CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2
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Engineering Design
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Digital Teacher’s Resource
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
FT A R D Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
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NOTICE TO TEACHERS IN THE UK It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions. The teaching content of this resource is endorsed by OCR for use with specification Engineering Design (60370865). All references to assessment, including assessment preparation and practice questions of any format/style are the publisher’s interpretation of the specification and are not endorsed by OCR. This resource was designed for use with the version of the specification available at the time of publication. However, as specifications are updated over time, there may be contradictions between the resource and the specification, therefore please use the information on the latest specification and Sample Assessment Materials at all times when ensuring students are fully prepared for their assessments. Endorsement indicates that a resource is suitable to support delivery of an OCR specification, but it does not mean that the endorsed resource is the only suitable resource to support delivery, or that it is required or necessary to achieve the qualification. OCR recommends that teachers consider using a range of teaching and learning resources based on their own professional judgement for their students’ needs. OCR has not paid for the production of this resource, nor does OCR receive any royalties from its sale. For more information about the endorsement process, please visit the OCR website.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
INTRODUCTION Engineering Design: Teacher’s Resource
Introduction About the authors Stuart Peet (Student Book)
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Stuart is a lead engineering teacher and STEM (science, technology, engineering and maths) coordinator. During the Covid-19 pandemic, he designed and manufactured thousands of laser-cut face shields from acrylic to help supply local NHS hospitals, community nurses and care homes with personal protective equipment. Stuart is also an assessment specialist and works with exam boards to develop courses and content for vocational qualifications.
Claire Reet (Revision Guide and Workbook)
Claire is an experienced teacher of over 18 years, leading engineering and design technology for the majority of that time and currently is a senior leader within her school. Claire specialises in electronics and enjoys learning more about all areas of technology, but especially robotics. Claire has a passion for technology and regularly showcases new features of technology to her colleagues.
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Andrew Topliss (Teacher’s Resource)
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Andrew is a former successful head of faculty for art, design, engineering and technology and has now retired, after 20 years, from full-time teaching. Before teaching he was an army engineer then later a software consultant. He has worked with a number of examination boards as an examiner, moderator, team leader, revisor, editor and course writer. Andrew also contributes to a number of resources for schools.
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
INTRODUCTION Engineering Design: Teacher’s Resource
About the series Cambridge University Press’s resources for the Cambridge National Level 1/Level 2 qualification comprise this Teacher’s Resource, a Student Book, and a combined Revision Guide and Workbook. Whilst all three can be used separately, they have been designed to work together to provide comprehensive support for the qualification.
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The Student Book covers all the units in the specification and is where students will find the core information they need. This will help them with their knowledge and understanding of the subject. Information is arranged by unit and then by topic area, so they can easily find what they are looking for. Questions and activities will help to apply knowledge and understanding and to develop practical skills. Test Your Knowledge questions can be used to assess progress. Answers for these quizzes are in the digital version of the Student Book. The Student Book has been endorsed by OCR.
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The Revision Guide and Workbook supports unit R038 Principles of engineering design, which is the externally assessed unit. The exam preparation section offers advice to help students get ready for this assessment. The Revision Guide section provides concise outlines of the core knowledge covered in the specification. Each page focuses on a small piece of learning to help break revision up into manageable chunks. The practice questions in the Workbook section brings revision and learning together. Digital quizzes help students to understand the language used in the examined unit assessment and to check knowledge and understanding of key concepts. The Revision Guide and Workbook has not been through the OCR endorsement process.
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This Teacher’s Resource covers all the mandatory and optional units and is a rich bank of ideas to help you create engaging lessons to meet the needs of your class. It contains presentations, worksheets, activity and delivery ideas, which can be personalised for your lessons. Digital quizzes help test understanding and unlock the language used in assessment. Although we would recommend using the accompanying Student Book, it is not essential. We also encourage you to download and customise the presentations, worksheets and teaching ideas. The Teacher’s Resource has been endorsed by OCR.
There is more information on getting the best from these resources in the pages that follow.
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
INTRODUCTION Engineering Design: Teacher’s Resource
Getting the most from your Cambridge National Level 1/Level 2 Engineering Design Teacher’s Resource
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OCR has endorsed this Teacher’s Resource for the Cambridge National Level 1/Level 2 Engineering Design qualification for first teaching from September 2022, so you can be confident that it meets the needs of the specification. It has been written to support teachers of all levels of expertise and follows the tried-and-tested pedagogical cycle of Engage–Teach–Apply–Review, breaking the content down into manageable chunks.
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We recognise the diversity in vocational classrooms and that how you deliver your Cambridge National course will vary from other schools. Therefore, while we have provided an exemplar delivery plan for each unit, the teaching notes and accompanying resources can be organised and amended to meet your particular needs. Indeed, we encourage you to download and adapt the banks of ideas, worksheets and presentations – all of which are provided in editable files.
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In this resource you will find:
Delivery plans (editable Microsoft Word) Teaching notes (non-editable PDFs & editable Microsoft Word) Presentations (editable PowerPoint™ slides) Worksheets and worksheet answers (editable Microsoft Word) Digital quizzes (online only, not editable) Links to external video content (online only, not editable)
Using the delivery plans A sample outline delivery plan is included for each of the units, which gives one suggestion of how you can cover the specification content within the guided learning hours, setting aside time for the exam (examined unit) or the assessment (non-examined units). Lessons are assumed to be 60 minutes long, unless otherwise stated. The delivery plans can be edited - rather than a ‘scheme of work’ they are meant for you to use as a set of ideas for delivery.
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
INTRODUCTION Engineering Design: Teacher’s Resource
Using the teaching notes The teaching notes are full of activity and teaching ideas to help you follow the Engage–Teach–Apply–Review cycle. There are teaching notes to help you introduce the unit, and then notes for each of the specification’s topic areas. The teaching notes will guide you to appropriate resources such as worksheets, slideshow presentations, and external video content. At the end of each unit’s notes, there are suggested review activities. Each of the Engage–Teach–Apply–Review stages has a different focus.
Engage Starter activities to engage students, activate prior knowledge and get them thinking about what they are going to learn in that unit and/or topic Student-friendly introductions to the unit and/or topic.
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Teach Engaging and stimulating guidance and activities that activates/builds on prior learning and introduces new information in varied ways. Teacher-mediated activities that develop knowledge and understanding.
Apply
Student-led activities for applying knowledge and understanding to relevant contexts or practise skills and knowledge retrieval
Review
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Assessment-style practice tasks.
Mid-point and end-of-unit checks on students’ progress and understanding
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Recap of the topic and/or unit. These are often discussions or quiz-style activities. Approximate timings are given for each of these activities, so that you can mix and match them to incorporate into your own lesson plans and timetables.
Presentations (PowerPoint™ slides)
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For each unit, we have provided a presentation that can be used at the start of the unit, to introduce the topics, key concepts and key terms. These presentations can be revisited towards the end of the unit to review and check students’ understanding and progress. There are also separate presentations for each of the topic areas within the unit, covering the learning content in more depth. All of the presentations can be used front of class or shared directly with students, and provide excellent opportunities and activities for discussion, exploring new concepts and reviewing topics. Brief notes on how to use them are included within the PowerPoint™ Notes view.
Please note that some slides contain animations or transitions that you will need to click through in Slideshow mode. Where this occurs, instructions are included in the Notes view. Some slides also contain hyperlinks to external video content from industry and other sources to help students understand and embed knowledge and skills. Where this occurs, suggestions for how to use them are included in the Notes view.
