Design and Technology (D&T) vocabulary is the language of spotting a real need, making an idea visible and testing whether a product can work safely. A student may sketch beautifully but struggle to explain ergonomics, functionality, tension, feedback or iteration. This guide gives 200 design and technology words with easy meanings and practical examples, connecting design thinking, materials, mechanisms, electronics, prototyping, workshop practice and coursework.

For the 2027 Singapore-Cambridge Secondary Education Certificate, G3 Design and Technology uses SEAB K345 (earlier subject code 7059). Its learning is built around a design process, with knowledge of everyday materials, structural behaviour, simple mechanisms and control systems. Students must both understand and make. The 200 terms below are an independent eduKate learning resource, not a prescribed list published by SEAB.

Quick answers:

• Start by identifying a user and an observed need; do not jump to the final product too early.
• Use annotated sketches and quick mock-ups to explore ideas before expensive construction.
• Explain material choices with properties, safety, use, cost and environmental impact.
• The K345 written paper lasts 2 hours and carries 40%.
• The supervised design project runs over 22 weeks and contributes 60%.
• Workshop processes and tools require authorised teaching, protective equipment and supervision.

1–10: Design thinking and purpose

1. design — Deliberately creating a solution to a need or opportunity.
2. design thinking — Exploring needs and developing useful possible solutions.
3. design process — Connected stages of inquiry, ideas, testing and refinement.
4. design opportunity — A situation where an improvement could help.
5. design challenge — A problem framed for a creative response.
6. design intent — What a proposed solution aims to accomplish.
7. empathy — Understanding how another person experiences a situation.
8. user-centred design — Approach guided by people’s actual needs and behaviour.
9. creative thinking — Generating original or unexpected possibilities.
10. critical thinking — Judging ideas using evidence and clear criteria.

Practice it: Point to a feature on a familiar object that illustrates this idea.

11–20: Understanding real users

11. user — Person who will interact with a product or system.
12. stakeholder — Person or group affected by a design choice.
13. target group — People for whom a solution is intended.
14. user need — Problem or requirement important to the user.
15. pain point — Difficulty encountered during an activity.
16. observation — Direct record of behaviour or surroundings.
17. interview — Conversation used to understand a user’s experience.
18. persona — Research-informed representation of a type of user.
19. user journey — Sequence of steps a person takes through an activity.
20. accessibility — Ease with which different people can use a solution.

Practice it: Sketch a possible change and label the design term accurately.

21–30: Framing problems and design briefs

21. problem statement — Concise explanation of a need requiring attention.
22. design brief — Written outline of what a design is meant to address.
23. requirement — Condition the finished solution should satisfy.
24. constraint — Limit on choices, resources, dimensions or time.
25. criterion — Standard used to judge a proposed outcome.
26. specification — Clear description of what a design must achieve.
27. functionality — How well a design performs its intended job.
28. ergonomics — Design concerned with human capabilities and comfort.
29. anthropometrics — Measurements of human body sizes and proportions.
30. inclusive design — Approach seeking usability across diverse needs.

Practice it: Explain a trade-off between function, comfort, safety, cost or appearance.

31–40: Research and evidence

31. primary research — Information collected directly for the project.
32. secondary research — Information gathered from existing sources.
33. benchmark — Reference product or standard used in comparison.
34. product analysis — Study of an existing product’s features and weaknesses.
35. competitive analysis — Comparison with alternative offerings.
36. field observation — Watching real use of products in a suitable setting.
37. survey — Structured collection of answers from participants.
38. evidence — Reliable information supporting a decision.
39. source credibility — Trustworthiness of where information originated.
40. research synthesis — Combining findings into usable design insights.

Practice it: Write a sentence showing how testing could confirm or challenge a claim.

41–50: Generating ideas

41. brainstorming — Producing many possible ideas before narrowing choices.
42. ideation — Process of creating and developing design concepts.
43. divergent thinking — Exploring many different possible solutions.
44. convergent thinking — Selecting promising options using criteria.
45. concept — Early proposal explaining a possible solution.
46. thumbnail sketch — Small quick drawing exploring an idea.
47. iteration — Another cycle of improving a design.
48. variation — Alternative form of a developing idea.
49. combination — Joining useful parts of different concepts.
50. design rationale — Reasoned explanation of why a choice was made.

