T E C H N O LO G Y STUDIES:

DESIGN AND
TECHNOLOGY

7
GRADE
Dr Aruna Ankiah-Gangadeen, Head Curriculum Development, Implementation and Evaluation

TECHNOLOGY STUDIES: DESIGN & TECHNOLOGY PANEL

Robin Ramsamy - Coordinator, Lecturer, MIE
Navin Hurreeram - Senior Lecturer, MIE
Aartee Jodheea - Educator
Damien Chavry - Educator
Nishal Teelokee - Educator
Pravind Ujhoodha - Educator

Design
Kunal Sumbhoo - Graphic Designer, MIE

© Mauritius Institute of Education (2023)

ISBN: 978-99949-75-27-3

Acknowledgements

The Design & Technology Panel wishes to acknowledge the contribution of:
- Rajendra Korlapu-Bungaree, (Senior Lecturer, MIE) for proof reading
- Akshaye Goindo & Avinash Purtaub, Photographic credit
- Staff of Design & Technology Department, MIE
- Educators of Validation Panels

Students' contribution:
- Dakshanaa Ramsamy
- Rithvik Mahadoo
- Shaili Jutton

Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked.
All materials should be used strictly for educational purposes.
 Foreword
As the first cohort to embark on the Nine Year Continuous Basic Education at secondary level, we are
pleased to offer you a new series of Grade 7 textbooks. These textbooks have been designed in line
with the National Curriculum Framework (NCF) and syllabi for Grades 7, 8 and 9 − documents that
offer a comprehensive notion of learning and teaching with regard to each subject area. These may be
consulted on the MIE website, www.mie.ac.mu.

This set of textbooks aims at providing a smooth transition from Grade 6 so that learners gradually
get initiated into the requirements of secondary schooling. As per the philosophy propounded by the
NCF, the content and pedagogical approach, as well as the activities, have been crafted to allow for an
incremental and continuous improvement of the learners’ cognitive skills. The content is contextual and
based on the needs of the Mauritian learners. Care has been taken to provide the basics that should
help every student develop key competencies, knowledge, skills, attitudes and values that would make
him or her a successful learner for the grades beyond. The comments and suggestions of a variety of
stakeholders have been kept in mind. We are especially appreciative of those made by educators who
have been part of our validation panels, and whose suggestions emanate from long standing experience
and practice in the field.

The production of this series of textbooks, within a relatively short period of time, has been a challenge
to the writers who have invested a considerable amount of time, effort and energy into the process.
I would therefore wish to thank all those who have been part of the whole process for the time they
devoted to it and their perseverance. The panel coordinators are to be commended for their leadership
and insistence on maintaining the standard and quality of the textbooks, while ensuring that the
objectives of the National Curriculum Framework are translated in the content.

Every endeavor involves a number of dedicated, hardworking and able staff whose contribution
needs to be acknowledged. Professor Vassen Naeck, Head Curriculum Implementation and Textbook
Development and Evaluation, had the very demanding task of ensuring that all panel leaders are
adequately guided with respect to the objectives of the NCF, while ascertaining that the instruction
designs are appropriate for the age group being targeted. I also have to acknowledge the efforts of the
Graphic Artists and the Graphic Unit for putting in much hard work to ensure that MIE publications have
a distinctive quality that singles them out. My thanks go equally to the support staff who have worked
hard to ensure that every one receives the necessary support and work environment that is conducive
to a creative endeavor.

I am thankful to all those who provided the support, both within and outside the MIE, and to the Ministry
of Education, Human Resources, Tertiary Education and Scientific Research for giving us the opportunity
to be part of the whole reform process.

Dr O Nath Varma
Director
Mauritius Institute of Education

i
 Preface
In line with the philosophical principles underpinning the Nine Year Schooling educational reform
and the National Curriculum Framework, Technology Studies: Design and Technology is offered to all
secondary school students of Mauritius irrespective of their ability, level and gender.
The challenges for transforming education for the 21st century is at our doorsteps and Technology
Studies is going in the same vein at promoting a holistic and broad-based education anchoring the
development of creative and critical skills.

Technology Studies comprises two strands:

• Design and Technology
• Food and Textiles Studies

Students studying Technology Studies will emerge through a system which provides them the
opportunity to think critically, develop the ability to create, innovate, adapt, initiate, communicate and
lead, but at the same time work collaboratively and responsibly in teams. This will pave the way for
our students to stimulate their thinking, communication and entrepreneurship skills while nurturing
respect for others and self-discipline.

This textbook has taken into account the current trends among adolescents and particular attention has
been given to the needs of our Grade 7 students. Illustrations, contextual pictures, graphs and charts
support the explanation of concepts throughout the textbook. The content of the textbook is presented
in units and topics to gradually guide the student. The learning objectives are clearly indicated at the
beginning of each unit for more focused teaching and learning. The Grade 7 Technology Studies : Design
and Technology textbook lays the foundation for Grade 8 and 9.

Educators are encouraged to act as facilitators and to guide students accordingly. Projects are proposed,
which can be adapted according to the schooling context, resources available, students’ abilities and
interest. The projects aim at helping students to become prepared to take action for their self and family
well-being and to address everyday living challenges.

The authors wish that this Grade 7 textbook offers a pleasurable teaching and learning adventure in
Technology Studies: Design and Technology.

ii
 CONTENTS
Design and Technology
UNIT 1 01
Design Fundamentals

UNIT 2 15
Pictorial Projection

UNIT 3 37
Safety in the DT Workshop

UNIT 4 47
Material Technology

UNIT 5 63
Geometrical Construction

UNIT 6 81
The Design Process

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

Learning Objectives: These are found at the beginning of each unit to enable you to
structure, sequence and plan your learning.

Activities: In-built activities are integrated in the units/topics as formative

tasks to stimulate thoughts and develop communication in class.

Did you know? / More to Know: These will give you facts that will increase

your level of interest in the concepts covered.

Find out More: Weblinks are provided to extend learning outside the

classroom.

Research work: To enable you to find interesting information which are

relevant to the concepts introduced in the unit.

Key Terms: Terminologies are included to explain the terms properly.

Exercises: A list of questions is included to reinforce concepts learned.

Design & Technology
 Design & Technology
Design and Technology adopts a holistic approach towards arousing creative and
critical thinking in students. It forms part of a broad-based education since it is a
project-based subject in the secondary school curriculum anchoring on design
action and the application of knowledge and practical skills.
The lower secondary Design and Technology syllabus aims to enable pupils to:
• develop an awareness of design in the man made-world
• develop an appreciation of function, aesthetics and technology in design
• develop basic design thinking and communication skills
• experience the process of realising designs through making
• think and intervene creatively to become autonomous decision makers
This Grade 7 text book has been written in line with the National Curriculum
Framework. It aims at providing a repertoire of basic knowledge on key concepts
in Design and Technology. The following areas of study are included:
• Design fundamentals
• Pictorial projection and rendering
• Geometrical constructions
• Safety in the workshop
• Material technology
• Design process
This textbook encourages learners to get engaged in design activities adapted
to their abilities, interest and design context. Special attention has to be given to
safe working practices during the realisation stage. For Grade 7, the materials to
work with are paper and card.
The content materials on the various units are by no means exhaustive.
Educators are encouraged to develop additional and appropriate resources
wherever applicable to enhance learning. They are also advised to use varied
teaching strategies to develop the content of this resource book and to cater for
a range of learning abilities and preferences. Educators should be imaginative in
implementing the content of this resource book according to the availability of
resources and to make learning meaningful and joyful.
 1
1

Design Fundamentals in Design

and Technology

Unit
Learning Objectives

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

• Explain the importance of Design and Technology
• List some factors affecting Design
• Differentiate between good and bad designs

An introduction to Design and Technology

Design and Technology is a fascinating subject. It is a window through which you will
discover a fantastic world of creativity and innovation. It is a multidisciplinary subject
cutting accross different fields of study. Design and Technology will allow you to learn
about the design and production of products that facilitate everyday life.

What is design?

Products in our environment have all been designed. The clothes we wear, the houses
we live in, the chairs we sit on, the cars we travel in and the mobile phones we use are
good examples of designs. We use many products of design throughout the day which
facilitate our tasks. Through the design activity, we can create and realize a range of
useful products.

Let us consider the example of a modern living room, as shown in Fig. 1.1.

Figure 1.1

Let us study the picture and try to answer these simple questions.

• What products can you identify in the picture?

• Why did we design these products?
• Who has designed these products?

1
Unit 1 I Design
Workfundamentals
out in Design and Technology

ACTIVITY 1
Did you know

Look at the pictures shown below and complete the table.

Note to teachers Note to teachers
Carry out the activity orally first. Carry out the activity orally first.
Provide assistance as needed for Provide assistance as needed for Who designed
pupilsProducts Name
to complete the activity. This Function(s) Materials
pupils to complete used
the activity. This
the products?
may be done in their copybooks may be done in their copybooks
before writing in the textbook. before writing in the textbook.
Prepare additional activities/exercises Prepare additional activities/exercises
to reinforce learning of this concept. to reinforce learning of this concept.
Explain to pupils about the place of Explain to pupils about the place of
'often', which can also be before the 'often', which can also be before the
verb. verb.

2
 Unit 1 I Design fundamentals in Design and Technology

From these examples we can deduce that a designer creates, plans, builds, draws, innovates,
solves problems as well as brings changes to existing products in order to satisfy users or
customers.

Design is the activity of creating products and services by using, changing or adapting
technology.

What is technology?
Technology is an integrated part of modern life. We use it every day in our life, for example,
mobile phones, TV, washing machines, high precision machines and sophisticated transport
systems.

