Design Subject Overview

Why this new subject? EMDD Rap Song: a Student’s Perspective

Towards well-rounded education, students will
acquire knowledge, skills, attitudes and habits in
five major learning areas that are necessary for
doing well in the real world and hence deserve
adequate attention. These learning areas build
upon each other allowing you to grow
professionally and personally and become more
confident in handling a wide variety of challenging
situations in life. Each of these learning areas is
briefly summarised below and then elaborated. http://bit.ly/emdd-rap-song

Systematic Solving of Real-life Problems

When faced with a new problem in real life, we often try to find a solution in an
unplanned manner (“jugaad”) and are satisfied with finding a solution that more or
less “works”, missing out on better solutions. A systematic problem-solving process
ensures that the need and user requirements are clearly understood, several
possible solution options are considered before choosing the best of them, and it is
verified that the created solution actually meets the requirements.

Comfort with Digital Technology and Tools

Digital technology and tools have changed the way we solve everyday problems,
be it creating a greeting card, planning a city tour, drafting a project proposal,
making a presentation, seeking large-scale feedback, explaining a concept using
animation or a game, visualising a new product using a 3D model, creating a
website and so on. Getting comfortable with digital technology is essential for all.

🔹 🔹
Growth-oriented / Entrepreneurship Mindset
Personal growth requires:
of our environment 🔹
Dreaming bigger, not being limited by the limitations
Taking risks, trying new and challenging things

🔹 🔹
take them to completion Bouncing back from obstacles and failures 🔹
Identifying opportunities around us, selecting some and then taking ownership to
Analysing
and learning from all experiences Trying repeatedly with new approaches without
giving up.

Livelihood and Life Skills

Whether in a job, business or home, we need to effectively communicate and
collaborate with people, managing relationships with keen observation and deep
empathy. Make decisions applying critical thinking & creativity. Exploring new ideas
and approaches also requires creativity. Choosing career-paths requires self
awareness and confidence while managing our fears.
Learning to Self-Learn
Most of the technology we use today did not exist a few years ago and will become
obsolete in another few years. New knowledge or skill will need to be learned. As
and when needed, we should be comfortable to learn new things on our own, using
whatever resources available at our disposal. Practising this a few times gives us
the confidence to tackle new learning challenges. It also gives us the ability to
identify situations that demand new knowledge or skill and to take initiative to learn
them.

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Systematic Solving of Real-life Problems
When faced with a new problem in real life, we often try to find a solution in an
unplanned manner (“jugaad”) and are satisfied with finding a solution that more or
less “works”, missing out on better solutions. A systematic problem-solving
process ensures that the need and user requirements are clearly understood,
several possible solution options are considered before choosing the best of them,
and it is verified that the created solution actually meets the requirements.
We will use the Design Thinking process to systematically solve real-life problems. This section attempts
to make it easy for you to understand the process and related terms and concepts by using a real-life
example.

What is ‘Design’?
The word “Design” has multiple meanings and it is used in many contexts as a noun and as a verb. Using
“design” in its noun form, the phrase “it has a good design” often refers to products such as jewellery,
building, car, business logo, poster, phone app, etc. A good design could make the product visually
appealing, more useful, more affordable, longer lasting, environmentally-friendly, and so on. Services such
as internet service, house painting, cleaning service also have an associated design that could be good or
not.
In its verb form, the words ‘design’ or ‘designing’ refer to the process of creating a product or a service.
There are also specialised usage of ‘design’: graphics design refers to designing of graphic art, software
design refers to designing of software applications, and so on.
The central question is:
Is there a process using which we can create products and services with good designs?

What is ‘Design Thinking’?

Design Thinking is a problem-solving process that helps us create good designs that satisfy people’s
needs in a more complete manner. It involves:

● Deeper understanding and analysis of the problem as well as the needs

and viewpoints of users Inquiring and
Analysing
समस्या के हर पहलू को और सबकी ज़रूरतों और दृष्टिकोण को विस्तार से समझना।

● Brainstorming of possible solution ideas, choosing the better among

them and expanding its design
Developing Ideas
विविध solution ideas पर मंथन करना, सबसे बेहतर idea का चयन करके उसको
अमल में लाने का खाका को विस्तार से तैयार करना।

● Implementing the design of chosen solution idea to create a solution

Creating a Solution
चयन किये idea के खाके को अमल में ला कर उसे वास्तविक रूप दे ना।

● Testing the solution (product or service) to verify that the problem has
indeed been solved to the satisfaction of the users.
Evaluating
क्या सच में users की समस्या सल
ु झ गई और जरूरत परू ी हो गई? यह टे स्टिंग द्वारा
चेक करना।

The above process is repeated until testing gives satisfactory results.

Iterative Refinement
जब तक टे स्टिंग संतोषजनक परिणाम नहीं दे ती, उपरोक्त कदमों को दोहराना।

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In the Design Cycle below, the four quadrants represent the four bullets above and the cyclic arrows
represent its iterative nature. We will inspect each step in a little more detail using a real-life example.

A. Inquiring and Analysing

● Deeper understanding and analysis of the problem as well as the needs and viewpoints of users
प्रॉब्लम के हर पहलू को और सबकी ज़रूरतों और दृष्टिकोण को विस्तार से समझना।

It involves the following:

(i) Understanding the problem and the need for EXAMPLE:
its solution for specific target groups. Relevant Ankita, Altaf and Sai have been assigned the task of
questions: What is the exact problem? organising the school’s Annual Day Function
Why is its solution important to the target group? primarily for the students’ guardians (parents or
What are the consequences of not solving it? relatives living with them). In order to continue to
enrol their children in the school, guardians need to
be reassured about the school’s efforts to improve
board exam results, new opportunities available for
student’s overall development, etc. and they need to
feel part of the school’s family. (Note: Students and
teachers are also target groups, but we will focus on
the guardians to keep this example brief).

(ii) Build a plan and do research, both primary Ankita and her team prepared questions re: main
(communicate with the target group yourself) and items guardians expect in the annual day function
secondary (referring to data from published and their main concerns. Each of them surveyed 10
research). The purpose of research is to deepen guardians and collated the data.
your understanding of various aspects of the (Similarly surveyed students and teachers).
problem, its impact on the target group, and
different viewpoints of people in the target group.

(iii) List and compare some pre-existing Ankita and team spoke to their seniors who had
products that intend to solve the same or similar organised the Annual day function and got their data
kind of problems. Analyse as to what extent they about which parts of the program were successful
are successful at solving the problem and where and which were not, and why.
they fall short.

(iv) Using all of the above research, document They prepared a design brief that includes all
your understanding of the problem and the requirements of guardians, teachers and students,
requirements for desired solution in detail. The covering the following topics:

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 resulting document is called Design Brief Welcome
because you are briefly describing all Efforts to improve board exam results
requirements for the solution to the designers. It is Entertaining activities with all student participation
important to capture all requirements that will New programs to improve education
qualify your product to “have a good design” (see Refreshments
the section on What is ‘Design’?) Short speeches of dignitaries

New Terms Introduced:

Target group: people who would be benefitted by the solution of the problem.
Primary and Secondary Research: research refers to the process of collecting data to deepen
understanding about the problem and the target group. Primary research refers to what you do in talking
to people or conducting a survey. Secondary research refers to using data from research done by others.
(Research) data: data in this context refers to information about the problem, user viewpoints, etc.
Design Brief: A document briefly describing a clear understanding of the problem and requirements for
the solution. Designers will design a solution to satisfy these requirements.

B. Developing Ideas
● Brainstorming of possible solution ideas, choosing the better among them and expanding its design.
विविध सोल्यशू न्स आइडियाज पर मंथन करना, सबसे बेहतर आईडिया का चयन करके उसका विस्तार से ख़ाका तैयार
करना।
It involves the following:
(i) Develop the success criteria for Going through the Design Brief containing all requirements,
the solution to be designed based on Ankita and team wrote down what a “Successful” event would
the requirements and analysis of the mean to guardians. They came up with three parameters on
research data. which to measure guardians’ satisfaction with the Annual Day
function: Security of their ward’s future, Enjoyment during the
event, Connect with the school. (Similar for students &
teachers)

(ii) Brainstorming of possible With so many requirements to meet, with teacher’s

solution ideas to implement the permission, Ankita got volunteers for several different teams,
requirements and satisfy the success one team for each requirement topic. Each topic team
criteria. Compare various practical brainstormed possible ideas for satisfying the requirements in
solution ideas and choose one that is their topic. E.g. To meet the requirement on “New programs to
most optimal. improve education”, the “New Programs” team considered
three ideas:
a) students will set up stalls to demonstrate new programs;
guardians will go around each stall
b) students will demonstrate new programs on the stage
c) students will demonstrate new programs in classrooms

(iii) Present the chosen solution idea One by one, each topic team presented their chosen idea to
justifying (providing reasons) why it Ankita’s team and justified why it was selected. E.g. The New
was selected. Programs team presented how students will demonstrate new
programs on the stage so that all the audience can see and
hear on a big screen. The other two ideas were ruled out
because it would take too much time for guardians to go
around and many would miss it.

(iv) Expand the design of the chosen In collaboration with each topic team, Ankita’s team prepared a
solution idea with accurate detailed schedule of the program, along with clear
drawings/diagrams and details to responsponsibilities assigned for each task. The students

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 clearly describe the design that needs participating in each task were listed and the tasks were
to be implemented. detailed.

New Terms Introduced:

Success criteria: what could be checked to convince that the solution being designed is successful.
Brainstorming: process of generating ideas in a group by feeding on each other’s ideas. There is no
judgement or criticism during brainstorming so that ideas can freely flow.
Design: in this context, a description of how the solution will be implemented, and how it would function.
Accurate drawings/diagrams: Expand the Design in detail by sketching what the solution would look
like and/or how it would function.

C. Creating the Solution

● Implementing the design of chosen solution idea to create a solution
चयन किये आईडिया के खाके को सोल्यश
ु न का वास्तविक रूप दे ना।
It involves the following:
(i) Develop a logical plan, considering efficient Ankita’s team set up regular meetings with each topic
use of time and resources. The plan should be team leader to check status on their tasks. Each topic
clear and sufficient for team members to be team leader divided their team’s tasks among its
able to follow to create the solution. members, specifying exactly what needs to be done
and setting deadlines for each task.

(ii) Develop & use necessary skills to follow the Learning & developing their skills, each topic team
plan + design and implement the solution. worked on the tasks as designed, keeping note of
You may have to make changes to original what had to be done differently and why. Ankita’s team
design and/or plan; keep a note of what coordinated with all topic teams as well as the
changes were made and why. teachers in charge of the annual day function.

(iii) Ensure that the solution works as intended On the day of the function, all teams executed as per
and Present the solution as a whole. the plan, making on the spot adjustments in case any
issues were faced.

(iv) List and explain changes made in the During the design stage, they had forgotten to include
original design and plan while implementing the the tasks for creating and distributing invitations. It was
solution in steps (ii) and (iii). later added when Ankita’s team discovered it during
review meetings. .

New Terms Introduced:

Logical Plan to create a solution: details of who will do what task, by when, using which resources. Also
mention the order of the tasks, where needed.
Solution: It refers to the “product/service” you are creating to solve the problem or satisfy the needs of
the target group.

D. Evaluating
● Testing the solution (product or service) to verify that the problem has indeed been solved to the
satisfaction of the users.
क्या सच में users का प्रॉब्लम सॉल्व हो गया और जरूरतें परू ी हो गयी? यह टे स्टिंग करके चेक करना।
It involves the following:
(i) Develop and conduct testing methods to The feedback team had prepared three big chart
check whether the success criteria (from B(i)) are papers and hung them on one wall of the

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satisfied by the solution. It is preferred that the auditorium. Each chart paper contained one
testing method records data to accurately reflect the success criterion question with satisfaction
extent to which criteria are satisfied. These will feedback scale. Guardians went around to put
indicate the success of the solution. tick marks next to their chosen smiley.

