Cambridge Nationals Engineering Design - Teacher's Resource by Cambridge International Education

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

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Engineering Design

Digital Teacher’s Resource

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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SA 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 Level 1/Level 2 Cambridge National in Engineering Design (J822) 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.

Andrew Topliss (Teacher’s Resource)

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.

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.

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.

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 How to use this series document.

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.

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. 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 (NEAs)). 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.

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.

Teach

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 Student-friendly introductions to the unit and/or topic.

 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.  Assessment-style practice tasks.

Review

 Mid-point and end-of-unit checks on students’ progress and understanding.  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)

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.

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 questions with definite answers 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. Mandatory examined unit

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The quizzes have a different focus depending on the unit:

 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. Mandatory non-examined assessed units

 For each NEA unit, there is a 20-question quiz that focuses on key terminology and concepts.

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.

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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.

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.  48 GLH

 70 marks

Reference

Topic Area

TA1

Designing processes

TA2

Design requirements

TA3

Communicating design outcomes

TA4

Evaluating design ideas

Essential knowledge for non-specialist teachers

The Engineering Design Student Book includes information on all the main topics for the unit. We also recommend the following sources of additional information: Topic

Notes

Product designer maker

Tutorials on freehand sketching, shading, rendering, thin/thick lines

Freehand sketching

Source

Freehand sketching

Harry Chapman

Tutorials on freehand sketching, shading, rendering, thin/thick lines

Freehand sketching

David Di lenno

Tutorials on freehand sketching using shapes

Isometric sketching

LHS Technologies

Isometric sketching

David Di lenno

Tutorials 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

College & Career Ready Labs: Paxton Patterson

Introduction to the construction of a third angle orthographic drawing

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 Source

Notes

Engineering drawings

FacTime

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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Topic

These words and phrases will be used often during the course of the unit:  ACCESS FM  communicating designs  design specification  design strategies  iterative design  manufacturing considerations  methods of evaluation  primary research  secondary research  sustainable design

PPTs 1–4, 6, 11 and 13, Worksheets 1–11, 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

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 PPT Overview slide 2 10 mins

 What does a design engineer do? Watch the video by Dyson School of Design Engineering (1 mins 40 s). Use this to prompt a class discussion about what design engineers do.

PPT Overview slide 2 5 mins

Teach

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 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.

 Unit structure 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.

PPT Overview slide 3 5 mins

 Types of exam questions 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 Explain the TAs of this unit.

PPT Overview slide 5 5 mins

Apply

 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.

PPT Overview slide 5 15 mins

Review

 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

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R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource

CAMBRIDGE NATIONALS

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. The study of measurements of the human body

ergonomic design

The design of anything that involves people

inclusive design

The development of a product for a specific user with specific needs

iterative design

The development of a product through modelling and repeated testing

linear design

The development of a product through a series of sequential stages

sustainable design

The development of a product that uses environmentally friendly methods to not harm people or the planet

user-centred design

The development of a product with a clear understanding of user needs and requirements

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anthropometrics

PPTs 1–3 and Worksheets 1–5 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

Teach

PPT 1 slide 2 15 mins

 Design strategies Explain what design strategies are used for and how they are used to design and manufacture a product. Watch the video by 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 everyday life. Explain how this topic will be tested in the exam.

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 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

 Iterative design Explain how iterative design is used to design a product. Watch the video by Mr. PPT 1 slide 4 15 mins Buncle: Iterative design (2 mins 40 s). The video explains the iterative design process and uses architecture as the context. Discuss advantages and disadvantages of the strategy.  Inclusive design Explain how inclusive design is used to design a product. Watch the video by Healthier workforce center: Inclusive design (4 mins 11 s). Discuss advantages and disadvantages of the strategy.

PPT 1 slide 5 15 mins

 User-centred design Explain how user-centred design is used to design a product. Explain about phone apps and games being user-centred. Watch the video by Interaction Design Foundation: What is human-centred design? (4 mins 37 s). The focus is on software use. Discuss advantages and disadvantages of the strategy.

