Cambridge National Engineering Programmable Systems by Cambridge International Education

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

Engineering Programmable Systems

Digital Teacher’s Resource

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

FT A R D Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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NOTICE TO TEACHERS IN THE UK It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions. The teaching content of this resource is endorsed by OCR for use with specification Engineering Programmable Systems (J824). All references to assessment, including assessment preparation and practice questions of any format/style, are the publisher’s interpretation of the specification and are not endorsed by OCR. This resource was designed for use with the version of the specification available at the time of publication. However, as specifications are updated over time, there may be contradictions between the resource and the specification, therefore please use the information on the latest specification and Sample Assessment Materials at all times when ensuring students are fully prepared for their assessments. Endorsement indicates that a resource is suitable to support delivery of an OCR specification, but it does not mean that the endorsed resource is the only suitable resource to support delivery, or that it is required or necessary to achieve the qualification. OCR recommends that teachers consider using a range of teaching and learning resources based on their own professional judgement for their students’ needs. OCR has not paid for the production of this resource, nor does OCR receive any royalties from its sale. For more information about the endorsement process, please visit the OCR website.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Engineering Programmable Systems: Teacher’s Resource

Introduction About the authors Jessie Baguley (Teacher’s Resource) Jessie teaches electronics at UTC South Durham and is passionate in sharing her knowledge and skills. After taking a BTEC National in Engineering she moved to industry, working at Technology Solutions Ltd as a manufacturing technician, developing her skills in-house. She attended Nottingham Trent University and achieved a BSc Secondary Design and Technology Education with QTS. Jessie has developed her own knowledge with Festo familiarisation training, allowing her to operate and teach on the Yaskawa robotic arm and Siemens PLC.

David Hills-Taylor (Teacher’s Resource, Revision Guide)

David has 14 years’ experience of teaching and subject leadership within technology and engineering subjects, specialising in electronics and control systems. He is a former SSAT Lead Practitioner and IET Digital D&T National Teaching Award winner. David has substantial examining experience. He is the author and co-author of numerous textbooks and revision guides. He is currently co-director of Attainment in Education, a resource development and training company.

Claire Reet (Teacher’s Resource)

Claire has over 18 years’ experience of teaching, leading engineering and design technology for the majority of that time. She is currently a senior leader within her school. Claire specialises in electronics. She enjoys learning more about all areas of technology, but especially robotics. Claire has a passion for technology and regularly showcases new features of technology to her colleagues.

Mike Reid (Teacher’s Resource)

Mike completed a Diploma in Electronics after school which later led to an Honours Degree in Engineering Science. Having worked in industry for several years, Mike went into teaching and has been delivering science and engineering classes for the last 15 years. Mike established and ran the OCR Systems and Control course for nearly 5 years at UTC South Durham, before moving to his current role as Subject Lead for Engineering at Redcar and Cleveland College. Here, there are many new and exciting projects on the horizon to support Teesside’s move into green energy and decarbonisation technology.

Cambridge Nationals Engineering Programmable Systems – Baguley, Hills-Taylor, Reet, Reid © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Engineering Programmable Systems: Teacher’s Resource

About the series The Cambridge University Press resources for the Cambridge National Level 1/Level 2 qualification comprise this Teacher’s Resource and a combined Revision Guide and Workbook. Whilst all three can be used separately, they have been designed to work together to provide comprehensive support for the qualification.

The Revision Guide and Workbook supports unit R047 Principles of electronic and programmable systems, which is the externally assessed unit. The exam preparation section offers advice to help students prepare for this assessment. The revision guide section provides concise outlines of the core knowledge covered in the Specification. Each page focuses on a small piece of learning to help break revision up into manageable chunks. The practice questions in the workbook section bring revision and learning together. Digital quizzes help students to understand the language used in the examined unit assessment and to check knowledge and understanding of key concepts. The Revision Guide and Workbook has not been through the OCR endorsement process.

This Teacher’s Resource covers all of the mandatory and optional units and is a rich bank of ideas to help you create engaging lessons to meet the needs of your class. It contains presentations, worksheets, and activity and delivery ideas, which can be personalised for your lessons. Digital quizzes help test understanding and unlock the language used in assessment. We encourage you to download and customise the presentations, worksheets and teaching ideas. This Teacher’s Resource has been endorsed by OCR.

There is more information on getting the best from these resources in the pages that follow.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Engineering Programmable Systems: Teacher’s Resource

Getting the most from your Cambridge National Level 1/Level 2 Engineering Programmable Systems Resource

OCR has endorsed this Teacher’s Resource for Level 1/Level 2 Engineering Programmable Systems qualification for first teaching from September 2022, so you can be confident that it meets the needs of the Specification. It has been written to support teachers of all levels of expertise and follows the triedand-tested pedagogical cycle of Engage–Teach–Apply–Review, breaking the content down into manageable chunks.

We recognise the diversity in vocational classrooms and that how you deliver your Cambridge National course will vary from the way other schools deliver it. Therefore, whilst we have provided an exemplar delivery plan for each unit, the teaching notes and accompanying resources can be organised and amended to meet your particular needs. Indeed, we encourage you to download and adapt the banks of ideas, worksheets and presentations – all of which are provided in editable files.