(ii) Using data from testing, explain the success of At the end of the event, guardian responses were
the solution against the Design and the success counted, tabulated, and analysed. 90% of them
criteria. felt secure about their ward’s future, 80% enjoyed
the event, and 60% felt connected with the
school. (similar survey for teachers and students).

(iii) Based on the data (feedback received), describe Ankita’s team brainstormed with teachers and the
how the solution could be improved. HoS about how to make guardians feel more
connected with the school and came up with a
plan. (similar for teachers and students).

(iv) Finally, describe the overall impact of the The annual event was very successful at making
solution on the target audience explaining how it guardians feel secure about the ward’s future and
improved their lives by solving the problem. all having a good time at the event. While 60% of
guardians feel connected with the school, more
needs to be done to get more of them feel
connected.

New Terms Introduced:

Testing Methods: these are methods used to check whether the solution meets success criteria.
(Testing) data: This refers to the results of testing. (It is different from research data in stage A).
Overall impact: this captures how the solution would change the life of the people in the target audience
in the context of the problem being solved.

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Comfort with Digital Technology and Tools
Digital technology and tools have changed the way we solve everyday problems,
be it creating a greeting card, planning a city tour, drafting a project proposal,
making a presentation, seeking large-scale feedback, explaining a concept using
animation or a game, visualising a new product using a 3D model, creating a
website and so on. Getting comfortable with digital technology is essential for all.

In our approach to solving everyday problems in real-life, we will use a wide variety of digital tools and
technology. Our intention is to become comfortable in learning and using new digital tools as aids in
problem-solving. In this curriculum from grade 6 to grade 10, the following uses of digital technology & tools
are covered in a spiral form, simpler tools or features in the lower grades and advanced use in the higher.
Drawing Online Maps Animation

Documents Create Website 3D modelling

Spreadsheets Surveys Game design

Presentations Cyber Safety Online Fraud Protection

While we are not trying to become experts at any set of tools, it is expected that we will make serious
attempts at developing skills in using these tools to improve the results of our projects. It is not enough to
try a skill just once. Instead, by understanding and practice, build the confidence to do it again when
needed in life. If class time is short, you may ask the teacher and the head of school to get permission to
work during break or after hours.

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Growth-oriented / Entrepreneurship Mindset

of our environment 🔹 🔹
Personal growth requires:
🔹
Dreaming bigger, not being limited by the limitations
Taking risks, trying new and challenging things

🔹
take them to completion
🔹
Bouncing back from obstacles and failures
Analysing and learning from all experiences Trying repeatedly with new
🔹
Identifying opportunities around us, selecting some and then taking ownership to

approaches without giving up.

Ability Intent behind inculcating this in students

For our growth, we need to dream bigger, and not be limited by our
Dream Bigger limitations or circumstances – financial or otherwise. It is necessary to
dream before our dreams can come true.

Rather than playing safe all the time, we should be willing to get out of our
Try New &
comfort zones trying to achieve something we haven’t tried before, take risks
Challenging without being afraid of challenges.

There are so many opportunities in our surroundings in the form of unsolved

Identify Opportunity problems and unaddressed needs. We need to learn the art of recognizing
opportunities that are aligned with our passion and our strengths.

Having identified a worthy opportunity, we should confidently take ownership

Take Ownership of solving the related problem or need and not wait for someone else to do
it.

Bounce back Plans rarely work out; we will face unexpected obstacles and failures. We
from Failures will learn & practise to bounce back and consider alternatives.

Learning from both successes and failures, like entrepreneurs, we will keep
working towards our goal without giving up. Experimentation and iteration
Persevere
(repeated tries with alternative ways) are important tools for producing a
successful solution.

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Livelihood and Life Skills
Whether in a job, business or home, we need to effectively communicate and
collaborate with people, managing relationships with keen observation and deep
empathy. Make decisions applying critical thinking & creativity. Exploring new
ideas and approaches also requires creativity.. Choosing career-paths requires
self awareness and confidence while managing our fears.
Livelihood and life skills are grouped into foundational abilities and key qualities; these are described below.
The Foundational abilities enable a person to excel in professional life and they can be inculcated by
following some of the best practices in learning experiences.
Foundational Ability Commentary
Adapt to Change During implementation, we sometimes discover that we have made wrong
assumptions or our goals need to be modified. May have to change the plan,
re-adjust and keep going.

Collaboration Collaboration improves the way one works together with others in solving a
problem. It leads to more innovation, efficient processes, increased success,
and improved communication. Listening to and learning from others benefits
achieving of both individual and group’s goals.

Communication Effective and timely communication is important in all aspects of life. Practising
communication with a clear purpose, in limited time duration, and with
constructive feedback from the audience is a time-tested way for us to become
confident communicators.

Critical Thinking Critical thinking refers to objective, unbiased analysis and evaluation of the
situation at hand.Quality of a decision depends on how well the analysis was
performed.

Decision Making To make good quality decisions, one depends on a balance between critical
analysis (see above) and one’s own intuition coming from past experiences.
Making a decision on time is often as important as the decision itself.

Integrity & Ethics Integrity is doing the right thing even when no one is watching. Ethics is knowing
the difference between what you have the right to do and the right thing to do.
Together they drive our “inner voice” that guides us to stay away from doing
wrong things or doing things that hurt others directly or indirectly.

Reflection Reflection is the process of analysing and discussing a situation involving

yourself. Reflective thinking helps one develop new perspectives and identify
areas for improvement. Regular practice of reflection helps us come out of our
fears and prejudices (unfair biases).

The Key Qualities described below are essential ingredients in one or more of the abilities listed above.
This subject provides ample opportunities to exercise and develop these qualities.
Key Quality Narration
Self-Confidence in one’s abilities is key to human progress. It appears in
Confidence confident communications, taking initiative, and accepting responsibility for
one’s actions.

Creativity refers to a lot more than artistic expression; it is about viewing things
Creativity from different perspectives, generating new possibilities or alternatives, with
some degree of uniqueness. Everyone is creative in some way or the other;

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 they need opportunities for creative expression to nurture that ability.

Curiosity is the ability to look for and learn new knowledge, skills, and ways of
Curiosity understanding the world. It motivates people to learn and keep learning
throughout their lives.

Empathy is the first step in design thinking because it is a skill that allows us to
understand and share the same feelings that others feel. Through empathy, we
Empathy
are able to put ourselves in other people's shoes and connect with how they
might be feeling about their problem or situation.

Learning is most effective when the element of joy is woven into learning
Joyfulness experiences. Joyful Learning brings sparkle in our eyes; it excites and
motivates us to engage with learning experiences in a fun-filled, playful manner.

A wide range of fears blocks us from pursuing our dreams. Managing a fear
Manage Fears involves accepting it, looking at it in its face, and gaining strength, courage and
confidence in the process.

Mindfulness is the practice of purposely focusing your attention on the present

moment—and accepting it without judgement. Mindfulness is now being
Mindfulness
examined scientifically and has been found to be a key element in stress
reduction, focused attention, and overall happiness.

Keen observation is a key ingredient of creativity as well as empathy

(understanding others). Observing is the most powerful way of learning and
Observation creativity is the most powerful way of transforming that learning into something
meaningful. Observing skills helps you develop a better understanding of any
situation or problem.

Self-awareness is the ability to honestly and regularly pay attention to ourselves

and become aware of our strengths and areas of development. This plays a
Self Awareness
major role in making important decisions in our lives. That's why self-awareness
is called a superpower – it has the power to change our life.

Learning to Self-Learn
Most of the technology we use today did not exist a few years ago and will
become obsolete in another few years. New knowledge or skill will need to be
learned. As and when needed, we should be comfortable to learn new things on
our own, using whatever resources available at our disposal. Practising this a few
times gives us the confidence to tackle new learning challenges. It also gives us
the ability to identify situations that demand new knowledge or skill and to take
initiative to learn them.
Although we understand the importance of “Learning to Self-Learn”, how do we develop this skill in this
subject while learning digital tools?
● Find and use all resources: Take advantage of the many resources available to you besides your
student companion. Each digital tool comes with online video tutorials, articles, as well as a
frequently asked question (FAQ) section on its website. These resources can provide you with the
information and knowledge you need to complete your tasks.
● Help each other: Your teacher will help to some extent but he or she may not be familiar with all
tools. Collaborate and share what you have learned with other students in the class and be ready to
learn from them. There is no competition!
● Be curious and observant: Keep an open mind and be curious about why things work the way
they do. While interacting with a digital tool, keenly observe its various elements and how the screen

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 display responds to your actions. This will help you to discover new things and to be more engaged
in the learning process.
● Practice: Practise what you have learned. This will help you to solidify your understanding of the
material and make it more likely that you will be able to use it later.
● Keep trying: When you get stuck and can’t proceed, keep trying, with different approaches. If you
need extra time, arrange for it.
● Arrange extra time: If time is short, you may ask the teacher and the head of school to get
permission to work during break or after hours.
● Reflect: Take time to think about what you have learned. This will help you to identify areas where
you need further improvement and to appreciate what you have accomplished.

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 UNIT
CREATE AN ONLINE SURVEY 10-1
Welcome to the Design subject! Even though you may have done this
subject last year, re-orientation is necessary. The actual unit will begin
after the re-orientation.
In order to understand a problem, it is important to communicate with
the target group – people who are impacted by the problem. While it is
great to have individual conversations with a few people in the target
group, in order to get a detailed understanding, it is often necessary to
ask a large number of people in the target group. Conducting an online
survey is one way to do this. In this unit, you’ll review various
Sustainable Development Goals, choose a local problem related to one
of the SDGs and conduct an online survey to get a deeper
understanding about the target group’s understanding about various
aspects of the problem & its possible solutions. To make the survey
more engaging, you will design the survey as a Quiz, collect data, and
present your observations.

REAL-LIFE KNOWLEDGE ENTREPRENEUR MINDSET

Introduction to Research Survey Try New & Challenging ideas

DESIGN THINKING
A. Inquiring and Analysing: (i) (iii) (iv)
B. Developing Ideas: (ii) (iv)
(ii)
C. Creating a Solution:

DIGITAL TOOLS FOUNDATIONAL ABILITIES

& KEY QUALITIES
Google Forms, Spreadsheet Creativity, Effective Ideation,
Critical Thinking, Communication

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 UNIT
UNIT AT A GLANCE 10-1

The unit begins with EMDD re-orientation. It will address the questions: why
this subject? What will I be learning in this class? What does Systematic
real-life problem solving entail? What is the Entrepreneurship Mindset? What
are Livelihood and Life skills? What does Learning to Self-Learn mean and
how do I get better at it? What are Sustainable Develop Goals and how are
they related to local problems in my community? Inspired by the SDGs, you
will then ideate various problem solving opportunities in your community or
school. Reflecting on them, you will select a problem and elaborate upon it.
Then, each group will learn ‘Google Forms’ and create a Quiz on their problem
with meaningful engaging questions. The intention is to elicit useful
information from the target group about their viewpoints and attitudes about
the problem and its possible solutions. This will be concluded by processing
and analysing the responses on their respective surveys.

CONDUCT AN ONLINE SURVEY

P: EMD Re-Orientation

P1 Why this new subject?

