Unit f553 Manufacturing Engineering Scheme of Work and Lesson Plans Sample

Sample Schemes of Work and
Lesson Plans
Engineering
OCR Level 2 Principal Learning in Engineering H810
ni! "##$% &an'fac!'ring engineering
(his S'ppor! &a!erial )ookle! is designed !o accompan* !he OCR +iploma in Engineering
specifica!ion for !eaching from Sep!em)er 2008,
- OCR 2008
Con!en!s
Contents................................................................................................................................2
OCR Level 2 Principal Learning in Engineering H810 Unit F553: an!"act!ring
engineering...........................................................................................................................3
engineering...........................................................................................................................5
engineering...........................................................................................................................8
engineering.........................................................................................................................10
engineering.........................................................................................................................12
2 o" 13 Engineering #iplo$a
. /nnova!ive !eaching idea . /C( oppor!'ni!*
Sample +iploma Scheme of Work
OCR LE0EL 2 PR/1C/P2L LE2R1/13 /1 E13/1EER/13 H810 1/(
"##$% &21"2C(R/13 E13/1EER/13
Overvie%% (his 'ni! is assessed in!ernall* and !he learner 4ill )e re5'ired !o 4ork in a !eam and individ'all* !o prod'ce !he re5'ired evidence, (he
evidence re5'ired 4ill )e in !he form of a 4ork)ook 4i!h relevan! sec!ions !o record !he !eam and individ'al !asks !ha! are re5'ired in !he marking cri!eria,
(he evidence 4ill !hen )e e6!ernall* modera!ed,
(his is essen!iall* a prac!ical 'ni! 4i!h mos! learners needing g'idance and s'ppor! d'ring !he prac!ical ac!ivi!ies and 4hen !es!ing and 'nder!aking field
4ork, Prior kno4ledge of ho4 !o !ake readings7 record findings and anal*se da!a are essen!ial prere5'isi!es !o !his 'ni!, /! is essen!ial !ha! !he learner8s
progress is moni!ored and g'idance con!in'all* given, Learners 4ill need !o 'nders!and !he principles )ehind performing 5'ali!* checks7 )e a)le !o 'se
comp'!er con!rolled machines 9C1C:7 'nders!and and plan for m'l!iple prod'c!ion 4hile 'nders!anding !he impor!ance of heal!h and safe!* in an ind's!rial
4orkplace,
(his 'ni! re5'ires learners !o 4ork ini!iall* as par! of a !eam9s: !o plan !he m'l!iple prod'c!ion of one prod'c!,
(he* 4ill !hen individ'all* de!ail necessar* 5'ali!* con!rol checks and e6plain !he proced'res of se!!ing 'p a comple6 C1C machining opera!ion7 incl'ding
!he associa!ed risks7 prior !o individ'all* man'fac!'ring "ive iden!ical componen!s of !he prod'c! 'sing !he C1C machine,
(he learners 4ill prod'ce a de!ailed repor! on !he da!a findings of !heir chosen 5'ali!* con!rol checks and s'gges!ed improvemen!s7 !oge!her 4i!h de!ails
and e6plana!ion of !heir con!ri)'!ion !o !he !eam prod'c!ion plan,
Cen!res can7 s');ec! !o OCR approval7 s'gges! al!erna!ive prod'c!s, Ho4ever7 no modifica!ions are permi!!ed !o OCR approved and prescri)ed prod'c!s,
2 s'i!a)le approach !o deliver* ma*)e !o r'n !his 'ni! af!er or in parallel 4i!h "##1 Prod'cing engineering sol'!ions !o permi! !ime for !he learners !o develop
!heir Prod'c!ion planning7 C1C machine !ool skills and link !he 5'ali!* con!rol kno4ledge and 'nders!anding, /! ma* also )e possi)le !o 'se !his 'ni! !o
prod'ce elec!ronic circ'i! )oards for !he "##2 Cons!r'c! elec!ronic and elec!rical s*s!ems 'ni!
Engineering #iplo$a 3 o" 13
"##$% &21"2C(R/13 E13/1EER/13
(here are oppor!'ni!ies for Learners !o demons!ra!e and develop )o!h !heir PL(8s and f'nc!ional skills,
(he 'ni! sho'ld )e 'nder!aken in <0 3LH,
& o" 13 Engineering #iplo$a
"##$% &21"2C(R/13 E13/1EER/13
'U((E')E#
)E*CH+,(
)+E
# HORS )OP+C PRO+C(/O1 PL211/13 21+ (E2&WOR=
)OP+C OU)L+,E
'U((E')E# )E*CH+,( *,#
HOE-OR. *C)+/+)+E'
'U((E')E# RE'OURCE' PO+,)' )O ,O)E
Learner 4ill as par! of a !eam
'nders!and %
(he impor!ance of planning
for man'fac!'re of !he
prescri)ed prod'c! and !he
considera!ion of al!erna!ive
me!hods
(he need !o co>opera!e
4i!h o!hers and share
responsi)ili!ies for !he
s'ccess of !he
man'fac!'re of m'l!iple
componen!s
and )e a)le !o%
Con!ri)'!e !o !he
ini!ial ac!ivi!* on revisi!ing !he learners
prod'c! !he* made 9or are making: in 'ni!
