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fashion design

fd201 the world of design ncea level 2

2010/1


fashion in the new zealand curriculum ncea level 2

Expected time to complete work This work will take you about 10 hours to complete. You will: ••

identify design problems and their requirements from a design brief; develop and carry out an investigation plan and present the results of the investigation.

Assessment Your teacher will look at how well you: ••

plan an investigation

••

present results of the investigation.

You will work towards the following standards: Unit Standard 7489 Identify design problems and carry out investigation Level 2, Internal Credits 4 Generic design The aim of this module is for you to learn to identify design problems and their requirements from a design brief; develop and carry out an investigation plan to solve the identified problems, and present the results of the investigation.

Copyright © 2010 Board of Trustees of The Correspondence School, Private Bag 39992, Wellington Mail Centre, Lower Hutt 5045, New Zealand. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means without the written permission of The Correspondence School. © the correspondence school


contents

ngā rārangi kōrero 1

The world of design

2

Identify design problems

3

Research methods

4

The investigation plan

5

Carry out an investigation

6

Present investigation results

Answer guide

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how to do the work When you see Turn on your CD player.

Check the answer guide.

Turn to your workbook.

1A Complete 1B 1C the1D 1E activity.

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This module: 3B 3C 3D 3E 3F 3G 3H 3J 3K •• 3Arequires you to identify design problems and their 3I requirements from 3L a design brief; develop and carry out an investigation plan and present the results of the investigation 4A

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•• gives the opportunity to gain Unit Standard 7489 –– FD201 The world of design 6A–– FD201 6B CD 6C

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–– two A3 presentation worksheets

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•• includes a workbook in which you’ll find all the assessment activities.

Assessment 9B Unit9C 9D credits, 9E you 9F must 9Gcomplete 9H 9I the 9J 9K activities 9L To9A gain the Standard all assessed in the workbook correctly. Your folio will also be assessed. 10A 10B 10C 10D 10E

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If any parts of your assessed work are not correct your workbook will be returned to you indicating what is wrong with your work. You can then redo those sections so that they are satisfactory.

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© the correspondence school


1 the world of design

Wearable art.

Graphic design.

istockphoto

istockphoto

istockphoto

You are surrounded by design. Everything has been designed either by human beings or nature. For all of us designing is an everyday activity. When we choose the clothes we want to wear we are designing our appearance. The clothes we choose will have been designed and so will the shop where they were bought.

Textile.

istockphoto

Design is ... an everyday activity

Fashion design.

Architecture.

Product design.

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How 1C many examples can find in1Ithe pictures above? 1B 1D 1E of design 1F 1G you1H 1J 1K 1L

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istockphoto

istockphoto

istockphoto

Electronic.

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the world of design

a good design

You can decide whether a design is a good one or not by looking at how it works. You may have sat on a chair that wobbles, used a pen where the ink doesn’t flow smoothly or worn uncomfortable clothes. These designs all fail because they do not work, they do not fit their purpose.

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Name1D two items your home. Complete chart1K and find 1C 1E in1F 1G 1H 1I the1J 1Lout whether they are a good design

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Does it fulfil its purpose?

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Name two improvements you could make to the design.

Check the answer guide.

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the world of design

what designers do when they design

Designing is about finding solutions to design problems. It is concerned with looking at the kind of problems which affect the way you organise your life or which influence the environment in which you live.

istockphoto

istockphoto

Examples of design are how you dress and organise your personal possessions or something as simple as squeezing a lemon.

Both these solve the problem of how to squeeze the juice from a lemon.

Designers use the design process to help find solutions to some of these problems. It is a logical approach to dealing with problems in stages.

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the world of design

design process

This flow chart shows you how the design process works. Written statement Brief

A written statement of what needs to be designed i.e. a clear definition and description of a problem to be solved.

Specification

An outline of what the final design should contain, the restrictions within which a designer has to work.

