DESIGN & TECHNOLOGY

Grade 7 – Foundation
Extended Programme
Professor Vassen Naëck - Head, Curriculum Implementation, Textbook Development and Evaluation

DESIGN AND TECHNOLOGY PANEL

MAURITIUS INSTITUTE OF EDUCATION

Navin Hurreeram – Coordinator, Senior Lecturer, MIE

Ravindra Ramsamy – Lecturer, MIE
Damien Chavry – Educator
Yoosouf J. Jeetun – Educator
Nadeem M. Jugoo – Educator
Chundun Munraj – Educator
Nishal Teelokee – Educator

Design
Sanjna Kathapermall – Graphic Designer, MIE

© Mauritius Institute of Education (2019)

ISBN: 978-99949-44-78-1

Acknowledgements
The Design and Technology Panel wishes to acknowledge the contribution of:
– Aartee Jodheea, Educator
– Pravin Ujhoodha, Educator
– Muzaffar Jeetun, Student
– The Staff of the Design & Technology Department, MIE
– Dhiraj Khorugdharry, Photographic credit
– Majhegy Murden-Louise, Lecturer, MIE (Proofreading)

Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked.
All materials should be used strictly for educational purposes.

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 FOREWORD

We are pleased to offer you a new series of textbooks for the first cohort to embark on the
Extended Programme for the Nine Year Continuous Basic Education (NYCBE). These textbooks have
been designed in line with the National Curriculum Framework (NCF) and syllabi for Grade 7 (the
Foundation Year), Grade 8, Grade 9 and the Extended Year. This set of textbooks aims at providing
a smooth transition from Grade 6 so that learners gradually get initiated into the requirements of
secondary schooling. The content has been adapted to the needs of the learners in the Extended
Programme, designed to allow learners to progress at their own pace and attain the objectives of the
Nine Year Continuous Basic Education. As per the philosophy propounded by the NCF, the content
and pedagogical approach, as well as the activities, have been crafted to allow for an incremental
and continuous improvement of the learners’cognitive skills, ensuring that all learners complete
the four years of the Extended Programme. The content is contextual and based on the needs of
Mauritian learners. Care has been taken to provide the basics that should help every student develop
key competencies, knowledge, skills, attitudes and values that would make him or her a successful
learner for the grades beyond.
The comments and suggestions of a variety of stakeholders have been kept in mind while
designing these textbooks. We are especially appreciative of those made by Educators who have
been part of our validation panels, and whose suggestions emanate from long-standing experience
and practice in the field.
The production of this series of textbooks, within a relatively short period of time, has been a
challenge to the writers who have invested a considerable amount of time, effort and energy into the
process. I would, therefore, wish to thank all those who have been part of the whole process for the
time they devoted to it and for their perseverance. The panel coordinators are to be commended
for their leadership and insistence on maintaining the standard and quality of the textbooks, while
ensuring that the objectives of the National Curriculum Framework are translated in the content.
Every endeavour involves a number of dedicated, hardworking and able staff whose
contribution needs to be acknowledged. Professor Vassen Naëck, Head Curriculum Implementation
and Textbook Development and Evaluation, had the very demanding task of ensuring that all panel
leaders are adequately guided with respect to the objectives of the NYCBE, while ascertaining that
the instructional designs are appropriate for the age group being targeted.
I also have to acknowledge the efforts of the Graphic Artists and the Graphic Unit of the
MIE for putting in much hard work to ensure that MIE publications have a distinctive quality that
singles them out. My thanks go equally to the support staff who have worked hard to ensure that
everyone receives the necessary support within a work environment that is conducive to a creative
endeavour. I am thankful to all those who provided the support, both within and outside the MIE,
and to the Ministry of Education, Human Resources, Tertiary Education and Scientific Research for
giving us the opportunity to be part of the whole reform process.

Dr O Nath Varma
Director
Mauritius Institute of Education

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 PREFACE

Design and Technology forms part of a broad-based education in the secondary school curriculum
based on the design activity and the application of knowledge and practical skills. It is a subject
which promotes the holistic development of learners and fits well into the extended stream. Design
and Technology provides a rich and different learning experience to the learners by using activities
drawn from their immediate environment and through practical–based activities in order to develop
an awareness of the man-made world.

The following areas of study are included in this book for the Foundation Year:

• An introduction to Design and Technology

• Basic Geometrical Constructions
• Oblique Projection
• Material Technology
• Realisation

These areas of learning have been adapted to the abilities of the learners with a very friendly
presentation, including a variety of illustrations. Educators and learners are advised to pay special
attention to safe working practices during the realisation stages. The content materials in the
various units are not presented in an exhaustive way. Educators should develop additional resources
to enhance the learning experiences of students. Wherever relevant, notes have been included to
guide educators to develop the content of this resource book. To cater for the range of learning
abilities and preferences, activities have been graded as follows:

1. Basic: All learners are expected to tackle the activities without or with minimal
support.
2. Intermediate: Learners are expected to attempt the activities with some level of
educator’s guidance and peer support.
3. Enriching: Some learners are expected to attempt the activities without support
while others may need a varying level of support and guidance from educator and
peers.

Educators should be imaginative in implementing the content of this book to make learning joyful
and arouse the interest of learners in the subject. The authors wish that this book for the Foundation
Year offers a pleasurable teaching and learning experience in discovering the world of Design and
Technology.

The Design and Technology Panel,

Grade 7 – Extended Programme Foundation

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 TABLE OF CONTENTS

Unit 1 Introduction to Design and Technology 1

1.1 The design activity 1

1.1.1 Materials 1
1.1.2 Shape 2
1.1.3 Function 4
1.1.4 Safety 5
1.2 What is Technology? 6
1.3 Importance of Design and Technology in everyday life 7
1.3.1 Design and Technology at home 7
1.3.2 Design and Technology in the field of leisure 8
1.3.3 Design and Technology in agriculture 9
1.3.4 Design and Technology in the transport sector 10
1.3.5 Design and Technology in the construction industry 19
1.3.6 Design and Technology in the communication sector 24
1.3.7 Sustainable designing 26
1.3.8 Consolidation exercises 30

Unit 2 Basic Geometrical Constructions 33

2.1 Introduction 33
2.2 Measurement 33
2.3 Equipment used in Geometrical Constructions 34
2.4 Construction of circles 48
2.5 Bisecting of lines 53
2.6 Bisecting of angles 59
2.7 Construction of angles using a pair of compasses 63
2.8 Construction of polygons 71
2.9 Construction of rectangles 76

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Unit 3 Pictorial Projection (Oblique Projection) 81

3.1 Pictorial Projection 81

3.2 Oblique Projection 82
3.3 Material and equipment used for drawing in Oblique Projection 82
3.4 Identifying the height, width and depth 84
3.5 Using the square as the unit of measure 85
3.6 Drawing cuboids in Oblique Projection 87
3.7 Drawing shaped blocks in Oblique Projection 95

Unit 4 Material Technology 103

4.1 Introduction 103

4.2 Common materials used in our environment 104
4.3 Paper and Card 113
4.3.1 Common types of papers 115
4.3.2 Common types of cards 119
4.4 Making paper and card products 121

Unit 5 Realisation 137

5.1 Introduction 137

5.2 Realisation of desk tidy 141

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 Icons

Icons are included throughout the units to guide you through the textbook:

Note to Educators

Did you know? / More to know / You should know

Exercises / Consolidation Exercises

Observations

Characters

Note

Basic Activities

Intermediate Activities

Enriching Activities

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 Unit 1
Introduction to Design and Technology
Learning Objectives

At the end of this unit, you will be able to:

• list some factors affecting the design activity
• explain the importance of Design and Technology in our everyday life

Note to Educators : Show captivating video clips or pictures as an introduction

to the chapter to illustrate the importance of Design and Technology – e.g. car /
airplane manufacture.

1.1 The design activity

Look at the pictures shown in Fig. 1.1 and Fig. 1.2 and let us discuss some of their features.

1.1.1 Materials

In Fig.1.1, the house is made of iron sheets and wood. The house in Fig. 1.2, has been
constructed mainly using concrete.

Fig. 1.1 Fig. 1.2

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Activity 1 Basic

Identify materials used in pictures 1.1 and 1.2 and list these in Table 1.1. You can choose from
the list of materials given below.

Wood Plastic Glass Metal

Earth Rock Concrete Sand

Fig. 1 Fig. 2
Materials

From Activity 1, it can be observed that the

appearance of the house changes with the
use of different materials.

Table 1.1

1.1.2 Shape
Let’s consider another element in Figures 1.1 and 1.2, which is the shape.

A shape is the external contour or outline of Shape Name

an object.
............................................

Activity 2 Basic
............................................

Name some of the shapes shown in Table 1.2.

............................................

............................................

............................................

Table 1.2

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Activity 3 Intermediate

Study the house shown in Fig. 1.3. Identify the various shapes composing the design of the
house.

Fig. 1.3

Draw the identified shapes and label them in the table below.

Drawing of Shapes Name of Shapes

...................................................................

...................................................................

...................................................................

...................................................................

...................................................................

Table 1.3

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1.1.3 Function

An important consideration in the design of a product is its function.

Function means the use for which a product has been designed and also what are the
possibilities in terms of its operation.

Activity 4 Basic

Match the objects shown in Table 1.4 to their corresponding functions.

Object Function

NOTES NOTES

Nic
notese Carries school books and stationeries

Page 15 Page 16

Allows a person to move from one place to another

Helps people communicate

Tells us the time

Keeps notes and writings

Table 1.4

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1.1.4 Safety

Safety measures ensure the user’s health and well-being. Safety also means identifying any
potential dangers and how these can be reduced or eliminated.

Activity 5 Enriching

Fig. 1.4 shows a baby playing with a toy.

Fig. 1.4

List four safety features that the toy should have in order to prevent injuries and health
hazards.

