Sample Schemes of Work and
Lesson Plans
Engineering
Diploma Level 3
OCR Level 3 Principal Learning in Engineering: H811
Unit F564: Scientific principles and applications for engineer
This Support Material booklet is designed to accompany the OCR Engineering Diploma
specification for teaching from September 2008.
© OCR 2010
Contents
Contents
2
OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles
and applications for engineers
Unit Overview
4
OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles
and applications for engineers
Force, motion and kinematics (Learning outcomes 1 and 2)
Sample Diploma Scheme of Work
7
OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles
and applications for engineers
Dynamics, force, work and power (Learning outcomes 3 and 4)
Sample Diploma Scheme of Work
10
OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles
and applications for engineers
Deformation of solids and properties of materials (Learning outcomes 5 and 17)
Sample Diploma Scheme of Work
15
OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles
and applications for engineers
Electricity (Learning outcome 6)
Sample Diploma Scheme of Work
22
OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles
and applications for engineers
Electromagnetism and Electromagnetic Induction (Learning outcomes 13 and 14)
Sample Diploma Scheme of Work
27
OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles
and applications for engineers
Electricity (Learning outcome 6)
Sample Diploma Scheme of Work
31
OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles
and applications for engineers
Thermal Physics, Nuclear Atom and Radioactivity (Learning outcomes 15 and 16)
Sample Diploma Scheme of Work
36
OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles
and applications for engineers
Electronics (learning outcome 18)
Sample Diploma Scheme of Work
40
OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles
and applications for engineers
Quantum Physics, Electromagnetic waves and Waves (Learning outcomes 7, 8 and
9)
Sample Diploma Scheme of Work
44
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OCR Engineering Diploma Level 3
OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles
and applications for engineers
Chemical reactions, organic compounds and functional groups (Learning outcomes
19 and 20)
Sample Diploma Scheme of Work
50
OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles
and applications for engineers
Sample Diploma Lesson Plan
57
OCR Engineering Diploma Level 3
3 of 63
OCR Level 3 Principal Learning in
Engineering: H811 Unit F564 Scientific
principles and applications for engineers
Teaching time
90 GLH
Unit Overview:
Most people are born with an urge to understand the world around them. This leads to questions
such as "How does a mobile phone work? "How does the internet work?”, "How does the Sun keep
on shining?", "What is dark matter?", "What are the ultimate constituents of matter?", "How did the
Universe begin?" If you find that the more answers you discover, the more questions you want to
ask, then you're on the way to becoming an engineering scientist.
As well as being concerned with deep fundamental questions, engineering science forms the basis
of most present and future technology. Without an understanding of the basic science of a
problem, we will have difficulties. For example, when compact disc players were developed, it was
crucial that the physics of solid-state lasers and the interaction of light with matter were well
understood. This in turn depended on an understanding of atomic physics and quantum
mechanics. Other new technological developments depend on modern science in a similar way.
One of the key ideas in science is that behind the complexity of the world around us, there is an
underlying simplicity and unity in nature. This is often expressed through all-embracing
fundamental concepts, such as the principle of conservation of energy. Such concepts, when put
to work using mathematics, provide explanations for how things happen. Research at the frontiers
of science leads to a deeper understanding of the way things work and how matter behaves in
difficult circumstances, and from this understanding follow the many practical applications of
science.
Apart from its importance and flexibility, science is fascinating and can be fun. At its heart, science
is about finding things out – about understanding what lies behind everyday phenomena like
rainbows, red sunsets and blue skies, as well as the more revolutionary concepts of quantum
theory, relativity and cosmology. Science research can be very creative and stimulating, with lots
of opportunity for contributing your own ideas.
What do Scientists do? A scientist’s work usually involves both experimental investigations and
theoretical analysis, though some scientists specialise in one or the other of these. Scientists are
increasingly using advanced computers in the solution of scientific and engineering problems,
particularly for modeling complex processes. If the simulation is not based on correct science,
then it has no chance of predicting what really happens in nature.
This science unit deals with chemistry and physics. Chemistry is defined as the science of the
elements and their laws of combination and behaviour under various conditions. Physics is
defined as the science of the properties and inter-relations of matter and energy. The aim of this
unit is to link the above statements together, to provide the opportunity to study the theory and
practice of science and then apply this knowledge in practical engineering contexts.
At first the content of this unit looks extensive but it needs a closer inspection to realise that
everything that a presenter needs to know when teaching the unit is absolutely provided in the
assessment criteria.
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OCR Engineering Diploma Level 3
Forms of assessment
This unit will be internally assessed and externally moderated.
For assessment learners will undertake ten scientific experiments which will cover most of the
Learning Outcomes.
Experiment
Learning Outcomes
1
1 Forces and Motion and 2 Kinematics
2
3 Dynamics and 4 Force, Work and Power
3
5 Deformation of solids and 17 Properties of Materials
4
6 Electricity
5
10 Gravitational Fields, 11 Electric Fields and 12 Capacitors
6
13 Electromagnetism and 14 Electromagnetic Induction
7
15 Thermal physics and 16 Nuclear Atom and Radioactivity
8
18 Electronics
9
7 Quantum Physics, 8 Electromagnetic Waves and 9 Waves
10
19 Chemical Reactions and 20 Organic Compounds and functional groups
Each experiment will be marked out of 30 marks giving a total of 300 marks for this unit.
OCR will provide model assignments along with guidance and criteria related to using them. A
centre must adhere to this guidance. The model assignments will consist of tasks that are
applied and holistic in approach. Care should be taken to ensure that a single task, or group of
inter-related tasks, is capable of generating evidence against the appropriate assessment criteria
and across all marking criteria by the learners. Wherever possible, learners will complete all
work under the direct supervision of a presenter. These controls will help to secure the validity
and reliability of the assessment, provide good manageability for all involved and allow the
presenter to confidently
Authenticate the work.
Personal, Learning and Thinking Skills (PLTS)
There are opportunities in this unit for learners to develop and apply their personal learning and
thinking skills. Opportunities are available in this unit for:
Creative thinkers
Reflective learners
Team workers
Self managers
Effective participators
It is the responsibility of a Centre to ensure that a learner has sufficiently covered the
requirements for the development of PLTS.
OCR Engineering Diploma Level 3
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Functional skills
This unit will provide learners with the opportunity to use English, ICT and Mathematics.
Functional Skills English teaches effective communication by building on the basic skills of
speaking, listening, reading and writing. Learners develop greater confidence in explaining
information clearly and succinctly, as well as expressing a point of view reasonably and effectively.
Functional Skills ICT encourages learners to be active and involved in various everyday activities
through the use of technology. It teaches effective methods for finding, selecting, interpreting and
bringing together relevant information.
Functional Skills Mathematics allows learners not only to develop mathematical skills, but also to
recognize their ability to, with confidence, apply and transfer these skills in ways that are
appropriate to various everyday situations.
6 of 63
OCR Engineering Diploma Level 3
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
time
9 GLH
Topic
FORCE, MOTION AND KINEMATICS (LEARNING OUTCOMES 1 AND 2)
Topic outline
Suggested teaching and
homework activities
Learners will be able to:
acquire knowledge and
understand force, motion
and kinematics.
Group discussion about force and
motion
Video
Guided learner research and activity
1
2
3
4
describe the difference
between scalar and vector
quantities
determine the resultant of two
coplanar vectors by using a
vector triangle
calculate the resultant of two
perpendicular vectors
resolve a vector into two
perpendicular vectors
Group discussion about kinematics
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
Johnson K (2006)
Physics for you
Nelson Thorne
Oxlade C (2005)
Forces and Motion
Hodder Wayland
Any physical quantity that requires a
direction to be stated in order to define it
completely is known as a vector quantity.
Force, measured in newtons, is a vector
quantity because its effect depends upon
its magnitude and direction.
A scalar quantity, such as time, is
adequately defined when the magnitude
is given in the appropriate units.
