Design & Technology G8 EXT

PRESS DAT EP Grade 8 Cover Artboard.
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ISBN: 978-99949-53-13-4
Design & Technology Grade 8
Extended Programme
Professor Vassen Naëck – Head, Curriculum Implementation, Textbook Development and Evaluation
DESIGN AND TECHNOLOGY PANEL
MAURITIUS INSTITUTE OF EDUCATION
Dr Navin Hurreeram – Coordinator & Senior Lecturer, MIE

Ravindra Ramsamy – Lecturer, MIE
Ismut Belath – Lecturer, MIE
Damien Chavry – Educator
Yoosouf J. Jeetun – Educator
Nadeem M. Jugoo – Educator
Chundun Munraj – Educator
Nishal Teelokee – Educator
Design
Sanjna Kathapermall – Graphic Designer, MIE
© Mauritius Institute of Education (2021)

ISBN: 978-99949-53-13-4
Acknowledgements
The Design and Technology Panel wishes to acknowledge the contribution of:
– Aartee Jodheea, Educator
– Pravin Ujhoodha, Educator
– Muzaffar Jeetun, Student
– The Staff of the Design & Technology Department, MIE
– Dhiraj Khorugdharry, Photographic credit
– Majhegy Murden-Louise, Lecturer, MIE (Proofreading)
Student’s contribution :
– Dakshanaa Ramsamy
Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked.
All materials should be used strictly for educational purposes.
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FOREWORD
In the context of the Nine Year Continuous Education (NYCBE) reform, a new series of textbooks
was produced for the Extended Programme. These textbooks were designed in line with the National
Curriculum Framework (NCF) and aimed at providing a smooth transition from Grade 6 so that learners
gradually get initiated into the requirements of secondary schooling. The content had been adapted
to the needs of the learners on the Extended Programme, and designed to allow learners to progress
at their own pace and attain the objectives of the NYCBE. Attendant to its philosophy, the content
and pedagogical approach, as well as the activities, were carefully crafted to allow for an incremental
and continuous progression of knowledge and skill development to ensure that all learners complete
the four years of the Extended Programme. The content was contextual and based on the needs of
Mauritian learners. Care had been taken to provide the basics that should help every student develop
key competencies, knowledge, skills, attitudes and values that would make him or her a successful
learner for the grades beyond.
The current textbook has been reviewed in line with recent changes in policy, while maintaining the
ethos of the previous version. The comments and suggestions of a variety of stakeholders guided the
review process. I am especially appreciative of the input made by Educators who have been part of our
validation panels, and whose suggestions emanate from long-standing experience and practice in the
field.
Every endeavour involves a number of dedicated, hardworking and able staff whose contribution needs
to be acknowledged. The production of this textbook, within a relatively short period of time, has been
a challenge to the writers who have invested a considerable amount of time, effort and energy into
the process. I would, therefore, wish to thank all those who have been part of the whole process for
the time they devoted to it, for their perseverance and commitment. The panel coordinators are to
be commended for their leadership and insistence on maintaining the standard and quality of the
textbooks, while ensuring that the objectives of the National Curriculum Framework are translated in
the content.
I also have to acknowledge the efforts of the Graphic Artists and the Graphic Unit of the MIE for putting
in much hard work to ensure that MIE publications have a distinctive quality that singles them out. My
thanks equally go to the Curriculum Unit and support staff who have worked hard to ensure that the
timely completion of the review. I am thankful to all those who provided the support, both within and
outside the MIE, and to the Ministry of Education, Tertiary Education, Science and Technology for giving
us the opportunity to be part of the reform process.
Prof. (Dr) Vassen Naëck

Ag. Director
Mauritius Institute of Education
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PREFACE
Design and Technology is a subject which promotes the holistic development of learners and
fits well in the extended stream context. It provides rich and different learning experiences to learners
by using activities drawn from their immediate environment and through practical based activities.
The following areas of study are included in this book for the Foundation Year:
• Introduction to design and technology

• Basic geometrical construction
• Safe work practices
• Pictorial projection
• Material technology
These areas of learning have been adapted to the abilities of the learners with a very friendly presentation
including a variety of illustrations. Educators should be imaginative in implementing the content of
this Grade 8 book to make learning joyful and to arouse the interest of learners in the subject. They
should develop additional resources to enhance the learning experiences of learners. Notes have been
included to guide Educators to develop the content of this resource book and to cater for the range of
learning abilities and preferences. Special attention to safe working practices should be paid during the
realisation of artefacts.
To cater for the range of learning abilities and preferences, activities have been graded as follows:
1. Basic: All learners are expected to tackle the activities without or with minimal support.
2. Intermediate: Learners are expected to attempt the activities with some level of
educator’s guidance and peer support.
3. Enriching: Some learners are expected to attempt the activities without support while
others may need a varying level of support and guidance from educator and peers.
The authors wish that this book for the Grade 8 offers a pleasurable teaching and learning experience in
discovering the world of Design and Technology.
The Design and Technology Panel,

Grade 8 – Extended Programme
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TABLE OF CONTENT
Unit 1 Introduction to Design and Technology 1

1.1 Introduction
1.2 What is Design?
1.3 What is Technology?
1.4 Importance of Design and Technology in everyday life
1.4.1 DT at home
1.4.2 DT in the field of leisure
1.4.3 DT in agriculture
1.4.4 DT in the transport sector
1.4.5 Sustainable designing
Consolidation exercises
Unit 2 Basic geometrical constructions 15

2.1 Introduction
2.2 Measurement
2.3 Using ruler to measure
2.4 Bisecting of lines
2.5 Construction of triangles
2.6 Construction of an equilateral triangle
2.7 Construction of an isosceles triangle
2.8 Construction of a scalene triangle
2.9 Construction of hexagons
Unit 3 Safe work practices 41

3.1 Introduction
3.2 List of general safety rules to be observed in DT lab
3.3 Safe practices in the use of tools and equipment
3.4 Dress code in DT lab
3.5 Using appropriate safety equipment for specific task
3.6 Safety sign in DT lab
3.7 Reading signs
3.8 Combining colours, shapes and symbols
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Unit 4 Pictorial projection 55

4.1 Pictorial projection
4.2 Oblique Projection
4.2.1 Material and equipment used for drawing oblique projection

4.2.2 Identifying height, width and depth
4.2.3 Using the square as the unit of measure
4.2.4 Drawing a cuboid in oblique projection
4.2.5 Drawing a shaped block in Oblique projection
4.3 Isometric projection
4.3.1 Identifying height, width and depth

4.3.2 Drawing a cuboid in isometric projection
4.3.3 Drawing a shaped block in isometric projection
Unit 5 Material technology 99

5.1 Introduction
5.2 Common materials used in our environment
5.3 Paper and card
5.3.1 Common types of papers

5.3.2 Common types of cards
5.3.3 Making paper and card products
5.3.4 Realisation of a desk tidy
5.4 Wood
5.4.1 Types of wood

5.4.2 Common types of softwood
5.4.3 Common types of hardwood
5.5 Basic hand tools for working wood
5.5.1 Measuring and marking tools

5.5.2 Cutting and shaping tools
5.5.3 Holding tools
5.5.4 Driving tools
5.6 Realisation of mobile phone holder
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ICONS
Icons are included throughout the units to guide you through the textbook:
Note to Educators
Observations
Basic Activities
Intermediate Activities
Enriching Activities
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Unit 1
Introduction to Design and Technology

Learning Objectives
At the end of this unit, you will be able to:
• explain the importance of Design and Technology in our everyday life
1.1 Introduction
All products that exist have been designed and then manufactured using technology. Studying
Design and Technology is fascinating as it will allow you to find out how products are designed
and manufactured while also giving you an idea of the necessary skills and knowledge a
designer needs to have. In this introductory unit, we will explore the importance of Design and
Technology in our everyday life.
1.2 What is Design?
The process of creating products and systems is called the design activity. Every product
or system which we use daily in our activities, be it at home, school, place of work or in our
environment has been designed. We design to solve problems and satisfy our needs. Designers
always attempt to make products and systems more attractive, more comfortable, safer and
easier to use. They have to consider various factors such as materials, function, method of
manufacture, aesthetics and safety when creating products.
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1.3 What is Technology?

Technology is an integral part of our life. We use technological products everyday in all our
activities. Some examples are telephones, mobile phones, television sets, microwave ovens
and passenger buses.
Technology involves the creative use of materials, machines, tools and devices to help people
live easily and comfortably. Modern technology makes things work better, quicker and more
effectively. Consideration of safety is also an important aspect of technology. Some products
of technology are illustrated in Fig. 1.1.
Fig. 1.1 (a) Drone Fig. 1.1 (b) Laptop
Fig. 1.1 (c) Photovoltaic Cell Fig. 1.1 (d) 3D Printer
Fig 1.1
Note to Educators :
• Short video clips can be shown to illustrate the use of the products shown in Fig. 1.1.
• Brainstorm on the use of each of the products shown in Fig. 1.1.
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1.4 Importance of Design and Technology in everyday life
Let’s investigate the application of Design and Technology in our everyday life.
1.4.1 Design and Technology at home
Life is much easier with a variety of gadgets and electronic devices at home.
Activity 1 Basic
Study the products given below and state their uses in our everyday life.
Products Use
Table 1.1
Note to Educators :
• You can refer to other products used at home.

• Support students in identifying the advantages of using the products.
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1.4.2 Design and Technology in the field of leisure
Design and Technology helps us enjoy a variety of leisure and sports activities by providing us
with the necessary facilities and equipment.
Activity 2 Basic
In the table below, name each of the leisure / sports activities shown in the pictures and list the
products required for their practice.
Leisure / Sport Activity Name of Leisure / Sports Activity Products Required
Table 1.2
Note to Educators :
• You can refer to other products used for leisure purposes.

• You can talk about the materials used for making the products.
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1.4.3 Design and Technology in agriculture
Design and Technology plays an important role in providing the required tools, systems and
machineries to make agriculture–related work easier, safer and quicker.
Activity 3 Intermediate
The table below shows the pictures of various items used in agriculture. State the function of each.
Tools / Systems / Machineries Function
Table 1.3
Note to Educators :
• You can refer to other products used in agriculture.

