GCSE
For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 8900
CCEA GCSE Specification in
Technology and Design
Contents
1 Introduction 3
1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations 5 2 Specification at a Glance 6
3 Subject Content 7
3.1 Unit1:TechnologyandDesignCoreContent 73.2 Unit2:OptionalAreasofStudy 203.3 Unit3:DesignandManufacturingProject 39 4 Scheme of Assessment 43
4.1 Assessmentopportunities 434.2 Assessmentobjectives 434.3 Assessmentobjectiveweightings 434.4 Qualityofwrittencommunication 444.5 Reportingandgrading 44 5 Grade Descriptions 45
6 Guidance on Controlled Assessment 46
6.1 Controlledassessmentreview 466.2 Skillsassessedbycontrolledassessment 466.3 Levelofcontrol 466.4 Tasksetting 466.5 Tasktaking 476.6 Taskmarking 486.7 Internalstandardisation 486.8 Moderation 496.9 Drafting/Redrafting 49 7 Curriculum Objectives 50
7.1 Cross-CurricularSkillsatKeyStage4 507.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4 51 8 Links and Support 53
8.1 Support 538.2 Examinationentries 538.3 Equalityandinclusion 538.4 Contactdetails 54
Appendix 1 GlossaryofTermsforControlledAssessmentRegulations
55
Appendix 2 AssessmentCriteriaandMarkBandsforUnit3:DesignandManufacturingProject
57
Appendix 3 SymbolsandSafetySigns
65
SubjectCodeQAN
8900603/0771/7
ACCEAPublication©2017
Thisspecificationisavailableonlineatwww.ccea.org.uk
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1 Introduction
ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinTechnologyandDesign.Wehavedesignedthisspecificationtomeettherequirementsof:
• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:
• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk
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1.1 Aims
Thisspecificationaimstoencouragestudentsto:
• useimaginationanddevelopskillsofcreativityandcriticalanalysisthroughmakinglinksbetweenexistingsolutions,technologicalknowledgeandtheprinciplesofgooddesign;
• communicatedesignideasanddecisionsusingarangeofmediaandtechniques;• useabroadrangeofmaterials,componentsandtechnologies,aswellaspracticalskills,todevelopandproducehighquality,imaginativeandfunctionalprototypes;
• consideraesthetic,technical,economic,environmental,ethicalandsocialdimensionswhenengagedindesignandmaking;
• considerthecostsinthemakingandmarketingofproducts;• applyhealthandsafetyprocedurestoensuresafeworkingpractices;• analyseanddevelopexistingproductsanddeveloppracticalsolutionstoneeds,wantsandopportunities,recognisingtheirimpactonqualityoflife;
• developdecision-makingskillsthroughindividualandcollaborativeworking;• applyappropriatetechnologyanddesignterminology;• understandthatdesigningandmakingreflectandinfluenceculturesandsocieties,andthatproductshaveanimpactonlifestyle;and
• combineskillswithknowledgeandunderstandinginordertomakequalityproducts.
1.2 Key features
Thefollowingareimportantfeaturesofthisspecification.
• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.
• Itallowsstudentstodeveloptransferableskills,whichwillbenefittheminvocationaltrainingandemployment.
• Itmakesstudentsawareofcreative,engineeringandmanufacturingindustries.• Itincorporatesproductdesign,andsystemsandcontrol.• Itencouragesstudentstobecreative,innovativeandpreparedtotakedesignrisks.
• Itmakesstudentsawarethathighqualitydesignandtechnologyareimportant.• Itmakesstudentsawarethatmanymoderndayinnovationsaredevelopedfromexistingandhistoricalsolutions.
• Itisaccompaniedbyplanningframeworksandstudentguidestosupportteachersandstudents.
• Ithasbroadcross-curricularlinks.1.3 Prior attainment
Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.
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1.4 Classification codes and subject combinations
Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis8900.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.
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2 Specification at a Glance
ThetablebelowsummarisesthestructureofthisGCSEcourse.
Content
Assessment
Weightings
Availability
Unit1:
Technologyand
DesignCore
Content
Externalwrittenexamination1hour30minsStudentsanswer10questionsfromacoreareaofstudy.
25% Summerfrom2018
Unit2:
OptionalAreasof
Study
Oneofthreeoptionalwrittenexaminations1hour30minsStudentschooseoneofthreeoptions:
A. ElectronicandMicroelectronicControlSystems;or
B. MechanicalandPneumaticControlSystems;or
C. ProductDesign.StudentsshouldselecttheoptionthatreflectstheareaofTechnologyandDesigntheyhavestudied.
25% Summerfrom2019
Unit3:
Designand
Manufacturing
Project
ControlledassessmentStudentscompleteadesignprojectcomprisingadesignportfolioandanassociatedmanufacturingtask.Teachersmarkthedesignproject,andwevisitcentrestocarryoutmoderation.
50% Summerfrom2019
Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.
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3 Subject Content
Wehavedividedthiscourseintothreeunits.Thecontentofeachunitandtherespectivelearningoutcomesappearbelow.StudentsmustcompleteUnit1:TechnologyandDesignCoreContentandUnit3:DesignandManufacturingProject.StudentsmustalsocompleteoneofthethreeoptionsfromUnit2:OptionalAreasofStudy.3.1 Unit 1: Technology and Design Core Content
Thisunitiscompulsory.Itcomprisesdesigning,manufacturing,electroniccontrolsystems,mechanicalcontrolsystems,pneumaticsystemsandcontrol,andcomputercontrolsystems.Studentsstudyingthecoreshouldbeabletorecognise,nameanddrawallthesymbolsshowninAppendix3.Designing
Content
LearningOutcomes
1.1
Designand
communication
Studentsshouldbeableto:
• demonstrateunderstandingthatthedesignprocessmaycontainsomeorallofthefollowing:- designopportunity;- research;- brief;- specification;- ideagenerationanddevelopment;- manufacture;and- testingandevaluation;
• applythedesignprocess;• discussandanalysethedesignprocess;
• analyseproductstounderstandtherelevanceofergonomicsandaestheticstoproductdesign;
• demonstrateunderstandingthatthedesignprocessisnon-linear;and
• analyseandusethefollowingmethodsofcommunication:- freehandsketching;- presentationaldrawings;- workingdrawings;- moodboards;- physicalmock-ups/models;and- computer-aideddesign(CAD)virtualmodelling.
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Manufacturing
Content
LearningOutcomes
1.2
Materialsand
theirgeneral
physical,
aestheticand
structural
characteristics
Studentsshouldbeableto:
• demonstrateunderstandingofthemainpropertiesandapplicationsofthefollowingplastics:- thermosettingplastics(melamine,polyesterresin,epoxyresinandureaformaldehyde);and
- thermoplastics(acrylic,polyvinylchloride(PVC),acrylonitrilebutadienestyrene(ABS),nylonandrigidpolystyrene);
• demonstrateunderstandingofthemainpropertiesandapplicationsofthefollowingwoods:- hardwoods(mahogany,beechandoak);- softwoods(pineandcedar);and- manufacturedboards(plywood,mediumdensityfibreboard(MDF),chipboardandveneeredmanufacturedboards);
• demonstrateunderstandingofthemainpropertiesandapplicationsofthefollowingmetals:- ferrousmetalsandalloys(mildsteel,carbonsteelsandstainlesssteel);and
- non-ferrousmetalsandalloys(aluminium,brassandcopper);
• demonstrateunderstandingoftheuseofalloyingtoproducedifferentpropertiesandworkingcharacteristics;
• demonstrateawarenessofgrapheneandprovidesomeexamplesofitspropertiesanditspotentialuse;and
• demonstrateunderstandingofthefollowingheattreatments:- annealing;- normalising;- hardening;and- tempering.
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Content
LearningOutcomes
1.3
Toolsand
processes
Studentsshouldbeableto:
• demonstrateunderstandingofthemainfeaturesandapplicationsofthefollowingtoolsandprocesses:- deforming;- vacuumforming;- linebending;and- metalfolding;
• useanddemonstrateunderstandingofthemainfeaturesandapplicationsofthefollowing:- saws(tenonsaw,copingsaw,scrollandhacksaw);- drills(pillardrill,cordlessdrillandhanddrill);- drillbits(flatbit,forstnerbit,countersunkbitandholecutter);
- hammers(claw,pinandballpein);- handplane;- woodchisel;- toolsformarkingout(pencil,steelrule,engineer’ssquare,slidingbevel,odd-legcallipers,trysquare,scriber,centrepunch,springdividers,markingknife,bradawlandengineer’smarkersblue);
- files(flat,roundandhalf-roundprofile);- bandfacer/linisher;- pedestalpolisher;- millingmachine;and- lathe(woodandmetal);
• demonstrateunderstandingofaccuracyandtolerancewhenusingtoolsandprocesses;and
1.4
Appropriate
methodsof
joining
• demonstrateunderstandingofthemainfeaturesandapplicationsofthefollowingpermanentjoiningmethods:- softsoldering,brazingandwelding;- woodadhesives;- woodjoints(butt,mitre,dowelandhousing);- riveting,includingpopriveting;and- joiningtechniquesforplastics.
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Content
LearningOutcomes
1.4
Appropriate
methodsof
joining(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingofthemainfeaturesandapplicationsofthefollowingsemi-permanentjoiningmethods:- nuts,washersandbolts;- machinescrews;- self-tappingscrews;- woodscrews(countersunkandround-head);and- knock-downfittings;
1.5
Production
methods
• demonstrateunderstandingofthewasting,fabricationandjoiningof:- metals;- plastics;and- woods;
1.6
Moulds,jigsand
fixtures
• demonstrateunderstandingofthemainfeaturesandapplicationsofthefollowingitemsusedinthemanufacturingprocess:- moulds;- templates;- jigs;and- fixtures;
1.7
Finishing
techniques
• demonstrateunderstandingofhowtopreparemetal,woodandplasticpriortoapplyingasuitablefinish;
• demonstrateunderstandingofthemainreasonsforapplyingasuitablefinishtothefollowing,takingaccountoffunction,aestheticsandenvironment:- metals(painting,polishing,dipcoatingandgalvanising);- woods(painting,varnishingandapplyingpreservativestains);and
- plastics(polishing);and
1.8
Smartmaterials
• demonstrateunderstandingofsmartmaterials,withspecificreferencetothermochromicpigmentsandself-cleaningglass.
