Ua035224 Gce Lin Dtprodes Issue 3-2S

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Specication!"# %&'()* +*, -&./*010)23

450,6.7 %&'()*

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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Introduction 1

About this specification

Supporting you

Edexcel aims to provide the most comprehensive support for our qualications. We have therefore publishedour own dedicated suite of resources for teachers and students written by qualication experts. We alsoendorse a wide range of materials from other publishers to give you a choice of approach.

G05 H05& (*M05H+7(0* 0* 065 N(,& 5+*)& 0M '6OO057 +*, '&5:(.&' M05 7/(' !"# (* %&'()* +*, -&./*010)2qualication, visit our GCE website: www.edexcel.com/gce2008.

Specification updates

This specication is Issue 3 and is valid for examination from Summer 2014. If there are any signicant

changes to the specication Edexcel will write to centres to let them know. Changes will also be posted on ourwebsite.

For more information please visit www.edexcel.com/ or www.edexcel.com/gce2008.

The Edexcel GCE in Design and Technology: Product Design is designed for use in schools and colleges. It is apart of a suite of GCE qualications offered by Edexcel.

Key features of the specification Two pathways within this qualication — Resistant Materials Technology and Graphic Products. Each

pathway has its own specic content.

This qualication emphasises two key factors — creativity and sustainability. We all want students toexplore ideas of originality and value, to question and challenge, to envisage what could be, but equallywe need them to achieve the results that will progress their careers. This qualication structure allowsstudents to develop a range of skills and outcomes at Advanced Subsidiary (AS) which demonstrate theircreativity and apply these to a design and make project at A2.

All modern designers have to consider sustainable issues when designing new products. A sign of the

H0,&5* 7&./*010)(.+1 +)& (* N/(./ N& 1(:& (' 7/+7 /6H+* +.7(0*' /+:& /+, + *&)+7(:& (HO+.7 0* 065environment. New products provide solutions rather than add to the existing problems of extractions anduse of natural resources, pollution from manufacturing and disposal of large amounts of waste products.

Good design is vital to our world and economy, it is important, therefore, that we enthuse future designerswith a passion for designing their futures.

Why choose this specification?Edexcel’s GCE in Design and Technology: Product Design specication seeks to develop students’knowledge, understanding, skills and application for designing products. Product design encompassesa wide range of design disciplines but is rmly rooted in the skills required to design and make highquality products. Products that are t for purpose, satisfy wants and needs, enhance our day-to-day lives and, most importantly, give students the opportunity to demonstrate their design andtechnology capability.


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Contents © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design2

Contents

A Specification at a glance 4

B Specification overview 9

Summary of endorsements 9

Summary of assessment requirements 10

Assessment objectives and weightings 11

Relationship of assessment objectives to units 12

Qualification summary 12

C Design and Technology: Product Design — Resistant Materials Technology (RMT) unit content 15

Course structure 16

Unit 1 Portfolio of Creative Skills (RMT) 17

Unit 2 Design and Technology in Practice (RMT) 35

Unit 3 Designing for the Future (RMT) 45

Unit 4 Commercial Design (RMT) 53

D Design and Technology: Product Design — Graphic Products unit content 71

Course structure 72

Unit 1 Portfolio of Creative Skills (Graphic Products) 73

Unit 2 Design and Technology in Practice (Graphic Products) 93

Unit 3 Designing for the Future (Graphic Products) 103

Unit 4 Commercial Design (Graphic Products) 111


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Contents

Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Contents 3

E Assessment and additional information 131

Assessment information 131

Additional information 135

F Resources, support and training 139

Edexcel publications 139

Additional resources endorsed by Edexcel 139

Edexcel support services 140

Training 141

G Appendices 143

Appendix 1 Performance descriptions 145

Appendix 2 Further resources and support 151

Appendix 3 Wider curriculum 155

Appendix 4 Codes 157


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Section A © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design4

A Specification at a glance

AS Unit 1: Portfolio of Creative Skills *Unit code 6RM01/6GR01

L*7&5*+112 +''&''&,

(1(723 P6*&

60% ofthe total

AS marks

!"#

of the

total GCE

marks

Content summary:

In this unit students are given the opportunity to develop their creative, technical and

practical skills through a series of product investigation, design and manufacturing

activities.

=76,&*7' N(11 O50,6.& one O057M01(0 N(7/ three ,('7(*.7 '&.7(0*' N/(./ N(11 ,&H0*'75+7&

their creativity and air when investigating, designing and making product(s). Ideally,(MM&5&*7 O50,6.7' '/061, >& ./0'&* M05 7/& three ,('7(*.7 '&.7(0*' +' '76,&*7' +5& *07

being asked to carry out one large design and make exercise but three smaller and

more focused tasks which build up to provide a detailed portfolio of their skills.

Depending on the route students are studying, their products must comply with the

5&Q6(5&H&*7' 0M either + 5&'('7+*7 H+7&5(+1' 7&./*010)2 O50,6.7 or a graphic product.

This unit has been designed to be as exible as possible, offering students a wide

range of valid approaches in producing their portfolio of creative skills. Students are

&*.065+)&, 70 >& +' .5&+7(:& +' O0''(>1& +*, 7/&5& +5& *0 >+55(&5' 70 ./0(.&' 0M O50,6.7

investigation, product design or product manufacture, as long as the work submitted by

'76,&*7' 7+5)&7' +''&''H&*7 .5(7&5(+ &MM&.7(:&12 +*, +7 7/& .055&.7 1&:&1 0M 5&'O0*'& M05their abilities.

Assessment:

This unit is internally set and marked by the centre and externally moderated by

Edexcel.

-/& '76,&*7 N(11 O50,6.& one O057M01(0 7/+7 .0*7+(*' &:(,&*.& M05 +11 three ,('7(*.7

sections. It is important that all stages of the manufacturing process are photographed

in order to evidence that the product is complete, expertly made, well nished etc.


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Specification at a glance A

Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section A 5

AS Unit 2: Design and Technology in Practice *Unit code 6RM02/6GR02

#87&5*+112 +''&''&, (1(723 P6*&

40% ofthe total

AS marks

%"#

of the

total GCE

marks

Content summary:

In this unit students will develop their knowledge and understanding of a wide range of

materials and processes used in the eld of design and technology.

It is important for students, as designers, to learn about materials and processes so

7/+7 7/&2 .+* ,&:&10O + )5&+7&5 6*,&5'7+*,(*) 0M /0N O50,6.7' .+* >& ,&'()*&, +*,

manufactured.Students will also learn about industrial and commercial practices, and the importance

of quality checks and the health and safety issues that have to be considered at all

times.

The knowledge and understanding students develop in this unit can be easily applied to

!"#$ &' ()*$+),#) )+ -*./$#0. 12#,,3.

Assessment:

1 hour 30 minute examination set and marked by Edexcel.

The paper will be a question and answer booklet, consisting of short-answer and

extended-writing type questions, all of which are compulsory.

R =&& 455."6#7 8 for description of this code and all other codes relevant to this qualication.


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A2 Unit 3: Designing for the Future *Unit code 6RM03/6GR03

#87&5*+112 +''&''&, (1(723 P6*&

40% ofthe total

A2 marks

%"#

of the

total GCE

marks

Content summary:

In this unit students will develop their knowledge and understanding of a range of

modern design and manufacturing practices and contemporary design issues. The

modern designer must have a good working knowledge of the use of ICT and systems

and control technology in the design and manufacture of products. They must also be

+N+5& 0M 7/& (HO057+*7 .0*75(>67(0*' 0M ,&'()*&5' M50H 7/& O+'7 N/(./ H+2 O50:(,&

inspiration for future design.

L7 (' (*.5&+'(*)12 (HO057+*7 7/+7 '76,&*7' ,&:&10O +* +N+5&*&'' 0M 7/& (HO+.7 0M ,&'()*

and technological activities on the environment. Sustainable product design is a key

feature of modern design practices.

Assessment:

2-hour examination paper set and marked by Edexcel.

The paper will be a question and answer booklet, consisting of short-answer and

extended-writing type questions, all of which are compulsory.


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Specification at a glance A

Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section A 7

A2 Unit 4: Commercial Design *Unit code 6RM04/6GR04

L*7&5*+112 +''&''&, (1(723 P6*&

60% ofthe total

A2 marks

!"#

of the

total GCE

marks

Content summary:

In this unit students are given the opportunity to apply the skills they have acquired

and developed throughout this course of study, to design and make a product of their

./0(.& 7/+7 .0HO12 N(7/ 7/& 5&Q6(5&H&*7' 0M &(7/&5 + 5&'('7+*7 H+7&5(+1' 7&./*010)2

O50,6.7 or a graphic products, depending on the route they are studying.

