144603 HN Mechanical Engineering Units

BTEC Higher Nationals

Guidance and units

Edexcel Level 4BTEC Higher Nationals in MechanicalEngineeringAugust 2003

London Qualifications is one of the leading examining and awarding bodies in the UK andthroughout the world. It incorporates all the qualifications previously awarded under theEdexcel and BTEC brand. We provide a wide range of qualifications including general(academic), vocational, occupational and specific programmes for employers.

Through a network of UK and overseas offices, our centres receive the support they need tohelp them deliver their education and training programmes to learners.

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk

References to third-party material made in this specification are made in good faith. LondonQualifications does not endorse, approve or accept responsibility for the content of materials,which may be subject to change, or any opinions expressed therein. (Material may includetextbooks, journals, magazines and other publications and websites.)

Authorised by Peter Goff

Publications Code B013368

All the material in this publication is copyright© London Qualifications Limited 2003

EDEXCEL LEVEL 4 BTEC HIGHERNATIONALS IN MECHANICALENGINEERING

BTEC Higher National Certificate in Mechanical Engineering

BTEC Higher National Diploma in Mechanical Engineering

Contents

Qualification titles covered by this specification 1Edexcel qualifications in the National QualificationsFramework 2Introduction 3Structure of the qualification 3

BTEC Higher National Certificate 3

BTEC Higher National Diploma 3

Key features 8Professional body recognition 9

National Occupational Standards 9

Qualification Requirement 9

Higher-level skills 10

BTEC Higher National Certificate 10

BTEC Higher National Diploma 10

Teaching, learning and assessment 11Unit format 11

Learning and assessment 12

Grading Higher National units 13

Grade descriptors 14

Accreditation of Prior Learning (APL) 16

Quality assurance of BTEC Higher Nationals 16Centre and programme approval 16

Monitoring centres’ internal quality systems 17

Independent assessment: the role of the external examiner 17

Programme design and delivery 18Mode of delivery 19

Resources 19

Delivery approach 20

Meeting local needs 20

Locally-devised specialist units 20

Limitations on variations from standard specifications 20

Access and recruitment 21Restrictions on learner entry 21

Learners with particular requirements 22

The wider curriculum 22Ethical, social and cultural issues 22

Environmental issues 22

European developments 22

Health and safety issues 23

Equal opportunities issues 23

Useful publications 23Professional body contact details 23

How to obtain National Occupational Standards 24

Professional development and training 25Further information 25Core units 27

Unit 1: Business Management Techniques 29

Unit 2: Analytical Methods for Engineers 35

Unit 3: Engineering Science 41

Unit 4: Project 47

Unit 5: Mechanical Principles 53

Unit 6: Engineering Design 59

Specialist units 63Unit 7: Materials Engineering 65

Unit 8: Fluid Mechanics 71

Unit 9: Applications of Pneumatics and Hydraulics 75

Unit 10: Strengths of Materials 81

Unit 11: Dynamics of Machines 85

Unit 12: Heat Transfer and Combustion 89

Unit 13: Engineering Thermodynamics 93

Unit 14: Energy Management 99

Unit 15: Further Analytical Methods for Engineers 103

Unit 16: Mechatronic Systems Principles 111

Unit 17: Health and Safety and Risk Assessment 115

Unit 18: Project Management 121

Unit 19: Quality Assurance and Management 127

Unit 20: Managing the Work of Individuals and Teams 131

Unit 21: Advanced Computer-Aided Design Techniques 135

Unit 22: Engineering Mathematics 139

Unit 23: Programming Concepts 145

Unit 24: Application of Machine Tools 149

Unit 25: Computer-Aided Machining 155

Unit 26: Programmable Logic Controllers 159

Unit 27: Manufacturing Process 163

Unit 28: Plant Technology 169

Unit 29: Robot Technology 173

Unit 30: Design for Manufacture 177

Annex A 181Qualification codes 181

QCA codes 181

Edexcel codes 181

QCA and Edexcel codes 181

Annex B 183Engineering Council (UK) – Extract from "New Standards for Registration" 183

Annex C 187Engineering Applications 187

Annex D 191Overall structure of OSCEng Higher Level Standards: Functional Map (V 2) 191

Annex E 195Qualification requirement 195

B013368 – Guidance and units – Edexcel Level 4 BTEC Higher Nationals in Mechanical Engineering– Issue 1 – August 2003

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Qualification titles covered by this specification

Edexcel Level 4 BTEC Higher National Certificate in Mechanical Engineering

Edexcel Level 4 BTEC Higher National Diploma in Mechanical Engineering

These qualifications have been accredited to the National Qualifications Framework (NQF).The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A.

These qualification titles are as they will appear on the learner’s certificate. Learners need to bemade aware of this when they are recruited by the centre and registered with Edexcel.Providing this happens, centres are able to describe the programme of study leading to theaward of the qualification in different ways to suit the medium and the target audience.


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Edexcel qualifications in the National Qualifications Framework

NQF levelBTEC Professional Award, Certificate,Diploma

Key skills level 5 NVQ level 5

BTEC Higher National DiplomaBTEC Higher National Certificate

BTEC Professional Award, Certificate,Diploma

Key skills level 4 NVQ level 4

BTEC National DiplomaBTEC National CertificateBTEC National Award

BTEC Diploma in Foundation Studies (Artand Design)

BTEC Award, Certificate, Diploma

Key skills level 3 GCE A LevelGCE AS LevelVCEAEA

NVQ level 3

BTEC First Diploma


Level 2 Certificate inAdult NumeracyLevel 2 Certificate inAdult Literacy

Key skills level 2 GCSE (A* – C)GCSE (Double Awards) (A* A* – CC)GCSE (Short Courses) (A* – C)Intermediate GNVQ

NVQ level 2

BTEC Introductory CertificateBTEC Introductory Diploma


Level 1 Certificate inAdult NumeracyLevel 1 Certificatein Adult Literacy

Key skills level 1GCSE (D – G)GCSE (Double Awards) (DD – GG)GCSE (Short Courses) (D - G)Foundation GNVQ

NVQ level 1

Entry Level Certificate in Skills for WorkingLifeEntry Level Certificate in Personal Skills

Entry Level Certificate inAdult NumeracyEntry Level Certificate inAdult Literacy

Entry Level Certificates


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Introduction

This document contains the units and associated guidance for the National QualificationsFramework (NQF) Edexcel Level 4 BTEC Higher Nationals in Mechanical Engineering. Eachunit sets out the required outcomes and content and includes advice regarding appropriatedelivery and assessment strategies. The guidance contains further details of the teaching,learning, assessment and quality assurance of these qualifications. It includes advice aboutEdexcel’s policy regarding access to its qualifications, the design of programmes of study anddelivery modes.

Structure of the qualification

BTEC Higher National Certificate

The BTEC Higher National Certificate in Mechanical Engineering is a 10-unit qualification ofwhich five are core units.

The BTEC Higher National Certificate programme must contain a minimum of five unitsdesignated at H2 level.

BTEC Higher National Diploma

The BTEC Higher National Diploma in Mechanical Engineering is a 16-unit qualification ofwhich six are core units.

The BTEC Higher National Diploma programme must contain a minimum of eight unitsdesignated at H2 level.


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Structure of Edexcel Level 4 BTEC Higher National Certificate in MechanicalEngineering

Unit No Core units – all five units must be taken Unit levelH1 or H2

1 Business Management Techniques H1

2 Analytical Methods for Engineers H1

3 Engineering Science H1

4 Project H2

5 Mechanical Principles H2

Specialist units – choose five units

6 Engineering Design H2

7 Materials Engineering H1

8 Fluid Mechanics H1

9 Applications of Pneumatics and Hydraulics H1

10 Strengths of Materials H2

11 Dynamics of Machines H2

12 Heat Transfer and Combustion H2

13 Engineering Thermodynamics H2

14 Energy Management H2

15 Further Analytical Methods for Engineers H2

16 Mechatronic Systems Principles H1

17 Health and Safety and Risk Assessment H1

18 Project Management H2

19 Quality Assurance and Management H2

20 Managing the Work of Individuals and Teams H2

21 Advanced Computer-Aided Design Techniques H2

22 Engineering Mathematics H2

23 Programming Concepts H1

24 Application of Machine Tools H1

25 Computer-Aided Machining H1

26 Programmable Logic Controllers H1

27 Manufacturing Process H1

28 Plant Technology H2

29 Robot Technology H2

30 Design for Manufacture H2

The BTEC Higher National Certificate programme must contain a minimum of five unitsdesignated at H2 level.


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Engineering Applications

All BTEC Higher Nationals in Engineering, must be provided in the context of EngineeringApplications (EA). The term ‘Engineering Applications’ originated in the Finniston ReportEngineering Our Future in 1980. These are intended for integration into higher educationcourses to give structure and definition to the application of engineering. They aim to achievesome of the benefits of integrated sandwich courses where such courses are not available.

There are two components: Engineering Applications 1 (EA1) and Engineering Applications 2(EA2). See Annex C for details.


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Structure of Edexcel Level 4 BTEC Higher National Diploma in MechanicalEngineering

Unit no Core units – all six units must be taken Unit levelH1 or H2

1 Business Management Techniques H1

2 Analytical Methods for Engineers H1

3 Engineering Science H1

4 Project H2

5 Mechanical Principles H2

6 Engineering Design H2

Specialist units – choose nine units

7 Materials Engineering H1

8 Fluid Mechanics H1

9 Applications of Pneumatics and Hydraulics H1

10 Strengths of Materials H2

11 Dynamics of Machines H2

12 Heat Transfer and Combustion H2

13 Engineering Thermodynamics H2

14 Energy Management H2

15 Further Analytical Methods for Engineers H2

16 Mechatronic Systems Principles H1

17 Health and Safety and Risk Assessment H1

18 Project Management H2

19 Quality Assurance and Management H2

20 Managing the Work of Individuals and Teams H2

21 Advanced Computer-Aided Design Techniques H2

22 Engineering Mathematics H2

23 Programming Concepts H1

24 Application of Machine Tools H1

25 Computer-Aided Machining H1

26 Programmable Logic Controllers H1

27 Manufacturing Process H1

28 Plant Technology H2

29 Robot Technology H2

30 Design for Manufacture H2

The BTEC Higher National Diploma programme must contain a minimum of eight unitsdesignated at H2 level.


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All BTEC Higher Nationals in Engineering, must be provided in the context of EngineeringApplications (EA). The term ‘Engineering Applications’ originated in the Finniston ReportEngineering Our Future in 1980. These are intended for integration into higher educationcourses to give structure and definition to the application of engineering. They aim to achievesome of the benefits of integrated sandwich courses where such courses are not available.

There are two components: Engineering Applications 1 (EA1) and Engineering Applications 2(EA2). See Annex C for details.


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Key features

BTEC Higher Nationals are designed to provide a specialist vocational programme, linked toprofessional body requirements and National Occupational Standards where appropriate, with astrong work related emphasis. The qualifications provide a thorough grounding in the keyconcepts and practical skills required in their sector and their national recognition by employersallows progression direct into employment. BTEC Higher Nationals offer a strong emphasis onpractical skills development alongside the development of requisite knowledge andunderstanding in their sector. Learners are attracted to this strong vocational programme ofstudy that meets their individual progression needs whether this is into employment or tofurther study on degree or professional courses.

A key progression path for BTEC Higher National Certificate and Diploma learners is to thesecond or third year of a degree or honours degree programme, depending on the match of theBTEC Higher National units to the degree programme in question. The BTEC Higher NationalCertificate and Diploma offer a progression route to the professional qualifications offered byEngineering Council UK and relevant Licensed Member organisations.

BTEC Higher Nationals in Mechanical Engineering have been developed to focus on:

� the education and training of mechanical engineers/technicians who are employed at aprofessional level in a variety of types of technical work, such as: mechanical design,manufacture, maintenance and technical services areas of the engineering industry

� providing opportunities for mechanical engineers/technicians to achieve a nationallyrecognised level four vocationally specific qualification

� providing opportunities for full-time learners to gain a nationally recognised vocationallyspecific qualification, to enter employment as an engineer/technician, or progress to highereducation qualifications such as a full or part-time degree in mechanical engineering orrelated area

� providing opportunities for learners to focus on the development of the higher level skills ina technological and management context

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

This qualification meets the needs of the above rationale by:

� developing a range of skills, techniques, personal qualities and attributes essential forsuccessful performance in working life and thereby enabling learners to make an immediatecontribution to employment at the appropriate professional level

� preparing learners for a range of technical and management careers in mechanicalengineering

� equipping individuals with knowledge, understanding and skills for success in employmentin the mechanical engineering related industries

� providing specialist studies relevant to vocations and professions in which learners areworking or intend to seek employment within mechanical engineering and its relatedindustries

� enabling progression to or counting towards an undergraduate degree or furtherprofessional qualification in mechanical engineering or related area

� providing a significant education base for progression to Incorporated Engineer level.


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Professional body recognition

The BTEC Higher National qualifications in Mechanical Engineering have been developedwith career progression and recognition by professional bodies in mind. It is essential thatlearners gain the maximum benefit from their programme of study. Thus this development hasbeen informed by discussions/relevant publications from the Engineering Council UK (EC(UK)), the Institution of Incorporated Engineers (IIE), the Occupational Standards Council forEngineering, Engineering Professors’ Council (EPC), the Engineering and Marine TrainingAuthority (EMTA), the Society of Operations Engineers (SOE) and the Electricity TrainingAssociation (ETA).

We have added value to this BTEC Higher National qualification by acquiring recognition fromthe Engineering Council UK. The following list is an indication of relevant professional bodieswho recognise that this BTEC Higher National in Mechanical Engineering has been designed tocomply with the Engineering Council UK’s SARTOR regulations:

� The Institution of Incorporated Engineers (IIE)

� Institute of Measurement and Control

� The Society of Operations Engineers (SOE)

� Institution of Engineering Designers (IED)

Further details of professional body recognition and exemptions for BTEC Higher Nationals aregiven in the publication BTEC Professional Recognition which is available on Edexcel’swebsite (www.edexcel.org.uk).

National Occupational Standards

The BTEC Higher Nationals in Mechanical Engineering relate to the Occupational StandardsCouncil for Engineering (OSCEng) Higher Level Occupational Standards in the Engineeringsector at Level 4, which in turn form the basis of the Engineering National VocationalQualifications (NVQs). BTEC Higher Nationals do not purport to deliver occupationalcompetence in the sector, which should be demonstrated in a work context. However, thequalifications provide underpinning knowledge for the National Occupational Standards, aswell as developing practical skills in preparation for work and possible achievement of NVQsin due course.

Links to the OscEng Higher Level Occupational Standards in Annex D.

Qualification Requirement

Edexcel has published Qualification Requirements as part of the revision of BTEC HigherNationals. Qualification Requirements set out the aims and rationale of the qualifications andprovide the framework of curriculum content. They also identify the higher-level skillsassociated with the qualifications and any recognition by relevant professional bodies. TheQualification requirement for BTEC Higher Nationals in Mechanical Engineering is included inthis specification in Annex E.

Edexcel standard specifications titles are developed from the Qualification Requirements.Licensed centres comply with Qualification Requirements when developing BTEC HigherNationals under these standard titles.

Qualification Requirements provide consistent standards within the same vocational area andclearly identify the skills and knowledge that can be expected of any holder of an identicalBTEC Higher National. This will allow higher education institutions, employers andprofessional bodies to confidently provide progression opportunities to successful learners.


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Higher-level skills

Learners studying for BTEC Higher Nationals in Mechanical Engineering will be expected todevelop 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 own 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-basedarguments critically and identify solutions to clearly defined problems of a general routinenature

� communicate the results of their study and other work accurately and reliably using a rangeof specialist techniques

� identify and address their own major learning needs within defined contexts and toundertake guided further learning in new areas

� apply subject-related and transferable skills to contexts where the scope of the task and thecriteria for decisions are generally well defined but where some personal responsibility andinitiative is required.

BTEC Higher National Certificate

The 10-unit BTEC Higher National Certificate in Mechanical Engineering provides a specialistwork-related programme of study that covers the key knowledge, understanding and practicalskills required in mechanical engineering sector and also offers particular specialist emphasisthrough the choice of specialist units.

BTEC Higher National Certificates provide a nationally recognised qualification offeringcareer progression and professional development for those already in employment andopportunities to progress into higher education. The qualifications are mode free but they areprimarily undertaken by part-time learners studying over two years. In some sectors there areopportunities for those wishing to complete an intensive programme of study in a shorter periodof time.

This specification provides centres with a framework to develop engaging programmes forhigher-education learners who are clear about the area of employment that they wish to enter.Access to suitable mechanical engineering work situations may allow learners to achieve anNVQ qualification in Engineering or individual Engineering NVQ units.

BTEC Higher National Diploma

The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation thanthe BTEC Higher National Certificate. Higher National Diplomas are mode free but arefollowed predominately by full-time learners. They allow progression into or withinemployment in the mechanical engineering sector, either directly on achieving of the award orfollowing further study to degree level.


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The BTEC Higher National Diploma in Mechanical Engineering provides opportunities forlearners to apply their knowledge and practical skills in the workplace. Full-time learners havethe opportunity to do this through formal work placements or their part-time employmentexperience.

The qualification prepares learners for employment in the mechanical engineering sector andwill be suitable for learners who have already decided that they wish to enter this area of work.Some adult learners may wish to make the commitment required by this qualification in orderto enter a specialist area of employment in mechanical engineering or progress into highereducation. Other learners may want to extend the specialism that they followed on the BTECHigher National Certificate programme.

Progression from this qualification may well be into or within employment in the mechanicalengineering sector.

Teaching, learning and assessment

Learners must pass all 10 units on their programme of learning to be awarded a BTEC HigherNational Certificate and all 16 units to be awarded a BTEC Higher National Diploma.

The assessment of the BTEC Higher National qualifications is criterion-referenced and centresare required to assess the learners’ evidence against published learning outcomes andassessment criteria. All units will be individually graded as ‘pass’, ‘merit’ or ‘distinction’. Toachieve a pass grade for the unit learners must meet the assessment criteria set out in thespecifications. This gives transparency to the assessment process and provides for theestablishment of national standards for each qualification.

The units in BTEC Higher National qualifications all have a standard format which is designedto provide clear guidance on the requirements of the qualification for learners, assessors andthose responsible for monitoring National standards.

Unit format

Each unit is set out in the following way.

Unit title, learning hours and NQF level

The unit title is accredited by QCA and this form of words will appear on the learner’sNotification of Performance. In BTEC Higher National qualifications each unit consists of60 guided learning hours.

Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectualdemand, complexity and depth of study, and learner autonomy.

At H1 level the emphasis is on the application of knowledge, skills and understanding, use ofconventions in the field of study, use of analytical skills and selection and organisation ofinformation.

At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,theories and practices, greater specialisation in the field of study, and an increasingindependence in systematic enquiry and analysis.

Description of unit

A brief description of the overall purpose of the unit is given, together with the key areas ofstudy associated with the unit.


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Summary of learning outcomes

The outcomes of the unit identify what each learner must do in order to pass it. Learners mustachieve all the outcomes in order to pass the unit.

Content

This section picks up highlighted words from the outcomes and amplifies the content coveragerequired when addressing the outcomes. The content section will often provide lists of topics.Please note all aspects of the listed topics should be covered, except those that begin with ‘eg’,where items listed are merely indicative.

Outcomes and assessment criteria

Each unit contains statements of the evidence that each learner should produce in order toreceive a pass.

Guidance

This section is not prescriptive but provides additional guidance and amplification related to theunit to support teachers/deliverers and assessors. Its subsections are given below. Only thosesubsections which apply to the unit will appear.

� Delivery – offers guidance about possible approaches to delivery. The guidance is based onthe more usual delivery modes and is not intended to rule out alternative approaches.

� Assessment – provides advice about the nature and type of evidence that learners are likelyto need to produce. This subsection should be read in conjunction with the assessmentcriteria and the generic grade descriptors.

� Links – sets out the links between units. Provides opportunities for integration of learning,delivery and assessment. Any links to the National Occupational Standards will behighlighted here.

� Resources – identifies the specialist resources likely to be needed to allow learners togenerate the evidence required by each unit. The centre will be asked to ensure that thisresource requirement is in place when it seeks approval from Edexcel to offer thequalification.

� Support materials – identifies, where appropriate, textbooks, videos, magazines, journals,publications and websites that may support the delivery of the unit.

Learning and assessment

The purpose of assessment is to ensure that effective learning of the content of each unit hastaken place. Evidence of this learning, or the application of the learning etc, is required for eachunit. 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 todecide the stage that learners have reached in their learning, what further learning needs to takeplace and how best to do this. Therefore, the process of assessment should be part of theeffective planning of teaching and learning by providing opportunities for both the learner andassessor to obtain information about progress towards learning goals. The assessor and learnermust be actively engaged in promoting a common understanding of the assessment criteria andthe grade descriptors (what it is they are trying to achieve and how well they achieve it) forfurther learning to take place. Therefore, learners need constructive feedback and guidanceabout how to improve, capitalising on strengths, with clear and constructive comments aboutweaknesses and how these might be addressed.


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Assessment instruments are constructed by centres. Assessment instruments should collectivelyensure coverage of all assessment criteria within each unit and should provide opportunities forthe evidencing of all the grade descriptors. It is advised that assessment criteria andcontextualised grade descriptors are clearly indicated on each assessment instrument to providea focus for learners (for transparency and to ensure that feedback is specific to the criteria) andto assist with internal standardisation processes. Tasks/activities should enable learners toproduce evidence that relates directly to the assessment criteria and grade descriptors.

When centres are designing assessment instruments, they need to ensure that the instrumentsare valid, reliable and fit for purpose, building on the application of the assessment criteria.Centres are encouraged to place emphasis on practical application of the assessment criteria,providing a realistic scenario for learners to adopt, making maximum use of work-relatedpractical experience and reflecting typical practice in the sector concerned. The creation ofassessment instruments that are fit for purpose is vital to achievement and their importancecannot be over-emphasised.

Grading Higher National units

The assessment of BTEC Higher National qualifications will be at unit level and there will beno overall grade for either the Certificate or the Diploma. This means that learners are able toaccess the qualification through a unitised approach.

Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievementof all outcomes against the specified assessment criteria. Merit and distinction grades areawarded for higher-level achievement.

The generic merit and distinction grade descriptors listed on pages 14–15 are for grading thetotal evidence produced for each unit and describe the learner’s performance over and abovethat for a pass grade.

The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequentialor holistic mode, to reflect the nature of the sector concerned.

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

The indicative characteristics shown in the table for each of the generic grade descriptors arenot exhaustive. Consequently, centres should select from the list or may construct otherappropriate indicative characteristics for their sector programme which may be drawn from theappropriate higher-level skills. It is important to note that each assessment activity does notneed to incorporate all the merit and/or distinction grade descriptors.

Contextualising the generic grade descriptors

The generic merit and distinction grade descriptors need to be viewed as a qualitative extensionof the assessment criteria for pass within each individual unit. The relevant generic gradedescriptors must be identified and specified within an assignment and the relevant indicativecharacteristics should be used to place the required evidence in context.


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Grade descriptors

Pass grade

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

Merit grade

Merit descriptors Indicative characteristics

In order to achieve a meritthe learner must:

The learner’s evidence shows:

� identify and applystrategies to findappropriate solutions

� effective judgements have been made

� complex problems with more than one variable have beenexplored

� an effective approach to study and research has been applied

� select/design and applyappropriate 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 beenjustified

� the design of methods/techniques has been justified

� complex information/data has been synthesised andprocessed

� appropriate learning methods/techniques have been applied

� present andcommunicateappropriate findings

� the appropriate structure and approach has been used

� coherent, logical development of principles/concepts for theintended audience

� a range of methods of presentation have been used andtechnical language has been accurately used

� communication has taken place in familiar and unfamiliarcontexts

� the communication is appropriate for familiar andunfamiliar audiences and appropriate media have been used


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Distinction grade

Distinction descriptors Indicative characteristics

In order to achieve adistinction the learner must:

The learner’s evidence shows:

� use critical reflection toevaluate own work andjustify valid conclusions

� conclusions have been arrived at through synthesis of ideasand have been justified

� the validity of results has been evaluated using definedcriteria

� self-criticism of approach has taken place

� realistic improvements have been proposed against definedcharacteristics for success

� take responsibility formanaging and organisingactivities

� autonomy/independence has been demonstrated

� substantial activities, projects or investigations have beenplanned, managed and organised

� activities have been managed

� the unforeseen has been accommodated

� the importance of interdependence has been recognised andachieved

� demonstrateconvergent/lateral/creative thinking

� ideas have been generated and decisions taken

� self-evaluation has taken place

� convergent and lateral thinking have been applied

� problems have been solved

� innovation and creative thought have been applied

� receptiveness to new ideas is evident

� effective thinking has taken place in unfamiliar contexts


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Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners’ previous achievements and experiencethrough the Accreditation of Prior Learning. Learners may have evidence that has beengenerated during previous study, in their previous or current employment or whilst undertakingvoluntary work that relates to one or more of the units in the qualification. Assessors shouldassess this evidence against the Higher National standards in the specifications in the normalway. As with all evidence, assessors should be satisfied about the authenticity and currency ofthe material when considering whether or not the outcomes of the unit have been met.

Full guidance about Edexcel’s policy on APL is provided on our website(www.edexcel.org.uk).

Quality assurance of BTEC Higher Nationals

The quality assurance system for BTEC Higher National qualifications, as higher-levelvocational qualifications at Level 4 on the NQF, will comprise three main components.

� approval process – a control measure to confirm that individual centres (and programmeteams) are appropriately resourced and competent to deliver a BTEC Level 4 programme ofstudy.

� monitoring of centres – a method of monitoring centres’ internal quality systems to ensureongoing fulfilment of initial requirements and, where appropriate, enhancement of thoserequirements to accommodate new qualifications.

� independent assessment – a measure that provides independence within the assessmentprocess, so that the certificated outcomes for each learner are not reliant on determinationsby individuals or groups with a vested interest in the outcome. This measure should beconsistent and reliable over time, and should not create unnecessary barriers.

Centre and programme approval

Approval to offer BTEC Higher National qualifications will vary depending on the status of thecentre. Centres that have a recent history of delivering BTEC Higher National qualificationsand have an acceptable quality profile in relation to their delivery will be able to gain approvalthrough an accelerated process. Centres that are new to the delivery of BTEC Higher Nationalqualifications 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 these

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

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

Such applications have to be supported by the head of the centre (principal, chief executive,etc).

We communicate all approvals in writing to the head of centre in the form of a qualificationapproval letter. The approval letter will also contain a programme definition for eachqualification approved. The programme definition clearly states to the centre all units thatcomprise the qualification for which the centre is approved.


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Monitoring centres’ internal quality systems

Centres will be expected to demonstrate ongoing fulfilment of approval criteria across allprogramme areas. This should include the consistent application of policies affecting learnerregistrations and appeals, together with the effectiveness of internal examination andstandardisation processes.

Centres may opt for a review of their provision under the quality verifier/quality reviewerarrangements, which already apply to all further education centres. Alternatively, centres maypresent evidence of their operation within a recognised code of practice, such as that of theQuality Assurance Agency for Higher Education. Edexcel reserves the right to confirmindependently that these arrangements are operating to our satisfaction.

Independent assessment: the role of the external examiner

Supporting consistency and appropriateness of centre assessor decisions

For all BTEC Higher Nationals accredited at Level 4 on the NQF, Edexcel will appointappropriately qualified subject-specific external examiners to the programme in each centre.Edexcel will define the selection, appointment and training process, together with the roles andresponsibilities of the external examiners and will communicate the details to centres in acentre handbook.

The function of the external examiner will be to review and evaluate objectively the assessmentprocess and standards of learner attainment by independently reviewing, in the first year of theprogramme, a sample of learner work (including the centre-designed assignments on which thesamples are based) selected by the external examiner, from across the programme.

When they visit centres, external examiners must be afforded reasonable access to the assessedparts of the programme, including evidence of learner performance on placement. They arerequired to:

� verify that standards are appropriate for the qualification and its elements

� assist institutions in the comparison of academic standards across similar awards nationally.

Should any disparity occur between the judgement of centre assessors and that of the externalexaminer, this will be reported to the centre and to Edexcel by the external examiner. Thecentre will be required to agree appropriate corrective action as a result of this report.

Independence in confirmation of certificated outcomes

In the final year of the programme, the external examiner will revisit the centre in order toindependently assess learner work and to evaluate centre assessor decisions on final outcomes.This process of evaluation may focus upon work in units, selected by the external examiner,that present the most appropriate evidence for this exercise. The work of all learners not alreadysampled in the first year of the programme will be reviewed.

Resolution of assessments will normally be handled at the centre’s final programme reviewboard. The external examiner will be expected to endorse the outcomes of assessment beforecertification can be authorised. Should the external examiner be unable to provide suchendorsement, certification will be withheld until appropriate corrective action has taken place.(The senior subject examiner may become involved in such instances).


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The external examiner will be required to prepare a written report after each visit. The reportwill include comments from the external examiner on:

� academic standards and programme specification

� academic standards and learner performance

� academic standards and assessment

� the assessment process

� assessment meetings

� physical resources

� comments of learners

� meetings with staff

� external examiner practice

� issues arising from previous reports

� details of sampling

� general points, areas of good practice and major issues

� action points.

The external examiner report provides the mechanism by which the external examinerindependently verifies learner ability, endorses the validity of the assessment process andreleases certification for a cohort.

The report is a confidential document between Edexcel, the appointed external examiner, andthe centre to use for internal/external quality assurance processes. It provides the centre withfeedback on the external examining process and on the judgements that determine the externalexaminer’s decisions on endorsement, or otherwise, of learner outcomes.

Programme design and delivery

The qualifications consist of core units (which are mandatory) and specialist units. Thesespecialist units will be mostly optional and are designed to provide a specific focus to thequalification. Required combinations of specialist units are clearly set out in relation to eachqualification in the defined qualification structures provided in this document.

In BTEC Higher National qualifications each unit consists of 60 guided learning hours. Thedefinition of guided learning hours is ‘a notional measure of the substance of a qualification’. Itincludes an estimate of time that might be allocated to direct teaching, instruction andassessment, together with other structured learning time such as directed assignments orsupported individual study. It excludes learner-initiated private study. Centres are advised toconsider this definition when planning the programme of study associated with thisspecification.


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Mode of delivery

Edexcel does not define the mode of study for BTEC Higher National qualifications. Centresare free to offer the qualifications using any mode of delivery that meets the needs of theirlearners. This may be through traditional classroom teaching, open learning, distance learningor a combination of these. Whatever mode of delivery is used, centres must ensure that learnershave appropriate access to the resources identified in the specifications and to the subjectspecialists delivering the units. This is particularly important for learners studying for thequalification through open or distance learning.

Full guidance on Edexcel’s policies on ‘distance assessment’ and ‘electronic assessment’ areprovided on our website.

Learners studying for the qualification on a part-time basis bring with them a wealth ofexperience that should be utilised to maximum effect by tutors and assessors. Assessmentinstruments based on learners’ work environments should be encouraged. Those planning theprogramme should aim to enhance the vocational nature of the BTEC Higher Nationalqualification by:

� liaising with employers to ensure that the course is relevant to the specific needs of thelearners

� 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 theprogramme.

Resources

BTEC Higher National qualifications are designed to prepare learners for employment inspecific sectors. Physical resources need to support the delivery of the programme and theproper assessment of the outcomes and, therefore, should normally be of industry standard.Staff delivering programmes and conducting the assessments should be fully familiar withcurrent practice and standards in the sector concerned. Centres will need to meet any specialistresource requirements when they seek approval from Edexcel.

Please refer to the resource section in individual units for specialist resource requirements

During their programme, learners should have experience of as many as possible of thefollowing as required by their vocational area:

� appropriate mechanical laboratory facilities with technical support

� appropriate mechanical workshop facilities

� laboratory and workshop equipment and materials

� laboratory/workshop ICT resources, including access to the internet and data-loggingfacilities

� visits to relevant industry/service laboratories and appropriate plant facilities

� visits to health and safety training facilities

� visits to appropriate conferences and exhibitions

� visiting speakers from specialist professional bodies, mechanical and service industries

� work experience or work shadowing.


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Delivery approach

It is important that centres develop an approach to teaching and learning that supports thespecialist vocational nature of the BTEC Higher National qualifications. The specificationscontain a balance of practical skill development and knowledge requirements, some of whichcan be theoretical in nature. Tutors and assessors need to ensure that appropriate links are madebetween theory and practice and that the knowledge base is applied to the sector. This willrequire the development of relevant and up-to-date teaching materials that allow learners toapply their learning to actual events and activity within the sector. Maximum use should bemade of the learner’s experience.

Meeting local needs

Centres should note the qualifications set out in these specifications have been developed inconsultation with centres, employers, engineering council UK and relevant licensed memberinstitutions, together with support from the Sector Skills Council or NTO for the engineeringsector. The units are designed to meet the skill needs of the sector and the specialist units allowcoverage of the full range of employment. Centres should make maximum use of the choiceavailable to them within the specialist units in these specifications to meet the needs of theirlearners, as well as the local skills and training needs identified by organisations such as theRegional Development Agency and the Local Learning and Skills Council.

Centres may not always be able to meet local needs using the units in this specification. In thissituation, centres may seek approval from Edexcel to make use of units from other standardNQF BTEC Higher National specifications. Centres will need to justify the need for importingunits from other specifications and Edexcel will ensure that the vocational focus of thequalification has not been diluted.

Locally-devised specialist units

There may be exceptional circumstances where even the flexibility of importing units fromother specifications does not meet a particular local need. In this case, centres can seekpermission from Edexcel to develop a unit with us to meet this need. The cases where this willbe allowable will be very limited. Edexcel will ensure that the integrity of the qualification isnot reduced and that there is a minimum of overlap and duplication of content of existing units.Centres will need strong evidence of the local need and the reasons why the existing standardunits are inappropriate. Edexcel will need to validate these units.

Limitations on variations from standard specifications

The flexibility to import standard units from other BTEC Higher National specifications and/orto develop unique locally-devised specialist units is limited to a maximum of four units in aBTEC Higher National Diploma qualification and a maximum of two units only in anyBTEC Higher National Certificate qualification. The use of these units cannot be at theexpense of the core units in any qualification.


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Access and recruitment

Edexcel’s policy regarding access to its qualifications is that:

� the qualifications should be available to everyone who is capable of reaching the requiredstandards

� the qualifications should be free from any barriers that restrict access and progression

� there should be equal opportunities for all wishing to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will includeensuring that applicants have appropriate information and advice about the qualifications andthat the qualification will meet their needs. Centres should take appropriate steps to assess eachapplicant’s potential and make a professional judgement about their ability to successfullycomplete the programme of study and achieve the qualification. This assessment will need totake account of the support available to the learner within the centre during their programme ofstudy and any specific support that might be necessary to allow the learner to access theassessment for the qualification. Centres should also show regard for Edexcel’s policy onlearners with particular requirements.

Centres will need to review the profile of qualifications and/or experience held by applicants,considering whether this profile shows an ability to progress to a Level 4 qualification. Forlearners who have recently been in education, the entry profile is likely to include one of thefollowing:

� a BTEC National Certificate or Diploma in Mechanical Engineering or ManufacturingEngineering

� an AVCE/Advanced GNVQ in an appropriate vocational area (eg Engineering orManufacturing)

� a GCE Advanced level profile which demonstrates strong performance in a relevant subjector an adequate performance in more than one GCE subject. This profile is likely to besupported by GCSE grades at A* to C

� other related Level 3 qualifications

� an Access to Higher Education Certificate awarded by an approved further educationinstitution

� related work experience.

Mature learners may present a more varied profile of achievement that is likely to includeextensive work experience (paid and/or unpaid) and/or achievement of a range of professionalqualifications in their work sector.

Restrictions on learner entry

The majority of BTEC Higher National qualifications are accredited on the NQF for learnersaged 16 years and over. Learners aged 15 and under cannot be registered for a BTEC HigherNational qualification.


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Learners with particular requirements

Edexcel recognises that some learners, when studying vocationally-related qualifications, willhave coped with the learning demands of a course but may find the standard arrangements forthe assessment of their attainment presents an unfair barrier. This would apply to learners withknown and long-standing learning problems and to learners who are affected at, or near to, thetime of a time-constrained assessment.

Edexcel will seek to approve alternative arrangements that:

� meet the needs of learners with particular requirements

� do not confer advantage over other learners

� are commensurate with the proper outcomes from the qualification.

Details of the allowable arrangements for such learners are given in Assessment of VocationallyRelated Qualification: Regulations and Guidance relating to Learners with SpecialRequirements (Edexcel, 2002).

The wider curriculum

The study of the BTEC Higher Nationals in Mechanical Engineering provides opportunities forlearners to develop an understanding of spiritual, moral, ethical, social and cultural issues andan awareness of environmental issues, health and safety considerations, and Europeandevelopments.

