2019 D&T Sec 1 Exp/ NA/ NT SOW and Assessment Plan 1 Timeframe Topics T1W1 7- 11Jan (D1 – D5) Setting Expectations Introduction to Design & Technology T1W2 14-18 Jan (D6 – D10) Design Appreciation – Design consideration – Design Awareness – 5W1H – Research T1W3 21-25 Jan (D1 – D5) Design Appreciation – Case Study: Design of an Educational Toy Kit (i) Article Research (ii) Examining the toy kit T1W4 28 Jan – 1 Feb (D6 – D10) Structures – Types of structures – Functions of structures – Forces & Loads T1W5 4-8 Feb (D1 – D5) Structures – Structural Failures Design Opportunity – Needs Analysis Idea Conceptualization – Introduction to modelling T1W6 11-15 Feb (D6 – D10) Idea Conceptualization – Modelling #1 (Making/ Testing) T1W7 18-22 Feb (D1 – D5) Structures – Structural Reinforcement T1W8 25 Feb – 1 Mar (D6 – D10) Idea Conceptualization – Modelling #1 (Include with reinforcement) CA1 Assessment Design/ Structures Test T1W9 4-8 Mar (D1 – D5) Idea Conceptualization – Introduction to Ideation – Random Line Trigger Technique – Random Line Trigger (Generate idea) T1W10 11-15 Mar (D6 – D10) Idea Conceptualization – Random Line Trigger (Generate idea) Timeframe Topics T2W1 25-29 Mar (D1 – D5) Idea Conceptualization – Modelling #2 (Making improvement and include with RLT) T2W2 1-5 Apr (D6 – D10) Development – Working Drawing (Measurements) T2W3 8-12 Apr (D1 – D5) Development – Working Drawing (Measurements) – Transfer working drawing to A4 paper T2W4 15-19 Apr (D6 – D10) Development – Introduction to Isometric Drawing (Isometric grid paper) T2W5 22-26 Apr (D1 – D5) Development – Presentation Drawing (Isometric drawing/ rendering) T2W6 29 Apr – 3 May (D6 – D10) Realisation – Introduction to Realisation – Production schedule (Gantt Chart) – Process Flow chart T2W7 6 – 10 May (D1 – D5) Realisation – Marking out – Drilling – Cutting CA2 Assessment RLT/ Development (Education toy stand) T2W8 13 - 17 May (D6 – D10) Realisation – Cutting – Shaping T2W9 20-24 May (D1 – D5) Realisation – Cutting – Shaping T2W10 27-31 May (D6 – D10) Realisation – Shaping – Polishing Time Topics T3W1 1-5 Jul (D1 – D5) Design Opportunity – Need Analysis (Wooden Toy Block) T3W2 8-12 Jul (D6 – D10) Idea Conceptualization – Sketch toy into blocks T3W3 15-19 Jul (D1 – D5) Idea Conceptualization – Sketch the connections of wheels, body and other parts of the toy. T3W4 22-26 Jul (D6 – D10) Idea Conceptualization – Modelling #1 (Vanguard sheet) T3W5 29 Jul-2 Aug (D1 – D5) Idea Conceptualization – Modelling #2 (Paper foam) T3W6 5-9 Aug (D6 – D10) Idea Conceptualization – Modelling #2 (Paper foam) T3W7 12-16 Aug (D1 – D5) Development – Working Drawing (Measurements) CA3 Assessment Prototype (Education Toy Stand) T3W8 19-23 Aug (D6 – D10) Development – Presentation Drawing (Isometric drawing/ rendering) T3W9 26-30 Aug (D1 – D5) Realisation – Marking out – Drilling (Holes on body/ wheel) T3W10 2-6 Sep (D6 – D10) Realisation – Cutting (Body/ other parts/ dowel) – Shaping (Body/ other parts/ dowel) Time Topics T4W1 16-20 Sep (D1 – D5) Realisation – Cutting (Body/ other parts/ dowel) – Shaping (Body/ other parts/ dowel) – Sanding (Body/ other parts/ dowel) T4W2 23-27Sep (D6 – D10) Realisation – Assembly (Wheels/ other parts to the body) T4W3 30 Sep-4 Oct (D1 – D5) Revision EOY Assessment Journal/ Prototype (Wooden block toy) T4W4 (D6 – D10) 7 - 11 Oct END OF YEAR EXAMINATION T4W5 14 - 18 Oct (D1 – D5) END OF YEAR EXAMINATION T4W6 21 - 25 Oct (D6 – D10) END OF YEAR EXAMINATION T4W7 28 Oct – 1 Nov (D1 – D5) LAST WEEK FOR SCHOOL
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2019 D&T Sec 1 Exp/ NA/ NT SOW and Assessment Plan
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2019D&TSec1Exp/NA/NTSOWandAssessmentPlan
1
Timeframe Topics T1W1 7- 11Jan (D1 – D5)
Setting Expectations Introduction to Design & Technology
Design Journal: RLT (10m) Development – Working Drawing (10m) Modelling (5m)
25m 100% Artefact: Education Toy Stand (15m)
15m 100%
Design Journal: Idea Conceptualize (10m) Development (10m) Modelling (8m) Presentation Drawing (7m) Artefact: Wooden Block Toy (15m) Written Paper: All topics covered in Sec 1 Design (25m) Technology (25m)
Student to complete RLT work by next lesson. - Two lines
and two circles
- Three lines and two circles
- - Two lines
and three circles
- Three lines and three circles
- Lines, curves and ellipses
T2W1 25-29 Mar (D1 – D5)
Idea Conceptualization – Modelling #2 (Making improvement and include with RLT)
Students will be able to:- Choose the prefer RLT
design to the education toy stand modelling.
Transfer the RLT design to the education toy stand modelling.
Perform modelling (Modelling #2) of education toy stand with improvement and include with RLT design. (Making)
Teacher to:- Show different education toy stand with RLT
design. Demonstrate how to model the education
stand with improvement and RLT design using vanguard sheet.
Checking student RLT work.
Design Journal (Page 33-34) A3 Layout Pad Sample education toy stand model
Student to complete the model at home if unable to finish during lesson.
T2W2 1-5 Apr
(D6 – D10)
Development – Working Drawing (Measurements)
Students will be able to:- Transfer the education
toy stand model (include with RLT design) into a working drawing by including the critical dimensions and bending lines.
Teacher to:- Share with students the importance of
having a working drawing before the making process.
Demonstrate how to produce the working drawing from the education toy stand model and include working drawing with the critical dimensions and bending lines.
Design Journal (Page 35-37) A3 Layout Pad Sample working drawing
Setting Rules, routines and expectations Introduction to design and technology
Comply with rules, routines and expectations in the classroom laid out by teacher. Gain an awareness of the assessment components and weightage for Sec 2 Design and Technology.
Explain rules, routines and expectations in the classroom. Explain subject’s assessment weightage. Explain what Design and Technology is about and create students’ awareness of design in the real world
Assessment schedule for students
T1W2 14-18 Jan (D6 – D10)
Design Process Design Situation, Brief, Specifications Introduce RG machines
Explain and relate to each of the components in the design model. Focus on user needs to identify needs. Give students the design situation for their design project
Design Process Design Situation, Brief, Specifications Introduce RG machines
Explain and relate to each of the components in the design model. Focus on user needs to identify needs. Give students the design situation for their design project
Explore the different types of mechanisms Mechanism Video, Student handouts
Fill in black spaces on student handouts
T1W6 11-15 Feb (D6 – D10)
Ideation Ideation on path of travel using Random line trigger
Demonstration of random line trigger Eresources from DT CPDD
Design journal-Ideation
T1W7 18-22 Feb (D1 – D5)
Ideation Ideation on path of travel using
Random line trigger
Demonstration of random line trigger Eresources from DT CPDD
Design journal-Ideation
T1W8 25 Feb-1
Mar (D6 – D10)
Development Exploring mechanisms for travelling path to actuate
movement on path
Demonstration and sketching Students Handouts, Eresources from DT CPDD
Design Journal- Development of travelling path Weighted component for MYE
T1W9 4-8 Mar
(D1 – D5)
Development Exploring mechanisms for travelling path to actuate
movement on path
Demonstration and sketching Students Handouts, Eresources from DT CPDD
Design Journal- Development of travelling path Weighted component for MYE
T1W10 11-15 Mar (D6 – D10)
Development Make mock-up Make mock-up on back of plywood board Documentation of difficulties and solutions
A3 size plywood Mock-up
2019DTSec2ExpressSOWandAssessmentPlan
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Term/ WK
T2W1 25-29 Mar (D1 – D5)
Development Make mock-up Make mock-up on back of plywood board Documentation of difficulties and solutions
A3 size plywood Mock-up
T2W2 1-5 Apr
(D6 – D10)
Development Make mock-up Make mock-up on back of plywood board Documentation of difficulties and solutions
A3 size plywood Mock-up
T2W3 8-12 Apr (D1 – D5)
Development Make mock-up Make mock-up on back of plywood board Documentation of difficulties and solutions
A3 size plywood Mock-up
T2W4 15-19 Apr (D6 – D10)
Realisation Prototyping Explain the properties and uses for natural wood and manufactured boards. Demonstrate how marking out is carried out on wood with the appropriate marking tools. Provide pointers when marking out on wood.
A3 size plywood Prototype Weighted
Component MYE
2019DTSec2ExpressSOWandAssessmentPlan
6
T2W5 22-26 Apr (D1 – D5)
Realisation Prototyping Explain the properties and uses for natural wood and manufactured boards. Demonstrate how marking out is carried out on wood with the appropriate marking tools. Provide pointers when marking out on wood.
A3 size plywood Prototype Weighted
Component MYE
T2W6 29 Apr-3
May (D6 – D10)
Realisation Prototyping Demonstrate how wood is cut using the scroll saw machine. Demonstrate how holes are drilled on wood. Provide pointers when cutting using the scroll saw machine.
A3 size plywood, Aluminuim Sheet
Prototype Weighted
Component MYE
T2W7 6-10 May (D1 – D5)
Realisation Prototyping Demonstrate how wood is cut using the scroll saw machine. Demonstrate how holes are drilled on wood. Provide pointers when cutting using the scroll saw machine.
A3 size plywood, Aluminuim Sheet
Prototype Weighted
Component MYE
T2W8 13-17 May (D6 – D10)
MYE
2019DTSec2ExpressSOWandAssessmentPlan
7
T2W9 20-24 May
(D1 – D5)
MYE
T2W10 27-31 May (D6 – D10)
MYE
Term/ WK
T3W1 1-5 Jul
(D1 – D5)
Design Process Overview of design process Gantt chart, research
Explain and relate to the importance of project management planning. Update progress in Gantt chart.
Students Handouts, Eresources from DT CPDD
Design journal-Cover Page,
Design situation, design
brief,design specifications
T3W2 8-12 Jul
(D6 – D10)
Design Process Overview of design process Gantt chart, research
Explain and relate to the importance of project management planning. Update progress in Gantt chart.
