ATL

TINKERING
CURRICULUM
LEVEL I
 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(1-17)
1. Paper Circuits 2
2. Introduction to Breadboard 6
3. Series and Parallel Circuits 10
4. Traffic Light Circuit with Switch 14

2. MECHANICS(18-26)
1. DIY Grabber 19
2. Robotics Arm 26

3. 3D DESIGN & PRINTING(27-38)

1. Design and Print a 3D Keychain 28
2. Design and 3D Print a Cup 33

4. DATA VISUALIZATION(39-43)
1. How do I spend my day? 40

5. DESIGN AND ENTREPRENEURIAL

THINKING(44-67)
1. Design Thinking and
Prototyping(Redesign Auto
Rickshaw) 45
2. Final Project: Design Thinking
to make classroom
66
environment improvements
 BASIC
ELECTRONICS

1
 Basic Electronics
Session 1
Paper Circuits

Introduction to Electronics and

: 60 minutes
Circuit (10 mins):
Module: Basic Electronics

Grade: 6th to 9th

Have you ever opened up a battery-operated toy or Importance/ Value:

a device and seen what is inside? The aim of this module is to provide some basic
electronics activities that explain the basic concepts
Inside most small devices, you will find a battery, associated with Electronic Science. This enables the
some wires and a switch. The battery provides learners to understand more complex electronic
concepts and technologies which will help them to
power, the wires carry the current and the switch is
build simple electronic projects using the ATL Lab Kits.
used to control the current.
Learning Goals:
Open the back panel of any device you have at 1. Learners understand the basics of Electronics and
home and you will see a circuit. But, what is a circuit? the difference between Electrical and Electronics.
A circuit is a closed circular path of conductors by 2. Learners will gain understanding about essential
which electric current can flow. electronic components and safety measures.
3. Learners will be equipped to make circuits on paper.
In this module, we will learn more about these
various components and apply them in some fun
applications.
Time Description

01 Min Check-in-Experience (CIE)

05 Min Icebreaker

10 Min Introduction to the module

15 Min Understanding Electronics and

Circuits

20 MIn Activity- Make your own Circuit

09 Min Reflection and Learnings

Source: kidsunlimited.com.au

Icebreaker (5 mins):
Materials Required : Make enough room in your ATL Lab and form
1. Pencils
a circle. The teacher will give you instructions,
2. A4 Size sheet you will have to follow them. Sounds simple,
3. LED doesn’t it? Here is the twist!
4. Coin Cell/Rechargeable 9 V batteries The instructions will be any of the following:
5. Breadboard
6. Jumpers Jump In, Jump Out, Jump Right or Jump Left.
7. Multimeter But you have to do the opposite of what the
8. Wire Stripper teacher says.
9. Conductive (Copper) Tape
10. Resistors
2
A closed-circuit is like a circle because it starts In contrast, if there is any break in the flow of
and ends at the same point forming a complete electricity, it is known as an open circuit. As
loop. Furthermore, a closed circuit allows shown in the picture, a switch in a circuit can
electricity to flow from the (+) power to the (-) cause it to be open or closed depending on its
ground uninterrupted. position.

Source: brainly.in Source: brainly.in

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
Safety Measures:

1. Do not connect power to a circuit until 5. If you smell anything burning,

the circuit is completed..
finished. immediately disconnect the power and
2. Never work on a circuit while power is examine your circuit to find out what went
switched on. wrong.
3. Never touch any electrical equipment 6. Always use appropriate insulated
wet hands.
with wet hands. rubber gloves and goggles while working
4. Your work area must always be kept on any branch circuit or other electrical
dry. circuit.

Activity: Make your own Circuit (20 mins)

Schematic Diagram
When working with circuits, you will often find a
schematic diagram. These diagrams use symbols to
illustrate what electronic components are used and
where they are placed in the course. These
symbols are graphic representations of the essential
electronic components.

Source: switchelectronics.co.uk

Steps to make a circuit:

Step 1: Draw
a circuit on the paper of your wish,
make sure you are not crossing the paths.

Step 2: Makethe circuit dark to ensure the current

flows through the graphite. You can draw any
shape of your choice.

Step 3: Attach the LED to one end of the circuit.

Step 4: On another end, attach a 9V rechargeable

battery to glow the LED.
Source: https://www.kiwico.com/
4
 Reflection and Learnings (9 mins):

1. Share at least 3 skills or concepts that you have learnt today.

2. What do you think is the difference between an open and closed circuit?
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!

Use the concepts of Paper Circuits and try creating a Greeting card for your friends or family.

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

Additional Resources
Teachers can scan
this QR code to show
the students how to
do this activity.

