Design Project

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 Curriculums 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
week date activity
15 12 Feb Group member selection. Project introduction. Outline programme plan presented
16 19 Feb Hand in Product type identified. Brief report on the chosen type required (advantages, disadvantages, conclusions, aims objectives of the design). In session Develop PDS
17 26 Feb Hand in Initial PDS In session Decide which concept to develop. Initial Work/Time Plan
18 4 Mar Hand in Brief report on which concept chosen why. Initial Time/Plan In session Workshop TBD
19 11 Mar Hand in In session Workshop TBD
20 18 Mar Hand in Updated Time/Work Plan, to include individual work plan for Easter Vacation In session Workshop TBD
22 Mar -16 Apr 22 Mar -16 Apr Easter Vacation Progressing/completing individual Work Plan
23
week date activity
22 Mar -16 Apr 22 Mar -16 Apr Easter Vacation Progressing/completing individual Work Plan
21 22 Apr Hand in In session Evidence of achieving Time/Work Plan. Modelshop/Studio session for build, documentation, packaging. Rapid Prototyping on FDM machine programmed for 28/04/04
22 29 Apr Hand in technical parts Solidworks Drawings NB Rapid Prototyping on FDM machine programmed for 28/04/04 In session Modelshop/Studio session for build, documentation, packaging
23 6 May Hand in In session Modelshop/Studio session for build, documentation, packaging
24 13 May Hand in Completed Portfolio, Design Report Prototype model In session Final Presentations
24
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

• 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

25
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

26
Workshops

• Sessions are available for particular workshops
• SolidWorks
• Testing techniques
• Mechanical fundamentals
• Etc
• ASK for them!!!