Written statement

Use books, photographs, shops, magazines, promotional material. Ask people investigating similar design. Try the Internet or the library or product analysis Preparing sketches, notes and mockups for final drawings

Working drawings, presentation drawings, swatches

Research investigation

Design development

Final drawings

Written report Evaluation

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Investigation, doing research to get ideas, inspiration gathering around the subject in the brief.

Producing and developing ideas, then selecting the best ideas and evaluating and improving on them.

The drawings show all the information needed about the final design.

Evaluate and test the design. Does it satisfy the specifications? Could the design be improved on and if so, how?

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the world of design

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Phil and they use 1D 1E Paul 1Fof ‘Gone 1G Loopy’ 1H talk 1I about 1Jhow1K 1L the design process to develop ideas for their products. Listen to the CD.

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3E the 3Fbrief3G 3I write for Phil3H and Paul

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•• describe their research methods

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•• fill in the missing information on the diagram by identifying the design features and fabric

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the world of design

how phil and paul used the design process to develop the ski loop

Brief

Specification

Research investigation

Design development

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fabric

Label the parts of the ski loop.

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Evaluation

Check the answer guide.

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2 identify design problems You’ve seen that design is about problem solving. Before designers begin to work through the design process they must clearly identify the problems that need to be solved. Here is an example of a design brief.

brief

Mel works in the Sounds Music Store, where she sells CDs. They have a problem with people returning damaged CDs, so she has decided to do an investigation for a portable case to carry them safely.

problem

She has to carry out an investigation within the next two weeks to design a portable case that will protect CDs from damage.

specifications The CD case must be: •• a suitable size •• portable •• made from water resistant fabric •• easily opened and closed •• aesthetically pleasing •• able to protect the CDs from damage.

project requirements Mel will:

•• identify design problems and their requirements from the brief •• identify where the information was sourced •• complete an investigation plan •• carry out an investigation •• present investigations. 1A

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2. 3.

Check the answer guide.

© the correspondence school

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identify design problems

In order to come up with possible solutions to the design problems Mel should consider the following: •• specifications within the brief •• restraints –– a way to check the restrictions within the specifications •• resources –– where you find your information •• outcomes –– useful information to help you solve the design problem •• time –– the order you work within the given time frame. 1A

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The chart came 2I up with to some of the design problems 2C 2D below 2E shows 2F how 2G Mel2H 2Jpossible 2K solutions 2L that she had identified. Complete the last two specifications on the chart.

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must be examine CDs easy and 6F 6G 6H 6I 6J 6K comfortable to carry 7F

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will learn about suitable 8L materials

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undo and do up

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Damage protection Aesthetically pleasing

Check the answer guide.

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© the correspondence school


3 research methods Research and investigation is the next stage in the design process. Designers use a variety of resources and research methods. They: •• use data bases and surf the Internet •• visit libraries and look at books, magazines, CDs and films •• visit companies •• visit retail stores •• brainstorm with friends •• collect promotional material •• carry out product analysis.

product analysis

Designers get a lot of their ideas from products that are already on the market. Phil and Paul looked at existing products for carrying skis, and investigated them from several different aspects. This is called product analysis. In order to analyse a product you need to ask questions about it.

designers ask questions about function

•• Does the product do what it is supposed to do? •• How well does it do it? •• Is it safe to use?

form

•• What the product looks like, its appearance. •• Are the different parts in proportion to the whole?

ergonomics

•• This refers to the relationship between the user of the product and the product itself. •• How exactly will people use the product? •• Is the handle comfortable to use?

© the correspondence school

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research methods

environmental aspects

•• Could the product pollute the environment? •• Is the packaging excessive? •• Are the manufacturing methods safe to the environment?

economics

•• How much will it cost? •• Can I or the people who want it, afford it? •• How long will it last? •• Will it need maintaining or repairing?

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Check the answer guide.

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© the correspondence school


4 the investigation plan Before you start your investigation you need a plan. Mel started her plan by listing where she could get the information she needed. Resource

Reason

CDs

Look at size.

