Homework
Spring Term 2005
Year 9
Design & Technology
| KEY
STAGE 3 HOMEWORK |
||
| 1 | Gather information on each of the following target groups: Elderly, Children and Low Fat diets. The information can be in the form of leaflets, Encarta information, Internet information and textbook facts. It need to relate to their dietary needs. Pictures would be useful | |
| 2 | Gather information on each of the following target groups: Elderly, Children and Low Fat diets. The information can be in the form of leaflets, Encarta information, Internet information and textbook facts. It need to relate to their dietary needs. Pictures would be useful | |
| 3 | Find a suitable recipe for each of the Target Groups that can be cooked within the set time scale of the lesson | |
| 4 | Brainstorm as many ideas of dishes as possible for each of the Target Groups and explain why they are suitable | |
| 5 | Design an layered dessert for each of the Target Groups using the handout | |
| 6 | Sensory evaluate the last of the chosen dishes that have been cooked for each of the Target Groups using the wiring frame provided | |
| 7 | Investigate your local supermarket. What sort of meals and foods are sold in the chill cabinet. Complete the record sheet | |
| 8 | Use either the Internet, Encarta or textbooks to find out what Cook Chill is | |
| 9 | Using the handout, brainstorm as many products that have rice, pasta and potato in them | |
| 10 | Select three recipes, one for each of the carbohydrate foods and complete the handout. Each dish will be cooked in lesson so remember there is a time limit | |
| 11 | Produce an investigation board on main course products. Some products to have rice, pasta and potatoes in. The more pictures used the better the board. Complete on A4 paper using computer, magazine or hand drawn pictures or a mixture | |
| 12 | Use the worksheet to identify different types of packaging and their advantages and disadvantages | |
| 13 | Investigate Kit Kats and how they were designed. Use the sheet to help | |
| 14 | Complete the handout on quality control and biscuits | |
| 15 | To produce a product that consumers will buy manufacturers have to experiment with different ingredients to improve existing products and to develop new products. Complete the handout on developing a biscuit, be as imaginative as possible | |
| 16 | How a product is designed and presented can say a lot about the quality of the product. Look at the handout and answer the questions in detail | |
| 17 | Using the handout, visit a supermarket and investigate the different variety of cake and biscuit mixes available and say why they have been developed and who are they aimed at? | |
| 18 | Using the information you have gained to date, produce a product specification for a new cake product. Complete the handout | |
| Product Design | ||
| 1 | Produce
a selection of logos to represent a variety of companies (minimum of five) |
|
| 2 | Research
disposable cameras Find examples of different types of camera. Who would use it? Why? |
|
| 3 | Prepare
a questionnaire ‘What would you want from a disposable camera?’ |
|
| 4 | Choose
three different target markets Prepare moodboard/list related products etc for each target market |
|
| 5 | What
is meant by the terms: one off, batch and mass production? |
|
| 6 | Produce
three different words which have been stylised so that the whole word or individual letters give a pictorial representation of its meaning |
|
| 7 | Present
three pairs of opposite words which can be represented by their style of lettering e.g. TALL/small MODERN/OLD |
|
| 8 | Prepare
an A5 newspaper/magazine advertisement which could be used to sell the camera to your target market |
|
| 9 | Produce
a set of operating instructions for your camera using only pictures and symbols |
|
| 10 | Produce a short word or name in a dynamic and stylish way that is intended to catch people’s attention | |
| 11 | Research the difference between thermoplastic and thermosetting plastic and give an example of each (and its use) | |
| 12 | Produce a flowchart ‘How to vacuum form’ | |
| 13 | Research processing plastics (including diagrams), make notes on injection moulding, blow moulding | |
| 14 | Present, using pictureboxes, a step-by-step guide to producing a mobile phone stand | |
| 15 | Complete table ‘properties of metals’ | |
| 16 | Produce step by step instructions for operating CNC Milling machine | |
Resistant Materials - Clocks |
||
| 1 | Use magazines/catalogues/Internet to do some research into the project. Find at least six different clock designs and arrange on the A3 paper together with your own annotated notes. | |
| 2 | Continue with the design work by analysing the design brief. Draw up a list of fifteen points that need to be considered before you make your clock. | |
| 3 | Sketch six different initial ideas for your clock. Add both colour and annotation to enhance your work. | |
| 4 | Develop your ideas by changing the shape, size, material, colour and means of telling the time digits, dots, roman numerals etc. add notes to explain your reasoning | |
| 5 | Draw up an accurate cutting list for your work. | |
| 6 | Show by a series of sketches how to vacuum form your work. Pay careful attention to the preparation of the mould | |
| 7 | Use bullet point style to explain how to produce a vacuum formed clock. Ten points is minimum | |
| 8 | On the worksheet, draw the tools that you have used so far to make the clock. Add colour/shading to show the detail | |
| 9 | Following the theory lesson, write up the notes neatly, explaining the different methods of production | |
| 10 | Write up the notes on Quality Control and Quality Assurance following on from the theory lesson. | |
| 11 | Describe, with the aid of sketches, how you have made your clock this should be similar to a DIY instruction leaflet | |
| 12 | Following the lesson, write notes on ‘Why We Use Packaging’ | |
| 13 | Draw a ‘net’ to show the packaging for your clock | |
| 14 | Start to prepare the information to go on the outside of the packaging box | |
| 15 | Complete the cardboard box for your clock | |
| 16 | Test and write up views of friends and parents of your clock project | |
| 17 | Complete any outstanding work | |
| 18 | Evaluate the project. Use the crib sheet for guidance | |
Textiles |
||
| 1 | Focused research on hats. Collect as many pictures/images of hats as possible and comment on them | |
| 2 | Carry out two product analyses and complete the sheets | |
| 3 | Mount machine samples and explain clearly how they are worked | |
| 4 | Prototypes facts and questions | |
| 5 | Industrial production of textile products read the sheet and answer the questions in full sentences | |
| 6 | Evaluation and testing of prototype | |
| 7 | Using the style of hat selected in class, create a design sheet based on the specifications given | |
| 8 | Mount and explain samples completed in class | |
| 9 | Mount and explain samples completed in class | |
| 10 | Worksheet pattern markings/layout etc | |
| 11 | CAD/CAM notes/worksheet | |
| 12 | Using notes and diagrams clearly explain the decorative technique(s) carried out on your hat | |
| 13 | Produce a series of clear diagrams with explanations to show the making of your hat. Include all quality checks and time taken for a particular process | |
| 14 | Textile components | |
| 15 | Looking at modern materials worksheet 1 | |
| 16 | Looking at modern materials worksheet 2 | |
| 17 | Full evaluation and testing of the finished hat | |
| 18 | Using
your knowledge of decorative techniques, colour, fabrics and production
of hats, design a range of hats (any style) for the following occasions:
-Saturday shopping trip - Weekend away - Music concert/festival |
|
|
||
Timetable
Art
Design & Technology
English
Geography
History
Mathematics
Modern Foreign Languages
French
German
Music
Religious Studies
Science
Contact: J.Robinson
Last updated 11.01.2005
Queens Avenue • Bicester
Oxfordshire • OX26 2NS
Tel: 01869 243331
Fax: 01869 246396
Click to email
