72663 Unit f564 Scientific Principles and Applications for Engineer Scheme of Work and Lesson Plans Sample

OCR Nationals

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 engineerThis Support Material booklet is designed to accompany the OCR Engineering Diploma specification for teaching from September 2008.

Contents

2Contents

4OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersUnit Overview

7OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersForce, motion and kinematics (Learning outcomes 1 and 2)Sample Diploma Scheme of Work

10OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersDynamics, force, work and power (Learning outcomes 3 and 4)Sample Diploma Scheme of Work

15OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersDeformation of solids and properties of materials (Learning outcomes 5 and 17)Sample Diploma Scheme of Work

22OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersElectricity (Learning outcome 6)Sample Diploma Scheme of Work

27OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersElectromagnetism and Electromagnetic Induction (Learning outcomes 13 and 14)Sample Diploma Scheme of Work

31OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersElectricity (Learning outcome 6)Sample Diploma Scheme of Work

36OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersThermal Physics, Nuclear Atom and Radioactivity (Learning outcomes 15 and 16)Sample Diploma Scheme of Work

40OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersElectronics (learning outcome 18)Sample Diploma Scheme of Work

44OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersQuantum Physics, Electromagnetic waves and Waves (Learning outcomes 7, 8 and 9)Sample Diploma Scheme of Work

50OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersChemical reactions, organic compounds and functional groups (Learning outcomes 19 and 20)Sample Diploma Scheme of Work

57OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersSample Diploma Lesson Plan

OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersTeaching time90 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 scientists 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.

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.

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.

OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineers

Suggested teaching time9 GLHTopicForce, motion and kinematics (Learning outcomes 1 and 2)

Topic outlineSuggested teaching and homework activities Suggested resourcesPoints to note

Learners will be able to:

acquire knowledge and understand force, motion and kinematics. Group discussion about force and motion

VideoGuided learner research and activity1 describe the difference between scalar and vector quantities

2 determine the resultant of two coplanar vectors by using a vector triangle

3 calculate the resultant of two perpendicular vectors

4 resolve a vector into two perpendicular vectorsGroup discussion about kinematics

Video

Guided learner research and activity5 define the terms displacement, speed, velocity and acceleration

6 represent distance travelled, displacement, speed, velocity and acceleration using graphical methods7 determine the distance travelled by calculating the area under a speed time graph8 determine velocity by using the gradient of a displacement time graph9 determine speed by using the gradient of a displacement time graph10 determine acceleration by using the gradient of a velocity time graphHandout completion

Summary

Controlled Assessment (4.5 hours)Homework

Complete the report for the controlled assessment experiment

Johnson K (2006)

Physics for you

Nelson Thorne

Jason Z (2009)

Force and Motion

Johns Hopkins University Press

Oxlade C (2005)

Forces and Motion

Hodder Wayland

Physics revision notes Forces and Motion

Lanther.co.uk/notes/physics_Forces.pdf

Revision Physics Force and Motion

www.revisionworld.co.uk?node/7814Shockwave Physics Studio: The Physics Classroom

http://www.classroom.com/forces.htmDoherty JJJ (2008)

Kinematics and Dynamics

Bibliolife

Wilson CE (2003)

Kinematics and Dynamics of Machinery

Pearson

Kinematics 63 videos

www.metacafe.com/tags/Kinematics/page-3

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, Speed ratio of distance to time taken by a moving body and is a scalar quantity.

Velocity the rate of motion in a given direction ie vector quantity

Acceleration the rate of change of velocity

Speed ms-1

Time s

www.scienceaid.co.ukSee Model Assignment document


Suggested teaching time9 GLHTopicDynamics, force, work and power (Learning outcomes 3 and 4)



acquire knowledge and understand dynamics, force, work and power.Group discussion about dynamics

Video

Guided learner research and activity

1 state and use the equations which represent uniformly accelerated motion in a straight line

2 state that mass is the property of a body which resists change in motion

3 state and apply the formula for density (D) of a material

4 state and apply the formula for force (F)

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


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 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)

Handout completion

Summary


Complete the report for the controlled assessment experimentJohnson K (2006)

Physics for you

Nelson Thorne

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

Pearson

Parsons R (2007)

