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Design, engineering and technology
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Testing water filtration systems
Design an experiment to test advertisement claims on water filtration equipment
Water is crucial to human life, but it can also be a killer.
Water contaminated with micro-organisms or chemicals, which is then used for drinking or cooking, is a leading cause of disease and death across the world. Poor facilities for the disposal of sewage and other waste water can quickly lead to the spread of dangerous diseases.
Activity info, teachers’ notes and curriculum links
This activity gets students to design an experiment or experiments which will test the claims of companies producing various types of domestic water filtration equipment. It can take 60 - 90 minutes to complete depending on the number of adverts chosen from the ‘Product advertisements’ student handout, and if the related short film is shown as an introduction to the session. You can stream and download this film for free by clicking on the link in the related resources section below.
The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales.
Download the activity sheets for free!
All activity sheets and supporting resources (including film clips!) are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs.
And please do share your classroom learning highlights with us @IETeducation
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How to Reduce Your Carbon Footprint
What is sustainable energy? What is a carbon footprint? The “Energy Efficiency” curriculum explores the meaning of these terms and encourages students to research what they can do as a school community to save energy and reduce their carbon footprint.
The activities use the example of Howe Dell Primary School, which was designed with the principle of sustainability. This provides a framework for students to compare their own school and identify simple energy-saving measures that they can implement to reduce their carbon footprint and save money. By studying Howe Dell Primary School, students can see how cutting-edge technology and science are being used to achieve sustainability goals.
Activity overview
Show the students the Green School film. Ask them to briefly discuss, as a class, the following questions:
What do we mean by “sustainable energy” resources?
What types of sustainable energy resources are found in buildings today?
What does “carbon footprint” mean, and how is it calculated?
What is sustainable energy?
Sustainable energy is energy that meets the needs of the present without compromising the ability of future generations to meet their own needs. It is energy from renewable sources that do not produce greenhouse gases or other pollutants.
Sustainable energy is important for a number of reasons. It helps to reduce our reliance on fossil fuels, which are a finite resource and produce greenhouse gases that contribute to climate change. It also helps to improve air quality and create jobs in the clean energy sector.
What is a carbon footprint?
A carbon footprint is the total amount of greenhouse gases emitted by an individual, organisation, event, or product. Greenhouse gases trap heat in the atmosphere, which contributes to climate change.
A carbon footprint can be calculated for any activity or entity. There are several different methods for calculating carbon footprints. They all involve measuring the amount of greenhouse gases emitted during a product or service’s production, transportation, use, and disposal.
Suggested learning outcomes
By the end of this activity, students will be able to explain what “sustainable energy” and “carbon footprint” mean, and they will be able to describe and explain what sustainable technologies could be used in their school.
Download the activity sheets for free!
All activity sheets and supporting resources are free to download, and all the documents are fully editable so that you can tailor them to your students and your schools’ needs.
The activity sheet includes teacher notes, guidance, helpful web links, and links (where appropriate) to the national curriculum in the four devolved UK nations: England, Northern Ireland, Scotland and Wales.
Please share your classroom learning highlights with us @IETeducation
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Design a prototype step counter
This is one of a series of resources to support the use of the BBC micro:bit in Design and Technology lessons to create a working prototype of a step counter.
Walking is an excellent form of exercise that most people can take part in. The average person walks 3000-4000 steps per day. The National Health Service in the UK has set a challenge for each person to walk 10,000 steps per day. This can be counted using a step counter or stepometer.
In this unit of learning, learners will integrate a BBC micro:bit based programmable system into a complete and commercially viable step counter product, that will aid people taking part in this challenge.
Activity info, teachers’ notes and curriculum links
In this activity, learners will integrate a BBC micro:bit based programmable system into a working product prototype.
The activity sheet includes teachers’ notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales.
Download the activity sheets for free!
All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs.
