Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Mathematics for engineering
1
3
60
L/506/7266
Unit aim
Mathematics is one of the fundamental tools of the engineer. It underpins every branch of engineering and the calculations involved are needed to apply
almost every engineering skill.
This unit will develop learners’ knowledge and understanding of the mathematical techniques commonly used to solve a range of engineering problems.
By completing this unit learners will develop an understanding of:






algebra relevant to engineering problems
the use of geometry and graphs in the context of engineering problems
exponentials and logarithms related to engineering problems
the use of trigonometry in the context of engineering problems
calculus relevant to engineering problems
how statistics and probability are applied in the context of engineering problems
© OCR 2014
Unit 1: Mathematics for engineering
Teaching content
Learning outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Understand the application of
algebra relevant to engineering
problems

application of algebra i.e.:
o multiplication by constant
o binomial expressions
o removing a common factor
o factorisation
o using the principle of the lowest common
multiple (LCM)

simplification of polynomials i.e.:
o factorising a cubic
o algebraic division
o the remainder and factor theorems
(30-40%)


© OCR 2014
Exemplification
Learners should understand the rules of algebra to
simplify and solve mathematical problems e.g.
 5(3 + x) = 15 + 5x
 (x + 3)(x + 2) = x2 + 5x + 6
 bx + by = b(x + y)
 x2 + 5x + 6 = (x + 3)(x + 2)
 (x + 2)/ 5 + (x + 4)/3 gives a common multiple of 15
leading to a solution of (8x + 26)/15
Many engineering problems can be described by
polynomials. Learners should be taught how to simplify
polynomials containing cubic terms e.g.
 2x3 = x2 – 8x – 4 = (x + 2 ) (2x + 1) (x – 2)
how to simplify and solve equations
An equation is a statement that two algebraic expressions
are equal and the process of finding the unknown is called
solving the equation
transposition of formulae i.e.
o containing two like terms
o containing a root or a power
Learners should be taught to simplify and solve equations
e.g.
 5(x – 3) – 7(6 – x) = 12 – 3(8 – x) leading to a
solution that x = 5
 given E = mv2/2g find v
 given T = 2 π √(K2/gh) find K
 given Mv + mu = MV + mU find M or m
Unit 1: Mathematics for engineering
Learning outcomes
Teaching Content
The Learner will:
Learners must be taught:
© OCR 2014

how to solve linear simultaneous equations with two
unknowns using
o graphical interpretation
o algebraic method, i.e.:
 elimination method
 substitution method

how to solve quadratic equations i.e.:
o sketching of quadratic graphs
o factorisation method
o completing the squares
o using the formula x = [- b ± √(b2 – 4ac)]/ 2a.
Exemplification
Engineering problems are often described using
simultaneous equations. Learners should be taught to
solve simultaneous equations graphically and by
calculation e.g.
 electrical engineering problems using Kirchhoff’s
laws
 fluid mechanics using p1 = rg( d – d1) and
p2 = rg( d – d2) etc
 state that when two equations contain two
unknowns such as 2x + 5y = 10 and x + 2y = 3,
such that only one value of x and y exist that will
satisfy both equations, are called simultaneous
equations
Engineering problems can often be described using
quadratic equations. Learners should be taught to solve
quadratic equations e.g.
 bending moment (M) of beams
M = 0.3x2 + 0.35x – 2.6
 fabrication of steel boxes when the volume of the
box is 2(x – 4)(x – 4) where “x” is a required
dimension
 equations of motion v = u + at, s = ½(u +v)t
s = ut +½at2 and v2 = u2 + 2as
Unit 1: Mathematics for engineering
Learning outcomes
Teaching Content
The Learner will:
Learners must be taught:
2. Be able to use geometry and
graphs in the context of
engineering problems
(10-20%)
© OCR 2014

how to use co-ordinate geometry, i.e.:
o straight line equations i.e.
 equation of a line through two points
 gradient of parallel lines
 gradient of perpendicular lines
 mid-point of a line
 distance between two points
Exemplification
The behaviour of engineering systems can be described
using straight line equations. Learners should be taught
how to solve problems using straight line equations e.g.

force vs displacement for a linear spring or spring
buffer

electrical problems using Ohm’s law
o
curve sketching i.e.
 graphs of y = kxn
 graphical solution of cubic functions
Learners should be taught to sketch mathematical
functions in order to visualise (and sometimes to solve)
problems e.g.
 y = -3x2
 f(x) = x(x – 1)(2x + 1)
 m(x) = ( 2 – x )3
This might present an opportunity for the use of ICT e.g.
spreadsheets to plot and solve cubic functions using trend
lines
o
graphical transformations i.e.:
 translation by addition
 translation by multiplication i.e.:
 stretches
 reflections
 rotations.
Learners should be taught graphical transformations e.g.
 translation in the x or y direction by adding a whole
number
 multiplying the whole function by a whole number
 multiplying x by a whole number
Unit 1: Mathematics for engineering
Learning outcomes
Teaching Content
The Learner will:
Learners must be taught:
3. Understand exponentials and
logarithms related to
engineering problems

(5-15%)
4. Be able to use trigonometry in
the context of engineering
problems

how to use inverse function and log laws.

angles and radians i.e.
o define the terms angle and radian
o the formulae
x radians = 1800x/π degrees
x degrees = πx/180 radians

problem solving with arcs, circles and sectors i.e.
o the formula for the length of an arc of a circle
o the formula for the area of a sector of a circle
o the co-ordinate equation of a circle
(x – a)2 + (y – b)2 = r2 to determine:
(10-25%)
© OCR 2014
problem solving using exponentials and logarithms
i.e.:
o y = eax
o y = e-ax
o ey = x
o ln x = y
Exemplification
Learners should be taught how to solve problems
involving exponential growth and decay including use of
the exponential and logarithmic functions and the log laws.
Learners should be taught both how to produce and
interpret sketch graphs showing exponential growth and
decay
Many engineering systems and devices can be
characterised, and problems solved using exponentials
and logarithms e.g.
 voltage and current growth in capacitor
circuits (RC circuits) Vc = Vs (1 – e –t/(RC))
 voltage and current decay in capacitor
circuits (RC circuits) Vc = Vs e –-t/(RC)
 stress-strain curves for certain engineering
materials =Ken
Learners should be taught to solve problems involving
angles and radians e.g.
 a wheel rotating at the rate of 54 revolutions per
minute. Determine the angular speed in radians
per minute
 a shaft rotating at 100 revolutions per minute.
Express this in radians per second
Learners should be taught to solve problems involving
arcs, circles and sectors in an engineering context e.g.
calculating the length of a braking surface based on the
radius of the arc of the brake lining and the angle
subtended.
 length of arc
Unit 1: Mathematics for engineering
Learning outcomes
Teaching Content
The Learner will:
Learners must be taught:


Exemplification
centre of the circle
radius of the circle

© OCR 2014

problem solving involving right-angled triangles i.e.:
o what is meant by the term “solution of a
triangle”
o Pythagoras’ Theorem
o use of sine, cosine and tangent rule for rightangled triangles
o the formulae for the area of a right-angled
triangle

problem solving involving non-right angled triangles
i.e.:
o sine rule
o cosine rule
o area

common trigonometric identities i.e.
o sin 60 = (√3)/2
o cos 60 = ½
o tan 60 = √3
o tan 45 = 1
o sin 45 = 1/ √2 and
o cos 45 = 1/ √2
o sin 30 = ½
o cos 30 = (√3)/2
o tan 30 = 1/√3
S=Ɵr
S = π r Ɵ0/180
A = r2 Ɵ/2 and A = 2π r2 Ɵ0/360
Learners should be taught to solve problems involving
right-angled triangles in an engineering context
Learners should be taught to solve problems involving
non-right angled triangles e.g.
 lengths and angles:
o a2 = b2 + c2 – 2bcCos A
o b2 = a2 + c2 – 2acCosB
o c2 = a2 + b2 – 2abCosC where A, B and C
are angles within the triangle and a, b, and
c are the lengths of the three sides
 area:
o Area = ½bh where b is the length of the
base and h is the perpendicular height
o Area = ½bc sin A where b and c are the
lengths of two sides and A is the angle
opposite the third side
o Area = √ [s(s - a)(s - b)(s – c)] where a, b,
and c are the lengths of the sides of the
triangle and s = ½(a + b + c)
Unit 1: Mathematics for engineering
Learning outcomes
Teaching Content
The Learner will:
Learners must be taught:
o
o
5. Understand calculus relevant
to engineering problems

sine, cosine and tangent operations i.e.
o graphs of y = sin x, y = cos x and y = tan x for a
range of angles for 00 to 3600
o determine the sine, cosine and tangent of any
angle between 00 and 3600

problem solving involving differentiation i.e.
o determine gradients to a simple curve using
graphical methods
o the rule to differentiate simple algebraic
functions
o determine the maximum and minimum turning
points and the co-ordinates of the turning
points by differentiating the equation twice
o differentiate trigonometric functions of the form
o differential properties of exponential and
logarithmic functions

Trigonometric functions, i.e.:
o y = sin. x
o y = a.sin.x
o y = a.sin.bx
o y = cos.x
o y = a.cos.x
o y = a.cos.bx
o y = a.cos.x + b.sin x, where “a” and “b” are
constants
(10-20%)
© OCR 2014
sin A = cos (90 – A)
cos A = sin (90 – A)
Exemplification
Learners should be taught to interpret and produce graphs
from sine, cosine and tangent e.g.
 An alternating e.m.f. is represented by v = 25 sin x.
Determine the value of v when x equals (a) 300 ,(b)
600, (c) 900 , (d) 1800 (e) 2100, and (f) 2700
Learners should be taught to solve problems involving
differentiation e.g.
 given that the surface area S of a cylindrical water
tank is given by S = 2 π (r2 + 6750/r). Calculate the
dimensions of the tank so that its total surface area
is a minimum.
 given that an alternating voltage is given by v = 20
sin 50t where v is in volts and t in seconds.
Calculate the rate of change of voltage for a given
time.
 differentiate displacement to get velocity
 differentiate velocity to get acceleration. Where
possible problems should be presented within an
engineering context.
 Learners should be taught how to draw a graph
and derive the differentiation of sin.x and cos.x
Learners should be taught to solve problems involving
exponentials and logarithms e.g.
 If y = a.ebx then dy/dx = b.a.xbx
 If y = a.e-bx then dy/dx = -ba.e-bx
 If y =ln.x then dy/dx = 1/x
 If y = ln.3x then dy/dx = 1/x
 If y = 4.ln.2x then dy/dx = 4/x
Unit 1: Mathematics for engineering
Learning outcomes
Teaching Content
The Learner will:
Learners must be taught:

solve problems involving indefinite integration i.e.:
o define indefinite integration
o recognise the symbol ∫ for integration
o the rule to integrate simple algebraic functions
i.e. y = a xn
∫ axn dx = (xn + 1)/ n + 1 + constant C
o integrate functions of the form
o integrate sine and cosine function i.e.
 ∫ sin x dx = – cos x + C
 ∫ cos x dx = sin x + C
 ∫ sin ax dx = -cos ax/a + C
 ∫ cos ax dx = sin ax/a + C
Exemplification
Problems using indefinite integrals e.g.
 2∫4 6x dx = [ 6x2/2 + C]42 = [ 3x2 + C]42.
The numerical values of 2 and 4 mean that x = 2
and x = 4.
When x = 4, integral =3x2 + C = 48 + C
When x = 2, integral = 3x2 + C = 12 + C
So 2∫4 6x dx = (48 + C) – (12 + C) = 48 + C – 12 –
C = 36 i.e. 2∫4 6x dx = 36
Indefinite integration is the reverse process to
differentiation and state that an indefinite integral
does not reveal a calculated value
Integrate functions of the form examples:
 x3 + 3x2 + x with respect to x
 x1.4 + 1/x3 with respect to x
 6x4 + √x with respect to x

© OCR 2014
problem solving involving definite integrals i.e.
o the rule for a definite integral
o integrate functions of the form
o the notation a∫ b fx = [F)x)]b a = F(b) – F(a)
o the interpretation of a definite integral.

4
2∫

Awareness that in all calculations for definite
integrals the constant C will disappear when an
upper and lower limit are given
 Functions of the form examples:
 0∫2 4x dx
6x dx = [ 6x2/2 + C]42 = [ 3x2 + C]42.
The numerical values of 2 and 4 mean that x = 2
and x = 4.
When x = 4, integral =3x2 + C = 48 + C
When x = 2, integral = 3x2 + C = 12 + C
So 2∫4 6x dx = (48 + C) – (12 + C) = 48 + C – 12 –
C = 36 i.e. 2∫4 6x dx = 36
Unit 1: Mathematics for engineering
Learning outcomes
Teaching Content
The Learner will:
Learners must be taught:
Exemplification


2
1∫
4
1∫
3x + 2 dx
2x3 + x2 dx
Interpretation of a definite integral that it represents the
area between the function f(x) and the x axis between the
limits given
Learners should be taught to solve problems using definite
integrals e.g.
 Find the area between the curve y = x and the x
axis between the values x = 0 and x =10
Equation: y = x
Area under the curve =
10
x dx = [ x2/2 ]010 = 102/2 – 0 = 50 units
0∫
A check on y = x can be made by plotting a graph
of x against y
6. Be able to apply statistics and
probability in the context of
engineering problems
(10-20%)

the terms “data handling” and “sampling”

problem solving involving histograms, frequency
polygons and cumulative frequency curves i.e.
Statistics and probability are often used in engineering in
the areas of quality control, component and system
reliability and reliability-centred maintenance. Learners
should be taught statistics in the context of engineering
problems where possible e.g.

© OCR 2014
The diameters of 30 components were measured
in millimetres with a micrometer, with the following
results:
5.8 6.2 6.0 6.2 etc
Construct a table showing a tally diagram and then
draw a (a) histogram (b) frequency polygon and (c)
Unit 1: Mathematics for engineering
Learning outcomes
Teaching Content
The Learner will:
Learners must be taught:
Exemplification
cumulative frequency diagram



problem solving for a set of data i.e.
o normal distribution
o arithmetic mean
o mode
o median
o percentiles
o quartiles
o distribution curve
o positive skew
o negative skew
o variance
o standard deviation
problem solving using probability i.e.:
o expectation
o dependent event without replacement
o independent event with replacement

The tensile strength for 15 samples of tin are:
34.16 34.75 34.04 etc
Determine the mean, mode and median

In a study exercise components being assembled
by a group of technicians were timed in seconds as
shown:
56 61 68 59 etc
Construct a histogram and a frequency polygon to
represent the data. Determine the (a) median (b)
lower quartile and (c) the upper quartile

the addition law of probability and the multiplication
law of probability
The probability of a resistor failing in one year due
to excessive temperature is 1/25, due to excessive
vibration is 1/30 and due to excessive humidity is
1/55.
Determine the probabilities that over one year a
resistor fails due to excessive (a) temperature and
vibration (b) vibration or humidity
Probability
How Venn diagrams are used to calculate
probability

© OCR 2014
The expectation of an event happening is defined
as the product of the probability of an event
Unit 1: Mathematics for engineering
Learning outcomes
Teaching Content
The Learner will:
Learners must be taught:
Exemplification
happening and the number of attempts made.

Two events, A and B, are independent if the fact
that A occurs does not affect the probability of B
occurring.

Two events are dependent if the outcome or
occurrence of the first affects the outcome or
occurrence of the second so that the probability is
changed.
With Replacement: the events are Independent the chances don't change.
Without Replacement: the events are dependent the chances change


Links between units and synoptic assessment
As a core unit in this qualification, this unit is underpinning knowledge for the rest of the qualification, and synoptic assessment links will be drawn from this
and other core units.
© OCR 2014
Unit 1: Mathematics for engineering
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Science for engineering
2
3
60
R/506/7267
Unit aim
Different branches of science underpin the teaching and learning of a number of engineering disciplines. In this unit we focus on the science which supports
mechanical engineering, electrical and electronic engineering, fluid dynamics, thermal physics and material science for engineering.
This unit will develop the learner’s knowledge and understanding of principles of engineering science and consider how these can be applied to a range of
engineering situations.
By completing this unit learners will:
 understand applications of SI units and measurement
 understand fundamental scientific principles of mechanical engineering
 understand fundamental scientific principles of electrical and electronic engineering
 understand properties of materials
 know the basic principles of fluid mechanics
 know the basic principles of thermal physics
© OCR 2014
Unit 2: Science for engineering
Teaching content
Learning outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Understand applications of SI units
and measurement
(10-20%)
© OCR 2014
 SI units
o the seven SI base units, i.e.:
 metre for length
 kilogram for mass
 second for time
 ampere for electric current
 kelvin for temperature
 candela for luminous intensity
 mole for amount of substance
o SI derived units with special names and symbols
o SI prefixes
o SI derived quantities
 definitions of measurement and terms related to
measurement, i.e.
o accuracy
o accuracy class
o absolute error
o calibration
o correction
o error
o intrinsic error
o percentage error
o precision
o relative error
o true value and uncertainty
Exemplification
See ASE publication Signs, Symbols and
Systematics (The ASE Companion to 16 – 19
Science, 2000).
Unit 2: Science for engineering
1.
2.
Understand applications of SI units
and measurement (cont’d)
Understand fundamental scientific
principles of mechanical engineering
(10-20%)
© OCR 2014
 the formulae for:
o relative error
o absolute error
o absolute correction
o relative correction
 how to calculate the standard deviation and the standard
error of the mean
 how to use instruments for taking measurements
 force and motion, i.e.:
o the difference between scalar and vector quantities
o how to determine the resultant of two coplanar vectors
by using a vector triangle
o how to calculate the resultant of two perpendicular
vectors
o how to resolve a vector into two perpendicular vectors
o definitions of the terms: displacement, speed, velocity
and acceleration
o use of graphical methods to represent:
 distance travelled
 displacement
 speed
 velocity
 acceleration
 kinematics, i.e.:
o determination of:
 distance travelled by calculating the area under a
speed – time graph
 velocity by using the gradient of a displacement –
time graph
 speed by using the gradient of a distance – time
graph
 acceleration by using the gradient of a velocity –
time graph
o the equations which represent uniformly accelerated
motion in a straight line
Relative error = absolute error/true value
Absolute error = indicated value – true value
Absolute correction = true value – indicated
value
Relative correction = absolute correction/true
value
Use of instruments in electrical engineering,
mechanical engineering, electronic engineering,
materials science, fluid mechanics and thermal
physics
Vectors have direction and magnitude, scalars
have magnitude only
Displacement-distance in a given
direction
Speed – ratio of distance to time taken
by a moving body and is a scalar
quantity.
Velocity – the change in displacement
divided by the time taken for that change
Acceleration – the rate of change of velocity

a = (v-u)/t

v = u + at

v2 = u2 + 2as

s = ut + ½ a t2
Unit 2: Science for engineering
o
that mass is the property of a body which resists change
in motion
o the formula for density (D) of a material
2.
Understand fundamental scientific
principles of mechanical engineering
(cont’d)
 dynamics
o the formula for force (F)
o definition of the term newton (N)
o application of the concept of weight as the effect of a
gravitational field on mass
o use of the formula for weight (W)
o that the weight of a body may be considered as acting at
a single point called the centre of gravity
o that a couple as a pair of equal parallel forces tends to
produce rotation only
o the moment of a force and the torque of a couple
o that for a system in equilibrium there is no resultant force
and no resultant torque
 force, work and power
o joules and use of the formula for work done (W)
o meaning of and formula for:
o kinetic energy
o gravitational potential energy
o the relationship between mechanical power, work
done and time
o watts and use of the formula for energy or work
done (W)
D = m/V, the density (D) of a material is the
mass (m) in a volume (V).
F = ma
Newton – the derived SI unit of force.
The force required to give a mass of 1 kg an
acceleration of 1 ms-2
W = mg, where g is the acceleration due to
gravity
Kinetic Energy (KE) = ½ mv2
Gravitational Potential Energy (GPE) = mgh
P = W/t, where P is power, W is the work done
in time t.
Power is the rate of doing work or converting
energy from one form to another.
Watt – The derived SI unit of power, equal to a
rate of working of 1 joule per second.
© OCR 2014
Unit 2: Science for engineering
3.
Understand fundamental scientific
principles of electrical and electronic
engineering
(10-20%)
© OCR 2014
 atomic structure and electric current is a net flow of charged
particles
 the term Coulomb and use of the formula for charge
 electron flow and current flow in conductors, semiconductors and insulators
 potential difference (V) relating to:
energy and charge
power and current
 current-potential difference characteristics for:
o a metallic conductor at constant temperature
o a filament lamp
o a semiconductor diode
 resistance and ohm’s law for resistive circuits
 how to calculate the total resistance and total current for a
circuit that is a combination of resistors connected in series
and parallel
 use of the formulae for electrical power (P) and energy (W)
 that the kilowatt-hour is a unit of energy
 that the efficiency of a system is the ratio of work output to
work input
 the term resistivity and use of the formula for resistivity (ρ)
 the term temperature coefficient of resistance
 use of graphs to show the variation with temperature of a
pure resistor and of a negative temperature coefficient
thermistor
 use of the formula for the magnitude of the uniform electric
field strength (E) between charged parallel plates
 the terms capacitance (C) and farad (F)
 use of the formula capacitance (C) and the formula for the
energy (Wc) of a charged capacitor
 how to draw a graph for a capacitor discharging through a
resistor of (a) potential difference against time and (b)
current against time
 the significance of a time constant for the discharge of a
capacitor and use of the formula time constant (τ)
 use of the formula for the discharge of a capacitor
 the terms inductance (L) and henry (H)
 use of the formula inductance (L) for the self inductance of a
An atom consists of a nucleus surrounded by
electrons. Current is the rate of flow of charge
Coulomb – the derived SI unit of electric
charge, is that charge that crosses a section
of the circuit in 1 second when a current of 1
ampere flows
Q = It, where t is the time (for Q to be in
coulombs, I in amperes then t must be in
seconds).
Understand the idea of conventional current.
Potential difference – the energy converted
from electrical energy to some other form when
unit charge passes from one point to another
V = W/Q and V = P/t
P = V I, P = I2R and P = V2/R
Resistance – opposition to the flow of
electrons R = V/I
Ohms law – the current through a conductor is
proportional to the potential difference across
it, provided its temperature remains constant
Efficiency = (work input/work output)100%
Resistivity ρ = RA/l
Uniform electric field strength E = V/d, for a
potential difference V across plates of
separation d
Capacitance – the property of a
conductor to store an electric charge.
C = Q/V
One farad is the capacitance of a
conductor which is at a potential of 1 volt
when it carries a charge of 1 coulomb .
Wc = ½QV
Unit 2: Science for engineering
coil and the formula energy (WL) for energy stored in the
magnetic field of a coil.
τ=RC
e.g. v = v0e- t/RC, where the potential difference
at time t is v and at t = 0, the pd is v0
A coil has a self inductance (L) of 1 henry (H) if
an e.m.f. of 1 volt (V) is induced in the coil
when the current through the coil changes at
the rate of 1 ampere per second.
L =ᶲN/ I
W L = ½L I2
© OCR 2014
Unit 2: Science for engineering
4.
Understand properties of materials
(10-20%)
© OCR 2014
 elastic deformation, in terms of the separation of atoms in a
solid material
 that the resultant force between two atoms in a crystal is the
vector sum of an attractive force and a repulsive force
 basic material properties:
o ductility
o brittleness
o toughness
o stiffness
o resilience
o endurance
o hardness
o malleability
 what is meant by the term equilibrium separation
 plastic deformation, in terms of slip
 why plastic deformation happens more easily when
dislocations are present in a solid material
 the difference between the drift velocity and root mean
square (r.m.s.) speed of an electron which forms part of an
electric current in a solid
 application of the formula for current (I)
 that deformation is caused by a tensile or compressive force
 Hooke’s law
 what is meant by the terms:
o elastic limit
o stress
o strain
o Young’s modulus
 the difference between elastic and plastic deformation of a
material
 how to calculate the strain energy in a deformed material
from a force – extension graph
 the term ultimate tensile stress
 how to draw force-extension graphs for typical brittle, ductile
and polymeric materials showing that there is a difference for
various materials
 what is meant by the terms non-destructive testing and
destructive testing
I = nAve, where n is the number of
conduction electrons per unit volume, A the
cross sectional area of the conductor, v the
average drift velocity and e the charge on the
electron
Unit 2: Science for engineering
5.
Know the basic principles of fluid
mechanics
(10-20%)
 fluids at rest
 pressure, gauge pressure, absolute pressure
 pressure exerted on any point on a surface in a fluid is
always at right angles to the surface
 pressure at any point in a fluid is the same in all directions at
that point
 pressure due to a column of liquid
 Archimedes’ principle
 fluid flow:
o ideal fluid
o streamline or laminar
o turbulent flow
o boundary layers
 definition of viscosity
Two forms of fluid: liquid and gases
Pressure (p) - Forces acting on a surface/plane
due to intermolecular collisions within the fluid
p = F/A
Gauge Pressure – pressure indicated above
that due to the atmosphere
Absolute pressure = gauge pressure +
atmospheric pressure
Pressure due to a column of liquid
p = hgρ
Archimedes’ principle – an up-thrust force in
newtons acting on an immersed object is
equal to the weight of fluid displaced
Up-thrust force (N) = Vgρ
Ideal fluid is one with assumed zero viscosity
Streamline flow happens when particles of
the fluid move along in layers
Turbulent flow happens when particles move
in very irregular paths
Viscosity- Fluid’s ability to resist shear forces.
Dynamic Viscosity- ratio of shear stress to
velocity gradient.
Kinematic Viscosity- Dynamic viscosity to
density ratio
© OCR 2014
Unit 2: Science for engineering
6.
Know the basic principles of thermal
physics
(10-20%)
 the non-flow energy equation
 the steady flow energy equation
 that the internal energy of a system is the sum of a random
distribution of kinetic and potential energy concerned with
the molecules of the system
 what is meant by the term thermodynamic scale and state
that on the Kelvin scale, absolute zero is the temperature at
which all substances have a minimum internal energy
 Boyle’s law and its equation
 Charles’ law and its equation
 Pressure law and its equation
 combined gas law and its equation
 characteristic gas equation
 the term specific heat capacity and the formula heat energy
or sensible heat (Q)
 the efficiency equation
 what is meant by the terms sensible heat and latent heat
application of sensible and latent heat formulae
Non-flow energy equation:
From the principle of conservation of energy
U1 + Q = U2 + W
So Q = (U2 – U1) + W
Where:
Q = energy entering the system
W = energy leaving the system
U1 = initial energy in the system
U2 =final energy in the system
Steady flow energy equation:
Q = (W 2 – W 1) + W
Where:
Q = heat energy supplied to the system
W2 = energy leaving the system
W1 = energy entering the system
W = work done by the system
Boyle’s law equation:
pV = C
p1 V1 = p2V2
Charles law equation:
V/T= C
V1/T1 = V2/T2
Pressure law equation:
p/T = C
p1/T1 = p2/T2
Combined gas law equation:
(p1 V1)/T1 = (p2V2)/T2
Characteristic gas equation:
pV = mRT
Heat capacity formula:
Q = mCT
Efficiency equation:
ɳ = work output/work input
Heat energy absorbed or emitted during a
change of state:
Q = mL
© OCR 2014
Unit 2: Science for engineering
Links between units and synoptic assessment
As a core unit in this qualification, this unit is underpinning knowledge for the rest of the qualification, and synoptic assessment links will be drawn from this and
other core units.
© OCR 2014
Unit 2: Science for engineering
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Principles of mechanical engineering
3
3
60
Y/506/7268
Unit aim
All machines and structures are constructed using the principles of mechanical engineering. Machines are made up of components and
mechanisms working in combination. Engineers need to understand the principles that govern the behaviour of these components and
mechanisms. This unit explores these principles and how they are applied.
By completing this unit learners will develop an understanding of:





