Kesteven and Sleaford High School
School Postcode: NG34 7RS DCFS number:
Staff member who developed this case study: Gareth Richards
Email contact: gareth.richards@kshs.lincs.sch.uk
School telephone: 01529 414044 No. on roll: approx 860
Brief pen picture of school: Kesteven and Sleaford High School is a selective girls’ school. Situated in the market town of Sleaford, it predominantly serves a rural area. There are approximately 860 students, 640 in the main school and 220 in the sixth form. The sixth form being collaborated with two other secondary schools in the town.
The school has been a Visual Arts College since 2003 and a Training School since April 2008. Two out of the four leading subjects for Visual arts are Technology based – Graphics and Textiles, the other two being ICT and Art.
The Technology Department consists of 3 full time and 3 part time teachers as well as 1 full time and 1 part time technicians. The subject offered are resistant Materials, Graphic Products, Food and Textiles. At the beginning of Key stage 3 students undertake a transition project of 3 weeks introducing them to the design process and then follow a carousel of RM/Graphics, Food and Textiles during years 7 and 8. In year 9 they chose to follow 2 subjects, enabling them to gain a deeper appreciation of the subjects. The subjects are popular choices for GCSE but are limited to one group per subject area due to room and timetable restrictions. GCSEs / A levels offered are RM, Graphic Products, Food and Textiles.
There is one specialist room for Resistant Materials, Food and Textiles, with Graphics being taught in an open plan area shared with 15 computers.

1. The Teacher CPD Course:

The Project Brief:
Design and Manufacture a MPS amplifier and docking station. The casing will be aimed at a particular design era. The casing needs to be versatile enough to be adopted to be used for a school Year 9 project.
Specification:
  • Must hold the MP3 player securely.
  • House a speaker and batteries
  • Be portable / stable / durable
  • Include on / off switch so as not to have to disconnect the batteries
  • Powered off 3 x AA batteries
  • Easy, secure access to batteries
  • Easy to use and maintain
School Considerations:
  • Final prototype to be used as inspirational model when introducing project to year 9 students.
  • Casing could be developed so as to be made from a variety of materials.
  • Prototype to include a range of practical skills so as to demonstrate various possibilities / outcomes.
  • The overall cost needs to be as cheap as possible, ensuring most students can afford to buy and take home the product.
  • Final complexity should be aimed at the average year 9 capability for a Grammar School. More able students will be encouraged to take on a higher level of demand in terms of production processes.
Circuit Specification:
To include
  • Amplifier
  • On / off switch
  • 3 x AA battery holder
  • Diode to indicate amplifier is on?
Concept Sketches:

All ideas could easily be adapted to be used as a focus for a class project. Ideas 1 and 3 could be limited in terms of shape changing and skills used. Idea 2 has potential as the base, casing and front could all easily be changed and joined differently. Idea 1 I feel many students would use their past experiences and make a wooden frame (something they already have done in Year 7) I do like though like the simplicity of idea 3. Therefore I will develop the concept shown in idea 2 but will try and include some of the features from 3.

The box shape can easily be modified to ensure students of all abilities can have a final model. Ie it can be made from simple butt joints in softwood / plywood or could have a rounded appearance from being machined on 3D router.
The design can be used as a base / support / on its own.
1. Electronic circuit development:
a) Circuit diagrams/schematics

Ideally would like an on / off switch and flashing diode ‘or two’, within final circuit.

b) PCB artwork
c) Program details
The Final Circuit Board:
Commentary: The final layout and design was fairly constricted by the components I was going to use and therefore the circuit design was straightforward. Adding the school initials and a title to the board was a nice surprise / touch and added a dimension to the ‘design’ of the board, which I am sure students would love. Thanks must go to Les Porter here for his invaluable help with the board. I would like to explore this software / stage in more detail given time but due to time constraints will move on to construction asap!

2. CAD/CAM Development:

By modelling my basic final idea in prodesktop I was then able to explore possible changes to the shape without changing the concept. Once complete I then could sketch over the possible detail easily. This technique I will certainly be trying with students and also using the colour rendering on prodesktop to add texture / shading etc.


