Unit Title: Mathematics for engineering · problem solving with arcs, circles and sectors i.e. o...

© OCR 2014 Unit 1: Mathematics for engineering

Unit Title: Mathematics for engineering

OCR unit number: 1

Level: 3

Guided learning hours: 60

Unit reference number: L/506/7266

Unit aim

Mathematics is one of the fundamental tools of the engineer. It underpins every branch of engineering and the calculations involved are needed to apply almost every engineering skill. This unit will develop learners’ knowledge and understanding of the mathematical techniques commonly used to solve a range of engineering problems. By completing this unit learners will develop an understanding of:

algebra relevant to engineering problems

the use of geometry and graphs in the context of engineering problems

exponentials and logarithms related to engineering problems

the use of trigonometry in the context of engineering problems

calculus relevant to engineering problems

how statistics and probability are applied in the context of engineering problems


Teaching content

Learning outcomes Teaching Content Exemplification

The Learner will: Learners must be taught:

1. Understand the application of algebra relevant to engineering problems (30-40%)

application of algebra i.e.: o multiplication by constant o binomial expressions o removing a common factor o factorisation o using the principle of the lowest common

multiple (LCM)

simplification of polynomials i.e.: o factorising a cubic o algebraic division o the remainder and factor theorems

how to simplify and solve equations

transposition of formulae i.e. o containing two like terms o containing a root or a power

Learners should understand the rules of algebra to simplify and solve mathematical problems e.g.

5(3 + x) = 15 + 5x

(x + 3)(x + 2) = x2 + 5x + 6

bx + by = b(x + y)

x2 + 5x + 6 = (x + 3)(x + 2)

(x + 2)/ 5 + (x + 4)/3 gives a common multiple of 15 leading to a solution of (8x + 26)/15

Many engineering problems can be described by

polynomials. Learners should be taught how to simplify

polynomials containing cubic terms e.g.

2x3 = x2 – 8x – 4 = (x + 2 ) (2x + 1) (x – 2)

An equation is a statement that two algebraic expressions

are equal and the process of finding the unknown is called

solving the equation

Learners should be taught to simplify and solve equations

e.g.

5(x – 3) – 7(6 – x) = 12 – 3(8 – x) leading to a

solution that x = 5

given E = mv2/2g find v

given T = 2 π √(K2/gh) find K

given Mv + mu = MV + mU find M or m




how to solve linear simultaneous equations with two unknowns using

o graphical interpretation o algebraic method, i.e.:

elimination method

substitution method

how to solve quadratic equations i.e.: o sketching of quadratic graphs o factorisation method o completing the squares o using the formula x = [- b ± √(b2 – 4ac)]/ 2a.

Engineering problems are often described using

simultaneous equations. Learners should be taught to

solve simultaneous equations graphically and by

calculation e.g.

electrical engineering problems using Kirchhoff’s

laws

fluid mechanics using p1 = rg( d – d1) and

p2 = rg( d – d2) etc

state that when two equations contain two

unknowns such as 2x + 5y = 10 and x + 2y = 3,

such that only one value of x and y exist that will

satisfy both equations, are called simultaneous

equations

Engineering problems can often be described using

quadratic equations. Learners should be taught to solve

quadratic equations e.g.

bending moment (M) of beams M = 0.3x2 + 0.35x – 2.6

fabrication of steel boxes when the volume of the box is 2(x – 4)(x – 4) where “x” is a required dimension

equations of motion v = u + at, s = ½(u +v)t s = ut +½at2 and v2 = u2 + 2as




2. Be able to use geometry and graphs in the context of engineering problems (10-20%)

how to use co-ordinate geometry, i.e.: o straight line equations i.e.

equation of a line through two points

gradient of parallel lines

gradient of perpendicular lines

mid-point of a line

distance between two points

o curve sketching i.e.

graphs of y = kxn

graphical solution of cubic functions

o graphical transformations i.e.:

translation by addition

translation by multiplication i.e.: stretches reflections rotations.

The behaviour of engineering systems can be described using straight line equations. Learners should be taught how to solve problems using straight line equations e.g.

force vs displacement for a linear spring or spring buffer

electrical problems using Ohm’s law Learners should be taught to sketch mathematical functions in order to visualise (and sometimes to solve) problems e.g.

y = -3x2

f(x) = x(x – 1)(2x + 1)

m(x) = ( 2 – x )3 This might present an opportunity for the use of ICT e.g. spreadsheets to plot and solve cubic functions using trend lines Learners should be taught graphical transformations e.g.

translation in the x or y direction by adding a whole number

multiplying the whole function by a whole number

multiplying x by a whole number




3. Understand exponentials and logarithms related to engineering problems (5-15%)

problem solving using exponentials and logarithms i.e.:

o y = eax o y = e-ax o ey = x o ln x = y

how to use inverse function and log laws.

Learners should be taught how to solve problems involving exponential growth and decay including use of the exponential and logarithmic functions and the log laws. Learners should be taught both how to produce and interpret sketch graphs showing exponential growth and decay Many engineering systems and devices can be characterised, and problems solved using exponentials and logarithms e.g.

voltage and current growth in capacitor circuits (RC circuits) Vc = Vs (1 – e –t/(RC))

voltage and current decay in capacitor circuits (RC circuits) Vc = Vs e –-t/(RC)

stress-strain curves for certain engineering

materials =Ken

4. Be able to use trigonometry in the context of engineering problems (10-25%)

angles and radians i.e. o define the terms angle and radian o the formulae

x radians = 1800x/π degrees

x degrees = πx/180 radians

problem solving with arcs, circles and sectors i.e. o the formula for the length of an arc of a circle o the formula for the area of a sector of a circle o the co-ordinate equation of a circle

(x – a)2 + (y – b)2 = r2 to determine:

Learners should be taught to solve problems involving angles and radians e.g.

a wheel rotating at the rate of 54 revolutions per minute. Determine the angular speed in radians per minute

a shaft rotating at 100 revolutions per minute. Express this in radians per second

Learners should be taught to solve problems involving arcs, circles and sectors in an engineering context e.g. calculating the length of a braking surface based on the radius of the arc of the brake lining and the angle subtended.

length of arc




centre of the circle radius of the circle

problem solving involving right-angled triangles i.e.: o what is meant by the term “solution of a

triangle” o Pythagoras’ Theorem o use of sine, cosine and tangent rule for right-

angled triangles o the formulae for the area of a right-angled

triangle

problem solving involving non-right angled triangles i.e.:

o sine rule o cosine rule o area

common trigonometric identities i.e.

o sin 60 = (√3)/2

o cos 60 = ½

o tan 60 = √3

o tan 45 = 1

o sin 45 = 1/ √2 and

o cos 45 = 1/ √2

o sin 30 = ½

o cos 30 = (√3)/2

o tan 30 = 1/√3

S = Ɵ r

S = π r Ɵ0/180

A = r2 Ɵ/2 and A = 2π r2 Ɵ0/360

Learners should be taught to solve problems involving right-angled triangles in an engineering context

Learners should be taught to solve problems involving non-right angled triangles e.g.

lengths and angles: o a2 = b2 + c2 – 2bcCos A o b2 = a2 + c2 – 2acCosB o c2 = a2 + b2 – 2abCosC where A, B and C

are angles within the triangle and a, b, and c are the lengths of the three sides

area: o Area = ½bh where b is the length of the

base and h is the perpendicular height o Area = ½bc sin A where b and c are the

lengths of two sides and A is the angle opposite the third side

o Area = √ [s(s - a)(s - b)(s – c)] where a, b, and c are the lengths of the sides of the triangle and s = ½(a + b + c)




o sin A = cos (90 – A) o cos A = sin (90 – A)

sine, cosine and tangent operations i.e. o graphs of y = sin x, y = cos x and y = tan x for a

range of angles for 00 to 3600 o determine the sine, cosine and tangent of any

angle between 00 and 3600

Learners should be taught to interpret and produce graphs from sine, cosine and tangent e.g.

An alternating e.m.f. is represented by v = 25 sin x. Determine the value of v when x equals (a) 300 ,(b) 600, (c) 900 , (d) 1800 (e) 2100, and (f) 2700

5. Understand calculus relevant to engineering problems (10-20%)

problem solving involving differentiation i.e. o determine gradients to a simple curve using

graphical methods o the rule to differentiate simple algebraic

functions o determine the maximum and minimum turning

points and the co-ordinates of the turning points by differentiating the equation twice

o differentiate trigonometric functions of the form o differential properties of exponential and

logarithmic functions

Trigonometric functions, i.e.: o y = sin. x

o y = a.sin.x o y = a.sin.bx o y = cos.x o y = a.cos.x o y = a.cos.bx o y = a.cos.x + b.sin x, where “a” and “b” are

constants

Learners should be taught to solve problems involving differentiation e.g.

given that the surface area S of a cylindrical water tank is given by S = 2 π (r2 + 6750/r). Calculate the dimensions of the tank so that its total surface area is a minimum.

given that an alternating voltage is given by v = 20 sin 50t where v is in volts and t in seconds. Calculate the rate of change of voltage for a given time.

differentiate displacement to get velocity

differentiate velocity to get acceleration. Where possible problems should be presented within an engineering context.

Learners should be taught how to draw a graph and derive the differentiation of sin.x and cos.x

Learners should be taught to solve problems involving exponentials and logarithms e.g.

If y = a.ebx then dy/dx = b.a.xbx

If y = a.e-bx then dy/dx = -ba.e-bx

If y =ln.x then dy/dx = 1/x

If y = ln.3x then dy/dx = 1/x

If y = 4.ln.2x then dy/dx = 4/x




solve problems involving indefinite integration i.e.: o define indefinite integration o recognise the symbol ∫ for integration o the rule to integrate simple algebraic functions

i.e. y = a xn ∫ axn dx = (xn + 1)/ n + 1 + constant C

o integrate functions of the form o integrate sine and cosine function i.e.

∫ sin x dx = – cos x + C ∫ cos x dx = sin x + C ∫ sin ax dx = -cos ax/a + C ∫ cos ax dx = sin ax/a + C

problem solving involving definite integrals i.e. o the rule for a definite integral o integrate functions of the form o the notation a∫

b fx = [F)x)]b a = F(b) – F(a) o the interpretation of a definite integral.

Problems using indefinite integrals e.g.

2∫4 6x dx = [ 6x2/2 + C]42 = [ 3x2 + C]42.

The numerical values of 2 and 4 mean that x = 2 and x = 4. When x = 4, integral =3x2 + C = 48 + C When x = 2, integral = 3x2 + C = 12 + C So 2∫

4 6x dx = (48 + C) – (12 + C) = 48 + C – 12 – C = 36 i.e. 2∫

4 6x dx = 36 Indefinite integration is the reverse process to differentiation and state that an indefinite integral does not reveal a calculated value

Integrate functions of the form examples: x3 + 3x2 + x with respect to x x1.4 + 1/x3 with respect to x 6x4 + √x with respect to x

2∫4 6x dx = [ 6x2/2 + C]42 = [ 3x2 + C]42.

The numerical values of 2 and 4 mean that x = 2 and x = 4. When x = 4, integral =3x2 + C = 48 + C When x = 2, integral = 3x2 + C = 12 + C So 2∫

4 6x dx = (48 + C) – (12 + C) = 48 + C – 12 – C = 36 i.e. 2∫

4 6x dx = 36

Awareness that in all calculations for definite integrals the constant C will disappear when an upper and lower limit are given

Functions of the form examples: 0∫

2 4x dx




1∫2 3x + 2 dx

1∫4 2x3 + x2 dx

Interpretation of a definite integral that it represents the area between the function f(x) and the x axis between the limits given Learners should be taught to solve problems using definite integrals e.g.

Find the area between the curve y = x and the x axis between the values x = 0 and x =10 Equation: y = x Area under the curve =

0∫10 x dx = [ x2/2 ]0

10 = 102/2 – 0 = 50 units A check on y = x can be made by plotting a graph of x against y

6. Be able to apply statistics and probability in the context of engineering problems (10-20%)

the terms “data handling” and “sampling”

problem solving involving histograms, frequency polygons and cumulative frequency curves i.e.

Statistics and probability are often used in engineering in the areas of quality control, component and system reliability and reliability-centred maintenance. Learners should be taught statistics in the context of engineering problems where possible e.g.

The diameters of 30 components were measured in millimetres with a micrometer, with the following results: 5.8 6.2 6.0 6.2 etc Construct a table showing a tally diagram and then draw a (a) histogram (b) frequency polygon and (c)




problem solving for a set of data i.e. o normal distribution o arithmetic mean o mode o median o percentiles o quartiles o distribution curve o positive skew o negative skew o variance o standard deviation

problem solving using probability i.e.: o expectation o dependent event without replacement o independent event with replacement

the addition law of probability and the multiplication law of probability

cumulative frequency diagram

The tensile strength for 15 samples of tin are:

34.16 34.75 34.04 etc Determine the mean, mode and median

In a study exercise components being assembled by a group of technicians were timed in seconds as shown:

56 61 68 59 etc Construct a histogram and a frequency polygon to represent the data. Determine the (a) median (b) lower quartile and (c) the upper quartile

The probability of a resistor failing in one year due to excessive temperature is 1/25, due to excessive vibration is 1/30 and due to excessive humidity is 1/55. Determine the probabilities that over one year a resistor fails due to excessive (a) temperature and vibration (b) vibration or humidity Probability How Venn diagrams are used to calculate probability

The expectation of an event happening is defined

as the product of the probability of an event




happening and the number of attempts made.

Two events, A and B, are independent if the fact

that A occurs does not affect the probability of B

occurring.

Two events are dependent if the outcome or occurrence of the first affects the outcome or occurrence of the second so that the probability is changed.

With Replacement: the events are Independent - the chances don't change.

Without Replacement: the events are dependent - the chances change

Links between units and synoptic assessment

As a core unit in this qualification, this unit is underpinning knowledge for the rest of the qualification, and synoptic assessment links will be drawn from this and other core units.

© OCR 2014 Unit 2: Science for engineering

Unit Title: Science for engineering

OCR unit number: 2

Level: 3


Unit reference number: R/506/7267

Unit aim

Different branches of science underpin the teaching and learning of a number of engineering disciplines. In this unit we focus on the science which supports mechanical engineering, electrical and electronic engineering, fluid dynamics, thermal physics and material science for engineering. This unit will develop the learner’s knowledge and understanding of principles of engineering science and consider how these can be applied to a range of engineering situations. By completing this unit learners will:

understand applications of SI units and measurement

understand fundamental scientific principles of mechanical engineering

understand fundamental scientific principles of electrical and electronic engineering

understand properties of materials

know the basic principles of fluid mechanics

know the basic principles of thermal physics


Teaching content



1. Understand applications of SI units

and measurement (10-20%)

SI units o the seven SI base units, i.e.:

metre for length

kilogram for mass

second for time

ampere for electric current

kelvin for temperature

candela for luminous intensity

mole for amount of substance o SI derived units with special names and symbols o SI prefixes o SI derived quantities

definitions of measurement and terms related to measurement, i.e. o accuracy o accuracy class o absolute error o calibration o correction o error o intrinsic error o percentage error o precision o relative error o true value and uncertainty

See ASE publication Signs, Symbols and Systematics (The ASE Companion to 16 – 19 Science, 2000).


1. Understand applications of SI units and measurement (cont’d)

the formulae for: o relative error o absolute error o absolute correction o relative correction

how to calculate the standard deviation and the standard error of the mean

how to use instruments for taking measurements

Relative error = absolute error/true value Absolute error = indicated value – true value Absolute correction = true value – indicated value Relative correction = absolute correction/true value Use of instruments in electrical engineering, mechanical engineering, electronic engineering, materials science, fluid mechanics and thermal physics

2. Understand fundamental scientific principles of mechanical engineering (10-20%)

force and motion, i.e.: o the difference between scalar and vector quantities o how to determine the resultant of two coplanar vectors

by using a vector triangle o how to calculate the resultant of two perpendicular

vectors o how to resolve a vector into two perpendicular vectors o definitions of the terms: displacement, speed, velocity

and acceleration o use of graphical methods to represent:

distance travelled

displacement

speed

velocity

acceleration

kinematics, i.e.: o determination of:

distance travelled by calculating the area under a speed – time graph

velocity by using the gradient of a displacement – time graph

speed by using the gradient of a distance – time graph

acceleration by using the gradient of a velocity – time graph

o the equations which represent uniformly accelerated motion in a straight line

Vectors have direction and magnitude, scalars have magnitude only

Displacement-distance in a given direction Speed – ratio of distance to time taken by a moving body and is a scalar quantity. Velocity – the change in displacement divided by the time taken for that change Acceleration – the rate of change of velocity

a = (v-u)/t

v = u + at

v2 = u2 + 2as

s = ut + ½ a t2


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

o the formula for density (D) of a material

D = m/V, the density (D) of a material is the mass (m) in a volume (V).

2. Understand fundamental scientific principles of mechanical engineering (cont’d)

dynamics o the formula for force (F) o definition of the term newton (N) o application of the concept of weight as the effect of a

gravitational field on mass o use of the formula for weight (W) o that the weight of a body may be considered as acting at

a single point called the centre of gravity o that a couple as a pair of equal parallel forces tends to

produce rotation only o the moment of a force and the torque of a couple o that for a system in equilibrium there is no resultant force

and no resultant torque

force, work and power o joules and use of the formula for work done (W) o meaning of and formula for:

o kinetic energy o gravitational potential energy o the relationship between mechanical power, work

done and time o watts and use of the formula for energy or work

done (W)

F = ma

Newton – the derived SI unit of force.

The force required to give a mass of 1 kg an acceleration of 1 ms-2

W = mg, where g is the acceleration due to gravity

Kinetic Energy (KE) = ½ mv2

Gravitational Potential Energy (GPE) = mgh

P = W/t, where P is power, W is the work done in time t.

Power is the rate of doing work or converting energy from one form to another.

Watt – The derived SI unit of power, equal to a

rate of working of 1 joule per second.


3. Understand fundamental scientific principles of electrical and electronic engineering (10-20%)

atomic structure and electric current is a net flow of charged particles

the term Coulomb and use of the formula for charge

electron flow and current flow in conductors, semi-conductors and insulators

potential difference (V) relating to: energy and charge power and current

current-potential difference characteristics for: o a metallic conductor at constant temperature o a filament lamp o a semiconductor diode

resistance and ohm’s law for resistive circuits

how to calculate the total resistance and total current for a circuit that is a combination of resistors connected in series and parallel

use of the formulae for electrical power (P) and energy (W)

that the kilowatt-hour is a unit of energy

that the efficiency of a system is the ratio of work output to work input

the term resistivity and use of the formula for resistivity (ρ)

the term temperature coefficient of resistance

use of graphs to show the variation with temperature of a pure resistor and of a negative temperature coefficient thermistor

use of the formula for the magnitude of the uniform electric field strength (E) between charged parallel plates

the terms capacitance (C) and farad (F)

use of the formula capacitance (C) and the formula for the energy (Wc) of a charged capacitor

how to draw a graph for a capacitor discharging through a resistor of (a) potential difference against time and (b) current against time

the significance of a time constant for the discharge of a capacitor and use of the formula time constant (τ)

use of the formula for the discharge of a capacitor

the terms inductance (L) and henry (H)

use of the formula inductance (L) for the self inductance of a

An atom consists of a nucleus surrounded by electrons. Current is the rate of flow of charge

Coulomb – the derived SI unit of electric charge, is that charge that crosses a section of the circuit in 1 second when a current of 1 ampere flows Q = It, where t is the time (for Q to be in coulombs, I in amperes then t must be in

seconds). Understand the idea of conventional current.

Potential difference – the energy converted from electrical energy to some other form when unit charge passes from one point to another V = W/Q and V = P/t P = V I, P = I2R and P = V2/R

Resistance – opposition to the flow of electrons R = V/I

Ohms law – the current through a conductor is proportional to the potential difference across it, provided its temperature remains constant Efficiency = (work input/work output)100%

Resistivity ρ = RA/l Uniform electric field strength E = V/d, for a potential difference V across plates of separation d Capacitance – the property of a conductor to store an electric charge. C = Q/V One farad is the capacitance of a conductor which is at a potential of 1 volt when it carries a charge of 1 coulomb . Wc = ½QV


coil and the formula energy (WL) for energy stored in the magnetic field of a coil.

