ua035224 gce lin dtprodes issue 3-2s
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Specication!"# %&'()* +*, -&./*010)23
450,6.7 %&'()*
4&+5'0* #,&8.&1 9&:&1 ; '(,(+52 !"# (* %&'()*+*, -&./*010)23 450,6.7 %&'()* ?@ABCDE@!ACDFG(5'7 &8+H(*+7(0* ICDJ
4&+5'0* #,&8.&1 9&:&1 ;
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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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A Specification at a glance
Section A © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design6
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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A Specification at a glance
Section A © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design8
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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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B Specification overview
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
Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section B 11
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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B Specification overview
Section B © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design12
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
Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section B 13
Aims -/& +(H' 0M 7/& #,&8.&1 '(,(+52 +*,
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B Specification overview
Section B © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design14
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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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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 17
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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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design18
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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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 19
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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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design20
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
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 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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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 21
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.
Portfolio of Creative Skills (RMT) Unit 1
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design22
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.
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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.
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design24
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.
What students need to evidence:
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.
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design26
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.
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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 27
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.
What students need to evidence:
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.
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design28
"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
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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 29
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.
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design30
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.
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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 31
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
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design32
Assessment criteria Level of response Mark
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
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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 33
Assessment criteria Level of response Mark
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"
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design34
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
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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 35
Unit 2 Design and Technology in Practice (RMT) AS compulsory unit Externally assessed
2.1 Unit description
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.
2.2 Assessment information
-/& +''&''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.
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design36
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
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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 37
uO012O50O21&*& ?44F
uO012'725&*& ?4=F
u&&./
'0M7N00,
upine.
d) Composites
Aesthetic, functional and mechanical properties, structural
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.
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design38
e) Laminates
Aesthetic, functional and mechanical properties, structural
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
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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 39
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.
Design and Technology in Practice (RMT) Unit 2
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design40
2.4 Industrial and commercial practice
What students need to learn:
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.
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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 41
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+,(*).
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design42
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(*) "
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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 43
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
What students need to learn:
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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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design44
2.6 Health and safety
What students need to learn:
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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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 45
Unit 3 Designing for the Future (RMT) A2 compulsory unit Externally assessed
3.1 Unit description
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.
3.2 Assessment information
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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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design46
3.3 Industrial and commercial practice
What students need to learn:
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.
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design48
3.4 Systems and control
What students need to learn:
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.
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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 49
3.5 Design in context
What students need to learn:
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/&
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design50
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
What students need to learn:
1 Life cycleassessment(LCA)
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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 51
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
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design52
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.
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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 53
Unit 4 Commercial Design (RMT) A2 compulsory unit Internally assessed
4.1 Unit description
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
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/&
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.
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Section C © Pearson Education Limited 2013 Pearson Edexcel Level 3 GCE in Design and Technology: Product Design54
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.
4.2 Assessment information
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.
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Pearson Edexcel Level 3 GCE in Design and Technology: Product Design © Pearson Education Limited 2013 Section C 55
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-
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/&
design folder.
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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.
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complete, expertly made, well nished, fully functioning etc.
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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.
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supported by a design folder. The folder, which should include
ICT-generated images where appropriate, should be submitted
0*
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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
What students need to evidence:
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
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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
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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
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annotation to explain the selected information.
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interview or discussion with the client/user-group to establish their
thoughts and preferen
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