In this resource, you will find:      

Delivery plans (editable Microsoft Word) Teaching notes (non-editable PDFs and editable Microsoft Word) Presentations (editable PowerPoint™ slides) Worksheets and worksheet answers (editable Microsoft Word) Digital quizzes (online only, not editable) Links to external video content (online only, not editable).

Using the delivery plans A sample outline delivery plan is included for each of the units. It gives one suggestion of how you can cover the Specification content within the guided learning hours, setting aside time for the exam (examined unit) or the assessment (non-examined units (NEAs)). Lessons are assumed to be 60 minutes long unless otherwise stated. The delivery plans can be edited – rather than a ‘scheme of work’, they are meant for you to use as a set of ideas for delivery.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Engineering Programmable Systems: Teacher’s Resource

Using the teaching notes The teaching notes are full of activity and teaching ideas to help you follow the Engage–Teach–Apply– Review cycle. There are teaching notes to help you introduce the unit, and then notes for each of the specification’s topic areas. The teaching notes will guide you to appropriate resources such as worksheets, slideshow presentations and suggested external audio-visual material. At the end of the notes for each unit, there are suggested review activities. Each of the Engage–Teach–Apply–Review stages has a different focus.

Engage  Starter activities to engage students, activate prior knowledge and get them thinking about what they are going to learn in the unit and/or topic.  Student-friendly introductions to the unit and/or topic.

Teach  Engaging and stimulating guidance and activities that activates/builds on prior learning and introduces new information in varied ways.  Teacher-mediated activities that develop knowledge and understanding.

Apply

 Student-led activities for applying knowledge and understanding to relevant contexts or for practising skills and knowledge retrieval.

Review

 Assessment-style practice tasks.

 Mid-point and end-of-unit checks on students’ progress and understanding.

 Recap of the topic and/or unit. These are often discussions or quiz-style activities. Approximate timings are given for each of these activities so that you can mix and match them to incorporate into your own lesson plans and timetables.

Presentations (PowerPoint™ slides)

For each unit, we have provided a presentation that can be used at the start of the unit to introduce the topics, key concepts and key terms. These presentations can be revisited towards the end of the unit to review and check students’ understanding and progress. There are also separate presentations for each of the Topic Areas within the unit, covering the learning content in more depth. All of the presentations can be used front of class or shared directly with students and provide excellent opportunities and activities for discussion, exploring new concepts and reviewing topics. Brief notes on how to use them are included within the PowerPoint™ Notes view.

Please note that some slides contain animations or transitions that you will need to click through in Slideshow mode. Where this occurs, instructions are included in the Notes view. Some slides also contain hyperlinks to external video content from industry and other sources to help students understand and embed knowledge and skills. Where this occurs, suggestions for how to use them are included in the Notes view.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Engineering Programmable Systems: Teacher’s Resource

Worksheets and answers There are a number of editable worksheets for each of the topic areas within a unit. These provide a variety of activities such as knowledge recall, understanding of key terminology, research, case studies and mini projects. Answers for questions with definite answers or guidance on what to include for more open questions are included (on separate files). Worksheets are often used in the ‘Apply’ stage and are suitable for independent, paired or group work.

Using the digital quizzes Straightforward digital quizzes for front-of-class use help students to check knowledge and understanding, and crucially to understand the exam language for the mandatory examined unit. Use the quizzes at any point during the unit, for example, at the start of the unit or a topic area to highlight prior knowledge or at mid- or end-of-unit review points. The quizzes have a different focus depending on the unit. Mandatory examined unit:

 Quiz 1: A 20-question quiz that focuses on the command words used in the exam. (This is also available for independent use within the Cambridge National Level 1/Level 2 Engineering Programmable Systems Revision Guide & Workbook)  Quiz 2: A 10-question quiz that focuses on key terminology and concepts covered in the mandatory examined unit. Mandatory non-examined assessed units:

 For each NEA unit, there is a 20-question quiz that focuses on key terminology and concepts.

Using the visual material

The six video resources included with this Teacher’s Resource are great for engaging students with the key concepts that benefit from visual examples in each of the units, and they come with thoughtprovoking questions for discussion and reflection. You will find opportunities for using them outlined in the relevant unit/topic area notes.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS Engineering Programmable Systems: Teacher’s Resource

CAMBRIDGE NATIONALS

R047: Unit overview About this unit Electronic and programmable systems are all around us. From the devices we use to communicate with each other to the security systems that protect us, it’s hard to imagine life without them. This unit is about understanding the principles that make it possible for these systems to be designed and produced. This unit covers all of the assessed knowledge for the overall qualification. The related application of this knowledge and associated skills are taught and assessed in units R048 and R049. This unit is mandatory and is assessed via the examination.  48 GLH

 70 marks Topic area

TA1

Basic electronic circuit principles

TA2

Electronic and programmable systems, components and devices

TA3

Methods of prototyping and testing systems and circuits

TA4

Commercial circuit production and construction methods

Reference

Essential knowledge for non-specialist teachers

We recommend the following sources of additional information. Source

Notes

Systems theory

BBC Bitesize: Systems approach to designing

Video and notes explaining systems theory and input, process and output devices.

Circuit components, prototyping and testing

Electronics Club

Website detailing all aspects of electronic circuits, from the components used in them, to methods used to construct and test them.

Programmable systems and components

STEM.org: Programmable systems

Video and teaching resources related to the applications of programmable systems.

