A-LEVEL DRAFT SPECIFICATION DESIGN AND TECHNOLOGY: PRODUCT DESIGN DRAFT 7552

Transcription

1 7552 T DESIGN AND TECHNOLOGY: PRODUCT DESIGN R AF A-LEVEL Specification For teaching from September 2017 onwards For A-level exams in 2018 onwards D Version May 2016

2

3 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May 2016 Contents 1 Introduction Why choose AQA for A-level Design and Technology: Product Design Support and resources to help you teach Draft specification 6 2 Specification at a glance Subject content Assessments 7 3 Subject content Core technical principles Core designing and making principles Additional specialist knowledge 23 4 Scheme of assessment Aims Assessment objectives Assessment weightings Non-exam assessment criteria Assessment criteria 40 5 Non-exam assessment administration Supervising and authenticating Avoiding malpractice Teacher standardisation Internal standardisation Commenting Submitting marks Factors affecting individual students Keeping students' work Moderation After moderation 54 6 General administration Entries and codes Overlaps with other qualifications Awarding grades and reporting results Re-sits and shelf life Previous learning and prerequisites Access to assessment: diversity and inclusion 56 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 3

4 6.7 Working with AQA for the first time Private candidates 57 7 Appendix 1: Links to maths and science Maths Science 60 8 Appendix 2: NEA terminology 61 Are you using the latest version of this specification? You will always find the most up-to-date version of this specification on our website at aqa.org.uk/7552 We will write to you if there are significant changes to the specification. 4 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

5 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May Introduction 1.1 Why choose AQA for A-level Design and Technology: Product Design This creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers. Especially those in the creative industries. They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning in to practice by producing products of their choice. Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers. We re confident you ll find this specification clear and easy to use, as a number of teachers and assessment experts have helped us to produce it. We ve structured the content so that you can co-teach AS and A-level Design and Technology students, allowing for maximum flexibility in lesson timetabling and teaching resources. You can find out about all our Design and Technology: Product Design qualifications at aqa.org.uk/ designandtechnology 1.2 Support and resources to help you teach We ve worked with experienced teachers to provide you with a range of resources that will help you confidently plan, teach and prepare for exams. Teaching resources Visit aqa.org.uk/7552 to see all our teaching resources. They include: teaching guidance including lesson plans, and suggested teaching strategies to provide you with practical guidance to help deliver this specification non-exam assessment example materials and a dedicated subject adviser for every school or college to help you understand our expectations for this part of the assessment sample schemes of work to help you plan your course with confidence textbooks tailored to our specification and approved by AQA Preparing for exams Visit aqa.org.uk/7552 for everything you need to prepare for our exams, including: past papers, mark schemes and examiners reports specimen papers and mark schemes for new courses Exampro: a searchable bank of past AQA exam questions example student answers with examiner commentaries. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 5

6 Analyse your students' results with Enhanced Results Analysis (ERA) Find out which questions were the most challenging, how the results compare to previous years and where your students need to improve. ERA, our free online results analysis tool, will help you see where to focus your teaching. Register at aqa.org.uk/era For information about results, including maintaining standards over time, grade boundaries and our post-results services, visit aqa.org.uk/results Keep your skills up-to-date with professional development Wherever you are in your career, there s always something new to learn. As well as subject specific training, we offer a range of courses to help boost your skills. Improve your teaching skills in areas including differentiation, teaching literacy and meeting Ofsted requirements. Prepare for a new role with our leadership and management courses. You can attend a course at venues around the country, in your school or online whatever suits your needs and availability. Find out more at coursesandevents.aqa.org.uk Help and support Visit our website for information, guidance, support and resources at aqa.org.uk/7552 If you'd like us to share news and information about this qualification, sign up for s and updates at aqa.org.uk/from-2017 Alternatively, you can call or our subject team direct. E: dandt@aqa.org.uk T: Draft specification This draft qualification has not yet been accredited by Ofqual. It is published to enable teachers to have early sight of our proposed approach to A-level Design and Technology: Product Design. Further changes may be required and no assurance can be given that this proposed qualification will be made available in its current form, or that it will be accredited in time for first teaching in September 2017 and first award in August Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