5
 Basic Electronics
Session 2
Introduction to Breadboard

Introduction to Breadboard (10 mins):

: 60 minutes

When we take the word ‘breadboard’ in the literal sense, Module: Basic Electronics
what do you think it means? Can you guess? A breadboard
Grade: 6th to 9th
is a simple device designed to let you create circuits
without the need for soldering. They come in various sizes, Importance/ Value:
and the design can vary, but as a general rule they look the The aim of this module is to provide some basic
image given below. We will start with some of the basics of understanding of how a breadboard works and it’s uses
for research purposes and building projects using ATL
breadboards before we start with the circuit.
Kit.
Breadboards are one of the most fundamental pieces when
Learning Goals:
learning how to build circuits. It is simply a board for
1. Learners understand the basics of Electronics and its
prototyping or building circuits on. It allows you to place components
components and connections on the board to make circuits 2. Learners will gain understanding about essential
without soldering. The holes in the breadboard take care of electronic components and safety measures.
your connections by physically holding onto parts or wires 3. Learners will be equipped to create a simple circuit
on a breadboard
where you put them and electrically connecting them inside
the board. The ease of use and speed are great for learning
and quick prototyping of simple circuits!
Time Description
Let’s explore this a bit further by creating circuits on the
breadboard. 01 Min Check-in-Experience (CIE)

05 Min Icebreaker- Jump!

10 Min Introduction to Breadboard

15 Min Understanding Parts of a

breadboard

20 MIn Activity- Simple Circuit

09 Min Reflection and Learnings

Source: stockadobe.com Icebreaker (5 mins):

The game is quite simple and yet needs a lot
Materials Required : of creativity to be played; The learners can sit
in a circle and someone has to start with a
1. Pencils
2. A4 Size sheet good first line such as “once upon a time”.
3. LED The next person adds four more words to the
4. Coin Cell/Rechargeable 9 V batteries story, such as “there was a frog”. The kid after
5. Breadboard that continues adding four more words, and
6. Jumpers
the game progresses. The rule of the game is
7. Multimeter
8. Wire Stripper to make sure not to repeat what another says.
9. Conductive (Copper) Tape
10. Resistors
6
Parts of a Breadboard:

In the breadboard, there are horizontal and vertical rows, where

the horizontal rows can be known as Bus strips and vertical rows
are known as terminals strips. These are mainly useful in
connecting the power supply toward the breadboard. On this
board, the red lines are positive rails whereas the blue lines are the
negative rails. Usually, breadboards have different connections like
bus strips which are known as metal strips. While connecting a
circuit on a breadboard, we need power in various places, so bus
strips can provide you easy access wherever you require it within
your circuit. Here, Bus strips (red/black or blue strips) are labeled
with positive (+) and negative (-) symbols for indicating the +ve &
-ve sides. Source: Stockadobe.com

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.

7
 Safety Measures:

1. Do not connect power to a circuit until 5. If you smell anything burning,

the circuit is finished. immediately disconnect the power and
2. Never work on a circuit while power is examine your circuit to find out what went
switched on. wrong.
3. Never touch any electrical equipment 6. Always use appropriate insulated
wet hands. rubber gloves and goggles while working
4. Your work area must always be kept on any branch circuit or other electrical
dry. circuit.

Activity: Simple Circuit (20 mins)

Once you are familiar with the uses of a breadboard and it’s different parts, it is time to build a
simple circuit to have a basic understanding of it’s working.

Take your LED bulb, 9V battery, 330 Ohm resistor, connecting wires and a breadboard and let’s
start!

Steps to make a simple circuit:

Step 1: Insert a LED into the breadboard

Step 2: Insert the Resistor into the breadboard and

connect it to the negative terminal of LED

Step 3: Connect the red wire(+) of the battery to the

positive side of the LED and and connect black wire(-)
to the other end of the resistor.

Source: Tinkercad.com 8
Reflection and Learnings (9 mins):

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

2. How will you apply these skills outside the ATL Lab?
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!

Use the concepts of Breadboards and try connecting 2 LED’s of different colours and make them
glow.

Use the space to draw or write your reflections and learnings

9
 Basic Electronics
Session 3
Series and Parallel Circuits

Introduction to Circuits (10 mins):

: 60 minutes
In the 1800s, a man called Alessandro Volta created the
first-ever battery which could provide a continuous flow of
Module: Basic Electronics
current. This source for a flow of current made the very
first circuits a possibility. Grade: 6th to 9th

Volta discovered that you could create a continuous flow

of electricity by connecting bowls of salt solution with Importance/ Value:
metal strips. Then he used discs of copper, zinc and The aim of this module is to provide some basic
cardboard that had been soaked in a salt solution to understanding of different types of circuit and its
create the first battery, which was called the Voltaic Pile. uses.

The early uses for this new discovery were for circuits to Learning Goals:
provide electricity for lighting just before the bulb was 1. Learners will be able to understand the basics
invented by Thomas Edison. of Electronics and its components.
2. Learners will be able to make a different types
An electric circuit is path for transmitting electric current. of circuit on a breadboard.
An electric circuit includes a device that gives energy to
the charged particles constituting the current, such as a
battery or a generator; devices that use current, such as
lamps, electric motors, or computers; and the connecting Time Description
wires or transmission lines. Two of the basic laws that
01 Min Check-in-Experience (CIE)
mathematically describe the performance of electric
circuits are Ohm’s law and Kirchhoff’s rules. 05 Min Icebreaker
Electric circuits are classified in several ways. A 05 Min Introduction to Series and Parallel
direct-current circuit carries current that flows only in one Circuits
direction. An alternating-current circuit carries current that
pulsates back and forth many times each second, as in 20 Min Activity-Parallel Circuit
most household circuits.

