Unit 25:

Selecting and Using

Programmable Controllers

Unit code:

D/600/0276

QCF Level 3:

BTEC Nationals

Credit value:

10

Guided learning hours: 60

Aim and purpose
This unit will give learners an understanding of the use and applications of programmable logic controllers
(PLCs), the hardware and software that makes up a PLC and the interaction needed between the component
parts.

Unit introduction
The automation of machines, process control and conveyor lines has resulted in the ever-increasing
consistency of quality, speed and cost savings within complex processes. Consumers have come to expect
high standards of quality in the manufactured goods they use, but to an engineer these are the challenges that
make the profession interesting.
This unit will consider programmable logic controllers (PLCs), control devices which aid the automation
of these processes. The capabilities of PLCs have developed over the years, with performance, reliability
and operational resilience being key attributes to their continued success. In order to achieve automated
monitoring and control, these devices can be used on their own or in conjunction with others through
communication systems/links, which are themselves becoming more versatile.
The unit will introduce learners to the use and applications of PLCs, the hardware and software that makes
up a PLC and the interaction needed between the component parts. Learners will develop their ability to
use programming techniques to produce programs for modern PLCs. They will also gain an understanding
of the different types of communication media used to link larger numbers of PLCs together, the networking
architecture used and the associated standards and protocols.

Learning outcomes
On completion of this unit a learner should:

Understand the selection, hardware and software requirements of a programmable controller

Be able to use programming techniques to produce a program for a modern programmable controller

Understand complex programmable controller applications

Understand data communications media and networks used with modern programmable controllers.

Edexcel BTEC Level 3 Nationals specification in Engineering

Issue 1 January 2010 Edexcel Limited 2009

Unit content
1 Understand the selection, hardware and software requirements of a programmable
controller
Programmable controller selection: types (unitary, modular, rack-mounted); criteria eg cost, versatility and
scanning time; internal architecture eg central processing unit (CPU), arithmetic and logic unit (ALU), flags,
registers, memory and types (volatile, non-volatile); scan cycle (self-test, input/logic/output scans)
System hardware and software requirements: manufacturers specification of input/output (I/O) units (digital
and analogue); power supply; use of operating system; configuration of inputs and outputs; number
systems eg binary, octal, hexadecimal, binary-coded decimal (BCD); input/output devices; mechanical
switch relays (electromechanical and solid state); transducers eg temperature, pressure, flow, smart
sensors, simple motors and drives

2 Be able to use programming techniques to produce a program for a modern

programmable controller
Programming techniques: eg ladder and logic diagrams, statement listing, functional diagrams, graphical
programming languages, mimic diagrams, sequential function charts (SFCs)
Produce, store and present program: human computer interface (HCI) eg handheld input pad, personal
computer, text, graphical touch screens; use of system software to write, edit, delete, save, restore,
create reports, load/unload, search; use of fault diagnostic indicators; print copies of program; storage
eg scanning, memory organisation, continuous updating, back-up copies, supervisor control and data
acquisition (SCADA)
Instruction types: production of program using relay, bit, branch, timer/counter, comparison, logical,
arithmetic instructions; proportional integral derivative (PID) controller loops

3 Understand complex programmable controller applications

Program documentation: hardware considerations (environmental, operational, maintainability); instruction
types; documentation for testing eg software debug instructions, diagnostic indicators, data monitors,
search, force facilities; complex engineering applications eg machine, process control, conveyor
Health and safety with programmable controller: safe working practices for personnel and with equipment
eg tools and equipment risk assessment, job safety analysis (JSA), housekeeping practices for work
areas, personal protective equipment (PPE), restriction of non-participants from areas; health and safety
standards (local, national, international) eg local safety agreements between employees and employers,
Health and Safety Executive (HSE), Health and Safety at Work Act 1974, regulations for the use of display
screens; avoiding haphazard operations eg risk management, planning considerations, testing (usability,
unit, component, acceptance), what If scenarios, commissioning

Edexcel BTEC Level 3 Nationals specification in Engineering

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4 Understand data communications media and networks used with modern

programmable controllers
Communication media: selection criteria, description of features, frequency ranges, technology eg
analogue, digital, wireless; cable eg twisted pairs, coaxial, fibre-optic, shielded/unshielded, categories,
operational lengths; connector eg Bayonet-Neill-Concelman (BNC), registered jack (RJ-45), straight
tip (ST), universal serial bus (USB) type A and type B; opto-isolator eg photodiode, phototransistor,
thyristors, triacs
Network: network architecture (fieldbus, distributed intelligence, open communications networks);
network standards/protocols eg International Organisation for Standardisation (ISO), Institute of Electrical
and Electronic Engineers (IEEE), Manufacturing Automation Protocol (MAP), Electronics Industry
Association (EIA-485), Factory Instrumentation Protocol (FIP)

