For teachers
Curriculum subjects: Sciences
Responsibility of all: Health and well being
Curriculum level: Fourth level
Design a brainteaser puzzle
The artist Charles Jencks is interested in human life and frequently uses ideas from biology, such as DNA and cells, as an inspiration for his landforms, gardens and sculptures. He
takes these shapes and structures as a starting point, and redesigns them to create imaginative images and sculptures which are usually positioned to complement the place
where they are sited. Learners can be encouraged to investigate Jencks’s process by looking at the various scientific elements in his work.
This design brief extends the scientific theme by involving learners in studying different types of enzymes and considering their qualities, shapes and functions. Learners can be
challenged to demonstrate their understanding of the lock and key function of enzymes by applying their knowledge to a design context. In this design brief they are asked to
design a 2- dimensional or 3-dimensional interlocking puzzle based around interlocking shapes like enzymes.
Through the context of the Fife Earth project, a creative perspective can be developed in the Science classroom. By collaborating with others it stimulates discussion, creativity
and problem solving attitudes between the learners.
Reflection
 What is an enzyme?
 What are an enzyme’s specific qualities?
 What is the function of enzymes in the human
body and what might the impact be of not having
them?
 Why might enzymes make a good starting point
for a puzzle design?
 How might enzymes be created using different
types of materials?
 What types of people enjoy puzzle games?
 Why do they enjoy them?
 In what ways might packaging enhance the
product?
Experiences and outcomes
I have taken part in practical activities which involve the use of enzymes and
microorganisms to develop my understanding of their properties and their
use in industry. SCN4- 13b
I have continued to experiment with a range of technologies, handling them
with control and assurance to create images and objects. I can apply my
understanding of the properties of media and techniques to specific tasks.
EXA 4-02a
By working through a design process in response to a design brief I can
develop and communicate imaginative design solutions. EXA 4-06a
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Responsibility of all
I am developing my understanding of
the human body and can use this
knowledge to maintain and improve
my wellbeing and health. HWB 4-15a
Themes across learning
Enterprise
Creativity
For teachers
The design process
The design process can be complex depending on the specific industry. For the purposes of this resource it has been simplified in the three sections below: Research, Create,
Evaluate. The sub-headings suggest the types of transferable skills and experiences that may be relevant to the design challenge although the lists are not exhaustive. The
sample activities relate to the specific challenge but they should be expanded as part of the collaborative planning process with pupils. The experiences and outcomes provide a
starting point for discussions with learners to identify learning intentions and success criteria.
Research
Create
Evaluate
Define the problem, analyse the brief,
investigate the theme, manage information
Ask questions, generate ideas, use
imagination, identify solutions, develop the
design, solve problems, take risks
Ask questions, revisit the brief, judge value,
modify, communicate, present
Sample activities
Sample activities
Sample activities
Sample activities

Discussion around enzymes their purpose
and features.
Analyse the similarities and differences
between different types of enzymes
Research, discuss and present your
findings on what impact enzymes have on
the processes of the human body.
Research puzzles for different audiences,
ie. Children, business people, Mensa club
Invite a toy designer into the classroom to
explain the process of creating a toy or
puzzle.
Establish who the target market for the
puzzle is.
Explore a range of 2-D and 3-D
interlocking shapes and discuss how they
function
Working as part of a design team learners can:

Devise success criteria for their puzzle
based on knowledge of the users.
 Create templates for interlocking shapes

on paper or card, make multiple copies
and test how effectively each shape
interlocks

 Select the most effective shape and
recreate it using a different material or in

3 dimensions. Assess the properties of
each material and which lends itself best
to creating an interlocking shape.

 Develop the design by making a puzzle
out of the interlocking shapes. This might

begin as a whole shape which is taken
apart and the user is asked to put it back
together.
 Create a container for the puzzle and
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consider whether it should have a name, a
brand or specially designed packaging.

Devise questions to help you decide how effective
your design is, for example:





Does it fulfil your success criteria and
challenge your users?
Have you chosen a suitable material for
interlocking shapes?
Is it imaginative?
Is it well presented?
Could it be improved in any way?
For pupils
The Design Brief
Design and make a brainteaser puzzle. Your puzzle should be made from
interlocking shapes. You should use your knowledge of ‘enzymes’ to inspire your
design. You will also need to think about who will buy your puzzle and how it will
be packaged and presented.
Resources
Enzyme information
Information from the Biology Online website about enzymes
Working as part of a design team, discuss what will make your design
successful. You may want to consider:
STEP - Sustainable Toys





Who the puzzle would be aimed at and what level of challenge they will
need
Safety considerations
What materials to use and how to make the design robust
The environmental impact of your puzzle
What styles or colour schemes you will use
Work with your team to decide who will undertake the main tasks and how you
will manage your project and work with one another.
The design process should involve:
- Determining the success criteria for your puzzle
- Planning your design process
- Researching enzymes to identify shapes that interlock
- Researching different types of games and puzzles
- Experimenting with materials
- Evaluating and modifying your puzzle
- Presenting your puzzle
You may find it helpful to use a ‘design process’ template to develop your ideas.
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A case study that looks at the toys made by children in Ghana