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
INTRODUCTION Engineering Design: Teacher’s Resource
Worksheets and answers There are a number of editable worksheets for each of the topic areas within a unit, which provide a variety of activities such as knowledge recall, understanding of key terminology, research, case studies and mini-projects. Answers for right/wrong questions or guidance on what to include for more open questions are included (on separate files). Worksheets are often used in the “Apply” stage, and are suitable for independent, paired or group work.
Using the digital quizzes Straightforward digital quizzes for front of class use help students to check knowledge and understanding, and crucially, understand the exam language for the mandatory examined unit. Use the quizzes at any point during the unit – for example at the start of the unit or a topic area to highlight prior knowledge or at mid or end-of-unit review points. The quizzes have a different focus depending on the unit: Mandatory examined unit
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Mandatory non-examined assessed units
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Quiz 1: A 10-question quiz that focuses on the command words used in the exam. (This is also available for independent use within the Cambridge National Level 1/Level 2 Engineering Design Revision Guide and Workbook). Quiz 2: A 10-question quiz that again focuses on the command words, but this time in the context of Engineering Design. (This is also available for independent use within the Cambridge National Level 1/Level 2 Engineering Design Revision Guide and Workbook). Quiz 3: A 10-question quiz that focuses on key terminology and concepts covered in the mandatory examined unit.
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For each NEA unit, there is a 20-question quiz that focuses on key terminology and concepts.
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource
CAMBRIDGE NATIONALS
R038: Unit overview About this unit At the heart of engineering design is the ability to design products which solve everyday problems. This can be through the redesigning of existing products or creating new products which positively impact on the environment or enhance the human experience. All these products go through a design strategy and process to reach a final solution. In this unit, students will be taught about different design strategies and how they are applied. Many products are developed using the iterative design process and students will need to understand the various stages of iterative design. Students need to understand what information is required to create a design brief and specification for products. Engineers convey their design ideas using different drawing and modelling techniques which are then evaluated. Developing knowledge of these methods of communicating design ideas is essential for this unit.
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This is an examined unit where students will sit an external exam. This unit must be taken as part of your students' final assessment series before qualification certification. Assessment series will run during January and June of each year. 70 marks Topic area
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Designing processes
TA2
Design requirements
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Communicating design outcomes
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Evaluating design ideas
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Reference
Essential knowledge for non-specialist teachers
Source
Notes
Freehand sketching
Product design maker
Tutorials on freehand sketching, shading, rendering, thin/thick lines
Freehand sketching
Harry Chapman
Tutorials on freehand sketching, shading, rendering, thin/thick lines
Freehand sketching
Sketch like an Engineer
Tutorial on freehand sketching using shapes
Isometric sketching
LHS Technologies
Isometric sketching
Isometric sketching
Sketch like an Engineer
Tutorial on isometric sketching
Engineering drawings
LHS Technologies
Engineering drawing tutorials, drawing layout, title blocks, dimensioning, scaling
Engineering drawings
Joel Fitzgerald
Technical drawings: 2D orthographic projections
Engineering drawings
Paxton/Patterson: Orthographic drawing simplified
Introduction to the construction of a third angle orthographic drawing
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Topic
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The Engineering Design Student Book includes information on all the main topics for the unit. We also recommend the following sources of additional information:
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource
Topic
Source
Notes
Engineering drawings
Guide: Types of line
Line types
Computer aided design (CAD)
CADsessions
CAD tutorials using Onshape 3D CAD (free online resource)
Computer aided design (CAD)
Invent Box Tutorials
CAD assemblies and simulation using Onshape 3D CAD
Computer aided design (CAD)
Education Public
CAD Onshape 3D model part creation
Key terms
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These words and phrases will be used often during the course of the unit: design strategies iterative design primary research secondary research design specification ACCESS FM manufacturing considerations sustainable design communicating designs methods of evaluation
PPTs 1, 2, 3, 4, 6, 11 and 13, Worksheets 1 to 11 and Worksheets 16 and 19 will help students to understand these words and phrases, and contextual definitions are included in the Engineering Design Student Book glossary.
Opportunities for synoptic learning
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This unit can either be taught as a precursor to internal units or in conjunction with either unit. This unit provides many opportunities for learners to reference the content within both internal units. Synoptic referencing within the qualification allows students to fully understand the content for the internal units.
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CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource
R038: Teaching notes Introducing the unit Engage Retrieval task Ask students to write down 3–5 past projects that they completed in KS3. Use this to facilitate a class discussion about the following phases: Research, Design, Development, Evaluation.
PPT Overview slide 2 10 mins
What does a design engineer do? Watch the video from Dyson School of Design Engineering (1 mins 40 s), accessed via the link on the PPT Overview slide 2. Use this to prompt a class discussion about what design engineers do.
PPT Overview slide 2 5 mins
Teach PPT Overview slide 3 5 mins
Types of exam questions Use PPT Overview slide 4 to discuss the types of questions and relate to other subjects where students will have used similar exam techniques.
PPT Overview slide 4 10 mins
Topic areas Use PPT Overview slide 5 to explain the TAs of this unit.
PPT Overview slide 5 5 mins
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Unit structure Use PPT Overview slide 3 to introduce the topic areas and main concepts covered. Ask students to make a list of tasks they have previously covered in past projects which they link to new topic areas.
Apply
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Review
PPT Overview slide 5 15 mins
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Revisit stages of design process. Ask students to recall and understand the stages of design process. Students make a list of projects they have designed and made in school. Students then write down what tasks they carried out when designing these projects. Using PPT Overview slide 5 ask students to decide which tasks match the TAs 1–4 and write these down in a table. Provide scaffolding in the form of providing key task words or allowing students to work in pairs or groups.
Gap analysis Check any gaps in recall of design stages and tasks carried out within the stages of past projects. Give students five minutes to respond and ask them for one or two key questions that they want answered by the end of the unit.
PPT Overview slide 6 5 mins
TA1 Designing processes Learning intention
In this unit students will learn about the different design strategies and where they are used, as well as the stages that are involved in iterative design, which is currently one of the most widely used design strategies.
Key terms These words and phrases will be used often during this topic area. linear design
The development of a product through a series of sequential stages
iterative design
The development of a product through modelling and repeated testing
inclusive design
The development of a product for a specific user with specific needs 3
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CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource
user-centred design
The development of a product with a clear understanding of user needs and requirements
sustainable design
The development of a product that uses environmentally friendly methods to not harm people or the planet
ergonomic design
The design of anything that involves people
anthropometrics
The study of measurements of the human body
PPTs 1, 2 and 3 and Worksheets 1 to 5 will help students to understand these words and phrases, and contextual definitions are included in the Engineering Design Student Book glossary.
1.1 The stages involved in design strategies Engage PPT 1 slide 2 15 mins
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Design strategies Use PPT 1 slide 2 to explain what design strategies are used for and how they are used to design and manufacture a product. Watch the video from University of Newcastle CESE: What is Engineering? (4 mins 17 s), accessed via a link on the PPT. The video will help students to understand how many different engineering sectors are involved in everyday life. Explain how this topic will be tested in the exam.
Teach
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You could go through all of the Teach content with your class, and then move onto the Apply section. Alternatively, you could punctuate your teaching by asking students to complete Worksheet 5 after PPT 2 slide 5, Worksheet 6 after PPT 2 slide 6, and Worksheet 7 after PPT 2 slide 7. You could also click on the stars on PPT 2 slides 4, 6, 7 and 8 and have a class discussion about the exam-style questions. Linear design Use PPT 1 slide 3 to explain how linear design is used to design a product. This strategy has been used in education for many years but design, in reality, is not a linear process. Discuss advantages and disadvantages of the strategy.