GCSE Physics Complete Revision and Practice

Coordination Group Publications Limited

Dynamic Online Videos

YourOtherTeacher.com

Video Clips

www.bbc.co.uk/learningzone/clips/contact%20Area

Equations of motion:

v = u + at

s = 1/2(u+v)t

s = ut + at2

v2= u2 + 2asWhere a is acceleration, s is distance, t is time, u is initial velocity and v is final velocity

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 force. The force required to give a mass of 1 kg an acceleration of 1 m/s2

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

Pressure force per unit area

P = F/a

Joule the derived SI unit of work or energy

Ek = 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


Suggested teaching time9 GLHTopicDeformation of solids and properties of materials (Learning outcomes 5 and 17)



acquire knowledge and understand deformation of solids and properties of materials. Group discussion about deformation of solids

Video


1 State that deformation is caused by a tensile or compressive force

2 state Hookes law

3 explain what is meant by the terms (a) elastic limit (b) stress (c) strain and (d) Youngs Modulus

4 explain the difference 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

Handout completion

Summary

Group discussion about properties of materials

Video

Guided learner research and activity1 explain, in terms of the separation of atoms in a solid material, elastic deformation

2 state that the resultant force between two atoms in a crystal is the vector sum of an attractive force and a 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. 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

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

Handout completion

Summary


Complete the report for the controlled assessment experimentMaterials

www.learnanytime.co.uk/.../Grouping%20and%20Classifying.htmVideo Clips

www.bbc.co.uk/learningzone/clips/contact%20Areawww.instron.co.uk/.../Tensile_Properties_Plastic_Materials_Automatic_Extensometers.

www.teachers.tv/video/27101www.videoforschools.com/.../Materials_and_Their_Properties.htmlwww.tes.co.uk/article.aspx?storycode=3013904Bolton W (2006)

Engineering Science (Fifth Edition)

Newnes

Ashby MF & Jones DRH (2005)

Engineering Materials

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

Bolton W (2000)

Materials for Engineers (Second Edition)

Newnes

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

Higgins RA (1994)

The properties of engineering materials

Industrial Press Inc

Gordon J (1991)

The new science of strong materials: or Why you dont fall through the floor

Penguin

Timings RL (2000)

Engineering Materials

PearsonHookes law strain is proportional to the stress producing it

Stress force per unit area

Stress = force/cross-sectional area

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 Hookes law

Youngs 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 stressesDeformation by Slip: If a single crystal of a metal is stressed in tension beyond its elastic limit, it elongates slightly, a step appears 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

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 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



Suggested teaching time9 GLHTopicElectricity (Learning outcome 6)



acquire knowledge and understand electricity. Group discussion about electricity

Video


1 State that electric current is a net flow of charged particles

2 define the term coulomb and apply the formula for charge

3 explain the difference between electron flow and current flow4 define the term potential difference and apply the formula potential difference (V) relating energy and charge and for potential difference (V) relating power and current5 for a metallic conductor at constant temperature, a filament lamp and a semiconductor diode sketch and explain the current/potential difference characteristics6 define the term resistance and apply the formula for resistance (R)

7 state ohms law8 define the term resistivity and apply the formula for resistivity ()9 state and apply the formulae for power (P) and energy (W)

10 state that the kilowatt-hour is a unit of energy11 draw a graph showing the variation with temperature of a pure resistor and of a negative temperature coefficient thermistor12 explain the difference between potential difference and electromotive force13 draw a circuit diagram showing three resistors connected in series to a dc supply. Include in the circuit a voltmeter to measure the electromotive force14 state and apply the formula for total resistance for two resistors connected in series15 draw a circuit diagram to show four resistors connected in parallel connected to a dc supply16 state and apply the formula for total resistance for two resistors connected in parallel17 State and apply Kirchhoffs voltage and current law18 draw magnetic field patterns caused by a current in a long straight conductor, a flat circular coil and a long solenoid19 define the term flux density(B) and then state and apply the formula force (F), with directions as state in Flemings left-hand rule20 explain how to use Flemings left-hand rule to predict the direction of forces acting on two long, straight parallel current-carrying conductors

Handout completion

Summary

Controlled Assessment (4.5 hours)

