btec in a box - l2 unit 05 - engineering maintenance procedures
DESCRIPTION
BTEC in a Box - L2 Unit 05 - Engineering Maintenance ProceduresTRANSCRIPT
'--~
-
de
liv
ery
pla
n
TOP
IC
En
gin
ee
rin
g M
ain
ten
an
ce P
roce
du
res
and
Pla
nnin
g
LEA
RN
ING
OB
JEC
TIV
E
Cau
ses
and
eff
ect
s o
f e
qu
ipm
en
t fa
ilure
(O
utco
me
1)
Top
ic i
nfo
rma
tio
n
Thi
s se
ssio
n sh
ould
fir
stly
in
clu
de
an
intr
od
uct
ion
to
th
e u
nit
co
nte
nt
and
grad
ing
crit
eri
a.
The
ses
sion
sho
uld
cove
r th
e f
ollo
win
g a
s a
min
imum
:
Cau
ses
of
eq
uip
me
nt
failu
re:
age
, w
ea
r, v
ibra
tion
, co
rros
ion,
fou
ling,
e
nvi
ron
me
nt
and
lack
of
mai
nten
ance
eff
ect
s o
f e
qu
ipm
en
t fa
ilure
:
imp
ort
an
ce o
f d
ow
ntim
e,
incr
ease
d co
st,
eq
uip
me
nt!
co
mpo
nent
lif
e.
@ E
dex
cpl2
00
7 B
TE
C in
a B
o)(
De
live
ry m
etho
ds
The
ma
jori
ty o
f th
e le
arne
rs a
re u
nlik
ely
to
hav
e an
y m
aint
enan
ce e
xper
ienc
e.
Intr
oduc
e a
task
: us
ing
a fa
mili
ar
engi
neer
ing
syst
em,
such
as
a ca
r, t
he
lea
rner
s sh
oul
d lis
t do
wn
5 th
ings
th
at
can
typ
ica
lly g
o w
rong
, su
ch
as f
lat
tyre
, bl
own
lam
p,
etc
. U
se a
'Soa
rdbl
ast'
to d
isp
lay
the
ans
wer
s. N
ext
link
the
ans
wer
s w
ith
a c
ause
of
eq
uip
me
nt
failu
re.
For
exa
mp
le,
a bl
own
lam
p co
uld
occu
r fo
r th
e f
ollo
win
g
reas
ons
-ag
e, v
ibra
tion
or
corr
osio
n.
The
eff
ect
s o
f ea
ch o
f th
e f
ailu
res
can
now
be
exam
ined
, e.
g. a
fla
t ty
re l
ead
s to
'd
ow
nti
me
'.
Gui
danc
e
The
tas
ks d
escr
ibed
can
be
deliv
ered
usi
ng v
ario
us m
etho
ds
depe
ndin
g up
on c
lass
room
res
ourc
es.
The
lea
rner
s sh
ould
be
enco
urag
ed t
o di
scus
s th
e t
asks
in
smal
l gr
oup
s to
allo
w f
or
full
pa
rtic
ipa
tion
.
Def
initi
ons
for
each
of
the
cau
ses
can
also
be
incl
uded
, e.
g.
wea
r on
equ
ipm
ent
coul
d be
cau
sed
by a
lack
of
lub
rica
tion
, w
hich
is d
ue t
o a
lack
of
mai
nten
ance
. F
oulin
g co
uld
be d
ue
to f
orei
gn o
bje
ct in
gres
s. O
nce
the
'cau
ses
and
eff
ect
s' h
ave
been
in
tro
du
ced
to
the
lear
ners
the
se c
an b
e lin
ked
to
ind
ust
ria
l exa
mpl
es.
Man
y ex
ampl
es o
f eq
uipm
ent
failu
re a
re r
ea
dily
ava
ilabl
e on
th
e w
eb i
nclu
ding
exc
elle
nt
imag
es.
If a
n en
gine
erin
g sy
stem
(a
CN
C m
achi
ne,
air
con
ditio
ning
un
it o
r pe
dest
al d
rill)
is
avai
labl
e on
-site
, id
en
tify
th
e c
ompo
nent
s th
at
may
be
sub
ject
to
th
e c
ause
s an
d e
ffe
cts
disc
usse
d. C
ase
stud
y 1
incl
ud
es
a ta
sk t
o id
en
tify
cau
ses
and
eff
ect
s.
BTE
C F
irst
Eng
inee
ring
Uni
t 5
Box
co
nte
nt
Ass
ignm
ent
1 (P
1 )
Cas
e st
udy
1
oa<I
P 1
of 1
5
de
liv
ery
pla
n
TOP
IC
En
gin
ee
rin
g M
ain
ten
an
ce P
roce
dure
s an
d P
lann
ing
LEA
RN
ING
OB
JEC
TIV
E
Typ
es o
f m
aint
enan
ce p
roce
dure
s (p
lann
ed)
(Out
com
e 1)
Top
ic i
nfor
mat
ion
Thi
s se
ssio
n sh
ould
in
clu
de
an
in
tro
du
ctio
n t
o t
he
typ
es
of
mai
nten
ance
pro
cedu
res.
T
he s
essi
on s
houl
d in
clu
de
th
e f
ollo
win
g:
Pla
nned
mai
nten
ance
, e.
g.
rou
tin
e m
ain
ten
ance
, p
reve
nta
tive
mai
nten
ance
, co
nd
itio
n m
on
itori
ng
, fr
on
t·
line
mai
nten
ance
, se
rvic
ing
and
whe
n an
d w
he
re t
he
y ar
e us
ed.
~~ E
d('
)c ·1
£
q 8
TE
C In
a B
t'(
'-
Del
iver
y m
etho
ds
The
im
po
rta
nce
of
plan
ned
mai
nten
ance
and
its
im
ple
me
nta
tio
n is
vit
al i
n e
nsur
ing
phys
ical
as
sets
co
ntin
ue
to
pe
rfo
rm a
s ex
pect
ed. T
his
sess
ion
can
firs
tly
be d
eliv
ere
d a
s a
form
al
lect
ure
th
at
incl
udes
exp
lana
tions
of
each
of
the
m
aint
enan
ce t
ypes
, e.
g. r
ou
tine
mai
nten
ance
is
plan
ned
in a
dvan
ce a
nd p
erf
orm
ed
whe
n th
e
syst
em i
s n
ot
in o
pe
ratio
n o
r w
hils
t ru
nnin
g.
Cas
e st
udy
I de
scrib
es a
typ
ica
l en
gine
erin
g fi
rm
and
allo
ws
the
lea
rner
s to
de
term
ine
th
e b
est
typ
e o
f pl
anne
d m
aint
enan
ce r
eq
uir
ed
.
Gui
danc
e
Alth
ough
th
e f
irst
pa
rt o
f th
e s
essi
on i
s d
eliv
ere
d a
s a
form
al
lect
ure
, w
hich
inc
lude
s d
efin
itio
ns
and
exam
ples
of
type
s o
f pl
anne
d m
aint
enan
ce (
de
finiti
on
s an
d ex
ampl
es
can
be f
ound
in
Ass
ignm
ent
1 te
ach
er
guid
ance
). C
ase
stud
y I
allo
ws
the
le
arne
rs t
o i
de
nti
fy m
aint
enan
ce r
equi
rem
ents
and
exp
lain
th
eir
sel
ectio
n. T
his
task
is b
est
carr
ied
ou
t in
pai
rs t
o a
llow
di
scus
sion
bet
wee
n le
arne
rs.
Thi
s se
ssio
n ca
n al
so b
e lin
ked
to t
he
pre
viou
s se
ssio
n us
ing
an e
ngin
eerin
g re
sour
ce a
nd i
de
nti
fyin
g t
he
typ
es o
f m
aint
enan
ce b
est
suite
d.
The
rea
sons
fo
r ca
rryi
ng o
ut
mai
nten
ance
can
als
o be
in
tro
du
ced
du
rin
g t
his
sess
ion,
e.g
. in
crea
sed
eff
icie
ncy
, le
ss
do
wn
time
, im
prov
ed q
ua
lity,
im
pro
ved
saf
ety,
etc
., w
hich
d
ire
ctly
lin
k to
pro
fita
bili
ty.
BTE
C F
irst
Eng
inee
ring
Uni
t 5
Box
con
tent
Ass
ignm
ent
1 (P
I)
Cas
e st
udy
I
pa~l
p. 2
of 1
5
"-~
-
de
liv
ery
pla
n
TOP
IC
En
gin
ee
rin
g M
ain
ten
an
ce P
roce
du
res
an
d P
lan
nin
g
LEA
RN
ING
OB
JEC
TIV
E
Typ
es o
f m
ain
ten
an
ce p
roce
dure
s (u
npla
nned
) (O
utco
me
1)
Top
ic i
nfor
mat
ion
Thi
s se
ssio
n sh
ould
in
clu
de
an
in
tro
du
ctio
n t
o t
he
typ
es
of
mai
nten
ance
pro
cedu
res.
T
he s
essi
on s
houl
d in
clu
de
th
e f
ollo
win
g:
Unp
lann
ed m
aint
enan
ce,
e.g.
bre
akdo
wn,
fro
nt·
line
m
aint
enan
ce (
emer
genc
y),
rep
air
, e
qu
ipm
en
t fa
ilure
, ru
n to
fa
ilure
and
whe
n an
d w
he
re t
he
y ar
e us
ed.
Ec1
f'!X
I~el
200
7 B
TE
C ir
. (t
Ro¥
.
Del
iver
y m
etho
ds
How
any
com
pany
dea
ls w
ith
unp
lann
ed
mai
nten
ance
will
re
fle
ct o
n th
e p
rofi
tab
ility
of
the
com
pany
. As
wit
h s
essi
on 2
, an
in
tro
du
ctio
n
to t
he
typ
es o
f un
plan
ned
mai
nten
ance
as
a fo
rma
l le
ctu
re,
usin
g in
du
stri
al
exam
ples
, fo
rms
the
fir
st p
art
of
the
ses
sion
.
For
exa
mpl
e, b
reak
dow
n m
aint
enan
ce is
m
aint
enan
ce t
ha
t ha
s be
en p
red
icte
d a
nd
prov
ided
fo
r in
th
e f
orm
of
tra
ine
d p
erso
nnel
to
ca
rry
ou
t th
e r
ep
air
, av
aila
ble
spar
e pa
rts
and
esta
blis
hed
proc
edur
es f
or
carr
ying
ou
t th
e
mai
nten
ance
.
Usi
ng C
ase
stud
y 2
the
lea
rner
s ca
n th
en
d
ete
rmin
e t
he
bes
t ty
pe
of
unpl
anne
d m
aint
enan
ce r
eq
uir
ed
.
Gui
danc
e
Alth
ough
th
e f
irst
pa
rt o
f th
e s
essi
on i
s d
eliv
ere
d a
s a
form
al
lect
ure
, w
hich
inc
lude
s d
efin
itio
ns
and
exam
ples
of
type
s o
f un
plan
ned
mai
nten
ance
(ex
empl
ar d
efin
itio
ns
and
exam
ples
in
Ass
ignm
ent
1 te
ache
r/tu
tor
copy
), C
ase
stud
y 2
allo
ws
the
le
arne
rs t
o i
de
nti
fy m
aint
enan
ce r
equi
rem
ents
and
exp
lain
th
eir
sel
ectio
n. T
his
task
is b
est
carr
ied
ou
t in
pai
rs t
o a
llow
di
scus
sion
bet
wee
n le
arne
rs.
Thi
s se
ssio
n ca
n al
so b
e lin
ked
to s
essi
on 1
usi
ng a
n en
gine
erin
g re
sour
ce a
nd i
de
nti
fyin
g t
he
typ
es o
f m
aint
enan
ce b
est
suite
d.
The
rea
sons
fo
r ca
rryi
ng o
ut
mai
nten
ance
can
als
o be
in
tro
du
ced
dur
ing
this
ses
sion
, e.
g. i
ncre
ased
eff
icie
ncy
, le
ss
do
wn
time
, im
prov
ed q
ua
lity,
im
prov
ed s
afet
y, e
tc.,
whi
ch
dir
ect
ly l
ink
to p
rofi
tab
ility
.
Cas
e st
udy
2 th
en c
halle
nges
th
e l
earn
ers
to e
xpla
in w
hich
ty
pe
of
mai
nten
ance
wou
ld b
e be
st s
uite
d fo
r th
e c
ase
stud
y fir
m a
nd w
hy.
BTE
C F
irst
Eng
inee
ring
Uni
t 5
..J
Box
con
tent
Ass
ignm
ent
1 (P
2, M
1)
Cas
e st
udy
2
nnor
.> '
l, o
f "1
"i
de
liv
ery
pla
n
TO
PIC
E
ng
ine
eri
ng
Ma
inte
na
nce
Pro
ced
ure
s a
nd
Pla
nn
ing
LEA
RN
ING
OB
JEC
TIV
E
Ma
inte
na
nce
res
ourc
es (
hum
an)
(Out
com
e 1)
Top
ic i
nfo
rma
tio
n
Thi
s se
ssio
n sh
ould
in
tro
du
ce t
he
le
arn
er
to t
he
fo
llow
ing
reso
urce
s:
Hum
an r
esou
rces
and
th
eir
ro
les
-m
anag
er,
mai
nten
ance
per
sonn
el a
nd
eq
uip
me
nt
oper
ator
s
\~ [d
l~~'
f.:1
.cO
O?
BT[C
in a
Bo
'-
De
live
ry m
etho
ds
All
engi
neer
ing
syst
ems
will
re
qu
ire
spe
cific
re
sour
ces.