PPT 1 slide 3 15 mins PPT 1 slide 4 15 mins
Inclusive design Use PPT 1 slide 5 to explain how inclusive design is used to design a product. Watch the video from Healthier workforce center: Inclusive design (4 mins 11 s), accessed via a link on the PPT. Discuss advantages and disadvantages of the strategy.
PPT 1 slide 5 15 mins
User-centred design Use PPT 1 slide 6 to explain how user-centred design is used to design a product. Explain about phone apps and games being user-centred. Watch the video from Interaction Design Foundation: What is human-centred design? Start at 1 mins 15 s for user-centred design to 5 mins 52 s (4 mins 37 s in total), accessed via a link on the PPT. The focus is on software use. Discuss advantages and disadvantages of the strategy.
PPT 1 slide 6 20 mins
Ergonomic design Use PPT 1 slide 7 to explain how ergonomic design is used to design a product. Watch the video from Lumi: Why ergonomics? (2 mins 16 s), accessed via a link on the PPT. Ask students what other examples of ergonomically designed products or environments they can think of. Discuss advantages and disadvantages of the strategy. Uses anthropometric data.
PPT 1 slide 7 20 mins
Sustainable design Use PPT 1 slide 8 to explain how sustainable design is used to design a product. Watch the video from Tech Insider: How Adidas turn plastic bottles into shoes (3 mins 11 s), accessed via a link on the PPT. This video describes how Adidas are making trainers from ocean recycled plastics. Discuss advantages and disadvantages of the strategy.
PPT 1 slide 8 15 mins
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Iterative design Use PPT 1 slide 4 to explain how iterative design is used to design a product. Watch the video from Mr. Buncle: Iterative design (2 mins 40 s), accessed via a link on the PPT. The video explains the iterative design process and uses architecture as the context. Discuss advantages and disadvantages of the strategy.
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource
Apply PPT 1 slide 9 Design strategies, sort activity Using PPT 1 slide 9 ask students to arrange into correct 30 mins strategies and then write them down. Challenge Use different products/contexts. To stretch students further, for students. For further stretch and challenge, ask them to discuss and name examples of existing products that have been adapted so they are either more inclusive or more ergonomic. Design strategies, advantages/disadvantages Ask students to complete Worksheet 1 using the structure strips to answer the questions on design strategies.
Worksheet 1 30 mins
Mid-point review PPT 1 slide 10 5 mins
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Check point Ask students: what are the key features of different design strategies? Split the class into pairs to discuss the key features. Then, as a group (4–6 students), discuss why designers use design strategies. Ask students to write down their answers.
1.2.1 Stages of the iterative design process, and the activities carried out within each stage of this cyclic approach: Design Engage
Teach
PPT 2 slide 2 10 mins
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Which design strategy? Use PPT 2 slide 2 to match each word to the correct phrase. Ask students to volunteer an answer then click to reveal.
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You could go through all of the Teach content with your class and then move onto the Apply section. Alternatively, you could punctuate your teaching by asking students to complete Worksheet 2 after PPT 2 slide 5 and Worksheet 3 after PPT 2 slide 6, and Worksheet 7 after PPT 2 slide 7. You could also click on the stars on PPT 2 slides 4, 6, 7 and 8 and have a class discussion about the exam-type questions. PPT 2 slide 3 10 mins
Design brief Use PPT 2 slide 4 to explain that the design brief is a document that outlines the requirements of a product that is going to be designed. It is either produced solely by the client or by the client working with the designer.
PPT 2 slide 4 10 mins
Methods of research Use PPT 2 slide 5 to explain primary and secondary research. Discuss the advantages and disadvantages of each method.
PPT 2 slide 5 20 mins
Anthropometric data Use PPT 2 slide 6 to explain how anthropometric data is used by designers when creating ergonomic products. There are many examples of anthropometric data tables on the internet to allow you to show the data available.
PPT 2 slide 6 10 mins
ACCESS FM Use PPT 2 slide 7 to explain why ACCESS FM is a very useful method to analyse products. To demonstrate a working example, watch ACCESS FM in action on the video from GCSE and A level Design and Technology Tips: Design and Technology GCSE tips – Product Analysis (13 mins 48 s), accessed via a link on the PPT.
PPT 2 slide 7 30 mins
Product disassembly Use PPT 2 slide 8 to explain and discuss how product disassembly works and what to check for. Watch the video from TeachEngineering: Reverse engineering project disassemble, sketch, recap (4 mins 20 s), accessed via a link on the PPT.
PPT 2 slide 8 10 mins
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Iterative design Use PPT 2 slide 3 to explain that the focus of this lesson is the key stages of iterative design; design, make and evaluate. Explain how this strategy is used to improve a product and is a cyclic process. Explain that the aim of a design strategy is to help produce an engineering design specification and generate design ideas.
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource
Apply Primary and secondary research Ask students to complete the exam-type questions on Worksheet 2.
Worksheet 2 30 mins
Anthropometric data Ask students to complete the Worksheet 3 activity. Students collect the anthropometric data of ten people and record their findings on the table. Students should work out the average sizes and use all the data collected to create a class sample. Challenge Ask students to produce graphs of their findings and work out the 5th and 95th percentiles.
Worksheet 3 1h
Mid-point review PPT 2 slide 9 5 mins
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Exit ticket Give each student a piece of paper and ask them to write short answers to the questions on the PPT slide. Ask them to hand in the ‘exit tickets’ as they leave the lesson. You could use students’ answers to help you assess their knowledge, and to decide if any areas need to be revisited or revised.
1.2.2 Stages of the iterative design process, and the activities carried out within each stage of this cyclic approach: Make Engage
Teach
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Pulcina coffee maker Use PPT 3 slide 2 and watch the video from Alessidesign: Pulcina-Michele De Lucchi-coffee maker (1 mins 15 s), accessed via a link on the PPT. Discuss with students what modelling methods were used to produce the coffee maker. Challenge Ask students what other methods could have been used to model the coffee maker.
PPT 3 slide 2 15 mins
PPT 3 slide 3 10 mins
Modelling design ideas Use PPT 3 slide 4 to explain why designers use modelling to test proportions, test scales and test the function of a prototype. Watch the video from producttank: Prototyping and model making (12 mins 28 s), accessed via a link on the PPT. Ask students to complete Worksheet 4 whilst watching the video. Questions relate to the start of the video to 6 mins 35 s. You could read through the questions on the worksheet before playing the video so that students understand the questions. Then discuss the use of 3D CAD and watch the video from Kinvert: What is CAD? (2 mins 34 s).
PPT 3 slide 4 Worksheet 4 45 mins
Prototype evaluation Use PPT 3 slide 5 to explain that before a product is manufactured the prototype needs to be evaluated against the design brief and specification. Watch the video from UNSW: Innovation 101 E4: prototyping and testing (4 mins 1 s), accessed via the link in the PPT. Discuss with students how this represents iterative design in action. Challenge Ask students to research additive manufacture methods mentioned in the video, i.e. fused deposition modelling (FDM), stereolithography apparatus (SLA) and selective laser sintering (SLS).
PPT 3 slide 5 35 mins
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Make and evaluate Use PPT 3 slide 3 to explain that, as part of the iterative design process, design ideas produced in the design stage need to be modelled and then evaluated. This is to make sure the design brief and specification are fulfilled.