20 MIn Activity- Series Circuit

Source: twinkl.co.in
09 Min Reflection and Learnings
Materials Required :

1. Pencils Icebreaker (5 mins):

2. A4 Size sheet Pick a superpower!
3. LED
4. Coin Cell/Rechargeable 9 V batteries
You all wish you have a superpower right, like
5. Breadboard
6. Jumper wires a superpower to go invisible, to read people’s
7. Multimeter mind etc., Now, think a superpower you would
8. Wire Stripper like to have. Write down the superpower what
9. Conductive (Copper) Tape would it be, draw yourselves as a superhero
10. Resistors
11.Push botton
10
Types of Circuits: Parallel and Series

A circuit is said to be parallel when the electric current A circuit is said to be connected in series when the
has multiple paths to flow through. The components same current flows through all the components in the
that are a part of the parallel circuits will have a circuit. In such circuits, the current has only one path.
constant voltage across all ends. This is nothing but a series of multiple tiny bulbs
connected in series. If one bulb fuses, all the bulbs in
the series do not light up.

Activity: Parallel Circuit (20 mins)

After, building a simple circuit on the breadboard, let us now see what it is like to build a parallel
circuit.

Take your LED bulb, 9v battery, 330v resistor, connecting wires and a breadboard and let’s start!

Steps to make a parallel circuit:

Step 1: Insert a LED bulbs into the breadboard as as

shown in the image

Step 2: Insert the Resistor into the breadboard and

connect it to the negative terminal of LED

Step 3: Connect the battery redwire(+) to the positive

side of the LED and and connect black wire(-) to the
other end of the resistor.

Source: Tinkercad.com 11
Types of Circuits: Parallel and Series

A circuit is said to be parallel when the electric current A circuit is said to be connected in series when the
has multiple paths to flow through. The components same current flows through all the components in the
that are a part of the parallel circuits will have a circuit. In such circuits, the current has only one path.
constant voltage across all ends. This is nothing but a series of multiple tiny bulbs
connected in series. If one bulb fuses, all the bulbs in
the series do not light up.

Activity: Series Circuit (20 mins)

After, building a parallel circuit on the breadboard, let us now see what it is like to build a series
circuit.

Take your LED bulb, 9v battery, 330v resistor, connecting wires and a breadboard and let’s start!

Steps to make a series circuit:

Step 1: Insert a LED bulbs into the breadboard as as

shown in the image

Step 2: Insert the Resistor into the breadboard and

connect it to the negative terminal of LED

Step 3: Connect the battery redwire(+) to the positive

side of the LED and and connect black wire(-) to the
other end of the resistor.

Source: Tinkercad.com 12
Reflection and Learnings (9 mins):

1. What do you think is the difference between a Series and a Parallel Circuit?
2. Can you think of different real-world applications of Series and Parallel Circuits?
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!

Use the concepts of Series and parallel circuits, build a series or a parallel circuit and try adding a
switch to each LED and make only one LED glow at a time similar to the ones we see in the corridor.

Use the space to draw or write your reflections and learnings

13
 Basic Electronics
Session 4
Traffic Light Circuit with Switch

Introduction to Traffic Light Circuit

with a Switch (10 mins):
: 60 minutes

Module: Basic Electronics

What is an Electrical Switch?

A switch is a component which controls the open-ness or Grade: 6th to 9th

closed-ness of an electric circuit. They allow control over
Number of Sessions: 4
current flow in a circuit (without having to actually get in
there and manually cut or splice the wires). Switches are
Importance/ Value:
critical components in any circuit which requires user
The aim of this module is to provide some basic
interaction or control. understanding of different types of circuit and its
A switch can only exist in one of two states: open or uses
closed. In the off state, a switch looks like an open gap in
Learning Goals:
the circuit. This, in effect, looks like an open circuit,
1. Learners will be able to understand the basics
preventing current from flowing. of Electronics and its components.
In the on state, a switch acts just like a piece of 2. Learners will be able to make a different types
of circuit on a breadboard.
perfectly-conducting wire. A short. This closes the circuit,
turning the system "on" and allowing current to flow
unimpeded through the rest of the system.

Time Description

01 Min Check-in-Experience (CIE)

05 Min Icebreaker

15 Min Introduction to Electric Switch

20 Min Activity- Traffic Light

20 Min Challenge- Traffic light

09 Min Reflection and Learnings

Source: nagwa.com

Materials Required : Icebreaker (5 mins):

1. Pencils
Sit in a circle. Once person from the circle
2. A4 Size sheet
3. LED’s - 3 (Red, Yellow, Green) should say something funny — they could
4. Rechargeable 9 V batteries tell a joke or narrate a funny incident.
5. Breadboard
The others have to listen to it but not smile
6. Jumper wires
or laugh. Let each child smile or laugh and
7. Multimeter
8. Wire Stripper say something funny in turns. The other
9. Resistors children have to look at them and maintain
10. Push button a straight face.

14
Safety Measures:

1. Do not connect power to a circuit until 5. If you smell anything burning,

the circuit is finished. immediately disconnect the power and
2. Never work on a circuit while power is examine your circuit to find out what went
switched on. wrong.
3. Never touch any electrical equipment 6. Always use appropriate insulated
wet hands. rubber gloves and goggles while working
4. Your work area must always be kept on any branch circuit or other electrical
dry. circuit.

Activity: Traffic light (20 mins)

Once you are familiar with the uses of a breadboard and different types of circuit, it is time to build
a Traffic light circuit to have a basic understanding of it’s working.

Take your LED bulb, 9v battery, 330v resistor,push button, connecting wires and a breadboard and
let’s start!

