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You are on page 1of 27

120

hours writing session

Number of GS Guest speaker V Visit

60

lessons

Duration of 2 hours (unless otherwise IS Independent WE Work

lessons stated) study experience

qualification.

Lesson

Lesson Topic Suggested activities Classroom resources

type

Learning aim A: Algebraic and trigonometric mathematical methods

1 A1 Algebraic methods IS Lead in (15 min): introduction of the unit and topic to Scientific calculators

learners. Discuss prior knowledge of algebra.

Class discussion (20 min): discuss laws of indices,

exemplifying theory with a range of worked examples.

Paired activity (20 min): learners work in pairs to

apply the laws of indices to simplify expressions.

Class discussion (20 min): review understanding of

indices, explaining to learners the links between indices

and logarithms. Demonstrate to learners how the laws

of logarithms are applied.

Individual activity (30 min): learners work

individually to solve a range of logarithm and/or indices

based problems.

Plenary (15 min): discuss how the laws of logarithms

and indices are applied, address any common

misconceptions.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

2 A1 Algebraic methods IS Lead in (15 min): introduce the laws of logarithms. Scientific calculators

Tutor presentation (10 mins): Introduce learners to

natural logarithms (base e) and discuss relationship

with common logarithms (base 10). Demonstrate how

the laws of logarithms can be applied to solve problems.

Paired activity (75 min): learners work in pairs to

solve a range of problems involving exponential

growth/decay which relate to engineering applications.

Plenary (20 min): discuss results from problem-

solving activities. Discuss the usefulness of results

gained by using laws of logarithms.

3 A1 Algebraic methods IS Lead in (15 min): review prior learning with regards to Scientific calculators

linear equations. Question learners about their Drawing instruments

understanding of the relationship between straight line

graphs and linear equations. Graph paper

demonstrate how equations can be plotted as straight

line graphs, and how graphs can be interpreted to

determine the equation which they represent.

Individual activity (30 min): solve a range of

engineering based problems by either plotting straight

line graphs, or interpreting graphs to determine values.

Tutor-led practical demonstration (20 min):

demonstrate how pairs of simultaneous equations can

be solved, both graphically and through calculations.

Individual activity (20 min): solve a range of

problems which apply simultaneous equations to

engineering situations.

Plenary (15 min): discuss why it can be effective to

represent formulae in graphical form.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

4 A1 Algebraic methods IS Lead in (15 min): review understanding of linear Scientific calculators

equations.

Tutor presentation (20 min): introduce learners to

methods of factorisation of expressions, considering

appropriate engineering applications.

Individual activity (80 min): learners work through a

series of engineering problems where factorisation of

equations is required. Peer assessment of solutions.

Plenary (15 min): discuss any difficulties which were

experienced, review understanding of the processes.

5 A1 Algebraic methods IS Lead in (15 min): review understanding of the process Scientific calculators

of factorisation for linear equations.

Tutor presentation (20 min): introduce learners to

methods of solving quadratic equations, using both

factorisation and the quadratic formula.

Individual activity (80 min): learners work through a

series of engineering problems where solving quadratic

equations is required. Peer assessment of results.

Plenary (15 min): discuss any difficulties which were

experienced, review understanding of the processes.

6 A2 Trigonometric IS Lead in (15 min): tutor-led discussion to review the Scientific calculators

methods principles which apply to algebraic methods. Introduce Compasses

learners to circular measurements.

Tutor-led practical demonstration (30 min):

introduce learners to the use of radians for circular

measurement. Using appropriate examples, explain and

demonstrate the process of converting between degree

measurements and radian measurement.

Paired activity (60 min): carry out a range of

activities where measurements are converted between

radian and angular measure. Measurements should

relate to specific engineering situations.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

measure is often used in engineering. Address any

misconceptions/errors made.

methods understanding of conversion between angular and Compasses

radian measure.

Tutor-led discussion (10 min): discuss the concept

of angular rotation and the implications for engineering.

Small group activity (20 min): investigate the

application of angular rotation to a range of engineering

applications, carrying out appropriate calculations.

Tutor-led practical demonstration (20 min):

introduce learners to the procedures required in order

to use of angular measurement to determine areas and

arc lengths.

