s1-2 design and technology home learning booklet s1 …

S1-2 DESIGN AND TECHNOLOGY HOME LEARNING BOOKLET

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S1-2 DESIGN AND TECHNOLOGY

HOME LEARNING BOOKLET

Good Morning Everyone!

Hope you all had as good an Easter break as possible given the circumstances. We hope you are all managing to stay home and stay safe. We are thinking of you all and hope to see you all again very soon. In the meantime, Miss Donaldson, Mr Stembridge and Mr Reid have put

together the following document to help guide you through the home learning you should be focussing on in Design and Technology over the coming weeks. We have tried to be mindful of the daily time you are being advised to do school work throughout the week, and this has been at the front of our minds when putting this pack together for you, so please do not feel overwhelmed

nor should you feel like you have to complete it all at once, stick to the guidance where possible. Each activity we have set you will take around 1.5-2hrs to complete (although please feel free to spend longer on it if you are enjoying the activity), each

activity will also have a fortnightly submission date. You will not need a computer or specialised software to complete any of the activities, however if you do have a computer and you have managed to acquire some of the software we encourage you play around with this; try and create some 3D CAD models of items around your house, or try and use DTP software to create posters or infographics – loads of examples online to inspire you.

Please remember that we are only an email away; if you have any questions about your work, require support with something, or just want to tell us something about your day, please do get in touch with us. You will also need your Design and Technology Teacher’s email addresses to submit your work

once you have finished it, these can be found below: Mr Stembridge - [email protected] Miss Donaldson - [email protected] Mr Reid - [email protected]


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ADVISED CALENDAR OF WORK We want to be mindful of the school day you have been recommended to follow. Below is a provisional timeline we think you should be able to work to. With each task, we will also provide an approximate activity time, so you know

roughly how long you should be spending on it.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WB 20TH

APRIL

ACTIVITY 1

DESIGN SKETCHING CHALLENGE (see page 3-4)

WB 27TH

APRIL

ACTIVITY 1 DESIGN SKETCHING CHALLENGE

(see page 3-4)

SUGGESTED

SUBMISSION

DATE – 3pm

WB 4TH

MAY

ACTIVITY 2 FLOOR PLAN ACTIVITY

(see page 5-6)

WB 11TH

MAY

ACTIVITY 2

FLOOR PLAN ACTIVITY (see page 5-6)

SUGGESTED

SUBMISSION

DATE – 3pm

WB 18TH

MAY

ACTIVITY 3 CHILD’S TOY DESIGN AND MAKE CHALLENGE

(see page 7-8)

WB 25TH

MAY

ACTIVITY 3 CHILD’S TOY DESIGN AND MAKE CHALLENGE

(see page 7-8)

SUGGESTED

SUBMISSION

DATE – 3pm

WB 1ST

JUNE

ACTIVITY 4 SEQUENCE OF OPERATIONS

(see page 9-11)

WB 8TH

JUNE

ACTIVITY 4 SEQUENCE OF OPERATIONS

(see page 9-11)

SUGGESTED

SUBMISSION

DATE – 3pm

WB 15TH

JUNE

ACTIVITY 5 UNDERSTANDING ORTHOGRAPHIC DRAWING

(see page 12-17)

WB 22ND

JUNE

ACTIVITY 5 UNDERSTANDING ORTHOGRAPHIC DRAWING

(see page 12-17)

SUGGESTED

SUBMISSION

DATE – 3pm


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ACTIVITY 1

DESIGN SKETCHING CHALLENGE TASK TIME – 10-15MINS PER DAY

SUBMISSION – FRIDAY 1ST MAY

1 Draw a

range of

different sized

isometric

boxes

2 1 Point

perspective

box

3 2 point

perspective

box

4 1 wood

cube (using

isometric

drawing)

5 1 Plastic

cube (using 1

point

perspective

drawing)

6 1 metal

cube (using 2

point

perspective

drawing)

7 1 fabric

cube(using

isometric

drawing)

8 Draw your

house using 2

point

perspective

or isometric

drawing

9 Design a

product to

help the

elderly in

garden

10 Design a

product to

encourage

young

children to

play outdoors

11 Design a

clothing item

for a

teenager

inspired by

Vivienne

Westwood

12 Design a

children’s

bed that will

not allow

them to fall

out.

13 Draw a

cuboid with a

colour block

in the

background

14 Design a

map of

where you

live in the

style of Harry

Beck

15 Design

and sketch a

product that

has a moving

element in 3D

16 Design a

chair for your

bedroom in

the style of

Marcel Breuer

17 Design a

product to

help elderly

people in the

garden

18 Design a

new school in

the style of

Norman

Foster

19 Create a

scale drawing

of your

mobile phone

20 Design a

storage unit in

the style of

Ettore Sottsass

21 Design a

product that

you think

would help

people

understand

recycling

22 Design

and sketch a

s storage item

for a

teenagers

bedroom

23 Design an

item for the

kitchen in the

style of

Alberto Alessi

24 Design a

children’s toy

based on

your favourite

animal

25 Design a

product to

help people

to grow

vegetables in

their house

26 Design a

recycling bin

for the school

canteen

27 Design a

toy for a child

with one arm

28 Design a

desk light for

a university

student desk

29 Design a

wallpaper

pattern

inspired by

William Morris

30 Design a

product for

an elderly

person with

no legs

31 Design a

Trophy for the

30 Day

Design

Challenge


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Most of you will have started this activity before the Easter Holidays, hopefully you should be on day 22 of this activity (Wednesday 22nd April). If you didn’t, now is your chance to start!