• You need to talk about the safety measures to be taken while using the various
machineries/equipment.
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Complete Table 1.4 with items used (materials, tools, equipment, etc.) in the different fields of
technology.
Technology Process Items Used
Information and Sending and receiving messages 1. Computers

Communication 2. ........................................................................
Technology 3. ........................................................................
Construction Building infrastructure 1. Cement

Technology 2. ........................................................................
3. ........................................................................
Transport Moving people and things from 1. Cars

Technology one place to another 2. ........................................................................
3. ........................................................................
Medical Providing health car 1. Medicines

Technology 2. ........................................................................
3. ........................................................................
Table 1.4
1.4.4 Design and Technology in the transport sector
The transport sector plays an important role in the development of the economy of a country.
Long ago, people used animals like the ox and the horse as means of transport. In some
countries, we still use these modes of transport.
Note to Educators :
• Show video clips on various transportation systems e.g cars/planes along with their
construction.
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Nowadays, we use different modes of transportation depending on what we are moving,

as illustrated below.
Modes of Transport
Land Water Air
Roadways Railways Oceanic Inland Domestic International
Note to Educators :
• Give a brief explanation on the land, water and air modes of transport, with examples.
The selection of a means of transport depends on how far we need to go and how fast we need
to get there.
Today, there are complex network of roads and railways crisscrossing our planet and vehicles
of all kinds are being used to help humans in their activities. Vehicles move across different
settings – planes fly in the air, cars drive on the road, boats move through the water and trains
move on their track.
Fig 1.2 illustrates some common ways of travelling by different means.
Fig 1.2 (a) Cargo ship Fig 1.2 (b) Car
Fig 1.2 (c) Light rail Fig 1.2 (d) Aeroplane
Fig 1.2
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The transport sector includes different modes of transport. Complete Table 1.5 by inserting
some examples for each mode of transport. One example has been given.
SN Roadways Railways Waterways Airways
1. Lorry Wagon Boat Helicopter
2. ......................................... ......................................... ......................................... .........................................
3. ......................................... ......................................... ......................................... .........................................
4. ......................................... ......................................... ......................................... .........................................
Table 1.5
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Note to Educators :
• Guide learners on the properties of materials with respect to their use.
We must also be aware that vehicles contribute to the pollution of the environment
through emission of toxic gases (Fig 1.3). Nowadays, safer and cleaner modes of transport
are being given much attention in research and development (Fig 1.4).
Fig 1.3 Emission of toxic gases
Fig 1.4 (a) Electric driven car Fig 1.4 (b) Solar cells energy
Note to Educators :
• Elaborate on the innovation, comfort and safety brought to vehicles, e.g. rear engine
in public transport (buses with semi low and low floor chassis, controlled entrance and
exit doors, etc).
• Talk about safety tests and airbags in vehicles.
• Elaborate on the electric / hybrid car.
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Extended Programme
1.4.5 Sustainable Designing
Over the years, many products have been designed and sold on the market to facilitate
the life of people. However, they have unintended side effects on people’s health and our
environment. There has been excessive consumption of non-renewable resources (Fig. 1.5)
and use of polluting industrial processes (Fig. 1.6).
Fig. 1.5 Deforestation Fig. 1.6 Factories releasing smoke
Now it is very important to design products that satisfy our needs while maintaining social,
economic and ecological stability and resources for the benefit of the future generation.
Design and Technology activities involve doing research to develop products which are
environmentally friendly and safe for people to use. For example, cars have been designed
to facilitate movement from one place to another. However, they are also major sources of
air pollution. So, the hybrid car (Fig.1.7) has been designed which uses a combination of a
petrol engine and an electric motor. This reduces the amount of carbon dioxide released in the
atmosphere.
Fig. 1.7 Hybrid car
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For producing electricity as well, technologies which are green, that is renewable energies
which do not cause air pollution, are being used more and more.
Fig.1.8 (a) shows the use of wind energy for producing electricity. Fig 1.8 (b) shows the
production of electricity using solar panels.
Fig 1.8 (a) Fig 1.8 (b)
Note to Educators :
• Mention schemes proposed to encourage the use of green energies. For example,
grants / loans given to individuals to produce their own electricity by using photovoltaic
cells. Talk about wind energy and solar energy installations in Mauritius.
Products and materials can also be recovered and reused or recycled after their disposal. Fig.1.9
shows creative ideas of reusing bottles to make greenhouses while Fig. 1.10 illustrates an
outdoor bench made of recycled plastic material.
Fig.1.9 Fig. 1.10
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Activity 6 Enriching
Buildings are also being designed so that they are more energy efficient. A good illustration is
the environmentally-friendly MCB building at St-Jean, Quatre Bornes (Fig.1.11).
Fig. 1.11
List four ways in which the building is environmentally friendly.
1. ...............................................................................................................................................................................
2. ...............................................................................................................................................................................
3. ...............................................................................................................................................................................
4. ...............................................................................................................................................................................
Note to Educators :
• The following can be considered: rain water recovery, solar heating, use of natural light,
photovoltaic cells to generate electricity, and well insulated buildings.
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Extended Programme
Activity 7 Basic
Put a tick if you find it a good practice and a cross if it is a bad practice to save energy and
prevent pollution.
Picture Tick or cross Picture Tick or cross
Table 1.6
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Consolidation Exercises
Question 1 Intermediate
Look at the pictures below and complete the table.
Picture Name Function
Sofa To sit and relax on in the living room
............................................... ..............................................................................
............................................... ..............................................................................
............................................... ..............................................................................
............................................... ..............................................................................
Table 1.7
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Unit 2
Basic geometrical constructions

Learning Objectives
• use a ruler to measure and draw lines in centimetres and millimetres
• divide lines into two equal parts
• construct different types of triangles using the appropriate techniques
• construct regular hexagons
2.1 Introduction
Measurements are helpful for engineers, architects and designers in design constructions. In
this unit, we will mainly focus on how to measure, draw and bisect lines accurately. Drawing of
triangles and regular hexagons is also included.
2.2 Measurement
Units of measurement are very important to learn. They are used in almost all of our daily
activities. Some common values which may be measured are distance, temperature, weight
and capacity. Their corresponding units of measurements are as follows:
1. kilometre, metre, centimetre or millimetre for distance;

2. degree centigrade for temperature;
3. tonne, kilogrammes or grammes for weight; and
4. litre, centilitre or millilitre for capacity.
In this unit, we will brainstorm on the importance of the use of standard units and work
on the measurement of distance only.
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2.3 Using the ruler to measure
Note to Educators :
• Show different measuring tools such as a measuring tape, ruler, steel rule and metre rule.
You are now going to use the ruler to draw and measure lines. It is important for you to
master its use in order to produce accurate pieces of work.
In Design and Technology, millimetre is commonly used as the unit of distance. However, some
rulers may have their scale in centimetres. Therefore, you should be able to convert centimetres
to millimetres when required. This is illustrated in Fig. 2.1.
5 cm = 50 mm Unit of Scale
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130 120 110 100 90 80 70 60 50 40 30 20 10 0
Unit of Scale You should know : Note :

Always start on the 0 mark when 1 cm = 10 mm
measuring or drawing a line. Therefore, to convert cm to mm,
you will have to multiply by 10.
Fig. 2.1
Note to Educators :
• Emphasise the importance of SI unit – standardisation and transfer.

• Application in all trades and as a life skill.
• Demonstrate the proper use of the ruler.
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Extended Programme
Let’s measure line AB.
A B
STEP
To measure a line accurately, place the zero mark of your ruler at one end of the
1 line (A), as shown below:
A B
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130
STEP
Read the distance at the other end of the line (B).
2 In this case, the line is 7 cm long.
A B
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130
STEP
To convert the dimension of the line in mm, multiply the value by 10.
3 In this example:
7 cm = (7 x 10) mm
7 cm = 70 mm
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Activity 1 Basic
1. Use a ruler to measure the lines shown in Table 2.1. Give your answer in cm and mm.
SN. Lines Measurement Measurement

in cm in mm
(i)
(ii)
(iii)
(iv)
(v)
Table 2.1
2. In the space provided in Table 2.2, use a rule to draw lines of:
(i) 10 cm
(ii) 5 cm
(iii) 30 mm
(iv) 60 mm
(v) 110 mm
Table 2.2
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Now, let’s take a closer look at a ruler.
Between each centimeter (cm) mark, there are smaller marks called millimetres (mm).
10 mm
1 mm
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130
Fig. 2.2
As you can see in Fig 2.2, each smaller mark represents a distance of 1 mm.
Note to Educators :
• Use a ruler to make students differentiate between the cm mark and the mm mark.
• Pair / group students to encourage peer learning for the activities to come.
• Additional worked examples could be provided for practice.
• Emphasise the importance of accuracy of measurements.
Let’s measure line AB.
A B
STEP Place the zero mark of your ruler at one end of the line (A), as shown in Fig 2.3.
1
A B
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130
Fig. 2.3
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STEP Read the distance at the other end of the line (B) as indicated in Fig. 2.4.
2
A B
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Centimetres
300 290 280 270 260 250 240 230 220 210 200 190 180 170 160 150 140 130 120
Fig. 2.4
In this case, you may read 90 mm + 3 mm = 93 mm.
If you want to convert the length of the line in cm, divide the value by 10.
93 mm = (93 ÷ 10)
93 mm = 9.3 cm
Activity 2 Basic
1. Measure the length of the lines shown in Table 2.3. Give your answer in mm only.
SN. Lines Measurement

in mm
(i)
(ii)
(iii)
(iv)
(v)
Table 2.3
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2. In the spaces provided in Table 2.4, use a ruler to draw lines of the given lengths:
(i) 17 mm
(ii) 2.8 cm
(iii) 36 mm
(iv) 5.9 cm
(v) 112 mm
Table 2.4
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2.4 Bisecting of lines
Lines can be bisected using geometrical constructions. The term ‘bisecting’ means dividing into
two equal parts. Some common examples of the use of bisection are:
1. bisecting a straight line into two equal parts

2. drawing a perpendicular line from a given straight line
3. dividing a given line into multiple equal parts.
Note to Educators :
• Give a brief illustration of the use of bisection of lines on the board.
Now, let’s bisect a given straight line (AB).
30
0
29
10
28
20
27
A B
30
26
40
25
50
24
60
23
70
22
80
21
90
20
10
19
Equipment required for bisecting a line are:

11
18
0
12
17
0
13
16
0
14
15
0
15
14
1. Pair of compasses
601
13
17
12
0
18
11
2. Pencil
0
19
10
0
20
9
0
21
3. Ruler
8
0
22
7
0
23
6
0
24
5
0
25
4
0
26
re 3
0
s
27
im 2
0
et
28
Ce 1
0
nt
29
0
0
30
0
Note to Educators :
• Lay emphasis on accuracy – measurement of line and adjustment of compass to the

required dimension.
• Importance of the annotations.
• Stepwise explanation and demonstration.
• Allow students to repeat constructions stepwise.
• Differentiate between construction lines and outlines.
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STEP
With centre A and the pair of compasses set to a radius greater than half of distance
1 AB, draw an arc above and below line AB (Fig. 2.5).
Demonstration Student practice
A B A B
Fig. 2.5
STEP
With centre B and the same radius, draw an arc above and below line AB to cut the
2 first arcs to obtain points C and D (Fig. 2.6).
A B A B
Fig. 2.6
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STEP Using a ruler and a pencil, join C to D to obtain the midpoint of the line AB at X (Fig.
3 2.7).
C
300
0
Centimetres
290
1
280
2
270
3
260
4
250
5
240
6
230
7
220
8
210
9
200
10
190
11
180
12
170
13
A B A B
160
14
150
15
140
16
130
17
120
18
19
110
100
20
21
90
22
80
23
70
24
60
25
50
26
40
27
30
D
28
20
29
10
30
0
Fig. 2.7
X
A B A B
Fig. 2.8
Measure distance AX and XB respectively and note whether they are equal.
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1. Bisect the following lines.
(a)
A B
(b)
(c)
A
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(d)
A
(e)
(f )
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1. Bisect the football pitch shown in Fig. 2.9 to draw the half-way line and then draw the
centre circle. The radius of the centre circle is 20 mm.
Fig. 2.9
Note to Educators :
• Guide the students to make them achieve the following:

• Bisect the pitch to obtain the half–way line.
• Bisect the half–way line to obtain the centre mark.
• Use the centre mark to draw the centre circle.
• Adjust the level of difficulty of the exercises according to the level of your students –
provide additional worked examples when needed.
2. Draw Fig. 2.10 below on a sheet of plain A4 paper using the appropriate constructions.
After completing the drawing, enhance it by using colours or doing collage.
30
Note to Educators :
• Give an explanation on how to start

the exercise.
• Use the protractor to obtain
40
perpendicular lines where required.
= =
60
Fig. 2.10
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2.5 Construction of Triangles

Now, lets look at the construction of triangles.
A triangle is a 3 sided polygon. There are several types of triangles. The table below
illustrates the different types of triangles.
An Equilateral Triangle has three equal sides.
An Isosceles Triangle has two equal sides.
A Scalene Triangle has no equal sides.
Table 2.5: Types of triangles
Triangles can be easily constructed using a pair of compasses and a ruler if you are given the
dimensions of the sides.
Note to Educators :
• Refer to Table 2.5 to illustrate the properties of each type of triangle.
2.6 Construction of an equilateral triangle

An equilateral triangle has all its sides and angles equal. Let’s consider the construction of an
equilateral triangle ABC having the length of one side equal to 60 mm.
Note to Educators :
• Demonstrate the construction of each triangle on the white board.

• Make sure that students set their pair of compasses accurately.
• Ensure that students are labelling their diagrams.
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STEP Draw a line AB (one side of triangle) equal to 60 mm.

1
A B
Fig. 2.10
Adjust your pair of compasses to With your pair of compasses set to

STEP the dimension of line AB. Then STEP the same dimension and point B
2 3
using A as centre, draw an arc as centre, draw an arc to intersect
above line AB (Fig 2.11). the first arc at point C as shown in
Fig 2.12.
A B A B
Fig. 2.11 Fig. 2.12
STEP Join point A to C and B to C to obtain equilateral triangle ABC (Fig 2.13).
4
A B
Fig. 2.13
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Activity 5 Basic
In the space provided below, draw the following isosceles triangles:
(a) AB = AC, BC = 55 mm
(b) XY = XZ = YZ = 45 mm
(c) PQ = PR = QR = 70 mm
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2.7 Construction of an isosceles triangle
An isosceles triangle has two equal sides. Let’s consider the construction of isosceles triangle
ABC, given that AB = 40mm; AC = BC = 55 mm.
STEP Draw a line AB having length of 40 mm.

1
A B
Fig. 2.14
Set your pair of compasses to a With the same radius and using
STEP dimension of 55mm and using STEP point B as centre, draw an arc to
2 3
point A as centre, draw an arc intersect the first arc at point C
above line AB as shown in Fig 2.15. (Fig 2.16).
C
A B A B
Fig. 2.15 Fig. 2.16
STEP Join point A to C and B to C to obtain isosceles triangle ABC as shown in fig 2.17.
4
C
C
A B
Fig. 2.17
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Extended Programme
In the space provided below, draw the following scalene triangles:
(a) AB = 40 mm, AC = BC = 60 mm
(b) XY = 35, XZ = YZ = 55 mm
(c) PQ = 60, PR = QR = 70 mm
32
Extended Programme
2.8 Construction of a scalene triangle
In a scalene triangle, the 3 sides are not equal. Let’s consider the construction of scalene triangle
ABC, given that AB = 50mm; AC = 40mm, BC = 65mm.
STEP Draw a line AB of length 50mm.

1
A B
Fig. 2.18
STEP
Set your pair of compasses to a radius of 40 mm (equal to length AC) and using
2 point A as centre draw an arc above line AB as shown in Fig 2.19.
A B
Fig. 2.19
STEP
Set your pair of compasses to a radius of 65 mm (equal to length BC) and using
3 point B as centre, draw an arc to intersect the first arc at C, as illustrated in Fig 2.20.
A B
Fig. 2.20
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Extended Programme
STEP
4 Join point A to C and B to C to obtain scalene triangle ABC (Fig 2.21).
A B
Fig. 2.21
In the space provided below, draw the following scalene triangles:
(a) AB = 30 mm, AC = 50 mm, BC = 60 mm
34
Extended Programme
(b) XY = 55 mm, XZ = 25 mm, YZ = 70 mm
(c) PQ = 60 mm, QR = 70 mm, RP = 40 mm
35
Extended Programme
2.9 Construction of regular hexagons
A regular hexagon is a six sided polygon having all its sides and interior angles equal as shown
in figure 2.22.
Fig 2.22 (a) Regular Hexagon Fig 2.22 (b) Logo using hexagon as outer shape
Let us go through the different steps involved in the construction of a regular polygon
having a length of one side = 30mm.
Note to Educators :
• Demonstrate each step on the white board and require students to repeat constructions
in a stepwise manner.
• Show how to draw centre lines and circles accurately.
STEP Draw centre lines using your ruler and set square.
1
O
+
Fig. 2.23
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Extended Programme
STEP
Use a pair of compasses to draw a circle having a radius equal to the length of one
2 side of the regular hexagon (in this case 30mm).
R30
+O A
Fig. 2.24
Adjust your pair of compasses to the length of one side of the hexagon (30mm)
STEP and using A as centre, cut the circumference of the circle to obtain point B (Fig
3
2.25).
+O A
Fig. 2.25
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Extended Programme
Now using B as centre and pair of compasses adjusted to same radius cut
STEP circumference to obtain point C. Repeat procedure to obtain point D, E and F as
4
shown in Fig 2.26.
C
B
D
+O A
E
F
Fig. 2.26
STEP Join the points on the circumference to obtain the regular hexagon (Fig 2.27).
5
C
B
D
+O A
E
F
Fig. 2.27
38
Extended Programme
Draw the following hexagons in the space provided.
(a) Length of one side is equal to 40 mm
O
+
(a) Length of one side is equal to 50 mm
O
+
39
Extended Programme
In the space below, design a new school badge for your school using a regular hexagon as the
outer shape. You can use coloured pencils and collage to enhance your school badge.
Note to Educators :
• Provide examples of logo having a hexagon as base shape to the students.

• Help the students in the designing of the logo.
40
Extended Programme
Unit 3
Safe work practices

Learning Objectives
• list the safety rules and regulations to be observed in the Design and Technology
Laboratory
• use appropriate safety equipment when working in the Design and Technology
Laboratory
• identify safety signs and symbols in the Design and Technology Laboratory
3.1 Introduction
When activities are carried out in the Design and Technology Laboratory, you are exposed to
tools, materials and equipment. You should be very careful and follow all workshop safety rules
to prevent the risk of injuries.
3.2 List of general safety rules to be observed in a Design and

Technology lab
• Understand clearly all safety signs in your Educator.

the Laboratory. • Make sure you know the place of
• Always listen to your Educator. emergency switches.
• Enter the workshop only with your • Be aware of the location of emergency
Educator’s permission. exits.
• Report all dangers or damage to your • Always leave the exit way clear - these
Educator. are used to exit in case of emergency.
• Always wear an apron. • No eating and drinking in the workshop.
• Do not run in the workshop.
• Report immediately any accident to
41
Extended Programme
Activity 1 Basic
Place a tick ( ) next to the appropriate safety practice and put a cross ( ) next to the incorrect
safety practice in the table below.
(a) Obstructed emergency exit.
(b) Playing in the Lab during practical work.
(c) Know the location of emergency

switches and how to use it.
(d) Eating inside the Design and Technology

Lab.
Table 3.1
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Extended Programme
3.3 Safe practices in the use of tools and equipment
When working with materials, you will use various tools and equipment.
Now, let’s consider the safety precautions that need to be considered when working with these
tools and equipment.
You should always:
• Use the right tool for the right job. • Work with well sharpened tools.
Fig. 3.1 Fig. 3.2

• Use safety guards on all equipment. • Always hold the work piece securely
before working.
Fig. 3.3 Fig. 3.4

• Wear the correct safety equipment such • Concentrate on your work.
as gloves, goggles, respiratory masks or
ear muffs for specific work.
Fig. 3.5 Fig. 3.6

• Switch off all equipment after use. • Protect your workbench when using
cutting tools.
Fig. 3.7 Fig. 3.8
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Extended Programme
• Clean your working area after use. • Report any damage to tools and
equipment immediately to your teacher.
Fig. 3.9 Fig. 3.10

• Tools and equipment should be kept in a proper way to avoid injuries.
Fig. 3.11
Note to Educators :
• Illustrate clearly the importance of each safety measure by explanation and

demonstration.
• A visit to the lab can be useful to illustrate each safety measure.
Write the missing word below.
(a) We should always make use of the right t__ __l for the specific job.
(b) A proper use of workshop equipment is needed to avoid i__ __ __ __ __ __s.
(c) Your educator should be informed immediately of any a__ __ __ __ __ __ t
occurring during activities carried out.
(d) You should have a proper b __ __ __ __ __ __ __r in the workshop.
(e) Before leaving the workshop you should always c __ __ __ n your workbench.
44
Extended Programme
Study the pictures shown in Table 3.2. For each picture, write the incorrect practices which can
cause injuries.
Picture Incorrect Practices
Working without safety guard

and gloves not worn
....................................................................................................................
...................................................................................................................
....................................................................................................................
....................................................................................................................
....................................................................................................................
....................................................................................................................
Table 3.2
3.4 Dress code in the Design and Technology Lab
Before any workshop activities, you should dress yourselves properly.
You must:
• wear an apron
• roll up long shirt sleeves
• do not wear jewelleries
• tie up long hair
• wear gloves, goggles or respiratory mask when necessary
45
Extended Programme
Activity 4 Basic
Observe Picture A and Picture B.
Picture A Picture B
Note to Educators :
• Dress a student to illustrate proper dressing code.
Fig. 3.12
1. Tick which picture illustrates each of the following description:
Description Picture A Picture B

i. Apron worn
ii. Long hair not tied
iii. Gloves worn
iv. Loose clothes
v. Sleeves not rolled
vi. Eye goggles not worn
vii. Appropriate shoes worn
2. Which one of the pictures above shows a proper dressing code? .........................................
Activity 5 Basic
Write TRUE or FALSE in the bracket provided after each sentence.
1. Long hair must be tied at the back when using machines. (__________)
2. A proper dressing code is not so important when working in a workshop.
(__________)
3. Do not wear loose clothing or jewelleries when working in the Design and
Technology Laboratory. (__________)
4. Safety boots should not be worn during practical work. (__________)
5. An apron should always be worn in a workshop. (__________)
46
Extended Programme
3.5 Using appropriate safety equipment for specific task
It is important to wear the correct safety equipment when you are involved in specific processing
tasks which can be causes of health and safety hazards.
Activity 6 Basic
Study the pictures in Table 3.3.
1. Name the protective equipment from the given list.
respiratory mask apron goggles gloves

