical researchers have been replaced in many medical tasks from 'primary' screeners in
electrocardiography or radiography, to laboratory analysis of human genes, sera, cells, and tissues by
automated systems. Even physicians have been partly replaced by remote, automated robots and by
highly sophisticated surgical robots that allow them to perform remotely and at levels of accuracy and
precision otherwise not normally possible for the average physician.

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 5.5 Economic considerations

5.5.1 List the costs that contribute to the final cost of a product.

*** When you buy any product, you are not just paying for the materials that it is made from. ***

Apart from the material costs, can you think of five other costs? Write them in the spaces provided.

Task: Are there any others?

Task: See if you can define the term for each of the costs below. The first has been done for you as an
example. You can click and drag over the empty cells and change the font colour to reveal the
correct answers.
Definition: Cost term:
1. Whether the product is a one-off, batch, mass or volume Scale of production
produced.
2. Whether the product has simple or advanced features Complexity of product
3. All the energy, materials, labour, etc. that are needed to make Resources
the product.
4. The abilities of the people involved in manufacture. Skills
5. The systems that are used to maintain standards. Quality control
6. The physical mass of the product. Size and weight of product
7. Space required for the product, materials, components to be Storage
kept.
8. Moving the product to where it will be sold. Distribution
9. Making target markets aware of the product’s existence. Advertising
10. Matching the product and potential target market. Marketing
11. The amount of money left after costs have been subtracted. Profits
12. Money paid to the government after products have been sold. Taxes.
13. Ensuring that the product is easily accessible to a target market. Availability
14. Getting the right materials at source. Procurement of materials
15. Creating new ideas for future products. Research &Development (‘R&D’)
16. The employment of individuals. Labour
17. All aspects of assembly and production. Manufacturing costs
18. Money invested in land, buildings, machinery, etc. Capital costs
19. The indirect costs of running a business i.e. rent, administration, Overheads
etc.
20. Getting the product from its place of manufacture to place of Distribution
sale.
21. Products and services given in exchange for money Sales

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5.5.2 Define fixed costs and variable costs.
Fixed costs: “The costs that must be paid out before production starts, for example, machinery. These
costs do not change with the level of production.”

Variable costs: “Costs that vary with output, for example, fuel or raw materials.”

5.5.3 Identify the factors in 5.5.1 as fixed costs or variable costs

Task: Go back to the table on the previous page. For each of the costs listed, indicate whether it is
fixed or variable by adding F or V to the first column.

5.5.4 Explain how the costs in 5.5.1 relate to craft production, mechanization and automation
Task: Let’s take another look at the list of costs. For each cost, you need to state whether it will be
relatively HIGH, MEDIUM, or LOW for each scale of production.

Example:
i. A hand-crafted table will have HIGH material costs and labour costs and the capital costs would be
LOW.
ii. A mechanized production system for a table would have MEDIUM material and labour costs and
the capital costs would be MEDIUM.
iii. An injection-moulded (automated) table will have LOW material and labour costs but the capital
costs would be HIGH. These have been added in to the table.

Cost term: Craft production Mechanization Automation

Scale of production
Complexity of product
Resources
Skills
Quality control
Size and weight of
product
Storage
Distribution
Advertising
Marketing
Profits
Taxes
Availability
Procurement of HIGH MEDIUM LOW
materials
Research
&Development (‘R&D’)
Labour HIGH MEDIUM LOW
Manufacturing costs
Capital costs LOW MEDIUM HIGH
Overheads
Distribution
Sales

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5.5.5 Explain the concept of “break-even point” in relation to fixed and variable costs

FC = Fixed costs (these do not change).

VC = Variable costs (these change and are likely to

increase such a fuel price, material price, etc.).

TC = Total cost (FC + VC)

TR = Total revenue (the amount of money that comes back

into a company by selling its products).

The important lines to look at are TC and TR (TC is simply FC and VC added together). Imagine you have
decided tom start a small business that prints T shirts. Before you can start production, you need to spend
some money on your premises, machinery, fabric etc. You have already made a loss! However, once you
start to sell your T shirts, you begin to bring some money back in to the business (revenue – shown by the
line TR). At some point, the revenue will equal the total costs and this is called the break even point
(shown by the black dot). After this point, your revenue is more than your total costs and you start to
make a profit.
Remember that the profit will be subject to taxation!

