AQA 8852 SP 2017

Our new GCSE introduces students to a host of new technologies, helping them to gain practical skills and understanding to inspire a lifelong interest in engineering.. They include: • sp

DRAFT 8852

Specification

For teaching from September 2017 onwards

For GCSE exams in 2019 onwards

Version 0.1 26 May 2016

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DRAFT SPECIFICA

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1.1 Why choose AQA for GCSE Engineering 5

1.2 Support and resources to help you teach 5

3.5 The impact of modern technologies 21

5 Non-exam assessment administration 35

5.7 Factors affecting individual students 37

6.2 Overlaps with other qualifications 39

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6.6 Access to assessment: diversity and inclusion 40

6.7 Working with AQA for the first time 41

Are you using the latest version of this specification?

• You will always find the most up-to-date version of this specification on our website at

1 Introduction

1.1 Why choose AQA for GCSE Engineering

The sky’s the limit Engineering is an increasingly innovative and exciting area to work in It affectsevery aspect of modern life – from skyscrapers to smart phones, cars to carrier bags

Our new GCSE introduces students to a host of new technologies, helping them to gain practical

skills and understanding to inspire a lifelong interest in engineering It will particularly appeal to

those who enjoy being creative, with an affinity for drawing, design, maths and problem-solving

Whilst this is a new qualification, you’ll see we’ve kept much of the popular content and topics that

we know you like

We’ve also maintained the clear structure to our assessment using a mixture of question styles,

giving all your students the opportunity to demonstrate their knowledge and understanding

You can find out about all our Engineering qualifications at aqa.org.uk/engineering

1.2 Support and resources to help you teach

We’ve worked with experienced teachers to provide you with a range of resources that will help

you confidently plan, teach and prepare for exams

1.2.1 Teaching resources

Visit aqa.org.uk/8852 to see all our teaching resources They include:

• specimen papers and mark schemes to show the standards required and how your students’

papers will be marked

• sample schemes of work to help you plan your course with confidence

• training courses to help you deliver AQA GCSE Engineering qualifications

• a phone and email based subject team to support you in the delivery of the specification

Preparing for exams

Visit aqa.org.uk/8852 for everything you need to prepare for our exams, including:

• past papers, mark schemes and examiners’ reports

• specimen papers and mark schemes for new courses

• Exampro: a searchable bank of past AQA exam questions

• example student answers with examiner commentaries

Analyse your students' results with Enhanced Results Analysis (ERA)

Find out which questions were the most challenging, how the results compare to previous years

and where your students need to improve ERA, our free online results analysis tool, will help you

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Keep your skills up-to-date with professional development

Wherever you are in your career, there’s always something new to learn As well as subject

specific training, we offer a range of courses to help boost your skills

• Improve your teaching skills in areas including differentiation, teaching literacy and meeting

Ofsted requirements

• Prepare for a new role with our leadership and management courses

You can attend a course at venues around the country, in your school or online – whatever suits

your needs and availability Find out more at coursesandevents.aqa.org.uk

Help and support

Visit our website for information, guidance, support and resources at aqa.org.uk/8852

If you'd like us to share news and information about this qualification, sign up for emails and

This draft qualification has not yet been accredited by Ofqual It is published to enable teachers to

have early sight of our proposed approach to GCSE Engineering Further changes may be

required and no assurance can be given that this proposed qualification will be made available in

its current form, or that it will be accredited in time for first teaching in September 2017 and first

award in August 2019

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2 Specification at a glance

This qualification is linear Linear means that students will sit all their exams and submit all their

non-exam assessment at the end of the course

2.1 Subject content

Core content

1 Engineering materials (page 9)

2 Engineering manufacturing processes (page 13)

3 Systems (page 16)

4 Testing and investigation (page 19)

5 The impact of modern technologies (page 21)

6 Practical engineering skills (page 21)

2.2 Assessments

Question paper: Externally assessed

What's assessed

Sections 1–6 from the subject content

Though the 'Practical engineering skills' section will predominantly be assessed through the NEA,some questions in the written exam will relate to practical contexts and students will need to

apply their understanding within these contexts

How it's assessed

• Written exam: 2 hours

• 120 marks

• 60% of GCSE

Questions

• Multiple choice questions assessing breadth of knowledge

• Short answer questions assessing in depth knowledge, including calculations

• Multiple choice questions related to the application of practical engineering skills

