Children often hear the word ‘quality’ used when the phrase ‘good quality’ is meant, and they come to think that this is what quality means. But products can be of varying quality. When products are being designed and made, the appropriate and desirable quality is set out in a ‘design specification’. The concept of quality in design and technology is one which children need to understand, and the following activity can help them to do this.

Ask pupils what they expect from a crisp. They should make a list, or draw a star diagram, to show what ‘quality’ they want from a crisp. They might think about these criteria: texture, flavour, appearance. Pupils should then compare their list with a partner. Where do they agree and where do they differ?

A star diagram

Then provide the class with several different makes or types of crisp for tasting (no more than six in total). Empty each type into a separately labelled bowl (label them for example P, Q, R, S, T, U). One or two of each type will be enough for each group to taste. Pupils should evaluate how far each type of crisp meets their quality standard. Each type can be scored against the star diagram. How do the different types compare?

There are good opportunities in this activity to link with science work, exploring the concept of ‘fair testing’.

9 Packaging with a purpose

Most crisp packaging today is made from metallised polypropylene film (flexible foil film). The class could make a collection of different crisp packets which they could use to study and evaluate the packaging and labelling. They might chart information such as:

• type of packaging materials
• colours and graphic styles used
• the information given about ingredients and nutrients, and the reasons why this is given

Then decide as a class how to make an interesting display of the packets and the information that has been gathered about them.

10 Learning about making techniques

SAFETY: this activity should be carried out under supervision, and children should be briefed fully on health and safety.

Before making a batch of crisps, pupils will need to learn about some of the different skills and techniques that may be needed, and try for themselves the process of making crisps. The class could be split into different groups, and each group then shares what they have found out with the rest of the class.

As part of this activity, you might want to:

• teach children how to peel potatoes and evaluate different peelers (as a result of this activity pupils could draw up a list of criteria they would expect from a good peeler)
• experiment with different cutters (e.g. vegetable knife, crinkle chip slicer, slicer attachment of a food processor) to see which makes the best crisp slices
• demonstrate methods for washing and drying the potato slices, e.g. using a sieve or colander, or kitchen paper
• try different vegetable oils for frying the crisps (this activity needs to be supervised at all times and pupils need to appreciate the dangers of hot fat; it is a good opportunity to reinforce teaching about safe working practice)
• test out different ways of flavouring the crisps, e.g. salt, black pepper, paprika, parmesan cheese, herbs, cheese or garlic powder (this activity will need some careful monitoring to consider what an appropriate flavouring might be and how it is to be added to maintain the texture, quality and flavour of the crisp, e.g. it needs to be sprinkled rather than drenched, applied dry rather than wet).

11 Designing our own

Explain to pupils that they are going to design their own variety of crisps and, in the following activities, set up a production line to do this. This will be a team exercise and could start with a group brainstorm. While brainstorming and generating ideas, pupils should think about the following questions:

• who will the crisps be for - what age and type of person?
• what needs are we meeting?
• whose tastes are we trying to satisfy?
• what will be different, or novel, about the crisps we make?
• how will we do this?
• are our ideas practical?
• what did we already learn about making crisps?
• how would we market and promote our crisps?

The outcome of this activity should be a design specification with which the team agrees to work.

12 Drawing up a production plan

The From Potato to Packet poster presents a clearly illustrated production line for manufacturing crisps. Ask pupils to produce a production plan for the crisp manufacture they are going to carry out.

It is important for pupils to realise that the purpose of this activity is to use their graphic skills to plan their production line and to think about time and group management. The objective is not to produce a beautifully illustrated picture.