And please do share your classroom learning highlights with us @IETeducation
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Make a steady hand game
Prepare a suitable housing for the circuity, assemble the circuit and produce a wand and maze layout for the game
In this hands-on STEM project students will learn how to make and test a steady hand game circuit. They will prepare a suitable housing for the circuit, assemble the circuit themselves and produce a wand and maze layout for the game. This is a great way for primary school students to learn all about how simple circuits work and develop their understanding of what is meant by the terms ‘make’ and ‘break’ when referring to the flow of current around a circuit.
This could be used as a one-off activity or as part of a wider unit of work focusing on electricity and electrical circuits. It could also be used in conjunction with the IET Education Primary Poster – Circuits and Symbols.
This activity could be completed as individuals or in small groups, dependent on the tools, equipment and components available.
Tools/resources required
Plastic cups
350 mm lengths of 2 mm diameter copper wire
150 mm lengths of 2 mm diameter copper wire
150 mm lengths of 1 mm diameter copper wire
Multi strand insulated wire or crocodile clips
Solder
9 V batteries and clips
9 V buzzers with wires
Masking and/or insulating tape
Double sided tape and/or sticky pads
Pillar drill or electric hand drill
2 mm drill bits
Soldering equipment (soldering irons, stands, sponges)
Wire cutters and strippers
Safety glasses
The engineering context
Engineers need to be able to understand how basic electrical circuits work. This includes current flow, voltage and how to ‘make’ and ‘break’ circuits. This knowledge could be used when investigating, designing or making electrical and electronic circuits in the future.
Suggested learning outcomes
By the end of this activity students will have an understanding of the terms ‘make and break’ when they refer to simple circuits. They will also be able to assemble, fit and test a simple circuit for a steady hand game and they will be able to safely and accurately drill holes in plastic.
Download the activity sheets for free!
All activity sheets, worksheets and supporting resources are free to download, printable and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs.
The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales.
Please share your classroom learning highlights with us @IETeducation
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Using fruit batteries to produce electricity
Using lemons and limes to power an LED
In this fun STEM activity learners will construct a series circuit consisting of four fruit batteries and an LED. They will learn about the main parts of a battery and how fruit can be used to provide enough voltage to light an LED. They will also investigate how the brightness of the LED changes depending on the number of fruit batteries used in the circuit.
This is one of a set of resources developed to support the teaching of the primary national curriculum. They are designed to support the delivery of key topics within science and design and technology. This resource focuses on the use of fruit to power a light emitting diode (LED).
This could be used as a one-off activity or as part of a wider unit of work focusing on electricity and electrical circuits.
This activity could be completed as individuals or in small groups, dependent on the components and tools available.
Lemons or limes can be used, or a mixture of both. Each lemon or lime should provide between approximately 0.7 and 0.9 V. This can be tested by using a multimeter if required.
The total voltage of the series circuit can be calculated by adding up the voltage of each individual battery. This arrangement would produce approximately 2.8 – 3.6 V depending on the voltage of each individual piece of fruit.
How long will this activity take? Approximately 40-65 minutes to complete.
Tools/resources required
Red and black crocodile clips
Lemons and/or limes
Zinc coated nails
50 mm lengths of 1 mm or 2 mm diameter copper wire
Low voltage hi-bright LEDs
Wire cutters
The engineering context
Engineers need to be able to understand how basic electrical circuits work. This includes the main parts of a battery and how they work to power electrical output devices. This knowledge could be used when investigating, designing or making electrical and electronic circuits in the future.
Suggested learning outcomes
By the end of this activity students will understand how fruit can be used to make batteries that can power electrical output devices, they will know the main parts that make up a battery and they will be able to construct a series fruit battery circuit that lights an LED.
All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs.
The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales.
Please share your classroom learning highlights with us @IETeducation
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Marshmallow catapults
**In this fun activity for kids, students will construct a miniature catapult capable of firing a marshmallow! **
This exercise will allow students to develop practical skills using a saw and a glue gun and their communication skills as they work as part of a team.
This activity could be used in Key Stage 2 as a straightforward design and technology project. It could also be integrated with history and drama.
This activity will take approximately 100-180 minutes to complete.