Students Handouts, Eresources from DT CPDD
Design journal-Cover Page,
Design situation, design
brief,design specifications
2019DTSec2ExpressSOWandAssessmentPlan
8
T3W3 15-19 Jul (D1 – D5)
Electronics components, soldering Update progress in Gantt chart Do research on electronic for lighting devices Show both good and bad example of design brief write up. Highlight to students what went wrong with the bad examples and what went right in the good examples. Guide students to fill up the design considerations and constraints map so that they can draw information from the map for their design specification listing. Students to come up with their own design specification according to the design considerations and constraints map
Students Handouts, Eresources from DT CPDD
Fill in black spaces on
student handouts
T3W4 22-26 Jul
(D6 – D10)
Electronics components, soldering Update progress in Gantt chart Do research on electronic for lighting devices Show both good and bad example of design brief write up. Highlight to students what went wrong with the bad examples and what went right in the good examples. Guide students to fill up the design considerations and constraints map so that they can draw information from the map for their design specification listing. Students to come up with their own design specification according to the design considerations and constraints map
Students Handouts, Eresources from DT CPDD
Fill in black spaces on
student handouts
T3W5 29 Jul – 2
Aug (D1 – D5)
Ideation Ideation using shape borrowing technique
Update progress in Gantt chart Conduct 1 round of ideation with shape borrowing to set the standards for students to follow. Emphasis on annotation, context, idea flow and different view to improve the quality of their ideation Student to carry on with their ideation 1, 2, and 3.
Students Handouts, Eresources from DT CPDD
Design journal-Ideation
Weighted component for
EYE
2019DTSec2ExpressSOWandAssessmentPlan
9
T3W6 5-9 Aug
(D6 – D10)
Ideation Ideation using shape borrowing technique
Update progress in Gantt chart Conduct 1 round of ideation with shape borrowing to set the standards for students to follow. Emphasis on annotation, context, idea flow and different view to improve the quality of their ideation Student to carry on with their ideation 1, 2, and 3.
Students Handouts, Eresources from DT CPDD
Design journal-Ideation
Weighted component for
EYE
T3W7 12- 16 Aug
(D1 – D5)
Development Development with mock-up and soldering
Make use of mock-up to conduct contextual testing and evaluation Lead students to conduct user survey on their mock-up Provide sample answers to guiding questions for decision making Demonstrate soldering and assembling of electronic circuit
Students Handouts, Eresources from DT CPDD
Mockup
T3W8 19 - 23 Aug (D6 – D10)
Development Development with mock-up and soldering
Make use of mock-up to conduct contextual testing and evaluation Lead students to conduct user survey on their mock-up Provide sample answers to guiding questions for decision making Demonstrate soldering and assembling of electronic circuit
Students Handouts, Eresources from DT CPDD
Mockup
T3W9 26-30 Aug (D1 – D5)
Realisation Understand the basic properties of common materials in relation to their use (Acrylic).
Mark out on Acrylic using the appropriate marking tools.
Make final prototype
- Update progress in Gantt chart.
Show samples of acrylic.
Explain the properties and uses for acrylic.
Demonstrate how marking out is carried out on acrylic with the appropriate marking tools.
Provide pointers when marking out on acrylic.
Acrylic Prototype Weighted
component for EYE
T3W10 2 - 6 Sep
(D6 – D10)
Realisation Understand the basic properties of common materials in relation to their use (Acrylic).
Mark out on Acrylic using the appropriate marking tools.
Make final prototype
- Update progress in Gantt chart.
Show samples of acrylic.
Explain the properties and uses for acrylic.
Demonstrate how marking out is carried out on acrylic with the appropriate marking tools.
Provide pointers when marking out on acrylic.
Acrylic Prototype Weighted
component for EYE
Term/ WK
2019DTSec2ExpressSOWandAssessmentPlan
10
T4W1 16-20 Sep (D1 – D5)
Realisation Understand the basic properties of common materials in relation to their use (Acrylic).
Mark out on Acrylic using the appropriate marking tools.
Make final prototype
- Update progress in Gantt chart.
Show samples of acrylic.
Explain the properties and uses for acrylic.
Demonstrate how marking out is carried out on acrylic with the appropriate marking tools.
Provide pointers when marking out on acrylic.
Acrylic Prototype Weighted
component for EYE
T4W2 23-27 Sep (D6 – D10)
Realisation Understand the basic properties of common materials in relation to their use (Acrylic).
Mark out on Acrylic using the appropriate marking tools.
Make final prototype
- Update progress in Gantt chart.
Show samples of acrylic.
Explain the properties and uses for acrylic.
Demonstrate how marking out is carried out on acrylic with the appropriate marking tools.
Soldering 3.18-3.20 Practical Future Kit- Flashing LED
Future Kit- Flashing LED
T3W3 15-19 Jul (D1 – D5)
Combinational Logic circuits
4.7-4.9 Practical Practical 320 Practical 320
T3W4 22-26 Jul
(D6 – D10)
Paper 2 Practical Practice 1
Guided practical exam simulation
CA3
T3W5 29 Jul-2
Aug (D1 – D5)
Return Paper 2 Practical Practice 1
T3W6 5-9 Aug
(D6 – D10)
NDP
T3W7 12-16 Aug (D1 – D5)
Boolean Expression Truth Tables
4.3-4.5 Calculation on worksheet Practical 321
T3W8 19-23 Aug (D6 – D10)
Paper 2 Practical Exam (Prelim 1)
Exam SA1
T3W9 26-30 Aug (D1 – D5)
Return Prelim 1 script
T3W10 2-6 Sep
(D6 – D10)
Re-practice Paper 2
2019MRSec3NTSOWandAssessmentPlan
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Term/ WK Lesson Topic SPECIFIC
INSTRUCTIONAL OBJECTIVES
PRE-READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT
HOMEWORK
T4W1 16-20 Sep (D1 – D5)
N level Paper 2 Exam
T4W2 23-27Sep (D6 – D10)
Paper 1 Revision Revision using exam sample paper
T4W3 30 Sep-4
Oct (D1 – D5)
Paper 1 Revision Revision using exam sample paper
T4W4 (D6 – D10) 7 - 11 Oct
EOY
T4W5 14 - 18 Oct (D1 – D5)
EOY
T4W6 21 - 25 Oct (D6 – D10)
EOY
T4W7 28 Oct – 1
Nov (D1 – D5)
Post Exam Activity, Last Week of School
2019MRSec3NTSOWandAssessmentPlan
7
YUHUA SECONDARY SCHOOL ACADEMIC COMMITTEE 2019
Subject‐specific Assessment Plans
Department:
Craft and Tech
Subject:
Mobile Robotics
Level/Stream:
3NT
Term 1 Term 2 Term 3 Term 4
Topics
Practical – Circuit connections
Practical – Logic gates, Boolean Algebra Truth table and Karnaugh Maps
Paper 2 Practical Exam (Prelim 1)
Written Examination 30m Paper 2 Practical Exam (Prelim 2) 42m
Weighted Assessment
Ohm’s law: application and understanding with practical 30m = 15%
Practical on connecting gates and deriving simplified Boolean expression 30m = 15%
42m = 15% 30m = 16% 42m = 39%
Formative Assessment (no weightage)
Understanding of Breadboard – 15m Resistance recognition – 10m
Transistors as switches – 10m Testing of logic gates – 20m Transferring truth tables to K maps – 10m
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
1
Timeframe Topics
T1W1 7- 11Jan (D1 – D5)
Rules/expectiation. Introduce to D&T curriculum. Understanding design process
T1W2 14-18 Jan (D6 – D10)
Ongoing Dialogue throughout the design. Need analysis
T1W3 21-25 Jan (D1 – D5)
Need Analysis :- Design Situation/Initial Thought/Tentative ideas
T1W4 28 Jan – 1 Feb (D6 – D10)
Class room table design/formulation design situation/ Technology - Electronics
T1W5 4-8 Feb (D1 – D5)
Class room table design/Gathering relevant data Ideation Shape Borrowing
T1W6 11-15 Feb (D6 – D10)
Ideation Shape Borrowing Technology - Electronics
T1W7 18-22 Feb (D1 – D5)
Class room table design:-Formulating Design specification/Design consideration Design and make project introduction/Plastic material
T1W8 25 Feb – 1 Mar (D6 – D10)
Design and Make project :-Planning and monitoring using Gantt chart and flow chart for production flow Need analysis using image board/mood board
T1W9 4-8 Mar (D1 – D5)
Design and make project :- Applying analysis technique using appropriate means like products or visual images Technology - Electronics
T1W10 11-15 Mar (D6 – D10)
Design and make project :- Applying analysis technique using appropriate means like products or visual images. Research – Data collections Technology – Electronics soldering
Timeframe Topics T2W1 25-29 Mar (D1 – D5)
Technology – Electronics soldering, building of Acrylic holder
T2W2 1-5 Apr (D6 – D10)
Design and make project :- Ideation using Scamper with RTL
T2W3 8-12 Apr (D1 – D5)
Design and make project :- Development with Modelling material /refinement of model by evaluation
T2W4 15-19 Apr (D6 – D10)
Design and make project :- Development with the application of anthropometry and ergonomic to model. Basic drawing techniques
T2W5 22-26 Apr (D1 – D5)
Design and make project :- Basic drawing techniques
T2W6 29 Apr – 3 May (D6 – D10)
Technology - Electronics
T2W7 6 – 10 May (D1 – D5)
Design and make project :- Fabrication of student’s design
T2W8 13 - 17 May (D6 – D10)
Design and make project :- Fabrication of student’s design Technology - Electronics
T2W9 20-24 May (D1 – D5)
Design and make project :- Fabrication of student’s design Technology - Electronics
T2W10 27-31 May (D6 – D10)
Design and make project :- Fabrication of student’s design Journal Touch up for submission
Time Topics
T3W1 1-5 Jul (D1 – D5)
Design and make project (with a design opportunity - Phone and power bank holder - Introduction of project ask
and design situation - Research, image board..etc
T3W2 8-12 Jul (D6 – D10)
Mechanism Introduction to mechanism , types of motion, levers Design and make project (with a design opportunity - Phone and power bank holder - Data collection and product
analysis
T3W3 15-19 Jul (D1 – D5)
Mechansim - Linkages, pulleys
Design and make project (with a design opportunity - Phone and power bank holder -Idea conceptualization and decision making through PMI
T3W4 22-26 Jul (D6 – D10)
Design and make project (with a design opportunity - Phone and power bank holder - Development process such
as modelling making, evaluation, apply ergonomic, functionality
T3W5 29 Jul-2 Aug (D1 – D5)
Mechanism -cams & follwers, crank & sliders, spurs gears, idler gears, simple and compound gear trains Design and make project (with a design opportunity - Phone and power bank holder -working drawing, presentation drawing and exploded view drafts
T3W6 5-9 Aug (D6 – D10)
Mechanism -Different types of gears and their function Design and make project (with a design opportunity - Phone and power bank holder - Fabrication of prototype
T3W7 12-16 Aug (D1 – D5)
Design and make project (with a design opportunity - Phone and power bank holder Fabrication of prototype
T3W8 19-23 Aug (D6 – D10)
Design and make project (with a design opportunity - Phone and power bank holder Fabrication of prototype
T3W9 26-30 Aug (D1 – D5)
Design and make project (with a design opportunity - Phone and power bank holder -Making of presentation board
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
2
TERM / WK
LESSON TOPICS SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T1W0 2 – 4 Jan
ORIENTATION WEEK
T1W1 7 – 11 Jan
T1W2
4 – 18 Jan
Rules and expectation Introduction to Upper Sec DT curriculum (4 period) Understanding Design Process - Bringing Ideas to Life (5 periods) Ongoing Dialogue throughout the design process (4 periods) - User, Environment
Students to make own notes. Students should be able to
understand that the class work they did previously on SLS was an observation technique.
