and ; or for a greater depth of understanding, engineering contexts may be identified. 2 Properties of materials (AO1) Engineering materials (AO2) Mechanical properties (1a) Physical properties (1b) Typical stress- strain & load- extension graphs for low carbon steel (1d) Typical properties of materials (2b) Visit to a materials testing facility – for example, the materials laboratory in a college or university, a commercial test house, or the test lab for a large local company. During the visit learners should see demonstrations of various methods of testing materials, with brief explanations of the properties that are measured. Ideally this should include the tensile testing of low carbon steel, showing how the stress-strain/load-extension graph is created. Ideally learners should also have the opportunity to carry out some testing of selected materials, such as a metal, a polymer, a ceramic and a composite. This could be carried out in pairs, for example with each pair testing the full range of provided materials using one test method. This could be extended by allowing learners to use multiple different test methods, rather than a single method. (As an alternative, if a visit to a materials testing facility is not feasible, there are online testing simulators, or online resources such as “In The Materials Lab, Destructive Testing - Network Rail engineering education” and “In The Materials Lab, Non-Destructive Testing - Network Rail engineering education” Evaluation of the questions asked by the learners during the demonstration What went well, even better if… : learners to describe what went well during the testing activity and what they have learnt the Properties of materials (AO1) Learners should quantify the results of the testing; some may also need to carry out basic calculations Speaking and listening skills used to ask questions during the demonstrations This activity could also support performance outcome 3 in the Production and Manufacturing unit. The interpretation of the graphs link with Assessment outcomes 1 and 5 of the Mathematics for Engineers unit.
3 Properties of materials (AO1) Engineering materials (AO2) Mechanical properties (1a) Physical properties (1b) Typical stress – strain & load – extension graphs for low carbon steel (1d) Typical properties of materials (2b) (follow up to previous week) Production of a poster summarising the test methodology they used during the visit (or one of the methodologies demonstrated) and the results of testing the different materials. Each pair should then present their poster to the class. Learners could draw some initial conclusions about the comparative mechanical and physical properties of the materials tested. Support materials that may develop learners understanding of this topic include: , and . The finished poster Opportunity to demonstrate written communication skills in the poster; speaking and listening skills in the presentations to the class Learners should quantify the results of the testing; some may also need to carry out basic calculations. This could link with Assessment outcomes 1 and 2 of the Mathematics for Engineers unit. 4 Engineering materials (AO2) Properties of materials (AO1) Sources and forms of materials (2a) Typical properties and applications of materials (2b) Mechanical properties (1a) Physical properties (1b) Properties required in an application Teacher presentation: overview of the different classes of materials (ie ferrous metals, non-ferrous metals, thermoplastics, thermosets etc.). Research activity (class and homework): learners could be divided into pairs, with the different classes of material divided between the group. Each pair should investigate, as a homework activity: • Specific (named) examples of materials within that class. • The typical properties of this class of materials. • The source of the material (for example, mined ore for metals, oil for polymers) and how it is processed to allow its use. • Learners could also identify typical applications that use that class of material or the specific named examples of that material type. Learners should present their findings to the group. Learner presentations of their findings to the group Some learners may quantify the properties Speaking and listening skills used in the paired work and in the presentation In the stretch activity, a wide range of engineering contexts may be identified.
(1c) Support materials to provide an introduction to this topic (and the theme materials in subsequent sessions) could include and 5 Engineering materials (AO2) Engineering chemistry (AO3) Properties of materials (AO1) Sources and forms of materials (2a) Typical properties and applications of materials (2b) Equilibrium diagrams (3b) Heat treatment (3c) Corrosion and corrosion protection (3e) Mechanical properties (1a) Physical properties (1b) material: ferrous metals Teacher presentation: types of ferrous metal, including source, forms of supply and sustainability issues. The equilibrium diagram should be introduced to explain the properties of different Fe-C alloys, leading on to the effects of heat treatment on steels (useful reference materials could include and ) and . This presentation use, for example, the context of metal tools or gears, to illustrate how heat treatment can affect properties. (A possible reference source where pictures of engineered components that are being heat treated using different processes is ). This should also cover chemical corrosion and the use of other metals to reduce the effects of corrosion. Practical activity: following a demonstration of the safe use of heat treatment processes in the workshop, learners could manufacture test samples in low carbon steel using different forms of heat treatment. This could be, for example simple strips, test specimens or imitation spanners, depending upon the test resources available within the centre. In addition to low carbon steel, other ferrous alloys could be used for comparison. Question and answer plenary: how are the different processes changing the ferrous metals, and how do learners expect this to change the properties? Learners will need to interpret the equilibrium diagram and to specific values for the heat treatment temperatures The suggested engineering context for the presentation is tooling or gears / power transmission systems. The manufacture of the test samples could also support or benefit from performance outcomes 1 and 5 in the Production and Manufacturing unit. The quantification of properties could link with Assessment outcomes 1 and 2 of the Mathematics for Engineers unit.
