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Learning outcomes and assessment criteria

Ministry of Education and Science of the Republic of Kazakhstan

Technical and Vocational Education

Specialty: Precision Engineering

Qualification: Technician-mechanic

Astana 2013

Content

1

Description

3

2

Course outline

5

3

Study methods

8

4

Study materials

13

5

Course Evaluation System

14

6

Study curriculum

24

7

Program Structure

26

8

Study programs (Content of units)

42

9

Equipment list

118

10

Reading list

119

1. Description

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

The UK qualification titles covered by this specification are:

Pearson BTEC Level 4 HNC Diploma in Mechanical Engineering

Pearson BTEC Level 5 HND Diploma in Mechanical Engineering

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

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

The structures of the qualifications are as follows.

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

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

The qualifications are focused on higher-level skills development, with learners expected to develop the following skills during the programme of study:

· analyse, synthesise and summarise information critically

· read and use appropriate literature with a full and critical understanding

· think independently, solve problems and devise innovative solutions

· take responsibility for their own learning and recognise their learning style

· apply subject knowledge and understanding to address familiar and unfamiliar problems

· design, plan, conduct and report on investigations

· use their knowledge, understanding and skills to evaluate and formulate evidence-based arguments critically and identify solutions to clearly defined problems of a general routine nature

· communicate the results of their study and other work accurately and reliably using a range of specialist techniques

· identify and address their major learning needs within defined contexts and undertake guided further learning in new areas

· apply their subject-related and transferable skills in contexts where the scope of the task and the criteria for decisions are generally well defined but where some personal responsibility and initiative is required.

The rationale in developing these Pearson Higher Nationals in Mechanical Engineering has been a focus on:

· the education and training of precision engineers who are employed at a professional level in a variety of types of technical work, providing opportunities for learners to gain a recognised vocationally specific qualification to enter employment as an engineer/technician or to progress to higher education vocational qualifications such as a full- or part-time degree

· providing opportunities for learners to focus on the development of the higher-level skills in a technological and management context

· providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life.

These qualifications aim to meet the above rationale by:

· developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life, thereby enabling learners to make an immediate contribution to employment at the appropriate professional level

· preparing for a range of technical and management careers in precision engineering

· equipping individuals with knowledge, understanding and skills for success in employment in the precision engineering-based industry

· providing specialist studies relevant to individual vocations and professions in which learners are working or intend to seek employment in precision engineering and its related industries

· enabling progression to or counting towards an undergraduate degree or further professional qualification in precision engineering or related area

· providing a significant engineering base for progression to Incorporated Engineer level.

2. Course Outline


All units must be completed.

Unit number

Mandatory units

QCF unit level

QCF unit credit

1

Analytical Methods for Engineers

4

15

2

Engineering Science

4

15

3

Project Design, Implementation and Evaluation

5

20

5

Health, Safety and Risk Assessment in Engineering

4

15

6

Business Management for Engineers

4

15

7

Engineering Design

5

15

17

Fluid Mechanics

4

15

9

Engineering Thermodynamics

5

15

11

Further Mathematics for Technicians

3

10

Total UK QCF credits = 135

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


All units must be completed.

Unit number

Mandatory units

QCF unit level

QCF unit credit

1


4

15

2

Engineering Science

4

15

3


5

20

4

Mechanical Principles

5

15

5


4

15

6

Business Management for Engineers

4

15

7

Engineering Design

5

15

14

Application of Machine Tools

4

15

15

Design for Manufacture

5

15

12

Materials Engineering

4

15

8

Research Project

5

20

10

Quality Assurance and Management

5

15

16

Further Analytical Methods for Engineers

5

15

9


5

15

13

Advanced Computer aided Design Techniques

4

15

11


3

10

Total UK QCF credits = 245

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

The qualifications give learners:

· knowledge and ability to use essential scientific principles to produce routine solutions to familiar precision engineering problems; they will be able to use this knowledge to model and analyse routine precision engineering systems, processes and products

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

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

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

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

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

· the fundamental analytical knowledge and techniques used for analysis, modelling and solution of realistic engineering problems within precision engineering

· knowledge of routine mathematical methods essential to mechanical engineering, including an awareness of the functionality of standard methods.

3. Study Methods

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

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

The use of assessment instruments based on learners’ work environments should be encouraged. Those planning the programme should aim to enhance the vocational nature of the Pearson Higher National qualification by:

· liaising with employers to ensure that the course is relevant to learners’ specific needs

· accessing and using non-confidential data and documents from learners’ workplaces

· including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

· linking with company-based/workplace training programmes

· making full use of the variety of experiences of work and life that learners bring to the programme.

