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Design Project

Design Project . Fischer Technik Construction Kit. Groups. Groups of 4 required Initially by Self Selection DIS/CDE will allocate students to groups where: Self selected groups less than 4 Students not allocated to a group. Introduction.

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Design Project

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  1. Design Project Fischer Technik Construction Kit

  2. Groups • Groups of 4 required • Initially by Self Selection • DIS/CDE will allocate students to groups where: • Self selected groups less than 4 • Students not allocated to a group

  3. Introduction • Opportunity exists for the development of learning toys within the school curriculum. • The National Curriculum’s Key Stages 2, 3 or 4. • Based around the use of standard Fischer Technik components. • Produce a series of kits that can allow children the opportunity to play and learn either individually or with others by either competition or by comparison of ‘performance’. • Each kit will offer a complete solution for a model with opportunities to try out a variety of modifications so the child can assess variations on a theme. • It will also offer the opportunity to use the kit to build other, non specified, models using the supplied kit of parts or additional parts from other similar kits.

  4. Brief • Develop a proposal for a learning toy based on the Fischer Technik range of products and components that can be used in Key Stages 2, 3 or 4. • Your team needs to consider the total design of the product. This should include the standard components used; special mouldings; instructions; packaging and relative costs. The needs of the users (pupils and teacher) should be identified to support the learning opportunities that your proposal will meet. • We expect to see working models and a demonstration of what your finished concept can achieve. This should be supported with drawings, visuals and illustrations of the concept with a clear explanation of what it does and how it works.

  5. Concept 1 : Model Bridge • This will be a kit of parts that is designed to be used to construct a model working bridge. The bridge must have moving parts such that it lifts, slides or swings the span out of the way. It will be able to be ‘controlled’ manually on the model base or possibly remotely electrically.

  6. Concept 2 : Model Rough Terrain Vehicle • This will be a kit of parts that is designed to be used to construct a model vehicle capable of travelling over obstacles. It should be able to be constructed using different drive ratios, energy storage types and amounts etc. It should be able to offer the user the opportunity to easily compete against other models built from an identical kit.

  7. Concept 3 : Model Construction Vehicles • This will be a kit of parts that is designed to be used to create a model construction vehicle capable of digging, dozing or moving loads. It should be capable of several operations with minor modifications. It should be able to be constructed using different levers, energy transfers and mounts etc. It should be able to offer the user the opportunity to explore mechanical advantage.

  8. Concept 4 : Model Cranes • This will be a kit of parts that is designed to be used to construct a model working crane. It will be able to lift and move different types of load (e.g. blocks, sand etc) and will be able to be ‘controlled’ manually on the model base or possibly remotely electrically.

  9. Concept 5 : Model Boats • This will be a kit of parts that is designed to be used to construct a self propelled model boat which can be constructed using different drive ratios, energy storage types and amounts etc. It should be able to offer the user the opportunity to easily compete against other models built from an identical kit.

  10. Product Educational Requirements • It is important that the kit is able to demonstrate to the user as many of the following principles as the concept allows: • Using gears, cams and levers to translate motion types (e.g. rotary into linear) • Gear ratios and their effect on torque • Different types and designations of levers and their mechanical ‘advantage’ • Energy transfer and power transmission • Triangulation and the concept of structural stiffness • Mass and moments and the concept of stability • Slip and the concept of static and kinematic friction • Displacement and buoyancy • Velocity and acceleration.

  11. Prototype Parts • Each kit is to primarily include standard items from the current Fischer Technik catalogue. Additional prototype parts will be required to complete the kits. These must include both technical and aesthetic items: • Technical Item(s) – These are possible new Technik parts that could be used in a variety of Technik models and must fit the standard parts (e.g. a new variety of standard girder) • Aesthetic Item(s) – These are items probably specific to the actual kit being designed and are to be used to make the kit more closely represent the idea of the toy (e.g. a vacuum formed shell or skin to make the kit more closely resemble reality).

  12. Construction • The use glue or oil on the plastic components is NOT allowed. Prototyped aesthetic parts may be glued to each other but must only be fixed to any ‘standard’ Technik part by the standard proprietary connectors.

  13. Themes • Play • Competition • Experimentation • Invention • Extension with other kits they manufacture • History of technology • You should consider other uses and situations that could make use of the key features of your design concepts.

  14. Objectives: • Defining the brief • Designing with technological awareness • Designing for the market • Designing the complete product package • Manufacturing awareness • Use of CAD and Rapid prototyping • Visual communication of 3D concepts • Time planning • Team working • Presentation of ideas

  15. Deliverables: • Continuous evidence of work done will be required at several stages of the design project. • The main final deliverables are as follows: • Portfolio • Design Report • Product Model

  16. Portfolio • Supporting portfolio of competitive products, influencing ideas, sketch selection, design details, fixings, fastenings, articulation ,sketch models, design parameters, technological dynamics, texture, patterns, materials, manufacturing process, planning sheets, versatility, style, ergonomics, performance, graphics, presentation ideas etc..

  17. Design Report • Product type chosen and arguments for choice • Product Design Specification • Brief details of concepts generated and arguments for final choice made • General description of the kit and design points. • Bill of Materials • Design analysis and calculations where appropriate • Detail drawing of prototyped components (Solidworks Part) • General Arrangement drawing of completed kit (Solidworks Assembly) • Overall costs and cost breakdown • Brief minutes of all group design meetings held

  18. Product Model • Working model of the product • prototyped parts • packaging • instructions

  19. Suggested Assessment Criteria and Weighting • The Project Assessment Criteria will be agreed with the whole class at a later date but it is initially suggested that it includes: • Continuous assessment of Group 10% • Portfolio 15% • Team presentation of product proposals 15% • The completed prototype product package 25% • Design report 35%

  20. Presentations • Thursday 13th May 2004. • Each team will present their concepts to the Board of the Design Enterprise which originally identified a market niche in educational toys. Your aim is to convince the Board that you have a winning product concept at this stage. (Strictly 10 minutes each)

  21. Hand-in Date • Portfolio, Report & Model: 4.00pm Thursday 13th May 2004 • Each team must submit the completed items immediately after the presentations

  22. INHERENT OUTCOMES Practical Use of Equipment Improve Materials Knowledge Improve Understanding of Design Constraints Full Project Experience Improve Presentation & Communication Skills Rapid Prototyping Useage Improve Record Keeping Improve Client Communication Experience Practical Application Self Development Required Learning Outcomes POSSIBLE WORKSHOPS • Time Management Skills • Understand Group Qualities • Setting Targets • Develop Creativity • Improve Research Skills • Improve Motivation Skills • Improve Professional Skills • Develop New Skills

  23. Meeting Minutes • All group design meeting to be briefly minuted: • Note all ‘Actions & Agreements’ • Note ‘attendance’ • 1(12/04) (DIS) - given • 3(19/04) (CDE) - outstanding • 2 (12/04) (ALL) - complete

  24. Workshops • Sessions are available for particular ‘workshops’ • SolidWorks • Testing techniques • Mechanical fundamentals • Etc • ASK for them!!!

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