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GCE Technology and Design
Contents Page
Unit AS 1: Compulsory Area of Study Design and Materials
5
Unit AS 1: Option A Electronic and Microelectronic Control Systems
19
Unit AS 1: Option B Mechanical and Pneumatic Control Systems
33
Unit AS 1: Option C Product Design 49
Unit A2 1: Option A Electronic and Microelectronic Control Systems
59
Unit A2 1: Option B Mechanical and Pneumatic Control Systems
79
Unit A2 1: Option C Product Design 91
CCEA Exemplar Scheme of Work: GCE Technology and Design
Introduction
CCEA has developed new GCE Technology and Design specifications for first teaching from September 2016. This scheme of work has been designed to support you in introducing the new specification.
The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.
Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.
Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.
A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students.
I hope you find this support useful in your teaching.
Best wishes
Judith RyanSubject OfficerTechnology and Design
E-mail [email protected] 028 9026 1200 (2133)
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CCEA Exemplar Scheme of Work: GCE Technology and Design
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CCEA Exemplar Scheme of Work: GCE Technology and Design
CCEA Exemplar Scheme of Work:
GCE Technology and Design
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CCEA Exemplar Scheme of Work: GCE Technology and Design
Unit AS 1:Compulsory area of study:
Design and Materials
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Specification: GCE Technology and Design
Unit AS 1: Compulsory area of study Paper 1: Design and Materials
Prior Learning: Students do not need to have reached a particular level of attainment before beginning to study this specification. However, the specification builds on knowledge, understanding and skills developed in GCSE Technology and Design.
Guided Learning Hours: 67.5 hours
Assessment: External written examination 1 hour long.
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
This section should have an allocated time of 67.5 hours. All times are approximate and will vary between centres.
Various Authors, 2009, “Resistant Materials: Revision Guide (Collins GCSE Essentials)” JP Oversized, Letts.ISBN-10: 1906415439ISBN-13: 978-1906415433
Lambert, B., 2010, “Edexcel GCSE Design and Technology Resistant Materials Student Book”, Edexcel.ISBN-10: 1846907551ISBN-13: 978-1846907555
GCP Books, 2014, “GCSE
Opposite is a list of suggested reference books which will be of use throughout this section.
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Design & Technology Resistant Materials: Complete Revision and Practice”, 1st edition., GCP.ISBN-10: 1841463817ISBN-13: 978-1841463810
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
Atwood, J. et al (editors), 2009, “Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition,” Heinemann.ISBN-10: 0435757784ISBN-13: 978-0435757786
Creswell, L. et al., 2000, “Product Design: Resistant Materials Technology (Advanced Design and Technology for Edexcel): Resistant Materials v. 1 Paperback” 1st ed., Heinemann.ISBN-10: 0435757709ISBN-13: 978-0435757700
Factfiles available on CCEA website. At the end of each Factfile are examination style questions which can be used for homework and/or assessment
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.1 Material selection
Students should be able to:
5 hours consider the following when selecting a material:– functional requirements
(properties and characteristics);
– manufacturing demands (scale of production and suitability of manufacturing process);
– environment (corrosion resistance and stability);
– availability (common forms and sizes);
– cost; and – appropriate joining
techniques; and
Students use the three Factfiles and make notes on the meaning of the factors to be considered in material selection
Students should then consider a variety of products and systems attempting to identify the materials used for each justifying their choice and taking into consideration the relevant factors
Factfile: Materials Selection Part 1
Factfile: Materials Selection Part 2
Factfile: Materials Selection Part 3
demonstrate knowledge and understanding of:– physical properties:
density, electrical and thermal conductivity; and
– mechanical properties: strength, elasticity, plasticity, toughness, hardness, durability and brittleness.
Students produce a summary table outlining the meaning of each property grouped under the titles physical and mechanical
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.2 Wood Students should be able to:
5 hours demonstrate knowledge of hardwoods and softwoods;
Students use the Factfiles to produce notes on:Hardwoods and softwoods; andProperties, working characteristics and uses of the named woods
Factfile: Wood - Part 1
demonstrate knowledge and understanding of the properties, working characteristics and uses of pine, ash, beech, oak and mahogany;
Students use the Factfiles to produce notes on the available form of supply of woods
Factfile: Wood - Part 2
demonstrate knowledge of the available form of supply of woods (common lengths, rough sawn and planed all round (PAR) sizes);
Students use the Factfiles to produce notes on the advantages and uses of the named manufactured boards
demonstrate an understanding of the main advantages and uses of manufactured boards:– plywood, blockboard,
chipboard, hardboard and medium density fibreboard (MDF); and
Factfile: Wood - Part 3
demonstrate an Students use the Factfiles to
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understanding of the main purposes and types of finishes for wood:– stains, oils, polishes,
paints and synthetic resins, veneers (such as beech, ash, oak,) and laminates (such as Formica).
produce notes on the named finishes for woods
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.3 Metal Students should be able to:
5 hours demonstrate knowledge of the available form of supply of metals;
Students use the Factfile to produce notes on:
Available form and supply of metals;Ferrous and non-ferrous metals; and Properties, working characteristics and uses of the named metals
Factfile: Metal - Part 1
understand the difference between ferrous and non-ferrous metals and alloys;
demonstrate knowledge and understanding of the properties, working characteristics and uses of:– aluminium, aluminium
alloys, copper, brass, zinc, steel (mild, medium and high) and stainless steel; and
demonstrate an understanding of the main
Factfile: Metal - Part 2
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purposes and types of finishes for metals:– painting, plastic coating,
electroplating, anodising enamelling and lacquering.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.4 Plastic Students should be able to:
5 hours understand the difference between thermoplastic and thermosetting plastics; and
Students use the Factfile to produce notes on: Thermoplastic and
thermosetting plastics; Properties, working
characteristics and uses of the named plastics
Factfile: Plastic
demonstrate knowledge and understanding of the properties, working characteristics and uses for the following polymers:– high density polyethylene
(HDPE), low density polyethylene (LDPE), polyethylene terephthalate (PET), polystyrene, polyvinyl chloride (PVC), acrylic, nylon, acrylonitrile butadiene styrene (ABS), melamine-formaldehyde and epoxy resins.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.5 Modern composite and emerging technologies
Students should be able to:
5 hours demonstrate knowledge,
understanding and applications for the following modern materials, and their application in product design to include:– thermochromic and
photochromic materials; – phosphorescent
pigments; – reflective films and
holograms; – liquid crystal displays; – polyether ether ketone
(PEEK); – polyphenylsulfone
(PPSU); and – graphene.
Students use the Factfile to produce notes on the named modern materials and their applications
Factfile: Modern Composite and Emerging Technologies
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.6 Methods of processing materials
Students should be able to:
10 hours demonstrate knowledge and understanding of:– wasting, including
workshop hand tools, manual and computer numerical control (CNC) machine tools;
– forming, including rolling, blanking, press forming and forging;
– moulding, including injection moulding, blowmoulding, rotational moulding, vacuum forming, sandcasting and pressure die casting; and
– extrusion.
Students use the Factfile to produce notes on each of the named processes to include a sketch and description of each with examples of products made from each
The web link can be used to supplement the Factfile
Factfile: Methods of Processing Materials – Part 1
www.bbc.co.uk/education/clips/zv8fb9q
Factfile: Methods of Processing Materials – Part 2
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.7 Product analysis and improvement
Students should be able to:
10 hours analyse, evaluate and produce redesign proposals for existing products under the following headings: – form; – cost; – manufacture; – materials; – function; – performance; – aesthetics; – marketing constraints,
target audience; – ergonomics and
anthropometrics; – cultural, ethnic, and
moral issues; – environmental issues; and – user safety.
Students use the Factfiles and produce a presentation on Aesthetics, Ergonomics and Anthropometrics with relation to product design
Students use the two case study Factfiles and then, using them as a guide, analyse a range of other everyday products identifying and evaluating them under the headings shown in the case studies
Factfile: Aesthetics
Factfile: Ergonomics & Anthropometrics
Factfile: Product Analysis and Improvement
Case Study 1 - Child Security Gate
Factfile: Product Analysis and Improvement
Case Study 2 – Battery Operated Torch
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.8 Design and communication
Students should be able to:
12 ½ hours demonstrate knowledge and understanding of the design process, including: – design briefs; – research leading to the
development of a specification;
– generation of ideas; – design development and
refining ideas; and – product review and
testing;
Students view the BBC web site on graphics media, graphics design and graphics production
Students then carry out the activities and tests on the webpage
Students use the technologystudent.com link as a basis to draw a flowchart of the design process outlining the key features of each stage
Factfile: Design and Communication
www.bbc.co.uk/schools/gcsebitesize/design/graphics/
www.technologystudent.com/designpro/despro1.htm
demonstrate knowledge and understanding of the design process, in particular: – sustainability; – creativity, flair and
innovation; and
Students chose a product and produce a short presentation explaining all the likely stages of the design process involved in taking it from an initial client design brief to a finished product
communicate designs using 2D methods to include freehand sketching and mixed media.
Students supplement their knowledge of this section through experience gained in their coursework
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.9 Design and manufacture
Students should be able to:
5 hours demonstrate knowledge and understanding of the following: – computer-aided design
(CAD) to include drawing, solid modelling, virtual imaging and rapid prototyping;
– computer-aided manufacture (CAM) computers used to assist in a manufacturing process;
– computer-integrated manufacture (CIM) computers used for stock control, quality control, manufacturing and assembly; and
– the advantages of using CAD, CAM and CIM.
Students look at the case studies on the BBC education website and observe the processes, list the characteristics and analyse the products suggesting suitable techniques that would be used in their design and manufacture
Students view the BBC clips about car manufacture and chocolate production and prepare a short presentation on how computer integrated manufacture assists in stock control during the production of cars and chocolate
Factfile: Design and Manufacture
www.bbc.co.uk/education/topics/zdjxfg8
www.bbc.co.uk/education/clips/zxx3cdm
www.bbc.co.uk/education/clips/zppc87h
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.10 Quality and safety
Students should be able to:
5 hours demonstrate knowledge and understanding of the use of: – factor of safety; and – tolerances;
Students analyse a range of products suggesting appropriate testing and inspection procedures to be employed when assessing them for quality and safety
Factfile: Quality and Safety
Creswell, L. et al., 2000, “Product Design: Resistant Materials Technology (Advanced Design and Technology for Edexcel): Resistant Materials v. 1 Paperback” 1st ed., Heinemann.ISBN-10: 0435757709ISBN-13: 978-0435757700
demonstrate knowledge and understanding of the purpose of testing and inspection of components or products; and
demonstrate knowledge and understanding of the risks associated with common manufacturing and hand processes and methods used to minimise these.