A good business plan will calculate its costs, revenue and break even point very carefully. However, it can
change unexpectedly if there are dramatic changes in variable costs (like fuel price) or if there is no
longer demand for the product and revenue begins to decrease. This happens for example when
products have saturated the market.

If your production rates increase (you start making more T shirts) then you need to realize that your
variable costs will increase too (you need more material, energy, labour, etc.). That why the VC line
continues to rise on the graph.

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 5.6 Clean manufacturing

Clean technology is defined as ‘an approach to manufacturing or production which uses less resources
and causes less environmental damage (by reducing the exploitation of natural resources, minimizing
waste and preventing pollution) than an alternative means with which it is economically competitive’.

What does this mean and how does it impact the way that products are designed, manufactured, used
and disposed of?

5.6.1 Explain why the introduction of mass production increased damage to the natural environment
A historical perspective is important. Environmental considerations were not an issue in the 18th and 19th
centuries. Little quantitative data was available, and all governments encouraged the growth of industry.

We are all very aware that many examples of technology cause environmental damage.

• The burning of fossil fuels which leads to the production

of ‘greenhouse gases’ such as carbon dioxide that, in
turn, has lead to global warming and other climatic
changes.
• The production of sulphur dioxide, again from burning
fossil fuels, leading to acid rain. A good example is the
destruction of Scandinavian forests as a result of the
sulphur dioxide produced by British power stations.
• The use of chlorofluorocarbon (CFC) gases as aerosol
propellants, refrigerants and in the manufacture of
plastic foams leading to he destruction in the ozone
layer. This thinning of the ozone layer reduces
protection from the suns harmful UV rays, increasing the
incidence of skin cancer.
• The large-scale destruction of tropical rainforests to
satisfy the Worlds demand for timber.
• The cost of landfill sites

Task: Think of two more examples

1.

2.

Carbon Dioxide
One impact that the burning of fossil fuels has had on the Earth’s environment
has been the increase of carbon dioxide (CO2) in the Earth’s atmosphere. The
amount of atmospheric CO2 apparently remained stable for millennia, but over
the past 100 years it has increased. The significance of this change is its
potential for raising the temperature of the Earth through the process known as
the greenhouse effect.

Acid Deposition
Also associated with the burning of fossil fuels is acid deposition, which is
caused by the emission of sulphur dioxide and nitrous oxides into the air from
power plants and motor vehicles. These chemicals interact with sunlight,
moisture, and oxidants to produce sulphuric and nitric acids, which are
carried with the atmospheric circulation and come to Earth in rainfall and
snowfall, commonly referred to as acid rain.

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 Ozone Layer Destruction
During the 1980s, scientists began to find that human activity was
having a detrimental effect on the global ozone layer, a region of
the atmosphere that shields the Earth from the Sun’s harmful
ultraviolet rays. Without this gaseous layer, which is found at about
40 km (25 mi) above sea level, no life could survive on the planet.
Studies showed the ozone layer was being damaged by the
increasing use of industrial chemicals called chlorofluorocarbons
(CFCs, compounds of fluorine) that are used in refrigeration, air-
conditioning, cleaning solvents, packing materials, and aerosol
sprays.

Chlorinated Hydrocarbons
Extensive use of synthetic pesticides derived from chlorinated hydrocarbons in
pest control has had disastrous environmental side effects. These organo-chlorine
pesticides are highly persistent and resist biological degradation. Relatively
insoluble in water, they cling to plant tissues and accumulate in soils, the bottom
mud of streams and ponds, and the atmosphere.

Other Toxic Substances

Toxic substances are chemicals and mixtures of chemicals the
manufacturing, processing, distribution, use, and disposal of which
present an unreasonable risk to human health and the environment.
Most of these toxic substances are synthetic chemicals that enter the
environment and persist there for long periods of time. Major
concentrations of toxic substances occur in chemical dump sites.

Radiation
Although atmospheric testing of nuclear weapons has been banned
by most countries, eliminating a large source of radioactive fallout,
nuclear radiation still remains an environmental problem. Power plants
always release some amount of radioactive waste into the air and
water, but the main danger is the possibility of nuclear accidents, in
which massive amounts of radiation are released into the
environment—as happened at Chernobyl, Ukraine, in 1986.

Loss of Wild Lands

Increasing numbers of human beings are encroaching on remaining
wild lands—even in those areas once considered relatively safe from
exploitation, degradation, and pollution. Insatiable demands for
energy are forcing the development of Arctic regions for oil and gas
and threatening the delicate ecological balance of tundra
ecosystems and their wildlife.