P2 Review Entrepreneurship Mindset, Livelihood and Life Skills

P3 Review Systematic Problem-solving Process

P4 Review SDGs, Relating Them to Your Lives

Q: Problem Identification

Q1 Explore local problem-solving opportunities related to SDGs

Q2 Select a problem to pursue further

Q3 Elaborate the selected problem

R: Deeper Problem Understanding & Designing a Quiz

R1 Get familiar with the Survey tool

R2 Create and Conduct the Survey

S: Processing and Presenting the Learnings

S1 Interpret and Analyse Survey Responses

T: Showcase and Assessment

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 10-1
L
Student Activity Log for Unit 10-1:
CONDUCT AN ONLINE SURVEY
Student ID: ____________ Student Name: __________________ Class & Section: ____

ASSESSMENT STRANDS AND CORRESPONDING ACTIVITIES

STRAND ACTIVITY TEACHER'S COMMENTS

A (i) Explain and justify the need for a

P4,Q1,Q2
solution

A (ii) construct a research plain, which

states and prioritises the primary and
Q3,R2
secondary research needed to develop a
solution to a problem

A (iv) develop a detailed design brief which

summarises the analysis for relevant S1
research

C (ii) demonstrating technical skills when

R1,R2,S1
making the solutions

10-1 L (i)

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 10-1
L
Note: Attach additional sheets if writing space is not enough.

SESSION P4 + HOME TASK

Review SDGs, Relating them to Your Lives

What did I do? What did my group members do?

Strand:

A (i)

10-1 L (ii)

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 10-1
L

SESSION Q1 + HOME TASK

Explore Problem Solving Opportunities

What did I do? What did my group members do?

Strand:

A(i)

SESSION Q2 + HOME TASK

Select a problem to pursue further

What did I do? What did my group members do?

Strand:

A(i)

SESSION Q3 + HOME TASK

Elaborate the Selected Problem

What did I do? What did my group members do?

Strand:

A(ii)

10-1 L (iii)

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 10-1
L

SESSION R1 + HOME TASK

Get familiar with the Survey Tool

What did I do? What did my group members do?

Strand:

C (ii)

SESSION R2 + HOME TASK

Create and Conduct the Survey

What did I do? What did my group members do?

Strand:

A(ii), C(ii)

10-1 L (iv)

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 10-1
L

SESSION S1 + HOME TASK

Interpret and Analyse Survey Responses

What did I do? What did my group members do?

Strand:

A(iv),
C(ii)

Student Name: ____________ Student Signature: __________________

Class & Section: ____ Date signed: __________________

10-1 L (v)

DBSE | 18
SECTION P
EMDD Re-Orientation

CLASS 10
UNIT 1

DBSE | 19
P: EMDD ORIENTATION 10-1
P1

P1: Why this new subject?

Context

Welcome all to this new subject called “Design”.

It actually has a long name: “Entrepreneurship
Mindset and Design using Digital Tools” or
EMDD for short. We can refer to it by either
Design or EMDD.
In this session, you'll explore the purpose of this
subject and the learning areas that it covers.

Individual Activity
1. Watch this Rap Song about a Student’s Perspective on the
new subject EMDD. bit.ly/emdd-rap-song
2. Watch the below video attentively and respond to the
questions in the “Let’s think” section below. The video shows
how school children identify a problem in their school and
systematically solve it. Youtube link: youtu.be/mPfmgSDsgS0

Let's Think
• What was the local problem that the students decided to solve?

• How did they go about solving the problem?

• If you were part of the team, how would you have felt after solving the problem?

10-1 P1 (i)
DBSE | 20
 10-1
P1
Group Activity
Each member will read the section on “Why this new subject?” (in this
companion.
(~ 7 minutes)
In your group, discuss what you have understood by each of the learning areas.
(~ 7 minutes)
One member from the group may be asked to share your understanding in the
class.

Takeaway
In this subject, you’ll learn to systematically solve real-life problems using digital
tools while applying the entrepreneurship mindset and life skills. You’ll also get
constant practice with learning new things on your own and build your
confidence.

Home Task

Read through the two sections on “Digital Technology & Tools” and “Learning to
Self-Learn” and respond to the following questions.

• Name top three of the Digital Technology areas mentioned that you find more
interesting. Explain why.

• Why do you think it is necessary to Learn to Self-Learn?

• What difficulties you may experience in Self-Learning?

REMINDER!!
Remember to update
your activity log!!

10-1 P1 (ii)
DBSE | 21
P: EMDD ORIENTATION 10-1
P2

P2 : Explore Entrepreneurship Mindset,

Livelihood and Life Skills
Context

While exploring the learning areas of

this subject, you must be wondering
what exactly this Entrepreneurship
Mindset is and how it will help in your
growth. In this session, you'll explore
it in some detail.

Individual Activity

Watch "The Tree" video showing how a very young school student takes an
initiative to solve a seemingly impossible problem. Youtube link:
https://youtu.be/GPeeZ6viNgY

Let's Think
• What did you notice differently about the young student?

• What are some of the personal qualities shown by the student that others
lacked?

• What qualities would you like to develop?

10-1 P2 (i)
DBSE | 22
 10-1
P2
Group Activity
Each member will read the section on “Growth-oriented / Entrepreneurship
Mindset?” in this companion. (~ 5 minutes)
In your group, discuss what each entrepreneurial ability is about and how it may be
useful in their lives. (~ 7 minutes)
One member from the group may be asked to share your understanding in the
class.

Takeaway
Read through the section on “Livelihood & Life skills” along with the section on
"Entrepreneurship Mindset" and respond to the following questions.

Home Task
When you are faced with challenges and difficult problems, your mindset, your
attitude, decides whether you’ll successfully deal with the challenge or not. In this
subject, you’ll be working on several challenging projects and have plenty of
opportunities to develop your mindset.
• Choose five abilities and qualities from the three lists that you think are most
important for you to achieve your dreams. Write them below, explaining why
they are important to you.

ABILITY OR QUALITY WHY IT IS IMPORTANT TO ME?

Remember to update
10-1 P2 (ii)
your activity log!!
DBSE | 23
P: EMDD ORIENTATION 10-1
P3

P3 : Exploring Systematic Problem-solving Process

Context

We will now explore and learn about the systematic

problem-solving process that will be used in all projects
throughout this subject.

Individual Activity
Watch the "Soar " video showing how a young designer tries many different design
ideas to solve a problem. Youtube link: https://youtu.be/UUlaseGrkLc

Let's Think
• Who came up with a solution? Let’s call him “Solution designer”.

• Can you try to recall the events in the video story and think about what was going
on at each stage? Fill the table below.

DESIGN CYCLE STAGE GUIDING QUESTIONS

Who had a problem? What was the problem?

Inquiry & Analysis

How did the solution designer develop the idea that finally
resolved the problem?

Developing Ideas
Do you think that the designer knew the solution beforehand?

Why do you think the initial design failed?

What was the final solution?
Creating Solution

How do we - as the audience - know that the problem was

Evaluating solved?

10-1 P3 (i)
DBSE | 24
 10-1
P3

Group Activity
After teacher's explanation, in your group, go through the “What is Design
Thinking?” section. Your group’s goal is to understand the Annual Day story
written in the second column and relate it to the stages of the design cycle. You
can divide the reading work among yourselves and explain to one another. (~ 20
minutes)
You may not understand some of the words in the first column, that’s perfectly
ok. Don’t worry about them now.

Let's Think
• Who is the target group in the School’s Annual day function?

• What did Ankita and her team do to understand the requirements of

guardians?

• What was the task they missed initially and was added later?

• How did they seek feedback from the guardian audience about their
satisfaction?

Takeaway
A systematic problem-solving process ensures that
• The need and user requirements are clearly understood.
• Several possible solution options are considered before choosing an optimal
one.
• The solution is created in a planned manner.
• It is verified that the solution actually meets the requirements.

10-1 P3 (ii)
DBSE | 25
 10-1
P3
Home Task
Again read through the "What is Design Thinking?" section and its details along
with the example story. Select one problem that you or your family have solved
either in 9th grade or at home. Describe the problem solution journey as
traversing through the various stages of the design cycle.

DESIGN CYCLE STAGE YOUR STORY

Inquiry & Analysis:

What was the problem?
Who had the problem?

Developing Ideas: What

different solution ideas
did you come up with?
Which one did you
choose to work out
details?

Creating Solution: How

did you implement the
chosen solution idea?

Evaluating: How did you

verify that the problem
was indeed solved?

Remember to update
10-1 P3 (iii)
your activity log!!
DBSE | 26
P: EMDD ORIENTATION 10-1
P4

P4 : Review SDGs, Relating them to Your Lives

Context

During your studies, you are often asked to identify a problem to solve and come
up with solutions for the problem. While there are lots of problems in our
communities and surroundings, to identify problems worth solving, it helps to use
the list of Sustainable Development Goals (SDGs) published by UNESCO as a
reference. You have seen the SDGs last year. This year, we’ll look at them through
the lens of “Identifying Opportunities” that exist around us.

Group Activity
• Review the SDG descriptions on the next page.
• Discuss and pick three SDGs that are relevant to problems in your local
community.
• Describe one problem in some detail. Write it in below space.

In class, a member from your group may be asked to describe the problem you
detailed and the associated SDG.

Let's Think
• What does the word “Sustainable” mean in the “Sustainable Development
Goals”?

• Why do you think the United Nations came up with these sustainable
development goals?

10-1 P4 (i)
DBSE | 27
 10-1
P2

Sustainable development goals (SDG)

End hunger, achieve food
End poverty in all its
security and improved
forms everywhere
nutrition and promote
sustainable agriculture.
Ensure inclusive and
Ensure healthy lives equitable quality education
and promote well-being and promote lifelong
for all learning opportunities for
at all age. all.

Ensure availability and

Achieve gender equality
sustainable
and empower
management of water
all women and girls.
and sanitation for all.

Ensure access to Promote sustained,

affordable, reliable, inclusive & sustainable
sustainable and economic growth, full &
modern energy for all. productive employment &
decent work for all.

Build resilient infrastructure, Reduce inequality

promote inclusive and within and among
sustainable industrialisation countries.
and foster innovation.

Make cities and human Ensure sustainable

settlements inclusive, consumption and
safe, resilient and production patterns.
sustainable.

Conserve and sustainably

Take urgent action to use the oceans, seas and
combat climate change marine resources for
and its impacts. sustainable development.

Protect, restore and Promote peaceful and

promote sustainable inclusive societies for
use of terrestrial sustainable development,
ecosystems, provide access to justice
sustainably manage for all and build effective,
forests, combat accountable and inclusive
desertification, and institutions at all levels.
halt and reverse land
degradation and halt
biodiversity loss. 10-1 P4 (ii)
DBSE | 28
 10-1
P4
Takeaway
Becoming familiar with the sustainable development goals and relating them to
the problems in our local community broadens your perspective to the wide
variety of opportunities in your surroundings. This exposure will benefit in your
academic and non-academic pursuits.

Home Task
Read through the brief description on SDG again. Identify and list the 2-3 SDGs
that concern you the most. Also, list a few problem-solving opportunities related
to those SDGs that you find interesting.

SDG Problem-solving Opportunity in Your Neighborhood

Remember to update 10-1 P4 (iii)

your activity log!!
DBSE | 29
SECTION Q
Problem Identification

CLASS 10
UNIT 1

DBSE | 30
Q: PROBLEM IDENTIFICATION 10-1
Q1

Q1: Explore Problem Solving Opportunities

Context
In 1824, Louis Braille invented ‘Braille’. As a visually challenged individual, he
experienced barriers to education and learning. But instead of getting dejected, he
chose to challenge the problem. His invention has allowed many more visually
challenged people to acquire education and be at par with their peers. You could be the
next Louis Braille! There are many such SDG-related problem-solving opportunities in
your local community or school. In this session, you will identify such problems and
understand why they are worth solving.

Individual Activity
• Watch the School Project video. You’ll see a very interesting project done by
students like you. Youtube link: https://youtu.be/mPfmgSDsgS0

• Inspired by SDGs and this video, each of you will think about various problems that
you have either faced personally or seen others face them. See the example below
and list 2 problems. For each problem, write down what the exact problem is, who
are the people affected by the problem, and why you are keen on solving the
problem.

Related Who are Why are you keen on

What is the problem?
SDG Affected? solving the problem?

