Secondary 1 D&T Vocabulary | 200 Words & Meanings

Secondary 1 Design and Technology vocabulary helps students turn everyday frustrations into ideas, sketches, models and safe practical solutions. This guide contains 200 words and definitions across design research, freehand drawing, materials, structures, mechanisms, electronics, workshop practice, prototyping and evaluation.

In Singapore’s lower-secondary common curriculum, Design and Technology (D&T) introduces the experience of designing and making for real users. Students investigate needs, communicate ideas and explore solutions while learning safe workshop habits. This eduKate glossary is not an official MOE list of 200 prescribed words. Activities, tools and marking requirements can differ by school; always follow teachers’ instructions and the current subject programme.

The complete numbered 200-term glossary, organised into ten practical stages.
Step-by-step examples of a design brief, sketches, paper mock-ups, testing and evaluation.
A four-week learning plan, project-journal examples, safety reminders and MOE syllabus links.

The complete 200 Secondary 1 D&T words and meanings

The terms include both foundation ideas and useful extensions for later secondary Design and Technology. Students should not assume every mechanism, electronics concept or drawing convention below is examined in every Secondary 1 lesson. Start with the current project brief.

1. Design thinking and everyday needs — words 1–20

design — the process of planning a useful response to a need.
designer — a person who develops ideas to address a problem.
user — a person who may use the intended product.
stakeholder — someone affected by a design or its consequences.
need — something necessary or important to a person.
want — something desirable but not necessarily essential.
problem — a difficulty that a design aims to address.
opportunity — a situation where an improved approach may be useful.
design context — the situation in which a product will be used.
design brief — a short statement describing the design challenge.
objective — the outcome that a project seeks to achieve.
constraint — a limit such as cost, size, time or safety.
criterion — a standard against which a design is judged.
specification — a set of requirements for a proposed design.
function — the task an item is intended to perform.
purpose — the reason for which something is created.
ergonomics — designing with human comfort and safe use in mind.
accessibility — how easily people with different needs can use something.
usability — how easily a design enables the intended task.
empathy — understanding the experiences and difficulties of users.

2. Researching a problem and gathering evidence — words 21–40

observation — careful watching of people or things in context.
interview — a planned conversation used to learn about a user’s needs.
survey — a method of collecting answers from several people.
questionnaire — a structured set of questions.
secondary research — study of information already gathered by others.
primary research — information collected directly for the project.
data — recorded observations or measurements.
sample — a selected subset of a larger group.
bias — a systematic influence that distorts a finding.
assumption — a belief accepted without sufficient checking.
insight — a useful understanding gained through evidence.
user journey — the steps a person takes while using a product or service.
pain point — a specific frustration experienced by a user.
task analysis — breaking a task into smaller necessary actions.
benchmark — a reference against which options can be compared.
competitor product — another item attempting a similar job.
product analysis — study of how an existing product performs.
disassembly — taking apart a product to examine its components.
material investigation — testing or comparing substances for design use.
research summary — a concise statement of findings and implications.

3. Ideation, sketching and communicating — words 41–60

ideation — the generation of possible design ideas.
brainstorming — producing a range of possible ideas before selecting.
divergent thinking — exploring several different possible solutions.
convergent thinking — narrowing possibilities to the most promising options.
concept — an early idea that guides a design direction.
thumbnail sketch — a quick, small drawing to explore an idea.
freehand sketch — a drawing made without technical drawing instruments.
annotated sketch — a drawing accompanied by explanatory notes.
perspective drawing — a representation suggesting three-dimensional depth.
isometric sketch — a drawing showing three axes at equal angles.
orthographic drawing — a set of flat views of an object.
plan view — a drawing seen from above.
front elevation — a drawing of an object’s front face.
side elevation — a drawing of an object’s side face.
dimension — a numerical measurement of size.
proportion — the relationship between the sizes of parts.
scale drawing — an image made at a fixed ratio to actual size.
visualisation — forming or communicating an image of a possible solution.
iteration — a repeated cycle of refining an idea.
design journal — a record of ideas, decisions, tests and revisions.