Technology refers to all materials, machines, tools and devices which help people to live easily
and comfortably. It is the optimum use of knowledge and skills of people, materials, tools
and machines to create goods and services to enhance our everyday life. Some products of
technology are illustrated in Fig. 1.2.

Figure 1.2(a): Drone Figure 1.2(b): Electrical and electronic gadgets

Figure 1.2(c): Arc welding Figure 1.2(d): Solar lights

3
 Find out

Unit 1 I Design fundamentals in Design and Technology

Work out

ACTIVITY 2
Did you know

Make a list of common technology used every day and state their uses.
One
Noteexample
to teachershas been done for you. Note to teachers
Carry out the activity orally first. Carry out the activity orally first.
Provide assistance as needed for Provide assistance as needed for
pupils to complete the activity. This pupils to complete the activity. This
may be done in their copybooks
Products may be done in their copybooks
Sketches/photographs Uses
before writing in the textbook. before writing in the textbook.
Prepare additional activities/exercises Prepare additional activities/exercises
to reinforce learning of this concept. to reinforce learning of this concept.
Explain to pupils about the place of Explain to pupils about the place of
'often', which can also be before the 'often', which can also be before the
verb. verb.
Pens For writing

For
Radio
communicating

For travelling

4
 Unit 1 I Design fundamentals in Design and Technology

The importance of Design and Technology

Human beings have always been designers. From cavemen to modern men, there has been
a gradual evolution in designs. The tools and skills used by prehistoric men were very basic
compared to high precision tools and technology used today. Human beings have found better
and quicker ways to solve problems and come up with effective solutions.

The pictures (Fig. 1.3) show the evolution of the use of tools, equipment and skills in Design and
Technology.

Ancient tools used by early civilisations

Traditional way of working with wood

with handtools

Circular saw is now used to cut wood

Manufacturing by advanced technology

CNC machines
(CNC: Computer Numerically Controlled)
Figure 1.3
5
Unit 1 I Design fundamentals in Design and Technology

Design and Technology has an important role. It is present everywhere with the products
designed and made, forming an integral part of our life. In fact, we take most of our everyday
things for granted but we must recognize that somewhere, someone has spent much time
and energy in working out the shapes, sizes, colours to be used and in selecting the suitable
materials and the ways to manufacture them. Design and Technology has been an evolving
and dynamic field that has allowed humankind to grow.

DID YOU KNOW?

Moving the blocks

To move the stones (the huge blocks for making pyramids) overland, the Egyptians used
large sledges that could be pushed or pulled by gangs of workers. The sand in front of the
sledge was dampened with water to reduce friction, making it easier to move the sledge.

6
 Unit 1 I Design fundamentals in Design and Technology

Practical applications of Design and Technology

Let us study some of the wonders of Design and Technology.

I. Design and Technology at home

Life is much easier with a variety of gadgets and electronic devices at home. Study the products
shown in Fig. 1.4 and analyse their use in our everyday life.

Kettle Iron Washing Machine

Radio Glasses Vacuum cleaner Water bottle

Figure 1.4

II. Design and Technology in the protection of the environment

Research and advancement in technology

have allowed the development of
environmentally friendly products and
systems. For instance, in the field of energy
production, technologies have decreased
the dependency on traditional sources of
producing electricity. These technologies are
green and renewable. Fig. 1.5 and Fig 1.6 are
good illustrations of these. Application of
energy efficiency systems are also present in
building design (Fig. 1.7). Figure 1.5

7
Unit 1 I Design fundamentals in Design and Technology

Solar panels at Solar farm of Sarako, Bambous Environment friendly MCB building at St Jean,
Quatre Bornes

Figure 1.6 Figure 1.7

However, irresponsible use of technology can also have a negative impact on the environment.
For example, the amount of plastic products which are thrown as waste and which pollute the
sea, rivers and land (Fig. 1.8).

Figure 1.8

DID YOU KNOW?

The Mauritian Government has initiated several campaigns to encourage people to use
energy efficiently. In this line, it is providing opportunities for households to produce their
own electricity by using photovoltaic solar cell technology. Families can produce electricity
for their own use and the surplus is sold to the Central Electricity Board (CEB).

8
 Unit 1 I Design fundamentals in Design and Technology

III. Design and Technology in the transport sector

The transport sector has steadily evolved over time. Pictures in Fig. 1.9 illustrate some changes
in this sector.

Ox carts Horse driven carts Ancient cars

Cadillac New cars

Figure 1.9

There has been a gradual shift in the means of transport used by people. Traditional vehicles
have been replaced by modern ones. We have faster, safer, more energy efficient and more
comfortable transport systems now (Fig. 1.10).

Figure 1.10(a): Aeroplanes Figure 1.10(b): Metro Leger Figure 1.10(c): Coaches

However, we should be aware that the transport sector also contributes to damaging the
environment by, for example, polluting the atmosphere (Fig. 1.11).

Figure 1.11
9
Unit 1 I Design fundamentals in Design and Technology

IV. Design and Technology in leisure activities

Leisure activities can take diverse forms like going to the seaside, practising sports activities,
viewing films, sports, playing music, sightseeing and playing video games (Fig. 1.12). Leisure
activities are ever evolving due to Design and Technology activities. New products are brought
on the market while old designs are being constantly improved.

Figure 1.12(a): Water Sports Figure 1.12(b): Football Figure 1.12(b): Video games

ACTIVITY 3

Find some more applications of Design and Technology. You can consider these examples:
communication sector, building design, agriculture and clothing.

Factors affecting design

During the process of creating and making products, there are several factors that need to
be taken into consideration, which influence the design activity. Below are some examples of
factors that are considered while designing.

• Function
The purpose and the use of the product.

• Material
The material(s) from which the product can be made.

• Appearance
The shape or form, the colours and the texture of the product.

• Safety
Safety measures and potential hazards.

10
 Unit 1 I Design fundamentals in Design and Technology

• Environment impact
The possible positive or negative effects of the product on the environment.

• Size
Dimensions/storage capacity of the product.

• Cost
The cost of making the product.

• Production Method
Processes and procedures, including tools and equipment.

In real life situations, there are many other factors that will affect the design of an object. Later,
as you become more experienced in design work, you will come across other factors.

Let us consider a pencil case and find out the factors that have been taken into consideration
when designing and making it (Fig. 1.13).

Production Method
Materials Simple techniques:
Card covered with Marking, cutting, gluing
cloth. Metal zip. Function
Easily available and Holds pens, pencils
processed and eraser securely.
Adequate storage area

Appearance Life span

It has a rectangular Around one year.
shape. Two colors Can be affected by water
have been used,
blue and dark
blue which are in Environmental Impact
Safety
harmony Can be recycled
Materials are soft which
prevent injuries.
Non-toxic materials have Size
been used 150 mm X 50 mm X 50 mm.
Fits easily in a school bag

Figure 1.13

ACTIVITY 4

Select two objects that you use everyday and describe the factors affecting their design.
Use Fig. 1.13 as a model.

11
Unit 1 I Design fundamentals in Design and Technology
Find out

EXERCISES
Work out

1. Make a list of five products which you use frequently and name their uses. Present your
answerDid
in the
youform of a table.
know
2. The pictures below show different types of shoes. Compare them in terms of their functions.

Note to teachers Note to teachers

Carry out the activity orally first. Carry out the activity orally first.
Provide assistance as needed for Provide assistance as needed for
pupils to complete the activity. This pupils to complete the activity. This
may be done in their copybooks may be done in their copybooks
before writing in the textbook. before writing in the textbook.
Prepare additional activities/exercises Prepare additional activities/exercises
to reinforce learning of this concept. to reinforce learning of this concept.
Explain to pupils about the place of Explain to pupils about the place of
'often', which can also be before the 'often', which can also be before the
verb. verb.

3. State whether each of the following statements is TRUE or FALSE.

(a) Design and Technology has never influenced agriculture.

(b) Environmental impact considers the possible positive or negative effects of the product on
the environment.

(c) The transport sector contributes to some damage to the environment.

(d) Design and Technology is not a window through which you will discover a fantastic world
of creativity and innovation.

(e) Technology is the optimum use of the skills of people, materials, tools and machines to
create goods and services to enhance the quality of our everyday life.

4. Fill in the blanks by selecting the appropriate words given.

[designer, function, appearance, creation]
(a) Design can be defined as the process of ________________ of products and services to
make life easier.
(b) A ____________ creates, plans and solves problems to satisfy users of products and services.
(c) ____________ describes the purpose and the use of the product.
(d) Shape, form and colours relate to the ______________ of a product.

12
 Unit 1 I Design fundamentals in Design and Technology

5. Study the pictures below and describe their functions.

PRODUCTS

Mobile Phone Lorry

Tractor School bag

Microwave oven Refrigerator

Modern dental equipment Computer

Drone equipped with camera Aeroplane

6. At a certain period of time in Mauritius, the railway was a common means of transport.
Find out for which purpose the train was used.

13
Unit 1 I Design fundamentals in Design and Technology

14
 2
Unit 2 I Pictoral Projection
15

Pictorial projection

Unit
Learning Objectives

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

• Identify oblique and isometric projections
• Draw cubes, cuboids and shaped blocks in oblique and isometric
projections on appropriate grids
• Render cubes, cuboids and shaped blocks

What is pictorial projection?

Pictorial projection is a method of drawing objects in 3 dimensions (3D).

There are several types of pictorial projection. Some of these are:

1. Oblique projection 2. Isometric projection

3. Perspective projection 4. Planometric projection

15
Unit 2 I Pictoral Projection

In this chapter, you are going to learn how to draw in oblique and isometric projection only.