τ=RC

e.g. v = v0e- t/RC, where the potential difference

at time t is v and at t = 0, the pd is v0

A coil has a self inductance (L) of 1 henry (H) if an e.m.f. of 1 volt (V) is induced in the coil when the current through the coil changes at the rate of 1 ampere per second. L =ᶲN/ I

WL = ½L I2


4. Understand properties of materials (10-20%)

elastic deformation, in terms of the separation of atoms in a solid material

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

basic material properties: o ductility o brittleness o toughness o stiffness o resilience o endurance o hardness o malleability

what is meant by the term equilibrium separation

plastic deformation, in terms of slip

why plastic deformation happens more easily when dislocations are present in a solid material

the difference between the drift velocity and root mean square (r.m.s.) speed of an electron which forms part of an electric current in a solid

application of the formula for current (I)

that deformation is caused by a tensile or compressive force

Hooke’s law

what is meant by the terms: o elastic limit o stress o strain o Young’s modulus

the difference between elastic and plastic deformation of a material

how to calculate the strain energy in a deformed material from a force – extension graph

the term ultimate tensile stress

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

what is meant by the terms non-destructive testing and destructive testing

I = nAve, where n is the number of

conduction electrons per unit volume, A the cross sectional area of the conductor, v the average drift velocity and e the charge on the electron


5. Know the basic principles of fluid mechanics (10-20%)

fluids at rest

pressure, gauge pressure, absolute pressure

pressure exerted on any point on a surface in a fluid is always at right angles to the surface

pressure at any point in a fluid is the same in all directions at that point

pressure due to a column of liquid

Archimedes’ principle

fluid flow: o ideal fluid o streamline or laminar o turbulent flow o boundary layers

definition of viscosity

Two forms of fluid: liquid and gases

Pressure (p) - Forces acting on a surface/plane due to intermolecular collisions within the fluid p = F/A Gauge Pressure – pressure indicated above that due to the atmosphere Absolute pressure = gauge pressure + atmospheric pressure Pressure due to a column of liquid p = hgρ Archimedes’ principle – an up-thrust force in newtons acting on an immersed object is equal to the weight of fluid displaced Up-thrust force (N) = Vgρ Ideal fluid is one with assumed zero viscosity Streamline flow happens when particles of the fluid move along in layers Turbulent flow happens when particles move in very irregular paths Viscosity- Fluid’s ability to resist shear forces. Dynamic Viscosity- ratio of shear stress to velocity gradient. Kinematic Viscosity- Dynamic viscosity to density ratio


6. Know the basic principles of thermal physics (10-20%)

the non-flow energy equation

the steady flow energy equation

that the internal energy of a system is the sum of a random distribution of kinetic and potential energy concerned with the molecules of the system

what is meant by the term thermodynamic scale and state that on the Kelvin scale, absolute zero is the temperature at which all substances have a minimum internal energy

Boyle’s law and its equation

Charles’ law and its equation

Pressure law and its equation

combined gas law and its equation

characteristic gas equation

the term specific heat capacity and the formula heat energy or sensible heat (Q)

the efficiency equation

what is meant by the terms sensible heat and latent heat application of sensible and latent heat formulae

Non-flow energy equation: From the principle of conservation of energy U1 + Q = U2 + W So Q = (U2 – U1) + W Where: Q = energy entering the system W = energy leaving the system U1 = initial energy in the system U2 =final energy in the system

Steady flow energy equation: Q = (W2 – W1) + W Where: Q = heat energy supplied to the system W2 = energy leaving the system W1 = energy entering the system W = work done by the system Boyle’s law equation: pV = C p1 V1 = p2V2 Charles law equation: V/T= C V1/T1 = V2/T2 Pressure law equation: p/T = C p1/T1 = p2/T2 Combined gas law equation: (p1 V1)/T1 = (p2V2)/T2 Characteristic gas equation: pV = mRT Heat capacity formula: Q = mCT

Efficiency equation: ɳ = work output/work input

Heat energy absorbed or emitted during a change of state: Q = mL



As a core unit in this qualification, this unit is underpinning knowledge for the rest of the qualification, and synoptic assessment links will be drawn from this and other core units.

© OCR 2014 Unit 3: Principles of mechanical engineering

Unit Title: Principles of mechanical engineering

OCR unit number: 3

Level: 3


Unit reference number: Y/506/7268

Unit aim

All machines and structures are constructed using the principles of mechanical engineering. Machines are made up of components and mechanisms working in combination. Engineers need to understand the principles that govern the behaviour of these components and mechanisms. This unit explores these principles and how they are applied. By completing this unit learners will develop an understanding of:

systems of forces and types of loading on mechanical components

the fundamental geometric properties relevant to mechanical engineering

levers, pulleys and gearing

the properties of beams

the principles of dynamic systems


Teaching content

Learning Outcomes Teaching Content Teaching exemplification


1. Understand systems of

forces and types of loading

on mechanical components

(20-30%)

different types of loading that could be applied to a mechanical component o direct forces o turning forces, i.e.

- moments

- torque o Shear forces

to resolve a force into its orthogonal components.

systems of co-planar forces, i.e.: o concurrent forces o non-concurrent forces

diagrammatic representations of engineering problems using force diagrams

how mechanical engineering situations can be represented by: o particle mechanics o rigid bodies.

conditions of equilibrium for systems of forces.

how to determine the resultant of a set of co-planar forces and hence determine the equilibrant of those forces.

how materials respond to direct axial loading, both in tension and compression.

Learners should appreciate the different types of

loading identified, and how they can be applied to a

mechanical component.

Methods of trigonometry should be used to resolve

forces.

Learners should understand situations in which

assumptions of particle and rigid body mechanics

can be applied.

Learners should be able to use and draw force

diagrams to represent engineering problems to aid

visualisation and analysis.

Learners should be aware of horizontal and vertical

equilibrium for systems of concurrent forces (particle

mechanics), and horizontal, vertical and rotational

equilibrium for non-concurrent forces (rigid body

mechanics).

For systems of concurrent forces the resultant or

equilibrant force should be defined in terms of

magnitude and direction.

1


1. Understand systems of forces and types of loading on mechanical components (cont’d)

the terms stress, strain and Young’s modulus, and application of formulae to calculate direct stress and strain in axially-loaded components i.e.: o stress = force/cross-sectional area o strain = change in length/original length o use of Young’s modulus (E) = stress/strain

representation of material behaviour on a generic stress versus strain graph i.e.: o elastic deformation o the elastic limit o in-elastic and plastic deformation o ultimate stress o factor of safety

how to apply formulae to calculate the shear stress in a component under shear loading i.e. o shear stress = shear force/shear area

For systems of non-concurrent forces the learner must be able to define the resultant or equilibrant both in terms of : • magnitude and line of action (point and direction) • magnitude and direction, and moment acting at a specified point Learners should be aware of the assumptions made for calculations of direct stress and strain in axially loaded components. They should know appropriate units for stress and Young’s modulus and be able to use the formulae listed to carry out calculations for components in direct tension or compression. Learners must know the term of the modulus of elasticity (Young’s modulus), and that this represents the stiffness of a material. Learners must be able to identify key points from, and interpret material behaviour on a generic stress versus strain graph. Learners should understand why engineers usually design components to keep stress levels below the elastic limit and the implications for the behaviour of the the component if the operational stress levels exceed the elastic limit. Learners should understand how Factors of Safety (FOS) are used to calculate the allowable working stress of a material i.e. Allowable working stress = Ultimate stress/FOS Learners should understand the terms shear stress and shear strain. Learners should be aware of components in single and double shear. (e.g. a bolt)


2. Understand fundamental geometric properties (10-20%)

calculation of the area of irregular 2D shapes

calculation of the volume of a regular prism of known cross sectional area and length

calculation of the mass of a body of known volume and uniform density

the significance of the centroid of a body as its centre of gravity/centre of mass

the use of axes of symmetry of a uniform 2D figure to find its centroid.

the position of the centroid of common non-symmetrical 2D shapes i.e. o right-angled triangle o semi-circle

the use of moment of area of uniform regular 2D shapes to find the position of the centroid of more complex uniform irregular shapes

Irregular shapes formed by the addition (or subtraction) of regular shapes (rectangle / triangle / circle). These will be presented in the form of engineering problems, e.g. calculate the cross-sectional area of a beam All centroid questions will be based on 2D shapes of uniform density.

More complex shapes may be the result of addition or subtraction of rectangles, right-angled triangles and semi-circles. Questions may include calculation of resultant forces or equilibrium of 2D components using knowledge from LO1 of this unit.


3. Understand levers, pulleys

and gearing

(15-25%)

concepts of mechanical advantage (MA) and velocity ratio (VR) applied to: o levers o systems of pulleys o gears

the three classes of lever i.e. o class one o class two o class three

different types of gears and gear systems, and their applications i.e.: o spur gears o compound spur gears o idler gears o chain driven sprockets o bevel gears o rack and pinion o wormgear and wormwheel

calculation of MA and VR for spur gears.

calculation of MA and VR for simple compound spur gear systems.

different types of pulley and belt drive systems and their applications i.e.: o V-belts o flat belts o toothed belts

calculation of the MA and VR for the named belt drive systems above.

Learners should understand that MA and VR are inversely related so that an increase in output force (force amplification) or torque (torque amplification) is achieved at a cost of output speed. Levers (direct forces and linear movements) and gears or pulley systems (for torque and rotational movement) obey the same fundamental principles.

Learners should be able to recognise different types of levers as part of simple mechanisms and identify the key features of fulcrum, input force (FI) and output

force (FO). Learners must be able to carry out calculations to determine unknown forces, the mechanical advantage and/or velocity ratio for levers of given geometry.(Input velocity VI, output velocity VO)

Class one lever

Class two lever

Class three lever


Mechanical Advantage (MA) = FO /FI = a/b Velocity Ratio (VR) = VO/VI = b/a

Learners should be able to identify different types of gear systems and suggest applications for which they are commonly used.

MA = Number of teeth on input gear Number of teeth on output gear VR = Number of teeth on output gear

Number of teeth on input gear Questions will be limited to a gear train of no more than 4 gears. Learners should be able to identify different types of pulley and belt systems and their advantages and disadvantages for common applications.

VR = Diameter of output pulley Diameter of input pulley

MA = Diameter of input pulley

Diameter of output pulley


4. Understand properties of beams (10-20%)

different types of beams and their support conditions. i.e.: o simply supported o cantilever o continuous o encastre

different types of loading applied to beams i.e.: o point loads o uniformly distributed loads

how to calculate, using conditions of static equilibrium, the reactions of beams. i.e.: o simply supported o cantilever

how to calculate the bending moment at any point in simply supported or cantilever beams with point loading

how to draw a bending moment diagram for a simply supported or cantilever beam with point loading

Questions involving calculations will be restricted to statically determinate beams only (i.e. simply supported and cantilever beams). Learners should understand that uniformly distributed loads can be imposed loads e.g. pedestrians or dead loads from the weight of the beam.


5. Understand principles of dynamic systems (20-30%)

how to apply Newton’s Laws of Motion in a mechanical engineering context

how to apply the constant acceleration formulae to problems set in a mechanical engineering context i.e.: o v2 – u2 = 2as o s = ut + ½ at2 o v = u + at o s= ½ (u+v)t o s=vt – ½ at2

the principle of conservation of energy and how to apply this principle to problems involving kinetic and gravitational potential energy

the relationship between work done on a body and the change in energy of that body

application of equations for energy and work done to problems set in a mechanical engineering context i.e.: o gravitational potential energy = mgh o kinetic energy = ½ mv2 o work done = force x distance

use of the equations for power to solve problems set in a mechanical engineering context i.e.: o instantaneous power = force x velocity o average power = work done/time

the action of a friction force between a body and a rough surface and how to apply the equation F≤ µN

to apply the principle of conservation of momentum to bodies experiencing elastic collisions

Questions will be based on a variety of scenarios i.e. • Linear motion • Projectiles • Motion on inclined planes



This unit is both underpinning knowledge for some centre assessed units that can be undertaken, and synoptic assessment links will be drawn from this unit within those units. In addition, this unit will draw synoptically from the two core units Mathematics for Engineering and Science for Engineering in the examination, by containing questions which directly assess knowledge gained in those units. Where this is the case, this will be clearly indicated in the question paper.

© OCR 2014 Unit 4: Principles of electrical and electronic engineering

Unit Title: Principles of electrical and electronic engineering

OCR unit number: 4

Level: 3


Unit reference number: D/506/7269

Unit aim

Electrical systems and electronic devices are present in almost every aspect of modern life – and it is electrical and electronic engineers who design, test and produce these systems and devices. This unit will develop learners’ knowledge and understanding of the fundamental principles that underpin electrical and electronic engineering. By completing this unit learners will develop an understanding of:

fundamental electrical principles

alternating voltage and current

electric motors and generators

power supplies and power system protection

analogue electronics

digital electronics


Teaching content

Learning Outcomes Teaching Content Exemplification


1 Understand fundamental electrical principles

(10-20%)

application of the defining equations for: o resistance o power o energy o resistors connected in series o resistors connected in parallel

measurement of voltage, current and resistance in a circuit using a:

o voltmeter o ammeter o ohmmeter o multimeter

Circuit theory, i.e.: o calculation of the total resistance and total

current for a circuit that is a combination of resistors connected in series and parallel

o Kirchhoff’s first law and its application o Kirchhoff’s second law and its application o the maximum power transfer theorem

R = V/I

P = V I

W = Pt R = R1 + R2 1/R = 1/R1 + 1/R2. The sum of all the currents flowing into a point in any electrical circuit is Zero. In practical terms this means that the total current flowing towards a junction in a circuit is equal to the current flowing away from the junction. In any closed circuit the sum of all the potential drops is zero. This means in practice that the sum of the potential drops is equal to the electromotive force. In a circuit containing a cell and a load resistance maximum power transfer occurs when the load resistance is equal to the internal resistance of the cell.


2 Understand alternating voltage and current

(10-20%)

what is meant by a simple generator

what is meant by an alternating current and generated electromotive force (e.m.f.)

diagrammatic representations of a sine wave

to determine frequency and amplitude of a sine wave

to state and apply the formulae v = V sin Ɵ, i = I sin Ɵ, v = V sin ωt, i = sin ωt, f = 1/T and ω = 2 πf.

to determine the phase difference and phase angle in alternating quantities

circuit diagrams and phasor diagrams for: o a pure resistance being supplied by an

alternating current o a pure inductance being supplied by an

alternating current o a pure capacitance being supplied by an

alternating current o a pure resistance and inductor in series o a pure resistance and capacitor in series

application of the defining equation for: o pure resistance o pure inductance o pure capacitance

application of the defining equation for: o pure resistance and inductor in series o pure resistance and capacitor in series

R = V/I XL = V/I and XL = 2 πfL

Xc = V/I and Xc = ½ πfC

Z = √(R2 + XL

2) and Cos ø = R/Z Z = √(R2 + Xc

2) and Cos ø = R/Z i.e. when VL is greater than Vc i.e. when Vc is greater than VL i.e. when VL is equal to Vc Z = √[R2 + (XL – Xc)2] and Cos ø = R/Z Z = √[R2 + (Xc – XL)2] and Cos ø = R/Z Z = R


circuit diagrams and phasor diagrams where: of a pure resistance, inductance and capacitance in series on AC when

o XL is greater than Xc o Xc is greater than XL o XL is equal to Xc

application of the defining equation for: o RLC series circuit when XL is greater than Xc o RLC series circuit when Xc is greater than XL o RLC series circuit when XL is equal to Xc

3 Understand electric motors and generators

(10-20%)

the difference between motors and generators

application of the defining equation for: o motor o generator

the type of field winding and action of a: o separately excited dc generator o series-wound self-excited dc generator o shunt-wound self-excited dc generator o series-wound dc motor o shunt-wound dc motor

application of the defining equations for a: o separately excited dc generator o series-wound self-excited dc generator o shunt-wound self-excited dc generator o series-wound dc motor o shunt-wound dc motor

applications for a: o separately excited dc generator o series wound self-excited dc generator

Motors convert electrical energy into mechanical energy generators convert mechanical energy into electrical energy Motor: V = E + IaRa

Generator: V = E - IaRa


o shunt-wound self-excited dc generator o series-wound dc motor o shunt-wound dc motor

dc motor starters to include a no-volt trip coil and an overload current trip coil

how the speed of a dc shunt motor and a series dc motor can be changed.

4 Understand power supplies and power system protection

(10-20%)

the meaning of: o an alternating current supply o a direct current supply

the distribution of electrical energy to consumers by a:

o single-phase 2-wire system o single phase 3-wire system o three phase 3- wire Delta connected system o three phase 4-wire Star connected system.

how: o an alternating current can be rectified to a half

wave direct current using a single diode o full wave rectification can be obtained by

using two diodes o full wave rectification can be obtained by

using four diodes in a bridge configuration

the capability of load regulation to maintain a constant voltage or current level on the output of a power supply regardless of changes in the supply load

The most widely used system in England is the three phase 4-wire Star connected system.

http://en.wikipedia.org/wiki/Power_supply


how to draw a labelled block diagram of a stabilised power supply showing:

o ac input o transformer o rectifier o smoothing circuit o stabilising circuit o dc output

power-system protection

How to explain with the aid of labelled diagrams how power supplies and electrical components can be protected by:

o current limiting resistors o diodes o fuses o circuit breakers

Power-system protection is a branch of electrical power engineering that deals with the protection of electrical power systems from faults through the isolation of faulted parts from the rest of the electrical network.

5 Understand analogue

electronics

(10-20%)

the definition of an analogue circuit

how to explain with the aid of a labelled diagram the characteristics of an operational amplifier (op-amp)

how to draw a labelled diagram of an operational amplifier

characteristic properties of an ideal operational amplifier

how to draw a labelled diagram and explain the function of:

o an inverting amplifier

An analogue electronic circuit is one that operates with currents and voltages that vary continuously with time and have no abrupt transitions between levels. An operational amplifier (op-amp) is a DC-coupled high-gain electronic voltage amplifier with a differential input and, usually, a single-ended output. In circuit, an op-amp produces an output potential that is many times larger than the potential difference between its input terminals. The diagram should show the two inputs, output and the supply voltage.

http://en.wikipedia.org/wiki/Power_engineering

http://en.wikipedia.org/wiki/Power_engineering

http://en.wikipedia.org/wiki/Fault_%28power_engineering%29

http://en.wikipedia.org/wiki/Grid_%28electricity%29

http://en.wikipedia.org/wiki/Direct_current

http://en.wikipedia.org/wiki/Direct_coupling

http://en.wikipedia.org/wiki/Gain

http://en.wikipedia.org/wiki/Electronic_amplifier

http://en.wikipedia.org/wiki/Differential_input


o a non-inverting amplifier o a summing amplifier

application of the defining equation for gain in: o an inverting amplifier o a non-inverting amplifier o Summing amplifier Vout

state and apply the formula for a summing amplifier Vout

6 Understand digital electronics

(10-20%)

the definition of a digital electronic circuit

how to draw a labelled diagram and explain the function of the logic gates:

o AND o NAND o OR o NOR o NOT o XOR

how to construct truth tables for: o AND o NAND o OR o NOR o NOT o XOR

how to solve simple combinational logic problems

how to recognise simple Boolean expressions

how to explain with the aid of a circuit symbol the function of:

o T type Bi-stable flip-flop

A digital electronic circuit is one that that accepts and processes binary data (on/off) according to the rules of Boolean logic (AND, OR, NOT, etc.) If the T input is high, the T flip-flop changes state ("toggles") whenever the clock input is strobed. If the T



This unit is both underpinning knowledge for some centre assessed units that can be undertaken, and synoptic assessment links will be drawn from this unit within those units. In addition, this unit will draw synoptically from the two core units Mathematics for Engineering and Science for Engineering in the examination, by containing questions which directly assess knowledge gained in those units. Where this is the case, this will be clearly indicated in the question paper.

o D type Bi-stable flip-flop

to explain the behaviour of a rising-edge triggered D flip-flop

input is low, the flip-flop holds the previous value. A clocked flip-flop which ensures that inputs S and R are never equal to one at the same time. The D-type flip-flop are constructed from a gated SR flip-flop with an inverter added between the S and the R inputs to allow for a single D (data) input. Examples could include data, clock, set and reset inputs, complementary outputs representation of its behaviour with timing diagrams.

http://www.amazon.co.uk/gp/aws/cart/add.html?ASIN.1=0849375649&Quantity.1=1&AWSAccessKeyId=AKIAIQ6ODJLR27IKQI7Q&AssociateTag=basicelecttut-21

© OCR 2014 Unit 5: Electrical and electronic design

Unit Title: Electrical and electronic design

OCR unit number: 5

Level: 3



Unit aim

All electrical and electronic devices rely on their components working effectively. This in turn relies on effective manufacture, and ultimately on the successful design of electrical components. The aim of this unit is for learners to develop the ability to be able to apply knowledge of AC and DC circuit theory to circuit design, and to apply a systems approach to electrical design, developing knowledge of the component devices needed to be able to do this. Learners will develop an understanding of the applications of electromagnetism in electrical design, and the ability to be able to use both semi-conductors and programmable process devices in their designs.


