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Nuffield Design & Technologyworking in the curriculum
What sort oflight will workfor you?seven and a quarterhours work
SECTION ONE
learning context
SECTION TWO
tasks for learning
SECTION THREE
children’s decisions
SECTION FOUR
teaching the unit
SECTION FIVE
resources and links
1
2
3
5
19
primarysolutions
in design & technology
year
6
© The Nuffield Foudation, 2001
SECTION 1
learning context
1
design context
learning purposes
Children like using torches to see in thedark – under the bed covers, when thereis a power failure, into the fireworks’ boxon bonfire night, during a night time widegame at the school camp. They alsoenjoy being in control of the lighting fortheir own space – a desk lamp to dohomework by, a bedside lamp forreading, a decorative light to make theirroom look attractive. So the prospect ofdesigning a light to be used by someonefor a particular purpose in a particularplace is one that is likely to appeal to thechildren in your class. At the end of thetask the children will have each produceda working light that meets the needs of aperson of their choice (who may bethemselves).
In this unit children will learn:
t to think about the requirements of a lightfor a particular purpose in terms of:
– what it should look like and– how it might work;
(Sessions 1, 5 and 6)
t to investigate the performance andworking of existing torches;
(Session 2)
t some techniques for constructingsimple circuits; (Session 3)
t about switches, batteries and lightbulbs and how these can be arrangedto provide lighting.
(Session 4)
SECTION 2
tasks for learning
the small tasksthe focused practical tasks
the big taskthe design and make task
2
1 Looking at lights45 minutes
2 Investigating torches30 minutes
3 Making simple circuits60 minutes
4 Investigating switches60 minutes
5 Writing a specification30 minutes
The big task is to design and make a lightthat is suitable for use in a particularsituation. The device will be constructedfrom card, found materials and technicalcomponents. It will be powered by abattery and controlled by switches.
2 hours in 30-minute or60-minute lessons
The evaluation 60 minutes
Unit review 30 minutes
the dragon head adds considerable impact to anotherwise simple cylindrical torch. It is made from asingle piece of corrugated cut out carefully to emphasisethe fierce eyes and sharp teeth. The use of a small bulbholder helps considerably with the construction of theelectrical circuitry as the bulb can be screwed in andconnecting wires held tight by terminal screws
SECTION 3
children’s decisions
design decisions
3
The children can decide on the following:
t what the light is for
required learning in Sessions 1 and 5,design decision made in Session 5;
t where the light will be used
required learning in Sessions 1 and 5,design decision made in Session 5;
t who will use the light
required learning in Sessions 1 and 5,design decision made in Session 5;
SECTION 3
children’s decisions
design decisions
4
t how the light will work
required learning in Sessions 2, 3 and 4,design decision made in Session 6;
t how the light will be constructed
required learning in Session 6,
decision made in Session 6;
t what the light will look like
required learning in Sessions 1 and 5,
design decision made in Session 6.
5
SECTION 4
teaching the unit
suggested timing45 mins
sessionone
looking at lightsTeacher input
Tell the class that they will be designingand making a light to be used bysomeone for a particular purpose andthat to begin with they will look atdifferent lights to see how they work andfor what they are used. Show the class aselection of lights. These should include aslim pocket torch, a heavy-duty flashlight,a camping lantern, a table lamp, areading light. Use the following questionsas means to discuss lights with the class.
t What do all these objects have incommon?
(They all provide light. They all work byswitches.)
t Which ones use mains electricity towork?
(The table lamp and the reading lamp.)
t How could you tell?
(They both have a flex and plug so that theycan be connected to the mains supply.)
t How do the others work?
(They use batteries.)
t What is an advantage of using mainselectricity?
(Usually it doesn’t wear out like batterypower.)
t What is a disadvantage of usingmains electricity?
(It’s not available everywhere. Also it isvery powerful and can be dangerous.)
t What is an advantage of using abattery?
(It provides electricity wherever you are; itdoesn’t have to be plugged in. Batteriesaren’t so powerful and therefore areusually less dangerous.)
