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GCE Technology and Design

Contents Page

Unit AS 1: Compulsory Area of Study Design and Materials

5

Unit AS 1: Option A Electronic and Microelectronic Control Systems

19

Unit AS 1: Option B Mechanical and Pneumatic Control Systems

33

Unit AS 1: Option C Product Design 49

Unit A2 1: Option A Electronic and Microelectronic Control Systems

59

Unit A2 1: Option B Mechanical and Pneumatic Control Systems

79

Unit A2 1: Option C Product Design 91

CCEA Exemplar Scheme of Work: GCE Technology and Design

Introduction

CCEA has developed new GCE Technology and Design specifications for first teaching from September 2016. This scheme of work has been designed to support you in introducing the new specification.

The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.

Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.

Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.

A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students.

I hope you find this support useful in your teaching.

Best wishes

Judith RyanSubject OfficerTechnology and Design

E-mail [email protected] 028 9026 1200 (2133)

Updated: August 2016 1

http://www.ccea.org.uk/microsites




CCEA Exemplar Scheme of Work:

GCE Technology and Design





Unit AS 1:Compulsory area of study:

Design and Materials





Specification: GCE Technology and Design

Unit AS 1: Compulsory area of study Paper 1: Design and Materials

Prior Learning: Students do not need to have reached a particular level of attainment before beginning to study this specification. However, the specification builds on knowledge, understanding and skills developed in GCSE Technology and Design.

Guided Learning Hours: 67.5 hours

Assessment: External written examination 1 hour long.

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

This section should have an allocated time of 67.5 hours. All times are approximate and will vary between centres.

Various Authors, 2009, “Resistant Materials: Revision Guide (Collins GCSE Essentials)” JP Oversized, Letts.ISBN-10: 1906415439ISBN-13: 978-1906415433

Lambert, B., 2010, “Edexcel GCSE Design and Technology Resistant Materials Student Book”, Edexcel.ISBN-10: 1846907551ISBN-13: 978-1846907555

GCP Books, 2014, “GCSE

Opposite is a list of suggested reference books which will be of use throughout this section.



Design & Technology Resistant Materials: Complete Revision and Practice”, 1st edition., GCP.ISBN-10: 1841463817ISBN-13: 978-1841463810





Resources

Atwood, J. et al (editors), 2009, “Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition,” Heinemann.ISBN-10: 0435757784ISBN-13: 978-0435757786

Creswell, L. et al., 2000, “Product Design: Resistant Materials Technology (Advanced Design and Technology for Edexcel): Resistant Materials v. 1 Paperback” 1st ed., Heinemann.ISBN-10: 0435757709ISBN-13: 978-0435757700

Factfiles available on CCEA website. At the end of each Factfile are examination style questions which can be used for homework and/or assessment







Resources

1.1 Material selection

Students should be able to:

5 hours consider the following when selecting a material:– functional requirements

(properties and characteristics);

– manufacturing demands (scale of production and suitability of manufacturing process);

– environment (corrosion resistance and stability);

– availability (common forms and sizes);

– cost; and – appropriate joining

techniques; and

Students use the three Factfiles and make notes on the meaning of the factors to be considered in material selection

Students should then consider a variety of products and systems attempting to identify the materials used for each justifying their choice and taking into consideration the relevant factors

Factfile: Materials Selection Part 1



demonstrate knowledge and understanding of:– physical properties:

density, electrical and thermal conductivity; and

– mechanical properties: strength, elasticity, plasticity, toughness, hardness, durability and brittleness.

Students produce a summary table outlining the meaning of each property grouped under the titles physical and mechanical







Resources

1.2 Wood Students should be able to:

5 hours demonstrate knowledge of hardwoods and softwoods;

Students use the Factfiles to produce notes on:Hardwoods and softwoods; andProperties, working characteristics and uses of the named woods

Factfile: Wood - Part 1

demonstrate knowledge and understanding of the properties, working characteristics and uses of pine, ash, beech, oak and mahogany;

Students use the Factfiles to produce notes on the available form of supply of woods


demonstrate knowledge of the available form of supply of woods (common lengths, rough sawn and planed all round (PAR) sizes);

Students use the Factfiles to produce notes on the advantages and uses of the named manufactured boards

demonstrate an understanding of the main advantages and uses of manufactured boards:– plywood, blockboard,

chipboard, hardboard and medium density fibreboard (MDF); and


demonstrate an Students use the Factfiles to



understanding of the main purposes and types of finishes for wood:– stains, oils, polishes,

paints and synthetic resins, veneers (such as beech, ash, oak,) and laminates (such as Formica).

produce notes on the named finishes for woods





Resources

1.3 Metal Students should be able to:

5 hours demonstrate knowledge of the available form of supply of metals;

Students use the Factfile to produce notes on:

Available form and supply of metals;Ferrous and non-ferrous metals; and Properties, working characteristics and uses of the named metals

Factfile: Metal - Part 1

understand the difference between ferrous and non-ferrous metals and alloys;

demonstrate knowledge and understanding of the properties, working characteristics and uses of:– aluminium, aluminium

alloys, copper, brass, zinc, steel (mild, medium and high) and stainless steel; and

demonstrate an understanding of the main

Factfile: Metal - Part 2



purposes and types of finishes for metals:– painting, plastic coating,

electroplating, anodising enamelling and lacquering.





Resources

1.4 Plastic Students should be able to:

5 hours understand the difference between thermoplastic and thermosetting plastics; and

Students use the Factfile to produce notes on: Thermoplastic and

thermosetting plastics; Properties, working

characteristics and uses of the named plastics

Factfile: Plastic

demonstrate knowledge and understanding of the properties, working characteristics and uses for the following polymers:– high density polyethylene

(HDPE), low density polyethylene (LDPE), polyethylene terephthalate (PET), polystyrene, polyvinyl chloride (PVC), acrylic, nylon, acrylonitrile butadiene styrene (ABS), melamine-formaldehyde and epoxy resins.





Resources

1.5 Modern composite and emerging technologies


5 hours demonstrate knowledge,

understanding and applications for the following modern materials, and their application in product design to include:– thermochromic and

photochromic materials; – phosphorescent

pigments; – reflective films and

holograms; – liquid crystal displays; – polyether ether ketone

(PEEK); – polyphenylsulfone

(PPSU); and – graphene.

Students use the Factfile to produce notes on the named modern materials and their applications

Factfile: Modern Composite and Emerging Technologies





Resources

1.6 Methods of processing materials


10 hours demonstrate knowledge and understanding of:– wasting, including

workshop hand tools, manual and computer numerical control (CNC) machine tools;

– forming, including rolling, blanking, press forming and forging;

– moulding, including injection moulding, blowmoulding, rotational moulding, vacuum forming, sandcasting and pressure die casting; and

– extrusion.

Students use the Factfile to produce notes on each of the named processes to include a sketch and description of each with examples of products made from each

The web link can be used to supplement the Factfile

Factfile: Methods of Processing Materials – Part 1

www.bbc.co.uk/education/clips/zv8fb9q

Factfile: Methods of Processing Materials – Part 2


http://www.bbc.co.uk/education/clips/zv8fb9q

http://www.bbc.co.uk/education/clips/zv8fb9q




Resources

1.7 Product analysis and improvement


10 hours analyse, evaluate and produce redesign proposals for existing products under the following headings: – form; – cost; – manufacture; – materials; – function; – performance; – aesthetics; – marketing constraints,

target audience; – ergonomics and

anthropometrics; – cultural, ethnic, and

moral issues; – environmental issues; and – user safety.

Students use the Factfiles and produce a presentation on Aesthetics, Ergonomics and Anthropometrics with relation to product design

Students use the two case study Factfiles and then, using them as a guide, analyse a range of other everyday products identifying and evaluating them under the headings shown in the case studies

Factfile: Aesthetics

Factfile: Ergonomics & Anthropometrics

Factfile: Product Analysis and Improvement

Case Study 1 - Child Security Gate

Factfile: Product Analysis and Improvement

Case Study 2 – Battery Operated Torch





Resources

1.8 Design and communication


12 ½ hours demonstrate knowledge and understanding of the design process, including: – design briefs; – research leading to the

development of a specification;

– generation of ideas; – design development and

refining ideas; and – product review and

testing;

Students view the BBC web site on graphics media, graphics design and graphics production

Students then carry out the activities and tests on the webpage

Students use the technologystudent.com link as a basis to draw a flowchart of the design process outlining the key features of each stage

Factfile: Design and Communication

www.bbc.co.uk/schools/gcsebitesize/design/graphics/

www.technologystudent.com/designpro/despro1.htm

demonstrate knowledge and understanding of the design process, in particular: – sustainability; – creativity, flair and

innovation; and

Students chose a product and produce a short presentation explaining all the likely stages of the design process involved in taking it from an initial client design brief to a finished product

communicate designs using 2D methods to include freehand sketching and mixed media.

Students supplement their knowledge of this section through experience gained in their coursework


http://www.technologystudent.com/designpro/despro1.htm


http://www.bbc.co.uk/schools/gcsebitesize/design/graphics/

http://www.bbc.co.uk/schools/gcsebitesize/design/graphics/






Resources

1.9 Design and manufacture


5 hours demonstrate knowledge and understanding of the following: – computer-aided design

(CAD) to include drawing, solid modelling, virtual imaging and rapid prototyping;

– computer-aided manufacture (CAM) computers used to assist in a manufacturing process;

– computer-integrated manufacture (CIM) computers used for stock control, quality control, manufacturing and assembly; and

– the advantages of using CAD, CAM and CIM.

Students look at the case studies on the BBC education website and observe the processes, list the characteristics and analyse the products suggesting suitable techniques that would be used in their design and manufacture

Students view the BBC clips about car manufacture and chocolate production and prepare a short presentation on how computer integrated manufacture assists in stock control during the production of cars and chocolate

Factfile: Design and Manufacture

www.bbc.co.uk/education/topics/zdjxfg8

www.bbc.co.uk/education/clips/zxx3cdm

www.bbc.co.uk/education/clips/zppc87h


http://www.bbc.co.uk/education/clips/zppc87h

http://www.bbc.co.uk/education/clips/zppc87h

http://www.bbc.co.uk/education/clips/zxx3cdm

http://www.bbc.co.uk/education/clips/zxx3cdm

http://www.bbc.co.uk/education/topics/zdjxfg8

http://www.bbc.co.uk/education/topics/zdjxfg8




Resources

1.10 Quality and safety


5 hours demonstrate knowledge and understanding of the use of: – factor of safety; and – tolerances;

Students analyse a range of products suggesting appropriate testing and inspection procedures to be employed when assessing them for quality and safety

Factfile: Quality and Safety

Creswell, L. et al., 2000, “Product Design: Resistant Materials Technology (Advanced Design and Technology for Edexcel): Resistant Materials v. 1 Paperback” 1st ed., Heinemann.ISBN-10: 0435757709ISBN-13: 978-0435757700

demonstrate knowledge and understanding of the purpose of testing and inspection of components or products; and

demonstrate knowledge and understanding of the risks associated with common manufacturing and hand processes and methods used to minimise these.

Students produce a Health and Safety poster for the classroom outlining the risks associated with hand and machine processes and highlighting best practice to minimise these risks



Unit AS 1: Optional Area of Study

Paper 2 Option AElectronic and

MicroelectronicControl Systems






Unit AS 1: Optional area of study: Paper 2 Option A Electronic and Microelectronic Control Systems



Assessment: External written examination 1 hour long.



Resources

1.11 Systems and control


2.5 hours- all times approximate and will vary between centres

analyse electronic/microelectronic control systems in terms of:– input;– control;– output;– on/off continuous control;

and– open and closed loop

systems using feedback; and

Students analyse the operation of real mechanical and electronic control systems to gain an understanding of control terms e.g. toilet cistern, microphone and audio amplifier

Students devise PowerPoint or Interactive White Board (IWB) games to help learn component names and symbols

Factfile: Systems and Control.

Norman et al., 2000, “Advanced Design & Technology 3rd Edition”, Longman. (Chapter 17)ISBN-10: 0582328314ISBN-13: 978-0582328310

McCloy, D., 1984, Technology Made Simple- (Made Simple Books), London, Heinemann.ISBN-10: 0434985961ISBN-13: 978-0434985968



use appropriate circuit symbols and circuit diagrams forelectronic/microelectronic systems.

Students practise drawing circuits in which it is necessary to substitute components for others to change the functionality of a circuit e.g. make a frost sensor circuit into a light sensing circuit

CCEA GCSE T&D SymbolsCards with electronic circuit symbols printed on them





Resources

1.11 Systems and control(cont.)


Technology Student Websitewww.technologystudent.com/elec1/elecex.htm

Doctronics website www.doctronics.co.uk/

1.12Safety3 hours demonstrate knowledge and

understanding of the safety issues and procedures involved in the production, testing and use of electronic and microelectronic control systems in an educational environment.

