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AQA GCSE 9-1 Engineering

• Summer Term – Mini NEA

• For each lesson you should expect to do between

30 and 60 minutes depending if it is a single

lesson or a task that takes more than 1 lesson.

• 1 lesson task – 30-45 mins

•More than 1 lesson task – 45-60 mins.

Durham Johnston School - Centre No: 43417 GCSE Engineering – NEA (Coursework)Student name: TO BE ADDED Candidate No: TO BE ADDED

AQA Task for Exam Year 2021 – MINI NEAContext • People need to secure buildings and property. They need to protect the contents contained within buildings or property

that is left in public spaces.• Engineers have devised a variety of locking mechanisms and devices to prevent people from:• a) entering properties without permission; and b) taking portable items left in public places (for example, bicycles).

Below is a problem that engineers face on a day-to-day basis. Your task is to identify a solution to the problem outlined below and produce an engineered product to help solve the problem.

• In addition to the problem there are three examples of how the problem could be solved. You can choose a solution from this list or you can create your own.

• Your solution must include both mechanical and electronic components to provide an integrated product.

Problem• Most people have valuable items that they need to leave securely in a building or public space. Your task is to engineer a

device or system to keep buildings or personal belongings secure when left unattended.

Task• Engineer a prototype device or that is intended to attach a bike to an immovable object so it cannot be removed

without a secure method of release.OR• Engineer a prototype device that could be fixed or removable to include part of the bike or the whole of the bike.

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ALL SLIDES WITH A RED BORDER ARE FOR STUDENTS TO COMPLETE

THIS IS FOR INFORMATION ABOUT HOW YOU ARE TO SET UP YOUR POWERPOINT

Design Brief

Context – look at the context on page 1 and write your own description that covers this in more detail……….

Problem – look at the problem on page 1 and write your own description that covers this in more detail……….

Context – what types of bike lock are there?........add images (15-20 to this page)

EXAMPLES OF CONTEXT FROM LAST YEARFOR A SPORTS DEVICE

There are all sorts of sports out there people do and play for fun. A lot of these sports require skill and training. Its not all the time people can get training coaches to help them so they may need devices in order to help them approve their ability. These devices can be to help aim, improve accuracy, get stronger etc. With more people doing sports there are more people who need training equipment.

The solution could be a portable or a fixed one.

People often find it hard to refine their skills while training for a sport, either professional or just for fun and fitness. I decided to design and manufacture a device that will allow people to practice that it easy and simple to use.

Practicing sport is incredibly important as you can stay fit and meet new people at the same time and making training simpler can encourage more people to take up a sport. LESSON 1

Analysis of Existing Products -3 FIXED DESIGNS

Before I design my product I am going to analyse a range of existing designs to identify their good and bad points. I will use ACCESSFMM to analyse them.

LESSON 2

Copy this page and add 3 images of fixed bike locks from Lesson 1. Use ACCESSFMM to describe the bike locks. See example on page 8

Analysis of Existing Products –3 REMOVABLE DESIGNS

Before I design my product I am going to analyse a range of existing designs to identify their good and bad points. I will use ACCESSFMM to analyse them.

LESSON 3

Copy this page and add 3 images of removable bike locks from Lesson 1. Use ACCESSFMM to describe the bike locks. See example on page 8

AESTHETICS

Does the product look good?

Does it make good use of

colour and texture?

Does it have a quality finish?

Where did the designer get

their inspiration from?

COST

What is the cost of the

product?

Does it seem good value for

money?

Are their any moral

considerations (Fair Trade)?

CUSTOMER

Who is the product designed

for?

How and where would they

use it?

What impact would it have on

their quality of life?

ENVIRONMENT

What is it’s impact on the

environment?

Does it consider the

environment in manufacture?

Are the materials used

recyclable?

SAFETY

How has safety been

considered?

How is it used?

How are parts joined

together?

Does it meet safety

standards?

Size

Is it the right size for use?

Have ergonomic factors been

used?

If it was smaller or larger

would it work or look better?

FUNCTION

Does it do the job it was

intended for?

How well does it work?

How easy is it to be used?

Could it be improved?

MATERIALS

What is the product made

from?

Would another type of

material work better?

What impact has the material

choice have on the

environment?

MANUFACTURE

How would it be made?

What impact has this on the

environment?

