Activities
Before viewing
Create a display of bike photographs, posters, drawings, catalogues - and even some bikes and/or bike parts - which show how bike design has changed over time as a result of technological advances, as well as showing the changing function of the bike (eg transport, leisure, sport etc).
Discuss with the students the different types of suspension used on bikes. Look at the purpose of each type of suspension, and at how it works.
Carry out some simple experiments using paper to show that when it is folded (deformed) it becomes stiffer. Compare the stiffness of a vacuum-formed shape with the original sheet material, ie before it has been deformed.
Ask the students to define in technological terms the meaning of the following words:
- strong
- stiff
- rigid
- density
- hardness
- tensile strength
- impact strength
After viewing
Discuss with the students key features/concepts of the programme in relation to:
- how the designers worked
- unusual manufacturing processes
- reasons why bikes are considered to be cool
Ask the students to design a vacuum-forming mould, which will be made by gluing layers of card on top of each other. Access to and use of TechSoft 2D Design software and a stencil cutter (Roland CAMM 1 or similar) would enable students to fully understand the CAD/CAM aspect of the programme. The mould could be for any small vacuum-formed product, ie a housing for a game, puzzle or an electronic product. Relate this method of making the mould to rapid prototyping techniques such as LOM and stereolithography.
Discuss with students the term 'designer products' - ie designer bikes, designer glasses etc - what does it mean? Are not all products designed? Is the term now used to mean stylish? Is it an appropriate use of the word designer?
As a 'blue sky' exercise, ask the students to redesign a presently non-cool product to make it attractive to the young market, eg:
- a plastic mac
- a school satchel
- a toaster
- a school desk
- protective glasses
- kitchen scales
- a tricycle
