name …………………………………. form
TRANSCRIPT
Name …………………………………. Form ………………………………….. Teacher ……………………………….
THIS PROJECT WILL RUN FOR ………. WEEKS
AND NEEDS TO BE COMPLETED BY
……………………………………….
THE NATIONAL CURRICULUM LEVEL
FROM YOUR PREVIOUS PROJECT WAS:
MY TARGET FROM MY
PREVIOUS PROJECT WAS:
ASSESSMENT STAMP:
DESIGN AND TECHNOLOGY
Design Brief You have been asked to design and make a wooden game for children aged between 5 to 10 years old. It is your decision on the type of game that you make and the difficulty level. You will manufacture a standard frame and use a range of different materials to construct the details of the game.
Requirements The game must be suitable for children aged between 5 to 10. The game will be no bigger than 150mm wide, 210mm tall and 50mm high. The game must be appealing to children, colourful and have an interesting design.
Mind Map List as many different wooden game design that you could manufacture:
Wooden Games
Hand Tools and Equipment A workshop can be a dangerous place if you do not use the tools and equipment safely. Label each of the tools below using the word bank:
Machinery Parts and Components Label and explain the machinery below with the correct names of each part or component::
T
Wood Research Research as many different types of wood as you can and complete the table below.
Typ
e o
f W
oo
d
Nam
e o
f W
oo
d
Pro
pe
rtie
s
Use
s
Co
lou
r /
Wo
od
Gra
in
Ad
va
nta
ges
D
is-
ad
va
nta
ges
Softwoods
Hardwoods
Manufactured Boards
Wood Joints Research Research, sketch and explain in detail six different wood joints that could be used in your wooden game:
Joining Techniques Research Research the following joining techniques below:
SCREWS HINGES
KNOCK DOWN FITTINGS NUTS AND BOLTS
RIVETS BRAZING
Reading Vernier Calipers 1 The Vernier Caliper is a precision instrument that can be used to measure internal and external distances extremely accurately. 1. Complete the diagram of the vernier caliper by adding the names/labels of the various parts
2. What are the advantages of a manual vernier caliper compared to the digital type? 3. Sketch the position of the jaws / depth stop to show how accurate measurements can be made with the vernier caliper. Example one shows how the jaws are positioned for measuring the internal diameter of a tube. Complete diagrams A and B.
4. a locking screw is present on both the digital and manual versions of a vernier caliper. What could happen if the locking screw is not tightened, after a measurement has been taken? 5. Complete the diagram of the digital vernier caliper shown opposite. Add appropriate colour and shade.
Reading Vernier Calipers 2 6. The questions below show the scale of a manual vernier caliper after measurements have been taken. Write the answers for each reading and include the working out calculations. It is just as easy to read the 13 on the main scale and 42 on the hundredths scale. The correct measurement being 13.42mm.
7. Engineers find both the digital and manual versions of the vernier caliper very useful. Why do you think this is the case? You may wish to explain why it is necessary to measure ex-tremely accurately when engineering.
SMART Materials Polymorph is a thermoplastic material that can be shaped and reshaped any number of times. Below are diagrams representing the stages involved in moulding the material. Add notes below each stage to help explain each process.
List and briefly explain other SMART materials below:
L
evel4
Le
vel
5
L
evel
6
L
evel
7
L
evel
8
Researc
hin
g
the
task
Ge
ne
rate
ide
as b
y
co
llectin
g a
nd
usin
g
info
rma
tio
n. U
se s
om
e
ide
as fro
m o
the
rs’ d
e-
sig
nin
g t
o info
rm y
ou
r o
wn
wo
rk.
Deve
lop
id
eas b
y d
raw
ing
o
n a
nd
usin
g v
ario
us
so
urc
es o
f in
form
atio
n
Use
a r
an
ge o
f so
urc
es
of in
form
atio
n, a
nd
sh
ow
th
at yo
u
un
de
rsta
nd th
e f
orm
a
nd
th
e fu
nctio
n o
f fa
mili
ar
pro
ducts
as
the
y d
eve
lop
an
d m
od
el
ide
as.
Use
a w
ide
ra
nge
of a
ppro
pria
te
so
urc
es o
f in
form
atio
n.
Use
you
r u
nd
ers
tan
din
g o
f o
the
rs’
de
sig
nin
g b
y r
ein
terp
retin
g a
nd
a
pp
lyin
g le
arn
ing in n
ew
co
nte
xts
.
Sp
ecif
icati
on
Ta
ke u
se
r’s v
iew
s a
bo
ut
ae
sth
etics a
nd t
echn
ica
l is
su
es in
to a
ccou
nt as
yo
u r
espo
nd t
o b
riefs
.