Thi
s se
ssio
n co
uld
be c
over
ed b
y, f
irst
of
all,
as
king
th
e l
earn
ers
to p
rovi
de t
he
ir o
wn
de
finiti
on
s o
f th
e r
oles
of
the
hum
an r
esou
rces
, e.
g. a
man
ager
ove
rsee
s a
ll m
aint
enan
ce
act
iviti
es.
The
le
arn
er
will
als
o re
qu
ire
a k
now
ledg
e o
f w
hich
res
ourc
e pe
rfor
ms
a p
art
icu
lar
task
. A
tr
ain
ed
op
era
tor,
fo
r ex
ampl
e, c
an i
sola
te a
m
oto
r, b
ut
ele
ctri
cal d
isco
nnec
tion
of
a m
oto
r sh
ould
onl
y be
pe
rfo
rme
d b
y an
ele
ctri
cia
n.
Cas
e st
udy
3 id
en
tifie
s th
e r
oles
of
hum
ans
whe
n pl
anni
ng a
nd p
erf
orm
ing
mai
nten
ance
.
Gui
danc
e
Whe
n de
liver
ing
this
ses
sion
it
is i
mp
ort
an
t th
at
the
lea
rner
un
ders
tand
s th
e d
iffe
rin
g r
oles
and
'ch
ain
of
com
man
d'
asso
ciat
ed w
ith
mai
nten
ance
pro
cedu
res
and
the
mea
ning
of
'co
mp
ete
nt
pers
on'.
Thi
s se
ssio
n sh
ould
inc
lude
exa
mpl
es o
f as
man
y d
iffe
ren
t re
sour
ces
as p
ossi
ble.
The
ro
le o
f hu
man
s fo
r th
e p
lann
ing
and
perf
orm
ing
of
mai
nten
ance
is a
s im
po
rta
nt
as t
he
too
ls
and
equi
pmen
t re
quir
ed.
Saf
ety
legi
slat
ion
is a
lso
sign
ifica
nt
whe
n ca
rryi
ng o
ut
mai
nten
ance
tas
ks a
nd t
his
top
ic c
an b
e lin
ked
to t
he
'W
orki
ng P
ract
ices
in E
ngin
eerin
g' u
nit.
Thi
s u
nit
has
str
ong
links
wit
h U
nit
1: W
orki
ng P
ract
ices
in
Eng
inee
ring
, U
nit
11:
Mec
hani
cal M
aint
enan
ce F
unda
men
tals
, U
nit
12:
Ele
ctri
cal M
aint
enan
ce F
unda
men
tals
, U
nit
13:
Ele
ctro
nic
Mai
nten
ance
Fun
dam
enta
ls a
nd U
nit
26:
Flu
id
Pow
er M
aint
enan
ce F
unda
men
tals
. T
he l
earn
er s
houl
d be
abl
e to
id
en
tify
th
e h
uman
res
ourc
es r
equi
red
for
each
tas
k in
C
ase
stud
y 3.
The
ses
sion
can
be
linke
d to
com
pany
po
licy
and
legi
slat
ion:
H
ASAW
A (1
974)
, S
afet
y P
olic
y,
PUW
ER (
1998
), W
orkp
lace
R
egul
atio
ns (
1992
), C
OSH
H (
2002
) an
d R
IDD
OR
(19
95).
In t
his
sess
ion
the
lear
ner
shou
ld a
lso
be i
ntr
od
uce
d t
o th
e
conc
ept
of
a m
ulti
-ski
lled
wo
rkfo
rce
. T
he m
oder
n em
ploy
er
now
exp
ects
per
sonn
el t
o c
arry
ou
t ta
sks
tha
t w
ere
once
ex
clus
ive
(ope
rato
rs c
arry
ing
ou
t m
aint
enan
ce a
ctiv
itie
s an
d vi
ce v
ersa
), o
nce
tra
inin
g h
as b
een
give
n o
f co
urse
!
BTE
C F
irst
Eng
inee
ring
Uni
t 5
Box
co
nte
nt
Ass
ignm
ent
1 (P
3)
Ass
ignm
ent
2 (P
4)
Cas
e st
udy
3
p(l~
I'~
.~ !
If 1
5
'--
de
liv
ery
pla
n
TO
PIC
E
ng
ine
eri
ng
Ma
inte
na
nce
Pro
ced
ure
s an
d P
lan
nin
g
LEA
RN
ING
OB
JEC
TIVE
M
aint
enan
ce r
esou
rces
(to
ols,
ma
teri
als
and
eq
uip
me
nt)
(O
utco
me
1)
Top
ic i
nfo
rmo
tio
n
Thi
s se
ssio
n sh
ould
cov
er
the
fo
llow
ing
:
Too
ls,
mat
eria
ls a
nd
eq
uip
me
nt
requ
ired
fo
r sp
ecifi
c m
aint
enan
ce -
basi
c te
st in
stru
me
nt s
, ha
nd
tool
s, r
epla
cem
ent
part
s,
clea
ning
and
lu
bri
catin
g
mat
eria
ls.
[cj
exL
f.,1 2
007
BT[
C in
i:l
[l(
)(
De
live
ry m
etho
ds
The
de
live
ry o
f th
is s
essi
on i
s pr
obab
ly b
est
usin
g an
eng
inee
ring
syst
em t
o id
en
tify
tool
s an
d e
qu
ipm
en
t th
at
wou
ld b
e re
quir
ed f
or
carr
ying
o
ut
the
mai
nten
ance
. S
impl
e sy
stem
s co
uld
be a
PC
, a
mo
tor
or v
alve
. If
th
e l
earn
ers
are
fam
ilia
r w
ith
a s
yste
m t
his
wou
ld p
rove
ide
al,
as t
hey
may
alr
eady
be
awar
e o
f th
e t
ools
etc
. re
quir
ed.
A b
rie
f ov
ervi
ew o
f th
e m
ore
com
mon
too
ls u
sed
for
mai
nten
ance
cou
ld a
lso
be i
nclu
ded,
e.g
. vo
ltm
ete
r an
d pr
ovin
g u
nit
.
Gui
donc
e
Thi
s se
ssio
n ca
n be
lin
ked
to t
he p
revi
ous
sess
ion
and
units
m
entio
ned
. O
nce
the
lear
ners
hav
e id
en
tifi
ed
th
e t
ools
, m
ater
ials
and
equ
ipm
ent
requ
ired
th
ey
coul
d al
so i
nves
tigat
e th
e c
ost
of
thes
e re
sour
ces
usin
g an
in
tern
et
sear
ch.
Cas
e st
udy
4 co
uld
also
be
used
to
intr
od
uce
the
lea
rner
to
th
e m
any
and
varie
d re
sour
ces
requ
ired
for
each
of
the
sp
ecifi
c tr
ade
area
s.
BTE
C F
irst
Eng
inee
ring
Uni
t 5
J
Box
co
nte
nt
Ass
ignm
ent
1 (P
3)
Ass
ignm
ent
2 (P
4)
Cas
e st
udy
4
~.',l£W 5
of
15
de
liv
ery
pla
n
TO
PIC
E
ng
inee
rin
g M
ain
ten
ance
Pro
ced
ure
s an
d P
lan
nin
g
LEAR
NIN
G O
BJE
CT
IVE
Id
en
tific
atio
n o
f re
sour
ces
(sta
ff a
nd d
ocu
me
nta
tion
) (O
utco
me
2)
Top
ic i
nfor
mot
ion
The
ses
sion
sho
uld
incl
ud
e:
Ava
ilab
ility
of
mai
nten
ance
an
d p
rod
uct
ion
sta
ff.
Ap
pro
pri
ate
do
cum
en
tatio
n
(pe
rmit
-to
-wo
rk,
shif
t p
att
ern
rec
ords
, m
aint
enan
ce s
ched
ules
and
e
qu
ipm
en
t m
anua
ls)_
ECl'y
cp.i
2007
H T
Ee
in a
Bm
,
'-
Del
iver
y m
etho
ds
The
de
live
ry o
f th
is s
essi
on w
ou
ld b
en
efi
t fr
om
an
in
du
stri
al
visi
t to
a lo
cal e
ngin
eeri
ng o
r m
an
ufa
ctu
rin
g c
ompa
ny.
Thi
s w
ould
allo
w t
he
le
arn
er
to v
iew
exa
mpl
es o
f w
ork
pa
tte
rns
(sh
ift
syst
ems)
and
pro
du
ctio
n p
lans
wh
ere
pos
sibl
e_ A
m
aint
enan
ce s
ched
ule
coul
d al
so b
e in
clud
ed i
n
this
ses
sion
.
An
intr
od
uct
ion
to
pe
rmit
-to
-wo
rk s
yste
ms,
st
anda
rd o
pe
ratin
g p
roce
dure
s, e
qu
ipm
en
t m
anua
ls a
nd p
roce
ss r
ecor
ds w
ould
al s
o be
ad
visa
ble.
Gui
danc
e
Loca
l eng
inee
ring
and
ma
nu
fact
uri
ng
com
pani
es a
re o
fte
n
keen
to
pro
mo
te t
hem
selv
es t
o p
ossi
ble
futu
re e
mpl
oyee
s an
d o
fte
n c
on
du
ct t
ours
aro
und
the
ir f
aci
litie
s. B
rew
erie
s ar
e an
e
xce
llen
t ch
oice
as
the
pro
cess
es t
he
y us
e ar
e si
mpl
e w
ith
ou
t a
gre
at
deal
of
spec
ialis
t, c
ompl
ex e
qu
ipm
en
t. T
he o
pera
tors
g
en
era
lly w
ork
shi
fts
wit
h m
aint
enan
ce p
erso
nnel
pe
rfo
rmin
g
plan
ned
task
s du
ring
day
hou
rs,
if a
nd w
hen
pla
nt
is
avai
labl
e.
Cas
e st
udy
5.
BTE
C F
irst
Eng
inee
ring
Uni
t 5
Box
con
tent
Sub
mit
Ass
ignm
ent
1
Ass
ignm
ent
2 (P
4)
Cas
e st
udy
5
r<ltj
e 6
of 1
5
"- de
liv
ery
pla
n
TOP
IC
En
gin
eeri
ng
Mai
nte
nan
ce P
roce
du
res
and
Pla
nn
ing
LEA
RN
ING
OB
JEC
TIV
E
Ide
nti
fica
tio
n o
f re
sour
ces
(fa
ult
-fin
din
g a
ids)
(O
utco
me
2)
To
pic
in
form
ati
on
Thi
s se
ssio
n in
tro
du
ces
the
l e
arn
er
to f
au
lt-f
ind
ing
aid
s an
d ho
w t
o u
se t
he
m.
(~~
Cde
Xt"n
1200
7 B
TCC
in a
80
..:
De
live
ry m
etho
ds
The
ses
sion
can
be
de
liver
ed
as a
pra
ctic
al
inve
stig
atio
n.
Fol
low
ing
an i
ntr
od
uct
ion
to
tr
oubl
esho
otin
g an
d th
e s
teps
inv
olve
d (p
ossi
bly
a sy
ste
ma
tic d
iagn
osis
flo
wch
art
) C
ase
stu
dy 6
ca
n be
use
d to
de
term
ine
a f
au
lt o
n a
piec
e o
f e
qu
ipm
en
t o
r, if
a re
sour
ce is
ava
ilabl
e, s
et u
p a
fau
lt a
nd c
halle
nge
the
lear
ners
to
lo
cate
th
e
fau
lt.
Gui
danc
e
Sim
ple
fau
lt d
iagn
osis
flo
wch
art
s ca
n be
fou
nd u
sing
th
e w
eb
or
an e
xam
ple
in t
he
te
xtb
oo
k P
rinci
ples
of M
achi
ne
Ope
ratio
ns a
nd M
aint
enan
ce b
y D
ick
Jeff
rey
(Bu
tte
rwo
rth
H
eine
man
n).
Cas
e st
udy
6 in
clud
es a
fa
ult
dia
gnos
is t
ask
tha
t ca
n be
use
d in
th
e s
essi
on.
BTE
C F
irst
Eng
inee
ring
Uni
t 5
)
Box
co
nte
nt
Cas
e st
udy
6
n::
'f!'
" 7
nf
"I r,
de
liv
ery
pla
n
TOP
IC
En
gin
eeri
ng
Mai
nte
nan
ce P
roce
du
res
and
Pla
nn
ing
LEA
RN
ING
OB
JEC
TIV
E
Ide
nti
fica
tio
n o
f re
sour
ces
(spa
res,
ma
teri
als
and
eq
uip
me
nt)
(O
utco
me
2)
Top
ic i
nfor
mot
ion
The
ses
sion
sho
uld
incl
ude:
App
ropr
iate
spa
res/
m
ater
ials
/co
nsum
able
s.
App
ropr
iate
tes
t eq
uipm
ent
and
tool
s.
,-; Edf.
'xrt
~12(
]')7
8T
[C in
'" 8
"K
'-
Del
iver
y m
etho
ds
The
del
iver
y of
thi
s se
ssio
n w
ould
cer
tain
ly
bene
fit
from
act
ual
on-s
ite
exam
ples
. T
his
sess
ion
has
stro
ng l
inks
wit
h o
ther
uni
ts a
s w
ell
as s
essi
on 5
ear
lier
.
