Sample Scheme of Work and Lesson Plan
Engineering
OCR Level 2 Principal Learning in Engineering H810
Unit F549: Engineering Design
This Support Material booklet is designed to accompany the OCR Engineering Diploma specification for teaching from September 2008.
GCSE [subject] 3 of 7
Contents
Contents 2
Sample Scheme of Work: OCR Level 2 Principal Learning in Engineering: H810 Unit F549 Engineering Design 3
Sample Lesson Plan: OCR Level 2 Principal Learning in Engineering: H810 Unit F549: Engineering Design 7
GCSE [subject] 3 of 7
Sample Diploma Scheme of Work
OCR Level 2 Principal Learning in Engineering H810 Unit F549: Engineering design /Suggested teaching time / 60 GLH / Topic / Engineering design /
Topic outline / Suggested teaching and homework activities / Suggested resources / Points to note /
Unit Overview: This unit is externally assessed with learners producing a portfolio of design development, research and ‘proving’ test evidence presented as either a paper-based portfolio of approximately 20 sheets of A3 or in the current OCR electronic format.
This form of assessment has been adopted as a large proportion of the learning outcomes relate to practical abilities. The context of the work requires the learner to experience real events and work alongside people in a ‘sector’ context, for example, work in the workplace. Learners will also need access to specialist equipment to demonstrate their skills and extended periods of time to apply their knowledge.
This is a “hands on” unit with learners disassembling selected engineered product.
There are ample opportunities for learners to develop and demonstrate their PLT’s capability.
Learners will be able to:
Investigate and research legislation relevant
to the selected product. Apply this knowledge
when designing
(Visit by legislation expert)
2 hours / · visit by legislation expert to give a talk/presentation
· learners to fill in legislation work sheet with comments on all the logo’s shown / · Worksheet with diagrams of various logos to be found on products such as:
· Kitemark, CE mark, insulation work, recycling mark etc
· Booklets/manuals on all aspects of legislation
· Range of engineering products with legislation labels / · Expert could be from any of the following: Health and Safety executive, Consumers Council, Which, Trading Standards, Citizens Advice
· Try and get the “expert” to bring as many examples of “failed” engineering products as possible
· Presenters might need to source some of these themselves
OCR Level 2 Principal Learning in Engineering H810 Unit F549: Engineering design /
Suggested teaching time / 60 GLH / Topic / Engineering design /
Topic outline / Suggested teaching and homework activities / Suggested resources / Points to note /
Select and dismantle an engineered product and identify the key functional criteria used in its design
Establish the strengths and weaknesses of comparative products including the needs of the user and manufacturer
Identify possible alternatives and improvements to the selected product and produce a design brief for these improvements / · group activity
· learners to disassemble a mechanical child’s toy and list strengths and weaknesses
· Individual activity: learners to undertake a series of tests parts and materials of the mechanical toy such as: drop test, scratch test, continuity test
· Individual activity: learners to make a simple test rig to test an aspect of the mechanical toy
· learners produce a repeat of their results / · access to workshop, tools and materials to enable students to build test rig
· access to engineering test equipment
· bought in simple mechanical toys
· worksheets on: health and safety, components and materials, specification and strengths and weaknesses
· access to computer workstation with presentation software
· digital camera / · put in mixed ability/gender groups of 2 or 3
· pre-populate work sheets such a word frames with key words and headings to give the learners a lead into the task
· set clear deadlines for each task to keep learners focussed
· try and use toys that can be easily disassembled ie screwed/bolted together rather than glued/welded
· tests used in Unit F 545 Introduction to Engineering materials could be applied here
· the test rig should have some method of measuring results
· this topic would be done after the “Communication Techniques” topic
(Disassembly and objective testing of a child’s mechanical toy)
4 hours
Develop a fully justified design specification for the improved product
Explore, select and use appropriate presentation techniques for producing design ideas and solutions
Communication Techniques / · all individual activities:
· learners re-designs aspects of the mechanical toy as an alternative or improvement and presents ideas in the form of annotated free hand sketches
· learners to disassemble the mechanical toy and accurately measure all components
· learners to use a wide range of communication techniques to show all aspects of the design of the mechanical toy and alternatives and improvements These should include:
· component drawings, isometric view, orthographic drawings, exploded view, sections and 2D and 3D modelling (both CAD and resistant materials) and the written word / · access to workshop to enable disassembly of mechanical toy
· access to computer workstation with suitable CAD software
· access to workshop to enable students to model with card, clay, polymorph, MDF etc / · learners may need support when first using CAD software
· Some learners will be more skilled at manipulating software packages – use these to support learners with difficulties
· Split the communication techniques into discreet sections lasting about 2 to 3 hours each and ensure the learners have completed the task before moving on
· As the learners become more familiar and competent with the software they should be able to work more independently
· It is anticipated that each communication technique should take 2 to 3 hours to cover
OCR Level 2 Principal Learning in Engineering: H810 Unit F549: Engineering design /
Suggested teaching time / 60 GLH / Topic / Engineering design /
Topic outline / Suggested teaching and homework activities / Suggested resources / Points to note /
Set success criteria; devise suitable tests to prove the developed design. Organise time and resources, analyse and evaluate information
(Evaluation of Junior Hacksaw)
1 hour / · evaluation lesson on junior hacksaw as per sample lesson plan / · as sample lesson plan / · this task is designed to introduce/prepare the learners for the model assignment
· Presenters could substitute a hacksaw for the junior hacksaw
Engineering Diploma 3 of 8
Sample Diploma Lesson Plan
OCR Level 2 Principal Learning in Engineering H810 Unit F549: Engineering design
Evaluation of Junior Hacksaws
OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1 / Learners identify the key function and criteria of a range of Junior HacksawsObjective 2 / Learners can identify the strengths and weaknesses of comparative products
Objective 3 / Learners can use the Junior Hacksaws safety and correctly
Objective 4 / Learners can disassemble the various Junior Hacksaws and record evidence appropriately
Recap of Previous Experience and Prior Knowledge
· Equipment required: At least four different Junior Hacksaws one set for each group and evaluation worksheets.
Content
Time / Content /4 minutes / Put the Learners in mixed gender and ability groups or 3 or 4 Learners and direct them to a table with evaluation worksheet, Junior Hacksaws and material for cutting.
6 minutes / Describe the task in hand explaining with whole class question and answer session what each of the evaluation criteria mean. ie safety pinch points, bruise points, sharp edges.
25 minutes / Group Activity: Learners are to evaluate each of the hacksaws and record their finding next to the relevant section and give a score of 1 to 5 sections are:
Ease of use
Blade changing
Ergonomics
Safety
Aesthetics
Fitness for purpose
Storage
Maintenance
10 minutes / Class discussion – groups enter their scores on whiteboard for comparison.
Results discussed with whole class.
Consensus reached on scores.
5 minutes / Class discussion on which of the Junior Hacksaws might be suitable to be developed for professional use.
Consolidation
Time / Content10 minutes / Presenter sums up findings and determines using question and answers how the Junior Hacksaws would have been manufactured.
Presenter suggests that a Hacksaw with some sort of adjustment, giving reasons for adjustment, would be the way forward.
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