Engineering chemistry (AO3) Properties of materials (AO1) and applications of materials (2b) Chemistry of polymers (3f) Crosslinking (3g) Mechanical properties (1a) Physical properties (1b) types, or more if appropriate) and carry out a range of testing on the material properties. Tests should include tensile testing, hardness and could also include, for example, density, impact testing and conductivity, depending upon the resources available within the centre. Learners should their results of testing the polymers and discuss how their results compare to the materials tested in the previous sessions. Possible support materials for this topic include , , and the comparative properties of the material Speaking and listening skills used in the paired testing work and in the discussion The manufacture of the test samples could also support or benefit from performance outcomes 1 and 5 in the Production and Manufacturing unit. The quantification of properties could link with Assessment outcomes 1 and 2 of the Mathematics for Engineers unit.
Spring Term 11 Engineering materials (AO2) Properties of materials (AO1) Sources and forms of materials (2a) Typical properties and applications of materials (2b) Identifying / justifying appropriate materials (2c) Mechanical properties (1a) Physical properties (1b) Properties required in an application (1c) Theme material: composites Teacher presentation outlining types of composite material, their source and how they are manufactured (possible reference sources for this could include ); sustainability issues; forms of supply and typical applications. This could be delivered in the context of vehicle body structures or personal protective equipment/body armour. Following a demonstration of the safe manufacture of a small item from a composite such as fibreglass (GRP), learners should work in pairs to manufacture and test the item. They could also make a sample of CRP for comparison. Learners should share their results of testing the composite, explaining why it is a suitable choice for a stated application and discussing how their results compare to the materials tested in the previous sessions. Possible support materials for this topic include , , and . . Review of the test results; class discussion on the comparative properties of the material Learners will need to quantify the results of the testing Speaking and listening skills used in the paired testing work and in the group discussion The suggested engineering context for the composites is vehicle body structures or body armour. The manufacture of the test samples could also support or benefit from performance outcomes 1 and 5 in the Production and Manufacturing unit. The quantification of properties could link with Assessment outcomes 1 and 2 of the Mathematics for Engineers unit. 12 Engineering materials (AO2) Sources and forms of materials (2a) Typical properties and applications of materials (2b) Theme materials: engineering ceramics Teacher presentation outlining types of ceramic, their source and processing for use, sustainability issues, forms of supply and typical applications. This could be delivered in the context of, for example, machine tools. Possible reference sources for this could include Review of the test results; class discussion on the comparative Learners will need to quantify the results of the testing Speaking and listening skills used
company in the context of their own product development 15 Engineering materials (AO2) Properties of materials (AO1) Sources and forms of materials (2a) Typical properties and applications of materials (2b) Identifying / justifying appropriate materials (2c) Mechanical properties (1a) Physical properties (1b) Properties required in an application (1c) (Following on from the previous week) • Complete the testing of the material properties • Prepare a presentation recommending one of the provided materials and justifying their choice. Learners should present their presentations to the group, who should discuss the recommendation and provide constructive feedback. Learner presentations and feedback Learners will need to quantify the results of the testing Speaking and listening skills used in the paired testing work and in the group discussion 16 Properties of materials (AO1) Engineering materials (AO2) Engineering chemistry (AO3) All Mock exam, covering assessment outcomes 1, 2 and 3. A sample question paper and mark scheme is available on the AQA website Summative assessment of marks achieved This could include using quantified material properties to answer questions Writing skills used to answer mock questions 17 Properties of materials All Review of the outcome of the mock exam. Working through the paper, question by question. Learners peer mark and then the class Review of the learners This include using quantified
