2019 D&T Sec 1 Exp/ NA/ NT SOW and Assessment Plan

2019D&TSec1Exp/NA/NTSOWandAssessmentPlan

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)


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)


T3W7 12-16 Aug (D1 – D5)

Development – Working Drawing (Measurements) CA3 Assessment Prototype (Education Toy Stand)

T3W8 19-23 Aug (D6 – D10)


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)


T4W6 21 - 25 Oct (D6 – D10)


T4W7 28 Oct – 1 Nov (D1 – D5)

LAST WEEK FOR SCHOOL


2

Sec 1E/ 1NA/ 1NT

CA 1 (15%) CA 2 (15%) CA 3 (15%) EOY (55%)

Type Base mark Weightage Type Base

mark Weightage Type Base mark Weightage Type Base

mark Weightage

Written Test: Design/ Structures 20m 100%

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)

50m

50m

80% 20%


3

Term/ WK Lesson Topic SPECIFIC

INSTRUCTIONAL OBJECTIVES

PRE READING

TEACHING STRATEGIES & LEARNING ACTIVITIES EVALUATION RESOURCES ASSESSMENT HOMEWORK

T1W1 7-11 Jan (D1 – D5)

Setting Expectations Introduction to Design & Technology

Students will be able to:- Comply with rules,

routines and expectations in the classroom.

Understand the D&T syllabus and content.

Teacher to:- Explain the expectations, rules and routines

in the classroom. Explain the syllabus, type of projects,

assessments and what D&T is all about.

A4 plastic file for Design Journal A3 layout pad A3 plastic file D&T CPDD Video

T1W2 14-18 Jan (D6 – D10)

Design Appreciation – Design consideration – Design Awareness – 5W1H – Research

Students will be able to:- Understand the five

design considerations. Describe the design

considerations for a fidget spinner. (Design Awareness)

Understand the purpose and each component of 5W1H.

Understand the purpose and resource of research.

Teacher to:- Explain the five design considerations

(social implications, durability, health and safety, functions and end users).

Guide students in applying the design considerations for a fidget spinner.

Explain the purpose and each component of 5W1H (What, Why, When, Where, Who and How)

Explain the purpose of research and the common source of research information.

Design Journal (Page 2-5)

T1W3 21-25Jan (D1

– D5)

Design Appreciation – Case Study: Design of an Educational Toy Kit (i) Article Research (ii) Examining the toy kit

Students will be able to:- Obtain the information

from the two articles of education toy by using the 5W1H approach.

Examine the toy kit and list down the observations.

State two design considerations and describe its reasons for the toy kit.

Teacher to:- Demonstrate a few examples on how to use

5W1H approach on the article. Guide students to observe and examine the

education toy kit. Guide students to state and describe the

considerations for the toy kit.

Design Journal (Page 6-10) Assembled Toy Kit

T1W4 28 Jan-1 Feb

(D6 – D10)

Structures – Types of structures – Functions of structures – Forces & Loads

Students will be able to:- Identify four types of

structures. Describe the four different

functions of structures Understand five type of

forces & two types of loads acting on a structure.

Teacher to:- Explain the differences between a frame

and shell structures, and natural and man-made structures.

Explain the four different functions provided by structures. (Support a load, spanning between points, containing things and protecting things)

Explain the five types of forces (compression, tension, bending, torsion and shear) and two types of loads (dynamic and static) acting on a structure.


T1W5 4-8 Feb

(D1 – D5)

Structures – Structural Failures Design Opportunity – Needs Analysis Idea Conceptualization – Introduction to modelling

Students will be able to:- Understand the different

causes of structural failures.

Describe what is Design Situation, Brief and Specification.

Understand the purpose of modelling.

Teacher to:- Explain the causes of structural failures. Explain the need analysis (Design Situation,

Brief and Specifications) for identify design opportunities.

Explain the purpose of modelling and how modelling can aid during the design process.

Design Journal (Page 18-24) Videos on design failure for a structure.


4



PRE READING


T1W6 11-15 Feb (D6 – D10)

Idea Conceptualization – Modelling #1 (Making/ Testing)

Students will be able to:- Perform modelling

(Modelling #1) of education toy stand using vanguard sheet. (Making)

Conduct testing on the modelling with the assembled toy kit and list down the gather information. (Testing)

Teacher to:- Show different stand design of displaying

the education toy kit. Demonstrate how to model the education

toy stand using vanguard sheet. Guide students in testing the modelling.

Design Journal (Page 25) Assembled Toy Kit Sample education toy stand model

T1W7 18-22 Feb (D1 – D5)

Structures – Structural Reinforcement

Students will be able to:- Understand different type

of reinforcement to support the structure.

Teacher to:- Explain different types of structural

reinforcement to support a structure.


CA1 Assessment [15%] Written test: Design/ Structures Test

T1W8 25 Feb-1 Mar

(D6 – D10)

Idea Conceptualization – Modelling #1 (Include with reinforcement)

Students will be able to:- Use notes and sketches

to annotate the improvement of the modelling with structural reinforcement.

Apply reinforcement to improve the rigidity of the modelling to be able to hold the education toy kit. (On previous modelling)

Teacher to:- Explain different types of structural

reinforcement to support a structure. Show how to use notes and sketches to

annotate the improvement of the modelling with structural reinforcement.

Guide students to improve the rigidity of the modelling using the reinforcement. (Previous modelling #1 in Week 6)

Design Journal (Page 28)

T1W9 4-8 Mar

(D1 – D5)

Idea Conceptualization – Introduction to Ideation – Random Line Trigger Technique

Students will be able to:- Understand different type

of technique to generate ideas.

Control the wrist and hand movement to perform sketching of lines, curves, circles and ellipse

Teacher to:- Explain different types of techniques use to

generate ideas. Demonstrate the technique of sketching

lines, curves, circles and ellipses by controlling the wrist and hand movement.

Design Journal (Page 29-30) A3 Layout Pad


5



PRE READING


T1W10 11-15 Mar (D6 – D10)

Idea Conceptualization – Random Line Trigger (Generate idea)

Students will be able to:- Sketch nine RLT template

using lines on each A3 paper.

Generate ideas using RLT technique on RLT template. - Two lines and two

circles - Three lines and two

circles - Two lines and three

circles - Three lines and three

circles - Lines, curves and

ellipses

Teacher to:- Demonstrate the sketching of RLT template. Demonstrate a few examples of RLT for:-

- Two lines and two circles - Three lines and two circles - Two lines and three circles - Three lines and three circles - Lines, curves and ellipses

Design Journal (Page 31-32) A3 Layout Pad Sample A3 RLT design

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)


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


6



PRE READING


T2W3 8-12 Apr (D1 – D5)

Development – Working Drawing (Measurements) – Transfer working drawing to A4 paper

Students will to:- Continue with the working

drawing work. Transfer the working

drawing to A4 paper (material layout) and cut-out the unwanted areas and bending lines.

Teacher to:- Guide student who is having difficulties in

transferring the model to working drawing with dimensions and details.

Demonstrate the transferring of working drawing to A4 paper (material layout)

Design Journal (Page 35-37) A3 Layout Pad A4 paper Scissor Sample working drawing

Student to complete working drawing and the A4 paper (material layout) by next lesson.

T2W4 15-19 Apr (D6 – D10)

Development – Introduction to Isometric Drawing (Isometric grid paper)

Student will be able to:- Draw the basic form of

the education toy stand onto the isometric grid paper. (without the platform and RLT design)

Teacher to:- Introduce and explain the vertical and

horizontal lines of the Isometric Drawing Demonstrate the education toy stand in 3D

drawing on isometric grid paper.

Checking student working drawing and A4 paper. (material layout work)

Isometric grid paper

T2W5 22-26 Apr (D1 – D5)


Student will be able to:- Draw the education toy

stand design onto the isometric grid paper. (with the platform and RLT design)

Trace, render and outline the isometric drawing on A3 layout pad.

Teacher to:- Demonstrate the education toy stand design

onto the isometric grid paper. Demonstrate tracing of the isometric

drawing onto the A3 layout pad. Demonstrate rendering and outline of the

isometric drawing on A3 layout pad.

Design Journal (Page 38) Sample presentation drawing (in Isometric View) A3 layout pad

Student to complete the isometric drawing by next lesson.

T2W6 29 Apr-3 May

(D6 – D10)

Realisation – Production schedule (Gantt chart) – Flow chart (Making process)

Student will be able to:- Plan a production

schedule with Gantt chart. Plan the making process

with flow chart.

Teacher to:- Share with students the importance of

having a realization plan before the making process.

Demonstrate how to plan a production schedule with Gantt chart.

Demonstrate how to plan the making process with flow chart.

Checking student presentation drawing work.