The change of position of a body in a
particular direction is called displacement
which is a vector quantity,
Physics revision notes – Forces and
Motion
Lanther.co.uk/notes/physics_Forces.pdf
Speed – ratio of distance to time taken
by a moving body and is a scalar
quantity.
Jason Z (2009)
Force and Motion
Johns Hopkins University Press
= ICT opportunity
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Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
time
9 GLH
Topic outline
Topic
Suggested teaching and
homework activities
Video
Guided learner research and activity
5
6
7
8
9
= Innovative teaching idea
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FORCE, MOTION AND KINEMATICS (LEARNING OUTCOMES 1 AND 2)
define the terms displacement,
speed, velocity and
acceleration
represent distance travelled,
displacement, speed, velocity
and acceleration using
graphical methods
determine the distance
travelled by calculating the
area under a speed – time
graph
determine velocity by using
the gradient of a displacement
– time graph
determine speed by using the
Suggested resources
Points to note
Revision Physics – Force and Motion
www.revisionworld.co.uk?node/7814
Velocity – the rate of motion in a given
direction ie vector quantity
Acceleration – the rate of change of
velocity
Shockwave Physics Studio: The Physics
Classroom
http://www.classroom.com/forces.htm
Doherty JJJ (2008)
Kinematics and Dynamics
Bibliolife
Speed ms-1
Wilson CE (2003)
Kinematics and Dynamics of Machinery
Pearson
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
time
9 GLH
Topic outline
Topic
FORCE, MOTION AND KINEMATICS (LEARNING OUTCOMES 1 AND 2)
Suggested teaching and
homework activities
gradient of a displacement –
time graph
10 determine acceleration by
using the gradient of a velocity
– time graph
Handout completion
Summary
Controlled Assessment (4.5 hours)
Homework
Complete the report for the
controlled assessment experiment
Suggested resources
Points to note
Kinematics 63 videos
www.metacafe.com/tags/Kinematics/page3
Time s
www.scienceaid.co.uk
See Model Assignment document
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
= ICT opportunity
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Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
time
9 GLH
Topic
DYNAMICS, FORCE, WORK AND POWER (LEARNING OUTCOMES 3 AND 4)
Topic outline
Suggested teaching and
homework activities
Learners will be able to:
acquire knowledge and
understand dynamics,
force, work and power.
Group discussion about dynamics
Video
Guided learner research and
activity
1
2
3
4
= Innovative teaching idea
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state and use the equations
which represent uniformly
accelerated motion in a
straight line
state that mass is the
property of a body which
resists change in motion
state and apply the formula
for density (D) of a material
state and apply the formula
for force (F)
Suggested resources
Points to note
Johnson K (2006)
Physics for you
Nelson Thorne
Equations of motion:
v = u + at
s = 1/2(u+v)t
s = ut + ½at2
v2 = u2 + 2as
Where a is acceleration, s is
distance, t is time, u is initial velocity
and v is final velocity
Knight RD (2007)
Physics for Scientists and Engineers
Addison Wesley
Chadha DSG (2008)
Physics 1 for OCR
Cambridge University Press
(Supported by CD-ROM)
Hugh D et al (2007)
University Physics with Modern Physics
D = m/v, where D is density, m is
mass and v is volume
F = ma, where a is acceleration, F is
force and m is mass
Newton – the derived SI unit of
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
time
Topic outline
9 GLH
Topic
DYNAMICS, FORCE, WORK AND POWER (LEARNING OUTCOMES 3 AND 4)
Suggested teaching and
homework activities
5
define the term Newton
6
describe and apply the
concept of weight as the
effect of a gravitational field
on mass
7
state and apply the formula
for weight (W)
Handout completion
Summary
Group discussion about force,
work and power
Video
Guided learner research and
activity
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
Pearson
force. The force required to give a
mass of 1 kg an acceleration of 1
m/s2
Parsons R (2007)
GCSE Physics Complete Revision and Practice
Coordination Group Publications Limited
Dynamic Online Videos
YourOtherTeacher.com
W = mg, where W is weight, m is
mass and g is acceleration due to
gravity
Moment of a force – the tendency of
a force to rotate a body
Video Clips
www.bbc.co.uk/learningzone/clips/contact%20Area Pressure – force per unit area
P = F/a
Joule –the derived SI unit of work or
energy
= ICT opportunity
11 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
time
Topic outline
9 GLH
Topic
Suggested teaching and
homework activities
8
state that the weight of a
body may be considered as
acting at a single point
called the centre of gravity
9
explain that a couple as a
pair of equal parallel forces
tends to produce rotation
only
10 define and use the moment
of a force and the torque of
a couple
11 state that for a system in
equilibrium there is no
resultant force and no
resultant torque
12 define the term pressure
and apply the formula for
= Innovative teaching idea
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DYNAMICS, FORCE, WORK AND POWER (LEARNING OUTCOMES 3 AND 4)
Suggested resources
Points to note
Ek = ½ mv2,, where Ek is kinetic
energy, m is mass and v is velocity
Ep = mgh, where Ep is potential
energy, m is mass, g is acceleration
due to gravity and h is height
Watt – The derived SI unit of power,
equal to 1 J/s
W = Pt, where W is work done, P is
power and t us time
See Model Assignment document
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
time
Topic outline
9 GLH
Topic
DYNAMICS, FORCE, WORK AND POWER (LEARNING OUTCOMES 3 AND 4)
Suggested teaching and
homework activities
pressure (P)
13 define the term joule and
apply the formula for work
done (W)
14 explain what is meant by the
term (a) kinetic energy and
(b) potential energy
15 state and apply the formula
for kinetic energy (Ek)
16 state and apply the formula
for potential energy (Ep)
17 explain the relationship
between power, work done
and time
18 define the term watt and
apply the formula for energy
or work done (W)
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
= ICT opportunity
13 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
time
Topic outline
9 GLH
Topic
DYNAMICS, FORCE, WORK AND POWER (LEARNING OUTCOMES 3 AND 4)
Suggested teaching and
homework activities
Suggested resources
Points to note
Handout completion
Summary
Controlled Assessment (4.5
hours)
Homework
Complete the report for the
controlled assessment experiment
= Innovative teaching idea
14 of 63
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic
Topic outline
Suggested teaching and
homework activities
Learners will be
able to:
acquire knowledge
and understand
deformation of
solids and
properties of
materials.
DEFORMATION OF SOLIDS AND PROPERTIES OF MATERIALS (LEARNING OUTCOMES 5 AND 17)
Group discussion about
deformation of solids
Video
Guided learner research and
activity
1
2
3
4
State that deformation
is caused by a tensile
or compressive force
state Hooke’s law
explain what is meant
by the terms (a) elastic
limit (b) stress (c)
strain and (d) Young’s
Modulus
explain the difference
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
Materials
www.learnanytime.co.uk/.../
Grouping%20and%20Classifying.htm
Hookes law – strain is
proportional to the stress
producing it
Video Clips
www.bbc.co.uk/learningzone/clips/contact%20Area
www.instron.co.uk/.../
Tensile_Properties_Plastic_Materials_Automatic_Extensometers.