Students should able create
their own mind map based on problem given
Students should be able to
understand the use of 5W1H or See-Think-Wonder routines to seek out design opportunities.
Students should be able analysis needs for classroom table function.
Students should take photo of the class room table conditions and seek out at least 2 design needs to improve the classroom table.
Trs to - Explain different research sources for
need analysis through o Observation (To relate previous
work on SLS) o Image and Mood Boards o Mind Mapping o Interviews [NA & O)] o Surveys [NA & O)]
- Classification of Primary and Secondary research
Trs to:- - Demonstrate the use of 5W1H Mind
Map based on the theme “LIGHTING”. To scaffold students towards classroom table issues.
Trs to recap previous lesson. - Explain the technique to seek out design
needs through observation-analyse pictures by using 5W1H / See-Think-Wonder routine (Picture Analysis)
- Do together with students in class using an example from SDO box.
- Introduce students to Classroom table design task. Assign homework to students to take photo of their classroom table condition and seek out design needs
•Page 26 Syllabus document. Chapter 1 The Design Process; page 10 (textbook) Journal Paper
Teaching
Resource: MIND MAPPING GUIDING QUESTIONS 5W1H
Teaching
resource: NEED ANALYSIS Photo1&2
Class Practice
Think Routine guiding questions
Chapter 1 The
design process page 11, Figure1.9 Guide questions
Page 26 Syllabus document.
Completion of Mind Map in class. Photos of
classroom table conditions pasted in journal.
Identified at least 2 design needs using 5W1H or See-Think-Wonder routine by T1Wk4.
Sketch out design ideas
Journal entry of data collections by T1Wk4
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
4
TERM / WK
LESSON TOPICS
SPECIFIC INSTRUCTIONAL
OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T1W4 28 – 1 Feb
Classroom Table Design (Journal Work) Formulate
Design Situation and design brief (5 Period)
Technology Electronics (4 period)
- Input / Output components.
- Conductors and insulators.
- Electronics control system
- Series & Parallel circuit
- Measurement of voltage and current using multi-meter
Students should be able to use the guiding questions to formulate their design situation based on identified design opportunity in class.
Students should be able to craft meaningful design situation and review for improvement.
Students should be able to write down a design brief based on their own design situation.
Student should be able to: Understand the various
types of Input / output devices.
Name types of conductors and insulators.
Input, process and output of an electronic systems.
Name the type of open loop system and close loop system respectively.
Able to identify series & parallel circuit.
Trs to :- - Explain the use of design situation and
the use guiding questions to create design situation.
- Scaffold students to craft meaningful
design situation. - Scaffold students to create design brief Teacher to explain:-
- the various types of Input / Output devices
- Explain and name the types of conductors and insulators.
- Give example of input, process and output of an electronic systems.
- Explain the difference between open loop and close systems using examples
Craft their own design situation based on identified design opportunity by T1Wk5.
Students should review and recraft design situation at least twice.
WORKSHEET 1
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
5
TERM / WK
LESSON TOPICS
SPECIFIC INSTRUCTIONAL
OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T1W5 4 – 8 Feb
CNY 5 -6
Feb
Classroom Table Design (Journal Work) Gathering relevant data (4 period)
- Students journal entry of class room table design opportunities
- Making decision based on data collected
Ideation - Shape Borrowing (5 period) - Design of
water bottle holder, pencil holder / Dustbin for classroom table
Students to measure their
stationary, water bottle, table width, metal frame size. Any relevant data collection that will influence the design to be recorded in journal during lesson.
Students should be able to tabulate and make informed decision.
Students should be able to
sketch out their design using the given template for water bottle holder / mini trash bin
Should be able perform basic colouring /rendering.
Trs to:- - Use student’s journal entry work, explain
to students the type of data to collect and ways to present their data. Example collection of hook sizes, table size, bottle sizes, pencil size….
- Explain how to make judgement/ senses of the data collected.
- Use sketches to illustrate area of measurements.
Trs to illustrate - Shape borrowing technique using animal
shape to design a water bottle holder / Pencil holder /dustbin in 3D
- Rendering Technique
Internet, physical measurements. Teaching
Resource: Shape Borrowing Template of animal, Water Bottle, Mini Trash Bin
Journal
Complete measurement of relevant data by T1W6 Complete 3d design sketches using the template. At least 2 design by T1W7
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
6
TERM / WK
LESSON TOPICS
SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T1W6 11 -15 Feb
Ideation - Shape Borrowing Con’t (4 period) - Design of
water bottle holder, pencil holder / Dustbin for classroom table
Technology Introduction to Electronics (5 periods) - Electronics
control system (con’t)
- Series/Parallel circuit.
- Ohms law/Resistors
- Diode / LED
Students should be able to
sketch out their design using the given template for water bottle holder / mini trash bin
Should be able perform basic colouring /rendering.
Student should be able to understand - Input, process and output of
an electronic systems. Name the type of open loop
system and close loop system respectively.
Understand how a resistor function.
Interpret the resistance value.
Determine the total resistance value of resistors connected in series & parallel.
Understand the function of diode and its’ relationship to a LED
Trs to - Check students work from previous
week - Shape borrowing technique using
animal shape to design a water bottle holder / Pencil holder /dustbin in 3D Rendering Technique
Trs to - Give example of input, process and
output of an electronic systems. - Explain the difference between open
loop and close systems using examples - Series and Parallel circuit. - how a resistor functions - the different types of resistors. - The use of diode / LED - Get students to draw connections of
series/parallel of LED, Batteries and diode.
- Do one example question from Worksheet for simple series/parallel circuit and Ohms calculation.
Teaching
Resource: Shape Borrowing Template of animal, Water Bottle, Mini Trash Bin
Journal Power Point
Slides, SLS resource book Page 20 syllabus document
Teaching Resource: Worksheet Ohms Series/Parallel
Class practice
worksheet to complete as homework by T1Wk7 end
Complete 3d design sketches using the template. At least 2 design by T1W7 end Worksheet on simple series/parallel circuit by T1W7 end Worksheet on simple Ohms law calculation T1W7 end
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
7
TERM / WK
LESSON TOPICS SPECIFIC INSTRUCTIONAL
OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T1W7 18 – 22 Feb
WA
Classroom Table Design (Journal Work) (5 period)
- Formulating Design Specification
- Design consideration of:
o Targeted user o Function o Environmental o Materials
- Closing of
Classroom Table Design Topic
Design and Make (Scamper) Project - Cultured Milk Bottle Light Holder (4 period) - Introduction to the
design project - Plastics material
Students should understand that design specification states what the product must do and achieve.
Students should be able to craft at least 5 design specification for class room table design
Students should be able to use their design specification for evaluation of their design.
Students to touch up their journal work for submission
Student should be able to
understand about the 3R and sustainable design.
Students should be able to understand different types of plastics and their properties.
Trs to:- - Explain that design specification set out
what the product must do and is use for evaluation in the design process.
- Explain how design considerations factors influences the design and the crafting of design specification.
- Illustrate how to craft design specification based on classroom table design
Trs to - Explain the importance of designer
responsibility to the environment.
- Different types of plastics and properties
- Why we need to reuse or recycle them. - Explain to students their design task:-
Reuse of empty cultured milk, e.g.Yakult bottle to promote recycle of plastics.
Design of table light using cultured milk bottle with electronics.
Show students the completed product to help explain the task
Design specification examples Take Note Click below:- Recycle Plastics Common plastics SLS resource book
Journal (Research and Sketching) o Mindmap o Classroom table
picture and identified design opportunity
o Research data measurements
o Shape borrowing rendering of pencil holder and dustbin
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
8
TERM / WK LESSON TOPICS
SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T1W8 25 Feb – 1
Mar
WA
Design and Make (Scamper) Project - Cultured Milk Bottle Light Holder (4 period) Planning & Monitoring
- Gantt Chart & - Flow Chart Design and Make (Scamper) Project - Cultured Milk Bottle Light Holder (5 period) Need Analysis - Image
Board/Mood board
Students should be able to create a Gantt chart with appropriate plan activities time line and update the activities periodically. Students should be able to understand the use of each symbol of flow chart Students to create image
board on different types of possible design ideas.
Students to print and paste selected images in journal
Trs to:- - Explain to students the importance of
planning and monitoring. Taking into consideration of stages of work and resources required.
- Introduce the use of Gantt chart for planning and monitoring to ensure complete of project on time.
- Introduce to students the use of flow
chart for process and respective symbol - To inform that planning and monitoring of
work using Gantt chart should be included in the Journal. Students to update weekly till end of T1WK10 and T2Wk10 for Cultured Milk Bottle Light Holder Design Project
- Trs to Explain to recap the use of image board Demonstrate use of Pinterest to create
image board. - Provide students key words to search for
when using Google search engine. E.g “cute usb lamp design”.
Teaching Resource: GANTT CHART TEMPLATE Teacher to print 2 pieces per of Gantt chart per students. Flow chart of simple pencil holder or equivalent for illustration of part making flow PC/HP Internet keyword search clues cute usb
lamp design “recycling
bottle for mini lamps”
“thing to do with vitagen / yakult bottle”
Complete Image board to be printed and pasted in journal by T1W9
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
9
TERM / WK
LESSON TOPICS
SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T1W9 4 – 8 Mar
WA
Technology Electronics (5 period) - Diode / LED
(Con’t) - Potentiometer
& variable resistor
- Transistors. - Light sensors. - Temperature
Sensors. - Moisture
sensors. - Sensor circuit. Design and Make (Scamper) Project - Cultured Milk Bottle Light Holder (4 period) Apply analysis technique using appropriate means like products or visual/images - PIES - Product
analysis - PMI - SWOT
analysis - User analysis
Student should be able to: Understand the function of
diode and relationship to a LED.
State the types of adjustable resistor and their uses.
Understand how a transistor works
Know the different types of sensor and application
Know how the different types sensing circuits work
Students should be able to articulate the meaning of PIES and it’s uses.[ O level ]
Use PMI or SWOT to sieve
out function or feature that they can use for their design [ O and Na Level]
Students to conduct product
analysis for mini lamps designs to sieve out function or feature that they can use
Trs to explain:- - The use of diode / LED - Adjustable Resistor - how a transistor works - the different types of sensors. - how the different types of light sensing
circuits work. NOTE To cover electronics within 5 periods. If cannot finish, overlap into next lesson. Trs to - Explain with example on the use of
PIES [O level] - Explain the use of PMI and SWOT
analysis technique [O and Na Level]
- Explain that Product Analysis is to sieve out functions and features to improve on or adapt to new design
- Teacher to facilitate the use of
technique through class practice with students.