Design Journal (Page 39) A3 layout pad

Student to submit RLT, development and presentation drawing work.

Student to complete the flow chart and Gantt Chart at home if unable to finish during lesson.

T2W7 6-10 May (D1 – D5)

Realisation – Marking out – Drilling – Cutting

Student will be able to:- Understand the safety

procedures of D&T workshop.

Perform marking out process on acrylic using Engineer’s square and ruler.

Perform drilling process on acrylic using drilling machine.

Perform cutting process on acrylic using scroll-saw.

Teacher to:- Brief students on workshop safety and

safety procedures. Demonstrate the marking out process on

acrylic using Engineer’s square and ruler. Demonstrate drilling process on acrylic

using drilling machine. Demonstrate cutting process on acrylic

using scroll-saw. Provide pointers to student when marking

out, drilling and cutting acrylic using relevant tools and equipment.

Checking student marking out, drilling and cutting work.

A4 size acrylic sheet [210 x 297mm] Workshop tools and equipment.

CA2 Assessment [15%] Journal Assessment: RLT/ Development (Education toy stand)


7



PRE READING


T2W8 13-17 May (D6 – D10)


Student will be able to:- Perform cutting process

(continue) on acrylic using scroll-saw.

Perform shaping process on acrylic using the relevant hand file.

Teacher to:- Demonstrate cutting process (continue) on

acrylic using scroll-saw. Demonstrate shaping process on acrylic

using the relevant hand file. Provide pointers to student when shaping

the acrylic using relevant hand file.

Checking student cutting and shaping work.

Workshop tools and equipment.

T2W9 20-24 May (D1 – D5)



(continue) on acrylic using scroll-saw.

Perform shaping process (continue) on acrylic using the relevant hand file.


acrylic using scroll-saw. Demonstrate shaping process (continue) on

acrylic using the relevant hand file. Provide pointers to student when shaping

the acrylic using relevant hand file.


Workshop tools and equipment.

T2W10 27-31 May (D6 – D10)

Realisation – Shaping – Polishing

Student will be able to:- Perform shaping process

(continue) on acrylic using relevant hand file.

Perform polishing process on the edge of acrylic using wet-and-dry paper.

Teacher to:- Demonstrate shaping process (continue) on

acrylic using the relevant hand file. Demonstrate polishing process on the edge

of acrylic using wet-and-dry paper. Provide pointers to student when shaping

and polishing the acrylic using relevant hand file.

Checking student shaping and polishing work.

Workshop tools and materials.

T3W1 1-5 Jul

(D1 – D5)

Design Opportunity – Need Analysis (Wooden Toy Block)

Students will be able to:- Analysing design

opportunities for the education toy by considering some of the relevant questions.

Understand the Design Brief and Design Specification of a wooden block toy.

Teacher to:- Trigger students thoughts in analysing

design opportunities by asking some relevant questions about the education toy.

Brief the Design Brief and Design Specification of a wooden block toy.

Design Journal

T3W2 8-12 Jul

(D6 – D10)

Idea Conceptualization – Sketch toy into blocks

Students will be able to:- Identify the number of

blocks (simple shapes) to form the chosen education toy.

Use the picture of the education toy as an underlay to sketch and simplify the chosen education toy into blocks of simple shapes.

Generate two ideas on the chosen education toy.

Teacher to:- Explain how to simplify and identify the

number of blocks (simple shapes) to form the chosen education toy.

Demonstrate sketching and modification of education toy picture into blocks of simple shapes.

Design Journal Education toy picture A3 Layout Pad


8



PRE READING


T3W3 15-19 Jul (D1 – D5)

Idea Conceptualization – Sketch the connections of wheels, body and other parts of the toy.

Students will be able to:- Sketch the possible ways

to join the wheels, body and other parts together.

Annotate the sketching with details and simple questions (if have) for further development and improvement.

Teacher to:- Demonstrate sketching on possible ways of

joining the wheels, body and other parts together.

Demonstrate annotation details and simple questions on sketching to scaffold students in their thinking process.

Checking student sketching (blocks of shapes)

Design Journal Education toy picture A3 Layout Pad

T3W4 22-26 Jul

(D6 – D10)

Idea Conceptualization – Modelling #1 (Vanguard sheet)


(Modelling #1) on the blocks of simple shapes of the education toy using vanguard sheet.(Making)

Check the model size proportion and joints, and list down the gather information.

Teacher to:- Show sample modelling of education toy

into blocks of simple shapes by using vanguard sheet.

Demonstrate how to model the education toy into blocks of simple shapes using vanguard sheet.

Demonstrate how the model can be used to check for the sizing, proportion and joints.

Demonstrate how to list down the important information after checking.

Checking student sketching (joining of different parts)

Design Journal A4 size vanguard sheet Sample vanguard sheet modelling of education toy (block of simple shapes) Scissors

T3W5 29 Jul – 2 Aug

(D1 – D5)



(Modelling #2) using paper foam with refer to the gather information from the vanguard modelling. (Making)

Use glue gun and wooden stick to join the blocks together.

Check the model size proportion and joints.

Teacher to:- Show sample modelling for the education

toy into blocks of simple shapes by using paper foam.

Demonstrate how to model the education toy into blocks of simple shapes using paper foam with refer to the vanguard sheet modelling.

Demonstrate how different parts of the model can be joint using glue gun and wooden sticks.

Checking student modelling #1

Design Journal A4 size paper foam Sample paper foam modelling of education toy (block of simple shapes) Scissors Glue gun Wooden stick

T3W6 5-9 Aug

(D6 – D10)


(Continue) Students will be able to:- Perform modelling

(Modelling #1) using paper foam with refer to the vanguard sheet modelling (Modelling #1). (Making)

Use glue gun and wooden stick to join the blocks together.

Check the model size proportion and joints.

(Continue) Teacher to:- Show sample modelling for the education

toy into blocks of simple shapes by using paper foam.

Demonstrate how to model the education toy into blocks of simple shapes using paper foam with refer to the vanguard sheet modelling (Modelling #1).

Demonstrate how different parts of the model can be joint using glue gun and wooden sticks.

Guide student who is having difficulties in performing the paper foam modelling.

Design Journal A4 size paper foam Sample paper foam modelling of education toy (block of simple shapes) Scissors Glue gun Wooden stick


9



PRE READING


T3W7 12- 16 Aug

(D1 – D5)


Students will be able to:- Transfer paper foam

model into working drawing by including the critical dimensions and details. (Limit the dimensions within A4 size)

Teacher to:- Demonstrate how to produce working

drawing from paper foam model and include working drawing with the critical dimensions and details.

Checking student modelling #2

Sample working drawing Paper foam modelling A3 Layout Pad

CA3 Assessment Prototype (Education Toy Stand)

T3W8 19 - 23 Aug (D6 – D10)


Student will be able to:- Draw the education toy in

blocks of simple shapes onto the isometric grid paper.

Trace, render and outline the isometric drawing on A3 layout pad.

Teacher to:- Demonstrate the education toy in blocks of

simple shapes onto the isometric grid paper. Demonstrate tracing of the isometric

drawing onto the A3 layout pad. Demonstrate rendering and outline of the

isometric drawing on A3 layout pad.

Checking student Working Drawing

Sample presentation drawing (in Isometric View) Isometric grid paper A3 layout pad

T3W9 26-30 Aug (D1 – D5)

Realisation – Marking out – Drilling (Holes on body/ wheel)

Student will be able to:- Perform marking out

process on wood using try-square and ruler.

Perform drilling process on wood using drilling machine. (Use of jig for the wheels.)

Teacher to:- Demonstrate marking out process on wood

using try-square and ruler. Demonstrate drilling process on wood using

drilling machine. (Use of jig for the wheels) Provide pointers to student when marking

out and drilling on wood using the relevant tools and equipment.

Checking student Presentation Drawing Checking student marking out and drilling.

A4 size pine wood [210 x 297mm] Dowel Workshop tools and equipment. Jig (for the wheels)

T3W10 2 - 6 Sep

(D6 – D10)

Realisation – Cutting (Body/ other parts/ dowel) – Shaping (Body/ other parts/ dowel)


on wood using scroll-saw.

Perform shaping process on wood using wood file and sand paper.

Teacher to:- Demonstrate cutting process on wood using

scroll-saw. Demonstrate shaping process on wood

using wood file and sand paper. Provide pointers to student when cutting

and shaping the wood.


Workshop tools, equipment and materials.

T4W1 16-20 Sep (D1 – D5)

Realisation – Cutting (Body/ other parts/ dowel) – Shaping (Body/ other parts/ dowel) – Sanding (Body/ other parts/ dowel)


(continue) on wood using scroll-saw.

Perform shaping process (continue) on wood using wood file and sand paper.