www.teachers.tv/video/27101
www.videoforschools.com/.../
Materials_and_Their_Properties.html
www.tes.co.uk/article.aspx?storycode=3013904
Stress – force per unit area
Stress = force/cross-sectional
area
Bolton W (2006)
Engineering Science (Fifth Edition)
Newnes
Strain – ratio of dimensional
change to original
Strain = change in length/original
length
Modulus of elasticity – ratio of
stress to strain for a body obeying
Hooke’s law
= ICT opportunity
15 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
Suggested teaching and
homework activities
between elastic and
plastic deformation of
a material
5
calculate the strain
energy in a deformed
material from a force –
extension graph
6
explain the term
ultimate tensile stress
7
draw force-extension
graphs for typical
brittle, ductile and
polymeric materials
showing that there is a
difference for various
materials
= Innovative teaching idea
16 of 63
DEFORMATION OF SOLIDS AND PROPERTIES OF MATERIALS (LEARNING OUTCOMES 5 AND 17)
Suggested resources
Ashby MF & Jones DRH (2005)
Engineering Materials ½
An introduction to Properties, Applications and Design
Elsevier
Bolton W (2004)
Higher Engineering Science (Second Edition)
Newnes
Bolton W (2000)
Engineering Materials Pocket Book
Butterworth-Heinemann
Points to note
Young’s Modulus (E) =
stress/strain, it applies to
tensional stress when the sides of
a rod or bar are not constrained
How this varies with the
separation of the atoms
Plastic deformation - permanent
distortion of a material under the
action of applied stresses
Deformation by Slip: If a single
crystal of a metal is stressed in
tension beyond its elastic limit, it
elongates slightly, a step appears
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
DEFORMATION OF SOLIDS AND PROPERTIES OF MATERIALS (LEARNING OUTCOMES 5 AND 17)
Suggested teaching and
homework activities
Handout completion
Summary
Group discussion about
properties of materials
Video
Guided learner research and
activity
1
2
explain, in terms of the
separation of atoms in
a solid material, elastic
deformation
state that the resultant
force between two
atoms in a crystal is
the vector sum of an
attractive force and a
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
Bolton W (2000)
Materials for Engineers (Second Edition)
Newnes
on the surface indicating relative
displacement of one part of the
crystal with respect to the rest,
and the elongation stops.
Increasing the load will cause
another step. It is as if
neighboring thin sections of the
crystal had slipped past one
another like a sliding cards on a
deck. Each successive elongation
requires a higher stress and
results in the appearance of
another step, which is actually the
intersection of a slip plane with
the surface of the crystal.
Progressive increase of the load
eventually causes the material to
fracture
Bolton W (1998)
Engineering Materials Technology
Butterwort-Heinmann
Higgins RA (2006)
Materials for Engineers and Technicians (4th Edition)
Newnes
Higgins RA (2004)
Engineering Mettalurgy: Applied Physical Metallurgy (6th Edition)
Viva Books
= ICT opportunity
17 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
Suggested teaching and
homework activities
repulsive force
3
explain, with the aid of
a sketch what is meant
by the term equilibrium
separation
4
explain, in terms of
slip, plastic
deformation
5
explain why plastic
deformation happens
more easily when
dislocations are
present in a solid
material
6
explain the difference
between the drift
velocity and r.m.s.
= Innovative teaching idea
18 of 63
DEFORMATION OF SOLIDS AND PROPERTIES OF MATERIALS (LEARNING OUTCOMES 5 AND 17)
Suggested resources
Higgins RA (1994)
The properties of engineering materials
Industrial Press Inc
Gordon J (1991)
The new science of strong materials: or Why you don’t fall
through the floor
Penguin
Timings RL (2000)
Engineering Materials
Pearson
Points to note
I = nAve, where n is the number
of conduction electrons per unit
volume, A cross sectional area of
the conductor, v the average drift
velocity and e the charge on the
electron
The Hall effect is the production
of a potential difference (the Hall
voltage) across an electrical
conductor, transverse to an
electric current
Superconductivity – as
temperature approaches 0 K ,
some substances become
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
DEFORMATION OF SOLIDS AND PROPERTIES OF MATERIALS (LEARNING OUTCOMES 5 AND 17)
Suggested teaching and
homework activities
speed of an electron
which forms part of an
electric current in a
solid
7
state and apply the
formula for current (I)
and describe with the
aid of sketches the
band theory for the
conduction of
electrons in metals
8
explain what is meant
by a super-conducting
material and explain
the use of such a
material in strong
magnets
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
superconductors which means
their crystal lattices are unable to
take energy from drifting
electrons so resistivity becomes
zero
VH = Bvd, where B is the
magnetic flux density, v the
electron drift velocity and d the
thickness of the material at right
angles to the field and the
direction of current flow
See Model Assignment document
= ICT opportunity
19 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
DEFORMATION OF SOLIDS AND PROPERTIES OF MATERIALS (LEARNING OUTCOMES 5 AND 17)
Suggested teaching and
homework activities
9
explain what is meant
by the term Hall
voltage and then state
and apply the formula
for Hall voltage (VH)
10 describe the
macroscopic magnetic
properties of
ferromagnetic
materials using the
domain theory
Suggested resources
Points to note
Handout completion
Summary
Controlled Assessment (4.5
hours)
Homework
= Innovative teaching idea
20 of 63
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
DEFORMATION OF SOLIDS AND PROPERTIES OF MATERIALS (LEARNING OUTCOMES 5 AND 17)
Suggested teaching and
homework activities
Complete the report for the
controlled assessment
experiment
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
= ICT opportunity
21 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic
Topic outline
Suggested teaching and homework
activities
Learners will be able
to:
acquire knowledge
and understand
electricity.
Group discussion about electricity
Video
Guided learner research and activity
1
2
3
4
= Innovative teaching idea
22 of 63
ELECTRICITY (LEARNING OUTCOME 6)
State that electric current is a
net flow of charged particles
define the term coulomb and
apply the formula for charge
explain the difference between
electron flow and current flow
define the term potential
difference and apply the
formula potential difference (V)
relating energy and charge and
for potential difference (V)
relating power and current
Suggested resources
Points to note
Video – Electrical safety
www.avtgroup.com/case_studies/esc.htm
Coulomb – the derived SI unit of
electric charge
Q = it
Electric current
www.tiscali.co.uk/reference/encyclopaedia/.../
m0015977.html
Electric Current videos.howstuffworks.com/.../18447electricity-and-magnetism-electric-current-video.htm
Video clip about how electrical resistance in different
materials.
