ccea.org.uk€¦ · web viewmake oral and written summaries, reports and presentations which take...

GCSE Technology and Design

Contents Page

Introduction: 1

Unit 1: Technology and Design Core Content 8

Unit 2 Option A: Electronic and Microelectronic Control Systems

64

Unit 2 Option B: Mechanical and Pneumatic Control Systems

100

Unit 2 Option C: Product Design 126

IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Technology and Design. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.

1

CCEA Planning Framework for GCSE Technology and Design

Subject Skills Assessed through Technology and Design:The following skills are assessed in GCSE Technology and Design: independent learning; communication evidenced in the design portfolio; creative design and problem solving; design and make capability; and analytical and evaluative capability associated with processes,

products and solutions.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4CommunicationStudents should be able to:

communicate meaning, feelings and viewpoints in a logical and coherent manner, for example discuss the main effects that historical influences and trends can have on the design of a product, or discuss the issues associated with form versus function when designing products;

make oral and written summaries, reports and presentations which take account of audience and purpose, for example, when producing a design folder based on a pre-set design brief, some of the following methods of communication may be used: discussion, freehand sketching, formal presentation drawings, working drawings, mood boards, designing and analysing printed circuit boards, photography, physical modelling, computer modelling and CAD;

participate in discussions, debates and interviews; interpret, analyse and present information in oral, written and ICT

formats, for example drawing and interpreting circuit diagrams containing components, analysing given product scenarios and producing appropriate flowcharts; and draw and interpret graphs of analogue and digital voltages against time; and

explore and respond, both imaginatively and critically, to a variety of texts, for example engaging in initial ideas through user trips, concept sketches, disassembly of products and improving current solutions by a process of development and modification.

2


3


Using MathematicsStudents should be able to:

use mathematical language and notation with confidence, for example appropriate use of units (μf, nf, mm, m, etc.); ability to understand and interpret fractions, decimals, and percentages; manipulate formulae (e.g. Ohm’s law) represent calculations clearly; understand and interpret fractions, decimals, and percentages; manipulate formulae (e.g. Ohm’s law); represent calculations clearly;

use mental computation to calculate, estimate and make predictions in a range of simulated and real-life contexts, for example: – determining the probability of finding a successful solution through

effective research and planning; – identifying the required materials and processes needed to realise

a design; and – calculating variations in labour costs.

select and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts, for example communicate their planning, calculations, measurements, solutions, data handling and evaluations using appropriate mathematical notation, techniques and language given the purpose of design and outcome;

interpret and analyse a wide range of mathematical data, for example interpreting product life-cycle charts, planning for production;

assess probability and risk in a range of simulated and real-life contexts; and

present mathematical data in a variety of formats that take account of audience and purpose.

Using ICT Students should be able to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example applying CAD, CNC and CAM in product manufacture; producing, drawing and analysing Gantt charts; using computer modelling and CAD; designing and analysing printed circuit boards; and developing skills and expertise using 2D and 3D design software, programming and control software.

4


Thinking Skills and Personal Capabilities at Key Stage 4Problem SolvingStudents should be able to:

identify and analyse relationships and patterns, for example be aware and analyse how product design is influenced by the relationship between product and user;

propose justified explanations, for example select appropriate systems for practical applications;

reason, form opinions and justify their views, for example give reasons for selecting and using appropriate materials and solutions;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example explain the main features of copyrights, trademarks and patents;

analyse and evaluate multiple perspectives, for example analyse the work of modern designers;

explore unfamiliar views without prejudice; and weigh up options and justify decisions, for example design systems to

achieve a desired outcome, justifying chosen components and solutions; and apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example analysing a design problem and using an appropriate design process to make the solution.

Working with OthersStudents should be able to: learn with and from others through co-operation, for example

engaging in creative discussion with peers and teachers to develop design ideas;

participate in effective teams and accept responsibility for achieving collective goals; and

listen actively to others and influence group thinking and decision-making, taking account of others’ opinions, for example continuously evaluating, modifying and improving on design developments in their portfolio and in the production of a manufactured solution.

Self-Management Students should be able to:

plan work, for example produce production plans, portfolio and practical outcomes;

set personal learning goals and targets to meet deadlines, for example planning the design and development of the portfolio and manufactured solutions to meet deadlines using Gantt charts and flowcharts;

5


monitor, review and evaluate their progress and improve their learning; and

effectively manage their time, for example continuously evaluate, modify and improve on design developments in their portfolio and in the production of a manufactured solution.

6


Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Problem Solving skills

Teachers should enable pupils to develop skills to:

identify and analyse relationships and patterns; propose justified explanations; reason, form opinions and justify their views; analyse critically and assess evidence to understand how information

or evidence can be used to serve different purposes or agendas; analyse and evaluate multiple perspectives; explore unfamiliar views without prejudice; weigh up options and justify decisions; and apply and evaluate a range of approaches to solve problems in familiar

and novel contexts.

Section 2: Developing Pupils’ Learning within SubjectsSelf-Management skills

Teachers should enable pupils to develop the capability to:

plan work; set personal learning goals and targets to meet deadlines; monitor, review and evaluate their progress and improve their

learning; and effectively manage their time.

Working with Others skills

Teachers should enable pupils to develop the capability to: learn with and from others through co-operation; participate in effective teams and accept responsibility for achieving

collective goals; and listen actively to others and influence group thinking and decision-

making, taking account of others’ opinions.

Key Stage 4 Statutory Skills and Personal Capabilities

Communication Skills Comm – T&L (Talking & Listening) W (Writing) R (Reading) Using Mathematics UMUsing ICT UICTProblem solving PSWorking with Others WOSelf-Management SM

7


Assessment for LearningPast paper questions can be used to promote opportunities for formative assessment activities. These can be found on the following link:

www.rewardlearning.org.uk/microsites/technology/gcse/pastpapers/index.asp

Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE Technology and Design specification content.

Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills. Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Makes reference to supporting resources.

8

http://www.rewardlearning.org.uk/microsites/technology/gcse/pastpapers/index.asp

http://www.rewardlearning.org.uk/microsites/technology/gcse/pastpapers/index.asp


9

Unit 1: Technology and DesignCore Content

10


Planning Framework for GCSE Technology and Design

Unit/Option content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

1.1 Design and communication

Students should be able to:

demonstrate understanding that the design process may contain some or all of the following:– design

opportunity;– research;– brief;– specification;– idea generation

and development;– manufacture; and– testing and

evaluation;

The teacher/student should review the document included in the following link.www.designcouncil.org.uk/sites/default/files/asset/document/ElevenLessons_Design_Council%20(2).pdfAny other sources of information which outline different approaches to the design process should also be used.The teacher should lead a discussion about different approaches to the design process which can and is being taken by different designers e.g.: Alessi and Dyson.Homework activity the students should identify a product created by the designers discussed by the teacher and analyse its design, perhaps comparing it to other similar products.

Comm – T&L

Comm – T&L

PS

apply the design Students should apply all of the design stages in the PS

11


Unit/Option content


Content


process; development of their coursework unit.

discuss and analyse the design process;

Students should make presentations which discuss the various stages of the design process and the approaches of different designers/companies and which approach they believe to be the best.

Comm-T&L

12


Unit/Option content


Content


1.1 Design and communication(cont.)


analyse products to understand the relevance of ergonomics and aesthetics to product design;

The teacher should select a range of products and ask students to analyse each product based on the two titles: ‘ergonomics’ and ‘aesthetics.’

PS

demonstrate understanding that the design process is non-linear; and

Students should review and analyse their designs throughout the design process, making and suggesting improvements when appropriate. The teacher should lead a discussion on the non-linear nature of the design process using examples.

PSComm- T&L

analyse and use the following methods of communication:– freehand

sketching;– presentational

drawings;– working

drawings;

The teacher should demonstrate each of the methods of communication opposite.Students should be allowed to practise all of the methods of communication opposite.The teacher should provide students with tutorials which show the candidate how to use Solid Works or equivalent CAD software.

Comm-T&L, W, R

UICT, SM

PS

13


Unit/Option content


Content


– mood boards;– physical mock-ups

/models; and– computer-aided

design (CAD) virtual modelling.

The students should practise model making using a variety of materials e.g. paper, card, foam.

14


Unit/Option content


Content


1.1 Design and communication(cont.)

The following links may be helpful as a starting point for students to research processes:

Design Process:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/designevaluationrev1.shtml

Moodboards:https://vimeo.com/126716734

CAD Information:www.bbc.co.uk/schools/gcsebitesize/design/textiles/analysisevaluationrev4.shtml Students in groups, create a large mindmap/poster highlighting key features of one the above to be shared with the rest of the class.

WO, Comm – T&L

15


Unit/Option content


Content


1.2 Materials and their general physical, aesthetic and structural characteristics

Students should be able to: demonstrate

understanding of the main properties and applications of the following plastics:– thermosetting

plastics (melamine, polyester resin, epoxy resin and urea formaldehyde); and

– thermoplastics (acrylic, polyvinyl chloride (PVC) acrylonitrile butadiene styrene (ABS), nylon and rigid polystyrene);

Students should produce a table listing each plastic with the main properties of each and their application.

The following link may be helpful as a starting point:www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/materialsmaterialsrev1.shtml

Comm – WComm – R

demonstrate understanding of the main properties and applications of the

Students should to produce a table listing each wood with the main properties of each and their application.

Comm-W

16


Unit/Option content


Content


following woods:– hardwoods

(mahogany, beech and oak);

– softwoods (pine and cedar); and

17


Unit/Option content


Content


1.2 Materials and their general physical, aesthetic and structural characteristics(cont.)


– manufactured boards (plywood, Medium Density Fibreboard (MDF) and chipboard; and veneered manufactured boards);

Students produce a table listing each manufactured board with the main properties of each and their application.

PSUICT

demonstrate understanding of the main properties and applications of the following metals:– ferrous metals

and alloys (mild steel, carbon steels and stainless steel);

– non-ferrous metals and alloys (aluminium, brass and copper);

Students produce a table listing each metal with the main properties of each and their application.

Comm-W

18


Unit/Option content


Content


1.2 Materials and their general physical, aesthetic and structural characteristics(cont.)


The teacher could set a homework activity or essay question which asks students to explain why they think each of the various materials were used in particular projects.

Comm - W

– demonstrate understanding of the use of alloying to produce different properties and working characteristics;

The teacher could set a homework task relating to the use of alloys where the students are asked to identify where in the home environment, industry or school environment there are examples of: ferrous metals and their properties; non- ferrous metals and their properties; alloys and their properties;The students should explain why they think these materials were used for their selected products. Students should also explain why one material was chosen over another.The teacher should have actual products which show the use all of the materials listed so students can touch, feel and see the material in a product and discuss their properties.

Comm – W

SM

Comm-T&L

19


20


Unit/Option content


Content


1.2 Materials and their general physical, aesthetic and structural characteristics (cont.)


demonstrate awareness of graphene and provide some examples of its properties and its potential use; and

Students should use the fact file to investigate the properties and uses of graphene. Its properties and its potential use. The following link may be helpful.www.graphene.manchester.ac.uk/explore/what-can-graphene-do/ They create a mindmap to summarise their findings.

Comm-R

Comm-R

Comm – W Comm – RSM

demonstrate understanding of the following heat treatments:– annealing;– normalising; – hardening; and– tempering;

The following links on heat treatments may be helpful as a starting point. www.technologystudent.com/equip1/heat1.htmwww.brighthubengineering.com/manufacturing-technology/30476-what-is-heat-treatment/

Students create a star diagram to summarise and compare all of the heat treatments listed opposite, which demonstrate an understanding of the process of each heat treatment and why each treatment is chosen.

21


Unit/Option content


Content


The teacher should also where possible demonstrate these heat treatments in the workshop. Students should have the opportunity of trying these heat treatments.

22


Unit/Option content


Content


1.3 Tools and processes


demonstrate understanding of the main features and applications of the following tools and processes:– deforming;– vacuum forming;– line bending; and– metal folding;

The following link may be helpful as a starting point. www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/processtechniquesrev7.shtml

Students research each of the tools and processes listed opposite and create a report on the main features and applications. This should include each stage of each process.

In the workshop the teacher should give demonstrations of each of the processes. Students should also practise each process. The teacher could use minor projects which requires students to use these processes.

PS/SM

PS / SM

23


Unit/Option content


Content


1.3 Tools and processes (cont.)


use and demonstrate understanding of the main features and applications of the following:– saws(tenon saw,

coping saw, scroll and hacksaw);

– drills (pillar drill, cordless drill and hand drill);

– drill bits (flat bit, forstner bit, countersunk bit and hole cutter);

– hammers (claw, pin and ball pein)

– handplane– wood chisel;

The teacher should give demonstrations in the workshop on how and where to use, each of the tools listed opposite. Students should be allowed to practise using these tools.

Students make an annotated drawing of each tool to show the main features and applications.

OR

The following link may assist students and can be printed and annotated by students:www.slideshare.net/mrdtwilson/workshop-tools-machines-24572624

SM

SM

Comm-R, W

24


Unit/Option content


Content




– tools for marking out (pencil, steel rule, engineer’s square, sliding bevel, odd-leg callipers, try square, scriber, centre punch, spring dividers, marking knife, bradawl, and engineer’s marker blue);

– files (flat, round and half-round profile);

– bandfacer/linisher;

– pedestal polisher;– milling machine;

and– lathe (wood and

metal);

25


Unit/Option content


Content


demonstrate understanding of accuracy and tolerance when using tools and processes;

The following links may be helpful as a starting point. www.technologystudent.com/equip1/microm1.htmwww.technologystudent.com/equip1/vernier3.htmwww.technologystudent.com/prddes1/tolera1.html

Students create set of instructions on the need for accuracy and tolerance when using tools and processes and perform basic calculations on tolerance ranges.

Comm – WComm – RUICTUM

26


Unit/Option content


Content



The teacher could set assessment tasks on the following: Plan the manufacture of specified products; Identify, list and state the function of the required

tools, machines and equipment for each product; and

Suggest how to manufacture a range of products.

PS, SM

27


Unit/Option content


Content


1.4 Appropriate methods of joining


demonstrate understanding of the main features and applications of the following permanent joining methods:– soft soldering,

brazing and welding;

– wood adhesives;– wood joints (butt,

mitre, dowel and housing);

– riveting, including pop riveting; and

– joining techniques for plastics.

The following links may be helpful as a starting point:

www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/materialcomponentadhesiverev2.shtmlhttp://7now.com/permanent_and_temporary_methods.htm

The teacher should demonstrate and/or show examples of the various joining methods.Students create an Infographic on the main features and applications of each joining method.

Comm-W

28


Unit/Option content


Content


1.4 Appropriate methods of joining (cont.)


demonstrate understanding of the main features and applications of the following semi-permanent joining methods:– nuts, washers and

bolts;– machine screws;– self-tapping

screws;– woodscrews

(countersunk and round-head); and

– knock-down fittings;

The teacher should demonstrate and/or show examples of the various joining methods.

Students make illustrated sketches on each joining method to show the main features and applications of each joining method.

Students are given products to disassemble to identify the various joining methods used in the products.

Comm – W

PS

29


Unit/Option content


Content


1.5 Production methods


demonstrate understanding of the wasting, fabrication and joining of:– metals;– plastics and– woods.

In groups students should review the fact file provided and produce a poster on each of the production methods. Class discussion on findings.

Students should be given the opportunity to have workshop experience of the following production methods, through filing, sanding, using saws, the bandfacer, etc. metals: wasting and fabrication; plastics: wasting and fabrication; and wood: wasting and joining.

Teachers should when the opportunity presents itself identify different production methods as they occur in the workshop.

Comm – W, T&L

Comm – W, R

UICT

SM

30


Unit/Option content


Content


1.6 Moulds, jigs and fixtures


demonstrate understanding of the main features and applications of the following items used in the manufacturing process:– moulds;– templates;– jigs; and– fixtures;

The following links may be helpful as a starting point: https://getrevising.co.uk/diagrams/jigs_moulds_templateswww.technologystudent.com/equip1/vacform1.htm

In groups students should create a PP on one of the manufacturing processes to be shared with the class.