Could it be made differently

with the same end product?

You can use these questions to help you describe your products on the previous 2 slides.

LESSON 2

Customer

Aesthetics

Materials

Manufacture

Function

Size

Safety

Cost

Analysis of Design Problem

SchoolsLocal Authorities

Recyclable Materials?

Environmentally friendly manufacturing?

Small amounts of waste product

Ergonomics

Easy to use?

Environment

Good value for money

Fair trade materials?

Aesthetically pleasing

Does the intended job?Efficient

Child safe

Portable?

Aluminium

Analysis of Design Problem Context - When identifying a solution to the problem you have to analyse what the problem is. By breaking this down into smaller areas this will identify the smaller design issues you have to consider

Using this as a starting point add to the spider diagram to analyse what the problem is and things that you have consider when designing a product to secure a bike

LESSON 4

COPY THIS SPIDER DIAGRAM

Design Context

Materials• What materials will you

use for the product?• Will you use any

‘secondary’ materials/ i.e. acrylic for the clock face

Function• What is the function of

the clock?• How ill it work i.e. buy

in mechanism?• Will do anything else?

Size• What rough sizes will

you consider for the clock?

Ergonomics• This is how human

interact with product• How will you make it

comfortable?• How will you make it

easy to use?

Aesthetics• This is the appearance

of a product.• What do you want it

to look like?

Cost• What is the rough cost of

the clock?• Why is this?

Environment• Will the product be

recyclable?• Will parts need

separating before recycling?

Safety• What could be the

dangers of your product?• How will you make your

product safe?

Manufacture• How will be your clock

be manufacture?• Will you use any

CAD/CAM?

You can use these questions to help you add to your spider diagram. LESSON 4

AESTHETICS

Does the product look good?

Does it make good use of

colour and texture?

Does it have a quality finish?

Where did the designer get

their inspiration from?

COST

What is the cost of the

product?

Does it seem good value for

money?

Are their any moral

considerations (Fair Trade)?

CUSTOMER

Who is the product designed

for?

How and where would they

use it?

What impact would it have on

their quality of life?

ENVIRONMENT

What is it’s impact on the

environment?

Does it consider the

environment in manufacture?

Are the materials used

recyclable?

SAFETY

How has safety been

considered?

How is it used?

How are parts joined

together?

Does it meet safety

standards?

Size

Is it the right size for use?

Have ergonomic factors been

used?

If it was smaller or larger

would it work or look better?

FUNCTION

Does it do the job it was

intended for?

How well does it work?

How easy is it to be used?

Could it be improved?

MATERIALS

What is the product made

from?

Would another type of

material work better?

What impact has the material

choice have on the

environment?

MANUFACTURE

How would it be made?

What impact has this on the

environment?

Could it be made differently

with the same end product?

You can use these questions to help you describe your products on the next 2 slides.

Customer - Demographic

What does DEMOGRAPHIC mean?What are ERGONOMICS and ANTHROPOMETRICS? How are they

important in relation to the design of a product?

Children Teen and Adult Disabled

When identifying a solution to the problem you have to consider who you are designing for. Below are 3 sectors that have a different set of human factors to consider and you will choose ONE sector to develop.Under these headings identify problems that need to be considered. Use images to support your research.

This can be on more than 1 slideLESSON 5

Answer the questions in the first box. How will this impact upon the design of a product?

Describe how bikes have been designed to suit each demographic group. Add images to support your descriptions.

An example from last year is shown on the next page

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Customer - Demographic

Demographics is the study of human beings and the research of the target client.Human factors is designing a product to suit an average/ target person.

Children Teen and Adult

When identifying a solution to the problem you have to consider who you are designing for. Below are 4 sectors that have a different set of human factors to consider and you will choose ONE sector to develop.Under these headings identify problems that need to be considered. Use images to support your research.

• The pitch/field must me smaller because children are to small to be able to play on full size pitches/fields.

• The ball must be smaller as children are smaller so they would find it too difficult to catch/kick the ball.

• Size 2 footballs, 4 and 5 year olds.• Size 3 football, Under 7, 8 and 9 Age

Groups.• Size 4 football, Under 10, 11, 12, 13 and 14

Age Groups.• Size 5 football, Under 14, 15, 16, 17, 18 to

Adults.• The bat/racquet must also be smaller as the

children’s hands aren’t large enough to grasp the handle and it would be too long and heavy for them to use correctly.