Students produce a Health and Safety poster for the classroom outlining the risks associated with hand and machine processes and highlighting best practice to minimise these risks
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Unit AS 1: Optional Area of Study
Paper 2 Option AElectronic and
MicroelectronicControl Systems
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Specification: GCE Technology and Design
Unit AS 1: Optional area of study: Paper 2 Option A Electronic and Microelectronic Control Systems
Prior Learning: Students do not need to have reached a particular level of attainment before beginning to study this specification. However, the specification builds on knowledge, understanding and skills developed in GCSE Technology and Design.
Guided Learning Hours: 67.5 hours
Assessment: External written examination 1 hour long.
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.11 Systems and control
Students should be able to:
2.5 hours- all times approximate and will vary between centres
analyse electronic/microelectronic control systems in terms of:– input;– control;– output;– on/off continuous control;
and– open and closed loop
systems using feedback; and
Students analyse the operation of real mechanical and electronic control systems to gain an understanding of control terms e.g. toilet cistern, microphone and audio amplifier
Students devise PowerPoint or Interactive White Board (IWB) games to help learn component names and symbols
Factfile: Systems and Control.
Norman et al., 2000, “Advanced Design & Technology 3rd Edition”, Longman. (Chapter 17)ISBN-10: 0582328314ISBN-13: 978-0582328310
McCloy, D., 1984, Technology Made Simple- (Made Simple Books), London, Heinemann.ISBN-10: 0434985961ISBN-13: 978-0434985968
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use appropriate circuit symbols and circuit diagrams forelectronic/microelectronic systems.
Students practise drawing circuits in which it is necessary to substitute components for others to change the functionality of a circuit e.g. make a frost sensor circuit into a light sensing circuit
CCEA GCSE T&D SymbolsCards with electronic circuit symbols printed on them
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.11 Systems and control(cont.)
Students should be able to:
Technology Student Websitewww.technologystudent.com/elec1/elecex.htm
Doctronics website www.doctronics.co.uk/
1.12Safety3 hours demonstrate knowledge and
understanding of the safety issues and procedures involved in the production, testing and use of electronic and microelectronic control systems in an educational environment.
Students learn to exercise care and carry out a risk assessment when observing the following demonstrations:
– Teacher demonstrates the hazards associated with PCB production, soldering, the use of hand tools and power tools such as the PCB drill and repeats demonstration showing safe practices;
– Teacher demonstrates the effect of over-heating caused by applying excess
Factfile: Safety
Department of Education for Northern Ireland Safety In School Workshops DENI Safety Series No. 10 (1991)http://cass.welbni.org/downloads/27/203_34_DENI%20Safety%20in%20School%20Workshops.pdf
Own school Risk Assessments for T&DCleapss Model Risk Assessments for Design and
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voltage to electrical components such as resistors and transistors;
Technologywww.cleapss.org.uk/secondary/secondary-dandt
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.12Safety (cont.)
– Teacher demonstrates “Exploding Components” using Circuit Wizard; and
– Teacher demonstrates the high voltage and the potential for electric shock produced when an inductive load such as a relay is de-energised
www.hse.gov.uk/coshh/ for guidance on the use of solder etc.
Soldering: Hand-held with lead-based, rosin-cored solders from www.hse.gov.uk/pubns/guidance/wl17.pdf
Circuit Wizard produced by New Wave
Concepts (Circuit Wizard combines circuit design, PCB design, bread-board layout, simulation (including microcontroller flow-charting) and CAD/CAM in one complete package)
The range of tools and equipment to demonstrate hazards and safe practice. Variable power supply and a range of components
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.13Electroniccomponents
Students should be able to:
3 hours demonstrate knowledge and understanding of the followingcomponents:– resistors (colour code,
E12 series, tolerance and power ratings);
– capacitors - electrolytic and non-polarised; and
– diodes (circuit protection with inductive loads)
Students use the Factfile to make notes on the named electronic components
Students complete a table with the value, tolerance and range of values for each resistor
Students measure the values of resistors using a multimeter on the ohms range then compare with the nominal value indicated by the colour code. Students determine if the measured value is within tolerance
Students use a multimeter to confirm the directional properties of a diode
Factfile: Electronic Components
Teacher produced cards with a range of ten resistors with different values and tolerances
Colour code charts available online or free of charge from component distributors
Variable power supply, components and multimeters
Online electronics colour code and similar games at: http://people.sinclair.edu/nickreeder/flashgames.htm
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.13Electroniccomponents (cont.)
Students should be able to:
Technology Student Websitewww.technologystudent.com/elec1/elecex.htm
Doctronics website www.doctronics.co.uk/
1.14Calculations
20 hours use knowledge and
understanding of formulae, and given information to complete calculations for:– V = I × R and W = V × I;– power ratings of resistors
in circuits;– Rt = R1 + R2 + Rn;– Rt = R1 × R2/ (R1 + R2);– Vout = Vin × R2/ (R1 + R2);– time constant = C × R;– light emitting diode (LED)
including maximum current, forward voltage, series resistance and
Students use Circuit Wizard or similar software to simulate series and parallel circuits along with virtual test instruments
Students determine the value of the single component to replace the combination and compare with the calculated result
Alternatively students use real components on a breadboard or similar
Students use Circuit Wizard or
Factfile: Calculations
Circuit Wizard or similar software
Power supply, components, oscilloscope and multimeters
Breadboard or similar prototyping system
Technology Student Websitewww.technologystudent.com/elec1/elecex.htm
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power dissipation for series resistance;
similar software to model standard transistor circuits
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.14Calculations (cont.)
Students should be able to:
– current flow through output devices;
– time period, T = 1/f;– time period, T=1.1CxR of
output of monostable circuits using 555 timer;
– frequency, f=1.44/(R1+2R2)C of output of astable circuits using 555 timer, to include mark/space ratio; and
– transistor to include calculation of base resistor, HFE, Ic (max) and VBE.
Students need to know the relevant formulae as these will not be provided in the assessment
Students use virtual test instruments to determine the values of the base resistor, HFE, Ic (max) and VBE as appropriate
Alternatively students use real components on a breadboard or similar prototyping system
Students use Circuit Wizard or similar software to model a standard 555 timer monostable and astable circuits
Students use virtual test instruments to determine the values of T and f for different resistor and capacitor combinations and compare with the theoretical result
Alternatively students use real components on a Breadboard or similar prototyping system along with an oscilloscope
Doctronics website www.doctronics.co.uk/
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.15Combiningcomponents asinput devices
Students should be able to:
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6 hours demonstrate knowledge and understanding of:– resistors in series and
parallel (limited to two in parallel);
– voltage divider circuits incorporating light dependent resistors (LDR), thermistor (negative temperature coefficient only) and variable resistors;
– series resistor capacitor (RC) circuits for timing purposes only. V/T graphs of charging and discharging RC circuits;
– switches:– single pole single
throw (SPST);– single pole double
throw (SPDT);– double pole double
throw (DPDT);
Students use information in the Factfile to make notes on the combination of components as input devices as referred to in the specification
Students use Circuit Wizard or similar software to model standard transistor circuits using the range of input components indicated on the specification drawing circuit diagrams and making notes on each
Students use virtual test instruments to measure voltage and current in order to understand the behaviour of the components in the circuits
Alternatively students use real components on a Breadboard or similar prototyping system
Circuit Wizard or similar
Power supply, components and multimeters
Breadboard or similar prototyping systemTechnology Student Websitewww.technologystudent.com/elec1/elecex.htm
Doctronics website www.doctronics.co.uk/
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.15Combiningcomponents asinput devices (cont.)
Students should be able to:
– switch type:– toggle, slide, push to
make, push to break, rotary, reed and micro);
– a range of switching applications such as position control and logic control;
– pull up and pull down resistors as inputs to logic circuits; and
– incorporate these devices into applications.
Students use a breadboard to connect logic gates in standard logic circuits
Students observe the effect of removing the pull-up or pull-down resistors whilst bringing electrostatically charged objects or mobile phones nearby
1.16 Output devices
3 hours demonstrate knowledge and
understanding of the following output devices:– lamps and relays
(including latching relays);
– motors, heaters, solenoids
Students use information in the Factfile to make notes on the output components referred to in the specification
Students use Circuit Wizard or similar software to model
Circuit Wizard or similar software
Power supply, components and multimeters
Breadboard or similar
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(including solenoid valves), and
– buzzers, loud speakers, piezo sounders and light emitting diodes (LEDs); and
standard transistor circuits using the range of output components indicated on the specification drawing circuit diagrams and making notes on each
Technology Student Websitewww.technologystudent.com/elec1/elecex.htm
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.16 Output devices (cont.)
Students should be able to:
incorporate these devices into applications with suitable driving circuitry.
Students use virtual test instruments to measure voltage and current in order to understand the behaviour of the components in the circuits
Alternatively students use real components on a breadboard or similar prototyping system
Doctronics website. www.doctronics.co.uk/
1.17Electronicsystems
30 hours demonstrate knowledge and understanding of the following systems: AND and OR
arrangements of SPST switches;
Truth tables with a maximum of three variables;
Students use the Factfiles to make notes on the operation of the specified components and their application in circuits
Factfile: Electronic Systems Parts 1 to 8
Circuit Wizard or similar software
Power supply, components and multimeters
Breadboard or similar
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.17 Electronic systems (cont.)
Students should be able to:
Logic gates;– AND logic function
(AND);– OR function (OR);– exclusive OR logic
function (EOR);– NOT logic function
(NOT);– NOT AND logic
function (NAND);– NOT OR logic function
(NOR);– exclusive NOT OR
logic function (ENOR);– comparator;– flip-flop, set-reset (SR)
based on NAND gates only;
– transistor (NpN in switching circuits only);
– Darlington pair;– thyristor;
Students use Circuit Wizard or similar software to model standard logic gate circuits including flip flops using the range of logic gates indicated on the specification drawing circuit diagrams and making notes on each
Students use virtual test instruments to measure voltage and current in order to understand the behaviour of the logic gates
Alternatively students use real components on a breadboard or similar prototyping system
Students use Circuit Wizard or similar software to model standard thyristor and Darlington Pair circuits
Students use virtual test instruments to measure voltage and current in order to
Specifications of microprocessor-based products
Technology Student Website.www.technologystudent.com/elec1/elecex.htm
Doctronics website. www.doctronics.co.uk/
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– monostable and astable circuits using 555 timer; and
understand the behaviour of the components
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.17 Electronic systems (cont.)
