SKE Course day 11

Today's session returned to mainly designing.

The first part of the day was spent researching our chairs purchased from IKEA a couple of weeks ago. Given the overarching question of How is the seat made? we researched and answered the following questions in our groups:

1. What materials are used in the seat?
2. What are the fixings used? How many?
3. Can you find out the manufacturing process of at least one part of the seat? (You may have to make educated guesses)
4. Can you describe the likely (or actual) assembly/construction processes used?
5. To what extent, in your opinion, does the seat reflect any sustainability issues?
6. Anything else significant?

I really liked the format of this little session. It allowed us to really get to understand our chairs, but also research for ourselves. Our chair for example, had a Polyester powder coating on the steel legs and bars. We researched this in detail and discovered how this is done. From a students point of view, being able to research something in a little group and share your findings with the class can be daunting, but it was really nice to be able to discover something new for ourselves, rather than simply being told the facts. When presenting our findings back to the group I suggested that a way of showing the students in more detail about the powder coating, a small project or example of dip coating could be carried out, to allow the students to see how it is done, and how they could incorporate such a practice into future projects.

We then moved onto an odd question: Can you think of 50 ways to use one brick?

This exercise really helped us think about what products can be used for, in their original state or altered.

Next we explored the drawing technique of 'crating', where a box is drawn and the object placed inside. It was a great way to sketch free hand or with a ruler, and expand our drawing skills. As a group we were shown step by step how to draw the dog house below, then we could expand by drawing another object; I chose a clothes peg. 

Our final task today was marker rendering. We drew simple cubes, and using markers, pastels and coloured pencils to create shading. When done with care, objects such as bottles, drills and more can be drawn in 3D with great accuracy. 

Pastel, pencil and marker

SKE Course day 10

Back in electronics, we started the day by using a lamp kit from Kitronik to create a 9 LED USB light, which we will in the coming weeks attach to a desk light that will be made in Resistant Materials.

Then, we moved onto breadboarding several circuits. We created a simple circuit with an LED and a resistor, and measured the voltage across the resistor using a multimeter. By changing the resistor, we were given a different reading each time.

Top of the bread board

Underneath the bread board

Basic LED and resistor circuit

Moving on, we began to look at transistors and capacitors and their purposes when applied to an electronic circuit. I was glad this session looked at these components, as it served as a great refresher of what I studied at GCSE. I realised that my knowledge quickly came back to me.

The inside of a capacitor

The inside of a capacitor

This was quite a heavy day, with lots to take in. We finished by creating a capacitor circuit on Circuit Wizard, which allowed us to see a capacitor in action.

SKE Course Day 9

Back in textiles, we continued with our waistcoat project. We began by learning how to turn our paper waistcoat into a pattern that we could use to cut out our fabric.

 Our original design

We worked in our groups to begin with to ensure that we each had the correct measurements for our patterns. Myself and my group decided that on reflection we wanted to alter the shape of the waistcoat, not only to make it fit on the fabric, but as an easier example to share with potential future students. Then as individuals, we cut our fabric out. To ensure that any darts were in the correct places we were shown how to create a 'tailors tack' through the pattern and the fabric.

Whilst machining, we had the option of using bias binding or simply hemming any lose edges. I chose to bias bind the bottom hem, and used a zig zag stitch for my other edges.

Example template

Our modified design

My patterns

Sewing the pieces together

Applying bias binding in the shoulder seam 

The finished waistcoat

Bias binding with zig zag detailing

Ske Course Day 8

Today we were introduced to the idea of electronic textiles (e-textiles), and how you could teach this subject mash up to students.

As an introduction to the topic we were split into groups of three and used a 'tinkering' kit to make a simple circuit board using a flat cell battery, two crocodile clips, an LED that can be sewn onto fabric, and a small piece of conductive fabric. With no instruction, we set out to make a circuit. As a group, we tended to use trial and error, swaying towards prior knowledge to help us.

 Electro-fasion power board from Kitronik

 Creating the circuit using the power board

We then moved onto incorporating soft switches, made simply from felt, netting and conductive fabric. this slotted into the circuit previously created. We also looked at soft battery casings for when flat batteries are used; again these were created from felt and conductive fabric, but also used conductive threads.