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource
Apply
PPT 3 slide 6 2h
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The card modelling activity is used to help reinforce the understanding of iteration in the design process. Materials and equipment will need to be prepared for the lesson, e.g. scissors, card, glue and paper. Students need to understand the requirements of the design brief and know what the key specification points are. They should then create some design ideas, model their idea, and then test to see if their coffee cup carriers are functional. Coffee cup carrier. Ask students to design and model a coffee cup carrier for two paper cups using card and cardboard. Design ideas Ask students to quickly sketch some ideas for a two-cup coffee carrier. Net design Ask students to then work out the net for their carrier. Draw and then cut out the net from card. Make Ask students to assemble their card carriers using available sticky tape, staples etc. and then test them out. Evaluate What modifications are needed to make the carriers function correctly? Feedback When students have tested their coffee cup carriers, ask them to share their designs and problems they had with the rest of the class and how they solved them. Highlight that the process of modification is the iterative design process. Challenge Design a logo for a new coffee house and add it to your carrier. Can you design a carrier for four coffee cups?
Mid-point review
Worksheet 5 15 mins
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Make and evaluate Ask students to answer the exam-type questions on Worksheet 5.
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource
R038: Principles of Engineering Design – suggested delivery outline This unit has 48 Guided Learning Hours, with 1 hour 15 minutes set aside for the exam. This is a suggestion for delivery, covering 45 60-minute lessons. Topic area
Topic section reference
Suggested coverage
Unit R038
ALL
ALL
Introduction and overview of the unit
TA1
Designing processes
1.1
The stages involved in design strategies Linear, Iterative, Inclusive, User-centred, Sustainable and Ergonomic design
TA1
Designing processes
1.2.1
TA1
Designing processes
1.2.2
TA2
Design requirements
2.1
Stages of the iterative design process, and the activities carried out within each stage of this cyclic approach Design: Analysis of the design brief Methods of researching the product requirements Production of an engineering design specification Generation of design ideas by sketching and modelling Stages of the iterative design process, and the activities carried out within each stage of this cyclic approach Make and Evaluate: The reasons for the use of modelling Virtual modelling of the design idea Physical modelling of the design idea Manufacture or modification of the prototype Types of criteria included in an engineering design specification Needs and wants Quantitative and qualitative criteria Reasons for the product criteria included in the design specification (ACCESS FM)
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TA reference
No. of lessons
Resources
1 3
PPT Overview
4
PPT 2, slides 1–9 Worksheets 2–3 and answers
4
PPT 3, slides 1–7 Worksheets 4–5 and answers
3
PPT 4, slides 1–8 Worksheets 6–8 and answers
PPT 1, slides 1–10 Worksheet 1 and answers
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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource Topic area
Topic section reference
Suggested coverage
TA2
Design requirements
2.2
3
PPT 5, slides 1–10 Worksheets 9–10 and answers
TA2
Design requirements
2.3
How manufacturing considerations affect design Scale of manufacture Material availability and form Types of manufacturing processes Production costs Influences on engineering product design Market pull and technology push British and International Standards Legislation Planned obsolescence Sustainable design (6Rs) Design for the circular economy
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PPT 6, slides 1–11 Worksheet 11 and answers
TA3
Communicatin 3.1 g design outcomes
Types of drawing used in engineering
5
PPT 7, slides 1–13 Worksheet 12 and answers
Working drawings 2D engineering drawings using third angle orthographic projection Standard conventions Standard conventions for dimensions Meaning of line types Leader line Abbreviations Representations of mechanical features
4
PPT 8, slides 1–6 PPT 9, slides 1–9 Worksheets 13–14 and answers
Using CAD drawing software Advantages and limitations of using CAD drawing software compared to manual drawing techniques
2
PPT 10, slides 1–4 Worksheet 15 and answers
TA3
Communicatin 3.3 g design outcomes
A
Freehand sketching Isometric Oblique Orthographic drawings Exploded views
R
Communicatin 3.2 g design outcomes
Assembly drawings Block diagrams Flowcharts Circuit diagrams Wiring diagrams
D
TA3
No. of lessons
FT
TA reference
Resources
2
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource Topic area
Topic section reference
Suggested coverage
TA4
Evaluating design ideas
4.1
Methods of evaluating design ideas Production of models Qualitative comparison with the design brief and specification Ranking matrices Quality Function Deployment (QFD)
2
PPT 11, slides 1–7 Worksheet 16 and answers
TA4
Evaluating design ideas
4.2
Modelling methods Virtual (3D CAD) Card Block Breadboarding 3D printing
4
PPT 12, slides 1–8 Worksheets 17–18 and answers
TA4
Evaluating design ideas
4.3
Methods of evaluating a design outcome Methods of measuring the dimensions and functionality of the product Quantitative comparison with the design brief and specification User testing Reasons for identifying potential modifications and improvements to the design
2
PPT 13, slides 1–8 Worksheet 19 and answers
TA1–4
ALL
ALL
Revision of the unit
4
Worksheet 20 and answers
No. of lessons
Resources
D
R
A
FT
TA reference
3
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts
Worksheet 1: Design strategies Use the structure strips to answer the questions below. Explain what user-centred design is and give an example. Give an advantage and a disadvantage of this design strategy. Intro/Explanation 1: POINT/EXPLAIN: Make your first point about the design strategy. EXAMPLE: Give an example that backs up your explanation above. Use a link sentence to start your next paragraph.
FT
Explanation 2: POINT: Make your next point about an advantage. Use a link sentence to your next point. POINT: Make your next point about a disadvantage.
Intro/Explanation 1: POINT/EXPLAIN:
A
Explain what sustainable design is and give an example. Give an advantage and a disadvantage of this design strategy.
R
EXAMPLE: Use an example for the above.
Use a link sentence to start your next paragraph.
D
Explanation 2: Advantages and disadvantages POINT: Make your next point. Use a link sentence to your next point. POINT: Make your final point.
UNIT: R038 TA1.1
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CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts
Use the same structure and exam technique to complete the questions below. 1. Explain what ergonomic design is and give an example. Give an advantage and a disadvantage of this design strategy.
A
FT
2. Explain what linear design is and give an example. Give an advantage and a disadvantage of this design strategy.
D
R
3. Explain what iterative design is and give an example. Give an advantage and a disadvantage of this design strategy.
UNIT: R038 TA1.1
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CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts
Worksheet 2: Primary and secondary research 1. Why would you complete research when creating a new product?
2. What are some examples of secondary research?
FT
3. What are some advantages of primary research?
4. What are the advantages and disadvantages of secondary research?
R
A
Advantages:
D
Disadvantages:
UNIT: R038 TA1.2.1
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CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts
Worksheet 3: Anthropometric data research This worksheet should be printed in colour. Your employer has asked you to research the average hand size for people under the age of 16. This is to help with the design of a new personal hand-held alarm. 1. The following measurements are required: A. Span of hand (mm) B. Width of hand (mm)
FT
C. Length of finger (mm)
2. Collect the anthropometric data of ten people and record your findings in the following table. Note: To work out the average sizes, add up the total from each column and divide by the number of people. Name
A. Span of hand (mm)
A
1 2
5
D
6
R
3 4
B. Width of hand (mm) C. Length of finger (mm)
7 8 9
10 Totals Average
UNIT: R038 TA1.2.1
.
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CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts
3. What type of research have you completed – primary or secondary?
D
R
A
FT
4. How will this data help you design a hand-held personal alarm?
UNIT: R038 TA1.2.1
.
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CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts
Worksheet 4: Prototyping and modelling 1. Why are some design projects not successful?