• The goalpost/net/hoop must be smaller/lower because the children wouldn’t be able to defend a full sized goal.

• The equipment would be much softer as there is more risk of harm when children are playing, this could be foam padding around a bat or a ball made of foam so it is much less dangerous if they are hit.

• The materials that the equipment is made from is cheaper as it doesn’t have to last as long because they would soon grow too big to use it and would have it replaced, this makes the price of the product a lot cheaper.

• There must be more versatility in the size as teens and adults have a very large size variety.

• The materials are more resistant as there is more force involved and they will have to last longer, this could involve having an aluminium bat or carbon fibre racquets.

• The pitch must be full size as adults can play on a much larger field than children.

• The goalpost/net/hoop need to be at a standard height so that people of all heights can play.

• There might be more players playing than a children’s game so the training aid might have to involve more than one person.

• There would be smaller intervals for throws as they will have faster reaction times.

• They can play with balls that can roll mush faster as they are faster than children.

• They might have to play during dark due to work shifts so it should be illuminated.

This is from last year and was for a sports productLESSON 5

I have had a conversation with my client from (make up a name) covering all the

features of the product which he has asked me to include in the design;

Things we will talk about are;1. Functional requirements 2. Appearance; size, shape3. Materials4. Manufacture5. Performance QA&QC6. Intended market7. Maintenance8. Cost

Analysis of Clients Requirements

Now you are going to decide what it is that you are going to design e.g. floor mounted bracket, box, bike rack, portable lock etc.

You are then to use the questions on the next slide PLUS all of the RELEVANT questions/points you identified in the spider diagram to create an imaginary discussion that you had with your Client.

LESSON 6

I have had a conversation with my client from (make up a name) covering all the features of the

product which he has asked me to include in the design;

Things we talked about are;1. Functional requirements - what it will do – deterrent? lights? buzzer? Solar panel? Fingerprint

access? Normal lock? chain? Speaker? 2. Appearance; size, shape – bright colours? Why? Not to small? Why? Not too big? Why? Where

will it be fixed? Will it go through frame and wheel? Handlebar mounted with chain?3. Materials – plastic? Why? Metal? Why? Electronic parts? where will special parts (speaker, LED,

solar panel etc) need to go?4. Manufacture – How will it be made? Look at plastic moulding we did earlier?5. Performance QA&QC – QA – checks you will do to make sure it is good quality. Visual checks,

what else? QC – things the factory will do – training/machinery works/material is in stock etc. impact resistance? How do we check this? Bike falling over? How do we check this? Safety standards? British Standards? What are they?

6. Intended market- who will buy this?7. Maintenance – any moving parts? how do you maintain moving parts on a bike? Any batteries?

Any other possible things to change?8. Cost - how much will it cost? Research on internet the general cost of alarms. How expensive are

the special parts? is it value for money? If it is expensive would it be a specialised alarm for just expensive bikes? Why would someone buy this?


LESSON 6

Example points to use to create the paragraphs to complete each of the sections. Remember this is a DESIGN ONLY project so you can use your imagination as long as it is a FEASIBLE solution.

I have had a conversation with my client from (make up a name) covering all the features of the

product which he has asked me to include in the design;

Things we talked about are;

1. Functional requirements -2. Appearance; size, shape –3. Materials –4. Manufacture –5. Performance QA&QC –6. Intended market -7. Maintenance –8. Cost -


LESSON 6

COPY THIS PAGE AND ADD YOUR DESCRIPTIONS HERE

frame handlebarsgears

brake levers

TASKS1. Identify all of the parts of a bicycle2. Suggest 5 places where an alarm could be attached.3. Suggest 5 places where an Alarm would NOT be

attached.4. Chose the most suitable place which you are going to

use.

Investigation – Places to attach my product

Describe WHY you chose point 4. LESSON 7

COPY THIS PAGE AND COMPLETE THE TASKS 1-5

Manufacturing TechnologiesExplain;

1. How injection moulding works and how it is used to make thermoplastic cases for Alarms.

2. How self tapping screws work and how they are used to hold the two halves of a plastic case together.

3. How LEDs work.4. How switches work.5. How printed circuit boards are

made. 6. How Vacuum forming works

and how it is used to make thermoplastic cases.

