GCSE (Insert Subject) - CCEA
left1460500GCE Technology and DesignContentsPageUnit AS 1: Compulsory Area of Study Design and Materials5Unit AS 1: Option A Electronic and Microelectronic Control Systems19Unit AS 1: Option B Mechanical and Pneumatic Control Systems33Unit AS 1: Option C Product Design49Unit A2 1: Option A Electronic and Microelectronic Control Systems59Unit A2 1: Option B Mechanical and Pneumatic Control Systems79Unit A2 1: Option C Product Design91IntroductionCCEA has developed new GCE Technology and Design specifications for first teaching from September 2016. This scheme of work has been designed to support you in introducing the new specification.The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students.I hope you find this support useful in your teaching.Best wishesJudith RyanSubject OfficerTechnology and DesignE-mailjryan@.ukTelephone028 9026 1200 (2133)CCEA Exemplar Scheme of Work:GCE Technology and Design Unit AS 1:Compulsory area of study:Design and MaterialsSpecification: GCE Technology and DesignUnit AS 1: Compulsory area of study Paper 1: Design and Materials Prior Learning: Students do not need to have reached a particular level of attainment before beginning to study this specification. However, the specification builds on knowledge, understanding and skills developed in GCSE Technology and Design.Guided Learning Hours: 67.5 hoursAssessment: External written examination 1 hour long.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThis section should have an allocated time of 67.5 hours. All times are approximate and will vary between centres.Various Authors, 2009, “Resistant Materials: Revision Guide (Collins GCSE Essentials)” JP Oversized, Letts.ISBN-10: 1906415439ISBN-13: 978-1906415433Lambert, B., 2010, “Edexcel GCSE Design and Technology Resistant Materials Student Book”, Edexcel.ISBN-10: 1846907551ISBN-13: 978-1846907555GCP Books, 2014, “GCSE Design & Technology Resistant Materials: Complete Revision and Practice”, 1st edition., GCP.ISBN-10: 1841463817ISBN-13: 978-1841463810Opposite is a list of suggested reference books which will be of use throughout this section.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesAtwood, J. et al (editors), 2009, “Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition,” Heinemann.ISBN-10: 0435757784ISBN-13: 978-0435757786Creswell, L. et al., 2000, “Product Design: Resistant Materials Technology (Advanced Design and Technology for Edexcel): Resistant Materials v. 1 Paperback” 1st ed., Heinemann.ISBN-10: 0435757709ISBN-13: 978-0435757700Factfiles available on CCEA website. At the end of each Factfile are examination style questions which can be used for homework and/or assessmentSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.1 Material selection Students should be able to:5 hoursconsider the following when selecting a material:functional requirements (properties and characteristics); manufacturing demands (scale of production and suitability of manufacturing process); environment (corrosion resistance and stability); availability (common forms and sizes); cost; and appropriate joining techniques; andStudents use the three Factfiles and make notes on the meaning of the factors to be considered in material selectionStudents should then consider a variety of products and systems attempting to identify the materials used for each justifying their choice and taking into consideration the relevant factorsFactfile: Materials Selection Part 1Factfile: Materials Selection Part 2Factfile: Materials Selection Part 3demonstrate knowledge and understanding of:physical properties: density, electrical and thermal conductivity; and mechanical properties: strength, elasticity, plasticity, toughness, hardness, durability and brittleness.Students produce a summary table outlining the meaning of each property grouped under the titles physical and mechanicalSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.2 WoodStudents should be able to:5 hoursdemonstrate knowledge of hardwoods and softwoods;Students use the Factfiles to produce notes on:Hardwoods and softwoods; andProperties, working characteristics and uses of the named woodsFactfile: Wood - Part 1demonstrate knowledge and understanding of the properties, working characteristics and uses of pine, ash, beech, oak and mahogany;Students use the Factfiles to produce notes on the available form of supply of woodsFactfile: Wood - Part 2demonstrate knowledge of the available form of supply of woods (common lengths, rough sawn and planed all round (PAR) sizes);Students use the Factfiles to produce notes on the advantages and uses of the named manufactured boardsdemonstrate an understanding of the main advantages and uses of manufactured boards:plywood, blockboard, chipboard, hardboard and medium density fibreboard (MDF); andFactfile: Wood - Part 3demonstrate an understanding of the main purposes and types of finishes for wood:stains, oils, polishes, paints and synthetic resins, veneers (such as beech, ash, oak,) and laminates (such as Formica).Students use the Factfiles to produce notes on the named finishes for woodsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.3 MetalStudents should be able to:5 hoursdemonstrate knowledge of the available form of supply of metals; Students use the Factfile to produce notes on:Available form and supply of metals;Ferrous and non-ferrous metals; and Properties, working characteristics and uses of the named metalsFactfile: Metal - Part 1understand the difference between ferrous and non-ferrous metals and alloys; demonstrate knowledge and understanding of the properties, working characteristics and uses of:aluminium, aluminium alloys, copper, brass, zinc, steel (mild, medium and high) and stainless steel; anddemonstrate an understanding of the main purposes and types of finishes for metals:painting, plastic coating, electroplating, anodising enamelling and lacquering.Factfile: Metal - Part 2Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.4 PlasticStudents should be able to:5 hoursunderstand the difference between thermoplastic and thermosetting plastics; andStudents use the Factfile to produce notes on:Thermoplastic and thermosetting plastics;Properties, working characteristics and uses of the named plasticsFactfile: Plasticdemonstrate knowledge and understanding of the properties, working characteristics and uses for the following polymers:high density polyethylene (HDPE), low density polyethylene (LDPE), polyethylene terephthalate (PET), polystyrene, polyvinyl chloride (PVC), acrylic, nylon, acrylonitrile butadiene styrene (ABS), melamine-formaldehyde and epoxy resins.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.5 Modern composite and emerging technologiesStudents should be able to:5 hoursdemonstrate knowledge, understanding and applications for the following modern materials, and their application in product design to include:thermochromic and photochromic materials; phosphorescent pigments; reflective films and holograms; liquid crystal displays; polyether ether ketone (PEEK); polyphenylsulfone (PPSU); and graphene.Students use the Factfile to produce notes on the named modern materials and their applicationsFactfile: Modern Composite and Emerging TechnologiesSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.6 Methods of processing materialsStudents should be able to:10 hoursdemonstrate knowledge and understanding of:wasting, including workshop hand tools, manual and computer numerical control (CNC) machine tools;forming, including rolling, blanking, press forming and forging;moulding, including injection moulding, blowmoulding, rotational moulding, vacuum forming, sandcasting and pressure die casting; and extrusion.Students use the Factfile to produce notes on each of the named processes to include a sketch and description of each with examples of products made from eachThe web link can be used to supplement the FactfileFactfile: Methods of Processing Materials – Part 1bbc.co.uk/education/clips/zv8fb9qFactfile: Methods of Processing Materials – Part 2Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.7 Product analysis and improvementStudents should be able to:10 hoursanalyse, evaluate and produce redesign proposals for existing products under the following headings: form; cost; manufacture; materials; function; performance; aesthetics; marketing constraints, target audience; ergonomics and anthropometrics; cultural, ethnic, and moral issues; environmental issues; and user safety.Students use the Factfiles and produce a presentation on Aesthetics, Ergonomics and Anthropometrics with relation to product designStudents use the two case study Factfiles and then, using them as a guide, analyse a range of other everyday products identifying and evaluating them under the headings shown in the case studiesFactfile: AestheticsFactfile: Ergonomics & AnthropometricsFactfile: Product Analysis and Improvement Case Study 1 - Child Security GateFactfile: Product Analysis and Improvement Case Study 2 – Battery Operated TorchSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.8 Design and communicationStudents should be able to:12 ? hoursdemonstrate knowledge and understanding of the design process, including: design briefs; research leading to the development of a specification;generation of ideas; design development and refining ideas; and product review and testing; Students view the BBC web site on graphics media, graphics design and graphics productionStudents then carry out the activities and tests on the webpageStudents use the link as a basis to draw a flowchart of the design process outlining the key features of each stageFactfile: Design and Communicationbbc.co.uk/schools/gcsebitesize/design/graphics/designpro/despro1.htmdemonstrate knowledge and understanding of the design process, in particular: sustainability; creativity, flair and innovation; and Students chose a product and produce a short presentation explaining all the likely stages of the design process involved in taking it from an initial client design brief to a finished productcommunicate designs using 2D methods to include freehand sketching and mixed media. Students supplement their knowledge of this section through experience gained in their courseworkSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.9 Design and manufactureStudents should be able to:5 hoursdemonstrate knowledge and understanding of the following: computer-aided