GCSE in Design and Technology (Systems & Control) Teachers' Guide. 1. Introduction Course Structure 3

Transcription

1 GCSE Design and Technology (Systems & Control) Teachers' Guide 1 Contents GCSE in Design and Technology (Systems & Control) Teachers' Guide Page 1. Introduction 2 2. Course Structure 3 3. Unit 2 Controlled Assessment 4 Briefs 4 Completion of Controlled Assessed Task 5 Frequently Asked Questions Written Paper 26 Command Words 26 Content and Examples Year Planner Book List Useful Websites 58

2 GCSE Design and Technology (Systems & Control) Teachers' Guide 2 1. INTRODUCTION The WJEC GCSE in Design and Technology (Systems & Control) specification has been modified and updated for delivery from September The first award is in June The specification can be delivered and assessed in centres throughout the UK. The revised subject criteria for GCSE in Design and Technology (Systems & Control) issued by the regulators have necessitated the need for some change to the structure and content of the specification. It is the intention of this Guide to be but one of several ways in which WJEC provides assistance to teachers delivering the specification, sitting alongside the specimen papers and INSET conferences. WJEC provides the following as part of its support for all GCSE specifications: Examiners reports on each examinations series Free access to past question papers via the WJEC secure website Easy access to the specification and other key documents on the main website Regular INSET delivered by Chief Examiners Easy access to both the Subject Officer and to administrative sections Contact points for GCSE in Design and Technology (Systems & Control): Steve Howells (Subject Officer) steve.howells@wjec.co.uk Rhodri Jenkins (Design & Technology Subject Support Officer) rhodri.jenkins@wjec.co.uk Subject page

3 GCSE Design and Technology (Systems & Control) Teachers' Guide 3 2. COURSE STRUCTURE Examination Unit 1 Controlled Assessment Unit 2 40% 60 % Unit 2 Controlled Assessment Unit 1 Examination The Basics It is now one focus area specific examination. It is split into two sections. Section A will have questions specifically about Section B will have questions about the respective focus area. It is now a 2 hour examination. The students will need extended practice to be able to complete the examination The examination can be done in year 10 and 11; the best mark being carried forward. Unit 2 Controlled Assessment Task Requirement It is to be completed in the second year of course. The Project Briefs are set by the board. (Principal Examiner for each focus area sets the briefs. The Basics This replaces the coursework element of the present course. Start to think in terms of Control Assessment Task not project work. In simple terms a design and make task in 30 hours. All the work is to be done school. It is work that is done under supervision. It is to be completed by students in Year 11 only. The Project Briefs are set by the board. (Principal Examiner for each focus area sets the briefs.) These will change each year. The work is to be done in the controlled assessment work book. The controlled assessment workbook is to be downloaded from the WJEC website. The controlled assessment workbook is to be A3 in size. There is a space on each page for a comment and mark. The work will be moderated each year.

4 GCSE Design and Technology (Systems & Control) Teachers' Guide 4 3. CONTROLLED ASSESSMENT This section relates to Unit 2, the Controlled Assessment Task (CAT) Worth 60% of the overall mark. 30 hours Unit 2 Controlled Assessment The three project briefs will be issued to schools in the September of the final year of the course. Each year one of the briefs will change. The briefs are designed to be broad enough to suit the diverse interests of systems and control candidates. Candidates can interpret the briefs to suit their particular interests. They must however, carry out appropriate research prior to starting the controlled assessment. Candidates must provide details of the results of their research leading to a final design brief (page 1 CAT). Briefs Teachers or candidates, in consultation with their teachers, should choose one of the Briefs set by the board. The examples below typify the briefs that will be set. Brief 1: Brief 2: Environmental Control Identify a situation that requires close control of certain condition/s. Design and make a product which allows accurate control of the relevant condition/s. Moving Advertisement Design and make a moving advertisement to promote a product or service of your choice. Brief 3: Learning aid for Children Young children often learn through play activities. Design a product which promotes learning in young children.

5 GCSE Design and Technology (Systems & Control) Teachers' Guide 5 CONTROLLED ASSESSMENT TASK It is a requirement of the specification that candidates complete a 30 hour design, make and evaluate task. Teachers are required to monitor and verify that the time limit is adhered to and that the contributions of individual candidates are recorded accurately and that plagiarism does not take place. Candidates will not gain additional credit by exceeding the time limit. The task can be carried out in the normal classroom/workshop environment. Candidates are allowed supervised access to resources that may include information gathered outside the 30 hours of controlled assessment time. Candidates may gather research/inspirational material prior to or during the assessment period and this can be referred to during the task but this material is not to be included in the material to be assessed. Candidates may collaborate/confer with others in relation to the task but all assessed material must be the candidates' work only. The supervising teacher can give candidates limited guidance during the task in order to clarify what is to be done and to ensure that safe working practices are adhered to. All graphical and written work entered for this controlled assessment must be submitted on the pre-printed pages which are available for download from the WJEC website. The task must not exceed the 14 A3 pages provided. Candidates are free to use ICT applications where they are appropriate. It is the responsibility of the centre to ensure the reliability and authenticity of all work presented for this controlled assessment. Teachers and students will be required to sign a declaration that all work presented is the work of the candidate alone.

