Design Development: A Basic Guide and Checklist for Students

Welcome to a simple guide on the “Development” phase of the design process! 

In this video, we explore the essential steps to fine-tune and finalize your design concepts, ensuring your project is ready for realisation and presentation.

Watch the video HERE

1. A Basic Guide to Design Development

The “Development” phase is where you transform your initial ideas into detailed, workable designs. Here’s what you need to focus on:

• Shape and Form: Refine the aesthetics and ensure ergonomic usability.

• Functionality: Test and improve features to ensure reliable performance.

• Material Choice: Select materials based on strength, flexibility, and sustainability.

• Color Scheme: Choose colors that enhance the design’s appeal and functionality.

• Jointing Methods: Determine the best techniques for assembling your design.

• Finishing Methods: Apply appropriate treatments to protect and enhance your design.

• Detailed Documentation: Prepare comprehensive production plans, working drawings, and presentation boards.

2. A Simple Checklist for Students

Use this checklist to ensure you’ve covered all necessary elements in your design development:

• Shape and Form refinement

• Functionality testing and improvement

• Material selection and justification

• Color scheme planning

• Jointing methods determination

• Finishing methods application

• Detailed production documentation

By following this guide and checklist, you’ll be well-prepared in your Design & Technology coursework. Remember, a thorough development is the key to creating a successful and remarkable design.

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Ideas Generation and Development; How do they look like? Part 2 of 2: DEVELOPMENT

The first part of this Ideation and Development series I talked about Ideation; how do you know if you are Ideating and not Developing an idea. 

In this second series I talked about, of course, Development. 

Part 1 of 2 can be found here: https://designjournalsos.blogspot.com/2022/02/ideas-generation-and-development-how-do.html

In both in the ideation and development phase of the design process you’ll get the opportunity to think of alternative ideas. And this is NOT an option even though you may think to do that, we are at the ideation phase, not development. 

Let me propose to you that in the development phase you will still need to generate possibilities, but this time, your end goal is different. In Ideation your end goal is to have options and alternative ideas or broad concept of a solution, of which you can choose the best - for development.

In this video, I chat about Development:

When you are at Development, you explore options, but you refine and fine-tune with the end goal of choosing the fastest, most efficient, the best way to make and to finish. The most suitable material and jointing method - and the quickest and cheapest and the easiest, etc. Without any compromise to the desired functionality and aesthetics.

In development your drawing style changes too. Sketches become more drawing like. More precision drawings. With dimensions. Technical drawings, view and section views start to populate the page rather than free flowing arty sketches. More presentation like drawings with bold outlines or extra emphasis, etc.

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Beefing up Student's Work - Tackling Common Mistakes

Below are samples of my students works at the development stage. 'Beefing' up is done on my iPad Pro after a photo is taken off the relevant pages. Some 'beefing' up is prepared before the lesson, some done live in class. Student's original A3 works on paper are untouched.

Summary of examples:

Student's work (1):

Lots of a variety of sketches but not catogorised with suitable sub-titles. Making understanding difficult. Beefing up on development sketches focusing on selected features from a solution.

 

Student's work (2):

Student sketched parts with changes from one to the other without referencing to the solution. Making page look like a catalogue of parts. Beefing up includes sketching in pens/pencils on the improved features.

 

Student's work (3):

Student had difficulty sketching in pens/pencils inclined at an angle on an isometric block. Beefing up includes suggestions to overcome (temporarily) lacking in skills to sketch using a 2-dimesional approach.

 

Student's work (4):

Student sketched in 2D and thinks the process of development is complete. However sketches in 2D fail to show how a product/object is like in real world 3D form. Beefing up includes two ways to represent a 2D shape three dimensions - a flat organic shape or a spherical organic shape. (using contour lines to represent surface curvature).

 

Student's work (5):

Student's work shows a variety of modifications to the size of a part of the solution. However all of the sketches did not show what it is suppose to hold. Beefing up includes showing items that is being held and what other additional supplementary sketches can pop up after including items.

 

Student's work (6):

This example is one of the most common mistake students make. Almost every student make the mistake of drawing the items to be held / stored on the holder too tiny. It can be very comical when the product is drawn in real size while keeping the proportions of the size of the pen/pencils held in there. Beefing up includes sketches of pens/pencils appropriately sized for the proposed holder.