Perform sanding process on the surface of wood using sand paper.


wood using scroll-saw. Demonstrate shaping process on wood

using the relevant wood file and sanding paper.

Demonstrate sanding process on the surface of wood using sand paper.

Provide pointers to student when shaping and sanding the wood.

Checking student shaping and sanding work.


T4W2 23-27 Sep (D6 – D10)

Realisation – Assembly (Wooden wheels/ other parts to the body)

Student will be able to:- Assemble the wooden

wheels and other parts to the body together.

Teacher to:- Demonstrate assembly process of the

wheels and other parts to the body together.

Checking student assembly work.



10



PRE READING


T4W3 30 Sep-4 Oct

(D1 – D5)

Revision

EOY Assessment Journal/ Prototype (Wooden block toy)

T4W4 7 - 11 Oct (D6 – D10)


T4W5 14 – 18 Oct (D1 – D5)


T4W6 21 - 25 Oct (D6 – D10)


T4W7 28 Oct – 1

Nov (D1 – D5)


2019DTSec2ExpressSOWandAssessmentPlan

1

Timeframe Topics

T1W1 7- 11Jan (D1 – D5)

Setting Rules, routines and expectations Introduction to design and technology

T1W2 14-18 Jan (D6 – D10)

Design Situation, Brief, Specifications Introduce RG machines

T1W3 21-25 Jan (D1 – D5)

Design Situation, Brief, Specifications Introduce RG machines

T1W4 28 Jan – 1 Feb (D6 – D10)

Mechanism: inclined planes, pulleys, lever, linkage, gears

T1W5 4-8 Feb (D1 – D5)

Mechanism: inclined planes, pulleys, lever, linkage, gears

T1W6 11-15 Feb (D6 – D10)

Ideation on path of travel Random line trigger

T1W7 18-22 Feb (D1 – D5)

Ideation on path of travel Random line trigger

T1W8 25 Feb – 1 Mar (D6 – D10)

Exploring mechanisms for travelling path to actuate movement on path Mechanism test

T1W9 4-8 Mar (D1 – D5)

Exploring mechanisms for travelling path to actuate movement on path Mechanism test

T1W10 11-15 Mar (D6 – D10)

Development with mock‐up



T2W2 1-5 Apr (D6 – D10)


T2W3 8-12 Apr (D1 – D5)


T2W4 15-19 Apr (D6 – D10)

Realisation

T2W5 22-26 Apr (D1 – D5)

Realisation

T2W6 29 Apr – 3 May (D6 – D10)

Realisation

T2W7 6 – 10 May (D1 – D5)

Realisation(aluminium stand)

T2W8 13 - 17 May (D6 – D10)

MYE

T2W9 20-24 May (D1 – D5)

MYE

T2W10 27-31 May (D6 – D10)

MYE

Time Topics

T3W1 1-5 Jul (D1 – D5)

Overview of design process Gantt chart, research

T3W2 8-12 Jul (D6 – D10)

Overview of design process Gantt chart, research

T3W3 15-19 Jul (D1 – D5)

Electronics: components, soldering

T3W4 22-26 Jul (D6 – D10)

Electronics: components, soldering

T3W5 29 Jul-2 Aug (D1 – D5)

Ideation using shape borrowing technique

T3W6 5-9 Aug (D6 – D10)

Ideation using shape borrowing technique

T3W7 12-16 Aug (D1 – D5)

Development with mock‐up and soldering Electronics test

T3W8 19-23 Aug (D6 – D10)

Development with mock‐up and soldering Electronics test

T3W9 26-30 Aug (D1 – D5)

Realisation

T3W10 2-6 Sep (D6 – D10)

Realisation

Time Topics

T4W1 16-20 Sep (D1 – D5)

Realisation

T4W2 23-27Sep (D6 – D10)

Realisation

T4W3 30 Sep-4 Oct (D1 – D5)

Revision

T4W4 (D6 – D10) 7 - 11 Oct


T4W5 14 - 18 Oct (D1 – D5)


T4W6 21 - 25 Oct (D6 – D10)


T4W7 28 Oct – 1 Nov (D1 – D5)



2

Sec 2E

CA 1 ( 10%) MYE ( 30%) CA 2 ( 10%) EYE 2 ( 50%)



mark Weightage

Design/Mechanism Test 20 100%

Design Journal: Exploring mechanisms for travelling path Final Prototype

20

12

80% Design/Electronics Test 20 100%

Design Journal: Ideation by shapeborrowing Final Prototype

20

12

80%

MYE 50 20% EYE 50 20%


3


4

Term/ WK Lesson Topic SPECIFIC INSTRUCTIONAL OBJECTIVES

PRE READING


T1W1 7-11 Jan

(D1 – D5)

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

Students Handouts, Eresources from DT CPDD

Design journal-Cover Page, Design situation, design brief,design specifications

T1W3 21-25Jan (D1 – D5)

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 journal-Cover Page, Design situation, design brief,design specifications

T1W4 28 Jan-1

Feb (D6 – D10)

Mechanism Inclined planes, pulleys, lever, linkage, gears

Explore the different types of mechanisms Mechanism Video, Student handouts

Fill in black spaces on student handouts

T1W5 4-8 Feb

(D1 – D5)

Mechanism Inclined planes, pulleys, lever, linkage, gears

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


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


5

Term/ WK

T2W1 25-29 Mar (D1 – D5)



T2W2 1-5 Apr

(D6 – D10)



T2W3 8-12 Apr (D1 – D5)



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


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


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.


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.


Design journal-Cover Page,

Design situation, design

brief,design specifications


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


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


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.



Weighted component for

EYE


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.



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


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


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)










component for EYE

Term/ WK


10

T4W1 16-20 Sep (D1 – D5)










component for EYE

T4W2 23-27 Sep (D6 – D10)










component for EYE

T4W3 30 Sep-4

Oct (D1 – D5)

Revision

T4W4 7 - 11 Oct (D6 – D10)

EYE

T4W5 14 – 18 Oct (D1 – D5)

EYE

T4W6 21 - 25 Oct (D6 – D10)

EYE

T4W7 28 Oct – 1

Nov (D1 – D5)

Final Week

2019MRSec3NTSOWandAssessmentPlan

1


Introduction to MR and rules and regulations

T1W2 14-18 Jan (D6 – D10)

Lab safety Basic Tools

T1W3 21-25 Jan (D1 – D5)

DC power supply Resistor colour code

T1W4 28 Jan – 1 Feb (D6 – D10)

Breadboards Resistance

T1W5 4-8 Feb (D1 – D5)

Series Parallel Resistance

T1W6 11-15 Feb (D6 – D10)

Ohm’s Law

T1W7 18-22 Feb (D1 – D5)

Ohm’s Law

T1W8 25 Feb – 1 Mar (D6 – D10)

Series Parallel circuits

T1W9 4-8 Mar (D1 – D5)

Voltage divider

T1W10 11-15 Mar (D6 – D10)

Voltage divider


Diodes

T2W2 1-5 Apr (D6 – D10)

Tansistor

T2W3 8-12 Apr (D1 – D5)

Conductivity Testing

T2W4 15-19 Apr (D6 – D10)

Two-way switching circuits

T2W5 22-26 Apr (D1 – D5)

Logic Gates

T2W6 29 Apr – 3 May (D6 – D10)

Boolean Algebra

T2W7 6 – 10 May (D1 – D5)

Truth tables

T2W8 13 - 17 May (D6 – D10)

K Maps

T2W9 20-24 May (D1 – D5)

K Maps

T2W10 27-31 May (D6 – D10)

Soldering

Time Topics

T3W1 1-5 Jul (D1 – D5)

Soldering

T3W2 8-12 Jul (D6 – D10)

Soldering

T3W3 15-19 Jul (D1 – D5)

Combinational Logic circuits

T3W4 22-26 Jul (D6 – D10)

Paper 2 Practical Practice 1

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

T3W8 19-23 Aug (D6 – D10)

Paper 2 Practical Exam (Prelim 1)

T3W9 26-30 Aug (D1 – D5)

Return Prelim 1 script

T3W10 2-6 Sep (D6 – D10)

Re-practice Paper 2

Time Topics

T4W1 16-20 Sep (D1 – D5)

N level Paper 2

T4W2 23-27Sep (D6 – D10)

Paper 1 Revision

T4W3 30 Sep-4 Oct (D1 – D5)

Paper 1 Revision

T4W4 (D6 – D10) 7 - 11 Oct


T4W5 14 - 18 Oct (D1 – D5)


T4W6 21 - 25 Oct (D6 – D10)


T4W7 28 Oct – 1 Nov (D1 – D5)



