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Edexcel GCSE 2009 Design and Technology:
Electronic Products
Linear Scheme of work designed for teaching over two years
Editable scheme of work
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Scheme of work
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adaptation as easy as possible.
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You will find other support for planning the course in the Teacher’s Guide. This is a free downloadable resource that you can access at
http://www.edexcel.com/quals/gcse/gcse09/dt/electronic/Pages/default.aspx.
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Edexcel GCSE Design and Technology
Linear scheme of work
Electronic Products — Year 10
This scheme of work covers Year 10 and Year 11. It assumes that Unit 2 is studied in Year 10. This enables students to apply technical
knowledge to their Creative Design and Make activities (Unit 1) in Year 11. Please note that for courses beginning on or after September
2012 it will no longer be possible to sit the examination in Year 10 as all external exams will have to be done at the end of the 2 year course.
Whilst it is hoped that students have some prior knowledge of electronics, the scheme attempts to cover all of the topics of Unit 2 and all of
the stages of Unit 1.
The content of Unit 2 is covered by a series of six projects supplemented with home learning activities.
Y10 Content coverage/
Learning outcomes Exemplar activities Exemplar resources
week key questions
Project 1. Using your senses. Students to select a designing and making task that senses one of the following:
light levels, eg child’s night light
Weeks
temperature levels, eg desk fan
1-10
moisture levels, eg bath water level indicator.
[allow 1-10 weeks to deliver]
Unit 1 Stage 1.1 To write a project brief and Students produce a hand drawn or Past projects provide useful information.
Analysing the brief to analyse it in enough ICT produced brief and analysis. Find an excellent resource that covers most of
detail to be able to clarify Using multimeters, students’ the topics on this course at:
design needs. measure and record resistance for www.technologystudent.com
Unit 2 Topic 1.4
Week To know the circuit symbol different conditions. For circuit symbols, see the Electronic Symbols
Input components and resistance
1 and Formulae Sheets on the Edexcel website:
characteristics for LDR, www.edexcel.com
thermistor, moisture
sensor.
Home learning: Topic 1.4 Research Piezo-electric and bio-sensors.
Topic 1.10 Resistors Understand how to Using worksheets students For a resistor colour code chart, see:
determine the value of a 4 determine value of a 4 colour band www.technologystudent.com
Topic 1.16 Multimeters colour band resistor. resistor and check using a Use Crocodile Technology (www.crocodile-
Know the circuit symbol multimeter. clips.com/en/Crocodile_Technology) or similar.
and function of a transistor Teacher presents notes and demo of
Topic 1.5 Process
Week and a Darlington Pair. a transistor and a Darlington Pair
components using Crocodile Technology or
2 Understand the function
and application of a diode. similar.
Topic 1.12 Diodes Teacher leads activity explaining the
use of a diode as a protection device
against back EMF.
Home learning: Topic 1.5 Research the function and application of a FET. List the differences between a FET and a transistor.
Topic 1.8 Output Recognise and know the Students get hands on experience Output components as listed.
components circuit symbol for bulbs, drawing components and learning Useful websites include:
buzzers, LEDs and motors. symbols. www.batteryfacts.co.uk and www.duracell.com
Week Topic 1.9 Power Sources State the advantages and Students investigate batteries using
3 disadvantages of a range of internet research.
batteries (such as AAA, AA,
PP3).
Home learning: Topic 1.9 Research the advantages and disadvantages of rechargeable batteries.
Topic 4.1 Specification Using the criteria listed in Students match their specification to
Topic 4.1 write a their chosen design brief.
Topic 4.2 Designing skills specification. Students use their knowledge of
Week
Demonstrate the ability to inputs/ processes/outputs to design
4
apply electronic knowledge. their circuit.
Topic 4.3 Application of
knowledge
Home learning: Topic 1.8 Compare the merits of 7 segment displays, LED dot matrix displays and LCD to indicate numbers and/or letters.
Topic 5.3 CAD Understand the advantages Use a CAD system (Crocodile Use CAD modelling software (www.crocodile-
of virtual modelling. Technology or similar) to model and clips.com).
Topic 1.15 Circuit Develop the ability to test circuit.
Weeks
construction produce a circuit. Using PCB (photo etch) or
5–6 stripboard (veroboard) manufacture
a circuit.