NOTE The use of product analysis is for class understanding of technique. Students may sketch out their final idea. This however will not be use for the Cultured Milk Bottle Light Holder Project
Power Point Slides, SLS resource book Page 20 syllabus document Class practice worksheet on sensing circuit Teaching Resource: ELECTRONICS WORKSHEET Teaching Resource: PRODUCT ANALYSIS GUIDE
Worksheet 2 Worksheet 3 Product Analyse of 4 different table light design with use of PMI with decision making on final idea to choose by T1Wk10
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
10
TERM / WK
LESSON TOPICS
SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T1W10
11 – 15 Mar
Design and Make (Scamper) Project - Cultured Milk Bottle Light Holder (4 period)- Con’t Apply analysis technique using appropriate means like products or visual/images - PIES - Product
analysis - PMI - SWOT
analysis - User analysis Design situation and design brief Research (3 period) - Data collection
of different bottle sizes
- Data presentation
Technology Electronics (2 period) Introduction to
soldering
Students should be able to articulate the meaning of PIES and it’s uses.[ O Level]
Use PMI or SWOT to sieve
out function or feature that they can use for their design [ O and Na Level]
Students to conduct product
analysis for mini lamps designs to sieve out function or feature that they can use
Students to craft design situation and design brief
Student to measure different bottle sizes and present their data and make informed choice. Yakult bottle size (height, width, mouth of bottle...etc), Vitagen bottle, Meji Bottle.
Students to decide on their choice of bottle and use the relevant data collected for subsequent design activities.
Students should be able to
understand the use of soldering iron and safety
Trs to - Explain that Product Analysis is to sieve
out functions and features to improve on or adapt to new design
Teacher to facilitate the use of technique through NOTE The use of product analysis is for class understanding of technique. Students may sketch out their final idea. This however will not be use for the Cultured Milk Bottle Light Holder Project Trs to
- Recap on Design situation guiding question.
- Remind students to create their design situation, design brief based on given design need
Trs to:- - Demonstrate data to be collected for the
design project –Bottle size (height, width, mouth of bottle...etc), material type
- Explain different chart types for presenting data and techniques to make inform decisions
- To constraint to cultured milk bottle sizes - Explain the used of soldering iron and
related tools:- Solder Flux End cutter Wire stripper Good and Bad solder
NOTE To be pushed to next Term if insufficient time
Teaching Resource: PRODUCT ANALYSIS GUIDE Sample of cultured milk bottles Yakult bottle, Vitagen bottle, Meji Bottle Soldering Iron, Solder, End cutter, wire stripper.
Product Analyse of 4 different table light design with use of PMI with decision making on final idea to choose by T1Wk10 Complete crafting of design situation and design brief submission by T2W1 Presentation of data collected with final decision of size to use by T1Wk10 end Select bottle size to use for next lesson .
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
11
TERM / WK
LESSON TOPICS
SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T2W1 25 -29 Mar
Design and Make (Scamper) Project - Practical Cultured Milk Bottle Light Holder Technology Electronics (4 periods) - Making of
Acrylic holder Introduction to
soldering - Technology Electronics (5 period) Introduction to
soldering Building of
lighting circuit. - Assembly of
lighting circuit to acrylic holder and top base
Student to be self-directed to make and complete the assembly of lighting circuit to acrylic holder
Students to submit design situation and design brief
Students should be able to understand the use of soldering iron and safety
Student should be self-
directed to complete soldering of lighting circuit.
Students to complete circuit and assembly of acrylic holder
-
- Trs to - To provide working drawings to students
for marking out of Acrylic holder. - Explain the interpretation of drawing for
marking out.
- Explain the used of soldering iron and related tools:-
Solder Flux End cutter Wire stripper Good and Bad solder
Trs to To collect and safe keep. - Illustrate soldering of LED soldering. - Illustrate building of parallel circuit with
the LED and limit switches. - Demonstrate assembly of lighting circuit
to acrylic holder.
Trs to To collect and safe keep. NOTE Incomplete circuit, students can work on their own in subsequent fabrication lesson, so long they complete before submission of project.
Soldering Iron, Solder, End cutter, wire stripper. LED, 2 limit switches, multicore wires (black & red ) packed in Ziplock bag, Marker, Helping Arm Lighting circuit layout Video Acrylic Soldering iron Bench drill Screws Apron Demo sample Working drawing
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
12
TERM / WK
LESSON TOPICS
SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T2W2 1 – 5 Apr
Design and Make (Scamper) Project - Cultured Milk Bottle Light Holder (9 period) - Ideation using
Random Line Trigger(RTL)
- Interface with Yakult Bottle around the design
Feedback on design situation and brieft
Students should be able to sketch out the RTL using the template given.
Students should have already decided which cultured milk bottle to use base on their data/preference.
Students to explore many different RTL design
Students should be able to create a 3D representation of their design with at least 1 slant surfaces.
Students to amend design situation and design brief based on feedback
Trs to:- - Recap the use of Random Line Trigger
(RTL) from Lower Sec program - Provide constraint of design.
Minimum one slant surfaces To hide battery holder wires.
- Illustrate use of RTL using template. - Illustrate translation from a 2D RTL
design to a 3D design with incorporation of the cultured milk bottle size
- Illustrate basic rendering technique - Review student’s work and suggest
areas of improvement - Provide feedback on students design
Complete at least 12 designs using RTL (6 per page) Select 2 RTL design and covert to 3D design using template with culture milk bottle Select favourite 3D design with cultured milk bottle incorporated and render.
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
13
TERM / WK
LESSON TOPICS
SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T2W3 8 -12 Apr
Design and Make (Scamper) Project - Cultured Milk Bottle Light Holder(9 period) Development - Apply
appropriate means to ideate and develop ideas (5 periods)
- Refine design
ideas through testing and evaluation (4 period) [ O & Na Level]
Finalizing design specification
Students should be able to understand different types of material and make informed choice during modelling.
Students should be able to use the PFP for their design and produce first model
Students should be able to make and note down measurements of their model size and record in journal.
Students showcase their complete model and document development work in journal entry.
Students should be able to conduct survey/interview for feedback for their design
Students should be able to sketch and document changes to be made.
Students to create an improve model.
Students should be able to
craft out at least 6 design specification for their design
Trs to - Introduce different types of modelling
methods and materials to communicate ideas.
- Introduce students to Paper Foam Paper (PFP) modelling material.
- Demonstrate how to use PFP for modelling of the cultured milk bottle light. Fitting check.
- Illustrate planning and sizing before making.
- Recording of relevant dimension measurement and recording of dimension in journal
- Scaffold students to test and evaluate design ideas with consideration of UEF, appropriate documentation, sketches in journal
- Explain how to craft meaningful survey or polling questions to gather feedback
Trs to - Scaffold students to craft design
specification
Paper Foam Paper (PFP) Cultured milk bottle for fitting check Glue gun Foam cutter Pen knife Ruler Double-sided Tape Demo samples
Complete first model of their design for culture milk bottle light by T2Wk4 Journal entry update Student’s complete remodelling – 2nd model by T2WK4 Complete design specification for submission on T2W4 end
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
14
TERM / WK
LESSON TOPICS SPECIFIC INSTRUCTIONAL
OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T2W4 15 – 19 Apr
Design and Make (Scamper) Project - Cultured Milk Bottle Light Holder (5 periods) Development - Apply ergonomics
and anthropometry data
- Testing and evaluation
- Refine design ideas through testing and evaluation (Con’t)
Development :-
Basic drawing Techniques to (4 period)
- Communicate details for prototype
- Proposed design solutions
Students should be able to understand the difference of ergonomic and anthropometry and the importance of such consideration in design
Students should be able to collect and apply relevant anthropometry and ergonomic factors to improve their design.
Students should be able to interview user (classmates) for their design and document feedback given in journal. Sketch and draw transition to the improved ergonomics.
Students should be able to update design specification
Students should be able to: Understand the
convention for Isometric Drawing and Perspective drawing. [ O & NA ]
Create isometric drawing Students should be able to: Understand the
convention for Orthographic Drawing
Draw the axes or planes for each view
Trs to:- - Explain the difference between
ergonomic and anthropometry. - Explain the importance of having
using correct data to achieve comfort and safety
- Explain the design of mass population.
- Demonstrate to student’s data collection for anthropometry and analyse of ergonomic factors using students’ hand interaction with a product and how to gather user feedback on a product.
Trs to illustrate and explain: - The convention for Isometric Drawing,
Perspective Drawing.[ O & NA ] - The convention for Orthographic
Drawing - Position of each of the 3 views - Hidden Lines, Sectional Views[ O
Level ]
- - Journal - Student’s
completed models.
Isometric Grid paper Square Grid Paper Teaching Resource: DRAWING PRACTICE
Journal entry of sketches of development of model, showing before and after anthropometry and ergonomic improve. Updated Gantt chart of work done. 3rd model (Final)with ergonomic and anthropometry improvements by T2Wk5 Isometric practice worksheet. Orthographic worksheet
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
15
TERM / WK
LESSON TOPICS SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T2W5 22 - 26 Apr
Development :- Basic drawing Techniques (9 periods)
- Communicate details for prototype
- Proposed design solutions
- Creation of working drawing and exploded view before prototype making for Cultured Milk Bottle Light Holder.
-
Students should be able to: Understand the convention
for Orthographic Drawing Draw the axes or planes
for each view Students should be able to: Understand the
requirements for a part drawing
Draw sufficient details for a part drawing
Label the dimensioning clearly
Scales of part Students should be able to: Analyse their own design
and create respective product and piece part working drawing with dimensions.
Trs to illustrate and explain: - Converting isometric drawing to
Orthographic Drawing - Scaling - Dimensioning (introduction) - Dimensioning (Arrows and labels) Trs to illustrate and explain: - Requirements for part drawing - Examples of no. of views needed for
each of the part. - Show dimensioning for a straight line
(horizontal and vertical). - Dimensioning of a slant line - Dimensioning of arcs, radii, - Dimensioning of circles (in circular
views and side profile). - Details of other labels for part drawing. - Scaling and labelling the scales of the
drawing Trs to illustrate creation of respective product and piece part working drawing for Cultured Milk Bottle Light Holder. Trs illustrate exploded view with material list
Isometric Grid paper Square Grid Paper Journal paper for self-notes Journal paper
Isometric practice worksheet. Orthographic worksheet Product drawing, piece part drawing Exploded view of the design by end T2Wk10
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
16
TERM /
WK LESSON TOPICS
SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T2W6 29 Apr – 3
May
Technology Electronics (4 PERIODS) - Thyristors - Capacitors - Delay on and
off timing circuits (capacitor driven)
Technology Electronics (5 period) - Experiment
with sensor kit board
- Experiment with timing circuit
Student should be able to Understand the functions of
thyristors, capacitors, and diodes
how delay on and off timing circuits (capacitor driven) work.
Students should be able to
explain the use of transistor in the sensor kit board
Student should be able to state the function of each sensor.
Students should be able to explain how the sensitivity and timing of the circuit can be adjusted.
Trs to explain: - the functions of thyristors, capacitors,
and diodes and how delay on and off timing circuits (capacitor driven) work.
