Textiles

Background notes

Students may have some knowledge and understanding of textiles from previous design technology experience in primary schools. However, they may not realise that a textile material is only chosen after its physical properties have been explored and evaluated in the same way as plastic or metal may be considered. Some plastic-based textile materials are highly sophisticated and can replicate the touch and appearance of fur, cotton, wool and leather. The relative strength and durability of these materials has improved without an increase in cost and the quality, appearance and longevity of our furnishings has benefited as a result. Students need lots of physical examples to explore, touch and feel. Collecting these examples and having them to hand will help students put their new knowledge and understanding into context.

Resources

Testing Fabrics

Suggested time: approx 3 hours – 4 hours

Starter – discuss the need for fabrics to be tested thoroughly before they are chosen for a product that would go into production. Producing quality design is about creating an object fit for purpose.

Teaching sequence

Activity 1 – in groups, give students the Design brief sheet and ask them to prepare a seven point specification that one of the products must satisfy.

Activity 2 – ask students to carry out five of the tests on the Test sheet for a range of fabrics (five or six). Eight tests are available:

Flammability test
Abrasion test
Stain resistance test
Shower proof (splash proof) and waterproof test
Stretch (elasticity) test
Insulation test
Absorbency test
Crease resistance test

Students should select the tests that are linked most closely to the product they chose in the design brief activity. Show students the following web links, which will enable them to see why certain tests are used and how they help designers come to decisions about what materials to use, particularly for the curtain/drape/fashion throw design brief.

The Standard BS 5438 (see below) involves a flame test, and may also be used for reference.

Standard BS 5438 The Standard considers:

Duration of flame
Afterglow time
Minimum ignition time
Flame spread time
Damaged length

Show students who are to complete an elasticity test the following weblink to give them a clearer idea of what this type of testing involves.

Tension test

Students also need to record their findings on a record sheet. An example record sheet produced by BSI is available for reference. In their groups, students should use these findings to make conclusions, based on the tests they completed and the different fabric samples used. For each of the five tests completed, students should decide which fabric performed best and then select two fabrics they would use in their final design. Discuss with students how these tests will enhance various products, as well as exploring potential on-cost. For example, would a living room suite be cheaper if it did not use fire-resistant material? Would students be willing to pay extra it meant saving lives?

Students should write their conclusions and evaluation decisions on the Evaluation sheet.

Extension

Students present to the class a verbal account of their testing and a group design proposal for one of the design briefs. This can be a PowerPoint presentation using digital photography of their tests or a series of illustrations scanned into a computer.

Alternatively it can be an oral account of what they did using a mood board comprising their chosen fabrics.

The whole presentation should supported by a written evaluation report on the quality of their proposed new product.

Homework

Ask students to investigate two of the fabrics they tested, including five physical properties for each fabric and five products that are made from each fabric.

Visit this area of the website and describe four parts of a design that would need to be considered by designers when producing toys for young children.