7 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May Specification at a glance This qualification is linear. Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course. 2.1 Subject content 1. Core technical principles (page 9) 2. Core designing and making principles (page 15) 3. Additional specialist knowledge (page 23) 2.2 Assessments Paper 1 What's assessed Core technical principles and core designing and making principles. How it's assessed Written exam: 2 hours 100 marks 50% of A-level Questions Mixture of short answer, multiple choice and extended response. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 7

8 Paper 2 What's assessed Specialist knowledge, technical and designing and making principles. How it's assessed Written exam: 2 hours 50% of A-level Questions Mixture of short answer, multiple choice and extended response questions. Section A: Product Analysis. Up to 6 short answer questions based on visual stimulus of product(s). Section B: Commercial manufacture. Mixture of short and extended response questions Non-exam assessment (NEA) What's assessed Practical application of technical principles, designing and making principles and specialist knowledge. How it's assessed Substantial design and make task 45 hours 100 marks 50% of A-level Evidence Written or digital design portfolio and photographic evidence of final prototype. 8 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

9 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May Subject content A-level Product Design requires students to engage in both practical and theoretical study. This specification requires students to cover design and technology skills and knowledge as set out below. These have been separated into: Core technical principles Core designing and making principles Additional specialist knowledge. The specification content is presented in a three column format. The left hand column contains the specification content all students must cover, and forms the basis for the assessments. The middle column gives additional information to ensure students study the topic in appropriate depth and gives teachers the parameters in which the subject will be assessed. Students must also demonstrate maths skills. The right hand column throughout the subject content illustrates where maths skills and knowledge can be applied in the context of design and technology. The maths skills as required by the DfE are set out in Appendix 1: Links to maths and science (page 59) 3.1 Core technical principles Materials and their applications Materials and applications. Students are expected to be able to name specific materials for a wide range of applications. They must also be able to provide detailed and justified explanations of why specific materials and combinations of materials are suitable for given applications with reference to: physical properties and working characteristics product function aesthetics cost manufacture and disposal. Calculation of quantities of materials, sizes and costs. Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods and metals, based on their physical properties. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 9

10 Knowledge and understanding of simple comparative tests for mechanical material properties. Practical methods for investigating and testing material properties to assess their suitability for a range of uses. Students should be able to describe how the tests for toughness and hardness are set up, what will be tested, measured and compared: impact tensile. Students should be familiar with practical workshop methods for investigating and testing material properties to assess their suitability for a range of uses: tensile testing impact testing hardness testing The requirements for product design, development and manufacture Product development and improvement Inclusive design Through study and critical analysis of existing products, students will develop understanding of the requirements of the design, development and manufacture of products including: meeting specification criteria functionality aesthetics fitness for purpose and target market user anthropometrics and ergonomics accurate and efficient manufacture. Students should develop the skills to critically assess products and develop new design proposals. Students should be encouraged to work with a variety of materials as well as two and three dimensional forms in order to produce creative and original products which satisfy the demands of the target market user. The development of products that are inclusive so that they can be used by a wide range of users including the disabled, children, the elderly, transgender people and gender non-conformists. 10 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

