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RobThe process journal is a diary that students must keep throughout a technology project to analyze their work. It contains all rough work, thoughts, ideas, photographs, sketches, and anything else related to what was done in the studio. Entries should include the date, what was done, any changes to plans, next steps, feelings, areas of interaction and learner profiles involved. Maintaining a process journal allows students to reflect on their work and progress through each stage of the design cycle.
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What i’ve learnt
James Lugsdin summarizes what they learned from creating a magazine in their preliminary task and the current task. They learned to use drafts to visualize and refine work, the importance of planning and preparation through research, and how to create an effective time plan. They also learned photography and design skills like lighting, layout conventions, and InDesign features. Overall, the biggest lesson was time management - in this task, creating a time plan helped James stay on track to meet their goals.
What i’ve learnt
James Lugsdin summarizes what they learned from completing a magazine project. They learned to:
1) Use drafting and planning to visualize work and allow for changes before completion.
2) Conduct research to develop ideas for the magazine's content and style.
3) Create an effective time plan to stay organized and on schedule.
4) Develop technical photography skills like lighting and camera settings.
What have you learnt about technologies from the process of constructing this...
I have learned more about various technologies such as Adobe Photoshop, Adobe InDesign, DSLR cameras, and blogging platforms through completing this project. Specifically, I have gained a better understanding of how to use Photoshop to edit photos, how to manipulate settings on my Nikon camera, and how to utilize features of Blogger to document my research. Completing this individual project has allowed me to fully explore and experiment with these technologies, rather than just gaining a basic understanding during previous paired work. The technologies helped me produce high quality, professional-looking outputs for my magazine.
6
The student went through a lengthy process to create a music magazine, including research, planning, drafting, designing, and development. They learned about using different camera techniques like aperture and flash to manipulate lighting and focus. Photoshop was used to edit images and create fonts. Various online tools were used to showcase the research, planning, drafts, finished products, and evaluation, including Prezi, Slideshare, YouTube, and Wikispaces.
Evaluation question 7
The document discusses what the author learned from their preliminary task to their full product. They learned how to more precisely manipulate images in Photoshop, such as cutting out images, increasing contrast and brightness, and covering up flaws. They also improved their production speed and learned to better organize their time and use blogger to plan out their work. Their preliminary task did not require much time or planning compared to the finished product.
Evaluation question 7
The author learned many things from their preliminary task to the final product. In the preliminary task, they did no research on the print media industry or learn about the software and hardware used. For the final product, the author did research which helped outline codes and conventions needed. The author also improved their design skills, experimenting with layouts and using principles like the rule of thirds. Creating multiple plans helped guide the positioning and proportions of aspects in the final products. Planning was not done for the preliminary task.
Evaluation question 6
The document describes the process of creating a magazine using different technologies. It discusses researching and planning the magazine, drafting an outline, taking photography, and evaluating the finished product. Photography techniques explored include using a DSLR camera, learning manual and auto focus, shutter speed, lighting, and experimenting with angles without a tripod. Adobe Photoshop was used to layout the front cover, contents page, and spreads, though it was initially complicated to learn. The work was showcased using wikispaces, slideshare, Microsoft PowerPoint, and uploading files to a personal wiki page.
Media
The document reflects on improvements made from the preliminary school magazine task to the full music magazine product. Key learnings included using limited fonts on the cover, taking higher quality photographs, and drafting layouts manually before starting digital work. For the music magazine, more time was spent on market research, photography was improved, and graphics were added to make the design more creative and professional. Effective time management, including setting SMART deadlines, was important to complete all aspects of the work.
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What i’ve learnt
James Lugsdin summarizes what they learned from creating a magazine in their preliminary task and the current task. They learned to use drafts to visualize and refine work, the importance of planning and preparation through research, and how to create an effective time plan. They also learned photography and design skills like lighting, layout conventions, and InDesign features. Overall, the biggest lesson was time management - in this task, creating a time plan helped James stay on track to meet their goals.
What i’ve learnt
James Lugsdin summarizes what they learned from completing a magazine project. They learned to:
1) Use drafting and planning to visualize work and allow for changes before completion.