Home learning: Topic 1.15 Compare the advantages and disadvantages of PCB and stripboard for circuit construction.
Topic 1.3 Plastics Know the working Teacher leads activity on HIPS and For useful information see:
properties of high impact acrylic, or students do internet www.technologystudent.com
Topic 4.2 Designing skills polystyrene (HIPS) and research.
acrylic. In groups, students generate a
Week
Demonstrate clear range of casing ideas and evaluate
7 communication skills using against specification to select one.
sketches.
Home learning: Topic 1.3 Select one item made from HIPS and one made from acrylic and give advantages and disadvantages. Make reference to their working
properties.
Topic 2.2 Forming Describe the characteristics Teacher leads activity on forming For information on forming techniques, see
techniques of the four processes listed techniques, or students do internet Focus on Plastic - a CD by Focus Educational
in Topic 2.2. research. Software.
Weeks
Students then manufacture or For useful information see:
8-9 modify a simple casing. www.technologystudent.com
Home learning: Topic 2.2 Produce a data sheet showing the advantages and disadvantages of using injection moulding, vacuum forming, line bending and blow
moulding for batch and mass production of electronic products.
Topic 2.3 Health and Describe and demonstrate Teacher explains and demonstrates For information on Health and Safety, see:
safety safe working practices. safe working practices. www.hse.gov.uk
Weeks Understand how to use a Students assemble and test a
10 Topic 1.16 Circuit testing voltmeter to test a circuit. circuit.
Home learning: Topic 2.3 Produce a ‘Risk Assessment’ sheet that identifies workshop hazards and the precautions that can be taken to minimise the risks.
Weeks Project 2. Latch it. Students design a simple bicycle or shed alarm using a thyristor circuit.
11-12 [allow 2 weeks to deliver]
Topic 1.5 Process Know the function and Teacher leads activity ensuring that For useful information, see:
components application of a thyristor. students understand the latching www.technologystudent.com
Recognise the switch types ability of a thyristor.
Week
Topic 1.4 Input listed in Topic 1.4. Students perform hands on activity
11 looking at, identifying and sketching
components
switches.
Home learning: Topic 1.4 For five of the switches, give practical applications in the home.
Topic 6.2 Renewable Discuss the advantages and Consider the use of wind energy and For information on wind and solar energy, see:
sources of energy disadvantages of wind solar energy to power a bicycle or www.greenpeace.org.uk
energy and solar energy. shed alarm.
Week Topic 4.3 Application of Understand how different Produce a hand drawn thyristor
12 Knowledge switches can be used to circuit for a bicycle or shed alarm.
trigger and reset a thyristor
circuit.
Home learning: Topic 6.3 Find out how biomass can be converted into biofuels for transportation.
Weeks
Project 3. Time out. Students route and manufacture a 555 monostable circuit. Their brief could include egg timers, toothbrush timers, sports timer, etc.
They will also investigate a 555 a stable circuit. This project includes an analysis of existing products.
13-23
[allow 10 weeks to deliver]
Topic 1.5 Process Understand the function Teacher introduces students to 8 pin For information on 555 and 556 Timer Circuits,
components and application of a 555 DIL IC’s. Demonstrate 555 timer in see: www.kpsec.freeuk.com/555timer.htm
timer in monostable mode. monostable mode.
Topic 1.11 Capacitors Know the function and Teacher shows how polarised For useful information see:
Week application of polarised and capacitors are used with variable www.technologystudent.com
13 non-polarised capacitors. resistors to create time delays.
Topic 1.14 Units and
Know the unit of Using the formula T = R x C
calculations
capacitance and calculate students calculate time periods.
time periods.
Home learning: Topic 1.14 Time delay calculations.
Topic 4.3 Application of Select appropriate Students write a brief and design a For free PCB Wizard downloads, see:
knowledge components to design a suitable monostable circuit. www.new-wave-concepts.com
monostable timer circuit. Students’ auto route then develop a
Week
Topic 5.3 CAD/CAM Demonstrate ability to circuit to achieve compact PCB
14 route a PCB layout using layout without any wire links.
ICT.
Home learning: Topic 5.3 Investigate automated component placement of PCBs using ‘pick and place’ technology.
Topic 1.15 Circuit Develop the ability to Using photo etch (if possible) NB. This activity should continue in subsequent
Week construction manufacture PCBs. students etch, develop, drill, weeks and should run alongside the product
15 assemble and solder circuit. analysis tasks.