(AO1) Engineering materials (AO2) Engineering chemistry (AO3) discuss the marks awarded, before proceeding to the next question. The feedback could cover both technical knowledge and exam skills – for example, making sure that the specific points being addressed by the question have been addressed and that there are sufficient points made to achieve the marks available etc. discussions; what went well, even better if… plenary material properties to answer questions Speaking and listening skills used in the discussion of results 18 Electricity and electronics (AO4) Current and voltage (4ai) Resistance and capacitance (4aii) Electrical power Teacher presentation: refresher on Ohms law, electrical and the roles of different components in an electronic circuit, including resistors and capacitors (this is assumed prior knowledge from Key Stage 3 and 4). Possible support materials for this topic could include: , and . Practical activity – learners could work in pairs, using breadboards to produce simple circuits with resistors and capacitors in serial and parallel arrangements (ie 4 options). Half the pairs could be allocated resistors, and the remainder allocated capacitors, with each pair investigating both possible arrangements. They should note down the expected resistance and capacitance for the combination of parts used, and the actual values achieved, and then the values when other component values are substituted in. They could then use their results to propose the mathematical relationship for each arrangement. Selected learners could demonstrate their findings to the group. Homework activity: worksheet, the students have to calculate the resistance and capacitance (and also the current/voltage/power) for a variety of presented combinations. Presentation of results to the group; homework worksheets The task involves components of different values and establishing the mathematical relationship between these values and the measured properties Speaking and listening skills used in the paired testing work The use of components and manufacture of the circuits could also support or benefit from performance outcomes 3 in the Control systems unit
integrated logics gates, comparators, timers etc. Possible reference resources could include: , and . Practical activity – learners could work in pairs, taking measurements from the three legs of a transistor to establish how the voltage at the base affects the output from the emitter. They could also measure the amount of potential gain in from a single transistor and a darlington pair. Using appropriate CAD modelling software, they could model the use of diodes and transistor drivers in a circuit where the process is some form of Integrated Circuit (IC) (such as a microcontroller) and the output device is a motor. CAD circuit designs additionally, the CAD modelling task may involve mathematical modelling Speaking and listening skills used in the paired measurement task The use of components and the design of the circuit using CAD could also support or benefit from performance outcomes 3 in the Control systems unit The engineering context for the CAD circuit design represent the output devices used in arms 22 Electricity and electronics (AO4) Current and voltage (4ai) Resistance and capacitance (4aii) Electrical power (4aiii) Analogue and digital signals (4b) Semiconductor Mini project: working in pairs, learners could be provided with the brief for a circuit that has both analogue and digital inputs and outputs. For example, this could be an alarm system with a digital switch and a light detector for inputs, which will activate a light and a modulated sound-producing output for at least 1 minute; or it could be a brief specified by a local company. Using appropriate CAD software or modular modelling resources, learners could design their circuit, using mathematical methods to identify the values of the components required. They could then manufacture a model of their design proposal. Review of the circuit designs and the effectiveness of the completed circuits The task involves the calculation of component values Speaking and listening skills used in the paired work The use of components and the design and manufacture of the circuit using CAD
energy (AO5) introduce the context of pressure vessels. This be supported by films showing examples of pressure vessels in engineering applications – there are many available on youtube; images of a range of applications can also be found at . Explain the gas laws and how these are used in engineering, demonstrating worked examples of mathematical calculations for each. Possible sources of reference information include and . Worksheet: given a series of differentiated examples, calculate gas pressures and volumes for a range of pressure vessel examples. Research activity: working individually, learners have to identify an engineering application the gas laws, sharing their findings with the group. and the ideal gas law to carry out calculations The suggested engineering context is pressure vessels This activity could also support or benefit from performance outcomes 1 and 2 in the Maths for Engineers unit 25 Transfer of energy (AO5) Properties of materials (AO1) Heat flow across material boundaries (5a) Heat (5b) Physical properties [thermal conductivity] (1b) Teacher presentation: using the context of heat treatment furnaces (to build on the heat treatment of metals, covered earlier in this unit), an overview of methods of heat transfer (eg conduction, convection