Student's work (1)

Student submitted this page of development (on shapes).

At a glance one could not quickly tell the differences for each of the variations made in the page.

A suggestion to categorise specific focus for modifications.

Tips: Highlight intent with quick notes to inform reader (marker) what is being done.

I extracted a section of the student's work for a live demonstration on how presentation of sketches could be made more obvious. Focusing on variations for the 'legs' of the product I exaggerating the sizes to show 'changes' and how those changes affects the looks of the original solution. 

Important: At the end of the exercise a decision must be made to select the best combination.

Another demonstration showing various options for the body.

And how changes can affect the other parts of the solution.

Student's work (2)

When I saw this I thought I saw a catalogue of hardware parts.

Picking parts of a product and drawing variations out of them in silo does not help in design development. There is not way to visually assess how the overall product will look like when fitted with each of those variations.

Suggestion to draw parts with the body remaining constant. i.e. no change in shape or size. Only varying size of 'wing' and how it can subsequently affect the way it hold pens/pencils.

Student's work (3)

Student came to me with difficulty sketching in pens/pencils at an angle on a 3D block.

My suggestions: Student can sketch them in later (or after teacher's intervention). However at that 'stuck' moment, one way to get out is to draw the same solution on its 'Side View'. It is clear that once it is sketched on its side view, drawing pens / pencils at an angle becomes more manageable. With some help and more demonstration the student should be able to draw pens/pencils into the 3D block.

Student's work (4)

This example shows how a sketch can be taken further. Many students end up with a 2D sketch and expect that it is sufficient for development. The problem with a 2D sketch is that it does not show if this solution is a flat (block) or a spherical organic form.

A solution must eventually be presented with its third dimension be it using the isometric, perspective, or oblique method or in orthographic forms. Unless product is a printed image on paper.

Here I demonstrated very quickly how this 2D whale shape can either be a flat Isometric or a spherical organic form. 

Tips: Drawing contour lines on a spherical organic form is critical in showing curvature.

 

Student's work (5)

 

This student followed the instruction to draw variations of the parts (in this example the wings). However he has forgotten to include what the wings are for? That is to hold pens/pencils. But they are no where to be found. Therefore making proposed sketches meaningless.

 

Bottom right shows teacher's intervention to show how pens/pencils could be added and how the shapes and sizes of the wings  may affect the total number of pens/pencils and/or the way they are being slotted in.

Student's work (6)

Every time when I see students draw like this, I like to show them how HUGE their proposed design is relative to the objects they are holding. Usually my students will go 'WOW! I didn't know I drew them so BIG?"

On the right of the page is how BIG the product will be like. At the bottom right is an example how big the pens/pencils' should be drawn instead. You must have a good sense of proportion between the holder and what will be held/stored in it.

 

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Pictorial Idea Generation and Development

This post is an extension and a supplement to "Coursework Experiential Journal Component 2016 Example" that was originally created as a guide and reference material for my Secondary 3NA student mini coursework. I will not repeat information I have already posted previously.

What you'll see in this post are pictorial/visual examples on Development (and refinements) in a design journal. The examples do not represent any complete section of a journal. They serve as a starting point - an example - a demonstration - a suggestion - a recommendation - etc. to show what sort of contents may go into, say development, and how you can present your research and information in the journal. 

 

Use them as a reference and a guide to start or to improve your journal. Make informed choices on your own on what your takeaways should be after looking at the materials in here. Do not copy. 

 

If you find this helpful, I would love to hear from you. If you have suggestions, please do not hesitate to link up with me.

 

Topics you'll find below:

1) Ideas Generation (SAMPLES) using Existing Products as Starter/Inspirations [Updated 39 June 2017]

2) Selecting (SAMPLES) Best Idea for Development (using Decision Matrix) [Updated 39 June 2017]

3) DEVELOPMENT [SHAPE AND FORM] [Updated 39 June 2017]

4) DEVELOPMENT (SHAPE & FORM and FUNCTIONALITY)  [Updated 27 July 2017]

5) DEVELOPMENT (Determine SIZES with CRITICAL DIMENSIONS) [Updated 28 July 2017]

6) DEVELOPMENT (Determine SIZES with ANTROPOMETRIC DATA) [updated 28 July 2017]

 

Ideas Generation (SAMPLES) using Existing Products as Starter/Inspirations

(email me for more details to learn about using Existing Products as Starter/Inspirations for Ideas Generation)

 

First two images shows ideas generation using existing products as initial source of inspirations. Existing products used have nothing to do with stationary holders.