Paired activity (60 min): carry out a range of

activities where problems involving areas and angles

are solved using radians.

Plenary (15 min): discuss the outcomes from

activities. Target learners with directed questions

concerning application of radians.

8 A2 Trigonometric IS Lead in (15 min): review application of circular Scientific calculators

methods measurement. Graph paper

Tutor presentation (20 min): introduce learners to Drawing instruments

sine, cosine and tangents, and how each is determined.

Individual activity (30 min): solve a range of

engineering problems using trigonometric functions.

Tutor-led practical demonstration (15 mins):

demonstrate how to plot sine and cosine wave forms,

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

Individual activity (25 min): learners are to plot a

range of waveforms and graphs for trigonometric

functions.

Plenary (15 min): knowledge quiz to determine

understanding of trigonometric functions and the

relationship between them.

9 A2 Trigonometric IS Lead in (15 min): review trigonometric functions. Scientific calculators

methods Identification of functions from waveforms/graphs.

Tutor presentation (20 min): introduce learners to

the sine and cosine rules, demonstrating the application

of each to solve engineering problems.

Individual activity (60 min): carry out a range of

problem-solving exercises which involve application of

either the sine or cosine rule.

Small group activity (10 min): compare results from

investigations. Identify any common errors or strategies

employed.

Plenary (15 min): discussion of outcomes from group

activity. Discuss how both the sine and cosine rules are

applied in engineering.

10 A2 Trigonometric IS Lead in (15 min): review understanding of the sine Scientific calculators

methods and cosine rules. Introduce learners to the concept of Graph paper

vectors.

Drawing instruments

Tutor presentation (20 min): demonstrate to

learners the methods of solving engineering problems

using vectors, including graphical representation of

vectors.

Individual activity (30 min): carry out problem-

solving activities using vectors.

Tutor presentation (20 min): demonstrate to

learners how vectors can be used for the resolution of

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

currents.

Paired activity (20 min): in pairs solve a range of

engineering problems using vectors.

Plenary (15 min): draw together the theory of

vectors, discuss solutions to problems.

11 A1 Algebraic methods IS/RS Lead in (15 min): tutor recap of methods of Scientific calculators

A2 Trigonometric calculating surface area and volume of regular solids.

methods Tutor presentation (10 min): demonstrate

application of formulae to calculate surface area and

volume of regular solids.

Individual activity (30 min): carry out a range of

calculations to find the surface area and volume of solid

objects within an engineering context.

Tutor led discussion (10 mins): review application of

formulae for solid objects. Introduce learners to revision

activities for learning aim A.

Individual activity (45 min): solve a range of

engineering problems using the mathematical

techniques which have been studied in learning aim A.

Plenary (5 min): review revision activities and resolve

any issues which learners may have encountered.

Learning aim B: Static engineering systems

12 B1 Static engineering IS Lead in (15 min): introduction to learning aim B, Scientific calculators

systems followed by tutor-led review of mathematical methods, Graph paper

making reference to vectors.

Drawing instruments

Tutor presentation (20 min): demonstrate to

learners how forces can be represented using space and

free body diagrams.

Individual activity (30 min): from given information,

construct free body diagrams to represent forces and

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

determine resultants.

Tutor led discussion (30 mins): review use of space

and free body diagrams. Introduce moments and

resolution of forces into horizontal and vertical

components.

Paired activity (40 min): complete a range of

exercises to find moments and also horizontal and

vertical components of resultant forces.

Plenary (15 min): discuss the effectiveness of space

and free body diagrams for determining resultant

forces.

13 B1 Static engineering IS Lead in (15 min): tutor review of space and free body Scientific calculators

systems diagrams. Graph paper

Tutor presentation (15 min): introduce learners to Drawing instruments

the conditions required for static equilibrium, reviewing

vector addition and how this applies to coplanar forces.

Individual activity (40 min): investigate a range of

force systems to determine the resultant, equilibrant

and line of action of forces.

Tutor led discussion (15 min): review resolution of

forces and the conditions for static equilibrium, based

on previous activities.