In order to reach high attainment levels, students must adopt a commercial designapproach to their work, reecting how a professional designer might deal with a design

problem and its resolution.

The choice of design problem should have a real commercial use, in that it should be

useful to a wider range of users beyond an individual, unless it has been specically

commissioned as a ‘one-off’. The design problem should provide opportunities for a

client or user-group to have input into decision making at various stages of the design

and make process.

A client or user-group is dened as any third party identied by a student, that is

referred to and who can give informed critical feedback at various stages throughout

the design process. Clients and user-groups do not need to be specialists or experts;

they can be drawn from any relevant group of people and may include other students,

friends or family members.

A key feature of this unit is that students consider issues related to sustainability and

the impact their product may have on the environment. A student may choose to

design and make a sustainable product, but if they do not, they should still consider

the issues of sustainability at relevant points in their designing and making activities.

Sustainable issues include materials production and selection, manufacturing processes,

use of the product and its disposal/recycling.

Assessment:

This unit is internally set and marked by the centre and externally moderated by

Edexcel.

Students are given the opportunity to design and make a produce of their choice. This

unit results in the development of an appropriate product supported by a design folder.

L7 (' (HO057+*7 7/+7 +11 '7+)&' 0M 7/& H+*6M+.765(*) O50.&'' +5& O/070)5+O/&, (* 05,&5

to evidence that the product is complete, expertly made, well nished etc.


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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section B 9

B Specification overview

Summary of endorsements

Advanced Subsidiary (AS)

National classication

code*

Cash-in

code*Endorsement Unit codes

S*(7 D S*(7 I

KC@C @ABCD 450,6.7 %&'()*3 A&'('7+*7

B+7&5(+1' -&./*010)2

TABCD TABCI

KC@C @!ACD 450,6.7 %&'()*3 !5+O/(.

450,6.7'

T!ACD T!ACI

Advanced GCE Level

National classication

code*

Cash-in

code*Endorsement Unit codes

S*(7 D S*(7 I S*(7 ; S*(7 J

KC@C KABCD 450,6.7 %&'()*3 A&'('7+*7

B+7&5(+1' -&./*010)2

TABCD TABCI TABC; TABCJ

KC@C K!ACD 450,6.7 %&'()*3 !5+O/(.

450,6.7'

T!ACD T!ACI T!AC; T!ACJ

R =&& 455."6#7 8 for description of this code and all other codes relevant to this qualication.


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Section B © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design10

Summary of assessment requirements

Unit number

and unit title

Level Assessment information Number of

raw marks

allocated

in the unit

S*(7 D3

4057M01(0 0M

Creative Skills

& 6'&, +' O+57 0M 7/&

evidence provided in the design section.

As proof of the quality of their making skills (and the level of demand

of their work), photographs of their work must be taken to show that

the product(s) is complete, expertly made, well nished etc.

The photographs must show clearly details of any advanced skills,

technical content, levels of difculty and complexity of construction,

so students can achieve the marks they deserve.

Students can submit their work electronically for moderation. Please

5&M&5 70 7/& 96.7:., ;"+)*/, document, which is available

on the Edexcel website www.edexcel.com, for further detail.

KC

S*(7 I3 %&'()*

+*, -&./*010)2

(* 45+.7(.&


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Specification overview B


Unit number

and unit title

Level Assessment information Number of

raw marks

allocated

in the unit

S*(7 J3

"0HH&5.(+1

%&'()*


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Relationship of assessment objectives to units

Unit number Assessment objective

&'( &'% Total for AO1 and AO2

Unit 1 DIV D@V ;CV

Unit 2 7.5% 12.5% ICV

Unit 3 DWV WV ICV

Unit 4 DDV DKV ;CV

Total for Advanced GCE +,-,# ,+-,# (""#

Qualification summary

Subject criteria The General Certicate of Education is part of the Level 3 provision.This specication is based on the Advanced Subsidiary GCE and

Advanced GCE Subject Criteria for Design and Technology; which

+5& O5&'.5(>&, >2 7/& 5&)61+7052 +67/05(7(&' +*, +5& H+*,+7052 M05

all awarding bodies.

-/& !"# (* %&'()* +*, -&./*010)2 /+' >&&* ,&'()*&, 70 O50:(,&

opportunities for students to develop their creativity, capability andentrepreneurial skills; to apply knowledge and understanding to a

range of technological activities and to develop critical thinking and

collaborative skills.


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Specification overview B


Aims -/& +(H' 0M 7/& #,&8.&1 '(,(+52 +*,


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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 15

C Design and Technology: Product Design — Resistant Materials Technology (RMT) unit content

Unit 1 Portfolio of Creative Skills (RMT) 17

Unit 2 Design and Technology in Practice (RMT) 35

Unit 3 Designing for the Future (RMT) 45

Unit 4 Commercial Design (RMT) 53


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C Design and Technology: Product Design unit content

Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design16

Course structure

#,&8.&1X' !"# (* %&'()* +*, -&./*010)23 450,6.7 %&'()*

.0HO5('&' M065 6*(7' +*, .0*7+(*' +* '(,(+52 '6>'&7

of two AS units.

The Advanced Subsidiary GCE is the rst half of the GCE course

and consists of Units 1 and 2. It may be awarded as a discrete

qualication or contribute 50 per cent of the total Advanced GCE

marks.

-/& M611


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Unit 1 Portfolio of Creative Skills (RMT) AS compulsory unit Internally assessed

1.1 Unit description

In this unit, students are given the opportunity to develop their

creative, technical and practical skills through a series of product

investigation, design and manufacturing activities.

=76,&*7' N(11 O50,6.& one O057M01(0 N(7/ three ,('7(*.7 '&.7(0*'

which will demonstrate their creativity and air when investigating,

designing and making product(s). Students may use the same

product for a designing exercise and a making exercise, but this

6*(7 0MM&5' +* 0OO0576*(72 70 choose ,(MM&5&*7 O50,6.7' M05 7/&three distinct sections as students are not being asked to perform

one large design and make exercise but three smaller and more

focused tasks which build up to provide a detailed portfolio of their

skills.

This unit has been designed to be as exible as possible, offering

'76,&*7' + N(,& 5+*)& 0M :+1(, +OO50+./&' (* O50,6.(*) 7/&(5

portfolio of creative skills. Students are encouraged to be as

.5&+7(:& +' O0''(>1& +*, 7/&5& +5& *0 >+55(&5' 70 ./0(.&' 0M O50,6.7

investigation, product design or product manufacture, as long

as the work submitted by students targets assessment criteriaeffectively and at the correct level of response for their abilities.

When designing, students can be creative and adventurous. There

is no requirement to realise the designs produced. There will be no

H+7&5(+1 05 H+*6M+.765(*) 5&'75(.7(0*' +*, *0 1(H(7+7(0*' 70 ,&'()*

possibilities.

A resistant materials technology product is dened as a fully

functioning product that matches its specication. It must be

manufactured to full size using resistant materials, for example

materials dened in !"#$ ?' @.3#A" /"6 B.:C"),)AD #" (*/:$#:..Where a resistant materials technology product contains elements

of textiles, systems and control or graphics work, this should not

&8.&&, 0*& 7/(5, 0M 7/& .0*7&*7 0M 7/& O5+.7(.+1 067.0H& 05 7/&

portfolio.


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1.2 Assessment information

1 The portfolio =76,&*7' N(11 O50,6.& one O057M01(0 N(7/ three distinct sections —product investigation, product design and product manufacture.

Students should ideally look at different O50,6.7' M05 7/& three

distinct sections.

In the product investigation, the chosen product must contain

H05& 7/+* one H+7&5(+1 +*, O50.&'' (* 05,&5 70 +..&'' 7/& M611

range of marks.

In their product design, students can respond creatively and

adventurously to one or more design brief(s)/need(s). Studentswill demonstrate creativity and air using their design skills

7/506)/ 7/& O50,6.7(0* 0M + 5+*)& 0M +17&5*+7(:& (,&+' 7/+7

explore different approaches to the problem. Students will

develop and rene their ideas, with the aid of modelling, into a

nal workable design proposal that will satisfy the design brief(s)/

need(s). Students’ designs must be realistic and workable, but

they do not need to be taken to the manufacturing stage. Once

their idea(s) have been fully developed into a viable product(s),

they must communicate their design intentions to potential users.