The teacher should demonstrate any existing moulds, templates jigs and fixtures which may be available.

UICT, Comm-W, T&L

31


Unit/Option content


Content


1.7 Finishing techniques


demonstrate understanding of how to prepare metal, wood and plastic prior to applying a suitable finish; and

The following link may be helpful as a starting pointwww.mr-dt.com/materials/materialfinishes.htm

Comm-WPS

demonstrate understanding of the main reasons for applying a suitable finish to the following, taking account of function, aesthetics and environment:– metals (painting,

polishing, dip coating and galvanising);

– woods (painting, varnishing and applying

The teacher should provide students with examples of materials (metal, wood and plastic) with and without finishes. The teacher should explain and show the benefits of the various finishes to each material.

The teacher should demonstrate the processes involved in applying the various finishes.

Students should be given a range of applications and write a justification for the most appropriate finding technique for each.

32


Unit/Option content


Content


preservative stains); and

– plastics (polishing);

33


Unit/Option content


Content


1.8 Smart materials


demonstrate understanding of smart materials with specific reference to the thermochromic pigments and self-cleaning glass.

Students read the fact file and make notes on these smart materials.The following links may be helpful as a starting point: www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/rocks_metals/1_paints_pigments3.shtmlhttp://electronics.howstuffworks.com/gadgets/other-gadgets/thermochromic-ink.htmwww.explainthatstuff.com/how-self-cleaning-windows-work.html

The teacher could separate the class into two groups and organise a class debate. The debate should focus on the advantages and disadvantages of smart materials.

Comm - R

WO, Comm-T&L

34


Unit/Option content


Content


1.9 Health and safety


identify and understand common health and safety symbols in Appendix 3 and the use of appropriate personal protective equipment; and

The teacher should provide students with a copy of Appendix 3 of the GCSE Technology and Design specification. Students should be able to identify all of the Health and Safety symbols and personal protective equipment symbols in this document.

Students identify health and safety signs and personal protective equipment used in the workshop, discussing their importance and necessity. They carry out a card sorting activity to match signs with meanings.

Comm – W

Comm-T&L

PS

identify and understand potential hazards in products, activities and environments;

The teacher demonstrates safe procedures and practice as and when they arise when working in the workshop.

35


Unit/Option content


Content


1.10 CAD and CAM


demonstrate understanding of the main advantages and disadvantages of using CAD and computer-aided manufacture (CAM); and

To develop understanding of CAD, the teacher should ensure all students complete a series of tutorials on Solidworks or another suitable CAD package. As their skills improve the teacher should set various design tasks for the students increasing in complexity and difficulty.

SM, PS

SM

WO

demonstrate understanding and application of the process of CAD and CAM.

As the skills of the students develop the teacher should ask them to produce a range of CAD drawings – both pictorial and working drawings including assemblies using a suitable package e.g. Solidworks. The teacher should use basic shapes/products to begin with and build in complexity as the skills of the students develop.

The teacher could separate the class into two groups to discuss the advantages and disadvantages of freehand drawings and CAD drawings.

36


Unit/Option content


Content


1.11Constructiontechniques


identify the tools, equipment and process required to produce a printed circuit board (PCB) when using computer numeric control (CNC) or chemical production; and

The following link may be helpful as a starting pointwww.bbc.co.uk/schools/gcsebitesize/design/electronics/manufacturing_processesrev4.shtml

Students summarise the information supplied in the link above.

The teacher could demonstrate how a PCB is made using a CNC process or the chemical production method. Students should produce a written sequence of every stage including the tools, equipment and process required.

The teacher should have a range of electronic circuits from different products which they can show to students. The teacher should demonstrate to candidates the reasons for using PCB’s in all of these products.

The teacher should show students how to use PCB wizard or similar package. The following links may be useful: www.new-wave-concepts.com/pr/pw_tutor.html

UICTComm- R,W

SM, WO

design and analyse electronic circuits and demonstrate understanding of the reasons for using PCBs.

37


Unit/Option content


Content


www.cristianisrl.it/PDF/Guide%20Pratiche/PWtutor1.pdfwww.cristianisrl.it/PDF/Guide%20Pratiche/PWtutor2.pdfwww.cristianisrl.it/PDF/Guide%20Pratiche/PWtutor3.pdfwww.cristianisrl.it/PDF/Guide%20Pratiche/PWtutor4.pdf

38


Unit/Option content


Content


1.11Constructiontechniques (cont.)

The teacher could set students small practical projects and ask them to design a suitable PCB.

PSUICT

39


Unit/Option content


Content


1.12Input–process–output


analyse and describe electronic systems with reference to input–process–output; and

The teacher should use a number of electronic systems and circuits to illustrate input, process and output for each. The teacher could ask students to identify other examples.

The teacher should produce a list of all the components that would or could be used in an electronic system and ask students to place them into input-process-output blocks.

The following activity could be used to further learning: www.technologystudent.com/designpro/circuit1.htm

Comm – T&L

PS, UICT

SM, WO

give examples of electronic control systems.

40


Unit/Option content


Content


1.13Units andmeasurements


apply and demonstrate knowledge and understanding of the units we use to measure:– current (amps

and milliamps);– voltage (volts and

millivolts); and– resistance (ohms,

kilohms and mega-ohms);

The teacher should show students how to test and measure modelled circuits.

The teacher should demonstrate through practical activities how current, voltage and resistance are measured.

The teacher should explain each of the different units and their sub-units.

The teacher should show students how each of these are measured. This can be done in the school workshop using the relevant equipment available to the school and/or through the use of videos which demonstrate how they are measured.

The teacher could use the following resource and ask students to identify and compare electrical units.

www.bbc.co.uk/schools/gcsebitesize/science/edexcel_pre_2011/electricityintheory/voltagecurrentresistancerev3.shtml

Comm – WComm- RSM

UM

apply an understanding of electrical units to measure voltage, current and resistance; and

perform calculations

41


Unit/Option content


Content


based on Ohm’s law using: V = I × R.

The teacher should produce a range of questions which require students to carry out calculations using based on Ohm’s law.

42


Unit/Option content


Content


1.14Electricalcomponents

Students should be able to: identify the

components below by their circuit symbol and physical appearance:– batteries (single

cell and multi-cell);

– resistors;– variable resistors;– light dependent

resistors (LDRs);– thermistors

(limited to negative temperature);

– diodes;– thyristors;– transistors (NPN);– buzzers;– light-emitting

diodes (LEDs);– bulbs;

The teacher should give all students a copy of Appendix 3 of the GCSE Technology and Design specification. All students should be able to recognise and identify all of the components listed opposite.

Students could complete the following activity:www.technologystudent.com/elec1/compn1.htm

The teacher should also have examples of all of these components to show students. The teacher should where possible show all of these components in their working environment and discuss with the class their suitability.

PS, UICT

Comm – T&L

43


Unit/Option content


Content


– motors; and– potentiometer;

Students should refer to Appendix 3.

identify the circuit symbols for earth and ac supply;

Comm - R

44


Unit/Option content


Content


1.14Electricalcomponents(cont.)


identify the circuit symbols for a voltmeter and an ammeter;

Students should refer to Appendix 3.

The teacher should supply students with circuit diagrams which have components missing and ask them to select the appropriate components.

Comm - R

select appropriate components to meet the requirements of a circuit diagram; and

PS

draw circuit symbols and demonstrate knowledge and understanding of the components.

45


Unit/Option content


Content


1.15Electronicconductors andinsulators


demonstrate knowledge and applications of the use of conductors, semi-conductors and insulators; and

View the following links may be useful:www.nde-ed.org/EducationResources/HighSchool/Electricity/conductorsinsulators.htmwww.bbc.co.uk/education/guides/zppnn39/revisionwww.halbleiter.org/en/fundamentals/conductors-insulators-semiconductors/www.st-andrews.ac.uk/~www_pa/Scots_Guide/info/comp/conduct/conduct.htm

The teacher could have a practical demonstration using a range of materials that are conductors and insulators. These could be placed in to a basic incomplete circuit. The teacher could let the students experiment with this and let them identify which are conductors, semi-conductors and insulators. Students should make notes on this exercise.

The teacher could provide examples of conductors, semi-conductors and insulators and ask the candidates to identify them.

Comm - R

Comm – T&LPS

Comm- W

PS

identify and give examples of materials that are conductors, semi-conductors and insulators.

46


47


Unit/Option content


Content


1.16Resistors


demonstrate knowledge and understanding of the term resistance and the use of resistors in electronic circuits;

The following links may be useful for students to begin to investigate resistors:

www.bbc.co.uk/bitesize/higher/physics/elect/resistors/revision/1/www.bbc.co.uk/schools/gcsebitesize/design/electronics/calculationsrev1.shtmlwww.bbc.co.uk/schools/gcsebitesize/design/electronics/componentsrev2.shtmlwww.allaboutcircuits.com/textbook/direct-current/chpt-2/resistors/http://physics.bu.edu/py106/notes/Circuits.htmlwww.electronics-tutorials.ws/resistor/res_4.html www.learningaboutelectronics.com/Articles/Resistor-tolerancewww.technologystudent.com/elec1/resist1.htmhttps://learn.sparkfun.com/tutorials/resistorswww.learningaboutelectronics.com/Articles/Resistor-tolerancewww.electronics-tutorials.ws/resistor/res_2.htmlhttp://learn.parallax.com/support/reference/resistor-color-codes

Comm – R

UICT

SM

UM

use the colour coding system to identify values and tolerance levels of individual resistors – tolerance levels limited to 5% and 10%; and

calculate the resistance of two or more resistors in series, using: Rt = R1 + R2 + … +

48


Unit/Option content


Content


Rn.The teacher should show students a range of resistors to help explain and contextualise the colour coding.

The teacher should demonstrate examples of resistors in series and ask students to calculate the resistance of each.

49


Unit/Option content


Content


1.17Switches


identify the following switches by their circuit symbols and physical appearance:– reed;– push-to-make

switch (PTM);– single pole, single

throw (SPST);– single pole,

double throw (SPDT);

– toggle;– microswitch;– rocker;– membrane; and– slide;

The teacher should give all students a copy of Appendix 3 of the GCSE Technology and Design specification. All students should be able to recognise, identify and draw all of the switches listed opposite.

The teacher should explain what each switch is and then ask students to identify real life examples of each type of switch. The teacher could then ask students to design circuits or applications of use for each switch.

The teacher could ask students in groups to find pictures, symbols and real life applications for each switch.

Comm – W, SM

PS

WO

draw the above symbols and demonstrate knowledge and understanding of the

50


Unit/Option content


Content


switches;

51


Unit/Option content


Content


1.17Switches (cont.)


select appropriate switches to meet the requirements of a circuit diagram; and

demonstrate understanding of the action of these switches by recognising and selecting according to their application.

The teacher could provide students with circuit diagrams and ask them to identify which switch is the most appropriate switch for that circuit.

PS

52


Unit/Option content


Content


1.18Potential dividers


demonstrate knowledge and understanding of how a potential/voltage divider is used to control voltage in a circuit (no calculation required); and

The following links may be useful:www.bbc.co.uk/schools/gcsebitesize/design/electronics/calculationsrev2.shtml

The teacher could demonstrate how potential divider circuits can be made on a breadboard or on a PCB and show how the output voltage can change. Students could model potential divider circuits.

UICT

PS

draw and interpret circuit diagrams containing a potential/voltage divider.

53


Unit/Option content


Content


1.19LEDs


use LEDs in circuits; and

Students explore the following links to gain an understanding of LEDs in circuits:www.bbc.co.uk/schools/gcsebitesize/design/electronics/componentsrev7.shtmlhttps://learn.adafruit.com/lets-put-leds-in-things/from-scratchwww.sparkfun.com/tutorials/219

The teacher could carry out a demonstration of the use of an LED in a circuit. Students could then design their own circuits with an LED included.

The teacher should demonstrate the use of current-limiting resistors to protect LEDs.

UICT

SM, PS

Comm – T&L

demonstrate knowledge and understanding of the use of current-limiting resistors to protect LEDs (no calculation required).

54


Unit/Option content


Content


1.20Thyristors


outline the function and application of thyristors in circuits; and

The following link may be useful:www.bbc.co.uk/schools/gcsebitesize/design/electronics/switchesrev4.shtml

Students summarise key terms in a table to show function and application.

The teacher should explain to the students where the gate, anode and cathode are on both the circuit diagram and symbol.

Comm – W, R

identify the gate, anode and cathode from a circuit diagram/symbol.

1.21 Transistor

outline the function and application of an NPN transistor as a switch;

The following link may be useful:www.bbc.co.uk/schools/gcsebitesize/design/electronics/switchesrev3.shtml

The teacher should explain to the students where the base, emitter and collector are on both the circuit diagram and symbol.

Students match descriptions to terms.

Comm- R, W, PS identify the base,

emitter and collector from a circuit diagram or symbol; and

55


Unit/Option content


Content


1.22 Safety


recognise potential hazards when producing electronic circuits with breadboards and PCBs.

The following link illustrates hazards with basic electronic safety: www.bbc.co.uk/schools/gcsebitesize/design/electronics/manufacturing_processesrev7.shtml

Students design a safety poster entitled “CAUTION”. The teacher should, whenever practical work or demonstrations are being carried out, reinforce the potential hazards.

The teacher should encourage a class discussion about the importance of electronic safety.

Comm – W

Comm- T&L

56


Unit/Option content


Content


1.23Constructiontechniques


design and analyse mechanical systems (which can use kits, working and/or virtual models, and products that use resistant materials and discrete components);

Students should design mechanical systems and model circuits online or with appropriate modelling kits.

The teacher should identify mechanical systems and ask candidates in groups to analyse them.

The teacher could separate the class into two groups and organise a debate/discussion with each group outlining either the advantages or disadvantages of each. Students should make notes on this.

PS

WO

WO

Comm – T&L demonstrate awareness of the advantages and disadvantages of each of the above construction methods;

57


Unit/Option content


Content




describe and analyse mechanisms with reference to input–process–output; and

Students should, using examples of mechanisms, identify the input, process and output.

The teacher could ask students through a classroom discussion to identify and give examples of mechanical control applications.

PS

identify and give examples of mechanical control applications.

Comm- T&L

58


Unit/Option content


Content


1.25Types of motion


recognise and analyse examples of the following types of motion:– rotary;– linear;– oscillating;– reciprocating;

The following links may be useful:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev8.shtmlwww.progressiveautomations.com/four-basic-types-motion/http://dtzone.com/systems/mech_movement.htmwww.summerhillcollege.ie/files/mechanisms.pdf

The teacher could ask students to identify and analyse examples of different types of motion and make notes on these.

The following links may be useful:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev1.shtmlwww.technologystudent.com/cams/camdex.htm

The teacher should give all students a copy of Appendix 3 of the GCSE Technology and Design specification. All students should be able to recognise, identify and draw all of the symbols listed opposite.

PS, SM

Comm – R

SM

identify the following components by their circuit symbols and physical appearance:– wheel and axle;– gears;– cams;– followers;– levers;– belts;– pulleys; and– shafts;

draw the above Comm – W

59


Unit/Option content


Content


symbols and demonstrate knowledge and understanding of the components;

Pupils compile a report or presentation on mechanisms they have looked at giving examples of where they could be used.

PS

60


Unit/Option content


Content


1.25Types of motion(cont.)


select appropriate components to meet the requirements of mechanical systems; and

The teacher should show examples of mechanical systems and ask the students to select appropriate components to fulfil the function of each.

The teacher could ask students to evaluate and analyse various mechanical components identifying and providing justification for the use of each in the selected mechanical system/product.

PS

evaluate the mechanical components listed when they are used in mechanical systems.