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

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

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

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

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

Centre based

Distance learning

Project work (individual or group)

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

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

Work-based learning

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

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

Lectures and seminars

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

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

Facilitated activities

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

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

Visits to companies with a facilitator to structure the visit

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

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

Visiting speaker from the sector

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

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

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

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

The assessor and learner must be actively engaged in promoting a common understanding of the assessment criteria and the grade descriptors (what it is they are trying to achieve and how well they achieve it) for further learning to take place. Therefore, learners need constructive feedback and guidance about how they may improve by capitalising on their strengths and clear and constructive comments about their weaknesses and how they might be addressed.

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

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

When the centre is designing assessment instruments, they need to ensure that the instruments are valid, reliable and fit for purpose, building on the application of the assessment criteria. The centre is encouraged to place emphasis on practical application of the assessment criteria, providing a realistic scenario for learners to adopt, making maximum use of work-related practical experience and reflecting typical practice in the sector concerned.

There is a range of assessment methods that can be used for Pearson Higher National qualifications. These include:

· presentations, written reports, accounts, surveys

· logbooks, production diaries

· role play

· observations of practical tasks or performance

· articles for journals, press releases

· production of visual or audio materials, artefacts, products and specimens

· peer- and self-assessment.

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

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

If the centre accepts work that has been submitted late, they must not downgrade work to a Pass level unless the assessment and Merit/Distinction grade descriptors require evidence of:

· meeting agreed timelines

· the ability to plan/organise time effectively

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

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

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

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

4. Study Materials:

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

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

Below is a list of key resources for Pearson Higher Nationals. These resources will support delivery staff in conducting the scholarly activity required for delivery at this level. The list is not comprehensive and in some cases there may be alternatives available that better suit the needs of the centre.

· Access to journals and trade magazines – these provide information on current issues and trends within the sector and are likely to be a good source of up-to-date case studies. Many of them are published online, which broadens access.

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

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

5. Course Evaluation System

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

Grading Schedule

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

The assessment of Pearson Higher National qualifications is criterion referenced and the centre is required to assess learners’ evidence against published learning outcomes and assessment criteria.

All units will be individually graded as ‘Pass’, ‘Merit’ or ‘Distinction’. To achieve a Pass grade for the unit, learners must meet the assessment criteria set out in the specifications. This gives transparency to the assessment process and provides for the establishment of national standards for each qualification.

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

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

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

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

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

The generic Merit and Distinction grade descriptors need to be viewed as a qualitative extension of the assessment criteria for pass within each individual unit. The relevant generic grade descriptors must be identified and specified within an assignment and the relevant indicative characteristics should be used to place the required evidence in context.

In order to achieve a Pass in a unit

· all learning outcomes and associated assessment criteria have been met

In order to achieve a Merit in a unit

· Pass requirements achieved

· all Merit grade descriptors achieved

In order to achieve a Distinction in a unit

· Pass and Merit requirements achieved

· all Distinction grade descriptors achieved

Learners who achieve the minimum eligible credit value specified by the rule of combination will achieve the qualification at pass grade.

Learners will be awarded a Merit or Distinction qualification grade by the aggregation of points gained through the successful achievement of individual units. The graded section of both the HNC and the HND is based on the learner’s best performance in units at the level or above of the qualification to the value of 75 credits.

The number of points available is dependent on the unit grade achieved and the credit size of the unit.

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

Points per credit

Pass

Merit

Distinction

0

1

2

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

Points range

Grade

0–74

Pass

P

75–149

Merit

M

150

Distinction

D

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

Points range

Grade

0–74

Pass

P

75–149

Merit

M

150

Distinction

D

Annexe B gives examples of how qualification grades are calculated.

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

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

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

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

1) Approval process

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

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

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

· have the human and physical resources required for effective delivery and assessment

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

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

· have a system to internally verify assessment decisions to ensure that standardised assessment decisions are made across all assessors and sites.

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

2) Monitoring of internal centre systems

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

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

3) Independent assessment review

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

The outcomes of this process will be to:

· confirm that internal assessment is to correct level to allow certification

or

· make recommendations to improve the quality of assessment outcomes before certification is released

or

· make recommendations about the centre’s ability to continue to be approved for the qualifications in question.

Annexe A

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

Merit descriptors

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

In order to achieve a Merit the learner must:

The learner’s evidence shows, for example:

Identify and apply strategies to find appropriate solutions

· effective judgements have been made

· complex problems with more than one variable have been explored

· an effective approach to study and research has been applied

Select/design and apply appropriate methods/techniques

· relevant theories and techniques have been applied

· a range of methods and techniques have been applied

· a range of sources of information has been used

· the selection of methods and techniques/sources has been justified

· the design of methods/techniques has been justified

· complex information/data has been synthesised and processed

· appropriate learning methods/techniques have been applied

Present and communicate appropriate findings

· the appropriate structure and approach has been used

· coherent, logical development of principles/concepts for the intended audience

· a range of methods of presentation have been used and technical language has been accurately used

· communication has taken place in familiar and unfamiliar contexts

· the communication is appropriate for familiar and unfamiliar

Distinction descriptors

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

In order to achieve a Distinction the learner must:

The learner’s evidence shows, for example:

Use critical reflection to evaluate own work and justify valid conclusions

· conclusions have been arrived at through synthesis of ideas and have been justified

· the validity of results has been evaluated using defined criteria

· self-criticism of approach has taken place

· realistic improvements have been proposed against defined characteristics for success

Take responsibility for managing and organising activities

· autonomy/independence has been demonstrated

· substantial activities, projects or investigations have been planned, managed and organised

· activities have been managed

· the unforeseen has been accommodated

· the importance of interdependence has been recognised and achieved

Demonstrate convergent/lateral/ creative thinking

· ideas have been generated and decisions taken

· self-evaluation has taken place

· convergent and lateral thinking have been applied

· problems have been solved

· innovation and creative thought have been applied

· receptiveness to new ideas is evident

· effective thinking has taken place in unfamiliar contexts

Annexe B

Awarding qualification grades


Points range

Grade

0–74

Pass

P

75–149

Merit

M

150

Distinction

D


Points range

Grade

0–74

Pass

P

75–149

Merit

M

150

Distinction

D

Below are examples of possible learner profiles of the best 75 credits at the level of the qualification or above. These tables fit both HNC and HND qualifications.

Unit grade

Credit achieved at each unit grade

Points per credit

Points scored

Pass

30

0

0

Merit

30

1

30

Distinction

15

2

30

Total

60

Qualification grade

Pass

Unit grade


Points per credit

Points scored

Pass

15

0

0

Merit

45

1

45

Distinction

15

2

30

Total

75

Qualification grade

Merit

Unit grade


Points per credit

Points scored

Pass

30

0

0

Merit

15

1

15

Distinction

30

2

60

Total

75

Qualification grade

Merit

Unit grade


Points per credit

Points scored

Pass

0

0

0

Merit

15

1

15

Distinction

60

2

120

Total

135

Qualification grade

Merit

Unit grade


Points per credit

Points scored

Pass

0

0

0

Merit

0

1

0

Distinction

75

2

150

Total

150

Qualification grade

Distinction

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

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

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

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

Once an assignment has been set, the assessment process may be split into two stages.

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

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

There should be one opportunity for formative assessment during an assignment. In exceptional circumstances, more opportunities may be provided but this presents a risk of malpractice. If the centre is in any doubt, they should check with their internal verifier.

6. Study curriculum

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

№

Study cycles of subjects and knowledge, skills and competency requirements

Assessment form

Study Timeline (hours, credits)

Examination, pass

Project

Total hours

Credits

Divided on:

Study Years and Terms

Theory Lessons

Practical Lessons

Year

Term

1

2

3

4

5

6

7

8

9

10

Name of subject type

1


X

150

15

75

75

2

3

2

Engineering Science

X

150

15

75

75

2

3

3


X

200

20

100

100

2

3

4


X

100

10

100

0

2

3

5


X

150

15

75

75

2

4

6

Business Management Techniques for Engineers

X

150

15

75

75

2

4

7

Engineering Design

X

150

15

75

75

2

4

8

Fluid Mechanics

X

150

15

75

75

2

4

9


X

150

15

75

75

2

4

10


X

150

15

75

75

3

5

11


X

150

15

75

75

3

5

12

Advanced Computer-aided Design Techniques

X

150

15

75

75

3

5

13


X

150

15

75

75

3

5

14


X

150

15

75

75

3

6

15

Research project

X

150

15

75

75

3

6

16

Quality Assurance and Management

X

150

15

75

75

3

6

17

Further Analytical Methods for Engineers

X

150

15

75

75

3

6

Total

2550

255

1325

1225

7. Program structure

№

Study cycles of subjects and knowledge, skills and competency requirements

Hours and credits

Name of subjects and/or units

Name of subject type

____/____

Learning outcome:

____ / ___

Name of subject/

Unit. Title

LO1

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

algebraic methods

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

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

1.3 solve scientific problems that involve arithmetic and geometric series

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

Total for unit 15 Credits, 150 GLH


LO2


trigonometric methods

2.1 use trigonometric functions to solve engineering problems

2.2 use sinusoidal functions and radian measure to solve engineering problems

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



LO3

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

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

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

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

3.4 analyse engineering situations and solve engineering problems using calculus



LO4


statistics and probability

4.1 represent engineering data in tabular and graphical form

4.2 determine measures of central tendency and dispersion

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

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



LO1

Be able to determine the behavioral characteristics of elements of static

engineering systems

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

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

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


Engineering Science

LO2

Be able to determine the behavioural characteristics of elements of dynamic

engineering systems

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

2.2 determine the effects of energy transfer in mechanical systems

2.3 determine the behaviour of oscillating mechanical systems


Engineering Science

LO3

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

problems

3.1 solve problems using Kirchhoff’s laws to calculate currents and voltages in circuits

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

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


Engineering Science

LO4

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

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

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

4.3 apply AC theory to solve problems involving transformers.