6
SECTION 4
teaching the unit
sessionone
looking at lights (continued)
t What is a disadvantage of usingbatteries?
(They wear out. They can be very heavy.)
t Are there any clues as to what theobjects will be used for?
(The heavy-duty flashlight is robust andtough-looking so would be used indifficult, emergency situations; the slimpocket torch looks more fragile indicatinguse for minor emergencies; the campinglantern will be stable for standing on aflat surface and provide all-round lighting;the table lamp will provide generallighting but for decorative effect ratherthan for a particular task; the readinglamp will provide lighting for a taskrequiring attention to detail – reading ormaking something.)
Pupil activity
Tell the class that each child shouldchoose the light they find most interestingand make an annotated drawing todescribe what it looks like and what it isused for.
Resources
Stimulus: collection of working lights – a slim pocket torch, a heavy-duty flashlight, acamping lantern, a table lamp, a reading light;
Consumables: paper;
Tools: pencils.
Health and safety check
Discuss the hazards and risks involved in using devices that require mains electricity and how the riskscan be controlled by using the correct procedures.
7
investigating torches
suggested timing30 mins
sessiontwo
SECTION 4
teaching the unit
Teacher input
Tell the class that they can learn a lotabout lights by taking a close look attorches. Explain that there are lots ofdifferent torches for them to investigate.Tell the class that they should examinethe torches carefully and that they shouldtake them to pieces to find out how theywork and how to change the bulbs andbatteries. Tell the class that they must putthe torches back together again whenthey have finished their investigation,ready for the next class to use.
Pupil activity
Tell the class that they should work inpairs and try to answer the followingquestions about a torch they areexamining.
t How do we turn it on and off?
t How can we take it to pieces?
t What are the different parts for?
t What material is each part made from?
t How many batteries does the torch need?
Explain that to answer these questionsthey should use labelled drawings of boththe outside and inside of the torch. Theyshould show the pathway of the electricity(the circuit) in the torch.
Resources
Stimulus: a collection of different types of torches with working batteries, e.g. heavy-dutyflashlight, pocket “penlight” torches, novelty children’s torches, transparent torch(available from Technology Teaching Systems), “snakelight” free-standing torch,flashing lantern, or camping light, catalogues showing a range of designs oftorches (e.g. Argos);
Consumables: paper;
Tools: pencil.
Health and safety check
Discuss the hazards and risks involved in working as a group and how the risks can be controlled bythe way the children behave and treat one another.
8
making simple circuits
sessionthree
SECTION 4
teaching the unit
suggested timing60 mins
Teacher input
Explain to the class that they are going to make simple circuits like those that are in atorch. Tell the class that they will be working in pairs and that their first task will be to takea torch apart and see if they can make the bulb light up without using the torch casing.Show the class how to use a bulb holder to hold a bulb and wire strippers to strip wire sothat the wire can be attached to the holder using a screwdriver. Show them how to use awire with crocodile clips at each end as a quicker way of attaching wire to the bulbholder. Tell the class that they should also try to get a bulb to light without using a holder.
screwing bulb into bulb holder attaching wire “hook” to screw
tightening the screw with a screwdriver
stripping insulation withsimple wire strippers
clipping a crocodile lead to abulb holder
9
making simple circuits (continued)
session three
SECTION 4
teaching the unit
Resources
Stimulus: a collection of different types of torches with working batteries, e.g. heavy-dutyflashlight, pocket “penlight” torches, novelty children’s torches, transparent torch(available from Technology Teaching Systems), “snakelight” free-standing torch,flashing lantern, or camping light;
Consumables: bulbs and bulb holders, thin insulated wire, thin, insulated wire with crocodileclips at either end, paper, batteries from the torch;
Tools: pliers and/or wire cutters/strippers, small screwdrivers, pencils.
Health and safety check
Discuss the hazards and risks involved in working with technical components and how the risks can becontrolled by taking care, being patients and using the correct procedures. Revisit the discussion aboutcontrolling risks when working in groups.