PS

61


Unit/Option content


Content


1.27Levers


apply knowledge and understanding of the following:– load;– effort; and– fulcrum;

The following links may be useful:www.technologystudent.com/forcmom/lever1.htmwww.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev1.shtmlwww.bbc.co.uk/schools/gcsebitesize/science/triple_aqa/using_physics_make_things_work/moments/revision/3/

The teacher should ask students to identify levers in every day products. A classroom discussion should take place around levers.

The teacher could introduce a practical activity which requires students to make their own different classes of lever with basic materials. The teacher should explain to the students why each example is a certain class.

Matching activity: the teacher should ask the students to identify from a range of different products which class of lever each product is.

Comm – W, R

Comm – T&L

PS, UM

PS

draw and interpret diagrams of first, second and third class levers; and

recognise and give examples for each of the three classes of lever.

62


Unit/Option content


Content


1.28PowerTransmission


demonstrate understanding of the main features and applications of the following:– simple gear trains

(maximum three gears);

– toothed, round and V-belt systems;

– chain and sprocket; and

– idler gears;

The following links may be useful:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev5.shtmlwww.plantengineering.com/single-article/basics-of-belt-drives/981c1be10d400323db10aa592e4cc7b3.html -www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev5.shtml

Students draw annotated diagrams to illustrate the main features and applications of the power transmission systems named opposite.

The teacher should explain how gear systems are used to change speed and/or direction of rotation. The students should be asked to identify other examples of where gear systems are used to change speed and/or direction.

The teacher should show students how to calculate the ratio of simple gear systems and belt drives.

SM, WO

demonstrate understanding of how gear systems can be used to change speed and/or direction of rotation;

Comm – T&LPS

perform calculations UICT

63


Unit/Option content


Content


including simple gear trains and simple belt drives;

64


Unit/Option content


Content


1.28Powertransmission(cont.)


calculate simple gear ratios (limited to three gears) using:

Students could then be set practice questions which ask them to calculate the ratio of simple gear systems and belt drives.

UM

65


Unit/Option content


Content


1.29Cams andfollowers


apply knowledge and understanding of the following types of cams and followers:– eccentric;– pear;– heart;– knife;– roller; and– flat.

Pupils explore the following links: www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev4.shtmlwww.technologystudent.com/cams/cam1.htmhttp://me-mechanicalengineering.com/cams-followers-types/www.codecogs.com/library/engineering/theory_of_machines/cams.phpClass discussion on cams

Teacher could show working examples of the cams and followers listed. Students draw annotated diagrams on the types of cams and followers.

The teacher should give all students a copy of Appendix 3 of the GCSE Technology and Design specification. All students should be able to recognise, identify and draw all of the symbols.

The teacher may find past papers from Unit 1 of the legacy GCSE Technology and Design specification useful for formative assessment activities. These can be found on the following link:

Comm – T&L

SM

Comm – R, W

66


Unit/Option content


Content


www.rewardlearning.org.uk/microsites/technology/gcse/past_papers/index.asp

67


Unit/Option content


Content


1.30Safety


recognise potential hazards when building and using mechanical control systems.

The teacher should reinforce safety throughout all workshop activity. Through a classroom discussion the teacher could ask the students to identify all potential hazards when building and using mechanical control systems. Students list potential hazards and how they can be avoided.

Comm – T&LComm – WPS


describe and analyse pneumatic systems and control with reference to input–process–output; and

Students view the following links:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev1.shtml http://resources.hkedcity.net/res_files/201101/20110128101153_259037.pdfhttp://hydraulicspneumatics.com/other-technologies/chapter-5-pneumatic-and-hydraulic-systemswww.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0ahUKEwjBt4jhpO7QAhXkCcAKHXCrAVMQFghIMAc&url=http%3A%2F%2Fwww.educationscotland.gov.uk%2Fimages%2Fpneumatic_systems_1_tcm4-118209.doc&usg=AFQjCNFTEtqgVhovLXLhvjDaNaslsK-A8A

The teacher should use pneumatics components and

Comm – R

identify and give examples of pneumatic control systems applications.

68


Unit/Option content


Content


kits to illustrate to students input-process-output in pneumatic systems.

69


Unit/Option content


Content


1.31Input–process–output (cont.)

The teacher should provide examples of pneumatic control systems. A class discussion could take place where students analyse various pneumatic systems and students could identify other examples.

WO, Comm – T&L

70


Unit/Option content


Content


1.32Cylinders


identify a single acting cylinder (SAC) by its physical appearance and circuit symbol;

Start with the following links:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev2.shtmlhttp://hydraulicspneumatics.com/200/TechZone/Cylinders/Article/False/6423/TechZone-Cylindershttps://tameson.co.uk/how-to-select-a-pneumatic-solenoid-valve-for-a-single-acting-cylinder.html

The teacher should give all students a copy of Appendix 3 of the GCSE Technology and Design specification. All students should be able to recognise, identify and draw the symbol for an SAC.

Students should practise sketching the symbol for an SAC and be able to identify an SAC in a circuit diagram.

Students could use a pneumatics kit to make a circuit that has SACs within it. There should be a discussion led by the teacher which discusses all of the key terms e.g. instroke and outstroke. Students should make a comparison table.

Comm – R, UICT

PS, SM

SM

Comm – T&L, W

PS

sketch the SAC and insert it in a circuit diagram;

use SACs (limited to two in any system);

demonstrate understanding of the terms instroke and outstroke; and

analyse circuit diagrams that use SACs (limited to two in any system).

71


Unit/Option content


Content


The teacher could identify products/systems that use SACs (limited to two). Students analyse these products/systems.

72


Unit/Option content


Content


1.33Valves


identify the following by their circuit symbols:– exhaust; and– pressure source;

A useful link:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev1.shtml

The teacher should give all students a copy of Appendix 3 of the GCSE Technology and Design specification. All students should be able to recognise, identify and draw the symbol for a 3/2 valve including the exhaust and pressure source.

Students should practice sketching 3/2 valves with annotated notes.

Using a pneumatics kit, students could make a circuit that contains 3/2 valves. There could be a discussion led by the teacher around the key terms; the teacher should introduce all types of actuator listed opposite. Students could incorporate them into their circuits and make notes on their function.

Comm – R

PS, SM

Comm – W, R

Comm – T&LSM

identify a 3/2 valve by its physical appearance and circuit symbol;

sketch the symbol for a 3/2 valve;

explain the function of a 3/2 valve in a circuit diagram;

identify the following types of actuator symbol for a 3/2 valve:

73


– roller trip;– push button;– plunger; and– lever; and

Unit/Option content


Content


1.33Valves (cont.)


select an appropriate method of operation of a 3/2 valve in a circuit diagram.

The teacher could present students with a range of circuit diagrams with 3/2 valves included, the students should then be able to select the most appropriate operation method.

PS, SM

74


Unit/Option content


Content


1.34Logic andAND/OR


identify a shuttle valve in an OR circuit;

The following links are useful:http://whatis.techtarget.com/definition/logic-gate-AND-OR-XOR-NOT-NAND-NOR-and-XNORwww.ee.surrey.ac.uk/Projects/CAL/digital-logic/gatesfunc/www.explainthatstuff.com/logicgates.htmlwww.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev5.shtml

The teacher should give all students a copy of ‘App 3’ of the GCSE Technology and Design specification. All students should be able to recognise, identify and draw the symbol for a shuttle valve.The teacher could use a pneumatic kit to demonstrate AND and OR circuits. The students should build circuits for each of these logic functions.

Comm – W, UICT

Comm – R, W

PS

sketch the symbol for a shuttle valve;

explain the use of a shuttle valve; and

connect two 3/2 valves with a single acting cylinder to create an AND or an OR circuit.

75


Unit/Option content


Content


76


Unit/Option content


Content


1.35Speed control


identify a unidirectional flow regulator in a circuit;

The following links are useful:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev2.shtml www.engineerstudent.co.uk/uni_ _flow_control_valve_symbols.htmlhttp://hydraulicspneumatics.com/200/TechZone/HydraulicValves/Article/False/6409/TechZone-HydraulicValveswww.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0ahUKEwjoppiZuu7QAhUJJsAKHTD2BckQFghLMAc&url=http%3A%2F%2Fwww.educationscotland.gov.uk%2Fimages%2Fpneumatic_systems_2_tcm4-118210.doc&usg=AFQjCNFtYRrWlnWNDF_PRzXRFjktpo0czQ

The teacher should give all students a copy of Appendix 3 of the GCSE Technology and Design specification. All students should be able to recognise, identify and draw the symbol for a unidirectional flow regulator.

The students could build circuits using a pneumatics kit incorporating unidirectional flow valves.Students make notes on the use of a unidirectional flow

Comm – R, UICT

Comm- R, WPS

PS

Comm - W

use a unidirectional flow regulator to incorporate speed control into a system; and

describe how a flow regulator is used for speed control.

77


Unit/Option content


Content


regulator for speed control.

78


Unit/Option content


Content


1.36Construction


design, draw and construct pneumatic systems using discrete components; and

Students should practise designing, drawing and constructing pneumatic systems using discrete components. Classroom discussions could take place which discuss and analyse these systems.

Students should be able to discuss, analyse and give examples of real world pneumatic systems and circuits.

Comm – T&L, W

SM

analyse pneumatic circuits and systems.

79


Unit/Option content


Content


1.37Safety


recognise the potential hazards when designing, drawing and constructing pneumatic control systems using discrete components.

The teacher should discuss the safety rules for using school pneumatics kits and make notes on these. Teachers may find this site helpful: https://clounaghtechnology.wordpress.com/year-10/pneumatics/safety/

Comm – T&L


describe and analyse computer control systems with reference to input–process–output; and

The following link is a useful starter:www.technologystudent.com/elec1/consys1.htmThe teacher could divide the class into groups and ask the students to compile a list of computer controlled products and identify the categories of input-process-output for each product.

WO, PS

identify and give examples of computer control applications.

80


Unit/Option content


Content


1.39Flowcharts


demonstrate knowledge and understanding of the use of flowcharts; and

The following links are useful:www.technologystudent.com/pics/picdex1.htmwww.technologystudent.com/comps/comp6.htm

The teacher should give all students a copy of Appendix 3 of the GCSE Technology and Design specification. All students should be able to recognise, identify and draw the flowchart symbols listed opposite.The teacher should introduce pupils to computer control software packages that demonstrate use of the flowchart symbols.Students generate their own flowcharts for specific products or systems, e.g. pedestrian crossing, traffic lights, greenhouse temperature control, etc.

Comm – W, SM

UICTPS

draw and name flowchart diagrams to describe a sequence of events, using symbols for:– START/STOP;– OUTPUT;– DECISION;– WAIT; and – Feedback loops.

(Only generic flowcharts should be produced. Only the flowchart symbols that appear in Appendix 3 should be used).

Resources

81


www.bbc.co.uk/schools/gcsebitesize/design/electronics/manufacturing_processesrev4.shtmlwww.technologystudent.com/designpro/circuit1.htmwww.bbc.co.uk/schools/gcsebitesize/science/edexcel_pre_2011/electricityintheory/voltagecurrentresistancerev3.shtmlwww.technologystudent.com/elec1/compn1.htm http://electronicsclub.info/circuitsymbols.htmwww.nde-ed.org/EducationResources/HighSchool/Electricity/conductorsinsulators.htmwww.technologystudent.com/elec1/resist1.htmwww.learningaboutelectronics.com/Articles/Resistor-tolerancewww.bbc.co.uk/schools/gcsebitesize/design/electronics/calculationsrev2.shtmlwww.bbc.co.uk/schools/gcsebitesize/design/electronics/switchesrev4.shtmlwww.bbc.co.uk/schools/gcsebitesize/design/electronics/switchesrev3.shtmlwww.bbc.co.uk/schools/gcsebitesize/design/electronics/manufacturing_processesrev7.shtmwww.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev1.shtmlwww.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev8.shtmwww.technologystudent.com/cams/camdex.htmwww.technologystudent.com/forcmom/lever1.htmwww.hseni.gov.uk/www.edcomsteachers.com/resource-library/bsi-education/www.technologystudent.com/www.hegner.co.ukwww.technologysupplies.co.uk/

82


www.rapidonline.com/www.ccea.org.uk/technologywww.designcouncil.org.uk/sites/default/files/asset/document/ElevenLessons_Design_Council%20(2).pdfwww.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/designevaluationrev1.shtmlhttps://vimeo.com/126716734www.bbc.co.uk/schools/gcsebitesize/design/textiles/analysisevaluationrev4.shtmlwww.rewardinglearning.org.uk/microsites/technology/gcse/past_papers/index.aspwww.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/materialsmaterialsrev1.shtml www.graphene.manchester.ac.uk/explore/what-can-graphene-do/www.technologystudent.com/equip1/heat1.htmwww.brighthubengineering.com/manufacturing-technology/30476-what-is-heat-treatment/www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/processtechniquesrev7.shtmlwww.slideshare.net/mrdtwilson/workshop-tools-machines-24572624www.technologystudent.com/equip1/microm1.htmwww.technologystudent.com/equip1/vernier3.htmwww.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/materialcomponentadhesiverev2.shtmlhttp://7now.com/permanent_and_temporary_methods.htmwww.rewardinglearning.org.uk/microsites/technology/gcse/past_papers/index.asphttps://getrevising.co.uk/diagrams/jigs_moulds_templateswww.technologystudent.com/equip1/vacform1.htmwww.mr-dt.com/materials/materialfinishes.htm

83


www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/rocks_metals/1_paints_pigments3.shtmlhttp://electronics.howstuffworks.com/gadgets/other-gadgets/thermochromic-ink.htmwww.explainthatstuff.com/how-self-cleaning-windows-work.htmlwww.edcomsteachers.com/resource-library/bsi-education/www.hseni.gov.uk/www.ccea.org.uk/technology

www.rewardlearning.org.uk/microsites/technology/gcse/past_papers/index.aspSolidworksUse of a school workshop, tools, machines and equipmentVariety of materials of wood, metal and plasticUse websites of suppliers of tools and machines, e.g. Hagan, Suzanne (2012), Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991), Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2003), Higher Technology and Design, London, Hodder MurrayPatient, Peter (1987), Digital Micro-Electronics, Edinburgh, LongmanCave, John (2000), Technology in Practice, London, Murray(2009), Collins GCSE Essentials - Electronic Products: Revision Guide, Collins

Longworth, Harry et al. (2009), AQA GCSE Design and Technology: Electronic Products, Oxford University PressRich, Steve; Edwards, Anthony, Mechanisms – GCSE Technology Stanley ThornesRich, Steve; Edwards, Anthony, Pneumatics – GCSE Technology, Stanley Thornes

84


GCSE Technology: Collins GCSE D&T (Collins), P. Fowler & M. Horsley, edited by A. Breckon

Russell, B.; Balance, K.; Bennett, A.; Deacon, N.; Draisey J.; Russell, B., (2009), AQA GCSE Design and Technology – Product Design, Lambert, Barry; Weaving, Chris; (2003), Revise for Ed-Excel GCSE Resistant Materials, (2010), GCSE D&T: Product Design – The Revision Guide, (CGP Books) (2009), Product Design: Revision Guide, (Collins GCSE Essential) CGP GCSE D&T Product Design AQA specification The Revision GuideCollins Revision GCSE D&T Resistant Materials Essentials Cresswell, Lesley et all, Product Design Resistant Materials Technology Fawcett, I.; Smith, R.; Whittle, M; AQA GCSE Design and Technology Resistant Materials Technology, AQACGP Books GCSE D&T Resistant Materials AQA specification The Revision GuideCaldwell, Raymond (2005), Complete Technology and DesignMould, Ian (2000), Design and Technology – Revised Edition, Colin Carborn, (2003), Revise for Ed-Excel GCSE Resistant Materials, Barry Lambert, Chris Weaving

85


Unit 2 Option A:Electronic and Microelectronic

Control Systems

86



Option A: Electronic and Microelectronic Control Systems

Unit/Option content


Content


2.1 Systems and control


demonstrate understanding of input, process and output and the importance of feedback in control systems.

