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Ministry of Education and Science of the Republic of Kazakhstan

Technical and Vocational Education

Specialty: Mechatronics

Qualification: Electrical mechanic

Astana 2013

Content1 Description 32 Course outline 53 Study methods 84 Study materials 135 Course Evaluation System 146 Study curriculum 247 Program Structure 268 Study programs (Content of units) 429 Equipment list 11310

Reading list 114

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1. Description

Pearson Higher Nationals are designed to provide a specialist vocational qualification. These qualifications offer a strong, sector-related emphasis on practical skills development alongside the development of requisite knowledge and understanding. They provide a thorough grounding in the key concepts and practical skills required within the sector and progression to university and employment.

The UK qualification titles covered by this specification are:

Pearson BTEC Level 4 HNC Diploma in Mechanical EngineeringPearson BTEC Level 5 HND Diploma in Mechanical Engineering

These qualification titles are as they will appear on learners’ certificates.

The levels shown in the qualification titles above are Qualification and Credit Framework (QCF) levels which are equivalent to European Qualification Framework (EQF) Level 5.

The structures of the qualifications are as follows.

The Pearson BTEC Level 4 HNC Diploma in Mechanical Engineering is a qualification with a minimum of 120 credits and contains a minimum of 65 credits at Level 4.

The Pearson BTEC Level 5 HND Diploma in Mechanical Engineering is a qualification with a minimum of 240 credits and contains a minimum of 125 credits at Level 5

The qualifications are focused on higher-level skills development, with learners 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 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• communicate the results of their study and other work accurately and reliably using a range of specialist techniques

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• identify and address their major learning needs within defined contexts and 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.

The rationale in developing these Pearson Higher Nationals in Mechanical Engineering has been a focus on:• the education and training of mechatronics engineers who are employed at a professional level in a variety of types of technical work, providing opportunities for learners to gain a recognised vocationally specific qualification to enter employment as an engineer/technician or to progress to higher education vocational qualifications such as a full- or part-time degree• 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.

These qualifications aim to meet the above rationale by:• developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life, thereby enabling learners to make an immediate contribution to employment at the appropriate professional level• preparing for a range of technical and management careers in mechatronics engineering• equipping individuals with knowledge, understanding and skills for success in employment in the mechatronics engineering-based industry• providing specialist studies relevant to individual vocations and professions in which learners are working or intend to seek employment in mechatronics engineering and its related industries• enabling progression to or counting towards an undergraduate degree or further professional qualification in mechatronics engineering or related area• providing a significant engineering base for progression to Incorporated Engineer level.

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2. Course Outline

Pearson BTEC Level 4 HNC Diploma in Mechanical Engineering

All units must be completed.

Unit number

Mandatory unitsQCF unit level

QCF unit credit

1 Analytical Methods for Engineers 4 152 Engineering Science 4 153 Project Design, Implementation and Evaluation 5 205 Health, Safety and Risk Assessment in Engineering 4 156 Business Management for Engineers 4 157 Engineering Design 5 1512 Fluid Mechanics 4 159 Engineering Thermodynamics 5 1511 Further Mathematics for Technicians 3 10

Total UK QCF credits = 135

2 UK QCF credits = 1 European Credit Transfer and Accumulation System (ECTS) credit. Source: UK NARIC

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Pearson BTEC Level 5 HND Diploma in Mechanical Engineering

All units must be completed.

Unit number

Mandatory unitsQCF unit level

QCF unit credit

1 Analytical Methods for Engineers 4 152 Engineering Science 4 153 Project Design, Implementation and Evaluation 5 204 Mechanical Principles 5 155 Health, Safety and Risk Assessment in Engineering 4 156 Business Management for Engineers 4 157 Engineering Design 5 158 Research Project 5 2010 Quality Assurance and Management 5 1512 Fluid Mechanics 4 1514 Mechatronics Systems 4 159 Engineering Thermodynamics 5 1513 Advanced Computer aided Design Techniques 4 1515 Managing the Work of Individuals and Teams 5 1511 Further Mathematics for Technicians 3 1016 Microprocessor Interfacing and Control 5 15

Total UK QCF credits = 245

2 UK QCF credits = 1 ECTS credit. Source: UK NARIC

The qualifications give learners: knowledge and ability to use essential scientific principles to produce

routine solutions to familiar mechatronics engineering problems; they will be able to use this knowledge to model and analyse routine mechatronics engineering systems, processes and products

knowledge of major mechatronics engineering scientific principles which underpin the design and operation of static and dynamic engineering systems and provide an overview as the basis for further study in specialist areas of mechatronics engineering

extended knowledge of mechatronics engineering principles for more advanced study which underpin the design and operation of mechatronics engineering systems

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skills and knowledge to select a project and agree specifications, implement and evaluate the project, and present the project evaluation

the ability to obtain accurate information on the requirements for an individual or group engineering project

execute project work that is of a technical nature and supportive of engineering orientation of the Mechanical Engineering Higher National programme, in particular integrated exercises involving a technical investigation that incorporates a financial appreciation

the fundamental analytical knowledge and techniques used for analysis, modelling and solution of realistic engineering problems within mechatronics engineering knowledge of routine mathematical methods essential to mechanical engineering, including an awareness of the functionality of standard methods.

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3. Study Methods

For all the units, Pearson acknowledges that it is important that the centre develops an approach to teaching and learning that supports the specialist vocational nature of Pearson Higher National qualifications. Specifications contain a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practice and that the knowledge base is applied to the sector. This requires the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activities within the sector. Maximum use should be made of the learner’s experience.

Pearson does not define the mode of study for Pearson Higher National qualifications. The centre is free to offer the qualifications using any mode of delivery that meets the needs of their learners. This may be through traditional classroom teaching, open learning, distance learning or a combination of these. Whatever mode of delivery is used, the centre must ensure that learners have appropriate access to the resources identified in the specification and to the subject specialists delivering the units. This is particularly important for learners studying for the qualification through open or distance learning.

The use of assessment instruments based on learners’ work environments should be encouraged. Those planning the programme should aim to enhance the vocational nature of the Pearson Higher National qualification by: liaising with employers to ensure that the course is relevant to learners’ specific

needs accessing and using non-confidential data and documents from learners’

workplaces including sponsoring employers in the delivery of the programme and, where

appropriate, in the assessment linking with company-based/workplace training programmes making full use of the variety of experiences of work and life that learners bring

to the programme.

When planning delivery, the amount of teaching time dedicated to the Pearson Higher National will be determined by the duration of the course (for example whether it is full time or part time), and whether the learning is delivered predominantly within the centre or as distance learning.

When planning the sequence of units to be delivered, the centre should remember that core units often provide a platform of underpinning knowledge for other units. The centre should think carefully about how these units fit together for delivery, and whether they plan to link assessments between units.

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Another consideration is whether to deliver units ‘short and fat’ (i.e. over a relatively short period of time) or ‘long and thin’ (i.e. spread over a longer period, such as a year). Some units will lend themselves more obviously to being delivered in concentrated chunks, especially if they deliver knowledge that will need to be applied in other units. However, others may be suited to longer delivery alongside other units – particularly if they deliver skills that can be embedded and developed through other units.

A learning strategy should be adopted that is vocational, active, motivational and progressive. It should allow learners to develop the skills, knowledge and attributes required for successful completion of the assessment. It is important to consider the most effective way of delivering the learning, as well as the engagement of learners and the facilities available.

The following table suggests a list of learning strategies that may be used in delivering a BTEC Higher National, and how they vary depending on the mode of delivery.

Centre based Distance learningProject work (individual or group)

Group work can take advantage of the facilities at the centre, and depending on the length of the project learners may meet in person to discuss progress.

Virtual group work can be coordinated through a centre’s VLE. Learners can set up an area for their project, and contribute updates as and when completing the project work. Regular project group meetings can be held online.

Work-based learning

Depending on the facilities available at the centre, this may be through a simulated environment or in a real work environment.

This will be in a real work environment. It may be through a learner’s employment, or through a work placement.

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Lectures and seminars

These may be delivered on the centre’s premises. Lectures may be recorded for any absences or for future reference. The centre’s VLE can be used to provide preparation and follow-up support and activities for lectures and seminars.

Lectures may be broadcast by video conference and recorded for reference later. Seminars may be held as a video conference call, or through a discussion board on the centre’s VLE.

Facilitated activities

Activities may make use of the centre’s physical facilities.

This may be more difficult to manage virtually, particularly if learners require equipment or facilities to conduct activities.

Visits to companies with a facilitator to structure the visit

Visits require coordination, and some locations may require learners to wear personal protective equipment (PPE).

Visits require coordination, and some locations may require learners to wear personal protective equipment (PPE).

Visiting speaker from the sector

A visiting speaker may present a lecture. Alternatively, if well briefed, they may be able to support with setting or facilitating a work-related activity.

A visiting speaker may deliver a lecture via video conference. This may be more convenient for the speaker than visiting the centre. The centre will need to ask permission to record the talk.

In terms of assessment, its purpose is to ensure that effective learning of the content of each unit has taken place. Evidence of this learning, or the application of the learning, is required for each unit. The assessment of the evidence relates directly to the assessment criteria for each unit, supported by the generic grade descriptors.

The process of assessment can aid effective learning by seeking and interpreting evidence to decide the stage that learners have reached in their learning, what further learning needs to take place and how best to do it. Therefore, the process of assessment should be part of the effective planning of teaching and learning by providing opportunities for both the learner and assessor to obtain information about progress towards learning goals.

The assessor and learner must be actively engaged in promoting a common understanding of the assessment criteria and the grade descriptors (what it is they are trying to achieve and how well they achieve it) for further learning to take place. Therefore, learners need constructive feedback and guidance about how they

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may improve by capitalising on their strengths and clear and constructive comments about their weaknesses and how they might be addressed.

Assessment instruments are constructed within the centre. Collectively, they should ensure coverage of all assessment criteria within each unit and should provide opportunities for the evidencing of all the grade descriptors.

It is advised that assessment criteria and contextualised grade descriptors be clearly indicated on each assessment instrument to provide a focus for learners (for transparency and to ensure that feedback is specific to the criteria) and to assist with internal standardisation processes. Tasks/activities should enable learners to produce evidence that relates directly to the assessment criteria and grade descriptors.

When the centre is designing assessment instruments, they need to ensure that the instruments are valid, reliable and fit for purpose, building on the application of the assessment criteria. The centre is encouraged to place emphasis on practical application of the assessment criteria, providing a realistic scenario for learners to adopt, making maximum use of work-related practical experience and reflecting typical practice in the sector concerned. There is a range of assessment methods that can be used for Pearson Higher National qualifications. These include:

presentations, written reports, accounts, surveys logbooks, production diaries role play observations of practical tasks or performance articles for journals, press releases production of visual or audio materials, artefacts, products and specimens peer- and self-assessment.

The evidence chosen for a particular assignment must be appropriate for the assessment and there must be sufficient evidence to support the assessment decision. For example, an assessment where a learner produces a detailed report to demonstrate knowledge may be evidenced through a presentation, but supporting evidence will be required for moderation.

The centre can refuse to mark work that has been submitted late if it is part of the centre’s assessment policy. The centre may then ask learners to resubmit work but for a different assignment brief.

If the centre accepts work that has been submitted late, they must not downgrade work to a Pass level unless the assessment and Merit/Distinction grade descriptors require evidence of: meeting agreed timelines the ability to plan/organise time effectively

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the ability to work to industrial/commercial practices that include implicit timelines.

The centre can use the Merit and Distinction grade descriptors in assignments that they set to indicate that submission deadlines have to be met.

By interpreting the Merit and Distinction grade descriptors in this way, learners are not being penalised but are being encouraged to achieve the higher grades by managing their time effectively.

The centre should have procedures in place that support learners who could be potentially disadvantaged due to illness, accident and so on – things beyond their control which could prevent them, through no fault of their own, from fulfilling their course obligations.

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4. Study Materials

The resources for the Pearson Higher National qualifications are designed to prepare learners for employment in specific industry sectors.

Physical resources need to support the delivery of the programme and the proper assessment of the outcomes and, therefore, should normally be of industry standard. Staff delivering programmes and conducting the assessments should be familiar with current practice, legislation and standards used in the sector concerned. The centre will need to meet any specialist resource requirements when they seek approval from Pearson.

Below is a list of key resources for Pearson Higher Nationals. These resources will support delivery staff in conducting the scholarly activity required for delivery at this level. The list is not comprehensive and in some cases there may be alternatives available that better suit the needs of the centre. Access to journals and trade magazines – these provide information on current

issues and trends within the sector and are likely to be a good source of up-to-date case studies. Many of them are published online, which broadens access.

Access to a range of level-appropriate publications for background or specialist reading.

Connections with industry are vital for delivering effective vocational learning. The centre may want to consider how individual employers can support the delivery of the qualifications.

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5. Course Evaluation System

This qualification is continuously assessed 100% via practical assignments evidenced with a learner portfolio of competence across all units.

Grading Schedule

Learners must achieve a minimum of 120 credits (of which at least 65 must be at Level 4) to be awarded a Pearson Level 4 HNC and a minimum of 240 credits (of which at least 125 must be at Level 5) to be awarded a Pearson Level 5 HND.

The assessment of Pearson Higher National qualifications is criterion referenced and the centre is 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. This gives transparency to the assessment process and provides for the establishment of national standards for each qualification.

The units in Pearson Higher National qualifications all have a standard format which is designed to provide guidance on the requirements of the qualification for learners, assessors and those responsible for monitoring national standards.

A Pass is awarded for the achievement of all learning outcomes against the specified assessment criteria. Merit and Distinction grades are awarded for higher-level achievement. The generic Merit and Distinction grade descriptors listed in Annexe B are for grading the total evidence produced for each unit and describe the learner’s performance over and above that for a pass grade. They can be achieved in a flexible way, for example in a sequential or holistic mode, to reflect the nature of the sector concerned.

