Year 9

Designing and Making a Battery Operated Nightlight

Overview :

This module Is based on one of the optional tests and tasks produced by SCAA in 1996. It is designed to support an End of Key stage assessment and promote consistency in our teacher assessments. The module requires students to carry out a designing and making task and then to answer test questions related to the work they have done. The test is designed to coincide with the Year nine exams which occur in early May. In this module students design and make a battery powered 'night light'. Three versions of the task are presented. In the basic level task students are asked to include just two design requirements. In the intermediate and higher level tasks student's have to include additional requirements as outlined in the design brief's. Three versions of the test are provided, to match the three levels of task.

After completing this unit of work students should understand some or all of the following:

	That a circuit must form a continuous loop in order to work.
	That there is a relationship between current, voltage and resistance.
	Some components are polarized and can only be connected one way if they are to work
	How voltage can be controlled in order to alter the working characteristics of a circuit
	How switches can be used to isolate one part of a circuit from another.
	How to use an LDR in a potential divider to control a semiconductor such as a transistor
	How to make the circuit more sensitive using a Darlington Pair
	That some resistant materials can be shaped to provide compressive forces to hold components such as a battery in place

After completing this unit of work students should be able to do some or all of the following:

Draw a block diagram of a system;

Identify possible input, process and output components which could be used in their systems;

Make choices between these electrical components and explain why they were chosen;

Explain how each component works;

Model their ideas using IT, real components and use annotated sketches to record details;

Generate a range of ideas from which to select;

Develop their final solution using a variety of media to communicate their ideas;

Produce a detailed plan for their final idea which takes account of timescales;

Select and identify suitable tools, equipment and materials to enable them to produce their light;

Modify their plan if things go wrong and record their explanation of why it was necessary to make changes;

Evaluate and test their light objectively.

FOOD

Overview : This module will allow students to develop their skills and confidence when handling food, food products and related equipment. Students will be asked to use their imagination and creativity when working through a variety of tasks.

Students will be expected to work individually and in groups. They will study food as a material, in particular the roles played by flour, fat, sugar and egg in products. They will carry out simple experimental work and consider both domestic and commercial methods of processing foods. Students will consider food products and applications, examining stages in product development from initial concept to full scale production and marketing.

Students will be asked to work in small groups on a "mini-enterprise" task involving the design and manufacture of a new food product for the teenage market. All profits are directed towards the current school charity.

After completing this unit of work students should understand that:

There is a continued need for safety in all aspects of D&T work.

	Accuracy and care is essential when measuring and using resources in order to ensure quality.
	Hygiene is of paramount importance when handling food.
	Processing techniques affect the properties of food and influence the final outcome
	There are a wide variety of raw materials available and care must be taken when selecting and handling the final choice. (it must be fit for for the purpose)
	Food can be manipulated, finished and marketed in many ways allowing for personal preference.
	Consumer research is vital for the successful development of new food products.
	The law places strict requirements on food handlers and manufacturers which must be observed.

After completing this unit of work students should be able to:

	Work with skill and confidence in a variety of situations to produce attractive and edible food products.
	Select and use a variety of food preparation equipment correctly.
	Carry out a range of simple experiments to examine the properties and uses of specific food commodities.
	Describe the functions of basic food commodities.
	Name The major domestic and commercial methods of food processing.
	State with examples, what is meant by H.A.C.C.P.
	Define and describe what is meant by disassembly.
	Disassemble a food product to identify and examine its component parts.
	Describe how to set up a test kitchen and a tasting panel.
	Draw up a specification for a new food product.
	State the meaning of a. attribute analysis, b. scaling up, c. mass production, d. batch production and give examples to illustrate.
	Work in a small group on a "mini enterprise" task to develop and market a new food product for teenagers.
	Formulate an appropriate production schedule indicating the preparation, production, and testing procedures necessary for the production of a quality outcome.
	Describe how their food product has been scaled up for consumer demand.
	Describe the nutritional value of their product and how it might be incorporated into teenage eating patterns
	State why some food products might need a wrapper.
	List the information legally required on food wrappers.

TEXTILES

Overview : This module will allow students to develop a wider understanding and appreciation of textiles both from a practical and theoretical viewpoint. Students will be encouraged to use their imagination, creativity and practical expertise when working through both focused tasks and design and make tasks.

Students will be expected to disassemble an item in order to identify its component parts. They will produce samples of French and Over locked seams and will examine a variety of methods of enhancing and embellishing fabrics.

Students will be asked to work on an individual design and make task involving the research, development, production and evaluation of a textile item with commercial application. This task is designed to cover the whole spectrum of design and make activities and will provide students with an insight into a variety of material processing techniques as well as aspects of the products and applications PoS. They will design and make a bag for the teenage market.

This design and make task will be used as an end of key stage assessment for students. Each student receiving an appropriate NC Level which reflects their attainment.

After completing this unit of work students should understand that:

	There is a continued need for safety in all aspects of D&T work.
	Accuracy is essential when measuring and using resources. Wastage is to be avoided.
	Consumer research is essential for the successful development of new products.
	There are a wide variety of textiles available and care must be taken when selecting and handling the final choice. (it must be fit for for the purpose)
	Accuracy and care are essential in the production of a quality outcome.
	Textiles can be manipulated and finished in in many ways allowing for personal preference.
	Processing techniques affect the properties and influence the final outcomes of products.

After completing this unit of work students should be able to:

	Thread sewing machines with confidence
	Select and use a variety of textile equipment correctly.
	Produce samples of French and over locked seams
	Name a variety of decorative finishes and produce three different samples.
	Define and describe what is meant by disassembly.
	Construct and carry out appropriate market research, and use the results to aid product development.
	Make and use a paper pattern for a textile bag.
	Formulate an appropriate production schedule indicating the preparation, production, and testing procedures necessary for the production of a quality outcome.
	Design and Make a bag for the teenage market.
	Prepare a care label for the finished product.
	Suggest how their design might be produced in large numbers. Indicate any changes that this might entail and how quality control would be used to maintain standards.