Gui
donc
e
The
ava
ilab
ilit
y of
spa
res,
too
ls,
etc.
will
var
y fr
om
orga
nisa
tion
to
orga
nisa
tion
. O
ften
th
e ov
erw
helm
ing
fact
or
in t
he
avai
labi
lity
of
such
res
ourc
es is
cos
t. I
dent
ifyi
ng t
he
reso
urce
s re
quir
ed t
o ca
rry
out
the
mai
nten
ance
pla
n, o
f an
on
-sit
e en
gine
erin
g sy
stem
, co
uld
be u
sed
for
this
ses
sion
. O
n-si
te m
aint
enan
ce p
erso
nnel
cou
ld a
lso
be i
nclu
ded
in t
he
sess
ion
(if w
illin
g) t
o de
mon
stra
te s
peci
alis
t re
sour
ces
and
appr
opri
ate
test
equ
ipm
ent
and
tool
s.
Cas
e st
udy
7 in
clud
es a
web
-bas
ed t
ask
for
the
sele
ctio
n an
d co
stin
g of
spa
res
etc.
BTE
C F
irst
Eng
inee
ring
Uni
t 5
Box
con
tent
Ass
ignm
ent
2 (P
4)
Cas
e st
udy
7
pag
e e o
f IS
"--
de
liv
ery
pla
n
TOP
IC
En
gin
ee
rin
g M
ain
ten
an
ce P
roce
du
res
an
d P
lan
nin
g
LEA
RN
ING
OB
JEC
TIV
E
Mai
nten
ance
act
ivit
y (O
utco
me
2)
Top
ic i
nfor
mat
ion
Thi
s se
ssio
n w
ill i
ntro
duce
th
e le
arne
rs t
o t
he
mai
nten
ance
und
erta
ken
on
spec
ific
par
ts o
f sy
stem
s.
The
par
ts c
hose
n ar
e en
tire
ly d
epen
den
t on
av
aila
ble
reso
urce
s, e
.g.
pum
p, v
alve
, cl
utch
, se
als/
ga
sket
s, g
ear
driv
e, b
elt
driv
e, c
hain
dri
ve.
Cas
e st
udy
8 te
sts
lear
ner
kn
owle
dge
of t
he
join
t re
pla
cem
ent
proc
edur
e.
~.,
Ed
en
el 2
007
BT
EC
in ~
B{))
(
Del
iver
y m
etho
ds
As
wit
h al
l pr
acti
cal
sess
ions
, sa
fety
is o
f pa
ram
ount
im
port
ance
. T
his
sess
ion
has
stro
ng
links
wit
h o
ther
uni
ts.
Follo
win
g a
dem
onst
rati
on,
the
lear
ners
can
per
form
m
aint
enan
ce a
ctiv
itie
s on
sim
ple
engi
neer
ing
part
s.
Gui
danc
e
Thi
s se
ssio
n ca
n be
lin
ked
to t
asks
und
erta
ken
in U
nit
1:
Wor
king
Pra
ctic
es in
Eng
inee
ring
, U
nit
11:
Mec
hani
cal
Mai
nten
ance
Fun
dam
enta
ls,
Uni
t 12
: E
lect
rica
l M
aint
enan
ce
Fun
dam
enta
ls,
Uni
t 13
: E
lect
roni
c M
aint
enan
ce F
unda
men
tals
an
d U
nit
26:
Flui
d Po
wer
Mai
nten
ance
Fun
dam
enta
ls.
Sea
l an
d ga
sket
rep
lace
men
t is
a s
impl
e ta
sk t
hat
inv
olve
s fa
bric
atin
g ga
sket
s, i
nspe
ctio
n,
mea
sure
men
t an
d th
e us
e of
ha
nd t
ools
. M
aint
enan
ce d
ocum
enta
tion
can
als
o be
rec
appe
d in
thi
s se
ssio
n as
suc
h ta
sks
usua
lly
invo
lve
perm
it-t
o-w
ork
syst
ems,
spe
cifi
cati
on o
f pa
rts,
ope
rati
ng i
nstr
ucti
ons
and
so
on.
BT
EC
Firs
t E
ngin
eerin
g U
nit
5
J
Box
con
tent
Ass
ignm
ent
2 (P
4,
PS)
Cas
e st
udy
8
O<"
l(1P
q n
f V
i
de
liv
ery
pla
n
TOP
IC
En
gin
ee
rin
g M
ain
ten
an
ce P
roce
du
res
an
d P
lann
ing
LEA
RN
ING
OD
JEC
TIV
E
Mai
nten
ance
act
ivit
y (O
utco
me
2)
Top
ic i
nfo
rmo
tio
n
Thi
s se
ssio
n fo
llow
s on
wit
h
the
tea
chi
ng f
rom
th
e
prev
ious
ses
sion
and
in
tro
du
ces
the
lea
rner
s to
fu
rth
er
mai
nten
ance
a
ctiv
itie
s. O
nce
agai
n th
e
sess
ion
is d
epe
nd
en
t on
a
vaila
ble
res
ourc
es.
One
to
pic
, th
at
will
un
de
rpin
th
e
prev
ious
ses
sion
, w
ould
be
valv
es a
nd t
he
mai
nten
ance
ca
rrie
d o
ut.
Cas
e st
udy
9 te
sts
lea
rne
r kn
owle
dge
of
the
dia
phra
gm
rep
lace
me
nt
proc
edur
e an
d th
e r
esou
rces
re
qu
ire
d.
':' Ec
k .~12007 B
TE
C i
n rt
P",
<
De
live
ry m
etho
ds
Val
ve m
aint
enan
ce w
ill a
lso
incl
ud
e s
ea
l/ga
ske
t re
pla
cem
en
t. A
de
mo
nst
ratio
n o
f m
aint
enan
ce
on a
dia
phra
gm v
alve
fo
llow
ed
by
the
le
arn
ers
ca
rryi
ng o
ut
the
mai
nten
ance
wo
uld
be
ide
al f
or
this
ses
sion
.
Gui
danc
e
Dia
phra
gm v
alv
es r
eq
uir
e s
impl
e m
aint
enan
ce o
n a
regu
lar
basi
s.
The
re
pla
cem
en
t o
f th
e d
iaph
ragm
is
a si
mp
le
op
era
tion
bu
t al
so i
nclu
des
the
co
rre
ct t
orq
ue
se
ttin
g w
hen
tigh
ten
ing
th
e v
alve
bod
y. T
his
sess
ion
wou
ld o
nce
agai
n a
llow
th
e le
arne
rs t
o p
ract
ise
the
ir h
and
too
l sk
ills
and
can
also
in
tro
du
ce t
he
imp
ort
an
ce o
f us
ing
torq
ue
set
tings
whe
n ca
rryi
ng o
ut
mai
nten
ance
. If
th
e v
alve
is i
n s
itu,
the
lear
ners
ca
n re
mov
e th
e v
alv
e b
efo
re c
arry
ing
ou
t th
e m
aint
enan
ce,
the
reb
y re
info
rcin
g t
he
insp
ectio
n/r
ep
lace
me
nt
aspe
ct f
rom
th
e p
revi
ous
sess
ion.
Pe
rmit
-to
-wo
rk d
ocu
me
nta
tion
, st
anda
rd o
pera
ting
proc
edur
es a
nd e
qu
ipm
en
t m
anua
ls c
an a
lso
be l
inke
d to
thi
s se
ssio
n.
Thi
s se
ssio
n ca
n be
lin
ked
to t
asks
und
erta
ken
in U
nit
1:
Wor
king
Pra
ctic
es in
Eng
inee
ring
, U
nit
11:
Mec
hani
cal
Mai
nten
ance
Fun
dam
enta
ls,
Un
it 12
: E
lect
rica
l Mai
nten
ance
F
unda
men
tals
, U
nit
13:
Ele
ctro
nic
Mai
nten
ance
Fun
dam
enta
ls
and
Un
it 26
: F
luid
Pow
er
Mai
nten
ance
Fun
dam
enta
ls.
BTE
C F
irst
Eng
inee
ring
Uni
t 5
Box
co
nte
nt
Ass
ignm
ent
2 (P
4, P
5)
Cas
e st
udy
9
pag
e 10
of
15
,
'--
de
liv
ery
pla
n
TOP
IC
En
gin
ee
rin
g M
ain
ten
an
ce P
roce
dure
s an
d P
lann
ing
LEA
RN
ING
OB
JEC
TIV
E
Mai
nten
ance
doc
umen
tatio
n (i
nfo
rma
tion
and
rec
ordi
ng)
(Out
com
e 2)
Top
ic i
nfor
mat
ion
The
ses
sion
has
str
ong
links
to
ses
sion
s 6
and
7 an
d w
ou
ld b
e be
st d
eliv
ere
d
usin
g d
ocu
me
nta
tion
th
e
lear
ners
are
alr
ea
dy
fam
ilia
r w
ith
.
Any
eq
uip
me
nt
man
ual,
con
tain
ing
th
e m
aint
enan
ce
sche
dule
fo
r th
e e
qu
ipm
en
t,
coul
d be
use
d to
intr
od
uce
th
e l
earn
ers
to t
he
fo
rma
t re
quir
ed f
or
sche
dule
s,
incl
ud
ing
:
eq
uip
me
nt
ide
nti
fica
tio
n
com
po
ne
nt
ide
nti
fica
tio
n
mai
nten
ance
re
qu
ire
d
fre
qu
en
cy o
f m
aint
enan
ce
reso
urce
s re
qu
ire
d.
Cas
e st
udy
10 in
clud
es a
n e
xam
ple
of
a m
aint
enan
ce
sche
dule
and
can
be
used
to
pr
oduc
e a
mai
nten
ance
sc
hedu
le f
or
a gi
ven
piec
e o
f e
qu
ipm
en
t.
,~1 E
d€
xcf>!
200
7 B
TE
C i
n ,:
Bn
>:
Del
iver
y m
etho
ds
Del
iver
y o
f th
is s
essi
on w
ou
ld b
e be
st s
uite
d fi
rstl
y us
ing
lect
ure
(in
tro
du
cin
g t
he
sch
edul
e)
follo
we
d b
y a
wor
ksho
p a
ctiv
ity
tha
t al
low
s th
e
lear
ners
to
id
en
tify
th
e c
ompo
nent
s re
quir
ing
mai
nten
ance
on
a p
iece
of
eq
uip
me
nt.
Gui
danc
e
Intr
oduc
ing
the
lear
ners
to
a m
aint
enan
ce s
ched
ule
will
fo
rm
the
gro
undw
ork
for
the
ne
xt t
wo
ses
sion
s. T
his
sess
ion
also
in
tro
du
ces
the
lea
rner
s to
new
ter
ms
such
as
freq
uenc
y o
f m
aint
enan
ce.
The
com
pone
nt i
de
nti
fica
tio
n t
ask
will
als
o fa
mili
ari
se l
earn
ers
wit
h n
ew e
qu
ipm
en
t an
d m
aint
enan
ce
proc
edur
es.
Cas
e st
udy
10 c
an b
e us
ed a
s a
tem
pla
te.
BT
EC
Firs
t E
ngin
eeri
ng U
nit
5
J
Box
con
tent
Ass
ignm
ent
2 (P
4, P
S)
Cas
e st
udy
10
n;1
0'"
1
1 n
f1"i
de
liv
ery
pla
n
TOP
IC
En
gin
ee
rin
g M
ain
ten
an
ce P
roce
du
res
an
d P
lan
nin
g
LEA
RN
ING
OB
JEC
TIV
E
Mai
nten
ance
pla
nnin
g (O
utco
me
2)
Top
ic i
nfo
rma
tia
n
Thi
s se
ssio
n is
use
d as
an
intr
od
uct
ion
to
pro
du
cin
g a
m
ain
ten
an
ce p
lan
(sch
edul
e) f
or
a gi
ven
pie
ce
of
eq
uip
me
nt
and
also
in
tro
du
ces
the
le
arn
ers
to
th
e P
S cr
ite
rio
n f
or
Ass
ignm
ent
2.
Cas
e st
ud
y 11
in
clu
de
s a
com
po
ne
nt
ide
nti
fica
tio
n
and
ma
inte
na
nce
re
qu
ire
me
nt
task
.
Edo
}xce
::! '}
u07
8T
EC
in
i1 r~
('r<
'-
De
live
ry m
etho
ds
De
live
ry o
f th
is s
essi
on m
ay
incl
ud
e u
sing
an
eq
uip
me
nt
man
ual
to d
em
on
stra
te t
he
key
ste
ps
in p
rod
uci
ng
a m
ain
ten
an
ce s
ched
ule.
Onc
e ag
ain,
ava
ilab
le r
esou
rces
sho
uld
be u
tilis
ed
. T
his
sess
ion
can
also
be
linke
d t
o s
essi
ons
10 a
nd
11.
Gui
danc
e
Ma
inte
na
nce
pla
nn
ing
and
do
cum
en
tatio
n s
houl
d be
ca
rrie
d
ou
t in
a s
tru
ctu
red
man
ner
and
is p
rim
ari
ly f
ocus
ed o
n p
lan
ne
d m
aint
enan
ce.
The
ste
ps r
eq
uir
ed
fo
r pr
oduc
ing
a m
ain
ten
an
ce s
ched
ule
shou
ld b
e co
vere
d in
th
is s
essi
on:
com
po
ne
nt
ID
ma
inte
na
nce
re
qu
ire
d
fre
qu
en
cy
reso
urce
s re
qu
ire
d
he
alt
h a
nd s
afe
ty
en
viro
nm
en
tal
issu
es.