Tools/resources required
For the marshmallow holders:
Copies of the marshmallow catapults holder (handout) printed on card
Scissors
Glue sticks
For the catapult structures:
Square section softwood: 8 x 8 x 590 mm, 6 pieces per team plus spares
Saws
Vices, bench hooks, mitre boxes or similar devices to secure the wood when cutting
Glue guns (one per team)
2 elastic bands per team (one small, one large) plus spares
For testing:
A bag of marshmallows
Optional:
Copies of the marshmallow catapults structures (handout) printed on paper
Sandpaper
Baseboards or A3/A4 pieces of cardboard for use as baseboards when using glue guns
The engineering context
Did you know that the word ‘engineer’ was initially used to describe people responsible for building siege weapons in ancient times? During the sieges of towns and castles, it was customary for skilled experts to construct catapults to breach defences and demoralise the defenders. Among the various catapult types, one was known as the ‘onager’, named after a wild donkey renowned for its fierce kick. The individuals responsible for building this particular catapult were referred to as ‘onager-neers’, a term that eventually evolved into engineers.
Catapults need to have a structure which is both strong and stiff. Otherwise, the forces they experience when used can cause them to break. A catapult made from square shapes can be made significantly more rigid and less likely to collapse by adding reinforcement to form triangles. The principle is still widely used in civil engineering for structures ranging from cranes to aircraft structures and the roofs of buildings.
Suggested learning outcomes
By the end of this activity, students will be able to understand that triangles can be used to reinforce structures, they will be able to safely operate a saw to cut wood, safely use a glue gun, and they will be able to design and make a structure.
All activity sheets and supporting resources are free to download, and all the documents are fully editable so that you can tailor them to your students and your schools’ needs.
The activity sheet includes teacher notes, guidance, helpful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales.
Please share your classroom learning highlights with us @IETeducation
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Electronics innovations timeline poster
Secondary classroom poster showing electronics innovations through the ages.
Download the single poster or order a full set of posters for free from the IET Education website.
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Flood Defence Challenge
A set of printable resources and guidance notes giving teachers and technicians the basic ingredients to run their very own IET Faraday® Challenge Day.
The challenge
Students work in teams to design and make a prototype of a simple device, that will allow homeowners to remove water from their homes, during periods of flooding.
About IET Faraday® Challenge Days
IET Faraday® Challenge Days are designed for six teams of six students (36 students in total) aged 12-13 years (year 8, and equivalent) and is carried out over one school day.
A cross-curricular Science, Design and Technology, Engineering and Mathematics (STEM) activity day that encourages the development of students’ problem solving, team working and communication skills.
Students achieve a better understanding of what engineering is and the science, maths and technology elements within engineering, leading to increased engagement in science or technology lessons afterwards.
The challenge has been specifically designed to give students the opportunity to be creative in their solutions and to succeed, independent of their level of ability. This activity is therefore suitable for a range of different ability levels.
All online resources are free to download, and the student booklet and PowerPoint presentation are fully editable, so you can tailor them to your students’ and your schools’ needs.
You can stream and download the related films for free by clicking on the link in the related resources section.
Please share your classroom learning highlights with us @IETeducation
To view the additional supporting videos, please visit the IET Education website.
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Marketing a product
Promoting a product to a particular target user group
This marketing lesson revolves around designing, branding, and marketing a new Nintendo Wii product.
Students will be tasked with promoting a product to a particular user group, honing in on teamwork, creativity, and entrepreneurial skills. Make your pitch’ will provide students with an opportunity to explore and understand their chosen user group in detail through the analysis of a series of audio pitches.
This is one of a set of resources developed to aid the class teaching of the secondary national curriculum, particularly KS3. It has been designed to support the delivery of key topics within design and technology (DT).
Activity: Promoting a product to a particular target user group
The activity consists of defining what a pitch is and analysing three radio adverts (pitches) attached in the Audio Radio Pitch (Presentation). The class will identify the unique selling point of the product, the specific user group targeted, and whether they believe the advert is successful, giving reasons for their opinion. Before proceeding to slide 3 of presentation, students will be asked, “What makes an effective pitch?” They will compile a list based on their evaluations of the three radio audio clips. Slide 2 will then be shown for comparison.