Home learning: Topic 1.15 Discuss the advantages and disadvantages of using computer integrated manufacture (CIM) for developing and manufacturing PCBs.
Topic 3.1 Specification Develop the ability to Using an existing product if possible For useful information, see:
criteria analyse an existing or through internet research www.technologystudent.com
product. students write a specification using
Identify materials and the criteria listed in Topic 1.3.
Topic 3.2/Topic 1.1/Topic For information on forming techniques, see
1.2/ Topic 1.3 Materials components used in the Teacher leads activity looking at Focus on Plastics - a CD by Focus Educational
and manufacture of a product. materials and their properties. Software
components/Woods/Metal Identify the processes used Students then consider advantages
s/ Plastic in the manufacture of and disadvantages of materials and
For built in obsolescence, see:
products. components used while analysing
their product. http://en.wikipedia.org/wiki/Planned_
Topic 3.3 Manufacturing Know the principles, obsolescence
processes application and advantages In groups, students consider the
and disadvantages of processes used (limited to those
Weeks minimising waste listed in section 2) to manufacture
Topic 6.1 Minimising the product. Justify, giving
16-20 production.
waste production advantages and disadvantages, the
Discuss the ‘value’ issues
relating to offshore choice of these processes.
Topic 7.1 Moral, social and manufacture and tolerance Using the 4 Rs listed in Topic 1.6
cultural of different cultures. consider how waste can be
minimised.
Understand the term ‘built-
in obsolescence’. Class discussion addressing the
point shown in Topic 7.1.
Home learning: Topic 1.1 List the advantages and disadvantages of using pine and MDF in the manufacture of electronic product cases.
Home learning: Topic 1.2 Analyse a 3-pin plug. Explain why brass is used for the pins and copper is used for the wires.
Home learning: Topic 1.2 With reference to material properties compare the use of mild steel and aluminium for a bicycle frame.
Home learning: Topic 1.9 Compare the relative merits of using mains power and batteries for a portable timer.
Home learning: Topic 2.1 Describe the main differences of using one-off as opposed to mass production for the manufacture of electronic products.
Topic 1.5 Process Understand how a 555 Amend 555 monostable circuit to Use Design and Technology at:
components functions in astable mode. function as an astable. Consider www.crocodile-clips.com
Understand the function applications.
Topic 1.8 Output and application of Amend circuit to have a loudspeaker
components loudspeakers. and 10 ohm series resistor as the
Week output.
21 Investigate how varying input
resistance affects the pitch of the
loudspeaker.
Home learning: Topic 6.3 Write a short report explaining the responsibility ‘developed’ countries have in minimising greenhouse gas emission through the Kyoto
Protocol.
Topic 5.1 ICT Understand the advantages In groups students consider how
and disadvantages of people communicated during the
Topic 5.3 CAD/CAM electronic communication. design, development, marketing and
Explain how the internet is sale of electronic products prior to
Week ICT. Consider the advantages and
used for marketing and
22 sales. disadvantages of modern day
communications.
Understand the uses of
computerised testing Consider the testing of mass
systems for quality control. produce electronic products.
Home learning: Topic 5.1 Investigate the use of electronic point of sale terminals (EPOS).
Weeks Project 4. Op-Amps. Students build the circuit on breadboard and use an ammeter to check current values.
23-24 [allow 2 weeks to deliver]
Topic 1.5 Process devices Understand the function Teacher led demonstration For useful information, see:
and application of an Build Op-Amp circuit on breadboard. www.technologystudent.com
Topic 1.15 Circuit operational amplifier (Op- Use LED with series resistor as the
construction Amp). output.
Week Explain the advantages and
23 disadvantages of using
prototyping board
(breadboard).
Home learning: Topic 1.5 Produce a fact sheet on the use of carbon nanotubes as semiconductors.
See http://en.wikipedia.org/wiki/Carbon_nanotube
Topic 1.14 Units and Learn and use Ohm’s Law. Teacher leads introduction to Ohm’s
calculations Use an ammeter to Law. Calculate current flowing
measure current. through the LED.
Topic 1.16 Circuit testing Use Ohm’s Law to calculate Students use an ammeter to
Week measure the current flowing through
protective resistor values.
24 the LED.