systems of forces and types of loading on mechanical components
the fundamental geometric properties relevant to mechanical engineering
levers, pulleys and gearing
the properties of beams
the principles of dynamic systems
© OCR 2014
Unit 3: Principles of mechanical engineering
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Understand systems of
forces and types of loading
on mechanical components
 different types of loading that could be applied to
a mechanical component
o direct forces
o turning forces, i.e.
- moments
- torque
o Shear forces
 to resolve a force into its orthogonal components.
 systems of co-planar forces, i.e.:
o concurrent forces
o non-concurrent forces
 diagrammatic representations of engineering
problems using force diagrams
 how mechanical engineering situations can be
represented by:
o particle mechanics
o rigid bodies.
 conditions of equilibrium for systems of forces.
 how to determine the resultant of a set of coplanar forces and hence determine the equilibrant
of those forces.
 how materials respond to direct axial loading,
both in tension and compression.
(20-30%)
Teaching exemplification
Learners should appreciate the different types of
loading identified, and how they can be applied to a
mechanical component.
Methods of trigonometry should be used to resolve
forces.
Learners should understand situations in which
assumptions of particle and rigid body mechanics
can be applied.
Learners should be able to use and draw force
diagrams to represent engineering problems to aid
visualisation and analysis.
Learners should be aware of horizontal and vertical
equilibrium for systems of concurrent forces (particle
mechanics), and horizontal, vertical and rotational
equilibrium for non-concurrent forces (rigid body
mechanics).
For systems of concurrent forces the resultant or
equilibrant force should be defined in terms of
magnitude and direction.
1
© OCR 2014
Unit 3: Principles of mechanical engineering
1.
Understand systems of
forces and types of
loading on mechanical
components (cont’d)
 the terms stress, strain and Young’s modulus,
and application of formulae to calculate direct
stress and strain in axially-loaded components
i.e.:
o stress = force/cross-sectional area
o strain = change in length/original length
o use of Young’s modulus (E) = stress/strain
 representation of material behaviour on a generic
stress versus strain graph i.e.:
o elastic deformation
o the elastic limit
o in-elastic and plastic deformation
o ultimate stress
o factor of safety
 how to apply formulae to calculate the shear
stress in a component under shear loading i.e.
o shear stress = shear force/shear area
For systems of non-concurrent forces the learner
must be able to define the resultant or equilibrant
both in terms of :
•
magnitude and line of action (point and
direction)
•
magnitude and direction, and moment acting at
a specified point
Learners should be aware of the assumptions made
for calculations of direct stress and strain in axially
loaded components. They should know appropriate
units for stress and Young’s modulus and be able to
use the formulae listed to carry out calculations for
components in direct tension or compression.
Learners must know the term of the modulus of
elasticity (Young’s modulus), and that this represents
the stiffness of a material.
Learners must be able to identify key points from,
and interpret material behaviour on a generic stress
versus strain graph.
Learners should understand why engineers usually
design components to keep stress levels below the
elastic limit and the implications for the behaviour of
the the component if the operational stress levels
exceed the elastic limit. Learners should understand
how Factors of Safety (FOS) are used to calculate
the allowable working stress of a material i.e.
Allowable working stress = Ultimate stress/FOS
Learners should understand the terms shear stress
and shear strain. Learners should be aware of
components in single and double shear. (e.g. a bolt)
© OCR 2014
Unit 3: Principles of mechanical engineering
2. Understand fundamental
geometric properties
(10-20%)
 calculation of the area of irregular 2D shapes
 calculation of the volume of a regular prism of
known cross sectional area and length
 calculation of the mass of a body of known
volume and uniform density
 the significance of the centroid of a body as its
centre of gravity/centre of mass
 the use of axes of symmetry of a uniform 2D
figure to find its centroid.
 the position of the centroid of common nonsymmetrical 2D shapes i.e.
o right-angled triangle
o semi-circle
 the use of moment of area of uniform regular 2D
shapes to find the position of the centroid of
more complex uniform irregular shapes
Irregular shapes formed by the addition (or
subtraction) of regular shapes (rectangle / triangle /
circle). These will be presented in the form of
engineering problems, e.g. calculate the crosssectional area of a beam
All centroid questions will be based on 2D shapes of
uniform density.
More complex shapes may be the result of addition or
subtraction of rectangles, right-angled triangles and
semi-circles.
Questions may include calculation of resultant forces
or equilibrium of 2D components using knowledge
from LO1 of this unit.
© OCR 2014
Unit 3: Principles of mechanical engineering
3. Understand levers, pulleys
and gearing
(15-25%)
© OCR 2014
 concepts of mechanical advantage (MA) and
velocity ratio (VR) applied to:
o levers
o systems of pulleys
o gears
 the three classes of lever i.e.
o class one
o class two
o class three
 different types of gears and gear systems, and
their applications i.e.:
o spur gears
o compound spur gears
o idler gears
o chain driven sprockets
o bevel gears
o rack and pinion
o wormgear and wormwheel
 calculation of MA and VR for spur gears.
 calculation of MA and VR for simple compound
spur gear systems.
 different types of pulley and belt drive systems
and their applications i.e.:
o V-belts
o flat belts
o toothed belts
 calculation of the MA and VR for the named belt
drive systems above.
Learners should understand that MA and VR are
inversely related so that an increase in output force
(force amplification) or torque (torque amplification) is
achieved at a cost of output speed. Levers (direct
forces and linear movements) and gears or pulley
systems (for torque and rotational movement) obey
the same fundamental principles.
Learners should be able to recognise different types
of levers as part of simple mechanisms and identify
the key features of fulcrum, input force (FI) and output
force (FO). Learners must be able to carry out
calculations to determine unknown forces, the
mechanical advantage and/or velocity ratio for levers
of given geometry.(Input velocity VI, output velocity
VO)
 Class one lever

Class two lever

Class three lever
Unit 3: Principles of mechanical engineering
Mechanical Advantage (MA) = FO /FI = a/b
Velocity Ratio (VR) = VO/VI = b/a
Learners should be able to identify different types of
gear systems and suggest applications for which they
are commonly used.
MA = Number of teeth on input gear
Number of teeth on output gear
VR = Number of teeth on output gear
Number of teeth on input gear
Questions will be limited to a gear train of no more
than 4 gears.
Learners should be able to identify different types of
pulley and belt systems and their advantages and
disadvantages for common applications.
© OCR 2014
VR =
Diameter of output pulley
Diameter of input pulley
MA =
Diameter of input pulley
Diameter of output pulley
Unit 3: Principles of mechanical engineering
4. Understand properties of
beams
(10-20%)
© OCR 2014
 different types of beams and their support
conditions. i.e.:
o simply supported
o cantilever
o continuous
o encastre
 different types of loading applied to beams i.e.:
o point loads
o uniformly distributed loads
 how to calculate, using conditions of static
equilibrium, the reactions of beams. i.e.:
o simply supported
o cantilever
 how to calculate the bending moment at any
point in simply supported or cantilever beams
with point loading
 how to draw a bending moment diagram for a
simply supported or cantilever beam with point
loading
Questions involving calculations will be restricted to
statically determinate beams only (i.e. simply
supported and cantilever beams).
Learners should understand that uniformly distributed
loads can be imposed loads e.g. pedestrians or dead
loads from the weight of the beam.
Unit 3: Principles of mechanical engineering
5. Understand principles of
dynamic systems
(20-30%)
 how to apply Newton’s Laws of Motion in a
mechanical engineering context
 how to apply the constant acceleration formulae
to problems set in a mechanical engineering
context i.e.:
o v2 – u2 = 2as
o s = ut + ½ at2
o v = u + at
o s= ½ (u+v)t
o s=vt – ½ at2
Questions will be based on a variety of scenarios i.e.
•
Linear motion
•
Projectiles
•
Motion on inclined planes
 the principle of conservation of energy and how
to apply this principle to problems involving
kinetic and gravitational potential energy
 the relationship between work done on a body
and the change in energy of that body
 application of equations for energy and work
done to problems set in a mechanical
engineering context i.e.:
o gravitational potential energy = mgh
o kinetic energy = ½ mv2
o work done = force x distance
 use of the equations for power to solve problems
set in a mechanical engineering context i.e.:
o instantaneous power = force x velocity
o average power = work done/time
 the action of a friction force between a body and
a rough surface and how to apply the equation
F≤ µN
 to apply the principle of conservation of
momentum to bodies experiencing elastic
collisions
© OCR 2014
Unit 3: Principles of mechanical engineering
Links between units and synoptic assessment
This unit is both underpinning knowledge for some centre assessed units that can be undertaken, and synoptic assessment links will be drawn
from this unit within those units.
In addition, this unit will draw synoptically from the two core units Mathematics for Engineering and Science for Engineering in the examination,
by containing questions which directly assess knowledge gained in those units. Where this is the case, this will be clearly indicated in the
question paper.
© OCR 2014
Unit 3: Principles of mechanical engineering
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Principles of electrical and electronic engineering
4
3
60
D/506/7269
Unit aim
Electrical systems and electronic devices are present in almost every aspect of modern life – and it is electrical and electronic engineers who design, test
and produce these systems and devices.
This unit will develop learners’ knowledge and understanding of the fundamental principles that underpin electrical and electronic engineering.
By completing this unit learners will develop an understanding of:






fundamental electrical principles
alternating voltage and current
electric motors and generators
power supplies and power system protection
analogue electronics
digital electronics
© OCR 2014
Unit 4: Principles of electrical and electronic engineering
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1

application of the defining equations for:
o resistance
o power
o energy
o resistors connected in series
o resistors connected in parallel
R = V/I
P=VI
W = Pt
R = R1 + R2
1/R = 1/R1 + 1/R2.

measurement of voltage, current and resistance in a
circuit using a:
o voltmeter
o ammeter
o ohmmeter
o multimeter
The sum of all the currents flowing into a point in any
electrical circuit is Zero. In practical terms this means that
the total current flowing towards a junction in a circuit is
equal to the current flowing away from the junction.

Circuit theory, i.e.:
o calculation of the total resistance and total
current for a circuit that is a combination of
resistors connected in series and parallel
o Kirchhoff’s first law and its application
o Kirchhoff’s second law and its application
o the maximum power transfer theorem
Understand fundamental
electrical principles
(10-20%)
© OCR 2014
Exemplification
In any closed circuit the sum of all the potential drops is
zero. This means in practice that the sum of the potential
drops is equal to the electromotive force.
In a circuit containing a cell and a load resistance
maximum power transfer occurs when the load
resistance is equal to the internal resistance of the cell.
Unit 4: Principles of electrical and electronic engineering
2
Understand alternating voltage
and current

what is meant by a simple generator

what is meant by an alternating current and
generated electromotive force (e.m.f.)

diagrammatic representations of a sine wave

to determine frequency and amplitude of a sine wave

to state and apply the formulae v = V sin Ɵ,
= I sin Ɵ, v = V sin ωt, i = sin ωt, f = 1/T and
ω = 2 πf.

to determine the phase difference and phase angle in
alternating quantities

circuit diagrams and phasor diagrams for:
o a pure resistance being supplied by an
alternating current
o a pure inductance being supplied by an
alternating current
o a pure capacitance being supplied by an
alternating current
o a pure resistance and inductor in series
o a pure resistance and capacitor in series
(10-20%)
© OCR 2014

application of the defining equation for:
o pure resistance
o pure inductance
o pure capacitance

application of the defining equation for:
o pure resistance and inductor in series
o pure resistance and capacitor in series
R = V/I
XL = V/I and XL = 2 πfL
Xc = V/I and Xc = ½ πfC
i
Z = √(R2 + XL2) and Cos ø = R/Z
Z = √(R2 + Xc2) and Cos ø = R/Z
i.e. when VL is greater than Vc
i.e. when Vc is greater than VL
i.e. when VL is equal to Vc
Z = √[R2 + (XL – Xc)2] and Cos ø = R/Z
Z = √[R2 + (Xc – XL)2] and Cos ø = R/Z
Z=R
Unit 4: Principles of electrical and electronic engineering
3

circuit diagrams and phasor diagrams where:
of a pure resistance, inductance and capacitance in
series on AC when
o XL is greater than Xc
o Xc is greater than XL
o XL is equal to Xc

application of the defining equation for:
o RLC series circuit when XL is greater than Xc
o RLC series circuit when Xc is greater than XL
o RLC series circuit when XL is equal to Xc
Understand electric motors and 
generators

(10-20%)
© OCR 2014
the difference between motors and generators
application of the defining equation for:
o motor
o generator

the type of field winding and action of a:
o separately excited dc generator
o series-wound self-excited dc generator
o shunt-wound self-excited dc generator
o series-wound dc motor
o shunt-wound dc motor

application of the defining equations for a:
o separately excited dc generator
o series-wound self-excited dc generator
o shunt-wound self-excited dc generator
o series-wound dc motor
o shunt-wound dc motor

applications for a:
o separately excited dc generator
o series wound self-excited dc generator
Motors convert electrical energy into mechanical energy
generators convert mechanical energy into electrical
energy
Motor:
V = E + IaRa
Generator: V = E - IaRa
Unit 4: Principles of electrical and electronic engineering
o
o
o
4
Understand power supplies
and power system protection
(10-20%)

dc motor starters to include a no-volt trip coil and an
overload current trip coil

how the speed of a dc shunt motor and a series dc
motor can be changed.

the meaning of:
o an alternating current supply
o a direct current supply

the distribution of electrical energy to consumers by
a:
o single-phase 2-wire system
o single phase 3-wire system
o three phase 3- wire Delta connected system
o three phase 4-wire Star connected system.

how:
o
o
o

© OCR 2014
shunt-wound self-excited dc generator
series-wound dc motor
shunt-wound dc motor
The most widely used system in England is the three
phase 4-wire Star connected system.
an alternating current can be rectified to a half
wave direct current using a single diode
full wave rectification can be obtained by
using two diodes
full wave rectification can be obtained by
using four diodes in a bridge configuration
the capability of load regulation to maintain a
constant voltage or current level on the output of a
power supply regardless of changes in the supply
load
Unit 4: Principles of electrical and electronic engineering

5
Understand analogue
electronics

power-system protection

How to explain with the aid of labelled diagrams how
power supplies and electrical components can be
protected by:
o current limiting resistors
o diodes
o fuses
o circuit breakers

the definition of an analogue circuit

how to explain with the aid of a labelled diagram the
characteristics of an operational amplifier (op-amp)
(10-20%)
© OCR 2014
how to draw a labelled block diagram of a stabilised
power supply showing:
o ac input
o transformer
o rectifier
o smoothing circuit
o stabilising circuit
o dc output

how to draw a labelled diagram of an operational
amplifier

characteristic properties of an ideal operational
amplifier

how to draw a labelled diagram and explain the
function of:
o an inverting amplifier
Power-system protection is a branch of electrical power
engineering that deals with the protection of electrical
power systems from faults through the isolation of faulted
parts from the rest of the electrical network.
An analogue electronic circuit is one that operates with
currents and voltages that vary continuously with time
and have no abrupt transitions between levels.
An operational amplifier (op-amp) is a DC-coupled highgain electronic voltage amplifier with a differential input
and, usually, a single-ended output. In circuit, an op-amp
produces an output potential that is many times larger
than the potential difference between its input terminals.
The diagram should show the two inputs, output and the
supply voltage.
Unit 4: Principles of electrical and electronic engineering
o
o
6
a non-inverting amplifier
a summing amplifier

application of the defining equation for gain in:
o an inverting amplifier
o a non-inverting amplifier
o Summing amplifier Vout

state and apply the formula for a summing amplifier
Vout
Understand digital electronics

the definition of a digital electronic circuit
(10-20%)

how to draw a labelled diagram and explain the
function of the logic gates:
o AND
o NAND
o OR
o NOR
o NOT
o XOR

how to construct truth tables for:
o AND
o NAND
o OR
o NOR
o NOT
o XOR

how to solve simple combinational logic problems

how to recognise simple Boolean expressions

how to explain with the aid of a circuit symbol the
function of:
o T type Bi-stable flip-flop
© OCR 2014
A digital electronic circuit is one that that accepts and
processes binary data (on/off) according to the rules of
Boolean logic (AND, OR, NOT, etc.)
If the T input is high, the T flip-flop changes state
("toggles") whenever the clock input is strobed. If the T
Unit 4: Principles of electrical and electronic engineering
o

D type Bi-stable flip-flop
to explain the behaviour of a rising-edge triggered D
flip-flop
input is low, the flip-flop holds the previous value.
A clocked flip-flop which ensures that inputs S and R are
never equal to one at the same time.
The D-type flip-flop are constructed from a gated SR flipflop with an inverter added between the S and the R
inputs to allow for a single D (data) input.
Examples could include data, clock, set and reset inputs,
complementary outputs representation of its behaviour
with timing diagrams.
Links between units and synoptic assessment
This unit is both underpinning knowledge for some centre assessed units that can be undertaken, and synoptic assessment links will be drawn from this unit
within those units.
In addition, this unit will draw synoptically from the two core units Mathematics for Engineering and Science for Engineering in the examination, by containing
questions which directly assess knowledge gained in those units. Where this is the case, this will be clearly indicated in the question paper.
© OCR 2014
Unit 4: Principles of electrical and electronic engineering
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Electrical and electronic design
5
3
60
Y/506/7271
Unit aim
All electrical and electronic devices rely on their components working effectively. This in turn relies
on effective manufacture, and ultimately on the successful design of electrical components.
The aim of this unit is for learners to develop the ability to be able to apply knowledge of AC and
DC circuit theory to circuit design, and to apply a systems approach to electrical design, developing
knowledge of the component devices needed to be able to do this.
Learners will develop an understanding of the applications of electromagnetism in electrical design,
and the ability to be able to use both semi-conductors and programmable process devices in their
designs.
© OCR 2014
Unit 5: Electrical and electronic design
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Be able to apply
AC and DC circuit
theory to circuit
design
 IET circuit symbols
 how to design DC circuits i.e.
o circuit layout (e.g. DC power source, resistors in series,
resistors in parallel, series and parallel combinations, potential
divider)
o application of Ohm’s law, power calculations (e.g. V = IR, P =
IV, P = I2R)
o application of Kirchhoff’s voltage and current laws
o DC networks i.e.
 potential divider network
 networks with one DC power source and at least five
components e.g. DC power source with two series resistor
and three parallel resistors connected in a series/parallel
arrangement
o application and function of resistor/capacitor circuits i.e. RC time
constant
 how to design AC circuits i.e.
o using phasor and algebraic representation of alternating
quantities e.g. graphical and phasor addition of two sinusoidal
voltages, reactance and impedance of pure R, L and C
components
o power factor
o passive filters i.e.
 low-pass
 high-pass
 how to apply power sources i.e.
o cell, battery (i.e. alkaline, rechargeable (NiMh, Lithium-ion))
o solar cell
o rectification (i.e. full wave diode bridge, half wave diode bridge)
o capacitor smoothing
o voltage regulators (e.g. zener diode, 3-terminal voltage
regulators e.g. LM7805, LM7812)
o stabilised power supply configurations (i.e. linear, switch mode)
 how to apply circuit protection i.e. fuse, diode, resettable thermal
fuse, circuit breaker (e.g. over current and earth leakage types).
2. Understand the
application of
electromagnetism
in electrical design
 How to apply electromagnetism in electrical design i.e.
o transformer i.e. primary and secondary current and voltage
ratio, turns ratio
o application of Faraday’s and Lenz’s laws (e.g. for coil, inductor,
solenoid, relay)
o electric motor/generator i.e.
 DC motor and generator (i.e. series and shunt
motor/generator)
 AC motor (i.e. single phase motor, 3-phase motor)
o magnetic screening
o electromagnetic compatibility (EMC) i.e.
 radiated
 conducted.
© OCR 2014
Unit 5: Electrical and electronic design
3. Be able to apply a
systems approach
to electrical design
 how to apply a systems approach to electrical design i.e.
o open and closed loop
o input, process and output
o feedback
o development of system block diagrams.
 function, application and operation of input devices i.e.
o switches (i.e. latched and momentary action)
o photodiode
o phototransistor
o LDR
o NTC thermistor
o microphone.
 function, application and operation of output devices, i.e.
o piezo-electric buzzers/sounders
o lamp
o Light Emitting Diode (LED)
o LED 7 segment display
o Dot matrix display
o Liquid Crystal Display (LCD) display module
o solenoid
o relay
o speaker.
4. Be able to use
semi-conductors in
electrical and
electronic design
 function, application and operational analysis of semiconductor
devices and associated circuits, i.e.
o diodes
o NPN transistors, i.e.
 analysis of single transistor as a switch
 analysis of single transistor as a common emitter amplifier
o Darlington Pair configuration (i.e. single Darlington Pair
transistor, Darlington Pair arrays)
o transistor arrays.
 function, application and operational analysis of integrated circuits
and associated circuits, i.e.
o operational amplifier (op-amp) circuits i.e.
 comparator
 summing amplifier
o logic gates - singly and in combinational logic functions i.e.
 AND
 OR
 NAND
 NOR
 NOT
 XOR
 NAND/NOR equivalent circuits
 truth tables
o flip-flop circuits i.e.
 SR-NOR
 SR-NAND
 JK-type
 D-type
 T-type
o Binary and Decimal Counters
o 7 segment display decoders.
© OCR 2014
Unit 5: Electrical and electronic design
5. Understand the
application of
programmable
process devices in
electronic design
© OCR 2014
 applications of programmable process devices in electronic systems
(e.g. production/assembly systems, engine control systems, office
machines, domestic appliances)
 system layout of programmable process devices in electronic
systems i.e.
o microprocessor
o microcontroller
o programmable interface controller (PIC)
o programmable logic controller (PLC)
 function and interrelationship of component parts of programmable
control systems i.e.
o input devices (e.g. switch, temperature, position, light, flow,
pressure)
o control/process device (e.g. microprocessor, microcontroller,
PIC, PLC)
o output devices (e.g. lamp, sounder/speaker, solenoid, relay)
 operational analysis of control systems within a product or system
that uses a programmable control device
Unit 5: Electrical and electronic design
Grading Criteria
LO
1. Be able to apply AC and
DC circuit theory to circuit
design
Pass
The assessment criteria are the pass
requirements for this unit.
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
P1:
use DC circuit theory to calculate
current, voltage and resistance in DC
networks
*synoptic links to Unit 2 Science for
Engineering and to Unit 4 Principles of
Electrical and Electronic Engineering
P2:
determine the relationship between the
voltage and current for a charging and
discharging capacitor.
M1:
use Kirchhoff’s laws to determine the
current in a network
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able
to:
D1:
design a power supply circuit that
includes a transformer, rectifier,
smoothing capacitors, voltage
regulator and circuit protection.
M2:
explain the application and operation
of low-pass and high-pass filters.
P3:
compare the results of adding and
subtracting two sinusoidal AC
waveforms graphically and by phasor
diagram.
*synoptic link to Unit 4 Principles of
Electrical and Electronic Engineering
P4:
explain the significance of power factor
in AC circuits.
P5:
explain different power sources and
their applications and features
© OCR 2014
Unit 5: Electrical and electronic design
LO
2. Understand the application
of electromagnetism in
electrical design
Pass
P6:
compare methods of circuit protection
for different applications
*synoptic link to Unit 4 Principles of
Electrical and Electronic Engineering
P7:
calculate primary and secondary
current, voltage ratio and turns ratio in
a transformer.
Merit
Distinction
M3:
explain electromagnetic compatibility
(EMC).
D2:
evaluate the performance of a motor
and a generator with reference to
electrical theory
M4:
analyse the operation of a diode and a
single NPN transistor amplifier within a
circuit
D3:
analyse the operation of individual
circuits containing a single op-amp,
single flip-flop and combinational logic
functions.
P8:
explain the reasons for magnetic
screening in electrical design and how
it can be achieved
P9:
explain with examples the systems
approach to electrical and electronic
design.
P10:
explain applications, function and
operation of a range of input and a
range of output devices.
P11:
4. Be able to use semiexplain the function and application of
conductors in electrical and
semi-conductor process devices and
electronic design
integrated circuits in circuit design
3. Be able to apply a systems
approach to electrical
design
5. Understand the application
of programmable process
devices in electronic
design
© OCR 2014
P12:
explain the function and layout of
diverse applications which use
programmable devices,
M5:
analyse the operation of diverse
applications which use programmable
devices.
Unit 5: Electrical and electronic design
Links between units and synoptic assessment
Core unit
Unit 2: Science for Engineering
Core taught content
LO3 Understand fundamental scientific
principles of electrical and electronic
engineering
Core unit
Unit 4: Principles of Electrical
and Electronic Engineering
Core taught content
LO1
Understand
electrical principles
Assessment criteria
P1: use DC circuit theory to calculate
current, voltage and resistance in DC
networks
Assessment criteria
fundamental P1: use DC circuit theory to calculate
current, voltage and resistance in DC
networks
LO2 Understand alternating voltage P3:
and current
compare the results of adding and
subtracting two sinusoidal AC waveforms
graphically and by phasor diagram.
LO4 Understand power supplies and P6: compare methods for circuit
power system protection
protection for different applications
© OCR 2014
Unit 5: Electrical and electronic design
Meaningful employer engagement
Meaningful employer engagement
1. Learners undertake structured workexperience or work-placements that develop
skills and knowledge relevant to the
qualification.
Suggestion/ideas for centres when delivering this unit
Placements
with
engineering
firms
working
with
electrical/electronic design or maintenance department
researching common system standards and the impact of
electronic design on manufacture in the real world.
2. Learners undertake project(s), exercises(s) Project set on product design or re-design of electrical
and/or assessments/examination(s) set with components, using industry standard equipment and design
input from industry practitioner(s).
standards, to determine if the design of a product (such as a
PCB) is suitable for a given application.
3. Learners take one or more units delivered or Lecture from practicing electrical design engineers involved
co-delivered by an industry practitioner(s). in product design, development and testing. Content to
This could take the form of master classes include examples of electrical/electronic design principles, a
or guest lectures.
formal systems approach and how electronic devices are
used within professional commercial electrical/electronic
engineering practice.
4. Industry practitioners operating as ‘expert
Review from practicing electronic design engineers relating to
witnesses’ that contribute to the assessment the accuracy of circuit design and appropriate proposed use
of a learner’s work or practice, operating
of devices during learners’ project work and documentation
within a specified assessment framework.
This may be a specific project(s),
exercise(s) or examination(s), or all
assessments for a qualification.
© OCR 2014
Unit 5: Electrical and electronic design
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Circuit simulation and manufacture
6
3
60
D/506/7272
Unit aim
For electrical and electronic devices to function, they depend on their circuits operating normally.
Circuit simulation and safe, effective manufacture of circuit boards is therefore a key function within
electrical engineering companies.
The aim of this unit is for learners to develop the ability to make working printed circuit boards
(PCBs).
Learners will develop the ability to use computer aided design (CAD) software to design and
simulate electronic circuits, and then to design PCBs. They will go on to be able to safely
manufacture and construct PCBs.
Learners will also develop their fault-finding techniques for PCBs, to test and rectify, where
possible, faults on circuits. They will also gain knowledge on the commercial manufacture of
circuits, including manufacturing process methods and quality assurance techniques.
© OCR 2014
Unit 6: Circuit simulation and manufacture
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:

circuit schematic diagram drawing using CAD software i.e.
o schematic capture / schematic design
o component library
o connection or Interconnection
o grid

circuit simulation and test using CAD software i.e.
o design checking, design rule checking
o SPICE (Simulation Program with Integrated Circuit
Emphasis) simulation
o setting and adjusting component parameters
o netlist/node list
o circuit analysis using virtual instruments.
2. Be able to use
Computer Aided
Design (CAD) to
design printed
circuit boards
(PCBs)

printed circuit board (PCB) layout production to include both
track and component views i.e.
o parts and component libraries
o manual component placement
o automatic component placement
o manual and automatic routing of PCB tracks
o correct track and pad sizing
o requirements for double-sided or multiple circuit boards
(e.g. mother and daughter boards)
o design constraints (e.g. size of PCB)
o incorporation of test points or test indicators
o inclusion of mounting holes
o inclusion of component and pin identification (e.g. labels,
pin 1 identification)
o export files (e.g. Gerber, DXF, IDF, csv, txt)
o bill of material (BOM) production.
3. Be able to
manufacture and
construct electronic
circuits safely

safe manufacture of PCBs (e.g. photoresist methods, etch resist
methods, engraving)
circuit construction following circuit diagram(s)
safe circuit construction using appropriate methods (e.g.
component assembly, PCB soldering techniques, use of
appropriate hand tools, heat sinks for delicate components)
correct order for circuit construction (e.g. use of integrated circuit
holders through the placement of heat sensitive components)
connecting between boards and final assembly techniques (e.g.
ribbon cable, connecting plugs and sockets, PCB to case
fittings, sleeves, insulation, heat shrink, screw terminals).
1. Be able to use
Computer Aided
Design (CAD) for
circuit design and
simulation




© OCR 2014
Unit 6: Circuit simulation and manufacture
4. Be able to test and
perform faultfinding on
electronic circuits





5. Understand
commercial circuit
manufacture





© OCR 2014
visual inspection techniques for testing electronic circuits i.e.
o fitting of incorrect components
o mis-placed components
o dry joints
o bridged or damaged PCB tracks
appropriate testing and fault-finding techniques, (e.g. continuity
testing, test-point voltage, current measurement, signal tracing
(e.g. half-split, input to output, output to input))
use of physical test equipment, (e.g. power supplies, multimeter, logic probe, oscilloscope, signal generator)
techniques for design verification through comparison with
simulation data
fault rectification.
application of discrete, through hole and surface mount
component types
benefits and drawbacks to the manufacturer of using surface
mount components and using alternatives
applications and reasons for using multiple layer PCBs
manufacturing processes used within commercial circuit
construction, i.e.
o flow solder process
o pick and place robot
o manual component placement
quality assurance methods used during commercial printed
circuit board (PCB) production, i.e.
o automatic test
o visual inspection.
Unit 6: Circuit simulation and manufacture
Grading Criteria
LO
Pass
The assessment criteria are the pass
requirements for this unit.
1. Be able to use Computer
Aided Design (CAD) for
circuit design and
simulation
P1:
Produce circuit schematic diagram
drawings using CAD software.
2. Be able to use Computer
Aided Design (CAD) to
design printed circuit
boards (PCBs)
P2:
Carry out circuit simulation using
CAD software.
*Synoptic link to Unit 4 Principles of
Electrical and Electronic Engineering
P3:
Produce PCB layouts using CAD
software to include track and
component views.
3. Be able to manufacture
and construct electronic
circuits safely.
P4:
Interpret circuit diagram to construct
printed circuit board.
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
M1:
Perform circuit analysis including the
use of virtual instrumentation.
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able to:
D1:
Evaluate circuit operation and associated
printed circuit board layout using CAD
software, implementing appropriate
design modifications.
M2:
Analyse functionality of printed circuit
board layout using CAD software .
D2:
Safely manufacture, test and verify a fully
working electronic circuit, to include
identification and rectification of faults,
using a variety of construction methods.
P5:
Safely manufacture a printed circuit
board using appropriate techniques.
© OCR 2014
Unit 6: Circuit simulation and manufacture
LO
Pass
P6:
Safely assemble components to
printed circuit board.
*Synoptic link to Unit 2 Science for
Engineering
Merit
4. Be able to test and
perform fault-finding on
electronic circuits
P7
Perform testing of an electronic
circuit using a multimeter.
*Synoptic link to Unit 4 Principles of
Electrical and Electronic Engineering
M3:
Undertake testing of the operation of an
electronic circuit using different physical
test equipment and fault finding
techniques.
5. Understand commercial
circuit manufacture
P8:
Identify applications of different
component types used in
commercial circuit construction.
M4:
Compare manufacturing processes and
quality assurance methods used within
commercial circuit construction.
Distinction
P9:
Explain the benefits and drawbacks
to manufacturers of using surface
mount components and alternatives.
P10:
Explain the use of multiple layer
PCBs in commercial circuit
manufacture
© OCR 2014
Unit 6: Circuit simulation and manufacture
Links between units and synoptic assessment
Core unit
Unit 2: Science for Engineering
Core taught content
LO3 Understand fundamental
scientific principles of electrical
and electronic engineering
Assessment criteria
P6:
Safely assemble components
to printed circuit board
Core unit
Unit 4: Principles of Electrical
and Electronic Engineering
Core taught content
LO1 Understand fundamental
electrical principles
Assessment criteria
P2: Carry out circuit simulation
using CAD software
P7: Perform testing of an
electronic circuit using a
multimeter.
© OCR 2013
Unit 6: Circuit simulation and manufacture
Meaningful employer engagement
Meaningful employer engagement
1. Learners undertake structured work-experience or
work-placements that develop skills and knowledge
relevant to the qualification.
Suggestion/ideas for centres when delivering this unit
Placements with working with engineering electrical/electronic design
departments of businesses involved in circuit manufacture, researching the CAD
software used, and system standards used to check conformity of manufacture.
2. Learners undertake project(s), exercises(s) and/or Task set to use CAD to design and simulate electrical circuits using industry
assessments/examination(s) set with input from standard equipment and standards, to determine if the design of the circuit is
industry practitioner(s).
suitable for a given application.
3. Learners take one or more units delivered or co- Lecture from practicing electrical/electronic design engineers involved in product
delivered by an industry practitioner(s). This could take circuit design, development and commercial testing. Content to include
the form of master classes or guest lectures.
examples of electrical/ electronic CAD simulation methods (e.g. SPICE) and the
processes involved in commercial circuit manufacture, including testing.
4. Industry practitioners operating as ‘expert witnesses’
Review by practicing electrical engineers relating to the accuracy of learners’
that contribute to the assessment of a learner’s work
PCB designs, and/or a review of the manufactured circuit with relation to the
or practice, operating within a specified assessment
design produced and its fitness for purpose.
framework. This may be a specific project(s),
exercise(s) or examination(s), or all assessments for a
qualification.
© OCR 2014
Unit 6: Circuit simulation and manufacture
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Electrical devices
7
3
60
H/506/7273
Unit aim
Electrical devices in engineering companies are used for many purposes, from sensors and
actuators used in robotic manufacture to programmable logic controllers (PLCs) which can control
automated assembly lines.
The aim of this unit is for learners to develop knowledge and understanding of electrical devices
including semi-conductor and programmable devices and sensors and actuators. They will also
develop an understanding of their applications within electrical and electronic engineering
companies.
Learners will also develop understanding of signal conditioning techniques and signal conversion
devices, and on the use of smart and modern materials in electrical devices.
© OCR 2014
Unit 7: Electrical devices
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Understand semiconductor and
programmable
devices



2. Understand
electrical sensors
and actuators


© OCR 2014
application, function and operation of semi-conductor devices
and circuits i.e.
o thyristor
o metal–oxide–semiconductor field-effect transistor MOSFET
i.e.
 voltage control
 insulated gate bipolar transistor (IGBT) - single IGBT as
a switch
application and function of programmable logic devices (PLD)
i.e.
o programmable logic array (PLA)
o programmable array logic (PAL)
o field programmable gate array (FPGA)
o static random access memory (SRAM)
o electrically programmable read only memory (EPROM)
o flash memory
internal architecture and typical system configurations (e.g. input
ports, output ports, peripheral devices) for circuits using
programmable devices i.e.:
o microprocessor
o microcontroller
o programmable interface controller (PIC)
o programmable logic controller (PLC)
application, function and operation of electrical sensors used to
measure a range of physical properties i.e.
o light (e.g. photo-diode, phototransistor)
o temperature (e.g. thermistor, thermocouple)
o force/pressure (e.g. strain gauge, load cell)
o position (e.g. optical encoder, linear variable differential
transformer, hall effect sensor)
o speed (e.g. tacho-generator, Doppler effect sensor)
o flow (e.g. vane controlled potentiometer)
o sound (e.g. microphone)
application, function and operation of electrical actuators i.e.
o electric linear actuator
o electric rotary actuator
o linear solenoid actuator
Unit 7: Electrical devices
3. Understand how to
use signal
conditioning
techniques and
signal conversion
devices



4. Understand the
application of
smart and modern
materials in
electrical devices
© OCR 2014

signal conditioning and interfacing i.e.
o sensor output signal type i.e.
 voltage
 current (4-20mA current loop)
o sensor calibration and scaling i.e.
 use of sensor output calibration data
 calculate voltage scaling using resistor potential divider
or bridge circuits
o filtering using operational amplifier (op-amp) circuits i.e.
 low-pass filter
 high-pass filter
function and operation of signal conversion devices i.e.
o analogue to digital conversion
o digital to analogue conversion
o parallel to serial conversion
o serial to parallel conversion
calculation of baud and bit rate for a serial data signal
application and operation of smart and modern materials in
electrical devices i.e.
o quantum tunnelling composite (QTC)
o shape memory alloys (SMA)
o electroluminescent (EL) materials i.e.
 wire
 panels
 tape
o electrochromic materials
o conductive polymers
o piezoelectric materials
o electrostrictive materials
o electrorheological (ER) fluids
o thermoelectric materials
o electro-optic materials
Unit 7: Electrical devices
Grading Criteria
LO
Pass
The assessment criteria are the pass
requirements for this unit.
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
1. Understand semiconductor and
programmable devices
P1:
Explain applications and functions of
semi-conductors.
M1:
Compare internal architecture and
typical system configurations in
programmable devices and systems.
2. Understand electrical
sensors and actuators
P2:
Explain applications and functions of
programmable logic devices.
P3:
Identify applications and function of
electrical sensors used to measure
physical properties.
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able
to:
D1:
Analyse the operation of individual
circuits containing a single thyristor, a
single MOSFET and a single IGBT.
M2:
Evaluate practically the operation of an
electrical sensor and an electrical
actuator.
P4:
Explain applications and function of
electrical actuators.
3. Understand how to use
signal conditioning
techniques and signal
conversion devices
© OCR 2014
P5:
Describe sensor output signal types.
M3:
Analyse the operation of analogue to
digital and digital to analogue
conversion devices.
D2:
Evaluate the design of op-amp circuits
for a high-pass and low-pass filter.
Unit 7: Electrical devices
LO
Pass
P6:
Calculate the value of resistors in a
potential divider or bridge circuit to
scale a sensor output voltage signal
using sensor calibration data.
*synoptic link to Unit 4 Principles of
Electrical and Electronic Engineering
P7:
Explain the operation of serial to
parallel and parallel to serial
conversion devices.
*Synoptic Unit 4 *synoptic link to Unit 4
Principles of Electrical and Electronic
Engineering
P8:
Calculate baud and bit rate for a serial
data signal.
Merit
4. Understand the application
of smart and modern
materials in electrical
devices
P9:
Describe applications of smart and
modern materials in electrical devices .
M4:
Explain the operation of QTC in an
electrical device and SMA in an
electrical device
© OCR 2014
Distinction
Unit 7: Electrical devices
Links between units and synoptic assessment
Core unit
Unit 2: Science for Engineering
Core taught content
LO3 Understand fundamental
scientific principles of electrical
and electronic engineering
Assessment criteria
P6: calculate the value of
resistors in a potential divider
or bridge circuit to scale a
sensor output voltage signal
using sensor calibration data
P7: explain the operation of
serial to parallel and parallel to
serial conversion devices
Core unit
Unit 4: Principles of Electrical
and Electronic Engineering
Core taught content
LO1 Understand fundamental
electrical principles
Assessment criteria
P6: calculate the value of
resistors in a potential divider
or bridge circuit to scale a
sensor output voltage signal
using sensor calibration data
P7: explain the operation of
serial to parallel and parallel to
serial conversion devices
LO6 Understand digital
electronics
© OCR 2014
Unit 7: Electrical devices
Meaningful employer engagement
Meaningful employer engagement
1. Learners undertake structured workexperience or work-placements that develop
skills and knowledge relevant to the
qualification.
Suggestion/ideas for centres when delivering
this unit
Placements
with
working
with
electrical/electronic engineering businesses,
researching their use of electrical devices in the
manufacture of products.
2. Learners undertake project(s), exercises(s) A task set by a practicing electrical engineer for
and/or assessments/examination(s) set with learners to assess the use of electrical devices
input from industry practitioner(s).
in a given business, e.g. electrical devices
which use new and smart materials and how
these have impacted on the business
3. Learners take one or more units delivered or Lecture from practicing electrical engineers
co-delivered by an industry practitioner(s). involved in the manufacture of products which
This could take the form of master classes incorporate electrical devices. Content could
or guest lectures.
include practical examples of how sensors,
actuators and programmable devices are used
in their own commercial engineering business.
4. Industry practitioners operating as ‘expert
Review from practicing electrical engineers of
witnesses’ that contribute to the assessment learners’ knowledge of the use of electrical
of a learner’s work or practice, operating
devices which use modern and smart materials
within a specified assessment framework.
in engineering business, focussing on a given
This may be a specific project(s),
example.
exercise(s) or examination(s), or all
assessments for a qualification.
© OCR 2014
Unit 7: Electrical devices
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Electrical operations
8
3
60
K/506/7274
Unit aim
Manufacturing of electrical components and devices is a skilled role upon which many industries
depend for their own products.
The aim of this unit is for learners to develop the knowledge, understanding and skills to be able to
produce electrical components safely.
Learners will develop underpinning knowledge about the performance characteristics of electrical
and electronic components and devices. They will go on to learn how to work safely with electricity,
develop the ability to construct a circuit, and to test and fault find electrical and electronic
equipment as part of the quality assurance process.
© OCR 2014
Unit 8: Electrical operations
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Understand
operating and
performance
characteristics of
electrical and
electronic
components and
devices

© OCR 2014
the operating and performance characteristics and applications from
technical and manufacturers data for the following electrical and
electronic components and devices i.e.
o cables and cable types i.e.
 solid core
 multi-core
 ribbon
 co-axial
o resistors i.e.
 fixed (preferred values E12 series)
 variable resistors i.e. potentiometers - rotary panel and PCB
types, trimmers
 devices with resistive change i.e.
 Negative Temperature Coefficient (NTC) thermistor
 Light Dependant Resistors (LDR)
o capacitors and capacitor types i.e.
 polarised (e.g. electrolytic, tantalum bead)
 non-polarised (e.g. mica, ceramic disc)
 values/rating/tolerance
o switches and switch types, i.e.
 push to break (PTB), push to make (PTM)
 momentary action, latching action
 contact arrangements i.e.
 Single Pole Single Throw (SPST)
 Single Pole Double Throw (SPDT)
 Double Pole Single Throw (DPST)
 Double Pole Double Throw DPDT)
 reed
 micro
 toggle
 dual-in-line package (DIP)
 rotary
 binary coded decimal (BCD)
o electronic components i.e.
 input devices (e.g. photodiode, phototransistor, LDR,
thermistor, switch, microphone)
 process devices (e.g. diode, transistor, integrated circuit,
microprocessor, microcontroller)
 output devices (e.g. piezo-electric buzzer, lamp, light emitting
diode, liquid crystal display, dot matrix display, relay,
solenoid)
Unit 8: Electrical operations





2. Be able to work
safely with
electricity






3. Be able to
construct electrical
and electronic
circuits





© OCR 2014
physical identification and application, function and benefits of circuit
protection, i.e.
o fuses (e.g. cartridge, slow-blow, quick-blow, high rupturing
capacity (HRC))
o circuit breakers (e.g. current-operated type, earth leakage type)
o diode
how to determine resistor values by:
o measurement
o calculation
o colour code (including rating/tolerance)
how to calculate cable sizes and types for voltage and current
how to calculate fuse sizes and types
how to select appropriate cable and fuse size and types.
the key aspects of current regulations, standards and codes of
practice relevant to performing electrical operations (e.g. IET wiring
regulations (BS7671), Health & Safety at Work Act)
how to produce and use safe work method statements for
performing electrical operations
how to carry out risk assessments for electrical operations
the appropriate use and storage of Personal Protective Equipment
(PPE)
the risks associated with working on live equipment
how to identify and reduce the risk of electrical hazards, i.e.
o visual inspection of equipment
o Portable Appliance Testing (PAT) compliance
o use of Residual Current Device (RCD).
safe use of hand tools, i.e.
o soldering iron
o wire cutters
o wire strippers
o pliers
o screwdrivers
o allen keys
o spanners
o de-soldering tools
o manual/PCB drills
o crimping tools
o appropriate Personal Protective Equipment (PPE)
interpretation of circuit diagrams
circuit construction following circuit diagram(s)
circuit construction using appropriate methods (e.g. component
assembly, soldering techniques, use of hand tools, heat sinks for
delicate components)
construction techniques for joining components, i.e.
o soldering
o connecting between components
o connecting between plugs and sockets i.e. making cable
assemblies
o connecting to and between circuit boards (e.g. ribbon cable,
connecting plugs and sockets, sleeves, insulation, heat shrink,
screw terminals).
Unit 8: Electrical operations
4. Be able to fault find
in electrical and
electronic
equipment