Practice it: Point to a feature on a familiar object that illustrates this idea.

51–60: Sketching and graphics

51. freehand sketch — Drawing created without rigid drafting tools.
52. annotation — Written note explaining part of a drawing.
53. perspective drawing — Representation suggesting three-dimensional depth.
54. isometric drawing — Three-dimensional-looking drawing using equally angled axes.
55. orthographic projection — Related flat views of a three-dimensional object.
56. plan view — Drawing as seen from above.
57. front elevation — Drawing of an object’s front face.
58. side elevation — Drawing of the side of an object.
59. dimension line — Drawing mark indicating a measured size.
60. scale drawing — Drawing with distances proportional to actual dimensions.

Practice it: Sketch a possible change and label the design term accurately.

61–70: Model and prototype vocabulary

61. mock-up — Quick model used to explore shape, scale or interaction.
62. prototype — Working representation used to test a design concept.
63. proof of concept — Demonstration that a critical idea can work.
64. low-fidelity model — Simple model with few finished details.
65. high-fidelity model — Detailed model approaching intended appearance or behaviour.
66. form study — Exploration of an object’s shape.
67. fit test — Check whether parts or dimensions work together.
68. functional test — Assessment of whether the product performs a task.
69. usability test — Observation of how easily a user performs tasks.
70. refinement — Improvement made after evaluation.

Practice it: Explain a trade-off between function, comfort, safety, cost or appearance.

71–80: Materials and choices

71. material — Substance selected to make an object.
72. material property — Characteristic influencing suitable use.
73. strength — Ability to withstand an applied force without failure.
74. stiffness — Resistance to bending or other deformation.
75. toughness — Ability to absorb energy before fracturing.
76. hardness — Resistance to scratching or indentation.
77. elasticity — Ability to recover shape after suitable deformation.
78. durability — Ability to remain useful despite wear or exposure.
79. malleability — Ability to be formed into sheets without cracking.
80. ductility — Ability to be drawn into wire.

Practice it: Write a sentence showing how testing could confirm or challenge a claim.

81–90: Wood and engineered board

81. timber — Wood prepared for practical use.
82. hardwood — Wood from broadleaf flowering trees.
83. softwood — Wood from coniferous trees.
84. grain — Direction or pattern of wood fibres.
85. plywood — Board made from bonded layers of wood veneer.
86. medium-density fibreboard — Engineered board made from compressed wood fibres.
87. veneer — Thin decorative or structural layer of wood.
88. lamination — Bonding layers together into one material.
89. wood joint — Connection between two timber parts.
90. wood finish — Coating or treatment protecting or changing wood appearance.

Practice it: Point to a feature on a familiar object that illustrates this idea.

91–100: Plastics and polymers

91. polymer — Large molecule formed from repeating units.
92. thermoplastic — Plastic that can soften when heated and harden on cooling.
93. thermosetting plastic — Plastic whose cured network cannot simply be remelted.
94. acrylic — Transparent rigid plastic used in panels and displays.
95. polypropylene — Versatile lightweight thermoplastic.
96. polyethylene — Common thermoplastic with a range of flexibility.
97. polyvinyl chloride — Thermoplastic used in pipes and many other products.
98. polystyrene — Plastic used in rigid parts or foamed packaging.
99. nylon — Durable polyamide plastic used in fibres and components.
100. polyester resin — Thermosetting resin used in reinforced materials.

Practice it: Sketch a possible change and label the design term accurately.

101–110: Metals and alloys

101. ferrous metal — Metal containing iron as its main component.
102. non-ferrous metal — Metal without iron as its main component.
103. mild steel — Low-carbon steel commonly used for structures and parts.
104. high-carbon steel — Steel with greater carbon content and potential hardness.
105. aluminium — Lightweight metal valued for corrosion resistance.
106. copper — Metal used in electrical and thermal applications.
107. brass — Alloy made mainly from copper and zinc.
108. bronze — Alloy made mainly from copper and tin.
109. alloy — Mixture including a metal made for useful properties.
110. corrosion — Gradual chemical deterioration of a material.

Practice it: Explain a trade-off between function, comfort, safety, cost or appearance.