11 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May 2016 Ergonomics and anthropometrics Design communication Ergonomics and anthropometrics and how they apply to a range of different products, situations or environments. The concept of the working triangle and how some products are adjustable to accommodate different body sizes and shapes. How colour, sound and symbols are used to enhance the usability of products. Use of Haptic feedback. Intuitive design related to GUI (Graphical User Interface) design and products for the general public. Representation of data used to inform design decisions and evaluation of outcomes. Presentation of market data, user preferences, outcomes of market research. Interpret statistical analyses to determine user needs and preferences. Use data related to human scale and proportion to determine product scale and dimensions. Design illustration and communication Students should develop skills in the use of a range of communication and presentation techniques for conveying design proposals to clients, potential users and manufacturers. This should include: report writing the use of graphs tables and charts 2D/3D sketching the use of mixed media and rendering to enhance drawings and to show dimensions and details for manufacture. Scaling drawings. Use of datum points and geometry when setting out design drawings. Representation of data used to inform design decisions and evaluation of outcomes. Presentation of market data, user preferences, outcomes of market research. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 11

12 3.1.4 Digital design and manufacture Computer Aided Design (CAD) Computer Aided Manufacturing Processes (CAM) Virtual modelling Rapid Prototyping Processes The advantages and disadvantages of using CAD compared to manually generated alternatives. The use of CAD to develop and present ideas for products. How CAM is used in the manufacture of products. Students should be able to refer to the following specific processes: laser cutting routing milling turning plotter cutting. Students should have an awareness of the use of the following testing procedures used in industry prior to product production: Computational Fluid Dynamics (CFD) as used for testing aerodynamics and wind resistance Finite Element Analysis (FEA) as used in component stress analysis. Students should have an understanding of the following rapid prototyping process and additive technologies: Fused Deposition Modelling (FDM) 3D printing. Students should understand the benefits these technologies offer to designers and manufacturers and how they can be combined with 3D scanners to produce bespoke products for industries such as jewellery design and design for the disabled. Use of datum points and geometry when setting out design drawings. 12 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

13 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May Efficient use of materials Efficient use of materials Health and safety Students must develop an awareness of the relationship between material cost, form, and manufacturing processes, and the scale of production. The development of designs which use materials economically and with regard to their characteristics. The use of manufacturing processes which increase accuracy and reduce waste. The savings to be gained when comparing bulk production with one-off production. The advantages of Just In Time (JIT) manufacture. Determining quantities of materials. Safe working practices, including identifying hazards and understanding the need for risk assessments. The regulatory and legislative framework for health and safety and the impact on designing and making Health and safety in product manufacture Students should have knowledge of health and safety procedures related to products and manufacture. Knowledge of the Health and Safety at Work Act (1974) and how it influences the safe manufacture of products. Control of Substances Hazardous to Health (COSHH) and safety precautions that should be taken with relevant materials. Safe working practices for the school or college workshop and industrial contexts. Safety precautions taken with specific manufacturing processes. The concept of risk assessment and its application to given manufacturing processes. Safety in products How designers and manufacturers ensure products are safe for consumers to use. Legislation used to protect consumers and its impact on product design and manufacture. The British Standards Institute, and how specific products might be tested to meet safety standards. Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods and metals, based on their physical properties. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 13

14 3.1.7 Feasibility studies Feasibility studies The use of feasibility studies including computer modelling to assess the practicality for production of proposed designs Design for manufacturing, maintenance and repair Interpret statistical analyses to determine user needs and preferences Use data related to human scale and proportion to determine product scale and dimensions. How modern products are designed to consider ease of manufacture, possible repair/maintenance and disassembly at end of life. Maintenance Ease of manufacture Disassembly Students should understand the need to modify designs to make them more efficient to manufacture and reduce the number of manufacturing processes. How the choice of materials affects the use, care and disposal of products. Application of the six Rs of sustainability: reduce reuse refuse rethink recycle repair to product design and manufacture. Temporary and integral fixings, use of standardised parts in product design. Split lines, ribs and webbing addition of texture to reduce number of manufacturing processes. Integral fixings, active disassembly. Ensure products are designed to take account of potential corrosion due to environmental factors. 14 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