BT
EC
Firs
t E
ngin
eer
ing
Uni
t 5
Box
co
nte
nt
Ass
ignm
ent
2 (P
4, P
S)
Cas
e st
udy
11
p;ttl
l '12
of 1
5
'--
de
liv
ery
pla
n
TOP
IC
En
gin
ee
rin
g M
ain
ten
an
ce P
roce
du
res
and
Pla
nnin
g
LEA
RN
ING
OB
JEC
TIV
E
Mai
nten
ance
pla
nnin
g (f
requ
ency
of
mai
nten
ance
) (O
utco
me
2)
Top
ic i
nfo
rma
tio
n
Lea
rner
s ar
e in
tro
du
ced
to
th
e f
requ
ency
of
mai
nten
ance
, e.
g. s
hif
t!
da
ily Iw
eekl
y Im
on
thly
l ye
arly
rou
tines
. T
he r
easo
ns
for
sele
ctin
g d
iffe
ren
t fr
eq
uen
cy r
ate
s fo
r sp
ecifi
c e
qu
ipm
en
t, s
uch
as f
ailu
re
rate
s ba
sed
on e
xper
ienc
e,
ma
nu
fact
ure
r 's
reco
mm
end
atio
ns,
p
rod
uct
ion
req
uire
men
ts
and
sta
tuto
ry r
egul
atio
ns
(ins
pect
ion
and
test
ing)
are
th
e m
ain
area
of
disc
ussi
on.
(~. E
df}x
cel 2
007
B T
Ee
in a
110
)(
De
live
ry m
etho
ds
Exa
mpl
es o
f m
ai n
tena
nce
sche
dule
s ca
n on
ce
agai
n be
use
d in
thi
s se
ssio
n. I
f re
sour
ces
are
avai
labl
e, a
wor
ksho
p a
ctiv
ity
look
ing
at
a pl
anne
d m
aint
enan
ce s
ched
ule
can
be u
sed
as
the
bas
is f
or
a gr
oup
disc
ussi
on t
o d
ete
rmin
e w
hy
the
fre
quen
cy r
ates
wer
e ch
osen
.
Cas
e st
udy
12 c
an a
id t
he
de
live
ry o
f th
is t
op
ic.
Gui
danc
e
Fre
quen
cy r
ates
are
de
term
ine
d m
ainl
y on
exp
erie
nce
, pr
oduc
tion
requ
irem
ents
and
ma
nu
fact
ure
r's
reco
mm
enda
tions
. T
here
will
alw
ays
be r
ou
tine
mai
nten
ance
su
ch a
s fi
lte
r ch
ange
s, i
nst
rum
en
t ca
libra
tion
, cl
eani
ng,
lub
rica
tion
, flu
id r
epla
cem
ent
and
safe
ty c
heck
s.
Whe
re
poss
ible
, su
ch r
ou
tine
tas
ks s
houl
d be
car
ried
ou
t as
run
ning
m
aint
enan
ce (
wh
ile t
he m
achi
nery
is
on
·lin
e).
Rou
tine
mai
nten
ance
is g
ener
ally
car
ried
ou
t on
a s
hif
t! d
aily
or
wee
kly
basi
s. A
ny t
ask
tha
t re
quire
s th
e m
achi
nery
to
be
shut
do
wn
will
nee
d to
be
plan
ned
in a
dvan
ce i
n o
rde
r to
min
imis
e lo
ss o
f pr
oduc
tion.
Exa
mpl
es c
ould
in
clu
de
mac
hine
ry
upgr
ades
, in
spec
tion
and
test
ing
, an
d co
mpo
nent
re
plac
emen
t. M
anuf
actu
rer's
rec
omm
enda
tions
sho
uld
also
be
con
side
red.
BTE
C F
irst
Eng
inee
ring
Uni
t 5
Box
co
nte
nt
Ass
ignm
ent
2 (P
4, P
5)
Cas
e st
udy
12
p,'q
e 13
of
15
de
liv
ery
pla
n
TO
PIC
E
ng
ine
eri
ng
Ma
inte
na
nce
Pro
ced
ure
s an
d P
lan
nin
g
LEA
RN
ING
OB
JEC
TIVE
M
aint
enan
ce p
lann
ing
(he
alth
and
sa
fety
, e
nvi
ron
me
nta
l is
sues
) (O
utco
me
2)
Top
ic i
nfor
mat
ion
Hea
lth a
nd s
afet
y is
pa
ram
ount
whe
n o
pe
ratin
g
pla
nt
and
mac
hine
ry.
Saf
ety
chec
ks a
nd p
lan
t in
spec
tion
are
the
mai
n to
pics
in
this
se
ssio
n.
Ed
f-:(
,.,'I
20
07
BT
EC
in i
'i B
n)(
"--
Del
iver
y m
etho
ds
Lear
ners
can
be
intr
od
uce
d t
o t
he
hea
lth
and
sa
fety
req
uire
men
ts o
f m
achi
nery
usi
ng p
ract
ica
l ex
ampl
es.
Gui
danc
e
All
mac
hine
ry s
houl
d be
con
stan
tly m
onito
red
by t
he
op
erat
ing
pers
onne
l in
ord
er
to e
nsur
e sa
fe o
pera
tion.
R
egul
ar in
spec
tion
by t
akin
g re
adin
gs o
f te
mp
era
ture
, pr
essu
re o
r fl
ow
, fo
r ex
ampl
e, c
an e
nsur
e th
e s
afe
oper
atio
n o
f eq
uipm
ent.
Ma
nu
fact
ure
r's r
ecom
men
datio
ns o
fte
n l
ist
the
m
on
itori
ng
req
uire
d on
a p
iece
of
mac
hine
ry.
Ala
rms
and
trip
s ar
e in
corp
orat
ed i
n m
oder
n e
qu
ipm
en
t an
d th
e o
pe
rato
r sh
ould
be
fully
aw
are
of
the
pro
cedu
res
requ
ired
in
the
eve
nt
of
such
war
ning
s. O
pera
tors
and
mai
nten
ance
per
sonn
el
shou
ld a
lso
be o
bser
vant
fo
r ch
ange
s in
sou
nd,
tem
pe
ratu
re
and
even
sm
ell
whe
n m
on
itori
ng
equ
ipm
ent
to e
nabl
e th
em
to q
uic
kly
spot
po
ten
tial
failu
res.
Ris
k o
f in
jury
to
per
sonn
el,
dam
age
to t
he
equ
ipm
ent
and
envi
ronm
enta
l co
nseq
uenc
es
can
be a
void
ed t
hrou
gh s
uch
mo
nito
rin
g t
echn
ique
s.
Hea
lth a
nd s
afet
y an
d th
e e
nvir
onm
ent
shou
ld b
e in
clud
ed in
an
y m
aint
enan
ce p
lan.
BT
EC
Firs
t E
ngin
eerin
g U
nit
5
Box
con
tent
Ass
ignm
ent
2 (P
4, P
S)
Cas
e st
udy
12
pElrJ
n H
o
f 15
'- de
liv
ery
pla
n
TOP
IC
En
gin
ee
rin
g M
ain
ten
an
ce P
roce
du
res
and
Pla
nnin
g
LEA
RN
ING
OB
JEC
TIV
E
Sum
mar
y an
d re
view
(O
utco
mes
1 &
2)
Top
ic i
nfor
mot
ion
Thi
s se
ssio
n is
des
igne
d to
re
vie
w t
he
tea
chin
g an
d le
arn
ing
whi
ch h
as t
aken
pl
ace
wit
hin
th
is u
nit
.
Ed
!!xc
(;1 2
00
7 B
TE
e in
;:I
Bo
x
Del
iver
y m
etho
ds
Com
plet
ion
and
subm
issi
on o
f A
ssig
nmen
t 2.
Gui
danc
e
A r
ecap
of
all
the
top
ics
cove
red
in t
his
un
it c
ould
be
carr
ied
ou
t us
ing
a si
mpl
e qu
iz o
r m
ult
iple
cho
ice
ques
tion
shee
ts.
The
lea
rner
s sh
ould
be
give
n th
e o
pp
ort
un
ity t
o a
sk a
ny
ques
tions
or
pu
t fo
rwa
rd a
ny id
eas
the
y fe
el
rele
van
t to
th
e
un
it.
BT
EC
Firs
t E
ngin
eeri
ng U
nit
5
...J
Box
con
tent
Sub
mit
Ass
ignm
ent
2 (M
2,
D1)
rH1(
lp'
IF)
nf
1Ji
)
\..... AS
SIG
NM
EN
T T
ITLE
M
ain
ten
an
ce p
urpo
ses,
pro
ced
ure
s an
d re
sour
ces
Lear
ner's
nam
e A
sses
sor's
nam
e
Dat
e is
sued
Ref
eren
ce fo
r gr
adin
g cr
iter
ia
P1 T
ask
1
P2
Tas
k 2
M1
Tas
k 3
P3 T
ask
4
Lea
rner
dec
lara
tio
n
Com
plet
ion
date
Gra
ding
cri
teri
a
de
scri
be
typ
ica
l ca
uses
of
failu
re a
nd e
xpla
in t
he
ir
eff
ec
t
exp
lain
typ
es
of
pla
nn
ed
and
un
pla
nn
ed
ma
inte
na
nce
pro
ced
ure
s
exp
lain
th
e b
en
efi
ts a
nd l
imit
ati
on
s o
f a
pla
nn
ed
ma
inte
na
nce
act
ivit
y
exp
lain
th
e r
esou
rces
ne
ed
ed
fo
r m
ain
ten
an
ce
Dat
e ac
hiev
ed
Evi
denc
e
- Sub
mitt
ed o
n
com
men
ts/f
eedb
ack
from
as
sess
or
J
I dec
lare
tha
t al
l the
wor
k su
bmitt
ed f
or t
his
assi
gnm
ent
is m
y ow
n w
ork
or, i
n th
e ca
se o
f gro
up w
ork,
my
own
cont
ribut
ion
to t
he w
ork
of t
he g
roup
in w
hic
h I w
orke
d, a
nd
that
no
part
of
it ha
s be
en c
opie
d fro
m a
ny s
ourc
e.
I und
erst
and
that
if a
ny p
art o
f the
wor
k su
bmitt
ed f
or t
his
assi
gnm
ent
is f
ound
to
be p
lagi
aris
ed, n
one
of t
he w
ork
subm
itted
will
be
allo
wed
to
coun
t tow
ards
the
ass
essm
ent
of th
e as
sign
men
t.
Sig
ned:
D
ate
:
o Ed(~x
lel
200
7 B
TE
C in
A B
ox
BT
EC
Firs
t E
ngin
eerin
g U
nit
5 n~np
1 n
f 1
1
assessment task
ASSIGNMENT T:TLE Maintenance purposes, procedures and resources
ASSIGNMENT This assignment is designed to assess the learners' knowledge of:
OBJECTIVES • Causes of failure and their effect
• Types of maintenance and the benefits of maintenance
• Resources needed for maintenance.
TASK IN:RODUCTION Engineering maintenance involves the service, repair and adjustment of
engineering plant, equipment and machinery in order to ensure that it continues
to perform its intended function. In the changing world in which we live, it is
vital that modern manufacturing organisations have effective maintenance
planning and procedures in place to guarantee the reliable and safe operation of
plant and equipment.
This assignment tests your knowledge of the causes of failure, the types of
maintenance and the resources required in order to carry out the maintenance.
fA,K 1 II ' . There are many typical causes of equipment failure, all of which will have an
effect.
a) Describe six typical causes of failure including an explanation of each.
b) What possible effects could such failures lead to?
;A~K 2 lP' Types of maintenance include both planned and unplanned maintenance
procedures.
a) Explain each of the following types of planned maintenance:
• routine maintenance
• condition monitoring
• servicing. b) Explain each of the following types of unplanned maintenance:
• breakdown
• front·line maintenance (emergency)
• run to failure.
rA;K I (~ " Planned maintenance activities are implemented in the hope that they will
prevent equipment breakdown.
a) Explain the benefits that can be gained from implementing planned
maintenance activities.
b) What are the limitations of planned maintenance activities?
TASK 4 (13) Maintenance activities require many and varied resources.
a) Describe the typical roles for the following human resources:
•
•
maintenance manager
maintenance personnel
operators
b) What other resources will be required for a typical maintenance activity?
EcieKCl'1 :. '107 6 TEe in a Box BTEC First Engineering Unit 5 page 2 of 13
)
I
)
ASSIGNMENT TITLE Maintenance purposes, procedures and resources
ASSIGNMENT
OBJECTIVES
This assignment is designed to assess the knowledge of the learner with
regard to:
• Causes of failure and their effect
• Types of maintenance and the benefits of maintenance
• Resources needed for maintenance.
WHAT YOUR LEARN-P The assessment is formatted into four straightforward tasks that do not require
WIl'. DO IN THIS access to laboratory or workshop resources. The report should be presented in
A· IGNMr - an appropriate format to provide clarity for both learners and assessors, in
addition to internal and external moderators /verifiers.
WHAT THEY WILL
LEARN IN THI
ASSIGNMEN-
For example:
• The assessment should be completed on A4 paper or equivalent.
• A front sheet should be included clearly stating the learner's name,
date, unit and assessment number.
• Clear indication of the task being completed.
• Correct use of spelling and grammar.
• Clear and legible writing or font size/style.
• Page numbers.
• Opportunity for the assessor to provide feedback - this is often
standardised by the assessing centre.
• Appropriate text and web-based sources shou ld be used and
referenced accordingly in the assignment - a bibliography or list of
references should always be encouraged.
The achievement of key skills is not a direct priority of this assignment but it
does provide links with key skills at Level 2 as directed in the specification (page
19).
Learners completing the assessment should attain a good grounding and
understanding of many engineering maintenance fundamentals. This will include
identifying causes of failure, having a good working knowledge of different
maintenance types and the resources required to carry out maintenance
activities.
GRADE SCHEI' This assignment offers opportunity for learners seeking pass and merit grading
'w at 1S required criteria. To achieve the merit standard it is essential that learners are
eac~ 8' admg Ipv i ) encouraged to complete the tasks in full.