Pupil activity
Working in pairs the pupils should drawthe resulting circuit without using symbols.They should also try to light more thanone bulb and draw circuits that achievethis. In this way they may be prompted toproduce both series and parallel circuits.
suggested timing60 mins
investigating switches
10
sessionsessionfour
SECTION 4
teaching the unit
Teacher input
The torches the children have been investigating are likely to have a variety of switches.For example:
some torches have a signalling switch that onlymakes contact when pressed
many torches have a push button switch thatstays on when pressed
some torches switch on and off by rotating theend
some torches switch on by sliding a cover awayfrom the bulb
investigating switches (continued)
11
session
SECTION 4
teaching the unit
Explain to the class that they have three tasks:
t to see how many different kinds of switch they can find in the torches they have investigated;
Resources
Stimulus: a collection of different types of torches with working batteries, e.g. heavy-dutyflashlight, pocket “penlight” torches, novelty children’s torches, transparent torch(available from Technology Teaching Systems), “snakelight” free-standing torch,flashing lantern, or camping light;
Consumables: bulbs and bulb holders, thin insulated wire, thin, insulated wire with crocodile clipsat either end, paperclips and paper fasteners (split pins) for making switches, arange of ready-made switches, a range of shapes and sizes of battery (cell), paper;
Tools: pliers and/or wire cutters/strippers, small screwdrivers, pencils.
Health and safety check
Revisit the discussion about controlling risks when working with technical components.
t to make their own switch using card,paper fasteners and paperclips and touse this in a circuit to control a bulb;
t to put a ready-made (commercial)switch in a circuit to control a bulb.
Pupil activity
Working in pairs the children should explore the torches and make a list of the different typesof switch they discover. They should draw the circuit they make and write notes to explainhow their “home made” switch controls the flow of electricity. They should also try to explainhow the commercial switch works by trying to draw what they think is inside the switch.
sessionfour
suggested timing30 minswriting a specification
12
sessionsessionfive
SECTION 4
teaching the unit
Teacher input
Explain to the class that now is the time forthem to decide what the lights that they aregoing to design and make will be like.Remind them that although they have donea lot of work with torches they are not limitedto designing a torch. They should realisethat lights can be designed in different waysdepending on what they are for, who willuse them and where they will be used. Askthe class to fill in the blanks in thesesentences about the lights that they aregoing to design and make. It is importantthat each child writes down the sentencesas they will inform the designing and making.You could write starter sentences on the board.
“My light is for …
It will be used by …
It will be used at … “
or: “It will be used in …”
It may help to give an example such as:
“My light is for decoration.
It will be used by me.
It will be used in my bedroom.”
Pupil activity
Each child should write the specificationfor the light they will design and make.Explain to the class that they can eachuse this to make sure that the designdecisions they make are sensible. There isa ready-to-copy sheet ‘My lightspecification’ that you may wish to usewith some children.
Resources
Consumables: ‘My light specification’ sheet, paper;
Tools: pencils.
Health and safety check
Tell the class to remind themselves about controlling risks when working with technical components,particularly the need to be patient, as this will be good preparation for the time when they make theirown lighting device.
13
sessionsix
SECTION 4
teaching the unit
the big task: designing and making the lightsuggested timing2 hours in30- or 60-min lessonsTeacher input
Tell the class that to design and maketheir lights they will need to think abouteach of the following:
t choosing suitable materials;
t choosing and holding the battery;
t choosing the switch;
t wiring up the circuit;
t making the light work well;
t making the light look right.
Explain that you will discuss the first itemon the list with the whole class and thengive advice on an individual basis.
Ask the class to close their eyes andimagine what their lights will be like. Getthem to try to picture it in their minds.Then ask these questions.
t Is the picture in your head mainly atube?
t Is the picture in your headmainly a box?
t Or is it a frame?
t Is it likesomething living– a flower or aninsect perhaps?
Ask for a show of hands for each option.Then suggest the following.
t If your idea is mainly a tube thenperhaps you should start with a plasticbottle or a card tube.
t If your idea is mainly a box thenperhaps you should start with a box ora net that forms a box.
t If your idea is a frame then perhapsyou should think how the fame couldbe made from thin strips of wood.
t If your idea is a flower then perhapsyou should think about a thin stick forthe stem and coloured card for thepetals.
t If your idea is an insect then perhapsyou should think about using a tube forthe body and coloured card for thewings.