Students research the characteristics of input, process and output devices, (perhaps mechanical as well as electronic) and determine how to identify the category associated with each device. Students research various types of feedback in mechanical and electronic systems.Working in groups, students produce a set of symbols cards (or use a set of pre-prepared cards) covering each input, process and output device to be covered on the course. They could devise card games to enforce the category that each belongs to.Students use a computer circuit design application to construct circuits containing input, process and output devices.Working in groups, students devise PowerPoint or Interactive Whiteboard games to help learn component names and symbols and to classify devices.

PS

WO

UICT

UICT, PS

87


Resources

Systems and control (cont.)

Resources

Electronics text book and class notesComputers, Circuit Wizard or equivalent electronic design application, symbols cardsOnline electronics games at http://nreeder.com/flashgames.htmTechnology Student Website www.technologystudent.com/elec1/elecex.htmHagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University Press

Caldwell, Raymond (2001) Complete Technology and Design, London, Hodder Murray

Caldwell, Raymond (2003) Higher Technology and Design, London, Hodder Murray

Patient, Peter (1987) Digital Micro-Electronics, Edinburgh, Longman

Cave, John (2000) Technology in Practice, London, Murray

Collins GCSE Essentials - Electronic Products: Revision Guide (2009), Collins

Harry Longworth et al. (2009), AQA GCSE Design and Technology: Electronic Products, Oxford University Press

88


Unit/Option content


Content


2.2 Electronic concepts and Ohm’s Law


identify polarised and non-polarised capacitors by their circuit symbols;

show that they understand and can explain the use of polarised and non-polarised capacitors;

select appropriate capacitors to suit applications;

apply and demonstrate knowledge and understanding of the units used to measure capacitance:– farads;– microfarads;

Students should be given a copy of Appendix 3 from the GCSE Technology and Design specification. Students must be able to recognise all the symbols contained in this Appendix. The teacher could create tests which require students to identify the various symbols, e.g. a card matching exercise.

Students research the characteristics of polarised and non-polarised capacitors and determine when each should be used.

Students perform calculations and convert the value of a capacitor between F, F, pF and nF.

SM

UM

UM

89


Unit/Option content


Content


– nanofarads; and– picofarads;

2.2 Electronic concepts and Ohm’s Law (cont.)


demonstrate understanding of the relationship between current, voltage and resistance; and

perform calculations based on Ohm’s law, using: V=IxR.

Students use a computer circuit design application to construct circuits containing a resistor, power supply, Ammeter and Voltmeter. They draw up a table showing V, I and R and complete the table to confirm that the resistor obeys Ohm’s law. They should repeat this for a range of values of V and R.

Working in groups, students construct circuits containing a resistor, power supply, Ammeter and Voltmeter. They draw up a table showing V, I and R and complete the table to confirm that the resistor obeys Ohm’s law. Repeat for a range of values of V and R.

UICT, UM

PS, WO

Resources Electronics text book and class notesFactfile 2.2, Computers, Circuit Wizard or equivalent electronic design application, Power supplies, Voltmeters, Ammeters (or multimeters), resistors and leads etc.Hagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University Press

90


Unit/Option content


Content


Caldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder MurrayPatient, Peter (1987) Digital Micro-Electronics, Edinburgh, LongmanCave, John (2000) Technology in Practice, London, MurrayCollins GCSE Essentials - Electronic Products: Revision Guide (2009), CollinsHarry Longworth et al. (2009), AQA GCSE Design and Technology: Electronic Products, Oxford University Press

2.3 Printed circuit boards


design a printed circuit board (PCB) from a circuit diagram by placing components, tracks and pads appropriately; and

amend designs to reflect changes in circuit diagrams, to improve on existing designs or to correct errors.

Students draw simple electronic circuits using circuit symbols. Re-draw the circuits using physical components, drawn to scale and determine which components should be on-board components and which would have to be off-board. Replace the lines on the circuit with tracks. Complete to form a PCB design.Use a computer circuit design application to construct circuits and PCB designs. Using the application’s testing facility, ‘run’ the simulation to check that the design is correct.Working in groups, students draw circuit diagrams and pcb designs which include deliberate errors. Swap designs and identify the errors in others.

SM, PS

UICT, PS

WO

91


Unit/Option content


Content


Resources Electronics text book and class notesFactfile 2.3, Computers, Circuit Wizard or equivalent electronic design applicationHagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder MurrayPatient, Peter (1987) Digital Micro-Electronics, Edinburgh, LongmanCave, John (2000) Technology in Practice, London, MurrayCollins GCSE Essentials - Electronic Products: Revision Guide (2009), CollinsHarry Longworth et al. (2009), AQA GCSE Design and Technology: Electronic Products, Oxford University Press

92


Unit/Option content


Content


2.4 Use a multimeter


demonstrate how to connect a generic digital multimeter to measure voltage, current and resistance; and

calculate the expected values for a generic digital multimeter connected in a circuit.

Students familiarise themselves with the instructions for the multimeter in use – which connections to use and the selection of the appropriate mode to make a particular reading. Investigate how an ‘out of range’ value is displayed on the meter.

Working in groups, students use multimeters to measure the values of a range of resistors. They determine how to make this measurement with the greatest accuracy. Connect a resistor in a series circuit containing a power supply or battery. They use multimeters to determine the voltage, current and resistor value. Students record the results in a table.

SM, Comm – R

WO, UM

Resources Electronics text book and class notesMultimeters with their instruction manuals or instruction card, power supplies, resistors leads etc.Hagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder MurrayPatient, Peter (1987) Digital Micro-Electronics, Edinburgh, Longman

93


Unit/Option content


Content


Cave, John (2000) Technology in Practice, London, MurrayCollins GCSE Essentials - Electronic Products: Revision Guide (2009), CollinsHarry Longworth et al. (2009), AQA GCSE Design and Technology: Electronic Products, Oxford University Press

94


Unit/Option content


Content


2.5 Resistors Students should be able to:

explain the meaning of the term resistance;

draw and interpret circuit diagrams containing resistors;

draw and interpret circuit diagrams containing resistors in series;

draw and interpret circuit diagrams containing resistors in parallel;

use given data and information to calculate the resistance of two resistors in parallel, using

Students learn the definition and units of resistance. They read and understand the use of formulae to calculate the equivalent resistance of resistors in series and parallel.Students use a computer circuit design application to simulate series and parallel circuits along with virtual test instruments. They determine the value of the single component to replace the combination and compare with the calculated result.

Students read and understand the purpose of, and distinction between pull-up and pull-down resistors.Working in groups, students use a proprietary electronics kit or discrete components to construct simple electronic circuits with a PTM switch as the input component. They experiment with adding and removing a pull-up or pull-down resistor as appropriate and determine the effect on the operation of the circuit.

Comm – R

UICT, UM

SM, Comm – R

WO, PS

95


Unit/Option content


Content


1R t

= 1R1

+ 1R2

∨Rt=R1×R2

(R1+R2 )

;

96


Unit/Option content


Content


2.5 Resistors (cont.)

compare the E12 and E24 series of preferred values;

determine the nearest preferred value of a resistor using the E12 and E24 series;

demonstrate knowledge and understanding of tolerance and perform relevant calculations (tolerance limited to 5% and 10%);

show that they understand and can explain the use of current-limiting resistors to protect light emitting diodes (LEDS); and

Students read and compare the E12 and E24 series of preferred values. They select resistor values from circuits or manufacturer’s catalogues and determine if they belong to the E12, E24 series or both.

Working in groups, students select a range of resistors and, by looking at the colour codes, complete a table with the value, tolerance and range of values for each resistor. They use a multimeter to determine the actual value of each resistor and confirm if the value is within tolerance.

Students read and understand the properties of LEDs and the need to protect an LED using a series current-limiting resistor. They calculate the values of current-limiting resistors for a range of LED specifications and Power supply voltages.

Students use a computer circuit design application to

Comm – R, UM

WO, PS

SM, Comm – R

UICT, UM

97


Unit/Option content


Content


calculate values of current-limiting resistors.

draw simple circuits including LEDs and appropriate series resistors. They observe the effects of connecting the LED incorrectly or omitting a series resistor.

98


Unit/Option content


Content


2.5 Resistors (cont.)

Resources

Electronics text book and class notes

Factfile 2.5, Computers, Circuit Wizard or equivalent electronic design application, proprietary electronics kit, Power supplies, Voltmeters, Ammeters (or multimeters), resistors and leads etc., electronic catalogues

Online electronics colour code and similar games at http://nreeder.com/flashgames.htm

Technology Student Website www.technologystudent.com/elec1/elecex.htm

Hagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, Colourpoint

Garratt, James (1991) Design and Technology, Cambridge, Cambridge University Press







99


100


Unit/Option content


Content


2.6 Thyristors Students should be able to: explain the use of a

thyristor as a latching switch;

draw and interpret circuit diagrams containing thyristors in switching circuits; and

explain the operation of circuits containing electronic components including thyristors.

Students read and understand the latching nature of thyristors and their use in electronic circuits.

Students use a computer circuit design application to construct simple switching circuits using a thyristor. They determine a range of methods of resetting the latched circuit.

Students replace the transistor with a thyristor and observe the change in performance.

SM, Comm – R

UICT, PS

PS

Resources Electronics text book and class notesFactfile 2.6, Computers, Circuit Wizard or equivalent electronic design applicationHagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder MurrayPatient, Peter (1987) Digital Micro-Electronics, Edinburgh, Longman

101


Unit/Option content


Content


Cave, John (2000) Technology in Practice, London, MurrayCollins GCSE Essentials - Electronic Products: Revision Guide (2009), CollinsHarry Longworth et al. (2009), AQA GCSE Design and Technology: Electronic Products, Oxford University Press

102


Unit/Option content


Content


2.7 The NPN transistor


demonstrate knowledge and understanding that a switch on voltage for an ideal transistor is 0.6V at its base (we accept 0.6V<V<0.8V);

draw and interpret circuit diagrams containing transistors in switching circuits; and

explain the operation of circuits containing electronic components including transistors.

Students read and understand the purpose of transistors and their use in electronic circuits.

Students use a computer circuit design application to construct simple switching circuits using a transistor. They observe the effect on the output of increasing the input base voltage.

Students replace the transistor with a thyristor and observe the change in performance.

SM, Comm – R

UICT, PS

PS

Resources Electronics text book and class notes

103


2.7 The NPN transistor

Resources

Computers, Circuit Wizard or equivalent electronic design applicationHagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder MurrayPatient, Peter (1987) Digital Micro-Electronics, Edinburgh, Longman




104


Unit/Option content


Content


2.8 Inputs Students should be able to: demonstrate

knowledge and understanding of the difference between analogue and digital signals;

draw and interpret analogue and digital voltage/time graphs;

show understanding of the properties of the analogue input devices below:– LDRs;– thermistors

(limited to negative temperature coefficient);

– moisture sensors; and

– variable resistors; draw and interpret

Students read and understand the difference between analogue and digital signals. They draw typical analogue and digital voltage/time graphs;

Students use a computer circuit design application to model standard transistor circuits using the range of input components indicated on the specification. They use virtual test instruments to measure voltage and current in order to understand the behaviour of the components in the circuits. They draw up lists of input components which behave in a digital and analogue manner.

SM, Comm – R

UICT, UM

105


Unit/Option content


Content


circuit diagrams containing the above analogue input devices;

106


Unit/Option content


Content


2.8 Inputs (cont.)

demonstrate an understanding of the use of the switches below:– reed;– push-to-make

switch (PTM);– single pole, single

throw (SPST);– single pole,

double throw (SPDT);

– toggle;– microswitch;– rocker;– membrane; and– slide; and

draw and interpret circuit diagrams containing the above switches.

Working in groups, students use a proprietary electronics kit or discrete components to construct simple electronic circuits using the range of input components indicated on the specification. They draw up lists of input components which behave in a digital and analogue manner.

WO, Comm – WPS

Resources Electronics text book and class notesComputers, Circuit Wizard or equivalent electronic design application, proprietary electronics kit,

107


2.8 Inputs (cont.)

Resources

Power supplies, Voltmeters, Ammeters (or multimeters), resistors, input components and leads etc.Hagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder MurrayPatient, Peter (1987) Digital Micro-Electronics, Edinburgh, LongmanCave, John (2000) Technology in Practice, London, Murray



108


Unit/Option content


Content


2.9 Outputs Students should be able to: demonstrate

knowledge and understanding of the use of the following output devices in circuits:– motors;– solenoids;– lamps;– buzzers;– relays;– LEDs; and– 7-segment

displays; and draw and interpret

circuit diagrams containing the above output devices.

Students read and understand the function of each of the output devices listed in the specification.

Students use a computer circuit design application to model standard transistor circuits using the range of output components indicated on the specification. They use virtual test instruments to measure voltage and current in order to understand the behaviour of the components in the circuits. They observe if any of the output devices cause the virtual transistor to ‘explode’ when the transistor is switched off and investigate what these output devices have in common.

Working in groups, students use a proprietary electronics kit or discrete components to construct simple electronic circuits using the range of output components indicated on the specification.

Comm – R

UICT, UM, PS

WO, PS

Resources Electronics text book and class notesComputers, Circuit Wizard or equivalent electronic design application, proprietary electronics kit, Power supplies, Voltmeters, Ammeters (or multimeters), resistors, output components and leads etc.Hagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, Colourpoint

109


2.9 Outputs

Resources

Garratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder MurrayPatient, Peter (1987) Digital Micro-Electronics, Edinburgh, LongmanCave, John (2000) Technology in Practice, London, Murray



110


Unit/Option content


Content


2.10 Potential dividers


demonstrate knowledge and understanding of the use of variable resistors to adjust sensitivity in a potential/voltage divider;

perform calculations using:V out=

R2(R1+R2 )

×V ¿; and

draw and interpret circuit diagrams containing a potential/voltage divider.

Students read and understand what is meant by a voltage divider (potential divider). They use the equation V out=

R2(R1+R2 )

×V ¿ to determine output voltages

for a range of input voltages and resistor values.

Students use a computer circuit design application to model circuits using (a) a variable resistor, (b) a pair of fixed resistors, (c) a fixed resistor and variable resistor and (d) a variable resistor and input device indicated on the specification. They use virtual test instruments to measure voltage in order to understand the behaviour of the components in the circuits.

Working in groups, students use a proprietary electronics kit or discrete components to construct simple electronic circuits using voltage dividers. They vary the input and use voltmeters or multimeters to measure the output voltage.

UM

UICT, PS

WO

Resources Electronics text book and class notesFactfile 2.10, computers, Circuit Wizard or equivalent electronic design application, proprietary electronics kit, Power supplies, Voltmeters, Ammeters (or multimeters), resistors, variable resistors

111


2.10 Potential dividers (cont.)

Resources

and leads etc.Hagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder MurrayPatient, Peter (1987) Digital Micro-Electronics, Edinburgh, LongmanCave, John (2000) Technology in Practice, London, Murray



112


Unit/Option content


Content


2.11 Semiconductor diodes


demonstrate understanding, and be able to explain that an ideal diode conducts when a voltage of 0.6V is applied in the forward-biased direction (we accept 0.6V<V<0.8V);

draw and interpret circuit diagrams containing diodes; and

show that they understand and can explain the use of a reverse-biased diode in parallel with an inductive load in a relay coil, solenoid or motor in order to protect against back

Students read and understand the purpose of diodes and their use in electronic circuits.

Students use a computer circuit design application to construct simple circuits using a diode. They observe the effect on the output of increasing the supply voltage, reversing the diode and introducing additional diodes.Student use a computer circuit design application to model standard transistor circuits using the range of output components indicated on the specification. They observe if any of the output devices cause the virtual transistor to ‘explode’ when the transistor is switched off. They introduce a reverse-biased diode in parallel with the load and observe the effect that this has.

Comm – R

UICT, UM, PS

UICT, PS

113


electromotive force (emf).