Each of the generic Merit and Distinction grade descriptors can be amplified by use of indicative characteristics. These give a guide to the expected learner performance, and support the generic grade descriptors. The indicative characteristics should reflect the nature of a unit and the context of the sector programme.

The indicative characteristics shown in the table for each of the generic grade descriptors listed in Annexe A are not exhaustive. Consequently, the centre should select appropriate characteristics from the list or construct others that are appropriate for their sector programme and level.

It is important to note that each assessment activity does not need to incorporate all the Merit and/or Distinction grade descriptors.

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The generic 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.

In order to achieve a Pass in a unit

all learning outcomes and associated assessment criteria have been met

In order to achieve a Merit in a unit

Pass requirements achieved all Merit grade descriptors achieved

In order to achieve a Distinction in a unit

Pass and Merit requirements achieved all Distinction grade descriptors achieved

Learners who achieve the minimum eligible credit value specified by the rule of combination will achieve the qualification at 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 the HNC and the HND is based on the learner’s best performance in units at 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.

The points available per credit at specified unit grades are as follows:

Points per credit

Pass Merit Distinction

0 1 2

The qualification grading for the Pearson Level 4 HNC is as follows:

Points range Grade0–74 Pass P75–149 Merit M150 Distinction D

The qualification grading for the Pearson Level 5 HND is as follows:

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Annexe B gives examples of how qualification grades are calculated.

The grade achieved in units from an appropriate HNC may contribute to an HND grade.

If a learner moves from HNC to HND then credits from both the HNC and HND can contribute to the best 75 credits of the overall HND grade.

Pearson’s quality assurance system for all Pearson higher-level programmes on the QCF at Levels 4–7 will ensure that the centre has effective quality assurance processes to review programme delivery. It will also ensure that the outcomes of assessment are to national standards.

The quality assurance process for the centre offering Pearson higher-level programmes on the QCF at Levels 4–7 comprises three key components.

1) Approval processApproval to offer Pearson Higher National qualifications will vary depending on the status of the centre.

If the centre has a recent history of delivering Pearson Higher National qualifications and has an acceptable quality profile in relation to their delivery they will be able to gain approval through Edexcel Online.

A centre that is new to the delivery of Pearson Higher National qualifications will be required to seek approval through the existing Pearson qualification and centre approval process. Prior to approval being given, the centre will be required to submit evidence to demonstrate that they: have the human and physical resources required for effective delivery and

assessment understand the implications for independent assessment and agree to abide by

them have a robust internal assessment system supported by ‘fit for purpose’

assessment documentation have a system to internally verify assessment decisions to ensure that

standardised assessment decisions are made across all assessors and sites.

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Such applications have to be supported by the head of the centre (principal, chief executive etc) and include a declaration that the centre will operate the programmes strictly as approved and in line with Pearson requirements.

2) Monitoring of internal centre systemsThe centre will be required to demonstrate ongoing fulfilment of the centre approval criteria over time and across all programmes. The process that assures this is external examination, which is undertaken by Pearson’s External Examiners. The centre will be given the opportunity to present evidence of the ongoing suitability and deployment of their systems to carry out the required functions. This includes the consistent application of policies affecting learner registrations, appeals, effective internal examination and standardisation processes. Pearson reserves the right to confirm independently that these arrangements are operating to Pearson’s satisfaction.

Pearson will affirm, or not, the ongoing effectiveness of such systems. Where system failures are identified, sanctions (appropriate to the nature of the problem) will be applied in order to assist the centre in correcting the problem.

3) Independent assessment reviewThe internal assessment outcomes reached for all Pearson higher-level programmes on the Qualifications and Credit Framework at Levels 4-7 are subject to an independent assessment review by a Pearson-appointed External Examiner.

The outcomes of this process will be to: confirm that internal assessment is to correct level to allow certificationor make recommendations to improve the quality of assessment outcomes before

certification is releasedor make recommendations about the centre’s ability to continue to be approved for

the qualifications in question.

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Annexe A

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

Merit descriptors Exemplar indicative characteristics. The centre can identify and use other relevant characteristics.

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

appliedSelect/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

appliedPresent 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

Distinction Exemplar indicative characteristics. The centre can

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descriptors identify and use other relevant characteristics.In order to achieve a Distinction the learner must:

The learner’s evidence shows, for example:

Use critical reflection to evaluate own work and justify valid conclusions

conclusions have been arrived at through synthesis 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 successTake responsibility for managing and organising activities

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

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

recognised and achievedDemonstrate 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

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Annexe B

Awarding qualification grades

Pearson BTEC Level 4 HNC Diploma in Mechanical Engineering


Pearson BTEC Level 5 HND Diploma in Mechanical Engineering


Below are 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.

Unit grade Credit achieved at each unit grade

Points per credit Points scored

Pass 30 0 0

Merit 30 1 30

Distinction 15 2 30

Total 60

Qualification grade Pass

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Pass 15 0 0

Merit 45 1 45

Distinction 15 2 30

Total 75

Qualification grade Merit



Pass 30 0 0

Merit 15 1 15

Distinction 30 2 60

Total 75




Pass 0 0 0

Merit 15 1 15

Distinction 60 2 120

Total 135


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Pass 0 0 0

Merit 0 1 0

Distinction 75 2 150

Total 150

Qualification grade Distinction

In order to achieve a Merit for a unit, learners need to evidence achievement of all Merit descriptors (on top of achieving all Pass criteria), and in order to achieve a Distinction for a unit, learners need to evidence all Merit and Distinction descriptors (on top of achieving all Pass criteria).

This section introduces the key considerations of the assessment of the Pearson Higher Nationals, and also includes links to further information provided by Pearson.

The Pearson Higher National Certificate/Diploma in Engineering is assessed through assignments set by the centre. Before an assignment can be given to learners, it must have been through the internal verification process.

Assignments should be designed so that they allow all learners to achieve the full range of grades; the full span of related criteria should be included within the total assignment briefs for a unit. For example, learners should not need to complete additional activities in order to achieve a Merit or Distinction. However, each assessment activity does not need to incorporate all the Merit and/or Distinction grade descriptors. The grading descriptors should be offered at least once in the total assignment briefs for the unit as some may not naturally occur within the activities in an assignment brief.

Once an assignment has been set, the assessment process may be split into two stages. Formative assessment: this is where the assessor and the learner discuss

progress on the assignment. The learner is given formative feedback and may take action to improve their performance. Feedback on formative assessment must be constructive and provide clear actions for improvement.

Summative assessment: this is the final assessment decision on an assignment task in relation to the assessment and grading criteria for each unit. It is the definitive assessment and recording of the learner’s achievement.

There should be one opportunity for formative assessment during an assignment. In exceptional circumstances, more opportunities may be provided but this

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presents a risk of malpractice. If the centre is in any doubt, they should check with their internal verifier.

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6. Study curriculum

Standard duration of study: 2 years (of 3 year programme)

№ Study cycles of subjects and

knowledge, skills and competency

requirements

Assessment form

Study Timeline (hours, credits)

Exa

min

atio

n,

pass

Proj

ect

Tota

l hou

rs

Cre

dits

Divided on: Study Years and

Terms

The

ory

Les

sons

Prac

tical

L

esso

ns

Year

Term

1 2 3 4 5 6 7 8 9 10Name of subject type

1 Analytical Methods for Engineers

X 150 15 75 75 2 3

2 Engineering Science X 150 15 75 75 2 33 Project Design,

Implementation and Evaluation

X 200 20 100 100 2 3

4 Further Mathematics for Technicians

X 100 10 100 0 2 3

5 Health, Safety and Risk Assessment in Engineering

X 150 15 75 75 2 4

6 Business Management Techniques for Engineers

X 150 15 75 75 2 4

7 Engineering Design X 150 15 75 75 2 48 Fluid Mechanics X 150 15 75 75 2 49 Engineering

ThermodynamicsX 150 15 75 75 2 4

10 Mechanical Principles X 150 15 75 75 3 511 Advanced Computer-

aided Design Techniques

X 150 15 75 75 3 5

12 Research project X 150 15 75 75 3 513 Quality Assurance and

ManagementX 150 15 75 75 3 5

14 Mechatronic Systems X 150 15 75 75 3 6

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15 Managing the Work of Individuals and Teams

X 150 15 75 75 3 6

16 Microprocessor Interfacing and Control

X 150 15 75 75 3 6

Total 2400 240 1250 1150

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7. Program structure

№ Study cycles of subjects and knowledge, skills and competency requirements

Hours and credits

Name of subjects and/or units

Name of subject type ____/___Learning outcome: ___ / ___ Name of subject/

Unit. TitleLO1 Be able to analyse and model

engineering situations and solve problems using algebraic methods1.1 determine the quotient and remainder for algebraic fractions and reduce algebraic fractions to partial fractions1.2 solve engineering problems that involve the use and solution of exponential, trigonometric and hyperbolic functions and equations1.3 solve scientific problems that involve arithmetic and geometric series1.4 use power series methods to determine estimates of engineering variables expressed in power series form

Total for unit 15 Credits, 150 GLH

Analytical Methods for Engineers

LO2 Be able to analyse and model engineering situations and solve problems using trigonometric methods2.1 use trigonometric functions to solve engineering problems2.2 use sinusoidal functions and radian measure to solve engineering problems2.3 use trigonometric and hyperbolic identities to solve trigonometric equations and to simplify trigonometric expressions



LO3 Be able to analyse and model engineering situations and solve problems using calculus3.1 differentiate algebraic and trigonometric functions using the



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product, quotient and function of function rules3.2 determine higher order derivatives for algebraic, logarithmic, inverse trigonometric and inverse hyperbolic functions3.3 integrate functions using the rules, by parts, by substitution and partial fractions3.4 analyse engineering situations and solve engineering problems using calculus

LO4 Be able to analyse and model engineering situations and solve problems using statistics and probability4.1 represent engineering data in tabular and graphical form4.2 determine measures of central tendency and dispersion4.3 apply linear regression and product moment correlation to a variety of engineering situations4.4 use the normal distribution and confidence intervals for estimating reliability and quality of engineering components and systems.



LO1 Be able to determine the behavioral characteristics of elements of staticengineering systems1.1 determine distribution of shear force, bending moment and stress due to bending in simply supported beams1.2 select standard rolled steel sections for beams and columns to satisfy given specifications1.3 determine the distribution of shear stress and the angular deflection due to torsion in circular shafts


Engineering Science

LO2 Be able to determine the behavioural characteristics of elements of dynamic engineering systems2.1 determine the behaviour of dynamic mechanical systems in which uniform acceleration is present


Engineering Science

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2.2 determine the effects of energy transfer in mechanical systems2.3 determine the behaviour of oscillating mechanical systems

LO3 Be able to apply DC theory to solve electrical and electronic engineering problems3.1 solve problems using Kirchhoff’s laws to calculate currents and voltages in circuits3.2 solve problems using circuit theorems to calculate currents and voltages in circuits3.3 solve problems involving current growth/decay in an L-R circuit and voltage growth/decay in a C-R circuit


Engineering Science

LO4 Be able to apply single phase AC theory to solve electrical and electronic engineering problems4.1 recognise a variety of complex waveforms and explain how they are produced from sinusoidal waveforms4.2 apply AC theory to solve problems on R, L, C circuits and components4.3 apply AC theory to solve problems involving transformers.


Engineering Science

LO1 Be able to formulate a Project1.1 formulate and record possible outline project specifications1.2 identify the factors that contribute to the process of project selection1.3 produce a specification for the agreed project1.4 produce an appropriate project plan for the agreed project


Project Design, Implementationand Evaluation

LO2 Be able to implement the project within agreed procedures and to specification2.1 match resources efficiently to the project2.2 undertake the proposed project in accordance with the agreed specification.2.3 organise, analyse and interpret



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relevant outcomesLO3 Be able to evaluate the project

outcomes3.1 use appropriate project evaluation techniques3.2 interpret and analyse the results in terms of the original project specification3.3 make recommendations and justify areas for further consideration



LO4 Be able to present the project outcomes4.1 produce a record of all project procedures used4.2 use an agreed format and appropriate media to present the outcomes of the project to an audience.



LO1 Be able to use algebraic methods Total for Unit 10 Credits, 100 GLH

Further Mathematics for Technicians

LO2 Be able to use trigonometric methods and standard formula to determine areas

Total for Unit 10 Credits, 100 GLH


LO3 Be able to use statistical methods to display data



LO4 Be able to use elementary calculus techniques.



LO1 Be able to select and apply safe working procedures to engineering operations1.1 select and justify choice of protective clothing and equipment to ensure personal protection in a given environment1.2 evaluate a range of permit-to-work systems and identify isolation requirements for given applications


Health, Safety and RiskAssessment in Engineering

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1.3 use monitoring equipment to ensure the promotion of a safe working environment

LO2 Be able to understand the nature and use of current health and safety legislation2.1 identify industrial work areas where current regulations would apply and describe the role of the HSE inspectorate2.2 implement a schedule for the setting-up of a safety audit system2.3 select the relevant codes of practice to enhance safety



LO3 Be able to analyse engineering activities for the assessment of risk3.1 identify a hazard and produce a risk rating3.2 evaluate frequency and severity of an identified hazard3.3 produce a hazard proforma for a given application3.4 analyse a recording system that tracks and highlights potential hazards



LO4 Be able to manage and minimise risk to life, property and engineering activities within an industrial environment4.1 evaluate evidence that would specify the existence of a risk or risks4.2 analyse the implications of the risk and the effect on life, property and activities4.3 obtain and use accurate information on the risk for the protection of others4.4 produce a report on how best to minimise the risk to people, property and activities and recommend effective methods of implementation and control4.5 identify routes and methods of implementation within a company to ensure that compliance with codes of practice and regulations pertaining to



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the risk are fully understood.LO1 Be able to know how to manage work

activities to achieve organisational objectives1.1 define engineering business functions1.2 outline the inter-relationships between the different processes and functions of an engineering organisation1.3 organise work activities to meet specifications and standards


Business Management Techniquesfor Engineers

LO2 Be able to select and apply costing systems and techniques2.1 create appropriate costing systems and techniques for specific engineering business functions2.2 measure the impact of changing activity levels on engineering business performance



LO3 Be able to understand the key functions of financial planning and control3.1 explain the financial planning process in an engineering business3.2 examine the factors influencing the decision-making process during financial planning3.3 analyse standard costing techniques



LO4 Be able to apply project planning and scheduling methods to an engineering project4.1 establish the project resources and requirements4.2 produce a plan with appropriate time-scales for completing the project4.3 plan the human resource requirement and costs associated with each stage of the project.