• Extended response questions drawing together elements of the specification

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Non-exam assessment: Practical engineering

What's assessed

• Knowledge and understanding of engineering principles

• Application of skills, knowledge and understanding in a practical context

• Analysis and evaluation of evidence

How it's assessed

• A brief set by AQA released on 1 June in the first year of study

• 80 marks

• 40% of GCSE

Questions

Students produce:

• engineering drawings or schematics to communicate a solution to the brief

• an engineering product that solves a problem

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3 Subject content

The subject content is split into six sections This subject content should be taught within a range

of realistic contexts based around the major themes in the specification To gain the most from the

specification, sections will benefit from being taught holistically For example, the properties of

particular materials could be taught in a practical environment

The subject content is presented in three columns The left-hand column contains the specificationcontent that all students must cover, and that is assessed in the written papers and/or NEA The

central column gives additional information that teachers require to ensure that their students studythe topic in appropriate depth and, where appropriate, gives teachers the parameters in which the

subject will be assessed

Students must also demonstrate mathematical knowledge and understanding, in relation to

engineering The right-hand column throughout this section illustrates where the maths skills and

knowledge can be applied to the wider engineering content

The mathematical skills and knowledge as required by the DfE, are set out in Appendix 1:

Mathematical understanding (page 43) of this document

Non-exam assessment (NEA) outlines what students must produce for the NEA, and the marking

criteria

3.1 Engineering materials

3.1.1 Materials and their properties

Students should have knowledge and understanding of the following groups/classifications of

engineering materials Students should be able to identify these materials based on their physical

appearances and the following properties:

• toughness/brittleness

• ductility

• malleability

• hardness

• strength and stiffness

Students should also be able to demonstrate knowledge and understanding of the behavioural

characteristics of each of these materials during handling/machining

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3.1.1.1 Metals and alloys

understanding

Ferrous metals and alloys:

• cast iron

• low and high carbon steels

• steel alloys (stainless steel)

Non-ferrous metals and alloys:

• aluminium

• copper

• lead

• zinc

• alloys (brass and bronze)

Students will not be expected to havepractical experience of working withall of these metals/alloys but examquestions could refer to any of theproperties listed

Students should also be able todemonstrate knowledge andunderstanding of how the mechanicalproperties of these metals can

The effects of heat on thermosets and

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3.1.1.3 Composites

understanding

• Fibre reinforced polymers (FRP):

• carbon-fibre reinforced polymer

• glass reinforced plastic (GRP)

Students should also be able todemonstrate knowledge andunderstanding of how the mechanicalproperties of these materials canchange through the:

• direction/alignment ofreinforcement

• matrix in which the reinforcement

is placed

• amount of reinforcement used

• size and shape of reinforcement

3.1.2 Material costs and supply

Students should have knowledge and understanding of the cost, availability, form and supply of theengineering materials listed in Materials and their properties (page 9)

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Subject content Additional information Mathematical

understanding

Cost, availability, form and supply of

the metals, alloys, polymers,

composites and other materials listed

Students will be expected to know thecomparative costs of different

materials within and across thesegroups eg copper vs gold for use aselectrical components or timber vssteel for structural components

Students will not be asked questionsabout specific aspects of individualmaterials in the exam, but they will beexpected to demonstrate their

understanding of the benefits todesigners and manufacturers ofhaving a choice of materials to workwith