Students should be able to:
programmable systems - with awareness of the advantages and disadvantages of programmable systems such as peripheral interface controllers (PICs) compared with hardwired solutions; and
incorporate these systems into applications to meet specified criteria.
Alternatively students use real components on a breadboard or similar prototyping system
Students use the specifications of microcontroller-based products to determine the range of functions carried out by the microcontrollers and then compare with traditional products which would have used hard-wired circuitry.Students use Circuit Wizard to investigate the range of functions available on typical microcontrollers (Peripheral Interface Controllers, PICs)
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Unit AS 1: Optional Area of Study
Paper 2 Option BMechanical and Pneumatic
Control Systems
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Specification: GCE Technology and Design
Unit AS 1: Optional area of study: Paper 2 Option B Mechanical and Pneumatic Control Systems
Prior Learning: Students do not need to have reached a particular level of attainmaent before beginning to study this specification. However, the specification builds on knowledge, understanding and skills developed in GCSE Technology and Design.
Guided Learning Hours: 67.5 hours
Assessment: External written Examination 1 hour long
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.18 Systems and control
Students should be able to:
2 hours analyse mechanical and pneumatic control systems in terms of input, control, output, on/off continuous control and open and closed loop systems using feedback; and
use appropriate circuit symbols and circuit diagrams for mechanical and pneumatic systems.
Students identify a range of mechanical and pneumatic systems and identify input, control and output sub-systems
Students classify systems identified into groups – on/off, open and closed loop
Students produce an information sheet on mechanical and pneumatic symbols
www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/workingwithsystemsrev3.shtml
www.freestudy.co.uk/instrumentation/tutorial3.pdf
www.educationscotland.gov.uk/Images/6526det2_tcm4-
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124026.pdf
www.fer.unizg.hr/_download/repository/PNEUMATIKA_labs_Festo_eng.pdf
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.18 Systems and control(cont.)
Students should be able to:
www.darshan.ac.in/Upload/DIET/Documents/ME/2151908_Control%20Engineering_E-Note_01122015_050456AM.pdf
Symbols sheet available on http://ccea.org.uk/technology/ - follow the link through GCSE and support materials
1.19Safety1 hour demonstrate knowledge and
understanding of the safety issues and procedures used for mechanical and pneumatic control systems.
Students identify the safety issues associated with mechanical and pneumatic systems and the procedures used to minimise these
Factfile: Safety
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.20Calculations
Students should be able to:
10 hours use given data and information to complete calculations for:– mechanical advantage
and velocity ratio; – efficiency; – moments; – simple and compound
velocity ratios and transmission speeds for gears, pulleys and chains and sprockets; and
– force, pressure and area associated with cylinders.
Students practise calculation techniques using past papers available at http://ccea.org.uk/technology/ - follow the link to GCE and then Past Papers
www.schoolphysics.co.uk/age11-14/Mechanics/Forces%20in%20motion/text/Machines_/index.html
www.kullabs.com/class-8/science-8/physics-8/simple-machine/mechanical-advantage-velocity-ratio-and-efficiency
www.technologystudent.com/gears1/pulle12.htm
http://edquestscience.com/pdf/PS-MS-2notes.pdf
www.technologystudent.com/forcmom/force2.htm
www.bbc.co.uk/schools/gcsebitesize/science/triple_aqa/using_physics_make_things_work/moments/revision/1/
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www.design-technology.info/Simple+gears.pdf
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.20 Calculations (cont.)
www.freestudy.co.uk/mech%20prin%20h2/outcome3t3.pdf
www.freestudy.co.uk/nc%20mech%20princ/outcome4%20t1.pdf
http://moodlearn.ariel.ac.il/pluginfile.php/837913/mod_resource/content/0/%D7%9E%D7%9E%D7%A1%D7%A8%D7%95%D7%AA.pdf
www.engineeringtoolbox.com/pneumatic-cylinder-force-d_1273.html
www.engineeringtoolbox.com/hydraulic-force-calculator-d_1369.html
http://www.bbc.co.uk/schools/gcsebitesize/design/
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systemscontrol/pneumaticsrev6.shtml
www.enerpac.com/en/basic-hydraulics
Factfile: Pneumatic calculations
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.21Pneumatic and mechanical components
Students should be able to:
15 hours demonstrate knowledge and understanding of the operation of a compressor installation and the use of filter, regulator and lubricator units; and
demonstrate knowledge and understanding of the following pneumatic components:– three and five port valves
with the following actuators (roller trip, one-way trip, plunger, push button, lever, solenoid, diaphragm and pilot operated);
– single and double acting cylinders;
– shuttle valves; – flow restrictors and
reservoirs; and – piping and T connections;
Students draw a schematic diagram of a typical pneumatic installation showing compressor, filter, regulator and lubricator units explaining the nature and need for each
Students draw symbols for each identified component with a brief description of operation and use
Students carry out problem solving tasks involving pneumatic components employed in a range of control situations
Factfile: Safety
www.pneumatictips.com/2325/2012/09/engineering-basics/what-is-a-filter-regulator-lubricator-frl/
www.nptel.ac.in/courses/112106175/Module%204/Lecture%2036.pdf
www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=15&ved=0ahUKEwi5neuGh4bMAhWJuBQKHddzASo4ChAWCC8wBA&url=http%3A%2F%2Fwww.preston.gov.uk%2FGetAsset.aspx%3Fid%3DfAAxADMAOQA1ADkAfAB8AFQAcgB1AGUAfAB8ADAAfAA1&usg=AFQjCNHbJRAV1xDNK3Q2FKOvkthJ7ckmLg&bvm=bv.119028448,d.d24
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and
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.21Pneumatic and mechanical components (cont.)
Proprietary pneumatics kits and websites such as:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev1.shtml
http://wiki.dtonline.org/index.php/Main_Page
www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev1.shtml
http://hydraulicspneumatics.com/200/TechZone/PneumaticValves/Article/False/85175/TechZone-PneumaticValves
www.youtube.com/watch?v=waj4kGsaFbg
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http://hydraulicspneumatics.com/200/TechZone/Cylinders/Article/False/6423/TechZone-Cylinders
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.21Pneumatic and mechanical components (cont.)
www.rigger.com/articles/how-it-works/understanding-hydraulic-cylinders-part-1
www.freestudy.co.uk/fluid%20power/cylinders.pdf
www.singleactingcylinder.co.uk/
www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev3.shtml
http://mechanicalbuzz.com/single-acting-double-acting-reciprocating-pump.html
Symbols sheet available on http://ccea.org.uk/technology/ - follow the link through GCSE and support materials
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.21Pneumatic and mechanical components (cont.)
Students should be able to:
represent these components using relevant standards to create the following:– time delay circuits;– logic circuits (AND, NOT
and OR);– speed control of
cylinders;– air bleed; – automatic reciprocation;
and – circuits to control the
movement of single and double acting cylinders; and
Technology and Design for CCEA GCSE: Colourpoint Educational
www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev4.shtml
www.youtube.com/watch?v=tY13Pg1gmm0
www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0ahUKEwid_Pf5jobMAhVBBBoKHVGyD2EQFgg0MAY&url=http%3A%2F%2Fwww.educationscotland.gov.uk%2FImages%2Fpneumatic_systems_3_tcm4-118211.doc&usg=AFQjCNGU39YdZJ486BsrR63-
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_npooHJLNg
www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev5.shtml
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.21Pneumatic and mechanical components (cont.)
Students should be able to:
www.clippard.com/downloads/PDF_Documents/Application_and_Training/Intro_to_Pneumatics.pdf
www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev2.shtml
www.youtube.com/watch?v=L5IIuhCbNto
demonstrate knowledge and understanding of the following mechanical components:– gears (spur, bevel, worm,
rack and pinion); – pulleys and belts (single
pulley, flat, round, vee and toothed belts);
– fixed and self-adjusting
Students make notes on mechanical components identified in the specification outlining the symbol, nature and use of each
Students carry out problem solving tasks involving mechanical components employed in a range of control
Proprietary mechanisms kits
Technology and Design for CCEA GCSE: Colourpoint Educational
www.technologystudent.com/cams/camdex.htm
http://wiki.dtonline.org/
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jockey wheel or pulley; – crank and slider; – different types of motion
(linear, rotary, oscillating and reciprocating);
situations
Students practise past examination questions available at: http://ccea.org.uk/technology/ - follow the link to GCE and then Past Papers
index.php/Main_Page
Factfile: Pulleys and Jockey Wheels
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.21Pneumatic and mechanical components (cont.)
Students should be able to:
– first, second and third class levers;
– linkages: bell crank and parallel;
– cams (pear, heart, snail, eccentric and plate) and followers to include knife, roller and flat, using terminology including rise, fall, dwell and stroke length; and
– fixings to shafts, including grub screws, cotter pins, splines and keys and keyways.
The information contained in the Factfiles should be supplemented by accessing the websites identified
Factfile: Levers and Linkages:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev3.shtml
Factfile: Cams and Followers:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev4.shtml
1.22Combining pneumatic and mechanical components
12 hours demonstrate knowledge and understanding of how to:
Students carry out problem solving tasks involving
Proprietary mechanisms and pneumatics kits
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– convert motion using mechanical and/or pneumatic components;
– combine simple and compound systems involving gears, pulleys and chains and sprockets;
mechanical and pneumatic components employed in a range of control situations
Students practise past examination questions available at: http://ccea.org.uk/technology/ - follow the link to GCE and then Past Papers
http://machinedesign.com/linear-motion/what-s-difference-between-pneumatic-hydraulic-and-electrical-actuators
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.22Combining pneumatic and mechanical components (cont.)
