Unit 3: Scientific and Mathematical Applications for ...
Scheme of work
Guided learning hours (GLH): 30
Number of lessons: 30
Duration of lessons: 1 hour
Learners should spend lesson time and non-supervised time working on assignments.
|Lesson |Unit content* |Activities |Links to other units |
|1 |Unit introduction |Teacher/tutor presentation (approx. 10 minutes) – outline the nature of the learning aims and the | |
| | |number of assignments that learners will be expected to complete. | |
|Learning aim A: Understand the effects of forces and temperature changes on materials used in construction |
|1 (cont.) |Topic A.1: Effect of forces |Teacher/tutor presentation, explaining nature of forces and relationship between mass and force or | |
| |Understand the effect of forces on construction |weight. | |
| |materials. |Individual or paired activity: learners to carry out simple calculations to convert mass of | |
| |Identifying the type and nature of forces: |construction materials into forces/loads. | |
| |gravitational forces | | |
| |forces as loads | | |
| |F = ma. | | |
|2 |Understand the effect of forces on construction |Teacher/tutor presentation, explaining effect of forces. There are plenty of videos available online | |
| |materials. |that you can use to show these effects. | |
| |Effect of forces: |Individual or paired activity: learners to complete an activity converting the mass of construction | |
| |compression and tension |materials into the force that they exert, using web or any other relevant resources. | |
| |shear and bending. | | |
|3 |Understand the effect of forces on construction |Teacher/tutor presentation, explaining stresses in materials. | |
| |materials. |Learner activity: carry out simple calculations to calculate area, stress, strain and Young’s modulus | |
| |Effect of forces: |of elasticity. Learners to work individually or in pairs. | |
| |material stress. | | |
|4 |Understand the effect of forces on construction |Teacher/tutor presentation, explaining nature and effect of forces. | |
| |materials. |Learner activity: learners to carry out simple calculations to calculate strains and change in length. | |
| |Effect of forces: | | |
| |strain. | | |
|5 |Understand the effect of forces on construction |Teacher/tutor presentation, explaining nature and effect of forces. | |
| |materials. |Learner activity: learners to carry out simple calculations to calculate modulus of elasticity and | |
| |Effect of forces: |change in length. | |
| |modulus of elasticity. | | |
|6 |Understand the effect of forces on construction |Teacher/tutor presentation, explaining Hooke’s law. | |
| |materials. |Learner activity: learners can carry out the experiment or the teacher/tutor can give a demonstration, | |
| |Hooke’s law (F = –Kx). |either in the class or using web/video resources. Learners should record their observations. | |
|7 |Topic A.2: Changes in temperature |Teacher/tutor presentation, explaining common construction materials. | |
| |Understand how changes in temperature affect |Learner activity: learners to carry out investigation of how common construction materials are | |
| |construction materials. |manufactured or made and how they react to changes in temperature. The investigation should be | |
| |Common construction materials: cement, aggregates, |facilitated by continuous guidance from the teacher/tutor. Learners should record their observations. | |
| |concrete, timber, masonry, plastics, steel, aluminium.| | |
|8 |Understand how changes in temperature affect |Teacher/tutor presentation, explaining changes of state and associated key terms. | |
| |construction materials. |Learner activity: learners to carry out experiment or teacher/tutor can give demonstration, either in | |
| |Heat storage. |the class or using web/video resources. Learners should record their observations. | |
|9 |Understand how changes in temperature affect |Teacher/tutor presentation, explaining heat storage and associated key terms. | |
| |construction materials. |Learner activity: learners to carry out simple calculations to calculate heat storage. | |
| |Heat storage. | | |
|10 |Understand how changes in temperature affect |Teacher/tutor presentation, explaining specific heat capacity and associated key terms. | |
| |construction materials. |Learner activity: learners to carry out simple calculations to calculate specific heat capacity. | |
| |Specific heat capacity. | | |
|11 |Understand how changes in temperature affect |Teacher/tutor presentation, explaining thermal conductivity and thermal resistance, and associated key | |
| |construction materials. |terms. | |
| |Thermal conductivity and thermal resistance. |Learner activity: learners to carry out simple calculations to calculate thermal resistance and | |
| | |required thickness of a material. | |
|12 |Understand how changes in temperature affect |Teacher/tutor presentation explaining thermal expansion and coefficient of linear expansion. | |
| |construction materials. |Learner activity: learners to carry out simple calculations to calculate coefficient of linear | |
| |Coefficient of linear expansion. |expansion for various materials. | |
|13 |Understand how changes in loading and temperature |Group activity: learners to make a list of materials being used in a building and the reasons for their| |
| |affect construction materials. |specific use. This can be the house they live in or the school building. | |
| | |Group discussion: learners to discuss and present their findings on: | |
| | |effect of loading on materials | |
| | |effect of temperature changes on these materials. | |
|14 |Understand how changes in loading and temperature |Group activity: learners to continue work on the previous task and to suggest alternative materials, | |
| |affect construction materials. |giving reasons for their choices. | |
| | |Learner activity: complete revision exercises to refresh knowledge of learning aim A before learners | |
| | |begin assignment. | |
|15 |Assignment 1 |Teacher/tutor input: give an overview of assignment requirements, the nature of the assessment and the | |
| | |timeline for completion and submission. | |
| | |Learner activity: work on assignment. | |
|Lesson |Unit content* |Activities |Links to other units |
|Learning aim B: Use mathematical techniques to solve construction problems |
|16 |Topic B.1: Algebraic and graphical methods |Teacher/tutor presentation, explaining the techniques of rearranging formulae. | |