2. What are prototypes used for?
FT
3. Why is it important not to be afraid to fail when making prototypes?
4. State what a model and a prototype are.
R
Prototype:
A
Model:
D
5. What could happen if a prototype is not made before manufacture?
6. What is a disadvantage of using a scale model?
UNIT: R038 TA1.2.2
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CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts
Worksheet 5: Make and evaluate 1. Why would you make a model/prototype when designing?
2. What items are found in a design brief?
FT
3. What are the advantages of physical modelling compared to virtual modelling?
4. What are the advantages and disadvantages of computer-controlled manufactured models?
R
A
Advantages:
D
Disadvantages:
UNIT: R038 TA1.2.2
.
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R038 PRINCIPLES OF ENGINEERING DESIGN
CAMBRIDGE NATIONALS
R064 Enterprise & marketing concepts
Worksheet 2 answers: Primary and secondary research 1. Why would you complete research when creating a new product? Responses include: To find out if a target group would buy your product To find out how much you could sell your product for To find out how to make your product more appealing to the target group 2. What are some examples of secondary research? Responses include: Internet Newspapers Databases TV programmes
FT
Books/magazines
3. What are some advantages of primary research? Responses include: Uses a trusted source Data is up-to-date and modern
A
Can focus on specific research
4. What are the advantages and disadvantages of secondary research? Responses include: Advantages:
R
Quick and easy process
Time saving and efficient Mainly reliable sources Disadvantages:
D
Not specific to researcher’s needs Incomplete information Not timely
Quality of research is reduced
UNIT: R038 TA1.2
.
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CAMBRIDGE NATIONALS
R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts
Worksheet 4 answers: Prototyping and modelling 1. Why are some design projects not successful? The designer is not making enough prototypes to test ideas. 2. What are prototypes used for? Responses include:
To test ideas
To prove concepts
To highlight problems
Responses include:
FT
3. Why is it important not to be afraid to fail when making prototypes?
It helps to find problems and possible cures.
It highlights the need for further improvements.
4. State what a model and a prototype are.
Model: Shows visual appearance but not the function.
Prototype: Shows how a design works and how it functions.
Responses include:
A
5. What could happen if a prototype is not made before manufacture? Customer complaints
Money and time lost
Product recalls
R
6. What is a disadvantage of using a scale model? Responses include:
You cannot interact with it unless it is full scale.
No problems are highlighted as it is not to full scale.
D
UNIT: R038 TA1.2.2
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038 PRINCIPLES OF ENGINEERING DESIGN
CAMBRIDGE NATIONALS
R064 Enterprise & marketing concepts
Worksheet 5 answers: Make and evaluate 1. Why would you make a model/prototype when designing? Responses include:
To test the proportions
To test the scale
To test the function
2. What items are found in a design brief? Responses include: What needs to be designed
What the product will be used for
Who the product is for
Where the product will be used
When the prototype must be finished
FT
3. What are the advantages of physical modelling compared to virtual modelling? Responses include:
Able to test the product in physical form
Able to use all the five senses to evaluate the product
No computer skills are required
A
4. What are the advantages and disadvantages of computer-controlled manufactured models? Responses include:
R
Advantages:
Time saving and efficient
Accurate models are made
Repeatability of making a model
Disadvantages:
CAD computer skills are needed
Cost of computer manufacturing equipment is expensive
Restrictive range of materials that can be used
D
UNIT: R038 TA1.2.2
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
A
Unit overview and review
FT
R038: Principles of Engineering Design
D
R
Use Worksheet 1, which includes the activities covered in this PowerPoint.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R 0 3 8 Pr in c ip l e s o f En g in e e r in g D e sig n : U n it o ve r vie w
CAMBRIDGE NATIONALS
Retrieval task • Make a list of projects you have designed and made in school.
FT
• What tasks did you carry out when you were designing these products?
Exam content
Topic areas
Student task
A
Structure
Ask students to write down three to five past projects that they completed in KS3. Use this to facilitate a class discussion about the following phases: Research, Design, Development and Evaluation.
R
Watch the video from Dyson School of Design Engineering: Design Engineering at Imperial College London: What does a Design Engineer do? (1 mins 40 s). Use this to prompt a class discussion about what design engineers do.
D
[Alternative video: James Dyson Foundation: How I became a design engineer (1 min 41 s) www.youtube.com/watch?v=dv9t3bWb5FQ.]
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R 0 3 8 Pr in c ip l e s o f En g in e e r in g D e sig n : U n it o ve r vie w
CAMBRIDGE NATIONALS
Unit structure This unit is assessed with an external exam. The exam will be worth 40% of your overall grade.
The exam consists of: • multiple choice questions • short answers questions • longer, essay style questions.
FT
The exam is 1 hour 15 minutes long and you will sit this in Year 11, at the end of the course.
The content you will learn during this unit will also help you to complete your internal units to a high standard. Exam content
Topic areas
Student task
A
Structure
D
R
Change exam year if required. Talk in more detail about the structure of the exam and how the unit content will create synoptic links to the two internal units.
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R 0 3 8 Pr in c ip l e s o f En g in e e r in g D e sig n : U n it o ve r vie w
CAMBRIDGE NATIONALS
Types of exam questions In the exam you will be given a range of different types of questions. The exam is split into two sections. Section A:
• Ten multiple choice questions worth one mark each.
FT
Section B: • Short answers questions worth between two and four marks. • Longer, essay style questions which are usually worth between four and eight marks. The total marks available for the exam is 70. Exam content
Topic areas
Student task
A
Structure
Talk through types of questions and relate to other subjects where students will have used similar exam techniques.
D
R
Use OCR exam builder to pick examples of questions based on students’ previous knowledge. This activity could be scaffolded using more or less of section A or B questions. If students need more support, focus on Section A questions. To challenge students, use more questions from Section B - in particular, longer essay-style questions.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R 0 3 8 Pr in c ip l e s o f En g in e e r in g D e sig n : U n it o ve r vie w
CAMBRIDGE NATIONALS
Topic areas TA2: Design requirements
TA3: Communicating design outcomes
TA4: Evaluating design ideas
You will learn about different design processes and be able to decide which is most suitable for products and their users.
You will learn how specifications and understanding how products are made will help to design and make successful products.
You will learn different methods of how to show your design ideas and models to users.
You will learn how to evaluate your ideas, models and final designs.
Topic areas
Student task
Exam content
A
Structure
FT
TA1: Designing processes
D
R
Click through to reveal each TA. Use Q&A to relate these back to either ongoing internal units or previous knowledge from past projects.
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R 0 3 8 Pr in c ip l e s o f En g in e e r in g D e sig n : U n it o ve r vie w
CAMBRIDGE NATIONALS
Student task TA2: How products are made
TA1: Design stages
Look at the topic areas that you need to cover for the exam and write down tasks you have already completed in some past projects.
FT
Topic areas
TA3: Different drawing techniques
Exam content
Topic areas
Student task
A
Structure
TA4: Evaluating your designs
Q&A regarding making links with topic areas.
D
R
Students make a list of tasks they have previously covered in past projects, which they link to new topic areas. This can be completed using Worksheet 1, a revision guide or your own resource.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
D
R
A
R038: Principles of Engineering Design
FT
TA1.1: The stages involved in design strategies
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.1
CAMBRIDGE NATIONALS
Design strategies • When engineers are asked to design and manufacture a new product, they need to decide which design strategy is the best to use for that type of product. • A design strategy is a plan on how to design and manufacture (make) a product.
FT
• There are many design strategies, which are used for different types of products.
How will you be tested? You will need to know which design strategy has been used to create a product. You will need to understand the advantages and disadvantages of each strategy. Linear design
Iterative design
Inclusive design
User-centred design
Ergonomic design
Sustainable design
Advantages and disadvantages
Checkpoint
A
Design strategies
Watch the video from University of Newcastle CESE: What is Engineering? (4 mins 17 s). The video will help students to understand how many different engineering sectors are involved in our everyday lives.