Homework

Complete the report for the controlled assessment experimentVideo Electrical safetywww.avtgroup.com/case_studies/esc.htmElectric currentwww.tiscali.co.uk/reference/encyclopaedia/.../m0015977.htmlElectric Current videos.howstuffworks.com/.../18447-electricity-and-magnetism-electric-current-video.htmVideo clip about how electrical resistance in different materials. www.bbc.co.uk Home Physics Using electricityElectrical resistance in conductorswww.marts100.com/resistance.htmElectrical Principleswww.practicalphysics.org/go/Topic_8.htmlOhm's law and variationsfizzics.co.uk/ohmslaw.aspxPratley JB (1998)

Electronic Principles and Applications

Arnold

Hambley A (2007)

Electrical Engineering

Pearson

Maxfield C et al (2008)


Newnes

Fowler R (2007)

Electricity: Principles and Applications with simulation CD

McGraw Hill

Koris R et al (2007)

Electrical Engineering: A Pocket Reference

Artech House

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

Coulomb the derived SI unit of electric charge

Q = it

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

Ohms law the ratio of the potential difference between the ends of a conductor and the current flowing in the conductor

= Ra/l

P = I2R

P = V2/R

W = IVt

R = R1 + R21/R = 1/R1 + 1/R2

E = IR

I = 0

Flux density the total flux per unit area

F = Bli



Suggested teaching time9 GLHTopicElectromagnetism and Electromagnetic Induction (Learning outcomes 13 and 14)



acquire knowledge and understand electromagnetism and electromagnetic induction Group discussion about electromagnetism

Video

Guided learner research and activity1 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 Flemings left-hand rule2 State and apply the formula, for the force (F) on a charge moving in a uniform magnetic fieldHandout completion

Summary

Group discussion about electromagnetic induction

Video

Guide learner research and activity1 Define the terms magnetic flux and weber and state and apply the formula for total flux ()

2 explain what is meant by magnetic flux linkage3 state and use Faradays law of electromagnetic induction4 state and use Lenzs law to determine the direction of an induced e.m.f.5 state and use the formula for magnitude of induced e.m.f. (E)

Handout completion

Summary


Homework

Complete the report for the controlled assessment experimentPratley JB (1998)


Arnold

Hambley A (2007)


Pearson



Newnes

Fowler R (2007)


McGraw Hill

Bird J (2007)


Elseviers

Electromagnetism ...www.school-for-champions.com Physical ScienceVideowww.howstuffworks.com Science Engineering Devices Basics Of Electromagnetism, Alimuddin Khan (2008)Basics Of Electromagnetism Anmol

Animated illustration demonstrates the principles of electromagnetic induction on which electric generators are based.www.koehler.me.uk/animation/e_and_m_magnets.htm Cached SimilarElectromagnetic induction. www.allaboutcircuits.com/vol_1/chpt_14/5.html

www.examstutor.com/.../electromagnetic_induction/index.phpExperimentswww.practicalphysics.org/go/Collection_45.html Dugdale D (1993)

Essentials of Electromagnetism

SpringerF = 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

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 cross-sectional area

Weber the derived SI unit of magnetic flux

= BA where the flux is at right angles to the area A

Flux linkage = N, where N is the number of turns of wire in the conductor

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.

E = -N/tSee Model Assignment document


Suggested teaching time9 GLHTopicElectricity (Learning outcome 6)



acquire knowledge and understand electricity. Group discussion about electricity

Video


1 State that electric current is a net flow of charged particles

2 define the term coulomb and apply the formula for charge3 explain the difference between electron flow and current flow4 define the term potential difference and apply the formula potential difference (V) relating energy and charge and for potential difference (V) relating power and current5 for a metallic conductor at constant temperature, a filament lamp and a semiconductor diode sketch and explain the current/potential difference characteristics6 define the term resistance and apply the formula for resistance (R)

7 state ohms law8 define the term resistivity and apply the formula for resistivity ()9 state and apply the formulae for power (P) and energy (W)

