GCSE
Specification
Electronics
For certification June 2014 onwards
GCSE Electronics for certification from June 2014 onwards (version 1.0)
Contents
1Introduction
3
1.1
Why choose AQA?
3
1.2
Why choose Electronics?
3
1.3
How do I start using this specification?
4
1.4
How can I find out more?
4
2
Specification at a Glance
5
3
Subject Content
6
Unit 1(44301)
3.1
Electrical safety
6
3.2
System design
6
3.3
Information system processing
8
3.4
The science of components
11
3.5
Applications of electronic systems
13
3.6
Practical skills and processes
13
Unit 2(44302)
3.7 Practical electronics system synthesis (controlled assessment)
14
3.8Practical electronics system synthesis – project work
15
3.9
18
3.10
How science works
29
3.11
Mathematical requirements
30
4
Scheme of Assessment
31
4.1
Aims and learning outcomes
31
4.2
Assessment Objectives
31
4.3
National criteria
32
4.4
Prior learning
32
4.5
Access to assessment: diversity and inclusion
32
Practical electronics system synthesis – marking criteria
5Administration
33
5.1
33
Availability of assessment units and certification
5.2Entries
33
5.3
Private candidates
33
5.4
Access arrangements and special consideration
33
5.5
Language of examinations
34
5.6
Qualification titles
34
5.7
Awarding grades and reporting results
34
5.8
Examination Series
35
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
6
Practical Electronics System Synthesis Administration
36
6.1
Authentication of practical electronics system synthesis work
36
6.2Malpractice
36
6.3
Teacher standardisation
37
6.4
Internal standardisation of marking
37
6.5
Practical electronics system synthesis work – annotation
37
6.6
Submitting marks and sample work for moderation
38
6.7
Factors affecting individual candidates
38
6.8
Retaining evidence
38
7Moderation
39
7.1
Moderation procedures
39
7.2
Consortium arrangements
39
7.3
Post-moderation procedures
39
Appendices40
A
Grade Descriptions
40
BSpiritual, Moral, Ethical, Social, Legislative, Sustainable
Development, Economic and Cultural Issues, and
Health and Safety Considerations
42
C
44
Overlaps with other Qualifications
DWider Key Skills
45
E
Practical Electronics System Synthesis Marking Grid
46
F
Information Sheet
47
G
Circuit Symbols
48
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
1 Introduction
1.1 Why choose AQA?
AQA is the UK’s favourite exam board and more
students receive their academic qualifications from
AQA than from any other board. But why is AQA so
popular?
AQA understands the different requirements of each
subject by working in partnership with teachers. Our
GCSEs:
•
•
•
•
•
•
enable students to realise their full potential
contain engaging content
are manageable for schools and colleges
are accessible to students of all levels of ability
lead to accurate results, delivered on time
are affordable and value for money.
1
AQA provides a comprehensive range of support
services for teachers:
• access to subject departments
• training for teachers including practical teaching
strategies and approaches that really work
presented by senior examiners
• personalised support for Controlled Assessment
• 24-hour support through our website and online
Ask AQA
• past question papers and mark schemes
• comprehensive printed and electronic resources
for teachers and students
AQA is an educational charity focused on the needs
of the learner. All our income goes towards operating
and improving the quality of our specifications,
examinations and support services. We don’t aim to
profit from education – we want you to.
If you are an existing customer then we thank you for
your support. If you are thinking of moving to AQA
then we look forward to welcoming you.
1.2 Why choose Electronics?
This specification aims to attract candidates to study
electronics by offering an interesting and stimulating
programme of study.
The specification is suitable for candidates from
a wide ability range; for some, the summit of
achievement may be to construct and describe
simple circuits, while others may gain sufficient depth
of understanding to design systems to solve original
problems.
The specification encourages the teaching of
electronics through a variety of contexts. In this
way candidates from both genders and all cultures
can develop their interest in, and enjoyment of,
electronics. The specification meets the needs and
aspirations of candidates entering a progressively
more technological society by giving them an insight
into how modern day electronic systems work. It
empowers candidates to take charge of their own
learning by providing a range of teaching and learning
opportunities to motivate candidates to be successful.
The knowledge and skills acquired through the study
of electronics form a sound base, not only for taking
the subject further, but also for employment in the
scientific and technological professions. In addition,
in studying electronics candidates will encounter
techniques and disciplines of value in many other
subject areas.
The key features of the specification include
• A simple assessment structure.
• Practical problem solving is encouraged through
the practical electronics system synthesis
(controlled assessment).
• Previous experience of electronics is not a
pre-requisite for study.
• Topics can be taught in a variety of orders to allow
for flexibility in the delivery of the course.
• Candidates will, by the end of the course, have
developed an increased awareness of the social
and economic aspects of electronics and of its
impact on today’s multicultural society.
This specification has been designed with a
systems approach in mind and is intended to be
the framework around which a scheme of work
can be built. Teachers should feel free to decide for
themselves both the order, and method, by which the
topics are taught. It is recommended that the subject
is treated practically as far as is possible.
Within this approach candidates are expected to use
their abilities in defining and solving a problem, in
selecting the best realisation of a particular system
from possible alternatives and in understanding
how the component parts of a system interact
to make the whole system meet its specification.
Components are treated in terms of their function
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
1
in a circuit rather than in terms of their physical
properties, and circuits are treated as the building
blocks for larger systems.
The intention has been to keep the subject content
to a minimum to allow time for a substantial element
of practical work and ‘hands-on’ experience in order
to promote a deeper understanding, as well as a
broader appreciation, of potential applications. The
development of practical skills throughout the course
is to be assessed by the teacher through the practical
electronics system synthesis (controlled assessment)
undertaken by each candidate. A weighting of 25%
is given to this assessment which will be internally
marked and externally moderated by AQA.
Wherever possible examiners will set questions in
Unit 1 (the written paper) in real world vocational
applications to reinforce the vocational nature of
the specification. With this in mind teachers should,
wherever possible, try to introduce vocational themes
within their teaching schemes. Candidates should
be encouraged to acquire skills, knowledge and
understanding of How Science Works, in the context
of electronics, and its essential role in society.
This specification provides continuity from the existing
AQA GCSE Electronics specification and offers a good
foundation for further study in electronics and related
subjects. Following this specification will introduce
candidates to work-related learning and equip them
with some of the knowledge and skills they will need
in the workplace or in further education and training.
It will benefit those intending to pursue a career in
electronics as well as those who wish to further their
careers in the sciences and technology. This new
specification has many elements which are common
to the one it replaces; teachers will find the transition
between the two specifications straightforward.
This qualification uses the GCSE Applied Science
criteria as its foundation.
1.3 How do I start using this specification?
Already using the existing AQA
Electronics specification?
• Register to receive further information, such as
mark schemes, past question papers, details of
teacher support meetings, etc, at
http://www.aqa.org.uk/rn/askaqa.php
Information will be available electronically or in
print, for your convenience.
• Tell us that you intend to enter candidates. Then
we can make sure that you receive all the material
you need for the examinations. This is particularly
important where examination material is issued
before the final entry deadline. You can let us
know by completing the appropriate Intention to
Enter and Estimated Entry forms. We will send
copies to your Exams Officer and they are also
available on our website
(http://www.aqa.org.uk/admin/p_entries.php).
Not using the AQA specification
currently?
• Almost all centres in England and Wales use
AQA or have used AQA in the past and are
approved AQA centres. A small minority are not.
If your centre is new to AQA, please contact our
centre approval team at
centreapproval@aqa.org.uk
1.4 How can I find out more?
Ask AQA
Teacher Support
You have 24-hour access to useful information and
answers to the most commonly-asked questions at
http://www.aqa.org.uk/rn/askaqa.php
Details of the full range of current Teacher Support
and CPD courses are available on our web site at
http://web.aqa.org.uk/qual/cpd/index.php
If the answer to your question is not available, you
can submit a query for our team. Our target response
time is one day.
There is also a link to our fast and convenient online
booking system for all of our courses at
http://coursesandevents.aqa.org.uk/training
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
2 Specification at a Glance
The specification uses the GCSE Applied Science criteria and forms one of a suite of GCSE Science
specifications.
There is a single paper which will cover all of the grade G–A*.
Code: 44301
Unit 2: P
ractical Electronics
System Synthesis
(controlled
assessment)
2 hours – 150 marks – 75%
Code: 44302
Unit 1: Written Paper
Electronics
4432
10 – 12 compulsory structured
questions of varying length,
including calculator based
questions and data response
questions. Some questions will
be set in a vocational context.
The quality of written
communication (QWC) will be
assessed in the written paper.
2
50 marks – 25%
plus
Candidates design, construct,
evaluate and write a report on
an electronic circuit/system
to perform a given specified
function.
The final report will be
assessed for the quality of
written communication (QWC).
For assessments and subject awards after June 2013 there is a requirement that 100% of the assessment
is terminal.
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
3 Subject Content
3.1 Electrical safety
Candidates must be able to work safely and prevent accidents in the laboratory, workshop or home.
Candidates must know what to do if an accident happens.
3
3.1.1 Dangers of electricity
Candidates should know the effects on the human body of an electric
current.
3.1.2 First Aid
Candidates need to be able to outline the procedures for dealing with
a casualty who has suffered an electric shock or burn.
3.1.3 Prevention of accidents
with electricity
Candidates should be able to:
3.1.4 Electrical safety
devices
Candidates should know:
• explain why an individual should not work without proper
supervision and explain why all persons should know how to
summon help in an emergency
• carry out a risk assessment of their planned activity while
considering how the environment affects the dangers of electricity
• explain why portable appliances should be regularly tested
• explain why components may become hot
• explain why capacitors may hold a lethal charge even though the
equipment is isolated.
• the purpose and limitations of circuit breakers (thermal, fuse,
magnetic)
• how to calculate the appropriate value for the circuit breaker
• how to wire a three-pin mains plug
• that a transformer can be used to obtain a safe low voltage from
the mains supply.