The engineering context
From designing a new video game console or inventing an innovative piece of tech, this activity will show students how understanding user needs and preferences is crucial in creating products that people want to buy. This lesson will also highlight the importance of effective communication in the form of product pitches.
Suggested learning outcomes
By the end of this lesson, students should be able to explain why it is crucial to understand what a user wants when designing and marketing a product. They should also be able to define what a ‘pitch’ is and design a ‘pitch’ aimed at a specific user group or client. This understanding will empower them not only to create effective marketing strategies but also to appreciate the importance of user-focused design in product development.
Download our activity sheet for free!
The activity sheet includes teachers’ notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales.
All activity sheets and supporting resources are free to download (including the video), and all the documents are fully editable, so you can tailor them to your class’s and your schools’ needs.
Please do share your highlights with us @IETeducation.
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Make a sensor to test a waterlogged sports pitch
Making a moisture sensor to check that a sports pitch is fit to play on
In this engineering activity, designed for secondary school students, students will make and test a moisture sensor that referees can use to check the playability of a football pitch.
This is one of a series of resources designed to allow learners to use the theme of the sport to develop their knowledge and skills in design and technology and engineering. This free resource focuses on making and testing a moisture sensor that referees can use to check the playability of the pitch.
Activity introduction
Your task is to make a waterlogging sensor that a referee can use to check whether the playing field is fit to play on. It should indicate when the pitch is too wet for play to safely take place.
Follow the steps outlined in our free activity sheet to assemble your own moisture sensor circuit.
Once the sensor is assembled place the moisture sensor in wet soil or grass to see if it works!
After you have tested your moisture sensor circuit you can discuss with your teacher how successful the making of it has been.
This activity will take approximately 50-80 minutes.
What you will need
A soldering iron, stand, sponge and mat/base
Solder
Moisture sensor circuit board
A 9-volt battery and battery snap
A 470-ohm, 1 kiloohm and 1.2 kiloohm resistor
A transistor
A 5 mm red LED
A sticky pad
The engineering context
Sporting events require engineers of a wide range of disciplines to make sure that it runs smoothly and effectively. From structural engineers in charge of stadium design to textile engineers producing the players’ kits, the importance of engineers is huge.
Electrical and electronic engineers need to have basic skills in circuit construction, including soldering components and testing electronic PCBs.
Suggested learning outcomes
By the end of this activity students will be able to make a moisture sensor circuit, they will be able to fit and solder components to a PCB and they will be able to test the moisture sensor circuit to check how well it works.
Download the free activity sheet!
All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs.
The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales.
Please share your classroom learning highlights with us @IETeducation.
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Step counter - prototype to final product
Develop a prototype step counter into a commercially viable product
This is one of a series of resources to support the use of the BBC micro:bit in Design and Technology lessons.
Walking is an excellent form of exercise that most people can take part in. The average person walks 3000-4000 steps per day. The National Health Service in the UK has set a challenge for each person to walk 10,000 steps per day. This can be counted using a step counter or stepometer.
In this unit of learning, learners will integrate a BBC micro:bit based programmable system into a complete and commercially viable step counter product, that will aid people taking part in this challenge.
Activity info, teachers’ notes and curriculum links
In this activity, learners will develop their prototype stepometer into a completed, commercially viable product.
The activity sheet includes teachers’ notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales.
Download the activity sheets for free!
All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs.
And please do share your classroom learning highlights with us @IETeducation
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Materials for a robotic arm
Investigate the properties of smart springs and see how they might be used as muscles in a robotic arm
This fun engineering activity encourages students to investigate prosthetic materials and the properties of smart springs and see how they could be used as muscles in a robotic arm.