Students learn to exercise care and carry out a risk assessment when observing the following demonstrations:

– Teacher demonstrates the hazards associated with PCB production, soldering, the use of hand tools and power tools such as the PCB drill and repeats demonstration showing safe practices;

– Teacher demonstrates the effect of over-heating caused by applying excess

Factfile: Safety

Department of Education for Northern Ireland Safety In School Workshops DENI Safety Series No. 10 (1991)http://cass.welbni.org/downloads/27/203_34_DENI%20Safety%20in%20School%20Workshops.pdf

Own school Risk Assessments for T&DCleapss Model Risk Assessments for Design and


http://cass.welbni.org/downloads/27/203_34_DENI%20Safety%20in%20School%20Workshops.pdf



http://www.doctronics.co.uk/

http://www.technologystudent.com/elec1/elecex.htm



voltage to electrical components such as resistors and transistors;

Technologywww.cleapss.org.uk/secondary/secondary-dandt


http://www.cleapss.org.uk/secondary/secondary-dandt

http://www.cleapss.org.uk/secondary/secondary-dandt




Resources

1.12Safety (cont.)

– Teacher demonstrates “Exploding Components” using Circuit Wizard; and

– Teacher demonstrates the high voltage and the potential for electric shock produced when an inductive load such as a relay is de-energised

www.hse.gov.uk/coshh/ for guidance on the use of solder etc.

Soldering: Hand-held with lead-based, rosin-cored solders from www.hse.gov.uk/pubns/guidance/wl17.pdf

Circuit Wizard produced by New Wave

Concepts (Circuit Wizard combines circuit design, PCB design, bread-board layout, simulation (including microcontroller flow-charting) and CAD/CAM in one complete package)

The range of tools and equipment to demonstrate hazards and safe practice. Variable power supply and a range of components


http://www.hse.gov.uk/pubns/guidance/wl17.pdf

http://www.hse.gov.uk/pubns/guidance/wl17.pdf

http://www.hse.gov.uk/coshh/






Resources

1.13Electroniccomponents


3 hours demonstrate knowledge and understanding of the followingcomponents:– resistors (colour code,

E12 series, tolerance and power ratings);

– capacitors - electrolytic and non-polarised; and

– diodes (circuit protection with inductive loads)

Students use the Factfile to make notes on the named electronic components

Students complete a table with the value, tolerance and range of values for each resistor

Students measure the values of resistors using a multimeter on the ohms range then compare with the nominal value indicated by the colour code. Students determine if the measured value is within tolerance

Students use a multimeter to confirm the directional properties of a diode

Factfile: Electronic Components

Teacher produced cards with a range of ten resistors with different values and tolerances

Colour code charts available online or free of charge from component distributors

Variable power supply, components and multimeters

Online electronics colour code and similar games at: http://people.sinclair.edu/nickreeder/flashgames.htm


http://people.sinclair.edu/nickreeder/flashgames.htm

http://people.sinclair.edu/nickreeder/flashgames.htm




Resources

1.13Electroniccomponents (cont.)




1.14Calculations

20 hours use knowledge and

understanding of formulae, and given information to complete calculations for:– V = I × R and W = V × I;– power ratings of resistors

in circuits;– Rt = R1 + R2 + Rn;– Rt = R1 × R2/ (R1 + R2);– Vout = Vin × R2/ (R1 + R2);– time constant = C × R;– light emitting diode (LED)

including maximum current, forward voltage, series resistance and

Students use Circuit Wizard or similar software to simulate series and parallel circuits along with virtual test instruments

Students determine the value of the single component to replace the combination and compare with the calculated result

Alternatively students use real components on a breadboard or similar

Students use Circuit Wizard or

Factfile: Calculations

Circuit Wizard or similar software

Power supply, components, oscilloscope and multimeters

Breadboard or similar prototyping system









power dissipation for series resistance;

similar software to model standard transistor circuits





Resources

1.14Calculations (cont.)


– current flow through output devices;

– time period, T = 1/f;– time period, T=1.1CxR of

output of monostable circuits using 555 timer;

– frequency, f=1.44/(R1+2R2)C of output of astable circuits using 555 timer, to include mark/space ratio; and

– transistor to include calculation of base resistor, HFE, Ic (max) and VBE.

Students need to know the relevant formulae as these will not be provided in the assessment

Students use virtual test instruments to determine the values of the base resistor, HFE, Ic (max) and VBE as appropriate

Alternatively students use real components on a breadboard or similar prototyping system

Students use Circuit Wizard or similar software to model a standard 555 timer monostable and astable circuits

Students use virtual test instruments to determine the values of T and f for different resistor and capacitor combinations and compare with the theoretical result

Alternatively students use real components on a Breadboard or similar prototyping system along with an oscilloscope









Resources

1.15Combiningcomponents asinput devices




6 hours demonstrate knowledge and understanding of:– resistors in series and

parallel (limited to two in parallel);

– voltage divider circuits incorporating light dependent resistors (LDR), thermistor (negative temperature coefficient only) and variable resistors;

– series resistor capacitor (RC) circuits for timing purposes only. V/T graphs of charging and discharging RC circuits;

– switches:– single pole single

throw (SPST);– single pole double

throw (SPDT);– double pole double

throw (DPDT);

Students use information in the Factfile to make notes on the combination of components as input devices as referred to in the specification

Students use Circuit Wizard or similar software to model standard transistor circuits using the range of input components indicated on the specification drawing circuit diagrams and making notes on each

Students use virtual test instruments to measure voltage and current in order to understand the behaviour of the components in the circuits

Alternatively students use real components on a Breadboard or similar prototyping system

Circuit Wizard or similar

Power supply, components and multimeters

Breadboard or similar prototyping systemTechnology Student Websitewww.technologystudent.com/elec1/elecex.htm









Resources

1.15Combiningcomponents asinput devices (cont.)


– switch type:– toggle, slide, push to

make, push to break, rotary, reed and micro);

– a range of switching applications such as position control and logic control;

– pull up and pull down resistors as inputs to logic circuits; and

– incorporate these devices into applications.

Students use a breadboard to connect logic gates in standard logic circuits

Students observe the effect of removing the pull-up or pull-down resistors whilst bringing electrostatically charged objects or mobile phones nearby

1.16 Output devices

3 hours demonstrate knowledge and

understanding of the following output devices:– lamps and relays

(including latching relays);

– motors, heaters, solenoids

Students use information in the Factfile to make notes on the output components referred to in the specification

Students use Circuit Wizard or similar software to model



Breadboard or similar



(including solenoid valves), and

– buzzers, loud speakers, piezo sounders and light emitting diodes (LEDs); and

standard transistor circuits using the range of output components indicated on the specification drawing circuit diagrams and making notes on each








Resources

1.16 Output devices (cont.)


incorporate these devices into applications with suitable driving circuitry.



Doctronics website. www.doctronics.co.uk/

1.17Electronicsystems

30 hours demonstrate knowledge and understanding of the following systems: AND and OR

arrangements of SPST switches;

Truth tables with a maximum of three variables;

Students use the Factfiles to make notes on the operation of the specified components and their application in circuits

Factfile: Electronic Systems Parts 1 to 8











Resources

1.17 Electronic systems (cont.)


Logic gates;– AND logic function

(AND);– OR function (OR);– exclusive OR logic

function (EOR);– NOT logic function

(NOT);– NOT AND logic

function (NAND);– NOT OR logic function

(NOR);– exclusive NOT OR

logic function (ENOR);– comparator;– flip-flop, set-reset (SR)

based on NAND gates only;

– transistor (NpN in switching circuits only);

– Darlington pair;– thyristor;

Students use Circuit Wizard or similar software to model standard logic gate circuits including flip flops using the range of logic gates indicated on the specification drawing circuit diagrams and making notes on each

Students use virtual test instruments to measure voltage and current in order to understand the behaviour of the logic gates


Students use Circuit Wizard or similar software to model standard thyristor and Darlington Pair circuits

Students use virtual test instruments to measure voltage and current in order to

Specifications of microprocessor-based products

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

Doctronics website. www.doctronics.co.uk/






– monostable and astable circuits using 555 timer; and

understand the behaviour of the components





Resources



programmable systems - with awareness of the advantages and disadvantages of programmable systems such as peripheral interface controllers (PICs) compared with hardwired solutions; and

incorporate these systems into applications to meet specified criteria.


Students use the specifications of microcontroller-based products to determine the range of functions carried out by the microcontrollers and then compare with traditional products which would have used hard-wired circuitry.Students use Circuit Wizard to investigate the range of functions available on typical microcontrollers (Peripheral Interface Controllers, PICs)






Paper 2 Option BMechanical and Pneumatic

Control Systems






Unit AS 1: Optional area of study: Paper 2 Option B Mechanical and Pneumatic Control Systems

Prior Learning: Students do not need to have reached a particular level of attainmaent before beginning to study this specification. However, the specification builds on knowledge, understanding and skills developed in GCSE Technology and Design.


Assessment: External written Examination 1 hour long



Resources



2 hours analyse mechanical and pneumatic control systems in terms of input, control, output, on/off continuous control and open and closed loop systems using feedback; and

use appropriate circuit symbols and circuit diagrams for mechanical and pneumatic systems.

Students identify a range of mechanical and pneumatic systems and identify input, control and output sub-systems

Students classify systems identified into groups – on/off, open and closed loop

Students produce an information sheet on mechanical and pneumatic symbols

www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/workingwithsystemsrev3.shtml

www.freestudy.co.uk/instrumentation/tutorial3.pdf

www.educationscotland.gov.uk/Images/6526det2_tcm4-


http://www.educationscotland.gov.uk/Images/6526det2_tcm4-124026.pdf


http://www.freestudy.co.uk/instrumentation/tutorial3.pdf

http://www.freestudy.co.uk/instrumentation/tutorial3.pdf

http://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/workingwithsystemsrev3.shtml




124026.pdf

www.fer.unizg.hr/_download/repository/PNEUMATIKA_labs_Festo_eng.pdf


http://www.fer.unizg.hr/_download/repository/PNEUMATIKA_labs_Festo_eng.pdf







Resources

1.18 Systems and control(cont.)


www.darshan.ac.in/Upload/DIET/Documents/ME/2151908_Control%20Engineering_E-Note_01122015_050456AM.pdf

Symbols sheet available on http://ccea.org.uk/technology/ - follow the link through GCSE and support materials

1.19Safety1 hour demonstrate knowledge and

understanding of the safety issues and procedures used for mechanical and pneumatic control systems.

Students identify the safety issues associated with mechanical and pneumatic systems and the procedures used to minimise these

Factfile: Safety


http://ccea.org.uk/technology/


http://www.darshan.ac.in/Upload/DIET/Documents/ME/2151908_Control%20Engineering_E-Note_01122015_050456AM.pdf






Resources

1.20Calculations


10 hours use given data and information to complete calculations for:– mechanical advantage

and velocity ratio; – efficiency; – moments; – simple and compound

velocity ratios and transmission speeds for gears, pulleys and chains and sprockets; and

– force, pressure and area associated with cylinders.