15 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May Protecting designs and intellectual property Protecting designs and intellectual property Copyright and design rights, patents, registered designs, trademarks and logos, and their importance to the designer and manufacturer. The concept of 'open design' referring to the development of products for the common good of society. Students should be able to give examples of this practice Enterprise and marketing in the development of products Enterprise and marketing The importance of marketing and branding including customer identification, labelling, packaging, corporate identification and the concept of global marketing. The ways in which products are advertised and promoted including the use of new technologies. Product costing, calculation and profit. Awareness of the role of entrepreneurs, marketing and collaborative working with the designer in the development of new and innovative products. 3.2 Core designing and making principles Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 15

16 3.2.1 Design methods and processes Design methods and processes Use of primary and secondary data to understand client and/or user needs Design theory User centred design as a method of identifying a design opportunity. Creating a design specification. Investigative methods: the critical study of existing products practical testing of materials and components statistical analysis of market research data analysis of client, user or customer preferences and needs. Modelling of designs: using scale models, mock ups and prototypes. Planning for manufacture ensuring accuracy and taking into account scale of production. Testing and evaluation taking in account the views of potential users, customers and clients. Knowledge of different techniques including: market research, interviews and human factors including ergonomics focus groups and product analysis and evaluation the use of anthropometric data and percentiles. Representation of data used to inform design decisions and evaluation of outcomes. Presentation of market data, user preferences, outcomes of market research. Historical influences Design movements Key historical design styles, design movements and influential designers that have helped to shape product design and manufacture. Examples of the key design movements: Art and Crafts movement Art Deco Modernism eg Bauhaus Post Modernism eg Memphis. 16 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

17 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May 2016 Examples of designers and their work and how their designs were influenced by design principles Examples of influential designers include: Phillipe Starck James Dyson Margaret Calvert Dieter Rams Charles and Ray Eames Marianne Brandt How technology and cultural changes can impact on the work of designers Socio-economic influences: how product design has been influenced by changes in socioeconomic circumstances Major developments in technology Product life cycle Post WW1, the Bauhaus and development of furniture for mass production. WW2, rationing and the development of utility products. Contemporary times, fashion and demand for mass produced furniture and decorative products. Current and historical advancements in technology (technology push and market pull) and the impact on product design. New methods of manufacturing products including mass production as opposed to bespoke, automated manufacture including CAD and CAM. Design introduction, evolution, growth, maturity, decline and replacement. Students should be familiar with examples of how designers refine and re-develop products in the lifecycle of specific products. Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 17

18 Social, moral and ethical issues. Students should develop knowledge and understanding of the social, moral and ethical responsibilities of designers and manufacturers Design processes The responsibilities of designers and manufacturers in ensuring products are made using sustainable materials and ethical production methods. The development of products that are culturally acceptable, that will not offend peoples of different race, gender or religious belief. The development of products that are inclusive so that they can be used by a wide range of users. The design and manufacture of products that could assist with social problems such as poverty, health and well-being, migration and housing. The impact of fair trade on design, consumer demand and manufacture of products. Designing products to consider six Rs of sustainability: reduce reuse refuse rethink recycle repair. The concept of upcycling. Students should develop an understanding of the design process in developing their own products. The stages of a range of design processes including those that are used in the NEA. An understanding of analysis, investigations, the use of inspirational materials, idea generation, illustration, modelling, planning, evaluating and testing, in order to apply personal judgement and relevant criteria in the appraisal of products and systems. This knowledge should influence the development of design ideas for the NEA in order to make high quality products that meet the needs of identified users. 18 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

19 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May 2016 How the iterative process works in industrial or commercial contexts. How different design methodologies are used by designers in the corporate world when designing products. Collaborative working and the cyclic nature of commercial design and manufacture Critical analysis and evaluation Students should develop first hand experience of analysing and evaluating their own products and the work of others. Develop knowledge of how products might be tested and evaluated in industrial or commercial contexts. Critical analysis and evaluation of their products should lead to improvements to the original idea. How products are required to undergo rigorous testing, and the testing methods used, before they become commercially available for sale. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 19