The jack lead originally was to be on the top of the unit. I changed its position to the back as it looked too tempting to pick the unit up by the lead!
Final CAD Design:
CAM Manufacture:
Commentary:
  • Project inspired by kitroniks session held at ideasin2action meeting.
  • Came about through discussion within department about changing SoW to fit systems and control. At present no input in schemes in KS3.

I was to manufacture each half of the unit both internally and externally but for two reasons I only did the internal cuts to ensure I could finish the product at a later date.
1. The original block was cut 3 mm to short on one of its dimensions and so I could not 100% guarantee a match when the outer shell was cut.
2. Time indicators had the 3D router running for 1 hour 10 mins each ‘cut’ – giving a total of nearly 5 hours!

Once both internal halves were machined out, I then completed the shaping of the exterior using the bandsaw and files. From an aesthetic point of view it would of been nice to of done all the machining using the router but it was far quicker using hand tools once the main shape was complete. The two halves are simply held together by the screws from the front acrylic speaker plate at the front and screws holding the battery holder in place underneath.

I resisted gluing the halves together just in case I need to make modifications to the circuit or need to get the circuit out or demonstrate to students the possibilities that can be achieved using the router.

The final outcome is very pleasing considering the rushed nature of the construction process. The finish was simply 2 coats of spray paint, which just goes to show the importance of obtaining a good quality wood in the first place, in this case jelutong.

Picture taken while on camping trip and shows proportion with coffee mug. Field test proved a great success with family and batteries lasted a lot longer than anticipated. Mark on the front corner is mud from when it was dropped by my daughter who wanted to play with it!

2. The Student Scheme of Work

Aimed at Key Stage: 3 (Year 9 in particular)
Estimated time available for project: 22 periods of 50 minutes
National Curriculum PoS covered by Scheme of work:
The Scheme of Work: Year 9 Scheme of Work: Resistant Materials
Project 1: Electronics / Systems and Control – Personal Amplifier
No. Main learning objectives Starter Content Plenary Homework PoS
1 Set scene / introduce brief Introduce profiles + course structure
Complete planning sheet
Intro problem / brief 		· Initial analysis of problem
· Brainstorm / limits + consideration
· Key point analysis + PIES
· Explore possible market + 5 Ws		 Recap main features + aims + objectives of course and project Research – start mood board on theme

Collect information on typical target market		  
2 Further understanding of problem + what required Discuss / Show existing products · Product Analysis of similar product
· Break down into compartments - electronics / design housing / functions / aesthetics / construction
· Plan own research
· Initial specification – justify points		 Question and answer on prod analysis outcomes  
3 Initial Research

Learn components and understand processes		 Use of electronics within society – discussion / good + bad points – good + bad products etc · Introduced to simple components + their roles·
· Circuit design + process of constructing circuit boards·
· Quick demo on soldering – do’s and don’ts·
· Recap production flow charts		 Review components Write up production process / simple flow chart + correct order for making a circuit board  
4 Prodesktop Introduced to prodesktop · Undertake simple exercise in designing ‘badge’ on software – design and album
· Intro – skills in prodesktop
· Students create own shapes on software		 Evaluate effectiveness – compare their experiences  
5 Designing with prodesktop Recap skills from last lesson · Students create simple shapes on software to be used as templates for sketching
· Sketching + adding detail to shapes + adding rendering		 Explore ways of presenting their ideas on paper Present ideas / sketches as if showing to client or market

