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

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
OCR Level 3 Principal Learning in Engineering: H811 Unit F564 Scientific principles
and applications for engineers
Unit Overview
4
Force, motion and kinematics (Learning outcomes 1 and 2)
Sample Diploma Scheme of Work
7
Dynamics, force, work and power (Learning outcomes 3 and 4)
10
Deformation of solids and properties of materials (Learning outcomes 5 and 17)
15
Electricity (Learning outcome 6)
22
Electromagnetism and Electromagnetic Induction (Learning outcomes 13 and 14)
27
31
Thermal Physics, Nuclear Atom and Radioactivity (Learning outcomes 15 and 16)
36
Electronics (learning outcome 18)
40
Quantum Physics, Electromagnetic waves and Waves (Learning outcomes 7, 8 and
9)
44
2 of 79
OCR Engineering Diploma Level 3
Chemical reactions, organic compounds and functional groups (Learning outcomes
19 and 20)
50
Sample Diploma Lesson Plan
57
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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 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.
4 of 79
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 Forces and Motion and 2 Kinematics
3 Dynamics and 4 Force, Work and Power
5 Deformation of solids and 17 Properties of Materials
6 Electricity
10 Gravitational Fields, 11 Electric Fields and 12 Capacitors
13 Electromagnetism and 14 Electromagnetic Induction
15 Thermal physics and 16 Nuclear Atom and Radioactivity
18 Electronics
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.
5 of 79
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 79

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 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
= Innovative teaching idea

OCR Engineering Diploma Level 3 Diploma
SUGGESTED RESOURCES
POINTS TO NOTE
Johnson K (2006)
Physics for you
Nelson Thorne
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,
Jason Z (2009)
Force and Motion
Johns Hopkins University Press
Oxlade C (2005)
Forces and Motion
Hodder Wayland
Physics revision notes Forces and
Motion
Speed ratio of distance to time taken
= ICT opportunity
7 of 79

ENGINEERS
SUGGESTED
TEACHING
9 GLH
TIME
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
perpendicular vectors
Group discussion about kinematics
Video
5
6
8 of 79
define the terms displacement,

speed, velocity and
acceleration
represent distance travelled,
displacement, speed, velocity
and acceleration using
graphical methods
determine the distance
SUGGESTED RESOURCES
POINTS TO NOTE
Lanther.co.uk/notes/physics_Forces.pdf
Revision Physics Force and Motion
www.revisionworld.co.uk?node/7814
by a moving body and is a scalar

quantity.
Shockwave Physics Studio: The Physics

Classroom
http://www.classroom.com/forces.htm
Velocity the rate of motion in a given

direction ie vector quantity
Acceleration the rate of change of
velocity
Doherty JJJ (2008)

Kinematics and Dynamics
Bibliolife
Wilson CE (2003)
Kinematics and Dynamics of Machinery
Speed ms-1
= ICT opportunity

ENGINEERS
SUGGESTED
TEACHING
9 GLH
TIME
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
travelled by calculating the
area under a speed time
graph
8
determine velocity by using
the gradient of a displacement
time graph
9
determine speed by using the
gradient of a displacement
time graph
10 determine acceleration by
using the gradient of a velocity
time graph
SUGGESTED RESOURCES
POINTS TO NOTE
Pearson
Kinematics 63 videos
www.metacafe.com/tags/Kinematics/page3
Time s
Handout completion

= ICT opportunity
9 of 79

ENGINEERS
SUGGESTED
TEACHING
9 GLH
TIME
TOPIC
TOPIC OUTLINE

HOMEWORK ACTIVITIES
Summary
Controlled Assessment (4.5 hours)
Homework
Complete the report for the
controlled assessment experiment
10 of 79
SUGGESTED RESOURCES
POINTS TO NOTE
www.scienceaid.co.uk
See Model Assignment document
= ICT opportunity

ENGINEERS
SUGGESTE
D
TEACHING
TIME
9 GLH
TOPIC
TOPIC OUTLINE

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
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

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 + at2
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)
D = m/v, where D is density, m is

mass and v is volume
F = ma, where a is acceleration, F is
= ICT opportunity
11 of 79

