Digital book

1. Technology as a way of meeting human needs
2. Technical problem solving: the project approach
3. Basic project documents
4. At work in the workshop
5. Using and handling tools safely

/useruploads/ctx/a/75570490/r/s/20284010/Unit_1_page_10_943886_436335.mp3?idcurso=1327570 This year, you will be studying Technology, Programming and Robotics for the first time and you will be working both in the classroom and in the workshop. You will learn how to build objects, often as a way of resolving the problems you are given in class. This means that you will have to think carefully about what you are going to design before you build it, either on your own or as part of a group. You will also have to learn different types of information related to what you are building. As you will see, technology covers lots of knowledge areas and diverse branches of science. This subject also has a practical part where you will learn different construction techniques and work with different materials.

In Unit 1, we explain what technology is and we describe the different types of technological products and how they are created. We tell you which documents you need to produce before and after building and, last but not least, you will learn to identify and use the basic tools of the workshop safely without putting yourself or your classmates in danger.

Read and listen to the text on the previous page and then answer these questions in your notebook:

Indicate whether the following statements are true or false:

What are the names of the two rooms where we study Technologies?

What will you learn about in your technology practicals?

Find out what you already know by answering these questions in your notebook:

What does the word technology mean to you? Write down all the related words you can think of.

Copy the following table into your notebook. Complete it with the actions you do at different times of the day and the technological objects you use for each action.

Time	Actions	Objects used
Morning, at home
Morning, in class
Lunchtime
Afternoon
Evening

What do you think human beings need to survive? Which of these needs are met by technological products? Which are not?

What is an invention? What qualities do you think an inventor should have?

Look at the tools in the workshop. Do you know the names of any of them? What do we use them for? What are the dangers of using them incorrectly? Write your findings in a table like the one below. Try to think of as many as you can.

Tool	Used for...	Danger

Can you see any safety equipment for working with tools in the workshop

Look on the Internet for the definitions of the words technology, technique and science. Copy the definitions you find in a text document. Save the file with the name Unit01_0A_namesurname.

Do an online search for information about three inventions that you have heard of and their inventors. Each invention must be from a different century. Copy all the information you find in a text document and save the file with the name Unit01_0B_namesurname.

Learn

1. Technology as a way of meeting human needs

Technological activity began almost at the same time as the first human beings appeared on the planet. For them, technology was a means of survival because it allowed them to meet their basic needs: food, shelter, clothing, etc. Technology will always be with us: our living conditions are improved by the design and manufacture of products.

Technology is the set of skills and techniques used to invent, design, build and adapt products to meet human needs and resolve the problems of everyday life.

The following table lists the basic needs of human beings and gives examples of technological products that meet these needs:

Need	Products that meet this need
Shelter	Flats, houses, apartments, etc.
Food	Refrigerator, microwave, blender, etc.
Clothing	Pants, shirt, slippers, etc.
Work	Computer, calculator, tools, etc.
Transport	Bus, aeroplane, bicycle, etc.
Communication	Telephone, television, newspaper, Internet, etc.
Health and hygiene	X-ray machine, syringe, soap, etc.
Leisure	Amusement park, video games, etc.
Safety	Alarm, lightning conductor, security door, etc.

Technological products

Have you ever wondered who invented things like the blind, the clock, the broom or the zip, and why? Most of these objects were invented to resolve a particular problem or to improve certain conditions.

A technological product is something that was obtained through technological knowledge and made to meet a human need.

Objects change in appearance; they transform as our needs change. Technological development is based on inventions and discoveries that have already been made. For example, when the first cars were made, we did not have to invent all their parts from scratch; some of these parts, like the wheel and the engine, had already been discovered. We base our thinking on what has already been invented and we learn from it to continue to evolve.

An invention is a creation or design that did not exist before. An innovation is a change made to the way a product works by adding something new (like the air cushion in trainers or Internet access on mobile telephones).

Object analysis is a preliminary step that comes before we start building the new technological object. By analysing objects, we can understand how they work and the decisions that were made during their design and construction. Object analysis looks at the three functions of the object:

Use: how we use it.
Technique: how it was made.
Aesthetics: its external appearance (shape, texture, colour, size, weight, design, etc.).

EXERCISES

In your notebook, write down the needs that are met by these products: motorcycle, toothbrush, microwave, computer, television, tent, trainers, mobile telephone, train, refrigerator, X-ray machine.

