Fluid Foods

Background Information

As is stated in the programme outline, one of the most important points of this programme is that there are many processes and strategies for design and designing. Each individual designer will put their own emphasis on the various aspects of an activity depending on the designer's background and interests. Equally, different problems will require different design processes and approaches. It is unfortunate that many Key Stage 4 GCSE coursework assessment criteria tunnel students down a linear path. This programme gives the teachers an opportunity to discuss a range of approaches with their students, with the emphasis being on creativity (as well as satisfying the various GCSE assessment criteria!)

The programme demonstrates the importance to the designer of mock-ups and product models. Although few drawings are shown in the programme, they would undoubtedly have been completed to help in the clarification and communication of ideas. Designing through modelling is an excellent strategy to use with students who prefer a hands-on approach to design. Two excellent references for this important facet of design work are 'Design Topics - Product Modelling' by Jennifer Cottis, published by Oxford University Press (ISBN 0198327617) and Chapter 3 of 'Design and Technology' by Caborn, Mould and Cave, published by Nelson (ISBN 0174481624).

The final section of the programme involves an evaluation of the three design activities This provides an opportunity to discuss with students how a product analysis or evaluation could/should be structured. Obviously it is important to relate any evaluation to the original design brief and product specification. A useful strategy for students developing both the specification and evaluation is to consider and develop the following key aspects of a product: function, ergonomics, aesthetics, technological, materials, construction, environmental and value.