 |
|
 |
For accessibility information on this site use accesskey "0"
Skip Navigation and go straight to the main content or use use accesskey "s"
|
|
|
 Reception |  Whole Class Project | Resistant Materials | Engineering |
| KS1 | Individual Project | Graphics | CADCAM |
| KS2 | Short Task | Food | Catering |
| KS3 | Research and Investigation | Textiles | Fashion |
| KS4 | Enterprise activity | ICT | Electronics |
| Post 16 | Product Analysis | Systems and Control | Structures |
| Embedding ICT in DT |
Lesson Context
This is one of three resistant materials units that focus on understanding materials: this one in year 7 on using and understanding materials; one in year 8 on exploring materials in greater depth; and one in year 9 on critically selecting materials. These units ensure progression in understanding about materials.
This is part of a series of three units in year 7 on understanding materials; there are equivalent units, with similar learning outcomes, on food and textiles. Together these units are expected to take 15-24 hours. It is important that the department plans as a team so that pupils are able to draw on knowledge, skills and understanding from across the units to reinforce their learning and avoid unnecessary repetition.
If you choose not to teach this unit, then plan to include the essential activities identified by the symbol as part of another unit.
If pupils are encouraged to use textiles in their design, they could work across materials.
Resources Needed
· a collection or pictures/photographs of similar products, eg containers, made from different materials and in other times, cultures and countries
· tools and equipment for processing materials, eg vacuum forming
· tools and equipment for carrying out material testing, eg strength testing
· computers for researching databases and analysing materials
· useful websites, eg
- www.design-council.org.uk
- www.youngeng.org
- www.incpen.org
- www.materialise.com
Teacher Preparation
It is helpful if pupils have:
· related the way things work to their intended purpose, the use of materials and components, people's needs, and what users say about them
· learnt how the working characteristics of materials relate to how they are used
· learnt how materials can be combined and mixed in order to create more useful properties
· learnt how structures can fail when loaded, and investigated techniques for reinforcing and strengthening them
· carried out simple tests on a small range of textiles which are suitable for a carrying device, for water resistance and strength
· joined and combined materials and components accurately in temporary and permanent ways, using framework materials and suitable textiles
Pupils should have gained the above knowledge, skills and understanding in years 5 and 6, through unit 5A 'Musical instruments' and unit 6A 'Shelters' in the key stage 2 scheme of work, or similar projects.
Project Brief
With increasing concern for the environment, there is likely to be greater demand for carrying devices which can be used when travelling on foot or on public transport. Research carrying devices that already exist in different parts of the world, and use this information to design and make an environmentally friendly carrying device for someone in your local community.
Design and Manufacture
Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks.
They:
* classify materials by their properties and sources, eg hard/soft, ferrous/non-ferrous metal, thermoplastic/ thermosetting plastic
* consider basic surface finishes, eg edge polishing acrylic, sealing wood, primer, undercoat and gloss paint on mild steel
* consider physical properties, eg the grain of wood, brittleness of acrylic, elasticity of PVC, malleability of aluminium
* become aware how the extraction, use and eventual disposal of some materials affect the natural environment.
Differentiation
At the end of this unit
Most pupils will:
select materials and components from a given range for particular purposes, considering their working properties, the available tools and equipment, and processes for working with the material; apply their understanding of how materials are classified according to their use, origin and properties; recognise that the properties of materials meet different needs; use their understanding of the limitations of materials to guide their ideas and help them make final decisions about which materials to use; combine materials and components to suit particular purposes; process materials to change their working properties and performance, applying an increasing range of cutting, shaping and forming techniques, as appropriate; choose from the range of finishing processes available to enhance the appearance of materials and improve their performance, eg sealing wood, and recognise where self-finishing techniques are available, eg edge polishing acrylic
Some pupils will not have made so much progress and will:
choose the most appropriate materials from those available and draw on some previous experience of working with materials; explain their choice of materials; cut, shape and form materials, as appropriate; select and use finishing techniques that are suitable for the product's end use
Some pupils will have progressed further and will:
draw on their knowledge of materials and processes; recognise the advantages and disadvantages of particular tools and equipment, and processes; make decisions which resolve conflicting demands, eg the cost with the suitability of a material for the chosen design; check that materials are capable of taking the desired form, have aesthetic appeal, are an appropriate weight and have other properties needed.
Additional Information
Out-of-school activities and homework
Pupils could:
· investigate the type of materials used at home for containers and carriers, relating them to their purpose and how they will be used
· examine packaging to evaluate how folds, tucks, adhesives, thickness of materials, reinforcements, weight and finish affect its performance
· examine a collection of similar objects, eg a range of telephones or calculators, including older models, to investigate the use of different materials. They could relate the materials to structural, functional and safety considerations, explore how they have been combined and finished, and how components have been used and organised
· develop a flow chart or storyboard explaining a particular processing technique, eg hardening or tempering metal, vacuum forming.
Download a WinZip file of the full Y7 SoW
Link URL: http://www.winzip.com
