What is Edexcel - gdei.edu.cnweb.gdei.edu.cn/wlx/gonggaolan/resource/5a293debb5c57940... · Web viewWhat is Edexcel? Edexcel was formed in 1996 by the merger of two well-respected

Edited by Sa Yang, Emma Zheng

The BTEC Center

of Guangdong University of Education

A Manual for BTEC Students

ContentsPart 1 Introduction To Edexcel & HND -----------------------------------------------------4

1. What is Edexcel?-------------------------------------------------------------------------42. What is BTEC HND?--------------------------------------------------------------------43. How to Calculation of the qualification grade?-------------- ------------------------6

Part 2 Introduction to HND in Electrical/Electronic Engineering(Electronic) ----------81. What does HND in Electrical/Electronic Engineering(Electronic) aim at--------82. What is the vocational prospect of studying HND in

Electrical/Electronic Engineering(Electronic)?----------------------------------------9 3. Appealing System ----------------------------------------------------------------------10Part 3 Learning Requirement for HND in Electrical/

Electronic engineering(Electronic)------------------------------------------------111. How many units are to be covered for HND?---------------------------------------112. How is the achievement of HND learning assessed?-------------------------------113. What is citation and referencing?-----------------------------------------------------134. What is plagiarism?---------------------------------------------------------------------145. What is the regulation for late work?-------------------------------------------------18

APPENDIX I The Unit Structure of HND in Electrical/Electronic Engineering(Electronic) For the Center OF GDEI-------------------------------------------------------------19

APPENDIX II UNIT DESCRIPTION-----------------------------------------------------------20Unit 1: Analytical Methods for Engineers ------------------------------------------------20Unit 2: Engineering Science-----------------------------------------------------------------25Unit 3: Project Design, Implementation and Evaluation --------------------------------29Unit 4: Electrical and Electronic Principles ----------------------------------------------33Unit 8: Engineering Design -----------------------------------------------------------------37Unit 22: Programmable Logic Controllers -----------------------------------------------40Unit 39: Electronic Principles --------------------------------------------------------------44Unit 57: Mechatronic Systems -------------------------------------------------------------48Unit 58: Microprocessor Systems ----------------------------------------------------------

52Unit 59: Advanced Mathematics for Engineering ---------------------------------------55Unit 64: Electrical and Electronic Measurement and Testing --------------------------60Unit 71: Combinational and Sequential Logic -------------------------------------------64Unit 73: Principles of Electronic Product Manufacture ---------------------------------67Unit 76: Managing the Work of Individuals and Teams -------------------------------70Unit 18: Procedural Programming ---------------------------------------------------------74Unit 41: Programming in Java -------------------------------------------------------------79

APPENDIX III Harvard System for Referencing--------------------------------------------84

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Part 1 Introduction To Edexcel & HND1. What is Edexcel?

Edexcel was formed in 1996 by the merger of two well-respected bodies, BTEC (the Business & Technology Education Council) and ULEAC (the University of London Examinations and Assessment Council). Both were leaders in their respective fields of academic and vocational qualifications. Now Edexcel provides a very wide range of qualifications to cater for all needs and learning style:

GCSE GCSE in vocational subjects GCE Advanced VCE GNVQ NVQ Adult Literacy and Adult Numeracy qualifications at Entry levels, levels 1 & 2 Key skills BTEC Firsts, Nationals, Higher Nationals and short courses.

Edexcel International services customers (BTEC centers) in over 100 countries around the world from its headquarters in London. BTEC Center of Guangdong Institute of Education is one of these centers. It carries out the qualification of BTEC Higher National Diploma (HND) in Computing (Software Development).

2. What is BTEC HND?The BTEC Higher National is one of the best-known BTEC qualifications that

Edxcel offers. It’s an undergraduate qualification that is roughly equivalent to the first half of a degree. There are two BTEC Higher National qualifications and each one has a different requirements.

Edexcel BTEC Level 5 HNDs in Electrical and Electronic Engineering, Electrical

Engineering and Electronic Engineering

1 Qualification credit value: a minimum of 240 credits. (A maximum of 30 credits may be at level 3; a minimum of 65 credits must be at level 4; and a maximum of 30 credits may be at level 6.)

2 Minimum credit to be achieved at the level of the qualification (level 5): 125 credits.

3 Mandatory core unit credit: 65 credits.

4 Specialist unit credit: 175 credits.

5 A maximum of 60 credits can be centre devised or imported from other QCF Edexcel BTEC Higher National qualifications to meet local needs. Level rules and mandatory core units must not be changed.

Structure of the Edexcel BTEC Level 5 HND in Electrical and Electronic Engineering

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The Edexcel BTEC Level 5 HND programme must contain a minimum of 65 credits at level 4 and a minimum of 125 credits at level 5.

For further information, you can consult to the Websites:http://www.edexcel-international.org/http://c-na.edexcel.org.uk /

3. How to Calculation of the qualification grade?

Pass qualification grade

Learners who achieve the minimum eligible credit value specified by the rule of combination will achieve the qualification at pass grade (see section Rules of combination for the Edexcel BTEC Levels 4 and 5 Higher National qualifications).

Qualification grades above pass grade

Learners will be awarded a merit or distinction qualification grade by the aggregation of points gained through the successful achievement of individual units. The graded section of both qualifications is based on the learner’s best performance in units at

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http://c-na.edexcel.org.uk/

http://www.edexcel-international.org/


the level or above of the qualification to the value of 75 credits.

The number of points available is dependent on the unit grade achieved and the credit size of the unit (as shown in the ‘Points available per credit at specified unit grades’ table below).

Points available per credit at specified unit grades

Qualification grades

Edexcel BTEC Level 5 HND

Examples of possible learner profiles of the best 75 credits at the level of the qualification or above. These tables fit both HNC and HND qualifications.

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Part 2 Introduction to HND in Electrical/Electronic Engineering(Electronic)1. What do HND in Electrical/Electronic Engineering(Electronic) aim at?

Edexcel BTEC Higher Nationals are designed to provide a specialist vocational programme, linked to professional body requirements and National Occupational Standards where appropriate.

They offer a strong, sector-related emphasis on practical skills development alongside the development of requisite knowledge and understanding.

The qualifications provide a thorough grounding in the key concepts and practical skills required in their sector and their national recognition by employers allows direct progression to employment.

A key progression path for Edexcel BTEC HNC and HND learners is to the second or third year of a degree or honours degree programme, depending on the match of the Edexcel BTEC Higher National units to the degree programme in question.

The BTEC Higher Nationals in Electrical and Electronic Engineering have been developed to focus on:

● the education and training of electrical/electronic engineers/technicians who are employed at a professional level in a variety of types of technical work, such as in: electrical, electronic or communication design, manufacture, maintenance and technical services areas of the engineering industry

● providing opportunities for electrical/electronic engineers/technicians to achieve a nationally recognised Level 4 or Level 5 vocationally specific qualification

● providing opportunities for full-time learners to gain a nationally recognised vocationally specific qualification to enter employment as an engineer/technician or progress to higher education vocational qualifications such as a full or part-time degree in electrical/electronic/communication engineering or related area

● providing opportunities for learners to focus on the development of the higher level skills in a technological and management context

● providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life.

Learners studying for Edexcel BTEC Higher Nationals in Electrical and Electronic Engineering, Electrical Engineering and Electronic Engineering will be expected to develop the following skills during the programme of study:

● analyse, synthesise and summarise information critically● read and use appropriate literature with a full and critical understanding● think independently, solve problems and devise innovative solutions● take responsibility for their own learning and recognise their own learning style● apply subject knowledge and understanding to address familiar and unfamiliar

problems● design, plan, conduct and report on investigations● use their knowledge, understanding and skills to evaluate and formulate evidence-

based arguments critically and identify solutions to clearly defined problems of a general routine nature

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● communicate the results of their study and other work accurately and reliably using a range of specialist techniques

● identify and address their own major learning needs within defined contexts and to undertake guided further learning in new areas

● apply their subject-related and transferable skills in contexts where the scope of the task and the criteria for decisions are generally well defined but where some personal responsibility and initiative is required.

2. What are the vocational prospects of studying HND in Electrical/Electronic Engineering (Electronic)?

Higher National Diplomas are followed predominately by full-time learners. They allow progression into or within employment in the corresponding sector, either directly on achieving of the award or following further study to degree level.

The BTEC Higher National Diploma in Electrical/Electronic Engineering provides opportunities for learners to apply their knowledge and practical skills in the workplace. Full-time learners have the opportunity to do this through formal work placements or their part-time employment experience. Progression from this qualification may well be into or within employment in Electrical/Electronic Engineering sector.

Learners studying on the BTEC Higher National Diploma will be able to apply for a number of roles at the corresponding sectors. General specialists can enter the corresponding area of management or administer. Some learners can enter a specific area of employment or technical worker related to the Applied Physics and in Electrical/Electronic Engineering knowledge. Other learners may progress on to further study such as a degree or a Professional Development Qualification.

3. Appealing System

Appealing SystemGDEI BTEC Center for Electronics

Student disagree with Accessor’s decision

Discuss with IV Agree Disagree

Turn to Appealing Committee AgreeDisagree

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Turn to College Committee

Note: If you want to appeal to the Appealing Committee, please write to [email protected] Committee: Zhihua Luo, Ping Hui, Simin Chen, Sa YangCollege Committee: Jianbin Xiao, Zhihua Luo, Yueping Meng

Part 3 Learning Requirement for HND in Electrical/Electronic Engineering(Electronic)

1. How many credits are to be covered for HND?Edexcel BTEC Level 5 HNDs in Electrical and Electronic Engineering:1. Qualification credit value: a minimum of 240 credits. (A maximum of 30 credits

may be at level 3; a minimum of 65 credits must be at level 4; and a maximum of 30 credits may be at level 6.)

2. Minimum credit to be achieved at the level of the qualification (level 5): 125 credits.

3. Mandatory core unit credit: 65 credits.4. Specialist unit credit: 175 credits.5. A maximum of 60 credits can be centre devised or imported from other QCF

Edexcel BTEC Higher National qualifications to meet local needs. Level rules and mandatory core units must not be changed.

According to this guidance, the center of Guangdong Institute of Education has made up a program scheme which contains four core units, twelve units from specialist units. (See Appendix I.)

2. How is the achievement of HND learning assessed?The assessment of BTEC Higher National qualifications is criterion-referenced and

centers are required to assess learners’ evidence against published learning outcomes and assessment criteria. All units will be individually graded as ‘pass’, ‘merit’ or ‘distinction’. To achieve a pass grade for the unit learners must meet the assessment criteria set out in the specifications, but the merit and distinction grade descriptors need to be viewed as a qualitative extension of the assessment criteria for pass within each individual unit. The relevant generic grade descriptors must be identified and specified within an assignment and the relevant indicative characteristics should be used to place the required evidence in context.Grade descriptors Pass grade

A pass grade is achieved by meeting all the requirements defined in the assessment criteria for pass for each unit.

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mailto:[email protected]


Merit grade Merit descriptors Exemplar indicative characteristics

Centres can identify and use other relevant characteristics. This is NOT a tick list.

In order to achieve a merit the learner must:

The learner’s evidence shows, for example:

identify and apply strategies to find appropriate solutions

effective judgements have been made complex problems with more than one variable have

been explored an effective approach to study and research has been

applied select/design and

apply appropriate methods/techniques

relevant theories and techniques have been applied a range of methods and techniques have been applied a range of sources of information has been used the selection of methods and techniques/sources has

been justified the design of methods/techniques has been justified complex information/data has been synthesised and

processed appropriate learning methods/techniques have been

applied present and

communicate appropriate findings

the appropriate structure and approach has been used coherent, logical development of principles/concepts

for the intended audience a range of methods of presentation have been used

and technical language has been accurately used communication has taken place in familiar and

unfamiliar contexts the communication is appropriate for familiar and

unfamiliar audiences and appropriate media have been used.

Distinction grade Distinction descriptors Exemplar indicative characteristics

Centres can identify and use other relevant characteristics. This is NOT a tick list.

In order to achieve a distinction the learner must:

The learner’s evidence shows, for example:

use critical reflection conclusions have been arrived at through synthesis

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to evaluate own work and justify valid conclusions

of ideas and have been justified the validity of results has been evaluated using

defined criteria self-criticism of approach has taken place realistic improvements have been proposed against

defined characteristics for success take responsibility

for managing and organizing activities

autonomy/independence has been demonstrated substantial activities, projects or investigations have

been planned, managed and organized activities have been managed the unforeseen has been accommodated the importance of interdependence has been

recognized and achieved demonstrate

convergent/lateral/ creative thinking

ideas have been generated and decisions taken self-evaluation has taken place convergent and lateral thinking have been applied problems have been solved innovation and creative thought have been applied receptiveness to new ideas is evident effective thinking has taken place in unfamiliar

contexts 3. What is citation and referencing?

When you are writing your assignment, you may feel it necessary to support your arguments by reference to other published work, such as work presented in journal or newspaper articles, books, material from the Internet etc. To refer to the work of other authors in the text of your assignment, you must practice citation so as to show evidence of the background reading that has been done and to support your content and conclusions. Citation needs to provide the full details of where your cited materials are from and the source item should be able to be traced.