PPT 1 slide 6 20 mins

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CAMBRIDGE NATIONALS

R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource

 Ergonomic design Explain how ergonomic design is used to design a product. Watch the video by Lumi: Why ergonomics? (2 mins 16 s). 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 Explain how sustainable design is used to design a product. Watch the video by Tech Insider: How Adidas turn plastic bottles into shoes (3 mins 11 s). 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

Apply

Mid-point review

PPT 1 slide 9 30 mins

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 Advantages and disadvantages of the design strategies Ask students to arrange the advantages and disadvantages into correct strategies and then write them down.  Challenge: Use different products/contexts. To stretch students further, 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 Ask students to complete Worksheet 1 using the structure strips to answer the questions on design strategies.

 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.

Worksheet 1 30 mins

PPT 1 slide 10 5 mins

Engage

1.2.1 Stages of the iterative design process, and the activities carried out within each stage of this cyclic approach: Design  Which design strategy? Match each word to the correct phrase. Ask students to volunteer an answer then click to reveal.

Teach

PPT 2 slide 2 10 mins

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, 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.  Iterative design 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.

PPT 2 slide 3 10 mins

 Design brief 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 Explain primary and secondary research. Discuss the advantages and disadvantages of each method.

PPT 2 slide 5 20 mins

 Anthropometric data 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

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CAMBRIDGE NATIONALS

R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource

 ACCESS FM 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 by GCSE and A level Design and Technology Tips: Design and Technology GCSE tips – Product Analysis (13 mins 48 s).

PPT 2 slide 7 30 mins

 Product disassembly Explain and discuss how product disassembly works and what to check for. Watch the video by TeachEngineering: Reverse engineering project disassemble, sketch, recap (4 mins 20 s).

PPT 2 slide 8 10 mins

Apply Worksheet 2 30 mins

 Anthropometric data Ask students to complete Worksheet 3. This worksheet should be printed in colour. 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

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 Primary and secondary research Ask students to complete the questions on Worksheet 2.

 Exit ticket Give each student a piece of paper and ask them to write short answers to the questions on the 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.

PPT 2 slide 9 5 mins

Engage

1.2.2 Stages of the iterative design process, and the activities carried out within each stage of this cyclic approach: Make

 Pulcina coffee maker Watch the video by Alessidesign: Pulcina-Michele De Lucchi-coffee maker (1 mins 15 s). 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

Teach

 Make and evaluate 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.

PPT 3 slide 3 10 mins

 Modelling design ideas Explain why designers use modelling to test proportions, test scales and test the function of a prototype. Watch the video by producttank: Prototyping and model making (12 mins 28 s). 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 by Kinvert: What is CAD? (2 mins 34 s).

PPT 3 slide 4 Worksheet 4 45 mins

PPT 3 slide 5  Prototype evaluation Explain that before a product is manufactured, the prototype needs to be evaluated against the design brief and specification. Watch the video by UNSW: Innovation 35 mins 101 E4: prototyping and testing (4 mins 1 s). Discuss with students how this represents iterative design in action.

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CAMBRIDGE NATIONALS

R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource

 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).

Apply

Mid-point review

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 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.

Worksheet 5 15 mins

 Make and evaluate Ask students to answer the exam-type questions on Worksheet 5.

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: Suggested delivery outline

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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

Introduction and overview of the unit

PPT Overview, slides 1–6 cn_engdes_1ed_tr_r038_ppt_overview.ppt

TA1

Designing processes

1.1

The stages involved in design strategies  Linear, Iterative, Inclusive, User-centred, Sustainable and Ergonomic design

PPT 1, slides 1–10 cn_engdes_1ed_tr_r038_ta1_ppt_1.ppt Worksheet 1

TA1

Designing processes

1.2.1

PPT 2, slides 1–9 cn_engdes_1ed_tr_r038_ta1_ppt_2.ppt Worksheets 2–3 and answers

TA1

Designing processes

1.2.2

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)