Steps to make a traffic light

Step 1: Insert a LED into the breadboard.

Step 2: Insert the Resistor into the breadboard and

connect it to the positive terminal of LED.

Step 3: Add the push button and connect it to the

negative side of LED like as shown in the picture.

Source: Tinkercad.com 15
 Step 4: Connect the 9v battery to the circuit.

Step 5: Connect the pushbutton and neutral of the

battery by using the connecting wires.

Step 6: To turn on red light, press the press the push

button that is connected to the Red LED.

Step 7: To turn on yellow light, press the push button

that is connected to the Yellow LED

Step 8: To turn on green light, press the push button that

connected to the Green LED

Challenge (Try it Yourself!): Now that you have learnt how to build a simple circuit that represents the
Traffic Light, Here is a small Challenge for you. You need to create a traffic light model using cardboard
and other available materials and connect LEDs using Jumper wires
Reference Images :

Source: Tinkercad.com 16
Reflection and Learnings (9 mins):

1. Which type of circuit is a Traffic Light. Series or Parallel?

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

17
MECHANICS

18
Mechanics
Session 1
DIY Grabber

Introduction to DIY Grabber :

: 60 minutes

Module: Cardboard Construction

Grabbers are handheld tools used to aid a person’s
reach and pick up items. Grabbers are often Grade: 6th to 9th
mechanical, meaning they have moving parts that
the user can control, but there are lots of different Importance/ Value:
The aim of this module is to provide some basic
types of grabbers. As the name suggests, the
mechanics activities using simple DIY material that
mechanism on these designs will be used for explain the basic concepts associated with
grabbing things! In addition to creating with simple Physics. This enables the learners to understand
machines, building a grabber will give you a practical more complex concepts and technologies which
tool you can use around your house! will help them to build simple DIY and mechanics
projects using the ATL Lab Kits.
Mechanical DIY Grabber Examples
Learning Goals
There are a lot of creative examples we can imagine 1. Learners will learn about the basics of cardboard
and must have seen all these things around us, one constructions, its tools and the techniques.
can be a Chapati grabber used in houses on a daily 2. Children will learn about different tools used for
basis. Others could be something like this: cardboard.

Ice Breaker Activity (5 min ) :

Pick up a blob of ink or drop of colour. Splash
an ink blob or paint blob on a sheet of paper
and make it into what you see. You can create
it into any kind of thing, object or abstract art.

Time Description
Materials Required :
01 Min Check-in-Experience (CIE)
1. Pencils 05 Min Icebreaker
2. A4 Size sheet
3. Cardboard Sheets
4. Fevicol
15 Min Introduction and Recap
5. Scissor
6. Geometry Box 30 MIn Activity: Mechanical DIY Grabber
7. Metal Ruler
8. Multi-purpose knife 09 Min Reflection and Learnings
9. Cello Tape
10. Hole Punch Machine (If available)
11. Rubber band
12. Pins
13. String or yarn piece

19
Activity : Making DIY Grabber

In this activity you will design a device that can pick up three different objects from at least 2 feet away.
Divide into groups and assemble all the materials for yourself. If you have ides then you can work
independently as well.

Steps:

Step 1: Create the handle

Build the handle! Overlap the paint stirrers by about
4" (10 cm), and wrap tightly with
masking tape in at least 2 places. You can also use
hard cardboard if you don’t have
paint stirrers.

Step 2: Cut the Cardboard.

Cut the cardboard. Cut 10" (23 cm) pieces of
cardboard that are about 1.5" (3.8 cm)
wide. An adult may need to prep this step with a
utility knife and cutting mat.
Each grabber needs three 10" (23 cm) and two 5"
(12.5 cm) pieces.

Step 3: Poke Holes Into the Cardboard

(Picture 1) Use a sharpened pencil to poke hinge
holes into the cardboard as shown.
(Picture 2) The holes should be at least ⁄" (1 cm)
from the edges, and they don’t need
to be very big. Note that one piece isn’t poked at
all.
Keep your pencil sharp by placing a scrap piece of
cardboard behind the area you’re
piercing.

20
 Step 4: Assemble the Grabber Mechanism
(Picture 1) Take the piece that doesn’t have
holes, bend it in half, and tape it to the end
of the handle as shown. Overlap most of it with
the handle, but leave about 1" (2.5 cm)
of the folded side not overlapped with the wood.
Poke a hole through that part of the
cardboard.
(Picture 2) Assemble the cardboard as shown
using a metal fastener. On the other
side, fold the fastener tabs completely flat, and
secure them in place with a piece of
tape. This step is important! If the fastener tabs
are not folded and taped, the grabber
will come undone!
(Picture 3) Attach the two 5" (12.5 cm) pieces as
shown. Remember to fold and tape
the fastener tabs.

Step 5: Attach the Rubber Band and String

(Picture 1) Attach the rubber band! This will help

automatically open up the grabber.
Start by stretching the rubber band with both
hands, and slipping it under the middle
fastener as shown, then repeat with the other
middle fastener. (Picture 2)
(Picture 3 & 4) Tie a piece of string to the fastener
as shown. The grabber is ready to
test! Tug at the string, and your grabber should
close.

Step 6: Improve the Grabber's Grip

Time to start innovating! It's up to you to use your

available materials to figure out how
to improve your grabber’s grip. Check out the
pictures for some inspiration.

