Design and Technology GCSE Paper 1

3.1 Core technical principles: Section A (20 marks) A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.
1. 3.1.1 New and emerging technologies
  1. Industry : The impact of new and emerging technologies on: • the design and organisation of the workplace including automation and the use of robotics • buildings and the place of work • tools and equipment.
  2. Enterprise: Enterprise based on the development of an effective business innovation: • crowd funding • virtual marketing and retail • co-operatives • fair trade.
  3. Sustainability: The impact of resource consumption on the planet: • finite • non–finite • disposal of waste.
  4. People : How technology push/market pull affects choice. Changing job roles due to the emergence of new ways of working driven by technological change.
  5. Culture : Changes in fashion and trends in relation to new and emergent technologies. Respecting people of different faiths and beliefs.
  6. Society :How products are designed and made to avoid having a negative impact on others: • design for disabled • elderly • different religious groups.
  7. Environment : Positive and negative impacts new products have on the environment: • continuous improvement • efficient working • pollution • global warming.
  8. Production techniques and systems: The contemporary and potential future use of: • automation • computer aided design (CAD) • computer aided manufacture (CAM) • flexible manufacturing systems (FMS) • just in time (JIT) • lean manufacturing.
  9. How the critical evaluation of new and emerging technologies informs design decisions: That it is important to consider scenarios from different perspectives and considering: • planned obsolescence • design for maintenance • ethics • the environment. Ethical factors and consideration of ecological and social footprint.
2. 3.1.2 Energy generation and storage
  1. Fossil fuels : How power is generated from: • coal • gas • oil. Arguments for and against the selection of fossil fuels. How to choose appropriate energy sources.
  2. Nuclear power: How nuclear power is generated. Arguments for and against the selection of nuclear power.
  3. Renewable energy: How power is generated from: • wind • solar • tidal • hydro-electrical • biomass. Arguments for and against the selection of renewable energy.
  4. Energy storage systems including batteries : Kinetic pumped storage systems. Alkaline and re-chargeable batteries.
3. 3.1.3 Developments in new materials
  1. Modern materials: Developments made through the invention of new or improved processes eg Graphene, Metal foams and Titanium. Alterations to perform a particular function eg Coated metals, Liquid Crystal Displays (LCDs) and Nanomaterials. Classification of the types of properties of a range of materials. Selecting appropriate materials. Extracting information from technical specifications.
  2. Smart materials: That materials can have one or more properties that can be significantly changed in a controlled fashion by external stimuli, such as stress, temperature, moisture, or PH eg shape memory alloys, thermochromic pigments and photochromic pigments
  3. Composite materials: That composite materials are produced by combining two or more different materials to create an enhanced material eg glass reinforced plastic (GRP) and carbonfibre reinforced plastic (CRP).
  4. Technical textiles : How fibres can be spun to make enhanced fabrics eg conductive fabrics, fire resistant fabrics, kevlar and microfibres incorporating micro encapsulation.
4. 3.1.4 Systems approach to designing
  1. Inputs : The use of light sensors, temperature sensors, pressure sensors and switches.
  2. Processes : The use of programming microcontrollers as counters, timers and for decision making, to provide functionality to products and processes.
  3. Outputs: The use of buzzers, speakers and lamps, to provide functionality to products and processes.
5. 3.1.5 Mechanical devices
  1. Different types of movement : The functions of mechanical devices to produce linear, rotary, reciprocating and oscillating movements.
  2. Changing magnitude and direction of force : Levers: • first order • second order • third order Linkages: • bell cranks • push/pull. Rotary systems: • CAMs and followers • simple gear trains • pulleys and belts.
6. 3.1.6 Materials and their working properties.
  1. Papers and boards : Students should have an overview of the main categories and types of papers and boards: papers including: • bleed proof • cartridge paper • grid • layout paper • tracing paper boards including: • corrugated card • duplex board • foil lined board • foam core board • ink jet card • solid white board.
  2. Natural and manufactured timbers : Students should have an overview of the main categories and types of natural and manufactured timbers: hardwoods including: • ash • beech • mahogany • oak • balsa softwoods including: • larch • pine • spruce manufactured boards including: • medium density fibreboard (MDF) • plywood • chipboard.
  3. Metals and alloys: Students should have an overview of the main categories and types of metals and alloys: ferrous metals including: • low carbon steel • cast Iron • high carbon/tool steel non ferrous metals including: • aluminum • copper • tin • zinc alloys including: • brass • stainless steel • high speed steel.
  4. Polymers : Students should have an overview of the main categories and types of polymers: thermoforming including: • acrylic (PMMA) • high impact polystyrene (HIPS • high density polythene (HDPE) • polypropylene (PP) • polyvinyl chloride (PVC) • polyethylene terephthalate (PET) thermosetting including: • epoxy resin (ER) • melamine-formaldehyde (MF) • phenol formaldehyde (PF) • polyester resin (PR) • urea–formaldehyde (UF).
  5. Textiles : Students should have an overview of the main categories and types of textiles: natural fibres including: • cotton • wool • silk synthetic fibres including: • polyester • polyamide (nylon) • elastane (lycra) blended and mixed fibres including: • cotton/polyester woven including: • plain weave non-woven including: • bonded fabrics • felted fabrics knitted textiles including: • knitted fabrics.
  6. 3.1.6.2 Material properties Students should have an understanding of the working and physical properties of the materials in
    1. Material properties: In relation to the main categories outlined above (not the specific materials identified), students should know and understand physical properties such as: • absorbency (resistance to moisture) • density • fusibility • electrical and thermal conductivity. In relation to the main categories outlined above (not the specific materials identified), students should know and understand working properties such as: • strength • hardness • toughness • malleability • ductility and elasticity.
3.2 Specialist technical principles: Section B (30 marks) Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles.
1. In addition to the core technical principles, all students should develop an in-depth knowledge and understanding of the following specialist technical principles: • selection of materials or components • forces and stresses • ecological and social footprint • sources and origins • using and working with materials • stock forms, types and sizes • scales of production • specialist techniques and processes • surface treatments and finishes.
2. 3.2.1 Selection of materials or components: In relation to at least one material category or system, students should be able to select materials and components considering the factors listed below. Functionality: application of use, ease of working. Aesthetics: surface finish, texture and colour. Environmental factors: recyclable or reused materials. Availability: ease of sourcing and purchase. Cost: bulk buying. Social factors: social responsibility. Cultural factors: sensitive to cultural influences. Ethical factors: purchased from ethical sources such as FSC.
3. 3.2.2 Forces and stresses: In relation to at least one material category or system, students should know and understand the impact of forces and stresses and the way in which materials can be reinforced and stiffened.
  1. Materials and objects can be manipulated to resist and work with forces and stresses : Tension, compression, bending, torsion and shear.
  2. Materials can be enhanced to resist and work with forces and stresses to improve functionality : How materials can be reinforced, stiffened or made more flexible: eg lamination, bending, folding, webbing, fabric interfacing.
4. 3.2.3 Ecological and social footprint: In relation to at least one material category or system, students should have a knowledge and understanding of the ecological and social footprint left by designers.
  1. Ecological issues in the design and manufacture of products: Deforestation, mining, drilling and farming. Mileage of product from raw material source, manufacture, distribution, user location and final disposal. That carbon is produced during the manufacture of products.
  2. The six Rs: Reduce, refuse, re-use, repair, recycle and rethink.
  3. Social issues in the design and manufacture of products : Safe working conditions; reducing oceanic/ atmospheric pollution and reducing the detrimental (negative) impact on others.
5. 3.2.4 Sources and origins: Primary sources of materials and the main processes involved in converting into workable forms for at least one material area. • Paper and board (how cellulose fibres are derived from wood and grasses and converted into paper). • Timber based materials (Seasoning, conversion and creation of manufactured timbers). • Metal based materials (extraction and refining). • Polymers (refining crude oil, fractional distillation and cracking). • Textile based materials (obtaining raw material from animal, chemical and vegetable sources, processing and spinning).
6. 3.2.5 Using and working with materials:
  1. Properties of materials: Students must know and understand how different properties of materials and components are used in commercial products, how properties influence use and how properties affect performance. Students must know and understand the physical and mechanical properties relevant to commercial products in their chosen area as follows: • Timber based materials (traditional timber children’s toys and flat pack furniture). • Metal based materials (cooking utensils and hand tools). • Polymers (polymer seating and electrical fittings).
  2. The modification of properties for specific purposes: Seasoning to reduce moisture content of timbers (timber based materials). • Annealing to soften material to improve malleability (metal based materials). • Stabilisers to resist UV degradation (polymers).
  3. How to shape and form using cutting, abrasion and addition : Timber based materials (how to cut, drill, chisel, sand and plane). • Metal based materials (how to cut, drill, turn, mill, cast, bronze and weld). • Polymers (how to cut, drill, cast, deform, print and weld).
7. 3.2.6 Stock forms, types and sizes : In relation to at least one material category or system, students should know and understand the different stock forms types and sizes in order to calculate and determine the quantity of materials or components required. Timber based materials: • planks, boards and standard moldings • sold by length, width, thickness and diameter • standard components eg woodscrews, hinges, KD fittings. Metal based materials: • sheet, rod, bar and tube • sold by length, width, thickness and diameter • standard components eg rivets, machine screws, nuts, and bolts. Polymers: • sheet, rod, powder, granules, foam and films • sold by length, width, gauge and diameter • standard components eg screws, nuts and bolts, hinges.
8. 3.2.7 Scales of production: In relation to at least one material category or system, students should be able to select materials and components considering scales of production and referencing the processes listed in Specialist Techniques and processes. How products are produced in different volumes. The reasons why different manufacturing methods are used for different production volumes: • prototype • batch • mass • continuous.
9. 3.2.8 Specialist techniques and processes:
  1. The use of production aids : How to use measurement/reference points, templates, jigs and patterns where suitable.
  2. Tools, equipment and processes : A range of tools, equipment and processes that can be used to shape, fabricate, construct and assemble high quality prototypes, as appropriate to the materials and/or components being used including: wastage, such as: • die cutting • perforation • turning • sawing • milling • drilling • cutting and shearing addition, such as: • brazing • welding • lamination • soldering • 3D printing • batik • sewing • bonding • printing deforming and reforming such as: • vacuum forming • creasing • pressing • drape forming • bending • folding • blow moulding • casting • injection moulding • extrusion.
  3. How materials are cut shaped and formed to a tolerance: The manufacture to minimum and maximum measurements.
  4. Commercial processes : • Timber based materials (routing and turning). • Metal based materials (milling and casting). • Polymers (injection molding and extrusion).
  5. The application and use of Quality Control to include measurable and quantitative systems used during manufacture : Timber based materials (dimensional accuracy using go/no go fixture). • Metal based materials (dimensional accuracy using a depth stop). • Polymers (dimensional accuracy by selecting correct laser settings).
10. 3.2.9 Surface treatments and finishes: The preparation and application of treatments and finishes to enhance functional and aesthetic properties. Timber based materials (painting, varnishing and tanalising). • Metal based materials (dip coating, powder coating and galvanizing). • Polymers (polishing, printing and vinyl decals). • Textile based materials (printing, dyes and stain protection).
3.3 Designing and making principles: Section C (50 marks) A mixture of short answer and extended response questions.
1. Students should know and understand that all design and technology activities take place within a wide range of contexts. They should also understand how the prototypes they develop must satisfy wants or needs and be fit for their intended use. For example, the home, school, work or leisure. They will need to demonstrate and apply knowledge and understanding of designing and making principles in relation to the following areas: • investigation, primary and secondary data • environmental, social and economic challenge • the work of others • design strategies • communication of design ideas • prototype development • selection of materials and components • tolerances • material management • specialist tools and equipment • specialist techniques and processes
2. 3.3.1 Investigation, primary and secondary data
  1. Use primary and secondary data to understand client and/or user needs: How the following techniques are used and applied: • market research, interviews and human factors including ergonomics • focus groups and product analysis and evaluation • the use of anthropometric data and percentiles.
  2. How to write a design brief and produce a design and manufacturing specification: Students should consider their own needs, wants and interests and those of others.
  3. Carry out investigations in order to identfy problems and needs: Why a designer considers alterations to a brief and modifying the brief as required.
