STAGE 2 DESIGN AND TECHNOLOGY FOCUS AREA SYSTEMS & CONTROL PRODUCTS

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1 STAGE 2 DESIGN AND TECHNOLOGY 2014 FOCUS AREA SYSTEMS & CONTROL PRODUCTS MINOR PRODUCT Construct the Microcontroller system PCB designed in Skills Task 1 and program it with your own microcontroller code to simulate an electronic system in operation. A clear statement of the task Purpose This task provides the opportunity for you to demonstrate your ability to: requirements demonstrating the link between each assessment task. investigate and critically analyse the purpose, design concepts, processes, and production techniques of existing products or systems create, test, validate, modify, and communicate design ideas for an identified need, problem, or challenge investigate, analyse, and use the differing characteristics and properties of materials, components, processes, and equipment to create products or systems safely use the design process to select materials, components, processes, techniques, and equipment, to develop and implement solutions and ideas for products or systems apply appropriate knowledge and understanding of skills, processes, procedures, and techniques to a range of technological activities evaluate product or system development and outcome, and reflect on technological ideas and procedures used, with reference to the design brief analyse the impact of technological practices, products, or systems on individuals, society, and/or the Description of assessment Students will produce a simulated test bed PCB design as part of Skills Applications 1 as specified by the teacher. They will be required to produce the Printed Circuit Board on which to mount the components and use this to test Microcontroller (PICAXE) code as experience, prior to writing and downloading their major code into their major product. Your task is to construct a prototype PCB assembly to be used to arm/disarm a prototype security system using the circuitry designed by you in your Skills Application Task 1. You will need to have your circuit checked and marked by your teacher at the following stages, Production of the bare PCB Completed assembly of the PCB Demonstration of the working PCB construction using PICAXE code from Skills Application Task 1 Final presentation in housing Although Designing will not be assessed and you do not have to present a folio recording your designing, you are required to present a written evaluation of your final product, based on some key questions. Assessment Outcomes 1. Use of workshop, OHS, Production Method, Following correct procedures 2. Final PCB Product Component mounting, soldering and wiring OVERALL GRADE 3. Simulation test using microcontroller (PICAXE) code 4. Final presentation in housing 5. Product Record and Written Evaluation TEACHER SUMMARY: Good practical display of skills, although when tested the final product had some issues. 1 of 14

2 Assessment conditions You have three weeks of class time to complete this assessment.. It will be marked by your teacher using the Performance Standards shown below. Learning Requirements investigate and critically analyse the purpose, design concepts, processes, and production techniques of existing products or systems create, test, validate, modify, and communicate design ideas for an identified need, problem, or challenge investigate, analyse, and use the differing characteristics and properties of materials, components, processes, and equipment to create products or systems safely use the design process to select materials, components, processes, techniques, and equipment, to develop and implement solutions and ideas for products or systems apply appropriate knowledge and understanding of skills, processes, procedures, and techniques to a range of technological activities evaluate product or system development and outcome, and reflect on technological ideas and procedures used, with reference to the design brief 7. analyse the impact of technological practices, products, or systems on individuals, society, and/or the 2 of 14 Assessment Design Criteria Investigating I1 Identification of a need, problem, or challenge. I2 Creation and validation of an initial design brief based on needs analysis and task identification. I3 Investigation and critical analysis of the characteristics of existing products, processes, systems, and/or production techniques. I4 Investigation of product material options and analysis for product use. I5 Investigation into the impact of products or systems on individuals, society, and/or the Planning Pl1 Analysis of information to develop solutions to an identified design brief. Pl2 Communication of product design ideas using relevant technical language. Pl3 Testing, modification, and validation of ideas or procedures. Producing Pr1 Application of skills, processes, procedures, and techniques to create a product or system to a chosen standard and specification. Pr2 Use of resources, equipment, and materials to create a product or system safely and accurately. Pr3 Development of solutions to technical problems that may arise during product or system realisation. Evaluating E1 Evaluation of product success against design brief requirements. E2 Evaluation of the effectiveness of the product or system realisation process. E3 Reflection on ideas or procedures, with recommended modifications. E4 Analysis of the impact of the product or system on individuals, society, and/or the