Ethical, social and cultural issues

Unit 1: Business Management Techniques, Unit 4: Project, Unit 6: Engineering Design,Unit 17: Health and Safety and Risk Assessment, Unit 18: Project Management, Unit 20:Managing the Work of Individuals and Teams

Environmental issues

Unit 4: Project, Unit 6: Engineering Design, Unit 7: Materials Engineering, Unit 9:Applications of Pneumatics and Hydraulics, Unit 12: Heat Transfer and Combustion, Unit 14:Energy Management, Unit 17: Health and Safety and Risk Assessment, Unit 18: ProjectManagement, Unit 30: Design for Manufacture

European developments

Unit 4: Project, Unit 6: Engineering Design, Unit 7: Materials Engineering, Unit 9:Applications of Pneumatics and Hydraulics, Unit 14: Energy Management, Unit 17: Healthand Safety and Risk Assessment, Unit 25: Computer-Aided Machining, Unit 30: Design forManufacture


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Health and safety issues

Unit 3: Engineering Science, Unit 4: Project, Unit 5: Mechanical Principles

Unit 6: Engineering Design, Unit 7: Materials Engineering, Unit 9: Applications ofPneumatics and Hydraulics, Unit 10: Strength of Materials, Unit 13: EngineeringThermodynamics, Unit 14: Energy Management, Unit 17: Health and Safety and RiskAssessment, Unit 18: Project Management, Unit 24: Application of Machine Tools, Unit 27:Manufacturing Processes, Unit 28: Plant Technology, Unit 29: Robot Technology

Equal opportunities issues

Unit 1: Business Management Techniques, Unit 4: Project, Unit 17: Health and Safety andRisk Assessment, Unit 18: Project Management, Unit 20: Managing the Work of Individualsand Teams

Useful publications

Further copies of this document and related publications can be obtained from:

Edexcel PublicationsAdamswayMansfieldNottinghamshire NG18 4FN

Tel: 01623 467 467Fax: 01623 450 481Email: [email protected]

Related publications include:

� the current Edexcel publications catalogue and update catalogue

� Edexcel publications concerning the quality assurance system and the internal and externalverification of vocationally-related programmes may be found on the Edexcel website andin the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Pleasecheck the cost when you order.

Professional body contact details

Engineering Council (UK)10 Maltravers StreetLondonWC2R 3ER

Tel: +44 (0)20 7240 7891Fax: +44 (0)20 7240 7517Email: [email protected]: www.engc.org.uk

mailto:[email protected]



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Institution of Incorporated EngineersSavoy Hill HouseSavoy HillLondonWC2R 0BS

Tel: (020) 7836 3357Fax: (020) 7497 9006Email: [email protected]: www.iie.org.uk

Society of Operations Engineers22 Greencoat PlaceLondonSW1P 1PR

Tel: (020) 7630 1111Fax: (020) 7630 6677Email: [email protected]: www.soe.org.uk

Institution of Engineering DesignersCourtleigh Westbury LeighWestbury Wilts BA13 3TA

Tel: 01373 822801Fax: 01373-858085Email: [email protected]: www.ied.org.uk

How to obtain National Occupational Standards

The Engineering Occupational Standards for Higher Levels can be obtained from:

The Occupational Standards Council for EngineeringBroadway HouseTothill StreetLondonSW1H 9NQ

Tel: 0207 233 0935Fax: 0207 233 0940Website: www.osceng.co.uk


http://www.iie.org.uk/


http://www.soe.org.uk/


http://www.ied.org.uk/


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Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications.This support is available through a choice of training options offered in our published trainingdirectory or through customised training at your centre.

The support we offer focuses on a range of issues including:

� planning for the delivery of a new programme

� planning for assessment and grading

� developing effective assignments

� building your team and teamwork skills

� developing student-centred learning and teaching approaches

� building key skills into your programme

� building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on the Edexcel website(www.edexcel.org.uk). You can request customised training through the website or bycontacting one of our advisers in the Professional Development and Training Team ontelephone number 020 7758 5620 to discuss your training needs.

The training we provide:

� is active – ideas are developed and applied

� is designed to be supportive and thought provoking

� builds on best practice.

Our training will also underpin many areas of the Higher Education Staff Development Agency(HESDA)/FENTO standards for teachers and lecturers working towards them.

Further information

For further information please call Customer Services on 0870 240 9800, or visit our website atwww.edexcel.org.uk.

http://www.edexcel.org.uk/


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Unit 1: Business Management Techniques

Learning hours: 60NQF level 4: BTEC Higher National – H1

Description of unitThis unit develops the learner’s knowledge and understanding of the functions, structures andinter-relationships of an engineering business. It then enables the learner to develop and applythe skills of costing, financial planning and control associated with engineered products orservices. Finally, this is brought together with the development of the fundamental concepts ofproject planning and scheduling that can be applied within an engineering organisation.

Summary of learning outcomesTo achieve this unit a learner must:

1 Manage work activities to achieve organisational objectives

2 Select and apply costing systems and techniques

3 Analyse the key functions of financial planning and control

4 Apply project planning and scheduling methods to a specified project.


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Content

1 Manage work activities

Engineering business functions: organisational, management and operational structures ingeneral engineering settings (eg business planning, product/service development, designand production/delivery, quality assurance and control in relevant manufacturing,production, service or telecommunication industries, etc)

Processes and functions: business planning (eg management, production/service planning,costing, financial planning) and organisation (eg mission, aims, objectives and culture, etc)

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

2 Costing systems and techniques

Costing systems: systems (eg job costing, process costing, contract costing, etc) andtechniques (eg absorption, marginal, activity-based, etc)

Business performance: measures and evaluation (eg break-even point, safety margin,profitability forecast, contribution analysis, ‘what if’ analysis, limiting factors, scarceresources, etc)

3 Financial planning and control

Financial planning process: short, medium, and long-term plans; strategic plans;operational plans; financial objectives; organisational strategy

Factors influencing decisions: cash and working capital management (eg credit control,pricing, cost reduction, expansion and contraction, company valuation, capital investment);budgetary planning (eg fixed, flexible and zero-based systems, cost, allocation, revenue,capital, control, incremental budgeting)

Deviations: variance calculations for sales and costs (eg cash flow, causes of variance,budgetary slack, unrealistic target setting)

4 Project planning and scheduling

Project resources and requirements: human and physical resource planning techniques (egtime and resource scheduling techniques, Gantt charts, critical-path analysis, computersoftware packages, work breakdown structure, precedence diagrams)


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Outcomes Assessment criteria for pass

To achieve each outcome a learner must demonstratethe ability to:

1 Manage work activities toachieve organisationalobjectives

� identify and explain engineering business functions

� explain the inter-relationships between the differentprocesses and functions of an engineeringorganisation

� manage work activities to meet specification andstandards

2 Select and apply costingsystems and techniques

� identify and describe appropriate costing systemsand techniques for specific engineering businessfunctions

� measure and evaluate the impact of changingactivity levels on engineering business performance

3 Analyse the key functions offinancial planning andcontrol

� explain the financial planning process in anengineering business

� examine the factors influencing the decision-makingprocess during financial planning

� apply standard costing techniques and analysedeviation from planned outcomes

4 Apply project planning andscheduling methods to aspecified project

� establish the project resources and requirements

� produce a plan with appropriate time-scales forcompleting the project

� identify human resource needs and costs associatedwith each stage of the project


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Guidance

Delivery

This unit is intended to give learners an appreciation of business organisations and theapplication of standard costing techniques, as well as an insight into the key functionsunderpinning financial planning and control. It also aims to expand learners’ knowledge ofmanagerial and supervisory techniques by introducing and applying the fundamental conceptsof project planning and scheduling.

Learning and assessment can be across units, at unit level or at outcome level, but centresshould be aware that study and assessment at outcome level could lead to assessment overload.

It may be beneficial to complete this unit through case studies that reflect a particularengineering business or specific engineering function (eg design function, plant installation andcommissioning, etc).

In estimating costs and approximating project completion times and human resource needs, itmay be necessary to provide information from a ‘given data source’. However, learners shouldbe encouraged to research their own data requirements, ideally from local industrialattachments, work-placement or employer.

Assessment

Evidence of outcomes may be in the form of assignments and projects. These may beundertaken individually or as part of a wide-ranging group assignment. However, if group workis used, care must be taken to ensure that the evidence produced by each of the individuals inthe group fully meets the requirements of the assessment criteria. Wherever possible evidenceshould be provided at unit level, reflecting the links between the different outcomes.

Links

This unit can be linked with Unit 19: Quality Assurance and Management. Entry requirementsfor this unit are at the discretion of the centre. However, it is advised that learners should havecompleted appropriate BTEC National units or equivalent.

Resources

Manual records and relevant computer software packages are needed to enable realistic projectplanning, resource allocation and costing assignments. Ideally, centres should establish a libraryof material that is capable of simulating a range of different applications of organisationalstructures and management techniques.


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Support materials

Textbooks

� Maitland I – Budgeting for Non-Financial Managers (Prentice Hall, 1997)ISBN 0273644947

� Tooley M and Dingle L – Higher National Engineering (Butterworth-Heinemann, 1999)ISBN 0750646292

� Wilson D – Managing Information – 2nd Ed (Butterworth-Heinemann, 1997)ISBN 0750633891


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Unit 2: Analytical Methods for Engineers


Description of unitThe primary aim of this unit is to provide the fundamental analytical knowledge and techniquesneeded to successfully complete the core units of BTEC Higher National Engineeringprogrammes. It is also intended as a base for the further study of analytical methods andmathematics needed for the more advanced option units. This unit has been designed to enablelearners to use fundamental algebra, trigonometry, calculus, statistics and probability, for theanalysis, modelling and solution of realistic engineering problems at BTEC Higher Nationallevel.


1 Analyse and model engineering situations and solve problems using algebraic methods

2 Analyse and model engineering situations and solve problems using trigonometricmethods

3 Analyse and model engineering situations and solve problems using the calculus

4 Analyse and model engineering situations and solve problems using statistics andprobability.


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Content

1 Algebraic methods

Algebraic methods: polynomial division; quotients and remainders; use of factor andremainder theorem; rules of order for partial fractions (including linear, repeated andquadratic 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 lawsto linear form; solution of equations involving exponential and logarithmic expressions;relationship between trigonometric and hyperbolic identities; solution of equationsinvolving 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 findapproximate values (eg exponential series, Maclaurin’s series, binomial series)

2 Trigonometric methods

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

Applications such as: angular velocity; angular acceleration; centripetal force; frequency;amplitude; phase; the production of complex waveforms using sinusoidal graphicalsynthesis; 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 anddifferences; use of trigonometric identities to solve trigonometric equations and simplifytrigonometric expressions


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3 The calculus

The 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 indefiniteintegral and the constant of integration; standard integrals and the application of algebraicand 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 inversehyperbolic functions

Further integration: integration by parts; integration by substitution; integration usingpartial fractions

Applications of the calculus: eg maxima and minima; points of inflexion; rates of change oftemperature; distance and time; electrical capacitance; rms values; electrical circuitanalysis; ac theory; electromagnetic fields; velocity and acceleration problems; complexstress and strain; engineering structures; simple harmonic motion; centroids; volumes ofsolids of revolution; second moments of area; moments of inertia; rules of Pappus; radius ofgyration; thermodynamic work and heat energy

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

4 Statistics and probability

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

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

Regression, linear correlation: determine linear correlation coefficients and regressionlines and apply linear regression and product moment correlation to a variety of engineeringsituations

Probability: interpretation of probability; probabilistic models; empirical variability; eventsand sets; mutually exclusive events; independent events; conditional probability; samplespace and probability; addition law; product law; Bayes’ theorem

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


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1 Analyse and modelengineering situations andsolve problems usingalgebraic methods

� determine the quotient and remainder for algebraicfractions and reduce algebraic fractions to partialfractions

� solve engineering problems that involve the use andsolution of exponential, trigonometric andhyperbolic functions and equations

� solve scientific problems that involve arithmetic andgeometric series

� use power series methods to determine estimates ofengineering variables, expressed in power seriesform

2 Analyse and modelengineering situations andsolve problems usingtrigonometric methods

� use trigonometric functions to solve engineeringproblems

� use sinusoidal functions and radian measure to solveengineering problems

� use trigonometric and hyperbolic identities to solvetrigonometric equations and to simplifytrigonometric expressions

3 Analyse and modelengineering situations andsolve problems using thecalculus

� differentiate algebraic and trigonometric functionsusing the product, quotient and function of functionrules

� determine higher order derivatives for algebraic,logarithmic, inverse trigonometric and inversehyperbolic functions

� integrate functions using the rules, by parts, bysubstitution and partial fractions

� analyse engineering situations and solve engineeringproblems using the calculus

4 Analyse and modelengineering situations andsolve problems usingstatistics and probability

� represent engineering data in tabular and graphicalform

� determine measures of central tendency anddispersion

� apply linear regression and product momentcorrelation to a variety of engineering situations

� use the normal distribution and confidence intervalsfor estimating reliability and quality of engineeringcomponents and systems


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Guidance

Delivery

This unit may be delivered as a stand-alone unit, or integrated into other appropriate modules. Ifit is delivered with other units, care must be taken to provide tracking of evidence for theoutcomes. In delivering the unit it is vital to ensure that the analytical methods are applied tothe modelling and solution of realistic engineering problems.

The aim of this unit is to provide the minimum analytical knowledge, skills and understandingneeded to successfully complete a BTEC Higher National in Engineering. For someprogrammes this unit will prove insufficient, and it will be necessary to select further units ofmathematics to underpin specific areas of engineering.

This unit has been designed to give the lecturer choice in the delivery of the content. Providingthe assessment criteria are met for each outcome, the content may be taught to reflect thechosen specialist pathway of the learner. For example, when delivering and assessingoutcome 2, the trigonometry taught to cohorts of electrical, electronic or avionics learnerswould focus on the engineering applications of sinusoidal functions. Whereas the teaching andassessment for mechanical engineering learners would focus primarily on the applicationsconcerned with angular motion and forces. This approach can be as equally well applied to theother outcomes in the unit, particularly with respect to the many applications given inoutcome 3. In this outcome, the choice of applications for delivery and assessment are againeasily separated into those required primarily by learners opting for the electrical/electronic ormechanical engineering pathways. The application of statistical techniques and probability mayalso be taught and assessed in a similar manner.

Prior to embarking on this unit all learners, as a minimum standard, should be able todemonstrate proficiency in the following mathematical fundamentals:

� algebra: laws of algebra, evaluation and transposition of formulae; algebraic operations;factorisation; linear, simultaneous and quadratic equations; laws of indices and logarithms;common and Naperian logarithms; indicial equations; direct and inverse proportion;inequalities; functional notation and manipulation of algebraic functions

� trigonometry: trigonometric ratios and their inverses; trigonometric ratios for the fourquadrants; solution of triangles; calculation of areas and volumes of solids

� numeracy: notation and precedence rules; vulgar fractions; lowest common multiple andhighest common factor; ratios and constant of proportionality; significant figures andestimation techniques

� calculus: familiarity with the concept of the differential and integral calculus; differentiatepolynomial and trigonometric functions using the basic rules; integrate polynomial andtrigonometric functions using the standard rules.

Learners not meeting the above standard need to be enrolled onto appropriate bridging studies.

Assessment

The results of tests and examinations are likely to form a significant part of the evidence ofoutcomes of this unit. However, it is also essential that evidence is gathered from assignmentsdesigned to apply the analytical methods to the modelling and solution of realistic engineeringproblems. The evidence gathered should, wherever possible, be deliberately biased to reflectthe chosen engineering pathway.


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Links

This unit is intended to underpin and link with those units which are analytical in nature.

Entry requirements for this unit are at the discretion of the centre. However, it is stronglyadvised that learners should have completed the BTEC National unit Mathematics forTechnicians or equivalent. Learners who have not attained this standard will requireappropriate bridging studies.

Resources

The use of mathematical software packages should be strongly encouraged to help learnersunderstand and model scientific and engineering problems. Availability of mathematics andspreadsheet packages such as Autograph, MathCad and Excel would enable realisticassignments to be set and achieved by learners.

Support materials

Textbooks

� Bird J O – Higher Engineering Mathematics (Butterworth-Heinemann, 1999)ISBN 075064110X

� Croft, Davis and Hargreaves – Introduction to Engineering Mathematics (Prentice Hall,1995) ISBN 020162447

� James G – Modern Engineering Mathematics (Prentice Hall, 2000) ISBN 0130183199

� Mustoe L R – Engineering Mathematics (Longman, 1997) ISBN 0201178036

� Stroud K A – Engineering Mathematics (Macmillan Press, 2001) ISBN 0333916394



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Unit 3: Engineering Science


Description of unitThe aim of this unit is to investigate a number of major scientific principles that underpin thedesign and operation of engineering systems. It is a broad-based unit, covering both mechanicaland electrical principles. It is intended to give an overview that will provide the basis for furtherstudy in specialist areas of engineering.


