ATL

TINKERING
CURRICULUM
LEVEL II
 Message from Dr Chintan Vaishnav
Mission Director
Atal Innovation Mission

Our future generation will be the drivers of innovation and discovery and will set India’s pace as a global
powerhouse. Atal Tinkering Lab is Atal Innovation Mission (AIM), NITI Aayog’s flagship initiative to
promote innovation and creativity. ATLs are open innovation makerspaces where young minds give
shape to their ideas through hands-on do-it-yourself mode. The program has become a national
movement that is revolutionising the Education Ecosystem of India. When I meet students from different
quarters of the country who come up with innovations regardless of how remote and
resource-constrained they may be, I am filled with much hope for the future of our country.

I am thrilled to introduce the ATL Tinkering Curriculum, a hands-on learning program that empowers
young people to build the skills and attributes required for success in the 21st century. This innovative
curriculum provides students with the opportunity to understand the basics of emerging technologies and
apply their learning to solve real-world problems.

The curriculum focuses on a wide variety of concepts, ranging from basic electronics, mechanics, data
visualization, and woodworking, to more advanced technologies such as 3D printing, the Internet of
Things, and design thinking. Through hands-on, experiential learning, students will be encouraged to
identify and design creative solutions to everyday problems.

The aim of this curriculum is to provide stage-wise learning to meet the needs of students at different
stages of their tinkering journey. This will help cultivate the next generation of entrepreneurs, engineers,
and innovators, who will be equipped with the knowledge and skills to navigate the rapidly changing
technological landscape of the 21st century. I am confident that the ATL Tinkering Curriculum will be a
valuable resource for educators and students alike. This new initiative will help in achieving the goal of
NEP of developing 21st-century skills in students and preparing them for the fourth Industrial Revolution.
 Preface from Deepali Upadhyay
Program Director
Atal Innovation Mission

Under the aegis of Atal Innovation Mission, Atal Tinkering Labs were set up with the goal of inspiring a
generation of neoteric innovators and entrepreneurs in India. The underlying philosophy of our ATLs has
been to equip the young minds of India with all the knowledge and skills necessary to thrive in the
twenty-first century. The idea is to allow children to explore the world of research and innovation, and
contribute towards nation development, by developing innovative and disruptive solutions to India's
biggest community problems.

In 2022, the Atal Tinkering Labs achieved the milestone of setting up 10,000 labs across India. Today
over 75 lakh students in India get to learn in these ATLs. With this accomplished, in the next stage of
development, our goal is to ensure that the ATL students have the best tools and resources to learn from.

I am honoured to introduce the ATL Tinkering Curriculum, which is designed to equip young people with
the skills and attributes they need to thrive in the 21st century. This hands-on learning curriculum is built
around the latest technologies and focuses on a wide range of concepts, from basic electronics and
mechanics to advanced topics such as 3D printing, the Internet of Things, and design thinking.

This curriculum starts with basic concepts and hands-on activities in the early stages to introduce
students to the subject matter and build their foundation in tinkering. As students progress, the curriculum
introduces more advanced topics and projects that challenge them to apply their knowledge and skills in
new and creative ways.

I look forward to seeing the impact this curriculum will have on the learning journey of the students in Atal
Tinkering Labs. I strongly recommend this ATL Curriculum be used by all ATL schools across the country
to learn tinkering.
 Foreword by Azra Ismail
Co-Founder
MakerGhat

With the pace of technological innovation, our youth of today face an uncertain future. On one hand,
technological progress has led to tools that promise healthier and more comfortable lives. On the other,
youth face a future with widespread automation, and have to learn to use emerging technologies and
adapt to meet the needs of a changing job market. No longer is it enough to be able to recall information
and learn routine tasks that can be performed by a machine. Critical thinking, problem solving,
collaboration, and communication skills, along with the ability to self-learn, are essential to stay relevant in
the workplace, and to drive innovation and social change in the country over the next few decades.

These goals are laid out clearly in our National Education Policy (NEP) 2020, which aims to develop
‘higher-order’ cognitive capacities, such as critical thinking and problem solving, alongside social, ethical,
and emotional capacities and dispositions. NEP also lays out a focus on experiential learning, and
conceptual clarity over rote learning. The making or tinkering philosophy exemplifies such an approach, by
centering learning through exploration, experimentation, and play. It also creates room for failure,
encouraging youth to take risks and exercise their creativity without fear. The collaborative environment of
a makerspace or tinkering lab also creates an opportunity to exercise socioemotional skills, and learn to
communicate one’s ideas effectively.

MakerGhat’s collaboration with the Atal Innovation Mission at NITI Aayog is an exciting opportunity to
realize the goals of NEP 2020 and put the tinkering philosophy into practice. The curriculum that we have
developed emerged as a result of countless conversations with teachers across the country who
expressed an interest in making, but lacked resources that could help them get started. The ATL
Curriculum manual aims to fill that gap. It has been designed to support not just schools with access to an
ATL, but any educator who is excited about tinkering and making. Many of our activities, particularly at
Level I and II, can be performed with space and tools available at hand.

The development of this manual is only the beginning. MakerGhat is excited to support teachers in many
other ways, through mentorship, training, and assessment resources. Over the next decade, we are
committed to building a network and movement of makers—educators and youth—who can usher in
change at a local, national, and global level. The pressing problems of our time need creative solutions
from diverse communities. Our educators are the country’s best resource to inspire and prepare youth to
lead us into a better future, and we invite them to join hands with us to realize this vision.
About the Curriculum

Overview

The ATL Curriculum helps young people build skills and attributes required for success in the 21st
Century. It provides students with the experience to understand the basics of all the emerging
technologies and apply the learnings to solve the real-world problems. This is designed to be an
hands-on learning program that empowers children to analyse the facts, connect the dots and apply
what they learn in school rather than memorizing them which will lead to the creation of next
generation of entrepreneurs, engineers and innovators.

This curriculum will enable the young learners to develop interest in Science, Technology, Engineering
& Math through a hands-on experiential learning. It focuses on wide variety of concepts ranging from
Basic electronics, Mechanics, Data visualisation and Wood working to other emerging technologies
such as 3D Printing, Internet of Things and Design Thinking that culminates in building prototypes of
their ideas. The aim of this curriculum is to lead the students to identify and design creative solutions to
everyday problems.

Curriculum Objectives
Students will be able to:
● Turn ideas into reality by brainstorming, modelling and prototyping.
● Inculcate innovative and entrepreneurial mind-set through Design thinking and Hands-on
Learning.
● Identify and research problems in their community and beyond, generate relevant and creative
solutions, and develop sustainability plans for their solutions.
● Identify and self-learn for dignified career opportunities based on their skills and interests,
particularly in STEM or entrepreneurship.
● Develop basic knowledge in electrical and mechanical engineering principles.
● Develop skills of using hand tools to construct a prototype of an engineering design.

Curriculum Structure
The ATL Curriculum engages students actively in the development of hands-on activities through a
sequence of 3 Levels with incremental difficulty. Each level comprises of different modules, which are
further subdivided into sessions. It is highly recommended to start the course with Level 1 and end the
course with Level 3. The details of each level is as follows:

Level 1 comprises of 5 modules namely, Basic Electronics, Mechanics, 3D Design & Printing, Data
Visualisation and Design & Entrepreneurial Thinking. All the 5 modules are further divided into 14
sessions. The duration of each session is 60 min.

Level 2 comprises of 4 modules namely, Electronics, Mechanics, 3D Design & Printing and Design &
Entrepreneurial Thinking. All the 4 modules are further divided into 13 sessions. The duration of each
session is 60 min.

Level 3 comprises of 5 modules namely, Electronics, IoT, 3D Design & Printing, Wood Working and
Design & Entrepreneurial Thinking. All the 5 modules are further divided into 17 sessions. The duration
of each session is 60 min.
TABLE OF CONTENTS
1. BASIC ELECTRONICS(1-29)
1. Automatic Street Light using
LDR 2
2. Solar Powered Electric Fan 6
3. Basics of Arduino-1 11
4. Basics of Arduino -2 22

2. MECHANICS(30-38)
1. Hydraulic Lift 31
2. BugBot 35

3. 3D DESIGN & PRINTING(39-55)

1. Design a Rocket and 3D Print it 40
2. Design a Simple Mobile Holder 51
and 3D Print it

4. DESIGN AND ENTREPRENEURIAL

THINKING(56-78)
1. Design a Room for Elderly 57
2. Final Project: Ensure Water
Conservation 64
 BASIC
ELECTRONICS

1
 Basic Electronics
Session 1
Automatic Street Light using LDR

Introduction to Sensors (10 mins): : 60 minutes

Module: Basic Electronics

Let’s take the word sensors. What do you mean by
that? Before getting into what sensors are in the Grade: 6th to 9th
world of electronics, let’s see the basic senses
humans have to survive. Importance/ Value:
The aim of this module is to provide basic
Just like we have our 5 senses that help us in our electronics activities that explain the basic
functioning, these sensors act as the eyes, nose, and concepts associated with electronics. This enables
ears of electronics projects, just as the human eye, the learners to understand more complex
nose, and ear do. electronic concepts, technologies and ideas easily
to use in the ATL Lab.

Learning Goals:
1. Understand the working of sensors.
2. Understand the working of a transistor and how
a transistor works as a switch.
3. Understand the usage of LDR in circuits.