2. Match the protective equipment in column A with its use in column B to describe
the use of the safety equipment.
Column A: Protective Equipment Column B: Description of use
A pair of gloves is used when handling

sharp materials.
A respiratory mask is used when sanding or

gluing materials.
An apron is used to protect

our body.
Safety glasses(goggles) are used during cutting

or drilling process.
Table 3.3
Note to Educators :
• Show the equipment to the students and demonstrate their uses during practical work.
47
Extended Programme
Study the pictures in Table 3.4 and write the names of the protective equipment that are being
used.
Student at work in a workshop Equipment used to protect ourselves
(1) ....................................................................................
To protect your body.
(1) ....................................................................................
(2) ....................................................................................
To protect your body and your hands.
(1) ....................................................................................
(2) ....................................................................................
To protect your body and the eyes.
(1) ....................................................................................
(2) ....................................................................................
To protect your body, the respiratory
track and the eyes. (3) ....................................................................................
Table 3.4
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Extended Programme
3.6 Safety signs in the Design and Technology Lab
Many accidents and injuries can be avoided if safe practices and clear instructions are observed
in the workplace. Safety signs are tools to ensure safety in the Design and Technology Lab.
While working in the Lab, you will come across different signs and symbols. Just like on the
roads, signs are used to inform, warn and guide you.
There are four main types of signs commonly used in the school lab.
1. Prohibition signs
These signs are used to inform about behaviour and action not
permitted in the lab.
Do not run
2. Mandatory signs
These signs used to inform people about compulsory behaviour
and action in the Design and Technology Lab.
Eye protection
must be worn
3. Warning signs
These signs are used to warn you about possible hazards and
dangers in the Design and Technology Lab.
Risk of fire
4. Informative signs
These signs are used to inform people of the purpose of an object,
or to give them instructions on the use of something.
Exit way
49
Extended Programme
3.7 Reading signs
Signs can be used for prohibition, mandatory, warning or informative purposes. Each type of
sign can be easily recognised by its shape and colour.
The table below represents meaning of shapes and colours that convey specific information.
Shape Colour Meaning or purpose Instruction
Circle Avoid dangerous

behaviour;
Red with Prohibition sign
stop; shutdown;
diagonal bar Danger alarm
emergency cut-out
devices
Triangle Be careful; take

Warning sign precautions
Yellow or red
Circle Specific behaviour

Mandatory sign or action, e.g.
Blue
Or wear protective
Compulsory equipment
Rectangle Indicates doors;

exits; escape
Green or blue and First-aid sign and
routes; location of
at times red General information
equipment and
facilities.
Table 3.5
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Extended Programme
3.8 Combining colours, shapes and symbols
The examples in Figure 3.13 show combination of appropriate shapes, colours and symbols to
produce a specific sign.
Yellow triangle Symbol of fire Warning of fire hazard
Red circle Symbol of mobile phone Use of mobile phone

prohibited
Blue circle Hand symbol Compulsory use of

gloves
Green square Symbol of a phone Location of an

emergency phone
Fig. 3.13
51
Extended Programme
Activity 8 Basic
Study the signs in Table 3.6 and write down whether it is a warning, mandatory, prohibition or
information sign in the space provided.
Table 3.6
52
Extended Programme
Match the instructions with their corresponding signs.
1 2
Use litter bin
No drinking water
Slippery floor
3 4
No smoking
Emergency call switch 5

6
Emergency exit
Fire risk
7 8
Fire extinguisher
53
Extended Programme
Design a sign in the space provided below for your school Design and Technology Laboratory
to indicate
Either (i) Bags should be placed here before entering the lab
or (ii) Beware of falling object.
Use colours and/or collage to enhance the sign.
Note to Educators :
• You may require students to design another sign for this activity.
54
Extended Programme
Unit 4
Pictorial projection
Learning Objectives
• draw cuboids and shaped blocks in oblique projection
• draw cuboids and shaped blocks in isometric projection
• apply simple colouring techniques to enhance cuboids and shaped blocks drawn
in oblique projection and isometric projection
4.1 Pictorial Projection
Pictorial projection is a method of drawing objects in 3-dimension (3D) such that they look like
pictures. There are several types of pictorial projections, as illustrated below in Fig 4.1.
1. Oblique Projection 2. Isometric Projection
3. Perspective Projection 4. Planometric Projection
Fig. 4.1
This year you are going to learn how to draw in Oblique Projection and Isometric Projection.
55
Extended Programme
4.2 Oblique Projection

Some examples of blocks drawn in Oblique Projection are shown in Fig. 4.2.
1. Cuboid 2. Shaped block
Fig. 4.2
4.2.1 Materials and equipment used to draw in oblique projection

To draw in oblique projection, you will need:
1. square grid paper
2. an HB Pencil
3. a ruler
Square grid is composed of both horizontal and vertical lines (Fig. 4.3).
Horizontal Lines Vertical Lines Square Grid
Fig. 4.3
56
Extended Programme
Activity 1 Basic
Complete Table 4.1 by matching the names of items from Column A to the pictures of items in
Column B.
Column A Column B
Material Name Picture
Ruler
Pencil
03
0 92
10 82
20 72
30 62
40 52
50 42
60 32
70 22
80 12
90 02
10 91
0
11 81
0
12 71
0
13 61
Eraser
0
14 51
0
15 41
0
16 31
0
17 21
0
18 11
0
19 01
0
20 9
0
21 8
0
22 7
0
23 6
0
24 5
0
25 4
0
26 3
0
27 ser 2
0 te
28 mi 1
0 tn
29 eC 0
0
30
0
Square Grid Paper
Table 4.1
57
Extended Programme
4.2.2 Identifying the height, width and depth
Study Fig. 4.4, which shows a cuboid drawn in Oblique Projection.
Height
Depth
Width
Fig. 4.4
Observations
1. The height is drawn on the vertical axis.

2. The width is drawn on the horizontal axis.
3. The depth is drawn on an axis inclined at 45°.
58
Extended Programme
4.2.3 Using the square as the unit of measure
When using the square grid to draw in Oblique Projection, the square is used as the unit of
measure.
1
0
1 2 3 4 5 6
Width
Fig. 4.5
Note to Educators :
• Illustrate clearly the counting of squares on the board and on square grid paper.
Observations
From Fig. 4.5, we can retrieve the following dimensions:
1. Height = 4 squares
2. Width = 6 squares
59
Extended Programme
Activity 2 Basic
Complete Table 4.2 below by counting and inserting the value for the height and the width.
Height Width
SN. Square unit(s) (Number of Units on (Number of Units on
the vertical axis) the horizontal axis)
(i)
(ii)
(iii)
(iv)
(v)
Fig. 4.2
60
Extended Programme
4.2.4 Drawing a cuboid in Oblique Projection
A cuboid is a box-shaped object. It has six flat sides and all angles are at right angle.
Let’s consider the drawing of the cuboid in Oblique Projection, shown in Fig. 4.6.
Height
4 3
3 2 Depth
2 1
1
0
1 2 3 4 5 6
Width
Fig. 4.6
Observations
From Fig. 3.6, the following dimensions can be identified:
1. Height = 4
2. Width = 6
3. Depth = 3
Note to Educators :
• Use a model of a cuboid to explain its characteristics.

• Consider a practical session on drawing of lines on the square grid paper before tackling
Oblique Projection.
61
Extended Programme
Start by drawing the front view of the cuboid, as shown in Fig. 4.7(a), on the square
STEP
1 grid provided in Fig. 4.7(b).
Count the exact number of squares.
Fig. 4.7 (a)
Fig. 4.7 (b)
Note to Educators :
Lay emphasis on:

• Quality of lines – construction and outline.
• Accuracy – drawing exactly on the lines of the grid.
• Stepwise explanation and demonstration.
• Allowing students to repeat constructions stepwise.
62
Extended Programme
STEP Drawing the depth

2
Note:
• The depth of the object is represented by drawing a diagonal line at an angle of 45°.
A line across the diagonal corners of each square on the grid will give you
an inclined line of 45°, as shown in Fig. 4.8.
• The depth lines can be drawn either to the right or to the left of the front face
depending on the direction at which you look at the object.
4 4
3 3
2 2
1 1
45° 45°
0 0
Fig. 4.8
Project the depth line at 45° from each corner of the square using thin lines in Fig. 4.9(b), as
shown in Fig. 4.9(a).
Fig. 4.9 (a) Fig. 4.9 (b)
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Extended Programme
STEP
Mark out the depth along each 45° inclined line by counting 3 squares on the
3 depth lines, as shown in Fig. 4.10(a). Then, draw the depth lines using thick lines.
3
2
1
Fig. 4.10(a) Fig. 4.10(b)
STEP
Join the edges to complete the drawing of the cuboid in Oblique Projection, as
4 shown in Fig. 4.11(a).
Fig. 4.11(a) Fig. 4.11(b)
STEP
A variety of colouring media can be used to enhance the three faces, the front, the
5 top and the side (Fig. 4.12).
TOP
SIDE
FRONT
Fig. 4.12
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Extended Programme
Note to Educators :
• Consider demonstrating appropriate colouring techniques on the board and on paper

as well.
In this exercise, make use of coloured pencils to colour the front red, the top yellow and the side
blue, as shown in Fig. 4.13(a).
Fig. 4.13(a)
Fig. 4.13(b)
65
Extended Programme
The front faces of cubes and cuboids are shown below in Table 4.3.
Draw them in Oblique Projection and apply colour to enhance the drawings.
3 Deep
B
2 Deep
C
4 Deep
Table 4.3
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Extended Programme
5 Deep
E
3 Deep
F
2 Deep
Table 4.3
67
Extended Programme
4 Deep
H
5 Deep
I
1 Deep
Table 4.3
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Extended Programme
4.2.5 Drawing a shaped block in Oblique Projection