Sh
ow
yo
u a
re a
wa
re o
f co
nstr
ain
ts a
s y
ou a
pp
ly
kn
ow
led
ge
an
d u
nd
er-
sta
nd
ing
of m
ate
rials
, in
gre
die
nts
and
tech
-n
iqu
es.
Deve
lop
de
taile
d c
rite
ria
for
yo
ur
pro
ducts
an
d
use th
ese t
o e
xp
lore
p
rop
osa
ls.
Investig
ate
fo
rm, fu
nction
an
d
pro
ductio
n p
rocesses a
s y
ou
respo
nd c
reative
ly to b
rie
fs
Ide
ntify
a b
roa
d r
ang
e o
f crite
ria fo
r eva
lua
tin
g y
ou
r p
rod
ucts
, cle
arly
rela
tin
g y
ou
r fin
din
gs to
enviro
nm
en
tal,
eth
ica
l, s
ocia
l a
nd c
ultu
ral d
imen
sio
ns.
Init
ial Id
eas
Co
mm
unic
ate
a
lte
rnative
id
eas u
sin
g
wo
rds, la
be
lled s
ketc
h-
es a
nd m
ode
ls, sh
ow
ing
th
at
you
are
aw
are
of
co
nstr
ain
ts.
Cla
rify
id
eas th
roug
h
dis
cussio
n, d
raw
ing
an
d
mo
de
llin
g s
ho
win
g
un
de
rsta
nd
ing
of a
esth
etic
an
d e
co
nom
ic
dim
ensio
ns.
Re
sp
on
d c
rea
tive
ly to
brie
fs, e
xp
lorin
g a
nd
testin
g y
ou
r d
esig
n
thin
kin
g.
Use
you
r u
nd
ers
tan
din
g o
f o
the
rs’
de
sig
nin
g to info
rm y
ou
r o
wn
as
yo
u c
om
mu
nic
ate
cre
ative id
eas.
Ide
ntify
co
nflic
tin
g d
em
an
ds o
n a
p
rod
uct
an
d r
esp
ond
cre
atively
to
b
rie
fs, sug
gestin
g w
ays f
orw
ard
an
d
exp
lain
ing
ho
w y
ou
r id
eas a
dd
ress
these d
em
an
ds.
Desig
n
de
velo
pm
en
t
Ide
ntify
wh
at
is w
ork
ing
w
ell
an
d w
ha
t co
uld
be
im
pro
ve
d t
o o
ve
rcom
e
tech
nic
al p
rob
lem
s.
Re
sp
on
d to b
rie
fs
sh
ow
ing
un
de
rsta
nd
ing o
f h
ow
cu
ltu
re a
nd
socie
ty
are
re
fle
cte
d in
fam
ilia
r p
rod
ucts
wh
en
deve
lop
ing
yo
ur
ide
as. U
se
u
nd
ers
tan
din
g o
f oth
ers
d
esig
nin
g a
s y
ou d
eve
lop
yo
ur
wo
rk.
Re
co
gn
ise
th
e s
ign
ifi-
ca
nce o
f o
the
rs’
de
sig
nin
g a
nd
mo
dify
yo
ur
ap
pro
ache
s
acco
rdin
gly
. A
pp
ly y
ou
r kn
ow
led
ge
an
d
un
de
rsta
nd
ing
by
respo
nd
ing
to s
eve
ral
asp
ects
to th
e p
rob
lem
.
Ap
ply
you
r kno
wle
dg
e a
nd
u
nd
ers
tan
din
g, re
cog
nis
ing th
e
diffe
ren
t n
eed
s o
f a
ra
nge
of
use
rs, a
nd s
ea
rch fo
r tr
en
ds a
nd
pa
tte
rns in e
xis
tin
g s
olu
tio
ns a
s
yo
u d
eve
lop f
ully
rea
listic
pro
ducts
.
Use
a r
an
ge o
f str
ate
gie
s to fu
lly
develo
p a
nd m
ode
l a
pp
rop
riate
id
eas,
respo
nd
ing
to info
rmation
you
have
id
en
tifie
d.
Pla
nn
ing
Pro
duce s
tep-b
y-s
tep
pla
ns.
Work
fro
m y
ou
r o
wn
d
eta
iled p
lan
s, m
od
ifyin
g
wh
ere
ap
pro
priate
.
Pro
duce p
lan
s th
at
ou
tlin
e a
lte
rnative
meth
od
s o
f m
akin
g
pro
ce
ss.
Pro
duce p
lan
s th
at p
red
ict th
e
tim
e n
eed
ed t
o c
arr
y o
ut th
e m
ain
sta
ges o
f m
akin
g p
rod
ucts
.
When
ap
ply
ing
kn
ow
led
ge
yo
u m
ake
de
cis
ion
s o
n m
ate
ria
ls a
nd t
echn
ique
s
ba
sed
on
you
r u
nd
ers
tand
ing o
f
ph
ysic
al p
rop
ert
ies a
nd w
ork
ing
ch
ara
cte
ristics. C
arr
y o
ut p
rocesses
accu
rate
ly a
nd c
onsis
tently.