Trs to - Recap on transistor and sensors. - Explain the task for the day and
introduce to Sensor kit board. - Issue board and components to students - Issue worksheet - Discuss with students the outcome of
experiment Trs to Remind students to work on their journal for checking on T2W7
WORKSHEET 4 Worksheet Modify the circuit Product drawing, piece part drawing Exploded view of the design by end T2Wk10 Journal Touch up for checking T2W7
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
17
TERM /
WK LESSON TOPICS
SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T2W7 6 – 10 MaY
Design and Make (Scamper) Project - Practical Cultured Milk Bottle Light Holder (9 period) - Making of
student’s design
Students should be able to Mark out their design Plan their work schedule. Update Gantt chart Students should be able to produce parts that are square Students to submit journal for checking
Explain the safety requirement for practical, issue materials of main body to students. Scaffold students in marking and workshop activities Demonstrate to students how to use Engineer square to check squareness. Explain the importance of squareness. Demonstrate to students how to drill holes for slant surface. Explain to students the importance to check sizing before continuing the rest of their parts and it’s impact the overall construction fitting.
Acrylic material Apron, pencil, ruler Drill machine, Engineer square, jigs for drilling
Class Test (Design topic / Electronics on topic covered) – 25 marks
Product drawing, piece part drawing Exploded view of the design by end T2Wk10
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
18
TERM / WK
LESSON TOPICS
SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T2W8 13 – 17 May
Design and Make (Scamper) Project - Practical Cultured Milk Bottle Light Holder (5 period) - Making of
student’s design
- Making of lighting circuit acrylic holder and battery base
Technology Electronics (4 period) - 555 timer and
it uses - Different time
delay setup - Pulse
generator
Students should be able be self-directed and work on their artefact with observation of workshop safety rules Students to update journal based on teacher’ s feedback Student should be able to Understand the functions of
555 ICs and how delay on and off timing circuits (using 555 IC) and oscillator circuits work.
Trs to - Supervise student practical session,
provide assistances when required NOTE Students who are fast will be given teak material to work on. Students need to calculate overall construction. Trs to Provide feedback on students drawings Trs to - Explain the function of 555 timer and it’s
advantage over convention transistor circuit.
- Explain the delay on and off timing circuits setup
- Explain how time delay can be adjusted - Explain the use of pulse generator
Workshop machine tools Soldering irons Teak 5 mm PowerPoint slides: Integrated Circuits simulation via internet resources
Complete assembly Product drawing, piece part drawing Exploded view of the design by end T2Wk10 Journal update based on teacher’s feedback
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
19
TERM / WK
LESSON TOPICS
SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T2W9 20 – 24 May
Design and Make (Scamper) Project - Practical Cultured Milk Bottle Light Holder (5 period) - Making of
student’s design
- Making of lighting circuit acrylic holder and battery base
Electronics - con’t (4 period) - 555 timer and
it uses - Different time
delay setup - Pulse
generator
Students should be able be self-directed and work on their artefact with observation of workshop safety rules
Students should be able to complete lighting circuit and build the lighting circuit holder and battery base
Student should be able to Understand the functions of
555 ICs and how delay on and off timing circuits (using 555 IC) and oscillator circuits work.
Trs to - Supervise student practical session,
provide assistances when required - Demonstrate the building of lighting
circuit assembly and battery base Trs to - Explain the function of 555 timer and it’s
advantage over convention transistor circuit.
- Explain the delay on and off timing circuits setup
- Explain how time delay can be adjusted - Explain the use of pulse generator
Workshop machine tools Soldering irons Journal Checklist PowerPoint slides: Integrated Circuits simulation via internet resources
Complete assembly of individual design Complete assembly of lighting circuit holder and battery base
Product drawing, piece part drawing Exploded view of the design by end T2Wk10 Journal update based on teacher’s feedback
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
20
TERM / WK
LESSON TOPICS
SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T2W10 27 – 31 May
Design and Make (Scamper) Project - Practical Cultured Milk Bottle Light Holder (9 period) - Making of
student’s design
- Making of lighting circuit acrylic holder and battery base
Touch up of journal and homework for submission
Students should be able be self-directed and work on their artefact with observation of workshop safety rules
Students should be able to complete lighting circuit and build the battery base
Students to touch up work for submission
Trs to - Supervise student practical session,
provide assistances when required - Demonstrate the building of lighting
circuit assembly and battery base Trs to List out journal work to complete and homework for submission. Note Artifect to be completed latest by T2W10. Trs to make own discretion if need to extend deadline but not exceeding T3W2.
Workshop machine tools Soldering irons Journal Check list
Complete assembly individual design Complete assembly of lighting circuit holder and battery base Completed journal work for assignment from whole semester by T3Wk1 including Gantt chart
Complete journal update with relevant section based on checklist for submission by T3W1
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
21
TERM / WK
LESSON TOPICS
SPECIFIC INSTRUCTIONAL
OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T3W1 1- 5 Jul
Design and Make Project (With a Design Opportunity) – Phone and power bank holder (4 periods) Design and Make Project (With a Design Opportunity) – Phone and power bank holder (5 periods) - Research
Students to submit Term2 journal work and drawings
Students should be able to recall the three different Need analysis technique
Students should be able to analyse the given design situation and seek out possible design solutions
Students should be able
to craft out the design brief based on the design situation.
Students should be able to conduct further research to understand more about the user and the environment of usage.
Trs to - Recap with students three different
Need analysis No situation for designing Design situation/initial
thoughts/tentative ideas With a design opportunity
- Introduce design situation for students and explain the design task for the projects and journal entry required
- Provide students a timeline for design project to be completed by T3W10
- Scaffold students to apply what they have learnt from Semester 1 into design works.
Trs to - Use the UEF model to guide
students on the design need using Fig 1.10 page 13 of textbook
- Scaffold students on technique to research on user and environment through: Survey Interview Observation Image board/Mood board
Design situation Gantt Chart paper Text book page 13 Fig 1.10
Crafting of design brief User and environment research through any of the following Survey Interview Observation Image
board/Mood board
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
22
TERM / WK
LESSON TOPICS
SPECIFIC INSTRUCTIONAL
OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T3W2 8 – 12 Jul
Mechanisms (4 PERIODS) - Intro to
Mechanisms - Types of
motions - Mechanical
systems - Levers
Design and Make Project (With a Design Opportunity) – Phone and power bank holder (5 periods)
- Data collection - Product
analysis
Student should be able to Draw and label 4 types of
motions, Identify and list down the
types of input, process and output of a mechanisms.
Identify and list the types of levers.
Identify the changes of levers movements with pivot position changes.
Understand Mechanical Advantage
Identify and name the different types of linkages mechanisms
Students should be:- Able to understand and
sketch out/take picture of user’s habits when using the product and problem faced
Data collection of relevant data need for the design and make project
Able to conduct product analysis of existing product and sieved out what can be use or improved on for their own design
Trs to - Introduce what is a mechanism and it’s
use in everyday lives. - Explain the difference between different
types of mechanism systems - Explain with example the different types
of motion produce by a mechanism - Explain the function of a mechanism - Introduce to different class of levers and
their uses and Mechanical Advantage in a mechanical system
Trs to - Scaffold students in the Design and
Make project Sketching and taking picture of user
habits and problem faced Data collection of phone, power
bank and usage location Existing product analysis
Recap students on requirements of a design situation and brief for the project
Powerpoint slides, textbooks PC and printer Pinterest online search
Complete product analysis and data collection by end T3W3 Complete creation of design situation and brief for submission
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
23
TERM / WK
LESSON TOPICS SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T3W3 15 – 19
Jul
Mechanisms (4 PERIODS) - Linkages - Pulley Design and Make Project (With a Design Opportunity) – Phone and power bank holder (5 periods) - Idea
conceptualisation - Ideas that solve
problem identified or fulfill the need in design situation
- PMI
Students should be Able to identify and
construct simple linkages such as parallel motion/reverse motion linkages.
Able to understand different position of the pivot on the linkages product different motion/force for mechanical advantage.
Able to understand two different types of pulley systems to transmit motion and lift a load respectively
Able to relate the use of chain and sprocket system on bicycle
Student should be able to Carry out internet
research to find pictures of products for the use of shape/ concept borrowing and scamper
Carry out shape/ concept borrowing and scamper to ideate their idea.
Render selected design with inclusion of handphone and power bank
Trs to - Explain and demonstrate different
types of linkages in action. - Explain the use of pulley for
Transmit motion Lift a load Open and cross drive pulley
system Mechanical advantage of pulley
system when lifting load Different type of belts used in
pulley system. Demonstrate the use of cone
pulley system on the bench drill machine.
- Explain the chain and sprocket system on bicycle and its advantage over belt system
Trs to Check students homework at end
T3W3 before proceeding Explain the use of idea
conceptualisation through illustration Fig 1.11 page 15
Scaffold Student to random sketch idea or to sketch idea with the help of shape/ concept borrowing or scamper.
Scaffold Student to evaluate their ideas using PMI technique.
Scaffold students rendering to include phone and power bank
Ice cream sticks to build mechanism Click here on Chain and sprocket Powerpoint slides, textbook Sample of development work Panda medicine dispenser A3 paper Textbook
page 15, Fig1.11
Generate at least 3 ideas by endT4W4 Render selected design with phone and power bank by T3W6
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
24
TERM / WK
LESSON TOPICS SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T3W4 22 – 26
Jul
Design and Make Project (With a Design Opportunity) – Phone and power bank holder (9 periods) Development - Apply appropriate
means to ideate and develop ideas (5 periods)
- Refine design
ideas through testing and evaluation (4 period) [ O & Na Level]
- Apply ergonomics and anthropometry data
Students should be Able to use PMI to select
their best choice design Able to use the PFP model
material to create a model of the selected design
Able to note down measurements of their model size and record in journal.
Able to sketch out the functionality of their design
Able to test out the model with relevant fitting parts.
Able to conduct survey/interview for feedback for their design
Able to sketch and document changes to be made for improve ergonomic and anthropometry
Able to list down critical dimension and constraint to be considered after evaluation
Able to review and create an improved model
Trs to - Recap with students the important of
using models to test out their design concept
- Scaffold students to sketch out their development work in details to showcase the functionality
- Scaffold student’s development work with guiding questions from textbook page 17, Fig 1.12
- Scaffold students to document all their development work in journal
- Scaffold students to create their design specification for their design
Textbook page 17 Fig 1.12 Modelling material Journal Sample of development work Panda medicine dispenser
Complete development work by T3W5 end Complete design specification based on research information
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
25
TERM / WK
LESSON TOPICS SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T3W5 29 Jul - 2
Aug
Mechanisms (4 PERIODS) - Cams and
followers - Crank and slider - Gears
o Spurs gears
o Idler gear o Simple and
compound gear train
Design and Make Project (With a Design Opportunity) – Phone and power bank holder - Working drawing - Presentation
drawing - Exploded view
Students should be able to Identify and name the
different types of cams and followers
Understand the movement generated by different cam systems.
Identify and name types of gears, name the types of motions produced by the gears.
Students should be Able to recall the use of
drawing to communicate design
Able to create draft working drawings for their material request for prototype fabrication
Able to create piece part drawing, product drawing and exploded view drawing
Gears, SLS textbook
Trs to - Show and explain different types of
cams and demonstrate the conversion of motion of each cam configuration.