10 state that the kilowatt-hour is a unit of energy11 draw a graph showing the variation with temperature of a pure resistor and of a negative temperature coefficient thermistor12 explain the difference between potential difference and electromotive force13 draw a circuit diagram showing three resistors connected in series to a dc supply. Include in the circuit a voltmeter to measure the electromotive force14 state and apply the formula for total resistance for two resistors connected in series15 draw a circuit diagram to show four resistors connected in parallel connected to a dc supply16 state and apply the formula for total resistance for two resistors connected in parallel17 State and apply Kirchhoffs voltage and current law18 draw magnetic field patterns caused by a current in a long straight conductor, a flat circular coil and a long solenoid19 define the term flux density(B) and then state and apply the formula force (F), with directions as state in Flemings left-hand rule20 explain how to use Flemings left-hand rule to predict the direction of forces acting on two long, straight parallel current-carrying conductors

Handout completion

Summary


Homework

Complete the report for the controlled assessment experimentVideo Electrical safetywww.avtgroup.com/case_studies/esc.htmElectric currentwww.tiscali.co.uk/reference/encyclopaedia/.../m0015977.htmlElectric Current videos.howstuffworks.com/.../18447-electricity-and-magnetism-electric-current-video.htmVideo clip about how electrical resistance in different materials. www.bbc.co.uk Home Physics Using electricityElectrical resistance in conductorswww.marts100.com/resistance.htmElectrical Principleswww.practicalphysics.org/go/Topic_8.htmlOhm's law and variationsfizzics.co.uk/ohmslaw.aspxPratley JB (1998)


Arnold

Hambley A (2007)


Pearson



Newnes

Fowler R (2007)


McGraw Hill

Koris R et al (2007)

Electrical Engineering: A Pocket Reference

Artech House

Nagsarkar TK et al (2005)

Basic Electrical Engineering

OUP

Bird J (2007)


Elseviers

Brimicombe M (2008)


Hodder

Coulomb the derived SI unit of electric charge

Q = it

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

Ohms law the ratio of the potential difference between the ends of a conductor and the current flowing in the conductor

= Ra/l

P = I2R

P = V2/R

W = IVt

R = R1 + R21/R = 1/R1 + 1/R2

E = IR

I = 0

Flux density the total flux per unit area

F = Bli



Suggested teaching time9 GLHTopicThermal Physics, Nuclear Atom and Radioactivity (Learning outcomes 15 and 16)



acquire knowledge and understand thermal physics, nuclear atom and radioactivityGroup discussion about thermal physics

Video

Guided learner research and activity1 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

2 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 minimum internal energy3 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 heat5 state and apply the ideal gas formula Handout completion

Summary

Group discussion about the nuclear atom and radioactivity

Video

Guide learner research and activity1 explain the difference between nucleon mass number and proton atomic number2 state that an element can exist in various isotopic forms, each with a different number of neutrons3 State and apply the formula for mass-energy (E)

4 describe the process of nuclear fission and nuclear fusion5 state the three types of radioactive emissions with different penetrating powers6 state hazards of ionising radiation7 state safety precautions which must be taken in the handling, storing and disposing of radioactive materials8 state and apply the formula radioactivity (A)

9 explain what is meant by the term half lifeHandout completion

Summary


Homework

Complete the report for the controlled assessment experimentThermal Physics / videos) ...www.physics-online.com/page.cfm/CCEA-A-Level-PhysicsThermal Physics Videos www.thestudentroom.co.ukMark E (2004)

Electricity and thermal physics

Nelson Thornes

Schroeder DV (2004)

An Introduction To Thermal Physics Pearson

Blundell SJ & Blundell KM (2004)

Concepts in thermal physics

OUP

Pratley JB (1984)

Physical Science and Physics

McGraw-Hill

GCSE Nuclear Radiation Types of Radiationhome.clara.net/darvill/nucrad/types.htmPhysics Age 16-18 (A-level) Radioactivity and atoms teachingwww.teachable.net/physics/key.../radioactivity-and-atoms.aspxRadioactivewww.practicalphysics.org/go/Guidance_82.htmlThe Structure of Atoms 3 fundamental particleswww.docbrown.info/page03/3_54radio.htmGuide 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&idAntram IGD (2004)

Complete Physics for IGCSE

The Book House

Mark E (2003)

Mechanics and radioactivity

Nelson Thornes


Suggested teaching time9 GLHTopicElectronics (learning outcome 18)



acquire knowledge and understand electronics Group discussion about electronics

Video


1 explain, using a sketch, what is meant by an analogue signal and a digital signal