© OCR 2014
fault-finding procedures, i.e.
o visual inspection
o the half split method of fault location
o six point fault finding technique
o testing, i.e.
 use of manuals, data sheets and fault-finding data
 truth tables
 expected values
use of appropriate test equipment, i.e.
o power supply unit
o multimeter for voltage, current, resistance and continuity
o signal generator
o oscilloscope
production of fault-finding plans for an electrical/electronic operation
(e.g. model-based approach)
development of systematic troubleshooting plans and strategies for
electrical/electronic operations.
Unit 8: Electrical operations
Grading Criteria
LO
Pass
The assessment criteria are the pass
requirements for this unit.
1. Understand operating
and performance
characteristics of
electrical and electronic
components and devices
P1:
use technical data to identify
different resistor types and their
applications
P2:
use technical data to identify
different cable types and their
applications
P3:
use technical data to identify
different capacitor types and their
applications
P4:
use technical data to identify
different switches and their
applications
P5:
use technical and manufacturers’
data to identify a different input,
output and process electronic
devices and their applications
P6
calculate cable size and select
appropriate cables for a range of
voltage and current applications
© OCR 2014
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
M1:
determine a wide range of resistor
values by measurement, calculation
and colour code
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able to:
D1:
evaluate methods and benefits of circuit
protection
M2:
analyse the operation and performance
characteristics of a diverse range of
electrical and electronic devices using
appropriate data
Unit 8: Electrical operations
LO
2. Be able to work safely
with electricity
Pass
P7:
calculate and select appropriate fuse
types and ratings for a range of
applications
P8:
Know the purpose and key features
of relevant health and safety
regulations, standards and codes of
practice
Merit
Distinction
M3:
compare techniques to identify potential
electrical hazards including reasons for
their use
D2:
produce a detailed safe working method
statement and risk assessment (including
identification of appropriate PPE)
P9:
identify hazards and risks associated
with working on electrical systems
P10:
identify risks associated with working
on live equipment
3. Be able to construct
electrical and electronic
circuits
P11: use hand tools safely to
construct a circuit
M4:
construct circuits and
electrical/electronic assemblies using
appropriate joining techniques from
circuit diagrams
P12:
interpret a circuit diagram in order to
construct a circuit
4. Be able to fault find in
electrical and electronic
equipment
© OCR 2014
P13:
use test equipment on electronic
equipment in order to undertake
electrical fault finding
D3:
use a variety of fault finding procedures
and test equipment to establish faults in
electrical equipment
Unit 8: Electrical operations
LO
© OCR 2014
Pass
P14
interpret manuals, data sheets and
expected values in order to
undertake electrical fault finding
P15:
carry out visual inspection to locate
an electrical fault
Merit
Distinction
M5:
produce a fault-finding plan and
systematic troubleshooting plan for an
electrical or electronic system
Unit 8: Electrical operations
Links between units and synoptic assessment
Core unit
Unit 2: Science for Engineering
Core taught content
LO3 Understand fundamental
scientific principles of electrical
and electronic engineering
(resistance and Ohm’s Law)
Assessment criteria
P6 calculate cable size and select
appropriate cables for a range of voltage
and current applications
P7: calculate and select appropriate fuse
types and ratings for a range of
applications
Core unit
Unit 4: Principles of Electrical
and Electronic Engineering
Core taught content
LO1: Understand fundamental
electrical principles
LO4: Understand power
supplies and power system
protection
LO1: Understand fundamental
electrical principles
Assessment criteria
P7: calculate and select appropriate fuse
types and ratings for a range of
applications
© OCR 2014
P13: Use test equipment on electronic
equipment in order to undertake electrical
fault finding
Unit 8: Electrical operations
Meaningful employer engagement
Meaningful employer engagement
1. Students undertake structured work-experience or
work-placements that develop skills and knowledge
relevant to the qualification.
2. Students undertake project(s), exercises(s) and/or
assessments/examination(s) set with input from
industry practitioner(s).
3. Students take one or more units delivered or codelivered by an industry practitioner(s). This could
take the form of master classes or guest lectures.
4. Industry practitioners operating as ‘expert
witnesses’ that contribute to the assessment of a
student’s work or practice, operating within a
specified assessment framework. This may be a
specific project(s), exercise(s) or examination(s), or
all assessments for a qualification.
© OCR 2014
Suggestion/ideas for centres when delivering this unit
Placements with electrical/electronic engineering firms; working with
the electrical maintenance department or electrical/electronic
manufacturing department, researching component manufacture
and/or maintenance or assembly standards for electrical/electronic
devices.
Project set on measurement and inspection of components using
industry standard equipment, to determine if the production method
proposed by learners is realistic and that components are of the
correct quality.
Talks from practicing electrical/electronic engineers involved in
product inspection, development and testing. Input could include
examples of methodology, calculations and working documentation
used within professional commercial electrical/electronic engineering
practice.
Input and review from practicing electrical/ electronic engineers
relating to the correct identification of manufacture and or testing
principles outlined in learners’ project work and documentation.
Unit 8: Electrical operations
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Mechanical design
9
3
60
M/506/7275
Unit aim
The successful manufacture of mechanical components and products depends on well planned,
accurate and complete design solutions.
The aim of this unit is for learners to develop the knowledge, understanding and skills to be
successful in their design of mechanical engineering components and products.
Learners will develop knowledge and understanding of engineering drawings, both freehand
graphical techniques, and more formal drawing techniques. They will also be able to select the
appropriate engineering materials to achieve their design solutions.
Learners will be able to produce a design which can successfully be manufactured, and finally
learn how to optimise a design to improve performance.
© OCR 2014
Unit 9: Mechanical design
Teaching content
Learning Outcomes
The Learner will:
Teaching Content
1. Be able to use
graphical and
engineering
drawing
techniques to
communicate
design solutions

current British standard (e.g: PP 8888-2:2007 ‘Engineering drawing
practice: a guide for further and higher education to BS 8888:2006,
Technical product specification’) conventions and symbols i.e.
o drawing sheet layout – borders and titles
o scales
o orthographic projection – third angle
o isometric and oblique projection
o types of lines, lettering, annotation and parts lists
o sectional views
o standard components, i.e.
 threaded fasteners
 springs
 bearings
o assemblies
o dimensioning
o graphical symbols
o tolerances, limits and fits
o surface texture
o mechanisms, i.e.
 levers,
 gears
 pulleys

techniques to create freehand 2D and 3D drawings and sketches,
and the application of rendering techniques, i.e.
o use of drawing pens, pencils, and markers
o use of perspective views
o use of ‘thick and thin line’ technique
o use of rendering to show light source, shading, colour and
surface texture
o layout and presentation of freehand design sketches

hand drawing techniques to create formal 2D and 3D engineering
drawings complete with parts and assemblies, i.e.
o use of drawing pens and pencils
o use of drawing instruments
o use of templates, stencils and radius aids
o formal drawing layout and presentation skills

application of drawing, sketching and rendering skills in the
creation and development of designs for engineering products or
components, i.e.
o use of freehand sketching in the generation of a range of
design ideas and variations
o use of rendering techniques to improve the visualisation of
design possibilities in real-life
o use of formal drawings to communicate design solutions
with technical detail.
© OCR 2014
Learners must be taught:
Unit 9: Mechanical design
2. Be able to select
appropriate
engineering
materials to
achieve design
solutions
© OCR 2014

how to investigate the use of materials in existing products and
components, i.e.
o safe product disassembly
o safe testing
o internet research

how to determine material requirements for a new design scenario
(e.g. environmental and spatial aspects, function and performance
o requirements, frequency of use, maintenance and cost
factors, tolerances involved)

how to select the most suitable materials to satisfy a material
specification, i.e.
o using appropriate material databases and resources
o using appropriate material selection charts
 consideration of the properties of materials and key
factors in their selection, (e.g. strength versus cost,
strength versus toughness, stiffness versus density)

how to justify material selection in design solutions, i.e.
o materials’ properties
o methods of processing and finishing
o availability and sustainability
o forms of supply and relative cost
o fitness for the intended purpose.
Unit 9: Mechanical design
3. Be able to design
components that
can be
successfully
manufactured
© OCR 2014

how to investigate the different manufacturing methods used in
existing products and components, i.e.
o safe product disassembly
o safe testing
o internet research

the principles of Design for Manufacture and Assembly (DFMA). in
manufacturing processes, (e.g. design for casting, design for
machining, design for sheet metal design and fabrication, design
for injection moulding)

the limiting factors in manufacturing processes and their impact
when applying DFMA, e.g.
o material choice
o dimensional tolerances
o further processes required such as finishing
o alternative manufacturing processes

how to design a component or product applying knowledge of
manufacturing and materials and the principles of DFMA, , i.e.
o use of common parts across components and products
o design simplification – reduce the number of different parts
and processes
o design for ease of assembly of parts
o compatibility of materials and processes
o detailing of correct tolerances and surface finish
o ‘Sustainable Design’ – e.g. Life Cycle Analysis,
maintenance, repair and replacement factors.
Unit 9: Mechanical design
4. Be able to
optimise design to
improve
performance
© OCR 2014

the practical application of the principles of Design Optimisation,
i.e.
o operational performance and efficiency
o weight and economy of materials
o quality
o manufacturability
o efficiency of manufacture / assembly / installation time
o sustainability / environmental aspects / life cycle costs
o marketability
o serviceability

key aspects of an optimum design solution, i.e.
o design constraints (e.g. performance requirements for the
design to be feasible)
o design variables (e.g. choice of material, thickness of
material)
o design objectives (e.g. minimum weight)

use of statistics and mathematical calculations in the optimisation
of designs, i.e.
o construction of tables, charts, graphs, histograms or
frequency polygons to represent data relating to possible
design improvements
o analysis of testing results
o determination of probability (e.g. calculating probability of
failure or malfunction)
Unit 9: Mechanical design
Grading Criteria
LO
Pass
The assessment criteria are the pass
requirements for this unit.
1. Be able to use graphical and
engineering drawing
techniques to communicate
design solutions
P1:
Use freehand 2D and 3D sketches to
communicate designs
P2:
Use British Standards in engineering
drawings
2. Be able to select appropriate
engineering materials to
achieve design solutions.
P3:
Determine material requirements for a
design scenario based on investigation
of existing products and components.
3. Be able to design components
that can be successfully
manufactured
P4:
Determine appropriate manufacturing
requirements for components based on
investigation of existing products and
components.
Merit
To achieve a merit the evidence
must show that, in addition to the
pass criteria, the learner is able
to:
M1:
Enhance 2D and 3D sketches
using rendering techniques.
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the learner is able to:
M2:
Create a design for components
justifying materials and
manufacturing processes
selected
D2:
Design components incorporating and
justifying in detail the use of principles
of DFMA and design optimisation.
D1:
Use accurate formal 2D and 3D
drawings to produce a design solution,
using rendering techniques and
technical detail.
P5:
Create a design for components
© OCR 2014
Unit 9: Mechanical design
4. Be able to optimise design to
improve performance.
P6:
Identify key aspects of designs and
suggest modifications
M4: Modify designs of
components products to improve
ease of assembly or sustainable
design.
P7: *
Use statistics and mathematical
calculations to interpret the outcomes of
design optimisation (*synoptic
assessment from Unit 1 Mathematics for
Engineering)
Synoptic assessment grid*
Core unit
Unit 1 Mathematics for
Engineers
© OCR 2014
Core taught content
LO6 Be able to apply statistics
and probability in the context of
engineering problems
Assessment criteria
P7: *
Use statistics and
mathematical calculations to
interpret the outcomes of
design optimisation (*synoptic
assessment from Unit 1
Mathematics for Engineering)
Unit 9: Mechanical design
Meaningful employer engagement
Meaningful employer engagement
1. Learners undertake structured work-experience or workplacements that develop skills and knowledge relevant to the
qualification.
Suggestion/ideas for centres when delivering this unit
Placements with engineering firms, in the engineering
design
department,
researching
common
component/product design standards.
2. Learners
undertake
project(s),
exercises(s)
and/or Tasks set on product design or re-design of components,
assessments/examination(s) set with input from industry using industry standard equipment and standards, written
practitioner(s).
to determine if a design of the product is capable of
manufacture within that business. (D/PFMEA, FEA)
3. Learners take one or more units delivered or co-delivered by an Lectures from practicing design engineers involved in
industry practitioner(s). This could take the form of master product design, development and testing. Input to include
classes or guest lectures.
examples of design principles, drawing standards and
working documentation within professional commercial
engineering practice.
4. Industry practitioners operating as ‘expert witnesses’ that
Input from practicing design engineers assessing the
contribute to the assessment of a learner’s work or practice,
clarity of engineering drawings and correct identification of
operating within a specified assessment framework. This may
design principles, during learners’ project work and
be a specific project(s), exercise(s) or examination(s), or all
documentation.
assessments for a qualification.
© OCR 2014
Unit 9: Mechanical design
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Computer Aided Design (CAD)
10
3
60
T/506/7276
Unit aim
Computer aided design (CAD) has been used across the world for many years in many diverse
industries to design products, including both mechanical and electrical component and product
design. A variety of software packages are used to perform this commercially.
The aim of this unit is for learners to develop the ability to be able to 3D models using CAD, and to
go onto create 3D assemblies of components within a CAD system.
To underpin this, learners will develop the skill of producing 2D CAD engineering drawings to
appropriate standards, and will develop knowledge and understanding of the use of simulation
tools within commercial CAD systems.
© OCR 2014
Unit 10: Computer Aided Design (CAD)
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Be able to produce
3D models using
Computer Aided
Design (CAD)
 how to use solid modelling tools to produce 3D models
o sketch-based features i.e.
 sketch tools i.e.
 lines, arcs, splines, polygons (e.g. rectangles, hexagons)
 extrudes, revolves
 sizing and dimensioning
 applied features i.e. fillets, chamfers, shelling, holes, drafts
o reference geometry i.e. work planes, axes, points, co-ordinate
systems
o pattern features i.e. mirror, linear and circular arrays/patterns
 how to use advanced solid modelling tools i.e.:
o features i.e.:
 swept features
 lofted/blended features
 variable section features (e.g. creating loft/blend or swept
features with multiple sections)
 helical sweeps (e.g. springs, coils or thread geometry)
 sheet metal (e.g. folds, pressings, flattened geometry)
o projected or intersection geometry i.e.:
 projected curves or sketches
 intersection curves
 curves through XYZ or reference points
o configurations and table driven features e.g.
 configured parts and product families
 component geometry driven through formulas and tables
o surface modelling i,e,:
 surface construction geometry e.g. curves, splines
 extruded, revolved, swept and lofted/blended surfaces
 boundary surfaces, planar/flat or filled surfaces
 advanced curve geometry e.g. guide curves, intersection
curves, projected geometry
© OCR 2014
Unit 10: Computer Aided Design (CAD)
2. Be able to create
3D assemblies of
components within
a CAD system
3. Be able to produce
2D engineering
drawings to
appropriate
standards
© OCR 2014
 Aspects of assembly i.e.
o multiple component assemblies
o patterning components
o in-context modelling i.e. creating model geometry within an
assembly
o exploded views
o animation
o how to apply constraints or mates (e.g. coincident, parallel,
tangent, offset, symmetric)
o standard parts (e.g. nuts, bolts, screws and fixings, motors,
bearings)
 automatic population of assemblies based on geometry (e.g.
automatically adding bolts to standard hole specifications)
 How to use formats and templates i.e.:
o border templates
o formats
o standards
o critical information
 how to use projection and units i.e.
o first and third angle projection
o section views
o detailed views
o auxiliary views
o isometric views
o scale
 how to apply dimensioning and annotations i.e.
o dimensioning styles e.g. linear, polar, baseline
o manufacturing information e.g. surface finish, weld symbols, fit
and tolerances
 assembly drawings i.e.
o tables and balloons
 Bill of Materials (BOM)
 parts lists
 use of standard parts
o views i.e.
 exploded views
 sub-assemblies
 drawing standards(e.g. current British standards e.g. BSI – BS
8888:2011; ISO, ANSI)

Unit 10: Computer Aided Design (CAD)
4. Understand the use
of simulation tools
within CAD
systems
 types of simulation i.e.
o motion i.e.
 movement of assemblies
 collision detection
 gears, drives, motors or pulleys
 manufacturability i.e.
o draft analysis
o mould flow
o tooling production
o shrinkage allowance
o machining simulation
o jig and fixture development
 Finite Element Analysis (FEA) i.e.
o pressure testing
o loads/forces applied to components
o torsional testing of components
o meshing of geometry
 Computational Fluid Dynamics (CFD) e.g.
o mould flow
o material flow
o thermal conductivity
o fluid flow
o aerodynamic efficiency
© OCR 2014
Unit 10: Computer Aided Design (CAD)
Grading Criteria
LO
Pass
The assessment criteria are the
pass requirements for this unit.
1. Be able to produce 3D
models using a range of
modelling tools
P1: Use sketch-based features to
create geometry.
P2: Use applied and pattern
features to create solid models.
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
M1: Use features, projected or
intersection geometry and configuration
and table-driven features to create
geometry.
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able to:
D1: Use surface modelling techniques to
enhance a 3D model.
P3: Use mathematical calculation
to solve reference geometry
problems for use within the
production of CAD models.
*Synoptic assessment of Unit 1
Mathematics for Engineering
2. Be able to create 3D
assemblies of components
within a CAD system
P4: Create CAD assemblies with
multiple components.
M2: Create exploded views and
animations of 3D CAD assemblies.
P5: Apply constraints within
assemblies that appropriately
define the position or movement of
the model.
3. Be able to produce twodimensional engineering
drawings
© OCR 2014
P6: Create a range of views within
2D engineering drawings.
M3: Create detailed engineering
drawings of assemblies.
D2: Create engineering drawings which
conform to British or International
standards.
Unit 10: Computer Aided Design (CAD)
LO
Pass
P7: Create 2D engineering
drawings that include appropriate
dimensions and annotations.
Merit
4. Understand the use of
simulation tools within CAD
systems.
P8: Explain how simulation tools
are used in the design of
engineering components, products
or systems.
M4: Assess the advantages and
disadvantages of using of simulation
tools to assist engineering design.
© OCR 2014
Distinction
Unit 10: Computer Aided Design (CAD)
Links between units and synoptic assessment
Core unit
Unit 1: Mathematics for
Engineering
Core taught content
LO4 Be able to use trigonometry in the
context of engineering problems
Assessment criteria
P3: Use mathematical calculation to solve reference geometry
problems for use within the production of CAD models.
(Angles, radians, arcs, circles and sectors all
relevant here)
© OCR 2014
Unit 10: Computer Aided Design (CAD)
Meaningful employer engagement
Meaningful employer engagement
1. Students undertake structured workexperience or work-placements that develop
skills and knowledge relevant to the
qualification.
Suggestion/ideas for centres when delivering this unit
 Students undertake work placements in engineering or manufacturing businesses where
Computer Aided Design (CAD) tools are used. Students should have structured time to
actively utilise the software in line with industrial practice, in a way which aligns with
skills/techniques required in this unit.
2. Students undertake project(s), exercises(s) 
and/or assessments/examination(s) set with
input from industry practitioner(s).
Project set on product design or redesign of components, using industry standard CAD
equipment and design standards, to determine if the students’ design of a product is
capable of manufacture. (D/PFMEA, FEA)
3. Students take one or more units delivered or 
co-delivered by an industry practitioner(s).
This could take the form of master classes
or guest lectures.

Lecture from practicing CAD engineers involved in product design, development and
testing. Content to include examples of CAD software, design principles, CAD drawing
standards and working documentation within professional commercial engineering practice.
Employers deliver sessions that showcase the link across skills and units. This may
include the link between Computer Aided Design (CAD) and Computer Aided
Manufacturing (CAM) units or Computer Aided Design (CAD) and Mechanical Simulation
and Modelling.
Review from practicing CAD engineers relating to the clarity of CAD engineering drawings
and correct identification of design principles used during students’ CAD project work and
related documentation/software outputs.
4. Industry practitioners operating as ‘expert
witnesses’ that contribute to the assessment
of a student’s work or practice, operating
within a specified assessment framework.
This may be a specific project(s),
exercise(s) or examination(s), or all
assessments for a qualification.
© OCR 2014

Unit 10: Computer Aided Design (CAD)
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Materials science
11
3
60
A/506/7277
Unit aim
Awareness of materials science is needed by design engineers and all other types of engineers in
order that they can make informed decisions about the engineering materials that they choose to
use in design and manufacture.
The aim of this unit is for learners to understand material structure and classification, and common
properties, standard forms and failure modes of engineering materials.
They will develop an understanding of industrial material processing techniques, and how this is
affected by materials’ properties.
They will gain knowledge on the application and uses of modern and smart materials, and develop
the ability to be able to test the suitability of different engineering materials for their intended
application.
© OCR 2014
Unit 11: Materials science
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learner must be taught:
1. Understand
material structure
and classification

© OCR 2014
material classifications and their microstructures, and how the
microstructures affect the properties of the materials i.e.:
o atomic structures
o amount of bonding
o periodicity
o classification of engineering materials
o the crystalline structure of ferrous and non-ferrous metals and
alloys, space lattice structures, grain sizes, crystal growth and
solidification
o the composition and structure of:
o plastics
o thermo-plastics
o long chain molecules
o thermo-setting plastics
o cross linking
o co-polymerisation
o the crystalline structure of ceramics and glass and the properties
of engineering ceramics e.g. tungsten carbide
o the composition and structure of elastomers i.e.
o natural rubber
o styrene-butadiene
o polychloroprene
o butyl
o ethylene-propylene
Unit 11: Materials science
2. Understand
properties,
standard forms and
failure modes of
materials
© OCR 2014

definitions of material properties i.e.:
o hardness
o toughness
o elasticity/plasticity
o ductility
o malleability
o stiffness
o conductivity/resistivity
o machinability
o fusibility
o corrosion resistance
o compressive strength
o tensile strength
o sheer strength
o torsional strength

standard forms in which materials are supplied i.e.:
o sheet
o bar
o flat stock
o ingot/billet
o granules
o liquid

safety factors and modes of failure i.e.:
o Failure Mode and Effects Analysis (FMEA)
o work hardening
o overstressing
o fatigue
o creep
o sudden loads
o expansion
o thermal cycling
o degradation
Unit 11: Materials science
3. Understand
material processing
techniques
4. Know the
applications and
benefits of modern
and smart
materials.
5. Be able to test the
suitability of
materials for
different
applications
© OCR 2014

the effects of different forming methods on the crystal forms/grain
structures and properties of materials i.e.
o different casting methods
o press forming of sheet metal
o hot forged components and comparison with cold formed or
wasted component manufacture
o extrusion

the relationship between the machinability of a material and its
composition / structure / properties / performance

heat treatment and its use in modifying material and component
characteristics and stress relief i.e.
o the interpretation of thermal equilibrium diagrams and their
application
o annealing
o normalising
o hardening
o tempering
o case hardening e.g. carburising, nitriding

the effects of alloying on melting points and strength

the heating and forming of thermo plastic and thermo setting
materials and the effects on the properties of the materials.

key features of modern materials i.e.
o Glass Reinforced Plastic
o carbon fibre
o MDF
o composites

key characteristics and properties of smart materials. i.e.
o shape-memory alloys
o shape-memory plastics
o Quantum Tunnelling Composite (QTC)
o nano materials
o conductive polymers
o self-healing polymers

how to carry out practical investigations to prove the suitability of
materials for various applications i.e.
o abrasion resistance
o resistance to corrosion
o electrical conductivity/resistivity
o thermal conductivity
o toughness
o thermal expansion
Unit 11: Materials science
Grading Criteria
LO
Pass
The assessment criteria are the
pass requirements for this unit.
1. Understand material
structure and
classification
P1:
Explain the relationship between
material structure and
classification
*synoptic link – Unit 2 Science for
Engineering
2. Understand properties,
standard forms and
failure modes of
materials
P2:
Define the properties of materials.
*synoptic link – Unit 2 Science for
Engineering
3. Understand material
processing techniques
© OCR 2014
P3:
Describe the standard forms in
which materials are available.
P4:
Outline safety factors and modes
of failure of materials
P5:
Describe the effects of different
forming methods in relation to
material properties, composition
and machinability
P6:
Analyse the effects of different
heat treatment methods on
material and component
characteristics
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
M1:
Analyse the effect of periodicity on the
properties of materials.
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able to:
M2:
Explain how standard forms in which
materials are available are influenced
by their material properties
M3:
Explain the causes and effects of
different modes of failure of materials
M4:
Justify how engineering components
benefit from being subject to a specific
production process.
D1:
Interpret a thermal equilibrium diagram for
ferrous and non-ferrous alloys.
Unit 11: Materials science
LO
4. Know the applications
and benefits of modern
and smart materials.
Pass
P7:
Describe the effects of common
processing methods for forming
thermo setting and thermo plastic
materials.
Merit
Distinction
P8:
Describe typical applications of
modern materials.
M5:
For a given product or component
analyse how a modern material has
replaced a traditional material.
D2:
For a given product or component analyse
how a smart material has replaced a
traditional material.
M6:
Evaluate the suitability of a selection of
materials for their intended applications
D3
Justify the use of alternative materials for
their intended applications
P9:
Describe typical applications of
smart materials.
5. Be able to test the
suitability of materials
for different
applications
© OCR 2014
P10:
Carry out tests to prove the
suitability of a range of materials
for their intended applications.
Unit 11: Materials science
Links between units and synoptic assessment
Core unit
Unit 2 Materials Science
Core taught content
Assessment criteria
LO4 Understand properties of P1: Explain the relationship
materials
between material structure and
classification
Unit 2 Materials Science
LO4 Understand properties of P2 Define the properties of
materials
materials.
© OCR 2014
Unit 11: Materials science
Meaningful employer engagement
Meaningful employer engagement
Suggestion/ideas for centres when delivering this unit
1. Learners undertake structured work-experience or workplacements that develop skills and knowledge relevant to the
qualification.
Placements with engineering firms working with the engineering
design and/or Research and Development department (where
relevant) researching component structure/product material
standards.

2. Learners
undertake
project(s),
exercises(s)
assessments/examination(s) set with input from
practitioner(s).
and/or
industry


3. Learners take one or more units delivered or co-delivered by an
industry practitioner(s). This could take the form of master
classes or guest lectures.