This is a free resource aimed at secondary school students. This activity encourages students to investigate the properties of smart materials and carry out some data manipulation. Students will also explore the possible moral and ethical issues associated with people potentially choosing to replace healthy body parts with artificial prostheses because they offer higher performance.
This exercise should take around an hour to complete.
Resources required for class:
Several desk fans should be available but kept out of sight of the students until needed.
Resources required per team:
Wooden ‘arm’ as shown in the diagram on the handout below. These will need to be constructed in advance of the lesson. This could be done either by the science technician or by the students themselves as part of a joint project with design and technology.
1 to 1.5 mm diameter copper or other fairly flexible metal wire. Must be stripped of insulation
A smart spring made from a shape memory alloy such as nitinol
Power supply, leads, crocodile clips
Retort stand
Ammeter
Voltmeter
Sets of slot masses of various sizes
The engineering context
The development of new materials with incredible properties is changing the way we live. From LCD TVs to super light airliners, these materials have quickly found their way into the modern technology around us. One area where modern materials have made a huge impact is in the development of prosthetic devices. Some of these devices are beginning to outperform ‘natural’ body parts.
Suggested learning outcomes
By the end of this activity learners will be able to explain why a material is chosen for a use based on its properties, they will be able to describe how smart materials are used in a real life context and they will be able to use and manipulate material-related data.
All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs.
The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales.
Please share your classroom learning highlights with us @IETeducation
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3D modelling
In this design activity, students will produce a 3D model of a robot arm.
It’s part of a series of activities that sees students designing and modelling the physical elements of a robot arm. This 3D modelling activity assumes that students have previously made a 2D model of a robot arm in the Build a robot arm activity (if they haven’t, they may benefit from trying the 2D modelling activity first!).
This is one of a set of resources developed to aid the teaching of the secondary national curriculum, particularly KS3. It has been designed to support the delivery of key topics within design and technology (DT) and science.
Activity: Designing and modelling a 3D robot arm
In this hands-on activity, students will be divided into small teams and tasked with taking inspiration from their previously completed 2D models of a robot arm to construct a 3D model. This arm will then have to lift three identical objects between a “start” and “end” location.
The arms will be judged on how accurately the items are transferred, the lack of damage to the items being moved, and the time needed to complete the moves. Students will need consider factors such as grip, hand operation, item protection, and structural rigidity (i.e., how do they stop the arm from bending?).
Teams will have the opportunity to test, improve, and refine their designs based on constructive feedback provided by the class.
The engineering context
Understanding how to design and build a robotic arm will introduce your students to key concepts in mechanical engineering and automation technology. Robot arms are used in a wide variety of industrial applications, ranging from loading machines to assembling cars, welding parts together and spray-painting products. They are also used in delicate applications such as bomb disposal and repairing space craft while in orbit.
Suggested learning outcomes
By the end of the lesson students will be able to design and build a 3D model. They will also have developed their creative and problem-solving skills, teamwork abilities and a practical understanding of the workings of robot arms.
Download our activity sheet for free!
The activity sheet includes teachers’ notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales.
All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs.
Download our classroom lesson plan and presentation below.
Please do share your highlights with us @IETeducation.
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What is the future of community transport?
Research a form of transport that fulfils the needs of a community
Try out this engaging STEM activity to learn all about the future of technology in the automotive industry! This exercise is suitable for KS3 and encourages the development of students’ research, communication and teamwork skills.
Activity: What is the future of community transport?
In this activity students will work in teams to research an existing or possible future form of community transport. They will mark their system against the agreed criteria from the starter and present their findings to the rest of the class.
Students will be split into ten groups, so the full range of systems are researched. Allocate each team a different concept for community transport from the handout Tomorrow’s Choices. This handout contains ten existing and futuristic community transport systems. Each sheet contains a hyperlinked URL for further information and a table for them to mark the system against criteria. Students should write into the table the agreed criteria from the starter activity.
Teams will then present their findings and provide a quick explanation as to how their transport works.
As an optional extension, students could use the internet to research extra information on their transport systems. They could then use this information to produce a detailed presentation on how the transport system works. This could be a poster or a computer presentation.