1. .................................................................................................................................................

2. .................................................................................................................................................

3. .................................................................................................................................................

4. .................................................................................................................................................

Note to Educators : Guide learners to identify features like absence of sharp

edges and corners, use of non-toxic materials, absence of small parts which can
be swallowed, and use of soft–textured materials.

Through the various activities, we have investigated different factors such as materials,
function, shape and safety, which have to be considered when creating and realising
products. The process of creating products is called the design activity. Every product
which we use daily in our activities, be it at home, school, place of work or in our
environment has been designed.

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Activity 6 Enriching

Name three other factors which have to be taken into consideration during the design activity.

1. .................................................................................................................................................

2. .................................................................................................................................................

3. .................................................................................................................................................

Note to Educators:
• Factors such as method of construction, maintenance, finish, cost, availability
of materials and size can be considered.
• Consider representing factors through a chart.

1.2 What is Technology?

Technology is an integral part of our life. We use technological products everyday in all
our activities. Some examples are mobile phones, television sets, microwave ovens and
passenger buses.

Technology involves the creative use of materials, machines, tools and devices to help people
live easily and comfortably. Modern technology makes things work better, quicker and more
effectively. Consideration of safety is also an important aspect of technology.

Some products of technology are illustrated in Fig. 1.5.

Fig. 1.5(a) Drone Fig. 1.5(b) Laptop

Fig. 1.5(c) Photovoltaic Cell Fig. 1.5(d) 3D Printer

Note to Educators:
• Short video clips can be shown to illustrate the use of the products shown in
Fig. 1.5.
• Brainstorm on the use of each of the products shown in Fig. 1.5.

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1.3 Importance of Design and Technology in everyday life

Let’s investigate the application of Design and Technology in our everyday life.

1.3.1 Design and Technology at home

Life is much easier with a variety of gadgets and electronic devices at home.

Activity 7 Intermediate

Study the products given below and state their uses and advantages in our everyday life.

Products Use Advantage(s)

Table 1.5

Note to Educators:
• You can refer to other products used at home.
• Support students in identifying the advantages of using the products.

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1.3.2 Design and Technology in the field of leisure

Design and Technology helps us enjoy a variety of leisure and sports activities by providing us
with the necessary facilities and equipment.

Activity 8 Basic

In the table below, name each of the leisure / sports activities shown in the pictures and list
the products required for their practice.

Leisure / Sport Activity Name of Leisure / Sports Activity Products Required

Table 1.6

Note to Educators:
• You can refer to other products used for leisure purposes.
• You can talk about the materials used for making the products.

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1.3.3 Design and Technology in agriculture

Design and Technology plays an important role in providing the required tools, systems and
machineries to make agriculture–related work easier, safer and quicker.

Activity 9 Intermediate

The table below shows the pictures of various items used in agriculture. State the function of each.

Tools / Systems / Machineries Function

Table 1.7

Note to Educators:
• You can refer to other products used in agriculture.
• You need to talk about the safety measures to be taken while using the various
tools / machineries.

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Activity 10 Intermediate

Complete Table 8 with items used (materials, tools, equipment, etc.) in the different fields of
technology.

Technology Process Items Used

Information and Sending and receiving messages 1. Computers

Communication 2. .......................................................
Technology
3. .......................................................

Construction Building infrastructure 1. Cement

Technology 2. .......................................................
3. .......................................................

Transport Moving people and things from one 1. Cars

Technology place to another 2. .......................................................
3. .......................................................

Medical Providing health care 1. Medicines

Technology 2. .......................................................
3. .......................................................

Table 1.8

1.3.4 Design and Technology in the transport sector

The transport sector plays an important role in the development of the economy of a country.
Long ago, people used animals like the ox and the horse as means of transport. In some
countries, we still use these modes of transport.

Note to Educators: Show video clips on various transportation systems e.g cars
/ planes along with their construction.

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Activity 11 Basic

Table 1.9 shows some means of transport using animals. Name each one of them in the spaces
provided.

Means of transport Name

Table 1.9

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Nowadays, we use different modes of transportation depending on what we are moving, as

illustrated below.

Modes of Transport

Land Water Air

Roadways Railways Oceanic Inland Domestic International

Note to Educators: Give a brief explanation on the land, water and air modes of
transport, with examples.

The selection of a means of transport depends on how far we need to go and how fast we
need to get there.

Today, there are complex network of roads and railways crisscrossing our planet and vehicles
of all kinds are being used to help humans in their activities. Vehicles move across different
settings – planes fly in the air, cars drive on the road, boats move through the water and trains
move on their track.

Fig 1.6 illustrates some common ways of travelling by different means.

Fig 1.6(a) Cargo ship Fig 1.6(b) Car

Fig 1.6(c) Light rail Fig 1.6(d) Aeroplane

Fig 1.6

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Activity 12 Intermediate

The transport sector includes different modes of transport. Complete Table 1.10 by inserting
some examples for each mode of transport. One example has been given.

Roadways Railways Waterways Airways

1 Lorry Wagon Boat Helicopter

2 ........................................ ........................................ ........................................ ........................................

3 ........................................ ........................................ ........................................ ........................................

4 ........................................ ........................................ ........................................ ........................................

Table 1.10

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Evolution of the transport sector

The transport sector has steadily evolved over time. Fig 1.7 illustrates the changes in the car
industry.

Packard 840 Roadster, 1930s

Hillman Super Minx, 1960s

Honda Accord, 1990s

Porsche, 2010s

Fig 1.7

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Activity 13 Enriching

Study the three boats as shown in Fig 1.8. One was produced in year 2010, one in 1900 and
one in 1950.

(a) Classify the waterways transport in order of evolution over time.

A B C
Fig. 1.8

Boats Year
A
B
C
Table 1.11

(b) State some changes in characteristics of the three boats shown above in Table 1.11.

Changes brought during evolution

Ships Characteristics

A ....................................................................................................................................................................

....................................................................................................................................................................

B ....................................................................................................................................................................

....................................................................................................................................................................

C ....................................................................................................................................................................
...................................................................................................................................................................

Table 1.11

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Note to Educators:
• Guide learners to describe characteristics such as materials, shape, user
comfort, energy use (sea breeze, steam, petrol, gas, electricity), appearance
and speed.
• Talk briefly about the evolution of other modes of transport, e.g. train,
aeroplane.

Did you know?

The first functional vehicle was invented by Joseph Cugnot in 1769. It was the
first step in the era of automobile. In the year 1908, the model T Ford was the first
car to be produced in mass (Fig 1.9).

Fig 1.9

Materials used in the transport sector

There are a variety of materials used to manufacture products, used for transportation. For
e.g. steel, rubber, glass, GRP, aluminum, cast iron. Each material is chosen to offer certain
characteristics like impact strength, comfort, aesthetic qualities, corrosion resistance, light
weight and ease of processing. The products of transportation have greatly evolved over the
decades, becoming more sophisticated, better built and safer to use. This has largely been the
consequence of the evolution in the use of materials.

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Activity 14 Enriching

Complete Table 1.12 by inserting the names of materials used for each item related to products
of transportation and give reasons for using them.

Parts Material Used Reason for choice of material

Body

Steering wheel

Windscreen

Bumper

Engine block

Aircraft body

Space shuttle body

Table 1.12

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Note to Educators: Guide learners on the properties of materials with respect

to their use.

It is also good to point out that vehicles contribute to the pollution of the environment
through emission of toxic gases (Fig 1.20). Nowadays, safer and cleaner modes of transport
are being given much attention in research and development (Fig 1.21).

Fig 1.20 Emission of toxic gases

Fig 1.21(a) Electric driven car Fig 1.21 (b) Solar cells energy

Note to Educators:
• Elaborate on the innovation, comfort and safety brought to vehicles, e.g. rear
engine in public transport (buses, semi low and low floor chassis, controlled
entrance and exit doors etc.)
• Talk about safety tests and airbags in vehicles
• Elaborate on the electric/hybrid car

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1.3.5 Design and Technology in the construction Industry

Construction industry is an important sector of our national economy, engaged in the

preparation of land and construction, repairs of buildings, structures and roadwork. Designing
and use of technology in the construction industry are evolving with more attention given to
energy efficiency, reducing cost, facilitating construction and enhancing safety at work.

Fig. 1.22 illustrates some major infrastructural work in Mauritius.

Bagatelle shopping mall Airport terminal

New fly over at Phoenix Bagatelle Dam

Fig 1.22

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Activity 15 Intermediate
Table 1.5 shows pictures of some activities in the construction industry. Complete the table
by giving a description of the construction work.

Picture Description

Construction of port at harbour

Table 1.13

Note to Educators: Brainstorm on the importance of having these construction

works e.g. benefits to people.

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Evolution of houses

Long before, man lived in caves as shown in Fig 1.23(a). Gradually people started to build huts
with wooden frames structure with thatched roof [Fig 1.23(b)]. Later, construction of houses
involved the use of corrugated iron sheets supported on wooden structural frameworks [Fig
1.23(c)].

Fig. 1.23 (a) Fig. 1.23 (b)

Fig. 1.23 (c) Fig. 1.23 (d)

Nowadays we use modern materials to build houses. Glass, concrete, steel, plastics, aluminium
and several other materials are commonly used. With time, the design of houses has changed
into modern and eco-friendly ones [Fig. 1.23(d)].

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Activity 16 Basic

Study the four houses shown in Fig 1.24. Classify the houses in order of evolution over time
from ancient to modern one, in the box below.

A B

C D

Fig. 1.24

Ancient Modern

Note to Educators:
• Consider changes on aspects such as materials, shape, user comfort and
resistance to weather conditions.
• Talk briefly about evolution of houses.
• Use additional pictures or clips

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Activity 17 Intermediate

Table 1.14 shows pictures of some equipment used in the construction industry. Complete
the table by giving the use of each piece of equipment.