Analysis of Existing Products – Manufacturing Technologies

Before I design my product I am going to investigate in more detail a range of existing manufacturing technologies to identify their good and bad points.

I am now going to investigate these things using diagrams, pictures and my own explanations

Explain;1. The different locks available such

as:2. Padlocks.3. Lock and keys.4. Hasp and staple.5. Electronic keypad.6. Digit barrel lock.7. Fingerprint scanner.8. Retina scanner.9. Magnetic lock.

What sort of locking technologies are used most……….

LESSON 8-11




Explain;1. The different locks available such

as:2. Padlocks.3. Lock and keys.4. Hasp and staple.5. Electronic keypad.6. Digit barrel lock.7. Fingerprint scanner.8. Retina scanner.9. Magnetic lock.

What sort of locking technologies are used most……….LESSON 8 & 9

Describe each of the different types of locks listed 1-8. This is likely to fit over a few slides

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LESSON 8 & 9

Manufacturing TechnologiesExplain;

1. How injection moulding works and how it is used to make thermoplastic cases for Alarms.

2. How self tapping screws work and how they are used to hold the two halves of a plastic case together.

3. How LEDs work.4. How switches work.5. How printed circuit boards are

made. 6. How Vacuum forming works

and how it is used to make thermoplastic cases.




What sort of locking technologies are used most……….LESSON 10 & 11

Describe each of the manufacturing technologies listed 1-6. This is likely to fit over a few slides.

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Analysis of MaterialsContext - When identifying a solution to the problem you have to consider the materials that have been used in existing products and consider what materials could be used, or not, in your designs.TASK - Investigate the materials used to manufacture existing bike locking devices. Identify the following:• why they have been used?(cost, weight/strength ratio,

properties etc) • Could these materials be used in your product?• What finishes to these materials have been used and why?

Materials to look atAluminiumMild steel (framing and tubing)Carbon FibrePolycarbonateRubber NylonPolyesterGraphiteTitaniumABS

There will be others….research ‘what other materials are used to make bike locks?’

LESSON 12 & 13

Analysis of MaterialsContext - When identifying a solution to the problem you have to consider the materials that have been used in existing products and consider what materials could be used, or not, in your designs.

LESSON 12 & 13

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TASK - Investigate the materials used to manufacture existing bike locking devices. Identify the following:• why they have been used?(cost,

weight/strength ratio, properties etc) • Could these materials be used in your

product?• What finishes to these materials have been

used and why?

Analysis of Existing Products – Levers

Before I design my product I am going to investigate in more detail a range of existing levers to identify their good and bad points.

I am now going to investigate these things using diagrams, pictures and my own explanations.

Your design is required to incorporate a mechanism within the solution to the problem. TASK – Describe the different types of lever and how levers COULD BE used to make your product work

LESSON 14

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Describe the different types of lever and how levers COULD BE used to make your product work

Analysis of Existing Products – Linkages

Before I design my product I am going to investigate in more detail a range of existing linkages to identify their good and bad points.


Your design is required to incorporate a mechanism within the solution to the problem. TASK – Describe the different types of linkages and how linkages are used to make your product work.

LESSON 15

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Describe the different types of linkages and how levers COULD BE used to make your product work

Analysis of Existing Products – Gear Systems

Before I design my product I am going to investigate in more detail a range of existing gears to identify their good and bad points.


Your design is required to incorporate a mechanism within the solution to the problem. TASK – Describe the different types of gears and how gears are used to make your product work.

LESSON 16

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Describe the different types of gears and how levers COULD BE used to make your product work

Specification

Functional requirementsMy design will…..Appearance and shapeMy design will be………ColourMy design will be………..SizeThe size of my design will be approximately/no bigger than……..My prototypes will be……MaterialsMy design is likely to be made from………My prototypes will be………ManufactureMy design prototype will be made…………..My design would be made in industry using………Performance/QA/QCI will test it by………Intended marketThe customers I think who would buy my product are……MaintenanceThe parts of my design that would need maintaining are……CostThe cost of my product will be approximately………this is because………..

Design Specification

Using the conversation I had with my client from (make up a name) where we discussed all the possible features of the product together with all of the research I have done, I am now going to write my design specification. This is where I will describe what my product is going to be like and the features I think I should use to get the best product for my client.