ENGINEERS
SUGGESTE
D
TEACHING
TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
4
5
6
for density (D) of a material

for force (F)
define the term Newton
describe and apply the
concept of weight as the
effect of a gravitational field
on mass
for weight (W)
Handout completion
Summary
12 of 79
SUGGESTED RESOURCES
POINTS TO NOTE
Hugh D et al (2007)
University Physics with Modern Physics
Pearson
force and m is mass
Parsons R (2007)
GCSE Physics Complete Revision and Practice
Coordination Group Publications Limited
Newton the derived SI unit of

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

YourOtherTeacher.com
W = mg, where W is weight, m is

mass and g is acceleration due to
gravity
Video Clips
www.bbc.co.uk/learningzone/clips/contact%20Area
Moment of a force the tendency of

a force to rotate a body
= ICT opportunity

ENGINEERS
SUGGESTE
D
TEACHING
TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
Group discussion about force,
work and power
Video
activity
8
state that the weight of a

body may be considered as
acting at a single point
called the centre of gravity
explain that a couple as a
pair of equal parallel forces
tends to produce rotation

SUGGESTED RESOURCES
POINTS TO NOTE
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
= ICT opportunity
13 of 79

ENGINEERS
SUGGESTE
D
TEACHING
TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
10
11
12
13
14 of 79
only
define and use the moment
of a force and the torque of
a couple
state that for a system in
equilibrium there is no
resultant force and no
resultant torque
define the term pressure
and apply the formula for
pressure (P)
define the term joule and
apply the formula for work
SUGGESTED RESOURCES
POINTS TO NOTE
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
= ICT opportunity

ENGINEERS
SUGGESTE
D
TEACHING
TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
14
15
16
17
18
SUGGESTED RESOURCES
POINTS TO NOTE
done (W)
explain what is meant by the
term (a) kinetic energy and
(b) potential energy
for kinetic energy (Ek)
for potential energy (Ep)
explain the relationship
between power, work done
and time
define the term watt and
apply the formula for energy

= ICT opportunity
15 of 79

ENGINEERS
SUGGESTE
D
TEACHING
TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
or work done (W)

Handout completion
Summary
Controlled Assessment (4.5
hours)
Homework
16 of 79
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
Learners will be
able to:
acquire knowledge
and understand
deformation of
solids and
properties of
materials.
TOPIC
SUGGESTED TEACHING
AND HOMEWORK
ACTIVITIES
Group discussion about
deformation of solids
Video
activity
1
2
3
State that deformation

is caused by a tensile
or compressive force
state Hookes law
explain what is meant
by the terms (a) elastic

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
Strain ratio of dimensional
change to original
Strain = change in length/original
length
= ICT opportunity
17 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC
SUGGESTED TEACHING
AND HOMEWORK
ACTIVITIES
limit (b) stress (c)

strain and (d) Youngs
Modulus
explain the difference
between elastic and
plastic deformation of
a material
calculate the strain
energy in a deformed
material from a force
extension graph
explain the term
18 of 79
SUGGESTED RESOURCES
POINTS TO NOTE
Bolton W (2006)
Engineering Science (Fifth Edition)
Newnes
Ashby MF & Jones DRH (2005)
Engineering Materials
An introduction to Properties, Applications and Design
Elsevier
Modulus of elasticity ratio of

stress to strain for a body obeying
Hookes law
Bolton W (2004)
Higher Engineering Science (Second Edition)
Newnes
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
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC
SUGGESTED TEACHING
AND HOMEWORK
ACTIVITIES
7
ultimate tensile stress

draw force-extension
graphs for typical
brittle, ductile and
polymeric materials
showing that there is a
difference for various
materials
Handout completion
Summary

SUGGESTED RESOURCES
POINTS TO NOTE
Bolton W (2000)
Engineering Materials Pocket Book
Butterworth-Heinemann
Plastic deformation - permanent

distortion of a material under the
action of applied stresses
Bolton W (2000)
Materials for Engineers (Second Edition)
Newnes
Deformation 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,
Bolton W (1998)
= ICT opportunity
19 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC
SUGGESTED TEACHING
AND HOMEWORK
ACTIVITIES
properties of materials
Video
activity
1
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
20 of 79
SUGGESTED RESOURCES
POINTS TO NOTE
Engineering Materials Technology