PPT 3, slides 1–7 cn_engdes_1ed_tr_r038_ta1_ppt_3.ppt Worksheets 4–5 and answers

PPT 4, slides 1–8 cn_engdes_1ed_tr_r038_ta2_ppt_4.ppt Worksheets 6–8 and answers

TA2

TA reference

Design requirements

2.1

No. of lessons

Resources

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CAMBRIDGE NATIONALS

R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource

TA reference

Topic area

Topic section reference

Suggested coverage

TA2

Design requirements

2.2

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

PPT 6, slides 1–11 cn_engdes_1ed_tr_r038_ta2_ppt_6.ppt Worksheet 11 and answers

TA3

Communicating 3.1 design outcomes

Types of drawing used in engineering

PPT 7, slides 1–13 cn_engdes_1ed_tr_r038_ta3_ppt_7.ppt Worksheet 12 and answers

PPT 8, slides 1–6 cn_engdes_1ed_tr_r038_ta3_ppt_8.ppt PPT 9, slides 1–9 cn_engdes_1ed_tr_r038_ta3_ppt_9.ppt Worksheets 13–14 and answers

Resources PPT 5, slides 1–10 cn_engdes_1ed_tr_r038_ta2_ppt_5.ppt Worksheets 9–10

PL E     

Communicating 3.2 design outcomes

Freehand sketching Isometric Oblique Orthographic drawings Exploded views

Assembly drawings Block diagrams Flowcharts Circuit diagrams Wiring diagrams

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

TA3

    

No. of lessons

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R038 PRINCIPLES OF ENGINEERING DESIGN Engineering Design: Teacher’s Resource Topic section reference

Topic area

TA3

Communicating 3.3 design outcomes

Using CAD drawing software  Advantages and limitations of using CAD drawing software compared to manual drawing techniques

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)

PPT 11, slides 1–7 cn_engdes_1ed_tr_r038_ta4_ppt_11.ppt Worksheet 16 and answers

TA4

Evaluating design ideas

4.2

Modelling methods  Virtual (3D CAD)  Card  Block  Breadboarding  3D printing

PPT 12, slides 1–8 cn_engdes_1ed_tr_r038_ta4_ppt_12.ppt 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

PPT 13, slides 1–8 cn_engdes_1ed_tr_r038_ta4_ppt_13.ppt Worksheet 19

Revision of the unit

Worksheet 20 and answers

ALL

Resources PPT 10, slides 1–4 cn_engdes_1ed_tr_r038_ta3_ppt_10.ppt Worksheet 15 and answers

PL E

Unit R038

Suggested coverage

No. of lessons

TA reference

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts

Worksheet 1: Design strategies Use the structure strips to answer the questions below. 1. Explain what user-centred design is and give an example. State 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.

PL E

Use a link sentence to start your next paragraph.

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.

2. Explain what sustainable design is and give an example. State an advantage and a disadvantage of this design strategy.

Intro/Explanation 1: POINT/EXPLAIN:

EXAMPLE: Use an example for the above.

Use a link sentence to start your next paragraph.

Explanation 2: Advantages and disadvantages POINT: Make your next point. Use a link sentence to your next point. POINT: Make your final point.

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UNIT: R038 TA1.1

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R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts

Worksheet 1: Continued Use the same structure and exam technique to complete the questions below.

PL E

3. Explain what ergonomic design is and give an example. State an advantage and a disadvantage of this design strategy.

4. Explain what linear design is and give an example. State an advantage and a disadvantage of this design strategy.

5. Explain what iterative design is and give an example. State an advantage and a disadvantage of this design strategy.

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UNIT: R038 TA1.1

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R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts

Worksheet 2: Primary and secondary research Complete the following questions. 1. Why would you complete research when creating a new product?

