Gcse Tech Support 4937

REVISED GCSE
Scheme of Work
Technology and
Design
This is an exemplar scheme of work which
supports the teaching and learning of the
Technology and Design specification
GCSE Technology and Design

Contents
Page
Unit 1: Technology and Design Core
Unit 2: Systems and Control
23
Unit 3: Product Design
37
Resources
51
CCEA Exemplar Scheme of Work: GCSE Technology and Design
Introduction
CCEA has developed new GCSE specifications for first teaching from September 2009. This scheme
of work has been designed to support you in introducing the new specification.
The scheme of work provides suggestions for organising and supporting students learning activities. It
is intended to assist you in developing your own scheme of work and should not be considered as
being prescriptive or exhaustive.
Please remember that assessment is based on the specification which details the knowledge,
understanding and skills that students need to acquire during the course. The scheme of work should
therefore be used in conjunction with the specification.
Published resources and web references included in the scheme of work have been checked and were
correct at the time of writing. You should check with publishers and websites for the latest versions
and updates. CCEA accepts no responsibility for the content of third party publications or websites
referred to within this scheme of work.
A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA
website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your
own scheme of work which will be matched to your teaching and learning environment and the needs
of your students.
I hope you find this support useful in your teaching.
Best wishes
Paddy McShane
Subject Officer
Technology and Design
E-mail
Telephone
pmcshane@ccea.org.uk
028 9026 1200 (Ext: 2133)
CCEA Exemplar Scheme of Work:

GCSE Technology and Design
Unit 1:
Technology and Design Core
Specification: GCSE Technology and Design

Unit 1:
Technology and Design Core
3.1.1. Manufacturing
Specification Content
Range of Materials
and Their General,
Physical, Aesthetic
and Structural
Characteristics
Learning Outcomes
Teaching and Learning

Activities
Resources
Discuss and consider a variety

of products made from a range
of materials; identify and justify
the materials used in terms of
their physical, aesthetic and
structural characteristics.
A range of products which use

a variety of materials
Complete a set of handouts on

each category of materials.
Set of handouts
Students should be able to:

demonstrate an effective working
knowledge of the following materials in
relation to their categories and the
manufacture of technological products:
woods: hardwoods (mahogany, beech);
softwoods (pine, redwood); and manmade boards (Medium Density
Fibreboard (MDF), chipboard);
plastics: thermosetting plastics
(melamine, polyester resin);
thermoplastics (acrylic, rigid
polystyrene); and
metals: ferrous metals and alloys (mild
steel, stainless steel); and non-ferrous
metals and alloys (aluminium, brass).
Draw a mind map.

Recap on previously made
projects.
Samples of materials
Garratt (1996) Chapter 8

(pp 196)
www.technologystudent.com
Tools, Processes and
Techniques
Learning Outcomes

Activities
Resources

View CD on resistant materials
Interactive learning.
CD Resistant Materials
Focus Educational Software
Ltd.

knowledge of how the following processes
and techniques are used with the above
materials to manufacture technological
products;
Manufacture various products

using a range of materials, tools,
machines and processes.
Possible Year 11 projects, e.g.
egg timer, mechanical toy.
Learnpremium - Design and

technology C2k
demonstrate an understanding of the main

features and applications of the following
hand tools:
for marking out: rule, engineers square,
try square, scriber, centre punch, spring
dividers, marking knife and over head
projector (OHP) pen;
for sawing: hacksaw, tenon saw and
coping saw;
files: flat, round, and half-round profile,
second cut and smooth cut;
bevelled edge wood chisels; and
Plan the manufacture of various

products.
Use of a school workshop,

tools, machines and equipment
Identify, list and state the

function of the required tools,
machines and equipment for
each product.
Variety of materials of wood,

metal and plastic
Manufacture a range of
products using the appropriate
tools, machines and equipment.
Use websites of suppliers of

tools and machines, e.g.
www.technologysupplies.co.uk
www.rapidonline.com
www.hegner.co.uk
Workshop facilities and range
of tools, machines and
equipment
www.notesandsketches.co.uk
Tools, Processes and
Techniques
Appropriate
Methods of Joining
Learning Outcomes

Activities
Resources

machine tools:
pillar drill;
band facer;
pedestal polisher.
demonstrate an understanding of the
following permanent joining methods:
soft soldering, brazing and mig welding;
common wood and plastic adhesives and
their correct application;
wood joints (butt joints and dowel
joints);
riveting; and
Identify the appropriate

permanent joining method to a
variety of given projects.

(pp 273)
Sketch various joining

techniques.
Worksheets
View CD on joints.
CD Focus on Joints: Focus

Educational Software Ltd.

following semi-permanent joining methods:
nuts and washers, bolts and self-tapping
screws;
countersunk and round-headed
woodscrews;
panel pins, oval and wire nails.
Identify the appropriate semipermanent joining method to a

variety of given projects.
Research a variety of fixing
components.
Internet and C2k

Learnpremium - Design and
technology: KS3 and KS4
Production Methods
Moulds and Jigs
Learning Outcomes