design (CAD) to include drawing, solid modelling, virtual imaging and rapid prototyping;computer-aided manufacture (CAM) computers used to assist in a manufacturing process;computer-integrated manufacture (CIM) computers used for stock control, quality control, manufacturing and assembly; andthe advantages of using CAD, CAM and CIM.Students look at the case studies on the BBC education website and observe the processes, list the characteristics and analyse the products suggesting suitable techniques that would be used in their design and manufactureStudents view the BBC clips about car manufacture and chocolate production and prepare a short presentation on how computer integrated manufacture assists in stock control during the production of cars and chocolateFactfile: Design and Manufacture bbc.co.uk/education/topics/zdjxfg8 bbc.co.uk/education/clips/zxx3cdm bbc.co.uk/education/clips/zppc87h Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.10 Quality and safetyStudents should be able to:5 hoursdemonstrate knowledge and understanding of the use of: factor of safety; and tolerances;Students analyse a range of products suggesting appropriate testing and inspection procedures to be employed when assessing them for quality and safetyFactfile: Quality and Safety Creswell, L. et al., 2000, “Product Design: Resistant Materials Technology (Advanced Design and Technology for Edexcel): Resistant Materials v. 1?Paperback” 1st ed., Heinemann.ISBN-10: 0435757709ISBN-13: 978-0435757700demonstrate knowledge and understanding of the purpose of testing and inspection of components or products; and demonstrate knowledge and understanding of the risks associated with common manufacturing and hand processes and methods used to minimise these.Students produce a Health and Safety poster for the classroom outlining the risks associated with hand and machine processes and highlighting best practice to minimise these risksUnit AS 1: Optional Area of StudyPaper 2 Option AElectronic and MicroelectronicControl SystemsSpecification: GCE Technology and DesignUnit AS 1: Optional area of study: Paper 2 Option A Electronic and Microelectronic Control SystemsPrior Learning: Students do not need to have reached a particular level of attainment before beginning to study this specification. However, the specification builds on knowledge, understanding and skills developed in GCSE Technology and Design.Guided Learning Hours: 67.5 hoursAssessment: External written examination 1 hour long.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.11 Systems and controlStudents should be able to:2.5 hours- all times approximate and will vary between centresanalyse electronic/microelectronic control systems in terms of:input;control;output;on/off continuous control; andopen and closed loop systems using feedback; andStudents analyse the operation of real mechanical and electronic control systems to gain an understanding of control terms e.g. toilet cistern, microphone and audio amplifierStudents devise PowerPoint or Interactive White Board (IWB) games to help learn component names and symbolsFactfile: Systems and Control.Norman et al., 2000, “Advanced Design & Technology 3rd Edition”, Longman. (Chapter 17)ISBN-10: 0582328314ISBN-13: 978-0582328310McCloy, D., 1984, Technology Made Simple- (Made Simple Books), London, Heinemann.ISBN-10: 0434985961ISBN-13: 978-0434985968use appropriate circuit symbols and circuit diagrams forelectronic/microelectronic systems.Students practise drawing circuits in which it is necessary to substitute components for others to change the functionality of a circuit e.g. make a frost sensor circuit into a light sensing circuitCCEA GCSE T&D SymbolsCards with electronic circuit symbols printed on themSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.11 Systems and control(cont.)Students should be able to:Technology Student Websiteelec1/elecex.htm Doctronics website doctronics.co.uk/ 1.12Safety3 hoursdemonstrate knowledge and understanding of the safety issues and procedures involved in the production, testing and use of electronic and microelectronic control systems in an educational environment.Students learn to exercise care and carry out a risk assessment when observing the following demonstrations:Teacher demonstrates the hazards associated with PCB production, soldering, the use of hand tools and power tools such as the PCB drill and repeats demonstration showing safe practices;Teacher demonstrates the effect of over-heating caused by applying excess voltage to electrical components such as resistors and transistors;Factfile: SafetyDepartment of Education for Northern Ireland Safety In School Workshops DENI Safety Series No. 10 (1991) Own school Risk Assessments for T&DCleapss Model Risk Assessments for Design and Technology.uk/secondary/secondary-dandtSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.12Safety (cont.)Teacher demonstrates “Exploding Components” using Circuit Wizard; andTeacher demonstrates the high voltage and the potential for electric shock produced when an inductive load such as a relay is de-energised.uk/coshh/ for guidance on the use of solder etc.Soldering: Hand-held with lead-based, rosin-cored solders from .uk/pubns/guidance/wl17.pdf Circuit Wizard produced by New WaveConcepts (Circuit Wizard combines circuit design, PCB design, bread-board layout, simulation (including microcontroller flow-charting) and CAD/CAM in one complete package)The range of tools and equipment to demonstrate hazards and safe practice. Variable power supply and a range of componentsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.13ElectroniccomponentsStudents should be able to:3 hoursdemonstrate knowledge and understanding of the followingcomponents:resistors (colour code, E12 series, tolerance and power ratings);capacitors - electrolytic and non-polarised; anddiodes (circuit protection with inductive loads)Students use the Factfile to make notes on the named electronic componentsStudents complete a table with the value, tolerance and range of values for each resistorStudents measure the values of resistors using a multimeter on the ohms range then compare with the nominal value indicated by the colour code. Students determine if the measured value is within toleranceStudents use a multimeter to confirm the directional properties of a diodeFactfile: Electronic ComponentsTeacher produced cards with a range of ten resistors with different values and tolerances Colour code charts available online or free of charge from component distributorsVariable power supply, components and multimetersOnline electronics colour code and similar games at: Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.13Electroniccomponents (cont.)Students should be able to:Technology Student Websiteelec1/elecex.htm Doctronics website doctronics.co.uk/ 1.14Calculations20 hoursuse knowledge and understanding of formulae, and given information to complete calculations for:V = I × R and W = V × I;power ratings of resistors in circuits;Rt = R1 + R2 + Rn;Rt = R1 × R2/ (R1 + R2);Vout = Vin × R2/ (R1 + R2);time constant = C × R;light emitting diode (LED) including maximum current, forward voltage, series resistance and power dissipation for series resistance;Students use Circuit Wizard or similar software to simulate series and parallel circuits along with virtual test instruments Students determine the value of the single component to replace the combination and compare with the calculated resultAlternatively students use real components on a breadboard or similarStudents use Circuit Wizard or similar software to model standard transistor circuitsFactfile: CalculationsCircuit Wizard or similar softwarePower supply, components, oscilloscope and multimetersBreadboard or similar prototyping systemTechnology Student Websiteelec1/elecex.htm Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.14Calculations (cont.)Students should be able to:current flow through output devices;time period, T = 1/f;time period, T=1.1CxR of output of monostable circuits using 555 timer;frequency, f=1.44/(R1+2R2)C of output of astable circuits using 555 timer, to include mark/space ratio; andtransistor to include calculation of base resistor, HFE, Ic (max) and VBE.Students need to know the relevant formulae as these will not be provided in the assessmentStudents use virtual test instruments to determine the values of the base resistor, HFE, Ic (max) and VBE as appropriateAlternatively students use real components on a breadboard or similar prototyping systemStudents use Circuit Wizard or similar software to model a standard 555 timer monostable and astable circuitsStudents use virtual test instruments to determine the values of T and f for different resistor and capacitor combinations and compare with the theoretical resultAlternatively students use real components on a Breadboard or similar prototyping system along with an oscilloscopeDoctronics website doctronics.co.uk/ Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.15Combiningcomponents asinput devicesStudents should be able to:6 hoursdemonstrate knowledge and understanding of:resistors in series and parallel (limited to two in parallel);voltage divider circuits incorporating light dependent resistors (LDR), thermistor (negative temperature coefficient only) and variable resistors;series resistor capacitor (RC) circuits for timing purposes only. V/T graphs of charging and discharging RC circuits;switches:single pole single throw (SPST);single pole double throw (SPDT);double pole double throw (DPDT);Students use information in the Factfile to make notes on the combination of components as input devices as referred to in the specificationStudents use Circuit Wizard or similar software to model standard transistor circuits using the range of input components indicated on the specification drawing circuit diagrams and making notes on eachStudents use virtual test instruments to measure voltage and current in order to understand the behaviour of the components in the circuitsAlternatively students use real components on a Breadboard or similar prototyping systemCircuit Wizard or similarPower supply, components and multimetersBreadboard or similar prototyping systemTechnology Student Websiteelec1/elecex.htm Doctronics website doctronics.co.uk/ Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.15Combiningcomponents asinput devices (cont.)Students should be able to:switch