3.2 System design
Electronic systems are composed of one or more subsystems.
Electronics engineers design complex systems composed of combinations of subsystems in order to solve
problems.
3.2.1 System diagrams
Candidates should know:
• that a simple system has an input, a process and an output
• that using arrows between subsystems represents the flow of
information rather than wiring.
Candidates should be able to analyse and design system diagrams
as an aid to the understanding and representation of complex
systems.
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3.2.2 System sequence
Candidates should be able to construct and interpret flowchart
diagrams which describe a sequence of events, using the following
symbols only.
START
OUTPUT
END
PROCESS
INPUT
COMPARE
3
The content of each ‘box’ may be the result of a subroutine or group
of instructions, e.g.
Delay for 2 s
Is the
input = 7?
Yes
No
3.2.3 System inputs and
outputs
Candidates should be able to:
3.2.4 System processors
Candidates should be aware of the following basic processes:
• describe the functions and uses of common input and output
transducers
• recall that a signal is an electrical current or voltage representing
information
• explain that electrical noise is an unwanted signal
• describe how electrical noise may be reduced.
•
•
•
•
•
•
counting
timing
amplifying
logic
memory
ADC and DAC.
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
3.3 Information system processing
Candidates need to be aware that many input devices produce analogue signals and that audio systems
usually contain audio amplifiers which are analogue systems requiring an analogue input and producing an
analogue output. Candidates should investigate these subsystems in a practical context and there is the
opportunity for them to use protoboard in preparation for their controlled assessment (practical project).
Candidates should be aware that analogue and digital information need to be processed in different systems
and that analogue information can be converted to digital information and vice versa.
3.3.1 Digital subsystems
Candidates should be able to explain the use of logic gates, flip-flops,
counters and timers.
3.3.2 Combinational logic
Candidates should be able to recall that:
• in a digital system a voltage signal is either at a high level or low
level and that these states are represented by 1 or 0 respectively
• a logic gate is a device with one output and several inputs and
the output is either at a high level or a low level depending on the
combination of input signals.
3
Candidates should be able to:
• demonstrate knowledge of AND, OR, NOT, NAND and NOR
gates using the following symbols only
AND
OR
NOT
NAND
NOR
• construct and interpret truth tables for each of the above gates
• use truth tables to determine the output of a combination of up to
four of the above gates
e.g.
C
A
Q
B
D
A
B
C
D
Q
0
0
1
0
1
0
1
1
0
1
1
0
0
0
0
1
1
0
1
1
• solve system problems, stated in words, using combinations of
logic gates
• solve system problems which may have up to three separate
inputs.
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3.3.3 Sequential logic
Candidates should be able to:
• describe the operation and use of a 4013 type D-type flip-flop
• explain the function of a D-type flip-flop as a data latch and as a
frequency divider
• recognise and draw simple timing diagrams for frequency dividers
• describe the operation and use of a 4017 type counter IC
• recognise and draw simple timing diagrams for 4017 type
counters.
3.3.4 Astable and monostable
generators
Candidates should be able to:
• use and explain the application of a 555 integrated circuit
in monostable and astable mode
• use the formulae for the 555 integrated circuit which relates time
period to circuit values in both monostable and astable modes.
Candidates need to be able to use and manipulate the formula for
time period.
3
In monostable mode,
time period T = 1.1 R x C
+V s
R
+V s
RESET
OUTPUT
TRIGGER
THRESHOLD
DISCHARGE
V in
GND
V out
CONTROL
10 nF
C
0V
In astable mode,
time period T =
(R1+2R2)C
1.44
+V s
R1
+V S
RESET
DISCHARGE
OUTPUT
R2
TRIGGER
THRESHOLD
V out
GND CONTROL
C
10 nF
0V
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3.3.5 Analogue signal
processors
Candidates should be able to:
3.3.6 Analogue subsystems
Candidate should be aware of:
• recall that analogue signals are those that vary with time, taking
on all values between a maximum and a minimum
• recall that analogue circuits are those which handle analogue
signals.
• the use of the low power audio amplifier ICs
• the use of the op-amp comparators with various sensors.
3.3.7 The audio amplifier
Candidates should be able to:
• use the relationship
voltage gain (Gv) =
3
Vout
Vin
• know that bandwidth is the range of frequencies over which the
amplifier produces at least half of its rated output power
• describe the operation and use of an audio amplifier IC (low
power types only such as LM380, LM386 or TBA820).
3.3.8 The op-amp
comparator
Candidates should know that an operational amplifier has a very large
input resistance, a low output resistance, a very large voltage gain
and saturates at the supply voltages.
Candidates should be able to explain the function and use of the
circuit below as a voltage comparator using a single rail supply. A
voltage comparator can be used as a one-bit analogue to digital
converter.
+V S
Sensor
R1
−
+
R3
R2
V OUT
0V
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
3.4 The science of components
This unit considers the components that candidates are likely to encounter in their course and examines the
underlying scientific concepts.
3.4.1 Basic principles
Candidates should be able to draw and interpret circuits using standard
symbols for components (see Appendix G) in this specification.
Candidates should know that:
• the unit of voltage is the volt, ( V )
• the unit of current is the amp, (A)
• The unit of resistance is the ohm, (Ω).
Candidates should be able to use the facts that:
• the sum of the voltages in a series circuit is equal to the voltage
across the whole circuit
• there is the same voltage across each component in a parallel circuit
• the current in a series circuit is the same everywhere in the circuit
• the sum of the currents entering a junction is the same as the
sum of currents leaving the junction
• there may be a current passing through a component only when
there is a voltage across it
• the resistance of a component or circuit is given by
voltage V
resistance =
=
current
I
Candidates should be able to:
•
•
•
•
calculate the effective resistance of up to four resistors in series
calculate the effective resistance of two resistors in parallel
explain the use and applications of a voltage divider
calculate the output voltage of a voltage divider assuming a
negligible load current
• explain the use and application of a pull up/pull down resistor.
Candidates should be able to:
• use the following formula to calculate power
P = IV
and know that the unit of power is the watt, (W).
Candidates should know, and be able to use the fact that:
• the unit of frequency is hertz, (Hz)
• the unit of capacitance is the farad, (F).
Candidates should be able to:
• use the relationship peak value = 1.4 x rms value for a sine wave
• sketch a voltage-time or current-time graph for a sine wave,
indicating peak and period values
• use the relationship
1
frequency =
time period
3.4.2 Passive components
Candidates should be able to:
• select components with appropriate power or current or voltage
ratings for a given application (Constructional details of the
components specified in the specification will not be examined.)
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• interpret the markings on a resistor using the colour code and
BS1852 code to determine its value and tolerance
• select an appropriate preferred value from the E24 series of resistors
• interpret the markings on a capacitor (excluding colour code), to
determine the capacitance, voltage rating, tolerance and polarity
(where necessary)
• interpret the markings on a surface mounted resistor or a
capacitor using the BS code
• select an appropriate component from a given list of alternatives
• explain the differences in application and use of polarised and
non-polarised capacitors
• select and describe the use of an appropriate switch, e.g. reed
switch, microswitch, toggle switch, tilt switch etc.
• recognise and recall circuits which make use of the components
given above.
Candidates should be able to state and use the fact that:
• a diode conducts in one direction only
• the forward voltage drop of a silicon diode is 0.7 V.
3
Candidates should be able to:
• explain the meaning of the terms forward-bias and reverse-bias
• explain the use of diodes in rectification as half-wave and bridge
full-wave rectifiers
• explain the use of a diode connected across a relay coil or motor
as a device to protect the semiconductor driver from damage
• use a light emitting diode (LED) and calculate the value of an
appropriate series resistor for the LED
• use the fact that a light-dependent resistor (LDR) has a very high
resistance in the dark and that its resistance decreases as the
illumination increases
• use the fact that a thermistor (ntc type) has a resistance that
decreases as the temperature increases
• recognise and recall circuits which make use of the components
given above.
3.4.3 Active components
Candidates should know that:
• a bipolar transistor is a 3-lead device, the lead names being
emitter, collector and base. (Examination questions will be
restricted to npn silicon transistors.)
• a MOSFET (Metal Oxide Semiconductor Field Effect Transistor)
is a 3-lead device, the lead names being source, drain and gate.
(Examinations questions will be restricted to n-channel type
devices.)
Candidates should be able to:
• explain how an npn transistor and an n-channel MOSFET can be
used as switches after gates, counters etc., as drivers to deliver
power to an output device, and put this into practice
• explain why a base resistor is needed for an npn transistor
• compare the advantages and disadvantages of a MOSFET with a
bipolar transistor
• recognise and recall circuits which make use of the components
given above.
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3.4.4 Microcontrollers
Candidates should be able to:
• describe the use and application of microcontrollers
• know that a microcontroller is a programmable integrated circuit into
which software can be loaded to carry out a range of different tasks
• describe and explain the effect of microcontrollers on society.
3.5 Applications of electronic systems
Candidates should be aware of the use of electronics in audio entertainment systems.
3.5.1 Audio systems
Candidates should be able to describe the function of each of the
following subsystems of an audio entertainment system:
tuner
amplifier
microphone
loudspeakers
MP3, CD and DVD players and recorders.
3.5.2 Radio systems
3
Candidates should be able to:
• draw and label the following block diagram of a simple radio
receiver and explain how it works in terms of the functions of the
subsystems
aerial
rf tuned
circuit
demodulator
af
amplifier
loud­
speaker
• explain the meaning of the terms amplitude modulation (AM) and
frequency modulation (FM)
• sketch a voltage-time graph for an amplitude modulated wave
with relation to its carrier wave and the modulating signal
• sketch a voltage-time graph for a frequency modulated carrier
wave with relation to its carrier wave and the modulating signal
• compare the relative merits of FM and AM systems
• explain the meaning of the terms sensitivity and selectivity.