It is, however, possible to achieve only pass criteria by completing the relevant
tasks. While this is generally not advisable, it is recognised that in some
circumstances this may be necessary.
Note: To achieve a unit pass, merit or distinction the accompanying assessment
(Assignment 2: Maintenance planning) must also be completed.
This assignment alone does not offer all grading criteria - please refer to the
specification for further clarification.
BTEC First Engineering Unit 5 page 3 of 13
Grading criteria by task
Task 1 P1 - describe typical causes of failure and explain their effect
Task I PI - explain types of planned and unplanned maintenance procedures
Task 3 M1 - explain the benefits and limitations of a planned maintenance
activity
Task 4 P3 - explain the resources needed for maintenance
Grading criteria by level
P1 - Task 1
PI - Task I
P3 - Task 4
M1 - Task 3
G J l)"'tK[ NOTL The following notes are included to assist the delivery of the assessment, please
refer to the relevant assessment tasks to aid understanding.
, Edf':){cel :::007 BTEC in a Bo;(
Task 1
Typical causes of failure have been included in the delivery plan; however,
these are not definitive. The learner could also include any causes also
mentioned during delivery.
The effects of such failures will generally have some economic impact on
production or could lead to health and safety or environmental impact.
Task 2a
The learners should be encouraged to investigate other aspects of planned
maintenance in order to produce a comprehensive explanation of those listed.
They should be encouraged to include everyday examples of each type of
planned maintenance.
Task 2b
Once again , the learners should be encouraged to investigate other aspects of
unplanned maintenance in order to produce a comprehensive explanation of
those listed. They should be encouraged to include everyday examples of each
type of unplanned maintenance.
Task 3
The benefits of maintenance vary from company to company; however, any
benefits (efficiency, increased lifespan, improved quality, etc.) should produce
an economic, health and safety or environmental benefit.
Task 4
The resources required for maintenance were discussed at length during
delivery. The learners should be aware of the roles of human resources as
discussed in Case study 3. The learners are also required to demonstrate an
understanding of the other resources required for maintenance - tools, spares,
materials and equipment , including consumables.
BTEC First Engineering Unit 5 page 4of 13
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assessment learner guidance
ASSIGNMENT TITLE Maintenance purposes, procedures and resources
ASSIGNMENT This assignment is designed to help you understand the purpose of maintenance,
OBJECTIVES the procedures required and the resources you should be aware of. It covers the
following areas of learning:
• Causes of failure and their effect
• Types of maintenance and the benefits of maintenance
• Resources needed for maintenance.
WHAT YOU WILL DO II' To complete this assignment you are required to attempt the four tasks on the
rHIS ASSIGNME T assignment brief. You should do this by submitting a short report containing the
following pages:
WHA":' YOU WILL LEA
• Title page with your name, class/group, date, and title of
assignment.
• A contents page with page numbers.
• The tasks.
• A list of textbooks, magazines, journals or websites used (this is
called a bibliography).
You should also remember to:
• Always write clearly or if using a word-processor use an easily
readable font such as Arial, Comic Sans or Times New Roman,
preferably in font 10,12 or 14.
• Include any photographs, diagrams or pictures to illustrate your
report but make sure you reference them correctly. This means
telling your teacher /tutor where you found them - this may be a
textbook page or a website address.
Finally, always check your spelling and grammar, if possible get someone to read
over your work and check it for you.
By completing this assignment you will learn about a range of important
IN THIS ASSIGNME, fundamentals associated with maintenance practices, procedures and resources.
HOW THIS ASSIGNME~ 1
WILL BE GRADED (t
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Eocxcel 2007 BTEC in a !:\t
The assignment is designed to enable you to learn from previous sessions and
then reflect on what you have done and why you have done it in a particular
way.
You will learn about:
• The causes and effects of failures.
• The different types of maintenance and the benefits and limitations
of planned maintenance.
• The roles of humans when carrying out maintenance and the other
resources required for maintenance activities such as tools, spares
and consumables.
The way in which this assignment is graded is actually very straightforward.
This assignment is one of two assessments covering the Engineering Maintenance
Procedures and Planning Unit of the Engineering qualification. To complete the
unit you have to complete both assignments.
BTEC First Engineering Unit 5 page 5 of 13
assessment learner guidance
Each assignment has certain grading criteria attached to each of the tasks . For
example, Task 2 (in this particular assignment) covers grading criteria Pass 2
(P2). When you complete Task 2 to a satisfactory standard you are awarded P2 -
it"s that simple!
The assignment also provides the opportunity to gain the higher grading bands;
for example, completing Task 3 to an acceptable standard will provide you
immediately with one merit criteria (M1) .
To see which tasks cover which grading criteria take a look at the assessment
front sheet. Alternatively, if you are interested in seeing a full description of
the grading criteria, refer to the specification - your teacher Itutor will be able
to help you with this .
You should always work to complete all the tasks to maximise your chance of
getting a higher grade.
GUIDANC, NOTES Hint 1 (Task 1 a & 1 b)
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This is a good place to start. Before any maintenance activity is undertaken it
is important to understand what causes failures in machinery and equipment
and the likely effect of such failures.
The best way to complete this task is simply to make a list of all the causes
of failure that you have learned about over the previous weeks. Look back at
the case study to refresh your memory and describe each of the failures and
if you can think of everyday examples, either at home or at college, include
these examples in your answer.
Next think about what the effect of such a failure could be. For example, if a
bearing wears out on a production line the entire line has to stop production
until the breakdown is repaired . This could cost the company a great deal of
money. There are also health and safety issues as well as environmental
issues to think about. Include examples of these effects.
Hint 2 (Task 2a & 2b)
This is a straightforward task to test your understanding of the different types of
maintenance.
For each of the types of maintenance listed explain what it means. Using your
case study answers and any notes that you took in class, or even an internet
search, try and include practical examples of each type. For example, routine
maintenance could be checking the tyre pressures on a car.
Hint 3 (Tasks 3a & 3b)
Once again, using what you can remember from discussions you have had in
the classroom , the case studies and any other notes you have taken, you are
asked to describe the benefits and limitations of planned maintenance. This
is quite an easy answer if you think about it! Why would we carry out a
maintenance activity? Well there are a few reasons but generally they all
point to one thing!
BTEC First Engineering Unit 5 page6of13
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assessment learner guidance
, , Ede)(Cf 2007 BTEC "n <1 Sox
Limitations is just another way of saying limits. What are the limits of
planned maintenance? Can planned maintenance stop machinery from ever
breaking down? Will planned maintenance stop people from getting hurt?
Hint 4 (Task 4a & 4b)
This task is quite straightforward if you have completed the case studies and
listened during classes . What are the roles of humans when it comes to
maintenance? This was discussed in Case study 3 when we looked at who does
what in the world of maintenance.
Case studies 4 and 7 looked at the different resources required for
maintenance.
BTEC First Engineering Unit 5 page7of 13
ASSIGNMENT TITLE Maintenance purposes, procedures and resources
TASK NUMBER AND Task 1
TASK DETAIL There are many typical causes of equipment failure , all of which will have an
effect.
a) Describe six typical causes of failure including an explanation of each.
b) What possible effects could such failures lead to?
ASSfSSMENT CRITERIOto' P1· Describe typical causes of failure and explain their effect.
GRADE ! LEVEL The work has been graded at Pass level.
EXEMPLAP ANSW
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Task 1a) Six typical causes of failure are (any six from below):
Age - equipment has a certain lifespan, such as the timing belt on a car must be
replaced every 50,000 miles.
Wear - wear is a problem on machinery when different parts come into constant
contact with each other. A car's brake pads, for example.
Vibration - constant movement of machinery causes vibration which can lead to
the loosening of parts.
Corrosion - over a period of time materials will degrade which can cause failure.
Fouling - raw materials such as oil or compressed air are often required to run
equipment. If these materials are not to the required standard, unwanted
deposits can affect the way the equipment runs, leading to failure. Water in a
tank of petrol causes a car to break down.
Environment - the environment in which the equipment is placed can lead to
failure. A dusty atmosphere can cause motors to overheat .
Lack of maintenance - routine maintenance such as cleaning and lubrication are
often overlooked.
There are many other causes of failure in maintenance and the answer to 1 a is
dependent on the causes given during the delivery. The learners should also give
everyday examples of these causes.
Task 1b)
The effects of such failures are many, but failures can lead to:
A loss of efficiency - equipment may not function efficiently due to wear, age or
fouling, for example. A loss of efficiency makes the machinery more expensive
to run.
Downtime - downtime is when machinery has to be shutdown or has broken
down due to a failure. Any of the failures mentioned above could lead to
downtime. Downtime effects productivity and means a company may not make
the output or number of products. This can have an effect on the company
profits.
BTEC First Engineering Unit 5 page 8 of 13
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assessment exemplar
Lifespan - lifespan is the length of time a piece of machinery works to an
acceptable standard. When a machine breaks down, for any of the reasons
above, this could lead to a shortening of the lifespan. For example, if it will cost
too much money to repair the machine its lifespan is shortened.
GRADING COMMENTS The learner must demonstrate a good understanding of what can cause failure.
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In the example above, simple explanations of each type of cause have been
given. The learners should also demonstrate knowledge of what effect failures
can have. These effects are normally economic, however, health and safety and
environmental effects can also be felt after failures.
BTEC First Engineering Unit 5 page 9 of 13
assessment exemplar
ASSIGNMENT TITLE Maintenance purposes, procedures and resources
TASK NUMBER AND Task 2
1 ASK DETAIL Types of maintenance include both planned and unplanned maintenance
procedures.
a) Explain each of the following types of planned maintenance:
• routine maintenance
• condition monitoring
• servicing.
b) Explain each of the following types of unplanned maintenance:
• • •
breakdown
emergency
run to failure.
ASSES"ME~; ':RITERI P2 - Explain types of planned and unplanned maintenance procedures.
GitADE i l EV The work has been graded at Pass level.
XEMPLAR ANSWf Task 2a)
. ' EdelCC'e ~007 STEC in 8 B x
• Routine maintenance - routine maintenance is maintenance carried
out to prevent breakdown of plant and equipment. It will involve
tasks such as lubricating, cleaning and adjustment. It will be carried
out regularly, every day or every week. Routine maintenance could
be changing a filter.
• Condition monitoring - is the monitoring of plant and equipment and
its operation in order to recognise when breakdown is imminent so
that maintenance can be planned. This can lead to a reduction in
downtime. Condition monitoring can include vibration monitoring,
temperature monitoring and also regular readings checks.
• Servicing - servicing of machinery is normally carried out on a yearly
basis. When a machine is serviced, manufacturer's recommendations
are carried out , such as yearly seal changes and oil changes.
Specialist tradesmen sometimes carry out services.
Task 2b)
• Breakdown - breakdown maintenance is maintenance that takes
place after a breakdown that has been planned for in advance. This
means the resources are readily available. The personnel are in place
and trained, the tools and any specialist equipment are at hand and
any spares required are in stock. An example of breakdown
maintenance could be the changing of a tyre on a car. All the parts
are available.
• Emergency - emergency maintenance is maintenance after a
breakdown that has not been provided for. Spare parts may have to
be ordered or even a specialist tradesman called for. I n emergency
maintenance, sometimes a 'quick fix' is required to bring the
BTEC First Engineering Unit 5 page 10 of 13
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machinery back online until a more suitable fix is ready to be
implemented.
• Run to failure · this type of maintenance allows the equipment to
keep running with minimal maintenance until it breaks. This type of
maintenance is often used on non·essential equipment.
It is important to note that the answers above are given as a guide only. There
are many other forms of planned and unplanned maintenance that you may have
discussed with the learners that would be perfectly acceptable answers and
meet the criteria.
GRADING COMMEN;~ The learner needs to be encouraged to express their opinions on the different
types of maintenance and possible advantages of each.
In order to achieve this grade, the learner must demonstrate an understanding
of the different types of maintenance they have learnt.
BTEC First Engineering Unit 5 page 11 of 13
assessment exemplar
ASSIGNMENT TITlE Maintenance purposes, procedures and resources
TASK NUMBER AND Task 3 TASK DETAIL
ASSESSMENT (RITERI
Planned maintenance activities are implemented in the hope that they will
prevent equipment breakdown.
a) Explain the benefits that can be gained from implementing planned
maintenance activities.
b) What are the limitations of planned maintenance activities?
M1 - Explain the benefits and limitations of a planned maintenance activity.
GRADE i ~EVlL The work has been graded at Merit level.
.XEMPLAR AN~W Task 3a)
The learners should mention the following in their answer:
• improved performance
• less downtime
• longer l ifespan
• safety
• environment
• economic benefits.
Task 3b)
There are limitations to planned maintenance, as even the best maintenance
cannot stop unexpected failures. Machinery will always break down, although
less frequently, and such breakdowns can lead to downtime which in turn
leads to economic loss. Planned maintenance also costs a lot of money to
maintain and therefore any planned maintenance costs should be compared
with the cost of downtime. Planned maintenance cannot protect against all
accidents and therefore staff and the environment could still be harmed
regardless of the amount of maintenance carried out.
GRADING COMM~NTS As this is a merit grade question, learners need to show a good depth of
understanding of the topic. The learners should have their own opinions of the
benefits and limitations of planned maintenance in order to achieve this
criterion.
~ EdeKcel 2007 8TEC in a Bux BTEC First Engineering Unit 5 page 12 of 13
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ASSIGNMENT TITLE Maintenance purposes, procedures and resources
TASK NUMBER AND
TASK DETAIL
Task 4
Maintenance activities require many and varied resources .
a) Describe the typical roles for the following human resources:
• maintenance manager
• maintenance personnel
• operators.
b) What other resources will be required for a typical maintenance activity?