Topic

Key terms

These words and phrases will be used often during the course of the unit:  the relationship between voltage,  programmable components current and resistance  modelling and prototyping  circuit diagrams and schematics  measurement and testing  input, process and output The PowerPoints and accompanying worksheets for this unit will help students to understand these words and phrases, with definitions for key words clarified within the resources.

Opportunities for synoptic learning This unit is a precursor to the other units in the qualification. It provides the underpinning knowledge and understanding that students will apply in the subsequent two units. When teaching these units, create opportunities to revisit the key concepts, including:  Methods of representing and modelling circuits and systems  Components and devices used in electronic and programmable systems

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS Engineering Programmable Systems: Teacher’s Resource

R047: Teaching notes Introducing the unit Engage PPT Overview slide 1 10 mins

 Discuss how electronic and programmable systems affect almost every aspect of our daily lives. Explain to students that they will develop understanding of the principles of both how these systems work and how they are made.

5 min

 Examples of electronic and programmable systems Show physical examples of electronic and programmable systems/products. For example:  mobile phones  security systems  lighting systems  electronic toys and ‘smart’ devices.

Teach

PPT Overview slide 2 5 min

 Purpose and main concepts Introduce the overall purpose of the unit, along with each of the main topic areas. Ensure that students are clear that this is the knowledge unit. It therefore covers all of the underlying theory, which they will then apply in the NEA units.  What we will learn Describe the main topic areas to be covered within this unit and what students should know and understand by the end of it.  Challenge: Ask students to describe what specific learning they think would be covered under each of the general topic areas/headings and explain why they think this is important.

PPT Overview slide 3 10 mins

Apply

 Unit overview Explain the guided learning hours for the course and the assessment requirements. Describe the performance objective weightings and how they will be split across this unit and the NEA units.

PPT Overview slide 3 10 mins

 Key words and phrases Discuss the key words and phrases that will be used in the unit, along with their meaning and importance.  Support: Help students by providing a printout of the key terms and their meanings. Students can stick this on the inside cover of their books for easy reference.  Challenge: Ask students to use each key word in a sentence.

10 mins

 What we will learn Place students into teams. Ask them to discuss and summarise what they already know about each topic area from their prior learning (each team could be allocated one or more topic areas) and what they would most like to learn from this unit.  Challenge students to produce a short presentation of their summary to the class.

Review

 What I want to learn Ask students to share three questions that they want to have answered by the end of the unit.

5 mins

 Key terminology Check that students are confident about the meaning of the key terms and phrases for the unit.

5 mins

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CAMBRIDGE NATIONALS

R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS Engineering Programmable Systems: Teacher’s Resource

TA1 Basic electronic circuit principles Learning intention To be able to design and manufacture electronic and programmable systems, engineers need to have a good understanding of basic electronic parameters and theories, and be able to perform calculations using them. In particular, they need a firm grasp of the meanings and definitions of different parameters and their units of measurement. This then allows them to develop their understanding of the relationships between them. For example, understanding and applying both Ohm’s law and Watt’s law. By the end of this topic, students should know about the different principles, parameters, theories and laws that underpin electronic and programmable systems, and how to calculate a range of different values within electronic circuits.

Key terms

These words and phrases will be used often during this topic area.

the difference in electrical potential between two points in a circuit, measured in volts

current

the flow of electric charge (electricity) in a circuit, measured in amps

resistance

opposition to the flow of current, measured in ohms

series circuit

components in the circuit are connected in one chain

parallel circuit

components in the circuit are connected in multiple loops

Ohm’s law

the relationship between voltage, current and resistance, V = I R

analogue signal

a signal that sends information as a set of continuous values, shown as sinusoidal waveforms

digital signal

a signal that is finite and sends information as a series of discrete values: ones and zeros

potential difference

PPTs TA1.1 and TA1.2, and Worksheets 1 to 3 will help students to understand these words and phrases.

Common misconceptions

How to elicit

How to overcome

Using the correct multiples and submultiples of values when performing calculations doesn’t matter.

Ask students to produce a chart of the different multiples and submultiples, ranging from mega to pico.

Encourage students to read the values given in calculation-based problems carefully.

Misconception

You don’t need to rearrange Ask students to perform a range of formulae when calculating values electronic circuit calculations that and parameters using Ohm’s law and involve the rearranging of formulae. Watt’s law.

Use the formulae triangles by covering up the value/parameter to be calculated in order to give the correct arrangement of the formula.

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CAMBRIDGE NATIONALS

R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS Engineering Programmable Systems: Teacher’s Resource

TA1.1 Electronic circuit parameters Engage  What do you already know about electricity and electronics? Ask students to write down four key terms on a sticky note to do with electricity and/or electronics that they have heard or learnt about before. They should then place these on the whiteboard. Select some of the key terms from those presented and discuss the meanings of these with the class.

PPT TA1.1 slide 2 10 mins

Teach PPT TA1.1 slides 3 and 4 30 mins

 Multiples and submultiples Explain that multiples and submultiples can be used to express very large or very small numbers. They express different units of measurement. For example, 1000 volts = 1 kilovolt = 1 kV. Work through other examples on the board, asking the class to work out the answers.

PPT TA1.1 slide 5 20 mins

 Electronic circuit terms and units Explain the meaning of the terms potential difference (voltage), current, resistance, capacitance, power and frequency, and the units used to measure them. Use a circuit with an ammeter and a voltmeter to provide context for meanings, if possible.

