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Evidence Guide: CUVDSP14B - Research and apply techniques for the design of products

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUVDSP14B - Research and apply techniques for the design of products

What evidence can you provide to prove your understanding of each of the following citeria?

Interpret the brief for the design of a product.

  1. Correctly interpret the specifications of the brief.
  2. Determine the user or client for the proposed product to inform design decisions.
  3. Clarify specifications, parameters or constraints of the brief in consultation with relevant colleagues.
  4. Source and evaluate information pertinent to the brief.
Correctly interpret the specifications of the brief.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the user or client for the proposed product to inform design decisions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify specifications, parameters or constraints of the brief in consultation with relevant colleagues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source and evaluate information pertinent to the brief.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise resources for product design.

  1. Correctly identify the resources required for the design of the product, including work space, materials, tools and equipment.
  2. Prepare and care for resources in accordance with safety requirements and organisational requirements.
  3. Follow storage and inventory procedures in accordance with organisational procedures.
Correctly identify the resources required for the design of the product, including work space, materials, tools and equipment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare and care for resources in accordance with safety requirements and organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow storage and inventory procedures in accordance with organisational procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test design approaches for products.

  1. Produce a preliminary visual representation of the brief.
  2. Identify possible approaches to the design and establish criteria for the selection of the final approach.
  3. Select appropriate materials, tools and equipment for the testing of approaches and techniques.
  4. Test and experiment with a range of techniques and materials which might meet the requirements of the brief.
  5. Evaluate testing processes against selection criteria and select the preferred approach based on the requirements of the brief.
  6. Refine and accurately document the design approach based on testing processes.
Produce a preliminary visual representation of the brief.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify possible approaches to the design and establish criteria for the selection of the final approach.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select appropriate materials, tools and equipment for the testing of approaches and techniques.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test and experiment with a range of techniques and materials which might meet the requirements of the brief.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate testing processes against selection criteria and select the preferred approach based on the requirements of the brief.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine and accurately document the design approach based on testing processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make the product, prototype or model.

  1. Evaluate the need for product fabrication and the scope of work required.
  2. Select and organise materials, tools and equipment for fabrication in accordance with the design approach.
  3. Safely make the product, prototype or sample ensuring consistency with the selected approach and the brief.
  4. Present the designed product, prototype or model in accordance with the brief specifications.
Evaluate the need for product fabrication and the scope of work required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and organise materials, tools and equipment for fabrication in accordance with the design approach.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Safely make the product, prototype or sample ensuring consistency with the selected approach and the brief.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present the designed product, prototype or model in accordance with the brief specifications.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit in this unit

The following evidence is critical to the judgement of competence in this unit:

testing and use of a range of approaches and techniques for the design of a product which are suited to the requirements of the brief

knowledge of the processes and techniques used for the design of products.

Context of and specific resources for assessment

The assessment context must provide for:

practical demonstration of skills through the design of a product to meet a brief.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

evaluation of items designed by the candidate

questioning and discussion

review of visual documentation for the product

review of portfolios of evidence

third party workplace reports of performance by the candidate.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

Assessment of this unit requires access to the materials, resources and equipment needed to design and make products.

Required Skills and Knowledge

Required skills:

literacy skills sufficient to interpret a brief and communicate design ideas

numeracy skills sufficient to calculate material requirements and cost issues.

Required knowledge:

work and ideas of other product designers

formal elements and principles of design as they relate to product design in general and the specific product in particular

techniques materials, tools and equipment and their application to product design and manufacture

common formats and features of briefs relating to the design of products

history and theory of design in relation to product design

copyright, moral rights and intellectual property issues and legislation and their impact on the design industry.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

The brief:

describes and specifies the work to be completed

is prepared by commissioning body or organisation, e.g. supervisor, client, community organisation

may be written, diagrammatic, visual, verbal.

The product to be designed and made may be the whole product, part of the product, a prototype or model and may include but is not limited to:

architectural fixtures and fittings

furnishings

furniture

hardware

household, garden products

kitchenware

tableware

toys.

Specifications would be articulated in the brief and may refer:

audience

medium

purpose

style.

Parametersor constraints may refer to:

budgeting and financing requirements

conditions of use of the product

cost of production

number of items

setting

time frames.

Information pertinent to the brief may be about:

design standards

health and safety

industry standards

legal, contractual, ethical and copyright considerations

material characteristics and capabilities

stylistic considerations

technological considerations.

Work space needs may include:

dry areas

dust extraction

lighting

process specific space needs

ventilation

wet areas.

Materials may include:

clay, glass, plaster, sand, stone

fabric, fibre, spun fibre,

leather

metal, sheet metal, wire, nails, screws

paints, inks, binders, extenders, stains, lacquers, resins, glazes, oxides

paper, cardboard, pulp

plastics, latex, acrylic, rubber

wood and wood based products.

Tools and equipment may include:

brushes

ceramics equipment

computer and software.

hand printing equipment and digital printers

hand tools

kiln and kiln furniture

loom, needles, hooks, bobbins, pins

measuring tools

moulds and casting equipment

power tools

receptacles

sewing machine

soldering iron, smithing equipment, welding equipment

spatulas

Safety requirements are in accordance with:

Federal, State and Territory legislation, regulation and standards.

Preliminary visual representation may involve:

computer-aided drawing

mock-up

sketching

technical drawing.

Criteria for the selection of the approach may include:

access to materials, tools and equipment required for the making of the product

access to specialist fabricators

consistency with the brief for the product

ease of manufacture

personal affinity with medium and materials.

The approach may encompass:

aesthetic and stylistic considerations

choice of medium and materials

design solutions

the parameters of the brief.

Techniques may include:

binding, fusing

carpentry, cabinet making

casting, moulding

ceramics and glass forming

digital imaging

leather work

metal work, smithing

printing, photography

sewing, knotting, weaving.

Testing processes may involve:

exploring techniques by making practice pieces, test pieces, mock-ups or samples

testing materials by applying stress tests, colour tests.

Refining the approach may include:

adjustment to design considerations

adjustment to design solution

adjustment to utilise the capabilities of the techniques

no change.

Documenting the approach may involve:

final drawings, plans,

illustrations, photographs

material samples

models

specifications for fabrication

written rationale or description.