Music stores (Sounds Willis)

Look at existing cases for easy carrying.

Fabric stores (Pacifica Textiles, Outdoor Living Store)

Research durable, strong fabric.

Zip and fastening supplier (versatile fasteners)

Investigate method of fastening.

Internet/library

Investigate method of padding and quilting.

Promotional material Junk mail Friends

Look at form or shape. Is it aesthetically pleasing?

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the investigation plan

Mel planned her investigation. She worked out: •• what she would do when she went to each resource •• what order she would do it in, to meet the time restrictions. Resources

Reason

Plan

Order

Examine CDs

look at size

Take and record measurements of CDs, height, width, depth.

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Music stores

look at existing cases

Phone and make appointments to visit the manager. Arrive promptly. Ask questions. Take notes. Make sketches of carrying device.

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Pacifica Textiles

research durable/strong fabric

Visit shop and ask for owner/manager. Ask questions. Ask about taking samples of suitable fabrics.

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Outdoor Living store

research durable/ strong fabric

Visit shop and ask salesperson questions about durable strong fabrics.

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Versatile fasteners

investigate method of fastening

Look in Yellow Pages. Visit shop and ask questions. Ask about any brochures. Take notes about types and sizes. Make sketches.

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Internet/library

investigate methods of padding and quilting

Do an Internet search on padding/ quilting for protection. Print off useful information. If nothing suitable visit library and ask librarian.

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open.1L Ask friends. 1H Keep 1I your 1J eyes1K eye-catching Brainstorm. Look for examples in junk images2G 2H mail free music 2F 2I and2J 2K magazines. 2L

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material Junk 2D mail 2E 2C Friends

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5 carry out an investigation After you’ve planned your investigation the next stage is to carry it out. Mel carried out her plan and came up with the following material.

step 1: she measured the size and shape of cds

step 2: promotional material/friends/brainstorm

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carry out an investigation

step 3: music stores

Mel looked at two different CD carriers and carried out product analysis. Sketch

Sketch

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Function

Portable and protects CDs from damage

Form

Shape functional, not eye catching

Ergonomics

Easy to put CDs into case Snap fasteners pull undone

Environmental aspects

No packaging

Economics

Cheap, long lasting materials

Function

Pockets suitable size for CDs and protects CDs from damage

Form

Shape functional, but doesn’t identify with CDs

Ergonomics

Zip easy to use Difficult to put CDs in pockets

Environmental aspects

No packaging

Economics

More expensive Pockets easily damaged

Š the correspondence school


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7B 7Cthe fabric 7D to 7Ebe tested 7F on 7Gthe top 7H of a7I 1. Fix

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out an investigation

Mel visited two fabric stores and looked at possible fabrics. She devised two tests for abrasion 4C 4D 4E 4F 4G 4H 4I 4J 4K 4L resistance (how hard wearing), and water resistance.

6C 6D 6E textile tests

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abrasion resistance

•• sandpaper

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•• pot scourer.

Rub it firmly over the fabric 20 times.

3. Remove the fabric from the jar. Repeat steps 1 and 2 on the other fabric. Examine both fabrics for damage by abrasion. Record your results on the chart on the next page.

water resistance

1. Use a coloured liquid, for example coffee or tea, or add a few drops of food colouring to half a glass of water. 2. Place the two fabrics on a non-porous surface, for example a sink bench. 3. Place four drops of coloured water on to one end of each piece of fabric with a water dropper or paint brush. 4. Notice which fabric the water soaks into more quickly. 5. Leave the fabrics for three minutes. Examine both fabrics. Which one has allowed the coloured water to soak in and spread over the largest area? Record your results on the chart on the next page.

© the correspondence school

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carry out an investigation

how mel recorded the results of her fabric tests for durability and water resistance Source

Fibre content

Pacifica Textiles

parka nylon

Outdoor Living Store

cotton canvas

Sample

Abrasion resistance

Water resistance

Check the answer guide.