In their product manufacture, students should produce oneor more high quality product(s). This will allow them to

demonstrate their knowledge and understanding of a range 0M

materials, techniques and processes by selecting and using those

that are appropriate to the requirements of the task. A range .+*

be dened as at least two.

While there is no dened limit to the number of pages students

should include in their portfolio of creative skills, it is envisaged that

all requirements of this unit can be achieved within 25-30 A3-size

pages.

=76,&*7' H+2 ./00'& 70 O50,6.& 7/&(5 O50,6.7 (*:&'7()+7(0* (*


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2 Task setting

guidance

Edexcel does not prescribe the tasks undertaken for each of the

three discrete sections.

When setting tasks the following points must be taken on board.

a) Product investigation

In the product investigation, the chosen product must contain more

7/+* one H+7&5(+1 +*, O50.&'' (* 05,&5 70 +..&'' 7/& M611 5+*)& 0M

marks.

&'7 +'O&.7' 0M + 5+*)& 0M

product investigations.

The submitted product can be chosen by the teacher or the student.

b) Product design

In their product design, students can respond creatively and

adventurously to one or more design brief(s)/need(s).

-/&'& ,&'()* >5(&M?'FE*&&,?'F .+* >& '&7 >2 7/& 7&+./&5 05 7/&

student, to produce solutions which are both t for purpose and

market viable.

c) Product manufacture

In their product manufacture, students should produce one or

more /()/ Q6+1(72 O50,6.7?'F 7/+7 H&&7' 7/& 5&Q6(5&H&*7' 0M 7/&

design brief(s)/need(s). The design brief(s)/need(s) should contain

requirements against which the nal manufactured products can be

measured.

-/& ,&'()* >5(&M?'FE*&&,?'F '/061, >& '&7 >2 7/& 7&+./&5 70 &*'65&

a range of materials, techniques and processes are used.

Portfolio of Creative Skills (RMT) Unit 1


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The following must also be taken into account for each of three

,('.5&7& '&.7(0*'3

7(H& +*, 5&'065.&' +:+(1+>1& +5& .0*'(,&5&,

'76,&*7' .+* M6112 ,&H0*'75+7& 7/&(5 .+O+>(1(7(&' (* &+./ 0M

the assessment criteria, so that they maximise their potential

+./(&:&H&*7'

7/&(5 O50,6.7?'F .0HO1(&' N(7/ 7/& 5&Q6(5&H&*7' 0M + 5&'('7+*7

materials technology product, which is dened as a fully



materials dened in !"#$ ?' @.3#A" /"6 B.:C"),)AD #" (*/:$#:..

Where a resistant materials technology product containselements of textiles, systems and control or graphics work,

7/(' '/061, *07 &8.&&, 0*& 7/(5, 0M 7/& .0*7&*7 0M 7/& O5+.7(.+1

outcome or the portfolio.

3 Assessmentguidance

This unit is internally set and marked by the centre using the

assessment criteria in Section 1.6 and is externally moderated

by Edexcel.

The total number of marks available for each discrete section is

30. One overall mark out of 90 is required.

-/& '76,&*7 N(11 O50,6.& one O057M01(0 7/+7 .0*7+(*' &:(,&*.& M05+11 three distinct sections.

4/070)5+O/(. &:(,&*.& 0M '76,&*7'X H0,&11(*) .+* >& 6'&, +'

part of the evidence provided in their design section.

As proof of the quality of students’ making skills (and the level

of demand of their work), photographs of their work must be

taken to show that the product(s) is complete, expertly made,

well nished, fully functioning etc. The photographs must show

clearly details of any advanced skills, technical content, levels

of difculty and complexity of construction, so that students can

achieve the marks they deserve.

Students can submit their work electronically for moderation.

41&+'& 5&M&5 70 7/& 96.7:., ;"+)*/, document,

which is available on the Edexcel website www.edexcel.com, for

further detail.

Unit 1 Portfolio of Creative Skills (RMT)


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1.3 Product investigation

In this section, students will analyse an existing commercial

product using their knowledge and understanding of designing

and making. Students should take into consideration the

intended function and performance of the product; the materials,

.0HO0*&*7' N/&5& +OO50O5(+7& +*, O50.&''&' 6'&, ,65(*) (7'

manufacture; how it was produced and how its quality was

assured.

&'7 +'O&.7' 0M + 5+*)& 0M O50,6.7

investigations.

-/& '6>H(77&, O50,6.7 .+* >& ./0'&* >2 7/& 7&+./&5 05 7/&

student.

-/& ./0'&* O50,6.7 H6'7 .0*7+(* H05& 7/+* one H+7&5(+1 +*,

process in order to access the full range of marks.

Students’ work may be presented using any appropriate media,

such as written evidence, sketching, photographs, cut and pasteetc.



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What students need to evidence:

1 Performanceanalysis

When analysing their chosen product, students should determineN/+7 (7 N+' 7/+7 7/& ,&'()*&5 '&7 067 70 +./(&:& +*, 7/&* O50,6.& +

technical specication that covers key headings.

The technical specication should include:

Form — why is the product shaped/styled as it is?

Function — what is the purpose of the product?

User requirements — what qualities make the product attractive

to potential users?

Performance requirements — what are the technical

considerations that must be achieved within the product?

Material and component requirements — how should materials

and components perform within the product?

Scale of production and cost — how does the design allow

M05 '.+1& 0M O50,6.7(0* +*, N/+7 +5& 7/& .0*'(,&5+7(0*' (*

determining cost?

The specication points should contain more than a single piece

of information, so that each statement is fully justied by giving

a reason for the initial point. For example, it is not sufcient tosay ‘the material used is polystyrene’, as this is not justied until

‘because it is tough and can be injection moulded’ is added.

As part of their analysis, students should look at one other existing

similar product, using the same criteria identied in their technical

specication, to nd out information about the product so that they

can compare and contrast it with their own chosen product.



25/162


2 Materials and/

or components

=76,&*7' '/061, (,&*7(M2 7/& H+7&5(+1' +*,E05 .0HO0*&*7' 6'&, (*

their chosen product and use their knowledge and understanding of

7/&(5 O50O&57(&' +*, Q6+1(7(&' 70 '6))&'7 N/2 (* O+57(.61+5 7/&2 /+:&been selected for use.

-/& ./0'&* O50,6.7 .061, /+:& >&&* H+,& &MM&.7(:&12 (* 7&5H' 0M

quality and performance from other materials and/or components.

=76,&*7' '/061, (*:&'7()+7& '6(7+>1& +17&5*+7(:& H+7&5(+1' +*,E05

components and, using advantages and disadvantages, compare

them with the materials and/or components actually used.

=76,&*7' '/061, .0*'(,&5 +*, &8O1+(* 7/& &*:(50*H&*7+1 &MM&.7' 0M

using the materials identied in their product in relation to one or

H05& 0M 7/& M0110N(*)3

&875+.7(0* +*, O50.&''(*) 0M 5+N H+7&5(+1'

O50,6.7(0* O50.&''&'

disposal of products after their useful lifespan.

3 Manufacture =76,&*7' '/061, (,&*7(M2 +*, ,&'.5(>& 7/& O50.&''&' (*:01:&, (*the manufacture of their chosen product. They should justify their

choice of processes.

L7 (' (HO057+*7 70 .0*'(,&5 7/+7 07/&5 H&7/0,' 0M H+*6M+.765& .061,

have been used, so they should make clear one +17&5*+7(:& H&7/0,

and compare and contrast it with the methods chosen. Students

'/061, +1'0 .0*'(,&5 +*, ,&'.5(>& 7/& &MM&.7' 7/+7 6'(*) O+57(.61+5

commercial processes have on the environment.

4 Quality -/& '76,&*7X' ./0'&* O50,6.7 N(11 /+:& )0*& 7/506)/ + '&5(&' 0Mchecks to ensure it reaches the user in the best possible condition

in terms of quality and performance.

Students should describe when and where quality control checkstake place during the manufacture of the product, what the checks

consist of and how they form part of a quality assurance system.

=76,&*7' '/061, +1'0 (,&*7(M2 +*, ,&'.5(>& '0H& 0M 7/& H+(*

'7+*,+5,' 7/+7 H6'7 >& H&7 ,65(*) O50,6.7 H+*6M+.765& +*, /0N

they inuence production and the nal product.