Teaching content

Learning Outcomes

Teaching Content


1. Be able to apply

AC and DC circuit

theory to circuit

design

IET circuit symbols

how to design DC circuits i.e.

o circuit layout (e.g. DC power source, resistors in series,

resistors in parallel, series and parallel combinations, potential

divider)

o application of Ohm’s law, power calculations (e.g. V = IR, P =

IV, P = I2R)

o application of Kirchhoff’s voltage and current laws

o DC networks i.e.

potential divider network

networks with one DC power source and at least five components e.g. DC power source with two series resistor and three parallel resistors connected in a series/parallel arrangement

o application and function of resistor/capacitor circuits i.e. RC time

constant

how to design AC circuits i.e.

o using phasor and algebraic representation of alternating

quantities e.g. graphical and phasor addition of two sinusoidal

voltages, reactance and impedance of pure R, L and C

components

o power factor

o passive filters i.e.

low-pass

high-pass

how to apply power sources i.e.

o cell, battery (i.e. alkaline, rechargeable (NiMh, Lithium-ion))

o solar cell

o rectification (i.e. full wave diode bridge, half wave diode bridge)

o capacitor smoothing

o voltage regulators (e.g. zener diode, 3-terminal voltage

regulators e.g. LM7805, LM7812)

o stabilised power supply configurations (i.e. linear, switch mode)

how to apply circuit protection i.e. fuse, diode, resettable thermal fuse, circuit breaker (e.g. over current and earth leakage types).

2. Understand the

application of

electromagnetism

in electrical design

How to apply electromagnetism in electrical design i.e.

o transformer i.e. primary and secondary current and voltage

ratio, turns ratio

o application of Faraday’s and Lenz’s laws (e.g. for coil, inductor,

solenoid, relay)

o electric motor/generator i.e.

DC motor and generator (i.e. series and shunt motor/generator)

AC motor (i.e. single phase motor, 3-phase motor)

o magnetic screening

o electromagnetic compatibility (EMC) i.e.

radiated

conducted.


3. Be able to apply a

systems approach

to electrical design

how to apply a systems approach to electrical design i.e.

o open and closed loop

o input, process and output

o feedback

o development of system block diagrams.

function, application and operation of input devices i.e.

o switches (i.e. latched and momentary action)

o photodiode

o phototransistor

o LDR

o NTC thermistor

o microphone.

function, application and operation of output devices, i.e.

o piezo-electric buzzers/sounders

o lamp

o Light Emitting Diode (LED)

o LED 7 segment display

o Dot matrix display

o Liquid Crystal Display (LCD) display module

o solenoid

o relay

o speaker.

4. Be able to use

semi-conductors in

electrical and

electronic design

function, application and operational analysis of semiconductor devices and associated circuits, i.e.

o diodes

o NPN transistors, i.e.

analysis of single transistor as a switch

analysis of single transistor as a common emitter amplifier

o Darlington Pair configuration (i.e. single Darlington Pair

transistor, Darlington Pair arrays)

o transistor arrays.

function, application and operational analysis of integrated circuits and associated circuits, i.e.

o operational amplifier (op-amp) circuits i.e.

comparator

summing amplifier

o logic gates - singly and in combinational logic functions i.e.

AND

OR

NAND

NOR

NOT

XOR

NAND/NOR equivalent circuits

truth tables

o flip-flop circuits i.e.

SR-NOR

SR-NAND

JK-type

D-type

T-type

o Binary and Decimal Counters

o 7 segment display decoders.


5. Understand the

application of

programmable

process devices in

electronic design

applications of programmable process devices in electronic systems (e.g. production/assembly systems, engine control systems, office machines, domestic appliances)

system layout of programmable process devices in electronic systems i.e.

o microprocessor

o microcontroller

o programmable interface controller (PIC)

o programmable logic controller (PLC)

function and interrelationship of component parts of programmable control systems i.e.

o input devices (e.g. switch, temperature, position, light, flow,

pressure)

o control/process device (e.g. microprocessor, microcontroller,

PIC, PLC)

o output devices (e.g. lamp, sounder/speaker, solenoid, relay)

operational analysis of control systems within a product or system that uses a programmable control device


Grading Criteria

LO Pass Merit Distinction

The assessment criteria are the pass requirements for this unit.

To achieve a merit the evidence must show that, in addition to the pass criteria, the candidate is able to:

To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the candidate is able to:

1. Be able to apply AC and

DC circuit theory to circuit

design

P1: use DC circuit theory to calculate current, voltage and resistance in DC networks *synoptic links to Unit 2 Science for Engineering and to Unit 4 Principles of Electrical and Electronic Engineering

M1: use Kirchhoff’s laws to determine the current in a network

D1: design a power supply circuit that includes a transformer, rectifier, smoothing capacitors, voltage regulator and circuit protection.

P2: determine the relationship between the voltage and current for a charging and discharging capacitor.

M2: explain the application and operation of low-pass and high-pass filters.

P3: compare the results of adding and subtracting two sinusoidal AC waveforms graphically and by phasor diagram. *synoptic link to Unit 4 Principles of Electrical and Electronic Engineering

P4: explain the significance of power factor in AC circuits.

P5: explain different power sources and their applications and features



P6: compare methods of circuit protection for different applications *synoptic link to Unit 4 Principles of Electrical and Electronic Engineering

2. Understand the application of electromagnetism in electrical design

P7: calculate primary and secondary current, voltage ratio and turns ratio in a transformer.

M3: explain electromagnetic compatibility (EMC).

D2: evaluate the performance of a motor and a generator with reference to electrical theory

P8: explain the reasons for magnetic screening in electrical design and how it can be achieved

3. Be able to apply a systems approach to electrical design

P9: explain with examples the systems approach to electrical and electronic design.

P10: explain applications, function and operation of a range of input and a range of output devices.

4. Be able to use semi-conductors in electrical and electronic design

P11: explain the function and application of semi-conductor process devices and integrated circuits in circuit design

M4: analyse the operation of a diode and a single NPN transistor amplifier within a circuit

D3: analyse the operation of individual circuits containing a single op-amp, single flip-flop and combinational logic functions.

5. Understand the application of programmable process devices in electronic design

P12: explain the function and layout of diverse applications which use programmable devices,

M5: analyse the operation of diverse applications which use programmable devices.



Core unit Core taught content Assessment criteria

Unit 2: Science for Engineering LO3 Understand fundamental scientific principles of electrical and electronic engineering

P1: use DC circuit theory to calculate current, voltage and resistance in DC networks


Unit 4: Principles of Electrical and Electronic Engineering

LO1 Understand fundamental electrical principles

P1: use DC circuit theory to calculate current, voltage and resistance in DC networks

LO2 Understand alternating voltage and current

P3: compare the results of adding and subtracting two sinusoidal AC waveforms graphically and by phasor diagram.

LO4 Understand power supplies and power system protection

P6: compare methods for circuit protection for different applications


Meaningful employer engagement

Meaningful employer engagement Suggestion/ideas for centres when delivering this unit

1. Learners undertake structured work-experience or work-placements that develop skills and knowledge relevant to the qualification.

Placements with engineering firms working with electrical/electronic design or maintenance department researching common system standards and the impact of electronic design on manufacture in the real world.

2. Learners undertake project(s), exercises(s) and/or assessments/examination(s) set with input from industry practitioner(s).

Project set on product design or re-design of electrical components, using industry standard equipment and design standards, to determine if the design of a product (such as a PCB) is suitable for a given application.

3. Learners take one or more units delivered or co-delivered by an industry practitioner(s). This could take the form of master classes or guest lectures.

Lecture from practicing electrical design engineers involved in product design, development and testing. Content to include examples of electrical/electronic design principles, a formal systems approach and how electronic devices are used within professional commercial electrical/electronic engineering practice.

4. Industry practitioners operating as ‘expert witnesses’ that contribute to the assessment of a learner’s work or practice, operating within a specified assessment framework. This may be a specific project(s), exercise(s) or examination(s), or all assessments for a qualification.

Review from practicing electronic design engineers relating to the accuracy of circuit design and appropriate proposed use of devices during learners’ project work and documentation

© OCR 2014 Unit 6: Circuit simulation and manufacture

Unit Title: Circuit simulation and manufacture

OCR unit number: 6

Level: 3



Unit aim

For electrical and electronic devices to function, they depend on their circuits operating normally. Circuit simulation and safe, effective manufacture of circuit boards is therefore a key function within electrical engineering companies. The aim of this unit is for learners to develop the ability to make working printed circuit boards (PCBs). Learners will develop the ability to use computer aided design (CAD) software to design and simulate electronic circuits, and then to design PCBs. They will go on to be able to safely manufacture and construct PCBs. Learners will also develop their fault-finding techniques for PCBs, to test and rectify, where possible, faults on circuits. They will also gain knowledge on the commercial manufacture of circuits, including manufacturing process methods and quality assurance techniques.


Teaching content

Learning Outcomes

Teaching Content

The Learner will:

Learners must be taught:

1. Be able to use

Computer Aided

Design (CAD) for

circuit design and

simulation

circuit schematic diagram drawing using CAD software i.e. o schematic capture / schematic design o component library o connection or Interconnection o grid

circuit simulation and test using CAD software i.e. o design checking, design rule checking o SPICE (Simulation Program with Integrated Circuit

Emphasis) simulation o setting and adjusting component parameters o netlist/node list o circuit analysis using virtual instruments.

2. Be able to use

Computer Aided

Design (CAD) to

design printed

circuit boards

(PCBs)

printed circuit board (PCB) layout production to include both track and component views i.e. o parts and component libraries o manual component placement o automatic component placement o manual and automatic routing of PCB tracks o correct track and pad sizing o requirements for double-sided or multiple circuit boards

(e.g. mother and daughter boards) o design constraints (e.g. size of PCB) o incorporation of test points or test indicators o inclusion of mounting holes o inclusion of component and pin identification (e.g. labels,

pin 1 identification) o export files (e.g. Gerber, DXF, IDF, csv, txt) o bill of material (BOM) production.

3. Be able to

manufacture and

construct electronic

circuits safely

safe manufacture of PCBs (e.g. photoresist methods, etch resist methods, engraving)

circuit construction following circuit diagram(s)

safe circuit construction using appropriate methods (e.g. component assembly, PCB soldering techniques, use of appropriate hand tools, heat sinks for delicate components)

correct order for circuit construction (e.g. use of integrated circuit holders through the placement of heat sensitive components)

connecting between boards and final assembly techniques (e.g. ribbon cable, connecting plugs and sockets, PCB to case fittings, sleeves, insulation, heat shrink, screw terminals).


4. Be able to test and

perform fault-

finding on

electronic circuits

visual inspection techniques for testing electronic circuits i.e. o fitting of incorrect components o mis-placed components o dry joints o bridged or damaged PCB tracks

appropriate testing and fault-finding techniques, (e.g. continuity testing, test-point voltage, current measurement, signal tracing (e.g. half-split, input to output, output to input))

use of physical test equipment, (e.g. power supplies, multi-meter, logic probe, oscilloscope, signal generator)

techniques for design verification through comparison with simulation data

fault rectification.

5. Understand

commercial circuit

manufacture

application of discrete, through hole and surface mount component types

benefits and drawbacks to the manufacturer of using surface mount components and using alternatives

applications and reasons for using multiple layer PCBs

manufacturing processes used within commercial circuit construction, i.e. o flow solder process o pick and place robot o manual component placement

quality assurance methods used during commercial printed circuit board (PCB) production, i.e. o automatic test o visual inspection.


Grading Criteria





1. Be able to use Computer

Aided Design (CAD) for

circuit design and

simulation

P1: Produce circuit schematic diagram drawings using CAD software.

M1: Perform circuit analysis including the use of virtual instrumentation.

D1: Evaluate circuit operation and associated printed circuit board layout using CAD software, implementing appropriate design modifications.

P2: Carry out circuit simulation using CAD software. *Synoptic link to Unit 4 Principles of Electrical and Electronic Engineering

2. Be able to use Computer Aided Design (CAD) to design printed circuit boards (PCBs)

P3: Produce PCB layouts using CAD software to include track and component views.

M2: Analyse functionality of printed circuit board layout using CAD software .

3. Be able to manufacture and construct electronic circuits safely.

P4: Interpret circuit diagram to construct printed circuit board.

D2: Safely manufacture, test and verify a fully working electronic circuit, to include identification and rectification of faults, using a variety of construction methods.

P5: Safely manufacture a printed circuit board using appropriate techniques.



P6: Safely assemble components to printed circuit board. *Synoptic link to Unit 2 Science for Engineering

4. Be able to test and perform fault-finding on electronic circuits

P7 Perform testing of an electronic circuit using a multimeter. *Synoptic link to Unit 4 Principles of Electrical and Electronic Engineering

M3: Undertake testing of the operation of an electronic circuit using different physical test equipment and fault finding techniques.

5. Understand commercial circuit manufacture

P8: Identify applications of different component types used in commercial circuit construction.

M4: Compare manufacturing processes and quality assurance methods used within commercial circuit construction.

P9: Explain the benefits and drawbacks to manufacturers of using surface mount components and alternatives.

P10: Explain the use of multiple layer PCBs in commercial circuit manufacture





P6: Safely assemble components to printed circuit board




P2: Carry out circuit simulation using CAD software

P7: Perform testing of an electronic circuit using a multimeter.





Placements with working with engineering electrical/electronic design departments of businesses involved in circuit manufacture, researching the CAD software used, and system standards used to check conformity of manufacture.


Task set to use CAD to design and simulate electrical circuits using industry standard equipment and standards, to determine if the design of the circuit is suitable for a given application.


Lecture from practicing electrical/electronic design engineers involved in product circuit design, development and commercial testing. Content to include examples of electrical/ electronic CAD simulation methods (e.g. SPICE) and the processes involved in commercial circuit manufacture, including testing.


Review by practicing electrical engineers relating to the accuracy of learners’ PCB designs, and/or a review of the manufactured circuit with relation to the design produced and its fitness for purpose.

© OCR 2014 Unit 7: Electrical devices

Unit Title: Electrical devices

OCR unit number: 7

Level: 3


Unit reference number: H/506/7273

Unit aim

Electrical devices in engineering companies are used for many purposes, from sensors and actuators used in robotic manufacture to programmable logic controllers (PLCs) which can control automated assembly lines. The aim of this unit is for learners to develop knowledge and understanding of electrical devices including semi-conductor and programmable devices and sensors and actuators. They will also develop an understanding of their applications within electrical and electronic engineering companies. Learners will also develop understanding of signal conditioning techniques and signal conversion devices, and on the use of smart and modern materials in electrical devices.


Teaching content

Learning Outcomes

Teaching Content

The Learner will:


1. Understand semi-

conductor and

programmable

devices

application, function and operation of semi-conductor devices and circuits i.e. o thyristor o metal–oxide–semiconductor field-effect transistor MOSFET

i.e.

voltage control

insulated gate bipolar transistor (IGBT) - single IGBT as

a switch

application and function of programmable logic devices (PLD)

i.e. o programmable logic array (PLA) o programmable array logic (PAL) o field programmable gate array (FPGA) o static random access memory (SRAM) o electrically programmable read only memory (EPROM) o flash memory

internal architecture and typical system configurations (e.g. input

ports, output ports, peripheral devices) for circuits using

programmable devices i.e.: o microprocessor o microcontroller o programmable interface controller (PIC) o programmable logic controller (PLC)

2. Understand

electrical sensors

and actuators

application, function and operation of electrical sensors used to

measure a range of physical properties i.e. o light (e.g. photo-diode, phototransistor) o temperature (e.g. thermistor, thermocouple) o force/pressure (e.g. strain gauge, load cell) o position (e.g. optical encoder, linear variable differential

transformer, hall effect sensor) o speed (e.g. tacho-generator, Doppler effect sensor) o flow (e.g. vane controlled potentiometer) o sound (e.g. microphone)

application, function and operation of electrical actuators i.e. o electric linear actuator o electric rotary actuator o linear solenoid actuator


3. Understand how to

use signal

conditioning

techniques and

signal conversion

devices

signal conditioning and interfacing i.e. o sensor output signal type i.e.

voltage

current (4-20mA current loop) o sensor calibration and scaling i.e.

use of sensor output calibration data

calculate voltage scaling using resistor potential divider

or bridge circuits o filtering using operational amplifier (op-amp) circuits i.e.

low-pass filter

high-pass filter

function and operation of signal conversion devices i.e. o analogue to digital conversion o digital to analogue conversion o parallel to serial conversion o serial to parallel conversion

calculation of baud and bit rate for a serial data signal

4. Understand the

application of

smart and modern

materials in

electrical devices

application and operation of smart and modern materials in

electrical devices i.e. o quantum tunnelling composite (QTC) o shape memory alloys (SMA) o electroluminescent (EL) materials i.e.

wire

panels

tape o electrochromic materials o conductive polymers o piezoelectric materials o electrostrictive materials o electrorheological (ER) fluids o thermoelectric materials o electro-optic materials


Grading Criteria





1. Understand semi-conductor and programmable devices

P1: Explain applications and functions of semi-conductors.

M1: Compare internal architecture and typical system configurations in programmable devices and systems.

D1: Analyse the operation of individual circuits containing a single thyristor, a single MOSFET and a single IGBT.

P2: Explain applications and functions of programmable logic devices.

2. Understand electrical sensors and actuators

P3: Identify applications and function of electrical sensors used to measure physical properties.

M2: Evaluate practically the operation of an electrical sensor and an electrical actuator.

P4: Explain applications and function of electrical actuators.

3. Understand how to use signal conditioning techniques and signal conversion devices

P5: Describe sensor output signal types.

M3: Analyse the operation of analogue to digital and digital to analogue conversion devices.

D2: Evaluate the design of op-amp circuits for a high-pass and low-pass filter.



P6: Calculate the value of resistors in a potential divider or bridge circuit to scale a sensor output voltage signal using sensor calibration data. *synoptic link to Unit 4 Principles of Electrical and Electronic Engineering

P7: Explain the operation of serial to parallel and parallel to serial conversion devices. *Synoptic Unit 4 *synoptic link to Unit 4 Principles of Electrical and Electronic Engineering

P8: Calculate baud and bit rate for a serial data signal.

4. Understand the application of smart and modern materials in electrical devices

P9: Describe applications of smart and modern materials in electrical devices .

M4: Explain the operation of QTC in an electrical device and SMA in an electrical device





P6: calculate the value of resistors in a potential divider or bridge circuit to scale a sensor output voltage signal using sensor calibration data

P7: explain the operation of serial to parallel and parallel to serial conversion devices




P6: calculate the value of resistors in a potential divider or bridge circuit to scale a sensor output voltage signal using sensor calibration data

LO6 Understand digital electronics

P7: explain the operation of serial to parallel and parallel to serial conversion devices





Placements with working with electrical/electronic engineering businesses, researching their use of electrical devices in the manufacture of products.


A task set by a practicing electrical engineer for learners to assess the use of electrical devices in a given business, e.g. electrical devices which use new and smart materials and how these have impacted on the business


Lecture from practicing electrical engineers involved in the manufacture of products which incorporate electrical devices. Content could include practical examples of how sensors, actuators and programmable devices are used in their own commercial engineering business.


Review from practicing electrical engineers of learners’ knowledge of the use of electrical devices which use modern and smart materials in engineering business, focussing on a given example.

© OCR 2014 Unit 8: Electrical operations

Unit Title: Electrical operations

OCR unit number: 8

Level: 3


Unit reference number: K/506/7274

Unit aim

Manufacturing of electrical components and devices is a skilled role upon which many industries depend for their own products. The aim of this unit is for learners to develop the knowledge, understanding and skills to be able to produce electrical components safely. Learners will develop underpinning knowledge about the performance characteristics of electrical and electronic components and devices. They will go on to learn how to work safely with electricity, develop the ability to construct a circuit, and to test and fault find electrical and electronic equipment as part of the quality assurance process.


Teaching content

Learning Outcomes

Teaching Content

The Learner will:


1. Understand

operating and

performance

characteristics of

electrical and

electronic

components and

devices

the operating and performance characteristics and applications from

technical and manufacturers data for the following electrical and

electronic components and devices i.e. o cables and cable types i.e.

solid core

multi-core

ribbon

co-axial o resistors i.e.

fixed (preferred values E12 series)

variable resistors i.e. potentiometers - rotary panel and PCB types, trimmers

devices with resistive change i.e. Negative Temperature Coefficient (NTC) thermistor Light Dependant Resistors (LDR)

o capacitors and capacitor types i.e.

polarised (e.g. electrolytic, tantalum bead)

non-polarised (e.g. mica, ceramic disc)

values/rating/tolerance o switches and switch types, i.e.

push to break (PTB), push to make (PTM)

momentary action, latching action

contact arrangements i.e. Single Pole Single Throw (SPST) Single Pole Double Throw (SPDT) Double Pole Single Throw (DPST) Double Pole Double Throw DPDT)

reed

micro

toggle

dual-in-line package (DIP)

rotary

binary coded decimal (BCD) o electronic components i.e.

input devices (e.g. photodiode, phototransistor, LDR, thermistor, switch, microphone)

process devices (e.g. diode, transistor, integrated circuit, microprocessor, microcontroller)

output devices (e.g. piezo-electric buzzer, lamp, light emitting diode, liquid crystal display, dot matrix display, relay, solenoid)


physical identification and application, function and benefits of circuit

protection, i.e. o fuses (e.g. cartridge, slow-blow, quick-blow, high rupturing

capacity (HRC)) o circuit breakers (e.g. current-operated type, earth leakage type) o diode

how to determine resistor values by: o measurement o calculation o colour code (including rating/tolerance)

how to calculate cable sizes and types for voltage and current

how to calculate fuse sizes and types

how to select appropriate cable and fuse size and types.

