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A-level Design and Technology: Product Design

• Specification
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Technical principles
• 3.2 Designing and making principles

Scheme of assessment

• Non-exam assessment administration
• General administration
• Appendix: Links to maths and science

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

A-level exams and certification for this specification are available for the first time in May/June 2019 and then every May/June for the life of the specification.

All materials are available in English only.

Our A-level exams in Design and Technology: Product Design include questions that allow students to demonstrate their ability to:

• recall information
• draw together information from different areas of the specification
• apply their knowledge and understanding in practical and theoretical contexts.

Courses based on this specification must encourage students to:

• be open to taking design risks, showing innovation and enterprise whilst considering their role as responsible designers and citizens
• develop intellectual curiosity about the design and manufacture of products and systems, and their impact on daily life and the wider world
• work collaboratively to develop and refine their ideas, responding to feedback from users, peers and expert practitioners
• gain an insight into the creative, engineering and/or manufacturing industries
• develop the capacity to think creatively, innovatively and critically through focused research and the exploration of design opportunities arising from the needs, wants and values of users and clients
• develop knowledge and experience of real world contexts for design and technological activity
• develop an in-depth knowledge and understanding of materials, components and processes associated with the creation of products that can be tested and evaluated in use
• be able to make informed design decisions through an in-depth understanding of the management and development of taking a design through to a prototype/product
• be able to create and analyse a design concept and use a range of skills and knowledge from other subject areas, including maths and science, to inform decisions in design and the application or development of technology
• be able to work safely and skillfully to produce high-quality prototypes/products
• have a critical understanding of the wider influences on design and technology, including cultural, economic, environmental, historical and social factors
• develop the ability to draw on and apply a range of skills and knowledge from other subject areas, including the use of maths and science for analysis and informing decisions in design.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all A-level Design and Technology: Product Design specifications and all exam boards.

The exams and non-exam assessment will measure how students have achieved the following assessment objectives.

• AO1: Identify, investigate and outline design possibilities to address needs and wants.
• AO2: Design and make prototypes that are fit for purpose.
• design decisions and outcomes, including for prototypes made by themselves and others
• wider issues in design and technology.
• technical principles
• designing and making principles.

Assessment objective weightings for A-level Design and Technology: Product Design

Assessment weightings.

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Non-exam assessment criteria

Setting the task.

Students must undertake a substantial design and make task and produce a final prototype based on a context and design brief developed by the student.

Taking the task

With reference to the context, students will develop a specific brief that meets the needs of a user, client or market.

The brief must be of an appropriate level of complexity and contain a degree of uncertainty of the outcome so that students can engage in an iterative process of designing, making, testing and evaluating.

Students must produce a final prototype based on the design brief they have developed, along with a written or digital design folder or portfolio.

Students must produce a written or digital design folder clearly evidencing how the assessment criteria have been met together with photographic evidence of the final manufactured prototype outcome.

Students must produce a final prototype based on the design brief that they have developed.

Students should produce a concise folder. We recommend that this folder should not exceed 45 pages.

Students who do not follow these guidelines will penalise themselves by not meeting the expectations of the assessment appropriately.

Students that exceed the recommended length will self-penalise by not being appropriately focused on the demands of the task. Students that produce work that is shorter than the recommended page count will self-penalise by not allowing appropriate coverage of the assessment objectives.

Time limits

Time limits for completion of the NEA are not specified because the process of producing the design portfolio is iterative and undertaken independently, while the final prototype is manufactured under immediate guidance or supervision in school/college. Where specialist processes or equipment are required beyond the school/college they may be utilised but this must be documented in the Candidate Record Form (CRF).

We expect students to be selective in their choice of material to include, and to manage their time appropriately.

Marking the task

Five criteria are produced for assessment. Each band should be viewed holistically when making assessments. Students who produce no work for a criterion, or who produce work below that of A-level standard, should be awarded a mark of zero.

The criteria should not be viewed as a linear process to be followed in a step-by-step manner. Rather students should be encouraged to cross reference the criteria throughout, and assessors encouraged to award marks where they are deserved and can be evidenced.