1 Analyse static engineering systems

2 Analyse dynamic engineering systems

3 Apply DC and AC theory

4 Investigate information and energy control systems.


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Content

1 Static engineering systems

Simply supported beams: determination of shear force; bending moment and stress due tobending; radius of curvature in simply supported beams subjected to concentrated anduniformly distributed loads; eccentric loading of columns; stress distribution; middle thirdrule

Beams and columns: elastic section modulus for beams; standard section tables for rolledsteel beams; selection of standard sections (eg slenderness ratio for compression members,standard section and allowable stress tables for rolled steel columns, selection of standardsections)

Torsion in circular shafts: theory of torsion and its assumptions (eg determination of shearstress, shear strain, shear modulus); distribution of shear stress and angle of twist in solidand hollow circular section shafts

2 Dynamic engineering systems

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

Energy transfer: gravitational potential energy; linear and angular kinetic energy; strainenergy; principle of conservation of energy; work-energy transfer in systems with combinelinear 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 DC and AC theory

DC electrical principles: Ohm’s and Kirchoff’s laws; voltage and current dividers;analogue and digital signals; review of motor and generator principles; fundamentalrelationships (eg resistance, inductance, capacitance; series C-R circuit, time constant,charge and discharge curves of capacitors, L-R circuits)

AC circuits: features of AC sinusoidal wave form for voltages and currents; explanation ofhow other more complex wave forms are produced from sinusoidal wave forms; R, L, Ccircuits (eg reactance of R, L and C components, equivalent impedance and admittance forR-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

Transformers: high and low frequency; transformation ratio; current transformation;unloaded transformer; input impedance; maximum power transfer; transformer losses


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4 Information and energy control systems

Information systems: block diagram representation of a typical information system (egaudio-communication, instrumentation, process monitoring); qualitative description of howelectrical signals convey system information; function, operation and interfacing ofinformation system components (eg transducers, transducer output and accuracy, amplifiertypes, typical gain, resolution of analogue to digital and digital to analogue converters,types of oscillators and operating frequencies); effect of noise on a system; determinationof system output for a given input

Energy flow control systems: block diagram representation of an energy flow controlsystem (eg AC electric drives, DC electric drives, heating, lighting, air conditioning);qualitative description of how electrical signals control energy flow; function, operationand interfacing of energy flow control system components (eg transistor, thyristor,temperature-sensing devices, humidity sensing devices, speed control elements for DC andAC machines, dimmer devices and relays); determination of system output for a giveninput; selection and interfacing of appropriate energy flow control system components toperform a specified operation

Interface system components: identification of appropriate information sources; select andinterface information system components or select and interface energy flow control systemcomponents, to enable that system to perform desired operation


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1 Analyse static engineeringsystems

� determine distribution of shear force, bendingmoment and stress due to bending in simplysupported beams

� select standard rolled steel sections for beams andcolumns to satisfy given specifications

� determine the distribution of shear stress and theangular deflection due to torsion in circular shafts

2 Analyse dynamicengineering systems

� determine the behaviour of dynamic mechanicalsystems in which uniform acceleration is present

� determine the effects of energy transfer inmechanical systems

� determine the behaviour of oscillating mechanicalsystems

3 Apply DC and AC theory � solve problems using DC electrical principles

� recognise a variety of complex wave forms andexplain how they are produced from sinusoidalwave forms

� apply AC theory to the solution of problems onsingle phase R, L, C circuits and components

� apply AC theory to the solution of problems ontransformers

4 Investigate information andenergy control systems

� describe the method by which electrical signalsconvey information

� describe the methods by which electrical signalscontrol energy flow

� select and interface system components to enablechosen system to perform desired operation


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Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated with other programmemodules. If it is delivered in an integrated way, care must be taken in the tracking of evidencefor the outcomes. Wherever possible, a practical approach should be adopted.

Since the unit outcomes have been designed to serve as a foundation for the mechanical orelectrical principles that follow, this unit should be taught in the first year or first semester of atwo-year programme. To support this unit the core BTEC Higher National unit AnalyticalMethods for Engineers may usefully be taught in tandem, drawing upon the mathematicalprinciples in a staged manner, as required.

The AC principles content of outcome 3 does not require the use of complex numbers, merelythe application of vector theory and trigonometry.

Assessment

Evidence of outcomes may be in the form of assignments, laboratory notes and/or solutions toapplied problems or completed tests/examinations. Learning and assessment can be acrossunits, at unit level or at outcome level. Evidence is likely to be at outcome level to providemaximum flexibility of delivery.

Evidence may be accumulated by learners building a portfolio of activities or by tutor-ledcombination of tests and assignments. In either case, the evidence must be both relevant andsufficient to justify the grade awarded.

Links

This unit can be linked with the mathematics and other principles and applications units in theprogramme.

Entry requirements for this unit are at the discretion of the centre. However, it is advised thatlearners should have completed the BTEC National unit Science for Technicians or equivalent.Knowledge of the BTEC National units Electrical and Electronic Principles and/or MechanicalPrinciples or equivalent would also be an advantage.

Resources

Access to appropriate mechanical and electrical laboratory equipment for the assignment andlaboratory work is considered key to enhance learner learning. Suitable software packagesshould be used when possible to verify solutions to problems and system behaviour.


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Support materials

Textbooks

� Bedford A and Fowler W – Statics (Addison-Wesley, 1997) ISBN 0201403404

� Bolton W – Mechanical Science (Blackwell Science, 1998) ISBN 0632049146

� Hannah J and Hillier M – Mechanical Engineering Science (Longman, 1995)ISBN 0582326753

� Hughes E – Electrical Technology (Prentice Hall, 2001) ISBN 058240519X

� Tooley M – Electronic Circuits Fundamentals and Applications (Newnes, 2001)ISBN 0750653949



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Unit 4: Project

Learning hours: 60NQF level 4: BTEC Higher Nationals – H2

Description of unitThis unit develops learners’ ability to use the knowledge and skills they develop at work and/oron an engineering programme to complete a realistic work project. It also contributes, ifappropriate, to the requirements of Engineering Applications theme 2.

The unit aims to integrate the skills and knowledge developed in other units of the coursewithin a major piece of work that reflects the type of performance expected of a highertechnician at work.


1 Select a project and agree specifications and procedures

2 Implement the project within agreed procedures and to specification

3 Evaluate the project

4 Present project outcome.


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Content

1 Select a project

Process of project selection: formulate project plans, appraise the feasibility of the projects(eg comparison and decision-making methods and techniques for generating solutions fromthe selection of alternatives, brainstorming, mind mapping, etc) and carry out an initialcritical analysis of the outline specification; select chosen project option and agree rolesand allocate responsibilities (individually with tutor/supervisor and within project group ifappropriate); initiate a project log-book/diary; estimate costs and resource implications;identify goals and limitations

Project specifications: identify and record the technical and non-technical requirementsrelevant to the appropriate level of study and chosen project type (eg plantlayout/installation/maintenance, product design, product manufacture or similarengineering-related topics); appropriate requirements may include costs, time scales, scaleof operation, standards, legislation, quality, fitness-for-purpose, ergonomics, processingcapability, business data, physical and human resource implications

Procedures: planning and monitoring methods; methods of working; lines ofcommunication; structure of groups and collaborative working (eg learner groups or rolesand responsibilities within a work-based project); targets and aims

2 Implement the project

Implement: proper use of resources (eg equipment, tools, materials, etc); work withinagreed time scale; use of appropriate techniques for generating solutions; maintaining andadapting project plan where appropriate; maintaining all records of development/progress

Record: maintain log-book/diary entries; prepare and collate developmental work (eg notes,sketches, drawings, meeting notes, research results, etc)

3 Evaluate

Evaluation techniques: appraisal of the feasibility/effectiveness of the project solution anda critical analysis against the project specification and planned procedures; use of graphs;statistics; Gantt charts; sequencing, scheduling; critical path methods; networking;application of Project Evaluation and Review Techniques (PERT); using computersoftware packages where appropriate

4 Present project outcome

Record of procedures and results: log-book/diary record of all events; record ofdevelopmental work (eg sketches, charts, graphs, drawings and associated notes); workingrecords of planning and monitoring procedures; relevant data and results

Present: formal project report (eg written and/or oral presentation); use of appropriatemedia and methods (eg WP, CAD, DTP, PowerPoint, spreadsheets/databases, etc);presentation to known audiences (peer groups, tutors) and unknown audience (actual orsimulated, customer or client)


49




1 Select a project and agreespecifications and procedures

� establish and record possible project specifications

� identify the factors that contribute to the process ofproject selection

� identify and agree a project for an engineeringapplication

� prepare project specification and procedures

2 Implement the projectwithin agreed procedures andto specification

� implement the chosen option to meet the agreedspecification

� record and collate relevant data

3 Evaluate the project � describe and use appropriate project evaluationtechniques

� interpret and justify the results in terms of theoriginal project specification

4 Present project outcome � produce a record of all procedures and results

� present the details of the project in a suitable format,using appropriate media


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Guidance

Delivery

The unit is designed to bring small groups of learners together into a multi-disciplinary team, sothat they can co-ordinate their individual skills and abilities. This allows them to develop theability to work individually and with others, within a defined timescale and given constraints, toproduce an acceptable and viable solution to an agreed brief. Learners may work individually orin small groups of three or four.

If the project is to be carried out as part of a team, it will be necessary to make sure that eachmember of the team has clear responsibilities and to ensure that everyone makes a contributionto the end result. It is important to be clear about who is responsible and accountable for eachaspect of the work.

Once the initial brief for the project has been clarified, the tutor’s role is of a counselling ratherthan a directing nature. Groups might tackle different projects or several groups might elect todo similar projects. Part of the unit should be devoted to the presentation of findings, both atintermediate and final stages, so that all groups gain an insight into the thinking of others. Afterthe final presentations, it could be useful to have feedback and/or debriefing to enable learnersto benefit from comments on good and bad practice. Involving employers in all the stages of theproject and at least in the presentation or plenary sessions, or both, is recommended.

Assessment

Evidence of outcomes may be in the form of a written or computer-based report supported by afully documented log-book/diary and, where appropriate, an oral presentation.

Links

This unit may be linked with Unit 6: Engineering Design.

The project unit is intended to integrate the skills and knowledge developed in many of theother units making up the total programme. Hence, the opportunity to apply the appropriatelevel of skills and knowledge defined by these BTEC Higher National units should be animportant consideration in the selection of the project topic.

Entry requirements for this unit are at the discretion of the centre. However, it is stronglyadvised that learners should have completed appropriate BTEC National units or equivalent.Learners who have not attained this standard may require bridging studies.

Resources

Learners should have access to a wide variety of physical resources, depending on the specificproject. Many of these are listed with the individual units associated and integrated with thisone. Other data sources and reprographic facilities should also be readily accessible. Centresshould try to work closely with industrial organisations in order to bring realism and relevanceto the project.


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Support materials

Due to the nature of the unit, learners should refer to the reading lists of other units in theprogramme which relate to the specific aspect they are investigating. However, the followingreferences may be of general use.

Textbooks

� Lock D – Project Management – 7th Ed (Gower Publishing, 2000) ISBN 056608225X

� Smith N J – Engineering Project Management – 2nd Ed (Blackwell Scientific, 2002)ISBN 0632057378


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53

Unit 5: Mechanical Principles


Description of unitThis unit covers an extended range of mechanical principles which underpin the design andoperation of mechanical engineering systems. It includes strengths of materials and mechanicsof machines. The aim of the unit is to provide a firm foundation for work in engineering designand a basis for more advanced study.


1 Analyse complex loading systems

2 Investigate the behaviour of loaded beams and cylinders

3 Analyse power transmission system elements

4 Investigate the dynamics of rotating systems.


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Content

1 Complex loading systems

Relationship: definition of Poisson’s Ratio; typical values of Poisson’s Ratio for commonengineering materials

Two and three-dimensional loading: expressions for strain in the x, y and z-directions;calculation of changes in dimensions

Volumetric strain: expression for volumetric strain; calculation of volume change

Elastic constants: definition of Bulk Modulus; relationship between Modulus of Elasticity;Shear Modulus; Bulk Modulus and Poisson’s Ratio for an elastic material

2 Loaded beams and cylinders

Relationships: slope: �� MdxiE1

1

deflection �� MdxdxE

y1

1

Loaded beams: slope and deflection for loaded beams (eg cantilever beams carrying aconcentrated load at the free end or a uniformly distributed load over the entire length,simply supported beams carrying a central concentrated load or a uniformly distributed loadover the entire length)

Stresses in thin-walled pressure vessels: circumferential hoop stress and longitudinal stressin cylindrical and spherical pressure vessels subjected to internal and external pressure (egcompressed-air receivers, boiler steam drums, submarine hulls, condenser casings); factorof safety; joint efficiency

Stresses in thick-walled cylinders: circumferential hoop stress, longitudinal stress and radialstress in thick-walled cylinders subjected to pressure (eg hydraulic cylinders, extrusiondies, gun barrels); Lame’s theory; use of boundary conditions and distribution of stress inthe cylinder walls

3 Power transmission

Belt drives: flat and v-section belts; limiting coefficient friction; limiting slack and tightside tensions; initial tension requirements; maximum power transmitted

Friction clutches: flat single and multi-plate clutches; conical clutches; coefficient offriction; spring force requirements; maximum power transmitted by constant wear andconstant pressure theories; validity of theories

Gear trains: simple, compound and epicycle gear trains; velocity ratios; torque, speed andpower relationships; efficiency; fixing torques


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4 Dynamics of rotating systems

Single and multi-link mechanisms: slider crank and three/four bar mechanisms; productionof vector diagrams and determination of relationships between velocity, acceleration, powerand efficiency

Balancing: single plane and multi-plane rotating mass systems; Dalby’s method fordetermination of out-of-balance forces and couples and the required balancing masses

Flywheels: angular momentum; kinetic energy; coefficient of fluctuation of speed;coefficient of fluctuation of energy; calculation of flywheel mass/dimensions to giverequired operating conditions

Effects of coupling: conservation of angular momentum; energy loss due to coupling; finalcommon rotational speed


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1 Analyse complex loadingsystems

� identify the relationship between longitudinal andtransverse strain

� determine the effects of two-dimensional and three-dimensional loading on the dimensions of a givenmaterial

� determine volumetric strain and change in volume

� define Bulk Modulus and recognise the relationshipbetween elastic constants

2 Investigate the behaviour ofloaded beams and cylinders

� recognise the relationship between bending moment,slope and deflection for a loaded beam

� determine slope and deflection along loaded beams

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

� determine the distribution of stress in a thick-walledcylinder when subjected to pressure

3 Analyse power transmissionsystem elements

� determine the maximum power which can betransmitted by means of a belt drive

� determine the maximum power which can betransmitted by a friction clutch

� determine the torque and power transmitted throughgear trains

4 Investigate the dynamics ofrotating systems

� analyse planar single and multi-link mechanisms

� determine balancing masses required to obtaindynamic equilibrium in rotating systems

� determine the energy storage requirements offlywheels

� determine the effects of coupling freely rotatingsystems


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Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated into other programme units.If it is delivered in an integrated way, care must be taken in the tracking of evidence for theoutcomes. Wherever possible, a practical approach should be adopted. Effort should be made toidentify the relevance of the principles covered to engineering applications and system design.

Assessment

Evidence of outcomes may be in the form of assignments, laboratory notes, solutions to appliedproblems or the results of unseen, timed tests/examinations. Evidence is likely to be at outcomelevel in order to provide maximum flexibility of delivery.

Evidence may be accumulated by learners building a portfolio of activities or by a tutor-ledcombination of tests and assignments. In either case, the evidence must be authentic, relevantand sufficient to justify the grade awarded.

Links

This unit can be linked with the mathematics and mechanical applications units in theprogramme.

Entry requirements for this unit are at the discretion of the centre. However, it is advised thatlearners should have completed the BTEC National unit in Mechanical Principles orequivalent.

Resources

Sufficient laboratory/test equipment should be available to support a range of practicalinvestigations.

Appropriate software packages should also be used wherever possible to verify solutions toproblems and system behaviour (for example, stress analysis).

Support materials

Textbooks

� Hannah J and Hillier M J – Applied Mechanics (Longman, 1995) ISBN 0582256321

� Hannah J and Hillier M J – Mechanical Engineering Science (Pearson, 1999)ISBN 0582326753



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59

Unit 6: Engineering Design


Description of unitThe aim of this unit is to give learners an opportunity to experience the process of carrying outa design project. It will enable them to appreciate that design involves synthesising parametersthat will affect the design solution.


1 Prepare a design specification

2 Prepare a design report

3 Use computer-based technology in the design process.


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Content

1 Design specification

Customer requirements: all relevant details of customer requirements (eg aesthetics,functions, performance, cost and production parameters) are identified and listed

Design parameters: implications of specification parameters and resource requirements areidentified and matched; the level of risk associated with each significant parameter isestablished

Design information: all relevant information is extracted from appropriate referencesources; techniques and technologies used in similar products or processes are identified;use of new technologies are specified where appropriate; relevant standards and legislationare identified and applied throughout

2 Design report

Analysis of possible design solutions: selection and use of appropriate analysis techniquesto achieve a design solution (eg matrix analysis, brainstorming, mind mapping, forceddecision making)

Evaluation: costs; future development potential; value engineering concepts

Compliance check: using checklists; design review procedures

Report: communicate rationale for adopting proposed solution; use of appropriatetechniques and media in the presentation of the report (eg sketches, charts, graphs,drawings, spreadsheets/databases, CAD, DTP, word-processing)

3 Computer-based technology

Key features of a computer-aided design system: 2D design and 3D modelling systems (egaccessing standards, parts and material storage and retrieval, engineering calculations, PCBlayouts, integrated circuit design, circuit and logic simulation - including AC, DC andtransient analysis, schematic capture)

Software: accessing and using appropriate design software (eg parts assembly, pipeworkand ducting layouts, networks, planned maintenance, scheduling, planning, stress andstrain, heat transfer, vibration analysis, resourcing, utilisation, plant layout, costing, circuitemulation, plant electrical services, for example, finite element analysis and printed-circuitboard analysis software) Note: centres should select suitable examples from theapplications listed

Evaluation: consideration of costs, compatibility and function


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1 Prepare a designspecification

� establish customer requirements

� determine the major design parameters

� obtain design information from appropriate sourcesand prepare a design specification

� ensure that the design specification meetsrequirements

2 Prepare a design report � prepare an analysis of possible design solutions

� produce and evaluate conceptual designs

� select the optimum design solution

� carry out a compliance check

� prepare a final report

3 Use computer-basedtechnology in the designprocess

� identify the key features of a computer-aided designsystem

� use computer-aided design software to prepare adesign drawing or scheme

� evaluate software that can assist the design process


62

Guidance

Delivery

This unit has been written in terms of general outcomes that examine products and services. Itshould be delivered in the context of the discipline that the learner is studying.

It can be delivered as a stand-alone unit but it is more appropriate to incorporate it into anintegrated programme of study.

If it is delivered as part of an integrated programme of study, it must be possible to trackevidence to show that learners have met the outcomes of the unit.

Assessment

Learners should prepare a design portfolio containing the information required to meet theoutcomes. Preferably, this should be one design assignment, but it could be a series of discreteassignments.

Links

This unit would be suitable for delivery as part of an integrated assignment including othersubject areas, covered by units such as Unit 3: Engineering Science, Unit 4: Project andUnit 30: Design for Manufacture.

Entry requirements for this unit are at the discretion of the centre. However, it is advised thatlearners should have completed an appropriate BTEC National unit such as Engineering Designor equivalent.

Resources

Suitable software packages should be used whenever possible. These could include packagesfor computer-aided design, assembly procedures, critical path, plant layout, plannedmaintenance, utilisation, material selection, standard component and matrix analysis.

Support materials

Textbooks

� Corbett J, Dooner M, Meleka J and Pym C – Design for Manufacture (Addison-Wesley,1991) ISBN 0201416948



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Unit 7: Materials Engineering


Description of unitThe aim of this unit is to provide learners with the necessary background knowledge andunderstanding of the properties, selection, processing and use of materials.