Apply

Worksheet 1 40 mins

 Electronic circuit parameters Ask students to complete Worksheet 1. (This could also be split, with students answering Question 1 after discussion of the key terms, and Question 2 after multiples and submultiples.) If time allows, provide additional exam-style questions on the topic. These could be taken from the sample assessment materials or edited versions of them.  Peer and self-assessment Ask students to either peer or self-assess their worksheet answers, and give additional questions and answers to help them build knowledge of the level of responses expected in exam-style questions.

Mid-point review

PPT TA1.1 slide 6 10 mins

 Cloze questions Use cloze/missing word problems to recap definitions of potential difference (voltage), current, resistance, power, capacitance and frequency.

10 mins

 3, 2, 1 review Ask students to write down one thing they already knew about the topic, two questions they still need to ask about the topic, and the three most important things they have learnt. Parts 1 and 3 of the review clearly show the progress made by each student in the learning cycle. You can also see from part 2 where any gaps in knowledge still lie. Recap or apply intervention strategies in future lessons to address these.

TA1.2 Electronic circuit theory, laws and associated calculations Engage  Different types of circuit Show the video and ask students to make notes detailing the types of circuit shown, the differences between them and how they work. Use selected questioning to discuss their observations and assess students’ current level of knowledge.

PPT TA1.2 slide 2 Video (Circuits) 15 mins

 Mix and match (recap TA1.1) Split students into pairs and give them a set of cards with electronic circuit parameters and their units of measurement. Each card should have a single parameter or a unit shown on it. Ask students to match the units to the parameters/terms.

10 mins

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CAMBRIDGE NATIONALS

R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS Engineering Programmable Systems: Teacher’s Resource

Teach PPT TA1.2 slide 3 20 mins

 Series and parallel circuits Explain what is meant by a series and a parallel circuit, using resistors in series and parallel as examples. Replay the video from slide 2, if helpful. Work through the worked examples.

PPT TA1.2 slides 4 and 5 40 mins

 Types of signals and their uses Explain the differences between analogue and digital signals. Exemplify this further by showing students the relevant waveforms from measurements taken with an oscilloscope.

PPT TA1.2 slide 6 30 mins

 Ohm’s law and Watt’s law Explain what is meant by Ohm’s law and Watt’s law, and how the triangles can be used to rearrange each formula to find each different value. Work through the worked examples with the class.

PPT TA1.2 slides 7 and 8 30 mins

 Electron flow and types of current Explain how electron flow results in a current, and the differences between alternating current (AC) and direct current (DC). Discuss where AC and DC are used.

Apply

Worksheet 2 40 mins

 Signal waveforms Ask students to draw examples of waveforms for analogue and digital signals (sine wave for analogue, square wave for digital). Place students into groups and ask them to think of examples of analogue and digital signals and their uses.  Challenge: Discuss the advantages and disadvantages of analogue and digital signals. Ask students to evaluate where their use is appropriate/inappropriate.

PPT TA1.2 slide 6 40 mins

 Relationships between circuit parameters Hand out Worksheet 3. Direct students to apply Ohm’s law and Watt’s law to find the missing values in each table. Set additional problems on the board, as needed.

Worksheet 3 40 mins

 Resistors in series and parallel calculations Direct students to solve the problems involving series and parallel circuits in Worksheet 2. Set additional problems on the board as needed.  Challenge: Set more complex problems using three resistors in series or parallel.

 Challenge: Get students to answer the question individually. They need to apply their knowledge and understanding of parallel resistance and Ohm’s law. Reveal the answer and allow students to peer or self-assess their responses.

PPT TA1.2 slide 9 10 mins

Mid-point review

PPT TA1.2 slide 10 15 mins

 WWW and EBI Ask students to write down two things that went well in this topic area and two things that could have gone better. Use their responses to further gauge areas for future improvement.

10 mins

 Quickfire quiz Reveal each question one at a time. Give students a few seconds to answer the question in their books before moving on to the next question. Discuss students’ responses and recap any points, as required.

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CAMBRIDGE NATIONALS

R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS Engineering Programmable Systems: Teacher’s Resource

R047: Suggested delivery outline This unit has 48 Guided Learning Hours, with 1 hour 15 minutes set aside for the exam. This is a suggestion for delivery, covering 47 60-minute lessons. Topic area

Topic section reference

Suggested coverage

Unit R047

Overview

Introduction

 Introduction to the unit

TA1

Basic electronic circuit principles

1.1

 The meanings and definitions of different electrical and electronic parameters

No. of lessons

TA reference

0.5–1

Supporting resources PPT Overview slides 1–3

PPT TA1.1 slides 1–6 Worksheet 1 and answers

PPT TA1.2 slides 1–6 Worksheet 2 and answers Video (Circuits)

PPT TA1.2 slides 7–10 Worksheet 3 and answers

4.5

PPT TA2.1 slides 1–8 Worksheet 4 and answers

PPT TA2.2.1 slides 1–5 Worksheet 6 and answers

 The SI units of measurement of different electrical and electronic parameters

 Simplification and conversion of units between different multiples and submultiples Basic electronic circuit principles

1.2

 Electron flow and the different types of current (AC and DC)

TA1

 Series and parallel circuits, and their use in context  Calculation of total resistance in series and parallel circuits  Analogue and digital signals, and their use in context

