gcse manufacturing sow · ccea exemplar scheme of work: gcse manufacturing single award 1...

Scheme of WorkManufacturing

REVISED GCSE SINGLE AWARD

This is an exemplar scheme of work which supports the teaching and learning of the Manufacturing (SA) specification

GCSE Manufacturing Single Award Contents

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Unit 1: Manufacturing Design

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Unit 2: Manufacturing Production

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Unit 3: Manufacturing Technology

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CCEA Exemplar Scheme of Work: GCSE Manufacturing Single Award

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Introduction CCEA has developed new GCSE specifications for first teaching from September 2009. This scheme of work has been designed to support you in introducing the new specification. The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive. Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification. Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work. A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students. I hope you find this support useful in your teaching. Best wishes

Paddy McShane Subject Officer Manufacturing Single Award E-mail [email protected] Telephone 028 9026 1200 (ext: 2133)


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Specification: GCSE Manufacturing Single Award


Basic Reading: Wallis, S and Godfrey, N (2005) GCSE Manufacturing, Nelson Thornes Kelly, J (2005) Intermediate GNVQ Manufacturing, Macmillan Cushing, S (2003) GCSE Manufacturing, Hodder & Stoughton Collins (1997) Design and Technology Chapman, C and Peace, M (2004) Design and Realisation, Collins Garratt, J (2004) Design and Technology, Cambridge University Press

Websites: www.gcseinmanufacturing.com – Sample projects www.bsieducation.org www.gcseinmanufacturing.com www.hseni.gov.uk www.ideabook.com

Specification Content Learning Outcomes Teaching and Learning Activities

Resources

3.1.1. Design Briefs

Students should be able to: interpret a design brief so that they

understand the client’s requirements with regard to the product’s: – function: where and what the product will

be used for; – performance: how well the product has to

perform;

Discussion with the client: The design brief should be provided by the client. The design brief should consist of what the product is to do, who it is aimed at, the quantities involved and the client’s basic requirements.

A client can be a potential customer, a friend or anyone who asks a designer to produce a design Wallis and Godfrey (2005) Unit 1


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Resources

3.1.1. Design Briefs (cont.)

Students should be able to:

– intended markets: who might use the product, competition with other similar products and the client’s own customer base;

– quantity: how many are required; – styling/aesthetics/appearance: the

product’s appeal; – quality standards: client and/or sector

standards; – cost: factory gate and retail cost; and – timescales for delivery.

Identify and analyse the primary factors of the customer’s requirements.

Kelly (2005) Chapter 2 www.gcseinmanufacturing.com

3.1.2. Product Design Specifications

develop a product design specification: – pick out key features from the design

brief; – research information on each feature; – itemise material details and constraints;

and – itemise production details, constraints and

quality standards.

Produce a detailed design specification using client/customer feedback and associated information. Justify the final design specification by explaining how client/customer feedback and associated information was used. Use the Internet and other sources to market research similar products.

Interview and discussion with client and teacher Digital photographs, printouts, Internet


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3.1.2. Product Design Specifications (cont.)

List details of constraints or conditions as identified by the client. Undertake relevant market research that may influence the proposed design of the product. Include evidence of communication and feedback from client. Include evidence of relevant market research and how this influenced the design specification. Create a mood board.

Questionnaires; existing or similar product testing; material and component research; workshop facilities

Report and evaluation

Digital photographs, sketches, materials, printouts, Internet


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Resources

3.1.3. Material Details and Constraints

Students should be able to: draw upon their knowledge, experience and

understanding of the following in order to decide which are most appropriate for their design and manufacturing proposals: – the availability, form and supply of

materials; – their properties, characteristics and

performance; – cost; – health, safety and hygiene requirements; – handling and storage requirements; and – materials and components.

Investigate a product and analyse the materials, components and possible constraints in, e.g. manufacturing, health and safety. Explain the main details of the materials, components and their constraints.