2) Conduct research to develop ideas for the magazine's content and style.
3) Create an effective time plan to stay organized and on schedule.
4) Develop technical photography skills like lighting and camera settings.
What have you learnt about technologies from the process of constructing this...
I have learned more about various technologies such as Adobe Photoshop, Adobe InDesign, DSLR cameras, and blogging platforms through completing this project. Specifically, I have gained a better understanding of how to use Photoshop to edit photos, how to manipulate settings on my Nikon camera, and how to utilize features of Blogger to document my research. Completing this individual project has allowed me to fully explore and experiment with these technologies, rather than just gaining a basic understanding during previous paired work. The technologies helped me produce high quality, professional-looking outputs for my magazine.
6
The student went through a lengthy process to create a music magazine, including research, planning, drafting, designing, and development. They learned about using different camera techniques like aperture and flash to manipulate lighting and focus. Photoshop was used to edit images and create fonts. Various online tools were used to showcase the research, planning, drafts, finished products, and evaluation, including Prezi, Slideshare, YouTube, and Wikispaces.
Evaluation question 7
The document discusses what the author learned from their preliminary task to their full product. They learned how to more precisely manipulate images in Photoshop, such as cutting out images, increasing contrast and brightness, and covering up flaws. They also improved their production speed and learned to better organize their time and use blogger to plan out their work. Their preliminary task did not require much time or planning compared to the finished product.
Evaluation question 7
The author learned many things from their preliminary task to the final product. In the preliminary task, they did no research on the print media industry or learn about the software and hardware used. For the final product, the author did research which helped outline codes and conventions needed. The author also improved their design skills, experimenting with layouts and using principles like the rule of thirds. Creating multiple plans helped guide the positioning and proportions of aspects in the final products. Planning was not done for the preliminary task.
Evaluation question 6
The document describes the process of creating a magazine using different technologies. It discusses researching and planning the magazine, drafting an outline, taking photography, and evaluating the finished product. Photography techniques explored include using a DSLR camera, learning manual and auto focus, shutter speed, lighting, and experimenting with angles without a tripod. Adobe Photoshop was used to layout the front cover, contents page, and spreads, though it was initially complicated to learn. The work was showcased using wikispaces, slideshare, Microsoft PowerPoint, and uploading files to a personal wiki page.
Media
The document reflects on improvements made from the preliminary school magazine task to the full music magazine product. Key learnings included using limited fonts on the cover, taking higher quality photographs, and drafting layouts manually before starting digital work. For the music magazine, more time was spent on market research, photography was improved, and graphics were added to make the design more creative and professional. Effective time management, including setting SMART deadlines, was important to complete all aspects of the work.
Evaluation 6
Jay Franks evaluated the technologies used to create a magazine product. He learned that his Nikon camera takes high quality photos but has many buttons that were initially confusing. He improved his photography skills by manipulating lighting and camera positioning. Jay also learned new skills using Photoshop, such as the brush and color picker tools for perfect color editing. Additionally, he presented research and evaluations using online sites like Blogger, Scribd, and Prezi, finding multiple ways to present information. Through the process, Jay discovered the effect of lighting on image quality and the best lighting setup in the media studio.
Production Process of Front Cover
The document outlines the 10 step process for creating a magazine front cover in Photoshop. It involves: (1) setting up the document and placing text boxes, (2) experimenting with fonts, sizes and colors, (3) adding graphic elements and shapes, (4) establishing a color scheme, (5) finalizing layout, (6) choosing cover lines, (7) attempting different designs for the masthead, (8) editing the cover image, (9) importing and positioning elements, and (10) making final adjustments based on feedback.
evaluation question seven
The document discusses what was learned from the preliminary task to the full product. It summarizes:
- For the preliminary task, the author had little knowledge of Photoshop's capabilities and created a basic product as a result. The full product made use of more tools and effects.
- Having a production schedule for the full product kept the author more organized and able to complete tasks on time.
- Researching magazine conventions improved understanding and allowed for accurate application in the final work.
- Shot planning for the full product resulted in higher quality images and better use of time than the rushed preliminary work.
