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2 A1 Algebraic methods IS Lead in (15 min): introduce the laws of logarithms. Scientific calculators
Tutor presentation (10 mins): Introduce learners to
natural logarithms (base e) and discuss relationship
with common logarithms (base 10). Demonstrate how
the laws of logarithms can be applied to solve problems.
Paired activity (75 min): learners work in pairs to
solve a range of problems involving exponential
growth/decay which relate to engineering applications.
Plenary (20 min): discuss results from problem-
solving activities. Discuss the usefulness of results
gained by using laws of logarithms.
3 A1 Algebraic methods IS Lead in (15 min): review prior learning with regards to Scientific calculators
linear equations. Question learners about their Drawing instruments
understanding of the relationship between straight line
graphs and linear equations. Graph paper
4 A1 Algebraic methods IS Lead in (15 min): review understanding of linear Scientific calculators
equations.
Tutor presentation (20 min): introduce learners to
methods of factorisation of expressions, considering
appropriate engineering applications.
Individual activity (80 min): learners work through a
series of engineering problems where factorisation of
equations is required. Peer assessment of solutions.
Plenary (15 min): discuss any difficulties which were
experienced, review understanding of the processes.
5 A1 Algebraic methods IS Lead in (15 min): review understanding of the process Scientific calculators
of factorisation for linear equations.
Tutor presentation (20 min): introduce learners to
methods of solving quadratic equations, using both
factorisation and the quadratic formula.
Individual activity (80 min): learners work through a
series of engineering problems where solving quadratic
equations is required. Peer assessment of results.
Plenary (15 min): discuss any difficulties which were
experienced, review understanding of the processes.
6 A2 Trigonometric IS Lead in (15 min): tutor-led discussion to review the Scientific calculators
methods principles which apply to algebraic methods. Introduce Compasses
learners to circular measurements.
Tutor-led practical demonstration (30 min):
introduce learners to the use of radians for circular
measurement. Using appropriate examples, explain and
demonstrate the process of converting between degree
measurements and radian measurement.
Paired activity (60 min): carry out a range of
activities where measurements are converted between
radian and angular measure. Measurements should
relate to specific engineering situations.
determine resultants.
Tutor led discussion (30 mins): review use of space
and free body diagrams. Introduce moments and
resolution of forces into horizontal and vertical
components.
Paired activity (40 min): complete a range of
exercises to find moments and also horizontal and
vertical components of resultant forces.
Plenary (15 min): discuss the effectiveness of space
and free body diagrams for determining resultant
forces.
13 B1 Static engineering IS Lead in (15 min): tutor review of space and free body Scientific calculators
systems diagrams. Graph paper
Tutor presentation (15 min): introduce learners to Drawing instruments
the conditions required for static equilibrium, reviewing
vector addition and how this applies to coplanar forces.
Individual activity (40 min): investigate a range of
force systems to determine the resultant, equilibrant
and line of action of forces.
Tutor led discussion (15 min): review resolution of
forces and the conditions for static equilibrium, based
on previous activities.
Paired activity (20 min): investigate force systems to
determine forces required to achieve static equilibrium
within a system.
Plenary (15 min): review outcomes from paired
activity. Recap static equilibrium.
14 B1 Static engineering IS Lead in (15 min): tutor-led discussion of resolution of Scientific calculators
systems forces. Graph paper
Tutor presentation (30 min): introduce learners to Drawing instruments
the concepts which surround simply supported beams,
including loadings and reaction forces.
Individual activity (60 min): learners to apply
knowledge gained regarding simply supported beams to
solve a range of engineering related problems.
Plenary (15 min): review theory of simply supported
beams, directing questions with regards to the process
to follow when solving problems.
15 B2 Loaded IS Lead in (15 min): tutor-led discussion to review Scientific calculators
components understanding of static engineering systems. Graph paper
Tutor presentation (15 min): explain to learners Drawing instruments
what is meant by direct stress and direct strain and how
these are calculated.
Paired activity (20 min): analyse a number of
engineering systems to calculate the direct stresses and
strains present in structural members.
Tutor-led discussion (30 min): discuss the results
from analysis amongst the group, then introduce the
concepts of shear stress and shear strain.
Paired activity (20 min): analyse a number of
engineering systems to calculate the shear stresses and
strains present in structural members.
Plenary (20 min): consider a product/service as a
group, identify the product/service requirements.
16 B2 Loaded IS Lead in (15 min): class discussion to recap direct and Scientific calculators
components shear stresses and strains. Data regarding systems
Tutor-led discussion (20 min): having considered
stresses and strains, discuss with learners how these
relate to tensile and shear strength.
Paired activity (40 min): investigate a range of
engineered structures to determine tensile and shear
strength requirements of the structural members.
Tutor-led discussion (20 min): having considered
both shear and tensile strength, introduce learners to
elastic constants, explaining the impact these have on
material selection.
Paired activity (15 min): determine the values for the
modulus of elasticity and rigidity for a range of
structural members.