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 Soil Erosion
Soil erosion is accelerating on every continent but Antarctica and is degrading
one fifth to one third of the cropland of the world, posing a significant threat to
the food supply. For example, erosion is undermining the productivity of
approximately 35 per cent of all cropland in the United States. In the developing
world, increasing needs for food and firewood have resulted in the deforestation
and cultivation of steep slopes, causing severe erosion.

Demands on Water and Air

The world is experiencing a steady decline in water quality and availability.
Human beings already use 55 per cent of available freshwater run-off. This level
of consumption will be an increasing problem as the population rises. About 75
per cent of the world’s rural population and 20 per cent of its urban population
have no ready access to uncontaminated water.

Massive air pollution occurs over much of Eastern Europe and the former Soviet
Union. As much as 15 per cent of the former Soviet Union is so badly polluted
that there are significant and widespread threats to human health and
agriculture.

5.6.2 The reasons for cleaning up manufacturing

Reasons include promoting positive impacts, ensuring neutral impact or minimizing negative impacts
through conserving natural resources, reducing pollution and use of energy, and reducing wastage of
energy and resources.

Obviously something has to be done to prevent irreversible damage to the planet and its valuable
resources. World population growth continues at a relentless pace and the demands each of us place on
the planets resources are increasing rapidly and at a rate that is not sustainable.

Clean technologies and green design are strategies that can assist us in protecting the planet. Clean
technologies have emerged as a result of greater pressure for environmental protection and are
increasingly being supported by legislative frameworks (laws). As a general principle though, the reasons
for this are to:
• reduce pollution and waste
• adopt more efficient use of energy and materials
• promote positive impacts
• ensure neutral impact or minimize negative impacts through conserving natural resources

In the case of the more traditional ‘smokestack industries’ like iron and steel manufacture the adoption of
such principles is quite a challenge given that they are heavy consumers of raw materials and energy
and are heavy polluters.

5.6.3 How an initial response to reducing emission of pollutants is adding clean-up technologies to the
end of the manufacturing process
The addition of clean-up technologies to the end of the manufacturing process is termed the “end of-
pipe” approach.
Initially clean technology was aimed mainly at developing cleaner manufacturing processes. However
there are a number of ways in which this can be done as we shall see. The addition of clean-up
technologies to the end of the manufacturing process is termed the’ end of pipe’ approach. This is how
companies initially dealt with the problem of reducing pollutants. As opposed to the ‘cradle to grave’
Green Design approach which takes into account the environmental impact o the product throughout its
product life cycle.

Repair, Reuse, Recycle and Recondition

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Green design is all about developing a product, design specification and choosing materials and
processes that are environmentally friendly. In doing so the specific objective is to reduce any impact
and minimise any effects over the longer term.

5.6.4 Explain how legislation provides an impetus to manufacturers to clean up

manufacturing processes.

and

5.6.7 Explain that targets for reducing pollution and waste from industry are agreed
internationally, but not all industrial nations agree to the targets.

Legislation means ‘law’. One of the difficulties in dealing with

global problems is that each country has its own laws and it is
very difficult to apply the law globally. Who will police it? What
organization will take responsibility? There are several
organizations who attempt to put pressure on countries to conform to global good
practice – but the real challenge is enforcing it!

Have a look at Greenpeace’s China website: http://www.greenpeace.org/china/en/

See if you can find out about the impact that the manufacture of PVC has on the environment (look in the
‘what we do’ section). If you can’t find this, see if you can locate another example of the manufacturing
industry’s impact on the environment.

The issue is complex: Here is an example from Greenpeace’s website:

“Stricter environmental regulations in developed countries have led to

many polluting industries transferring their toxic technologies to the
developing world. We are fighting to ensure an end of toxic trade to
regions of the world least equipped to deal with inevitable pollution and
accidents, such as the Electronic waste trade in China, Bhopal disaster
in India, and ship-breaking in Asia.”