Explain that the key idea is to usematerials that are already similar to theeffect you want to achieve.
14
sessionsix
SECTION 4
teaching the unit
the big task (continued)
Pupil activity
Each child should choose their starting materials and record the decision by writing asentence that begins like this. My light is like a ……………………… .......................
so I will use these materials ……………...................................................................
They can add this to the ‘My light specification’ sheet they completed in the last session.As the children begin to develop the structure of their lights you will be able to offer adviceon each of the following.
Choosing and holding the battery
Have a range of shapes and sizes of batteries and batteryholders available and ask the children to decide the typethey will use. AA size batteries make for a compacttorch but will tend to run out more quicklythan larger examples. The slim, rectangularbatteries often used in bicycle lamps areeasier to join wires to than other types.
Once the battery has been selected, children canlook for a box that will fit it. Empty film canisters areuseful for C sized batteries, and Smartie tubes will fit twoAA sized batteries. Children may need to make their owncylinders or boxes out of card or corrugated plastic, to provide a tight fit – the batteriesmustn’t rattle around, so foam or bubble-wrap can be used as padding.
Choosing the switch
Drawing on the learning from Session 2‘Investigating switches’, children should be ableto choose either one of the switches they havemade or a commercial switch or decide that theyneed to design and make a new kind of switchfor the light.
Wiring up the circuit
Wiring up the circuit is probably the part where children need most help. Making fail-safeconnections is very difficult – most torches have a spring inside to force the batteries intocontact with each other and one terminal of the bulb. The spring also acts as aconnection with the negative end of the battery. Children can use a small spring, or maketheir own from some stiff wire wrapped around a pencil. Then they can join wires to the
spring and the switch, by baring 2 cm of the insulatedwire and twisting the end around the contacts.Using a bulb holder makes joining to the bulbeasier. You may wish to arrange for somechildren to receive individual help with solderingbut this should be done only under adult supervision.
When all of the parts of the torch are assembled it maynot work the first time. Children will need to diagnosewhere the loose connections might be, and find ways tomake them more reliable.
Making the light work well
15
SECTION 4
teaching the unit
the big task (continued)
Depending on the purpose of the light,children will need to decide whether thelight from the bulb needs to be focusedinto a beam. They can test different kindsof shiny materials (foil, glossy paper, etc.)to decide which will reflect the light in themost efficient and even way.
Next they need to decide upon a shape for the reflector (a cone? a disc?) and cut it to fitaround and behind the bulb. A piece of overhead projector film (or coloured cellophane ifthe light is to be a particular colour) stuck over the front of the reflector will help to protectthe bulb.
They may find that the light needs to be shaded in same way, in which case they mayneed access to paper that is translucent, such as tracing paper.
Making the light look right
The overall appearance of the light will depend on the way it is decorated. Children canadd decoration in a variety of ways:
t creating patterns or images by adding stickers of various colours and shapes;
t creating texture by sticking on different materials;
t adding functional decoration such as wrapping with string to improve grip.
plastic containerbulb D-size battery
spring tohold battery
paper paperacetate foil fastener clip
covered card
sessionsix
SECTION 4
teaching the unit
the big task (continued)
To ensure that the children are thinkingabout the design decisions that they needto make, ask them to tell you (or apartner) the answers to these questions.
t What type of switch will you use? Why?
t How will your switch work?
t Where will you put the switch?
t How will you keep the battery joinedto the wire?
t How will you keep the bulb joined tothe wire?
t How will you keep the switch joined tothe wire?
t How will you get the light to go whereyou want it?
t How will you protect the light bulb?
Extension work
Children who finish early or who requirean extra challenge might be asked to dothe following:
t develop a set of instructions explaininghow to use the light;
t investigate how long the battery lasts;
t investigate the cost of the materials andcomponents that make up the light;
t investigate how to get two levels ofbrightness by using two bulbs andchangeover switches.