Students should be able to:
– use gears, pulleys (belts) chains and sprockets to change speed and/or direction of rotation;
– use levers with linkages to meet specific requirements; and
– combine mechanical and pneumatic components to produce systems with specific requirements.
www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=15&ved=0ahUKEwjkntSsi4bMAhVHuxQKHVEpC7c4ChAWCDIwBA&url=http%3A%2F%2Fwww.educationscotland.gov.uk%2FImages%2F5741det2_tcm4-117327.doc&usg=AFQjCNFlGNdhXBPbx98LE4s-PSRk_XrtHg
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www.freestudy.co.uk/dynamics/gears.pdf
www.technologystudent.com/gears1/gears3.htm
www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_simple/cub_simple_lesson05.xml
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.22Combining pneumatic and mechanical components (cont.)
www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0ahUKEwjFiKmUjIbMAhVLthQKHVd2B7QQFghHMAc&url=http%3A%2F%2Fwww.davis.k12.ut.us%2Fcms%2Flib09%2FUT01001306%2FCentricity%2FDomain%2F8280%2FSimpleMachinesLeverWheelAndAxlePulley.pptx&usg=AFQjCNGx3MHZ2FCkWBQwruHiVj_02tIAMQ
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.23 Integrated application of mechanical and pneumatic control systems
Students should be able to:
12 hours demonstrate knowledge and understanding of how to:– combine pneumatic and
mechanical components and/or systems in an industrial or commercial application; and
– design pneumatic and mechanical systems suitable for integration with electrical or electronic control systems.
Students investigate electro mechanics, electro pneumatics and associated fields to develop an understanding of their use and operation
Students analyse systems and draw block diagrams showing the interaction between the various technologies
Students complete tasks which require integration of pneumatic and mechanical systems with electrical and electronic systems
Students should visit, if possible, industrial sites to observe commercial systems in operation
Proprietary mechanisms and pneumatics kits
www.festo.com/net/SupportPortal/Files/10142/MPS.pdf
www.boschrexroth.com/en/us/trends-and-topics/case-studies-and-tech-papers/case-studies/index
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Unit AS 1: Optional Area of Study
Paper 2 Option C Product Design
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Specification: GCE Technology and Design
Unit AS 1: Optional area of study: Paper 2 Option C Product Design
Prior Learning: Students do not need to have reached a particular level of attainment before beginning to study this specification. However, the specification builds on knowledge, understanding and skills developed in GCSE Technology and Design.
Guided Learning Hours: 67.5 hours
Assessment: One external written examination 1 hour long.
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
This section should have an allocated time of 67.5 hours. All times are approximate and will vary between centres
Factfiles available on CCEA website. At the end of each Factfile are examination style questions which can be used for homework and/or assessment
Named textbooks
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.24Designing
As well as the requirements of 1.8 of the compulsory section of the specification, Students should be able to:
12 ½ hours demonstrate knowledge and understanding of the design process, including:– research methods
(primary and secondary sources);
– questionnaires and surveys;
– purpose and information included in specifications – design, engineering and manufacturing specifications;
Students should use information contained in the link and make notes on: Research methods (primary
and secondary sources); Questionnaires and Surveys; Purpose and information
contained in specifications – design, engineering and manufacturing specifications making notes on the key features of each
Urry, S., 2000, “Advanced Design & Technology”, Longman.ISBN-10: 0582328314ISBN-13: 978-0582328310
www.technologystudent.com/designpro/despro1.htm
Factfile: Designing Part 1
Chapman, C. & Finney, M., 2002, Real-World Technology - Resistant Materials 2nd ed., Collins Educational.ISBN-10: 0007115326ISBN-13: 978-0007115327
Factfile: Designing Part 2
– generation of ideas – thought showers, lateral thinking, attribute analysis, SCAMPER and inversion, design critiques and how to use these to produce innovative design solutions;
Students should engage in ideas sessions using the techniques identified to develop a range of design thinking skills making notes on the key features of each
– design and development Work in this section should
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and refinement of ideas; be supplemented with activities undertaken in coursework tasks
– 2D and 3D computer simulations;
Students can use proprietary software packages such as SolidWorks to develop expertise in this area through coursework activities
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.24Designing (cont.)
Students should be able to:
– a work order or schedule;– planning for manufacture
using flow process charts, Gantt charts and critical path analysis;
Students can use the work schedule sheets contained on the web link to develop their own schedules in coursework activities
www.technologystudent.com/despro_flsh/prodflow1.html
Factfile: Designing Part 3
– selection of processes and techniques used in manufacture to produce products for different production levels;
Students can use the web link to provide a basis for making notes on the selection of processes and techniques used in manufacture to produce products for the different production levels identified
www.technologystudent.com/prddes1/prddex1.html
– formative and summative evaluation techniques used for evaluation and testing;
– identify and state strengths and weaknesses of a product design;
– fitness for purpose; and– product review and
testing.
Students should use the sample evaluation sheet contained in the link to develop their own evaluation techniques. This can be done in a practical sense through coursework activities
www.technologystudent.com/despro_flsh/evalprod1.html
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.25Compliant, composite and smart materials
Students should be able to:
5 hours demonstrate knowledge, understanding and applications for the following composites:– carbon fibre reinforced
plastic (CFRP);– glass reinforced plastic
(GRP);– Kevlar; and– tungsten carbide;
Students should use the index on the web link and the text to make notes on the key features of the named materials
Atwood, J. et al (editors), 2009, “Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition, Heinemann.ISBN-10: 0435757784ISBN-13: 978-0435757786
demonstrate knowledge and understanding of developments in the following emerging technologies:– nanotechnology and its
applications; and– biophotovoltaics; and
Students should use information contained in the web links to make notes on the key features and applications of nanotechnology and biophotovoltaics
www.technologystudent.com/joints/joindex.htmFactfile: Materials Part 3https://biophotovoltaics.wordpress.com
demonstrate knowledge and understanding of the characteristics and uses for the following smart materials:– shape memory alloys;
Students can use the web link to make notes on the smart materials referred to by following the index to each material
www.bbc.co.uk/schools/gcsebitesize/science/21c/materials_choices/nanotechnologyrev1.shtmlwww.design-
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– piezoelectric materials; and
– light-emitting polymers.
technology.info/alevelsubsitewww.design-technology.info/alevelsubsite/page11.htmwww.technologystudent.com/joints/joindex.htm
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.26Design and communication
As well as the requirements of part 1.8 of the compulsory section of the specification, Students should be able to:
20 hours communicate designs using 2D and 3D methods, including freehand sketching, pictorial, orthographic projection (third angle only), isometric projection, perspective, assembly, exploded drawings and modelling including rapid prototyping; and
Students should complete a range of 2D and 3D drawing tasks. These can be tasks set by the teacher or directly related to coursework tasks
Students can model their coursework ideas using freehand sketching techniques and CAD
Fair, D. & Kenny, M., 1987, “Design Graphics (Drawing and Presenting Your Ideas)”, 1st ed., Hodder Education. ISBN-10: 0340405295ISBN-13: 978-0340405291
Factfile: Design and Communication
use these illustrations to communicate innovative design ideas.
1.27Methods of processing materials
5 hours
demonstrate knowledge and understanding of the following processes:– laminating;– steam bending;– die cutting;– water jet cutting;
Students make notes and sketches on each of the processes referred to, outlining key features and examples of the use of each
Chapman, C. & Finney, M., 2002, Real-World Technology - Resistant Materials 2nd ed., Collins Educational.ISBN-10: 0007115326ISBN-13: 978-0007115327
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– laser cutting;– CNC router, milling and
lathes;– 3D printing; and– dye sublimation.
Urry, S., 2000, “Advanced Design & Technology”, Longman.ISBN-10: 0582328314ISBN-13: 978-0582328310
Factfile: Processing
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.28Quality and safety
As well as the requirements of part 1.10 of compulsory section of the specification, Students should be able to:
5 hours demonstrate knowledge and understanding of safety requirements and how these relate to contemporary products, to include:– five stage risk
assessment;– Health and Safety at
Work Act (HASAWA);– Control of Substances
Hazardous to Health (COSHH);
– employee and consumer safety;
– Trade Descriptions Act; and
– British Standards.
Students should discuss Health and Safety as a general concern in Technology and Design departments
Students use the Factfile to make notes on risk assessment and other legislative tools referred to in the specification and how they relate to products
Students investigate contemporary products which are made from or involve the use of hazardous substances during their manufacture
Health and Safety at Work Act 1974
www.hse.gov.uk/legislation/hswa.htm
Factfile: Safety
1.29Manufacturing production and quality systems
5 hours
demonstrate knowledge and understanding of scales of production to include:– continuous production;– mass production;– batch production; and
Students make notes on the key features of continuous production, mass production, batch production and one-off production
Atwood, J. et al (editors), 2009, “Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition, Heinemann.
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– one-off production. ISBN-10: 0435757784ISBN-13: 978-0435757786
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.29Manufacturing production and quality systems (cont.)
Students should be able to:
5 hours how manufacturing is organised to include cell production, flexible manufacturing systems (FMS), just in-time (JIT), quick response manufacturing (QRM), Kanban and concurrent engineering;
Students make notes on the key features of cell production, FMS, JIT, QRM, Kanban and concurrent engineering
demonstrate knowledge and understanding of the use of:– quality assurance (QA)
and quality control (QC) systems;
– ISO 9001 standards;– statistical testing
methods; and
Students should identify the difference between Quality Assurance (QA) andQuality Control (QC) systems and make notes on ISO standards and statistical testing methods
www.iso.org/iso/iso_9000
demonstrate knowledge and understanding of ‘right first time’ and continuous improvement.
Students should produce a report focusing on a company manufacturing and assembling school lockers and filing cabinets making reference to the
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following terms:• use of tolerance; and• statistical testing methods
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.30Influences on product design
Students should be able to:
10 hours demonstrate knowledge and understanding of:– changes in fashion
(miniaturisation; portability; flexibility);
– cultural and social changes; and
– scientific advances.
Students should adopt a case study approach by producing presentations showing how changes in fashion and science, coupled with cultural and social changes, have influenced the design of a number of products over a period of time
Atwood, J. et al (editors), 2009, “Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition, Heinemann.ISBN-10: 0435757784ISBN-13: 978-0435757786
1.31Intellectual Property Rights
5 hours
demonstrate knowledge and understanding of intellectual property rights and how these relate to contemporary products to include the key issues of:– design rights;– registered design;– patents;– trademarks; and– copyright.