A shaped block is a solid object having different shapes. Some examples of shaped blocks
drawn in oblique projection are given in Fig. 4.14 below:
Fig. 4.14 Shaped blocks in Oblique Projection
Now, let us consider the drawing of the L–shaped block shown below in Oblique
Projection (Fig. 4.15).
3 Deep
Fig. 4.15 Fig. 4.16
The front face of the shaped block is shown in Fig. 4.16.
Observations
1. The outer shape of the cuboid may be considered as a crate that contains the
front face of the shaped block with:
• width = 5 squares
• height = 4 squares
• depth = 3 squares
2. The front face of the crate has the following dimensions:
• a width of 5 squares
• a height of 4 squares
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Extended Programme
Note to Educators :
• Emphasis should be laid on exact counting of the height.
STEP
Draw the front face of the crate in thin lines in Fig. 4.17(b) by using the width and
1 the height as shown in Fig. 4.17(a).
width = 5 squares
height = 4 squares
Fig. 4.17(a) Fig. 4.17(b)
STEP
Draw the depth lines of the crate in thin lines. It is equal to the given depth of the
2 shaped block.
Fig. 4.18(a) Fig. 4.18(b)
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Extended Programme
Note to Educators :
• Explanation and illustrations should be given on how to draw the depth lines
appropriately.
STEP Join the ends of the depth lines using thin lines to obtain the crate [Fig 4.19(a)].
3
Fig. 4.19(a) Fig. 4.19(b)
STEP
From each corner of the front face draw the oblique depth lines as shown in Fig
4 4.20(a).
Fig. 4.20(a) Fig. 4.20(b)
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Extended Programme
From each corner of the front face draw the oblique depth lines as shown in Fig
STEP
5 4.21(a).
Fig. 4.21(a) Fig. 4.21(b)

Join the ends of the depth lines with lines parallel to the lines on the front face [Fig
STEP
6 4.22(a)].
Fig. 4.22(a) Fig. 4.22(b)
STEP Draw all the visible edges of the shaped block using thick lines [Fig 4.23(a)].
7
Fig. 4.23(a) Fig. 4.23(b)
72
Extended Programme
Draw the following shaped blocks in oblique projection. Use colours to enhance your drawing.
3 Deep
2 Deep
C
2 Deep
73
Extended Programme
E 2 Deep
3 Deep
2 Deep
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Extended Programme
4.3 Isometric Projection

Isometric projection is another method of drawing objects in 3-dimensions (3D). Examples of
objects drawn in isometric projection are shown in Fig 4.24.
Fig. 4.24 (a) Cuboid Fig. 4.24 (b) Shaped Block

Cuboids and shaped blocks can be drawn in isometric projection using the isometric grid. The
isometric grid comprises vertical lines and inclined lines drawn at an angle.
The isometric grid consists of vertical and lines inclined at an angle of 300, as illustrated in Fig.
4.25 below.
+ +
Inclined Lines Vertical Lines Isometric Grid

Fig. 4.25
4.3.1 Identifying the width, height and depth

Study Fig. 4.26, which shows a cuboid drawn in isometric projection.
top
Height = 4
front side
W
5
id
=
th
th
=
ep
6
Fig. 4.26
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Extended Programme
Observations:
1. Dimensions of the cuboid:

The cuboid measures 6 squares wide, 4 squares high and 5 squares deep.
• H = 4
• W= 6
• D = 5
2. The dimensions are measured as follows:

• The height on the vertical axis.
• The width on diagonal axis inclined at 30°.
• The depth on the other diagonal axis inclined at 30°.
This is illustrated in Fig. 4.27.

Height = 4
5
W
=
id
th
th
ep
=
D
6
Fig. 4.27
4.11 Drawing a cuboid in isometric projection
Worked example Let us consider the drawing of the cuboid shown in Fig. 4.28.
Height
W
id
th
th
ep
D
Fig. 4.28
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Extended Programme
The front face of the cuboid is shown on square grid in Fig. 4.29 with width = 5 and height = 4.
The depth is 3 squares.
Fig. 4.29
On one vertical line of the isometric grid, draw the height of the cuboid using a
STEP
1 thin line, as illustrated in Fig. 4.30.
NOTE
• Always start by counting zero reading first.
• Count on the corners of the each square.
4 4
3 3
2 2
1 1
0 0
Fig. 4.30 (a) Fig. 4.30 (b)
The height = 4 units

For practice, repeat the construction in Fig. 4.31.
Fig. 4.31
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Extended Programme
From the lower end of the height line, draw the width 5 squares long on the inclined
STEP
2 axis on the left of the vertical line you have just drawn. (Fig. 4.32)
5 5
4 4
3 3
2 2
1 1
0 0
Fig. 4.32 (a) Fig. 4.32 (b)
Repeat construction in Fig. 4.33.
Fig. 4.33
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Extended Programme
Complete the front face of the cuboid, as illustrated in Fig. 4.34.

STEP
3
Fig. 4.34 (a) Fig. 4.34 (b)
Repeat construction in Fig. 4.35
Fig. 4.35
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Extended Programme
From the corners of the front face, count the number of units for the depth. Then,
STEP
4 draw the depth lines of the cuboid. (Fig 4.36)
3
2
1
0
Fig. 4.36 (a) Fig. 4.36(b)
Fig. 4.37
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Extended Programme
Join the ends of the depth lines with lines parallel to those on the front face to
STEP
5 complete the cuboid. (Fig. 4.38)
Fig. 4.38
Fig. 4.39
81
Extended Programme
Draw all the visible edges of the cuboid using thick lines, as illustrated in Fig. 4.40.
STEP
6
Fig. 4.40
Fig. 4.41
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Extended Programme
The drawings given below are incomplete cuboids. Complete the cuboids in isometric
projection.
1. 2.
3. 4.
5. 6.
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Extended Programme
7. 8.
9. 10.
11.
84
Extended Programme
The front faces of cuboids have been drawn in isometric projection. Complete each one at the
given depth.
1. 4 deep 2. 3 deep
3. 4 deep 4. 4 deep
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Extended Programme
5. 5 deep 6. 5 deep
7. 4 deep 8. 2 deep
86
Extended Programme
9. 3 deep 10. 3 deep
11. 6 deep 12. 1 deep
87
Extended Programme
Draw the following cuboids in isometric projection given their front faces and depths.
Apply colour to the faces of the cuboids to enhance their appearances.
a.
4 deep
b.
2 deep
c.
3 deep
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Extended Programme
d.
4 deep
e.
5 deep
89
Extended Programme
4.3.3 Drawing a shaped block in isometric projection

Let us consider the drawing of the shaped block shown in Fig. 4.40.
Fig. 4.40
The front face of the shaped block is shown on square grid in Fig. 4.41 with width = 8 and
height = 6. The depth is 4 squares.
4 deep
Fig. 4.41
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Extended Programme
STEP Draw the front face of the crate using thin lines in Fig. 4.43, as illustrated in Fig. 4.42.
1
Fig. 4.42 Fig. 4.43
The crate is just like a cuboid that enables you to draw the shaped block inside it.
Draw the depth of the crate in Fig 4.45, as illustrated in Fig. 4.44.
Fig. 4.44 Fig. 4.45
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Extended Programme
Draw the front face of the shaped block on the front face of the crate in Fig. 4.47,
STEP
2 as illustrated in Fig. 4.46.
Fig. 4.46 Fig. 4.47
Draw the depth lines 4 squares from all the corners of the front face in Fig. 4.49, as
STEP
3 illustrated in Fig 4.48.
Fig. 4.48 Fig. 4.49
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Extended Programme
Join the ends of the depth lines with lines parallel to those on the front face in Fig.
STEP
4 4.51, as illustrated in Fig 4.50.
Fig. 4.50 Fig. 4.51
Draw the shaped block having all visible edges with thick lines in Fig. 4.53, as
STEP
5 illustrated in Fig. 4.52.
Fig. 4.52 Fig. 4.53
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Extended Programme
The drawings given below are incomplete shaped blocks. Using the crate method, complete
the shaped blocks in isometric projection.
a. b.
c. d.
94
Extended Programme
e. f.
Complete the given shaped blocks in isometric projection.
a. b.
5 deep 4 deep
95
Extended Programme
c. d.
2 deep 3 deep
e. f.
1 deep 3 deep
96
Extended Programme
Draw the following shaped blocks in isometric projection given their front faces.
Apply colour to the faces of the shaped blocks to enhance their appearances.
a.
4 deep
b.
3 deep
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c.
5 deep
d.
5 deep
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Unit 5
Material technology
Learning Objectives
• name different types of materials used in our everyday life
• describe the general properties and uses of paper and cards
• use basic tools and techniques safely, to mark, cut, join and finish paper and card,
in the realisation of artefacts
• list the main characteristics of hardwoods and softwoods
• describe the properties and applications of common softwoods and hardwoods
• list basic tools used to process wood
• realise a wooden artefact
5.1 Introduction
In our everyday life, we make use of different types of products which have been made using particular
materials or a combination of materials. Each material has its specific properties which makes it
suitable for the manufacture of certain products. Below are some common properties of materials:
• Brittle
• Malleable Note to Educators :
• Tough / Hard
• Resistant to corrosion • Explain briefly each of the properties illustrated.
• Conductor of heat
• Conductor of electricity
Wood - heat resistant
Copper - good conductor of

heat and resistant to corrosion
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5.2 Common materials used in our environment
Let’s consider different materials which we commonly use in our everyday life.
Activity 1 Basic
(a) Fill in the chart below to show the different materials used in our immediate environment.
Ceramic
........................... ...........................
........................... Materials ...........................
........................... ...........................
...........................
(b) Produce a poster (in groups or individually) to show the different materials used in our
immediate environment. You may glue samples of the materials or pictures of products made
from the materials.
Note to Educators :
• Guide learners to identify various objects / products which they use or see around them
and identify the materials from which they are made.
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5.3 Paper and Card
Paper is one of the most commonly used materials. Paper exists in different sizes, colours and
surface finishes. Cards consist of the same raw material as paper, that is, wood pulps. The main
difference between paper and card is in terms of thickness.
Fig. 5.1 represents the layout of different sizes of paper available on the market.
A6 A6
A4
A5
A2
A3
A0
A1
Fig. 5.1 : Layout of different sizes of paper
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Measure the following paper sizes and note down their dimensions in the table below.
SN. Paper Size Measurement (mm)
(i) A3 ................................ x................................
(ii) A4 ................................ x................................
(iii) A5 ................................ x................................
(iv) A6 ................................ x................................
(v) A2 ................................ x................................
(vi) A1 ................................ x................................
Table 5.1 Paper sizes
Note to Educators :
• Use an A3 sheet of paper to determine its dimensions. For other paper sizes, demonstrate
learners how to fold the same A3 size paper to half its size to obtain A4 and continue
the exercise till the size A6 is obtained.
• Consider also using 2 sheets of A3 paper to represent A2 and 4 sheets of A3 to represent A1.
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5.3.1 Common types of papers
SN. Types of paper Properties Uses