To perform good academic practice in your assignment writing, you should master the skill of accurate citation of references. One of the frequently used systems for citation of references is known as the Harvard System (See Appendix III).

4. What is plagiarism?Plagiarism is the act of copying or including in one's own work, without adequate

acknowledgment, intentionally or unintentionally, the work of another, for one's own benefit.

You should know that Guangdong University of Education views any case of plagiarism extremely seriously, and is committed to ensuring that plagiarism is, wherever possible, both detected and dealt with appropriately.

When submitting major items of coursework, students are required to print off a copy of the Own Work Declaration, complete the form and include it with the

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submission. 4.1. Examples of Plagiarism

Academic work is based on a synthesis of sources and ideas. It is perfectly acceptable to make use of another person’s ideas or opinions in formulating your own. In fact, building your knowledge and using it to inform and enhance your work is encouraged in all disciplines. As the famous quote from Sir Isaac Newton states, ‘if I have seen further, it is by standing on the shoulders of Giants’ (1676). However, using another person’s work without acknowledging it, or under the pretence that it is your own, is plagiarism, and is contrary to the principles of academic study. Plagiarism is a form of cheating. The following are examples of plagiarism:

1. Including in one’s own work extracts from another person’s work without the use of quotation marks and the acknowledgement of the source (which may be a book, a research paper, a web source, another student’s work, a lecturer’s comments or class notes, data, lab work or pictures etc.).

2. Summarising another person’s work without acknowledgement.3. Using the ideas or help of another person without acknowledgement of the source

(Help can include, for example, the provision of materials or assistance from technicians).

4. Copying the work of another student, with or without their knowledge or agreement.

5. Collaborating with students or others on a piece of assessed work that should be completed and submitted individually 2.

6. Cutting and pasting from electronic sources without explicit acknowledgement of the URL / author, and without explicitly marking the pasted text in inverted commas, or labelling the source of the diagram or illustration. The inclusion of large amounts of such pasted material, even if acknowledged, always raises doubts about how much of the work presented should be credited to the student. The same applies to over‐quotation from a traditional, printed source.4.2. Student Guidance on the Avoidance of PlagiarismGeneral guidance

Students can avoid plagiarism by ensuring that any sources used in submitted work are adequately acknowledged and properly referenced, and that appropriate standards for academic practice in the relevant subject area are always adhered to. This will include:

1. Providing full citation of all sources (books, articles, websites, newspapers, images, artifacts, lecture handouts, data sources etc.) used in the preparation of a piece of work.

2. Properly referencing the sources of the arguments and ideas used in an assignment, using the recognised reference system for the subject area. Both quotations and paraphrased or summarised versions of arguments or ideas should be referenced in this way.

3. Following other guidelines for preparing and presenting coursework as provided by the subject area.Subject Area Guidance

Referencing and citation practices will vary from one subject area to another. All students should ensure that they understand what practices relate to their subject area

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before submitting work for assessment. Students undertaking outside courses should therefore take particular care to ensure that they are familiar with the appropriate practices for the subject in question.

Students sometimes ask how they can make a piece of work their own if they are expected to support all of the arguments they make with appropriate references to the academic for literature. What is generally being sought in academic work is a student’s own viewpoint on a particular topic, based on a thorough understanding of the underlying literature and argued as much as possible in the manner of an experienced practitioner of the subject area.

Learning to work in this way is a skill that will develop gradually during a student’s degree

programme. Informal feedback during classes and formal feedback on students’ work are important for developing these skills and students should pay careful attention to this guidance. Reflecting on the ways in which arguments are developed in lectures or made by the authors of key texts can also be very helpful.

Course Organisers and Programme Directors will be able to provide guidance on this issue.Group Work

Particular difficulties may also be encountered when undertaking assessed group‐work, and guidance should be sought from the group‐work supervisor on specific questions, such as when group members should stop working as a group and write up individually.

If you copy material from another student, for example, by collaborating on a piece of assessed work that should be completed and submitted individually, then this is collusion and is a form of plagiarism.

You can avoid this by making sure that you understand what you are being asked to do.

Some group‐work assignments may involve informal discussions in groups, followed by submitting a report individually. Other group‐work may be longer term and involve completing a project together. It is perfectly appropriate to discuss ideas in groups if asked to do so by a lecturer or tutor. The point at which you need to be careful is in preparing work for assessment. Make sure that you know when the group work stops, and the individual work begins. Common Knowledge

There is, in all subject areas, a certain body of long‐established information that is described as “common knowledge” and does not need to be referenced. It can be difficult for a student to be sure what is and what is not common knowledge, but that understanding is a part of the essence of the subject area. You should check with your Course Organiser for further guidance on this area and how it applies to your programme of study.Other Students

Discussing work and sharing ideas with other students is an important part of the learning experience in higher education. However students need to take care when these discussions relate to assessed work. You should take particular care if you are sharing

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notes with other students. For example, if the use of another student’s notes leads to similarities in your assessed work, this could lead to an accusation of plagiarism.

Copying work from another student is just as much a form of plagiarism as copying from an established author or source. Students assisting someone else in plagiarising (for example, by lending them an essay, lab report or other piece of work submitted for assessment) have also committed a cheating offence.4.3. Procedures

If a marker suspects plagiarism, they will consider the nature and extent of the plagiarism before taking action.Cases that do not need to be formally investigated

If the marker considers that there is plagiarism in the work for assessment, but it is the result of poor scholarship and can be considered small in terms of its contribution to the overall mark, the work will be marked to reflect its academic quality. The mark for the work is likely to be low, not as a penalty for plagiarism, but to reflect the academic quality of the work including any poor practice in referencing, etc.

Examples: Marks may be reduced for inadequate citation of material (e.g. material copied from online sources without acknowledgement); marks for an element of submitted work may be shared between students who have clearly submitted joint work without acknowledgement where this is not allowed.

The marker will provide written feedback to the student and, if necessary, the Course Organiser may arrange to interview the student to back up this feedback with further advice on avoiding plagiarism.4.4. Academic Misconduct:

For the purpose of this Procedure, Academic Misconduct shall include plagiarism (including self plagiarism), collusion and cheating and shall hereinafter be referred to as an ‘offence.’

Our policy is:1) It is a first offence; and the individual is a first or second year

student; and there was no intention to deceive and the situation arose purely as a result of a lack of understanding (i.e. due to poor scholarship).For the case, it can be dealt with appropriately without

imposing a marks penalty;Award a mark for the work based on its academic merits

after all the plagiarised sections have been discounted;Share (not necessarily equally) the mark between students

who have colluded in producing a piece of assessed work.2) If not for the case 1) and the palagiarism has been found, then it requires the student to redo the original assignment with new parameters. If the student fail to do the modified assignment, it will require the student to resit the course next year.

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5. What is the regulation for late work?When you are writing your assignment, you should arrange your time properly and

make sure that you can hand in your work before the submission deadline. As the management of assignments is computerized in our center, your late work will not be accepted through the computer unless the administer of the system changes the submission deadline under the permission of director of the center. So if you do have reasonable excuse for your late work, you should produce a report to the director to explain your reasons. Only when your report is confirmed by the director can your late work be accepted. Otherwise you can not get any mark from this assignment, which means that you have to re-study the course next year.

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APPENDIX IThe Unit Structure of HND in Electrical/Electronic Engineering(Electronic) For the Center OF GDEIUnit number Code Unit Title Level Status Value Group Externally

Assessed

1 A/601/1401Analytical Methods For Engineers

4 C 15.00 AN

2 A/601/1404 Engineering Science 4 C 15.00 AN

3 L/601/0995Project Design, Implementation & Evaluation

5 C 20.00 A N

4 R/601/1453Electrical And Electronic Principles

5 C 15.00 AN

8 M/601/1475 Engineering Design 5 S 15.00 AN

22 A/601/1625Programmable Logic Controllers

4 S 15.00 AN

39 J/601/1448 Electronic Principles 5 S 15.00 AN

57 F/601/1416 Mechatronic Systems 4 S 15.00 AN

58 T/601/1414 Microprocessor Systems 4 S 15.00 AN

59 K/601/1412Advanced Mathematics For Engineering

5 S 15.00 AN

64 Y/601/1406Electrical and Electronic Measurement and Testing

4 S 15.00 AN

71 K/601/1362Combinational And Sequential Logic

4 S 15.00 AN

73 A/601/1382Principles Of Electronic Product Manufacture

5 S 15.00 AN

76 R/601/0304Managing The Work Of Individuals And Teams

5 S 15.00 A N

18 D/601/1293 Procedural Programming 4 S 15.00 AY

41F/601/1528 Programming In Java

5 S 15.00 AY

APPENDIX II UNIT DESCRIPTION

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Unit 1: Analytical Methods for EngineersUnit code: A/601/1401QCF level: 4Credit value: 15

• Aim

This unit will provide the analytical knowledge and techniques needed to carry out a range of engineering tasks and will provide a base for further study of engineering mathematics.

• Unit abstract

This unit enables learners to develop previous mathematical knowledge obtained at school or college and use fundamental algebra, trigonometry, calculus, statistics and probability for the analysis, modelling and solution of realistic engineering problems.

Learning outcome 1 looks at algebraic methods, including polynomial division, exponential, trigonometric and hyperbolic functions, arithmetic and geometric progressions in an engineering context and expressing variables as power series.

The second learning outcome will develop learners’ understanding of sinusoidal functions in an engineering concept such as AC waveforms, together with the use of trigonometric identities.

The calculus is introduced in learning outcome 3, both differentiation and integration with rules and various applications.

Finally, learning outcome 4 should extend learners’ knowledge of statistics and probability by looking at tabular and graphical representation of data; measures of mean, median, mode and standard deviation; the use of linear regression in engineering situations, probability and the Normal distribution.

• Learning outcomes

On successful completion of this unit a learner will:

1 Be able to analyse and model engineering situations and solve problems using algebraic methods

2 Be able to analyse and model engineering situations and solve problems using trigonometric methods

3 Be able to analyse and model engineering situations and solve problems using calculus

4 Be able to analyse and model engineering situations and solve problems using statistics and probability.

• Content

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1 Be able to analyse and model engineering situations and solve problems using algebraic methods

Algebraic methods: polynomial division; quotients and remainders; use of factor and remainder theorem; rules of order for partial fractions (including linear, repeated and quadratic factors); reduction of algebraic fractions to partial fractions

Exponential, trigonometric and hyperbolic functions: the nature of algebraic functions; relationship between exponential and logarithmic functions; reduction of exponential laws to linear form; solution of equations involving exponential and logarithmic expressions; relationship between trigonometric and hyperbolic identities; solution of equations involving hyperbolic functions

Arithmetic and geometric: notation for sequences; arithmetic and geometric progressions; the limit of a sequence; sigma notation; the sum of a series; arithmetic and geometric series; Pascal’s triangle and the binomial theorem

Power series: expressing variables as power series functions and use series to find approximate values eg exponential series, Maclaurin’s series, binomial series

2 Be able to analyse and model engineering situations and solve problems using trigonometric methods

Sinusoidal functions: review of the trigonometric ratios; Cartesian and polar co-ordinate systems; properties of the circle; radian measure; sinusoidal functions

Applications: angular velocity, angular acceleration, centripetal force, frequency, amplitude, phase, the production of complex waveforms using sinusoidal graphical synthesis, AC waveforms and phase shift

Trigonometric identities: relationship between trigonometric and hyperbolic identities; double angle and compound angle formulae and the conversion of products to sums and differences; use of trigonometric identities to solve trigonometric equations and simplify trigonometric expressions

3 Be able to analyse and model engineering situations and solve problems using calculus

Calculus: the concept of the limit and continuity; definition of the derivative; derivatives of standard functions; notion of the derivative and rates of change; differentiation of functions using the product, quotient and function of a function rules; integral calculus as the calculation of area and the inverse of differentiation; the indefinite integral and the constant of integration; standard integrals and the application of algebraic and trigonometric functions for their solution; the definite integral and area under curves

Further differentiation: second order and higher derivatives; logarithmic differentiation; differentiation of inverse trigonometric functions; differential coefficients of inverse hyperbolic functions

Further integration: integration by parts; integration by substitution; integration using

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partial fractions

Applications of the calculus: eg maxima and minima, points of inflexion, rates of change of temperature, distance and time, electrical capacitance, rms values, electrical circuit analysis, AC theory, electromagnetic fields, velocity and acceleration problems, complex stress and strain, engineering structures, simple harmonic motion, centroids, volumes of solids of revolution, second moments of area, moments of inertia, rules of Pappus, radius of gyration, thermodynamic work and heat energy

Engineering problems: eg stress and strain, torsion, motion, dynamic systems, oscillating systems, force systems, heat energy and thermodynamic systems, fluid flow, AC theory, electrical signals, information systems, transmission systems, electrical machines, electronics

4 Be able to analyse and model engineering situations and solve problems using statistics and probability

Tabular and graphical form: data collection methods; histograms; bar charts; line diagrams; cumulative frequency diagrams; scatter plots

Central tendency and dispersion: the concept of central tendency and variance measurement; mean; median; mode; standard deviation; variance and interquartile range; application to engineering production

Regression, linear correlation: determine linear correlation coefficients and regression lines and apply linear regression and product moment correlation to a variety of engineering situations

Probability: interpretation of probability; probabilistic models; empirical variability; events and sets; mutually exclusive events; independent events; conditional probability; sample space and probability; addition law; product law; Bayes’ theorem

Probability distributions: discrete and continuous distributions, introduction to the binomial, Poisson and normal distributions; use of the normal distribution to estimate confidence intervals and use of these confidence intervals to estimate the reliability and quality of appropriate engineering components and systems

• Learning outcomes and assessment criteria

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• Guidance

Links

This unit can be linked with the core units and other principles and applications units within the programme. It will also form the underpinning knowledge for the study of further mathematical units such as Unit 35: Further Analytical Methods for Engineers, Unit 59: Advanced Mathematics for Engineering.

