| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Design and Technology |
| Lesson Topic: The working properties, common uses and environmental impact of the following smart materials: pigments (phosphorescent, photochromic, thermochromic), shape memory alloys (SMA) (nickel-titanium, copper-aluminium-nickel), hydrogels, shape memory polym |
Learning Objective/s:
- Describe the working principles of phosphorescent, photochromic, thermochromic pigments, shape‑memory alloys, hydrogels and shape‑memory polymers.
- Compare common applications and evaluate the suitability of each smart material for specific design problems.
- Analyse the environmental impacts of these materials and propose more sustainable alternatives.
- Apply the knowledge to select an appropriate smart material for a given design brief.
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Materials Needed:
- Projector or interactive whiteboard
- Printed worksheet with comparison tables
- Sample pigment swatches (phosphorescent, photochromic, thermochromic)
- SMA wire samples (NiTi and Cu‑Al‑Ni)
- Hydrogel demonstration kit
- Shape‑memory polymer strips
- Laptops or tablets for quick research
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Introduction:
Imagine a watch dial that glows in the dark and sunglasses that darken on sunny days. Students have already explored basic material properties and sustainability concepts, so they can connect this new content to prior learning. By the end of the lesson they will be able to explain how each smart material works, list its main uses, and assess its environmental impact.
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Lesson Structure:
- Do‑now (5') – a short quiz on material properties to activate prior knowledge.
- Mini‑lecture with slides (15') – overview of smart pigments and shape‑memory alloys, focusing on working principles, applications and sustainability.
- Hands‑on stations (20') – groups rotate through pigment swatches, SMA wire heating demo, hydrogel swelling experiment, and SMP shape‑recovery demo.
- Guided analysis (15') – students complete the worksheet, filling in a comparison chart for each material class.
- Whole‑class discussion & formative check (10') – groups share key findings; teacher clarifies misconceptions and highlights design implications.
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Conclusion:
We recap the core principles, applications and environmental considerations of the smart materials explored. Students submit an exit ticket stating which material they would choose for a hypothetical wearable device and why. For homework, they research a real‑world product that incorporates one of these materials and prepare a brief sustainability critique.
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