Resources

2.11 Semiconductor diodes (cont.)

Resources

Electronics text book and class notesFactfile 2.11, computers, Circuit Wizard or equivalent electronic design applicationHagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder Murray






114


Unit/Option content


Content


2.12 Relays Students should be able to: show that they

understand, and can explain the use of a relay as an electrically operated switch (SPST relay); and

draw and interpret circuit diagrams in which a relay is used for switching secondary circuits, for example to use with motors and solenoids.

Students read and understand the function of a relay and when it may be required in an electronic circuit.

Students use a computer circuit design application to model standard transistor circuits using a SPST relay to switch secondary circuits using a range of output components. They introduce a reverse-biased diode in parallel with the relay coil and observe the effect that this has.

Comm – R

UICT, PS

Resources Electronics text book and class notesComputers, Circuit Wizard or equivalent electronic design applicationHagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder Murray

115


Unit/Option content


Content


Patient, Peter (1987) Digital Micro-Electronics, Edinburgh, LongmanCave, John (2000) Technology in Practice, London, MurrayCollins GCSE Essentials - Electronic Products: Revision Guide (2009), CollinsHarry Longworth et al. (2009), AQA GCSE Design and Technology: Electronic Products, Oxford University Press

116


Unit/Option content


Content


2.13 Integrated circuits


show that they understand, and can explain the use of dual-in-line integrated circuits (DIL) and identify pin one.

Students read and understand the layout of dual-in-line integrated circuits (DIL) and methods of identifying pin one.

Comm – R

Resources Electronics text book and class notesComputers, Circuit Wizard or equivalent electronic design applicationHagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder MurrayPatient, Peter (1987) Digital Micro-Electronics, Edinburgh, LongmanCave, John (2000) Technology in Practice, London, MurrayCollins GCSE Essentials - Electronic Products: Revision Guide (2009), CollinsHarry Longworth et al. (2009), AQA GCSE Design and Technology: Electronic Products, Oxford University Press

117


118


Unit/Option content


Content


2.14 Timers Students should be able to: demonstrate

knowledge and understanding of the function and use of a 555 timer integrated circuit to provide astable and monostable outputs;

interpret output waveforms for 555 astable and monostable circuits;

perform calculations using:Period T = 1/f;

perform calculations for the output of an astable circuit using a 555 timer, using:

Frequency (Hz)

f= 1.44(R1+2R2 )C

and

Students read and understand the function of the 555 timer.

Students use a computer circuit design application to draw circuits containing a 555 timer configured as a monostable. They use a range of values for R and C and measure the duration of the high output. They compare this with the expected value using T = 1.1 x C x R.

Students use a computer circuit design application to draw circuits containing a 555 timers configured as an astable. They use a range of values for R1, R2 and C and measure the period or frequency of the output. They compare this with the expected value using T = 1/f and Frequency (Hz)f = 1.44/(R1+2R2)C.

Comm – R

UICT, UM

UICT, UM, SM

119


Unit/Option content


Content


perform calculations for the output of a monostable circuit using a 555 timer, using Time T=1.1xCxR.

120


Resources

2.14 Timers(cont.)

Electronics text book and class notesFactfile 2.14Computers, Circuit Wizard or equivalent electronic design application

Hagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, Colourpoint

Garratt, James (1991) Design and Technology, Cambridge, Cambridge University Press







121


Unit/Option content


Content


2.15 Time constant

Students should be able to: show that they know

and understand, and can explain the relationship between capacitance and resistance in relation to time, when selecting components for timers; and

perform calculations using:Time Constant T = R x C.

Students read and understand how a capacitor and resistor may be used to produce a time delay and how to calculate the Time Constant. They perform calculations using: Time Constant T = R x C.Students use a computer circuit design application to draw circuits containing a resistor, capacitor, power supply and a meter (or probe). They measure the Time Constant and compare it with the calculated value.Working in groups, students use a proprietary electronics kit or discrete components to construct simple electronic circuits using a resistor and a capacitor to produce a Time Delay circuit. They measure the Time Constant and compare it with the calculated value.

Comm – R, UM

UICT, SM, UM

WO, UM

Resources Electronics text book and class notesComputers, Circuit Wizard or equivalent electronic design application, proprietary electronics kit, Power supplies, Voltmeters (or multimeters), resistors, capacitors and leads etc.Hagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder Murray

122


Unit/Option content


Content



123


Unit/Option content


Content


2.16 Digital signals and counting


demonstrate and understand that 1 represents a ‘high’ voltage level and 0 a ‘low’ voltage level;

demonstrate an understanding of binary and use it in counting; and

convert decimal numbers in the range 0 to 255 into binary and vice versa.

Students read and understand that 1 represents a “high” voltage level and 0 a “low” voltage level.

Students read and understand the binary number system.

Using the Factfile, students practise converting decimal numbers to binary and vice versa.

Comm – R

Resources Electronics text book and class notesFactfile 2.16Hagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder Murray

124


2.16 Digital signals and counting (cont.)

Resources

Patient, Peter (1987) Digital Micro-Electronics, Edinburgh, LongmanCave, John (2000) Technology in Practice, London, Murray



125


Unit/Option content


Content


2.17 Flowcharts

Students should be able to: draw flowchart

diagrams which include:– count;– compare;– macro;– do macro;– end;– increments;– decrements; and– expression;

analyse a given product scenario and produce the appropriate flowchart; and

analyse a given flowchart.

(Only generic flowcharts should be produced. Only the flowchart symbols that appear in Appendix 3

Students read and learn the CCEA T&D flowchart symbols. (Note: Only the flowchart symbols issued by CCEA should be used.) Students practise drawing flowcharts for simple tasks such as crossing a road or making a cup of tea. When familiar with the symbols, students practise drawing flowcharts for a given product scenario.Students use a computer circuit design application and select its flow-charting module. They devise a project scenario and draw a flowchart to meet the specification of the scenario.

Comm – R, W

SM

SM, UICT

126


should be used.)Resources

2.17 Flowcharts(cont.)

Resources

Electronics text book and class notesComputers, Circuit Wizard or equivalent electronic design applicationHagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder Murray





127


Unit/Option content


Content


2.18 Microcontrollers (PICs)


show that they understand, and can explain the use of microcontrollers (programmable interface controllers (PICs)) within control;

identify a PIC by its circuit symbol;

discuss the use of PICs in robotic control;

draw and explain flowcharts to implement control situations using a PIC;

use bit patterns in flowcharts to show the states of input and output devices;

Students read and learn the CCEA T&D flowchart symbols. (Note: Only the flowchart symbols issued by CCEA should be used.) Students practise drawing flowcharts for simple electronic circuits.

Matching exercise for flowchart symbols.

Students use a computer circuit design application to draw a circuit which includes a microcontroller (PIC) or upload a pre-prepared circuit board which includes one. They devise a project scenario and draw a flowchart to meet the specification of the scenario. Include bit patterns to represent the states of the PIC inputs and outputs. Students run the flowchart to confirm that the circuit performs as required.

Comm – R, WSM

PS

UICT, PS

128


Unit/Option content


Content


design and interpret circuits which incorporate a PIC with digital inputs and digital outputs; and

2.18 Microcontrollers (PICs) (cont.)

Students should be able to: demonstrate

knowledge and understanding of the need for amplification in order to drive some output devices from a PIC.(Only generic flowcharts should be produced. Only the flowchart symbols that appear in Appendix 3 should be used.)

Students add driver transistors for output components that require them.

PS

Resources Electronics text book and class notes

129


Unit/Option content


Content


Factfile 2.18 Microcontrollers (PICs) and Factfile 2.18 Microcontrollers (PICs) – PICs in Robotic ControlComputers, Circuit Wizard or equivalent electronic design applicationHagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder MurrayPatient, Peter (1987) Digital Micro-Electronics, Edinburgh, LongmanCave, John (2000) Technology in Practice, London, MurrayCollins GCSE Essentials - Electronic Products: Revision Guide (2009), CollinsHarry Longworth et al. (2009), AQA GCSE Design and Technology: Electronic Products, Oxford University Press

130


Unit/Option content


Content


2.19 Robotics Students should be able to: give examples of

where robots are used in society;

describe and analyse the reasons for using robots to assist humans; and

identify and explain the basic control systems used to produce robotic movement.

Students read and understand the meaning of the terms robot and robotic and research examples of where robots are used in society and why they are used in a range of situations.

Working as a group, students draw up a list of situations where robots are used to assist humans. They produce a Powerpoint presentation which includes photos illustrating these situations. In each case, they identify the basic control system used to produce the robotic movement.

Comm – R

WO

Resources Electronics text book and class notesFactfile 2.19ComputersHagan, Suzanne (2012) Technology and Design for CCEA GCSE, Newtownards, ColourpointGarratt, James (1991) Design and Technology, Cambridge, Cambridge University PressCaldwell, Raymond (2001) Complete Technology and Design, London, Hodder MurrayCaldwell, Raymond (2003) Higher Technology and Design, London, Hodder Murray

131


Unit/Option content


Content



132


133


Unit 2 Option B:Mechanical and Pneumatic

Control Systems

134


Planning Framework for GCSE Technology & Design

Option B: Mechanical and Pneumatic Control Systems

Unit/Option content


Content


2.20 Systems and control


Sections 2.20, 2.21 and 2.22 are recommended for teaching after the students have been taught the general function of points 1.25–1.30

demonstrate understanding of the importance of feedback in controlling systems.

Teacher plans paired practical activity associated with rearranging examples of:

Input – process – output mechanical systems some with/without feedback – class discussion of feedback results to class.

SMWO

BC/PS

2.21 Mechanical products

identify mechanical components within mechanical products and systems;

demonstrate understanding of the factors influencing the choice of components;

design mechanical systems to achieve a desired outcome,

Students use the symbols that appear in Appendix 3 of the GCSE Technology and Design Specification.

Activity - Could begin with a teacher-led class discussion about the importance of mechanical devices and safety issues in the workshop. It might be useful to begin by looking at various mechanical devices and asking students to note down their main characteristics. Also consider organising visits to factories to explore the use of mechanisms.

SM

WO

PS

Comm – T&L

135


Unit/Option content


Content


justifying their choice of components; and

136


Unit/Option content


Content


2.21 Mechanical products (cont.)


interpret sketches, diagrams and photographs of mechanical products and components.

Activity - Following the discussion each symbol’s function should be discussed/revised and a class/paired discussion of an associated practical example.

Activity - Students should participate in a range of practical activities during class designing mechanical systems to solve real life problems.

PS

PS

Resources Practical kits suggestions are:

Focus educational.com – mechanisms software packagewww.fischertechnik-designer.de/ www.notesandsketches.co.uk/Mechanisms_Demo_Animation.html www.tts-group.co.uk/moving-toys-dt-class-kit/1000369.html

www.lego simple mechanisms kits https://education.lego.com/en-gb/products/simple-powered-machines-set/9686

The teacher may find GTD 22 past papers from the legacy GCSE Technology and Design Specification useful to help teach elements of this section of the specification. These can be found on the following link: www.rewardinglearning.org.uk/microsites/technology/gcse/past_papers/index.asp

137


Unit/Option content


Content


Any other relevant sources of information identified by the teacher should also be used

138


Unit/Option content


Content


2.22 General concepts


explain and apply the terms/concepts: – load; – effort; – fulcrum; – mechanical

advantage; – velocity ratio; and – efficiency;

interpret sketches, diagrams and photographs of mechanical systems that contain the above terms/concepts;

perform calculations involving the above terms/concepts; and

explain and perform calculations using:

Efficiency (% )=(mechanical advantagevelocity ratio )x 100

Students should identify and make notes on these terms. They should make sure they understand these terms when used throughout the unit – especially their link to levers, gears and pulleys. These could be used as a plenary activity to ensure students have full understanding of the meaning of these terms when applied to different mechanisms and their associated formulae.

Teacher to provide a range of sketches, diagrams and photographs of mechanical systems that contain the above terms/concepts and ask students to name and explain them.

Teacher to design worksheets involving practical real life scenarios in order that students perform calculations based on the above terms.

Comm-WPS

SM

UM

139


Mechanical advantage = loadeffort

Velocity ratio=distancemoved by effortdistance moved by load

Resources www.instructables.com/id/Convolution-Wood-Mechanisms/ www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev1.shtml


Any other relevant sources of information identified by the teacher should also be used.

140


Unit/Option content


Content


2.23 Transmission of motion using gears


identify and apply the following types of gears in mechanical systems: – spur; – bevel; – worm and worm

wheel; and– rack and pinion;

recognise the following by their symbols:– worm and worm

wheel;– jockey pulley;– meshed gear;– bevel gear;– threaded bar;– rack and pinion;

and– snail cam;

select the

Students annotated diagrams/draw in order to be able to recognise and draw the symbol for spur and bevel gears, worm wheel and rack and pinion mechanical systems.

Students should be able to identify the symbols for these that appear in Appendix 3 of GCSE Technology and Design specification.

Draw symbols and match to description.

Teacher to show relevant video/practical demonstration of the above gears used in industrial/practical applications. Class discussion to follow.

Students to engage (using kits/computer simulations exercises using the above gear systems. For each activity the student has to note down if there is any change in direction or speed of motion and justify their choice.

Students practise individual activities involving use of

SM

PS

Comm – T&L

PS

SM

141


Unit/Option content


Content


2.23 Transmission of motion using gears (cont.)

appropriate gear systems for practical applications, justifying their choice;

recognise a compound gear train by its symbol;


explain simple and compound gear trains (limited to four gears);

explain and perform calculations involving simple and compound gear transmissions (using a maximum of four gears) for: – velocity ratio; – gear ratio; and

simple and compound gear trains (max four gears).

Teacher should produce worksheets for students to practise velocity ratio, gear ratio and transmission speeds calculations for simple and compound gears.

The teacher should create worksheets/exercises to promote the use of the idler gear in order to transmit the same direction of motion in the important

UM

SM

142


Unit/Option content


Content


– transmission speeds; and

show that they understand, and can explain the use of an idler gear in a mechanical system.

transmission gears.

Resources http://science.howstuffworks.com/gear.htm www.technologystudent.com/gears1/gears2.htm www.lego.com/en-gb/campaigns/bits-and-bricks www.mos.org/leonardo/inventor www.instructables.com/id/Basic-Gear-Mechanisms/

Resources (cont.) The teacher may find GTD 22 past papers from the legacy GCSE Technology and Design Specification useful to help teach elements of this section of the specification. These can be found on the following link: www.rewardinglearning.org.uk/microsites/technology/gcse/past_papers/index.asp

Any other relevant sources of information identified by the teacher should also be used

143


Unit/Option content


Content


2.24 Pulley systems


show that they understand, and can explain the use of pulley systems in lifting systems (limited to three pulleys).

Students to read and make a one page summary on the associated fact file from the CCEA Support materials. Students should be able to recognise and draw the symbol for pulleys.

The teacher should provide students with a copy of Appendix 3 of the GCSE Technology and Design Specification and advise students to learn and be able to identify all contained within same.

Teacher could draw on pupils’ knowledge from looking at a picture of pulley systems in industrial/farming/home situations. They could promote a class discussion on what advantage is gained from these pulley systems in different scenarios.

Gathering pulley equipment such as pulleys and mass pan/hangers engage the students in a practical exercise to investigate and determine the velocity ratio, mechanical advantage and efficiency when different loads are being raised. At the end of the work they

SM

Comm - W

Comm – R

Comm – T&L

WO

PS

UM

144


Unit/Option content


Content


should compare the results they obtained for all the pulley systems investigated by the team.

At the end of the exercise students should try to prove the answers they have experimented with using the formulae provided.

2.25 Other transmission systems


show that they understand, and can explain the factors influencing the choice of: – flat belts; – toothed belts; and – sprockets and

chains in mechanical systems;

explain how the belts listed can be tensioned; and

explain the use of jockey pulleys.

Students should be asked to research the type of belts used in a variety of machines such as a pillar drill; bicycle; sewing machine; conveyor belt etc.

Findings presented to the class and discussed.