R
[Alternative video: Engineering Outreach – Ontario Tech University: Engineering and the engineering design process www.youtube.com/watch?v=nMwG1wnESDA.]
D
Explain how students will be tested in the exam on this topic.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.1
CAMBRIDGE NATIONALS
Linear design Linear design is a step-by-step method of designing and making products where one stage always follows another to produce a final product or process. It often uses the following stages with the communication going one-way only:
Brief
Research
Production planning
FT
Problem
Specification
Ideas
Prototype
Test
Evaluate
Suggest one disadvantage of linear design.
Linear design
Iterative design
Inclusive design
User-centred design
Ergonomic design
Sustainable design
Advantages and disadvantages
Checkpoint
A
Design strategies
R
This strategy has been used in education for many years but design, in reality, is not a linear process. Also talk about other examples they will know, e.g. changing settings on their mobile phone, etc. Talk about the advantages and disadvantages of this strategy.
D
Advantages A step-by-step approach gives a clear design plan. People involved know what each stage is and the expectation. Disadvantages The approach can limit choices as design does not go through many versions. Communication is only one-way, not allowing for feedback.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.1
CAMBRIDGE NATIONALS
Iterative design The word iterative simply means a new version.
Design
• During iterative design, each iteration (version) of the idea is modelled (made), tested and then evaluated.
Iterative design
• It then goes through the same process many times (producing lots of new iterations) until a final design solution is reached.
FT
Evaluate
• Iterative design is one of the most popular design strategies and is used to design many products in lots of engineering sectors.
Linear design
Iterative design
Inclusive design
User-centred design
Suggest one advantage of iterative design.
Ergonomic design
Sustainable design
Advantages and disadvantages
Checkpoint
A
Design strategies
Make
Many students will not be familiar with the iterative design process or indeed what the word ‘iterative’ means. Talk about the advantages and disadvantages of this strategy, as there is a task at the end of the PowerPoint about this.
R
Watch the video from INEOS Britannia: STEM crew. The iterative design process (2 mins 1 s). The video explains the iterative design process and uses architecture as the context.
D
[Alternative video: DTAssoc: Iterative design in action (4 mins 27 s) www.youtube.com/watch?v=Rnsk5lA52ps.]
Advantages There is a step-by-step improvement of a design idea to reach a final solution. Feedback is continually actioned to create the best design. Disadvantages Development can become costly as many versions are produced to reach a final solution. Note: In TA2, iterative design is explored in more detail and students will carry out activities then.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.1
CAMBRIDGE NATIONALS
Inclusive design Inclusive design involves designing and making products, buildings or places that can be used by as many people as possible.
FT
In public spaces, at work or in school, inclusive design is used so everyone can access all areas and can carry out all tasks they need to do.
What examples of inclusive design are used in school?
Linear design
Iterative design
Inclusive design
User-centred design
Ergonomic design
Sustainable design
Advantages and disadvantages
Checkpoint
A
Design strategies
R
Two tasks could be carried out to embed learning: 1 Naming examples of how the school or existing products have been adapted so that they are more inclusive. 2 Challenge: Show a range of existing products or spaces. Students then redesign them so they are more inclusive. Watch the video from Healthier workforce center: Inclusive design (4 mins 11 s).
D
[Alternative video: Brut America: Christina Mallon advocates for inclusive design (4 mins 20 s) www.youtube.com/watch?v=cU0bnYR3uG4.]
Advantages It does not exclude any users from using the product. Disadvantages The product can be too specific to a certain user group. Students complete a group discussion, naming examples of how their school has been adapted so it is more inclusive. What specific adaptations have been made? Can also be a pair or individual task. Scaffolding could include examples on a worksheet or this PowerPoint, or a whole class discussion.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.1
CAMBRIDGE NATIONALS
User-centred design
Linear design
Iterative design
Usercentred making
Usercentred evaluation
Inclusive design
User-centred design
What are the advantages of user-centred design?
Ergonomic design
Sustainable design
Advantages and disadvantages
Checkpoint
A
Design strategies
UserCentred
FT
User-centred design (UCD) puts the user at the centre of every design decision that is made. • Designers will talk to the user at every stage of the design process, and they will be involved in the development and testing of the product. • As well as physical products, this strategy is often used for phone apps, computer programs and gaming where the user is very involved in the development of the product.
Usercentred design
Talk to students about phone apps and games that are user-centred.
R
Watch the video from Interaction Design Foundation: What is Human-Centred Design? (Start at 1 mins 15 s for user-centred design to 5 mins 52 s); the focus is on software use.) [Alternative video: Nngroup: Principles of human-centred design (Don Norman) (2 mins 55 s) www.youtube.com/watch?v=rmM0kRf8Dbk.]
D
Discuss the advantages and disadvantages of the strategy. Advantages It ensures that the specific needs and requirements of the user are fully understood. Disadvantages You must fully understand the users’ needs to be successful. Many prototypes have to be made to create a solution. Students can discuss or write down other products or contexts it could be applied to.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.1
CAMBRIDGE NATIONALS
Ergonomic design Ergonomics is the interaction of humans with products or their environment. • It uses anthropometric data.
FT
• Ergonomic design is very similar to user-centred design because human interaction is the most important factor. • Comfort: The products or environments are comfortable for the user. • Ease-of-use: The products or environments are easy to understand and to use. • Safety: The products or environments are totally safe and will not harm the user. Linear design
Iterative design
Inclusive design
User-centred design
Ergonomic design
Sustainable design
Advantages and disadvantages
Checkpoint
A
Design strategies
How has this product been ergonomically designed?
R
Explain how ergonomic design is now an important factor used throughout our everyday lives. Talk about other products that are adjustable and that use materials for comfort. The video gives examples for workspaces. Use images for a group class discussion of the advantages and disadvantages of this strategy. Watch the video from LUMI: Why ergonomics? (2 mins 16 s).
D
[Alternative video: Jimmy Design: Designing ergonomic products (14 mins 55 s) www.youtube.com/watch?v=WLa0bLP8-sE.] Advantages This strategy improves the comfort and well-being of the users. It ensures good health. It makes savings in industry, e.g. reduces illness and increases productivity. It uses industry standard anthropometric data. Disadvantages There are higher costs to produce the design due to specialised requirements. The product can be too specific to a certain user group. Students can discuss and name other examples of ergonomically designed products or environments.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.1
CAMBRIDGE NATIONALS
Sustainable design Sustainability and the environment are at the centre of a sustainable design strategy. • It is similar to user-centred strategy in that sustainability is considered at every stage of the design process.
FT
• Sustainable design has become more important as people have become aware of the damage products and materials are having on the environment.
• The 6Rs of sustainability are considered: Reduce, Recycle, Reuse, Refuse, Rethink and Repair.
What are the disadvantages of using electric cars?
Linear design
Iterative design
Inclusive design
User-centred design
Ergonomic design
Sustainable design
Advantages and disadvantages
Checkpoint
A
Design strategies
R
This is often a subject that is used in longer style questions. A structure steps template could be used to help students construct longer answers. Add or remove steps to scaffold for students; leave more steps in for students who require support, and remove more steps to increase the level of challenge.