It is a good example how a law in one country creates problems in

another. So legislation (law) provides an impetus (pressure) but cannot
be strictly enforced around the world. Real improvements are made
when consumers demand changes to the way products are
manufactured and this is where the real power to make a difference
lies. This pressure is often as a result of campaigning organizations or
pressure groups like Greenpeace who raise public awareness of these
issues. Here are some examples of where this kind of pressure has
resulted in positive change:

http://www.greenpeace.org/china/en/about/greenpeace-victories

You can read in more detail about the variety of initiatives to set international targets to tackle
environmental issues and the difficulties in reaching agreement with all participating countries:

Global strategies for sustainable development

Task: Which countries did not sign the Kyoto Protocol? Why not? (you will need to do some wider research
to answer this question – the links on the website will help you).

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5.6.5 State that the legislation can be policed by monitoring through the collection of quantitative data

Quantitative data is information that is represented by statistics (numbers). Greenpeace uses data like this
to expose practice which is harmful to the environment. Here is a really good example:

Guide to greener electronics

Task: Read the report and then answer the following questions:

1. Which three companies are the lowest ranking on the scale?

2. What two demands do Greenpeace make for the electronics industry?

3. What four criteria do Greenpeace set for dealing with their discarded products?

5.6.6 Explain that strategies for cleaning up manufacturing are mainly reactive, and that more radical
approaches require a rethink of the whole system and may result in significant product and/or process
modification or radically new technologies.

Legislation and pressure alone are nowhere near enough to deal with our environmental problems. What
is needed is a complete change of attitude to all aspects of consumerism which considers a Life Cycle
Analysis of the product (see Topic 3 – Green Design).

Pressure and legislation are reactions to situations that have already developed. They are examples of a
reactive response.

A better approach is to be proactive; that means to address those problems before they arise. For
proactivity to succeed, consumers and manufacturers will need to develop new attitudes to how they
select and dispose of products. For example; consumers will need to feel a responsibility for disposing
properly of unwanted electrical products. Manufacturers will need to recycle used parts more thoroughly
and make their materials more easily and precisely identifiable. Consumers will need to achieve a better
balance between consuming what they want and need (there’s a difference – can you explain it?).

End of Topic discussion:

To what extent are you prepared to change your habits in order to protect the planet?

Some starters: Will you…

…keep using your old mobile even if a smarter model becomes available?
…walk more and use cars less?
…not put on the air conditioning even if you are hot?
…repair your clothes, recycle all your rubbish and re-use plastic knives and forks?
...refuse to buy water in a PET bottle?
…reduce your use of plastic?
…stop traveling abroad for your holidays?
…check the sustainability levels of materials used in products that you buy?
…give your unwanted clothes, books and toys to others?
…wear clothes that are handed on to you?

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 Topic 5 Language and Cognitive Scaffolds & Review

No KEY WORD / PHRASE Have Can Use Can Can give a Never Tick for:
seen/ in a define clear Heard now I
heard of sentenc Example to of it! get it!
it. e explain

1 Manufacturing Technique
2 Moulding
3 Casting
4 Weaving
5 Fusing
6 Stitching
7 Cutting
8 Machining
9 Abrading
10 Adhesives
11 Fasteners
12 Craft Production
13 One-off Production
14 Industrial Revolution
15 Mechanization
16 Assembly-line Production
17 Batch Production
18 Mass Production
19 Automation
20 CAD, CAM & CNC
21 JIT & JIC
22 Mass Customization
23 Economic Considerations
24 Fixed & Variable Costs
25 Break-even point
26 Clean Manufacturing
27 End-of-pipe Approach

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 Topic 6
Product Design

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 6.1 Ergonomics

6.1.1 Define ergonomics, anthropometrics and percentile range

6.1.2 State that ergonomics is multidisciplinary, encompassing anthropometrics, psychological factors

and physiological factors

6.1.3 Describe a design context where the 5th–95th percentile range has been used
For example, mass-produced clothing.

6.1.4 Describe a design context where the 50th percentile has been used
For example, height of a desk.

6.1.5 Explain the limitations of using the 50th percentile as a means of designing for the “average” person
The 50th percentile refers to one particular dimension. For example, someone may be average in height
but not average in other dimensions.

6.1.6 Identify specific design contexts where the designer would use percentile ranges for particular user
groups.
For example, toys for young children.

6.1.7 Outline the significance of psychological factors (smell, light, sound, taste, texture and temperature)
to ergonomics
Individuals react differently to sensory stimuli. Efficiency and comfort are affected by such factors.

6.1.8 Outline physiological factors that affect ergonomics

For example, bodily tolerances such as fatigue and comfort.

