dt coursework igcse

Resistant Materials Revision Notes

These notes are made specifically to the IGCSE syllabus and are based on a range of textbooks and websites to give the most comprehensive and consolidated notes you will ever find. Click to review revision notes for each chapter and learn or test your understanding with Quizlets.

Don't forget, these notes also got me to the Top of Hong Kong in DT!

1. Types of Material

Understand the physical and working properties of plastics, woods and metals and their applications

2. Smart Material and Modern Material

Develop an awareness and understanding of ‘smart’ and modern materials

Show a working knowledge of the following:

Thermoplastics

Thermosetting plastics

Demonstrate a working knowledge of natural timbers and understand their classification, properties and uses

Understand why timber is seasoned and how to care for timber during storage and construction

Understand steaming and bending of timbers and have knowledge of adhesives’ curing times and strengths

Demonstrate a working knowledge of the following manufactured boards

Understand the advantages and disadvantages of working with manufactured boards compared with solid wood

5. Composites

Show an understanding of the term composite and be aware of the practical applications for each of the following composite materials:

Carbon fibre reinforced plastic (CFRP)

Glass reinforced plastic (GRP)

Demonstrate a working knowledge of the following metals:

Ferrous metals

Non-ferrous metals

Understand how the following processes can change the molecular structure of a material making it more or less suitable for the task it has to perform:

Work hardening

Annealing all metals

Case hardening of mild steel

Hardening and tempering tool steel (HCS)

7. Preparation of Material

Show knowledge of available market forms, types and sizes

Understand methods of cutting

Understand the use of datum surfaces/lines/edges

Explain the preparation for machine processes and safe methods of securing materials to work surfaces

8. Setting, Measuring, Marking Out, and Testing

Measure and/or mark out 

Produce datum lines by surface plate and scribing block or calipers

Measure using a micrometer, vernier gauge and/or digital caliper

Deforming/reforming

Wastage/addition

10. Joining and Assembly

Use various methods of fabrication and fitting to join parts of products, permanently or temporarily 

Understand the processes of soldering, brazing, welding, riveting/pop riveting 

Understand methods of carcase, stool and frame construction using permanent and temporary joints 

Use holding devices, formers and jigs

Understand the use of knock-down (KD) fittings for use with manufactured boards 

Understand where to use a wide range of pre-manufactured components

Understand how sizes of screws, nails, nuts and bolts are specified

Be aware of a range of different adhesives to join a variety of materials

11. Finishes

Understand the preparation for and application of surface treatments 

Be aware of a range of different finishes

Be aware of surface finishes available for both interior and exterior use 

Be aware of the special finishes available that will prevent corrosion or stains, or withstand heat or liquids 

Understand the term self-finishing and the processes by which some materials are self-finished 

Understand the process of electroplating and anodising

0454 Coursework Handbook for examination from 2020

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Cambridge iGCSE Design and Technology Teacher Guide

Full teacher support to accompany the Cambridge IGCSE Design and Technology Student Book for syllabus 0445. These resources will enable teachers to use a structured approach to delivering the course, but will also allow them enough flexibility to teach in their own way, in the best way possible for their classroom context. *Comprehensive coverage for syllabus 0445 *Fully supports the approach of the Student Book, using scenarios and skills-building to link together the theory and practical parts of the syllabus *Lesson plans and activities that are suitable for a range of international classroom environments, along with activity sheets for every topic in the Student Book * Includes answers to every activity and question in the Student Book *Guidance on setting up and running practical project work in the classroom *Support in how to prepare the students and guide them through their work on the final project* Accompanied by additional material for students and teachers online at Collins Connect, including the full Student Book online, interactive quizzes and activity sheets *Written by highly experienced teachers of Design and Technology from around the world *Guidance on how this resource can be used to teach 7048 O Level CDT: Design and Communication, and 6043 O Level Design and Technology

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Cambridge IGCSE D&T exemplar folder

Subject: Design, engineering and technology

Age range: 14-16

Resource type: Unit of work

Last updated

6 December 2020

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This is my own take on what I believe an A* folder could look like for the new Cambridge IGCSE in Design and Technology. Supplied as both self-running Powerpoint Show and printable PDF file, there are around 40 slides in the folder each with a commentary, summary and checklist at the end of each component as well as extra slides at the end to support the process. In total there are now over 70 slides here but the extra slides are for the benefit of the teacher, or to explain and justify the marks awarded.