Basic electronic circuit principles

1.2

 The use of Ohm’s law to calculate voltage, current and resistance

TA1

 The use of Watt’s law to calculate power, current and voltage

TA2

Electronic and programmable systems, components and devices

2.1

Electronic and programmable systems, components and devices

2.2.1

 The systems approach and system block diagrams  Circuit schematics

 Printed circuit board (PCB) layouts

TA2

 Input components and devices – switches and sensors  Touch screens

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CAMBRIDGE NATIONALS

R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS Engineering Programmable Systems: Teacher’s Resource

TA reference

Topic area

Topic section reference

Suggested coverage

TA2

Electronic and programmable systems, components and devices

2.2.2

 Process components and devices – amplifiers, counters, timers, latches, pulse generators and analogue to digital converters

Electronic and programmable systems, components and devices

2.2.3

TA2

Electronic and programmable systems, components and devices

2.2.4

TA2

Electronic and programmable systems, components and devices

2.2.5

TA2

Electronic and programmable systems, components and devices

2.2.6, 2.2.7

Electronic and programmable systems, components and devices

2.3

TA2

PPT TA2.2.2 slides 1–13 Worksheet 7 and answers

PPT TA2.2.3 slides 1–5 Worksheet 8 and answers

PPT TA2.2.4 slides 1–5 Worksheet 9 and answers

PPT TA2.2.5 slides 1–6 Worksheet 10 and answers

2.5

PPT TA2.2.6 & 2.2.7 slides 1–6 Worksheet 11 and answers

PPT TA2.3 slides 1–8 Worksheet 12 and answers

 Light output components and devices – lamps, LEDs, LED displays and LCDs  Sound output components and devices – buzzers and piezo sounders  Motors

 Drivers and interface devices – transistors, Darlington drivers and relays

 Passive components – resistors (fixed and variable), diodes and capacitors (polarised and non-polarised)

 Suitability and sustainability of different power supplies for different applications  Suitability of wiring types for different applications

 Characteristics and applications of microcontrollers and programmable logic controllers (PLCs)  Features of different types of programming languages and systems

Supporting resources

 Logic functions, devices and their truth tables

TA2

No. of lessons

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CAMBRIDGE NATIONALS

R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS Engineering Programmable Systems: Teacher’s Resource

TA reference

Topic area

Topic section reference

Suggested coverage

TA3

Methods of prototyping and testing systems and circuits

3.1

 Use of CAD modelling to simulate circuits and programmable systems

TA3

Methods of prototyping and testing systems and circuits

3.2

 Characteristics, purpose and use of measurement and test equipment

3.5

PPT TA3.2 slides 1–6 Worksheet 14 and answers

TA4

Commercial circuit production and construction methods

4.1

 Processes and methods used to produce PCBs

3.5

PPT TA4.1 slides 1–7 Worksheet 15 and answers

Commercial circuit production and construction methods

4.2

PPT TA4.2 slides 1–5 Worksheet 15 and answers

Overview

ALL

 Characteristics and uses of commercial PCBs

 Advantages and disadvantages of both methods

 Characteristics and processes of methods used to assemble commercial PCBs  Advantages and disadvantages of all methods  Review of the unit

0.5

Supporting resources PPT TA3.1 slides 1–7 Worksheet 13 and answers

PPT Overview slides 1–3

Unit R047

3.5

 Purpose and characteristics of physical modelling methods – modular kits, breadboard, stripboard and PCBs

TA4

No. of lessons

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CAMBRIDGE NATIONALS

R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS R064 Enterprise & marketing concepts

Worksheet 1: Electronic circuit parameters 1. Complete the table below by adding the meaning and unit of measurement for each term shown. Term

Meaning

Unit

Potential difference Current Resistance

Capacitance Power Frequency

4.5 kV to V

2. Perform each of the following conversions using the multiples and submultiples shown. Show all your working.

1 nF to F

2 MΩ to Ω

10 500 Hz to kHz

0.033 A to mA

UNIT: R047 TA1.1

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CAMBRIDGE NATIONALS

R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS R064 Enterprise & marketing concepts

Worksheet 2: Electronic circuit theory 1. Figure 1 shows a resistor circuit.

Figure 1 a. State the type of circuit shown in Figure 1.

b. Calculate the total resistance of the circuit. Show all your working.

2. Figure 2 shows a different type of resistor circuit.

Figure 2

a. State the type of circuit shown in Figure 2.

b. State the formula used to calculate the total resistance of this type of circuit.

3. Fill in the missing words in each of the following sentences. a.

signals are continuous and shown as a

signals are discrete and shown as a

wave. wave.

