YEAR 12 – THEORY Ergonomics – Anthropometrics - Inclusive Design PRODUCT DESIGN Saturday session

1. YEAR 12 – THEORY Ergonomics – Anthropometrics - Inclusive Design PRODUCT DESIGN Saturday session

2. SATURDAY 28th February • Lesson Objectives: • Understand what Ergonomics and Anthropometrics are and how to apply them to your designing. • To learn what inclusive design is and how to be aware of all users when designing. Homework: Due in: Complete the notes sheet and exam questions. Be prepared to discuss and show them in your next lesson.

3. Do now! • Name a suitable non ferrous metal for the base. • b) Give three reasons why this non ferrous metal is suitable. • 1 mark for each relevant property • 1 mark for explanation of each property (max 6 marks) • Name a suitable non ferrous metal for the base. • b) Give three reasons why this non ferrous metal is suitable. • 1 mark for each relevant property • 1 mark for explanation of each property (max 6 marks)

4. Do now! • Name a suitable non ferrous metal for the base: • Aluminium – other non ferrous might be appropriate but photo is clearly aluminium • b) Give three reasons why this non ferrous metal is suitable. • Aluminium has a low melting point which makes it ideal for die casting which uses steel moulds and therefore a low melting point metal prolongs the life of the die. • Aluminium does not corrode so the colour of the metal and aesthetic appeal is maintained. • Aluminium is lightweight in comparison to ferrous metals such as stainless steel. This makes it easier to move around. • Aluminium is very a accessible metal ore, meaning the cost for processing it is less. • 1 mark for each relevant property • 1 mark for explanation of each property (max 6 marks)

5. STARTER: Write down a brief definition of anthropometric and ergonomics as you understand it now! There is a space at the top of your notes sheet. 3

6. Elastomers - TPE& LSR 5 • Aqa product design (3-d design) • Pages 14-15 Notes • Complete in your own time.

7. Elastomers - TPE& LSR • Properties of elastomer materials: • Are flexible and elastic. • Can not melt, before melting they pass into a gaseous state. • Swell in the presence of certain solvents. • Generally do not dissolve insoluble. • Lower resistance than the thermoplastic materials. • Aqa product design (3-d design) • Pages 14-15 Notes • Complete in your own time.

8. ergonomics • Aqa product design (3-d design) • Pages 126-127 Notes • Pages 173-175 CASE STUDY • WEBSITES • http://

9. What is ergonomics? 3

10. Ergonomics: Ergonomists specialise in designing products, systems and environments that are safe, comfortable and easy to use. • Ergonomics to consider when designing: • Colour • Lighting • Sound • comfort

11. Ergonomics: THE WORK TRIANGLE

12. Ergonomics: THE WORK TRIANGLE

13. anthropometrics • Aqa product design (3-d design) • Pages 127 Notes • Pages 173-175 CASE STUDY • WEBSITES • http://

14. What is anthropometrics? Anthropometrics is the study of body measurements and statistical data concerning the sizes and shapes of the population. a b • Anthropometrics essentially means the scientific measurements of the body. • Or in Greek, ‘Measurement of man”. • Designers use this data find out whether they are meeting at least 50% of users the designer must record relevant data of peoples bodies. • Modern products should suit 95% of users. • This information can be used to help the designer meet majority of users needs.

15. What is anthropometrics? What is anthropometrics?

16. What is anthropometrics?

17. What is anthropometrics?

18. ANTHROPOMETRICS: WHO ARE WE DESIGNING FOR?

19. Exam question time: How to answer the “critically evaluate”questions. Mark scheme 1 – 2 marks per point. Two marks where point is explained. Award additional marks for further explanation.

20. Exam question time: The importance of diagrams Mark scheme: 1 – 2 marks per diagram where they support answer. Two marks where diagrams are clear and appropriately annotated. 10

21. Exam question time: Answer the exam questions on anthropometrics and ergonomics. 45

22. PLENARY Switch work with a peer: Mark each others exam questions as a teacher. Tick to show where each mark would be awarded.