4. Materials, properties and sustainability — words 61–80

material — a substance used to make a product.
hardwood — timber generally obtained from broadleaf trees.
softwood — timber generally obtained from conifer trees.
plywood — a sheet material made of bonded wood veneers.
MDF — medium-density fibreboard made from bonded wood fibres.
acrylic — a transparent or coloured thermoplastic material.
polymer — a substance made of long repeating molecular chains.
thermoplastic — a plastic that can be softened by heating and reshaped.
metal — a material class often strong and electrically conductive.
composite — a material made by combining distinct constituents.
grain — the direction of fibres in wood.
rigidity — resistance to bending or shape change.
flexibility — ability to bend without breaking.
brittleness — tendency to fracture with little deformation.
ductility — ability to deform plastically under tension.
hardness — resistance to indentation or scratching.
toughness — ability to resist fracture under impact or stress.
density — mass per unit volume.
recyclability — suitability for collection and processing into new material.
life cycle — the stages from material extraction to end-of-use.

5. Structures, load and stability — words 81–100

structure — an arrangement of parts that supports a purpose.
frame — a connected arrangement of supporting members.
beam — a member that supports loads primarily through bending.
column — a member that carries mainly compressive loads.
joint — a connection between two parts.
fastener — a device such as a screw or bolt that holds parts together.
adhesive — a substance used to bond surfaces.
load — a force or weight carried by a structure.
compression — a force tending to shorten or squeeze something.
tension — a force tending to stretch something.
shear — a force tending to slide parts past one another.
bending — deformation caused by a turning effect of a load.
torsion — twisting caused by a torque.
bracing — added support to resist unwanted movement.
triangulation — using triangles to make a framework more stable.
stability — resistance to tipping or unwanted movement.
centre of gravity — the point where an object’s weight can be considered to act.
base of support — the region underneath an object providing support.
deflection — how far a part bends or moves under load.
failure point — the location or condition where a design stops meeting requirements.

6. Mechanisms and controlled movement — words 101–120

mechanism — parts arranged to produce a useful motion.
linkage — connected parts transferring or altering movement.
lever — a rigid member turning around a support point.
fulcrum — the pivot point of a lever.
pivot — a point or axis about which something rotates.
gear — a toothed wheel used to transmit rotation.
gear ratio — a comparison between rotational motion of connected gears.
pulley — a grooved wheel guiding a belt or rope.
belt drive — a system transferring rotation through a flexible belt.
cam — a shaped rotating part that produces follower movement.
follower — a part moved by the profile of a cam.
crank — a turning arm that converts or transmits movement.
slider — a part designed to move along a straight path.
rotary motion — movement around an axis.
linear motion — movement along a straight line.
oscillating motion — repeated movement back and forth.
reciprocating motion — repeated straight-line movement in opposite directions.
input motion — the movement supplied to a mechanism.
output motion — the resulting movement from a mechanism.
mechanical advantage — the ratio of output force to input force in a system.

7. Simple electronics and control — words 121–140

circuit — a connected path through which electric current may flow.
electric current — the rate of flow of electric charge.
voltage — electric potential difference between two points.
resistance — opposition to electric current flow.
component — an individual part of an electronic system.
battery — a source of electrical energy stored chemically.
switch — a device used to open or close an electrical path.
LED — a light-emitting diode that produces light when correctly powered.
resistor — a component designed to limit or control current.
motor — a device converting electrical energy into motion.
buzzer — a device producing a warning or signalling sound.
sensor — a device detecting a physical condition or change.
light sensor — a component responding to light levels.
temperature sensor — a component responding to temperature.
input device — a component that provides a signal to a system.
output device — a component that produces an action or indication.
series circuit — a connection with one path for current.
parallel circuit — a connection with multiple current paths.
polarity — the distinction between positive and negative electrical terminals.
prototype circuit — an early test assembly used to explore an electronic idea.