Remember your submission for this task is Friday 1st May, we are looking for you to submit five of your best pieces of work to your teacher. To allow you to submit the work, please take pictures of it, then attach the pictures in an email to your teacher – email addresses are on the 1st page of this booklet.

Along with this booklet there is a file accompanying it called Design Sketching Challenge if you are unsure about any of the drawing tasks you have been asked to do there are tutorials available in that booklet to help you.

Happy sketching!

Extension Task1

Create a client

(Name, age,

height, weight, job,

living situation,

wants & needs)

Extension Task 2

Create a Design Brief

(What product does your

client want and why?)

(See sheet)

Extension Task 3

Create a product

especially for your client,

walk about why it will help

them and why

Extension Task 4

Change your product 3

times and see what

outcomes you can create


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ACTIVITY 2

FLOOR PLAN ACTIVITY

TASK TIME – 1.5-2 HOURS

SUBMISSION – FRIDAY 15TH MAY

** Refer to help sheet named Activity 2 Floor Plan **

Part 1.

Architects use symbols when creating floorplan of building. They are shown below. Copy the symbols and make cards with the symbol on one side and the name on the other. Test yourself and learn the names of each symbol.

Part 2. On an A4 sheet of paper create a floorplan of your own home.

Use the symbols to draw where:

- your doors are - your sockets are - your light switches

- your lights are -

Add details such as furniture and colour. Do this from memory then walk around your home and see if you had all the details correct.


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FLOOR PLAN EXAMPLES


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ACTIVITY 3

DESIGN AND MAKE CHALLENGE TASK TIME – 1.5-2 HOURS

SUBMISSION – FRIDAY 29TH MAY

You will need:

● old cereal boxes/any type of thin card. Empty

toilet roll tubes could be useful! ● Something to join your pieces of card

together, sticky-tape or masking tape. If you don’t have these at home you can design your toy with slits. See the miniature bed above and the example →

● Scissors ● Pencils and other usual school equipment

Design Brief:

As a society we throw away huge amounts of packaging. Retailers are working towards reducing the amount of materials they use in product packaging. As consumers and designers, we need to help reduce the waste by recycling/up-cycling where we can.

You should design and make a child's toy from household cardboard junk.

Success Criteria:

● The toy should be functional and have a good quality finish - plan,

measure, accurate cutting out, consider where and how you will join

your parts. Cut tape rather than tear it. Don't use more tape than

needed.


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• It should be designed for children within one of these age brackets 2-5,

6-8, 9-11 (you choose).

● It should encourage Imagination or be educational (go to

www.itsalwaysautumn.com/20-coolest-toys-you-can-make-from-

cardboard.html Use this research as inspiration for your own ideas.

● You should think about your chosen target age range and list the things

you think they would like in a new toy. Even better if you have a younger

sibling that you can ask or do some internet research!

● The product should be no smaller than 150x150mm and no larger than

350x350mm.

● You should sketch a range of ideas in pencil before you decide on an

idea and create your product

Outcome:

• A finished product.

• A range of pencil sketched design ideas.

• Please take photos of your product and your sketches and email them

to your teacher!

Enjoy!

http://www.itsalwaysautumn.com/20-coolest-toys-you-can-make-from-cardboard.html

http://www.itsalwaysautumn.com/20-coolest-toys-you-can-make-from-cardboard.html


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ACTIVITY 4

SEQUENCE OF OPERATIONS TASK TIME – 1.5-2 HOURS

SUBMISSION – FRIDAY 12TH JUNE

Make a sequence of operations for something of your choice that takes at

least 4 steps. You can make it on the computer or draw it by hand. It can be

about anything:

• how to make a cup of tea

• plant a seedling in the garden

• cook your favourite cake

• design something new in lego

I am sure you can think of more interesting things than me!

Remember pictures to help explain your instructions, watch the YouTube video

below to see what can go wrong if you don’t explain things well:

Exact Instructions Challenge PB&J Classroom Friendly | Josh Darnit

Remember a good set of instructions shows the tools needed and how to use

them safely and efficiently for each step. It gives clear instructions set out in

order. Do a rough draft first then check to make sure you have not missed

anything. Also think about the presentation of your work. How can you make

the important points/word stand out?

Maybe after you have finished yours, you can test it by asking someone in the

house to follow the instructions. Or maybe you could send it to a friend to see

if they can do it?

Have a look at the next page for some examples.

https://www.youtube.com/watch?v=FN2RM-CHkuI&feature=youtu.be


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ACTIVITY 5

UNDERSTANDING ORTHOGRAPHIC

DRAWINGS

TASK TIME – 1.5-2 HOURS

SUBMISSION – FRIDAY 26TH JUNE Read through the introduction below and answer the questions that follow. You can either print off the worksheets, or draw out the tables manually to

complete the worksheet.