Butterwort-Heinmann
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.
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
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC
SUGGESTED TEACHING
AND HOMEWORK
ACTIVITIES
4
5
the vector sum of an

attractive force and a
repulsive force
explain, with the aid of
a sketch what is meant
by the term equilibrium
separation
explain, in terms of
slip, plastic
deformation
explain why plastic
deformation happens

SUGGESTED RESOURCES
POINTS TO NOTE
Industrial Press Inc
Progressive increase of the load

eventually causes the material to
fracture
Gordon J (1991)
The new science of strong materials: or Why you dont fall
through the floor
Penguin
Timings RL (2000)
Engineering Materials
Pearson
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
= ICT opportunity
21 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC
SUGGESTED TEACHING
AND HOMEWORK
ACTIVITIES
more easily when

dislocations are
present in a solid
material
between the drift
velocity and r.m.s.
speed of an electron
which forms part of an
electric current in a
solid
state and apply the
22 of 79
SUGGESTED RESOURCES
POINTS TO NOTE
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
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC
SUGGESTED TEACHING
AND HOMEWORK
ACTIVITIES
formula for current (I)

and describe with the
aid of sketches the
band theory for the
conduction of
electrons in metals
by a super-conducting
material and explain
the use of such a
material in strong
magnets

SUGGESTED RESOURCES
POINTS TO NOTE
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
= ICT opportunity
23 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC
SUGGESTED TEACHING
AND HOMEWORK
ACTIVITIES
9
10
SUGGESTED RESOURCES
POINTS TO NOTE

by the term Hall
voltage and then state
and apply the formula
for Hall voltage (VH)
describe the
macroscopic magnetic
properties of
ferromagnetic
materials using the
domain theory
24 of 79
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC
SUGGESTED TEACHING
AND HOMEWORK
ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Handout completion
Summary
hours)
Homework
controlled assessment
experiment

= ICT opportunity
25 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
Learners will be able
to:
acquire knowledge
and understand
electricity.
TOPIC

HOMEWORK ACTIVITIES
Group discussion about electricity
Video
1
2
3
4
26 of 79
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)
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
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
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
6
7
relating energy and charge and

for potential difference (V)
relating power and current
for a metallic conductor at
constant temperature, a filament
lamp and a semiconductor diode
sketch and explain the
current/potential difference
characteristics
define the term resistance and
apply the formula for resistance
(R)
state ohms law

SUGGESTED RESOURCES
Electrical resistance in conductors
www.marts100.com/resistance.htm
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
POINTS TO NOTE
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
= ICT opportunity
27 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
8
9
10
11
12
28 of 79
define the term resistivity and

apply the formula for resistivity
()
state and apply the formulae for
power (P) and energy (W)
state that the kilowatt-hour is a
unit of energy
draw a graph showing the
variation with temperature of a
pure resistor and of a negative
temperature coefficient
thermistor
SUGGESTED RESOURCES
POINTS TO NOTE
Hambley A (2007)
Electrical Engineering
Pearson
R = R1 + R2
1/R = 1/R1 + 1/R2
E = IR
I=0
Maxfield C et al (2008)
Newnes
Flux density the total flux per unit

area
F = Bli
Fowler R (2007)
Electricity: Principles and Applications with
simulation CD
McGraw Hill
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
13
14
15
potential difference and

electromotive force
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
state and apply the formula for
total resistance for two resistors
connected in series
draw a circuit diagram to show
four resistors connected in
parallel connected to a dc

SUGGESTED RESOURCES
POINTS TO NOTE
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
= ICT opportunity
29 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
16
17
18
19
30 of 79
supply
connected in parallel
State and apply Kirchhoffs
voltage and current law
draw magnetic field patterns
caused by a current in a long
straight conductor, a flat circular
coil and a long solenoid
define the term flux density(B)
and then state and apply the
formula force (F), with directions
SUGGESTED RESOURCES
POINTS TO NOTE
Elseviers
Brimicombe M (2008)
OCR Electronics for AS
Hodder
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
20
SUGGESTED RESOURCES
POINTS TO NOTE
as state in Flemings left-hand

rule
explain how to use Flemings
left-hand rule to predict the
direction of forces acting on two
long, straight parallel currentcarrying conductors
Handout completion
Summary
Homework
Complete the report for the controlled