Time Description

01 Min Check-in-Experience (CIE)

05 Min Icebreaker
A sensor is typically a device that measures input
from its environment and transfers that information 10 Min Introduction to sensors
into data we can use!
15 Min Intro to transistors and LDR
People use sensors to measure a myriad of things, 20 Min Activity- Automatic light using LDR
can you name at least 5 sensors? Great, let’s learn
light sensor
how a sensor works
09 Min Reflection and Learnings

Source: kidsunlimited.com.au
Icebreaker (5 mins):
Make enough room in your ATL Lab and form
Materials Required :
a circle. One person will start by saying their
name and a food that begins with the first
1. Pencils
2. A4 Size sheet letter of their name, the next person repeats
3. LED what the first person says and then adds their
4. Coin Cell/Rechargeable 9 V batteries own food. Each child has to remember what
5. Breadboard everyone in front of themes food was.
6. Jumpers
7. Multimeter Whoever in the group can make it all the way
8. Wire Stripper around without breaking the flow wins.
9. Conductive (Copper) Tape
10. Resistors
2
What is a sensor?
A sensor is a device that detects and responds to specific changes in the environment.
For example, some sensors react to light, temperature, sound, or pressure. These sensors then send
this information to other electronic components. Can you think of different sensors?

Electrical Tools:

Working with electricity can be dangerous, if not done with proper tools. These tools are essential to
safely build electronic devices. Let’s take a look at a few of them.

1. Breadboard- This is an
essential tool for 2. Digital Multimeter- This
prototyping and building is a device that measures
temporary circuits. These electric current (amps),
boards contain holes for voltage (volts), and
inserting wire and resistance (ohms).
components.

3. Battery Holders- A 4. Wire Cutter- Wire

battery holder is a plastic cutters are essential for
case that holds batteries stripping stranded and
from 9V to AA. solid copper wire.

5. Light-Emitting Diode
(LED)- A light-emitting 6. Resistor- Resistors are
diode is like a standard used to resist the flow of
diode because electrical current or control the
current only flows in one voltage in a circuit.
direction.

7. Heat Gun- 8. Soldering Iron-

A heat gun is used to When it is time to create a
shrink plastic tubing, permanent circuit, this tool
known as heat shrink, to will solder the parts
help protect the exposed together.
wire.
3
Circuit Diagram:
When sufficient light falling on LDR the resistance of LDR is very low, as a result, all current is flowing
from resistor R2 and LDR so LED D1 is not glowing, When there is darkness, and no light is falling on
LDR, so the LDR resistance became very high so, current will flow to the base of transistor Q1 BC547, so
transistor became turn on and LED D1 to glow.

Steps to build an Automatic Street Light using LDR

Step 1: Identify the terminals of transistor as shown in the

image.

Step 2: Connect positive and negative terminal of the battery

to breadboard as shown in the image..

Step 3: Place the LED, Resistors, Transistor and LDR in

breadboard.

Step 4: Connect each components carefully as per the circuit.

Step 5: Check the working of circuit by placing the circuit in a

dark area
4
Reflection and Learnings (9 mins):

1. Take the LDR Circuit to a dark place. Write down your observation in the space below.
2. What is the function of a LDR?
3. What did you or your team struggle with while doing this activity and why? How can you
improve next time?
4. How did you contribute to the team and how do you think it helped? How else could you have
contributed?
5. What communication challenges did you and your team face? How can your team
communicate better next time?

Try it yourself!

Using the concepts you have learnt so far, Try creating a

Street light system as shown in the image.

Use the space to draw or write your reflections and

learnings

5
 Basic Electronics
Session 2
Solar powered electric fan

Introduction to Renewable Energy (05

mins): : 60 minutes

Module: Basic Electronics

Renewable sources of energy are helping people
find a feasible solution to the climate crisis and Grades: 6th to 10th
environmental pollution. Solar-powered fans utilize
solar energy to provide cooling. Many people have Importance/ Value:
The main aim of this session is to give a basic
switched to using these fans since they reduce
understanding of renewable energy and how we
electricity bills. can convert sunlight into electrical energy by using
the equipment in the ATL Lab.
A Solar fan, owing to its numerous advantages, has
Learning Goals:
started replacing electrical fans. It’s helping people
1. Learners will be able to understand the
use solar energy to keep their homes comfortable importance of renewable energy.
during the summer months. In this session, you will 2. Learners will be able to make the solar
learn how to make a solar fan. powered electric fan.

Time Description

01 Min Check-in-Experience (CIE)

05 Min Icebreaker

05 Min Introduction to Renewable Energy

15 Min A brief on Renewable energy

25 MIn Activity- Solar powered electric fan

05 Min Reflection and Learnings

Materials Required : Icebreaker (5 mins):

Make enough room in your classroom and
1. Wooden Plank form a circle. The teacher will give you
2. Glue instructions, you will have to follow them.
3. Cardboard Sounds simple, doesn’t it? Here is the twist!
4. Wood Piece The instructions will be any of the following:
5. Small solar panel Jump In, Jump Out, Jump Right or Jump
6. Fan Left.
7. Motor But you have to do the opposite of what the
8. Switch
teacher says.
9. Soldering iron
6
What is a Renewable Energy?
Renewables are made from natural resources on our planet, like wind, water, and sunlight. They are
incredibly valuable energy sources, also known as “clean energy” as they do not pollute the
environment. Renewables come from our planet’s unlimited sources of energy, like wind, sunlight,
waves, and the earth’s internal heat. Here are 5 main sources of renewable energy and why they are
so important to us.

5 Main Sources of Renewable Energy

Solar Energy: This is energy produced directly from sunlight through smart solar panels placed outside
of buildings facing the sun. Solar can be used to heat up buildings, water, and be turned into electricity.
Wind Energy: The blades of large windmills are moved by the power of the wind. These blades spin a
turbine inside a generator to produce electricity. There are over 341,000 wind turbines on the planet
spread across 83 countries.
Hydroelectric Power: Water from dams and rivers can be used to spin powerful turbines and generate
what we call hydroelectricity. Several provinces in Canada produce over 90% of their energy through
hydropower and the country is one of the largest global consumers of this energy source along with
China and Brazil.
Geothermal Energy: Huge pumps extract the heat and steam from below the Earth – mainly from
volcanoes and geysers – and use these to heat up homes and buildings as well as to generate
electricity. About 25% of the total electricity of Iceland is produced by geothermal energy, thanks to the
country’s several hot springs.
Biomass Energy: This is the oldest source of renewable energy on the planet. With biomass, we refer
to all organic matter that has stored energy through the process of photosynthesis. Think wood, crops,
seaweed, and animal wastes. This energy is converted to electricity and heat.

Why Is Renewable Energy so Important?

Renewables are an essential source of energy for the future and one of the world’s most important
allies in the race to stop global warming and reach net-zero emissions. They are much cleaner sources
and have a very minimal environmental footprint than fossil fuels like coal and natural gas. Another
good thing about renewables is that they are endless: while resources of coal and gas are finite, the
wind will never stop blowing and the sun will never stop shining! This is amazing news, as we can rely
on these energy sources for a very long time.

Source: https://kids.earth.org/climate-change/renewable-energy-2/ 7
 Safety Measures:

1. Do not touch any hot items with bare hands always use a
small cloth
2. Hold the sharp tools carefully so that you don’t cut yourself
3. Never touch electrical equipments with wet hands

Activity: Solar powered electric fan (30 mins)

Now that you are well aware of energy, what is a renewable energy and its types. We will build a
simple activity using solar energy which will allow you to know how to use a renewable energy
efficiently.

Steps to make a Solar powered electric fan:

Step 1: Take a solar panel and connect black wire to the

negative terminal of the panel using soldering.

Step 2: Connect red wire to the positive terminal of the

panel using soldering.

Step 3: Take a wooden plank and stick a small piece of

cardboard on it and also stick the wooden piece.

Source: myprojectideas.com 8
Step 4: Attach the DC motor with fan.

Step 5: Paste the solar panel on the wooden plank and

connect red wire to the switch.

Step 6: Stick the fan on the wooden piece.

Step 7: Connect remaining end of the wires with the

motor fan.

Step 8: Finally keep the model in the sunlight and switch

on the fan.

Source: myprojectideas.com

9
Reflection and Learnings (9 mins):

1. Why do you think a fan has only 3 blades? Can you think of any logical reasons?
2. What is renewable energy and what are its uses?
3. What did you or your team struggle with while doing this activity and why? How can you
improve next time?
4. How did you contribute to the team and how do you think it helped? How else could you have
contributed?
5. What communication challenges did you and your team face? How can your team
communicate better next time?

Try it yourself!

Using the concepts you have learnt so far, Try creating a

Solar toy as shown in the image.

Use the space to draw or write your reflections and

learnings

10
 Basic Electronics
Session 3
Basics of Arduino - 1

Introduction to Arduino
: 60 minutes
(10 mins):
Module: Basic Electronics

Grade: 6th to 9th

Arduino is an open-source electronics platform Importance/ Value:
based on easy-to-use hardware and software. It's
This session helps the students become familiar
intended for anyone making interactive projects, You with the basics of electronics and design, while
can connect various sensors to their input pin and building electronics projects that are limited only
get the output accordingly. by their imagination. After the initial introduction
to a few new keywords and skills, the Arduino is
an easy-to-use tool for beginners.
The Arduino hardware and software were designed
for artists, designers, hobbyists, hackers, newbies, Learning Goals:
1. Learners will be able to understand the
and anyone interested in creating interactive objects basics of Arduino programming.
or environments. Arduino can interact with buttons, 2. Learners will be able to understand
LEDs, motors, speakers, GPS units, cameras, the Tinkercad Simulation.
internet, and even your smartphone or your TV!

Time Description
01 Min Check-in-Experience (CIE)

05 Min Icebreaker- Focus Activity

10 Min Introduction to Arduino

15 Min Understanding Arduino and methods

20 MIn Activity- Basics of programming

09 Min Reflection and Learnings

Icebreaker (5 mins):
Materials Required:
Scatter yourselves around the classroom and
1. Tinkercad (Online Software) close your eyes once you have found your
2. Arduino Uno Board spot. The teacher will go around and tap one
3. LED
4. 220 OHM Resistor
person on their shoulder and that student
5. Breadboard must make a noise (animal noises for
6. Jumper Wires(Male-Male) - 12 Nos example). The rest of the student must now
find out who made the noise.