6 GCSE Design and Technology (Systems & Control) Teachers' Guide 6 The Controlled Assessment Task is divided into two sections. Section A is concerned with designing the product. Marks will be awarded for Analysis of the Task Writing a Design Specification Generating Ideas Developing and Modelling a solution Demonstrating Creative Thinking 5 Marks 5 Marks 10 Marks 25 Marks 5 Marks Section B is concerned with planning, making and evaluating the product. Marks will be awarded for :- Planning the make Making the Product Evaluation of the Product Suggesting Improvements 10 Marks 90 Marks 10 Marks 10 Marks When completing the Controlled Assessment Task candidates should : Contextualise the chosen brief. Design creatively by generating, developing, planning and communicating ideas. Make products by working safely with tools, equipment, components, materials and ingredients. Apply systems and control. CAD/CAM, digital media and new technologies appropriate to the focus area. Analyse and evaluate processes and products.

7 GCSE Design and Technology (Systems & Control) Teachers' Guide 7 CONTROLLED ASSESSMENT WORKBOOK Instructions to Candidates' and Centres Print these pages before you start: Read the instructions with your candidates. (You can do this before the control mechanisms apply.) Use these pages only. Do not add research. Each page is timed. Do not add pages, they will not be marked. Mark each page as you go.

8 GCSE Design and Technology (Systems & Control) Teachers' Guide 8 Page 1 Mark Description of Attainment 0 No analysis presented. 1 There is a very basic analysis of where the product fits in the market place together with a limited evaluation of a similar product. The work presented shows little evidence of prior research and preparation. A simple brief may be evident. 2 There is a basic but appropriate analysis of where the product fits in the market place together with a basic evaluation of a similar product. The work presented shows limited evidence of prior research and preparation. A simple brief is evident. 3 There is a good analysis of where the product fits in the market place together with an evaluation of a similar product. The work presented shows some evidence of prior research and preparation. A clear brief is evident. 4 There is a very good analysis of where the product fits in the market place together with a detailed evaluation of a similar product. The work presented shows good evidence of prior research and preparation. A well-worded brief is evident. 5 There is a comprehensive analysis of where the product fits in the market place together with a very detailed evaluation of a similar product. The work presented shows clear evidence of detailed research and preparation. A clear and appropriate brief is evident. Select one of the three Briefs Evidence of a clear understanding of where the product will fit into the market. o Who, what, when, where, why, how. o Interests, hobbies. o Gender, age. Knowledge of similar products The needs and wants of the user Identify, conduct and summarise relevant research Analyse an existing product o External features, user interface. o How the product functions the control system used. o Good features and areas for further development. o Build quality of the control system and the product casing. o How it is made manufacturing methods, assembly, positioning of parts and components. Conclude with a detailed Final design Brief showing candidate interpretation of the 'broad' prescribed theme and, as a result of some investigation, a more focussed and clearer scenario.

9 GCSE Design and Technology (Systems & Control) Teachers' Guide 9 Page 2 Design Specification (5 marks) (1 page) This is an opportunity for candidates to present a detailed design specification of the intended product. Mark Description of Attainment 0 No specification presented. 1 A design specification comprising a list of basic attributes for the product. The specification shows little or no links with the analysis of the task. Information is poorly organised, little or no use of technical language/vocabulary. Written communication is limited in terms of organisation of material, with many errors of grammar, punctuation and spelling. 2 A basic design specification comprising a list of relevant attributes for the product. The specification shows superficial links with the analysis of the task. Information shows evidence of structure, limited use of technical language/vocabulary. Written communication is limited in terms of organisation of material with some errors of grammar, punctuation and spelling. 3 A good design specification comprising a prioritised list of attributes for the product presented under appropriate headings. The specification illustrates clear links with the analysis of the task. Information is organised, basic use of technical language/vocabulary. Written communication is adequate in terms of organisation of material, with some errors of grammar, punctuation and spelling. 4 A comprehensive design specification comprising a prioritised list of attributes for the product presented under appropriate headings. The specification demonstrates strong links with the analysis of the task. Information is well organised, good use of technical language/vocabulary. Written communication is good, presenting mainly appropriate material in a coherent manner, with few errors of grammar, punctuation and spelling. 5 An excellent design specification comprising a prioritised list of attributes for the product presented under appropriate headings. The specification is well founded in the analysis of the task. Information is well organised, presented in a highly appropriate manner, very good use of technical language/vocabulary. Written communication is good, presenting appropriate material in a coherent manner, and largely error-free. A detailed list of important factors, Primary and Secondary might help. Points that are explained / expanded will provide measurable criteria on which the outcome can be judged and support Evaluation. Reasons for the specific criteria can sometimes demonstrate a greater understanding of the problem. Candidates should present specifications clearly and effectively. Candidates should include details of the requirements of the control system.

10 GCSE Design and Technology (Systems & Control) Teachers' Guide 10 Page 3 Generation of ideas (10 marks) Mark Description of Attainment 0 No ideas presented. No evidence of written communication. 1-2 A small range of barely appropriate ideas that are poorly annotated. The ideas and annotation show little attention to the specification. Information is poorly organised, little or no use of technical language/vocabulary. Written communication is limited in terms of organisation of material, with many errors of grammar, punctuation and spelling. 3-4 A range of appropriate ideas that are annotated. The ideas and annotation show some attention to the specification. Information shows evidence of structure, limited use of technical language/vocabulary. Written communication in terms of organisation of material with some errors of grammar, punctuation and spelling. 5-6 A range of clear ideas that are appropriately annotated. The ideas and annotation show some attention to the specification. Information is organised, basic use of technical language/vocabulary. Written communication is adequate in terms of organisation of material, with some errors of grammar, punctuation and spelling. 7-8 A range of good initial ideas that are well annotated. The ideas and annotation show good attention to the specification. Information is well organised, good use of technical language/vocabulary. Written communication is good, presenting mainly appropriate material in a coherent manner, with few errors of grammar, punctuation and spelling A range of excellent initial ideas that are very well annotated. The ideas and annotation show close attention to the specification. Information is well organised, presented in a highly appropriate manner, very good use of technical language/vocabulary. Written communication is good, presenting material in a coherent manner and largely error-free. A number of possible ideas in response to the specification Drawings showing ideas for the outside of the product. Labels and annotated sketches linked to the specification will score well. Ideas for the control system and the function of the product. Initial ideas may include circuit diagrams, mechanical principles and / or flowcharts. These are important systems candidates design whole products. Block diagrams might help candidates plan the system in terms of the possible Input, Process and Output. Quick developmental sketching is expected. Up to four ideas. 10 marks. Important candidates will not satisfy the final brief here. This stage is for early, initial ideas to be considered.