www.bbc.co.uk › Home › Physics › Using electricity
Electrical resistance in conductors
www.marts100.com/resistance.htm
Potential difference – work carried
outwhen a unit positive electric
charge is moved from one point to
another
Q = W/Q
V = P/I
Resistance – the ratio of potential
difference between the ends of a
conductor to the current flowing in
the conductor
R = V/I
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
ELECTRICITY (LEARNING OUTCOME 6)
Suggested teaching and homework
activities
5
for a metallic conductor at
constant temperature, a filament
lamp and a semiconductor diode
sketch and explain the
current/potential difference
characteristics
6
define the term resistance and
apply the formula for resistance
(R)
7
state ohm’s law
8
define the term resistivity and
apply the formula for resistivity
(ρ)
9
state and apply the formulae for
power (P) and energy (W)
10 state that the kilowatt-hour is a
unit of energy
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Electrical Principles
www.practicalphysics.org/go/Topic_8.html
Ohm's law and variations
fizzics.co.uk/ohmslaw.aspx
Pratley JB (1998)
Electronic Principles and Applications
Arnold
Hambley A (2007)
Electrical Engineering
Pearson
Points to note
Ohms law – the ratio of the
potential difference between the
ends of a conductor and the
current flowing in the conductor
ρ = Ra/l
P = I2R
P = V2/R
W = IVt
R = R1 + R2
1/R = 1/R1 + 1/R2
E = Σ IR
ΣI=0
Flux density – the total flux per
= ICT opportunity
23 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
Suggested teaching and homework
activities
11 draw a graph showing the
variation with temperature of a
pure resistor and of a negative
temperature coefficient
thermistor
12 explain the difference between
potential difference and
electromotive force
13 draw a circuit diagram showing
three resistors connected in
series to a dc supply. Include in
the circuit a voltmeter to
measure the electromotive force
14 state and apply the formula for
total resistance for two resistors
connected in series
15 draw a circuit diagram to show
= Innovative teaching idea
24 of 63
ELECTRICITY (LEARNING OUTCOME 6)
Suggested resources
Points to note
Maxfield C et al (2008)
Electrical Engineering
Newnes
unit area
F = Bli
See Model Assignment document
Fowler R (2007)
Electricity: Principles and Applications with
simulation CD
McGraw Hill
Koris R et al (2007)
Electrical Engineering: A Pocket Reference
Artech House
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
ELECTRICITY (LEARNING OUTCOME 6)
Suggested teaching and homework
activities
four resistors connected in
parallel connected to a dc
supply
16 state and apply the formula for
total resistance for two resistors
connected in parallel
17 State and apply Kirchhoff’s
voltage and current law
18 draw magnetic field patterns
caused by a current in a long
straight conductor, a flat circular
coil and a long solenoid
19 define the term flux density(B)
and then state and apply the
formula force (F), with directions
as state in Fleming’s left-hand
rule
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
Nagsarkar TK et al (2005)
Basic Electrical Engineering
OUP
Bird J (2007)
Electrical and Electronic Principles and Technology
Elseviers
Brimicombe M (2008)
OCR Electronics for AS
Hodder
= ICT opportunity
25 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
ELECTRICITY (LEARNING OUTCOME 6)
Suggested teaching and homework
activities
20 explain how to use Fleming’s
left-hand rule to predict the
direction of forces acting on two
long, straight parallel currentcarrying conductors
Suggested resources
Points to note
Handout completion
Summary
Controlled Assessment (4.5 hours)
Homework
Complete the report for the controlled
assessment experiment
= Innovative teaching idea
26 of 63
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
Topic ELECTROMAGNETISM AND ELECTROMAGNETIC INDUCTION (LEARNING OUTCOMES 13 AND 14)
teaching
GLH
time
Topic outline
Learners will be
able to:
acquire
knowledge and
understand
electromagnetism
and
electromagnetic
induction
Suggested teaching and homework
activities
Suggested resources
Group discussion about electromagnetism
Video
Guided learner research and activity
Pratley JB (1998)
Electronic Principles and Applications
Arnold
1
Hambley A (2007)
Electrical Engineering
Pearson
2
State and apply the formula, for the
force (F) acting on a current carrying
conductor in a uniform magnetic field,
with directions as stated in Fleming’s
left-hand rule
State and apply the formula, for the
force (F) on a charge moving in a
uniform magnetic field
Points to note
Maxfield C et al (2008)
Electrical Engineering
Newnes
Handout completion
Summary
Group discussion about electromagnetic
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
= ICT opportunity
27 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
Topic ELECTROMAGNETISM AND ELECTROMAGNETIC INDUCTION (LEARNING OUTCOMES 13 AND 14)
teaching
GLH
time
Topic outline
Suggested teaching and homework
activities
induction
Video
Guide learner research and activity
1
2
3
4
5
Define the terms magnetic flux and
weber and state and apply the formula
for total flux (Ø)
explain what is meant by magnetic flux
linkage
state and use Faraday’s law of
electromagnetic induction
state and use Lenz’s law to determine
the direction of an induced e.m.f.
state and use the formula for
magnitude of induced e.m.f. (E)
Suggested resources
Points to note
Fowler R (2007)
Electricity: Principles and Applications with
simulation CD
McGraw Hill
F = Bil sin x, where B is the
magnetic flux density, I is the
current, l is the length of the
conductor in the field and x is
the angle between the
conductor and the field
Bird J (2007)
Electrical and Electronic Principles and Technology
Elseviers
Electromagnetism ...
www.school-for-champions.com › Physical Science
Video
www.howstuffworks.com › Science › Engineering ›
Devices
F = BQv, where v is the velocity
of the charge Q moving at right
angles to a magnetic field of
flux density B
Magnetic flux – the product of
flux density and a given crosssectional area
Weber – the derived SI unit of
= Innovative teaching idea
28 of 63
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
Topic ELECTROMAGNETISM AND ELECTROMAGNETIC INDUCTION (LEARNING OUTCOMES 13 AND 14)
teaching
GLH
time
Topic outline
Suggested teaching and homework
activities
Handout completion
Summary
Controlled Assessment (4.5 hours)
Homework
Complete the report for the controlled
assessment experiment
Suggested resources
Points to note
Basics Of Electromagnetism,
Alimuddin Khan (2008)
Basics Of Electromagnetism
Anmol
magnetic flux
Animated illustration demonstrates the principles of
electromagnetic induction on which electric
generators are based.
www.koehler.me.uk/animation/e_and_m_magnets.ht
m – Cached – Similar
Flux linkage = NØ, where N is
the number of turns of wire in
the conductor
Electromagnetic induction.
www.allaboutcircuits.com/vol_1/chpt_14/5.html
www.examstutor.com/.../electromagnetic_induction/i
ndex.php
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Ø = BA where the flux is at right
angles to the area A
Induced e.m.f. across a
conductor is equal to the rate at
which magnetic flux is cut by
the conductor. The induced
current is in a direction so as to
oppose the flux change causing
it.
= ICT opportunity
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OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
Topic ELECTROMAGNETISM AND ELECTROMAGNETIC INDUCTION (LEARNING OUTCOMES 13 AND 14)
teaching
GLH
time
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Experiments
www.practicalphysics.org/go/Collection_45.html –
E = -ØN/t
Dugdale D (1993)
Essentials of Electromagnetism
Springer
= Innovative teaching idea
30 of 63
See Model Assignment
document
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic
Topic outline
Suggested teaching and homework
activities
Learners will be able
to:
acquire knowledge
and understand
electricity.
ELECTRICITY (LEARNING OUTCOME 6)
Group discussion about electricity
Video
Guided learner research and activity
1
2
3
4
State that electric current is a
net flow of charged particles
define the term coulomb and
apply the formula for charge
explain the difference between
electron flow and current flow
define the term potential
difference and apply the
formula potential difference (V)
relating energy and charge and
for potential difference (V)
relating power and current
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
Video – Electrical safety
www.avtgroup.com/case_studies/esc.htm
Coulomb – the derived SI unit of
electric charge
Q = it
Electric current
www.tiscali.co.uk/reference/encyclopaedia/.../
m0015977.html
Electric Current videos.howstuffworks.com/.../18447electricity-and-magnetism-electric-current-video.htm
Video clip about how electrical resistance in different
materials.