11
What is Tinkercad?

Tinkercad Circuits is an online software which is the easiest way to get students started with learning
electronics. Using an interactive circuit editor, students can explore, connect, and code virtual projects
with simulated components. Tinkercad helps students facilitate their learning virtually to understand
and breakdown complex concepts.

Source: tinkercad.com

Types of Arduino:

Arduino's boards are available in different sizes, form factors, and different no. of I/O pins etc. Some
commonly known and frequently used Arduino boards are Arduino UNO, Arduino Mega, Arduino Nano,
Arduino Micro, and Arduino Lilypad.
The Uno is one of the more popular boards in the Arduino family and a great choice for beginners. Let’s
understand how to use Arduino using a small activity.

Arduino Uno
Arduino UNO is a basic and inexpensive Arduino board and is the most popular of all the Arduino
boards. Arduino UNO is considered to be the best prototyping board for beginners in electronics and
coding. Arduino Uno is a microcontroller board based on an 8-bit ATmega328P microcontroller. Along
with ATmega328P, it consists of other components such as a crystal oscillator, serial communication,
voltage regulator, etc. to support the microcontroller. Arduino Uno has 14 digital input/output pins (out of
which 6 can be used as PWM outputs), 6 analog input pins, a USB connection, A Power barrel jack, an
ICSP header, and a reset button.

We are going to use two methods for doing

experiments with Arduino

Method 1 : Simulation using Tinkercad online

software

Method 2 : Using physical Arduino Uno board

We will start with Tinkercad simulation for an

easier understanding!

12
Arduino LED blinking activity:

First we are going to simulate the Arduino LED blinking activity in Tinkercad. Then we will do the LED
blinking using a physical Arduino Board, LED, Resistor, etc .

Part 1: LED Blinking Simulation using Tinkercad

Part 2 (Next Module): LED Blinking using Physical Arduino Board

Step 1: Visit the Tinkercad website

(https://tinkercad.com) and create an
account or log into an existing one.
Then select Circuits on the left side of
the screen:

Step 2: Click on “Create new Circuit”.

Step 3: Add the Breadboard and Arduino Uno

13
Step 4: Connect +ve and -ve wires to the breadboard.

Step 5: Add an LED.

Step 6: Add a Resistor.

14
Step 7: Add a wire from Arduino Pin 13 to the Anode of LED.

Step 8: Open the Coding Window.

15
Step 9 : Write the Code.

void setup()
{
pinMode(13, OUTPUT);
}

void loop()
{
digitalWrite(13, HIGH);
delay(1000); // Wait for 1000 millisecond(s)
digitalWrite(13, LOW);
delay(1000); // Wait for 1000 millisecond(s)
}

Step 10: Start the Simulation

Your LED should blink on and off, If your LED does not blink, carefully double-check your
breadboard wiring.

16
 Step 11: Add the second LED.

Step 12: Write the code for 2 LED circuit (you can modify your existing program)

void setup()
{
pinMode(13, OUTPUT);
pinMode(12,OUTPUT);
}

void loop()
{
digitalWrite(13, HIGH);
digitalWrite(12, HIGH);
delay(1000); // Wait for 1000 millisecond(s)
digitalWrite(13, LOW);
digitalWrite(12, LOW);
delay(1000); // Wait for 1000 millisecond(s)
}

17
Congratulations! You have successfully completed the LED Blinking circuit

Challenge: Design your light show

● Use what you have learned to program your own LED light show!
● You can connect up to 14 LEDs to your Arduino
● Remember:
-Use the pinMode command to set pins as outputs.
-Use the digitalWrite command to turn pins on and off.
-Use the delay command to make the program wait. You can use variables to make it
easier to adjust your delay times.

18
Code :

int t = 100; // declare a variable to USE FOR DELAY

void setup()
{
// setup code that only runs once
// set pins 0-7 as outputs
pinMode(0, OUTPUT);
pinMode(1, OUTPUT);
pinMode(2, OUTPUT);
pinMode(3, OUTPUT);
pinMode(4, OUTPUT);
pinMode(5, OUTPUT);
pinMode(6, OUTPUT);
pinMode(7, OUTPUT);
}
void loop()
{
// code that loops forever
// note that each LED requires its own line of code
// turn first LED on, others low
digitalWrite(0, HIGH);
digitalWrite(1, LOW);
digitalWrite(2, LOW);
digitalWrite(3, LOW);
digitalWrite(4, LOW);
digitalWrite(5, LOW);
digitalWrite(6, LOW);
digitalWrite(7, LOW);
delay(t); // wait fot t millisecond(s)
// turn pin 1st and 2nd LED on, others low
digitalWrite(0, HIGH);
digitalWrite(1, HIGH);
digitalWrite(2, LOW);
digitalWrite(3, LOW);
digitalWrite(4, LOW);
digitalWrite(5, LOW);
digitalWrite(6, LOW);
digitalWrite(7, LOW);
delay(t); // wait fot t millisecond(s)

19
// turn 1st,2nd,3rd and 4th LED on, others low
digitalWrite(0, HIGH);
digitalWrite(1, HIGH);
digitalWrite(2, HIGH);
digitalWrite(3, HIGH);
digitalWrite(4, LOW);
digitalWrite(5, LOW);
digitalWrite(6, LOW);
digitalWrite(7, LOW);
delay(t); // wait fot t millisecond(s)
//turn 1st,2nd,3rd,4th and 5th LED on, others low
digitalWrite(0, HIGH);
digitalWrite(1, HIGH);
digitalWrite(2, HIGH);
digitalWrite(3, HIGH);
digitalWrite(4, HIGH);
digitalWrite(5, LOW);
digitalWrite(6, LOW);
digitalWrite(7, LOW);
delay(t); // wait fot t millisecond(s)
// turn 1st,2nd,3rd,4th,5th and 6th LED on, others low
digitalWrite(0, HIGH);
digitalWrite(1, HIGH);
digitalWrite(2, HIGH);
digitalWrite(3, HIGH);
digitalWrite(4, HIGH);
digitalWrite(5, HIGH);
digitalWrite(6, LOW);
digitalWrite(7, LOW);
delay(t); // wait fot t millisecond(s)
// turn 1st,2nd,3rd,4th,5th,6th and 7th LED on, others low
digitalWrite(0, HIGH);
digitalWrite(1, HIGH);
digitalWrite(2, HIGH);
digitalWrite(3, HIGH);
digitalWrite(4, HIGH);
digitalWrite(5, HIGH);
digitalWrite(6, HIGH);
digitalWrite(7, LOW);
delay(t); // wait fot t millisecond(s)

20
// All LEDs ON
digitalWrite(0, HIGH);
digitalWrite(1, HIGH);
digitalWrite(2, HIGH);
digitalWrite(3, HIGH);
digitalWrite(4, HIGH);
digitalWrite(5, HIGH);
digitalWrite(6, HIGH);
digitalWrite(7, HIGH);
delay(t); // wait fot t millisecond(s)
// OFF all LEDs
digitalWrite(0, LOW);
digitalWrite(1, LOW);
digitalWrite(2, LOW);
digitalWrite(3, LOW);
digitalWrite(4, LOW);
digitalWrite(5, LOW);
digitalWrite(6, LOW);
digitalWrite(7, LOW);
digitalWrite(8, LOW);
delay(t); // wait fot t millisecond(s)
}

Reflection and Learnings (9 mins):

1. Share at least 3 skills or lessons that you learned today.

2. Why do you think we use resistors while connecting the LED? What will happen if we
don’t use resistors.
3. What did you or your team struggle with while doing this activity and why? How can
you improve next time?
4. How did you contribute to the team and how do you think it helped? How else could
you have contributed?
5. Research and find out the differences between an Integrated Circuit (IC) and a
Microcontroller.

Use the space to draw or write your reflections and learnings

21
 Basic Electronics
Session 4
Basics of Arduino 2

Introduction to Arduino
(10 mins): : 60 minutes

Module: Basic Electronics

Arduino IDE is an open source software for Grade: 6th to 9th

programming Arduino boards, We already tried Importance/ Value:
arduino simulation in Tinkercad now we are going to It is important to learn the basics of programing
to initiate curiosity and learning design. While
do the same activities using physical arduino board, working with Arduino in the ATL Lab.
we need to download and install Arduino IDE 2,0
Learning Goals:
software for programming arduino . 1. Learners will be able to understand the
basics of Arduino programming using
The Arduino IDE 2.0 Arduino IDE software.
2. Learners will be able to work with a
The Arduino IDE 2.0 is an open-source project. It is a Hardware Arduino Board & explore the
big step from its sturdy predecessor, Arduino IDE 1.x, working of it.
and comes with revamped UI, improved board &
library manager, debugger, autocompletes feature,
and much more. Time Description
01 Min Check-in-Experience (CIE)

05 Min Icebreaker- Focus Activity

10 Min Introduction to arduino IDE

15 Min Downloading & Installation of Arduino

IDE

20 MIn Activity- Basics of programming

09 Min Reflection and Learnings

Icebreaker (5 mins):
Split the group into teams of 5-7 people and have
them select one group member to be the “caller.”
The caller will say, “everyone, please line up
_____” at the beginning of each round. They can
Materials Required:
finish the phrase with “everyone, please line up
1. Arduino IDE (Online Software) from youngest to oldest” or “from shortest to
2. Arduino Uno Board tallest” or “in alphabetical order by your middle
3. LEDs name.”
4. 220 OHM Resistor Then, begin a countdown of 10 seconds to see
5. Breadboard which group can get lined up first. This game
6. Jumper Wires (Male-Male) - 12 Nos requires you to communicate with the group about
their place in line. There is also a friendly
competition between groups. The fastest groups
to line up is the winner!