For each of the machines investigated students should name the type of belt and explain the factors behind the choice of belt.

All transmission systems transmit rotation from one shaft to another by means of a flexible belt running on pulleys or by a chain and sprocket.

Students to investigate how belts can be tensioned by the use of an idler pulley or sprockets. They can either

SM

Comm – T&L

PS

PS

Comm – T&L

145


Unit/Option content


Content


be placed on the outside of the belt in order to push inward, or on the inside of the belt pushing out. Teacher could show videos/pictures of industrial scenarios where this type of tensioning is regularly used. Students should discuss/write down advantages and disadvantages of each method.

Resources www.instructables.com/id/Basic-Pulley-Mechanisms/ www.instructables.com/id/Basic-Pulley-Mechanisms/step5/Belt-Drives/ www.instructables.com/id/Basic-Pulley-Mechanisms/step15/Tensioning/ The teacher may find GTD 22 past papers from the legacy GCSE Technology and Design Specification useful to help teach elements of this section of the specification. These can be found on the following link: www.rewardinglearning.org.uk/microsites/technology/gcse/past_papers/index.asp Any other relevant sources of information identified by the teacher should also be used

2.26 Conversion of motion


sketch, describe and compare simple cams and common followers (limited to knife, roller and flat);

show that they

Students should be able to recognise and draw the symbol for the cam and followers listed in Appendix 3 of the GCSE Technology and Design Specification (eccentric, pear, heart, snail cams and knife, roller and flat followers). Students make annotated drawings of all the symbols.

SM

Comm - W

146


Unit/Option content


Content


understand and can explain the conversion of rotary motion to reciprocating motion, using the following cams: – eccentric; – pear; – heart and – snail;

Drawing on the knowledge from Unit 1 - Types of motion students should identify and list types of motion with real life examples.

Teacher to show a video/pictures of cams/followers used in industrial situations and devise a worksheet to identify the different names of the cams and followers used. Discussion on what makes some cam profiles more suitable for different applications?

Using a mechanisms kit/computer simulation or simple card models teacher divides class into groups to investigate the cam profiles achieved by using different cams and followers. Students delegate a recorder and presenter to present back group findings to share with the rest of the class.

Key words: rise, fall and dwell – discuss the effect of each stage on the output movement.

Comm - W

Comm – T&L

PS

Comm – T&L

147


Unit/Option content


Content


2.26 Conversion of motion (cont.)


show that they understand, and can explain the conversion of rotary motion to reciprocating motion and vice versa using the following mechanisms:– crank and slider; – rack and pinion;

show that they understand and can explain the use of screw threads to transmit motion;

show that they

Using a mechanisms kit/computer simulation or simple card models, teacher divides class into groups to investigate the crank and slider/rack and pinion mechanism.

Teacher uses a video/pictures to promote a discussion of the use of these in everyday life.

Students should be able to recognise and draw the symbol for the screw thread listed in Appendix 3 of the GCSE Technology and Design Specification.

To emphasise how a screw thread transmits motion from rotary to linear movement or a force, pictures/videos should be used to promote discussion on how this is achieved. Examples to include car jacks, g-clamps and vices.

Students to draw a labelled diagram of a ratchet and pawl mechanism and list examples of its use in

WO

Comm – T&L

Comm – R, W

Comm – T&L

SM

148


Unit/Option content


Content


understand and can explain the use of ratchet and pawl mechanisms; and

everyday life. Explanation needed when it is turned clockwise and anticlockwise. key words: grooves, radial, pawl, teeth, circumference.Emphasis on the fact that it is a controlled movement that can only turn in one direction.

2.26 Conversion of motion (cont.)

interpret diagrams associated with the above mechanisms.

Resources www.technologystudent.com/cams/cam1.htmwww.instructables.com/id/Convolution-Wood-Mechanisms/www.instructables.com/id/Hand-Crank-Mechanical-Toy/step2/Materials/www.instructables.com/id/How-to-make-your-mini-Crank-Shaft/

The teacher may find GTD 22 past papers from the legacy GCSE Technology and Design Specification useful to help teach elements of this section of the specification. These can be found on the following link: www.rewardinglearning.org.uk/microsites/technology/gcse/past_papers/index.asp Any other relevant sources of information identified by the teacher should also be used.

149


150


Unit/Option content


Content


2.27 Levers and linkages


complete calculations involving moments of forces;

show that they understand and can explain the use of bell crank levers and parallel linkages in mechanical products; and

interpret diagrams associated with levers and linkages.

Practical Activity: Teacher to provide worked example involving the students calculating moment using a range of examples.

Drawing on the knowledge from Unit 1–1.27 Levers, students to read and make bulleted summary.

Students should be able to recognise and draw the symbol for levers listed in Appendix 3 of the GCSE Technology and Design Specification.

Revision on the three classes of lever and the position of the fulcrum, load and effort. Students should make notes on the definition of a moment and explain the associated calculation Moment (Nm) = Force (N) x distance (m).

Teacher to design a worksheet to reinforce calculations involving moments and the use of the above formulae.

UM

Comm – R, W

Comm – R, WUM

UM

151


Unit/Option content


Content


Teacher to show pictures/videos showing examples where bell cranks and parallel motion are used in everyday life.

152


Unit/Option content


Content


2.27 Levers and linkages (cont.)

Students create a mind map and draw diagrams illustrating that bell crank linkages can be used to change the direction of motion. Include bicycle brakes. Key words, input motion, output motion and force. Parallel Linkages use to keep things a set distance apart and make the motion move in a line. Include safety gates and cantilever toolboxes.

Students to be given everyday scenarios and solve the problems using card and paper fasteners to make a models to illustrate the mechanical solutions.

Comm – W

PS

PS

Resources www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev8.shtml

The teacher may find GTD 22 past papers from the legacy GCSE Technology and Design Specification useful to help teach elements of this section of the specification. These can be found on the following link: www.rewardinglearning.org.uk/microsites/technology/gcse/past_papers/index.asp Any other relevant sources of information identified by the teacher should also be used

153


154


Unit/Option content


Content


2.28 Pneumatic Products


identify pneumatic components within pneumatic products and systems and show understanding of the factors influencing the choice of components;

design pneumatic systems to achieve a desired outcome, justifying their choice of components; and

interpret sketches, diagrams and photographs of pneumatic products and components.

Drawing on the knowledge gained from Unit 1 - Pneumatic Systems and Control.

Teacher should provide a range of pictures/videos illustrating the use of pneumatics in industry and everyday life and encourage students to identify commonly used components that appear in these machines/processes.

Once students have completed sections 2.30–2.35 students should revise the previously shown examples and justify the designers’ choice of components.

To reinforce the knowledge, practical activity through the use of Economatics Kits/software simulation should be used.

Comm – T&L

PS

Comm - W

155


Unit/Option content


Content


2.29 Pneumatic principles


demonstrate understanding of the relationship between the force of a piston in a cylinder, its bore diameter and air pressure:Force (N) = pressure × area (F=P×A) where pressure is measured in N/mm2(0.1N/mm2=1 bar) and area is measured in mm2;

perform calculations using the above relationship; and

understand and be able to calculate the cross-sectional area (CSA) of a cylinder.

Students should be able to recognise actual pneumatic components (from a picture/use in kits/computer simulation) and draw the symbol for the pneumatic symbols listed in Appendix 3 of the GCSE Technology and Design Specification.

Teacher to provide a worked example and a worksheet requiring the students to perform calculations using the formula: Force (N) = pressure (N/mm2) × area (mm2) (F = P × A)

Comm – R, W

UM

156


Unit/Option content


Content


Resources http://content.yudu.com/Library/A1p416/AirwaysPneumaticKits/resources/2.htm http://wiki.dtonline.org/index.php/Category:Pneumatics www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev1.shtml http://skateboardproduction.weebly.com/pneumatics.html www.wisc-online.com/learn/career-clusters/stem/hyp5008/simple-pneumatic-circuits https://youtu.be/fM11hGJnqtQ http://economatics-airways.software.informer.com/

Resources (cont.) The teacher may find GTD 22 past papers from the legacy GCSE Technology and Design Specification useful to help teach elements of this section of the specification. These can be found on the following link: www.rewardinglearning.org.uk/microsites/technology/gcse/past_papers/index.asp


157


Unit/Option content


Content


2.30 Cylinders

Students should be able to: identify a double

acting cylinder by its physical appearance and circuit symbol;

demonstrate familiarity with the use of double acting cylinders (limited to two per system); and

design and interpret pneumatic circuit diagrams which use double acting cylinders.

Teacher to show pictures/videos of real life scenarios involving double acting cylinders in industry/everyday life.

Students should be able to recognise actual pneumatic components (from a picture/use in kits/computer simulation) give an explanation, and draw the symbol for double acting cylinder listed in the Appendix 3 of the GCSE Technology and Design Specification.

Students to build circuits to solve real life problems using kits/computer simulations involving double acting cylinders.

SMComm – W

WOPS

2.31 Bidirectional and unidirectional flow control valves

design and interpret pneumatic circuit diagrams that make use of the following flow control valves: – unidirectional

(one-way restrictor valve); and

– bidirectional (two-

Teacher to show pictures/videos of real life scenarios involving flow control values in industry/everyday life.

Students to read and view on uni-directional (one-way restrictor valve); and bi-directional (two-way restrictor valve). Follow up with “Each – one Teach – one” activity.

Students should be able to recognise actual pneumatic components (from a picture/use in kits/computer

Comm – T&L

SMComm – R, W

WOComm – R, W

158


way restrictor valve).

simulation) give an explanation, and draw the symbol for flow control valves listed in Appendix 3 of the GCSE Technology and Design Specification

Practical Activity: Students to build circuits to solve real life problems using kits/computer simulations involving flow control valves.

PS

Resources (cont.) http://content.yudu.com/Library/A1p416/AirwaysPneumaticKits/resources/2.htm http://wiki.dtonline.org/index.php/Category:Pneumatics www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev1.shtml



159


Unit/Option content


Content


2.32 Valves and actuators


2. design and interpret pneumatic diagrams that make use of a 3/2 valve and/or a 5/2 valve to produce controlled motion for semi-automatic and automatic circuits with the following actuators: – lever; – push button; – roller trip; – plunger; and – pilot; and

explain, recognise and use the above components in pneumatic circuits.

Students should be able to recognise actual pneumatic components (from a picture/use in kits/computer simulation) give an explanation, and draw the symbol for 3/2 valve and/or a 5/2 valve listed in Appendix 3 of the GCSE Technology and Design Specification. Actuators to include lever; push button; roller trip; plunger; and pilot. These are listed in Appendix 3 of the GCSE Technology and Design Specification.

Students to build circuits to solve real life problems using kits/computer simulations involving a range of actuators using 3/2 and 5/2 valves. These should develop from semi-automatic to automatic circuits.

Students should complete worksheets that require them to add symbols/draw full circuits to solve problems involving semi/automatic circuits. Distinction to be made between ‘semi-automatic’ circuits where the circuits complete the circuit started by an operator (e.g. A drilling operation in a factory) and an ‘automatic’ circuit that continues to work over and over again until it is manually overridden. A conveyor belt operation for filling and sealing boxes.

PS

PS

160


Unit/Option content


Content


161


Unit/Option content


Content


2. 2.33 Time Delay


2. show that they understand and can explain the use of a reservoir and flow regulator to create a time delay;

interpret pneumatic circuit diagrams that incorporate time delays; and

sketch and incorporate time delays into pneumatic circuit diagrams.

Students should be able to recognise actual pneumatic components (from a picture/use in kits/computer simulation) give an explanation, and draw the symbol for the reservoir and flow regulator listed in Appendix 3 of the GCSE Technology and Design Specification.

Students build circuits to solve real life problems using kits/computer simulations involving time delay pneumatics circuits, for e.g. a clamping operation for glue to set.

Students should complete worksheets that require them to add symbols/draw full circuits to solve problems involving time delays. Distinction to be made between ‘time delay’ and ‘speed control’.

Comm – R, W

PS

PS

Comm – R,W

Re Resources http://content.yudu.com/Library/A1p416/AirwaysPneumaticKits/resources/2.htm http://wiki.dtonline.org/index.php/Category:Pneumatics www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev1.shtml


162


Unit/Option content


Content



163


Unit/Option content


Content


2.34 Automatic Reciprocation


design and interpret pneumatic circuits with positional feedback to activate a pilot air operated 5/2 valve, controlling two double acting cylinders (DAC) incorporating speed control.

Students should be able to recognise actual pneumatic components (from a picture/use in kits/computer simulation) give an explanation, and draw the symbol for the pilot air operated 5/2 valve listed in the Unit 2 symbols booklet.

Students build circuits to solve real life problems using kits/computer simulations involving pilot air operated 5/2 valve pneumatic circuits.

Students should complete worksheets that require them to add symbols/draw full circuits to solve problems involving pilot air operated 5/2 valves.

Comm – R, W

PS

Comm – R, WPS

164


Unit/Option content


Content


Resources www.wisc-online.com/learn/career-clusters/stem/hyp5008/simple-pneumatic-circuits https://youtu.be/fM11hGJnqtQ http://economatics-airways.software.informer.com/

165


166

Unit/Option content


Content


2.35 Robotics Students should be able to:

give examples of where robots are used in society;

describe and analyse the reasons for using robots to assist humans; and

identify and explain the basic control systems used to produce robotic movement.

Students produce an A4 summary of the associated factfile from the CCEA Support materials.

Teacher to show video/pictures of various scenarios and a class discussion to follow detailing the advantages/disadvantages of the use of robots in these situations.

Teacher to produce a worksheet to detail the various control systems used when building robots.

Teacher to produce a worksheet with various design problems that could be solved using a robot. Students to design a robot with various control systems to solve the scenarios.

Comm – R, W

Comm – T&L

PS

PS

Resources www.technologystudent.com/cams/mecq4.htm https://mic.com/articles/118712/9-awesome-robots-that-are-helping-to-save-the-world#.ESO9oO2CL www.bbc.co.uk/education/clips/z3smsbk www.bbc.co.uk/programmes/p011mw4v)




Resources Text BooksThis is a list of suggested reference books which will be of use throughout this sectionMechanisms – GCSE Technology (Stanley Thornes), Steve Rich and Anthony EdwardsISBN 0-7487-0150-8Pneumatics – GCSE Technology (Stanley Thornes), Steve Rich and Anthony EdwardsISBN 0-85950-933-8

GCSE Technology: Collins GCSE D&T (Collins), P. Fowler & M. Horsley, edited by A. BreckonISBN 0-00-322036-2

Design and Technology (Cambridge University Press), James GarrattISBN 0-521-55607-4

Websites This is a list of suggested websites which will be of use throughout this sectionhttp://wiki.dtonline.org/index.php/Category:Mechanisms http://wiki.dtonline.org/index.php/Category:Pneumatics www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev1.shtml www.technologystudent.com/index.htm www.technologystudent.com/gener/linkspg1.htm www.mechanical-toys.com/mechanisums.htm

167


168


Unit 2 Option C:Product Design

169



Option C: Product Design

Unit/Option content


Content


2.36 Design process


demonstrate knowledge and understanding of key aspects of the design process;

analyse key aspects of the design process;

The teacher selects a GCSE project or a suitable commercial product and analyse key aspects of the design process which took the concept from the initial brief, through to realisation. Students should: discuss the particular design opportunity which has

motivated the designer/student and subsequent design brief

identify research required to meet the needs/wants of the Target Market

highlight key specifications required to guide successful design outcomes

discuss potential for idea generation and development

discuss the fabrication of the final product in terms of materials/processes

justify the importance of ongoing testing and evaluation

Comm – T&L

170


Unit/Option content


Content


171


Unit/Option content


Content


2.37 Role of the client, user, designer and maker

analyse the main roles of the client, user, designer and maker and how they interact in: commissioning; design; manufacture; and evaluation of a

product.

Students read textbooks to define the roles of, and interaction between, the various groups involved in design and manufacture.