LO1 Be able to prepare a design specification to meet customer requirements1.1 establish customer requirements1.2 present the major design


Engineering Design

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parameters1.3 obtain design information from appropriate sources and prepare a design specification1.4 demonstrate that the design specification meets requirements

LO2 Be able to analyse and evaluate possible design solutions and prepare a final design report2.1 produce an analysis of possible design solutions2.2 produce and evaluate conceptual designs2.3 select the optimum design solution2.4 carry out a compliance check2.5 produce a final design report


Engineering Design

LO3 Be able to understand how computer based technology is used in the engineering design process3.1 explain the key features of a computer-aided design system3.2 use computer-aided design software to produce a design drawing or scheme3.3 evaluate software that can assist the design process


Engineering Design

LO1 Be able to determine the behavioural characteristics and parameters of static fluid systems1.1 determine the hydrostatic pressure and thrust on immersed surfaces1.2 determine the centre of pressure on immersed surfaces1.3 determine the parameters of devices in which a fluid is used to transmit force


Fluid Mechanics

LO2 Be able to understand the effects of viscosity in fluids2.1 explain the characteristics of and parameters of viscosity in fluids2.2 describe viscosity measurement techniques2.3 describe the effects of shear force on Newtonian and non-Newtonian


Fluid Mechanics

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fluidsLO3 Be able to determine the behavioural

characteristics and parameters of real fluid flow3.1 determine head losses in pipeline flow3.2 determine Reynolds’ number for a flow system and assess its significance3.3 determine viscous drag of bluff and streamlined bodies3.4 apply dimensional analysis to fluid flow


Fluid Mechanics

LO4 Be able to understand the operating principles of hydraulic machines4.1 evaluate the impact of a jet of fluid on a moving vane4.2 identify and explain the operating principles of water turbines and pumps.


Fluid Mechanics

LO1 Be able to understand the parameters and characteristics of thermodynamic systems1.1 evaluate polytropic process parameters1.2 explain the operation thermodynamic systems and their properties1.3 apply the first law of thermodynamics to thermodynamic systems1.4 determine the relationships between system constants for an ideal gas


Engineering Thermodynamics

LO2 Be able to evaluate the performance of internal combustion engines2.1 apply the second law of thermodynamics to theoperation of heat engines2.2 evaluate theoretical heat engine cycles2.3 evaluate the performance characteristics of spark ignition and compression ignition internal combustion engines



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2.4 discuss methods used to improve the efficiency of internal combustion engines

LO3 Be able to evaluate the performance of reciprocating air compressors3.1 evaluate property diagrams for compressor cycles3.2 determine the performance characteristics of compressors3.3 apply the first law of thermodynamics to compressors3.4 identify compressor faults and hazards



LO4 Be able to understand the operation of steam and gas turbine power plant4.1 explain the principles of operation of steam and gas turbines4.2 illustrate the functioning of steam power plant by means of circuit and property diagrams4.3 determine the performance characteristics of steam power plant.



LO1 Be able to determine the behavioural characteristics of materials subjected to complex loading systems1.1 apply the relationship between longitudinal and transverse strain to determine the dimensional effects of uniaxial loading on a given material1.2 determine the effects of two-dimensional and three dimensional loading on the dimensions of a given material1.3 determine volumetric strain and change in volume due to three-dimensional loading1.4 apply the relationship between elastic constants


Mechanical Principles

LO2 Be able to determine the behavioural characteristics of loaded beams and cylinders2.1 apply the relationship between bending moment, slope and deflection to determine the variation of slope and deflection along a simply



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supported beam2.2 determine the principal stresses that occur in a thin walled cylindrical pressure vessel2.3 determine the distribution of the stresses that occur in a pressurised thick-walled cylinder

LO3 Be able to determine the dynamic parameters of power transmission system elements3.1 determine the dynamic parameters of a belt drive3.2 determine the dynamic parameters of a friction clutch3.3 determine the holding torque and power transmitted through compound and epicyclic gear trains



LO4 Be able to determine the dynamic parameters of rotating systems1 determine the parameters of a slider-crank and a four-bar linkage mechanism4.2 determine the balancing masses required to obtain dynamic equilibrium in a rotating system4.3 determine the energy storage requirements of a flywheel4.4 determine the dynamic effects of coupling two freely rotating systems.



LO1 Be able to modify and update an existing design1.1 load drawing files from varying sources using different formats1.2 update the modified blocks and load into drawing1.3 modify drawing to new requirements and record modifications1.4 create a word-processed report with modified parts of drawing inserted1.5 produce and print/plot report and drawing


Advanced Computer-aided DesignTechniques

LO2 Be able to generate a surface model2.1 manipulate the user coordinate

Total for unit 15

Advanced Computer-aided

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system (UCS) and world co-ordinate system (WCS) to suit construction requirements2.2 produce shapes that contain the correct geometry for the required surface2.3 create the correct surface construction2.4 produce a surface that is compatible with processing limits2.5 create a suitable viewing medium2.6 produce a report describing the different methods of constructing a surface

Credits, 150 GLH

DesignTechniques

LO3 Be able to generate a solid model3.1 manipulate the user coordinate system (UCS) and world coordinate system (WCS) to suit construction requirements3.2 create bounded geometry for extrusion and revolving3.3 produce sections from solid model3.4 demonstrate the use of construction techniques3.5 produce file containing mass, surface area, radius of gyration and centre of gravity3.6 produce a report detailing the uses of solid modelling in the manufacturing process.


Advanced Computer-aided DesignTechniques

LO1 Be able to understand how to formulate a research specification1.1 formulate and record possible research project outline specifications1.2 identify the factors that contribute to the process of research project selection1.3 undertake a critical review of key references1.4 produce a research project specification1.5 provide an appropriate plan and procedures for theagreed research specification


Research Project

LO2 Be able to implement the research Total for Research Project

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project within agreed procedures and to specification2.1 match resources efficiently to the research question or hypothesis2.2 undertake the proposed research investigation in accordance with the agreed specification and procedures2.3 record and collate relevant data where appropriate

unit 20 Credits, 200 GLH

LO3 Be able to evaluate the research outcomes3.1 use appropriate research evaluation techniques3.2 interpret and analyse the results in terms of the original research specification3.3 make recommendations and justify areas for further Consideration


Research Project

LO4 Be able to present the research outcomes4.1 use an agreed format and appropriate media to present the outcomes of the research to an audience.


Research Project

LO1 Be able to understand how total quality management (TQM) systems operate1.1 explain the principles of TQM in relation to a specific application1.2 evaluate management structures that can lead to an effective quality organisation1.3 analyse the application of TQM techniques in an Organisation


Quality Assurance andManagement(D/601/1486)

LO2 Be able to know the key factors of quality assurance (QA) techniques2.1 identify the key factors necessary for the implementation of a QA system within a given process2.2 interpret a given internal and external quality audit for control purposes2.3 describe the factors affecting costing


Quality Assurance andManagement

LO3 Be able to apply quality control (QC) Total for Quality

37

techniques3.1 report on the applications of quality control techniques3.2 apply quality control techniques to determine process capability3.3 use software packages for data collection and analysis.

unit 15 Credits, 150 GLH

Assurance andManagement

LO1 Understand the applications of a range of mechatronic systems and products1.1 identify mechatronic systems by their discipline integration1.2 explain the need for system development in an integrated way1.3 investigate mechatronic applications in consumer products and industrial processes


Mechatronics Systems

LO2 Be able to understand electromechanical models and components in mechatronicsystems and products2.1 derive a mathematical model for 1st and 2nd order electrical and mechanical system2.2 analyse analogies between the models of physically different systems2.3 describe typical sensors and actuators for mechatronic systems and products



LO3 Be able to produce a specification for a mechatronic system or mechatronic product3.1 produce a specification for a mechatronic system to meet current Standards3.2 select suitable sensor and actuator technologies for a mechatronic system3.3 specify appropriate computer control hardware for a mechatronic system



LO4 Be able to apply mechatronic design philosophies to carry out a design analysis4.1 carry out a design analysis on a system or product using mechatronic



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design philosophies4.2 compare a system or product which has been designed employing traditional methods with one employing mechatronic methods.

LO1 Be able to establish the objectives of individuals1.1 identify the essential elements of a job description1.2 design a job description for an employee1.3 produce a schedule of the roles and responsibilities of individuals1.4 agree performance targets for an individual


Managing the work of Individuals and Teams

LO2 Be able to evaluate the performance of individuals2.1 explore the key factors in establishing an employee appraisal system2.2 develop a staff appraisal schedule for use by a manager2.3 provide feedback to an individual who has undergone an appraisal2.4 encourage an individual to achieve performance targets



LO3 Be able to establish the roles and responsibilities of teams3.1 identify teams suitable for a variety of purposes3.2 determine the responsibilities of teams to different personnel within an organisation3.3 set suitable targets for teams3.4 compare various types of internal team management



LO4 Be able to review the performance of teams4.1 identify the reasons for appraising team performance4.2 formulate the criteria by which the performance of different types of teams can be measured4.3 conduct a performance review of a team



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4.4 produce a report on the factors that are likely to motivate a team to achieve its defined objectives.

LO1 Be able to understand microprocessor interfacing and control systems1.1 critically evaluate microprocessor and electrical interfaces when applied to a given control system


Microprocessor Interfacing and Control

LO2 Be able to write programs to control the configuration of ports, data transfer and delay duration2.1 write programs to control the configuration of the Parallel Interface/Timer (PI/T) ports, input and/or output data and to produce a delay of a given duration2.2 critically evaluate two input-output programs for efficiency in controlling the configuration of ports, data transfer and delay duration



LO3 Be able to understand the operation of microprocessor interfacing and control peripherals3.1 analyse interrupts and exceptions for two different programs3.2 evaluate the operation of two given microprocessor interfaces3.3 evaluate the operation of two given peripherals



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LO4 Be able to write programs to control the configuration of, and the control of peripheral devices4.1 write a program to control a given peripheral device4.2 use parallel interface timer functions to control two different peripheral devices4.3 write a program using stack instructions to vary the speed of a DC motor4.4 write a program using stack, save and restore instructions and subroutine calls to control a given peripheral device



LO5 Be able to build designed transducer operated monitoring systems5.1 build designed transducer operated monitoring systems to measure outputs



Total Credits: 255GLH: 2550

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8. Study programsCORE UNITS

Unit 1: Analytical Methods for EngineersCredit value: 15

AimThis 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 abstractThis 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.The first learning outcome 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 outcomesOn successful completion of this unit a learner will:1. Be able to analyse and model engineering situations and solve problems

using algebraic methods2. Be able to analyse and model engineering situations and solve problems

using trigonometric methods3. Be able to analyse and model engineering situations and solve problems

using calculus4. Be able to analyse and model engineering situations and solve problems

using statistics and probability.

Unit content1. Be able to analyse and model engineering situations and solve problems

using algebraic methodsAlgebraic methods: polynomial division; quotients and remainders; use of factor

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and remainder theorem; rules of order for partial fractions (including linear, repeated and quadratic factors); reduction of algebraic fractions to partial fractionsExponential, 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 functionsArithmetic 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 theoremPower 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 functionsApplications: angular velocity, angular acceleration, centripetal force, frequency, amplitude, phase, the production of complex waveforms using sinusoidal graphical synthesis, AC waveforms and phase shiftTrigonometric 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 curvesFurther differentiation: second order and higher derivatives; logarithmic differentiation; differentiation of inverse trigonometric functions; differential coefficients of inverse hyperbolic functionsFurther integration: integration by parts; integration by substitution; integration using partial fractionsApplications 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

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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 energyEngineering 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 plotsCentral tendency and dispersion: the concept of central tendency and variance measurement; mean; median; mode; standard deviation; variance and interquartile range; application to engineering productionRegression, 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’ theoremProbability 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.

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Learning outcomes and assessment criteria

Learning outcomes

On successfulcompletionof this unit a learnerwill:

Assessment criteria for pass

The learner can:

LO1 Be able to analyse and model engineering situations and solve problems using algebraic methods

1.1 determine the quotient and remainder for algebraic fractions and reduce algebraic fractions to partial fractions

1.2 solve engineering problems that involve the use and solution of exponential, trigonometric and hyperbolic functions and equations

1.3 solve scientific problems that involve arithmetic and geometric series

1.4 use power series methods to determine estimates of engineering variables expressed in power series form

LO2 Be able to analyse and model engineering situations and solve problems using trigonometric methods

2.1 use trigonometric functions to solve engineering problems

2.2 use sinusoidal functions and radian measure to solve engineering problems

2.3 use trigonometric and hyperbolic identities to solve trigonometric equations and to simplify trigonometric expressions

LO3 Be able to analyse and model engineering situations and solve problems using calculus

3.1 differentiate algebraic and trigonometric functions using the product, quotient and function of function rules

3.2 determine higher order derivatives for algebraic, logarithmic, inverse trigonometric and inverse hyperbolic functions

3.3 integrate functions using the rules, by parts, by substitution and partial fractions

3.4 analyse engineering situations and solve engineering problems using calculus

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LO4 Be able to analyse and model engineering situations and solve problems using statistics and probability

4.1 represent engineering data in tabular and graphical form

4.2 determine measures of central tendency and dispersion

4.3 apply linear regression and product moment correlation to a variety of engineering situations

4.4 use the normal distribution and confidence intervals for estimating reliability and quality of engineering components and systems.