and radiation); leading to the thermal conductivity of materials that could be used to insulate the furnace and how the temperature can be calculated mathematically. Possible sources of reference materials include , , , and , Practical activity: using thermocouples, working in teams learners could place them at various depths in the wall of an oven in the workshop, inside the oven and on an item to be placed into the oven. Review of heat transfer graphs; what went well, even better if… reviews of the practical activities as plenary sessions. The task involves the recording and graphing of temperature values Speaking and listening skills used in the paired work The engineering context for the first task is heat treatment; for the second task it is intermediate technology for use in remote environments The use of graphs
One way to achieve this is to use a specially constructed element in place of the oven door, for example on a small furnace used for enamelling. When the oven is operated they could then record the temperatures, and plot the temperature distribution through the material under equilibrium conditions and relate it to the material properties. This could be repeated using a variety of different materials for insulation. Teacher presentation: use of heat pumps. This could be explained by using the example of a solar powered fridge for use in Africa (possible reference sources for this include ) – for example, in a simple form this could be two metal containers, one exterior and one interior, separated by moist rags; when the exterior surface becomes hot in the sun, the moisture evaporates and condenses on the outside of the interior pot. Industrial applications of heat pumps could be supported by reference to videos of industrial applications – there are many examples on youtube. Practical activity: learners work in to produce a model of a solar-powered (or externally heated) cooling system, recording the temperature internally and externally when it is heated. They could then identify and test improvements in the design (for example, different materials used to segregate the two pots, different quantities of liquid, different liquids etc. also support assessment outcome 6 in the Maths for engineers unit 26 Transfer of energy (AO5) Properties of materials (AO1) Kinetic energy, potential energy and the conservation of energy (5c) Physical properties (1b) Teacher presentation: Using the context of impact testing (to build on the testing of materials, covered earlier in this unit), explain the difference between kinetic energy, potential energy and the conservation of energy, demonstrating worked examples of mathematical calculations for each. (Possible sources of reference include ) The task involves the calculation and measurement of energy Speaking and listening skills used in the paired work and in the discussion
Worksheet – this could be carried out as a class or homework activity: given a series of differentiated examples for impact testing, falling items, hoists and collisions (such as shunting trains), learners could calculate the PE and KE. Practical activity: working in learners could create an experiment to measure the transfer of energy. This could, for example, be based on the collision of two vehicles (based in changes in velocity/distance moved, explaining any observed loss of energy. They could proceed to research and test ideas to reduce the amount of energy transferred, e.g. through the use of materials or structures that sacrificially adsorb impact. They should their findings with the group. with the group The suggested engineering context for the introduction is impact testing. For the research/practical activity the suggested context is automotive engineering 27 Transfer of energy (AO5) Fluid flows (5f) Teacher overview: the importance of aerodynamics and flow, using car development as an example. There are several videos of this on YouTube, including . This should identify key features such as the type of flow, stagnation points, separation points, turbulence and vortices. Practical activity: Learners could work in pairs to make a simplified wind tunnel to assess the fluid flow around a 2D object. This could use blown smoke trails (e.g. two acrylic sheets sandwiching the shape, with a fan and a straw dispersal system for the smoke) or liquid including particulate markers (e.g. deep plastic tray with supply from a 2 L bottle constrained through a smaller orifice and a bucket drain). They should take pictures of the characteristic fluid flows of a variety of standard shapes, annotating he important characteristics and sharing these with the group. They could go on to make their own shapes representing cars or boats, to identify the most aerodynamic forms. Some possible reference sources for homemade wind tunnels include http://www.boxford-software.com/resources/windtunnel.html and . There are also several YouTube videos of Plenary review of the manufacture d prototypes (WWW, EBI…) and review of the captured images of the fluid flow Speaking and listening skills used in the paired work The suggested engineering context is aerodynamics of automotive or marine vehicles