Picture Name Use

Table 1.14

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1.3.6 Design and Technology in the communication sector

People have always felt the need to communicate among
each other. In earlier times, messages were delivered by
beating drums or hollow tree trunks, giving indications
through smoke or with the help of a runner messenger
(Fig 1.25). Horses, camels, dogs, birds and other animals
were also used to send messages. We should be aware
that much of our total wake time is spent communicating
in some manner. The possible communication routes are
illustrated in Fig. 1.26. Fig 1.25 Runner delivering courier

16 % reading 9 % writing

30 % talking 45 % listening

Fig. 1.26

Design and Technology has significantly contributed in bringing about revolution in the field
of communication. Development of the telegraph, printing press, telephone, satellite, etc. has
made communication faster and easier.

For instance, the computer and the internet have opened up the world to us. We can reach
out to many people at the same time through the internet.

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Activity 18 Basic

Match the technologies listed in Table 1.15 used for communicating to the corresponding
images.

Technology Images

Optical fibre cable

Dish antennas

Radio

Television

Walkie-talkie

Fax machine

Video conferencing

Table 1.15
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1.3.7 Sustainable Designing

Over the years, many products have been designed and sold on the market to facilitate
the life of people. However, they have unintended side effects on people’s health and our
environment. There has been excessive consumption of non-renewable resources (Fig. 1.27)
and use of polluting industrial processes (Fig. 1.28).

Fig. 1.27 Deforestation Fig. 1.28 Factories releasing smoke

Now it is very important to design products that satisfy our needs while maintaining social,
economic and ecological stability and resources for the benefit of the future generation.
Design and Technology activities involve doing research to develop products which are
environmentally friendly and safe for people to use. For example, cars have been designed
to facilitate movement from one place to another. However, they are also major sources of
air pollution. So, the hybrid car (Fig.1.29) has been designed which uses a combination of a
petrol engine and an electric motor. This reduces the amount of carbon dioxide released in
the atmosphere.

Fig 1.29

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For producing electricity as well, technologies which are green, that is renewable energies
which do not cause air pollution, are being used more and more.

Fig.1.30(a) shows the use of wind energy for producing electricity. Fig 1.30(b) shows the
production of electricity using solar panels.

Fig 1.30 (a) Fig 1.30 (b)

Note to Educators: Mention schemes proposed to encourage the use of green

energies. For example, grants / loans given to individuals to produce their own
electricity by using photovoltaic cells. Talk about wind energy and solar energy
installations in Mauritius.

Products and materials can also be recovered and reused or recycled after their disposal.
Fig.1.31 shows creative ideas of reusing bottles to make greenhouses while Fig. 1.32 illustrates
an outdoor bench made of recycled plastic material.

Fig.1.31 Fig. 1.32

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Activity 19 Enriching

Buildings are also being designed so that they are more energy efficient. A good illustration is
the environmentally-friendly MCB building at St Jean, Quatre Bornes (Fig.1.33).

Fig. 1.33

List four ways in which the building is environmentally friendly.

1. .............................................................................................................................................................................

2. .............................................................................................................................................................................

3. .............................................................................................................................................................................

4. .............................................................................................................................................................................

Note to Educators: The following can be considered: rain water recovery, solar
heating, use of natural light, photovoltaic cells to generate electricity, and well
insulated buildings.

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Activity 20 Basic

Put a tick if you find it a good practice and a cross if it is a bad practice to save energy and
prevent pollution.

Picture Tick or cross Picture Tick or cross

Table 1.16

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Consolidation Exercises

Question 1 Intermediate
Look at the pictures below and complete the table.

Picture Name Function

Sofa To sit and relax on in the living room

..................................... .......................................................................................

..................................... .......................................................................................

..................................... .......................................................................................

..................................... .......................................................................................

Table 1.17

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Question 2 Enriching
Complete the crossword.

1
CROSSWORD 2

Machines and Appliances

3

21 down 16 down 22 across

4
5 6
7
8
9
19 down 4 across 18 across
10 11

12 13 1 down

2 across 14 across 17 across 14

15 16 9 down 13 down

10 across 20 down 17 18

19 20 21
8 across 11 down
6 down 12 across
22
23 23 across 19 across 5 across

15 across 3 across 7 across

camera projector car plug USB storage
battery keyboard headphone computer laptop
rocket printer cooker dishwasher plane
fridge loudspeaker mouse mobile phone washing
vaccum cleaner iron socket camcorder machine

Summary
So, in this unit we have learnt that the design activity is the source of all products
which we use or which are sold on the market. Using technology, these products
are manufactured and given new interesting features. Through Design and
Technology, we can develop products which are easy to use, comfortable, safe,
and beautiful while being highly functional and environmentally-friendly.

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 Unit 2
Basic Geometrical Constructions

Learning Objectives

At the end of this unit, you will be able to:

• convert centimetres to millimetres
• use a ruler to measure and draw lines in centimetres and millimetres
• draw circles to given radii and diameters
• divide lines into equal parts
• bisect angles using geometrical constructions
• construct angles using geometrical constructions
• construct squares and rectangles using appropriate techniques

2.1 Introduction

Measurements are helpful for engineers, architects and designers in design constructions. In
this unit, we will mainly focus on how to measure, draw and bisect lines accurately. Drawing
of circles, squares and rectangles is also included.

2.2 Measurement

Units of measurement are very important to learn as they give a clear indication of a
corresponding value. They are used in almost all of our daily activities. Some common values
which may be measured are distance, temperature, weight and capacity. Their corresponding
units of measurements are as follows:

1. kilometre, metre, centimetre or millimetre for distance;

2. degree centigrade for temperature;
3. tonne, kilogrammes or grammes for weight; and
4. litre, centilitre or millilitre for capacity.

In this unit, we will work on the measurement of distance only.

Note to Educators: Brainstorm on the importance of the use of standard units.

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2.3 Equipment used in Geometrical Constructions

Note to Educators: Show different measuring tools such as a measuring tape,

ruler, steel rule and metre rule.

In this unit, you are going to use different equipment. It is important for you to master the use
of each one of them in order to produce accurate pieces of work.

1. Ruler

In Design and Technology, millimetre is commonly used as the unit of distance. However,
some rulers may have their scale in centimetres. Therefore, you should be able to convert
centimetres to millimetres when required. This is illustrated in Fig. 2.1.

5 cm = 50 mm
Unit of Scale

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130 120 110 100 90 80 70 60 50 40 30 20 10 0

Unit of Scale You should know

Always start on the 0 mark when
measuring or drawing a line.
Note:
1 cm = 10 mm
Therefore, to convert cm
to mm, you will have to
multiply by 10.

Fig. 2.1

Note to Educators:
• Emphasise the importance of SI unit – standardisation and transfer.
• Application in all trades and as a life skill.
• Demonstrate the proper use of the ruler.

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 Design & Technology Grade 7 – Foundation
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Let’s measure line AB.

A B

To measure a line accurately, place the zero mark of your ruler at one end of the
Step 1
line (A), as shown below:

A B

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130

Read the distance at the other end of the line (B).

Step 2
In this case, the line is 7 cm long.

A B

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130

Step 3 To convert the dimension of the line in mm, multiply the value by 10.

In this example:

7 cm = (7 x 10) mm
7 cm = 70 mm

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Design & Technology Grade 7 – Foundation
Extended Programme

Activity 1 Basic
1. Use a ruler to measure the lines shown in Table 2.1. Give your answer in cm and mm.

SN. Lines Measurement Measurement

in cm in mm
(i)

(ii)

(iii)

(iv)

(v)

Table 2.1

2. In the space provided in Table 2.2, use a rule to draw lines of:

(i) 10 cm

(ii) 5 cm

(iii) 30 mm

(iv) 60 mm

(v) 110 mm

Table 2.2

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 Design & Technology Grade 7 – Foundation
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Now, let’s take a closer look at a ruler.

Between each centimeter (cm) mark, there are smaller marks called
millimetres (mm).

10 mm

1 mm

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130

Fig. 2.2
As you can see in Fig 2.2, each smaller mark represents a distance of 1 mm.

Note to Educators:
• Use a ruler to make students differentiate between the cm mark and the mm
mark.
• Pair / group students to encourage peer learning for the activities to come.
• Additional worked examples could be provided for practice.
• Emphasise the importance of the accuracy of measurements.

Let’s measure line AB.

A B

Step 1 Place the zero mark of your ruler at one end of the line (A), as shown in Fig 2.3.

A B

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130

Fig. 2.3
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Design & Technology Grade 7 – Foundation
Extended Programme

Step 2 Read the distance at the other end of the line (B) as indicated in Fig. 2.4.

A B

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130 120

Fig. 2.4
In this case, you may read 90 mm + 3 mm = 93 mm.

If you want to convert the length of the line in cm, divide the value by 10.

93 mm = (93 ÷ 10)
93 mm = 9.3 cm

Activity 2 Basic

1. Measure the length of the lines shown in Table 2.3. Give your answer in mm only.

SN. Lines Measurement

in mm
(i)

(ii)

(iii)

(iv)

(v)

Table 2.3
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 Design & Technology Grade 7 – Foundation
Extended Programme

2. In the spaces provided in Table 2.4, use a ruler to draw lines of the following lengths:

(i) 17 mm

(ii) 2.8 cm

(iii) 36 mm

(iv) 5.9 cm

(v) 112 mm

Table 2.4

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Design & Technology Grade 7 – Foundation
Extended Programme

3. Use your ruler to measure different objects found in your classroom. Some examples
are given in Table 2.5.

Object Sketch Dimension in cm Dimension in mm

Pencil ........................................... ...........................................

Table ........................................... ...........................................

Pencil Case ........................................... ...........................................

Book ........................................... ...........................................