Image above shows ideas combined to create a new hybrid. This is one of the outcomes you want to have when generating ideas. Combining ideas can give you unexpected interesting solutions.

 

Selecting (SAMPLES) Best Idea for Development

(using Decision Matrix)

(email me for more details to learn about using the above)

 

 

The Decision Matrix is one of the most convenient way to select a best idea from a few good ones. Here I selected five ideas for consideration where one of them will be selected for development. I set a few criterion what makes up the attributes for considering the best idea. Then use weightage and ratings for each idea for computation.

 

 

The above example shows Idea 4 scoring the highest.

Idea 4 will be redrawn for development. See below.

Development (SAMPLES) using Attribute Listing / Morphological Method

 

DEVELOPMENT [SHAPE AND FORM]

 

(email me for more details to learn about using the above)

Attribute Listing or Morphological Analysis (and also SCAMPER) are not just Ideation tools. They can also be used for refinement purposes.

 

Individual parts / features are selected one at a time to make changes one change at a time. E.g. I pick the body to make changes to shapes and forms. Then I refer to the Morphological table and looked under, say 'Shape', that could be circle, square or a triangle, etc. I proceed to change the body cross-section to the various shapes - just to see how my original selected idea might look like with different cross-sectional shapes. At this moment I would also need to consider the overall functionality as while you change anything, in this case the cross-sectional shape, the change will affect the way it works (or how it will be holding/storing the pens or pencils) or how the 'legs' should be installed, etc.

 

When developing a product's shape and form you MUST always keep in mind the idea of working towards finalising (e.g. the shape, size, dimensions, colors, jointing methods, etc) a solution in mind. This is NOT like in the exploratory mode when you were generating ideas earlier on.

Above is an example of my student's chosen idea for development. I made use of the attributes for each part of the object (in this case the difference parts of the fish) and made a couple more refinements on its shape and form. NOTE: What is not shown in the above example are placement pens and pencils within each possible variety of shapes. You should put them in.

 

DEVELOPMENT (SHAPE & FORM and FUNCTIONALITY)

 

Shown on the right is a sample of how I draw a decision in Isometric 3-dimensions.

 

Developing a solution's shape and form without considering its functionality is quite useless. A simple way to consider functionalities is to draw your pens or pencils and/or rulers into your proposed holders (or whatever you may be designing for)  in every iterations that you make along the way. Doing so enables you to think about how effective the new solution are holding or storing the items. And in turn may inspire you to make further changes or improvements to the shape and form to achieve better functionalities. - see image below. [Updated 26 July 2017]

 

Note that other aspects like ergonomics, sizes, materials, jointing methods, etc. that will come into play whenever any shapes and form is changed is not specifically discussed here. However you should start to consider them simultaneously if these considerations appear as you develop the product.  For example, the moment I change the inverted triangular cross-section body into a rounded rectangular cross-sectional body, it may require a change of materials or jointing methods. Further development by making it a laminated piece also require decisions of materials. If there will be a change of materials there might be a change of the way of jointing. etc.  [Updated 27 July 2017]

 

 

 

The image above is an extension of further refinement focusing on the main body of the holder. And showing how any changes in shape can affect functionality (and also the choice of materials and manufacturing methods).

 

DEVELOPMENT 

(Determine SIZES with CRITICAL DIMENSIONS)

 

Use of Critical Dimensions

There will come to a point in the development phase where it's time to work out the dimensions of each parts and eventually the overall dimensions of the product. There are three possible ways you can obtain those data:

 

1) Use of Critical Dimensions (i.e. the objects that the product is holding/storing/interacting with) to determine the sizes of space needed, leading to the sizes of the parts making up the solution.

2) Use of Anthropometric Data (i.e. the measurement of relevant body parts and its relative end positions) to determine the critical height (e.g. for the height of a seat, or for the tallest shelve, etc.) of certain parts/features or the overall (max. or min.) dimensions of a solution.