8. Workshop safety and basic making — words 141–160

hazard — something that could cause injury or damage.
risk — the likelihood and seriousness of possible harm.
risk assessment — identifying hazards and planning controls.
personal protective equipment — wearable protection appropriate to an identified hazard.
supervision — guidance and monitoring by an authorised responsible person.
workholding — keeping a material securely positioned during a task.
clamp — a tool used to hold a workpiece firmly.
marking out — transferring measurements onto a material before making.
measurement — determination of a dimension against a standard unit.
tolerance — an allowed variation from a specified measurement.
sawing — cutting material with a suitable toothed tool.
drilling — creating a hole with a drill.
filing — using a file to remove small amounts of material.
sanding — smoothing a surface with abrasive material.
finishing — final treatment to improve surface quality or protection.
assembly — joining components into a completed arrangement.
alignment — placing parts in their intended relative positions.
inspection — checking whether work meets requirements.
maintenance — care taken to keep tools and products working safely.
housekeeping — organising and cleaning a work area to reduce hazards.

9. Mock-ups, prototypes and testing — words 161–180

mock-up — a quick simplified model used to explore an idea.
prototype — an early working or representative version of a design.
proof of concept — a test showing that a core idea may be feasible.
low-fidelity model — a rough model made quickly for learning.
high-fidelity model — a more detailed model close to the intended product.
fabrication — making physical parts from materials.
construction sequence — the planned order of making and joining operations.
test plan — an outline of what will be checked and how.
functional test — a check of whether a product does its intended job.
user testing — observing how intended users interact with a design.
feedback — information about performance or experience.
performance — how well a design carries out its function.
durability — ability to keep working after repeated use.
reliability — consistency of operation under stated conditions.
strength test — a controlled check of load-carrying ability.
fit — how correctly parts align and connect.
revision — a purposeful change after examining results.
refinement — small improvements made to better meet requirements.
trade-off — a benefit gained at the cost of another benefit.
verification — checking that a design meets stated requirements.

10. Evaluating and presenting a responsible design — words 181–200

evaluation — judging performance against goals and evidence.
evidence — observations or results supporting a conclusion.
criteria matrix — a table comparing options against selected criteria.
weighted scoring — a decision method giving different importance to criteria.
cost estimate — a forecast of resources needed to produce something.
budget — the amount of money available to spend.
resource efficiency — achieving useful output while reducing material or energy waste.
sustainability — consideration of long-term environmental and social effects.
repairability — how easily a product can be fixed.
modularity — a design approach using interchangeable or separable units.
inclusive design — making products usable by a broad range of people.
universal design — design principles aiming for broad accessibility without special adaptation.
user safety — protection of people during normal and foreseeable use.
ethical design — consideration of fairness, harm and responsibility.
environmental impact — effects on ecosystems, waste and resources.
design rationale — an explanation of why choices were made.
presentation board — a visual display used to communicate a project.
reflection — thinking critically about decisions and learning.
portfolio — a collection showing stages of work and outcomes.
continuous improvement — repeated use of feedback to make outcomes better.

What does Design and Technology actually teach?

D&T is not simply an instruction to make a pretty object or pass a workshop test. It asks students to notice a need, find out what matters to the user, form ideas, test the risky parts early and improve the design. A product can look polished yet fail its purpose. Conversely, a rough paper mock-up can be valuable if it reveals an overlooked issue at the right moment.

For example, a book stand made for a person reading at a small desk might need to support a particular book size, be stable, take up little room and allow comfortable viewing. The word stable is not enough by itself. The design specification should say how stability would be observed or tested, given the classroom’s safe boundaries. A good project makes requirements visible, measurable where possible and relevant to the intended user.

Worked example 1: write a design brief that can be tested

Unhelpful brief: ‘Design something nice for students.’ Better brief: ‘Design a compact desk organiser for a Secondary 1 student who regularly misplaces stationery on a small shared table.’ The second wording identifies the user, the problem and the context. Next research the student’s desk setup, what items get lost, how much space is available and whether the organiser must be portable.