Table 2.5

Note to Educators: Indicate which dimensions to be measured – width, height,

thickness or depth.

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 Design & Technology Grade 7 – Foundation
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2. Protractor

A protractor (Fig. 2.5) is commonly used to measure and draw angles in a range of 0°– 180°.
An angle is the space between two intersecting lines or surfaces at the point where they
meet. In order to use the protractor properly, you should know its different parts.

Degree Marks

Clockwise Degree Scale

Anti–clockwise Degree Scale

90

Protractor

Origin Base Line

Fig. 2.5

Note to Educators:
• Use a protractor to show its different parts.
• Demonstrate the use of the protractor on board and on paper – Reading and
drawing of angle.
• Lay emphasis on the importance of accuracy.
• Provide additional worked examples for practice.

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Design & Technology Grade 7 – Foundation
Extended Programme

Measuring angles using a protractor

Let’s measure the following angle using a protractor.

B C

Step 1 Place the base line of the protractor on line BC, with the origin on point B (Fig. 2.6).

90 A

B C
Protractor

Fig. 2.6

Step 2 Read the value of the angle on the anti–clockwise degree scale (Fig. 2.7).

90 A

B C
Protractor

In this case,
angle ABC = 40°.

Fig. 2.7

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 Design & Technology Grade 7 – Foundation
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Activity 3 Basic

Measure the angles shown in the table below.

(a) (b)

B C B C

(c) (d)
A

B C B C

(e) (f )

B C B C

Table 2.6

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Design & Technology Grade 7 – Foundation
Extended Programme

Drawing angles using a protractor

Let’s draw an angle: CAB = 60°.

Step 1 Draw a horizontal line (AB) using a ruler (Fig. 2.8).

A B

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130 120

Fig. 2.8
Place the origin of the protractor at one end of the line (A), with the base line
Step 2
placed on the line drawn as shown in Fig 2.9.

90

Protractor
A B
Fig. 2.9
Mark the 60° with a dot or an X at the edge of protractor using the anti–clockwise
Step 3
degree scale (Fig 2.10).

90 X

Protractor
A B
Fig. 2.10

44
 10
28

20
27

30
26

40
Design & Technology Grade 7 – Foundation

25
Extended Programme

50
24

60
23

70
22

80
21

90
20
Step 4 Draw a line joining one end of the line (A) and dot X as illustrated in Fig. 2.11.

100
19

110
18

120
17

130
16

140
15

150
14

160
13

170
12

180
11

190
10

200
9

210
90 X

220
7

230
6

240
5

250
4

260
3

270
s
tre
nti 2
me
280
1

290
Ce

Protractor
A B
0

300

Fig. 2.11

Step 5 Label the angle you have drawn (Fig. 2.12).

90 X

C
Protractor
A B

60°

A B
Fig. 2.12

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Design & Technology Grade 7 – Foundation
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Activity 4 Intermediate

Use a protractor to draw the angles indicated below:

(a) (b)

ABC = 45° XYZ = 50°

(c) (d)

QRS = 90° RST = 120°

(e) (f )

DEF = 135° JKL = 113°

Table 2.7

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 Design & Technology Grade 7 – Foundation
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3. A pair of compasses

A pair of compasses (Fig. 2.13) is commonly used to draw circles and arcs. You can use it to
draw circles and bisect lines as well as angles. However, you should know the different parts
of a pair of compasses and how to prepare it prior to use.

Hinge

Pencil
Pencil Holder:
This part is used to
hold and adjust the
height of the pencil.

Compass Needle

Prepare your set of compasses by aligning the tip of

the needle with the tip of your pencil.

Fig. 2.13

Note to Educators:
• Use a pair of compasses to show its different parts.
• Show how to adjust a pair of compasses properly.
• Demonstrate the use of the pair of compasses on the board and on paper.
• Lay emphasis on accuracy.
• Demonstrate the importance of centre lines when drawing circles.
• Provide additional worked example for practice.

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2.4 Construction of circles

A circle is drawn using a pair of compasses. Figure 2.14 below illustrates the different parts of
a circle.

Note to Educators: Illustrate the difference between radius and diameter.

Note:
R = radius
O
O = centre of the circle
Ø = diameter of the circle

Fig. 2.14

Observations:

u ‘O’ is the centre of circle and is located at the intersection of the two perpendicular
lines called the centre lines.
u The radius (‘R’) is the distance between the centre and the circumference of the
circle.
u The diameter (Ø)is twice the radius of the circle.

• In order to draw a circle, you need to adjust your pair of compasses to the
radius of the circle.
• If you are given the diameter of the circle, divide the diameter by 2 in order
to obtain the radius.

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Activity 5 Basic
Complete the table below.

SN. Radius Diameter

(i) 15 mm

(ii) 50 mm

(iii) 35 mm

(iv) 80 mm

(v) 28 mm

(vi) 140 mm

Table 2.8

Now, let’s draw a circle of radius 35 mm.

Step 1 Draw two perpendicular centre lines as shown in Fig. 2.15.

Note to Educators: Show how to

obtain the perpendicular centre
o lines using the protractor.

Fig. 2.15
Use a ruler to adjust a pair of compasses to the required radius. In this case, the
Step 2
radius is equal to 35mm.

Place the needle of the pair of compass exactly on the 0 mark and the pencil
exactly on the 35 mm mark (Fig. 2.16).

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
CentimetresFig. 2.16
300 290 280 270 260 250 240 230 220 210 200 190 180 170 0
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Design & Technology Grade 7 – Foundation
Extended Programme

Place the needle of the pair of compasses on the centre ‘O’ and then make a
Step 3 complete rotation of the pair of compasses to draw the circle as illustrated in Fig.
2.17.

Note to Educators:
Stress on the quality
O
of the lines.

Fig. 2.17

Activity 6 Intermediate

1. Draw the following circles. The centre lines have been drawn.

(a) Radius = 25 mm

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 Design & Technology Grade 7 – Foundation
Extended Programme

(b) Radius = 40 mm

(c) Diameter = 60 mm

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Design & Technology Grade 7 – Foundation
Extended Programme

(d) Radius = 7 cm

(e) Diameter = 32 mm

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2.5 Bisecting of lines

Lines can be bisected using geometrical constructions. The term ‘bisecting’ means dividing
into two equal parts. Some common examples of the use of bisection are:

1. bisecting a straight line into two equal parts;

2. drawing a perpendicular line from a given straight line; and
3. dividing a given line into multiple equal parts.

Note to Educators: Give a

brief illustration of the use
of bisection of lines on the
board.

Now that you are used to the different tools and equipment required, let’s
bisect a given straight line (AB).

30

0
29

10
28

20
27
A B

30
26

40
25

50
24

60
23

70
22

80
21

90
20

001
19

Equipment required for bisecting a line are:

11
18

0
12
17

0
13
16

0
14
15

0
501
14

1. Pair of compasses
16
13

0
17
12

0
18
11

2. Pencil
0
19
10

0
20
9

0
21

3. Ruler
8

0
22
7

0
23
6

0
24
5

0
25
4

0
26
re 3

0
s
27
im 2

0
et
802
Ce 1
nt
29
0

0
30
0

Note to Educators:
• Lay emphasis on accuracy – measurement of line and adjustment of compass
to the required dimension.
• Importance of the annotations.
• Stepwise explanation and demonstration.
• Allow students to repeat constructions stepwise.
• Differentiate between construction lines and outlines.

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With centre A and the pair of compasses set to a radius greater than half of
Step 1
distance AB, draw an arc above and below line AB (Fig. 2.18).

Demonstration Student practice

A B A B

Fig. 2.18

With centre B and the same radius, draw an arc above and below line AB to cut
Step 2
the first arcs to obtain points C and D (Fig. 2.19).

Demonstration Student practice

A B A B

Fig. 2.19

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 Design & Technology Grade 7 – Foundation
Extended Programme

Using a ruler and a pencil, join C to D to obtain the midpoint of the line AB at X
Step 3
(Fig. 2.20).

Demonstration Student practice

C
300

0
Centimetres
290

1
280

2
270

3
260

4
250

5
240

6
230

7
220

8
210

9
200

10
190

11
180

12
170

13

A B A B
160

14
150

15
140

16
130

17
120

18
19
110
100

20
21
90

22
80

23
70

24
60

25
50

26
40

27
30

D
28
20

29
10

30
0

Fig. 2.20

Demonstration Student practice

X
A B A B

Fig. 2.21

Measure distance AX and XB respectively and note whether they are equal.

55
Design & Technology Grade 7 – Foundation
Extended Programme

Activity 7

Intermediate

1. Bisect the following lines.

(a)

A B

(b)

(c)
A

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 Design & Technology Grade 7 – Foundation
Extended Programme

(d)
A

(e)

(f )

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Design & Technology Grade 7 – Foundation
Extended Programme

Enriching
2. Bisect the football pitch shown in Fig. 2.22 to draw the half-way line and then draw the
centre circle. The radius of the centre circle is 20 mm.

Fig. 2.22

Note to Educators:
Guide the students to make them achieve the following:
• Bisect the pitch to obtain the half–way line.
• Bisect the half–way line to obtain the centre mark.
• Use the centre mark to draw the centre circle.
Adjust the level of difficulty of the exercises according to the level of your students
– provide additional worked examples when needed.

3. Draw Fig. 2.23 below on a sheet of plain A4 paper using the appropriate constructions.
After completing the drawing, enhance it by using colours or doing collage.

30
Note to Educators:
• Give an explanation on how
to start the exercise.
• Use the protractor to obtain
perpendicular lines where
40
required.

= =
60 Fig. 2.23

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 Design & Technology Grade 7 – Foundation
Extended Programme

2.6 Bisection of angles

Now that you know how to draw angles using a protractor, we will see how to bisect angles.
Bisecting an angle is the action of dividing an angle into two equal angles using a pair of
compasses.