Entry requirements for this unit are at the discretion of the centre. However, it is strongly advised that learners should have completed the BTEC National unit Mathematics for Engineering Technicians or equivalent. Learners who have not attained this standard will require appropriate bridging studies.

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Essential requirements

There are no essential resources for this unit.

Employer engagement and vocational contexts

The delivery of this unit will benefit from centres establishing strong links with employers willing to contribute to the delivery of teaching, work-based placements and/or detailed case study materials.

Unit 2: Engineering ScienceUnit code: A/601/1404QCF level: 4Credit value: 15

• Aim

This unit aims to provide learners with an understanding of the mechanical and electrical principles that underpin mechanical and electrically focused engineering systems.

• Unit abstract

Engineers, no matter from what discipline, need to acquire a fundamental understanding of the mechanical and electrical principles that underpin the design and operation of a large range of engineering equipment and systems.

This unit will develop learners’ understanding of the key mechanical and electrical

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concepts that relate to all aspects of engineering.

In particular, learners will study elements of engineering statics including the analysis of beams, columns and shafts. They will then be introduced to elements of engineering dynamics, including the behavioural analysis of mechanical systems subject to uniform acceleration, the effects of energy transfer in systems and to natural and forced oscillatory motion.

The electrical system principles in learning outcome 3 begin by refreshing learners’understanding of resistors connected in series/parallel and then developing the use of Ohm’s law and Kirchhoff’s law to solve problems involving at least two power sources. Circuit theorems are also considered for resistive networks only together with a study of the characteristics of growth and decay of current/voltage in series C-R and L-R circuits.

The final learning outcome develops learners’ understanding of the characteristics of various AC circuits and finishes by considering an important application – the transformer.



1 Be able to determine the behavioural characteristics of elements of static engineering systems

2 Be able to determine the behavioural characteristics of elements of dynamic engineering systems

3 Be able to apply DC theory to solve electrical and electronic engineering problems

4 Be able to apply single phase AC theory to solve electrical and electronic engineering problems..

• Content

1 Be able to determine the behavioural characteristics of elements of static

engineering systems

Simply supported beams: determination of shear force; bending moment and stress due to bending; radius of curvature in simply supported beams subjected to concentrated and uniformly distributed loads; eccentric loading of columns; stress distribution; middle third rule

Beams and columns: elastic section modulus for beams; standard section tables for rolled steel beams; selection of standard sections eg slenderness ratio for compression members, standard section and allowable stress tables for rolled steel columns, selection of standard sections

Torsion in circular shafts: theory of torsion and its assumptions eg determination of shear

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stress, shear strain, shear modulus; distribution of shear stress and angle of twist in solid and hollow circular section shafts

2 Be able to determine the behavioural characteristics of elements of dynamic

engineering systems

Uniform acceleration: linear and angular acceleration; Newton’s laws of motion; mass moment of inertia and radius of gyration of rotating components; combined linear and angular motion; effects of friction

Energy transfer: gravitational potential energy; linear and angular kinetic energy; strain energy; principle of conservation of energy; work-energy transfer in systems with combine linear and angular motion; effects of impact loading

Oscillating mechanical systems: simple harmonic motion; linear and transverse systems; qualitative description of the effects of forcing and damping

3 Be able to apply DC theory to solve electrical and electronic engineering problems

DC electrical principles: refresh idea of resistors in series and parallel; use of Ohm’s and Kirchhoff’s laws; voltage and current dividers; review of motor and generator principles eg series, shunt; circuit theorems eg superposition, Thevenin, Norton and maximum power transfer for resistive circuits only; fundamental relationships eg resistance, inductance, capacitance, series C-R circuit, time constant, charge and discharge curves of capacitors, L-R circuits

4 Be able to apply single phase AC theory to solve electrical and electronic

engineering problems

AC electrical principles: features of AC sinusoidal wave form for voltages and currents; explanation of how other more complex wave forms are produced from sinusoidal wave forms; R, L, C circuits eg reactance of R, L and C components, equivalent impedance and admittance for R-L and R-C circuits; high or low pass filters; power factor; true and apparent power; resonance for circuits containing a coil and capacitor connected either in series or parallel; resonant frequency; Q-factor of resonant circuit; transformer fundamentals: construction eg double wound; transformation ratio; equivalent circuit; unloaded transformer; resistance (impedance) matching; transformer losses; applications eg current transformers, voltage transformer.


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• Guidance

Links

This unit may be linked with Unit 1: Analytical Methods for Engineers.

Successful completion of this unit would enable learners to meet, in part, the Incorporated Engineer (IEng) requirements laid down in the UK Engineering Council Standard for Professional Engineering Competence (UK-SPEC) Competence A2, ‘Use appropriate scientific, technical or engineering principles’.


Learners will need access to suitable mechanical and electrical laboratory equipment.


Liaison with employers would prove of benefit to centres, especially if they are able to offer help with the provision of suitable mechanical or electrical systems/equipment that demonstrate applications of the principles.

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Unit 3: Project Design, Implementation and Evaluation Unit code: L/601/0995QCF level: 5Credit value: 20

• Aim

To develop learners’ skills of independent enquiry by undertaking a sustained investigation of direct relevance to their vocational, academic and professional development.

• Unit abstract

This unit provides opportunities for learners to develop skills in decision making, problem solving and communication, integrated with the skills and knowledge developed in many of the other units within the programme to complete a realistic project.

It requires learners to select, plan, implement and evaluate a project and finally present the outcomes, in terms of the process and the product of the project. It also allows learners to develop the ability to work individually and/or with others, within a defined timescale and given constraints, to produce an acceptable and viable solution to an agreed brief.

If this is a group project, each member of the team must be clear about their responsibilities at the start of the project and supervisors must ensure that everyone is accountable for each aspect of the work and makes a contribution to the end result.

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Learners must work under the supervision of programme tutors or work-based managers.



1 Be able to formulate a project2 Be able to implement the project within agreed procedures and to specification3 Be able to evaluate the project outcomes4 Be able to present the project outcomes.

• Content

1 Be able to formulate a project

Project selection: researching and reviewing areas of interest; literature review; methods of evaluating feasibility of projects, initial critical analysis of the outline specification, selection of project option, initiating a project logbook/diary, estimating costs and resource implications, identifying goals and limitations, value of project, rationale for selection, agree roles and allocate responsibilities (individually with tutor/supervisor and within project group if appropriate)

Project specifications: developing and structuring a list of requirements relevant to project specifications eg costs, timescales, scale of operation, standards, legislation, ethics, sustainability, quality, fitness-for-purpose, business data, resource implications

Procedures: planning and monitoring methods, operating methods, lines of communication, risk analysis, structure of groups and collaborative working eg learner groups or roles and responsibilities within a work-based project, targets and aims

Project plan: production of a plan for the project including timescales, deliverables,

milestones, quality assurance systems and quality plans, and monitoring progress

2 Be able to implement the project within agreed procedures and to specification

Implement: proper use of resources, working within agreed timescale, use of appropriatetechniques for generating solutions, monitoring development against the agreed project plan, maintaining and adapting project plan where appropriate

Record: systematic recording of relevant outcomes of all aspects and stages of the project to agreed standards

3 Be able to evaluate the project outcomes

Evaluation techniques: detailed analysis of results, conclusions and recommendations, critical analysis against the project specification and planned procedures, use of appropriate evaluation techniques, application of project evaluation and review

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techniques (PERT), opportunities for further studies and developments

Interpretation: use of appropriate techniques to justify project progress and outcomes in relation to the original agreed project specification

Further consideration: significance of project; application of project results; implications; limitations of the project; improvements; recommendations for further consideration

4 Be able to present the project outcomes

Record of procedures and results: relevant documentation of all aspects and stages of the project

Format: professional delivery format appropriate to the audience; use of appropriate media


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• Guidance

Links

This unit is suitable for use by all sectors and should utilise the full range of skills developed through study of other units in the programme. These include planning, practical work, data handling and processing, analysis and presentation.The knowledge applied may link to one particular unit or to a number of other units.


The required resources will vary significantly with the nature of the project. The identification of the equipment and materials required, and the establishment of their availability, is a vital part of the planning phase. Learners should therefore have access to a wide variety of physical resources and data sources relevant to the project. Tutors should ensure that learners do not embark on work that cannot succeed because of lack of access to the required resources.


Centres should try to establish relationships with appropriate organisations in order to bring realism and relevance to the project.

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Unit 4: Electrical and Electronic PrinciplesUnit code: R/601/1453QCF level: 5Credit value: 15

• Aim

This unit provides an understanding of electrical and electronic principles used in a range of engineering careers and provides the basis for further study of more specialist areas of electrical/electronic engineering.

• Unit abstract

Circuits and their characteristics are fundamental to any study of electrical and electronic engineering and therefore a good understanding is important to any engineer.

The engineer must be able to take complex electrical circuit problems, break them down into acceptable elements and apply techniques to solve or analyse the characteristics. Additionally, fine tuning of the circuits can be performed to obtain required output dynamics.

This unit draws together a logical appreciation of the topic and offers a structured approach to the development of the broad learning required at this level. Learners will begin by investigating circuit theory and the related theorems to develop solutions to electrical networks.

In learning outcome 2 the concept of an attenuator is introduced by considering a symmetrical two-port network and its characteristics. The design and testing of both T and π networks is also covered.

Learning outcome 3 considers the properties of complex waveforms and Fourier analysis is used to evaluate the Fourier coefficients of a complex periodic waveform.

Finally, learning outcome 4 introduces the use of Laplace transforms as a means of solving first order differential equations used to model RL and RC networks, together with the evaluation of circuit responses to a step input in practical situation.



1 Be able to apply electrical and electronic circuit theory

2 Be able to apply two-port network models

3 Understand the use of complex waves

4 Be able to apply transients in R-L-C circuits.

• Content

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1 Be able to apply electrical and electronic circuit theory

Transformation theorems: energy sources as constant-voltage and constant-current generators; Thévenin’s and Norton’s theorems; delta-star and star-delta transformation

Circuit theory: maximum power transfer conditions for resistive and complex circuits; mesh and nodal analysis; the principle of superpositionMagnetically coupled circuits: mutual inductance; the use of dot notation; equivalent circuits for transformers including the effects of resistive and reactive featuresR-L-C tuned circuits: series and parallel resonant circuits; impedance; phase angle; dynamic resistance; Q-factor; bandwidth; selectivity and resonant frequency; the effects of loading on tuned circuit performance

2 Be able to apply two-port network models

Network models: symmetrical two-port network model; characteristic impedance, Zo; propagation coefficient (expressed in terms of attenuation, α, and phase change 29); input impedance for various load conditions including ZL = Zo; relationship between the neper and the dB; insertion loss

Symmetrical attenuators: T and π attenuators; the expressions for Ro and α in terms of component values

3 Understand the use of complex waves

Properties: power factor; rms value of complex periodic waveforms

Analyse: Fourier coefficients of a complex periodic voltage waveform eg Fourier series for rectangular, triangular or half-wave rectified waveform, use of a tabular method for determining the Fourier series for a complex periodic waveform; use of a waveform analyser; use of an appropriate software package

4 Be able to apply transients in R-L-C circuits

Laplace transforms: definition of the Laplace transform of a function; use of a table of Laplace transforms

Transient analysis: expressions for component and circuit impedance in the s-plane; first order systems must be solved by Laplace (ie RL and RC networks); second order systems could be solved by Laplace or computer-based packages

Circuit responses: over, under, zero and critically damped response following a step input; zero initial conditions being assumed


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• Guidance

Links

This unit relies heavily on the use of mathematical analysis to support the underlying theory and practical work. Consequently it is assumed that Unit 1: Analytical Methods for Engineers has been taught previously or is being delivered in parallel. It may also be linked with Unit 2: Engineering Science.


Learners will require access to a range of electronic test equipment, eg oscilloscopes,

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signal generators, etc.


Delivery of this unit will benefit from centres establishing strong links with employers willing to contribute to the delivery of teaching, work-based placements and/or detailed case study materials.

Unit 8: Engineering DesignUnit code: M/601/1475QCF level: 5Credit value: 15

• Aim

This unit will enable learners to prepare an engineering design specification that meets customer requirements and produce a final design report.

• Unit abstract

This unit will enable the learner to appreciate that design involves synthesising

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parameters that will affect the design solution. The learner will prepare a design specification against a customer’s specific requirements. They will then prepare a design report that provides an analysis of possible design solutions, an evaluation of costs and an indication of how the proposed design meets the customer’s specification. It is expected that the learner will, during the design processes, make full use of appropriate information and communication technology (ICT).