20 3.2.6 Selecting appropriate specialist tools, techniques and processes Students should develop: the skill of selecting the correct tools and equipment knowledge and understanding of safe working practices when completing their own project work knowledge of commercial manufacturing equipment the ability to select and match processes with given products the ability to describe how safety is maintained in commercial manufacture. The importance of using the correct tools and equipment for specific manufacturing tasks. The importance of ensuring their own safety and that of others when in a workshop situation. How designs are developed from single prototypes into mass produced products. The effect on the manufacturing process that is brought about by the need for batch or mass manufacture. How to select the most appropriate manufacturing process to be able to realise theirs, or others' design proposals. The importance of health and safety in a commercial setting including workforce training and national and international safety standards. 20 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

21 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May Accuracy in design and manufacture Students will learn how to use a range of measuring and marking out equipment. Students should also learn about how jigs and fixtures are used to ensure accuracy and repeatability. The importance of accuracy in manufacturing whatever the scale of production. How testing can eliminate errors. The value in the use of measuring aids in ensuring consistency of accuracy and the reduction of possible human error. Determining quantities of materials. Calculation of sides and angles as part of product. Use of datum points and geometry when setting out design drawings. Use of geometry to create templates for designs How to evaluate products, taking into account the views of potential users Students are expected to evaluate their own prototypes and products and make use of third party feedback in the testing and evaluation process. The importance of evaluating a product in order to inform future modification and development. The importance of ensuring the views of other interested parties are sought in order to have objective and unbiased feedback. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 21

22 3.2.9 Responsible design Environmental issues Conservation of energy and resources Students should develop knowledge and understanding of the responsibilities of designers and manufacturers with regard to the environment. The responsibilities of designers and manufacturers in ensuring products are made using sustainable materials and components. The environmental impact of packaging of products. The concept of a circular economy. How products are designed to conserve energy, materials and components. The design of products for minimum impact on the environment including raw material extraction, consumption, ease of repair, maintenance and end of life. Sustainable manufacturing including the use of alternative energy and methods to minimise waste Approaches to project management Critical Path analysis Six Sigma Design for manufacture How efficiency can be improved with the use of parallel activities and sub-assemblies. How the efficiency of individual tasks can be improved with analysis of aspects such as time spent, materials used, movement during the task and utilising the skills of the individual. Students may investigate the link with lean production. Planning for accuracy and efficiency Planning for accuracy and efficiency when making prototypes and making recommendations for small, medium and large scale production. 22 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

23 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May 2016 Quality assurance The procedures and policies put in place to reduce waste and ensure manufactured products are produced accurately within set acceptable tolerances. Quality assurance systems including Total Quality Management (TQM), Six Sigma and their application to specific industrial examples. Quality control The monitoring, checking and testing of materials, components, equipment and products throughout production to ensure they conform to acceptable tolerances. Specific quality control methods including the use of go-no go gauges, laser or probe scanning and measuring, use of digital measuring devices such as Vernier callipers and micrometers, non destructive testing such as x-rays and ultrasound National and international standards in product design Relevant national and international standards British Standards Institute (BSI) and the International Organisation for Standardisation (ISO). Restriction Of Hazardous Substances (ROHS) directive. Battery Directive. Packaging directives. WEEE directives. Energy rating of product Eco labelling: the attaching of a distinctive label to a product to identify that it conforms to recognised environmental standards. Some common examples include: The Mobius Loop, The European Eco-label. NAPM Recycled Mark, The EC Energy label, The Energy Efficiency label, The Energy Efficiency logo, Forest Stewardship Council, EPA Energy Star. 3.3 Additional specialist knowledge Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 23