Evaluation 7
From the preliminary task to the final magazine product, the document discusses several key areas of learning and improvement for the student:
1) Mise-en-scene and camera work - Learning about the impact of lighting, camera distance, accessories, and other elements on the quality and appearance of photos.
2) Text arrangement and editing - Gaining skills in layout, alignment, column design, and using Photoshop tools to professionally edit photos and design pages.
3) Precision - Enhancing precision through spelling checks, ruler tools, image quality edits, and attention to small details to create a polished, professional product.
what have you learnt about
The document discusses various technologies the author learned while constructing magazines for a class project. The author learned Photoshop and improved their skills in areas like adjusting hue, saturation and brightness on the magazine covers. They also learned InDesign, which they found more difficult than Photoshop due to fewer editing features. Blogger was used to track progress and receive feedback, while DSLR cameras were used to take photos for the magazine covers and contents pages, which required adjusting lighting and positioning.
Evaluation question 6
Samuel took photos for a magazine shoot using an unfamiliar camera, but learned to use it quickly. He chose a green room to allow for editing photos in Photoshop and trying different angles. Proper lighting was important to fit the hip hop genre and model. For the magazine construction, Samuel used Photoshop and learned the basics, allowing him to merge layers and add text. He adjusted brightness, color saturation, and levels to make images more vibrant. Taking photos of the cooperative model was easy, though lighting was a slight issue. Potential problems with Photoshop did not occur, and the technology helped boost Samuel's potential and produce a professional looking magazine. Samuel discovered programs like Prezi, PowerPoint, Animoto and
Eval question 6
Photoshop was used to edit images by cutting out backgrounds and adding effects, which was time consuming. InDesign allowed for magazine layout and was easier to learn. A blog was simple to set up to share information. High megapixel cameras captured quality photos, and lighting was adjusted to highlight models without glare for mid-shots directing a unique photo shoot vision.
Ha3 evaluation 161213
The document provides guidance for a student to evaluate a game design project they completed. It instructs the student to use their blog posts and production log to identify strengths and weaknesses in their design process. The student should establish if their finished product achieved the intended goal and consider any feedback. The document also reminds the student of the original scenario and aims of the project to help guide their evaluation.
Task 7
This document provides guidance for a student to evaluate a digital graphics project they completed for a games design course. It instructs the student to write an evaluation using their blog posts to identify strengths and weaknesses of their design process. It prompts the student to consider if their finished product achieved the project aim and any feedback. It also provides questions for the student to ask themselves to reflect on how well they followed the project requirements and scope, managed their time, used research, and completed technical aspects using software.
A2 section a exam tips
The document provides tips and guidance for students taking an A2 examination. It outlines the potential areas that may be covered in Question 1A, including research and planning, digital technology use, post-production, use of real media conventions, and creativity. Students should be prepared to discuss their development and skills across any of these areas by drawing from their project work and evaluations. Question 1B involves analyzing one of the student's own media productions from the perspective of someone who did not create it, using relevant media theories. The document provides suggestions for essay structure and content for answering both questions.
D C PPT
The design cycle consists of four main steps: 1) Investigate where you identify the problem and audience, 2) Plan how you will design and schedule the project, 3) Create where you implement your design and research, and 4) Evaluate to check that your project meets requirements and get feedback. The document provides examples of each step for an English assessment project to illustrate how to follow the design cycle.
Reflections
The student has been working on their adventure project proposal and production. They created pixel art characters for their video game and took photos for advertisements. They struggled with writing the proposal at first but were able to complete it. For production, the student finished character designs, created a magazine cover and game menu screen that they were proud of. Their next steps are making more music and a second advertisement.
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Ha3 evaluation 181213
The document provides guidance for a student to evaluate a digital graphics project they completed for a games design course. It instructs the student to write an evaluation using their blog posts to identify strengths and weaknesses of their design process. It asks the student to consider if their finished product achieved the project aim and any feedback. It also provides questions for the student to ask themselves to help evaluate different aspects of their project such as understanding the assignment, time management, use of software, and overall impression of their completed artwork.