Guidance

LinksThis 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: Further Analytical Methods for Engineers, Unit: 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.

Essential requirementsThere are no essential resources for this unit.

Employer engagement and vocational contextsThe 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.

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Unit 2: Engineering Science Credit value: 15

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

Unit abstractEngineers, 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 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 Kirchhoffs 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.

Learning outcomesOn successful completion of this unit a learner will:1. Be able to determine the behavioural characteristics of elements of static

engineering systems2. Be able to determine the behavioural characteristics of elements of dynamic

engineering systems3. Be able to apply DC theory to solve electrical and electronic engineering

problems4. Be able to apply single phase AC theory to solve electrical and electronic

engineering problems.

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Unit content1. Be able to determine the behavioural characteristics of elements of static

engineering systemsSimply 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 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 frictionEnergy 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 loadingOscillating 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 Kirchhoffs 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

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wound; transformation ratio; equivalent circuit; unloaded transformer; resistance (impedance) matching; transformer losses; applications eg current transformers, voltage transformers

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Learning outcomes

On successfulcompletion of this unita learner will:


The learner can:

LO1 Be able to determine the behavioural characteristics of elements of static engineering systems

1.1 determine distribution of shear force, bending moment and stress due to bending in simply supported beams

1.2 select standard rolled steel sections for beams and columns to satisfy given specifications

1.3 determine the distribution of shear stress and the angular deflection due to torsion in circular shafts

LO2 Be able to determine the behavioural characteristics of elements of dynamic engineering systems

2.1determine the behaviour of dynamic mechanical systems in which uniform acceleration is present

2.2determine the effects of energy transfer in mechanical systems

2.3determine the behaviour of oscillating mechanical systems

LO3 Be able to apply DC theory to solve electrical and electronic engineering problems

3.1 solve problems using Kirchhoffs laws to calculate currents and voltages in circuits

3.2 solve problems using circuit theorems to calculate currents and voltages in circuits

3.3 solve problems involving current growth/decay in an L-R circuit and voltage growth/decay in a C-R circuit

LO4 Be able to apply single phase AC theory to solve electrical and electronic engineering problems

4.1 recognise a variety of complex waveforms and explain how they are produced from sinusoidal waveforms

4.2 apply AC theory to solve problems on R, L, С circuits and components

4.3 apply AC theory to solve problems involving transformers.

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Guidance

LinksThis 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’.

Essential requirementsLearners will need access to suitable mechanical and electrical laboratory equipment.

Employer engagement and vocational contexts 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 Credit value: 20

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

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

Learning outcomesOn successful completion of this unit a learner will: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.

Unit content1. Be able to formulate a projectProject 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

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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 aimsProject 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 specificationImplement: proper use of resources, working within agreed timescale, use of appropriate techniques for generating solutions, monitoring development against the agreed project plan, maintaining and adapting project plan where appropriateRecord: systematic recording of relevant outcomes of all aspects and stages of the project to agreed standards

3. Be able to evaluate the project outcomesEvaluation 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 techniques (PERT), opportunities for further studies and developmentsInterpretation: use of appropriate techniques to justify project progress and outcomes in relation to the original agreed project specificationFurther 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 outcomesRecord 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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Learning outcomes and assessment criteriaLearning outcomes



The learner can:

LO1 Be able to formulate a project

1.1 formulate and record possible outline projectspecifications

1.2 identify the factors that contribute to the process of project selection

1.3 produce a specification for the agreed project1.4 produce an appropriate project plan for the

agreed projectLO2 Be able to implement

the project within agreed procedures and to specification

2.1 match resources efficiently to the project2.2 undertake the proposed project in accordance

with the agreed specification.2.3 organise, analyse and interpret relevant

outcomesLO3 Be able to evaluate the project outcomes

3.1 use appropriate project evaluation techniques3.2 interpret and analyse the results in terms of the

original project specification3.3 make recommendations and justify areas for

further considerationLO4 Be able to present the project outcomes

4.1 produce a record of all project procedures used4.2 use an agreed format and appropriate media to

present the outcomes of the project to an audience.

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Guidance

LinksThis 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.

Essential requirementsThe 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.

Employer engagement and vocational contextsCentres should try to establish relationships with appropriate organisations in order to bring realism and relevance to the project.

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Unit 4: Mechanical Principles Credit value: 15

AimThis unit aims to develop learners’ understanding of an extended range of mechanical principles that underpin the design and operation of mechanical engineering systems.

Unit abstractThis unit will develop learners’ understanding of complex loading systems and will provide an introduction to the concept of volumetric strain and the relationship between elastic constants. The expressions derived for linear and volumetric strain then form a basis for determining dimensional changes in loaded cylinders.The unit will build upon learners’ existing knowledge of the relationship between the distribution of shear force and bending moment in loaded beams, to include the relationship between bending moment, slope and deflection.Learners will analyse the use of mechanical power transmission systems, both individually and in the combinations that are used in practical situations. Learners’ knowledge of rotating system elements is further extended through an investigation of the dynamic characteristics of the slidercrank and four-bar linkage. The balancing of rotating systems is also investigated, together with the determination of flywheel mass and size to give sufficiently smooth operating conditions.

Learning outcomesOn successful completion of this unit a learner will:1. Be able to determine the behavioural characteristics of materials subjected to

complex loading systems2. Be able to determine the behavioural characteristics of loaded beams and

cylinders3. Be able to determine the dynamic parameters of power transmission system

elements4. Be able to determine the dynamic parameters of rotating systems.

Unit content1. Be able to determine the behavioural characteristics of materials subjected to

complex loading systemsRelationship: definition of Poisson’s Ratio; typical values of Poisson’s Ratio for common engineering materialsTwo-and three-dimensional loading: expressions for strain in the x, y and z-directions; calculation of changes in dimensionsVolumetric strain: expression for volumetric strain; calculation of volume changeElastic constants: definition of Bulk Modulus; relationship between Modulus of Elasticity; Shear Modulus; Bulk Modulus and Poisson’s Ratio for an elastic material

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2. Be able to determine the behavioural characteristics of loaded beams and cylinders

Loaded beams: slope and deflection for loaded beams eg cantilever beams carrying a concentrated load at the free end or a uniformly distributed load over the entire length, simply supported beams carrying a central concentrated load or a uniformly distributed load over the entire lengthStresses in thin-walled pressure vessels: circumferential hoop stress and longitudinal stress in cylindrical and spherical pressure vessels subjected to internal and external pressure eg compressed-air receivers, boiler steam drums, submarine hulls, condenser casings; factor of safety; joint efficiencyStresses in thick-walled cylinders: circumferential hoop stress, longitudinal stress and radial stress in thick-walled cylinders subjected to pressure eg hydraulic cylinders, extrusion dies, gun barrels; Lame’s theory; use of boundary conditions and distribution of stress in the cylinder walls

3. Be able to determine the dynamic parameters of power transmission system elements

Belt drives: flat and v-section belts; limiting coefficient friction; limiting slack and tight side tensions; initial tension requirements; maximum power transmittedFriction clutches: flat single and multi-plate clutches; conical clutches; coefficient of friction; spring force requirements; maximum power transmitted by constant wear and constant pressure theories; validity of theoriesGear trains: simple, compound and epicycle gear trains; velocity ratios; torque, speed and power relationships; efficiency; fixing torques

4. Be able to determine the dynamic parameters of rotating systemsPlane mechanisms: slider crank and four bar linkage mechanisms; production of vector diagrams and determination of kinetic characteristicsBalancing: single plane and multi-plane rotating mass systems; Dalby’s method for determination of out-of-balance forces and couples and the required balancing masses Flywheels: angular momentum; kinetic energy; coefficient of fluctuation of speed; coefficient of fluctuation of energy; calculation of flywheel mass/dimensions to give required operating conditionsEffects of coupling: conservation of angular momentum; common final velocity and energy loss due to coupling of two freely rotating systems

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Learning outcomes

On successful completionof this unit a learner will:


The learner can:

LO1 Be able to determine the behavioural characteristics of materials subjected to complex loading systems

1.1 apply the relationship between longitudinal and transverse strain to determine the dimensional effects of uniaxial loading on a given material

1.2 determine the effects of two-dimensional and three-dimensional loading on the dimensions of a given material

1.3 determine volumetric strain and change in volume due to three-dimensional loading

1.4 apply the relationship between elastic constants

LO2 Be able to determine the behavioural characteristics of loaded beams and cylinders

2.1 apply the relationship between bending moment, slope and deflection to determine the variation of slope and deflection along a simply supported beam

2.2 determine the principal stresses that occur in a thin- walled cylindrical pressure vessel

2.3 determine the distribution of the stresses that occur in a pressurised thick-walled cylinder

LO3 Be able to determine the dynamic parameters of power transmission system elements

3.1 determine the dynamic parameters of a belt drive

3.2 determine the dynamic parameters of a friction clutch

3.3 determine the holding torque and power transmitted through compound and epicyclic gear trains

LO4 Be able to determine the dynamic parameters of rotating systems

4.1 determine the parameters of a slider-crank and a four-bar linkage mechanism

4.2 determine the balancing masses required to obtain dynamic equilibrium in a rotating system

4.3 determine the energy storage requirements of a flywheel

4.4 determine the dynamic effects of coupling two freely rotating systems.

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Guidance

Links

This unit can be linked with Unit 1: Analytical Methods for Engineers, Unit: Engineering Science, Unit: Further Analytical Methods for Engineers and Unit: Dynamics of Machines

Essential requirementsSufficient laboratory/test equipment will need to be available to support a range of practical investigations.

Employer engagement and vocational contextsLiaison with employers would prove of benefit to centres, especially if they are able to offer help with the provision of suitable mechanical systems/equipment that can be used to demonstrate applications of the principles.

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Unit 5: Health, Safety and Risk Assessment in Engineering Credit value: 15

AimThis unit aims to provide learners with an understanding of health and safety planning, implementation and legislation within an engineering environment.

Unit abstractThis unit has been designed to develop the learner’s awareness of the principles, planning and implementation of health and safety practice within an industrial environment such as those to be found in engineering production, manufacture, services and maintenance and those in the chemical, transport and telecommunication engineering industries. In particular, the selection, application and evaluation of safe working procedures, for operations appropriate to particular industrial activities, are first considered. Then current UK and EU health and safety legislation, the role of the inspectorate, safety audits and current codes of practice are covered. Next, risk is assessed and evaluated by identifying, rating and assessing the severity of hazards and recording all evidence and actions taken for future monitoring of these hazards.Finally, risk management activities are considered including the methods used for gathering evidence, disseminating information, complying with current regulations and implementing policy to minimise risk to life and property, for activities within a general engineering environment.

Learning outcomesOn successful completion of this unit a learner will:1. Be able to select and apply safe working procedures to engineering

operations2. Understand the nature and use of current health and safety legislation3. Be able to analyse engineering activities for the assessment of risk4. Be able to manage and minimise risk to life, property and engineering

activities within an industrial environment.

Unit content1. Be able to select and apply safe working procedures to engineering

operationsProtective clothing and equipment: selection and justification of protective clothing for given/chosen environments eg for chemical, temperature, crush resistance, noise protection, visor, goggle usage, electrical isolation, radioactive protectionPermit-to-work: evaluation of a range of permit-to-work systems; health and safety executive (HSE) guidance notes; hot-cold entry; buddy and plant identification systems; isolation requirements for given/chosen applicationsIsolations: eg lock, multi-lock, blank off, removal, electrical, peg removal,

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linked valve key, isolation valvesMonitoring equipment: use of monitoring equipment to ensure/determine safe working environment eg noise, dust, fumes, temperature, movement, radiation; cost and usability

2. Be able to understand the nature and use of current health and safety legislation

Current regulations: relevant and current UK and EU regulations eg COSHH, noise at work, pressure systems, manual handling, personal protective equipment, control of asbestos, Health and Safety at Work Act, management of health and safety at work, IEE wiring regulations, EMC directive; for typical engineering operations eg engineering production and manufacture, engineering services, materials handling, telecommunications and transportation Role of HSE Inspectorate: span of authority; right of inspection; guidance notes and booklets Safety audits: policies; record keeping; safety surveys; training; proformas; management commitment; planning and implementationCodes of practice: use of applying technology for codes and regulations; awareness of relevant codes of practice eg HSE guidance, Occupational Exposure Standards

3. Be able to analyse engineering activities for the assessment of riskHazard: identification of potential hazards eg fire, noise, temperature, field of vision, fumes, moving parts, lighting, access, pressure, falling bodies, airborne debris, radiation and chemical hazardsRisk rating: matrix production eg low risk, moderate risk, substantial risk, high risk Frequency and severity: evaluation of the rate of occurrence eg improbable, possible, occasional, frequent, regular, common; evaluation of severity eg definitions of consequence; level of injury eg graded (trivial, minor, major, multiple major, death, multiple death)Record: production of proforma for each hazard, types of recording systems; employee training and company awareness; analysis of a system

4. Be able to manage and minimise risk to life, property and engineering activities within an industrial environment

Evidence: evaluation of evidence to support the likelihood of or reoccurrence of a risk; use of statistical data eg fatigue charts, working hours, temperature, lighting levels, noise, incorrect procedures, working practices, time of dayImplications: analysis and evaluation of the implications of the risk eg threat to life, injuries, property, environment, need to redesign, effect on company, effect on other companies; mandatory factory closureInformation: obtaining and use of data about the risk to others eg data sheets on substances, factory rules, codes of practice; safe working procedures, hazard identification eg hard hat area; training procedures for new staff and contractorsMinimising risk: how best to minimise risk eg control of known risks, guarding,

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covering, screening, encasing, design-out, disaster contingence planningImplementation: identification of effective methods of control eg management policy, lines of communication, responsibility, safety committees and trade union inputCompliance: identification of the levels of knowledge of regulations and guidelines; mandatory compliance with current and relevant regulations eg Health and Safety at Work Act, Deposit of Poisonous Waste Act, EMC directive; working towards company risk assessment findings

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The learner can:

LO1 Be able to select and apply safe working procedures to engineering operations

1.1 select and justify choice of protective clothing and equipment to ensure personal protection in a given environment

1.2 evaluate a range of permit-to-work systems and identify isolation requirements for given applications

1.3 use monitoring equipment to ensure the promotion of a safe working environment

LO2 Understand the nature and use of current health and safety legislation

2.1 identify industrial work areas where current regulations would apply and describe the role of the HSE inspectorate

2.2 implement a schedule for the setting-up of a safety audit system

2.3 select the relevant codes of practice to enhance safety

LO3 Be able to analyse engineering activities for the assessment of risk

3.1 identify a hazard and produce a risk rating3.2 evaluate frequency and severity of an identified

hazard3.3 produce a hazard proforma for a given

application3.4 analyse a recording system that tracks and

highlights potential hazards

LO4 Be able to manage and minimise risk to life, property and engineering activities within an industrial environment

4.1 evaluate evidence that would specify the existence of a risk or risks

4.2 analyse the implications of the risk and the effect on life, property and activities

4.3 obtain and use accurate information on the risk for the protection of others

4.4 produce a report on how best to minimise the risk to people, property and activities and recommend effective methods of implementation and control

4.5 identify routes and methods of implementation within a company to ensure that compliance with codes of practice and regulations pertaining to the risk are fully understood.