type:toggle, slide, push to make, push to break, rotary, reed and micro);a range of switching applications such as position control and logic control;pull up and pull down resistors as inputs to logic circuits; andincorporate these devices into applications.Students use a breadboard to connect logic gates in standard logic circuits Students observe the effect of removing the pull-up or pull-down resistors whilst bringing electrostatically charged objects or mobile phones nearby1.16 Output devices3 hoursdemonstrate knowledge and understanding of the following output devices:lamps and relays (including latching relays);motors, heaters, solenoids (including solenoid valves), andbuzzers, loud speakers, piezo sounders and light emitting diodes (LEDs); andStudents use information in the Factfile to make notes on the output components referred to in the specificationStudents use Circuit Wizard or similar software to model standard transistor circuits using the range of output components indicated on the specification drawing circuit diagrams and making notes on eachCircuit Wizard or similar softwarePower supply, components and multimetersBreadboard or similarTechnology Student Websiteelec1/elecex.htm Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.16 Output devices (cont.)Students should be able to:incorporate these devices into applications with suitable driving circuitry.Students use virtual test instruments to measure voltage and current in order to understand the behaviour of the components in the circuitsAlternatively students use real components on a breadboard or similar prototyping systemDoctronics website. doctronics.co.uk/ 1.17Electronicsystems30 hoursdemonstrate knowledge and understanding of the following systems:AND and OR arrangements of SPST switches;Truth tables with a maximum of three variables;Students use the Factfiles to make notes on the operation of the specified components and their application in circuitsFactfile: Electronic Systems Parts 1 to 8Circuit Wizard or similar softwarePower supply, components and multimetersBreadboard or similarSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.17 Electronic systems (cont.)Students should be able to:Logic gates;AND logic function (AND);OR function (OR);exclusive OR logic function (EOR);NOT logic function (NOT);NOT AND logic function (NAND);NOT OR logic function (NOR);exclusive NOT OR logic function (ENOR);comparator;flip-flop, set-reset (SR) based on NAND gates only;transistor (NpN in switching circuits only);Darlington pair;thyristor;monostable and astable circuits using 555 timer; andStudents use Circuit Wizard or similar software to model standard logic gate circuits including flip flops using the range of logic gates indicated on the specification drawing circuit diagrams and making notes on eachStudents use virtual test instruments to measure voltage and current in order to understand the behaviour of the logic gatesAlternatively students use real components on a breadboard or similar prototyping systemStudents use Circuit Wizard or similar software to model standard thyristor and Darlington Pair circuitsStudents use virtual test instruments to measure voltage and current in order to understand the behaviour of the componentsSpecifications of microprocessor-based productsTechnology Student Website.elec1/elecex.htm Doctronics website. doctronics.co.uk/ Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.17 Electronic systems (cont.)Students should be able to:programmable systems - with awareness of the advantages and disadvantages of programmable systems such as peripheral interface controllers (PICs) compared with hardwired solutions; andincorporate these systems into applications to meet specified criteria.Alternatively students use real components on a breadboard or similar prototyping systemStudents use the specifications of microcontroller-based products to determine the range of functions carried out by the microcontrollers and then compare with traditional products which would have used hard-wired circuitry.Students use Circuit Wizard to investigate the range of functions available on typical microcontrollers (Peripheral Interface Controllers, PICs)Unit AS 1: Optional Area of StudyPaper 2 Option BMechanical and PneumaticControl SystemsSpecification: GCE Technology and DesignUnit AS 1: Optional area of study: Paper 2 Option B Mechanical and Pneumatic Control SystemsPrior Learning: Students do not need to have reached a particular level of attainmaent before beginning to study this specification. However, the specification builds on knowledge, understanding and skills developed in GCSE Technology and Design.Guided Learning Hours: 67.5 hoursAssessment: External written Examination 1 hour longSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.18 Systems and controlStudents should be able to:2 hoursanalyse mechanical and pneumatic control systems in terms of input, control, output, on/off continuous control and open and closed loop systems using feedback; anduse appropriate circuit symbols and circuit diagrams for mechanical and pneumatic systems.Students identify a range of mechanical and pneumatic systems and identify input, control and output sub-systemsStudents classify systems identified into groups – on/off, open and closed loopStudents produce an information sheet on mechanical and pneumatic symbolsbbc.co.uk/schools/gcsebitesize/design/systemscontrol/workingwithsystemsrev3.shtml freestudy.co.uk/instrumentation/tutorial3.pdf .uk/Images/6526det2_tcm4-124026.pdf fer.unizg.hr/_download/repository/PNEUMATIKA_labs_Festo_eng.pdf Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.18 Systems and control(cont.)Students should be able to:darshan.ac.in/Upload/DIET/Documents/ME/2151908_Control%20Engineering_E-Note_01122015_050456AM.pdfSymbols sheet available on - follow the link through GCSE and support materials1.19Safety1 hourdemonstrate knowledge and understanding of the safety issues and procedures used for mechanical and pneumatic control systems.Students identify the safety issues associated with mechanical and pneumatic systems and the procedures used to minimise theseFactfile: SafetySpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.20CalculationsStudents should be able to:10 hoursuse given data and information to complete calculations for:mechanical advantage and velocity ratio; efficiency; moments; simple and compound velocity ratios and transmission speeds for gears, pulleys and chains and sprockets; and force, pressure and area associated with cylinders.Students practise calculation techniques using past papers available at - follow the link to GCE and then Past Papersschoolphysics.co.uk/age11-14/Mechanics/Forces%20in%20motion/text/Machines_/index.html class-8/science-8/physics-8/simple-machine/mechanical-advantage-velocity-ratio-and-efficiency gears1/pulle12.htm forcmom/force2.htm bbc.co.uk/schools/gcsebitesize/science/triple_aqa/using_physics_make_things_work/moments/revision/1/ Simple+gears.pdf Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.20 Calculations (cont.)freestudy.co.uk/mech%20prin%20h2/outcome3t3.pdf freestudy.co.uk/nc%20mech%20princ/outcome4%20t1.pdf pneumatic-cylinder-force-d_1273.html hydraulic-force-calculator-d_1369.html en/basic-hydraulics Factfile: Pneumatic calculationsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.21Pneumatic and mechanical componentsStudents should be able to:15 hoursdemonstrate knowledge and understanding of the operation of a compressor installation and the use of filter, regulator and lubricator units; anddemonstrate knowledge and understanding of the following pneumatic components:three and five port valves with the following actuators (roller trip, one-way trip, plunger, push button, lever, solenoid, diaphragm and pilot operated); single and double acting cylinders; shuttle valves; flow restrictors and reservoirs; and piping and T connections; andStudents draw a schematic diagram of a typical pneumatic installation showing compressor, filter, regulator and lubricator units explaining the nature and need for eachStudents draw symbols for each identified component with a brief description of operation and useStudents carry out problem solving tasks involving pneumatic components employed in a range of control situationsFactfile: Safety2325/2012/09/engineering-basics/what-is-a-filter-regulator-lubricator-frl/ nptel.ac.in/courses/112106175/Module%204/Lecture%2036.pdf google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=15&ved=0ahUKEwi5neuGh4bMAhWJuBQKHddzASo4ChAWCC8wBA&url=http%3A%2F%2F.uk%2FGetAsset.aspx%3Fid%3DfAAxADMAOQA1ADkAfAB8AFQAcgB1AGUAfAB8ADAAfAA1&usg=AFQjCNHbJRAV1xDNK3Q2FKOvkthJ7ckmLg&bvm=bv.119028448,d.d24 Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.21Pneumatic and mechanical components (cont.)Proprietary pneumatics kits and websites such as:bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev1.shtml bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev1.shtml watch?v=waj4kGsaFbg Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.21Pneumatic and mechanical components (cont.)articles/how-it-works/understanding-hydraulic-cylinders-part-1 freestudy.co.uk/fluid%20power/cylinders.pdf singleactingcylinder.co.uk/ bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev3.shtml Symbols sheet available on - follow the link through GCSE and support materialsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.21Pneumatic and mechanical components (cont.)Students should be able to:represent these components using relevant standards to create the following:time delay circuits;logic circuits (AND, NOT and OR);speed control of cylinders;air bleed; automatic reciprocation; and circuits to control the movement of single and double acting cylinders; andTechnology and Design for CCEA GCSE: Colourpoint Educationalbbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev4.shtml watch?v=tY13Pg1gmm0 google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0ahUKEwid_Pf5jobMAhVBBBoKHVGyD2EQFgg0MAY&url=http%3A%2F%2F.uk%2FImages%2Fpneumatic_systems_3_tcm4-118211.doc&usg=AFQjCNGU39YdZJ486BsrR63-_npooHJLNg bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev5.shtml Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.21Pneumatic and mechanical components (cont.)Students should be able to:downloads/PDF_Documents/Application_and_Training/Intro_to_Pneumatics.pdf bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev2.shtml