26/162


1.4 Product design

In this section, students can respond creatively and adventurously

to one or more design brief(s)/need(s). These design brief(s)/

need(s) can be set by the teacher or the student, to produce

solutions which are both t for purpose and market viable.

Students will demonstrate creativity and air, using their design

skills, through the production of a range of alternative ideas that

explore different approaches to the problem. Using the best aspects

of their initial designs, they will develop and rene their ideas, with

the aid of modelling, into a nal workable design proposal that will

satisfy the design brief(s)/need(s).

=76,&*7' '/061, >& &*.065+)&, 70 >& +' .5&+7(:& +' O0''(>1& (*

their work and to disregard the limitations of the facilities available

to them within their centre. Their designs must be realistic and

workable, but they do not need to be taken to the manufacturing

stage.

Once their idea(s) has been fully developed into a viable product(s),

they must communicate their design intentions to potential users.

%&'()*&5' H6'7 '&11 7/&(5 (,&+' >2 7/& 6'& 0M O5&'&*7+7(0* )5+O/(.'

or concept boards. Accurate working drawings and/or assemblydrawings provide the audience with technical details of the product.

Y07/ M05H' 0M .0HH6*(.+7(0* +5& (*:+16+>1& (* O5&'&*7(*) +*

impression of the nal product.


1 Design anddevelopment

There are a number of possible starting points to this section. The

,&'()* >5(&M?'FE*&&,?'F H+2 >& )(:&* 70 '76,&*7' >2 7/& 7&+./&5 05

students may dene their own.

-N0 O0''(>1& 72O&' 0M >5(&M 7/+7 '76,&*7' H+2 N+*7 70 6'& +5&3

a focused design brief for a specic need/want

a ‘blue sky’ project resulting in concepts using future

technologies.

A detailed design specication is not required. However, the design

brief must contain a range of design criteria that their nal design

proposal must meet.



27/162


28/162


2 Communicate When presenting their design and development work, it is essentialthat students communicate their ideas effectively.

Through design and development work

Students should show evidence of ‘design thinking’ using any form

of effective communication that they feel is appropriate. However,

they should try to use a range of skills that may include freehand

sketching in 2D and 3D, cut and paste techniques and the use of

ICT. It is important to demonstrate a high degree of graphical skills,

N/(./ N(11 >& '/0N* 7/506)/ 7/& +..65+.2 +*, O5&.('(0* 0M 7/&(5

work.

When using ICT, students should ensure that it is used

appropriately, rather than for show. For example, specialist CAD

software to produce 3D rendered images is likely to be more

appropriately used as part of development or nal presentation,

rather than for initial ideas.

Through presentation graphics and technical drawings

To effectively communicate nal designs, a range of skills and

,5+N(*) 7&./*(Q6&' '/061, >& ,&H0*'75+7&, N/(./ .061, (*.16,&3

pictorial drawings — isometric, planometric (axonometric),0>1(Q6& +*, O&5'O&.7(:& ,5+N(*)' 70 .0*:&2 + ;% 5&O5&'&*7+7(0*

0M 7/& O50,6.7

working drawings — 1st or 3rd angle orthographic, exploded

+''&H>12 +*, '&.7(0*+1 ,5+N(*)' 70 .0*:&2 7&./*(.+1 (*M05H+7(0*

computer generated — pictorial and working drawings, renderings

etc using specialist software.

Through the quality of written communication

& 6'&, .0*'('7&*712 N(7/

precision.



29/162


1.5 Product manufacture

In this section, students will use their production planning skills

and have the opportunity to develop their making skills through

H+*6M+.765(*) one or more /()/ Q6+1(72 O50,6.7?'F 70 '+7('M2 )(:&*

design brief(s)/need(s). The design brief(s)/need(s) should contain

requirements against which the nal manufactured product(s) can

be measured. Students will also test their practical outcome(s) to

check their quality and performance.

=76,&*7' '/061, 6'& a range of materials, techniques and

O50.&''&' N/&* H+*6M+.765(*) a range 0M O50,6.7' (* 05,&5 70

build and develop a variety of skills and lay a foundation for morecomplex and challenging work in the future.

-/& ,&'()* >5(&M?'FE*&&,?'F '/061, >& '&7 >2 7/& 7&+./&5 70 &*'65&

a range of materials, techniques and processes is used.

-/&5& +5& + *6H>&5 0M O07&*7(+1 '7+57(*) O0(*7' 70 O50,6.7

manufacture, including:

being provided with a detailed working drawing and

manufacturing specication

accurate replication of an existing product.


1 Production plan =76,&*7' '/061, O50,6.& + ,&7+(1&, O50,6.7(0* O1+* 7/+7 &8O1+(*'7/& '&Q6&*.& 0M 0O&5+7(0*' .+55(&, 067 ,65(*) 7/& H+*6M+.765& 0M

their product(s).

Students should produce a work order or schedule which could be

done in the form of a ow chart or table. The work order should

include the order of assembly of parts or components and tools,equipment and processes to be used during manufacture.

Students should identify quality control points, and quality checks

should be described, this could be done as part of a ow diagram.

Safety checks should also be part of the planning.

An important part of planning is the use of time, so students should

make sure that they consider realistic timings and deadlines. Where

Gantt or time charts are used, students must make sure that they

are detailed, cover all aspects of product manufacture and include

achievable deadlines.



30/162


"0*'(,&5+7(0* '/061, >& )(:&* 70 7/& '.+1& 0M O50,6.7(0* 0M 7/&(5

product(s). Although students may be making one-off products,

most products would be batch or mass produced, so they shouldconsider the consequences of these scales in their planning,

developing their awareness of commercial production.

2 Making =76,&*7' '/061, O50,6.& one or more /()/ Q6+1(72 O50,6.7'7/+7 H&&7 7/& 5&Q6(5&H&*7' 0M 7/& ,&'()* >5(&M?'FE*&&,?'F 7/&2

have been given. The design brief(s)/need(s) should contain

requirements against which the nal manufactured product(s) can

be measured. It is important when setting design requirements,

that they can be tested. Requirements may include dimensional

parameters, load bearing capabilities, resistance to corrosion,

tolerances, nishes etc which are all objectively measurable

requirements that can be tested for success.

Throughout their making activities, students should demonstrate

their knowledge and understanding of a range of materials,

7&./*(Q6&' +*, O50.&''&' >2 '&1&.7(*) +*, 6'(*) 7/0'& 7/+7 +5&

appropriate to the requirements of the task. Students should

consider properties and working characteristics of materials and

the processes used to manipulate them. Students should be able to

justify their selections by giving reasons for their choices.

Students must work with a variety of materials, techniques and

processes, in order to develop high quality skills by applying their

knowledge and understanding of a range of materials, techniques

and processes. It is likely that they will produce more than one

practical outcome during this unit.

In order to achieve well in this assessment, students must show

demanding and high-level making skills. Therefore, it is important

that manufacturing tasks provide enough complexity and challenge

to allow them to demonstrate their skill levels to the full. It is

important to keep in mind, too, that the manufacturing tasks set inthis unit should be designed to develop skills in students that they

can call on in their A2 coursework project. A single manufacturing

project that embodies a range of materials, processes and

techniques that students learn from, can be as valid as two or three

shorter, but equally demanding exercises. However, by setting

different exercises, the use of a range of materials, processes and

techniques can be assured. Manufacturing a small, complex



31/162


jewellery box can be as demanding as producing a large piece of

furniture and replicating a small chess-piece can teach students

all they need to know about centre-lathe turning and milling and.+* (*.16,& + 1&:&1 0M .0HO1&8(72 7/+7 N061, &+'(12 H+7./ 7/& /()/

assessment criteria.

Students will use a variety of skills and processes during their

making activities, which may include computer aided manufacture

(CAM). Where this is a feature of their work, they should make sure

that there is plenty of opportunity within the tasks to demonstrate

other skills and competencies 7/+7 7/&2 /+:& )+(*&, 7/506)/ 7/&(5

making activities. While the use of Computer Aided Manufacture

is to be encouraged, students must not over-use CAM. It is

+..&O7+>1& M05 '76,&*7' 70 ,&,(.+7& 0*& H+*6M+.765(*) &8&5.('& 70

the use of CAM in order to explore its capabilities, but they must

offer evidence of other skills and techniques in accompanying

manufacturing exercises. Where this approach is adopted, students

must provide evidence of programming the CNC equipment. Where

a mixture of CAM and other skills and techniques are used in a

manufacturing exercise, CAM should not exceed 50% of the work.