2 state that noise is any unwanted signal superimposed upon a transmitted signal and explain the effect of noise on the quality of a signal

3 explain what is meant by 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 amplifier

7 state and apply the formula for gain in an inverting amplifier (G)

8 state and apply the formula for gain for a non-inverting amplifier (G)

9 state and apply the formula for a summing amplifier (Vout)

Handout completion

Summary


Homework

Complete the report for the controlled assessment experimentPratley JB (1998)


Arnold

Brimicombe M (2008)


Hodder

Op Amp Circuit Collection. www.national.com/an/AN/AN-31.pdf - A collection of free SPICE circuit files and tutorials.www.ecircuitcenter.com/Circuits.htmop amp circuitwww.physics.ucdavis.edu/Classes/Physics116/Lab02_rev.pA Non-inverting amplifierwww.technologystudent.com/elec1/opamp2.htmOp 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-HillJung WG (2005)

Op Amp Applications Handbook NewnesAnalogue signal the property of a signal to have any value and it may be the amplitude, phase or frequency of an electronic signal

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

Bandwidth the range of frequencies a signal occupies or the range of frequencies a communication channel can accommodate

Fig. Inverting amplifier

Fig. Non-inverting amplifier

G = -Rf / Rin

G = 1 + (R1 / R2)

Vout = - Rf (V1/R1 + V2/R2 + V3/R3)



Suggested teaching time9 GLHTopicQuantum Physics, Electromagnetic waves and Waves (Learning outcomes 7, 8 and 9)



acquire knowledge and understand quantum physics, electromagnetic waves and wavesGroup discussion about quantum physics

Video


1 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 nature2 explain what is meant by electromagnetic radiation and photon model3 state and apply the formula for photon energy4 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 ()6 state and apply the formula for photo-electric effect (hf)7 explain what is meant by the term threshold frequency8 state and apply de Broglie formula for wavelength ()

Group discussion about electromagnetic waves

Video

Guide learner research and activity

9 describe the features of the electromagnetic spectrum and state that all electromagnetic waves travel with the same speed in free space

10 state the orders of magnitude of the 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 tanks12 state that waves can be reflected and refracted

13 explain the terms displacement, amplitude, period, phase difference, frequency, wavelength, velocity and speed14 state and apply the formula for wave speed (v)15 explain how energy is transferred due to a progressive wave16 describe the nature of the motions in transverse and longitudinal waves17 explain polarisation as a phenomenon associated with transverse waves

Handout completion

Summary


Homework

Complete the report for the controlled assessment experimentdigg.com/.../Animated_Quantum_Physics_Video_Awesome (2006)diFurther work by Max Planck in 1900 produced the Photon Model of Electromagnetic Radiation. We can sum this up in the following points:www.antonine-education.co.uk/.../topic_3_particle_model_of_light.htmWhy is the frequency (rather than the wavelength) of the electromagnetic radiation a more certain method of distinguishing the wave and its properties?www.iop.org/.../Vibrations%20and%20Waves/EM%20waves/file_4237.docGriffiths DJ (2004)

Introduction to quantum mechanics

PearsonConvert wavelength conversion to frequency sound equation formula www.sengpielaudio.com/calculator-wavelength.htmBekefi, G. & Barrett, A.H. (1997)

Electromagnetic vibration, waves and radiationMITSmith, G.S. (1997)An Introduction to Classical Electromagnetic RadiationCambridge University PressRowing J (

The Electromagnetic Spectrum

GCSEPod

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)

Nuttall D (2010)

AS/A Level Physics

Mechanics and Materials, Waves and Particles

Philip Alan

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 VideoWatch 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-level-physics-a-students CachedOcr A Level Physics Videos Metacafe

13 Aug 2009 Susan Miles

Examstutor.com an a level and GCSE online revision resource forSuitable for students preparing for OCR, Edexcel and AQA examinations. A level Biology, A level Chemistry, A level Revision:OCR A Level Physics - Nuclear And Particle Physics The ... 4 posts