2


3



PRE-READING

TEACHING STRATEGIES & LEARNING ACTIVITIES

EVALUATION RESOURCES ASSESSMENT

HOMEWORK

T1W1 7- 11Jan (D1 – D5)

Introduction to MR

Rules and regulations

T1W2 14-18 Jan (D6 – D10)

Lab safety

2.16-2.18 Classroom frontal teaching Practical 301 Practical 301

Basic Tools 8.2, 8.4 Classroom frontal teaching, presentation slides

Practical 302 Practical 302

T1W3 21-25 Jan (D1 – D5)

DC power supply

2.14-2.15 Laboratory demonstration Practical 303 Practical 303

Resistor colour code 2.1-2.4 Practical Practical 304 Practical 304 Non weightage assessment

T1W4 28 Jan – 1

Feb (D6 – D10)

Breadboards Resistance

2.1-2.10 3.14-3.17

Practical Practical 305

Practical 305

Non weightage assessment

T1W5 4-8 Feb

(D1 – D5)

Series Parallel Resistance

2.5-2.10 Practical Practical 305 Practical 305 Non weightage assessment

T1W6

11-15 Feb (D6 – D10)

Ohm’s Law 2.1-2.4 Calculation on worksheet Practical 306 Practical 306

T1W7 18-22 Feb (D1 – D5)

Ohm’s Law 2.1-2.4 Calculation on worksheet Practical 307 Practical 307 CA1

T1W8 25 Feb – 1

Mar (D6 – D10)

Series Parallel circuits

2.5-2.10 Circuit design on worksheet

Practical 308 Practical 308

T1W9 4-8 Mar

(D1 – D5)

Voltage divider

2.1-2.4 Practical Practical 313 Practical 313


4

T1W10 11-15 Mar (D6 – D10)

Voltage divider




PRE-READING



HOMEWORK

T2W1 25-29 Mar (D1 – D5)

Diodes


T2W2 1-5 Apr

(D6 – D10)

Transistors 3.1-3.13 Practical Practical 315 Practical 315 Non weightage assessment

T2W3 8-12 Apr (D1 – D5)

Conductivity Testing 3.1-3.17 Practical Practical 311 Practical 311

T2W4 15-19 Apr (D6 – D10)

Two-way switching circuits


T2W5 22-26 Apr (D1 – D5)

Logic Gates 4.1-4.2 Practical Practical 317

Practical 317

Non weightage assessment

T2W6 29 Apr – 3

May (D6 – D10)

Boolean Algebra 4.3-4.4 Calculation on worksheet Practical 318 Practical 318 CA2

T2W7 6 – 10 May (D1 – D5)

Truth tables 4.5 Calculation on worksheet Practical 319 Practical 319

T2W8 13 - 17 May (D6 – D10)

K Maps 4.6 Calculation on worksheet Practical 319 Practical 319 Non weightage assessment

T2W9 20-24 May (D1 – D5)

K Maps 4.6 Calculation on worksheet Practical 319 Practical 319

T2W10 27-31 May (D6 – D10)

Soldering



5



PRE-READING



HOMEWORK

T3W1 1-5 Jul

(D1 – D5)

Soldering 3.18-3.20 Practical Practical 310 Practical 310

T3W2 8-12 Jul

(D6 – D10)

Soldering 3.18-3.20 Practical Future Kit- Flashing LED

Future Kit- Flashing LED

T3W3 15-19 Jul (D1 – D5)

Combinational Logic circuits


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)


Exam SA1

T3W9 26-30 Aug (D1 – D5)

Return Prelim 1 script

T3W10 2-6 Sep

(D6 – D10)

Re-practice Paper 2


6



PRE-READING



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


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


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


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

T3W10 2-6 Sep (D6 – D10)

Mechanism -cable control, pneumatic &hydraulic controls, screws, springs Skill demonstrations -Blow mouding, vacuum forming, wood & metal lathe, milling

Time Topics

T4W1 16-20 Sep (D1 – D5)

Skill demonstrations -Blow mouding, vacuum forming, wood & metal lathe, milling

T4W2 23-27Sep (D6 – D10)

Skill demonstrations -Blow mouding, vacuum forming, wood & metal lathe, milling

T4W3 30 Sep-4 Oct (D1 – D5)

Revisions

T4W4 (D6 – D10) 7 - 11 Oct


T4W5 14 - 18 Oct (D1 – D5)


T4W6 21 - 25 Oct (D6 – D10)


T4W7 28 Oct – 1 Nov (D1 – D5)



2

TERM / WK

LESSON TOPICS SPECIFIC INSTRUCTIONAL OBJECTIVES

PRE READING


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

and Functionality Need Analysis (5 periods)

- No situation for designing

- Design situation/initial thoughts/tentative ideas

- With a design opportunity

Students should be able to comply with rules and regulations

Students should be able to understand the DT curriculum requirements.

Students to login to SLS portal resource.to learn about the design process(scan QR code).

Students to discuss in group using the guiding question in the portal, pen down on worksheet/padlet

Students should be able to

understand the importance of UEF in designing.

Students to login @ SLS on Story of seats


differentiate between three possible scenarios for need analysis.

Students should be able to apply relevant thinking routines to analysis needs.

Trs to - Explanation of expectations, rules and

routines. - Explain the syllabus, projects, format

of assessments. - Explain the design process

model(updated), - Teacher to facilitate and provide

feedback on students group work based on their inputs on the worksheet/padlet.

Trs to - Explain the use of Ongoing Dialogue

to the drive design thinking and actions in the design process.

- Explain in detail the importance of User, Environment and Functionality (UEF) in the object of design.

- Explain to students that the UEF will change as one progress in different stages of design process.

Trs to - Explain need analysis and it’s relation

to o Design Opportunity o Design Need o Design Brief o Design Specification

Illustrate/explain the differences

between o No situation for designing o Design situation/initial

thoughts/tentative ideas o With a design opportunity

SLS Portal

Resource Understanding

the Design Process model Figure 1.3 online textbook

Figure 1.4, pages 5-7 textbook Story of seats @SLS QR code Chapter 1 The Design Process; Need analysis page 8 to 13 of textbook


3

TERM / WK


PRE READING



T1WK3 21 – 26 Jan

Needs Analysis:- Design Situations / Initial thoughts / Tentative ideas (4 periods) - Sources of

gathering relevant data for Need Analysis.

- Introduction to

Mind Mapping Needs Analysis: - Design Situations / Initial thoughts / Tentative ideas(5 periods) - Classroom Table

Design (Journal Work) o Need

Analysis through Observation Technique

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


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


4

TERM / WK

LESSON TOPICS

SPECIFIC INSTRUCTIONAL

OBJECTIVES

PRE READING



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

Teaching Resource: Writing design situation guiding question.docx

Power Point

Slides, SLS resource book

Page 20 syllabus document

Teaching Resource: ELECTRONICS WORKSHEET

Craft their own design situation based on identified design opportunity by T1Wk5.

Students should review and recraft design situation at least twice.

WORKSHEET 1


5

TERM / WK

LESSON TOPICS


OBJECTIVES

PRE READING



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.


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


6

TERM / WK

LESSON TOPICS

SPECIFIC INSTRUCTIONAL OBJECTIVES

PRE READING



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


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


7

TERM / WK

LESSON TOPICS SPECIFIC INSTRUCTIONAL

OBJECTIVES

PRE READING



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


8

TERM / WK LESSON TOPICS


PRE READING



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


9

TERM / WK

LESSON TOPICS


PRE READING



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


10

TERM / WK

LESSON TOPICS


PRE READING



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.


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 .


11

TERM / WK

LESSON TOPICS


PRE READING



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


12

TERM / WK

LESSON TOPICS


PRE READING



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

situation and design brief

NOTE Start faster students on model making

Teaching Resource: TEMPLATES CULTURED MILK BOTTLE LIGHT HOLDER

Journal

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.


13

TERM / WK

LESSON TOPICS


PRE READING



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.


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


14

TERM / WK

LESSON TOPICS SPECIFIC INSTRUCTIONAL

OBJECTIVES

PRE READING



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


15

TERM / WK


PRE READING



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


16

TERM /

WK LESSON TOPICS


PRE READING



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.


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

PowerPoint slides: Capacitors, Diodes, Thyristors Teaching Resource: ELECTRONICS WORKSHEET Sensor kit board LDR Capacitor Potentiometer Batteries Teaching Resource: SENSOR CIRCUIT

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


17

TERM /

WK LESSON TOPICS


PRE READING



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


18

TERM / WK

LESSON TOPICS


PRE READING



T2W8 13 – 17 May


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


19

TERM / WK

LESSON TOPICS


PRE READING



T2W9 20 – 24 May


student’s design


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.