3 Performance Standards for Stage 2 Design and Technology Investigating Planning Producing Evaluating Clear, comprehensive, and wellconsidered A identification of a need, problem, or challenge. Thorough and insightful creation and validation of initial design brief based on needs analysis and task identification. Purposeful investigation and critical analysis of the characteristics of a broad variety of existing products, processes, systems, and/or production techniques. Indepth investigation into product material options and focused and thorough critical analysis for product use. Focused and perceptive investigation into the impact of products or systems on individuals, society, and/or the Indepth analysis of information to develop imaginative, innovative, and enterprising solutions to an identified design brief. Accomplished communication of a variety of refined product design ideas, consistently using relevant technical language. Purposeful testing and refined modification and validation of ideas or procedures. Sophisticated application of appropriate skills, processes, procedures, and techniques to create a product or system to a precise or polished standard and specification. Accomplished use of resources, equipment, and materials to create a product or system safely and accurately. Accomplished and resourceful development of solutions to technical problems that may arise during product or system realisation. Insightful and wellconsidered evaluation of product success against design brief requirements. Insightful and detailed evaluation of the effectiveness of the product or system realisation process. Refined and wellconsidered reflection on materials, ideas, and procedures, with sophisticated recommendations. Resourceful and wellinformed analysis of the impact of the product or system on individuals, society, and/or the Wellconsidered identification of a need, problem, B or challenge. Wellconsidered creation and validation of an initial design brief based on needs analysis and task identification. Thoughtful investigation and analysis of the characteristics of a variety of existing products, processes, systems, and/or production techniques. Detailed investigation into product material options and thorough analysis for product use. Some depth of investigation into the impact of products or systems on individuals, society, and/or the Thoughtful analysis of information to develop enterprising solutions to an identified design brief. Capable communication of different quality product design ideas, using relevant technical language. Thoughtful testing, modification, and validation of ideas or procedures. Capable application of appropriate skills, processes, procedures, and techniques to create a product or system to a mostly precise or polished standard and specification. Capable use of resources, equipment, and materials to create a product or system safely and mostly accurately. Thoughtful development of solutions to technical problems that may arise during product or system realisation. Wellconsidered evaluation of product success against design brief requirements. Wellconsidered and detailed evaluation of the effectiveness of the product or system realisation process. Wellconsidered reflection on materials, ideas, and procedures, with thoughtful recommendations. Wellinformed analysis of the impact of the product or system on individuals, society, and/or the Considered identification of a need, problem, or C challenge. Considered creation and validation of an initial design brief based on needs analysis and task identification. Competent investigation of the characteristics of some existing products, processes, systems, and/or production techniques. Competent investigation into product material options and analysis for product use. Generally thoughtful investigation into the impact of products or systems on individuals, society, and/or the Analysis of information to develop appropriate solutions to an identified design brief. Competent communication of product design ideas, using appropriate technical language. Competent testing, modification, and validation of ideas or procedures. Competent application of skills, processes, procedures, and techniques to create a product or system to an appropriate standard and specification. Competent use of resources, equipment, and materials to create a product or system safely and generally accurately. Development of appropriate solutions to technical problems that may arise during product or system realisation. Considered evaluation of product success against design brief requirements. Considered evaluation of the effectiveness of the product or system realisation process. Considered reflection on materials, ideas, and procedures, with appropriate recommendations. Informed analysis of the impact of the product or system on individuals, society, and/or the Identification of a basic need, problem, or D challenge. Creation of a basic initial design brief with some consideration of a needs analysis. Identification of the characteristics of some existing products, processes, systems, or production techniques. Some basic description of material options. Some description of the impact of products or systems on individuals, society, or the Some identification of information to attempt basic solutions to an identified design brief. Basic communication of some product design ideas with some use of appropriate technical language. Partial testing and some modification of ideas or procedures. Partial application of skills, processes, procedures, and techniques to make one or more articles to a limited standard and specification. Some use of basic resources, equipment, or materials to create a product or system, with some consideration of safety aspects. Partial development of some basic solutions to technical problems that may arise during product or system realisation. Description of product progress, with elements of basic testing against design brief requirements. Some description of the effectiveness of the product or system realisation process. Superficial reflection on or description of materials, ideas, or procedures, with basic recommendations. Some consideration of the impact of the product on individuals, society, or the Limited identification of a need, problem, or E challenge. Creation of a very basic initial design brief, with support. Statement of one or more characteristics of an existing product, process, system, or production technique. Limited description of one or more product material options. Identification of one impact of a product or system on individuals, society, or the Attempted identification of some information to develop limited solutions to an identified design brief. Limited communication of one or more product design ideas. Some attempt at testing and limited modification of an idea or procedure. Attempted application of one or more skills, to follow an appropriate process, procedure, or technique. Attempted use of resources, equipment, or materials, with emerging awareness of safety issues. Some attempted description of problems that may arise during product or system realisation. Identification of some product progress, with limited testing. Identification of some aspects of the effectiveness of the product or system realisation process. Identification rather than description of materials, ideas, or procedures, with one or more recommendations. Emerging recognition of one or more of the impacts of the product on individuals, society, or the 3 of 14

