Year 9 - The Night Light
If light is required at night, instead of
switching on the main light it is handy to
have a small night- light on a nearby bedside
cabinet. Your task is to design and make an imaginative light suitable
for a particular user, e.g.
night-lights are often used in children's bedrooms to make them feel more
secure and provide low level background lighting.
1. The night-light should be no bigger than 200mm high x 200mm wide x
2. It should have a background and a shaped foreground and a space for
a circuit board.
3. It should have a switch to turn it on/off.
4. It should be based upon a theme.
5. It should be safe to use.
6. It should be stable.
7. It should be easy to operate.
8. The use of pictures or cutouts to decorate the background.
9. A means of supporting the circuit, background and foreground.
1. A product analysis of a variety of lights e.g. torches, lamps and
night table lights.
2. Labelled, coloured sketches to explore 3 designs.
3. Choose 1 design and use cutaways to show hidden detail. Give reasons
as to why this design was chosen and explain how it meets the limitations.
4. Detailed drawings showing how the light body will be made.
5. An orthographic drawing of the chosen light body.
6. A finished night-light body which includes a light circuit and circuit
Add to your circuit a variable resistor thus allowing the brightness
of the light to be increased and decreased.
Programmes Of Study References
1c Activities in which they investigate, disassemble and evaluate familiar
products and applications.
3a Identify appropriate sources of information that will help them with
3b Use design briefs to guide design thinking;
3c Develop a specification for their product;
3d Consider the needs and values of intended users and develop criteria
for their design to guide thinking and form a basis for evaluation;
3e Generate design proposals that match stated design criteria and modify
proposals to improve them;
3f Consider the aesthetics, function, safety, reliability, and the cost
of their designs;
4a use a range of processes to shape and form materials, including forming
by wastage, attachment, adhesion and combining;
4b Select materials, tools and equipment appropriate to the task;
4c Select and use appropriate methods of shaping and forming materials
4d Join and combine additional materials and components accurately in
temporary and permanent ways;
6a To design, use and interconnect simple mechanical, electrical, electronic
and pneumatic systems and subsystems;
6c To use electrical switches to control devices;
6d To use sensors in switching circuits;
6e That systems have inputs, processes and outputs, and to recognise these
in existing products and products that they have made;
Pupils should be taught to investigate, disassemble and evaluate a wide
range of products and applications, in order to learn how they function,
and relate products to:
8a Their intended purposes;
8b The choice of materials and components, and the ways in which they
have been used;
8c The processes used to produce them;
8d The scientific principles involved;
8e The views of users and manufacturers;
8f A range of alternative products;
10a Taking responsibility for recognising hazards in a range of products,
activities, and environments with which they are familiar;
10b Using appropriate information sources to assess the risks, both immediate
10c Applying their knowledge and take action to control the risk to themselves
and to others.
Technical Knowledge and Understanding
· Electronic components, soldering, parallel /series circuits,
diagrams and symbols.
· Constructing wood joints, marking out, cutting, assembling and
· Designing and making effective lighting units and exploring possibilities
of illumination, reflection and
Tools and Equipment Needed
· Pine Try squares
· M.D.F Tenon saws
· Connector blocks Belt sanders
· Bulbs and holders Glass paper
· Slide switches Drill bits
· Flex Pillar drill
· L.D.R's and resistors
· Soldering irons and solder
· Wire strippers
· Orthographic drawings.
· Electronics, circuits, systems.
Using Other Subjects
· Art Line drawings, outlines, shapes.
Using Economic And Industrial Understanding
Useful Resource Tasks
· Students book.
Year 9 - Night light
To develop a battery powered lighting device suitable for use as a night
light. It must be interesting. effective and visually entertaining. It
will have an internal circuit board to supply the illumination.
Setting The Task
'Electronic Eye' is a company who wishes to market a night light for a
particular user group.
You have been asked to create a low level light for either babies, children,
teenagers or older people
Who are afraid of the dark? The design of the night-light should have
1. To familiarise pupils with the Skilled use of hand tools and equipment.
2. To enable pupils to draw upon their own experiences in order to make
3. To develop an understanding of electronic circuits and systems.
4. To design products for specific end- user groups.
· An understanding of electronic circuits and components.
· An awareness of the need for quality products, both in design
· Pupils should consider how a small batch production of their
design would be produced.
· The effect that their products can have on a particular user
group in society.
· Pupils should be aware of the importance of visual appeal in
The Nature Of The Product
· A finished night- light no larger than 200x200x100mm in depth.
It will have a suitable casing to house the circuit. The beam profile
will need to be planned to avoid eye glare.
· An examination of existing night lights. Product analysis and
· Schematic drawings of circuit and 3d sketch of circuit.
· Situation, Brief, Specifications, Web diagram of possible users.
· Annotated initial ideas, with cutaways to show hidden detail.
· Orthographic drawing, parts list and cutting list.