Listen to the following sentences and fill in the blanks in your notebook:

Before the manufacture of a product begins, it is tested first by building a or of the product.

When the product is built to actual size, it is called a , and when we build the object to , it is called a .

Get into small groups and imagine that you are a team of researchers developing a new product. You can choose either an invention or an innovation. What is your product? What new features does it have? What is it used for? How is it used? How is it made?

Describe a toaster using object analysis. Think about its three functions (function of use, technical function and aesthetic function).

KEYWORDS /useruploads/ctx/a/75570490/r/s/20284040/Unit_1_page_13_keywords_958317.mp3?idcurso=1327570

Make sure you understand these words before moving on!

Invention: a new product that did not exist before.
Innovation: a change to the way an existing product works.
Scale model: a model used to represent the volume of a product.
Prototype: the first full-sized version of a product, built as a test.

Learn

2. Technical problem solving: the project approach

Technology is a tool that can be used to resolve society's technical problems through what we call the project approach.

The project approach is a method of dealing with and resolving the practical problems affecting any society. It consists of several stages.

Stages of the project approach

To explain this approach, we will take a simple technology problem and describe the process we need to follow in order to solve it.

In this example, we will imagine that we want something to store a set of coloured pencils in.

We can use the project approach to resolve any technology problem, even very complex ones. The project approach can be split into ten stages. These are:

Detect the problem or need. What do we need? What problem do we have or what task have we been set? What conditions are there? If we are very clear about the problem we need to resolve and we know all the details, the rest of the process will be easier.

In our example, we need to find a way to store a set of coloured pencils.

Information and research. We collate, study and select information on the different ways that we could resolve the problem. We also study products that meet similar needs.

We look at different pencil cases, tins, pencil pots, etc. and analyse their materials, forms and shapes, properties, etc.

Search for possible solutions. We think of the different options, i.e. different objects or products that could resolve our problem. We study and assess each option to see if it is viable.

The possible solutions for storing our pencils are the pencil cases, tins and pencil pots that we mentioned above. The material may be fabric, cardboard, metal, plastic, wood, etc. The form may be cylindrical, rectangular, bag-shaped, with an opening on one side, with different openings, etc.

Choose the solution. We choose the best solution based on the criteria that we set as priorities (type of material, size, shape, cost, etc.) and after analysing the advantages and disadvantages of each solution.

We choose the option that we think is the best one.

Design. We do drawings (sketches), diagrams or plans of our chosen solution. We can do these freehand first and add more detail later, but we must make sure that the product is aesthetically pleasing (i.e. that it looks nice).

We can now draw the object that we are going to store our pencils in and decide on its measurements.

Prepare and plan the work. We choose the materials, techniques and tools that we are going to need. We split the work up into smaller blocks and decide how long we need to spend on each operation. We then share out the work and put the blocks of work in order.

How many days do we have to make the pencil pot? Who is going to get in the materials? Who is going to find the tools? Who is going to keep the workspace clean and tidy? Who is going to coordinate all the work?

Build the product. This is the stage where we build, assemble and finish the parts and assemble the object. At this stage, we need to put our new theoretical knowledge to work and use the tools and materials we chose earlier. We also need to remember to economise on materials.

It is the moment we have been waiting for: we can finally build our pencil pot.

Check the results. At this stage, we check that the product works and that it does what we want it to do. We evaluate the aesthetics (appearance) of the product and, if necessary, we propose changes and improvements.

Does the pot perform its function? Do we like it?

Presentation and assessment. We present our work and have it assessed by people outside the group.

We show our pencil pot to the rest of the class and to the teacher.

Write the project report. We will see the documents that go into this report in the next section.

We write a report on the pencil pot.

EXERCISES

With a partner, discuss the following solutions for making a pencil holder: fabric case, metal box, ceramic pot. Think about whether they are strong, original and easy to make. Then, in your notebook, copy the comparative table shown in the margin and complete it with the different solutions and the conditions that each one has to meet. Give each solution a score from 1 to 10 for each condition. Give a higher score to solutions that are better at meeting the conditions for the product.

KEYWORDS /useruploads/ctx/a/75570490/r/s/20284050/Unit_1_page_15_keywords_245561.mp3?idcurso=1327570

Make sure you understand these words before moving on!

Planning: list of the materials and tools that we will use to build the object and an outline of how the tasks will be shared out.
Report: document that is produced after the product is built. It contains information on how it was built and describes the construction process.