Materials and equipment used for drawing

To draw in oblique projection, you need to use square grid paper, an HB pencil and a ruler or
a set square (Fig. 2.1). Using square grid makes drawing in oblique projection easy and quick.

Set square and ruler HB Pencil Square grid paper

Figure 2.1(a) Figure 2.1(b) Figure 2.1(c)

NOTE
Square grid paper consists of equally
spaced horizontal and vertical lines.

Oblique Projection
Oblique projection is one method of drawing objects in 3-dimensions (3D).

Some examples of objects drawn in oblique projection are shown in Figure 2.2.

Figure 2.2

16
 Unit 2 I Pictoral Projection

Drawing a cuboid in Oblique Projection

Now let us draw a cuboid in oblique projection.

A cuboid is a six- sided solid with faces at right angles to one another. First, let us study the
cuboid shown in Fig. 2.3. When we start to draw an object in oblique projection, we have to
consider the three main dimensions, namely the width, the height and the depth.

Front face
Height

h
pt
De

Width

Figure 2.2

Observations
From figure 2.3 we can retrieve the following dimensions:

• Width = 6 squares

• Height = 4 squares

• Depth = 3 squares

NOTE

1. The front face is composed of vertical and horizontal lines and is very easy to draw.

2. The depth of the cuboid is always measured on the lines drawn at 45°.

17
Unit 2 I Pictoral Projection

Now, let us draw the cuboid shown in Figure 2.2 in oblique projection on square grid.

Draw the front face of the cuboid using thin

lines.

Step 1

Count 6 squares along the horizontal line for

the width and draw a line. (Fig.2.4) 0 1 2 3 4 5 6

Figure 2.4

Step 2

Count four squares along the vertical lines

4
at the ends of the line and draw two vertical

3
lines. (Fig.2.5)
2
1
0

Figure 2.5

Step 3

Complete the front face by drawing the

horizontal line joining the ends of the vertical
lines. (Fig.2.6)

Figure 2.6
NOTE

Drawing the depth

The depth of the object is represented by drawing diagonal lines at an angle of 45°.

A line across the corners of the squares on the grid, i.e. the diagonal will give you an inclined line of 45° as
shown in Fig.2.7. The depth is drawn depending on the direction of viewing.

4 4
3 3
2 2
1 1
45° 0 0 45°

Figure 2.7

18
 Unit 2 I Pictoral Projection

Draw the depth lines of the cuboid.

Step 4

The depth lines for the cuboid are drawn at angles of 45° from the corners of the front face. In
this exercise, the depth is equal to 3 squares. Fig.2.8 shows the 3 depth lines.

3
2
1
0

Figure 2.8

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

3
2
1
0

Figure 2.9

Step 5

Complete the cuboid by joining the ends of

the depth line with lines parallel to the lines
on the front face. (Fig. 2.10)

Figure 2.10

19
Unit 2 I Pictoral Projection

Step 6

Draw all visible edges using thick lines.

(Fig. 2.11)

Figure 2.11

Top

Step 7

To enhance your drawing, you can colour each

face with a particular colour. (Fig.2.12)
Side

Front
Figure 2.12

A variety of colouring media can be used to

enhance your drawings. In this chapter, we
shall use coloured pencils. In this exercise,
colour the front red, the top yellow and the
side blue, as shown in Fig.2.13.

Figure 2.13

20
 Unit 2 I Pictoral Projection

ACTIVITY 1

Draw the following cuboids in oblique projection and use colours to enhance the drawings.

1. 2.

3 deep

4 deep
3. 4.

5 deep

6.
3 deep

5.

5 deep

5 deep

21
Unit 2 I Pictoral Projection

Drawing a shaped block in oblique projection using the crate

method

A shaped block is obtained by cutting a part of a cuboid or cube.

Fig.2.14 are examples of shaped blocks.

Figure 2.14

Now let us draw a shaped block in oblique projection.

The front face of shaped block is shown in Fig.2.15. Let us study it.
4
1 2 3

0 1 2 3 4 5

3 deep

Figure 2.15

Observations
• The outer shape of the cuboid may be considered as a crate that contains the front face
of the shaped block.

H = 4, W = 5, D=3

NOTE
• The front face of the crate has the following dimensions
A crate is a box that will contain
- a width of 5 squares the shaped block exactly.
- a height of 4 squares.

22
 Unit 2 I Pictoral Projection

Step 1

Draw the front face of the crate in thin lines by

counting the width and the height as shown
in Fig.2.16

Figure 2.16
Step 2

Draw the depth of the crate equal to the given

depth of the shaped block.

As you are viewing the shaped block from

the right hand side, the depth lines need to
be drawn on the right of the front face of the
crate as shown in Fig.2.17.

Figure 2.17
NOTE
The depth lines need to be a diagonal of 45°.

Step 3

Join the ends of the depth lines to obtain the

crate. (Fig.2.18)

Figure 2.18

Step 4

On the front face of the crate, draw the front

face of the shaped block by counting the
number of squares of the width and the
height. (Fig.2.19)

Figure 2.19

23
Unit 2 I Pictoral Projection

Step 5

From each corner of the front face draw the

oblique depth lines 3 as shown in Fig.2.20.

Figure 2.20

Step 6

Join the ends of the depth lines with lines

parallel to the lines on the front face. (Fig.2.21)

Figure 2.21

Step 7

Draw all the visible edges of the shaped block

using thick lines. (Fig. 2.22)

Figure 2.22

Step 8

To enhance the appearance of the shaped

block, colour the front red, the side surfaces
blue and the top surfaces yellow. (Fig.2.23)

Figure 2.23

24
 Unit 2 I Pictoral Projection

ACTIVITY 2

Draw the following shaped objects in oblique projection. The arrows show the direction of
viewing. Use colours to enhance your drawing.

1. 2. 3.

4 deep
3 deep
2 deep

4. 5. 6.

3 deep 2 deep 3 deep

FURTHER ACTIVITY 2

1. A square hole has been cut out inside the block.

Draw it in oblique projection.

2 deep

2. The figure below shows a shaped block with four square holes of unequal
size. Draw it in oblique projection.

4 deep 25
Unit 2 I Pictoral Projection

Isometric Projection
Isometric projection is another method of drawing objects in 3-dimensions (3D).

Some examples of objects drawn in isometric projection are shown below. (Fig.2.24)

Figure 2.24

One easy method of drawing isometric projection is through the use of the isometric grid. The
isometric grid comprises vertical lines and inclined lines drawn at an angle of 30°.

Vertical line

Inclined lines

Figure 2.25

26
 Unit 2 I Pictoral Projection

Study the cuboid shown in Fig.2.26.

Top

Front Side

Figure 2.26

Observations
1. The vertical faces of the cuboid are inclined to the horizontal, and the three faces:
the front, the side and the top can be seen.

2. Dimensions of the cuboid:

• The cuboid measures 4 squares wide, 3 squares high and 4 squares deep.

W = 4, H = 3, D = 4

3. There is a vertical axis and two isometric axes inclined at 30° to the horizontal.

The three axes have been drawn on the isometric grid. (Fig.2.27)
Height

De
pth h
dt
30° 30° Wi

Figure 2.27

27
Unit 2 I Pictoral Projection

Drawing a cuboid in isometric projection

WORKED EXAMPLE
Study the cuboid shown in Fig.2.28.
NOTE
1. Three faces of the cuboid can be seen.
2. The width, the height and the depth can be identified.
3. One edge showing the height is closer to you than others.
4. The front face has been shaded.
Height

Wid
th
pth
De

Figure 2.28

The front face of the cuboid is shown on square grid in Fig. 2.29. The depth is four squares. The
depth line is drawn in the direction of the given arrow.

4 deep

Figure 2.29

28
 Unit 2 I Pictoral Projection

Step 1

On one vertical line of the isometric grid, draw

the height of the cuboid using a thin line as 5
seen in Fig.2.30. 4
3
NOTE 2
1
The height = 5 units
0

Figure 2.30

Step 2

From the lower end of the height line, draw

the width 6 squares long on the inclined axis
on the left of the vertical line you have just
drawn. (Fig.2.31)

NOTE 6
5
4
3
The width line is drawn on the left inclined axis as the 2
cuboid is being viewed from the right. The right-side of the 1
0
cuboid is also visible. Figure 2.31
If the cuboid is viewed from the left, the width line would be
drawn on the right inclined axis and the right-hand side of
the cuboid would be visible.

Step 3

Complete the front face of the cuboid.

(Fig.2.32)

Figure 2.32

Step 4

From the corners of the front face, count the

number of units for the depth. Then, draw the
depth lines of the cuboid. (Fig 2.33)
NOTE
The depth = 4 units

4
3
2
1
0
Figure 2.33

29
Unit 2 I Pictoral Projection

Step 5

Join the ends of the depth lines with lines

parallel to those on the front face. (Fig.2.34)

Figure 2.34

Step 6

Draw all the visible edges of the cuboid using

thick lines. (Fig.2.35)

Figure 2.35

Step 7

Use colour to enhance the block. (Fig.2.36)

Figure 2.36

30
 Unit 2 I Pictoral Projection

ACTIVITY 3

Draw the following cuboids in isometric projection given their front faces, depths and directions
of viewing. Use colours to enhance your drawings.

1. 2.

4 deep

5 deep

3. 4.

4 deep

3 deep 6.

5.

7 deep

3 deep

31
Unit 2 I Pictoral Projection

Drawing a shaped block in isometric projection

Shaped blocks are cubes or cuboids in which portions have been cut or removed. Shaped
blocks may also be an assembly of cubes and cuboids.