Students should be aware of the risks involved in using specic

tools equipment and processes throughout their making and should

take appropriate precautions to minimise those risks.

As proof of the quality of students’ making skills (and the level

of demand of their work), photographs of their work must be

evidenced to show that the product(s) is complete, expertly made,

well nished, fully functioning etc. The photographs must show

clearly any details of advanced skills, technical content, levels of

difculty and complexity of construction, so students can achieve

the marks they deserve.

It is unlikely that a single photograph for each product will be

enough to communicate all of the information required, so it will bebetter to take a series of photographs over a period of time during

making. These should highlight the processes used and provide

&8+HO1&' 0M O5&.('(0* +*, +77&*7(0* 70 ,&7+(1 7/+7 H+2 *07 >&

otherwise noticed.



32/162


3 Testing After making their product(s), students should carry out tests tocheck their tness for purpose against the set design requirements.

Students’ nished product(s) should be tested under realistic

conditions to decide on their success, in order to check the

performance and quality of the nal product(s).

Students should describe in detail any testing carried out and justify

this by stating what they are testing and why they are doing so.

Tests should be carried out objectively, and it would be benecial

70 (*:01:& O07&*7(+1 6'&5' '0 7/+7 '76,&*7' .+* 5&.&(:& 5&1(+>1& +*,

unbiased third-party feedback.

Well-annotated photographic evidence is a very good tool to use

when describing the testing process.



33/162


1.6 Assessment criteria

Assessment criteria Level of response Mark

range

Product

investigation

&-

Performance

analysis

(AO1)

Fully justify key technical specication points that relate to

form, function, user requirements, performance requirements,

materials and/or component requirements, scale of production

and costs. Compare and contrast one other existing similar

product using the technical specication.

4-6

Identify with some justication a range of realistic and relevant

specication points that include reference to form, function and

user requirements.

1-3

.-

Materials and

components

(AO1/AO2)

Suggest, with reference to quality and performance, alternative

H+7&5(+1' +*,E05 .0HO0*&*7' 7/+7 .061, /+:& >&&* 6'&, (* 7/&

product. Evaluate, using advantages and disadvantages, the

selection of the materials and/or components used. Describe

7/& (HO+.7 0* 7/& &*:(50*H&*7 0M 6'(*) 7/& H+7&5(+1' +*,E05

components identied.

7-9

%&'.5(>& + 5+*)& 0M 6'&M61 O50O&57(&' 7/+7 5&1+7& 70 7/& H+7&5(+1'

and/or components identied and justify their selection and use

in the product. Identify alternative materials and/or components

that could have been used in the product.

4-6

Identify a material or component used in the product. Describe

a useful property of that material or component and justify its

use.

1-3

C.

Manufacture

(AO2)

Evaluate, using advantages and disadvantages, the selection

of the manufacturing processes used in the product. Suggest

0*& +17&5*+7(:& H&7/0, 0M O50,6.7(0* 7/+7 .061, /+:& >&&* 6'&,

in the manufacture of the product. Describe the impact on the

environment of using the processes identied in the production

of the product.

7-9

%&'.5(>& + 5+*)& 0M O50.&''&' 6'&, (* 7/& H+*6M+.765& 0M 7/&

product and fully justify their use for the level of production of

the product.

4-6

Identify, describe and justify the use of a manufacturing process

used in the construction of the product.

1-3

/-

Quality

(AO2)

Describe a range of quality control checks used during the

H+*6M+.765& 0M 7/& O50,6.7 +*, &8O1+(* /0N 7/& H+(* 5&1&:+*7

standards inuenced the manufacture of the product. Describe a

quality assurance (QA) system for the product.

4-6

Identify, describe and justify the use of one quality control check

during the manufacture of the product.

1-3



34/162



range

Productdesign

E. Design and

development

(AO1/AO2)

Present alternative ideas that are workable, realistic and detailedand which fully address the design criteria. Ideas demonstrate

detailed understanding of materials, processes and techniques.

Produce a nal design proposal that is signicantly different and

improved compared to any previous alternative design ideas.

-/& ,&'()* O50O0'+1 (*.16,&' 7&./*(.+1 ,&7+(1' 0M H+7&5(+1' +*,

components, processes and techniques.

B0,&11(*) 7/506)/ 7/& 6'& 0M 75+,(7(0*+1 H+7&5(+1' 05 I% +*,E05

;% .0HO67&5 '(H61+7(0*' (' 6'&, 70 7&'7 (HO057+*7 +'O&.7' 0M 7/&

nal design proposal.

The nal design proposal is evaluated objectively against the

design criteria in order to fully justify the design decisions taken.

13-18

45&'&*7 5&+1('7(. +17&5*+7(:& ,&'()* ideas. Ideas are detailed and

address most design criteria. Developments are appropriate and

use details from ideas to change, rene and improve the nal

design proposal. A nal detailed design proposal is presented.

Modelling is used to test some aspects of the nal proposal

against relevant design criteria. Evaluative comments objectively

consider some aspects of the design brief/need.

7-12

Present simplistic alternative design ideas. Ideas are supercial

and address limited design criteria. Developments are minor

and cosmetic. A basic nal design proposal is presented. Basic

modelling is used to test an aspect of the design proposal.

Evaluative comments are subjective and supercial.

1-6

0-

Communicate

(AO1/AO2)

S'& + 5+*)& 0M .0HH6*(.+7(0* 7&./*(Q6&' +*, H&,(+ (*.16,(*)ICT and CAD, with precision and accuracy to convey enough

detailed and comprehensive information to enable third-party

manufacture of the nal design proposal. Annotation provides

&8O1+*+7(0* +*, H0'7 7&./*(.+1 ,&7+(1' 0M H+7&5(+1' +*, O50.&''&'

with justication.

9-12

Use a range of communication techniques, including ICT, that

are carried out with sufcient skill to convey an understanding

0M ,&'()* +*, ,&:&10O (*7&*7(0*' +*, .0*'756.7(0* ,&7+(1' 0M 7/&

nal design proposal. Annotation provides explanation and most

technical details of materials and process selection.

5-8

S'& + 1(H(7&, 5+*)& 0M .0HH6*(.+7(0* 7&./*(Q6&' .+55(&, 067

with enough skill to convey some understanding of design and

develop intentions. Annotation provides limited technical detailsof materials and processes.

1-4



35/162



range

Productmanufacture

G. Production

plan

(AO2)

450,6.& + ,&7+(1&, O50,6.7(0* O1+* 7/+7 .0*'(,&5' '7+)&' 0MO50,6.7(0* in the correct sequence, realistic time scales and

deadlines for the scale of production.

4-6

450,6.& + 1(H(7&, O50,6.7(0* O1+* 7/+7 .0*'(,&5' 7/& H+(* '7+)&'

of manufacture, reference to time and scale of production.

1-3

1-

Making

(AO2)

Demonstrate a detailed understanding and justied selection of

a range of appropriate materials and processes. Demonstrate

demanding and high quality making skills and techniques. Show

accuracy and precision when working with a variety of materials,

processes and techniques. High-level safety awareness is evident

throughout all aspects of manufacture.

13-18

%&H0*'75+7& + )00, 6*,&5'7+*,(*) +*, '&1&.7(0* 0M +*

appropriate range of materials and processes. Demonstratecompetent making skills and techniques appropriate to a variety

of materials and processes. Show attention to detail and some

precision. Demonstrate an awareness of safe working practices

for most specic skills and processes.

7-12

%&H0*'75+7& + 1(H(7&, 6*,&5'7+*,(*) +*, '&1&.7(0* 0M + *+550N

range of materials and processes. Use limited making skills and

techniques. Demonstrate little attention to detail. Demonstrate

an awareness of specic safe working practices during product

manufacture.

1-6

2-

Testing

(AO2)

Describe and justify a range of tests carried out to check the

performance or quality of the product(s). Relevant, measurable

points of the design brief(s)/need(s) are objectively referenced.

Third-party testing is used.

4-6

Carry out one or more simple tests to check the performance or

quality of the nal product(s). Some points of the design brief(s)/

need(s) are referenced supercially. Test results are recorded and

are subjective.

1-3

TOTAL NUMBER OF MARKS AVAILABLE 3"



36/162


1.7 Administration

1 Internalstandardisation

Teachers must show clearly how the marks have been awarded

in relation to the assessment criteria. If more than one teacher

in a centre is marking students’ work, there must be a process

0M (*7&5*+1 '7+*,+5,('+7(0* 70 &*'65& 7/+7 7/&5& (' .0*'('7&*7

application of the assessment criteria.