ASSESSMENT CRITERION P3· Explain the resources needed for maintenance.
GRADE J LEV ,. The work has been graded at Pass level.
EXEMPLAR ANSWER Task 4a)
GRADING COMMEN l>
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Maintenance managers · can allocate maintenance tasks to maintenance
personnel (electricians, mechanical fitters and instrument artificers). The
maintenance manager is also responsible for maintenance scheduling.
Maintenance personnel (electricians, mechanical fitters and instrument
artificers) - can perform maintenance tasks relevant to their trade that have
been allocated to them by the maintenance manager. They are also expected to
'troubleshoot' and rectify any fault occurring on equipment.
Operators · are expected to ensure the smooth operation of plant and
equipment by performing regular monitoring by taking plant readings. The
operator is also expected to carry out routine maintenance tasks such as
cleaning, raw material replacement and basic machine adjustments. They are
also allowed to carry out maintenance tasks for which they have been
specifically trained.
It is not expected that learners copy from the case study but demonstrate their awn understanding at the roles.
Task 4b)
Tools · to carry out maintenance any operator or tradesman will require tools.
These could be screwdrivers and spanners or specialist tools for specific tasks.
Spares - spare parts are often required for maintenance. These are sometimes
kept in stock, unless they are too expensive, in which case they will be
purchased when required.
Materials & consumables . these are parts that are used or consumed by the
plant or equipment· such as lubricants, or parts that must be regularly replaced
due to wear and tear · seals and gaskets, for example.
The learners should have their own opinions of the roles of human resources in
maintenance. Other specialist trades may have been discussed during delivery
and could be included by the learners. It is expected that the learner will
demonstrate their own knowledge of the role of humans.
BTEC First Engineering Unit 5 page 13 of 13
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ASSIGNMENT TITLE Maintenance planning
ASSIGNMENT This assignment is designed to assess the knowledge of the learner with
OBJECTIVES regard to: • the resources required for a maintenance activity
• how to plan and carry out a maintenance activity using maintenance
documentation
• the usefulness of maintenance documentation.
TASK INTRODUCTION Engineering maintenance involves the service, repair and adjustment of
engineering plant, equipment and machinery in order to ensure that it continues
to perform its intended function. In the changing world in which we live, it is
vital that modern manufacturing organisations have effective maintenance
planning and procedures in place to guarantee the reliable and safe operation of
plant and equipment.
• The assignment involves a practical activity that should be supervised
by your teacher/tutor. You will be assigned a maintenance activity to
carry out on an engineering system. The tasks set for this assignment
require you to produce a maintenance plan for the engineering
system and carry out a supervised maintenance activity from your
plan. In order to achieve this, you will need not only to identify the
components requiring maintenance for the system, but also any
resources that will be required . You will be allowed to use
manufacturer's manuals and any other sources of information to
produce your plan.
• Following the successful completion of the plan and activity, you will
be required to explain the steps you followed in order to produce the
plan and then evaluate the effectiveness of your plan.
TASK 1 (P4 & PSi Complete before maintenance activity
Complete a maintenance plan for a given engineering system.
It should clearly state the following information:
• your name and the equipment
• a list of all the components requiring maintenance
• the maintenance required for each component
• the frequency at which the maintenance should be carried out
• the resources requi red to carry out the task
• any health and safety or environmental issues related to the task
(PPE required, for example).
(Hint: use a spreadsheet to produce the plan.)
TASK l (PS) Complete during maintenance activity
Your teacher/tutor will give you a maintenance activity (selected from your
plan) to carry out.
State how you have prepared for the maintenance activity; specifically include
reference to the following:
BTEC First Engineering Unit 5 page 2 of 13
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assessment task
• Describe the measures you have used to prepare the work area to
ensure the activity can be carried out effectively, efficiently and
safely.
• Describe the task you are about to undertake, clearly stating the
resources required and any PPE required to carry out the task.
Complete the maintenance activity.
TASK J (N.2 Complete after maintenance activity
In your own words, explain how you prepared the maintenance plan. What steps
did you take?
TA~K 4 1.01. Complete after maintenance activity
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Now that you have prepared your maintenance plan and carried out a
maintenance activity from the plan, answer the following questions:
a) How did you feel the task went?
b) Was the documentation you prepared useful when it came to carrying out
the maintenance activity?
c) What improvements would you make to the documentation?
BTEC First Engineering Unit 5 page 3 of 13
assessment teacher guidance
ASSIGNMENT TiTLE Maintenance planning
ASSIGNMENT This assignment is designed to assess the learner's knowledge about :
OBJECTIVES • the resources required for a maintenance activity
• how to plan and carry out a maintenance activity using maintenance
documentation
• the usefulness of maintenance documentation.
WHAT YOUR LEARNERS The assessment is formatted into four straightforward tasks. The tasks will
WILL DO IN THIS require access to an engineering system, documentation and workshop
ASSIGNMENT resources. The report should be presented in an appropriate format to provide
clarity for both learners and assessors , in addition to internal and external
moderators/ verifiers.
For example:
• The assessment should be completed on A4 paper or equivalent.
• A front sheet should be included clearly stating the learner's name,
date, unit and assessment number.
• Clear indication of the task being completed .
• Correct use of spelling and grammar.
• Clear and legible writing or font size/style.
• Page numbers.
• Opportunity for the assessor to provide feedback - this is often
standardised by the assessing centre.
• Appropriate text and web-based sources should be used and
referenced accordingly in the assignment - a bibliography or list of
references should always be encouraged.
To complete the assignment learners will need to do four things:
1. Produce a maintenance plan for a given engineering system.
2. Carry out a maintenance activity.
3. Describe the steps used to produce the plan.
4. Evaluate the usefulness of the plan .
The selection of an engineering system that is easily accessible , with
good documentation and a range of maintenance activities that could be
carried out would be ideal. A CNC machine, hydraulic rig or pneumatic
equipment, for example.
The achievement of key skills is not a direct priority of this assignment but it
does provide links with key skills at Level 2 as directed in the specification.
WHAT THEY WILL Learners completing the assessment should attain a good grounding and
LEARN IN THI understanding of many engineering maintenance fundamentals . This will include
ASSIGNMEI, the planning and frequency of maintenance, component identification,
familiarisation with documentation and resource identification. ---------- ------------
GRADE SCHEM~ This assignment offers opportunity for learners seeking pass, merit and
(wha i. required t distinction grading criteria. To achieve the distinction standard it is essential
each 0 -admg level) that learners are encouraged to complete the tasks in full.
[ dexcel 200i' BTEC in a Box BTEC First Engineering Unit 5 page 4 of13
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It is, however, possible to achieve only pass or merit criteria by completing the
relevant tasks. While this is generally not advisable, it is recognised that in some
circumstances this may be necessary.
Note: To achieve a unit pass, merit or distinction the accompanying assessment
(Assignment 1: Maintenance purposes, procedures and resources) must also be
completed.
This assignment alone does not offer all grading criteria - please refer to the
specification for further clarification.
Grading criteria by task
Task 1 P4 - Identify the resources required for a given maintenance activity
PS - Use maintenance documentation to plan and carry out a given maintenance
activity on an engineering system
Task 2 PS - Use maintenance documentation to plan and carry out a given
maintenance activity on an engineering system
Task 3 M2 - Explain how to prepare a maintenance plan for a given maintenance
activity
Task 4 D1 - Evaluate maintenance documentation in terms of usefulness when
used to plan and carry out a maintenance activity
Grading criteria by level
P4 - Task 1
PS - Task 1 & 2
M2 - Task 3
D1 - Task 4
':iIJIOANCE NOTE. The following notes are included to assist the delivery of the assessment, please
refer to the relevant assessment tasks to aid understanding.
, EdpXCf :2007 STEe in <'l Box
Note 1
The learners must produce a maintenance plan for a given engineering system.
The plan will typically cover the following headings:
• learner's name and the equipment
• a list of all the components requiring maintenance
• the maintenance required for each component
• the frequency at which the maintenance should be carried out
• the resources required to carry out the task
• any health and safety or environmental issues related to the task
(PPE required, for example).
The complexity of the plan will depend firstly on the system chosen and
secondly the depth to which the learner works . The more able learner will
identify more components and the maintenance required for each. It is
suggested that learners use a spreadsheet to produce their plan. This allows
learners to constantly update their work as new information becomes available.
BTEC First Engineering Unit 5 page 5 of 13
assessment teacher guidance
Eec>:: :n)76TECin 8.}x
Access to the manufacturer's manual is also recommended as this will improve
the learner's understanding of the system.
It may be acceptable to allow the learners to work in pairs for this task and Task
2, although care must be taken to ensure both learners contribute to the
planning process.
Note 2
The aims and objectives of the activity should be introduced comprehensively
before commencement of the practical workshop element.
• Task 1 should be completed and reviewed before the practical
activity.
• Task 2 should be completed during the practical activity.
• Tasks 3 & 4 should be used to reflect upon the working practice and
consequently can only be completed at the end of the practical
activity.
The learners are required to carry out a maintenance activity on the engineering
system. The task should be one that they are familiar with and may have
performed in other units. The learners must use their plan and the resources
identified as well as address health and safety issues.
A short observation record from the witness/ observerlsupervisor/ assessor can
supplement this task.
'Hannah was observed carrying out the maintenance activity on the engineering
system. She had correctly identified the resources required and addressed the
relevant health and safety issues. Hannah completed the task to an acceptable
standard. '
A. Thomson - Workshop Tutor.
BTEC First Engineering Unit 5 page 6 of 13
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assessment learner guidance
ASSIGNMr .- TITL( Maintenance planning
SSIGNMEI' This assignment is designed to help you understand maintenance planning and
Ob -:TIVE' activities by applying them to a practical activity. It covers the following areas
of learning:
• Identification of resources
• Planning a maintenance schedule and carrying out a maintenance
activity
• Evaluating your documentation.
WHAT YOU WILL DO 11< To complete this assignment you are required to complete the four tasks on the
THIS AS"GNM assignment brief. You should do this by submitting a short report containing the
following pages:
WHAT YOU WIl.. LEA
IN THIS ASSIGNME I
• Title page with your name, class/group, date, and title of
assignment.
• A contents page with page numbers.
• The tasks.
• A list of textbooks, magazines, journals or websites used (this is
called a bibliography).
You should also remember to :
• Always write clearly or if using a word · processor use an easily
readable font such as Arial, Comic Sans or Times New Roman
preferably in font 10, 12 or 14.
• Include any photographs, diagrams or pictures to illustrate your
report but make sure you reference them correctly. This means
telling your teacher/tutor where you found them - this may be a
textbook page or a web site address.
Finally, always check your spelling and grammar, if possible get someone to read
over your work and check it for you.
By completing this assignment you will learn about a range of important
fundamentals associated with maintenance planning.
The assignment is designed to enable you to learn from previous sessions and
then reflect on what you have done and why you have done it in a particular
way.
You will learn:
• The steps required to produce a maintenance plan including the
identification of resources.
• How to use a maintenance plan to carry out a maintenance activity.
• How useful your plan was and whether any improvements could be
made.
HOW THIS ASSIGNMrt I The way in which this assignment is graded is actually very straightforward.
WIL •. BE GRAO 0 (t This assignment is one of two assessments covering the Engineering Maintenance
P.radmg enter'· Procedures and Planning Unit of the Engineering qualification. To complete the
unit you have to complete both assignments.
. EriexC'.e1 _o07 8 TEC in 9 x BTEC First Engineering Unit 5 page 7 of 13
assessment learner guidance
Each assignment has certain grading criteria attached to each of the tasks. For
example, Task 2 (in this particular assignment) covers grading criteria Pass 5
(P5). When you complete Task 2 to a satisfactory standard you are awarded P5 -
it's that simple!
The assignment also provides the opportunity to gain the higher grading bands;
for example, completing Task 3 to an acceptable standard will provide you
immediately with one merit criteria (M2).
To see which tasks cover which grading criteria take a look at the assessment
front sheet. Alternatively, if you are interested in seeing a full description of
the grading criteria , refer to the specification - your teacher / tutor will be able
to help you with this.
You should always work to complete all the tasks to maximise your chance of
getting merit and distinction grades.
(,U DAN~E 'lOTL Hint 1 (Task 1)
. Eo .K, I:, f)7 BTEC in a Box
You will be given an engineering system to work on by your teacher / tutor. In
this task you are required to produce a maintenance plan that will allow you to
complete a maintenance activity for Task 2.
As you already know, a maintenance plan should include the following:
• your name and the equipment
• a list of all the components requiring maintenance
• the maintenance required for each component
• the frequency at which the maintenance should be carried out
• the resources required to carry out the task
• any health and safety or environmental issues related to the task
(pPE required, for example).
If you use a spreadsheet with a column for each of the titles, you can start by
listing all the components on the system you think will need maintenance. Next
you can decide what maintenance is required for each component. Remember
that cleaning and lubricating are maintenance too!
Now you're getting the picture. Remember we carried out a task very similar to
this in Case study 10. The most important part of this task is identifying the
resources required. These could be human , tools , spares or consumables, so
make sure you identify all of these.
Hint 2 (Task 2)
When you complete the maintenance activity, you may receive a witness
statement from your lecturer; this must form part of the work you hand in.
This is a record of what you have done to complete the practical activity. It is
very important that you provide as much technical detail as possible .
Try and include the following:
• State how you have prepared for the maintenance activity.
BTEC First Engineering Unit 5 page 8 of 13
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assessment learner gUidance
Ede )(Ci" :007 BTEC ;/1 8 B~JX
• Describe the measures you have used to prepare the work area to
ensure the activity can be carried out effectively, efficiently and
safely.