Activities
Resources

knowledge of the following production
methods:
metals: wasting and fabrication;
plastics: wasting and fabrication; and
wood: wasting and joining (limited to the
wood joints listed above).
Produce a report on the

following production methods:
metals: wasting and
fabrication;
plastics: wasting and
fabrication; and
wood: wasting and
joining.
CD: Focus on Metal: Focus

demonstrate an understanding of how

moulds and jigs are used for the vacuum
forming and line bending of thermoplastic
sheets.
Analyse a range of products

suggesting suitable
manufacturing systems.
Sketch a range of jigs and
moulds used in vacuum forming
and line bending.
C2k Learnpremium - Design

and technology: KS3 and KS4
Workshop demonstrations
Examples of school based
manufactured products
Samples of jigs and moulds

used in the workshop
CAM and CAD

process of computer aided manufacture
(CAM):
a file is generated using a computer aided
design (CAD) software package; and
this computer file is used to make a
product on a computer numerical control
(CNC) machine.
Produce a range of CAD

drawings both pictorial and
working drawings including
assemblies up to five parts using
a suitable package, e.g.
Solidworks.
Solidworks CAD examples on

www.ccea.org.uk/technology/
Focus tasks
Produce a report on a visit to a

company with CAD/CNC
facilities.
Demonstration of CNC
machine and/or industrial visit
Finishing
Techniques
Learning Outcomes

Activities
Resources

knowledge of suitable finishing techniques
for the following materials, taking account
of their function, aesthetics and
environment:
metal: painting, polishing, dip coating
and galvanising;
wood: painting, varnishing and applying
preservative stains; and
plastic: polishing.
Analyse and identify the

appropriate finish for a variety
of products with the use of
various materials.

(pp 270)
View C2k Design and

Technology Key Stage 4.

and Technology: KS3 and KS4
Chapman (2002) Chapter 2

(pp 54)
Material Efficiency
reduce material wastage during manufacture, Analyse various methods of

reducing waste.
thereby maximising the use of materials to
reduce cost.
Handout and card modelling
Designers
analyse the work of other designers; and
discuss how other designers have

researched, prepared specifications,
developed ideas and reached a final
outcome.
Discuss and analyse examples of

products; their research,
development and final design.
Fowler and Horsley (1988)

Chapter 1 (pp 17)
Examples of a variety of
common products
10
Emerging
Technologies
Health and Safety
Learning Outcomes

Activities
Resources

demonstrate an understanding of
developments in new technologies, with
specific reference to nanotechnology and its
everyday applications:
self-cleaning glass; and
nanocomposites in car bumpers.
Research and discuss the

emerging technologies.
www.howstuffworks.com/nan
otechnology
recognise common health and safety

symbols and the use of appropriate personal
protective equipment;
Identify health and safety signs

used in the workshop.
Identify safe procedures and
practice.
www.bsieducation.org
Worksheets
recognise the importance of safety when

using workshop tools, equipment, machines
and components; and

(pp 7475)
www.cleapss.org.uk
www.hseni.gov.uk
recognise potential hazards in products,

activities and environments.
11
3.1.2 Electronics
Construction
Techniques
InputProcess
Output
Units and
Measurements
Learning Outcomes

Activities
Resources

identify the tools and equipment required to
produce a reliable, functioning technological
product; and
Name and give the use of a

range of tools and equipment
for the appropriate function.
Examples of electronic tools

and equipment
select appropriate modelling and

construction methods to assemble
electronic circuits.
Students should be familiar with

a wide range of specialist tools
and equipment through the
course of their design and make
activities.
Worksheets:
demonstrate an understanding that

electronic systems may contain input
processoutput.
Model circuit designs.
apply an understanding of electrical units to

measure current, voltage and resistance.
Test and measure modelled

circuits.
Investigate various systems

identifying relevant subsystems.
Samples of existing or similar

electronic products
Use Circuit Wizard or
Crocodile Technology or
similar
Use breadboards
(pp 109167)
Chapter electronics
(pp 49 and 86)
12
Components
Learning Outcomes

Activities
Resources

identify the following components by their
circuit symbols and physical appearance:
batteries;
resistors;
variable resistors;
light dependent resistors (LDRs);
thermistors;
diodes;
thyristors;
transistors (NPN);
buzzers;
light-emitting diodes (LEDs);
bulbs;
motors; and
Familiarise students with

symbols and give the use for the
electronic components.
View C2k Key Stage 3
Electronics.

and technology: KS3 and KS4
Electronics
select appropriate components to meet the

requirements of a circuit diagram.
Draw a range of circuit

diagrams.

similar
Worksheets:
www.ccea.org.uk/technology
13
Conductors and
Insulators
Resistors
Switching
Learning Outcomes

Activities
Resources

demonstrate knowledge of the use of
conductors and insulators;
Explain the differences between

conductors and insulators.
Worksheet examples
use the colour coding system to identify

values of individual resistors; and
Identify the colour coding of

resistors.
www.doctronics.co.uk/resisto
r.htm
calculate the resistance of two or more

resistors in series, using:
Rt = R1 + R2 + Rn.
Calculate the resistors in series.
Worksheet
Practice past examination style

questions.

(pp 109167)

following types of switch:
toggle;
push button;
microswitch;
membrane;
slide;
reed;
single pole, single throw (SPST);
single pole, double throw (SPDT); and
Draw the electronic symbols

and name the range of switches
from their physical appearance.
Worksheet and samples of

switches
similar
demonstrate an understanding of the action

of these switches by recognising and
selecting according to application.
14
Potential Dividers
Learning Outcomes

Activities
Resources

use a potential divider to control voltage in a Model or make electronic circuit Breadboard use, e.g.
designs with potential dividers,
www.doctronics.co.uk/protot
circuit.
LEDs in series and parallel.
yp.htm
and/or
similar
LEDs
Thyristors
Transistors
use LEDs in circuits; and