Guidance on applying the marking critieria

Level of response marking instructions are broken down into mark bands, each of which has a descriptor. The descriptor for the mark band shows the average performance for the level required. Before you apply the mark scheme to a student’s project, review both the prototype and portfolio and annotate/make notes on it to show the qualities that are being looked for. You can then apply the marking criteria. Start at the lowest band of the marking criteria and use it as a ladder to see whether the work meets the descriptor for that band. The descriptor for the band indicates the different qualities that might be seen in the student’s work for that level. If it meets descriptors for the lowest band then go to the next one and decide if it meets this, and so on, until you have a match between the band descriptor and the student's work. You can compare your student’s work with the standardisation examples to determine if it is the same standard, better or worse. When assigning a level you should look at the overall quality of the work. If the project covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the work to help decide the mark within the band.

To select the most appropriate mark in the band descriptor, teachers should use the following guidance to locate the best fit:

• where the student’s work fully meets all statements, the highest mark should be awarded
• where the student’s work mostly meets all statements, the most appropriate mark in the middle of the range should be awarded
• where the student’s work just meets the majority of statements, the lowest mark should be awarded.

There will be instances where a student fully meets for example 3/4 statements but only just meets the other. In this scenario a best fit approach should be taken. If, in this scenario, the range of marks within the band was 16–20, then a mark of 18/19 would be appropriate.

Students are free to revise and redraft a piece of work before submitting the final piece for assessment. You can review draft work and provide generic feedback to ensure that the work is appropriately focussed. In providing generic feedback you can :

• provide feedback in oral and/or written form
• advise on resources that could be used
• remind students of the key sections that should be included in their final folder.

In providing generic feedback you cannot :

• correct a student’s work
• provide templates, model answers or writing frames
• provide specific feedback to students on how to improve their projects to meet the requirements of the marking criteria
• provide feedback where a student has produced an incomplete stage and this is sufficient to allow progression to the next stage. If such support is given to students, then this must be recorded on the Candidate Record Form (CRF) and the students mark should be adjusted accordingly.

Whilst students may be guided in general terms, the final outcome must remain their own. Advice can be used to evaluate progress to date. A clear distinction must be drawn between providing feedback to students as part of work in progress and reviewing work once it has been submitted by the student for final assessment.

Once work is submitted for final assessment it cannot be revised. It is not acceptable for you to give, either to individual students or to groups, feedback and suggestions as to how the work may be improved in order to meet the marking criteria.

In accordance with the JCQ Instructions for conducting NEAs, any support or feedback given to individual students which has not been provided to the class as a whole must be clearly recorded on the CRF and the student’s mark must be appropriately adjusted to represent the student’s unaided achievement.

Assessment criteria

Section a: identify and investigate design possibilities.

Central to the success of the NEA is the selection, by the student, of a context that will provide them with the opportunity to challenge themselves as a designer. Care should be taken, and guidance sought, to ensure that the context chosen offers the student the scope and complexity for a piece of work that is worthy of consideration for the award of an A-level.

Having chosen their context and potential user(s) they then need to plan and carry out an extensive investigation into all aspects of the context in order that they might operate from a position of knowledge when making subsequent decisions.

The student will be expected to employ a variety of both primary and secondary methods of investigation. These might include visits organised by themselves or others, surveys and questionnaires could be used to inform. Useful and relevant material can be gained from others via the internet, books, magazines or interviews. Students should also be encouraged to undertake, where relevant, practical experimentation and disassembly as methods for further understanding and exploring the context and its related issues.

At this stage it is expected that the student will begin to explore their thinking on possible solutions by producing concept ideas that take into account the information collected. At this stage of the process these first concept ideas will merely demonstrate the student's initial thinking and should serve to stimulate later more considered thoughts regarding their design proposal(s) and design prototype(s).

It should be noted that it is not expected that the assessment criteria be seen as a linear process and that aspects from this, and other assessment criteria, might be present throughout the student’s portfolio. Wherever it takes place, it is expected that this work will be rewarded.

Section B: Producing a design brief and specification

The student is required to produce a clearly stated and challenging design brief that addresses the context and meets the needs of the intended user(s).