6.1.9 Discuss the influence of perception when collecting data relating to psychological factors
Quantitative data may be used in a design context relating to psychological factors, but individuals vary
in their reaction to the data. For example, one person will find a room temperature comfortable while
another person will find it uncomfortable, though the temperature is constant.

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 6.2 The designer and society

6.2.1 Discuss moral and social responsibilities of designers in relation to green design issues
Consider issues relating to waste, pollution, resources, market forces and wealth creation.

6.2.2 Define planned obsolescence

6.2.3 Outline how planned obsolescence influences the design specification of a product
Consider materials and construction, durability and ease of maintenance.

6.2.4 Describe the advantages and disadvantages of planned obsolescence to the designer,
manufacturer and consumer
Refer to consumer choice, value, R&D and product life cycle.

6.2.5 Define fashion

6.2.6 Compare the influence of fashion and planned obsolescence on the product cycle
Planned obsolescence has a definite timescale; fashion is less predictable. Both may be present.
For example, a certain colour may be fashionable for a car but this does not affect materials or
technological obsolescence.

6.2.7 Evaluate the influence of fashion and planned obsolescence in relation to the quality and value of a
product
Consider whether “designer” products are better quality than cheaper brands of the same product, and
also question the values of a “throw-away society”.

6.2.8 Explain how aesthetic considerations affect the design of products

Refer to shape and form, texture and colour.

6.2.9 Discuss the conflict that a designer faces when attempting to balance form with function in the
design of products
Examples should be used, for example, a car or domestic products.

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 6.1 Ergonomics

Ergonomics and Anthopometrics.

www.design-technology.info/anthropometrics/
www.designandtech.com

Define Ergonomics and Anthropometrics

Ergonomics

Anthopometrics

www.technologystudent.com/designpro/ergo1.htm

Activities

• Set up an A4 sheet to collect your anthropometric data.

• Collect your data

What is the significance of a ‘percentile range’ when using anthropometric data?

• Identify on your sheet your 90th percentile range.

• Identify on your sheet your 50th percentile range.

Factors affecting anthropometric data.

Psychological Factors – smell, light, sound, taste, texture, and temperature

Physiological Factors- Fatigue, comfort, and physical differences

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 6.2 The Designer and Society

Moral and social responsibilities

Reducing waste; reducing emissions; using renewable energy; recycling;
reusing; Fair trade;
http://news.bbc.co.uk/2/hi/business/4660410.stm

Planned Obsolescence
Covers 3 areas
• Obsolescence of function – an existing model becomes outmoded by a new and better model
• Obsolescence of quality- a product breaks down in a given time ( built-in obsolescence)
• Obsolescence of desirability- a product performs the same but it’s styling is outdated.

Think of 3 products that you own, which have become obsolete in different ways.

Fashion
A style or trend

A top designer shows / launches a new

product. Possible use of a celebrity.

The product is copied, simplified and

offered for sale in high street store

The simplified product is changed again

and sold in a chain store

Everyone is wearing / using

the same product.
Reduction in costs to clear

Consumers are tired of it—

no longer in production.

Process starts again

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Give some examples of products which have evolved in this way – try to get a mixture of material areas in
your examples – 1 example is completed for you
Straight legged jeans 3.

2. 4.

Aesthetics – Shape, form, texture and colour.

How do these considerations affect the design of products?
Look at the different items below. See the differences in the 3 products.

Form Vs function – wikipedia

What is the great debate all about?

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Examples of where form and function are important factors of a product :-

Examples of where only form is the important factor :-

Examples of where only function is the important factor :-

Key Vocabulary for Topic 6

Ergonomics Fashion

Anthropometrics Aesthetics

Percentile range Form Vs Function

Planned Obsolescence

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 Topic 7
Evaluation

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 7.1 Evaluation and designing

7.1.1 Outline the general criteria used to evaluate products

The general criteria used to evaluate products:
• performance
• reliability
• ease of use
• safety
• aesthetics
• materials
• construction
• cost

7.1.2 Explain how the criteria used to

evaluate products will vary depending
on the purpose of the evaluation
The criteria used to evaluate products
will vary depending on the purpose of
the evaluation. For example, crash-
testing cars is done in relation to
safety only, a change in
manufacturing techniques may affect the cost of a product.

7.1.3 Apply the general criteria to evaluate products

Task- Product Analysis- using the general evaluation criteria of 5 products.