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


20

TERM / WK

LESSON TOPICS


PRE READING



T2W10 27 – 31 May


student’s design


Touch up of journal and homework for submission


Students should be able to complete lighting circuit and build the battery base

Students to touch up work for submission


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


21

TERM / WK

LESSON TOPICS


OBJECTIVES

PRE READING



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


22

TERM / WK

LESSON TOPICS


OBJECTIVES

PRE READING



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


23

TERM / WK


PRE READING



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


24

TERM / WK


PRE READING



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


25

TERM / WK


PRE READING



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


26

TERM / WK


PRE READING



T3W6 5 – 9 Aug

Mechanisms (4 PERIODS) Gears (con’t) - Bevel Gear - Worm gear - Rack and

Pinion - Ratchet &

pawl - Gears Calculation

(2 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


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

Update Journal Complete product drawings, exploded view

T3W7 12 – 16

Aug


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



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


27

TERM / WK


PRE READING



T3W8 19 – 23

Aug


Submission of prototype Touch up journal documentation




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


28

TERM / WK


PRE READING



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



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.


29

TERM / WK


PRE READING



T4W2 23 – 27

Sep



Trs to provide process options of a variety of projects for exposures to different individuals.

Working drawing for each individual project.

T4W3 30 Sep –

4 Oct

Revision (9 periods) Design / Electronics

TERM / WK


PRE READING



T4W4 7 – 11 Oct

EYE

T4W5 14 – 18

Oct

EYE

T4W6 21 – 25

Oct

EYE

T4W7 28 Oct – 1

Nov

Last week for school

2019D&TSec4NTExpressSOWandAssessmentPlan

1

Timeframe Topics

T1W1 7- 11Jan (D1 – D5)

Coursework Expectations/ Requirements Project Management Planning & monitoring (Gantt Chart)

T1W2 14-18 Jan (D6 – D10)

Design Needs - Identify design opportunities

T1W3 21-25 Jan (D1 – D5)

Coursework Release of Design Project Theme

(Paper 2) Design Needs - Identify design opportunities on

Design Theme

T1W4 28 Jan – 1 Feb (D6 – D10)

Design Needs - Identify design opportunities on

Design Theme Draft Design Situation & Design

Brief Research Investigations on Design Situation &

Design Brief

T1W5 4-8 Feb (D1 – D5)

Research Investigations on Design Situation &

Design Brief

T1W6 11-15 Feb (D6 – D10)

Research Product analysis & evaluation Draft Design Specifications

T1W7 18-22 Feb (D1 – D5)

Research Product analysis & evaluation Draft Design Specifications Design Needs Finalize Design Situation, Design

Brief & Design Specifications CA1 Assessment Design/ Mechanisms/ Electronics

T1W8 25 Feb – 1 Mar (D6 – D10)

Idea conceptualisation Shape borrowing/ SCAMPER

T1W9 4-8 Mar (D1 – D5)

Idea conceptualisation Shape borrowing/ SCAMPER

T1W10 11-15 Mar (D6 – D10)

Development Design modelling & Experimentation


Development Design modelling & Experimentation

T2W2 1-5 Apr (D6 – D10)

Realization Working Drawing/ Material List

T2W3 8-12 Apr (D1 – D5)

Realization Working Drawing/ Material List

T2W4 15-19 Apr (D6 – D10)

Realization Production plan and schedule

T2W5 22-26 Apr (D1 – D5)

Artefact fabrication

T2W6 29 Apr – 3 May (D6 – D10)

Artefact fabrication Mid-Year Examination Revision

T2W7 6 – 10 May (D1 – D5)

Mid-Year Examination Design/ Mechanisms/ Electronics

T2W8 13 - 17 May (D6 – D10)

Mid-Year Examination Design/ Mechanisms/ Electronics

T2W9 20-24 May (D1 – D5)


T2W10 27-31 May (D6 – D10)


Time Topics

T3W1 1-5 Jul (D1 – D5)

Presentation Board 1 Design Situation, Design Brief, and Design Specifications

T3W2 8-12 Jul (D6 – D10)

Presentation Board 2 Contextualization and Presentation drawings

T3W3 15-19 Jul (D1 – D5)

Presentation Board 3 Working Drawings Orthographic Projection Exploded view Material list

T3W4 22-26 Jul (D6 – D10)

Final touch-up for Design Journal Revision for Prelim Examination

T3W5 29 Jul-2 Aug (D1 – D5)


T3W6 5-9 Aug (D6 – D10)


T3W7 12-16 Aug (D1 – D5)

Prelim Examination Design/ Mechanisms/ Electronics National coursework submission (Tentatively 12 Aug 2019) - TBC

T3W8 19-23 Aug (D6 – D10)

Prelim Examination Design/ Mechanisms/ Electronics

T3W9 26-30 Aug (D1 – D5)

Revision for GCE N Level Exams (Written)

T3W10 2-6 Sep (D6 – D10)


Time Topics

T4W1 16-20 Sep (D1 – D5)

GCE N Level Exams Part 1 (Written)

T4W2 23-27Sep (D6 – D10)


T4W3 30 Sep-4 Oct (D1 – D5)


T4W4 (D6 – D10) 7 - 11 Oct


T4W5 14 - 18 Oct (D1 – D5)


T4W6 21 - 25 Oct (D6 – D10)

NIL

T4W7 28 Oct – 1 Nov (D1 – D5)



2

Sec 4NT

CA1 (15%) MYE (30%) CA 2 (xx%) EOY (55%)


mark Weightage Type Base mark

Weightage Type Base

mark Weightage

Design Process (10m) Mechanisms (15m) Electronics

25m 100% Design Process (20m) Mechanisms (15m) Electronics (15m)

50m 100% NA NA NA Design Process (20m) Mechanisms (15m) Electronics (15m)

50m 100%


3


PRE READING


T1W1 7-11 Jan

(D1 – D5)

Coursework Expectations/ Requirements Project Management - Planning & monitoring (Gantt Chart)

Student will be able to:- Understand the coursework

expectations and requirements, N Level syllabus content and assessment rubrics.

Plan and monitor the coursework using Gantt chart.

Teacher to:- Explain the coursework expectations,

syllabus, course requirement and assessment rubrics.

Recap on the importance and purpose of Planning and Monitoring in Design and Make project.

Recap the use of Gantt chart in Planning and Monitoring.

Textbooks Project Management (Page 15-17) Sample Journal Planning & Monitoring

Student to work on Gantt chart.

T1W2 14-18 Jan (D6 – D10)

Design Needs - Identify design opportunities

Students will be able to:- Use the guiding questions to

analyse picture. Perform picture analysis with

the use of Analyse, Imagine and Opportunities technique to seek for design opportunities.

Teacher to recap:- Picture analysis and mood board can be

used to identify design opportunities/ design needs.

The use of Analyse, Imagine and Opportunities technique in picture analysis.

Check student Planning and Monitoring (Gantt chart) work.

Textbooks Identify design opportunities (Page 31-33) Sample Journal Picture Analysis (Analyze, Imagine and Opportunities)

Student to work on picture analysis.

T1W3 21-25Jan (D1 – D5)

Coursework -Release of Design Project Theme (Paper 2) Design Needs -Identify design opportunities on Design Theme -Research on theme to find design opportunity

Students will be able to:- Understand the coursework

instructions, submission deadline and project Theme.

Apply the technique of understanding the Project Theme by dictionary definition, synonyms and anonyms, and verbs and noun.

Use the mind-mapping to identify the area of interest for the Project Theme.

Use mood board to identify design opportunities/ design needs.

Use the guiding questions to analyse picture.

Perform picture analysis with the use of Analyse, Imagine and Opportunities technique to seek for design opportunities.

Teacher to:- Release the Design Project Theme

(Paper 2) to students. Brief the Coursework Instructions and

National coursework submission deadline. Recap the technique of understanding the

Project Theme by dictionary definition, synonyms and anonyms, and verbs and noun.

Recap mind mapping can be used to identify the area of interest on a given Project Theme.

Recap mood board can be used to identify design opportunities/ design needs.

Picture analysis and mood board can be used to identify design opportunities/ design needs.


Check student Picture Analysis work.

Textbooks Identify design opportunities (Page 31-33) Sample Journal Picture Analysis (Analyze, Imagine and Opportunities) Mind-mapping Mood board Design Project (Paper 2) Coursework Instructions

Student to work on:- -Picture analysis -Mind-mapping -Mood board


4


PRE READING


T1W4 28 Jan-1

Feb (D6 – D10)

Design Needs -Identify design opportunities on Design Theme -Draft Design Situation & Design Brief Research -Investigation on Design Situation & Design Brief

Students will be able to:- Use the guiding questions to

analyse picture. Perform picture analysis with

the use of Analyse, Imagine and Opportunities technique to seek for design opportunities.