Students practise calculation techniques using past papers available at http://ccea.org.uk/technology/ - follow the link to GCE and then Past Papers

www.schoolphysics.co.uk/age11-14/Mechanics/Forces%20in%20motion/text/Machines_/index.html

www.kullabs.com/class-8/science-8/physics-8/simple-machine/mechanical-advantage-velocity-ratio-and-efficiency

www.technologystudent.com/gears1/pulle12.htm

http://edquestscience.com/pdf/PS-MS-2notes.pdf

www.technologystudent.com/forcmom/force2.htm

www.bbc.co.uk/schools/gcsebitesize/science/triple_aqa/using_physics_make_things_work/moments/revision/1/


http://www.bbc.co.uk/schools/gcsebitesize/science/triple_aqa/using_physics_make_things_work/moments/revision/1/



http://www.technologystudent.com/forcmom/force2.htm

http://www.technologystudent.com/forcmom/force2.htm



http://www.technologystudent.com/gears1/pulle12.htm

http://www.technologystudent.com/gears1/pulle12.htm

http://www.kullabs.com/class-8/science-8/physics-8/simple-machine/mechanical-advantage-velocity-ratio-and-efficiency



http://www.schoolphysics.co.uk/age11-14/Mechanics/Forces%20in%20motion/text/Machines_/index.html





www.design-technology.info/Simple+gears.pdf


http://www.design-technology.info/Simple+gears.pdf






Resources

1.20 Calculations (cont.)

www.freestudy.co.uk/mech%20prin%20h2/outcome3t3.pdf

www.freestudy.co.uk/nc%20mech%20princ/outcome4%20t1.pdf

http://moodlearn.ariel.ac.il/pluginfile.php/837913/mod_resource/content/0/%D7%9E%D7%9E%D7%A1%D7%A8%D7%95%D7%AA.pdf

www.engineeringtoolbox.com/pneumatic-cylinder-force-d_1273.html

www.engineeringtoolbox.com/hydraulic-force-calculator-d_1369.html

http://www.bbc.co.uk/schools/gcsebitesize/design/


http://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev6.shtml


http://www.engineeringtoolbox.com/hydraulic-force-calculator-d_1369.html



http://www.engineeringtoolbox.com/pneumatic-cylinder-force-d_1273.html






http://www.freestudy.co.uk/nc%20mech%20princ/outcome4%20t1.pdf



http://www.freestudy.co.uk/mech%20prin%20h2/outcome3t3.pdf




systemscontrol/pneumaticsrev6.shtml

www.enerpac.com/en/basic-hydraulics

Factfile: Pneumatic calculations


http://www.enerpac.com/en/basic-hydraulics

http://www.enerpac.com/en/basic-hydraulics






Resources

1.21Pneumatic and mechanical components


15 hours demonstrate knowledge and understanding of the operation of a compressor installation and the use of filter, regulator and lubricator units; and

demonstrate knowledge and understanding of the following pneumatic components:– three and five port valves

with the following actuators (roller trip, one-way trip, plunger, push button, lever, solenoid, diaphragm and pilot operated);

– single and double acting cylinders;

– shuttle valves; – flow restrictors and

reservoirs; and – piping and T connections;

Students draw a schematic diagram of a typical pneumatic installation showing compressor, filter, regulator and lubricator units explaining the nature and need for each

Students draw symbols for each identified component with a brief description of operation and use

Students carry out problem solving tasks involving pneumatic components employed in a range of control situations

Factfile: Safety

www.pneumatictips.com/2325/2012/09/engineering-basics/what-is-a-filter-regulator-lubricator-frl/

www.nptel.ac.in/courses/112106175/Module%204/Lecture%2036.pdf

www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=15&ved=0ahUKEwi5neuGh4bMAhWJuBQKHddzASo4ChAWCC8wBA&url=http%3A%2F%2Fwww.preston.gov.uk%2FGetAsset.aspx%3Fid%3DfAAxADMAOQA1ADkAfAB8AFQAcgB1AGUAfAB8ADAAfAA1&usg=AFQjCNHbJRAV1xDNK3Q2FKOvkthJ7ckmLg&bvm=bv.119028448,d.d24


http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=15&ved=0ahUKEwi5neuGh4bMAhWJuBQKHddzASo4ChAWCC8wBA&url=http%3A%2F%2Fwww.preston.gov.uk%2FGetAsset.aspx%3Fid%3DfAAxADMAOQA1ADkAfAB8AFQAcgB1AGUAfAB8ADAAfAA1&usg=AFQjCNHbJRAV1xDNK3Q2FKOvkthJ7ckmLg&bvm=bv.119028448,d.d24



http://www.nptel.ac.in/courses/112106175/Module%204/Lecture%2036.pdf



http://www.pneumatictips.com/2325/2012/09/engineering-basics/what-is-a-filter-regulator-lubricator-frl/




and





Resources

1.21Pneumatic and mechanical components (cont.)

Proprietary pneumatics kits and websites such as:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev1.shtml

http://wiki.dtonline.org/index.php/Main_Page

www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/pneumaticsrev1.shtml

http://hydraulicspneumatics.com/200/TechZone/PneumaticValves/Article/False/85175/TechZone-PneumaticValves

www.youtube.com/watch?v=waj4kGsaFbg


http://www.youtube.com/watch?v=waj4kGsaFbg

http://www.youtube.com/watch?v=waj4kGsaFbg













http://hydraulicspneumatics.com/200/TechZone/Cylinders/Article/False/6423/TechZone-Cylinders








Resources


www.rigger.com/articles/how-it-works/understanding-hydraulic-cylinders-part-1

www.freestudy.co.uk/fluid%20power/cylinders.pdf

www.singleactingcylinder.co.uk/


http://mechanicalbuzz.com/single-acting-double-acting-reciprocating-pump.html

Symbols sheet available on http://ccea.org.uk/technology/ - follow the link through GCSE and support materials










http://www.singleactingcylinder.co.uk/

http://www.singleactingcylinder.co.uk/

http://www.freestudy.co.uk/fluid%20power/cylinders.pdf

http://www.freestudy.co.uk/fluid%20power/cylinders.pdf

http://www.rigger.com/articles/how-it-works/understanding-hydraulic-cylinders-part-1








Resources



represent these components using relevant standards to create the following:– time delay circuits;– logic circuits (AND, NOT

and OR);– speed control of

cylinders;– air bleed; – automatic reciprocation;

and – circuits to control the

movement of single and double acting cylinders; and

Technology and Design for CCEA GCSE: Colourpoint Educational


www.youtube.com/watch?v=tY13Pg1gmm0

www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0ahUKEwid_Pf5jobMAhVBBBoKHVGyD2EQFgg0MAY&url=http%3A%2F%2Fwww.educationscotland.gov.uk%2FImages%2Fpneumatic_systems_3_tcm4-118211.doc&usg=AFQjCNGU39YdZJ486BsrR63-


http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0ahUKEwid_Pf5jobMAhVBBBoKHVGyD2EQFgg0MAY&url=http%3A%2F%2Fwww.educationscotland.gov.uk%2FImages%2Fpneumatic_systems_3_tcm4-118211.doc&usg=AFQjCNGU39YdZJ486BsrR63-_npooHJLNg


http://www.youtube.com/watch?v=tY13Pg1gmm0

http://www.youtube.com/watch?v=tY13Pg1gmm0





_npooHJLNg










Resources



www.clippard.com/downloads/PDF_Documents/Application_and_Training/Intro_to_Pneumatics.pdf


www.youtube.com/watch?v=L5IIuhCbNto

demonstrate knowledge and understanding of the following mechanical components:– gears (spur, bevel, worm,

rack and pinion); – pulleys and belts (single

pulley, flat, round, vee and toothed belts);

– fixed and self-adjusting

Students make notes on mechanical components identified in the specification outlining the symbol, nature and use of each

Students carry out problem solving tasks involving mechanical components employed in a range of control

Proprietary mechanisms kits

Technology and Design for CCEA GCSE: Colourpoint Educational

www.technologystudent.com/cams/camdex.htm

http://wiki.dtonline.org/



http://www.technologystudent.com/cams/camdex.htm

http://www.technologystudent.com/cams/camdex.htm

http://www.youtube.com/watch?v=L5IIuhCbNto

http://www.youtube.com/watch?v=L5IIuhCbNto




http://www.clippard.com/downloads/PDF_Documents/Application_and_Training/Intro_to_Pneumatics.pdf




jockey wheel or pulley; – crank and slider; – different types of motion

(linear, rotary, oscillating and reciprocating);

situations

Students practise past examination questions available at: http://ccea.org.uk/technology/ - follow the link to GCE and then Past Papers

index.php/Main_Page

Factfile: Pulleys and Jockey Wheels







Resources



– first, second and third class levers;

– linkages: bell crank and parallel;

– cams (pear, heart, snail, eccentric and plate) and followers to include knife, roller and flat, using terminology including rise, fall, dwell and stroke length; and

– fixings to shafts, including grub screws, cotter pins, splines and keys and keyways.

The information contained in the Factfiles should be supplemented by accessing the websites identified

Factfile: Levers and Linkages:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev3.shtml

Factfile: Cams and Followers:www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev4.shtml

1.22Combining pneumatic and mechanical components

12 hours demonstrate knowledge and understanding of how to:

Students carry out problem solving tasks involving

Proprietary mechanisms and pneumatics kits


http://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev4.shtml







– convert motion using mechanical and/or pneumatic components;

– combine simple and compound systems involving gears, pulleys and chains and sprockets;

mechanical and pneumatic components employed in a range of control situations

Students practise past examination questions available at: http://ccea.org.uk/technology/ - follow the link to GCE and then Past Papers

http://machinedesign.com/linear-motion/what-s-difference-between-pneumatic-hydraulic-and-electrical-actuators



Resources

1.22Combining pneumatic and mechanical components (cont.)


– use gears, pulleys (belts) chains and sprockets to change speed and/or direction of rotation;

– use levers with linkages to meet specific requirements; and

– combine mechanical and pneumatic components to produce systems with specific requirements.

www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=15&ved=0ahUKEwjkntSsi4bMAhVHuxQKHVEpC7c4ChAWCDIwBA&url=http%3A%2F%2Fwww.educationscotland.gov.uk%2FImages%2F5741det2_tcm4-117327.doc&usg=AFQjCNFlGNdhXBPbx98LE4s-PSRk_XrtHg


http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=15&ved=0ahUKEwjkntSsi4bMAhVHuxQKHVEpC7c4ChAWCDIwBA&url=http%3A%2F%2Fwww.educationscotland.gov.uk%2FImages%2F5741det2_tcm4-117327.doc&usg=AFQjCNFlGNdhXBPbx98LE4s-PSRk_XrtHg








www.freestudy.co.uk/dynamics/gears.pdf

www.technologystudent.com/gears1/gears3.htm

www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_simple/cub_simple_lesson05.xml


http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_simple/cub_simple_lesson05.xml



http://www.technologystudent.com/gears1/gears3.htm

http://www.technologystudent.com/gears1/gears3.htm

http://www.freestudy.co.uk/dynamics/gears.pdf





Resources

1.22Combining pneumatic and mechanical components (cont.)

www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0ahUKEwjFiKmUjIbMAhVLthQKHVd2B7QQFghHMAc&url=http%3A%2F%2Fwww.davis.k12.ut.us%2Fcms%2Flib09%2FUT01001306%2FCentricity%2FDomain%2F8280%2FSimpleMachinesLeverWheelAndAxlePulley.pptx&usg=AFQjCNGx3MHZ2FCkWBQwruHiVj_02tIAMQ


http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0ahUKEwjFiKmUjIbMAhVLthQKHVd2B7QQFghHMAc&url=http%3A%2F%2Fwww.davis.k12.ut.us%2Fcms%2Flib09%2FUT01001306%2FCentricity%2FDomain%2F8280%2FSimpleMachinesLeverWheelAndAxlePulley.pptx&usg=AFQjCNGx3MHZ2FCkWBQwruHiVj_02tIAMQ






Resources

1.23 Integrated application of mechanical and pneumatic control systems


12 hours demonstrate knowledge and understanding of how to:– combine pneumatic and

mechanical components and/or systems in an industrial or commercial application; and

– design pneumatic and mechanical systems suitable for integration with electrical or electronic control systems.

Students investigate electro mechanics, electro pneumatics and associated fields to develop an understanding of their use and operation

Students analyse systems and draw block diagrams showing the interaction between the various technologies

Students complete tasks which require integration of pneumatic and mechanical systems with electrical and electronic systems

Students should visit, if possible, industrial sites to observe commercial systems in operation

Proprietary mechanisms and pneumatics kits

www.festo.com/net/SupportPortal/Files/10142/MPS.pdf

www.boschrexroth.com/en/us/trends-and-topics/case-studies-and-tech-papers/case-studies/index


http://www.boschrexroth.com/en/us/trends-and-topics/case-studies-and-tech-papers/case-studies/index



http://www.festo.com/net/SupportPortal/Files/10142/MPS.pdf









Paper 2 Option C Product Design






Unit AS 1: Optional area of study: Paper 2 Option C Product Design



Assessment: One external written examination 1 hour long.



Resources

This section should have an allocated time of 67.5 hours. All times are approximate and will vary between centres


Named textbooks

70Updated: August 2016




Resources

1.24Designing

As well as the requirements of 1.8 of the compulsory section of the specification, Students should be able to:

12 ½ hours demonstrate knowledge and understanding of the design process, including:– research methods

(primary and secondary sources);

– questionnaires and surveys;

– purpose and information included in specifications – design, engineering and manufacturing specifications;

Students should use information contained in the link and make notes on: Research methods (primary

and secondary sources); Questionnaires and Surveys; Purpose and information

contained in specifications – design, engineering and manufacturing specifications making notes on the key features of each

Urry, S., 2000, “Advanced Design & Technology”, Longman.ISBN-10: 0582328314ISBN-13: 978-0582328310

www.technologystudent.com/designpro/despro1.htm

Factfile: Designing Part 1

Chapman, C. & Finney, M., 2002, Real-World Technology - Resistant Materials 2nd ed., Collins Educational.ISBN-10: 0007115326ISBN-13: 978-0007115327


– generation of ideas – thought showers, lateral thinking, attribute analysis, SCAMPER and inversion, design critiques and how to use these to produce innovative design solutions;

Students should engage in ideas sessions using the techniques identified to develop a range of design thinking skills making notes on the key features of each

– design and development Work in this section should





and refinement of ideas; be supplemented with activities undertaken in coursework tasks

– 2D and 3D computer simulations;

Students can use proprietary software packages such as SolidWorks to develop expertise in this area through coursework activities





Resources

1.24Designing (cont.)