3.6 Practical skills and processes
Practical work is an integral part of any course in electronics. Candidates should have a range of practical
experiences, the skills from which will be required in their controlled assessment. Examiners are at liberty to
deal with aspects of practical work in the written examination.
Candidates should be able to:
• recognise a component from its physical appearance
• use a catalogue or data sheet to select required components
• draw a layout of a given circuit containing no more than 10 components using prototype board and
showing all connections clearly
• assemble a circuit following a circuit diagram
• select and use a range of test instruments (e.g. multimeter, oscilloscope and signal generator)
• identify simple faults in circuit diagrams and component layout.
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3.7 Practical electronics system synthesis
3.7.1 Introduction
Electronics Engineers often need to design a system that will solve
a particular problem. The design produced will be based upon the
engineer’s knowledge of electronic subsystems which is brought
together in an appropriate way to produce a final design that meets
the user’s requirements. In some cases, the proposed solution may
have a wider impact on society in general.
Unit 2: Practical Electronics System Synthesis (controlled
assessment) allows candidates to use the experience gained from
the course to take a project from the design stage, having considered
the specifications and options, through to construction, testing and
evaluation. It will also involve research and communication skills
which are vital aspects of bringing innovative solutions to production
in the modern world.
All controlled assessment projects must have their foundation in the
body of the content of Unit 1 of this specification.
3
3.7.2 Practical electronics
system synthesis
There is one unit based upon a practical project.
3.7.3 Control of the
assessment
Control of the assessment is covered in the Section 3.8.
3.7.4 Practical electronics
system synthesis – skills
The following four skills are to be assessed:
3.7.5 Practical
electronics system
synthesis – marks
Controlled assessments must be marked against the marking criteria
given in Appendix E of this specification (amplification of the criteria is
given in Section 3.9). There are 22 marking criteria giving a total mark
of 50, which constitutes 25% of the total marks for the award.
APlanning
BRealisation
C Testing and Evaluation
D Communication skills
The marks for each skill area are in the ratio 7:7:5:6.
3.7.6 Practical
electronics system
synthesis – ownership
14
The project must be the work of the individual candidate and will
have to be verified by both the candidate and supervisor. Group
projects are not permitted. The marks awarded to candidates should
reflect the achievement of the individual candidate referenced against
the marking criteria.
GCSE Electronics for certification from June 2014 onwards (version 1.0)
3.8 Practical electronics system synthesis – project work
The following sections provide guidance on setting project work for the practical electronics system synthesis.
3.8.1 Guidance provided
by AQA
Controlled assessment advisers will be available to provide guidance
to centres.
3.8.2 General approach
Candidates should identify a problem that can be solved using an
electronic system. They should have developed the idea of breaking
systems down into Inputs, Processes and Outputs. All projects
should follow the same process of design, build, test, evaluate and
report. The ideal design scenario would be for a candidate to use the
components and subsystems covered in the course to generate a
solution to an identified problem such that revision of the specification
is also achieved. Components and systems from outside the scope
of this specification may be used, but this should not be at the
expense of the candidate’s ability to access all of the marking points
in the marking criteria. All candidates should have access to the
22 clearly defined assessment criteria and should be guided
to work within that framework.
Candidates should be aware that while they may use circuit
modelling software as part of their design process, credit is only given
for work carried out on actual electronics hardware.
Candidates must provide detailed explanations for any software that
they use with programmable controllers e.g. PICs.
It is expected that candidates will use a wide variety of research
methods which will provide not only general research opportunities
but will form the basis of a possible subsystem solution which may
be used as part of the overall solution.
In view of the time constraints and the limited experience of
candidates the chosen project should be appropriate to the
candidate’s ability.
Group projects are not permitted. Candidates can only obtain marks
for the work which they actually undertake.
3.8.3 Scope
Each controlled assessment project must have a minimum of
one active device. No project need be attempted using circuits
containing more than three to five active components (integrated
circuits or transistors) or more than 20 to 25 passive components
(resistors, capacitors or diodes, etc). As far as possible, candidates
should be encouraged to identify problems of their own choosing
and select a project of their own choice. The problem is unlikely
to be totally original and the solution may not be unique given the
level and nature of the course. However, it should provide a new
experience for the candidate and be clearly set in an appropriate
context. Mains operated projects and projects including controlling
devices powered by mains contravene the Health and Safety at
Work Act and are, consequently, not permitted by AQA. Further,
OFCOM regulations require radio transmitters, tranceivers and
power amplifiers to be approved on an individual basis. Projects
involving such devices are not permitted.
The maximum voltage permitted in any project must be less than
30 V and total power consumption must be less than 100 W.
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3.8.4 Approval
The project must be approved by the teacher responsible for
supervising the candidate’s work before the candidate embarks on
any constructional work.
When approving the project the supervisor should ascertain that:
• the candidate has attempted to give a clear title and a
specification for the project set in an appropriate context
• the project is such that an able candidate could score every mark
on the assessment scheme
• the candidate can reasonably be expected to complete the work
in the time available
• all other projects in the teaching group are clearly different from
the one being approved
• the project does not lead to any Health and Safety problems.
3.8.5 Report
3
All practical work must be under the direct supervision of the
member of staff responsible for the prime marking of the controlled
assessment or somebody delegated by them. The writing up and
evaluation of the final report must be carried out under formal
controlled conditions so that the member of staff responsible for
prime marking is able to verify the authenticity of the candidates’
work. The use of a research diary (see Section 3.8.6) should be
encouraged so that candidates are able to verify the sources of
information used in their final project report.
The report should be a clear, straightforward communication of
facts and ideas. Therefore, candidates should be given instructions
on the presentation of information and be encouraged to use an
appropriate style.
The report must include clear photographic evidence of the final circuit.
Photographs showing the stages of construction may also be
incorporated into the report, but not at the expense of circuit diagrams.
The report should include the following:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
16
the proposed title of the project
the aims of the project and the context in which it is set
the analysis of the problem to be solved by the project
the information researched and investigations carried out prior to
drawing up the specification
the specification of the solution
alternative solutions considered
the reasons for the selection of the chosen system
the design of the chosen solution/system
significant aspects of the development and progress
the methods of testing and modifications made during the
construction
the testing methods employed after completion
test results appropriately tabulated
an assessment of how well the project works and an evaluation
based on the original specification
suggestions for changes which make the circuit match the initial
specification more closely
a statement of all sources of information and assistance received,
cross-referenced within the report
reasons for all the decisions made.
GCSE Electronics for certification from June 2014 onwards (version 1.0)
3.8.6 Management
Stage by stage submission and assessment are recommended in
order to:
•
•
•
•
•
•
•
•
confirm the suitability of the project
encourage good practice by systematic approach to problem solving
permit early warning of problems
enable feedback to be given/detailed at all of the stages of the
development of the project
enable necessary help to be given without invalidating the whole
assessment
authenticate the candidate’s work
make available a partial record in the event of candidate illness
ensure that less able candidates are able to attempt the
implementation of a feasible design.
Candidates should be encouraged to use a research diary, or
something similar, during the research/data collection phases of the
controlled assessment. The research diary can be used to record
dialogue between the candidate and the teacher and also detail
feedback and the amount of assistance given to the candidate at
various stages of the realisation of the project. Where used, the
research diary should be collected by the teacher when the task is
complete and be used as a method of authenticating candidate’s work.
Research diaries should not be marked by the teacher, but should be
retained by the centre until the deadline for enquiries about results.
It is expected that projects will be individual and it is therefore
very unlikely that, during the analysis and evaluation stages of the
controlled assessment, that candidates will be able to seek assistance
from the Internet, magazines or reference books; should they wish to
do this candidates should be discouraged from doing so.
A list of suggested topics for the project is given below. They are provided
to illustrate the type of project which should prove appropriate. The
suggestions are for guidance only and the list is by no means exhaustive.
alarm panic button
electronic metronome
alarm siren
fire alarm
anti-theft alarm
fishing bite alarm
audio amplifier
flashing unit
automatic cupboard light
flood light alarm system
automatic fan
fluid detector
automatic parking light
greenhouse temperature control
baby alarm
guitar tuner
battery tester
hair tongs alarm
bent wire game
headlight reminder
bicycle wheel revolutions counter
head/tails game
car park counter
intercom
chaser lights
infrared beam alarm
combination lock
kitchen timer
continuity tester
light activated target game
damp locator
light meter
door buzzer and light
light seeker
door chime
logic probe
electronic dice
low temperature warning
electronic keyboard
lottery number generator
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low volts detector
simple AM radio
low water level indicator
smoke alarm
metronome
snooker scoreboard
motor direction control
sound activated alarm
morse keyer
sound effects generator
motion detector/alarm
sound locator
musical box
sound operated camera flash
optical fibre transmitter/receiver
sound switch
parking meter timer
sound to light unit
pH meter
steam detector
photographic light level detector
stopwatch
plant pot dryness indicator
stylus organ
porch security light
telephone call charger
pressure pad alarm
temperature monitor
quiz referee
time delay switch
rain detector
torch detector
random number generator
traffic light simulator
reaction timer
tripwire alarm
remote controlled location device
two-tone train horn
rhythm generator
ultrasonic control
safe alarm
variable egg timer
signal tracer
warbling buzzer
3.9 Practical electronics system synthesis – marking criteria
Mark distribution
The skills to be assessed for the project and the mark distribution are given below
A
B
C
D
Planning
Realisation of a system
Testing and Evaluation
Communication
14 marks
14 marks
10 marks
12 marks
There are 22 marking criteria set out in this section, 21 of which may be awarded 0, 1, or 2 marks based upon
how well each criterion has been met. The final marking criterion (D3) contains the assessment of QWC and
allows for marks to be awarded in one of three mark bands. Further information regarding the allocation of
marks for each criteria can be found later in this section and in the teacher resource bank for this specification.
Where a candidate deserves a particular mark but the necessary details have not been recorded in the
report, the mark may be awarded providing that supporting information is given to the moderator by the
teacher/supervisor at the point in the project report where the award would have been made.