4 [2014 D&T MINOR PRODUCT] ELECTRONICS/MICROCONTROLLERS 2014 MINOR PRODUCT RECORD Stage 2 DESIGN & TECHNOLOGY FOCUS AREA: SYSTEMS & CONTROL PRODUCTS PROJECT: Assembly of Skill Task 1 SCHOOL: Student SACE ID Number: Student Name: 4 of 14

5 [2014 D&T MINOR PRODUCT] ELECTRONICS/MICROCONTROLLERS <<<<<<<< My design <<<<<<<< Photo 1: printed real PCB circuit diagram example Photo 2: drilled example circuit as I lost my copy Photo 3: Halfway through completion of test board. 5 of 14 School laptop Real PCB Circuit wizard 2 printer?? paper sticky tape &scissors? This involved basic knowledge of the construction of a circuit diagram; i.e. positive and negative paths cannot touch, and the less jump wires you use the neater your board will be. And basic knowledge and understanding of computers and the program Real PCB. If you cut your two images to the same size it will be easier to tape them together at the same points, this I did not do at first, will be sure to approach this situation differently next time. When creating my circuit I was sure to avoid putting as many jump wires in as possible. kettle(?jar & sink?) (*** light box? methylated spirits drill press 1mm drill bit??spray cloth???sandpaper Board and image must be in the light box for 120*? Seconds? Remembered to wear appropriate safety gear when dealing with metho. Basic knowledge required for using a drill press by keeping the board still, making sure the drill bit was being held in properly, and having placed a wood block underneath it. Followed safety regulations by wearing safety glasses, tying my hair back and removing loose jewellery before using the drill press. This year instead of stirring my board in the jar of hot water I left it to sit while I worked on my theory assignments which turned out to be much more effective and time efficient. drill press heat shrink lighter soldering iron solder 3mm drill bit wire strippers pointy nose pliers Glue gun I had to be aware not to severely damage the copper tracks when drilling a spot for thick wires to run through, next time I am constructing a board consisting of these components I will plan ahead and mark a spot for the 3mm hole to go through. Only a dab of hot glue is required for such objects as those I used it on, anything heavy and more will be needed. The lighter should be held at the point where the tip of the flame is just touching the heatshrink or slightly further away to prevent burn marks along it or the wires inside from melting. Safety regulations were followed by using the extraction unit appropriately and wearing safety glasses during the soldering process.