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Guidance

LinksThis unit may be linked with any unit that involves aspects of workplace practice and applications.If a holistic approach to the delivery of this unit is adopted, then its successful completion would enable learners to meet the Engineering Technician (Eng Tech) and Incorporated Engineer (IEng) requirements laid down in the UK Engineering Council Standard for Professional Engineering Competence (UK-SPEC) competence E2, ‘manage and apply safe systems of work’. The unit can also be linked to the SEMTA National Occupational Standards in Engineering Management, particularly Unit 1: Develop and Maintain a Healthy and Safe Work Environment.

Essential requirementsTutors delivering this unit will need to have an in-depth understanding of the health and safety management issues, legislation, procedures and documentation associated with their particular engineering industry.Learners will need access to a real or realistic simulated environment, directly related to their engineering industry.

Employer engagement and vocational contextsLiaison with employers can help provide suitable engineering environments. Visits to the learner’s workplace or other appropriate industrial facilities, will help foster employer cooperation and help set the focus for the delivery and assessment that have relevance and are of benefit to the whole cohort.

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Unit 6: Business Management Techniques for Engineers Credit value: 15

AimThis unit investigates the functions, structures and inter-relationships of an engineering business. Learners will apply the skills of costing, financial planning and control associated with engineered products or services.

Unit abstractIn industry, engineers need to understand other factors which drive the business forward. The current financial state of the business will dictate what resources can be afforded to potential projects. Therefore, it is not always possible to select and use the latest technology. Most often, engineering solutions must also be business solutions which are constrained by budgets and time for example. To this end, engineering management requires understanding of business management techniques in order to advance business interests. This unit will provide the learner with the key knowledge and understanding of management skills required by engineering managers.This unit is intended to give learners an appreciation of business organisations and the application of standard costing techniques, as well as an insight into the key functions underpinning financial planning and control. It also aims to expand learners’ knowledge of managerial and supervisory techniques by introducing and applying the fundamental concepts of project planning and scheduling.Learners will understand how to justify projects using financial tools such as profitability forecasts and contribution analysis. They will also be able to develop resource and project plans in the form of Gantt charts and with the use of software. They will be able to manage work activities using methods such as Just in Time (JIT) and Statistical Process Control (SPC).

Learning outcomeOn successful completion of this unit a learner will:1. Know how to manage work activities to achieve organisational objectives2. Be able to select and apply costing systems and techniques3. Understand the key functions of financial planning and control4. Be able to apply project planning and scheduling methods to an engineering

project.

Unit content1. Know how to manage work activities to achieve organisational objectivesEngineering business functions: organisational, management and operational structures in general engineering settings eg business planning, product/service development, design and production/delivery, quality assurance and control in relevant manufacturing, production, service or telecommunication industriesProcesses and functions: business planning eg management, production/service planning, costing, financial planning; organisation eg mission, aims, objectives

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and culture Manage work activities: product and service specifications and standards; quality, time and cost objectives eg just-in-time methods, value-added chains, statistical process control; working within organisational constraints and limitations

2. Be able to select and apply costing systems and techniquesCosting systems: systems eg job costing, process costing, contract costing; techniques eg absorption, marginal, activity-basedBusiness performance: measures and evaluation eg break-even point, safety margin, profitability forecast, contribution analysis, ‘what if analysis, limiting factors, scarce resources

3. Understand the key functions of financial planning and controlFinancial planning process: short, medium and long-term plans; strategic plans; operational plans; financial objectives; organisational strategyFactors influencing decisions: cash and working capital management eg credit control, pricing, cost reduction, expansion and contraction, company valuation, capital investment; budgetary planning eg fixed, flexible and zero-based systems, cost, allocation, revenue, capital, control, incremental budgetingDeviations: variance calculations for sales and costs eg cash flow, causes of variance, budgetary slack, unrealistic target setting

4. Be able to apply project planning and scheduling methods to an engineering project

Project resources and requirements: human and physical resource planning techniques eg time and resource scheduling techniques, Gantt charts, critical-path analysis, computer software packages, work breakdown structure, precedence diagrams

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Learning outcomesOn successful completion of this unit a learner will:


The learner can:

LO1 Know how to manage work activities to achieve organisational objectives

1.1 define engineering business functions1.2 outline the inter-relationships between the

different processes and functions of an engineering organisation

1.3 organise work activities to meet specifications and standards

LO2 Be able to select and apply costing systems and techniques

2.1 create appropriate costing systems and techniques for specific engineering business functions

2.2 measure the impact of changing activity levels on engineering business performance

LO3 Understand the key functions of financial planning and control

3.1 explain the financial planning process in an engineering business

3.2 examine the factors influencing the decision-making process during financial planning

3.3 analyse standard costing techniques

LO4 Be able to apply project planning and scheduling methods to an engineering project

4.1 establish the project resources and requirements4.2 produce a plan with appropriate time-scales for

completing the project4.3 plan the human resource requirement and costs

associated with each stage of the project.

Guidance

LinksThis unit can be linked with Unit 30: Quality Assurance and Management.

Essential requirementsLearners will need access to manual records and relevant computer software packages to enable realistic project planning, resource allocation and costing assignments.

Employer engagement and vocational contextsIn estimating costs and approximating project completion times and human resource needs, it may be necessary to provide information from a ‘given data source’. However, learners should be encouraged to research their own data requirements, ideally from local industrial attachments, work-placement or employer.

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Unit 7: Engineering Design Credit value: 15

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

Unit abstractThis unit will enable the learner to appreciate that design involves synthesising 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).

Learning outcomesOn successful completion of this unit a learner will:1. Be able to prepare a design specification to meet customer requirements2. Be able to analyse and evaluate possible design solutions and prepare a final

design report3. Understand how computer-based technology is used in the engineering design

process.

Unit content1. Be able to prepare a design specification to meet customer requirementsCustomer 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 bodiesDesign 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

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Evaluation of conceptual designs: costs; future development potential; value engineering conceptsCompliance check: eg using checklists and/or design review proceduresFinal design report: communicate rationale for adopting proposed solution; use of 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 softwareSoftware evaluation: consideration of costs, compatibility and function

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Learning outcomes

On successful completion of this unit a learner will:


The learner can:

LO1 Be able to prepare a design specification to meet customer requirements

1.1 establish customer requirements1.2 present the major design parameters1.3 obtain design information from appropriate

sources and prepare a design specification1.4 demonstrate that the design specification meets

requirementsLO2 Be able to analyse and

evaluate possible design solutions and prepare a final design report

2.1 produce an analysis of possible design solutions2.2 produce and evaluate conceptual designs2.3 select the optimum design solution2.4 carry out a compliance check2.5 produce a final design report

LO3 Understand how computer- based technology is used in the engineering design process

3.1 explain the key features of a computer-aided design system

3.2 use computer-aided design software to produce a design drawing or scheme

3.3 evaluate software that can assist the design process.

Guidance

LinksThis 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

Essential requirementsAccess 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.

Employer engagement and vocational contextsDelivery 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.

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Unit 8: Research Project Credit value: 20

AimTo develop learners’ skills of independent enquiry and critical analysis by undertaking a sustained research investigation of direct relevance to their Higher Education programme and professional development.

Unit abstractThis unit is designed to enable learners to become confident using research techniques and methods. It addresses the elements that make up formal research including the proposal, a variety of research methodologies, action planning, carrying out the research itself and presenting the findings. To complete the unit satisfactorily, learners must also understand the theory that underpins formal research.The actual research depends on the learner, the context of their area of learning, their focus of interest and the anticipated outcomes. The unit draws together a range of other areas from within the programme to form a holistic piece of work that will makes a positive contribution to the learner’s area of interest. Learners should seek approval from their tutors before starting their research project

Learning outcomesOn successful completion of this unit a learner will:1. Understand how to formulate a research specification2. Be able to implement the research project within agreed procedures and to

specification3. Be able to evaluate the research outcomes4. Be able to present the research outcomes.

Unit content1. Understand how to formulate a research specificationResearch formulation: aims and objectives; rationale for selection; methodology for data collection and analysis; literature review; critique of references from primary sources, eg questionnaires, interviews; secondary sources, eg books, journals, internet; scope and limitations; implications, eg resourcesHypothesis: definition; suitability; skills and knowledge to be gained; aims and objectives; terms of reference; duration; ethical issuesAction plan: rationale for research question or hypothesis; milestones; task dates; review dates; monitoring/reviewing process; strategyResearch design: type of research, eg qualitative, quantitative, systematic, original; methodology; resources; statistical analyses; validity; reliability; control of variables2. Be able to implement the research project within agreed procedures and to

specification

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Implement: according to research design and method; test research hypotheses; considering test validity; reliabilityData collection: selection of appropriate tools for data collection; types, eg qualitative, quantitative; systematic recording; methodological problems, eg bias, variables and control of variables, validity and reliabilityData analysis and interpretation: qualitative and quantitative data analysis - interpreting transcripts; coding techniques; specialist software; statistical tables; comparison of variable; trends; forecasting

3. Be able to evaluate the research outcomesEvaluation of outcomes: an overview of the success or failure of the research project planning, aims and objectives, evidence and findings, validity, reliability, benefits, difficulties, conclusion(s)Future consideration: significance of research investigation; application of research results; implications; limitations of the investigation; improvements; recommendations for the future, areas for future research

4. Be able to present the research outcomesFormat: professional delivery format appropriate to the audience; use of appropriate media

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The learner can:

LO1 Understand how to formulate a research specification

1.1 formulate and record possible research project outline specifications

1.2 identify the factors that contribute to the process of research project selection

1.3 undertake a critical review of key references1.4 produce a research project specification1.5 provide an appropriate plan and procedures for

the agreed research specification

LO2 Be able to implement the research project

within agreed procedures and to specification

2.1 match resources efficiently to the research question or hypothesis

2.2 undertake the proposed research investigation in accordance with the agreed specification and procedures

2.3 record and collate relevant data where appropriate

LO3 Be able to evaluate the research outcomes

3.1 use appropriate research evaluation techniques3.2 interpret and analyse the results in terms of the

original research specification3.3 make recommendations and justify areas for

further consideration

LO4 Be able to present the research outcomes

4.1 use an agreed format and appropriate media to present the outcomes of the research to an audience.

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Guidance

LinksThis unit may be linked to single or several units in the programme, depending on the research topic and the context of their area of learning.The unit can also be linked to the SEMTA Level 4 National Occupational Standards in Engineering Management, particularly: Unit 4.5: Identify and Define Areas of Engineering Research Unit 4.6: Develop a Research Methodology for Engineering Unit 4.8: Undertake Engineering Research Unit 4.9: Evaluate the Results of Engineering Research.

Essential requirementsTutor will need to establish the availability of resources to support the independent study before allowing the learner to proceed with the proposal.

Employer engagement and vocational contextsCentres should try to establish relationships with appropriate organisations in order to bring realism and relevance to the research project.

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Unit 9: Engineering Thermodynamics Credit value: 15

AimThis unit will extend learners’ knowledge of heat and work transfer. It will develop learners’ understanding of the principles and laws of thermodynamics and their application to engineering thermodynamic systems.

Unit abstractThis unit will build on learners’ understanding of polytropic expansion/compression processes, the first law of thermodynamics and the concepts of closed and open thermodynamic systems. Learners are then introduced to the second law of thermodynamics and its application in the measurement and evaluation of internal combustion engine performance. This is followed by measurement and evaluation of air compressor performance. Finally, learners will develop an understanding of the layout and operation of steam and gas turbine power plants.

Learning outcomesOn successful completion of this unit a learner will:1. Understand the parameters and characteristics of thermodynamic systems2. Be able to evaluate the performance of internal combustion engines3. Be able to evaluate the performance of reciprocating air compressors4. Understand the operation of steam and gas turbine power plant.