2. Be able to work

safely with

electricity

the key aspects of current regulations, standards and codes of

practice relevant to performing electrical operations (e.g. IET wiring

regulations (BS7671), Health & Safety at Work Act)

how to produce and use safe work method statements for

performing electrical operations

how to carry out risk assessments for electrical operations

the appropriate use and storage of Personal Protective Equipment

(PPE)

the risks associated with working on live equipment

how to identify and reduce the risk of electrical hazards, i.e. o visual inspection of equipment o Portable Appliance Testing (PAT) compliance o use of Residual Current Device (RCD).

3. Be able to

construct electrical

and electronic

circuits

safe use of hand tools, i.e. o soldering iron o wire cutters o wire strippers o pliers o screwdrivers o allen keys o spanners o de-soldering tools o manual/PCB drills o crimping tools o appropriate Personal Protective Equipment (PPE)

interpretation of circuit diagrams

circuit construction following circuit diagram(s)

circuit construction using appropriate methods (e.g. component

assembly, soldering techniques, use of hand tools, heat sinks for

delicate components)

construction techniques for joining components, i.e. o soldering o connecting between components o connecting between plugs and sockets i.e. making cable

assemblies o connecting to and between circuit boards (e.g. ribbon cable,

connecting plugs and sockets, sleeves, insulation, heat shrink, screw terminals).


4. Be able to fault find

in electrical and

electronic

equipment

fault-finding procedures, i.e. o visual inspection o the half split method of fault location o six point fault finding technique o testing, i.e.

use of manuals, data sheets and fault-finding data

truth tables

expected values

use of appropriate test equipment, i.e. o power supply unit o multimeter for voltage, current, resistance and continuity o signal generator o oscilloscope

production of fault-finding plans for an electrical/electronic operation

(e.g. model-based approach)

development of systematic troubleshooting plans and strategies for

electrical/electronic operations.


Grading Criteria





1. Understand operating and performance characteristics of electrical and electronic components and devices

P1: use technical data to identify different resistor types and their applications

M1: determine a wide range of resistor values by measurement, calculation and colour code

D1: evaluate methods and benefits of circuit protection

P2: use technical data to identify different cable types and their applications

M2: analyse the operation and performance characteristics of a diverse range of electrical and electronic devices using appropriate data P3:

use technical data to identify different capacitor types and their applications

P4: use technical data to identify different switches and their applications

P5: use technical and manufacturers’ data to identify a different input, output and process electronic devices and their applications

P6 calculate cable size and select appropriate cables for a range of voltage and current applications



P7: calculate and select appropriate fuse types and ratings for a range of applications

2. Be able to work safely with electricity

P8: Know the purpose and key features of relevant health and safety regulations, standards and codes of practice

M3: compare techniques to identify potential electrical hazards including reasons for their use

D2: produce a detailed safe working method statement and risk assessment (including identification of appropriate PPE)

P9: identify hazards and risks associated with working on electrical systems

P10: identify risks associated with working on live equipment

3. Be able to construct electrical and electronic circuits

P11: use hand tools safely to construct a circuit

M4: construct circuits and electrical/electronic assemblies using appropriate joining techniques from circuit diagrams

P12: interpret a circuit diagram in order to construct a circuit

4. Be able to fault find in electrical and electronic equipment

P13: use test equipment on electronic equipment in order to undertake electrical fault finding

D3: use a variety of fault finding procedures and test equipment to establish faults in electrical equipment



P14 interpret manuals, data sheets and expected values in order to undertake electrical fault finding

P15: carry out visual inspection to locate an electrical fault

M5: produce a fault-finding plan and systematic troubleshooting plan for an electrical or electronic system




Unit 2: Science for Engineering LO3 Understand fundamental scientific principles of electrical and electronic engineering (resistance and Ohm’s Law)

P6 calculate cable size and select appropriate cables for a range of voltage and current applications

P7: calculate and select appropriate fuse types and ratings for a range of applications



LO1: Understand fundamental electrical principles

P7: calculate and select appropriate fuse types and ratings for a range of applications LO4: Understand power

supplies and power system protection

LO1: Understand fundamental electrical principles

P13: Use test equipment on electronic equipment in order to undertake electrical fault finding




1. Students undertake structured work-experience or work-placements that develop skills and knowledge relevant to the qualification.

Placements with electrical/electronic engineering firms; working with the electrical maintenance department or electrical/electronic manufacturing department, researching component manufacture and/or maintenance or assembly standards for electrical/electronic devices.

2. Students undertake project(s), exercises(s) and/or assessments/examination(s) set with input from industry practitioner(s).

Project set on measurement and inspection of components using industry standard equipment, to determine if the production method proposed by learners is realistic and that components are of the correct quality.

3. Students take one or more units delivered or co-delivered by an industry practitioner(s). This could take the form of master classes or guest lectures.

Talks from practicing electrical/electronic engineers involved in product inspection, development and testing. Input could include examples of methodology, calculations and working documentation used within professional commercial electrical/electronic engineering practice.

4. Industry practitioners operating as ‘expert witnesses’ that contribute to the assessment of a student’s work or practice, operating within a specified assessment framework. This may be a specific project(s), exercise(s) or examination(s), or all assessments for a qualification.

Input and review from practicing electrical/ electronic engineers relating to the correct identification of manufacture and or testing principles outlined in learners’ project work and documentation.

© OCR 2014 Unit 9: Mechanical design

Unit Title: Mechanical design

OCR unit number: 9

Level: 3


Unit reference number: M/506/7275

Unit aim

The successful manufacture of mechanical components and products depends on well planned, accurate and complete design solutions. The aim of this unit is for learners to develop the knowledge, understanding and skills to be successful in their design of mechanical engineering components and products. Learners will develop knowledge and understanding of engineering drawings, both freehand graphical techniques, and more formal drawing techniques. They will also be able to select the appropriate engineering materials to achieve their design solutions. Learners will be able to produce a design which can successfully be manufactured, and finally learn how to optimise a design to improve performance.


Teaching content

Learning Outcomes Teaching Content

The Learner will:


1. Be able to use

graphical and

engineering

drawing

techniques to

communicate

design solutions

current British standard (e.g: PP 8888-2:2007 ‘Engineering drawing

practice: a guide for further and higher education to BS 8888:2006,

Technical product specification’) conventions and symbols i.e. o drawing sheet layout – borders and titles o scales o orthographic projection – third angle o isometric and oblique projection o types of lines, lettering, annotation and parts lists o sectional views o standard components, i.e.

threaded fasteners springs bearings

o assemblies o dimensioning o graphical symbols o tolerances, limits and fits o surface texture o mechanisms, i.e.

levers, gears pulleys

techniques to create freehand 2D and 3D drawings and sketches,

and the application of rendering techniques, i.e. o use of drawing pens, pencils, and markers o use of perspective views o use of ‘thick and thin line’ technique o use of rendering to show light source, shading, colour and

surface texture o layout and presentation of freehand design sketches

hand drawing techniques to create formal 2D and 3D engineering

drawings complete with parts and assemblies, i.e. o use of drawing pens and pencils o use of drawing instruments o use of templates, stencils and radius aids o formal drawing layout and presentation skills

application of drawing, sketching and rendering skills in the

creation and development of designs for engineering products or

components, i.e. o use of freehand sketching in the generation of a range of

design ideas and variations o use of rendering techniques to improve the visualisation of

design possibilities in real-life o use of formal drawings to communicate design solutions

with technical detail.


2. Be able to select

appropriate

engineering

materials to

achieve design

solutions

how to investigate the use of materials in existing products and

components, i.e. o safe product disassembly o safe testing o internet research

how to determine material requirements for a new design scenario

(e.g. environmental and spatial aspects, function and performance o requirements, frequency of use, maintenance and cost

factors, tolerances involved)

how to select the most suitable materials to satisfy a material

specification, i.e. o using appropriate material databases and resources o using appropriate material selection charts

consideration of the properties of materials and key factors in their selection, (e.g. strength versus cost, strength versus toughness, stiffness versus density)

how to justify material selection in design solutions, i.e. o materials’ properties o methods of processing and finishing o availability and sustainability o forms of supply and relative cost o fitness for the intended purpose.


3. Be able to design

components that

can be

successfully

manufactured

how to investigate the different manufacturing methods used in

existing products and components, i.e. o safe product disassembly o safe testing o internet research

the principles of Design for Manufacture and Assembly (DFMA). in

manufacturing processes, (e.g. design for casting, design for

machining, design for sheet metal design and fabrication, design

for injection moulding)

the limiting factors in manufacturing processes and their impact

when applying DFMA, e.g. o material choice o dimensional tolerances o further processes required such as finishing o alternative manufacturing processes

how to design a component or product applying knowledge of

manufacturing and materials and the principles of DFMA, , i.e. o use of common parts across components and products o design simplification – reduce the number of different parts

and processes o design for ease of assembly of parts o compatibility of materials and processes o detailing of correct tolerances and surface finish o ‘Sustainable Design’ – e.g. Life Cycle Analysis,

maintenance, repair and replacement factors.


4. Be able to

optimise design to

improve

performance

the practical application of the principles of Design Optimisation,

i.e. o operational performance and efficiency o weight and economy of materials o quality o manufacturability o efficiency of manufacture / assembly / installation time o sustainability / environmental aspects / life cycle costs o marketability o serviceability

key aspects of an optimum design solution, i.e. o design constraints (e.g. performance requirements for the

design to be feasible) o design variables (e.g. choice of material, thickness of

material) o design objectives (e.g. minimum weight)

use of statistics and mathematical calculations in the optimisation

of designs, i.e. o construction of tables, charts, graphs, histograms or

frequency polygons to represent data relating to possible design improvements

o analysis of testing results o determination of probability (e.g. calculating probability of

failure or malfunction)


Grading Criteria



To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to:

To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

1. Be able to use graphical and

engineering drawing

techniques to communicate

design solutions

P1: Use freehand 2D and 3D sketches to communicate designs

M1: Enhance 2D and 3D sketches using rendering techniques.

D1: Use accurate formal 2D and 3D drawings to produce a design solution, using rendering techniques and technical detail.

P2: Use British Standards in engineering drawings

2. Be able to select appropriate

engineering materials to

achieve design solutions.

P3: Determine material requirements for a design scenario based on investigation of existing products and components.

M2: Create a design for components justifying materials and manufacturing processes selected

D2: Design components incorporating and justifying in detail the use of principles of DFMA and design optimisation.

3. Be able to design components

that can be successfully

manufactured

P4: Determine appropriate manufacturing requirements for components based on investigation of existing products and components.

P5: Create a design for components


4. Be able to optimise design to

improve performance.

P6: Identify key aspects of designs and suggest modifications

M4: Modify designs of components products to improve ease of assembly or sustainable design.

P7: * Use statistics and mathematical calculations to interpret the outcomes of design optimisation (*synoptic assessment from Unit 1 Mathematics for Engineering)

Synoptic assessment grid*


Unit 1 Mathematics for Engineers

LO6 Be able to apply statistics and probability in the context of engineering problems

P7: * Use statistics and mathematical calculations to interpret the outcomes of design optimisation (*synoptic assessment from Unit 1 Mathematics for Engineering)





Placements with engineering firms, in the engineering design department, researching common component/product design standards.


Tasks set on product design or re-design of components, using industry standard equipment and standards, written to determine if a design of the product is capable of manufacture within that business. (D/PFMEA, FEA)


Lectures from practicing design engineers involved in product design, development and testing. Input to include examples of design principles, drawing standards and working documentation within professional commercial engineering practice.


Input from practicing design engineers assessing the clarity of engineering drawings and correct identification of design principles, during learners’ project work and documentation.

© OCR 2014 Unit 10: Computer Aided Design (CAD)

Unit Title: Computer Aided Design (CAD)

OCR unit number: 10

Level: 3


Unit reference number: T/506/7276

Unit aim

Computer aided design (CAD) has been used across the world for many years in many diverse industries to design products, including both mechanical and electrical component and product design. A variety of software packages are used to perform this commercially. The aim of this unit is for learners to develop the ability to be able to 3D models using CAD, and to go onto create 3D assemblies of components within a CAD system. To underpin this, learners will develop the skill of producing 2D CAD engineering drawings to appropriate standards, and will develop knowledge and understanding of the use of simulation tools within commercial CAD systems.


Teaching content

Learning Outcomes

Teaching Content

The Learner will:


1. Be able to produce

3D models using

Computer Aided

Design (CAD)

how to use solid modelling tools to produce 3D models

o sketch-based features i.e.

sketch tools i.e.

lines, arcs, splines, polygons (e.g. rectangles, hexagons)

extrudes, revolves

sizing and dimensioning

applied features i.e. fillets, chamfers, shelling, holes, drafts

o reference geometry i.e. work planes, axes, points, co-ordinate

systems

o pattern features i.e. mirror, linear and circular arrays/patterns

how to use advanced solid modelling tools i.e.:

o features i.e.:

swept features

lofted/blended features

variable section features (e.g. creating loft/blend or swept features with multiple sections)

helical sweeps (e.g. springs, coils or thread geometry)

sheet metal (e.g. folds, pressings, flattened geometry)

o projected or intersection geometry i.e.:

projected curves or sketches

intersection curves

curves through XYZ or reference points

o configurations and table driven features e.g.

configured parts and product families

component geometry driven through formulas and tables

o surface modelling i,e,:

surface construction geometry e.g. curves, splines

extruded, revolved, swept and lofted/blended surfaces

boundary surfaces, planar/flat or filled surfaces

advanced curve geometry e.g. guide curves, intersection curves, projected geometry


2. Be able to create

3D assemblies of

components within

a CAD system

Aspects of assembly i.e.

o multiple component assemblies

o patterning components

o in-context modelling i.e. creating model geometry within an

assembly

o exploded views

o animation

o how to apply constraints or mates (e.g. coincident, parallel,

tangent, offset, symmetric)

o standard parts (e.g. nuts, bolts, screws and fixings, motors,

bearings)

automatic population of assemblies based on geometry (e.g. automatically adding bolts to standard hole specifications)


2D engineering

drawings to

appropriate

standards

How to use formats and templates i.e.:

o border templates

o formats

o standards

o critical information

how to use projection and units i.e.

o first and third angle projection

o section views

o detailed views

o auxiliary views

o isometric views

o scale

how to apply dimensioning and annotations i.e.

o dimensioning styles e.g. linear, polar, baseline

o manufacturing information e.g. surface finish, weld symbols, fit

and tolerances

assembly drawings i.e.

o tables and balloons

Bill of Materials (BOM)

parts lists

use of standard parts

o views i.e.

exploded views

sub-assemblies

drawing standards(e.g. current British standards e.g. BSI – BS 8888:2011; ISO, ANSI)


4. Understand the use

of simulation tools

within CAD

systems

types of simulation i.e.

o motion i.e.

movement of assemblies

collision detection gears, drives, motors or pulleys

manufacturability i.e.

o draft analysis

o mould flow

o tooling production

o shrinkage allowance

o machining simulation

o jig and fixture development

Finite Element Analysis (FEA) i.e.

o pressure testing

o loads/forces applied to components

o torsional testing of components

o meshing of geometry

Computational Fluid Dynamics (CFD) e.g.

o mould flow

o material flow

o thermal conductivity

o fluid flow

o aerodynamic efficiency


Grading Criteria





1. Be able to produce 3D models using a range of modelling tools

P1: Use sketch-based features to create geometry.

M1: Use features, projected or intersection geometry and configuration and table-driven features to create geometry.

D1: Use surface modelling techniques to enhance a 3D model.

P2: Use applied and pattern features to create solid models.

P3: Use mathematical calculation to solve reference geometry problems for use within the production of CAD models. *Synoptic assessment of Unit 1 Mathematics for Engineering

2. Be able to create 3D

assemblies of components

within a CAD system

P4: Create CAD assemblies with multiple components.

M2: Create exploded views and animations of 3D CAD assemblies.

P5: Apply constraints within assemblies that appropriately define the position or movement of the model.

3. Be able to produce two-

dimensional engineering

drawings

P6: Create a range of views within 2D engineering drawings.

M3: Create detailed engineering drawings of assemblies.

D2: Create engineering drawings which conform to British or International standards.



P7: Create 2D engineering drawings that include appropriate dimensions and annotations.

4. Understand the use of

simulation tools within CAD

systems.

P8: Explain how simulation tools are used in the design of engineering components, products or systems.

M4: Assess the advantages and disadvantages of using of simulation tools to assist engineering design.




Unit 1: Mathematics for Engineering

LO4 Be able to use trigonometry in the context of engineering problems (Angles, radians, arcs, circles and sectors all relevant here)

P3: Use mathematical calculation to solve reference geometry problems for use within the production of CAD models.





Students undertake work placements in engineering or manufacturing businesses where Computer Aided Design (CAD) tools are used. Students should have structured time to actively utilise the software in line with industrial practice, in a way which aligns with skills/techniques required in this unit.


Project set on product design or redesign of components, using industry standard CAD equipment and design standards, to determine if the students’ design of a product is capable of manufacture. (D/PFMEA, FEA)


Lecture from practicing CAD engineers involved in product design, development and testing. Content to include examples of CAD software, design principles, CAD drawing standards and working documentation within professional commercial engineering practice.

Employers deliver sessions that showcase the link across skills and units. This may include the link between Computer Aided Design (CAD) and Computer Aided Manufacturing (CAM) units or Computer Aided Design (CAD) and Mechanical Simulation and Modelling.


Review from practicing CAD engineers relating to the clarity of CAD engineering drawings and correct identification of design principles used during students’ CAD project work and related documentation/software outputs.

© OCR 2014 Unit 11: Materials science

Unit Title: Materials science

OCR unit number: 11

Level: 3


Unit reference number: A/506/7277

Unit aim

Awareness of materials science is needed by design engineers and all other types of engineers in order that they can make informed decisions about the engineering materials that they choose to use in design and manufacture. The aim of this unit is for learners to understand material structure and classification, and common properties, standard forms and failure modes of engineering materials. They will develop an understanding of industrial material processing techniques, and how this is affected by materials’ properties. They will gain knowledge on the application and uses of modern and smart materials, and develop the ability to be able to test the suitability of different engineering materials for their intended application.


Teaching content

Learning Outcomes

Teaching Content

The Learner will:

Learner must be taught:

1. Understand

material structure

and classification

material classifications and their microstructures, and how the

microstructures affect the properties of the materials i.e.:

o atomic structures

o amount of bonding

o periodicity

o classification of engineering materials

o the crystalline structure of ferrous and non-ferrous metals and

alloys, space lattice structures, grain sizes, crystal growth and

solidification

o the composition and structure of:

o plastics

o thermo-plastics

o long chain molecules

o thermo-setting plastics

o cross linking

o co-polymerisation

o the crystalline structure of ceramics and glass and the properties

of engineering ceramics e.g. tungsten carbide

o the composition and structure of elastomers i.e.

o natural rubber

o styrene-butadiene

o polychloroprene

o butyl

o ethylene-propylene


2. Understand

properties,

standard forms and

failure modes of

materials

definitions of material properties i.e.: o hardness o toughness o elasticity/plasticity o ductility o malleability o stiffness o conductivity/resistivity o machinability o fusibility o corrosion resistance o compressive strength o tensile strength o sheer strength o torsional strength

standard forms in which materials are supplied i.e.: o sheet o bar o flat stock o ingot/billet o granules o liquid

safety factors and modes of failure i.e.: o Failure Mode and Effects Analysis (FMEA) o work hardening o overstressing o fatigue o creep o sudden loads o expansion o thermal cycling o degradation


3. Understand

material processing

techniques

the effects of different forming methods on the crystal forms/grain structures and properties of materials i.e. o different casting methods o press forming of sheet metal o hot forged components and comparison with cold formed or

wasted component manufacture o extrusion

the relationship between the machinability of a material and its composition / structure / properties / performance

heat treatment and its use in modifying material and component characteristics and stress relief i.e. o the interpretation of thermal equilibrium diagrams and their

application o annealing o normalising o hardening o tempering o case hardening e.g. carburising, nitriding

the effects of alloying on melting points and strength

the heating and forming of thermo plastic and thermo setting materials and the effects on the properties of the materials.