1 Be able to prepare a design specification to meet customer requirements

2 Be able to analyse and evaluate possible design solutions and prepare a final design report

3 Understand how computer-based technology is used in the engineering design process.

• Content

1 Be able to prepare a design specification to meet customer requirements

Customer requirements: all relevant details of customer requirements are identified and listed eg aesthetics, functions, performance, sustainability, cost, timing and production parameters; all relevant regulations, standards and guidelines are identified and listed eg international, national, company policy and procedures, industry specific, statutory bodies

Design parameters: implications of specification parameters and resource requirements are identified and matched; the level of risk associated with each significant parameter is established

Design information: all relevant information is extracted from appropriate reference sources; techniques and technologies used in similar products or processes are identified; use of new technologies are specified where appropriate; relevant standards and legislation are identified and applied throughout; design specification is checked against customer requirements

2 Be able to analyse and evaluate possible design solutions and prepare a final design report

Analysis of possible design solutions: selection and use of appropriate analysis techniques to achieve a design solution eg matrix analysis, brainstorming, mind mapping, forced decision making, simulation

Evaluation of conceptual designs: costs; future development potential; value engineering concepts

Compliance check: eg using checklists and/or design review procedures

Final design report: communicate rationale for adopting proposed solution; use of

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appropriate techniques and media in the presentation of the report eg sketches, charts, graphs, drawings, spreadsheets/databases, computer aided design (CAD), desk top publishing (DTP), word-processing

3 Understand how computer-based technology is used in the engineering design process

Key features of computer-aided design systems: 2D design and 3D modelling systems eg accessing standards, parts and material storage and retrieval, engineering calculations, PCB layouts, integrated circuit design, circuit and logic simulation (including ac, dc and transient analysis, schematic capture)

CAD software: accessing and using appropriate design software eg parts assembly, pipework and ducting layouts, networks, planned maintenance, scheduling, planning, stress and strain, heat transfer, vibration analysis, resource utilisation, plant layout, costing, circuit emulation, plant electrical services, for example, finite element analysis and printed-circuit board analysis software

Software evaluation: consideration of costs, compatibility and function


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• Guidance

Links

This unit can be linked with Unit 2: Engineering Science and Unit 3: Project Design,

Implementation and Evaluation. The unit can also be linked with the SEMTA Level 4 National Occupational Standards in Engineering Management, particularly Unit 4.12: Create Engineering Designs and Unit 4.13: Evaluate Engineering Designs.


Access to suitable software packages will need to be available. These could include packages for computer-aided design, assembly procedures, critical path, plant layout, planned maintenance, utilisation, material selection, standard component and matrix analysis.


Delivery of this unit would benefit from visits to an engineering design facility or the attendance of guest speaker(s) with experience of engineering design in a relevant industrial environment.

Unit 22: Programmable Logic ControllersUnit code: A/601/1625QCF level: 4Credit value: 15

• Aim

The aim of this unit is to investigate programmable logic controller (PLC) concepts and their applications in engineering.

• Unit abstract

The unit focuses on the design and operational characteristics and internal architecture of programmable logic control systems. It examines the signals used and the programming techniques that can be applied. The unit also provides learners with the opportunity to produce and demonstrate a program for a programmable logic controller device (for example produce a programme for an engineering application, store, evaluate and justify

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approaches taken).



1 Understand the design and operational characteristics of a PLC system

2 Understand PLC information and communication techniques

3 Be able to apply programmable logic programming techniques

4 Understand alternative implementations of programmable control.

• Content

1 Understand the design and operational characteristics of a PLC system

Design characteristics: unitary; modular; rack-mounted

Input and output devices: mechanical switches; non-mechanical digital sources; transducers; relays

Communication links: twisted pair; coaxial; fibre-optic; networks

Internal architecture: central processor unit (CPU); arithmetic logic unit (ALU); storage devices; memory; opto-isolators; input and output units; flags; shift; registers

Operational characteristics: scanning; performing logic operations; continuous updating; mass input/output (I/O) copying

2 Understand PLC information and communication techniques

Forms of signal: analogue (0-10 v dc, 4-20mA); digital

Digital resolution and relationships: 9-bit; 10-bit; 12-bit

Number systems: decimal; binary; octal; hexadecimal; Binary-Coded Decimal (BCD)

Evaluate communication standards: comparison of typical protocols used in signal communication

Evaluate networking methods and standards: master to slave; peer to peer; ISO; IEE; MAP

Logic functions: writing programmes using logic functions based on relay ladder logic (AND; OR; EXCLUSIVE OR; NAND; NOR)

3 Be able to apply programmable logic programming techniques

Write programs: use of ladder and logic diagrams; statement lists; Boolean algebra; function diagrams; graphical programming languages; production of a PLC

Advanced functions: less than; greater than; binary to BCD conversion; proportional feedback control

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Producing and storing text: contact labels; rung labels; programming lists; cross-referencing

Test and debug programs: forcing inputs, forcing outputs; changing data; comparing files (tapes, EPROM, disc); displayed error analysis

Associated elements: contacts; coils; timers; counters; override facilities; flip-flops; shift registers; sequencers

4 Understand alternative implementations of programmable control

PICs and other programmable devices: specification and use of PICs and other programmable devices; embedded controllers

PLC simulators: compare operation and functionality; advantages and limitations


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• Guidance

Links

This unit may be linked to Unit 46: Plant and Process Control, Unit 49: Computer Control of Plant, Unit 58: Microprocessor Systems and Unit 71: Combinational and Sequential Logic.


Centres delivering this unit must be equipped with, or have access to, industrial-standard programmable logic control units and development software.


Visits to industrial PLC installations will be of value to supplement the learning activities.

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Unit 39: Electronic PrinciplesUnit code: J/601/1448QCF level: 5Credit value: 15

• Aim

This unit aims to further develop learners’ understanding of analogue electronics and their applications across the engineering sector.

• Unit abstract

In this unit, learners will examine the use of current manufacturers’ data and support, apply current circuit analyses and design, implement and then test the created applications.

Although fault-finding skills are not the main emphasis of the unit they will form an integral part in the later development, in terms of testing.

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1 Be able to apply testing procedures for semiconductor devices and circuits

2 Understand the characteristics and operation of amplifier circuits

3 Understand the types and effects of feedback on circuit performance

4 Understand the operation and applications of sine wave oscillators.

• Content

1 Be able to apply testing procedures for semiconductor devices and circuits

Circuits and testing: half and full wave rectifying; zener regulator; switching and amplifier circuits for transistors; IC voltage regulators instruments eg CRO, probes, signal generators, multi-meter, logic

Devices: semiconductor devices eg diodes (rectifier characteristics including forward/reverse bias modes, zener, LED, photodiode, thyristor, triac), transistors (bipolar, unipolar and fieldeffect, including characteristics and switch and amplifier modes), photo-transistors, optocouplers, integrated circuits (741 operational amplifier applications including filters, comparators, power supplies and oscillators), IC voltage regulator, ‘specialist’ ICs (analogue and digital)

Literature: manufacturers’ specifications; manuals; characteristics; circuit diagrams and support (online and offline)

2 Understand the characteristics and operation of amplifier circuits

Amplifier characteristics: ideal (gain, bandwidth, input/output impedance, noise, thermal drift); common notation; DC/AC behaviour; op-amp basic circuits; limitations (DC, AC, nonlinear, power); common applications; internal circuitry of 741 (differential, voltage and output amplifier)

Analyse operation and performance: use of quantitative methods; equivalent circuits; computer modelling; consideration of frequency response; voltage gain; bandwidth; output power; distortion; input and output impedance

Types and benefits of amplifier: power eg single-ended Class A, complementary symmetrical Class B, Class AB; tuned; small-signal; operational amplifiers eg inverting, non-inverting, voltage follower, differential, summing, integrator, differentiator, comparator, instrumentation, Schmitt trigger; active filters (high-pass, low-pass, band (pass, reject), notch)

Modify circuit designs: using manufacturers’ data; circuit calculations; to meet revised specifications using alternative components to achieve lower cost or to improve performance

3 Understand the types and effects of feedback on circuit performance

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Types and effects of feedback: types eg voltage, current, series, shunt; effects eg closed loop gain of a system with feedback, feedback in single and multi-stage circuits

Circuit performance: effect of feedback on gain, bandwidth, distortion, noise, gain stability, input and output impedance

Circuits: single-stage transistor amplifier; operational amplifier

Investigate: circuit design and build, practical measurement; computer simulation

4 Understand the operation and applications of sine wave oscillators

Circuit requirements: circuit conditions eg 1-βA = 0 at only one frequency, gain-phase relationship in the circuit; frequency determining elements

Build and evaluate: to a given specification a typical circuit configuration eg Wien Bridge, Twin-T, three-section R-C ladder, L-C coupled, transistor or operational amplifier

Specification: factors eg frequency, stability, frequency drift, distortion; need for amplitude stabilisation

Crystal oscillators: advantages of crystal controlled oscillator circuits eg frequency accuracy and stability; equivalent circuit of a quartz crystal; fundamental and overtone circuits


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• Guidance

Links

This unit may be linked to Unit 1: Analytical Methods for Engineers and Unit 5: Electrical and Electronic Principles.


Centres must ensure that learners have access to appropriate laboratory test equipment (eg signal generators, oscilloscopes, digital frequency meters, audio power meters and test meters).



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Unit 57: Mechatronic SystemsUnit code: F/601/1416QCF level: 4Credit value: 15

• Aim

This unit will develop learners’ understanding of a range of mechatronic systems that are used in industrial and domestic environments and enable them to produce specifications for mechatronic products.

• Unit abstract

The material and topics covered in this unit will be broad-based to reflect the fact that

mechatronics is, by its nature, multi-disciplinary and not confined to a single specialised area. The unit will encompass small, single component systems as well as larger systems integrating components from different engineering disciplines. It will develop a methodology that will allow learners to apply mechatronic design philosophy throughout the development cycle of a systems and products. The intention is to encourage the learner to recognise a system not as an interconnection of different parts but as an integrated module.

Learners will investigate the applications of mechatronics, considering the need for integration and the nature of mechatronic systems and products. Typical mechatronics components are examined by before learners look at the design steps and processes for mechatronic systems and mechatronic products.



1 Understand the applications of a range of mechatronic systems and products

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2 Understand electro-mechanical models and components in mechatronic systems and products

3 Be able to produce a specification for a mechatronic system or mechatronic product

4 Be able to apply mechatronic design philosophies to carry out a design analysis.

• Content

1 Understand the applications of a range of mechatronic systems and products

Discipline integration: need for systems to be designed in an integrated way rather than as a collection of unrelated yet interconnected constituent parts eg constraints in size and cost of components, reduction in cost of computing power, required reduction in process delays, compatibility of connection systems

Mechatronics systems: differentiate between systems that are mechatronics in nature and those that incorporate a number of different disciplines

Industrial and consumer examples of mechatronics systems: applications eg industrial robots, computer-based production and manufacture (CNC/CAM) machines, ATMs, transportation systems, ‘fly by wire’ aircraft, suspension control on road vehicles, brake- and steer-by-wire; auto-exposure, auto-focus cameras, vending machines, domestic appliances

2 Understand electro-mechanical models and components in mechatronic systems

and products

Simple mathematical models: mechanical system building blocks; electrical system building blocks; electrical-mechanical analogies; fluid and thermal systems

Sensor technologies: sensor and actuator technologies for mechatronic system eg resistive, inductive, capacitive, optical/fibre-optic, wireless, ultrasonic, piezoelectric

Actuator technologies: electric motors; stepper motors; motor control; fluid power; integrated actuators and sensors; embedded systems

3 Be able to produce a specification for a mechatronic system or mechatronic

product

Standards: standards eg appropriate British, European and international standards

Required sensor attributes: phenomena being sensed; interaction of variables and removal of undesired changes; proximity of sensor to measurand; invasiveness of the measurement and measurand; signal form; ergonomic and economic factors

Actuator and sensor technologies: selection of suitable sensor and actuator technologies for mechatronic systems and mechatronic products

Controllers: selection of appropriate computer control hardware for mechatronic systems and mechatronic products eg microprocessor, PLC, PC-based, PIC, embedded controllers

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4 Be able to apply mechatronic design philosophies to carry out a design analysis

Designing: the steps in a design process; comparison between traditional design methods and those designs which are mechatronics driven


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• Guidance

Links

This unit can be linked to Unit 5: Electrical and Electronic Principles and Unit 32: Industrial Robot Technology.


Centres will need to provide access to a range of case studies, highlighting the use of mechatronic design philosophies.


Learners should be encouraged to review processes in their workplace in order to demonstrate the efficacy of adopting a mechatronics approach.

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Unit 58: Microprocessor SystemsUnit code: T/601/1414QCF level: 4Credit value: 15

• Aim

This unit will develop learners’ understanding of microprocessor-based systems and their use in instrumentation, control or communication systems.

• Unit abstract

This unit will develop learners’ understanding of the practical aspects of device selection and the interfacing of external peripheral devices. Learners will also study the key stages of the development cycle – specify, design, build, program, test and evaluate.

The first learning outcome requires learners to investigate and compare the applications of microprocessor-based systems. Following this, learners will experience and develop software designs and write programs for a microprocessor-based system. The final learning outcome considers the design of programmable interface devices such as UARTs, PPIs, I/O mapped devices and memory-mapped devices. At this point, learners should be able to carry out the design, build, program and test of a programmable interface. This will include the selection and use of devices and the writing and testing of suitable software in assembler or high-level language.