(pp 109167)
demonstrate knowledge and understanding

of the use of current-limiting resistors to
protect LEDs (no calculation required).
use thyristors in circuits; and

identify gate, anode and cathode from a
diagram.
Model or make electronic

thyristor circuit designs.
Describe the use and identify
the parts of a thyristor.
use an NPN transistor as a switch in a

sensing circuit; and
Model or make electronic

transistor circuit designs.

transistor circuits and parts.
identify the base, emitter and collector from

a diagram.

the parts of a transistor.

similar
15

thyristor circuits and parts
similar
3.1.3 Mechanical Control Systems

InputProcess
Output
Construction
Techniques
Types of Motion
Learning Outcomes

Activities
Resources

analyse and describe mechanisms in terms
of inputprocessoutput.
Identify and analyse using

various examples of mechanical
systems their input, process and
output.
Worksheets:
(pp 7071)
build working models and products using

resistant materials and discrete components.
Construct mechanical working

models and/or products, e.g.
cam toys, a car with gears.
Economatics kits
recognise and give examples of the

following types of motion:
rotary;
linear;
oscillating; and
reciprocating.
Identify and give examples of

the types of motion.
Focus CD of Mechanisms:
Ltd.
LEGO

Chapter Mechanisms
(pp 123 and 124)
Worksheets
16
Components
Learning Outcomes

Activities
Resources

identify the following components by their
physical appearance and symbols:
wheel and axle;
gears;
cams;
followers;
levers;
belts;
pulleys; and
shafts.
Draw the mechanical symbols

and name the range of
components from their physical
appearance.
Examples of mechanical
components
Ltd.
Chapter Mechanisms
(pp 123147)
Worksheets
Levers
Power Transmission
explain the practical applications and uses of Identify and give examples of
the types of levers.
first, second and third class levers.
View CD on Mechanisms.
Focus CD of Mechanisms
use symbols to illustrate:

simple gear trains (maximum three
gears);
round and V-belt systems;
www.dtonline.org
Focus CD of Mechanisms
Draw the mechanical symbols

appearance.
Calculate the ratio of simple

demonstrate an understanding of how gear
systems can be used to change speed and/or gear systems.
direction of rotation; and
calculate simple gear ratios (limited to three
gears).
17
Worksheets
Worksheets
(pp 70107)
Cams and Followers
Learning Outcomes
understand cam followers (limited to knife,

roller and flat).
show an awareness of the need for
precautions when dealing with moving
parts.
InputProcess-Output show that computer control systems may

contain inputprocessoutput.
Proprietary Interface
Resources

understand plate cams (limited to eccentric,
pear and heart); and
Safety

Activities
know the importance of the interface as a

protection and connection device.
Draw, identify uses and name

www.dtonline.org
the range of cams and followers. Focus CD of Mechanisms:
Ltd.
Make card models of cams and

followers.
Worksheets
Card and accessories
Identify and analyse, using

various examples of computer
control systems, their input,
process and output.
www.bbc.co.uk/schools/gcsebit
esize
Worksheets
www.bbc.co.uk/schools/gcseb
itesize
Smart box and Logicator
computer programme or
similar
18
3.1.4 Computer Control Systems

Learning Outcomes

Activities
Resources

The Function and
Application of Flow
Charts and Symbol
Recognition
Programmable
Control

of the use of flow charts and draw flow
chart diagrams to describe a sequence of
events, using the symbols for:
START/STOP;
OUTPUT;
PROCESS; and
DECISION.
Explain the use and need for

interface devices for computer
systems.
apply knowledge and understanding of

appropriate software to construct
programmes which contain the following:
loops;
time delay;
decisions; and
increment/decrement.
Model a range of computer

control programmes.
Model a range of computer

control events.
the sequence of events.
Worksheets
Logicator computer
programme or similar
Chapter Digital Electronics
(pp 89116)
Worksheets
Logicator computer
programme or similar
19
3.1.5 Pneumatic Systems and Control

InputProcess
Output
Cylinders
Learning Outcomes
show that a pneumatics system may contain

inputprocessoutput.
identify a single acting cylinder by its
physical appearance and circuit symbol; and
identify a 3/2 valve by its physical

appearance and circuit symbol; and
Identify and analyse, using

various examples of pneumatic
control systems, their input,
process and output.
Draw the pneumatic symbols
appearance.
Model, explain and draw
pneumatic circuits using a range
of pneumatic components.
recognise the following types of actuator for

a 3/2 cylinder:
roller trip;
push button;
plunger;
lever.
Logic, AND/OR
Resources
use single acting cylinders (limited to two in

any system).
Valves

Activities
identify and use a shuttle valve in an OR

circuit; and
www.bbc.co.uk/schools/gcse
bitesize
Univer Pneumatic CAD
circuit design
Worksheets
www.dtonline.org
Economatics Airways Kits or
similar
(pp 168195)
Worksheets
similar

connect two 3/2 valves to create an

AND/OR circuit.
20

similar
Speed Control
Learning Outcomes

Activities
Resources

use a unidirectional flow regulator to
incorporate speed control into a system.
Construction
construct pneumatic systems using discrete

components.
Safety
work safely when building and operating

pneumatic systems; and

Worksheet
www.dtonline.org
Explain the necessity for safety

while operating pneumatic
systems.
Rich and Edwards (1990)

(pp 155)
understand the dangers associated with:

unsecured hosing;
compressed air;
moving components.
21
22
Unit 2:
Systems and Control
23
Specification: Technology and Design

Unit 2:
Systems and Control
3.2.1. Element 1: Electronic and Microelectronic Control Systems

Basic Electronic
Concepts
Ohms Law
Learning Outcomes

Activities
Resources

of current as a flow of charge carried by
electrons; and
Using electronics software such

as Crocodile Technology,
change the resistor values,
capacitors.
Crocodile Technology,

of the units we use to measure:
current;
voltage;
resistance;
capacitance, including multiples and submultiple units.
Use a multimeter to measure

current, voltage and resistance
within a circuit or components.

of the use of the relationship between
current, voltage and resistance, and perform
simple calculations.
Review Ohms Law.
Complete worksheet(s) of
examples of Ohms Law.
Duncan (1997) Chapter 1

(pp 118)
or similar programme, e.g.
Circuit Wizard, Live Wire
24
Resistors in Parallel
Learning Outcomes

Activities
Resources

draw and interpret circuit diagrams
containing resistors in parallel; and
examples of resistors in parallel.