Diary For Adventure Project
The document summarizes the diary entries for an adventure project from January 5th to January 13th. It describes the work completed each day, including improving a synopsis, adding sound effects and music to video sequences, planning print materials, and researching design software. It indicates feelings of success in completing tasks like the synopsis and soundtrack. Difficulties included figuring out the next steps and starting musical ideas. The next steps are to take photos for print materials and create mockups.
Diary For Adventure Project
The diary documents the student's work on their Adventure Project from January 5th to January 25th. They have been working on creating a video game sequence, film synopsis, soundtrack, and print advertisements. Recent activities included taking character photos, adding neon trails in Photoshop, drafting a magazine cover, and adding text to print products to link them together. The student feels their work is progressing well as elements are coming together, though cutting out characters and early ideas for the neon trail proved challenging. Their next steps are to finalize text for advertisements.
Diary For Adventure Project
The document summarizes the diary entries for an adventure project from January 5th to January 13th. It describes the work completed each day, including improving a synopsis, adding sound effects and music to video sequences, planning print materials, and researching design software. It indicates feelings of success in completing tasks like the synopsis and soundtrack. Difficulties included figuring out the next steps and starting musical ideas. The next steps are to take photos for print materials and create mockups.
Diary For FMP
Jack Hurst has been working on various elements of his FMP project over 5 weeks. He completed initial proposals, research on existing products, and audience research through a survey. This helped him develop and expand his ideas. In later weeks, he designed his brand logo, planned his product designs and photo shoot, and created a production schedule. He feels his research and planning has helped his project progress well.
Question 7
The document discusses the development of the author's skills from an initial task to a larger main task involving the creation of a magazine. The author learned new skills in Photoshop and InDesign that allowed them to create a more professional product. Their skills with software like Photoshop improved, allowing them to apply effects like a vintage look to photos for the magazine. The author also managed their time better by setting deadlines and planning out tasks, leading to work that was more well-planned and in line with professional magazine conventions compared to their initial task.
Personal project to do by september 12th
1. The document provides instructions for students to complete their personal project proposal in ManageBac by September 12th. This includes entering a topic, goal, global context, and inquiry questions.
2. Students are instructed to complete three process journal entries by the deadline: the first on prior knowledge and reasoning for their project topic, the second on their planning process, and the third brainstorming potential products/outcomes and evaluation criteria.
3. The first meeting with a supervisor will be on September 12th to determine the project product/outcome. Students are provided examples and guidance for completing all components of the personal project proposal.
Aha! Journal
The document provides an explanation of "Aha Journals" which students will keep throughout the semester to record their problem solving process, insights, and changing strategies. The journal will show all attempts at homework problems, successful or not, with notes on why strategies changed. In contrast, homework solutions turned in will only show polished, successful work. The journal is less formal and can include diagrams or notes, while homework solutions require clear written work. The instructor will review journals for complete problems and strategy notes, and may share examples anonymously online for students to learn from each other.
What i’ve learnt
James Lugsdin summarizes what they learned from completing a magazine project. They learned to:
1) Use drafting and planning to visualize work and allow for changes before completion.
2) Conduct research to develop ideas for the magazine's content and style.
3) Create an effective time plan to stay organized and on schedule.
4) Develop technical photography skills like lighting and camera settings.
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Evaluation 6
Jay Franks evaluated the technologies used to create a magazine product. He learned that his Nikon camera takes high quality photos but has many buttons that were initially confusing. He improved his photography skills by manipulating lighting and camera positioning. Jay also learned new skills using Photoshop, such as the brush and color picker tools for perfect color editing. Additionally, he presented research and evaluations using online sites like Blogger, Scribd, and Prezi, finding multiple ways to present information. Through the process, Jay discovered the effect of lighting on image quality and the best lighting setup in the media studio.
Production Process of Front Cover
The document outlines the 10 step process for creating a magazine front cover in Photoshop. It involves: (1) setting up the document and placing text boxes, (2) experimenting with fonts, sizes and colors, (3) adding graphic elements and shapes, (4) establishing a color scheme, (5) finalizing layout, (6) choosing cover lines, (7) attempting different designs for the masthead, (8) editing the cover image, (9) importing and positioning elements, and (10) making final adjustments based on feedback.
evaluation question seven
The document discusses what was learned from the preliminary task to the full product. It summarizes:
- For the preliminary task, the author had little knowledge of Photoshop's capabilities and created a basic product as a result. The full product made use of more tools and effects.