PowerPoint presentation of an existing product Wallis and Godfrey (2005) Unit 1 Garratt (2004) Chapter 5 (pp 70) Chapman and Peace (2004)


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3.1.4. Production Details and Constraints

Students should be able to: consider factors such as:

– labour (are there enough staff, and do they have the right skills or training?);

– materials and components (what are the properties and features of materials and components that make them suitable for certain processes, and can they be bought in?);

– available technology (what is the most appropriate technology for a particular process and material?);

– health, safety and hygiene (when and where is it important in the production process?); and

– quality standards required by the customer and/or the sector (is a special material quality required?).

Researching how leading manufacturing companies run their production lines as cost effectively as possible helps students to do this for their own products.

Investigate how a local or national company organise and run their production line. Identify key factors and explain what constraints are associated with the production of the product. Make a list of the constraints that will affect the manufacture of the product. Research appropriate quality standards and regulations that might apply to the product. Look at existing similar products. Letter or email to manufacturing companies.

Visit to a local manufacturing company Wallis and Godfrey (2005) Unit 2 Kelly (2005) Chapter 3 Cushing (2003) Sections 3 and 4 Use the Internet www.bsieducation.org Samples of existing or similar manufactured products


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3.1.5. Quality Standards

Students should be able to: understand the importance of sector

specific standards and other aspects of quality that may be referred to in the design brief such as: – level of output during production; – level of performance for the product; – the materials and components to be

used in production; – tolerance, in relation to characteristics

such as size, weight and composition; – density and viscosity; – product finish, packaging and

presentation; – health, safety and hygiene standards; and – itemise production details, constraints

and quality standards.

Investigate a product and analyse the key quality standards, tolerances, finish and packaging. Identify health and safety issues with the production of the product. Produce a poster of health and safety organisations and legal requirements.

Kelly (2005) Chapter 3 Wallis and Godfrey (2005) Unit 2 Quality systems, e.g. ISO 9000 Cushing (2003) Section 5 Kelly (2005) Chapter 4 Visit from or to NIHSE officer for relevant industrial materials COSHH and PUWER Safety features within the school workshop www.hseni.gov.uk


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Resources

3.1.6. Developing Design Ideas

Students should be able to: use the product design specification to

develop initial ideas for how the product could be manufactured and how it might meet the client design brief;

use the following techniques to produce

initial design ideas: – research and analyse existing products,

materials and manufacturing processes and market need;

– discuss ideas with others; – sketch ideas freehand; – model and test ideas; – develop and test samples and prototypes; – use ICT applications and manual

techniques to model and test design ideas and solutions; and

Construct a mind map for the product. Generate a range of fully illustrated imaginative design ideas. The student will have had prior practice using a range of drawing techniques and can identify the most appropriate technique to illustrate various aspects of a design solution. Draw up a testing list using the client’s design brief. Fully justify final design solution.

www.ideabook.com Wallis and Godfrey (2005) Unit 1 Use of Art and/or Technology and Design KS3 lessons


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3.1.6. Developing Design Ideas (cont.)

Students should be able to: ensure that each design idea contains

information about: – production: the most suitable process,

tools, equipment and machinery; – materials: their size, properties,

characteristics and suitability for manufacturing processes;

– cost: of materials, resources and production processes, and an estimated cost for each item;

– market: type and size; – quality standards: for the finish,

tolerances, performance and quality of material.

Produce a plan of manufacture. Produce a solid model and/or CAD illustration of the selected solution. Produce a working drawing of the final product. Identify and justify the appropriate production techniques, quality control points, quality assurance standards, tools and machinery. Illustrate the overall costs to the client/customer.

Use spreadsheets CAD: Solidworks, Prodesktop, MS Office Draw, Modelling materials Flow chart or operational process chart Cushing (2003) Section 6


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3.1.7. Presenting a Design Solution

Students should be able to: choose from their initial design ideas the

one they think best meets the client design brief, and present their chosen design solution to the client effectively by: – explaining the key features of the

solution, including information about production and material constraints;

– explaining how it meets the client design brief and how their design conforms to quality standards;

– explaining any restrictions on the use of materials and methods; and

– describing what research they have carried out; and

choose and use suitable techniques to

present their design solution, for example: – fully annotated freehand sketches and

drawings; – photographs and ICT generated images; – technical drawings and diagrams; – written material; – spoken explanations; and/or – mock-ups, models and prototypes.