Topic 1.10 Resistors
Students calculate the value of the
protective resistor using Ohm’s Law.
Home learning: Topic 1.14 Ohm’s law calculations for all variants of V = I x R.
Weeks Project 5. Let’s be logical. Students investigate logic gates and draw truth tables.
25-26 [allow 3 weeks to deliver]
Topic 1.7 Logic gates Identify the circuit symbol Teacher demonstrates logic gates For information on logic gates, see:
and draw truth tables for and their 14 pin DIL arrangement. www.ee.surrey.ac.uk/Projects/Labview/gatesfu
Week the logic gates shown in Students construct truth tables for nc/index.html and
25 Topic 1.7. the 6 types listed. www.technologystudent.com and
www.kpsec.freeuk.com/gates.htm
Home learning: Topic 1.7 Make a list of suitable electronic projects that could use AND or OR logic.
Topic 1.7 Logic gates Draw logic diagrams using Using practical problems students For information on logic gates, see:
logic gates in combination. draw logic diagrams that involve www.kpsec.freeuk.com/gates.htm
Topic 1.10 Resistors Calculate the value of using logic gates singularly and in
Weeks resistor networks in series combination.
For information on resistors, see:
26-27 and parallel. Students use one of the many www.matter.org.uk/Schools/Content/Resistors
internet sites to calculate the value /
of resistors in series and parallel. Default.htm
Home learning: Topic 1.10 More examples of resistors in series and parallel.
Weeks Project 6. PIC IT. Using flowcharts students to programme Peripheral Interface Controllers (PICs). They will also consider digital media and new
technology.
28-30
[allow 3 weeks to deliver]
Topic 1.6 PICs Learn how to use Using one of many available internet For information on PICs, see:
flowcharts to programme a sites teacher introduces students to www.rev-ed.co.uk/picaxe and
PIC. flow chart symbols. www.economatics-education.co.uk/secondary/
Week education/92,99,0/1587/Universal_Logicator_
Demonstrate the ability to Students then program PICs to
28 turn outputs on and off in respond to digital and analogue Version_6.htm
response to inputs. inputs.
Home learning: Topic 1.6 Describe the advantages that PIC circuits have over those made with discrete components.
Topic 1.6 PICs Know how to use routines Students build upon their basic For information on PICs, see:
Week to control outputs with knowledge to create simple www.rev-ed.co.uk/picaxe and
delays, loops and counts. routines. www.economatics-education.co.uk/secondary/
29 education/92,99,0/1587/Universal_Logicator_
Version_6.htm
Topic 1.13 Relays Understand the function Students design a circuit that For information on relays, see:
and application of relays. requires a relay to interface www.howstuffworks.com/relay.htm
Topic 5.2 Digital media Understand how Bluetooth between a primary and secondary For information on Bluetooth, see:
is used to transfer data. circuit. www.bluetooth.com/bluetooth/
and new technology
Week Explain how HD TV uses Students research the topics listed For information on HD TV, see:
digital broadcasting in 5.2 and prepare a short report. www.bbc.co.uk/bbchd/what_is_hd.shtml
30
systems. For information on digital printing, see:
Understand a commercial http://en.wikipedia.org/wiki/Digital_printing
digital printing process.
Home learning: Topic 1.8 Research the function and applications of solenoids.
Revision of Unit 2 for trial Students to identify areas Recap/revise Unit 2 as required See Edexcel Sample Assessment Material for
Weeks exam giving them most cause for Electronic Products (2EP01)
31-32 concern in Unit 2. Also see past papers
www.edexcel.com
Trial examination Students sit trial examination
Week
33
Feedback from Students to identify areas of
examination strength and weakness as a result
Week of feedback on trial examination.
34 The information gained can be used
to set home learning tasks in Year
11.
The weeks remaining after the trial examination should be used to allow students to make a positive start to their Unit 1 - Creative Design and Make activity, which is
worth 60% of the course marks.
Please note that students may combine their design and make or design one product and manufacture another. Centres should ensure that the tasks are chosen from the
range of tasks provided by Edexcel (available at www.edexcel.com). See page 10 of the Specification for details of the controlled conditions. Time is built in to the schemes to
allow for teacher instruction as well as student time to work on their projects.
Week Unit 1 Creative Design and Students think through possible See Edexcel Specification for Electronic
Make projects from the list of themes and Products (2EP01), at www.edexcel.com
35
select one. They write a brief.