• Describe the task you are about to undertake, clearly stating the
resources required and any PPE required to carry out the task.
Be very careful to use engineering terms and avoid general phrases.
For example, rather than say, '/ then cut the metal' instead try, '/ cut the mild
steel using a junior hacksaw to 25 mm in length'.
The more specific information you provide, the better the response to this task.
Hint 3 (Task 3)
Task 3 is once again to do with maintenance planning. The task asks what steps
you took to prepare your maintenance plan. This again is similar to the task you
carried out in Case study 10. You must give a full explanation of all the tasks
and how you found them. Were they difficult or easy? Did you encounter any
problems? Which part of the process took the longest?
Remember this is a merit grade question. You have to demonstrate your
knowledge of the planning process. For example, did you include anything extra
in your plan?
Hint 4 (Task 4)
To complete this task you should assess how successful the activity has been.
You are required to answer the following questions:
a) How did you feel the task went?
b) Was the documentation you prepared useful when it came to carrying out
the maintenance activity?
c) What improvements would you make to the documentation?
This task is an evaluation. It's a distinction level question and you should be
truthful with your answer. You should be able to think of improvements you
can make to your documentation; for example, did you identify and list all
the resources you needed for the activity?
BTEC First Engineering Unit 5 page 9 of 13
assessment exemplar
ASSIGNMENT TITLE Maintenance planning
TASK NUMBER AND Task 1
TASK DETAIL
GRADING CRI~EI
GRADE ' LEV
Complete before maintenance activity
Complete a maintenance plan for a given engineering system .
It should clearly state the following information:
• your name and the equipment
• a list of all the components requiring maintenance
• the maintenance required for each component
• the frequency at which the maintenance should be carried out
• the resources required to carry out the task
• any health and safety or environmental issues related to the task
(PPE required , for example).
(Hint: use a spreadsheet to produce the plan.)
P4 - identify the resources required for a given maintenance activity
PS - use maintenance documentation to plan and carry out a given maintenance
activity on an engineering system
The work has been graded at Pass level.
EXEMPLAR ANSWER An exemplar answer cannot be provided for this task as the plans produced will
vary due to the selection of the engineering system.
GRADING COMME T~ Each learner's plan should include all of the above headings. Component
identification should include the majority of the components of the system. It is
expected that the learner identifies the frequency for each activity and the
resources required . The task allows the learner to gain the P4 criterion for
resource identification and part of the PS criterion (in bold).
. Edexcal1007 BTEC in <:; Box BTEC First Engineering Unit 5 page 10 of 13
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assessment exemplar
ASSIGNMENT TITl Maintenance planning
TASK NUMBER MID Task 2
TASK DE" _ Complete during maintenance activity
Your teacher/tutor will give you a maintenance activity (selected from your
plan) to carry out.
State how you have prepared for the maintenance activity; specifically include
reference to the following:
• Describe the measures you have used to prepare the work area to
ensure the activity can be carried out effectively, efficiently and
safely.
• Describe the task you are about to undertake, clearly stating the
resources required and any PPE required to carry out the task.
Complete the maintenance task.
GRADING CRITER'O PS . use maintenance documentation to plan and carry out a given maintenance
activity on an engineering system.
GRADE! LEV.1. The work has been graded at Pass level.
EXEMPLAR AN SW . An exemplar answer cannot be provided for this task as the activities carried out
will vary due to the selection of the engineering system.
GRADING COMMENT. Each learner should successfully complete an engineering activity chosen by the
teacher / tutor. Whilst completing the activity, it is expected that each learner
will use their devised maintenance plan. The plan should have identified the
resources required and any health and safety/environmental issues associated
with carrying out the task. The task allows the learner to gain part of the PS
criterion (in bold) .
BTEC First Engineering Unit 5 page 11 of 13
assessment exemplar - - -
ASSIGNMENT TITLE Maintenance planning
TASK NUMBER AND Task 3
TASK DETAIL
GRADING CRITERION
Complete after maintenance activity
In your own words, explain how you prepared the maintenance plan. What
steps did you take?
M2 . explain how to prepare a maintenance plan for a given maintenance
activity.
GRADE I LEVEl. The work has been graded at Merit level.
EXEMPLAR AI>ISWER The learners should mention the following in their answer:
o Step 1 - Identify all the components on the system that will require
mai ntenance.
o Step 2 - What is the maintenance required for the component? (There
can be any number of tasks for each component.)
o Step 3 - How often do we need to carry out the maintenance task?
o Step 4 - What resources will be required (human, spares, tools ,
consumables)?
o Step 5 - Record that the maintenance has been carried out.
o Step 6 . Health and safety and environmental issues.
GRADING COMMENTS As this is a merit grade question, learners need to show a good depth of
understanding of the topic. The learners should include the use of ICT in the
form of a spreadsheet in their answer. The learners should be encouraged to
include their personal views on the process.
. Ed! . .:!cel 2007 BTEC 11 a Box BTEC First Engineering Unit 5 page 12 of 13
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assessment exemplar
ASS,GNMEHT TITLE Maintenance planning
:ASK NUMBER AND Task 4
TASK DET, IL Complete after maintenance activity
Now that you have prepared your maintenance plan and carried out a
maintenance activity from the plan, answer the following questions:
a) How did you feel the task went?
b) Was the documentation you prepared useful when it came to carrying out
the maintenance activity?
c) What improvements would you make to the documentation?
AS5ESSME'I'!' (RITE RIC D1 ' evaluate maintenance documentation in terms of usefulness when used to
plan and carry out a maintenance activity
I.>RADE I LE¥'"" The work has been graded at Distinction level.
EXEMPLAR ANSW An exemplar answer cannot be provided for this task as the evaluation will be
personal to each learner and should be assessed with reference to Tasks 1 and 2,
-------GRADING COMMENT The distinction grading criteria states that the learner must demonstrate the
ability to evaluate the usefulness of maintenance documentation when used to
plan and carry out a maintenance activity,
) [ OC)(;:;Pj :007 6 TEC 1;J 8('t' BTEC First Engineering Unit 5 page 13 of 13
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1. Causes and effects
When dealing with plant and equipment breakdown, it is important to identify the
root cause of the failure in order to ensure the breakdown is not repeated regularly.
Equipment fails for many reasons . A few examples of these are given below:
• Age - Equipment has a certain lifespan, e.g. the timing belt on a car that must
be replaced every 50,000 miles.
• Wear - Wear is a problem on machinery where different parts come into
constant contact with each other - a car ' s brake pads, for example.
• Vibration - Constant movement of machinery causes vibration which can lead
to the loosening of parts.
• Corrosion - Over a period of time materials will degrade. This can cause
failure.
• Fouling - Raw materials, such as oil or compressed air, are often required to
run equipment. If these materials are not to the required standard, unwanted
deposits can affect the way the equipment runs leading to failure, for
example, Water in the petrol tank will cause a car to break down.
• Environment - The environment in which the equipment is sited can lead to
failure. For example, a dusty atmosphere can cause motors to overheat.
• Lack of maintenance - Routine maintenance operations, such as cleaning and
lubrication, are often overlooked.
I When equipment breaks down, it almost always has a financial impact on the
owner of the equipment. This cost could be a lack of production ('downtime ' )
which could lead to a lost order. In small firms , this could even lead to closure and
loss of jobs. Failure also affects the efficiency of the equipment and can reduce its
working life.
'LooCo' is a small manufacturing firm producing wooden toilet handles. Each
handle is 'turned' using a lathe operated by one operator. There are five lathes in
the factory. Phil is one of the lathe operators. On a good day he produces 1000
handles. Over the last week, Phil has not reached his target of 4500 handles. The
reasons are clear from his log:
Monday - The lathe blade was blunt and needed replacing; the lathe cut out
) due to overheating on two occasions.
Tuesday - The guard on the lathe worked loose.
© Edexcel 2007 BTEC in a Box BTEC First Engineering Unit 5 page 1 of 22
case study
Wednesday - The lathe began making grinding noises and had to be shut down,
cleaned and lubricated.
Thursday - No problems
Friday - The blade was blunt and needed replacing.
Phil's boss is not happy with the production rate and asks Phil to find out why these
problems are occurring.
Phil is not sure about causes of the failures but sets about the task anyway.
Using your knowledge of causes and effects of equipment failure, complete the following tasks:
• In pairs, discuss the possible causes for each of the breakdowns.
• Produce a list of breakdowns and the possible causes for each.
• What were the possible effects of the breakdowns?
© Edexcer 2007 BTEC in a Box BTEC First Engineering Unit 5 page 2 of 22
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2. Types of maintenance
'Smith's Iron' is the longest running engineering firm in your town and you are lucky
enough to get your first job working in the maintenance department there. Smith's
have a reputation for producing good work but not always on time. They have many
different types of machinery, such as bending machines, CNC machines and lathes,
but most of the equipment is now getting on in years and regularly breaks down.
Your new boss asks you to investigate what can be done to prevent the machines
breaking down.
As a keen new employee, you immediately set about this task and go to talk to
the bending machine operator. The bending machine operator tells you:
• the machine's hydraulic fluid level is always low
• the main hose develops a leak almost every week
• the piston seals should be replaced every month
• the fluid filter fouls and needs cleaning daily.
After talking to the bending machine operator, you ask the CNe machine
technician what he thinks about the breakdowns on his equipment. The technician
has operated the machine for many years and tells you:
• when the drill bits break, there are never any spares available
• the coolant hoses leak and need replacing
• he can't remember the last time the machine was overhauled.
Finally, you talk to the lathe operator. He has only been employed by the firm
for 18 months and tells you:
• the lathe is constantly monitored and readings are taken hourly
• blades are replaced at the beginning of every day
• the lathe is overhauled every six months.
Now that you have the information you require, you can decide what types of
maintenance will be needed or are already in use and the benefits you expect.
© Edexcel 2007 BTEC in a Box BTEC First Engineering Unit 5 page 3 of 22
case study
• Complete the following table in order to report your findings back to your boss. Choose
from the two lists below to complete the table. Note: There may be more than one
correct option for each.
Maintenance types:
Routine Preventative Monitoring Front-line Servicing
Breakdown Emergency Run to failure
Benefits:
Increased efficiency Less downtime Improved quality Improved safety
Problem Type of maintenance Benefits
Bending machine
hydraulic fluid level routine, preventative increased efficiency
the main hose leaking
the piston seal replacement
the fluid filter fouling
CNC machine
the fluid filter fouling
the drill bits breaking
the coolant hoses leaking
(N( machine overhaul
Lathe
the lathe monitoring
blades replacement
the lathe overhaul
© Edexcel 2007 BTEC in a Box BTEC First Engineering Unit 5 page 4 of 22
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case study
3. Maintenance resources - personnel
' PharmaDrug' are one of the UK's leading manufacturers of medicines. They
employ thousands of people across five UK sites. A spate of recent accidents means
a review of the company maintenance policy is required . The accidents have been
occurring because untrained personnel have been carrying out maintenance tasks.
The new policy clearly identifies the roles of the following employees:
• Maintenance manager - can allocate maintenance tasks to maintenance
personnel (electricians, mechanical fitters and instrument artificers). The
maintenance manager is also responsible for maintenance scheduling.
• Maintenance personnel (electricians, mechanical fitters and instrument
artificers - can perform maintenance tasks relevant to their trade that have
been allocated to them by the Maintenance Manager. They are also expected
to 'troubleshoot' and rectify any fault occurring on equipment.
• Operators - are expected to ensure the smooth operation of plant and
equipment by performing regular monitoring by taking plant readings. The
operator is also expected to carry out routine maintenance tasks such as
cleaning, raw material replacement and basic machine adjustments. They
are also allowed to carry out maintenance tasks for which they have been
specifically trained .
Following the new policy, there are some extra tasks that require allocation:
• electrical isolation of a motor
• compressor readings
• routine change-over of the cooling tower filters
• calibration of the gas analyser instruments
• overheating water pump
• steam generator start-up
• vacuum pump overhaul
• yearly fork-lift inspection
• correct/fix faulty relief valve
• boiler house raw materials renewal
• water tank level adjustments
• faulty pressure gauge replacement
• change lamp in mess room © Edexcel 2007 BTEC in a Box BTEC First Engineering Unit 5 page 5 of 22
Discuss as a group, which of the personnel should be given each of the tasks listed above,
then complete the tasks below:
• Allocate personnel to each task. (Note: More than one person could be required for
some tasks.)
• Which of the maintenance tasks could the operators be trained to carry out?
• There are specialist trades other than the three named above - can you name any
others?
© Edexcel 2007 BTEC in a Box BTEC First Engineering Unit 5 page 6 of 22
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4. Maintenance resources - tools
Many of the resources required for maintenance activities will vary from
company to company and even from task to task. The basic tools required by any
maintenance organisation, however, are similar for all tasks. Each organisation
will require basic test instruments, hand tools, replacement parts, cleaning
materials and lubricating materials. Each member of the maintenance team will
also require tools specific to his or her trade, an electrician, for example. Using
your knowledge from other units, complete the activities below.
• Using the internet or other sources of information, complete a list of basic tools and test instruments required for each of the following trades:
• electrician • mechanical fitter • instrument artificer .
• For each of the trades listed above, produce a short paragraph detailing the main tasks each performs.
© Edexcel 2007 BTEC in a Box BTEC First Engineering Unit 5 page 7 of 22
5. Identification of resources - 'Juicey Drinks'
'Juicey Drinks' is the regional leader in fruit juice drink production. In common
with many drinks-producing factories, the company runs 24 hours a day, 365 days
of the year. As the newest employee in the firm, you are given the task of
identifying the most appropriate times to perform a host of maintenance
activities. Your supervisor gives you a list of the tasks that need to be carried
out, who carries out the tasks and their hours of work. Each task will require a
permit-to-work.