Some shaped blocks drawn in isometric are shown below in Fig.2.37.

Figure 2.37

Study the simple shaped block shown in Fig 2.38 made by cutting away part of a cuboid.
T

Shaped block

Crate
Height

Wi
dth
pth
De

F S
Figure 2.38

32
 Unit 2 I Pictoral Projection

Now let us draw a shaped block in isometric projection.

Fig.2.39 shows the front face of the shaped block and the outline of the crate.
The arrow shows the direction of viewing the shaped block.

5 deep

Figure 2.39

Step 1

Draw the crate that will contain the shaped

block as follows:
• Width 8 squares
• Height 6 squares
• Depth 5 squares
W = 8, H = 6, D=5
NOTE
You are viewing the shaped block from the right;
you need to count 8 squares for the width on the left
inclined isometric axis. (Fig.2.40)
Figure 2.40

Step 2

Draw the front face of the shaped block on the

front face of the crate. (Fig.2.41)

Figure 2.41

33
Unit 2 I Pictoral Projection

Step 3

Draw the depth lines 5 units from all the

corners of the front face. (Fig.2.42)

Figure 2.42

Step 4

Join the ends of the depth lines with lines

parallel to those on the front face. (Fig 2.43)

Figure 2.43
Step 5
Draw all visible edges with thick lines.
(Fig.2.44)

Figure 2.44
Step 6
Enhance your isometric drawing by colouring the faces of the shaped block. (Fig.2.45)

Figure 2.45
34
 Unit 2 I Pictoral Projection

ACTIVITY 4

Draw the following shaped blocks in isometric projection looking in the direction of the arrows.
Add colour to enhance your drawing.

1. 2.

3 deep 4 deep
3.
4.

2 deep
3 deep

5.
6.

3 deep
2 deep

FURTHER ACTIVITY 4

1.

3.
7 deep

2.

Square hole inside block

5 deep
2 deep
35
36
 3
Unit 3 I Safety in the Design and Technology Lab
37

Safety in the Design and

Technology Lab

Unit
Learning Objectives

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

• Identify safety signs and symbols
• Use appropriate safety equipment when so required
• Describe characteristics of a safe working environment
• List safety rules to be observed in a Design and Technology Lab

Introduction

After the designing stage comes the realisation stage. This involves the manipulation of
tools, materials, equipment while working in a lab/workshop environment.

Safety is everyone's responsibility. A Design and Technology Lab is an environment

where safety rules have to be respected or else accidents may happen. Even though
you are going to work with paper and card, it is important that you master the different
safety considerations of working in a workshop. These are also applicable when working
with paper and cards.

Safety signs in the Design and Technology Lab

While working in the lab, you would come across different signs and symbols. Just like
on the roads, signs are used to inform, warn and guide you.
There are three main types of sign commonly used in the school lab.

1. Prohibition sign

• These signs are used to inform about

behaviour and actions not permitted in the
lab.
• They are characterised by a circular shape,
white background, a red border with bold and
black symbols/pictograms.
Circular shape

Bold and black symbols White background

and red border

37
Unit 3 I Safety in the Design and Technology Lab

2. Mandatory signs

• These signs are used to inform people about

compulsory behaviour and actions in the
Design and Technology Lab.
• They are characterised by their circular
shapes, their blue background and white
symbols/pictograms.

Circular shape

White symbols/
pictogram
Blue background

3. Warning signs

• These signs are used to caution you about

possible hazards and dangers. They are
generally placed in specific areas of the lab/
workshop.
• They are characterised by a triangular shape,
yellow background and a black symbol and
border.
Triangular shape

Yellow background
Black symbol and black frame

ACTIVITY 1

Locate the different signs which are found in your school Design and Technology Lab.
Draw and classify them according to the main categories. Finally, state their meaning.

38
 Unit 3 I Safety in the Design and Technology Lab

Dress code in the Design and Technology Lab

An appropriate dress code is important when working in a Design and Technology Lab. One of
the most important equipment which you should always wear is the apron. The apron will be
the first barrier between your body and a possible hazard such as a cutting tool.

Let us have a look on how you should be dressed in the design workshop.

IMPROPER DRESS CODE PROPER DRESS CODE

Short or
Long hair tied hair
Wear appropriate
safety equipment
Loose clothes &
sleeves not rolled
No watch or
Watch and jewellery but
jewellery instead wear
safety gloves

Wear an
apron

Light weight Wear safety

shoes boots

39
Unit 3 I Safety in the Design and Technology Lab

Protective equipment

For some specific jobs, you should wear some additional protective equipment.

1. You should wear gloves when handling sharp, hot and corrosive materials.

2. You should use safety glasses (goggles) during cutting or drilling processes so as to
protect your eyes from dust or other waste particles.

3. You should make use of a respiratory mask when sanding or manipulating toxic materials
such as some types of glue.

Additional rules concerning the dress code:

• Do not wear jewellery while working in the workshop.

• Do not carry sharp tools on you.
• If you have long hair, ensure that it is properly tied.

40
Unit 4 I Safety in the Design and Technology Workshop Unit 5 I Geometrical Construction

ACTIVITY 2

Prepare a poster on safety rules which you should always consider when working in a
workshop. In your poster, you should highlight the following issues:

i. Proper grooming
ii. Protective equipment
iv. Proper behaviour

Safety when working with paper

In Grade 7, you are going to work mainly with paper and card. Even when working with such
types of materials, several safety requirements need to be considered.

The first hazards which you will have to face would be certainly during the cutting process.
During this process, you will have to use different cutting tools such as a pair of scissors, cutter
or craft knife.

Here are some safety considerations which you should always keep in mind when working with
a cutter or a craft knife:

1. You should always stay focused on the cutting tool and keep your eyes
on your work.

2. You should always cut in a direction away from your body.

3. For a safe and stable cut, use a steel rule to guide the blade along the
edge where you will be cutting

4. When not in use, put the cutter down in a flat and safe place.

5. Always use a sharp blade. Sharp blades will cut cleanly through your
material. On the other hand, dull blades will tug and pull, which is more
likely to cause an accident.

6. Use a cutting mat and work on a flat and stable surface to improve
control when cutting.

41
Unit 3 I Safety in the Design and Technology Lab

7. Always retract the blade of your cutter before handing it to someone else.

8. Extend the blade only to the thickness needed to cut any material.

9. If you drop a cutting tool, stand back and let it fall. Do not try to catch it.

10. Always lock the snap-off blade in position for extra safety.

11. Always wear cut resistant gloves.

12. Always work under the supervision of your educator.

A safe way to work

• Obtain permission to work with your teacher

Start

• Job hazard
• Environmental hazard
• Precautions to be taken
Think

• Wear appropriate clothing

• Collect required tools
• Verify the good condition of the tools
Prepare • Plan your work

• Use appropriate tools

• Follow your production plan
Do work

• Clean and return all tools to store

• Clean your working area
Finish up

42
 Find out Unit 3 I Safety in the Design and Technology Lab

EXERCISES
Work out

1. Multiple Choice Questions

Did youanswer
Select the correct knowout of the four options (A, B, C or D).
(a) It is an important equipment in dress code which you should always wear in a workshop.
A A pair of sandals B A pair of trousers
Note
C toRain
teachers
coat D Apron Note to teachers
Carry out the activity orally first. Carry out the activity orally first.
Provide assistance as needed for Provide assistance as needed for
(b)pupils
Youtoshould
complete wear themThis
the activity. when handling sharp, hottoand
pupils corrosive
complete materials.
the activity. This
may be done in their copybooks may be done in their copybooks
A Goggles
before writing in the
textbook. B Glovesbefore
writing in the textbook.
Prepare
C Shoes additional activities/exercises
D Snips Prepare additional activities/exercises
to reinforce learning of this concept. to reinforce learning of this concept.
Explain to pupils about the place of Explain to pupils about the place of
'often', which can also be before the 'often', which can also be before the
(c)verb.
These signs are used to indicate possible hazards verb. and dangers.
A Mandatory signs B Prohibition signs
C Warning signs D Information signs

(d) These signs are used to indicate compulsory behaviour and actions.
A Mandatory signs B Prohibition signs
C Warning signs D Information signs

(e) These signs are used to tell about what should not be done in the workshop.
A Mandatory signs B Prohibition signs
C Warning signs D Information signs

2. Fill in the BLANKS

Fill in the correct answer found in the shaded region below.

gloves respiratory masks

safety glasses apron

(a) You should wear _______________ when handling sharp, hot and corrosive materials.

________________would be the first barrier between your body and a possible hazard such

as a cutting tool.

(b) You should use __________________ during cutting or drilling processes so as protect your

eyes from dust or waste particles.

(c) You should make use of __________________when sanding or manipulating toxic material

such as glue.

43
Unit 3 I Safety in the Design and Technology Lab

3. Study the pictures below carefully and match each product with its corresponding function
by matching its alphabet to the corresponding numbers given below the table.

ILLUSTRATION MEANING

A 1 Apron

B 2 A mandatory sign

C 3 Goggles

D 4 A hazard sign

E 5 A prohibitive sign

44
 Unit 3 I Safety in the Design and Technology Lab

4. State whether each statement is TRUE or FALSE.

(a) An appropriate dress code is not so important when working in a workshop.
(b) Mandatory signs are characterised by their circular shapes, their blue background and white
symbols.
(c) Keeping your working environment clean and maintaining it in good condition would not
prevent accidents to occur.
(e) Hazard signs are characterised by a circular shape, white background and a red border with
black symbols.