Plenary (10 min): question learners with regards to
how to determine elastic constants.
17 B1 Static engineering IS Lead in (15 min): consider the relationship between Scientific calculators
systems static engineering systems and loaded components. Graph paper
B2 Loaded Tutor presentation (15 min): review the application Drawing instruments
components of theory to solve problems relating to a range of static
systems.
Individual activity (75 min): learners work
individually to put into practice the theory covered from
learning aim B. This should be in the form of extended
problems which include a range of factors related to
static engineering systems and loaded components.
Plenary (15 min): learners feed back on where they
had difficulties in application. Common errors
addressed.
Learning aim C: Dynamic engineering systems
18 C1 Dynamic IS Lead in (15 min): introduce learners to learning aim Scientific calculators
engineering systems C. Explain how the theories of dynamics underpin
systems with moving parts.
Tutor-led discussion (15 min): discuss with learners
kinetic parameters, relating to prior learning and
experiences.
Paired activity (45 min): research kinetic parameters
and the links between displacement, velocity and
acceleration.
Tutor presentation (10 min) consider methods to
determine unknowns based on information available.
Introduce equations for linear motion and uniform
acceleration.
Individual activity (20 min): analyse given
information with regards to uniform acceleration to
determine unknown values and quantities.
Plenary (15 min): discuss why different formulae are
needed for linear motion, and methods to identify which
is most appropriate to use in a given situation.
19 C1 Dynamic IS Lead in (15 min): review linear motion and the Scientific calculators
engineering systems various parameters involved. Explain how these link ICT facilities
with dynamic parameters.
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Tutor-led discussion (15 min): discuss with learners
dynamic parameters, introducing the concepts of force,
inertia, torque along with mechanical work, power and
efficiency.
Paired activity (60 min): investigate the
aforementioned dynamic parameters. Produce a
presentation which defines each and explains how the
parameters relate to each other.
Plenary (30 min): pairs present aspects of their
presentation, answering questions from other members
of the group.
22 C1 Dynamic IS Lead in (15 min): recap with principles of linear Examples of products
engineering systems motion, introducing the concept of angular motion. PDS for given product
Class discussion (30 min): discuss the differences Internet access
between linear and angular motion. Consider why there
could be differences in how principles are applied. Case studies
24 C1 Dynamic RS/IS Lead in (15 min): recap the various aspects of Scientific calculators
engineering systems dynamic systems and lifting machines. Case studies of
Tutor presentation (15 min): review how to engineering systems
determine factors such as velocity ratio as covered in
previous sessions.
Individual activity (75 min): investigate a range of
engineering problems which include dynamic systems.
Apply theories learnt to solve problems.
Plenary (15 min): discuss results of investigations.
Address any common misconceptions.
25 D1 Fluid systems IS Lead in (15 min): introduce learners to the topics Scientific calculators
which will be covered in learning aim D.
Tutor-led practical demonstration (20 min):
demonstrate to learners the methods which should be
employed to determine the hydrostatic pressure on
surfaces, along with the centre of pressure.
Paired activity (70 min): carry out a range of
activities to determine the hydrostatic pressure and
hydrostatic thrust on immersed planes. Where
appropriate, determine the centre of pressure.
Plenary (15 min): discuss results from investigations.
Address any misconceptions.
26 D1 Fluid systems RS/IS Lead in (15 min): review with learners the theories Scientific calculators
associated with submerged surfaces. Equipment for carrying
Tutor-led practical activity (20 min): introduce out practical
learners to the Archimedes principle and the flotation demonstrations of
method to determine density. principles
Small group activity (40 min): carry out appropriate
practical investigations using the Archimedes principle
33 E1 Static and direct IS Lead in (15 min): review understanding of static and Scientific calculators
current electricity direct current concepts. ICT facilities
Group discussion (15 min): consider factors which Internet access
influence resistance, introducing temperature coefficient
of resistance. Also, introduce different types of resistor,
their function and values.
Paired activity (80 min): investigate the factors
which affect resistance. Produce a short report to
highlight the importance of each. Research different
types of resistor, their functions within circuits and
typical values.
Plenary (10 min): group feedback to class in response
to factors related to resistors.
34 E1 Static and direct IS Lead in (15 min): review factors which affect Scientific calculators
current electricity resistance. ICT facilities
Tutor-led discussion (30 min): introduce learners to Internet access
electrical field strength. Demonstrate calculations which
are to be performed.
Paired activity (60 min): produce a short fact sheet
to explain electrical field strength. Use worked examples
to exemplify theory.
Plenary (15 min): discuss electrical field strength. Use
directed questions to gauge understanding of concepts.
35 E1 Static and direct IS Lead in (15 min): review understanding of resistance Scientific calculators
current electricity and electrical field strengths. ICT facilities
Group discussion (15 min): consider factors which Internet access
influence capacitance. Also, introduce different types of
capacitor, their function and values.