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Content
LearningOutcomes
1.9
Healthandsafety
Studentsshouldbeableto:
• identifyandunderstandthecommonhealthandsafetysymbolsinAppendix3andtheuseofappropriatepersonalprotectiveequipment;
• identifyandunderstandpotentialhazardsinproducts,activitiesandenvironments;
1.10
CADandCAM
• demonstrateunderstandingofthemainadvantagesanddisadvantagesofusingCADandcomputer-aidedmanufacture(CAM);and
• demonstrateunderstandingandapplicationoftheprocessofCADandCAM.
Electronic control systems
Content
LearningOutcomes
1.11
Construction
techniques
Studentsshouldbeableto:
• identifythetools,equipmentandprocessrequiredtoproduceaprintedcircuitboard(PCB)whenusingcomputernumericcontrol(CNC)orchemicalproduction;
• designandanalyseelectroniccircuitsanddemonstrateunderstandingofthereasonsforusingPCBs;
1.12
Input–process–
output
• analyseanddescribeelectronicsystemswithreferencetoinput–process–output;
• giveexamplesofelectroniccontrolsystems;and
1.13
Unitsand
measurements
• applyanddemonstrateknowledgeandunderstandingoftheunitsweusetomeasure:- current(ampsandmilliamps);- voltage(voltsandmillivolts);and- resistance(ohms,kilohmsandmega-ohms).
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Content
LearningOutcomes
1.13
Unitsand
measurements
(cont.)
Studentsshouldbeableto:
• applyanunderstandingofelectricalunitstomeasurevoltage,currentandresistance;
• performcalculationsbasedonOhm’slawusing:V=I×R;
1.14
Electrical
components
• identifythecomponentsbelowbytheircircuitsymbolsandphysicalappearance:- batteries(singlecellandmulti-cell);- resistors;- variableresistors;- lightdependentresistors(LDRs);- thermistors(limitedtonegativetemperature);- diodes;- thyristors;- transistors(NPN);- buzzers;- light-emittingdiodes(LEDs);- bulbs;- motors;and- potentiometer;
• identifythecircuitsymbolsforearthandacsupply;• identifythecircuitsymbolsforavoltmeterandanammeter;
• selectappropriatecomponentstomeettherequirementsofacircuitdiagram;
• drawcircuitsymbolsanddemonstrateknowledgeandunderstandingofthecomponents;
1.15
Electronic
conductorsand
insulators
• demonstrateknowledgeandapplicationsoftheuseofconductors,semi-conductorsandinsulators;and
• identifyandgiveexamplesofmaterialsthatareconductors,semi-conductorsandinsulators.
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Content
LearningOutcomes
1.16
Resistors
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingofthetermresistanceandtheuseofresistorsinelectroniccircuits;
• usethecolourcodingsystemtoidentifyvaluesandtolerancelevelsofindividualresistors–tolerancelevelslimitedto5%and10%;
• calculatetheresistanceoftwoormoreresistorsinseries,using:Rt=R1+R2+…+Rn;
1.17
Switches
• identifythefollowingswitchesbytheircircuitsymbolsandphysicalappearance:- reed;- push-to-makeswitch(PTM);- singlepole,singlethrow(SPST);- singlepole,doublethrow(SPDT);- toggle;- microswitch;- rocker;- membrane;and- slide;
• drawtheabovesymbolsanddemonstrateknowledgeandunderstandingoftheswitches;
• selectappropriateswitchestomeettherequirementsofacircuitdiagram;
• demonstrateunderstandingoftheactionoftheseswitchesbyrecognisingandselectingaccordingtotheirapplication;
1.18
Potentialdividers
• demonstrateknowledgeandunderstandingofhowapotential/voltagedividerisusedtocontrolvoltageinacircuit(nocalculationrequired);and
• drawandinterpretcircuitdiagramscontainingapotential/voltagedivider.
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Content
LearningOutcomes
1.19
LEDs
Studentsshouldbeableto:
• useLEDsincircuits;• demonstrateknowledgeandunderstandingoftheuseofcurrent-limitingresistorstoprotectLEDs(nocalculationrequired);
1.20
Thyristors
• outlinethefunctionandapplicationofthyristorsincircuits;• identifythegate,anodeandcathodefromacircuitdiagramorsymbol;
1.21
Transistors
• outlinethefunctionandapplicationofanNPNtransistorasaswitch;
• identifythebase,emitterandcollectorfromacircuitdiagramorsymbol;and
1.22
Safety
• recognisepotentialhazardswhenproducingelectroniccircuitswithbreadboardsandPCBs.
Mechanical control systems
Content
LearningOutcomes
1.23
Construction
techniques
Studentsshouldbeableto:
• designandanalysemechanicalsystems(whichcanusekits,workingand/orvirtualmodels,andproductsthatuseresistantmaterialsanddiscretecomponents);
• demonstrateawarenessoftheadvantagesanddisadvantagesofeachoftheaboveconstructionmethods;
1.24
Input–process–
output
• describeandanalysemechanismswithreferencetoinput–process–output;and
• identifyandgiveexamplesofmechanicalcontrolapplications.
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Content
LearningOutcomes
1.25
Typesofmotion
Studentsshouldbeableto:
• recogniseandanalyseexamplesofthefollowingtypesofmotion:- rotary;- linear;- oscillating;and- reciprocating;
1.26
Mechanical
components
• identifythefollowingcomponentsbytheircircuitsymbolsandphysicalappearance:- wheelandaxle;- gears;- cams;- followers;- levers;- belts;- pulleys;and- shafts;
• drawtheabovesymbolsanddemonstrateknowledgeandunderstandingofthecomponents;
• selectappropriatecomponentstomeettherequirementsofmechanicalsystems;
• evaluatethemechanicalcomponentslistedwhentheyareusedinmechanicalsystems;
1.27
Levers
• applyknowledgeandunderstandingofthefollowing:- load;- effort;and- fulcrum;
• drawandinterpretdiagramsoffirst,secondandthirdclasslevers;and
• recogniseandgiveexamplesforeachofthethreeclassesoflever.
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Content
LearningOutcomes
1.28
Power
transmission
Studentsshouldbeableto:
• demonstrateunderstandingofthemainfeaturesandapplicationsofthefollowing:- simplegeartrains(maximumthreegears);- toothed,roundandV-beltsystems;- chainandsprocket;and- idlergears;
• demonstrateunderstandingofhowgearsystemscanbeusedtochangespeedand/ordirectionofrotation;
• performcalculationsincludingsimplegeartrainsandsimplebeltdrives;
• calculatesimplegearratios(limitedtothreegears)using:
1.29
Camsand
followers
• applyknowledgeandunderstandingofthefollowingtypesofcamsandfollowers:- eccentric;- pear;- heart;- knife;- roller;and- flat;and
1.30
Safety
• recognisepotentialhazardswhenbuildingandusingmechanicalcontrolsystems.
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Pneumatic systems and control
Content
LearningOutcomes
1.31
Input–process–
output
Studentsshouldbeableto:
• describeandanalysepneumaticsystemsandcontrolwithreferencetoinput–process–output;
• identifyandgiveexamplesofpneumaticcontrolsystemsapplications;
1.32
Cylinders
• identifyasingleactingcylinder(SAC)byitsphysicalappearanceandcircuitsymbol;
• sketchtheSACandinsertitinacircuitdiagram;• useSACs(limitedtotwoinanysystem);• demonstrateunderstandingofthetermsinstrokeandoutstroke;
• analysecircuitdiagramsthatuseSACs(limitedtotwoinanysystem);
1.33
Valves
• identifythefollowingbytheircircuitsymbols:- exhaust;and- pressuresource;
• identifya3/2valvebyitsphysicalappearanceandcircuitsymbol;
• sketchthesymbolfora3/2valve;• explainthefunctionofa3/2valveinacircuitdiagram;• identifythefollowingtypesofactuatorsymbolfora3/2valve:- rollertrip;- pushbutton;- plunger;and- lever;and
• selectanappropriatemethodofoperationofa3/2valveinacircuitdiagram.
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Content
LearningOutcomes
1.34
Logicand
AND/OR
Studentsshouldbeableto:
• identifyashuttlevalveinanORcircuit;• sketchthesymbolforashuttlevalve;• explaintheuseofashuttlevalve;• connecttwo3/2valveswithasingleactingcylindertocreateanANDoranORcircuit;
1.35
Speedcontrol
• identifyaunidirectionalflowregulatorinacircuit;• useaunidirectionalflowregulatortoincorporatespeedcontrolintoasystem;
• describehowaflowregulatorisusedforspeedcontrol;
1.36
Construction
• design,drawandconstructpneumaticsystemsusingdiscretecomponents;
• analysepneumaticcircuitsandsystems;and
1.37
Safety
• recognisethepotentialhazardswhendesigning,drawingandconstructingpneumaticcontrolsystemsusingdiscretecomponents.
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Computer control systems
Content
LearningOutcomes
1.38
Input–process–
output
Studentsshouldbeableto:
• describeandanalysecomputercontrolsystemswithreferencetoinput–process–output;
• identifyandgiveexamplesofcomputercontrolapplications;
1.39
Flowcharts
• demonstrateknowledgeandunderstandingoftheuseofflowcharts;and
• drawandnameflowchartdiagramstodescribeasequenceofevents,usingthesymbolsfor:- START/STOP;- OUTPUT;- DECISION;- WAIT;and- feedbackloops.
(Onlygenericflowchartsshouldbeproduced.OnlytheflowchartsymbolsthatappearinAppendix3shouldbeused.)