Paired activity (20 min): investigate force systems to

determine forces required to achieve static equilibrium

within a system.

Plenary (15 min): review outcomes from paired

activity. Recap static equilibrium.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

14 B1 Static engineering IS Lead in (15 min): tutor-led discussion of resolution of Scientific calculators

systems forces. Graph paper

Tutor presentation (30 min): introduce learners to Drawing instruments

the concepts which surround simply supported beams,

including loadings and reaction forces.

Individual activity (60 min): learners to apply

knowledge gained regarding simply supported beams to

solve a range of engineering related problems.

Plenary (15 min): review theory of simply supported

beams, directing questions with regards to the process

to follow when solving problems.

15 B2 Loaded IS Lead in (15 min): tutor-led discussion to review Scientific calculators

components understanding of static engineering systems. Graph paper

Tutor presentation (15 min): explain to learners Drawing instruments

what is meant by direct stress and direct strain and how

these are calculated.

Paired activity (20 min): analyse a number of

engineering systems to calculate the direct stresses and

strains present in structural members.

Tutor-led discussion (30 min): discuss the results

from analysis amongst the group, then introduce the

concepts of shear stress and shear strain.

Paired activity (20 min): analyse a number of

engineering systems to calculate the shear stresses and

strains present in structural members.

Plenary (20 min): consider a product/service as a

group, identify the product/service requirements.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

16 B2 Loaded IS Lead in (15 min): class discussion to recap direct and Scientific calculators

components shear stresses and strains. Data regarding systems

Tutor-led discussion (20 min): having considered

stresses and strains, discuss with learners how these

relate to tensile and shear strength.

Paired activity (40 min): investigate a range of

engineered structures to determine tensile and shear

strength requirements of the structural members.

Tutor-led discussion (20 min): having considered

both shear and tensile strength, introduce learners to

elastic constants, explaining the impact these have on

material selection.

Paired activity (15 min): determine the values for the

modulus of elasticity and rigidity for a range of

structural members.

Plenary (10 min): question learners with regards to

how to determine elastic constants.

17 B1 Static engineering IS Lead in (15 min): consider the relationship between Scientific calculators

systems static engineering systems and loaded components. Graph paper

B2 Loaded Tutor presentation (15 min): review the application Drawing instruments

components of theory to solve problems relating to a range of static

systems.

Individual activity (75 min): learners work

individually to put into practice the theory covered from

learning aim B. This should be in the form of extended

problems which include a range of factors related to

static engineering systems and loaded components.

Plenary (15 min): learners feed back on where they

had difficulties in application. Common errors

addressed.

Learning aim C: Dynamic engineering systems

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

18 C1 Dynamic IS Lead in (15 min): introduce learners to learning aim Scientific calculators

engineering systems C. Explain how the theories of dynamics underpin

systems with moving parts.

Tutor-led discussion (15 min): discuss with learners

kinetic parameters, relating to prior learning and

experiences.

Paired activity (45 min): research kinetic parameters

and the links between displacement, velocity and

acceleration.

Tutor presentation (10 min) consider methods to

determine unknowns based on information available.

Introduce equations for linear motion and uniform

acceleration.

Individual activity (20 min): analyse given

information with regards to uniform acceleration to

determine unknown values and quantities.

Plenary (15 min): discuss why different formulae are

needed for linear motion, and methods to identify which

is most appropriate to use in a given situation.

19 C1 Dynamic IS Lead in (15 min): review linear motion and the Scientific calculators

engineering systems various parameters involved. Explain how these link ICT facilities

with dynamic parameters.

Internet access

Tutor-led discussion (15 min): discuss with learners

dynamic parameters, introducing the concepts of force,

inertia, torque along with mechanical work, power and

efficiency.

Paired activity (60 min): investigate the

aforementioned dynamic parameters. Produce a

presentation which defines each and explains how the

parameters relate to each other.

Plenary (30 min): pairs present aspects of their

presentation, answering questions from other members

of the group.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

engineering systems researched in the previous session.

Tutor presentation (15 min): introduce learners to

kinetic and potential energy, including methods to

calculate.

Small group activity (40 min): explore a number of

engineering problems which involve energy (kinetic

and/or potential) to determine values.

