Topic 1: Design process (10 hours)
This topic introduces the design cycle model—a fundamental concept underpinning the design process and central to a student’s 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.
1.1 The design cycle model and the design process
3 hours
The stages of the product cycle:
Designed – made – sold – developed – becomes obsolete – recycled or abandoned.
Conception – manufacture – introduction – maturity – development – decline – recycled or abandoned.
The design cycle is concerned with the production of the optimum product, the product cycle is the tracking of the commercial success of the product and is outside the designer’s control.
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Describe how designers use design cycle models to represent the design process. |
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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. |
(Longman Advanced Design & Technology p49 Design Activity model)
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List the stages in the IB design cycle model (DCM). |
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The DCM comprises six stages, as follows: · identifying or clarifying a need or opportunity The context of the problem is described and a concise brief stated. The initial design problem is a loose collection of constraints, requirements and possibilities. From this loose collection 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. · analysing, researching and specifying requirements Sources of information are identified and strategies developed for gaining the information. The specifications state all the detailed aspects which the final solution should conform to. There usually needs to be some interaction between writing the design specification and generating ideas because many details of the specifications will be dependent upon the type of ideas. · generating ideas and solutions 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. · developing the chosen solution 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. · realizing the chosen solution Planning includes factors such as detail drawings (of a style relevant to the task), material lists and costings, as well as a plan for realizing the design in an efficient manner. The appropriate level of skills and knowledge to arrive at the final outcome need to be identified and matched to the resources available and the timescale involved.
· testing and evaluating the chosen solution. 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. |
(See video: Design on your Loo)
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Research Generating Ideas Realising solution Identifying needs Developing solution Evaluating
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Describe a design brief. |
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The design brief is the formal 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). |
(See Collins, Design and Communication p1-2 Design and Designing / What is Designing?) |
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Describe the identifying or clarifying a need or opportunity stage of the IB design cycle model. |
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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. |
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Describe a design specification. |
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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. Developing the specification from the brief is an evolving process, initially generating a specification following the brief, and culminating in a final product design specification (PDS). The PDS states and justifies the more precise limits set for the complete range of performance requirements. The PDS will identify demands (requirements or features which must be met) and wishes (requirements which should be met if it proves technically or economically feasible). The specification will include a full list of the criteria against which the design can be evaluated.
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Describe the analysing, researching and specifying requirements stage of the IB design cycle model. |
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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). |
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Describe the generating ideas and solutions stage of the IB design cycle model. |
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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. |
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Describe the developing the chosen solution stage of the IB design cycle model. |
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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). |
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Describe the testing and evaluating the chosen solution stage of the IB design cycle model. |
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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. |
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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. |
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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. |
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Explain the role of the designer in the design process. |
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The designer’s role varies depending on the complexity of the process and the intended outcome. |
(See RCA, Advanced Manufacturing D & T p130-134 Approaches to Designing) |
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Describe how designers interact with others and how the emphasis of the design process varies depending on the designer’s role. |
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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. |
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Explain why elements of the model may differ in importance according to the particular design context. |
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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. |
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Define incremental design, radical design, convergent thinking and divergent thinking. |
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incremental design : Small changes to the design of a product which seems trivial but the cumulative effect of these changes over a longer period can be very significant. radical design : 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. convergent thinking : The ability to analyse information in order to select an answer form alternatives. divergent thinking : Using creative ability to produce a wide range of possible solutions to a problem. |
(See video 3: Creativity and Innovation / Challenge of the Portable BikeOpen University, Design: Principles and Practice Block 3 p13-19)
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Describe the relationship between incremental design and convergent thinking. |
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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. Incremental change is more common in design because generally people do not complain about products and require improvements. Economics may play a large part for the manufacturer and technologies of production may not be able to make the changes to improve a product so rapidly. |
(See RCA, Advanced Manufacturing D & T p111 Case Study: Evolution of the tennis racquet Collins, Design and Communication p3-4 Design Changes Through Time / Design Solutions to Similar Problems)
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Describe the relationship between radical design and divergent thinking. |
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Convergent thinking is analytical and solution focused, eg used at the research stage and during evaluation. Divergent thinking is conceptual and problem focused, eg used at the ideas generating phase and during development. Designers need to be innovative (they need to come up with original ideas) but they also need to work to a brief and provide a marketable solution. Contrast fashion design with engineering design, for example. |
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Explain how elements of the design model reflect convergent and divergent thinking. |
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Convergent thinking is analytical and solution- focused, for example, during evaluation. Divergent thinking is | |||||||||||||||||