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3.2 Unit 2: Optional Areas of Study
Studentsmustselectoneofthefollowingthreeoptions:
• OptionA:ElectronicandMicroelectronicControlSystems;or• OptionB:MechanicalandPneumaticControlSystems;or• OptionC:ProductDesign.ThisunitincludessynopticassessmentbuildingonthecontentofUnit1.Thisencouragesstudentstodeveloptheirunderstandingofthesubjectasawhole.Option A: Electronic and Microelectronic Control Systems
Content
LearningOutcomes
2.1
Systemsand
control
Studentsshouldbeableto:
• demonstrateunderstandingofinput,processandoutputandtheimportanceoffeedbackincontrolsystems;
2.2
Electronic
conceptsand
Ohm’slaw
• identifypolarisedandnon-polarisedcapacitorsbytheircircuitsymbols;
• showthattheyunderstandandcanexplaintheuseofpolarisedandnon-polarisedcapacitors;
• selectappropriatecapacitorstosuitapplications;
• applyanddemonstrateknowledgeandunderstandingoftheunitsusedtomeasurecapacitance:- farads;- microfarads;- nanofarads;and- picofarads;
• demonstrateunderstandingoftherelationshipbetweencurrent,voltageandresistance;
• performcalculationsbasedonOhm’slawusing:V=I×R;
2.3
Printedcircuit
boards
• designaprintedcircuitboard(PCB)fromacircuitdiagrambyplacingcomponents,tracksandpadsappropriately;and
• amenddesignstoreflectchangesincircuitdiagrams,toimproveonexistingdesignsortocorrecterrors.
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Content
LearningOutcomes
2.4Useamultimeter
Studentsshouldbeableto:
• demonstratehowtoconnectagenericdigitalmultimetertomeasurevoltage,currentandresistance;
• calculatetheexpectedvaluesforagenericdigitalmultimeterconnectedinacircuit;
2.5Resistors
• explainthemeaningofthetermresistance;
• drawandinterpretcircuitdiagramscontainingresistors;
• drawandinterpretcircuitdiagramscontainingresistorsinseries;
• drawandinterpretcircuitdiagramscontainingresistorsinparallel;
• usegivendataandinformationtocalculatetheresistanceoftworesistorsinparallel,using:
21t R1
R1
R1
+= or Rt=R1×R2
(R1+R2)
• comparetheE12andE24seriesofpreferredvalues;
• determinethenearestpreferredvalueofaresistorusingtheE12andE24series;
• demonstrateknowledgeandunderstandingoftoleranceandperformrelevantcalculations(tolerancelimitedto5%
and10%);
• showthattheyunderstandandcanexplaintheuseofcurrent-limitingresistorstoprotectlight-emittingdiodes
(LEDs);and
• calculatevaluesofcurrent-limitingresistors.
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Content
LearningOutcomes
2.6Thyristors
Studentsshouldbeableto:
• explaintheuseofathyristorasalatchingswitch;• drawandinterpretcircuitdiagramscontainingthyristorsinswitchingcircuits;
• explaintheoperationofcircuitscontainingelectroniccomponentsincludingthyristors;
2.7TheNPNtransistor
• demonstrateknowledgeandunderstandingthataswitchonvoltageforanidealtransistoris0.6Vatitsbase(weaccept0.6V V 0.8V);
• drawandinterpretcircuitdiagramscontainingtransistorsinswitchingcircuits;
• explaintheoperationofcircuitscontainingelectroniccomponentsincludingtransistors;
2.8Inputs
• demonstrateknowledgeandunderstandingofthedifferencebetweenanalogueanddigitalsignals;
• drawandinterpretanalogueanddigitalvoltage/timegraphs;
• demonstrateunderstandingofthepropertiesofthefollowinganalogueinputdevices:- lightdependentresistors(LDRs);- thermistors(limitedtonegativetemperaturecoefficient);- moisturesensors;and- variableresistors;and
• drawandinterpretcircuitdiagramscontainingtheaboveanalogueinputdevices.
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Content
LearningOutcomes
2.8
Inputs(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingoftheuseofthefollowingswitches:- reed;- push-to-makeswitch(PTM);- singlepole,singlethrow(SPST);- singlepole,doublethrow(SPDT);- toggle;- microswitch;- rocker;- membrane;and- slide;
• drawandinterpretcircuitdiagramscontainingtheaboveswitches;
2.9
Outputs
• demonstrateknowledgeandunderstandingoftheuseofthefollowingoutputdevicesincircuits:- motors;- solenoids;- lamps;- buzzers;- relays;- LEDs;and- 7-segmentdisplays;
• drawandinterpretcircuitdiagramscontainingtheaboveoutputdevices;
2.10
Potentialdividers
• demonstrateknowledgeandunderstandingoftheuseofvariableresistorstoadjustsensitivityinapotential/voltagedivider;
• performcalculationsusing:
Vout=R2
(R1+R2)´Vin• drawandinterpretcircuitdiagramscontainingapotential/voltagedivider.
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Content
LearningOutcomes
2.11Semiconductordiodes
Studentsshouldbeableto:
• demonstrateunderstandingandexplainthatanidealdiodeconductswhenavoltageof0.6Visappliedintheforward-
biaseddirection(weaccept0.6V V 0.8V);
• drawandinterpretcircuitdiagramscontainingdiodes;
• showthattheyunderstandandcanexplaintheuseofareverse-biaseddiodeinparallelwithaninductiveloadina
relaycoil,solenoidormotorinordertoprotectagainst
backelectromotiveforce(emf);
2.12Relays
• showthattheyunderstandandcanexplaintheuseofarelayasanelectricallyoperatedswitch(SPSTrelay);
• drawandinterpretcircuitdiagramsinwhicharelayisusedforswitchingsecondarycircuits,forexampletousewith
motorsandsolenoids;
2.13Integratedcircuits
• showthattheyunderstandandcanexplaintheuseofdual-in-line(DIL)integratedcircuitsandidentifypinone;
2.14Timers
• demonstrateknowledgeandunderstandingofthefunctionanduseofa555timerintegratedcircuittoprovideastable
andmonostableoutputs;
• interpretoutputwaveformsfor555astableandmonostablecircuits;
• performcalculationsusing:
Period T=1f
• performcalculationsfortheoutputofanastablecircuitusinga555timer,using:
Frequency(Hz) f=1.44
R1+2R2 C
• performcalculationsfortheoutputofamonostablecircuitusinga555timer,using:
Time T=1.1×C×R
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Content
LearningOutcomes
2.15Timeconstant
Studentsshouldbeableto:
• showthattheyknow,understandandcanexplaintherelationshipbetweencapacitanceandresistanceinrelationtotime,whenselectingcomponentsfortimers;
• performcalculationsusing:
TimeConstant T=R×C
2.16Digitalsignalsandcounting
• demonstrateandunderstandthat1representsa‘high’voltageleveland0a‘low’voltagelevel;
• demonstrateanunderstandingofbinaryanduseitincounting;
• convertdecimalnumbersintherange0to255intobinaryandviceversa;
2.17Flowcharts
• drawflowchartdiagramswhichinclude:- count;- compare;- macro;- domacro;- end;- increments;- decrements;and- expression;
• analyseagivenproductscenarioandproducetheappropriateflowchart;and
• analyseagivenflowchart.
(Onlygenericflowchartsshouldbeproduced.OnlytheflowchartsymbolsthatappearinAppendix3shouldbeused.)
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Content
LearningOutcomes
2.18
Microcontrollers
(PICs)
Studentsshouldbeableto:
• showthattheyunderstandandcanexplaintheuseofmicrocontrollers(programmableinterfacecontrollers(PICs))withincontrol;
• identifyaPICbyitscircuitsymbol;• discusstheuseofPICsinroboticcontrol;• drawandexplainflowchartstoimplementcontrolsituationsusingaPIC;
• usebitpatternsinflowchartstoshowthestatesofinputandoutputdevices;
• designandinterpretcircuitswhichincorporateaPICwithdigitalinputsanddigitaloutputs;
• demonstrateknowledgeandunderstandingoftheneedforamplificationinordertodrivesomeoutputdevicesfromaPIC;
(Onlygenericflowchartsshouldbeproduced.OnlytheflowchartsymbolsthatappearinAppendix3shouldbeused.)
2.19
Robotics
• giveexamplesofwhererobotsareusedinsociety;• describeandanalysethereasonsforusingrobotstoassisthumans;and
• identifyandexplainthebasiccontrolsystemsusedtoproduceroboticmovement.
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Option B: Mechanical and Pneumatic Control Systems
Content
LearningOutcomes
2.20
Systems
andcontrol
Studentsshouldbeableto:
• demonstrateunderstandingoftheimportanceoffeedbackincontrollingsystems;
2.21
Mechanical
products
• identifymechanicalcomponentswithinmechanicalproductsandsystems;
• demonstrateunderstandingofthefactorsinfluencingthechoiceofcomponents;
• designmechanicalsystemstoachieveadesiredoutcome,justifyingtheirchoiceofcomponents;
• interpretsketches,diagramsandphotographsofmechanicalproductsandcomponents;
2.22
Generalconcepts
• explainandapplythefollowingterms/concepts:- load;- effort;- fulcrum;- mechanicaladvantage;- velocityratio;and- efficiency;
• interpretsketches,diagramsandphotographsofmechanicalsystemsthatcontaintheaboveterms/concepts;
• performcalculationsinvolvingtheaboveterms/concepts;and
• explainandperformcalculationsusing:
Efficiency(%)= mechanicaladvantagevelocityratio
´100
Mechanicaladvantage=loadeffort
Velocityratio=distancemovedbyeffortdistancemovedbyload
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Content
LearningOutcomes
2.23
Transmissionof
motionusing
gears
Studentsshouldbeableto:
• identifyandapplythefollowingtypesofgearsinmechanicalsystems:- spur;- bevel;- wormandwormwheel;and- rackandpinion;
• recognisethefollowingbytheirsymbols:- wormandwormwheel;- jockeypulley;- meshedgear;- bevelgear;- threadedbar;- rackandpinion;and- snailcam;
• selecttheappropriategearsystemsforpracticalapplications,justifyingtheirchoice;
• recogniseacompoundgeartrainbyitssymbol;
• explainsimpleandcompoundgeartrains(limitedtofourgears);
• explainandperformcalculationsinvolvingsimpleandcompoundgeartransmissions(usingamaximumoffourgears)for:- velocityratio;- gearratio;and- transmissionspeeds;
• showthattheyunderstandandcanexplaintheuseofanidlergearinamechanicalsystem;and
2.24
Pulleysystems
• showthattheyunderstandandcanexplaintheuseofpulleysystemsinliftingsystems(limitedtothreepulleys).