Students make notes on the key features of intellectual property rights in terms of design rights, registered designs, patents and trademarks
www.patentsonline.com
www.innovate-design.co.uk
www.copyrightservice.co.uk
Factfile: Intellectual Property Rights
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Unit A2 1 Option A:Electronic and
MicroelectronicControl Systems
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Specification: GCE Technology and Design
Unit A2 1 Option A: Electronic and Microelectronic Control Systems
Prior Learning: Students are expected to have studied the AS part of this GCE qualification.
Guided Learning Hours: 120 hours
Assessment: External written Examination is 2 hours long.
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.36 Systems and control
Students should be able to:
2 hours - all times approximate and will vary between centres
analyse electronic or microelectronic control systems in terms of input, control, output, on/off continuous control and open and closed loop systems using feedback; and
Students use the information contained in the Factfile to make notes on the terms used to describe control systems in general and electronic control systems in particular
Factfile: Systems and Control
use appropriate circuit symbols and circuit diagrams for electronic or microelectronic systems.
Students answer the questions on the Factfile as an assessment exercise.Students use the information in the Factfile to make a table containing circuit symbols used in the specification
1.37 Safety2 hours demonstrate knowledge and
understanding of the safety Students use the information contained in the Factfile to make
Factfile: Safety
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issues and procedures involved in the production, testing and use of electronic and microelectronic control systems in an educational environment.
notes on safety issues and procedures involved in the production, testing and use of electronic and microelectronic control systems in an educational environment
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.38Inputcomponents
10 hours
Students should be able to:
demonstrate knowledge and understanding of the properties and applications for the following components:– strain gauge;– phototransistor;– optical switches –
reflective and slotted – encoded discs to include binary coded decimal (BCD) and Gray code;
– switches to include reed switch;
– light dependent resistors (LDR), thermistor and variable resistor; and
– Schmitt trigger.
Students use the information contained in the Factfile to make notes on the electronic input components referred to in the specification
Students dismantle roller-ball computer mouse and examine the use of optical switch and disc
Students use Circuit Wizard or similar to model circuits using the range of input components indicated on the specification
Students use virtual test instruments to measure voltage and current in order to understand the behaviour of the
Factfile: Input Components
Roller-ball computer mouse
Circuit Wizard produced by New Wave Concepts (Circuit Wizard combines circuit design, PCB design, bread-board layout, simulation (including microcontroller flow-charting) and CAD/CAM in one complete package)
Power supply, components and multimeters
Breadboard or similar prototyping system
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components in the circuits
Alternatively students use real components on a breadboard or similar prototyping system
www.allaboutcircuits.com/textbook/direct-current/chpt-9/strain-gauges/
www.hbm.com/en/3517/understanding-the-benefits-of-strain-gauge-technology-in-oem-medical-devices-and-equipment/
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.38 Input components (cont.)
http://uk.rs-online.com/web/generalDisplay.html?file=automation/strain-gauge&id=infozone
www.instrumentationtoday.com/strain-gauge/2011/08/
www.elprocus.com/phototransistor-basics-and-advantages/
www.tech-faq.com/what-is-a-phototransistor.html
www.allaboutcircuits.com/technical-articles/gray-code-basics/
www.explainthatstuff.com/howreedswitcheswork.html
www.engineersgarage.com/articles/reed-switch-specifications
www.futureelectronics.com/
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en/electronic-relay/reed-relays.aspx
http://biltek.tubitak.gov.tr/gelisim/elektronik/dosyalar/31/reed.pdf
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.38 Input components (cont.)
www.bbc.co.uk/schools/gcsebitesize/design/electronics/componentsrev2.shtml
www.resistorguide.com/photoresistor/
http://applianceassistant.com/appliance-repair/electricity-and-testing/how-electrical-parts-work/
http://applianceassistant.com/appliance-repair/electricity-and-testing/how-electrical-parts-work/
www.electronics.dit.ie/staff/tscarff/DT089_Physical_Computing_1/sensors/sensors.htm
www.antonine-
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education.com/jirvine/Basic_Electricity/BE_Tut_4/tutorial_4__resistive_components.htm
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.38 Input components (cont.)
https://prezi.com/fnhekc_hhqng/describe-the-action-of-thermistors-and-light-dependent-resistors-and-show-understanding-of-their-use-as-input-transducers/
http://hyperphysics.phy-astr.gsu.edu/hbase/electronic/schmitt.html#c1
www.radio-electronics.com/info/circuits/opamp_schmitt_trigger/op_amp_schmitt_trigger.php
http://electronics.stackexchange.com/questions/109270/what-is-a-schmitt-trigger-and-its-application-exactly
www.youtube.com/watch?v=TfnP--hEPms
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.39Calculations
20 hours use knowledge and understanding of formulas, and information given to complete calculations for:– voltage divider circuits;– bridge circuits for strain
gauge; – op-amp gain in inverting,
non-inverting and differential modes; and
– calculation of resistor in Zener diode power supplies.
Students need to know the relevant formulas as we will not provide these in the assessment
Students make notes on the calculations involved in the use of the electronic components and circuits referred to in the specification
Students use Circuit Wizard or similar to simulate circuits along with probes and other virtual test instruments
Students measure circuit values and compare with the calculated result
Alternatively students use real components on a breadboard or similar prototyping system
Circuit Wizard or similar
Power supply, components, oscilloscope and multimeters
Breadboard or similar prototyping system
Technology Student Website:www.technologystudent.com/elec1/elecex.htm
https://learn.sparkfun.com/tutorials/voltage-dividers
www.allaboutcircuits.com/textbook/direct-current/chpt-6/voltage-divider-circuits/
www.youtube.com/watch?v=rIEnMpgIaU4
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.39Calculations (cont.)
http://hyperphysics.phy-astr.gsu.edu/hbase/electric/voldiv.html
www.raltron.com/cust/tools/voltage_divider.asp
www.electrical4u.com/voltage-divider/
www.bbc.co.uk/schools/gcsebitesize/design/electronics/calculationsrev2.shtml
www.ni.com/white-paper/3642/en/
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.39Calculations (cont.)
www.technologystudent.com/elec1/opamp2.htm
www.electronics-tutorials.ws/opamp/opamp_3.html
www.electronics-tutorials.ws/opamp/opamp_2.html
www.allaboutcircuits.com/worksheets/inverting-and-noninverting-opamp-voltage-amplifier-circuits/
www.allaboutcircuits.com/textbook/semiconductors/chpt-8/op-amp-practical-considerations/
www.dummies.com/how-to/content/analyze-noninverting-op-amp-circuits.html
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.39Calculations (cont.)
www.allaboutcircuits.com/textbook/semiconductors/chpt-3/zener-diodes/
www.electronics-tutorials.ws/diode/diode_7.html
www.reuk.co.uk/Zener-Diode-Voltage-Regulator.htm
http://hyperphysics.phy-astr.gsu.edu/hbase/electronic/zenereg.html
www.calculatoredge.com/electronics/zener.htm
http://electronicsarea.com/zener-diode-voltage-regulator-circuit-design/
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.40 PICs
16 hours demonstrate knowledge and understanding of flow charting,incorporating: input – output, loops, time delays, increment, flow control, subroutines and interrupts, to include:– awareness of commonly
used PICs with digital I/O and with mixed digital and analogue I/O; and
– interfacing with electronic systems employing a PIC; and
employ PICs to control systems to meet specified requirements.
Students make notes on PICs and their programming as referred to in the specification
Students use Circuit Wizard or similar to model flow charts using the range of cells indicated on the specification
Students model a ranges of PIC based circuits with various digital and analogue inputs to control a range of outputs
Circuit Wizard, GENIE, PICAXE, LOGICATOR software or similar with associated microcontrollers and downloaders
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.41Output devices
20 hours demonstrate knowledge and understanding of:– seven segment
display/common anode/common cathode;
– LED bar array and liquid crystal displays (LCD) to include decoders and multiplexed displays;
– Dot matrix displays;– DC and stepper motors to
include characteristics of each and suitability for different applications; and
– incorporate these devices into applications with suitable driving circuitry.
Students make notes on the electronic output components referred to in the specification
Students use Circuit Wizard or similar to model circuits using the range of components indicated on the specification
Students use virtual test instruments to measure voltage and current in order to understand the behaviour of the components in the circuits
Alternatively students use real components on a breadboard or similar
Circuit Wizard or similar
Power supply, output components and multimeters
Breadboard or similar
DC and stepper motors
Data sheets from electronic suppliers
http://ee.hawaii.edu/~sasaki/EE361/Fall06/Lab/7disp.html
www.electronics-tutorials.ws/blog/7-segment-display-tutorial.html
www.allaboutcircuits.com/projects/interface-a-seven-segment-display-to-an-arduino/
www.sentex.ca/~mec1995/
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tutorial/7seg/7seg.html
www.engineersgarage.com/tutorials/seven-segment-testing
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.41 Output devices (cont.)
www.youtube.com/watch?v=3QtPplHcnmQ
www.instructables.com/id/Arduino-common-anode-7-segment-display/
www.thecoderscorner.com/electronics/microcontrollers/driving-displays/66-checking-polarity-of-7segment-display
www.microcontroller-project.com/common-anode-and-cathode-7-segment-display.html
www.edn.com/design/led/4438213/LEDs-for-liquid-crystal-display--LCD--backlighting---Part-1
www.youtube.com/watch?v=28yvpyaqsqU
www.embedded.com/
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electronics-blogs/without-a-paddle/4439874/Keyboard-and-display-multiplexing----the-traditional-approach
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.41 Output devices (cont.)
www.thelearningpit.com/lp/doc/7seg/7seg.html
www.youtube.com/watch?v=qOttojWD1oQ
www.instructables.com/id/LED-Dot-Matrix-Display-1/
http://embedded-lab.com/blog/lab-12-basics-of-led-dot-matrix-display/
www.vintagecalculators.com/html/calculator_display_technology.html
www.electronics-tutorials.ws/io/io_7.html
www.phidgets.com/docs/Stepper_Motor_and_Controller_Primer
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.42Electronicsystems
50 hours demonstrate knowledge and understanding of:– Karnaugh maps to
simplify truth tables with a maximum of three variables in logic systems;
– op amp circuits for various applications including calculation of appropriate component values;
– binary/BCD and up/down counters using negative edge triggering for clock and reset inputs;
– binary counter as a frequency divider;
– analogue to digital converters and digital to analogue converters;
– voltage regulation utilising voltage regulators and Zener diodes. Calculation of resistor in Zener diode power supplies; and
Students make notes on the electronic systems, calculations and techniques as referred to in the specification
Students use Circuit Wizard or similar to model circuits using the range of components indicated on the specification
Students use virtual test instruments to measure voltage and current in order to understand the behaviour of the components in the circuits
Alternatively students use real components on a breadboard or similar prototyping system
Online Karnaugh Tutorials
Power supply, components and multimeters
Breadboard or similar
www.allaboutcircuits.com/textbook/digital/chpt-8/minterm-maxterm-solution/
www.ee.surrey.ac.uk/Projects/Labview/minimisation/karnaugh.html
www.radio-electronics.com/info/circuits/opamp_basics/operational-amplifier-gain.php
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incorporate these devices into applications to meet specific requirements.