Stage 1.1 Analysing the Students analyse brief in enough
Week
brief detail to be able to clarify design
36 needs.
Stage 1.2 Research Students present selective and
focused research.
Students use product disassembly in
Weeks order to analyse a relevant existing
37-38 product.
Students make connections between
existing products and their own
potential product.
Stage 1.3 Specification Students produce realistic,
technical, measurable specification
Week
points.
39
Students justify specification points
using findings from research.
Edexcel GCSE Design and Technology
Edexcel scheme of work
Electronic Products — Year 11
The Creative Design and Make activity (Unit 1) is internally assessed under controlled conditions. There are a total of 50 raw marks available
for the designing and 50 raw marks available for the making. As a general guide, students should ensure that roughly two-thirds of their
efforts are devoted to electronics and one-third to their casing.
Time is built into the scheme to allow for teacher instruction as well as student time to work on their project.
Y11 Content coverage/
Learning outcomes Exemplar activities Exemplar resources
week key questions
Stage 1.1 Analysing the Teacher recaps and gives feedback on
brief Stages 1.1 to 1.3 produced during the
Week summer term of Year 10.
1 Stage 1.2 Research Students update their work as required.
(Max. 15 marks)
Stage 1.3 Specification
Stage 2.1 Initial ideas Students present alternative design ideas
for the electronics and the casing.
(Remember the two-thirds/one-third
guidance.)
Annotation should show knowledge and
understanding of workshop and industrial
applications.
Weeks
Students apply research findings.
2-5
Students address specification points.
(Max. 12 marks)
Stage 2.3 Communication Students use a range of communication
techniques ranging from thumbnail
sketches to computer generated images.
(Max. 4 marks)
Stage 2.2 Review Teacher presents objective evaluation
comments against the specification
criteria.
Weeks
Students use user group feedback and
6 issues of sustainability to evaluate initial
ideas.
(Max. 4 marks)
Stage 3.1 Development Students develop initial ideas into a single
final design proposal that is different and
improved.
Weeks
Students use 2D/3D modelling and/or
7-9 computer simulations to test.
Students annotate development work.
Students photograph modelling.
(Max. 9 marks)
Stage 3.2 Final design Students present final design proposal.
Students present technical detail of
materials and components, processes and
Weeks techniques.
10-11 Final drawings should be annotated and
dimensioned so that they can be
understood by a third party.
(Max. 6 marks)
This completes the creative design activity.
For the make activity, students can continue with the same task and manufacture their final design proposal or decide to use a new task and manufacture a different product.
For the latter option Teachers have the choice of giving students a detailed working drawing or a set of plans from which to manufacture a suitably demanding product. A
Specification should also be included so that students can evaluate.
Stage 4.1 Production plan Students produce a detailed production
plan that considers all stages of
manufacture in the correct sequence for
their product.
Weeks
Students use feedback to show where
12-13 quality control procedures should take
place.
N.B. Time planning is not required.
(Max. 6 marks)
Stage 5.1 Quality of Students demonstrate a wide range of
manufacture making skills with precision and accuracy.
Students attempt a challenging making
task involving the manufacture of several
different electronic components using a
range of materials, equipment, techniques
and processes.
Students select tools, equipment and
processes, including CAD/CAM where
appropriate.
Students produce a full photographic
record of the stages of manufacture.
Weeks (Max. 24 marks)
14-22 Stage 5.2 Quality of Students produce a high quality accurately
outcome assembled and well finished product.
Students produce a fully functional
electronic product that meets the
requirements of the original specification
or working drawing.
(Max. 12 marks)
Stage 5.3 Health and Students demonstrate a high level of
Safety safety awareness.
No formal evidence is required as marks
are awarded based on teacher
observations.
(Max. 2 marks)
Stage 6.1 Testing and Students devise and carry out a range of
evaluation tests to check the performance and/or
quality of the final product.
Weeks Students evaluate objectively with
23-24 reference to specification points, user
groups and sustainability issues. Discuss
positive and negative aspects.
(Max. 6 marks)
Weeks Preparation/revision for Unit 2
25 examination.
onwards
This grid is for you to create your own scheme of work if needed.
Y11 Content coverage/
Learning outcomes Exemplar activities Exemplar resources
week key questions