111–120: Forces and structures

111. tension — Pulling force tending to stretch a component.
112. compression — Pushing force tending to shorten or crush a component.
113. bending — Deformation produced by forces causing curvature.
114. torsion — Twisting effect of an applied moment.
115. shear — Force tending to make adjacent layers slide.
116. brace — Member added to support a structure.
117. gusset — Plate or added piece reinforcing a joint.
118. rib — Narrow strengthening feature.
119. load — Force or weight acting on a component.
120. stability — Ability to resist tipping or unwanted movement.

Practice it: Write a sentence showing how testing could confirm or challenge a claim.

121–130: Mechanisms and movement

121. mechanism — Arrangement of parts that controls or changes motion.
122. lever — Rigid bar that pivots to move a load.
123. fulcrum — Pivot point of a lever.
124. linkage — Connected members transmitting motion.
125. cam — Profiled part converting rotary movement into another motion.
126. follower — Part moving in response to a cam.
127. gear — Toothed wheel transmitting rotation.
128. rack and pinion — Mechanism changing rotation into straight-line motion.
129. pulley — Grooved wheel guiding a belt or rope.
130. spring — Elastic component storing and releasing mechanical energy.

Practice it: Point to a feature on a familiar object that illustrates this idea.

131–140: Motion and mechanical reasoning

131. rotary motion — Movement around a central axis.
132. linear motion — Movement along a straight line.
133. reciprocating motion — Repeated back-and-forth movement.
134. oscillating motion — Repeated movement around a central position.
135. motion conversion — Changing one form of movement into another.
136. mechanical advantage — Ratio comparing output force with input force in a mechanism.
137. gear ratio — Relationship between rotational speeds or tooth counts of gears.
138. pivot — Fixed point or axis allowing rotation.
139. friction — Force resisting sliding between contacting surfaces.
140. lubrication — Reducing friction using a suitable substance.

Practice it: Sketch a possible change and label the design term accurately.

141–150: Electronics and simple control

141. electronic circuit — Connected components directing electric current.
142. power supply — Source providing electrical energy.
143. switch — Device opening or closing a circuit.
144. resistor — Component that limits or controls current.
145. LED — Light-emitting diode used for indication or lighting.
146. sensor — Device detecting a physical condition.
147. input signal — Information entering a control system.
148. output response — Action produced by a control system.
149. feedback — Information about output used to adjust control.
150. controller — Component deciding how outputs respond to inputs.

Practice it: Explain a trade-off between function, comfort, safety, cost or appearance.

151–160: Open-loop and closed-loop systems

151. open-loop control — Control operating without feedback from the result.
152. closed-loop control — Control adjusting action using feedback.
153. set point — Desired value a controlled system aims to maintain.
154. temperature sensor — Device measuring temperature for a system.
155. light sensor — Device reacting to brightness.
156. moisture sensor — Device responding to moisture levels.
157. counter — Part tracking the number of detected events.
158. actuator — Component causing physical action.
159. control logic — Rules linking inputs to outputs.
160. calibration — Adjustment of an instrument against a reference.

Practice it: Write a sentence showing how testing could confirm or challenge a claim.

161–170: Workshop marking and shaping

161. measurement — Finding size or dimension using an instrument.
162. datum — Reference edge or point used for marking.
163. marking out — Drawing guidelines on material before working.
164. scribing — Marking a precise line using a pointed tool.
165. gauging — Marking a line at a controlled offset.
166. sawing — Removing material with a cutting saw.
167. filing — Removing small amounts of material with an abrasive tool.
168. drilling — Producing a hole using a drill.
169. planing — Shaving wood to a desired surface or dimension.
170. thermoforming — Shaping a suitable plastic sheet using heat.

Practice it: Point to a feature on a familiar object that illustrates this idea.

171–180: Joining, assembly and finishing

171. adhesive — Substance used to bond surfaces.
172. screwing — Joining parts using threaded fasteners.
173. riveting — Joining parts using deformed metal fasteners.
174. soldering — Joining conductive parts using lower-melting filler metal.
175. welding — Joining materials by forming a fused connection.
176. hinge — Fitting allowing linked parts to rotate.
177. assembly — Connecting components into a usable product.
178. surface finish — Treatment affecting appearance or protection.
179. polishing — Smoothing a surface to improve its finish.
180. tolerance — Permitted variation from a specified dimension.

Practice it: Sketch a possible change and label the design term accurately.