11 GCSE Design and Technology (Systems & Control) Teachers' Guide 11 Page 4 A detailed version of the idea that the candidate considers 'best'. This might be a similar version of a previous idea, with some development. Opinions should be sought from two peers This is an opportunity for Working With Others Opinions need not be acted upon, but should be commented on.

12 GCSE Design and Technology (Systems & Control) Teachers' Guide 12 Page 5 Development and modelling (25 marks This is an opportunity for candidates to choose their best idea and to develop it into its final form. This section is an opportunity for candidates to use appropriate ICT. Marks are awarded for evidence of development under the headings shown. Candidates must offer options and make reasoned decisions under each heading. Evidence of these areas may be presented in integrated form across the 5 pages available. Form/Style/Function Mark Description of Attainment 0 No development of form presented. 1 Limited evidence of the form/style being developed or modelled. An alternative shape or style may be evident. There is no evidence of decision-making. 2 Some evidence of the form/style being developed or modelled. Several options are presented. There is evidence of decision-making but with little reasoning offered. 3 Clear evidence of the form/style being developed or modelled. Several options have been offered. There is evidence of reasoned decisionmaking. 4 Good evidence of the form/style being developed and modelled. Several appropriate options have been offered. There is clear evidence of informed decision making. 5 A variety of forms/styles have been presented and the shape and form of the product have been developed and modelled in a progressive way. A final decision based on sound reasoning has been made. Clear development of both the control system and the casing / external concept The development of shape, form, style and the general appearance of the proposal should be evident. Modelling Pro desktop, card modelling, foam or 3D models. Modelling and testing of the control system CAD modelling, use of kits, breadboards for electronic systems, PIC tutor boards. Annotation will help support knowledge and understanding. Reasons and justifications for selecting and rejecting aspects of ideas.

13 GCSE Design and Technology (Systems & Control) Teachers' Guide 13 Page 6 Materials/Components Mark Description of Attainment 0 No development of materials/components presented. 1 Limited evidence of the selection of appropriate materials/ components. Materials/components have been stated. There is no evidence of decision-making. 2 Some evidence of the selection of appropriate materials/components. Alternatives have been offered. There is some evidence of decision-making. 3 Clear evidence of the selection of appropriate materials/components. Alternatives have been offered. There is evidence of reasoned decision-making. 4 Clear evidence of the selection of appropriate materials/components. Appropriate alternatives have been offered. There is clear evidence of reasoned decision-making. 5 Full and clear evidence of the selection of appropriate materials/ components. Appropriate alternatives have been offered. There is evidence of well-reasoned decision-making. Finalise the control system and the casing / body of the product. Show the final control system and give reasons for the selection of components, parts and methods to be used. Show the final product with attention to the materials selected for the manufacture. Decisions should be clear and well justified.

14 GCSE Design and Technology (Systems & Control) Teachers' Guide 14 Page 7 Construction/Making Mark Description of Attainment 0 No development of the construction/making presented. 1 Limited evidence of the construction/making being developed. A construction/making method has been offered. There is no evidence of decision-making. 2 Some evidence of the construction being developed. A small variety of construction/making methods have been offered. There is some evidence of decision-making. 3 Clear evidence of the construction/making being developed. A variety of construction/making methods have been offered. There is evidence of reasoned decision-making. 4 Clear evidence of the construction/making being developed. A variety of appropriate construction/making methods have been considered. There is evidence of well-reasoned decision-making. 5 Full and clear evidence of the construction/making being developed. A range of appropriate construction/making methods has been considered. There is evidence of well-reasoned decision-making. Details of the construction of the control system e.g. on PCB. A transparency or mask would be produced. A pulley system using lathe turned wheels. PIC programming equipment. Development of effective manufacturing processes e.g. MDF mould for vacuum forming HIPS Tecsoft 2D drawings for laser cut components Traditional construction methods including marking and cutting joints, adhesives, fixtures and fittings. Plan stages of manufacture.

15 GCSE Design and Technology (Systems & Control) Teachers' Guide 15 Page 8 Size/Quantity Mark Description of Attainment 0 No development of size/quantity presented. 1 Limited evidence of sizes and or quantities being developed. Sizes or quantities may be evident. There is no evidence of decision-making. 2 Some evidence of sizes and or quantities being developed. Alternative sizes and or quantities will be evident. There is some evidence of decision-making. 3 Clear evidence of sizes and or quantities being developed. Alternative sizes and or quantities will be evident. There is evidence of reasoned decision-making. 4 Clear evidence of sizes and or quantities being developed. Sizes and or quantities have been developed in a progressive way. There is evidence of reasoned decision-making. 5 Full and clear evidence of sizes and or quantities being developed. Alternative sizes and or quantities have been systematically evaluated. There is clear evidence of well-reasoned decision-making. Cutting lists generated for materials for product manufacture, sizes and costs included. Components / parts lists to show items required to manufacture the control system. Understanding of materials and components required to manufacture both the control system and the physical product.