watch?v=L5IIuhCbNto demonstrate knowledge and understanding of the following mechanical components:gears (spur, bevel, worm, rack and pinion); pulleys and belts (single pulley, flat, round, vee and toothed belts); fixed and self-adjusting jockey wheel or pulley; crank and slider; different types of motion (linear, rotary, oscillating and reciprocating); Students make notes on mechanical components identified in the specification outlining the symbol, nature and use of eachStudents carry out problem solving tasks involving mechanical components employed in a range of control situationsStudents practise past examination questions available at: - follow the link to GCE and then Past PapersProprietary mechanisms kitsTechnology and Design for CCEA GCSE: Colourpoint Educationalcams/camdex.htm Factfile: Pulleys and Jockey WheelsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.21Pneumatic and mechanical components (cont.)Students should be able to:first, second and third class levers; linkages: bell crank and parallel; cams (pear, heart, snail, eccentric and plate) and followers to include knife, roller and flat, using terminology including rise, fall, dwell and stroke length; and fixings to shafts, including grub screws, cotter pins, splines and keys and keyways.The information contained in the Factfiles should be supplemented by accessing the websites identifiedFactfile: Levers and Linkages:bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev3.shtml Factfile: Cams and Followers:bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev4.shtml 1.22Combining pneumatic and mechanical components12 hoursdemonstrate knowledge and understanding of how to:convert motion using mechanical and/or pneumatic components; combine simple and compound systems involving gears, pulleys and chains and sprockets; Students carry out problem solving tasks involving mechanical and pneumatic components employed in a range of control situationsStudents practise past examination questions available at: - follow the link to GCE and then Past PapersProprietary mechanisms and pneumatics kits Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.22Combining pneumatic and mechanical components (cont.)Students should be able to:use gears, pulleys (belts) chains and sprockets to change speed and/or direction of rotation; use levers with linkages to meet specific requirements; and combine mechanical and pneumatic components to produce systems with specific requirements.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=15&ved=0ahUKEwjkntSsi4bMAhVHuxQKHVEpC7c4ChAWCDIwBA&url=http%3A%2F%2F.uk%2FImages%2F5741det2_tcm4-117327.doc&usg=AFQjCNFlGNdhXBPbx98LE4s-PSRk_XrtHg freestudy.co.uk/dynamics/gears.pdf gears1/gears3.htm view_lesson.php?url=collection/cub_/lessons/cub_simple/cub_simple_lesson05.xml Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.22Combining pneumatic and mechanical components (cont.)google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0ahUKEwjFiKmUjIbMAhVLthQKHVd2B7QQFghHMAc&url=http%3A%2F%2Fdavis.k12.ut.us%2Fcms%2Flib09%2FUT01001306%2FCentricity%2FDomain%2F8280%2FSimpleMachinesLeverWheelAndAxlePulley.pptx&usg=AFQjCNGx3MHZ2FCkWBQwruHiVj_02tIAMQ Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.23 Integrated application of mechanical and pneumatic control systemsStudents should be able to:12 hoursdemonstrate knowledge and understanding of how to:combine pneumatic and mechanical components and/or systems in an industrial or commercial application; anddesign pneumatic and mechanical systems suitable for integration with electrical or electronic control systems.Students investigate electro mechanics, electro pneumatics and associated fields to develop an understanding of their use and operationStudents analyse systems and draw block diagrams showing the interaction between the various technologiesStudents complete tasks which require integration of pneumatic and mechanical systems with electrical and electronic systemsStudents should visit, if possible, industrial sites to observe commercial systems in operationProprietary mechanisms and pneumatics /SupportPortal/Files/10142/MPS.pdf en/us/trends-and-topics/case-studies-and-tech-papers/case-studies/index Unit AS 1: Optional Area of StudyPaper 2 Option C Product DesignSpecification: GCE Technology and DesignUnit AS 1: Optional area of study: Paper 2 Option C Product DesignPrior Learning: Students do not need to have reached a particular level of attainment before beginning to study this specification. However, the specification builds on knowledge, understanding and skills developed in GCSE Technology and Design.Guided Learning Hours: 67.5 hoursAssessment: One external written examination 1 hour long.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesThis section should have an allocated time of 67.5 hours. All times are approximate and will vary between centresFactfiles available on CCEA website. At the end of each Factfile are examination style questions which can be used for homework and/or assessmentNamed textbooksSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.24DesigningAs well as the requirements of 1.8 of the compulsory section of the specification, Students should be able to:12 ? hoursdemonstrate knowledge and understanding of the design process, including:research methods (primary and secondary sources);questionnaires and surveys;purpose and information included in specifications – design, engineering and manufacturing specifications;Students should use information contained in the link and make notes on:Research methods (primary and secondary sources);Questionnaires and Surveys;Purpose and information contained in specifications – design, engineering and manufacturing specifications making notes on the key features of eachUrry, S., 2000, “Advanced Design & Technology”, Longman.ISBN-10: 0582328314ISBN-13: 978-0582328310designpro/despro1.htmFactfile: Designing Part 1Chapman, C. & Finney, M., 2002, Real-World Technology - Resistant Materials 2nd ed., Collins Educational.ISBN-10: 0007115326ISBN-13: 978-0007115327Factfile: Designing Part 2generation of ideas – thought showers, lateral thinking, attribute analysis, SCAMPER and inversion, design critiques and how to use these to produce innovative design solutions;Students should engage in ideas sessions using the techniques identified to develop a range of design thinking skills making notes on the key features of eachdesign and development and refinement of ideas;Work in this section should be supplemented with activities undertaken in coursework tasks2D and 3D computer simulations;Students can use proprietary software packages such as SolidWorks to develop expertise in this area through coursework activitiesSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.24Designing (cont.)Students should be able to:a work order or schedule;planning for manufacture using flow process charts, Gantt charts and critical path analysis;Students can use the work schedule sheets contained on the web link to develop their own schedules in coursework activitiesdespro_flsh/prodflow1.htmlFactfile: Designing Part 3selection of processes and techniques used in manufacture to produce products for different production levels;Students can use the web link to provide a basis for making notes on the selection of processes and techniques used in manufacture to produce products for the different production levels identifiedprddes1/prddex1.htmlformative and summative evaluation techniques used for evaluation and testing;identify and state strengths and weaknesses of a product design;fitness for purpose; andproduct review and testing.Students should use the sample evaluation sheet contained in the link to develop their own evaluation techniques. This can be done in a practical sense through coursework activitiesdespro_flsh/evalprod1.htmlSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.25Compliant, composite and smart materials Students should be able to:5 hoursdemonstrate knowledge, understanding and applications for the following composites:carbon fibre reinforced plastic (CFRP);glass reinforced plastic (GRP);Kevlar; andtungsten carbide;Students should use the index on the web link and the text to make notes on the key features of the named materialsAtwood, J. et al (editors), 2009, “Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition, Heinemann.ISBN-10: 0435757784ISBN-13: 978-0435757786demonstrate knowledge and understanding of developments in the following emerging technologies:nanotechnology and its applications; andbiophotovoltaics; andStudents should use information contained in the web links to make notes on the key features and applications of nanotechnology and biophotovoltaicsjoints/joindex.htmFactfile: Materials Part 3 knowledge and understanding of the characteristics and uses for the following smart materials:shape memory alloys;piezoelectric materials; andlight-emitting polymers.Students can use the web link to make notes on the smart materials referred to by following the index to each materialbbc.co.uk/schools/gcsebitesize/science/21c/materials_choices/nanotechnologyrev1.shtmlalevelsubsitealevelsubsite/page11.htmjoints/joindex.htmSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.26Design and communicationAs well as the requirements of part 1.8 of the compulsory section of the specification, Students should be able to:20 hourscommunicate designs using 2D and 3D methods, including freehand sketching, pictorial, orthographic projection (third angle only), isometric projection, perspective, assembly, exploded drawings and modelling including rapid prototyping; andStudents should complete a range of 2D and 3D drawing tasks. These can be tasks set by the teacher or directly related to coursework tasksStudents can model their coursework ideas using freehand sketching techniques and CADFair, D. & Kenny, M., 1987, “Design Graphics (Drawing and Presenting Your Ideas)”, 1st ed., Hodder Education. ISBN-10: 0340405295ISBN-13: 978-0340405291Factfile: Design and Communicationuse these illustrations to communicate innovative design ideas.1.27Methods of processing materials5 hoursdemonstrate knowledge and understanding of the following processes:laminating;steam bending;die cutting;water jet cutting;laser cutting;CNC router, milling and lathes;3D printing; anddye sublimation.Students make notes and sketches on each of the processes referred to, outlining key features and examples of the use