5. Open-ended questions

(a) List 5 safety precautions to be observed while manipulating tools and equipment.

(b) List 5 safety considerations concerning the working environment

6. The figure below shows an incomplete chart for safe ways to work in a workshop.
Fill in the chart with the appropriate guidelines for work practice.

Start

Think

Prepare

Do work

Finish up

45
Unit 3 I Safety in the Design and Technology Lab

46
 Unit 4 I Materials Technology
47

Materials Technology 4

Unit
Learning Objectives

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

• List different types of materials
• Describe the general properties and uses of paper and cards
• Identify smart materials in design
• Use basic tools and techniques safely to mark, cut, join and finish
paper and cards in the realisation of artefacts

Introduction

Each object which we use in our everyday life has been made from a type of material.
During the past decades, there has been an increase in the variety of materials with new
characteristics which may be used by designers. This enables the designer to select the
most appropriate material for a given project and to propose functional and innovative
designs.

Materials in everyday life

Every object which you commonly use in daily activities has been manufactured using
materials. Each material has its specific properties. For instance, some are durable while
others have a short life time.
Among the types of materials which exist, the following materials can be easily
identified in our immediate environment:

1. Wood – Wood is commonly used for the manufacture of furniture. (Fig. 3.1)

Figure 3.1: Wooden table and chairs

47
Unit 4 I Materials Technology

2. Metals - There is a wide range of products which are made from different types of
metals, for example, kitchen utensils to motor vehicles. (Fig. 3.2, Fig. 3.3)

Figure 3.2: Different vehicles made mainly from metals Figure 3.3: Kitchen utensils made of metal

3. Concrete - Most of the houses and buildings of the country are made up of concrete .

Figure 3.4: Concrete when being laid Figure 3.5: Building made of concrete

4. Glass - Glass is used in the manufacture of a wide range of products, such as glass
tableware, bottles, window pane, and facades.

Figure 3.6: Some products made from glass

5. Plastic - The use of plastic has increased for the past decades. Indeed, many products
which were initially made with other types of materials are now made with plastic.

Figure 3.7: Some products made with plastic

48
 Unit 4 I Materials Technology

ACTIVITY 1

Identify different objects made of different materials in your environment. Then make a poster
with the information collected. You are requested to include the following information.
• Name and picture of the selected objects
• The material(s) used for making the objects
• Reasons for selecting the materials
• Environment in which the objects are used

In this unit, we are going to focus on the following materials:

• Paper
• Cards
• Smart materials

Paper
Paper is a material which is commonly termed as a non resistant material. This is because paper
is a soft material which is easy to work with. Paper is available in different sizes, thicknesses,
colours and surface finishes. Fig. 3.8 and Table 1 illustrate the common sizes of paper used.

Figure 3.8 represents the layout of different size of paper available on the market

Number in series Measurement (mm)

A0 841 x 1189
A1 594 x 841
A2 420 x 594
A3 297 x 420
A4 210 x 297
A5 148 x 210
A6 105 x 148

Table 1 provides details of the dimensions of different paper size

49
Unit 4 I Materials Technology

How is paper manufactured?

Paper is made from wood pulp. Wood pulp is mixed with water and chemicals under controlled
temperature and pressure. Then, the mixture is poured over a fine sieve to drain away the water
and finally passed through a set of rollers. (Fig. 3.9)

Raw material: Converted into Chemicals and Sieve are used to The sheets pass
Wood wood pulp water are added to drain away water through a set of
the wood pulp from the mixture rollers
Figure 3.9
NOTE
Wood pulp is fibres made of
DID YOU KNOW? cellulose extracted from wood.

Experiments were carried out on the cutting

capacity of paper. It was found that under certain
condition paper could cut different materials
such as cardboard, plastic and even wood.

paper

Some common types and uses of paper

1. Newsprint paper
Properties:
• Newsprint paper is not very durable and is a low cost paper.
• They are available in both rolls and sheets.
• They are made of 100% recycled materials.

Uses:
• They are often used for newspapers and billboards.
Figure 3.10

2. Groundwood paper
Properties:
• Groundwood paper is more durable than newsprint paper.
• They are receptive to printing ink
• They tend to turn yellow when exposed to light for a long
period of time.

Uses:
Figure 3.11 • Magazines, catalogues and telephone directories
50
 Unit 4 I Materials Technology

3. Coarse paper
Properties:
• Coarse paper is a heavy duty paper and it can withstand heavy
weight.
• It has high elasticity and high tear resistance.

Uses:
• Cement packaging and grocery bags
Figure 3.12

4. Absorbent paper
Properties:
• Absorbent paper is a soft quality paper.
• This type of paper has a high capacity of absorbing liquids.

Uses:
• Tissue paper and absorbent kitchen paper
Figure 3.13

5. Cartridge paper
Properties:
• Cartridge paper is a high quality paper.
• It is strong with a grade of texture which makes them suitable
for drawing purposes.
• It is available in different thicknesses and are sold in terms of
weight (g/m²).

Uses:
• Sketches and drawing purposes (sketch pads)
Figure 3.13

6. Layout and tracing paper

Properties:
• Layout and tracing papers are often hard and translucent.
• They are available in individual sheets.

Uses:
• They are used during the preparation of final ideas and are
also used for tracing, usually for reproduction of drawings.
Figure 3.15

ACTIVITY 2

Collect different types of paper which are used in our everyday life. With the sample
collected, make a poster or portfolio mentioning their uses and properties.

51
Unit 4 I Materials Technology

Card
Card consists of the same raw material as paper, that is, wood pulp. Indeed the main differences
between paper and card are in terms of thickness.

Card is often made by gluing several layers of paper together. This process is called laminating.
That is why card is thicker, heavier and more rigid than paper.

Card can also be laminated with other materials, such as aluminium foil or plastic foil. This gives
card enhanced and specific properties.

Some common types and uses of card

1. Cardboard
Also known as paperboard, it is often made with recycled material.

Properties:
• It can be laminated together to create a thicker material.

Uses:
• Cardboard is often used to make packaging such as cereal
boxes and other small consumer goods.

Figure 3.16

2. Corrugated board
It is commonly made up of three layers of paper; an inner liner paper followed by a corrugated
one and finally an outer liner paper.
Properties:
• Corrugated board is a cheap but strong material.

Uses:
• It is often used for making corrugated boxes for packaging
and shipping purposes.

Figure 3.17

3. Duplex board
It is a sheet of double-ply paper.
Properties:
• Duplex board has a distinctly smooth surface. The exterior of
the board is very often coated to make it more water-resistant
and to give it a glossy finish.
• Duplex board is a strong material.

Uses:
• Pharmaceutical packaging and garment boxes.
Figure 3.18
• When laminated with other materials, duplex board is also
used for food packaging.
52
 Unit 4 I Materials Technology

4. Solid white board

It is a cardboard made from quality bleached wood pulp.
Properties:
• Solid white board provides a high quality which is excellent
to print onto.
• It is a rigid material.

Uses:
• Hardcover books and high quality packaging.
Figure 3.19

5. Foil-lined board
It is a cardboard which is laminated with aluminium foil on one side.
Properties:
• This material can keep moisture in/out.
• It is also resistant to heat.
• It can be folded easily.

Uses:
• Readymade and fast food containers.
Figure 3.20

DID YOU KNOW?

Some local and international designers extend the use

of cards to the fabrication of functional furniture such
as chairs made of corrugated boards.

ACTIVITY 3

Collect different types of card which are commonly used and make a poster or portfolio. You
have to include their uses and properties.

53
Unit 4 I Materials Technology

Smart materials
Smart materials are materials which react and change their properties in response to an input.
The input may be electricity, sunlight, temperature or pressure.

Some examples of smart materials are:

1. Phosphorescent pigment
Properties:
• Phosphorescent pigment is a type of pigment which absorbs
light energy from a light source and releases light energy in the
dark.

Uses:
Figure 3.21
• Clock /watch hands and fire exit signs.

2. Photochromic materials
Properties:
• Photochromic material changes colour when exposed to light
• It changes from transparent to opaque when exposed to
sunlight.

Uses:
Figure 3.22
• Reaction lenses of spectacles.

3. Thermochromic inks
Properties:
•Thermochromic ink changes colour when it is exposed to
temperature.

Uses:
• Used on decorative objects such as mugs.
Figure 3.23 • As a warning sign to show increase in temperature.

4. Polymorph
Properties:
• Polymorph is a thermoplastic which can be shaped and
reshaped.
• Polymorph comes in the form of granules but becomes a
workable mass when heated to a temperature of 62°C or above
with hot water.
• After cooling down, the work piece becomes a solid mass.
• Polymorph is an expensive material.

Uses:
Figure 3.24 • Polymorph is commonly used for 3D modelling.

54
 Unit 4 I Materials Technology

How to work with paper and cards

Paper is a versatile material which can be worked out easily with the use of simple hand tools.
Paper can be marked, cut, shaped, bent and assembled with a minimum of equipment.

Let us have a look at the different stages when working with paper.

1. Marking process

Marking out is the process of transferring the layout of a design on a work piece. For this process,
the following tools may be used: pencil, a pair of compasses, ruler, set squares, French curve,
flexible curve. (Fig. 3.25)

Figure 3.25

2. Cutting process

Cutting out is the process of removing excess material using a sharp tool. During this process,
you might want to cut the layout of a design on a work piece. You may use the following cutting
tools: a pair of scissors, paper cutter or guillotine and/or a cutter or craft knife.