16 GCSE Design and Technology (Systems & Control) Teachers' Guide 16 Page 9 Finish/Quality Mark Description of Attainment 0 No development of finish/quality presented. 1 Limited evidence of the development of finish/quality. A suitable finish may be offered. There is no reference to quality control. There is no evidence of decision-making. 2 Some evidence of the development of finish/quality. An alternative finish is offered. There is brief reference to quality control. There is evidence of decision-making. 3 Some evidence of the development of finish/quality. Alternative finishes are offered. There is reference to aspects or quality control. There is evidence of decision-making. 4 Clear evidence of the development of finish/quality. Alternative finishes are offered. There is reference to aspects of quality control. There is evidence of reasoned decision-making. 5 Full and clear evidence of the development of finish/quality. A range of alternative finishes is offered. There is reference to a variety of quality control issues. There is evidence of wellreasoned decision-making. Candidates should illustrate the knowledge needed to finish the product to high standards. Printing PCB transparencies on a laser printer for quality purposes. Making and etching an accurate PCB together with quality control factors such as timings for exposure to UV, development time, etching time, washing / rinsing etc. Angles of vacuum forming mould, ensuring corners are rounded to prevent splitting. Assembling and fitting of components. Access to replace battery. CAMM 1 lettering or logo details.

17 GCSE Design and Technology (Systems & Control) Teachers' Guide 17 Page 10 Solution (2 pages) (5 marks) This is an opportunity for candidates to give full details of their final design using presentation techniques appropriate to the chosen focus area. Details of the form, dimensions, construction, components, materials and finish will be included as appropriate. This section is an opportunity for candidates to use appropriate ICT. Marks are awarded for (a) a graphical presentation of the final design and (b) The technical details that support manufacture. (a) Graphical presentation (5 marks) This is an opportunity for the candidate to present a clear and expressive graphical presentation of their final design. Any appropriate method of communication may be used. Mark Description of Attainment 0 No graphical presentation presented. 1 A basic illustration of the final product. It is recognisable but lacks proper form. It offers little evidence of shading or colour rendering. 2 An illustration of the final product. It is recognisable and shows reasonable form. It offers evidence of shading and/or colour rendering. 3 A clear illustration of the final product. It is recognisable and shows good form. It offers evidence of good shading and/or colour rendering. 4 A very good graphical presentation of the final product. It uses a recognised graphical technique, is accurate in its structure and It shows effective shading and or colour rendering. 5 A very high quality graphical presentation of the final product. It uses a recognised graphical technique, is accurate in its structure and shows expressive shading and/or colour rendering. 2D and 3D renderings are expected here. Orthographic projections will help candidates illustrate design proposals. Exploded and / or section views will illustrate the control system within the product. Application of colour is expected. Dimensions and positions of components are required.

18 GCSE Design and Technology (Systems & Control) Teachers' Guide 18 Page 11 (b) Technical details (5 marks) This is an opportunity for candidates to present the final technical details of their design. These could include dimensions, materials/components, construction and finish as appropriate to each focus area. Mark Description of Attainment 0 No technical details presented. 1 Limited evidence of technical detail. 2 Evidence of some technical detail. 3 Evidence of many technical details. 4 Evidence of most technical detail. 5 Evidence of virtually all technical details. Candidates should present their proposals creatively. Where possible, solutions should be imaginative and innovative. This could be in the appearance and style of the product. This could be in the way that the product functions. This could be the way the product is presented. Creativity can be present anywhere in the workbook. Creative thinking (5 marks) (Throughout) This is an opportunity for candidates to show a measure of flair, imagination and creativity in their designing. It can be evident at any stage through the design process. Mark Description of Attainment 0 No creative thinking presented. 1 Evidence of limited creative thinking. 2 Evidence of some creative thinking. 3 Evidence of creative thinking in several areas. 4 Evidence of much creative thinking. Some ideas show imagination and flair. Creative thinking is evident throughout the development of the product and imaginative presentational techniques are evident. 5 A high level of creative thinking. Very imaginative ideas are evident. A highly creative development of the product is evident. Presentational techniques show much flair. Up to five marks can be awarded for imaginative and creative thinking in the development of the product and for the presentation techniques used to communicate ideas. This mark is awarded at the end of section A.

19 GCSE Design and Technology (Systems & Control) Teachers' Guide 19 Section B This element relates to manufacturing the proposal. Flexibility is important often the control system is challenging and time consuming. Balance this with other factors. A PIC based control system might require in excess of the 10 hours for Part A. Candidates may use some of the 20 hours making time as preparation for manufacture. E.g. designing a PIC PCB on CAD and printing onto acetate. (challenging and time consuming) A candidate who uses 4 hours of making time to produce a PIC PCB transparency has 16 hours making time left. Consider an 'overlap' of time as candidates require.

20 GCSE Design and Technology (Systems & Control) Teachers' Guide 20 Page 12 A plan for the manufacture of the control system. A plan for the manufacture of the product. Assembling the two elements and testing. Timings and quality control factors are important. Settings, feeds and speeds for machinery. H&S considerations.

21 GCSE Design and Technology (Systems & Control) Teachers' Guide 21 Page 13 Evaluation must be a continuous piece of writing.(qwc Quality Written Comm) A comparison of the original Specification and the outcome. Analysis from the point of the user or following a user trial. A summary of the success of the outcome.

22 GCSE Design and Technology (Systems & Control) Teachers' Guide 22 Page 14 A critical analysis of the outcome and any modifications that could be made. An analysis of the control system. Positive and negative factors related to the performance of the control element. An analysis of the product, including the ergonomic and user interface features. A critical review of the quality of the outcome and suggestions for improvements. Page 15 Any photographic evidence to support the manufacture of the product.