Let’s bisect angle BAC shown in Fig. 2.24.

Step 1 To measure a line accurately, place the zero

C mark of your ruler at one end
of the line (A), as shown below:

A B

Fig. 2.24

Adjust your pair of compasses to a reasonable radius (as shown in Fig. 2.25). Place
Step 2
the needle of your compass on point A.

A B

Fig. 2.25

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Design & Technology Grade 7 – Foundation
Extended Programme

Draw an arc across the angle, cutting line AB and AC at point D and E respectively.
Step 3
(Fig. 2.26)

A D B

Fig. 2.26

Place the needle of the compass on point E and draw a second arc. (Fig.
Step 4
2.27)

A D B

Fig. 2.27

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Using the same radius and point D as centre, draw another arc so that the two
Step 5
arcs intersect at point F. (Fig. 2.28)
C

E F

A D B

Fig. 2.28

Step 6 Rule a line from point A to point F as illustrated in Fig. 2.29.

C
30
29
28 0
27 10
26 20
25 30
24
E F
40
23 50
22 60
21 70
20 80
19 90
18 100
17 110
16 120
15 130
14 140
13 150
12 160
11 170
10 180
9 190
8 200
7 210
6 220
5 230
4 240
3 250
A 1
2
tre s
260
D B
ime C
270
0 t
Cen
280
290
300

E F

A D B

Fig. 2.29

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Design & Technology Grade 7 – Foundation
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Line AF divides angle BAC in two equal parts. You may check whether the angles
Step 7
are equal using a protractor. (Fig 2.30)

E F

90

Protractor A D B

Fig. 2.30

Activity 8 Intermediate

1. Use a pair of compasses to bisect the following angles.

A B P Q

R S X Y

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2.7 Construction of angles using a pair of compasses

Angles are commonly drawn using a protractor. You may, also, use your pair of compasses
to construct some basic angles. 60° and 120° angles are easy to construct. Let us start by
drawing an angle of 60°.

Construction of 60° angle.

Step 1 Start by drawing a line AB of 50 mm.

A B

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130

Set your pair of compasses to a radius of about half the dimension of line AB. Then
Step 2
using point A as centre, draw a semi-circle as illustrated in Fig. 2.31.

A C B

Fig. 2.31

Using the same radius and point C as radius, draw an arc to intersect the semi-
Step 3
circle at point D (Fig. 2.32).

A C B

Fig. 2.32

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Extended Programme

Use a ruler to draw a line from point A to point D as shown in Fig 2.33. Angle BAD
Step 4
will be 60°. Check it out using a protractor.

30

0
29

10
28

20
27

30
26

40
25

50
24

60
23

70
22

80
21

90
20

100
19

110
18

120
17

130
16

140
15
D

150
14

160
13

170
12

180
11

190
10

200
9

210
8

220
7

230
6

240
5

250
4

260
etr 3
270
es
ntim 2
280
1

290
Ce

A C B
0

300

60°
A C B

Fig. 2.33

Construction of 120° angle

Now, if you want to construct an angle of 120°, keep your pair of compasses to the same
radius and follow the following steps.

Use point D as centre and draw an arc to intersect the semi-circle at point E (Fig.
Step 5
2.34).

D
E

A C B

Fig. 2.34

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 Design & Technology Grade 7 – Foundation
Extended Programme

Use a ruler to draw a line from point A to point E (Fig. 2.35). Angle BAE will be
Step 6
120°. Check it out with your protractor.

0
30

10
29

20
28

30
27

40
26

50
25

60
24

70
23

80
22

90
21

100
20

110
19

120
18

130
17

140
16

150
15

160
14

170

D
13

180
12

E
190
11

200
10

210
9

220
8

230
7

240
6

250
5

260

60°
4

270
es
3

etr 280
ntim
2

Ce 290
1

300
0

A C B

D
E

120°

A C B

Fig. 2.35

65
Design & Technology Grade 7 – Foundation
Extended Programme

Activity 9 Enriching

(a) Draw a line AB of 60 mm and construct an angle of 60°.

(b) Draw a line AB of 85 mm and construct an angle of 120°.

Now that you have learnt how to construct angles of 60° and 120°, let’s consider
the possibilities of drawing other angles.

Construction of 30° and 15° angles

60°

120°

D 30°
E
30°
15°
60°
15°
180° 60° 0°
A C B

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 Design & Technology Grade 7 – Foundation
Extended Programme

Repeat construction for drawing an angle BAD of 60°.

a) If angle BAD is bisected, an angle BAF of 30° will be obtained. You need to reproduce the
techniques acquired in Section 2.2 used for bisecting an angle.
D
F

30°
A C B
Fig. 2.36

b) If the angle BAF is bisected, an angle of 15° will be obtained.

D
F

15°
A C B
Fig. 2.37

Now let’s see how to construct an angle of 90°.

Repeat the procedures for drawing angles of 60° and 120° to obtain point D and
Step 1
E as illustrated in Fig. 2.38.

D
E

A C B
Fig. 2.38

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Design & Technology Grade 7 – Foundation
Extended Programme

Step 2 Use point D as centre to draw an arc.

D
E

A C B
Fig. 2.39

Using the same radius and point E as centre, draw an arc to intersect the first arc
Step 3
at point F.
F

D
E

A C B

Fig. 2.40

Step 4 Draw a line from point A to F.

D
E

90°
0°
A C B

Angle BAF will be 90°.

Fig. 2.41

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 Design & Technology Grade 7 – Foundation
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Activity 10 Intermediate
In the space provided below:

(a) Daw a line of 55mm and construct an angle of 30°

(b) Draw a line of 75 mm and construct an angle of 90°

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Design & Technology Grade 7 – Foundation
Extended Programme

(c) Draw a line of 50 mm and construct an angle of 150°

(d) Draw a line of 80 mm and construct an angle of 45°

(e) Draw a line of 40mm and construct an angle of 15°

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 Design & Technology Grade 7 – Foundation
Extended Programme

2.8 Construction of polygons

Polygons are plane figures having a minimum of 3 sides and angles. Regular polygons can
be easily constructed using a pair of compasses. In this unit, we will focus on the following
regular polygons:

1. Squares
2. Rectangles

Construction of Squares

The square is a polygon having its four sides and angles equal (Fig. 2.42). The sum of the
interior angles is equal to 360°; each angle is equal to 90°.

D C

A B

Fig. 2.42

Let’s consider the construction of a square ABCD having the length of one
side equal to 50mm.

Step 1 Start by drawing a line AB of 50mm to represent one side of the square.

A B

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Design & Technology Grade 7 – Foundation
Extended Programme

Draw a perpendicular line from AB starting at A as shown in Fig 2.43. Use the
Step 2
construction method of drawing a 90° angle.

A B
Fig. 2.43
Adjust your compass exactly on the side AB and transfer dimension on
Step 3
perpendicular line to obtain point D. (Fig 2.44)

A B

A B
Fig. 2.44
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Step 4 With the same radius and point D as centre, swing an arc. (Fig 2.45)

A B

Fig. 2.45

With the same radius and point B as centre, swing an arc intersecting the previous
Step 5
arc. Label the point of intersection as C. (Fig 2.46)

D C

A B

Fig. 2.46

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Step 6 Join points A to D, D to C, and C to B to obtain square ABCD. (Fig 2.47)

D C

A B

Fig. 2.47

Activity 11 Intermediate

In the space provided below construct the following squares:

a) MNOP - Side = 55 mm

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 Design & Technology Grade 7 – Foundation
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b) PQRS - Side = 70 mm

c) WXYZ - Side = 32 mm

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Design & Technology Grade 7 – Foundation
Extended Programme

2.9 Construction of rectangles

Just like a square, a rectangle comprises of 4 right angles and 4 sides. However, in this case,
only the opposite sides are equal. A rectangle can be easily constructed using a pair of
compasses and a ruler.

D C

Side AB = Side DC
Side AD = Side BC

A B
Fig. 2.48

Let’s consider the construction of a rectangle ABCD (Fig 2.48) having

dimensions 60mm x 30mm

Step 1 Start by drawing a line AB representing one side of the rectangle equal to 60 mm
(Fig. 2.49).

A B

Fig. 2.49

Step 2 Draw a perpendicular line from to AB starting at A (Fig 2.50).

A B
Fig. 2.50

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 Design & Technology Grade 7 – Foundation
Extended Programme

With your pair of compasses adjusted to the dimension of the width, i.e. 30mm,
Step 3
use A as centre point and draw an arc to cut perpendicular line at D as shown in
Fig 2.51.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150

A B
Fig. 2.51

Adjust your pair of compasses to the dimension of the longer side, i.e 60mm and
Step 4
using point D as centre, draw an arc (Fig 2.52).

D C

A B
Fig. 2.52
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Design & Technology Grade 7 – Foundation
Extended Programme

Adjust your pair of compasses to the dimension of the shorter side, i.e. 30mm and
Step 5
using point B as centre, draw an arc to intersect the first arc at point C. (Fig 2.53)

D C

A B

Fig. 2.53

Step 6 Join points A to D, D to C, and C to B to obtain the rectangle ABCD. (Fig 2.54)

D C

A B

Fig. 2.54

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Activity 12 Intermediate

In the space provided below construct a rectangle having the following dimensions:

a) 65 mm x 30 mm

b) 45 mm x 70 mm

c) 52 mm x 28 mm

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Extended Programme

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 Unit 3
Pictorial Projection : Oblique Projection
Learning Objectives

At the end of this unit, you will be able to:

• identify Oblique Projection
• draw cuboids and shaped blocks in Oblique Projection
• apply simple colouring techniques to enhance the cuboids and shaped
blocks drawn in Oblique Projection

3.1 Pictorial Projection

Pictorial projection is a method of drawing objects in 3-dimension (3D) such that they look
like pictures.