181–190: Project management and documentation

181. timeline — Planned sequence of work and deadlines.
182. milestone — Important checkpoint in a project.
183. design journal — Record of thinking, research, experiments and decisions.
184. working drawing — Technical drawing guiding practical construction.
185. bill of materials — List of materials and parts needed.
186. risk assessment — Identification and evaluation of possible hazards.
187. quality control — Checks to ensure agreed standards are met.
188. resource planning — Scheduling use of time, materials and equipment.
189. project evaluation — Judgement of how well a completed project meets criteria.
190. evidence trail — Documents demonstrating decisions and development.

Practice it: Explain a trade-off between function, comfort, safety, cost or appearance.

191–200: Sustainability and responsible design

191. life cycle — Stages from production to use and eventual disposal.
192. repairability — Ease of restoring a product to working condition.
193. reusability — Ability to use a product or part again.
194. recyclability — Ability to process material for future use.
195. waste reduction — Avoiding unnecessary discarded material.
196. energy efficiency — Achieving a useful result with less energy.
197. material efficiency — Using material with little unnecessary loss.
198. environmental impact — Effect of a choice on natural systems.
199. cost-effectiveness — Value delivered relative to resources spent.
200. ethical design — Design considering users, safety, fairness and consequences.

Practice it: Write a sentence showing how testing could confirm or challenge a claim.

What D&T looks like when a student truly understands the vocabulary

A well-formed design process begins before cutting or assembling anything. A designer notices something about everyday life, investigates why a difficulty exists, imagines alternatives, tests a model and explains the decision. A product that looks polished but does not suit the user is not automatically successful. A simple prototype that exposes a major flaw can be more valuable to learning than a beautiful final model made without investigation.

Example 1: a real user need is better than a vague theme

Consider the general idea “design something for school.” That is too broad to guide choices. A focused problem might be: “Some students have trouble keeping frequently used stationery within reach on a narrow desk.” The target user, activity and observed difficulty are now clearer. The student could interview peers, measure available space under approved school conditions, note existing solutions and create a design brief. They should also check whether the problem is common enough to justify an intervention. One person’s preference cannot be treated as evidence that all students share the same need.

What counts as an effective design specification?

A useful specification might say that the proposed organiser must fit within a measured desk area, allow retrieval of three common items without moving the whole product and remain stable under normal use. A vague specification such as “must be amazing” cannot be reliably tested. Consider performance, dimensions, cost, comfort, ease of cleaning, manufacturing time and safety. Every criterion should relate to the observed problem, not be included just because it sounds technical.

Example 2: empathy changes a product’s form

A student designing a handle might choose a shape that fits their own hand. But people have different hand sizes and grip strengths. Anthropometrics concerns measured body dimensions, while ergonomics considers how a product fits human capabilities and comfort. A design might need greater grip area, reduced force or better orientation for its intended users. An inclusive approach does not mean a single handle works equally well for absolutely everyone; it means important differences are considered and tested.

Some users may have temporary or permanent mobility differences. The designer should obtain appropriate consent for testing, ask respectful questions, and avoid presenting an invention as a medical or accessibility solution without suitable validation. A real design report describes whose needs were studied and what remains uncertain.

Example 3: material properties answer different questions

Strength refers to resistance to failure under load. Stiffness is resistance to deformation. Toughness is resistance to fracture after absorbing energy. Hardness relates to indentation or scratching. A material can be hard yet brittle, or flexible yet sufficiently strong for a particular application. Saying “the material is good because it is strong” is not a full justification unless the design’s specific loads and use are named.

Suppose a student compares thin acrylic with plywood for a storage divider. The decision should consider transparency, cutting and joining methods, stiffness at the chosen thickness, wear, repairability, cost and appearance. Because the product’s function and construction details matter, there is no universal answer that acrylic or plywood is always best. A test should focus on the properties most relevant to the brief.

Thermoplastic versus thermosetting plastic

A thermoplastic can soften when heated and can often be reshaped under suitable processing conditions. A cured thermosetting plastic forms a network that does not simply melt back into its original processable state. Students should distinguish these behaviours rather than use “plastic” as one material category with identical properties. Handling heated plastics may generate hazards; actual shaping requires trained supervision, correct equipment and appropriate ventilation.