23 GCSE Design and Technology (Systems & Control) Teachers' Guide 23 FREQUENTLY ASKED QUESTIONS What candidates can and cannot do before and during the controlled assessed task (CAT)? Extraction from the specification Candidates are allowed supervised access to resources that may include information gathered outside the 30 hours of controlled assessment time. Candidates may gather research/inspirational material prior to or during the assessment period and this can be referred to during the task but this material is not to be included in the material to be assessed. Some questions you may have. Can candidates gather information/research before and during the task? Yes, this will help them enormously to develop and create answers to the brief. How much information can they take into the CAT? As much as they like, though too much information can be a waste of time. The candidates will spend all their time looking for information to use rather than focussing on the task. Can they gather information between CAT lessons? Yes, and they can use it in their next session. Will they get marked for gathering the information? No, the research information is to support/develop their creative ideas and focus their mind on the task. Can they add information to their research, such as personal comments? Yes, we recommend that candidates do develop their own sketchbook. Are they allowed to sketch any creative ideas as they gather their research? Yes, we are looking for quick sketches not full blown annotated detailed ideas. Can they ask for advice outside of CAT sessions? Yes, giving candidates a direction and help them achieve their potential is part of your role. However completing or doing the candidates work for them to copy is not acceptable.

24 GCSE Design and Technology (Systems & Control) Teachers' Guide 24 Do they all have to work at the same time? No, how you manage your 30 hours with your candidates is your responsibility. What if a student misses a CAT session, is he/she penalised? Certainly not, they can always make up their time during the academic terms. (This is one of the reasons we designed a 30 hour task; if we went for a 40 hour task you may have found yourself doing CAT work outside of lesson times.) Are the candidates allowed to talk during the CAT session? Yes, we are even asking them to use the views of other pupils in the evaluation of their work. What is a controlled environment? This is where the candidates are under you guidance in a controlled room. I.e. the candidate's time, work is being monitored. A CAT session must be timetabled. Can the candidates ask for advice during the controlled session? Yes, teachers may offer general guidance to keep them on track. Are computers allowed? Yes, no problem. Can they print their work outside of timetabled CAT sessions? Yes, as long as you are monitoring their actions and the work is tracked. I.e. the candidates are not allowed to add information/diagrams etc to their work. The print out must be what they have done during the timed conditions. Do they all have to work on the same element of the work book? No, candidates can work at their own rate. Who is responsible for the workbook? You the teacher. It must be treated like an examination paper. You give them their work at the start of the CAT session and you collect it in at the end.

25 GCSE Design and Technology (Systems & Control) Teachers' Guide 25 Can materials be prepared before the CAT session? Yes. Is drying time/ cooking time part of the timed conditions? No, we do not want to penalise a student if he/she has painted, prepared a trial recipe and cannot work on an artefact. What if a student has missed a considerable amount of time due to illness or family problems? The centre must apply, as they have always done, for special considerations as set out in the JCQ documentation sent to centres. Can the candidates do their practical work at home? Definitely not. Are support staff allowed to prepare work for the candidates? No, the work submitted must be the students.(although Technicians can prepare basic material) Can specialist work be done by an outside source? NO. The work that is submitted must be that of the student.

26 GCSE Design and Technology (Systems & Control) Teachers' Guide WRITTEN PAPER Examination Guidance/Information To assist teachers when preparing candidates for the examination they may like to consider the following information. This table is intended to define the command words used in papers and explain how they are used and what is expected from the candidate. COMMAND WORDS GIVE STATE NAME MARKS 1Mark COMMENTS Questions using these command words will feature in the early parts of questions. These questions are designed to ease the candidate into the question. They need a simple statement or a short phrase. The do not need elaboration or explanation in the answer. DESCRIBE OUTLINE 2 Marks Questions using these command words will be commonly used on the papers and will feature in many questions. These questions ask the candidate to describe something in detail. The answer will be in sentences and/or in a list. There is a need for detail in the answers with elaboration of the answer. Sometimes the question will ask the candidate to use notes and sketches this means that a clearly labelled sketch or diagram will gain the marks. EXPLAIN JUSTIFY 3 Marks Questions using these command words will be commonly used and will feature towards the end of many questions. These questions are asking the candidate to respond in detail to the question providing a full answer with an explanation. Full and detailed sentences will be required and will often contain the word "because". A short phrase will not be acceptable the candidate will need to make a valid point and justify it. EVALUATE COMPARE 4 Marks Questions using these command words will be occasionally used and will feature towards the end of some questions. These questions are designed to test, stretch and challenge the more able candidate. The question requires the candidate to make a well-balanced argument involving both advantages and disadvantages. A paragraph or a number of sentences will be required.

27 GCSE Design and Technology (Systems & Control) Teachers' Guide 27 The following are general examples of questions with information about how they would be marked. EXAMPLES Question 1 Give two reasons why paper is sometimes laminated. [2] What is required? The question is a straightforward "give" question so short statements or phrases are needed and they do not need justification. Weak answer Good answer Reason 1: Makes the paper stronger. (1) Reason 2: (0) Here the candidate gives one relevant answer. However they have not attempted to state a second reason. It is vital that all parts of questions are answered. Reason 1: Makes the paper stronger. (1) Reason 2: Protects the paper. (1) Here the candidate gives two relevant answers. Full Marks.