Write design situation and design brief after identify the design opportunity.

Conduct investigations on the identify design situation and design brief and list the information.

Identify possible constraints and consideration of the selected design situation and design brief.

Teacher to recap:- Picture analysis and mood board can be

used to identify design opportunities/ design needs.


Drafting of design situation and design brief from picture analysis.

Investigation on the identify design situation and design brief.

Check student Picture Analysis work, Design Situation and Design Brief work.

Textbooks Identify design opportunities (Page 31-37) Sample Journal Picture Analysis (Analyze, Imagine and Opportunities) Design Situation Design Brief Investigation

Student to work on:- -Design Situation -Design Brief -Investigations

T1W5 4-8 Feb

(D1 – D5)

Research -Investigation on Design Situation & Design Brief

Students will be able to:- Conduct investigations on the

identify design situation and design brief and list the information.

Identify possible constraints and consideration of the selected design situation and design brief.

Teacher to recap:- Investigation on the identify design situation

and design brief.

Check student investigation work.

Textbooks Definitions of needs (Page 31-37) Sample Journal Design Situation Design Brief Investigation

Student to work on:- -Investigations

T1W6 11-15 Feb (D6 – D10)

Research -Product analysis & evaluation -Draft Design Specifications

Students will be able to:- Conduct product analysis to

determine the functions and features of the potential product to solve the identify design opportunity.

Evaluate the product with PMI and SWOT together with the aid of 5W1H.

Write the design specification from the product analysis.

Sketch the initial design idea (the functions and features of the product) from the product analysis to solve the identify design opportunity.

Teacher to recap:- Product analysis to determine the functions

and features of the potential product. Evaluation of the product analysis with the

use of PMI and SWOT together with the aid 5W1H.

Drafting of design specification to solve the identify design opportunity.

How to transfer the design specifications from the product analysis to sketching.

Check student investigation work.

Textbooks Product research (Page 31-46, 74-83) Sample Journal Product Analysis Design Specifications

Student to work on:- -Product Analysis


5


PRE READING


T1W7 18-22 Feb (D1 – D5)

Research - Product analysis & evaluation

- Draft Design Specifications

Design Needs -Finalize Design Situation, Design Brief & Design Specifications

Students will be able to:- Conduct product analysis to

determine the functions and features of the potential product to solve the identify design opportunity.

Evaluate the product with PMI and SWOT together with the aid of 5W1H.

Write the design specification from the product analysis.

Sketch the initial design idea (the functions and features of the product) from the product analysis to solve the identify design opportunity.

Review for improvement and finalize design situation, design brief and design specifications.

Teacher to recap:- Product analysis to determine the functions

and features of the potential product. Evaluation of the product analysis with the

use of PMI and SWOT together with the aid 5W1H.

Drafting of design specification to solve the identify design opportunity.

How to transfer the design specifications from the product analysis to sketching.

Conceptualize the design situation, design brief and design specifications.

Check student Product Analysis work.

Textbooks Product research (Page 31-46, 74-83) Sample Journal Product Analysis Design Specification Design Brief Design Specifications

CA1 Assessment Design/ Mechanisms/ Electronics

Student to work on:- -Finalize Design Situation, Design Brief and Design Specification

T1W8 25 Feb-1

Mar (D6 – D10)

Idea conceptualisation -Shape borrowing/ SCAMPER

Students will be able to:- Sketch using the shape

borrowing and SCAMPER techniques to explore design ideas.

Include the functions and features identify in product analysis through simple sketching.

Teacher to recap:- Idea generation for solving the identify

design opportunity using sketches. Two techniques for generating ideas are

shape borrowing and SCAMPER. Sketching to include simple ideas of

functions and features identify in product analysis.

Check student finalize Design Situation, Design Brief & Design Specifications work.

Textbooks Generating ideas (Page 47-61) Sample Journal Shape borrowing SCAMPER

Student to work on:- Ideation work

T1W9 4-8 Mar

(D1 – D5)

Idea conceptualisation -Shape borrowing/ SCAMPER

Students will be able to:- Sketch using the shape

borrowing and SCAMPER techniques to explore design ideas.

Include the functions and features identify in product analysis through simple sketching.

Teacher to recap:- Idea generation for solving the identify

design opportunity using sketches. Two techniques for generating ideas are

shape borrowing and SCAMPER. Sketching to include simple ideas of

functions and features identify in product analysis.

Check student ideation work.

Textbooks Generating ideas (Page 47-61) Sample Journal Shape borrowing SCAMPER

Student to work on:- Sketch at least 5 ideation work. .


6


PRE READING


T1W10 11-15 Mar (D6 – D10)

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)

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 (-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)

Check student modelling and development work.

Textbooks Design modelling (Page 84-86) Developing ideas (Page 62-64) Ergonomics & Anthropometry (Page 143-150) Sample Journal Design modelling Experimentation of modelling Detail Development Modelling material - Cardboard - Waste acrylic - Waste wood

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).


7


PRE READING


T2W2 1-5 Apr

(D6 – D10)

Realization -Working Drawing/ Material List

Students will be able to:- Draw the working drawing

and piece part drawing with details and dimensions taken from modelling.

Make decision in selecting the suitable materials for making the artefact.

Calculate and list the number of material required for artefact making.

Teacher to recap:- The transfer of the modelling to working

drawing and 3D drawing. The selection of suitable material type for

artefact making. The piece part drawing for each part of the

design before fabrication to actual artefact. List the materials use for each part.

Check student working drawing and material list work.

Textbooks Realization Plan (Page 65-72) Orthographic Projection (Page 124-132) Materials (Page 309-360)

Students to complete working drawing, piece part drawing and material list by T2W3 before start of fabrication.

T2W3 8-12 Apr (D1 – D5)

Realization -Working Drawing/ Material List

Students will be able to:- Draw the working drawing

and piece part drawing with details and dimensions taken from modelling.

Make decision in selecting the suitable materials for making the artefact.

Calculate and list the number of material required for artefact making.

Teacher to recap:- The transfer of the modelling to working

drawing and 3D drawing. The selection of suitable material type for

artefact making. The piece part drawing for each part of the

design before fabrication to actual artefact. List the materials use for each part.

Check student working drawing and material list work.


Students to complete production plan and production schedule by T2W3 before start of artefact fabrication.

T2W4 15-19 Apr (D6 – D10)

Realization -Production plan and production schedule

Students will be able to:- Plan the step-by-step

production task/ processes with flow chart/ planning sheet.

Plan the production schedule with Gantt chart that shows the stages of tasks and weeks.

Teacher to recap:- The use of flow chart/ planning sheet for

production plan to list out the step-by-step task/ processes.

The use of Gantt chart to plan the production schedule by showing the stages of tasks and weeks.

Check student production plan and production schedule.


Students to complete production plan and production schedule by T2W4 before start of artefact fabrication.

T2W5 22-26 Apr (D1 – D5)


Students will be able to:- Use the tools and equipment

confidently with the correct skills during artefact making.

Update the journal progressively with the problem, research and prototyping during fabrication.

Teacher to supervise students in artefact making and ensure they handle the tools and equipment with the correct skills and safety.

Check student artefact and provide feedback.

Textbooks Materials & Practical Processes (Page 309-449) A3/ A4 Material Acrylic, Wood, Metal

Update design journal from teacher’s feedback.


8


PRE READING


T2W6 29 Apr-3

May (D6 – D10)

Artefact fabrication Mid-Year Examination Revision




Prepare self-revision notes. Revise and complete the

practice of past year papers.

Teacher to:- Supervise students in artefact making and

ensure they handle the tools and equipment with the correct skills and safety.

Revise past year papers for the topic on Design, Mechanism and Electronics.

A3/ A4 Material Acrylic, Wood, Metal Textbooks Materials & Practical Processes (Page 309-449) Design/ Mechanisms/ Electronics Past year papers D&T notes

Complete past year papers.

T2W7 6-10 May (D1 – D5)

Mid-Year Examination

T2W8 13-17 May (D6 – D10)

Mid-Year Examination

T2W9 20-24 May (D1 – D5)








Update design journal from teacher’s feedback.

T2W10 27-31 May (D6 – D10)








Update design journal from teacher’s feedback. Complete artefact making by first week of June holiday.


9


PRE READING


T3W1 1-5 Jul

(D1 – D5)

Presentation Board 1 Design Situation, Design Brief, and Design Specifications

Students will be able to finalize and print out the design situation, design brief and design specification for Presentation Board 1

Teacher to facilitate student in finalizing the design situation, design brief and design specification for PB1.

Check student PB1 and provide feedback.