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-and-particle-physics/The photon is a quantum of electromagnetic radiation, regarded as a particle with zero rest mass and charge, unit spin, and energy equal to the product of the frequency of the radiation and the Planck constantE =hf, where h is the Planck constant and f is the frequency of radiation

hf = + mvmax2 where m is the mass of the electron and vmax is the maximum velocity of the photoelectron

hfo = , gives the minimum frequency that will allow photoemission, where fo is the threshold frequency = h/mv

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 hertzWavelength in metres:

Radio 103Microwave 10-2Infrared 10-5Visible 5 x 10-6Ultraviolet 10-8X ray 10-10Gamma ray 10-12

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 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 travels through a mediumA longitudinal wave is one that vibrates in the same direction as its lengthv = f , where f is the frequency and

is the wavelength

See Model Assignment documents


Suggested teaching time9 GLHTopicChemical reactions, organic compounds and functional groups (Learning outcomes 19 and 20)



acquire knowledge and understand Chemical reactions, organic compounds and functional groups Group discussion about chemical reactions

Video


1 explain the difference between an oxidation chemical reaction and a reduction reaction and state for each type of reaction one example of its use

2 explain how patterns in chemical properties can be used to predict reactions

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 alight4 define the terms exothermic and endothermic reactions and explain what changes take place in bonding5 state and apply the equation for a ph Solution

Handout completion

Summary

Group discussion about organic compounds and functional groups

Video


6 explain why carbon atoms form compounds and describe organic compounds as chain, branched chain or ring7 explain the difference between aliphatic and aromatic compounds8 recognise the following types of aliphatic compound and their functional groups: alkene, alcohol, carboxylic acid, amine, amide and ester9 recognise the following types of aromatic compounds and their functional groups: phenols, phenyl amines and carboxylic acids10 name three organic compounds by considering three features 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 molecules11 explain what is meant by the Friedel-Craft reaction and state that a Friedel-Crafts alkylation reaction involves a compound, a haloalkane and a catalyst12 show how new carbon-carbon bonds are formed during Friedel-Crafts reactions

Handout completion

Summary


Homework

Complete the report for the controlled assessment experimentBalancing Simple Chemical Equations Video(2008) www.metacafe.comClips about: chemical, reaction from BBC Learning Zone Broadband Class Clips.www.bbc.co.uk/learningzone/clips/chemical%20reactionGROUP 1 Chemical Reactions .video.aol.co.uk/video-detail/...chemical-reactions/2019216009Clark J (2009)

GCSE ChemistryLongman

Parsons R (2003)

GCSE Chemistry

Coordination Group Publications

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

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.htmVollhardt 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 a reaction mechanism, or why a compound dissolves. organic.rogerfrost.com/teaching.html A2 Chemistry Revision Noteslanther.co.uk/notes/CHM4.pdfFriedel Crafts alkylationClick the structures and reaction arrows in sequence to view the 3D models and animations respectively. www.chemtube3d.com/Electrophilic%20aromatic%20substitution%20-%20Friedel-Crafts%20alkylation.htmlFriedel Crafts alkylation; Fries rearrangementwww.intute.ac.uk/.../search.pl?...chemical%20reactions... Maggi GSR (2009)

Advances in Friedel-Crafts Acylation ReactionsCRC PressFriedel 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/FriedelCrafts_reactonFacer G (2010)

AS/A-level Chemistry (Edexcel): Unit 3 & 6: Chemistry Laboratory Skills (Student Unit Guides)

Philip Adam

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

Spencer L et al (2008)

General Organic and Biochemistry

Brooks

Ault A (1998)

Techniques and experiments for organic chemistry

University Science Books

The Organic LaboratoryExperiments 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/organicOrganic 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/ochemlabtech.html Oxidation the removal of hydrogen from a substance

Reduction the removal of oxygen from a substance

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 releasedEndothermic a reaction in which energy in the form of heat is absorbed

pH = - log10[H+]

In organic chemistry, compounds composed of carbon and hydrogen are divided into two 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.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 with a phenyl group attached. Ethene is a two carbon chain with a carbon-carbon double bond. Phenylethene is therefore:

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


OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles and applications for engineersOCR 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 LessonObjective 1Learners can define the term resistance

Objective 2Learners can state Ohms law and apply the formula for resistance

Objective 3Learners can draw a circuit diagram showing three resistors connected in series to a dc supply

Objective 4On the circuit diagram in objective 4 learners can show the position of a voltmeter to measure electromotive force

Objective 5Learners 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:

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.