"##1
Whole class disc'ssion on prod'c!ion
planning
s!'d* 0ideos of prod'c!s )eing made from
C2+ dra4ing !o C1C machines and !he
in!egra!ion of !he !4o in!o C2+?C2&
gro'p ac!ivi!* !o disc'ss ho4 !o improve !he
planning read* for man'fac!'ring a prod'c!
E6amples of prod'c!ion plans
0ideos
0ario's e6amples of prod'c!s
(his !opic sho'ld !ake one or lessons !o
comple!e
/! is ass'med !ha! !he learners have had
prior e6perience of prod'c!ion planning from
ni! "##1
(his !opic ena)les learners !o )o!h ac5'ire
!he re5'ired kno4ledge and 'nders!anding
and !he skills re5'ired for !he con!rolled
assessmen! !ask,
"##$% &21"2C(R/13 E13/1EER/13
'U((E')E#
)E*CH+,(
)+E
)OP+C OU)L+,E
'U((E')E# )E*CH+,( *,#
HOE-OR. *C)+/+)+E'
prod'c!ion of a
man'fac!'ring plan,
S'gges! addi!ional and?or
al!erna!ive me!hods of
man'fac!'re )ased on
!heir o4n kno4ledge and
e6perience
Co>opera!e 4i!h o!hers in
reaching agreemen! in
order !o achieve !he
desired o'!come
Learners 4ill%
9+evelop kno4ledge and
'nders!anding of !eam
4orking in man'fac!'ring:
gro'p ac!ivi!* !o share !he !*pes of !eam
roles 4hen making a prod'c!
/f possi)le organise a role pla* or sim'la!ed
man'fac!'ring ac!ivi!* !o highligh! !eam
responsi)ili!ies
3ro'ps !o iden!if* !eam s!reng!hs and
/deall* an ind's!rial visi! !o see prod'c!s
)eing made and an oppor!'ni!* !o !alk !o
emplo*ees a)o'! !eam 4orking
2nd?or
0isi!ing speaker 4i!h
ar!efac!s?presen!a!ions?fac!shee!s
(his !opic sho'ld !ake a n'm)er of lesson !o
comple!e
"##$% &21"2C(R/13 E13/1EER/13
'U((E')E#
)E*CH+,(
)+E
)OP+C OU)L+,E
'U((E')E# )E*CH+,( *,#
HOE-OR. *C)+/+)+E'
alloca!e roles and responsi)ili!ies (eam mem)er alloca!ion role pla* scenario
or sim'la!ed man'fac!'re ac!ivi!* e,g, s!ickle
)ricks7 elec!rical pl'g 9s!ill !r*ing !o so'rce
info on !his:
assessmen! !ask,
"##$% &21"2C(R/13 E13/1EER/13
'U((E')E#
)E*CH+,(
)+E
# HORS )OP+C @2L/(A CO1(ROL
)OP+C OU)L+,E
'U((E')E# )E*CH+,( *,#
HOE-OR. *C)+/+)+E'
Individually !he learner 4ill
'nders!and%
(he !*pes and impor!ance
of a varie!* of 5'ali!*
checks and !he 'se of
s!a!is!ical me!hods of
!es!ing
and 4ill )e a)le !o%
+esign7 descri)e7 selec!
and 'se 5'ali!* checks for
!he man'fac!'red
ini!ial ac!ivi!* on revisi!ing !he learners
prod'c! !he* made 9or are making: in 'ni!
"##1
Learners !o recap on !he 5'ali!* checks in
'ni! "##1
Learners !o collec! descrip!ions of a! leas! <
5'ali!* checks
Learners !o perform several 5'ali!* checks7
collec! da!a genera!ed
Learners !o presen! da!a findings !o incl'de
!olerances 4orked !o
2ppropria!e reso'rces giving e6amples of
!he range of 5'ali!* checks 'sed in
man'fac!'ring
Prod'c! componen!s and checking !ools for
learners !o 'se
S!a!is!ical da!a on componen!s
PC access !o presen! and anal*se da!a
(his !opic 4ill !ake a n'm)er of lessons !o
comple!e
/! is ass'med !ha! !he learners have had
prior e6perience of prod'c!ion planning from
ni! "##1
assessmen! !ask,
"##$% &21"2C(R/13 E13/1EER/13
'U((E')E#
)E*CH+,(
)+E
# HORS )OP+C @2L/(A CO1(ROL
)OP+C OU)L+,E
'U((E')E# )E*CH+,( *,#
HOE-OR. *C)+/+)+E'
componen! incl'ding
de!ails of !olerances
"##$% &21"2C(R/13 E13/1EER/13
'U((E')E#
)E*CH+,(
)+E
# HORS )OP+C PRO3R2&&/137 SE((/13 P 21+ S/13 2 C1C &2CH/1E
)OP+C OU)L+,E
'U((E')E# )E*CH+,( *,#
HOE-OR. *C)+/+)+E'
Learners 4ill 'nders!and%
Programming and se!!ing
'p a C1C machining
opera!ion
(he heal!h and safe!* risks
associa!ed 4i!h !he
machining process
and 4ill )e a)le !o%
Program and se! 'p a C1C
machining opera!ion
Revie4 !he machining
process on screen7 ac!ing
Presen!er !o demons!ra!e ho4 !o safel* se!