21
Reflection and Learnings :
1. How to you thing a DIY grabber is useful?
2. What are some other objects you can build like this?
3. Write down a few key points you learned from this activity?
4. Write down which part you liked about the activity most?
5. Write a few good things about working as a team/with your friends

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

Try it yourself!

Look at the image given, Try creating a simple movable mirror

of such kind with the concepts you have learnt in this session.

Use the space to draw or write your reflections and learnings

Source: amazon.in

22
Mechanics
Session 2
Robotic Arm

Introduction to Robotics
: 60 minutes

Robotics: The word robot was coined by Czech Module: Mechanics

novelist Karel Capek in a 1920 play titled Rossum’s
Grade: 6th to 9th
Universal Robots (RUR) • Robot in Czech is a word
for worker or servant.
Importance/ Value
A robot is a reprogrammable, multifunctional
Working with cardboard helps the learners
manipulator designed to move material, parts, explore different materials and quickly test
tools, or specialised devices through variable out mechanical models, which gives them
programmed motions to perform various opportunities to create new things in the ATL
Lab.

Learning Goals
1. Learners will understand the basics of
cardboard construction, its tools and
techniques.

2. They will also understand the basics of a

Robotic hand.

Robotics is a process where machines that

work like human behavior are produced, and
they are called Robots. Robotics produces
machines that can perform like human and
can replace the human. Firstly, robots are
Materials Required : produced to work in the dangerous
1. Pencils workplace so that people involved in those
2. A4 Size sheet industries do not face problems. But later
3. Cardboard Sheets
robots are used in many different industries
4. Fevicol
5. Scissor like manufacturing, laboratories, military,
6. Geometry Box hospitals, research centers, etc. Robots not
7. Metal Ruler only replace humans but also perform better
8. Multi-purpose knife than humans.
9. Cello Tape
10. Hole Punch Machine (If available)
11. Rubber band Let us see how to make a prototype of a
12. Pins functional robotic arm!
13. String or yarn piece
14. Plastic Straws
15. Popsicle sticks (Optional)

23
 Types of Robots :

1) Manipulators: Robotic 2) Legged Robot and 3) Unmanned Aerial

manipulation refers to the ways Wheeled Robot: Legged and Vehicles and Autonomous
robots interact with the objects
Wheeled robots are mobile robots Underwater Robots: AUR and
around them: grasping an object, UAV are self-propelled, unmanned,
opening a door, packing an order that use articulated limbs, such as
untethered underwater and aerial
into a box, folding laundry. All these leg mechanisms, to provide
vehicles capable of carrying out
actions require robots to plan and locomotion. They are more versatile simple activities with little or no
control the motion of their hands than wheeled robots and can human supervision
and arms intelligently. traverse many different terrains.

Activity : Making of a functional Robotic Arm

Build a robotic arm from cardboard using thread, straw, and ice cream
sticks/Popsicle sticks in this class. Follow the instructions given by your teacher to
complete the making in groups or you can work independently if you already
have ideas to build on.

Steps:

Step 1: Outline the hand. Make it according to

the size you want.

Step 2: Cut It Out.

Step 3: Now, make a handle by which you will

be holding the robotic hand, as shown in the
image.

24
Step 4: Now, observe the image below and
fold accordingly. This will help you move the
fingers at last.

Step 5: Now, you must paste some more hard

cardboard pieces to make it strong. You can
also use Popsicle sticks if you want.

Step 6: Cut some small pieces of straw and

paste them on the hand as shown in the
images above. We will take out the threads or
wire through these pipes, whatever you want
to use.

Step 7: Due to the positioning of the thumb,

we need to stick the straws in a bit different
way. See the images to get a better
understanding.

Step 8: Now stick the threads on the top of

the fingers; take the line through the loops
made by straws. Then make small loops at the
end to put your fingers in it. It will help you to
control the arm.

Step 9: Now the hand is ready. You can use

this robotic arm to hold things, make hand
gestures, etc. Now it's ready to have fun!

25
 Reflection and Learnings :

1. What do you think will happen if the same Robotic hand is made out of Iron instead of cardboard?
2. What do you think are the real-world applications of a Robotic Hand?
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!

Look at the image given, Try creating a simple hydraulic hand

of such kind with the concepts you have learnt in this session.

Use the space to draw or write your reflections and learnings

Source: instructable.com

Additional resources :
You scan this qr code
to see a detailed video of
making robotic hand

26
3D DESIGNING &
PRINTING

27
 3D Design and Printing
Session 1
Design and Print a 3D Keychain

Introduction to 2D and 3D Shapes (10 mins):

: 60 minutes
2D Shapes
A 2D shape has two dimensions, that is, Length and Breadth. 2D Module: 3D Design and Printing
shapes are flat because they don't have any height or depth.
Examples of 2D shapes include circle, rectangle, square, Grade: 6th to 9th
polygons, etc. Since 2D shapes don't have any height, they don't
have any volume either. 2D shapes have only areas. 2D shapes Importance/ Value:
are drawn using X-axis and Y-axis. Refer to the picture given 3D Printing and Design allows children to think,
below. visualize their imaginative concepts and create
prototypes on their own in the ATL Lab. It also enables
the children to understand the basic design concepts
while differentiating between 2D and 3D images.