- Explain the use of crank and slider with conversion of motion created based on input direction.
- Explain different types of gears and their uses in conversion of motion.
- Demonstrate the different gears sizes to achieve mechanical advantage.
Trs to - Recap on drawing requirement for
student’s project. - Scaffold students in their drawing
Click here for cams type PowerPoint Cams and Followers and crank and sliders Click here for crank and slider Journal paper
All draft drawings to be completed by T3W6 Final drawings to be submitted by T3W10 end
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
Design and Make Project (With a Design Opportunity) – Phone and power bank holder (5 periods)
Fabrication of prototype
Student should be able to Identify and list the
relationship between the teeth and speed produced by the gears.
Students should be able be self-directed and work on their artefact with observation of workshop safety rules Student should be able to Consider and evaluate
the existing types of materials and construction/assembly methods for the product.
Make sound decision on appropriate materials and construction methods for their artifect
Submit rendered product of their design
Gears on SLS textbook
Trs to - Explain the different output motion of
each type of gear system and illustrate how each different type of gears can be integrated together to form different output motion
Trs to - Supervise student practical session,
provide assistances when required - To provide material based on
students working drawing - Collect rendering sketch of student’s
design
Teaching aids Different sets of gears attached to motor to illustrate speed and size
PowerPoint slides: 1. Gears Workshop tools Acrylic Wood Metal Polishing material
Design and Make Project (With a Design Opportunity) – Phone and power bank holder (9 periods)
Fabrication of prototype
Students should be able be self-directed and work on their artefact with observation of workshop safety rules Students to touch up and redo if necessary on their rendered product design
Trs to - Supervise student practical session,
provide assistances when required - To provide material based on
students working drawing - Provide feedback on student’s
rendered design
Workshop tools Acrylic Wood Metal Polishing material
Class test Design/Mechanism
Touch up on rendered product design by T3W10
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
27
TERM / WK
LESSON TOPICS SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T3W8 19 – 23
Aug
Design and Make Project (With a Design Opportunity) – Phone and power bank holder (9 periods)
Submission of prototype Touch up journal documentation
Students should be able be self-directed and work on their artefact with observation of workshop safety rules
Trs to - Supervise student practical session,
provide assistances when required - To provide material based on
students working drawing
T3W9 26 – 30
Aug
Design and Make Project (With a Design Opportunity) – Phone and power bank holder (9 periods) Presentation board
Students should be Able to create presentation board for their design showing
- Product outlook - Contextual usage[O & NA]
Design situation, brief and specification
Trs to Scaffold students to improve design situation, design brief and design specification Explain how to create the contextual drawing [O & NA] Scaffold students to improve on their final product rendered product outlook
[O & NA] to submit contextual drawing by T4W1 Complete submission of product drawing and design situation, brief and specification
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
28
TERM / WK
LESSON TOPICS SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T3W10 2 – 6 Sep
Mechanisms (4 PERIODS) Cable control Pneumatic
Control Hydraulic Control Screws Springs
Skill demonstration (5 Periods)
Student should be able to Identify and name the
types of mechanisms Identify the motions
produced by the mechanisms.
Draw and name one application of the mechanisms.
Identify and name the types of screw mechanisms
Identify the motions produced by the screw mechanisms.
Students should be able to learn various processes for fabrications. Possible processes are: Blow moulding Vacuum forming Wood Lathe Milling Metal lathe Threading
Use of video clips to illustrate concepts of pneumatic and hydraulic control systems. Illustrate the use of screws and springs from common items in the school workshop and everyday items such as stapler, table lamps, Trs to provide process options of a variety of projects for exposures to different individuals.
Videos: Hydraulic and
pneumatic control systems videos CPDD resources
PowerPoint slides: 1. Pulleys 2. Other
Mechanisms Teaching aids •Pulleys •Types of screws •Types of springs (Compression, Tension) Working drawing for each individual project.
[O & NA] to submit contextual drawing by T4W1
T4W1 16 -20 Sep
Skill demonstration (9 Periods)
Students should be able to learn various processes for fabrications. Possible processes are: Blow moulding Vacuum forming Wood Lathe Milling Metal lathe Threading
Trs to provide process options of a variety of projects for exposures to different individuals. Trs to collect contextual drawing [O & NA]
Working drawing for each individual project.
2019 Secondary 3 Design & Technology Scheme – of - Work (EXP/NA)
29
TERM / WK
LESSON TOPICS SPECIFIC INSTRUCTIONAL OBJECTIVES
PRE READING
TEACHING STRATEGIES & LEARNING ACTIVITIES
EVALUATION RESOURCES ASSESSMENT HOMEWORK
T4W2 23 – 27
Sep
Skill demonstration (9 Periods)
Students should be able to learn various processes for fabrications. Possible processes are: Blow moulding Vacuum forming Wood Lathe Milling Metal lathe Threading
Trs to provide process options of a variety of projects for exposures to different individuals.
drawing for modelling. Model the design ideas using
cardboard/ waste material. Sketch and record the details
development process when conducting experiment to the modelling. (Details on functionality, aesthetics, anthropometry, ergonomic, materials and productions method)
Teacher to recap:- How to perform modelling using cardboard. Modelling is important to test out the design
ideas. (Proportion, balance, fitting, size, functions and safety)
How to conduct testing out on the model and record the details development process for further improvement and development through sketching and annotations.
Check student ideation work.
Textbooks Design modelling (Page 84-86) Developing ideas (Page 62-64) Sample Journal Design modelling Experimentation of modelling Detail Development Modelling material - Cardboard - Waste acrylic - Waste wood
Student to work on:- -Simple working drawing -Design modelling work -Update journal with modelling photos and detail development sketching.
T2W1 25-29 Mar (D1 – D5)
Development -Design modelling & Experimentation
Students will be able to:- Draw a simple working
drawing for modelling. Model the design ideas using
cardboard/ waste material. Sketch and record the details
development process when conducting experiment to the modelling. (Details on functionality, aesthetics, anthropometry, ergonomic, materials and productions method)
Conduct test and survey for the model to gather feedback for further improvement.
Review on the modelling for further development and improvement.
Remodel for further development and improvement if require.
Teacher to recap:- How to perform modelling using cardboard. Modelling is important to test out the design
ideas. (Proportion, balance, fitting, size, functions and safety)
How to conduct testing out on the model and record the details development process for further improvement and development through sketching and annotations.
Survey for the modelling to gather feedback for further improvement. (Anthropometry and ergonomics evaluation)
Update design journal with evaluation results from the survey. Update journal with improved second model/ improvement made to the existing model (with photos and annotations).
2019D&TSec4NTExpressSOWandAssessmentPlan
7
Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES
Electronics system Switches Output components Resistors Transistors Moisture sensors Light sensors Temperature Sensors Light sensing circuits
Student should be able to understand:- Name types of conductors
and insulators Input, process and output of
an electronic systems Name the types and
function/s of electronic component
Understand the various types of output devices
Understand how a resistor functions
Know the different types of resistors.
Understand how a transistor works
Know the different types of sensor.
Know how the different types of light sensing circuits work
Pg 259 - 291
Teacher to:- Explain and name types of conductors and
insulators Give example of input, process and output of an
electronic systems Explain and name the types and function/s of
electronic component the various types of output devices how a resistor functions the different types of resistors. how a transistor works the different types of sensors. how the different types of light sensing circuits
work
DT textbook DT Mini resource book
D&T Textbook D&T Resource book PowerPoint slides: Introductio
n to electronics
N level electronics questions
T1W2
Electronics Thyristor and applying
in alarm capacitors timing circuit with
capacitor IC 555 timer (countdown
and pulse generator) Other IC
Student should be able to: Understand the various
types of output devices Understand how a resistor
Pg 292-300 Teacher to explain:- the various types of output devices how a resistor functions
Random Designs to solve the critical problem. Design Brief Design Consideration
Define design brief with product, user, purpose and context.
Craft out design consideration questions for in-depth research.
Students will list down design considerations in the form of mind map/questions for further exploration.
Handout: How to survive in coursework
T1W6
GCE N Level Coursework Examination In-depth Research
leading to Design Specifications Product Features
Research Environment
Research User Preferences
Research Item Research
Student should be able to Gather information on
existing/related products/ user habits/modes of operation/preferences/ environment and related items from various sources such as user surveys, internet, observation studies etc.
Use the relevant information gathered to derive design specifications.
Nil
Design Journal
Students to conduct user surveys to identify user habits/ modes of operation/ preferences.
Students to conduct internet research to identify product features.
Students to conduct on site research on the environment.
Students to conduct items research that are related to the product they are designing.
Students are to draw a conclusion on their findings and state how the information will be use specifically in their design specifications.
Textbook A3 papers Internet Student Journal Samples Handout: How to survive in coursework
Design Journal: Product Research Contextual
Research User Research Item Research
T1W7
Electronics (2 PERIODS) Electronics and
Design Test GCE N Level Coursework Examination Initial Design
Specifications Critical Design
Specifications Technical
Specifications
Student should be able to Apply their understanding of
electronics Craft critical design
specifications related to needs identified in situation.
Craft technical specifications that form the limitation/constraints for their solution.
Pg 259 - 300
Design Journal
Students to write down 5 critical specifications related to the needs identified.
Students to write down another 5 technical specifications that will guide design as limitations/constraints.
Electronics and Design test paper Textbook A3 papers Internet Student Journal Samples Handout: How to survive in coursework
Design Journal: Design
Specifications
T1W8
GCE N Level Coursework Examination Idea Conceptualisation
Student should be able to Apply different techniques to
generate ideas. Use clear annotated sketches
to explain their ideas. Generate ideas that solve the
critical problems/needs identified.
Gather and use research to support concept borrowed.
Evaluate their ideas throughout the project.
Nil
Design Journal Student to list/sketch possible solutions for the
need/problems identified in the situation. Students will then mix and match solutions to
generate concepts that will solve the problem and meet the needs in the situation.
Students to ensure that the following requirements are met:
1. Ideas addressing the critical problems/needs. 2. Clear annotated sketches 3. Flow of ideas with on-going evaluation 4. Research inferences to show concept borrowed 5. User interaction.
Textbook A3 papers Internet Student Journal Samples Handout: How to survive in coursework
Design Journal: Ideation
2019DTSec4NASOW
6
T1W9
GCE N Level Coursework Examination Idea Evaluation Research & Idea
Development Functions &
Aesthetics
Student should be able to Make good comparison
between the ideas using evaluation tools and make a sound decision to select the best solution that fulfills the needs identified.
Develop a product thoroughly and thoughtfully in function and aesthetics through clear annotated sketches, supported by research and on-going evaluation.
Nil
Design Journal Student to evaluate their ideas using PMI
technique. Student to conclude their decision by selecting
the best solution that fulfills the needs identified Students to sketch their development on specific
functions and aesthetics of their product with annotations.
Sketches should include research and on-going evaluation to support.
Textbook A3 papers Internet Student Journal Samples Handout: How to survive in coursework Research & Development guide
Design Journal: Idea Evaluation Development-
Functions & Aesthetics
T1W10
GCE N Level Coursework Examination Research & Idea
Development Ergonomics &
Anthropometry Mock-up & testing
Student should be able to Gather relevant
anthropometric data and item dimensions to support their development of product dimensions.