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.42 Electronic systems (cont.)
www.allaboutcircuits.com/video-lectures/op-amp-applications/
www.dummies.com/how-to/content/electronics-components-how-to-use-an-op-amp-as-a-u.html
www.learnabout-electronics.org/Amplifiers/amplifiers66.php
www.electronics-tutorials.ws/counter/bcd-counter-circuit.html
www.electronics-tutorials.ws/counter/count_3.html
www.daenotes.com/electronics/digital-electronics/counters-types-of-counters
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http://hyperphysics.phy-astr.gsu.edu/hbase/electronic/bincount.html
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.42 Electronic systems (cont.)
www.electronics-tutorials.ws/counter/count_1.html
www.youtube.com/watch?v=KMPGkanwtsU
www.allaboutcircuits.com/textbook/digital/chpt-11/binary-count-sequence/ www.bbc.co.uk/rd/publications/rdreport_1949_32
www.learnabout-electronics.org/Digital/dig56.php
www.allaboutcircuits.com/textbook/digital/chpt-13/digital-analog-conversion/
www.hardwaresecrets.com/
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how-analog-to-digital-converter-adc-works/
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.42 Electronic systems (cont.)
www.futureelectronics.com/en/data-converters/digital-to-analog-converters.aspx
https://learn.sparkfun.com/tutorials/analog-to-digital-conversion
http://whatis.techtarget.com/definition/analog-to-digital-conversion-ADC
http://vlab.amrita.edu/?sub=1&brch=282&sim=1207&cnt=1
www.instructables.com/id/Zener-Diode-Shunt-Regulator/
www.youtube.com/watch?v=jG2YAtTWxvc
www.electrical4u.com/zener-diode-symbol-and-application-as-voltage-
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regulator/
www.st-andrews.ac.uk/~www_pa/Scots_Guide/audio/part5/page3.html
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.42 Electronic systems (cont.)
https://terpconnect.umd.edu/~toh/ElectroSim/zener.html
www.learnabout-electronics.org/PSU/psu21.php
http://reviseomatic.org/help/s-diodes-advanced/Diodes%20Zener.php
www.bristolwatch.com/ele/zener_power_supply.htm
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Unit A2 1 Option B:Mechanical and Pneumatic
Control Systems
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Specification: GCE Technology and DesignUnit A2 1 Option B: Mechanical and Pneumatic Control SystemsPrior Learning: Students are expected to have studied the AS part of this GCE qualificiationGuided Learning Hours: 120 hoursAssessment: External written examination 2 hours longSpecification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.43Systems and control
Students should be able to:
3 hours – all times approximate and will vary between centres
analyse mechanical and pneumatic control systems in terms of input, control, output, on/off continuous control and open and closed loop systems using feedback;
Using information contained in the Factfiles and the web links students: make notes on the key
features of control systems in relation to mechanical and pneumatic systems as indicated in the specification content;
answer the questions at the end of the Factfile as an assessment exercise; and
Factfile: Systems and Controlhttp://resources.hkedcity.net/downloadResource.php?rid=663161337&pid=1290088494www.bbc.co.uk/schools/gcsebitesize/science/triple_aqa/using_physics_make_things_work/hydraulics/revision/1/
use appropriate circuit symbols and circuit diagrams for mechanical and pneumatic systems; and
understand the limitations associated with the use of mechanical, pneumatic and hydraulic components and systems.
make notes on the limitations of mechanical, pneumatic and hydraulic systems
AQA GCSE Design and Technology: Systems and Control TechnologyFactfile: Mechanical,
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Pneumatic and Hydraulic SystemsNelson Thornes; New edition (12 Jun. 2009)ISBN-10: 1408504189
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.44Safety
Students should be able to:
3 hours demonstrate knowledge and understanding of the safety issues and procedures used for mechanical and pneumatic control systems.
Using information contained in the Factfile students make notes on the safety issues and procedures used for mechanical and pneumatic control systems
Factfile: Safety
1.45Calculations
15 hours
use given data and information to complete calculations for: – mechanical advantage
and velocity ratio; – efficiency; – torque; – moments; – work, energy and power; – simple and compound
velocity ratios and transmission speeds for gears, pulleys and chains and sprockets;
– force, pressure and area associated with cylinders; and
– air consumption of cylinders.
Students use information contained in the Factfiles to consolidate knowledge from AS course
Students practise calculation techniques using past papers available at http://ccea.org.uk/technology/ - follow the link to GCE and then Past Papers
Suitable examples of past paper questions are:
Summer 2015 q3(b) (ii), (iii) & (iv)Summer 2014 q3(b) (i) & (ii)Summer 2015 q4(a) (iii) & (b) (i)
Factfile: Calculations
Factfile: Gear Calculations
Factfile: Pneumatic Calculations
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Summer 2014 q4(b) (iii)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.46 Pneumatic components and systems
Students should be able to:
45 hours demonstrate knowledge and understanding of the following pneumatic components: – vacuum pumps and
vacuum lifting cups; – proximity sensors; and – use of 5/3 valves;
Students use information contained in the Factfile and link to make notes on the components named in the specification content
Students work in teams in order to develop practical solutions to given pneumatics problems using pneumatic kits/resources
Factfile: Pneumatic Components and SystemsSource of suitable pneumatic teaching material:Tom Parker Ltd., www.tom-parker.co.uk
design sequential circuits to control up to four cylinders using positive feedback techniques;
Students use information contained in the Factfile and link to make notes on the design of sequential pneumatic circuits
Students produce working systems that demonstrate an understanding of the processes involved
Students design and produce various designs of pneumatic circuits together with
Factfile: Sequential Circuits
www.minutemancontrols.com/assets/numatics-valve-training.pdfModular Courses in Technology: PNEUMATICS (Modular Courses in Technology) Oliver & BoydISBN: 0050035355
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appropriate graphical representation
design sequential/interlocking circuits using a maximum of four cascades; and
At conclusion of task each student team demonstrates and explains their designs either graphically or by modelling systems using pneumatic kits
Factfile: Cascade Circuits
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.46 Pneumatic components and systems (cont.)
Students should be able to:
represent these components using appropriate symbols.
Students use information contained in the Factfile to make notes on the design of cascade pneumatic circuits
Students complete past paper examples on sequential pneumatic circuits available at http://ccea.org.uk/technology/ - follow the link to GCE and then Past Papers
Suitable examples are:
Summer 2015 q4(c) & (d)Summer 2014 q4(c) & (d)
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.47 Mechanical components and systems
Students should be able to:
45 hours accurately draw cam profiles and performance diagrams: – to achieve dwell, uniform
velocity, uniform acceleration and retardation and simple harmonic motion;
– if the line of stroke of the follower is offset or in line with the centre of the cam;
– using a range of followers including knife edge, and roller; and
– accurately draw cam profiles and performance diagrams to achieve a range of outcomes;
Students use information contained in the Factfile and the PowerPoint Presentation Introduction in the link to make notes outlining the applications of cams and an explanation of cams and the changing of rotary motion into reciprocal motion
Students use information contained in the Factfiles and links to make notes on cam profiles for different types of motion
Students complete past paper examples on the production of cam profiles using performance diagrams available at http://ccea.org.uk/technology/ - follow the link to GCE and then Past Papers
Suitable examples are:
Factfile: Cams
www.slideshare.net/bhindry/cams-and-cam-followers-teacher
Factfile: Cam Profiles and Performance Diagrams 1
Factfile: Cam Profiles and Performance Diagrams 2
www.codecogs.com/library/engineering/theory_of_machines/cams.php
www.cs.cmu.edu/~rapidproto/mechanisms/chpt6.html
www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/
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Summer 2014 q3(d) (i) & (ii)Summer 2011 q3(d) (i) & (ii)
mechanismsrev4.shtml
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.47 Mechanical components and systems (cont.)
Students should be able to:
demonstrate knowledge and understanding of: – gears, to include pitch
circle diameter, pitch point, metric module, pinion wheel, simple and compound gear trains;
Students use information contained in the Factfile and the links to make notes on the nomenclature of gears and terms used in gearing covering the following: pitch circle diameter; pitch point; metric module; pinion wheel; and types of gears
Factfile: Gears
www.slideshare.net/Nishalkadli/introduction-to-gears-15838360
www.technologystudent.com/index.htm
www.freestudy.co.uk/dynamics/gears.pdf
– pulleys, to include simple and compound pulley systems, multiple pulley block and lifting systems;
Students use information contained in the Factfile and link to make notes on pulleys and the pulley systems referred to in the specification
Students use simple models to demonstrate and explain simple and compound pulley systems and make notes on examples of
Factfile: Pulleys
www.ropebook.com/information/pulley-systems
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applications
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.47 Mechanical components and systems (cont.)
Students should be able to:
– chain and sprockets to include simple and compound systems;
– ratchet and pawl;
Students use information contained in the Factfile to make notes on: examples of chain and
sprocket systems and applications;
examples of ratchet and pawl systems and applications
Factfiles: Chains, Sprockets, Ratchet and Pawl
– levers and linkages to include bell crank, toggle and treadle;
Students use information contained in the Factfile and link to make notes on: levers and linkages in
general; bell crank; toggle; treadle
Factfile: Levers and Linkages
http://pdf.usaid.gov/pdf_docs/PNABX290.pdfTreadle
– shafts and couplings to include aligned shafts, flexible couplings, universal joints, ball and socket, constant velocity, joints and sliding couplings;
Students use information contained in the Factfile and link to make notes on types of shafts and couplings and their applications. These should include the following: aligned shafts; flexible couplings;
Factfile: Shafts and Couplingshttp://mysite.du.edu/~etuttle/tech/cv.htm
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universal joints; ball and socket; constant velocity joints; and sliding couplings
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.47 Mechanical components and systems (cont.)