= ICT opportunity
31 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
assessment experiment
32 of 79
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
TOPI
GLH C
TOPIC OUTLINE
Learners will be
able to:
acquire
knowledge and
understand
electromagnetism
and
electromagnetic
induction

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
Group discussion about electromagnetism

Video
Pratley JB (1998)
Arnold
Hambley A (2007)
Pearson
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 rule
State and apply the formula, for the
force (F) on a charge moving in a
uniform magnetic field

POINTS TO NOTE
Newnes
= ICT opportunity
33 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
TOPI
GLH C
TOPIC OUTLINE

HOMEWORK ACTIVITIES
Handout completion
Summary
Group discussion about electromagnetic
induction
Video
Guide learner research and activity
1
2
3
Define the terms magnetic flux and

weber and state and apply the formula
for total flux ()
explain what is meant by magnetic flux
linkage
state and use Faradays law of
34 of 79
SUGGESTED RESOURCES
POINTS TO NOTE
Fowler R (2007)
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)
Elseviers
Electromagnetism ...
www.school-for-champions.com Physical Science
F = BQv, where v is the velocity

of the charge Q moving at right
angles to a magnetic field of flux
density B
= ICT opportunity

ENGINEERS
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ED
TEACHIN
G TIME
9
TOPI
GLH C
TOPIC OUTLINE

HOMEWORK ACTIVITIES
4
5
electromagnetic induction
state and use Lenzs law to determine
the direction of an induced e.m.f.
state and use the formula for
magnitude of induced e.m.f. (E)
Handout completion
Summary
Homework

SUGGESTED RESOURCES
POINTS TO NOTE
Video
www.howstuffworks.com Science Engineering
Devices
Magnetic flux the product of

flux density and a given crosssectional area
Basics Of Electromagnetism,
Alimuddin Khan (2008)
Basics Of Electromagnetism
Anmol
Weber the derived SI unit of

magnetic flux
Animated illustration demonstrates the principles of

electromagnetic induction on which electric
generators are based.
= 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
= ICT opportunity
35 of 79

ENGINEERS
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ED
TEACHIN
G TIME
9
TOPI
GLH C
TOPIC OUTLINE

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
www.koehler.me.uk/animation/e_and_m_magnets.ht
m Cached Similar
the conductor
Induced e.m.f. across a

Electromagnetic induction.
conductor is equal to the rate at
www.allaboutcircuits.com/vol_1/chpt_14/5.html
which magnetic flux is cut by the
conductor. The induced current
www.examstutor.com/.../electromagnetic_induction/in is in a direction so as to oppose
dex.php
the flux change causing it.
Experiments
www.practicalphysics.org/go/Collection_45.html
Dugdale D (1993)
36 of 79
E = -N/t
See Model Assignment
document
= ICT opportunity

ENGINEERS
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ED
TEACHIN
G TIME
9
TOPI
GLH C
TOPIC OUTLINE

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Essentials of Electromagnetism
Springer

= ICT opportunity
37 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
to:
acquire knowledge
and understand
electricity.
TOPIC

HOMEWORK ACTIVITIES
Group discussion about electricity
Video
1
2
3
4
38 of 79
State that electric current is a

net flow of charged particles
define the term coulomb and
apply the formula for charge
electron flow and current flow
define the term potential
difference and apply the
formula potential difference (V)
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.
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
= ICT opportunity

ENGINEERS
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ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
6
7
relating energy and charge and

for potential difference (V)
relating power and current
for a metallic conductor at
constant temperature, a filament
lamp and a semiconductor diode
sketch and explain the
current/potential difference
characteristics
define the term resistance and
apply the formula for resistance
(R)
state ohms law

SUGGESTED RESOURCES
Ohm's law and variations
fizzics.co.uk/ohmslaw.aspx
Pratley JB (1998)
Arnold
POINTS TO NOTE
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 + R2
= ICT opportunity
39 of 79

ENGINEERS
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ED
TEACHIN
G TIME
9 GLH
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TOPIC