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Content
LearningOutcomes
2.25
Other
transmission
systems
Studentsshouldbeableto:
• showthattheyunderstandandcanexplainthefactorsinfluencingthechoiceof:- flatbelts;- toothedbelts;and- sprocketsandchainsinmechanicalsystems;
• explainhowthebeltslistedcanbetensioned;• explaintheuseofjockeypulleys;
2.26
Conversionof
motion
• sketch,describeandcomparesimplecamsandcommonfollowers(limitedtoknife,rollerandflat);
• showthattheyunderstandandcanexplaintheconversionofrotarymotiontoreciprocatingmotion,usingthefollowingcams:- eccentric;- pear;- heart;and- snail;
• showthattheyunderstandandcanexplaintheconversionofrotarymotiontoreciprocatingmotionandviceversa,usingthefollowingmechanisms:- crankandslider;and- rackandpinion;
• showthattheyunderstandandcanexplaintheuseofscrewthreadstotransmitmotion;
• showthattheyunderstandandcanexplaintheuseofratchetandpawlmechanisms;and
• interpretdiagramsassociatedwiththeabovemechanisms.
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Content
LearningOutcomes
2.27Leversandlinkages
Studentsshouldbeableto:
• completecalculationsinvolvingmomentsofforces;• showthattheyunderstandandcanexplaintheuseofbellcrankleversandparallellinkagesinmechanicalproducts;
• interpretdiagramsassociatedwithleversandlinkages;
2.28Pneumaticproducts
• identifypneumaticcomponentswithinpneumaticproductsandsystemsandshowunderstandingofthefactorsinfluencingthechoiceofcomponents;
• designpneumaticsystemstoachieveadesiredoutcome,justifyingtheirchoiceofcomponents;
• interpretsketches,diagramsandphotographsofpneumaticproductsandcomponents;
2.29Pneumaticprinciples
• demonstrateunderstandingoftherelationshipbetweentheforceofapistoninacylinder,itsborediameterandairpressure:
Force(N)=pressure×area(F=P×A)
wherepressureismeasuredinN/mm2(0.1N/mm2=1bar)andareaismeasuredinmm2;
• performcalculationsusingtheaboverelationship;• understandandcalculatethecross-sectionalarea(CSA)ofacylinder;
2.30Cylinders
• identifyadoubleactingcylinderbyitsphysicalappearanceandcircuitsymbol;
• demonstratefamiliaritywiththeuseofdoubleactingcylinders(limitedtotwopersystem);and
• designandinterpretpneumaticcircuitdiagramswhichusedoubleactingcylinders.
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Content
LearningOutcomes
2.31
Bidirectionaland
unidirectional
flowcontrol
valves
Studentsshouldbeableto:
• designandinterpretpneumaticcircuitdiagramsthatmakeuseofthefollowingflowcontrolvalves:- unidirectional(one-wayrestrictorvalve);and- bidirectional(two-wayrestrictorvalve);
2.32
Valvesand
actuators
• designandinterpretpneumaticcircuitdiagramsthatmakeuseofa3/2valveand/ora5/2valvetoproducecontrolledmotionforsemi-automaticandautomaticcircuitswiththefollowingactuators:- lever;- pushbutton;- rollertrip;- plunger;and- pilot;
• explain,recogniseandusetheabovecomponentsinpneumaticcircuits;
2.33
Timedelay
• showthattheyunderstandandcanexplaintheuseofareservoirandflowregulatortocreateatimedelay;
• interpretpneumaticcircuitdiagramsthatincorporatetimedelays;
• sketchandincorporatetimedelaysintopneumaticcircuitdiagrams;
2.34
Automatic
reciprocation
• designandinterpretpneumaticcircuitswithpositionalfeedbacktoactivateapilotairoperated5/2valve,controllingtwodoubleactingcylinders(DAC)incorporatingspeedcontrol;
2.35
Robotics
• giveexamplesofwhererobotsareusedinsociety;
• describeandanalysethereasonsforusingrobotstoassisthumans;and
• identifyandexplainthebasiccontrolsystemsusedtoproduceroboticmovement.
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Option C: Product Design
Designandinnovation
Content
LearningOutcomes
2.36
Designprocess
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingofkeyaspectsofthedesignprocess;
• analysekeyaspectsofthedesignprocess;
2.37
Rolesofthe
client,user,
designerand
maker
• analysethemainrolesoftheclient,user,designerandmakerandhowtheyinteractin:- commissioning;- design;- manufacture;and- evaluationofaproduct;
2.38
Productanalysis,
ideasgeneration
anddevelopment
• generateinitialideasthrough:- disassemblyofexistingproducts;- thoughtshowers;- userexperienceand/ortrips;- initialroughsketches(conceptsketches);- computer-aideddesign(CAD)modelling;- physicalmock-ups/models;and- initialprototypes;
• discussandanalysetheabovetechniques;
• developinnovativeconcepts;• analysewhetheraproductisfitforpurpose;• evaluateaproductagainstdetailedspecificationcriteria;and
• improvecurrentsolutionsbyaprocessofdevelopmentandmodification.
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Content
LearningOutcomes
2.39
Communication
techniques
Studentsshouldbeableto:
• consideranddiscussthebenefitsofaCADpackage;
• analyseandusethefollowingvisualfeaturesinproductdesign:- line,shapeandform;- texture;- colour;and- proportion;
2.40
Ergonomicsand
anthropometrics
• demonstrateunderstandingoftherelationshipbetweenpeopleandproducts;
• considerergonomicswhendesigning;
• analysehowproductdesignisinfluencedbytherelationshipbetweenproductanduser;
• consideranthropometricswhendesigning;
• analysehowproductdesignisaffectedandinfluencedbyanthropometricdata;
2.41
Formand
function
• applyanddiscusstheissuesassociatedwithformversusfunctioninproductdesignwhen:- formfollowsfunction(isfunctionalitytheprimarydriverinthedesignsolution?);and
- functionfollowsform(areaestheticstheprimarydriverinthedesignsolution?);and
2.42
Designers
• analysetheworkofthefollowingdesigners:- EdwardBarberandJayOsgerby;- PhilippeStarck;and- BethanGray.
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Manufacturingpractices
Content
LearningOutcomes
2.43
Scaleof
productionand
commercial
viability
Studentsshouldbeableto:
• compareanddiscusstheadvantagesanddisadvantagesassociatedwiththefollowingtypesofproduction:- one-off/jobbing;- batch;- mass;and- continuous;
• discussthemainfeatures,advantagesanddisadvantagesofthefollowinginthemanufacturingprocess:- in-lineassembly;- flexiblemanufacturingsystems;and- just-in-timemanufacture;
• discussthemainfeatures,advantagesanddisadvantagesofthefollowing:- standardisedcomponents;- assemblies;- bought-incomponents;and- sub-contracting;
• understandanddiscussthemaincharacteristicsofqualityassuranceandqualitycontrol;
• discusstheuseandvalueofsampletestingandtolerances;
2.44
Planningfor
production
• drawandanalyseaGanttchart;• calculatedirectcosts(labourandmaterialscosts);• calculateoverheadcosts(whengivenasasetpercentageoflabourcosts);and
• calculatetotalmanufacturingcosts(directcostsplusoverheadcosts).
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Content
LearningOutcomes
2.45
Manufacturing
processes
Studentsshouldbeableto:
• demonstrateanddescribethemainfeaturesandapplicationsofthefollowing:- reforming(injectionmoulding,diecastingandextrusion);and
- deforming(blowmoulding,laminatingandpress/compressionmoulding);
• outlineandexplaintheuseandapplicationofthefollowing:- circularsaw;- bandsaw;- jigsaw;- sander;and- planer;
2.46
Computerised
manufacture
• outlineandexplaintheuseandapplicationofthefollowing:- computernumericalcontrol(CNC)routers;- millingmachines;- lathes;- lasercutters;and- 3Dprinters;
• discussthemainbenefitsofCADandcomputer-aidedmanufacture(CAM)intheproductionprocess;
• applyCADandCAMinproductmanufacture;
• giveexamplesofwhererobotsareusedinsociety;and
• describeandanalysethereasonsforusingrobotstoassisthumans.
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Materials,componentsandfabrication
Content
LearningOutcomes
2.47
Selectionof
materials
Studentsshouldbeableto:
• selectanddiscussmaterialsandsurfacefinishesonthebasisofaproduct’s:- intendeduse;and- properties;
• identifyanddemonstrateawarenessofcommonlyavailableshapesandcrosssections:- sheet;- bar;- tube;- angle;- U-shapedchannel;and- I-shapedsections;
• calculatearea,includingcross-sectionalarea,foragivenmaterial;
2.48
Wood,metaland
plastic
• givereasonsfortheselectionanduseofthemostappropriatematerials(wood,metalorplastic)foragivenproduct;
2.49
Joiningmaterials
• demonstrateunderstandingofthemainfeaturesandapplicationsofthefollowingpermanentwoodjoints:- comb;- biscuit;- dovetail;- morticeandtenon;and- lap;
• identifyanddescribethejoiningprocessesfor:- wood;- metal;and- plastics;and
• usethemostappropriatejoiningprocessesinthedesign,manufactureandfabricationofaproduct.