Example 4: identify the force before strengthening the product

Imagine a shelf supported at both ends. The load from books can cause bending and generate regions of tension and compression within the material. A thin shelf may deflect noticeably even if it does not fail. Ribs, braces, folds or other design features can improve stiffness or stability, depending on geometry and joining. The designer should explain the direction of force and why the chosen feature helps instead of adding random reinforcement.

A gusset may strengthen a joint by spreading forces and reducing unwanted movement. It does not make an assembled product invulnerable. Any load-bearing structure should be evaluated under safe supervised conditions, especially if a failure could injure someone. Avoid testing heavy products with people near the possible failure path.

Example 5: convert motion with a mechanism

A simple lever changes the relationship between an input force and an output force about a fulcrum. A cam and follower can turn rotary motion into a repeated movement. A rack and pinion converts rotational motion into linear movement. A pulley can help redirect a cable or transfer movement. These components do different jobs, so a mechanism should be selected according to the intended motion, size, load, safety and maintenance needs.

If a product needs a lid to open gently, the designer might explore the direction and extent of the motion before choosing a linkage, hinge or other component. Sketching the starting, middle and ending positions is often more informative than drawing only a polished final shape. A prototype lets the student test whether parts collide, jam or require uncomfortable force.

Example 6: open-loop and closed-loop control

Imagine a table lamp that turns on whenever a manual switch is pressed. In a simple model, it operates without feedback about the room’s actual light level. A device that measures brightness and adjusts its output to maintain a target light level uses feedback and behaves as a closed-loop system. The second system needs a sensor, controller and suitable output mechanism. A sensor alone does not guarantee a useful design; its readings and control rules must be meaningful for the user’s setting.

Similarly, an automatic watering device might respond to moisture measurements rather than run for a fixed time every day. The system should be evaluated for sensor accuracy, water supply, reliability and safe operation. Design students should not build mains-electric circuits or unattended water-electrical combinations without appropriate supervised equipment and authorisation.

Example 7: sketching is a way of thinking

An early thumbnail sketch is meant to generate possibilities quickly. An annotated sketch explains features, user interactions, potential materials or known uncertainties. Orthographic views show different faces of an object accurately, while a perspective or isometric view helps communicate its three-dimensional form. Choosing the right drawing depends on whether the audience needs to understand shape, dimensions, motion or assembly.

A student can improve an idea by drawing three variants and marking one benefit and drawback for each. If one design offers greater capacity but becomes unstable, the next iteration might widen a base or reduce height. The reason for each change should appear in the design journal, not as a retroactive claim that every idea was perfect from the start.

Example 8: testing is not the same as asking “Do you like it?”

A usability test observes whether people can perform relevant tasks. For the desk organiser example, a test might measure whether participants can find and remove a pen without tipping the product. A functional test might examine stability and fit under a defined condition. A questionnaire about colour preference may support aesthetic decisions but cannot replace a stability test. Each method answers a different design question.

Use a small table showing the criterion, method, result, participant comments and possible improvement. If the user could not perform a task, investigate the cause instead of treating the user as the problem. When findings are negative, record them accurately: an unsuccessful prototype can teach the designer which assumptions were wrong.

Example 9: sustainable design requires more than a recycled label

A product can be made from recycled material yet be difficult to repair, have a short useful life or require a resource-intensive process. Compare durability, repairability, material use, energy use and likely disposal. A thicker material may increase immediate resource use while extending lifespan; the best choice depends on the context. Avoid claiming a product is environmentally superior without adequate information about its life cycle.

The student’s job is to explain trade-offs rather than present an unqualified claim of sustainability. If a modular product lets one broken part be replaced, describe how its joining method supports repair. If it uses adhesives that prevent disassembly, note the limitation. Design reasoning connects function, economics, materials and environmental effects.

Example 10: workshop skills require safety vocabulary

Marking out uses measurements and reference points to guide later shaping. Drilling, sawing and filing remove material by different methods. Joining combines parts using mechanical fasteners, adhesives or other processes. Each operation carries distinct risks involving moving tools, dust, sharp edges, heat or chemicals. The glossary defines the methods but does not provide instructions for unsupervised workshop work. Students must follow their teacher, site rules and equipment-specific safety procedures.