1 Understand microprocessor-based systems

2 Be able to design software, write and test programs for a microprocessor-based system

3 Be able to design and build programmable interface devices.

• Content

1 Understand microprocessor-based systems

Microprocessor device families: comparison of three families based on speed, cost, input/output (I/O) facilities, instruction set, physical size

Applications: control systems eg car engine management, robotics, distributed control systems, coin-operated machines, printers; instrumentation systems eg data acquisition and logging systems, indicator display systems, ‘intelligent’ panel instruments, test equipment; communication systems eg modems, radio transmitters, radar systems; commercial systems eg electronic funds transfer at point of sale systems (EFTPOS), electronic bank teller machines, hand-held stock loggers, personal computers

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2 Be able to design software, write and test programs for a microprocessor-based

system

Design software to a given specification: algorithms in the form of a structure chart showing actions and conditions or in pseudo code (structured English)

Write programs: for applications requiring interfacing to external devices eg lights, switches, motors, heaters, keypads, liquid crystal displays (LCD) and light emitting diode (LED) displays, printers, analogue to digital (ADCs) and digital to analogue (DACs) converters; use of assemblers and high-level language compilers eg C, Visual BASIC, Java

Test software compliance with specification: suitable test data (inputs and expected outputs) should be prepared prior to running programs and results of the tests should be

documented; use of software debugging tools eg Integrated Development Environment (IDE), In-Circuit Emulation (ICE), simulators

3 Be able to design and build programmable interface devices

Programmable interface devices: evaluation of serial and parallel interfaces eg UARTs, PPIs, I/O mapped devices, memory-mapped devices; and control signals eg interrupts; polling;

handshaking; port current rating

Design, build, programme and test: a programmable interface; select and use devices; write and test suitable software in assembler or high-level language


• Guidance

Links

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This unit may be linked with Unit 66: Electrical, Electronic and Digital Principles.


Learners will need access to a microprocessor-based development system. Centres will also need to provide software development systems (personal computers/workstations/terminals capable of running program development software), a software-editor and assembler/compiler debugging tools for the target processor.

The software development system and the target microprocessor-based system may be the same (for example a personal computer).



Unit 59: Advanced Mathematics for EngineeringUnit code: K/601/1412QCF level: 5Credit value: 15

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• Aim

This unit aims to provide the analytical knowledge necessary for studying engineering to degree level and will provide the more advanced knowledge required for a range of careers in engineering.

• Unit abstract

This unit will enable learners to develop further techniques for the modelling and solution of engineering problems.

Learners will review methods for standard power series and use them to solve ordinary differential equations. Numerical methods are then considered before both methods are used to model engineering situations and determine solutions to those equations.

Laplace transforms are introduced in learning outcome 2 and their use in solving first and second order differential equations together with the solution of simultaneous equations.

In learning outcome 3, Fourier coefficients are determined to represent periodic functions as infinite series and then the Fourier series approach is applied to the exponential form to model phasor behaviour. The final part of this learning outcome involves using the Fourier series to model engineering situations and solve problems.

Learning outcome 4 reviews partial differentiation techniques to solve rates of change problems and problems involving stationary values. Also in this learning outcome, direct partial integration and the separation of variables methods are used to solve partial differential equations. Finally, partial differential equations are used to model engineering situations and solve problems.



1 Be able to analyse and model engineering situations and solve engineering problems using series and numerical methods for the solution of ordinary differential equations

2 Be able to analyse and model engineering situations and solve engineering problems using Laplace transforms

3 Be able to analyse and model engineering situations and solve engineering problems using Fourier series

4 Be able to analyse and model engineering situations and solve engineering problems using partial differential equations.

• Content

1 Be able to analyse and model engineering situations and solve engineering problems using series and numerical methods for the solution of ordinary differential equations

Power series: review of methods for standard series, Maclaurin’s series and Taylor’s

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series

Power series methods: methods eg higher differential coefficients and Leibnitz’s theorem, recurrence relations, Leibnitz–Maclaurin method, Frobenius method, engineering use of Bessel’s equation and Legendre equation, Bessel functions of the first and second kind, Legendre’s equation and polynomials

Numerical methods: restrictions on the analytical solution of differential equations; typical methods eg Taylor’s series, solution of first order differential equations, Euler’s method, improved Euler method, Runge–Kutta method

Engineering situations: model engineering situations and solve problems using ordinary differential equations eg vibration, thermofluids and heat transfer, mechanics of solids, electrical systems, information systems

2 Be able to analyse and model engineering situations and solve engineering problems using Laplace transforms

Laplace transform: use of Laplace transform; transforms of standard functions; first shift theorem; inverse transforms and tables of inverse transforms; transforms using partial fractions; poles and zeros; solution of first and second order differential equations using Laplace transforms; solution of simultaneous differential equations; initial and final value problems

Engineering situations: model engineering situations and solve problems using Laplace transforms eg electrical circuits in the s-domain, modelling and analysis of closed loop control systems, response of first and second order systems, servomechanisms, systems engineering, systems stability analysis, automatic flight control systems, design of feedback systems – root locus plots, Nyquist and Bode plots, Nichols charts

3 Be able to analyse and model engineering situations and solve engineering problems using Fourier series

The Fourier series: sinusoidal and non-sinusoidal waveforms; periodic functions; harmonics; the Fourier series; Fourier coefficients; series for common wave-forms; odd and even functions and their products; half-range series; non-periodic functions and their half-range series

The exponential form: complex notation; symmetry relationship; frequency spectrum and phasors

Engineering situations: model engineering situations and solve problems using Fourier series eg electric circuit analysis, root mean square values, power and power factors, numerical integration and numerical harmonic analysis

4 Be able to analyse and model engineering situations and solve engineering problems using partial differential equations

Partial differentiation: review of partial differentiation techniques; partial differentiation and rates of change problems; change of variables; stationary values and saddle points

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Partial differential equations: definition of partial differential equations; partial integration; solution by direct partial integration; initial conditions and boundary conditions; solution by separation of variables

Engineering situations: model engineering situations and solve problems using partial differential equations eg the wave equation and its application to vibration, the heat conduction equation, the Laplace equation and its application to temperature and potential


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• Guidance

Links

This unit is intended to link with and extend the knowledge gained from studying Unit 35: Further Analytical Methods for Engineers.

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There are no essential requirements for this unit.



Unit 64 Electrical and Electronic Measurement and TestingUnit code: Y/601/1406QCF level: 4Credit value: 15

• Aim

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This unit will develop the knowledge and skills required to perform complex measurement and test procedures on electrical and electronic systems.

• Unit abstract

Throughout their working lives, technicians and engineers in the electrical and electronic field of engineering make use of a comprehensive range of test and measurement instruments in order to perform their duties. This unit will develop the underpinning knowledge and skills required to perform complex measurement and test procedures in a wide range of engineering sectors.

Test and measurement procedures require the learner to consistently and accurately perform the task, at reasonable costs, to be able to convert results to suitable formats or conduct monitoring performance purposes. The development of such skills in using test equipment will further lead to abilities in troubleshooting electronic equipment or verifying theoretical concepts.

This unit takes the learner through a logical process of development by firstly considering the concepts of a measurement system and the associated terminology. Learners will adopt a handson approach by using different methods (for example spreadsheets) to solve problems relating to data that has been measured. Learners are then introduced to a variety of test equipment and shown the correct choice and use for a particular application. Finally, learner will examine the principles and techniques used in data acquisition.



1 Be able to analyse a measurement system and solve problems relating to the characteristics of a signal

2 Be able to analyse the principles and techniques employed in measurement

3 Be able to select and use test equipment to measure a range of signals

4 Be able to apply the principles and techniques used in data acquisition systems..

• Content

1 Be able to analyse a measurement system and solve problems relating to the characteristics of a signal

Measurement systems and terms: system eg transducers; transmission systems; instruments; terms eg response of the systems, transfer function, impulse response, frequency response, dynamic range; block diagram of typical measurement/transmission systems

Transmission systems: coaxial; twisted pair; flat cable; fibre-optic; attenuation, phase change and frequency response; noise and noise reduction; comparison of different types of transmission systems

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Characteristics of signals: continuous signals; discrete signals; frequency and period; peak; average; effective value; phase shift; amplitude; peak to peak; time domain; frequency domain; Fourier series of signals

2 Be able to analyse the principles and techniques employed in measurement

Characteristics of data: error/accuracy/precision; significant digits; rounding numbers; types of errors; statistics; solution of problems relating to data that has been measured

Graphical techniques: linear graphs; polar graphs; logarithmic graphs; solution of problems using graphical analytical techniques eg interpretation of graphs; finding the best-fit straight line; use of spreadsheets

3 Be able to select and use test equipment to measure a range of signals

Selection and use of test equipment: specify the correct equipment to measure a signal; practical use and description of test equipment

Test equipment: specifications of equipment; operation of equipment eg oscilloscopes, meters, signal generators, counters, logic analysers, spectrum analysers; block diagrams to explain the operation of selected test equipment

4 Be able to apply the principles and techniques used in data acquisition systems

Acquisition systems: comparison of types of system interfaces (analogue to analogue, analogue to digital, digital to digital); identification of system elements eg data acquisition, data analysis and data presentation; identification of hardware and software required to capture data from an item under test

Application: overview of data acquisition systems eg block diagram of typical system and explanation of its operation; input section eg transducers, signal conditioning and multiplexer; sampling methods; output filtering and corrections (sin x/x); errors; A/D conversion; CPU and I/O devices; comparison of data recording methods eg graphic, magnetic; operation of bus structures; block diagrams of typical structures and comparison of types of bus structures in use; control of data lines; application of a data acquisition system to determine the performance of an item under test; analysis of results from a system


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• Guidance

Links

This unit can be linked to Unit 5: Electrical and Electronic Principles.


A range of laboratory test equipment (for example L-C-R boxes, waveform generators, oscilloscopes, waveform analysers, and test meters, etc) will need to be available, along with appropriate data acquisition, recording and analytical software packages.



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Unit71: Combinational and Sequential LogicUnit code: K/601/1362QCF level: 4Credit value: 15

• Aim

This unit aims to provide learners with the skills and understanding required to design and build electronic circuits that use combinational and sequential logic.

• Unit abstract

This unit will develop learners’ understanding of digital techniques and the practical applications of both combinational and sequential logic.

Learners will investigate the characteristics and applications of combinational and sequential logic devices. They will then design, construct and test combinational and sequential circuits and will use relevant computer software to simulate and verify circuits.

Learners will then go on to design a digital system that meets a specification and will

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evaluate the design against given criteria. They will investigate the minimisation of digital circuits and will improve the digital system design through the use of programmable logic devices (PLDs).



1 Be able to design and build circuits using combinational logic

2 Be able to design and build circuits using sequential logic

3 Be able to design and evaluate a digital system.

• Content

1 Be able to design and build circuits using combinational logic

Manufacturers’ data sheets: printed; CD ROM; websites

Devices: buffer; line driver; decoder; multiplexer; programmable read-only memory (PROM); programmable logic devices

Characteristics: device technology eg transistor-transistor logic (TTL), complementary metaloxide– semiconductor (CMOS); function; fan-out; propagation delay; power consumption; cost; size; packaging; operating voltage; availability

Computer simulations: using a commercial digital electronic circuit analysis package

2 Be able to design and build circuits using sequential logic

Sequential logic devices: J-K flip-flop; D-type flip-flop; monostable; counter; parallel latch; shift register

Design sequential circuits: minimisation; race hazards; clock speeds; power supply decoupling; clock speed/power trade-off for CMOS

Sequential logic circuits: clock generator; BCD counter; parallel to serial converter; pseudo random number generator

Computer simulation: using a commercial digital electronic circuit analysis package

3 Be able to design and evaluate a digital system

Digital system design: systems with both combinational and sequential devices; up to 20 components; possibly including programmable devices

Evaluation criteria: functionality; chip count; cost

Reduce chip count: by replacing logic devices with programmable devices eg erasable programmable logic devices (EPLD), Generic Array Logic (GAL) devices, Programmable Array Logic (PAL) devices, programmable read-only memory (PROM)


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• Guidance

Links

This unit may be linked with Unit 66: Electrical, Electronic and Digital Principles.


Centres need to provide access to manufacturers’ data sheets and computer circuit analysis packages for circuit simulation.


Delivery would benefit from visits to local engineering companies that build a wide range of digital systems and from visits from guest speakers with relevant industrial experience.

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Unit 73: Principles of Electronic Product ManufactureUnit code: A/601/1382QCF level: 5Credit value: 15

• Aim

This unit will develop learners’ understanding of the principles and techniques used in the production of modern electronic products.

• Unit abstract

This unit introduces learners to the principles and current practices used in the production of a wide variety of electronic products.

Techniques used in the fabrication of microelectronic devices are discussed, as are techniques used for the assembly of printed circuit boards (PCB), both single and double-sided, and multilayer types. Conventional through-hole and surface mounted manufacturing techniques are considered, together with the use of robots for components placement including selection criteria and associated costs.

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The design and fabrication of sheet metal and non-metal enclosures for electronic products is covered and associated assembly processes are also discussed.