In order for any marks to be awarded, an artefact must exist, even if not in working condition. This artefact must
have a minimum, of one active device (an active device being one that produces power amplification e.g. an
integrated circuit/transistor) connected to a suitable power supply. Clear photographic evidence must also exist.
The accepted medium for development, testing and presentation is on Breadboard/Prototyping board as this
allows full access to the marking criteria based around the subsystem ‘build and test’ regime. Candidates may
also present the final circuit on stripboard or p.c.b., but it is not a requirement of the specification.
The project shall not be admitted if it does not contain at least one active component as defined by the
specification AND if there is no photograph of the final circuit construction.
Information relating to the criteria, amplification and marking are given on the following pages.
18
Well documented information from at least two separate sources whose
full details are recorded.
2
In making decisions with regard to planning, the candidate is expected
to consult the Internet, reference books, magazines and experts, as
appropriate. In every case the source of advice must be acknowledged
explicitly. The assessment is based on the extent to which the candidate
sought out the necessary information and the use made of this information.
Inadequate evidence documented OR inadequate details are given of at
least two named sources.
1
Amplification
Inadequate evidence that research has been carried out from at least two
separate named sources.
0
Marks
There is well documented evidence of a functional block diagram and
supporting explanation.
2
The candidate has provided evidence of having carried out research, and made
some selection of information gathered from at least two named sources.
A3
There is evidence of a functional block diagram but unclear explanation of
the functional sequence.
There is no evidence of a functional block diagram.
1
0
PLANNING
The problem should be analysed so that the factors affecting the problem and
its solution can be clearly identified. The problem should then be broken down
into subsystems and consideration given to each in turn. The requirement is for
the candidate to produce a system diagram, not a flowchart.
Amplification
The candidate has analysed the system in terms of subsystems by
producing a systems diagram of the solution.
A2
PLANNING
Marks
The candidate makes an independent choice and provides an appropriate
aim, the context has a detailed description of how electronics is being
used to solve the problem.
2
Each candidate should be encouraged to select a suitable problem and to
produce a clear and concise statement of the problem. The context should be
stated so that it is clear how electronics is being applied to solve the problem.
The candidate makes an independent choice of problem but gives an
inadequate aim and context so that it is difficult to see how electronics is
being used to solve the problem OR receives assistance with the choice
but gives a clear aim and context so that it is clear how electronics is being
used to solve the problem.
1
Amplification
The supervisor has helped the candidate to choose a problem. The aim
and context is such that it is unclear how electronics is being used to solve
the problem.
0
Marks
The candidate has independently identified a suitable problem to solve and
has provided a title and an aim set in context.
A1
PLANNING
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2
The practical investigation should be undertaken on relevant factors e.g.
on the suitability of transducers to be used as input or output devices. By
targeting a specification e.g. the light level at which the alarm is triggered
or the frequency at which the alarm must sound, the practical investigation
can be used to generate one of the measurable target parameters in (A5).
• the power supply is 12 V dc ± 2 V
• the current consumption on stand-by is less than 10 mA, when active
less than 50 mA
• the output device should give a sound intensity greater than 90 dB at
a distance of 1 metre
• the device switches on at a light level of less than 100 lux
• the time delay is variable from 10 seconds to 100 seconds ± 5%.
Some examples of quantitative specifications are as follows:
The key to the planning process lies in specifying the desired outcome
numerically. The more quantitative the specification, the more realistically
the candidate will be able to plan a feasible route to the solution.
The specification should be a detailed statement of how the completed
solution will perform and will include at least two relevant measurable
electronic quantities which are specified precisely and in realistic terms.
These quantitative items depend on the nature of the project and could
be the supply voltage range, the current and power consumption, the
input and output characteristics, the frequency or a time delay.
Amplification
The candidate has given at least two measurable quantitative,
electronically relevant parameters for the specification.
A5
1
Amplification
One electronically measurable parameter given with tolerance as part of
the specification.
Two electronically measurable quantities given with tolerance as part of
the specification.
2
No electronically measurable parameters given within the specification.
Marks
Clear evidence that a practical investigation has been carried out and that
the results have been used to aid planning.
Clear evidence that a practical investigation has been carried out.
Inadequate evidence that a practical investigation has been conducted.
Marks
1
0
PLANNING
0
3
The candidate has designed and carried out a practical investigation of one
relevant factor.
A4
PLANNING
GCSE Electronics for certification from June 2014 onwards (version 1.0)
A circuit diagram of the proposed system which a trained engineer could
work from to recreate the project.
2
The chosen system should be fully documented in such a way that a
competent third party could construct the system exactly as intended.
The circuit diagram should be that of the final system and should have
appropriate labels and component values. The diagram may be presented
either in a single sheet format or in clearly defined and linked sections.
A circuit diagram of the proposed system, but lacking some aspect of
clarity/accuracy or detail.
1
Amplification
No circuit diagram drawn OR one with significant omissions/errors.
0
Marks
A calculation in context, showing component data and free from errors in
mathematics/reasoning.
2
PLANNING
A relevant calculation, perhaps containing errors in mathematics, the use
of data or reasoning.
No calculation attempted or one given but lacking relevance.
1
0
Marks
The candidate has drawn a labelled circuit diagram, with component values
of the final system.
A7
A suitably derived truth table would be acceptable in place of a
mathematical calculation.
Candidates should be encouraged to use up-to-date catalogues and
data sheets in the selection of components to be used. The choice of the
components and their values should be supported by reasons and relevant
calculations where possible.
Amplification
The candidate has made a relevant calculation based upon component data.
A6
PLANNING
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1
2
The candidate must adopt a safe and sensible approach to the use of
equipment and components to promote a safe working environment for
all users of the laboratory. The provision of a Risk Assessment by the
candidate can be offered as evidence along with any observations made by
the supervisor in support of these marks.
0
Amplification
The candidate has adopted a safe approach to practical work.
B3
2
1
0
Worked safely in all respects.
Some awareness shown of risk assessment, safe techniques/procedures.
The candidate had to be closely supervised to avoid adopting unsafe
working practices.
Marks
All correct orientations achieved where more than two such components used.
At least two correct orientations achieved.
No correct orientations achieved.
REALISATION OF A SYSTEM
The supervisor will award the marks in this section, but photographic
evidence within the report may be used to confirm the award.
Amplification
The candidate has produced a practical circuit board layout where
polarised and active components are correctly orientated.
B2
REALISATION OF A SYSTEM
Marks
Well organised layout achieved with minimal guidance.
2
The circuit board should be so organised as to allow the use of a
multimeter, signal generator and oscilloscope without the risk of shorting
other connections. It is also essential to organise the layout so that specific
points of the circuit can be traced easily and excessively long wires/tracks
avoided. The use of colour coded single strand wire can help in identifying
power rails and signal routes on protoboard.
Disorganised layout achieved with minimal guidance OR a well organised
layout with guidance.
1
Amplification
Disorganised layout even with guidance.
Marks
0
3
The candidate has produced a practical circuit board layout that is neat and
logically organised.
B1
REALISATION OF A SYSTEM
GCSE Electronics for certification from June 2014 onwards (version 1.0)
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2
There should be evidence that the whole system works as a collective
entity. The evidence for this may be provided by a statement that confirms
the mode and sequence of operation implied in (A1, A2). The candidate is
not allowed to use (B6) alone to satisfy either the award of (B4 and/or B5).
0
Amplification
The candidate has provided evidence that the whole system works.
B6
2
As for B4 but this time for a processing subsystem. It is accepted that the
processing subsystem will require a functioning input in order for the test to
be carried out.
Evidence of the whole system working where that consists of more than
three interacting subsystems.
Evidence given of three interacting subsystems working together.
No evidence provided of any three interacting subsystems working
together.
Marks
Full details of how the system works and the test done.
Incomplete detail of how the subsystem works or the test done.
Inadequate detail of how the subsystem works or the test done.
Marks
Full detail of how the system works and the test done.
Incomplete detail of how the subsystem works and the test done.
REALISATION OF A SYSTEM
1
0
Amplification
The candidate has provided evidence that a process subsystem works
independently.
B5
2
Some evidence should be provided here to show that a subsystem
functions in its own right, (e.g. the use of a simple timing diagram showing
voltage levels when a switch is pushed and released). The report must
clearly go beyond the statement ‘it works’ for this mark to be awarded.
Marks
Inadequate detail of how the subsystem works and the test done.
REALISATION OF A SYSTEM
1
0
Amplification
The candidate has provided evidence that an input/output subsystem
works independently.
B4
REALISATION OF A SYSTEM
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0
1
2
Amplification
It is expected that faults would be corrected during the natural ‘build, test and
modify’ regime applied to each subsystem. However, if there were no faults,
the marks should still be awarded.
Marks
Some evidence of appropriate independent action to find and
successfully rectify a fault (award both marks if it works first time).
Some evidence of independent fault finding.
No independent fault finding technique demonstrated.
3
The candidate has made systematic attempts to find and rectify faults (also
award if no faults).
B7
REALISATION OF A SYSTEM
GCSE Electronics for certification from June 2014 onwards (version 1.0)
All relevant numerical measurements on the system parameters have
been made, recorded and evaluated.
2
Candidates are expected to compare the outcome with the major items
in the original specification. If the specification in A5 is weak, high marks
cannot be awarded. Comparison involves some basic comment by the
candidate based upon the measurements made.
There is some attempt to evaluate the final measurements against the
original specification, but the consequences of the evaluation may not be
appreciated.
1
Amplification
There is little or no evidence of any comparison of the working
parameters with the original parameters.
0
Marks
The candidate has compared the actual working parameters of the circuit
to the original parameters.
C3
The appropriate numerical measurements have been made and carefully
recorded with units.
Measurements are made and recorded but may be trivial or incomplete.
There is no record of the appropriate measurements.
TESTING AND EVALUATION
2
1
Amplification
Measurements should be made on the performance of the system and
should be relevant to the two numerical parameters quoted in A5 as a
minimum.