A possible design specification would require capacity for pens, eraser and ruler; a stable base; smooth accessible edges; reasonable material use; and dimensions appropriate to the desk. The numbers should come from measurements and user requirements, not guesses introduced just to make the specification sound scientific. The brief says what problem to solve; the specification says how we will judge proposed solutions.

Worked example 2: sketch to think, not just to decorate

Suppose Alicia sketches three organiser concepts: a vertical pen cup, a divided flat tray and a hinged portable case. In the first round she needs thumbnail sketches to compare possibilities, not a fully rendered final drawing. Each sketch can include two or three annotations: ‘holds ruler’, ‘may tip with heavy items’, or ‘folds for transport’. This makes the thinking visible.

A clear sketch helps someone else understand an idea; it need not be fine art. As a concept develops, students may use isometric or orthographic views to communicate its form more reliably. The front elevation shows the front, a plan view shows the top, and dimension labels avoid ambiguity. But inventing an inaccurate measurement is worse than leaving a genuine unknown for later testing.

Worked example 3: choose materials by property and situation

A thin piece of cardboard can be quick and inexpensive for a mock-up but may deform under heavier loads or moisture. Plywood, MDF and plastics have different working properties, finishes, sustainability considerations and suitability. The relevant question is not simply ‘Which material is strongest?’ It is ‘Which material meets the requirements with acceptable cost, safety and resource use?’

For a classroom prototype, the teacher may specify approved materials and tools. Follow those instructions. Do not assume that a workshop material is safe to cut, heat, drill or finish at home. Some materials and processes can create hazardous dust, fumes or sharp edges. Understanding the term risk assessment includes knowing when to stop, obtain supervision or choose a safer model-making method.

Worked example 4: why triangles can make structures more stable

Imagine a rectangular frame made from four loose corner joints. It may distort sideways into a parallelogram. Adding suitable diagonal bracing produces triangular regions that can resist this distortion. This is the idea of triangulation. It is not a guarantee that any triangle-shaped structure will support every load; joint strength, material, dimensions and direction of force still matter.

A student can first explore the shape concept with paper strips and safe classroom connectors under the teacher’s guidance. Record what changed when a brace was added. The purpose is to link the visible movement to the design decision. A diagram or physical model becomes a way to reason about forces rather than a decoration.

Worked example 5: understand the input and output of a mechanism

A mechanism transforms or transmits movement. In a hand-cranked model, the human hand provides an input motion; a shaft turns and another part may move in a different way. A cam and follower can convert rotation into repeated movement. Levers, gears, pulleys and linkages offer other possible transformations. Ask the student to label the input, moving parts and output before memorising the mechanism name.

For an early D&T lesson, simple paper-and-card models can help students observe rotation, sliding and oscillation. More advanced mechanical advantage and gear ratios are included as conceptual extensions in this glossary; they do not imply that every school includes their calculation in Secondary 1.

Worked example 6: simple electronics without guesswork

An LED prototype might include a power source, a switch and current-limiting resistance appropriate to the chosen circuit. A sensor can provide information about an environment, while an output device produces a response. These terms help students describe a basic system: detect a condition, process or connect the signal, and create an action. But a student should never connect unfamiliar electrical components or mains power without an authorised teacher or qualified supervisor.

It is useful to distinguish testing from verification. Testing asks what happens under a defined condition. Verification checks whether the design meets stated requirements. A lamp turning on proves one part of its operation, not that the final product is safe, durable or suitable for all users.

Worked example 7: a failed mock-up can be good evidence

Kai makes a paper mock-up of the desk organiser. When he places a ruler inside, the model tips sideways. Instead of hiding the failure, he records the observation, asks whether the base is too narrow or the centre of gravity too far outside the support, and revises the concept. A second prototype may widen the base or redistribute the contents. This is iteration, not evidence that the project was a mistake.

A design journal should show what was tried, why it was changed and what improved. If every sketch in a notebook looks like a finished solution, a teacher or parent cannot see the learner’s thinking. Students gain confidence when they understand that early roughness is expected; the goal is a defensible process and a working outcome.