Paired activity (80 min): investigate the factors
which affect capacitance. Produce a short report to
highlight the importance of each. Research different
types of capacitor, their functions within circuits and
typical values.
Plenary (10 min): group feedback to class in response
to factors related to capacitors.
36 E2 Direct current IS Lead in (15 min): review concepts related to direct Scientific calculators
circuit theory current theory. Data to use for
Paired activity (15 min): discuss and record prior calculations
understanding of Ohms Law, power and efficiency. ICT facilities
Tutor-led discussion (25 min): review outcomes of Internet access
paired discussion. Reinforce theory related to each, with
worked examples of calculations.
Individual activity (50 min): produce a report, with
appropriate calculations, to explain Ohms Law, power
and efficiency.
Plenary (15 min): directed questions to gauge
understanding of the topic.
37 E2 Direct current IS Lead in (15 min): review understanding of voltage, Scientific calculators
circuit theory current and capacitance.
Paired activity (20 min): carry out calculations to find
unknown values based on existing knowledge.
Tutor-led discussion (20 min): introduce Kirchhoffs
voltage and current laws using examples. Demonstrate
calculations which relate to capacitors.
Individual activity (50 min): perform calculations
using Kirchhoffs laws to determine total voltages and
currents. Use formulae to determine unknown values
with regards to capacitors.
Plenary (15 min): as a group solve problems which
relate to capacitors. Discuss the approach to take.
38 E2 Direct current IS Lead in (15 min): review direct electrical current Scientific calculators
circuit theory theory covered, including resistance and capacitance. Graph paper
Small group activity (30 min): research RC
45 F1 Magnetism IS Lead in (15 min): consider aspects of magnetic theory Scientific calculators
already covered, use this as a foundation for further ICT facilities
concepts.
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Tutor-led practical demonstration (20 min):
demonstrate how to determine permeability and
reluctance. Explain to learners the relevance of each in
engineering systems.
Individual activity (20 min): use given data to
determine permeability and reluctance for systems
involving magnetism.
Tutor presentation (20 min): give learners a brief
overview of magnetic screening and hysteresis in order
to give a starting point for individual research.
Individual activity (30 min): research magnetic
screening and hysteresis. Define and describe each,
then explain the importance of each in systems
involving magnetism.
Plenary (15 min): peer review of ideas generated thus
far. Consider the feasibility of each.
45 F1 Magnetism RS Lead in (15 min): review understanding of magnetic Scientific calculators
parameters. ICT facilities
Tutor presentation (30 min): describe the meaning Internet access
of induced electromotive force. Explain and demonstrate
the principles which link induced emf and other factors.
Paired activity (60 min): produce an information
sheet which could be used to inform peers (or others)
about the how induced emf is influence by a range of
factors.
Plenary (15 min): pairs summarise their findings,
answering questions from peers.
46 F1 Magnetism IS Lead in (15 min): review understanding of induced Scientific calculators
emf.
transformers.
Tutor presentation (20 min): introduce Faraday and
Lenzs laws. Explain the importance of these with
regards to electromotive induction.
Individual activity (50 min): complete exercise which
relate to both Faradays Law and Lenzs Law. Use
calculations to support findings.
Plenary (15 min): discuss understanding of mutual
inductance.
49 F1 Magnetism RS/IS Lead in (15 min): recap the various aspects of Scientific calculators
magnetism and electromagnetic induction.
Tutor presentation (15 min): demonstrate exemplar
solutions to problems where learners have previously
held misconceptions.
Individual activity (75 min): investigate a range of
engineering problems which include magnetism and
electromagnetic induction. Apply theories learnt to solve
problems.
Plenary (15 min): discuss results of investigations.
Address any common misconceptions.
for AC systems.
Plenary (15 min): discuss how data can influence the
selection of components.
53 G1 Single phase IS Lead in (15 min): reflect on the use of AC systems in Scientific calculators
alternating current engineering and consider the need for rectification of Graph paper
theory supply for DC applications.
Drawing instruments
Tutor demonstration (30 min): demonstrate how to
apply half and full wave rectification to sinusoidal wave
forms.
Individual activity (60 min): represent rectified
waveforms graphically. Use appropriate calculations to
determine values for both half wave and full wave
rectification.
Plenary (15 min): learners present rectified
waveforms to the group.
54 G1 Single phase RS Lead in (15 min): recap the various aspects of AC Scientific calculators
alternating current theory. Graph paper
theory Tutor presentation (15 min): demonstrate exemplar Drawing instruments
solutions to problems where learners have previously
held misconceptions.
Individual activity (75 min): investigate a range of
engineering problems which include single phase
alternating current theory. Apply theories learnt to solve
problems.
Plenary (15 min): discuss results of investigations.
Address any common misconceptions.
Preparation for External Assessment
55 Learning aim A RS Lead in (15 min): recap content of topics in Scientific calculators
preparation for practice exam questions. Graph paper
Individual activity (90 min): work through practice Drawing instruments
exam questions based around learning aim A.