Tech Directions - January 2009 - (Page 23) ent responsibilities. One or two members of the team work on designing the sleeve and foil wrapper, while the remaining members learn to use our CAD equipment. After working on a few sketches, students use the drawing capabilities of MS Word to develop quite realistic wrappers. To keep wrapper sizes standard, I provide students with a template that limits the size of the wrapper and the location of the fold lines. Within those limits, they must incorporate a stylized product name, the strapline, the weight of the bar in ounces and grams, a barcode, the school logo, and nutrition information. Students add color and graphics to make the wrapper eye-catching. them decide on their selected wrapper design. Most of the 9th-graders I see each day are loathe to follow a decision-making sequence, so the display encourages them to document their work. In the end, they see that consumer products are developed from ideas rather than somehow appearing full-blown on store shelves. F Above, a student displays her team’s posterboard. Documentation Each design team has responsibility for making a self-standing posterboard display that illustrates the important design decisions made during product development. They must show where the selected name came from, how they developed the candy bar’s design, and what made At left, milling the die blanks www.techdirections.com CAD 23 http://www.tormach.com http://www.techdirections.com
For optimal viewing of this digital publication, please enable JavaScript and then refresh the page. If you would like to try to load the digital publication without using Flash Player detection, please click here.