HOMEWORK ACTIVITIES
8
9
10
11
12
40 of 79
define the term resistivity and

apply the formula for resistivity
()
state and apply the formulae for
power (P) and energy (W)
state that the kilowatt-hour is a
unit of energy
draw a graph showing the
variation with temperature of a
pure resistor and of a negative
temperature coefficient
thermistor
SUGGESTED RESOURCES
POINTS TO NOTE
Hambley A (2007)
Pearson
1/R = 1/R1 + 1/R2

E = IR
I=0
Newnes
Flux density the total flux per unit

area
F = Bli
Fowler R (2007)
simulation CD
McGraw Hill
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
13
14
15
potential difference and

electromotive force
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
connected in series
draw a circuit diagram to show
four resistors connected in
parallel connected to a dc

SUGGESTED RESOURCES
POINTS TO NOTE
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
= ICT opportunity
41 of 79

ENGINEERS
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ED
TEACHIN
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9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
16
17
18
19
42 of 79
supply
connected in parallel
State and apply Kirchhoffs
voltage and current law
draw magnetic field patterns
caused by a current in a long
straight conductor, a flat circular
coil and a long solenoid
define the term flux density(B)
and then state and apply the
formula force (F), with directions
SUGGESTED RESOURCES
POINTS TO NOTE
Brimicombe M (2008)
Hodder
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
20
SUGGESTED RESOURCES
POINTS TO NOTE
as state in Flemings left-hand

rule
explain how to use Flemings
left-hand rule to predict the
direction of forces acting on two
long, straight parallel currentcarrying conductors
Handout completion
Summary
Homework

= ICT opportunity
43 of 79

ENGINEERS
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ED
TEACHIN
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9 GLH
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TOPIC

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
44 of 79
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
to:
acquire knowledge
and understand
thermal physics,
nuclear atom and
radioactivity
TOPIC

HOMEWORK ACTIVITIES
Group discussion about thermal
physics
Video
1
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

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
45 of 79

ENGINEERS
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ED
TEACHIN
G TIME
9 GLH
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TOPIC

HOMEWORK ACTIVITIES
3
4
5
46 of 79
term thermodynamic scale and

state that on the Kelvin scale,
absolute zero is the temperature
at which all substances have a
minimum internal energy
define the term specific heat
capacity and state and apply the
formula heat energy (Q)
describe what is meant by the
terms sensible heat and latent
heat
state and apply the ideal gas
formula
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
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
Handout completion
Summary
Group discussion about the nuclear
atom and radioactivity
Video
Guide learner research and activity
1
nucleon mass number and
proton atomic number
2
state that an element can exist
in various isotopic forms, each
with a different number of

SUGGESTED RESOURCES
POINTS TO NOTE
Physics Age 16-18 (A-level) Radioactivity and

atoms teaching
www.teachable.net/physics/key.../radioactivity-andatoms.aspx
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.
= ICT opportunity
47 of 79

ENGINEERS
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ED
TEACHIN
G TIME
9 GLH
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TOPIC

HOMEWORK ACTIVITIES
3
4
5
6
7
48 of 79
neutrons
State and apply the formula for
mass-energy (E)
describe the process of nuclear
fission and nuclear fusion
state the three types of
radioactive emissions with
different penetrating powers
state hazards of ionising
radiation
state safety precautions which
must be taken in the handling,
storing and disposing of
SUGGESTED RESOURCES
POINTS TO NOTE
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
Mark E (2003)
Mechanics and radioactivity
Nelson Thornes
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9 GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
8
9
SUGGESTED RESOURCES
POINTS TO NOTE
radioactive materials
radioactivity (A)
term half life
Handout completion
Summary
Homework

= ICT opportunity
49 of 79

ENGINEERS
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ED
TEACHIN
G TIME
9
GLH
TOPI
C
TOPIC OUTLINE

HOMEWORK ACTIVITIES
Learners will be
able to:
acquire knowledge
and understand
electronics

electronics
Video
activity
1
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
50 of 79
SUGGESTED RESOURCES
POINTS TO NOTE
Pratley JB (1998)
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)
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
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
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPI
C