Engineering Science

LO1

Be able to formulate a Project

1.1 formulate and record possible outline project specifications

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

1.3 produce a specification for the agreed project

1.4 produce an appropriate project plan for the agreed project


Project Design, Implementation

and Evaluation

LO2

Be able to implement the project within agreed procedures and to specification

2.1 match resources efficiently to the project

2.2 undertake the proposed project in accordance with the agreed specification.

2.3 organise, analyse and interpret relevant outcomes



and Evaluation

LO3

Be able to evaluate the project outcomes

3.1 use appropriate project evaluation techniques

3.2 interpret and analyse the results in terms of the original project specification

3.3 make recommendations and justify areas for further consideration



and Evaluation

LO4

Be able to present the project outcomes

4.1 produce a record of all project procedures used

4.2 use an agreed format and appropriate media to present the outcomes of the project to an audience.



and Evaluation

(L/601/0995)

LO1

1 Be able to use algebraic methods

Total for Unit 10 Credits, 100 GLH


LO2

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



LO3

Be able to use statistical methods to display data



LO4

Be able to use elementary calculus techniques.



LO1

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

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

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

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


Health, Safety and Risk

Assessment in Engineering

LO2

Understand the nature and use of current health and safety legislation

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

inspectorate

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

2.3 select the relevant codes of practice to enhance safety




LO3

Be able to analyse engineering activities for the assessment of risk

3.1 identify a hazard and produce a risk rating

3.2 evaluate frequency and severity of an identified hazard

3.3 produce a hazard proforma for a given application

3.4 analyse a recording system that tracks and highlights potential hazards




LO4

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

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

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

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

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

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




LO1

Know how to manage work activities to achieve organisational objectives

1.1 define engineering business functions

1.2 outline the inter-relationships between the different processes and functions of an engineering organisation

1.3 organise work activities to meet specifications and standards


Business Management Techniques

for Engineers

LO2

Be able to select and apply costing systems and techniques

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

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



for Engineers

LO3

Understand the key functions of financial planning and control

3.1 explain the financial planning process in an engineering business

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

3.3 analyse standard costing techniques



for Engineers

LO4

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

project

4.1 establish the project resources and requirements

4.2 produce a plan with appropriate time-scales for completing the project

4.3 plan the human resource requirement and costs associated with each stage of the project.



for Engineers

LO1

Be able to prepare a design specification to meet customer requirements

1.1 establish customer requirements

1.2 present the major design parameters

1.3 obtain design information from appropriate sources and prepare a design specification

1.4 demonstrate that the design specification meets requirements


Engineering Design

LO2

Be able to analyse and evaluate possible design solutions and prepare a final

design report

2.1 produce an analysis of possible design solutions

2.2 produce and evaluate conceptual designs

2.3 select the optimum design solution

2.4 carry out a compliance check

2.5 produce a final design report


Engineering Design

LO3

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

Process

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

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

3.3 evaluate software that can assist the design process


Engineering Design

LO1

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

1.1 determine the hydrostatic pressure and thrust on immersed surfaces

1.2 determine the centre of pressure on immersed

surfaces

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


Fluid Mechanics

LO2

Understand the effects of viscosity in fluids

2.1 explain the characteristics of and parameters of viscosity in fluids

2.2 describe viscosity measurement techniques

2.3 describe the effects of shear force on Newtonian and non-Newtonian fluids


Fluid Mechanics

LO3

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

flow

3.1 determine head losses in pipeline flow

3.2 determine Reynolds’ number for a flow system and assess its significance

3.3 determine viscous drag of bluff and streamlined bodies

3.4 apply dimensional analysis to fluid flow


Fluid Mechanics

LO4

Understand the operating principles of hydraulic machines

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

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


Fluid Mechanics

LO1

Understand the parameters and characteristics of thermodynamic systems

1.1 evaluate polytropic process parameters

1.2 explain the operation thermodynamic systems and their properties

1.3 apply the first law of thermodynamics to thermodynamic systems

1.4 determine the relationships between system constants for an ideal gas



LO2

Be able to evaluate the performance of internal combustion engines

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

2.2 evaluate theoretical heat engine cycles

2.3 evaluate the performance characteristics of spark ignition and compression ignition internal combustion engines

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



LO3

Be able to evaluate the performance of reciprocating air compressors

3.1 evaluate property diagrams for compressor cycles

3.2 determine the performance characteristics of compressors

3.3 apply the first law of thermodynamics to compressors

3.4 identify compressor faults and hazards



LO4

Understand the operation of steam and gas turbine power plant

4.1 explain the principles of operation of steam and gas turbines

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

4.3 determine the performance characteristics of steam power plant.