23. Exam questions: Answers Jan 2009

24. Exam questions: Answers Jan 2009

25. Exam questions: Answers June 2009

26. Exam questions: Answers Jan 2010

27. Exam questions: Answers June 2010

28. Exam questions: Answers June 2011

29. Exam questions: Answers June 2011

30. Exam questions: Answers Jan 2012

31. Inclusive design • Aqa product design (3-d design) • Pages 129-130 Notes • Pages 179 CASE STUDY • WEBSITES • http://www.inclusivedesigntoolkit.com/betterdesign2/whatis/whatis.html • http://designingwithpeople.rca.ac.uk/ • http://www.inclusivedesigntoolkit.com/betterdesign2/exclusioncalc/exclusioncalc.html

32. What is inclusive design? 3 Inclusive Designs??

33. What is inclusive design? Inclusive design concerns how all consumers use products. Including people with specific needs or disabilities. • All products that reach the market should be inclusive to at least 50% of all users, why make them otherwise? • Most modern designs aim to be useable by 95% of all users. • Who is the other 5%? • What this means for the designer is that they must consider the needs of disabled, medical, children and other specific users when creating a new product. • Can you think of any products, appliances or spaces that have been adapted for all users? (Make notes) • Disabled, medical or specific needs: • Arthritis • Wheel chairs • Blindness/ visually impaired • Height • Co-ordination • Dexterity • Ergonomics

34. EHTOS OF inclusive design User centred People within the population have a range of different capabilities and skills, wants and opinions. Many organisations carry out market and user research. Commissioning research enables valuable insight. Population aware A typical misguided viewpoint is that someone is either disabled or fully able. An understanding of the majority of the population can inform all design decisions. Business focused Every decision made during the design process can affect design inclusion and user satisfaction. Failure to correctly understand the users can result in products that exclude people and leave many frustrated. Ultimately this can reduce commercial success.

35. WAYS OF MAKING PRODUCTS INCLUSIVE: • Designing a product that truly caters for all, e.g. wide doors • Making a product available in a range of sizes, e.g. clothing ranges • Adapting products by adding another product in order to enhance its function, e.g. booster seats in cars • Specialist products for elderly, children, 5th and 95th percentile and people with disabilities

36. Case Study 1: Inclusive design – Factory Wares Saucepan Factory design's concept for an inclusive saucepan has two handles that are contoured to fit the shape of the hand, thereby drastically reducing the strain on the wrists. Factory Design won the 2003 DBA Inclusive Design Challenge with their concept 'Factory Wares: an inclusive saucepan', which is shown opposite. The brief for this challenge was to: "Design a mainstream product, service, environment, print, on-line or other communication which deliberately includes the needs and aspirations of currently excluded groups of people.“ The ability to live independently is the key to quality of life for many disabled people. The users with severe arthritis who advised Factory Design all loved cooking but their moment of truth came once the dish was ready and had to be lifted from the heat. It was then that the weight and design of the saucepan increased the pain of their condition and led to accidents. According to the leading arthritis charity, Arthritis Care, nine million people of all ages in the UK are affected by arthritis and every one of them needs to eat. Visually-impaired cooks have a different set of issues, which relate more to safety and hygiene. Factory Design’s challenge was to create a saucepan that would transform the pain of their cooking experience to one where pleasure is uppermost and where safety and hygiene are assured.

37. Using the exclusion calculator – click the image link

38. Your CHALLENGE! • Example Scenario – • Use a computer to research inclusive design • The people (you) are required to: • Use a computer to access the internet • Use the exclusion calculator to calculate what percentage of the population would not be able to perform a set scenario. 30

39. Your CHALLENGE! For example the results for your computer based task:

40. Scenario 1 – Supermarket shopping trip • The person is required to: • Follow a hand written list of items including: a biro pen, a bag of potatoes, a can of beans, Weetabix, Kitchen roll, frozen peas, fresh cod from the fish counter. • Pay for the items with a £20 note

41. Scenario 2 – Football passing drill on Hackney Downs The people are required to: Shout the name of the person with the ball to gain their attention Pass and receive the ball over a distance of 10-15 metres Sit down on the floor as a group once they reach 100 passes

42. Scenario 3 – Bathing • The person is required to: • Run a bath • Add bubble bath • Take a bath • Wash their hair • Dry themselves

43. Scenario 4 – Teach a Product Design Lesson • The person is required to: • Plan a lesson and resources • Lead a demonstration of how to use the pillar drill • Monitor the behaviour and attainment of a class of 18 year 9 students • Provide guidance on the practical task

44. EXTENISION: Task:Critically analyse the ergonomic design of the workshop.Include features of inclusive design. • Present your findings on one A4 piece of paper • Make it visual, with short annotation and highlighted features