(pp 110115)
use given data and information to calculate

the resistance of two resistors in parallel,
using:
Practice examination style

questions.
Duncan (1997)
Chapter 2 (pp 520)
1
1
1

RT R1 R2
or
RT
R1 R2
R1 R2
Pull-Up and PullDown Resistors

of the use of pull-up or pull-down resistors
in a circuit.
Review the application and use

of pull-up and pulldown
resistors.
Caldwell (2003) Chapter 1

(pp 125)
Nearest Preferred
Values

of tolerance, nearest preferred values and
the use of the E12 series, and perform
relevant calculations.
Explain, identify and calculate

values using the E12 series.
Practice examination style
questions.
112 Circuits NEELB with

Nortel multimedia CDROM
25
The NPN Transistor
Learning Outcomes

Activities
Resources

that a switch-on voltage for a transistor is
0.7V at its base; and
Manufacture and analyse an

electronic circuit which includes
a NPN Transistor.

of the use of the transistor in switching
circuits.
Inputs

of the difference between analogue and
digital signals; and
Research and investigate the

advantages and disadvantages of
analogue and digital signals.
Use the Internet

of the use of the following input devices:
LDRs;
thermistors;
moisture sensors;
variable resistors;
switches, including reed switches.
Model and test a range of

electronic circuits using various
input and outputs.
26
Task worksheet
Outputs
Learning Outcomes

Activities
Resources

of the use of the following output devices:
motors;
lamps;
buzzers;
relays;
LEDs; and
7-segment displays;
Analyse the application for the

use of the various input and
outputs.
Protective Resistors

of the use of current-limiting resistors to
protect LEDs, and calculate values from
given data.
examples of limiting resistors
values.
Duncan (1997)
Chapter 9 (pp 2022)
Potential Dividers

of the use of variable resistors to adjust
sensitivity in a potential divider.
Model and test a range of

electronic circuits using variable
resistors.
Relays

of the use of a relay as an electrically
operated switch; and
Model, test and analyse a range

of electronic circuits using
relays.
draw circuits which use a relay for

switching, for example, to use with motors
and solenoids.
27
Learning Outcomes

Activities
Resources

Integrated Circuits

of the use of dual in-line (DIL) packages
and identify pin one.
Complete a data worksheet on

DIL.

Chapter Electronics
(pp 6180)
Timers

of the use of a 555 timer integrated circuit
to provide astable and monostable outputs
(formulae will be provided for any 555 timer
calculations).
Manufacture or model a timer

circuit.
Compare and contrast the use
of monostable and astable
timers.
Crocodile Technology, or
similar
Capacitors

of the use of non-polarised and polarised
capacitors; and
Model, test and investigate a

range of electronic circuits using
capacitors.
Crocodile Technology, or
similar
Investigate a series of systems

identifying relevant subsystems.

(pp 113178)
select appropriate capacitors to suit

applications.
Time Constant

of the relationship between capacitance,
resistance and time when selecting
components for timers.
Interface

of the need for interfacing between
computer systems and control devices.
Duncan, (1997) (pp 216221)
28
Digital Signals
Learning Outcomes
Resources

of how 1 represents a high voltage level
and 0 a low voltage level in binary
notation.
Counting

Activities
Investigate binary systems.
Design a series of PIC bases

systems.
Use available packages, e.g.

PIC Logicator to solve a range
of control situations
View the PIC Explained CD.
PIC Explained: NEELB and

Nortel (CD-ROM)

of the use of binary in counting; and
convert decimal numbers from 0 to 255 into
binary and vice versa.
Use and Function of

Microcontrollers
(PICs)

of the use of programmable intelligent
computers (PICs);
explain and draw flow chart diagrams to
implement control situations using a PIC;
and
demonstrate an understanding of the use of
bit patterns in flow charts to show the states
of input and output devices.
29
Learning Outcomes

Activities
Resources

Designing Circuits
that Incorporate a
PIC
design and interpret circuits which

incorporate a PIC with analogue and digital
inputs and digital outputs; and
Design and make a series of PIC Use available packages, e.g.

based systems.
PIC Logicator to solve a range
of control situations

of the need for amplification in order to
drive some output devices.
30
3.2.2 Element 2: Mechanical and Pneumatic Control Systems

General Concepts
Learning Outcomes

Activities
Resources
explain the terms:

load;
effort;
fulcrum;
mechanical advantage;
velocity ratio; and
Investigate the principles of

force and levers on everyday
objects, e.g. scales, cranes,
wheelbarrows, cranes, crowbars.

(pp 179214)
Ltd.
(pp 168195)
do simple calculations involving the above

concepts.
Practise examination style

questions.
31
Transmission of
Motion Using Gears
Learning Outcomes

Activities
Resources

of the following types of gears and the
factors involved in their choice for practical
applications:
spur;
bevel;
worm;
rack and pinion;
Investigate the principles and

use of gear systems, e.g. drills,
food mixers, gearboxes, drill
machines, rotating displays,
teaching displays.