What to include in a clear D&T design journal

Need: identify the real person or situation and explain the inconvenience.
Research: record observations and the source of each claim.
Ideas: show more than one concept with helpful annotations.
Selection: choose a concept based on evidence and criteria, not personal preference alone.
Model: build a safe mock-up to examine the highest-risk feature early.
Test: use a defined task, record results and note unexpected behaviour.
Revision: show why the next version differs from the earlier one.
Evaluation: explain what works, what remains limited and what could improve.

Safe practical work: what parents should know

Workshop safety procedures and teacher supervision take priority over any online tutorial.
Students should use only the tools, materials and electrical supplies authorised for their school task.
Keep hands clear of moving or sharp tools; secure workpieces using approved methods.
Wear the protective equipment required for the process, and never improvise with an unsuitable substitute.
Stop and tell the teacher immediately if a tool, wire or mechanism behaves unexpectedly.
At home, choose drawings and non-hazardous paper mock-ups rather than unsupervised cutting, drilling, soldering or powered fabrication.

Four-week revision and creation plan

Week	Main focus	Useful finished evidence
1	Users, needs, research and design specifications.	A clear brief, three observations and testable criteria.
2	Sketching, materials, basic structures and movement.	Three annotated concepts and a reasoned selection.
3	Safe model-making and controlled testing.	A mock-up, test notes and one justified revision.
4	Evaluation, reflection and communication.	A concise design journal explaining trade-offs and learning.

Use short sessions around the actual school project. Five vocabulary terms plus one drawing or one observation can be enough for a good session. Ask the student, ‘Who is this for?’, ‘How will we know it works?’, and ‘What did the last test teach you?’ This helps them turn words into decisions without creating unnecessary homework.

Diagnostic questions when a project seems stuck

Many ideas, no direction: does the student have a clear user’s need and two or three priorities?
One idea only: can the child sketch a genuinely different alternative?
Beautiful sketch, weak explanation: can annotations show function, size and how the user interacts?
Wrong material: which property actually matters—rigidity, flexibility, durability or ease of fabrication?
Prototype fails: which test revealed the failure, and which revision could address it?
Journal looks empty: are there enough dated observations, decisions and honest changes to show progress?

Frequently asked questions

Is there an official MOE list of 200 Secondary 1 D&T words?

No. This is an independently curated vocabulary resource for understanding design-and-make learning.

Does D&T require artistic drawing skills?

Clear communication and design reasoning matter. Students can improve freehand sketching through practice; the aim is to make ideas understandable.

What is the difference between a mock-up and a prototype?

A mock-up is often a simplified model for quickly exploring shape or use. A prototype is a representative version used to develop or test function.

Are all 200 terms examined in Secondary 1?

No. The list includes useful extension terms and crosses multiple design areas. Use the current school project and teacher instructions to prioritise.

Can a student build a project at home?

Only within safe materials and processes approved by the school and supervised appropriately. Drawings and paper models are often the safer home practice.

What should a design brief contain?

It should identify the intended user, the problem, the situation and the desired improvement clearly enough to guide further research.

Does a failed test mean poor work?

Not necessarily. An honest and well-documented test can reveal a problem early and guide an effective next iteration.

How can parents support a D&T project?

Ask questions about the user’s need, alternatives, constraints and test evidence. Avoid taking over the actual design and making work.

Official context and related study routes

MOE’s published lower-secondary Design and Technology syllabus document describes design-and-make projects, sketches, mock-ups, prototypes and suitable technology learning. It is an older course-era document, so the school’s current D&T programme is authoritative for project details and assessment. See also MOE secondary education.

For connected subjects, read Secondary 1 Science vocabulary for fair tests and forces, Secondary 1 Mathematics for measurement and geometry, and Literature vocabulary for explaining ideas clearly.

Editorial review: November 2026. All scenarios are original teaching examples. This page is informational and does not replace laboratory or workshop safety training, supervision or the current school assignment.

Top 200 Vocabulary for Secondary 1 Design and Technology | Design Process, Sketching and Prototyping