E.g. guidance in 8. Decent

10th class What decision we make today could
choosing stream work & Eco.
students have lot of impact on our lives.
and career-path Growth

1.

2.

10-1 Q1 (i)
DBSE | 31
 10-1
Q1
Let's Think
• Why do you think the problems you listed remain unsolved?

• If you are given the responsibility and support to solve these

problems, how would you feel? What would you do?

Takeaway
The students in the video solved their problem of a bicycle stand using a low cost
solution. Each of you is capable of solving some of these problems you have
identified in your surroundings. The EMDD subject gives you practice of following a
systematic process for solving problems. The more you participate, the better your
learning will be.

Home Task
Review the list of problems you have identified so far and add two more problems
to the list.

What is the Related Who are Why are you keen on

problem? SDG Affected? solving the problem?

3.

4.

Remember to update 10-1 Q1 (ii)

your activity log!!
DBSE | 32
 Q: PROBLEM IDENTIFICATION 10-1
Q2

Q2: Select a problem to pursue further

Context
When there are many interesting problems in front of you,
choosing the right problem to pursue often becomes challenging.
Each one of you have already identified potential problem-solving
opportunities in your surroundings. Next, you will follow a process
to narrow down your list and select a problem to pursue.

Group Activity
Form small groups of 4-5 students.
• In your group, let each group member describe the problems he or she would like to
solve, with comments about the below parameters:
• Possible size of impact if solved (small, medium, large)
• Can you reach out to people affected by the problem? (yes, no, may be)
• Can you get more details about the problem and existing solutions that have
been tried? (yes, no, may be)
• In your group, are most members interested in pursuing the problem? (none,
some, most, all)
B. CAN REACH OUT D. MOST
A. SIZE OF C. CAN GET MORE
PROBLEM TO AFFECTED MEMBERS
IMPACT? DETAILS?
PEOPLE? INTERESTED

E.g. stream &

career-path large yes, easily yes all
guidance
1.

2.

3.

4.

5.

10-1 Q2 (i)
DBSE | 33
 10-1
Q2
2. In the above list, cross out problems that have small impact or most group
members are not interested in pursuing them or there is no easy way to reach out
to people affected by the problem or you cannot get more details about the
problem and its existing solutions.

3. Of the remaining items in the list, select any problem for which you feel confident
about a) finding more detail and for which you b) can reach out to affected people.
Write down below how you will do each of these.
E.g. for the stream/career-path guidance problem, we can find details about the
problem by speaking to students and teachers whom we can easily reach out to in
school.

Problem selected:

How will you find more

detail about the problem?

How will you reach out to

many people affected by the
problem?

Let's Think
• Why do you think we crossed out problems where we cannot reach out to
affected people?

• Ask your group members why they want to pursue the selected problem.
Summarize their responses below.

10-1 Q2 (ii)
DBSE | 34
 10-1
Q2
Takeaway
While there are numerous opportunities to solve problems in our surroundings, we
pick those problems that have a large impact, we are interested in the solution,
where we can reach out to affected people and find out more details. In later
sessions, you'll be creating a survey to collect problem-related data from the
affected people.

Home Task

For the problem selected by your group, collect as many details as possible by
exploring the following questions.

• Why is there a need for the problem to be solved?

• What solutions are already present? Where are they lacking?

• What would you like to find out more from the people affected by the problem?

REMINDER!!
Remember to
update
your activity log!!

10-1 Q2 (iii)
DBSE | 35
Q: PROBLEM IDENTIFICATION 10-1
Q3

Q3: Elaborate the Selected Problem

Context
To find a solution to a problem, you must understand all aspects of
the problem thoroughly: the problem's effect on the target group,
causes of the problem, solutions attempted, what worked and what
Q: PROBLEM IDENTIFICATION
did not.
Such details can be best obtained from the target group as well as
from those who have been genuinely trying to solve the problem.

Group Activity
• In your group, discuss the following points and determine what data you don’t
have. Figure out whom you can speak with to get more specific details to
elaborate each of these points. In some cases, specific details may be available in
a reference document on the internet.
• Assign team members to either speak to each person in the list or research from
a reference.

WHOM TO ASK? OR WHO WILL ASK OR

QUESTIONS
WHAT TO REFER TO? RESEARCH?

How does the problem affect the target

group? How will they benefit if the problem is
solved properly?

What causes the problem? Are these causes

confirmed or are they merely guesswork?

What attempts have been made to solve the

problem? To what extent these attempts
were successful? What aspects of the
problem were they unable to solve?

10-1 Q3 (i)
DBSE | 36
 10-1
Q3

Let's Think
• Why is it necessary to speak with the people impacted by the problem or those
who are trying to solve the problem?

• What fears do you feel before talking to strangers? How can you better manage
these fears?

Home Task
• Connect with the people assigned to you, explain to them your project and get
them to answer the questions you have about the problem.
• Read up any references assigned.
• Take down notes below.

Takeaway
Personal conversations with people affected by the problem and those who
genuinely tried to solve the problem are the best sources of more details about
various aspects of the problem. Based on your findings from these conversations,
you can design and conduct the research involving a much larger number of people
in the target group.

REMINDER!!
Remember to update
your activity log!!

10-1 Q3 (ii)
DBSE | 37
 SECTION R
Deeper Problem Understanding
& Designing a Quiz

CLASS 10
UNIT 1

DBSE | 38
R: DESIGNING & CONDUCTING RESEARCH 10-1
R1

R1: Get Familiar with the Survey Tool

Context
You have spoken to a few people from the target group about the
selected problem. While their views and attitudes towards the
problems matter, they do not represent all the people in the target
group. In order to get a more accurate reading about the views and
attitudes of the entire target group, conducting an online survey is
a cost-effective method. Let's see how to do it.

Individual Activity
Sample Survey: One group is researching about the problem that students need
guidance about which stream to choose and which career-path to take. They
have prepared a short survey at https://forms.gle/xsPuUZ2DBvAtViFG6
Please fill out and submit. This sample survey gives you an idea of what types of
questions you may be able to ask questions in your survey.

Group Activity
● Watch the video tutorial on the basics of Google Forms at :
https://youtu.be/wQ7jNpwdWDs
● Create a new google form.
● To the form, add three to five different types of trial questions which are
relevant to ask your target group (the people affected by the problem you
have selected).
○ Question types to try: Multiple Choice, Checkboxes, Drop-down,
Short Answer, Multiple-choice grid.
○ Options to try: Question Description, Require to answer
● Share the form among your group's members and test it out. Check that
the questions work as intended.

10-1 R1 (i)

DBSE | 39
 10-1
R1

Let's Think
• How to decide what data collection should be framed as objective questions
(MCQ, drop-down, etc) and which ones as short answers?

Takeaway
You are now familiar with how to create a survey form with different types of
questions. You have a basic idea on which question types are relevant for what
types of data. You have also drafted some questions to ask your target group.
Now, you are ready to create and conduct your online survey.

Home Task
Now that you understand what types of questions can be asked in a survey, write
2-3 questions you would like to ask to your target group.

APPLICABLE CHOICES,
QUESTION TYPE QUESTION
QUESTION OPTIONS, ETC.

10-1 R1 (ii)
Remember to update
your activity log!!
DBSE | 40
R: DESIGNING & CONDUCTING RESEARCH 10-1
R2

R2: Create and Conduct the Survey

Context
Each of your group members has framed questions to ask your
target group. Your group has had some conversations with a
few target group people, so you are somewhat aware of their
thinking. As a team, you'll need to create a set of questions for
your survey such that it is short and sweet and get the data that
you want to improve your understanding of the target group's
views and attitudes about the problem.

Group Activity
• In your group, start with a brand new google form using an appropriate template.
You may review the sample survey for reference:
https://forms.gle/JYTN8W7QZriRwT8v7
• Decide which 5 to 7 questions you want to include in the survey with the following
desirable features:
⚬ Clarity of the question and the options
⚬ Target group people should be able to quickly answer it
⚬ It should get you the data you want for that topic
⚬ together, the questions should give you good insights about the target group's
viewpoints and attitudes towards the problem.
• Once your group is satisfied, use the "Send" icon to get the form's short link to be
shared with target group people.
⚬ Test out the form's short link to make sure that the survey form opens and the
questions work as intended.
⚬ Write a short message with the short link, requesting recipients to fill and
submit the form.
⚬ Send the message out to people in your target group.
10-1 R2 (i)

DBSE | 41
 10-1
R2
Let's Think
• If you got a survey form to fill out from your classmates, what
aspects of the questions or form would make you fill it out properly?

Takeaway
Congratulations on sending out your first survey form. Designing a survey form
and its questions is an art which comes with practice. You may seek feedback from
the people who filled out your survey form; that will tell you what is important to the
people who fill up the form. In the next session, you'll discover which questions got
accurate responses and which did not. That's a very useful learning in itself.

Home Task
Send out the message with the form link to as many people in the target group as
possible. Follow up with each of them to ensure that they submit on time. You can
check the "Responses" tab on your google form to keep track of the number of
people who have submitted.

REMINDER!!
Remember to update
your activity log!!

10-1 R2 (ii)

DBSE | 42
 SECTION S
Processing and Presenting
the learning

CLASS 10
UNIT 1

DBSE | 43
S: PROCESSING AND PRESENTING 10-1
S1
RESEARCH FINDINGS

S1: Interpret and Analyse Survey Responses

Context
You have completed all the hard work -- explored various local
problems related to SDGs and selected one, interacted with a few
people from the target group to understand their viewpoints,
formulated questions for an online survey to reach a larger number of
people in the target group and collected their data. It is time to
interpret and analyse the data you have collected and develop insights

Group Activity

1. Review the "Responses" tab on their google form. The above screenshot shows that
there are 14 responses.
⚬ The "Summary" tab will show summary of all responses received for each
question. For objective questions, you'll see nice charts. For short answers, you'll
see a list of answers. With each chart, there is a "Copy" button using which you
can copy that chart and paste it onto a document (google doc or any other).
⚬ If you want to see how a specific individual responder answered the questions, you
can go to the "Individual" tab and find that person.
⚬ If you want to drill down a specific question, use the "Question" tab.
2. Prepare a document (google document or any other) that reports your group's research
findings from analysing the responses in two sections:
• Quantitative section: here, you would copy interesting charts from the Google form's
Responses -> Summary tab and briefly write what you infer from the chart.
• Qualitative section: here, you would write the common points that your group inferred
from reading the short answers written by many respondents.

10-1 S1 (i)

DBSE | 44
 10-1
S2
Let's Think
Looking at the responses, what do you think you could have done differently to get
more insightful findings?

Takeaway
Now, you understand all the elements required for designing and conducting an
online survey and process its responses to present insightful findings. Such forms
can be used in many real-life scenarios for collecting customer data or feedback,
conducting quizzes or exams, and much more. With some more practice, you can
easily become an expert in designing and using forms. It will be very useful in your
further studies and your future employers would value this skill as well.

Home Task
Review your research findings document and think about how your group should
showcase the work done in this entire unit.

REMINDER!!
Remember to update
your activity log!!

10-1 S2 (ii)

DBSE | 45
 SECTION T
Showcase and Assessment

CLASS 10
UNIT 1

DBSE | 46
T: SHOWCASE & ASSESSMENT 10-1
T1

Guidelines for Presenting Your Work

Context
This section covers the topics you need to cover while presenting the work your
group has done in Unit 10-1

Your Group's presentation should clearly cover the following topics.

★ The Selected Problem

○ What are the different problem solving opportunities were explored?
○ Why did you select this problem?
○ Provide more details about the problem.
★ The Research Plan
○ What missing data did you want to find out from the users?
○ What questions did you frame to get that data?
○ What are your findings from the data received?
★ Use of the Survey Tool
○ What features do you like about the survey tool you used?
○ What features did you find missing in the tool?