Tutor-led discussion (15 min): discuss with learners

the principles of conservation of energy.

Individual activity (20 min): apply the principle of

conservation of energy in order to solve to a range of

engineering problems.

Plenary (15 min): discuss how conservation of energy

can be used in the description of engineering systems.

21 C1 Dynamic IS Lead in (15 min): introduce learners to the link Scientific calculators

engineering systems between energy, momentum and Newtons Laws of ICT facilities

Motion.

Internet access

Tutor presentation (15 min): explain the principles

of conservation of momentum, including Newtons Laws

of Motion.

Paired activity (75 min): investigate and solve a

range of engineering problems which include either the

conservation of energy, or conservation of momentum.

Use appropriate theories and principles to support

findings.

Plenary (15 min): learners discuss as a group how

they solved problems and applied dynamic principles.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

22 C1 Dynamic IS Lead in (15 min): recap with principles of linear Examples of products

engineering systems motion, introducing the concept of angular motion. PDS for given product

Class discussion (30 min): discuss the differences Internet access

between linear and angular motion. Consider why there

could be differences in how principles are applied. Case studies

angular velocity, centripetal acceleration and uniform Scientific calculators

circular motion. Produce a short report to explain the

principles of each and how they apply in an engineering

context.

Class discussion (20 min): discuss the principle of

rotational kinetic energy, including similarities between

linear kinetic energy. As a group, work through

examples of application.

Plenary (15 min): discuss similarities and differences

between angular parameters and linear parameters.

23 C1 Dynamic IS Lead in (15 min): review discussions from the Scientific calculators

engineering systems previous session with regards to angular parameters. ICT facilities

Tutor-led discussion (30 min): discuss methods Internet access

where loads can be raised using a range of lifting

machines.

Individual activity (60 min): investigate a range of

lifting machines, and carry out appropriate calculations

to determine factors such as power, force in addition to

velocity ratio, mechanical advantage and the effects of

friction.

Plenary (15 min): discuss products which meet their

given claims and those which do not, suggesting

reasons for both.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

24 C1 Dynamic RS/IS Lead in (15 min): recap the various aspects of Scientific calculators

engineering systems dynamic systems and lifting machines. Case studies of

Tutor presentation (15 min): review how to engineering systems

determine factors such as velocity ratio as covered in

previous sessions.

Individual activity (75 min): investigate a range of

engineering problems which include dynamic systems.

Apply theories learnt to solve problems.

Plenary (15 min): discuss results of investigations.

Address any common misconceptions.

25 D1 Fluid systems IS Lead in (15 min): introduce learners to the topics Scientific calculators

which will be covered in learning aim D.

Tutor-led practical demonstration (20 min):

demonstrate to learners the methods which should be

employed to determine the hydrostatic pressure on

surfaces, along with the centre of pressure.

Paired activity (70 min): carry out a range of

activities to determine the hydrostatic pressure and

hydrostatic thrust on immersed planes. Where

appropriate, determine the centre of pressure.

Plenary (15 min): discuss results from investigations.

Address any misconceptions.

26 D1 Fluid systems RS/IS Lead in (15 min): review with learners the theories Scientific calculators

associated with submerged surfaces. Equipment for carrying

Tutor-led practical activity (20 min): introduce out practical

learners to the Archimedes principle and the flotation demonstrations of

method to determine density. principles

Small group activity (40 min): carry out appropriate

practical investigations using the Archimedes principle

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

Tutor-led discussion (10 min): discuss, and show

methods of determining, relative density.

Individual activity (20 min): individuals calculate

relative densities for a range of materials from given

data.

Plenary (15 min): discuss common misconceptions.

Consider why relative density needs to be known.

27 D1 Fluid systems RS/IS Lead in (15 min): review learners understanding of

theories relating to submerged surfaces and immersed

bodies.

Tutor-led discussion (30 min): consider fluid flow in

a gradually tapering pipe. Introduce learners to flow

rates and flow velocities, demonstrating how to carry

out calculations with factors such as input and output

pipe diameters. Explain concepts of incompressible flow.

Paired activity (60 min): analyse and solve a range

of problems relating to gradually tapering pipes.