24 3.3.1 The characteristics and working properties of materials Working properties Students should know and understand the working properties of the following materials: metals woods polymers textiles composites smart materials modern materials Performance characteristics of materials Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. and science Papers and boards Students should be able to name different types of papers and boards, describe their properties such as the ability to be scored, cut and folded, the surface qualities for printing, impact resistance, recyclability or biodegradability. Students should also be able to explain why different papers and boards are suitable for different applications including: layout paper and its use in sketch pads cartridge paper and its use in printing tracing paper, and its use in copying images bleed proof and its use in marker rendering treated paper and its use for photographic printing watercolour paper and its ability to take paints corrugated board and its use in packaging bleached card and its use in greeting cards and high quality packaging mount board and its use in in modelling duplex card and its use in food packaging foil backed and laminated card used in drinks packaging moulded paper pulp and its use as an ecofriendly alternative to polystyrene. Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. 24 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

25 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May 2016 and science Polymer based sheet and films Woods Students should be able to name different types of polymer based sheet and films, describe their properties such as the ability to scored, cut and folded to sometimes moulded to contain products, or characteristics such as transparency, translucency, flexibility, biodegradability or recyclability. Students should also be able to explain why different polymer based sheets films are suitable for different applications including: foam board and model making fluted polypropylene sheet and its use in signs and box construction translucent polypropylene sheet and its use in packaging cellulose acetate and its use in packaging styrofoam and its use in modelling or making formers low density polyethylene sheet and its use in wrapping, packaging and bags plastazote foam and its use in craft projects. Students should be aware of the different stock forms of timber including: 'FSC' marked, rough sawn, PSE, sheet and mouldings in addition to pressure treated timbers. Students should understand how woods are grouped under the classifications of hardwoods, softwoods and manufactured boards. For each category, students should be able to name specific timbers and describe why they might be suitable for named applications. Students should be familiar with the following timbers: softwoods: pine, spruce, Douglas fir, redwood, larch, cedar hardwoods: oak, ash, mahogany, teak, birch and beech manufactured boards: plywood, marine plywood, aeroply, flexible plywood, chipboard, MDF veneers and melamine formaldehyde laminates. Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 25

26 and science Metals Students should understand how metals are grouped into the classifications of ferrous, nonferrous and alloys. They should be familiar with the stock forms of metals including: bar, tube, angle, sheet and plate. Students should be familiar with the physical and mechanical properties of metals and be able to explain why specific metals are suitable for given applications. Students should be familiar with the following metals: non-ferrous: aluminium, copper, gold, silver, zinc, titanium and tin ferrous: mild steel, stainless steel, High Speed Steel (HSS), high carbon steel, cast and wrought iron ferrous alloys: stainless steel, high speed steel and die (tool steel) non-ferrous alloys: bronze, brass, duralumin, pewter. Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. 26 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

27 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May 2016 and science Polymers Students should be aware that polymers are grouped under the classifications of thermoplastics, thermoset polymers and elastomers. They should be able to name examples of polymers that belong to each category. For each polymer, students should be able to explain why they are suitable for given applications by making reference to relevant physical or mechanical properties. Thermoplastics: Low Density Polyethylene (LDPE) High Density Polyethylene (HDPE) Polypropylene, High Impact Polystyrene (HIPS) Acrylonitrile Butadiene Styrene (ABS) and Poly methyl methacrylate (Acrylic) Nylon and UPVC. Students should understand why thermosets are used in products, making reference to properties such as resistance to high temperatures and electrical insulation. Specific thermosets include: Urea formaldehyde Melamine formaldehyde Polyester Resin Epoxy resin. Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 27

28 and science Composites Students should understand how elastomers are used to enhance products for example in producing grips for improved ergonomics. Specific elastomers: Thermoplastic Elastomers (TPE) Liquid Silicon Rubber (LSR) Thermoplastic rubber (TPR). Students should also be aware of the different types of biodegradable polymers and their use in products. They should also understand how each type of biodegradable polymer degrades. The specific biodegradable polymers include: corn starch polymers Potatopak Biopol, (bio-batch additive) Polyactide (PLA) Polyhdroxyalkanoate (PHA) Water soluble: Lactide, glycolide (Lactel and Ecofilm) Students should be aware of how polymers are labelled for recycling with reference to the International Organisation for Standardisation (ISO) symbols. Students need to understand how materials are combined to make composites with enhanced properties. They should be able to name different composites and explain their suitability for given products. Students should be aware of the following composites: Carbon Fibre Reinforced Plastic (CFRP) Glass Reinforced Plastic (GRP) Tungsten Carbide aluminium composite board concrete, reinforced concrete fibre cement engineered wood eg glulam. Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. 28 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