1 Select suitable materials

2 Identify relationships between manufacturing processes and materials’ behaviour

3 Select materials and processing for a specified product

4 Diagnose causes of failure of materials.


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Content

1 Suitable materials

Criteria for selection: definitions of material properties appropriate to the learner'sprogramme of study (eg Aerospace, Mechanical, etc); properties may include mechanical,physical, chemical, process characteristics and an appreciation of costs; range of materialsto include metals, ceramics, polymers, and composites

Categorise materials: an appreciation of the properties of ceramics, metals and polymers;recognise the microstructural characteristic of the more commonly used engineeringmaterials

Test data: measurement of electrical and general physical, mechanical, chemical andprocessing properties of materials (eg metals, ceramics, polymers and composites)appropriate to the learner's programme. For example, tests could include:

Electrical/magnetic: conductivity/resistivity, magnetic susceptibility

Mechanical: strength, hardness, toughness, fatigue, creep

Others: corrosion and reactivity, wear, optical, thermal, formability

Attention should be paid to the reliability of results and the observation of trends in resultsby using appropriate statistical methods and the processing of test data.

Sources: suitable data (eg British Standards, ISO, product data sheets, IT sources, standardpublished data sources, manufacturers’ literature, job-specific information such asspecifications, test data and engineering drawings as appropriate to the learner'sprogramme); assessment of data reliability

2 Relationships

Manufacturing processes: a selection of processes depending on the learner’s programme(eg Aerospace, Mechanical, etc) which may include some of the following:

Heat treatment: for example Martensitic decomposition; complex heat treatments (eginvolving conjoint mechanical/thermal treatments); glass transitions; coated materials;CVD/vacuum coating processes; chip technology; surface treatments/surface engineering;polymer treatments; composites/powder produced materials, matrix/reinforcementrelationships, dispersion strengthening

Liquid processing: eg metal casing and injection moulding/extrusion of polymers; porosity

Mechanical processing: eg effect on structure and properties illustrated by a range ofprocesses such as mechanical working of metals, powder processing, metals and ceramics,extrusion and forming of polymer sheet, residual stresses, joining, welding, effect onstructure and properties, adhesives

Composition and structure: alloying; co-polymerisation; additives; cross-linking – effectson structure and properties; crystallinity

Structure/property relationships: the effects of the processing method on the resultingproperties (eg cast structures, work hardening)


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3 Materials and processing

Functional analysis: in terms of the design constraints (eg working conditions such asapplied forces (stress, strain, etc), environment, electrical/magnetic requirements, etc) andthe shape, form and function of the product

Materials, properties and processing: recognising the inter-relationship between productdesign, material selection and processing methods; merit index/index of suitability

Processing limitations: effects of the manufacturing processing on the structure ofmaterials preventing or facilitating product design

4 Causes of failure

Causes of failure: including failure of metals, ceramics, polymers and composites;applications should cover a range appropriate to the learners’ background and needs (egmay include creep, fatigue, impact, overstressing, corrosion, temperature, thermal cycling,residual stresses, stress relaxation, degradation (composition change), radiation, electricalbreakdown, or combinations of these)

Service life: considerations should include the response of various materials to such effectsas inappropriate maintenance, inappropriate use, faults (in manufacture, materials, selectionand design) and changes in service conditions such as, environment, stress and temperature

Estimation: methods of investigating failure should be known in outline; estimates ofproduct service life that requires the use of calculations (eg creep or fatigue failure)

Improving service life: remedial and/or preventative measures, for example, changes tomaterial, product design, protective systems (eg for corrosion), service conditions (egstress, type of loading, temperature)


68




1 Select suitable materials � identify criteria for selection of materials

� categorise materials and describe the range ofproperties available from similar materials

� generate and process test data to assess materialproperties

� look up, identify and assess the quality of suitabledata in a range of sources

2 Identify relationshipsbetween manufacturingprocesses and materials’behaviour

� identify and discuss a range of manufacturingprocesses appropriate to the programme of study

� recognise the influence of composition and structureon the processing of materials

� recognise structure/property relationships, includingtheir influence on processing and usage

3 Select materials andprocessing for a specifiedproduct

� analyse the function of a product in terms of thematerials’ constraints on its design

� identify appropriate materials, properties andprocesses for the product

� identify possible limitations on the product imposedby the processing

4 Diagnose causes of failure ofmaterials

� identify potential causes of failure in service

� identify factors affecting service life

� identify service failures

� carry out estimations of service life

� suggest ways of improving service life


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Guidance

Delivery

This unit may be delivered as a stand-alone package or integrated into other appropriateprogramme units. If it is delivered in an integrated way, care must be taken to provide trackingevidence for the outcomes, and centres should be aware that study and assessment at anindividual outcome level could lead to an assessment overload. Wherever possible, a practicalapproach should be adopted. Learning and assessment can be across units, at unit level or atindividual outcome level. Effort should be made to identify the relevance of the principlescovered to engineering applications and system design.

Assessment

Evidence of outcomes may be in the form of assignments, reports of practical activities,computer printouts, solutions to applied problems or the results of previously unseentests/examinations. Evidence is likely to be at individual outcome level in order to providemaximum flexibility of delivery.

Evidence may be accumulated by learners building a portfolio of activities or by a tutor-ledcombination of tests and assignments. In either case, the evidence must be both relevant andsufficient to justify the grade awarded.

Links

This unit may be linked with Unit 6: Engineering Design. Entry requirements for this unit areat the discretion of the centre. However, it is advised that learners should have completedappropriate BTEC National units or equivalent.

Resources

Access to suitable laboratory equipment and test instrumentation is required. A supply ofrelevant materials is necessary. The range of tests chosen will depend on the learner’s workingenvironment and particular needs. It is advised that metals, ceramics, polymers and compositesshould be selected as samples for appropriate tests so that an appreciation of the variation inprocedures for different materials is developed.

Support materials

Textbooks

� Benham P – Mechanics of Engineering Materials (Longman, 1997) ISBN 058231867X

� Higgins – Properties of Engineering Materials 2nd Ed (Arnold, 1997) ISBN 0340700521

� Kalpakjian S – Manufacturing Processes for Engineering Materials (Pearson, 2002)ISBN 0130408719

� Timings R L – Engineering Materials – 2nd Ed (Longman, 2000) ISBN 0582404665


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71

Unit 8: Fluid Mechanics


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

The unit looks at the forces exerted by a static fluid on immersed surfaces, viscosity, the flowof fluids through pipelines and around bluff bodies and examines hydraulic machines.


1 Investigate static fluid systems

2 Investigate viscosity in fluids

3 Investigate the flow of real fluids

4 Investigate hydraulic machines.


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Content

1 Static fluid systems

Immersed surfaces: rectangular and circular surfaces (eg retaining walls, tank sides, sluicegates, inspection covers, valve flanges)

Centre of pressure: use of parallel axis theorem for immersed rectangular and circularimmersed surfaces

Devices: hydraulic presses; hydraulic jacks; hydraulic accumulators; braking systems;determine outputs for given inputs

2 Viscosity

Viscosity: shear stress; shear rate; dynamic viscosity; kinematic viscosity

Viscosity measurement: operating principles and limitations of viscosity measuring devices(eg falling sphere, capillary tube, rotational and orifice viscometers)

Real fluids: Newtonian fluids; non-Newtonian fluids including pseudoplastic, Binghamplastic, Casson plastic and dilatent fluids

3 Flow of real fluids

Head losses: head loss in pipes by Darcy’s formula; Moody diagram; head loss due tosudden enlargement and contraction of pipe diameter; head loss at entrance to a pipe; headloss in valves; flow between reservoirs due to gravity; hydraulic gradient; siphons;hammerblow in pipes

Reynolds’ number: inertia and viscous resistance forces; laminar and turbulent flow; criticalvelocities

Viscous drag: dynamic pressure; form drag; skin friction drag; drag coefficient

Dimensional analysis: checking validity of equations such as those for pressure at depth;thrust on immersed surfaces and impact of a jet; forecasting the form of possible equationssuch as those for Darcy’s formula and critical velocity in pipes

4 Hydraulic machines

Impact of a jet: power of a jet; normal thrust on a moving flat vane; thrust on a movinghemispherical cup; velocity diagrams to determine thrust on moving curved vanes; fluidfriction losses; system efficiency

Operating principles: operating principles, applications and typical system efficiencies ofcommon turbomachines including the Pelton wheel, Francis turbine and Kaplan turbine

Operating principles of pumps: operating principles and applications of reciprocating andcentrifugal pumps; head losses; pumping power; power transmitted; system efficiency


73




1 Investigate static fluidsystems

� determine the hydrostatic pressure and thrust onimmersed surfaces

� determine the centre of pressure on immersedsurfaces

� assess devices in which a fluid is used to transmitforce

2 Investigate viscosity in fluids � describe viscosity in fluids

� undertake viscosity measurement

� describe the effects of shear force on real fluids

3 Investigate the flow of realfluids

� determine head losses in pipeline flow

� assess the significance of Reynolds’ number inpipeline flow

� describe viscous drag on bluff bodies

� apply dimensional analysis to fluid flow

4 Investigate hydraulicmachines

� assess and evaluate the impact of a jet of fluid

� identify and describe the operating principles ofwater turbines and pumps


74

Guidance

Delivery

A practical approach to learning should be adopted wherever possible, with tutors providingrelevant examples of the application of theory in practice. Practical work needs to beinvestigative, to give learners opportunities to provide evidence for a distinction grade. Visits toindustrial installations will be of value for achievement of outcome 4.

Assessment

Evidence of outcomes may be in the form of assignments, laboratory notes, solutions to appliedproblems or completed tests/examinations. Evidence is likely to be at outcome level in order toprovide maximum flexibility of delivery.


Links

This unit has links with Unit 3: Engineering Science and Unit 13: EngineeringThermodynamics.

Entry requirements for this unit are at the discretion of the centre. However, it is advised thatcandidates should have achieved relevant BTEC National units or equivalent.

Resources

If possible, laboratory facilities should be available for the investigation of viscosity, Reynolds’number for pipeline flow and the measurement of drag forces on bluff bodies.

Support materials

Textbooks

� Douglas J and Gasiorek J – Fluid Mechanics – 4th Ed (Pearson, 2000)ISBN 0582414768

� Widden M – Fluid Mechanics (Palgrave Macmillan, 1996) ISBN 0333517997


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Unit 9: Applications of Pneumatics andHydraulics


Description of unitThe aim of this unit is to extend learners’ knowledge and understanding of fluid-power systemsin modern industry. Learners will investigate pneumatic and hydraulic diagrams, examine thecharacteristics of components and equipment and evaluate the applications of pneumatics andhydraulics.


1 Interpret fluid power diagrams

2 Analyse the construction and operation of pneumatic and hydraulic components,equipment and plant

3 Design pneumatic and hydraulic circuits

4 Evaluate industrial applications of pneumatics and hydraulics.


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Content

1 Fluid power

Symbols: pneumatic and hydraulic; energy conversion symbols; valve symbols; energytransmission symbols; control and miscellaneous symbols; use of appropriate British andInternational Standards (eg BS 2917, ISO 1219-1, ISO 9461 (Hydraulics), CETOP, RP68P,ISO 5599 (Pneumatics), etc)

Fluid power diagrams: system-layout diagrams and circuit diagrams (eg includingcomponent lists, component data sheets, displacement-step diagrams, operatinginstructions, installation and maintenance manuals); applications such as logic, memory andmulti-actuator sequential circuit operation, cascading techniques, circuits covering bothlinear and rotary actuation; use of ISO 1219-2

2 Pneumatic and hydraulic components, equipment and plant

Pneumatic equipment: air compressors and systems (eg types and characteristics, coolersand dryers, receivers, distribution systems, pipework and fittings, drain traps, FRL airservice units, valves, actuators, seals etc)

Hydraulic equipment: pumps and systems (eg reservoirs, accumulators, pipework, fittings,seals, fluids, valves, actuators etc)

Performance characteristics: air compressors (eg volumetric efficiency, compression ratio,isothermal efficiency); hydraulic pumps (eg operating efficiency, losses, flow rate, shafttorque and power, hydraulic power)

3 Pneumatic and hydraulic circuits

Pneumatic circuits: eg directional control, piloted control, reciprocating control, logic,memory, multi-actuator circuits with sequential operation, cascading techniques, steppercircuits, pulsed signals, latching circuits, direction and speed control of rotary actuators andair motors

Hydraulic circuits: eg sequential operation of multi-actuator circuits, regenerative circuits,counterbalance circuits, ‘meter-in’ and ‘meter-out’ circuits, bleed-off circuits, direction andspeed control of hydraulic motors

Electro-pneumatic and electro-hydraulic circuits: use of electronic logic devices andsystems and their interface with fluid power circuits; solenoid valve arrangements

Emergency ‘fail safe’ circuits: use of emergency stop circuits to give predictable ‘parking’positions for linear actuators; emergency stopping circuits for rotary actuators and motors;‘fail safe’ circuit arrangements


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4 Industrial applications

Industrial applications: measurements of process and/or machine parameters in selectedapplications (eg manufacturing, processing, transportation, utilities, operation of plant,machinery, equipment, controlling processes and plant)

Technical requirements: design; selection of equipment, materials and components;installation; test and commissioning procedures

Commercial aspects: capital costs; running costs; maintenance; flexibility of proposedsystem; future expansion and/or changes to installation

Health and safety: requirements of safety legislation and relevant regulations (eg Healthand Safety at Work Act 1974, Pressure Systems and Transportable Gas ContainersRegulations 1989 (SI 1989 No 2169))


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1 Investigate fluid powerdiagrams

� recognise and describe given fluid power symbols

� review fluid power diagrams and report on thedesign of either a pneumatic or hydraulic multi-actuator sequential operation using a minimum offour actuators

� review fluid power diagrams and report on thedesign of either a pneumatic or hydraulic reversiblerotary actuation with speed control in bothdirections

2 Analyse the construction andoperation of pneumatic andhydraulic components,equipment and plant

� identify and describe the features of given items ofpneumatic and hydraulic equipment

� analyse the performance characteristics of givenitems of pneumatic and hydraulic equipment

3 Design pneumatic andhydraulic circuits

� design and draw a circuit for either a pneumatic orhydraulic multi-actuator sequential operation,including emergency stop functions

� design and draw either a hydraulic or pneumaticrotary- actuation circuit illustrating speed control inboth directions

� design and draw either an electro-pneumatic orelectro-hydraulic circuit arrangement

� design and draw an emergency ‘fail safe’ circuit foreither a pneumatic or hydraulic application

4 Evaluate industrialapplications of pneumaticsand hydraulics

� justify the use of fluid power technology for a givenindustrial application

� describe the technical requirements and commercialaspects for a proposed system

� identify appropriate health and safety requirementsfor the design, installation, maintenance and use of afluid power system


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Guidance

Delivery

A practical approach to learning should be adopted wherever possible, with tutors providingrelevant examples of the application of pneumatics and hydraulics in industry. In particular, it isenvisaged that outcome 4 will be achieved in an industrial context.

Throughout the unit, practical work needs to be investigative, to give learners the opportunity toprovide evidence for distinctive performance.

Assessment

Evidence of outcomes may be in the form of assignments, laboratory notes, solutions to appliedproblems or completed tests/examinations.

Evidence may be accumulated by learners building a portfolio of activities, or by a tutor-ledcombination of tests and assignments. In either case, the evidence must be both relevant andsufficient to justify the grade awarded.

Links

This unit has links with Unit 8: Fluid Mechanics and Unit 26: Programmable LogicControllers.

Entry requirements for this unit are at the discretion of the centre.

Resources

Centres must be equipped with, or have access to, industrial-standard pneumatic and hydraulicequipment and test assemblies. In addition, relevant British and International Standards andBritish Fluid Power Association publications should be available. The use of software-basedtraining aids to demonstrate pneumatic and hydraulic systems design and operation is alsohighly recommended.

Support materials

Textbooks

� Barber A – Pneumatic Handbook (Elsevier Advanced Technology, 1997)ISBN 185617249X

� Esposito A – Fluid Power with Applications (US Imports and PHIPES, 2000)ISBN 0130102253

� Hunt T – Hydraulic Handbook – 9th Ed (Elsevier Advanced Technology, 1997)ISBN 1856172503

� Turner I C – Engineering Applications of Pneumatics and Hydraulics (Butterworth-Heinemann, 1995) ISBN 0340625260

� Yeaple F – Fluid Power Design Handbook – 3rd Ed (Marcel Dekker) ISBN 0824795628

Websites

� www.bfpa.co.uk

http://www.bfpa.co.uk/


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Unit 10: Strengths of Materials


Description of unitThis aim of this unit is to broaden and deepen the learner’s knowledge of the principles andtechniques used in stress analysis. It seeks to build upon the foundations that have been laid inthe units Engineering Science and Mechanical Principles, by increasing depth of treatment andthe range of application.

In the first outcome the learner is introduced to the theoretical and experimental methods ofcomplex stress analysis, together with the theories of elastic failure. Appropriate use of thesecan be made throughout the unit to determine operational factors of safety. The second outcomeis concerned with the theoretical behaviour of structural members under load and affords anopportunity for verification by experimental testing. The third outcome introduces the learner tothe analysis of loaded structural members from considerations of strain energy. Here againthere is ample opportunity for experimental verification of the analysis.