– a work order or schedule;– planning for manufacture

using flow process charts, Gantt charts and critical path analysis;

Students can use the work schedule sheets contained on the web link to develop their own schedules in coursework activities

www.technologystudent.com/despro_flsh/prodflow1.html


– selection of processes and techniques used in manufacture to produce products for different production levels;

Students can use the web link to provide a basis for making notes on the selection of processes and techniques used in manufacture to produce products for the different production levels identified

www.technologystudent.com/prddes1/prddex1.html

– formative and summative evaluation techniques used for evaluation and testing;

– identify and state strengths and weaknesses of a product design;

– fitness for purpose; and– product review and

testing.

Students should use the sample evaluation sheet contained in the link to develop their own evaluation techniques. This can be done in a practical sense through coursework activities

www.technologystudent.com/despro_flsh/evalprod1.html


http://www.technologystudent.com/despro_flsh/evalprod1.html

http://www.technologystudent.com/despro_flsh/evalprod1.html

http://www.technologystudent.com/prddes1/prddex1.html

http://www.technologystudent.com/prddes1/prddex1.html

http://www.technologystudent.com/despro_flsh/prodflow1.html

http://www.technologystudent.com/despro_flsh/prodflow1.html




Resources

1.25Compliant, composite and smart materials


5 hours demonstrate knowledge, understanding and applications for the following composites:– carbon fibre reinforced

plastic (CFRP);– glass reinforced plastic

(GRP);– Kevlar; and– tungsten carbide;

Students should use the index on the web link and the text to make notes on the key features of the named materials

Atwood, J. et al (editors), 2009, “Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition, Heinemann.ISBN-10: 0435757784ISBN-13: 978-0435757786

demonstrate knowledge and understanding of developments in the following emerging technologies:– nanotechnology and its

applications; and– biophotovoltaics; and

Students should use information contained in the web links to make notes on the key features and applications of nanotechnology and biophotovoltaics

www.technologystudent.com/joints/joindex.htmFactfile: Materials Part 3https://biophotovoltaics.wordpress.com

demonstrate knowledge and understanding of the characteristics and uses for the following smart materials:– shape memory alloys;

Students can use the web link to make notes on the smart materials referred to by following the index to each material

www.bbc.co.uk/schools/gcsebitesize/science/21c/materials_choices/nanotechnologyrev1.shtmlwww.design-


http://www.design-technology.info/alevelsubsite

http://www.bbc.co.uk/schools/gcsebitesize/science/21c/materials_choices/nanotechnologyrev1.shtml



https://biophotovoltaics.wordpress.com/



http://www.technologystudent.com/joints/joindex.htm



– piezoelectric materials; and

– light-emitting polymers.

technology.info/alevelsubsitewww.design-technology.info/alevelsubsite/page11.htmwww.technologystudent.com/joints/joindex.htm




http://www.design-technology.info/alevelsubsite/page11.htm



http://www.design-technology.info/alevelsubsite




Resources

1.26Design and communication

As well as the requirements of part 1.8 of the compulsory section of the specification, Students should be able to:

20 hours communicate designs using 2D and 3D methods, including freehand sketching, pictorial, orthographic projection (third angle only), isometric projection, perspective, assembly, exploded drawings and modelling including rapid prototyping; and

Students should complete a range of 2D and 3D drawing tasks. These can be tasks set by the teacher or directly related to coursework tasks

Students can model their coursework ideas using freehand sketching techniques and CAD

Fair, D. & Kenny, M., 1987, “Design Graphics (Drawing and Presenting Your Ideas)”, 1st ed., Hodder Education. ISBN-10: 0340405295ISBN-13: 978-0340405291


use these illustrations to communicate innovative design ideas.

1.27Methods of processing materials

5 hours

demonstrate knowledge and understanding of the following processes:– laminating;– steam bending;– die cutting;– water jet cutting;

Students make notes and sketches on each of the processes referred to, outlining key features and examples of the use of each

Chapman, C. & Finney, M., 2002, Real-World Technology - Resistant Materials 2nd ed., Collins Educational.ISBN-10: 0007115326ISBN-13: 978-0007115327



– laser cutting;– CNC router, milling and

lathes;– 3D printing; and– dye sublimation.

Urry, S., 2000, “Advanced Design & Technology”, Longman.ISBN-10: 0582328314ISBN-13: 978-0582328310

Factfile: Processing





Resources

1.28Quality and safety

As well as the requirements of part 1.10 of compulsory section of the specification, Students should be able to:

5 hours demonstrate knowledge and understanding of safety requirements and how these relate to contemporary products, to include:– five stage risk

assessment;– Health and Safety at

Work Act (HASAWA);– Control of Substances

Hazardous to Health (COSHH);

– employee and consumer safety;

– Trade Descriptions Act; and

– British Standards.

Students should discuss Health and Safety as a general concern in Technology and Design departments

Students use the Factfile to make notes on risk assessment and other legislative tools referred to in the specification and how they relate to products

Students investigate contemporary products which are made from or involve the use of hazardous substances during their manufacture

Health and Safety at Work Act 1974

www.hse.gov.uk/legislation/hswa.htm

Factfile: Safety

1.29Manufacturing production and quality systems

5 hours

demonstrate knowledge and understanding of scales of production to include:– continuous production;– mass production;– batch production; and

Students make notes on the key features of continuous production, mass production, batch production and one-off production

Atwood, J. et al (editors), 2009, “Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition, Heinemann.


http://www.hse.gov.uk/legislation/hswa.htm

http://www.hse.gov.uk/legislation/hswa.htm


– one-off production. ISBN-10: 0435757784ISBN-13: 978-0435757786





Resources

1.29Manufacturing production and quality systems (cont.)


5 hours how manufacturing is organised to include cell production, flexible manufacturing systems (FMS), just in-time (JIT), quick response manufacturing (QRM), Kanban and concurrent engineering;

Students make notes on the key features of cell production, FMS, JIT, QRM, Kanban and concurrent engineering

demonstrate knowledge and understanding of the use of:– quality assurance (QA)

and quality control (QC) systems;

– ISO 9001 standards;– statistical testing

methods; and

Students should identify the difference between Quality Assurance (QA) andQuality Control (QC) systems and make notes on ISO standards and statistical testing methods

www.iso.org/iso/iso_9000

demonstrate knowledge and understanding of ‘right first time’ and continuous improvement.

Students should produce a report focusing on a company manufacturing and assembling school lockers and filing cabinets making reference to the


http://www.iso.org/iso/iso_9000


following terms:• use of tolerance; and• statistical testing methods





Resources

1.30Influences on product design


10 hours demonstrate knowledge and understanding of:– changes in fashion

(miniaturisation; portability; flexibility);

– cultural and social changes; and

– scientific advances.

Students should adopt a case study approach by producing presentations showing how changes in fashion and science, coupled with cultural and social changes, have influenced the design of a number of products over a period of time

Atwood, J. et al (editors), 2009, “Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition, Heinemann.ISBN-10: 0435757784ISBN-13: 978-0435757786

1.31Intellectual Property Rights

5 hours

demonstrate knowledge and understanding of intellectual property rights and how these relate to contemporary products to include the key issues of:– design rights;– registered design;– patents;– trademarks; and– copyright.

Students make notes on the key features of intellectual property rights in terms of design rights, registered designs, patents and trademarks

www.patentsonline.com

www.innovate-design.co.uk

www.copyrightservice.co.uk

Factfile: Intellectual Property Rights


http://www.copyrightservice.co.uk/

http://www.innovate-design.co.uk/

http://www.patentsonline.com/


Unit A2 1 Option A:Electronic and

MicroelectronicControl Systems






Unit A2 1 Option A: Electronic and Microelectronic Control Systems

Prior Learning: Students are expected to have studied the AS part of this GCE qualification.

Guided Learning Hours: 120 hours

Assessment: External written Examination is 2 hours long.



Resources



2 hours - all times approximate and will vary between centres

analyse electronic or microelectronic control systems in terms of input, control, output, on/off continuous control and open and closed loop systems using feedback; and

Students use the information contained in the Factfile to make notes on the terms used to describe control systems in general and electronic control systems in particular

Factfile: Systems and Control

use appropriate circuit symbols and circuit diagrams for electronic or microelectronic systems.

Students answer the questions on the Factfile as an assessment exercise.Students use the information in the Factfile to make a table containing circuit symbols used in the specification

1.37 Safety2 hours demonstrate knowledge and

understanding of the safety Students use the information contained in the Factfile to make

Factfile: Safety



issues and procedures involved in the production, testing and use of electronic and microelectronic control systems in an educational environment.

notes on safety issues and procedures involved in the production, testing and use of electronic and microelectronic control systems in an educational environment



Resources

1.38Inputcomponents

10 hours


demonstrate knowledge and understanding of the properties and applications for the following components:– strain gauge;– phototransistor;– optical switches –

reflective and slotted – encoded discs to include binary coded decimal (BCD) and Gray code;

– switches to include reed switch;

– light dependent resistors (LDR), thermistor and variable resistor; and

– Schmitt trigger.

Students use the information contained in the Factfile to make notes on the electronic input components referred to in the specification

Students dismantle roller-ball computer mouse and examine the use of optical switch and disc

Students use Circuit Wizard or similar to model circuits using the range of input components indicated on the specification

Students use virtual test instruments to measure voltage and current in order to understand the behaviour of the

Factfile: Input Components

Roller-ball computer mouse

Circuit Wizard produced by New Wave Concepts (Circuit Wizard combines circuit design, PCB design, bread-board layout, simulation (including microcontroller flow-charting) and CAD/CAM in one complete package)





components in the circuits


www.allaboutcircuits.com/textbook/direct-current/chpt-9/strain-gauges/

www.hbm.com/en/3517/understanding-the-benefits-of-strain-gauge-technology-in-oem-medical-devices-and-equipment/


http://www.hbm.com/en/3517/understanding-the-benefits-of-strain-gauge-technology-in-oem-medical-devices-and-equipment/



http://www.allaboutcircuits.com/textbook/direct-current/chpt-9/strain-gauges/






Resources

1.38 Input components (cont.)

http://uk.rs-online.com/web/generalDisplay.html?file=automation/strain-gauge&id=infozone

www.instrumentationtoday.com/strain-gauge/2011/08/

www.elprocus.com/phototransistor-basics-and-advantages/

www.tech-faq.com/what-is-a-phototransistor.html

www.allaboutcircuits.com/technical-articles/gray-code-basics/

www.explainthatstuff.com/howreedswitcheswork.html

www.engineersgarage.com/articles/reed-switch-specifications

www.futureelectronics.com/


http://www.futureelectronics.com/en/electronic-relay/reed-relays.aspx

http://www.engineersgarage.com/articles/reed-switch-specifications



http://www.explainthatstuff.com/howreedswitcheswork.html

http://www.explainthatstuff.com/howreedswitcheswork.html

http://www.allaboutcircuits.com/technical-articles/gray-code-basics/



http://www.tech-faq.com/what-is-a-phototransistor.html

http://www.tech-faq.com/what-is-a-phototransistor.html

http://www.elprocus.com/phototransistor-basics-and-advantages/



http://www.instrumentationtoday.com/strain-gauge/2011/08/

http://www.instrumentationtoday.com/strain-gauge/2011/08/





en/electronic-relay/reed-relays.aspx

http://biltek.tubitak.gov.tr/gelisim/elektronik/dosyalar/31/reed.pdf










Resources


www.bbc.co.uk/schools/gcsebitesize/design/electronics/componentsrev2.shtml

www.resistorguide.com/photoresistor/

http://applianceassistant.com/appliance-repair/electricity-and-testing/how-electrical-parts-work/


www.electronics.dit.ie/staff/tscarff/DT089_Physical_Computing_1/sensors/sensors.htm

www.antonine-


http://www.antonine-education.com/jirvine/Basic_Electricity/BE_Tut_4/tutorial_4__resistive_components.htm

http://www.electronics.dit.ie/staff/tscarff/DT089_Physical_Computing_1/sensors/sensors.htm









http://www.resistorguide.com/photoresistor/

http://www.resistorguide.com/photoresistor/

http://www.bbc.co.uk/schools/gcsebitesize/design/electronics/componentsrev2.shtml




education.com/jirvine/Basic_Electricity/BE_Tut_4/tutorial_4__resistive_components.htm







Resources


https://prezi.com/fnhekc_hhqng/describe-the-action-of-thermistors-and-light-dependent-resistors-and-show-understanding-of-their-use-as-input-transducers/

http://hyperphysics.phy-astr.gsu.edu/hbase/electronic/schmitt.html#c1

www.radio-electronics.com/info/circuits/opamp_schmitt_trigger/op_amp_schmitt_trigger.php

http://electronics.stackexchange.com/questions/109270/what-is-a-schmitt-trigger-and-its-application-exactly

www.youtube.com/watch?v=TfnP--hEPms


http://www.youtube.com/watch?v=TfnP--hEPms

http://www.youtube.com/watch?v=TfnP--hEPms




http://www.radio-electronics.com/info/circuits/opamp_schmitt_trigger/op_amp_schmitt_trigger.php














Resources

1.39Calculations

20 hours use knowledge and understanding of formulas, and information given to complete calculations for:– voltage divider circuits;– bridge circuits for strain

gauge; – op-amp gain in inverting,

non-inverting and differential modes; and

– calculation of resistor in Zener diode power supplies.