LO1

Be able to determine the behavioural characteristics of materials subjected to

complex loading systems

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

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

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

1.4 apply the relationship between elastic constants



LO2

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

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

2.2 determine the principal stresses that occur in a thinwalled cylindrical pressure vessel

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



LO3

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

3.1 determine the dynamic parameters of a belt drive

3.2 determine the dynamic parameters of a friction clutch

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



LO4

Be able to determine the dynamic parameters of rotating systems

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

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

4.3 determine the energy storage requirements of a flywheel

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



LO1

Be able to determine the properties and selection criteria of materials from

tests and data sources

1.1 detail the appropriate properties and criteria for the selection of a metallic, ceramic, polymer and composite material

1.2 explain the particular characteristics related to the microstructure and macroscopic behaviour of the four categories of engineering materials

1.3 generate and process test data to assess material properties for two categories of material

1.4 investigate and assess the quality of suitable data from three different sources



LO2

Understand the relationships between manufacturing processes and material

behaviour

2.1 explain how one heat treatment process and two other treatment processes affect the structure, properties and behaviour of the parent material

2.2 explain how one liquid processing method and two mechanical processing methods affect the structure, properties and behaviour of the parent material

2.3 investigate how the composition and structure of metal alloys, polymers and polymer matrix composites influence the properties of the parent material



LO3

Be able to select suitable materials and processing methods for a specific product

3.1 analyse the function/s of a product in terms of the materials’ constraints on its design

3.2 identify the required properties for the product and select the most appropriate materials and processing methods

3.3 identify and explain the possible limitations on the product imposed by the processing and by the need to safeguard the environment and minimise costs



LO4

Understand the in-service causes of failure of engineering materials

4.1 explain the common causes of in-service failure for products or structures produced from each or a combination of the four categories of engineering materials

4.2 for one product or material structure, identify and explain the in-service conditions that may contribute to early failure

4.3 explain the methods for investigating materials failure and for estimating product service life, when a product is subject to creep and fatigue loading

4.4 determine and make recommendations for remedial/preventive measures for a given product or materials structure, that will help improve its service life.



LO1

Be able to modify and update an existing design

1.1 load drawing files from varying sources using different formats

1.2 update the modified blocks and load into drawing

1.3 modify drawing to new requirements and record modifications

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

1.5 produce and print/plot report and drawing


Advanced Computer-aided Design

Techniques

LO2

Be able to generate a surface model

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

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

2.3 create the correct surface construction

2.4 produce a surface that is compatible with processing limits

2.5 create a suitable viewing medium

2.6 produce a report describing the different methods of constructing a surface



Techniques

LO3

Be able to generate a solid model

3.1 manipulate the user coordinate system (UCS) and world coordinate system (WCS) to suit construction requirements

3.2 create bounded geometry for extrusion and revolving

3.3 produce sections from solid model

3.4 demonstrate the use of construction techniques

3.5 produce file containing mass, surface area, radius of gyration and centre of gravity

3.6 produce a report detailing the uses of solid modelling in the manufacturing process.



Techniques

LO1

Understand the characteristics of a range of machine tools

1.1 explain the typical axis conventions of given machine tools

1.2 explain the operation of types of drive and the axis control systems, such as hand-wheels and servomotors, for given machine tools

1.3 describe the six degrees of freedom of a rigid body and how they relate to work holding techniques

1.4 describe work and tool holding devices for given machine tools



LO2

Understand machining operations

2.1 assess the suitability of machine tool types for the production of specific components and geometries

2.2 plan the sequence of operations required to produce specific components

2.3 describe the machining and forming processes involved in the production of specific features



LO3

Understand material removal and forming principles

3.1 select appropriate tooling for the production of specific features on specific materials

3.2 determine the forces acting on the tool face and work piece during ideal orthogonal cutting

3.3 calculate speeds and feeds for turning and milling operations for a variety of tool and work piece materials

3.4 describe the mechanisms and effects of different types of tool wear and catastrophic failure

3.5 estimate the life of given tools for specific Applications



LO4

Be able to produce components to specification using safe working practices

4.1 demonstrate awareness of health and safety issues related to the specific machine tools used and the workshop in general

4.2 select correct tooling and machine settings

4.3 produce given components to specification in compliance with the planned sequence of operations.



LO1

Understand how to analyse a product design for its economic manufacture

1.1 examine the most appropriate manufacturing methods for a product

1.2 discuss the elements involved in the total cost of a product

1.3 explain the advantages and disadvantages of standardisation

1.4 analyse the manufacturing process and material requirements for a component



LO2

Understand the product design features and techniques that facilitate economic assembly

2.1 explain the most appropriate method of assembly for a product

2.2 explain the flexible manufacturing systems and robots used in the economic manufacture of a product

2.3 evaluate the features of a component that assist and/or prevent economic manufacture using automatic assembly methods



LO3

Be able to apply the principles of geometrical tolerancing

3.1 apply the principles of geometric tolerancing to the manufacture of a product

3.2 report on the effects of tolerance build-up and assess its application on an assembled product

3.3 select and use dimensional data for the manufacture and inspection of a component



LO4

Be able to select and use appropriate computer-aided manufacturing software

4.1 demonstrate how CNC software can be used for component manufacture

4.2 demonstrate how CAM software programs can be used for the assembly of a product

4.3 demonstrate how CAM software can be used for material selection and handling processes.