28 GCSE Design and Technology (Systems & Control) Teachers' Guide 28 Question 2 Eight card handles for a carrier bag can be CAM cut from one A3 sheet of card. Describe one advantage to the manufacturer of doing this. [2] What is required? The question asks the candidate to describe in detail an advantage that the manufacturer would gain from cutting more than one handle from each sheet of card. Short statements or phrases will not be adequate. A clear description with justification using a sentence or sentences is needed. Weak answer It is cheaper. (1) Here the candidate gives a relevant answer but the candidate does not give any detail of the advantage. Good answer It reduces the cost of making the handles, as there will be less waste material than cutting one handle from each piece of card. (2) Here the candidate gives a full and detailed answer in a well-constructed sentence. Full Marks.

29 GCSE Design and Technology (Systems & Control) Teachers' Guide 29 Question 3 Explain why it is necessary to score printed card that is 500 microns thick before folding it to make a package. [3] What is required? The question asks the candidate to explain the reasons for having to score card before folding. Short statements or phrases will not be adequate. A clear explanation using a sentence or sentences is needed clearly stating a reason and then elaborating the answer with appropriate reasons. Weak answer It makes the card able to fold. (1) Here the candidate gives a relevant answer but does not give any detail to support their assertion. Satisfactory answer It makes the card easy to fold because it makes a dent in the card where it is to be folded. (2) Here the candidate gives a relevant answer and does give some detail to support their assertion. The detailed reason is rather superficial, as it does not explain WHY the card is easier to fold. Good answer It makes the card easy to fold because it makes a dent in the card where it is to be folded. This dent stretches some of the fibres and squashes others into a W shape so that they are ready to fold. (3) Here the candidate gives a full and detailed answer in well-constructed sentences. They show a detailed understanding of the reasons that allow the process to work. Full Marks.

30 GCSE Design and Technology (Systems & Control) Teachers' Guide 30 Unit 1 Examination 40% 2 Hours Two Sections This section relates to the content of the specification and the written examination Unit 1. The specification has been presented under the following headings: Section A Developing, Planning and Communicating ideas Product Analysis Sustainability and Legislative issues Other Designers/Practitioners Section B Commercial manufacturing Practices Knowledge of Materials and Components Tools, Equipment and Making ICT, CAD, CAM Systems and Processes The written examination will follow a similar format to the specification. There will be 8 questions in total, drawn from each of the sections in the specification. It is inevitable that an overlap of content between sections may occur in some questions. One two hour paper no tiers. Questions will be structured to be accessible to all candidates. Section A Questions 1-4. Product Analysis - Question 1 This part of the specification is about knowing how to analyse a product. Candidates are expected to be able to analyse a range of appropriate products. Candidates will need to be able to suggest typical Design Specifications for products Candidates will need to understand the intended purpose and function of the product. Candidates will need to be able to describe Target Markets for products. This includes style, trends, fashion and culture. Candidates will have to justify materials or components for parts of products. Candidates will need to understand the manufacturing techniques used to produce parts of products. Candidates should be taught how to analyse products and identify important features from the point of the manufacturer, the designer and the user.

31 GCSE Design and Technology (Systems & Control) Teachers' Guide 31 Typical Examination Question Question 1. This question is about Product Analysis. It is worth 15 marks. The photographs show a wind up torch Handle to wind Features: 10mm ultrabright white LED Lightweight weighing 500g Easy to use wind up crank handle Compact size (200x150x80) Sturdy and attractive casing Splashproof No more extra batteries or bulbs required, just dependable light Also available in blue

32 GCSE Design and Technology (Systems & Control) Teachers' Guide 32 (a) Before starting to design the wind up torch a Design Specification was written. State with as much detail as you can, what you think was the most important Design Specification point for each of the following aspects. (i) The function or Purpose of the wind up torch [2]... (ii) The Target Market for the wind up torch [2] (iii) The Safety considerations for the user of the wind up torch [2] (b) The crank handle of the wind up torch is made from glass reinforced nylon State two properties of glass reinforced nylon that makes it the most suitable material for the crank handle of the torch Property 1.. [1] Property 2 [1] (c) The casing for the torch was made using batch production. Explain why this is the most suitable scale of production. [2]...

33 GCSE Design and Technology (Systems & Control) Teachers' Guide 33 (d) The wind up torch has to appeal to potential customers. (i) Describe the appeal of the product in terms of one of the following : [2] fashions trends styles Circle your chosen criteria above and write your description below. (ii) Describe the cultural appeal of the wind up torch [2]

34 GCSE Design and Technology (Systems & Control) Teachers' Guide 34 Sustainability and Legislative Issues - Question 2 This part of the specification is about knowing that sustainability and environmental issues, legislation and standards affect and influence designing and manufacturing choices and decisions and use this information in their own designing and making. Legislative Issues in Design and Technology This specification requires candidates to develop an understanding of legislative issues and standards as they affect their designing and making in their chosen focus area and to be able to use the understanding they have gained to guide and assist their decision making during designing. Candidates need to know that designers and manufacturers are responsible to legislative standards. Candidates need to develop a clear awareness and understanding of sustainability. Candidates need to be able to analyse the effect that legislation and sustainability has on products. Candidates need to be able to describe the advantages and disadvantages of these effects to the consumer and manufacturer.