(pp 75112)
(pp 70107)

of applications for simple and compound
gear trains (limited to four gears);

(pp 94109)
use given information to complete

calculations involving simple and compound
gear transmissions (using a maximum of
four gears) for:
velocity ratio;
gear ratio;
transmission speeds; and

Chapter Mechanisms
(pp 138139)

of the use of an idler gear to change
direction without affecting the overall ratio
of a gear train.

questions.
32
Learning Outcomes
Other Transmission
Systems
Conversion of
Motion

Activities
Resources

of the factors influencing the choice of:
flat belts;
toothed belts; and/or
sprockets and chains for practical
applications; and
Investigate the principles and

use of various transmission
systems, e.g. bikes, vacuum
cleaners, motor bikes, car
engines, drill machines.

of the use of jockey pulleys and motor
mount adjustment to tension belts.
Investigate drill machines; bikes.

(pp 9293)
sketch, describe and compare simple cams

and common followers (limited to knife,
roller and flat); and
Model and sketch various

examples of cams and followers,
e.g. car engine, cutting machine,
washing machine programme
timer, toys, displays.

Chapter Mechanism
(pp 134135)

of the conversion of linear motion to rotary
motion and vice versa using:
eccentric, pear, heart and snail cams;
crank and slider mechanisms.
Caldwell (2003)
Chapter 2 (pp 75112)
(pp 7278)
33
Ltd.
Conversion of
Motion
(cont)
Pneumatic
Principles
Learning Outcomes

Activities
Resources

of the use of screw threads to transmit
motion; and
Investigate car jacks; clamps;

corkscrews; machine vive.

of ratchet and pawl mechanisms.
Investigate examples and uses of Complete worksheet

screw threads and ratchet and
pawl mechanisms, e.g. hoists,
cranes, boats.
View CD on mechanisms.
Perform related calculations on

pneumatic cylinders.
of the relationship between the force of a
piston in a cylinder, its bore diameter and air
pressure:
force = pressure area
where pressure is measured in N/mm2 (0.1
N/mm2 = 1 bar) and area is measured in
mm2
(we acknowledge that while these are not SI units, they
are the industry standard).
34
Focus CD on Mechanisms:
Ltd
Rich and Edwards (1990)

Chapter 6 (pp 1434)
(pp 187189)
(pp 174)
Cylinders
Learning Outcomes

Activities
Resources
identify a double acting cylinder by its

physical appearance and circuit symbol; and
Model, test, draw and

investigate a range of pneumatic
circuits.

similar
use double acting cylinders (limited to two

per system).
Bidirectional and
Unidirectional Flow
Control Valves
www.bbc.co.uk/schools/gcsebit
esize/design/systemscontrol/pn
eumaticsrev1.shtml

of the operation and application of the
following flow control valves:
unidirectional (one-way restrictor valve);
and
bidirectional (two-way restrictor valve).
35
Learning Outcomes
Systems and Control

Activities
Resources

of the concepts of input, process and output
and the importance of feedback in
controlling systems.
Investigate a series of systems

and identify the key elements of
input, control, output and
feedback.
Examples from textbooks
Sensors: Feedback
Signal

of the use of a range of 3/2 valves and 5/2
valves to produce controlled motion for
semi-automatic and automatic circuits with
the following actuators:
lever;
push button;
roller trip;
plunger; and
pilot.

circuits.

similar
Time Delay

of the use of a reservoir and flow regulators
to create a time delay.

circuits.
Automatic
Reciprocation
design circuits with positional feedback to

activate a pilot air operated 5/2 valve,
controlling it to two double acting cylinders
incorporating speed control (no more
cylinders are required).

questions.
36
Unit 3:
Product Design
37
Specification: Technology and Design

Unit 3: Product Design
3.3.1 Designing and Innovation
Market/Demand
Pull and Technology
Push
Role of the Client,

User, Designer and
Maker
Learning Outcomes

Activities
Resources
take account of the origin of new or

improved products, considering:
the growth in consumer demand
(market/demand pull); and
advances in technology which stimulate
new design (technology push).
Use the Internet or visit design

establishments.
www.designcouncil.org.uk/
www.designmuseum.org/
Explore the design changes

through time of a range of
products.

Chapter 1 (pp 112)

roles of the client, user, designer and maker
and how they interact in:
commissioning;
design;
manufacture; and
evaluation of a product.
Investigate the various roles

Cushing (2004) Chapter 1
involved in the manufacture of a (pp 374)
product.
www.designcouncil.org.uk
Research the Internet

38
Learning Outcomes
Idea Generation and

Development
Techniques
Product Analysis

Activities
Resources
understand the main features of the

following techniques for generation and
development of ideas:
thought shower;
morphological analysis; and
disassembly of existing products.
Practise the thought shower

process.
analyse the fitness for purpose of a product;
Analyse existing products by

disassembling and assembling
them.
Range of sample products, e.g.

mechanical, electronic
Visit the website.
www.howstuffworks.com/
Analyse a range of exciting

products and identify their
specification. Use the Internet.
Range of sample products, e.g.

mechanical, electronic
develop a specification;
design a product to meet specification
criteria;
evaluate a product against detailed
specification criteria; and
appreciate the main effects that historical
influences and trends can have on the
design of a product.
Develop mind mapping

techniques.
List the performance criteria for

each product selected and judge
if it performs well.
39
Computer programme, e.g.

(free)
http://cmap.ihmc.uk/concept
map.html or similar
Internet access
(pp 415)
Modelling
Learning Outcomes

Activities
appreciate the main benefits and limitations

of the following modelling types:
mock-ups;
prototypes; and
computer modelling.
Use and analyse a range of

Lego; Meccano; card,
modelling techniques for a range computers
of products, e.g. card models, kit
models, CAD modelling, waste
materials.
View exemplar models.
Communication of
Ideas
Aesthetics
Resources

following communication methods:
freehand sketching;
formal presentational drawings;
working drawings;
mood boards;
photography;
modelling; and
ICT.

visual elements of product design, including:
line, shape and form;
texture;
colour;
proportion; and
balance.
Plan and make a presentation of Computers, digital cameras,

a product using a range of media modeling materials
techniques, e.g. CAD,
PowerPoint, display boards,
models, working drawings,
photographs, models.
Use question and answer format
with a visiting designer to
produce a report.
Practise and develop
appropriate sketching and
rendering techniques.
Work collaboratively with the
Art department.
40
Presentation from a visiting

designer from industry
Chapter Basic Graphics
(pp 1322)
Eissen and Steur (2007)
Ergonomics and
Anthropometrics
Learning Outcomes

Activities
understand the relationship between people

and products when considering the
following ergonomic factors:
sight;
touch;
taste;
smell;
sound;
temperature;
movement;
body dimensions; and
Investigate a range of existing

and new products and present
the information on ergonomics
and anthropometric data.
Investigate bad designs and

produce a report.
www.baddesigns.com
appreciate how anthropometric data is used.
Visit a website or invite a guest

speaker.
www.ergonomics4schools.com/

of the main features of copyrights,
trademarks and patents.

(pp 3845)
Perform anthropometric and

ergonomic exercises on other
students or family members.
Visit a library and research

books.
Intellectual Property
Resources
Take the copyright quiz on IPO

website.
Produce a report on the key
features of intellectual property.
Bodyspace: Antropometry,
Ergonomics and the Design of
Work
www.ipo.gov.uk/copy
(pp 4648)
41
3.3.2 Materials, Components and Fabrication

Learning Outcomes
Selection of
Materials
Properties of
Materials
Shapes of Available
Materials

Activities
Resources
select material and surface finish on the

basis of a products:
intended use;
the properties of its materials;
the shapes of available materials; and
the function of its finish.
Analyse the selection of finishes

on a range of products.

of the following properties of materials:
strength (tensile, compressive, bending,
shear and torsion);
hardness;
plasticity;
brittleness;
toughness;
durability;
heat/electrical conductivity; and
elasticity.
Practical demonstrations.
show an awareness of commonly available

shapes of materials:
sheet;
bar;
tube;
angle;
U-shaped channel; and
I-shaped sections.
Contact or research a number of Use the Internet

suppliers and record supply
Visit a local DIY shop or
form and cost.
supplier

(pp 116132)
Investigate and record the

results of various tests.
Work collaboratively with the
Science department on agreed
experiments and tests and/or
link with the FE College.
Visit either a University; FE

college or Industry
CD Resistant Materials
Ltd.
Material testing machines
42
Wood
Learning Outcomes
Resources

characteristics and uses of the following:
hardwoods: ash and oak;
softwoods: parana pine and cedar;
manufactured boards: plywood and
blockboard;
application of veneer to manufactured
boards; and
appreciate the causes and effects of wood
shrinkage and expansion.
Metal

Activities

characteristics and uses of the following
types of metal:
ferrous: high carbon steel and stainless
steel;
non ferrous: aluminium and copper;
alloy: the use of alloying to produce
different properties and working
characteristics; and
following heat treatments:
annealing;
hardening;
tempering.
Consider a range of components Samples of products with a

and identify the appropriate
range of materials
material it is manufactured
from. Discuss answers in small www.technologystudent.com
groups, give reasons for
selecting materials and identify
the advantages and
disadvantages of their
properties.
Garratt (1996) (pp 222239)
Match the appropriate metal to

its properties and uses.
Worksheet
Select a product and identify the Samples of products with a

reasons for the selected material. range of materials
Compare the different types of

heat treatment of metal and
identify the reason for their use.

(pp 5563)
Internet
http://metals.about.com/
43
Plastic
Learning Outcomes

Activities
Resources

characteristics and uses of:
thermoplastics: acrylonitrile butadiene
styrene (ABS) and nylon; and
thermosetting: epoxy resin and urea
formaldehyde.
Research the given plastics and

identify their characteristics and
uses.
Smart Materials

properties and uses of:
biodegradable plastic;
thermochromic pigments;
shape memory alloy (nithinol); and
polymorph.
Research the given smart

materials and identify their
properties and uses.
The Internet or library
Jointing Forms

of the following forms of jointing:
mitred;
mortice and tenon;
lap;
housing; and
dovetail joints.
View CD on Joints.
CD Focus on Joints: Focus

The Internet or library

Investigate a range of furniture

products, identify and sketch the
type of joints used. Suggest
reasons for their use.
44
3.3.3 Manufacturing Practice

Scale of Production
Planning for
Production
Processes
Learning Outcomes

Activities
Resources
compare the advantages and disadvantages

associated with the following types of
production:
one-off/jobbing;
batch;
mass; and
continuous.
demonstrate an understanding of the Gantt

Chart methods used to plan and manage
production.
features and applications of the following:
reforming: injection moulding, die
casting and extrusion; and
deforming: blow moulding, vacuum
forming, line bending, metal folding,
laminating and press moulding.
Identify the scale of production

for a range of products giving
the advantages and
disadvantages of the number
produced.