LO1

Understand how to formulate a research specification

1.1 formulate and record possible research project outline specifications

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

1.3 undertake a critical review of key references

1.4 produce a research project specification

1.5 provide an appropriate plan and procedures for the agreed research specification


Research Project

LO2

Be able to implement the research project within agreed procedures and to

specification

2.1 match resources efficiently to the research question or hypothesis

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

2.3 record and collate relevant data where appropriate


Research Project

LO3

Be able to evaluate the research outcomes

3.1 use appropriate research evaluation techniques

3.2 interpret and analyse the results in terms of the original research specification

3.3 make recommendations and justify areas for further Consideration


Research Project

LO4

Be able to present the research outcomes

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


Research Project

LO1

Understand how total quality management (TQM) systems operate

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

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

1.3 analyse the application of TQM techniques in an Organisation


Quality Assurance and

Management

LO2

Know the key factors of quality assurance (QA) techniques

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

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

2.3 describe the factors affecting costing



Management

LO3

Be able to apply quality control (QC) techniques

3.1 report on the applications of quality control techniques

3.2 apply quality control techniques to determine process capability

3.3 use software packages for data collection and analysis.



Management

LO1

Be able to analyse and model engineering situations and solve problems using number systems

1.1 use estimation techniques and error arithmetic to establish realistic results from experiment

1.2 convert number systems from one base to another, and apply the binary number system to logic circuits

1.3 perform arithmetic operations using complex numbers in Cartesian and polar form

1.4 determine the powers and roots of complex numbers using de Moivre’s theorem

1.5 apply complex number theory to the solution of engineering problems when appropriate


Further Analytical Methods for

Engineers

LO2


graphical and numerical methods

2.1 draw graphs involving algebraic, trigonometric and logarithmic data from a variety of scientific and engineering sources, and determine realistic estimates for variables using graphical estimation techniques

2.2 make estimates and determine engineering parameters from graphs, diagrams, charts and data tables

2.3 determine the numerical integral of scientific and engineering functions

2.4 estimate values for scientific and engineering functions using iterative techniques



Engineers

LO3

Be able to analyse and model engineering situations and solve problems using vector geometry and matrix methods

3.1 represent force systems, motion parameters and waveforms as vectors and determine required engineering parameters using analytical and graphical methods

3.2 represent linear vector equations in matrix form and solve the system of linear equations using Gaussian elimination

3.3 use vector geometry to model and solve appropriate engineering problems



Engineers

LO4

Be able to analyse and model engineering situations and solve problems using ordinary differential equations

4.1 analyse engineering problems and formulate mathematical models using first order differential equations

4.2 solve first order differential equations using analytical and numerical methods

4.3 analyse engineering problems and formulate mathematical models using second order differential equations

4.4 solve second order homogeneous and nonhomogenous differential equations

4.5 apply first and second order differential equations to

the solution of engineering situations.



Engineers

Total

Credits: 255

GLH: 2550

8. Study programs

CORE UNITS

Unit 1: Analytical Methods for Engineers

Credit value: 15

· Aim

This unit will provide the analytical knowledge and techniques needed to carry out a range of engineering tasks and will provide a base for further study of engineering mathematics.

· Unit abstract

This unit enables learners to develop previous mathematical knowledge obtained at school or college and use fundamental algebra, trigonometry, calculus, statistics and probability for the analysis, modelling and solution of realistic engineering problems.

Learning outcome 1 looks at algebraic methods, including polynomial division, exponential, trigonometric and hyperbolic functions, arithmetic and geometric progressions in an engineering context and expressing variables as power series.

The second learning outcome will develop learners’ understanding of sinusoidal functions in an engineering concept such as AC waveforms, together with the use of trigonometric identities.

The calculus is introduced in learning outcome 3, both differentiation and integration with rules and various applications.

Finally, learning outcome 4 should extend learners’ knowledge of statistics and probability by looking at tabular and graphical representation of data; measures of mean, median, mode and standard deviation; the use of linear regression in engineering situations, probability and the normal distribution.

· Learning outcomes

On successful completion of this unit a learner will:

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

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

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

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

· Unit content

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

Algebraic methods: polynomial division; quotients and remainders; use of factor and remainder theorem; rules of order for partial fractions (including linear, repeated and quadratic factors); reduction of algebraic fractions to partial fractions

Exponential, trigonometric and hyperbolic functions: the nature of algebraic functions; relationship between exponential and logarithmic functions; reduction of exponential laws to linear form; solution of equations involving exponential and logarithmic expressions; relationship between trigonometric and hyperbolic identities; solution of equations involving hyperbolic functions

Arithmetic and geometric: notation for sequences; arithmetic and geometric progressions; the limit of a sequence; sigma notation; the sum of a series; arithmetic and geometric series; Pascal’s triangle and the binomial theorem