- Having a production schedule for the full product kept the author more organized and able to complete tasks on time.
- Researching magazine conventions improved understanding and allowed for accurate application in the final work.
- Shot planning for the full product resulted in higher quality images and better use of time than the rushed preliminary work.
Evaluation 7
From the preliminary task to the final magazine product, the document discusses several key areas of learning and improvement for the student:
1) Mise-en-scene and camera work - Learning about the impact of lighting, camera distance, accessories, and other elements on the quality and appearance of photos.
2) Text arrangement and editing - Gaining skills in layout, alignment, column design, and using Photoshop tools to professionally edit photos and design pages.
3) Precision - Enhancing precision through spelling checks, ruler tools, image quality edits, and attention to small details to create a polished, professional product.
what have you learnt about
The document discusses various technologies the author learned while constructing magazines for a class project. The author learned Photoshop and improved their skills in areas like adjusting hue, saturation and brightness on the magazine covers. They also learned InDesign, which they found more difficult than Photoshop due to fewer editing features. Blogger was used to track progress and receive feedback, while DSLR cameras were used to take photos for the magazine covers and contents pages, which required adjusting lighting and positioning.
Evaluation question 6
Samuel took photos for a magazine shoot using an unfamiliar camera, but learned to use it quickly. He chose a green room to allow for editing photos in Photoshop and trying different angles. Proper lighting was important to fit the hip hop genre and model. For the magazine construction, Samuel used Photoshop and learned the basics, allowing him to merge layers and add text. He adjusted brightness, color saturation, and levels to make images more vibrant. Taking photos of the cooperative model was easy, though lighting was a slight issue. Potential problems with Photoshop did not occur, and the technology helped boost Samuel's potential and produce a professional looking magazine. Samuel discovered programs like Prezi, PowerPoint, Animoto and
Eval question 6
Photoshop was used to edit images by cutting out backgrounds and adding effects, which was time consuming. InDesign allowed for magazine layout and was easier to learn. A blog was simple to set up to share information. High megapixel cameras captured quality photos, and lighting was adjusted to highlight models without glare for mid-shots directing a unique photo shoot vision.
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Ha3 evaluation 161213
The document provides guidance for a student to evaluate a game design project they completed. It instructs the student to use their blog posts and production log to identify strengths and weaknesses in their design process. The student should establish if their finished product achieved the intended goal and consider any feedback. The document also reminds the student of the original scenario and aims of the project to help guide their evaluation.
Task 7
This document provides guidance for a student to evaluate a digital graphics project they completed for a games design course. It instructs the student to write an evaluation using their blog posts to identify strengths and weaknesses of their design process. It prompts the student to consider if their finished product achieved the project aim and any feedback. It also provides questions for the student to ask themselves to reflect on how well they followed the project requirements and scope, managed their time, used research, and completed technical aspects using software.
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The document provides tips and guidance for students taking an A2 examination. It outlines the potential areas that may be covered in Question 1A, including research and planning, digital technology use, post-production, use of real media conventions, and creativity. Students should be prepared to discuss their development and skills across any of these areas by drawing from their project work and evaluations. Question 1B involves analyzing one of the student's own media productions from the perspective of someone who did not create it, using relevant media theories. The document provides suggestions for essay structure and content for answering both questions.
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The design cycle consists of four main steps: 1) Investigate where you identify the problem and audience, 2) Plan how you will design and schedule the project, 3) Create where you implement your design and research, and 4) Evaluate to check that your project meets requirements and get feedback. The document provides examples of each step for an English assessment project to illustrate how to follow the design cycle.
Reflections
The student has been working on their adventure project proposal and production. They created pixel art characters for their video game and took photos for advertisements. They struggled with writing the proposal at first but were able to complete it. For production, the student finished character designs, created a magazine cover and game menu screen that they were proud of. Their next steps are making more music and a second advertisement.