Develop a product thoroughly and thoughtfully in ergonomics and dimensions through clear annotated sketches, supported by research and on-going evaluation
Develop a product in aesthetic, function and ergonomics through modeling and evaluation.
Identify and note down the changes when modeling.
Develop a product in aesthetic, function and ergonomics through modeling and evaluation.
Nil
Design Journal Students to research for anthropometric data
using direct measurements from user or statistical data from internet and books.
Students to highlight data use and draw an appropriate conclusion.
Students to develop dimensions by sketching out the relevant parts or overall product and make a decision on the dimensions required based on their research.
Model Making Student to get their own modeling materials and
tools to make developing models to develop product in term of Aesthetics, Function and Ergonomics.
Design Journal Students to carry testing, user survey and
documenting the changes down into the journal.
Textbook A3 papers Internet Journal Samples Handout: Research & Development guide Modeling materials Modeling tools
Design Journal: Development-
Ergonomics & Anthropometry
Development- Modeling
Development- Modeling testing and evaluation
March Holidays
T2W1
GCE N Level Coursework Examination Research & Idea
Development Materials
Development Construction
Development
Student should be able to Consider and evaluate the
existing types of materials and construction/assembly methods for the product.
Make sound decision on appropriate materials and construction methods for their artifact.
Nil
Design Journal Student to develop product in term of Materials
and production methods through sketching supported by Research.
Student to finalize final design and material list.
Textbook A3 papers Internet Journal Samples Handout: Research & Development guide
Design Journal: Development-
Materials & construction
2019DTSec4NASOW
7
T2W2
GCE N Level Coursework Examination Realisation Working Drawing
(Draft) Material List (Draft)
Student should be able to Draw isometric drawing of
their product. Draw contextual drawing
and product usage. Draw orthographic
projection drawing of their product.
Nil
Design Journal Students to draw out their product in isometric
view. Demonstration to show contextual drawing and
product usage. Students to draw out their product in context and
the usage of product in sequence. Students to draw out their product in orthographic projection view.
Textbook A3 papers Internet Journal Samples Handout: Research & Development guide
Design Journal: Draft of isometric
drawing of product
Draft of working drawing
Material list
T2W3
GCE N Level Coursework Examination Realisation
Student should be able to Demonstrate their
workmanship through 3 aspects: skill control, accuracy and finishing.
Carry out marking out process.
Carry out cutting and shaping processes.
Carry out finishing processes Carry out assembly and
finishing processes.
Nil
Practical Demonstration by teacher. Student to carry out marking out of product in
the workshop. Student to carry out cutting and shaping of product in the workshop.
Student to carry out finishing of product in the workshop.
Student to carry out assembly and finishing of product in the workshop
Rules and Routines, expectations. Introduction to DT Coursework examination
Student should be able to comply with rules and
expectations laid out by Teacher
create a simply mind map in class
To be self-directed in practicing past year paper
Set coursework expectations, rules and routines. Explain the syllabus, course requirement and assessment rubrics Recap with students how Sec 3 lessons are linked to coursework Coursework Preparation(Design) Recap on Design process Recap identifying design opportunities/needs methodology - PIES - Image and Mood boards - Mind mapping - Brainstorming Practice the mind mapping using pass year theme Theory (O level past year paper) Practice on theory paper Section A, Teacher to explain the question with reference to topics in textbook
Textbooks Design needs Pg 32-35 Design process pg 12-13 GCE O level 2017 paper
Section A of 2017 O level paper/previous paper
T1W2 14-18 Jan (D6 – D10)
Technique to understand coursework “Theme”
Research using think routines Product research Problem situation
Students continue to work on the mind map
Student to use MTV routines to
find design opportunities from a given scenario
Students to make own notes Using the guiding question to
analyse a design situation.
Coursework Preparation(Design) Technique to understand coursework “Theme” - Dictionary definition - Synonyms and antonyms - Verbs and nouns - Revise effective use of Mind-map to identify an area of interest on a given theme. Research(Revision):
- Seeking Design Opportunities(SDO) using MTV (See, Think, Wonder). Discussion within class effective way to use SDO to identify problem situation/needs
Product Research
- Recap product research technique and decision-making tools (PMI, SWOT) - Stressed to students that the PMI/SWOT are decision-making tools and not product research per say.
Problem Situation
- Recap using guiding question to craft design situation - Sample of design situation
Theory (O level past year paper) Practice on theory paper Section B, Teacher to explain the question.
Textbooks Sample of Investigation (Classroom table) See, Think, Wonder questions Textbook Pg 40, Pg82,83 Design situation guiding questions
Identify the area to focus on the mind map. Identify problems to work on from a given picture Students able to break down sections of the design situation according to guiding questions Section B of 2017 O level paper/previous paper
2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)
4
Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES
Product research Problem situation Issue of Examination Theme
Students continue to work on the mind map
Student to use MTV routines to
find design opportunities from a given scenario
Students to make own notes Using the guiding question to
analyze a design situation. Students should receive the
theme and start their coursework immediately
Product Research - Recap product research technique and decision-making tools (PMI, SWOT) - Stressed to students that the PMI/SWOT are decision-making tools and not product research per say.
Problem Situation
- Recap using guiding question to craft design situation - Sample of design situation
Issue of Examination Theme (Wk3) Brief students of coursework dateline and examination rules Theory (O Level past year paper) Practice on theory paper Section B,
Theory (O level past year paper) Practice on theory paper Section B
T1W4 28 Jan-1
Feb (D6 – D10)
Do it now theory practice Course work facilitation - Research on
theme to find design opportunity
Able to complete the Do it now worksheet in class
Students to research on the
theme via using the techniques taught in T1W2, conducting experiment/survey, walk-through of identified problem to experience the user's design needs
Using Mind Map with identify
area of interest for further research
Complete walk through of
problem, summarize results of user needs from the survey.
Evaluate findings and finalize design project.
Issue do it now theory practice worksheet Coursework facilitation Remind students of the examination rules. Provide consultation to students on their coursework and clarify their doubts. Explain items to complete within week 4 and 5 - Mindmap completion - Identify area of focus - SDO - Survey/Experimentation (walk through)
Textbook Do it now worksheet Journal
Complete do it now question at home Identified possible design opportunity by T1W4 end
2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)
5
Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES
Do it now theory practice Course work facilitation Crafting of design situation and design brief
Students should be :- Able to complete the Do it
now worksheet in class Identify possible constraints
and consideration of their selected design situation
Craft out draft design
situation and design brief using guiding questions.
Able to review to improve and
finalize design situation and design brief
Explain the use of do it now theory practice question. Coursework facilitation Check on student’s coursework progress and clarify any doubts Facilitate student’s product research and consultation with identified 3rd tier students.
Textbook Do it now worksheet Journal
Complete do it now worksheet Crafting of draft design situation and design brief T1W5 end
Update journal for checking by T1W6 end
T1W6 11-15 Feb (D6 – D10)
Do it now theory practice Course work facilitation Product analysis - Initial idea conceptualisation of design based on product analysis.
- 1st Draft Design specification
Revision of Technology topic
Students should be
Able to complete the Do it now worksheet in class
Able to conduct product research on similar products or different products to determine features to be used in their own design.
Able to use PMI or SWOT technique to make decision on their product analysis
Able to sketch out an initial design how the function or feature from product analysis can be used in their design
Craft lst draft of design specification base on initial research
Submit journal for checking
Coursework facilitation Check on student’s coursework progress and clarify any doubts Facilitate student’s product research and consultation with identified 3rd tier students. Revision Conduct quick recap on technology topic Journal check for feedback
Do it now worksheet Journal
Journal check for feedback
Touch up journal for checking by T1W6 end
2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)
6
Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES
Do it now theory practice Product analysis (Con’t) - Initial idea conceptualisation of design based on product analysis
Data collection Decision making to research information 2nd Draft Design specification
Students should be Able to complete the Do it
now worksheet in class Continue work on their
coursework and make improvements based on feedback.
Identified feature/function
from product to improve on or incorporate into their initial design concept.
Use PMI/SWOT on data and
research information collected to help make decision
Justify modification to initial
design ideas based on new research information
Use relevant data collected to
the review and create 2nd draft design specification with at least 6 design specification with reasons.
Conduct class test Coursework facilitation Check on student’s coursework progress and clarify any doubts Facilitate student’s product research and consultation with identified 3rd tier students.
Do it now worksheet Sample of design specification
Class Test 1(Wk7) Design Process Structures Mechanisms Electronics
Updated drawing/journal from teacher’s feedback
T1W8 25 Feb-1
Mar (D6 – D10)
Checking of test paper Do it now theory practice Idea conceptualisation Detail development of design
Student to complete amendments to test paper in green ink. Understand their mistakes. Student should be able to complete the Do it now worksheet in class Students should ideate via sketching using shape borrowing, scamper, aid of Image board in their initial design concept Students should be able to ideate to show detail functionality of their initial design concept
Teacher to go through test paper, highlighting common mistakes Coursework facilitation Check on student’s coursework progress and clarify any doubts Facilitate consultation with identified 3rd tier students. Remind students to source for their modelling material
Test paper answer Do it now worksheet Spare modelling materials for students who need other materials other than cardboard /PFP
1st Ideation showing detail functionality by T1W9 end Source for their own modelling material Update journal from teacher’s feedback
2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)
7
Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES
Do it now theory practice Idea Conceptualisation Development
Students should be Able to complete the Do it
now worksheet in class Able to ideate thoroughly
showing the developments of each idea.
Able to review design concept and improve on it.
Able to make informed decision on which idea to pursue further detailed development
Build mock up using modelling material
Coursework facilitation Check on student’s coursework progress and clarify any doubts. Facilitate consultation with identified 3rd tier students. Check in on students Ideation and concept development. - Scamper, Shape borrowing, etc - Teacher to provide feedback on student’s ideation. Provide consultation session with students on their development of ideas and design consideration.
Remind students the importance of modelling of design ideas by use of modelling materials. The highlight, modelling can be an experimental model, working model or complete prototype model to test out their design. Remind students to use the right modelling material and not always cardboard Remind students the modelling quality is important for testing of design specification
Remind students photo documentation of mock-up process and learning in the journal
Do it now worksheet Spare modelling materials for students who need other materials other than cardboard /PFP
At least 5 ideation ideas with detail illustration of working concepts by T1W9 end .
2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)
8
Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES
Do it now theory practice Idea Conceptualisation Development
Students should be Able to complete the Do it
now worksheet in class. Able to build real size mock-
up of developed idea with relevant mock-up material
Able to sketch down development process of mock-up
Able to note down critical dimension for working drawings.