It is especially important to understand tolerance: no manufactured dimension is perfectly exact, so acceptable variation must be specified. Two parts may appear correctly drawn yet fail to fit if dimensions, clearances or manufacturing processes are inconsistent. Testing fit with a safe mock-up can reveal these issues before final construction.

What the SEC 2027 K345 examination actually assesses

According to SEAB’s official 2027 Design and Technology K345 syllabus, the subject has three assessment domains: knowledge with understanding, design thinking skills, and design manipulating skills. Paper 1 is a 2-hour written examination worth 40%. Paper 2 is a design project over 22 weeks worth 60%. The syllabus describes the design process as the foundation of the subject and includes materials, workshop processes, structures, mechanisms and electronics.

The large coursework weighting makes documentation, planning and genuine improvement essential. Students should show how research informed the design brief, how ideas were compared, how mock-ups were used to make decisions, and how the final product was evaluated against its specification. They should not treat the sketchbook as a gallery of final drawings with no evidence of the thinking that occurred between them.

A four-week vocabulary-to-making routine

1. Week 1 — Find a real need. Practise user, stakeholder, accessibility, empathy, observation and design brief. Observe an everyday activity, formulate an appropriate question and identify two meaningful criteria.
2. Week 2 — Explore ideas. Learn sketching, specification, concept, mock-up and iteration language. Draw several alternatives, annotate each and create safe quick paper or cardboard mock-ups.
3. Week 3 — Technology and testing. Study materials, structures, mechanisms and control systems. Compare properties and show why one solution is more appropriate for a stated requirement.
4. Week 4 — Communicate judgement. Practise writing a design rationale, recording authentic results, revising based on observed weaknesses and preparing short examination responses with diagrams.

Use five to ten new terms per focused session if useful. A term has been learned when a student can point to a feature, explain the mechanism and use it to support a design decision. Recalling the dictionary definition alone is not enough.

Common mistakes in D&T explanations

• “It looks good, so it is good design”: test function, safety, usability and the specific need.
• “Strong” means stiff: distinguish resistance to failure from resistance to deformation.
• “Every plastic melts and reforms”: separate thermoplastics from thermosetting plastics.
• “A sensor automatically makes control closed-loop”: feedback must actually influence the control action.
• “One sketch equals a design process”: show exploration, evidence and iteration.
• “Any metal works for any product”: consider density, properties, corrosion, cost and fabrication.
• “More features always improve a product”: added complexity can reduce usability or reliability.
• “A model that fails is wasted work”: it may reveal exactly what needs to change.

Frequently asked questions

Is this an official 200-word SEC D&T list?

No. The glossary is independently curated for learning, while the official K345 syllabus defines examination requirements.

How much of K345 is coursework?

In 2027, the 22-week design project contributes 60%, while the two-hour written examination contributes 40%.

Does D&T require artistic drawing skill?

Clear visual communication matters, but early sketches chiefly help generate and evaluate ideas. Understandable annotations and sound reasoning are more valuable than decorative presentation alone.

Can students build prototypes at home?

Simple paper or cardboard models may be suitable with ordinary care, but powered tools, soldering, heat shaping and other hazardous workshop processes require appropriate supervision and safety procedures.

Is D&T the same as Design Studies K376?

No. K345 Design and Technology and K376 Applied Design Studies have different syllabuses. Check the actual subject offered by the school.

What if a design project does not work at first?

Describe the result accurately, identify what failed, revise the idea and test again where feasible. Credible iteration is part of a genuine design process.

Can Punggol’s public spaces provide design inspiration?

Yes. Students might observe how everyday objects in a public space support access, seating, shade or wayfinding. They should follow site rules, respect privacy and avoid obstructing or modifying public facilities.

Will learning 200 terms guarantee examination distinction?

No. Students must also demonstrate understanding, evidence-led design decisions, clear drawing and safe supervised practical skills.

Official syllabus and related eduKate learning

Read SEAB’s 2027 G3 subject index and the official SEC K345 Design and Technology syllabus. To compare control systems and algorithms with Computing, see 200 Computing terms for Python, logic and networks. For the meaning of scientific properties and evidence, see 200 G3 Physics vocabulary terms. Different subjects provide useful supporting ideas, but the D&T project must fulfil its own brief and assessment rules.

eduKate Punggol original educational guide, November 2026. Not an official 200-word list or a substitute for school-led workshop supervision and assessment instructions.