1 Investigate engineering components that are subjected to complex loading systems

2 Investigate the effects of loading on beams, columns and struts

3 Investigate the behaviour of loaded structural members by considering strain energy.


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Content

1 Complex loading systems

Complex stress: analysis of two-dimensional stress systems (eg determination of principalplanes and stresses, use of Mohr’s stress circle); combined torsion and thrust; combinedtorsion and bending

Complex strain: Mohr’s strain circle; experimental strain analysis using electricalresistance strain gauges

Theories of elastic failure: maximum principal stress theory; maximum shear stress theory;strain energy theory and maximum principal strain theory

2 Loading on beams, columns and struts

Simply supported beams: use of Macaulay’s method to determine the support reactions,slope and deflection due to bending in cantilevers and simply supported beams withcombined concentrated and uniformly distributed loads

Reinforced concrete beams: theoretical assumptions; distribution of stress due to bending

Columns: stress due to asymmetrical bending; middle third rule for rectangular sectioncolumns and walls; middle quarter rule for circular section columns

Struts: end fixings; effective length; least radius of gyration of section; slenderness ratio;Euler and Rankine-Gordon formulae for determination of critical load

3 Behaviour of loaded structural members

Strain energy: strain energy stored as a result of direct loading, shear loading, bending andtorsion

Elastic deflections: elastic deflection of struts and ties when subjected to gradually appliedloads; elastic deflection at the point of loading for cantilevers and simply supported beamswhen subjected to a single gradually applied load; application of Castigliano’s theorem todetermine deflection (eg beams, brackets, portal frames and curved bars when subjected togradually applied loads); elastic deflection of torsion bars and transmission shafts subjectedto a gradually applied torque

Shock loading: elastic deflection and stress induced in struts and ties when subjected tosuddenly applied loads and impact loads


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1 Investigate engineeringcomponents which aresubjected to complex loadingsystems

� analyse two-dimensional stress systems makingappropriate use of Mohr’s stress circle

� carry out experimental strain analysis usingelectrical resistance strain gauges

� apply the appropriate theory of elastic failure toloaded components to determine operational factorsof safety

2 Investigate the effects ofloading on beams, columnsand struts

� determine the support reactions, slope anddeflection of simply supported beams

� determine the distribution of stress in the materialsof reinforced concrete beams

� determine the stress distribution in columns andwalls which are subjected to asymmetrical bending

� determine the appropriate critical load for axiallyloaded struts

� carry out tests to validate critical load calculations

3 Investigate the behaviour ofloaded structural membersby considering strain energy

� determine the strain energy stored in a member dueto direct loading, shear loading, bending and torsion

� determine the elastic deflection of loaded membersmaking appropriate use of Castigliano’s theorem

� carry out tests to validate deflection calculations

� predict the effects of shock loading on struts andties


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Guidance

Delivery

A practical approach to learning should be adopted wherever possible, with tutors providingrelevant examples of the application of theory in practice. Efforts should be made to identifythe relevance of the principles covered to mechanical and structural design applications.Practical work should be investigative in order to provide the learners with opportunities toprovide evidence of distinctive performance.

Assessment

Evidence of outcomes may be in the form of assignments, laboratory notes, solutions to appliedproblems or unseen, timed tests/examinations. Learning and assessment is likely to take place atoutcome level. There is also however, the opportunity to apply the theoretical considerationsfrom the different outcomes simultaneously to particular structural members.


Links

This unit is intended to provide progression from Unit 3: Engineering Science and Unit 5:Mechanical Principles.

Entry requirements for this unit are at the discretion of the centre. However it is stronglyadvised that learners should have completed the above core units.

Resources

It is desirable that laboratory facilities should be available to investigate the effects of loadingon structural members and engineering components. Access to appropriate stress analysis andcomputer-aided design packages of an industrial standard would also be an advantage.

Support materials

Textbooks

� Bacon D H – Mechanical Technology (Butterworth-Heinemann, 1998) ISBN 0750638869

� Bedford A and Fowler W L – Statics (Addison-Wesley, 1997) ISBN 0201403404

� Bolton W – Mechanical Science (Blackwell Science, 1998) ISBN 0632049146



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Unit 11: Dynamics of Machines


Description of unitThis aim of this unit is to broaden and deepen the learner’s knowledge of the principles andtechniques used in the design of machine elements. It seeks to build upon the foundationswhich have been laid in Engineering Science and Mechanical Principles by increasing depth oftreatment and the range of application.

The first outcome is concerned with the characteristics of a wider range of power transmissionelements. The second outcome introduces the learner to an in-depth analysis of some commonmechanical systems using both analytical and graphical techniques. The third outcome isconcerned with mechanical vibrations and in particular the transient and steady-state responseof mass-spring systems to disturbing forces.


1 Analyse the kinetic and dynamic characteristics of power transmission system elements

2 Analyse the kinetic and dynamic characteristics of mechanisms

3 Investigate mechanical vibrations in translational and rotational mass-spring systems.


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Content

1 Characteristics of power transmission system elements

Gears: gear geometry; velocity ratios of simple, compound and epicyclic gear trains;acceleration of geared systems

Screw drives: motion on an inclined plane; efficiency of square-threaded leadscrews andscrew jacks

Flywheels: turning moment diagrams for reciprocating engines and presses; determinationof required flywheel moment of inertia to satisfy specified operating conditions

Universal couplings: Hooke’s joint; constant velocity joint; conditions for a constantvelocity ratio

2 Characteristics of mechanisms

Cams: radial plate and cylindrical cams; follower types; profiles to give uniform velocity;uniform acceleration and retardation and simple harmonic motion outputs; outputcharacteristics of eccentric circular cams, circular arc cams and cams with circular arc andtangent profiles with flat-faced and roller followers

Plane mechanisms: determination of instantaneous output velocity for the slider-crankmechanism, the four-bar linkage and the slotted link and Whitworth quick return motions;construction of velocity vector diagrams; use of instantaneous centre of rotation

Resultant acceleration: centripetal, tangential, radial and Coriolis components ofacceleration in plane linkage mechanisms; resultant acceleration and inertia force; use ofKlein’s construction for the slider crank mechanism

Gyroscopic motion: angular velocities of rotation and precession; gyroscopic reactiontorque; useful applications (eg gyro-compass and gyro-stabilisers)

3 Mechanical vibrations

Natural vibrations: mass-spring systems; transverse vibrations of beams and cantilevers;torsional vibrations of single and two-rotor systems; determination of natural frequency ofvibration; whirling of shafts

Damped vibrations: representative second-order differential equation for mass-springsystem with damping; transient response of a mass-spring system to an impulsivedisturbance; degrees of damping; frequency of damped vibrations; logarithmic decrementof amplitude

Forced vibrations: representative second-order differential equation for a damped mass-spring system subjected to a sinusoidal input excitation; transient and steady statesolutions; amplitude and phase angle of the steady state output; effect of damping ratio;conditions for resonance


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1 Analyse the kinetic anddynamic characteristics ofpower transmission systemelements

� analyse geared systems to determine velocity ratioand required accelerating torque

� determine the operating efficiency of screw jacksand leadscrews

� analyse turning moment diagrams for reciprocatingengines and presses to determine the requiredflywheel parameters for specific operatingconditions

� analyse the characteristics of Hooke’s joints andconstant velocity joints and recognise the conditionsfor a constant velocity ratio

2 Analyse the kinetic anddynamic characteristics ofmechanisms

� determine the output motion of radial plate andcylindrical cams

� determine the velocities and accelerations of pointswithin plane mechanisms and the associated inertiaforces

� analyse systems in which gyroscopic motion ispresent to determine the magnitude and effect ofgyroscopic reaction torque

3 Investigate mechanicalvibrations in translationaland rotational mass-springsystems

� determine the natural frequency of vibration intranslational and rotational mass-spring systems

� determine the critical whirling speed of shafts

� determine the transient response of damped mass-spring systems when subjected to a disturbance

� determine the steady state response of dampedmass-spring systems when subjected to sinusoidalexcitation


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Guidance

Delivery

A practical approach to learning should be adopted wherever possible, with tutors providingrelevant examples of the application of theory in practice. Efforts should be made to identifythe relevance of the principles covered to mechanical design applications. Practical workshould be investigative in order to give the learners opportunities to provide evidence ofdistinctive performance.

Assessment

Evidence of outcomes may be in the form of assignments, laboratory notes, solutions to appliedproblems or unseen, timed tests/examinations. Learning and assessment is likely to take place atoutcome level but there may be opportunities for a combined approach in assignment work.


Links

This unit is intended to provide progression from Unit 3: Engineering Science and Unit 5:Mechanical Principles. Entry requirements for this unit are at the discretion of the centre.However it is strongly advised that learners should have completed the above core unitstogether with Unit 2: Analytical Methods for Engineers. It would also be advantageous forlearners to be studying the Unit 15: Further Analytical Methods for Engineers alongside thisunit.

Resources

It is desirable that laboratory facilities should be available to investigate gyroscopic motion andmechanical vibrations. Access to appropriate vibration simulation packages and computer aideddesign packages of an industrial standard would also be an advantage.

Support materials

Textbooks

� Bacon D H – Mechanical Technology (Butterworth-Heinemann, 1998) ISBN 0750638869

� Geradin M and Rixen D – Mechanical Vibrations (John Wiley and Sons, 1997)ISBN 047197546X



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Unit 12: Heat Transfer and Combustion


Description of unitThis unit is intended to develop learners’ knowledge of principles and empirical relationshipsto enable them to solve practical problems involving heat transfer, combustion and thespecification of practical engineering equipment.


1 Determine heat transfer rates for composite systems

2 Determine heat transfer coefficients

3 Specify heat transfer equipment

4 Analyse combustion processes.


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Content

1 Heat transfer rates

Interfaces: conduction (Fourier’s law, thermal conductivity, thermal resistance, temperaturegradient, composite plane walls and thick cylinders); convection (description of forced andnatural convection, convective heat transfer coefficient, film and overall coefficient)

Radiation: nature of radiation; Stefan-Boltzman law; black and grey body radiation;emissivity; absorptivity; correction for overall heat transfer coefficient

Lagging: material types; conductivity; energy costs; economic lagging

2 Heat transfer coefficients

Dimensional analysis: dimensionless groups; Reynolds, Nusselt, Prandtl, Stanton, Grashofnumbers

Heat transfer mechanism: description of flow in tubes, ducts and across surfaces; boundarylayer; laminar and turbulent; forced and natural convection; fluid properties; flowparameters; boiling and condensation

Determine heat transfer coefficients: Dittus-Boelter equation for forced convection incircular ducts and tubes, for various fluids, tube dimensions and flow parameters; use ofcharts and data for fluid properties

3 Heat transfer equipment

Recuperators: concentric tube (parallel and counter flow, cross flow, shell and tube, plate,extended surface)

Heat transfer performance: steady state performance; overall heat transfer coefficient;LMTD; effectiveness; pressure drop; fouling factors

Fluids: water; oil; air; refrigerants; steam

Applications: specification of suitable recuperator and fluids for given applications such asoil cooling and heat recovery; calculation of heat transfer rates given fluid and recuperatordata

4 Combustion processes

Combustion chemistry: composition of air and hydrocarbon fuels; combustion equations;stoichiometric and actual air:fuel ratios; mixture strength; excess air

Energy of combustion: calorific values; higher and lower; thermal and boiler efficiency;practical determination of calorific value of various solid, liquid and gaseous fuels

Products of combustion: instrumentation for flue gas and exhaust products; volumetricanalysis; variation of proportions of products dependent on air:fuel ratio and combustionquality


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1 Determine heat transferrates for composite systems

� apply Fourier’s law and the Newton rate equation tocomposite solids and fluid/solid interfaces

� calculate heat transfer rates for combined modesincluding radiation

� specify lagging for optimum performance

2 Determine heat transfercoefficients

� demonstrate how dimensional analysis leads torelationships involving heat transfer coefficients

� describe the nature of fluid flow

� determine heat transfer coefficients usingexperimental and tabulated area

3 Specify heat transferequipment

� describe various types and layout of recuperators

� estimate heat transfer performance

� specify type, size and fluids for given applications

4 Analyse combustionprocesses

� derive combustion equations

� determine energy of combustion

� analyse products of combustion


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Guidance

Delivery

A practical approach to learning should be adopted wherever possible, with opportunities forlaboratory and/or industry-based investigation. Learners should also develop an awareness ofsources of practical and empirical data using texts, databases and manufacturers’ informationfor aspects such as fluid properties and heat exchanger size and performance.

Assessment



Links

This unit provides opportunities for integrated delivery with other units such as Unit 8: FluidMechanics or Unit 13: Engineering Thermodynamics.

Entry requirements for this unit are at the discretion of the centre. However, knowledge of theBTEC National unit Science for Technicians or equivalent would be an advantage.

Resources

If possible, laboratory facilities should be available for the analysis of flow, heat exchangeperformance and products of combustion.

Support materials

Textbooks

� Eastop T and McConkey A – Applied Thermodynamics for Engineering Technologists(Prentice Hall, 1993) ISBN 0582215714

� Rogers G and Mayhew Y R – Engineering Thermodynamics – Work and Heat Transfer(Longman, 1992) ISBN 0582045665


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Unit 13: Engineering Thermodynamics


Description of unitThe aim of this unit is to introduce learners to the principles and laws of thermodynamics andtheir application to engineering thermodynamic systems. The unit covers system definition, thefirst and second laws of thermodynamics, heat engine cycles, the measurement of engineperformance and the layout and performance of steam plant.


1 Analyse thermodynamic systems

2 Investigate internal combustion engine performance

3 Investigate reciprocating air compressors

4 Investigate steam and gas turbine power plant.


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Content

1 Thermodynamic systems

Polytropic processes: general equation pvn=c, relationships between index ‘n’ and heattransfer during a process; constant pressure and reversible isothermal and adiabaticprocesses; expressions for work flow

Thermodynamic systems and their properties: closed systems; open systems; application offirst law to derive system energy equations; properties; intensive; extensive; two-propertyrule

Relationships: R = cp – cv and � = cp/cv

2 Internal combustion engine performance

Second law of thermodynamics: statement of law; schematic representation of a heat engineto show heat and work flow

Heat engine cycles: Carnot cycle; Otto cycle; Diesel cycle; dual combustion cycle; Joulecycle; property diagrams; Carnot efficiency; air-standard efficiency

Performance characteristics: engine trials; indicated and brake mean effective pressure;indicated and brake power; indicated and brake thermal efficiency; mechanical efficiency;relative efficiency; specific fuel consumption; heat balance

Improvements: turbocharging; turbocharging and intercooling; cooling system and exhaustgas heat recovery systems

3 Air compressors

Property diagrams: theoretical pressure-volume diagrams for single and multi-stagecompressors; actual indicator diagrams; actual, isothermal and adiabatic compressioncurves; induction and delivery lines; effects of clearance volume

Performance characteristics: free air delivery; volumetric efficiency; actual and isothermalwork done per cycle; isothermal efficiency

First law of thermodynamics: input power; air power; heat transfer to intercooler andaftercooler; energy balance

Faults and hazards: effects of water in compressed air; causes of compressor fires andexplosions


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4 Steam and gas turbine

Principles of operation: impulse and reaction turbines; condensing; pass-out and backpressure steam turbines; single and double shaft gas turbines; regeneration and re-heat ingas turbines; combined heat and power plants

Circuit and property diagrams: circuit diagrams to show boiler/heat exchanger;superheater; turbine; condenser; condenser cooling water circuit; hot well;economiser/feedwater heater; condensate extraction and boiler feed pumps; temperature-entropy diagram of Rankine cycle

Performance characteristics: Carnot, Rankine and actual cycle efficiencies; turbineisentropic efficiency; power output; use of property tables and enthalpy-entropy diagramfor steam


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1 Analyse thermodynamicsystems

� investigate polytropic processes

� define thermodynamic systems and their properties

� apply the first law of thermodynamics tothermodynamic systems

� determine the relationships between systemconstants for an ideal gas

2 Investigate internalcombustion engineperformance

� relate the second law of thermodynamics to theoperation of heat engines

� investigate theoretical heat engine cycles

� determine the performance characteristics of gas-based heat engines

� recognise how improvements may be made to theefficiencies of IC power units

3 Investigate reciprocating aircompressors

� draw property diagrams for compressor cycles

� determine the performance characteristics ofcompressors

� apply the first law of thermodynamics tocompressors

� recognise compressor faults and hazards

4 Investigate steam and gasturbine power plant

� describe the principles of operation of steam and gasturbines

� draw circuit and property diagrams to show thefunctioning of steam power plant

� determine the performance characteristics of steampower plant


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Guidance

Delivery

A practical approach to learning should be adopted wherever possible, with tutors providingrelevant examples of the application of theory in practice. Practical work needs to beinvestigative, to give learners opportunities to provide evidence for distinctive performance.Visits to industrial installations will be of value for the achievement of Outcomes 2, 3 and 4 ifcollege facilities are not available.

Assessment



Links

This unit has links with Unit 2: Analytical Methods for Engineers, Unit 3: Engineering Scienceand Unit 8: Fluid Mechanics. Entry requirements for this unit are at the discretion of the centre.However, learners should have achieved learning equivalent to the BTEC National units inScience for Technicians and Mathematics for Technicians.

Resources

If possible, laboratory facilities should be available for the investigation of the properties ofworking fluids, internal combustion engines and compressor performance, but they are notessential.

Support materials

Textbooks


� Sprackling M – Heat and Thermodynamics (Macmillan, 1993) ISBN 0333565134


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Unit 14: Energy Management


Description of unitThe unit aims to provide knowledge of energy management principles and techniques for use inindustrial and/or commercial organisations.

Learners will be concerned with energy conservation, including energy conservation awarenessfor both the organisation and personnel.

Integral to the content is environmental management, which is now becoming ever-increasinglyimportant in energy conservation. Greater gains, both environmentally and economically, canbe achieved by cutting down on waste and maximising the efficient use of energy.

The principal focus for the unit is in establishing and developing an energy audit in the contextof a plant engineering environment.


1 Evaluate environmental management policies

2 Describe energy sources, conservation and applications

3 Determine system and energy-saving requirements

4 Carry out an energy management audit and monitor the processes adopted.


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Content

1 Environmental management

Environmental management: environmental management systems and policies; regulatoryrequirements; ISO 14000/14001

Energy technologies: power generation; transportation

Resource management: waste; hazardous waste; water; air pollution

2 Energy sources

Sources: fossil and non-fossil (biomass) fuels; alternative sources (eg geothermal)

Materials: thermal properties of materials; thermal conductors/insulators; K and U values

Applications: heat exchangers; recuperators; regenerators; waste products

3 System and energy-saving requirements

Systems: system principles; combined heat and power (CHP) and combined cycle gasturbine (CCGT) plant

System analysis: energy analysis of the process (eg Sankey diagram, influence of externalenvironment, comparable systems)

Cost savings: optimum (economic) lagging; break-even costs; no-cost/low-cost energysaving measures

4 Energy management audit

Energy saving: range of quantifiable techniques; costing procedures

Audit: metering and measurement of temperature, flow, pressure etc; data collection andanalysis

Monitoring: monitoring and targeting; setting targets; performance indices; indicators


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1 Evaluate environmentalmanagement policies

� describe the environmental management policiesrelevant to plant engineering

� evaluate the types of energy technologies associatedwith plant engineering

� assess the various aspects of resource managementin the context of plant engineering

2 Describe energy sources,conservation and applications

� explain the various sources of fuel likely to beencountered in industry

� describe the materials associated with energyconservation

� select and describe industrial and commercialactivities where energy conservation procedures canbe adopted

3 Determine the system andenergy-saving requirements

� assess systems which will provide an energyanalysis

� produce a documented system analysis relating tothe energy distribution

� select and evaluate the appropriate cost-savingtechnique for the chosen situation

4 Carry out an energymanagement audit andmonitor the processes adopted

� select and evaluate the energy saving, using theappropriate procedure

� specify the type, size and range of meteringequipment as part of the audit process

� identify the targets and parameters in monitoring theprocesses


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Guidance

Delivery

Any assignments and projects will be focused on energy management and will preferably beorientated towards work-related, learner-generated activities. These will enable learners toprovide evidence for distinctive performance.