The student should formulate a fully detailed design specification that is informed by their investigations and makes full use of the material collated. Statements in the specification need to be clear and unambiguous. There should be specific references to measurable outcomes as well as qualitative statements. Whatever format is chosen to present the specification it is expected that this will be a live and working document that will be constantly referenced throughout the process.

The specification should also include details on how the student intends to organise their time and activities in order to ensure a successful completion of the process.

It should be noted that it is not expected that the assessment criteria be seen as a linear process and aspects from this, and other assessment criteria, might be present throughout the student’s portfolio. Wherever it takes place, it is expected that this work will be rewarded.

Section C: Development of design proposals

Design proposals should reflect on first concepts and take full account of the design brief and design specification. The aim should be that the development of their design proposal(s) leads to a prototype that can be manufactured by the student given their skills and experience. In developing their proposals the student will be expected to make constant reference to their design brief and design specification, to identify if further investigations are required and to carry these out. Design proposals can be demonstrated through a variety of different media, but whatever methods are chosen, they should be of a high quality befitting this level of qualification and show evidence of analysis and annotation (although these elements are not assessed in this assessment criteria). Modelling is seen as a key element of this assessment criteria, whether this be part modelling, practicing of manufacturing and finishing techniques, the production of scale models or material experimentation. There is also the expectation that students will produce working drawings, plans and patterns to enable successful prototype manufacturing to take place. The use of CAD is encouraged, but this should not be the only form of design communication that is used.

Section D: Development of design prototypes

Design prototypes are just that, they need to be directly related to the design proposals and show consideration, at all stages, of how the design thinking continues to be developed and the prototype(s) refined. Given the level of this qualification it is expected that the student will demonstrate their practical skills to a high level using all of the potential resources, tools, machines and equipment at their disposal. During the development of their design prototype(s) the student should be encouraged to continue to experiment and adapt their design proposals as they progress. Constant testing and evaluation is expected to form part of this process. The use of CAM is encouraged, but this should not be the only form of manufacturing that is used.

Section E: Analysing and evaluating

In awarding marks for this section it is vital to remember that evidence for analysing and evaluating can take place in any part of the NEA. Students should be encouraged to be constantly analyzing their work and recording their thoughts in order to explain their thinking. Ongoing evaluation should be seen to be informing the decision making process, particularly being used to bring about modifications to design proposals and prototype development. Central to this is the close and regular involvement of the proposed client/user(s) making sure that the prototype is both fit for purpose and meets the requirements of the client/user(s) rather than just meeting those of the student.

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AQA GCSE Design and Technology 9-1 Tracker. UPDATED August 2023!

Subject: Design, engineering and technology

Age range: 14-16

Resource type: Assessment and revision

Last updated

3 January 2024

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Updated August 2023 with the official summer 2023 grade boundaries. The 2023 paper is now transferred to the summary sheet as the mock examination results. The 2022 paper is now used for the end of theory assessments. Slight changes to the colour schemes to match the theory pre

Updated August 2022 with the official summer 2022 grade boundaries. The 2021 paper is now transferred to the summary sheet as the mock examination results.

Update December 2021 with the 2020 and 2021 exam papers. The 2020 paper is now used as the mock and the 2019 is used to test the end of all the 50 individual theory lessons.

Updated January 2021 with all the AQA theory mapped over 50 lessons with ongoing assessments. Supporting presentations that match the lessons which are now available!** This enhanced version of the AQA GCSE tracker has been updated to generate comments from the marks awarded. It has the two AQA specimen papers for reference and the 2019 GCSE paper to use as a final test after the theory lessons. The 2020 examination paper is used as a mock exam which will be added to the NEA assessment to give an accurate prediction based on the previous years’s grade boundaries. A PDF guide to using the tracker has now been added to the resource.

Please note the Grade Boundary sheet is up to date with the 2019 grade boundaries for both the paper and NEA as of 2021.