Resources
Consumables: bulbs and bulb holders, a range of shapes and sizes of batteries, a range of batteryholders, thin insulated wire, thin insulated wire with crocodile clips at either end,paperclips and paper fasteners (split pins) for making switches, a range of ready-made switches, short springs or stiff bare wire for making springs, a range ofcardboard cylinders (e.g. kitchen rolls, Smartie tubes), a range of other smallcardboard boxes, a range of small plastic bottles, stiff card and/or corrugated plastic,a range of ready-made switches, aluminium cooking foil for conductors and reflectors,overhead projector film for lenses, tracing paper for light shades, sticky tape, PVAglue, thin wooden strip for frames, coloured paper and coloured stickers fordecorations, string to improve grip, straws and small buttons to create texture;
Tools: pliers and/or wire cutters/strippers, small screwdrivers, scissors and/or snips forcutting paper, card or plastic, rulers, junior hacksaw and sawing board for cuttingwooden strip, pencils.
Health and safety check
Revisit the discussion about controlling risks when working with the tools, materials and componentsavailable for making the lighting devices. 16
sessionsix
17
suggested timing60 mins
sessionseven
evaluating the final product
SECTION 4
teaching the unit
Teacher input
The children will be evaluating the half-finished product and the way it is beingmade as they proceed. When the light isfinished it is important they make a moreformal evaluation by referring back to thespecification they set out at the beginning.
Ask the class how they can find outwhether the torches do what they weredesigned to do. If necessary, suggestsimple tests. Here are some examples.
t If it is a torch for signalling, can yousend messages with it?
Try turning it on and off quickly, lots oftime – a switch that sticks or breakseasily would soon be revealed.
t If it is a reading light, does it giveenough light to read by?
Just try it out and see. Should more thanone person try this out?
t If it is a light for an elderly personwho may have difficulty in using theirhands, is it easy to switch on and off?
Ask the chldren to try it and see.
t Does it look right?
Just ask users whether they like it.
This evaluation may lead to suggestedimprovements to the light and you may wantto allow time for these to be carried out.
Pupil activity
The children should each decide onwhich questions to use to evaluate theirlights and carry out the evaluation. Theyshould each produce a large drawing ofthe torch, label it to show how it works,with notes describing what it is for, whowill use and where it will be used and anexplanation of how well it meets thesecriteria. There is a ready-to-copy sheet‘My light evaluation’ that you may wishto use with some children.
Resources
Stimulus: the lights they have designed and made;
Consumables: ‘My light evaluation’ sheets, paper;
Tools: pencils.
Health and safety check
Discuss the hazards and risks involved in using the lighting devices and how the risks can be controlled.
18
suggested timing30 mins
sessioneight
unit review
SECTION 4
teaching the unit
Teacher input
Explain to the class that it is important tothink about how to get better at design &technology and that they can do this bydiscussing the following questions.
t What did you enjoy most?
t What did you find easy?
t What did you find difficult?
t What did you get better at?
t Did you help each other?
t What could have been done better?
t How could these be done better?
Pupil activity
The children should discuss the questionsin groups and when they have finishedyou should ask each group to make ashort report to the class. The class shouldagree a statement of improvement basedon these reports for their next design &technology unit.
Resources
None required.
Health and safety check
Discuss whether the class used hazard recognition, risk identification and risk control to design andmake safely.