Edexcel BTEC Level 3 Nationals specification in Engineering

Issue 1 January 2010 Edexcel Limited 2009

Assessment and grading criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the
level of achievement required to pass this unit.
Assessment and grading criteria
To achieve a pass grade the
evidence must show that the
learner is able to:

To achieve a merit grade the

evidence must show that, in
addition to the pass criteria,
the learner is able to:

To achieve a distinction grade

the evidence must show that,
in addition to the pass and
merit criteria, the learner is
able to:

P1

describe the selection criteria M1 explain the benefits and

D1
and a practical application for
limitations of a programmable
a unitary, a modular and a
controller for a specific
rack-mounted programmable
application
controller

P2

explain the system hardware

and software requirements
for a programmable
controller application

P3

use a programming technique M3 compare two different

to produce, store and
networks used for a modern
present a program that
programmable controller
demonstrates the full range of
system.
instruction types
[IE4]

P4

explain the program

documentation that has
been used for a complex
engineering application

P5

describe the importance

of health and safety when
working with programmable
controlled equipment

P6

explain how one example

of each of the three types of
communication media would
be selected for a specific
programmable controller
application

P7

describe a network and

relevant standards and
protocols used for a modern
programmable controller
system.

M2 justify the choice of a specific

programming method
and the methods used to
produce, store and present
the program

D2

evaluate program
documentation used to
control an automated
machine/process and make
recommendations for
improvement
compare the current
capabilities and limitations of
a programmable controller
and identify possible areas of
future development.

Edexcel BTEC Level 3 Nationals specification in Engineering

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PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate
effective application of the referenced elements of the skills.

Key

IE independent enquirers

RL reflective learners

SM self-managers

CT creative thinkers

TW team workers

EP effective participators

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Essential guidance for tutors

Delivery
This unit could be delivered as a stand-alone unit or be integrated with other units such as Unit 58:
Construction and Application of Digital Systems and Unit 65: Principles and Applications of Microcontrollers. An
integrated approach to delivery will give learners an opportunity to consider the wider aspects of hardware
and software development within modern integrated applications. Delivery and learning will be maximised
through a strong, practically based learning programme.
PLC capabilities and their range of uses within the control industry has grown considerably over recent years,
meaning that there is a wide variety of PLCs available. However, it is important that learners recognise the
limitations of earlier models (in terms of hardware and software) and the potential of newer models for longer
life cycles and advanced characteristics and features.
In order to ensure breadth of learning, centres should ideally work with employers to introduce real workbased applications of PLC technology. Educational visits to appropriate events such as exhibits, trade fairs and
system manufacturers are an important method to inspire learning.
Practical work should ensure that learners can recognise a range of PLC units, interfaces and connections,
programming techniques and large system integration, for both existing and future demands. This will enable
them to appreciate how the various aspects fit together to produce an efficient, reliable and safe control
method that is capable of fitting within a range of operational environments. In some cases, this will include
the need for portability and an operationally sustainable energy source.
Appropriate attention must be given to health, safety and welfare arrangements throughout the delivery of this
unit.
Note that the use of eg in the content is to give an indication and illustration of the breadth and depth of the
area or topic. As such, not all content that follows an eg needs to be taught or assessed.

Edexcel BTEC Level 3 Nationals specification in Engineering

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Outline learning plan

The outline learning plan has been included in this unit as guidance and can be used in conjunction with the
programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Whole-class teaching:

introduction to unit content, scheme of work and method of assessment

explain and describe the purpose and criteria for the selection of PLCs

describe PLC internal architecture and scan cycle

explain specification of I/O units and power supply

describe and demonstrate the use of an operating system, configuring inputs and outputs and the purpose
and use of different number systems
explain the purpose and basic function of I/O devices, switch relays and transducers.

Individual research and group activity:

investigate the selection of PLCs for different given applications.

Preparation for and completion of Assignment 1: Selection and Applications of PLCs (P1, P2 and M1).
Whole-class teaching:

explain and demonstrate the use of programming techniques

explain and demonstrate forms of HCI and the use of system software

demonstrate use of fault diagnostic indicators and means of storing programs

explain and demonstrate the full use of instruction types.

Practical learner activity:

practise and use programming techniques to produce PLC programs.

