 |
|
 |
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 unit is expected to take 15–24 hours.
This is one of three units that focus on using control: this one in year 7 on using electrical and mechanical control to control a display; one in year 8 on programming a computer-based controller when using control for security; and one in year 9 on designing and making electronic circuits for control when using control for electronic monitoring. (There is an option to introduce microcontrollers in year 9.) These units ensure progression in understanding a range of control technologies and their use in designing and making.
It is expected that pupils in all years will go beyond simply ensuring that control technologies work to designing, modelling and making products that incorporate control. This means there are opportunities to develop pupils' skills in both resistant materials and control.
This unit includes work on designing and making strong structures.
There is also an opportunity to teach graphic skills, eg lettering, that can be applied when working with different materials.
Resources Needed
· materials for making sheet and frame structures and mechanical elements, eg cams, levers, linkages
· sheet and frame samples for structural testing
· mechanical components, eg gears, axles
· electrical components, eg copper tape, LEDs, motors, buzzers, switches, resistors, wire
· equipment for modelling electrical circuits, eg mounted components, modelling software
· soldering equipment, eg irons, stands, solder, tools, connection blocks
· computers for running a control program, CAD (computer-aided design), CAM (computer-aided manufacture)
· useful websites, eg
– www.howstuffworks.com/microcontroller.htm
– www.dtonline.org/apps/menu/app.exe?2&1&0
– www.users.dircon.co.uk/~doctron/
– www.o2.org
Teacher Preparation
It is helpful if pupils have:
· learnt that differently shaped cams produce different movements
· explored the relationship between a cam and a follower
· considered the characteristics of a cam mechanism when designing
· tested mechanisms and made adjustments, where necessary
· learnt how structures can fail when loaded and used techniques for reinforcing and strengthening them
· modelled ideas for their own product using mechanisms, by using construction kits or making a model from a set of instructions
· included an electric motor in a simple circuit
· learnt that there are different sorts of switches
· controlled the speed and direction of movement using pulleys and/or gears
· used simple electrical circuits with switches to achieve functional results
Pupils should have gained the above knowledge, skills and understanding in years 5 and 6, through unit 5C 'Moving toys', unit 6A
'Shelters', unit 6C 'Fairground' and unit 6D 'Controllable vehicles' in the key stage 2 scheme of work, or similar projects.
Project Brief
Point-of-sale display
Point-of-sale displays, especially for new or seasonal products, are becoming increasingly sophisticated and attractive. Their design is constrained in a number of ways, eg they need to be cheap yet robust, to stand up safely to wear and tear without the need for supervision or constant maintenance, to be prominent without
getting in the way of customers.
Design an attractive, original and active or moving point-of-sale display to be placed somewhere in a shop or supermarket, eg on a shelf. The display can be for a real or imaginary new product or service. You might like to design a display that supports a charity or another cause you are interested in. You may work as part of a team during this assignment.
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:
o model, design and construct simple electrical control circuits that include switches and outputs in parallel and series, protection of LEDs and reversing control of motors
o classify motion into four kinds and describe mechanisms that can be used to change one kind of motion into another
o use cams and linkages to create a particular kind of motion
o design and carry out fair tests to compare the strength of frame and sheet structures
o design and make structures that are strong, using their knowledge of structural strength
o consider different approaches to product marketing
There are also opportunities for pupils to:
о solder components and wires together effectively and safely when constructing simple electrical control circuits
о use a range of graphic techniques to create lettering and recognise their relative merits in different situations
о select appropriate lettering styles for a particular purpose
о use levers to change the amount and force of a movement in a planned way
о use CAD/CAM (computer-aided design and manufacture), where appropriate, to produce high-quality lettering and other graphics, eg logos
Differentiation
At the end of this unit
Most pupils will:
draw on and use their understanding of electrical control, including the use of switches and the control of motors; work with a range of tools, equipment, materials and components, including electrical and mechanical control components, with some precision; draw on and use their understanding of motion and mechanisms, including cams, linkages and levers; draw on and use their understanding of structural design and strength for both frame and sheet structures; test and evaluate their product, showing that they understand the situation in which their design will have to function; produce a finished promotional display that is eye-catching, works as planned, combines materials realistically, informs, promotes the product in an appropriate way and reflects a group contribution; choose appropriately from a range of graphic elements and lettering
Some pupils will not have made so much progress and will:
work with some mechanical components, including cams, linkages and levers; work with some electrical components, including switches and motors; use frame and sheet structural elements; produce lettering for a particular purpose; produce a promotional display that is suited to its purpose, recognising what works well.
Some pupils will have progressed further and will:
make effective use of CAD/CAM to produce high-quality lettering and other graphics, eg logos; use modelling software to support the design of their control system, modifying their approach in the light of progress; produce a finished promotional display that is innovative and works effectively.
Additional Information
Out-of-school activities and homework
Pupils could:
· carry out a survey of shop displays
· collect examples of different approaches to advertising, to discuss in class
· investigate the input devices used in a range of products
· collect information on aspects of relevance to product marketing
Download a WinZip file of the full Y7 SoW
Link URL: http://www.winzip.com