Plenary (15 min): pairs feed back to the group with

their results. Discuss errors, address

misconceptions/common mistakes.

28 D2 Thermodynamic IS Lead in (15 min): review prior understanding of heat Scientific calculators

systems transfer. ICT facilities

Tutor-led discussion (30 min): review understanding Internet access

of heat transfer processes and phases of linear

expansivity. Introduce learners to heat transfer

parameters.

Individual activity (60 min): research a range of

heat transfer parameters to produce a glossary of

terms, with a short report that explains how each

relates to each other. To accompany this, a short

presentation to explain the phases of linear expansivity.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

various heat transfer parameters.

29 D2 Thermodynamic IS Lead in (10 min): review heat transfer parameters Scientific calculators

systems and introduce heat transfer principles. ICT facilities

Tutor-led discussion (30 min): discuss heat transfer Internet access

principles, considering also thermal efficiency of heat

transfer.

Individual activity (30 min): investigate a range of

heat engines to determine thermal efficiency. Also,

complete exercises relating to heat transfer principles.

Tutor-led discussion (15 min) introduce learners to

the concepts of entropy and enthalpy. Discuss how

these relate to thermodynamic systems.

Paired activity (25 min): analyse thermodynamic

systems to calculate entropy and to determine changes

in enthalpy.

Plenary (10 min): directed questions to determine

understanding of the theory and its application.

30 D2 Thermodynamic IS Lead in (15 min): review prior understanding of heat Scientific calculators

systems transfer principles. ICT facilities

Tutor-led discussion (20 min): review understanding Internet access

of heat transfer. Introduce learners to thermodynamic

process equations.

Individual activity (60 min): research a range of

thermodynamic process parameters to produce a

glossary of terms, with a short report that explains how

each relates to each other. To accompany this, a short

presentation which considers the Gas Laws and how

these relate to the process parameters.

Tutor-led discussion (10 min): review understanding

of the Gas Laws. As a group work through a number of

calculations as exemplars.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

process parameters and solve problems using Gas

Laws.

31 D1 Fluid systems RS/IS Lead in (15 min): recap the various aspects of fluid Scientific calculators

D2 Thermodynamic systems and thermodynamic systems. Revision notes

systems Tutor presentation (15 min): demonstrate exemplar

solutions to problems where learners have previously

held misconceptions.

Individual activity (75 min): investigate a range of

engineering problems which include fluid and

thermodynamic systems. Apply theories learnt to solve

problems.

Plenary (15 min): discuss results of investigations.

Address any common misconceptions.

Learning Aim E: Static and direct current electricity and circuits

32 E1 Static and direct IS Lead in (15 min): review prior knowledge relating to Scientific calculators

current electricity static and direct current. ICT facilities

Tutor-led discussion (15 min): introduce learners to Internet access

concepts of conductance, conventional current flow and

voltage.

Small group activity (30 min): based on the

feedback from the discussion, investigate the concepts

covered, producing a definition for each and relating

these to engineering applications.

Tutor presentation (20 min): explain, using

examples, charge flow and Coulombs law.

Individual activity (30 min): perform a range of

procedures to analyse systems and circuits, applying

Coulombs law where appropriate.

Plenary (10 min): work through one scenario,

learners giving guidance as to the process to follow.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

33 E1 Static and direct IS Lead in (15 min): review understanding of static and Scientific calculators

current electricity direct current concepts. ICT facilities

Group discussion (15 min): consider factors which Internet access

influence resistance, introducing temperature coefficient

of resistance. Also, introduce different types of resistor,

their function and values.

Paired activity (80 min): investigate the factors

which affect resistance. Produce a short report to

highlight the importance of each. Research different

types of resistor, their functions within circuits and

typical values.

Plenary (10 min): group feedback to class in response

to factors related to resistors.

34 E1 Static and direct IS Lead in (15 min): review factors which affect Scientific calculators

current electricity resistance. ICT facilities

Tutor-led discussion (30 min): introduce learners to Internet access

electrical field strength. Demonstrate calculations which

are to be performed.

Paired activity (60 min): produce a short fact sheet

to explain electrical field strength. Use worked examples

to exemplify theory.