4. Know the

applications and

benefits of modern

and smart

materials.

key features of modern materials i.e. o Glass Reinforced Plastic o carbon fibre o MDF o composites

key characteristics and properties of smart materials. i.e. o shape-memory alloys o shape-memory plastics o Quantum Tunnelling Composite (QTC) o nano materials o conductive polymers o self-healing polymers

5. Be able to test the

suitability of

materials for

different

applications

how to carry out practical investigations to prove the suitability of materials for various applications i.e. o abrasion resistance o resistance to corrosion o electrical conductivity/resistivity o thermal conductivity o toughness o thermal expansion


Grading Criteria





1. Understand material

structure and

classification

P1: Explain the relationship between material structure and classification *synoptic link – Unit 2 Science for Engineering

M1: Analyse the effect of periodicity on the properties of materials.

2. Understand properties, standard forms and failure modes of materials

P2: Define the properties of materials. *synoptic link – Unit 2 Science for Engineering

M2: Explain how standard forms in which materials are available are influenced by their material properties

P3: Describe the standard forms in which materials are available.

P4: Outline safety factors and modes of failure of materials

M3: Explain the causes and effects of different modes of failure of materials

3. Understand material processing techniques

P5: Describe the effects of different forming methods in relation to material properties, composition and machinability

M4: Justify how engineering components benefit from being subject to a specific production process.

D1: Interpret a thermal equilibrium diagram for ferrous and non-ferrous alloys.

P6: Analyse the effects of different heat treatment methods on material and component characteristics



P7: Describe the effects of common processing methods for forming thermo setting and thermo plastic materials.

4. Know the applications and benefits of modern and smart materials.

P8: Describe typical applications of modern materials.

M5: For a given product or component analyse how a modern material has replaced a traditional material.

D2: For a given product or component analyse how a smart material has replaced a traditional material.

P9: Describe typical applications of smart materials.

5. Be able to test the suitability of materials for different applications

P10: Carry out tests to prove the suitability of a range of materials for their intended applications.

M6: Evaluate the suitability of a selection of materials for their intended applications

D3 Justify the use of alternative materials for their intended applications




Unit 2 Materials Science LO4 Understand properties of materials

P1: Explain the relationship between material structure and classification

Unit 2 Materials Science LO4 Understand properties of materials

P2 Define the properties of materials.




1. Learners undertake structured work-experience or work-

placements that develop skills and knowledge relevant to the qualification.

Placements with engineering firms working with the engineering design and/or Research and Development department (where relevant) researching component structure/product material standards.

2. Learners undertake project(s), exercises(s) and/or

assessments/examination(s) set with input from industry practitioner(s).

A task involving the testing of product components to determine if the materials and treatment processes selected for the product are capable of manufacture and meet customer specifications/requirements.

A local company may set a problem linked to a material, process or failure case study, or through a scheme such as the EES.

3. Learners take one or more units delivered or co-delivered by an

industry practitioner(s). This could take the form of master classes or guest lectures.

Lecture from practicing material scientists/mechanical engineers involved in the early stages of product design, development and testing. Content to include examples of material testing principles, related calculations, and standards (such as FMEA) and working documentation used within professional commercial engineering practice.

Engineering Ambassadors, key company personnel or guest speakers from the institutions, i.e. IOM3, IOM, BINDT, TWI

4. Industry practitioners operating as ‘expert witnesses’ that

contribute to the assessment of a learner’s work or practice, operating within a specified assessment framework. This may be a specific project(s), exercise(s) or examination(s), or all assessments for a qualification.

Review by practicing material scientists/mechanical engineers relating to learners’ appropriate identification of engineering materials for a given project, and correct identification of appropriate testing methodologies within that project.

© OCR 2014 Unit 12: Mechanical simulation and modelling

Unit Title: Mechanical simulation and modelling

OCR unit number: 12

Level: 3


Unit reference number: F/506/7278

Unit aim

Engineering companies, once they have designed components, must carry out CAD simulation and modelling to test that design and fitness for purpose. The aim of this unit is for learners to develop the skills required to carry out simulations of components, products, assemblies or systems within Computer Aided Design (CAD) software packages – this will include simulations of reactions within mechanical assemblies, and simulations to assess the manufacturability of components. To assess subsequent operational performance, learners will develop the knowledge and skills to be able to carry out Finite Element Analysis (FEA) and Computational Fluid Dynamic (CFD) simulations utilising Computer Aided Design (CAD) software packages, in order to assess the performance of components, products or systems Learners will use this information to identify potential issues and subsequent improvements to designs. This unit builds directly on skills gained in Unit 10 Computer Aided Design (CAD). It is strongly recommended that this unit should be studied first.


Teaching content



1. Be able to carry out

simulations to

establish reactions

in moving

mechanical

assemblies

How to add motion to simulations i.e.

o kinematics i.e.

displacement

velocity

o acceleration, i.e.:

manual movement

automated movement (e.g. motors, drives)

directional movement i.e.:

linear

rotary

o animation (e.g. automated motion, recorded video format)

o machines and mechanisms e.g.(levers pulleys gears cams

chains belts)

how to simulate interference and collisions i.e.:

o interference fits

o tolerance issues

o collision detection.


simulations to

assess the

manufacturability of

components or

products

how to determine component properties i.e.:

o mass properties

o volume

o surface area

o centre of gravity

how to perform draft analysis i.e.:

o casting

o pressing

o injection moulding

specific manufacturing techniques or processes i.e.:

o tool creation i.e.

press tools (e.g. pressings, sheet metal)

material properties (e.g. stretch compensation, malleability

material thickness)

o moulding i.e.:

creation of mould tools from component geometry

mould tool separation simulation

mould flow analysis (CFD)

o machining i.e.

tool path simulation

machine process simulation

jigs and fixture location

tooling interference

animation and simulation of production processes (e.g.

simulated cutting paths, pressing simulations, mould flow

simulations)

how to perform factory simulation i.e.

o production lines

o component travel

o robotic or automated assembly lines, i.e.

motion and collision analysis

automation simulations.



Finite Element

Analysis (FEA)

simulations to

assess the

operational

performance of

components

how to determine operational performance of components i.e.:

o displacement

o strain

o stress

how to assess operational loads i.e.:

o forces

o pressures

o accelerations

o temperatures o types of simulation (e.g. impact loading, bending, static loading,

linear and non-linear analysis, pressure, torsion) setting up an analysis i.e.

boundary conditions (e.g. fixtures)

o loads i.e.:

direction

magnitude

units

o checking for appropriate deformation

interpreting results of FEA i.e.:

o Von mises stresses

o displacement

o Factor of safety (FOS)

o modification of geometry or material based on results o selection or modification of material to improve performance

(e.g. definitive yield strength, elastic limits)



Computational

Fluid Dynamic

(CFD) simulations

to assess the

operational

performance of

components

fundamentals of Computational Fluid Dynamics (CFD) i.e.:

o aerodynamics

o heat transfer i.e.:

electrical electronic (e.g. heat sinks in electronic systems)

fluid flow i.e.

o mould flow analysis

o liquid processing applications

o fluid flow through systems i.e.

flow patterns

pressure

velocity

materials and boundary conditions

how to apply relevant geometry i.e.

o simplified model geometry for simulation purposes

o enclosed geometry representative of simulation conditions

o export and manipulation of solid or surface geometry for

simulation purposes

configurations (e.g. using configurations to assess variations

in simulations for product families)

how to interpret results i.e.:

o pressure

o temperature

o flow rate

o trajectory patterns and flows.


Grading Criteria





1. Be able to carry out simulations

to establish reactions in moving

mechanical assemblies

P1: Carry out a simulation within a mechanical design assembly

P2: Simulate interferences, collision or tolerance issues within a mechanical assembly

2. Be able to carry out simulations

to assess the manufacturability

of components or products

P3: Carry out a simulation to assess the manufacture of a component or product

M1: Suggest manufacturing improvements to the design of a component or assembly based on simulation results

3. Be able to carry out Finite

Element Analysis (FEA)

simulations to assess the

operational performance of

components

P4: Set up a Finite Element Analysis (FEA) simulation that reflects realistic boundary conditions

M2: Recommend improvements to the design of a component based on the results of a Finite Element Analysis (FEA) simulation

D1: Evaluate the results of a component modification to improve its operational performance based on the results of Finite Element Analysis (FEA) simulation

P5: Use mathematic, scientific and engineering principles to prove the accuracy of a Finite Element Analysis (FEA) simulation *Synoptic assessment



P6: Carry out a Finite Element Analysis (FEA) of a component or product.


Computational Fluid Dynamic

(CFD) simulations to assess the

operational performance of

components.

P7: Setup a Computational Fluid Dynamics (CFD) simulation that reflects realistic boundary conditions.

M3: Recommend improvements to the design of a component, product or system based on the results of a Computational Fluid Dynamics (CFD) simulation.

D2: Evaluate the results of a component, product or system modification to improve its operational performance based on the results of Computational Fluid Dynamics (CFD) simulation. P8:

Use mathematic, scientific and engineering principles to prove the accuracy of a Computational Fluid Dynamics (CFD) simulation.*Synoptic assessment

P9: Carry out a Computational Fluid Dynamics (CFD) simulation of a component, product or system.




Unit 2: Science for engineers LO2: Understand fundamental scientific principles of mechanical engineering

P5: Use mathematic, scientific and engineering principles to prove the accuracy of a Finite Element Analysis (FEA) simulation

P8: Use mathematic, scientific and engineering principles to prove the accuracy of a Computational Fluid Dynamics (CFD) simulation


Unit 3: Principles of mechanical engineering

LO1 Understand systems of

forces and types of loading on

mechanical components

P1 Carry out a simulation within a mechanical design assembly

LO3 Understanding levers,

pulleys and gearing

LO2 Understand fundamental geometric properties.

P5: Use mathematic, scientific and engineering principles to prove the accuracy of a Finite Element Analysis (FEA) simulation

P8: Use mathematic, scientific and engineering principles to prove the accuracy of a Computational Fluid Dynamics (CFD) simulation





Students undertake work placements in engineering or manufacturing businesses where mechanical simulation and modelling tools are used. Students should get the opportunity to practically undertake simulations within the industrial environment based on the company’s product profile.


Project set on product design or redesign of components (likely to be integrated with the CAD unit in this qualification), using industry standard equipment and design standards, to determine if the design of a product is capable of manufacture. (CAD/CAM, CFD analysis, FEA all to be incorporated)

Employers set the criteria required for a given simulation based on their business practices. This could include loads or environmental conditions that form the basis of the student’s operational range of performance.


Ensure employer input through master classes where employers showcase best practice methodologies in the use of CAD tools.

Lecture from practicing CAD/CAM engineers involved in product design, development and simulation/testing. Input to include examples of common design principles, mechanical simulation tools, and working documentation used within professional commercial engineering practice.

Employers deliver sessions that showcase the link across skills and units. This may include the link between Mechanical Simulation and Modelling and Computer Aided Design (CAD) or Mechanical Simulation and Modelling and mechanical principles or science and mathematics.


Review from practicing CAD/CAM engineers relating to the accuracy of students’ CAD simulations and correct application of design and testing principles during project work and documentation. This may be the simulation of an engineering component under physical stress conditions or analysis of its aerodynamic efficiency.

© OCR 2014 Unit 13: Mechanical operations

Unit Title: Mechanical operations

OCR unit number: 13

Level: 3


Unit reference number: J/506/7279

Unit aim

Production and manufacturing businesses depend on a team that can actually plan production, carry out production with the appropriate equipment, and quality assure what they have physically produced. The aim of this unit is for learners to develop the ability to plan for production, and to manufacture components safely. Learners will develop their knowledge of manufacturing techniques to include marking out, use of hand tools and the operation of manually controlled machines such as lathes and milling and drilling machines. They will produce mechanical components and will be able to quality assure their own work as being fit for purpose.


Teaching content

Learning Outcomes

Teaching Content


1. Be able to plan for

production in

mechanical

engineering

how to apply safe working procedures in a mechanical operations environment i.e. o observance of safety notices and codes of conduct

o how to produce and use safe work method statements for

performing mechanical operations

o how to carry out risk assessments for mechanical operations

o the appropriate use and storage of Personal Protective

Equipment (PPE)

o disposal of waste

how to correctly interpret engineering drawings for manufacture using first and third angle orthographic projections e.g. o types of line, dimensions, annotations

how to create a production plan using method statements.

2. Be able to use

bench processes,

tools and

equipment to

produce quality

components

how to use bench tools: o use of marking tools and equipment . i.e.,

- surface plate - surface gauge and height gauge - vee blocks - angle plates - scribe - centre punch and dot punch - odd leg calipers - dividers - engineer’s square - combination set - engineer’s blue

o use of hacksaw and junior hacksaw and the importance of tooth size

o use of flat, hand, warding, half round, round, square and three square files of grades from rough to smooth

o filing techniques i.e.: cross-filing and draw filing o use of vice clamps and tool makers clamps o use of hand taps and dies o use of tapping and clearance drills

how to use bench processes: o how to write a Standard Operating Procedure for assembly o how and where to use a range of temporary fastenings, i.e.:

- nuts - bolts - self-tapping screws - machine screws

o correct assembly procedures i.e. - torque settings - sequence of tightening - thread locking.


3. Be able to use the

centre lathe to

produce quality

components

how to perform manually controlled machining operations on the centre lathe, i.e.: o speeds and feeds for common metals o turning operations on the lathe, including

- facing - plain/parallel turning - grooving - taper turning - knurling - external screw cutting - drilling and boring

o use of three and four jaw chucks o turning between centres.

4. Be able to use

drilling and milling

machines to

produce quality

components

how to perform manually controlled machining operations on milling and drilling machines, i.e.: o speeds and feeds for common metals o milling in vertical or horizontal milling machines o correct work holding using clamps and vices o use of dividing head and rotary table o milling at angles to the bed o use of pitch circle diameter o use of drilling machines to drill, ream, counter bore and spot

face.

5. Be able to quality

assure components how to use measuring equipment i.e.:

o rule o vernier calipers o digital calipers o micrometer o combination set and engineer’s square

how to apply planned quality control checks i.e.: o checking against drawings o identifying important dimensions o tolerances o concentricity o surface finish o visual inspection o random sampling.


Grading Criteria





1. Be able to plan for

production in mechanical

engineering

P1: Safely prepare for working procedures in mechanical operations

P2: Interprets engineering drawings for manufacture

P3: Creates a production plan

M1: Creates a safe work method statement

2. Be able to use bench

processes, tools and

equipment to produce

quality components

P4: Uses marking tools and equipment safely and effectively

P5: Uses a range of hand tools safely and effectively

P6: Produces threads using taps and dies

P7: Produces a Standard Operating Procedure for assembly.

P8: Uses a range of temporary fastenings



3. Be able to use the centre

lathe to produce quality components

P9: Uses the centre lathe safely

D1: Cuts an external screw thread or internal bore so that the components have a good running fit.

P10: Manufacture turned parts using face, parallel and taper turn operations

M2: Manufactures turned parts within a specified tolerance.

P11: Calculates correct feed and speed for work piece.

M3: Cuts grooves, knurls and drills using the tailstock.

4. Be able to use drilling and milling machines to produce quality components.

P12: Uses the milling machine safely

M4: Manufactures milled and drilled parts within a specified tolerance.

D2: Uses a dividing head effectively and accurately.

P13: Manufacture milled parts using correct feed and speed for cutter

M5: Uses pitch circles accurately.

P14: Uses the bench/pillar drill correctly and safely

5. Be able to quality assure components

P15: Makes effective use of appropriate measuring equipment.

M6: Adapts working practice in light of quality control results.

P16: Apply quality control checks in the manufacturing process.



Synoptic assessment grid


Unit 1 Mathematics for Engineering

LO1 Understand the application of algebra relevant to engineering problems

(transposition of formulae)

P11 Calculates correct feed and speed for work piece.





Placements with engineering firms, working with production/inspection departments, researching component manufacture and/or the assembly standards used.


Task set on the measurement and inspection of components using industry standard equipment, to determine if a planned production method meets the required industrial standard.


Master class from practicing manufacturing/ process engineers involved in product manufacture and inspection. Content to include examples of methodology, calculations and working documentation within professional commercial engineering practice.


Formal input from practicing manufacturing/ process engineers relating to the clarity of diagrams and correct identification of manufacturing principles and or inspection techniques by learners during project work and in documentation.

© OCR 2014 Unit 14: Automation control and robotics

`

Unit Title: Automation control and robotics

OCR unit number: 14

Level: 3


Unit reference number: A/506/7280

Unit aim

Many companies use automation control devices to run manufacturing, production and other processes such as power generation. These machines require specialist engineers to design, manufacture, operate and maintain them. Industrial robots are also increasingly commonly used in automation control systems. The aim of this unit is for learners to develop knowledge and understanding of automation control systems in industry. They will develop understanding of control system theory and how this is implemented in automation control systems. They will develop understanding of how sensors and actuators are used in automation control systems, about industrial network systems including industrial communication standards (e.g. canbus), and the role of maintenance for automation control systems. They will also develop an understanding of the application of robotics in automation control systems, including aspects of robotic operation.


Teaching content


The Learner will: Learners must taught:

1. Understand control

system theory in

engineering

open loop control systems i.e.: o open loop=no feedback o applications

closed loop control systems, i.e.: o closed loop= feedback o applications

advantages and disadvantages of open loop and closed loop systems

functional representation of control systems using block diagrams, i.e.: o input and output o transfer function o feedback o summing points

the relationship of input to output including steady state error

feedback and performance in closed loop systems, i.e.: o time dependency o under damped o over damped

pulse width modulation and amplitude modulation as a means of control

advantages and disadvantages of analogue and digital control systems

2. Understand the

implementation of

control in

automated systems

the application of embedded control systems, i.e.: o microprocessors o Programmable Interface Controllers (PICs) o Programmable Logic Controllers (PLCs)

the basic architecture of a PLC (e.g. inputs, outputs, counters, timers, programming)

Analogue-to-Digital and Digital-to-Analogue (A-D and D-A) converters and their use in industrial control systems

3. Understand

sensors and

actuators used in

automation control

systems

the role of sensors and actuators in a control system (e.g. sensor detects an object’s position on an assembly line; actuator controls movement of an arm to pick up the object)

types of sensors, i.e.: o analogue o digital o active o passive

examples of sensors e.g. switches, proximity sensors, laser, vision systems

applications of sensors for measurement i.e: o acoustic o biological o chemical o thermal o electrical o mechanical o optical o radiation


types of actuators, i.e.: o linear o rotary

examples of actuators e.g. motors, solenoids, rams

applications of actuators which use different power sources i.e. o electrical o hydraulic o pneumatic

4. Know about

industrial network

systems

requirements of industrial network systems, i.e.: o that individual parts of industrial plant need to communicate o data transmission (e.g. receive and transmit)

common industrial communication standards, i.e.: o canbus o profibus o devicenet o scada

application of human machine interfaces (HMI) and expert systems

network topologies, i.e.: o physical topologies i.e.:

- star - ring - bus

o logical topologies

data transmission speed (baud rate)

5. Know about

maintenance in

automation control

systems

the need for maintenance in automation control systems

maintenance strategies in automation control systems, i.e.: o traditional time interval maintenance o condition based maintenance

how machine parameters can be recorded over time

how Human Machine Interfaces (HMIs) can indicate maintenance issues

how statistical process control (SPC) is used to monitor process parameters

how expert systems can monitor, predict and report maintenance issues

6. Understand the

application of

robotics in

automation control

systems

characteristics of a robot, i.e.: o fixed or mobile o re-programmable for specific tasks o able to manipulate and transport objects or tools

the difference between on-line and off-line robot programming

the interface of vision systems with robotics to perform tasks

aspects of robotic operation, i.e.: o movements (e.g. sweep, shoulder, swivel, elbow extension) o arms (e.g. cartesian, cylindrical, polar) o joints (e.g. prismatic, revolute) o end effectors (e.g. tools, grippers)

application and operation of common types of industrial robot i.e.: o Cartesian o SCARA o Articulated 2-10 axis o Cylindrical o Polar o Delta (flex picker) o Collaborative o Mobile (AGVs)


Grading Criteria





1. Understand control

system theory in

engineering

P1: Produce block diagrams illustrating features of open and closed loop control systems.

M1: Analyse the advantages and disadvantages of open and closed loop control systems for specific applications

D1: Evaluate how time and damping affect the performance of closed loop control systems

P2: Explain how feedback is used in closed loop control systems

P3: Explain the difference between analogue and digital control systems.

2. Understand the implementation of control in automated systems

P4: Explain the basic architecture of a PLC

M2: Explain the use of A-D/D-A converters in an automated control system.