7.1.4 Explain the use of qualitative and/or quantitative tests, models and experiments used to evaluate
ideas at the design development stage (developing chosen solution) of the design cycle
Qualitative and/or quantitative tests, models and experiments are used to evaluate ideas at the design
development stage (developing chosen solution) of the design cycle. For example: Testing how much a
car fractures when colliding a 300mm brick wall at 30 km/h.

Models can be used to evaluate shape, form and proportion; materials tests; construction technique tests,
and so on. For example: CAD modeling.

7.1.5 Define literature search

Literature search is the use of consumer reports and newspaper items to follow historical development.
Useful sources of information could include CD-ROMs, such as encyclopedias and newspapers and
subject-specific magazines and manufacturer’s information.

7.1.6 Describe one advantage and one disadvantage of literature search for data collection
One advantage of literature search for data collection is that many
sources of information are available, but a disadvantage is that there
may be an abundance of data, which can be too time-consuming to
process.
ICT aids literature search by easier access to information, speed,
costs, however storage and security needs to be considered.

7.1.7 Evaluate the importance of ICT in aiding literature searching

Consideration to evaluate the importance of ICT should be based on access to information, speed, costs,
storage and security.

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 7.1.8 Define user trial
A user trial is the observation of people using a product and collection
of comments from people who have used the product.

7.1.9 Describe one advantage and one disadvantage of a user trial to

collect data
One advantage of a user trial is that the “user” is a non-specialist,
which makes trials easier and cost-effective. However, a disadvantage
may be that users may carry out tasks in different ways from those
expected and be inexperienced.

7.1.10 Define user research

User research is obtaining user responses, usually through
questionnaires or interviews.

7.1.11 Describe one advantage and one disadvantage of user

research to collect data
An advantage of user research is that data is relatively easy and
cheap to obtain but a disadvantage is that data is largely
qualitative.

7.1.12 Compare user research with user trial

The difference between user research and user trial is that with user research, data is collected by
obtaining users’ responses to questions. User trial data is collected by observing users’ behaviour.

7.1.13 Define expert appraisal

Expert appraisal is the reliance on knowledge and skills of an expert in the operation of a product.

7.1.14 Describe one advantage and one disadvantage of using expert appraisal to collect data
An advantage is that expert knowledge and advice are gained (compared to a user trial), but a
disadvantage may be the expert may be biased. It may also be difficult to locate an expert. The data
collected is usually qualitative.
Task- Fill in the table with what you have learnt.

What are the following examples of? Literature search, User Trail, Expert
Appraisal, performance test
Observation of adults folding prams and lifting them into a
car boot.
2 hour test flight of a jet fighter

Usability - Ergonomists judging how easy a product and the

instructions are to install and use. They can also give advice
on how to improve it.
Testing the user interface (UI) of mobile phones using
potential end users.
Benchmark the speed of your PC computer hardware, and
then compare the result to other machines.
Getting feedback from experienced race drivers on how
well certain tyres handle at their performance limit.
How well a car stops in wet weather using different tyres

Task- Watch the case study of a new Toyota Camry –

List all the methods of Evaluation and research techniques used.

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 7.2 Evaluation and manufacturing

7.2.1 Identify the nature of evaluation at different stages of the product

cycle
Provides feedback to the company. The use of different types of
market research, for example, evaluating competitive products,
evaluating the success of a new product and evaluating for redesign.

7.2.2 Define cost-effectiveness

Cost effectiveness is the most efficient way of designing and producing
a product from the manufacturer’s point of view.

7.2.3 Explain the importance of cost effectiveness to manufacturers

Cost effectiveness is important to manufacturers because in
order to maximize profit, manufacturers require the most cost-
effective production system. This is often the major aim of the
brief for designers.

Example of cost effectiveness would be determining the most

efficient method of manufacture for a part or component in
order to maximize profit. E.g. Weld several parts together or
produce a casting incorporating all the parts

7.2.4 Define quality control and quality assurance

Quality assurance covers all activities from design to documentation. It also includes the regulation of
quality of raw materials, assemblies, products and components, services related to production, and
management and inspection processes.

7.2.5 Compare quality control with quality assurance for manufactured products
Quality control involves the development systems to ensure that
products or services are designed and produced to meet or exceed
customer requirements and expectations.

An example of quality control would be checking components are to

within dimensional tolerance or meet recognized standards using
skilled workers. Quality control gauge used for checking the
dimensions of finished components.