(1) Cartridge paper Cartridge paper is a high quality For drawing purposes
paper. It is strong with a grade (sketch pads)
of texture which makes it
suitable for drawing purposes.
(2) Newsprint paper Newsprint paper is not very Newspapers and billboards
durable and is a low cost paper.
It is made of recycled material.
(3) Groundwood paper Groundwood paper is more Magazines, telephone

durable than newsprint paper. directories and catalogues
However, it tends to turn yellow
when exposed to light for a long
period of time.
(4) Coarse paper Coarse paper is a heavy duty Cement packaging and
paper and it can resist heavy grocery bags
weight. It has a high tear
resistance.
(5) Absorbent paper Absorbent paper is a soft quality Tissue paper and
paper with a high capacity to absorbent kitchen paper
absorb liquids.
(6) Tracing paper Tracing paper is translucent. For tracing, usually for
It is available in sheets. reproduction of drawings
Table 5.2 Common types of papers
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Collect different types of paper which you encounter in your everyday life. Glue the sample
collected in the space provided below in Table 4.7 and then include the following information
in the table provided.
a. Use(s)
b. Properties
c. Colours
Note to Educators :
• Guide learners on the types of paper to collect and stick. Assist them as they observe
the features and details on the samples.
• Properties refer to simple observable performance like resistance to water, resistance
to tearing, ability to write on, etc.
• Learners can also be asked to produce a poster (in groups) on types of cards in addition
to this activity.
Sample 1 Properties:
Use(s):
Colour:
Any other
information:
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Use(s):
Colour:
Any other
information:
Use(s):
Colour:
Any other
information:
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Use(s):
Colour:
Any other
information:
Use(s):
Colour:
Any other
information:
Table 5.3
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5.3.2 Common types of cards
Types of card 1. Cardboard 2. Corrugated board 3. Duplex board is a

(also known as is made up of a sheet of double-ply
paperboard) is often corrugated layer, paper.
made of recycled sandwiched between
material. two outer layers.
Properties It can be laminated It is cheap and can Duplex board has

together to create a carry heavy loads. a distinctly smooth
thicker material. surface. The exterior of
the board is very often
coated to make it more
water-resistant and to
give it a glossy finish.
Uses Packaging such as for Corrugated boxes for Medicine packaging
cereal and other small packaging of heavy and garment boxes.
consumer goods. items like television When laminated with
sets, washing machines, other materials, it is
etc. also used for food
packaging.
Table 5.4 Common types of cards
Collect different types of cards which you encounter in your everyday life. Place the sample
collected in the space provided in the Table that follows. Then, include the following information.
a. Use(s)
b. Properties Note to Educators :
c. Colours
• Guide learners on the types of papers to collect and stick.
Assist them as they observe the details on the samples.
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Use(s):
Colour:
Any other
information:
Use(s):
Colour:
Any other
information:
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Use(s):
Colour:
Any other
information:
Table 5.5 Types of cards
5.3.3 Making paper and card products
Paper and card are versatile materials which can be worked out easily without the use of
sophisticated tools and equipment. Tools like scissors, steel rules and cutters which are easily
available and not too expensive can be used. In order to have a good knowledge and to
develop the skills of working with paper, let’s consider the making of a ‘desktop name tag’ as
shown in Fig. 5.2.
Fig. 5.2 Desktop name tag
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The template of the name tag is given below.
Folding Line
Folding Line
Folding / Gluing Tab
Fig. 5.3 Template of the name tag
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You will be required to follow the procedure stepwise to make your own ‘desktop name tag’
using the template. Remember that you have to follow all safety procedures during the process.
Note to Educators :
• Lay emphasis on safety.

• The proposed design / template of the name tag can be changed.
1. Marking process
Marking out is the process of drawing the layout of your design on your working material
(workpiece). During this process, the following tools may be used:
• Pencil
• A pair of compasses
• Ruler / steel rule
• Set squares
• French curve
• Flexible curve
• Templates
Using the set square, ruler, pencil and a pair of compasses, draw your final design on the
workpiece.
Fig. 5.4 The marking process

Note to Educators :
• Learners can cut the template given (Fig. 5.3) and glue it on a piece of card as well.
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2. Cutting process
The cutting process involves the removal of excess material. During this process, you have to
cut the layout of the design from the workpiece.
The following tools are commonly used for cutting paper and card:
• A pair of scissors
• A paper cutter / guillotine
• A cutter / craft knife
SAFETY FIRST / SAFETY CONSIDERATIONS
During the cutting process, you are going to manipulate different types of cutting
tools. This means that you should:
• always wear appropriate protective equipment where required, for example

wear a pair of gloves; and
• behave in a responsible way.
1. A pair of scissors
A pair of scissors is used to cut thin sections of paper and card. It is most appropriate to cut
curves and complex shapes.
Fig. 5.5 A pair of scissors
• Beware of the pointed tip of the scissors.

• Place your fingers away from the cutting edges before proceeding.
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2. Cutter or craft knife
Cutter and craft knife are two different tools, which have the same function. That is, to cut
complex shapes. However, a cutter (Fig. 5.6) is more appropriate to cut cards, while a craft
knife (Fig. 5.7) is more appropriate to cut paper. A cutter can be ideally used to cut straight
edges with the use of a steel rule.
Fig. 5.6 Cutter Fig. 5.7 Craft knife
In order to protect your working surface, it is always a good practice to make use of a cutting
mat (Fig. 4.8) while using these types of tools.
Fig. 5.8 : Cutting Mat
• Beware of the pointed tip and cutting edge of the cutter.

• Hands and body should be away from the cutting direction.
• The blade of cutter should not extend more than required.
• The cutter should only be used with a steel rule when cutting straight edges.
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3. Paper cutter / guillotine
The paper cutter, also named as the guillotine, is used to make straight cut on paper. It is not
appropriate to cut thick card.
Fig. 5.9 Guillotine
• The guillotine should only be used under supervision as it can cause injuries,
if not used appropriately.
• Always ensure that fingers are away from the cutting edge before cutting.
For your name tag, select the appropriate cutting tools and cut the outline shape. Always cut
on the waste side of your outline. Follow all safety procedures when using the cutting tools.
Fig. 5.10 Using a pair of scissors to cut the outline of the template
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Fig. 5.10 : Using a cutter and steel ruler to cut the window
Note to Educators :
• Demonstrate the use of each cutting tool.

• Lay emphasis on safety measures when using cutting tools.
3. Folding process
Paper and card products are often composed of a single piece of material which is then folded
to form a shape. A common example is the making of paper / card packaging.
For the folding process, you require the following tools:
i. A Ruler: It is used as a guide when folding. It is placed exactly on the folding line.
ii. A Bone Folder: It is used to mark on the folding lines before bending. This will produce
a neat folded edge.
Fig. 5.11 Steel Ruler Fig. 5.12 Bone Folder
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Note to Educators :
• Students should be briefed on the appropriate type of ruler to be used for folding.
• Consider the use of a letter opener or a pointed object to score the folding lines with
light pressure instead of the bone folder.
• Demonstrate the importance of scoring the folding lines with the bone folder. First fold
without scoring the folding line, then use a bone folder. Compare the quality of the
folded edges.
In order to make proper folds for your name tag, you will have to follow the steps illustrated
below.
STEP Use the edge of the steel rule as a guide. Place it exactly on the folding line.
1
Fig. 5.13 Placing the steel rule along the folding line
Run the bone folder along the straight edge of the ruler. For a good result, apply a
STEP
2 firm and even pressure to create a score line on the folding line.
Fig. 5.14 Creating a score line
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Place the edge of your ruler on the folding line and with the help of the bone folder
STEP
3 fold the paper / card to the required angle.
Fig. 5.15 Folding the paper
4. Finishing the desktop name tag

As it is a name tag, you first need to insert your name on it. For this, you can handwrite your
name or type your name on a word document, print, cut and glue it on your tag.
To make your name tag more visually appealing, you can apply different colours on it using
coloured pencils, wax crayons or markers. You can also add other elements to the tag using
collage.
Fig. 5.16 Adding name and colour on the name tag
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5. Assembly process
The assembly process is the joining of the different parts of a workpiece. When working with
paper and card, several methods may be used. For the time being, we will focus mainly on the
use of:
• gluing tabs
• slots
i. The use of gluing tabs is one method which is commonly used to assemble paper and
card, e.g. to assemble packaging boxes. The figure below illustrates how a glue tap can
be used to assemble your name tag.
Apply glue
on the gluing
tap.
Fig. 5.17 Gluing tap to assemble paper / card
A glue stick can be used to provide a permanent joint / bond on various types of paper.
6. End product
Fig. 5.18 Desktop name tag completed
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5.3.4 Realisation of a desk tidy
To have hands–on practice, we are going to work on the realisation of a desk tidy to be made of card.
As illustration we are going to consider the realisation of the desk tidy shown in Fig. 5.19.
Fig. 5.19
Note to Educators :
• The proposed design can be changed.

• Other types of thick cards can be used instead of straw board.
The indicative dimensions of the desk tidy is shown in Fig. 5.20.
40
60
40
60
40
60
20
40
100
20
90
80
45 R 15
90
40
Fig. 5.20 Dimensions of the desk tidy
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Materials and equipment needed:

• Sheet of straw board • Apron
• Pencil • Safety rubber gloves
• Steel rule • Respiratory mask
• Cutting mat • Sealer
• Cutter • Sand paper
• Glue stick / contact glue • Paint
Steps for realising the desk tidy
Measure and mark the various parts on the straw board that constitute the desk
STEP
1 tidy. (Fig. 5.21)
Fig. 5.21 Trace the parts
STEP The different parts are cut using a steel rule and a cutter. (Fig. 5.22)
2
Fig. 5.22 The cut parts
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• Keep the blade sharp since sharp blades will cut whereas dull blade will tug
and pull, which is more likely to cause the hand to slip and cut your fingers.
• Slide out the blade to a length that is safe for use.
• Apply a consistent (but not excessive) pressure while performing the cut.
Use several strokes if required.
• Take care when changing dull or damaged blades. Dispose of blades in a
safe manner. Put them in a puncture resistant container
• Always wear an apron as it will protect your clothes and hold lose clothing.
STEP Glue is applied to the main parts of the desk tidy. (Fig. 5.23)
3
Fig 5.23 Applying contact glue to edges
• Always wear safety goggles when dealing with contact adhesives.