HOMEWORK ACTIVITIES
transmitted signal and

explain the effect of noise
on the quality of a signal
explain what is meant by
the terms
(a) amplitude
modulation
(b) frequency
modulation and
(c) bandwidth
state six advantages of
transmission signals in
digital form as compared

SUGGESTED RESOURCES
POINTS TO NOTE
op amp circuit
www.physics.ucdavis.edu/Classes/
Physics116/Lab02_rev.p
A Non-inverting amplifier
www.technologystudent.com/elec1/opamp2.htm
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
Op amps for everyone

Bruce Carter; Ron Mancini (2009)
Elsevier Science
Op amp gain www.radio-electronics.com Reference and
tutorials
= ICT opportunity
51 of 79

ENGINEERS
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ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPI
C

HOMEWORK ACTIVITIES
5
6
7
8
to signals in analogue form

state five characteristic
properties of an ideal
operational amplifier
draw a labelled diagram of
(a) an inverting amplifier
(b) a summing amplifier
and (c) a non-inverting
amplifier
state and apply the
formula for gain in an
inverting amplifier (G)
state and apply the
52 of 79
SUGGESTED RESOURCES
POINTS TO NOTE
Graeme JG (1999)
Amplifier Applications of Op Amps
McGraw-Hill
Jung WG (2005)
Op Amp Applications Handbook Newnes
Fig. Inverting amplifier
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPI
C

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
formula for gain for a noninverting amplifier (G)

state and apply the
formula for a summing
amplifier (Vout)
Handout completion
Summary
hours)
Homework

Fig. Non-inverting amplifier

G = -Rf / Rin
= ICT opportunity
53 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPI
C

HOMEWORK ACTIVITIES
experiment
SUGGESTED RESOURCES
POINTS TO NOTE
G = 1 + (R1 / R2)
Vout = - Rf (V1/R1 + V2/R2 + V3/R3)
54 of 79
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
Learners will be
able to:
acquire knowledge
and understand
quantum physics,
electromagnetic
waves and waves
TOPI
C
Quantum Physics, Electromagnetic waves and Waves (Learning outcomes 7, 8 and 9)

HOMEWORK ACTIVITIES
Group discussion about quantum
physics
Video
activity
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

SUGGESTED RESOURCES
POINTS TO NOTE
digg.com/.../Animated_Quantum_Physics_Video_Awesome
(2006)
di
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 constant
Further work by Max Planck in 1900 produced the Photon

Model of Electromagnetic Radiation. We can sum this
up in the following points:
www.antonineeducation.co.uk/.../topic_3_particle_model_of_light.htm
Why is the frequency (rather than the wavelength) of the
electromagnetic radiation a more certain method of
distinguishing the wave and its properties?
E =hf, where h is the Planck

constant and f is the frequency
of radiation
hf = + mvmax2 where m is the
= ICT opportunity
55 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPI
C

HOMEWORK ACTIVITIES
diffraction provide evidence
for a wave nature
2
electromagnetic radiation
and photon model
3
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
56 of 79
SUGGESTED RESOURCES
POINTS TO NOTE
www.iop.org/.../Vibrations%20and%20Waves/
EM%20waves/
file_4237.doc
Griffiths DJ (2004)
Introduction to quantum mechanics
Pearson
mass of the electron and vmax is

the maximum velocity of the
photoelectron
Convert wavelength conversion to frequency sound

equation formula
www.sengpielaudio.com/calculator-wavelength.htm
Bekefi, G. & Barrett, A.H. (1997)
Electromagnetic vibration, waves and radiation
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
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPI
C

HOMEWORK ACTIVITIES
the incident radiation
5
explain photoelectric
phenomena in terms of
photon energy and work
function energy ()
6
for photo-electric effect (hf)
7
term threshold frequency
8
state and apply de Broglie
formula for wavelength ()

SUGGESTED RESOURCES
POINTS TO NOTE
MIT
of all known electromagnetic

radiations extending from
gamma rays through visible light,
infrared, and radio waves, to Xrays. It is divided into 26
alphabetically designated bands,
having frequencies of 0 to at
least 10 hertz
Wavelength in metres:
Radio 103
Microwave 10-2
Infrared 10-5
Visible 5 x 10-6
Smith, G.S. (1997)