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Content
LearningOutcomes
2.50
Smartmaterials
andcomposites
Studentsshouldbeableto:
• discussthereasonsforusingthefollowinginproductdesigns:- smartmaterials(shapememoryalloy(nithinol)andpolymorph);and
- composites(glassreinforcedplastics(GRP)andcarbonfibre).
Marketinfluences
Content
LearningOutcomes
2.51
Marketing
Studentsshouldbeableto:
• discussthedifferencebetweenneedsandwantsinrelationtoaproduct;
• discussandanalyseneworimprovedproducts,considering:- growthinconsumerdemand(market/demandpull);and- advancesintechnologywhichstimulatenewdesign(technologypush);
• analyseanddrawconclusionsofmarketresearchfromthefollowingdatasources:- interviews;- surveys;- questionnaires;and- theinternet;
• discussthelifecycleofaproductandidentifyfeaturesassociatedwitheachofthefollowing:- inception;- introduction;- growth;- maturity;and- decline;and
• analysethelifecyclecurveofaproduct.
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Content
LearningOutcomes
2.52Theglobalmarketplaceandproduction
Studentsshouldbeableto:
• discusstheimpactofglobalisationondesignandmanufacture,forexample:
- variationsinlabourcosts;- availabilityofrawmaterials;- moralissuesinoutsourcingproduction;- transportationcosts;and- environmentalcosts.
Socialresponsibilityofproductdesign
Content
LearningOutcomes
2.53Riskassessment
Studentsshouldbeableto:
• identifyanddiscussthefollowingtermsassociatedwithriskassessment:
- potentialhazards;- personalsafety;and- prevention;
2.54Productsafety
• outlinetheneedfortheindependenttestingandlabellingofproducts:
- BritishStandardsInstitution(BSI)andKitemark;- EuropeanCE;and- internationalISO;
2.55Energyefficiencyandrecycling
• discusstheenvironmentalbenefitsofrecyclingandthedesignofproductsthatcanberecycled;
• discusshowthedesignofproductscanreducewastageofmaterials;
• discussanddesignproductsthatcanbeeasilymaintainedandrepaired;and
• giveandanalyseexamplesofproductsthathavebuilt-inobsolescence.
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3.3 Unit 3: Design and Manufacturing Project
Thisunitiscompulsoryforallstudentsandcarriesaweightingof50%ofthefullqualification.Itismarkedoutof100.Ithasatimeguidanceofapproximately40hours.Theprojectallowsstudentstodemonstratetheirabilitytodesignandmanufactureaproduct.
Weissuetwothemeseachyear,inMayofthefirstyearofstudy.Centresselectthethemethatisbettersuitedtotheirneeds.Design portfolio (25%)
ThedesignportfolioshouldbeamaximumoftenA3sheetsononesideonlyorequivalent.Alltextmustbesize12.Alltitlesshouldnotexceedsize16.Studentsmaypresenttheportfolioinanelectronicformat.Studentsshouldunderstandthatthedesignprocessisnon-linearandcreativityshouldbeevidentthroughouttheprocess.Thedesignportfolioisanintegralpartofthedesignproject.Eachdesignprojectwillhaveitsowncharacteristicsandrelevantprocesses,butalldesignportfoliosshouldincludethefollowing:
• achosenthemeanddesignbrief;• adescriptionandunderstandingofthedesignopportunity/problem;• researchandanalysisofproductsand/ortargetmarketgroups(TMGs)asappropriatetothedesignopportunity/problem;
• freehandsketchingandcomputer-aideddesign(CAD)–thesemustbeinalldesignportfolios;
• specificationswhichidentifykeydesigncriteria;• anappropriaterangeoffreehandconceptsketches;• anappropriaterangeofgraphicaltechniques;• clearandsuccinctannotation;• evidenceofcreativethinking,problemsolvinganddecision-making;• thedevelopmentoftheconcept(s)usingfreehandsketchesand/orCAD/computermodelling;
• informationonhowtheproposedsolutionmayperform/improve,consideringfunction,form,size,ergonomics,safetyandsustainability,asappropriate;
• manufacturingandassemblydetailsoftheproposedsolution;• evidenceofaphysicalmodel/mock-uptoaiddevelopmentoftheproposedsolution;
• workingdrawing(s)showingallthenecessarydetailsforthemanufactureofthekeyparts;and
• evidenceoftestingandevaluationofthefinalsolution,toincludeappropriatemodifications.
Qualityofwrittencommunicationisassessedthroughouttheportfolio.
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Manufacturing (25%)
Themanufacturedsolutionshouldbefunctionalandappropriatelypresented.Studentsshouldunderstandthatthedesignprocessisnon-linearandcreativityshouldbeevidentthroughouttheprocess.Thesolutionshouldhave:
• scaledphysicalmodel(s)whichrelate(s)toandconvey(s)aclearunderstandingofthefinalsolution,proportion,formandfunction;
• evidenceofthefunctionandformoftheprototype;• appropriatematerialsandfabricationtechniques;• evidenceofskills,precision,qualityofmanufacture,finishandattentiontodetail;• evidenceofworkingundertestconditions;• evidenceofsafetyhavingbeentakenintoaccountinitsfinalconstructionanduse;• evidenceoftemplates,patterns,jigsandformers,whereappropriate,toassistinproduction;and
• evidenceofcreativity.Studentsdemonstratedesigncapability,creativityandinnovation,usinghandandcomputernumericalcontrol(CNC)manufacturingskills,whereappropriate,intheproductionandoutcomeofallmodelsandthefinalprototype.Learning outcomes for Unit 3
Studentsareassessedonhowtheydemonstratethelearningoutcomesthatfollow.SeeAppendix2forthecontrolledassessmentmarkingcriteriaforthisunit.
Content
LearningOutcomes
3.1
Design
opportunity
Studentsshouldbeableto:
• clearlyidentifyandanalyseadesignopportunityoraprobleminrelationtotheselectedtheme;
• identifyandanalysekeyelementsofthedesignopportunity/problem;and
• developaninitialcleardesignbrief.
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Content
LearningOutcomes
3.2
Researchand
analysis
Studentsshouldbeableto:
• applyresearchandanalyticalskillsthatshowclearconnectionstothedesignopportunity/problemandinitialdesignbrief;
• identifyandanalysekeydesignfeaturesofexistingsolutionsand/ortargetmarketneeds;
3.3
Specification
• produceafinaldesignbrief;
• producearelevant,detailedspecificationthatidentifieskeydesignfeaturessufficientforthedevelopmentofanappropriatesolution;
3.4
Conceptsand
analysis
• produceandanalyseinitialconceptsketchesappropriatetotheirchosendesigntheme;
• usearangeoffreehandgraphicaltechniquestocommunicateconcepts,including2D/3Dsketches,symbols,diagrams,flowchartsandsectionalandexplodedviews;
• includeclearandsuccinctannotation;
3.5
Developmentof
proposed
concepts
• developthedesignconcept(s)usingfreehand/presentationsketch(es)andcomputermodellingtechniques,asappropriate;
• useannotationtoanalysethedevelopmentofthedesignconcepts;and
• illustrate,developandanalysehowtheproposedconceptsmayperformorcanbeimprovedupon,usingrelevantannotation.
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Content
LearningOutcomes
3.5
Developmentof
proposed
concepts(cont.)
Studentsshouldbeableto:
• considertheuseofthefollowing,asappropriate:- creativity;- calculations;- circuitsimulations;- electronicbreadboardmodelling;- function;- form;- size;- ergonomics;- safety;- sustainability;- materials;- processes;and- assembly;
3.6
Modellingand
testing
• produceoneormorephysicalmodels/mock-upstoanappropriatescale(includingphotographicevidenceinthedesignportfolioiftheywish);
• testandmodifytheoutcomeorsolutionandmodifyagainasnecessary;
3.7
Drawingsfor
manufacture
• producescaledworkingdrawing(s)ofthefinalsolutionand/oritskeycomponent(s)toenabletheprototypetobemanufactured;
• producedrawingsthatconformtoBritishStandardsInstitution(BSI)standard;
3.8
Manufacture
• manufactureaprototypetomeetalltherequirementsofthedesign;
• showcapabilityinmanufacturingskills,demonstratingqualityoffinish,accuracyandattentiontodetail;
3.9
Evaluation
• testtheprototype;• produceanevaluationthatdemonstratesreflectivethoughtaboutwhethertheprototypeisfitforpurpose;and
• suggesthowtheprototypecouldbedevelopedandmodified.
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4 Scheme of Assessment
4.1 Assessment opportunities
Fortheavailabilityofexaminationsandcontrolledassessment,seeSection2.Thisisaunitisedspecification;candidatesmustcompleteatleast40percentoftheoverallassessmentrequirementsattheendofthecourse,intheexaminationseriesinwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule. Candidatesmayresitindividualassessmentunitsoncebeforecash-in.ThebetterofthetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredtomeetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whetherornotitisthebetterresult).ResultsforindividualassessmentunitsremainavailabletocounttowardsaGCSEqualificationuntilwewithdrawthespecification. 4.2 Assessment objectives
Therearethreeassessmentobjectivesforthisspecification.Candidatesmust:
AO1 recall,selectandcommunicatetheirknowledgeandunderstandingof technologyanddesigninarangeofcontexts;AO2 applyskills,knowledgeandunderstanding,includingqualitystandardsina varietyofdesigncontexts,andplanandcarryoutinvestigationsandmaking tasksinvolvinganappropriaterangeoftools,equipment,materialsand processes;andAO3 analyseandevaluateevidence,designproposalsandoutcomes,make reasonedjudgementsandpresentconclusionsandrecommendations.4.3 Assessment objective weightings
ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.