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carry out an investigation

step 5: internet and library

Here is some of the information Mel found out about fabrics and fasteners.

fabrics

versatile fasteners

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6 present investigation results In her investigation Mel found some possible solutions to the design problems. They were: •• how to protect the CDs from damage with padding •• how to make the CD case portable •• ideas for fastenings that were easily opened and closed •• water resistant fabrics •• eye catching designs. She now needs to present her information in a way that a designer would find easy to understand and be able to use for further design development of the CD case.

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© the correspondence school


present investigation results

Mel presented her investigation like this.

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4H

4I

4J

4K

4L

5A

5B

5C

5D

5E

5F

5G

5H

5I

5J

5K

5L

6A

Turn 6C to the workbook. 6B 6D 6E

6F

6G

6H

6I

6J

6K

6L

7A

7B

7F

7G

7H

7I

7J

7K

7L

8A

8B

8C

8D

8E

8F

8G

8H

8I

8J

8K

8L

9A

9B

9C

9D

9E

9F

9G

9H

9I

9J

9K

9L

7C

7D

7E

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FD201

21


answer guide tohu whakautu chapter 1

1A

All pictures are examples of design. 1B 1C 1D 1E 1F 1G 1H

1I

1J

1K

1L

2A

2B

2F

2G

2H

2I

2J

2K

2L

1A

1B 3A

Here 1D is a sample 1C 1E answer. 1F 1G 3B 3C 3D 3E 3F

1H 3G

1I 3H

1J 3I

1K 3J

1L 3K

3L

2A

2B 4A

2C 4B

2H 2I 4G Item 4H1

2J 4I

2K 4J

2L 4K

4LItem 2

3A

3B 5A

3C Name 3D of item 3E 3F 3G 5B Purpose 5C of 5Dthe design 5E 5F

Sunhat 3H Shower 3I curtain 3J 3K 3L 5G Prevent 5H water 5I getting 5J out 5Kof 5LPrevent sunburn

4A

4B 6A

5A

5B 7A

4C 4D 4E 4F 4G 6B Does 6Cit fulfil 6D its purpose? 6E 6F 5C 5D 5E 5F 5G 7B 7C 7D 7E 7F

shower4J 4K 4H the 4I 6G No,6H water 6I gets on6Jto

6A

6B 8A

7A

7B 9A

8A 9A

2C

2D 4C

2D

2E 4D

2E

2F 4E

2G 4F

Name two improvements 6C you6D could6E make6F to the6G 8B 8C 8D 8E 8F design 7C 9B

6H 6I 6J 6K 8G •• add 8H extra 8I length 8J

6L 8K

8L•• adjust the fit

7H 9G

7L 9K

9L

•• weight the hem

7L

•• add a cord to keep in place

8B 8C 8D 8E 8F 10A 10B 10C 10D 10E

8G 8H 8I 10F 10G 10H

8J 10I

8K 8L 10J 10K 10L

9B

9G

9K

10A 10B 10C 10D 10E

22

FD201

9F

7G 9F

5L 7K

7K 9J

9E

7F 9E

5H bathroom 5I 5J floor 5K 7G 7H 7I 7J

7J 9I

9D

7E 9D

6LYes

7I 9H

9C

7D 9C

4L 6K

9H

9I

9J

9L

10F 10G 10H

10I

10J 10K 10L

© the correspondence school


answer guide

A

1B

1C

1D

1E

1F

1G

A

2B

2C

2D

2E

Brief 2F

2G

A

3B

3C

3D

3E

3F

3G

A

4B

4C

4D

4E

4F

4G

A

5B

5C

5D

5E 5F 5G Specification

A

6B

6C

6D

6E

6F

6G

A

7B

7C

7D

7E

7F

7G

1H

1I

1J

1K

1L

3H

3I

3J

3K

3L

Phil and Paul of ‘Gone Loopy’ manufacture products for skiers and snowboarders. They saw a need for a product to carry skis on the 2H 2I 2J 2K 2L mountain. So they decided to do an investigation for a design for a portable ski carrier. The finished product 4H 4I 4J 4Kwas:4L •• •• 5H •• •• 6H •• 7H

to be compact to 5I be easy 5Jto carry 5K 5L not to pinch the hand when carried to 6I be able to attach to6L skis quickly and easily 6J 6K to have one distinctive feature, to carry sunglasses as well. 7I