To use: Simply use the Context sheet to enter all student details including candidate number and attainment target. Use the Comment sheet to award marks for each Assessment Objective and comments will be provided in the boxes for use in CRF’s or reports. Use the Mock sheet to add the marks from the 2020 paper used as a mock exam. Use the Theory sheet to help plan out your weekly lessons to ensure all the theory is covered. You can also use this to keep a track of ongoing assessments and it will show an average. It will also allow you to compare a test paper to the final mock to see if the students have improved. Everything will then be transferred to the front Summary sheet, totals will be generated and levels awarded derived from the existing GCSE boundaries. Old type grades are also provided for reference.

All the cells that do not need editing are locked to avoid making mistakes but the sheet can be unlocked with the password ‘gcse’.

Updated May 2016 with room for 26 student names and added a pie chart to show percentage of students who were above/below target. More can be added if you are comfortable with editing Excel spreadsheets or simply make additional copies of the spreadsheet for the additional students. If you have less than 26, ensure that there is nothing entered into the A8 column on the context sheet and the pie chart will ignore these when calculating the percentage of students above/below target.

Extra sheets for homework and assessments can be tailored to suit your needs and will not affect the Summary sheet or the predicted levels.

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Get this resource as part of a bundle and save up to 45%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

AQA D&T GCSE teacher toolkit (textiles)

This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on textiles, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resources separately.

Ultimate D&T GCSE Teacher Toolkit

This is a collection of all current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content with compulsory units 3.1 and 3.3 and the 3.2 specialist materials covering timbers and woods, paper and boards, metals and alloys, polymers and textiles. There is also extensive support for the NEA through an exemplar folder (and 3D printing files), students guides and much more. The full set of of digital/printable workbooks have recently been added to the bundle at no extra cost. It represents a saving of almost 40% if buying all the resources separately.

AQA D&T GCSE teacher toolkit (metals and alloys)

This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on metals and alloys, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resources separately.

AQA D&T GCSE teacher toolkit (paper and boards)

This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on paper and boards, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resource separately.

AQA D&T GCSE teacher toolkit (polymers)

This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on polymers, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resources separately.

AQA D&T GCSE teacher toolkit (timbers and wood)

This is a collection of all the current AQA GCSE Design and Technology resources. It provides everything you need to teach, assess and track the theory content but with the 3.2 specialist material focus on timber and wood, as well as extensive support for the NEA. It represents a saving of over 30% if buying all the resources separately.

AQA GCSE CompulsoryTheory bundle

UPDATE: Workbooks are now added to the bundle. This bundle contains units 3.1: Core technical principles and unit 3.3: Designing and making principles. These cover all compulsory knowledge for the GCSE examination with past paper questions which match the sections of the GCSE tracking spreadsheet. Also included are 10 additional 'breakout' lessons should you wish to explore subject matter in more detail. A large format materials revision poster has also been added to the bundle. Lessons for 3.2: Specialist technical principleswill be available to purchase separately so you can choose just the material(s) you intend to focus on.

GCSE D&T Exemplar Complete Toolkit

Updated (November 2020): A 105 slide presentation has been added to the bundle. This Powerpoint Show presentation is self running but can be edited in Powerpoint. It provides support and visual feedback on the various stages of the NEA and will be a valuable classroom resource. This bundle includes all you need to inspire students and to help them aspire to achieving the highest possible marks in the D&T GCSE NEA. Also suitable for AS and A Level. It has tracking, checklists, student guides, an exemplar folder and even a 3D printable outcome to support it.

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Sharon11361

Bargain! An amazing resource. Loads of content that you can easily edit to suit your needs. Good and good quality images. Perfect for either teaching or revision . This resource has saved me so much time. Much better that resources from the big providers I have purchased from.

Thanks for the kind words, but it sounds like you got the theory bundle and reviewed that 😀 great to hear that it has saved you time and suits your needs.

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finance0620

Brought as part of a bundle see below I was lucky enough to attend a training day run by Paul and it was obvious instantly that not only does he know his stuff but is also passionate about high quality D&T! If you've not seen Paul's work before - you are in for a treat - all the hard work is done for you, in fact in most cases all you will need to do is enter your kids names and data and away you go - If your experienced or new to teaching the subject or want to instantly improve the quality of resources being given to your students or even want to ensure you are covering the full specification then again the bundles have it covered - and at these prices its cheaper to buy everything than attend a single training day! Cant recommend these resources enough, buy the bundles would be my only advice as they are basically being given away!! Great work seriously the best things I've brought in ages!

mmilbank1984

This is the best resource I have ever paid for! Only one thing...the numbers from the 2019 paper (raw marks) don't automatically tansfer on to the summary sheet so I have had to enter them manually??