Assessment
Objective
UnitWeighting(%) Overall
Weighting(%)
ExternalAssessmentControlled
Assessment
Unit1 Unit2 Unit3
AO1 10 10 10 30
AO2 10 10 20 40
AO3 5 5 20 30
Total
Weighting25 25 50 100
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4.4 Quality of written communication
InGCSETechnologyandDesign,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:
• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;
• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and
• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.
Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.4.5 Reporting and grading
Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.Wedeterminethegradesawardedbyaggregatingtheuniformmarksthatcandidatesobtaininindividualassessmentunits.WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:
Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).
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5 Grade Descriptions
Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.
Grade
Description
A Candidatesrecall,selectandcommunicatedetailedknowledgeandthoroughunderstandingoftechnologyanddesign,includingtheirwidereffects.Theyapplydetailedknowledge,understandingandskillsinawiderangeofsituationstoplanandcarryoutinvestigationsandtaskstoahighstandard.Theytesttheirsolutions,workingsafelyandwithahighdegreeofprecision.Theyanalyseandevaluatetheevidenceavailable,reviewingandadaptingtheirmethodswhennecessary.Theypresentinformationclearlyandaccurately,makingreasonedjudgementsandpresentingsubstantiatedconclusions.
C Candidatesrecall,selectandcommunicatesoundknowledgeandunderstandingoftechnologyanddesign,includingtheirwidereffects.Theyapplyknowledge,understandingandskillsinarangeofsituationstoplanandcarryoutinvestigationsandtaskseffectively.Theytesttheirsolutions,workingsafelyandwithprecision.Theyreviewtheevidenceavailable,analysingandevaluatingsomeinformationclearlyandwithsomeaccuracy.Theymakejudgementsanddrawappropriateconclusions.
F
Candidatesrecall,selectandcommunicateknowledgeandunderstandingofbasicaspectsoftechnologyanddesign,includingtheirwidereffects.Theyapplylimitedknowledge,understandingandskillstoplanandcarryoutsimpleinvestigationsandtasks,withanawarenessoftheneedforsafetyandprecision.Theymodifysomeaspectsoftheirapproachinthelightofprogress.Theyreviewtheirevidenceanddrawbasicconclusions.
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6 Guidance on Controlled Assessment
6.1 Controlled assessment review
Wewillreplaceourcontrolledassessmenttaskseveryyeartoensurethattheycontinuetosetanappropriatechallengeandremainvalid,reliableandstimulating.6.2 Skills assessed by controlled assessment
Teachersmustassessthefollowingskillsthroughcontrolledassessment:
• independentlearning;• communication(evidencedinthedesignportfolio);• creativedesignandproblemsolving;• designandmakecapability;and• analyticalandevaluativecapabilityassociatedwithprocesses,productsandsolutions.
6.3 Level of control
RulesforcontrolledassessmentinGCSETechnologyandDesignaredefinedforthethreestagesoftheassessment:
• tasksetting;• tasktaking;and• taskmarking.6.4 Task setting
Thelevelofcontrolfortasksettingishigh.Thismeansthatwesetthetask.WeprovidetwothemesinMayofthefirstyearofstudy.CentresmustsubmitthecompletedtaskforUnit3inMayofcandidates’finalyear. Centreshavetheopportunitytocontextualisethecontrolledassessmenttasktosuittheirspecificcircumstances.Wewillprovidecentreswithguidanceonhowtocompleteandsubmitthetask.
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6.5 Task taking
ForUnit3,thelevelofcontrolfortasktakingismedium.
AreasofControl DetailofControl
Authenticity
• Candidatesmaycarryoutresearchoutsideoftheclassroom.
• Candidatesmustcompletetheirmanufacturedproductwithintheclassroom/workshopenvironmentundersupervision.
• Candidatesmaycompletetheirportfoliowithinandoutsidetheclassroomenvironment,butteachersmustbeabletoauthenticateallworkasbeingthecandidates’own.
• Teachersmustensurethatcandidatesacknowledgeandreferenceanyideasandsourcesused.
Feedback • Teachersmustguideandsupervisecandidatesinrelationtothefollowing:- monitoringprogress;- preventingplagiarism;- ensuringcompliancewithhealthandsafetyrequirements;
- ensuringworkiscompletedinaccordancewiththespecificationrequirements;and
- ensuringworkcanbeassessedinaccordancewiththeproceduresandmarkingcriteria.
• Candidatesshouldreachtheirownconclusions.• TeachersmustrecordanysupportorguidancetheygivetocandidatesontheCandidateRecordSheetandmarktheirworkappropriately.
PageLimit • Candidatesmustproduceadesignandmanufacturingproject.
• ThedesignportfolioshouldbeamaximumoftenA3sheets(onesideonlyorequivalent).Alltextmustbesize12.Alltitlesshouldnotexceedsize16.
• Candidatesmaypresenttheportfolioinanelectronicformat.
• CandidatesmustsubmittheircompletedworkinMayoftheirfinalyearofstudy.
Collaboration • Candidatesmustsubmittheirownindividualresponses;however,thisworkmaybeinformedthroughdiscussionand/orworkingwithothers.
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AreasofControl DetailofControl
Resources • Candidatesshouldbeabletoaccessandusethenecessaryresourcesavailabletothecentre.
• Centreswithlimitedresourcesorwithcandidateswhoneedtousespecialequipmentmustcontactusforadviceonhowtoproceedbeforeofferingthiscoursetotheircandidates.
• Candidatesmustreferenceallresourcesthattheyaccessanduse.
6.6 Task marking
Thelevelofcontrolfortaskmarkingismedium.Teachersmarkthecontrolledassessmenttaskusingassessmentcriteriathatweprovide.Theyshoulduseprofessionaljudgementtoselectandapplythecriteriaineachsuccessivemarkbandappropriatelyandfairlytocandidates’work.Halfmarksshouldnotbeused.Teachersshouldfollowa‘bestfit’approachwhenselectingacandidate’smark,makingallowanceforbalancingstrengthsandweaknessesineachresponse.Teachersmustensurethattheworktheymarkisthecandidate’sown.Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.uk
6.7 Internal standardisation
Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisationofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistentlywhenmarkingassessments.Centresmayneedtoadjustanindividualteacher’smarking:
• tobringassessmentsintolinewiththoseofotherteachersinthecentre;and• tomatchthestandardsestablishedattheagreementtrial.Ifmarksdochange,centresmustamendthetotal/finalmarkontheirCandidateRecordSheet.
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6.8 Moderation
CentresmustsubmittheirmarkstousbyMayinanyyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workintolinewithouragreedstandards.Weissuefullinstructionseachyearon:
• ourmoderationprocedures;• whichsampleswerequire;and• thedeadlinesforsubmittingmarks.Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspect ofcontrolled assessment.6.9 Drafting/Redrafting
Teachersmustnotcorrectcandidates’workindetailandreturnittothemtowriteupafaircopy.Responsibilityfordraftingapieceofworktowardscompletionliesentirelywiththecandidate.Onceacandidatehassubmittedthecontrolledassessmentandithasbeenawardedamark,thatmarkisfinal.Thecandidatemaynotcarryoutfurtherwork.SeeAppendix1foraglossaryofcontrolledassessmentterms.Formoredetails,seetheJointCouncilforQualificationsdocumentInstructionsforConductingControlledAssessments,availableatwww.jcq.org.uk
CCEAGCSETechnologyandDesignfromSeptember2017
50
7 Curriculum Objectives
ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused.7.1 Cross-Curricular Skills at Key Stage 4
Communication
Studentsshouldbeableto:
• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexamplediscussingthemaineffectsthathistoricalinfluencesandtrendscanhaveonthedesignofaproduct,ordiscussingtheissuesassociatedwithformversusfunctionwhendesigningproducts;
• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexampleusingsomeofthefollowingmethodsofcommunicationwhenproducingadesignfolderbasedonapre-setdesignbrief:discussion,freehandsketching,formalpresentationdrawings,workingdrawings,moodboards,designingandanalysingprintedcircuitboards,photography,physicalmodelling,computermodellingandCAD;
• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampledrawingandinterpretingcircuitdiagramscontainingcomponents,analysinggivenproductscenariosandproducingappropriateflowcharts,anddrawingandinterpretinggraphsofanalogueanddigitalvoltagesagainsttime;and
• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexampleengagingininitialideasthroughusertrips,conceptsketches,disassemblyofproductsandimprovingcurrentsolutionsbyaprocessofdevelopmentandmodification.
CCEAGCSETechnologyandDesignfromSeptember2017
51
UsingMathematics
Studentsshouldbeableto:
• usemathematicallanguageandnotationwithconfidence,forexampleusingunits(suchasµf,nf,mmandm)appropriately,understandingandinterpretingfractions,decimalsandpercentages,manipulatingformulae(forexampleOhm’slaw)andrepresentingcalculationsclearly;
• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexample:- determiningtheprobabilityoffindingasuccessfulsolutionthrougheffectiveresearchandplanning;
- calculatingvariationsinlabourcosts;and- identifyingtherequiredmaterialsandprocessesneededtorealiseadesign;
• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexamplecommunicatingtheirplanning,calculations,measurements,solutions,datahandlingandevaluationsusingappropriatemathematicalnotation,techniquesandlanguage,giventhepurposeofthedesignandoutcome;and
• interpretandanalyseawiderangeofmathematicaldata,forexampleinterpretingproductlifecyclechartsandplanningforproduction.
UsingICT
Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexampleapplyingCAD,CNCandCAMinproductmanufacture;producing,drawingandanalysingGanttcharts;usingcomputermodellingandCAD;designingandanalysingprintedcircuitboards;anddevelopingskillsandexpertiseusing2Dand3Ddesignsoftware,programmingandcontrolsoftware.
7.2 Thinking Skills and Personal Capabilities at
Key Stage 4
Self-Management
Studentsshouldbeableto:
• planwork,forexampleproducingproductionplans,aportfolioandpracticaloutcomes;and
• setpersonallearninggoalsandtargetstomeetdeadlines,forexampleplanningthedesignanddevelopmentoftheportfolioandmanufacturedsolutionstomeetdeadlinesusingGanttchartsandflowcharts.