SAFETY CONSIDERATIONS
During the cutting process, you are going to manipulate different types of cutting tools. This means
that you should:
I. Always wear appropriate protective equipment when required.
II. Behave in a responsible way when using and storing the cutting tools.

55
Unit 4 I Materials Technology

Cutting tools
(i) A pair of scissors

A pair of scissors is used to cut thin materials

such as paper, card and other such materials.
They are most appropriate to cut complex
shapes and curves. (Fig. 3.26)

Figure 3.26

(ii) Paper cutter/guillotine

A paper cutter, also named as guillotine, is

used to make straight cuts on paper. It is not
appropriate to cut card due to the thickness of
the material.

Figure 3.27

(iii) Cutter or craft knife

A cutter and a craft knife are two different

tools but have the same purpose, that is, to
cut complex shapes. However, a cutter is more
appropriate to cut card, while a craft knife is
more appropriate to cut paper.

Figure 3.28

In order to protect your working surface, it is always a good practice to make use of a cutting
mat (Fig. 3.29) while using these types of tools.

Figure 3.29(a) Figure 3.29(b)

56
 Unit 4 I Materials Technology

3. Folding process

The folding process is the action of bending a material. Paper and card are often folded so as to
shape them. A common example is a packaging. A packaging is normally composed of a single
piece of material, which is folded to form a cube, cuboid or any other shape.

For this process, you will require the following tools: a ruler (Fig 3.30a) and a bone folder
(Fig 3.30b).

Figure 3.30(a) Figure 3.30(b)

Steps to make proper folds: folding line

Step 1

Mark the folding lines. This is normally done

during the marking out process.

Figure 3.31
Step 2

Use the edge of your ruler as a guide for lining

it up straight along the folding lines.

Step 3
Figure 3.32

Use the bone folder to score the folding line

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

Step 4 Figure 3.33

Place the edge of your ruler on the folding

line and with the help of the bone folder, fold
the paper/ card to the required angle.

Figure 3.34
57
Unit 4 I Materials Technology

4. Assembling process

The assembling process is the joining of the different parts of a work piece. When working with
paper and card, several methods may be used.

(i) The use of gluing tab is one method which

is commonly used to assemble paper and
card. Common examples of the use of gluing
tabs can be seen in packagings.

This is the surface

where glue is applied.

Figure 3.35

(ii) Slots may also be used to assemble paper

and cards. In this method, you will have to cut
one slot in each of the parts of the material
you want to assemble. Then, you just have to
slide each slot into one another. This would
produce a good temporary joint as no glue is
required.
The slots should be of the same width as
the thickness of the material you are using. Figure 3.36

(iii) Another method which you may use

to assemble paper or card is by using flaps
and slots. In this method, you should make
provision for flaps and slots on the different
parts which you want to join.

Other simple methods like using pins, staples

and paper clips may be used as joining
methods. Figure 3.37
flap slot
NOTE

There are several types of glues which may be used to join paper and cards.

1. White Craft Glue:

This is the most common type of glue used for porous lightweight materials such as paper and
cardboard. When using such types of glue, a drying time is required before the glue becomes
significantly strong and therefore requires a clamp to hold the work piece in place for the glue
to set completely. Craft glue can be easily cleaned up and has a low toxicity as it is a water-based
product. However, as craft glue is water based, it should not be used in applications that require
water resistance.

2. Glue Sticks:

Glue sticks have a low strength adhesion, but do provide a quick permanent joint/bond on various
types of paper, cardboard, foam board, and poster board. The glue dries clear.

58
 Unit 4 I Materials Technology

TIPS WHEN USING ANY TYPES OF ADHESIVE:

Try out the glue by using scrap material with which you will make your project. Doing so would enable
you to check the appearance, adhesion and strength of the glue used.

ACTIVITY 5

With the layout given, use card to make a packaging for a toy.

59
Unit 4 I Materials Technology
Find out

EXERCISES
Work out

1. Multiple Choice Questions

Did
Choose the you answer
correct know out of the four options (A, B, C or D).
(a) ___________________ paper is heavy duty paper and they can withstand heavy weight.
A Tracing B Absorbent
Note to teachers Note to teachers
C Coarse D Cartridge
Carry out the activity orally first. Carry out the activity orally first.
Provide assistance as needed for Provide assistance as needed for
pupils to complete the activity. This pupils to complete the activity. This
(b)mayIt be
is used
done induring the preparation of final may
their copybooks ideasbe and
done isin also used for
their copybooks tracing, usually for
before writing in the textbook. before writing in the textbook.
reproduction
Prepare of drawings.
additional activities/exercises Prepare additional activities/exercises
to reinforce learning of this concept. to reinforce learning of this concept.
A toBook
Explain pupilspaper
about the place of B Isometric grid Explain
paperto pupils about the place of
'often', which can also be before the 'often', which can also be before the
C Rice paper
verb.
D Tracing paper verb.

(c) It is a tool used to cut paper:

A Snips B Scissors C Tenon saw D File

(d) _____________ is mixed with water and chemicals under controlled temperature and
pressure to make paper.
A wood works B wood pulp
C roots D branches

2. Fill in the BLANKS

Fill in the blanks with the correct answer from the shaded region below.

polymorph phosphorescent pigment duplex board

cardboard foil-lined board

(a) _____________ is used for making packaging such as cereal boxes and other smaller
consumer goods.
(b) _____________ come in the form of granules but becomes a workable mass when heated
to a temperature of 620 C.
(c) _____________ is used to make take-away packaging.
(d) _____________ is used in making boxes for medical equipment.
(e) _____________ is a type of pigment which absorbs light energy from a light source and
releases light energy in the dark.

60
 Unit 4 I Materials Technology

3. Matching
Study the pictures below carefully and match each product with its corresponding function .

MATERIALS USES OF MATERIALS

commonly used for the

A 1 manufacturing of furniture

Paper

products made from different

B 2 types of metals

Concrete

C most of the houses and buildings in

3 our country are made up of

Metal

used in the manufacture of glass

D 4 tableware, bottles and windows

Wood

E a thin material commonly termed as

5 a non resistant material

Glass

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Unit 4 I Materials Technology

4. Open-ended questions

(a) Give one difference between a photochromic and a thermochromic material.

(b) Give one difference between a paper and card?

(c) List four cutting tools for paper.

(d) State one advantage and one disadvantage of using paper.

(e) State 2 safety rules when using a cutter or craft knife.

5. You are required to make a notebook.

(i) List the different types of paper you would use.

(ii) Write down how you would proceed to arrange and join the different materials together.

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 5
Unit 5 I Geometrical Construction
63

Geometrical Construction

Unit
Learning Objectives

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

• Identify the different parts of a ruler, a protractor and a pair of compasses
• State the different types of angles
• Use a protractor to measure and draw angles
• Construct angles using a set of compasses
• Bisect angles and lines using a set of compasses
• Construct perpendicular lines using a pair of compasses
• Draw regular polygons using geometrical construction

Introduction

As you have been able to see in the previous units, Design and Technology regroups different
areas of studies. This unit, geometrical construction, is helpful for engineers, architects and
designers in design constructions.

In this unit, we would mainly focus on how to read, construct and bisect lines and angles. This
would enable you to master basic techniques of geometry.

Equipment used in this unit

Throughout this unit, you are going to use different equipment. It is crucial for you to master all
of them in order to produce accurate pieces of work.

(a) Ruler

In Design and Technology, all dimensions are given in millimetres. However, some rulers
may have their scale in centimetres. Therefore, you should be able to convert centimetres to
millimetres when so required.
NOTE
5cm = 50mm 1cm = 10 mm
Therefore: To convert cm
to mm you will have to
multiply by 10.
Unit of
respective
scale

Scale in inch:
This unit is not used in D&T

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Unit 5 I Geometrical Construction

(b) Protractor

A protractor is commonly used to read, to measure and draw angles in a range of 0°- 180°. In
order to use the protractor properly, you should know its different parts.

Clockwise degree Anticlockwise

scale degree scale

Origin Base line

(c) A pair of compasses

A pair of compasses is commonly used to draw circles and arcs. You are going to learn how you
may bisect lines and angles and construct angles using a pair of compasses. First you should
know the different parts of a pair of compasses and how to prepare it prior to using it.

Hinge

Compass needle
Pencil

Hold of a pencil:
Prepare your pair of compasses by lining this part is used to adjust the
the tip up with the point of your pencil height of the pencil

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 Unit 5 I Geometrical Construction

Angles

An angle is the space between two intersecting lines or surfaces at the point where they meet.
A protractor is used to measure an angle.

If the rotation is
Angle continued, the line
will cover a full
circle; that is an
angle of 360°

Point where the two

lines intersect

Types of angles

Types of angles Specifications

These are angles which are

Acute Angles
less than 90°

Less than 90°

In this case, the two

Right Angles
intersecting lines make an
angle of 90°
Exactly 90°

These are angles which are

Obtuse Angles greater than 90° but less than
180°

Greater than 90° but less than 180°

In this case, the two lines

Straight Angles make a perfect horizontal or
vertical line. That is an angle
of 180°
Exactly 180°

These are angles which are

Reflex Angles greater than 180°

More than180°

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Unit 5 I Geometrical Construction

Drawing angles using a protractor

Now that you are familiar with the different equipment to be used in this unit, let us start by
constructing an angle using a protractor. For this purpose, if you use the following steps, you
should be able to draw an accurate angle.

Let us consider the construction of an angle of 60°.

Step 1: Draw a horizontal line AB using

a ruler.

A B

Step 2: Place the origin of protractor at

one end of line A with the base line of the
protractor on the line.