Students need to know the relevant formulas as we will not provide these in the assessment

Students make notes on the calculations involved in the use of the electronic components and circuits referred to in the specification

Students use Circuit Wizard or similar to simulate circuits along with probes and other virtual test instruments

Students measure circuit values and compare with the calculated result



Power supply, components, oscilloscope and multimeters


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

https://learn.sparkfun.com/tutorials/voltage-dividers

www.allaboutcircuits.com/textbook/direct-current/chpt-6/voltage-divider-circuits/

www.youtube.com/watch?v=rIEnMpgIaU4


http://www.youtube.com/watch?v=rIEnMpgIaU4

http://www.youtube.com/watch?v=rIEnMpgIaU4

http://www.allaboutcircuits.com/textbook/direct-current/chpt-6/voltage-divider-circuits/










Resources


http://hyperphysics.phy-astr.gsu.edu/hbase/electric/voldiv.html

www.raltron.com/cust/tools/voltage_divider.asp

www.electrical4u.com/voltage-divider/

www.bbc.co.uk/schools/gcsebitesize/design/electronics/calculationsrev2.shtml

www.ni.com/white-paper/3642/en/


http://www.ni.com/white-paper/3642/en/

http://www.ni.com/white-paper/3642/en/

http://www.bbc.co.uk/schools/gcsebitesize/design/electronics/calculationsrev2.shtml



http://www.electrical4u.com/voltage-divider/

http://www.electrical4u.com/voltage-divider/

http://www.raltron.com/cust/tools/voltage_divider.asp

http://www.raltron.com/cust/tools/voltage_divider.asp









Resources


www.technologystudent.com/elec1/opamp2.htm

www.electronics-tutorials.ws/opamp/opamp_3.html

www.electronics-tutorials.ws/opamp/opamp_2.html

www.allaboutcircuits.com/worksheets/inverting-and-noninverting-opamp-voltage-amplifier-circuits/

www.allaboutcircuits.com/textbook/semiconductors/chpt-8/op-amp-practical-considerations/

www.dummies.com/how-to/content/analyze-noninverting-op-amp-circuits.html


http://www.dummies.com/how-to/content/analyze-noninverting-op-amp-circuits.html



http://www.allaboutcircuits.com/textbook/semiconductors/chpt-8/op-amp-practical-considerations/



http://www.allaboutcircuits.com/worksheets/inverting-and-noninverting-opamp-voltage-amplifier-circuits/



http://www.electronics-tutorials.ws/opamp/opamp_2.html






http://www.technologystudent.com/elec1/opamp2.htm

http://www.technologystudent.com/elec1/opamp2.htm






Resources


www.allaboutcircuits.com/textbook/semiconductors/chpt-3/zener-diodes/

www.electronics-tutorials.ws/diode/diode_7.html

www.reuk.co.uk/Zener-Diode-Voltage-Regulator.htm

http://hyperphysics.phy-astr.gsu.edu/hbase/electronic/zenereg.html

www.calculatoredge.com/electronics/zener.htm

http://electronicsarea.com/zener-diode-voltage-regulator-circuit-design/





http://www.calculatoredge.com/electronics/zener.htm

http://www.calculatoredge.com/electronics/zener.htm




http://www.reuk.co.uk/Zener-Diode-Voltage-Regulator.htm

http://www.reuk.co.uk/Zener-Diode-Voltage-Regulator.htm

http://www.electronics-tutorials.ws/diode/diode_7.html



http://www.allaboutcircuits.com/textbook/semiconductors/chpt-3/zener-diodes/






Resources

1.40 PICs

16 hours demonstrate knowledge and understanding of flow charting,incorporating: input – output, loops, time delays, increment, flow control, subroutines and interrupts, to include:– awareness of commonly

used PICs with digital I/O and with mixed digital and analogue I/O; and

– interfacing with electronic systems employing a PIC; and

employ PICs to control systems to meet specified requirements.

Students make notes on PICs and their programming as referred to in the specification

Students use Circuit Wizard or similar to model flow charts using the range of cells indicated on the specification

Students model a ranges of PIC based circuits with various digital and analogue inputs to control a range of outputs

Circuit Wizard, GENIE, PICAXE, LOGICATOR software or similar with associated microcontrollers and downloaders





Resources

1.41Output devices

20 hours demonstrate knowledge and understanding of:– seven segment

display/common anode/common cathode;

– LED bar array and liquid crystal displays (LCD) to include decoders and multiplexed displays;

– Dot matrix displays;– DC and stepper motors to

include characteristics of each and suitability for different applications; and

– incorporate these devices into applications with suitable driving circuitry.

Students make notes on the electronic output components referred to in the specification

Students use Circuit Wizard or similar to model circuits using the range of components indicated on the specification


Alternatively students use real components on a breadboard or similar


Power supply, output components and multimeters


DC and stepper motors

Data sheets from electronic suppliers

http://ee.hawaii.edu/~sasaki/EE361/Fall06/Lab/7disp.html

www.electronics-tutorials.ws/blog/7-segment-display-tutorial.html

www.allaboutcircuits.com/projects/interface-a-seven-segment-display-to-an-arduino/

www.sentex.ca/~mec1995/


http://www.sentex.ca/~mec1995/tutorial/7seg/7seg.html

http://www.allaboutcircuits.com/projects/interface-a-seven-segment-display-to-an-arduino/



http://www.electronics-tutorials.ws/blog/7-segment-display-tutorial.html







tutorial/7seg/7seg.html

www.engineersgarage.com/tutorials/seven-segment-testing


http://www.engineersgarage.com/tutorials/seven-segment-testing



http://www.sentex.ca/~mec1995/tutorial/7seg/7seg.html




Resources


www.youtube.com/watch?v=3QtPplHcnmQ

www.instructables.com/id/Arduino-common-anode-7-segment-display/

www.thecoderscorner.com/electronics/microcontrollers/driving-displays/66-checking-polarity-of-7segment-display

www.microcontroller-project.com/common-anode-and-cathode-7-segment-display.html

www.edn.com/design/led/4438213/LEDs-for-liquid-crystal-display--LCD--backlighting---Part-1

www.youtube.com/watch?v=28yvpyaqsqU

www.embedded.com/


http://www.embedded.com/electronics-blogs/without-a-paddle/4439874/Keyboard-and-display-multiplexing----the-traditional-approach

http://www.youtube.com/watch?v=28yvpyaqsqU

http://www.youtube.com/watch?v=28yvpyaqsqU

http://www.edn.com/design/led/4438213/LEDs-for-liquid-crystal-display--LCD--backlighting---Part-1



http://www.microcontroller-project.com/common-anode-and-cathode-7-segment-display.html



http://www.thecoderscorner.com/electronics/microcontrollers/driving-displays/66-checking-polarity-of-7segment-display



http://www.instructables.com/id/Arduino-common-anode-7-segment-display/



http://www.youtube.com/watch?v=3QtPplHcnmQ

http://www.youtube.com/watch?v=3QtPplHcnmQ


electronics-blogs/without-a-paddle/4439874/Keyboard-and-display-multiplexing----the-traditional-approach







Resources


www.thelearningpit.com/lp/doc/7seg/7seg.html

www.youtube.com/watch?v=qOttojWD1oQ

www.instructables.com/id/LED-Dot-Matrix-Display-1/

http://embedded-lab.com/blog/lab-12-basics-of-led-dot-matrix-display/

www.vintagecalculators.com/html/calculator_display_technology.html

www.electronics-tutorials.ws/io/io_7.html

www.phidgets.com/docs/Stepper_Motor_and_Controller_Primer


http://www.phidgets.com/docs/Stepper_Motor_and_Controller_Primer



http://www.electronics-tutorials.ws/io/io_7.html

http://www.electronics-tutorials.ws/io/io_7.html

http://www.vintagecalculators.com/html/calculator_display_technology.html






http://www.instructables.com/id/LED-Dot-Matrix-Display-1/

http://www.instructables.com/id/LED-Dot-Matrix-Display-1/

http://www.youtube.com/watch?v=qOttojWD1oQ

http://www.youtube.com/watch?v=qOttojWD1oQ

http://www.thelearningpit.com/lp/doc/7seg/7seg.html

http://www.thelearningpit.com/lp/doc/7seg/7seg.html






Resources

1.42Electronicsystems

50 hours demonstrate knowledge and understanding of:– Karnaugh maps to

simplify truth tables with a maximum of three variables in logic systems;

– op amp circuits for various applications including calculation of appropriate component values;

– binary/BCD and up/down counters using negative edge triggering for clock and reset inputs;

– binary counter as a frequency divider;

– analogue to digital converters and digital to analogue converters;

– voltage regulation utilising voltage regulators and Zener diodes. Calculation of resistor in Zener diode power supplies; and

Students make notes on the electronic systems, calculations and techniques as referred to in the specification

Students use Circuit Wizard or similar to model circuits using the range of components indicated on the specification



Online Karnaugh Tutorials



www.allaboutcircuits.com/textbook/digital/chpt-8/minterm-maxterm-solution/

www.ee.surrey.ac.uk/Projects/Labview/minimisation/karnaugh.html

www.radio-electronics.com/info/circuits/opamp_basics/operational-amplifier-gain.php


http://www.radio-electronics.com/info/circuits/opamp_basics/operational-amplifier-gain.php



http://www.ee.surrey.ac.uk/Projects/Labview/minimisation/karnaugh.html



http://www.allaboutcircuits.com/textbook/digital/chpt-8/minterm-maxterm-solution/




incorporate these devices into applications to meet specific requirements.





Resources


www.allaboutcircuits.com/video-lectures/op-amp-applications/

www.dummies.com/how-to/content/electronics-components-how-to-use-an-op-amp-as-a-u.html

www.learnabout-electronics.org/Amplifiers/amplifiers66.php

www.electronics-tutorials.ws/counter/bcd-counter-circuit.html

www.electronics-tutorials.ws/counter/count_3.html

www.daenotes.com/electronics/digital-electronics/counters-types-of-counters


http://www.daenotes.com/electronics/digital-electronics/counters-types-of-counters



http://www.electronics-tutorials.ws/counter/count_3.html



http://www.electronics-tutorials.ws/counter/bcd-counter-circuit.html



http://www.learnabout-electronics.org/Amplifiers/amplifiers66.php



http://www.dummies.com/how-to/content/electronics-components-how-to-use-an-op-amp-as-a-u.html



http://www.allaboutcircuits.com/video-lectures/op-amp-applications/




http://hyperphysics.phy-astr.gsu.edu/hbase/electronic/bincount.html








Resources


www.electronics-tutorials.ws/counter/count_1.html

www.youtube.com/watch?v=KMPGkanwtsU

www.allaboutcircuits.com/textbook/digital/chpt-11/binary-count-sequence/ www.bbc.co.uk/rd/publications/rdreport_1949_32

www.learnabout-electronics.org/Digital/dig56.php

www.allaboutcircuits.com/textbook/digital/chpt-13/digital-analog-conversion/

www.hardwaresecrets.com/


http://www.hardwaresecrets.com/how-analog-to-digital-converter-adc-works/

http://www.allaboutcircuits.com/textbook/digital/chpt-13/digital-analog-conversion/



http://www.learnabout-electronics.org/Digital/dig56.php



http://www.bbc.co.uk/rd/publications/rdreport_1949_32



http://www.allaboutcircuits.com/textbook/digital/chpt-11/binary-count-sequence/



http://www.youtube.com/watch?v=KMPGkanwtsU

http://www.youtube.com/watch?v=KMPGkanwtsU





how-analog-to-digital-converter-adc-works/







Resources


www.futureelectronics.com/en/data-converters/digital-to-analog-converters.aspx

https://learn.sparkfun.com/tutorials/analog-to-digital-conversion

http://whatis.techtarget.com/definition/analog-to-digital-conversion-ADC

http://vlab.amrita.edu/?sub=1&brch=282&sim=1207&cnt=1

www.instructables.com/id/Zener-Diode-Shunt-Regulator/

www.youtube.com/watch?v=jG2YAtTWxvc

www.electrical4u.com/zener-diode-symbol-and-application-as-voltage-


http://www.electrical4u.com/zener-diode-symbol-and-application-as-voltage-regulator/


http://www.youtube.com/watch?v=jG2YAtTWxvc

http://www.youtube.com/watch?v=jG2YAtTWxvc

http://www.instructables.com/id/Zener-Diode-Shunt-Regulator/












http://www.futureelectronics.com/en/data-converters/digital-to-analog-converters.aspx




regulator/

www.st-andrews.ac.uk/~www_pa/Scots_Guide/audio/part5/page3.html


http://www.st-andrews.ac.uk/~www_pa/Scots_Guide/audio/part5/page3.html







Resources


https://terpconnect.umd.edu/~toh/ElectroSim/zener.html

www.learnabout-electronics.org/PSU/psu21.php

http://reviseomatic.org/help/s-diodes-advanced/Diodes%20Zener.php

www.bristolwatch.com/ele/zener_power_supply.htm


http://www.bristolwatch.com/ele/zener_power_supply.htm

http://www.bristolwatch.com/ele/zener_power_supply.htm




http://www.learnabout-electronics.org/PSU/psu21.php







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 Content


Resources

1.43Systems and control


3 hours – all times approximate and will vary between centres

analyse mechanical and pneumatic control systems in terms of input, control, output, on/off continuous control and open and closed loop systems using feedback;

