The Further Education and Training Awards Council (FETAC)
was set up as a statutory body on 11 June 2001
by the Minister for Education and Science.
Under the Qualifications (Education & Training) Act, 1999,
FETAC now has responsibility for making awards
previously made by NCVA.
Module Descriptor
Instrumentation
& Robotics
Level 6 N32773
www.fetac.ie
1
Summary of Contents
Introduction
Describes context and objectives
Module Title
Indicates the module content. This title appears on the learner’s
certificate. It can be used to download the module from the website
www.fetac.ie .
Module Co de
An individual code is assigned to each module
Level
Credit Value
Purpose
Preferred Entry Level
Special Requirements
General Aims
Units
Specific Learning
Outcomes
Portfolio of Assessment
Grading
Individual Candidate
Marking Sheets
Module Results
Summary Sheet
Appendices
Indicates where the award is placed in the National Framework of
Qualification, from Level 6 to Level 6
Denotes the amount of credit that a learner accumulates on
achievement of the module.
Describes in summary what the learner will achieve on successfully
completing the module and in what learning and vocational contexts
the module has been developed. Where relevant, it lists what
certification will be awarded by other certific ation agencies.
Recommends the level of previous achievement or experience of the
learner.
Usually ‘none’ but in some cases detail is provided here of specific
learner or course provider requirements. There may also be
reference to the minimum safety or skill requirements that learners
must achieve prior to assessment.
Describe in 3-5 statements the broad skills and knowledge learners
will have achieved on successful completion of the module.
Structure the learning outcomes; there may be no units.
Describe in specific terms the knowledge and skills that learners will
have achieved on successful completion of the module.
Provides details on how the learning outcomes are to be assessed.
Provides details of the grading system used.
List the assessment criteria for each assessment technique and the
marking system.
Records the marks for each candidate in each assessment technique
and in total. It is an important record for centres of their candidate’s
achievements.
Can include approval forms for national governing bodies.
Glossary of Assessment
Techniques
Explains the types of assessment techniques used to assess standards.
Assessment Principles
Describes the assessment principles that underpin the FETAC
(FETAC) approach to assessment.
2
1
Module Title
Instrumentation & Robotics
2
Module Code
N32773
3
Level
6
4
Credit Value
1 credit
5
Purpose
This module is a statement of the standards to be achieved to gain a
FETAC credit in Instrumentation and Robotics at NQF Level 6.
The module is designed to give the learner a working knowledge of
modern instrumentation techniques.
6
7
8
Preferred
Entry Level
None
Special
Requirements
None
General Aims
Learners who successfully complete this module will:
8.1
understand the internal structure of a modern micro-controller
8.2
be familiar with the software environment used in the development
of embedded systems
8.3
be familiar with various peripherals used in an instrumentation
system
be capable of contributing to the design of hardware and software
for an instrumentation system
8.4
8.5
demonstrate the ability to implement a system
3
9
10
Units
The specific learning outcomes are grouped into 6 unit(s).
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Hardware architecture
Software development (low level)
Software development (high level)
Interfacing peripherals
Driver Units
Electric Motors
Specific Learning Outcomes
Unit 1 Hardware Architecture
the learner should be able to:
10.1.1 draw a block diagram of a computer system.
10.1.2 explain the functions of each block
10.1.3 distinguish the difference between the terms computer, micro computer,
microprocessor, micro-controller.
10.1.4 discuss the role and importance of micro-controllers in modern society
10.1.5 list at least 10 such examples
10.1.6 understand the difference in the Von Neumann and Harvard model
10.1.7 understand the difference between Risc and Cisc c p u’s
10.1.8 draw a block diagram of a c p u
10.1.9 explain the difference between general purpose registers and dedicated registers
10.1.10 explain the function of general purpose registers
10.1.11 explain the function of ALU, instruction decoder, control section, buffers, stack
pointer, instruction pointer.[program counter]
10.1.12 explain the meaning of volatile and non- volatile memory
10.1.13 explain the difference between Rom and Ram
10.1.14 explain the term Prom[Otp], Eprom, Eeprom, flash memory
10.1.15 explain the advantages and disadvantages of each
4
10.1.16 explain the function of each within an embedded micro-controller
10.1.17 explain how dynamic and static Ram works
10.1.18 discuss the advantages and disadvantages of each.
10.1.19 draw a block diagram of a simple, programmable port.
10.1.20 discuss the advantages and disadvantages of each.