2 Authentication All candidates must sign an authentication statement. Statementsrelating to work not sampled should be held securely in your

centre. Those which relate to sampled candidates must be attached

to the work and sent to the moderator. In accordance with a

revision to the current Code of Practice, any candidate unable toO50:(,& +* +67/&*7(.+7(0* '7+7&H&*7 N(11 5&.&(:& Z&50 .5&,(7 M05 7/&

component. Where credit has been awarded by a centre-assessor to

sampled work without an accompanying authentication statement,

the moderator will inform Edexcel and the mark will be adjusted to

zero.

3 Furtherinformation

For more information on annotation, authentication, mark

submission, moderation procedures and electronic portfolios,

O1&+'& 5&M&5 70 7/& 96.7:., ;"+)*/, document, which is

available on the Edexcel website.

For up-to-date advice on teacher involvement, malpractice and

plagiarism, please refer to the latest Joint Council for Qualications

EF-GH ;"3$*>:$#)"3 +)* -)"6>:$#"A -)>*3.I)*2 document. This

,0.6H&*7 (' +:+(1+>1& 0* 7/& P"[ N&>'(7&3 www.jcq.org.uk.

For additional information on malpractice, please refer to the latest

Joint Council for Qualications (JCQ) Suspected Malpractice in

97/


37/162


Unit 2 Design and Technology in Practice (RMT) AS compulsory unit Externally assessed


In this unit, students will develop a knowledge and understanding

of a wide range of materials and processes used in the eld of

design and technology.

It is important for students, as designers, to learn about materials

+*, O50.&''&' '0 7/+7 7/&2 .+* ,&:&10O + )5&+7&5 6*,&5'7+*,(*) 0M

how products can be designed and manufactured.

=76,&*7' N(11 +1'0 1&+5* +>067 (*,6'75(+1 +*, .0HH&5.(+1 O5+.7(.&'and the importance of quality checks and the health and safety

issues that have to be considered at all times.

The knowledge and understanding students develop in this unit can

>& &+'(12 +OO1(&, 70 7/&(5 !"#$ &' ()*$+),#) )+ -*./$#0. 12#,,3.

The unit content is divided into four sections, with each section

outlining the specic knowledge and understanding required by the

student. Specic materials and processes are named and these are

7/& 0*12 &8+HO1&' N(7/ N/(./ '76,&*7' *&&, 70 >& M+H(1(+5 M05 7/('

examination.


-/& +''&''H&*7 0M 7/(' 6*(7 (' 7/506)/ + D /065 ;C H(*67&examination paper set and marked by Edexcel.

The paper will be a question and answer booklet and all questions

in the paper are compulsory.

The paper will consist of short-answer and extended-writing type

questions.

The total number of marks for the paper is 70.


38/162


2.3 Materials and components

What students need to learn:

1 Materials a) Metals

Aesthetic, functional and mechanical properties, application

+*, +,:+*7+)&'E,('+,:+*7+)&' 0M 7/& M0110N(*) H&7+1' N/&*

H+*6M+.765(*) O50,6.7'3

M&5506'

uH(1, '7&&1

u.+5>0* '7&&1

u.+'7 (50*

non-ferrous

u+16H(*(6H

u.0OO&5

uZ(*.

+1102'

u'7+(*1&'' '7&&1

u,65+16H(*

ubrass.

b) Polymers

Aesthetic, functional and mechanical properties, structural

composition with reference to cross linking, application and

+,:+*7+)&'E,('+,:+*7+)&' 0M 7/& M0110N(*) O012H&5' N/&*

H+*6M+.765(*) O50,6.7'3

7/&5H0O1+'7(.'

u+.521(.

uO012&7/21&*&

u high density polyethylene (HDPE)

u 10N ,&*'(72 O012&7/21&*& ?9%4#F

u O012&7/21&*& 7&5&O/7/+1+7& ?4#-F

uO012:(*21 ./105(,& ?4\"F

Unit 2 Design and Technology in Practice (RMT)


39/162


uO012O50O21&*& ?44F

uO012'725&*& ?4=F

u&&./

'0M7N00,

upine.

d) Composites


composition, application, manufacture and advantages/

,('+,:+*7+)&' 0M 7/& M0110N(*) .0HO0'(7&' N/&* H+*6M+.765(*)

O50,6.7'3

carbon bre

)1+'' 5&(*M05.&, O1+'7(.' ?!A4F

medium density breboard (MDF)

chipboard.

Design and Technology in Practice (RMT) Unit 2


40/162


e) Laminates


composition, application, manufacture and advantages/

,('+,:+*7+)&' 0M 7/& M0110N(*) 1+H(*+7&' N/&* H+*6M+.765(*)

O50,6.7'3

O12N00,

block-board.

f) Modern materials and products


41/162


2 Components Characteristics, application and advantages/disadvantages of theM0110N(*) .0HO0*&*7' 6'&, (* O50,6.7'3

nuts, bolts, spacers and washers (metric size and thread form)

'.5&N'

5(:&7'

u O0O

u '*+O

)&+5'

u '(HO1& +*, .0HO06*, )&+5 75+(*'

u rack and pinion

u N05H +*, N/&&1

u >&:&1 +*, H(75& )&+5'

u 'O65 )&+5'

>&+5(*)'

u O1+(* >&+5(*)'

u journal bearings

u >+11 >&+5(*)

u >6'/&'

.+H'

u O&+5 '/+O&,

u .(5.61+5 05 &..&*75(.

u /&+57 '/+O&,

u '*+(1

M0110N&5'

u at-foot

u knife-edge

u roller.



42/162


2.4 Industrial and commercial practice


1 Scale ofproduction

Characteristics, application and advantages/disadvantages of the

M0110N(*) '.+1&' 0M O50,6.7(0* (* 7/& H+*6M+.765& 0M O50,6.7'3

one-off

>+7./

H+''

continuous.

2 Materialprocessingand formingtechniques

Characteristics, preparation, processes, application and advantages/

,('+,:+*7+)&' 0M 7/& M0110N(*) H&7/0,' N/&* H+*(O61+7(*)

H+7&5(+1' +*, .0HO0*&*7'3

.+'7(*)

u '+*,

u ,(&

H(11(*)E5067(*)

,5(11(*)

765*(*)

>10N H061,(*)

injection moulding

:+.66H M05H(*)

&8756'(0*

rotational moulding.

3 Manufacturingtechniquesfor massproduction

Preparation, application and advantages/disadvantages of theM0110N(*) N/&* H+*6M+.765(*) O50,6.7' +*, .0HO0*&*7'3

jigs

O+77&5*'

M05H&5'

moulds.



43/162


4 Joining

techniques

Characteristics, preparation, processes, application and advantages/

disadvantages of using the following permanent and semi-

permanent methods when joining materials and components:

H&./+*(.+1

u nuts, bolts and washer

u 5(:&7'

/&+7

u oxy-acetylene welding

u BL! N&1,(*)

u >5+Z(*)

u /+5, '01,&5(*)

./&H(.+1

u -&*'01 .&H&*7

u O012'725&*& .&H&*7

+,/&'(:&'

u O012:(*21 +.&7+7& ?4\5+,(*).



44/162


6 Heat treatment Characteristics, preparation, processes, application and advantages/,('+,:+*7+)&' 0M 7/& M0110N(*) /&+7 75&+7H&*7 H&7/0,' N/&*

altering the appropriate material and component as stated in 2.3 to&*/+*.& 7/&(5 O50O&57(&'3

+**&+1(*)

/+5,&*(*) +*, 7&HO&5(*)

*05H+1('(*)

work hardening.

7 Conversion and

seasoning

Preparation, processes and advantages/disadvantages of the

M0110N(*) .0*:&5'(0* +*, '&+'0*(*) H&7/0,'3

.0*:&5'(0*

u 7/506)/ +*, 7/506)/ ?'1+>F '+N*

u Q6+57&5 '+N*

'&+'0*(*)

u *+765+1

u kiln-drying.

8 Faults in woods "/+5+.7&5('7(.' 0M 7/& M0110N(*) M+617' (* N00,' +*, N/2 '6./ M+617'0..653

.6OO(*)

7N('7(*)

'O1(77(*)

knots.