www.bbc.co.uk › Home › Physics › Using electricity
Electrical resistance in conductors
www.marts100.com/resistance.htm
Potential difference – work carried
outwhen a unit positive electric
charge is moved from one point to
another
Q = W/Q
V = P/I
Resistance – the ratio of potential
difference between the ends of a
conductor to the current flowing in
the conductor
R = V/I
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OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
Suggested teaching and homework
activities
5
for a metallic conductor at
constant temperature, a filament
lamp and a semiconductor diode
sketch and explain the
current/potential difference
characteristics
6
define the term resistance and
apply the formula for resistance
(R)
7
state ohm’s law
8
define the term resistivity and
apply the formula for resistivity
(ρ)
9
state and apply the formulae for
power (P) and energy (W)
10 state that the kilowatt-hour is a
unit of energy
= Innovative teaching idea
32 of 63
ELECTRICITY (LEARNING OUTCOME 6)
Suggested resources
Points to note
Electrical Principles
www.practicalphysics.org/go/Topic_8.html
Ohms law – the ratio of the
potential difference between the
ends of a conductor and the
current flowing in the conductor
Ohm's law and variations
fizzics.co.uk/ohmslaw.aspx
Pratley JB (1998)
Electronic Principles and Applications
Arnold
Hambley A (2007)
Electrical Engineering
Pearson
ρ = Ra/l
P = I2R
P = V2/R
W = IVt
R = R1 + R2
1/R = 1/R1 + 1/R2
E = Σ IR
ΣI=0
Flux density – the total flux per
unit area
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
ELECTRICITY (LEARNING OUTCOME 6)
Suggested teaching and homework
activities
11 draw a graph showing the
variation with temperature of a
pure resistor and of a negative
temperature coefficient
thermistor
12 explain the difference between
potential difference and
electromotive force
13 draw a circuit diagram showing
three resistors connected in
series to a dc supply. Include in
the circuit a voltmeter to
measure the electromotive force
14 state and apply the formula for
total resistance for two resistors
connected in series
15 draw a circuit diagram to show
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
Maxfield C et al (2008)
Electrical Engineering
Newnes
F = Bli
See Model Assignment document
Fowler R (2007)
Electricity: Principles and Applications with
simulation CD
McGraw Hill
Koris R et al (2007)
Electrical Engineering: A Pocket Reference
Artech House
= ICT opportunity
33 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
Suggested teaching and homework
activities
four resistors connected in
parallel connected to a dc
supply
16 state and apply the formula for
total resistance for two resistors
connected in parallel
17 State and apply Kirchhoff’s
voltage and current law
18 draw magnetic field patterns
caused by a current in a long
straight conductor, a flat circular
coil and a long solenoid
19 define the term flux density(B)
and then state and apply the
formula force (F), with directions
as state in Fleming’s left-hand
rule
= Innovative teaching idea
34 of 63
ELECTRICITY (LEARNING OUTCOME 6)
Suggested resources
Points to note
Nagsarkar TK et al (2005)
Basic Electrical Engineering
OUP
Bird J (2007)
Electrical and Electronic Principles and Technology
Elseviers
Brimicombe M (2008)
OCR Electronics for AS
Hodder
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
ELECTRICITY (LEARNING OUTCOME 6)
Suggested teaching and homework
activities
20 explain how to use Fleming’s
left-hand rule to predict the
direction of forces acting on two
long, straight parallel currentcarrying conductors
Suggested resources
Points to note
Handout completion
Summary
Controlled Assessment (4.5 hours)
Homework
Complete the report for the controlled
assessment experiment
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
= ICT opportunity
35 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic
Topic outline
Suggested teaching and homework
activities
Learners will be able
to:
acquire knowledge
and understand
thermal physics,
nuclear atom and
radioactivity
Group discussion about thermal
physics
Video
Guided learner research and activity
1
2
= Innovative teaching idea
36 of 63
THERMAL PHYSICS, NUCLEAR ATOM AND RADIOACTIVITY (LEARNING OUTCOMES 15 AND 16)
state that the internal energy is
determined by the condition of
the system and can be
expressed as the sum of a
random distribution of kinetic
and potential energy concerned
with the molecules of the system
explain 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
Suggested resources
Points to note
Thermal Physics / videos) ...
www.physics-online.com/page.cfm/CCEA-A-LevelPhysics
Thermal Physics – Videos
www.thestudentroom.co.uk
Mark E (2004)
Electricity and thermal physics
Nelson Thornes
Schroeder DV (2004)
An Introduction To Thermal Physics Pearson
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
THERMAL PHYSICS, NUCLEAR ATOM AND RADIOACTIVITY (LEARNING OUTCOMES 15 AND 16)
Suggested teaching and homework
activities
minimum internal energy
3
define the term specific heat
capacity and state and apply the
formula heat energy (Q)
4
describe what is meant by the
terms sensible heat and latent
heat
5
state and apply the ideal gas
formula
Handout completion
Summary
Group discussion about the nuclear
atom and radioactivity
Video
Guide learner research and activity
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
Blundell SJ & Blundell KM (2004)
Concepts in thermal physics
OUP
Pratley JB (1984)
Physical Science and Physics
McGraw-Hill
GCSE Nuclear Radiation – Types of Radiation
home.clara.net/darvill/nucrad/types.htm
Physics – Age 16-18 (A-level) – Radioactivity and
atoms teaching
www.teachable.net/physics/key.../radioactivity-andatoms.aspx
= ICT opportunity
37 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
Suggested teaching and homework
activities
1
explain the difference between
nucleon mass number and
proton atomic number
2
state that an element can exist
in various isotopic forms, each
with a different number of
neutrons
3
State and apply the formula for
mass-energy (E)
4
describe the process of nuclear
fission and nuclear fusion
5
state the three types of
radioactive emissions with
different penetrating powers
6
state hazards of ionising
radiation
7
state safety precautions which
= Innovative teaching idea
38 of 63
THERMAL PHYSICS, NUCLEAR ATOM AND RADIOACTIVITY (LEARNING OUTCOMES 15 AND 16)
Suggested resources
Points to note
Radioactive
www.practicalphysics.org/go/Guidance_82.html
The Structure of Atoms – 3 fundamental particles
www.docbrown.info/page03/3_54radio.htm
Guide for Safe Handling of Radioactive Sources.
Published by World Scientific Publishing Co in
December 2003, the book ...
www.intute.ac.uk/cgi-bin/browse.pl?limit=50&id
Antram IGD (2004)
Complete Physics for IGCSE
The Book House
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
teaching
9 GLH
time
Topic outline
Topic
THERMAL PHYSICS, NUCLEAR ATOM AND RADIOACTIVITY (LEARNING OUTCOMES 15 AND 16)
Suggested teaching and homework
activities
must be taken in the handling,
storing and disposing of
radioactive materials
8
state and apply the formula
radioactivity (A)
9
explain what is meant by the
term half life
Suggested resources
Points to note
Mark E (2003)
Mechanics and radioactivity
Nelson Thornes
Handout completion
Summary
Controlled Assessment (4.5 hours)
Homework
Complete the report for the controlled
assessment experiment
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
= ICT opportunity
39 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
teaching
GLH
time
Topic ELECTRONICS (LEARNING OUTCOME 18)
Topic outline
Suggested teaching and
homework activities
Learners will be
able to:
acquire knowledge
and understand
electronics
Group discussion about
electronics
Video
Guided learner research and
activity
1
2
3
explain, using a sketch,
what is meant by an
analogue signal and a
digital signal
state that noise is any
unwanted signal
superimposed upon a
transmitted signal and
explain the effect of noise
on the quality of a signal
explain what is meant by
= Innovative teaching idea
40 of 63
Suggested resources
Points to note
Pratley JB (1998)
Electronic Principles and Applications
Arnold
Analogue signal – the property of a
signal to have any value and it may
be the amplitude, phase or frequency
of an electronic signal
Brimicombe M (2008)
OCR Electronics for AS
Hodder
Op Amp Circuit Collection. www.national.com/an/AN/AN31.pdf - A collection of free SPICE circuit files and
tutorials.