1 Understand the production and packaging of solid-state electronic devices

2 Understand electronic component design parameters

3 Understand the methods used for the design, simulation, manufacture and testing of printed circuit boards (PCB)

4 Understand the key elements of an automated PCB assembly facility.

• Content

1 Understand the production and packaging of solid-state electronic devices

Production of solid-state electronic devices: semiconductors; silicon; wafer preparation; crystal growing; design and production of components eg transistors, diodes, capacitors, resistors; integrated circuits; film deposition; oxidation; lithographic techniques; etching; diffusion; ion implantation; metallisation; bonding and packaging

Device packaging: comparison of leaded and surface mount devices, physical characteristics, production requirements, applications, motivators, economics of production and market requirements

2 Understand electronic component design parameters

Design rules: smallest obtainable transistor size – gains and losses; wet and dry etching – minimum photoresist width, selectivity of etchants; effects of altering polysilicon gate width on transistor speed

Failure modes: relationship with chip size; testing and prediction of failure modes – statistical methods, failure mechanisms; wafer manufacture – effects of changes in chip size, wafer size, process complexity

3 Understand the methods used for the design, simulation, manufacture and testing of printed circuit boards (PCB)

PCB design and simulation: electromagnetic compatibility (EMC); special requirements of radio frequency (RF) circuits; benefits of surface mount technology; circuit board layout – electronic computer-aided design (ECAD); simulation of circuit operation; design for test; link to computer numerical control (CNC) eg drilling and routing machines

PCB manufacture: print and etch; drilling; routing; deburring; wave and flow soldering; conductive adhesion; fluxes and cleaning; component solder-ability; thermal stresses; safety considerations; inspection methods and equipment; reworking of PCBs

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Electronic enclosures: metal and non-metal enclosures, fabrication and assembly of enclosures, screening and electromagnetic compatibility (EMC)

Testing of PCBs and finished products: ‘burn-in’ and accelerated life tests; automatic test equipment (ATE); boundary scanning; mean time to failure (MTTF)

4 Understand the key elements of an automated PCB assembly facility

Automated PCB assembly: component supply, packaging and form of supply; component orientation and polarisation; suitability for automated assembly; static sensitivity; automated component placement

Use of robots: robotic assembly; selection criteria for assembly machines and systems eg sequential, simultaneous, test during placement, assembly performance and cost, accuracy and reliability, re-tooling time and cost of tooling; adhesive dispensing; safe use of adhesives; programming of machines


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• Guidance

Links

This unit can be linked to Unit 39: Electronic Principles.


Learners will need to have access to appropriate PCB design and production equipment.


Delivery would benefit from visits to local electronic manufacturing companies and from visits from guest speakers with relevant industrial experience.

Unit 76: Managing the Work of Individuals and TeamsUnit code: R/601/0304QCF level: 5Credit value: 15

• Aim

This unit develops learners’ understanding and skills associated with managing the work of individuals and teams. It enhances the ability to motivate individuals and to maximise the contribution of teams to achieve outcomes.

• Unit abstract

All scientific tasks are carried out by personnel working either as an individual or as a member of a team. The role of an individual can be defined by a job description that states responsibilities, objectives and performance targets.

At one or more stages during the execution of a task it is common to assess performance

through an appraisal system designed to evaluate progress, motivate future performance and set new targets. A similar procedure would apply to teamwork and team performance.

In this unit learners will develop the skills associated with setting job descriptions and

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targets for individuals and teams and then review their performance.



1. Be able to establish the objectives of individuals

2. Be able to evaluate the performance of individuals

3. Be able to establish the roles and responsibilities of teams

4. Be able to review the performance of teams.

• Content

1 Be able to establish the objectives of individuals

Job description: analysis of jobs; behaviour; responsibilities and tasks; pay; bonus; incentives

Employee: any person working in the applied science sector with responsibility to a line manager

Roles: any specific activity or group of activities within the applied science sector

Responsibilities: direct and indirect relationships; relations between personal and team responsibility

Performance targets: personal; financial; quantity and quality; incorporation within a job description; setting and monitoring performance targets

2 Be able to evaluate the performance of individuals

Employee appraisal system: reasons for using performance appraisals eg to determine salary levels and bonus payments, promotion, establish strengths and areas for improvement, training needs, communication; establishing appraisal criteria eg production data, personnel data, judgemental data; rating methods eg ranking, paired comparison, checklist, management by objectives

Staff appraisal schedule: conduct of performance reviews eg by supervisor, peers, committee, subordinates or self-appraisal

Feedback of results: comments on positive and negative aspects of performance related to targets, conduct and timekeeping; resolution of conflicts

Encouragement: as a motivator for the achievement of performance targets eg strengths, rewards

3 Be able to establish the roles and responsibilities of teams

Teams: management teams and peer groups eg focus groups, task groups, project groups, panels; purpose of teams eg long and short term, specific project or task, seeking views within the company and from external sources, communication

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Team responsibilities: to superiors; subordinates; the business; each other and external groups eg meeting performance targets, communicating results, confidentiality, deadlines

Targets: realistic deadlines; new and or amended outcomes

Internal team management: hierarchical; functional

4 Be able to review the performance of teams

Team performance: appraisal systems; reasons for appraising team performance eg teameffectiveness, contribution to business, constitution of team, identifying individualcontributions to the team effort and determining the need to establish other team criteriaPerformance criteria: formulate appropriate criteria eg outcome data, achievedimprovements, employee morale, value addedPerformance review: conduct a team performance review eg as individual manager, outside person; team self-appraisal; feedback of results and resolution of conflicts within the teamTeam motivation: encouragement of overall team performance as a motivator for theachievement of objectives


• Guidance

Links

This unit can be linked with Unit 38: Managing People in Engineering.

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There are no essential requirements for this unit.


Wherever possible, learners should base their examples on specific tasks and teamwork within local applied science-related industries. They should study the structure and activities of the company and, where possible, visit the company to witness practices and procedures relating to individual and group work, target setting and evaluation.

Unit 18: Procedural ProgrammingUnit code: D/601/1293QCF level: 4Credit value: 15

• Aim

To provide learners with an understanding of the principles of procedural programming and to enable them to design and implement procedural programming solutions.

• Unit abstract

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Irrespective of framework or delivery platform, the development of procedural code is still at the core of many commercial application development projects. Event driven systems and object oriented platforms all use procedural code for the critical command content of their objects, events and listeners.

This unit allows learners to become familiar with the underpinning principles of procedural programming. Many languages have the capacity to develop procedural code and it is not important which language is chosen for this unit.

Ideally, for learners who are new to programming, this unit would be considered the starting point before progressing onto one (or all) of the many programming units. Whilst the learner is not expected to develop any complex code in this unit, the foundations will enable the development of their programming skills.



1 Understand the principles of procedural programming

2 Be able to design procedural programming solutions

3 Be able to implement procedural programming solutions

4 Be able to test procedural programming solutions.

• Content

1 Understand the principles of procedural programming

Characteristics of programming: low-level languages; high-level languages; generations eg first, second, third, fourth, fifth; programs; applications; instructions; algorithms

Types of language: procedural languages; object-oriented; event-driven; others eg script and mark-up languages; simple overviews and uses

Reasons for choice of language: organisational policy; suitability of features and tools; availability of trained staff; reliability; development and maintenance costs; expandability

Data structures: variables eg naming conventions, local and global variables, arrays (onedimensional, two-dimensional); file structures; loops eg conditional (pre-check, post-check, break-points), fixed; conditional statements; case statements; logical operators; assignment statements; input statements; output statements

Data types: constants and literals; integer; floating point; byte; date; boolean; others eg character, string, small int; choice of data types eg additional validation, efficiency of storage

Programming syntax: command rules, variable declaration, Standards: use of comments, code layout, indentation

2 Be able to design procedural programming solutions

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Requirements specification: inputs, outputs, processing, user interface; constraints eg hardware platforms, timescales for development; units; data; file structures.

Program design: tools eg structure diagrams, data flow diagrams, entity relationship models, flow charts, pseudo code

Technical documentation: requirements specification; others as appropriate to language eg form design, flowcharts, pseudo code, structured English, action charts, data dictionary, class and instance diagrams

3 Be able to implement procedural programming solutions

Modular design: elements eg functions, procedures, method, widgets, Graphical User Interface (GUI) components, symbols

Software structures: as appropriate to language chosen eg iteration, decisions, units, functions, procedures; control structures; conditional commands

Parameters: data types, passing data, return values

Scope of variables: global, local, static, overloaded results, instance

Programming: use of programming standards; relationship to program design

4 Be able to test procedural programming solutions

Mechanisms: valid declarations, debugging code, checking naming conventions; checking functionality against requirements, error detection, error messages, compiler errors, runtime errors, in code response, dry running

Supportive documentation: test plan; test results; programmer guidance; user guidance;

onscreen help

Review: design against specification requirements, interim reviews


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• Guidance

Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications

The learning outcomes associated with this unit are closely linked with:

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This unit has links to the Level 4 and Level 5 National Occupational Standards for IT and Telecoms Professionals, particularly the areas of competence of: Software Development.


Whilst some procedural languages are commercially available, there are also free languages available incorporating a diverse range of commands, commonly deployed on many platforms.

Centres must ensure that in the case of mobile platforms the applicable free emulators are available or where security policies dictate, local work stations are equipped with virtualized operating systems containing the programming environment.

Learners must have access to facilities, which allow them the opportunity to fully evidence all of the criteria of the unit. If this cannot be guaranteed then centres should not attempt to deliver

The learner must develop a procedural program that can work on a range of platforms, therefore it may be command line, web based, Graphical User Interface (GUI) based, games console or a deliverable for a mobile platform amongst many other solutions.

To ensure success centres must keep the delivery to one language. However, as many procedural languages now allow development in multiple platforms, learners may access this if it is locally realistic.

Centres must use a range of design methodologies, ensuring that the method selected is suited to the environment selected as well as the programming language of choice.

Implementation must be based on a suitably structured problem that ensures the use of modular elements, control structures and conditional commands.

Centres must select a programming activity, or use an external source (employer, commissioner, open source). The design of the programming solution does not need to be

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a standalone application and may be an enhancement or extension to existing work.

Resources

Books

Davis S R – C++ for Dummies (Wiley, 2009) ISBN-10: 0470317264

McBride P K – Turbo Pascal Programming Made Simple (Made Simple, 1997) ISBN 0750632429

McGrath M – C Programming in Easy Steps (In Easy Steps Limited, 2009) ISBN 184078363X

Parkin A and Yorke R – Cobol for Students (Butterworth Heinemann, 1995) ISBN 0340645520

Websites

http://library.thinkquest.org/27297/

www.cplusplus.com/doc/tutorial/

www.cprogramming.com/

www.csis.ul.ie/cobol/


Working with a local programming-based organisation or using internet-based open source projects would enhance the learners’ experience and offer a relevant vocational context.

Unit 41: Programming in JavaUnit code: F/601/1528QCF level: 5Credit value: 15

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• Aim

To provide learners with an understanding of the principles of programming in Java, exploring the object oriented nature of the language and the multi-platform versatility offered..

• Unit abstract

Object oriented programming is an industry-proven method for developing reliable modular programs and is popular in software engineering and systems development. Consistent use of object oriented techniques can lead to shorter development lifecycles, increased productivity, adaptable code, reuse of different technologies, the interaction of different systems using common platforms and therefore lower the cost of producing and maintaining systems.

Java is synonymous with the object orient paradigm offering all the features of the technology in a format that can be used on many differing systems. The development of systems with Java objects simplifies the task of creating and maintaining complex applications.

Many environments use Java as its ‘underpinning’ framework, with Java applications found on mobile phones, dedicated systems, web-based multimedia, security and control systems as well as traditional applications and bespoke operating systems.

Learners taking this unit will have the opportunity to develop their understanding of the Java programming language and develop code suited to a range of platforms. The unit is not specific to one instance of the Java programming language and may be used to deploy, among others, mobile applications, bespoke applications or web-based solutions.



1 Understand the principles of programming in Java

2 Be able to design Java solutions

3 Be able to implement Java solutions

4 Be able to test and document Java solutions.

• Content

1 Understand the principles of programming in Java

Characteristics: Java Virtual Machine (JVM); Java platform; classed-based; object-oriented; compilers; class libraries; applications; applets; object models; enforced error handling; concurrency; threads, multi-platform

Reasons for choice of language: organisational policy; suitability of features and tools; availability of trained staff; reliability; development and maintenance costs; expandability

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Object models: inheritance; polymorphism; encapsulation; public classes; private classes; public methods; private methods

Data structures: public instance variables; private instance variables; naming conventions; arrays (one-dimensional, two-dimensional); file structures; loops eg conditional (pre-check, post-check, break-points), fixed; conditional statements; case statements; logical operators; assignment statements; input statements; output statements

Data types: constants and literals; integer; floating point; byte; date; boolean; others eg character, string, small int; choice of data types eg additional validation, efficiency of storage

Environment: features eg interpreted, run time environment, system specific libraries

Programming syntax: features eg command rules, variable declaration, class/method declaration

Standards: features eg use of comments, code layout, indentation

2 Be able to design Java solutions

Requirements specification: overview eg inputs, outputs, processing, user interface; constraints eg hardware platforms, timescales for development; delivery environment eg mobile, hand-held, web based, desktop; interaction eg data exchange, compliance, compatibility, standards

Program design: tools eg structure diagrams, data flow diagrams, entity relationship models, flow charts, pseudo code, class diagrams, class responsibilities, collaboration cards; inheritance

Technical documentation: requirements specification; others as appropriate to language eg form design, flowcharts, pseudo code, structured English, action charts, data dictionary, class and instance diagrams

3 Be able to implement Java solutions

Classes: features eg identification attributes, methods, control of scope of attributes and methods, inheritance, aggregation, association, polymorphism

Programming: use of conventional language commands; use of library classes; pre-defined eg class libraries, downloaded, imported

Complexity: multiple classes; inheritance; reuse of objects; application of polymorphism

4 Be able to test and document Java solutions

Mechanisms: methods eg valid declarations, debugging code, checking naming conventions, checking functionality against requirements, error detection, error messages, compiler errors, runtime errors, in code response, dry running

Feedback: record feedback, eg surveys, questionnaire, interviews; analyze feedback; present results

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Supportive documentation: test plan; test results; programmer guidance; user guidance

Review: design against specification requirements, interim reviews


• Guidance

Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications

The learning outcomes associated with this unit are closely linked with:

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This unit has links to the Level 4 and Level 5 National Occupational Standards for IT and Telecoms Professionals, particularly the areas of competence of:

Software Development.