What is an Orthographic Drawing? An orthographic drawing is a way of representing 3D (3 dimensional) objects in 2D (2 dimensional) drawings.

This type of drawing is used by architects, designers and manufacturers to make sure that it is possible to produce the product accurately. It is important that these drawings can be produced and read by everyone around the world and for that reason the drawings need to meet a certain standard.

Below is an example of an orthographic drawing which represents the different views of the shape. Note that the different views are all perfectly in line with each other and have either

the same length, depth or height.


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EXTENSION TASKS If you are looking for further Design and Technology work to do, please refer to

the document in the Files section called S1 & S2 Home Learning. There are lots

of little tasks you could be working your way through. If you manage to get the 3D CAD Modelling Software called Inventor downloaded, please also refer to the Files section in Microsoft Teams where

you will find a folder called Class Materials. This has a series of tutorials to talk

you through creating basic 3D models in Inventor.

If you are asked for an email address or a GLOW account for any of these things you simply use your school email address. Your school email address is you school login, followed by:

SCHOOL [email protected]

So, for example, mine (Miss Donaldson) would be:

[email protected]

If you are having difficulties with any of this please contact your Design and Technology teacher for help.


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ADDITIONAL RESOURCES

We have put together a selection of resources for you to access if you are

looking for ways to fill your time. These do not require any submission but will

broaden your subject knowledge.

With activities – All TedEd videos have activities under the videoYoutube

teacher channel with a wide range of subject specific information videos.

DOWNLOADABLE PROGRAMS:

INVENTOR

You can download a copy of Autodesk Inventor at home for free by going to

this link:

www.autodesk.com/education/free-software/inventor-professional

You just need to register for an account using your SCHOOL e-mail address

before downloading a copy of the software. It will take a while to download

as it is a large file.

SERIF DESKTOP PUBLISHING SOFTWARE

You can download a copy of the serif Suite for free for 90 days by going to this

link:

https://affinity.serif.com/en-gb/supporting-the-creative-community/

VIDEOS TO WATCH:

How high can we build?

https://www.bbc.co.uk/teach/how-high-can-we-build/zjkyxyc


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How to build

https://www.bbc.co.uk/teach/class-clips-video/design-and-technology-ks3--

gcse-how-to- build/zbgg7nb

The Imagineers

https://www.bbc.co.uk/teach/class-clips-video/design-and-technology-

science-ks3-ks4-gcse- the-imagineers/zjfvpg8

Videos with Activities

https://ed.ted.com/lessons/epic-engineering-building-the-brooklyn-bridge-

alex- gendler#review

Why doesn’t the Leaning Tower of Pisa fall over?

https://ed.ted.com/lessons/why-doesn-t-the-leaning-tower-of-pisa-fall-over-

alex- gendler#review

Architectural secrets of the world’s ancient wonders

https://ed.ted.com/lessons/architectural-secrets-of-the-world-s-ancient-

wonders-brandon- clifford#review

9 Futuristic Materials

https://ed.ted.com/featured/DReOMa4l#review

Can 100% renewable energy power the world?

https://ed.ted.com/lessons/can-100-renewable-energy-power-the-world-

federico-rosei-and- renzo-rosei#review

How does fracking work?

https://ed.ted.com/lessons/how-does-fracking-work-mia-nacamulli#review

What makes the Great Wall of China so extraordinary

https://ed.ted.com/lessons/what-makes-the-great-wall-of-china-so-

extraordinary-megan- campisi-and-pen-pen-chen#review

What makes neon signs glow?

https://ed.ted.com/lessons/what-makes-neon-signs-glow-a-360-animation-

michael- lipman#review


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Can you solve the bridge riddle?

https://ed.ted.com/lessons/can-you-solve-the-bridge-riddle-alex-

gendler#review

Why do buildings fall in earthquakes?

https://ed.ted.com/lessons/why-do-buildings-fall-in-earthquakes-vicki-v-

may#review

Inside a cartoonist’s world

https://ed.ted.com/lessons/inside-a-cartoonist-s-world-liza-donnelly#review

How do self-driving cars “see”?

https://ed.ted.com/lessons/how-do-self-driving-cars-see-sajan-saini#review

Is Google killing your memory?

https://ed.ted.com/featured/7S4PHeYg#review

Which is stronger: Glue or tape?

https://ed.ted.com/lessons/which-is-stronger-glue-or-tape-elizabeth-

cox#review

Illuminating photography: From camera obscura to camera phone

https://ed.ted.com/lessons/illuminating-photography-eva-timothy#review

Rapid prototyping Google Glass

https://ed.ted.com/lessons/rapid-prototyping-google-glass-tom-chi#review

A brief history of video games (Part I)

https://ed.ted.com/lessons/a-brief-history-of-video-games-part-i-safwat-

saleem#review

Why is glass transparent?

https://ed.ted.com/lessons/why-is-glass-transparent-mark-miodownik#review

s1-2 design and technology home learning booklet s1 …

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