Using information contained in the Factfiles and the web links students: make notes on the key

features of control systems in relation to mechanical and pneumatic systems as indicated in the specification content;

answer the questions at the end of the Factfile as an assessment exercise; and

Factfile: Systems and Controlhttp://resources.hkedcity.net/downloadResource.php?rid=663161337&pid=1290088494www.bbc.co.uk/schools/gcsebitesize/science/triple_aqa/using_physics_make_things_work/hydraulics/revision/1/

use appropriate circuit symbols and circuit diagrams for mechanical and pneumatic systems; and

understand the limitations associated with the use of mechanical, pneumatic and hydraulic components and systems.

make notes on the limitations of mechanical, pneumatic and hydraulic systems

AQA GCSE Design and Technology: Systems and Control TechnologyFactfile: Mechanical,


http://www.bbc.co.uk/schools/gcsebitesize/science/triple_aqa/using_physics_make_things_work/hydraulics/revision/1/



http://resources.hkedcity.net/downloadResource.php?rid=663161337&pid=1290088494




Pneumatic and Hydraulic SystemsNelson Thornes; New edition (12 Jun. 2009)ISBN-10: 1408504189





Resources

1.44Safety


3 hours demonstrate knowledge and understanding of the safety issues and procedures used for mechanical and pneumatic control systems.

Using information contained in the Factfile students make notes on the safety issues and procedures used for mechanical and pneumatic control systems

Factfile: Safety

1.45Calculations

15 hours

use given data and information to complete calculations for: – mechanical advantage

and velocity ratio; – efficiency; – torque; – moments; – work, energy and power; – simple and compound

velocity ratios and transmission speeds for gears, pulleys and chains and sprockets;

– force, pressure and area associated with cylinders; and

– air consumption of cylinders.

Students use information contained in the Factfiles to consolidate knowledge from AS course

Students practise calculation techniques using past papers available at http://ccea.org.uk/technology/ - follow the link to GCE and then Past Papers

Suitable examples of past paper questions are:

Summer 2015 q3(b) (ii), (iii) & (iv)Summer 2014 q3(b) (i) & (ii)Summer 2015 q4(a) (iii) & (b) (i)

Factfile: Calculations

Factfile: Gear Calculations

Factfile: Pneumatic Calculations




Summer 2014 q4(b) (iii)





Resources

1.46 Pneumatic components and systems


45 hours demonstrate knowledge and understanding of the following pneumatic components: – vacuum pumps and

vacuum lifting cups; – proximity sensors; and – use of 5/3 valves;

Students use information contained in the Factfile and link to make notes on the components named in the specification content

Students work in teams in order to develop practical solutions to given pneumatics problems using pneumatic kits/resources

Factfile: Pneumatic Components and SystemsSource of suitable pneumatic teaching material:Tom Parker Ltd., www.tom-parker.co.uk

design sequential circuits to control up to four cylinders using positive feedback techniques;

Students use information contained in the Factfile and link to make notes on the design of sequential pneumatic circuits

Students produce working systems that demonstrate an understanding of the processes involved

Students design and produce various designs of pneumatic circuits together with

Factfile: Sequential Circuits

www.minutemancontrols.com/assets/numatics-valve-training.pdfModular Courses in Technology: PNEUMATICS (Modular Courses in Technology) Oliver & BoydISBN: 0050035355


http://www.minutemancontrols.com/assets/numatics-valve-training.pdf



http://www.tom-parker.co.uk/


appropriate graphical representation

design sequential/interlocking circuits using a maximum of four cascades; and

At conclusion of task each student team demonstrates and explains their designs either graphically or by modelling systems using pneumatic kits

Factfile: Cascade Circuits





Resources

1.46 Pneumatic components and systems (cont.)


represent these components using appropriate symbols.

Students use information contained in the Factfile to make notes on the design of cascade pneumatic circuits

Students complete past paper examples on sequential pneumatic circuits available at http://ccea.org.uk/technology/ - follow the link to GCE and then Past Papers

Suitable examples are:

Summer 2015 q4(c) & (d)Summer 2014 q4(c) & (d)






Resources

1.47 Mechanical components and systems


45 hours accurately draw cam profiles and performance diagrams: – to achieve dwell, uniform

velocity, uniform acceleration and retardation and simple harmonic motion;

– if the line of stroke of the follower is offset or in line with the centre of the cam;

– using a range of followers including knife edge, and roller; and

– accurately draw cam profiles and performance diagrams to achieve a range of outcomes;

Students use information contained in the Factfile and the PowerPoint Presentation Introduction in the link to make notes outlining the applications of cams and an explanation of cams and the changing of rotary motion into reciprocal motion

Students use information contained in the Factfiles and links to make notes on cam profiles for different types of motion

Students complete past paper examples on the production of cam profiles using performance diagrams available at http://ccea.org.uk/technology/ - follow the link to GCE and then Past Papers

Suitable examples are:

Factfile: Cams

www.slideshare.net/bhindry/cams-and-cam-followers-teacher

Factfile: Cam Profiles and Performance Diagrams 1

Factfile: Cam Profiles and Performance Diagrams 2

www.codecogs.com/library/engineering/theory_of_machines/cams.php

www.cs.cmu.edu/~rapidproto/mechanisms/chpt6.html

www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/




http://www.cs.cmu.edu/~rapidproto/mechanisms/chpt6.html



http://www.codecogs.com/library/engineering/theory_of_machines/cams.php



http://www.slideshare.net/bhindry/cams-and-cam-followers-teacher





Summer 2014 q3(d) (i) & (ii)Summer 2011 q3(d) (i) & (ii)

mechanismsrev4.shtml






Resources

1.47 Mechanical components and systems (cont.)


demonstrate knowledge and understanding of: – gears, to include pitch

circle diameter, pitch point, metric module, pinion wheel, simple and compound gear trains;

Students use information contained in the Factfile and the links to make notes on the nomenclature of gears and terms used in gearing covering the following: pitch circle diameter; pitch point; metric module; pinion wheel; and types of gears

Factfile: Gears

www.slideshare.net/Nishalkadli/introduction-to-gears-15838360

www.technologystudent.com/index.htm

www.freestudy.co.uk/dynamics/gears.pdf

– pulleys, to include simple and compound pulley systems, multiple pulley block and lifting systems;

Students use information contained in the Factfile and link to make notes on pulleys and the pulley systems referred to in the specification

Students use simple models to demonstrate and explain simple and compound pulley systems and make notes on examples of

Factfile: Pulleys

www.ropebook.com/information/pulley-systems


http://www.ropebook.com/information/pulley-systems

http://www.ropebook.com/information/pulley-systems



http://www.technologystudent.com/index.htm

http://www.technologystudent.com/index.htm

http://www.slideshare.net/Nishalkadli/introduction-to-gears-15838360




applications





Resources



– chain and sprockets to include simple and compound systems;

– ratchet and pawl;

Students use information contained in the Factfile to make notes on: examples of chain and

sprocket systems and applications;

examples of ratchet and pawl systems and applications

Factfiles: Chains, Sprockets, Ratchet and Pawl

– levers and linkages to include bell crank, toggle and treadle;

Students use information contained in the Factfile and link to make notes on: levers and linkages in

general; bell crank; toggle; treadle

Factfile: Levers and Linkages

http://pdf.usaid.gov/pdf_docs/PNABX290.pdfTreadle

– shafts and couplings to include aligned shafts, flexible couplings, universal joints, ball and socket, constant velocity, joints and sliding couplings;

Students use information contained in the Factfile and link to make notes on types of shafts and couplings and their applications. These should include the following: aligned shafts; flexible couplings;

Factfile: Shafts and Couplingshttp://mysite.du.edu/~etuttle/tech/cv.htm


http://mysite.du.edu/~etuttle/tech/cv.htm

http://mysite.du.edu/~etuttle/tech/cv.htm

http://pdf.usaid.gov/pdf_docs/PNABX290.pdf

http://pdf.usaid.gov/pdf_docs/PNABX290.pdf


universal joints; ball and socket; constant velocity joints; and sliding couplings





Resources



– friction, to include static and dynamic;

– brakes, to include cantilever, band, disc and drum;

– clutches, to include cone, single plate, diaphragm and centrifugal;

– methods employed to activate clutches and brakes;

Students use information contained in the Factfiles and links to make notes on: friction and its effects; the range of brake types

referred to in the specification and the advantages and disadvantages of each;

the range of clutch types referred to in the specification and the advantages and disadvantages of each;

the different methods employed to activate clutches and brakes; and

applications for the different types of clutch and brake

Factfile: Friction and Brakes

Factfile: Brakes

Factfile: Clutches

www.slideshare.net/sajaysyadavs/clutch-15319092

– bearings, to include plain, rolling element, self-aligning, thrust, taper and bearing housings;

Students use information contained in the Factfile and link to make notes on: plain bearings; rolling element bearings; thrust bearings; taper bearings; bearing housings; and

Factfile: Bearings

www.slideshare.net/9892255898/bearing-16605198


http://www.slideshare.net/9892255898/bearing-16605198



http://www.slideshare.net/sajaysyadavs/clutch-15319092




applications of types of bearings. Students need to understand why particular bearings are used in relevant situations





Resources



– lubrication, to include mechanics of lubrication, viscosity, classification of lubricants and applications; and

– seals, to include O-ring, gasket, garter and seal housings.

Students use information contained in the Factfile and link to make notes on:

the terminology of lubrication;

the classification of lubricants and applications; and

methods of producing good oil seals such as O-ring, gasket, garter and seal housings with applications for each

Factfile: Lubrication www.slideshare.net/KarrieWilliams/lubrication-fundamentals-lubricating-oil-basics

1.48Integrated application of mechanical and pneumatic control systems

9 hours

combine mechanical and/or pneumatic/electrically actuated components to produce systems with specific industrial or commercial requirements.

Working in groups, students produce a given practical mechanical/pneumatic projects

From given information, students, in groups would produce a working systems which incorporate mechanical, pneumatic and electrically activated components. Once produced, students would be required to produce a full

Proprietery mechanical and pneumatic teaching kits


http://www.slideshare.net/KarrieWilliams/lubrication-fundamentals-lubricating-oil-basics




demonstration to peers together with a critical evaluation of their work





Unit A2 1:Option C: Product Design





Specification: GCE Technology and DesignUnit A2 1 Option C: Product DesignPrior Learning: Student s are expected to have studied the AS part of this GCE Qualification.Guided Learning Hours: 120 HoursAssessment: External written examination 2 hours longSpecification Content


Resources

General:This option should have an allocated time of 120 hours. All times are approximate and will vary between centres

Opposite is a list of suggested reference books which will be of use throughout this section

Resistant Materials: Revision Guide (Collins GCSE Essentials) JP Oversized – 20 Mar 2009Edexcel GCSE Design and Technology Resistant Materials Student Book Paperback – 21 May 2010GCSE Design & Technology Resistant Materials: Complete Revision and Practice Paperback – 23 Apr 2014Edexcel A Level Design and Technology for Product Design: Resistant Materials, 3rd edition Paperback – 17 Feb 2009Product Design: Resistant



Materials Technology (Advanced Design and Technology for Edexcel): Resistant Materials v. 1 Paperback – 18 Dec 2000





Resources

General (cont.) Students should be able to:


1.49 Environmental Issues

20 hours describe the environmental issues relating to product design to include:– environmental impact at

different stages of the product life-cycle;

– climate change and greenhouse gases;

– reducing environmental impact by design;

– the 6Rs rethink, reuse, recycle, repair, reduce, refuse with practical examples;

– environmental audits and life-cycle assessment;

– reducing material use;

Students can use the information contained in the Factfile and the web links to produce notes on the key features of any environmental issues relating to a product’s design. Students should focus on the issues identified in the specification content opposite. Students should identify and provide examples of products which illustrate their identified key features

This could be presented by the students to their peers and discussed as a group

Factfile: Environmental Issues Part 1

www.pepsico.com/Purpose/Environmental-Sustainability/Packaging-and-Waste


http://www.pepsico.com/Purpose/Environmental-Sustainability/Packaging-and-Waste




– new technology and environmentally manufacturing processes;



Resources

1.49 Environmental



(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;


www.pepsico.com/Purpose/Environmental-Sustainability/Packaging-and-Waste





Resources

1.49 Environmental Issues (cont.)


develop product design proposals which reflect the potential impact on the environment;

Students should research a range of different products and produce improved design proposals for these products. The design proposals for these products should outline how their suggestions to the products design proposals will reduce the impact the products designs have on the environment

consider sustainability (embodied energy, responsible sourcing, recycled content) when selecting a material; and

Students use the information contained in the Factfile to produce a presentation outlining the key elements of sustainability (embodied energy, responsible sourcing and recycled material) when selecting a material






Resources



demonstrate a knowledge and understanding of;– the sustainable use of

metals (for example recycled content; responsible sourcing and use of scarce metals);

– the issues regarding sustainability in the manufacture and disposal of plastics;

– the properties, working characteristics and uses of biodegradable and photodegradable plastics; and

– the need for and benefits of innovation in product design with reference to improved performance and more sustainable use of resources.