There are several types of pictorial projections, as illustrated below in Fig 3.1.

1. Oblique Projection 2. Isometric Projection

3. Perspective Projection 4. Planometric Projection

Fig. 3.1 Pictorial Projection

This year you are going to learn how to draw in Oblique Projection only.

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3.2 Oblique Projection

Some examples of objects drawn in Oblique Projection are shown in Fig. 3.2.

1. Cuboid 2. Shaped block

Fig. 3.2 Oblique Projection

3.3 Materials and equipment used to draw in oblique projection

To draw in oblique projection, you will need:

1. square grid paper

2. an HB Pencil
3. a Ruler

Square grid is composed of both horizontal and vertical lines (Fig. 3.3).

Horizontal Lines Vertical Lines Square Grid

Fig. 3.3

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Activity 1 Basic
Complete Table 3.1 by matching the names of items from Column A to the pictures of items
in Column B.
Column A Column B
Material Name Picture

Ruler

Pencil

03
0 92
10 82
20 72
30 62
40 52
50 42
60 32
70 22
80 12
90 02
10 91
0
11 81
0
12 71
0
13 61

Eraser
0
14 51
0
15 41
0
16 31
0
17 21
0
18 11
0
19 01
0
20 9
0
21 8
0
22 7
0
23 6
0
24 5
0
25 4
0
26 3
0
27 ser 2
0 te
28 mi 1
0 tn
29 eC 0
0
30
0

Square Grid Paper

Table 3.1

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3.4 Identifying the height, width and depth

Study Fig. 3.4, which shows a cuboid drawn in Oblique Projection.

Height

Depth

Width

Fig. 3.4

Observations

1. The height is drawn on the vertical axis.

2. The width is drawn on the horizontal axis.
3. The depth is drawn on an axis inclined at 45°.

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3.5 Using the square as the unit of measure

When using the square grid to draw in Oblique Projection, the square is used as the unit of
measure.

Height

1
0
1 2 3 4 5 6
Width
Fig. 3.5

Note to Educators: Illustrate clearly the counting of squares on the board and on
square grid paper.

Observations

From Fig. 3.5, we can retrieve the following dimensions:

1. Height = 4 squares
2. Width = 6 squares

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Activity 2 Basic
Complete Table 3.2 below by counting and inserting the value for the height and the width.

Height Width
SN. Square unit(s) (Number of Units on (Number of Units on
the vertical axis) the horizontal axis)
(i)

(ii)

(iii)

(iv)

(v)

Table 3.2

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3.6 Drawing cuboids in Oblique Projection

A cuboid is a box-shaped object. It has six flat sides and all angles are at right angle.

Let’s consider the drawing of the cuboid in Oblique Projection, shown in Fig. 3.6.

Height
4 3
3 2 Depth
2 1
1
0
1 2 3 4 5 6
Width

Fig. 3.6

Observations

From Fig. 3.6, the following dimensions can be identified:

1. Height = 4
2. Width = 6
3. Depth = 3

Note to Educators:
• Use a model of a cuboid to explain its characteristics.
• Consider a practical session on drawing of lines on the square grid paper
before tackling Oblique Projection.

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Start by drawing the front view of the cuboid, as shown in Fig. 3.6(a), on the
Step 1
square grid provided in Fig. 3.6(b).

Count the exact number of squares.

Fig. 3.6(a)

Fig. 3.6(b)

Note to Educators:
Lay emphasis on:
• Quality of lines – construction and outline.
• Accuracy – drawing exactly on the lines of the grid.
• Stepwise explanation and demonstration.
• Allowing students to repeat construction stepwise.

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Step 2

Drawing the depth

Note:
• The depth of the object is represented by drawing a diagonal line at an angle of 45°.

A line across the diagonal corners of each square on the grid will give you
an inclined line of 45°, as shown in Fig. 3.7.

• The depth lines can be drawn either to the right or to the left of the front face
depending on the direction in which you look at the object.

4 4
3 3
2 2
1 1
45° 45°
0 0

Fig. 3.7

Project the depth line at 45° from each corner of the square using thin lines in Fig. 3.8(b), as
shown in Fig. 3.8(a).

Fig. 3.8(a) Fig. 3.8(b)

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Mark out the depth along each 45° inclined line by counting 3 squares on the
Step 3
depth lines, as shown in Fig. 3.9(a). Then, draw the depth lines using thick lines.

3
2
1

Fig. 3.9(a) Fig. 3.9(b)

Join the edges to complete the drawing of the cuboid in Oblique Projection, as
Step 4
shown in Fig. 3.10(a).

Fig. 3.10(a) Fig. 3.10(a)

A variety of colouring media can be used to enhance the three faces, the front,
Step 5
the top and the side (Fig. 3.11).

TOP

SIDE

FRONT
Fig. 3.11

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Note to Educators: Consider demonstrating appropriate colouring techniques

on the board and on paper as well.

In this exercise, make use of coloured pencils to colour the front red, the top yellow and the
side blue, as shown in Fig. 3.12(a).

Fig. 3.12(a)

Fig. 3.12(b)

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Activity 3 Intermediate
The front faces of cubes and cuboids are shown below in Table 3.3.

Draw them in Oblique Projection and apply colour to enhance the drawings.

3 Deep
B

2 Deep
C

4 Deep
Table 3.3
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5 Deep
E

3 Deep
F

2 Deep

Table 3.3

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4 Deep
H

5 Deep
I

1 Deep

Table 3.3

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3.7 Drawing shaped blocks in Oblique Projection

A shaped block is a solid object having different shapes. Some examples of shaped blocks
drawn in oblique projection are given in Fig. 3.13 below:

Fig. 3.13 Shaped blocks in Oblique Projection

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Now, let us consider the drawing of the L–shaped block shown below in
Oblique Projection (Fig. 3.14).

Fig. 3.14

The front face of the shaped block is shown in Fig. 3.15.

3 Deep
Fig. 3.15

Observations

1. The outer shape of the cuboid may be considered as a crate that contains the
front face of the shaped block with:

• width = 5 squares
• height = 4 squares
• depth = 3 squares

2. The front face of the crate has the following dimensions:

• a width of 5 squares
• a height of 4 squares Note to Educators: Emphasis should be
laid on exact counting of the height.

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Draw the front face of the crate in thin lines in Fig. 3.16(b) by using the width and
Step 1
the height as shown in Fig. 3.16(a).

• width = 5 squares
• height = 4 squares

Fig. 3.16(a) Fig. 3.16(b)

Draw the depth lines of the crate in thin lines. It is equal to the given depth of the
Step 2
shaped block.

Fig. 3.17(a) Fig. 3.17(b)

Note to Educators: Explanation and illustrations should be given on how to

draw the depth lines appropriately.

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Step 3 Join the ends of the depth lines using thin lines to obtain the crate [Fig 3.18(a)].

Fig. 3.18(a) Fig. 3.18(b)

From each corner of the front face draw the oblique depth lines as shown in Fig
Step 4
3.19(a).

Fig. 3.19(a) Fig. 3.19(b)

From each corner of the front face draw the oblique depth lines as shown in Fig
Step 5
3.20(a).

Fig. 3.20(a) Fig. 3.20(b)

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Join the ends of the depth lines with lines parallel to the lines on the front face
Step 6
[Fig 3.21(a)].

Fig. 3.21(a) Fig. 3.21(b)

Step 7 Draw all the visible edges of the shaped block using thick lines [Fig 3.22(a)].

Fig. 3.22(a) Fig. 3.22(b)

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Activity 4 Enriching

Draw the following shaped blocks in oblique projection. Use colours to enhance your drawing.

3 Deep

2 Deep
C

2 Deep

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E 2 Deep

3 Deep

2 Deep

Table 3.4

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 Unit 4
Material Technology
Learning Objectives

At the end of this unit, you will be able to:

• list different types of materials used in our everyday life
• list the general properties and uses of paper
• list the general properties and uses of cards
• use basic tools and techniques safely, to mark, cut, join and finish paper
and card, in the realisation of artefacts

4.1 Introduction

In our everyday life, we make use of different types of products which have been made using
particular materials or a combination of materials. Each material has its specific properties
which makes it suitable for the manufacture of certain products.

Below are some common properties of materials:

• Tough

• Brittle Glass - brittle

material
• Hard

• Malleable
Wood - heat
• Resistant to corrosion resistant

• Conductor of heat Copper - good

conductor of heat
and resistant to
• Conductor of electricity corrosion

Note to Educators: Explain briefly each of the properties illustrated.

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4.2 Common materials used in our environment

Let’s consider different materials which we commonly use in our everyday life.

Activity Basic

Fill in the chart below to show the different materials used in our immediate environment.

Ceramic

........................... ...........................

........................... Materials ...........................

........................... ...........................

...........................

Note to Educators: Guide learners to identify various objects / products which

they use or see around them and identify the materials from which they are made.

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There are a variety of materials which are available for making products.

Some common types of materials which we use are:

1. Wood

Wood is commonly used for the manufacture of furniture, doors, and boats. Examples of
wood are pine, teak and oak. However, we should be aware that the use of wood results in
the cutting down of trees.

Fig. 4.1(a) Boat Fig. 4.1(b) Stool

Activity 2 Intermediate
Identify four products / items made of wood and fill in the table below.

SN. Name of product / item Sketch or picture One reason why wood is
suitable for making the
product

(1)

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(2)

(3)

(4)

Table 4.1 Items mode of wood

Note to Educators: Assist learners in describing the reasons for using wood by
considering some basic properties.

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2. Metal

There is a wide range of metals with different properties which are commonly used. This
makes the manufacture of different types of products possible, ranging from a simple hook
to a rocket. Some examples of metals are aluminium, mild steel, silver and cast iron.