Preparation for and completion of Assignment 2: Using Programming Techniques (P3 and M2).
Whole-class teaching:

explain the need for and use of different program documentation required for complex engineering
applications.

Individual learner work:

researching documentation relevant to different engineering applications.

Whole-class teaching:

explain the safe working practices to be followed when working with PLCs and relevant applicable health and
safety standards
explain risk management techniques and means of avoiding haphazard operations.

Group activity:

using case study material to examine health and safety requirements for situations involving programmable
controllers.

Preparation for and completion of Assignment 3: Applications of Programmable Controllers

(P4, P5 and D1).

Edexcel BTEC Level 3 Nationals specification in Engineering

Issue 1 January 2010 Edexcel Limited 2009

Topic and suggested assignments/activities and/assessment

Whole-class teaching:

describe the different types of communication media, their main features and their applications

describe the different forms of connector used and opto-isolators and the selection criteria

explain the different forms of network architecture and the standards and protocols that apply to networks.

Preparation for and completion of Assignment 4: Data Communications Media and Networks
(P6, P7, M3 and D2).
Feedback on assessment, unit evaluation and close.

Assessment
PLCs involve a complex mixture of computer technology, communication interfaces and software
programming techniques.
The assessment strategy for this unit should consist of a mix of written technical reports and hands-on
practical work. Annotated photographic evidence could also be a valuable tool to capture on-site information
and support learners written work.
Where the grading criteria refer to an application this is intended to mean a real-world situation wherever
possible. Although a different application could be used for different criteria it would be reasonable to use the
same or closely related applications throughout.
P1 and P2 are closely linked. P1 requires learners to describe the selection criteria and a practical application
for a unitary, a modular and a rack-mounted programmable controller. In doing so, learners need to
demonstrate their ability to recognise the different approaches to PLC operational activities. In describing
the selection criteria learners should consider things such as cost, versatility and scanning time, together with
relevant descriptions of the internal architecture (eg central processing unit (CPU), arithmetic and logic unit
(ALU) etc) and a practical application of each.
For P2, a comprehensive range of hardware and software requirements should be considered. For example,
the power supply available may have quite different consequences for an application involving a field
monitoring system as opposed to an installation in a factory. The amount of coverage of content for this
criterion will be determined by the actual programmable controller application considered but it is expected
that the learner should have at least four or five system hardware and software requirements indicated and
explained.
P3 requires learners to use a programming method to produce, store and present a program that
demonstrates the full range of instruction types. Learners are not expected to be fully competent
programmers but their programs should be printed out, annotated where appropriate and stored.
The explanation required for P4 needs to cover all the related unit content including hardware considerations,
instruction types and documentation for testing. A complex engineering application in this context is intended
to mean some form of machine, a manufacturing process control operation or a conveyor system based on
a real-life situation. Learners will need to provide some details of the complex application and go on to explain
the documentation, for example the program instructions, testing documentation and forced facilities etc
associated with it. Ideally this would be a work-based application, although learners could be provided with
a case study of a complex application.
P5 requires learners to describe the importance of health and safety when working with programmable
controlled equipment. A range of what if scenarios for various applications could be used to cover the full
requirements of the unit content.

Edexcel BTEC Level 3 Nationals specification in Engineering

Issue 1 January 2010 Edexcel Limited 2009

P6 requires learners to explain how one example of each of the three types of communication media (cable,
connector, opto-isolator) would be selected for a specific programmable controller application. The key point
here is for learners to recognise the media, understand how each one is selected, describe the main features
and consider aspects such as frequency ranges and the technology to which they are being applied.
For P7, there is a possibility that the description of a network and relevant standards and protocols could
become overly complex and involve a wide range of issues. Therefore, learners need to be restricted to
describing just the general network architecture of perhaps an Ethernet, and provide details of the associated
standards and what they generally imply.
M1 builds on the work carried out for pass criteria P1 and P2, as learners need to consider a specific
application and apply their understanding of the selection criteria already used. The important point is that
they can demonstrate ability in selecting an appropriate PLC type and have knowledge as to why it is an
appropriate choice.
M2 can be clearly linked to pass criteria P3 and P4. To achieve M2, learners need to reflect on their choice of
programming methods. In their justification learners should identify why one programming method has been
chosen and make it clear why the others have been rejected.
M3 builds on the work undertaken to achieve P7 and P8. It requires learners to compare two different
networks used for a modern programmable controller system. This should include details of the networks,
standards and key differences. Learners need to demonstrate that they realise the important differences
between networks and how they may influence the associated PLC systems.
To achieve D1, learners must consider the wider implications of the work carried out for P4 and M2.
Learners need to be able to appraise the material and suggest improvements. These improvements
should not simply be related to the amount of material documentation. Learners should also consider the
documentation in light of their ability to recognise the hardware considerations, work with the range of
instruction types and use the documentation for testing. As with the related pass criterion, this must be set
within a complex engineering application.
Finally, D2 requires learners to reflect on the unit as a whole. The comparison could include aspects such
as memory capacity, the types of PLC available, the growing development in networking technologies (for
example wireless implications), the use of smart sensors and how this may impair the programme and
feedback loops, how processor power may influence the programming method etc. Satisfactory achievement
of this criterion will require learners to have considered the range of issues covered by the unit content and
undertaken some independent research of trends and potential benefits.