10.1.21 list the vario us sources of system clock
10.1.22 discuss the advantages and disadvantages of each.
10.1.23 explain the concept of a bus in a digital computer
10.1.24 list the type and function of each bus used
2 Software development.[low level]
the learner should be able to:
10.2.1 draw a block diagram of the files used in the development of a low level program
10.2.2 use development software to create a project folder for a specific micro-controller
with correct settings
10.2.3 create an assembly language file using an editor
10.2.4 assemble and debug the file content
10.2.5 use a simulator to single step through the program
10.2.6 observe and explain the changes occurring in the simulator software.
10.2.7 connect an emulator to the system
10.2.8 single step through the program
10.2.9 observe and explain the changes occurring in the system.
10.2.10 connect a programmer to the p c
10.2.11 set the software correctly to program the controller being used.
10.2.12 verify that the programming has occurred correctly.
10.2.13 explain & discuss the advantages of isp.
5
3 Software development.[high level]
the learner should be able to:
10.3.1 explain the differences between high and low level languages
10.3.2 list the include files and directives required in a high level project
10.3.3 use a compiler to create a project file for a specific micro-controller
10.3.4 create and compile a file in an appropriate high- level language
10.3.5 program the i.c. and confirm that the project operates correctly.
4 Peripherals and Instrumentation.
the learner should be able to:
10.4.1
explain the possible ways of connecting a liquid crystal display to a
controller
10.4.2
explain the difference formats available in liquid crystal displays
10.4.3
write a control program to demonstrate the use of a programmable port to
light Leds
10.4.4
write a control program to demonstrate the use of a programmable port to
input data
10.4.5
write a control program to demonstrate the use of an liquid crystal display
to display data and string messages
10.4.6
write a control program to demonstrate the use of a multiplexed 7 segment
display
10.4.7
write a control program to demonstrate the use of a graphical liquid crystal
display and appropriate software
10.4.8
write a control program to demonstrate the speed direction control of an
electric motor
10.4.9
use an analogue to digital converter to measure a voltage and display it in
appropriate units on an liquid crystal display
10.4.10
use an analogue to digital converter to measure temperature and display it
in appropriate units on an liquid crystal display
6
5.
Driver units
the learner should be able to:
10.5.1 Discuss the need for a driver unit
10.5.2 Implement a driver unit employing a relay
10.5.3 Implement a driver unit employing a solid-state device
10.5.4 Discuss the need for opto- isolation
10.5.5 Implement a driver employing opto-isolation
6.
Motors
the learner should be able to:
10.6.1 explain the principle of a servomotor
10.6..2 explain the principle of a stepper motor
10.6.3 distinguish between bipolar and unipolar stepper motors
10.6.4 discuss the requirement of a motor interface
10.6.5 list semiconductor devices suitable to interface motors to control systems
11
Portfolio of
Assessment
Please refer to the glossary of assessment techniques and the note
on assessment principles at the end of this module descriptor.
All assessment is carried out in accordance with FETAC
regulations.
Assessment is devised by the internal assessor, with external moderation FETAC.
Summary
Project
30%
Collection of Work
40%
Examination
30%
7
11.1
Project
The internal assessor will devise a brief that requires the candidate
to demonstrate
understanding and application of concepts in instrumentation and
robotics
• use of relevant research
• mastery of tools and techniques
• ability to design, assemble and test the circuitry
• ability to evaluate the final product
Candidates will design the hardware, write the software and build
the system to implement the required circuit.
Evidence presented will include:
• Relevant research documentation
• Circuit diagrams and working drawings of the system
• A completed system
• Evaluation of the system
Adherence to safe working practices will be an integral part of the
project.
The project may be undertaken as a group or collaborative project.
The individual contribution of each candidate must be clearly
identified..
11.2
Collection of Work
In one or more skills demonstrations, candidates will be observed
carrying out at least 4 practical tasks.
The practical tasks will cover a broad range of practical skills and
knowledge as outlined in the specific learning outcomes.
Candidates will demonstrate adherence to safe working practices
throughout the skills demonstrations.
The skills can be assessed at any time throughout the learning
process.
11.3
Examination
The internal assessor will devise a written examination that
assesses a range of specific learning outcomes covering all units.
The examination will be 2 hours in duratio n.
The format of the examination will be as follows:
Section A
12 short questions.
Candidate must answer 10 questions(1 mark each)
Section B
3 structured questions.