	Easy to make	Strong	...
Fabric case
Metal box
Ceramic pot
...

Learn

3. Basic project documents

We must always document our work. We will need a series of documents for our projects and these will be just as important as the object we build. We will create documents before and after building our object, called the preliminary design and the report, respectively.

Preliminary design

The preliminary design covers the design and planning stages in the project approach.

The preliminary design is the document we need before building begins. It describes what we need to do and how it should be done.

It generally contains:

Drawings (sketches) of our initial ideas and a more detailed drawing (diagrams) of the chosen solution.
Lists of necessary materials and tools.
The budget.
The tasks involved and how we will share them out among the people involved in building the product.

Description of the problem

Build a pocket torch with the following conditions: it must be powered by one or two batteries; the batteries must be removable so that they can be replaced when they run out; the voltage of the battery or batteries cannot be greater than 3.5 volts (the maximum voltage of the bulb); it cannot be longer than 2 dm, and it should use repurposed materials or wood.
...

Report

The report is the document written after the project is built. It contains all the details of its construction.

Some sections in the report will be the same as some of the sections of the preliminary design. The report will usually contain:

Cover page. This contains data like the author's name, course, group, the date it was handed in and the title.
Table of contents. We must number the pages of the report before we can add a table of contents.
Description of the problem. This section describes the problem we need to resolve and the conditions that the product has to meet (size, shape and form, materials, etc.).
Research. In this section, we indicate which books, journals, encyclopaedias, etc. we have used to find out information. In addition to the details of the works we use (for each work: author, title, publisher, place and date of publication), we must also include any queries or surveys we have made here.
Possible solutions. Here we list all the possible solutions and include a sketch or description of each one.
Chosen solution. We explain why we chose our final solution and describe how the prototype works.
Construction drawings. These drawings (sketches, views, exploded drawings, diagrams, etc.) need to be detailed enough to enable somebody else to build the project from them.
Planning. This section contains the list of materials used, the list of tools used and information on how we shared out the tasks.
Construction. This section charts the progress of the different construction phases. Here, we describe the problems we had, the proposed solutions, trials, modifications, tests, etc.
Final tests and conclusions. This is a key part of the report. In it, we can discuss a variety of topics as our conclusion to the project. The questions in the following table may be useful when writing this section:

Things to think about

Tests. Did it pass the preliminary tests? Does the project perform its function?
Materials. Were the materials and processes the right ones? Did we reuse materials?
Economics. Did we manage to stick to the budget?
Aesthetics. Is the product's design attractive?
Social and environmental impact. Did we use contaminating materials? How could society be affected by its use?
Personal reflections. What have you learned? How did you manage working as team?

EXERCISES

What is the main difference between the preliminary design and the report?

Listen to the different solutions proposed by members of a group for their torch project and answer these questions in your notebook: How many different solutions are proposed? What are they? Which one do they decide to use and why?

Make a list of materials and objects in the home that could be repurposed in the workshop. Explain what each one could be used for.

Possible solutions

Use a square-based cardboard box with rectangular walls, such as a large match box.
Use a cardboard toilet paper tube.
Use a cylindrical pot, such as a spice jar, a camera film canister or a glue stick container.

...

Description of the solution

A large match box divided in two inside by a piece of cardboard.
On one half, the top will be transparent and the side will be translucent red. The bulb will go underneath and will light up both “windows when it is switched on. To improve the lighting...

Planning

List of materials
Large, empty matchbox
Switch
3 V bulb
...
List of tools
Punch
Wire strippers
...
Task list
Find the material: 10 minutes
Divide the matchbox in two: 5 minutes
...

Construction

The first problem was removing the bottom of the glue stick container for the first solution, because it was firmly attached. We used an auger to try and bore through the centre hole to see if we could push down on the shaft that connects the two parts. In the end, we managed to separate them using pincers. This broke the shaft, which was the only part that was not going to be used.
...

Final tests and conclusions

We found that the torch works and that it performs the function for which it was designed. We need to be gentle when pressing the switch because it is stiff and the matchbox is very fragile.
The materials and processes were the right ones, although there may be others that could also be used.
...

KEYWORDS /useruploads/ctx/a/75570490/r/s/20284060/Unit_1_page_17_keywords_963352.mp3?idcurso=1327570

Make sure you understand these words before moving on!

Cover page: introductory page of a project that contains the title, the name of the author or authors, and, if you wish, an image.
Preliminary design: document produced before construction begins on the object. It contains a drawing of what the built object will look like and explains which materials will be used and which tasks will be carried out.