6 [2014 D&T MINOR PRODUCT] ELECTRONICS/MICROCONTROLLERS Photo 4: after battery cable, jump wire and keypad were soldered up. wire Soldering iron solder heat shrink lighter wire strippers glue gun From wiring up keypads in previous years of electronics I did not find this step to be a great challenge. I have followed the correct safety procedures by using extraction unit and wearing safety glasses during the soldering process. I also wired up the battery pack during this step, I used heatshrink to encase the wires, and a lighter to enclose the heatshrink over the wires. Photo 5: wiring up switches wire strippers heat shrink solder soldering iron pointynose pliers I modified my board by attempting to use *connector pins but later found them to be too difficult to work around, so I cut the leads shorter, removing the pins, restripped the wires and proceeded to solder the switch leads directly to the board. Basic knowledge involved being that the positive and negative cannot touch in any place and you must solder one of the leads (does not matter which) to the middle leg, do not use the outer two. Photo 6: completed test product drill 5mm drill bit soldering iron solder wire strippers heat strip wood block (for moulding of case) You need to keep an eye on your acrylic when it is heating or else it could melt out of shape. If you are to solder your wires directly to the board you must The production stage photographs indicate a capable application of appropriate skills and use of resources. This evidence is also provided in the comments. The comments in the table provide evidence of thoughtful testing and modification of ideas and planning during the production stage. 6 of 14

7 [2014 D&T MINOR PRODUCT EVALUATION] ELECTRONICS/MICROCONTROLLERS Written Evaluation Task My product had to have 12V power supply, a keypad, and run off a PICAXE code. It was completed to expectations, works effectively and it has appropriate labels and efficient switches for all operations. It is encased in clear acrylic as to view components, soldering detail and LED s. The test product is set up to make the 9V buzzer beep, and the red LED flash five times when the code is inserted incorrectly for the first two times and when the code is incorrectly inserted a third time in the same five minutes the 12V buzzer will sound and the red light will flash until the third switch is flicked. The first switch is the power switch; the second switch makes each light turn on at a time in a sequence that runs through three times. Switch three is a silencer to stop whichever buzzer is sounding and switch four activates the keyboard for operation. I also encoded it as something complicated rather than a simple code such as 147* or If doing this task again, I would not try to use header connector pins instead of terminal blocks as it was far too difficult to solder them on as the last things to go onto the board, and soldering them to leads was a very time consuming so I decided against them. I have used wires to connect LEDs to the board rather than soldering them straight to the board so I can mount them in the casing, this way I wouldn t have to use clear casing so as to see them. If given more time I also would have encased the project in something sturdier and I would have planned ahead with where to place the 3mm hole for excess cables to run through, as I had to drill through a track to place one of them. Overall I found this task to be a decent experimentation; it improved my knowledge on general circuitry, and increased my soldering skill decently. The above information provides evidence of wellconsidered evaluation of product effectiveness and material use and procedures. Additional Comments The task was awarded a B grade. Inclusion of an image of the completed product would provide further indication of the quality of the work. 7 of 14

8 STAGE 2 DESIGN AND TECHNOLOGY 2014 FOCUS AREA SYSTEMS & CONTROL PRODUCTS MAJOR PRODUCT Purpose This task provides the opportunity for you to demonstrate your ability to: investigate and critically analyse the purpose, design concepts, processes, and production techniques of existing products or systems create, test, validate, modify, and communicate design ideas for an identified need, problem, or challenge investigate, analyse, and use the differing characteristics and properties of materials, components, processes, and equipment to create products or systems safely use the design process to select materials, components, processes, techniques, and equipment, to develop and implement solutions and ideas for products or systems apply appropriate knowledge and understanding of skills, processes, procedures, and techniques to a range of technological activities evaluate product or system development and outcome, and reflect on technological ideas and procedures used, with reference to the design brief analyse the impact of technological practices, products, or systems on individuals, society, and/or the Description of assessment Your task is to produce the product that you have designed in your Product Design Folio Task. You must manage your time effectively by using the Work Plan (checklists) that you developed as part of your Design Folio and be aware that some resources will need to be shared with other students. You must also maintain throughout the production, a visual record of the stages of producing for assessment and moderation purposes. This is likened to a photographic journal. Your product must be presented and demonstrated as a fully working model, wired and fitted into either a simple 3D scaled model replica of the location where the security system will eventually be installed or be fitted into a reallife model. Either of these options should be outlined in your Folio Task. Assessment Outcomes 1. Product Record Check OVERALL GRADE 2. Completed model 3. Housing construction and fit to model 4. Model operational 8 of 14