Whilst some procedural languages are commercially available, there are also free languages available incorporating a diverse range of commands, commonly deployed on many platforms.

Centres must ensure that in the case of mobile platforms, the applicable free emulators are available.

Learners must have access to facilities, which allow them the opportunity to fully evidence all of the criteria of the unit. If this cannot be guaranteed then centres should not attempt to deliver this unit.

Learners must develop an application that may be event driven, an applet, or command line driven and it may work on a range of platforms. It may be web based, GUI based, a games console or a deliverable for a mobile platform amongst many other solutions.

Centres must use a range of design methodologies, ensuring that the method selected is suited to the environment selected as well as the programming language of choice. Implementation must be based on a suitably structured problem that ensures the use of Java elements. Centres must select a programming activity, or use an external source (employer, commissioner, open source).

Resources

Books

Bloch J – Effective Java, Second Edition (Prentice Hall, 2008) ISBN: 0321356683

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Goetz B – Java Concurrency in Practice (Addison Wesley, 2006) ISBN: 0321349601

Niemeyer P – Learning Java, Third Edition (O’Reilly, 2005) ISBN: 0596008732

Websites

http://java.sun.com/docs/books/tutorial/

http://math.hws.edu/javanotes/

www.idevelopment.info/data/Programming/java/PROGRAMMING_Java_Programming.shtml


Working with a local programming-based organisation or using internet-based open source projects would enhance the learners’ experience and offer a relevant vocational context.

APPENDIX III Harvard System for Referencing

I. Citing References in Text Using the Harvard System

References to sources may be cited in the text in different ways depending on the nature of the sentence/paragraph that is being written.

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1. Author’s name cited in the textWhen making reference to an author’s work in your text, their name is followed by the year of publication of their work, and page reference, in brackets (parentheses) and forms part of the sentence. Cormack (1994, p.32-33) states that 'when writing for a professional readership, writers invariably make reference to already published works'.

In general, when writing for a professional publication, it is good practice to make reference to other relevant published work. This view has been supported in the work of Cormack (1994, p.32-33).

2. Author’s name not cited directly in the textIf you make reference to a work or piece of research without mentioning the author in the text then both the author’s name and publication year are placed at the end of the sentence in brackets: Making reference to published work appears to be characteristic of writing for a professional audience (Cormack 1994).

3. More than one author cited in the textWhere reference is made to more than one author in a sentence and they are referred to directly, they are both cited: Jones (1946) and Smith (1948) have both shown……

4. More than one author not cited directly in the textList these at the end of the sentence, putting the author’s name, followed by the date of publication and separated by a semi-colon and within brackets: (Jones 1946; Smith 1948)

5. Two authors for the same work

When there are two authors for a work they should both be noted in the text: White and Brown (1964) in their recent research paper found…….. with regard to PREP and the role of libraries, Crane and Urquhart (1994) suggest…or indirectly, using an ampersand (&): (Slater & Jones 1996) (White & Brown 1966)

6. More than two authors for a workWhere there are several authors (more than two), only the first author should be used, followed by ‘et al’ meaning ‘and others’: Green et al (1995) found that the majority ……or indirectly: Recent research has found that the majority of……(Green et al 1995)

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7. No authorIf the author cannot be identified use ‘Anonymous’ or ‘Anon’ and the title of the work and date of publication. The title should be written in italics. Every effort should be made to establish the authorship if you intend to use this work as supporting evidence in an academic submission: Marketing strategy (Anon 1999)

8. No dateThe abbreviation n.d. is used to denote this: Smith (n.d.) has written and demonstrated……or indirectly: (Smith n.d.)

9. Page numbersIncluding the page numbers of a reference will help readers trace your sources. This is particularly important for quotations and for paraphrasing specific paragraphs in the texts. Lawrence (1966, p.124)or indirectly: (Lawrence 1966, p.124)

10. Several works by one author in different yearsIf more than one publication from an author illustrates the same point and the works are published in different years, then the references should be cited in chronological order (i.e. earliest first): as suggested by Bloggs (1992, 1994)or indirectly: (Bloggs 1992, 1994)……

11. Several works by one author in the same yearIf you are quoting several works published by the same author in the same year, they should be differentiated by adding a lower case letter after the year for each item: Earlier research by Smith (1993a) found that …but later research suggested again by Smith (1993b) that…….If several works published in the same year are referred to on a single occasion –or an author has made the same point in several publications they can all be referred to by using lower case letters (as above): Bloggs (1993a, b) has stated on more than one occasion that…

12. Quoting portions of published text If you want to include a statement from apublished work in your essay then the sentence(s) must be included within quotation marks, and may be introduced by such phrases as: the author states that ‘……..’ or …the author writes that ‘……..‘In order for a reader to trace the quoted section it is good practice to give the number of

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the page where the quotation was found. The quotation should also be emphasized (especially if it runs to several lines) by indenting it and using quotation marks. This clearly identifies it as the work of someone else: On the topic of professional writing and referencing Cormac (1994, p. 32- 33) states: 'When writing for a professional readership, writers invariably make reference to already published works'.

13. Chapter authors in edited worksReferences to the work of an author that appears as a chapter, or part of a larger work, that is edited by someone else, should be cited within your text using the name of the contributory author and not the editor of the whole volume. In his work on health information Smith (1975) states…

14. Corporate authorsIf the work is by a recognized organization and has no personal author then it is usually cited under the body that commissioned it. This applies to publications by associations, companies, government departments etc. such as Department of the Environment or Royal College of Nursing.It is acceptable to use standard abbreviations for these bodies, e.g. DoE or RCN, in your text, providing that the full name is given at the first citing with the abbreviation in brackets: 1st citation: Royal College of Nursing (RCN), 2007 2nd citation: RCN, 2007Note that the full name is the preferred format in the reference list. Some reports are written by groups or committees and can be cited by the name of the committee: Committee on Nursing (1972)

15. Secondary sources (second-hand references)If you are unable to consult an original work (primary source) but have read about it in a work by another author then you must acknowledge it as such. This becomes a secondary source and should be cited if you are unable to read the original work being referred to:Indirectly (Brown 1966 cited in Bassett 1986)or directly Research recently carried out by Brown (1966 cited in Bassett 1986) found that White, as cited by Black (1994), suggests that…In this last example White is the primary source and therefore the original. Black is the secondary source and may have taken White's ideas forward and altered the meaning slightly rather than using a direct quote. It may therefore be prudent to access White's work and read the original, which could then be cited directly as a primary source. The reference list should only contain works that you have read, i.e. for this the secondary source, Black (1994).

16. Tables and diagrams

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When reproducing data from a diagram or table, or copying the entire table or diagram, a reference must be made to the source. A reference within the text to a table taken from a book should include the author and page (Smith 2005, p.33) to enable the reader to verify the data. If the source of the data is not the author’s own, but obtained from another source, it becomes a secondary reference and needs to be cited as such: (United Nations 1975 cited in Smith 2005, p.33)If the table is reproduced in its entirety place the citation as a footnote. Be particularly careful to note the original source of data, as well as the authorship of the original document. Further details should be included in the reference list.

II. Compiling the Reference List and Bibliography

1. General guidelines, layout and punctuationThe purpose of a reference list is to enable sources to be easily traced by another reader. Different types of publication require different amounts of information but there are certain common elements such as author, year of publication and title.The Harvard System lays down standards for the order and content of information in the reference. Some variations of layout are acceptable provided that they are used consistently e.g. the title of the book or journal could be underlined in a handwritten script.

2. BooksFor books the required elements for a references are: Author, Initials., Year. Title of book. Edition. Place: Publisher. Redman, P., 2006. Good essay writing: a social sciences guide. 3rd ed. London: Open University in assoc. with Sage.Extras to noteAuthor: Surname with capital first letter and followed by a comma.Initials: In capitals with full-stop after each and comma after full-stop of last initial.Year: Publication year (not printing or impression) followed by full-stop.Title: Full title of book/thesis/dissertation in italics with capitalization of first word and proper nouns only. Followed by full-stop unless there is a sub-title.Sub-title: Follows a colon at end of full title, no capitalization unless proper nouns. Followed by full-stop.Edition: Only include this if not first edition use number followed by abbreviation ed. Include full- stop.Place of publication: Town or city and country if there may be confusion with UK place names. Followed by colon.Publisher: Company name followed by full-stop.

2.1. Books with two, three or four authorsFor books with two, three or four authors of equal status the names should all be included in the order they appear in the document. Use an ampersand, not ‘and’ to link the last two multiple authors. The required elements for a reference are:

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Authors, Initials., Year. Title of book. Edition. (only include this if not the first edition) Place: Publisher Kirk, J. & Munday, R.J., 1988. Narrative analysis. 3rd ed. Bloomington: Indiana University Press.

2.2. Books with more than four authorsFor books where there are more than four authors, use the first author only with surname and initials followed by “et al”. The required elements for a reference are:Author, Initials., Year. Title of book. Edition. (only include this if not the first edition) Place: Publisher Grace, B. et al., 1988. A history of the world. Princeton, NJ: Princeton University Press.

2.3. Books which are editedFor books which are edited and but give editor(s) surname(s) and initials, followed by ed. or eds. Please note that ed. is the abbreviation for both editor and edition.The required elements for a reference are:Author, Initials., Year. Title of book. Edition. (only include this if not the first edition) Place: Publisher Keene, E. ed., 1988. Natural language. Cambridge: University of Cambridge Press.

Silverman, D.F. & Propp, K.K. eds., 1990. The active interview. Beverly Hills, CA: Sage.

2.4. Chapters of edited booksFor chapters of edited books the required elements for a reference are:Chapter author(s) surname(s) and initials.Year.Title of chapter followed by ‘In’ Book editor(s) initials and surnames with ed. or eds. after the last name.Title of book. Place of publication: Publisher. Chapter number or first and last page numbers followed by full-stop. Smith, J., 1975. A source of information. In W. Jones, ed. One hundred and one ways

to find information about health. Oxford: Oxford University Press. Ch. 2. Samson, C., 1970. Problems of information studies in history. In S. Stone, ed. Humanities information research. Sheffield: CRUS, 1980, p. 44-68.

2.5. Multiple worksWhere there are several works by one author published in the same year they should be differentiated by adding a lower case letter after the date. Remember that this must also be consistent with the citations in the text.For multiple works the required elements for a reference are:Author, Year. Title of book . Place of publication: Publisher. Soros, G., 1966a. The road to serfdom. Chicago: University of Chicago Press. Soros, G., 1966b. Beyond the road to serfdom. Chicago: University of Chicago Press.This also applies if there are several authors with the same surname. As an alternative their initials can be included in the citation.

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Works by the same author should be displayed in chronological order, earliest first.

2.6. E-booksFor e-books the required elements for a reference are : Author, Year, title of book. [type of medium] Place of publication: PublisherAvailable at: include web site address/URL(Uniform Resource Locator) and additional details of access, such as the routing from the home page of the source. N.B. the URL should be underlined [Accessed date] Fishman, R., 2005. The rise and fall of suburbia. [e-book]. Chester: Castle

Press. Available at: libweb.anglia.ac.uk / E-books [accessed 5 June 2005] Employment law and practice. 2005. [CD-ROM]. London: Gee

Available at: libweb.anglia.ac.uk/ E-books [accessed 7 June 2005]

3. Journal articlesFor journal articles the required elements for a references are:Author, Initials., Year. Title of article. Full Title of Journal, Volume number (Issue/Part number), Page numbers. Perry, C., 2001. What health care assistants know about clean hands. Nursing Times,

97(22), p.63-64. Boughton, J.M., 2002. The Bretton Woods proposal: an indepth look. Political Science

Quarterly, 42 (6), p.564-78.Extras to noteAuthor: Surname with capital first letter and followed by comma.Initials: In capitals with full-stop after each and comma after full-stop of last initial.Year: Publication year followed by full-stop. Title: Full title of article NOT in italics with capitalization of first word and proper nouns only. Followed by full-stop unless there is a sub-title.Sub-title: Follows a colon at end of full title, no capitalization unless proper nouns. Followed by full-stop.Journal title: Full title of journal, in italics, with capitalization of key words. Followed by comma.Volume number:Issue/Part number: In brackets, followed by comma.Page numbers: Preceded by p and full-stop then first and last page numbers, linked by a hyphen. Followed by full-stop.