29 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May 2016 and science Enhancement of materials Polymer enhancement Metal enhancement Modern Materials Students should be familiar with how materials can be enhanced by combining them with other materials or by heat treatment methods. Students are expected to be able to describe enhancement methods for given materials and explain their suitability for specific product applications. The use of additives such as UV stabilisers to prolong the life of polymers or bio-batch materials to encourage biodegradability. Students should be familiar with how additives are used in specific polymer products eg patio furniture, food packaging and carrier bags. Students should be aware of the following heat treatment methods: case hardening hardening and tempering. Students should understand the term 'modern material'. They should be able to give examples of modern materials and describe why they are used in specific products. They should be aware of the following modern materials: Kevlar Precious Metal Clay (PMC) High Density Modelling Foam Polymorph. Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 29

30 and science Smart materials Students should understand the term 'smart material'. They should be able to give examples of smart materials and explain why they are used in specific products. They should also be able to describe how specific smart materials respond to external stimuli: Shape memory alloys Nickel-Titanium alloy ( Nitinol ) thermochromic pigment phosphorescent pigment photochromic pigment electroluminescent wire piezo electric material The use of adhesives and fixings Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. Adhesives Students should be familiar with a range of adhesives and their applications such as: PVA contact adhesives UV hardening adhesive epoxy resin solvent cements such as Tensol or acrylic cement The use of surface finishes and coatings Understand the appropriate use of materials, including glass and ceramics, polymers, composites, woods, and metals, based on their physical properties. Paper and board finishing Students should be aware of how different papers and boards might be finished to enhance their appearance or for improved function. Finishing techniques include: laminating embossing debossing wax and varnish coating. Ensure products are designed to take account of potential corrosion due to environmental factors. 30 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

31 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May 2016 Paper and board printing processes Polymer finishing Wood finishing Metal finishing Students should be aware of the different types of printing processes and their suitability for various scales of production and for different products. This should include screen printing, flexographic and offset lithographic printing. Students should understand how polymers might be finished with applied finishes to enhance their aesthetics or function.the applied finishes include acrylic spray paints or over mouldings in silicone or thermoplastic elastomer. Students should understand how colours can be added to polymers in the moulding process for example: in gel coats when laminating GRP or smart pigments such as thermochromic or phosphorescent. Students should aware of how wood is finished to either enhance its appearance or prevent decay. Students should be able to describe specific wood finishes, their method of application and how they either enhance the appearance or prevent decay. Wood finishes should include: applied finishes eg polyurethane varnish, acrylic and water based paints, stains, colour wash and wax finishes pressure treating, yacht varnish and polyurethane varnish. Students should be aware of how metals can be finished to enhance their appearance or prevent corrosion. Finishes include: applied finishes such as cellulose and acrylic paints, electro-plating, dip coating and galvanizing methods of preventing corrosion and decay such as paints, varnishes, sealants, preservatives, anodising, plating, coating, galvanization and cathodic protection. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 31

32 3.3.5 Forming, redistribution and addition processes Paper and board forming processes Plastics processes Students should be aware of the different ways that paper and board can be shaped into different products such as packaging. Specific processes include: die cutting laser cutting creasing bending. Students should be aware of how polymers can be formed into 3D products. They should be able to describe the different forming methods. They should understand the suitability of the different forming methods for a range of specific products and scales of production. Specific production methods include: vacuum forming thermoforming calendaring line bending laminating (layup) injection moulding blow moulding rotational moulding extrusion compression moulding. 32 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