| |Rearranging formulae: simple formulae. |Learner activity: learners to carry out exercises to change subject of simple formulae containing three| |
| | |variables, working individually or in pairs. | |
|17 |Rearranging formulae: complex formulae. |Teacher/tutor presentation, explaining the techniques of rearranging formulae. | |
| | |Learner activity: learners to carry out exercises to change subject of simple formulae containing | |
| | |complex formulae involving indices, square roots and trigonometric functions, working individually or | |
| | |in pairs. | |
|18 |Substituting values into and evaluating formulae. |Teacher/tutor presentation, explaining the techniques of evaluating formulae. | |
| | |Emphasise the importance of the accuracy of calculations. | |
| | |Learner activity: learners to carry out exercises to determine numerical value of formulae. | |
|19 |Solving equations. |Teacher/tutor presentation, explaining the techniques of solving linear equations. | |
| | |Emphasise the importance of the accuracy of calculations. Encourage the use of approximation to check | |
| | |answers. | |
| | |Learner activity: learners to carry out exercises to solve linear equations. | |
|20 |Cartesian coordinates. |Teacher/tutor presentation, explaining Cartesian coordinates and the techniques to plot these. | |
| | |Emphasise the importance of the accuracy of calculations. Encourage the use of approximation to check | |
| | |answers. | |
| | |Learner activity: learners to carry out exercises to plot Cartesian coordinates. | |
|21 |Gradient and intercept. |Teacher/tutor presentation, explaining gradient and intercept and how it relates to solving | |
| | |construction problems. | |
| | |Emphasise the importance of the accuracy of calculations. Encourage the use of approximation to check | |
| | |answers. | |
| | |Learner activity: learners to carry out exercises to determine gradient and intercept. | |
|22 |Topic B.2: Mensuration |Teacher/tutor presentation, explaining how to calculate areas of various shapes and how that relates to| |
| |Area of square, rectangle, triangle, circle and |solving construction problems. | |
| |trapezium. |Emphasise the importance of the accuracy of calculations. Encourage the use of approximation to check | |
| | |answers. | |
| | |Learner activity: learners to carry out exercises to determine areas of square, circle, triangle, | |
| | |circle and trapezium. | |
|23 |Cross-sectional areas of an I-section beam. |Teacher/tutor presentation, explaining how to calculate area of various construction components such as| |
| |Cross-sectional area of a drainage pipe. |an I beam and a drainage pipe. | |
| | |Emphasise the importance of the accuracy of calculations. Encourage the use of approximation to check | |
| | |answers. | |
| | |Learner activity: learners to carry out exercises to determine the area of given construction | |
| | |components. | |
|24 |Area of plot of land laid out as a trapezium. |Teacher/tutor presentation, explaining how to calculate area of land laid out as a trapezium, as well | |
| |Surface area of a cone. |as surface area of a cone. This could be done by measuring a piece of land, where possible. | |
| | |Emphasise the importance of the accuracy of calculations. Encourage the use of approximation to check | |
| | |answers. | |
| | |Learner activity: learners to carry out exercises to determine the area of given shapes of land. | |
|25 |Volume of a cylinder and a cube. |Teacher/tutor presentation explaining how to calculate volume of a cylinder and a cube. | |
| | |Emphasise the importance of the accuracy of calculations. Encourage the use of approximation to check | |
| | |answers. | |
| | |Learner activity: learners to carry out exercises to determine these areas. | |
|26 |Volume of a prism and a cone. |Teacher/tutor presentation explaining how to calculate volume of a prism and a cone. | |
| | |Emphasise the importance of the accuracy of calculations. Encourage the use of approximation to check | |
| | |answers. | |
| | |Learner activity: learners to carry out exercises to determine the areas of given prisms and cones. | |
|27 |Topic B.3: Trigonometry |Teacher/tutor presentation explaining the basic trigonometric functions (sin(, cos( and tan() as well | |
| |Trigonometric functions. |as their applications in calculating pitch of a roof. | |
| |Applications: pitched roofs. |Emphasise the importance of the accuracy of calculations. Encourage the use of approximation to check | |
| | |answers. | |
| | |Learner activity: learners to carry out exercises to determine these functions and calculate the pitch | |
| | |of a roof. | |
|28 |Applications: staircase design. |Teacher/tutor presentation explaining the application of trigonometric functions in deciding the design| |
| | |of a staircase. | |
| | |Emphasise the importance of the accuracy of calculations. Encourage the use of approximation to check | |
| | |answers. | |
| | |Group activity: learners can measure an actual staircase to understand the application of trigonometric| |
| | |functions. | |
| | |Learner activity: learners to carry out exercises to determine the height, width and pitch of a | |
| | |staircase. | |
|29 |Applications: squareness and alignment. |Teacher/tutor presentation explaining the application of trigonometric functions in confirming | |
| | |squareness and alignment. This could be achieved by measuring diagonal length of a classroom, followed | |
| | |by exercises. | |
| | |Emphasise the importance of the accuracy of calculations. Encourage the use of approximation to check | |
| | |answers. | |
| | |Learner activity: learners to carry out exercises to determine diagonal lengths or heights, with the | |
| | |help of given data. | |
| | |Learners to complete revision exercises to refresh knowledge of learning aim B before beginning | |
| | |assignment. | |
|30 |Assignment 2 |Teacher/tutor input: give an overview of assignment requirements, the nature of the assessment and the | |
| | |timeline for completion and submission. | |
| | |Learner activity: work on assignment. | |
|TOTAL: 30 hours |
*See the specification for full details of unit content.
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BTEC Level 3 National Children's Play, Learning and Development
Teaching and Assessment Pack
Unit X [TITLE]
BTEC First Construction and the Built Environment
Unit 3: Scientific and Mathematical Applications for Construction
BookTitle
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