0
Marks
Has identified appropriate test equipment and carried out an independent
measurement.
2
The candidate has recorded measurements relevant to at least two of the
numerical parameters.
C2
Has identified appropriate test equipment and carried out a measurement
with help.
There is no evidence of any test equipment being used.
Marks
1
0
TESTING AND EVALUATION
These marks are awarded for the ability of the candidate to choose and
use the appropriate test and measuring instruments. Regard should be
given to the instrument range and sensitivity. Reference to the choice
should be given in the report at the point where it was used.
Amplification
The candidate has selected and used appropriate test equipment.
C1
TESTING AND EVALUATION
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These marks relate directly to the candidate’s own input to the thinking
and decision making. As always, discussion with the supervisor in
clarifying a candidate’s thinking must not be confused with dependence
on the supervisor for ideas, decision making and problem solving.
Originality is to be interpreted in the context of the experience of an able
16-year-old but it must be discernible and significant.
Amplification
The candidate has developed their own project.
C5
The candidate required some assistance and guidance in the planning
and realisation of their project.
The candidate completed their project with minimal assistance and
guidance.
2
The candidate required significant assistance and guidance throughout
their project.
1
0
TESTING AND EVALUATION
Marks
There is a clear statement of how the improvement would or does make
the system perform more closely to the intended specification. (Award if
no modifications are needed).
2
These marks are to be awarded for improvements made or suggested that
enable or would enable the system to meet the original specification better.
Systems that do not require such improvements should be awarded the
marks.
The system does not meet the full specification and one improvement is
suggested/carried out.
1
Amplification
The system does not meet the specification and no improvement is
suggested/carried out.
Marks
0
3
The candidate has carried out or suggested an improvement (also award if
no improvement is needed).
C4
TESTING AND EVALUATION
GCSE Electronics for certification from June 2014 onwards (version 1.0)
These marks are awarded for any relevant graph, table of the initial and
final numerical specifications, a derived truth table or any other tabulated
results taken from the performance of a component/system. Performance
results are expected to have been recorded by the candidate on real
circuits and should be presented as a boxed table with appropriate
headings and units.
Amplification
The candidate has produced a report that contains tabulated/graphical
results with appropriate symbols and units.
D2
There is a clear picture and fully labelled circuit diagram of the final
artefact together with intermediate diagrams/illustrations/pictures that
allows the reader better access to the technical aspects of the report.
2
A table or a graph may be presented but is lacking in technical detail as
defined in the amplification section of the specification.
A full table or graph is presented matching the technical requirements in
the amplification section of the specification.
2
No table or graph as defined in the amplification section of the GCSE
specification is presented.
1
0
Marks
There is a clear picture of the final artefact in the report together with a
fully labelled circuit diagram.
There is no photograph of the final artefact in the report AND/OR the
illustrations are of poor quality.
Marks
1
0
COMMUNICATION SKILLS
Circuit diagrams and photographs should form an integral part of the
report. This skill relates to the quality and usefulness of those diagrams
and photographs. A detailed photograph of the final solution not only aids
moderation, but contributes to D3, and provides supporting evidence for
B1, B2 and B3.
Amplification
The candidate has produced a report that contains clear photographic
evidence and carefully produced illustrations.
D1
COMMUNICATION SKILLS
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3–5
6–8
Amplification
This skill refers to the format and content of the report and the Quality of
Written Communication (QWC). The report should be written in stages
that form a logical sequence and cover all major aspects of planning,
development, construction, test and evaluation. Within this context,
levels of QWC will be assessed on a three banded mark scheme. When
assessing the communication skill, the criteria should have been addressed
across the majority of the report for the appropriate award of marks to be
made.
0–2
Marks
The report is mostly:
i) accurate in spelling, punctuation and grammar so that the
meaning is clear.
ii) well organised with a clear format and contains specialist
vocabulary where appropriate.
The report covers most aspects of the development and testing of the
full system including two valid reasons of the selection of the system
from alternatives that would fulfil the same requirement.
The report is sometimes:
i) accurate in spelling, punctuation and grammar so that the
overall meaning is clear.
ii) organised, such that the format and the use of specialist terms
has been successful in places.
The report covers some aspects of the development and testing and
there will be detailed analysis of at least one subsystem.
The report is rarely:
i) accurate in spelling, punctuation and grammar such that the
meaning is unclear.
ii) organised, such that the format is unhelpful and no specialist
terms have been used, or used in the wrong context.
The report covers some aspect of the development but not in any detail.
3
The candidate has produced a report that adequately documents the
development and outcome of the project.
D3
COMMUNICATION SKILLS
GCSE Electronics for certification from June 2014 onwards (version 1.0)
GCSE Electronics for certification from June 2014 onwards (version 1.0)
3.10 How Science Works
How Science Works is an underpinning set of concepts and is the means whereby students come to understand
how to explain the world about us. Moreover, How Science Works recognises the contribution that science, and
in particular electronics, has made to the wider world. It acknowledges that scientists can, and must, contribute
to debates about the uses to which their work is put and how their work influences decision-making in society.
In general terms How Science Works can be used to promote students’ skills in solving scientific problems by
developing an understanding of
• the concepts, principles and theories that form the subject content
• the procedures associated with the valid testing of ideas and, in particular, the collection, interpretation and
validation of evidence.
As students become proficient in these aspects of How Science Works, they can also engage with the place
and contribution of electronics in the wider world. In particular students will begin to recognise:
• the contribution that scientists can make to decision-making and the formulation of policy
• the need for regulation of scientific enquiry and how this can be achieved
• how scientists can contribute legitimately in debates about those claims which are made in the name of science.
Examples of where How Science Works can be incorporated into the teaching of this specification include:
AUse theories, models and ideas to develop and modify scientific explanations
Unit 1, Sections 3.2.1 and 3.2.2
BUse knowledge and understanding to pose scientific questions, define scientific problems,
present scientific arguments and scientific ideas
Unit 2
CUse appropriate methodology, including ICT, to answer scientific questions and solve
scientific problems
Unit 1, Sections 3.2.2 and 3.4 and Unit 2
DCarry out experimental and investigative activities, including appropriate risk management,
in a range of contexts
Unit 1, Sections 3.3 and 3.6 and Unit 2
EAnalyse and interpret data to provide evidence, recognising correlations and causal relationships
Unit 1, Section 3.6 and Unit 2
FEvaluate methodology, evidence and data, and resolve conflicting evidence
Unit 2
GAppreciate the tentative nature of scientific knowledge
Unit 2
HCommunicate information and ideas in appropriate ways using appropriate terminology
Unit 1, Sections 3.2.1, 3.2.2 and 3.3.2 and Unit 2
IConsider applications and implications of science and appreciate their associated benefits
and risks
Unit 1, Section 3.5
JConsider ethical issues in the treatment of humans, other organisms and the environment
Unit 1, Section 3.4.4
KAppreciate the role of the scientific community in validating new knowledge and ensuring
integrity
Unit 1, Sections 3.4.4 and 3.7.1 and Unit 2
LAppreciate the ways in which society uses science to inform decision making
Unit 1, Sections 3.4.4 and 3.5
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3.11 Mathematical requirements
The knowledge and skills in mathematics which are relevant to this GCSE Electronics specification are:
•
•
•
•
•
3
30
the four basic rules of addition, subtraction, multiplication and division of decimal numbers
drawing and interpreting graphs
use of prefixes such as mega, kilo, centi, milli, micro, nano and pico
the binary representation of positive integers
transformation of simple formulae.
GCSE Electronics for certification from June 2014 onwards (version 1.0)
4 Scheme of Assessment
4.1 Aims and learning outcomes
GCSE courses based on this specification should
encourage candidates to:
• develop their interest in, and enthusiasm for,
electronics
• develop a critical approach to electronic design
• acquire and apply skills, knowledge and
understanding of how science works and its
essential role in society
• acquire practical skills.
4.2 Assessment Objectives (AOs)
The assessment units will assess the following
assessment objectives in the context of the content
and skills set out in Section 3 (Subject Content).
AO1: Knowledge and understanding of
science and how science works
Candidates should be able to:
a) demonstrate knowledge and understanding of
the scientific facts, concepts, techniques and
terminology in the specification
b) show understanding of how scientific evidence
is collected and its relationship with scientific
explanations and theories
c) show understanding of how scientific knowledge
and ideas change over time and how these
changes are validated.
AO2: Application of skills, knowledge
and understanding
Candidates should be able to:
a) apply concepts, develop arguments or draw
conclusions related to familiar and unfamiliar
situations
b) plan a scientific task, such as a practical
procedure, testing an idea, answering a question,
or solving a problem
c) show understanding of how decisions about
science and technology are made to different
situations, including contemporary situations and
those raising ethical issues
d) evaluate the impact of scientific developments
or processes on individuals, communities or the
environment.
AO3: Practical, enquiry and
data-handling skills
Candidates should be able to:
a) carry out practical tasks safely and skilfully
b) evaluate the methods they use when collecting
first-hand and secondary data
c) analyse and interpret qualitative and quantitative
data from different sources
d) consider the validity and reliability of data in
presenting and justifying conclusions.
4
Quality of Written Communication (QWC)
In GCSE specifications which require candidates to
produce written material in English, candidates must:
• ensure that text is legible and that spelling,
punctuation and grammar are accurate so that
meaning is clear
• select and use a form and style of writing
appropriate to purpose and to complex subject
matter
• organise information clearly and coherently, using
specialist vocabulary when appropriate.
In this specification QWC will be assessed in both
Unit 1 (written paper) and Unit 2 (controlled
assessment). The criterion where QWC is assessed
in the controlled assessment is D3.
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Weighting of Assessment Objectives for GCSE Electronics
The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE units.
Unit Weightings (%)
Assessment Objectives
Overall Weighting
of AOs (%)
Unit 1
Unit 2
AO1
33
4
20–40
AO2
37.5
5
30–55
AO3
4.5
16
20–40
Overall weighting of units (%)
75
25
100
4.3 National criteria
This specification complies with the following.