Learn

4. At work in the workshop

In the workshop, we work in groups. You will need to get used to this way of work-ing because it is generally easier, faster and more effective than working alone.

When we work alone, it does not take us long to decide what we are going to do. However, when we work in groups, we all have to agree and this takes longer: everybody has their own ideas and we have to let them explain these ideas and try to convince others that they are good ones. It is not easy to explain something to somebody else to get them to see it the way you do; it is a complicated intellectual process. So we have to try harder when we explain our ideas to other people.

Once all the members of your group have expressed their ideas, you have to decide on one together. You can then work by yourselves for ten or fifteen minutes to give everybody the chance to think about how to approach the project.

After this, the group gets back together and everybody presents their conclusions. The group then chooses one of the solutions. At this point, you can appoint a member of the group to write down the reasons for and against each option.

You can then allocate roles and duties.

Organising work in the workshop

In the workshop, we share out tasks among the members of our group by allocating roles and duties. Depending on how many people are in the group, an individual may have one or more roles. These can be:

Coordinator: coordinates the work of the group by sharing out tasks and mak-ing sure that nobody is left with nothing to do.
Secretary: keeps the project documents (mainly sketches and drawings) safe and writes down the tasks that are completed each day and who did them.
Tools Manager: uses a daily checklist to make sure that all the group's tools are present at the start and end of class. The names of any missing or damaged tools are recorded on this list.
Materials Manager: writes down which materials are needed to start the project and makes sure that they are available in the correct quantities. The Materials Manager also puts the project away at the end of the class.
Cleaning Manager: makes sure that everything is clean and tidy and in correct working order. The Cleaning Manager writes down who tidies up each day on the cleaning rota.

Learn

5. Using and handling tools safely

The tools we use will depend on the task or operation we need to do and the material we are working with.

Safety

All technical activity has risks that can and should be kept under control at all times to prevent accidents. We need to be aware of potential dangers and the measures we can take to stop them from happening. We must also follow the safety rules.

In the class workshop, you will find goggles, gloves, dust masks, circuit breakers, etc. These are called personal and collective protective equipment and you must always use them. The most important protective equipment in the workshop and the tools you must use them with are:

Equipment	Use with...
Goggles	Drill, saw, etc.
Gloves	Tinsnips, drill, utility knife, etc.

Rules of safety in the workshop

You must follow the basic rules of the workshop to protect yourself and your class-mates:

Always keep the workshop tidy by using the bins and cleaning and sweeping up when your workstation is untidy.
Always use a brush to clean shavings off your table. Never blow them off or wipe them away with your hand. You could hurt yourself or a classmate.
Keep your workstation tidy. Do not leave tools lying around if you are not using them.
Use tools properly. Each tool is designed for a specific purpose. Do not use them for tasks that they were not designed to do and do not play with them. They are not toys! If you do not know how to use a tool, find out before you use it.
Do not eat or drink in the workshop.
Do not put your classmates in danger by running or playing.
Do not put your classmates in danger by throwing tools to them; hand the tools to them instead.
If you have long hair, tie it back because it could get caught up in materials or tools and could cause accidents. Keep scarves out of the way too.
Do not interrupt classmates or walk in front of them while they are cutting something. Distractions can cause accidents.
Always try to economise on material.

KEYWORDS /useruploads/ctx/a/75570490/r/s/20284080/Unit_1_page_19_keywords_822135.mp3?idcurso=1327570

Make sure you understand these words before moving on!

Budget: document listing all the required materials. It also lists the quantities we need of each, their unit price, and the total cost.
Workshop: the place where the tech-nology project is built.
Shavings: thin pieces or slivers of wood.
Construction drawing: a drawing made for a project that is done with a ruler and includes measurements and all necessary details.