There is evidence in the folder of SketchUp, Solidworks, Photoshop and the use of CNC equipment and 3D printing. It is not endorsed by any examination board but can inspire you in your approach to teaching the IGCSE in your school to a very high standard.

I worked as an examiner and moderator for the AQA for 20 years with 27 years D&T teaching and leadership experience where many students achieved 100% for their coursework. This is based on that experience and a culmination of assessing thousands of folders coupled with industry design experience. Additionally, I have consulted for DATA, TES, V&A, Routledge, PGOnline, Doddle and the BBC.

Tes paid licence How can I reuse this?

Get this resource as part of a bundle and save up to 36%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Cambridge IGCSE D&T complete teacher toolkit

This is a bundle of all the IGCSE resources for Design and Technology Resistant Materials. It contains all the theory presentations and associated trackers, exemplar folder and student guide. Some additional lessons and supporting materials are also included. This provides you with all you need to teach, assess and track the theory content and support the practical component for the course and the written examinations.

Cambridge IGCSE Design and Technology toolkit

This bundle consists of all you need to support the teaching of the IGCSE in Design and Technology with a focus on resistant materials/product design: An comprehensive A* level exemplar folder with over 30 extra sheets of supporting information and graphics A 36 page illustrated student guide Detailed tracking and assessment spreadsheets for the 9-1 and A-E syllabus.

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• Centre Services
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• All About Maths

GCSE Design and Technology

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Core technical principles
• 3.2 Specialist technical principles
• 3.3 Designing and making principles

Scheme of assessment

• Non-exam assessment administration
• General administration
• Appendix 1: Links to maths and science

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

GCSE exams and certification for this specification are available for the first time in May/June 2019 and then every May/June for the life of the specification.

All materials are available in English only.

Our GCSE exams in Design and Technology include questions that allow students to demonstrate their ability to:

• recall information
• draw together information from different areas of the specification
• apply their knowledge and understanding in practical and theoretical contexts.

Aims and learning outcomes

Courses based on this specification must encourage students to:

• demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice
• develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values
• use imagination, experimentation and combine ideas when designing
• develop the skills to critique and refine their own ideas whilst designing and making
• communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing
• develop decision making skills, including the planning and organisation of time and resources when managing their own project work
• develop a broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes
• be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses
• consider the costs, commercial viability and marketing of products
• demonstrate safe working practices in design and technology
• use key design and technology terminology including those related to: designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Design and Technology specifications and all exam boards.

The exams and non-exam assessment will measure how students have achieved the following assessment objectives.

• AO1: Identify, investigate and outline design possibilities to address needs and wants.
• AO2: Design and make prototypes that are fit for purpose.
• design decisions and outcomes, including for prototypes made by themselves and others
• wider issues in design and technology.
• technical principles
• designing and making principles.

Assessment objective weightings for GCSE Design and Technology

Assessment weightings.

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Non-exam assessment

The Non-exam assessment will contribute towards 50% of the students overall mark. The NEA project in its entirety should take between 30-35 hours to complete and consist of a working prototype and a concise portfolio of approximately 20 pages of A3 paper, equivalent A4 paper or the digital equivalent.

Students' work should consist of an investigation into a contextual challenge, defining the needs and wants of the user and include relevant research to produce a design brief and specification. Students should generate design ideas with flair and creativity and develop these to create a final design solution (including modelling). A manufacturing specification should be produced to conclude your design findings leading into the realisation of a final prototype that is fit for purpose and a final evaluation. Students should investigate, analyse and evaluate throughout the portfolio and evidence all decisions made.