9 FOCUS AREA SYSTEMS & CONTROL PRODUCTS 2014 MAJOR PRODUCT Assessment conditions You have six weeks of class time to complete this assessment. This product is % of your overall marks for the course. It will be marked by your teacher using the Performance Standards shown below. Learning Requirements investigate and critically analyse the purpose, design concepts, processes, and production techniques of existing products or systems create, test, validate, modify, and communicate design ideas for an identified need, problem, or challenge investigate, analyse, and use the differing characteristics and properties of materials, components, processes, and equipment to create products or systems safely use the design process to select materials, components, processes, techniques, and equipment, to develop and implement solutions and ideas for products or systems apply appropriate knowledge and understanding of skills, processes, procedures, and techniques to a range of technological activities evaluate product or system development and outcome, and reflect on technological ideas and procedures used, with reference to the design brief 7. analyse the impact of technological practices, products, or systems on individuals, society, and/or the Assessment Design Criteria Investigating I1 Identification of a need, problem, or challenge. I2 Creation and validation of an initial design brief based on needs analysis and task identification. I3 Investigation and critical analysis of the characteristics of existing products, processes, systems, and/or production techniques. I4 Investigation of product material options and analysis for product use. I5 Investigation into the impact of products or systems on individuals, society, and/or the Planning Pl1 Analysis of information to develop solutions to an identified design brief. Pl2 Communication of product design ideas using relevant technical language. Pl3 Testing, modification, and validation of ideas or procedures. Producing Pr1 Application of skills, processes, procedures, and techniques to create a product or system to a chosen standard and specification. Pr2 Use of resources, equipment, and materials to create a product or system safely and accurately. Pr3 Development of solutions to technical problems that may arise during product or system realisation. Evaluating E1 Evaluation of product success against design brief requirements. E2 Evaluation of the effectiveness of the product or system realisation process. E3 Reflection on ideas or procedures, with recommended modifications. E4 Analysis of the impact of the product or system on individuals, society, and/or the Details provided above give clear guidelines of task requirements from the student. 9 of 14