Using the Factfile and web links students can produce a wall chart highlighting the issues with using plastics and the properties, benefits and applications of biodegradable and photodegradable plastics

www.theguardian.com/sustainable-business/2014/nov/05/metals-recycled-mine-extractive-business

https://connect.innovateuk.org/web/metals-and-alloys/sustainability-in-metals-processingwww.bpf.co.uk/sustainability/plastics_recycling.aspxwww.theguardian.com/sustainable-business/2014/jul/18/good-product-bad-package-plastic-recycle-mistakeswww.essentialchemicalindustry.org/polymers/degradable-plastics.htmlhttp://green-plastics.net/posts/85/the-difference-between-degradable-


http://green-plastics.net/posts/85/the-difference-between-degradable-biodegradable-and-compostable/


http://www.essentialchemicalindustry.org/polymers/degradable-plastics.html



http://www.theguardian.com/sustainable-business/2014/jul/18/good-product-bad-package-plastic-recycle-mistakes



http://www.bpf.co.uk/sustainability/plastics_recycling.aspx



https://connect.innovateuk.org/web/metals-and-alloys/sustainability-in-metals-processing



http://www.theguardian.com/sustainable-business/2014/nov/05/metals-recycled-mine-extractive-business




biodegradable-and-compostable/www.explainthatstuff.com/bioplastics.html


http://www.explainthatstuff.com/bioplastics.html

http://www.explainthatstuff.com/bioplastics.html






Resources


http://sustainableproductdesigntools.blogspot.co.uk/www.gov.uk/government/publications/2010-to-2015-government-policy-business-and-the-environment/2010-to-2015-government-policy-business-and-the-environmenthttp://dupress.com/articles/sustainability-2-0-innovation-and-growth-through-sustainability/www.nikeresponsibility.com/report/content/chapter/our-sustainability-strategy

www.theguardian.com/sustainable-business/resource-efficiency-product-innovation


http://www.theguardian.com/sustainable-business/resource-efficiency-product-innovation



http://www.nikeresponsibility.com/report/content/chapter/our-sustainability-strategy



http://dupress.com/articles/sustainability-2-0-innovation-and-growth-through-sustainability/



http://www.gov.uk/government/publications/2010-to-2015-government-policy-business-and-the-environment/2010-to-2015-government-policy-business-and-the-environment



http://sustainableproductdesigntools.blogspot.co.uk/




www.coca-colacompany.com/sustainabilityreport/world/sustainable-packaging.html


http://www.coca-colacompany.com/sustainabilityreport/world/sustainable-packaging.html






Resources

1.50Product Life cycle


10 hours explain the product life cycle to include:– inception, introduction,

growth, maturity and decline;

– life cycle for fad, fashion and basic products; and

– product re-design (reason, alternatives, re-launch of products, product testing, and identification of problems with existing products).

Using information contained in the Factfile and the web links students should make notes of the key features of the various parts of a product’s life cycle

Students should carry out research on a product(s) suggested by the teacher. Students should present a report on the product(s) stating what type of product they are (fad, fashion or basic). The report should also describe what stage of its lifecycle the product is currently in and outline any re-design initiatives that have been used to extend its life-cycle

Factfile: Product Life Cycle

www.referenceforbusiness.com/management/Or-Pr/Product-Life-Cycle-and-Industry-Life-Cycle.html

http://productlifecyclestages.com/

https://eeledge.wordpress.com/marketing-concepts/product-life-cycle-stages-and-strategies/

http://manasbhardwaj.net/beginners-guide-product-life-cycle/

www.lifehack.org/articles/lifestyle/these-20-redesigned-everyday-products-will-greatly-improve-your-life.html

www.fastcodesign.com/1664942/when-is-the-right-


http://www.fastcodesign.com/1664942/when-is-the-right-time-for-a-product-redesign


http://www.lifehack.org/articles/lifestyle/these-20-redesigned-everyday-products-will-greatly-improve-your-life.html











http://www.referenceforbusiness.com/management/Or-Pr/Product-Life-Cycle-and-Industry-Life-Cycle.html




time-for-a-product-redesign

www.youtube.com/watch?v=l3S0ioOCgrk


http://www.youtube.com/watch?v=l3S0ioOCgrk

http://www.youtube.com/watch?v=l3S0ioOCgrk





Resources

1.50Product Life cycle(cont.)


http://businesscasestudies.co.uk/portakabin/product-development-innovation-and-the-product-life-cycle/the-product-life-cycle.html#axzz452j9DUTG

Factfile: Advances in Technology and ICT in Manufacture

1.51Advances in Technology and ICT in Manufacture

10 hours

employ CAD and CAM systems and other ICT systems where appropriate in the design and manufacture of products; and

Using information contained in the Factfile and the web links students produce a poster showing, for a chosen product, all the various ICT systems that are used in the production processes for that product

http://bobcad.com/10-top-advantages-to-using-cad-cam-in-the-cnc-manufacturing-process/

explain to the designer the benefits of;– CAD, CAM and CNC;– 3D scanning;– quick response

manufacturing (QRM);– quick change injection

In groups of two, students could deliver a PowerPoint presentation to the class on the benefits to the designer for one of the ICT systems/techniques outlined opposite









moulding techniques;– Kanban; and– fexible manufacturing

systems (FMS).





Resources

1.51Advances in Technology and ICT in Manufacture(cont.)


www.moldmakingtechnology.com/articles/five-benefits-of-integrated-cadcam

http://info.craftechind.com/blog/the-top-10-benefits-of-plastic-injection-molding

1.52From Mind to Market

10 hours

describe the role of markets in product design, to include:– market research;– needs and demands;– how and why new

products arise;– innovation in the market;– key aspects of market pull

and technology push;– key aspects of radical and

incremental products; and

– market strategy – key aspects of market penetration, market

Using information contained in the Factfile and the web links students should produce a report describing the role of marketing in product design to include the subheadings referred to in the specification content

Factfile: From Mind to Market Part 1www.bbc.co.uk/education/topics/z96pyrd/videos/1 www.marketingdonut.co.uk/marketing/marketing-strategy/product-development www.technologystudent.com/prddes1/revcardtec1.html https://prezi.com/a9ejtdzbz3ca/market-pull-technology-push/


https://prezi.com/a9ejtdzbz3ca/market-pull-technology-push/



http://www.technologystudent.com/prddes1/revcardtec1.html

http://www.technologystudent.com/prddes1/revcardtec1.html

http://www.marketingdonut.co.uk/marketing/marketing-strategy/product-development



http://www.bbc.co.uk/education/topics/z96pyrd/videos/1





http://www.moldmakingtechnology.com/articles/five-benefits-of-integrated-cadcam




development, product development and diversification;

http://smallbusiness.chron.com/relationship-between-product-design-business-strategy-24073.html








Resources

1.52From Mind to Market (cont.)

www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0ahUKEwib5Zuq7_nLAhUJtBoKHVTPAwA4ChAWCBswAA&url=http%3A%2F%2Fmoodle.morriston.swansea.sch.uk%2Fpluginfile.php%2F4152%2Fmod_page%2Fcontent%2F1%2F15_Technology_Push_or_Market_Pull.ppt&usg=AFQjCNGRHIShToovg8SRjq-jJcovXPPvWg&bvm=bv.118443451,d.d2s www.bbc.co.uk/education/topics/z96pyrd/videos/2

www.designcouncil.org.uk/news-opinion/incremental-vs-radical-what-s-future-product-innovation

www.innovate-design.co.uk/


http://www.innovate-design.co.uk/

http://www.designcouncil.org.uk/news-opinion/incremental-vs-radical-what-s-future-product-innovation





http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0ahUKEwib5Zuq7_nLAhUJtBoKHVTPAwA4ChAWCBswAA&url=http%3A%2F%2Fmoodle.morriston.swansea.sch.uk%2Fpluginfile.php%2F4152%2Fmod_page%2Fcontent%2F1%2F15_Technology_Push_or_Market_Pull.ppt&usg=AFQjCNGRHIShToovg8SRjq-jJcovXPPvWg&bvm=bv.118443451,d.d2s








Resources


explain the four Ps:– Product to include;

variable life cycle products;variation between life cycle products; and the five types of consumer who emerge at each stage of the life cycle (fashion innovators, opinion leaders, the masses, late adopters and laggards);

Students study Factfile 2 and then make notes on: What is a variable life cycle

product? Name two products and

explain their differing life cycles

What are the five different types of consumer and at what lifecycle stage would they purchase a product?

Factfile: From Mind to Market Part 2 (Product)

www.mindtools.com/pages/article/newSTR_94.htm www.purelybranded.com/insights/the-four-ps-of-marketing/ www.netmba.com/marketing/mix/ www.cleverism.com/understanding-marketing-mix-concept-4ps/ www.marketing91.com/marketing-mix-4-ps-marketing/

– Price to include;determining the price and elasticity of demand;pricing methods to include cost-plus, contribution pricing and perceived value; andpricing strategy for of the stages of the life cycle

Students study Factfile 3 and web links and then make notes on: What is elastic and inelastic

demand? Give examples of each

What are cost-plus, contribution and perceived value pricing?

Factfile: From Mind to Market Part 3 (Price)www.bbc.co.uk/schools/gcsebitesize/business/marketing/productpricerev1.shtml http://smallbusiness.chron.com/


http://smallbusiness.chron.com/cost-plus-pricing-strategy-1110.html


http://www.bbc.co.uk/schools/gcsebitesize/business/marketing/productpricerev1.shtml



http://www.marketing91.com/marketing-mix-4-ps-marketing/



http://www.cleverism.com/understanding-marketing-mix-concept-4ps/



http://www.netmba.com/marketing/mix/

http://www.netmba.com/marketing/mix/

http://www.purelybranded.com/insights/the-four-ps-of-marketing/



http://www.mindtools.com/pages/article/newSTR_94.htm

http://www.mindtools.com/pages/article/newSTR_94.htm


of the product; cost-plus-pricing-strategy-1110.html







Resources



– Place to include;geographical placing – international and regional;differences, difficulties and barriers to trading; andphysical placing – getting the product to the right place at the right time; and

Students study Factfile 4 and web link and then make notes on: geographical placing; physical placing

Factfile: From Mind to Market Part 4 (Place)http://study.com/academy/lesson/place-strategy-in-marketing-examples-definition-quiz.html

– Promotion to include;Sales promotion, advertising processes, publicity, personal selling, exhibitions and trade fairs; and development of promotional strategies for a range of products; and

Students study Factfile 5 and the web links and then make notes on the different promotional methods and strategies, with examples from personal experience of how these have been applied to common products

Factfile: From Mind to Market Part 5 (Promotion)www.learnmarketing.net/promotion.htm www.cleverism.com/promotion-four-ps-marketing-mix/ www.rqriley.com/pro-dev.htm

describe the use of ICT to implement the four Ps.

For each of the above students should illustrate the use of ICT as appropriate


http://www.rqriley.com/pro-dev.htm

http://www.rqriley.com/pro-dev.htm

http://www.cleverism.com/promotion-four-ps-marketing-mix/



http://www.learnmarketing.net/promotion.htm

http://www.learnmarketing.net/promotion.htm

http://study.com/academy/lesson/place-strategy-in-marketing-examples-definition-quiz.html








Resources

1.53Quality Control and Assurance


10 hours develop an understanding of the various processes and strategies employed in quality control and assurance systems, for example using measuring devices, jigs, templates and fixtures; and

Using information contained in the Factfile, and the web links students should produce a report outlining how Quality Control and Assurance techniques are used (including the use of ICT) in product design and manufacture

Factfile: Quality Control and Assurance

www.bbc.co.uk/schools/gcsebitesize/design/foodtech/productdevelopmentrev4.shtml

www.diffen.com/difference/Quality_Assurance_vs_Quality_Control

www.youtube.com/watch?v=gxwIfiQTPBw

describe the use of ICT in quality control and assurance.