CCEAGCSETechnologyandDesignfromSeptember2017
52
WorkingwithOthers
Studentsshouldbeableto:
• learnwithandfromothersthroughco-operation,forexampleengagingincreativediscussionwithpeersandteacherstodevelopdesignideas;and
• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexamplecontinuouslyevaluating,modifyingandimprovingondesigndevelopmentsintheirportfolioandintheproductionofamanufacturedsolution.
ProblemSolving
Studentsshouldbeableto:
• identifyandanalyserelationshipsandpatterns,forexampleanalysinghowproductdesignisinfluencedbytherelationshipbetweenproductanduser;
• proposejustifiedexplanations,forexampleselectingappropriatesystemsforpracticalapplications;
• reason,formopinionsandjustifytheirviews,forexamplegivingreasonsforselectingandusingappropriatematerialsandsolutions;
• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampleexplainingthemainfeaturesofcopyrights,trademarksandpatents;
• analyseandevaluatemultipleperspectives,forexampleanalysingtheworkofmoderndesigners;
• weighupoptionsandjustifydecisions,forexampledesigningsystemstoachieveadesiredoutcomeandjustifyingchosencomponentsandsolutions;and
• applyingandevaluatingarangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampleanalysingadesignproblemandusinganappropriatedesignprocesstomakethesolution.
AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.
CCEAGCSETechnologyandDesignfromSeptember2017
53
8 Links and Support
8.1 Support
Thefollowingresourcesareavailabletosupportthisspecification:
• ourTechnologyandDesignmicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.Wealsointendtoprovide:
• pastpapers;• markschemes;• ChiefExaminer’sreports;• PrincipalModerator’sreports;• planningframeworks;• supportvisits;• supportdaysforteachers;• agreementtrials;• aresourcelist;and• exemplificationofexaminationperformance.8.2 Examination entries
EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion
Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Reasonableadjustmentsaremadeforstudentswithdisabilitiesinordertoreducebarrierstoaccessassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.Learnerswithaphysicaldisabilitymaybelimitedintherangeofdesigningandmakingcontextstheycanuse,butthisshouldnotposeabarriertoassessment.Forexample,studentsmayuseCAD/CAM
CCEAGCSETechnologyandDesignfromSeptember2017
54
forthemakingprocess,andpracticalassistantsmaybeusedtosupportstudentswithphysicaldisabilitiesinthisprocess.Studentswithavisualimpairmentmayfindelementsoftheassessmentdifficult,suchasgraphics;however,thereshouldbenoadditionalbarrierstoassessment.Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details
Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:
• SpecificationSupportOfficer:NualaTierney(telephone:(028)90261200,extension2292,email:[email protected])
• SubjectOfficer:JudithRyan(telephone:(028)90261200,extension2133,email:[email protected])
• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])
• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])
• Distribution(telephone:(028)90261242,email:[email protected])
• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])
• Moderation(telephone:90261200,extension2236,email:[email protected])
• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).
CCEAGCSETechnologyandDesignfromSeptember2017
55
Appendix 1
Glossary of Terms for Controlled Assessment Regulations
Term Definition
Component
Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarksMaycontainoneormoretasks
Controlledassessment
Aformofinternalassessmentwherethecontrollevelsaresetforeachstageoftheassessmentprocess:tasksetting,tasktaking,andtaskmarking
Externalassessment
Aformofindependentassessmentinwhichquestionpapers,assignmentsandtasksaresetbytheawardingorganisation,takenunderspecifiedconditions(includingdetailedsupervisionandduration)andmarkedbytheawardingorganisation
Formalsupervision(Highlevelofcontrol)
Thecandidatemustbeindirectsightofthesupervisoratalltimes.Useofresourcesandinteractionwithothercandidatesistightlyprescribed.
Informalsupervision(Mediumlevelofcontrol)
Questions/Tasksareoutlined,theuseofresourcesisnottightlyprescribedandassessableoutcomesmaybeinformedbygroupwork.Supervisionisconfinedto:
• ensuringthatthecontributionsofindividualcandidatesarerecordedaccurately;and
• ensuringthatplagiarismdoesnottakeplace.Thesupervisormayprovidelimitedguidancetocandidates.
Limitedsupervision(Limitedlevelofcontrol)
Requirementsareclearlyspecified,butsomeworkmaybecompletedwithoutdirectsupervisionandwillnotcontributedirectlytoassessableoutcomes.
CCEAGCSETechnologyandDesignfromSeptember2017
56
Term Definition
Markscheme Aschemedetailinghowcreditistobeawardedinrelationtoaparticularunit,componentortask
Normallycharacterisesacceptableanswersorlevelsofresponsetoquestions/tasksorpartsofquestions/tasksandidentifiestheamountofcrediteachattracts
Mayalsoincludeinformationaboutunacceptableanswers
Task Adiscreteelementofexternalorcontrolledassessmentthatmayincludeexaminations,assignments,practicalactivitiesandprojects
Taskmarking Specifiesthewayinwhichcreditisawardedforcandidates’outcomes
Involvestheuseofmarkschemesand/ormarkingcriteriaproducedbytheawardingorganisation
Tasksetting Thespecificationoftheassessmentrequirements
Tasksmaybesetbyawardingorganisationsand/orteachers.Teacher-settasksmustbedevelopedinlinewithawardingorganisationspecifiedrequirements.
Tasktaking Theconditionsforcandidatesupportandsupervision,andtheauthenticationofcandidates’work
Tasktakingmayinvolvedifferentparametersfromthoseusedintraditionalwrittenexaminations.Forexample,candidatesmaybeallowedsupervisedaccesstosourcessuchastheinternet.
Unit Thesmallestpartofaqualificationthatisformallyreported
Maycompriseseparatelyassessedcomponents
CCEAGCSETechnologyandDesignfromSeptember2017
57
Appendix 2
Assessment Criteria and Mark Bands for Unit 3:
Design and Manufacturing Project
App
endi
x 2
Ass
essm
ent C
riter
ia a
nd M
ark
Ban
ds fo
r Uni
t 3: D
esig
n an
d M
anuf
actu
ring
Proj
ect
Desig
nTh
inking
,Ana
lysis
and
Spe
cifica
tion
AssessmentObjectives
MarkBa
nd1:Lim
ited
Mark
Range
MarkBa
nd2:Satisfactory
Mark
Range
MarkBa
nd3:G
ood
Mark
Range
MarkBa
nd4:Excellent
Mark
Range
Relevantm
aterialisp
oorly
organisedan
dpresen
tedwith
alackofclarityan
dcohe
rence.
Relevantm
aterialis
sufficie
ntlyorgan
isedan
dpresen
tedwith
somecla
rity
andcohe
rence.
Relevantm
aterialisw
ell
organisedan
dpresen
ted
with
agoo
dde
greeofclarity
andcohe
rence.
Relevantm
aterialis
succinct,w
ellorgan
isedan
dpresen
tedwith
ahigh
degreeofclarityan
dcohe
rence.
AO1
AO2
AO3
Total
(10)
Cand
idatesm
ayre
quire
considerab
leguida
nceto:
(1–2
)Ca
ndidatesm
ayre
quire
somegu
idan
ceto
:(3–5
)Ca
ndidatesm
ayre
quire
little
guida
nceto:
(6–8
)Ca
ndidateswork
inde
pend
ently
to:
(9–1
0)
•choo
seadesignthem
ean
dexplorepo
ssibilitie
s;•
choo
seadesignthem
ean
dexplorepo
ssibilitie
s;•
choo
seadesignthem
ean
dexplorepo
ssibilitie
s;•
choo
seadesignthem
ean
dexplorepo
ssibilitie
s;
•en
gagewith
adesign
them
ean
dprod
ucea
limite
dde
signbrief;an
d
•en
gagewith
adesign
them
ean
dprod
ucea
satisfactoryde
signbrief;
and
•en
gagewith
adesign
them
ean
dprod
ucea
good
designbrief;an
d
•en
gagewith
adesign
them
ean
dprod
ucean
excellentdesignbrief;
and
•prod
ucealim
itedprob
lem
analysisan
dspecificatio
n.•
prod
uceasatisfactory
prob
lemana
lysis
and
specificatio
n.
•prod
uceago
odproblem
analysisan
dspecificatio
n.•
prod
ucean
excellent
prob
lemana
lysis
and
specificatio
n.
Awardzerom
arksfo
rworkno
tworthyofcr
edit.
CCEA GCSE Technology and Design from September 2017
58
Concep
tsand
Ana
lysis
AssessmentObjectives
MarkBa
nd1:Lim
ited
Mark
Range
MarkBa
nd2:Satisfactory
Mark
Range
MarkBa
nd3:G
ood
Mark
Range
MarkBa
nd4:Excellent
Mark
Range
Relevantm
aterialisp
oorly
organisedan
dpresen
ted
with
alackofclarityan
dcohe
rence.
Relevantm
aterialiss
ufficiently
organisedan
dpresen
tedwith
somecla
rityan
dcohe
rence.
Relevantm
aterialisw
ell
organisedan
dpresen
ted
with
agoo
dde
greeof
clarityan
dcohe
rence.
Relevantm
aterialiss
uccin
ct,
wellorgan
isedan
dpresen
tedwith
ahigh
degreeofclarityan
dcohe
rence.