Content

TimeContent

30 minutesIntroduction

Verbal exposition and Questioning

Group discussion

Video:

Choose one or a selection of the following:

Electric currentwww.tiscali.co.uk/reference/encyclopaedia/.../m0015977.htmlElectric Current videos.howstuffworks.com/.../18447-electricity-and-magnetism-electric-current-video.htmVideo clip about how electrical resistance in different materials. www.bbc.co.uk Home Physics Using electricity Electrical resistance in conductorswww.marts100.com/resistance.htm Electrical Principleswww.practicalphysics.org/go/Topic_8.htmlActivity

Complete the handout.

Define the term resistance as the opposition to electron flow



Group discussion

Activity

Complete the handout

State Ohms law as the current through a conductor is proportional to the potential difference across it, provided its temperature remains constant

Write down R = V/ where R is the resistance in ohms (), V is the potential difference in volts (V) and is the current in amperes (A).

30 minutesActivity


Worked examples:

1 A lamp is rated at 12 V 2 A. What is its resistance?

V = 12 V and = 2 A

Using R = V/

R = 12/2 = 6 2 A cable of resistance of 0.05 carries a current of 40 A. Determine the potential difference across the ends of the cable

R = 0.05 and = 40 A

Using V = R

V = 40 x 0.05 = 2 V

3 A potential difference of 112 V is applied across the terminals of a 56 resistor. Determine the current flowing through the resistor

V = 112 V and R = 56

Using = V/R

= 112/56 = 2 A

Activity

Provide a worksheet of calculations

References:

Pratley JB (1998)


Arnold

Hambley A (2007)


Pearson



Newnes

Fowler R (2007)


McGraw Hill



Group discussion

Activity


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



Group discussion

Activity


State that when resistors R1 and R2 are connected in series then the total resistance R is R = R1 + R2

Activity


Worked examples:

1 Calculate the total resistance of a circuit made up of two resistors of value 10 and 20 respectively connected in series

R1 = 10 and R2 = 20

Using R = R1 + R2

Then R = 10 + 20

R = 30 2 Two resistors of 8 and 12 are connected in series across a 12 volt supply.

Draw a circuit diagram.

Calculate:

(a) total circuit resistance

(b) circuit current

(c) potential difference across each resistor

State the reading for ammeter A1 and ammeter A2

(a) R1 = 8 and R2 = 12

Using R = R1 + R2

Then R = 8 + 12

R = 20

(b) I = V/R I = 12/20

I = 0.6 A

The reading on ammeter A1 and A2 is 0.6 A

(c) V1 = IR1V1 = 0.6 x 8V1 = 4.8 VV2 = IR1V2 = 0.6 x 12V2 = 7.2 VCheck E = V1 + V2

12 = 4.8 + 6.2

12 = 12 QEDActivity

Provide a worksheet of calculations

References:

http://www.matter.org.uk/schools/content/Resistors/exercises1.htmlPratley JB (1998)


Arnold

Hambley A (2007)


Pearson



Newnes

Fowler R (2007)


McGraw Hill

www.physics.uoguelph.ca/tutorials/.../Q.ohm.intro.series.htmlwww.play-hookey.com/dc_theory/series_resistors.htmlen.citizendium.org/wiki/Resistorwww.mayothi.com/resistors.html

Consolidation

TimeContent

5 minutesQuick fire questions about resistance, ohms law and resistors connected in series

5 minutesClass discussion Has learning taken place?

5 minutes HomeworkActivity

Handout

Work can be found in:

Pratley JB (1998)


Arnold

Hambley A (2007)


Pearson



Newnes

Fowler R (2007)


McGraw Hillhttp://www.matter.org.uk/schools/content/Resistors/exercises1.htmlwww.physics.uoguelph.ca/tutorials/.../Q.ohm.intro.series.htmlwww.play-hookey.com/dc_theory/series_resistors.htmlen.citizendium.org/wiki/Resistorwww.mayothi.com/resistors.htm

OCR 2010

2 of 6GCE [subject]OCR Engineering Diploma Level 33 of 63

Documents

72663 Unit f564 Scientific Principles and Applications for Engineer Scheme of Work and Lesson Plans Sample