3.1 Newspaper articlesFor newspaper articles the required elements for a reference are:Author, Initials., Year. Title of article. Full Title of Newspaper, Day and month before page numbers of article. Slapper, G., 2005. Corporate manslaughter: new issues for lawyers. The Times, 3 Sep.

p.4-5.

82


3.2. Journal articles from an electronic sourceFor journal articles from an electronic source the required elements for a reference are:Author, Initials., Year. Title of article. Full Title of Journal, [type of medium] Volume number (Issue/Part number), Page numbers if availalble.Available at: include web site address/URL(Uniform Resource Locator) and additional details of access, such as the routing from the home page of the source. N.B. the URL should be underlined [Accessed date] Boughton, J.M., 2002. The Bretton Woods proposal: an indepth look. Political Science Quarterly, [online]. 42 (6), Available at: http://www.pol.upenn/articles (Blackwell Science Synergy) [accessed 12 June 2005] Hamill, C., 1999. Academic essay writing in the first person: a guide for

undergraduates. Nursing Standard, [Online] 21 Jul., 13 (44), p. 38-40. Available at: http://libweb.anglia.ac.uk/ejournals/333 [accessed 12 June 2005]. Jenkings, R.,1989. Clashing with caching. ARIADNE, [Online] Issue 21,10 September.

Available at: http://www.ariadne.ac.uk/issue21/web-cache/ [accessed 2 December 2004]

Wright, A. & Cottee, P., 2000. Consumer understanding of US and EU nutrition labels. British Food Journal [Online] 103 (8), p. 615-629. Emerald. Available at: http://www.emerald-library.com [accessed 8 September 2001]

Beaver, M., 2000. Errant greenhouse could still be facing demolition. Building Design [Online] 24 Nov., p.3. Available at:

http://www.infotrac.london.galegroup.com/itweb/sbu_uk [accessed 15 August 2003]

3.3.3 Journal abstract from a databaseFor journal abstract from a database where you have been unable to access the full article the required elements for a reference are:Author, Initials., Year. Title of article. Full Title of Journal, [type of medium] Volume number (Issue/Part number), Page numbers if availalble and add abstract details after page numbers and follow with a full-stop.Available at: include web site address/URL(Uniform Resource Locator) and additional details of access, such as the routing from the home page of the source.N.B. the URL should be underlined [Accessed date] Boughton, J.M. 2002 The Bretton Woods proposal: an indepth look. Political Science

Quarterly, [Online]. 42 (6). Abstract from Blackwell Science Synergy database. Available at:

http://www.pol.upenn/articles, Blackwell Science Synergy [accessed 12 June 2005]

4. InternetFor websites found on the internet the required elements for a reference are:Author, Initials., Year. Title of document or page, [type of medium].Available at: include web site address/URL(Uniform Resource Locator) and additional details of access, such as the routing from the home page of the source.N.B. the URL should be underlined [Accessed date]

83


National electronic Library for Health. 2003. Can walking make you slimmer and healthier? (Hitting the headlines article) [Online]. (Updated 16 Jan 2005) Available at: http://www.nhs.uk.hth.walking [accessed 10 April 2005]

The title of a web page is normally the main heading on the page. It is good practice to keep a copy of the front page of any website you use.

4.1. E-version of annual reportsFor an e-version of an annual report (or other document) the required elements for a reference are:Author or corporate author, Year. Title of document or page, [type of medium].Available at: include web site address/URL(Uniform Resource Locator) and additional details of access, such as the routing from the home page of the source.N.B. the URL should be underlined [Accessed date] Marks & Spencer, 2004. Annual report 2003-2004. [Online]. Available at: http://www-

marks-and-spencer.co.uk/corporate/annual2003/ [accessed 4 June 2005]It is good practice to keep a copy of the front page of any website you use.

4.2. Online newspaper articlesFor newspaper articles found on line newspapers the required elements for a reference are: Author or corporate author, Year. Title of document or page. Name of newspaper, [type of medium].Available at: include web site address/URL(Uniform Resource Locator) and additional details of access, such as the routing from the home page of the source.N.B. the URL should be underlined [Accessed date] Chittenden, M., Rogers, L. & Smith, D., 2003. Focus: ‘Targetitis ails NHS. Times

Online, [internet].1 June. Available at:http://www.timesonline.co.uk/printFriendly/0,,11-1506-669.html [accessed 17

March 2005]It is good practice to keep a copy of the front page of any website you use.

4.3. Website informationFor websites the required elements for a reference are: Author or corporate author, Year. Title of document ., [type of medium]. Available at: include web site address/URL(Uniform Resource Locator) and additional details of access, such as the routing from the home page of the source.N.B. the URL should be underlined [Accessed date] Note that this example includes details of when the website was updated: National electronic Library for Health. 2003. Can walking make you slimmer and

healthier? (Hitting the headlines article) [Online]. (Updated 16 Jan 2005) Available at: http://www.nhs.uk.hth.walking [accessed 10 April 2005]

It is good practice to keep a copy of the front page of any website you use.

4.4. Publications available from websites

84

http://www-marks-and-spencer.co.uk/corporate/annual2003/

http://www-marks-and-spencer.co.uk/corporate/annual2003/


For publications found on the internet the required elements for a reference are: Author or corporate author, Year. Title of document . [type of medium]. Available at: include web site address/URL(Uniform Resource Locator) and additional details of access, such as the routing from the home page of the source.N.B. the URL should be underlined [Accessed date] Scottish Intercollegiate Guidelines. 2001. Hypertension in the elderly. (SIGN

publication 20) [internet]. Edinburgh : SIGN (Published 2001) Available at: http://www.sign.ac.uk/pdf/sign49.pdf [accessed 17 March 2005] Boots Group Plc., 2003. Corporate social responsibility. [Online]. Boots Group Plc. Available at: http://www.Boots-Plc.Com/Information/Info.Asp?Level1id=447&Level 2id=0

[accessed 23 July 2005] Defoe, D., 1999. The fortunes and the misfortunes of the famous Moll Flanders.

[Online]. Champaign, Illinois: Project Gutenberg. Available at:http://Promo.Net/Cgi-Promo/Pg/T9.Cgi?Entry=370&Full=Yes&Ftpsite=Http:// www.Ibiblio.Org/Gutenberg/ [accessed 18 November 2005]

Tesco Plc., 2002. Annual Report and financial statements 2002. [Online]. Tesco Plc. Available at:

http://81.201.142.254/Presentresults/Results2001_02/Prelims/Report/f [accessed 18 November 2005]

It is good practice to keep a copy of the front page of any website you use.

4.5. E-mail correspondence/discussion listsParticular care needs to be taken if you are quoting from these as they may include personal e-mail addresses and be from a restricted source. Permission should be sought before these sources are quoted. For e-mail correspondence or discussion lists the required elements are for a reference are: Authorship, Year. Message or subject title from posting line. [type of medium] Recipient's name: Correspondence address Date sent: Including time. Available at: URL (e.g. details of where message is archived). [Accessed date] [email protected], 2005. Mobile phone developments. [E-mail]. Message to R G.

Schmit ([email protected]). Sent Monday 7 June 2005, 08:13. Available at:http://gog.defer.com/2004_07_01_defer_archive.html [accessed 7 July 2005]

(Taken from: University Library Harvard System of Referencing Guide July 2007, Anglia Ruskin University.Available at: http://libweb.anglia.ac.uk/referencing/harvard.htm)

85

http://Promo.Net/Cgi-Promo/Pg/T9.Cgi?Entry=370&Full=Yes&Ftpsite=Http://


要求一：参考文献需要写出具体引用的是哪本教材，哪一页的某某公式，或者是

某某定理，某某结论等。例如下面的公式“ ”是来自人民邮电出版社，刘

南平主编的《电路分析》教材第 158页公式 7.14，则要求学生在课业中明确指出该

公式的出处。要求二：参考文献至少有两本以上，至少要有一本是英文的参考文献。如果是引用

了同一本书的几个不同公式（定理等），最后的表格只需要写这本书一次，但是

在课业中引用的地方都要标注出来。（本范例为了突出显示起见，用了红色字体，学生在做课业的时候，用黑色字体

即可。）3 According to [刘南平 2006] (equation 7.14 from page 158), we have the equation:

Since, U1=220V U2=12V

So = =55:3

So if the numbers of turns N1 is 55, then the numbers of turns N2 is 3

86


4. In Fig. (c), According to [Charles

2008] (Figure 4.1.87 from page 326), we can get this impedance equation.

If X=0,thus Z=R ,that is say U and I have the same timing,then the circuit is resonant

circuit Suppose that the frequency is 597

So Ω

In Fig.(d) ,

If w,L,C meet certain conditions,letting the = ,thus B=0

Then the Circuit is equal to the voltage, then the Circuit is Resonant Circuit = =

Ω

= *C= Ω

Since then is equal to approximately

So the the circuit is resonant circuit

=0.00081V- 90°

=0.00081V- 90°=0.00081V- 90°

Reference:

Books:（参考文献为书本的时候，请参照以下格式写文献）Charles K. Alexander & Matthew N.O. Sadiku，2008. Higher National Engineering. 3rd ed. Beijing: Tsinghua University Press

87


刘南平, 2006. 电路分析. 第一版.北京：北京航空航天大学出版社冯巧玲，2003.《自动控制原理》. 第一版.北京：北京航空航天大学出版社耿素云&屈婉玲，2003.《离散数学》. 第二版.北京：高等教育出版社赵国玲等，2010.《JAVA语言程序设计》. 第二版.北京：机械工业出版社Redman, P., 2006. ‘Good essay writing: a social sciences guide’. 3rd ed. London: Open University in assoc. with Sage（一个作者的写法）Kirk, J. & Munday, R.J., 1988. ‘Narrative analysis’. 3rd ed. Bloomington: Indiana University Press.（二到三个作者的写法）Grace, B. et al., 1988. ‘A history of the world. Princeton’, NJ: Princeton University Press.（四个作者的写法）

Journals: （参考文献为期刊文章的时候，请参照以下格式写文献）Perry, C., 2001. ‘What health care assistants know about clean hands’. Nursing Times, 97(22), p.63-

64.

Boughton, J.M., 2002. ‘The Bretton Woods proposal: an indepth look’. Political Science Quarterly, 42 (6), p.564-78.

Internet: （参考文献为网络文档的时候，请参照以下格式写文献）National electronic Library for Health. 2003. ‘Can walking make you slimmer and healthier?’ (Hitting the headlines article) [Online]. (Updated 16 Jan 2005) Available at: http://www.nhs.uk.hth.walking [accessed 10 April 2005]

http://dev.yesky.com/msdn/310/2259310_1.shtml说明 1：请注意参考文献当中的标点符号和斜体的使用，一定要严格按照哈佛结构的格式来做。说明 2：下面表格是说明参考文献中每一项具体所指的是什么，请注意下表在课业中需要删除。Index（索引） Author作者

Publish

Year 出版年

Title (including sub-

title)书名Edition

第几版Place of

Publication

出版地Publisher 发行商名

[Redman P.

2006]

Redman P. 2006 Good essay writing: a

social sciences guide

3rd ed. London Open University

in assoc. with

Sage

[Kirk &

Munday

1988]

Kirk, J. &

Munday, R.J.

1998 Narrative analysis 3rd ed. Bloomington Indiana

University Press

[Grace, B. Grace, B. et al 1988 A history of the world Princeton, Princeton

88


et al 1988] (more than

two author)

NJ University Press

Index AuthorPublis

h YearTitle (including sub-title) Edition

Place of

Publicat

ion

Publisher

[Charl

es

2008]

Charles

K.

Alexande

r &

Matthew

N.O.

Sadiku

2008 Higher National Engineering 3th Beijing Tsinghua

University Press

[Liu

Nanpin

g

2006]

Liu

Nanping

2006 Circuit Analysis 1st Beijing Posts & Telecom

Press

Journal articles:Index

AuthorPublish

YearTitle (including sub-title) Journal title

Volume

NumberPages

[Perry 2001] Perry, C. 2001 What health care assistants

know about clean hands

Nursing Times 97 63-64

[Slapper 2005] Slapper, G. 2005 Corporate manslaughter: new

issues for layers

The Times 4-5

[Wright & Cottee

2000]

Wright, A. &

Cotte, P.

2000 Consumer understanding of

US and EU nutrition laels

British Food

Jouranal

615-629

Internet resource:Index

AuthorPublish

YearTitle (including sub-title) URL

[National

electronic Library

for Health, 2003]

National

electronic Library

for Health

2003 Can walking make you

slimmer and healthier

http://www.nhs.uk.hth.walking

[

http://dev.yesky.c

om/msdn/310/225

9310_1.shtml]

http://dev.yesky.com/msdn/

310/2259310_1.shtml

89

Documents

What is Edexcel - gdei.edu.cnweb.gdei.edu.cn/wlx/gonggaolan/resource/5a293debb5c57940... · Web viewWhat is Edexcel? Edexcel was formed in 1996 by the merger of two well-respected