(pp 5459)
Design a Gantt Chart for a

product the students have made
www.ganttchart.com
View CD on Plastic Processes.
CD Focus on Plastics: Focus

List the key features of each

process.
45
Hand Tools
Machine and Power

Tools
Learning Outcomes

Activities
Resources

types of:
saws: tenon saw, coping saw, ripsaw and
hacksaw;
drills: hand drill, chuck and key, bradawl,
drill bit, flat bit and countersunk bit;
hammers: claw, pin and ball pein;
planes and files: bench plane, flat file,
round file and half-round file; and
chisels: wood chisel, gouger and cold
chisel.
Identify the appropriate hand

tool given a range of
manufacturing applications.
Worksheets
Use tools safely in the

manufacture of projects.

features and applications of the following:
machine tools: circular saw, band saw,
pillar drill, band facer, milling machine
and lathe; and
power tools: jigsaw, drill, sander, circular
saw and planer.
Identify the appropriate

machine and power tools given
a range of manufacturing
applications.
Workshop practice
Garratt (1996) (pp 256265)
Worksheets
Workshop practice
Use machine and power tools in

the manufacture of projects.
46
Computerised
Production
Manufacturing
Systems
Industrial Practices
Quality Assurance
and Control
Learning Outcomes

Activities
Resources
show an awareness of the main features of

CAD and CAM; and
Produce a design using a CAD

software package.
Solidworks or similar software

programme
appreciate the main characteristics of

coordinating stages in the production
process using Computer Integrated
Manufacture (CIM).
Produce a case study of a site

visit to a company that uses
CAD/CAM.
Industrial visit

the following:
in-line assembly;
flexible manufacturing systems; and
just-in-time manufacture.
Compare a range of products

manufactured by different
systems.
Range of products
Internet

the following:
standardised components and assemblies
and bought in components; and
sub-contracting.
Investigate a range of products

and identify standard
components and assemblies.
Range of products
understand the main characteristics of

quality assurance and quality control; and
be familiar with sample testing and
tolerances.
Carry out a quality control and

quality assurance exercise of a
product the student may have
made.
Manufactured product
Watch and report on

manufacturing processes: How
everyday things are made.
Investigate and report on testing

methods.
47
Cushing (2004) (pp 3538)

http://manufacturing.stanford
.edu/
Visit a local company

3.3.4 Social Responsibility of Product Design and Market Influences

Consumer
Protection
Health and Safety
Learning Outcomes

Activities
Resources
show an awareness of the main purpose of

each of the following:
The Trades Descriptions Act (making it
illegal to make false claims about
products);
The Consumer Safety Act (enabling the
government to ban or restrict the sale of
dangerous products); and
The Sale of Goods Act (ensuring that a
product is fit for its intended purpose).
Produce a report on the

sustainability of the Earths
resources.
show an awareness of the main purposes of

safety standards and safety labelling
(BSI/CE); and
Produce a picture display of a

range of products with CE
marks. Annotate why CE
marking is required for each.
Investigate the local recycling

regulations and produce a help
sheet on how best to recycle.
Research and report on the
Office of Fair Trading.
Visiting speaker from local

Trading Standards office
www.detini.gov.uk/cgibin/morenews?utilid=415
www.gov.uk/advice_and_reso
urces/publications/reports/co
nsumer-protection/
Visit from a Health and Safety
officer
(pp 7475)
www.cleapss.org.uk
www.hseni.gov.uk
48
Sustainability of
Resources
Reduce, Reuse and

Recycle
Learning Outcomes

Activities
Resources
demonstrate an understanding of risk

assessment:
what is the potential hazard?
who could be harmed and how?
what can be done to prevent it from
happening?
Perform a risk assessment on

the Technology and Design
workshop using teacher
produced documentation.
Risk assessment grid
consider the sustainability of the Earths

resources:
use of fossil fuels; and
sustainable hardwood and softwood
plantations.
Investigate the use of and

sustainability of fossil fuels and
present these finds to the class.
Science and Geography

departments in school
appreciate the advantages and disadvantages

of energy efficiency:
energy efficient lighting;
fuel efficiency in vehicles;
home insulation;
Investigate the local recycling

regulations and produce a help
sheet on how best to recycle.
Visit a local recycling depot

http://uk.freecycle.org/

environmental benefits of recycling; and
consider how the design of products can

influence the problem of wastage (for
example, reducing packaging and a
products potential for reuse and recycling).
49
Learning Outcomes
Marketing
Ethical, Moral
and Social
Considerations
consider ethical and moral implications

associated with the design, manufacture and
use of products; and

Activities
Resources
Investigate and present the

ethical and moral issues on the
design, manufacture and use of
a product.
www.oft.gov.uk/
www.fairtrade.org.uk
appreciate the importance of market

research and the target audience;
Explain how trends can have an

effect on a product.
Contact a company and use the

Internet
show an awareness of the importance of

advertising and publicity; and
Design, make and market a

small product for charity.
Contact Business Studies

department in school

influence that trends can have on the design
and eventual success of a product.
Select a modern day product

and investigate how it marketed.
demonstrate an understanding of the life

cycle of a product:
inception;
introduction;
growth;
maturity;
decline.
Choose a product and produce a Selected products