P5: Describe applications of different embedded control systems

3. Understand sensors and actuators used in automation control systems

P6: Explain the roles of sensors and actuators in automation control systems

M3: Analyse why actuators which use different power sources are suitable for specific applications

P7: Describe applications of different types of sensors and actuators in automation control systems



4. Know about industrial network systems

P8: Explain why industrial network systems have different requirements to domestic systems

M4: Explain the operation of common industrial communication standards

D2: Analyse the application of human machine interfaces (HMI) and expert systems in industrial network systems

P9: Describe how physical and logical topologies are used in industrial network systems

5 Know about maintenance in automation control systems

P10: Describe the difference between interval based and condition based maintenance in automation control systems

M5: Analyse how HMI and expert systems record, predict and report maintenance issues

P11 Explain how statistical process

control (SPC) is used to monitor process parameters *synoptic Unit 1 Mathematics for Engineers

6 Understand the application of robotics in automation control systems

P12: Explain the characteristics of a robot and the difference between on-line and off-line robot programming

M6: Analyse the application and operation of common types of industrial robot

D3 Explain how a vision system interfaces with robotics in a specific application

P13: Describe aspects of robotic operation in automation control systems




Unit 1 Mathematics for Engineering

LO6 – Be able to apply statistics and probability in the context of engineering problems

P11 Explain how statistical

process control (SPC) is used to monitor process parameters





Placements with an engineering firm working with the production/manufacturing engineering or maintenance department studying their use of automated control equipment such as robots.


A project investigating the how automated control systems are constructed, using industry standard components and design standards, to determine if/how the design of the automation control system is suitable for its given application.


Demonstration from practicing robotics engineer involved in production automation, development and testing. Content to include examples of robots used, their characteristics and their applications within their business.


Review from practicing Production/Manufacturing/Maintenance engineers of the accuracy of learners’ reports on the implementation of automated control systems as used in a modern engineering business.

© OCR 2014 Unit 15: Electrical, mechanical, hydraulic and pneumatic control

Unit Title: Electrical, mechanical, hydraulic and pneumatic control

OCR unit number: 15

Level: 3


Unit reference number: F/506/7281

Unit aim

Automated machines used by industry are operated by systems of control, which include electrical, mechanical, hydraulic and pneumatic control – this requires engineers to have a sound understanding of the processes and theory which underpin the operation of these machines. The aim of this unit is for learners to develop a foundation of knowledge and understanding of how these control systems work. Learners will gain an understanding of mechanisms used in control systems, and how their design can deliver the desired motion and performance. They will be able to develop their knowledge of electric motor types commonly used in automation control, and how their construction relates to output characteristics. They will gain an understanding of simple hydraulic control systems, including valves and actuators, and a basic understanding of fluid transmission. They will gain an understanding also of simple pneumatic control systems.


Teaching content

Learning Outcomes

Teaching Content

The Learner will:


1. Understand the

mechanical

elements of control

systems

motion, i.e.:

o linear motion (defined as position or speed i.e. m or m/s)

o rotary motion (defined in angular position/speed i.e. rad or

rad/s)

o intermittent or continuous motion

common mechanical elements for producing linear and rotary

motion. i.e.

o shafts

o slides

o four bar linkages

mechanisms, i.e.:

o those which convert rotary to linear motion i.e.

rack and pinion

walking beam

o those which convert linear to rotary motion i.e.

piston and crank

o those which produce intermittent motion i.e.

Geneva spur

ratchet and pawl

o how equations of motion and dynamic forces relate to

moving systems

balance of rotating masses and effects of imbalance (e.g. vibration,

component damage, noise, accelerated wear)

power losses due to mechanical friction


2. Understand the

electrical elements

of control systems

the role of electrical sensors and actuators in a control system (e.g.

sensor detects an object’s position on an assembly line; actuator

controls movement of an arm to pick up the object)

common types of electrical actuators i.e.

o linear - solenoid

o rotary i.e.:

o motor

o servo motor

o stepper motor

motor types i.e.:

o AC (e.g. synchronous and asynchronous)

o DC (e.g. brushed, brushless)

motor control, i.e.:

o servo motors using pulse width modulation

o AC motors using variable frequency inverters

energy losses and reduced efficiency in electrical actuators, i.e.:

o friction

o resistance in windings

o eddy current

o hysteresis

motor selection for given output requirements i.e.

o power

o speed

o torque

o torque/speed requirements

o duty cycle


3. Understand

simple hydraulic

systems

power sources for hydraulic systems, i.e.:

o pressurised non-compressible fluids (mineral and water-

based oils)

o pumps, i.e.:

positive displacement pumps (hydrostatic)

fixed or variable displacement pumps (hydrodynamic)

Valves and actuators for hydraulic systems, i.e.

o hydraulic control valve types i.e.

poppet valves

spool valves

pilot valves

check valves

o hydraulic actuator types, i.e.:

linear actuators

single acting

double acting

multi stage linear actuators

rotary actuators

Fluid transmission in hydraulic systems, i.e.:

o graphical representation of hydraulic circuits to relevant

standards (e.g. ISO5599)

o transmission losses and implications for pipe sizing in

hydraulic systems

o transmission fluid flow, i.e.:

Laminar flow

Reynolds number

flow velocity

pressure rating

transmission volume

working volume

o how power losses result in heating of fluid and the

consequences


4. Understand

simple

pneumatic

systems

Compressors for pneumatic systems, i.e.:

o dynamic (e.g. centrifugal, axial)

o positive displacement (e.g. rotary, reciprocating)

Valves and actuators for pneumatic systems, i.e.:

o pneumatic control valve types, i.e.:

poppet valves

spool valves

rotary valves

check valves

o pneumatic actuator types, i.e.:

linear actuators

single acting

double acting

rotary actuators

Fluid transmission in pneumatic systems, i.e.

o Graphical representation of pneumatic circuits to relevant

standards (e.g. ISO5599)

o transmission fluid flow, i.e.:

Laminar flow

Reynolds number

flow velocity

pressure rating

gas law

constant pressure

o transmission losses and implications for pipe sizing in

pneumatic systems

Recognise implications of moisture build up in pipe networks and

need for drains


Grading Criteria





1. Understand mechanical

elements of control

systems

P1: Explain the application of different types of motion in control systems

M1: Explain the importance of balancing rotating masses

D1: Demonstrate how power loss occurs in a specific control system due to mechanical friction

P2: Describe common mechanisms used in control systems

P3 Describe how equations of motion and dynamic forces relate to moving systems *Synoptic with Unit 2 Science for Engineering

2. Understand the electrical

elements of control

systems

P4: Explain the role of electrical sensors and actuators in a control system

M2: Explain energy losses and reduced efficiency in electrical actuators

D2: Analyse how servo motors and AC motors can be controlled



P5: Describe common types of electrical actuators

P6: Describe a range of electric motor types

M3: Justify the selection of an electric motor for given output requirements

3. Understand simple

hydraulic systems

P7: Describe power sources for hydraulic systems

M4: Analyse fluid transmission in hydraulic systems

D3: Evaluate the suitability of hydraulic and pneumatic systems for different control systems

P8: Explain the application of valves and actuators in different hydraulic systems

4. Understand simple pneumatic systems

P9: Describe power sources for pneumatic systems

M5: Analyse fluid transmission in pneumatic systems *Synoptic with Unit 2 Science for Engineering

P10: Explain the application of valves and actuators in different pneumatic systems




Unit 2 Science for Engineers LO5 Know the basic principles of fluid mechanics

P3 Describe how equations of motion and dynamic forces relate to moving systems

M5 Analyse fluid transmission in pneumatic systems





Placements with engineering firms working with production/manufacturing engineering and/or maintenance department, reviewing their system standards and or conformity for electrical/mechanical/hydraulic and pneumatic applications within the manufacturing operation.


A task set to design or re-design a hydraulic/ pneumatic system, to a given industry standard, in order that the hydraulic/pneumatic system is suitable for a given application.


Lecture from a practicing production/ manufacturing and/or maintenance engineer involved in control system design, development and testing. Content to include real examples of open/closed loop systems in practice and hydraulic/pneumatic valves and actuators.


Review from a practicing production/ manufacturing and/or maintenance engineer (or a manager with direct experience) of students’ designs for a hydraulic/pneumatic control system.

© OCR 2014 Unit 16: Systems and programming

Unit Title: Systems and programming

OCR unit number: 16

Level: 3


Unit reference number: J/506/7282

Unit aim

Industrial automation control systems are run by engineers who can program them to perform the tasks needed in industries such as manufacturing or power generation. These engineers need an understanding of programming methods and techniques in the specific context of industrial control systems. The aim of this unit is for learners to develop an understanding of these programming techniques, and the ability to program Programmable Logic Controllers (PLCs) (including the principles of ladder logic programming), and other embedded devices for a control system. They will also gain an understanding of commercial validation strategies for automation control programs, and the levels and types of testing carried out.


Teaching content



1. Understand

programming

techniques

basic architectures of devices, i.e.: o Programmable Interface Controllers (PICs) o microprocessor o microcontroller

use of logical instructions in programming

conversion of high level programming languages to machine code

and then to binary/hexadecimal

Boolean algebra in logic programming

how to use flow charts to map logic flow

how to use modules to break down complex programs

how to use subroutines in programs

how to use comments for maintenance and debugging.

2. Be able to program

embedded devices

in a system

how embedded devices (e.g. Programmable Interface Controllers

(PICs) and microcontrollers) differ from microprocessors

practical applications for embedded devices (e.g. vehicle engine control unit, washing machine)

how to apply programming technique for an embedded device (e.g. PIC or microcontroller) including the testing and validation of programs.

3. Be able to program

Programmable

Logic Controllers

(PLCs)

historical development of ladder logic programming for PLCs

the structure of ladder logic, i.e.: o inputs/outputs – contacts/coils o counters and timers o subroutines o latching operations o how to construct ladder diagrams to achieve control

functions o how to configure program logic to achieve Boolean

operations

how to load and operate PLC programs

sequential cycling and speed of execution issues

how to use simulation software to model, test and validate PLC programs.

4. Understand

commercial testing

and validation

strategies

limitations of software validation

structured approaches to testing of software in order to minimise defects (bugs)

the four accepted levels of testing, i.e.: o unit testing o integration testing o system testing o acceptance testing

acceptance testing for software systems, i.e.: o Alpha testing (internal) o Beta testing (external)

metrics used to assess quality of software (e.g. defect density).


Grading Criteria





1. Understand

programming

techniques

P1: Interpret the basic architectures of devices

M1

Explain the conversion of high level programming languages to machine code and then to binary/hexadecimal

D1: Produce a well-structured and documented program for an embedded device applying appropriate programming techniques

P2: Apply logic functions derived from Boolean operations *synoptic Unit 1 Mathematics for Engineering and Unit 4 Principles of Electrical and Electronic Engineering

P3: Explain the use of flow charts, modules, subroutines and comments in programming

2. Be able to program embedded devices in a system

P4: Explain how embedded devices differ from microprocessors

P5: Describe practical applications for embedded devices

P6: Write a program for an embedded device

3. Be able to program Programmable Logic Controllers (PLCs)

P7: Model a PLC program which demonstrates understanding of ladder logic

M2: Construct ladder code to represent a latching function



P8: Load and operate a PLC program

4. Understand commercial testing and validation strategies

P9: Explain structured approaches to the testing of software

M3: Analyse the differences between the commercial use of alpha and beta testing

D2 Evaluate how metrics are used commercially to assess quality of software

P10: Explain the four accepted levels of testing




Unit 1 LO1 Understand the application of algebra relevant to engineering problems

P2: Apply logic functions derived from Boolean operations

Unit 4 LO6 Understand digital electronics





Placements with engineering firms working with the manufacturing or maintenance department responsible for programming and maintaining PLC related equipment and software, researching the programming of embedded devices.


A project set by a systems programmer to produce a PLC program(s) using industry standard equipment/software, to enable simple operations to be performed.


Lecture from a practicing Manufacturing/Maintenance engineer involved in specifying, maintenance, and development and testing of programming for control systems. Content to include their own examples of the methodology, calculations, logic diagrams and working documentation used within their professional commercial engineering practice.


Review by practicing Manufacturing/Maintenance engineers of a PLC program written by students and its appropriateness for use in the intended application.

© OCR 2014 Unit 17: Computer Aided Manufacturing (CAM)

Unit Title: Computer Aided Manufacturing (CAM)

OCR unit number: 17

Level: 3


Unit reference number: L/506/7283

Unit aim

Many companies which make products are reliant on computer systems to run the manufacturing processes involved. This is known as Computer Aided Manufacturing (CAM). The aim of this unit is for learners to understand how CAM systems are used within manufacturing and be able to program and use Computer Numerical Control (CNC) machines to produce components. They will also learn to produce components using additive manufacturing techniques.

Teaching content

Learning Outcomes

Teaching Content

The Learner will:


1. Understand how

computers are

used in

manufacturing

systems

use of computers in additive and subtractive manufacturing

processes

CNC setting, operating, programming, i.e. o machine structures e.g.

3, 4, 5 axis

milling

turning

machining centres

welding fabrication machines

automation in manufacturing i.e.

o robotics

o systems and control e.g.

electrical

hydraulic

pneumatic

PLC programming

computer aided planning, i.e. o resource management o production planning


o data and database management e.g.

automated ordering systems

production and supplier management

advantages of using computers in manufacturing (e.g. repeatability,

quality, reliability, reduced time, unit cost, responsiveness)


CNC programs for

the manufacture of

components

manual CNC programming, i.e. o part programming, i.e.

CNC coding, i.e. G codes co-ordinates i.e.

X, Y, Z coordinates

absolute

incremental tooling – positions, directions, types and selection speed and feed rates tool changing / qualified tooling how to transfer and load files how to perform on-screen simulation adjustment of machine settings through the manipulation

of manual programming techniques and program code dry runs, setting and first off checks mathematical calculation e.g.

use of cutter speed and feed rate equations trigonometry and trigonometric ratios

use of CAM software, i.e. o how to use 3D CAD geometry in a CAD system (e.g.

solidworks, inventor, solidedge) o how to export and import data in appropriate formats (e.g.

IGES, DXF, STL) o analysis using CAM software (e.g. positioning, machining

operations, tooling selection and tool changing, simulate cutting paths, review and improve)

production and manufacture of parts, i.e. o production planning o download files to machine o set tooling o load program o start cycle and run program

3. Be able to set-up

and operate a CNC

machine to produce

components

machine set-up i.e. o datums o jigs, fixtures, clamps o setting tooling e.g.

drills

tooling inserts

reamers

machine operations i.e. o roughing and finishing operations o tool changing o operations list e.g.

irregular geometry

pockets

machining of components i.e. o cycle time, canned cycle, macros


o coolant flow o inspection, i.e.

measurement

check against specification

adjust program based on observations


components using

additive

manufacturing

techniques

rapid prototyping

3D printing using additive manufacturing techniques, i.e.

o Fused Deposition Modelling (FDM) o Selective Laser Sintering (SLS) o Stereolithography (SLA) o Electron Beam Freeform Fabrication (EBF3)

parts for one-off prototyping functions (e.g. fit, form, function, aesthetic, validation)

how additive manufacturing techniques are used, i.e. o for the production of final components (e.g. aerospace,

automotive or motorsport applications) o in advanced applications (e.g. injection mould tool inserts,

soluble cores for composite manufacture, advanced geometry creation)

production of 3D components using additive manufacturing

production of 3D CAD data and conversion to STL file format

http://en.wikipedia.org/wiki/Fused_deposition_modelling


Grading Criteria





1. Understand how computers are used in manufacturing systems

P1: Explain how computers are used in manufacturing systems.

M1: Analyse the advantages of using computers in manufacturing.

2. Be able to produce CNC programs for the manufacture of components

P2: Plan the production of a CNC machined component.

M2: Produce a CNC part program using CAD/CAM software.

D1: Analyse the advantages of the use of CAD/CAM software rather than manual programming techniques for a CNC machined component. P3:

Produce a CNC part program utilising manual programming techniques.

P4: Use mathematical calculations to produce accurate part programs for use within a CNC machine. *Synoptic assessment Unit 1 Mathematics for Engineering


3. Be able to set-up and

operate a CNC machine to

produce components

P5: Set-up and operate a CNC machine to produce components.

M3: Prove the accuracy of a machining process by checking a final result against specification.

D2: Evaluate the effectiveness of the Computer Aided Manufacturing (CAM) process used and make recommendations for possible improvements.

4. Be able to produce components using additive manufacturing techniques

P6: Explain different additive manufacturing techniques used in 3D printing.

D3 Assess how additive manufacturing techniques are used for the production of final components and in advanced applications.

P7: Produce a 3D component using additive manufacturing techniques.

M4: Produce 3D CAD data for the component in STL file format.




Unit 1: Mathematics for engineering

LO4: Be able to use trigonometry in the context of engineering problems

P4: Use mathematical calculations to produce accurate part programs for use within a CNC machine.





Learners undertake work placements in engineering or manufacturing businesses where Computer Aided Manufacturing (CAM) tools, machines and techniques are used. Learners should get the opportunity to gain practical exposure to how CAM systems are utilised in line with industrial practice.

Employers host in-centre or industrially placed master classes showcasing use of tools, techniques and practices, supported with examples of components or products produced using Computer Aided Manufacturing (CAM) techniques.


Employers give centres engineering drawings of components that learners have to produce using Computer Aided Manufacturing (CAM) techniques.

Employers provide programs for learners to use that allow learners to focus on the setup and operation of the machinery and produce industrial specification, employer supplied components.

Industrial practitioners launch learning activities that are current live projects.


Ensure employer input through master classes where employers showcase best practice methodologies in the use of CAM tools, software and machinery.

Employers deliver lectures, talks or seminars that explain how they utilise CAM within their business.

Employers deliver sessions that showcase the link across skills and units. This may include the link between Computer Aided Manufacturing (CAM) units and Computer Aided Design (CAD) or the application of mathematical tools such as trigonometry to produce programs or set up manufacturing operations.


Employers set industrial level tasks that learners have to develop. This may be an engineering drawing of a component that the learners have to machine using CAM tools or a 3D model of a file that forms the basis of a CAD/CAM component production exercise.

© OCR 2014 Unit 18: Lean and quality

Unit Title: Lean and quality

OCR unit number: 18

Level: 3



Unit aim

Striking an effective balance between efficiency of production and quality of product without compromising either is fundamental to the commercial success of engineering companies. The aim of this unit is for learners to develop their understanding of the principles behind lean manufacturing and apply their understanding to a manufacturing context in terms of improving quality, eliminating waste and improving productivity. They will also learn about a wide range of quality control, assurance and management techniques including mathematical analysis of quality data to identify trends and recommend subsequent improvements to processes or procedures. Learners will apply the knowledge and understanding gained to the development production plans, factory layouts and manufacturing processes.

Teaching content

Learning Outcomes

Teaching Content

The Learner will:


1. Understand lean

manufacturing

lean principles, i.e. o specify ‘value’ in the eyes of the end user o map the value stream o make the product flow o let the customer pull the product o strive for perfection

lean wastes, i.e. TIMWOOD(S) o Transport o Inventory o Movement o Waiting o Overproduction

Overprocessing

Defects o (8th waste) – Skills o Muda, Muri, Mura


lean tools and techniques, e.g. o 5S o Kaizen o Kanban o heijunka o value stream mapping o takt time i.e. available working time ÷ customer demand o one piece flow o right first time o just in time (JIT) e.g.

advantages

risks

costs o production planning and factory layout, i.e.

scales of production (e.g.one off, batch, continuous)

cellular and linear

mapped to value stream

make to order (MTO) or make to replenish (MTR)

2. Understand

approaches used to

ensure quality in

manufacturing

quality control

quality assurance

total quality management (TQM) i.e. o production responsibility

jidoka o perfection o line stop o process control o standardisation o project by project improvement

statistical process control i.e. o measurement of data o upper and lower control limits o tolerances o trends and data o mathematical calculation (e.g. statistics and probability –

data sets, mean, mode and median, sampling, standard deviation, solution using distribution) o lean in quality, i.e.

6 Sigma

DMAIC

3. Be able to apply

lean manufacturing

and approaches

used to ensure

quality

identification of lean wastes in manufacturing situations

suggested improvements to a manufacturing process e.g. o implementation of lean tools

reducing movement or waiting times

balancing of production levels o quality improvement strategies e.g.

use of statistical process control (SPC)

5S

industrial best practice


measuring performance improvements e.g. o interpretation of SPC data o improvements in cycle time o reduction in takt time o removal of defects o productivity improvement e.g.

individual cell, machine or staff performance

production levels per working shift

meeting customer demand

4. Be able to plan

manufacturing

production using

lean and quality

principles and

approaches

production planning i.e. o operations and processes o time o materials o tools o machinery

influencing factors i.e. o scales of production o machine capacity o operation or process limitations

planning to include lean and quality i.e. o impact of production limitations e.g.

batch production

tool change over

manipulation of takt time and cycle time

use of JIT and Kanban

implementation of quality and inspection techniques

automated and manual processes e.g. o assembly processes o Poke Yoke o Andon

factory or production layout i.e. o inventory management e.g.

position of kanban and supermarkets

work in progress (WIP)

minimising the lean wastes

cellular and linear production

made to order (MTO) or made to replenish (MTR) variations in layout


Grading Criteria





1. Understand lean

manufacturing

P1 Explain the principles of lean manufacturing.

M1 Analyse how lean tools and techniques can be used to improve productivity and business performance within manufacturing

P2 Explain how lean wastes may occur within a manufacturing environment.