Students should be able to:
– friction, to include static and dynamic;
– brakes, to include cantilever, band, disc and drum;
– clutches, to include cone, single plate, diaphragm and centrifugal;
– methods employed to activate clutches and brakes;
Students use information contained in the Factfiles and links to make notes on: friction and its effects; the range of brake types
referred to in the specification and the advantages and disadvantages of each;
the range of clutch types referred to in the specification and the advantages and disadvantages of each;
the different methods employed to activate clutches and brakes; and
applications for the different types of clutch and brake
Factfile: Friction and Brakes
Factfile: Brakes
Factfile: Clutches
www.slideshare.net/sajaysyadavs/clutch-15319092
– bearings, to include plain, rolling element, self-aligning, thrust, taper and bearing housings;
Students use information contained in the Factfile and link to make notes on: plain bearings; rolling element bearings; thrust bearings; taper bearings; bearing housings; and
Factfile: Bearings
www.slideshare.net/9892255898/bearing-16605198
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applications of types of bearings. Students need to understand why particular bearings are used in relevant situations
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.47 Mechanical components and systems (cont.)
Students should be able to:
– lubrication, to include mechanics of lubrication, viscosity, classification of lubricants and applications; and
– seals, to include O-ring, gasket, garter and seal housings.
Students use information contained in the Factfile and link to make notes on:
the terminology of lubrication;
the classification of lubricants and applications; and
methods of producing good oil seals such as O-ring, gasket, garter and seal housings with applications for each
Factfile: Lubrication www.slideshare.net/KarrieWilliams/lubrication-fundamentals-lubricating-oil-basics
1.48Integrated application of mechanical and pneumatic control systems
9 hours
combine mechanical and/or pneumatic/electrically actuated components to produce systems with specific industrial or commercial requirements.
Working in groups, students produce a given practical mechanical/pneumatic projects
From given information, students, in groups would produce a working systems which incorporate mechanical, pneumatic and electrically activated components. Once produced, students would be required to produce a full
Proprietery mechanical and pneumatic teaching kits
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demonstration to peers together with a critical evaluation of their work
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Unit A2 1:Option C: Product Design
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Specification: GCE Technology and DesignUnit A2 1 Option C: Product DesignPrior Learning: Student s are expected to have studied the AS part of this GCE Qualification.Guided Learning Hours: 120 HoursAssessment: External written examination 2 hours longSpecification Content
Learning Outcomes Teaching and Learning Activities
Resources
General:This option should have an allocated time of 120 hours. All times are approximate and will vary between centres
Opposite is a list of suggested reference books which will be of use throughout this section
Resistant Materials: Revision Guide (Collins GCSE Essentials) JP Oversized – 20 Mar 2009Edexcel GCSE Design and Technology Resistant Materials Student Book Paperback – 21 May 2010GCSE Design & Technology Resistant Materials: Complete Revision and Practice Paperback – 23 Apr 2014Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition Paperback – 17 Feb 2009Product Design: Resistant
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Materials Technology (Advanced Design and Technology for Edexcel): Resistant Materials v. 1 Paperback – 18 Dec 2000
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
General (cont.) Students should be able to:
Factfiles available on CCEA website. At the end of each Factfile are examination style questions which can be used for homework and/or assessment
1.49 Environmental Issues
20 hours describe the environmental issues relating to product design to include:– environmental impact at
different stages of the product life-cycle;
– climate change and greenhouse gases;
– reducing environmental impact by design;
– the 6Rs rethink, reuse, recycle, repair, reduce, refuse with practical examples;
– environmental audits and life-cycle assessment;
– reducing material use;
Students can use the information contained in the Factfile and the web links to produce notes on the key features of any environmental issues relating to a product’s design. Students should focus on the issues identified in the specification content opposite. Students should identify and provide examples of products which illustrate their identified key features
This could be presented by the students to their peers and discussed as a group
Factfile: Environmental Issues Part 1
www.pepsico.com/Purpose/Environmental-Sustainability/Packaging-and-Waste
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– new technology and environmentally manufacturing processes;
Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.49 Environmental
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(cont.) – management of waste, the disposal of products and pollution control;
– examples of national government and European Union influence;
– ethnic and cultural influences on the design and manufacture of products;
describe the environmental issues relating to product design to include:– environmental impact at
different stages of the product life-cycle;
– climate change and greenhouse gases;
– reducing environmental impact by design;
Factfile: Environmental Issues Part 1
www.pepsico.com/Purpose/Environmental-Sustainability/Packaging-and-Waste
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Specification Content
Learning Outcomes Teaching and Learning Activities
Resources
1.49 Environmental Issues (cont.)
Students should be able to:
develop product design proposals which reflect the potential impact on the environment;
Students should research a range of different products and produce improved design proposals for these products. The design proposals for these products should outline how their suggestions to the products design proposals will reduce the impact the products designs have on the environment
consider sustainability (embodied energy, responsible sourcing, recycled content) when selecting a material; and
Students use the information contained in the Factfile to produce a presentation outlining the key elements of sustainability (embodied energy, responsible sourcing and recycled material) when selecting a material
Factfile: Environmental Issues Part 2
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1.49 Environmental Issues (cont.)
Students should be able to:
demonstrate a knowledge and understanding of;– the sustainable use of
metals (for example recycled content; responsible sourcing and use of scarce metals);
– the issues regarding sustainability in the manufacture and disposal of plastics;
– the properties, working characteristics and uses of biodegradable and photodegradable plastics; and
– the need for and benefits of innovation in product design with reference to improved performance and more sustainable use of resources.
Using the Factfile and web links students can produce a wall chart highlighting the issues with using plastics and the properties, benefits and applications of biodegradable and photodegradable plastics
www.theguardian.com/sustainable-business/2014/nov/05/metals-recycled-mine-extractive-business
https://connect.innovateuk.org/web/metals-and-alloys/sustainability-in-metals-processingwww.bpf.co.uk/sustainability/plastics_recycling.aspxwww.theguardian.com/sustainable-business/2014/jul/18/good-product-bad-package-plastic-recycle-mistakeswww.essentialchemicalindustry.org/polymers/degradable-plastics.htmlhttp://green-plastics.net/posts/85/the-difference-between-degradable-
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biodegradable-and-compostable/www.explainthatstuff.com/bioplastics.html
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1.49 Environmental Issues (cont.)
http://sustainableproductdesigntools.blogspot.co.uk/www.gov.uk/government/publications/2010-to-2015-government-policy-business-and-the-environment/2010-to-2015-government-policy-business-and-the-environmenthttp://dupress.com/articles/sustainability-2-0-innovation-and-growth-through-sustainability/www.nikeresponsibility.com/report/content/chapter/our-sustainability-strategy
www.theguardian.com/sustainable-business/resource-efficiency-product-innovation
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www.coca-colacompany.com/sustainabilityreport/world/sustainable-packaging.html
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Specification Content
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1.50Product Life cycle
Students should be able to:
10 hours explain the product life cycle to include:– inception, introduction,
growth, maturity and decline;
– life cycle for fad, fashion and basic products; and
– product re-design (reason, alternatives, re-launch of products, product testing, and identification of problems with existing products).
Using information contained in the Factfile and the web links students should make notes of the key features of the various parts of a product’s life cycle
Students should carry out research on a product(s) suggested by the teacher. Students should present a report on the product(s) stating what type of product they are (fad, fashion or basic). The report should also describe what stage of its lifecycle the product is currently in and outline any re-design initiatives that have been used to extend its life-cycle
Factfile: Product Life Cycle
www.referenceforbusiness.com/management/Or-Pr/Product-Life-Cycle-and-Industry-Life-Cycle.html
http://productlifecyclestages.com/
https://eeledge.wordpress.com/marketing-concepts/product-life-cycle-stages-and-strategies/
http://manasbhardwaj.net/beginners-guide-product-life-cycle/
www.lifehack.org/articles/lifestyle/these-20-redesigned-everyday-products-will-greatly-improve-your-life.html
www.fastcodesign.com/1664942/when-is-the-right-
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time-for-a-product-redesign
www.youtube.com/watch?v=l3S0ioOCgrk
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1.50Product Life cycle(cont.)
Students should be able to:
http://businesscasestudies.co.uk/portakabin/product-development-innovation-and-the-product-life-cycle/the-product-life-cycle.html#axzz452j9DUTG
Factfile: Advances in Technology and ICT in Manufacture
1.51Advances in Technology and ICT in Manufacture
10 hours
employ CAD and CAM systems and other ICT systems where appropriate in the design and manufacture of products; and
Using information contained in the Factfile and the web links students produce a poster showing, for a chosen product, all the various ICT systems that are used in the production processes for that product
http://bobcad.com/10-top-advantages-to-using-cad-cam-in-the-cnc-manufacturing-process/
explain to the designer the benefits of;– CAD, CAM and CNC;– 3D scanning;– quick response
manufacturing (QRM);– quick change injection
In groups of two, students could deliver a PowerPoint presentation to the class on the benefits to the designer for one of the ICT systems/techniques outlined opposite
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moulding techniques;– Kanban; and– fexible manufacturing
systems (FMS).
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1.51Advances in Technology and ICT in Manufacture(cont.)