10-1 T1 (i)
DBSE | 47
 INNOVATIVE REQUIREMENTS FOR A UNIT
DAILY-USE PRODUCT 10-2
We often have bright ideas like "what if a product could also do this".
However, these remain ideas, we don't pursue them further. You use
several products on a daily basis. These products make your work
more efficient and smoother. In this unit, you will learn and appreciate
the elements of “User Experience” and use that to evaluate some
products of daily-use. You’ll get an opportunity to improve the user
experience for a product of your choice, define its requirements and
create a paper design. The purpose of this unit and the next is to get
you familiar with the wonderful world of 3D modelling. The design you
create in this unit will form the basis of building a 3D-model in the next
unit.

REAL-LIFE KNOWLEDGE ENTREPRENEUR MINDSET

Elements of “User Experience” Dream Bigger

Systematically evaluate products

DESIGN THINKING
A. Inquiring and Analysing: (i) (iv)
B. Developing Ideas: (i) (iii) (iv)
C. Creating a Solution: (ii)
D. Evaluating (ii)

DIGITAL TOOLS FOUNDATIONAL ABILITIES &

KEY QUALITIES
Document editor Critical Thinking, Communication,
Observation, Self Awareness,
Empathy, Reflection

DBSE | 48
 UNIT
UNIT AT A GLANCE 10-2
In this Unit, you will work on improving the user experience of a daily-use
product. You will start the unit by understanding innovation and its
importance. Then, you’ll learn the essentials of “User Experience” and apply it
to evaluate daily-use products and choose one such product for innovation.
You will then explore all the use scenarios of the product detailing its existing
feature requirements and improvement requirements. Then brainstorm in your
group for design ideas on how to satisfy the set of requirements.
Systematically comparing various ideas, you’ll choose the one that best
satisfies the requirements and sketch it in detail. Lastly, seek peer feedback
and improve the design to get ready for 3D-modelling in the next unit.

INNOVATIVE REQUIREMENTS FOR A DAILY-USE PRODUCT

P: Orientation – 2D-3D Modelling and Innovation

P1 2D-3D Modeling of Products

P2 What does innovation mean?

Q: Propose Innovative Features and Consolidate Requirements

Q1 Choose a daily life product for innovation

Q2 Combine basic product features with improvements

R: How to Implement the Product Features

R1 Brainstorm ideas to satisfy requirements

R2 Evaluate ideas and choose one

R3 Sketch the design idea in detail

S: Seek Peer Feedback and Improve

S1 Discuss product design with peers and receive feedback

T: Showcase and Assessment

DBSE | 49
 10-2
L
Student Activity Log for Unit 10-2:
INNOVATIVE REQUIREMENTS FOR A DAILY-USE PRODUCT

Student ID: ____________ Student Name: __________________ Class & Section: ____

ASSESSMENT STRANDS AND CORRESPONDING ACTIVITIES

STRAND ACTIVITY TEACHER'S COMMENTS

A (i) Explain and justify the need for a

P1,Q1
solution

A (iv) develop a detailed design brief

Q2
(requirements)

B (ii) Develop a range of feasible design

R1
ideas

B (iii) Present the final chosen design and

R2
justify its selection

B (iv) Develop accurate and detailed

R3
drawings/diagrams

C (ii) demonstrating technical skills when

P2
making the solutions

D(ii) Explain the success of the solution

S1
against the specification

10-2 L (i)

DBSE | 50
 10-2
L

SESSION P1 + HOME TASK

2D-3D modelling of products

What did I do? What did my group members do?

Strand:

A(i)

SESSION P2 + HOME TASK

What does innovation mean?

What did I do? What did my group members do?

Strand:

C(ii)

10-2 L (ii)

DBSE | 51
 10-2
L

SESSION Q1 + HOME TASK

Choose a daily life product for innovation

What did I do? What did my group members do?

Strand:

A(i)

SESSION Q2 + HOME TASK

Combine basic product features with improvements

What did I do? What did my group members do?

Strand:

A(iv)

10-2 L (iii)

DBSE | 52
 10-2
L

SESSION R1 + HOME TASK

Brainstorm ideas to satisfy requirements

What did I do? What did my group members do?

Strand:

B(ii)

SESSION R2 + HOME TASK

Evaluate ideas and choose one

What did I do? What did my group members do?

Strand:

B(iii)

SESSION R3 + HOME TASK

Sketch the design idea in detail

What did I do? What did my group members do?

Strand:

B(iv)

10-2 L (iv)

DBSE | 53
 10-2
L

SESSION S1 + HOME TASK

Discuss product design with peers and receive feedback

What did I do? What did my group members do?

Strand:

D(ii)

Student Name: ____________ Student Signature: __________________

Class & Section: ____ Date signed: __________________

10-2 L (v)

DBSE | 54
 SECTION P
Orientation: 2D-3D
Modelling and Innovation

CLASS 10
UNIT 2

DBSE | 55
10-2 P1 10-2
P: ORIENTATION – 2D-3D MODELLING AND INNOVATION
P1

P1: 2D-3D Modelling of Products

Context
The wonderful world of 2D and 3D modelling has vast applications and offers job
opportunities in several areas: game development and animated cartoon videos,
architecture, 3D printing, product design and more. In these two units we would be
exploring 3D modelling of product design. In this session, you’ll get familiar with
different kinds of 2D modelling as well as 3D modelling, and also the benefits of
modelling a product before building its prototype.

Individual Activities
1. View two videos:
a. Tinkercad intro on 3D modelling: https://youtu.be/LrU2zm_g7lE
b. Why learn 3D modelling?: https://youtu.be/f3bzRm5t51Q

Question: What are two advantages of 3D modelling that appeal to you? Write
below.

2. Read about 2D-3D modelling on the next page and experience a 3D model.

What to expect: In this unit, you’ll be sketching 2D-design with contours and shading.
In the next unit, you’ll use a 3D modelling tool to transform the 2D-design into a 3D
model.

10-2 P1 (i)
DBSE | 56
 10-2
P1
A: Basic 2D B: 2D with Shading
& Contours

C: 2D with Contours,
Colour & Texture

D: Experience realistic 3D with movement

For experiencing real 3D with movement:

● Google search for “dinosaur”, scroll
down and click “View in 3D” and
later “View in my space” to see the
dinosaur in your surroundings
shown by your device’s camera.
● Or watch:
https://youtu.be/N5vm98ty68w

3D modelling has vast applications in several areas: game development and animated
cartoon videos, architecture, 3D printing, product design and much more. Digital
technology today makes it easy for anyone to learn and become good at 3D modelling
and get part-time work opportunities in the digital economy.

10-2 P1 (ii)
DBSE | 57
 10-2
P1
Let's Think
• What may be the reasons for the popularity of 3D modelling? Mention 1-2
reasons.

• Write three real-life applications of 3D modelling? If you don’t know, search the
internet for “real-life applications of 3D modelling”.

Takeaway
In this unit, you’ll work towards sketching a daily-use product’s 2D-design with
contours and shading in proportional dimensions. In the next unit, you’ll use a 3D
modelling tool to transform the 2D-design into a 3D model. Hope you are excited!
Enjoy the journey!

Home Task
(This is preparation for the next class.)
What does the word “Innovation” mean to you? While SmartPhone is an innovative
product, there are many innovations in everyday use products as well. Find and list
three such innovations.

Innovation means:

Examples of innovations in everyday products:

1.

2.

3.

REMINDER!!
Remember to update 10-2 P1 (iii)
your activity log!! DBSE | 58
10-2 P1 10-2
P: ORIENTATION – 2D-3D MODELLING AND INNOVATION
P2

P2: What does innovation mean?

Context
Innovation is about implementing something new and creating value. Innovation
starts with a new idea to improve a product or service or a method or model of
working. Anyone can be an innovator. Let's tune in the story of Mitti Cool. Video
about Mitti Cool: https://youtu.be/VdYZEEoWiZ8

Story Reading
“Son, people no longer consider buying earthen pots and lamps. We do not earn
enough from this work. So, we have given up this work”, said a poor potter from a
small city of Vankaner in Gujarat to his son. To make ends meet, the father set up
a tea shop for his son Mansukh; however, Mansukh felt embarrassed as his
in-laws ran a toy factory. Mansukh ran his tea shop for a year before closing it in
1985 as soon as he got a chance to work in a tile factory.
While working in the tile factory, Mansukhbhai realized that if tiles can be
successfully made out of clay, why not use clay to make products that are both
useful and beautiful so that people would be interested in buying them? He
started thinking of the possibilities of using clay innovatively.
He thought of various items he could potentially make, but he needed time and
money. He left his job and took a loan of Rs. 30,000 to start experimenting with
different products. Initially, the clay-pan he made broke down as soon as it
contacted fire. He varied his methodology several times and finally came up with
a better version. It was so good that it was sold quickly. After a while, he also
created pots with beautiful designs and shapes. The colourful drawing made it
even more attractive, and they, too, sold out. When the demand increased, he
made a machine, fitted a mould inside, and started producing in bulk. Making
merely 100 pieces without the machine, he could increase his production to
18000, with the machine! Then he fitted a water filter, now the pots could keep the
water cooler and cleaner, leading to further rise in demand.
Everything was working well until the 2001 earthquake crushed his entire
business. It not only broke pots but also impacted the economic condition of the
family. It was during this time that the local newspapers carried a story with a
caption - “Garibon ka fridge toot gaya”. He kept thinking about how poor people
find it difficult to afford the refrigerator due to a lack of money and electricity.

10-2 P2 (i)
DBSE | 59
 10-2
P2

It was that time he stumbled upon the idea to create a refrigerator made out of
clay. He started working on this idea and experimented for 4 years. He needed
more money so he mortgaged his house. After spending a lot of time, sweat, and
money, he finally came up with a refrigerator made out of clay. An eco-friendly
refrigerator that keeps the vegetables fresh and people healthy, without spending
a penny on electricity.

The person who invented this revolutionary refrigerator, Mansukhbhai Prajapati, is

an owner of a company named “MittiCool.” Mansukhbhai now manufactures
plenty of clay products which not only sell in India but also abroad. The company
now sells thousands of colourful vessels, non-stick pans, pots with filters, and
refrigerators. His company’s annual turnover is about 45 lakhs. In the process, he
has also provided employment to more than 35 families of potters.

Mansukhbhai has also been felicitated by the President and the Prime Minister of
India.

Let's Think

• Mention a few innovations by Mansukhbhai. What was new and unique about
each of them?

• Mansukhbhai Dreamt Bigger without being limited by his circumstances.

Provide an example from the story.

• Have you ever thought of something new and unique to solve a problem?
Explain.

10-2 P2 (ii)
DBSE | 60
 10-2
P2
TakeAway
Innovation in an existing product can make it more useful or easier to use or
more attractive. Like Mansukhbhai, while designing your product in this unit, let
yourself free and dream bigger, without being limited by circumstances.
Thinking without restrictions, your mind will discover many resources and
possibilities around you.

Home Task
Like Manshukhbhai, observe existing products used by you or others and think
about improvements that can be made. How can they be made more useful?
easier to use? more attractive?

Product To make the What improvements would you like to make?

product:

More Useful

E.g. Coffee cup Even with hot content, Cup’s outside surface
should be cool enough to hold it without the
Easier to Use need for a cup handle.

E.g. Coffee cup Cup should have a uniquely pleasing look

More
Attractive

REMINDER!!
Remember to update 10-2 P2 (iii)
your activity log!! DBSE | 61
 SECTION Q
Propose Innovative Features
& Consolidate Requirements

CLASS 10
UNIT 2

DBSE | 62
 Q: PROPOSE INNOVATIVE FEATURES AND 10-2
CONSOLIDATE REQUIREMENTS Q1

Q1: Choose a daily life product for innovation

Context
Continuing from homework, you will now explore what is
meant by “User Experience” and how innovations are mostly
about improving the user experience. In groups, using
improved user experience as the goal, you’ll select a product
and decide what innovative changes you’d like to make in that
product.