of eachChapman, C. & Finney, M., 2002, Real-World Technology - Resistant Materials 2nd ed., Collins Educational.ISBN-10: 0007115326ISBN-13: 978-0007115327Urry, S., 2000, “Advanced Design & Technology”, Longman.ISBN-10: 0582328314ISBN-13: 978-0582328310Factfile: ProcessingSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.28Quality and safetyAs well as the requirements of part 1.10 of compulsory section of the specification, Students should be able to:5 hoursdemonstrate knowledge and understanding of safety requirements and how these relate to contemporary products, to include:five stage risk assessment;Health and Safety at Work Act (HASAWA);Control of Substances Hazardous to Health (COSHH);employee and consumer safety;Trade Descriptions Act; andBritish Standards.Students should discuss Health and Safety as a general concern in Technology and Design departmentsStudents use the Factfile to make notes on risk assessment and other legislative tools referred to in the specification and how they relate to productsStudents investigate contemporary products which are made from or involve the use of hazardous substances during their manufactureHealth and Safety at Work Act 1974.uk/legislation/hswa.htmFactfile: Safety1.29Manufacturing production and quality systems5 hoursdemonstrate knowledge and understanding of scales of production to include:continuous production;mass production;batch production; andone-off production.Students make notes on the key features of continuous production, mass production, batch production and one-off productionAtwood, J. et al (editors), 2009, “Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition, Heinemann.ISBN-10: 0435757784ISBN-13: 978-0435757786Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.29Manufacturing production and quality systems (cont.)Students should be able to:5 hourshow manufacturing is organised to include cell production, flexible manufacturing systems (FMS), just in-time (JIT), quick response manufacturing (QRM), Kanban and concurrent engineering;Students make notes on the key features of cell production, FMS, JIT, QRM, Kanban and concurrent engineeringdemonstrate knowledge and understanding of the use of:quality assurance (QA) and quality control (QC) systems;ISO 9001 standards;statistical testing methods; andStudents should identify the difference between Quality Assurance (QA) andQuality Control (QC) systems and make notes on ISO standards and statistical testing methodsiso/iso_9000demonstrate knowledge and understanding of ‘right first time’ and continuous improvement.Students should produce a report focusing on a company manufacturing and assembling school lockers and filing cabinets making reference to the following terms:use of tolerance; andstatistical testing methodsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.30Influences on product designStudents should be able to:10 hoursdemonstrate knowledge and understanding of:changes in fashion (miniaturisation; portability; flexibility);cultural and social changes; andscientific advances.Students should adopt a case study approach by producing presentations showing how changes in fashion and science, coupled with cultural and social changes, have influenced the design of a number of products over a period of timeAtwood, J. et al (editors), 2009, “Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition, Heinemann.ISBN-10: 0435757784ISBN-13: 978-04357577861.31Intellectual Property Rights5 hoursdemonstrate knowledge and understanding of intellectual property rights and how these relate to contemporary products to include the key issues of:design rights;registered design;patents;trademarks; andcopyright.Students make notes on the key features of intellectual property rights in terms of design rights, registered designs, patents and trademarksinnovate-design.co.ukcopyrightservice.co.ukFactfile: Intellectual Property RightsUnit A2 1 Option A:Electronic and MicroelectronicControl SystemsSpecification: GCE Technology and DesignUnit A2 1 Option A: Electronic and Microelectronic Control Systems Prior Learning: Students are expected to have studied the AS part of this GCE qualification.Guided Learning Hours: 120 hoursAssessment: External written Examination is 2 hours long.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.36 Systems and controlStudents should be able to:2 hours - all times approximate and will vary between centresanalyse electronic or microelectronic control systems in terms of input, control, output, on/off continuous control and open and closed loop systems using feedback; andStudents use the information contained in the Factfile to make notes on the terms used to describe control systems in general and electronic control systems in particularFactfile: Systems and Controluse appropriate circuit symbols and circuit diagrams for electronic or microelectronic systems.Students answer the questions on the Factfile as an assessment exercise.Students use the information in the Factfile to make a table containing circuit symbols used in the specification1.37 Safety2 hoursdemonstrate knowledge and understanding of the safety issues and procedures involved in the production, testing and use of electronic and microelectronic control systems in an educational environment.Students use the information contained in the Factfile to make notes on safety issues and procedures involved in the production, testing and use of electronic and microelectronic control systems in an educational environmentFactfile: SafetySpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.38Inputcomponents10 hoursStudents should be able to:demonstrate knowledge and understanding of the properties and applications for the following components:strain gauge;phototransistor;optical switches – reflective and slotted – encoded discs to include binary coded decimal (BCD) and Gray code;switches to include reed switch;light dependent resistors (LDR), thermistor and variable resistor; andSchmitt trigger.Students use the information contained in the Factfile to make notes on the electronic input components referred to in the specificationStudents dismantle roller-ball computer mouse and examine the use of optical switch and discStudents use Circuit Wizard or similar to model circuits using the range of input components indicated on the specificationStudents use virtual test instruments to measure voltage and current in order to understand the behaviour of the components in the circuitsAlternatively students use real components on a breadboard or similar prototyping systemFactfile: Input ComponentsRoller-ball computer mouseCircuit Wizard produced by New Wave Concepts (Circuit Wizard combines circuit design, PCB design, bread-board layout, simulation (including microcontroller flow-charting) and CAD/CAM in one complete package)Power supply, components and multimetersBreadboard or similar prototyping systemtextbook/direct-current/chpt-9/strain-gauges/en/3517/understanding-the-benefits-of-strain-gauge-technology-in-oem-medical-devices-and-equipment/Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.38 Input components (cont.) strain-gauge/2011/08/ phototransistor-basics-and-advantages/ what-is-a-phototransistor.html technical-articles/gray-code-basics/ howreedswitcheswork.html articles/reed-switch-specificationsen/electronic-relay/reed-relays.aspx Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.38 Input components (cont.)bbc.co.uk/schools/gcsebitesize/design/electronics/componentsrev2.shtml photoresistor/ electronics.dit.ie/staff/tscarff/DT089_Physical_Computing_1/sensors/sensors.htm jirvine/Basic_Electricity/BE_Tut_4/tutorial_4__resistive_components.htm Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.38 Input components (cont.) /circuits/opamp_schmitt_trigger/op_amp_schmitt_trigger.php watch?v=TfnP--hEPms Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.39Calculations20 hoursuse knowledge and understanding of formulas, and information given to complete calculations for:voltage divider circuits;bridge circuits for strain gauge; op-amp gain in inverting, non-inverting and differential modes; andcalculation of resistor in Zener diode power supplies.Students need to know the relevant formulas as we will not provide these in the assessmentStudents make notes on the calculations involved in the use of the electronic components and circuits referred to in the specificationStudents use Circuit Wizard or similar to simulate circuits along with probes and other virtual test instrumentsStudents measure circuit values and compare with the calculated resultAlternatively students use real components on a breadboard or similar prototyping systemCircuit Wizard or similarPower supply, components, oscilloscope and multimetersBreadboard or similar prototyping systemTechnology Student Website:elec1/elecex.htm textbook/direct-current/chpt-6/voltage-divider-circuits/ watch?v=rIEnMpgIaU4Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.39Calculations (cont.) cust/tools/voltage_divider.asp voltage-divider/ bbc.co.uk/schools/gcsebitesize/design/electronics/calculationsrev2.shtml white-paper/3642/en/ Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.39Calculations (cont.)elec1/opamp2.htm electronics-tutorials.ws/opamp/opamp_3.html electronics-tutorials.ws/opamp/opamp_2.html worksheets/inverting-and-noninverting-opamp-voltage-amplifier-circuits/ textbook/semiconductors/chpt-8/op-amp-practical-considerations/ how-to/content/analyze-noninverting-op-amp-circuits.html Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.39Calculations (cont.)textbook/semiconductors/chpt-3/zener-diodes/ electronics-tutorials.ws/diode/diode_7.htmlreuk.co.uk/Zener-Diode-Voltage-Regulator.htm electronics/zener.htm ContentLearning OutcomesTeaching and Learning ActivitiesResources1.40 PICs16 hoursdemonstrate knowledge and understanding of flow charting,incorporating: input – output, loops, time delays, increment, flow control, subroutines and interrupts, to include:awareness of commonly used PICs with digital I/O and with mixed digital and analogue I/O; andinterfacing with electronic systems employing a PIC; andemploy PICs to control systems to meet specified requirements.Students make notes on PICs and their programming as referred to in the specificationStudents use Circuit Wizard or similar to model flow charts using the range of cells indicated on the specificationStudents model a ranges of PIC based circuits with various digital