Edexcel BTEC Level 3 Nationals specification in Engineering

Issue 1 January 2010 Edexcel Limited 2009

Programme of suggested assignments

The table below shows a programme of suggested assignments that cover the pass, merit and distinction
criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either
write their own assignments or adapt any Edexcel assignments to meet local needs and resources.
Criteria covered

Assignment title

Scenario

Assessment method

P1, P2 and M1

Selection and
Applications of PLCs

A written assignment requiring

learners to demonstrate an
understanding of PLC selection
and application.

A series of three written tasks.

Learners provide a description
of the selection and application
of PLCs and explain hardware
and software requirements.
Learners are then given an
application for which they
choose a suitable PLC.

P3 and M2

Using Programming
Techniques

Learners are required by

their employer to produce
a program for a specific
programmable controller to
meet a customers needs.

A practical programming task.

Learners should produce a
program, which should be
printed out, annotated and
stored.

P4, P5 and D1

Applications of
Programmable
Controllers

Learners investigate an
A series of written descriptions/
industrial application of
explanations.
programmable controllers, and
explain the documentation and
health and safety considerations
that relate to it.

P6, P7, M3 and D2

Data Communications
Media and Networks

Learners investigate the

different forms of media, their
selection criteria and their
applications.

A series of written descriptions/

explanations.

Links to National Occupational Standards, other BTEC units, other BTEC

qualifications and other relevant units and qualifications
This unit forms part of the BTEC Engineering sector suite. This unit has particular links with the following unit
titles in the Engineering suite:
Level 1

Level 2

Level 3
Construction and Application of
Digital Systems

The unit has links with the SEMTA Level 3 National Occupational Standards in Engineering Technical Support,
particularly:

Unit 30: Loading and Proving Computer Control Programs

Unit 32: Producing Off-line Programs for Programmable Logic Controller Equipment.

10

Edexcel BTEC Level 3 Nationals specification in Engineering

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Essential resources
Centres will need access to a range of PLCs, communication media and interface devices. Software packages
and tools should also be available to permit programming and implementation of device/applications for circuit
performance and debugging. Learners will require access to a range of relevant manuals, reference data and
manufacturers information.

Employer engagement and vocational contexts

Much of this unit can be set in an industrial context and centres should make the most of local opportunities
to demonstrate complex engineering applications of programmable controllers, such as manufacturing process
control operations or a conveyor systems.

Indicative reading for learners

Textbooks

Bolton W Instrumentation and Control Systems (Newnes, 2004) ISBN 0750664320

Bolton W Programmable Logic Controllers (Newnes, 2006) ISBN 0750681128
Hooper J Introduction to PLCs (Carolina Academic Press, 2004) ISBN 0890893896

Delivery of personal, learning and thinking skills

The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit.
Skill

When learners are

Independent enquirers

using and evaluating the information used for programming controllers.

Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further
opportunities to develop a range of PLTS through various approaches to teaching and learning.
Skill

When learners are

Reflective learners

reviewing their progress and acting on the outcomes

Self-managers

working towards clear, common goals and organising their own thinking in a
coherent form.

Edexcel BTEC Level 3 Nationals specification in Engineering

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11

Functional Skills Level 2

Skill

When learners are

ICT Use ICT systems

Select, interact with and use ICT systems
independently for a complex task to meet a
variety of needs

English
Reading compare, select, read and
understand texts and use them to gather
information, ideas, arguments and opinions
Writing write documents, including
extended writing pieces, communicating
information, ideas and opinions, effectively
and persuasively

12

programming controllers for different applications

investigating and researching programmable logic controllers

explaining selection, hardware and software requirements.

Edexcel BTEC Level 3 Nationals specification in Engineering

Issue 1 January 2010 Edexcel Limited 2009