Unit content1. Understand the parameters and characteristics of thermodynamic systemsPolytropic processes: general equation pvn = c, relationships between index ‘n’ and heat transfer during a process; constant pressure and reversible isothermal and adiabatic processes; expressions for work flowThermodynamic systems and their properties: closed systems; open systems; application of first law to derive system energy equations; properties; intensive; extensive; two-property rule Relationships: R = cp - cv and γ = cp/cv

2. Be able to evaluate the performance of internal combustion enginesSecond law of thermodynamics: statement of law; schematic representation of a heat engine to show heat and work flowHeat engine cycles: Carnot cycle; Otto cycle; Diesel cycle; dual combustion cycle; Joule cycle; property diagrams; Carnot efficiency; air-standard efficiencyPerformance characteristics: engine trials; indicated and brake mean effective pressure; indicated and brake power; indicated and brake thermal efficiency; mechanical efficiency; relative efficiency; specific fuel consumption; heat balanceImprovements: turbocharging; turbocharging and intercooling; cooling system and exhaust gas heat recovery systems

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3. Be able to evaluate the performance of reciprocating air compressorsProperty diagrams: theoretical pressure-volume diagrams for single and multi-stage compressors; actual indicator diagrams; actual, isothermal and adiabatic compression curves; induction and delivery lines; effects of clearance volumePerformance characteristics: free air delivery; volumetric efficiency; actual and isothermal work done per cycle; isothermal efficiencyFirst law of thermodynamics: input power; air power; heat transfer to intercooler and aftercooler; energy balanceFaults and hazards: effects of water in compressed air; causes of compressor fires and explosions

4. Understand the operation of steam and gas turbine power plantPrinciples of operation: impulse and reaction turbines; condensing; pass-out and back pressure steam turbines; single and double shaft gas turbines; regeneration and re-heat in gas turbines; combined heat and power plantsCircuit and property diagrams: circuit diagrams to show boiler/heat exchanger; superheater; turbine; condenser; condenser cooling water circuit; hot well; economiser/feedwater heater; condensate extraction and boiler feed pumps; temperature-entropy diagram of Rankine cycle Performance characteristics: Carnot, Rankine and actual cycle efficiencies; turbine isentropic efficiency;

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The learner can:

LO1 Understand the parameters and characteristics of thermodynamic systems

1.1 evaluate polytropic process parameters1.2 explain the operation thermodynamic systems

and their properties1.3 apply the first law of thermodynamics to

thermodynamic systems1.4 determine the relationships between system

constants for an ideal gasLO2 Be able to evaluate the

performance of internal combustion engines

2.1 apply the second law of thermodynamics to the operation of heat engines

2.2 evaluate theoretical heat engine cycles2.3 evaluate the performance characteristics of

spark ignition and compression ignition internal combustion engines

2.4 discuss methods used to improve the efficiency of internal combustion engines

LO3 Be able to evaluate the performance of reciprocating air compressors

3.1 evaluate property diagrams for compressor cycles

3.2 determine the performance characteristics of compressors

3.3 apply the first law of thermodynamics to compressors

3.4 identify compressor faults and hazardsLO4 Understand the operation

of steam and gas turbine power plant

4.1 explain the principles of operation of steam and gas turbines

4.2 illustrate the functioning of steam power plant by means of circuit and property diagrams

4.3 determine the performance characteristics of steam power plant.

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Guidance

LinksThis unit has links with Unit 1: Analytical Methods for Engineers, Unit 2: Engineering Science and Unit 41: Fluid Mechanics.

Essential requirementsLaboratory facilities will need to be available for the investigation of the properties of working fluids, internal combustion engines and compressor performance.

Employer engagement and vocational contextsLiaison with industry can help centres provide access to relevant industrial laboratory facilities, engines, compressors and related plant.Where possible, work-based experience should be used to provide practical examples of the characteristics of thermodynamic systems.A visit to a power station will be of value to support delivery of learning outcome 4.

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Unit 10: Quality Assurance and Management Credit value: 15

AimThis unit will develop learners’ knowledge and understanding of the principles and applications of quality management.

Unit abstractIn this unit learners will investigate total quality management (TQM) and develop an understanding of the key factors that underpin quality assurance (QA) techniques. The unit also introduces learners to the application of quality control (QC) techniques. The basic principles of total quality management will include management structures and TQM techniques. Learners will also develop an understanding of the key factors, internal and external controls and cost implications that underpin quality assurance techniques. Finally, the unit introduces the application of quality control techniques, process capability and software packages to support the processes.

Learning outcomesOn successful completion of this unit a learner will:1. Understand how total quality management (TQM) systems operate2. Know the key factors of quality assurance (QA) techniques3. Be able to apply quality control (QC) techniques.

Unit content1. Understand how total quality management (TQM) systems operatePrinciples of TQM: continuous improvement; total company commitment; quality strategy; management of change; focus eg internal and external customers, products/services, processes and people, fit-for-purpose; leadership; motivation and training; applicable supporting theories eg Deming, Juran, Crosby, IshikawaManagement structures: organisational structures and responsibilities; quality improvement methods eg quality improvement teams and teamwork, quality circles/Kaizen teams; operational theory eg organisational culture, strategy, vision, mission, values and key issues; barriers to TQM eg lack of commitment, fear of change/responsibility, immediacy of pay-off, cost of TQMTQM techniques: use of tools eg process flow charts, tally charts, Pareto analysis, cause and effect analysis, hazard analysis-critical control points, statistical process control SPC, benchmarking; methods eg brainstorming, team building, appraisal, training and development, mentoring; compliance to standards; procedures and manuals; impact of organisational factors eg leadership, communications, performance indicators and objectives

2. Know the key factors of quality assurance (QA) techniques

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Key factors: procedures; quality manuals; parameters eg fitness-for-purpose, customer satisfaction, cost effectiveness, compliance with standards; standards organisation and documentation charts; communication; feedback; legislationControl purposes: internal and external quality audits eg trace ability, compliance, statistical methods, planned maintenance, condition monitoringCosting: quality vs productivity; cost centres; allocation of overheads; maintenance and downtime cost

3. Be able to apply quality control (QC) techniquesQuality control techniques: inventory control eg just-in-time (JIT), kanban, material requirements planning (MRP); statistical process control eg frequency distribution, mean range, standard deviation, control charts, calculation of warning and action limits; acceptance sampling eg producer’s and consumer’s risk, sampling plans, plotting and interpretation of an operating characteristic curveProcess capability: relationship between specification limits and control chart limits; modified limits; relative precision indexSoftware packages: eg quality audit procedures, vendor rating, cause and effect analysis, Pareto analysis

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On successful completionof this unit a learner will:


The learner can:

LO1 Understand how total quality management (TQM) systems operate

1.1 explain the principles of TQM in relation to a specific application

1.2 evaluate management structures that can lead to an effective quality organisation

1.3 analyse the application of TQM techniques in an organisation

LO2 Know the key factors of quality assurance (QA) techniques

2.1 identify the key factors necessary for the implementation of a QA system within a given process

2.2 interpret a given internal and external quality audit for control purposes

2.3 describe the factors affecting costingLO3 Be able to apply quality

control (QC) techniques3.1 report on the applications of quality control

techniques3.2 apply quality control techniques to determine

process capability3.3 use software packages for data collection and

analysis.

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Guidance

LinksThis unit has links with Unit: Business Management Techniques and Unit: Project Design, Implementation and Evaluation.

Essential requirementsCentres will need to provide simulated or actual examples for the application of methods used to install, monitor and control the quality of both products/services and their associated processes.

Employer engagement and vocational contextsIndustrial visits, work placements or employment could provide access to additional resource facilities and reinforce relevance. Wherever possible, learners should be given the opportunity to observe quality operations through industry visits. Equally, the work-based experiences of the learners should be used to illustrate applications of theory in practice.

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Unit 11: Further Mathematics for Engineering TechniciansCredit value: 10

AimThis unit aims to enhance learners’ knowledge of the mathematical principles used in engineering, enabling them to pursue further study on a higher education qualification in engineering.

Unit abstractMathematics is an essential tool for any electrical or mechanical engineering technician. With this in mind, this unit emphasises the engineering application of mathematics. For example, learners could use an integral calculus method to obtain the root mean square (RMS) value of a sine wave over a half cycle.The first learning outcome will extend learners’ knowledge of graph plotting and will develop the technique of using a graph to solve (find the roots of), for example, a quadratic equation. Learning outcome 2 involves the use of both arithmetic and geometric progressions for the solution of practical problems. The concept of complex numbers, an essential tool for electrical engineers considering, is also introduced.Learning outcome 3 considers the parameters of trigonometrical graphs and the resultant wave when two are combined. The use of mathematical formulae in the latter half of this learning outcome enables a mathematical approach to wave combination to be considered.Finally, in learning outcome 4, calculus techniques are further developed and used to show their application in engineering.

Learning outcomesOn successful completion of this unit a learner will:1. Be able to use advanced graphical techniques2. Be able to apply algebraic techniques3. Be able to manipulate trigonometric expressions and apply trigonometric

techniques4. Be able to apply calculus.

Unit content 1. Be able to use advanced graphical techniquesAdvanced graphical techniques: graphical solution eg of a pair of simultaneous equations with two unknowns, to find the real roots of a quadratic equation, for the intersection of a linear and a quadratic equation, non-linear laws such as (y = ax2 + b, y = a + b/x), by the use of logarithms to reduce laws of type y = axn to straight line form, of a cubic equation such as 2x3 - 7x2 + 3x + 8 = 0, recording, evaluating and plotting eg manual, computerised

2. Be able to apply algebraic techniques Arithmetic progression (AP): first term (a), common different (d), nth term eg a + (n-

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1)d; arithmetic series eg sum to n terms, Sn=n/2{2a+(n-1)d}Geometric proression (GP): first term (a), common ratio (r), nth term eg a rn-1; geometric series eg sum to n terms, Sn=a(rn-1)/(r-1), sum to infinity S∞=a/(1-r); solution of practical problems eg compound interest, range of speeds on a drilling machineComplex numbers: addition, subtraction, multiplication of a complex number in Cartesian form, vector representation of complex numbers, modulus and argument, polar representation of complex numbers, multiplication and division of complex numbers in polar form, polar to Cartesian form and vice versa, use of calculatorStatistical techniques: review of measure of central tendency, mean, standard deviation for ungrouped and grouped data (equal intervals only), variance

3. Be able to manipulate trigonometric expressions and apply trigonometric techniques

Trigonometrical graphs: amplitude, period and frequency, graph sketching eg sin x, 2 sin x, V sin x, sin 2x, sin V x for values of x between 0 and 360°; phase angle, phase difference; combination of two waves of the same frequencyTrigonometrical formulae and equations: the compound angle formulae for the addition of sine and cosine functions eg sin (A ± B); expansion of R sin (wt + a) in the form a cos wt + b sin wt and vice versa

4. Be able to apply calculusDifferentiation: review of standard derivatives, differentiation of a sum, function of a function, product and quotient rules, numerical values of differential coefficients, second derivatives, turning points (maximum and minimum) eg volume of a rectangular boxIntegration: review of standard integrals, indefinite integrals, definite integrals eg area under a curve, mean and RMS values; numerical eg trapezoidal, mid-ordinate and Simpson’s rule

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Assessment and grading criteria

To achieve a pass grade the evidence must show that the

To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, P1 use a graphical

technique to solve a pair of simultaneous linear equations

M1 use the laws of logarithms to reduce an engineering law of the type y = axn to straight line form, then using logarithmic graph paper, plot the graph and obtain the values for the constants a and n

D using a graphical technique determine the single wave resulting from a combination of two waves of the same frequency and then verify the result using trigonometrical formulae

P2 solve a practical engineering problem involving an arithmetical progression

M2 use complex numbers to solve a parallel arrangement of impedances giving the answer in both Cartesian and polar form

D2 use numerical integration and integral calculus to analyse the results of a complex engineering problem.

P3 solve a practical engineering problem involving geometric progression

M3 use differential calculus to find the maximum/minimum for an engineering problem.

P4 perform the two basic operations of multiplication and division to a complex number in both rectangular and polar form, to demonstrate the different techniques

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P5 calculate the mean, standard deviation and variance for a set of ungrouped dataP6 calculate the mean, standard deviation and variance for a set of grouped dataP7 sketch the graph of a sinusoidal trigonometrical function and use it to explain the terms and describe amplitude, periodic time and frequencyP8 use two of the compound angle formulae and verify their relationship

P9 find the differential coefficient for three different functions to demonstrate the use offunction of a function and the product and quotient rules

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P10 use integral calculus to solve two simple engineering problems involving the definite and indefinite integral.

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Guidance

LinksThis 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 3Mathematics for Engineering Technicians

Mathematics for Engineering TechniciansElectrical and Electronic PrinciplesMechanical Principles and Applications

Unit 4: Mathematics for Engineering Technicians is an essential prerequisite for this unit and as such must be studied prior to this unit.

Essential requirementsLearners will need to use an electronic scientific calculator and have access to software packages that support the concepts and principles and their application to engineering

Employer engagement and vocational contextsThis unit should be delivered in the context of real engineering applications and centres are encouraged to make good use of the contacts that they have with local industry through other, more practical-based engineering units.There are a range of organisations that may be able help centres engage and involve local employers in the delivery of this unit, for example: Work Experience/Workplace learning frameworks - Centre for Education

and Industry (CEI, University of Warwick) - www.warwick.ac.uk/wie/cei Learning and Skills Network - www.vocationallearning.org.ukNetwork for Science, Technology, Engineering and Maths Network

Ambassadors Scheme - www.stemnet.org.uk National Education and Business Partnership Network - www.nebpn.org Local, regional Business links - www.businesslink.gov.uk Work-based learning guidance - www.aimhighersw.ac.uk/wbl.htm

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http://www.aimhighersw.ac.uk/wbl.htm

http://www.businesslink.gov.uk/

http://www.nebpn.org/

http://www.stemnet.org.uk/

http://www.vocationallearning.org.uk/

http://www.warwick.ac.uk/wie/cei

SPECIALIST UNITS

Unit 12: Fluid Mechanics Credit value: 15

AimThe aim of this unit is to extend learners’ knowledge of the principles of fluid mechanics and the techniques used to predict the behaviour of fluids in engineering applications.

