University of Technology Sydney

84118 Informing Product Design

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2021 is available in the Archives.

UTS: Design, Architecture and Building: Design
Credit points: 6 cp
Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

This subject examines the historic and philosophical perspectives that have shaped contemporary integrated product design. Students are introduced to research methods and use these skills collaboratively to inform practice-based projects. The subject involves a series of interactive lectures, design studios, and the practical use of machinery and tools in the fabrication workshop. Research covers the period from the Industrial Revolution through to the present day to inform a thorough understanding of the evolution of the integrated product design profession.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1. Research and synthesise information from a range of sources to inform a practical design solution.
2. Work with others in a methodical approach to design and research tasks.
3. Apply specific design skills including sketching, rendering, three-dimensional model making, visual communication and verbal presentation.
4. Utilise workshop tools and equipment to facilitate the construction of models and prototypes.
5. Understand of the evolution of the integrated product design profession applied in the form of a research poster presentation.

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

  • Effective written and oral communication skills (C.1)
  • Effective visual communication skills (C.2)
  • Effective tangible 3D representation (C.3)
  • Ability to work in teams and in multi-disciplinary contexts (C.4)
  • Demonstration of aesthetic sensibility (I.3)
  • Industry specific practical and digital skills (P.1)
  • Ability to self-manage, including task initiation, allocation of time and realisation of outcomes (P.3)
  • Identify and execute research methods appropriate to the project (R.1)
  • Reflective critical analysis (R.4)

Contribution to the development of graduate attributes

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and groupwork

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity.

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

Teaching and learning strategies

This subject uses an inquiry-based learning strategy that involves students in researching and developing their own solutions to complex design challenges. The subject uses design professionals as studio leaders and guest lecturers to ensure that all content and tasks are relevant to current professional practice in a global context. The subject combines a one hour interactive lecture session and a two hour studio per week. The interactive lecture sessions will provide knowledge, relevant to the subject, and that will enable students to work on their design projects. The knowledge provided includes information on the principles of research methods and how they are applied to Integrated Product Design. Prior to key lectures, students will be required to prepare questions or complete tasks for the lecturer relating to the weekly lecture content, and the design projects they are working on. Students will be able to do this by reviewing reference material relevant to each interactive lecture session. The weekly lecture topic and where to find reference materials is listed in the Program. In the studios, students will work on their design projects with a studio leader. At the beginning of each studio the studio leader will discuss with the entire group the challenges they are facing with their projects.

Groupwork: Students will form research pairs for part of the subject and learn to work together to research and synthesise data about a product to present an A2 research poster. In the practical sessions students facing similar challenges will form small groups to facilitate collaborative problem solving. The studio leader will assist providing weekly verbal feedback. Students will also be supported by the level 2, Fabrication Workshop in the construction of presentation models and or prototypes.

Feedback: This subject includes active learning experiences where ongoing feedback is provided weekly in all on campus engagements including interactive lecture sessions, practical workshops and studios. It is therefore imperative that students attend all on campus engagements. It shall be the students responsibility to record any feedback provided in studio. During studio ‘pin-up’ presentations of work students will be expected to actively participate in collaborative peer review of each others work. Grades, marks and feedback on final design submissions will be provided through the REVIEW online assessment system.

Content (topics)

  • Information retrieval and research
  • Design history
  • Design movements and styles
  • Influential designers and their effects on society and culture
  • Design philosophy
  • Design process
  • Sketching and rendering
  • Construction of three-dimensional models
  • Visual communication

Assessment

Assessment task 1: Design Protagonists

Intent:

Introduction

Since the Industrial Revolution, the profession we recognise as Industrial Design has played a key role in the evolution of people, culture and societies. When a new material is discovered or a manufacturing process is perfected or a group of people change their way of working, design has reconfigured objects in our environment in response to these changes. The protagonists responsible for significant change can be analyzed and much information can be extracted as to the context, methods and materials that were evident at the time. Understanding this is essential and can provide an excellent framework for the study of design today.