UNIT: R047 TA1.2

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R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS R064 Enterprise & marketing concepts

Worksheet 3: The relationships between circuit parameters 1. Complete the table below by calculating the missing values for each circuit listed. Circuit

Voltage V across the circuit

Current I flowing through the circuit

Resistance R of the circuit

4.5 V

0.025 A

3Ω

120 Ω

0.2 A

Power P used by the circuit

Current I flowing through the circuit

Circuit

2. Complete the table below by calculating the missing values for each circuit listed.

60 W

Voltage V across the circuit

0.6 A

20 V

0.05 A

16 V

UNIT: R047 TA1.2

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R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS R064 Enterprise & marketing concepts

Worksheet 1 answers: Electronic circuit parameters 1. Complete the table below by adding the meaning and unit of measurement for each term shown. Meaning

Unit

Potential difference

The difference in electrical potential between two points in a circuit

volt, V

Current

The flow of electricity around an electronic circuit

amp, A

Resistance

The opposition to the flow of electricity around an electronic circuit

ohm, Ω

Capacitance

The ability of a component or circuit to store electrical charge

farad, F

Power

The rate at which energy is transferred by an electronic circuit

watt, W

Frequency

The number of wave cycles that pass a certain fixed point over a given amount of time

hertz, Hz

Term

2. Perform each of the following conversions using the multiples and submultiples shown. Show all your working. 4500 V

1 nF to F

0.000 000 001 F

2 MΩ to Ω

2 000 000 Ω

10 500 Hz to kHz

10.5 kHz

4.5 kV to V

33 mA

0.033 A to mA

UNIT: R047 TA1.1

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R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS R064 Enterprise & marketing concepts

Worksheet 2 answers: Electronic circuit theory 1. Figure 1 shows a resistor circuit.

Figure 1 a. State the type of circuit shown in Figure 1. Series circuit b. Calculate the total resistance of the circuit. Show all your working. Rtot = R1 + R2

Rtot = 27 + 33 Rtot = 60 Ω

2. Figure 2 shows a different type of resistor circuit.

Figure 2

a. State the type of circuit shown in Figure 2. Parallel circuit

b. State the formula used to calculate the total resistance of this type of circuit.

1 1 1   Rtot R1 R2

3. Fill in the missing words in each of the following sentences. a. Analogue signals are continuous and shown as a sinusoidal wave.

b. Digital signals are discrete and shown as a square wave.

UNIT: R047 TA1.2

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R047 PRINCIPLES OF ELECTRONIC AND PROGRAMMABLE SYSTEMS R064 Enterprise & marketing concepts

Worksheet 3 answers: The relationships between circuit parameters 1. Complete the table below by calculating the missing values for each circuit listed. Circuit

Voltage V across the circuit

Current I flowing through the circuit

Resistance R of the circuit

15 V

3Ω

0.025 A

360 Ω

4.5 V

120 Ω

0.2 A

15 Ω

0.04 A

2. Complete the table below by calculating the missing values for each circuit listed.

12 W

Power P used by the circuit

Current I flowing through the circuit

Circuit

Voltage V across the circuit

0.6 A

20 V

0.8 W

0.05 A

16 V

60 W

12 V

1.4 A

UNIT: R047 TA1.2

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Unit overview and review

R047: Principles of electronic and programmable systems

If time is needed elsewhere in the unit, limit the unit introduction to 30 minutes.

Engage: Show and discuss physical examples of electronic and programmable systems/products. For example, mobile phones, security systems, lighting systems, electronic toys, ‘smart’ devices, etc. The key point is that electronic and programmable systems now affect almost every aspect of our daily lives. This unit will develop understanding of the principles of how these systems work and how they are made.

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R 0 4 7 Pr in c ip l e s o f e l e c tr o nic a n d p r o g r a m mab le syste m s : U n it o ve r vie w

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Overview of this unit • 48 guided learning hours

Performance objective

This unit (%)

R048 and R049 (%)

Overall (%)

• Assessed by an external assessment (1 hour 15 minutes).

Recall knowledge and show understanding

16.5–20

–

16.5–20

Apply knowledge and understanding

13.5–17

31.5–35

• Successful results in the qualification are awarded on the scale: Distinction*, Distinction, Merit, Pass

5–7

20–22

Demonstrate and apply skills and processes

–

Overall weighting

100

What we will learn

Unit overview

Analyse and evaluate knowledge, understanding and performance

• Provides the essential knowledge applied in the other two units, which are assessed by assignments

Teach: Talk though the bullet points with the class. The table is the marks allocation – the point to make here is that this unit contains all of the underlying theory, so careful study is needed to be able to apply this effectively in context in the other two units. Further, depending upon the delivery mechanism chosen by the school, some practical demonstrations or activities can contribute to learning in both this unit and either R048 or R049.

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What we will learn By the end of this unit, you will TA1 Basic electronic circuit principles

Commercial circuit production and construction methods

the main electronic circuit terms, laws and theorems, and how to use them to calculate values

Know

the components and devices used to produce electronic systems, and how they are represented

TA2 Principles of electronic and programmable systems

TA3 Methods of prototyping and testing systems and circuits

Understand

the main characteristics and uses of programmable components, and how they are programmed

Understand

how circuits are modelled, prototyped and tested

Understand

the methods used to produce circuits and systems commercially What we will learn

Unit overview

Electronic and programmable systems, components and devices

TA4

Know

Teach: Talk though the topic areas with the class.

Apply: Place students into teams and ask them to briefly summarise what they already know about each topic area from prior learning, and what they would most like to learn from this unit. They could summarise this as a written document or via a short presentation to the class. In addition, the key words and terms for the unit could be discussed, along with their meanings and importance.

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TA1.1: Electronic circuit parameters

R047: Principles of electronic and programmable systems

TA1: Basic electronic circuit principles

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R047, TA1.1

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What do you already know about electricity and electronics? • On your sticky note, write down four key terms that you have heard before, related to electricity or electronics.

• Place your sticky note on the board.