Tasks
Clean out holding tank 1 - This task is carried out by the production
operators. The task requires that the tank is empty, which is the case at the
end of a batch. This task is carried out at the end of every batch. Batches run
from Monday morning to Thursday evening.
Change the belt drives on bottling conveyor - This task requires an
electrician and fitter. The conveyors are in operation at the end of each batch.
They are shut down between batches.
Repair leaking hose on caustic cleaning tank - This task requires a
production operator, a fitter and an electrician. The caustic cleaning system is
not used during batch production.
Check the operation of the level indictor on holding tank 1 - This task
requires a production operator and instrument artificer. This task can be
performed at any time.
The maintenance and production staff work the following hours:
Production operators - The operators provide 24-hour cover throughout the
year. They are not available for maintenance activities from 7 am to 12 pm,
Monday to Friday, due to routine activities.
Electricians, fitters and instrument artificers - work Monday to Friday
from 8 am to 4.30 pm.
The permit-to-work office - is manned every day from 8.30 am to 4.00 pm.
© Edexcet 2007 BTEC in a Box BTEC First Engineering Unit 5 page 8 of 22
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case study
• Produce a list of the maintenance tasks and the times each can be performed.
• Why do you think a permit-to-work is required for each of these tasks?
• Certain maintenance activities can be performed without a permit-to-work if they
are routine activities. Would a Standard Operating Procedure (SOP) be a better way
of documenting any of the above tasks? If so, which tasks?
© Edexcel 2007 BTEC in a Box BlEe First Engineering Unit 5 page g of 22
case study
6. Fault-finding
When carrying out maintenance tasks, fixing a breakdown is not the only goal.
Diagnosing what caused the breakdown and implementing maintenance measures
to ensure the breakdown does not occur again are also part of the maintenance
process. This process is known as 'fault·finding' or 'troubleshooting' .
There are many different troubleshooting techniques but the most
successful techniques involve a simple, commonsense approach to problem·
solving. Asking simple questions, such as the ones listed below, can often
identify the cause of a problem.
• What is the problem?
• When did the problem first occur?
• Where specifically is the problem located?
• Were any changes made before the problem was first noticed?
• Could these changes have caused the problem?
• Anything else different?
'Pink Paint!'
There is a problem at the paint plant and as the maintenance manager it is your
job to investigate the problem and find the cause. At 6 am this morning it was
noticed that the white paint production line began producing pink paint. In your
experience, there are five things that can cause this:
• The white paint vessel temperature is too high (over 58 degrees
Centigrade) .
• Someone has added the wrong colour pigment to the charge hopper.
• The water filters are not working correctly.
• The white paint vessel temperature is too low (under 53 degrees Celsius).
• Coolant is leaking into the paint cooling plate-exchanger.
You interview the production operator to find out if anything has changed. The
operator tells you they put new pigment in the charge hopper at 6.30 am and
they changed over the water filters at 2 am.
© Edexcel 2007 BTEC in a Box BTEC First Engineering Unit 5 page 10 of 22
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case study
You also obtain the print-outs from the monitors of the paint tank temperature
and the coolant tank level:
White Paint Tank Temp
U 58 .£ 56 ~- - 7"':: _ ~ 54 -~~ - ~ :~--==- _. I! 52 - -- . . r - -
!-Te";p (C) I
o 5 10 15
Time (24hr clock)
Coolant Tank Level
E u 75 -
~70 --- ~ ~ 65 ----------------------~
1--cool.ot level I
I- 0 5 10 15
Time (24hr clock)
• From the information gathered in your investigation, answer the following questions:
• What is the problem?
• When did the problem first occur?
• Where specifically is the problem located?
• Were any changes made before the problem was first noticed?
• Could these changes have caused the problem?
• Anything else different?
• In your opinion, what caused the pink paint problem?
• What would you do to stop the problem from recurring?
© Edexcel 2007 BTEC in a Box BTEC First Engineering Unit 5 page 11 of 22
case study
7. Tools, spares, materials & consumables Maintenance organisations require many different types of resources, as you
researched in Case study 4. Not only do they require tools and test equipment,
they also need spare parts, materials and consumables.
• Using internet shops and catalogues, find out the prices (including shipping) of the resources listed below:
• ring spanner set • electric screwdriver set • electric pliers set • l8Y cordless hammer drill • angle grinder • digital multimeter
• socket set
• bench vice • release spray
• safety goggles
• safety gloves • ball pein hammer • crowbar
• pedestal drill
As you can see from the prices of the parts you have sourced above, maintenance does not come cheap! All maintenance organisations also keep a supply of spare parts for their equipment. Consumables such as gaskets, bolts, nuts, cable, lubricants, lamps, fuses and many other items are also kept in stock.
• List the appropriate resources you think would be required in your college workshop.
@ Edexcel 2007 BTEC in a Box BTEC First Engineering Unit 5 page 12 of 22
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·case . study
8. 'Blown a Gasket'
As part of your training, you are required to carry out as many maintenance tasks
as possible to gain experience. This week you are shadowing Tony, the
company's mechanical f i tter. A fitter carries out maintenance on stationary or
rotating equipment, such as pipes, pumps, valves and clutches. Today he has
been asked to replace a blown gasket on the 7-bar steam system. As the fault
occurred last night, the system was shut down and is now cooL A permit-to-work
has been filled out and the necessary isolations made. Tony has been carrying
out this kind of maintenance for many years and tells you what he is going to do.
' First you need to check the permit is filled out correctly, then you go to
the stores and get a new gasket - if you don't know what type, check the
drawings. Next, find the faulty gasket and undo the bolts. This joint only has
four bolts. Be careful when you do this because there might be some left over
liquid. Take out the bolts and remove the gasket, you might need to spread
apart the flange using wedges to get it out - watch you don't damage the flange
face or trap your fingers! Check the flange face for wear and clean it up.'
As Tony is about to continue, you ask if he has this written down anywhere
as this is a lot of information. Tony tells you if you need to write it down, do it
in your own time and not his! He's got another three jobs to do before dinner so
just listen and watch . Tony continues:
'Check the bolts are OK and if they aren ' t you'll need some new ones from
the store. Put some grease on the bolts to stop them rusting and put in a couple
so the gasket doesn ' t fall out when you put it in. Put in the other two bolts and
tighten them in the correct order. Get them nice and tight so you don't have to
come back again . Sign off the permit at the permit office and you're done.'
Tony does the job in 10 minutes and pops back to the workshop for a cup of
tea . You decide you had better write down what he said before you forget .
© EdexceJ 2007 BTEC in a Box BlEe First Engineering Unit 5 page 13 of 22
case study
• Produce a step-by-step procedure for replacing a gasket.
• Why did Tony need a permit-to-work before he started the job?
• How do you know what type of gasket to use?
• Why does a permit need to be signed off?
• Why do you think a certain sequence must be followed when tightening the bolts?
• In a high temperature system, the bolts should be retightened after 24 hours. Why?
)
© Edexcel 2007 BTEC in a Box BTEC First Engineering Unit 5 page 14 of 22
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case study
9. 'Not again, Tony!' The week with Tony seems to go on forever! The next job on the list is to replace
a faulty diaphragm on a leaking diaphragm valve. You know the procedure
because this is the second one you have done this week. These are the step·by·
step notes you made earlier in the week:
• Go to the permit office to sign the permit
• Go to the store to get a replacement diaphragm
• Locate valve to be worked on
• Check it is isolated from supplies
• Open the valve
• Undo bolts holding valve body in place, leaving two slackened bolts in
place (diagonally opposite) . Careful of residues and pressure!
• Close valve (This will lift diaphragm from valve base)
• Undo final two bolts
• Unscrew diaphragm from valve body
• Screw on new diaphragm; be sure to line it up square
• Check valve base is clean before lining up valve body (use fine emery cloth
to polish valve face)
• Open valve, then set onto base
• Check condition of bolts, replace if faulty, then lubricate
• Insert the four bolts
• Tighten bolts in correct sequence (opposite diagonal corners)
• Tighten bolts to correct torque setting
• Go to permit office to sign off permit
• Return in 24 hrs to retighten
Tony is in one of his moods again and sends you to get the tools and the
replacement parts.
© Edexcel 2007 BTEC in a Box BTEC First Engineering Unit 5 page 15 of 22
case study
• What tools will be required to change the diaphragm? Make a list, including any
consumables you may need.
• What would you do if the valve has not been properly isolated?
• What is a torque setting? What tool would you use to set the correct torque?
• Diaphragm valves normally use a rubber diaphragm - what is the disadvantage of
using rubber?
© Edexcel 2007 BlEe in a Box BTEC First Engineering Unit 5 page 16of22
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case study
10. The maintenance schedule All equipment will at some time require maintenance. Mobile phones,
computers, cameras, and even tropical fish tanks! Some schedules, as you can
imagine, cover hundreds of tasks that are carried out at different intervals or
frequencies (more on those later).
In order to determine the maintenance requirements of a system, there are a
number of steps we need to carry out:
• Step 1 - Identify all the components on the system that will require
maintenance.
• Step 2 - What is the maintenance required for the component? (There can
be any number of tasks for each component.)
• Step 3 - How often do we need to carry out the maintenance task?
• Step 4 - What resources will be required (human, spares, tools,
consumable)?
• Step 5 - Record that the maintenance has been carried out
A circulation pump and filter for a tropical fish tank requires the following
maintenance:
Component Maintenance required Frequency Resources
Entire unit Check unit function Daily None
Filter Clean using water Weekly None
Filter Dose with nutrients 2-monthly Nutrient fluid
Filter Renew 6-monthly Replacement filter
Impeller Clean using water Weekly None
Impeller well Clean using water Weekly None
As you can see, even a very simple piece of kit requires some form of
maintenance. Imagine the schedule for a car production line, or even a
chemical plant! Luckily, computer programs can be very helpful. They will still
require many man-hours of data input to get the system up and running, but
once on-line, they do make the job of scheduling easier.
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Your teacher/tutor will assign you a piece of equipment that requires a
maintenance schedule.
• Working in pairs, use the steps above to produce a maintenance schedule for your
piece of equipment.
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11. 'The plan' Your week with 'Terrible Tony' is now over (thankfully!) and your boss decides
that you should now shadow one of the 'service technicians'. The technicians
look after all of the services required on the chemical site where you work, such
as water, steam, natural gas, ammonia and oxygen. You are assigned to work
with Ray who has been a technician at the site for 25 years. He knows the place
like the back of his hand and carries out the routine maintenance tasks with
ease. Once again there is a problem, though. Ray has been on site so long that he
never needs to look at the Standard Operating Procedures (SOPs) or Job Methods
to know how to do the maintenance.
For your first week with Ray, you are going to help him carry out the routine
maintenance of the steam generators. Ray explains what he normally does for
the week:
'Every four hours, I need to take the readings from the generator· that's at
8 am, 12 pm and 4 pm. This is to make sure the generator is working properly.
That's every day from Monday to Friday. I also have to top up the raw materials
at these times. The raw materials are very corrosive and cannot be spilled into
the drains as this would kill the fish in the river. On Monday and Friday I have to
test the relief valve is working by raising the boiler pressure to cause it to lift.
This can be dangerous as the steam is at a very high pressure and temperature.
Once a month, the boiler must be drained to a low level to check the low level
trips work - if they didn't, the boiler could explode. Once a month, the boiler
feed pump is changed over and the spare has the impeller and pressure gauge
renewed. '
You ask Ray if he has this written down anywhere. He just laughs and pOints
to his head. ' It's all up here!' , he says. How on earth are you going to
remember all of this? You need a plan, and you need one fast!
© Edexcel 2007 BTEC in a Box BTEC First Engineeri ng Unit 5 page 19 of 22
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• Produce a maintenance plan for the steam generator, remember to include the
following headings:
• Component ID
• Maintenance required
• Frequency
• Resources required
• Health and safety
• Environmental issues
Hint: Using a spreadsheet to produce the plan could make the task easier.
© Edexcel 2007 BTEC in a Box BTEC First Engineering Unit 5 page 20 of 22
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12. Why me?
Your week with Ray, the service technician, does not go as smoothly as you
anticipated. OK, so you made a schedule for the routine maintenance, so have a
good idea of what you have to do. But how come you and Ray seem to be
spending most of the day fixing faulty components on the generator. For
example, on Monday the water feed pump filter chokes just after 12 pm. It does
the same on Tuesday, Wednesday and Friday. Then, the hose splits on the brine
tank feed pump. Ray said that happens about once a fortnight. The high level
alarm comes in three times on Thursday as well. According to Ray, it wouldn't
happen if it was cleaned out once a week.
When you ask Ray about what the generator manufacturer's
recommendations are, he says its break time and hot-foots it to the canteen for
a bacon sandwich! You decide to find out for yourself. After dusting off the
manual , you find the following recommendations:
• The gaskets on the brine system should be replaced every six months.
• The generator should be shut down , cooled and emptied once a year to
allow non-destructive testing of the tube.
• Every day, the generator drain should be opened for 30 seconds to prevent
a build-up of unwanted sludge.
• The pressure gauges should be calibrated every 6 months.
When you finally catch up with Ray and tell him what you have found out,
he is less than impressed. 'You ' re just trying to make me work harder!' He
growls and storms off for a well-earned cup of tea! Ah well , another happy
customer!
Following the week with Ray, it would appear the routine and preventative
maintenance required on the generator is more than you first thought.
• Update the maintenance schedule you prepared in Activity 11 to include all the
tasks you think need to be added. Remember that keeping to the recommended
frequency of the maintenance tasks can prevent breakdowns occurring.
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