35 GCSE Design and Technology (Systems & Control) Teachers' Guide 35 Typical Examination Question Question 2. Question 2. This question is about the general issues of D&T. It is worth 10 marks. This question is about the general issues of D&T. It is worth 10 marks. (a) (i) Name a systems and control product that makes use of recycling [1] (ii) Describe how the product you named above makes use of recycling [2] (iii) State one advantage using recycling in a systems and control product. [1] (b) (i) Designers of new products think about the SIX Rs. Underline the SIX Rs in the list that follows. Two have been done for you. [1] REMAKE RETHINK REUSE RECYCLE REDESIGN REPAIR REDUCE REFUSE (ii) Sustainable design is more than making the product from recycled materials or making it recyclable. Describe ONE other way in which sustainable products can be designed. [2]

36 GCSE Design and Technology (Systems & Control) Teachers' Guide 36 (c) Mass Production of products like the one shown below produces winners and losers. Disposable Camera with Flash 2.95 (i) State one of the winners of mass production of the product and give details of one reason for this. The winner :.. [1] Reason : [2]

37 GCSE Design and Technology (Systems & Control) Teachers' Guide 37 Other Designers / Practitioners - Question 3 This part of the specification is about knowing about and understanding the work of professional designers and/or professional practitioners within the world of Design and Technology. The principal examiner will specify two Designers/Practitioners for each examination year. The awarding body will review the two Designers/Practitioners annually. Centres will be informed of the details of each of the Designers/Practitioners two years before the examination is to be taken. Candidates should be taught about: The range of the work that each of the designers has produced over time. The features that identify the work of each of the designers. The innovations and/or new ideas that each of the designers has introduced over time; The influence that each of the designers has had on design and manufacturing. Candidates and teachers need to be aware that a question on this topic will appear on the Written Examination Paper. The question on Other Designers / Practitioners will require an answer that is a piece of continuous writing. Marks will be awarded for knowledge of the designers.

38 GCSE Design and Technology (Systems & Control) Teachers' Guide 38 Typical Examination Question Question 3. This question is about the designers that you have studied. It is worth 10 marks. During your course you have studied the work of Trevor Baylis and Jonathan Ive. Select one of these designers and write a short essay in the space below to :- Describe the designer's work identifying its main features. Discuss the influence your chosen designer has had on other designers. [10] Marks will be awarded for the content of the answer and the quality of written communication.

39 GCSE Design and Technology (Systems & Control) Teachers' Guide 39 Developing, Planning and Communicating Ideas - Question 4 This question is about the design process and candidates producing solutions to given problems. Part A Candidates must understand the stages of the design process. Candidates must be able to order the stages of the design process Part B Candidates must be able to analyse the importance of individual stages in the design process. Candidates must use the knowledge and understanding of materials and components to produce a solution to a given problem (Design Question) Typical Examination Question Question 4. This question is about the Design Process and how it is used. It is worth a total of 25 marks. PART A (a) (i) The design process uses a number of steps in a specific order. Select from the list below the correct activity to complete the table of the steps in the design process. [3] GENERATE IDEAS RESEARCH THE TASK DEVELOP AND MODEL A SOLUTION GIVE DETAILS OF THE FINAL SOLUTION LOOK AT EXISTING PRODUCTS APPLY A GOOD FINISH STEP ACTIVITY 1 ANALYSIS OF THE TASK 2 WRITE A DESIGN SPECIFICATION PLAN THE MAKING 7 MAKE THE PRODUCT 8 EVALUATE THE PRODUCT

40 GCSE Design and Technology (Systems & Control) Teachers' Guide 40 (b) (i) State one design aspect that a Design Specification in systems and control will have statements about. [1] Aspect :. (ii) A Plan for Making is more than a list of the making process. State one other consideration included in a plan and describe why it is important. [3] Consideration: Importance :

41 GCSE Design and Technology (Systems & Control) Teachers' Guide 41 Part B This question is about using knowledge of systems and control to design solutions to given problems. Read the question and specification carefully. This question is worth 18 Marks. (b) Young children are sometimes frightened if it gets too dark in their bedrooms. Design an automatic night light for a young child's bedroom. Specification: The night light must switch itself on when it is dark The night light must be battery powered. The night light must be of a form that will comfort or amuse the child It must fit onto a wall, cot or ceiling. Marks will be awarded for: (i) Details of the form of the night light and electronic circuit details [8] (ii) Fully labelled details of the materials used in the night light [3] (iii) Details of how the design fits to a wall, ceiling or cot [3] (iv) Quality of communication [4] Show the form of the night light including materials and sizes [8]

42 GCSE Design and Technology (Systems & Control) Teachers' Guide 42 Show labelled details of the electronic circuit used Details of how the night light is fixed to a wall, ceiling or cot. [3]

43 GCSE Design and Technology (Systems & Control) Teachers' Guide 43 Section B (Questions 5-8 on the examinations paper) Commercial Manufacturing Practices - Question 5 This section is about developing an understanding of a range of commercial Manufacturing Processes in the production of products that include control systems. Be aware of a range of manufacturing methods used in the production of commercially produced products that function using control systems. Candidates should appreciate how control systems are designed, modelled, tested and developed commercially. Candidates should understand a range of manufacturing processes used commercially for the production of control systems for products. CAD, CNC and CAM. Candidates should understand modern techniques (e.g. Surface Mount Technology) used in the production of electronic control systems. Candidates should be familiar with Techniques such as flow, reflow and wave soldering. Candidates should understand 'miniaturisation' of control systems and Moore's law. Candidates should understand the features of typical production line.

44 GCSE Design and Technology (Systems & Control) Teachers' Guide 44 Typical Examination Question This question is about Commercial Manufacturing Practices. It is worth 10 marks Question 5 (a) (i) The picture below shows a printed circuit board using SMT. In the space, complete the spaces to define the meaning of SMT. [2] S M Technology (ii) The diagram below shows the construction of printed circuit boards using 'through hole' methods. Describe what 'through hole' means. [2] Description:.. (iii) Automated production allows machines to replace manual workers on an assembly line. Give two advantages of automated production to the manufacturer. [4] Advantage1: Advantage 2: (b) Explain how Moore's Law has promoted the trend for the miniaturisation of control systems in products. [2]...