A B

Step 3: Mark the 60 ° with a dot (X) at the

edge of protractor using the anticlockwise
X
degree scale.

A B

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 Unit 5 I Geometrical Construction

Step 4: Draw a line joining A to dot X.

A B

Step 5: Label the angle that you have drawn.

60°

ACTIVITY 1

Draw the following angles using a protractor:

i. 45°
ii. 120°
iii. 53°
iv. 90°
v. 190°
vi. 15°
vii. 18°
viii. 230°

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Unit 5 I Geometrical Construction

Construction of angles using a pair of compasses

There are some angles which can be easily constructed by using a pair of compasses. Let us
start by drawing angles of 60° and 120°.

Step 1: Draw a line AB of 70mm using a ruler

and a pencil.
A B

Step 2: Set a pair of compasses to a radius

smaller than line AB and draw a semi-circle
taking point A as centre.

Step 3: With the same radius, place the

needle of your compasses on point C and
draw an arc to cut the semi circle and mark the
intersection point D.
D

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 Unit 5 I Geometrical Construction

Step 4: Draw a line from point A to point D.

D D

Step 5: To construct an angle of 120°, keep

the pair of compasses to the same radius and
place its needle on point D to draw an arc so
as to cut the semi circle at point E.
D
E

Step 6: Draw a line from point A to point E.

E D
E D

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Unit 5 I Geometrical Construction

Bisecting an angle

Now you will learn how to bisect an angle using a pair of compasses. If you follow the following
steps, you should be able to bisect any angle into two equal parts.

NOTE

To bisect means to divide into 2 equal parts. E.g. if you bisect an angle of 60°, it would result into two angles of 30o.

Step 1: Read the instruction first.

Instruction: Bisect the following angle into

two equal parts.

Step 2: Set the pair of compasses to a radius

that is smaller than the length of the lines that
create the angle.

Step 3: Draw an arc to cut lines and mark the

intersection point A and B.

0
A

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 Unit 5 I Geometrical Construction

Step 4: Place the pair of compasses on point

B and draw a second arc.
B

0
A

Step 5: Using point A as centre and without

changing the setting of your compass, draw
another arc so that the two arcs intersect at B
point C. C

0
A

Step 6: Draw a line from the point of

intersection.
B
C

0
A

Step 7: With the help of a protractor, check

whether the angles are equal.

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Unit 5 I Geometrical Construction

Bisection of lines

Previously, you learned how to bisect an angle. The same could be achieved with a line. If you
follow the following steps, you should be able to bisect a line accurately.

Step 1: Read the instructions carefully.

Instruction: Find the midpoint of line AB by A B

bisecting the line AB.

Step 2: Set the radius of your pair of

compasses just over half the length of the
line AB. Then, place the needle of your pair A B

of compasses on one end of the line (A) and

draw an arc above and another below the line
AB.

Step 3: Without changing the radius, place C

the needle of your pair of compasses on the

other end of the line (B) and draw an arc A B
above and another below the line to intersect
the previous arc.
D

Step 4: Draw a line to join the two points of

intersection C and D. Check whether AM is C
equal to MB.
A M B

D
NOTE

Line CD is the perpendicular bisector of line AB and M is the mid-point.

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 Unit 5 I Geometrical Construction

ACTIVITY 3

Construct and bisect the following lines:

I. AB = 80 mm
II. PQ = 60 mm
III. MN = 90 mm

Polygons

Polygons are 2-dimensional shapes formed with straight lines. Polygons are classified according
to their number of sides. The table below illustrates the different types of polygons; however
there are more types of polygons.

Types of polygons Number of sides

3
Triangle

4
Quadrilateral

5
Pentagon

6
Hexagon

7
Heptagon

8
Octagon

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Unit 5 I Geometrical Construction

Construction of polygons

Regular polygons can be constructed using a pair of compasses. In this unit you will learn about
the following polygons:
• Square
• Rectangle
• Triangle (equilateral, scalene and isosceles triangle)
• Regular hexagon
• Regular octagon

Square

A square is a shape with four equal sides and four right angles. The right angles can be
constructed using the method used to construct a 90° angle.

Rectangle

A rectangle is a shape with opposite sides that are equal and four right angles.

Triangles

A triangle is a 3-sided polygon. The different types of triangles can be classified by either the
size of its angle or by the length of one side of the triangle.

Types of Triangles
By Side By Angle

Equilateral Triangle AcuteTriangle

has three equal sides has three angles < 90°

Isosceles Triangle Right Triangle

has two equal sides has one angles = 90°

Scalene Triangle Obtuse Triangle

has no equal sides has one angle > 90°

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 Unit 5 I Geometrical Construction

Construction of an equilateral triangle

An equilateral triangle is a triangle having its three sides and three angles equal.
Now let us draw an equilateral triangle with side 70 mm.

Step 1: Draw line AB = 70 mm. A B

Step 2: Set your compasses to a radius of

70 mm and draw an arc from centre A.

C
Step 3: Set your compasses to a radius of
70 mm and draw an arc from centre B.

Step 4: Join AC and BC.

ABC is the equilateral triangle.

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Unit 5 I Geometrical Construction

Construction of an isosceles triangle

An isosceles triangle has two sides equal and two angles equal. Let us construct an isosceles
triangle having the following dimension: AB= 50 mm; AC=BC= 65 mm.

Step 1: Draw a line AB having a length of A B

50 mm .

Step 2: Set your compasses to a radius of

65 mm and draw an arc with centre A.

Step 3: With same radius of 65 mm, draw an

arc with centre B intersecting the first arc.

Step 4: Join AC and BC.

ABC is the isoscelesl triangle.

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 Find out Unit 5 I Geometrical Construction

EXERCISES
Work out

1. Multiple Choice Questions

Choose the correct
Did you answer.
know
(a) It is a geometrical shape which has equal opposite angles and sides.
A Parallelogram B Triangle
C toRhombus
Note teachers D Rectangle
Note to teachers
Carry out the activity orally first. Carry out the activity orally first.
Provide assistance as needed for Provide assistance as needed for
(b)pupils
It istocommonly
complete theused activity.to draw circles and arcs.
This pupils to complete the activity. This
may be done in their copybooks
A Tee square
before writing in the textbook.
C may be done in their copybooks
A pair of compasses
before writing in the textbook.
Prepare
C additional activities/exercises
Set square D Prepare additional activities/exercises
Protractor
to reinforce learning of this concept. to reinforce learning of this concept.
Explain to pupils about the place of Explain to pupils about the place of
'often', which can also be before the 'often', which can also be before the
(c)verb.
It is helpful to engineers, architects and designers verb.
for setting their design in constructions.
A Film production B Health consultation
C Geometrical construction D Plaque commemoration

(d) It is a geometrical shape having its four sides and four angles equal.
A Square B Triangle
C Rhombus D Rectangle

(e) It is commonly used to read and draw angles in a range of 0°- 180°.
A Tee square C A pair of compasses
C Set square D Protractor

2. Fill in the BLANKS

Fill in the blanks with the correct answer from the shaded region below.

bisect angle
equal hexagon sides

(a) Polygons are classified according to their number of _________.

(b) A regular ______________ has all its sides and angles equal.
(c) An equilateral triangle has all the three sides_____________.
(d) The _____________ is the space between two intersecting lines or surfaces at the point
where they meet.
(e) Using a pair of compasses, it is easy to _______________ an angle in to two equal parts.

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Unit 5 I Geometrical Construction

3(a). Fill in the Table

Study the angles below carefully and fill in the appropriate names and/or specifications to the
corresponding angles given.
Types of angles Specifications

These are angles which are

less than 90°
Less than 90°

Exactly 90°

Obtuse Angles
Greater than 90° but less than 180°

In this case the two lines make

a perfect horizontal or vertical
Exactly 180° line. That is an angle of 180°.

More than180°

3(b). Fill in the Table

Study the shapes below carefully and fill in the appropriate number of sides and /or sum of
internal angles to the corresponding polygons given.

Types of polygons Number of sides Sum of internal angles

Triangle

4
Quadrilateral

540°
Pentagon

Hexagon

7
Heptagon

1080°
Octagon

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 Unit 5 I Geometrical Construction

4. TRUE OR FALSE
(a) There are some angles which could be easily constructed using a pair of compasses.
(b) A triangle is a 5 sided polygon.
(c) Polygons are 2-dimensional shapes formed with curved lines.
(d) Some rulers may have their scale in centimetres. Therefore you should be able to convert
centimetres to millimetres when so required.
(e) It is not possible to bisect an angle using a pair of compasses.

5. Open-ended questions
(a) List 6 types of triangles which fall under the following categories.
Types of triangles
By sides By angles

1. 1.

2. 2.

3. 3.

(b) Name 10 different types of polygons.

Types of polygons

6(a). Drawing of angles

Draw the following angles using geometrical constructions.
The line AB is 60mm.

A B A B
60° 30°

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Unit 5 I Geometrical Construction

6(b). Drawing of shapes

i. Construct an isosceles triangle given its side lengths:
• AB = 70mm
• BC = AC = 52mm
C

A B

ii. Construct a scalene triangle given the two sides and the obtuse angle between the two
sides:
• AB = 60mm
• BC = 70mm
• Angle ABC = 135°
C

A B

iii. Construct triangles ABC given the following sets of data:

• Side lengths AB = 95mm, BC = 60mm and AC = 70mm
• Two sides AB = 99mm and BC = 42mm and angle ABC = 52.5°

iv. Construct an equilateral triangle with a perimeter of 184mm

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 Unit 6 I The Design Process
81

The Design Process 6

Unit
Learning Objectives

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

• Describe the main stages of the design process
• Apply the design process to solve a problematic situation using paper
and card as main materials
• Use basic tools and techniques safely to mark, cut, join and finish paper
and card in the realisation of the proposed solution

Introduction

In this unit, you will learn that you can satisfy your needs by being creative. Although this does
not happen automatically, the design process will help you to make use of your creative ability
in a structured way.