Presentation Board

Update design journal from teacher’s feedback. Complete submission of PB1 by T3W1

T3W2 8-12 Jul

(D6 – D10)

Presentation Board 2 Contextualization and Presentation drawings

Students will be able to:- Describe the use and functions

of the design product with contextual drawing.

Draw the isometric drawing (presentation drawing) for the design product.

Teacher to facilitate student in contextual drawing and isometric drawing (presentation drawing) for the design product.


Presentation Board Isometric paper Light tracing box Textbooks Isometric Drawing (Page 111-115)


T3W3 15-19 Jul (D1 – D5)

Presentation Board 3 Working Drawings -Orthographic Projection -Exploded view -Material list

Students will be able to:- Draw the orthographic

projection with details and dimensions.

Draw clearly the exploded view for each part of the design product.

List the quantity and the type of material use for each part of the design product for the exploded view.

Teacher to facilitate student in drawing the orthographic projection, exploded view and material list.


Presentation Board Isometric paper Square grid paper Light tracing box Textbooks Exploded view (Page 116) Orthographic Projection (Page 124-132)


T3W4 22-26 Jul

(D6 – D10)


Students will be able to:- Update the journal

progressively to teacher’s feedback.



Teacher to:- Check student’s journal and provide

feedback on areas for improvement. Revise past year papers for the topic on

Design, Mechanism and Electronics.

Check student design journal and provide feedback.

Past year papers D&T notes Textbooks Design/ Mechanisms/ Electronics

Update design journal from teacher’s feedback. Complete past year papers.

T3W5 29Jul – 2

Aug (D1 – D5)









Check student design journal and provide feedback.


Update design journal from teacher’s feedback. Complete past year papers.


10


PRE READING


T3W6 5-9 Aug

(D6 – D10)




Prepare self-revision notes Revise and complete the







T3W7 12- 16 Aug (D1 – D5)

Prelim Examination National coursework submission (Tentatively 12 Aug 2019) – TBC

T3W8

19 - 23 Aug (D6 – D10)

Prelim Examination

T3W9 26-30 Aug (D1 – D5)

Revision for GCE N Level Exams (Written Paper)

Students will be able to revise and complete past year papers.

Teacher to revise past year papers for the topic on Design, Mechanism and Electronics.

Past year papers Textbook Textbooks Design/ Mechanisms/ Electronics


T3W10 2 - 6 Sep

(D6 – D10)

Revision for GCE N Level Exams (Written Paper)





T4W1 16-20 Sep (D1 – D5)


T4W2 23-27 Sep (D6 – D10)


T4W3 30 Sep-4

Oct (D1 – D5)






T4W4 7 - 11 Oct (D6 – D10)


T4W5 14 – 18 Oct (D1 – D5)


2019DTSec4NASOW

1

Timeframe Topics

T1W1 7- 11Jan (D1 – D5)

Electronics

T1W2 14-18 Jan (D6 – D10)

Electronics

T1W3 21-25 Jan (D1 – D5)

GCE N Level Coursework Examination ( 6 periods) Project Management Plan Definition of the theme Exploration of Design

Situation in relation to the theme (at least 5 situations) supported by research and evaluation tools.

T1W4 28 Jan – 1 Feb (D6 – D10)

GCE N Level Coursework Examination ( 6 periods) Selected Design Situation Need Analysis on the selected

design situation Contextual Research User habits/mode of operation Existing Products Comparison Random Designs to solve the

critical problem.

T1W5 4-8 Feb (D1 – D5)

GCE N Level Coursework Examination

Contextual Research User habits/mode of operation Existing Products Comparison Random Designs to solve the critical problem.

Design Brief Design Consideration

T1W6 11-15 Feb (D6 – D10)

GCE N Level Coursework Examination In-depth Research leading

to Design Specifications Product Features

Research Environment Research User Preferences

Research Item Research

T1W7 18-22 Feb (D1 – D5)

Electronics (2 PERIODS) Electronics and Design

Test GCE N Level Coursework Examination Initial Design Specifications Critical Design

Specifications Technical Specifications

T1W8 25 Feb – 1 Mar (D6 – D10)

GCE N Level Coursework Examination Idea Conceptualisation

T1W9 4-8 Mar (D1 – D5)

GCE N Level Coursework Examination Idea Evaluation Research & Idea

Development Functions & Aesthetics

T1W10 11-15 Mar (D6 – D10)

GCE N Level Coursework Examination Research & Idea

Development Ergonomics &

Anthropometry Mock-up & testing

Timeframe Topic

T2W1 25-29 Mar (D1 – D5)


Development Materials Development Construction

Development

T2W2 1-5 Apr (D6 – D10)

GCE N Level Coursework Examination Realisation Working Drawing (Draft) Material List (Draft)

T2W3 8-12 Apr (D1 – D5)

GCE N Level Coursework Examination Realisation

T2W4 15-19 Apr (D6 – D10)


T2W5 22-26 Apr (D1 – D5)


T2W6 29 Apr – 3 May (D6 – D10)


T2W7 6 – 10 May (D1 – D5)


T2W8 13 - 17 May (D6 – D10)

Mid year exams

T2W9 20-24 May (D1 – D5)

Mid year exams

T2W10 27-31 May (D6 – D10)

GCE N Level Coursework Examination Presentation Boards PB 1:Need Definition PB2 : Presentation

Drawing PB3: Working Drawings

Time Topics

T3W1 1-5 Jul (D1 – D5)

Coursework Refinement

T3W2 8-12 Jul (D6 – D10)


T3W3 15-19 Jul (D1 – D5)


T3W4 22-26 Jul (D6 – D10)


T3W5 29 Jul-2 Aug (D1 – D5)


T3W6 5-9 Aug (D6 – D10)


T3W7 12-16 Aug (D1 – D5)

Coursework Submission

T3W8 19-23 Aug (D6 – D10)

Revision 2018 GCE N Level Paper

T3W9 26-30 Aug (D1 – D5)


T3W10 2-6 Sep (D6 – D10)


Time Topics

T4W1 16-20 Sep (D1 – D5)


T4W2 23-27Sep (D6 – D10)


T4W3 30 Sep-4 Oct (D1 – D5)

T4W4 (D6 – D10) 7 - 11 Oct

T4W5 14 - 18 Oct (D1 – D5)

T4W6 21 - 25 Oct (D6 – D10)

T4W7 28 Oct – 1 Nov (D1 – D5)


2019DTSec4NASOW

2

2019DTSec4NASOW

3


PRE READING

TEACHING STRATEGIES & LEARNING ACTIVITIES RESOURCES ASSESSMENT HOMEWORK

T1W1

Electronics

Conductors and insulators

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

DT textbook DT Mini resource book

D&T Textbook D&T Resource book PowerPoint slides: Bread board circuits: - Pulse

generator - Countdown to

switch on/off a device

N level electronics questions

2019DTSec4NASOW

4

T1W3

GCE N Level Coursework Examination ( 6 periods) Project Management

Plan Definition of the theme Exploration of Design

Situation in relation to the theme (at least 5 situations) supported by research and evaluation tools.

Student should be able to

Understand and explain the stages of a design process.

Plan their schedule Use internet and book

to research on the theme.

Ask people about the theme.

Document the reference.

Highlight the key words.

Brainstorm and mind map the problem related to the theme.

Do internet/ Onsite research to find/ take pictures to support the problem situation and do a short write-up on the problem situation.

Evaluate the problem situation by doing PIES approach.

Nil

Design Journal

Students are issued with question paper with a given theme.

Student to fill up project management plan.

Student to conduct research for the meaning of the theme, highlight relevant information and conclude on their understanding of theme

Student to do brainstorm and mind map of problem related to the theme

Students to select 5 problems to further research and conduct need analysis using 5W1H/ PIES approach.

Textbook A3 papers Internet Student Journal Samples Handout: How to survive in coursework Gantt Chart template

Nil

Design Journal: Project

Management Plan.

Definition of theme

Mind mapping Exploration of

Design Situation in relation to the theme (at least 5 situations) supported by research and evaluation tools.

T1W4

GCE N Level Coursework Examination ( 6 periods) Selected Design

Situation Need Analysis on the

selected design situation

Contextual Research User habits/mode of

operation Existing Products

Comparison Random Designs to

solve the critical problem.

Student should be able to Use Survey to evaluate

seriousness of problems among user.

Use PMI/SWOT to evaluate problem situation and existing products to identify design opportunities.

Use decision matrix to select an appropriate situation.

Nil

Design Journal Student to pick the most critical problem

situation from PIES using Decision Matrix. Student to carry out product analysis (Internet)

to check that the current product does not solve the problem situation using SWOT technique.

Textbook A3 papers Internet Student Journal Samples Handout: How to survive in coursework

Design Journal: Decision Matrix Design Situation Need analysis

T1W5

GCE N Level Coursework Examination

Contextual Research User habits/mode of

operation

Student should be able to Define a problem situation

with product, user, purpose and context.