Annotation / evaluate ideas		  
6 Generate ideas / creativity Visualisation exercise / design thinking – artic animal characteristics · Range of ideas produced in terms of theme and ‘market’ – relate to research / product design
· Thinking games to help creativity
· Introduce compromises – size of components etc		 Explain what is required / share ideas – evaluate each others  
7 Research manufacturing Introduce techniques students could use · Demonstrate various techniques – vacuum forming / 3D router / hand made in wood and acrylic
· Discuss implications and joining techniques
· Introduce terminology for processes
· Carry on with producing ideas – modify in light of processes – sketch at least one idea for each process
· Ensure fully annotated and evaluated		 Discuss / explain common pitfalls and make students aware of possibilities Update sketches and evaluate to specification  
8 Development requirements Revisit specification and add further specific detail
Essential + optional criteria
‘AccessFM’		 · Cross section view drawing
· Sketch further refinements
· Explore changes to shape / layout / aesthetics etc
· What if – why questions – role play to enhance understanding – relate to previous lessons		 Recap on progress and potential difficulties  
9 Electronic construction Recap components · Demo soldering
· Work from plans in groups – solder own board
· Drill holes in battery holder and move wires		 Discuss any problems – solutions
Explain what required for circuit report – H/W		 Complete development sketches

Report on circuit board design		  
10 Electronic construction Recap soldering do’s + don’ts · Work from plans in groups – solder own board
· Drill holes in battery holder and move wires
· Write report / test circuit etc		 Try and get all complete  
11 Further development for construction Intro planning / deadlines · Focus on how to make final idea
· Initial cut list· Production plan
· Final idea sketch		 Students to discuss each other final ideas + production processes Start to finalise plans + components list  
12 Model making Introduce materials – card / paper / Styrofoam / 6mm plywood · Make quick model preferably in card + masking tape
· Photo and save on own network space
· Print and draw on detail etc		 Students to discuss each other final ideas + production processes  
13 Manufacture specification
Model making
Start practical		 Manufacture spec requirements · Manufacture spec list
· Complete model / photos etc
· Record sketches of any modifications
· Finalise cut lists		 Encourage practical asap Start production diary – add actual times

Prototype photos presented		  
14 Practical Practical Practical
Complete models		 Leave as much time for practical / clean up etc  
15 Practical Practical Practical Practical Production plans / charts / flow charts complete  
16 Practical Practical Practical – painting + finishing Practical  
17 Practical Practical Practical Practical Update diary / complete outstanding research and evaluate ideas / develop – review progress  
18 Practical Practical Practical Practical  
19 Presentation
Drawing		 Sketching techniques · Demo various drawing styles / prodesktop album etc
· Present final idea – use background highlight target market / uses etc		   Final idea presentation drawing complete  
20 Practical Practical Practical – finishes to materials Practical  
21 Practical Practical Practical - finishes Practical Update diary ensure paperwork complete Product analysis of own model  
22 Re group folder work and progress / prepare for assessment Introduce checklist against NC levels / students to plan own work · Practical nearing completion – focus on paperwork and ensuring specification is met Review progress  
23 Practical Practical Practical - finishes Other student views of practical Write up testing and evaluate against specifications  
24 Testing and evaluating Explain role of testing and evaluating in design process Practical - finishing touches – aesthetics / test against spec How to evaluate – what is required  
25 Completion requirements Recap paperwork checklist Complete all work Hand in work next lesson Complete all work  

List the design decisions you will be asking pupils to make.

Conceptual design decisions

Research / analysis skills
  • Acronym - MAFSTEST - Materials, Appearance, Function, Safety (to user / to manufacturer), Technology (process that could be used), Economics, Size, Time
  • Use product Analysis of existing products to gain understanding of MAFSTEST and to stimulate initial concept ideas
  • At the modelling stage students will research various production techniques that may be of relevance – vacuum forming / use of jigs and templates. They will also be considering how existing products are made and will do paper based research on injection and press moulding as well as an analysis of material properties to compare their ideas against.

Designing / sketching skills
This is broken down into 3 sections

  1. Diverse thinking – conceptual designing, where students are given freedom to sketch anything regardless of it being realistic
  2. Convergent thinking – where students take their ‘best’ ideas and sketch them again exploring the possibility of actually making them.
  3. Development / refining – Once students have an idea they use ‘SCAMPER’ (acronym for Substitute / Combine / Adapt / Modify, magnify, Minimise / Put to other use / Eliminate / Reverse)

Technical design decisions
Development
Students at this stage make a quick 3D card model. They will have paper / card / masking tape and limited to 2 lessons – emphasis is on quick, scale model

  • How will it work?
  • How will it look?
  • How can it be made?