PL E

2. Can you think of examples of secondary research?

3. What are some advantages of primary research?

4. What are the advantages and disadvantages of secondary research?

Advantages:

Disadvantages:

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UNIT: R038 TA1.2.1

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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. The following measurements are required: A. Span of hand (mm) C. Length of finger (mm)

PL E

B. Width of hand (mm)

1. 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. 1 2 3 4

B. Width of hand (mm) C. Length of finger (mm)

A. Span of hand (mm)

Name

6 7 8 9

Totals Average

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UNIT: R038 TA1.2.1

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R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts

Worksheet 3: Continued 2. What type of research have you completed – primary or secondary?

PL E

3. How will this data help you design a hand-held personal alarm?

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UNIT: R038 TA1.2.1

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R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts

Worksheet 4: Prototyping and modelling Complete the following questions. 1. Why are some design projects not successful?

PL E

2. What things are prototypes used for?

3. Why is it important not to be afraid to fail when making prototypes?

Model:

Prototype:

4. State what a model and a prototype are.

5. What could happen if a prototype is not made before manufacture?

6. What is a problem of using a scale model?

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UNIT: R038 TA1.2.2

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R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts

Worksheet 5: Make and evaluate Complete the following questions. 1. Why would you make a model/prototype when designing?

PL E

2. What items are found in a design brief?

3. Compare virtual and physical modelling.

4. What are the advantages and disadvantages of computer-controlled manufactured models?

Advantages:

Disadvantages:

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UNIT: R038 TA1.2.2

R038 PRINCIPLES OF ENGINEERING DESIGN

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R064 Enterprise & marketing concepts

Worksheet 2 answers: Primary and secondary research Complete the following questions. 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

Responses include:  Internet  Books/magazines  Newspapers  Databases  TV programmes

PL E

2. Can you think of examples of secondary research?

3. What are some advantages of primary research? Responses include:  Uses a trusted source

 Data is up-to-date and modern

 Can focus on specific research

4. What are the advantages and disadvantages of secondary research? Responses include: 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

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UNIT: R038 TA1.2.1

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R038 PRINCIPLES OF ENGINEERING DESIGN R064 Enterprise & marketing concepts

Worksheet 4 answers: Prototyping and modelling Complete the following questions. 1. Why are some design projects not successful? The designer is not making enough prototypes to test ideas. 2. What things are prototypes used for? 

To test ideas



To prove concepts



To highlight problems

PL E

Responses include:

3. Why is it important not to be afraid to fail when making prototypes? Responses include: 

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.

5. What could happen if a prototype is not made before manufacture? Responses include:

Customer complaints



Money and time lost



Product recalls

6. What is a problem 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 full scale.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

UNIT: R038 TA1.2.2

R038 PRINCIPLES OF ENGINEERING DESIGN

CAMBRIDGE NATIONALS

R064 Enterprise & marketing concepts

Worksheet 5 answers: Make and evaluate Complete the following questions. 1. Why would you make a model/prototype when designing? Responses include: 

To test the proportions



To test the scale



To test the function

Responses include:

PL E

2. What items are found in a design brief? 

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

3. Compare virtual and physical modelling. Responses include:

Physical models can be touched and tested



Physical models can be evaluated using all the five senses



Virtual models require computer skills



Virtual models can be shared around the world quickly and easily



4. What are the advantages and disadvantages of computer-controlled manufactured models? Responses include: Advantages:

Time saving and efficient



Accurate models are made



Repeatability of making a model



Disadvantages: 

CAD skills are needed



Cost of computer manufacturing equipment is expensive



Restrictive range of materials that can be used

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

UNIT: R038 TA1.2.2

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PL E

R038: Principles of engineering design

Unit overview and review

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 e n g in e e r in g d e sig n : U n it o ve r vie w

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Retrieval task

PL E

• Make a list of projects you have designed and made in school.

• What tasks did you carry out when you were designing these products?

Structure

Exam content

Topic areas

Student task

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.

Click on the ‘play’ button to watch the video by 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. [Alternative video: James Dyson Foundation: How I became a design engineer (1 min 41 s) www.cambridge.org/links/encntddes5019 ]

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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Unit structure

PL E

This unit is assessed with an external exam. The exam will be worth 40% of your overall grade. The exam is 1 hour 15 minutes long and you will sit this in Year 11, at the end of the course. The exam consists of: • multiple choice questions • short answers questions • longer, essay style questions.