Aim

Design a personal digital assistant that captures and synthesizes an influential designer’s style and design philosophy.

Parameters

Each student will be assigned an influential designer and they will conduct a thorough investigation of that designer. Study the products that were designed, the materials and manufacturing processes used, the period in time in which their objects were conceived trying to identify how social and technological change influenced the designs. Furthermore, you should be able to uncover or infer elements of their design philosophy (the reasons for design decision making) and it is this information that will be paramount for directing design decisions that you will make in the course of your own design project.

Once a design has been finalised and students have presented concepts and sketch models they will be required to produce visual boards and a beautifully made appearance model of their final design. There are no restrictions on technologies, materials or manufacturing processes and the maximum build size (volume) of the model is 50 x 100 x 200mm.

Deliverables

Assessment Task 1 Part A Concept Design

A minimum of three 3 x A3 concept boards are required for this presentation. You will be required to demonstrate an ability to communicate your design intent through annotated orthographic and perspective drawings. Only hand drawn images, diagrams and text are allowed in this project. The

use of computers for graphic or text elements is not allowed. Boards are to be A3 size. Have a single PDF (with 3 pages) of your concepts ready to share in studio and upload a copy onto UTSonline before midnight August 19. Maximum file size 10Mb. DUE week 4.

Assessment Task 1 Part B Sketch Models

A 1:1 sketch model is required for this stage. Sketch models are to be made from paper, card, foam-core or foam, the use of other materials is allowed only after consultation with the lecturer. Upon completion of the model, photograph all six sides. Place your images on a page in accordance with third angle projection. Have a PDF version of your page ready to share in studio and upload a copy onto UTSonline before midnight August 26. Maximum file size 5Mb. DUE week 5.

Assessment Task 1 Part C Appearance Model

Each student will be given exclusive access to the DAB Fabrication Workshop for one day during Week 7 and are encouraged to make use of these facilities and workshop staff expertise. There may be opportunity to access workshop in week 6 and during StuVac, but this will require students making their own bookings via the DAB booking system. The brief asks for a ‘appearance model’, which implies a representation of the final design and not a manufactured item. You are encouraged to use ureol as the main material to construct your model along with other materials available in the workshop. You should strive to complete the model to a high standard with the application of paint and graphics. Place model in box outside Berto’s office, 06.06.053, make sure model is protected and clearly named. Due week 8.

NOTE: Take photos of your model prior to submitting, you will need these for your final presentation.

Assessment Task 1 Part D Presentation Boards

Presentation boards should be designed and visually appealing. 2 x A3 boards are required. You will need to communicate your design intent through renderings and/or photographs of your final design (photographs of your final model can be re-touched using photoshop). All images should be annotated. Have a PDF version of your page ready to share in studio and upload a copy onto UTSonline before midnight October 7. Maximum file size 10Mb. DUE week 10.

Assessment Task 1 Part E Verbal Presentation

Verbal Presentations will occur during studio. Each student will present to the studio leader and studio group for a maximum of 3 minutes. DUE week 10.

Objective(s):

This task addresses the following subject learning objectives:

3 and 4

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.2, C.3 and I.3

Type: Project
Groupwork: Individual
Weight: 50%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Part 1. Strength of the visual communication demonstrated in the conceptual design and prototyping during the development stages of the project. 20 3 C.2
Part 2. Degree of design and craftsmanship of the appearance model with regards to accuracy, materials, form, details and finish. 40 4 C.3
Part 3. Synthesis of the designer's style and philosophy evident in the presentation boards and verbal presentation 40 4 I.3
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Design Evolution

Intent:

Introduction

Looking at the evolution of a product typology can be useful tool in understanding the profession of Industrial Design. The impact a product has on society can be revealing, both in terms of positive and negative consequences. Some products have stood the test of time and remained constant participants in our lives. A deeper understanding of this can better inform designers on strategies for new product development.