Teacher-led discussion making references to market needs and wants, financial and time constraints, testing and prototyping with emphasis on the non linear and iterative nature of product design.

Comm – R, W

Comm – T&L

PS

Resources GCSE ProjectsRange of Products

The teacher may find other GTD31 past papers from the legacy GCSE Technology and Design Specification useful to help teach elements of this revised Specification. These can be found on the following link:www.rewardinglearning.org.uk/microsites/technology/gcse/past_papers/index.dsp

Students answer past paper questions; e.g. Product Design Exam GTD31: 2015 Q3

Suzanne Hagan (2012), Technology and Design for CCEA GCSE, ColourpointRaymond Caldwell (2005), Complete Technology and Design, London Hodder MurrayBrian Russell, Krysia Ballance, Andrea Bennett, Nicola Deacon, Jeff Draisey, Brian Russell (2009), AQA GCSE Design and Technology – Product DesignColin Carborn, Ian Mould (2000), Design and Technology – Revised Edition, Barry Lambert, Chris Weaving (2003), Revise for Ed-Excel GCSE Resistant Materials,

172


Unit/Option content


Content


Collins GCSE Essential (2009), Product Design: Revision Guide, CGP Books (2010) GCSE D&T: Product Design – AQA Specification The Revision Guide,

173


Unit/Option content


Content


2.38 Product analysis, idea generation and development


generate initial ideas through: disassembly of

existing products; thought showers; user experience

and/or trips; initial rough

sketches (concept sketches);

computer-aided design (CAD) modelling;

physical mock-ups/models; and

initial prototypes.

discuss and analyse the above techniques;

Select and analyse existing GCSE portfolios/products.Students work in pairs to explore the techniques used by candidates to produce a project by closely analysing a selected design portfolio/product.

Students consider/discuss ways of generating creative ideas for projects: thought showers, user trips, rough sketches or

disassembly of products to produce initial ideas CAD modelling, physical mock-ups to develop an

initial prototype evaluating the fitness for purpose of the final

product against specifications

WO

Comm – T&L

Students prepare a short presentation to feedback to the class.Students should communicate which techniques have been used in the ‘process of development’ for the particular project/portfolio they are assigned to.Students should provide a summary on whether or not these techniques have been used effectively by referencing portfolio evidence to support their

Comm – T&L

PS

174


Unit/Option content


Content


evaluation.

2.38 Product analysis, idea generation and development (cont.)

NB: Teacher should pre-select portfolios in a way that gives each group the chance to highlight specific techniques i.e. one portfolio may have excellent examples of mock-ups and annotation whereas another portfolio may have effective use of users trips, CAD modelling etc. Teacher should facilitate easy access to electronic copies of the portfolio (or parts of it) to ensure students can quickly insert visual aids into their presentation.

Resources Suzanne Hagan (2012), Technology and Design for CCEA GCSE, ColourpointRaymond Caldwell (2005), Complete Technology and Design, London Hodder MurrayBrian Russell, Krysia Ballance, Andrea Bennett, Nicola Deacon, Jeff Draisey, Brian Russell (2009), AQA GCSE Design and Technology – Product DesignColin Carborn, Ian Mould (2000), Design and Technology – Revised Edition, Barry Lambert, Chris Weaving (2003), Revise for Ed-Excel GCSE Resistant Materials, Collins GCSE Essential (2009), Product Design: Revision Guide, CGP Books (2010) GCSE D&T: Product Design – AQA Specification The Revision Guide,

175


Unit/Option content


Content


2.38 Product analysis, idea generation and development (cont.)


develop innovative concepts;

analyse whether a product is fit for purpose;

evaluate a product against detailed specification criteria; and

improve current solutions by a process of development and modification.

Students watch video on designing a lamp then discuss how the designer used modelling and prototypes to make decisions about the design of the lamp, its materials and aesthetic appeal.

Comm – T&L

PS

Comm – T&L

Select, disassemble and analyse a lamp.Students disassemble a desk/table lamp (or suitable alternative) in groups.Students discuss its fitness for purpose and evaluate product against specifications. Students sketch out possible modifications of product or parts.

Students watch video on designing against crime then discuss crime and the protection of people and property.

Students respond to design brief:

Design a body camera for a future city with no police.

Students employ thought shower technique. Could body camera be a fashion accessory, recognise risks, communicate with law enforcement, aid search and rescue etc.?

PS

PS

176


Students could use Internet to conduct their own research on body cameras.

Resources GCSE Projects and PortfoliosPowerPoint/KeynoteDesk/Table lampsScrewdrivers, spanners etc.Suzanne Hagan (2012), Technology and Design for CCEA GCSE, ColourpointRaymond Caldwell (2005), Complete Technology and Design, London Hodder MurrayBrian Russell, Krysia Ballance, Andrea Bennett, Nicola Deacon, Jeff Draisey, Brian Russell (2009), AQA GCSE Design and Technology – Product DesignColin Carborn, Ian Mould (2000), Design and Technology – Revised Edition, Barry Lambert, Chris Weaving (2003), Revise for Ed-Excel GCSE Resistant Materials, Collins GCSE Essential (2009), Product Design: Revision Guide, CGP Books (2010) GCSE D&T: Product Design – AQA Specification The Revision Guide,

Designing a lamp: www.bbc.co.uk/education/clips/z6y76sg Designing against crime: www.bbc.co.uk/education/clips/zp9nvcw

177


Unit/Option content


Content


2.39 Communication techniques


consider and discuss the benefits of a CAD package; and

Students view a series of CAD designs and discuss the advantages of using CAD including: ease at which visual properties can be edited and

enhanced ability to view product in different environments ease of which designs can be electronically stored

and shared

Comm – T&LW

analyse and use the following visual features in product design: line, shape and

form; texture; colour; and proportion.

Students watch two videos of product designers at work, then discuss the key processes involved (see links below).

Students sketch and render a range of designs on paper in response to a set design brief e.g. design an eco-friendly torch. Students should focus on visual techniques to enhance aesthetic appeal including: line, shape and form; texture; colour; and proportion.

Comm – W

PS

Teacher could select and illustrate exemplar communication techniques of students work by scanning/photographing and then highlighting good practice.

178


Resources CAD imagesPaper, colouring pencils/magic markers/pastels etc.Suzanne Hagan (2012), Technology and Design for CCEA GCSE, ColourpointRaymond Caldwell (2005), Complete Technology and Design, London Hodder MurrayBrian Russell, Krysia Ballance, Andrea Bennett, Nicola Deacon, Jeff Draisey, Brian Russell (2009), AQA GCSE Design and Technology – Product DesignColin Carborn, Ian Mould (2000), Design and Technology – Revised Edition, Barry Lambert, Chris Weaving (2003), Revise for Ed-Excel GCSE Resistant Materials, Collins GCSE Essential (2009), Product Design: Revision Guide, CGP Books (2010) GCSE D&T: Product Design – AQA Specification The Revision Guide,

Vegetable Peeler: www.youtube.com/watch?v=xrzwFKRTxPM How to sketch like a product designer: www.youtube.com/watch?v=0GYRJlreYtA

179


Unit/Option content


Content


2.40 Ergonomics and anthropometrics


demonstrate understanding of the relationship between people and products;

Students read fact file on Ergonomics. Students should discuss the definition and importance of ergonomics in product design.

Comm – T&L

PS

consider ergonomics when designing;

analyse how product design is influenced by the relationship between product and user;

Students carry out hands-on evaluation of a range of products in terms of ergonomic considerations. Students should make notes on all ergonomics aspects of products through a hands on analysis which may include the following: chair: lumbar/arm/leg support and comfort,

adjustability for adult/child; adjustable spanner: hand size, grip, thumb

dexterity/strength; motorcycle helmet: neck strain, hearing, vision,

temperature; child’s soother: mouth anatomy, taste, grip; kettle: hand size, grip, visual indicators, range of

wrist movement.

consider anthropometrics when designing;

Students read fact file on Anthropometrics. Students should discuss the definition and importance of anthropometrics in product design.

Comm – T&L

UM

180


analyse how product design is affected and influenced by anthropometric data;

Students gather anthropometric data. Choose a suitable product found in the home. Measure and record anthropometric data from a range of users who may use the selected product. Examples could include: adult or child’s bicycle; car seat (consider pedals, steering, gears and

handbrake); step-ladder; bed/reclining chair.

SM

Resources Fact filesTeacher chairAdjustable spannerMotorcycle helmetChild’s sootherKettle (or suitable alternatives)Suzanne Hagan (2012), Technology and Design for CCEA GCSE, ColourpointRaymond Caldwell (2005), Complete Technology and Design, London Hodder MurrayBrian Russell, Krysia Ballance, Andrea Bennett, Nicola Deacon, Jeff Draisey, Brian Russell (2009), AQA GCSE Design and Technology – Product DesignColin Carborn, Ian Mould (2000), Design and Technology – Revised Edition, Barry Lambert, Chris Weaving (2003), Revise for Ed-Excel GCSE Resistant Materials, Collins GCSE Essential (2009), Product Design: Revision Guide, CGP Books (2010) GCSE D&T: Product Design – AQA Specification The Revision Guide,

181


Unit/Option content


Content


2.41 Form and function


apply and discuss the issues associated with form versus function in product design when: form follows

function (is functionality the primary driver in the design solution?); and

function follows form (are aesthetics the primary driver in the design solution?); and

Students discuss the definition of form and function by reviewing a range of products.

Students identify products where form is the primary driver and justify their selection. Examples may include coffee tables, jewellery, table lamps etc.

Comm – T&L

PS

PS

Comm- T&L

Students identify products where function is the primary driver and justify their selection. Example may include a wheelbarrow, hole punch, traffic lights, tin opener etc.

Students should read fact file on Form and Function and discuss both aspects when comparing various types of motor vehicles, phones, wrist watches, clothing etc.

2.42 Designers

analyse the work of the following designers: Edward Barber

and Jay Osgerby; Philippe Starck;

Students research each of the designers.Students should focus on key criteria involving the products, style and impact of the designs.

Students read fact files on each designer. Students make a short written summary of each designer.

Comm – R, W

182


and Bethan Gray.

Resources Fact filesSuzanne Hagan (2012), Technology and Design for CCEA GCSE, ColourpointRaymond Caldwell (2005), Complete Technology and Design, London Hodder MurrayBrian Russell, Krysia Ballance, Andrea Bennett, Nicola Deacon, Jeff Draisey, Brian Russell (2009), AQA GCSE Design and Technology – Product DesignColin Carborn, Ian Mould (2000), Design and Technology – Revised Edition, Barry Lambert, Chris Weaving (2003), Revise for Ed-Excel GCSE Resistant Materials, Collins GCSE Essential (2009), Product Design: Revision Guide, CGP Books (2010) GCSE D&T: Product Design – AQA Specification The Revision Guide,

183


Unit/Option content


Content


2.43 Scale of production and commercial viability


compare and discuss the advantages and disadvantages associated with the following types of production: one-off/jobbing; batch; mass; and continuous;

Students watch video on ‘methods of production’. Students identify and discuss examples of products from each of the four groups: one off/jobbing (bespoke furniture, sculptures,

architecture, wedding dress); batch (clothes, bread, electronic goods, white

goods); mass (vehicles, chocolate, bottled water); continuous (oil, cement etc.)

Students discuss the advantages and disadvantages of each method.

Comm – T&L, R, W

Comm – T&L

discuss the main features, advantages and disadvantages of the following in the manufacturing process: in-line assembly; flexible

manufacturing systems; and

just-in-time manufacture.

Students watch assembly line video.Students discuss the definition of each system.

Students discuss the advantages and disadvantages of each type of system.

Students summarise discussion in the form of a table.

Comm – T&L

SM

Comm – T&LComm - R

Resources Assembly Line Production: www.youtube.com/watch?v=jLud5XYfY_c

184


Unit/Option content


Content


GCSE Pod - www.gcsepod.com - (D&T Product Design Podcasts; subscription required for teacher/student access)Suzanne Hagan (2012), Technology and Design for CCEA GCSE, ColourpointRaymond Caldwell (2005), Complete Technology and Design, London Hodder MurrayBrian Russell, Krysia Ballance, Andrea Bennett, Nicola Deacon, Jeff Draisey, Brian Russell (2009), AQA GCSE Design and Technology – Product DesignColin Carborn, Ian Mould (2000), Design and Technology – Revised Edition, Barry Lambert, Chris Weaving (2003), Revise for Ed-Excel GCSE Resistant Materials, Collins GCSE Essential (2009), Product Design: Revision Guide, CGP Books (2010) GCSE D&T: Product Design – AQA Specification The Revision Guide,

Past Paper Questions Product Design Exam GTD31: 2012 Q1b

185


Unit/Option content


Content


2.43 Scale of production and commercial viability (cont.)


discuss the main features, advantages and disadvantages of the following: standardised

components; assemblies; bought in

components; and sub-contracting;

Students disassembles a suitable product: Discussion on which parts may be standardised (screws/hinges/battery) or specifically designed as a bought in part. Students should justify the need for sub-contracting as well as exploring the assembly process in terms of sequence, joining methods and finish.

Students produce a mind map to summarise the advantages and disadvantages which companies face in respect to production and assembly of parts.

Comm – T&LPS

SM

understand and discuss the main characteristics of quality assurance and quality control; and

Teacher-led discussion on QA and QC.Students read definitions of both QA and QC and discuss the main aspects of each:QA- proactive process ensuring effective production by setting standards e.g. deciding on acceptable tolerances, using quality machines, materials, staff training etc.QC- reactive process where testing is carried out

Comm – T&L

186


Unit/Option content


Content


during every stage of production to ensure that the QA standards are being met.

2.43 Scale of production and commercial viability (cont.)

discuss the use and value of sample testing and tolerances.

Students measure the sizes of various metals/plastics/woods available in the workshop (sheet, planks, bar or tube etc.).Students should use a steel rule or callipers to test various materials e.g. the thickness of 5mm sheet acrylic and reject samples which are outside of agreed tolerance.

UM

SM


Past Paper questions.- Product Design Exam GTD31: 2014 Q6

187


Unit/Option content


Content


188


Unit/Option content


Content


2.44 Planning for production


draw and analyse a Gantt chart;

calculate direct costs (labour and materials costs);

calculate overhead costs (when given as a set percentage of labour costs); and

calculate total manufacturing costs (direct costs plus overhead costs).

Students analyse a Gantt Chart.Students should view an existing Gantt Chart and discuss its importance in project management. Students should highlight key features including: task identification task sequencing timeline (duration and deadlines) horizontal bars

Students draw a Gantt chart. Based on key information provided by the teacher, students should design a Gantt Chart for specific project. Tasks should include: material preparation marking out processes finishing assembly packaging

Comm – T&L

PS

SM

189


Unit/Option content


Content


2.44 Planning for production (cont.)

Students calculate project costs.Students calculate material, processing and labour costs based on figures and examples provided by the teacher.

Teacher led discussion on how costs can be influenced by raw materials, labour, storage, government taxes etc.

UM

Comm – T&L


190


Unit/Option content


Content


2.45 Manufacturing processes


demonstrate and describe the main features and applications of the following: reforming

(injection moulding, die casting and extrusion); and

deforming (blow moulding, laminating and press/compression moulding)

outline and explain the use and application of the following: circular saw; band saw; jigsaw; sander; and

Students watch videos of reforming and deforming processes.Students should sketch and/or label diagrams of equipment used to reform/deform materials highlighting the following where appropriate: raw materials (polymers, sheet, powder, pellets,

molten metal,) heating (hopper, heater, chamber) pressuring (plunger, cylinder, barrel, screw, nozzle) forming (mould, die, cavity, ejector pins, compressed

air) cooling (natural, assisted)

Comm – T&LComm – R, W

Teacher demonstration on each machine.Teacher outlines purpose of each machine.

Teacher could record demonstrations and post videos on the school/departmental website to assist students with revision.