Plenary (15 min): discuss electrical field strength. Use

directed questions to gauge understanding of concepts.

35 E1 Static and direct IS Lead in (15 min): review understanding of resistance Scientific calculators

current electricity and electrical field strengths. ICT facilities

Group discussion (15 min): consider factors which Internet access

influence capacitance. Also, introduce different types of

capacitor, their function and values.

Paired activity (80 min): investigate the factors

which affect capacitance. Produce a short report to

highlight the importance of each. Research different

types of capacitor, their functions within circuits and

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

typical values.

Plenary (10 min): group feedback to class in response

to factors related to capacitors.

36 E2 Direct current IS Lead in (15 min): review concepts related to direct Scientific calculators

circuit theory current theory. Data to use for

Paired activity (15 min): discuss and record prior calculations

understanding of Ohms Law, power and efficiency. ICT facilities

Tutor-led discussion (25 min): review outcomes of Internet access

paired discussion. Reinforce theory related to each, with

worked examples of calculations.

Individual activity (50 min): produce a report, with

appropriate calculations, to explain Ohms Law, power

and efficiency.

Plenary (15 min): directed questions to gauge

understanding of the topic.

37 E2 Direct current IS Lead in (15 min): review understanding of voltage, Scientific calculators

circuit theory current and capacitance.

Paired activity (20 min): carry out calculations to find

unknown values based on existing knowledge.

Tutor-led discussion (20 min): introduce Kirchhoffs

voltage and current laws using examples. Demonstrate

calculations which relate to capacitors.

Individual activity (50 min): perform calculations

using Kirchhoffs laws to determine total voltages and

currents. Use formulae to determine unknown values

with regards to capacitors.

Plenary (15 min): as a group solve problems which

relate to capacitors. Discuss the approach to take.

38 E2 Direct current IS Lead in (15 min): review direct electrical current Scientific calculators

circuit theory theory covered, including resistance and capacitance. Graph paper

Small group activity (30 min): research RC

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

determine and apply theory to DC circuits.

Individual activity (60 min): carry out calculations to

determine charge and discharge rates. Plot graphs as

appropriate, making reference to exponential growth

rates. Use data to determine time constants.

Plenary (15 min): discuss procedures which need to

be applied when working with RC transients, relate to

topic A1.

39 E2 Direct current IS Lead in (15 min): discuss prior understanding of Scientific calculators

circuit theory diodes. ICT facilities

Paired activity (60 min): research theory and Internet access

application of diodes in both forward and reverse mode

applications. Produce a short presentation to explain

how/why diodes are used.

Individual activity (30 min): identify required diodes

for given engineering situations, explaining reasons for

selection.

Plenary (15 min): discuss the importance of

forward/reverse mode diodes.

40 E3 Direct current IS Lead in (15 min): review the theories and components Scientific calculators

networks which have been covered in topics E1 and E2. ICT facilities

Individual activity (90 min): carry out individual Internet access

research into DC power sources, consider how each

gives energy and typical applications for each,

presenting findings in an appropriate style.

Plenary (15 min): peer review of research, directed

questions regarding power.

41 E3 Direct current IS Lead in (20 min): consider resistance and networks of Scientific calculators

networks resistors. Explain how to calculate total resistance in

such networks.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

determine total resistance in resistor networks, which

have a combination of series and parallel components.

Plenary (20 min): learners walk through the

processes they followed to determine total resistance.

42 E1 Static and direct RS/IS Lead in (15 min): recap the various aspects of direct Scientific calculators

current electricity current.

E2 Direct current Tutor presentation (15 min): demonstrate exemplar

circuit theory solutions to problems where learners have previously

E3 Direct current held misconceptions.

networks Individual activity (75 min): investigate a range of

engineering problems which include direct current.

Apply theories learnt to solve problems.

Plenary (15 min): discuss results of investigations.

Address any common misconceptions.

Learning Aim F: Magnetism and electromagnetic induction

43 F1 Magnetism IS Lead in (15 min): introduce learners to learning aim F. Scientific calculators

Discuss with learners their understanding of

magnetism.