Learning Goals:
1. Learners will be able to understand the basic
concepts of 3D design.
2. Learners will explore and learn to use a simple
3D design software called Tinkercad.
3D Shapes
3. Learners will design and 3D print a simple key
Most of the objects that we see around us have 3D
chain exploring the possibilities of 3D Printing.
shapes, which means they have three dimensions:
Length, Breadth, and Depth. Examples of 3D shapes
include cubes, cylinders, spheres, cones, et
Time Description

01 Min Check-in-Experience (CIE

05 Min Icebreaker- Get-to-know

10 Min Introduction to 3D Printing

35 Min Activity - Design and 3D Print a cup.

09 Min Reflection and Learnings

Since 3D shapes have depth, they occupy some volume.

3D shapes are drawn using X-axis, Y-axis, and Z-axis.
Icebreaker (5 mins): Get-to-know

Create groups of 4-5 people, and let them discover

what they have in common, along with interesting
characteristics that are unique to a person in the
group. This icebreaker promotes unity as it gets
people to realize that they have more common
ground with their peers than they first might realize.
Source:www.cuemath.com As people become aware of their own unique
characteristics, they can also help people feel
Materials Required : empowered to offer the group something unique.

1. Laptop with Internet Connection

2. 3D Printer
28
 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 simple Key Chain

In this activity you will learn how to use a 3D design software called TinkerCad and Design a simple
3D key chain 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 box from the basic shapes onto
the work plane.

Step 4: Click on one of the corners of the box and adjust

the length by 35 mm and width by 22 mm with the help of
the mouse by holding the shift key.

Source: tinkercad.com
29
Step 5: Hold the middle hand and reduce the height to
3mm.

Step 6: Type “ATL” in the Text box.

Step 7: Click your middle handle and decrease the

thickness of your name to around 6mm.

Step 8: Scroll to the bottom of your Basic Shapes menu

and drag a tube onto the Workplane.

Step 9: Click and drag the middle handle to reduce the

thickness of the tube to around 3mm.

Source: tinkercad.com

30
Step 10: .Drag your tube and place it so the bottom ¼
(or so) is inside your box.

Step 11: Click and drag a square around your entire

project. Click on the Group button, which will connect all
the pieces of your project together.

Source: tinkercad.com

YOU HAVE SUCCESSFULLY COMPLETED THE ACTIVITY

31
Reflection and Learnings (9 mins):

1. What is the difference between 2D and 3D objects?

2. What will happen when you use the group option in Tinkercad?
3. Imagine yourself to be an eagle and draw the Top View of your house.
4. What did you or your team struggle with while doing this activity and why? How can you improve next time?
5. How did you contribute to the team and how do you think it helped? How else could you have contributed?

Try it yourself!

Using the concepts you have learnt so far, Try creating a simple
3D quotes as shown in the image.

Use the space to draw or write your reflections and learnings Source: vanillatech.net

32
 3D Design and Printing
Session 2
Design and 3D Print a Cup

Introduction to 3D printing (10 mins):

What is 3D printing and how it works? : 60 minutes
3D printing is a process by which a digital representation
Module: 3D Design and Printing
of an object is created using computer aided
manufacturing (CAM) technology. 3D printing is a path Grade: 6th to 9th
breaking technology and has also evolved through
several different forms. The key thing to know about 3D Importance/ Value:
3D Printing and Design allows children to think,
printing is that it doesn’t work like regular manufacturing
visualize their imaginative concepts and create
methods: rather than starting with an existing object, the
prototypes on their own in the ATL Lab. It also enables
printer has to make one from scratch by building up the children to understand the basic design concepts
layers of material in a process called additive while differentiating between 2D and 3D images.
manufacturing. In other words, it works with the same
materials used in traditional manufacturing but recreates Learning Goals:
objects because it uses special materials that can be built 1. Learners will be able to understand the basic
layer by layer. concepts of 3D design
2. Learners will explore and learn to use a simple
3D design software called Tinkercad
3D printing is a relatively new technology, but it’s going to
3. Learners will design and 3D print a simple cup
change the way we live. We’ll be able to print out
exploring the possibilities of 3D Printing
everything from toys and clothes to food and medicine in
our homes. It will also help us create replacement parts
for appliances and vehicles that break down on the
road—and even help astronauts repair satellites. 3D Time Description
printers are literally just printers. But instead of printing
words on paper, they print 3D objects, layer by layer, and 01 Min Check-in-Experience (CIE
can make them out of everything from carbon fiber and
05 Min Icebreaker- I’m Awesome!
powders to plastic and metal
10 Min Introduction to 3D Printing
Parts and Working of printer
35 Min Activity - Design and 3D Print a cup.

09 Min Reflection and Learnings

Icebreaker (5 mins):
#I’m Awesome

Take a full size A3 chart and tape it to the wall.

Once students enter the ATL Lab, hand them a
marker and have them think of 2-3 hashtags that
describe themselves. Allow them to write their
Source: https://www.rd.com
hashtags on the wall and explain them to the
rest of the class.
Materials Required :

1. Laptop with Internet Connection

2. 3D Printer
33
 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 Cup

In this activity you will learn how to use a 3D design software called TinkerCad and Design a simple
3D cup 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 tinker cad 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 create a new design.

Step 3: Drag and drop a cylinder from the basic shapes on

the work plane.

Step 4: Click on one of the corners of the cylinder and

adjust the cylinder dimensions to 35mm with the help of
the mouse by holding the shift key.