Review

Unit summary

Technology is the set of skills and techniques used to invent, design, build and adapt products to meet human needs and resolve the problems of everyday life.
Technological activity appeared as a way for us to meet our basic needs (food, shelter, clothing, health and hygiene, transport, work, leisure, safety, etc.) and improve our living conditions.
A technological product is something that was obtained through technological knowledge and made to meet a human need.
We can use technology to address and solve practical problems using the project approach. The stages of this approach are: 1) Detect the problem or need; 2) Information and research; 3) Search for possible solutions; 4) Choose the solution; 5) Design; 6) Prepare and plan the work; 7) Build the product; 8) Check the results; 9) Presentation and assessment, and 10) Write the project report.
The key documents for the preliminary design are: sketches of our initial ideas; diagram of the chosen idea; the list of materials; the list of tools; the budget, and the allocation of duties and roles.
The key documents for the project report are: cover page; table of contents; description of the problem; research; possible solutions; chosen solution; construction drawings; planning (materials, tools and tasks); construction, and final tests and conclusions.
In the workshop, we work in groups. This is generally easier, faster and more effective than work-ing alone.
When we work in groups, we may be given the role of coordinator, secretary, tools manager, materials manager or cleaning manager.
All technical activity has risks that can and should be kept under control at all times to prevent accidents.
We need to be aware of potential dangers and the measures we can take to stop them from happening. We must also follow the safety rules.
In the class workshop, you will find personal and collective protective equipment, such as goggles, gloves, dust masks, circuit breakers, etc.
Always follow the safety rules to avoid accidents.

Express yourself!

At the end of the book, on page 208 you will find the definitions of the keywords with examples of how to use them. You can also expand your vocabulary and learn new idiomatic expressions and language structures related to this topic.

KEYWORDS

budget	invention	report
construction drawing	planning	scale model
cover page	preliminary design	shavings
innovation	prototype	workshop

In the computer room

The Programmer's Corner. How do I become a developer?

It is very easy to be a programmer. Have you learned how to use the project approach? Do you know all ten stages?

Any program that you need to create is a problem that you can solve with these ten stages. Imagine that you want to make a program to calculate the area of a rectangle; this is the first stage of the project approach.

The next stage is research: you have to find different ways to solve your problem. You will see here that there are different programming languages that you can use to develop your program. Some, like Scratch (which you will use in this book), are very intuitive and are a good starting point for learning about programming. To learn a programming language, you will need to follow the same steps as you would to learn how to play football or a musical instrument: you only need to know a set of rules and then apply them in the correct order.

Once you have decided on the programming language that you will use to devel-op your program, you will need to search for possible solutions. There are differ-ent solutions for our example: the computer could tell us the measurement of the sides of the rectangle from an image; the user could give this information, etc. You must choose the solution that you think is the most appropriate for solving your problem.

Then, you will have to design the program using diagrams or instructions to structure the order of the instructions that you will give to the computer. For our example, one design could be: first obtain the value of the sides of the rectangle, then multiply them, and, finally, show the result on the screen.

Based on your design, plan the time and the tasks that you will need to complete before writing the code.

You will then construct your program; in other words, you will type the instructions for your design into the computer.

Before continuing, check that it works correctly.

Once everything is ready, present the results of your work to your classmates to hear their input and suggestions.

Finally, write a report on the project you have developed.

Challenges

Challenge 1. Are you ready to start your programming adventure? In the next topic, you will learn how to program in Scratch. In "The Programmer's Corner", you will find Scratch programs that other people have created and instructions on how to make new ones that you can use to learn to create your own programs.

Activities

COMPREHENSION ACTIVITIES

When you have completed the topic, do the following exercises in your notebook:

Put these instructions for building a box in order:

What needs do the following products meet? What negative effects (impact) could their manufacture have? Write your answers in your notebook.

litter bin:

book:

syringe:

swimming pool:

key:

ballpoint pen:

stereo system:

bicycle:

hut:

blender:

radio:

sheet of paper:

What are the stages of the project approach?

What sections are there in a preliminary design? What sections are there in a report?

Which of the safety rules that we saw in this unit are the most important?

How would you plan the construction of a table? Remember what planning involves in the project approach.

Think about the technological objects that humans used in prehistoric times for shelter, work and to get food. Compare them to the ones we use today for the same activities and then copy and complete the following table in your notebook:

Need	In prehistoric times	Nowadays
Shelter
Work
To get food

Write down the names of the machine tools in your class workshop.

Do you think rules are necessary in a workshop? Can you think of any new rules that could be useful?

List the roles that we can allocate to the members of a group in a workshop.

You will now hear some of the keywords from page 20. Write them down and then check to see whether you have spelled them correctly.

Listen to the recording and write down the missing word or words from the following sentences in your notebook:

Before we start building, we need to do the .
Once we have built our product, we need to write the .
New products can be or innovations.
When we analyse objects, we consider these three functions: ; use, and .
The roles we give to the members of a group in a workshop are: , , cleaning manager, materials and manager.