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Ha3 evaluation 181213
The document provides guidance for a student to evaluate a digital graphics project they completed for a games design course. It instructs the student to write an evaluation using their blog posts to identify strengths and weaknesses of their design process. It asks the student to consider if their finished product achieved the project aim and any feedback. It also provides questions for the student to ask themselves to help evaluate different aspects of their project such as understanding the assignment, time management, use of software, and overall impression of their completed artwork.
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The document summarizes the diary entries for an adventure project from January 5th to January 13th. It describes the work completed each day, including improving a synopsis, adding sound effects and music to video sequences, planning print materials, and researching design software. It indicates feelings of success in completing tasks like the synopsis and soundtrack. Difficulties included figuring out the next steps and starting musical ideas. The next steps are to take photos for print materials and create mockups.
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The diary documents the student's work on their Adventure Project from January 5th to January 25th. They have been working on creating a video game sequence, film synopsis, soundtrack, and print advertisements. Recent activities included taking character photos, adding neon trails in Photoshop, drafting a magazine cover, and adding text to print products to link them together. The student feels their work is progressing well as elements are coming together, though cutting out characters and early ideas for the neon trail proved challenging. Their next steps are to finalize text for advertisements.
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The document summarizes the diary entries for an adventure project from January 5th to January 13th. It describes the work completed each day, including improving a synopsis, adding sound effects and music to video sequences, planning print materials, and researching design software. It indicates feelings of success in completing tasks like the synopsis and soundtrack. Difficulties included figuring out the next steps and starting musical ideas. The next steps are to take photos for print materials and create mockups.
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The document discusses the development of the author's skills from an initial task to a larger main task involving the creation of a magazine. The author learned new skills in Photoshop and InDesign that allowed them to create a more professional product. Their skills with software like Photoshop improved, allowing them to apply effects like a vintage look to photos for the magazine. The author also managed their time better by setting deadlines and planning out tasks, leading to work that was more well-planned and in line with professional magazine conventions compared to their initial task.
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2. Students are instructed to complete three process journal entries by the deadline: the first on prior knowledge and reasoning for their project topic, the second on their planning process, and the third brainstorming potential products/outcomes and evaluation criteria.
3. The first meeting with a supervisor will be on September 12th to determine the project product/outcome. Students are provided examples and guidance for completing all components of the personal project proposal.
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The document provides an explanation of "Aha Journals" which students will keep throughout the semester to record their problem solving process, insights, and changing strategies. The journal will show all attempts at homework problems, successful or not, with notes on why strategies changed. In contrast, homework solutions turned in will only show polished, successful work. The journal is less formal and can include diagrams or notes, while homework solutions require clear written work. The instructor will review journals for complete problems and strategy notes, and may share examples anonymously online for students to learn from each other.
What i’ve learnt
James Lugsdin summarizes what they learned from completing a magazine project. They learned to:
1) Use drafting and planning to visualize work and allow for changes before completion.
2) Conduct research to develop ideas for the magazine's content and style.
3) Create an effective time plan to stay organized and on schedule.
4) Develop technical photography skills like lighting and camera settings.
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This document outlines an option in the Diploma Program called "Human Factors Design". It involves analyzing interactions between humans and elements of a system to maximize well-being and performance through principles of design. The option covers topics like ergonomics, human factors data collection, research and testing models, health and safety legislation, and design for usability. It aims to ensure products, environments and systems are compatible with human needs and abilities.
DT Major project requirements
This document provides guidance and criteria for a Year 12 Design Technology major design project. It outlines 5 assessment criteria covering the design process: 1) Planning, 2) Research, 3) Development, 4) Manipulative Skills, and 5) Evaluation. Each criterion contains 3 aspects to be completed by the student, with grading rubrics provided. The document gives tasks and guidance and what is expected to be included under each aspect to demonstrate the design process was followed. It also provides some starting references and resources for research.
Deadlines+yr+12+major+project 1
The document outlines important deadlines for a Year 12 major project, including planning in June 2011, research in August 2011, development in September 2011, and manipulation skills development in December 2011, with the final evaluation, design project, folio, and diary of manufacture to be completed and handed in the last week of January 2012.