Fig. 4.2(a) Gate Fig. 4.2(b) Plane

Activity 3 Intermediate
Identify four products / items made of metal and fill in the table below.

SN. Name of product / item Sketch or picture One reason why metal is
suitable for making the
product

(1)

(2)

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(3)

(4)

Table 4.2 Items made of metal

Note to Educators: Assist learners in describing the reasons for using metal by
considering some basic properties.

3. Plastics

The use of plastic has increased in the past decades. The Initially, car lenses were made of
wide variety of plastic provides much scope during the glass, but now, they are often made
of plastic.
designing stage.

Fig. 4.3(a) Toys Fig. 4.3(b) Plastic Bottles Fig. 4.4 Car parts made of plastic

Car bumpers were previously made

of metal, but now, they are often
made of plastic.

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Activity 4 Intermediate
Identify four products / items made of plastic and fill in the table below.

SN. Name of product / item Sketch or picture One reason why plastic is
suitable for making the
product

(1)

(2)

(3)

(4)

Table 4.3 Items made of plastic

Note to Educators: Assist learners in describing the reasons for using plastic by
considering some basic properties.

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4. Concrete

Previously most of the houses in our country were made of iron sheets, stones and timber.
However, houses are now mostly constructed in concrete.

Fig. 4.5(a) House made of concrete Fig. 4.5(b) Decorative slabs

Activity 5 Intermediate
Identify three products / items made of concrete and fill in the table below.

SN. Name of product / item Sketch or picture One reason why concrete
is suitable for making the
product

(1)

(2)

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(3)

Table 4.4 Products made of concrete

Note to Educators:
• Help students consider products made of concrete other than houses, for
example slabs, garden benches and water tanks.
• Assist learners in describing the reasons for using concrete by considering
some basic properties.

5. Ceramics

Ceramic has a wide range of applications because of their characteristics. Ceramics are used
to make common products like tiles [Fig. 4.6 (a)] and spark plugs [Fig. 4.6 (b)] as well as
sophisticated equipment like space ships [Fig. 4.6 (c)].

Fig. 4.6(a) Tiles Fig. 4.6(b) Spark plug

Note to Educators: Give a brief

explanation on the use of ceramic in the
coating of spaceships. Refer to its ability
to resist extreme temperatures.

Fig. 4.6(c) Spaceship

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Activity 6 Intermediate
Identify three products / items made of ceramic and fill Table 4.5.

SN. Name of product / item Sketch or picture One reason why ceramic
is suitable for making the
product

(1)

(2)

(3)

Table 4.5 Products made of ceramic

Note to Educators: Assist learners in describing the reasons for using ceramic by
considering some basic properties.

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4.3 Paper and Card

Paper is one of the most commonly used materials. Paper exists in different sizes, colours and
surface finishes. Cards consist of the same raw material as paper, that is, wood pulps. The main
difference between paper and card is in terms of thickness.

Fig. 7 represents the layout of different sizes of paper available on the market.

A6 A6
A4
A5
A2
A3
A0
A1
Fig. 4.7 : Layout of different sizes of paper

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Activity 7 Intermediate
Measure the following paper sizes and note down their dimensions in the table below.

SN. Paper Size Measurement

(i) A3 ................................ x................................

(ii) A4 ................................ x................................

(iii) A5 ................................ x................................

(iv) A6 ................................ x................................

(v) A2 ................................ x................................

(vi) A1 ................................ x................................

Table 4.6 Paper sizes

Note to educators:
• Use an A3 sheet of paper to determine its dimensions. For other paper sizes,
demonstrate learners how to fold the same A3 size paper to half its size to
obtain A4 and continue the exercise till the size A6 is obtained.
• Consider also using 2 sheets of A3 paper to represent A2 and 4 sheets of A3
to represent A1.

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4.3.1 Common types of papers

SN. Types of paper Properties Uses

(1) Cartridge paper Cartridge paper is a high quality For drawing purposes
paper. It is strong with a grade (sketch pads)
of texture which makes it
suitable for drawing purposes.

(2) Newsprint paper Newsprint paper is not very Newspapers and billboards
durable and is a low cost paper.
It is available both in rolls and
sheets. It is made of recycled
material.

(3) Groundwood paper Groundwood paper is more Magazines, telephone

durable than newsprint paper. directories and catalogues
However, it tends to turn yellow
when exposed to light for a long
period of time.

(4) Coarse paper Coarse paper is a heavy duty Cement packaging and
paper and it can resist heavy grocery bags
weight. It has a high tear
resistance.

(5) Absorbent paper Absorbent paper is a soft quality Tissue paper and
paper with a high capacity to absorbent kitchen paper
absorb liquids.

(6) Tracing paper Tracing paper is translucent. For tracing, usually for
It is available in sheets. reproduction of drawings

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Activity 8 Enriching
Collect different types of paper which you encounter in your everyday life. Glue the sample
collected in the space provided below in Table 4.7 and then include the following information
in the table provided.

a. Use(s)
b. Properties
c. Colours

Note to Educators:
• Guide learners on the types of paper to collect and stick. Assist them as they
observe the features and details on the samples.
• Properties refer to simple observable performance like resistance to water,
resistance to tearing, ability to write on, etc.
• Learners can also be asked to produce a poster (in groups) on types of cards
in addition to this activity.

Sample 1 Properties:

Use(s):

Colour:

Any other
information:

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Sample 2 Properties:

Use(s):

Colour:

Any other
information:

Sample 3 Properties:

Use(s):

Colour:

Any other
information:

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Sample 4 Properties:

Use(s):

Colour:

Any other
information:

Sample 5 Properties:

Use(s):

Colour:

Any other
information:

Table 4.7
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4.3.2 Common types of cards

Types of card 1. Cardboard 2. Corrugated board 3. Duplex board is a

(also known as is made up of a sheet of double-ply
paperboard) is often corrugated layer, paper.
made of recycled sandwiched between
material. two outer layers.

Properties It can be laminated It is cheap and can Duplex board has

together to create a carry heavy loads. a distinctly smooth
thicker material. surface. The exterior of
the board is very often
coated to make it more
water-resistant and to
give it a glossy finish.
Uses Packaging such as for Corrugated boxes for Medicine packaging
cereal boxes and other packaging of heavy and garment boxes.
small consumer goods. items like television When laminated with
sets, washing machines, other materials, it is
etc. also used for food
packaging.

Activity 9 Enriching
Collect different types of cards which you encounter in your everyday life. Place the sample
collected in the space provided in the Table that follows. Then, include the following information.

a. Use(s)
b. Properties
c. Colours

Note to Educators: Guide learners on the types of papers to collect and stick.
Assist them as they observe the details on the samples.

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Sample 1 Properties:

Use(s):

Colour:

Any other
information:

Sample 2 Properties:

Use(s):

Colour:

Any other
information:

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Sample 3 Properties:

Use(s):

Colour:

Any other
information:

Table 4.8 Types of Cards in daily life

4.4 Making paper and card products

Paper and card are versatile materials which can be worked out easily without the use of
sophisticated tools and equipment. Tools like scissors, steel rules and cutters which are easily
available and not too expensive can be used. In order to have a good knowledge and to
develop the skills of working with paper, let’s consider the making of a ‘desktop name tag’ as
shown in Fig. 4.8.

Fig. 4.8 Desktop name tag

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For this exercise, we will be using cartridge paper or any other suitable type of paper.

The template of the name tag is given below.

Folding Line

Folding Line
Folding / Gluing Tab

Fig. 4.9 Template of the name tag

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Activity 10 Intermediate
You will be required to follow the procedure stepwise to make your own ‘desktop name tag’
using the template. Remember that you have to follow all safety procedures during the process.

Note to Educators:
• Lay emphasis on safety
• Instead of cartridge paper, any other paper / card material can be used, for
example, Bristol paper.
• The proposed design / template of the name tag can be changed.

1. Marking process

Marking out is the process of drawing the layout of your design on your working material
(workpiece). During this process, the following tools may be used:

• Pencil
• A pair of compasses
• Ruler / steel rule
• Set squares
• French curve
• Flexible curve Fig. 4.10 Tools used for marking out
• Templates
Using the set square, ruler, pencil and a pair of compasses, draw your final design on the
workpiece.

Fig. 4.11 The marking process

Note to Educators: Learners can cut the template given (Fig. 9) and glue it on a
piece of card as well.

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1. Cutting process

The cutting process involves the removal of excess material. During this process, you have to
cut the layout of the design from the workpiece.

The following tools are commonly used for cutting paper and card:

• A pair of scissors
• A paper cutter / guillotine
• A cutter / craft knife

SAFETY FIRST / SAFETY CONSIDERATIONS

During the cutting process, you are going to manipulate different types of cutting
tools. This means that you should:

• always wear appropriate protective equipment where required, for example

wear a pair of gloves; and
• behave in a responsible way.

1. A pair of scissors

A pair of scissors is used to cut thin sections of paper and card. It is most appropriate to cut
curves and complex shapes.

Fig. 4.12 A pair of scissors

SAFETY FIRST / SAFETY CONSIDERATIONS

• Beware of the pointed tip of the scissors.

• Place your fingers away from the cutting edges before proceeding.

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2. Cutter or craft knife

Cutter and craft knife are two different tools, which have the same function. That is, to cut
complex shapes. However, a cutter (Fig. 4.13(a)) is more appropriate to cut cards, while a craft
knife (Fig. 4.13(b)) is more appropriate to cut paper. A cutter can be ideally used to cut straight
edges with the use of a steel rule.

Fig. 4.13(a) Cutter Fig. 4.13(b) Craft knife

In order to protect your working surface, it is always a good practice to make use of a cutting
mat (Fig. 4.13 (c)) while using these types of tools.

Fig. 4.13(c) : Cutting Mat

SAFETY FIRST / SAFETY CONSIDERATIONS

• Beware of the pointed tip and cutting edge of the cutter.