Case studies are recommended for providing content and supporting assessment. A case studymay involve the achievement of environmental objectives, targets etc, of a particular industrialor commercial organisation by focusing on, and co-ordinating, personnel, systems, strategy,resources and structures.

This could take the form of a project ascertaining the overall annual heat energy losses (orgains) of an operational building which houses plant engineering equipment and process plant.Architectural plans providing details of the building fabric and design may be helpful incalculating any heat energy gains or losses. The energy audit need not be confined to this typeof project, but to arrive at the outcomes the learner must demonstrate the ability to apply heatenergy management concepts.

Visits to one or two relevant industrial or commercial organisations which use energymanagement techniques will be of value to enhance and support learning.

Assessment

Evidence of outcomes will be in the form of a major project supported by a number ofassignments. It is envisaged that a number of case studies will be used for assignment work andassessment.

To ensure all outcomes are integrated evidence should be provided at unit level.

The principal focus for the unit assessment is that of an energy audit or similar undertaking.

Links

This unit has a degree of commonality with Unit 28: Plant Technology.

Entry requirements for this unit are at the discretion of the centre. However, it is advised thatlearners should have completed the BTEC National unit Science for Technicians or equivalent.

Resources

Centres delivering this unit should possess, or have access to, industrial-standard softwarepackages used for energy management procedures and audits. This software should becomepart of a small resource centre (library) containing material about energy conservation andenergy management in addition to environmental management.

Support materials

Textbooks



103

Unit 15: Further Analytical Methods forEngineers


Description of unitThis unit provides the underpinning analytical knowledge and techniques necessary tosuccessfully complete many of the more advanced analytical option units within theprogramme. It complements and broadens the subject knowledge contained in AnalyticalMethods for Engineers. This unit has been designed to enable learners to use number systems,graphical and numerical methods, vectors, matrices and ordinary differential equations toanalyse, model and solve realistic engineering problems.


1 Analyse and model engineering situations and solve problems using number systems

2 Analyse and model engineering situations and solve problems using graphical andnumerical methods

3 Analyse and model engineering situations and solve problems using vector geometry andmatrix methods

4 Analyse and model engineering situations and solve problems using ordinary differentialequations.


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Content

1 Number systems

Error arithmetic: significant figures and estimation techniques; error arithmetic operations;systematic and random errors; application to experimentation and general laboratory work

Number systems: natural, integer, rational, reals, dinary, binary, octal and hexadecimalnumber systems; conversion from dinary to numbers of other bases and vice versa; two-state logic systems, binary numbers and logic gates, logic gate tables, application to logiccircuits

Complex numbers: real and imaginary parts of complex numbers, complex numbernotation; Cartesian and polar forms; modulus, argument and complex conjugate; addition,subtraction, multiplication and division of Cartesian and polar forms; use of Arganddiagrams; powers and roots and the use of de Moivre’s theorem

Engineering applications: eg electric circuit analysis, phasors, transmission lines,information and energy control systems

2 Graphical and numerical methods

Graphical techniques: Cartesian and polar co-ordinate systems and representation ofcomplex number operations; vector representation; standard curves; asymptotes; systematiccurve sketching; curve fitting; irregular areas and mean values of wave forms; use of phasorand Argand diagrams; application to engineering situations

Numerical integral: determine the integral of functions using mid-ordinate; trapezoidal andSimpson’s rules

Numerical estimation methods: method of bisection; Newton-Raphson iteration method;estimates of scientific functions

3 Vector geometry and matrix methods

Vector notation and operations: Cartesian co-ordinates and unit vectors; types of vectorand vector representation; addition and subtraction; multiplication by a scalar; graphicalmethods

Matrix operations and vectors: carry out a range of matrix operations eg vectors in matrixform, square and rectangular matrices, row and column vectors, significance of thedeterminant, determinant for 2x2 matrix, the inverse of a 2x2 matrix; use Gaussianelimination to solve systems of linear equations (up to 3x3)

Vector geometry: determine scalar product, vector product, angle between two vectors,equation of a line, norm of a vector, dot and cross products; apply vector geometry to thesolution of engineering problems (eg velocity vector and mechanisms, acceleration vectorand mechanisms, forces in static frameworks and structures, evaluation of static jointstructures using dot product, phasors)


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4 Ordinary differential equations

First order differential equations: engineering use; separation of variables; integratingfactor method, complementary function and particular integral

Numerical methods for first order differential equations: need for numerical solution;Euler’s method; improved Euler method; Taylor series method

Application of first order differential equations: eg RC and RL electric circuits, timeconstants, motion with constant and variable acceleration, Fourier equation for heattransfer, Newton’s laws of cooling, charge and discharge of electrical capacitors, complexstress and strain, metrology problems

Second order differential equations: engineering use; arbitrary constants; homogeneous andnon-homogeneous linear second order equations

Application of second order differential equations: eg RLC series and parallel circuits,undamped and damped mechanical oscillations, fluid systems, flight control laws, mass-spring-damper systems, translational and rotational motion systems, thermodynamicsystems, information and energy control systems, heat transfer, automatic control systems,stress and strain, torsion, shells, beam theory

Engineering situations: applications (eg heat transfer, Newton’s laws, growth and decay,mechanical systems, electrical systems, electronics, design, fluid systems, thermodynamics,control, statics, dynamics, energy systems, aerodynamics, vehicle systems, transmission andcommunication systems)


106




1 Analyse and modelengineering situations andsolve problems using numbersystems

� use estimation techniques and error arithmetic toestablish realistic results from experiment

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

� perform arithmetic operations using complexnumbers in Cartesian and polar form

� determine the powers and roots of complex numbersusing de Moivre’s theorem

� apply complex number theory to the solution ofengineering problems when appropriate

2 Analyse and modelengineering situations andsolve problems usinggraphical and numericalmethods

� draw graphs involving algebraic, trigonometric andlogarithmic data from a variety of scientific andengineering sources, and determine realisticestimates for variables using graphical estimationtechniques

� make estimates and determine engineeringparameters from graphs, diagrams, charts and datatables

� determine the numerical integral of scientific andengineering functions

� estimate values for scientific and engineeringfunctions using iterative techniques

3 Analyse and modelengineering situations andsolve problems using vectorgeometry and matrixmethods

� represent force systems, motion parameters andwave forms as vectors and determine requiredengineering parameters using analytical andgraphical methods

� represent linear vector equations in matrix form andsolve the system of linear equations using Gaussianelimination

� use vector geometry to model and solve appropriateengineering problems


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4 Analyse and modelengineering situations andsolve problems usingordinary differentialequations

� analyse engineering problems and formulatemathematical models using first order differentialequations

� solve first order differential equations usinganalytical and numerical methods

� analyse engineering problems and formulatemathematical models using second order differentialequations

� solve second order homogeneous and non-homogenous differential equations

� apply first and second order differential equations tothe solution of engineering situations


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Guidance

Delivery

This unit may be delivered as a stand-alone unit, or integrated into other appropriateprogramme modules. If it is delivered in an integrated way, care must be taken to providetracking of evidence for the outcomes.

The core unit Analytical Methods for Engineers is considered to be the pre-requisite for thisunit. It is envisaged that this unit would be taught, as an option, in the second year or secondsemester of a BTEC Higher National Engineering programme. This will provide learners withan extended knowledge of all the analytical tools they may need for their Higher Nationalstudies and have the necessary preparation for studying further mathematics at Degree level.

This unit, like its prerequisite Analytical Methods, has been designed to afford the lecturerchoice in the delivery of the content. Providing that the assessment criteria are met for each ofthe outcomes, the content may be taught and assessed to reflect the chosen pathway of thelearner. For example, complex numbers may be taught to mechanical engineering learners butthere is no need for this group to apply complex numbers to electrical theory. All otheroutcomes in this unit allow a choice of applications that are most relevant to the learners chosenpathway. Adopting this method of delivery and assessment should enable the learner to coverthe entire essential mathematical principles and techniques and apply this theory to relevantengineering applications.

The amount of time the tutor wishes to apportion to each outcome will very much depend onthe learner cohort being taught. For this reason no order should be inferred from either thelayout of content or from the order of the outcomes and grading criteria table.

Assessment

The results of tests and examinations are likely to form a significant part of the evidence ofattainment for the outcomes of this unit. However, it is also considered essential that evidenceis gathered from assignments designed to apply the analytical methods to the modelling andsolution of realistic engineering problems. The use of computer programmes is likely to form asignificant part of testing or modifying possible solutions to such problems. The evidencegathered should, wherever possible, be deliberately biased to reflect the chosen engineeringpathway.

Links

This unit is intended to link with the more analytical programme units and extend theknowledge gained from studying Unit 2: Analytical Methods for Engineers. The unit serves as anecessary foundation for Unit 22: Engineering Mathematics, for those wishing to pursue theirstudies at degree level.

Entry requirements are at the discretion of the centre. However, it is strongly advised thatwithin the programme learners should have studied Unit 2: Analytical Methods for Engineers,or its academic equivalent, before embarking on this unit.


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Resources

The use of mathematical software packages should be strongly encouraged, whereverappropriate, to help learners understand the model scientific and engineering problems.Availability of mathematical and spreadsheet packages such as Autograph, MathCad and Excelwould enable realistic assignments to be set and achieved by learners.

Support materials

Textbooks






� Stroud K A – Further Engineering Mathematics (Macmillan Press, 1996)ISBN 0333657411


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Unit 16: Mechatronic Systems Principles


Description of unitThe aim of this unit is to introduce the learner to the necessary skills and principles thatunderpin a range of mechatronic systems. The unit will encompass small single componentsystems as well as larger systems integrating components from different engineeringdisciplines.

The unit will deal with the control concepts used in mechatronic systems and will focus onsystem design and maintenance.

The approach will be broad-based, to reflect the fact that mechatronics is, by its nature,multidisciplinary and not confined to a single specialised discipline. The intention is toencourage the learner to recognise a system not as an interconnection of different parts but asan integrated unit.


1 Investigate the different applications of a range of mechatronic systems

2 Explain the control concepts used within mechatronic systems

3 Produce a specification for a mechatronic system

4 Investigate the locate fault on mechatronic systems.


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Content

1 Mechatronic systems

Discipline integration: the need for systems to be designed in an integrated way rather thanas a collection of unrelated yet interconnected parts; constraints on size and cost ofcomponents; compatibility of connection systems; required reduction in process delays etc

Systems and sub-systems diagrams: as an aid to understanding function and measuringperformance

Mechatronic systems: industrial robot; CNC machines; vending machines

2 Control concepts

Systems: open and closed loop systems and system diagram representation (eg input signal,output signal, signal direction, process box)

Feedback: concept of negative feedback and benefits of negative feedback, feedbackfraction, feedback block, mixing point and transfer function

Types of control: on/off, proportional, derivative and integral control methods, examples ofsystems using the range of control types

System response: open-loop and closed-loop system responses to a step input and acontinuous input change in terms of response time and stability; use of software simulationpackages to demonstrate system response to input changes

3 Specification for a mechatronic system

British Standards: appropriate British Standards (eg BS7373)

Sensor attributes: phenomena being sensed; interaction of variables and removal ofundesired changes; proximity of sensor to measurand; invasiveness of the measurement andmeasurand; signal form; ergonomic and economic factors

Sensor technologies: resistive; inductive; capacitive; optical/fibre-optic; ultrasonic;piezoelectric

Actuator technologies: electric motors; stepper motors; motor control; fluid power;integrated actuators and sensors

Software: select and use appropriate software control for mechatronic systems (egmicroprocessor, PLC, PC-based); basic programs

4 Locate faults on mechatronic systems

Information: component data sheets; systems diagrams; flow charts; trouble-shootingcharts; wiring and schematic diagrams; operation and maintenance manuals; performancedata; use of internet

Inspection and test: characteristics of system; on-line/off-line testing; test equipment; self-diagnostic techniques; expert systems; safety issues

Fault location techniques: appropriate sources of information identified and selected;analysis of evidence; systematic and logical approach; cause of fault evaluated and verified


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1 Investigate and evaluate arange of mechatronicsystems

� identify mechatronic systems by their disciplineintegration

� recognise the need for system development in anintegrated way

� suggest suitable systems which could be improvedby such an approach

� assess the operation of commercially availablemechatronic systems

2 Explain the control conceptsused within mechatronicsystems

� describe open-loop and closed-loop mechatronicsystems with the aid of diagrams

� explain the need for, and the action of, feedback incontrol loops

� describe the control types used in mechatronicsystems

� use software simulation techniques to evaluatesystem response to changing input conditions

3 Produce a specification for amechatronic system

� produce a specification for a mechatronic system tomeet current British Standards

� describe sensor attributes

� select suitable sensor and actuator technologies for amechatronic system

� select and use appropriate software control for amechatronic system

4 Investigate and locate faultson mechatronic systems

� analyse sources of information and documentationas an aid to fault-finding and fault-location

� select appropriate inspection and test equipment forfault location

� carry out appropriate fault-finding procedures tolocate and verify faults in mechatronic systems


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Guidance

Delivery

A practical hands-on approach to learning should be adopted wherever possible, with tutorsproviding relevant examples of the application of theory in practice. Practical work needs to beinvestigative, to give learners the opportunities to provide evidence across grades.

A case-study of a suitable mechatronic system would be an ideal method to meet many of thecriteria.

Assessment

Evidence of outcomes may be in the form of assignments, reports of practical activities, or theresults of unseen tests and examinations. Evidence is likely to be at outcome level to providemaximum flexibility.

Links

This unit is suitable for delivery as part of an integrated teaching programme and links withUnit 2: Analytical Methods for Engineers, Unit 3: Engineering Science and Unit 6:Engineering Design.

Entry requirements for this unit are at the discretion of the centre. However, it is stronglyadvised that learners should have completed appropriate BTEC National units or equivalent.Learners who have not attained this standard may require bridging studies.

Resources

Centres offering this unit should provide facilities that give access to a range of electronics,PLC, pneumatic and hydraulic technologies. In addition learners should have access toappropriate software control packages.

Support materials

Textbooks

� Bolton W – Mechatronics – 2nd Ed (Longman, 1999) ISBN 0582357055


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Unit 17: Health and Safety and RiskAssessment


Description of unitThis unit develops learner awareness of the principles of health and safety planning andimplementation in an industrial environment (eg manufacturing, service industries,telecommunications etc). The unit also considers current UK and EU health and safetylegislation together with the concepts of risk assessment and its evaluation when applied to anypotential hazard. This is followed by the applications of risk management techniques in thecontext of risks to life, property and general engineering activities.


1 Select and apply safe working procedures to industrial operations

2 Apply current health and safety legislation

3 Analyse systems for the assessment of risk

4 Apply risk management to life, property and activities.


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Content

1 Safe working procedures

Permit-to-work: types; HSE Guidance Notes; hot cold entry; buddy and plant identificationsystems

Isolations: eg lock, multi-lock, blank off, removal, electrical, peg removal, linked valvekey, SDNT valves

Monitoring equipment: eg noise, dust, fumes, temperature, movement, radiation, costing

Protective clothing and equipment: eg chemical, temperature, crush resistance, noiseprotection, visor, goggle usage, electrical isolation, radioactive protection

2 Current health and safety legislation

Current regulations: relevant and current UK and EU regulations (eg COSHH, noise atwork, pressure systems, manual handling, personal protective equipment, control ofasbestos, Health and Safety at Work Act, management of health and safety at work, IEEwiring regulations, EMC directive) on typical engineering operations (eg engineeringproduction and manufacture, engineering services, materials handling, telecommunicationsand transportation)

HSE Inspectorate: role; span of authority; right of inspection; guidance notes and booklets

Safety audits: policies; record keeping; safety surveys; training; proformas; managementcommitment; planning

Codes of practice: use of Applying Technology for codes and regulations; awareness ofrelevant codes of practice (eg HSE guidance, Occupational Exposure Standards etc)

3 Assessment of risk

Hazard: eg fire, noise, temperature, field of vision, fumes, moving parts, lighting, access,pressure, falling bodies, airborne debris, radiation and chemical hazards, etc

Risk rating: matrix production (eg low risk, moderate risk, substantial risk, high risk)

Frequency: rate of occurrence (eg improbable, possible, occasional, frequent, regular,common)

Severity: definitions of consequence; level of injury (eg graded: trivial, minor, major,multiple major, death, multiple death)

Record: systems; production of proforma for each hazard; types of recording systems;employee training; company awareness


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4 Risk management

Evidence: to support the likelihood of or reoccurrence of a risk; statistical data (eg, fatiguecharts, working hours, temperature, lighting levels, noise, incorrect procedures, workingpractices, time of day, etc)

Implications: eg threat to life, injuries, property, environment, need to redesign, effect oncompany, effect on other companies; mandatory factory closure

Information: eg data sheets on substances, factory rules, codes of practice; safe workingprocedures, hazard identification (eg hard hat area); training in procedures for new staff andcontractors

Minimising risk: eg control of known risks, guarding, covering, screening, encasing, design-out; disaster contingence planning, etc

Implementation: eg management policy, lines of communication, responsibility, safetycommittees and trade union input

Compliance: knowledge of regulations and guidelines; mandatory compliance with currentand relevant regulations (eg HASAWA and HSE; Deposit of Poisonous waste Act, EMCdirective etc), working towards company risk assessment findings


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1 Select and apply safeworking procedures toindustrial operations

� evaluate a range of permit-to-work systems andidentify isolation requirements for givenapplications

� use monitoring equipment to ensure the promotionof a safe working environment

� select and justify choice of protective clothing andequipment to ensure personal protection in a givenenvironment

2 Apply current health andsafety legislation

� identify industrial work areas where currentregulations would apply and describe the role of theHSE Inspectorate

� implement a schedule for the setting up of a safetyaudit system

� select the relevant codes of practice to enhancesafety

3 Analyse systems for theassessment of risk

� identify a hazard and produce a risk rating

� evaluate frequency and severity of an identifiedhazard

� produce a hazard proforma for a given application

� analyse a recording system that tracks and highlightspotential hazards

4 Apply risk management tolife, property and activities

� evaluate evidence that would specify the existenceof a risk or risks

� analyse the implications of the risk and the effect onlife, property and activities

� obtain and use accurate information on the risk forthe protection of others

� produce a report on how best to minimise the risk topeople, property and activities and recommendeffective methods of implementation and control

� identify routes and methods of implementationwithin a company to ensure that compliance withcodes of practice and regulations pertaining to therisk are fully understood


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Guidance

Delivery

A practical approach to learning should be adopted wherever possible with tutors providing themeans of sources for information. The tutor should produce a series of co-ordinatedassignments covering the outcomes that could be completed within the learner’s work place.Feedback, role-play and discussion groups should also be included in the delivery of this unit toallow group development.