Paired activity (20 min): identify a range of materials

which are ferromagnetic.

Tutor-led discussion (20 min): introduce learners to

flux density, magnetomotive force and magnetic field

strength. Demonstrate how to use calculations

correctly.

Individual activity (50 min): analyse information in

order to determine flux density and other variables for

systems.

Plenary (15 min): review learning. Learners explain

their understanding of flux density, magnetomotive

force and magnetic field strength.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

45 F1 Magnetism IS Lead in (15 min): consider aspects of magnetic theory Scientific calculators

already covered, use this as a foundation for further ICT facilities

concepts.

Internet access

Tutor-led practical demonstration (20 min):

demonstrate how to determine permeability and

reluctance. Explain to learners the relevance of each in

engineering systems.

Individual activity (20 min): use given data to

determine permeability and reluctance for systems

involving magnetism.

Tutor presentation (20 min): give learners a brief

overview of magnetic screening and hysteresis in order

to give a starting point for individual research.

Individual activity (30 min): research magnetic

screening and hysteresis. Define and describe each,

then explain the importance of each in systems

involving magnetism.

Plenary (15 min): peer review of ideas generated thus

far. Consider the feasibility of each.

45 F1 Magnetism RS Lead in (15 min): review understanding of magnetic Scientific calculators

parameters. ICT facilities

Tutor presentation (30 min): describe the meaning Internet access

of induced electromotive force. Explain and demonstrate

the principles which link induced emf and other factors.

Paired activity (60 min): produce an information

sheet which could be used to inform peers (or others)

about the how induced emf is influence by a range of

factors.

Plenary (15 min): pairs summarise their findings,

answering questions from peers.

46 F1 Magnetism IS Lead in (15 min): review understanding of induced Scientific calculators

emf.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

relationship between number of turns, magnetic length, Internet access

permeability and inductance. Introduce learners to eddy

currents.

Paired activity (80 min): learners complete their

information sheet, taking into account the factors

above. Learners should also explain in detail eddy

currents.

Plenary (15 min): pairs summarise their findings,

answering questions from peers.

47 F1 Magnetism IS Lead in (15 min): review understanding of Scientific calculators

electromagnetic inductance. ICT facilities

Tutor presentation (20 min): demonstrate the Internet access

operation of electric motors and generators. Introduce

notion of self-induction.

Paired activity (20 min): identify the key features of

electric motors and inductors. Describe the principles of

operation of each.

Individual activity (50 min): complete a research

based activity to describe the operation of an electric

motor or generator. Include calculations to support

descriptions.

Plenary (15 min): discuss the operation of electric

motors and generators. Consider theory of self-

inductance.

48 F1 Magnetism IS Lead in (15 min): recap self-inductance. Introduce the Scientific calculators

concept of mutual-inductance.

Tutor presentation (20 min): explain and

demonstrate the operation of transformers, using

calculations to exemplify theory.

Paired activity (20 min): apply appropriate formulae

to determine unknowns when considering step up/down

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

transformers.

Tutor presentation (20 min): introduce Faraday and

Lenzs laws. Explain the importance of these with

regards to electromotive induction.

Individual activity (50 min): complete exercise which

relate to both Faradays Law and Lenzs Law. Use

calculations to support findings.

Plenary (15 min): discuss understanding of mutual

inductance.

49 F1 Magnetism RS/IS Lead in (15 min): recap the various aspects of Scientific calculators

magnetism and electromagnetic induction.

Tutor presentation (15 min): demonstrate exemplar

solutions to problems where learners have previously

held misconceptions.

Individual activity (75 min): investigate a range of

engineering problems which include magnetism and

electromagnetic induction. Apply theories learnt to solve

problems.

Plenary (15 min): discuss results of investigations.

Address any common misconceptions.

50 G1 Single phase IS Lead in (15 min): introduce learners to learning aim Scientific calculators

alternating current G. Discuss any prior understanding of single phase AC ICT facilities

theory theory.

Internet access

Tutor presentation (30 min): present waveforms to

learners, noting key features along with instantaneous Graph paper

and average values. Drawing instruments

Individual activity (30 min): plot a range of

sinusoidal and non-sinusoidal waveforms. On plots

identify key features and include calculations for

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

Tutor presentation (15 min): explain form factor and

how this is calculated.