www.ecircuitcenter.com/Circuits.htm
op amp circuit
www.physics.ucdavis.edu/Classes/
Physics116/Lab02_rev.p
Digital signal – the property of a
signal to have a limited number of
discreet values
Amplitude modulation – the
information signal from a source is
used to vary the amplitude of the
carrier so that it follows the wave
shape of the information signal
Frequency modulation – the
information signal varies the
frequency of the carrier
= ICT opportunity
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Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
teaching
GLH
time
Topic outline
Topic ELECTRONICS (LEARNING OUTCOME 18)
Suggested teaching and
homework activities
the terms
(a) amplitude
modulation
(b) frequency
modulation and
(c) bandwidth
4
state six advantages of
transmission signals in
digital form as compared
to signals in analogue form
5
state five characteristic
properties of an ideal
operational amplifier
6
draw a labelled diagram of
(a) an inverting amplifier
(b) a summing amplifier
and (c) a non-inverting
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
A Non-inverting amplifier
www.technologystudent.com/elec1/opamp2.htm
Bandwidth – the range of frequencies
a signal occupies or the range of
frequencies a communication channel
can accommodate
Op amps for everyone
Bruce Carter; Ron Mancini (2009)
Elsevier Science
Op amp gain www.radio-electronics.com › Reference and
tutorials
Graeme JG (1999)
Amplifier Applications of Op Amps
McGraw-Hill
Fig. Inverting amplifier
Jung WG (2005)
Op Amp Applications Handbook Newnes
= ICT opportunity
41 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
teaching
GLH
time
Topic outline
Topic ELECTRONICS (LEARNING OUTCOME 18)
Suggested teaching and
homework activities
amplifier
7
state and apply the
formula for gain in an
inverting amplifier (G)
8
state and apply the
formula for gain for a noninverting amplifier (G)
9
state and apply the
formula for a summing
amplifier (Vout)
Handout completion
Summary
Controlled Assessment (4.5
hours)
Homework
= Innovative teaching idea
42 of 63
Suggested resources
Points to note
Fig. Non-inverting amplifier
G = -Rf / Rin
G = 1 + (R1 / R2)
Vout = - Rf (V1/R1 + V2/R2 + V3/R3)
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
teaching
GLH
time
Topic outline
Topic ELECTRONICS (LEARNING OUTCOME 18)
Suggested teaching and
homework activities
Complete the report for the
controlled assessment
experiment
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
See Model Assignment document
= ICT opportunity
43 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
teaching
GLH
time
Topic QUANTUM PHYSICS, ELECTROMAGNETIC WAVES AND WAVES (LEARNING OUTCOMES 7, 8 AND 9)
Topic outline
Suggested teaching and
homework activities
Learners will be
able to:
acquire knowledge
and understand
quantum physics,
electromagnetic
waves and waves
Group discussion about quantum
physics
Video
Guided learner research and
activity
1
2
describe the photoelectric
effect and state that the
photoelectric effect provides
evidence for a particular
nature of electromagnetic
radiation while phenomena
such as interference and
diffraction provide evidence
for a wave nature
explain what is meant by
electromagnetic radiation
= Innovative teaching idea
44 of 63
Suggested resources
Points to note
digg.com/.../Animated_Quantum_Physics_Video_Awesome The photon is a quantum of
(2006)
electromagnetic radiation,
regarded as a particle with zero
di
rest mass and charge, unit spin,
and energy equal to the product
Further work by Max Planck in 1900 produced the Photon
of the frequency of the radiation
Model of Electromagnetic Radiation. We can sum this
and the Planck constant
up in the following points:
www.antonineE =hf, where h is the Planck
education.co.uk/.../topic_3_particle_model_of_light.htm
constant and f is the frequency
of radiation
Why is the frequency (rather than the wavelength) of the
electromagnetic radiation a more certain method of
hf = Ø + ½mvmax2 where m is the
distinguishing the wave and its properties?
mass of the electron and vmax is
www.iop.org/.../Vibrations%20and%20Waves/
the maximum velocity of the
EM%20waves/
photoelectron
file_4237.doc
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
teaching
GLH
time
Topic outline
Topic QUANTUM PHYSICS, ELECTROMAGNETIC WAVES AND WAVES (LEARNING OUTCOMES 7, 8 AND 9)
Suggested teaching and
homework activities
and photon model
3
state and apply the formula
for photon energy
4
state that the maximum
kinetic energy of
photoelectrons is
independent of intensity and
that the photoelectric current
is proportional to intensity of
the incident radiation
5
explain photoelectric
phenomena in terms of
photon energy and work
function energy (Ø)
6
state and apply the formula
for photo-electric effect (hf)
7
explain what is meant by the
term threshold frequency
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
Griffiths DJ (2004)
Introduction to quantum mechanics
Pearson
hfo = Ø, gives the minimum
frequency that will allow
photoemission, where fo is the
threshold frequency
Convert wavelength conversion to frequency sound
equation formula
www.sengpielaudio.com/calculator-wavelength.htm
λ = h/mv
Bekefi, G. & Barrett, A.H. (1997)
Electromagnetic vibration, waves and radiation
MIT
Smith, G.S. (1997)
An Introduction to Classical Electromagnetic Radiation
Cambridge University Press
Rowing J (
The electromagnetic spectrum is
the entire range of wavelengths
of all known electromagnetic
radiations extending from
gamma rays through visible
light, infrared, and radio waves,
to X-rays. It is divided into 26
alphabetically designated bands,
having frequencies of 0 to at
least 10 hertz
= ICT opportunity
45 of 63
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
teaching
GLH
time
Topic outline
Topic QUANTUM PHYSICS, ELECTROMAGNETIC WAVES AND WAVES (LEARNING OUTCOMES 7, 8 AND 9)
Suggested teaching and
homework activities
8
state and apply de Broglie
formula for wavelength (λ)
Group discussion about
electromagnetic waves
Video
Guide learner research and
activity
9
10
describe the features of the
electromagnetic spectrum
and state that all
electromagnetic waves
travel with the same speed
in free space
state the orders of
magnitude of the
= Innovative teaching idea
46 of 63
Suggested resources
Points to note
The Electromagnetic Spectrum
GCSEPod
Wavelength in metres:
Radio 103
Microwave 10-2
Infrared 10-5
Visible 5 x 10-6
Ultraviolet 10-8
X ray 10-10
Gamma ray 10-12
Rowing J ()
Units and properties of waves
GCSEPod
Golbourn R (2007)
OCR A Physics for AS Level – Wave Properties
Tuolmne Tech Group Inc
Chadha DSG (2008)
Physics 1 for OCR
Cambridge University Press
(Supported by CD-ROM)
A wave is a disturbance that
propagates through space and
time, usually with transference of
energy. A mechanical wave is a
wave that propagates or travels
through a medium due to the
restoring forces it produces upon
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OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
teaching
GLH
time
Topic outline
Topic QUANTUM PHYSICS, ELECTROMAGNETIC WAVES AND WAVES (LEARNING OUTCOMES 7, 8 AND 9)
Suggested teaching and
homework activities
wavelengths of the principal
radiations from radio waves
to gamma rays
Group discussion about waves
Video
Guide learner research and
activity
11 describe what is meant by
wave motion as seen by
vibrations in ropes, springs
and ripple tanks
12 state that waves can be
reflected and refracted
13 explain the terms
displacement, amplitude,
period, phase difference,
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
Nuttall D (2010)
AS/A Level Physics
Mechanics and Materials, Waves and Particles
Philip Alan
deformation.
There also exist waves capable
of traveling through a vacuum,
including electromagnetic
radiation and probably[1]
gravitational radiation. Waves
travel and transfer energy from
one point to another, often with
no permanent displacement of
the particles of the medium (that
is, with little or no associated
mass transport); they consist
instead of oscillations or
vibrations around almost fixed
locations.
A transverse wave is one that
moves matter up and down as it
The wave particle duality principle of quantum physics
holds that matter and light reality in the form of waves is at
the heart of quantum mechanics.
physics.about.com/od/lightoptics/a/waveparticle.htm
Other references
Mastering Physics – For OCR A Level Physics A Students
Video
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Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
teaching
GLH
time
Topic outline
Topic QUANTUM PHYSICS, ELECTROMAGNETIC WAVES AND WAVES (LEARNING OUTCOMES 7, 8 AND 9)
Suggested teaching and
homework activities
frequency, wavelength,
velocity and speed
14 state and apply the formula
for wave speed (v)
15 explain how energy is
transferred due to a
progressive wave
16 describe the nature of the
motions in transverse and
longitudinal waves
17 explain polarisation as a
phenomenon associated
with transverse waves
Handout completion
Summary
Controlled Assessment (4.5
= Innovative teaching idea
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Suggested resources
Points to note
Watch Mastering Physics – For OCR A Level Physics A
Students and hundreds of other videos about education,
physics a level, physics a level help,
vodpod.com/.../2342066-mastering-physics-for-ocr-a-levelphysics-a-students – Cached
travels through a medium
A longitudinal wave is one that
vibrates in the same direction as
its length
Ocr A Level Physics Videos – Metacafe
13 Aug 2009 – Susan Miles
v = f λ, where f is the frequency
and λ
is the wavelength
Examstutor.com – an a level and GCSE online revision
resource for
Suitable for students preparing for OCR, Edexcel and AQA
examinations. A level Biology, A level Chemistry, A level
See Model Assignment
documents
Revision:OCR A Level Physics - Nuclear And Particle
Physics – The ... 4 posts
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OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggested
9
teaching
GLH
time
Topic outline
Topic QUANTUM PHYSICS, ELECTROMAGNETIC WAVES AND WAVES (LEARNING OUTCOMES 7, 8 AND 9)
Suggested teaching and
homework activities
hours)
Homework
Complete the report for the
controlled assessment experiment
Suggested resources
Points to note
Revision:OCR A Level Physics - Nuclear And Particle
Physics Where GCSE, A Level and university students
share
OCR A Level Physics – Nuclear And Particle Physics Exam
Revision Notes
OCR A Level Physics – Nuclear And Particle Physics ...