Able to create draft working drawings from the mock-up
Coursework facilitation Check on student’s coursework progress and clarify any doubts. Facilitate student’s product research and consultation with identified 3rd tier students. Check in on students Ideation and concept development. - Scamper, Shape borrowing, etc - Teacher to provide feedback on student’s ideation. Provide consultation session with students on their development of ideas and design consideration. Remind students the importance of modelling of design ideas by use of modelling materials. The highlight, modelling can be an experimental model, working model or complete prototype model to test out their design. Remind students the modelling quality is important for testing of design specification. Highlight that the choice of modelling material is important
Remind students photo documentation of mock-up process and learning in the journal
Do it now worksheet Spare modelling materials for students who need other materials other than cardboard /PFP
Create working drawing Updated journal Test results with photos of the model. Critic on their own design and sketches of improvement to be made, revision of design specification by T2W1
2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)
9
Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES
Able to complete a real size mock-up of developed idea with relevant mock-up material
Able to sketch down development process of mock-up
Able to create draft working drawings from the mock-up
Able to test their design model, conduct a user survey to gather feedback on their design function, outlook, meeting the expectation of user, anthropometric/Ergonomic check/data collection.
Able make improvement and remake a new second model for testing.
Submit Journal for checking
Coursework facilitation Check on student’s progress on the modeling. Consultation with 3rd Tier student’s on their progress. Ensure they are keeping up with their work, updating their journal within acceptable quality. Teacher to remind students to conduct user survey and Anthropometric/Ergonomic evaluation Teacher to remind students to get user feedback on their design model Teacher to remind students the importance of evaluating their design based on anthropometric /Ergonomic factors Remind students photo documentation of mock-up process and learning in the journal Journal check for feedback
Do it now worksheet Textbook on ergonomic and anthropometry
Journal check for feedback
Complete Do it now worksheet Updated journal with evaluation results from the survey. Update journal with improved second model or improvement made to the existing model (with photos and reflection).
T2W2 1-5 Apr
(D6 – D10)
Do it now theory practice
Idea Conceptualisation Development
Students should be Able to complete the Do it
now worksheet in class
Able to complete a real size mock-up of developed idea with relevant mock-up material
Able to sketch down development process of mock-up
Able to create draft working drawings from the mock-up
Able to test their design model, conduct a user survey to gather feedback on their design function, outlook, meeting the expectation of user, anthropometric/Ergonomic check/data collection.
Able make improvement and remake a new second model for testing.
Coursework facilitation Check on student’s progress on the modeling. Consultation with 3rd Tier student’s on their progress. Ensure they are keeping up with their work, updating their journal within acceptable quality. Teacher to remind students to conduct user survey and Anthropometric/Ergonomic evaluation Teacher to remind students to get user feedback on their design model Teacher to remind students the importance of evaluating their design based on anthropometric /Ergonomic factors Remind students photo documentation of mock-up process and learning in the journal
Do it now worksheet Textbook on ergonomic and anthropometry
Complete Do it now worksheet Updated journal with evaluation results from the survey. Update journal with improved second model or improvement made to the existing model (with photos and reflection).
2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)
10
T2W3 8-12 Apr (D1 – D5)
Do it now theory practice Idea Conceptualisation Development Working drawing and 3D drawing Material consideration and constraints Production plan and flow
Students should be Able to complete practice on
theory questions.
Able to test their design model, conduct a user survey to gather feedback on their design function, outlook, meeting the expectation of user, anthropometric/Ergonomic check/data collection.
Able make improvement and remake a new second model for testing.
Create their piece part
drawing, taking dimensions from their prototype model and research information
Calculate amount of material required for their design project based on working drawings
Able to produce a production plan
Do it now theory practice Coursework facilitation Check in on student’s progress and provide consultation. Teacher to remind students to conduct user survey and Anthropometric/Ergonomic evaluation Teacher to remind students to get user feedback on their design model Teacher to remind students the importance of evaluating their design based on anthropometric /Ergonomic factors Recap the purpose of working drawing and final 3D model outlook. Highlight the importance of creating piece part drawing for each part in their design before fabrication of actual artifact. Stressed the importance of understanding material properties before selecting resistance material for their actual artifact. Remind students to create - Material list after their piece part drawing is created and - To create their production plan
A3, A4 acrylic material Wood Metal Isometric paper Square grid paper
Complete Do it now worksheet Update journal with improved second model or improvement made to the existing model (with photos and reflection). Working drawing for fabrication of artifact - Individual
part drawing - Final 3D
outlook of - Product - Material
requisition list
- Production schedule
Before start of fabrication
T2W4 15-19 Apr (D6 – D10)
Do it now theory practice Working drawing and 3D drawing Material consideration and constraints Production plan and flow
Students should be Able to complete practice on
theory questions. Create their piece part
drawing, taking dimensions from their prototype model and research information
Calculate amount of material required for their design project based on working drawings
Able to produce a production plan
Do it now theory practice Coursework facilitation Check in on student’s progress and provide consultation. Recap the purpose of working drawing and final 3D model outlook. Highlight the importance of creating piece part drawing for each part in their design before fabrication of actual artifact. Stressed the importance of understanding material properties before selecting resistance material for their actual artifact. Remind students to create - Material list after their piece part drawing is created and - To create their production plan
A3, A4 acrylic material Wood Metal Isometric paper Square grid paper Material request list
Complete Do it now worksheet Working drawing for fabrication of artifact - Individual
part drawing - Final 3D
outlook of - Product - Material
requisition list
- Production schedule
Before start of fabrication
2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)
11
Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES
Do it now theory practice Continue with Working drawing and 3D drawing Presentation Board 1
Students should be Able to complete practice on
theory questions.
Create their piece part drawing, taking dimensions from their prototype model and research information
Able to evaluate their design
situation, design brief and design specification. Update and print out for submission
Update of journal
Do it now theory practice Coursework facilitation Check in on student’s progress and provide consultation. Check students have working drawing and completed material request list before issue of material for artifact making Focus student’s attention to finalize their design situation, design brief and design specification for submission
A3, A4 acrylic material Wood Metal Isometric paper Square grid paper
Complete Do it now worksheet Working drawing for fabrication of artefact before start of fabrication Complete submission of PB1 A4 printout in class by end T2W5 Update of journal by T2W6 end
T2W6 29 Apr-3
May (D6 – D10)
MID Year Examination Revision
Students should be Able to create self-revision
notes Able to complete pass year Submit journal for checking
Mid Year Examination Revision Journal check for feedback
Textbook Pass year papers D&T survival notes
Journal check for feedback
T2W7 6-10 May (D1 – D5)
MID YEAR EXAMINATION
T2W8 13-17 May (D6 – D10)
MID YEAR EXAMINATION
2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)
12
Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES
Examination scripts checking Artifact Post exam activities by school
Students should be Student to complete
amendments to test paper in green ink. Understand their mistakes.
Self-directed to fabricate their
Artifact Documentation of learning &
research done during making.
Teacher to go through exam paper, highlighting common mistakes Coursework facilitation Issue materials to students Supervise students in artifact fabrication, ensure they observed safety rules.
Examination scrip Workshop resources Materials
Updated drawing/journal from teacher’s feedback
T2W10 27-31 May (D6 – D10)
Artifact Post exam activities by school
Students should be Self-directed to fabricate their
Artifact Documentation of learning &
research done during making.
Coursework facilitation Issue materials to students Supervise students in artifact fabrication, ensure they observed safety rules.
Workshop resources Materials
Update of drawings, any changes or finding in journal
2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)
13
Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES
theory questions. Self-directed to fabricate their
artifact. Self-directed in updating their
journal as they work on the artifact, including problem, faced, research and prototyping during fabrication
Complete artifact fabrication by T3W4 end
Do it now theory practice Coursework facilitation Check in on student’s journal entry during semester break. Supervise students in artifact fabrication, ensure safety rules are observed Provide consultation to students.
Do it now worksheet Workshop resources Materials
Update of drawings, any changes or finding in journal Updated drawing/journal from teacher’s feedback
T3W2 8-12 Jul
(D6 – D10)
Do it now theory practice Artifact
Student should be Able to complete practice on
theory questions. Self-directed to fabricate their
artifact. Self-directed in updating their
journal as they work on the artifact, including problem, faced, research and prototyping during fabrication
Complete artifact fabrication by T3W4 end
Do it now theory practice Coursework facilitation Check in on student’s journal entry during semester break. Supervise students in artifact fabrication, ensure safety rules are observed Provide consultation to students.
Do it now worksheet Workshop resources Materials
Update of drawings, any changes or finding in journal
T3W3 15-19 Jul (D1 – D5)
Do it now theory practice Artifact
Student should be Able to complete practice on
theory questions. Self-directed to fabricate their
artifact. Self-directed in updating their
journal as they work on the artifact, including problem, faced, research and prototyping during fabrication
Complete artefact fabrication by T3W4 end
Do it now theory practice Coursework facilitation Check in on student’s journal entry during semester break. Supervise students in artifact fabrication, ensure safety rules are observed Provide consultation to students.
Do it now worksheet Workshop resources Materials
Update of drawings, any changes or finding in journal
2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)
14
Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES
Do it now theory practice Artifact Presentation board 2 & 3 creation
Student should be Able to complete practice on
theory questions. Self-directed to fabricate their
artifact. Self-directed in updating their
journal as they work on the artifact, including problem, faced, research and prototyping during fabrication
Complete artefact fabrication by T3W4 end
Submit Journal for checking
Create contextual drawing, 3d drawing and exploded drawing in school
Do it now theory practice Coursework facilitation Check in on student’s journal entry during semester break. Supervise students in artifact fabrication, ensure safety rules are observed Provide consultation to students. Journal check for feedback Remind student to complete their contextual drawing, 3D drawing, and exploded view for presentation board 2 and 3 respectively in school. The teacher to provide feedback to students on their drawings
Do it now worksheet Workshop resources Materials Isometric paper Square grid paper Printer Light tracing box
Journal check for feedback
Update of drawings, any changes or finding in journal
T3W5 29 Jul – 2
Aug (D1 – D5)
Presentation board 2 & 3 creation
Students should be able to Create contextual drawing, 3d
drawing and exploded drawing in school
Take immediate action to
improve their drawings based on feedback
Update of journal progressively
on work done
Coursework facilitation Check student’s journal and provide feedback on areas of improvement Remind student to complete their contextual drawing, 3D drawing, and exploded view for presentation board 2 and 3 respectively in school. The teacher to provide feedback to students on their drawings.
Isometric paper Square grid paper Printer Light tracing box
Updated drawing/journal from teacher’s feedback
2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)
15
Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES
Students should be able to Create contextual drawing, 3d
drawing and exploded drawing in school
Take immediate action to
improve their drawings based on feedback
Update of journal progressively
on work done
Coursework facilitation Check student’s journal and provide feedback on areas of improvement Remind student to complete their contextual drawing, 3D drawing, and exploded view for presentation board 2 and 3 respectively in school. The teacher to provide feedback to students on their drawings.
Isometric paper Square grid paper Printer Light tracing box
Updated drawing/journal from teacher’s feedback
T3W7 12- 16 Aug (D1 – D5)
Prelim Examination Revision
Students should be Able to create self-revision
notes Able to complete pass year
Prelim- Examination Revision Remind students of coursework dateline. Provide consultation on 3rd tier students to ensure they are on task
Textbook Pass year papers D&T survival notes
All presentation boards Updated journal for submission
T3W8 19 - 23 Aug (D6 – D10)
Prelim Examination
T3W9 26-30 Aug (D1 – D5)
Prelim Examination
T3W10 2 - 6 Sep
(D6 – D10)
Course work submission
2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)
16
Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES