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St Joseph's Catholic Academy
Target Grade
WA
G Mod 1 Mod 2 Mod 3
DD Group Machine Operator Project Manager Quality Controller
PRESENTATION OF WORK
1. Use a pen for written work. 2. Use a pencil for drawing/sketching. 3. Use a coloured pencils to add colour - not pens! 4. Make sure your writing is legible - easy to read. 5. Take pride in the presentation of your work. 6. Maintain standards if all above points are met.
MY BOOK IS MY RESPONSIBILTY!
Stretch and Challenge
Carry out further independent research relevant into engineered products
Choose an engineered product and make design changes to reduce risk
Choose an engineered product and make design changes to reduce cost
Choose an engineered product and make design changes to increase sustainability
Choose an engineered product and make design changes to reduce environmental impact
Choose an engineered product and make design changes to make it specialised for a specific user
KS5 ENGINEERING NAME: Unit 3 Student Support CLASS: TEACHER:
Learning Objectives
Pass Distinction
3.P1 Demonstrate knowledge and understanding of iterative design methodologies, processes, features and procedures and their application to engineering products.
3.D1 Demonstrate thorough knowledge and understanding of iterative design methodologies, processes, features and procedures and can apply this understanding to engineering products in context.
3.P2 Interpret a design brief to generate ideas, and will deploy skills and selected techniques to develop modified products in context.
3.D2 Interpret a design brief to generate complex design ideas, and will deploy a range of skills and selected techniques to develop modified products in context and with justification.
3.P3 Demonstrate research and analytical skills in order to create a product design specification to meet the requirements of a brief.
3.D3 Demonstrate comprehensive research and analysis skills in order to generate a product design specification that fully and effectively meets the requirements of the brief.
3.P4 Make recommendations and proposals relevant to familiar and unfamiliar situations, with consideration of design sustainability and safety issues.
3.D4 Present justified recommendations and proposals relevant to familiar and unfamiliar situations, with consideration of design sustainability and safety issues.
3.P5 Select appropriate techniques and processes to produce their design ideas
3.D5 Learners are able to select appropriate techniques and processes to produce design ideas and will justify applications in arriving at creative, feasible and optimised solutions.
3.P6 Make evaluative judgements in relation to their design proposal and be able to provide technical justifications in the validation of their design solution.
3.D6 Learners will make robust, evaluative judgements in relation to their design proposal and be able to provide detailed technical justifications in the validation of their design solution.
• Thorough knowledge - extensive research into options for Part A • Context – statements are specific to the product • Range of skills – different technical techniques (orthographic, isometric, annotation) • Justification – backing up all design decisions by presenting alternatives and stating reasoning. • Robust evaluation – balanced and reflective linked to brief and research.
Prep sheet content Content to consider: What to include:
Range of materials These should link together and be appropriate for the product
Range of manufacturing processes
Existing products Considering form and function for the product being investigated. Costing information. Mechanical parts Specialist materials or processes
Key stages of the LCA Material sourcing, Design, Prototyping, Packaging, Transportation, Manufacture, Use, Maintenance, Disposal.* *May not all be relevant to all products
Sketching aids Outline shapes, key mechanisms, existing products to copy or trace.
Technical information Mechanical parts or fixtures - how they work including diagrams. Key technical words Standard rules for drawings e.g. BS 8888
Initial design considerations Initial ideas in rough draft Key criteria from the Part A you need to remember or address
Success Criteria Things you need to remember to do in each activity which might not be explicit from the question wording e.g. ACCESS FM criteria, decision matrix or SWOT analysis.
Stem word reminders Definitions or prompts for any key words you find tricky to recall.
Processes • Injection Moulding • Blow moulding • Casting • Machining – drilling, turning, milling • Additive manufacturing – 3D printing/rapid prototyping • Sheet metal fabrication – forging, pressing, punching • Extrusion • Thermoforming – drape, vacuum • Powder metallurgy • Composite manufacture • Processing – recrystallisation, work hardening, blending,
alloying, machining • Automated fibre placement
Materials
• Metals – cast iron, low carbon (mild),high carbon (tool), high speed and stainless steel, aluminium, brass, copper, tin, zinc.
• Polymers – Acrylic, HDPE, PET, HIPS, PVC, PP, Epoxy resin, Urea-Formaldehyde, Phenol-Formaldehyde, Polyester Resin.
• Ceramics – Alumina, Beryllia, Magnesia, Zirconia, boron carbide, silicon carbide, silicon nitride, zirconium dioxide.
• Composites – GRP, CRP, Kevlar, reinforced concrete, tufnols, plastic laminates, cermets.
Activity 1
Word/Question Stem Definition
Project time plan An overview of how the project will run with specific activities and timings. Could be done through a Gantt chart or table.
Action points
What needs to be done or changed next time to further improve the design.
Reflection points
What was achieved or changed this session to improve the design and how it made it better.
Linear approach Designing without reflecting on how it could be improved.
Iterative approach Reflecting on how the design meets the product requirements throughout the process. Could be done through carrying out a decision matrix at the end of initial ideas and developing the final design to be an improvement on the initial ideas.
Design refinements Changes made to improve the design.
Requirements of the brief The criteria that the product needs to meet based on the information given in Part 1.
Well defined A statement which is clearly described
Logical Factual information given in a clear and ordered way.
Prioritised The most important criteria are considered first.
Coherently linked to the brief
Decisions made link to the criteria that the product needs to meet based on the information given in Part 1.
Stem words
Success criteria for Activity 1
• Activity list with descriptions
• Timings
• Reflections at the end of each session
• Clear, prioritised plan for the next session (action points)
• Description of the changes made at each stage (designs as well as timings)
• Justification for the changes made at each stage
What band are these responses? Use them to set targets for your own work.
Band 1 response • Plan is detailed but still
quite generic • No focus on the
product to be redesigned
Initial plan should refer
to how your research will be applied during Activities 2 to 5.
Band 3 response • Learner has provided
some suitable reasons for the changes made to an initial design idea during Activity 4.
Include reasons
(justification) for all changes made throughout each session.
Activity 2
Word/Question Stem Definition
Operational requirements What the product needs to do in order to function effectively and meet the needs of the client.
Product requirements What the product needs to do in order to function effectively and meet the needs of the client.
Opportunities Things you can change or adapt to improve the product that are identified through the client brief.
Constraints Things you cannot change and which must be kept the same as identified through the client brief.
Interpret the brief Pull apart the information you are given and split it into product requirements, opportunities and constraints.
Cohesive and comprehensive The statements you give all link together and make sense. The information covers all the possible design criteria that need to be considered (e.g. by using ACCESS FM)
Feasible Something which is realistic and can be achieved.
Enhanced product performance
A change which improves the way the product functions.
Interpretation of numerical data
Describing the data trends and using the information to make sensible relevant design decisions.
Given context Related to this product and this brief.
Regulatory factors Existing regulations or legislation which need to be considered when designing this product.
sustainability Design which reduces negative impacts on the environment, and the health and comfort of users. E.g. using smaller office spaces.
Factors Different things which affect the product (e.g. ACCESS FM)
Stem words
Success criteria for Activity 2
• Overview of opportunities, constraints, data calculations and findings, health and safety considerations, regulations, legislation and sustainability including life cycle analysis.
• Summary of the impact each of these elements will have on the final design proposal (product requirements) considering all design criteria (ACCESS FM)
What band are these responses? Use them to set targets for your own work.
Band 1 response • Comments about
health and safety are relevant but generic and would apply to virtually any consumer product.
Be specific!
Band 3 response • Interpreted the Client
brief • Made reasonable
comments, with some justification, about making the key easier/more safe to use/handle leading to enhanced product performance
Link statements to the brief
Success criteria for Activity 3
• 3-4 design concepts sketched out clearly that address the product issues raised.
• Additional views to show operation/function or to clarify specific parts.
• Dimensions
• Full annotation relating to the product requirements from Activity 2.
• Technical information such as specific materials, processes, design considerations.
Activity 3
Word/Question Stem Definition
Initial design ideas First draft concepts which are clear but may need further development.
Client brief The information provided from the client in part 1.
sketches Clear but informal drawings.
annotations Detailed descriptive labels which give key information on how the product operates and meets the needs of the user.
Comprehensively The information covers all the possible design criteria that need to be considered (e.g. by using ACCESS FM) and all the design requirements from Activity 2.
Communicated with clarity The information you give makes sense and is written logically.
Concisely The information is to the point and doesn’t include waffle or unnecessary information.
Appropriate technical terms You use engineering language to describe specific materials, processes and design criteria.
Feasible Something which is realistic and can be achieved.
Fit for purpose Something which does the job it was intended for.
Unrealistic design elements The design has some parts which couldn’t be achieved or wouldn’t be done that way in industry.
Stem words
What band are these responses? Use them to set targets for your own work.
Band 3 response • Design is a major
improvement • Feasible and fit for
purpose Clear communication
can be simple but it must show technical detail!
Band 1 response • Design is
communicated well but change is limited from the existing product
Designs must show a
significant improvement to meet higher bands.
Success criteria for Activity 4a and 4b • Decision matrix of initial ideas
• Justification of chosen idea with changes that will be made to improve it (modifications)
• Idea is significantly different to the original product and shows improvement.
• Existing products are discussed and the features that have been used from them are clearly referenced.
• A range of materials are considered and then the most effective selected.
• A range of processes (which suit the materials) are considered and the most effective selected.
• Materials and manufacturing processes are appropriate for each other.
• Material and process decisions are fully justified.
• Sustainability is considered through a full life cycle analysis of the product.
• How the product is safe is clearly explained and justified.
• Designing out all risk is considered – commercial (will it sell?), performance (will it work?) and physical (will it hurt anyone?).
Activity 4a
Word/Question Stem Definition
Formal documentation Designs are presented using drawings and language which a professional engineer would use. Clear and structured presentation. e.g. orthographic or isometric drawings, use of dimensions, annotation which covers all the design criteria.
Annotation Detailed descriptive labels which give key information on how the product operates and meets the needs of the user.
Competent third party Someone with engineering knowledge who would read this information and understand it.
Purpose of the solution What the design needs to do.
Effectively interpret how to manufacture
Be able to use the information to work out how to manufacture the design by themselves without any further input.
Accurate technical terminology
You use the correct engineering language to describe specific materials, processes and design criteria.
Stem words
Activity 4b
Word/Question Stem Definition
Proposal Detailed information which clearly shows how a product is going to work and be manufactured.
Modified Something which has been changed and improved.
Design documentation The information which is given in a design proposal and may include; design plans, orthographic or isometric drawings, use of dimensions, annotation which covers all the design criteria, decision matrices, SWOT analysis, evaluations.
Solution The chosen design.
Final drawing A detailed and specific presentation drawing of the chosen idea.
Existing products Products which are already on the market and relate to the one being designed. These might be referenced from the brief or from your research.
Materials What the product is made from.
Manufacturing processes How the raw materials are made into the finished product.
Sustainability Design decisions which reduce negative impacts on the environment, and the health and comfort of users. E.g. using smaller office spaces.
Appropriate to the brief Design decisions made which are suitable for the needs of the client identified in part 1.
Justified The decision made is fully explained and the other options available are considered in detail, but then discounted, making the reason for the choice clear.
Investigation of options A range of alternatives are described and looked into.
Product life cycle The full stages the product will go through - Material sourcing, Design, Prototyping, Packaging, Transportation, Manufacture, Use, Maintenance, Disposal.* *May not all be relevant to all products
Safety of the design How the product has been developed so that the user is safe.
Designing out risk All possible issues are thought through - commercial (will it sell?), performance (will it work?) and physical (will it hurt anyone?).
Stem words
What band is this response? Use it to set targets for your own work.
Band 4 response • Solution is a major
improvement • Annotated comments explain
the mechanism • Annotation justifies the
redesign and change in form and approach.
• Idea clearly designs out most issues with the existing product.
Consider what annotation will
support your drawing work Ask yourself whether another
person would understand the design you are communicating and why you made those decisions.
Success criteria for Activity 5
• Compare design to the requirements in activity 2. • Discuss successes and limitations • Describe indirect benefits and opportunities • Describe the impact of design constraints • Fully justify why your solution is better than the
original and why your chosen proposal is the best of all your ideas.
• Identify how technology could make your product/design more efficient
• Explain how the technology would work and justify the use of it to make your solution more effective.
Activity 5
Word/Question Stem Definition
Evaluate To give the positives and negtives of the argument and then summarise your opinuion.
Successes The things which have gone well and make the product perform correctly.
Limitations The things which stop the product from being perfect or which could be improved.
Indirect benefits and opportunities
Positive outcomes which were not intentionally designed into the product and happened without you meaning them to.
Constraints The things which you were limited on by the brief or other limitations.
Technology-led modifications
How technology could be used to improve the product performance or manufacture.
Balanced Thinks about the product realistically and looks at both its strengths and weaknesses.
Thorough Thinks about all the design criteria identified in Activity 2.
Appraisal Assessing the product for its strengths and weaknesses.
Sound rationale Clear reasoning or explanation.
Effective in relation to the brief
The product works well and meets the needs of the client as identified in Part 1.
optimise Makes the product the best it can be.
Stem words
What band are these responses? Use them to set targets for your own work.
Band 3 response • An appraisal of possible
limitation. • The appraisal is particular
to the solution itself • issue that may become
apparent after use - implicitly references brief (lifecycle)
Link statements to the brief
Band 1 response • Comments refer to the
successes of the solution • Comments generally just
repeat the bullet points at the bottom of the Part B Client brief.
Include examples and/or justifications as to why the solution meets the stated product requirements
Review own mock responses and set targets for each activity considering the Assessment objectives.
AO1: Demonstrate knowledge and understanding of engineering products and design AO2: Apply knowledge and understanding of engineering methodologies, processes, features and procedures to iterative design AO3: Analyse data and information and make connections between engineering concepts, processes, features, procedures, materials, standards and regulatory requirements AO4 Evaluate engineering product design ideas, manufacturing processes and other design choices