33 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May 2016 Metal processes Students should be aware of the different ways metals can be shaped into 3D products. They should be able to describe each technique and they should be able to explain why specific production processes are suitable for given products and different scales of production. This should include: press forming, spinning, cupping and deep drawing, drop forging, and wrought iron forging techniques, bending and rolling sand casting, die casting, investment casting and low temperature pewter casting. Students should be aware of the different types of permanent and temporary joining methods for metals. They should be able to describe them. Students should be able to explain the suitability of each for specific products and different scales of production. Students should be aware of the following addition or fabrication processes: MIG, TIG spot and oxy-acetylene welding, soldering, brazing, riveting and temporary fasteners temporary joining methods such as self tapping screws, machine screws, nut and bolt. Students should be aware of 'wasting' processes and how they are used to make specific components and products: milling turning flame cutting plasma cutting laser cutting punching/stamping. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 33

34 Wood processes Jigs and fixtures Students should be aware of how timber can be joined to form different products. They should be able to describe the different techniques and their suitability for specific products. Students should be aware of the following addition or fabrication processes: traditional wood jointing eg dovetail, comb, housing, half-lap, dowel, mortice and tenon. Knock-Down (KD) fittings wood screws, nuts and bolts and coach bolts. Students should be aware of how wood can be formed into 3D products. They should be able to describe how they are formed and the suitability of the technique for specific products. Forming processes include: laminating steam bending. Students understand how jigs and fixtures are used to aid the manufacture of products. They should be able to describe them and their suitability for accurate and repeated manufacture of products Industrial and commercial practice Scales of production Students should be able to describe scales of production giving example products and specific manufacturing methods. Scales of production should include one-off, batch, mass and continuous production. 34 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

35 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May Modern manufacturing systems The use of computer systems to plan and control manufacturing, reduce waste, and respond quickly to changes in consumer demand. Students should be able to describe how computers are used in modern manufacturing. Students will need to describe the specific industrial examples and their use in the manufacture of given products. This should include: modular/cell production Just In Time (JIT) Flexible Manufacturing Systems and the use of computer numerically controlled production, distribution and storage. They should also be familiar with the use of standardised and bought-in components made by specialist. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 35

36 36 Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration

37 A-level Design and Technology: Product Design A-level exams June 2018 onwards. Version May Scheme of assessment Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers This specification is designed to be taken over two years. This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series. A-level exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification. All materials are available in English only. Our A-level exams in Design and Technology: Product Design include questions that allow students to demonstrate their ability to: recall information draw together information from different areas of the specification apply their knowledge and understanding in practical and theoretical contexts. 4.1 Aims Courses based on this specification should encourage students to: be open to taking design risks, showing innovation and enterprise whilst considering their role as responsible designers and citizens develop intellectual curiosity about the design and manufacture of products and systems, and their impact on daily life and the wider world work collaboratively to develop and refine their ideas, responding to feedback from users, peers and expert practitioners gain an insight into the creative, engineering and/or manufacturing industries develop the capacity to think creatively, innovatively and critically through focused research and the exploration of design opportunities arising from the needs, wants and values of users and clients develop knowledge and experience of real world contexts for design and technological activity develop an in-depth knowledge and understanding of materials, components and processes associated with the creation of products that can be tested and evaluated in use be able to make informed design decisions through an in-depth understanding of the management and development of taking a design through to a prototype/product be able to create and analyse a design concept and use a range of skills and knowledge from other subject areas, including maths, to inform decisions in design and the application or development of technology be able to work safely and skillfully to produce high-quality prototypes/products have a critical understanding of the wider influences on design and technology, including cultural, economic, environmental, historical and social factors develop the ability to draw on and apply a range of skills and knowledge from other subject areas, including the use of maths for analysis and informing decisions in design. Visit aqa.org.uk/7552 for the most up-to-date specification, resources, support and administration 37