generating useful electrical energy. categoria Physics
commento 2 Comments data October 31st, 2009 ...
www.wovre.com/.../ocr-a-level-physics-nuclear-andparticle-physics/
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OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggeste
d teaching
time
9
GLH
Topic outline
Learners will be
able to:
acquire knowledge
and understand
Chemical
reactions, organic
compounds and
functional groups
Topic
Suggested teaching and
homework activities
Group discussion about
chemical reactions
Video
Guided learner research and
activity
1
2
explain the difference
between an oxidation
chemical reaction and a
reduction reaction and
state for each type of
reaction one example of
its use
explain how patterns in
chemical properties can
be used to predict
reactions
= Innovative teaching idea
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CHEMICAL REACTIONS, ORGANIC COMPOUNDS AND FUNCTIONAL GROUPS (LEARNING OUTCOMES 19 AND 20)
Suggested resources
Points to note
Balancing Simple Chemical Equations –
Video(2008)
www.metacafe.com
Oxidation – the removal of hydrogen from a
substance
Reduction – the removal of oxygen from a
substance
Clips about: chemical, reaction from BBC
Learning Zone Broadband Class Clips.
www.bbc.co.uk/learningzone/clips/chemical%20re
action
GROUP 1 Chemical Reactions .
video.aol.co.uk/video-detail/...chemicalreactions/2019216009
Clark J (2009)
GCSE Chemistry
Longman
Six factors:
Concentration of reactants in solution(for
gasses change in pressure)
Increase/decrease in temperature
State of division of reactants
Presence of a catalyst
Light (for some reactions
Exothermic – a reaction in which energy in
the form of heat is released
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OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggeste
d teaching
time
9
GLH
Topic outline
Topic
CHEMICAL REACTIONS, ORGANIC COMPOUNDS AND FUNCTIONAL GROUPS (LEARNING OUTCOMES 19 AND 20)
Suggested teaching and
homework activities
3
state six factors that can
affect the rate of a
reaction and explain why
(a) some adhesives are
sold in two tubes (b) a
mixture of chlorine and
methane react in sunlight
but do not react in the
dark (c) lumps of coal are
difficult to set alight
4
define the terms
exothermic and
endothermic reactions
and explain what changes
take place in bonding
5
state and apply the
equation for a ph Solution
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
Parsons R (2003)
GCSE Chemistry
Coordination Group Publications
Endothermic – a reaction in which energy in
the form of heat is absorbed
pH = - log10[H+]
Berry B (2005)
Study Guide for Chemistry
Hodder
Hill G et al (2008)
OCR Chemistry for AS
Hodder
Hunt A (2004)
Advanced Level Practical Work for Chemistry
Hodder
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OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggeste
d teaching
time
9
GLH
Topic outline
Topic
CHEMICAL REACTIONS, ORGANIC COMPOUNDS AND FUNCTIONAL GROUPS (LEARNING OUTCOMES 19 AND 20)
Suggested teaching and
homework activities
Handout completion
Summary
Group discussion about organic
compounds and functional
groups
Video
Guided learner research and
activity
6
7
explain why carbon atoms
form compounds and
describe organic
compounds as chain,
branched chain or ring
explain the difference
= Innovative teaching idea
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Suggested resources
Points to note
Hunt A (2009)
A – Z Chemistry Handbook
Hodder
Parsons R (2009)
A2 Level Chemistry OCR – A Revision Guide
Organic compounds, formulas and isomers ...
www.zdnet.co.uk/tsearch/organic+compounds.htm
Vollhardt KPC & Shore NE (2006)
Organic Chemistry – Structure and Function
Macmillan
Teaching Tools – Roger Frost
Organic chemistry for age 15 ·Click to watch video
for students age 16-18 ... or whiteboard to explain
In organic chemistry, compounds composed
of carbon and hydrogen are divided into two
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OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggeste
d teaching
time
9
GLH
Topic outline
Topic
CHEMICAL REACTIONS, ORGANIC COMPOUNDS AND FUNCTIONAL GROUPS (LEARNING OUTCOMES 19 AND 20)
Suggested teaching and
homework activities
between aliphatic and
aromatic compounds
8
recognise the following
types of aliphatic
compound and their
functional groups: alkene,
alcohol, carboxylic acid,
amine, amide and ester
9
recognise the following
types of aromatic
compounds and their
functional groups:
phenols, phenyl amines
and carboxylic acids
10 name three organic
compounds by
considering three features
= Innovative teaching idea
OCR Engineering Diploma Level 3 Diploma
Suggested resources
Points to note
a reaction mechanism, or why a compound
dissolves.
organic.rogerfrost.com/teaching.html
classes: aromatic compounds, which contain
benzene rings or similar rings of atoms, and
aliphatic compounds (G. aleiphar, fat, oil),
which do not contain aromatic rings.
A2 Chemistry – Revision Notes
lanther.co.uk/notes/CHM4.pdf
Friedel Crafts alkylation
Click the structures and reaction arrows in
sequence to view the 3D models and animations
respectively.
www.chemtube3d.com/Electrophilic%20aromatic
%20substitution%20-%20FriedelCrafts%20alkylation.html
Friedel Crafts alkylation; Fries rearrangement
www.intute.ac.uk/.../search.pl?...chemical%20reac
Organic compounds: Benzene ring – All
aromatic compounds are based on benzene,
C6H6, which has a ring of six carbon atoms
and has the symbol:
Each corner of the hexagon has a carbon
atom with a hydrogen attached.
Phenylethene – This is an ethene molecule
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OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggeste
d teaching
time
9
GLH
Topic outline
Topic
Suggested teaching and
homework activities
as (a) size and shape of
the carbon skeleton (b)
the presence in the
molecules of groups of
atoms called functional
groups (c) the position of
these functional groups in
the molecules
11 explain what is meant by
the Friedel-Craft reaction
and state that a FriedelCrafts alkylation reaction
involves a compound, a
haloalkane and a catalyst
12 show how new carboncarbon bonds are formed
during Friedel-Crafts
= Innovative teaching idea
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CHEMICAL REACTIONS, ORGANIC COMPOUNDS AND FUNCTIONAL GROUPS (LEARNING OUTCOMES 19 AND 20)
Suggested resources
Points to note
tions...
with a phenyl group attached. Ethene is a
two carbon chain with a carbon-carbon
double bond. Phenylethene is therefore:
Maggi GSR (2009)
Advances in Friedel-Crafts Acylation Reactions
CRC Press
Friedel and James Crafts in 1877. There are two
main types of Friedel-Crafts ...Friedel-Crafts
reactions are a set of reactions developed by
Charles en.wikipedia.org/wiki/Friedel–
Crafts_reacton
Facer G (2010)
AS/A-level Chemistry (Edexcel): Unit 3 & 6:
Chemistry Laboratory Skills (Student Unit Guides)
Philip Adam
The old name for phenylethene is styrene the monomer from which polystyrene is
made.