D
Watch the video from Tech Insider: How Adidas turn plastic bottles into shoes (3 mins 11 sec). This video describes how Adidas are making trainers from ocean recycled plastics. The 6Rs will be further discussed in TA2. [Alternative video: Mashable India: This company is transforming plastic recycling in India (4 mins 22 s) www.youtube.com/watch?v=1-tS7JH4Jyw.] Discuss the advantages and disadvantages of the strategy. Advantages This strategy reduces the impact on the environment by reducing pollution and material waste. It ensures better life for present and future generations. The 6Rs model helps with improved management of materials. Disadvantages Using this strategy, costs can be high with the use of new technologies. The 6Rs model can be restrictive on material availability. It takes time and effort to ensure products are sustainable. Use Worksheet 1 to help construct an exemplar answer based around sustainable design. This can also be extended to cover an essay style question. Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.1
CAMBRIDGE NATIONALS
Advantages and disadvantages of the design strategies Inclusive design Advantage
Iterative design
Linear design Disadvantage
Step-by-step approach helps
Can limit choices as
to plan for success.
design does not go through many versions.
Advantage
Disadvantage
Does not exclude any users
Product can be too
from using the product.
specific to a certain user
FT
group.
Advantage
Advantage Does not exclude any users from using the product.
Advantage Disadvantage
Step by step improvement of a design
Iterative design idea to reach a final solution.
Advantage
Step by step improvement of
Linear design
Disadvantage Product can be too specific
a design idea to reach a final Disadvantage
are produced to reach a final Disadvantage solution.
solution. Development can become costly as
versions are produced to reach Inclusivemany design
to a certain user group.
Step-by-step approach helps Development can become to plan for success. costly as many versions
Can limit choices as design does not go
a final solution.
through many versions.
Linear design
Iterative design
Inclusive design
User-centred design
Ergonomic design
Sustainable design
Advantages and disadvantages
Checkpoint
A
Design strategies
R
Ask students to arrange the advantages and disadvantages into the correct strategies and then write them down. Use different products/contexts if you want to stretch students. Click to reveal the answers.
D
Challenge: Discuss and name examples of existing products that have been adapted so they are either more inclusive or more ergonomic.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.1
CAMBRIDGE NATIONALS
Check point What are the key features in the following design strategies? Two minutes
Three minutes
FT
In pairs: Name two features of ergonomic design.
Discuss in your group: Why do designers use design strategies?
Linear design
Iterative design
Inclusive design
User-centred design
Ergonomic design
Sustainable design
Advantages and disadvantages
Checkpoint
A
Design strategies
Ask students: What are the key features of different design strategies?
D
R
Split the class into pairs to discuss the key features. Then as a group (4 to 6 students), discuss why designers use design strategies. Ask students to write down their answers.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
D
R
A
R038: Principles of Engineering Design
FT
TA1.2.1: Stages of the iterative design process: Design
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2, 1.2.1
CAMBRIDGE NATIONALS
Which design strategy? Match the design strategy word with the phrase. Makes many versions of a prototype
ERGONOMIC
Uses the 6Rs as a reference
LINEAR
Users’ needs are fully understood Step-by-step approach to design
SUSTAINABLE
Focus on all users
USER-CENTRED
Uses anthropometric data
INCLUSIVE
Iterative design
Design brief
Methods of research
Anthropometric data
ACCESS FM
Product disassembly
Exit ticket
A
Which design strategy?
FT
ITERATIVE
Click through to reveal which phrase matches each design strategy word.
D
R
Get feedback from students. Their answers will show where they have gaps in their knowledge or areas where they need more support.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2, 1.2.1
CAMBRIDGE NATIONALS
Iterative design • Designers use iterative design as a way to improve the design of a product. • It is cyclic until the final product design can be agreed.
To help: • produce an engineering design specification • generate design ideas by sketching and modelling.
Iterative design
Design brief
Make
Iterative design
Evaluate Evaluate
Methods of research
Anthropometric data
ACCESS FM
Make
Product disassembly
Exit ticket
A
Which design strategy?
Iterative design
FT
Design strategy aim
Design Design
Explain how this strategy is used to improve a product and is a cyclic process.
D
R
Explain that the aim of a design strategy is to help produce an engineering design specification and generate design ideas.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2, 1.2.1
CAMBRIDGE NATIONALS
Design brief • This is a document that outlines the requirements of a product that is going to be designed. • It details the problems that need to be solved to make the product successful.
The designer needs to analyse the design brief to check: • what needs to be designed • what the product will be used for • who the product is for
FT
• where the product is to be sold • where the product will be used
• when the prototypes must be finished.
Describe why the design brief is an important document.
Iterative design
Design brief
Methods of research
Anthropometric data
ACCESS FM
Product disassembly
Exit ticket
A
Which design strategy?
R
Explain that the design brief is a document that outlines the requirements of a product that is going to be designed. Click to reveal the bullet points to show what the designer needs to check; discuss as you click through.
D
Click on the star and use the question to initiate class discussion about the design brief. Main reasons: It outlines the product requirements and is produced either by the client or in collaboration with the designer and client. It also details the problems that need to be solved for the product to be a success.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2, 1.2.1
CAMBRIDGE NATIONALS
Methods of research Primary research
Secondary research
• Focus groups
• Internet
• Interviews
• TV programmes
• Observations
• Databases
FT
• Product analysis
• Textbooks
• Surveys
• Newspapers
• Industrial visits
Carried out by you Iterative design
Design brief
Methods of research
Anthropometric data
ACCESS FM
Product disassembly
Exit ticket
A
Which design strategy?
Carried out by someone else
Talk through the bullet points for both primary and secondary research. Discuss the advantages and disadvantages of each method.
D
R
Primary research Advantages: • Uses a trusted source • Data is up to date and modern • Can focus on specific research Disadvantages: • Time consuming setting up interviews and observations • Need to write specific surveys and interview questions Secondary research Advantages: • Quick and easy process • Time saving and efficient • Mainly reliable sources Disadvantages: • Not specific to researcher’s needs • Incomplete information • Not timely • Quality of research is reduced Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2, 1.2.1
CAMBRIDGE NATIONALS
Anthropometric data • This is the study of the measurements of the human body. • Millions of measurements are taken of people of all shapes and sizes.
FT
• Designers try to work out the 5th to 95th percentile of measurements taken. This means that 90% of the population are catered for.
Explain why anthropometric data is used by designers.
Iterative design
Design brief
Methods of research
Anthropometric data
ACCESS FM
Product disassembly
Exit ticket
A
Which design strategy?
Talk through the bullet points. The 5th percentile is the smallest five per cent of people; the 95th percentile is the largest five per cent of people. The 90% is therefore the majority of the population.
D
R
Click on the star and use the question to initiate class discussion about why designers use anthropometric data. Answer: Designers need to consider the range of users for whom a product is being designed for it to be a success; for example, the size of seats on public transport such as new city trams as these would be used by a large range of users.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2, 1.2.1
CAMBRIDGE NATIONALS
ACCESS FM ACCESS FM is a useful, and easy to remember, method to analyse existing products. It is used within design education both in the UK and globally.
A = aesthetics C = cost C = customer
FT
E = environment S = size
S = safety
Explain, using one example, why designers use ACCESS FM.
F = function
M = materials
Iterative design
Design brief
Methods of research
Anthropometric data
ACCESS FM
Product disassembly
Exit ticket
A
Which design strategy?
Explain why ACCESS FM is a very useful method to analyse products.
R
To demonstrate a working example, watch ACCESS FM in action on the video from GCSE and A level Design and Technology Tips: Design and Technology GCSE tips – Product Analysis (13 mins 48 s). [Alternative video: Miss McNamee: ACCESS FM D&M (4 mins 3 s) www.youtube.com/watch?v=lwPHeDW2IGA&t=93s.]