Nil

Design Journal

Students to write down their design situation, and design brief clearing using the information gathered in need analysis.

Textbook A3 papers Internet Student Journal Samples

Design Journal: Design situation Design brief Design

consideration

2019DTSec4NASOW

5

Existing Products Comparison

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.


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.


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


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


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


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

Workshop machines/tools Materials Design Journal

Design Journal: Update on

realization process and progress T2W4

T2W5

T2W6

T2W7

T2W8 Mid-Year Examination T2W9 Mid-Year Examination

2019DTSec4NASOW

8

T2W10

GCE N Level Coursework Examination Presentation Boards PB 1:Need

Definition PB2 : Presentation

Drawing PB3: Working

Drawings

Student should be able to Write down the design

situation, design brief and design specifications.

Draw isometric drawing, product usage and contextual drawing for their product.

Draw 1st angle orthographic projection drawing, part drawings, and exploded view and write down the material list of their product.

Nil

Presentation Boards Pupils will be given 3 boards to do their

presentations drawings of their product.

Design journal Artifact Presentation boards Colouring materials Drawing tools

Presentation Boards

Camp Victory Week 1

GCE N Level Coursework Examination Refinement to Design

Journal Evaluation of

Design Solution Area for

Improvement

Student should be able to Conduct testing and

evaluation of their design solution using their artifact.

Suggest improvement after testing and evaluation.

Nil

Design Journal Pupils are to conduct testing or interviews to

evaluate their design solution. They are to evaluate against the design

specifications. They will sketch out problems and suggestions

further improvements.

Design journal Artifact

June Holidays

T3W1 N Level Prelim Examination

T3W2 N Level Prelim Examination

T3W3

Prelim Paper Script Checking

Revision Mechanisms

T3W4

Coursework Refinement Revision Mechanisms

T3W5

Coursework Refinement Revision Electronics

T3W6

Coursework Refinement Revision Structures

T3W7

GCE N Level Coursework Submission ( National)

Revision Design

2019DTSec4NASOW

9

T3W8


T3W9


T3W10


September Holidays T4W1

GCE N Level Written Examination

T4W2


T4W3


T4W4 GCE N Level Written Examination

T4W5 GCE N Level Written Examination

2019DTSec4NASOW

10

YUHUA SECONDARY SCHOOL ACADEMIC COMMITTEE 2019

Subject‐specific Assessment Plans

Department:

Craft and Tech

Subject:

Design & Technology

Level/Stream:

4NA

Term 1 Term 2 Term 3 Term 4

Topics Electronics and Design

Test Mid year Examinations Preliminary Examinations

Weighted Assessment 40m = 15% Full paper 70m = 35% Full paper 70m = 55%

Formative Assessment (no weightage)

2019 Secondary 4/5 Design & Technology Scheme – of - Work (EXP/NA)

1


Course work introduction, rules and expectation

T1W2 14-18 Jan (D6 – D10)

Technique to understand theme, research routines, product research, problem situation

T1W3 21-25 Jan (D1 – D5)

Product research, problem situation, issue of examination theme

T1W4 28 Jan – 1 Feb (D6 – D10)

Course work facilitation – Research on theme to find design situation

T1W5 4-8 Feb (D1 – D5)

Course work facilitation – Crafting of design situation and design brief

T1W6 11-15 Feb (D6 – D10)

Course work facilitation – Product analysis, initial idea conceptualisation, 1st draft of design specification Revision of technology topic

T1W7 18-22 Feb (D1 – D5)

Wa Coursework facilitation – product analysis, data collection, decision making, 2nd draft design specification

T1W8 25 Feb – 1 Mar (D6 – D10)

Course work facilitation – Idea conceptualisation, detail development of design

T1W9 4-8 Mar (D1 – D5)

Course work facilitation – Idea conceptualisation Development

T1W10 11-15 Mar (D6 – D10)




T2W2 1-5 Apr (D6 – D10)


T2W3 8-12 Apr (D1 – D5)

Course work facilitation – Idea conceptualisation Development Working drawing and 3D drawing Material consideration, Product plan and flow.

T2W4 15-19 Apr (D6 – D10)

Course work facilitation – Idea conceptualisation Development Working drawing and 3D drawing Material consideration, Product plan and flow.

T2W5 22-26 Apr (D1 – D5)

Working drawing and 3D drawing Material consideration, Product plan and flow. Presentation Board 1

T2W6 29 Apr – 3 May (D6 – D10)

Mid Year Examination revision

T2W7 6 – 10 May (D1 – D5)

Mid Year Examination

T2W8 13 - 17 May (D6 – D10)

Mid Year Examination

T2W9 20-24 May (D1 – D5)

Artifact farication

T2W10 27-31 May (D6 – D10)

Artifact farication

Time Topics

T3W1 1-5 Jul (D1 – D5)

Artifact farication

T3W2 8-12 Jul (D6 – D10)

Artifact farication

T3W3 15-19 Jul (D1 – D5)

Artifact farication

T3W4 22-26 Jul (D6 – D10)

Artifact farication Presentation board 2 & 3

T3W5 29 Jul-2 Aug (D1 – D5)

Presentation board 2 & 3

T3W6 5-9 Aug (D6 – D10)

Presentation board 2 & 3

T3W7 12-16 Aug (D1 – D5)

Prelim Examination Revision

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

Time Topics

T4W1 16-20 Sep (D1 – D5)

Revision for GCE O LVL

T4W2 23-27Sep (D6 – D10)


T4W3 30 Sep-4 Oct (D1 – D5)


T4W4 (D6 – D10) 7 - 11 Oct

END OF YEAR EXAMINATION Revision for GCE O LVL

T4W5 14 - 18 Oct (D1 – D5)


Revision for GCE O LVL T4W6 21 - 25 Oct (D6 – D10)


T4W7 28 Oct – 1 Nov (D1 – D5)



2

Sec 4 E / 5 NA

CA 1 ( %) SA 1 ( %) CA 2 ( %) SA 2 ( %)



mark Weightage


3


PRE READING


T1W1 7-11 Jan

(D1 – D5)

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


4


PRE READING


T1W3 21-25Jan (D1 – D5)

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,

Textbook Pg 40, Pg82,83 Design situation guiding questions

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


5


PRE READING


T1W5 4-8 Feb

(D1 – D5)

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


6


PRE READING


T1W7 18-22 Feb (D1 – D5)

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


7


PRE READING


T1W9 4-8 Mar

(D1 – D5)

Do it now theory practice Idea Conceptualisation Development


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 .


8


PRE READING


T1W10 11-15 Mar (D6 – D10)

Do it now theory practice Idea Conceptualisation Development


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


9


PRE READING


T2W1 25-29 Mar (D1 – D5)

Do it now theory practice

Idea Conceptualisation Development


now worksheet in class

Able to complete a real size mock-up of developed idea with relevant mock-up material



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


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


now worksheet in class

Able to complete a real size mock-up of developed idea with relevant mock-up material





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).


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.



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


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


11


PRE READING


T2W5 22-26 Apr (D1 – D5)

Do it now theory practice Continue with Working drawing and 3D drawing Presentation Board 1


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


T2W7 6-10 May (D1 – D5)

MID YEAR EXAMINATION

T2W8 13-17 May (D6 – D10)

MID YEAR EXAMINATION


12


PRE READING


T2W9 20-24 May (D1 – D5)

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


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


13


PRE READING


T3W1 1-5 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 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)






Complete artifact fabrication by T3W4 end




T3W3 15-19 Jul (D1 – D5)






Complete artefact fabrication by T3W4 end





14


PRE READING


T3W4 22-26 Jul

(D6 – D10)

Do it now theory practice Artifact Presentation board 2 & 3 creation





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



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



15


PRE READING


T3W6 5-9 Aug

(D6 – D10)

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


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


16


PRE READING


T4W1 16-20 Sep (D1 – D5)

Revision Students to revise and complete past year papers

Revision - Design, Structures, Mechanism, Electronics - Past Year Papers

Past year papers Textbook

Complete assigned past year papers Revise topic

T4W2 23-27 Sep (D6 – D10)





T4W3 30 Sep-4

Oct (D1 – D5)





T4W4 7 - 11 Oct (D6 – D10)





T4W5 14 – 18 Oct (D1 – D5)





T4W6 21 - 25 Oct (D6 – D10)

GCE O Level Exam

T4W7 28 Oct – 1

Nov (D1 – D5)

GCE O Level Exam

2019 D&T Sec 1 Exp/ NA/ NT SOW and Assessment Plan

Documents

Transcript of 2019 D&T Sec 1 Exp/ NA/ NT SOW and Assessment Plan