Being able to then make our own switches and battery casings allowed us to form a link between a

scheme of work to introduce the topic, and how the students being taught will form their own

learning. 

 Using a soft switch to complete the circuit

              Using a soft battery casing 

  Example of a soft battery casing 

 Pieces required for the switch

 Conductive thread by Kitronik

 Pieces needed for the battery casing

 Fabric switch attached to circuit

The overall goal for this morning session was to allow us to explore schemes of work, how they can be applied to topics, and how you, as the teacher, can use kits and introductory tasks to introduce KS3 students (the scheme of work we followed was aimed at Y7) to the idea of combining electronics with textiles.

On completing the task and realising that not only did our 'tinkering' practice work, but the soft switches and casings worked too, we all felt a sense of achievement. Electronics is something that some in the group feel at home with, and some are learning as they go, so it's nice that we can build on each others insights and knowledge to really create something quite cool, and that the students will hopefully find exciting to make and learn more about.


In the afternoon we went to the Kitronik offices in Nottingham and were introduced to their products, and a live brief. Working in groups, we will design and make something around the topic of 'Being Visible'. Kitronik are providing us with some of their components from the Electro Fashion range to help us complete this task. We have to create a video tutorial on how to make part of the circuit (this will be given to us by our tutor), produce the item, and create an instructables page on how to make our product at home. I'm really looking forward to getting stuck into this project!

Ske Course Day Seven

Day seven saw the continuation of our mainly designing workshops.

We began with a heavy 3 hour session learning how to use Sketch Up Pro 2015 and Solid Works. I have never used these packages before but really enjoyed learning about them, and how I can use them when teaching.

We started by learning the basics on Sketch Up. We were allowed time to play with the software and discover how to use it for ourselves before actually beginning the tutorial. Tasked with drawing a house, we played around with dimension, learnt skills such as creating steps, pushing window frames inside the walls slightly and applying finishings such as brickwork and glass. We were also introduced to the store, where items that have already been created can be found to save time and effort when all you require is a reference point for your design, or something to make it look more realistic.

As we moved onto Solid Works, things became significantly harder. In such a short session, and as someone who has never used this software before, I was proud of what I accomplished. I learnt the importance of preselecting your 3D intentions before beginning to draw.

After lunch, we began a session into ergonomic design. After discussing exactly what ergonomics was, and how it can be applied to design (in particular, our IKEA chairs). We evaluated our chairs from this perspective, and in the coming weeks, will think about how we could alter the design.

SKE Course Day Six

Day six introduced us to Resistant Materials with two simple projects that could be taught in schools.

The group was split into two, with my half of the group making a wooden back scratcher, and the other group making a prototype photo frame from MDF, before progressing onto a final model in Ash.

The back scratchers were made from a block of Jelutong, a light and cheap form of wood ideal for a first go in resistant materials.

We marked out the template on the wood, before using a pillar drill to drill some holes to make it easier to cut. Then, we used a band saw to cut out the back scratcher. We were then introduced to a variety of sanders (industry size belt, disk and bobbin), to give our product a smooth finish. I came to this session familiar with the techniques used, and felt confident in my production, however sadly due to the speed and size of the belt sander, the top part of my back scratcher broke. Luckily, it does make a rather good salad fork!

Template for the back scratcher and example

My back scratcher before sanding

My back scratched before sanding

Before sanding

Before sanding

The Pillar Drill

Bobbin sander

Bobbin sander

Bobbin sander

After breaking

The photo frame task began by using a router to cut a groove in some MDF, before cutting it to size and creating halved joints. 

By using MDF we could practice using the tools available and develop our skills before moving onto create the final product in ash (to be completed in the next session). 

Ash and MDF

The router

Picture frame example

Example of the halving joint

Again, the group were split in two. Those of us who created the back scratcher first went to turn some metal to create the legs of the photo frame, and to tap a screw into the bar. To do this we used a laithe. Working in pairs, we smoothed the ends of the metal bar, before tapping the screw in each end and cutting the bar in half. I am unsure as to whether this particular machining process would be something that the students would be allowed to do, owing to the laithe being a large and dangerous piece of kit, however it was useful to learn the skills to allow us to apply this knowledge in future. 

The laithe

My picture frame bars