D
Click on the star and use the question to initiate class discussion about why designers use ACCESS FM. Answer: Easy acronym to remember, covers the majority of key design criteria, gives structure to a design specification.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2, 1.2.1
CAMBRIDGE NATIONALS
Product disassembly When engineers want to find out how a product works, they take it apart. They check for: • assembly methods • materials used
• component functions • maintenance issues.
FT
• production methods
Explain why designers disassemble existing products.
Iterative design
Design brief
Methods of research
Anthropometric data
ACCESS FM
Product disassembly
Exit ticket
A
Which design strategy?
Explain and discuss how product disassembly works and what to check for.
R
Show the video from TeachEngineering: Reverse Engineering Project Disassemble, Sketch, Recap (4 mins 20 s). [Alternative video: iFixit: iPhone X teardown and analysis! (4 mins 17 s) www.youtube.com/watch?v=3oz-Q3tn70k.]
D
Click on the star and use the question to initiate class discussion about why designers use product disassembly. Reasons: So that designers can work out how a product is assembled, what materials are used, how it was made, how the components function and what are the maintenance issues.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2, 1.2.1
CAMBRIDGE NATIONALS
Exit ticket How well did you understand ACCESS FM? Answer the questions: • What does the letter A represent? • What does the letter M represent? • What can the letter C represent?
WHAT HAVE YOU
Iterative design
Design brief
Methods of research
Anthropometric data
ACCESS FM
Product disassembly
Exit ticket
A
Which design strategy?
FT
LEARNT?
Ask students the questions shown on the PowerPoint slide to get an exit ticket from the class.
R
Ask them to hand in the ‘exit tickets’ as they leave. You could use students’ answers to help you assess their knowledge, and to decide if any areas need to be revisited or revised.
D
Answers: • The letter A represents Aesthetics. • The letter M represents Materials. • The letter C can represent Cost and Customer.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
CAMBRIDGE NATIONALS
D
R
A
R038: Principles of Engineering Design
FT
TA1.2.2: Stages of the iterative design process: Make
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2.2
CAMBRIDGE NATIONALS
Pulcina coffee maker
Make and evaluate
Modelling design ideas
Prototype evaluation
Activity – coffee cup holder
A
Pulcina coffee maker
FT
What modelling methods have been used to make the coffee maker?
Watch the video from Alessidesign: Pulcina-Michele De Lucchi-coffee maker (1 min 15 s). Discuss with students what modelling methods were used during the making of the coffee maker.
D
R
[Alternative video: EUIPO: Industry award Finalist: Pulchina (2 mins 21 s) www.youtube.com/watch?v=Rc4GaokYzrw.]
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2.2
CAMBRIDGE NATIONALS
Make and evaluate
Make and evaluate aims
FT
Design ideas produced in the design stage need to be modelled and evaluated to check that the design brief and specification are fulfilled.
• To model a design idea and test whether it is fit for purpose
Make and evaluate
Modelling design ideas
Prototype evaluation
Activity – coffee cup holder
A
Pulcina coffee maker
What modelling methods are available in school?
D
R
Click on the star and use the question to initiate class discussion about what modelling methods are available in the school.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2.2
CAMBRIDGE NATIONALS
Modelling design ideas Modelling is used to: • test proportions • test scale
FT
• test function.
Design ideas may be modelled:
• virtually using 3D CAD • physically using a variety of materials. Make and evaluate
Prototyping
Modelling design ideas
State two advantages of using 3D CAD software to model ideas.
Prototype evaluation
Activity – coffee cup holder
A
Pulcina coffee maker
3D CAD
Talk through the bullet points on why designers use modelling.
R
Watch the video by producttank: Prototyping and Model Making (12 mins 28 s). Ask students to complete Worksheet 4 while watching the video. Then discuss the use of 3D CAD and watch the video from Kinvert: What is CAD? (2 mins 34 s). [Alternative video: MakerClub: Introduction to CAD (1 mins 51 s) www.youtube.com/watch?v=EPwOgh-M_ok.]
D
Click on the star and use the question to initiate class discussion about the advantages of 3D CAD. Main advantages: Improves accuracy, decreases errors, models can be made using computer aided manufacture (CAM), increases productivity and saves time.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2.2
CAMBRIDGE NATIONALS
Prototype evaluation Before manufacture, compare the prototype against: • the design brief
Evaluation Once the prototype model is approved the manufactured design outcome must also be evaluated.
Make and evaluate
What methods could you use to evaluate the design idea?
Modelling design ideas
Prototype evaluation
Activity – coffee cup holder
A
Pulcina coffee maker
FT
• the specification.
Talk through the bullet points to explain how a prototype is evaluated before manufacture.
R
Watch the video by UNSW: Innovation 101 E4: Prototyping & Testing (4 mins 1 s). [Alternative video: Ty Nock: How to prototype: Furniture edition (11 mins 14 s) www.youtube.com/watch?v=E5MhcjcbLa4&t=167s.]
D
Challenge: Students could research additive manufacture methods mentioned in the video, i.e. fused deposition modelling (FDM), stereolithography apparatus (SLA) and selective laser sintering (SLS).
Click on the star and use the question to initiate class discussion about the methods available to evaluate the design idea. Example methods: primary research, e.g. surveys, observation, etc. Test against the specification using measuring instruments and functionality tests.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2.2
CAMBRIDGE NATIONALS
Modelling activity – Coffee cup carrier Brief Coffee shops are big business. You have been asked, by your employer, to create a functional card prototype of a coffee cup carrier for two cups. Specification notes:
FT
Materials Use card and cardboard for your design. Cup dimensions
Make and evaluate
Modelling design ideas
Prototype evaluation
Activity – coffee cup holder
A
Pulcina coffee maker
D
R
Click through to reveal the brief and then the task. • Coffee cup carrier. Ask students to design and model a coffee cup carrier for two paper cups using card and cardboard. • Design ideas Ask students to quickly sketch some ideas for a two-cup coffee carrier. • Net design Ask students to then work out the net for their carrier. Draw and then cut out the net from card. • Make Ask students to assemble their card carriers using available sticky tape, staples etc. And then test them out. • Evaluate What modifications are needed to make the carriers function correctly? • Feedback When students have tested their coffee cup carriers, ask them to share their designs and problems they had with the rest of the class and how they solved them. Highlight that the process of modification is the iterative design process.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.
R038, TA1.2.2
CAMBRIDGE NATIONALS
Modelling activity – Coffee cup carrier Task: Design • Look on the internet for existing ideas and then decide on a carrier design for two paper coffee cups. • Quickly sketch some ideas for your carrier. Make Evaluate
FT
• Decide on a design and then draw and cut out a net from card. • Adapt and modify the net until your carrier can carry two paper coffee cups safely. • Does it need a handle? • How can you make it strong enough? • How can it be kept lightweight? • How can it keep the cups securely in place? Make and evaluate
Modelling design ideas
Prototype evaluation
Activity – coffee cup holder
A
Pulcina coffee maker
D
R
• Coffee cup carrier. Ask students to design and model a coffee cup carrier for two paper cups using card and cardboard. • Design ideas Ask students to quickly sketch some ideas for a two-cup coffee carrier. • Net design Ask students to then work out the net for their carrier. Draw and then cut out the net from card. • Make Ask students to assemble their card carriers using available sticky tape, staples etc. And then test them out. • Evaluate What modifications are needed to make the carriers function correctly? • Feedback When students have tested their coffee cup carriers, ask them to share their designs and problems they had with the rest of the class and how they solved them. Highlight that the process of modification is the iterative design process.
Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.