7J

7K

7L

They: •• found A 8B 8C 8D 8E 8F 8G 8H 8I out 8Jthe simplest 8K 8Lway to manufacture the product •• found flexible webbing was an obvious choice and they could put name A 9B 9C 9D 9EResearch 9F 9G 9H a brand 9I 9J on 9Kthe label 9L investigation •• looked at other products on the market, for example ski tote •• looked end 10K use of product, who would use it? 0A 10B 10C 10D 10E 10F 10G 10H 10I at 10J 10L •• visited retailers, libraries, and looked at trade publications •• surfed the Internet and looked at other designs.

Design development

They: •• based the design on existing ski boot carriers •• used a focus group for evaluation •• carried out blind tests with users as to how they would like to carry their skis and what points were important •• needed the carrier to be small, fit in the pocket, easy to use and multipurpose. a Loops for sunglasses

Final drawings

Fabric flexible/wobbly Label the parts of the ski loop

Evaluation

b Brand label

c Handle soft rubber

They: •• did test marketing and trialed the ski loop in the stores •• placed the ski loop at eye level and used an eye-catching display unit •• received positive feed back, so decided to use the display as a marketing accessory •• used both the ski loop and the display to establish their brand with the retailers.

© the correspondence school

FD201

23


answer guide 1A

1B

1C

1D

1K

1L

2A

1. The case must portable able to CDs. 2K 2B 2CCD 2D 2E be2F 2G and2H 2Ihold2J

2L

chapter 2

1E

1F

1G

1H

1I

1J

2. It must protect the discs from damage. 3A

3B 3Cinvestigation 3D 3E must 3Fbe completed 3G 3H in two 3I weeks. 3J 3K 3. The

3L

1A

1B 4A

1C 4B

4L

2A

2B 5A

3A

1K 4J

1L 4K

2C 2D 2E 2F 2G 2H 5B Specifications 5C 5D 5E Restraints 5F 5G

2I 2J 2K 5H Resources 5I 5J

2L 5K

3B 6A

3C Damage 3D 3E 6B 6C 6D

3F Padded 3G for 3H 6E 6F 6G

3I Research 3J 3K 3L methods 6H 6I 6J 6K

4A

4B 7A

4C 7B

4F 7E

5A

5B 8A

5C Aesthetically 5D 5E 8B 8C 8D

6A

1D 4C

1E 4D

protection 4D 7C

4E 7D

pleasing

1F 4E

1G 4F

protection 4G 7F

eye-catching

8A 9A

3A 9B

chapter 3

of padding existing 4I containers 4J 4K for 4L 7H 7I 7J 7K fragile products 5I Junk 5Jand 5K 8H 8I 8J

5L 8K

promotional mail. 6I Brainstorm 6J 6K with 6L 9H 9I 9J 9K friends

3H 9I

5L Outcomes

Time

Will know about 6L suitable padding and packaging

2nd week

Compare different 8L styles and shapes

1st week

7L

1I 7J 10I 2I 8J

9L 1J 1K 1L 7K 7L 10J 10K 10L 2J 2K 2L 8K 8L

3I 9J

3J 9K

3K 9L

3L

4H 10J 4I 10K 4J 10L 4K 4L 10I Easy to spray (doesn’t clog up)