Teams will need access to the internet to complete this activity. If possible, put the handout on the shared system so teams can access them through their computer. This allows them to use the hyperlink to the website for research. They can type their answers into the grid directly or print out the sheet and write on them.
This activity will take approximately 50 minutes to complete.
Tools/resources required
Computers with internet access
Suggested learning outcomes
By the end of this activity students will be able to use ICT to research an existing or possible future community transport and they will be able to use criteria to judge how well it fulfils social, environmental, and economic needs.
All activity sheets, worksheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs.
The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales.
Please share your classroom learning highlights with us @IETeducation
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Design a magnetic tool holder
**This activity gets students to use their knowledge of electromagnetism in order to design and build a magnetic tool holder for a surgical robot. **
Students learn how simple scientific principles can be used in sophisticated applications, how electric circuits can be switched on and off, and the factors that can affect the strength of an electromagnet.
Activity introduction
Each group is a dedicated design team with a compelling mission – to craft a comprehensive outline design for a tool holder tailored to seamlessly integrate with a surgical robot’s arm.
The task at hand:
• Each surgical tool boasts a magnetic fitting, necessitating the utilisation of an electromagnet within the tool holder to ensure a secure grip.
• A dynamic approach is required considering the diverse range of sizes and weights among these tools; This entails varying the electromagnet’s strength to account for this.
Guided by these challenges, teams will brainstorm, innovate, and collaborate to present their inventive solutions in a concise one-minute presentation to the rest of the class and assessed according to the success criteria on the design brief.
The engineering context
Telemedicine employs contemporary communication technology to provide medical diagnoses and patient care, even when the physician and patient are geographically separate.
Remote surgery entails utilising robotic systems within the operating room to aid surgeons during procedures. The surgeon observes the patient through a terminal and controls robotic surgical instruments using a specialised console.
Suggested learning outcomes
Upon completion of this activity, students will gain an understanding of the capabilities of surgical robots. They will grasp the transformation of basic scientific principles into intricate applications, comprehend the functioning of electric circuits’ activation and deactivation, and discern the variables impacting the strength of an electromagnet.
Download the free activity sheet!
All activity sheets and supporting resources are free to download, and all the documents are fully editable so that you can tailor them to your students and your schools’ needs.
The activity sheet includes teacher notes, guidance, helpful web links, and links (where appropriate) to the national curriculum in the four devolved UK nations; England, Northern Ireland, Scotland and Wales.
Please share your classroom learning highlights with us @IETeducation
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Build a simple communications device
Students build a communications device and develop a protocol to communicate with each other
This is an engaging and practical activity in which students will work in small teams to investigate the necessity of developing standards and protocols for communication using a basic electrical circuit.
Their objective is to build a basic communication device and establish communication between teams. Each team should receive a copy of the ‘Building the Communicator’ handout and proceed to assemble their circuits.
This activity is a great way to introduce students to the history and practical use of telecommunication while also engaging their creativity and problem-solving skills.
How long will this activity take?
This activity will take approximately 45 minutes to complete.
Tools/resources required
Per team:
One non-latching push to make switch
Connecting leads
One light bulb (3V approx) and holder
One 3V power supply (best to use cells so that bulbs do not blow)
Supply of crocodile clips
The engineering context
Telemedicine engineers are professionals who specialise in designing, developing, and implementing technological solutions for remote medical care. They utilise their expertise in engineering, software development, and medical equipment to create systems that enable patients to receive medical care remotely. Telemedicine engineers also work closely with healthcare providers to understand their needs and develop solutions that address their challenges.
Telemedicine engineers play a critical role in expanding access to healthcare for patients in remote areas. They contribute to the development of cutting-edge technology that allows medical practitioners to deliver high-quality care to patients from a distance.
Suggested learning outcomes
By the end of this activity students will be able to build a simple electrical circuit, design a code for easy transmission of messages between two teams and explain why global protocols are required.
All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs.
The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales.