An Introduction to Classical Electromagnetic Radiation
Rowing J (
The Electromagnetic Spectrum
GCSEPod
Rowing J ()
Units and properties of waves
GCSEPod
= ICT opportunity
57 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPI
C

HOMEWORK ACTIVITIES
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
58 of 79
SUGGESTED RESOURCES
POINTS TO NOTE
Golbourn R (2007)
OCR A Physics for AS Level Wave Properties
Tuolmne Tech Group Inc
Ultraviolet 10-8
X ray 10-10
Gamma ray 10-12
Chadha DSG (2008)

Physics 1 for OCR
(Supported by CD-ROM)
Nuttall D (2010)
AS/A Level Physics
Mechanics and Materials, Waves and Particles
Philip Alan
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
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPI
C

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

SUGGESTED RESOURCES
POINTS TO NOTE
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
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.
Other references
Mastering Physics For OCR A Level Physics A Students
Video
Watch Mastering Physics For OCR A Level Physics A
Students and hundreds of other videos about education,
= ICT opportunity
59 of 79

ENGINEERS
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ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPI
C

HOMEWORK ACTIVITIES
reflected and refracted
13 explain the terms
displacement, amplitude,
period, phase difference,
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
60 of 79
SUGGESTED RESOURCES
POINTS TO NOTE
physics a level, physics a level help,

vodpod.com/.../2342066-mastering-physics-for-ocr-a-levelphysics-a-students Cached
A transverse wave is one that

moves matter up and down as it
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
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
Revision:OCR A Level Physics - Nuclear And Particle
v = f , where f is the frequency

and
is the wavelength
See Model Assignment
documents
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPI
C

HOMEWORK ACTIVITIES
longitudinal waves
17 explain polarisation as a
phenomenon associated
with transverse waves
Handout completion
Summary
hours)
Homework

SUGGESTED RESOURCES
POINTS TO NOTE
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-andparticle-physics/
= ICT opportunity
61 of 79

ENGINEERS
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ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
Learners will be
able to:
acquire knowledge
and understand
Chemical
reactions, organic
compounds and
functional groups
TOPIC

HOMEWORK ACTIVITIES
chemical reactions
Video
activity
1

between an oxidation
chemical reaction and a
reduction reaction and
state for each type of
reaction one example of
its use
62 of 79
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
%20reaction
GROUP 1 Chemical Reactions .
video.aol.co.uk/video-detail/...chemicalreactions/2019216009
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
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
2
explain how patterns in

chemical properties can
be used to predict
reactions
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

SUGGESTED RESOURCES
POINTS TO NOTE
Clark J (2009)
GCSE Chemistry
Longman
Parsons R (2003)
GCSE Chemistry
Coordination Group Publications
Exothermic a reaction in which energy in

the form of heat is released
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
= ICT opportunity
63 of 79

ENGINEERS
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ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
4
difficult to set alight

define the terms
exothermic and
endothermic reactions
and explain what changes
take place in bonding
state and apply the
equation for a ph Solution
Handout completion
Summary
Group discussion about organic
compounds and functional
64 of 79
SUGGESTED RESOURCES
POINTS TO NOTE
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 ...
= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
groups
Video
activity
6
explain why carbon atoms

form compounds and
describe organic
compounds as chain,
branched chain or ring
between aliphatic and
aromatic compounds

SUGGESTED RESOURCES
POINTS TO NOTE
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
a reaction mechanism, or why a compound
dissolves.
organic.rogerfrost.com/teaching.html
A2 Chemistry Revision Notes
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ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
lanther.co.uk/notes/CHM4.pdf
10
recognise the following

types of aliphatic
compound and their
functional groups: alkene,
alcohol, carboxylic acid,
amine, amide and ester
recognise the following
types of aromatic
compounds and their
functional groups:
phenols, phenyl amines
and carboxylic acids
name three organic
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POINTS TO NOTE
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-%20Friedel-Crafts
%20alkylation.html
Friedel Crafts alkylation; Fries rearrangement
www.intute.ac.uk/.../search.pl?...chemical
%20reactions...
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ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
11
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 molecules
the Friedel-Craft reaction
and state that a Friedel-