AO1
AO2
AO3
To
tal
(15)
Cand
idatesm
ayre
quire
considerab
leguida
nceto:
(1–4
)Ca
ndidatesm
ayre
quire
some
guidan
ceto
:(5–7
)Ca
ndidatesm
ayre
quire
little
guida
nceto:
(8–1
1)
Cand
idateswork
inde
pend
ently
to:
(12–
15)
•de
velopinitialdesign
concep
tsth
atm
akeuse
ofara
ngeoflimite
dfre
ehan
dgrap
hical
techniqu
es;the
freeha
ndconcep
tsketche
ssho
uld
show
evide
nceoflimite
dcreativ
ethinkingand
analysis;and
•de
velopinitialdesign
concep
tsth
atm
akeuseof
arangeofsa
tisfactory
freeh
andgrap
hical
techniqu
es;the
freeha
ndconcep
tsketche
ssho
uld
show
evide
nceofsa
tisfactory
creativ
ethinkingand
analysis;and
•de
velopinitialdesign
concep
tsth
atm
akeuse
ofara
ngeofgoo
dfre
ehan
dgrap
hical
techniqu
es;the
freeha
ndconcep
tsketche
ssho
uld
show
evide
nceofgoo
dcreativ
ethinkingand
analysis;and
•de
velopinitialdesign
concep
tsth
atm
akeuse
ofara
ngeofexcellent
freeh
andgrap
hical
techniqu
es;the
freeha
ndconcep
tsketche
ssho
uld
show
evide
nceof
excellentcr
eativ
ethinkingand
ana
lysis
;and
•prod
uceba
sicann
otation
show
inglim
ited
know
ledgean
dun
derstand
ingofth
epo
tentialsolution.
•prod
ucesatisfactory
anno
tatio
nshow
ing
satisfactoryknow
ledgean
dun
derstand
ingofth
epo
tentialsolution.
•prod
ucego
odann
otation
show
inggo
odkno
wledge
andun
derstand
ingofth
epo
tentialsolution.
•prod
uceexcellent
anno
tatio
nshow
ing
detailedknow
ledgean
dun
derstand
ingofth
epo
tentialsolution.
Awardzerom
arksfo
rworkno
tworthyofcr
edit.
CCEA GCSE Technology and Design from September 2017
59
Developm
ento
fPropo
sedCo
ncep
ts:M
odellin
gan
dTesting
AssessmentObjectives
MarkBa
nd1:Lim
ited
Mark
Range
MarkBa
nd2:Satisfactory
Mark
Range
MarkBa
nd3:G
ood
Mark
Range
MarkBa
nd4:Excellent
Mark
Range
Relevantm
aterialisp
oorly
organisedan
dpresen
ted
with
alackofclarityan
dcohe
rence.
Relevantm
aterialis
sufficie
ntlyorgan
isedan
dpresen
tedwith
somecla
rity
andcohe
rence.
Relevantm
aterialisw
ell
organisedan
dpresen
ted
with
agoo
dde
greeofclarity
andcohe
rence.
Relevantm
aterialiss
uccin
ct,
wellorgan
isedan
dpresen
ted
with
ahighde
greeofclarity
andcohe
rence.
AO1
AO2
AO3
Total
(25)
Cand
idatesm
ayre
quire
considerab
leguida
nceto:
(1–6
)Ca
ndidatesm
ayre
quire
somegu
idan
ceto
:(7–1
2)
Cand
idatesm
ayre
quire
little
guida
nceto:
(13–
18)
Cand
idateswork
inde
pend
ently
to:
(19–
25)
•de
velopcreativ
ede
sign
thinkingusin
glim
ited
freeh
and/presen
tatio
nsketchesand
/orc
ompu
ter
mod
ellingtechniqu
es;
•de
velopcreativ
ede
sign
thinkingusin
gsatisfactory
freeh
and/presen
tatio
nsketchesand
/orc
ompu
ter
mod
ellingtechniqu
es;
•de
velopcreativ
ede
sign
thinkingusin
ggo
odfre
ehan
d/presen
tatio
nsketchesand
/orc
ompu
ter
mod
ellingtechniqu
es;
•de
velopcreativ
ede
sign
thinkingusin
gexcellent
freeh
and/presen
tatio
nsketchesand
/orc
ompu
ter
mod
ellingtechniqu
es;
•illustrate,develop
and
analyseho
wth
esolutio
nmayperform
,usin
glim
itedan
notatio
nan
dha
vingco
nsidered
ara
nge
ofapp
ropriatefa
ctors;
and
•illustrate,develop
and
analyseho
wth
esolutio
nmayperform
,usin
gsatisfactoryan
notatio
nan
dha
vingco
nsidered
arangeofapp
ropriate
factors;and
•illustrate,develop
and
analyseho
wth
esolutio
nmayperform
,usin
ggo
odan
notatio
nan
dha
ving
considered
ara
ngeof
approp
riatefa
ctors;and
•illustrate,develop
and
analyseho
wth
esolutio
nmayperform
,usin
gexcellentann
otationan
dha
vingco
nsidered
ara
nge
ofapp
ropriatefa
ctors;and
•de
veloplim
itedworking
draw
ing(s)sh
owingthe
necessaryde
tailsto
enab
leth
eprototypeto
bem
anufactured.
•de
velopsatisfactory
workingdrawing(s)
show
ingthene
cessary
detailsto
ena
blethe
prototypetobe
man
ufactured.
•de
velopgo
odworking
draw
ing(s)sh
owingthe
necessaryde
tailsto
enab
leth
eprototypeto
bem
anufactured.
•de
velopexcellentworking
draw
ing(s)sh
owingthe
necessaryde
tailsto
ena
ble
theprototypetobe
man
ufactured.
CCEA GCSE Technology and Design from September 2017
60
Developm
ento
fPropo
sedCo
ncep
ts:M
odellin
gan
dTesting(con
t.)Ca
ndidatesm
ayre
quire
considerab
leguida
nceto:
Cand
idatesm
ayre
quire
somegu
idan
ceto
:Ca
ndidatesm
ayre
quire
little
guida
nceto:
Cand
idateswork
inde
pend
ently
to:
•prod
ucescaled
physic
almod
el(s)o
rmock-up
(s)o
fthepo
tentialsolution
whichco
nvey(s)lim
ited
unde
rstand
ingofth
eprod
uct’sfo
rmand
functio
n;and
•prod
ucescaled
physic
almod
el(s)o
rmock-up
(s)o
fthepo
tentialsolution
whichco
nvey(s)
satisfactoryun
derstand
ing
ofth
eprod
uct’sfo
rmand
functio
n;and
•prod
ucescaled
physic
almod
el(s)o
rmock-up
(s)o
fthepo
tentialsolution
whichco
nvey(s)g
ood
unde
rstand
ingofth
eprod
uct’sfo
rmand
functio
n;and
•prod
ucescaled
physic
almod
el(s)o
rmock-up
(s)o
fthepo
tentialsolution
whichco
nvey(s)e
xcellent
unde
rstand
ingofth
eprod
uct’sfo
rmand
functio
n;and
•prod
ucelim
itedeviden
ceofte
stingthemod
el(s)o
rmock-up
(s)tocheckifitis
afeasiblepropo
salto
man
ufacture,and
mod
ifyasnecessary.
•prod
ucesomeeviden
ceof
testingthemod
el(s)o
rmock-up
(s)tocheckifitis
afeasiblepropo
salto
man
ufacture,and
mod
ifyasnecessary.
•prod
ucego
odevide
nceof
testingthemod
el(s)o
rmock-up
(s)tocheckifitis
afeasiblepropo
salto
man
ufacture,and
mod
ifyasnecessary.
•prod
uceexcellentevide
nce
ofte
stingthemod
el(s)o
rmock-up
(s)tocheckifitis
afeasiblepropo
salto
man
ufacture,and
mod
ifyasnecessary.
Awardzerom
arksfo
rworkno
tworthyofcr
edit.
CCEA GCSE Technology and Design from September 2017
61
Developm
ento
fPropo
sedCo
ncep
ts:M
anufacture
AssessmentObjectives
MarkBand1:Limite
dMark
Range
MarkBand2:Satisfactory
Mark
Range
MarkBand3:Goo
dMark
Range
MarkBand4:Excellent
Mark
Range
Relevantm
aterialispoorly
organisedandpresentedwith
alackofclarityandcoherence.
Relevantm
aterialissufficiently
organisedandpresentedwith
someclarityandcoherence.
Relevantm
aterialiswell
organisedandpresentedwitha
gooddegreeofclarityand
coherence.
Relevantm
aterialissuccinct,
wellorganisedandpresented
withahighdegreeofclarity
andcoherence.
AO1
AO2
AO3
Total
(40)
Cand
idatesm
ayre
quire
considerab
leguida
nceto:
(1–10)Ca
ndidatesm
ayre
quire
some
guidan
ceto
:(11–20)Ca
ndidatesm
ayre
quire
little
guidan
ceto
:(21–30)Ca
ndidateswork
inde
pend
ently
to:
(31–40)
•manufactureaprototype,
whichshouldincludethe
candidate’sowntemplates,
jigsandformersas
appropriateandbebasedon
thefinalevaluatedscaled
physicalmodel(s)orm
ock-
up(s):
-givinglim
ited
considerationtofunction,
form,innovationand
creativity;
-usingappropriate
materialsandfabrication
techniques;
-demonstratingalim
ited
levelofskillandprecision;
and
-producingalim
ited
outcomewith
considerationgivento
qualityoffinish.
•manufactureaprototype,
whichshouldincludethe
candidate’sowntemplates,jigs
andformersasappropriateand
bebasedonthefinalevaluated
scaledphysicalmodel(s)or
mock-up(s):
-givingsatisfactory
considerationtofunction,
form,innovationand
creativity;
-usingappropriatem
aterials
andfabricationtechniques;
-demonstratingasatisfactory
levelofskillandprecision;
and
-producingasatisfactory
outcomewithconsideration
giventoqualityoffinish.
•manufactureaprototype,
whichshouldincludethe
candidate’sowntemplates,
jigsandformersas
appropriateandbebasedon
thefinalevaluatedscaled
physicalmodel(s)orm
ock-
up(s):
-givinggoodconsideration
tofunction,form,
innovationandcreativity;
-usingappropriate
materialsandfabrication
techniques;
-demonstratingagoodlevel
ofskillandprecision;and
-producingagoodoutcome
withconsiderationgivento
qualityoffinish.
•manufactureaprototype,
whichshouldincludethe
candidate’sowntemplates,
jigsandformersas
appropriateandbebased
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