• What does each term that you have written mean?

Electronic circuit terms 1

Electronic circuit terms 2

Multiples and submultiples

Review

Let’s get started

Engage: Ask students to write down four key terms on a sticky note to do with electricity and/or electronics that they have heard or learnt about before. They should then place these on the whiteboard. Select some of the key terms from those presented and discuss the meanings of these with the class. This will give you an idea of how much knowledge students already have of this topic area, and where they need to develop their knowledge.

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Potential difference, current and resistance • Potential difference, or voltage, is the difference in potential between two points in an electronic circuit. It is measured in volts. It is sometimes referred to as the “pressure” that pushes current around in a circuit.

Parameter Unit of Unit measurement abbreviation potential difference

volt

current

amp

• Resistance, measured in ohms, is the opposition to the flow of electricity.

resistance

ohm

• Current, measured in amps, is the flow of electrically charged carries, such as electrons, around a circuit. Electrons carry a negative charge. Resistance, measured in ohms, is the opposition to this flow.

• Voltage, current and resistance are related via Ohm’s law: V = IR

Electronic circuit terms 1

Electronic circuit terms 2

Multiples and submultiples

Review

Let’s get started

Teach: Explain the meaning of each of the terms and the units used to measure them. Use a circuit with an ammeter and a voltmeter to provide context, if possible. Explain that voltage is also known as the ‘push’ that results in current flowing through a circuit. For example, a 9 V battery provides 9 volts worth of ‘push’. Current flows around a circuit and is opposed by resistance. The greater the resistance, the greater the opposition to this flow. A quick overview of Ohm’s law can be given here, but this is covered in more detail in TA1.2.

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Capacitance, power and frequency • Capacitance is the ability of a component or circuit to store electrical charge. It is measured in farads. • Power is the rate at which energy is transferred by an electronic circuit. It is measured in watts.

capacitance farad

power

watt

frequency

hertz

Electronic circuit terms 1

Electronic circuit terms 2

Multiples and submultiples

Review

Let’s get started

Unit of Unit measurement abbreviation

• Frequency is the number of wave cycles that pass a certain fixed point over a given amount of time. It is important when producing signal waveforms and it is measured in hertz.

Parameter

Teach: Explain the meaning of each of the terms and the units used to measure them.

Apply: Ask students to answer Question 1 on Worksheet 1. Alternatively, leave the worksheet until after you have discussed multiples and submultiples (Slide 5).

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Multiples and submultiples Abbreviation

Factor

Decimal

mega

106

1 000 000

kilo

103

1000

milli

10−3

0.001

micro

10−6

0.000 001

nano

10−9

0.000 000 001

pico

10−12

0.000 000 000 001

Electronic circuit terms 1

Electronic circuit terms 2

Multiples and submultiples

Review

Let’s get started

Multiple or submultiple

Teach: Explain that multiples and submultiples can be used to express very large or very small numbers. They express different units of measurement. For example, 1000 volts = 1 kilovolt = 1 kV. Work through other examples on the board, asking the class to work out the answers. This could be done as a class discussion or by students each writing down their answers individually. Examples could include microfarads (capacitance), megaohms (resistance) or milliamps (current).

Apply: Ask students to complete Worksheet 1. Provide additional exam-style questions for more practice.

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3, 2, 1 review • Complete the review of your learning in this cycle. • How much progress have you made?

1 thing I already knew about the topic

The 3 most important things I have learnt about the topic

Electronic circuit terms 1

Electronic circuit terms 2

Multiples and submultiples

Review

Let’s get started

2 questions I still need to ask about the topic

Review: This activity links with the engage activity at the start, as students can compare their initial knowledge with what they now know about the topic. Parts 1 and 3 of the review clearly show the progress made by each student in the learning cycle. You can also see from part 2 where any gaps in knowledge still lie, and recap or apply intervention strategies in future lessons. As this topic provides the fundamental knowledge and understanding for what follows next in the unit, it is vital that any gaps are found and tackled early in the course. Students could complete this activity in their books, or on paper, or the slide could be printed for them to fill in, with the results discussed as a class or with individual students, as appropriate.

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TA1.2: Electronic circuit theory, laws and associated calculations

R047: Principles of electronic and programmable systems

TA1: Basic electronic circuit principles

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R047, TA1.2

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Different types of circuit Watch the video and make notes.

• What types of circuit did you see in the video?

• What are the differences between these types of circuit? • How does each type of circuit work?

Electron flow and current

Series circuits

Parallel circuits

Types of signals

Let’s get started

Engage: Show the video (link https://www.youtube.com/watch?v=XSukRnxGy5c) and ask students to make notes detailing the types of circuit shown, the differences between them and how they work. Following this, use selected questioning (those on the slide appear one at a time on a click) to discuss students’ observations and assess their current level of knowledge on the topic.

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Electron flow and types of current • To create a flow of electricity, there must be a movement of electrical charge. Electrons carry a negative charge, so a movement or flow of electrons results in a current.

• Alternating current (AC) changes direction periodically. It is often used for power transmission over very long distances.

• Direct current (DC) only flows in a single direction. It can be more easily stored than AC – for example, through the use of batteries.

Electron flow and current

Series circuits

Parallel circuits

Types of signals

Let’s get started

Teach: Explain how electron flow results in a current. Then explain the differences between alternating current (AC) and direct current (DC).