Please share your classroom learning highlights with us @IETeducation
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Circuits and symbols poster (Primary)
Primary classroom poster highlighting the basic components and symbols in a circuit.
Download the single poster or order a full set of posters for free from the IET Education website.
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Testing pulley systems
Testing the operation of pulley systems and calculating their mechanical advantage
This GCSE maths resource looks at how pulleys work and is fully-curriculum linked. Download the resource for free to teach KS4 pulleys to your class.
What are the advantages of a pulley system? Mechanical systems allow us to perform tasks that would otherwise be very difficult, enabling us to lift objects that would otherwise be far too heavy to move. For example, cranes on building sites that move heavy materials.
This GCSE mathematics resource focuses on testing pulley systems and calculating their mechanical advantage.
Activity info, teachers’ notes and curriculum links
An engaging activity in which students will will test and calculate the mechanical advantage of three different examples of simple pulley systems designed to lift loads. It will build knowledge and understanding of how pulley systems work, along with improving related numeracy skills.
The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales.
Download the activity sheets for free!
All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs.
And please do share your classroom learning highlights with us @IETeducation
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Build a marshmallow igloo
Make a fun craft project and use your maths to find out about structures with this quick and easy marshmallow igloo.
Igloos are built out of blocks of ice or snow by Inuit people living in the Arctic regions of Canada and Greenland. They were used as temporary shelters when people were hunting.
No need to worry, we won’t be expecting people to go into the Arctic and carve blocks of ice, this one is going to be made out of marshmallows – yum! You’ll only need a few simple items to make this project, and it can be an edible experiment too. The magic of maths is hands-on fun this Christmas!
What you’ll need:
• Bag of mini marshmallows or bag of marshmallows
• If you are making the buttercream icing, you will also need
• 70g softened butter
• 150g icing sugar
Activity sheets and notes for teachers can be downloaded for free.
The activity sheet includes teacher notes, guidance, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved UK nations; England, Northern Ireland, Scotland and Wales.
Oh ho ho, and please do share your homemade igloos with us @IETeducation #SantaLovesSTEM
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Engineering design processes
This activity introduces students to engineering design processes
The lesson gives learners an in-depth understanding of some commonly used engineering materials and how they are currently developed for use in industry. The activity is inspired by the casting process used to make the D3O smart material into a ‘usable’ form. This links to industrial practices such as quality control, standardisation, and casting manufacture. It is designed to challenge the students by requiring them to apply the knowledge and understanding of engineering materials through a ‘batch’ production experience.
This is one of a set of resources developed to aid the teaching of the secondary national curriculum, particularly KS3, supporting the teaching in design and technology (DT).
Activity: Understanding the concept of modular design and the casting process
The lesson includes two short tasks to support students’ understanding of the application of the casting process and the concept of modular (repeat) design.
Firstly, students will view the Cast Products presentation for an introduction to casting as a manufacturing method. By looking at each of the products that have been casted students will explore the advantages of casting (e.g., creating complex shapes, standardisation, batch production, fine detail quality, etc). Next, students will view the Modular Products presentation to identify the common characteristics of these products.
The engineering context
Engineers not only need to consider the properties of smart materials, they also need to think about the best way to use these materials within manufacturing so that they can be mass produced in an economical way.
The casting process offers a way to use smart materials like D30 to mass-produce all sorts of goods cost-effectively. The material is particularly advantageous because of its shock absorption properties and can be used for the creation of snowboards and other sporting goods, along with safety gear such as helmets and limb protectors. It can even be used with phones and other devices that benefit from being built with impact protection in mind.
Suggested learning outcomes
By the end of the lesson students will know how to describe the characteristics of a cast product. They’ll also be able to explain why a designer may use a repeating module.
Download our activity sheet and related teaching resources
The activity sheet includes teachers’ notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales.
All activity sheets and supporting resources are free to download (including video clips), and all the documents are fully editable, so you can tailor them to your students’ and your schools’ needs.
Download our classroom lesson plan and presentation below.
Please do share your highlights with us @IETeducation.