22
Steps to build an Arduino LED blinking activity using Arduino IDE:

We have already learnt how to Blink an LED and have also explored designing an LED light show using
Tinkercad in the previous class, today we are going to do the same with a real Arduino Uno board and
the hardware components.

Step 1: Download & Install Arduino IDE

2.0 on your computer( If you already have
Arduino software on your PC skip this
step)

Goto https://www.arduino.cc/en/software
and Download the appropriate version.

Windows Installation : To install the Arduino IDE 2.0 on a Windows computer, simply run the file
downloaded from the software page.

macOS Installation : To install the Arduino IDE 2.0 on a macOS computer, simply copy the
downloaded file into your application folder.

Linux Installation : To install the Arduino IDE 2.0 on Linux, first download the AppImage 64 bits
(X86-64) Before we launch the editor, we need to first make it an executable file.

right-click the file -> choose Properties -> select Permissions tab -> click the Allow executing file as
program box.

23
 You can now double click the file to launch the
Arduino IDE 2 on your Linux machine.

Step 2: Connect circuit for a single LED blinking

as per the circuit diagram.

● Positive( Long Leg) of LED Connected to

Pin no 13 of arduino.
● Negative (Short Leg) of LED to GND via
resistor.

Step 3: Open Arduino software and write the

code for LED Blinking.

Code:
void setup()
{
pinMode(13, OUTPUT);
}

void loop()
{
digitalWrite(13, HIGH);
delay(1000); // Wait for 1000 millisecond(s)
digitalWrite(13, LOW);
delay(1000); // Wait for 1000 millisecond(s)
}

24
Step 4: Connect Arduino board to the
computer USB via Arduino USB cable.

Step 5: Select Board, Go to

Tools>Boards>Arduino AVR Boards>Arduino
Uno.

Step 6: Select Port, Go to Tools and select the

COM Port (COM Port number will vary in my
case it is COM3).

Step 7: Upload the code by clicking the

Upload button in Arduino and wait for a
minute, you will get a notification when the
upload is completed.

Step 8: Check the Working, LED should blink

in a 1 second interval.

25
Step 9 : Add the second LED to the circuit as
per the circuit diagram

Code :

void setup()
{
pinMode(13, OUTPUT);
pinMode(12,OUTPUT);
}

Step 10 : Write the code in arduino IDE and

void loop()
upload the code.
{
digitalWrite(13, HIGH);
digitalWrite(12, HIGH);
delay(1000); // Wait for 1000 millisecond(s)
digitalWrite(13, LOW);
digitalWrite(12, LOW);
delay(1000); // Wait for 1000 millisecond(s)
}

Try it yourself : Add more LEDs and Design a light show

● Use what you have learned to program your own LED light show!
● You can connect up to 14 LEDs to your Arduino
● Remember:
Use the pinMode command to set pins as outputs.
Use the digitalWrite command to turn pins on and off
Use the delay command to make the program wait. You can use variables to make it easier
to adjust your delay times.

Example : Light show with 8 LEDs

26
Code :

int t = 100; // declare a variable to USE FOR DELAY

void setup()
{
// setup code that only runs once
// set pins 0-7 as outputs
pinMode(0, OUTPUT);
pinMode(1, OUTPUT);
pinMode(2, OUTPUT);
pinMode(3, OUTPUT);
pinMode(4, OUTPUT);
pinMode(5, OUTPUT);
pinMode(6, OUTPUT);
pinMode(7, OUTPUT);
}
void loop()
{
// code that loops forever
// note that each LED requires its own line of code
// turn first LED on, others low
digitalWrite(0, HIGH);
digitalWrite(1, LOW);
digitalWrite(2, LOW);
digitalWrite(3, LOW);
digitalWrite(4, LOW);
digitalWrite(5, LOW);
digitalWrite(6, LOW);
digitalWrite(7, LOW);
delay(t); // wait fot t millisecond(s)
// turn pin 1st and 2nd LED on, others low
digitalWrite(0, HIGH);
digitalWrite(1, HIGH);
digitalWrite(2, LOW);
digitalWrite(3, LOW);
digitalWrite(4, LOW);
digitalWrite(5, LOW);
digitalWrite(6, LOW);
digitalWrite(7, LOW);
delay(t); // wait fot t millisecond(s)

27
// turn 1st,2nd,3rd and 4th LED on, others low
digitalWrite(0, HIGH);
digitalWrite(1, HIGH);
digitalWrite(2, HIGH);
digitalWrite(3, HIGH);
digitalWrite(4, LOW);
digitalWrite(5, LOW);
digitalWrite(6, LOW);
digitalWrite(7, LOW);
delay(t); // wait fot t millisecond(s)
//turn 1st,2nd,3rd,4th and 5th LED on, others low
digitalWrite(0, HIGH);
digitalWrite(1, HIGH);
digitalWrite(2, HIGH);
digitalWrite(3, HIGH);
digitalWrite(4, HIGH);
digitalWrite(5, LOW);
digitalWrite(6, LOW);
digitalWrite(7, LOW);
delay(t); // wait fot t millisecond(s)
// turn 1st,2nd,3rd,4th,5th and 6th LED on, others low
digitalWrite(0, HIGH);
digitalWrite(1, HIGH);
digitalWrite(2, HIGH);
digitalWrite(3, HIGH);
digitalWrite(4, HIGH);
digitalWrite(5, HIGH);
digitalWrite(6, LOW);
digitalWrite(7, LOW);
delay(t); // wait fot t millisecond(s)
// turn 1st,2nd,3rd,4th,5th,6th and 7th LED on, others low
digitalWrite(0, HIGH);
digitalWrite(1, HIGH);
digitalWrite(2, HIGH);
digitalWrite(3, HIGH);
digitalWrite(4, HIGH);
digitalWrite(5, HIGH);
digitalWrite(6, HIGH);
digitalWrite(7, LOW);
delay(t); // wait fot t millisecond(s)

28
// All LEDs ON
digitalWrite(0, HIGH);
digitalWrite(1, HIGH);
digitalWrite(2, HIGH);
digitalWrite(3, HIGH);
digitalWrite(4, HIGH);
digitalWrite(5, HIGH);
digitalWrite(6, HIGH);
digitalWrite(7, HIGH);
delay(t); // wait fot t millisecond(s)
// OFF all LEDs
digitalWrite(0, LOW);
digitalWrite(1, LOW);
digitalWrite(2, LOW);
digitalWrite(3, LOW);
digitalWrite(4, LOW);
digitalWrite(5, LOW);
digitalWrite(6, LOW);
digitalWrite(7, LOW);
digitalWrite(8, LOW);
delay(t); // wait fot t millisecond(s)
}

Reflection and Learnings (9 mins):

1. What do you think is the purpose of a code? Can a controller work without a code?
2. How will you apply these skills outside class?
3. What did you or your team struggle with while doing this activity and why? How can
you improve next time?
4. How did you contribute to the team and how do you think it helped? How else could
you have contributed?
5. What communication challenges did you and your team face? How can your team
communicate better next time?

Use the space to draw or write your reflections and learnings

29
MECHANICS

30
 Mechanics
Session 1
Hydraulic lift

Introduction to Hydraulics (10mins)

: 60 minutes

Have you ever wondered how we lift cars from the Module: Mechanics
bottom side? How do humans possibly life an object Grade: 6th to 9th
so heavy? Let’s learn the science behind this!
Importance/ Value:
A hydraulic system works by applying force at one Working with cardboard helps learners explore
point to an incompressible liquid, which sends a different materials and test out mechanical models
encouraging them to to experience the power of
force to a second point. The process involves two hydraulics through hands-on learning.
pistons that are connected by an oil-filled pipe. Learning Goals:

1. Learners will be able to understand how

Hydraulic lifts are used mainly for lifting cars and power is transmitted through fluids.
heavyweights on construction sites, today we are
2. Learners will be able to understand the
going to make a model of a hydraulic lift using working of hydraulic lift.
syringes, ice cream sticks, flexi tube etc.

We use a hydraulic lift because we need to apply

only a small force for lifting a heavy weight (For Time Description
Example you can lift a 3000 KG car using just your
01 Min Check-in-Experience (CIE)
hands)
05 Min Icebreaker- Focus Activity

10 Min Introduction to module

15 Min Understanding Robotics and the

Types of Robots

20 MIn Activity- Making a functional Robotic

Arm
Source: almaslift.com
09 Min Reflection and Learnings

Materials Required:

1. Pencils Icebreaker (5 mins):

2. Ice cream sticks/ popsicle sticks
3. Cardboard sheets Scatter yourselves around the ATL Lab and
4. Glue close your eyes once you have found your
5. Scissors
6. Cardboard Piece spot. The teacher will go around and tap one
7. Flexi Tube person on their shoulder and that student
8. Icecream Stick must make a noise (animal noises for
9. Copper Wire( Single Strand Wire or a Straightened example). The rest of the student must now
Paper Clip also Works) find out who made the noise.
10. Syringe - 2 Nos
11. Needle

31
 Principle of Hydraulic lift

This project is based on the famous law known as Pascal’s law. Pascal’s law can be stated when we
apply pressure on the fluid inside a closed container. This force is transmitted to the liquid and wall of
the container.

The concept of Pascal‘s law and its application to hydraulics can be seen in the example below, where
a small amount of force is applied to an incompressible liquid on the left to create a large amount of
force on the right.

Source: vedantu.com

Activity: Hydraulic Lift (20 mins)

In this activity, you will learn how to build an hydraulic lift using using syringes,flexi tube, icecream stick,
etc. This activity can be done in groups or individually.