Source: Tinkercad.com
34
Step 5: Select a grayed-out cylinder from the basic
shapes section and place it in the middle of the screen

Step 6: Click on the corner and adjust the dimensions of

the grayed-out cylinder it to 32 mm, like previously
done.

Step 7: Select both the shapes by dragging the cursor

on the shapes.

Step 8: Now let’s align the shapes by centering the small

grayed-out cylinder inside the solid cylinder.
Click on the align icon or press letter L

Step 9: Align the cylinder hole into the cylinder solid

shape by clicking on the left middle dot and the front
middle dot as shown in the images given below.

Source: Tinkercad.com 35
Step 10: Click on the top dot of the vertical 3 dots.

Step 11: Drag and drop a torus from the basic shapes
and place it on the work plane beside the cylinder.

Step 12: Select the shape, click on a corner and adjust

the dimensions to 25mm.

Step 13: Now let’s rotate the shape to 90 degrees. To do

so, Click on the curve shaped arrow and edit the 0
degrees and change it to 90 degrees as shown in the
images given below.

Source: Tinkercad.com

36
Step 14: Select the torus and move it onto the surface of the cup. Then center align the shape as shown in the
images given below.

Step 15: Turn the shape to the right side and move the handle to the center of the cup.

Step 16: Click and select both the shapes. Then click on the combine shapes icon and combine them.

Source: Tinkercad.com 37
Reflection and Learnings (9 mins):

1. How do you think you can use 3D Printing in a real-world scenario?

2. What are the benefits of 3D Printing an object?
3. Imagine and draw the Top View and front view of the cup.
4. What did you or your team struggle with while doing this activity and why? How can you improve next
time?
5. How did you contribute to the team and how do you think it helped? How else could you have
contributed?

Try it yourself!

Using the concepts you have learnt so far, Try creating a simple
3D Trophy as shown in the image.

Use the space to draw or write your reflections and learnings

Source: tinkercad.com

38
 DATA
VISUALIZATION

39
 Data Visualisation
Session 1
How do I spend my day?

: 60 minutes
What is Data?
Module: Data Visualisation
Let’s learn about data. What is data? Have you come
Grade: 6th to 9th
across that word before? Data is facts or information
that we can collect by asking questions, observing or Importance/ Value:
taking measurements. Data is usually organised in a The importance of data visualization is simple:
table which include facts, numbers and measurements. it helps people see, interact with, and better
understand data. Whether simple or complex,
the right visualization can bring everyone on
Why do we need data? Data helps us learn about our the same page, regardless of their level of
world, our communities, and ourselves! expertise.

Can you think of ways we can show data? You may have Learning Goals:
learned about pie charts, bar graphs, and tables in your 1. Students will get introduced to data
visualisation.
maths classes. These are all ways to show data.
2. Learn to how data is collected and
Surprisingly, it is one of the most common mathematics
verified for visualisation purposes.
topics people come across in their day-to-day life!

For this session we are going to learn what data is, what What is data visualisation?
is data visualisation and how we can visualise it!
Data visualisation is the process of turning
data into a visual form, like a chart or
graph.

Charts or graphs make the understanding

of data easier. Charts have several
different elements to show the facts and
numbers from our data.
Now, can you think of what facts and
information you can get from your
neighborhood that will help you learn more
about your community? For example, you
can identify one problem in your
community and create a short survey that
will help you get facts or data from your
neighbourhood. This will help you visualize
Materials Required : the data and draw it on paper and think
about the solutions that can solve that
1. Colourful Pens
problem.
2. Post-it notes
3. Chart Paper Take 5 minutes to discuss how you would
4. Wall space if available to stick post-it notes go about this!
5. Any other materials in your environment!

40
It’s pie time you got a watch!

Data visualisation simplifies the way information is presented. Let’s practice a few activities that will
help you present your data in a simple yet fun and exciting way!

A pie chart can help us see the different parts of a whole, and compare the sizes of each part. This
pie chart shows us someone’s daily schedule, and how much of the day each activity takes. The
purple portion shows when they are asleep—from around 9:30 pm to around 6:30 am. (Based on
the activities, can you guess if this is a school day or a weekend?) They also spend some time
eating, doing chores, working, exercising, and having fun!

Now it’s your turn!

You can color in the empty chart on the next page to see what your daily schedule looks like! The
legend will help you keep track of what each color means. Take 10 minutes to think about how you
spend your day. This can be completed at home if you run out of time.

Make sure you fill it in before the next session!

41
Try it Yourself: Most affected cities by Covid-19

For this activity, we will represent data through a bar graph. A bar graph can be defined as a chart
representing data through bars or stripes. Bar graphs are usually used to compare and contrast
different categories. Bar graphs have a horizontal and vertical line (or axis) representing data and
usually looks like this:

For your take home activity, you will need to find which cities/towns in your state were most
affected by Covid-19. You can find information from your local newspaper, internet, or ask elders
and learn more on how the pandemic has affected lives in your state. The horizontal line can
represent the cities/towns you have chosen and the vertical line can show the total number of
cases as of today. You can put an approximate value if you are unsure of an exact number. Bring
your graphs and present it in the next class. You can talk about how you went about gathering data
as well and what were some useful learnings from this activity!
42
Reflection and Learnings (9 mins):

1. How do you think you can use Data in a real-world scenario?

2. What are the benefits of representing data in charts and graphs?
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?