3) Use of the area / volume of the Environmental Space of which the product will be used or placed. Usually you'll have a maximum or minimum allowable space for the new solution. This can be a good starter to set a minimum or maximum size for your new solution.

 

In the example above, I know I need to place some pencils. So I use the diameters of my pencils laid side by side to determine the width of the storage space. I want to stack the pencil up to maximum 2 layer. So I use twice the diameter of a typical pencil to determine what the minimum height of the 'side panels' should be. Which I eventually round it off to 20mm.

 

To get Critical Dimension data, you simply measure off (and take average of similar ones) relevant features of the items that is going to be held or stored. In this case the average diameter and length of a pencil seemed very critical for me to determine the area of the 'body' and the height of the 'side panels' (to prevent the pencils from falling off sideways.

 

I found a tabulated table from the internet and used that as my reference. (Note that I acknowledged the source.) [Updated 28 July 2017]

 

DEVELOPMENT 

(Determine SIZES with ANTROPOMETRIC DATA)

 

Use of Anthropometric Data

There are times where anthropometric data will be required for determining sizes. Especially where user interaction is the primary function of the solution. A good example will be designing of a Hammer. You'll need an average data surrounding the internal diameter of a grip and the width of a palm in order to decide on optimum diameter of the handle of the hammer. You may also have to differentiate male and female body dimensions depending on who your target audience is. Or even more detailed to determining dimensions from a particular age group and sex (e.g. Adult (30-40yo) - Male, Elderly (65-75yo) - Female) and even to where he/she comes from (e.g. Asia, European countries, etc). For classroom practice, use your classmates as your model and average.

The example shown above is not complete. I want to make use of Anthropometric Data to decide on the best overall size for my new solution. So that if I need to move it around, it will be comfortable to be picked up with my bare hands. The size and weight must feel right. Which part of my body should I measure? Can you work it out on your own?

Compare the result with data and size decision made using Critical Dimension data. Combine both data together to get a conclusive optimum overall size. [Updated 28 July 2017]

Conclusion:

A decision will have to be made for every stage of refinement, be it shape and forms, proportions, size and dimensions, jointing and construction methods, colors, or finishing, etc. Eventually at the end of the development phase, you will have all the information and data ready for producing your working drawings and production schedule.

Pictorial Idea Generation and Development (Using SCAMPER)

Updated on 2nd August 2016

This post is an extension and a supplement to "Coursework Experiential Journal Component 2016 Example" that was originally created as a guide and reference material for my Secondary 3NA student mini coursework. I will not repeat information I have already posted previously.

What you'll see in this post are pictorial/visual examples on Ideas Generation and Development (and refinements) in a design journal. The examples do not represent any complete section of a journal. They serve as a starting point - an example - a demonstration - a suggestion - a recommendation - etc. to show what sort of contents may go into, say development, and how you can present your research and information in the journal. 

Use them as a reference and a guide to start or to improve your journal. Make informed choices on your own on what your takeaways should be after looking at the materials in here. Do not copy. 

If you find this helpful, I would love to hear from you. If you have suggestions, please do not hesitate to link up with me.

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Idea Generation / Ideation

Use of photos and images are starter and triggers for more ideas. In this case images of animals. Design Brief is about a storage solution that will appeal to children, that will motivate them to keep their toys.

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Development / Refinement (Using SCAMPER)

Refining Shape & Form of a selected idea / concept. Some suggested ways that may help you start the process. Interestingly I use S.C.A.M.P.E.R. for this. Now you know S.C.A.M.P.E.R. need not be used only for ideation, but a great tool for development too.

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Development / Refinement

Refining Jointing Methods on the various parts of the selected idea / concept. Some suggested ways that may help you start the process.

A quick summary on the decisions made for refinement of shapes & forms is quickly drawn at the top of the page. Three areas are then identified that require decision on the most suitable type of jointing methods. 

The page above shows examples on how options for different types of joints can be presented in the journal.

It's always a good practice to summarise all of your decisions every sections. (Above) To have a clearer overview of what I have done so far about jointing methods for the whole product, I consolidate decisions about the types of jointing methods selected for the various parts and draw them as a complete product..

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Development / Refinement

Refining Overall Size and Proportions based on Anthropometric Data and Critical Dimensions. 

