1. Investigation - (iii) Analyse a range of existing products that inspire a solution to the problem
At the end of year 5 students should be able to:
There may be a wide range of products that solve similar problems to the one assigned to students. Before beginning to develop a specification and designs, students need to identify existing products that solve a similar problem, could partially solve their problem or could give them ideas on how to solve their problem. Students will need to employ a range of strategies to analyse these products, such as:
- analyse a range of products that may solve the problem by identifying their strengths and weaknesses and outline potential areas for improvement
- develop and use a variety of product-analysis techniques to carry out in-depth analysis of products to assess their suitability against the user’s needs
- demonstrate an understanding of product analysis and its importance in developing new products
There may be a wide range of products that solve similar problems to the one assigned to students. Before beginning to develop a specification and designs, students need to identify existing products that solve a similar problem, could partially solve their problem or could give them ideas on how to solve their problem. Students will need to employ a range of strategies to analyse these products, such as:
- identification of and interaction with similar products when out shopping
- attribute listing of existing products
- SWOT analysis (strengths, weaknesses, opportunities and threats)
- functional analysis
- aesthetic analysis
- graphical disassembly analysis
- performance testing of products
- evaluation of past student projects
- secondary research through product reviews on consumer websites, buying guides or magazines
- summary of customer reviews on commercial websites.
Example - Logo analysis
Use a series of guiding questions to complete aesthetic and functional analysis of the work done by a peer
Type of logo:
Type of logo:
- illustrative logo (clearly illustrates what a company/person does, likes or dislikes)
- graphic logo (includes a graphic, often an abstraction, of a company/person does)
- font-based logo (a text treatment which represents a company/person)
- Does it have a recognizable shape?
- Is the outline simple?
- Is it simple abstract, can be discernible in small sizes?
- illustrative logo (clearly illustrates what a company/person does, likes or dislikes)
- graphic logo (includes a graphic, often an abstraction, of a company/person does)
- font-based logo (a text treatment which represents a company/person)
- Does it have a recognizable shape?
- Is the outline simple?
- Is it simple abstract, can be discernible in small sizes?
- Does contrast aid shape-recognition by making the edges between elements clearer?
- Does contrast create dynamism?
- Compare the brilliance/luminosity of the foreground and the background. The greater the difference, the greater the contrast
- Does the logo evidence the use of techniques learnt in class? (use of layers, transparency, gradients, effects or filters, fancy typography, tracing complicated shapes, transforming, graphic styles)