LESSON 17

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Write out your design specification. Be as detailed as you can.

I am now going to draw different ideas for my bike lock

LESSON 18 & 19

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On blank A4 paper and using all of the research you have completed, sketch ideas for your bike locking device.

You should fit between 4-6 images per page and are to complete at least 3 pages of ideas.

Design Sketches

LESSON 20

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Design Sketches –Final Design

Choose 1 design and draw it again on 1 page in as much detail as possible.

Try to draw what your design looks like from all sides and have a go at drawing it in 3D. Add detail about what it is made from and all of the features you have included.

Evaluation against the Design Specification

I have had a conversation with my client from Bike Safe Limited covering all the features of the product which he has asked me to include in the design;

LESSON 21

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Copy COMPLETELY your design specification. Add a comment next to this saying whether you included that feature in your final design and how successful it was. If you did not include this feature in your final design that is OK but add a comment saying why you decided not to use this feature.

See example on next page.

Functional requirements:• My design will be a bike shed with a lock and electronic alarm. The lock will be opened with a keypad where you input a pin and turn the handle to lock

the shed and do the same to unlock, each person will come up with their own pin and use that. If the door to the shed is forced open, it will trigger an extremely loud alarm which will likely scare the thief away. The shed will only hold one bike at a time. I didn’t do this as when I made the shed it was difficult to get the bike in and out of the shed and the roof from the original design made the product bigger than it needs to be. Because of this I changed the design to be a stand, with my mechanism inside. This makes it more discreet and pleasing to look at which is good if it is on the street.

Functions:• The bike shed will serve the purpose of keeping your bicycle safe and dry. The alarm will provide comfort that your bike is safe from thieves and the

water tight design will ensure that your bicycle is protected from the weather. As I developed the design I wanted to make the design as thin as possible otherwise it would be too big a structure. The design has slots in it which mean that the handlebars stick out to minimise this. The model does have gaps in the top but these were just to allow access to the model and the roof would be completely filled in.

Appearance and shape:• My design will be 1.5 metres tall, 2 metres long and 0.8 metres wide. This will be able to accommodate the majority of bikes. The shed will

come in dark green. The design is the same sixe in height and length but the width was reduced in half by designing it so that the handlebars stick out.

Materials:• The shed is likely to be made from galvanised steel as this will protect the shed from rusting. However, this could create an issue when painting the

product as not all paints/primers are suitable to be used over galvanised metals. My prototypes will be made of wood as it is easier to work with when making small products. There would also be less cost if something goes wrong or if I decide to change the design. My prototype is all made from acrylic plastic. The stand would still be made out of galvanised steel with aluminium sheet to cover it. it could be acrylic on a galvanised steel frame. Both aluminium and acrylic would be very hard wearing and there are a lot of examples of acrylic being used on street furniture like bus shelters.

Manufacture:• The shed will be first manufactured as a prototype. This means it will largely manufactured by hand. The product will also be hand painted. • My design prototype will be made in the engineering classroom, mainly using hand crafted techniques and the machines we have available in school

e.g. lathe, pillar drill and polisher. My design would be made in industry using press forming and welding. My product was made mainly using the laser cutter as a scale model as it would be too large to make in a school workshop if it was full size. It was then assembled by hand. If it was mass produced then the frame would be welded with the panels riveted to it whether they were aluminium or acrylic.

Performance/QA/QC:• QA - Visual checks will be carried out on the shed before being sent off to clients. The lock and alarm will also be tested to make sure that they work. • QC – Everybody who works on the product will be fully trained with the machinery and tools that they are using, this ensures a good quality product as

all of the workers are familiar with the tools/machinery they are using. The factory will check the quality of the stainless steel before using it, this will eliminate the prospect of any faults in the material side of the product. As the model was drawn on a computer it is extremely accurate and as it was laser cut the parts would be perfect too.

Evaluation against the Design Specification

I have had a conversation with my client from Bike Safe Limited covering all the features of the product which he has asked me to include in the design;

LESSON 21

LESSON 22

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Final Design - Manufacturing

Now that you have completed the design and evaluation of your product you are to investigate how your product would be manufactured if you were to make 1000 of them.

Think about manufacturing techniques we have investigated in Section 2 (look at your revision guides for guidance) and describe each off the stages.

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