10 Performance Standards for Stage 2 Design and Technology Investigating Planning Producing Evaluating Clear, comprehensive, and wellconsidered A identification of a need, problem, or challenge. Thorough and insightful creation and validation of initial design brief based on needs analysis and task identification. Purposeful investigation and critical analysis of the characteristics of a broad variety of existing products, processes, systems, and/or production techniques. Indepth investigation into product material options and focused and thorough critical analysis for product use. Focused and perceptive investigation into the impact of products or systems on individuals, society, and/or the Indepth analysis of information to develop imaginative, innovative, and enterprising solutions to an identified design brief. Accomplished communication of a variety of refined product design ideas, consistently using relevant technical language. Purposeful testing and refined modification and validation of ideas or procedures. Sophisticated application of appropriate skills, processes, procedures, and techniques to create a product or system to a precise or polished standard and specification. Accomplished use of resources, equipment, and materials to create a product or system safely and accurately. Accomplished and resourceful development of solutions to technical problems that may arise during product or system realisation. Insightful and wellconsidered evaluation of product success against design brief requirements. Insightful and detailed evaluation of the effectiveness of the product or system realisation process. Refined and wellconsidered reflection on materials, ideas, and procedures, with sophisticated recommendations. Resourceful and wellinformed analysis of the impact of the product or system on individuals, society, and/or the Wellconsidered identification of a need, problem, B or challenge. Wellconsidered creation and validation of an initial design brief based on needs analysis and task identification. Thoughtful investigation and analysis of the characteristics of a variety of existing products, processes, systems, and/or production techniques. Detailed investigation into product material options and thorough analysis for product use. Some depth of investigation into the impact of products or systems on individuals, society, and/or the Thoughtful analysis of information to develop enterprising solutions to an identified design brief. Capable communication of different quality product design ideas, using relevant technical language. Thoughtful testing, modification, and validation of ideas or procedures. Capable application of appropriate skills, processes, procedures, and techniques to create a product or system to a mostly precise or polished standard and specification. Capable use of resources, equipment, and materials to create a product or system safely and mostly accurately. Thoughtful development of solutions to technical problems that may arise during product or system realisation. Wellconsidered evaluation of product success against design brief requirements. Wellconsidered and detailed evaluation of the effectiveness of the product or system realisation process. Wellconsidered reflection on materials, ideas, and procedures, with thoughtful recommendations. Wellinformed analysis of the impact of the product or system on individuals, society, and/or the Considered identification of a need, problem, or C challenge. Considered creation and validation of an initial design brief based on needs analysis and task identification. Competent investigation of the characteristics of some existing products, processes, systems, and/or production techniques. Competent investigation into product material options and analysis for product use. Generally thoughtful investigation into the impact of products or systems on individuals, society, and/or the Analysis of information to develop appropriate solutions to an identified design brief. Competent communication of product design ideas, using appropriate technical language. Competent testing, modification, and validation of ideas or procedures. Competent application of skills, processes, procedures, and techniques to create a product or system to an appropriate standard and specification. Competent use of resources, equipment, and materials to create a product or system safely and generally accurately. Development of appropriate solutions to technical problems that may arise during product or system realisation. Considered evaluation of product success against design brief requirements. Considered evaluation of the effectiveness of the product or system realisation process. Considered reflection on materials, ideas, and procedures, with appropriate recommendations. Informed analysis of the impact of the product or system on individuals, society, and/or the Identification of a basic need, problem, or D challenge. Creation of a basic initial design brief with some consideration of a needs analysis. Identification of the characteristics of some existing products, processes, systems, or production techniques. Some basic description of material options. Some description of the impact of products or systems on individuals, society, or the Some identification of information to attempt basic solutions to an identified design brief. Basic communication of some product design ideas with some use of appropriate technical language. Partial testing and some modification of ideas or procedures. Partial application of skills, processes, procedures, and techniques to make one or more articles to a limited standard and specification. Some use of basic resources, equipment, or materials to create a product or system, with some consideration of safety aspects. Partial development of some basic solutions to technical problems that may arise during product or system realisation. Description of product progress, with elements of basic testing against design brief requirements. Some description of the effectiveness of the product or system realisation process. Superficial reflection on or description of materials, ideas, or procedures, with basic recommendations. Some consideration of the impact of the product on individuals, society, or the Limited identification of a need, problem, or E challenge. Creation of a very basic initial design brief, with support. Statement of one or more characteristics of an existing product, process, system, or production technique. Limited description of one or more product material options. Identification of one impact of a product or system on individuals, society, or the Attempted identification of some information to develop limited solutions to an identified design brief. Limited communication of one or more product design ideas. Some attempt at testing and limited modification of an idea or procedure. Attempted application of one or more skills, to follow an appropriate process, procedure, or technique. Attempted use of resources, equipment, or materials, with emerging awareness of safety issues. Some attempted description of problems that may arise during product or system realisation. Identification of some product progress, with limited testing. Identification of some aspects of the effectiveness of the product or system realisation process. Identification rather than description of materials, ideas, or procedures, with one or more recommendations. Emerging recognition of one or more of the impacts of the product on individuals, society, or the 10 of 14

11 [2014 D&T MAJOR PRODUCT] ELECTRONICS/MICROCONTROLLERS 2014 MAJOR PRODUCT RECORD Stage 2 DESIGN & TECHNOLOGY FOCUS AREA: SYSTEMS & CONTROL PRODUCTS PROJECT: Lightsaber 11 of 14