Developing an ability to uncover information through research is vital. Various research methodologies, strategies and techniques are of core importance in obtaining, analysing and understanding research data and its implications for product design.

Aim

To research a product typology and assemble a visual history of that product in the form of an A2 poster.

Parameters

In studio class students will form pairs and be assigned a product. Each pair is required to research and then produce a visual history of that product. This visual history can be described as a map, timeline or infographic for the assigned product as situated within an Australian context. It would be worthwhile to explore some of the following factors:

  • brand/model designer
  • date the product was introduced into the Australian market location of manufacture
  • evolution of form/aesthetic style design elements/design features
  • designs/variants that dominated or were highly successful in the market and why interaction/ritual of use
  • effects on user behaviour effects on culture
  • advertising/product photography relating to the product reflect on the roles of men and women using the product technological change

The internet will prove a useful place to find information, however, to successfully complete this project other sources such as: books, trade journals and popular magazines will need to be researched to enable diverse and pertinent information to be found. Your own personal contacts (family and friends) may prove a useful resource in assembling your visual history. If possible, take your own photographs of actual products. Spending time in libraries will be necessary to successfully complete this project, therefore managing your workload and personal life so that you spend time in a library.

Deliverables

1 x A2 poster in PDF format (maximum 5Mb) to share at presentation. DUE week 12.

Upload poster on Canvas before midnight October 14.

Remember to name your file in the following manner; SURNAME 1 SURNAME 2.pdf

Note: All your information (this includes images) must be appropriately referenced using the APA 7th referencing style. Download the APA 7th Referencing guide from the UTS Library website for more information.

Objective(s):

This task addresses the following subject learning objectives:

1, 2, 3 and 5

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.1, C.4, R.1 and R.4

Type: Design/drawing/plan/sketch
Groupwork: Group, individually assessed
Weight: 25%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Demonstration of APA 7th referencing techniques. 10 1 R.4
Depth of research evident in the poster design. 30 5 R.1
Visual design quality of the poster. 30 3 C.4
Demonstrated committed engagement to group work. 30 2 C.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Workshop Modelmaking

Intent:

3a: Shell: Investigation into modelmaking using vacuum forming 15%

Aim

This project focuses on a manufacturing process called ‘vacuum forming’. It is widely used in products we encounter daily such as sky lights, chocolate box liners and single use coffee cup lids. The process relies on two variables: the material and the tooling. Students will be required to make a vacuum forming tool (or buck) as per the drawing supplied, form and trim a shell to specifications.

Parameters

Due to social distancing rules access to the Fabrication Workshop has been limited. First year Product Design will have exclusive access during week 1 of semester. Time in the workshop has been designed for you to complete Assessment task 3a. Assessment task 3a must be completed in 1 day. This will include one 3 hour morning session 9am-12 and one 3 hour afternoon session 1-4pm. There are a limited number of machines so you will need to work efficiently within the time allowed.

The first task in this project is to make the tool that you will use to form the shell. You will then form the shell using the vacuum forming process. The vacuum formed part will then need to be trimmed to size and cleaned ready for submission.

Deliverables

These items are due at the conclusion of the project:

  • 1 x vacuum forming tool (buck)
  • 1 x trimmed vacuum formed shell (mouldings)
  • Due 4pm at the end of the workshop day.

Note: clearly marked with student name and student number.

Design Requirements

The following requirements apply to the making of your tool and vacumm forming:

  • Understand the requirement for accuracy and attention to detail in the production of models and prototypes.
  • Effectively interpret engineering and workshop drawings.
  • Develop an understanding of the techniques to create 3D forms from 2D documentation.
  • Understand and operate measuring devices in order to measure and produce three-dimensional objects accurately.
  • Gain proficiency in the operation of workshop tools and equipment.
  • Understand vacuum forming as a workshop prototyping and production system.