The content you will learn during this unit will also help you to complete your internal units to a high standard. Structure

Exam content

Topic areas

Student task

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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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.

PL E

Section A:

• Ten multiple choice questions worth one mark each. 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. Structure

Exam content

Topic areas

Student task

Talk through types of questions and relate to other subjects where students will have used similar exam techniques.

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.

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Topic areas

You will learn about different design processes and be able to decide which is most suitable for products and their users.

Structure

TA2: Design requirements

TA3: Communicating design outcomes

TA4: Evaluating design ideas

PL E

TA1: Designing processes

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

Click through to reveal each Topic Area. Use Q&A to relate these back to either ongoing internal units or previous knowledge from past projects.

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Student task TA2: How products are made

TA1: Design stages

PL E

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.

Topic areas

TA3: Different drawing techniques

Structure

Exam content

Topic areas

TA4: Evaluating your designs

Student task

Q&A regarding making links with topic areas.

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.

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R038: Principles of engineering design

PL E

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

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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.

PL E

• A design strategy is a plan on how to design and manufacture (make) a product.

• 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. Design strategies

Linear design

Iterative design

Inclusive design

User-centred design

Ergonomic design

Sustainable design

Advantages and disadvantages

Checkpoint

Click on the ‘play’ button to watch the video by 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.

[Alternative video: Engineering Outreach – Ontario Tech University: Engineering and the Engineering Design Process (45 s) www.cambridge.org/links/encntddes5021 ] 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

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Linear design

Problem

Brief

PL E

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:

Research

Specification

Ideas

Prototype

Production planning

Test

Evaluate

Suggest one disadvantage of linear design.

Design strategies

Linear design

Iterative design

Inclusive design

User-centred design

Ergonomic design

Sustainable design

Advantages and disadvantages

Checkpoint

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.

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.

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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. • It then goes through the same process many times (producing lots of new iterations) until a final design solution is reached.

Evaluate

• Iterative design is one of the most popular design strategies and is used to design many products in lots of engineering sectors.

Design strategies

Linear design

Make

PL E

Iterative design

Inclusive design

User-centred design

Suggest one advantage of iterative design.

Ergonomic design

Sustainable design

Advantages and disadvantages

Checkpoint

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.

Click on the ‘play’ button to watch the video by 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. [Alternative video: DTAssoc: Iterative Design in Action (4 mins 27 s) www.cambridge.org/links/encntddes5023 ]

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

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Inclusive design

PL E

Inclusive design involves designing and making products, buildings or places that can be used by as many people as possible. 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?

Design strategies

Linear design

Iterative design

Inclusive design

User-centred design

Ergonomic design

Sustainable design

Advantages and disadvantages

Checkpoint

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.

Click on the ‘play’ button to watch the video by Healthier Workforce Center: Inclusive Design (4 mins 11 s). [Alternative video: Brut America: Christina Mallon Advocates for Inclusive Design (4 mins 20 s) www.cambridge.org/links/encntddes5025 ] 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

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User-centred design

Design strategies

Linear design

User-centred design

UserCentred

PL E

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.

Iterative design

Inclusive design

User-centred design

Usercentred making

Usercentred evaluation

What are the advantages of user-centred design?

Ergonomic design

Sustainable design

Advantages and disadvantages

Checkpoint

Talk to students about phone apps and games that are user-centred.

Click on the ‘play’ button to watch the video by 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.cambridge.org/links/encntddes5027 ] 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

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Ergonomic design Ergonomics is the interaction of humans with products or their environment.

PL E

• It uses anthropometric data. • 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. Design strategies

Linear design

Iterative design

Inclusive design

User-centred design

How has this product been ergonomically designed?

Ergonomic design

Sustainable design

Advantages and disadvantages

Checkpoint

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.