19
resources summary
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Session 7
collection of working lights – a slimpocket torch, a heavy-duty flashlight,a camping lantern, a table lamp, areading light
a collection of different types oftorches with working batteries, e.g.heavy-duty flashlight, pocket“penlight” torches, novelty children’storches, transparent torch (availablefrom Technology Teaching Systems),“snakelight” free-standing torch,flashing lantern, or camping light,catalogues showing a range ofdesigns of torches (e.g. Argos)
a collection of different types oftorches with working batteries, e.g.heavy-duty flashlight, pocket“penlight” torches, novelty children’storches, transparent torch (availablefrom Technology Teaching Systems),“snakelight” free-standing torch,flashing lantern, or camping light
as for Session 3
the lights they have designed andmade
paper
paper
bulbs and bulb holders, thin insulatedwire, thin, insulated wire with crocodileclips at either end, paper, batteriesfrom the torch
as for Session 3 plus paperclips andpaper fasteners (split pins) for makingswitches, a range of ready madeswitches, a range of shapes and sizesof battery (cell)
‘My light specification’ sheet, paper
as for Session 4 plus a range of batteryholders, short springs or stiff, bare wire formaking springs, a range of cardboardcylinders (e.g. kitchen rolls, Smartie tubes), arange of other small cardboard boxes, a rangeof small plastic bottles, stiff card and/orcorrugated plastic, a range of ready madeswitches, aluminium cooking foil for conductorsand reflectors, overhead projector film forlenses, tracing paper for light shades, stickytape, PVA glue, thin wooden strip for frames,coloured paper and coloured stickers fordecorations, string to improve grip, straws andsmall buttons to create texture
‘My light evaluation’ sheets, paper
pencils
pencils
pliers and/or wirecutters/strippers,smallscrewdrivers,pencils
as for Session 3
pencils
as for Session 3,plus scissors and/or snips for cuttingpaper, card orplastic, rulers,junior hacksawand sawing boardfor cutting woodenstrip
pencils
Stimulus materials Consumable materials Tools
SECTION 5
resources and links
20
SECTION 5
resources and links
vocabulary
links to other subjects
Session 1 Session 2 Sessions 3 Session 4
battery, bulb, flex, plug, reflective, transparent, wire, bulb holder, wire push switch, toggleswitch opaque, circuit, current strippers, insulation, series, switch, slide switch
path, conductor, insulator parallel,
Science
The work on circuits in this module fitswell with the QCA schemes of work inscience.
The work gives a lead into the QCAscheme of work 6G Changing Circuitswhere the children are investigatingmaking lights brighter or dimmer.
It also leads nicely into 7J Electricalcircuits taking the idea of fault finding incircuits, or torches, and trying to devise achecking system to find the fault.
Literacy
Based on the pupil activity in session 2the children could present an account inspeech, diagrams or writing to explainhow a torch works. This would be anexcellent way of revising explanatorytexts as detailed in term 3.
My light specification
Name Class
My light is for
It will be used by
It will be used at
or
It will be used in
My light will be like a
so I will use these materials
My light is for Does it work well? ❑ Yes/ No ❑
It will be used by Do they like it? ❑ Yes/ No ❑
If ‘No’, what can I do to improve it?
If ‘Yes’, what was it they liked?
If ‘No’, what was it they disliked?
What can I change so that they like it?
It will be used at or It will be used in
Does it fit in with where it will be used? ❑ Yes/ No ❑
If ‘Yes’ explain why.
If ‘No’ what can I change so it does fit it?
Here is a labelled drawing of my light.
My light evaluation
Name Class
Acknowledgements
Nuffield Curriculum Project Centre Team
David Barlex, Director Nuffield D&T Senior Lecturer Brunel University
Jane Mitra, Deputy Director and Educational Consultant
Nina Towndrow, Project Administrator
Authors and contributors
Eileen Birkenhead, Educational Consultant
Daniel Davies, Bath University
John Garvey, Brunel University
Rob Johnsey, Warwick University
Teresa Linton, Grasmere C of E Primary School
Lynne Orford, Holtspur School, Beaconsfield
Chris Purdie, Townsville Junior Grammar School, Queensland, Australia
Cy Roden, Educational Consultant
Marion Rutland, Roehampton Institute University of Surrey
Joy Simpson, Whipton Barton Middle School, Exeter
John Twyford, Exeter University
Design
Dave Mackerell, Studio Communications
Evaluation
Patricia Murphy and Marion Davidson of the Open University
Health and Safety guidance
Anna Wojtowicz and Caroline Reynolds from the Health and Safety Executive
Illustration and 2D/3D model making
Nathan Barlex
Proof reading
Joanne Jessop, Sue Byrne
The Project appreciates the efforts of all those teachers who taught trial units of work and provided valuablefeedback. The Project is grateful for all the support it has received from the Advisory Services.
