3.1 Core technical principles
In order to make effective design choices students will need a breadth of core technical knowledge and understanding that consists of:
- new and emerging technologies
- energy generation and storage
- developments in new materials
- systems approach to designing
- mechanical devices
- materials and their working properties.
All of this section must be taught and all will be assessed.
New and emerging technologies
Students must know and understand the impact of new and emerging technologies on contemporary and potential future scenarios in relation to the following areas:
Industry
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The impact of new and emerging technologies on:
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Enterprise
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Enterprise based on the development of an effective business innovation:
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Sustainability
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The impact of resource consumption on the planet:
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Taking into consideration the ecological and social footprint of materials. |
People
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How technology push/market pull affects choice. Changing job roles due to the emergence of new ways of working driven by technological change. |
Culture
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Changes in fashion and trends in relation to new and emergent technologies. Respecting people of different faiths and beliefs. |
Society
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How products are
designed and made to avoid having a negative impact on others:
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Environment
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Positive and negative impacts new products have on the environment:
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Production techniques and systems
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The contemporary and potential future use of:
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How the critical evaluation of new and emerging technologies informs design decisions
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That it is important to consider scenarios from different perspectives and considering:
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Ethical factors and consideration of ecological and social footprint. |
Energy generation and storage
Students should understand how energy is generated and stored and how this is used as the basis for the selection of products and power systems.
Fossil fuels
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How power is generated from:
Arguments for and against the selection of fossil fuels. |
How to choose appropriate energy sources. |
Nuclear power
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How nuclear power is generated. Arguments for and against the selection of nuclear power. |
How to choose appropriate energy sources. |
Renewable energy
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How power is generated from:
Arguments for and against the selection of renewable energy. |
How to choose appropriate energy sources. |
Energy storage systems including batteries
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Kinetic pumped storage systems. Alkaline and re-chargeable batteries. |
How to choose appropriate energy sources. |
Developments in new materials
Students should be aware of developments in new materials.
Modern materials
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Developments made through the invention of new or improved processes eg Graphene, Metal foams and Titanium. Alterations to perform a particular function eg Coated metals, Liquid Crystal Displays (LCDs) and Nanomaterials. |
Classification of the types of properties of a range of materials. Selecting appropriate materials. Extracting information from technical specifications. |
Smart materials
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That materials can have one or more properties that can be significantly changed in a controlled fashion by external stimuli, such as stress, temperature, moisture, or PH eg shape memory alloys, thermochromic pigments and photochromic pigments |
Classification of the types of properties of a range of materials. Selecting appropriate materials. Extracting information from technical specifications. |
Composite materials
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That composite materials are produced by combining two or more different materials to create an enhanced material eg glass reinforced plastic (GRP) and carbonfibre reinforced plastic (CRP). |
Classification of the types of properties of a range of materials. Selecting appropriate materials. Extracting information from technical specifications. |
Technical textiles
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How fibres can be spun to make enhanced fabrics eg conductive fabrics, fire resistant fabrics, kevlar and microfibres incorporating micro encapsulation. |
Classification of the types of properties of a range of materials. Selecting appropriate materials. Extracting information from technical specifications. |
Systems approach to designing
Students should consider electronic systems including programmable components to provide functionality to products and processes, and enhance and customise their operation.
Input s
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The use of light sensors, temperature sensors, pressure sensors and switches. |
Extracting information from technical specifications. Component names, interaction and operation. |
Processes
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The use of programming microcontrollers as counters, timers and for decision making, to provide functionality to products and processes. |
Extracting information from technical specifications. Component names, interaction and operation. |
Outputs
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The use of buzzers, speakers and lamps, to provide functionality to products and processes. |
Extracting information from technical specifications. Component names, interaction and operation. |
Mechanical devices
Different types of movement
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The functions of mechanical devices to produce linear, rotary, reciprocating and oscillating movements. |
Visualise and represent 2D and 3D objects including 2D diagrams of mechanisms/mechanical movement. |
Changing magnitude and direction of force
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Levers:
Linkages:
Rotary systems:
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The action of forces and how levers and gears transmit and transform the effects of forces. Arithmetic and numerical computation eg use ratios. Use angular measures in degrees, visualise and represent 2D and 3D objects including 2D diagrams of mechanisms/ mechanical movement. Knowledge of the function of mechanical devices to produce different sorts of movement, changing the magnitude and direction of forces. |
Materials and their working properties
Students should know and understand the categorisation of the types and properties of the following materials.
Material categories
Papers and boards
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Students should have an overview of the main categories and types of papers and boards: papers including:
boards including:
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Classification of the types and properties of a range of materials. Physical properties of materials related to use and knowledge applied when designing and making. |
Natural and manufactured timbers
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Students should have an overview of the main categories and types of natural and manufactured timbers: hardwoods including:
softwoods including:
manufactured boards including:
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Classification of the types and properties of a range of materials. Physical properties of materials related to use and knowledge applied when designing and making. |
Metals and alloys
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Students should have an overview of the main categories and types of metals and alloys: ferrous metals including:
non ferrous metals including:
alloys including:
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Classification of the types and properties of a range of materials. Physical properties of materials related to use and knowledge applied when designing and making. |
Polymers
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Students should have an overview of the main categories and types of polymers: thermoforming including:
thermosetting including:
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Classification of the types and properties of a range of materials. Physical properties of materials related to use and knowledge applied when designing and making. |
Textiles
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Students should have an overview of the main categories and types of textiles:
| Classification of the types and properties of a range of materials. Physical properties of materials related to use and knowledge applied when designing and making. |
Material properties
Students should have an understanding of the working and physical properties of the materials in Material categories.
Material properties
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In relation to the main categories outlined above (not the
specific materials identified), students should know and understand physical
properties such as:
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Scientific vocabulary eg metals/non-metals and physical and chemical differences between them eg types and properties across a range of materials. Using materials eg composition of some important alloys eg selection of an alloy for enhanced durability in a particular design situation. |