• Contact adhesives work by releasing (flashing) solvents, which are harmful
if inhaled, especially if breathed in repeatedly. A well ventilated room will
ensure that the solvents are cleared from the air more rapidly, preventing
damage to the lungs and body.
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STEP Let the glued parts dry for some time.

4
When contact adhesives are used, the parts should be allowed to set for a while before
assembly.
The parts are assembled together using glue.

STEP
5
Fig 5.24 Desk tidy being assembled
Fig 5.25 Assembled desk tidy
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STEP Finish the desk tidy using paint. (Fig. 5.10)

6
Fig 5.26(a) Fig 5.26(b) Fig 5.26(c)

Applying sealer Polishing sealed surfaces Spray painting the desk tidy
It is a good practice to After application of Apply the paint in thin layers.

apply a sealer first to sealer, allow it to dry
the card material before before polishing the
applying paint. surfaces with a fine
grade sand paper.
• Gloves should be worn to protect the skin.

• Painting should be done in a well-ventilated area.
• Wear a respiratory mask.
Note to Educators :
• Painting can be done using a paint brush or spray painting can be considered.
• Decorative paper may also be used to enhance the desk tidy.
• Students can type their names using the computer, print and glue these on their
respective desk tidy.
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5.4 Wood
Wood is one of the most widely used material in our society. It has been used for several centuries
and for a variety of purposes. Figure 5.27 below illustrates some products made of wood.
Fig. 5.27(a) Boat Fig. 5.27(b) House
Fig. 5.27(c) Garden bench Fig. 5.27(d) Electric poles
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Activity 7 Basic
Study the following objects made from wood as shown in Table 5.6 below and match each
object to its respective name in Column A and to its uses in Column B.
Column A Column B
Object
Name Use(s)
Toy For sitting and dining
For the preparation and

Table and chairs
presentation of meals
Kitchen utensils For children to play with
For use as a platform when

Bath tub
transporting goods
Pallets For taking a bath
Table 5.6
Note to Educators :
• Bring along different wooden objects and different samples of wood

to show the differences to the students.
• Help the students to describe the different objects.
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5.4.1 Types of wood
Timber (wood) is obtained from two species of trees namely softwoods and hardwoods.
Fig. 5.28 shows a hardwood tree while Fig. 5.29 shows a softwood tree.
Fig. 5.28 Hardwood (Oak tree)
Fig. 5.29 Softwood (Spruce tree)
Note to Educators :
• Brainstorm on the main differences of the two trees shown above.

• Take local examples of hardwoods and softwoods.
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The table below outlines the main characteristics of hardwood and softwood trees.
Characteristics of hardwoods Characteristics of softwoods
They have broad leaves They have needle like leaves
Their seeds are found inside of a fruit They produce cones
They grow slowly They grow faster
They grow better in warm climate They grow better in cold climate
Table 5.7
Activity 8 Basic
In the box provided state whether the following statements are true or false.
1. Hardwoods have broad leaves.
2. Softwoods produce cones.
3. Softwoods grow better in warm climate.
4. Hardwoods grow slowly.
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5.4.2 Common types of softwood
Now let us have a look at some common types of softwood.
Name Sample Properties Uses
• Pine has moderate strength

• Doors
properties.
• Furniture like
• It is fairly soft and it is easy
Pine cupboard
to work with.
• Window frames
• Pine has a low durability
• Panelling Floors
and has a low cost.
• Plywood
• Douglas fir has good strength
manufacture
properties and is easy
Douglas • Veneer
to work with.
Fir • Flooring
• It offers some resistance
• Joinery work
to water.
• Houses
• Clothing
storage
• Red cedar has a great durability.
Red Cedar • Musical
• It is easy to work with.
instrument
• Roof Panelling
Table 5.8
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Activity 9 Basic
Fill in the blanks with the appropriate words given in the list below.
cupboards, water, durability, flooring, process, musical, moderate,

strength, low, plywood
1. Pine has ________________ strength properties and has a ___________

durability.
2. Douglas fir has good_________ properties and offers some resistance to

__________.
3. Pine is commonly used to make _____________.
4. Douglas fir can be used for ______________ or for the manufacture of

_________.
5. Red cedar has great _________ and is easy to ____________.
6. Red cedar is commonly used for ____________instrument.
Note to Educators :
• Bring samples of wood to show to students.

• Use everyday life object to illustrate the use of the types of wood.
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5.4.3 Common types of hardwood

Now let us have a look at some common types of hardwood used for fabrication
purposes.
Name Sample Properties Use

• Teak has good strength • First class
properties. furniture.
• It has very good resistance • Decorative
Teak to decay therefore has very cabinets.
good durability. • Parquetry
• Teak is an expensive timber flooring.
• Ship building.
• Light structural
• Meranti is a low cost timber.
framing.
• It has a lower strength
• Mouldings and
properties compare to teak.
trim.
• It has a low resistance to
Meranti • Low-cost
decay and insect attack
furniture.
therefore providing it a low
• Producing
durability.
veneers and
plywood.
• Mahogany is moderately • High class
resistant to insect/borer furniture like
attack. table and chairs.
Mahogany • It moderately durable to very • Parquetry.
(Sapele) durable in regard to decay • Boat building
resistance. • Musical
• It can be difficult to work instruments.
with.
• Flooring.
• Beech is hard and tough. • Furniture.
• It resists shock and wear. • Veneer
Beech • It polishes well. Plywood.
• It is an expensive timber. • Tool Handles
And Mallets.
Table 5.9
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Activity 10 Basic
Fill in the blanks with the appropriate words given in the list below.
hard, resistance, ships, strength, musical instrument, beech, shock,

decay, parquetry flooring, meranti
1. Teak has good ___________ properties and has very good resistance
to __________.
2. Teak is commonly used to make _________________ and ______________
3. Meranti has a low ____________ to decay.
4. _____________ is commonly used to make low cost furniture.
5. Mahogany is commonly used to make ________________________.
6. Beech is __________ and tough. It also withstands ________ and wear.
7. Tool handles and mallets are commonly made with __________ .
5.5 Basic hand tools for working wood
Hand tools can be categorised as:

• Measuring and Marking out tools
• Cutting and Shaping tools
• Holding tools
• Driving tools
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The table below shows a list of basic hand tools according to their category.
Measuring and Cutting and

Holding tools Driving tools
Marking out tools Shaping tools
Steel Rule Tenon saw G-clamp Wooden Mallet
Try-Square Smoothing Plane Bench hook Ball pein hammer
Measuring tape Rasp Bench vice Cross pein hammer
Pencil Bevel edge chisel Sash clamp Screwdriver
Coping saw
Marking knife
Hand drill
Table 5.10
5.5.1 Measuring and marking out tools
Before any material is cut to size, it is necessary to measure and mark the material accurately
so as to know exactly the required size and shape.
The common measuring and marking out tools are explained briefly below:
(i) The steel rule
• The steel rule (Fig.5.30) is used to measure

lengths. Fig. 5.30 Steel rule
• It is also used to check flatness of edges.
(ii) The try-square
• The try square is composed of two main parts;

the stock and the blade as shown in Fig. 5.31.
• It is used to mark straight lines across a material.
• It is also used to check the squareness of a piece
Fig. 5.31 Try-square
of wood and right angles of assemblies.
(iii) The measuring tape
• It is a flexible metal strip.

• It is suitable to measure long dimensions.
• It can also be used to measure around curves
and corners. Fig. 5.32 A measuring tape
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(iv) Pencil
• It is used to draw lines and outlines of

various shapes on wooden workpieces.
• It is generally used together with a steel rule, Fig. 5.33 A pencil
a try square and a measuring tape.
(v) The marking knife
• It has two main parts; the blade and a handle

as shown in Fig. 5.34.
• It is used to scribe a line which has to be cut
using a saw or chisel across the grain. Fig. 5.34 A marking knife
5.5.2 Cutting and shaping tools
Much care and safety should be observed when using cutting and shaping tools as they have
sharp cutting points or edges. Each one has a specific function. Some common basic cutting
and shaping out tools are illustrated below:
(i) Tenon Saw
• A tenon saw is used to cut small pieces of wood.

• It has a fine toothed cross cut blade, a wooden
handle and a stiff back as shown in Figure 5.35 Fig. 5.35 A Tenon Saw
which makes it rigid.
(ii) Jack Plane/Smoothing Plane
• The jack and smoothing planes are used

for planing wood.
• The jack plane is used to remove stock Fig. 5.36 A Jack Plane
of materials (Fig. 5.36).
• The smoothing plane (Fig. 5.37) is a shorter
and lighter version of the jack plane
and is used for smoothing short pieces
of wood to gain a good finish.
Fig. 5.37 A Smoothing Plane
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(iii) Rasp
• It consists of a hardened steel bar

and a handle.
• It comes in a variety of shapes - rectangular,
round, and half-round.
• It is used for shaping curves and other forms Fig 5.38 A rasp
in wood.
(iv) Bevel edge chisel
• It is bevelled on each side as shown

in Fig. 5.39.
• It is used to cut and shape wood blocks
when chopping, grooving and pairing.
• Normally, it is used with a wooden mallet. Fig 5.39 A Bevel edge chisel
(v) A Coping Saw
• It consists of a D-shaped frame, a narrow

blade and a handle as shown in Fig. 5.40.
• It is used for cutting curves in wood.
• The blade can be rotated to any angle.
Fig 5.40 A Choping saw
(vi) Hand drill
• It consists of the chuck, the handles

and a gear mechanism as shown in Fig. 5.41.
• It is used for drilling holes in wood
Fig. 5.41 A hand drill
and plastic.
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5.5.3 Holding tools
A holding tool is used to hold firmly a workpiece during a manufacturing process. Each
holding tool is different but the common principle between them is that they all secure a
workpiece when you are working with it.
(i) G-clamp
• It is made of metal in the form of a ‘G’ as

shown in Fig. 5.42.
• Always use a scrap piece of wood to protect
Fig. 5.42 A G-clamp
the workpiece when clamping.
(ii) A Bench hook
• It is used to support firmly a wooden

workpiece during sawing.
• It also protects the surface of the bench
• It makes hand sawing safer and more
Fig. 5.43 A Bench hook
accurate.
(iii) A Bench vice
• It consists of two parallel flat jaws with

wooden surfaces and a screw mechanism
• It is used to hold firmly workpieces during
sawing, chiselling, shaping, drilling etc. Fig. 5.44 A Bench Vice
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5.5.4 Driving tools
A driving tool is a tool used to push or drive another object into the wood or for joining
purposes. Below are some common driving tools used in woodwork:
(i) A wooden Mallet
• It is like a hammer made of solid wood

• It is used for driving chisels.
• It is also used during assembling
and disassembling parts.
Fig. 5.45 Wooden Mallet
(ii) A Ball pein hammer
• A ball-pein hammer has a metal head

and a wooden handle as shown in Fig. 5.46.
• It is used for driving in nails for joining wood.
• They are available in various sizes Fig. 5.46 Ball pein hammer
and weight.
(iii) A Cross pein hammer
• It has a steel flat head at one end

and a wooden handle as shown in Fig. 5.47.
• It is used for general work in design
and technology projects.
• It is used to drive in small nails. Fig. 5.47 Cross Pein hammer
(iv) A Screwdriver
• It is used for driving in and out wood screws.