4
• The Subject Criteria for GCSE Applied Science
including the rules for Controlled Assessment
• Code of Practice
• The GCSE Qualification Criteria
• The Arrangements for the Statutory Regulation
of External Qualifications in England, Wales and
Northern Ireland: Common Criteria
• The requirements for qualifications to provide
access to Levels 1 and 2 of the National
Qualification Framework.
4.4 Prior learning
There are no prior learning requirements.
However, any requirements set for entry to a course
following this specification are at the discretion of
centres.
4.5 Access to assessment: diversity and inclusion
GCSEs often require assessment of a broader range
of competences. This is because they are general
qualifications and, as such, prepare candidates for a
wide range of occupations and higher level courses.
included only where essential to the subject. The
findings of this process were discussed with groups
who represented the interests of a diverse range of
candidates.
The revised GCSE qualification and subject criteria
were reviewed to identify whether any of the
competences required by the subject presented a
potential barrier to any candidates regardless of their
ethnic origin, religion, gender, age, disability or sexual
orientation . If this was the case, the situation was
reviewed again to ensure such competences were
Reasonable adjustments are made for disabled
candidates in order to enable them to access the
assessments. For this reason, very few candidates
will have a complete barrier to any part of the
assessment. Further details are given in Section 5.4.
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
5 Administration
5.1 Availability of assessment units and certification
Examinations and certification for this specification are available as follows:
Availability of Units
Availability
of Certification
Unit 1
Unit 2
✔
✔
✔
✔
✔
✔
✔
✔
✔
June 2012
Jan 2013
June 2013
Jan 2014
June 2014
Ofqual’s revisions to the Code of Practice mean
that from June 2014: assessments (both external
assessments and moderation of controlled
assessment) will only be available once a year in June
with 100% of the assessment being taken in the
examination series in which the qualification is awarded.
5.2 Entries
Please refer to the current version of Entry
Procedures and Codes for up to date entry
procedures. You should use the following entry
codes for the units and for certification.
Candidates have to enter all the assessment units at
the end of the course, at the same time as they enter
for the subject award.
Unit 1 – 44301
Unit 2 – 44302
5
GCSE certification—4432
5.3 Private candidates
This specification is available to private candidates
under certain conditions. Because of the nature of the
controlled assessment, candidates must be attending
an AQA centre which will supervise and assess the
controlled assessment. Private candidates should
write to AQA for a copy of Supplementary Guidance
for Private Candidates.
5.4 Access arrangements and special consideration
We have taken note of equality and discrimination
legislation and the interests of minority groups in
developing and administering this specification.
We follow the guidelines in the Joint Council
for Qualifications (JCQ) document: Access
Arrangements, Reasonable Adjustments and Special
Consideration: General and Vocational Qualifications.
This is published on the JCQ website
(http://www.jcq.org.uk) or you can follow the link
from our website (http://www.aqa.org.uk).
Access arrangements
We can make arrangements so that candidates
with special needs can access the assessment.
These arrangements must be made before the
examination. For example, we can produce a Braille
paper for a candidate with a visual impairment.
Special consideration
We can give special consideration to candidates who
have had a temporary illness, injury or indisposition
at the time of the examination. Where we do this, it is
given after the examination.
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
Applications for access arrangements and special
consideration should be submitted to AQA by the
Examinations Officer at the centre.
5.5 Language of examinations
We will provide units for this specification in English only.
5.6 Qualification titles
Qualifications based on this specification are:
• AQA GCSE in Electronics.
5.7 Awarding grades and reporting results
The GCSE and GCSE short course qualifications
will be graded on an eight-grade scale: A*, A, B,
C, D, E, F and G. Candidates who fail to reach the
minimum standard for grade G will be recorded as
U (unclassified) and will not receive a qualification
certificate. Individual assessment unit results will be
certificated.
Grade
Uniform Mark
Range
A*
90–100
A
80–89
B
70–79
For each unit, the uniform mark corresponds to a
grade as follows.
C
60–69
Written paper
(maximum uniform mark = 300)
D
50–59
E
40–49
F
30–39
G
20–29
U
0–19
We will publish the minimum raw mark for each
grade, for each unit, when we issue candidates’
results. We will report a candidate’s unit results to
centres in terms of uniform marks and qualification
results in terms of uniform marks and grades.
5
Controlled Assessment
(maximum uniform mark = 100)
34
Grade
Uniform Mark
Range
A*
270–300
A
240–269
B
210–239
C
180–209
D
150–179
E
120–149
F
90–119
G
60–89
U
0–59
GCSE Electronics for certification from June 2014 onwards (version 1.0)
We calculate a candidate’s total uniform mark by
adding together the uniform marks for the units. We
convert this total uniform mark to a grade as follows.
GCSE Electronics  (maximum uniform mark = 400)
Grade
Uniform Mark
Range
A*
360–400
A
320–359
B
280–319
C
240–279
D
200–239
E
160–199
F
120–159
G
80–119
U
0–79
5.8 Examination series
Candidates have to enter all the assessment units at
the end of the course, at the same time as they enter
for the subject award.
As a consequence of the move to linear assessment,
candidates will be allowed to carry forward their
controlled assessment unit result(s) following the initial
moderation and aggregation during the lifetime of the
specification.
35
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
6 Practical Electronics System
Synthesis Administration
The Head of Centre is responsible to AQA for ensuring that controlled assessment work is conducted in
accordance with AQA’s instructions and JCQ instructions.
6.1 Authentication of practical electronics system
synthesis work
In order to meet the requirements of the Code of
Practice AQA requires:
• candidates to sign the Candidate Record Form
to confirm that the work submitted is their own
• teachers/assessors to confirm on the
Candidate Record Form that the work assessed
is solely that of the candidate concerned and was
conducted under the conditions laid down by the
specification
• centres to record marks of zero if candidates
cannot confirm the authenticity of work submitted
for assessment.
The completed Candidate Record Form for each
candidate should be attached to his/her work.
All teachers who have assessed the work of any
candidate entered for each component must sign the
declaration of authentication.
If teachers/assessors have reservations about signing
the authentication statements, the following points of
guidance should be followed.
• If it is believed that a candidate has received
additional assistance and this is acceptable within
the guidelines for the relevant specification, the
teacher/assessor should award a mark which
represents the candidate’s unaided achievement.
The authentication statement should be signed
and information given on the relevant form.
• If the teacher/assessor is unable to sign the
authentication statement for a particular
candidate, then the candidate’s work cannot be
accepted for assessment.
If, during the external moderation process, there
is no evidence that the work has been properly
authenticated, AQA will set the associated mark(s)
to zero.
6.2 Malpractice
Teachers should inform candidates of the AQA
Regulations concerning malpractice.
Candidates must not:
6
• submit work which is not their own;
• lend work to other candidates;
• allow other candidates access to, or the use of,
their own independently sourced source material
(this does not mean that candidates may not lend
their books to another candidate, but candidates
should be prevented from plagiarising other
candidates’ research);
• include work copied directly from books, the
internet or other sources without acknowledgement
and attribution;
• submit work typed or word-processed by a third
person without acknowledgement.
These actions constitute malpractice, for which
a penalty (for example disqualification from the
examination) will be applied.
36
If malpractice is suspected, the Examinations Officer
should be consulted about the procedure to be
followed.
Where suspected malpractice in controlled
assessments is identified by a centre after
the candidate has signed the declaration of
authentication, the Head of Centre must submit full
details of the case to AQA at the earliest opportunity.
The form JCQ/M1 should be used. Copies of the
form can be found on the JCQ website
(http://www.jcq.org.uk/).
Malpractice in controlled assessments discovered
prior to the candidate signing the declaration of
authentication need not be reported to AQA, but
should be dealt with in accordance with the centre’s
internal procedures. AQA would expect centres to
treat such cases very seriously. Details of any work
which is not the candidate’s own must be recorded
on the Candidate Record Form or other appropriate
place.
GCSE Electronics for certification from June 2014 onwards (version 1.0)
6.3 Teacher standardisation
AQA will hold annual standardising meetings for
teachers, usually in the autumn term, for controlled
assessment. At these meeting we will provide support
in contextualising the tasks and using the marking
criteria.
If your centre is new to this specification, you must
send a representative to one of the meetings. If
you have told us you are a new centre, either by
submitting an estimate of entry or by contacting the
subject team, we will contact you to invite you to a
meeting.
AQA will also contact centres if
• a significant adjustment has been made to a
centre’s marks.
In these cases, centres will be expected to send
a representative to one of the meetings. For all
other centres, attendance is optional. If a centre is
unable to attend and would like a copy of the written
materials used at the meeting, they should contact
the subject administration team at
electronics@aqa.org.uk.
It is likely that during the lifetime of this specification
AQA will move to online teacher standardisation.
• the moderation of controlled assessment work
from the previous year has identified a serious
misinterpretation of the controlled assessment
requirements.
6.4 Internal standardisation of marking
Centres must standardise marking to make sure that
all candidates at the centre have been marked to the
same standard. One person must be responsible
for internal standardisation. This person should sign
the Centre Declaration Sheet to confirm that internal
standardisation has taken place.
• discussing any differences in marking at a
training meeting for all teachers involved in the
assessment;
• referring to reference and archive material such
as previous work or examples from AQA’s teacher
standardising meetings.
Internal standardisation may involve:
• all teachers marking some trial pieces of work and
identifying differences in marking standards;
6.5 Annotation of practical electronics system synthesis work
The Code of Practice states that the awarding body
must require internal assessors to show clearly how
the marks have been awarded in relation to the
marking criteria defined in the specification and that
the awarding body must provide guidance on how
this is to be done.
The annotation will help the moderator to see as
precisely as possible where the teacher considers
that the candidates have met the criteria in the
specification.