and analogue inputs to control a range of outputsCircuit Wizard, GENIE, PICAXE, LOGICATOR software or similar with associated microcontrollers and downloadersSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.41Output devices20 hoursdemonstrate knowledge and understanding of:seven segment display/common anode/common cathode;LED bar array and liquid crystal displays (LCD) to include decoders and multiplexed displays;Dot matrix displays;DC and stepper motors to include characteristics of each and suitability for different applications; andincorporate these devices into applications with suitable driving circuitry.Students make notes on the electronic output components referred to in the specificationStudents use Circuit Wizard or similar to model circuits using the range of components indicated on the specificationStudents use virtual test instruments to measure voltage and current in order to understand the behaviour of the components in the circuitsAlternatively students use real components on a breadboard or similarCircuit Wizard or similarPower supply, output components and multimetersBreadboard or similar DC and stepper motorsData sheets from electronic suppliers electronics-tutorials.ws/blog/7-segment-display-tutorial.html projects/interface-a-seven-segment-display-to-an-arduino/ sentex.ca/~mec1995/tutorial/7seg/7seg.html tutorials/seven-segment-testing Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.41 Output devices (cont.)watch?v=3QtPplHcnmQ id/Arduino-common-anode-7-segment-display/ electronics/microcontrollers/driving-displays/66-checking-polarity-of-7segment-mon-anode-and-cathode-7-segment-display.html design/led/4438213/LEDs-for-liquid-crystal-display--LCD--backlighting---Part-1 watch?v=28yvpyaqsqU electronics-blogs/without-a-paddle/4439874/Keyboard-and-display-multiplexing----the-traditional-approach Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.41 Output devices (cont.)lp/doc/7seg/7seg.html watch?v=qOttojWD1oQ id/LED-Dot-Matrix-Display-1/ html/calculator_display_technology.html electronics-tutorials.ws/io/io_7.html docs/Stepper_Motor_and_Controller_Primer Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.42Electronicsystems50 hoursdemonstrate knowledge and understanding of:Karnaugh maps to simplify truth tables with a maximum of three variables in logic systems;op amp circuits for various applications including calculation of appropriate component values;binary/BCD and up/down counters using negative edge triggering for clock and reset inputs;binary counter as a frequency divider;analogue to digital converters and digital to analogue converters;voltage regulation utilising voltage regulators and Zener diodes. Calculation of resistor in Zener diode power supplies; andincorporate these devices into applications to meet specific requirements.Students make notes on the electronic systems, calculations and techniques as referred to in the specificationStudents use Circuit Wizard or similar to model circuits using the range of components indicated on the specificationStudents use virtual test instruments to measure voltage and current in order to understand the behaviour of the components in the circuitsAlternatively students use real components on a breadboard or similar prototyping systemOnline Karnaugh TutorialsPower supply, components and multimetersBreadboard or similartextbook/digital/chpt-8/minterm-maxterm-solution/ ee.surrey.ac.uk/Projects/Labview/minimisation/karnaugh.html /circuits/opamp_basics/operational-amplifier-gain.php Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.42 Electronic systems (cont.)video-lectures/op-amp-applications/ how-to/content/electronics-components-how-to-use-an-op-amp-as-a-u.html Amplifiers/amplifiers66.php electronics-tutorials.ws/counter/bcd-counter-circuit.html electronics-tutorials.ws/counter/count_3.html electronics/digital-electronics/counters-types-of-counters Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.42 Electronic systems (cont.)electronics-tutorials.ws/counter/count_1.html watch?v=KMPGkanwtsU textbook/digital/chpt-11/binary-count-sequence/ bbc.co.uk/rd/publications/rdreport_1949_32 Digital/dig56.php textbook/digital/chpt-13/digital-analog-conversion/ how-analog-to-digital-converter-adc-works/Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.42 Electronic systems (cont.)en/data-converters/digital-to-analog-converters.aspx id/Zener-Diode-Shunt-Regulator/ watch?v=jG2YAtTWxvc zener-diode-symbol-and-application-as-voltage-regulator/ st-andrews.ac.uk/~www_pa/Scots_Guide/audio/part5/page3.html Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.42 Electronic systems (cont.) PSU/psu21.php ele/zener_power_supply.htm Unit A2 1 Option B:Mechanical and Pneumatic Control Systems Specification: GCE Technology and DesignUnit A2 1 Option B: Mechanical and Pneumatic Control SystemsPrior Learning: Students are expected to have studied the AS part of this GCE qualificiationGuided Learning Hours: 120 hoursAssessment: External written examination 2 hours longSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.43Systems and control Students should be able to:3 hours – all times approximate and will vary between centresanalyse mechanical and pneumatic control systems in terms of input, control, output, on/off continuous control and open and closed loop systems using feedback; Using information contained in the Factfiles and the web links students:make notes on the key features of control systems in relation to mechanical and pneumatic systems as indicated in the specification content;answer the questions at the end of the Factfile as an assessment exercise; andFactfile: Systems and Control appropriate circuit symbols and circuit diagrams for mechanical and pneumatic systems; andunderstand the limitations associated with the use of mechanical, pneumatic and hydraulic components and systems.make notes on the limitations of mechanical, pneumatic and hydraulic systemsAQA GCSE Design and Technology: Systems and Control TechnologyFactfile: Mechanical, Pneumatic and Hydraulic SystemsNelson Thornes; New edition (12 Jun. 2009)ISBN-10: 1408504189Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.44Safety Students should be able to:3 hoursdemonstrate knowledge and understanding of the safety issues and procedures used for mechanical and pneumatic control systems.Using information contained in the Factfile students make notes on the safety issues and procedures used for mechanical and pneumatic control systemsFactfile: Safety1.45Calculations 15 hoursuse given data and information to complete calculations for: mechanical advantage and velocity ratio; efficiency; torque; moments; work, energy and power; simple and compound velocity ratios and transmission speeds for gears, pulleys and chains and sprockets; force, pressure and area associated with cylinders; and air consumption of cylinders. Students use information contained in the Factfiles to consolidate knowledge from AS courseStudents practise calculation techniques using past papers available at - follow the link to GCE and then Past PapersSuitable examples of past paper questions are:Summer 2015 q3(b) (ii), (iii) & (iv)Summer 2014 q3(b) (i) & (ii)Summer 2015 q4(a) (iii) & (b) (i)Summer 2014 q4(b) (iii)Factfile: CalculationsFactfile: Gear Calculations Factfile: Pneumatic CalculationsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.46 Pneumatic components and systems Students should be able to:45 hoursdemonstrate knowledge and understanding of the following pneumatic components: vacuum pumps and vacuum lifting cups; proximity sensors; and use of 5/3 valves; Students use information contained in the Factfile and link to make notes on the components named in the specification contentStudents work in teams in order to develop practical solutions to given pneumatics problems using pneumatic kits/resourcesFactfile: Pneumatic Components and SystemsSource of suitable pneumatic teaching material:Tom Parker Ltd., tom-parker.co.uk design sequential circuits to control up to four cylinders using positive feedback techniques; Students use information contained in the Factfile and link to make notes on the design of sequential pneumatic circuitsStudents produce working systems that demonstrate an understanding of the processes involvedStudents design and produce various designs of pneumatic circuits together with appropriate graphical representationFactfile: Sequential Circuitsassets/numatics-valve-training.pdfModular Courses in Technology: PNEUMATICS (Modular Courses in Technology) Oliver & BoydISBN: 0050035355design sequential/interlocking circuits using a maximum of four cascades; and At conclusion of task each student team demonstrates and explains their designs either graphically or by modelling systems using pneumatic kitsFactfile: Cascade CircuitsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.46 Pneumatic components and systems (cont.)Students should be able to:represent these components using appropriate symbols.Students use information contained in the Factfile to make notes on the design of cascade pneumatic circuitsStudents complete past paper examples on sequential pneumatic circuits available at - follow the link to GCE and then Past PapersSuitable examples are:Summer 2015 q4(c) & (d)Summer 2014 q4(c) & (d)Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.47 Mechanical components and systemsStudents should be able to:45 hoursaccurately draw cam profiles and performance diagrams: to achieve dwell, uniform velocity, uniform acceleration and retardation and simple harmonic motion; if the line of stroke of the follower is offset or in line with the centre of the cam; using a range of followers including knife edge, and roller; andaccurately draw cam profiles and performance diagrams to achieve a range of outcomes;Students use information contained in the Factfile and the PowerPoint Presentation Introduction in the link to make notes outlining the applications of cams and an explanation of cams and the changing of rotary motion into reciprocal motionStudents use information contained in the Factfiles and links to make notes on cam profiles for different types of motionStudents complete past paper examples on the production of cam profiles using performance diagrams available at - follow the link to GCE and then Past PapersSuitable examples are:Summer 2014 q3(d) (i) & (ii)Summer 2011 q3(d) (i) & (ii)Factfile: Camsbhindry/cams-and-cam-followers-teacherFactfile: Cam Profiles and Performance Diagrams 1Factfile: Cam Profiles and Performance Diagrams 2library/engineering/theory_of_machines/cams.phpcs.cmu.edu/~rapidproto/mechanisms/chpt6.htmlbbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev4.shtmlSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.47 Mechanical components and systems (cont.)Students should be able to:demonstrate knowledge and understanding of: gears, to include pitch circle diameter, pitch point, metric module, pinion wheel, simple and compound gear trains; Students use information contained in the Factfile and the links to make notes on the nomenclature of gears and terms used in gearing covering the following:pitch circle diameter;pitch point;metric module;pinion wheel; andtypes of gearsFactfile: Gears HYPERLINK "" Nishalkadli/introduction-to-gears-15838360index.htmfreestudy.co.uk/dynamics/gears.pdfpulleys, to include simple and compound pulley systems, multiple pulley block and lifting systems; Students use information contained in the Factfile and link to make notes on pulleys and the pulley systems referred to in the specificationStudents use simple models to demonstrate and explain simple and compound pulley systems and make notes on examples of applicationsFactfile: rmation/pulley-systemsSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.47 Mechanical components and systems (cont.)Students should be able to:chain and sprockets to include simple and compound systems; ratchet and pawl; Students use information contained in the Factfile to make notes on:examples of chain and sprocket systems and applications;examples of ratchet and pawl systems and applicationsFactfiles: Chains, Sprockets, Ratchet and Pawllevers and linkages to include bell crank, toggle and treadle; Students use information contained in the Factfile and link to make notes on:levers and linkages in general;bell crank;toggle;treadleFactfile: Levers and Linkages and couplings to include aligned shafts, flexible couplings, universal joints, ball and socket, constant velocity, joints and sliding couplings; Students use information contained in the Factfile and link to make notes on types of shafts and couplings and their applications. These should include the following:aligned shafts;flexible couplings;universal joints;ball and socket;constant velocity joints; andsliding couplingsFactfile: Shafts and Couplings ContentLearning OutcomesTeaching and Learning ActivitiesResources1.47 Mechanical components and systems (cont.)Students should be able to:friction, to include static and dynamic; brakes, to include cantilever, band, disc and drum; clutches, to include cone, single plate, diaphragm and centrifugal; methods employed to activate clutches and brakes; Students use information contained in the Factfiles and links to make notes on:friction and its effects;the range of brake types referred to in the specification and the advantages and disadvantages of each;the range of clutch types referred to in the specification and the advantages and disadvantages of each;the different methods employed to activate clutches and brakes; andapplications for the different types of clutch and brakeFactfile: Friction and BrakesFactfile: BrakesFactfile: Clutchessajaysyadavs/clutch-15319092bearings, to include plain, rolling element, self-aligning, thrust, taper and bearing housings; Students use information contained in the Factfile and link to make notes on:plain bearings;rolling element bearings;thrust bearings;taper bearings;bearing housings; andapplications of types of bearings. Students need to understand why particular bearings are used in relevant situationsFactfile: Bearings9892255898/bearing-16605198Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.47 Mechanical components and systems (cont.)Students should be able to:lubrication, to include mechanics of lubrication, viscosity, classification of lubricants and applications; and seals, to include O-ring, gasket, garter and seal housings.Students use information contained in the Factfile and link to make notes on:the terminology of lubrication;the classification of lubricants and applications; andmethods of producing good oil seals such as O-ring, gasket, garter and seal housings with applications for eachFactfile: Lubrication KarrieWilliams/lubrication-fundamentals-lubricating-oil-basics1.48Integrated application of mechanical and pneumatic control systems 9 hourscombine mechanical and/or pneumatic/electrically actuated components to produce systems with specific industrial or commercial requirements. Working in groups, students produce a given practical mechanical/pneumatic projectsFrom given information, students, in groups would produce a working systems which incorporate mechanical, pneumatic and electrically activated components. Once produced, students would be required to produce a full demonstration to peers together with a critical evaluation of their workProprietery mechanical and pneumatic teaching kitsUnit A2 1:Option C: Product DesignSpecification: GCE Technology and DesignUnit A2 1 Option C: Product DesignPrior Learning: Student s are expected to have studied the AS part of this GCE Qualification.Guided Learning Hours: 120 HoursAssessment: External written examination 2 hours longSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesGeneral:This option should have an allocated time of 120 hours. All times are approximate and will vary between centresOpposite is a list of suggested reference books which will be of use throughout this sectionResistant Materials: Revision Guide (Collins GCSE Essentials)?JP Oversized?– 20 Mar 2009Edexcel GCSE Design and Technology Resistant Materials Student Book?Paperback?– 21 May 2010GCSE Design & Technology Resistant Materials: Complete Revision and Practice?Paperback?– 23 Apr 2014Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition?Paperback?– 17 Feb 2009Product Design: Resistant Materials Technology (Advanced Design and Technology for Edexcel): Resistant Materials v. 1?Paperback?– 18 Dec 2000Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesGeneral (cont.)Students should be able to:Factfiles available on CCEA website. At the end of each Factfile are examination style questions which can be used for homework and/or assessment1.49 Environmental Issues20 hoursdescribe the environmental issues relating to product design to include:environmental impact at different stages of the product life-cycle; climate change and greenhouse gases;reducing environmental impact by design;the 6Rs rethink, reuse, recycle, repair, reduce, refuse with practical examples;environmental audits and life-cycle assessment;reducing material use;new technology and environmentally manufacturing processes;Students can use the information contained in the Factfile and the web links to produce notes on the key features of any environmental issues relating to a product’s design. Students should focus on the issues identified in the specification content opposite. Students should identify and provide examples of products which illustrate their identified key featuresThis could be presented by the students to their peers and discussed as a groupFactfile: Environmental Issues Part 1 Purpose/Environmental-Sustainability/Packaging-and-Waste Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.49 Environmental Issues ((((cont.)(cont.)management of waste, the disposal of products and pollution control;examples of national government and European Union influence;ethnic and cultural influences on the design and manufacture of products;describe the environmental issues relating to product design to include:environmental impact at different stages of the product life-cycle; climate change and greenhouse gases;reducing environmental impact by design;Factfile: Environmental Issues Part 1Purpose/Environmental-Sustainability/Packaging-and-WasteSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.49 Environmental Issues (cont.)Students should be able to:develop product design proposals which reflect the potential impact on the environment; Students should research a range of different products and produce improved design proposals for these products. The design proposals for these products should outline how their suggestions to the products design proposals will reduce the impact the products designs have on the environmentconsider sustainability (embodied energy, responsible sourcing, recycled content) when selecting a material; andStudents use the information contained in the Factfile to produce a presentation outlining the key elements of sustainability (embodied energy, responsible sourcing and recycled material) when selecting a materialFactfile: Environmental Issues Part 2Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.49 Environmental Issues (cont.)Students should be able to:demonstrate a knowledge and understanding of;the sustainable use of metals (for example recycled content; responsible sourcing and use of scarce metals);the issues regarding sustainability in the manufacture and disposal of plastics;the properties, working characteristics and uses of biodegradable and photodegradable plastics; andthe need for and benefits of innovation in product design with reference to improved performance and more sustainable use of resources.Using the Factfile and web links students can produce a wall chart highlighting the issues with using plastics and the properties, benefits and applications of biodegradable and photodegradable plasticssustainable-business/2014/nov/05/metals-recycled-mine-extractive-business ContentLearning OutcomesTeaching and Learning ActivitiesResources1.49 Environmental Issues (cont.) ContentLearning OutcomesTeaching and Learning ActivitiesResources1.50Product Life cycleStudents should be able to:10 hoursexplain the product life cycle to include:inception, introduction, growth, maturity and decline; life cycle for fad, fashion and basic products; andproduct re-design (reason, alternatives, re-launch of products, product testing, and identification of problems with existing products).Using information contained in the Factfile and the web links students should make notes of the key features of the various parts of a product’s life cycleStudents should carry out research on a product(s) suggested by the teacher. Students should present a report on the product(s) stating what type of product they are (fad, fashion or basic). The report should also describe