• It is available in various shapes and sizes. Fig. 5.48 Flat Screwdriver
• There are two common types of
screwdrivers, namely Flat head screwdriver
and Phillips screwdriver as shown in Fig. 5.48
and Fig. 5.49 respectively. Fig. 5.49 Phillips
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Activity 11 Basic
Complete Table 5.11 shown below by stating the name of the tool shown and whether it is a
measuring and marking out tool, cutting and shaping tool, holding tool or driving tool.
Hand Tools Name Type of tool
Table 5.11
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Describe the use of each tool shown below:
Tool Use
Table 5.12
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Sketch each of the following tools in the space provided.
A steel rule A coping saw
A marking knife A mallet
A G- Clamp A tenon saw
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5.6 Realising a mobile phone holder
Figure 5.50 shows the working drawing of a mobile holder to be realised. It contains all
necessary dimensions needed to make the artefact to the required size.
Part A Part B
R 15 R 15
15 R 7.5
15
110
200
100
15
75
90
R 15 Scale 1:2
5
Part C
15
100 R4 R4
Scale 1:2
All dimensions in mm
25
Ø8
Scale 1:1
Fig. 5.50: Working drawing of mobile phone holder
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To realise the mobile phone holder made of wood various manufacturing stages will be carried
out namely:
• Preparation of materials
• Measuring and marking out
• Cutting and shaping
• Assembling and joining
• Finishing
Selection of materials and tools
For this project work you will be using pine wood which is locally available and reasonably
cheap.
You will need:
1. One piece of pine of length 290 mm long, 100mm wide and 15mm thick (200mm long for
Part A, and 90 mm long for Part B)
2. Dowels of diameter 8 mm and 100 mm long
The common hand tools you will use for making the mobile phone holder are:
• A steel rule
• A try square
• A marking gauge
• A hand drill
• A tenon saw
• A jack plane
• A wooden mallet
• A bevel edge chisel (12 mm wide)
• A rasp
• 8 mm diameter twist drill
Note to Educators :
• Remember to observe all safety practices when realising your project work.
• Learners can work on another artefact other than the mobile holder with respect to
available resources at schools.
143
Extended Programme
Realisation of the ‘mobile phone holder’
STEP PREPARATION OF MATERIALS

1
First, you need to check out for flatness and squareness of your workpiece (pine). A steel rule
is used to check for flatness and a try square is used to check for squareness.
Remember to always keep the stock of the try-square in full contact with the work piece as
shown in Fig. 5.51.
Fig. 5.51 Using a try-square to check for squareness
Remember to place the edge of the steel rule on the workpiece against light to observe for
any unevenness as shown in Fig. 5.52.
Fig. 5.52 Using a steel rule to check for flatness
144
Extended Programme
STEP PLANING
2
Use a jack plane as shown in Fig. 5.53 to obtain a flat surface and square edges. Check the
flatness and squareness from time to time using the steel rule and try square respectively.
Fig. 5.53 Using a jack plane
STEP MARKING OUT the FACE SIDE and the FACE EDGE
3
After obtaining a flat surface and a square edge, use a pencil to mark out the face side and
face edge using the symbols shown in Fig. 5.54. The face side and the face edge will be used
as datum surfaces from where all measurements will be taken.
Fig. 5.54 Marking out the face side and face edge
145
Extended Programme
STEP MEASURING AND MARKING-OUT

4
Take dimensions from the working drawing and mark out the main dimensions for Part A and
Part B as shown in Fig. 5.55. You will need a pencil, a steel rule, a try square and a marking knife.
Part A
Part B
Fig. 5.55 Marking out Part A and Part B
Using a marking knife and try square mark a trench where

cutting is to be done [Fig. 5.56(a)].
Fig. 5.56(a) Using a marking knife
Mark out the rounded corners on both sides by using a spring divider (a pair of compasses
can also be used).
Fig. 5.56(b) Marking the rounded corners
146
Extended Programme
STEP MARKING OUT the HOUSING JOINT

5
Use a steel rule to measure and mark the exact position for the housing joint on part A. Then
using a try square, mark lines at 90° using the face side and face edge as references.
Fig.5.57 Using the try square
A marking gauge can also be used for scribing lines parallel to an edge as shown in Figure 5.58.
Fig. 5.58 Using a marking gauge
Finally, the marking of the trench for

the housing joint should appear, as
shown in Figure5.59 with the parts to Part A
be removed clearly indicated.
Fig. 5.59: Final marking for the housing joint
147
Extended Programme
STEP SHAPING OUT the ROUNDED CORNERS

6
• A rasp is used to shape out the rounded corners as shown in Figure 5.60.
• Remember to hold the rasp correctly and to hold firmly the workpiece in the bench vice.
• Apply regular forward and backward strokes.
• Then use a sanding block with medium and fine grit sand paper to obtain the desired
shape.
Fig. 5.60 Shaping the rounded corners
STEP MAKING the HOUSING JOINT

7
• A bench hook is used to hold Part A.

• A Tenon saw is then used for cutting out across the grain (Fig. 5.61).
Fig. 5.61 Using a Tenon saw
148
Extended Programme
• Always cut on the waste side.

• Hold the workpiece securely while cutting.
• Use a wooden mallet and a chisel to remove the waste from one end of the trench as
shown in Fig. 5.62.
Fig. 5.62 Making the housing joint
• Repeat the chiselling process from the other end.

• Chisel the bottom surface flat (test for flatness with a steel rule) as shown in Figure 5.63.
Fig. 5.63
• Always keep fingers away from the sharp cutting edge of the chisel.
• Parts A and B are checked if they fit each other correctly (Fig. 5.64).
Part B
Part A
Fig. 5.64 Checking for fitness
149
Extended Programme
STEP FIXING THE DOWELS

8
• Mark out using a pencil, a steel rule and a try square the centres of the holes for fixing the
four dowels on part A.
• Use a hand drill and a 8 mm diameter twist drill to make the four holes to a depth of
10mm as shown in Figure 5.65.
Fig. 5.65 Drilling holes
• Cut out the dowel to a length of 25 mm.

• Use sand paper to round off the corners (Fig. 5.66).
Fig. 5.66 Rounding off corners of dowels
150
Extended Programme
STEP JOINING
9
• Fix the four dowels in the holes drilled in Part A using wood glue (Fig. 5.67).
• Then use wood glue again to join Part A to Part B (Fig. 5.68).
Fig. 5.67 Gluing the dowels Fig. 5.68 Joining parts A and B
• Wipe out any excess glue using a wet cloth.

• Use a try square to check for squareness.
• Allow to dry .
151
Extended Programme
STEP FINISHING
10
• Use successively sand paper of coarse to medium to fine grades to polish all the surfaces.
• Then apply sanding sealer, as shown in Figure 5.69 and allow to dry completely.
Fig. 5.69 Applying sanding sealer
• After sealer has dried, polish using fine grade sand paper.
• Remove any dust particles and apply clear varnish as shown in Figure 5.70.
• Apply varnish in a well-ventilated and dust free area.
• Always use a respiratory mask when polishing, applying sealer and varnishing.
Fig. 5.70 Applying varnish
152
Extended Programme
5.17 Realised mobile phone holder
Figure 5.71 shows the Mobile Phone Holder in use.
Fig. 5.71 Mobile phone holder
153
Extended Programme
154
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DESIGN AND TECHNOLOGY PANEL

MAURITIUS INSTITUTE OF EDUCATION

Dr Navin Hurreeram – Coordinator & Senior Lecturer, MIE

Sanjna Kathapermall – Graphic Designer, MIE

© Mauritius Institute of Education (2021)

Prof. (Dr) Vassen Naëck

• Introduction to design and technology

The Design and Technology Panel,

Unit 1 Introduction to Design and Technology 1

Unit 2 Basic geometrical constructions 15

Unit 3 Safe work practices 41

Unit 4 Pictorial projection 55

4.2.1 Material and equipment used for drawing oblique projection

4.3 Isometric projection

4.3.1 Identifying height, width and depth

Unit 5 Material technology 99

5.3.1 Common types of papers

5.4.1 Types of wood

5.5 Basic hand tools for working wood

5.5.1 Measuring and marking tools

5.6 Realisation of mobile phone holder

Introduction to Design and Technology

1.2 What is Design?

1.3 What is Technology?

Fig. 1.1 (a) Drone Fig. 1.1 (b) Laptop

Fig. 1.1 (c) Photovoltaic Cell Fig. 1.1 (d) 3D Printer

1.4 Importance of Design and Technology in everyday life

1.4.1 Design and Technology at home

• You can refer to other products used at home.

1.4.2 Design and Technology in the field of leisure

Leisure / Sport Activity Name of Leisure / Sports Activity Products Required

• You can refer to other products used for leisure purposes.

1.4.3 Design and Technology in agriculture

Tools / Systems / Machineries Function

• You can refer to other products used in agriculture.

Technology Process Items Used

Information and Sending and receiving messages 1. Computers

Construction Building infrastructure 1. Cement

Transport Moving people and things from 1. Cars

Medical Providing health car 1. Medicines

1.4.4 Design and Technology in the transport sector

Nowadays, we use different modes of transportation depending on what we are moving,

Land Water Air

Roadways Railways Oceanic Inland Domestic International

Fig 1.2 illustrates some common ways of travelling by different means.

Fig 1.2 (a) Cargo ship Fig 1.2 (b) Car

Fig 1.2 (c) Light rail Fig 1.2 (d) Aeroplane

SN Roadways Railways Waterways Airways

1. Lorry Wagon Boat Helicopter

2. ......................................... ......................................... ......................................... .........................................

3. ......................................... ......................................... ......................................... .........................................

4. ......................................... ......................................... ......................................... .........................................

• Guide learners on the properties of materials with respect to their use.

Fig 1.3 Emission of toxic gases

1.4.5 Sustainable Designing

Fig. 1.5 Deforestation Fig. 1.6 Factories releasing smoke

Fig. 1.7 Hybrid car

Fig 1.8 (a) Fig 1.8 (b)

Fig.1.9 Fig. 1.10

List four ways in which the building is environmentally friendly.

Picture Tick or cross Picture Tick or cross

Picture Name Function

Design & Technology G8 EXT

Design & Technology G8 EXT

(b) A proper use of workshop equipment is needed to avoid i s.

(c) Your educator should be informed immediately of any a t

(d) You should have a proper b __r in the workshop.