Students should be able to:
www.moldmakingtechnology.com/articles/five-benefits-of-integrated-cadcam
http://info.craftechind.com/blog/the-top-10-benefits-of-plastic-injection-molding
1.52From Mind to Market
10 hours
describe the role of markets in product design, to include:– market research;– needs and demands;– how and why new
products arise;– innovation in the market;– key aspects of market pull
and technology push;– key aspects of radical and
incremental products; and
– market strategy – key aspects of market penetration, market
Using information contained in the Factfile and the web links students should produce a report describing the role of marketing in product design to include the subheadings referred to in the specification content
Factfile: From Mind to Market Part 1www.bbc.co.uk/education/topics/z96pyrd/videos/1 www.marketingdonut.co.uk/marketing/marketing-strategy/product-development www.technologystudent.com/prddes1/revcardtec1.html https://prezi.com/a9ejtdzbz3ca/market-pull-technology-push/
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development, product development and diversification;
http://smallbusiness.chron.com/relationship-between-product-design-business-strategy-24073.html
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1.52From Mind to Market (cont.)
www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0ahUKEwib5Zuq7_nLAhUJtBoKHVTPAwA4ChAWCBswAA&url=http%3A%2F%2Fmoodle.morriston.swansea.sch.uk%2Fpluginfile.php%2F4152%2Fmod_page%2Fcontent%2F1%2F15_Technology_Push_or_Market_Pull.ppt&usg=AFQjCNGRHIShToovg8SRjq-jJcovXPPvWg&bvm=bv.118443451,d.d2s www.bbc.co.uk/education/topics/z96pyrd/videos/2
www.designcouncil.org.uk/news-opinion/incremental-vs-radical-what-s-future-product-innovation
www.innovate-design.co.uk/
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1.52From Mind to Market (cont.)
explain the four Ps:– Product to include;
variable life cycle products;variation between life cycle products; and the five types of consumer who emerge at each stage of the life cycle (fashion innovators, opinion leaders, the masses, late adopters and laggards);
Students study Factfile 2 and then make notes on: What is a variable life cycle
product? Name two products and
explain their differing life cycles
What are the five different types of consumer and at what lifecycle stage would they purchase a product?
Factfile: From Mind to Market Part 2 (Product)
www.mindtools.com/pages/article/newSTR_94.htm www.purelybranded.com/insights/the-four-ps-of-marketing/ www.netmba.com/marketing/mix/ www.cleverism.com/understanding-marketing-mix-concept-4ps/ www.marketing91.com/marketing-mix-4-ps-marketing/
– Price to include;determining the price and elasticity of demand;pricing methods to include cost-plus, contribution pricing and perceived value; andpricing strategy for of the stages of the life cycle
Students study Factfile 3 and web links and then make notes on: What is elastic and inelastic
demand? Give examples of each
What are cost-plus, contribution and perceived value pricing?
Factfile: From Mind to Market Part 3 (Price)www.bbc.co.uk/schools/gcsebitesize/business/marketing/productpricerev1.shtml http://smallbusiness.chron.com/
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of the product; cost-plus-pricing-strategy-1110.html
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1.52From Mind to Market (cont.)
Students should be able to:
– Place to include;geographical placing – international and regional;differences, difficulties and barriers to trading; andphysical placing – getting the product to the right place at the right time; and
Students study Factfile 4 and web link and then make notes on: geographical placing; physical placing
Factfile: From Mind to Market Part 4 (Place)http://study.com/academy/lesson/place-strategy-in-marketing-examples-definition-quiz.html
– Promotion to include;Sales promotion, advertising processes, publicity, personal selling, exhibitions and trade fairs; and development of promotional strategies for a range of products; and
Students study Factfile 5 and the web links and then make notes on the different promotional methods and strategies, with examples from personal experience of how these have been applied to common products
Factfile: From Mind to Market Part 5 (Promotion)www.learnmarketing.net/promotion.htm www.cleverism.com/promotion-four-ps-marketing-mix/ www.rqriley.com/pro-dev.htm
describe the use of ICT to implement the four Ps.
For each of the above students should illustrate the use of ICT as appropriate
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1.53Quality Control and Assurance
Students should be able to:
10 hours develop an understanding of the various processes and strategies employed in quality control and assurance systems, for example using measuring devices, jigs, templates and fixtures; and
Using information contained in the Factfile, and the web links students should produce a report outlining how Quality Control and Assurance techniques are used (including the use of ICT) in product design and manufacture
Factfile: Quality Control and Assurance
www.bbc.co.uk/schools/gcsebitesize/design/foodtech/productdevelopmentrev4.shtml
www.diffen.com/difference/Quality_Assurance_vs_Quality_Control
www.youtube.com/watch?v=gxwIfiQTPBw
describe the use of ICT in quality control and assurance.
1.54Design for Use
15 hours
design for maintenance and repair; and
Using information contained in the Factfile and the web links students should make notes on the key features of design for maintenance and repair and inclusive design
Factfile: Design for Use
www.inclusivedesigntoolkit.com/betterdesign2/why/why.html
design to be inclusive for all society.
Students will select a product and describe what modifications could be made to it to make it
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more inclusive for the entire population
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1.55Design for Manufacture
Students should be able to:
15 hours formulate proposals for product design and development taking account of the need for scale production;
Using information contained in the Factfile and the web links students should make notes on the features of product design and development taking into account the need for scale production
Factfile: Design for Manufacturewww.ethicalconsumer.org/ethicalreports/mobilesreport/environment.aspxwww.technologystudent.com/prddes1/prodcyc1.htmlwww.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0ahUKEwjmlInc-fnLAhUBWhoKHW7gDZs4ChAWCBswAA&url=http%3A%2F%2Fwww.cfsd.org.uk%2Fseeba%2Fgeneral%2Fecocheck695%2520iss%25202.doc&usg=AFQjCNFo-KVs5m9yt8ZMv7nD76DFyLjp1wwww.nibusinessinfo.co.uk/content/design-reduce-use-materials-and-packagingwww.greenerpackage.com/
design to minimise materials, components, processes and the environmental impact; and
design to minimise packaging material and wasted packaging space.
Students select a product and produce a report outlining: how the design has taken
account of the required scale of production;
how the use of materials has been minimised;
how the amount of packaging has been minimised
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source_reduction/10_tips_sustainable_package_design
www.technologystudent.com/despro2/packfn1.htmwww.ebrocolor.com/sustainable-packaging-report.html
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1.56Design and Communication
Students should be able to:
20 hours use appropriate communication methods and rendering techniques to communicate innovative design ideas; and
Students watch the web links and study the Factfile
Factfile: Design and Communication
www.bbc.co.uk/schools/gcsebitesize/design/graphics/drawingformalrev3.shtmlwww.technologystudent.com/designpro/ortho2.htmhttp://metal.brightcookie.com/2_draw/draw_t3/htm/draw3_2_3.htmwww.youtube.com/watch?v=byBeWLMpAikwww.bbc.co.uk/schools/gcsebitesize/design/graphics/drawingsketchingrev1.shtmlhttp://designsojourn.com/tips-on-how-to-improve-your-drawing-ability/http://zurb.com/article/
use text size and style to communicate impact, product information and appeal to a variety of audiences.
Students should suggest an idea for a product and produce a poster or other form of presentation, using a variety of graphical techniques to communicate the product to an audience
Students should practice different rendering and communication techniques
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1219/design-sketching-lesson-how-to-draw-a-strwww.technologystudent.com/prddes1/drawtec2.htmlhttp://gomedia.com/zine/tutorials/from-sketch-to-vector-illustration/
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1.56Design and Communication (cont.)
www.creativebloq.com/netmag/create-balanced-page-layouts-7-pro-tips-121310009http://desktoppub.about.com/od/layout/tp/composition.htmhttps://designschool.canva.com/blog/multi-page-layout/www.smashingmagazine.com/2008/09/40-creative-design-layouts-getting-out-of-the-box/https://99designs.co.uk/blog/tips/12-ways-to-become-a-better-designer-in-2012/www.bbc.co.uk/education/clips/zvks34jwww.youtube.com/watch?v=r7R1wD20Up0www.behance.net/gallery/11838509/Advanced-Visual-
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Communication-Rendering-Exercisehttps://visscom.wordpress.com/www.pinterest.com/viscomdesign/www.youtube.com/watch?v=k8bFG2gNTzk
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1.56Design and Communication (cont.)
www.youtube.com/watch?v=CUy-pb83x18
www.youtube.com/watch?v=xrzwFKRTxPMwww.youtube.com/watch?v=Pk3vOJaBWLMwww.digitaltutors.com/tutorial/1052-Beginners-Guide-to-Concept-Sketchingwww.hongkiat.com/blog/basic-guidelines-to-product-sketching/http://conceptsketch.tumblr.com/http://design.tutsplus.com/tutorials/the-role-of-sketching-in-the-design-process--psd-153www.goshen.edu/art/design/concepts.htmlwww.sketchupartists.org/presentations/techniques/www.sculpteo.com/en/
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tutorial/prepare-your-model-3d-printing-solidworks/www.boeingconsult.com/tafe/dwg/dwg1/2d-iso.htm
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1.57Technological Developments in Society
Students should be able to:
10 hours describe the influence of the following designers and movements in product design– Dyson;– Bayliss;– Memphis; and– Apple; and
Teacher can obtain the free resources from the James Dyson Foundation webpage and use as the basis for discussion with students
Factfile: Technological Developments in Societywww.jamesdysonfoundation.co.uk/teachers/secondary/www.telegraph.co.uk/finance/personalfinance/fameandfortune/10961486/Trevor-Baylis-I-should-have-made-a-lot-more-from-my-wind-up-radio-invention.htmlwww.cultofmac.com/188753/the-braun-products-that-inspired-apples-iconic-designs-gallery/www.ibtimes.com/what-will-apple-car-look-jony-ives-taste-bentleys-aston-martins-could-influence-2110380www.fastcodesign.com/3042524/fast-feed/22-things-you-need-to-know-about-apples-jony-ive
describe examples of designs that incorporate moral, economic, social and environmental factors.
Using information contained in the Fact File and through individual internet research students conduct research and compile a report, with examples on how the following designers have influenced product design in their chosen areas: Dyson; Bayliss; Memphis; Apple
Students describe two examples of modern products which have incorporated moral, economic,
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social and environmental factors using internet research for assistance
www.dailymail.co.uk/sciencetech/article-2200660/Did-Apple-inspiration-iconic-products-simplicity-Braun-designs-50s-60s.html
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www.telegraph.co.uk/technology/apple/8555503/Dieter-Rams-Apple-has-achieved-something-I-never-did.htmlwww.fastcodesign.com/3053406/how-apple-is-giving-design-a-bad-namewww.oliversha.com/blog/2014/6/12/steve-jobs-influence-on-product-designwww.forbes.com/forbes/welcome/www.process.st/steve-jobs-design/http://webdesign.tutsplus.com/articles/how-apple-has-influenced-web-design-over-the-years--webdesign-2553www.hgtv.com/design-blog/design/how-apple-influenced-designhttp://2machines.com/187517/
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