Now, let’s learn to build an hydraulic lift!

Steps

Step 1: Fill the syringe & tube with

colored water or regular water and
connect the 2nd syringe to the other
end of the tube.

Step 2: Mark 3 holes in the icecream

stick and make holes with a needle.

Step 3: Make holes in all icecream

sticks.

Source: Arvindguptatoys.com
32
Step 4: Weave the wire into the holes.

Step 5: Join two ice cream sticks with

copper wire and bend wire in both
sides.

Step 6: Make a lazy-tongs structure

with icecream sticks and wires.

Step 7 : Connect two lazy tongs

structures with a toothpick and tie the
syringe with a wire.

Step 8 : Your assemble should look

like the image shown.

Step 9 : Fix a cardboard piece on the

top using glue.

Step 10 : Hydraulic lift is ready!

33
Reflection and Learnings (9 mins):

1. Can you describe Pascal’s Law in your own words?

2. Have you ever seen a real-life example of Hydraulics? If yes, where?
3. What did you or your team struggle with while doing this activity and why? How can you
improve next time?
4. How did you contribute to the team and how do you think it helped? How else could you have
contributed?
5. What communication challenges did you and your team face? How can your team
communicate better next time?

Try it yourself!

Using the concepts you have learnt so far, Try creating a

Hydraulic crane as shown in the image.

Use the space to draw or write your reflections and

learnings.

34
Mechanics
Session 2
Bug Bot

Introduction to Biomimicry
: 60 minutes
What Is Biomimicry?
Module: Mechanics

Biomimicry is when Grade: 6th to 9th

people use ideas
from nature to solve Importance/ Value
problems. Plants and
animals have different Biomimicry is a fascinating and novel topic of
ways to solve study for younger students. It helps in
problems that have
observing “what works” in nature and
inspired inventions.
mimicking it to solve problems, create, and
By copying the world around us, scientists believe innovate.
they can find innovative solutions to almost any
problem imaginable. Biomimetics (or biomimicry) has Learning Goals
.
already led to the development of technology as 1. Learners will understand the working of
diverse as airplanes, Velcro, windshield wipers, and vibrating motors.
sharkskin swimsuits.
2. Learners will know how we can make
simple biomimetic robots from household
Learn more about Biomimicry by objects.
watching this video.

Reflection (5 Min.)

1. After seeing this video, can you think of a few

examples you have seen around you? Time Description
2. Now, in your own words, what do you understand
by biomimicry? 01 Min Check-in-Experience (CIE)

05 Min Recap/Icebreaker
Materials Required :
10 Min Introduction: What Is Biomimicry?
1. Wooden Clothes Pin - 1 Examples and use cases of
2. Paper Clip - 3 Biomimicry
3. Mobile Phone Flat Vibrating Motor - 1
4. 3V Button Battery (CR 2032) - 1 05 Min Introduction to Vibrating Motor
5. 3MM LED (Red in Red) - 2
6. Multi Strand Wire (5 CM Length ) - 2 10 min Pre-Activity Task
7. Tape
20 MIn Activity: Making a Bug Bot
8. Glue Gun
9. Soldering Iron(Optional) 09 Min Reflection and Learnings
10. Wire Stripper or Scissors

35
 Recap

Ice Breaker Activity (5 min ) : 1. Give one word to describe the electronics activity
Think about all the electronic gadgets 2. What do you mean by sensors? Give examples of
you see around, observe them in as different types of sensors
much detail as possible. Draw what you 3. What do you mean by transistor?
see on a paper, mark the materials you 4. Expand on LDR
have used in previous workshops 5. Which part of the electronics activity did you find
difficult? And if so, why?

Introduction to Vibrating Motor (10 Min.)

Vibration motor is a compact size coreless DC motor used to informs the users of receiving the signal by
vibrating, no sound. Vibration motors are widely used in a variety of applications including cell phones,
handsets, pagers, and so on.

The main features of vibration motor is the magnet coreless DC motor are permanent, which means it will
always have its magnetic properties (unlike an electromagnet, which only behaves like a magnet when an
electric current runs through it); another main feature is the size of the motor itself is small, and thus light
weight. Moreover, the noise and the power consumption that the motor produce while using are low.
Based on those features, the performance of the motor is highly reliable.

The vibration motors are configured in two basic varieties: coin (or flat) and cylinder (or bar).

1. Cylindrical Vibrating 2. Flat Vibrating Motor:

motor: Question: Any guesses
which vibrating kind of
motor we will use in
today's activity?

Today, we will use a flat

vibrator motor for our
Activity.

Pre Activity Task (10 Min):

Pick up the A4 cardboard sheets, Try and design a small biomimicry model of a bug and label them.

36
Activity : BugBot (20 Min.)

1. Arrange all the components on

the top of your table.

2. Place vibrating motor on the

front side gap of the wooden
clip.

3. Glue
the LED of either side of
the wooden clip with a glue gun.

4. Connect Positive (+ve) of

both LEDs with a Red wire.

5. Connect one wire of vibrating

motor (blue or red) to the common
point of two LED Negatives. Connect
another side of vibrating motor to a
common point of two LED Positives.

6. Straighten out paper clips and

then fold into the following shape.

7. Cut excess parts using a wire

stripper or scissors. Do the same
for all three paper clips and glue
them together.

Connect Negative (-ve) of both Students can identify +ve and -ve of LED
LEDs with a Black wire

37
7. Connect red wire to positive
terminal of battery using a tape.

8. Placethe battery into the gap

of the wooden clip using a glue
gun.

9. Thisis the final step, Connect

black wire to the negative of the
battery using a tape.

This bug bot will move around your

desk!

We use CR2032 battery for this activity. Can you Identify the Positive and Negative in this battery?

38
3D DESIGNING &
PRINTING

39
 3D Design and Printing
Session 1
Design a Rocket and 3D print it

Introduction to Rockets : 60 minutes

Module: 3D Design and Printing

Rockets are devices that produce the force, or push,
Grade: 6th to 9th
needed to move an object forward. Rockets are used to
launch spacecraft. They are also used to shoot missiles Importance/ Value:
and fireworks. 3D Printing and Design allows children to think,
visualize their imaginative concepts and create
How Rockets Work? prototypes on their own. It also enables the children to
Rockets carry fuel that is burned inside a chamber. The fuel understand the basic design concepts while
burns when it is mixed with oxygen gas and ignited, or set differentiating between 2D and 3D images.
on fire. As the fuel burns, it gives off hot gas that shoots
Learning Goals:
out from an opening at the back of the chamber. The force 1. Learners will be able to understand the basic
of the gas moving backward pushes the rocket forward. concepts of 3D design.
This action is called jet propulsion. 2. Learners will explore and learn to use a simple
3D design software called Tinkercad.
The engines of a jet airplane also use jet propulsion. But 3. Learners will design and 3D print a Rocket
unlike a jet engine, rockets carry their own oxygen supply. exploring the possibilities of 3D Printing.
This makes rockets valuable in outer space, where there is
no oxygen. Time Description

Rocket fuel can be liquid or solid. Two solid-fuel booster 01 Min Check-in-Experience (CIE)
rockets launched the shuttle into space. Three liquid-fuel
rocket engines allowed the shuttle to move in and out of 05 Min Icebreaker
orbit.
10 Min Introduction to module

20 Min Activity

15 Min Challenge

09 Min Reflection and Learnings

Icebreaker (5 mins):
I went to market and bought a___

To play, Form a circle, one person starts off by

saying, ‘I went to market and bought a ______’,
adding a grocery item he or she would buy. The
next player continues by saying, ‘I went to
Source:kids.britannica.com
market and bought a <first player’s item> and a
______’. Each player continues, adding items to
Materials Required :
the list as they go along. When a player makes a
1. Laptop with Internet Connection mistake, they are eliminated and the game
2. 3D Printer continues until there is only one person left.

40
 Safety Measures:

1. Put your 3D printer in an area which isn’t easily accessible

2. Wear gloves when handling your 3D printer.
3. Keep a mental note in your head that your 3D printer gets very hot.
4. Only reach for your printer when you are certain it’s off

Activity: Design & 3D Print a Rocket

In this activity you will learn how to use a 3D design software called TinkerCad and Design a simple
3D Rocket and 3D print it.

Step 1: Open a browser and type tinkercad in the url and press enter. Click on the first result www.tinkercad.com
and you will be redirected to a tinkercad website. Click on sign in and use your google account or autodesk account
to sign in to the tinkercad website.

Step 2: After logging in, click on “+ New” to start a new design.

Step 3: Drag and drop a Cylinder from the basic shapes menu on to the work plane.

Source: tinkercad.com 41
Step 4: Now let’s increase the size of the cylinder to 30 mm. Hold the shift key and drag the corner of the cylinder
to 30 mm.

Step 5: Let’s increase the height of the Cylinder to 90mm. Click on the middle dot on the top and enter 90.

Step 6: Now let’s make the surface of the rocket body smooth. In the shape toolbar increase the sides slide bar to
64.

42
Step 7: Drag and drop a work plane and place it on the cylinder as shown in the image.

Step 8: Now let’s make the rocket head. Drag and drop a cone from the basic shapes toolbar on to the cylinder
top.

Step 9: Click on the corner of the shape and enter 30 on both sides to change the dimensions to 30 mm.

43
Step 10: Drag and drop a work plane on the basic work plane. This will remove the existing workplane we have
added earlier.

Step 11: Now let’s Align the shapes. Select all the shapes and click on Align icon or Press L. Then center align the
shapes as shown in the images.

44
Step 12: Now click on the align icon again to deactivate the command.

Step 13: Click on the Group icon or press Ctrl+G to group the shapes.

Step 14: Drag and drop a star from the shapes menu as shown in the image.