They will also be expected to provideand discuss at least three examples

Calculation of costs to manufacture/

produce items to inform the

development of an engineered

solution in industry

Students will be expected tounderstand the following:

• available stock sizes and supply

• using economies of scale toreduce costs (price breaks based

3.1.3 Factors influencing design of solutions

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Subject content Additional information Mathematical

understanding

Engineered lifespans • Planned obsolescence

• Sealed parts

• Maintenance requirements

The need for and methods of

maintenance of engineered products

Students will be expected tounderstand the need for maintenance

of engineered products to:

• ensure safety in operation

• enable efficiency of operation

They will also need to understand thereasons for the following types ofmaintenance work:

• lubrication

• avoiding corrosion

• compensating for wear

• End of Life (EOL), disposal andrecovery of materials

Measurement andtolerances

M1.1, M1.2, M1.3

Understand that statistics can beused to predict service intervals andexpected lifetime of components

M2.2, M2.4

Engineered solutions can be inhibited

by the availability and forms of

materials

Cost is affected by the availability ofmaterials, and using non-standardforms will increase cost

M1.4

How user requirements affect material

choice and manufacturing process

Users requiring solutions that arehigher strength or lower weightmeans choosing materials such astitanium or carbon fibre composites,and may require more specialistmanufacturing processes

M1.4

3.2 Engineering manufacturing processes

Students should have knowledge and understanding of the following manufacturing processes andtechniques They will be expected to demonstrate knowledge of:

• which process is appropriate for specific materials

• how these processes would be carried out

Students will not be expected to have practical experience of using all of these processes but

exam questions could refer to any of them

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3.2.1 Additive manufacturing

understanding

• Fused deposition

• Sintering (for metals)

• Rapid prototyping (for polymers)

Milling:

• face

• slot

Drilling:

• using a pillar drill

• centre drilling in the lathe

Calculation andselection ofspindle speedsM2.3

Chemical etching:

• PCB manufacture (alternative

manufacturing methods will also be

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M1.1, M1.2, M1.5,M1.6, E10

3.2.4 Casting and moulding

understanding

• Pressure die casting

• Sand casting

• Injection moulding

3.2.5 Joining and assembly

3.2.6 Heat and chemical treatment

Students should have knowledge and understanding of the use and role of the following systems

within engineering settings Students should be:

• familiar with the function of the system building blocks specified in 'systems' below

• able to describe the way in which parts of a system can be divided into sub-systems

understanding

Systems descriptions • system block diagrams (input,

process and output)

• Conversion of motion (rotary to

reciprocating and linear to

oscillating)

E14, E15

• Gear trains (chains and sprockets)

• Cams and followers (including the

use of cams within an engine)

Ratio of simplegears andmechanicaladvantagePulleys (how pulleys can be used as

a means of reducing effort when

lofting loads or transferring power

3.3.2 Electrical systems

understanding

Electrical systems comprising:

• power supplies (mains and

batteries)

• input control devices (for example

relays and switches)

• output devices (motors, buzzers,

bells, lamps and solenoids)

The difference between Alternating

and Direct Current

M3.2, M3.3, M3.4,M4.1, M4.5E12

3.3.3 Electronic systems

understanding

Electronic systems comprising:

• inputs (for example light or

interface controller (PIC) used to

perform more complex operations or

replace discrete process integrated

circuits

M3.1, M3.2

Interfacing components: drivers

required for loads that process or

programmable devices cannot supply

(transistor, field-effect transistor

(FET))

The use of analogue to digital

conversion (ADC) in a programmable

device

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Subject content Additional information Mathematical

Discrete components within a circuit:

• resistors (fixed and variable)

• diodes (signal, rectifying)

• capacitors (polarised and

non-polarised)

