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Concept Sketching

Concept sketching is an integral part of the design process. Based on your design specifications (B1) and the opportunities you identified during your SWOT analysis (A3) of existing products, begin to sketch out at least 3 different ideas (range). Annotate your design by Identifying key features (materials, color,measurements, etc) and try to make your drawings as neat as possible by using a ruler so that others can easily interpret your sketches.

This is the part of the design process where you get to show off your creative skills!  You should use this strand to communicate your design ideas.  You may choose from a range of communication techniques including freehand sketches, 3D models, and simple models made using cards or plasticine. However you decide to communicate your ideas, the process should be quick and allow you to generate lots of different ideas.  New designers often have one idea in their head from the start of the project.  To be a good designer you need to try and generate a range of different ideas which could all solve the problem.      

The ideas need to be feasible (achievable) meaning that you must be able to create them (not too difficult or complicated), they must also meet the requirements of the specification so make sure you have it to hand when coming up with your ideas. 

What does it mean to develop an idea? How do I present this information?

Designers do not come up with a single, static idea that solves all aspects of a problem; designs are developed over time in an iterative fashion. Students should record their iterative development through design sketching, modelling, refining and testing. This is all part of design development.

A range is not quantifiable. The number of ideas students will create depends on the complexity of the problem, age, level of experience and time. When students ask how many ideas they should generate, the simple answer is: as many as it takes to solve the problem and to develop a design that meets all of the design specifications.

When developing their design ideas, students must always be working towards the goal of designing a solution to the problem, for which the requirements have been defined through the design specification. Therefore, they must work towards developing at least one design to meet the specification.

Students should develop, or refine, every detail, including:

• the exact size and shape of individual components

• the required and/or available materials

• how the components fit together to create the whole

• the required and/or available tools and equipment

• aesthetics (colour, texture, shape, form, line, balance, finish)

• how the user will interact with the solution

• aspects relating to safety and accessibility.

What is a feasible idea?

A feasible idea is an idea students could successfully make independently in the given time, with their skills, and with the resources at their disposal.

Students can include ideas in their design folio that do not achieve all specifications successfully, but these ideas should lead to feasible ideas through design development or be constructively criticized through annotation to highlight weaknesses and suggest improvements.

To ensure that ideas are feasible, they may need to be tested using mock-ups or models.

Depending on the type of project, students can use mock-ups or models to prove concepts or test whether their ideas or solutions will work. This is part of the development of ideas. Students should explain why they are making the mock-up or model and how it has helped them solve any design problems. They should provide evidence of their development by photographing the mock-ups or models and include the results of testing as evidence in the design folio. Students should also clearly state how this testing has informed further development of the designs.

The following questions may help students reflect on their design ideas.

• Do I need to do more research to complete my design? For example, how do I join one part of my design to another?

• Does the school have the resources (tools, machinery, hardware, software or materials) to make the design?

• Do I have the skills to make this design? Can I gain the skills to make this design?

• Will I have to get any resources myself? If so, where and when?

• Will I be able to make this design in the time available?

Why is "annotation" important?

Annotation is vital for students to communicate the thinking behind their ideas and how that thinking develops. Simply sketching ideas will not clearly communicate them, as other people looking at these ideas may not interpret them correctly. Teachers may ask the following questions to support students in writing their annotation.

• How did you come up with the idea? Did something influence your thinking?

• What materials do you think should be used, and why? Are the materials available?

• How could the idea be made? What tools, equipment and processes would you use?

• Could the design be made in the time available and with your skills?

• Would it cost too much?

• Is it safe?

• Do you think your client would like the idea?

• Why did you choose this colour/texture?

Other elements students should incorporate into their annotation include: how one idea led to another; how they could improve/develop their design ideas; whether they need to do more research, for example, into materials; and whether the client thinks their ideas are suitable.

Do all ideas need to be evaluated against the specification?

When designing, students should develop their ideas towards meeting the design specification, resulting in their final design meeting the criteria. Students should constantly consider the design specifications as they design and reflect this in their annotation. An evaluation of the final design against the specification should be included as part of the design’s selection.

Correct interpretation of design ideas

The correct interpretation of design ideas is vital for clear communication of ideas between a designer, client, target audience and manufacturer.

Students are assessed on the quality of their design communication through strand ii, encompassing their sketching, modelling, refinement, development, testing and annotation of designs. If the teacher cannot determine or interpret the design, it is not sufficiently represented and the design thinking has not been clearly articulated.

Students will need to combine their design sketching, mock-ups and models, CAD and annotation to clearly articulate their ideas.

Perspective Drawing

Introduction To Engineering Drawing

Isometric Projection in Engineering Drawing

Orthographic view

正投影视图：在工程制图中，正投影视图是一种将三维物体投影到二维平面上的方法，通常包括正视图、侧视图和俯视图。

Scale Drawings  Scale Drawing 2

Padlet Link （Students Working Examples ）🧰