Make a detailed presentation to the client/customer using a range of techniques.

Portfolio www.gcseinmanufacturing.com Camera, PowerPoint, flipchart, flowcharts, models, posters, swatch


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3.1.8. Modifying Design Solutions

Students should be able to: respond to feedback from their client about

their design solution; and modify their design proposal to reflect the

client’s needs.

Produce a report of the evaluated feedback from the client and give an explanation of relevant modifications to the design proposal. Sketch final modified proposal.


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Unit 2: Manufacturing Production


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Unit 2: Manufacturing Production Basic Reading:

Wallis, S and Godfrey, N (2005) GCSE Manufacturing, Nelson Thornes Cushing, S (2003) GCSE Manufacturing, Hodder & Stoughton


Resources

3.2.1. Production Plans and Schedules for Manufacture

Students should be able to: use a given production plan and schedule

for manufacture that includes information on: – all the preparation, processing and

assembly stages; – the sequence and timing of stages; – critical production and quality control

points; – production and quality control

procedures; – allocation of roles and responsibilities;

and modify the production plan and schedule

for manufacture as circumstances change.

Manufacturing mini-project. Read, understand, interpret and use working drawings and or pictorial drawings of a product(s). Read, understand, interpret, modify and use a schedule for manufacture. Apply quality control at the critical control points during the manufacture of a product(s).

Set of drawings associated with a manufacturing of product(s) A manufacturing schedule for product(s) A set of quality control procedures at specific critical control points Wallis and Godfrey (2005) Unit 2 Cushing (2003) Section 2


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3.2.2. Teamwork Students should be able to: understand how to build an effective team

through: – allocating and agreeing roles and

responsibilities based on the strengths and weaknesses of team members;

– setting and agreeing individual and team targets;

– ensuring good communication between team members;

– ensuring that team members are motivated; and

– creating an appropriate working environment.

Agree on the allocation of roles, targets and responsibilities for and during the manufacture of product(s).

Individual and team profile form Spreadsheets and/or database


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3.2.3. Preparing Materials, Components, Ingredients, Tools, Equipment and Machinery

Students should be able to: understand the function of each

component; know how to prepare materials and

components according to the production plan and schedule for manufacture;

recognise that some parts and components

are purchased already manufactured and ready for inclusion in the product;

understand the processing methods for

given materials, and their working properties, to achieve optimum use of these materials;

be aware of other forms of materials and

components, and methods of preparation such as trimming, cleaning, degreasing, annealing and preparing blanks;

prepare and use the tools, equipment and

machinery needed to manufacture a product; and

Prepare materials and components for manufacture. Prepare and set up tools, equipment and machines for manufacture. Identify and apply all aspects of Health and Safety rules and regulations to tools equipment and machinery.

Identify appropriate materials, components, and methods of preparations. Mini-project task

Provide suitable workshop(s), tools, equipment and machinery Provide appropriate Health and Safety equipment, signs and procedures Provide all materials and components for the product(s)

Teacher demonstration


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3.2.3. Preparing Materials, Components, Ingredients, Tools, Equipment and Machinery (cont.)

Students should be able to: carry out health and safety checks on tools,

equipment and machinery, for example checking guards are in position.

Check list and manual check of all tools, equipment and machinery.

3.2.4. Processing Materials and Components

use appropriate tools, machinery and equipment, including computer-aided manufacture (CAM), safely, and use manufacturers’ instructions;

control and adjust equipment and

machinery correctly to process materials and components to specification; and

maintain levels of materials and resources.

Apply the appropriate processing techniques accurately for the manufacture of the product(s) to a high degree of safety. Apply the agreed production plan, schedule and quality control procedures.