E12, E13, M2.1,M2.3

Simple programming for monitoring

and controlling processes: using flow

charts for explanation, limited to three

inputs and three outputs within an

engineered system eg a pick and

place machine used in the production

of electronic circuits

3.3.4 Structural systems

understanding

Students should know how simple

imposed, dynamic (live) and static

(dead) loads are applied and

transmitted, including space frame

and monocoque structures, leading to

bending and torsion/buckling

E11

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3.3.5 Pneumatic systems

understanding

The uses of and differences between

pneumatic and hydraulic circuits

Exam questions may focus on the

specific circuits and students may be

expected to provide an example of

when the different types of circuits

could be used and why

3.4 Testing and investigation

Students should have knowledge and understanding of a range of testing and investigation

methods They should be able to apply relevant mathematical calculations when engineering a

solution

3.4.1 Modelling and calculating

understanding

Predicting performance in any of the

systems referred to in Systems (page

16)

Students will be expected to usecalculations, simulations andmodelling either manually or withComputer Aided Design (CAD) to:

• design and test electronic circuits

• calculate hydraulic/pneumaticforces

Exam questions will not examinecomplex systems with more than fourmajor component parts

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Subject content Additional information Mathematical

stress/strain (when investigating

tensile strength of a material)

• resistance in series and parallel,

current or voltage

E1, E2, E3, E4,E5, E6, E7, E8,E9, E11, E12,E13

M1.1, M1.2, M2.3,M2.4, M3.2, M3.3,M3.4, M4.1, M4.2,M4.3, M4.4, M4.5

3.4.2 Testing

Students will be expected to understand and utilise the following testing methods

understanding

Methods of testing and evaluating

materials and structural behaviour

under load

Students will be expected to usecalculations, simulations andmodelling either manually or withComputer Aided Design (CAD) to:

• design and test electronic circuits

• calculate hydraulic/pneumaticforces

Exam questions will not examinecomplex systems with more than fourmajor component parts

Testing control programs for

programmable devices through

modelling and enactment

M2.3, M3.1

Modifying a program to improve

performance

Eg using a micro controller as part of

an engineered solution Changingparameters to adjust motor speed orsensor threshold ranges

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Subject content Additional information Mathematical

understanding

Quality control methods The use of quality control methods to

ensure successful outcomes throughthe application of tolerances

Identifying and applying checksduring the production process

M1.4, M2.2

3.4.3 Aerodynamics

understanding

Students will be expected to

understand the following terms:

Any appropriate example will beacceptable

3.5 The impact of modern technologies

Students will be expected to understand the following and provide and discuss examples for each

• production

• society

• the environment

The impact of engineering industries Students will be expected to

demonstrate an understanding of thepositive and negative impacts ofengineering industries upon the socialand economic infrastructure

3.6 Practical engineering skills

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Subject content Additional information Mathematical

understanding

Solve problems through a logical,

systematic approach

Use block diagrams and flowcharts M2.4

Produce and work to a series of

engineering drawings or schematics

Both mechanical and electrical/

electronic, which must be drawnusing current conventions such asdrawings in:

Use Computer Numerical Control

(CNC)/Computer Aided Manufacture

(CAM) in the manufacture of a

solution

• CAD in both 2D and 3D

• Examples of 2D being Circuitdiagrams, PCB layout,orthographic views

• 3D being solid modelling,isometric views

Test materials and their structural

behaviour under load in order to

ascertain suitable material(s) for a

chosen component

Produce and follow a production plan

taking into account: materials,

processes, time and safety

Predict performance using

calculations and modelling

Through systems modelling anddata analysis

Iconic, analogue and symbolicmodelling can be used

Calculations will form an importantpart of any symbolic modelling

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Subject content Additional information Mathematical

Select and use appropriate

processes in order to manufacture a

Apply quality control methods and

techniques during the manufacture of

• working to necessary tolerances

• demonstrating the ability tocheck tolerances through theuse of tools (Vernier calipers,micrometers and depth gauges)

• using software (CNC/CAM) toensure that all parts/componentsfit together allowing the solution

to function

M1.4

Design a range of tests to assess the

fitness for purpose and performance