2. Understand approaches used to ensure quality in manufacturing

P3 Explain a range of approaches used to ensure quality in manufacturing

M2 Evaluate how quality issues can impact on productivity and business performance within manufacturing

P4 Interpret the results of quality control data through the use of statistical mathematical calculation. *Synoptic assessment – Unit 1 Mathematics for Engineering


3. Be able to apply lean manufacturing and approaches used to ensure quality

P5 Identify lean waste in manufacturing situations

M3 Recommend solutions to identified lean waste and quality issues.

D1 Evaluate the impact of recommended solutions with reference to industrial best practice and measurement of performance improvement

P6 Explain potential quality issues in a manufacturing process

4. Be able to plan manufacturing production using lean and quality principles and approaches

P7 Assess existing process and manufacturing layouts for the production of a component or product

M4 Design a process and manufacturing layout for the production of a component or product effectively using lean and quality principles and approaches

D2 Justify how the process and manufacturing layout adheres to lean and quality principles and approaches

P8 Create a production plan for a manufactured component or product which includes consideration of lean and quality and influencing factors






P4 Interpret the results of quality control data through the use of statistical mathematical calculation.





Students undertake work placements in businesses where lean manufacturing and quality principles are applied. Students should be able to see, first hand, the application of the tools, techniques and methodologies that contribute to improved productivity within the business.



Employers host development days where they actively participate in unit delivery, ensuring industrial delivery of skills.

Engineering employers set productivity improvement challenges where students have to take an existing process and apply lean and quality tools and techniques to improve its performance.


Ensure employer input through master classes where employers showcase best practice methodologies in the use of lean and quality tools and methodologies.

Employers deliver lectures, talks or seminars that explain how they utilise lean and quality tools and methodologies within their business.

Employers deliver sessions that showcase the link across skills and units. This may include the link between lean and quality and business for engineering or lean and quality and statistical analysis techniques explored in mathematics.


Employers are involved in the setting of assessment material and then subsequently act to verify the standard of the students work against industrial practice.

Employers set industrial level tasks that students have to solve. This may be a business improvement challenge, a quality exercise or a full business simulation scenario, possibly set across this unit and Business for Engineering.

© OCR 2014 Unit 19: Inspection and testing

Unit Title: Inspection and testing

OCR unit number: 19

Level: 3



Unit aim:

In ensuring that the business can meet the demands of its customers when manufacturing and supplying goods, suppliers must inspect and test these goods and products prior to completion, to guarantee their levels of quality. Dependent on the product type and process used to manufacture, there are a number of methods which can be used. The aim of this unit is for learners to develop an understanding of different methods of inspection and testing (including both destructive and non-destructive testing). They will learn how the use of these methods contributes to quality control, and how defects can form in manufacturing components, processes and materials in the first place. They will also learn about how automatic testing and inspection techniques are used in engineering.


Teaching content

Learning Outcomes

Teaching Content

The Learner will:


1. Understand how

inspection and

testing methods

and processes

improve quality

control

how inspection and testing methods are used to minimise quality issues, i.e. o Production Parts Approval Process (PPAP) used to ensure

processes are capable of meeting the customers’ needs prior to mass production.

o First Off and Last Off inspection (FOLO) Batch work control method

how Statistical Process Control (SPC) is used to minimise quality issues

how SPC moving range charts are produced and used

how to schedule inspection and testing methods and processes to improve quality control

2. Understand how

defects can occur

in manufacturing

materials,

processes and

components

the types of defects that can occur in materials, their causes and effects, i.e. o cracking o lamination o segregation o shrinkage o porosity o inclusions (because of impurities in the base metal)

the type of defects that occur in different manufacturing processes, i.e. o forging (e.g. scale pits) o casting (e.g. pouring defect) o welds (e.g. porosity caused by welded surface not being

clean) o coatings (e.g. wrinkling)

in-service defects that can occur in different manufactured components, i.e. o types (e.g. fatigue, wear) o causes and effects o relationship with material and manufacturing process defects


3. Understand how

destructive testing

methods are used

for quality

assurance in

manufacturing

which type of material or component each destructive testing method is suitable for

the advantages and limitations of each destructive testing method

destructive testing methods i.e. o Charpy Notch test – impact tester - high strain-rate test

(which determines the amount of energy absorbed by a material during fracture)

o tensile testing o Vickers, Rockell and Brinnel - hardness testing

4. Understand how

non-destructive

testing methods

are used for quality

assurance in a

manufacturing

environment

which type of material or component each non-destructive testing method is suitable for

the advantages and limitations of each non-destructive testing method

non-destructive testing methods, i.e. o visual o dye penetration testing – detect surface breaking flaws in non-

ferromagnetic materials o magnetic particle inspection – particle crack detection of

surface and near-surface discontinuities in magnetic material, mainly ferric steel and iron

o ultrasonic flaw detection – detect internal and surface (particularly distant surface ) defects in cound conducting materials

o radiography X-ray – internal defects in ferrous and non-ferrous metals and other materials

o eddy current and electro-magnetic testing – detection of surface or sub-surface flaws, conductivity measurement and coating thickness measurement

5. Understand

automatic

inspection and

testing techniques

which are used in

manufacturing

automatic inspection techniques, i.e. o robotics o computer vision o optical inspection o Co-ordinate Measuring Machine (CMM) - device for

measuring the physical geometrical characteristics of an object

how automatic inspection techniques are used in quality assurance in manufacturing

the advantages and limitations of automatic inspection techniques

types of automatic testing techniques used in manufacturing (e.g. Automated Test Equipment (ATE) - computer-operated machine used to test devices for performance and capabilities)

how automatic testing techniques are used in manufacturing, i.e. o scope of use o speed o limitations and advantages (e.g. scales of operations, costs of

implementing, impact on production line) o what is being detected o protocols and systems o setting up


Grading Criteria





1. Understand how

inspection and testing

methods and processes

improve quality control

P1 Explain how PPAP and FOLO inspection and testing methods are used to minimise quality issues.

M1 Assess the advantages or limitations of different inspection and testing methods for the production of a product.

D1 Create a testing schedule for the production of a product.

P2 Explain how Statistical Process Control (SPC) is used for quality control in manufacturing

M2 Use data to produce an SPC moving range chart

2. Understand how defects

can occur in

manufacturing materials,

processes and

components

P3 Explain different types of defects which can occur in materials and their effects *synoptic link with Science U2, LO4, basic materials properties.

M3 Explain how defects in materials can cause manufacturing process defects

D2 Analyse causes and effects of in-service defects in different manufactured components and their relationship with material and manufacturing process defects

P4 Explain different types of defects which can occur in manufacturing processes and their effects



3. Understand how

destructive testing

methods are used for

quality assurance in

manufacturing

P5 Explain which types of material or components are suitable for destructive testing *synoptic link with Science U2, LO4

M4 Analyse the advantages and limitations of destructive and non-destructive testing methods for quality assurance in manufacturing

P6 Explain how destructive testing methods are used for quality assurance in manufacturing

4. Understand how non-

destructive testing

methods are used for

quality assurance in a

manufacturing

environment

P7 Explain which types of material or components are suitable for non-destructive testing *synoptic link with Science U2, LO4

P8 Explain how non-destructive testing methods are used for quality assurance in manufacturing

5. Understand automatic

inspection and testing

techniques which are

used in manufacturing

P9 Describe different automatic inspection and testing techniques which are used in manufacturing and how they are used

M5 Analyse the advantages and limitations of different automatic inspection and testing techniques which are used in manufacturing





Unit 2 Science for Engineering LO4 Understand properties of materials (basic material properties)

P3 Explain different types of defects which can occur in materials and their effects

LO4 Understand properties of materials (what is meant by the terms non-destructive testing and destructive testing)

P5 Explain which types of material or components are suitable for destructive testing

P7 Explain which types of material or components are suitable for non-destructive testing





Placements with engineering firms working with quality/ inspection department researching inspection and testing as part of component manufacture and/or adherence to assembly standards.


Task set to measure and inspect of components using industry standard equipment, to determine if the product and production method is fit for purpose. (could involve PPAP and SPC run charts)


Lecture from practicing Quality engineers involved in product inspection, development and destructive or non-destructive testing. Content to include examples of methodology, calculations and working documentation within professional commercial engineering practice.


Review from practicing Quality engineers, assessing the quality of learners’ inspection reports based on the manufacture and testing of engineered components or products

© OCR 2014 Unit 20: Business for engineering

Unit Title: Business for engineering

OCR unit number: 20

Level: 3



Unit aim

Whatever areas of engineering you look at, businesses which operate within them need to be commercially viable and constantly reviewing and developing what they do in order to survive in a globally competitive market place. The aim of this unit is for learners to develop their understanding of how engineering businesses of all sizes survive, develop and manage the different constraints on their activities, through innovation, entrepreneurship and investment. Learners will learn about project management tools and develop an understanding of financial planning techniques and financial analysis in an engineering context.

© OCR 2014 Unit 20: Business for Engineering

Teaching content

Learning Outcomes

Teaching Content


1. Know how size,

ownership and key

stakeholders can

influence

engineering

businesses

sizes of engineering businesses, i.e.

o local o national o international o global

ownership of engineering businesses, i.e.

o types of ownership, i.e.

public limited companies (PLC),

private (sole trader, partnerships, private limited companies (ltd))

o the extent of liability for the different types of ownership

key stakeholders and how they influence different sizes and types of engineering businesses, i.e.

o owners/managers/directors/

o employees

o customers - internal (e.g. other departments/functional areas)

and external (e.g. retailers, other manufacturers, general public)

o suppliers

o trade unions

o government (e.g. health and safety regulations)

o local/national/international communities


2. Understand

strategies and

techniques used to

improve

engineering

businesses

how project management is used in engineering businesses, i.e.

o monitoring the progress of projects

o manage risk

o contingency planning

o benefits of project management

how resource management is used in engineering businesses i.e.

o human resources to include:

leadership and management

staff levels to meet changing business needs and targets

staff training

monitoring team performance

staff morale and motivation

o time (e.g. staff hours, production time, delivery deadlines)

o utilities

o space and location (e.g. storage, access)

o production requirements (e.g. materials, equipment)

o continuous improvement strategies and their benefits to

engineering businesses (e.g. Just in Time, Kaizen)

the need for supply chain management in engineering to produce and deliver goods i.e.

o supply strategies (e.g. quality against cost, local/ distance,

reliability)

o availability of materials

o supplier relationship management

o inventory control

o storage

o costs

o benefits

3. Understand

external factors

which affect

engineering

businesses

current legislation and regulation for engineering businesses, i.e.

o legislation (e.g. Health & Safety at Work Act; The Employment

Act; Equality Act; Factories Act; Data Protection Act; Companies

Act; Copyright, Design and Patents Act)

o regulation (e.g. COSHH; Manual Handling; Noise at Work;

Working Time; Confined Spaces; Electricity at Work)

o who they effect, who must comply and why they are in place

social and community considerations (e.g. involving community in policy-making decisions, corporate social responsibility, adapting behaviour to address business and external considerations, influence of stakeholders and conflicts of interest)

ethical considerations (e.g. use of labour, employment conditions, implementing or adapting ethical practices, local supply versus distant supply of materials)

environmental considerations (e.g. impact on local area, transport and logistics, energy usage and conservation, waste management)

how these external factors impact on competitiveness, brands and reputation of engineering businesses


4. Understand

influences on

innovation and

entrepreneurship in

engineering

development of new engineering products and services, i.e.

o research and development, i.e.

identification of gaps in the current marketplace

identification of new product and service gaps

unique selling points

evaluating competitor products

o the impact of new materials and technologies on product

development decisions (e.g. SMART materials, rapid

prototyping)

o push-pull

o planning for obsolescence

o recoverable resources and materials

examples of successful modern innovation and entrepreneurship in engineering and the factors that contribute to their success (e.g. advances in technology, engineering processes and/or materials used; aspects of unique design)

protecting product development, designs and branding, i.e.

o protecting copyright

o intellectual property (IP) rights

o patents

o registered trademarks

o intangible assets (e.g. reputation, trademarks)

impact of globalisation on engineering innovation and entrepreneurship (e.g. access to world markets, new supply lines)

5. Understand key

financial terms and

documents for

engineering

businesses

income statements (also known as a profit and loss account) to include:

o turnover

o gross profit

o net profit

cash flow forecasts

statement of financial position (also known as a balance sheet) to include:

o liabilities

o assets (e.g. stock, machinery)

stock inventory and the rate of stock turnover

o a budget

o a break-even analysis

o depreciation e.g.

straight line method

reducing balanced method

product costing to include:

o fixed/overhead and variable costs

o direct/indirect costs

cost of one unit of production


Grading Criteria





1 Know how size, ownership

and key stakeholders can

influence engineering

businesses

P1 Describe different engineering businesses in terms of size and type of ownership

M1 Explain how stakeholder influence will vary between different engineering businesses

P2 Describe different key stakeholders who influence engineering businesses

2 Understand

strategies and techniques used

to improve engineering

businesses

P3 Explain how project management can be used in an engineering business

M2 Explain the benefits of project, resource and supply chain management to an engineering business

D1 Evaluate how continuous improvement strategies can be used by an engineering business to improve competitiveness

P4 Describe the resources and supply chain that need to be in place in order for an engineering business to manufacture and deliver products



3

Understand external factors

which affect engineering

businesses

P5 Explain how regulations and legislation can affect engineering businesses

M3 Assess how external factors have impacted on the competitiveness, brands and reputation of an engineering business

P6 Explain why social, ethical and environmental considerations might impact on engineering businesses

4

Understand influences on

innovation and

entrepreneurship in

engineering

P7 Explain how new engineering products and services are developed

M4 Explain the factors that have contributed to the success of a modern innovation or example of entrepreneurship in engineering

D2 Analyse the impact of globalisation on innovation and entrepreneurship in engineering

P8 Explain what engineering businesses can do to protect their product development, designs and branding

5

Understand key financial terms

and documents for engineering

businesses

P9 Explain what key financial terms mean

M5 Complete a breakeven analysis and product costing for an engineering business

D3 Create a budget for a an engineering department or business



P10 Complete a stock inventory and calculate the rate of stock turnover for an engineering business

M6 Calculate depreciation for a new item of equipment for an engineering business

P11 Use knowledge of statistics and data to complete a statement of financial position for an engineering business *synoptic – Unit 1Mathematics for Engineering





LO6: Be able to apply statistics and probability in the context of engineering problems

P11 Use knowledge of statistics and data to complete a statement of financial position for an engineering business





Work placements in engineering businesses; this could be an SME with the opportunity for learners to observe/ experience product/ process development and or managing production of goods or services.

Learners are introduced to the production planning and control of engineering operations to appreciate the importance of each department or stage of the business operation.


Centres can develop assignments in association with engineering organisations so that learners work on real-life projects set by industry that are mapped to the criteria of the unit

Engineering organisations set learners challenges where learners have to carry out planning of engineering production or a project for a new process/product/component, which involves multiple business stakeholders.


Production manager and/or Engineering manager delivers talks or seminars that explain how their products or services have changed, and the innovations that led to the changes.

New product introduction engineers deliver sessions that showcase the research and development for new products and services.

4. Industry practitioners operating as ‘expert witnesses’ that contribute to the assessment of a student’s work or practice, operating within a specified assessment framework. This may be a specific projects, exercises or assessments.

Input from practicing Engineering/ Production manager to ensure Health and Safety is considered when learners introduce new products and operational processes during project work and documentation

Assessment from practicing project engineers relating to the detailing of resource management requirements required to successfully introduce new products.

© OCR 2014 Unit 21: Maintenance

Unit Title: Maintenance

OCR unit number: 21

Level: 3


Unit reference number: H/506/7287

Unit aim

Maintenance, and maintenance engineering, are vital for all other aspects of engineering to function. From basic vehicle maintenance, to the increasingly complex devices, equipment, machinery and structures that are used in modern industry, the role of maintenance in keeping everything operating at optimum performance is crucial. The aim of this unit is to develop learners’ knowledge and understanding of different maintenance strategies and operations, then to be able to plan and undertake maintenance operations themselves. They will also be able to analyse maintenance data, develop an understanding of failure modes, and an understanding of how maintenance issues can inform future design.


Teaching content

Learning Outcomes

Teaching Content

The Learner will:


1. Know about

maintenance

strategies and

operations

maintenance strategies and associated operations, i.e. o planned or scheduled maintenance

o preventative maintenance, i.e.

use of safeguards

inspections

regular cleaning

checking and replacing consumables

operator training o predictive maintenance, i.e.

monitoring methods

evaluating condition o repair on demand or run to failure

analysis of different maintenance strategies, i.e. o advantages and disadvantages (e.g. effectiveness,

predictability, staff/training requirements) o cost of repair v cost of prevention o suitability for different situations (e.g. plants, processes or

systems)

use of computers to manage maintenance, i.e. o inventories o ordering o tracking


2. Understand

failure modes

factors that contribute to failure of mechanical and electrical systems and their causes, i.e. o maladjustment o maloperation o run to failure o stress fracture, fatigue, wear, embrittlement o overloading, seizure o anodic and chemical corrosion o lubrication failure, fouling, vibration o poor training

common failures in mechanical and electrical systems (e.g. relay contacts, brushes on a motor, bush replacement, lack of oil application on moving parts, dirt/grime, corrosion, contamination, belt tension, oil in compressors)

incorrect component selection (e.g. use of incorrect rated part, use of non-Original Equipment Manufacturer (OEM) part)

component failure (e.g. broken nuts, bolts or screws; blown circuit board components)

3. Be able to analyse

reliability-centred

maintenance data

use of statistical methods in determining maintenance strategies for engineered systems, i.e.

o how to calculate:

o Mean Time Between failures (MTBF)

o Mean Time To Repair (MTTR)

o Mean Time To Failure (MTTF)

o the significance of:

o standard deviation in extreme performance variations of

different clusters

o sample size

o how to use MTTF, MTTR and frequency to inform maintenance

strategy

how to use software packages in Computerised Maintenance Management Systems (CMMS) i.e. o monitoring/data logging o planning o predicting


4. Be able to plan

maintenance

operations

how to fault find, i.e.

o visual inspection

o the half split method of fault location

o the six point fault finding technique:

test

analyse

locate fault

determine cause

repair

re-test

o testing i.e.

use of manuals, data sheets and fault finding data

expected values

o use of expert systems

how to plan maintenance operations for a mechanical, electrical or mechatronic system

interpretation of circuit diagrams to identify faults

how to plan a sequence of operations which will result in successful maintenance

the benefits of standardisation of tools

use of manuals and data sheets

5. Be able to

undertake

maintenance

operations

safe working in maintenance operations, i.e.

o clear safe working area

o how to conduct a risk assessments in engineering

o appropriate use and storage of Personal Protective Equipment

(PPE)

o need for electrical isolation

o need to ensure against unwanted movement

techniques to identify and mitigate against hazards, i.e.

o visual inspection of equipment

o use of spill response systems

o COSHH

o manual handling

use of appropriate tools (e.g. ring spanners versus open ended spanners, torque wrench, soldering iron, wire strippers, pliers,

screwdrivers, meters)

6. Understand how

maintenance

issues can inform

design

design for maintenance, i.e.

o use standard, universally available components, interfaces and

fasteners

o components that are regularly replaced need to be easy to

handle

o design to fail safe

o use of modular systems

o positioning components that often need to be maintained at an

easily accessible place and maintenance points close to each

other

o design-out moving parts

o avoid unnecessary components but provide redundancy

o save useful life time data

o design for the use of standard tools

o effects on whole life cost


Grading Criteria





1. Know about maintenance

strategies and operations

P1 Describe different maintenance strategies and associated operations

M1 Analyse why different maintenance strategies are suitable for different situations

D1 Evaluate a range of methods for predicting failure

P2 Explain how computers can be used to manage maintenance.

2. Understand failure modes P3 Explain factors which contribute to failure of mechanical and electrical systems and their causes

P4 Describe common failures in mechanical and electrical systems



3. Be able to analyse reliability-centred maintenance data

P5 Explain the terms MTBF, MTTR and MTTF.

M2 Explain the significance of standard deviation and sample size when using statistical methods to determine maintenance strategies

D2 Evaluate the effectiveness of using reliability-centred maintenance data to improve the efficiency of engineered systems. P6

Calculate MTBF, MTTR and MTTF using statistical methods. **synoptic with unit 1 Mathematics for Engineering

P7 Describe how computers and software are used to data log in maintenance applications.

M3 Explain how a CMMS system can be used to help in maintenance planning.

4. Be able to plan maintenance operations

P8 Explain different fault finding methods

M4 Accurately interpret manuals, data sheets and expected values when planning and undertaking fault finding and maintenance operations

D3 Design a detailed maintenance strategy for a system

P9 Design a maintenance plan for a system.