Definition of the Design Process

The design process is a thinking and problem-solving activity. It will help you to work logically
and systematically towards a solution to an identified need or problem.

The design process comprises the following main stages shown in Fig. 6.1.

Identification of problem

Research and analysis

Specifications

Generation of ideas

Development of selected idea

Production plan of final design

Realisation of artefact

Testing and evaluation of artefact

Figure 6.1
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Unit 6 I The Design Process

The Design Process in Action

Following the design process is such a wonderful adventure and you will be amazed when you
complete all the stages. A description of the main stages of the design process is given below:

1. Identification of problem

1.1. Design situation

The first stage of the design process is to identify a problem from a design situation. A situation
is an occasion, an event or a daily routine activity that the intended user has experienced. You
can simply take it as simple story narrated by you or by another person. It is also important to
mention the intended user and the context within the situation.

NOTE

• Intended user: in the design situation, the intended user can be your family, your friend, you
or any other person. Other aspects related to the intended user can be age group, name of
company, gender (if needed).
• Context: the location or area within which the situation has been described. Some examples
can be the school, home, beach , public garden.

Example: Design Situation

Figure 6.2 below shows an example of a design situation.

SITUATION

Every day when I get ready for school, I usually take my belongings such as my wallet, my watch,
my hand bracelet, my favourite pen and my mobile phone along my school bag. These items stay
scattered on my bedside cabinet. Very often, I have to search for some of them in my drawer or
elsewhere, which takes me considerable time. For this reason, I reach school late.

Name: Class: Grade 7 Project theme: Desk organiser

Figure 6.2

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 Unit 6 I The Design Process

ACTIVITY 1

Three design problems are proposed below. Select one and write the design situation
accordingly.

1. You have to design and make a simple photo frame made of card to put photograph of
your family, friends or dear ones. The photo frame will be made in such way that it can be
either hung on the wall or put on top of a table or bedside cabinet.

2. You are required to design and make a mobile phone holder made of card that will help
you view any information without holding it in your hand.

3. Sometimes, when playing with board games, many of the parts get dispersed on the table
and it becomes difficult to store them. You are required to design and make a storage box for
a board game of your choice to store several parts together.

1.2. Design Brief

The design brief is a statement of intent showing what you are going to do to solve the problem.

The design brief often starts by “To design and make...” followed by what is to be achieved.

Example: Design Brief

DESIGN BRIEF

To design and make a desk organiser

Name: Class: Grade 7 Project theme: Desk organiser

Figure 6.3

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Unit 6 I The Design Process

ACTIVITY 2

Using Fig. 6.3 as an example, write down a design brief based on your selected design
situation.

2. Research and analysis

Research may be done using books and websites. This stage consists of investigating areas that
can help you with coming up with possible solutions. Before starting the research and analysis,
it is helpful to consider the following:
• function
• materials
• shape
• size
• cost
• time (duration for realising the solution)
• intended users
• safety
• stability

2.1. Analysis of existing products

One important aspect in research involves the analysis of existing products with similar or
desirable features. You need to identify and analyse their features, strengths and weaknesses.

Example:

The following checklist can be used to analyse the desk organiser

• What is the function of the desk organiser?

• In which size is the desk organiser available?

• What colours have been used for the desk organiser?

• What types of card have been used to make it?

• Is the desk organiser stable?

• Are the materials used suitable?

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 Unit 6 I The Design Process

Example: Analysis of an existing desk organiser

RESEARCH

Name: Class: Grade 7 Project theme: Desk organiser

Figure 6.4

ACTIVITY 3

Using Fig. 6.4 as a model, analyse two existing products in relation to your design brief.

2.2. Specifications

After gathering enough information through the research and analysis stage, you have to list
down a set of requirements which are called design specifications. The specifications serve as
a guide to generate possible solutions. When writing down the specifications points, you need
to consider various criteria. Some examples of these are:

1. The desk organiser must have enough space to store a wallet, a watch, a hand
bracelet, pens and a mobile phone securely and in an orderly way.

2. The size of the desk organiser should be not greater than 300mm in width, 250mm in
height and 250mm in depth.

3. It must have at least two colours.

4. It should sustain the weight of all the items put in it.

5. It must be made principally with card.

6. It should not contain sharp edges.

7. Simple manufacturing techniques should be employed.

8. It must be easily and comfortably handled.

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Unit 6 I The Design Process

ACTIVITY 4

Using the given specifications as an example, write down ten specification points relating to
the design and manufacture of your chosen design solution.

3. Generation of ideas

Generation of ideas involves sketching a range of ideas as possible solutions to the design
brief. You also need to analyse your proposed ideas with respect to specifications points. When
proposing design ideas, it is good to use both sketches and notes to be able to explain your
design thinking clearly. An example of a proposed solution is shown below:

Example:

GENERATION OF IDEAS

Name: Class: Grade 7 Project theme: Desk organiser

Figure 6.5

ACTIVITY 5

Using Fig. 6.5 as an example, sketch 3 ideas according to your chosen design solution.

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 Unit 6 I The Design Process

4. Development of selected idea

After coming up with several ideas for problem solving, you need to select the best idea.
Development is refining the selected idea by looking at aspects which can further be improved.
It requires exploring and presenting the idea in greater detail, with annotated sketches and
notes to justify changes and refinements. Critical decisions such as types of materials and
realisation methods are made in order to come up with a final proposal.

5. Product Planning

When the best idea has been developed into a final design, the latter is presented in isometric
and/or orthographic view in order to have a clear picture of how the product will appear.
This will help in the making process. In the product planning stage, you need to describe the
processes that will be involved for making the artefact, the order of the processes, the expected
time to allocate to each process, the materials and components that will be required along with
dimensions, tools and equipment needed.

6. Realisation of the model/artefact

Using appropriate tools and equipment, the final design is realised. At all times, safe work
practices should be respected. During the realisation, the final design drawn on paper is
transformed into a real 3-dimensional product that will be able to satisfy the need/problem
described in the situation.

6.1. Realising the desk organiser

As an example, the realisation stages of a desk organiser is described.

Materials and equipment needed:

• Sheets of corrugated cardboard
• Pencil or felt pen
• Ruler / steel rule
• Cutting pad
• Cutter
• Glue stick/contact glue
• Apron
• Safety rubber gloves
• Respiratory mask
• Sealer
• Sand paper
• Paint

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Unit 6 I The Design Process

Step 1: The card is measured and marked to the required dimensions.

(parallax error) (parallax error)

Figure 6.6

Step 2: Details are drawn on the card using a steel rule and a pencil.

Figure 6.7

Step 3: The different parts are cut using a steel rule and a cutter.

MUST WEAR
APRON

SAFETY CONSIDERATIONS
Slide out the blade to a length that is
safe for use. Use several strokes of the
cutter if required. Do not apply too
much force on the blade to try to cut
the card at one go.
Figure 6.8

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 Unit 6 I The Design Process

Step 4: Glue is applied to the main parts of the organiser.

MUST WEAR
RESPIRATORY
MASK

Figure 6.9

Step 5: The glued parts are allowed to set.

MUST PLACE
IN A WELL
VENTILATED
Figure 6.10 AREA

Step 6: The parts are assembled together using glue.

1 2

3 4

Figure 6.11
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Unit 6 I The Design Process

Figure 6.12

Step 7: Paint or decorative paper can be used to enhance the appearance of the organiser.

1 2

MUST WEAR MUST WEAR

RESPIRATORY SAFETY
MASK GLOVES

Figure 6.13

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 Unit 6 I The Design Process

7. Testing and Evaluation

In this stage, the realised solution is then tested to evaluate whether all the criteria set as
specifications have been satisfied. Various tests are carried out in the product's intended
environment to see whether the product is functional, easy to use, safe, easy to clean and so on.

7.1. Evaluating the final solution

Figure 6.14

The product can also be tested and evaluated by other intended users and experts.
For the desk organiser, the following questions can be used as a guide to evaluate it:

1. Can all the items be securely kept in the organiser?

2. Does it meet the need of the intended user?

3. Is the size of the desk organiser suitable?

4. Is the desk organiser aesthetically pleasing?

5. Is the material used appropriate for the desk organiser?

6. Is it safe to use?

7. Does it topple or stay standing when holding all the different items?

Generally, after these evaluations, modifications are made to the prototype in order to obtain
the appropriate final solution which can then be manufactured in mass if required. For school
projects, students are normally required to stop at the stage of proposed modifications.

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Unit 6 I The Design Process

EXERCISES

1. Copy and complete the diagram below by filling in the missing stages of the design process.

Design situation refinements experiments annotated sketches realisation

Identify the problem from a design situation

Research and analysis of design brief

Specifications of design brief

Generation of ideas

Development of selected idea

Production plan of final design

Realisation of the model

Testing and evaluation of artefact

2. You have to design and make a small gift box for a jewellery
item. The photograph shows an example of an existing model
of a jewellery box that will help you to formulate the design
specifications for the gift box.

Write down the design specifications in the table below for the remaining factors given.

FACTORS DESIGN SPECIFICATIONS

Function
Material
Cost It must not cost more than Rs 30.
Size It must not exceed 300mm in width, 300mm in depth and 300mm in height.
Shape
Colour
Durability
Safety

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