Year 10 Manufacturing (Resistant Materials)

Lesson 3 Week 3 (Clock Project)

Programmes of Study Teachers Rational Lesson1 (Situation and Brief) Practical Skills Design Skills Theory and Knowledge
Lesson 2
Orthographic Drawings
Brainstorming, Cognitive Charts
and Attribute Analysis
Lesson 4
Plastics. Properties, Uses and Common Forms.
Hardwoods and Softwoods Properties, Uses and Common Forms
Ferrous and Non-Ferrous Metals, Properties and Common forms
Drawing Styles and Modelling

lesson 9
Vacuum forming
Lesson 12

Creating a Cognitive Chart/ Spider Diagram, Brainstorming and Attribute Analysis.

Before you can start work on any Design Brief you will need to answer such questions as.

Where will the product be used?
Who will use the product or system?
When will the product be used?
What materials will the product be made from?
How much money will it cost to create the product?
Where will I get the resources from?
How long will it take me to make the product?
Will the product need much maintenance?
How can I ensure that the product will be safe to use and will it conform to British Safety Standards?
When will I have the time to make the product?
How will the product be protected from either the elements or the abuse of the user?

The answers to these questions will give you a better understanding of the problem.
One way of recording your answers to these questions is in the form of a Spider Diagram or a Cognitive chart.
Start by writing the nature of the problem or even the Design Brief in the centre of the page. Around the outside of the centre bubble or box use the above questions to generate more ideas, solutions and ideas. This process can be completed individually or in a team.

Example of another Cognitive Chart used to examine a storage device.


Brainstorming is a very good way for a group of people to create lots of ideas and thoughts quickly. At the top of either a large sheet of paper on at the top of the white-board write down the nature of the problem. At this stage it is important not to write down solutions to the problem.

In lists underneath the problem one person writes down the words, phrases or comments provided by the group. As more suggestions are given they will spark off more ideas.
Create as many ideas as possible but do give yourself a time deadline to work to. It may take some time for creative ideas to emerge.

It is now time to sort out the ideas. Some of the ideas can be dismissed. Some may prove to be totally impractical. They may prove to be too expensive or the material may be totally impractical.

Brainstorming Chart

Materials Where will it be stored Size Colour/Finish Access Budget
Pine Bedroom 5 C.D's Varnish Doors £10
Mahogany Kitchen 10 C.D's Stain Roll up door £20
Mild Steel Lounge 20 C.D's Paint Trays £40
Acrylic Car 40 C.D's Natural Slots £60

The information above has ben extracted from the cognitive chart above concerning the compact storage unit..

Attribute Analysis

Attribute analysis is a technique which may be used to develop new concepts or designs for familiar products. Students used the above chart to create a unit that is made from Pine that holds 40 C.D's that is designed for the kitchen and may be spray painted. The C.D's may be stored in pull-out trays and the whole unit may be sold for £40.
You can use Attribute Analysis to help you to create a list of specifications for a product.



To create a cognitive chart which examines possible themes for a clock project.
The chart may be produced bya small team of pupils or it may be a whole class effort.

Brainstorm the considerations and develop questions regarding the creation of a clock or time piece.

Use the technique of Attribute
Analysis to develop possible specific design briefs and specifications.

Programmes of Study

3 Designing
3a To develop and use design briefs and detailed specifications;
3g To generate design proposals against stated design criteria, and to modify their proposals in the light of on-going analysis and product development;

7. Products and applications
Pupils should be taught to relate workings and functions of a wide range of products and applications to:

a The intended purpose of the product;
b The components available for use in the product;
c The choice of materials and components and the way in which they have been used;
d The process used to produce them;
e The application of scientific principles;
f The market for which the product is intended;
g The range of alternative products and solutions.