Use the space to draw or write your reflections and learnings

43
 DESIGN &
ENTREPRENEURIAL
THINKING

44
Design and Entrepreneurial Thinking
Session 1
Re-Design the Autorickshaw

Introduction to Design Thinking : 60 minutes

Module: Design Thinking

Have you ever paid attention to the objects in your
environment, and thought about who designed it? Grade: 6th to 9th

Learning Goals:
Design is part of our everyday life and shapes the 1. Learn about the problem discovery process.
way we interact with the world, but we frequently 2. Learn to rapidly design and sketch.
don’t realize it. Everything from the tables and chairs 3. Solve problems using Design Thinking
you are sitting on, to the pen in your hand, your Approach.
water bottle and lunchbox, school bag, pencil case
was designed by someone.
One of the ways to think about design is as a
Sometimes you realize that the design is not good, 5 step process: Empathize, Define, Ideate,
such as when your water bottle leaks or you wish Prototype, and Test. In this class, we will do a
your bag had an extra pocket. Other times, you may quick version of going through this process so
have come across an object that is designed in a that you are familiar with it. But in real life, the
way that is so beautiful, useful, or unexpected that it design process can take months! Design is a
causes you to stop and think! whole profession, and designers put in a lot of
effort to come up with a good product!
Today, we will learn about the design process!
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!

5. TEST
show your solution to users

4. PROTOTYPE 1. EMPATHIZE
build your solution understand your user

3. IDEATE 2. DEFINE
brainstorm solutions identify the problem

45
Activity: Re-Design the Autorickshaw

Have you ever sat in an autorickshaw? What are some things you noticed about the vehicle?

For today’s activity we will be looking at redesigning a rickshaw!! Do not hesitate to be creative and
come up with solutions that you think will work best!

For this activity you will need to get into groups of 4-5. Follow the instructions of your teacher.

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

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. 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 questions on the rickshaw. You are on the EMPATHIZE
step! Fill out what you learned below. You get 3 minutes each.
1. What is the purpose of the rickshaw?
2. What are the problems that your interviewee has with rickshaws?
3. What would be the best and most effective form of transportation? (think broad!)
4. What do you like about rickshaws? Why?
5. What do you not like about rickshaws? Why?
6. Are they effective at what they do? How?
7. Come up with your own questions!

Person 1:

Person 2:

Person 3:

Person 4:

46
Step 2: DEFINE: The goal for the next step is to come up with a problem statement

What is the problem that rickshaws solve? You will now synthesize what you learned from the
interviews. (Synthesize means to combine different parts into one unified whole).

In your respective teams, come up with a definition of the general problem that rickshaws try to
fix.

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, rickshaw driver, government, traffic police etc.
Think about the values that you care about as a team---affordability, availability, profit, energy
efficiency, environmental impact, safety, traffic, 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.

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

47
Step 3: IDEATE: Come up with design alternatives

Now comes the fun part! Thinking of your problem statement, come up with AS MANY
SOLUTIONS AS POSSIBLE to the problem statement. GO WIDE, GO BIG! Think of crazy ideas,
don’t limit yourself by physical constraints or common sense limitations. These could involve
technology, humans, policy/rule/law, or something else. If you are interested in mechanics and
energy systems, you can consult chapters 8, 9, and 11 of the 9th standard Science textbook. Write
down your ideas on post-it notes and find a wall or chart paper to stick it on. 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:

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.

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

Idea 1:

Idea 2:

Idea 3:

Reflection:

Share your final ideas with the class! Each team will have exactly 5 minutes to present their
ideas.

48
Step 4: PROTOTYPE: Build your own design solution

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.

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

49
Step 5: TEST: Get feedback on your design

For this next step, you will share your prototype with another team. In real life, you would show
your idea to real users and get their feedback. Each team will get 5 minutes for their turn: 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 I like, I wish, what if format below. Record the feedback that you
got from the other team below.

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!

50
Conclusion

Design is a skill that takes time to cultivate. The best designers are those that practice 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!

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

51
52
 Design and Entrepreneurial Thinking
Session 2
Final Project: ATL Lab Improvement

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 Re-Design the Autorickshaw 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!

53
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 in your ATL Lab
environment ! 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. Many students do not have sufficient space to sit in their ATL Lab. Having enough space
and a comfortable setting contributes to the student’s learning experience. Think of ways
you can create a comfortable sitting chair/space or make improvements to the chair you
have already been provided with at your school

b. Creativity is what enhances your growth and helps students think in different ways
especially in practical learning. Think of different ways you can enhance the creativity
element in your ATL Lab, make the environment more fun and interesting!

c. As the world moves at a faster rate, we are unable to have access to resources that are
essential for us, this is especially true for energy/electricity. Look around your ATL Lab
and see where and how you can use energy efficiently and build prototypes accordingly
(hint: use concepts from the basic electronics module, ask your teacher for help)

Use the space below to write which problem you have

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

54
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.

55
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 backrests on chairs for students and it affects
student comfort while learning. I wanted to do something about this because I want my peers
and I to have a better learning experience.

56
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.

57
 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!

58
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:

59
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.

60
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.

61
 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:

62
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!

63
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!

64
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.

65
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

● Make sure that when a group is presenting, Grade: 6th to 9th

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

66
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

67