Demonstration(s) of appropriate manufacturing processes Production plans and schedules

3.2.5. Combining, Assembling and Finishing Materials and Components

combine, assemble and finish materials and components to a production plan and schedule for manufacture to meet client requirements and conform to quality standards.

Complete the product(s) to high degree of accuracy and finish to meet the client’s quality standards.

Appropriate testing equipment, e.g. steel rule, Vernier gauges, micrometers, go no go gauges, callipers, height gauges


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3.2.6. Applying Quality and Production Control Techniques during Manufacture

Students should be able to: be aware of quality indicators given in the

production plan and be able to apply these during manufacture;

inspect, test and compare (as required)

samples of the product material and components at the critical control points specified in the schedule for manufacture; and

identify variances from the quality standards

and suggest the possible causes and changes needed to prevent them from happening again.

Check and modify any discrepancies of the final product(s) to agreed quality standards.

Product check list and quality control list


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3.2.7. Health, Safety and Hygiene

Students should be able to: be aware of safety procedures; care for themselves and others in a

manufacturing environment; follow safety procedures and instructions; keep a safe place of work; check that safety equipment and health,

safety and hygiene procedures and systems are operational; and

use safety equipment and health, safety and

hygiene procedures and systems correctly during combining, assembly and finishing.

Create a safe working environment apply, use and obey all Health and Safety regulations, rules and procedures. Group activity of risk assessment.

Heath and Safety equipment, environment, information and materials Teacher demonstration Risk assessment sheets


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Basic Reading: Wallis, S and Godfrey, N (2005) GCSE Manufacturing, Nelson Thornes Kelly, J (2005) Intermediate GNVQ Manufacturing, Macmillan Cushing, S (2003) GCSE Manufacturing, Hodder & Stoughton Sample and past examination papers from CCEA

Website: www.nicurriculum.org.uk Specification Content Learning Outcomes Teaching and Learning Activities

Resources

3.3.1. Manufacturing and Engineering Sectors

Students learn about and review examples of how modern technology is involved in the design and manufacture of a range of products. Students should be able to: demonstrate knowledge and understanding

of different products across a range of the manufacturing and engineering sectors listed below: – manufacturing sectors:

food and drink, biological and chemical; printing and publishing, paper and board; and textiles and clothing; and

Select, illustrate and describe a product or products. Describe how the product has changed over the years in terms of materials, manufacturing processes, use of ICT, employment, finish and use. Identify and categorise products per manufacturing/engineering sector(s).

Kelly (2005) Chapter 1 Wallis and Godfrey (2005) Unit 3 Use of the Internet Contact with manufacturers/engineering companies


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3.3.1. Manufacturing and Engineering Sectors (cont.)

Students should be able to:

– engineering sectors: engineering fabrication; mechanical and automotive; and electrical and electronic, computer, process control and telecommunications.

3.3.2. Production Details and Constraints

demonstrate knowledge of engineering products, materials, tools and equipment; and

demonstrate knowledge and understanding

of the following constraints: – labour; – materials and components; – available technology; – health, safety and hygiene; – quality standards.

Identify and link processes to appropriate materials, tools, equipment and machines.

Produce a report of the impact of various constraints on a selection of products.

Chapman and Peace (2004) (pp 41)

Wallis and Godfrey (2005) Unit 3


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3.3.3. Materials and Components and Their Constraints

Students should be able to: demonstrate knowledge and understanding

of materials, components and their constraints: – their availability, form and supply; – their properties, characteristics and

performance; – their cost; – health, safety and hygiene requirements; – handling and storage; and

demonstrate knowledge and understanding of the use of modern materials and components including: – polymers, including plastics, adhesives

and coatings; – metals and composites, including shape

memory alloys; – concrete and ceramics; – computer technology, including

microprocessors and memory devices.

Using a range of products identify/list their materials, components and any constraints in the manufacture of the products. Group activity: Carry out three tests on polymers samples, e.g.