Power series: expressing variables as power series functions and use series to find approximate values eg exponential series, Maclaurin’s series, binomial series

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

Sinusoidal functions: review of the trigonometric ratios; Cartesian and polar co-ordinate systems; properties of the circle; radian measure; sinusoidal functions

Applications: angular velocity, angular acceleration, centripetal force, frequency, amplitude, phase, the production of complex waveforms using sinusoidal graphical synthesis, AC waveforms and phase shift

Trigonometric identities: relationship between trigonometric and hyperbolic identities; double angle and compound angle formulae and the conversion of products to sums and differences; use of trigonometric identities to solve trigonometric equations and simplify trigonometric expressions

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

Calculus: the concept of the limit and continuity; definition of the derivative; derivatives of standard functions; notion of the derivative and rates of change; differentiation of functions using the product, quotient and function of a function rules; integral calculus as the calculation of area and the inverse of differentiation; the indefinite integral and the constant of integration; standard integrals and the application of algebraic and trigonometric functions for their solution; the definite integral and area under curves

Further differentiation: second order and higher derivatives; logarithmic differentiation; differentiation of inverse trigonometric functions; differential coefficients of inverse hyperbolic functions

Further integration: integration by parts; integration by substitution; integration using partial fractions

Applications of the calculus: eg maxima and minima, points of inflexion, rates of change of temperature, distance and time, electrical capacitance, rms values, electrical circuit analysis,

AC theory, electromagnetic fields, velocity and acceleration problems, complex stress and strain, engineering structures, simple harmonic motion, centroids, volumes of solids of revolution, second moments of area, moments of inertia, rules of Pappus, radius of gyration, thermodynamic work and heat energy

Engineering problems: eg stress and strain, torsion, motion, dynamic systems, oscillating systems, force systems, heat energy and thermodynamic systems, fluid flow, AC theory, electrical signals, information systems, transmission systems, electrical machines, electronics

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

Tabular and graphical form: data collection methods; histograms; bar charts; line diagrams; cumulative frequency diagrams; scatter plots

Central tendency and dispersion: the concept of central tendency and variance measurement; mean; median; mode; standard deviation; variance and interquartile range; application to engineering production

Regression, linear correlation: determine linear correlation coefficients and regression lines and apply linear regression and product moment correlation to a variety of engineering situations Probability: interpretation of probability; probabilistic models; empirical variability; events and sets; mutually exclusive events; independent events; conditional probability; sample space and probability; addition law; product law; Bayes’ theorem

Probability distributions: discrete and continuous distributions, introduction to the binomial, Poisson and normal distributions; use of the normal distribution to estimate confidence intervals and use of these confidence intervals to estimate the reliability and quality of appropriate engineering components and systems


Learning outcomes


Assessment criteria for pass

The learner can:

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

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

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

1.3 solve scientific problems that involve arithmetic and geometric series

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

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

2.1 use trigonometric functions to solve engineering problems

2.2 use sinusoidal functions and radian measure to solve engineering problems

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

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

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

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

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

3.4 analyse engineering situations and solve engineering problems using calculus

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

4.1 represent engineering data in tabular and graphical form

4.2 determine measures of central tendency and dispersion

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

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

Guidance

Links

This unit can be linked with the core units and other principles and applications units within the programme. It will also form the underpinning knowledge for the study of further mathematical units such as Unit: Further Analytical Methods for Engineers, Unit: Advanced Mathematics for Engineering.

Entry requirements for this unit are at the discretion of the centre. However, it is strongly advised that learners should have completed the BTEC National unit Mathematics for Engineering Technicians or equivalent. Learners who have not attained this standard will require appropriate bridging studies.

Essential requirements

There are no essential resources for this unit.

Employer engagement and vocational contexts

The delivery of this unit will benefit from centres establishing strong links with employers willing to contribute to the delivery of teaching, work-based placements and/or detailed case study materials.

Unit 2: Engineering Science

Credit value: 15

· Aim

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

· Unit abstract

Engineers, no matter from what discipline, need to acquire a fundamental understanding of the mechanical and electrical principles that underpin the design and operation of a large range of engineering equipment and systems.

This unit will develop learners’ understanding of the key mechanical and electrical concepts that relate to all aspects of engineering.

In particular, learners will study elements of engineering statics including the analysis of beams, columns and shafts. They will then be introduced to elements of engineering dynamics, including the behavioural analysis of mechanical systems subject to uniform acceleration, the effects of energy transfer in systems and to natural and forced oscillatory motion.

The electrical system principles in learning outcome 3 begin by refreshing learners’ understanding of resistors connected in series/parallel and then developing the use of Ohm’s law and Kirchhoffs law to solve problems involving at least two power sources. Circuit theorems are also considered for resistive networks only together with a study of the characteristics of growth and decay of current/voltage in series C-R and L-R circuits.

The final learning outcome develops learners’ understanding of the characteristics of various AC circuits and finishes by considering an important application - the transformer.