12 [2014 D&T MAJOR PRODUCT] ELECTRONICS/MICROCONTROLLERS Photo 1: School laptop Real PCB Circuit wizard 2 Printer Overhead transparency Sticky tape Scissors This involved basic knowledge of the construction of a circuit diagram; i.e. positive and negative paths cannot touch, and the less jump wires you use the neater your board will be. And basic knowledge and understanding of computers and the program Real PCB. If you cut your two images to the same size it will be easier to tape them together at the same points, this I did not do at first, will be sure to approach this situation differently next time. When creating my circuit I was sure to avoid putting as many jump wires in as possible. I struggled to source an appropriate sized piece of copper board that will fit my circuit board on it, unaware of the fact that we had none I then had to get back on Real PCB and rearrange my circuit board in order for it to fit the board shown in Photo 1. In this photo, my ciruit board was about to go in the light box for 350seconds. Photo 2: communal photo as mine was lost kettle(?jar & sink?) methylated spirits drill press 1mm drill bit plasticote cloth???sandpaper Remembered to wear appropriate safety gear when dealing with methylated spirits. Basic knowledge required for using a drill press by keeping the board still, making sure the drill bit was being held in properly, and having placed a wood block underneath it. Followed safety regulations by wearing safety glasses, tying my hair back and removing loose jewellery before using the drill press. This year instead of stirring my board in the jar of hot water I left it to sit while I worked on my theory assignments which turned out to be much more effective and time efficient. Hold can roughly 20cms back from board when applying plasticote. Photo 3: I brought a Hasbro company made Darth Vader Lightsaber from home to use for my hilt, pulled it apart and removed its original lighting system. For the blade I had obtained some casing that fluorescent lights had arrived in. I am planning to place a piece of mirror at the top of the blade as to reflect the light back down making it much brighter. screwdriver Photo 4: 12 of 14 Two nine vault batteries are required; I will be hooking them up to my circuit board using these. After completing my product it was discovered that my batteries do not fit inside my hilt, if I am ever to make this product again I will be sure to modify the hilt to fit the required batteries inside.

13 [2014 D&T MAJOR PRODUCT] ELECTRONICS/MICROCONTROLLERS Photo 5: soldering iron Plyers wire Bend component wires to 90degree angles Heat copper pad, then feed solder into the iron Wear safety glasses, remove loose fitted jewellery, ensure fume extractors are on & tie long hair back when using soldering iron Photo 6: disc sander It was necessary to sand back the edges of my board in order for it to fit inside my hilt. Using the appropriate safety precautions (i.e. tiring my hair back, removing loose jewellery and wearing safety glasses) I used the disc sander in the woodwork building to clean up the edges of my board. I did this after I bagan soldering my components in as the disc sander was in use at the appropriate time for me to do my edge treatment, though I now know it was probably worth the wait. Photo 7: soldering iron plyers General soldering knowledge required. Photo 8: Soldering iron solder wic plyers Pcb pin sockets would not hold pins inside so it was suggested that I remove them completely and replace them with the pcb pins as the connectors will still work efficiently without the pin sockets. Photo 9: Struggled to fit circuitry inside casing because of double 9V batteries being too long to include the PCB. 13 of 14

14 [2014 D&T MAJOR PRODUCT] ELECTRONICS/MICROCONTROLLERS Photo 10: Blade would not efficiently illuminate because the luxeon LED was too bright at the base and gave a wide angle projection of light. I needed to somehow streamline the light down the blade better. Photo 11: Photo 12: 14 of 14 5W 10ohm resistor heated up harshly, because of the low value resistors involved. Within a minute of the light having been activated the 5W resistor heated up to the point where it would injure anyone who touched it. I could have fixed this by inserting a higher value resistor but then no doubt the brightness would have decreased, so either way I couldn t win! Product illuminated exceptionally well, was highly impressed with the brightness it produced though I was very disappointed in the fact that my ordered components did not arrive and I was forced to construct a sith lightsaber instead of a jedi. Ideally I wanted a green luxeon star LED, but could only source a red one.