PICAXE08 Project with PCB and Tutorials to create a decorative / safety product.

This lesson involves: * raising students' awareness of the effects of producing and using textiles on the environment, and the need to make the best use of renewable resources taking into consideration the environmental effects of their misuse (NC 3c) * ensuring that section 5.1.1 (b) of the WJEC Design and Technology Textiles (143) specification ('Considering Environmental Issues') has been addressed according to the requirements of the Textiles focus paper * meeting the requirements of research and design in coursework

The resource includes lesson plans and activities to produce a mobile phone holder and a keyring. There are also detailed teacher notes and ideas for projects at KS3 as well as samples of GCSE and A level work.

This is a collection of work from around 20 teachers, who were happy to exemplify how, digital media assists and excite the learning that occurs in their classroom. The selection of tasks and products are varied and some may seem eclectic, but these are the methods and products used and made by the participating schools and ones that they have achieved success with.

This unit begins by revising the symbols used for components in an electrical circuit diagram. Section 1 asks pupils to look at a circuit diagram and decide whether the cicuit would work before building and testing it. Section 2 asks pupils to drag components on to the screen to build particular circuits

Aims Students should: * understand the role yeast plays in bread making * know the effect that temperature and sugar (substrate) concentration have on the rate of bread dough expansion * understand the need to control variables in investigations Contents * Starter (including animation) outlining how yeast causes dough to rise.

A comprehensive set of resources for Key Skills in the Motor Vehicle Sector, also suitable for the learner in the Workplace. These resources can support the learner in developing and applying the skills and knowledge required for applying Key Skills in a Motor Vehicle context

This lesson helps students to communicate design ideas effectively by using graphical techniques.

By the end of this lesson students should know how to: * carry out initial project planning * produce an image board that reflects the intended theme of their project

By the end of this lesson students should know: * the difference between primary and secondary research sources and how to use these sources to maximise their design project * how to formulate and analyse a questionnaire as part of their research * how to carry out research by evaluating existing products

Develop a design proposal by recording and presenting development work up to and including a performance spec. By the end of this lesson students should: * be familiar with strategies for identifying a need * know how to formulate a situation statement * understand how to formulate a design brief * know how to write a performance specification

An interactive resource that promotes healthy eating whilst encouraging pupils to consider where the food comes from and its effect on communities and the planet. Pupils use a simple database to compare and select fruits for their fruit salad before finding out how much of a carbon impact their salad has on the planet. Pupils are also given the opportunity to debate the positive and negative impacts of a global market and look at case studies of farmers around the World. This resource includes the ESDGC themes of Health, Choices and Decisions and Wealth and Poverty.

By the end of this lesson students should: * understand that different products are manufactured in very different quantities depending on the type of product and its customer demand * know when mass production was first introduced * know about the effect mass production has had on the economy and society * understand how quality control is achieved through the use of jigs

The aim of the lesson is to introduce students to a variety of different materials. Students will examine a number of common hardwoods, softwoods, manufactured boards, plastics, metals and compliant materials such as card. Students studying a resistant materials course will be expected to have a knowledge of woods, manufactured boards, metals and plastics whereas students choosing a product design course will study compliant materials such as card and paper in combination with one or two other resistant materials such as metal, woods or plastics.

This lesson describes production scales such as one-off production, batch production, mass production and continuous production.

This interactive activity allows pupils to investigate simple circuits by dragging circuit components into place to make a working circuit. The activities form an introduction to practical work exploring circuits. Pupils have the opportunity to experiment with switches to control components in order to find out that a circuit will not work if there is a break in it.

A game testing children's addition and subtraction skills, reinforcing key food safety messages.

This lesson introduces pupils to shapes and patterns. There are a series of interactive activities, all of which test pupils' ability to place shapes in a particular order. They will also create multi-coloured objects, one side at a time. The lesson can be simulated in the classroom using plastic building blocks.

Activity designed for pupils to think about and investigate shelters using a set of 11 photographs.

Design your own siege engine and change variables to try out an interactive mangonel.