4. Industry practitioners operating as ‘expert witnesses’ that
contribute to the assessment of a learner’s work or practice,
operating within a specified assessment framework. This may be
a specific project(s), exercise(s) or examination(s), or all
assessments for a qualification.
© OCR 2014
A task involving the testing of product components to determine
if the materials and treatment processes selected for the
product are capable of manufacture and meet customer
specifications/requirements.
A local company may set a problem linked to a material,
process or failure case study, or through a scheme such as the
EES.
Lecture from practicing material scientists/mechanical
engineers involved in the early stages of product design,
development and testing. Content to include examples of
material testing principles, related calculations, and standards
(such as FMEA) and working documentation used within
professional commercial engineering practice.
Engineering Ambassadors, key company personnel or guest
speakers from the institutions, i.e. IOM3, IOM, BINDT, TWI
Review by practicing material scientists/mechanical engineers
relating to learners’ appropriate identification of engineering
materials for a given project, and correct identification of
appropriate testing methodologies within that project.
Unit 11: Materials science
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Mechanical simulation and modelling
12
3
60
F/506/7278
Unit aim
Engineering companies, once they have designed components, must carry out CAD simulation
and modelling to test that design and fitness for purpose.
The aim of this unit is for learners to develop the skills required to carry out simulations of
components, products, assemblies or systems within Computer Aided Design (CAD) software
packages – this will include simulations of reactions within mechanical assemblies, and simulations
to assess the manufacturability of components.
To assess subsequent operational performance, learners will develop the knowledge and skills to
be able to carry out Finite Element Analysis (FEA) and Computational Fluid Dynamic (CFD)
simulations utilising Computer Aided Design (CAD) software packages, in order to assess the
performance of components, products or systems
Learners will use this information to identify potential issues and subsequent improvements to
designs.
This unit builds directly on skills gained in Unit 10 Computer Aided Design (CAD). It is strongly
recommended that this unit should be studied first.
© OCR 2014
Unit 12: Mechanical simulation and modelling
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Be able to carry out
simulations to
establish reactions
in moving
mechanical
assemblies
 How to add motion to simulations i.e.
o kinematics i.e.
 displacement
 velocity
o acceleration, i.e.:
 manual movement
 automated movement (e.g. motors, drives)
 directional movement i.e.:
 linear
 rotary
o animation (e.g. automated motion, recorded video format)
o machines and mechanisms e.g.(levers pulleys gears cams
chains belts)
 how to simulate interference and collisions i.e.:
o interference fits
o tolerance issues
o collision detection.
2. Be able to carry out
simulations to
assess the
manufacturability of
components or
products




© OCR 2014
how to determine component properties i.e.:
o mass properties
o volume
o surface area
o centre of gravity
how to perform draft analysis i.e.:
o casting
o pressing
o injection moulding
specific manufacturing techniques or processes i.e.:
o tool creation i.e.
 press tools (e.g. pressings, sheet metal)
 material properties (e.g. stretch compensation, malleability
material thickness)
o moulding i.e.:
 creation of mould tools from component geometry
 mould tool separation simulation
 mould flow analysis (CFD)
o machining i.e.
 tool path simulation
 machine process simulation
 jigs and fixture location
 tooling interference
 animation and simulation of production processes (e.g.
simulated cutting paths, pressing simulations, mould flow
simulations)
how to perform factory simulation i.e.
o production lines
o component travel
o robotic or automated assembly lines, i.e.
 motion and collision analysis
 automation simulations.
Unit 12: Mechanical simulation and modelling
3. Be able to carry out
Finite Element
Analysis (FEA)
simulations to
assess the
operational
performance of
components




© OCR 2014
how to determine operational performance of components i.e.:
o displacement
o strain
o stress
how to assess operational loads i.e.:
o forces
o pressures
o accelerations
o temperatures
o types of simulation (e.g. impact loading, bending, static loading,
linear and non-linear analysis, pressure, torsion)
setting up an analysis i.e.
 boundary conditions (e.g. fixtures)
o loads i.e.:
 direction
 magnitude
 units
o checking for appropriate deformation
interpreting results of FEA i.e.:
o Von mises stresses
o displacement
o Factor of safety (FOS)
o modification of geometry or material based on results
o selection or modification of material to improve performance
(e.g. definitive yield strength, elastic limits)
Unit 12: Mechanical simulation and modelling
4. Be able to carry out
Computational
Fluid Dynamic
(CFD) simulations
to assess the
operational
performance of
components





© OCR 2014
fundamentals of Computational Fluid Dynamics (CFD) i.e.:
o aerodynamics
o heat transfer i.e.:
 electrical
 electronic (e.g. heat sinks in electronic systems)
fluid flow i.e.
o mould flow analysis
o liquid processing applications
o fluid flow through systems i.e.
 flow patterns
 pressure
 velocity
materials and boundary conditions
how to apply relevant geometry i.e.
o simplified model geometry for simulation purposes
o enclosed geometry representative of simulation conditions
o export and manipulation of solid or surface geometry for
simulation purposes
 configurations (e.g. using configurations to assess variations
in simulations for product families)
how to interpret results i.e.:
o pressure
o temperature
o flow rate
o trajectory patterns and flows.
Unit 12: Mechanical simulation and modelling
Grading Criteria
LO
Pass
The assessment criteria are the
pass requirements for this unit.
1. Be able to carry out simulations
to establish reactions in moving
mechanical assemblies
P1:
Carry out a simulation within a
mechanical design assembly
Merit
To achieve a merit the evidence
must show that, in addition to the
pass criteria, the candidate is able
to:
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able
to:
P2:
Simulate interferences, collision or
tolerance issues within a
mechanical assembly
2. Be able to carry out simulations
to assess the manufacturability
of components or products
P3:
Carry out a simulation to assess the
manufacture of a component or
product
M1:
Suggest manufacturing
improvements to the design of a
component or assembly based on
simulation results
3. Be able to carry out Finite
Element Analysis (FEA)
simulations to assess the
operational performance of
components
P4:
Set up a Finite Element Analysis
(FEA) simulation that reflects
realistic boundary conditions
M2:
Recommend improvements to the
design of a component based on
the results of a Finite Element
Analysis (FEA) simulation
P5:
Use mathematic, scientific and
engineering principles to prove the
accuracy of a Finite Element
Analysis (FEA) simulation *Synoptic
assessment
© OCR 2014
D1:
Evaluate the results of a component
modification to improve its operational
performance based on the results of
Finite Element Analysis (FEA)
simulation
Unit 12: Mechanical simulation and modelling
LO
Pass
P6:
Carry out a Finite Element Analysis
(FEA) of a component or product.
Merit
Distinction
4. Be able to carry out
Computational Fluid Dynamic
(CFD) simulations to assess the
operational performance of
components.
P7:
Setup a Computational Fluid
Dynamics (CFD) simulation that
reflects realistic boundary
conditions.
M3:
Recommend improvements to the
design of a component, product or
system based on the results of a
Computational Fluid Dynamics
(CFD) simulation.
D2:
Evaluate the results of a component,
product or system modification to
improve its operational performance
based on the results of Computational
Fluid Dynamics (CFD) simulation.
P8:
Use mathematic, scientific and
engineering principles to prove the
accuracy of a Computational Fluid
Dynamics (CFD)
simulation.*Synoptic assessment
P9:
Carry out a Computational Fluid
Dynamics (CFD) simulation of a
component, product or system.
© OCR 2014
Unit 12: Mechanical simulation and modelling
Links between units and synoptic assessment
Core unit
Unit 2: Science for engineers
Core taught content
LO2: Understand fundamental
scientific principles of
mechanical engineering
Assessment criteria
P5: Use mathematic, scientific and engineering
principles to prove the accuracy of a Finite Element
Analysis (FEA) simulation
P8:
Use mathematic, scientific and engineering
principles to prove the accuracy of a Computational
Fluid Dynamics (CFD) simulation
Core unit
Unit 3: Principles of
mechanical engineering
Core taught content
Assessment criteria
LO1 Understand systems of
forces and types of loading on
mechanical components
P1 Carry out a simulation within a mechanical
design assembly
LO3 Understanding levers,
pulleys and gearing
LO2 Understand fundamental
geometric properties.
P5: Use mathematic, scientific and engineering
principles to prove the accuracy of a Finite Element
Analysis (FEA) simulation
P8:
Use mathematic, scientific and engineering
principles to prove the accuracy of a Computational
Fluid Dynamics (CFD) simulation
© OCR 2014
Unit 12: Mechanical simulation and modelling
Meaningful employer engagement
Meaningful employer engagement
1. Students undertake structured workexperience or work-placements that develop
skills and knowledge relevant to the
qualification.
Suggestion/ideas for centres when delivering this unit
 Students undertake work placements in engineering or manufacturing businesses where
mechanical simulation and modelling tools are used. Students should get the
opportunity to practically undertake simulations within the industrial environment based
on the company’s product profile.
2. Students undertake project(s), exercises(s) 
and/or assessments/examination(s) set with
input from industry practitioner(s).

3. Students take one or more units delivered or 
co-delivered by an industry practitioner(s).
This could take the form of master classes 
or guest lectures.

4. Industry practitioners operating as ‘expert
witnesses’ that contribute to the assessment
of a student’s work or practice, operating
within a specified assessment framework.
This may be a specific project(s),
exercise(s) or examination(s), or all
assessments for a qualification.
© OCR 2014

Project set on product design or redesign of components (likely to be integrated with the
CAD unit in this qualification), using industry standard equipment and design standards,
to determine if the design of a product is capable of manufacture. (CAD/CAM, CFD
analysis, FEA all to be incorporated)
Employers set the criteria required for a given simulation based on their business
practices. This could include loads or environmental conditions that form the basis of
the student’s operational range of performance.
Ensure employer input through master classes where employers showcase best practice
methodologies in the use of CAD tools.
Lecture from practicing CAD/CAM engineers involved in product design, development
and simulation/testing. Input to include examples of common design principles,
mechanical simulation tools, and working documentation used within professional
commercial engineering practice.
Employers deliver sessions that showcase the link across skills and units. This may
include the link between Mechanical Simulation and Modelling and Computer Aided
Design (CAD) or Mechanical Simulation and Modelling and mechanical principles or
science and mathematics.
Review from practicing CAD/CAM engineers relating to the accuracy of students’ CAD
simulations and correct application of design and testing principles during project work
and documentation. This may be the simulation of an engineering component under
physical stress conditions or analysis of its aerodynamic efficiency.
Unit 12: Mechanical simulation and modelling
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Mechanical operations
13
3
60
J/506/7279
Unit aim
Production and manufacturing businesses depend on a team that can actually plan production,
carry out production with the appropriate equipment, and quality assure what they have physically
produced.
The aim of this unit is for learners to develop the ability to plan for production, and to manufacture
components safely. Learners will develop their knowledge of manufacturing techniques to include
marking out, use of hand tools and the operation of manually controlled machines such as lathes
and milling and drilling machines. They will produce mechanical components and will be able to
quality assure their own work as being fit for purpose.
© OCR 2014
Unit 13: Mechanical operations
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Be able to plan for
production in
mechanical
engineering

how to apply safe working procedures in a mechanical operations
environment i.e.
o observance of safety notices and codes of conduct
o how to produce and use safe work method statements for
performing mechanical operations
o how to carry out risk assessments for mechanical operations
o the appropriate use and storage of Personal Protective
Equipment (PPE)
o disposal of waste

how to correctly interpret engineering drawings for manufacture
using first and third angle orthographic projections e.g.
o types of line, dimensions, annotations

how to create a production plan using method statements.

how to use bench tools:
o use of marking tools and equipment . i.e.,
- surface plate
- surface gauge and height gauge
- vee blocks
- angle plates
- scribe
- centre punch and dot punch
- odd leg calipers
- dividers
- engineer’s square
- combination set
- engineer’s blue
o use of hacksaw and junior hacksaw and the importance of
tooth size
o use of flat, hand, warding, half round, round, square and three
square files of grades from rough to smooth
o filing techniques i.e.: cross-filing and draw filing
o use of vice clamps and tool makers clamps
o use of hand taps and dies
o use of tapping and clearance drills

how to use bench processes:
o how to write a Standard Operating Procedure for assembly
o how and where to use a range of temporary fastenings, i.e.:
- nuts
- bolts
- self-tapping screws
- machine screws
o correct assembly procedures i.e.
- torque settings
- sequence of tightening
- thread locking.
2. Be able to use
bench processes,
tools and
equipment to
produce quality
components
© OCR 2014
Unit 13: Mechanical operations
3. Be able to use the
centre lathe to
produce quality
components

how to perform manually controlled machining operations on the
centre lathe, i.e.:
o speeds and feeds for common metals
o turning operations on the lathe, including
- facing
- plain/parallel turning
- grooving
- taper turning
- knurling
- external screw cutting
- drilling and boring
o use of three and four jaw chucks
o turning between centres.
4. Be able to use
drilling and milling
machines to
produce quality
components

how to perform manually controlled machining operations on milling
and drilling machines, i.e.:
o speeds and feeds for common metals
o milling in vertical or horizontal milling machines
o correct work holding using clamps and vices
o use of dividing head and rotary table
o milling at angles to the bed
o use of pitch circle diameter
o use of drilling machines to drill, ream, counter bore and spot
face.
5. Be able to quality
assure components

how to use measuring equipment i.e.:
o rule
o vernier calipers
o digital calipers
o micrometer
o combination set and engineer’s square

how to apply planned quality control checks i.e.:
o checking against drawings
o identifying important dimensions
o tolerances
o concentricity
o surface finish
o visual inspection
o random sampling.
© OCR 2014
Unit 13: Mechanical operations
Grading Criteria
LO
Pass
The assessment criteria are the pass
requirements for this unit.
1. Be able to plan for
production in mechanical
engineering
P1:
Safely prepare for working
procedures in mechanical operations
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able to:
P2:
Interprets engineering drawings for
manufacture
P3:
Creates a production plan
2. Be able to use bench
processes, tools and
equipment to produce
quality components
© OCR 2014
M1: Creates a safe work method
statement
P4:
Uses marking tools and equipment
safely and effectively
P5:
Uses a range of hand tools safely
and effectively
P6:
Produces threads using taps and
dies
P7:
Produces a Standard Operating
Procedure for assembly.
P8:
Uses a range of temporary
fastenings
Unit 13: Mechanical operations
LO
3. Be able to use the centre
lathe to produce quality
components
4. Be able to use drilling
and milling machines to
produce quality
components.
5. Be able to quality assure
components
© OCR 2014
Pass
P9:
Uses the centre lathe safely
Merit
P10:
Manufacture turned parts using face,
parallel and taper turn operations
M2:
Manufactures turned parts within a
specified tolerance.
P11:
Calculates correct feed and speed
for work piece.
M3:
Cuts grooves, knurls and drills using the
tailstock.
P12:
Uses the milling machine safely
M4:
Manufactures milled and drilled parts
within a specified tolerance.
P13:
Manufacture milled parts using
correct feed and speed for cutter
P14:
Uses the bench/pillar drill correctly
and safely
P15:
Makes effective use of appropriate
measuring equipment.
P16: Apply quality control checks in
the manufacturing process.
M5:
Uses pitch circles accurately.
Distinction
D1:
Cuts an external screw thread or internal
bore so that the components have a good
running fit.
D2:
Uses a dividing head effectively and
accurately.
M6:
Adapts working practice in light of
quality control results.
Unit 13: Mechanical operations
Links between units and synoptic assessment
Synoptic assessment grid
Core unit
Unit
1
Mathematics
Engineering
Core taught content
for
LO1 Understand the
application of algebra relevant
to engineering problems
Assessment criteria
P11 Calculates correct feed
and speed for work piece.
(transposition of formulae)
© OCR 2014
Unit 13: Mechanical operations
Meaningful employer engagement
Meaningful employer engagement
1. Students undertake structured work-experience or workplacements that develop skills and knowledge relevant to
the qualification.
Suggestion/ideas for centres when delivering this unit
Placements with engineering firms, working with
production/inspection
departments,
researching
component manufacture and/or the assembly
standards used.
2. Students undertake project(s), exercises(s) and/or Task set on the measurement and inspection of
assessments/examination(s) set with input from industry components using industry standard equipment, to
practitioner(s).
determine if a planned production method meets the
required industrial standard.
3. Students take one or more units delivered or co-delivered Master class from practicing manufacturing/ process
by an industry practitioner(s). This could take the form of engineers involved in product manufacture and
master classes or guest lectures.
inspection. Content to include examples of
methodology, calculations and working documentation
within professional commercial engineering practice.
4. Industry practitioners operating as ‘expert witnesses’ that
Formal input from practicing manufacturing/ process
contribute to the assessment of a student’s work or
engineers relating to the clarity of diagrams and
practice, operating within a specified assessment
correct identification of manufacturing principles and
framework. This may be a specific project(s), exercise(s) or or inspection techniques by learners during project
examination(s), or all assessments for a qualification.
work and in documentation.
© OCR 2014
Unit 13: Mechanical operations
`
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Automation control and robotics
14
3
60
A/506/7280
Unit aim
Many companies use automation control devices to run manufacturing, production and other
processes such as power generation. These machines require specialist engineers to design,
manufacture, operate and maintain them. Industrial robots are also increasingly commonly used in
automation control systems.
The aim of this unit is for learners to develop knowledge and understanding of automation control
systems in industry. They will develop understanding of control system theory and how this is
implemented in automation control systems.
They will develop understanding of how sensors and actuators are used in automation control
systems, about industrial network systems including industrial communication standards (e.g.
canbus), and the role of maintenance for automation control systems.
They will also develop an understanding of the application of robotics in automation control
systems, including aspects of robotic operation.
© OCR 2014
Unit 14: Automation control and robotics
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must taught:
 open loop control systems i.e.:
o open loop=no feedback
o applications
 closed loop control systems, i.e.:
o closed loop= feedback
o applications
 advantages and disadvantages of open loop and closed loop
systems
 functional representation of control systems using block diagrams,
i.e.:
o input and output
o transfer function
o feedback
o summing points
 the relationship of input to output including steady state error
 feedback and performance in closed loop systems, i.e.:
o time dependency
o under damped
o over damped
 pulse width modulation and amplitude modulation as a means of
control
 advantages and disadvantages of analogue and digital control
systems
1. Understand control
system theory in
engineering
2. Understand the
implementation of
control in
automated systems



3. Understand
sensors and
actuators used in
automation control
systems
© OCR 201
the application of embedded control systems, i.e.:
o
microprocessors
o
Programmable Interface Controllers (PICs)
o
Programmable Logic Controllers (PLCs)
the basic architecture of a PLC (e.g. inputs, outputs, counters,
timers, programming)
Analogue-to-Digital and Digital-to-Analogue (A-D and D-A)
converters and their use in industrial control systems

the role of sensors and actuators in a control system (e.g. sensor
detects an object’s position on an assembly line; actuator controls
movement of an arm to pick up the object)
 types of sensors, i.e.:
o
analogue
o
digital
o
active
o
passive
 examples of sensors e.g. switches, proximity sensors, laser, vision
systems
 applications of sensors for measurement i.e:
o
acoustic
o
biological
o
chemical
o
thermal
o
electrical
o
mechanical
o
optical
o
radiation
Unit 14: Automation control and robotics

types of actuators, i.e.:
o
linear
o
rotary
 examples of actuators e.g. motors, solenoids, rams
 applications of actuators which use different power sources i.e.
o
electrical
o
hydraulic
o
pneumatic
4. Know about
industrial network
systems





5. Know about
maintenance in
automation control
systems






6. Understand the
application of
robotics in
automation control
systems





© OCR 2014
requirements of industrial network systems, i.e.:
o
that individual parts of industrial plant need to communicate
o
data transmission (e.g. receive and transmit)
common industrial communication standards, i.e.:
o
canbus
o
profibus
o
devicenet
o
scada
application of human machine interfaces (HMI) and expert systems
network topologies, i.e.:
o
physical topologies i.e.:
- star
- ring
- bus
o logical topologies
data transmission speed (baud rate)
the need for maintenance in automation control systems
maintenance strategies in automation control systems, i.e.:
o
traditional time interval maintenance
o
condition based maintenance
how machine parameters can be recorded over time
how Human Machine Interfaces (HMIs) can indicate maintenance
issues
how statistical process control (SPC) is used to monitor process
parameters
how expert systems can monitor, predict and report maintenance
issues
characteristics of a robot, i.e.:
o fixed or mobile
o re-programmable for specific tasks
o able to manipulate and transport objects or tools
the difference between on-line and off-line robot programming
the interface of vision systems with robotics to perform tasks
aspects of robotic operation, i.e.:
o
movements (e.g. sweep, shoulder, swivel, elbow extension)
o
arms (e.g. cartesian, cylindrical, polar)
o
joints (e.g. prismatic, revolute)
o
end effectors (e.g. tools, grippers)
application and operation of common types of industrial robot i.e.:
o
Cartesian
o
SCARA
o
Articulated 2-10 axis
o
Cylindrical
o
Polar
o
Delta (flex picker)
o
Collaborative
o
Mobile (AGVs)
Unit 14: Automation control and robotics
Grading Criteria
LO
Pass
The assessment criteria are the pass
requirements for this unit.
1. Understand control
system theory in
engineering
P1:
Produce block diagrams illustrating
features of open and closed loop
control systems.
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
M1:
Analyse the advantages and
disadvantages of open and closed loop
control systems for specific applications
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able to:
D1:
Evaluate how time and damping affect the
performance of closed loop control
systems
P2:
Explain how feedback is used in
closed loop control systems
P3:
Explain the difference between
analogue and digital control systems.
2. Understand the
P4:
implementation of control Explain the basic architecture of a
in automated systems
PLC
M2:
Explain the use of A-D/D-A converters
in an automated control system.
P5: Describe applications of different
embedded control systems
3. Understand sensors and
actuators used in
automation control
systems
P6:
Explain the roles of sensors and
actuators in automation control
systems
M3:
Analyse why actuators which use
different power sources are suitable for
specific applications
P7:
Describe applications of different
types of sensors and actuators in
automation control systems
© OCR 201
Unit 14: Automation control and robotics
LO
4. Know about industrial
network systems
Pass
P8:
Explain why industrial network
systems have different requirements
to domestic systems
Merit
M4:
Explain the operation of common
industrial communication standards
Distinction
D2:
Analyse the application of human machine
interfaces (HMI) and expert systems in
industrial network systems
P9:
Describe how physical and logical
topologies are used in industrial
network systems
5 Know about maintenance
in automation control
systems
P10:
Describe the difference between
interval based and condition based
maintenance in automation control
systems
M5:
Analyse how HMI and expert systems
record, predict and report maintenance
issues
P11 Explain how statistical process
control (SPC) is used to monitor
process parameters
*synoptic Unit 1 Mathematics for
Engineers
6 Understand the
application of robotics in
automation control
systems
P12:
Explain the characteristics of a robot
and the difference between on-line
and off-line robot programming
M6:
Analyse the application and operation
of common types of industrial robot
D3
Explain how a vision system interfaces
with robotics in a specific application
P13:
Describe aspects of robotic
operation in automation control
systems
© OCR 2014
Unit 14: Automation control and robotics
Links between units and synoptic assessment
Core unit
Unit
1
Mathematics
Engineering
© OCR 201
Core taught content
for LO6 –
Be able to apply
statistics and probability in the
context
of
engineering
problems
Assessment criteria
P11 Explain how statistical
process control (SPC) is used
to monitor process parameters
Unit 14: Automation control and robotics
Meaningful employer engagement
Meaningful employer engagement
1. Students undertake structured work-experience or workplacements that develop skills and knowledge relevant to
the qualification.
Suggestion/ideas for centres when delivering this unit
Placements
with
an
engineering
firm
working
with
the
production/manufacturing engineering or maintenance department
studying their use of automated control equipment such as robots.
2. Students undertake project(s), exercises(s) and/or A project investigating the how automated control systems are
assessments/examination(s) set with input from industry constructed, using industry standard components and design standards,
practitioner(s).
to determine if/how the design of the automation control system is
suitable for its given application.
3. Students take one or more units delivered or co-delivered Demonstration from practicing robotics engineer involved in production
by an industry practitioner(s). This could take the form of automation, development and testing. Content to include examples of
master classes or guest lectures.
robots used, their characteristics and their applications within their
business.
4. Industry practitioners operating as ‘expert witnesses’ that Review from practicing Production/Manufacturing/Maintenance engineers
contribute to the assessment of a student’s work or
of the accuracy of learners’ reports on the implementation of automated
practice, operating within a specified assessment
control systems as used in a modern engineering business.
framework. This may be a specific project(s), exercise(s)
or examination(s), or all assessments for a qualification.
© OCR 2014
Unit 14: Automation control and robotics
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Electrical, mechanical, hydraulic and pneumatic control
15
3
60
F/506/7281
Unit aim
Automated machines used by industry are operated by systems of control, which include electrical,
mechanical, hydraulic and pneumatic control – this requires engineers to have a sound
understanding of the processes and theory which underpin the operation of these machines.
The aim of this unit is for learners to develop a foundation of knowledge and understanding of how
these control systems work.
Learners will gain an understanding of mechanisms used in control systems, and how their design
can deliver the desired motion and performance. They will be able to develop their knowledge of
electric motor types commonly used in automation control, and how their construction relates to
output characteristics.
They will gain an understanding of simple hydraulic control systems, including valves and
actuators, and a basic understanding of fluid transmission. They will gain an understanding also of
simple pneumatic control systems.
© OCR 2014
Unit 15: Electrical, mechanical, hydraulic and pneumatic control
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Understand the
mechanical
elements of control
systems
© OCR 2014

motion, i.e.:
o linear motion (defined as position or speed i.e. m or m/s)
o rotary motion (defined in angular position/speed i.e. rad or
rad/s)
o intermittent or continuous motion

common mechanical elements for producing linear and rotary
motion. i.e.
o shafts
o slides
o four bar linkages

mechanisms, i.e.:
o those which convert rotary to linear motion i.e.
- rack and pinion
- walking beam
o those which convert linear to rotary motion i.e.
- piston and crank
o those which produce intermittent motion i.e.
- Geneva spur
- ratchet and pawl
o how equations of motion and dynamic forces relate to
moving systems

balance of rotating masses and effects of imbalance (e.g. vibration,
component damage, noise, accelerated wear)

power losses due to mechanical friction
Unit 15: Electrical, mechanical, hydraulic and pneumatic control
2.
Understand the
electrical elements
of control systems
© OCR 2014

the role of electrical sensors and actuators in a control system (e.g.
sensor detects an object’s position on an assembly line; actuator
controls movement of an arm to pick up the object)

common types of electrical actuators i.e.
o linear - solenoid
o rotary i.e.:
o motor
o servo motor
o stepper motor

motor types i.e.:
o AC (e.g. synchronous and asynchronous)
o DC (e.g. brushed, brushless)

motor control, i.e.:
o servo motors using pulse width modulation
o AC motors using variable frequency inverters

energy losses and reduced efficiency in electrical actuators, i.e.:
o friction
o resistance in windings
o eddy current
o hysteresis

motor selection for given output requirements i.e.
o power
o speed
o torque
o torque/speed requirements
o duty cycle
Unit 15: Electrical, mechanical, hydraulic and pneumatic control
3. Understand
simple hydraulic
systems
© OCR 2014

power sources for hydraulic systems, i.e.:
o pressurised non-compressible fluids (mineral and waterbased oils)
o pumps, i.e.:
- positive displacement pumps (hydrostatic)
- fixed or variable displacement pumps (hydrodynamic)