• Hands and body should be away from the cutting direction.
• The blade of cutter should not extend more than required.
• The cutter should only be used with a steel rule when cutting straight edges.

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3. Paper cutter / guillotine

The paper cutter, also named as the guillotine, is used to make straight cut on paper. It is not
appropriate to cut thick card.

Fig. 4.14 Guillotine

SAFETY FIRST / SAFETY CONSIDERATIONS

• The guillotine should only be used under supervision as it can cause injuries,
if not operated appropriately.
• Always ensure that fingers are away from the cutting edge before cutting.

For your name tag, select the appropriate cutting tools and cut the outline shape. Always cut
on the waste side of your outline. Follow all safety procedures when using the cutting tools.

Fig. 4.15(a) Using a pair of scissors to cut the outline of the template

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Fig. 4.15(b) : Using a cutter to cut the window

Note to Educators:
• Demonstrate the use of each cutting tool.
• Lay emphasis on safety measures when using cutting tools.

3. Folding process
Paper and card products are often composed of a single piece of material which is then folded
to form a shape. A common example is the making of paper / card packaging.

For the folding process, you require the following tools:

i. A Ruler: It is used as a guide when folding. It is placed exactly on the folding line.

ii. A Bone Folder: It is used to mark on the folding lines before bending. This will produce
a neat folded edge.

Fig. 4.16(a) Steel Ruler Fig. 4.16(b) Bone Folder

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Note to Educators:
• Students should be briefed on the appropriate type of ruler to be used for
folding.
• Consider the use of a letter opener or a pointed object to score the folding
lines with light pressure instead of the bone folder.
• Demonstrate the importance of scoring the folding lines with the bone folder.
First fold without scoring the folding line, then use a bone folder. Compare the
quality of the folded edges.

In order to make proper folds for your name tag, you will have to follow the steps illustrated
below.

Step 1 Use the edge of the steel rule as a guide. Place it exactly on the folding line.

Fig. 4.17(a) Placing the steel rule along the folding line

Run the bone folder along the straight edge of the ruler. For a good result, apply
Step 2
a firm and even pressure to create a score line on the folding line.

Fig. 4.17(b) Creating a score line

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Place the edge of your ruler on the folding line and with the help of the bone
Step 3
folder fold the paper / card to the required angle.

Fig. 4.17(c) Folding the paper

4. Finishing the desktop name tag

As it is a name tag, you first need to insert your name on it. For this, you can handwrite your
name or type your name on a word document, print, cut and glue it on your tag.

To make your name tag more visually appealing, you can apply different colours on it using
coloured pencils, wax crayons or markers. You can also add other elements to the tag using
collage.

Fig. 4.18 Adding name and colour on the name tag

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5. Assembly process
The assembly process is the joining of the different parts of a workpiece. When working with
paper and card, several methods may be used. For the time being, we will focus mainly on the
use of:

• gluing tabs
• slots

i. The use of gluing tabs is one method which is commonly used to assemble paper and
card, e.g. to assemble packaging boxes. The figure below illustrates how a glue tap can
be used to assemble your name tag.

Apply glue
on the gluing
tap.

Fig. 4.19 Gluing tap to assemble paper / card

A glue stick can be used to provide a permanent joint / bond on various types of paper. The
glue dries clear.

6. End product

Fig. 4.20 Desktop name tag completed

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i. The second method of assembling two pieces of card involves the use of slots. This
method implies the cutting out of a slot in each of the parts of the material you want
to assemble. The width of the slots should be the same as the thickness of the material
you are using. For example, if you are using a material which is 2.5 mm thick, the width
of the slots should be 2.5 mm wide as well. Assembly will require sliding the slots into
one another. This produces a good temporary joint as no glue is required.

Fig. 4.21 The use of slots to assemble parts of card

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Activity 11 Intermediate
Using the layout of the glider given in Fig. 4.22, you are required to make a 3D model. You
have to transfer the layout on a piece of cardboard. Then, using relevant tools and techniques
learnt in this unit, you have to cut and assemble the model.

Find below an illustration of the different steps you have to follow in order to complete
the task.

Step 1 Step 2 Step 3

Transfer the template on Cut the layout of the Cut the slots using a
the cardboard. planner using the cutter.
appropriate tools.

Step 4 Step 5 Step 6

Decorate the planner Glue the coloured paper Assemble the different
using coloured paper or on the different parts. parts of the glider.
any other technique.

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Slot

Slot

Fig. 4.22 Template of the glider

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 Unit 5
Realisation
Learning Objectives

At the end of this unit, you will be able to:

• consolidate your skills of using basic tools and techniques to mark, cut,
join and finish paper and card in realising an artefact
• adopt safe work practices in the realisation of the artefact

5.1 Introduction

Card can be used as a very creative material in the realisation of artefacts. Cards are commonly
used because of the range of sheet thicknesses, colours, available finishes, comparative
cheapness and their ease of processing.

Figure 3.1 below illustrates some objects made out of paper and card.

Fig. 5.1(a) Shoe Box Fig. 5.1(b) Sofa

Fig. 5.1(c) Book Shelf Fig. 5.1(d) Toy Car

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Activity 1 Basic

Refer to Part 1 of the textbook and match the types of cards shown in Table 5.1 to their
corresponding names:

Types of cards Uses

Duplex board

Corrugated board

Cardboard

Table 5.1 Types of Cards

Note to Educators: Review briefly the Chapter on Material Technology before

working on Activities 1, 2 and 3.

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Activity 2 Basic

In working with paper and card, various tools and accessories are used.

Complete the table below by matching the material name to its corresponding picture as
shown in Table 5.2.

Material Name Picture

Cutting Mat

Cutter

Steel Rule

A pair of compasses

A pair of scissors

Table 5.2 Tools

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Activity 3 Basic

Fill in the blanks with the appropriate tools and equipment used in the processing of paper
and card. Choose from the list given below:

(pencil, bone folder, pair of scissors, cutting mat, eraser, pair of compass)

(a) A ................................................ is used to protect your working surface when

using a cutter.

(b) A ................................................ is used to draw on paper and card.

(c) An ................................................ is an instrument that is used to erase unwanted

marks on the drawing paper. It is usually made up of rubber.

(d) A ................................................ is used for drawing circles and arcs of circles.

(e) A ................................................ is used to cut thin sections of paper and card. It is

most appropriate to cut curves and complex shapes.

(f ) A ................................................ and a steel rule can be used to produce a neat folded

edge.

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5.2 Realisation of a desk tidy

To have hands–on practice, we are going to work on the realisation of a desk tidy to be made
of card.

Figure 5.2 shows some types of desk tidy made out of card.

Fig. 5.2(a) Fig. 5.2(b)

Fig. 5.2(c) Fig. 5.2(d)

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As illustration we are going to consider the realisation of the desk tidy shown in Fig. 5.3.

Fig. 5.3

Note to Educators:
• The proposed design can be changed.
• Other types of thick cards can be used instead of straw board.

The indicative dimensions of the desk tidy is shown in Fig. 5.4.

40
60
40

60
40

60
20
40
100

20

90
80
45 R 15

90
40

Fig. 5.4 Dimensions of the desk tidy

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Materials and equipment needed:

• Sheet of straw board • Apron
• Pencil • Safety rubber gloves
• Steel rule • Respiratory mask
• Cutting mat • Sealer
• Cutter • Sand paper
• Glue stick / contact glue • Paint

Steps for realising the desk tidy

Measure and mark the various parts on the straw board that constitute the
Step 1
desk tidy. (Fig. 5.5)

Fig. 5.5 Trace the parts

Step 2 The different parts are cut using a steel rule and a cutter. (Fig. 5.6)

Fig. 5.6 The cut parts

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SAFETY FIRST / SAFETY CONSIDERATIONS

• Keep the blade sharp since sharp blades will cut whereas dull blade will tug
and pull, which is more likely to cause the hand to slip and cut your fingers.
• Slide out the blade to a length that is safe for use.
• Apply a consistent (but not excessive) pressure while performing the cut.
Use several strokes if required.
• Take care when changing dull or damaged blades. Dispose of blades in a
safe manner. Put them in a puncture resistant container
• Always wear an apron as it will protect your clothes and hold lose clothing.

Step 3 Glue is applied to the main parts of the desk tidy. (Fig. 5.7)

Fig 5.7 Applying contact glue to edges

SAFETY FIRST / SAFETY CONSIDERATIONS

• Always wear safety goggles when dealing with contact adhesives.

• Contact adhesives work by releasing (flashing) solvents, which are harmful
if inhaled, especially if breathed in repeatedly. A well ventilated room will
ensure that the solvents are cleared from the air more rapidly, preventing
damage to the lungs and body.

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Step 4 Let the glued parts dry for some time.

When contact adhesives are used, the parts should be allowed to set for a while before
assembly.

Step 5 The parts are assembled together using glue.

Fig 5.8 Desk tidy being assembled

Fig 5.9 Assembled desk tidy

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Step 6 Finish the desk tidy using paint. (Fig. 5.10)

Fig 5.10(a) Fig 5.10(b) Fig 5.10(c)

Applying sealer Polishing sealed surfaces Spray painting the desk tidy

It is a good practice to After application of Apply the paint in thin layers.

apply a sealer first to sealer, allow it to dry
the card material before before polishing the
applying paint. surfaces with a fine
grade sand paper.

SAFETY FIRST / SAFETY CONSIDERATIONS

• Gloves should be worn to protect the skin.

• Painting should be done in a well-ventilated area.
• Wear a respiratory mask.

Note to Educators:
• Painting can be done using a paint brush or spray painting can be considered.
• Decorative paper may also be used to enhance the desk tidy.
• Students can type their names using the computer, print and glue these on
their respective desk tidy.

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