Individual Activity
● Watch the User Experience video at link: https://youtu.be/SRec90j6lTY?t=120
for only 2 minutes starting at the 2 minute mark.
● Rethink and revise your list from the homework with possible product
improvements. Choose simple products that will be easy to draw and show
improvements visually. If needed, the same product can repeat in multiple
rows.

Product To make the What improvements would you like

product: to make?

More Useful

Easier to Use
(Usable)

More
Attractive
(Desirable)

10-2 Q1 (i)
DBSE | 63
 10-2
Q1
Group Activity
Form small groups as instructed by the teacher.
● Review & discuss the list of product improvements of all group members.
Make a list of these products and improvements. If there are more than one
improvements for the same product, you may merge them if compatible.
Score each set of product improvements on a scale of 0 to 10, 10 being the
best for each column in the table below..
● Give a score indicating whether the product and improvements are simple
enough to accurately sketch on paper with proportional dimensions.
● Using score as a guide, discuss in your group, and select the product that
you’ll use for 2D-sketching in this unit and for 3D-modelling in the next unit.

List of Products and More Useful Easier to More Easy to Total

Improvements Use Attractive Accurately Score
Sketch

For example, Coffee cup: 0 8 0 9 17

With hot content, Cup’s
outside surface should
be cool enough to hold
without the need for a
cup handle.

10-2 Q1 (ii)
DBSE | 64
 10-2
Q1
Let's Think
• While comparing two sets of product improvements, how did the scoring
process help to facilitate discussion among group members?

• Why do you think the requirement “simple enough to accurately sketch on

paper” was added for the product to be 3D-modeled?

Takeaway
User Experience consisting of usefulness, ease of use and attractiveness is a great
way to measure a product’s value to the users. Innovation is about improving this
user experience! The better the user experience, the more chances of the product’s
success.

Home Task
For the selected product and proposed improvements, explain how each
improvement will result in a better user experience of the product.

E.g. Coffee cup:

1) With hot content, cup’s outside surface should be cool enough to hold without
the need for a cup handle, making it easier to use.
2) Cup should have a uniquely pleasing look, thus becoming attractive.

Remember to update 10-2 Q1 (iii)

your activity log!! DBSE | 65
Q: PROPOSE INNOVATIVE FEATURES AND 10-2
CONSOLIDATE REQUIREMENTS Q2

Q2: Combine Basic Product Features with Improvements

Context
While preparing a special meal, we may get carried away by the
recipes for innovative savouries and sweets, but we also need to
ensure that the basic meal items such as roti-subzi-daal or
rice-sambhar-rasam or bread-butter-salad are taken care of as well.
Similarly, while designing a product, we may get carried away by how
to implement innovative improvements, but we also need to ensure
that its basic features are also taken care of. In this session, you’ll
prepare a complete set of requirements for your group’s product.

(Instructions start on the next page.)

(Reference SAMPLE) All Requirements of the Product: COFFEE CUP

Feature Basic Requirements

Container size &

Comfortably fits in the user’s hands and holds coffee for one person.
capacity

Safety Ensure something to hold so that user’s hands do not burn by the heat.

Should be able to withstand the temperature of very hot liquid, without interacting
Material
or releasing any chemicals into the liquid.

Durability The cup should withstand daily use without cracking, chipping, or losing its shape.

The cup should be easy to clean, with a smooth surface that doesn’t trap coffee
Maintenance
stains or odors.

Attractive Visually appealing; match personal style of the user.

Requirements related to Proposed Improvements

Even while containing a hot liquid, the outer surface of the cup should be relatively
Ease of Use
cool to touch, so that a handle is not needed.

Attractive The cup should have a uniquely pleasing look.

10-2 Q2 (i)
DBSE | 66
 10-2
Q2
Group Activity
In your group, discuss the product selected in the last class. Consider all possible
usage situations – where and how the product is or can be used. Make a list of its
existing features and associated requirements. For example:
● What is its role in the product’s use? (e.g. container’s purpose is to hold
coffee, and enable user to hold the cup and drink coffee)
● How does it help safety or ease of use or avoiding mishap? (e.g. avoid the
user’s hand being burned, reduce chances of spilling the coffee, easy to
clean, etc.)
● How does it improve the feel or appearance of the product? (e.g. coffee
cup’s unique shape or transparency or colour makes it attractive)
Referring to the SAMPLE provided on the previous page, fill the table below for
your selected product.

Fill below all Requirements of your product: ___________________

Feature Basic Requirements

Requirements related to Proposed Improvements

10-2 Q2 (ii)
DBSE | 67
 10-2
Q2
Let's Think

● Why do we look at both basic requirements and new innovative

requirements together while designing a new product?

Takeaway
To understand all the requirements of an existing product, you need a thorough
understanding of all its uses and how it is cleaned and maintained, and what
issues the users face. The next step is to come up with creative ideas to satisfy
these requirements.

Home Task
To spark your creativity before the next class, draw 5 to 7 objects which have a
shape V in its outline.

REMINDER!!
Remember to update 10-2 Q2 (iii)
your activity log!! DBSE | 68
SECTION R
How to Implement the
Product Features

CLASS 10
UNIT 2

DBSE | 69
R: HOW TO IMPLEMENT THE PRODUCT FEATURES? 10-2
R1

R1: Brainstorm Ideas to Satisfy Requirements

Context
As you discovered in the homework activity, everyone can be creative. You just have
to nudge your mind appropriately. In Brainstorming process, everyone comes up with
ideas without constraints, there is no judging or criticism. All ideas are written down
and they become the group’s ideas. Then they are discussed logically and better ones
are selected for the next round. In this session, your group will come up with three
solution ideas to meet your product’s requirements.

Group Activity
In your group, brainstorm and discuss multiple design options to implement the
desired product and meet the innovative requirements. Select the top three. For
reference, in case of Coffee Cup without handle, three design ideas are shown below
and briefly explained. On the next page, roughly sketch your group’s top three ideas
and explain how they meet the two innovative requirements.

Reference SAMPLE: Three ideas for the Coffee Cup without Handle

Idea A: Insulator Idea B: Double wall Idea C: Wooden cup,

sleeve around a glass glass with air layer outside surface will
cup to hold it without insulation, outside remain cool since
feeling the hot surface remains cool wood is a natural
content. Leak proof lid even when filled with insulator. Looks
is extra benefit. Looks hot coffee. Looks earthy, environment
good. unique and stylish. friendly.

10-2 R1 (i)

DBSE | 70
 10-2
R1
Three ideas & Explanation for your Product ______________________

Let's Think

• Why is it important to come up with multiple design options/ ideas for

satisfying requirements?

10-2 R1 (ii)

DBSE | 71
 10-2
R1

Takeaway

Ideation is an essential step in the process of innovation. If you go with the first
idea that comes to you, you’ll miss out on better ideas. Also, the ideation process
allows you to merge ideas from multiple sources and create a new idea.

Home Task
Think about how to compare the top three ideas you have come up with? On what
basis will you select the top idea to pursue it further?

REMINDER!! 10-2 R1 (iii)

Remember to update
your activity log!! DBSE | 72
R: HOW TO IMPLEMENT THE PRODUCT FEATURES? 10-2
R2

R2: Evaluate ideas and choose one

Context

Now that you have several design ideas for your product, it is time
to compare and choose one that best meets the requirements.
You may want to consider the cost aspects as well as how
practical it is to build the product.

Group Activity
● Your group has the top three ideas. It is much easier to compare two ideas
rather than three ideas. Hence, first, you’ll figure out which of the three ideas
need to be eliminated based on satisfying requirements.
E.g. for the Coffee cup without handle, the wooden cup can be eliminated
since after a few uses, the coffee stains would settle down in the pores of
wood.
● Next, you’ll take the top two ideas and compare them for every requirement.
In addition, you may add two more considerations:
○ Practical: which design idea is easier to implement using pre-existing
methods? e.g. Adding a rubber eraser to the back of a pencil is easier
to implement than using rubber instead of wood for making pencils.
○ Economical: which design idea can be implemented with lower cost?
e.g. to add scent to an eraser may increase its cost by 40%, while
adding colour may increase only by 10%.
● Evaluate various design ideas using the above aspects and then choose the
best design idea.

You may see the Reference SAMPLE on the next page before comparing your
design ideas on the following page.

10-2 R2 (i)

DBSE | 73
 10-2
R2
Reference SAMPLE:
Comparing the Top Two Design Ideas for Coffee Cup without Handle

Basic Requirements Option A Option B

Container comfortably fits in the
user’s hands and holds coffee for one ✔ ✔
person.

Ensure something to hold so that

✔ ✔
user’s hands do not burn by the heat.

Material should be able to withstand

the temperature of very hot liquid,
✔ ✔
without interacting or releasing any
chemicals into the liquid.

The cup should withstand daily use

without cracking, chipping, or losing ✔ ✔
its shape.

The cup should be easy to clean, with The sleeve may not be easy to
a smooth surface that doesn’t trap clean and may become dirty ✔
coffee stains or odors. after a few uses.

Visually appealing; match personal It has a lid for users who want to ✔
style of the user. drink during travel. Looks good.

Requirements related to Proposed Improvements

The outer surface of the cup should No, but the sleeve makes up for
be relatively cool to touch, so that a it. User shouldn’t touch the ✔
handle is not needed. outer glass surface directly.
The cup should have a uniquely Looks great. The internal
It depends on the user.
pleasing look. contour is quite nice.
✔ ✔
Practical

✔ ✔
Economical Cost

Comparing these, if carrying coffee during travel is not a requirement,

Option B seems to be the better option.
10-2 R2 (ii)

DBSE | 74
 10-2
R2

Comparing the Top Two Design Ideas for the Product ________________

Basic Requirements Option A Option B

Requirements related to Proposed Improvements

Practical

Economical Cost

Comparing these two, Option ___ seems to be the better option.

10-2 R2 (iii)

DBSE | 75
 10-2
R2
Let's Think

• Which criteria did you prioritize over others when evaluating your design
ideas, and what was the reason behind your decision?

• What challenges did you encounter while comparing design ideas?

Takeaway
Evaluating each design option from various aspects such as satisfying
requirements, practicality, and economy, we are able to pick the best design
option. No matter how attractive a design is, if it doesn't satisfy requirements or
is not practical, there is no point in going with it.

Home Task
For the chosen design, find a product similar to it and note down rough
dimensions next to a rough sketch of the proposed product.

REMINDER!! 10-2 R2 (iv)

Remember to update
your activity log!! DBSE | 76
R: HOW TO IMPLEMENT THE PRODUCT FEATURES? 10-2
R2

R3: Sketch the Design Idea in Detail

Context
In order to realise a dream, you have to visualise it
and then “put it down on paper”. The same holds
for a new product with innovative features. Before
you make a 3D model of your product in the next
unit, it is necessary that you work on a paper design
in 2D. Besides building clarity, it will also reveal
some issues that you can resolve by discussing
within your group.
In this session, you’ll draw a detailed sketch of your
innovative product. You don’t have to be an artist;
the sketch doesn’t need to look pretty, but it should Thin layer of air between glass
have clarity. walls works as insulation

Group Activity
On the next page, using appropriate pencils, draw a detailed sketch of your
product showing all important dimensions as well as how the innovative
requirements will be satisfied. Use contours and shading. Draw enlarged tiny
sections to visually show the features or use annotations to describe the features
are facilitated.

Let's Think

• Did you think of making any changes in your product design while doing the
detailed sketch? Explain.

10-2 R2 (i)

DBSE | 77
 10-2
R2
Detailed Sketch of Your Product Design

Takeaway
Giving a concrete shape to the product design idea on paper makes it possible for
you and others to see whether and how it will meet the requirements. Before you
invest a lot of time building a 3D model on the computer, it is important to
convince yourself about the design and also take feedback from others.