The controlled assessment must be annotated in the
following way:
• assessors must note, in the margin of the report
where the evidence is to be found. Assessors
should use the appropriate code corresponding
to the criterion; e.g. A1, B4, D3 etc., the assessor
should allocate an appropriate mark based upon
how far the candidate has satisfied the marking
criteria. The mark should be then added to the
annotation on the report e.g. A1(2), B4(1), B3(6).
In addition work could be annotated by either of the
following methods:
• key pieces of evidence flagged throughout the
work by annotation either in the margin or in the
text;
• summative comments on the work, referencing
precise sections in the work.
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
6.6 Submitting marks and sample work for moderation
The total mark for each candidate must be submitted
to AQA and the moderator on the mark forms
provided, by Electronic Data Interchange (EDI) or
through the e-Portfolio system (only available for
certain units/components) by the specified date (see
http://www.aqa.org.uk/deadlines.php).
Centres will normally be notified which candidates’
work is required in the sample to be submitted to
the moderator (please refer to Section 7.1 for further
guidance on submitting samples).
6.7 Factors affecting individual candidates
Teachers should be able to accommodate the
occasional absence of candidates by ensuring that
the opportunity is given for them to make up missed
controlled assessments. (An alternative supervised,
time session may be organised for candidates who
are absent at the time which the centre originally
arranged.)
If work is lost, AQA should be notified immediately of
the date of the loss, how it occurred, and who was
responsible for the loss. Centres should use the JCQ
form JCQ/LCW to inform AQA Centre and Candidate
Support Services of the circumstances.
Where special help which goes beyond normal
learning support is given, AQA must be informed
6.8 Retaining evidence
6
The centre must retain the work of all candidates,
with Candidate Record Forms attached, under secure
conditions, from the time it is assessed, to allow for
the possibility of an enquiry about results. The work
may be returned to candidates after the deadline for
enquiries about results. If an enquiry about a result
has been made, the work must remain under secure
conditions in case it is required by AQA.
38
through comments on the Candidate Record Form
so that such help can be taken into account when
moderation takes place.
Candidates who move from one centre to another
during the course sometimes present a problem for
a scheme of controlled assessment work. Possible
courses of action depend on the stage at which the
move takes place. If the move occurs early in the
course the new centre should take responsibility
for controlled assessment work. If it occurs late in
the course it may be possible to arrange for the
moderator to assess the work through the ‘Educated
Elsewhere’ procedure. Centres should contact
AQA at the earliest possible stage for advice about
appropriate arrangements in individual cases.
GCSE Electronics for certification from June 2014 onwards (version 1.0)
7 Moderation
7.1 Moderation procedures
Moderation of the controlled assessment work is by
inspection of a sample of candidates’ work, sent by
post or electronically through the e-Portfolio system
from the centre to a moderator appointed by AQA.
The centre marks must be submitted to AQA and to
the moderator by the specified deadline (see
http://www.aqa.org.uk/deadlines.php).
Centres entering fewer candidates than the minimum
sample size and centres submitting through the
e-Portfolio system should submit the work of all of
their candidates. Centres entering larger numbers of
candidates will be notified of the candidates whose
work will be required in the sample to be submitted
for moderation.
Following the re-marking of the sample work, the
moderator’s marks are compared with the centre
marks to determine whether any adjustment is
needed in order to bring the centre’s assessments
into line with standards generally. In some cases it
may be necessary for the moderator to call for the
work of additional candidates in the centre. In order
to meet this possible request, centres must retain
under secure conditions and have available the
controlled assessment work and Candidate Record
Forms of every candidate entered for the examination
and be prepared to submit it on demand. Mark
adjustments will normally preserve the centre’s order
of merit, but where major discrepancies are found,
AQA reserves the right to alter the order of merit.
7.2 Consortium arrangements
If there are a consortium of centres with joint teaching
arrangements (i.e. where candidates from different
centres have been taught together but where they are
entered through the centre at which they are on roll),
the centres must inform AQA by completing the JCQ/
CCA form.
The centres concerned must nominate a consortium
co-ordinator who undertakes to liaise with AQA on
behalf of all centres in the consortium. If there are
different co-ordinators for different specifications, a
copy of the JCQ/CCA form must be submitted for
each specification.
AQA will allocate the same moderator to each centre
in the consortium and the candidates will be treated
as a single group for the purpose of moderation.
7.3 Post-moderation procedures
On publication of the results, we will provide centres
with details of the final marks for the controlled
assessment work.
giving feedback on the accuracy of the assessments
made, and the reasons for any adjustments to the
marks.
The candidates’ work will be returned to the centre
after the examination. The centre will receive a report
We may retain some candidates’ work for archive or
standardising purposes.
7
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
Appendices
A Grade Descriptions
Grade descriptions are provided to give a general
indication of the standards of achievement likely to
have been shown by candidates awarded particular
grades. The descriptions should be interpreted in
relation to the content outlined in the specification;
they are not designed to define that content.
The grade awarded will depend in practice upon
the extent to which the candidate has met the
assessment objectives (see Section 4.2) overall.
Shortcomings in some aspects of the candidates’
performance may be balanced by better
performances in others.
Grade F
Candidates demonstrate a limited knowledge
and understanding of electronics content and
how science works. They use a limited range
of the concepts, techniques and facts from the
specification, and demonstrate basic communication
and numerical skills, with some limited use of
technical terms and techniques.
They use and apply their knowledge and
understanding of simple principles and concepts
in some specific contexts. With help they plan an
electronics task, such as a practical procedure,
testing an idea, answering a question, or solving a
problem, using a limited range of information in an
uncritical manner. They are aware that decisions have
to be made about uses of electronics and technology
and, in simple situations familiar to them, identify
some of those responsible for the decisions. They
describe some benefits and drawbacks of scientific
developments with which they are familiar and issues
related to these.
They follow simple instructions for carrying out a
practical task and work safely as they do so.
Candidates identify simple patterns in data they
gather from first-hand and secondary sources.
They present evidence as simple tables, charts and
graphs, and draw simple conclusions consistent with
the evidence they have collected.
A
40
Grade C
Candidates demonstrate a good overall knowledge
and understanding of electronics content and how
science works, and of the concepts, techniques,
and facts across most of the specification. They
demonstrate knowledge of technical vocabulary
and techniques, and use these appropriately. They
demonstrate communication and numerical skills
appropriate to most situations.
They demonstrate an awareness of how evidence is
collected and are aware that scientific knowledge and
theories can be changed by new evidence.
Candidates use and apply scientific knowledge and
understanding in some general situations. They use
this knowledge, together with information from other
sources, to help plan an electronics task, such as
a practical procedure, testing an idea, answering a
question, or solving a problem.
They describe how, and why, decisions about uses of
electronics are made in some familiar contexts. They
demonstrate good understanding of the benefits and
risks of scientific advances, and identify ethical issues
related to these.
They carry out practical tasks safely and competently,
using equipment appropriately and making relevant
observations, appropriate to the task. They use
appropriate methods for collecting first-hand and
secondary data, interpret the data appropriately, and
undertake some evaluation of their methods.
Candidates present data in ways appropriate to
the context. They draw conclusions consistent with
the evidence they have collected and evaluate how
strongly their evidence supports these conclusions.
GCSE Electronics for certification from June 2014 onwards (version 1.0)
Grade A
Candidates demonstrate a detailed knowledge
and understanding of electronics content and
how science works, encompassing the principal
concepts, techniques, and facts across all areas
of the specification. They use technical vocabulary
and techniques with fluency, clearly demonstrating
communication and numerical skills appropriate to a
range of situations.
They demonstrate a good understanding of the
relationships between data, evidence and scientific
explanations and theories. They are aware of areas of
uncertainty in scientific knowledge and explain how
scientific theories can be changed by new evidence.
Candidates use and apply their knowledge and
understanding in a range of tasks and situations.
They use this knowledge, together with information
from other sources, effectively in planning an
electronics task, such as a practical procedure,
testing an idea, answering a question, or solving a
problem.
Candidates describe how, and why, decisions about
uses of electronics are made in contexts familiar
to them, and apply this knowledge to unfamiliar
situations. They demonstrate good understanding
of the benefits and risks of scientific advances, and
identify ethical issues related to these.
They choose appropriate methods for collecting
first-hand and secondary data, interpret and question
data skilfully, and evaluate the methods they use.
They carry out a range of practical tasks safely and
skilfully, selecting and using equipment appropriately
to make relevant and precise observations.
Candidates select a method of presenting data
appropriate to the task. They draw and justify
conclusions consistent with the evidence they have
collected and suggest improvements to the methods
used that would enable them to collect more valid
and reliable evidence.
A
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
B Spiritual, Moral, Ethical, Social, Legislative, Sustainable
Development, Economic and Cultural Issues,
and Health and Safety Considerations
AQA has taken great care to ensure that any wider
issues, including those particularly relevant to the
education of students at Key Stage 4, have been
identified and taken into account in the preparation
of this specification. They will not form part of the
assessment requirements.
This specification provides opportunities for
candidates to develop an understanding and
appreciation of Spiritual, Moral, Ethical, Social,
Legislative, Economic and Cultural Issues.
Examples from this specification include:
Spiritual, Moral and Ethical
Candidates should be made aware of the spiritual,
moral and ethical impacts of electronics on both the
individual and the wider community. In the following
sections moral and ethical issues could be explored
in the delivery of each topic.
Section 3.3 Information System Processing – there
are a number of issues which could be
explored including:
• the use of microcomputers and
automated systems in the workplace
and their impact on both working
practices and the workforce .
• the widespread use of CCTV
cameras as aids to combating crime
and in some cases infringing civil
liberties.
Section 3.5 Applications of Electronic Systems –
we are becoming more and more
dependant on the use of electronic
systems in our lives. The moral and
ethical issues relating to these areas
can be explored in this topic.
In terms of strictly spiritual impacts, electronic
systems can be used to bring religious services and
humanistic beliefs to a wide audience, particularly
for those who are alone or living in remote areas,
this topic could be discussed during the delivery of
Section 3.5.2 (Radio Systems).