3b: Mouse: Investigation into modelmaking using foam 10%

Aim

Form studies in polystyrene foam are an integral research method for evaluating and progressing the aesthetic and ergonomic characteristics of a particular product design. In a given project, countless variations may be required in order to iterate, explore and progress a design proposal. In this assessment task, you are to concentrate on developing foam-modelling skills through creation of a form study from supplied drawings.

Program

Due to social distancing rules access to the Fabrication Workshop has been limited. First year Product Design will have exclusive access during week 1 of semester. If you complete Assessment Task 3a before the end of your allotted time you may begin Assessment Task 3b. Otherwise task 3b will need to be completed in your own time. Download the Assessment Task 3b drawings.

  • Step 1 Print your drawings at 100% scale (do not fit to page) on the correct sized paper.
  • Step 2 Laminate your template onto cardboard and cut out shapes. Pin templates to your piece of foam and using the wire cutter or bandsaw, cut around the shapes.
  • Step 3 Using a combination of sand paper and/or files smooth, shape and work on surface finish and details.
  • Step 4 Using a combination of sand paper and/or files smooth, shape underside detail in accordance with drawing.

Deliverables

One completed foam model, with name and student number clearly marked. Due in box outside Berto's office before 5pm on Friday August 7.

Requirements

The following requirements apply to the making of your model:

  • Understand the requirement for accuracy and attention to detail in the production of models and prototypes.
  • Develop an understanding of the techniques to create 3D forms from 2D documentation.
  • Develop an understanding of modelmaking materials used in product design.
Objective(s):

This task addresses the following subject learning objectives:

4

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.3, P.1 and P.3

Type: Laboratory/practical
Groupwork: Individual
Weight: 25%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Demonstrated attention to detail shown in the finish of the vacuum forming tool. 30 4 C.3
Accuracy, rigour and care evident in the final completed shell. 40 4 P.3
Effective tangible 3D representation demonstrated in the accuracy and surface finish of your foam model. 30 4 P.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.

Recommended texts

Texts covering design styles, objects and culture

Baker, F. and Baker, K. (2000). C 20th furniture. London: Carlton.

Byars, M. (2001). The best tables, chairs, lights. Crans-Près-Céligny: RotoVision.

Fiell, C., Fiell, P. and Fiell, P. (2006). Industrial design A-Z. Koln: Taschen.

Fiell, C., Fiell, P., Philippi, S. and Uppenbrock, S. (2005). 1000 chairs. Köln: Taschen.

Fletcher, A. (2006). Phaidon design classics. London [u.a.]: Phaidon.

Hanks, D., Hoy, A. and Eidelberg, M. (2000). Design for living. Montréal: Lake St. Louis Historical Society.

Sparke, P. (2004). An introduction to design and culture. London: Routledge.

Texts covering model making and prototyping

Hallgrimsson, B. (2012). Prototyping and modelmaking for product design. London: Laurence King Pub.

Texts covering drawing and rendering

Eissen, K. and Steur, R. (2011). Sketching. Amsterdam: BIS.

Henry, K. (2012). Drawing for product designers. London: Laurence King Pub.

Olofsson, E. and Sjölén, K. (2005). Design sketching. [Umeå, Sweden]: KEEOS Design Books.

Robertson, S. and Bertling, T. (2013). How to draw. California: Design Studio Press

Robertson, S. and Bertling, T. (2014). How to render. California: Design Studio Press

Texts covering visual communication principles

Lupton, E. and Phillips, J. (2008). Graphic design, the new basics. New York: Princeton Architectural Press.

Müller-Brockmann, J. (1996). Grid systems in graphic design. Sulgen [u.a.]: Niggli.

Texts covering ergonomic principles

Tilley, A. (2002). The measure of man and woman. New York: Wiley.

Pheasant, S. (1996). Bodyspace. London: Taylor & Francis.

Texts covering manufacturing processes

Thompson, R. (2007). Manufacturing processes for design professionals. New York: Thames & Hudson.