Click on the ‘play’ button to watch the video by LUMI: Why Ergonomics? (2 mins 16 s).

[Alternative video: Jimmy Design: Designing Ergonomic Products (14 mins 55 s) www.cambridge.org/links/encntddes5029 ] 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.

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Sustainable design Sustainability and the environment are at the centre of a sustainable design strategy.

PL E

• It is similar to user-centred strategy in that sustainability is considered at every stage of the design process.

• 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?

Design strategies

Linear design

Iterative design

Inclusive design

User-centred design

Ergonomic design

Sustainable design

Advantages and disadvantages

Checkpoint

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.

Click on the ‘play’ button to watch the video by Tech Insider: How Adidas Turns Plastic Bottles Into Shoes (3 mins 31 s). 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 21 s) www.cambridge.org/links/encntddes5031 ] 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.

PL E

Advantage

Disadvantage

Does not exclude any users

Product can be too

from using the product.

specific to a certain user 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 to a certain user group.

a design idea to reach a final Disadvantage

Step-by-step approach helps Development can become to plan for success. costly as many versions are produced to reach a final Disadvantage solution.

solution. Development can become costly as

versions are produced to reach Inclusivemany design

Can limit choices as design does not go

a final solution.

through many versions.

Design strategies

Linear design

Iterative design

Inclusive design

User-centred design

Ergonomic design

Sustainable design

Advantages and disadvantages

Checkpoint

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.

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?

PL E

Two minutes In pairs: Name two features of ergonomic design.

Three minutes

Discuss in your group: Why do designers use design strategies?

Design strategies

Linear design

Iterative design

Inclusive design

User-centred design

Ergonomic design

Sustainable design

Advantages and disadvantages

Checkpoint

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 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.

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R038: Principles of engineering design

PL E

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

LINEAR ITERATIVE SUSTAINABLE USER-CENTRED INCLUSIVE

Which design strategy?

Iterative design

PL E

ERGONOMIC

Uses the 6Rs as a reference

Users’ needs are fully understood Step-by-step approach to design Focus on all users

Uses anthropometric data

Design brief

Methods of research

Anthropometric data

ACCESS FM

Product disassembly

Exit ticket

Click through to reveal which phrase matches each design strategy word.

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.

Design Design

PL E

• It is cyclic until the final product design can be agreed.

Iterative design

Design strategy aim

Iterative design

To help: • produce an engineering design specification • generate design ideas by sketching and modelling.

Which design strategy?

Iterative design

Design brief

Make

Evaluate Evaluate

Methods of research

Anthropometric data

ACCESS FM

Make

Product disassembly

Exit ticket

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.

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.

• what needs to be designed

PL E

• 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 the product will be used for • who the product is for

• 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.

Which design strategy?

Iterative design

Design brief

Methods of research

Anthropometric data

ACCESS FM

Product disassembly

Exit ticket

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.

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 • Internet

• Interviews

• TV programmes

PL E

• Focus groups

• Observations

• Databases

• Product analysis

• Textbooks

• Surveys

• Newspapers

• Industrial visits

Carried out by you Which design strategy?

Iterative design

Design brief

Methods of research

Carried out by someone else

Anthropometric data

ACCESS FM

Product disassembly

Exit ticket

Talk through the bullet points for both primary and secondary research. Discuss the advantages and disadvantages of each method.

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.

PL E

• Millions of measurements are taken of people of all shapes and sizes.

• 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.

Which design strategy?

Iterative design

Design brief

Methods of research

Anthropometric data

ACCESS FM

Product disassembly

Exit ticket

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. 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

PL E

C = cost

C = customer

E = environment S = size

S = safety

Explain, using one example, why designers use ACCESS FM.

F = function

M = materials

Which design strategy?

Iterative design

Design brief

Methods of research

Anthropometric data

ACCESS FM

Product disassembly

Exit ticket

Explain why ACCESS FM is a very useful method to analyse products.