Valves and actuators for hydraulic systems, i.e.
o hydraulic control valve types i.e.
- poppet valves
- spool valves
- pilot valves
- check valves
o hydraulic actuator types, i.e.:
- linear actuators
- single acting
- double acting
- multi stage linear actuators
- rotary actuators

Fluid transmission in hydraulic systems, i.e.:
o graphical representation of hydraulic circuits to relevant
standards (e.g. ISO5599)
o transmission losses and implications for pipe sizing in
hydraulic systems
o transmission fluid flow, i.e.:
- Laminar flow
- Reynolds number
- flow velocity
- pressure rating
- transmission volume
- working volume
o how power losses result in heating of fluid and the
consequences
Unit 15: Electrical, mechanical, hydraulic and pneumatic control
4. Understand
simple
pneumatic
systems
© OCR 2014

Compressors for pneumatic systems, i.e.:
o dynamic (e.g. centrifugal, axial)
o positive displacement (e.g. rotary, reciprocating)

Valves and actuators for pneumatic systems, i.e.:
o pneumatic control valve types, i.e.:
- poppet valves
- spool valves
- rotary valves
- check valves
o pneumatic actuator types, i.e.:
- linear actuators
- single acting
- double acting
- rotary actuators

Fluid transmission in pneumatic systems, i.e.
o Graphical representation of pneumatic circuits to relevant
standards (e.g. ISO5599)
o transmission fluid flow, i.e.:
- Laminar flow
- Reynolds number
- flow velocity
- pressure rating
- gas law
- constant pressure
o transmission losses and implications for pipe sizing in
pneumatic systems

Recognise implications of moisture build up in pipe networks and
need for drains
Unit 15: Electrical, mechanical, hydraulic and pneumatic control
Grading Criteria
LO
Pass
The assessment criteria are the pass
requirements for this unit.
1. Understand mechanical
elements of control
systems
P1:
Explain the application of different
types of motion in control systems
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
M1:
Explain the importance of balancing
rotating masses
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able to:
D1:
Demonstrate how power loss occurs in a
specific control system due to mechanical
friction
M2:
Explain energy losses and reduced
efficiency in electrical actuators
D2:
Analyse how servo motors and AC motors
can be controlled
P2:
Describe common mechanisms used
in control systems
2. Understand the electrical
elements of control
systems
© OCR 2014
P3
Describe how equations of motion
and dynamic forces relate to moving
systems
*Synoptic with Unit 2 Science for
Engineering
P4:
Explain the role of electrical sensors
and actuators in a control system
Unit 15: Electrical, mechanical, hydraulic and pneumatic control
LO
3. Understand simple
hydraulic systems
Pass
P5:
Describe common types of electrical
actuators
Merit
Distinction
P6:
Describe a range of electric motor
types
M3:
Justify the selection of an electric motor
for given output requirements
P7:
Describe power sources for hydraulic
systems
M4:
Analyse fluid transmission in hydraulic
systems
D3:
Evaluate the suitability of hydraulic and
pneumatic systems for different control
systems
P8:
Explain the application of valves and
actuators in different hydraulic
systems
4. Understand simple
pneumatic systems
P9: Describe power sources for
pneumatic systems
M5: Analyse fluid transmission in
pneumatic systems
*Synoptic with Unit 2 Science for
Engineering
P10: Explain the application of
valves and actuators in different
pneumatic systems
© OCR 2014
Unit 15: Electrical, mechanical, hydraulic and pneumatic control
Links between units and synoptic assessment
Core unit
Unit 2 Science for Engineers
Core taught content
Assessment criteria
LO5 Know the basic principles P3 Describe how equations of
of fluid mechanics
motion and dynamic forces
relate to moving systems
M5 Analyse fluid transmission
in pneumatic systems
© OCR 2014
Unit 15: Electrical, mechanical, hydraulic and pneumatic control
Meaningful employer engagement
Meaningful employer engagement
1. Students undertake structured workexperience or work-placements that develop
skills and knowledge relevant to the
qualification.
Suggestion/ideas for centres when delivering this unit
Placements
with
engineering
firms
working
with
production/manufacturing engineering and/or maintenance
department, reviewing their system standards and or conformity
for electrical/mechanical/hydraulic and pneumatic applications
within the manufacturing operation.
2. Students undertake project(s), exercises(s) A task set to design or re-design a hydraulic/ pneumatic system,
and/or assessments/examination(s) set with to a given industry standard, in order that the
input from industry practitioner(s).
hydraulic/pneumatic system is suitable for a given application.
3. Students take one or more units delivered or
co-delivered by an industry practitioner(s).
This could take the form of master classes
or guest lectures.
4. Industry practitioners operating as ‘expert
witnesses’ that contribute to the assessment
of a student’s work or practice, operating
within a specified assessment framework.
This may be a specific project(s),
exercise(s) or examination(s), or all
assessments for a qualification.
© OCR 2014
Lecture from a practicing production/ manufacturing and/or
maintenance engineer involved in control system design,
development and testing. Content to include real examples of
open/closed loop systems in practice and hydraulic/pneumatic
valves and actuators.
Review from a practicing production/ manufacturing and/or
maintenance engineer (or a manager with direct experience) of
students’ designs for a hydraulic/pneumatic control system.
Unit 15: Electrical, mechanical, hydraulic and pneumatic control
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Systems and programming
16
3
60
J/506/7282
Unit aim
Industrial automation control systems are run by engineers who can program them to perform the
tasks needed in industries such as manufacturing or power generation. These engineers need an
understanding of programming methods and techniques in the specific context of industrial control
systems.
The aim of this unit is for learners to develop an understanding of these programming techniques,
and the ability to program Programmable Logic Controllers (PLCs) (including the principles of
ladder logic programming), and other embedded devices for a control system.
They will also gain an understanding of commercial validation strategies for automation control
programs, and the levels and types of testing carried out.
© OCR 2014
Unit 16: Systems and programming
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
 basic architectures of devices, i.e.:
o Programmable Interface Controllers (PICs)
o microprocessor
o microcontroller
 use of logical instructions in programming
 conversion of high level programming languages to machine code
and then to binary/hexadecimal
 Boolean algebra in logic programming
 how to use flow charts to map logic flow
 how to use modules to break down complex programs
 how to use subroutines in programs
 how to use comments for maintenance and debugging.
1. Understand
programming
techniques
2. Be able to program
embedded devices
in a system



3. Be able to program
Programmable
Logic Controllers
(PLCs)





4. Understand
commercial testing
and validation
strategies






© OCR 2014
how embedded devices (e.g. Programmable Interface Controllers
(PICs) and microcontrollers) differ from microprocessors
practical applications for embedded devices (e.g. vehicle engine
control unit, washing machine)
how to apply programming technique for an embedded device (e.g.
PIC or microcontroller) including the testing and validation of
programs.
historical development of ladder logic programming for PLCs
the structure of ladder logic, i.e.:
o inputs/outputs – contacts/coils
o counters and timers
o subroutines
o latching operations
o how to construct ladder diagrams to achieve control
functions
o how to configure program logic to achieve Boolean
operations
how to load and operate PLC programs
sequential cycling and speed of execution issues
how to use simulation software to model, test and validate PLC
programs.
limitations of software validation
structured approaches to testing of software in order to minimise
defects (bugs)
the four accepted levels of testing, i.e.:
o unit testing
o integration testing
o system testing
o acceptance testing
acceptance testing for software systems, i.e.:
o Alpha testing (internal)
o Beta testing (external)
metrics used to assess quality of software (e.g. defect density).
Unit 16: Systems and programming
Grading Criteria
LO
Pass
The assessment criteria are the pass
requirements for this unit.
1. Understand
programming
techniques
P1:
Interpret the basic architectures of
devices
2. Be able to program
embedded devices in
a system
P2:
Apply logic functions derived from
Boolean operations
*synoptic Unit 1 Mathematics for
Engineering and Unit 4 Principles of
Electrical and Electronic Engineering
P3:
Explain the use of flow charts,
modules, subroutines and comments
in programming
P4:
Explain how embedded devices
differ from microprocessors
3. Be able to program
Programmable Logic
Controllers (PLCs)
© OCR 2014
P5:
Describe practical applications for
embedded devices
P6:
Write a program for an embedded
device
P7:
Model a PLC program which
demonstrates understanding of
ladder logic
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
M1
Explain the conversion of high level
programming languages to machine
code and then to binary/hexadecimal
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able to:
D1:
Produce a well-structured and
documented program for an embedded
device applying appropriate programming
techniques
M2: Construct ladder code to represent
a latching function
Unit 16: Systems and programming
LO
4. Understand
commercial testing
and validation
strategies
Pass
P8:
Load and operate a PLC program
P9:
Explain structured approaches to the
testing of software
Merit
Distinction
M3:
Analyse the differences between the
commercial use of alpha and beta
testing
D2 Evaluate how metrics are used
commercially to assess quality of software
P10:
Explain the four accepted levels of
testing
© OCR 2014
Unit 16: Systems and programming
Links between units and synoptic assessment
Core unit
Unit 1
Core taught content
Unit 4
LO6
Understand
electronics
© OCR 2014
LO1 Understand the
application of algebra relevant
to engineering problems
Assessment criteria
P2: Apply logic functions
derived from Boolean
operations
digital
Unit 16: Systems and programming
Meaningful employer engagement
Meaningful employer engagement
1. Students undertake structured workexperience or work-placements that develop
skills and knowledge relevant to the
qualification.
Suggestion/ideas for centres when delivering this unit
Placements with engineering firms working with the
manufacturing or maintenance department responsible for
programming and maintaining PLC related equipment and
software, researching the programming of embedded devices.
2. Students undertake project(s), exercises(s) A project set by a systems programmer to produce a PLC
and/or assessments/examination(s) set with program(s) using industry standard equipment/software, to
input from industry practitioner(s).
enable simple operations to be performed.
3. Students take one or more units delivered or
co-delivered by an industry practitioner(s).
This could take the form of master classes
or guest lectures.
4. Industry practitioners operating as ‘expert
witnesses’ that contribute to the assessment
of a student’s work or practice, operating
within a specified assessment framework.
This may be a specific project(s),
exercise(s) or examination(s), or all
assessments for a qualification.
© OCR 2014
Lecture from a practicing Manufacturing/Maintenance engineer
involved in specifying, maintenance, and development and
testing of programming for control systems. Content to include
their own examples of the methodology, calculations, logic
diagrams and working documentation used within their
professional commercial engineering practice.
Review by practicing Manufacturing/Maintenance engineers of
a PLC program written by students and its appropriateness for
use in the intended application.
Unit 16: Systems and programming
Computer Aided Manufacturing (CAM)
17
3
60
L/506/7283
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Unit aim
Many companies which make products are reliant on computer systems to run the manufacturing
processes involved. This is known as Computer Aided Manufacturing (CAM).
The aim of this unit is for learners to understand how CAM systems are used within manufacturing
and be able to program and use Computer Numerical Control (CNC) machines to produce
components.
They will also learn to produce components using additive manufacturing techniques.
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Understand how
computers are
used in
manufacturing
systems




© OCR 2014
use of computers in additive and subtractive manufacturing
processes
CNC setting, operating, programming, i.e.
o machine structures e.g.
 3, 4, 5 axis
 milling
 turning
 machining centres
 welding fabrication machines
automation in manufacturing i.e.
o robotics
o systems and control e.g.
 electrical
 hydraulic
 pneumatic
 PLC programming
computer aided planning, i.e.
o resource management
o production planning
Unit 17: Computer Aided Manufacturing (CAM)
o
2. Be able to produce
CNC programs for
the manufacture of
components
3. Be able to set-up
and operate a CNC
machine to produce
components
© OCR 2014
data and database management e.g.
 automated ordering systems
 production and supplier management

advantages of using computers in manufacturing (e.g. repeatability,
quality, reliability, reduced time, unit cost, responsiveness)

manual CNC programming, i.e.
o part programming, i.e.
- CNC coding, i.e.
 G codes
 co-ordinates i.e.
 X, Y, Z coordinates
 absolute
 incremental
- tooling – positions, directions, types and selection
- speed and feed rates
- tool changing / qualified tooling
- how to transfer and load files
- how to perform on-screen simulation
- adjustment of machine settings through the manipulation
of manual programming techniques and program code
- dry runs, setting and first off checks
- mathematical calculation e.g.
 use of cutter speed and feed rate equations
 trigonometry and trigonometric ratios

use of CAM software, i.e.
o how to use 3D CAD geometry in a CAD system (e.g.
solidworks, inventor, solidedge)
o how to export and import data in appropriate formats (e.g.
IGES, DXF, STL)
o analysis using CAM software (e.g. positioning, machining
operations, tooling selection and tool changing, simulate
cutting paths, review and improve)

production and manufacture of parts, i.e.
o production planning
o download files to machine
o set tooling
o load program
o start cycle and run program

machine set-up i.e.
o datums
o jigs, fixtures, clamps
o setting tooling e.g.
 drills
 tooling inserts
 reamers
 machine operations i.e.
o roughing and finishing operations
o tool changing
o operations list e.g.
 irregular geometry
 pockets
 machining of components i.e.
o cycle time, canned cycle, macros
Unit 17: Computer Aided Manufacturing (CAM)
o
o
4. Be able to produce
components using
additive
manufacturing
techniques
© OCR 2014
coolant flow
inspection, i.e.
 measurement
 check against specification
 adjust program based on observations

rapid prototyping

3D printing using additive manufacturing techniques, i.e.
o Fused Deposition Modelling (FDM)
o Selective Laser Sintering (SLS)
o Stereolithography (SLA)
o Electron Beam Freeform Fabrication (EBF3)

parts for one-off prototyping functions (e.g. fit, form, function,
aesthetic, validation)

how additive manufacturing techniques are used, i.e.
o for the production of final components (e.g. aerospace,
automotive or motorsport applications)
o in advanced applications (e.g. injection mould tool inserts,
soluble cores for composite manufacture, advanced
geometry creation)

production of 3D components using additive manufacturing

production of 3D CAD data and conversion to STL file format
Unit 17: Computer Aided Manufacturing (CAM)
Grading Criteria
LO
1. Understand how
computers are used in
manufacturing systems
2. Be able to produce CNC
programs for the
manufacture of
components
Pass
The assessment criteria are the
pass requirements for this unit.
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able to:
P1:
Explain how computers are used
in manufacturing systems.
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
M1:
Analyse the advantages of using
computers in manufacturing.
P2:
Plan the production of a CNC
machined component.
M2:
Produce a CNC part program using
CAD/CAM software.
D1:
Analyse the advantages of the use of
CAD/CAM software rather than manual
programming techniques for a CNC
machined component.
P3:
Produce a CNC part program
utilising manual programming
techniques.
P4:
Use mathematical calculations to
produce accurate part programs
for use within a CNC machine.
*Synoptic assessment Unit 1
Mathematics for Engineering
© OCR 2014
Unit 17: Computer Aided Manufacturing (CAM)
3. Be able to set-up and
operate a CNC machine to
produce components
4. Be able to produce
components using additive
manufacturing techniques
P5:
Set-up and operate a CNC
machine to produce components.
M3:
Prove the accuracy of a machining
process by checking a final result
against specification.
P6:
Explain different additive
manufacturing techniques used in
3D printing.
D2:
Evaluate the effectiveness of the
Computer Aided Manufacturing (CAM)
process used and make
recommendations for possible
improvements.
D3
Assess how additive manufacturing
techniques are used for the production of
final components and in advanced
applications.
P7:
M4:
Produce a 3D component using
Produce 3D CAD data for the
additive manufacturing techniques. component in STL file format.
© OCR 2014
Unit 17: Computer Aided Manufacturing (CAM)
Links between units and synoptic assessment
Core unit
Unit 1: Mathematics for
engineering
© OCR 2014
Core taught content
LO4: Be able to use
trigonometry in the context of
engineering problems
Assessment criteria
P4: Use mathematical
calculations to produce
accurate part programs for use
within a CNC machine.
Unit 17: Computer Aided Manufacturing (CAM)
Meaningful employer engagement
Meaningful employer engagement
1. Learners undertake structured workexperience or work-placements that develop
skills and knowledge relevant to the
qualification.
Suggestion/ideas for centres when delivering this unit
 Learners undertake work placements in engineering or manufacturing businesses
where Computer Aided Manufacturing (CAM) tools, machines and techniques are
used. Learners should get the opportunity to gain practical exposure to how CAM
systems are utilised in line with industrial practice.
 Employers host in-centre or industrially placed master classes showcasing use of
tools, techniques and practices, supported with examples of components or products
produced using Computer Aided Manufacturing (CAM) techniques.
2. Learners undertake project(s), exercises(s) 
and/or assessments/examination(s) set with
input from industry practitioner(s).



3. Learners take one or more units delivered or 
co-delivered by an industry practitioner(s).
This could take the form of master classes or 
guest lectures.

4. Industry practitioners operating as ‘expert
witnesses’ that contribute to the assessment
of a learner’s work or practice, operating
within a specified assessment framework.
This may be a specific project(s), exercise(s)
or examination(s), or all assessments for a
qualification.
© OCR 2014

Employers give centres engineering drawings of components that learners have to
produce using Computer Aided Manufacturing (CAM) techniques.
Employers provide programs for learners to use that allow learners to focus on the
setup and operation of the machinery and produce industrial specification, employer
supplied components.
Industrial practitioners launch learning activities that are current live projects.
Ensure employer input through master classes where employers showcase best
practice methodologies in the use of CAM tools, software and machinery.
Employers deliver lectures, talks or seminars that explain how they utilise CAM within
their business.
Employers deliver sessions that showcase the link across skills and units. This may
include the link between Computer Aided Manufacturing (CAM) units and Computer
Aided Design (CAD) or the application of mathematical tools such as trigonometry to
produce programs or set up manufacturing operations.
Employers set industrial level tasks that learners have to develop. This may be an
engineering drawing of a component that the learners have to machine using CAM
tools or a 3D model of a file that forms the basis of a CAD/CAM component
production exercise.
Unit 17: Computer Aided Manufacturing (CAM)
Lean and quality
18
3
60
R/506/7284
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Unit aim
Striking an effective balance between efficiency of production and quality of product without
compromising either is fundamental to the commercial success of engineering companies.
The aim of this unit is for learners to develop their understanding of the principles behind lean
manufacturing and apply their understanding to a manufacturing context in terms of improving
quality, eliminating waste and improving productivity.
They will also learn about a wide range of quality control, assurance and management techniques
including mathematical analysis of quality data to identify trends and recommend subsequent
improvements to processes or procedures.
Learners will apply the knowledge and understanding gained to the development production plans,
factory layouts and manufacturing processes.
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Understand lean
manufacturing

lean principles, i.e.
o specify ‘value’ in the eyes of the end user
o map the value stream
o make the product flow
o let the customer pull the product
o strive for perfection

lean wastes, i.e. TIMWOOD(S)
o Transport
o Inventory
o Movement
o Waiting
o Overproduction
 Overprocessing
 Defects
o (8th waste) – Skills
o Muda, Muri, Mura
© OCR 2014
Unit 18: Lean and quality
2. Understand
approaches used to
ensure quality in
manufacturing
3. Be able to apply
lean manufacturing
and approaches
used to ensure
quality
© OCR 2013

lean tools and techniques, e.g.
o 5S
o Kaizen
o Kanban
o heijunka
o value stream mapping
o takt time i.e. available working time ÷ customer demand
o one piece flow
o right first time
o just in time (JIT) e.g.
 advantages
 risks
 costs
o production planning and factory layout, i.e.
 scales of production (e.g.one off, batch, continuous)
 cellular and linear
 mapped to value stream
 make to order (MTO) or make to replenish (MTR)

quality control

quality assurance

total quality management (TQM) i.e.
o production responsibility
 jidoka
o perfection
o line stop
o process control
o standardisation
o project by project improvement

statistical process control i.e.
o measurement of data
o upper and lower control limits
o tolerances
o trends and data
o mathematical calculation (e.g. statistics and probability –
data sets, mean, mode and median, sampling, standard deviation,
solution using distribution)
o lean in quality, i.e.
 6 Sigma
 DMAIC

identification of lean wastes in manufacturing situations

suggested improvements to a manufacturing process e.g.
o implementation of lean tools
 reducing movement or waiting times
 balancing of production levels
o quality improvement strategies e.g.
 use of statistical process control (SPC)
 5S

industrial best practice
Unit 18: Lean and quality
4. Be able to plan
manufacturing
production using
lean and quality
principles and
approaches
© OCR 2014

measuring performance improvements e.g.
o interpretation of SPC data
o improvements in cycle time
o reduction in takt time
o removal of defects
o productivity improvement e.g.
 individual cell, machine or staff performance
 production levels per working shift
 meeting customer demand

production planning i.e.
o operations and processes
o time
o materials
o tools
o machinery

influencing factors i.e.
o scales of production
o machine capacity
o operation or process limitations

planning to include lean and quality i.e.
o impact of production limitations e.g.
 batch production
 tool change over

manipulation of takt time and cycle time

use of JIT and Kanban

implementation of quality and inspection techniques

automated and manual processes e.g.
o assembly processes
o Poke Yoke
o Andon

factory or production layout i.e.
o inventory management e.g.
 position of kanban and supermarkets
 work in progress (WIP)