'p and opera!e C1C machine
individ'all* learners !o prod'ce a risk
assessmen! and opera!ing ins!r'c!ions for
!he C1C process !he* are 'nder!aking
learners !o prod'ce a )a!ch of componen!s
and check !heir 5'ali!* and s'gges!
improvemen!s !o !he process !o improve !he
componen!s 5'ali!*
2ppropria!e C1C hard4are7 ma!erials and
sof!4are
+ra4ings of componen!s !o !ransfer da!a
in!o s'i!a)le C1C programming lang'age
(his !opic 4i!h !ake a n'm)er of lessons
assessmen! !ask,
"##$% &21"2C(R/13 E13/1EER/13
'U((E')E#
)E*CH+,(
)+E
# HORS )OP+C PRO3R2&&/137 SE((/13 P 21+ S/13 2 C1C &2CH/1E
)OP+C OU)L+,E
'U((E')E# )E*CH+,( *,#
HOE-OR. *C)+/+)+E'
on !he o'!come
Record de!ails of !he
proced're
&an'fac!'re five iden!ical
componen!s on a C1C
machine
Plan a safe proced're and
confiden!l* emplo* !he
proced're
Sample +iploma Lesson
Plan
OCR Level 2 Principal Learning in
Engineering H810 ni! "##$% &an'fac!'ring
engineering
Recording 5'ali!* check da!a
OCR recognises !ha! !he !eaching of !his 5'alifica!ion a)ove 4ill var* grea!l* from school !o school
and from !eacher !o !eacher, Wi!h !ha! in mind !his lesson plan is offered7 as a possi)le approach
)'! 4ill )e s');ec! !o modifica!ions )* !he individ'al !eacher,
Lesson leng!h is ass'med !o )e one 3o!r,
Learning O);ec!ives for !he Lesson
O);ec!ive 1 Learner can descri)e vario's 5'ali!* checking !echni5'es
O);ec!ive 2 Learners can perform a 5'ali!* checks and record res'l!s
O);ec!ive $ Learners can )egin !o anal*se 5'ali!* con!rol char!s
Recap of Previo's E6perience and Prior =no4ledge
Learners have )een in!rod'ced !o !he 'se of 5'ali!* con!rol !echni5'es%
/n !he designing of prod'c!s
+'ring man'fac!'re
and of !he finished prod'c!
Content
)i$e Content
10 min'!es Presen!er led recap on !he impor!ance of 5'ali!* con!rol in prod'c! man'fac!'re7
4i!h possi)le reference !o an ind's!rial visi! and?or !he prod'c!s !he* ma* have
made in ano!her 'ni!
10 min'!es (eam ac!ivi!* for !he learners !o lis! !he !*pes of 5'ali!* checks !he* kno4 and
add a shor! descrip!ion of each
Sample +iploma Lesson
Plan
# min'!es Presen!er !o sho4 a selec! of meas'ring ins!r'men!s !ha! !he learners ma* have
previo'sl* seen and a shor! demons!ra!ion of !he one !he* 4ill )e 'sing
1# min'!es (eam ac!ivi!* for learners !o acc'ra!el* meas're and record !he res'l!s of
m'l!iple componen!s via a spreadshee! or !he Presen!er can provide a previo'sl*
prepared 5'ali!* con!rol char! if preferred
# min'!es Presen!er !o s!a!e !he !olerances for !he componen! !ha! !he learners need !o
refer !o
10 min'!es Learners !o add !he !olerance informa!ion !o !heir char!s and iden!if* 4here
componen!s have meas'remen!s o'!side !he limi! and?or !o iden!if* !rends in !he
da!a
Consolida!ion
)i$e Content
# min'!es Recap on a! leas! < me!hods of 5'ali!* !echni5'es
Home4ork Presen!er !o provide a sample 5'ali!* con!rol char! 4i!h da!a o'!side of
!olerances and sho4ing a !rend for !he learners !o iden!if* reasons for !he errors

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