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Introduction
The unit 'Torches' enabled # to apply ~ knowledge about electric circuits that ^ had acquired in science in a purposeful way by designing and making a simple torch. While all the designing and making skills were used, there was a particular emphasis on defining a set of clear specifications for the torch by considering who will use it and the conditions under which it might be used. # also considered how the torch could be controlled by designing and making ~ own switch.
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Investigation
Section 1: Investigative, disassembly and evaluative activities (IDEAs)


^ could identify the features of a commercially available torch which made it suitable for a specific purpose and a specific user.
^ described how the torch works.
^ knows some of the simple principles about the safe use of electricity.
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PracticalTasks
Section 2: Focused practical tasks (FPTs)


^ can make a bulb light up in a simple electric circuit.
^ could make ~ own switch and know how to place it in a circuit to control ~ bulb.
^ was able to name the simple electrical components being used.
^ could understand what the safety implications were for bulbs and batteries.
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Making
Section 3: Design and make assignment (DMA) Design and make a new type of battery-powered light which satisfies certain needs of the person who will use it


# could apply what ^ had learnt during the investigation and practical tasks in the designing and making stage.
^ could identify a number of specific needs of a user might have and prioritise these in a specification.
# designed and made a product which took into account some of the needs of the potential user.
# could make a drawing and add ~ own labels which showed the key features of ~ product before it had been made.
^ evaluated ~ light against ~ original design criteria and ^ was able to identify some modifications to the light that ^ had made, including a review of the safety of the product. 


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Comment 5

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Comment 6

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