With a partner, discuss possible solutions for building a mill.

Activities

EXTEND YOUR KNOWLEDGE

Write down three examples of inventions and three examples of innovations.

In your notebook, write an analysis of a mobile telephone based on the following functions:

Use: how we use it.
Technique: how it was made.
Aesthetics: its external appearance (shape, texture, colour, size, weight, design, etc.).

To complete this exercise, do a search for information on the history of the mobile telephone. Draw or print out six images representing the key stages of this history from the first model to the ones we use today. For each image, describe how it innovates on the previous model (i.e. what changes it makes).

What are the differences between a scale model and a prototype?

Find out the name of the inventor of the following objects and the year that the first prototype was patented:

Light bulb

Telephone

Car

Compose five sentences about the construction of a project using the following expressions: “The shape of the object is..., “The materials used to make the object are..., “Its joints are..., “This object should be used..., “We must always be careful to.... Practise them in pairs.

Get into small groups and try to think of different situations where you could use these expressions: “an idle brain is the devil's workshop, “hammer out and “tool up.

Do a personal project on a technology invention. It must contain the following sections:

Cover page
Table of contents
Introduction (with a photo or drawing)
How it works
Aesthetics
Conclusion
Bibliography

In the workshop

Basic tools of the workshop

As explained earlier in this unit, the tools we use will depend on the task or operation we need to do and the material we are working with. Most of the tools that you can find in the workshop are listed on the following pages. Little by little, you will learn about each tool, how to hold it correctly and how to use it for the right purpose.

Measuring tools

	Metal ruler. Two or three decimetres long. It measures in millimetres and sometimes in other units too.
	Retractable tape measure. Measures up to one, two (more common) or three metres.
	Metal set square. For measuring and checking right angles, drawing perpendicular lines, or as a guide for marking and measuring.
	Caliper. Measures small lengths (a few millimetres). Measures inner, outer and depth gauges.

Marking tools

	Pencil. For marking on paper or wood.
	Steel-tipped compass. For drawing circles or arcs on metal.
	Centre punch. For marking metal or smooth surfaces before drilling to prevent the drill bit from slipping.

Clamping tools

	Bar clamp. Clamps parts to the table or holds two parts together.
	Pliers. Holds down parts that need to be bent, cut or hammered. They are also used to bend wires. Round-nose pliers are used to make loops.
	Pincers. For removing nails, holding and cutting.
	Bench vice. Holds parts in position. It is fixed to the table.
	Clamp. Holds parts for drilling.

Hammering tools

Claw hammer. For hitting and transmitting force to another part or tool. It can also be used to pull out nails.

Cutting tools

	Cardboard scissors. For cutting paper and cardboard.
	Electrician's scissors. For cutting or stripping wires.
	Tinsnips. For cutting sheet metal.
	Fretsaw. For cutting thin wood (plywood, wood strips) and pressed cardboard). It can also be used with different blades to cut thin metal and plastic tubes. There are three types of blade: round, flat for wood and flat for harder materials.
	Bow saw. For cutting wood using long, straight cuts.
	Tenon saw. For cutting wood using short, straight cuts.
	Hand saw. For cutting wood using long, straight cuts.

Drilling tools

	Auger. For making small holes in wood by hand.
	Punch. For making holes with a hammer.

	Spanners. For tightening or loosening nuts and bolts. The number on the spanner is the length in millimetres of the nut that it should be used with.
	Screwdrivers. For tightening or loosening slotted screws (flat-blade screwdriver) and cross-recessed screws (Philips screwdriver).
	Soldering iron. For attaching thin metal parts, like wires.
	Hot glue gun. For bonding materials quickly. Glue guns must be heated up by plugging them into the mains before use.

Polishing tools

	Files. For sanding down and polishing metals (hard materials).
	Rasps. For sanding down and polishing wood (a soft material).
	Sandpaper. For smoothing down surfaces after filing.

Machine tools

	Jigsaw. For cutting wood or metal (using a different blade) with a thickness of less than 7 cm.
	Drill. Electrical equipment for making holes in wood or metal (by changing the bit). Your workshop may have a type of drill called a bench drill.

In the computer room

MULTIMEDIA ACTIVITIES

1. Technology problem solving test

Open exercise Unit01 01 Unit test in Unit 1 of the virtual CD and test your knowledge. There is only one correct answer to each question. Keep repeating the test until you score at least 80%.

