Tech Directions - December 2007 - (Page 26)

• Bibliographic information I have reviewed literature of design briefs from a variety of authors and have not found a common format for all design briefs. For instance, the criteria for evaluation may be based simply on stated product specifications, or it may be based on other variables The Design Brief like aesthetic Simply stated, use of a design values and so brief in technology education is forth. The eleintended to guide students toward ments listed above meeting design goals in a classroom Fig. 3—Design sketches can be applied to activity. Design briefs often include different degrees depending on the the following elements: simply small drawings of ideas that age and ability of the students. Also, • An introduction such as a conthe designer makes quickly to help some design briefs may contain a text or scenario develop an idea. Concept sketches context or scenario, while others • A problem statement do not show much detail but are may omit a context and simply rely • A student research component simply quick renderings of proposed on a problem statement. • Teacher-based criteria for design solutions. evaluation At the start of the concept sketch • Product specifications phase, I often did not initially give Concept Sketches • Guidelines (resources such as students a full design brief. Instead, I We might describe concept people, materials, time line, money, read the basic information that they sketches as illustrations of the knowledge, and so forth) needed to start producing ideas. brainstorm of ideas that begin the • Procedures That approach helps students focus design process. When developing • Drawings, illustrations, graphic on producing a multitude of ideas concept sketches, students should organizers instead of attempting to develop the have a basic understanding of the first idea they came up with. task they will I then instructed students on how study. The to sketch thumbnails of their ideas. teacher typically This helps students make renderings shows this using that are not too large (but also not samples, modtoo small) on a sheet of 8-1/2" × 11" els, and picpaper. Remind students that the tures. Design paper should show many ideas. projects might Most of my students produced 10 to include struc12 ideas. ture designs, I also frequently reminded stumanufacturing dents that concept/thumbnail projects, cereal sketches illustrate the brainstormbox designs, CO2 ing process of producing initial dragsters, and ideas. Consequently, they need to so forth. understand that no idea is wrong Often, conand they should not erase or mark cept sketches out any idea. To preclude their oblitare called erating any initial ideas, I supplied “thumbnail” them with pencils that lacked erassketches. ers. They almost always asked why I Thumbnail or gave them broken pencils, and I concept responded that I wanted to see all sketches are Fig. 2—Concept sketches ideas and refines the preliminary work until it evolves into an acceptable final form. Note that I have simplified the design process in this article to a skeletal form. The design process can actually be viewed as a complex set of actions and interactions that occur within the design loop. John and Patricia Hutchinson describe the design process as “planned change.” I recommend teaching your students about the steps of the design loop (or a similar model) before beginning any technological design activity. 26 techdirections ◆ DECEMBER 2007

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Tech Directions - December 2007 Technically Speaking Contents Direct from Washington The News Report Technology Today Technology's Past Mastering Computers Is This Op-Amp Any Good? Lab-Built Checker Removes All Doubt Here Comes the Sun! Residential Solar Systems Add Up to Savings Pinhole Cameras—For Science, Art, and Fun! Poster Project Maps Out Design Process Gifts for Geeks E-gallery More than Fun

Tech Directions - December 2007

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