Design Project / C /
Detailed Design
Embedded Files
Ci | Materials, Components and Manufacturing
Ci | Materials, Components and Manufacturing
Recommended format
400 words / 2 pages
Level Descriptors of Student Achievement
1-3 The student lists some appropriate materials, components and manufacturing techniques to make the prototype.
4-6 The student describes some appropriate materials, components and manufacturing techniques to make the prototype.
7-9 The student justifies the choice of appropriate materials, components and manufacturing techniques to make the prototype.
You need to decide what materials, components, and manufacturing techniques you will use to create your prototype. Your choices should be based on the needs of your prototype and be well-justified.
Materials
Focus on the required properties and characteristics of the materials.
Consider physical, mechanical, aesthetic, and environmental factors.
Prioritize the criteria most relevant to allow your prototype to be testable.
Avoid copying information from websites or listing properties without justification.
Components
Choose standard components that meet the function, size, cost, availability, and fitting requirements of your prototype.
Fully justify your choice of components based on the needs of your prototype.
Manufacturing Techniques
Consider the facilities available at your school and the possibility of outsourcing.
Justify your choice of manufacturing techniques based on the needs of your product and the material properties.
Avoid comparing different techniques; focus on justifying your chosen techniques.
Remember: Focus on the prototype, not a commercial product. Use research and testing to support your choices. Prioritize justification over exploration of options.
The bold yellow text is “stating” the material, the blue text is “describing” the material properties (the what), and the green italicized text is “justifying” the choice of the material related to the prototype (the why). *Please note: This is an extract. Complete examples can be found below that include justification of components and manufacturing techniques. The specified manufacturing techniques should be appropriate for the production of a single prototype and not necessarily for batch or mass production, which is covered in criterion E.
Resources
Resources
Cii | Design proposal
Cii | Design proposal
Recommended format
9 pages
Level Descriptors of Student Achievement
1-3 The student develops a design proposal that includes few details and is not sufficient for a third party to manufacture the prototype.
4-6 The student develops a design proposal that includes most details necessary for a third party to manufacture the prototype.
7-9 The student develops an accurate design proposal in sufficient detail for a third party to manufacture the prototype.
To ensure your prototype can be easily understood and recreated, you need to provide comprehensive design documentation. This includes three key elements:
1. Technical Drawings
Use appropriate technical drawings depending on your product type (e.g., dimensioned orthographic, patterns, circuit diagrams).
Detail individual parts and their assembly in separate drawings.
Clearly dimension and mark features, including holes, edges, and clearances.
Use cut-away or section drawings for internal part details.
Technical drawings can be hand-drafted or generated using CAD software.
2. Assembly Drawings
Create assembly drawings that show how components fit together.
Include all individual parts, standard components, and annotations for additional materials.
Use a combination of assembly drawing types as needed (e.g., general, outline, diagrammatic, unit, fitted, exploded).
3. Bill of Materials
Provide a list of all components required for assembly.
Include material type, major dimensions, quantity, and identifier/part number.
Remember: Provide enough detail for someone unfamiliar with the prototype to recreate it. Use clear and consistent dimensions and markings. Organize your documentation logically and effectively.
The student must not include more than 10 words in each cell of the bill of materials.
Example of a good technical drawing. Both horizontal and vertical dimensions are sourced from a single origin point. There is sufficient detail to indicate the size and position of each feature. The use of angles and establishing a starting position relative to the origin point for the rectangular cut-out provides a reference to be able to mark out and make the desired part correctly. Few, if any, assumptions need to be made to make the part.
High-performance example of an assembly drawing. The exploded drawing shows all of the parts and includes guidelines to indicate how the parts are threaded together or positioned. The parts are placed in the correct order, so if they are “squeezed” together in position, they will fit together as intended. Annotation indicates how parts are fixed together. The bill of materials is complete, but the electronic components are included in a separate component list (not included).
Ciii | Plan for manufacture
Ciii | Plan for manufacture
Recommended format
2 pages
Level Descriptors of Student Achievement
1-3 The student produces an incomplete plan that contains some production details.
4-6 The student produces a plan for the manufacture of the prototype.
7-9 The student produces a detailed plan for the manufacture of the prototype.
An appropriate construction plan comprises a sequential order of operations to follow to make the prototype. The student should include details of the construction of the prototype, from marking out materials to final assembly. The student can separate the construction plan by each component and then include an additional section to detail the plan for assembling the product. Students should consider including the following steps:
Preparation (including collection of materials and creating templates/jigs)
Marking out (including the preparation of computer-aided design/computer-aided manufacture (CADCAM) files if applicable)
Cutting/Machining
Shaping
Additive manufacturing
Finishing
Assembling
Joining
The construction plan is a planning document. It must be written before the prototype is manufactured; it must not be written retrospectively and it must not be a diary or narrative. If the construction plan is written retrospectively, the work fails to address the lowest mark band for this criterion. Students must use a specific construction plan template:
Processes: Give a descriptive name to the process they will carry out.
Equipment: Identify the equipment required to complete the process.
Scheduling: Estimate the time required for each process. The student should consider how this time is presented, for example, whether they work in minutes, hours, lessons or days. If working with lessons or days, there should be an indication of the actual time needed to complete the process.
Quality control: TState how they will ensure high quality in the process. The best work for this aspect references measuring equipment, tolerances, use of go/no go gauges, dry-fit assembly, and jigs and templates where the same component is required multiple times.
Risk assessment: The student must identify any risks associated with the processes or materials used, but must also state any preventative strategies that could be taken to reduce the risk. The student must aim to reduce any risk as effectively as possible.
Together with the drawings developed for strand C ii, the construction plan should be in sufficient detail for a third party to follow to create the prototype.
When completing the construction plan, students must not use extended writing to address this strand. There must be no more than 10 words per cell in the construction plan. If there are any cells in the construction plan table that exceed 10 words, all words in the table will contribute to the word count.
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