5G

5H

6F

6G

6H

7F

7G

7H

8F

8G

8H

5B

5C

5D

5E

6A

6B

6C

6D

6E

7A

7B

7C

7D

7E

8A

8B

8C

8D

8E

9A

9B

9C

9D

9E

10A 10B 10C 10D 10E

FD201

3G 9H

1J 4I

4E 10G 4F 4G 10F Function10H

5A

24

1I 4H

6G 6H 9F 9G 1F 1G 7G 7H 1H 7I 10F 10G 10H 2F 2G 8G 8H 2H 8I

Here 3C is a sample 3B 3D 3E 3F 9C 9D 9E answer. 9F 9G

4A 10C 4B 10D 4C 4D 10A 10B Sketch 10E

4H 7G

5F Must 5Gbe 5H 8E 8F 8G

6B 6C 6D 6E 6F 9A 9B 9C 9D 9E 1A 1B 1C 1D 1E 7B 7C 7D 7E 7F 10A 10B 10C 10D 10E 2A 2B 2C 2D 2E 8B 8C 8D 8E 8F

7A

1H 4G

5F

Form

Ergonomics

5I

5J

Eye catching

5K

5L

6I

6J

6K

6L

7I

7J

7K

7L

8I

8J

8K

8L

Easy to hold and use

Environmental Environmentally safe 9F 9G 9H 9I 9J 9K 9L aspects No excess packaging 10F 10G 10H

Economics

10I

10J 10K 10L

Affordable and disposable

Š the correspondence school


1A

1B

1C

1D

1E

1F

1G

1H

1I

1J

1K

1L

2A

2B

2C

2D

2E

2F

2G

2H

2I

2J

2K

2L

3A

3B

3C

3D

3E

3F

3G

3H

3I

3J

3K

3L

4A

4B

4C

4D

4E

4F

4G

4H

4I

4J

4K

4L

5A

How 5C Mel recorded the results her fabric durability 5B 5D 5E 5F of5G 5H tests 5I for5J 5K and 5Lwater resistance.

6A

6B

7A

7B

8A 9A

chapter 5 6C

6D

6E

7C

7D

7E

8B

8C

8D

9B

9C

9D

Source

6F

6G

6H

7F

7G

8E

8F

9E

9F

Pacifica Textiles

10A 10B 10C 10D 10E

Outdoor Living Store

6I

6J

6K

6L

7H

7I

7J

7K

7L

8G

8H

8I

9G

9H

9I

10F 10G 10H

10I

Fibre content parka nylon

cotton canvas

Š the correspondence school

Sample

Abrasion resistance

The fabric became thinner 8J 8K 8L and smoother with the rubbing, 9J 9K 9L but no holes appeared. 10J 10K 10L The fabric is therefore abrasion resistant The fabric surface showed signs of wear, but no holes. The fabric shows some resistance to abrasion

answer guide

Water resistance The water did not spread and after three minutes only just started to soak in

The water did not spread, and had not soaked in after three minutes. This fabric is very water resistant

FD201

25


acknowledgements Every effort has been made to acknowledge and contact copyright holders. Te Aho o Te Kura Pounamu (The Correspondence School) apologies for any omissions and welcomes more accurate information. Photos Images on page 3 from iStockphoto: 4916894 The young Japanese woman 8592931 Urban background 4639798 Colorful cushions on the chair 3892823 Beautiful female dress 7280356 New industrial lofts 9443353 Mobile phone 8384030 Desk Lamp, isolated Images on page 5 from iStockphoto: 2072964 Lemon squeezer 6472031 Lemon squeezer tall Illustrations Cover and page 20: Matthew Hayman, Illustrator Page 7: Katherine Allen Page 21: Te Kura All other illustrations: Jo Giddens MCGD, Senior lecturer, Whanganui School of Design

26

FD201

Š the correspondence school


fd201

assessment aro matawai

Tick the box that’s best for you. you Very well

Quite well

With difficulty

Comments

Student comment

Phone, fax or email your teacher if you want to talk about any of this work. Freephone 0800 65 99 88 teacher use only Please find attached letter Teacher comment

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cover sheet – fd201 students – place student address label below or write in your details. Full Name ID No. Address (If changed)

authentication statement I certify that the assessment work is the original work of the student named above. Signed

Signed

(Student)

(Supervisor)

for school use only assessment

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FD201