5. Be able to undertake maintenance operations

P10 Work safely in the chosen environment

P11 Carry out a visual inspection to locate a fault

P12 Follow a maintenance plan using tools appropriately



P13 Demonstrate ability to deal appropriately with any waste generated and return maintenance area to “as found” condition

M5 Adapt a maintenance plan to address new faults found

6. Understand how maintenance issues can inform design

P14 Explain the need for fail safe design

M6 Explain how and why a moving part has been designed out of a specific product or system

D4 Analyse how an existing product or system could be redesigned for maintenance

P15: Explain the benefits of modular systems

P16: Give examples of where and why redundancy might be built into a product or system



Unit 1 Mathematics for engineering


P6 Calculate MTBF, MTTR and MTTF using statistical methods.





Placements with engineering firms working with maintenance department, both electrical and mechanical maintenance engineers, carrying out planned preventative maintenance and unplanned maintenance activities


Measure and inspection of production equipment/tooling, using industry standard equipment, to determine if the production equipment requires maintenance interventions.


Input from practicing Maintenance engineers involved in production equipment inspection and maintenance. Input to include examples of methodology and working documentation within professional commercial engineering practice


Input from practicing Maintenance engineers relating to the correct identification of maintenance principles by learners, set in operation during project work and documentation.

© OCR 2014 Unit 22:Engineering and the environment

Unit Title: Engineering and the environment

OCR unit number: 22

Level: 3


Unit reference number: K/506/7288

Unit aim

Environmental issues and sustainability are crucial in modern engineering. From legislative, regulatory and ethical perspectives, minimising the impact of engineering on the environment is a high priority. The aim of this unit is for learners to develop their understanding of how engineering impacts on the environment. By the end of the unit learners should be able to evaluate how environmental concerns both constrain and drive engineering activities, and how engineering has developed to keep up with these demands against the backdrop of globalisation and global manufacturing.

© OCR 2014 Unit 22 Engineering and the environment

Teaching content

Learning Outcomes

Teaching Content

The Learner will: Learn must be taught:

1. Understand

sustainability in

engineering

designing for efficient use of resources

the consequences of not adopting sustainable engineering practices

examples of sustainable resources being used in engineering, i.e. o wood o natural fibres o plastics made from crops o bio diesel

examples of finite resources and how engineering is conserving them, i.e.

o petroleum products o metals

strategies for the efficient use of materials, i.e. o reduce o recycle o reuse

the use of recycled material in engineering, i.e. o products made with recycled materials o products made with virgin material

2. Understand the

contribution and

potential of

renewable energy

renewable energy technologies, i.e. o wind o wave o tidal o solar

low carbon energy technologies, i.e. o biomass o nuclear o anaerobic digestion o energy from waste

comparison of low carbon and renewable energy technologies

advantages of renewable energy technologies e.g. o reduced pollution o contributes to climate change strategy o energy security o less reliance on fossil fuels

challenges of renewable energy technologies e.g. o intermittent o cost o new technology o national grid not designed for distributed energy production

the ongoing role of traditional energy generation and how the environmental impact is being reduced

the contribution of renewable and low carbon energy to the UK’s overall energy mix

the potential for renewable and low carbon energy to make a greater contribution to meeting the UKs energy requirements

© OCR 2014 Unit 22:Engineering and the environment

3. Know how to

evaluate UK

performance

against global,

national and local

environmental

targets related to

engineering

climate change legislation i.e. o Renewable Energy Directive o carbon targets

The Environment Agency e.g. o Environmental Management legislation o ISO 14001 o air pollution o land pollution o water pollution

current approaches used by government to improve the environmental performance e.g.

o carbon tax o carbon credits o publishing carbon footprint data

UK performance i.e. o benchmarked against other countries o benchmarked against targets

4. Understand

environmental

arguments for and

against global

manufacturing

examples of products using global manufacturing e.g. o smart phones o aircraft o white goods o wind turbines

aspects of a global manufacturing supply chain e.g. o research o raw materials o material processing o manufacture of components o assembly o distribution o retail

environmental impacts of global manufacturing, e.g. o differences between national and international environmental

legislation o transportation impacts o waste disposal issues

factors which lead to global manufacturing i.e. o economies of scale o low labour costs o relaxed manufacturing legislation

5. Know how

innovation is

making a difference

to the way

engineering

interacts with the

environment

new engineering technologies and how they may help and/or harm the environment e.g.

o LED lighting o hybrid vehicles o stop start technology o 3D printing o battery technology o fuel cells o wireless control o integration of systems

© OCR 2014 Unit 22 Engineering and the environment

5. Know how

innovation is

making a difference

to the way

engineering

interacts with the

environment

(cont.)

new engineering materials and how they help and/or harm the environment e.g.

o SMART materials o nano technology o composites o alloys o advanced simulations o miniaturisation

© OCR 2014 Unit 22: Engineering and the environment

Grading Criteria





1. Understand sustainability

in engineering

P1 Explain what is meant by ‘sustainability’ in engineering.

M1 Assess how successfully engineering is conserving finite resources through more efficient use of materials and the use of sustainable and recycled materials.

P2 Explain the consequences of not adopting sustainable engineering practices

2. Understand the

contribution and potential

of renewable energy

P3 Explain the advantages and challenges of renewable energy technologies

M2 Explain the difference between renewable energy and low carbon energy

D1 Evaluate the potential for renewable and low carbon energy to make a greater contribution towards meeting the UK energy requirements.

P4 Explain why traditional energy generation remains a vital part of a nation’s energy mix.

3. Know how to evaluate UK

performance against

global, national and local

environmental targets

related to engineering

P5 Describe the legal carbon reduction targets that the UK has committed to

M3 Evaluate the progress made by the UK towards meeting carbon reduction targets and suggest improvements which could be made



P6 Use statistics and data to compare the UKs performance against global environmental targets and the performance of other nations. *Synoptic assessment – Unit 1 Mathematics for Engineering

P7 Explain how the work of the Environment Agency supports the government in meeting its targets

4. Understand environmental

arguments for and against

global manufacturing

P8 Describe the global manufacture of a specific product.

M4 Explain why an organisation might choose to adopt a global manufacturing strategy that may have a negative environmental impact.

D2 Discuss how the environmental impact of global manufacturing and the factors which lead to global manufacturing could be reduced.

P9 Explain the environmental impacts of global manufacturing.

5. Know how innovation is

making a difference to the

way engineering interacts

with the environment

P10 Explain how changes to products or services in an engineering sector have had positive and negative impacts on the environment.

M5 Evaluate the impact of new engineering materials on the environment.







P6 Use statistics and data to compare the UKs performance against global environmental targets and the performance of other nations.





Learners undertake work placements in businesses that have the ISO 14001 management system in place and operating.

Employers host in-centre or industrially placed master classes which showcase exemplary use of environmental controls and carbon reduction techniques.

Learners are taken through a site induction which should include the environmental issues for the site they are visiting (e.g. sustainable waste management)



Employers set energy efficiency challenges where students have to carry out an energy assessment of part of the site and suggest ways of improving energy efficiency.


Master classes where employers showcase best practice methodologies used in global manufacturing.

Lectures, talks or seminars by engineering managers that explain how their products or services have changed, and modern innovations that led to the changes.

Employers deliver sessions that showcase the link across skills and units. This could include the link between sustainability and lean manufacturing.

Employers deliver sessions that showcase the link between energy efficiency and the statistical analysis explored in mathematics, quantifying saving made in terms of carbon output and money.


Employers review the standard of an industrial level task that learners have been set. This could be a sustainability challenge, a carbon reduction challenge or a manufacturing strategy challenge, possibly incorporating the unit Lean and Quality.

© OCR 2014 Unit 23: Applied mathematics for engineering

Unit Title: Applied mathematics for engineering

OCR unit number: 23

Level: 3



Unit aim

Once the key mathematical techniques needed for engineering are learnt, they need to be applied to engineering problems. Understanding mathematics in an applied engineering context is what distinguishes the engineer from the pure mathematician. The aim of this unit is to extend and apply the knowledge of the learner gained in Unit 1 Mathematics for engineering. It is therefore strongly recommended that learners have completed Unit 1 Mathematics for engineering prior to commencing the study of this unit. By completing this unit learners will:

be able to apply trigonometry and geometry to a range of engineering situations.

be able to apply knowledge of algebra, equations, functions and graphs to engineering problems.

be able to use calculus to analyse a range of problems.

understand applications of matrix and vector methods.

be able to apply mathematical modelling skills.


Teaching content



1. Be able to apply trigonometry

and geometry to a range of

engineering situations

(10-20%)

how to decompose composite shapes into triangles, circles, circle segments and other shapes.

the use of standard formulae to calculate the volume and surface area of solids with straight and curved sides i.e.

o prisms. o spheres. o cones. o cylinders. o rectangular pyramids.

Learners should be taught how to use and apply standard

formulae to solve engineering problems e.g.

Calculate the perimeter of a cam:

Calculate the surface area of a funnel:


the concepts of frequency, amplitude and phase angle in periodic functions.

the principle of simple harmonic motion.

how to apply common trigonometric identities i.e. o tan sin / cosA A A

o 2 2cos sin 1A A

o cos( ) cosA A

o sin( ) sinA A

o sin cos( / 2)A A

o sin(2 ) 2sin cosA A A

o 2 2cos(2 ) cos sinA A A

how to determine relationships between angles and lengths in given geometric configurations.

Determine the amplitude, the frequency in cycles per second and the phase angle in degrees of the periodic

function 4cos(2 / 3)t .

Express the product of two signals sin cost t as a

single signal involving a sine term only.

Express the AC voltage 25sin(2 / 4)ft as

(cos sin )A and determine A and α.

Express sin cosa b in terms of sin( )A and

determine values of A and α for given values of a and b.

Learners must be able to use trigonometric identities given in the list provided.

For the following diagram show that:

1 12

1

3 sintan

2 cos


2. Be able to apply knowledge of

algebra, equations, functions

and graphs to engineering

problems

(25-35%)

how to evaluate composite expressions including polynomials, trigonometric terms, exponential terms, logarithmic terms and terms involving negative and fractional powers.

how to use indices and logarithms with different bases.

how to manipulate and rearrange algebraic equations using fundamental laws of algebra.

how to solve equations involving one unknown using basic algebraic manipulation and evaluation.

how to solve quadratic equations by factorisation, completing the square and by using the standard formula

2 4

2

b b acx

a

Learners should be taught how to analyse the

mathematics associated with engineering problems e.g.

The displacement, x, of a mass in a particular

arrangement with a spring and a damper is given by:

( cos sin )tx e A t B t

Calculate x given specific values of A, B, α and β.

Express n

m

a

ain terms of n ma .

Express log n

a A in terms of logn A .

Quadratic equations should be taught in an engineering context, e.g.:

In crank mechanism the distance, x, between the

centre of the crankshaft and the centre of the gudgeon pin is given by

2

2

2cos 1 sin

rx r t l t

l

Rearrange the formula to make l the subject.

In a particular electrical circuit involving two resistors with resistances r Ω and 2r Ω, the following

relationship holds:

1 1 1

5 2r r

Calculate the value of r. NOTE: Learners should understand that a negative discriminate leads to a complex result.


how to solve linear simultaneous equations with up to two unknowns.

how to draw graphs of functions of a single independent variable.

how to plot graphs given numerical data and interpret values from graphs.

how to calculate constants in functions of a known general form given sufficient numerical information.

how to derive equations of straight lines that are tangential to and normal to a given function at a given point.

Teaching should be set in engineering contexts, e.g.:

In an electrical circuit involving currents I1 and I2 the

following equations are satisfied:

12I1 + 6I2 = 11

6I1 + 9I2 = 8

Calculate the values of I1 and I2.

The speed, v m s-1, of a car t s after the brakes have

been applied in is modelled by the equation:

(20 )tv e t

Sketch a graph of v against t for t between 0 and 10.

The relationship between the power coefficient Cp and the tip speed ratio λ of a particular wind turbine is

summarised in the following table.

λ 4 6 8 10 12

Cp 0.15 0.385 0.41 0.39 0.31

Sketch a graph of Cp against λ and estimate the value of Cp when λ = 5.

Calculate constants a, b and c in the following

functions

2

sin( )

y ax c

y ax bx c

y a bx c

given values of y for corresponding values of x.

The gradient of a roller coaster track at a point with coordinates (30, 20) is –0.35. Find the equations of the straight lines that are:

(i) tangential to (ii) normal to this point.


how to represent inequality relationships in graphical form.

how to identify poles, zeroes and asymptotes of functions.

how to express functions that have a polynomial denominator as a sum of partial fractions.

the principles of complex numbers i.e.

o know that 1j .

o calculate powers of j . o express complex numbers in the form

z a jb .

o plot z a jb on the argand diagram.

o express z a jb in the form (cos sin )r j

.

o express z a jb in the form jre .

o determine the conjugate of a complex number. o simplify complex expressions. o manipulate expressions and solve equations

involving complex numbers.

Teaching should be set in engineering contexts, e.g.:

The transfer function of a particular dynamic system is expressed as

2

1( )

( 5 4)Y s

s s s

.

Express this function as a sum of partial fractions.

The transfer function associated with a particular electrical circuit is given by

2

8( 1)

( 0.5 1)

j

j j

.

Express this in terms of (i) a jb

(ii) (cos sin )r j

(iii) jre

and plot this on an argand diagram.


3. Be able to use calculus to

analyse a range of problems

(20-30%)

Learners will be taught standard derivatives e.g.

( )f x d ( )

d

f x

x

C 0 nx 1nnx

sin( )ax cos( )a ax

cos( )ax sin( )a ax axe axae

ln( )ax 1

x

loga x 1

lnx a

tan( )x 2sec x

Where standard derivatives are tested in an examination, formulae will be supplied


how to apply differentiation methods to a range of functions and applications i.e.

o differentiation of functions containing trigonometric, exponential and logarithmic terms.

o differentiation of functions involving products, quotients and functions of a function.

o identification of stationary points of a function.

o using second derivatives to identify local maximum and minimum values.

how to relate first and second order derivatives to physical rates of change such as speed and acceleration.

Learners must be able to apply differentiation theory to a range of problems e.g.

Identify the coordinates of the stationary points of the

function 3 22 3 36 12y x x x .

The height, h m, of a projectile above sea level t s after it

has been projected from the top of a cliff is given by

24.6 25 20h t t .

Calculate maximum height of the projectile.

Determine the coordinates of any local maximum and minimum points of the following function.

3 22 3 36 12y x x x

If x is distance, v is speed and a is acceleration each expressed as a function of time t , express v and a in

terms of derivatives with respect to t i.e.

d

d

xv

t and

2

2

d d

d d

v xa

t t


Learners will be taught standard integrals i.e.

da x ax C

1

d1

nn x

x x Cn

for n ≠ -1

1

d lnx

x x C

axdaxe

e x Ca

xdln

xaa x C

a

cos

sin dax

ax x Ca

sin

cos dax

ax x Ca

Where standard integrals are tested in an examination, formulae will be supplied


how to apply integration methods to a range of functions and applications i.e.

o integration of a range of algebraic functions including those containing trigonometric and exponential terms.

o integration by parts using the formula

o v'd ' du x uv u v x

and by using other related methods e.g. integration by substitution.

o integration using partial fractions.

o how to calculate the value of definite

integrals and apply this to the calculation of areas, volumes and other physical properties.

( )d ( ) ( ) ( )b b

aaf x x F x F b F a

Learners must be able to apply integration techniques to a range of problems within an applied engineering context.

Examples of integral problems:

3 x/2x e sin3 x dx

2

2 1d

xxx

cos dx ax x

osx dxe c x

2in x ds x

3 3 1(3x-2) d ( d )

3x u u where (3 2)u x

2

x 1d

x 3 2x

x

Evaluate the following.

2

2

1

3 1 dx x x

Given that the volume of rotation 2 db

a

V xy x

Calculate V when xy e , a = 1 and b = 2.


how to solve simple differential equations by direct integration and separation of variables.

how to use initial conditions to evaluate constants of integration in the general solution of differential equations.

Examples of differential equation problems:

d

d

xyx a e

x

2

2

d

d

yax

x

d

(1 )(1 )d

yx y

x

2d1200 400

d

yy

x

The speed of a falling object is modelled by the following differential equation.

d

d

vg cv

t

Derive an algebraic expression for v in terms of t given that v = 0 when t = 0.

Find the solution to 2d2

d

yx

x

given that y = 2 when x = 1.

Find the solution to

2

4

2

d

d

xye

x

given that d 1

d 2

y

x and y = 1 when x = 0 .

Given that the solution to a differential equation is

y = Ae–x

+Be–2x

,

calculate A and B when

y =5 and 50dy

dx when x=0.


4. Understand applications of

matrix and vector methods

(5-15%)

Learners will be taught matrix notation i.e.

what is meant by a rectangular matrix.

what are meant by a column vector and a row vector. .

the notation for an element in the ith row and jth

column in a matrix is ija .

the representation of matrices and matrix elements.

A =

12 13

21 22 23

31 32 33

iia a a

a a a

a a a

X =

1

2

3

x

x

x

C= 1 2 3c c c

I =

1 0 0

0 1 0

0 0 1

the transpose of a matrix AT.

Understand that a matrix is a rectangular array of elements with n rows and m columns.

Understand that a square matrix has the same number of rows as it has columns.

Learners will need to be able to identify the values of elements and calculate column vectors, e.g.

A =

3 4 7

2 1 5

4 3 6

(i) Identify the value of element 23a .

(ii) Construct a column vector of all elements in the

second column.


how to represent linear simultaneous equations with two unknowns in matrix notation.

how to calculate the value of a 2 by 2 determinant.

how to perform addition, subtraction and multiplication of matrices and vectors with two rows and two columns.

the concept of the matrix inverse A–1.

how to determine the inverse of a 2 by 2 matrix.

that A–1.A = A .A

–1 = I

how to solve linear simultaneous equations with two unknowns using matrix methods.

For example:

4 2

3 5

For example:

(i) 3 6 2 3

4 5 5 4

(ii) 2 3 3

.4 1 5

For example:

If A = 4 2

3 5

determine A–1

For example:

In an electrical circuit voltages V1 and V2 satisfy the

following linear simultaneous equations.

31 2

31 2

104 6

4 106 3

V V

V V

Represent these equations in matrix notation and use matrix methods to find the values of V1 and V2 .


how to represent position vectors and direction vectors in component form i.e. z ai bj ck .

how to perform vector operations of addition, dot product and cross product and calculate the magnitude of a vector.

A B

A B

A.B (dot product)

A B (vector product)

A B (magnitude)

how to use vector notation and vector operations to solve problems involving spatial position, velocity and forces.

Learners must be able to perform calculations involving vectors e.g.

Starting from position O defined by the position vector 2 3i j

a body is moved through three sequential steps defined by the direction vectors 5 2i j

10 7i j

6 2i j .

Draw a diagram to represent these vectors and determine the final position of the body.

For example:

If vector A 2 3i j k and vector B 3 4 2i j k

Calculate

A B

A B

A.B

A B

A B

For example:

Forces represented by the vectors A 2 3i j and

B 3 4i j act on a point mass.

Calculate the resultant force vector and its horizontal and vertical components.

Calculate the torque on a nut when a particular force vector is applied to a wrench of a given length.


5. Be able to apply mathematical

modelling skills

(15-25%)

how to represent aspects of physical problems in terms of abstract mathematical formulae.

how to manipulate given formulae to derive mathematical models and solve problems.

how to formulate and solve mathematical models of practical problems using common laws of physics including Newton’s laws of motion, Ohm’s law, Kirchhoff’s laws, Hooke’s law, Newton’s law of cooling and the principles of energy conservation.

how to interpret numerical results in the context of the problem being solved.

the need to reflect on results in order to verify their feasibility and validity.

the importance of recognising the implications of simplifying assumptions in mathematical models.

Where laws of physics are required in the examination, relevant formulae will be provided.

Learners will be expected to solve a range of engineering problems e.g.

Given /I V R where I is current, V is voltage and R is

resistance, calculate the voltage across a 100 Ω resistor when a current of 0.25 A is flowing through it.

The total resistance Rs across n resistors connected in

series is Rs = R1 + R2 ….. Rn

and the total resistance Rp across n resistor connected in

parallel satisfies

1 2

1 1 1 1..

p nR R R R .

Calculate the total resistance of a circuit involving several resistors connected in different series and parallel combinations.

Calculate potential energy and kinetic energy of bodies and use the principle of energy conservation.

Calculate the speed and distance travelled by a body falling under the influence of gravity with and without aerodynamic drag.

Calculate force vectors to maintain a suspended body in the state of equilibrium.

Analyse problems involving the flow of liquid in pipes and tanks.

Apply moments of forces to leavers, beams and other physical structures.



This unit will draw synoptically from the core unit Mathematics for Engineering in the examination, by containing questions which directly assess knowledge gained in that unit. Where this is the case, this will be clearly indicated in the question paper.

Unit Title: Mathematics for engineering · problem solving with arcs, circles and sectors i.e. o...

Documents

Transcript of Unit Title: Mathematics for engineering · problem solving with arcs, circles and sectors i.e. o...