45
Step 15: Let’s add 4 fins to the rocket. We need only 4 sides. Click on the points and enter 4 in place of 5 and
then decrease the inner radius. Enter 0.1 in place of inner Radius%

Step 16: .Click on the corner and change the dimensions to 60mm on both sides as shown in the image.

46
Step 17: Change the height of the fins to 70mm.

Step 18: Now, select the shapes and center align the rocket fins with the rocket body as shown in the images
given below.

47
Step 19: .Select both the shapes and group them.

48
 Try it yourself: Now that you have built the rocket, think of a creative name for your rocket and
add it on the cylinder using the concepts you have learnt so far. An image has been added for
your reference.

Image Source: tinkercad.com

Congratulations! You have successfully completed your activity.

49
Reflection and Learnings (9 mins):

1. What do you think is the difference between a Rocket and a Satellite?

2. What will happen when you use the “Workplane” option in TinkerCad?
3. Imagine yourself to be a rocket scientist, you along with your team got a chance to resign the shape of
the rocket. Think creatively and draw your redesigned shape in the space given below.
4. What did you or your team struggle with while doing this activity and why? How can you improve next
time?

Use the space to draw or write your reflections and learnings

50
 3D Design and Printing
Session 2
Design a Simple mobile holder & 3D Print it

Wonders of 3D Printing: 3D Printed House

(10 mins): : 60 minutes

What is a 3D printed house? Module: 3D Design and Printing

Houses that are designed and built using construction
Grade: 6th to 9th
technologies that use the 3D printing method are
known as 3D printed homes. 3D printed homes are Importance/ Value:
faster to build and are superior to the traditionally 3D design offers students the ability to sketch out
constructed structures in many ways. their concepts and even their ideas and model
them in the real world. The excitement and
Created by Tvasta Manufacturing Solutions, a start-up enthusiasm come naturally to students when they
founded by the alumni of IIT-Madras, this 3D-printed can touch and see things in real life rather than
house overcomes the pitfalls of conventional trying hard to imagine a picture in their minds.
construction.
Learning Goals:
The process of building a 3D-printed Tvasta house is 1. Learners will be able to understand the basic
not just different but a lot quicker than conventional concepts of 3D design.
construction. It is built with focus on reduced 2. Learners will explore and learn to use a simple
build-time, zero-waste construction and optimised 3D design software called Tinkercad.
production. To start with, the structure was printed 3. Learners will design and 3D print a mobile
using a special concrete mix through which holder exploring the possibilities of 3D Printing.
large-scale 3D structures were made. The concrete
mix is a base of ordinary cement which has a lower
water-cement ratio. While concrete is the primary Time Description
material for typical construction projects as well, the
energy consumed to mix and transport it is way more 01 Min Check-in-Experience (CIE
than in 3D printing.
05 Min Icebreaker- Six word story

10 Min Introduction to 3D Printed House

35 Min Activity: Design and 3D Print a

mobile holder.

09 Min Reflection and Learnings

Icebreaker (5 mins): Six word story

Make students describe their summers in a complete

Source: housing.com sentence using only six words. Have them switch
papers with a classmate that has to add a comment
Materials Required : comprised of only six words. It may appear easy but
it’s a lot more difficult than it seems.
1. Laptop with Internet Connection
2. 3D Printer

51
 Safety Measures:

1. Put your 3D printer in an area which isn’t easily accessible

2. Wear gloves when handling your 3D printer.
3. Keep a mental note in your head that your 3D printer gets very hot.
4. Only reach for your printer when you are certain it’s off

Activity: Design & 3D Print the Mobile holder

In this activity you will learn how to use a 3D design software called TinkerCad and Design a simple
3D Mobile Holder and 3D print it.

Step 1: Login in to TinkerCad Website.

First Let’s create the mobile phone's shape by inserting a
box shape from the basic shapes menu and change the
dimensions to approximate the size of a mobile phone
(130MMX50MMX8MM).

Step 2: Drag and drop the Box Shape from the basic
shapes menu and change its dimensions to
(130MMX50MMX5MM).

Step 3: Insert one more Box Shape and change its

dimensions to (80MMX50MMX5MM) and rotate it to 90
Degrees as shown in the image.

Step 4: Insert one more Box Shape and change its

dimensions to (80MMX50MMX5MM) - Marked in Green
Color for better understanding

Source: tinkercad.com 52
 Step 5: Insert one more Box Shape and change its
dimensions to (30MMX50MMX5MM.)

Step 6: Insert another Box Shape and change its

dimensions to (10MMX50MMX5MM)

Step 7: Need to create a hole in the mobile holder for

the charging cable, insert a small box shape
(20MMX10MMX10MM). We need to subtract that from
the green part.

For creating holes we need to change the box property

from Solid to Hole

Step 8: Align and select all 3 parts of green part by

pressing Ctrl + G (Shortcut for grouping)

Step 9: Rotate the green part and join with the mobile
holder red part

53
Step 10: Select both Red and Green Parts and Group
them (Ctrl+G)

Now the mobile holder is ready we can test with a dummy

mobile 3D file (yellow color)

Step 11: Export the STL file and prepare Gcode using
slicer software and 3D print it.
Source: tinkercad.com

YOU HAVE SUCCESSFULLY COMPLETED THE ACTIVITY

54
Reflection and Learnings (9 mins):

1. Do you think we can 3D Print an Aeroplane? Analyse and write your thoughts on Pros and Cons of 3D
Printing an Aeroplane.
2. How will you apply these skills outside class?
3. What did you or your team struggle with while doing this activity and why? How can you improve next
time?
4. How did you contribute to the team and how do you think it helped? How else could you have
contributed?
5. Have you heard of the word sculpting? What do you think are the differences between sculpting and 3D
Printing?

Try it yourself!

Using the concepts you have learnt so far, Try creating a

simple gears as shown in the image.

Use the space to draw or write your reflections and

learnings.

55
 DESIGN &
ENTREPRENEURIAL
THINKING

56
 Design and Entrepreneurial Thinking
Session 1
Design a room for Elderly

: 90 minutes
Introduction to Design Thinking (10
mins): Module: Design and Entrepreneurial Thinking

Have you ever paid attention to the objects in your Grade: 6th to 9th
environment and thought about who designed it and
Learning Goals:
why? Why did someone create the TV remote? So
1. Learners will understand the process of
that, you can change the channel from a distance identifying problems and creating solutions.
instead of walking to the TV. Someone designed the 2. Learners will have the necessary skills to
TV remote to solve a problem. rapidly design and sketch.

Design is part of our everyday life and shapes the

way we interact with the world, but we frequently
don’t realize it. Everything from the tables and chairs
you are sitting on, to the pen in your hand, your Time Description
water bottle and lunchbox was designed by 01 Min Check-in-Experience (CIE)
someone. Today, we will learn about the design
process! There are 5 steps to this process: 05 Min Icebreaker- Build a story
Empathize, Define, Ideate, Prototype, and Test.
10 Min Introduction to the module

In this chapter, we will learn about these steps and 15 Min Understanding Design Thinking and
practise them. But in real life, the design process can the 5-step process
take months. Designing is a time-taking process, but
it is definitely worth the wait because that is how a 60 MIn Activity- Designing for the elderly
good product is created. 09 Min Reflection and Learnings
5. TEST
show your solution to users

Icebreaker (5 mins):
4. PROTOTYPE 1. EMPATHIZE
build your understand
Let’s create a story! Form a circle and sit down.
solution your user
The teacher will give the first word of the story.
2. DEFINE Then, one by one, each student will add one word
3. IDEATE identify the problem and create a sentence and eventually create a
brainstorm solutions story.

For example, if the teacher gives the first word as,

“Once”, the first student can add to it by saying,
Materials Required : “upon”. The second student can say, “a” and the
third student can say, “time.”
1. Colourful Pens
2. Post-it notes Try to make sure that your story has at least one
3. Chart Paper character, one problem that the character faces
4. Wall space if available to stick post-it notes and a solution to that problem.
5. Any other materials in your environment!

57
 Activity: Design thinking for elderly (60 mins)

Our Activity for today is going to be designing a system to help your grandparent or elders do some tasks
at home more easily.

Do not hesitate to be creative and come up with solutions that you think will work best! For this activity,
you will interview your classmates in groups. You can do this activity in groups of 4-5. Make sure to follow
the instructions from your teacher. Get your notepads and pens ready!

Steps to design a room for the elderly:

Step 1: EMPATHISE: To understand the

users and see things from their perspectives

Source: bootcamp.uxdesign.cc

The word empathise means to understand someone’s feeling and thoughts from their perspective and not
your own. This step is the foundation of all design. It means that you need to think about who you want to
design for and really understand their behavior. There are many ways to do this: observing people, talking
to them, or doing some kind of activity with them. The aim of this step is making sure that the you see the
other person’s point of view. By the end of this step, you need to have a clear idea of what problems the
elderly face in day-to-day life. To do so, you can ask a series of questions and write down the answers.

Now, let us do the interviews! For this step you will need to get into pairs to conduct the interviews.

Take turns to ask each other the following Person 1:

questions about elderly persons. Fill out
what you learned below. You get 3 minutes
each.
Person 2:
1. What are some problems elderly
people face?
2. What are the activities elders do daily?
In which activities, they need someone’s
Person 3:
help/support?
3. Are they comfortable using the
technologies?
4. What are the common problems they all
Person 4:
face while doing any routine work?

You can ask them your own questions!

58
 Step 2: DEFINE: The goal for the next step is
to come up with a problem statement

Source: itarian.com

How can you contribute to helping elderly? You will now synthesize what you learned from the interviews.
(Synthesize means to combine different parts into one unified whole). You can use this template to define
your problem statement.

Make sure to include the problem, whom it affects and how it affects them in your problem statement.