Deadlines+yr+12+major+project
The document outlines important deadlines for a Year 12 major project, including planning in June 2011, research in August 2011, development in September 2011, demonstrating manipulation skills in December 2011, and evaluation and completion of all project components in the last week of January 2012.
Ji yoon process journal entry 5 – side blocks 11
1) The student continued working on side blocks for a lamp shade project, cutting them into shape using a coping saw and tenon saw which was faster.
2) After cutting all the side blocks, the student used a disc sander with safety goggles and mask to sand the blocks into shape.
3) The process of cutting and sanding the side blocks was repetitive and the student felt bored, though they felt on track with their project plan.
100315 process journal
The document describes a student filing their toy in class. They filed the toy to smooth out the shape and remove splinters. They then filed the corners to make them rounded so the toy would be safe. Filing the inner curved corners was challenging but the teacher helped explain how to do it. The student asked many questions as it was their first time learning these filing techniques.
Gyeong uk proc. journal
The document describes the process of preparing and beginning to paint a toy dragon. It details using a garnet paper to remove pencil lines, planning to attach the head with PVA glue, and starting to paint the toy green and blue. The author is pleased to see the toy taking shape but worried the head may break off. Next steps are to finish painting and complete the toy.
Bid leaflet 2010
Bio-inspired design studies nature to develop sustainable products that perform like organisms in their ecosystems. It examines nature at three levels - form, process, and system interactions. Nature has 3.8 billion years of experience performing complex functions sustainably. To apply bio-inspired design, conduct an environment scan of a product's functions and surroundings, search the AskNature database for natural strategies to realize functions, and follow life's principles to ensure a product fits its ecosystem like natural elements.
Sally cupcake stool
This document contains photos and descriptions of a handcrafted stool. The stool has a pink fabric cover with white wooden staves screwed and glued together. Additional photos show the stool being used, with close-up views of the decorative cherry and leaves attached to the top. The final photos provide an overall view of the stool, showing its flat, rounded top surface and edged but smoothed sides.
Betterbydesign
This document provides an introduction to design for the environment (DfE), which is a systematic approach to considering the entire lifecycle of a product during the design process. It discusses using nature as inspiration for design solutions through biomimicry. The document then covers each stage of a product's lifecycle - materials selection, manufacturing, use, transport/packaging, and end of life - highlighting opportunities for more sustainable design at each stage. Checklist questions are provided to help guide application of DfE principles. Finally, the document lists various tools that can be used to implement and measure the impacts of DfE, including checklists, flowcharts, impact assessment software, and standards like ISO 14001.
Laura process journal memphis
The document is a student's process journal for their design and technology class, where they describe measuring, marking, cutting, filing, and sanding wood to create curved braces for the inside of a lamp project over multiple class periods, using tools like a power jigsaw, tenon saw, smoothing plane, and discussing the challenges and progress of learning new techniques.
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The+process+journal+requirements
- 1. The Process Journal All through the design cycle you need to analyse what you are doing. You do this in your process journal. The process journal is like a diary that you must keep all through a technology project. It could “To Analyse”: to think be completed as a diary on your laptop and photos or carefully and try to sketches inserted. explain. You will put all your rough work, thoughts and ideas into your process journal. Sometimes you will write it in by hand, sometimes you will type something in. Sometimes you may find something related to what we did in the studio, eg photograph, image or video and you can copy + paste it in your process journal. You could even scan rough sketches and put those in as well. What should go in the Process Journal The Date Why? Your journal should Explain why you do be arranged like a things like you do. Try diary, each time to explain in terms of your add something the stage of the write the date. Design Cycle. What you did Pictures and Diagrams This is the basic thing If you have made something and you include in your are writing about it in your process journal: you journal include a photo of it or a write what you did. Print Screen (screen shot). Changes to your plan Explain any changes that What next you are making to the plans Explain how the things you wrote. you do will lead on to other things in the future. Emotion How did you feel about what you did? Was it satisfying? Frustrating? Rewarding? Areas of Interaction (AOI) and Learner Profiles Write about what AOI’s are involved in your project. Have you thought about AOI’s today? How ? You need to write about how this AOI area affects your project. Learner Profile. What is the learner profile that best suits what you did today. Were you a Risk Taker today or a Communicator?