SM

191


Unit/Option content


Content


planer.Resources Suzanne Hagan (2012), Technology and Design for CCEA GCSE, Colourpoint

Raymond Caldwell (2005), Complete Technology and Design, London Hodder MurrayBrian Russell, Krysia Ballance, Andrea Bennett, Nicola Deacon, Jeff Draisey, Brian Russell (2009), AQA GCSE Design and Technology – Product DesignColin Carborn, Ian Mould (2000), Design and Technology – Revised Edition, Barry Lambert, Chris Weaving (2003), Revise for Ed-Excel GCSE Resistant Materials, Collins GCSE Essential (2009), Product Design: Revision Guide, CGP Books (2010) GCSE D&T: Product Design – AQA Specification The Revision Guide,

Injection Moulding: www.youtube.com/watch?v=RMjtmsr3CqABlow Moulding: www.youtube.com/watch?v=w-kLtl-EBTsDie Casting: www.youtube.com/watch?v=iSyBsdJkQu8 Laminating: www.youtube.com/watch?v=ddZfhZRzREE Extrusion: www.youtube.com/watch?v=MU3PJb2NgqsPress Moulding: www.youtube.com/watch?v=DgpcZ5OgAwk

Past Paper questions Product Design Exam GTD31: 2014 Q1 Product Design Exam GTD31: 2015 Q4 Product Design Exam GTD31: 2014 Q2

192


Unit/Option content


Content


2.46 Computerised manufacture


outline and explain the use and application of the following: computer

numerical control (CNC) routers;

milling machines; lathes; laser cutters; and 3D printers.

discuss the main benefits of CAD and computer-aided manufacture (CAM) in the production process;

apply CAD and CAM in product manufacture;

Students use CAD/ CAM in workshop.Students use equipment where available for project work and discuss processes in terms of: machine functionality (materials, work-bed,

subtractive/additive) cutting (tool head, tool path, speed, axes) materials (types, profiles and thickness) operation (sequence, CAD files, code, CNC) safety features (guard, extraction, simulation,

emergency stop)

Students view video alternative – ‘Top 5 CNC machines for your creativity’

Comm – T&L

Comm – T&L

Students read and discuss the application and advantages of CAD/ CAM.Students list advantages of both CAD and CAM in industry: CAD (speed, file storage/sharing, editing, simulation,

on-screen testing, aesthetic realism, environment, dimensioning, assembly)

CAM (speed, accuracy, complex cutting/printing, safety, continuous operation)

Comm – T&L, W

Comm – T&LPS

193


Unit/Option content


Content


give examples of where robots are used in society; and

describe and analyse the reasons for using robots to assist humans.

Students read fact file on Robotics and watch videos and identify examples of robots in society to discuss their purpose and impact. Students briefly analyse one robot e.g. Arc Welding Robot or Medical Robot.

Comm – W, RComm - T&LComm - R


Arc Welding Videos: www.youtube.com/watch?v=HUU3HdxOqZs and/or www.youtube.com/watch?v=ArxzMqf3aZg

Medical Robot video: www.youtube.com/watch?v=2fnv_3qn3Yc and/or www.youtube.com/watch?v=GuXRyUiew88

Top 5 CNC machines for your creativity:www.youtube.com/watch?v=o6g9eTP5H1Q

194


Unit/Option content


Content


Past Paper questions on CADCAM/ Robotics. Core Exam GTD11: 2010 Q2 Core Exam GTD11: 2014 Q2 Core Exam GTD11: 2011 Q2 Core Exam GTD11: 2015 Q2 Core Exam GTD11: 2012 Q2

Unit/Option content


Content


2.47 Selection of materials


select and discuss materials and surface finishes on the basis of a product’s: intended use; and properties;

Students identify and discuss a sample of materials.Hands-on identification of a selection of products made from plastics, woods, metals, composites and smart materials.Students write out a brief summary in bullet points based on the materials: intended use (application, environment, housing,

structural, ornamental); properties (mechanical, electrical, chemical, optical,

thermal and tactile); shapes (see below); and

Comm – T&L

195


Unit/Option content


Content


identify and demonstrate awareness of commonly available shapes and cross sections: sheet; bar; tube; angle; U-Shaped channel

and I-shaped sections;


calculate area including cross-

finishes (paint, polish, dip coating, varnish/stain, galvanising, self-finishing).

2.47 Selection of materials (cont.)

Students identify and discuss a range of cross sections of materials acrylic, polystyrene, ABS, plywood, MDF or

aluminium sheets; aluminium or steel bar; acrylic, aluminium, steel or brass tubing; angle iron; and U and I shaped sections of mild steel.

Students calculate area and cross sectional area for a range of samplesDiscuss the terms, length, breadth, radius, area and conduct calculations on available shapes from the materials store or classroom surfaces e.g. desktop.

Comm – T&L

UM

196


Unit/Option content


Content


sectional area for a given material;

Resources Sample of workshop materials (sheet, bar, tube, angle, U-section, I-section)Suzanne Hagan (2012), Technology and Design for CCEA GCSE, ColourpointRaymond Caldwell (2005), Complete Technology and Design, London Hodder MurrayBrian Russell, Krysia Ballance, Andrea Bennett, Nicola Deacon, Jeff Draisey, Brian Russell (2009), AQA GCSE Design and Technology – Product DesignColin Carborn, Ian Mould (2000), Design and Technology – Revised Edition, Barry Lambert, Chris Weaving (2003), Revise for Ed-Excel GCSE Resistant Materials, Collins GCSE Essential (2009), Product Design: Revision Guide, CGP Books (2010) GCSE D&T: Product Design – AQA Specification The Revision Guide,

197


Unit/Option content


Content


2.48 Wood, metal and plastic


give reasons for the selection and use of the most appropriate materials (wood, metal or plastic) for a given product;

demonstrate understanding of the main features and applications of the following permanent wood joints: comb; biscuit; dovetail; mortice and

tenon; and lap;

Students analyse products made from wood, metal and plastic (or a combination of these materials).Students discuss/list reasons why designer has chosen material, e.g.: jewellery box (ornamental, unique wood grain,

tactile, easily shaped, hand-made, strong, can be sustainably sourced)

plastic toy (self-finished, colourful, durable, easy to shape complex parts, insulator, safe for children)

metal tool (strong, hard, tough, durable)

Comm – T&L

PS

2.49 Joining materials

Students identify and sketch/annotate each wood joint.Teacher demonstration highlighting wood products/samples with specific joints and examples of hand tools/jigs used to produce each one.

Students read fact file and discuss how joints may be selected on the basis of strength, frame, edging, convenience, aesthetics, etc.

Students use interactive software (Focus on Design & Technology – Wood Joints) to view joining animations.


UICT

Comm – R, W

198


Unit/Option content


Content


2.49 Joining materials (cont.)

identify and describe the joining processes for: wood; metal; and plastics;

Students read BBC GCSE Bitesize D&T Resistant Materials (components joints and adhesives) to identify common joining methods. wood (wood-joints, nails/wood screws/nuts and bolts,

knock-down fittings and adhesives) metal (soft soldering, brazing, welding, screws/nuts

and bolts/rivets) plastics (adhesives, self-tapping screws/nuts and

bolts/rivets)Resistant materials index contains a Revise, Activity and Test option which includes an interactive video.

SM


www.focuseducational.comwww.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/

199


200


Unit/Option content


Content


2.49 Joining materials (cont.)

use the most appropriate joining processes in the design, manufacture and fabrication of a product.

In their project work, students use the most appropriate joining processes in the design, manufacture and fabrication of their products. PS


www.hafele.co.uk/shop/c/cabinet-fittings/knock-down-kd-connecting-fittings/5168 (knock-down fittings)

Past paper questions on joining methods. Product Design Exam GTD31: 2011 Q4 Core Exam GTD11: 2011 Q10 Product Design Exam GTD31: 2013 Q3 Core Exam GTD11: 2012 Q10

201


Unit/Option content


Content


Core Exam GTD11: 2014 Q4

Unit/Option content


Content


2.50 Smart materials and composites


discuss the reasons for using the following in product designs: smart materials

(shape memory alloy (nithinol) and polymorph); and

Students read fact file on Smart Materials.Students read and discuss the definition of Smart Materials. Students watch videos or inspect samples of Smart Materials discussing their application and potential application.

Students use Polymorph.Students use hot water and polymorph pellets in response to a design brief e.g. designing a novelty/ergonomic cover for a pen/pencil.

Comm – T&L

PS

202


Unit/Option content


Content


composites (glass reinforced plastics (GRP) and carbon fibre).

Students read textbook on Composites.Students read and discuss definition of Composites. Students list applications for composites and discuss the reasons for using GRP and Carbon Fibre.

SMComm – T&L

203



Smart Materials: www.youtube.com/watch?v=3Tp6IC_SXu0 Amazing Polymorph: www.youtube.com/watch?v=IhVuc6RNyaw

Past paper questions on Smart Materials and Composites. Product Design Exam GTD31: 2013 Q7

204


Unit/Option content


Content


2.51 Marketing


discuss the difference between needs and wants in relation to a product;

Students read textbook and discuss the difference between needs and wants in relation to a variety of products.

Comm – R, T&L

discuss and analyse new or improved products, considering: growth in

consumer demand (market/demand pull); and

advances in technology which stimulate new design (technology push);

Students read textbook and discuss the difference between market pull and technology push highlighting examples of each:

market pull: where research is based on the demands of consumer e.g. improved storage in a digital camera, improved suction in a vacuum cleaner, more versatile ladder for DIY etc.

technology push: where research is focused on scientific advances that may not necessarily have a specific commercial application but have led to products such as the Sony Walkman, CD player, touch-screen technology, microwave, laser headlights etc.

Comm – T&L

Comm – R, W

205


Unit/Option content


Content


2.51 Marketing (cont.)


analyse and draw conclusions of market research from the following data sources: interviews; surveys; questionnaires;

and the internet;

Students read fact file on market research methods and discuss the benefits of each.

Students conduct research in response to a design brief.E.g. the design of a ‘games chair’ could involve students working in groups using data sources and creating a questionnaire to analyse and make decisions on user preferences (function and form), anthropometric data, materials etc.

Comm – T&L

PSWO

Resources Suzanne Hagan (2012), Technology and Design for CCEA GCSE, ColourpointRaymond Caldwell (2005), Complete Technology and Design, London Hodder MurrayBrian Russell, Krysia Ballance, Andrea Bennett, Nicola Deacon, Jeff Draisey, Brian Russell (2009), AQA GCSE Design and Technology – Product DesignColin Carborn, Ian Mould (2000), Design and Technology – Revised Edition, Barry Lambert, Chris Weaving (2003), Revise for Ed-Excel GCSE Resistant Materials,

206


Unit/Option content


Content


Collins GCSE Essential (2009), Product Design: Revision Guide, CGP Books (2010) GCSE D&T: Product Design – AQA Specification The Revision Guide,

Past paper questions on market pull/technology push. Product Design Exam GTD31: 2012 Q6

207


Unit/Option content


Content


2.51 Marketing (cont.)


discuss the life cycle of a product and identify features associated with each of the following: inception; introduction; growth; maturity; and decline; and

Students read fact file on Product Life Cycle.Students sketch out and annotate the product life cycle and discuss:

inception (investment, patenting, market research, consumer testing)

introduction (product launch, pricing and intensive promotion)

growth (rise in sales) maturity (peak in sales and profits, revitalise sales

with consumer incentives) decline (sales drop, market is saturated, product

is superseded)

Comm - W

PS

analyse the life cycle curve of a product.

Students analyse the life cycle curves of a range of products:

Teacher provides a range of life cycle curves for students to analyse

PS

Resources Suzanne Hagan (2012), Technology and Design for CCEA GCSE, ColourpointRaymond Caldwell (2005), Complete Technology and Design, London Hodder MurrayBrian Russell, Krysia Ballance, Andrea Bennett, Nicola Deacon, Jeff Draisey, Brian Russell (2009), AQA GCSE Design and Technology – Product DesignColin Carborn, Ian Mould (2000), Design and Technology – Revised Edition,

208


Barry Lambert, Chris Weaving (2003), Revise for Ed-Excel GCSE Resistant Materials, Collins GCSE Essential (2009), Product Design: Revision Guide, CGP Books (2010) GCSE D&T: Product Design – AQA Specification The Revision Guide,

Unit/Option content


Content


2.52 The global marketplace and production


discuss the impact of globalisation on design and manufacture, for example: variations in

labour costs; availability of raw

materials; moral issues in

outsourcing production;

transportation costs; and

environmental costs.

Students read fact file, make notes and discuss how product design and manufacture is heavily influenced by globalisation in terms of:

labour costs (hourly wage, recruitment and retainment costs)

raw materials (availability, tax, environmental or political factors)

outsourcing production (quality, speed, skills, reliability, legal issues)

transportation costs (rates, time, accessibility, handling requirements)

environmental costs (renewable energy/resources, pollution, legislation)


2.53 Risk Assessment

identify and discuss the following terms

Students work in pairs to carry out a risk assessment of one machine in the school workshop.

WOPS

209


associated with risk assessment: potential hazards; personal safety;

and prevention.

Students should record information on a risk assessment sheet and feedback to the class. Details should include:

machine name, location, assessor, date etc. persons/property at risk hazards (physical, chemical) review PPE requirements, working practices,

maintenance, training

Resources Risk assessment templatesSuzanne Hagan (2012), Technology and Design for CCEA GCSE, ColourpointRaymond Caldwell (2005), Complete Technology and Design, London Hodder MurrayBrian Russell, Krysia Ballance, Andrea Bennett, Nicola Deacon, Jeff Draisey, Brian Russell (2009), AQA GCSE Design and Technology – Product DesignColin Carborn, Ian Mould (2000), Design and Technology – Revised Edition, Barry Lambert, Chris Weaving (2003), Revise for Ed-Excel GCSE Resistant Materials, Collins GCSE Essential (2009), Product Design: Revision Guide, CGP Books (2010) GCSE D&T: Product Design – AQA Specification The Revision Guide,

Students complete past paper questions on Product Life Cycle Product Design Exam GTD31: 2013 Q6

210


Unit/Option content


Content


2.54 Product safety


outline the need for the independent testing and labelling of products: British BSI and

Kitemark; European CE; and international ISO.

Students research examples of safety testing and labelling.Students read textbook and make a summary table to discuss on the importance and advantages of recognised safety labelling to protect the manufacturer and the consumer.

Comm – T&L

2.55 Energy efficiency and recycling

discuss the environmental benefits of recycling and the design of products that can be recycled;

discuss how the design of products can reduce wastage of materials;

Students research environmental benefits of recycling and eco-friendly design.Students view examples of products and discuss:

impact on landfill/rivers removal of toxic metals from PCBs reduction of parts/materials reduction of energy hungry fabrication maintenance and repair design for disassembly built-in obsolescence

Comm – T&L

PS

211


Unit/Option content


Content


2.55 Energy efficiency and recycling (cont.) Students should be

able to:

discuss and design products that can be easily maintained and repaired; and

give and analyse examples of products that have built-in obsolescence.

Resources Suzanne Hagan (2012), Technology and Design for CCEA GCSE, Colourpoint

Raymond Caldwell (2005), Complete Technology and Design, London Hodder MurrayBrian Russell, Krysia Ballance, Andrea Bennett, Nicola Deacon, Jeff Draisey, Brian Russell (2009), AQA GCSE Design and Technology – Product Design

212


Unit/Option content


Content


Colin Carborn, Ian Mould (2000), Design and Technology – Revised Edition, Barry Lambert, Chris Weaving (2003), Revise for Ed-Excel GCSE Resistant Materials, Collins GCSE Essential (2009), Product Design: Revision Guide, CGP Books (2010) GCSE D&T: Product Design – AQA Specification The Revision Guide,

Past paper questions on product safety labelling Product Design Exam GTD31: 2012 Q1a Product Design Exam GTD31: 2012 Q4c

213

ccea.org.uk€¦ · web viewmake oral and written summaries, reports and presentations which take...

Documents