There are many different problem statements that you can come up with depending on what your
experience with elders are. You will have a different point-of-view depending on what you have
encountered. E.g. Due to muscle weakness, seniors may no longer be able to stand over the stove to
cook. Consuming inadequate nutrients may be the outcome of forgetfulness or depression in the senior. A
limited income also prevents some seniors from enjoying nutrient-rich meals on a daily basis.
Think about the values that you care about as a team such as how this impacts you or other family
members, community and how you can make the situation better for them
The problem statement that you choose to write down depends on what matters to you. In the real world,
different people will have different opinions so it is really important to have a problem statement that
reflects values that are important and relevant to multiple people.

Write down your problem statement below in 1-2 sentences.

Problem Statement:

59
 Step 3: DESIGN: Come up with design
alternatives

Source: architecturaldigest.com

Now comes the fun part! Thinking of your problem statement, come up with as many solutions as
possible. Do not limit yourself! Your solutions could involve technology, humans, policy/rule/law, or
something else. Write down your ideas on post-it notes and find a wall or chart paper to stick it on.

Now as a team, discuss the ideas that you came up with. Which ideas did everyone like? What were
common themes? What was unexpected?

Write down three ideas that you liked as a team below. Make sure that everyone’s ideas were considered
fairly. You can even combine ideas that are similar or that you think go well together. Pick one idea to
proceed with for the rest of the class (you can circle the number 1, 2, or 3). If you are struggling to decide
what ideas to pick, you can vote on each one.

Idea 1:

Idea 2:

Idea 3:

Finally, reflect on your decision-making process? Why did you pick these ideas over others?

Reflection:

The teacher can organise a presentation for each group. Each group can pitch their ideas to the
class in 5 minutes.

60
 Step 4: PROTOTYPE: Build your own design
solution

Source: uptophealth.com

Prototyping is the process of experimenting with ideas, and trying to bring it to life. You work on
implementing your idea using various materials---paper, cardboard, wood, digital, clay, electronics. The
purpose of prototyping is not necessarily to create a perfect product, but to quickly test out what the
product should look like, feel like, and how it will function.
For example, These could involve some type of exercises, activities, or tiny mechanical changes to your
chair to a new and improved design. It could also include inventing/designing back support for your spine,
or arms which will help the elderly

As a team, sketch a prototype of your favorite solution from the previous step.

61
 Step 5: TEST: Get feedback on your design

Source: dreamstime.com

For this next step, you will share your prototype with another team. In real life, you would show your
idea to real consumers and get their feedback. Each team will 2 minutes to present their idea, and
3 minutes to hear feedback. Note down the feedback that you received.

Remember to give feedback in the format below. Record the feedback that you got from the other
team.

I like:

I wish:

What if:

Once you are done, go back to the drawing board! Improve your solution based on the feedback you
received. Record the improved design below. (5 minutes)

Now that you have gone through the entire exercise, share your final design with the class! You have
exactly 5 minutes to present your final prototype. In real life, the next step would be for you to repeat
this process multiple times to improve the design until users are satisfied!
62
Conclusion:

Design is a skill that takes time to cultivate. The best designers are those that practise their skill and
have learned to see the world as full of opportunities for better design. But even without being a
professional designer, you can benefit from applying design tools to your everyday life. It forces you to
think about your environment, and identify ways that things can be done better. It can even help you find
opportunities to build a product that others may want to buy!

In your everyday life, be more conscious about the items and services you use. Observe your
environment carefully and engage with people different from you to understand their point-of-view and
values. Keep a diary to record interesting observations or ideas that come to your mind and share it with
others for feedback!

Source: blog.bit.ai

Reflection and Learnings (9 min):

1) Share at least 3 skills or lessons that you learned today.

2) How will you apply these skills outside class?
3) What did you or your team struggle with while doing this activity and why? How can you improve
next time?
4) How did you contribute to the team and how do you think it helped? How else could you have
contributed?
5) What communication challenges did you and your team face? How can your team communicate
better next time

Use the space below to draw or write your reflections and learnings

63
 Design and Entrepreneurial Thinking
Session 2
Final Project: Ensure Water Conservation

Design Thinking and Rapid : 60 minutes

Prototyping
Module: Design and Entrepreneurial
In our previous sessions, we learned the 5-step Thinking
process: Empathize, Define, Ideate, Prototype, and
Grade: 6th to 9th
Test. Let us do a quick recap of how we applied this
step-by-step process to redesign a Rickshaw Learning Goals:
1. Learn to independently come up
The foundation of all design is that you need to think with solution to problems using the
about whom you want to design for and understand design thinking approach
their behavior. There are many ways to do this: 2. Learn to rapidly design and sketch
observing people, talking to them, or doing some kind
of activity with them. This is the first step - Empathy!
Empathy is when you are able to understand and share
the feelings of another person. From the last sessions
we were able to some extent understand what the
problems a rickshaw had with its design are and
empathize with users.
The second stage is “define” which we did in the last
session where all of us came up with a problem The final project is an opportunity to use
statement and discussed the problems that need to be these 5 steps and create your own solutions
solved with the Rickshaw for a problem in your community! You will get
to put in practice the problem discovery
The next stage was ideation, we discussed ideas to process and rapid prototyping.
solve the problem and finally, rapid prototyping.
Building/sketching a model of your solution and Remember, there is no right or wrong. Each
receiving feedback on it. design solution is unique to their own and it is
more important to enjoy the process!
For this session we will use the 5 step process to design
your final project!

Materials Required :

1. Colourful Pens
2. Post-it notes
3. Chart Paper
4. Wall space if available to stick post-it notes
5. Any other materials in your environment!

64
Step 1: EMPATHISE: To understand the users and see things from their perspectives

As we learned in the previous session, this is the foundation of all design. It means that you need
to think about who you want to design for and really understand their behavior. There are many
ways to do this: observing people, talking to them, or doing some kind of activity with them.

For the final project, here are a few problems you can find solutions for water conservation and
efficiency Remember, it is not necessary that you choose these specific problems for your project
but these examples will help guide your approach to find solutions.

a. As we know, water bodies are reducing all over the world as the population increases.
Water is essential for our survival and we need clean contamination free water for our
daily needs. Try to think of ways we can filter water to use for our daily purposes. This is
not necessarily only drinking water but for other activities as well

b. India is known for the agricultural sector. Even in dry regions of the country, farmers have
found creative irrigation techniques to provide us with essential food materials. Pertaining
to this, how can we think of innovative solutions to provide water for crops to nourish our
plants.

c. Electricity is an essential part of our lives. It helps us in everyday functions and to carry
out our daily activities efficiently and effectively and is integral for our survival. How can
we use water to produce power? Can you think of solutions to use water effectively for
energy production.

Use the space below to write which problem you have

chosen to solve and why it is important. You have 5 minutes
for this.

65
Once you have chose which problem to solve, it is time go a bit deeper on what the problem is. For
this step you will need to get into pairs to conduct the interviews.

You can come up with your own interview questions by using these guiding questions:

1) What should be happening (ideal condition) and what is currently happening (reality)
2) Ask “Why?, Why?, Why?”
3) Try to define who all are affected by the problem
4) How are they currently trying to solve the problem?
5) What will happen in the future if the problem is solved/ not solved?
6) Try and see the problem from different perspectives

Use the space below to write your interview questions along with the responses. You get 5
minutes each.

66
Step 2: DEFINE: The goal for the next step is to come up with a problem statement

You will now synthesize what you learned from the interviews. (Synthesize means to combine
different parts into one unified whole).

Write down the common problems you saw people having that you interviewed.

There are many different problem statements that you can come up with depending on what you
care about. You will have a different point-of-view depending on the stakeholder that you care
about: e.g. a young child, teenager, parent, woman, a shopkeeper, government, traffic police etc.

Think about the values that you care about as a team---affordability, availability, energy, health
efficiency, environmental impact, safety, etc. The problem statement that you choose to write
down depends on what matters to you. In the real world, different stakeholders will have
conflicting values so it is really important to have a problem statement that reflects values that are
important and relevant to multiple people.

Once you identify the problem, record the problem statement in the following format and share it
with the class. Write down your problem statement below or in your notebooks in the following
format. Here is an example of a problem statement from the choices given:

Here is an example of a problem statement:

The problem I have identified is there are no clean water bodies in my community I wanted to
do something about this because I want to stay healthy with clean water.

67
The problem I have identified is (1)_______________________________________________ and
it affects (2)_______________________________________. I wanted to do something about this
problem because (3)____________________________________________________________”

Slot 1 - write what is the issue you have identified

Slot 2 - Define the stakeholders (whom all it affects and are involved)
Slot 3 - Put down your “why” to address this problem (personal motivation)

Take Home Activity: Problem Research

Research is a critical step in the problem-solving process. It helps us identify the problem better and
get more information on it. Through this, we can understand thoroughly what problem we are
dealing with and who all are affected by it.

TASK: Do more research on the problem statement you have identified. If you didn't get enough
time to come up with questions in class, you can take the time now to come up with questions.

Once you have finalized your problem statement and have come up with the questions which you
want to research more, In teams you have to go and ask as many people as possible to get the
research for this. You must ask at least 10 people these questions and note down what they say.

As a team decide when you will meet and where you will go.

After you have the required information from the people you spoke to, you have to see what
Information you can use and what you have to remove.
The way you can do this is to see if the answers given by people are related to the problem
statement you want to solve.

REMEMBER: Safety is the top priority. You must always be in teams. You should not enter any
strangers' houses or go to unsafe locations in the community.

* Always inform your teacher and parent before you go to any specific area and ask for advice if
is safe and which locations you must avoid.

*Bring your responses to the next session and share a few of them with the class.