Evalu
ati
on
Ide
ntify
wh
at
is w
ork
ing
w
ell
an
d w
ha
t co
uld
be
im
pro
ve
d t
o o
ve
rcom
e
tech
nic
al p
rob
lem
s.
Re
flect on
yo
ur
de
sig
ns
as t
he
y d
eve
lop,
re
cog
nis
ing th
e
sig
nific
ance o
f
kn
ow
led
ge
an
d p
revio
us
exp
erie
nce.
Ch
eck y
ou
r w
ork
as it
develo
ps, so
lve te
ch
nic
al
pro
ble
ms a
nd s
ho
w s
om
e
evid
ence
of cre
ativity a
s
yo
u m
od
ify y
ou
r a
pp
roach
in
th
e lig
ht of
pro
gre
ss.
Te
st an
d e
va
luate
yo
ur
pro
ducts
, sh
ow
ing
yo
u
un
de
rsta
nd th
e s
itua
tio
ns
in w
hic
h th
e p
rodu
cts
will
fu
nctio
n.
Eva
luate
ho
w y
ou
have
u
se
d info
rma
tio
n
so
urc
es, u
sin
g t
he
re
sults o
f yo
ur
resea
rch
to in
form
you
r
jud
gem
ents
wh
en
d
evelo
pin
g p
rod
ucts
. E
va
luate
you
r p
rodu
cts
a
s t
he
y a
re b
ein
g u
sed
, a
nd
wa
ys o
f im
pro
vin
g
them
.
Se
lect a
pp
rop
ria
te tech
niq
ues to
eva
lua
te h
ow
yo
ur
pro
ducts
wo
uld
p
erf
orm
wh
en
use
d a
nd m
od
ify
yo
ur
pro
ducts
in th
e lig
ht of th
is
eva
lua
tio
n to
im
pro
ve t
he
ir
pe
rfo
rma
nce. P
rovid
e a
so
und
e
xp
lan
atio
n fo
r a
ny c
ha
ng
e fro
m
the d
esig
n p
rop
osa
l.
Use
accura
te testin
g to
in
form
you
r ju
dg
em
ents
wh
en
so
lvin
g te
ch
nic
al
pro
ble
ms. Id
en
tify
a b
roa
d r
an
ge o
f crite
ria fo
r eva
lua
tin
g y
ou
r p
rodu
cts
, cle
arly r
ela
tin
g y
ou
r fin
din
gs to
e
nviro
nm
enta
l, e
thic
al, a
nd s
ocia
l a
nd
cu
ltu
ral d
ime
nsio
ns.
Hig
h q
ua
lity
m
akin
g u
s-
ing
to
ols
, eq
uip
men
t an
d p
roc
ess-
es
Se
lect a
nd
use a
ran
ge
of to
ols
an
d e
qu
ipm
ent.
Ap
ply
you
r kno
wle
dg
e
an
d u
nd
ers
tand
ing o
f m
ate
ria
ls a
nd
com
pon
ents
, a
nd w
ork
w
ith
them
with
som
e
accu
racy,
pa
yin
g
atte
ntio
n to
qu
alit
y o
f fin
ish a
nd to f
un
ction
.
Work
with
a r
an
ge o
f to
ols
, m
ate
ria
ls,
ing
red
ien
ts, e
qu
ipm
ent,
com
pon
ents
an
d
pro
ce
sses w
ith
som
e
pre
cis
ion
.
Work
with
a r
an
ge o
f to
ols
, m
ate
ria
ls,
ing
red
ien
ts, e
qu
ipm
ent,
com
pon
ents
an
d
pro
ce
sses, sho
win
g th
at
yo
u u
nd
ers
tan
d th
eir
ch
ara
cte
ristics.
Work
with
a r
an
ge o
f to
ols
,
mate
ria
ls, in
gre
die
nts
, eq
uip
men
t,
com
pon
ents
an
d p
rocesses,
takin
g fu
ll acco
unt o
f th
eir
ch
ara
cte
ristics. A
da
pt yo
ur
m
eth
od
s o
f m
an
ufa
ctu
re t
o
ch
ang
ing c
ircum
sta
nce
s a
s y
ou
so
lve te
ch
nic
al p
rob
lem
s.
Org
an
ise y
ou
r w
ork
so
th
at yo
u c
an
ca
rry o
ut p
rocesses a
ccu
rate
ly a
nd
co
nsis
tently, a
nd u
se to
ols
, eq
uip
men
t,
mate
ria
ls, in
gre
die
nts
an
d c
om
pon
en
ts
with
pre
cis
ion.
National Curriculum Levels