To demonstrate a working example, click on the ‘play’ button to watch the video by 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.cambridge.org/links/encntddes5033 ] 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

• assembly methods • materials used • production methods • component functions • maintenance issues.

PL E

When engineers want to find out how a product works, they take it apart. They check for:

Explain why designers disassemble existing products.

Which design strategy?

Iterative design

Design brief

Methods of research

Anthropometric data

ACCESS FM

Product disassembly

Exit ticket

Explain and discuss how product disassembly works and what to check for. Click on the ‘play’ button to watch the video by TeachEngineering: Reverse Engineering Project Disassemble, Sketch, Recap (4 mins 20 s).

[Alternative video: iFixit: iPhone X Teardown and Analysis! (4 mins 17 s) www.cambridge.org/links/encntddes5034 ] Click on the star and use the question to initiate class discussion about why designers use product disassembly.

Answer: 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

PL E

•

What does the letter A represent?

HAVE YOU

•

What does the letter M represent?

•

What can the letter C represent?

Which design strategy?

Iterative design

Design brief

LEARNT?

Methods of research

Anthropometric data

ACCESS FM

Product disassembly

Exit ticket

Ask students the questions shown on the slide to get an exit ticket from the class.

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.

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

R038: Principles of engineering design

PL E

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

PL E

Pulcina coffee maker

What modelling methods have been used to make the coffee maker?

Pulcina coffee maker

Make and evaluate

Modelling design ideas

Prototype evaluation

Activity – coffee cup holder

Click on the ‘play’ button to watch the video by 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.

[Alternative video: EUIPO: Industry Award Finalist: Pulcina (2 mins 21 s) www.cambridge.org/links/encntddes5036 ]

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

PL E

Design ideas produced in the design stage need to be modelled and evaluated to check that the design brief and specification are fulfilled.

Make and evaluate aims

• To model a design idea and test whether it is fit for purpose

Pulcina coffee maker

Make and evaluate

What modelling methods are available in school?

Modelling design ideas

Prototype evaluation

Activity – coffee cup holder

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 scale • test function.

PL E

• test proportions

Design ideas may be modelled:

• virtually using 3D CAD • physically using a variety of materials. Pulcina coffee maker

Make and evaluate

Prototyping 3D CAD

Modelling design ideas

State two advantages of using 3D CAD software to model ideas.

Prototype evaluation

Activity – coffee cup holder

Talk through the bullet points on why designers use modelling.

Prototyping Click on the ‘play’ button to watch the video by producttank: Prototyping and Model Making (12 mins 28 s). Ask students to complete Worksheet 4 while watching the video.

3D CAD Click on the ‘play’ button to watch the video by Kinvert: What is CAD (2 mins 34 s). [Alternative video: MakerClub: Introduction to CAD (1 mins 50 s) www.cambridge.org/links/encntddes5039 ] Click on the star and use the question to initiate class discussion about the advantages of 3D CAD. 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 specification.

Evaluation

PL E

• the design brief

Once the prototype model is approved the manufactured design outcome must also be evaluated.

Pulcina coffee maker

Make and evaluate

What methods could you use to evaluate the design idea?

Modelling design ideas

Prototype evaluation

Activity – coffee cup holder

Talk through the bullet points to explain how a prototype is evaluated before manufacture. Click on the ‘play’ button to watch the video by UNSW: Innovation 101 E4: Prototyping & Testing - Physical Products (4 mins 1 s).

[Alternative video: Ty Nock: How to Prototype: Furniture Edition + Final Design Reveal (11 mins 14 s) www.cambridge.org/links/encntddes5041 ] 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

Specification notes: Materials Use card and cardboard for your design. Cup dimensions

Pulcina coffee maker

PL E

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.

Make and evaluate

Modelling design ideas

Prototype evaluation

Activity – coffee cup holder

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

Make

PL E

• 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.

• Decide on a design and then draw and cut out a net from card. Evaluate

• 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? Pulcina coffee maker

Make and evaluate

Modelling design ideas

Prototype evaluation

Activity – coffee cup holder

• 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.