Home Task
Show your sketch to friends and family and explain the innovative features to
them. Take their feedback.

REMINDER!!
Remember to update
your activity log!!

10-2 R2 (iii)

DBSE | 78
 SECTION S
Seek Peer Feedback and Improve

CLASS 10
UNIT 2

DBSE | 79
S: SEEK PEER FEEDBACK AND IMPROVE 10-2
S1

S1: Discuss product design with peers and receive feedback

Context
“Feedback is the breakfast of champions.”
In order to be a champion, one needs to improve
daily. Champions seek out feedback from keen
observers and set targets for daily improvements.
That’s how they become champions, by regularly
receiving feedback and taking improvement
actions.
In this class, in pairs, groups will explain their
product design sketch to the partner group and
seek their constructive feedback.

Group Activity
• Form pairs of partner groups, say group A and group B.
• Group A will show and explain their product design sketches to group B and
seek their feedback, noting it down in the box below.
• Group B will provide constructive feedback on Group A’s product design
sketches. Group A should only listen attentively and NOT try to defend
anything.
⚬ Name things that the sketches did very well.
⚬ Mention the improvement requirements visible in the design sketches.
⚬ Mention any requirements missing in the sketches.
⚬ Explain any other suggestions for improvement.
• After that, the above will be repeated with role reversal. Group B will show
and explain, and Group A will provide constructive feedback.

10-2 S1 (i)

DBSE | 80
 10-2
S1
Let’s Think
• How did you feel while receiving the feedback? What did you learn?

• Why is it important to say positive things about the sketches before listing the
improvements?

Takeaway
Giving and receiving Constructive Feedback is the single most important aspect
of any collaboration. True benefits of collaboration are realised when people give
genuine constructive feedback. With some effort, it is possible to find something
positive even if the design is not properly done. Giving positive feedback first puts
the recipients in a comfortable state of mind, ready to listen for the improvement
suggestions. This process is applicable to any interaction where two or more
people are involved.

Home Task

Show your designs to your friends/family members and seek their feedback.

REMINDER!!
Remember to update
your activity log!!

10-2 S1 (ii)

DBSE | 81
 SECTION T
Showcase and Assessment

CLASS 10
UNIT 2

DBSE | 82
T: SHOWCASE & ASSESSMENT 10-2
T1

Guidelines for Presenting Your Work

Context
This section covers the topics you need to cover while presenting the work your
group has done in Unit 10-2

Your Group's presentation should clearly cover the following topics.

• What does innovation mean to you?

• Which existing products did you consider for improvement? What issues the

users of these products face?

• .Of the products you considered, which product did you choose for improvement

and why?

• Describe your requirements for the desired product.

• List and explain several alternate design ideas you came up with.

• Present the final chosen design and your reasons for choosing it.

• Show your paper drawings for the final design.

10-2 T1 (i)
DBSE | 83
 DIGITAL 3D MODEL OF A UNIT
10-3
DAILY-USE PRODUCT
3D models are a practical substitute to building expensive product
prototypes. 3D modelling has applications and career opportunities in
many different fields. This unit provides an opportunity for you to get
familiar with developing 3D models and in learning new tools. In the
previous unit, you had prepared a 2D sketch on paper of a product with
innovative features. Now, you will create a 3D model for the same. You
will ensure that the 3D model richly captures the important aspects of
the desired product for the users to evaluate.

REAL-LIFE KNOWLEDGE ENTREPRENEUR MINDSET

Benefits of 3D modelling, Bounce-back from Failure,
Techniques in building a 3D model Persevere

DESIGN THINKING
C. Creating the Solution (i) (ii) (iii)
D. Evaluating (ii) (iii) (iv)

DIGITAL TOOLS FOUNDATIONAL ABILITIES &

KEY QUALITIES
3D modelling tool Decision Making, Creativity,
Document editor Confidence, Joyfulness,
Managing Fears

DBSE | 84
 UNIT
UNIT AT A GLANCE 10-3
In this unit, student groups will explore and understand the features of a
couple of 3D modelling tools and choose one. They will get familiar with the
chosen 3D modelling tool and practice creating a simple 3D model with the
help of video tutorials. After getting comfortable, each group will begin
modelling their desired product, first its base shape, then add finer details and
then enhance with colour and texture. They will use peer review to give and
receive feedback on their product models and then incorporate the feedback
to improve their 3D product models.

DIGITAL 3-D MODEL OF A DAILY-USE PRODUCT

P: Explore 3D Modelling Tools

P1 Review 3D modelling & Explore tools

P2 Explore features of the chosen tool

P3 Practice by developing a simple 3D model

Q: Model the Desired Product

Q1 Make a plan and create the base shape

Q2 Add finer details to get it closer to the desired product

Q3 Enhance the model using colour and texture

R: Evaluate Product Model against Requirements

R1 Give and receive feedback on product models

R2 Improve your product model

S: Showcase and Assessment

S1 Guidelines for showcasing your work

S2 Showcase in class & Assessment

DBSE | 85
 10-3
L
Student Activity Log for Unit 10-3:
DIGITAL 3-D MODEL OF A DAILY-USE PRODUCT

Student ID: ____________ Student Name: __________________ Class & Section: ____

ASSESSMENT STRANDS AND CORRESPONDING ACTIVITIES

STRAND ACTIVITY TEACHER'S COMMENTS

C (i) Construct a logical plan, which outlines

Q1
efficient use of time and resources

C (ii) demonstrating technical skills when P1,P2,P3,

making the solutions Q2,Q3

C (iii) following the plan to create the

Q1,Q2
solution, which functions as intended

D (ii) explain the success of the solution

R1
against the specification

D (iii) describe how the solution could be

R2
improved

D (iv) describe the impact of the solution R1

10-3 L (i)

DBSE | 86
 10-3
Note: Attach additional sheets if writing space is not L
enough.

SESSION P1 + HOME TASK

Review 3D modelling & Explore tools

What did I do? What did my group members do?

Strand:

C (ii)

SESSION P2 + HOME TASK

Explore features of the chosen tool

What did I do? What did my group members do?

Strand:

C (ii)

SESSION P3 + HOME TASK

Practice by developing a simple 3D model

What did I do? What did my group members do?

Strand:

C (ii)

10-3 L (ii)

DBSE | 87
 10-3
L
SESSION Q1 + HOME TASK

Make a plan and create the base shape

What did I do? What did my group members do?

Strand:

C(i), C(iii)

SESSION Q2 + HOME TASK

Add finer details to get it closer to the desired product

What did I do? What did my group members do?

Strand:

C(iii), C(ii)

SESSION Q3 + HOME TASK

Enhance the model using colour and texture

What did I do? What did my group members do?

Strand:

C(ii)

10-3 L (iii)

DBSE | 88
 10-3
L

SESSION R1 + HOME TASK

Share Feedback On Product Models

What did I do? What did my group members do?

Strand:

D(ii), D(iv)

SESSION R2 + HOME TASK

Improve Your Product Model

What did I do? What did my group members do?

Strand:

D(iii)

Student Name: ____________ Student Signature: __________________

Class & Section: ____ Date signed: __________________

10-3 L (iv)

DBSE | 89
 SECTION P
Explore 3D Modelling Tools

CLASS 10
UNIT 3

DBSE | 90
P: Explore 3D Modelling Tools 10-3
P1

P1: Review 3D modelling & Explore tools

Context
The wait is over! You have been waiting for too long to play with 3D
modelling! In this unit, you will build a 3D model of the product
design you sketched in the previous unit. In thi session, you’ll review
3D modelling’s purpose and benefits and begin exploring a couple
modelling tools. After exploration, each group will decide which tool
they would like to use for building their product’s 3D model.

Group Activity
● Next page provides a list of benefits of 3D modelling. Discuss them in your
group and answer the question posed there.
● Below is introductory material for two free animation tools. Divide your group
into two subgroups and explore each of them. Then decide which tool is best
for your group. Suggestions: if you haven’t used a 3D modelling tool,
Tinkercad may be more appropriate. If you know how to use Tinkercad, it is
worth trying out Vectary.

Tinkercad
Intro: https://youtu.be/LrU2zm_g7lE

Tutorial on how to use Tinkercad?

Option 1: length 9:42 https://youtu.be/sh4o9k599pQ
Option 2: length 10:54 https://youtu.be/ZvDkf1CEpMY
Option 3: length 21:12 https://youtu.be/j6Zr-WMA_ao

Vectary
If you are familiar with such tools, a quick tutorial how to use
Vectary: https://youtu.be/u-38KPKeMyk

Independent review of Vectary: https://youtu.be/Zd3DUYu2vfg

Example 3D model using Vectary:

https://app.vectary.com/p/1ieaNMSXSFeSit7eqbIGkW

Note: You could use a completely different 3D modeling tool, and that’s fine!

10-3 P1 (i)
DBSE | 91
 10-3
P1
Why build a 3D model of a product?

Developing a 3D model of a product design before building the product itself offers
several benefits, these are listed below.
Visualization: A 3D model allows designers and partners to visualize the product
design from all angles and perspectives, which can help identify any potential
design flaws or issues before building the product.
Cost savings: Creating a 3D model can help identify design flaws or errors early on
in the process, which can save time and money in the long run by preventing costly
mistakes during manufacturing or assembly.
Design iteration: With a 3D model, designers can easily make changes to the
product design and iterate on the design quickly, without the need to build physical
prototypes.
Collaboration: 3D models can be easily shared with other members of the design
team, stakeholders, or clients, allowing for collaboration and feedback throughout
the design process.
Improved accuracy: 3D models can be used to take accurate measurements of the
product design, which can improve the accuracy of the final product.
Testing and analysis: 3D models can be used to simulate how the product design
will function in the real world, allowing for testing and analysis to be carried out
before the product is built.
Better communication: A 3D model can help bridge the communication gap
between designers and partners by providing a clear and accurate visual
representation of the product design.

Overall, developing a 3D model of a product design before building the product

itself can lead to improved design accuracy, faster design iteration, cost savings,
and better collaboration and communication throughout the design process.
Resources:
● Introduction to 3D modelling: https://youtu.be/CjsKbXyo32U
● What is 3D modelling? https://youtu.be/uxMPIK_R9GA
● Why Learn 3D modeling? The Power to Make! https://youtu.be/f3bzRm5t51Q

10-3 P1 (ii)

DBSE | 92
 10-3
P1
Let's Think
Which one or two of the above benefits seem most important to you? Why?

Which 3D modelling tool did your group decide to use and why?

Takeaway

Developing a 3D model of a product design before building the product itself

helps visualisation for better collaboration and communication throughout the
design process. It can lead to improved design accuracy, faster design iteration,
cost savings as well. Having picked your 3D modelling tool, your 3D modelling
journey has already begun!

Home Task
Search for videos demonstrating how to build simple 3D models using your
chosen tool. See a couple of videos before the next session.

REMINDER!!
Remember to
update
your activity log!!

10-3 P1 (iii)
DBSE | 93
P: UNDERSTAND AND EXPLORE 3D MODELLING 10-3
P2

P2: Explore features of the chosen tool

Context

When you start learning a new 3D modelling tool, it is

better to first explore its interface, modelling techniques
offered, and practice. In this session, you will begin
exploring your chosen modelling tool.

Group Activity
Try to learn the following using the resources mentioned below or any other you
can find on the tool’s learning centre or anywhere else on the internet. Tip: if there
are more computers available, each sub-group can see a different video and try out
different features.
● Understanding the tool’s interface: Navigation of 3D workspace, panning,
zooming, rotating the view, as well as accessing menus, toolbars, panels,
time-saving shortcut keys etc.
● Modelling Techniques: Learn how to create simple shapes such as spheres,
cubes, cones, and cylinders. Then learn how to manipulate those shapes to
create more complex objects by extruding, beveling, or chamfering edges.
You can also combine shapes by adding or subtracting.
● Practise each of the above; just watching videos is not enough.