Candidates must answer 2 (10 marks each)
8
12
Grading
Pass
Merit
Distinction
50 - 64%
65 - 79%
80-100%
9
Instrumentation
& Robotics
N32773
Project 30%
Individual Candidate
Marking Sheet
Candidate Name: _______________________________ PPSN.: ________________________
Centre: __________________________________________________ No.: _______________
Maximum
Mark
Assessment Criteria
Project
Comprehensive circuit diagrams, working
drawings and explanations.
10
Excellent working system produced.
10
Critical evaluation including appropriate testing
throughout
10
TOTAL MARKS
This mark should be transferred to the Module Results Summary Sheet
Candidate
Mark
30
Internal Assessor’s Signature: __________________________________ Date: ____________
External Authenticator’s Signature: _____________________________ Date: _____________
10
Instrumentation
& Robotics
N32773
Individual Candidate
Marking Sheet 2
Collection of Work 40%
Candidate Name: _______________________________ PPSN: ________________________
Centre: __________________________________________________ No.: ________________
Maximum
Mark
Assessment Criteria
Appropriate preparation and planning of task
10
Effective carrying out of the task demonstrating
mastery of techniques
10
safe use and careful maintenance of equipment
10
Relevant supporting documentation
10
TOTAL MARKS
This mark should be transferred to the Module Results Summary Sheet
Candidate
Mark
40
Internal Assessor’s Signature: __________________________________ Date: ____________
External Authenticator’s Signature: _____________________________ Date: _____________
11
Instrumentation
& Robotics
Individual Candidate
Marking Sheet 3
N32773
Examination (Theory -Based) 30%
Candidate Name: _______________________________ PPSN: ________________________
Centre: __________________________________________________ No: _____________
Maximum
Mark
Assessment Criteria
Candidate
Mark
Section A: short answer questions
12 short answer questions, answer any 10 (1 mark each)
(Indicate questions answered)
Question No.:* _____
_____
_____
_____
_____
_____
_____
_____
_____
_____
1
1
1
1
1
1
1
1
1
1
Subtotal
10
Section B: structured questions
3 structured questions, answer any 2 (10 marks each)
(Indicate questions answered)
Question No.:* _____
_____
10
10
Subtotal
TOTAL MARKS
This mark should be transferred to the Module Results Summary Sheet
20
30
Internal Assessor’s Signature: ___________________________________ Date: _____________
External Authenticator’s Signature: ___________________________________ Date: __________
12
FETAC Module Results Summary Sheet
Module Title: Instrumentation and robotics
Module Code: N32773
Assessment Marking Sheets
Candidate Surname
Maximum Marks per Marking Sheet
Candidate Forename
Mark Sheet
1
Mark Sheet
2
30
40
Mark Sheet
3
30
Signed:
Internal Assessor: _______________________________________________ Date: ____________________
This sheet is for internal assessors to record the overall marks of individual candidates. It should be retained in the centre.
The marks awarded should be transferred to the official FETAC Module Results Sheet issued to centers before the visit of
the external Authenticator.
Total
Marks
100
Total
÷?
100%
Grade*
Grade*
D: 80 - 100%
M: 65 - 79%
P: 50 - 64%
U: 0 - 49%
W: candidates entered who did not present for assessment
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FETAC Assessment Principles
1
Assessment is regarded as an integral part of the learning process.
2
All FETAC assessment is criterion referenced. Each assessment technique has assessment
criteria which detail the range of marks to be awarded for specific standards of knowledge,
skills and competence demonstrated by candidates.
3
The mode of assessment is generally local i.e. the assessment techniques are devised and
implemented by internal assessors in centers.
4
Assessment techniques in FETAC modules are valid in that they test a range of appropriate
learning outcomes.
5
The reliability of assessment techniques is facilitated by providing support for assessors.
6
Arising from an extensive consultation process, each FETAC module describes what is
considered to be an optimum approach to assessment. When the necessary procedures are in
place, it will be possible for assessors to use other forms of assessment, provided they are
demonstrated to be valid and reliable.
7
To enable all learners to demonstrate that they have reached the required standard, candidate
evidence may be submitted in written, oral, visual, multimedia or other format as appropriate
to the learning outcomes.
8
Assessment of a number of modules may be integrated, provided the separate criteria for
each module are met.
9
Group or teamwork may form part of the assessment of a module, provided each candidate’s
achievement is separately assessed.
14