diagram of its life cycle from
design to destruction.
(pp 910; 48; 59)
50
Resources
Unit 1
Basic Reading
Caldwell, R, (2001) Complete Technology and Design, Hodder & Stoughton
Chapman, C (2002) Resistant Materials, Harper Collins Publishers Limited
Finney, M; Chapman, C and Horsley, M (2001) Design and Technology Foundation Course, Collins
Educational
Fowler, P and Horsley, M (1988, last reprint 2000) GCSE D&T Technology, in association with
Lincolnshire County Council, Collins Educational
Garratt, J (1996) Design and Technology (2nd Edition), Cambridge University Press
Rich, S and Edwards, A (1990) GCSE Technology Pneumatics, Stanley Thornes Ltd
Website
www.bbc.co.uk/schools/gcsebitesize
www.cleapss.org.uk
www.doctronics.co.uk/resistor.htm
www.doctronics.co.uk/prototyp.htm
www.dtonline.org
www.hegner.co.uk
www.howstuffworks.com/nanotechnology.htm
www.hseni.gov.uk
www.rapidonline.com
www.technologysupplies.co.uk
51
Unit 2
Basic Reading
Caldwell, R (2003) Higher Technology and Design, Hodder Murray
Chapman, C and Pearce M (1998) GCSE Technology: designed realisation with Linconshire County
Council, Collins
Duncan, T (1997) Electronics for Today and Tomorrow, Hodder Ecucation
Fowler, P and Horsley, M (1988, last reprint 2000) GCSE D&T Technology, in association with
Lincolnshire County Council, Collins Educational
Garratt, J (1996) Design and Technology (2nd Edition), Cambridge University Press
Rich, S and Edwards, A (1990) GCSE Technology Pneumatics, Stanley Thornes Ltd
Website
www.bbc.co.uk/schools/ gcsebitesize/design/systemscontrol/pneumaticsrev1.shtml
www.st-andrews.ac.uk/pa/Scots_Guide/ info/comp/passive/resistor/e12
CD-ROM
112 Circuit NEELB with Nortel
52
Unit 3
Basic Reading
Chapman, C and Pearce, M (1998) GCSE Technology: designed realisation with Linconshire County
Council, Collins
Cushing, S (2004) GCSE Manufacturing, Hodder Arnold
Eissen, K and Steur, R (2007) Sketching: Drawing Techniques for Product Designers, Bis Publishers
Garratt, J (1996) Design and Technology, (2nd Edition), Cambridge University Press
Wallis, S and Godfrey, N (2004) Manufacturing, Nelson Thornes
Website:
http://cmap.ihmc.us/conceptmap.html
http://manufacturing.stanford.edu/
http://metals.about.com/
http://uk.freecycle.org/
www.baddesigns.com
www.cleapss.org.uk
www.designcouncil.org.uk/
www.designmuseum.org/
www.detini.gov.uk/cgi-bin/morenews?utilid=415
www.ergonomics4schools.com/
www.fairtrade.org.uk
www.ganttchart.com
www.howstuffworks.com/
www.hseni.gov.uk
www.ipo.gov.uk/copy
53
All website addresses are correct at the time and

date of issue. CCEA can not be held responsible
for any change in domain name and content.
CCEA accepts no responsibility or liability for
any material supplied by or contained in any of
the linked websites and does not necessarily
endorse the views expressed within them. We
cannot guarantee that these links will work all of
the time and we have no control over availability
of the linked pages

Gcse Tech Support 4937

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Gcse Tech Support 4937

Diunggah oleh

Hak Cipta:

Format Tersedia

REVISED GCSE

GCSE Technology and Design

Unit 1: Technology and Design Core

Unit 2: Systems and Control

Unit 3: Product Design

CCEA Exemplar Scheme of Work: GCSE Technology and Design

CCEA Exemplar Scheme of Work: GCSE Technology and Design

CCEA Exemplar Scheme of Work: GCSE Technology and Design

CCEA Exemplar Scheme of Work:

CCEA Exemplar Scheme of Work: GCSE Technology and Design

CCEA Exemplar Scheme of Work: GCSE Technology and Design

CCEA Exemplar Scheme of Work: GCSE Technology and Design

Specification: GCSE Technology and Design

Technology and Design Core

Teaching and Learning

Discuss and consider a variety

A range of products which use

Complete a set of handouts on

Students should be able to:

Draw a mind map.

Garratt (1996) Chapter 8

CCEA Exemplar Scheme of Work: GCSE Technology and Design

Teaching and Learning

Students should be able to:

demonstrate an effective working

Manufacture various products

Learnpremium - Design and

demonstrate an understanding of the main

Plan the manufacture of various

Use of a school workshop,

Identify, list and state the

Variety of materials of wood,

Use websites of suppliers of

CCEA Exemplar Scheme of Work: GCSE Technology and Design

Teaching and Learning

Students should be able to:

Identify the appropriate

Garratt (1996) Chapter 9

Sketch various joining

CD Focus on Joints: Focus

demonstrate an understanding of the

Identify the appropriate semipermanent joining method to a

Internet and C2k

CCEA Exemplar Scheme of Work: GCSE Technology and Design

Moulds and Jigs

Teaching and Learning

Students should be able to:

Produce a report on the

CD: Focus on Metal: Focus

demonstrate an understanding of how

Analyse a range of products

C2k Learnpremium - Design

Samples of jigs and moulds

CAM and CAD

demonstrate an understanding of the

Produce a range of CAD

Solidworks CAD examples on

Produce a report on a visit to a

CCEA Exemplar Scheme of Work: GCSE Technology and Design

Teaching and Learning

Students should be able to:

Analyse and identify the

Garratt (1996) Chapter 8

View C2k Design and