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Series circuits • In series circuits the components are connected in one ‘chain’. • There is only one path for the current to flow through. • When connecting resistors in series, the total resistance can be calculated using the formula:

330 Ω

470 Ω

1 kΩ

Worked example For the above circuit:

Rtot = 330 + 470 + 1000

• Resistors only come in certain values. So, adding them together creates resistances that would otherwise be unavailable. Electron flow and current

Rtot = 1800 Ω

Series circuits

Parallel circuits

Types of signals

Let’s get started

Rtot = R1 + R2 + R3

Teach: Explain what is meant by a series circuit, using resistors in series as an example. Work through the worked example with the class.

Apply: Hand out Worksheet 2 and ask students to answer Question 1 (or complete the worksheet later in the lesson). Provide additional calculations, via the whiteboard, for students to complete.

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R047, TA1.2

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Parallel circuits

330 Ω

• In parallel circuits the components are connected via different ‘loops’ or ‘branches’.

• There is more than one path for the current to flow through.

1 1 1 1 = + + Rtot R1 R2 R3

For the above circuit: 1

Rtot

• The total resistance in this type of circuit is lower than the lowest resistor value. Electron flow and current

330

470

Rtot = 194 Ω

Series circuits

Parallel circuits

Types of signals

Let’s get started

Worked example

• When connecting resistors in parallel, the total resistance can be calculated using the formula:

470 Ω

Teach: Explain what is meant by a parallel circuit, using resistors in parallel as an example. Work through the worked example with the class.

Apply: Ask students to answer Question 2 on Worksheet 2 (or complete the worksheet later in the lesson). Provide additional calculations, via the whiteboard, for students to complete.

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Types of signals and their uses • The two main types of signal used in electronic and programmable systems are analogue and digital. • Analogue signals send information as a set of continuous values and are shown as sinusoidal waveforms. An example is temperature level, which can be detected by a sensor.

• Digital signals are finite and send information as a series of discrete values, such as ones and zeros. They are shown as square waveforms. An example is the data contained on an MP3 music file. What other examples of analogue and digital signals, and their uses, can you think of? What are the advantages and disadvantages of each type of signal? Electron flow and current

Series circuits

Parallel circuits

Types of signals

Let’s get started

Teach: Explain the differences between analogue and digital signals. This could be further exemplified by showing the relevant waveforms from measurements taken with an oscilloscope. Two key characteristics of signal waveforms are their time period and frequency. These can be measured on analogue and digital signal waveforms, as well as on the different types of current signals shown on slide 3.

Apply: Ask students to draw what they think the waveforms for analogue and digital signals look like (for example, sine wave for analogue, square wave for digital). Working in groups, ask students to think of examples of analogue and digital signals and their uses. They should also discuss the advantages and disadvantages of analogue and digital signals, and where their use is appropriate/inappropriate. Ask students to complete Worksheet 2.

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R047, TA1.2

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Ohm’s law • Ohm’s law shows the relationship between voltage, current and resistance. • It is given by the formula: voltage (V) = current (I) × resistance (R)

Worked example A circuit has a power supply of 12 V and a current of 4 A flowing through it. Calculate the resistance of the circuit. V

V I

R=3Ω

Watt’s law

Challenge

Review

Ohm’s law

Teach: Explain Ohm’s law and how the triangle can be used to rearrange the formula to find each different value. Work through the worked example with the class.

Apply: Hand out Worksheet 3 and ask students to answer Question 1 (or complete the worksheet later in the lesson). Provide additional calculations, via the whiteboard, for students to complete.

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R047, TA1.2

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Watt’s law • Watt’s law shows the relationship between power, current and voltage. • It is given by the formula: power (P) = current (I) × voltage (V)

Worked example A circuit has a power supply of 4.5 V and a current of 0.02 A flowing through it. Calculate the power used by the circuit.

P I

P=I×V

P = 0.02 × 4.5

Watt’s law

Challenge

Review

Ohm’s law

P = 0.09 W or 90 mW

Teach: Explain Watt’s law and how the triangle can be used to rearrange the formula to find each different value. Work through the worked example with the class.

Apply: Ask students to complete Worksheet 3. Provide additional calculations, via the whiteboard, for students to complete.

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Challenge The circuit below has a current of 30 mA flowing through it. Calculate the voltage between points A and B in the circuit. 1 1 1 = + R1 R R R tot

110 Ω R2 220 Ω

Rtot

1 110

1 220

Rtot = 73.33 Ω V=I×R

V = 0.03 × 73.33

V = 2.2 V

Watt’s law

Challenge

Review

Ohm’s law

Apply (Challenge): This is a more challenging calculation that involves learners combining their knowledge of the relationships between parameters. Ask students to attempt the calculation, showing their working. Reveal the answer and allow students to peer or self-assess each other’s responses using the solution.

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R047, TA1.2

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Quickfire quiz! Answer the following questions: 1. In which type of circuit are the components connected in a single chain? 2. Which type of current flows in one direction only?

3. How is total resistance calculated in different types of circuits? 4. Which type of signal is continuous? 5. What is Watt’s law?

Electron flow and current

Circuits

Types of signals

Ohm’s law and Watt’s law

Review

Let’s get started

Review: The quiz could be completed as a quickfire set of questions to selected members of the class, or all students could participate by writing their answers in their books/notes.

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