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

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

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

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

· Unit content

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

Simply supported beams: determination of shear force; bending moment and stress due to bending; radius of curvature in simply supported beams subjected to concentrated and uniformly distributed loads; eccentric loading of columns; stress distribution; middle third rule Beams and columns: elastic section modulus for beams; standard section tables for rolled steel beams; selection of standard sections eg slenderness ratio for compression members, standard section and allowable stress tables for rolled steel columns, selection of standard sections Torsion in circular shafts: theory of torsion and its assumptions eg determination of shear stress, shear strain, shear modulus; distribution of shear stress and angle of twist in solid and hollow circular section shafts

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

Uniform acceleration: linear and angular acceleration; Newton’s laws of motion; mass moment of inertia and radius of gyration of rotating components; combined linear and angular motion; effects of friction

Energy transfer: gravitational potential energy; linear and angular kinetic energy; strain energy; principle of conservation of energy; work-energy transfer in systems with combine linear and angular motion; effects of impact loading

Oscillating mechanical systems: simple harmonic motion; linear and transverse systems; qualitative description of the effects of forcing and damping

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

DC electrical principles: refresh idea of resistors in series and parallel; use of Ohm’s and Kirchhoffs laws; voltage and current dividers; review of motor and generator principles eg series, shunt; circuit theorems eg superposition, Thevenin, Norton and maximum power transfer for resistive circuits only; fundamental relationships eg resistance, inductance, capacitance, series C-R circuit, time constant, charge and discharge curves of capacitors, L-R circuits

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

AC electrical principles: features of AC sinusoidal wave form for voltages and currents; explanation of how other more complex wave forms are produced from sinusoidal wave forms; R, L, C circuits eg reactance of R, L and C components, equivalent impedance and admittance for R-L and R-C circuits; high or low pass filters; power factor; true and apparent power; resonance for circuits containing a coil and capacitor connected either in series or parallel; resonant frequency; Q-factor of resonant circuit; transformer fundamentals: construction eg double wound; transformation ratio; equivalent circuit; unloaded transformer; resistance (impedance) matching; transformer losses; applications eg current transformers, voltage transformers


Learning outcomes


Assessment criteria for pass

The learner can:

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

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

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

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

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

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

2.2 determine the effects of energy transfer in mechanical systems

2.3 determine the behaviour of oscillating mechanical

systems

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

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

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

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

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

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

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

4.3 apply AC theory to solve problems involving transformers.

Guidance

Links

This unit may be linked with Unit: Analytical Methods for Engineers.

Successful completion of this unit would enable learners to meet, in part, the Incorporated Engineer (IEng) requirements laid down in the UK Engineering Council Standard for Professional Engineering Competence (UK-SPEC) Competence A2, ‘Use appropriate scientific, technical or engineering principles’.

Essential requirements

Learners will need access to suitable mechanical and electrical laboratory equipment.

Employer engagement and vocational contexts

Liaison with employers would prove of benefit to centres, especially if they are able to offer help with the provision of suitable mechanical or electrical systems/equipment that demonstrate applications of the principles.

6

Unit 3: Project Design, Implementation and Evaluation

Credit value: 20

· Aim

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

· Unit abstract

This unit provides opportunities for learners to develop skills in decision making, problem solving and communication, integrated with the skills and knowledge developed in many of the other units within the programme to complete a realistic project.

It requires learners to select, plan, implement and evaluate a project and finally present the outcomes, in terms of the process and the product of the project. It also allows learners to develop the ability to work individually and/or with others, within a defined timescale and given constraints, to produce an acceptable and viable solution to an agreed brief.

If this is a group project, each member of the team must be clear about their responsibilities at the start of the project and supervisors must ensure that everyone is accountable for each aspect of the work and makes a contribution to the end result.

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



1. Be able to formulate a project

2. Be able to implement the project within agreed procedures and to specification

3. Be able to evaluate the project outcomes

4. Be able to present the project outcomes.

· Unit content

1. Be able to formulate a project

Project selection: researching and reviewing areas of interest; literature review; methods of evaluating feasibility of projects, initial critical analysis of the outline specification, selection of project option, initiating a project logbook/diary, estimating costs and resource implications, identifying goals and limitations, value of project, rationale for selection, agree roles and allocate responsibilities (individually with tutor/supervisor and within project group if appropriate) Project specifications: developing and structuring a list of requirements relevant to project specifications eg costs, timescales, scale of operation, standards, legislation, ethics, sustainability, quality, fitness-for-purpose, business data, resource implications Procedures: planning and monitoring methods, operating methods, lines of communication, risk analysis, structure of groups and collaborative working eg learner groups or roles and responsibilities within a work-based project, targets and aims

Project plan: production of a plan for the project including timescales, deliverables, milestones, quality assurance systems and quality plans, and monitoring progress

2. Be able to implement the project within agreed procedures and to specification

Implem

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