minimising the lean wastes

cellular and linear production

made to order (MTO) or made to replenish (MTR) variations in
layout
Unit 18: Lean and quality
Grading Criteria
LO
Pass
The assessment criteria are the
pass requirements for this unit.
1. Understand lean
manufacturing
P1
Explain the principles of lean
manufacturing.
P2
Explain how lean wastes may
occur within a manufacturing
environment.
2. Understand approaches
used to ensure quality in
manufacturing
P3
Explain a range of approaches
used to ensure quality in
manufacturing
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
M1
Analyse how lean tools and techniques
can be used to improve productivity and
business performance within
manufacturing
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able to:
M2
Evaluate how quality issues can impact
on productivity and business
performance within manufacturing
P4
Interpret the results of quality
control data through the use of
statistical mathematical
calculation.
*Synoptic assessment – Unit 1
Mathematics for Engineering
© OCR 2013
Unit 18: Lean and quality
3. Be able to apply lean
manufacturing and
approaches used to ensure
quality
P5
Identify lean waste in
manufacturing situations
M3
Recommend solutions to identified lean
waste and quality issues.
D1
Evaluate the impact of recommended
solutions with reference to industrial best
practice and measurement of
performance improvement
M4
Design a process and manufacturing
layout for the production of a
component or product effectively using
lean and quality principles and
approaches
D2
Justify how the process and
manufacturing layout adheres to lean and
quality principles and approaches
P6
Explain potential quality issues in
a manufacturing process
4. Be able to plan
manufacturing production
using lean and quality
principles and approaches
P7
Assess existing process and
manufacturing layouts for the
production of a component or
product
P8
Create a production plan for a
manufactured component or
product which includes
consideration of lean and quality
and influencing factors
© OCR 2014
Unit 18: Lean and quality
Links between units and synoptic assessment
Core unit
Unit 1: Mathematics for
engineering
© OCR 2013
Core taught content
LO6 Be able to apply
statistics and probability in the
context of engineering
problems
Assessment criteria
P4 Interpret the results of
quality control data through the
use of statistical mathematical
calculation.
Unit 18: Lean and quality
Meaningful employer engagement
Meaningful employer engagement
1. Students undertake structured work-experience or
work-placements that develop skills and knowledge
relevant to the qualification.
2. Students undertake project(s), exercises(s) and/or
assessments/examination(s) set with input from
industry practitioner(s).
3. Students take one or more units delivered or codelivered by an industry practitioner(s). This could
take the form of master classes or guest lectures.
4. Industry practitioners operating as ‘expert
witnesses’ that contribute to the assessment of a
student’s work or practice, operating within a
specified assessment framework. This may be a
specific project(s), exercise(s) or examination(s), or
all assessments for a qualification.
© OCR 2014
Suggestion/ideas for centres when delivering this unit
 Students undertake work placements in businesses where lean manufacturing and
quality principles are applied. Students should be able to see, first hand, the
application of the tools, techniques and methodologies that contribute to improved
productivity within the business.
 Industrial practitioners launch learning activities that are current live projects.
 Employers host development days where they actively participate in unit delivery,
ensuring industrial delivery of skills.
 Engineering employers set productivity improvement challenges where students have
to take an existing process and apply lean and quality tools and techniques to
improve its performance.
 Ensure employer input through master classes where employers showcase best
practice methodologies in the use of lean and quality tools and methodologies.
 Employers deliver lectures, talks or seminars that explain how they utilise lean and
quality tools and methodologies within their business.
 Employers deliver sessions that showcase the link across skills and units. This may
include the link between lean and quality and business for engineering or lean and
quality and statistical analysis techniques explored in mathematics.
 Employers are involved in the setting of assessment material and then subsequently
act to verify the standard of the students work against industrial practice.
 Employers set industrial level tasks that students have to solve. This may be a
business improvement challenge, a quality exercise or a full business simulation
scenario, possibly set across this unit and Business for Engineering.
Unit 18: Lean and quality
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Inspection and testing
19
3
60
Y/506/7285
Unit aim:
In ensuring that the business can meet the demands of its customers when manufacturing and
supplying goods, suppliers must inspect and test these goods and products prior to completion, to
guarantee their levels of quality. Dependent on the product type and process used to manufacture,
there are a number of methods which can be used.
The aim of this unit is for learners to develop an understanding of different methods of inspection
and testing (including both destructive and non-destructive testing). They will learn how the use of
these methods contributes to quality control, and how defects can form in manufacturing
components, processes and materials in the first place.
They will also learn about how automatic testing and inspection techniques are used in
engineering.
© OCR 2014
Unit 19: Inspection and testing
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Understand how
inspection and
testing methods
and processes
improve quality
control

how inspection and testing methods are used to minimise quality
issues, i.e.
o Production Parts Approval Process (PPAP) used to ensure
processes are capable of meeting the customers’ needs prior
to mass production.
o First Off and Last Off inspection (FOLO) Batch work control
method

how Statistical Process Control (SPC) is used to minimise quality
issues

how SPC moving range charts are produced and used

how to schedule inspection and testing methods and processes to
improve quality control

the types of defects that can occur in materials, their causes and
effects, i.e.
o cracking
o lamination
o segregation
o shrinkage
o porosity
o inclusions (because of impurities in the base metal)

the type of defects that occur in different manufacturing processes,
i.e.
o forging (e.g. scale pits)
o casting (e.g. pouring defect)
o welds (e.g. porosity caused by welded surface not being
clean)
o coatings (e.g. wrinkling)

in-service defects that can occur in different manufactured
components, i.e.
o types (e.g. fatigue, wear)
o causes and effects
o relationship with material and manufacturing process defects
2. Understand how
defects can occur
in manufacturing
materials,
processes and
components
© OCR 2014
Unit 19: Inspection and testing
3. Understand how
destructive testing
methods are used
for quality
assurance in
manufacturing

4. Understand how
non-destructive
testing methods
are used for quality
assurance in a
manufacturing
environment

5. Understand
automatic
inspection and
testing techniques
which are used in
manufacturing









© OCR 2014
which type of material or component each destructive testing
method is suitable for
the advantages and limitations of each destructive testing method
destructive testing methods i.e.
o Charpy Notch test – impact tester - high strain-rate test
(which determines the amount of energy absorbed by a
material during fracture)
o tensile testing
o Vickers, Rockell and Brinnel - hardness testing
which type of material or component each non-destructive testing
method is suitable for
the advantages and limitations of each non-destructive testing
method
non-destructive testing methods, i.e.
o visual
o dye penetration testing – detect surface breaking flaws in nonferromagnetic materials
o magnetic particle inspection – particle crack detection of
surface and near-surface discontinuities in magnetic material,
mainly ferric steel and iron
o ultrasonic flaw detection – detect internal and surface
(particularly distant surface ) defects in cound conducting
materials
o radiography X-ray – internal defects in ferrous and non-ferrous
metals and other materials
o eddy current and electro-magnetic testing – detection of
surface or sub-surface flaws, conductivity measurement and
coating thickness measurement
automatic inspection techniques, i.e.
o robotics
o computer vision
o optical inspection
o Co-ordinate Measuring Machine (CMM) - device for
measuring the physical geometrical characteristics of an
object
how automatic inspection techniques are used in quality assurance
in manufacturing
the advantages and limitations of automatic inspection techniques
types of automatic testing techniques used in manufacturing (e.g.
Automated Test Equipment (ATE) - computer-operated machine used
to test devices for performance and capabilities)
how automatic testing techniques are used in manufacturing, i.e.
o scope of use
o speed
o limitations and advantages (e.g. scales of operations, costs of
implementing, impact on production line)
o what is being detected
o protocols and systems
o setting up
Unit 19: Inspection and testing
Grading Criteria
LO
Pass
The assessment criteria are the pass
requirements for this unit.
1. Understand how
inspection and testing
methods and processes
improve quality control
P1
Explain how PPAP and FOLO
inspection and testing methods are
used to minimise quality issues.
2. Understand how defects
can occur in
manufacturing materials,
processes and
components
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
M1
Assess the advantages or limitations of
different inspection and testing methods
for the production of a product.
P2
Explain how Statistical Process
Control (SPC) is used for quality
control in manufacturing
M2
Use data to produce an SPC moving
range chart
P3
Explain different types of defects
which can occur in materials and
their effects
M3
Explain how defects in materials can
cause manufacturing process defects
*synoptic link with Science U2, LO4,
basic materials properties.
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able to:
D1
Create a testing schedule for the
production of a product.
D2
Analyse causes and effects of in-service
defects in different manufactured
components and their relationship with
material and manufacturing process
defects
P4
Explain different types of defects
which can occur in manufacturing
processes and their effects
© OCR 2014
Unit 19: Inspection and testing
LO
3. Understand how
destructive testing
methods are used for
quality assurance in
manufacturing
Pass
P5
Explain which types of material or
components are suitable for
destructive testing
*synoptic link with Science U2, LO4
Merit
M4
Analyse the advantages and limitations
of destructive and non-destructive
testing methods for quality assurance in
manufacturing
Distinction
P6
Explain how destructive testing
methods are used for quality
assurance in manufacturing
4. Understand how nondestructive testing
methods are used for
quality assurance in a
manufacturing
environment
P7
Explain which types of material or
components are suitable for nondestructive testing
*synoptic link with Science U2, LO4
5. Understand automatic
inspection and testing
techniques which are
used in manufacturing
P9
Describe different automatic
inspection and testing techniques
which are used in manufacturing and
how they are used
© OCR 2014
P8
Explain how non-destructive testing
methods are used for quality
assurance in manufacturing
M5
Analyse the advantages and limitations
of different automatic inspection and
testing techniques which are used in
manufacturing
Unit 19: Inspection and testing
Links between units and synoptic assessment
Synoptic assessment grid
Core unit
Unit 2 Science for Engineering
Core taught content
LO4 Understand properties of
materials
(basic
material
properties)
Assessment criteria
P3 Explain different types of
defects which can occur in
materials and their effects
LO4 Understand properties of
materials (what is meant by the
terms non-destructive testing
and destructive testing)
P5 Explain which types of
material or components are
suitable for destructive testing
P7
Explain which types of material
or components are suitable for
non-destructive testing
© OCR 2014
Unit 19: Inspection and testing
Meaningful employer engagement
Meaningful employer engagement
1. Learners undertake structured work-experience or workplacements that develop skills and knowledge relevant to
the qualification.
Suggestion/ideas for centres when delivering this unit
Placements with engineering firms working with quality/ inspection department
researching inspection and testing as part of component manufacture and/or
adherence to assembly standards.
2. Learners undertake project(s), exercises(s) and/or Task set to measure and inspect of components using industry standard
assessments/examination(s) set with input from industry equipment, to determine if the product and production method is fit for purpose.
practitioner(s).
(could involve PPAP and SPC run charts)
3. Learners take one or more units delivered or co-delivered Lecture from practicing Quality engineers involved in product inspection,
by an industry practitioner(s). This could take the form of development and destructive or non-destructive testing. Content to include
master classes or guest lectures.
examples of methodology, calculations and working documentation within
professional commercial engineering practice.
4. Industry practitioners operating as ‘expert witnesses’ that
Review from practicing Quality engineers, assessing the quality of learners’
contribute to the assessment of a learner’s work or
inspection reports based on the manufacture and testing of engineered
practice, operating within a specified assessment
components or products
framework. This may be a specific project(s), exercise(s) or
examination(s), or all assessments for a qualification.
© OCR 2014
Unit 19: Inspection and testing
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Business for engineering
20
3
60
D/506/7286
Unit aim
Whatever areas of engineering you look at, businesses which operate within them need to be
commercially viable and constantly reviewing and developing what they do in order to survive in a
globally competitive market place.
The aim of this unit is for learners to develop their understanding of how engineering businesses of
all sizes survive, develop and manage the different constraints on their activities, through
innovation, entrepreneurship and investment. Learners will learn about project management tools
and develop an understanding of financial planning techniques and financial analysis in an
engineering context.
© OCR 2014
Unit 20: Business for engineering
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Know how size,
ownership and key
stakeholders can
influence
engineering
businesses
 sizes of engineering businesses, i.e.
o local
o national
o international
o global
 ownership of engineering businesses, i.e.
o types of ownership, i.e.
 public limited companies (PLC),
 private (sole trader, partnerships, private limited companies
(ltd))
o the extent of liability for the different types of ownership
 key stakeholders and how they influence different sizes and types of
engineering businesses, i.e.
o owners/managers/directors/
o employees
o customers - internal (e.g. other departments/functional areas)
and external (e.g. retailers, other manufacturers, general public)
o suppliers
o trade unions
o government (e.g. health and safety regulations)
o local/national/international communities
© OCR 2014
Unit 20: Business for Engineering
2. Understand
strategies and
techniques used to
improve
engineering
businesses
 how project management is used in engineering businesses, i.e.
o monitoring the progress of projects
o manage risk
o contingency planning
o benefits of project management
 how resource management is used in engineering businesses i.e.
o human resources to include:
 leadership and management
 staff levels to meet changing business needs and targets
 staff training
 monitoring team performance
 staff morale and motivation
o time (e.g. staff hours, production time, delivery deadlines)
o utilities
o space and location (e.g. storage, access)
o production requirements (e.g. materials, equipment)
o continuous improvement strategies and their benefits to
engineering businesses (e.g. Just in Time, Kaizen)
 the need for supply chain management in engineering to produce and
deliver goods i.e.
o supply strategies (e.g. quality against cost, local/ distance,
reliability)
o availability of materials
o supplier relationship management
o inventory control
o storage
o costs
o benefits
3. Understand
external factors
which affect
engineering
businesses
 current legislation and regulation for engineering businesses, i.e.
o legislation (e.g. Health & Safety at Work Act; The Employment
Act; Equality Act; Factories Act; Data Protection Act; Companies
Act; Copyright, Design and Patents Act)
o regulation (e.g. COSHH; Manual Handling; Noise at Work;
Working Time; Confined Spaces; Electricity at Work)
o who they effect, who must comply and why they are in place
 social and community considerations (e.g. involving community in
policy-making decisions, corporate social responsibility, adapting
behaviour to address business and external considerations, influence
of stakeholders and conflicts of interest)
 ethical considerations (e.g. use of labour, employment conditions,
implementing or adapting ethical practices, local supply versus
distant supply of materials)
 environmental considerations (e.g. impact on local area, transport
and logistics, energy usage and conservation, waste management)
 how these external factors impact on competitiveness, brands and
reputation of engineering businesses
© OCR 2014
Unit 20: Business for engineering
4. Understand
influences on
innovation and
entrepreneurship in
engineering
 development of new engineering products and services, i.e.
o research and development, i.e.
 identification of gaps in the current marketplace
 identification of new product and service gaps
 unique selling points
 evaluating competitor products
o the impact of new materials and technologies on product
development decisions (e.g. SMART materials, rapid
prototyping)
o push-pull
o planning for obsolescence
o recoverable resources and materials
 examples of successful modern innovation and entrepreneurship in
engineering and the factors that contribute to their success (e.g.
advances in technology, engineering processes and/or materials
used; aspects of unique design)
 protecting product development, designs and branding, i.e.
o protecting copyright
o intellectual property (IP) rights
o patents
o registered trademarks
o intangible assets (e.g. reputation, trademarks)
 impact of globalisation on engineering innovation and
entrepreneurship (e.g. access to world markets, new supply lines)
5. Understand key
financial terms and
documents for
engineering
businesses
 income statements (also known as a profit and loss account) to
include:
o turnover
o gross profit
o net profit
 cash flow forecasts
 statement of financial position (also known as a balance sheet) to
include:
o liabilities
o assets (e.g. stock, machinery)
 stock inventory and the rate of stock turnover
o a budget
o a break-even analysis
o depreciation e.g.
 straight line method
 reducing balanced method
 product costing to include:
o fixed/overhead and variable costs
o direct/indirect costs
 cost of one unit of production
© OCR 2014
Unit 20: Business for Engineering
Grading Criteria
LO
Pass
The assessment criteria are the
pass requirements for this unit.
Distinction
To achieve a distinction the evidence must
show that, in addition to the pass and
merit criteria, the candidate is able to:
P1
Describe different engineering
businesses in terms of size and
type of ownership
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
M1
Explain how stakeholder influence will
vary between different engineering
businesses
1 Know how size, ownership
and key stakeholders can
influence engineering
businesses
P2
Describe different key
stakeholders who influence
engineering businesses
P3
Explain how project management
can be used in an engineering
business
2 Understand
strategies and techniques used
to improve engineering
businesses
M2
Explain the benefits of project, resource
and supply chain management to an
engineering business
D1
Evaluate how continuous improvement
strategies can be used by an engineering
business to improve competitiveness
P4
Describe the resources and
supply chain that need to be in
place in order for an engineering
business to manufacture and
deliver products
© OCR 2014
Unit 20: Business for engineering
LO
3
Understand external factors
which affect engineering
businesses
Pass
P5
Explain how regulations and
legislation can affect engineering
businesses
Merit
M3
Assess how external factors have
impacted on the competitiveness,
brands and reputation of an engineering
business
Distinction
M4
Explain the factors that have contributed
to the success of a modern innovation
or example of entrepreneurship in
engineering
D2
Analyse the impact of globalisation on
innovation and entrepreneurship in
engineering
M5
Complete a breakeven analysis and
product costing for an engineering
business
D3
Create a budget for a an engineering
department or business
P6
Explain why social, ethical and
environmental considerations
might impact on engineering
businesses
4
Understand influences on
innovation and
entrepreneurship in
engineering
P7
Explain how new engineering
products and services are
developed
P8
Explain what engineering
businesses can do to protect their
product development, designs and
branding
5
Understand key financial terms
and documents for engineering
businesses
© OCR 2014
P9
Explain what key financial terms
mean
Unit 20: Business for Engineering
LO
Pass
P10
Complete a stock inventory and
calculate the rate of stock turnover
for an engineering business
Merit
M6
Calculate depreciation for a new item of
equipment for an engineering business
Distinction
P11
Use knowledge of statistics and
data to complete a statement of
financial position for an
engineering business
*synoptic – Unit 1Mathematics for
Engineering
© OCR 2014
Unit 20: Business for engineering
Links between units and synoptic assessment
Core unit
Unit 1: Mathematics for
engineering
© OCR 2014
Core taught content
LO6: Be able to apply statistics
and probability in the context of
engineering problems
Assessment criteria
P11 Use knowledge of
statistics and data to complete
a statement of financial
position for an engineering
business
Unit 20: Business for Engineering
Meaningful employer engagement
Meaningful employer engagement
1. Learners undertake structured workexperience or work-placements that develop
skills and knowledge relevant to the
qualification.
2. Learners undertake project(s), exercises(s)
and/or assessments/examination(s) set with
input from industry practitioner(s).
3. Learners take one or more units delivered or
co-delivered by an industry practitioner(s).
This could take the form of master classes
or guest lectures.
4. Industry practitioners operating as ‘expert
witnesses’ that contribute to the assessment
of a student’s work or practice, operating
within a specified assessment framework.
This may be a specific projects, exercises or
assessments.
© OCR 2014
Suggestion/ideas for centres when delivering this unit
 Work placements in engineering businesses; this could be an SME
with the opportunity for learners to observe/ experience product/
process development and or managing production of goods or
services.
 Learners are introduced to the production planning and control of
engineering operations to appreciate the importance of each
department or stage of the business operation.
 Centres can develop assignments in association with engineering
organisations so that learners work on real-life projects set by
industry that are mapped to the criteria of the unit
 Engineering organisations set learners challenges where learners
have to carry out planning of engineering production or a project for a
new process/product/component, which involves multiple business
stakeholders.
 Production manager and/or Engineering manager delivers talks or
seminars that explain how their products or services have changed,
and the innovations that led to the changes.
 New product introduction engineers deliver sessions that showcase
the research and development for new products and services.
 Input from practicing Engineering/ Production manager to ensure
Health and Safety is considered when learners introduce new
products and operational processes during project work and
documentation
 Assessment from practicing project engineers relating to the detailing
of resource management requirements required to successfully
introduce new products.
Unit 20: Business for engineering
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Maintenance
21
3
60
H/506/7287
Unit aim
Maintenance, and maintenance engineering, are vital for all other aspects of engineering to
function. From basic vehicle maintenance, to the increasingly complex devices, equipment,
machinery and structures that are used in modern industry, the role of maintenance in keeping
everything operating at optimum performance is crucial.
The aim of this unit is to develop learners’ knowledge and understanding of different maintenance
strategies and operations, then to be able to plan and undertake maintenance operations
themselves.
They will also be able to analyse maintenance data, develop an understanding of failure modes,
and an understanding of how maintenance issues can inform future design.
© OCR 2014
Unit 21: Maintenance
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Know about
maintenance
strategies and
operations
 maintenance strategies and associated operations, i.e.
o planned or scheduled maintenance
o preventative maintenance, i.e.
 use of safeguards
 inspections
 regular cleaning
 checking and replacing consumables
 operator training
o predictive maintenance, i.e.
 monitoring methods
 evaluating condition
o repair on demand or run to failure
 analysis of different maintenance strategies, i.e.
o advantages and disadvantages (e.g. effectiveness,
predictability, staff/training requirements)
o cost of repair v cost of prevention
o suitability for different situations (e.g. plants, processes or
systems)
 use of computers to manage maintenance, i.e.
o inventories
o ordering
o tracking
© OCR 2014
Unit 21: Maintenance
2. Understand
failure modes
 factors that contribute to failure of mechanical and electrical systems
and their causes, i.e.
o maladjustment
o maloperation
o run to failure
o stress fracture, fatigue, wear, embrittlement
o overloading, seizure
o anodic and chemical corrosion
o lubrication failure, fouling, vibration
o poor training
 common failures in mechanical and electrical systems (e.g. relay
contacts, brushes on a motor, bush replacement, lack of oil
application on moving parts, dirt/grime, corrosion, contamination,
belt tension, oil in compressors)
 incorrect component selection (e.g. use of incorrect rated part,
use of non-Original Equipment Manufacturer (OEM) part)
 component failure (e.g. broken nuts, bolts or screws; blown circuit
board components)
3. Be able to analyse
reliability-centred
maintenance data
 use of statistical methods in determining maintenance strategies for
engineered systems, i.e.
o how to calculate:
o Mean Time Between failures (MTBF)
o Mean Time To Repair (MTTR)
o Mean Time To Failure (MTTF)
o the significance of:
o standard deviation in extreme performance variations of
different clusters
o sample size
o how to use MTTF, MTTR and frequency to inform maintenance
strategy
 how to use software packages in Computerised Maintenance
Management Systems (CMMS) i.e.
o monitoring/data logging
o planning
o predicting
© OCR 2014
Unit 21: Maintenance
4. Be able to plan
maintenance
operations
 how to fault find, i.e.
o visual inspection
o the half split method of fault location
o the six point fault finding technique:
 test
 analyse
 locate fault
 determine cause
 repair
 re-test
o testing i.e.
 use of manuals, data sheets and fault finding data
 expected values
o use of expert systems
 how to plan maintenance operations for a mechanical, electrical or
mechatronic system
 interpretation of circuit diagrams to identify faults
 how to plan a sequence of operations which will result in successful
maintenance
 the benefits of standardisation of tools
 use of manuals and data sheets
5. Be able to
undertake
maintenance
operations
 safe working in maintenance operations, i.e.
o clear safe working area
o how to conduct a risk assessments in engineering
o appropriate use and storage of Personal Protective Equipment
(PPE)
o need for electrical isolation
o need to ensure against unwanted movement
 techniques to identify and mitigate against hazards, i.e.
o visual inspection of equipment
o use of spill response systems
o COSHH
o manual handling
 use of appropriate tools (e.g. ring spanners versus open ended
spanners, torque wrench, soldering iron, wire strippers, pliers,
screwdrivers, meters)
6. Understand how
maintenance
issues can inform
design
© OCR 2014
 design for maintenance, i.e.
o use standard, universally available components, interfaces and
fasteners
o components that are regularly replaced need to be easy to
handle
o design to fail safe
o use of modular systems
o positioning components that often need to be maintained at an
easily accessible place and maintenance points close to each
other
o design-out moving parts
o avoid unnecessary components but provide redundancy
o save useful life time data
o design for the use of standard tools
o effects on whole life cost
Unit 21: Maintenance
Grading Criteria
LO
Pass
The assessment criteria are the
pass requirements for this unit.
1. Know about maintenance
strategies and operations
P1
Describe different maintenance
strategies and associated
operations
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
M1
Analyse why different maintenance
strategies are suitable for different
situations
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able to:
D1
Evaluate a range of methods for
predicting failure
P2
Explain how computers can be
used to manage maintenance.
2. Understand failure modes
P3
Explain factors which contribute to
failure of mechanical and electrical
systems and their causes
P4
Describe common failures in
mechanical and electrical systems
© OCR 2014
Unit 21: Maintenance
LO
3. Be able to analyse
reliability-centred
maintenance data
Pass
P5
Explain the terms MTBF, MTTR
and MTTF.
P6
Calculate MTBF, MTTR and MTTF
using statistical methods.
**synoptic with unit 1 Mathematics
for Engineering
P7
Describe how computers and
software are used to data log in
maintenance applications.
4. Be able to plan
maintenance operations
5. Be able to undertake
maintenance operations
P8
Explain different fault finding
methods
P9
Design a maintenance plan for a
system.
P10
Work safely in the chosen
environment
Merit
M2
Explain the significance of standard
deviation and sample size when using
statistical methods to determine
maintenance strategies
Distinction
D2
Evaluate the effectiveness of using
reliability-centred maintenance data to
improve the efficiency of engineered
systems.
M3
Explain how a CMMS system can be
used to help in maintenance planning.
M4
Accurately interpret manuals, data
sheets and expected values when
planning and undertaking fault finding
and maintenance operations
D3
Design a detailed maintenance strategy
for a system
P11
Carry out a visual inspection to
locate a fault
P12
Follow a maintenance plan using
tools appropriately
© OCR 2014
Unit 21: Maintenance
LO
Pass
P13
Demonstrate ability to deal
appropriately with any waste
generated and return maintenance
area to “as found” condition
Merit
M5
Adapt a maintenance plan to address
new faults found
Distinction
6. Understand how
maintenance issues can
inform design
P14
Explain the need for fail safe
design
M6
Explain how and why a moving part has
been designed out of a specific product
or system
D4
Analyse how an existing product or
system could be redesigned for
maintenance
P15:
Explain the benefits of modular
systems
P16:
Give examples of where and why
redundancy might be built into a
product or system
Synoptic assessment grid
Core unit
Unit 1 Mathematics for
engineering
© OCR 2014
Core taught content
LO6 Be able to apply statistics
and probability in the context of
engineering problems
Assessment criteria
P6 Calculate MTBF, MTTR and
MTTF using statistical
methods.
Unit 21: Maintenance
Meaningful employer engagement
Meaningful employer engagement
1. Students undertake structured work-experience or
work-placements that develop skills and knowledge
relevant to the qualification.
Suggestion/ideas for centres when delivering this unit
Placements with engineering firms working with maintenance
department, both electrical and mechanical maintenance
engineers, carrying out planned preventative maintenance and
unplanned maintenance activities
2. Students undertake project(s), exercises(s) and/or Measure and inspection of production equipment/tooling, using
assessments/examination(s) set with input from industry standard equipment, to determine if the production
industry practitioner(s).
equipment requires maintenance interventions.
3. Students take one or more units delivered or co- Input from practicing Maintenance engineers involved in
delivered by an industry practitioner(s). This could production equipment inspection and maintenance. Input to
take the form of master classes or guest lectures.
include examples of methodology and working documentation
within professional commercial engineering practice
4. Industry practitioners operating as ‘expert witnesses’
that contribute to the assessment of a student’s work
or practice, operating within a specified assessment
framework. This may be a specific project(s),
exercise(s) or examination(s), or all assessments for
a qualification.
© OCR 2014
Input from practicing Maintenance engineers relating to the
correct identification of maintenance principles by learners, set in
operation during project work and documentation.
Unit 21: Maintenance
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Engineering and the environment
22
3
60
K/506/7288
Unit aim
Environmental issues and sustainability are crucial in modern engineering. From legislative,
regulatory and ethical perspectives, minimising the impact of engineering on the environment is a
high priority.
The aim of this unit is for learners to develop their understanding of how engineering impacts on
the environment. By the end of the unit learners should be able to evaluate how environmental
concerns both constrain and drive engineering activities, and how engineering has developed to
keep up with these demands against the backdrop of globalisation and global manufacturing.
© OCR 2014
Unit 22:Engineering and the environment
Teaching content
Learning Outcomes
Teaching Content
The Learner will:
Learn must be taught:
 designing for efficient use of resources
 the consequences of not adopting sustainable engineering practices
 examples of sustainable resources being used in engineering, i.e.
o wood
o natural fibres
o plastics made from crops
o bio diesel
 examples of finite resources and how engineering is conserving
them, i.e.
o petroleum products
o metals
 strategies for the efficient use of materials, i.e.
o reduce
o recycle
o reuse
 the use of recycled material in engineering, i.e.
o products made with recycled materials
o products made with virgin material
1. Understand
sustainability in
engineering
2. Understand the
contribution and
potential of
renewable energy


renewable energy technologies, i.e.
o wind
o wave
o tidal
o solar
low carbon energy technologies, i.e.
o biomass
o nuclear
o anaerobic digestion
o energy from waste

comparison of low carbon and renewable energy technologies

advantages of renewable energy technologies e.g.
o reduced pollution
o contributes to climate change strategy
o energy security
o less reliance on fossil fuels
challenges of renewable energy technologies e.g.
o intermittent
o cost
o new technology
o national grid not designed for distributed energy production
the ongoing role of traditional energy generation and how the
environmental impact is being reduced
the contribution of renewable and low carbon energy to the UK’s
overall energy mix
the potential for renewable and low carbon energy to make a
greater contribution to meeting the UKs energy requirements