– hardness; – transparency; – conductivity – heat and

electricity Make a report or PowerPoint presentation of five polymers tested.

Sample of products with, e.g. manufactures’ specifications, product information, costs, packaging Samples of five polymers Data projector and PowerPoint Cushing (2003) Section 2 (pp 76)


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3.3.4. New Technology used in and by the Manufacturing Industries


of new technology used in and by the manufacturing industries, including: – information, communications and digital

technologies; – modern and smart materials and

components; – systems and control technology; – those used to organise, monitor and

control production;

demonstrate knowledge and understanding of the use of information and communications technology, including: – sourcing and handling information and

data, such as databases, spreadsheets and Internet sites;

– computer-aided design (CAD) techniques;

– computer-aided manufacture (CAM); and

Create a database of customers and search the database for specific records. Create a spreadsheet on the cost of a product. Calculate the overall costs. Create a chart of the various costs of a product. Identify various methods of contacting customers and selling the product. Select a product manufactured from a modern or smart material (e.g. a car bumper). Carry out research and investigation into the materials.

Database and printer List and addresses of potential customers Spreadsheet and printer Breakdown of the materials, components, labour etc. of a product Internet


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3.3.4. New Technology used in and by the Manufacturing Industries (cont.)


of the use of systems and control technology to organise, monitor and control production, including: – process/quality control and automation,

such as those used in both industrial and domestic appliances;

– robots, including continuous operation,

improving reproducibility, increasing speed and working in hazardous environments;

– ICT as applied to integrated

manufacturing/engineering systems, computer-integrated engineering (CIE), computer-integrated manufacture (CIM), and CAD/CAM links.

Identify the advantages and disadvantages of CAD and CAM. Produce a design using a CAD software package and then using manual drawing equipment. Compare the processes. Produce a case study on a company that uses CAM.

Wallis and Godfrey (2005) Unit 3 Solidsworks or ProDesktop Visit to a manufacturing CAD/CAM company or use companies’ web sites or videos/DVDs


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3.3.5. The Impact of Modern Technologies


of the impact of modern technologies: – when manufacturing a product; – on manufactured products; – on manufacturing industries; – on the stages in manufacturing a product;

demonstrate knowledge and understanding

of the impact of modern technologies on: – the range, types and availability of

products; – the design and development of products; – the materials and components used; – the safety and efficiency of modern

methods of production in terms of materials, energy consumption and time;

– the improved characteristics of products, such as size, weight/density, ease of use, disposability and reclaimability;

– markets for products; and

Produce a report in the form of a news report, of the changing facilities, new technologies, changing environment and staff of a local company. Using a previous product studied produce a report on how the design could be improved in: size, weight/density, waste of use and disposal.

Either visit or interview a member of staff, of a local manufacturing or engineering company that has been on the same premises for a number of years Cushing (2003) Section 3 Previous notes and product


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3.3.5. The Impact of Modern Technologies (cont.)


of the advantages and disadvantages that the use of modern technology has brought to society, including: – changes to the workforce; – changes in the working environment; – its impact on the global environment and

sustainability; – sustainable development in the context

of European developments and international agreements.

Compare a local company to national and international companies in terms of, for example, materials, customers, cost, communications.

Employability Internet www.nicurriculum.org.uk


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3.3.6. Manufactured Products

Students should be able to: investigate a variety of manufactured

products that use modern technology; investigate the impact of modern

technology on the design and production of a range of manufactured products; and

identify the main stages and activities

involved in making a product.

Gather information on two different consumer items and describe the impact of modern technology on the design including the main manufacturing stages and how they satisfy the needs of the market.

Examples of products, specifications and notes

3.3.7. Manufacturing Industries

research and analyse existing products, materials and manufacturing processes and market needs.

All website addresses are correct at the time and date of issue. CCEA can not be held responsible for any change in domain name and content.

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

gcse manufacturing sow · ccea exemplar scheme of work: gcse manufacturing single award 1...

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