68
 Design Thinking and Rapid Prototyping (Final Project)
Session 3

Design Thinking and Prototyping : 60 minutes

Module: Design Thinking and Rapid

In our previous sessions, we learned the 5-step Prototyping
process: Empathize, Define, Ideate, Prototype, and
Test. Grade: 6th to 9th

Learning Goals:
In the previous session you were asked to choose one 1. Learn about ideation and how to
problem and explain why you chose the problem and solve the problem better
what you want to solve. The first step was empathy 2. Learn to rapidly design and sketch
which means that you need to think about whom you 3. Learn how to build a prototyping
want to design for and understand their behavior. We
saw that there were many ways of doing this and
learned some guiding questions to help learn about the
problem more and their perspective. We learned what
the problems of our community are and empathize with
them.The second step was “define” where all of us
came up with a problem statement and did research to
back it up as a take home activity. Activity: Impossible objects

Take 5 minutes to quickly share with the class some Think about any object around you. Now pair
findings from the take home activity. up and begin the ideation process—you have to
connect the two objects and come up with a
In our previous sessions, we have completed the first hybrid (combination of both of the objects). Try
two steps now it is time to look at ideation! imagine the item that comes out of it and what
details it entails

Draw a picture of it on a piece of paper or in

your notebook. This is just an ideation process,
it need not be a real object. You have to use
your imagination to come up with something.

You have 5 minutes to do this in your pair. You

to be honest and not change objects for
convenience of this activity. In fact the more
creative the idea the better, Go as crazy as
Materials Required : possible!
1. Colourful Pens
2. Post-it notes Once the 5 minutes are done, share it with the
3. Chart Paper class.
4. Wall space if available to stick post-it notes
5. Any other materials in your environment!

69
IDEATION

From the previous activity, keep up the same spirit of coming up with crazy ideas.
We will use the same creativity from the last activity and use it for our projects.
In your project groups (group of 5) think of your problem statement, come up with AS MANY
SOLUTIONS AS POSSIBLE to the problem statement.

For example: If you interviewed the elderly and they said they need help with remembering what
medicines to take and when then you can make them a medicine reminder box.

GO WIDE, GO BIG! Think of crazy ideas, don’t limit yourself by physical constraints or
common-sense limitations.
This is an ideation process. Each person in the team should come up with as many ideas as
possible. You should note it down individually in this guide or paper. You have 5 minutes to come
up with as many ideas as they can.
Once you are done, count how many ideas each person on your team came up with below.

Person 1:

Person 2:

Person 3:

Person 4:

Person 5:

70
Now in your team, share the ideas that everyone came up with. You can take 5 minutes for this.
The next step is to discuss the following questions-
1. Which ideas did everyone like?
2. What were common themes?
3. What was unexpected?

Now, you have to decide on the top 3 ideas that you like.
Make sure that everyone’s ideas were considered fairly. You can even combine ideas that are
similar or that you think go well together. If you are struggling to decide what ideas to pick, you can
vote on each one!

Idea 1:

Idea 2:

Idea 3:

PROTOTYPING

The next stage that comes in the design process is prototyping.

Prototyping is the process of experimenting with ideas and trying to bring them to life. You work on
implementing your idea using various materials---paper, cardboard, wood, digital, clay, electronics. A
prototype is used to test different working aspects of a product before the design is finalized.

A prototype is a working model of a product that is used for testing before it is manufactured. The
advantages of prototyping are :-

1. They help the people understand what all is required to make the product. Basically they
understand the manufacturing process
2. How users will use the product
3. How the product could fail or break.

For example, a team of engineers designing a new cell phone might produce several cardboard and
paper models to illustrate how the final product would look and feel. They may survey the general
public to gain feedback about how the cell phone could look. The team might build a sturdier plastic
prototype to test how easily the cell phone could break when dropped. If the prototype does not
meet the team's design requirements, then they may try again to come up with a better prototype.

71
For this activity you will stay with your group created before. As a team, sketch/draw a prototype of
your favorite idea you had selected from the last session using the space below or on a piece of
paper. You can use any material you need, the Idea is to make a prototype of the product you will
implement.
While creating the prototype these are few things you can keep in mind:
1. What will be the name of your product?
2. What will it look like ?
3. What materials will you need to make it?
4. What do you want your final product to do?

The teams have 30 minutes to come up with the drawing of the prototype.

72
 Once you are done with the drawing of your prototype, each team has 5 minutes to come up and
present your ideas to the class!

Now, we need to examine and evaluate your final prototype to see what works and what doesn’t.
Once you have finalized it on paper you have to make a physical prototype of the product. You
can use the components that you actually plan to use or use material like cardboard and chart
paper to give a feel of what it will look like.

*Please get your prototypes and come to class for the next session.

Take Home Activity: Solutions Research

For this assignment, you will have to do more research on the solution just as you did for the
problem itself. When you identify a problem, more often than not there is already a solution out there!

Find out whether:

a. People have tried to solve this before

b. If a solution to this problem already exists
c. If there is already a solution, why hasn't it been implemented it
d. What you plan to do with your solution would help the different stakeholders

Use the space below to write your responses:

73
Design Thinking and Rapid Prototyping (Final Project)
Session 4

Feedback and User Survey : 60 minutes

Module: Design Thinking and Rapid

Prototyping
As we saw in the previous session, A prototype is
used to test different working aspects of a Grade: 6th to 9th
product before the design is finalized. One of the
main advantages of prototyping is that we Learning Goals:
understand the experience of the user and 1. Learn about the problem discovery
improve on the model process
2. Learn about creating user survey
User feedback is essential to guide and inform and valuable feedback
your decision making and influence innovations
and changes to your product

For ideas to be workable we have to make

products that your users like. How do we get
inputs from the minds of our users It is difficult
but not impossible! The best way to improve your
product is to understand through customer
experience. A user survey help to provide insights and
help with overall quality of product. If you
Measuring user satisfaction allows you to are in the early stages of your design
understand potential problems at an individual project and just want some simple and
and aggregate level. More importantly, it helps rough feedback, it’s good enough to test on
you improve over time! your classmates. However, towards the end
of your project, when you create more
detailed prototypes, you should test on a
users from your community to get the most
In this session, let us try improving our design with relevant feedback.
the feedback given from the users of our product!

Materials Required :

1. Colourful Pens
2. Post-it notes
3. Chart Paper
4. Wall space if available to stick post-it notes
5. Any other materials in your environment!

74
Activity: Creating a User Survey

For this activity, we will be creating a User survey. To prepare the questionnaire, work with your
groups in which you had worked with for your previous session. Appoint one person to write neatly
on a blank sheet of paper or use the space below and create multiple choice questions as this
sheet will be shared with other groups. Following are some sample questions that you can have in
your User survey

1. Name, age, occupation?

2. Which area are they living in?
3. What are some of the problems they are facing in and around their community?
4. What is their opinion on the idea you have come up with?
5. Do they think it will work ?
6. What are some ways they can improve on this idea?

Use the space below to write your sample questions for your user survey. You have 15-20
mins for this.

The User survey should be short, simple and direct to the point. User will not have time to
talk to you for more than 10 minutes so make use of all the time you get!

75
Presenting your Prototype

Now you will require to collaborate with groups. You will pair with another group and will be
presenting your prototype to them.

Pair with your partner group and take 15 minutes to present your prototype and ask your
customer survey questions. After this they will receive feedback from the other team for 5
minutes. Then the reverse will happen. The other team will present for 15 minutes and then take
feedback for 5 minutes.

Some of the questions may not come in use because they are talking to students. So they can just
ignore such questions!

Use the space below to write the feedback you received for your prototype.

Through these activities we came to know how effective and useful user surveys are to
improve your prototype. Always keep in mind the guidelines that we had discussed while
creating the user survey. We have almost come to the end of our final project with this step!

In the next session, we will present our final prototype to the class.

72 76
Final Project Presentation
Session 5

Group Presentations : 60 minutes

Before presenting your final prototypes it is Module: Design Thinking and Rapid
important to set some norms. Prototyping

Number of Sessions: 5
● Make sure that when a group is presenting,
we must respectfully listen and support your Learning Goals:
peers. 1. Learn about effective
● Each group has 15 minutes to present. communication and self confidence
● Make sure to encourage all your group
members to participate and speak up
● Once the group presentation is done, make
sure to encourage your peers and clap for a
job well done!
Once the team is done presenting, it will be time for a Team Awards
feedback session. For this you will need to follow the
For this activity, you design unique
format below while sharing your feedback
titles/awards for each team member.
The groups collectively decide which
I like, I wish, What if person gets what title and select one
person to read the list out to the class
and explain why they’ve got that title.
As we come to the end of the program, we hope all of Keep it funny, unique and appreciate all
you have some important things to take away from each your team members in some way. For
module. It is essential to understand the values and example - we can have one member’s
thought process that drive hands-on-making and title as the ‘fire extinguisher’ - this
tinkering. What we hoped to achieve through this person puts out everyday fire like a pro
program was to foster problem solving and critical and always keeps calm and composed,
thinking while having a humanistic outlook to the peacemaker during conflicts.
situations/scenarios.
You have 5 minutes to present.
let us take 5 minutes and write on a piece of paper and
write down 3 words to describe your experience with
hands-on-making.

Materials Required :

1. Colourful Pens
2. Post-it notes
3. Chart Paper
4. Wall space if available to stick post-it notes
5. Final Prototype

77
Reflection and Learnings :

1) Write down some new things you have learned about your community. Share your experience with
the class or use the space below.

2) Coming to identifying problems in the community, we know it is never easy to find a solution but
were you able to make a meaningful impact through your project?

3) What were some hiccups you faced during the solution finding process - did it help that you
worked as a team?

4) What were the ideas that the team came up with and which was the final idea? What was the
feedback they received for the prototype from the customers? Were you able to try out their idea
and what happened because of it?

Use the space below to draw or write your reflections and learnings

78