© OCR 2014
Unit 22 Engineering and the environment
3. Know how to
evaluate UK
performance
against global,
national and local
environmental
targets related to
engineering
4. Understand
environmental
arguments for and
against global
manufacturing
5. Know how
innovation is
making a difference
to the way
engineering
interacts with the
environment
© OCR 2014

climate change legislation i.e.
o Renewable Energy Directive
o carbon targets

The Environment Agency e.g.
o Environmental Management legislation
o ISO 14001
o air pollution
o land pollution
o water pollution

current approaches used by government to improve the
environmental performance e.g.
o carbon tax
o carbon credits
o publishing carbon footprint data

UK performance i.e.
o benchmarked against other countries
o benchmarked against targets

examples of products using global manufacturing e.g.
o smart phones
o aircraft
o white goods
o wind turbines

aspects of a global manufacturing supply chain e.g.
o research
o raw materials
o material processing
o manufacture of components
o assembly
o distribution
o retail

environmental impacts of global manufacturing, e.g.
o differences between national and international environmental
legislation
o transportation impacts
o waste disposal issues

factors which lead to global manufacturing i.e.
o economies of scale
o low labour costs
o relaxed manufacturing legislation

new engineering technologies and how they may help and/or harm
the environment e.g.
o LED lighting
o hybrid vehicles
o stop start technology
o 3D printing
o battery technology
o fuel cells
o wireless control
o integration of systems
Unit 22:Engineering and the environment
5. Know how
innovation is
making a difference
to the way
engineering
interacts with the
environment
(cont.)
© OCR 2014

new engineering materials and how they help and/or harm the
environment e.g.
o SMART materials
o nano technology
o composites
o alloys
o advanced simulations
o miniaturisation
Unit 22 Engineering and the environment
Grading Criteria
LO
Pass
The assessment criteria are the
pass requirements for this unit.
1. Understand sustainability
in engineering
P1
Explain what is meant by
‘sustainability’ in engineering.
P2
Explain the consequences of not
adopting sustainable engineering
practices
2. Understand the
contribution and potential
of renewable energy
P3
Explain the advantages and
challenges of renewable energy
technologies
Merit
To achieve a merit the evidence must
show that, in addition to the pass
criteria, the candidate is able to:
M1
Assess how successfully engineering is
conserving finite resources through
more efficient use of materials and the
use of sustainable and recycled
materials.
Distinction
To achieve a distinction the evidence
must show that, in addition to the pass
and merit criteria, the candidate is able to:
M2
Explain the difference between
renewable energy and low carbon
energy
D1
Evaluate the potential for renewable and
low carbon energy to make a greater
contribution towards meeting the UK
energy requirements.
P4
Explain why traditional energy
generation remains a vital part of a
nation’s energy mix.
3. Know how to evaluate UK
performance against
global, national and local
environmental targets
related to engineering
© OCR 2014
P5
Describe the legal carbon
reduction targets that the UK has
committed to
M3
Evaluate the progress made by the UK
towards meeting carbon reduction
targets and suggest improvements
which could be made
Unit 22: Engineering and the environment
LO
4. Understand environmental
arguments for and against
global manufacturing
5. Know how innovation is
making a difference to the
way engineering interacts
with the environment
© OCR 2014
Pass
P6
Use statistics and data to compare
the UKs performance against
global environmental targets and
the performance of other nations.
*Synoptic assessment – Unit 1
Mathematics for Engineering
P7
Explain how the work of the
Environment Agency supports the
government in meeting its targets
P8
Describe the global manufacture
of a specific product.
P9
Explain the environmental impacts
of global manufacturing.
P10
Explain how changes to products
or services in an engineering
sector have had positive and
negative impacts on the
environment.
Merit
Distinction
M4
Explain why an organisation might
choose to adopt a global manufacturing
strategy that may have a negative
environmental impact.
D2
Discuss how the environmental impact of
global manufacturing and the factors
which lead to global manufacturing could
be reduced.
M5
Evaluate the impact of new engineering
materials on the environment.
Unit 22: Engineering and the environment
Links between units and synoptic assessment
Synoptic assessment grid
Core unit
Unit 1: Mathematics for
engineering
© OCR 2014
Core taught content
LO6 Be able to apply statistics
and probability in the context of
engineering problems
Assessment criteria
P6 Use statistics and data to compare the UKs
performance against global environmental
targets and the performance of other nations.
Unit 22: Engineering and the environment
Meaningful employer engagement
Meaningful employer engagement
1. Learners undertake structured work-experience or workplacements that develop skills and knowledge relevant to
the qualification.
2. Learners undertake project(s), exercises(s) and/or
assessments/examination(s) set with input from industry
practitioner(s).
3. Learners take one or more units delivered or co-delivered by
an industry practitioner(s). This could take the form of
master classes or guest lectures.
4. Industry practitioners operating as ‘expert witnesses’ that
contribute to the assessment of a learner’s work or practice,
operating within a specified assessment framework. This
may be a specific project(s), exercise(s) or examination(s),
or all assessments for a qualification.
© OCR 2014
Suggestion/ideas for centres when delivering this unit
 Learners undertake work placements in businesses that have the
ISO 14001 management system in place and operating.
 Employers host in-centre or industrially placed master classes which
showcase exemplary use of environmental controls and carbon
reduction techniques.
 Learners are taken through a site induction which should include the
environmental issues for the site they are visiting (e.g. sustainable
waste management)
 Industrial practitioners launch learning activities that are current live
projects.
 Employers set energy efficiency challenges where students have to
carry out an energy assessment of part of the site and suggest ways
of improving energy efficiency.
 Master classes where employers showcase best practice
methodologies used in global manufacturing.
 Lectures, talks or seminars by engineering managers that explain
how their products or services have changed, and modern
innovations that led to the changes.
 Employers deliver sessions that showcase the link across skills and
units. This could include the link between sustainability and lean
manufacturing.
 Employers deliver sessions that showcase the link between energy
efficiency and the statistical analysis explored in mathematics,
quantifying saving made in terms of carbon output and money.
 Employers review the standard of an industrial level task that
learners have been set. This could be a sustainability challenge, a
carbon reduction challenge or a manufacturing strategy challenge,
possibly incorporating the unit Lean and Quality.
Unit 22: Engineering and the environment
Unit Title:
OCR unit number:
Level:
Guided learning hours:
Unit reference number:
Applied mathematics for engineering
23
3
60
R/506/7270
Unit aim
Once the key mathematical techniques needed for engineering are learnt, they need to be applied to engineering problems. Understanding mathematics in
an applied engineering context is what distinguishes the engineer from the pure mathematician.
The aim of this unit is to extend and apply the knowledge of the learner gained in Unit 1 Mathematics for engineering. It is therefore strongly recommended
that learners have completed Unit 1 Mathematics for engineering prior to commencing the study of this unit.
By completing this unit learners will:





be able to apply trigonometry and geometry to a range of engineering situations.
be able to apply knowledge of algebra, equations, functions and graphs to engineering problems.
be able to use calculus to analyse a range of problems.
understand applications of matrix and vector methods.
be able to apply mathematical modelling skills.
© OCR 2014
Unit 23: Applied mathematics for engineering
Teaching content
Learning outcomes
Teaching Content
The Learner will:
Learners must be taught:
1. Be able to apply trigonometry
and geometry to a range of
engineering situations
(10-20%)

how to decompose composite shapes into triangles,
circles, circle segments and other shapes.

the use of standard formulae to calculate the volume
and surface area of solids with straight and curved
sides i.e.
o prisms.
o spheres.
o cones.
o cylinders.
o rectangular pyramids.
Exemplification
Learners should be taught how to use and apply standard
formulae to solve engineering problems e.g.
Calculate the perimeter of a cam:
Calculate the surface area of a funnel:
© OCR 2014
Unit 23: Applied mathematics for engineering

the concepts of frequency, amplitude and phase
angle in periodic functions.

the principle of simple harmonic motion.

how to apply common trigonometric identities i.e.
o tan A  sin A / cos A
o cos2 A  sin2 A  1
o cos( A)  cos A
o sin(A)   sin A
o sin A  cos( A   / 2)
o sin(2A)  2sin A cos A
o
cos(2A)  cos A  sin A
2
2
 Determine the amplitude, the frequency in cycles per
second and the phase angle in degrees of the periodic
function 4cos(2t   / 3) .
 Express the product of two signals sin t cos t as a
single signal involving a sine term only.
 Express the AC voltage 25 sin(2 ft   / 4) as
A(cos   sin ) and determine A and α.
 Express a sin  b cos in terms of A sin(   ) and
determine values of A and α for given values of a and
b.
 Learners must be able to use trigonometric identities
given in the list provided.

how to determine relationships between angles and
lengths in given geometric configurations.
 For the following diagram show that:
 3  sin 1 

 2  cos 1 
2  tan1 
© OCR 2014
Unit 23: Applied mathematics for engineering
2. Be able to apply knowledge of
algebra, equations, functions
and graphs to engineering
problems
(25-35%)

how to evaluate composite expressions including
polynomials, trigonometric terms, exponential terms,
logarithmic terms and terms involving negative and
fractional powers.
Learners should be taught how to analyse the
mathematics associated with engineering problems e.g.

how to use indices and logarithms with different
bases.
 The displacement, x, of a mass in a particular
arrangement with a spring and a damper is given by:
x  e t ( A cos  t  B sin  t )
Calculate x given specific values of A, B, α and β.

how to manipulate and rearrange algebraic equations
using fundamental laws of algebra.
 Express

how to solve equations involving one unknown using
basic algebraic manipulation and evaluation.

how to solve quadratic equations by factorisation,
completing the square and by using the standard
formula
x
b  b2  4ac
2a
an
in terms of an m .
m
a
 Express loga An in terms of n log A .
 Quadratic equations should be taught in an
engineering context, e.g.:
In crank mechanism the distance, x, between the
centre of the crankshaft and the centre of the gudgeon
pin is given by
r2
sin2 t
2
l
Rearrange the formula to make l the subject.
x  r cos t  l 1 
In a particular electrical circuit involving two resistors
with resistances r Ω and 2r Ω, the following
relationship holds:
1 1 1
 
5 r 2r
Calculate the value of r.
NOTE: Learners should understand that a negative
discriminate leads to a complex result.
© OCR 2014
Unit 23: Applied mathematics for engineering

how to solve linear simultaneous equations with up to
two unknowns.
Teaching should be set in engineering contexts, e.g.:
 In an electrical circuit involving currents I1 and I2 the
following equations are satisfied:
12I1 + 6I2 = 11
6I1 + 9I2 = 8
Calculate the values of I1 and I2.

how to draw graphs of functions of a single
independent variable.

how to plot graphs given numerical data and interpret
values from graphs.

how to calculate constants in functions of a known
general form given sufficient numerical information.

how to derive equations of straight lines that are
tangential to and normal to a given function at a given
point.
 The speed, v m s-1, of a car t s after the brakes have
been applied in is modelled by the equation:
v  et (20  t )
Sketch a graph of v against t for t between 0 and 10.
 The relationship between the power coefficient Cp and
the tip speed ratio λ of a particular wind turbine is
summarised in the following table.
λ
4
6
8
10
12
0.15
0.385
0.41
0.39
0.31
Cp
Sketch a graph of Cp against λ and estimate the value
of Cp when λ = 5.
 Calculate constants a, b and c in the following
functions
y  ax  c
y  ax 2  bx  c
y  a sin(bx  c )
given values of y for corresponding values of x.
 The gradient of a roller coaster track at a point with
coordinates (30, 20) is –0.35. Find the equations of the
straight lines that are:
(i) tangential to
(ii) normal to
this point.
© OCR 2014
Unit 23: Applied mathematics for engineering
© OCR 2014

how to represent inequality relationships in graphical
form.

how to identify poles, zeroes and asymptotes of
functions.

how to express functions that have a polynomial
denominator as a sum of partial fractions.
 The transfer function of a particular dynamic system is
expressed as
1
.
Y (s ) 
2
s(s  5s  4)
Express this function as a sum of partial fractions.

the principles of complex numbers i.e.
o know that j  1 .
o calculate powers of j .
o express complex numbers in the form
z  a  jb .
o plot z  a  jb on the argand diagram.
o express z  a  jb in the form r (cos  j sin )
.
o express z  a  jb in the form re j .
o determine the conjugate of a complex number.
o simplify complex expressions.
o manipulate expressions and solve equations
involving complex numbers.
 The transfer function associated with a particular
electrical circuit is given by
8( j  1)
.
j 2 ( j 0.5  1)
Express this in terms of
(i) a  jb
(ii) r (cos  j sin )
Teaching should be set in engineering contexts, e.g.:
(iii) re j
and plot this on an argand diagram.
Unit 23: Applied mathematics for engineering
3. Be able to use calculus to
analyse a range of problems
(20-30%)
Learners will be taught standard derivatives e.g.
f (x)
C
xn
sin(ax )
cos(ax )
eax
ln(ax )
loga x
tan( x )
© OCR 2014
Where standard derivatives are tested in an examination,
formulae will be supplied
df ( x )
dx
0
nx n 1
a cos(ax )
a sin(ax )
aeax
1
x
1
x ln a
sec 2 x
Unit 23: Applied mathematics for engineering

how to apply differentiation methods to a range of
functions and applications i.e.
o differentiation of functions containing
trigonometric, exponential and logarithmic
terms.
o differentiation of functions involving products,
quotients and functions of a function.
o identification of stationary points of a
function.
o using second derivatives to identify local
maximum and minimum values.
Learners must be able to apply differentiation theory to a
range of problems e.g.
 Identify the coordinates of the stationary points of the
function y  2x 3  3x 2  36x  12 .
 The height, h m, of a projectile above sea level t s after it
has been projected from the top of a cliff is given by
h  4.6t 2  25t  20 .
Calculate maximum height of the projectile.
 Determine the coordinates of any local maximum and
minimum points of the following function.
y  2x 3  3x 2  36x  12

© OCR 2014
how to relate first and second order derivatives to
physical rates of change such as speed and
acceleration.
 If x is distance, v is speed and a is acceleration each
expressed as a function of time t , express v and a in
terms of derivatives with respect to t i.e.
dx
dv d2 x
v
and a 

dt dt 2
dt
Unit 23: Applied mathematics for engineering
Learners will be taught standard integrals i.e.

 a dx  ax  C

n
 x dx 

 x dx  ln x  C

ax
 e dx 

x
 a dx 

 sin ax dx 

© OCR 2014
Where standard integrals are tested in an examination,
formulae will be supplied
x n 1
 C for n ≠ -1
n 1
1
eax
C
a
ax
C
ln a
 cos ax
C
a
sin ax
 cos ax dx  a  C
Unit 23: Applied mathematics for engineering

how to apply integration methods to a range of
functions and applications i.e.
o integration of a range of algebraic functions
including those containing trigonometric and
exponential terms.
o
integration by parts using the formula
o
 uv'dx  uv   u ' vdx

and by using other related
methods e.g. integration by
substitution.
Learners must be able to apply integration techniques to
a range of problems within an applied engineering context.
Examples of integral problems:
x

3
 ex/2  sin3 x dx
2

x

2

1
dx
x
o
integration using partial fractions.

o
how to calculate the value of definite
integrals and apply this to the calculation of
areas, volumes and other physical
properties.

 x cos ax dx
 e cosx dx
 sin x dx

 (3x-2) dx   u

b
a
f ( x )dx  F ( x )a  F (b)  F (a)
x
2
3
3
1
( du ) where u  (3x  2)
3
b
x

2
x 1
dx
 3x  2
 Evaluate the following.
2
 3x
2
 x  1 dx
1
b
 Given that the volume of rotation V  2  xy dx
a
Calculate V when y  e , a = 1 and b = 2.
x
© OCR 2014
Unit 23: Applied mathematics for engineering

how to solve simple differential equations by direct
integration and separation of variables.
 Examples of differential equation problems:
dy
x
 a  e x
dx
d2 y
 ax
dx 2
dy
 (1  x )(1  y )
dx
1200

how to use initial conditions to evaluate constants of
integration in the general solution of differential
equations.
dy
 y 2  400
dx
 The speed of a falling object is modelled by the
following differential equation.
dv
 g  cv
dt
Derive an algebraic expression for v in terms of t given
that v = 0 when t = 0.
dy
 x2  2
 Find the solution to
dx
given that y = 2 when x = 1.
 Find the solution to
dy 1
d2 y
 and y = 1 when x = 0 .
 e 4 x given that
2
dx 2
dx
 Given that the solution to a differential equation is
y = Ae–x+Be–2x,
calculate A and B when
dy
 50 when x=0.
y =5 and
dx
© OCR 2014
Unit 23: Applied mathematics for engineering
4. Understand applications of
matrix and vector methods
Learners will be taught matrix notation i.e.
(5-15%)

what is meant by a rectangular matrix.

what are meant by a column vector and a row vector.

the notation for an element in the ith row and jth
column in a matrix is aij .

the representation of matrices and matrix elements.

Understand that a matrix is a rectangular array of
elements with n rows and m columns.

Understand that a square matrix has the same
number of rows as it has columns.
.
 aii a12 a13 
A = a21 a22 a23  X =
a31 a32 a33 
1 0 0
I = 0 1 0 
0 0 1
 x1 
 x  C= c c
1 2
 2
 x3 
c3 
 Learners will need to be able to identify the values of
elements and calculate column vectors, e.g.
 3 4 7 
A =  2 1 5 
 4 3 6 
(i) Identify the value of element a23 .
(ii) Construct a column vector of all elements in the
second column.

© OCR 2014
the transpose of a matrix AT.
Unit 23: Applied mathematics for engineering

how to represent linear simultaneous equations with
two unknowns in matrix notation.

how to calculate the value of a 2 by 2 determinant.
For example:
4 2
3

how to perform addition, subtraction and multiplication
of matrices and vectors with two rows and two
columns.

the concept of the matrix inverse A–1.

how to determine the inverse of a 2 by 2 matrix.

that A–1.A = A .A–1 = I

how to solve linear simultaneous equations with two
unknowns using matrix methods.
5
For example:
3 6   2 3 
(i) 


 4 5   5 4 
 2 3  3 
(ii) 
. 
 4 1 5 
For example:
 4 2

–1
If A = 
 determine A

3
5


For example:
 In an electrical circuit voltages V1 and V2 satisfy the
following linear simultaneous equations.
V1 V2

 103
4 6
V V
 1  2  4  103
6 3
Represent these equations in matrix notation and use
matrix methods to find the values of V1 and V2 .
© OCR 2014
Unit 23: Applied mathematics for engineering

how to represent position vectors and direction
vectors in component form i.e. z  ai  bj  ck .
Learners must be able to perform calculations involving
vectors e.g.
 Starting from position O defined by the position vector
2i  3 j
a body is moved through three sequential steps defined
by the direction vectors
5i  2 j
10i  7 j
6i  2 j .
Draw a diagram to represent these vectors and
determine the final position of the body.

how to perform vector operations of addition, dot
product and cross product and calculate the
magnitude of a vector.
A B
A B
(dot product)
A.B
A  B (vector product)
A  B (magnitude)

how to use vector notation and vector operations to
solve problems involving spatial position, velocity and
forces.
For example:
 If vector A  2i  3 j  k and vector B  3i  4 j  2k
Calculate
A B
A B
A.B
A B
A B
For example:
 Forces represented by the vectors A  2i  3 j and
B  3i  4 j act on a point mass.
Calculate the resultant force vector and its horizontal
and vertical components.
 Calculate the torque on a nut when a particular force
vector is applied to a wrench of a given length.
© OCR 2014
Unit 23: Applied mathematics for engineering
5. Be able to apply mathematical
modelling skills
(15-25%)

how to represent aspects of physical problems in
terms of abstract mathematical formulae.

how to manipulate given formulae to derive
mathematical models and solve problems.

how to formulate and solve mathematical models of
practical problems using common laws of physics
including Newton’s laws of motion, Ohm’s law,
Kirchhoff’s laws, Hooke’s law, Newton’s law of cooling
and the principles of energy conservation.

how to interpret numerical results in the context of the
problem being solved.

the need to reflect on results in order to verify their
feasibility and validity.

the importance of recognising the implications of
simplifying assumptions in mathematical models.
Where laws of physics are required in the examination,
relevant formulae will be provided.
Learners will be expected to solve a range of engineering
problems e.g.
 Given I  V / R where I is current, V is voltage and R is
resistance, calculate the voltage across a 100 Ω resistor
when a current of 0.25 A is flowing through it.
 The total resistance Rs across n resistors connected in
series is
Rs = R1 + R2 ….. Rn
and the total resistance Rp across n resistor connected in
parallel satisfies
1
1
1
1
  ..
.
Rp R1 R2
Rn
Calculate the total resistance of a circuit involving
several resistors connected in different series and
parallel combinations.
 Calculate potential energy and kinetic energy of bodies
and use the principle of energy conservation.
 Calculate the speed and distance travelled by a body
falling under the influence of gravity with and without
aerodynamic drag.
 Calculate force vectors to maintain a suspended body in
the state of equilibrium.
 Analyse problems involving the flow of liquid in pipes
and tanks.
 Apply moments of forces to leavers, beams and other
physical structures.
© OCR 2014
Unit 23: Applied mathematics for engineering
Links between units and synoptic assessment
This unit will draw synoptically from the core unit Mathematics for Engineering in the examination, by containing questions which directly assess knowledge
gained in that unit. Where this is the case, this will be clearly indicated in the question paper.
© OCR 2014
Unit 23: Applied mathematics for engineering