9 Computer-

aided design(CAD)

Processes, application and advantages/disadvantages of the

M0110N(*) "


45/162


11 Computer-aided

manufacture

Processes, application, production and advantages/disadvantages of

the following CNC (Computer Numerically Controlled) systems when

H+*6M+.765(*) O50,6.7'3

1+7/&'

5067&5'

H(11(*) H+./(*&'

laser cutters.

2.5 Quality


1 Qualityassurancesystems andquality controlin production

Quality assurance systems and quality control in production

Concept, characteristics, application and advantages of the

M0110N(*) N/&* ,&'()*(*) +*, H+*6M+.765(*) .0HH&5.(+1 O50,6.7'3

Q6+1(72 +''65+*.& ?[2 7/& M0110N(*) 05)+*('+7(0*'3

British (BSI and relevant kitemarks)

European (CEN and CE)

International (ISO).



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2.6 Health and safety


1 Health andSafety at WorkAct (1974)

Health and Safety at Work Act (1974)

The principles and application of the Health and Safety at Work Act

?DKUJF N/&* ,&'()*(*) +*, H+*6M+.765(*) .0HH&5.(+1 O50,6.7'3

procedures to safeguard the risk of injury to people:

u O&5'0*+1 +*, O507&.7(:& &Q6(OH&*7 ?44#F

u '()*+)&

u N+5*(*) '2H>01'

carrying out risk assessments in accordance with the Health

and Safety Executive (HSE) for the design of products using

.0HO67&5' +*, H+*6M+.765& 0M O50,6.7' 6'(*) .0HO67&5' 05

workshop practices:

u (,&*7(M2 O07&*7(+1 /+Z+5,'

u identify people at risk

u evaluate the risks

u ,&.(,& 6O0* .0*7501 H&+'65&'

u 5&.05, +''&''H&*7

Control of Substances Hazardous to Health (COSHH) regulations:

u risk assessment to control the storage and use of solvent-based

substances containing volatile organic compounds (VOCs).



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Unit 3 Designing for the Future (RMT) A2 compulsory unit Externally assessed


In this unit, students will develop their knowledge and

6*,&5'7+*,(*) 0M + 5+*)& 0M H0,&5* ,&'()* +*, H+*6M+.765(*)

practices and contemporary design issues. The modern designer

must have a good working knowledge of the use of ICT and

'2'7&H' +*, .0*7501 7&./*010)2 (* 7/& ,&'()* +*, H+*6M+.765& 0M

products. They must also be aware of the important contributions

0M ,&'()*&5' M50H 7/& O+'7 N/(./ H+2 O50:(,& (*'O(5+7(0* M05 M6765&

design.

L7 (' (*.5&+'(*)12 (HO057+*7 7/+7 '76,&*7' ,&:&10O +* +N+5&*&''

0M 7/& (HO+.7 0M ,&'()* +*, 7&./*010)(.+1 +.7(:(7(&' 6O0* 7/&

environment. Sustainable product design is a key feature of modern

design practices.

The unit content is divided into four sections, with each section

outlining the specic knowledge and understanding required by the

student. Specic examples are given and these are the only ones

with which students need to be familiar for this examination.


The assessment of this unit is through a 2-hour examination paperset and marked by Edexcel.

The paper will be a question and answer booklet and all questions

in the paper are compulsory.

The paper will consist of short-answer and extended-writing typequestions.

The total number of marks for the paper is 70.


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3.3 Industrial and commercial practice


1 Information andcommunicationtechnology (ICT)

Characteristics, processes, application, +,:+*7+)&'E,('+,:+*7+)&'

of ICT in the development, manufacture and sales of products in

the global marketplace:

&1&.750*(. .0HH6*(.+7(0*'

u &H+(1

u #1&.750*(. %+7+ L*7&5./+*)& ?#%LF

u Integrated Services Digital Network (ISDN) and broadband

u Local Area Networks (LAN)

u global networks (internet)

u :(,&0 .0*M&5&*.(*)

&1&.750*(. (*M05H+7(0* /+*,1(*)

u market analysis

u specication development

automated stock control

u ‘just in time’ (JIT)

O50,6.7(0* './&,61(*) +*, O50,6.7(0* 10)('7(.'

exible manufacturing systems (FMS)

u quick response manufacturing (QRM)

O50,6.7(0* .0*7501

marketing, distribution and retailing of products using:

u electronic point of sale (EPOS)

u internet marketing.

Unit 3 Designing for the Future (RMT)


49/162


50/162


3.4 Systems and control


1 Manufacturingsystems

Characteristics, processes, application and advantages/

,('+,:+*7+)&' 0M +,:+*.&, H+*6M+.765(*) 7&./*010)2 ?6'(*&'' (*M05H+7(0* N(7/

manufacturing operations, including:

,+7+ (*7&)5+7(0* (*:01:(*) O50,6.7 ,+7+ H+*+)&H&*7 ?4%BF +*,

&*7&5O5('& 5&'065.& O1+**(*) ?#A4F '2'7&H'

lean manufacturing using just-in-time (JIT) systems

computer-aided manufacture (CAM) involving CNC equipment

and computer-aided quality (CAQ) in exible manufacturing cells

H+7&5(+1' /+*,1(*) '2'7&H' (*.16,(*) +670H+7&, '705+)& +*,

retrieval systems (ASRS) and automatic guided vehicles (AGVs).

3 Robotics andArtificialIntelligence (AI)

Application, advantages/disadvantages and its impact on

employment of complex automated systems, including:

50>07' 0* M6112 +670H+7&, O50,6.7(0* +*, +''&H>12 1(*&'E.&11'

development of articial intelligence (AI) for industrial

applications.

4 Flow charts Application of ow charts to represent open and closed loop

systems for quality control of production processes.



51/162


3.5 Design in context


1 The effects oftechnologicalchanges onsociety

-/& (HO+.7 +*, +,:+*7+)&'E,('+,:+*7+)&' 0M 7/& M0110N(*)

7&./*010)(.+1 ./+*)&' 0* '0.(&72 (* 5&1+7(0* 70 O50,6.7

manufacture.

B+'' O50,6.7(0*3

u consumer society including built-in obsolescence

u employment.

The ‘new’ industrial age of high-technology production:

u .0HO67&5' (* 7/& ,&:&10OH&*7 +*, H+*6M+.765& 0M O50,6.7'

u H(*(+765('+7(0* 0M O50,6.7' +*, .0HO0*&*7'

u use of smart materials and products for innovative applications.

The global marketplace:

u H617(*+7(0*+1 .0HO+*(&' (* ,&:&10O&, .06*75(&' H+*6M+.765(*)

^0MM'/05&X (* ,&:&10O(*) .06*75(&'

u local and global production.

2 Influencesof designhistory on thedevelopment ofproducts

Characteristics in terms of design styles, philosophy and inuences

0* ,&'()* .61765& 0M 7/& M0110N(*) ,&'()*&5' +*, ,&'()* H0:&H&*7'3

William Morris and the Arts and Crafts movement

Charles Rennie Mackintosh and the Art Nouveau movement

B+5.&1 Y5&6&5 +*, 7/& Y+6/+6' H0,&5*('7 H0:&H&*7

#(1&&* !5+2 +*, 7/&


52/162


Unit 3 Designing for the Future

4 Anthropometrics

and ergonomics

-/& O5(*.(O1&' +*, +OO1(.+7(0* 0M +*7/50O0H&75(.' ,+7+ +*,

&5)0*0H(.'3

key ergonomic factors for a designer to consider when

developing products, equipment and environments with human

(*7&5+.7(0*

sources and applications of anthropometric data.

3.6 Sustainability


1 Life cycleassessment(LCA)


53/162


2 Cleaner design

and technology

1& ,&:&10OH&*7 (''6&'3

,&'()*

u M05 5&,6.(*) &*:(50*H&*7+1 (HO+.7

u M05 5&.2.1(*)

5+N H+7&5(+1'

u 5&,6.7(0* 05 5&.2.+>1&

u 5&,6.& &*:(50*H&*7+1 (HO+.7

H+*6M+.765&

u H(*(H('(*) N+'7& +*, &*&5)2 6'&

u '(HO1(M2(*) O50.&''&'

u efcient use of natural resources

,('75(>67(0*

u reduce or lighten packaging

u 5&,6.& H(1&+)& 0M 75+*'O057+7(0* 70 7/& .6'70H&5

u +17&5*+7(:&' 70 M0''(1 M6&1'

6'&

u repair versus replacement.