45 GCSE Design and Technology (Systems & Control) Teachers' Guide 45 Knowledge of Materials and Components - Question 6 This section is about developing a knowledge and understanding of how to use a range of materials and components to create a variety of control systems. This question is about components and materials used in systems and control. This question is worth 15 marks Question 6 (a) Study the details of a system that opens a curtain automatically when it is light and closes it when it is dark. (i) Name a digital input device used in this system [1].. (ii) Name an analogue input device used in this system [1].. (iii) Describe the role of the LDR [2]....

46 GCSE Design and Technology (Systems & Control) Teachers' Guide 46 (iv) Explain one problem that will arise from using an electric motor in the system [2] (v) Explain one problem that arises when using an analogue sensor in the system [2]... (b) Details of a small bandsaw are shown below. (i) Calculate the rotational velocity (RV) of the drive pulley [3] (show all workings)....

47 GCSE Design and Technology (Systems & Control) Teachers' Guide 47 (c) Complete an accurate labelled sketch of a cam to the given specification. [4] Clockwise rotation 0 to 90 dwell 90 to 180 rise 15mm 180 to 270 dwell 270 to 360 fall 15mm

48 GCSE Design and Technology (Systems & Control) Teachers' Guide 48 Tools, Equipment and Making - Question 7 This section is about developing a knowledge and understanding of how to safely use a range of tools and equipment used to manufacture control systems. Typical Examination Question This question is about the tools, equipment and making related to systems and control. This question is worth 20 marks. Question 7 student. The photograph below shows an electronic circuit modelled by a (a) (i) Circle the correct word in the statement below. [1] The student has used a stripboard / breadboard to model the circuit. (ii) Explain one advantage to the student when modelling circuits in this way [2] Advantage:....

49 GCSE Design and Technology (Systems & Control) Teachers' Guide 49 (iii) The student uses a multimeter when modelling a circuit. Give three uses for the multimeter. [3] Use 1:... Use 2:... Use 3:.....

50 GCSE Design and Technology (Systems & Control) Teachers' Guide 50 (b) A child's birthday card has a rabbit popping up from a hat when the tab is pulled to the right. Complete the design by adding a simple series of links to make this happen. Clearly label fixed and moving pivots. [4] (ii) Explain why the dotted lines have been used on the sides of the rabbit [1]

51 GCSE Design and Technology (Systems & Control) Teachers' Guide 51 (c) The details of a toy car are shown below. The car is powered by a 9v battery and controlled by an on / off switch. (i) Name a suitable material for making the mould. [1] (ii) Name a suitable process to manufacture the car body shell in high impact polystyrene. [1].. (iii) Complete the details of the inside of the car by showing how a motor could be used to drive the rear axle of the car. [4]

52 GCSE Design and Technology (Systems & Control) Teachers' Guide 52 (iv) The car could be powered by the component shown below. Name this component and suggest where this should be placed on the car for best effect. [3] Name the component:... Position on car:......

53 GCSE Design and Technology (Systems & Control) Teachers' Guide 53 Systems and Processes / ICT, CAD and CAM - Question 8 This section is about knowledge and understanding of the range of systems and processes required to analyse, design, develop, construct and evaluate typical products that include control systems. Typical Examination Question This question is about the systems and processes that are used in systems and control, including the use of CAD CAM. This question is worth 15 Marks. Question 8 The diagram shows an automatic car park barrier.

54 GCSE Design and Technology (Systems & Control) Teachers' Guide 54 (i) Complete the flowchart to control the barrier system by placing the statements on the right in the correct order. [4] Wait 5 Has car gone Through? Barrier Down Barrier Up

55 GCSE Design and Technology (Systems & Control) Teachers' Guide 55 (ii) A flowchart designed using CAD can be used to control a working model of a car park barrier with the use of an interface. Explain why the interface is required. [2].. (b) Look at the words below showing different stages for programming a PIC. CAD Downloading Set up Testing Reprogramming (i) Complete the table by placing the name of the stage next to the description. [5] Description The programmer is attached to the computer The flowchart is designed using software The programme is sent to PIC chip The PIC chip is removed and placed in the product. The PIC has errors that must be changed Stage (c) A car hire company requires numbered key tags to attach specific keys for its vehicles. A picture of the design is shown below. (i) Explain why CAM would be useful to manufacture the key tags [2] (ii) Describe the reason for using different colours when preparing the CAM machine. [2]

56 GCSE Design and Technology (Systems & Control) Teachers' Guide YEAR PLANNER OPTIONS The specification allows you the option of following a unitised or linear style of course. Below are shown two possible options of study you may consider for your schemes of work. Option 1 Year 10 Term 1 Term 2 Term 3 Skills/Knowledge Skills/Knowledge Skills/Knowledge Unit 1 Unit 1 Unit 1/ Examination Year 11 Term 1 Term 2 Term 3 CAT CAT CAT CAT CAT CAT/ Unit1 Examination Option 2 Year 10 Term 1 Term 2 Term 3 Skills/Knowledge Skills/Knowledge Skills/Knowledge CAT/Unit 1 CAT/Unit 1 CAT/Unit 1 Year 11 Term 1 Term 2 Term 3 CAT CAT CAT CAT CAT CAT/ Unit1 Examination

57 GCSE Design and Technology (Systems & Control) Teachers' Guide BOOK LIST In addition to any books mentioned in the guidance the following maybe found to be useful. Design and Make it : systems and Control ISBN Design and Technology (2 nd edition) ISBN Starting Electronics ISBN Collins GCSE D&T Technology ISBN Design and Make it : Electronic Products ISBN