Tinkercad (use resources as needed or as suggested by teacher)

● Use any of the “How to use Tinkercad” videos listed in the previous session.
● Simple 3D model using TinkerCad https://youtu.be/gOs6Mdj7y_4
● Create a object with 3 letter shadows in 3 directions http://bit.ly/3Gak5if
● Tinkercad Learning Center for 3D Design: https://bit.ly/tinkercad_tutorials

Vectary (use resources as needed or as suggested by teacher)

● Quick tutorial how to use Vectary: https://youtu.be/u-38KPKeMyk
● How to to add/subtract shapes: https://youtu.be/I_MhWLuDCmM
● 3D character robot tutorial: https://youtu.be/AZWHbq6IaYs
● Vectary Learning Center: https://bit.ly/vectary_tutorials

10-3 P2 (i)
DBSE | 94
 10-3
P2
Let's Think
• Imagine a carpenter building a 3D model of a product using tree trunks or
large wooden blocks. In what ways using the 3D modelling tool similar to and
different from what a carpenter does?

Takeaway
3D Model Tools such as Tinkercad and Vectary have very flexible features that
can be used to make a large variety of shapes, and objects. You can also alter
the colour, material effect, scene orientation and surroundings. One of the
objectives of this unit is to get you comfortable and confident in exploring such
tools and the power of 3D modeling.

Home Task
Make a list below, of things you haven’t done yet or could not do on the modelling
tool. Search on the internet, for ex. “How do I do _______ on Tinkercad/Vectary?”
and some answers may emerge. If you don’t find any help, you can discuss it with
a classmate.

Remember to update 10-3 P2 (ii)

your activity log!!
DBSE | 95
P: UNDERSTAND AND EXPLORE 3D MODELLING 10-3
P3

P3: Practise by developing a simple 3D model

Context
Different people learn in different ways. Some
people prefer to read the manual first, or play
with the user interface, or watch several
tutorials. But your confidence builds up only
when you do something concrete with the
tool. Trying out a complete project from start
to finish gives you joy, satisfaction, and
confidence. In this section, with the help of a
tutorial video, you will practise 3D modelling of
a simple object.

Group Activity

● For your group’s chosen tool, select any of the simple object modelling
tutorials.
● See the video and follow along to create a full 3D model of the object
specified in the video.
Notes: If your group has more computers, each sub-group can work in parallel on
the same or different object. Please seek extra time as needed.

Creating 3D-model for an object using Tinkercad

Follow along any of the following tutorials and create a 3D model:

● Simple Eiffel tower: https://youtu.be/LOKpUSnjHao
● Simple scene with 2 objects and text https://youtu.be/gOs6Mdj7y_4
● An object with 3 letter shadows in 3 directions http://bit.ly/3Gak5if

Creating 3D-model for an object using Vectary

Follow along any of the following tutorials and create a 3D model:

● 3D character robot: https://youtu.be/AZWHbq6IaYs
● Bottle cap using Vectary: https://youtu.be/IbVyAvf1nYE
● Glass bottle with cork: https://youtu.be/g-GYRxCQWww

10-3 P3 (i)
DBSE | 96
 10-3
P2
Let's Think
• Describe your feeling after creating your 3D-model? What did you enjoy the
most?

• What did you do when you couldn’t follow or do what the video is showing?

Takeaway
Most digital tools come with a library of tutorials that guide interested users
self-learn their use. It is much easier to visually see and follow what is
being done and rather than following a long text of instructions. Once you
have created a 3D model from start to finish, your confidence in using the
tool and in creating more models improves significantly. Now, you are ready
to create a 3D model for the product you designed in the previous unit.

Home Task
Think about what base shapes and modeling techniques you’d apply to create the
3D model of your product. List them in the side box.

10-3 P3 (ii)
Remember to update
your activity log!! DBSE | 97
 SECTION Q
Model the Desired Product

CLASS 10
UNIT 3

DBSE | 98
Q: MODELLING THE DESIRED PRODUCT 10-3
Q1

Q1: Make a plan and create the base shape

Context
The first thing you need in your 3D model is a base shape of your desired product.
Having built a 3D model from the start, you now may have an idea of the process of
creating the base shape of an object, adding finer details to make it closer to the
desired object, and enhancing the model using colour and texture. In this session,
based on the design sketch from the previous unit, you’ll make a plan for creating
the base shape and refining it. Then, follow the plan to create the base shape.

Group Activity
● Based on the design sketch from the previous unit, create a plan for building
the base shape of the desired product.
○ Which standard solid shapes would you start with? What dimensions?
○ What operations would be needed to make it closer to the desired
shape?
○ What refinements will be needed to make it look like the desired
product?
● Follow the plan and create the basic desired shape. Refinements can be done
in the next session.
Notes: As needed, you may refer to any resource listed in the previous sessions or
to those available at the tool’s learning centre. We recommend that you start from
an empty workspace and not from any pre-built model.

Let’s Think
Your mind is probably tired, having learned a lot of new things, and
overcame several challenges. It deserves a break from more thinking!

Takeaway
The journey of building the 3D model of the desired product is challenging and
thrilling. It is full of frustrations of not getting something exactly right and joys of
figuring it out. This is true of almost any new task you take up in life. If you keep at
it, eventually you’ll figure it out.

10-3 Q1 (i)
DBSE | 99
 10-3
Q1

Home Task

Make a list of things your group hasn’t figured out yet on the modelling tool.
Search on the internet “How do I do _______ on Tinkercad/Vectary?” and some
answers may emerge.

REMINDER!!
Remember to update
your activity log!!

10-3 Q1 (ii)
DBSE | 100
Q: MODELLING THE DESIRED PRODUCT 10-3
Q2

Q2: Add finer details to get it closer to the desired product

Context
Imagine an artist perfecting every stroke on his/her masterpiece
or a sculptor chipping away at smoothening the curves on
his/her sculpture. That is the role you are playing in this session –
adding finer details to the 3D model you have created thus far so
that it looks much closer to the desired product.

Group Activity
● Add finer details to your model, such as curves, grooves, and edges. Use
tools such as extrusion, subtraction, and grouping to create the desired
shapes.
● Specifically, ensure that looking at the model, it is visually clear how
existing as well as innovative requirements will be satisfied by the product.
This is the primary purpose of creating this 3D model – to communicate to
partners and clients that the product will meet the requirements.
Note: As needed, you may refer to any resource listed in the previous sessions or
to those available at the tool’s learning centre.

Let’s Think

Once again, your mind probably needs a break from more

thinking. It is important to keep the focus on the task at hand.

Takeaway
Adding finer details is a very laborious task. The mind comes up with many
excuses to postpone or not do some of the detailing. However, if you are not
satisfied then “It is not good enough”. Attention to details and meticulous
checking of every detail are important qualities that will help you in your career.

10-3 Q2 (i)
DBSE | 101
 10-3
Q2
Home Task

Make a list of things your group haven’t figured out yet on the modelling tool.
Search on the internet “How do I do _______ on Tinkercad/Vectary?” and some
answers may emerge.

REMINDER!!
Remember to update
your activity log!!

10-3 Q2 (i)
DBSE | 102
Q: MODELLING THE DESIRED PRODUCT 10-3
Q3
Q3: Enhance the model using colour and texture
Context
You may have the most useful and easy to use product,
but if it is not attractive, the users may not go for it. When
you buy a dress, you tend to look at its pattern, colours and
texture (how it feels to touch). In this session, you’ll make
your product’s 3D model more attractive by adding
appropriate colours, textures, and any other decoration.

Group Activity
● Find and review the resources that demonstrate how to apply colour, textures,
labels to parts of a 3D model.
● Discuss within your group what addition will significantly enhance the model.
● Work on making these additions.
Note: As needed, you may refer to any resource listed in the previous sessions or to
those available at the tool’s learning centre.

Let’s Think
Using EXACTLY FIVE WORDS, describe how you feel
after putting finishing touches on your 3D Model?

Takeaway
Completing something or reaching a milestone is very satisfying and it builds our
confidence. No matter how many mistakes we made or failures we faced, learning
from them and to keep going without giving up is what counts in life!

Home Task
Review your 3D model, noting
down at least three
improvements that would be
desirable.

Remember to update 10-3 Q3 (i)

your activity log!!
DBSE | 103
 SECTION R
Evaluate Product Model
Against Requirements

CLASS 10
UNIT 3

DBSE | 104
R: EVALUATE PRODUCT MODEL AGAINST 10-3
REQUIREMENTS R1

R1: Give and receive feedback on product models

Context
It is now time to give and receive constructive feedback. You
are already familiar with this process from the previous unit.
This time, we’ll be evaluating product models against
requirements.

Group Activity
• Form pairs of partner groups, say group A and group B.
• Group A will show and explain their product model to group B and seek their
feedback, noting it down in the box below.
• Group B will provide constructive feedback on Group A’s product model. Group A
should only listen attentively and NOT try to defend anything.
⚬ Name things that the product model did very well.
⚬ Mention the improvement requirements visible in the product model.
⚬ Mention any requirements missing in the model.
⚬ Explain any other suggestions for improvement.
• After that, the above will be repeated with role reversal. Group B will show and
explain, and Group A will provide constructive feedback.

10-3 R1 (i)

DBSE | 105
 10-3
R1
Let's Think
• Discuss within the group the feedback received and observations of group
members and prepare below a list of improvements to be made in your
product model.

Takeaway
Constructive feedback is essential to improvement in every aspect of our lives.
Make a genuine attempt to understand the feedback received and incorporate
necessary changes in the next session.

Home Task
Review your 3D product model with friends and family and seek their feedback. If
it is different from the feedback received in class, think about what
improvements can be made to take care of the feedback. Add the changes to the
above list.

REMINDER!!
Remember to update
your activity log!!

10-3 R1 (ii)

DBSE | 106
R: EVALUATE PRODUCT MODEL AGAINST REQUIREMENTS 10-3
R2

R2: Improve your product model

Context
Companies that listen to their customers and incorporate their
feedback to improve their products do far better than those that
do not. You have prepared a change list to incorporate the
feedback you received thus far. It is time to incorporate those
improvements into the product model and “Publish” your model.

Group Activity
● Follow the list of improvements prepared and make necessary changes in the model.
● Review the product model one last time and publish using tool-specific instructions
below.

Publishing a 3D-model using Tinkercad

● Tutorial https://www.tinkercad.com/blog/share-your-designs-with-the-world

Publishing 3D-model using Vectary

● Tutorial https://youtu.be/Y-XM9_71oJw

Let's Think
• List one or two improvements you are happy about making as a result of the feedback.

Takeaway
Congratulations! You have become familiar with the world of 3D modelling and will find
many applications for it in the future. Making improvements based on feedback is an
important trait that gets rewarded well in life. People and organizations that follow a
model of regular feedback and continuous improvement are able to survive and thrive for a
long time.

Home Task
Think about the best way to showcase your entire journey in this unit and the final 3D
product model.

10-3 R2 (i)

DBSE | 107
SECTION S
Showcase & Assessment

CLASS 10
UNIT 3

DBSE | 108
 10-3
S: SHOWCASE & ASSESSMENT
S1

S1: Guidelines for Showcasing Your Work in Unit 10-3

Context

This section lists the topics you need to cover while

showcasing the work your group has done in Unit 10-3.

Your Group's Showcase should clearly cover the following topics.

• Describe the features of the 3D modelling tool that you were able to use while
creating your 3D product model.

• Show the 3D product model you developed explaining:

⚬ How was it developed following the design from the previous unit and the
plan made in this unit?
⚬ What changes were made in the design or the plan and why?

• Based on the feedback received, describe how well the model satisfied the
product requirements.

• Explain what impact this product with innovative features have on the users.

• Describe what feedback was received and what improvements were made or
could be made in the product model.

10-3 S1 (i)

DBSE | 109