The model is then photographed and detail is drawn onto the photo. Consideration at this stage is mainly about fitting the components and drawing up a cutting list for production.
Once making their final product students will keep a diary of events so as to record what they have done and will use this to compare and contrast mass production techniques against during final testing and evaluating stage.

Aesthetic
Included in research, designing and modelling sections. Highlighted / reinforced through the use of scamper where the question – “what if…” is repeated so student gets a deeper understanding of and tests their proposal before manufacture begins.

Their final idea ideally needs to be presented through 3D drawing techniques before planning and making can begin to ensure they are happy with their final design. Any lingering issues can be solved at this stage.

Constructional decisions
Before constructing their final product students will have

  1. presented their idea on paper with a 3D full colour rendering
  2. modelled the idea in card to scale
  3. Evaluate and modify the above in light of any modifications.

The modifications will be recorded in development sketches and notes.

Planning
First stage of construction will be planning of the stages involved

  1. Planning correct sequence of events
  2. Ensuring product is not beyond the student or time limits.
  3. Building into the practical work quality control measures for class as a whole and individuals
  4. Ensuring resources / experience is available

Outcomes will be

  1. a production chart showing order of events / estimated time / tools and processes
  2. indicate QA + QC points.
  3. More able will incorporate a flow chart

Market considerations
In terms of user

  • At the initial ideas stage
    • Who is the product intended for?
    • What characteristics do you associate with the ‘market’?
  • At the card modelling stage students are asked to evaluate their model in terms of effectiveness when using the ‘product’. ie
    • how easily can the switch be accessed / used?
    • If anything went wrong how easy is it to fix?
    • In terms of construction are there any weak areas? Problematic constructional issues (eg “it needs to be ‘hollow’ for speaker but I don’t know how to make it”
Individual Lesson Plans:

Student Outcomes:
Year 9 initial ideas for Amplifier Project - Group 1

Year 9 initial ideas for Amplifier Project - Group 2

 
Commentary: Overall I found the project to of really enhanced my teaching in a number of ways.
  1. Having the time to discuss with other subject teachers / leaders about Technology related issues while on the CAD/CAM days was invaluable. Being able to reflect, plan and evaluate existing schemes, ideas and resources was a real bonus to the programme.
  2. The time spent on the evening sessions and the two days really helped focus my thoughts on how to use the opportunity to my best advantage. It is not often within school I get the time to plan as comprehensively as this project allowed me to do.
  3. By having the event in the summer I was able to have time to evaluate where I was in terms of scheme of work / resources and expertise needed ready for the summer term.
  4. Actually having completed the project myself using processes that were new gave me the satisfaction of completing a project. Again this is something that can easily be overlooked as a teacher. Taking the final speaker away on holiday and ‘testing’ it was great fun and something I can relate back to the students. (they enjoyed seeing pictures of my final speaker on various campsites / locations!)
  5. Starting a project that has been well researched / resourced / planned and discussed with colleagues was good as this gave me the confidence to really push and support the students in challenging themselves. It is hoped that the project will result in a number of students gaining high national Curriculum levels from this.
  6. The process of designing and making something challenging for myself and then adopting the work to enable students to make something similar highlighted a number of issues. Firstly that of time – what can be achieved by a typical year 9 in set number of lessons. At present, the answer is still unknown! Secondly, I have tried not to set any expectations on quality of outcome as this may hinder student progress. We have in the class a wide range of potential, of which we are aiming to allow all students the opportunity to work outside their comfort zone, just like I did. There are obviously class management issues with this strategy but hopefully we will see good results. So far the students have risen to the task and produced some excellent ideas and planning.
  7. Introducing electronics into the school was a little daunting but the students have really taken to this aspect and extra curricular clubs are being demanded! As a result we are looking to put some electronics into all year groups to develop progression of skills throughout the KS3.

Students in year 9 now spend half a year in two technology related areas instead of quarter a year rotating between four areas. This increase in time has allowed time for students to concentrate on developing challenging and exciting outcomes. I feel this project meets and exceeds all our success criteria.

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