 To develop the storage size and dimensions , the product height, overall size and other detailed sizing of the other parts of the product, I identified and made a list on the areas that I need to decide on. Then proceed to work out each of one of them using researched Anthropometric data as well as Critical dimensions.

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Development / Refinement

Stay tuned for : materials, etc...

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Link to: Pictorial Idea Generation and Development

Idea Generation, Refinement and Development

"How to do Idea Generation? How to do Design Development?" These are some of the most commonly asked questions other than the general 'What to do?'.

It is simple actually. For the both of them, focus on getting the functionalities right first. i.e. get your product to work first. By generating and introducing lots of interesting concepts for it to work. Refine and evolve them until you get the best solution. You get instructions for Idea Generation and Development from your list of Design Specification that speaks about the requirements for the project. Build models if you need to test assumptions on how certain features should work. For each of your proposals, take time to evaluate them in terms of practicality and usability w.r.t. the target user you have in mind.  Practicality can be in terms of whether it could be feasilbly made in the school workshop or if you have the skills to make it. More importantly if the target user or if you yourself will use it (in public). Will it be awkward to use? WIll it be complicated to operate? etc. If so think about how it can be simplified in the next few sketches.

Once that is done, you can further simplify your concept - work on simplifying jointing methods. If a change of material can fasten the making process and still function just as good, change it. Work on shapes and forms for enhanced aesthetics and appeal factor.  Decide on the number of parts and dimension them. Don't forget ergonomics and safety. Development for easy maintenance and durability can take the form of material choices and jointing methods.

Always make sure the functions can work first at the idea generation stage. And work on the details in the development stage. Solving every problem you can anticipate. Then develop on everything else in any order. And you'll still end up a decent project.

It will be a big mistake if you work your sequence backwards then work out how to make it work with materials and tools already in your hands in the workshop. This is the consequence of not sufficiently developing the idea and start making for who knows why. And then realised there are lots of mistakes and/or end up solving problems along the way.

Last tip - Work on your idea/concept one feature at a time. One joint at the time. You can only do one thing at a time. And soon you will be ready to combine all these individual decision along the way into one. And there you end up a complete product. Knowing exactly how you will make it.

Once you reach this state, go ahead to plan your Production Schedule. Get your working drawings up. And your Presentation Drawing to have a feel of how your project might be like in the real context. Next, go peacefully and make your product come to life.

P.S. Do not take my sharing as a definite prescription on how you should complete Idea Generation and Development. Take it as a reference and a guide. Think through and be convinced about the steps and sequence I mention. Make your own plan. And then ... DO.

Cheers. 

Mr Daniel Lim

Knowing that you have arrived at Design Development

When you start to look at the individual parts and connections, on details and confirming best choice materials and jointing methods, on optimum sizes and drawing out dimensions accurately, at the same time refining ergonomics, shapes, forms and colors to achieve maximum beauty and usability, you know, that you have arrived at the design refinement and development stage.

Fish Note Holder - Design Refinement and Development Demonstrations

The two links are demonstrations on a 'Fish Note Holder' featuring the following topics: 

• Design Refinements and Developments 
• Working Drawing (based on ratios rather than on dimensions) 
• (Simple) Presentation Drawing 
• A Pictorial Presentation of the Making Process. 

Design Refinement and Development + Working Drawing + Presentation Drawing

Making Process (Realization)

Tissue Dispenser Standard Project (Part 2): 'LID' Design Development + Working Drawing + (Simple) Presentation Drawing

Fig. 1: Developement (Page 1)

Borrowing the shape and from from the (most popular vote) selected concept, the next stage after Idea Generation is the Development Stage. Here once again I make use of my two stage process, i.e. dealing first the Functionality part, and then later the Aesthetical aspect of the design.

First I 'copy' the chosen concept (See Fig. 1 above) , draw it over the dispenser, then assign parts to be seperately developed and combined later. In Fig. 1 you will see the functional development of the 'Lid' part. I had a hole drilled at the back of the dispenser, so at the back of the lid I must make sure it is not covered. In the lower section of Fig. 1 you see that I am beginning to develop the 'face' - the Aesthetical aspect.