Paired activity (15 min): use given data to determine

the form function for a range of waveforms.

Plenary (15 min): discuss waveform characteristics

and the information which can be obtained from plots of

waveforms.

51 G1 Single phase IS Lead in (15 min): review theory of vectors from topic Scientific calculators

alternating current A. ICT facilities

theory Group discussion (15 min): consider why it can be Internet access

helpful to represent the sums of sinusoidal waveforms

graphically. Graph paper

the use of phasor and trigonometric to determine values

of alternating currents.

Individual activity (50 min): analyse data from given

waveforms to determine, both graphically and using

phasor addition, the sums of pairs of sinusoidal

currents.

Plenary (10 min): learners discuss methods of adding

waveforms. Consider which is best suited in different

situations.

52 G1 Single phase IS Lead in (15 min): review resistance and capacitance Scientific calculators

alternating current for DC circuits.

theory Tutor presentation (30 min): discuss with learners

reactance, impedance and capacitance. Demonstrate

how to calculate total reactance, impedance and

capacitance from given values.

Individual activity (60 min): use given data to

determine total reactance, impedance and capacitance

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

for AC systems.

Plenary (15 min): discuss how data can influence the

selection of components.

53 G1 Single phase IS Lead in (15 min): reflect on the use of AC systems in Scientific calculators

alternating current engineering and consider the need for rectification of Graph paper

theory supply for DC applications.

Drawing instruments

Tutor demonstration (30 min): demonstrate how to

apply half and full wave rectification to sinusoidal wave

forms.

Individual activity (60 min): represent rectified

waveforms graphically. Use appropriate calculations to

determine values for both half wave and full wave

rectification.

Plenary (15 min): learners present rectified

waveforms to the group.

54 G1 Single phase RS Lead in (15 min): recap the various aspects of AC Scientific calculators

alternating current theory. Graph paper

theory Tutor presentation (15 min): demonstrate exemplar Drawing instruments

solutions to problems where learners have previously

held misconceptions.

Individual activity (75 min): investigate a range of

engineering problems which include single phase

alternating current theory. Apply theories learnt to solve

problems.

Plenary (15 min): discuss results of investigations.

Address any common misconceptions.

Preparation for External Assessment

55 Learning aim A RS Lead in (15 min): recap content of topics in Scientific calculators

preparation for practice exam questions. Graph paper

Individual activity (90 min): work through practice Drawing instruments

exam questions based around learning aim A.

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

which learners considered to be challenging.

56 Learning aim B RS Lead in (15 min): recap content of topics in Scientific calculators

preparation for practice exam questions. Graph paper

Individual activity (90 min): work through practice Drawing instruments

exam questions based around learning aim B.

Plenary (15 min): review questions. Discuss questions

which learners considered to be challenging.

57 Learning aim C RS Lead in (15 min): recap content of topics in Scientific calculators

preparation for practice exam questions. Graph paper

Individual activity (90 min): work through practice Drawing instruments

exam questions based around learning aim C.

Plenary (15 min): review questions. Discuss questions

which learners considered to be challenging.

58 Learning aim D RS Lead in (15 min): recap content of topics in Scientific calculators

preparation for practice exam questions. Graph paper

Individual activity (90 min): work through practice Drawing instruments

exam questions based around learning aim D.

Plenary (15 min): review questions. Discuss questions

which learners considered to be challenging.

59 Learning aim E RS Lead in (15 min): recap content of topics in Scientific calculators

preparation for practice exam questions. Graph paper

Individual activity (90 min): work through practice Drawing instruments

exam questions based around learning aim E.

Plenary (15 min): review questions. Discuss questions

which learners considered to be challenging.

60 Learning aims F & G RS Lead in (15 min): recap content of topics in Scientific calculators

preparation for practice exam questions. Graph paper

Individual activity (90 min): work through practice Drawing instruments

BTEC NATIONAL ENGINEERING

UNIT 1: ENGINEERING PRINCIPLES

Plenary (15 min): review questions. Discuss questions

which learners considered to be challenging.

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