Six criteria are produced for assessment and there are a number of points within each. Each band should be viewed holistically when marking assessments. Students who produce no work for a criterion or work that is below a GCSE standard should be awarded zero.

The criteria should not be viewed as a linear process to be followed in a step by step manner. Rather, students should be encouraged to follow the iterative design process and assessors encouraged to award marks where they are deserved and can be evidenced. You should ensure that the criteria are assessed accurately and students are not rewarded for quantity of work but the quality of work produced.

With the assessment process being viewed holistically it is vital that students clearly record their work so it is clear where the marks can be awarded. It is also essential that teachers provide clear annotation to support their assessments.

Setting the task

Students will be required to undertake a small-scale design and make task and produce a final prototype based on a design brief produced by the student.

The contextual challenges for the task will be set by AQA and allow students to select from a list issued to schools via e-AQA. The contexts will change every year and will be released on 1 June in the year prior to the assessment being submitted.

Taking the task

With reference to the context, students will be expected to develop a specific brief that meets the needs of a user, client or market.

The task must be of an appropriate level of complexity and contain a degree of uncertainty of the outcome so that students can engage in an iterative process of designing, making, testing, improving and evaluating.

Students must produce a final prototype based on the design brief that they have developed, along with a written or digital design folder or portfolio.

Students must produce a written or digital design folder clearly evidencing how the assessment criteria have been met, together with photographic evidence of the final manufactured prototype.

Students should produce a concise folder. We recommend that this folder does not exceed 20 pages of A3 paper, equivalent A4 paper or the digital equivalent.

Students who do not follow these guidelines will penalise themselves by not meeting the expectations of the assessment appropriately.

Students that exceed the recommended length will self-penalise by not being appropriately focused on the demands of the task. Students that produce work that is shorter than the recommended page count will self-penalise by not allowing appropriate coverage of the assessment objectives.

Time limits

We recommend that students should spend 30–35 hours on their NEA unless there are specific access requirements that should be considered.

We expect students to be selective in their choice of material to include, and to manage their time appropriately.

Students are free to revise and redraft a piece of work before submitting the final piece for assessment. You can review draft work and provide generic feedback to ensure that the work is appropriately focussed. In providing generic feedback you can :

• provide feedback in oral and/or written form
• explain syntax in general terms
• advise on resources that could be used
• remind students of the key sections that should be included in their final folder

In providing generic feedback you cannot :

• correct a student’s work
• provide templates, model answers or writing frames
• provide specific guidance
• provide specific feedback to students on how to improve their projects to meet the requirements of the marking criteria
• give examples of how to implement
• provide feedback where a student has produced an incomplete stage and this is sufficient to allow progression to the next stage.

A clear distinction must be drawn between providing feedback to students as part of work in progress and reviewing work once it has been submitted by the student for final assessment. Once work is submitted for final assessment it cannot be revised. It is not acceptable for you to give, either to individual students or to groups, feedback and suggestions as to how the work may be improved in order to meet the marking criteria.

In accordance with the JCQ Instructions for conducting NEAs, any support or feedback given to individual students which has not been provided to the class as a whole must be clearly recorded on the CRF and the student’s mark must be appropriately adjusted to represent the student’s unaided achievement.

Assessment criteria

Guidance on applying the marking criteria

Level of response marking instructions are broken down into mark bands , each of which has a descriptor. The descriptor for the mark band shows the average performance for the level required . Before you apply the mark scheme to a student’s project, review both the prototype and portfolio and annotate it and/or make notes on it to show the qualities that are being looked for. You can then apply the marking criteria. Start at the lowest band of the marking criteria and use it as a ladder to see whether the work meets the descriptor for that band . The descriptor for the band indicates the different qualities that might be seen in the student’s work for that level. If it meets descriptors for the lowest band then go to the next one and decide if it meets this, and so on, until you have a match between the band descriptor and the student's work. You can compare your student’s work with the standardisation examples to determine if it is the same standard, better or worse. When assigning a level you should look at the overall quality of the work. If the project covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the work to help decide the mark within the band .