3 Minimisingwasteproduction

-/& O5(*.(O1&' +*, +OO1(.+7(0* 0M H(*(H('(*) N+'7& O50,6.7(0*

7/506)/067 7/& O50,6.7 1(M& .2.1& 6'(*) 7/& M0110N(*) ^M065 AX'X3

5&,6.&

5&6'&

5&.0:&5

recycle.

Designing for the Future (RMT) Unit 3


54/162


4 Renewable and

non-renewablesources ofenergy

Characteristics, comparisons, applications and advantages/

disadvantages of using the following renewable and non-renewable

'065.&' 0M &*&5)23

N(*,

N+7&5

'01+5

>(0H+'' +*, >(0M6&1'

*6.1&+5

fossil fuels.

5 Responsibilitiesof developedcountries

The responsibilities of ‘developed’ countries in relation to social,

&.0*0H(. +*, &*:(50*H&*7+1 (''6&' M05 )10>+1 '6'7+(*+>1&

development.

Impact of industrialisation on global warming and climate change.

u United Nations Framework Convention on Climate Change

(UNFCCC) including Kyoto Protocol.

u A&,6.7(0* 0M +* (*,(:(,6+1X' ^.+5>0* M007O5(*7X >2 5&,6.(*)

.+5>0* ,(08(,& &H(''(0*' +*, .+5>0* 0MM'&77(*)

u Non-Fossil Fuel Obligation (NFFO) in the UK.

Timber production and sustainable forest management.



55/162


Unit 4 Commercial Design (RMT) A2 compulsory unit Internally assessed


In this unit, students are given the opportunity to apply the skills

they have acquired and developed throughout this course of study,

to design and make a product of their choice that complies with the

requirements of a resistant materials technology product, dened

as a fully functioning product that matches its specication. It must

be manufactured to full size using resistant materials, for example


Where a resistant materials technology product contains elements

of textiles, systems and control or graphics work, this should not

&8.&&, 0*& 7/(5, 0M 7/& .0*7&*7 0M 7/& O5+.7(.+1 067.0H& 05 7/&

design folder.

In this unit, students are encouraged to be creative and

adventurous in their work. There are no limits to project selection

>&20*, 7/& 7(H& +*, 5&'065.&' +:+(1+>1& +*, 7/& +OO50O5(+7&*&''

of selection in matching individual students’ potential. Students

are expected to take ownership of all aspects of their work in this

unit, in order to allow them total control of their responses and

to target assessment criteria effectively, and to maximise their

achievements.

In order to reach high attainment levels, students must adopt

a commercial design approach to their work, reecting how a

O50M&''(0*+1 ,&'()*&5 H()/7 ,&+1 N(7/ + ,&'()* O50>1&H +*, (7'

resolution.

The choice of design problem should have a real commercial use,

(* 7/+7 (7 '/061, >& 6'&M61 70 + N(,&5 5+*)& 0M 6'&5' >&20*, +*

individual, unless it has been specically commissioned as a ‘one-

off’. The design problem should provide opportunities for a client or

user-group to have input into decision making at various stages ofthe design and make process.

A client or user-group is dened as any third party identied by

a student, that is referred to and which can give informed critical

feedback at various stages throughout the design process. Clients

and user-groups do not need to be specialists or experts; they can

>& ,5+N* M50H +*2 5&1&:+*7 )506O 0M O&0O1& +*, H+2 (*.16,& 07/&5

students, friends or family members.


56/162


Unit 4 Commercial Design

A key feature of this unit is for students to consider issues related

70 '6'7+(*+>(1(72 +*, 7/& (HO+.7 7/&(5 O50,6.7 H+2 /+:& 0*

the environment. A student may choose to design and make asustainable product, but if they do not, they should still consider

7/& (''6&' 0M '6'7+(*+>(1(72 +7 5&1&:+*7 O0(*7' (* 7/&(5 ,&'()*(*)

and making activities. Sustainable issues could include materials

production and selection, manufacturing processes, use of the

product and its disposal/recycling.


1 Design andmake process

Students identify a client/user-group from which they must

design and make a product that meets the original design

problem. They should liaise with their client/user-group at

various stages of their designing and making process in order to

develop a commercial product.

=76,&*7' '/061, >& M+H(1(+5 N(7/ + 5+*)& 0M (*,6'75(+1

applications and commercial working practices in order to full

the requirements of this unit.

-/(' 6*(7 5&'617' (* 7/& ,&:&10OH&*7 0M + H+*6M+.765&, O50,6.7

supported by a design folder. The folder, which should includeICT-generated images where appropriate, should be submitted

0* & &*06)/ 70 .0HH6*(.+7& +11 0M

the information required. Students must ensure that a series

of photographs over a period of time is taken during making to

show clearly any details of advanced skills, technical content,levels of difculty and complexity of construction. This will allow

students to achieve the marks they deserve.


57/162


Commercial Design Unit 4

2 Task setting

guidance

Although there is a free choice of product, students must ensure

7/+73

7(H& +*, 5&'065.&' +:+(1+>1& +5& .0*'(,&5&,

7/&2 .+* M6112 ,&H0*'75+7& 7/&(5 .+O+>(1(7(&' (* &+./ 0M 7/&

assessment criteria, so that they maximise their potential

+./(&:&H&*7'

7/& ./0(.& 0M ,&'()* O50>1&H /+' + .0HH&5.(+1 6'& +*, '/061,

allow designing for a client or user-group who should have input

into decision making at various stages in the design and make

O50.&''

(''6&' 5&1+7&, 70 '6'7+(*+>(1(72 +5& .0*'(,&5&, +7 5&1&:+*7 O0(*7'in their designing and making activities and the impact their

product may have on the environment. Sustainable issues

could include materials production and selection, manufacturing

processes, use of the product and its disposal/recycling

7/&(5 O50,6.7 .0HO1(&' N(7/ 7/& 5&Q6(5&H&*7' 0M + 5&'('7+*7

materials technology product, which is dened as a fully-




Where a resistant materials technology product contains elements

of textiles, systems and control or graphics work, this should not&8.&&, 0*& 7/(5, 0M 7/& .0*7&*7 0M 7/& O5+.7(.+1 067.0H& 05 7/&

design folder.


58/162

56

Unit 4 Commercial Design (RMT)

Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design

3 Assessment

guidance

This unit is internally set and marked by the centre, using the

assessment criteria in Section 4.4, and externally moderated by

Edexcel.

The maximum number of marks available is 90.

L7 (' (HO057+*7 7/+7 +11 '7+)&' 0M 7/& H+*6M+.765(*) O50.&''

+5& O/070)5+O/&, (* 05,&5 70 &:(,&*.& 7/+7 7/& O50,6.7 ('

complete, expertly made, well nished, fully functioning etc.

=76,&*7' H6'7 &*'65& 7/+7 O/070)5+O/' '/0N .1&+512 +*2 ,&7+(1'

of advanced skills, technical content, levels of difculty and

complexity of construction, so that they can achieve the marks

they deserve.

It is unlikely that a single photograph will be enough tocommunicate all of the information required, so it will be better

to take a series of photographs over a period of time during

making.

-/(' 6*(7 5&'617' (* 7/& ,&:&10OH&*7 0M +* +OO50O5(+7& O50,6.7

supported by a design folder. The folder, which should include

ICT-generated images where appropriate, should be submitted

0*


59/162

57

Commercial Design (RMT) Unit 4

Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C

4.3 Product design and make


1 Research andanalysis

Once the student has identied an appropriate need and written a

detailed design brief, they must analyse the need in order to focus

on the research needed to help the work progress. Students should

6'& + 5+*)& 0M 5&'&+5./ '75+7&)(&' 70 )+7/&5 6'&M61 +*, 5&1&:+*7

information that will help with their designing and making activities.

When gathering information, it is important that students are

clear about what they need to nd out. Research should be highly

'&1&.7(:& &*'65(*) 7/+7 7/& (*M05H+7(0* )+7/&5&, (' 6'&M61 +*,

relevant to the client/user-group’s needs identied and nalised

during analysis. Research should be focused and succinct and

contain no worthless padding. Students should avoid downloading

large amounts of information from the internet, or cutting and

O+'7(*) M50H .+7+10)6&' +*, ,+7+>+'&' N(7/067 O50:(,(*) ,&7+(1&,

annotation to explain the selected information.

< )00, '7+57(*) O0(*7 M05 5&'&+5./ +*, +*+12'(' .061, (*.16,& +*

interview or discussion with the client/user-group to establish their

thoughts and preferen

Documents

Ua035224 Gce Lin Dtprodes Issue 3-2S