SUGGESTED RESOURCES
POINTS TO NOTE
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:
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ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
12
Crafts alkylation reaction

involves a compound, a
haloalkane and a catalyst
show how new carboncarbon bonds are formed
during Friedel-Crafts
reactions
Handout completion
Summary
hours)
Homework
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SUGGESTED RESOURCES
POINTS TO NOTE
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)
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ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
experiment
SUGGESTED RESOURCES
POINTS TO NOTE
General Organic and Biochemistry

Brooks
Ault A (1998)
Techniques and experiments for organic chemistry
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

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69 of 79

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
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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= ICT opportunity

ENGINEERS
SUGGEST
ED
TEACHIN
G TIME
9
GLH
TOPIC OUTLINE
TOPIC

HOMEWORK ACTIVITIES

SUGGESTED RESOURCES
POINTS TO NOTE
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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 Ohms 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.
73 of 79

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.
Activity
Complete the handout.
Define the term resistance as the opposition to electron flow
15 minutes
Introduction
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).
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30 minutes
Activity
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
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)
Electricity: Principles and Applications with simulation CD
McGraw Hill
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30 minutes
Introduction
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
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30 minutes
Introduction
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
Two resistors of 8 and 12 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 and R2 = 12
Using R = R1 + R2
Then R = 8 + 12
R = 20
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(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)
Arnold
Hambley A (2007)
Pearson
Newnes
Fowler R (2007)
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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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)
Arnold
Hambley A (2007)
Pearson
Newnes
Fowler R (2007)
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
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Unit f564 Scientific Principles and Applications For Engineer Scheme of Work and Lesson Plans Sample

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

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Sample Schemes of Work and

OCR Engineering Diploma Level 3

OCR Engineering Diploma Level 3

OCR Level 3 Principal Learning in

OCR Engineering Diploma Level 3

1 Forces and Motion and 2 Kinematics

3 Dynamics and 4 Force, Work and Power

5 Deformation of solids and 17 Properties of Materials

10 Gravitational Fields, 11 Electric Fields and 12 Capacitors

13 Electromagnetism and 14 Electromagnetic Induction

15 Thermal physics and 16 Nuclear Atom and Radioactivity

7 Quantum Physics, 8 Electromagnetic Waves and 9 Waves

19 Chemical Reactions and 20 Organic Compounds and functional groups

Personal, Learning and Thinking Skills (PLTS)

OCR Engineering Diploma Level 3

OCR Engineering Diploma Level 3

Sample Diploma Scheme of Work

SUGGESTED TEACHING AND

Learners will be able to:

Group discussion about force and

Force, motion and kinematics (Learning outcomes 1 and 2)

describe the difference

= Innovative teaching idea

Any physical quantity that requires a

Speed ratio of distance to time taken

Sample Diploma Scheme of Work

Force, motion and kinematics (Learning outcomes 1 and 2)

SUGGESTED TEACHING AND

= Innovative teaching idea

define the terms displacement,

by a moving body and is a scalar

Shockwave Physics Studio: The Physics

Velocity the rate of motion in a given

Doherty JJJ (2008)

Sample Diploma Scheme of Work

Force, motion and kinematics (Learning outcomes 1 and 2)

SUGGESTED TEACHING AND

= Innovative teaching idea

Sample Diploma Scheme of Work

SUGGESTED TEACHING AND

Force, motion and kinematics (Learning outcomes 1 and 2)

= Innovative teaching idea

Sample Diploma Scheme of Work

Dynamics, force, work and power (Learning outcomes 3 and 4)

SUGGESTED TEACHING AND

Learners will be able to:

Group discussion about dynamics

state and use the equations

= Innovative teaching idea

D = m/v, where D is density, m is

Sample Diploma Scheme of Work

Dynamics, force, work and power (Learning outcomes 3 and 4)

SUGGESTED TEACHING AND

for density (D) of a material

= Innovative teaching idea

force and m is mass

Newton the derived SI unit of

Dynamic Online Videos

W = mg, where W is weight, m is

Moment of a force the tendency of

Sample Diploma Scheme of Work

Dynamics, force, work and power (Learning outcomes 3 and 4)

SUGGESTED TEACHING AND