Let me look into this and i will update if it is a problem. It is getting another update soon so watch out for that too!

I have downloaded the resource and the total marks from the mock exam tab transfer to the main sheet.<br />

SARAHJAYNE1988

I cannot stress enough how utterly amazing this resource is. This has been the best resource I have ever brought/used for DT. As a HOD of DT it has enabled me to go so in-depth with my data analysis (I thought I was good with data before but this blew me away) and spot areas of concern so much quicker and then action areas for quick gains, which in turn has helped to improve the department results over the past 2 years. I know for a fact it would not have been possible without using this resource to support and track my learners. Even helped my non specialist line managers and SLT understand my thinking and student progress. Thank you!!!!

Thanks so much for the positive review, please do grab the updated version and watch out for the supporting presentations for the lessons in the coming months :-)

Hi there, it looks wicked but its locked... I cannot edit. I don't want to unlock all the formulas etc, but may have to to get the kids names in there and data. Please advise. Al

You can edit all the names on the student info worksheet/tab and they are transferred to every other worksheet. Hope this helps but the whole spreadsheet can be unlocked with 'gcse'

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9705 D&T coursework examples

Topic outline.

A range of coursework submissions (for both components) for this Syllabus have been included here along with a breakdown of the marks awarded, and a moderator commentary explaining how the marks were decided. You should always refer to the syllabus for specific details about the requirements for and assessment of coursework. Additionally, the Cambridge Handbook sets out the process and requirements for submitting coursework for moderation by Cambridge International.

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Victor Mukhin

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Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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Adsorption of [Au(CN) 2 ] − ions from aqueous solutions on an activated carbon surface

• Physicochemical Processes at the Interfaces
• Published: 13 July 2013
• Volume 49 , pages 402–407, ( 2013 )

Cite this article

• R. I. Ibragimova 1 , 2 ,
• S. F. Grebennikov 1 ,
• V. V. Gur’yanov 3 ,
• S. A. Kubyshkin 1 &
• N. V. Vorob’ev-Desyatovskii 2  

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Sorbent capacity and kinetics of the adsorption process on synthetic carbons (FAS grade) and commercial coconut shell activated carbons were studied in the system activated carbon-aqueous solution of sodium dicyanoaurate(I). The effect of progressive activation of carbons on the adsorption value was analyzed. The method of moments was used to calculate the internal diffusion coefficients and show their relation to the structure of activated carbons.

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St. Petersburg State University of Technology and Design, ul. Bol’shaya Morskaya 18, St. Petersburg, 191186, Russia

R. I. Ibragimova, S. F. Grebennikov & S. A. Kubyshkin

ZAO Polymetal Engineering, pr. Narodnogo Opolcheniya 2, St. Petersburg, 198216, Russia

R. I. Ibragimova & N. V. Vorob’ev-Desyatovskii

OAO Research and Production Association Neorganika, ul. Karla Marksa 4, Elektrostal, Moscow oblast, 144001, Russia

V. V. Gur’yanov

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Correspondence to S. F. Grebennikov .

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Original Russian Text © R.I. Ibragimova, S.F. Grebennikov, V.V. Gur’yanov, S.A. Kubyshkin, N.V. Vorob’ev-Desyatovskii, 2013, published in Fizikokhimiya Poverkhnosti i Zashchita Materialov, 2013, Vol. 49, No. 4, pp. 378–382.

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Ibragimova, R.I., Grebennikov, S.F., Gur’yanov, V.V. et al. Adsorption of [Au(CN) 2 ] − ions from aqueous solutions on an activated carbon surface. Prot Met Phys Chem Surf 49 , 402–407 (2013). https://doi.org/10.1134/S2070205113040059

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Received : 29 March 2012

Published : 13 July 2013

Issue Date : July 2013

DOI : https://doi.org/10.1134/S2070205113040059

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