Social and Cultural
B
The pace at which electronics and electronic systems
are developing means that storage of data in a digital
format is becoming more commonplace. The social
and cultural impacts of electronics could be explored
in the delivery of the following topics:
42
Section 3.3 Information System Processing – the
social and cultural implications of the
use of storage of information and data
can be explored.
Section 3.5 Applications of Electronic Systems –
could lead to discussion regarding
the social implications of unwanted
noise and EMC (electromagnetic
compatibility).
Section 3.5.2 Radio Systems – the social and
cultural impacts of the use of radio
systems for topics such as distance
learning in remote locations, the rapid
spread of news events around the
Earth and the impact of 24 hour news
broadcasts could be explored.
The WEEE (waste electrical and electronic equipment)
regulations could be explored in many areas of this
specification and the social effects of the treatment
of waste electronic equipment and the ways in which
unwanted electrical and electronic equipment can be
used in emerging cultures.
Legislative
Candidates should be made aware of the fact
that legislation has its place within electronics.
Legislation relating to radio signals can be explored
in Section 3.5.2 (Radio Systems) as can Health and
Safety legislation in relation to safe working practice
(Section 3.1 Electrical Safety and Unit 2 controlled
assessment). Other areas where legislation can be
considered are:
Section 3.5 – WEEE regulations
Section 3.5 – RoHS regulations
Section 3.5.2 – EMC regulations
Economic
Discussions regarding how advances in technology
can affect the economic prosperity for a nation can
be used in many instances within the specification,
and particularly within Section 3.3 (Information
System Processing) and Section 3.5.2 (Radio
Systems) where the continual development of newer
product models with greater facilities can lead to
premature obsolescence e.g. computers, TV’s,
games and phones and therefore lead to greater
wastage.
GCSE Electronics for certification from June 2014 onwards (version 1.0)
European Dimension
Avoidance of Bias
AQA has taken account of the 1988 Resolution of the
Council of the European Community in preparing this
specification and associated specimen units.
AQA has taken great care in the preparation of
this specification and specimen units to avoid bias
of any kind.
The use of the S.I. system for component values
(Section 3.4.1 – Basic Principles) and the individual
marking of components themselves reinforce
this together with the compliance of Europe wide
legislation relating to WEEE, RoHS and EMC.
Environmental Education
AQA has taken account of the 1988 Resolution of
the Council of the European Community and the
Report “Environmental Responsibility: An Agenda for
Further and Higher Education” 1993 in preparing this
specification and associated specimen units.
Health and Safety
Candidates must make every effort to make
themselves aware of any safety hazards involved
in their work. As part of any practical work but
particularly in the controlled assessment, candidates
should carry out a risk assessment in terms of
themselves and others and the equipment used.
Further, teachers should be aware of their obligations
under the Health and Safety at Work Act and the
Electricity at Work Act.
B
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
C Overlaps with other Qualifications
There is some overlap with Design and Technology:
Electronic Products.
C
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
D Wider Key Skills
The replacement of Key Skills with
Functional Skills
The Key Skills qualifications have been replaced
by the Functional Skills. However, centres may
claim proxies for Key Skills components and/or
certification in the following series: January, March
and June 2012. The Administration Handbook
for the Key Skills Standards 2012 has further
details. All Examination Officers in centres offering
AQA Key Skills and Wider Key Skills have been sent
a letter outlining the details of the end dates of these
subjects. Copies of the letters have also been sent to
the Head of Centre and Key Skills coordinator. This
is a brief outline of that information. It is correct as
at August 2011 and replaces the information on the
same subject found in other documents on the AQA
website:
• Key Skills Levels 1, 2 and 3 Test and Portfolio
The final opportunity for candidates to enter for a
level 1, 2 or 3 Key Skills test or portfolio was June
2011 with the last certification in 2012.
• Key Skills Level 4 The last series available to
candidates entering for the Key Skills Level 4
test and portfolio was June 2010 with the last
certification in the June series 2012.
• Basic Skills Adult Literacy Levels 1 and 2,
Adult Numeracy Levels 1 and 2 AQA Basic
Skills qualifications will now be available until, at
least, the June 2012 series.
Funding
We have received the following advice on the funding
of learners undertaking these qualifications:
• Currently the Skills Funding Agency funds
Basic Skills in literacy and numeracy for adult,
19 plus, learners only. There are various support
funds for learners aged 16-18 administered by
the Young People’s Learning Agency (YPLA).
These include EMA (until the end of the 2010/11
academic year), Care to Learn and discretionary
learner support hardship funding for learners living
away from home.
• This information is correct at the time of
publication. If you would like to check the funding
provision post-June 2011, please call the Skills
Funding Agency helpdesk on 0845 377 5000.
• Wider Key Skills The AQA Wider Key Skills
qualifications are no longer available. The last
portfolio moderation took place in June 2011.
Further updates to this information will be posted on
the website as it becomes available.
http://web.aqa.org.uk/qual/keyskills/
wider_noticeboard.php
D
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
E Practical Electronics System Synthesis Marking Grid
NAME: ......................................................................................................................................................................................
REFERENCE NUMBER:............................................................................................................................................................
Project title:
The report MUST contain CLEAR photographic evidence and a completed cover sheet.
DOES THE SYSTEM EXIST?
YES
NO
A PLANNING The candidate has:
A1
independently identified a suitable title and aim with context
Mark
A2
analysed the system as subsystems
A3
researched and used information from at least two named sources
A4
designed and carried out a practical investigation of one relevant factor
A5
given at least two quantitative, electronically relevant parameters for the specifications
A6
made a relevant calculation using appropriate component data
A7
drawn a labelled circuit diagram, with values, of the chosen system
B REALISATION OF A SYSTEM The candidate has:
B1
produced a practical circuit layout that is neat and logically organised
B2
ensured that polarised and active components are correctly orientated
B3
adopted a safe approach to practical work (Risk Assessment)
B4
provided evidence that an input/output subsystem works independently
B5
provided evidence that a process subsystem works independently
B6
provided evidence that the whole system works
B7
made systematic attempts to find and rectify faults
C TESTING AND EVALUATION The candidate has:
C1
selected and used appropriate test equipment
C2
recorded measurements relevant to at least two numerical parameters
C3
compared the working parameters of the circuit to the original specification
C4
carried out or suggested an improvement (if necessary)
C5
developed their own project
D  COMMUNICATION SKILLS   The candidate has produced a report that:
D1
contains clear photographic evidence and carefully produced illustrations
D2
contains tabulated/graphical results with appropriate symbols and units
D3
adequately document the development and outcome of the project
Supervisor’s mark
50
Moderator’s mark
50
ADDITIONAL EVIDENCE AND NOTES.
Please use the space below to provide any additional evidence to support
the marks awarded in any section.
E
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
F Information Sheet
The following information may be useful when answering some of the questions in this examination.
Power
power = voltage × current; P = VI
Amplifiers
Vout
Vin
Resistor colour code
voltage gain, GV =
The colours in the resistor colour code correspond to the following values.
BLACK0YELLOW
4GREY8
BROWN
1GREEN
5WHITE
9
RED
2 BLUE6
ORANGE 3 VIOLET7
The fourth band colour gives the tolerance
GOLD ± 5%
SILVER ± 10%
No fourth band ± 20%
Resistor printed code (BS 1852)
R means × 1
K means × 1000
M means × 1 000 000
Position of the letter gives the decimal point.
Tolerances are indicated by adding a letter at the end.
J ± 5%
K ± 10%
M ± 20%
e.g. 5K6J = 5.6 kΩ ± 5%
Preferred values for resistors (E24 SERIES)
1.0, 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 2.0, 2.2, 2.4, 2.7, 3.0, 3.3, 3.6, 3.9, 4.3, 4.7, 5.1, 5.6, 6.2, 6.8, 7.5, 8.2, 9.1 and multiples of ten.
Resistance
R=
Voltage
Current
=
V
I
Effective resistance, R, of up to four resistors in series is given by  R = R1 + R2  + R3 + R4
1
1
1
Effective resistance, R, of two resistors in parallel is given by  =
+
R R1
R2
A.C. waveforms
1
1
(a) Frequency of waveform =
; f =
Time period
T
(b) peak value = 1.4 × rms value
Astable and monostable generators using 555 timers
(a) Monostable mode,
time period T = 1.1 R1× C1
(b) Astable mode,
time period T =
(R1 + 2R2)C1
1.44
F
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GCSE Electronics for certification from June 2014 onwards (version 1.0)
G Circuit Symbols
It is expected that candidates will be familiar with the circuit symbols and will be able to use and recognise
them in both the examination and in the controlled assessment.
It should be used in conjunction with the specification content.
resistor
variable
resistor
terminal
cell
A
ammeter
zener
diode
AND
OUTPUT
DISCHARGE
GND CONTROL
555 timer
variable
capacitor
NOT
D
Q
TRIGGER
THRESHOLD
+
Q
CK
RESET
NAND
–
+
–Vs
op-amp
D-type flip-flop
aerial
G
48
NOR
+Vs
earth
transformer
electrolytic
capacitor
n-channel MOSFET
npn transistor
OR
+Vs
RESET
LED
capacitor
switch
fuse
lamp
V
voltmeter
thermistor
LDR
connection
battery
diode
potentiometer
inductor
headphones
GCSE Electronics Teaching from September 2012 onwards
Qualification Accreditation Number: 500/4680/9
Every specification is assigned a national classification code indicating the subject area to which it belongs.
The classification code for this specification is 1730.
Centres should be aware that candidates who enter for more than one GCSE qualification with the same
classification code will have only one grade (the highest) counted for the purpose of the School and College
Performance Tables.
Centres may wish to advise candidates that, if they take two specifications with the same classification code,
schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs.
The same view may be taken if candidates take two GCSE specifications that have different classification codes
but have significant overlap of content. Candidates who have any doubts about their subject combinations should
check with the institution to which they wish to progress before embarking on their programmes.
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