2. Vocabulary

Open exercise Unit01 02 Vocabulary in Unit 1 of the virtual CD. This exercise contains important words from this unit and their meanings.

Match them up correctly. Keep repeating the exercise until you have matched them all up correctly.

3. The project approach

Open exercise Unit01 03 The project approach in Unit 1 of the virtual CD and put the stages of the project approach in the correct order.

4. Tools

Open exercise Unit01 04 Tools in Unit 1 of the virtual CD and match each process to the tool we use for it.

5. True or false?

Open exercise Unit01 05 True or false? in Unit 1 of the virtual CD.

Indicate whether the statements are true or false. Keep repeating the test until you score at least 80%.

ONLINE ACTIVITIES

1. Write a report on an invention or inventor

Start your word processor and create a new blank document.
Do an online search for information about an invention and write a report on it. Answer as many of the following questions as you can:
What does the invention do and how can it be used?
When was it invented? Give the date of the invention and patent.
Who invented it? When and where did this inventor live? Explain why the inventor wanted to invent it. Did he or she invent other things?
What other inventions led up to this invention? Describe the earlier inventions that led up to this invention.
The importance of the invention. Explain why the invention is important. Has it saved lives, improved transportation, simplified communication, increased the supply of food, or is it simply fun? Has it been improved upon since it was invented?
Save the file with the name Unit01_Internet1_namesurname.

2. Technological failures and successes

Sometimes, a technological product does not do what it was designed to do, but then some clever person discovers another use for it and the technological failure becomes a success.

Start your word processor and create a new blank document.
Do an online search for information and type the answers to the following questions in the document:

How were Post-it notes invented? What was the technological failure? How was it turned into a success?
What is the Aerocar? Who invented it? Was it a success or a failure? How many were built?
Name some of Thomas Alva Edison's unsuccessful inventions.

Save the file with the name Unit01_Internet2_namesurname.

3. Mothers of invention and child inventors

Start your word processor and create a new blank document.
Do an online search for information and type the answers to the following questions in the document:

Find the names of three mothers who have invented products. What did they invent? What countries were they from?
Find the names of three child inventors. What did they invent? Were their inventions useful?

Save the file with the name Unit01_Internet3_namesurname.

Useful addresses

www.cdxetextbook.com/toolsEquip/hpt/common/title.html Workshop tools with pictures and explanations, including a Spanish-English dictionary.
www.design-technology.info Design and technology information.
www.enchantedlearning.com/inventors Inventors and inventions by alphabetical order, country, period and topic.
www.factmonster.com/ipka/A0908738.html Children of invention and mothers that are the mothers of some inventions for kids.
www.ehow.com/list_7317980_famous-failed-inventions.html Famous failed inventions.

you have completed the lesson!

Below is the time you have spent on the activity and the score you obtained.

Time spent

Score

How can we help you?

Couldn't find what you were looking for?

Please describe the issue you are experiencing and provide as many details as possible. Let us know the book, class, access device, licence code, username, used browser or if it occcurs in our app:

Read and listen to the text on the previous page and then answer these questions in your notebook:

Find out what you already know by answering these questions in your notebook:

1Technology problem solving

Learn

1. Technology as a way of meeting human needs

Technological products

1Technology problem solving

Learn

2. Technical problem solving: the project approach

Stages of the project approach

1Technology problem solving

Learn

3. Basic project documents

Preliminary design

Report

1Technology problem solving

Learn

4. At work in the workshop

Organising work in the workshop

1Technology problem solving

Learn

5. Using and handling tools safely

Safety

Rules of safety in the workshop

1Technology problem solving

Review

Unit summary

Express yourself!

1Technology problem solving

In the computer room

The Programmer's Corner. How do I become a developer?

1Technology problem solving

Activities

COMPREHENSION ACTIVITIES

1Technology problem solving

Activities

EXTEND YOUR KNOWLEDGE

1Technology problem solving

In the workshop

Basic tools of the workshop

Measuring tools

Marking tools

Clamping tools

Hammering tools

Cutting tools

Drilling tools

Polishing tools

Machine tools

1Technology problem solving

In the computer room

MULTIMEDIA ACTIVITIES

1. Technology problem solving test

2. Vocabulary

3. The project approach

4. Tools

5. True or false?

ONLINE ACTIVITIES

1. Write a report on an invention or inventor

2. Technological failures and successes

3. Mothers of invention and child inventors

Useful addresses