Fig. 2: Developement (Page 2)

Fig. 2 (above) shows a somewhat developed 'face' that has become the face of a cute dog. Notice there is also some refinement on the 'ear' to make it a little curvy rather than straight down. The nose is now a solid wood part to be pasted on the face.

Within Fig. 2 you also find the second phase of development on the 'tray'. The tray will be used to store a wallet. The shape and form is now modified into the form of a 'crown'.

Thus the project is named 'KING DOG' as a result.

Fig. 3 (below) shows a very quick paper model cut and place on top of the tissue box dispenser. From the paper or cardboard model, the design and refinement decsions can be further fine-tuned and re-iterated until the most convincing shape, form and functionality is achieved.

Fig. 3

Now, the devepment phase is far from completed. There are still many other aspects that needed to be worked out. For example, the finalized size, dimension and making methods for each parts. The color choice. The overall proportion to the product as a whole needed to be accounted for - from which the final dimensions may change again. There will be several rounds of iterations between overall sizes, material usages. making methods, etc before the final decisions of the final product is reached.

Once decisions are made for the number of parts required, the sizes and dimensions for each part and its materials and color choices, details for marking out and the making methods, the project is now ready for 1) Working Drawing and 2) Production Planning and 3) Realisation.

Fig. 4: Working Drawing for the Lid and Tray Design

Assuming the project is now developed and the necessary critical decisions are already being made. Fig. 4 (above) shows a sample of how the working drawing fror the Lid and the Tray design may look like.

Fig. 6: Simple Presentation of the Completed Product

Nothing beats a final rendering of the product in use and showing how it could be used. Fig. 6 shows a very simplified presentation of the Tissue Dispenser in its Front View, followed by a 3D drawing showing how it might be used: Where the tissue paper packet is going to come out, and where the wallet and the phone is going to be placed. Short of how to replenish the tissue paper packets when supply runs low. But that one I hope you will be able to manage. Right?

Dollar Key Tag Project - Part 3 - Refinement (Development)

Dollar Key-Tag Refinement (Development) 

The example below is taken from my demonstration in class 1N1. 

Note 1: Here is a summary of some factors that should be considered when you refine your concept.

Before you could refine a concept, you should first select one out of the many you are drawn in the Idea Generation stage. Hopefully as you generate ideas in the earlier stage, you would have been modifying, combining, morphing and improving the concepts along the way. 

Note 2: It is good to keep your focus and refine (develop) your concept on factor at a time. You should also remember to refer to your Design Specifications where you list out the specifics what they product must do. The above example shows you a demonstration on working on weak areas, sharp edges or corners, and finding the best position for the coin. Keep on drawing fresh new ideas as you work along the first two factors. You will find your concept evolving.

Note 3: The next few focus refinement points are improving the overall shape and proportions, followed by exploring the best position for the key ring. Try different shapes and size configurations until they look right. Your first concept may look right in the beginning. But it is still good if you would have a go at exploring some minor variations. The outcome may surprise you! I changed the sizes and positions of the eyes. And it ended up one big and small eyes do look better than both equal size. That also helped me make a major decision that one of the claws would hold a coin and the other the keyring. 


Finally, nothing beats being able to simplify the concept. Find any features (e.g. shapes or method of construction) that looked complicated. Look out for the potential to simplify the project so that it still looks more desirable, easier to manage and make, and takes lesser time.  

Note 4: Always remember to go back to your Design Specifications. I have a restriction on material size. So remember to draw your latest development back into the actual working size to gauge how it might actually look like. Alternatively you may want to cut out a paper model for evaluation. Make any necessary fine-tuning after that. Both on the model and in your design journal. Notice I have also reduced the body size. It is now slimmer than before. I'll continue to develop (refine) it as long a time allows me to do so before I see you all again for the next lesson.

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The examples below are demonstrations in class 1N2. 

The steps and descriptions would be similar to the ones above.

Refinements on weak points, rounding off potential sharp edges and looking out for the best coin position.

Refinement on the overall shape and proportions and the position of the key ring. Simplifying the profile of the concept if possible but without compromising the functionality and aesthetics desirability.

Finally, the refined concept is drawn to scale within the perimeters of the actual work piece. Here further refinement may be required to ensure that everything is in place. Make sure the coin can move freely in and out of its entry point.

The Grid Method is used to transfer the scaled concept on the acrylic work piece later.