Friedel-Crafts reaction is a substitution
reaction, catalyzed by aluminum chloride in
which an alkyl (R‒) or an acyl (RCO‒) group
replaces a hydrogen atom of an aromatic
nucleus to produce hydrocarbon or a ketone
= ICT opportunity
OCR Engineering Diploma Level 3 Diploma
Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggeste
d teaching
time
9
GLH
Topic outline
Topic
CHEMICAL REACTIONS, ORGANIC COMPOUNDS AND FUNCTIONAL GROUPS (LEARNING OUTCOMES 19 AND 20)
Suggested teaching and
homework activities
reactions
Handout completion
Summary
Controlled Assessment (4.5
hours)
Homework
Complete the report for the
controlled assessment
experiment
Suggested resources
Points to note
Hill G & Holman J (2001)
Chemistry in Context – Laboratory Manual Fifth
Edition: Laboratory Manual and Student Guide
(Paperback)
Nelson Thornes
Lehman JW (2008)
Operational Organic Chemistry
Pearson
See Model Assignment document
Spencer L et al (2008)
General Organic and Biochemistry
Brooks
Ault A (1998)
Techniques and experiments for organic chemistry
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Sample Diploma Scheme of Work
OCR Level 3 Principal Learning in Engineering: H811 Unit F564
Scientific principles and applications for engineers
Suggeste
d teaching
time
9
GLH
Topic outline
Topic
CHEMICAL REACTIONS, ORGANIC COMPOUNDS AND FUNCTIONAL GROUPS (LEARNING OUTCOMES 19 AND 20)
Suggested teaching and
homework activities
Suggested resources
Points to note
University Science Books
The Organic Laboratory
Experiments 2-6 and 8-9 are adapted from
Kenneth L. Williamson, Macroscale and
Microscale Organic Experiments, 2nd ed., 1994,
Houghton Mifflin Co. ...
ull.chemistry.uakron.edu/organic
Organic chemistry laboratory provides you with
a unique opportunity to do the ...
Finally you will be able to run experiments in
organic chemistry. ...
orgchem.colorado.edu/hndbksupport/ochemlabte
ch.html
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OCR Engineering Diploma Level 3 Diploma
Sample Diploma Lesson Plan
OCR Level 3 Principal Learning in
Engineering: H811 Unit F564 Scientific
principles and applications for engineers
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be 2.5 hours.
Learning Objectives for the Lesson
Objective 1
Learners can define the term resistance
Objective 2
Learners can state Ohm’s law and apply the formula for resistance
Objective 3
Learners can draw a circuit diagram showing three resistors connected in series
to a dc supply
Objective 4
On the circuit diagram in objective 4 learners can show the position of a voltmeter
to measure electromotive force
Objective 5
Learners can state and apply the formula for total resistance for two resistors
connected in series
Recap of Previous Experience and Prior Knowledge

learners have been introduced to the concept of electric current and are aware of:
o
o
o
o
the term coulomb
the difference between electron flow and current flow
the definition of the term potential difference and electromotive force
the construction of electric circuits.
OCR Engineering Diploma Level 3 Diploma
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Sample Diploma Lesson Plan
Content
Time
Content
30 minutes
Introduction
Verbal exposition and Questioning
Group discussion
Video:
Choose one or a selection of the following:
Electric current
www.tiscali.co.uk/reference/encyclopaedia/.../m0015977.html
Electric Current videos.howstuffworks.com/.../18447-electricity-and-magnetismelectric-current-video.htm
Video clip about how electrical resistance in different materials.
www.bbc.co.uk › Home › Physics › Using electricity
Electrical resistance in conductors
www.marts100.com/resistance.htm
Electrical Principles
www.practicalphysics.org/go/Topic_8.html
Activity
Complete the handout.
Define the term resistance as the opposition to electron flow
15 minutes
Introduction
Verbal exposition and Questioning
Group discussion
Activity
Complete the handout
State Ohm’s law as the current through a conductor is proportional to the
potential difference across it, provided its temperature remains constant
Write down R = V/Ι where R is the resistance in ohms (Ώ), V is the potential
difference in volts (V) and Ι is the current in amperes (A).
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OCR Engineering Diploma Level 3 Diploma
Sample Diploma Lesson Plan
30 minutes
Activity
Complete the handout
Worked examples:
1
A lamp is rated at 12 V 2 A. What is its resistance?
V = 12 V and Ι = 2 A
Using R = V/Ι
R = 12/2 = 6 Ώ
2
3
A cable of resistance of 0.05 Ώ carries a current of 40 A. Determine the
potential difference across the ends of the cable
R = 0.05 Ώ and Ι = 40 A
Using V = ΙR
V = 40 x 0.05 = 2 V
A potential difference of 112 V is applied across the terminals of a 56 Ώ
resistor. Determine the current flowing through the resistor
V = 112 V and R = 56 Ώ
Using Ι = V/R
Ι = 112/56 = 2 A
Activity
Provide a worksheet of calculations
References:
Pratley JB (1998)
Electronic Principles and Applications
Arnold
Hambley A (2007)
Electrical Engineering
Pearson
Maxfield C et al (2008)
Electrical Engineering
Newnes
Fowler R (2007)
Electricity: Principles and Applications with simulation CD
McGraw Hill
OCR Engineering Diploma Level 3 Diploma
59 of 63
Sample Diploma Lesson Plan
30 minutes
Introduction
Verbal exposition and Questioning
Group discussion
Activity
Complete the handout
Draw a circuit diagram showing three resistors connected in series to a dc
supply
On the circuit diagram show the position of a voltmeter to measure electromotive
force
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OCR Engineering Diploma Level 3 Diploma
Sample Diploma Lesson Plan
30 minutes
Introduction
Verbal exposition and Questioning
Group discussion
Activity
Complete the handout
State that when resistors R1 and R2 are connected in series then the total
resistance R is R = R1 + R2
Activity
Complete the handout
Worked examples:
1
Calculate the total resistance of a circuit made up of two resistors of value
10 and 20 Ώ respectively connected in series
R1 = 10 Ώ and R2 = 20 Ώ
Using R = R1 + R2
Then R = 10 + 20
R = 30 Ώ
2
Two resistors of 8 and 12 Ώ are connected in series across a 12 volt
supply.
Draw a circuit diagram.
Calculate:
(a)
(b)
(c)
total circuit resistance
circuit current
potential difference across each resistor
State the reading for ammeter A1 and ammeter A2
(a)
R1 = 8 Ώ and R2 = 12 Ώ
Using R = R1 + R2
Then R = 8 + 12
R = 20 Ώ
OCR Engineering Diploma Level 3 Diploma
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Sample Diploma Lesson Plan
(b)
I = V/R
I = 12/20
I = 0.6 A
The reading on ammeter A1 and A2 is 0.6 A
(c)
V1
V1
V1
V2
V2
V2
=
=
=
=
=
=
IR1
0.6 x 8
4.8 V
IR1
0.6 x 12
7.2 V
Check E = V1 + V2
12 = 4.8 + 6.2
12 = 12 QED
Activity
Provide a worksheet of calculations
References:
http://www.matter.org.uk/schools/content/Resistors/exercises1.html
Pratley JB (1998)
Electronic Principles and Applications
Arnold
Hambley A (2007)
Electrical Engineering
Pearson
Maxfield C et al (2008)
Electrical Engineering
Newnes
Fowler R (2007)
Electricity: Principles and Applications with simulation CD
McGraw Hill
www.physics.uoguelph.ca/tutorials/.../Q.ohm.intro.series.html
www.play-hookey.com/dc_theory/series_resistors.html
en.citizendium.org/wiki/Resistor
www.mayothi.com/resistors.html
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OCR Engineering Diploma Level 3 Diploma
Sample Diploma Lesson Plan
Consolidation
Time
Content
5 minutes
Quick fire questions about resistance, ohms law and resistors connected in
series
5 minutes
Class discussion – Has learning taken place?
5 minutes
Homework
Activity
Handout
Work can be found in:
Pratley JB (1998)
Electronic Principles and Applications
Arnold
Hambley A (2007)
Electrical Engineering
Pearson
Maxfield C et al (2008)
Electrical Engineering
Newnes
Fowler R (2007)
Electricity: Principles and Applications with simulation CD
McGraw Hill
http://www.matter.org.uk/schools/content/Resistors/exercises1.html
www.physics.uoguelph.ca/tutorials/.../Q.ohm.intro.series.html
www.play-hookey.com/dc_theory/series_resistors.html
en.citizendium.org/wiki/Resistor
www.mayothi.com/resistors.htm
OCR Engineering Diploma Level 3 Diploma
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