The International Organisation for Standards is an example of quality assurance

http://www.iso.org/iso/about/discover-iso_meet-iso.htm

Key Factors of a Quality Assurance System

• Organization of the workforce

• Control of design
• Control of production systems
• Manufacture to specification
• Standards

Product testing at Toys’R’us-

http://www.reuters.com/article/consumerproducts-SP/idUSN1040588720070910

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Task- Use the following pictures to help discuss the role and importance of quality assurance.

TASK - Compare quality control and quality assurance.

7.2.6 Define performance test

Performance test is an evaluation of the actual
performance of the task or learning objective using the
conditions under which it will be performed and the
absolute standard for acceptable performance.

7.2.7 Describe one advantage and one disadvantage of

using a performance test to collect data
With a performance test it is possible to collect quantitative
data, but the test may be time-consuming and costly. It can be used
where a user trial is not feasible, for example, crash-testing cars.
Example of crash testing cars. http ://www.youtube.com/watch?v=FXm_-5RgFm4

7.2.8 Define field trial

Field trial is a test of the performance of some new product under the conditions in which it will be used.

7.2.9 Describe one advantage and one disadvantage of using a field trial to collect data
Field trials are usually quite extensive exercises, so can be expensive, but the product is tested in the
marketplace, which provides data that is different from laboratory-based evaluations.

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 7.3 Evaluation and the consumer

7.3.1 Define value for money

Value for money is the relationship between what something, for example, a
product, is worth and the cash amount spent on it.

7.3.2 Compare price with value when assessing a product for value for money
If the price is too high, there may not be enough potential purchasers who can
afford it or think the product is value for money. If the price is too low,
consumers may think the product is too cheap to have much value. Demand
for a product will generally establish the maximum price that can be charged,
and the costs of production will determine the minimum price that is acceptable. However, a company
may choose to set its price in relation to its competitors, or it may choose to set the price in accordance
with the perceived value of the product.

7.3.3 Explain how consumers apply criteria to evaluate a product for value for money, referring to before
purchase, purchase, initial use and long-term use
Before purchase: advertising, manufacturer’s specification, list price, product image, and evaluation by
experts and consumer groups.
• Purchase: aesthetics, performance, build quality and purchase price.
• Initial use: actual performance, safety and ease of use.
• Long-term use: reliability, ease of maintenance, durability and running costs.

7.3.4 Discuss how the criteria in 7.3.3 are assigned different weightings depending on the design context
The importance of the above criteria depends on the design context.
Value judgments play a part in product analysis, and they vary according to the individual, the time (era)
and the circumstances. Consumers often value utility, security, availability, rarity and aesthetics, while
designers may consider function, reliability and ease of maintenance more important.

7.3.5 Explain the relevance of quality assurance to consumers

Quality assurance means that consumers do not have to carry out their own research when considering
purchasing products, and they have a means of redress if a product fails to match expected standards, for
example, via a guarantee.

7.3.6 Discuss the role of consumer associations for product evaluation

Consumer associations are independent organizations. They carry out tests on products to see if
manufacturers’ claims are justified, and they provide published data for consumers. They compare similar
products within a target market and recommend the best value-for-money products. Consumer
associations therefore have a role in product evaluation. Examples of consumer associations:

• http://www.which.co.uk/ Product testing and evaluation

• http://www.case.org.sg/ Singapore Consumers Association
• http://www.organicconsumers.org/ Labeling GM foods

7.3.7 Explain the contribution of the media and education to product evaluation
The media and education also make a contribution to product evaluation. There are consumer and
lifestyle programmes on television, the weekend sections of newspapers and consumer journals, and they
focus on new products. Also curriculum development and design education in schools encourages
product evaluation.

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 Topic 7 Language and Cognitive Scaffolds & Review

No KEY WORD / PHRASE Have Can Use Can Can give a Never Tick for:
seen/ in a define clear Heard now I
heard of sentenc Example to of it! get it!
it. e explain

1 Performance

2 Reliability

3 Ease of Use

4 Safety

5 Aesthetics

6 Construction

7 Cost

8 Qualitative Tests

9 Quantitative Tests

10 Models

11 Experiments

12 Literature Research

13 User Trials

14 User Research

15 Expert appraisal

16 Cost-effectiveness

17 Quality Control

18 Quality Assurance

19 Performance Test

20 Field Trial

21 Value-for-money

-End of Coursebook-

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