Unit abstractThis unit will begin by looking at the forces exerted by a static fluid on immersed surfaces and the concept of centre of pressure. It also examines a range of hydraulic devices and systems that incorporate the transmission of hydraulic pressure. Learners will then examine viscosity in fluids, its measurement and the characteristics of Newtonian and non-Newtonian fluids.The unit then examines fluid flow phenomena. These include the estimation of head loss in pipes, viscous drag around streamlined and bluff bodies and the concept of Reynolds’ number. It also introduces learners to the techniques and applications of dimensional analysis. Finally, learners will examine the operational characteristics of hydraulic machines, in particular the operating principles of water turbines and pumps.

Learning outcomesOn successful completion of this unit a learner will:1. Be able to determine the behavioural characteristics and parameters of static

fluid systems2. Understand the effects of viscosity in fluids3. Be able to determine the behavioural characteristics and parameters of real fluid

flow4. Understand the operating principles of hydraulic machines.

Unit content1. Be able to determine the behavioural characteristics and parameters of static

fluid systemsImmersed surfaces: rectangular and circular surfaces eg retaining walls, tank sides, sluice gates, inspection covers, valve flangesCentre of pressure: use of parallel axis theorem for immersed rectangular and circular immersed surfacesDevices: hydraulic presses; hydraulic jacks; hydraulic accumulators; braking systems; determine outputs for given inputs

2. Understand the effects of viscosity in fluidsViscosity: shear stress; shear rate; dynamic viscosity; kinematic viscosity

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Viscosity measurement: operating principles and limitations of viscosity measuring devices eg falling sphere, capillary tube, rotational and orifice viscometersReal fluids: Newtonian fluids; non-Newtonian fluids including pseudo plastic, Bingham plastic, Casson plastic and dilatent fluids

3. Be able to determine the behavioural characteristics and parameters of real fluid flow

Head losses: head loss in pipes by Darcy’s formula; Moody diagram; head loss due to sudden enlargement and contraction of pipe diameter; head loss at entrance to a pipe; head loss in valves; flow between reservoirs due to gravity; hydraulic gradient; siphons; hammerblow in pipesReynolds’ number: inertia and viscous resistance forces; laminar and turbulent flow; critical velocitiesViscous drag: dynamic pressure; form drag; skin friction drag; drag coefficientDimensional analysis: checking validity of equations such as those for pressure at depth; thrust on immersed surfaces and impact of a jet; forecasting the form of possible equations such as those for Darcy’s formula and critical velocity in pipes

4. Understand the operating principles of hydraulic machinesImpact of a jet: power of a jet; normal thrust on a moving flat vane; thrust on a moving hemispherical cup; velocity diagrams to determine thrust on moving curved vanes; fluid friction losses; system efficiencyOperating principles of turbines: operating principles, applications and typical system efficiencies of common turbo-machines including the Pelton wheel, Francis turbine and Kaplan turbineOperating principles of pumps: operating principles and applications of reciprocating and centrifugal pumps; head losses; pumping power; power transmitted; system efficiency

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Learning outcomes



The learner can:

LO1 Be able to determine the behavioural characteristics and parameters of static fluid systems

1.1 determine the hydrostatic pressure and thrust on immersed surfaces

1.2 determine the centre of pressure on immersed surfaces

1.3 determine the parameters of devices in which a fluid is used to transmit force

LO2 Understand the effects of viscosity in fluids

2.1 explain the characteristics of and parameters of viscosity in fluids

2.2 describe viscosity measurement techniques2.3 describe the effects of shear force or

Newtonian and non-Newtonian fluidsLO3 Be able to determine the

behavioural characteristics and parameters of real fluid flow

3.1 determine head losses in pipeline flow3.2 determine Reynolds' number for a flow

system and assess its significance3.3 determine viscous drag of bluff and

streamlined bodies3.4 apply dimensional analysis to fluid flow

LO4 Understand the operating principles of hydraulic machines

4.1 evaluate the impact of a jet of fluid on a moving vane

4.2 identify and explain the operating principles of water turbines and pumps.


Guidance

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LinksThis unit has links with Unit: Engineering Science and Unit: Engineering Thermodynamics.

Essential requirementsLearners will need access to laboratory facilities suitable for the investigation of viscosity, Reynolds’ number for pipeline flow and the measurement of drag forces on bluff and streamlined bodies.

Employer engagement and vocational contextsLiaison with industry can help centres provide access to relevant industrial facilities and related plant. Where possible, work-based experience should be used to provide practical examples of fluid systems.A visit to a utilities water treatment plant, pumping station or hydro-electric generating installation will enhance delivery of the unit.

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Unit 13: Advanced Computer-aided Design Techniques Credit value: 15

AimThe aim of this unit is to enhance learners’ skills in the use of computer-aided design (CAD) and 3D modelling systems to solve a design problem.

Unit abstractProduct designers communicate their designs through CAD software packages. It is used at all stages of the design task, from conceptualisation to production of working drawings. It provides the basis for manufacturing products. Engineers must master computer-aided design techniques in order to ensure design intent is accurately taken through to manufacture and service. In this unit the learner will practice the techniques involved in producing advanced 3D models. Simple errors with CAD models and drawings can lead to hugely expensive consequences. This could be in the form of incorrect tooling or products which do not fit or function properly. In industry, competitive advantage is gained through speed to market of new designs. Hence engineers must be able to commit their designs quickly to CAD.This unit will be beneficial to research and design engineers and production engineers. It will equip the learner with the necessary advanced CAD parametric modelling skills that industry demands. Learners should be able to produce and edit 2D shapes prior to starting this unit. Learners will investigate a CAD software package so as to be able to generate advanced surface and solid models. There are a variety of CAD software packages used in industry today including Pro-Engineer and Solidworks. Whilst there may be differences in using the different softwares, users who are fluent in one software will generally quickly pick up any other.Entry requirements for this unit are at the discretion of the centre. However, it is advised that learners should have completed appropriate BTEC National units or equivalent. Learners should be able to produce and edit 2D shapes prior to starting this unit. Those who have not attained this standard will require bridging studies.

Learning outcomesOn successful completion of this unit a learner will:1. Be able to modify and update an existing design2. Be able to generate a surface model3. Be able to generate a solid model.

Unit content1. Be able to modify and update an existing designDrawing files: load and create and edit a drawing file from source, including Initial Graphics Exchange Specification (IGES) and Drawing Exchange Format (DXF) files Blocks: access externally and internally referenced blocks; update and insert new blocks; use editing commands to modify existing parts

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Record modifications: update the drawing and record modifications; produce updated documentation using a word-processing package with inserted views relating to modifications Produce hard copy: produce hard copy of updated drawing using scaled plots, scaled views, different printer/plotters and reconfiguring CAD software to suit

2. Be able to generate a surface modelCoordinate systems: manipulate user co-ordinate system (UCS) and world coordinate system (WCS) to suit required geometryCorrect geometry: using polylines to construct shapes for surfacing and constructing splines; using polyedit to restructure line/arcs into continuous geometrySurface construction: generate the bounded geometry required for any surface; use generated geometry to create surfaces; use of all methods of surface construction with reference to Bezier, Nurbs, Patch and Coons, to test best construction methodsFacet numbers: numbers required to smooth surface; memory problems using high numbers of facetsViewing medium: use of Hide, Shade and Render to visualise the product; print or plot finish drawing; the use of different textures; lighting controls

3. Be able to generate a solid modelCoordinate systems: manipulate UCS and WCS to suit required geometry Solid model: using polylines to construct shapes for extruding, using polyedit to restructure line/arcs into continuous geometry; use of Hide, Shade and Render to visualise the product; applying various materials to generated slides; cutting the solids and sectioning; different lighting; texturesConstruction techniques: the effects of subtract, union, intersect extrude, sweep and revolve in model construction; editing the geometry using fillet, chamfer etc; using primitives to create geometryProperties of solids: using solid model to find the mass, radius of gyration, centre of gravity and surface areaPrinting image: generating imageDimension a solid: dimensions are correctly added to a solid composite drawing in multiscreen mode; dimensions are correctly added to true shapes previously extracted from solid composite

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Learning outcomes



The learner can:

LO1 Be able to modify and update an existing design

1.1 load drawing files from varying sources using different formats

1.2 update the modified blocks and load into drawing

1.3 modify drawing to new requirements and recordmodifications

1.4 create a word-processed report with modified parts of drawing inserted

1.5 produce and print/plot report and drawingLO2 Be able to generate a surface model

2.1 manipulate the user coordinate system (UCS) and world co-ordinate system (WCS) to suit construction requirements

2.2 produce shapes that contain the correct geometry for the required surface

2.3 create the correct surface construction2.4 produce a surface that is compatible with

processing limits2.5 create a suitable viewing medium2.6 produce a report describing the different

methods of constructing a surfaceLO3 Be able to generate a

solid model3.1 manipulate the user coordinate system (UCS)

and world coordinate system (WCS) to suit construction requirements

3.2 create bounded geometry for extrusion and revolving

3.3 produce sections from solid model3.4 demonstrate the use of construction

techniques3.5 produce file containing mass, surface area,

radius of gyration and centre of gravity3.6 produce a report detailing the uses of solid

modelling in the manufacturing process.

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Guidance

LinksThis unit is designed to stand alone, but it has links with Unit: Engineering Design and Unit: Design for Manufacture.

Essential requirementsCentres delivering this unit must be equipped with an industrial-standard CAD package and with printing or plotting facilities for rendered images, for example software Pro-Engineer, Solidworks, AutoCAD, RoboCAD, TurboCAD, and Intergraph.

Employer engagement and vocational contextsCentres should try to work closely with industrial organisations in order to bring realism and relevance to the unit.Visits to one or two relevant industrial or commercial organisations that use advanced CAD techniques will be of value to enhance and support learning.

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Unit 14: Mechatronic Systems Credit value: 15

AimThis 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 abstractThe 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.

Learning outcomesOn successful completion of this unit a learner will:1. Understand the applications of a range of mechatronic systems and products2. Understand electro-mechanical models and components in mechatronic systems

and products3. Be able to produce a specification for a mechatronic system or mechatronic

product4. Be able to apply mechatronic design philosophies to carry out a design analysis.

Unit content1. Understand the applications of a range of mechatronic systems and productsDiscipline 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 systemsMechatronics systems: differentiate between systems that are mechatronics in nature and those that incorporate a number of different disciplinesIndustrial 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

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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 systemsSensor 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 Kazakh 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 factorsActuator and sensor technologies: selection of suitable sensor and actuator technologies for mechatronic systems and mechatronic productsControllers: selection of appropriate computer control hardware for mechatronic systems and mechatronic products eg microprocessor, PLC, PC-based, PIC, embedded controllers

4. Be able to apply mechatronic design philosophies to carry out a design analysisDesigning: the steps in a design process; comparison between traditional design methods and those designs which are mechatronics driven

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Learning outcomes



The learner can:

LO1 Understand the applications of a range of mechatronic systems and products

1.1 identify mechatronic systems by their discipline integration

1.2 explain the need for system development in an integrated way

1.3 investigate mechatronic applications in consumer products and industrial processes

LO2 Understand electro-mechanical models and components in mechatronic systems and products

2.1 derive a mathematical model for 1st and 2nd order electrical and mechanical system

2.2 analyse analogies between the models of physically different systems

2.3 describe typical sensors and actuators for mechatronic systems and products

LO3 Be able to produce a specification for a mechatronic system or mechatronic product

3.1 produce a specification for a mechatronic system to meet current Standards

3.2 select suitable sensor and actuator technologies for a mechatronic system

3.3 specify appropriate computer control hardware for a mechatronic system

LO4 Be able to apply mechatronic design philosophies to carry out a design analysis

4.1 carry out a design analysis on a system or product using mechatronic design philosophies

4.2 compare a system or product which has been designed employing traditional methods with one employing mechatronic methods.

Guidance

LinksThis unit can be linked to Unit: Electrical and Electronic Principles and Unit: Industrial Robot Technology.

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

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Employer engagement and vocational contextsLearners 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 15: Managing the Work of Individuals and Teams Credit value: 15

AimThis 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 abstractAll 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 targets for individuals and teams and then review their performance.

Learning outcomesOn successful completion of this unit a learner will:1. Be able to establish the objectives of individuals2. Be able to evaluate the performance of individuals3. Be able to establish the roles and responsibilities of teams4. Be able to review the performance of teams.

Unit content1. Be able to establish the objectives of individualsJob 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 responsibilityPerformance targets: personal; financial; quantity and quality; incorporation within a job description; setting and monitoring performance targets

2. Be able to evaluate the performance of individualsEmployee 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

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Staff appraisal schedule: conduct of performance reviews eg by supervisor, peers, committee, subordinates or self-appraisalFeedback of results: comments on positive and negative aspects of performance related to targets, conduct and timekeeping; resolution of conflictsEncouragement: as a motivator for the achievement of performance targets eg strengths, rewards

3. Be able to establish the roles and responsibilities of teamsTeams: 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, communicationTeam 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 teamsTeam performance: appraisal systems; reasons for appraising team performance eg team effectiveness, contribution to business, constitution of team, identifying individual contributions to the team effort and determining the need to establish other team criteria Performance criteria: formulate appropriate criteria eg outcome data, achieved improvements, 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 the achievement of objectives

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The learner can:

LO1 Be able to establish the objectives of individuals

1.1 identify the essential elements of a job description

1.2 design a job description for an employee1.3 produce a schedule of the roles and

responsibilities of individuals1.4 agree performance targets for an individual

LO2 Be able to evaluate the performance of individuals

2.1 explore the key factors in establishing an employee appraisal system

2.2 develop a staff appraisal schedule for use by a manager

2.3 provide feedback to an individual who has undergone an appraisal

2.4 encourage an individual to achieve performance targets

LO3 Be able to establish the roles and responsibilities of teams

3.1 identify teams suitable for a variety of purposes3.2 determine the responsibilities of teams to

different personnel within an organisation3.3 set suitable targets for teams3.4 compare various types of internal team

managementLO4 Be able to review the performance of teams

4.1 identify the reasons for appraising team performance

4.2 formulate the criteria by which the performance of different types of teams can be measured

4.3 conduct a performance review of a team4.4 produce a report on the factors that are likely to

motivate a team to achieve its defined objectives.