3. 3.3.2 Environmental, social and economic challenge: The environment, social and economic challenges that influence design and making. How the following might present opportunities and constraints that influence the processes of designing and making: • deforestation • possible increase in carbon dioxide levels leading to potential global warming • the need for fair trade.
4. 3.3.3 The work of others
  1. Students should investigate, analyse and evaluate the work of past and present designers and companies to inform their own designing. Students should investigate the work of a minimum of two of the following designers: • Harry Beck • Marcel Breuer • Coco Chanel • Norman Foster • Sir Alec Issigonis • William Morris • Alexander McQueen • Mary Quant • Louis Comfort Tiffany • Raymond Templer • Marcel Breuer • Gerrit Reitveld • Charles Rennie Macintosh • Aldo Rossi • Ettore Sottsass • Philippe Starck • Vivienne Westwood. Students should investigate the work of a minimum of two of the following companies: • Alessi • Apple • Braun • Dyson • Gap • Primark • Under Armour • Zara.
5. 3.3.4 Design strategies
  1. Generate imaginative and creative design ideas using a range of different design strategies: How different strategies can be applied, including: • collaboration • user centered design • a systems approach • iterative design • avoiding design fixation.
  2. Explore and develop their own ideas : How this can be done using an iterative process including: • sketching • modelling • testing • evaluation of their work to improve outcomes
6. 3.3.5 Communication of design ideas
  1. Develop, communicate, record and justify design ideas using a range of appropriate techniques such as: • freehand sketching, isometric and perspective • 2D and 3D drawings • system and schematic diagrams • annotated drawings that explain detailed development or the conceptual stages of designing • exploded diagrams to show constructional detail or assembly • working drawings: 3rd angle orthographic, using conventions, dimensions and drawn to scale • audio and visual recordings in support of aspects of designing: eg interviews with client or users • mathematical modelling • computer based tools • modelling: working directly with materials and components, eg card modelling, producing a toile when designing garments, constructing a circuit using breadboard.
7. 3.3.6 Prototype development
  1. Design and develop prototypes in response to client wants and needs. Note the term prototype can be used to describe either a product or system. How the development of prototypes: • satisfy the requirements of the brief • respond to client wants and needs • demonstrate innovation • are functional • consider aesthetics • are potentially marketable. Students should know and understand how to evaluate prototypes and be able to: • reflect critically, responding to feedback when evaluating their own prototypes • suggest modifications to improve them through inception and manufacture • assess if prototypes are fit for purpose.
8. 3.3.7 Selection of materials and components
  1. In relation to at least one of the following material categories students must develop and apply an in-depth knowledge and understanding of sections Selection of materials and components (page 33) to Specialist techniques and processes (page 35)
  2. Appropriate materials and components to make a prototype. How to select and use materials and components appropriate to the task considering: • functional need • cost • availability.
9. 3.3.8 Tolerances
  1. Work accurately using tolerances. How a range of materials are cut, shaped and formed to designated tolerances. Why tolerances are applied during making activities.
10. 3.3.9 Material management
  1. Cut materials efficiently and minimise waste: The importance of planning the cutting and shaping of material to minimise waste eg nesting of shapes and parts to be cut from material stock forms. How additional material may be removed by a cutting method or required for seam allowance, joint overlap etc.
  2. Use appropriate marking out methods, data points and coordinates: The value of using measurement and marking out to create an accurate and quality prototype. The use of data points and coordinates including the use of reference points, lines and surfaces, templates, jigs and/or patterns
11. 3.3.10 Specialist tools and equipment
  1. How to select and use specialist tools and equipment, including hand tools, machinery, digital design & manufacture, appropriate for the material and/or task to complete quality outcomes. How to use them safely to protect themselves and others from harm.
12. 3.3.11 Specialist techniques and processes
  1. How to select and use specialist techniques and processes appropriate for the material and/or task and use them to the required level of accuracy in order to complete quality outcomes. How to use them safely to shape, fabricate and construct a high quality prototype, including techniques such as wastage, addition, deforming and reforming.
  2. Surface treatments and finishes : Students should know and understand that surface treatments and finishes are applied for functional and aesthetic purposes. How to prepare a material for a treatment or finish. How to apply an appropriate surface treatment or finish.

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