what stage of its lifecycle the product is currently in and outline any re-design initiatives that have been used to extend its life-cycleFactfile: Product Life Cyclemanagement/Or-Pr/Product-Life-Cycle-and-Industry-Life-Cycle.html ContentLearning OutcomesTeaching and Learning ActivitiesResources1.50Product Life cycle(cont.)Students should be able to:: Advances in Technology and ICT in Manufacture1.51Advances in Technology and ICT in Manufacture10 hoursemploy CAD and CAM systems and other ICT systems where appropriate in the design and manufacture of products; andUsing information contained in the Factfile and the web links students produce a poster showing, for a chosen product, all the various ICT systems that are used in the production processes for that product to the designer the benefits of;CAD, CAM and CNC;3D scanning;quick response manufacturing (QRM);quick change injection moulding techniques;Kanban; andfexible manufacturing systems (FMS).In groups of two, students could deliver a PowerPoint presentation to the class on the benefits to the designer for one of the ICT systems/techniques outlined oppositeSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.51Advances in Technology and ICT in Manufacture(cont.)Students should be able to:articles/five-benefits-of-integrated-cadcam Mind to Market10 hoursdescribe the role of markets in product design, to include:market research;needs and demands;how and why new products arise;innovation in the market;key aspects of market pull and technology push;key aspects of radical and incremental products; andmarket strategy – key aspects of market penetration, market development, product development and diversification;Using information contained in the Factfile and the web links students should produce a report describing the role of marketing in product design to include the subheadings referred to in the specification contentFactfile: From Mind to Market Part 1bbc.co.uk/education/topics/z96pyrd/videos/1 marketingdonut.co.uk/marketing/marketing-strategy/product-development prddes1/revcardtec1.html Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.52From Mind to Market (cont.)google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0ahUKEwib5Zuq7_nLAhUJtBoKHVTPAwA4ChAWCBswAA&url=http%3A%2F%2Fmoodle.morriston.swansea.sch.uk%2Fpluginfile.php%2F4152%2Fmod_page%2Fcontent%2F1%2F15_Technology_Push_or_Market_Pull.ppt&usg=AFQjCNGRHIShToovg8SRjq-jJcovXPPvWg&bvm=bv.118443451,d.d2s bbc.co.uk/education/topics/z96pyrd/videos/2 .uk/news-opinion/incremental-vs-radical-what-s-future-product-innovation innovate-design.co.uk/ Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.52From Mind to Market (cont.)explain the four Ps:Product to include;variable life cycle products;variation between life cycle products; and the five types of consumer who emerge at each stage of the life cycle (fashion innovators, opinion leaders, the masses, late adopters and laggards);Students study Factfile 2 and then make notes on:What is a variable life cycle product?Name two products and explain their differing life cyclesWhat are the five different types of consumer and at what lifecycle stage would they purchase a product?Factfile: From Mind to Market Part 2 (Product)pages/article/newSTR_94.htm insights/the-four-ps-of-marketing/ marketing/mix/ understanding-marketing-mix-concept-4ps/ marketing-mix-4-ps-marketing/ Price to include;determining the price and elasticity of demand;pricing methods to include cost-plus, contribution pricing and perceived value; andpricing strategy for of the stages of the life cycle of the product;Students study Factfile 3 and web links and then make notes on:What is elastic and inelastic demand? Give examples of eachWhat are cost-plus, contribution and perceived value pricing?Factfile: From Mind to Market Part 3 (Price)bbc.co.uk/schools/gcsebitesize/business/marketing/productpricerev1.shtml Specification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.52From Mind to Market (cont.)Students should be able to:Place to include;geographical placing – international and regional;differences, difficulties and barriers to trading; andphysical placing – getting the product to the right place at the right time; andStudents study Factfile 4 and web link and then make notes on:geographical placing;physical placingFactfile: From Mind to Market Part 4 (Place) Promotion to include;Sales promotion, advertising processes, publicity, personal selling, exhibitions and trade fairs; and development of promotional strategies for a range of products; andStudents study Factfile 5 and the web links and then make notes on the different promotional methods and strategies, with examples from personal experience of how these have been applied to common productsFactfile: From Mind to Market Part 5 (Promotion)promotion.htm promotion-four-ps-marketing-mix/ pro-dev.htmdescribe the use of ICT to implement the four Ps.For each of the above students should illustrate the use of ICT as appropriateSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.53Quality Control and AssuranceStudents should be able to:10 hoursdevelop an understanding of the various processes and strategies employed in quality control and assurance systems, for example using measuring devices, jigs, templates and fixtures; andUsing information contained in the Factfile, and the web links students should produce a report outlining how Quality Control and Assurance techniques are used (including the use of ICT) in product design and manufactureFactfile: Quality Control and Assurancebbc.co.uk/schools/gcsebitesize/design/foodtech/productdevelopmentrev4.shtmldifference/Quality_Assurance_vs_Quality_Controlwatch?v=gxwIfiQTPBwdescribe the use of ICT in quality control and assurance.1.54Design for Use15 hoursdesign for maintenance and repair; andUsing information contained in the Factfile and the web links students should make notes on the key features of design for maintenance and repair and inclusive designFactfile: Design for Usebetterdesign2/why/why.html design to be inclusive for all society.Students will select a product and describe what modifications could be made to it to make it more inclusive for the entire populationSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.55Design for ManufactureStudents should be able to:15 hoursformulate proposals for product design and development taking account of the need for scale production;Using information contained in the Factfile and the web links students should make notes on the features of product design and development taking into account the need for scale productionFactfile: Design for Manufactureethicalreports/mobilesreport/environment.aspxprddes1/prodcyc1.htmlgoogle.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0ahUKEwjmlInc-fnLAhUBWhoKHW7gDZs4ChAWCBswAA&url=http%3A%2F%2F.uk%2Fseeba%2Fgeneral%2Fecocheck695%2520iss%25202.doc&usg=AFQjCNFo-KVs5m9yt8ZMv7nD76DFyLjp1wnibusinessinfo.co.uk/content/design-reduce-use-materials-and-packagingsource_reduction/10_tips_sustainable_package_designdespro2/packfn1.htmsustainable-packaging-report.htmldesign to minimise materials, components, processes and the environmental impact; anddesign to minimise packaging material and wasted packaging space.Students select a product and produce a report outlining:how the design has taken account of the required scale of production;how the use of materials has been minimised;how the amount of packaging has been minimisedSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.56Design and CommunicationStudents should be able to:20 hoursuse appropriate communication methods and rendering techniques to communicate innovative design ideas; andStudents watch the web links and study the FactfileFactfile: Design and Communicationbbc.co.uk/schools/gcsebitesize/design/graphics/drawingformalrev3.shtmldesignpro/ortho2.htm text size and style to communicate impact, product information and appeal to a variety of audiences.Students should suggest an idea for a product and produce a poster or other form of presentation, using a variety of graphical techniques to communicate the product to an audienceStudents should practice different rendering and communication techniquesSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResources1.56Design and Communication (cont.)mag/create-balanced-page-layouts-7-pro-tips-121310009 ContentLearning OutcomesTeaching and Learning ActivitiesResources1.56Design and Communication (cont.)watch?v=CUy-pb83x18watch?v=xrzwFKRTxPMwatch?v=Pk3vOJaBWLMtutorial/1052-Beginners-Guide-to-Concept-Sketchingblog/basic-guidelines-to-product-sketching/ ContentLearning OutcomesTeaching and Learning ActivitiesResources1.57Technological Developments in SocietyStudents should be able to:10 hoursdescribe the influence of the following designers and movements in product designDyson;Bayliss;Memphis; andApple; andTeacher can obtain the free resources from the James Dyson Foundation webpage and use as the basis for discussion with studentsFactfile: Technological Developments in Societyjamesdysonfoundation.co.uk/teachers/secondary/telegraph.co.uk/finance/personalfinance/fameandfortune/10961486/Trevor-Baylis-I-should-have-made-a-lot-more-from-my-wind-up-radio-invention.html188753/the-braun-products-that-inspired-apples-iconic-designs-gallery/what-will-apple-car-look-jony-ives-taste-bentleys-aston-martins-could-influence-21103803042524/fast-feed/22-things-you-need-to-know-about-apples-jony-ivedailymail.co.uk/sciencetech/article-2200660/Did-Apple-inspiration-iconic-products-simplicity-Braun-designs-50s-60s.htmldescribe examples of designs that incorporate moral, economic, social and environmental factors.Using information contained in the Fact File and through individual internet research students conduct research and compile a report, with examples on how the following designers have influenced product design in their chosen areas:Dyson;Bayliss;Memphis;AppleStudents describe two examples of modern products which have incorporated moral, economic, social and environmental factors using internet research for assistanceSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcestelegraph.co.uk/technology/apple/8555503/Dieter-Rams-Apple-has-achieved-something-I-never-did.html3053406/how-apple-is-giving-design-a-bad-nameblog/2014/6/12/steve-jobs-influence-on-product-designforbes/welcome/process.st/steve-jobs-design/ ................
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