Guidance

LinksThis unit is designed to stand alone

Essential requirementsThere are no essential requirements for this unit.

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Employer engagement and vocational contextsWherever 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.

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Unit 16: Microprocessor Interfacing and Control Credit value: 15

AimThe aim of this unit is to give learners an understanding of microprocessor-based systems and their use in instrumentation, control and communication systems.

Unit abstractThis unit will enable learners to gain an understanding of the principles of microprocessors, including stack instructions, interrupts, exceptions and timer functions. Learners will also gain skills to write programs to control the operations of microprocessors and foster an understanding of their operation and interfacing. The unit will provide a utilisation-focused understanding of microprocessor interfacing and control.

Learning outcomesOn successful completion of this unit a learner will:1. Understand microprocessor interfacing and control systems2. Be able to write programs to control the configuration of ports, data transfer and

delay duration3. Understand the operation of microprocessor interfacing and control peripherals4. Be able to write programs to control the configuration of and the control of

peripheral devices5. Be able to build designed transducer operated monitoring systems.

Unit content1. Understand microprocessor interfacing and control systemsMicroprocessor and electrical interfaces: Parallel Interface Timer (PI/T) - structure; input handshaking; output handshaking; electrical interface (structure of the 68230 PI/T, operating modes of the PI/T, registers of the PI/T, timer functions and applications)Control systems: self-contained systems, processor, memory, peripherals and embedded systems

2. Be able to write programs to control the configuration of ports, data transfer and delay duration

Programs: to configure the Parallel Interface Timer (PI/T) ports as inputs and outputs; input and/or output data; produce a delay of a given durationInput-output programming: programs to control inputs and outputs (I/O) data; evaluation techniques to assess control programs, eg error detection techniques.

3. Understand the operation of microprocessor interfacing and control peripheralsInterrupts and exceptions: types of interrupts; microprocessor response to exception processing; mechanisms of polled Input/Output (I/O) and interrupt I/O;

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interrupt priority and masking; analysing programs involving the use of interrupts, exceptions and the I/O unit Operating microprocessor interfacing and control peripherals: eg piezo sounder, ultrasonic transmitter and receiver, a digital to analogue converter, optical transmitter and receiver, an optical disc encoder, Direct Current (DC) motor

4. Be able to write programs to control the configuration of and the control of peripheral devices

Peripheral devices: piezo sounder, ultrasonic transmitter and receiver, a digital to analogue converter, optical transmitter and receiver, an optical disc encoder, Direct Current (DC) motor Parallel interface timer functions: use of timer to control a peripheral device Stack instructions: writing programs to vary the speed of a DC motor; writing programs (stack, save and restore instructions and subroutine calls; to interface an external keypad); the Last In First Out (LIFO) stack mechanism; writing of programs to control devices (piezo sounder, ultrasonic transmitter and receiver, a digital to analogue converter, optical transmitter and receiver, an optical disc encoder, DC motor)

5. Be able to build designed transducer operated monitoring systemsDesigned systems: measure temperature, pressure, strain or reaction time; display of the results Transducer operated monitoring systems: serial input/output interface; asynchronous interface adapter ACIA; operation of 6850; ACIA. 68681; DUART synchronous serial data transmission; interface between the ACIA and the microprocessor

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The learner can:

LO1 understand microprocessor interfacing and control systems

1.1 critically evaluate microprocessor and electrical interfaces when applied to a given control system

LO2 be able to write programs to control the configuration of ports, data transfer and delay duration

2.1 write programs to control the configuration of the Parallel Interface/Timer (PI/T) ports, input and/or output data and to produce a delay of a given duration

2.2 critically evaluate two input-output programs for efficiency in controlling the configuration of ports, data transfer and delay duration

LO3 understand the operation of microprocessor interfacing and control peripherals

3.1 analyse interrupts and exceptions for two different programs

3.2 evaluate the operation of two given microprocessor interfaces

3.3 evaluate the operation of two given peripherals

LO4 be able to write programs to control the configuration of, and the control of peripheral devices

4.1 write a program to control a given peripheral device

4.2 use parallel interface timer functions to control two different peripheral devices

4.3 write a program using stack instructions to vary the speed of a DC motor

4.4 write a program using stack, save and restore instructions and subroutine calls to control a given peripheral device

LO5 be able to build designed transducer operated monitoring systems

5.1 build designed transducer operated monitoring systems to measure outputs

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Guidance

LinksThis unit has links with the following BTEC Higher National units in Engineering:Unit: Programmable Logic Controllers Unit: Mechatronic Systems Unit: Microprocessor Systems.

Essential requirementsLearners will need access to the appropriate mechanical and electrical laboratory equipment. Employer engagement and vocational contextsLiaison with employers might benefit centres, particularly if employers are able to offer help with the practical application of theory in a workplace context.

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OPTIONAL UNITS

Unit 17: Electrical and Electronic Principles Credit value: 15

AimThis 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 abstractCircuits 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 n 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 situations.

Learning outcomesOn successful completion of this unit a learner will:1. Be able to apply electrical and electronic circuit theory2. Be able to apply two-port network models3. Understand the use of complex waves4. Be able to apply transients in R-L-C circuits.

Unit content1. Be able to apply electrical and electronic circuit theoryTransformation theorems: energy sources as constant-voltage and constant-current generators; Thevenin’s and Norton’s theorems; delta-star and star-delta transformation

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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 modelsNetwork models: symmetrical two-port network model; characteristic impedance, Zo; propagation coefficient (expressed in terms of attenuation, α, and phase change .); input impedance for various load conditions including ZL = Zo; relationship between the neper and the dB; insertion lossSymmetrical attenuators: T and π attenuators; the expressions for Ro and a in terms of component values

3. Understand the use of complex wavesProperties: power factor; rms value of complex periodic waveformsAnalyse: 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 circuitsLaplace transforms: definition of the Laplace transform of a function; use of a table of Laplace transformsTransient 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 packagesCircuit responses: over, under, zero and critically damped response following a step input; zero initial conditions being assumed

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The learner can:

LO1 Be able to apply electrical and electronic circuit theory

1.1 calculate the parameters of AC equivalent circuits using transformation theorems

1.2 apply circuit theory techniques to the solution of AC circuit problems

1.3 analyse the operation of magnetically coupled circuits

1.4 use circuit theory to solve problems relating to series and parallel R-L-C tuned circuits

LO2 Be able to apply two-port network models

2.1 apply two-port network model to the solution of practical problems

2.2 design and test symmetrical attenuators against computer models

LO3 Understand the use of complex waves

3.1 calculate the properties of complex periodic waves

3.2 analyse complex periodic waves

LO4 Be able to apply transients in R-L-C circuits

4.1 use Laplace transforms for the transient analysis of networks

4.2 calculate circuit responses to a step input in practical situations.

Guidance

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

Essential requirementsLearners will require access to a range of electronic test equipment, eg oscilloscopes, signal generators, etc.

Employer engagement and vocational contextsDelivery 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.

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9. Equipment list

Software (one license allows 30 users at a time)• MultiSim, LabView, MatLab, MathCAD, SolidWorks, ComSolOne of each of the following (per group of 50)• Hydraulics bench• Hydrostatic pressure apparatus• Metacentric height apparatus• Bernoulli demonstration• Jet impact• Energy loss in pipes• Reynolds' apparatus• Centrifugal pumps• Cavitation demonstration• Software for the above• Fluid friction apparatus• Data logging for the above• Software for the above• Gas turbine unit• Tinius Olsen load tester• Fluke power analyser (2 per group of 50)• Access to basic electricity & electronics (15 points per group of 50)• Power oscilloscope and general oscilloscopes• Feedback Electrical principles network teaching lab modules• Feedback power distribution unit including motor and speed control• Control engineering teaching module

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10.Reading list

BooksAkao, Y. (2004) Quality Function Deployment: Integrating Customer Requirements into Product Design, Productivity Press.Azapagic, A. and Perdan, S. (2011) Sustainable Development in Practice: Case Studies for Engineers and Scientists 2nd Edition, Wiley-Blackwell.Bacon, D.H. and Stephens, R.C. (1999) Mechanical Technology 3rd Edition, Industrial Press Inc. Beards, P.H., Analogue and Digital Electronics, Prentice Hall.Bedford, A. and Fowler, W. (1997) Statics: Engineering Mechanics, Addison Wesley.Beer, F. P. and Johnston, E. R. (1978) Mechanics for Engineers - Dynamics (4th edition), McGraw-Hill.Beer, F. P. and Johnston, E. R. (2008) Mechanics for Engineers - Statics, (5th edition), McGraw- Hill.Bird, John (2010) Engineering Mathematics; Sixth Edition, Newnes. (Oxford).Bird, J. (2010) Electrical Circuit Theory and Technology. 11th Edition, Prentice Hall.Bird J and Ross CTF (2002), Mechanical Engineering Principles, I Newnes.Bird, J. (2010) Electrical Circuit Theory and Technology. 11th Edition, Prentice Hall.Bolton, W. (2006) Engineering Science (5th edition), Newnes.Bolton, W. (2006) Mechanical Science (3rd edition), Wiley-Blackwell.Boothroyd, G. 2010. Product Design for Manufacture and Assembly, Third Edition (Manufacturing Engineering and Materials Processing), CRC Press.Boylestad, R.L. (2002) Electronic Devices and Circuit Theory, Prentice Hall.Boylestad, R.L. (2007) Introductory Circuit Analysis. Pearson.Cengel, Y.A. Boles, M. A. (2002) Thermodynamics: An Engineering Approach, 4th Edition, McGraw-Hill.Chapman, S. (2011) Electric Machinery Fundamentals, 5rd Edition, McGraw-Hill.Clifford, M. et al (2009) An Introduction to Mechanical Engineering parts 1 & 2, Hodder Education.Corbett, J. (1991) Design for Manufacture: Strategies, Principles and Techniques (Addison Wesley Series in Manufacturing Systems), Addison-Wesley.Croft, Davison and Hargreaves (1995) Introduction to Engineering Mathematics, Addison- Wesley.Croft, A. Davison, R. (2004) Mathematics for Engineers; Second Edition, Pearson Education Limited.Cross, N. (2008) Engineering Design Methods: Strategies for Product Design (4th edition), Wiley-Blackwell.Douglas, J.F. and Gasoriek, J.M. (2005) Fluid Mechanics 5th Edition, Prentice Hall.Evans, C.W. (1977) Engineering Mathematics; Third Edition, Chapman and Hall.Floyd, T.L. (2013) Digital Fundamentals, Prentice Hall.

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Glyn, J. Burley, D. (2001) Modern Engineering Mathematics; Third Edition, Pearson Education Limited.Green, D.C. (1997) Higher Electrical Principles, Addison Wesley Longman.Hambley, A. (2010) Electrical Engineering: Principles and Applications, 5th Edition, Pearson.Hannah, J. Hillier, M.J. (1999) Mechanical Engineering Science, Pearson.Hannah, J. Hillier, M.J. (1995) Applied Mechanics, Longman.Hibbeler, R.C. (2004) Engineering Mechanics - Statics and Dynamics, Macmillan.Hughes, E. et al. (2012) Electrical and Electrical Technology. 4th Edition, Newnes.Hughes, A. (2005) Electric Motors and Drives: Fundamentals, Types and Applications, 3rd Edition, Newnes.Lock D. (2000) Project Management, Gower Publishing.Martin, M. Schinzinger, R. (2004) Ethics in Engineering 4th Edition, McGraw-Hill Higher Education.Massey, B.S. Ward-Smith, J. (2011) Mechanics of Fluids 9th Edition, CRC Press.Meriam, J.L. Kraige, L.G. (1998) Engineering Mechanics Statics and Dynamics (4th edition), John Wiley & Sons.Mustoe, L. (1997) Engineering Maths; Addison Wesley Longman.Price, T.E. (1996) Analog Electronics: Integrated PSpice Approach, Prentice Hall.Pugh, S. (1990) Total Design: Integrated Methods for Successful Product Engineering, Prentice Hall.Smith, N.J. (2002), Engineering Project Management, Blackwell Scientific.Stroud, K.A. (2007) Engineering Mathematics; Sixth Edition, Industrial Press INC.Taylor, G.W. Greer, A. (2005) BTEC National Further Mathematics for Technicians Third Edition.Terninko, J. (1997) Step-by-Step QFD: Customer-Driven Product Design (2nd edition), CRC Press.Timoshenko, S.P. Young, D.H. (1958) Engineering Mechanics (4th edition), McGraw-Hill.Tocci, R.J., Digital systems principles and applications, Prentice Hall.Tooley, M. Dingle, L. (2004) Higher National Engineering (2nd edition), Newnes.Engineering Study Guide (Pearson Custom Publishing, 2011). ISBN 9780857760081.BTEC Level 4/5 Higher National Certificate/Diploma in Engineering Study Skills GuideOnlineYouTube has a number of videos on the subject of the effect of forced vibration, resonance and damping on suspension bridges, e.g. the London Millennium Footbridge. http://youtu .be/eiaM_LZUsqMhttp://www.hsa.ie/eng/Topics/Managing_Health_and_Safety/Safety_Statement_and_Risk_Asse ssment/ Health & Safety and Risk Assessment Resourceshttp://www.opentapestry.com/tapestries/me104-computer-aided-design-cad Open

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