1.54Design for Use

15 hours

design for maintenance and repair; and

Using information contained in the Factfile and the web links students should make notes on the key features of design for maintenance and repair and inclusive design

Factfile: Design for Use

www.inclusivedesigntoolkit.com/betterdesign2/why/why.html

design to be inclusive for all society.

Students will select a product and describe what modifications could be made to it to make it


http://www.inclusivedesigntoolkit.com/betterdesign2/why/why.html



http://www.youtube.com/watch?v=gxwIfiQTPBw

http://www.youtube.com/watch?v=gxwIfiQTPBw

http://www.diffen.com/difference/Quality_Assurance_vs_Quality_Control



http://www.bbc.co.uk/schools/gcsebitesize/design/foodtech/productdevelopmentrev4.shtml




more inclusive for the entire population





Resources

1.55Design for Manufacture


15 hours formulate proposals for product design and development taking account of the need for scale production;

Using information contained in the Factfile and the web links students should make notes on the features of product design and development taking into account the need for scale production

Factfile: Design for Manufacturewww.ethicalconsumer.org/ethicalreports/mobilesreport/environment.aspxwww.technologystudent.com/prddes1/prodcyc1.htmlwww.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0ahUKEwjmlInc-fnLAhUBWhoKHW7gDZs4ChAWCBswAA&url=http%3A%2F%2Fwww.cfsd.org.uk%2Fseeba%2Fgeneral%2Fecocheck695%2520iss%25202.doc&usg=AFQjCNFo-KVs5m9yt8ZMv7nD76DFyLjp1wwww.nibusinessinfo.co.uk/content/design-reduce-use-materials-and-packagingwww.greenerpackage.com/

design to minimise materials, components, processes and the environmental impact; and

design to minimise packaging material and wasted packaging space.

Students select a product and produce a report outlining: how the design has taken

account of the required scale of production;

how the use of materials has been minimised;

how the amount of packaging has been minimised


http://www.greenerpackage.com/source_reduction/10_tips_sustainable_package_design

http://www.nibusinessinfo.co.uk/content/design-reduce-use-materials-and-packaging



http://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=0ahUKEwjmlInc-fnLAhUBWhoKHW7gDZs4ChAWCBswAA&url=http%3A%2F%2Fwww.cfsd.org.uk%2Fseeba%2Fgeneral%2Fecocheck695%2520iss%25202.doc&usg=AFQjCNFo-KVs5m9yt8ZMv7nD76DFyLjp1w



http://www.technologystudent.com/prddes1/prodcyc1.html

http://www.technologystudent.com/prddes1/prodcyc1.html

http://www.ethicalconsumer.org/ethicalreports/mobilesreport/environment.aspx




source_reduction/10_tips_sustainable_package_design

www.technologystudent.com/despro2/packfn1.htmwww.ebrocolor.com/sustainable-packaging-report.html


http://www.ebrocolor.com/sustainable-packaging-report.html



http://www.technologystudent.com/despro2/packfn1.htm

http://www.technologystudent.com/despro2/packfn1.htm






Resources

1.56Design and Communication


20 hours use appropriate communication methods and rendering techniques to communicate innovative design ideas; and

Students watch the web links and study the Factfile


www.bbc.co.uk/schools/gcsebitesize/design/graphics/drawingformalrev3.shtmlwww.technologystudent.com/designpro/ortho2.htmhttp://metal.brightcookie.com/2_draw/draw_t3/htm/draw3_2_3.htmwww.youtube.com/watch?v=byBeWLMpAikwww.bbc.co.uk/schools/gcsebitesize/design/graphics/drawingsketchingrev1.shtmlhttp://designsojourn.com/tips-on-how-to-improve-your-drawing-ability/http://zurb.com/article/

use text size and style to communicate impact, product information and appeal to a variety of audiences.

Students should suggest an idea for a product and produce a poster or other form of presentation, using a variety of graphical techniques to communicate the product to an audience

Students should practice different rendering and communication techniques


http://zurb.com/article/1219/design-sketching-lesson-how-to-draw-a-str

http://designsojourn.com/tips-on-how-to-improve-your-drawing-ability/



http://www.bbc.co.uk/schools/gcsebitesize/design/graphics/drawingsketchingrev1.shtml



http://www.youtube.com/watch?v=byBeWLMpAik

http://www.youtube.com/watch?v=byBeWLMpAik

http://metal.brightcookie.com/2_draw/draw_t3/htm/draw3_2_3.htm



http://www.technologystudent.com/designpro/ortho2.htm

http://www.technologystudent.com/designpro/ortho2.htm

http://www.bbc.co.uk/schools/gcsebitesize/design/graphics/drawingformalrev3.shtml




1219/design-sketching-lesson-how-to-draw-a-strwww.technologystudent.com/prddes1/drawtec2.htmlhttp://gomedia.com/zine/tutorials/from-sketch-to-vector-illustration/


http://gomedia.com/zine/tutorials/from-sketch-to-vector-illustration/



http://www.technologystudent.com/prddes1/drawtec2.html

http://www.technologystudent.com/prddes1/drawtec2.html






Resources

1.56Design and Communication (cont.)

www.creativebloq.com/netmag/create-balanced-page-layouts-7-pro-tips-121310009http://desktoppub.about.com/od/layout/tp/composition.htmhttps://designschool.canva.com/blog/multi-page-layout/www.smashingmagazine.com/2008/09/40-creative-design-layouts-getting-out-of-the-box/https://99designs.co.uk/blog/tips/12-ways-to-become-a-better-designer-in-2012/www.bbc.co.uk/education/clips/zvks34jwww.youtube.com/watch?v=r7R1wD20Up0www.behance.net/gallery/11838509/Advanced-Visual-


http://www.behance.net/gallery/11838509/Advanced-Visual-Communication-Rendering-Exercise


http://www.youtube.com/watch?v=r7R1wD20Up0

http://www.youtube.com/watch?v=r7R1wD20Up0

http://www.bbc.co.uk/education/clips/zvks34j

http://www.bbc.co.uk/education/clips/zvks34j

https://99designs.co.uk/blog/tips/12-ways-to-become-a-better-designer-in-2012/



http://www.smashingmagazine.com/2008/09/40-creative-design-layouts-getting-out-of-the-box/



https://designschool.canva.com/blog/multi-page-layout/



http://desktoppub.about.com/od/layout/tp/composition.htm



http://www.creativebloq.com/netmag/create-balanced-page-layouts-7-pro-tips-121310009




Communication-Rendering-Exercisehttps://visscom.wordpress.com/www.pinterest.com/viscomdesign/www.youtube.com/watch?v=k8bFG2gNTzk


http://www.youtube.com/watch?v=k8bFG2gNTzk

http://www.youtube.com/watch?v=k8bFG2gNTzk

http://www.pinterest.com/viscomdesign/

http://www.pinterest.com/viscomdesign/

https://visscom.wordpress.com/

https://visscom.wordpress.com/






Resources

1.56Design and Communication (cont.)

www.youtube.com/watch?v=CUy-pb83x18

www.youtube.com/watch?v=xrzwFKRTxPMwww.youtube.com/watch?v=Pk3vOJaBWLMwww.digitaltutors.com/tutorial/1052-Beginners-Guide-to-Concept-Sketchingwww.hongkiat.com/blog/basic-guidelines-to-product-sketching/http://conceptsketch.tumblr.com/http://design.tutsplus.com/tutorials/the-role-of-sketching-in-the-design-process--psd-153www.goshen.edu/art/design/concepts.htmlwww.sketchupartists.org/presentations/techniques/www.sculpteo.com/en/


http://www.sculpteo.com/en/tutorial/prepare-your-model-3d-printing-solidworks/

http://www.sketchupartists.org/presentations/techniques/

http://www.sketchupartists.org/presentations/techniques/

http://www.goshen.edu/art/design/concepts.html

http://www.goshen.edu/art/design/concepts.html

http://design.tutsplus.com/tutorials/the-role-of-sketching-in-the-design-process--psd-153



http://conceptsketch.tumblr.com/

http://conceptsketch.tumblr.com/

http://www.hongkiat.com/blog/basic-guidelines-to-product-sketching/



http://www.digitaltutors.com/tutorial/1052-Beginners-Guide-to-Concept-Sketching



http://www.youtube.com/watch?v=Pk3vOJaBWLM

http://www.youtube.com/watch?v=Pk3vOJaBWLM

http://www.youtube.com/watch?v=xrzwFKRTxPM

http://www.youtube.com/watch?v=xrzwFKRTxPM

http://www.youtube.com/watch?v=CUy-pb83x18

http://www.youtube.com/watch?v=CUy-pb83x18


tutorial/prepare-your-model-3d-printing-solidworks/www.boeingconsult.com/tafe/dwg/dwg1/2d-iso.htm


http://www.boeingconsult.com/tafe/dwg/dwg1/2d-iso.htm

http://www.boeingconsult.com/tafe/dwg/dwg1/2d-iso.htm






Resources

1.57Technological Developments in Society


10 hours describe the influence of the following designers and movements in product design– Dyson;– Bayliss;– Memphis; and– Apple; and

Teacher can obtain the free resources from the James Dyson Foundation webpage and use as the basis for discussion with students

Factfile: Technological Developments in Societywww.jamesdysonfoundation.co.uk/teachers/secondary/www.telegraph.co.uk/finance/personalfinance/fameandfortune/10961486/Trevor-Baylis-I-should-have-made-a-lot-more-from-my-wind-up-radio-invention.htmlwww.cultofmac.com/188753/the-braun-products-that-inspired-apples-iconic-designs-gallery/www.ibtimes.com/what-will-apple-car-look-jony-ives-taste-bentleys-aston-martins-could-influence-2110380www.fastcodesign.com/3042524/fast-feed/22-things-you-need-to-know-about-apples-jony-ive

describe examples of designs that incorporate moral, economic, social and environmental factors.

Using information contained in the Fact File and through individual internet research students conduct research and compile a report, with examples on how the following designers have influenced product design in their chosen areas: Dyson; Bayliss; Memphis; Apple

Students describe two examples of modern products which have incorporated moral, economic,


http://www.fastcodesign.com/3042524/fast-feed/22-things-you-need-to-know-about-apples-jony-ive



http://www.ibtimes.com/what-will-apple-car-look-jony-ives-taste-bentleys-aston-martins-could-influence-2110380



http://www.cultofmac.com/188753/the-braun-products-that-inspired-apples-iconic-designs-gallery/



http://www.telegraph.co.uk/finance/personalfinance/fameandfortune/10961486/Trevor-Baylis-I-should-have-made-a-lot-more-from-my-wind-up-radio-invention.html



http://www.jamesdysonfoundation.co.uk/teachers/secondary/

http://www.jamesdysonfoundation.co.uk/teachers/secondary/


social and environmental factors using internet research for assistance

www.dailymail.co.uk/sciencetech/article-2200660/Did-Apple-inspiration-iconic-products-simplicity-Braun-designs-50s-60s.html


http://www.dailymail.co.uk/sciencetech/article-2200660/Did-Apple-inspiration-iconic-products-simplicity-Braun-designs-50s-60s.html






Resources

www.telegraph.co.uk/technology/apple/8555503/Dieter-Rams-Apple-has-achieved-something-I-never-did.htmlwww.fastcodesign.com/3053406/how-apple-is-giving-design-a-bad-namewww.oliversha.com/blog/2014/6/12/steve-jobs-influence-on-product-designwww.forbes.com/forbes/welcome/www.process.st/steve-jobs-design/http://webdesign.tutsplus.com/articles/how-apple-has-influenced-web-design-over-the-years--webdesign-2553www.hgtv.com/design-blog/design/how-apple-influenced-designhttp://2machines.com/187517/


http://2machines.com/187517/

http://2machines.com/187517/

http://www.hgtv.com/design-blog/design/how-apple-influenced-design



http://webdesign.tutsplus.com/articles/how-apple-has-influenced-web-design-over-the-years--webdesign-2553



http://www.process.st/steve-jobs-design/

http://www.process.st/steve-jobs-design/

http://www.forbes.com/forbes/welcome/

http://www.forbes.com/forbes/welcome/

http://www.oliversha.com/blog/2014/6/12/steve-jobs-influence-on-product-design



http://www.fastcodesign.com/3053406/how-apple-is-giving-design-a-bad-name



http://www.telegraph.co.uk/technology/apple/8555503/Dieter-Rams-Apple-has-achieved-something-I-never-did.html





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