• where the student’s work fully meets all statements, the highest mark should be awarded
• where the student’s work mostly meets all statements, the most appropriate mark in the middle of the range should be awarded
• where the learner’s work just meets the majority of statements, the lowest mark should be awarded.

There will be instances where a student fully meets for example 3/4 statements but only just meets the other. In this scenario a best-fit approach should be taken. If, in this scenario, the range of marks within the band was 16-20, then a mark of 18/19 would be appropriate.

The assessment criteria for the NEA are split into six sections as follows.

Section A: Identifying & investigating design possibilities (10 marks)

By analysing the contextual challenge students will identify design possibilities, investigate client needs and wants and factors including economic and social challenges. Students should also use the work of others (past and/or present) to help them form ideas. Research should be concise and relate to their contextual challenge. Students are also advised to use a range of research techniques (primary/secondary) in order to draw accurate conclusions. Students should be encouraged to investigate throughout their project to help inform decisions.

Section B: Producing a design brief & specification (10 marks)

Based on conclusions from their investigations students will outline design possibilities by producing a design brief and design specification. Students should review both throughout the project.

Section C: Generating design ideas (20 marks)

Students should explore a range of possible ideas linking to the contextual challenge selected. These design ideas should demonstrate flair and originality and students are encouraged to take risks with their designs. Students may wish to use a variety of techniques to communicate. Students will not be awarded for the quantity of design ideas but how well their ideas address the contextual challenge selected. Students are encouraged to be imaginative in their approach by experimenting with different ideas and possibilities that avoid design fixation. In the highest band students are expected to show some innovation by generating ideas that are different to the work of the majority of their peers or demonstrate new ways of improving existing solutions.

Section D: Developing design ideas (20 marks)

Students will develop and refine design ideas. This may include, formal and informal 2D/3D drawing including CAD, systems and schematic diagrams, models and schedules. Students will develop at least one model, however marks will be awarded for the suitability of the model(s) and not the quantity produced. Students will also select suitable materials and components communicating their decisions throughout the development process. Students are encouraged to reflect on their developed ideas by looking at their requirements; including how their designs meet the design specification. Part of this work will then feed into the development of a manufacturing specification providing sufficient accurate information for third party manufacture, using a range of appropriate methods, such as measured drawings, control programs, circuit diagrams, patterns, cutting or parts lists.

Section E: Realising design ideas (20 marks)

Students will work with a range of appropriate materials/components to produce prototypes that are accurate and within close tolerances. This will involve using specialist tools and equipment, which may include hand tools, machines or CAM/CNC. The prototypes will be constructed through a range of techniques, which may involve shaping, fabrication, construction and assembly. The prototypes will have suitable finish with functional and aesthetic qualities, where appropriate. Students will be awarded marks for the quality of their prototype(s) and how it addresses the design brief and design specification based on a contextual challenge.

Section F: Analysing & evaluating (20 marks)

Within this iterative design process students are expected to continuously analyse and evaluate their work, using their decisions to improve outcomes. This should include defining requirements, analysing the design brief and specifications along with the testing and evaluating of ideas produced during the generation and development stages. Their final prototype(s) will also undergo a range of tests on which the final evaluation will be formulated. This should include market testing and a detailed analysis of the prototype(s).

1. Electrostal History and Art Museum

2. Statue of Lenin

3. Park of Culture and Leisure

4. museum and exhibition center.

5. Museum of Labor Glory

7. Galereya Kino

8. viki cinema, 9. smokygrove.

10. Gandikap

11. papa lounge bar, 12. karaoke bar.