Actual safety audits and risk assessments should be undertaken, under guidance, within thecollege/university workplace or in conjunction with local industry.

Practical work needs to be investigative and offer creative solutions for the reduction of risk.

Assessment

Evidence of outcome may be in the form of assignments and projects. These may be undertakenindividually or in small groups (eg not exceeding three). Evidence should be the work of theindividual and ideally at unit level, reflecting the strong links between the four outcomes.

Assessment should be of a continuous nature with grading and feedback given at regularintervals after each assignment. Grading criteria must be indicated on each assignment. Specialcare should be taken with group work assessments to ensure authentic evidence. Peer groupgrading could be offered under tight control. A final assessment drawing together two or moreoutcomes should be attempted.

Links

This unit may be linked with all other units in the qualification that have aspects of workplacepractice and applications.

Resources

Publications are available from HSE and other regulating bodies relevant to the industry sector.Computer-based software packages for the recording of data and proforma generation. Ideally,centres should establish a library/learning resource centre of material capable of covering allcurrent codes of practice and regulations together with case studies and relevant articles ofinterest.


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Support materials

Textbooks

� Health and Safety Executive – Essentials of Health and Safety at Work (HSE, 1994)ISBN 071760716X

� Health and Safety Executive – Health and Safety in Engineering Workshops (HSE, 1999)ISBN 0717617173

� Health and Safety Executive – Safety Representatives and Safety Committees (HSE, 1996)ISBN 0717612201

� Health and Safety Executive – Successful Health and Safety Management (HSE, 1997)ISBN 0717612767

� Health and Safety Executive – The Costs of Accidents at Work (HSE, 1997)ISBN 0717613437


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Unit 18: Project Management


Description of unitThe aim of this unit is to provide a knowledge of project management principles,methodologies, tools and techniques that may be used in any industry, the professions and thepublic sector. Organisational and human resource factors are also included.

Learners will develop an understanding of what constitutes a project and the role of a projectmanager. They will be able to analyse and plan the activities needed to carry out the project,including how to set up a project, how to control and execute a project, and how to carry outproject reviews. They will also understand how the project fits into the company or otherorganisational environment.

It is intended that this unit will support the knowledge and understanding requirements for theNVQ in Project Management at level 4.


1 Investigate project management principles

2 Examine project organisation and people

3 Examine project processes and procedures.


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Content

1 Project management principles

Project management: definition of projects; project management and the role of the projectmanager (eg management of change, understanding of project management system elementsand their integration, management of multiple projects, project environment and the impactof external influences on projects); identification of the major project phases and why theyare required; an understanding of the work in each phase; the nature of work in thelifecycles of projects in various industries

Success/failure criteria: the need to meet operational, time and cost criteria, and to defineand measure success (eg develop the project scope, product breakdown structure (PBS),work breakdown structure (WBS), project execution strategy and the role of the projectteam); consideration of investment appraisal (eg use of discount cash flow (DCF) and netpresent value (NPV), benefit analysis and viability of projects); determine success/failurecriteria; preparation of project definition report; acceptance tests

Project management systems: procedures and processes; knowledge of project informationsupport (IS) systems; how to integrate human and material resources to achieve successfulprojects

Terminating the project: audit trails; punch lists; close-out reports and post-projectappraisals; comparison of project outcome with business objectives

2 Organisation and people

Organisational structure: functional, project and matrix organisational structures (egconsideration of cultural and environmental influences, organisational evolution during theproject lifecycle); job descriptions and key roles (eg the project sponsor, champion,manager, integrators); other participants (eg the project owner, user, supporters,stakeholders)

Control and co-ordination: the need for monitoring and control (eg preparation of projectplans, planning, scheduling and resourcing techniques, use of work breakdown structure todevelop monitoring and control systems, monitoring performance and progressmeasurement against established targets and plans, project reporting, change controlprocedures)

Leadership requirements: stages of team development (eg Belbin’s team roles, motivationand the need for team building, project leadership styles and attributes); delegation of workand responsibility; techniques for dealing with conflict; negotiation skills

Human resources and requirements: calculation, specification and optimisation of humanresource requirements; job descriptions


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3 Processes and procedures

Project management plans: the why, what, how, when, where and by whom of projectmanagement (eg contract terms, document distribution schedules, procurement, establishingthe baseline for the project)

Project organisation: the product breakdown structure (PBS) and the work breakdownstructure (WBS); project execution strategy and the organisation breakdown structure(OBS) (eg preparation of organisation charts, task responsibility matrix, statement of work(SOW) for project tasks)

Scheduling techniques: relationship between schedules, OBS and WBS; bar charts;milestone schedules; network techniques; resourcing techniques; computer-basedscheduling and resourcing packages; project progress measurement and reportingtechniques; staff-hours earned value and progress ‘S’ curves; critical path analysis andreporting; milestone trending

Cost control: cost breakdown structure (eg types of project estimate, resources needed,estimating techniques, estimating accuracy, contingency and estimation, bid estimates,whole-life cost estimates, sources of information, cost information sensitivity, computer-based estimating)

Techniques: allocation of budgets to packages of work; committed costs; actual costs; cashflow; contingency management

Performance: cost performance analysis (eg budgeted cost for work scheduled (BCWS)budgeted cost for work performed (BCWP)); concept of earned value; actual cost of workperformed (ACWP); cost performance indicators

Change control: the need for formal control of changes (eg project impact of changes,principles of change control and configuration management, changes to scope,specification, cost or schedule); change reviews and authorisation; the formation of projectteams; project initiation and start-up procedures


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1 Investigate projectmanagement principles

� describe the background and principles of projectmanagement

� appraise the viability of projects and developsuccess/failure criteria

� understand the principles behind projectmanagement systems and procedures

� identify the key elements involved in terminatingprojects and conducting post-project appraisals

2 Examine projectorganisation and people

� identify the most appropriate organisationalstructure, roles and responsibilities of participantswithin a project

� control and co-ordinate a project

� identify project leadership requirements andqualities

� plan and specify human resources and requirementsfor a project

3 Examine project processesand procedures

� prepare project plans and establish the projectorganisation

� apply project scheduling, estimating and costcontrol techniques

� describe the methods used to measure projectperformance

� describe project change control procedures


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Guidance

Delivery

This unit is largely free-standing without reference to other units, although it could beintegrated with general business management units or with operations management courses.

A practical approach should be adopted where possible. However, it is important that learnersdo not spend too much time doing numerical work, preparing or analysing large quantities ofdata. The analysis of data is an inevitable aspect of project management life, which is bestlearned using pre-prepared examples in electronic form that enable the principles to be quicklydemonstrated without oversimplifying the complexity of everyday project operations.

A case study workshop approach with groups of learners would provide an excellent learningmedium. Note that outcome 2 of this unit should be started only after the completion ofoutcome 1.

Assessment

Evidence of outcomes may be in the form of assignments, analysis of case studies, completedtests or examinations. Evidence should be provided at unit level in order to ensure properintegration of all the outcomes within the unit.

Links

This unit could be studied in parallel with, and complement, Unit 4: Project, which couldprovide many of the skills necessary for the successful completion of this unit. This unit is alsosupported by Unit 1: Business Management Techniques that will provide an initial foundationof understanding in the techniques of costing, financial planning and control, project planningand scheduling methods.

Entry requirements for this unit are at the discretion of the centre.

Resources

Appropriate software packages should be used to demonstrate project control and reportingtechniques. Packages might include:

� time and cost scheduling packages

� documentation and procurement control packages

� spreadsheet packages

� graphic presentation packages.

Other packages for items such as risk analysis, project accounting and procurement controlcould be used to illustrate particular techniques in specific industries.

Access to real project data in electronic spreadsheet form would be an advantage.

For the operation of complex proprietary computer software systems, project managers shouldknow what to expect from such facilities, but are not necessarily expected to be able to operatethem.

The project management principles and techniques are all important, together with anappreciation of how the various operations within the project integrate with one another.


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Support materials

Textbooks

� Buttrick R – Project Workout (Financial Times Prentice Hall, 2000) ISBN 027364436X

� Lock D – Project Management (Gower Publishing, 2003) ISBN 0566085518

� Lock D – The Essentials of Project Management (Gower Publishing, 2001)ISBN 0566082241

� Smith N J – Engineering Project Management (Blackwell Scientific, 2002)ISBN 0632057378

� Smith N J – Project Cost Estimating (Thomas Telford Publications, 1995)ISBN 0727720325

� Smith K – Project Management and Teamwork (McGraw Hill, 2003) ISBN 0071216332

� Turner R – The Handbook of Project-Based Management (McGraw Hill, 1998)ISBN 0077091612


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Unit 19: Quality Assurance and Management


Description of unitThe aim of this unit is to raise awareness and familiarise learners with the principles andapplications of quality management. The learner will examine the basic principles of TotalQuality Management (TQM) and develop an understanding of the key factors that underpinquality assurance techniques. The unit also introduces the learner to the application of QualityControl (QC) techniques.


1 Investigate total quality management (TQM)

2 Examine the key factors of quality assurance (QA) techniques

3 Apply quality control (QC) techniques.


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Content

1 Total quality management (TQM)

Principles of TQM: continuous improvement; total company commitment; quality strategy;management of change; focus (eg internal and external customers, products/services,processes and people, fit-for-purpose); leadership; motivation and training; applicablesupporting theories (eg Deming, Juran, Crosby, Ishikawa, etc)

Management structures: organisational structures and responsibilities; quality improvementmethods (eg quality improvement teams and teamwork, quality circles/Kaizen teams, etc);operational theory (eg organisational culture, strategy, vision, mission, values and keyissues); barriers to TQM (eg lack of commitment, fear of change/responsibility, immediacyof pay-off, cost of TQM, etc)

TQM techniques: use of tools (eg process flow charts, tally charts, Pareto analysis, causeand effect analysis, hazard analysis-critical control points, statistical process control as partof QA strategy, benchmarking) and methods (eg brainstorming, team building, appraisal,training and development, mentoring, etc); compliance to standards; procedures andmanuals; impact of organisational factors (eg leadership, communications, performanceindicators and objectives)

2 Quality assurance (QA)

Key factors: procedures; quality manuals; parameters (eg fitness-for-purpose, customersatisfaction, cost effectiveness, compliance with standards); standards organisation anddocumentation charts; communication; feedback; legislation

Control purposes: internal and external quality audits (eg trace ability, compliance,statistical methods, planned maintenance, condition monitoring, etc)

Costing: quality vs productivity; cost centres; allocation of overheads; overheads;maintenance and downtime cost

3 Quality control (QC)

Quality control techniques: inventory control (eg JIT, MRP, KANBAN, etc); statisticalprocess control (eg frequency distribution, mean range, standard deviation, control charts,calculation of warning and action limits); acceptance sampling (eg producer’s andconsumer’s risk, sampling plans, plotting and interpretation of an operating characteristiccurve)

Process capability: relationship between specification limits and control chart limits,modified limits, relative precision index

Software packages: eg quality audit procedures, vendor rating, cause and effect analysis,Pareto analysis, failure mode and effect criticality analysis (FMECA)


129




1 Investigate Total QualityManagement (TQM)

� identify and explain the principles of TQM inrelation to a specific application

� identify and evaluate management structures thatcan lead to an effective quality organisation

� analyse the application of TQM techniques in anorganisation

2 Examine the key factors ofQuality Assurance (QA)techniques

� identify the key factors necessary for theimplementation of a QA system within a givenprocess

� interpret a given internal and external quality auditfor control purposes

� describe and evaluate factors affecting costing

3 Apply Quality Control (QC)techniques

� describe the applications of quality controltechniques

� apply quality control techniques to determineprocess capability

� identify and use software packages for datacollection and analysis


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Guidance

Delivery

This unit has been written in terms of general outcomes and should be delivered in the contextof the discipline being studied. It may be used as a freestanding unit or integrated with generalbusiness management units. The use of pre-prepared examples is to be encouraged with groupsof learners participating in a case study workshop approach based on actual or simulated data.

The concept of Total Quality Management to all aspects of a company’s organisation should bestressed throughout the delivery of this unit.

Assessment

Evidence of outcomes may be presented in the form of assignment or project reports, accountsof practical activities, notes on industrial visits or, where applicable, the results of appliedexamples. Evidence should be accumulated in a portfolio containing a mix of assessmentmaterial. Where group work is undertaken, assessment evidence must be produced at anindividual level to sufficiently meet all the requirements of the outcomes and assessmentcriteria.

Links

This unit has links with Unit 1: Business Management Techniques and Unit 4: Project.

Resources

Centres should aim to provide simulated or actual examples for the application of methods usedto install, monitor and control the quality of both products/services and their associatedprocesses. The use of appropriate software packages should be encouraged in the processing ofdata.

Industrial visits, work placements or employment could provide access to additional resourcefacilities and reinforce relevance.

Support materials

Textbooks

� Dale B – Managing Quality (Blackwell Publishers, 2003) ISBN 0631236147

� Oakland J – Total Quality Management (Butterworth-Heinemann, 1993) ISBN 0750609931


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Unit 20: Managing the Work of Individualsand Teams


Description of unitThis unit is designed to develop the learner’s knowledge and understanding of the issuesinvolved in managing the work of individuals and teams employed in the engineeringindustries. It is intended to enhance the ability of the learner to motivate individuals andmaximise the contribution that teams can make to the quality of service and improvements inthe performance of a business.


1 Establish the objectives of individuals

2 Evaluate the performance of individuals

3 Establish the roles and responsibilities of teams

4 Review the performance of teams.


132

Content

1 Objectives of individuals

Job descriptions: analysis of jobs, behaviour, responsibilities and tasks; pay, bonus andincentives

Responsibilities: direct and indirect relationships

Performance targets: personal; financial; quantity and quality; incorporation within a jobdescription; setting and monitoring performance targets

2 Performance of individuals

Individual appraisal systems: reasons for using performance appraisals (eg to determinesalary levels and bonus payments, promotion strengths and weaknesses, training needs,communication); establishing appraisal criteria (eg production data, personnel data,judgmental data); rating methods (eg ranking, paired comparison, checklist, managementby objectives)

Staff appraisal: conduct of performance reviews (eg by supervisor, peers, committee,subordinates or self-appraisal); feedback of results and resolution of conflicts;encouragement as a motivator for the achievement of performance targets

3 Roles and responsibilities of teams

Teams: management teams and peer groups (eg focus groups, task groups, project groupsand panels); purpose of teams (eg long- and short-term, specific project or task, view-seeking both within the company and from external sources, communication)

Team responsibilities: to superiors, subordinates, the business, each other and externalgroups (eg meeting performance targets; communicating results; confidentiality; deadlines)

Internal team management: hierarchical; functional

4 Performance of teams

Team appraisal systems: reasons for appraising team performance (eg team effectiveness,contribution to business, constitution of team, identifying individuals’ contribution to teameffort and determining the need to establish other team criteria); performance measurementcriteria (eg outcome data, achieved improvements, employee morale, value added)

Team appraisal: conducting team performance reviews (eg by an individual manager, agroup of managers, an outside person or team self-appraisal); feedback of results andresolution of conflicts within the team; encouragement of overall team performance as amotivator for the achievement of business objectives


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1 Establish the objectives ofindividuals

� analyse a job within the engineering sector andidentify the essential elements of the job description

� design a job description for an employee workingwithin the engineering sector

� determine the roles and responsibilities ofindividuals

� agree performance targets for an individual

2 Evaluate the performance ofindividuals

� explore the key factors in establishing a staffappraisal system

� produce a staff appraisal form for use by a managerworking in the engineering sector

� provide feedback to an individual who hasundergone an appraisal

� encourage an individual to achieve performancetargets

3 Establish the roles andresponsibilities of teams

� identify teams suitable for a variety of purposeswithin the engineering sector

� determine the responsibilities of teams to differentgroups

� set suitable targets for teams working within themechanical engineering sector

� compare various types of internal team management

4 Review the performance ofteams

� identify the reasons for appraising teamperformance

� establish the criteria by which the performance ofdifferent types of teams are to be measured

� conduct a performance review of a team workingwithin the engineering sector

� summarise the factors that are likely to motivate ateam to achieve its defined objectives


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Guidance

Delivery

Learners are generally expected to work individually but may also work within teams to covercertain aspects.

Assessment

Evidence of outcomes may be in the form of assignments, projects or completedtests/examinations. Ideally, learners should be employed or have experience in an occupationwhich relates to the unit. Alternatively, suitable work-based experience may be appropriate.However, they will need some experience of supervision or management to fully benefit fromthe unit. Some assignments or projects should be work-based to relate the unit content to real-life situations.

Links

Entry requirements are at the discretion of the centre. However, it is recommended that learnersshould have already completed relevant BTEC National units or equivalent.

Resources

Learners should have access to a learning centre that has a range of textbooks relating to humanresource management preferably in engineering based settings.

Additionally, suitable guest speakers might be invited to provide an overview of relevantaspects of the unit, which might include applications of personnel/human resourcemanagement, motivation, organisational structures, management and appraisal techniques.

Support materials

Textbooks

� Armstrong M – A Handbook of Human Resource Management Practice (Kogan-Page,2001) ISBN 0749433930

� Armstrong M – Performance Management (Kogan-Page, 2000) ISBN 0749426284

� Armstrong M – Managing People: A Practical Guide for Line Managers (Kogan-Page,1999) ISBN 0749426128

� Cushway B – Human Resource Management (Kogan-Page, 1994) ISBN 0749411724

� Hunt J – Managing People at Work (McGraw-Hill, 1992) ISBN 007707677X

� Smith D – Developing People and Organisations (Kogan-Page, 1998) ISBN 0749426802

� Torrington, Hall and Taylor – Human Resource Management (Prentice Hall, 2001)ISBN 0273646397


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Unit 21: Advanced Computer-Aided DesignTechniques


Description of unitThe aim of this unit is to provide enhanced skills in the use of computer-aided design and 3Dmodelling systems. It focuses on the modification and updating of an existing design,generating graphical models and using a proprietary software package to solve a designproblem.


1 Modify and update an existing design

2 Generate a surface model

3 Generate a solid model.


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Content

1 Modify and update

Drawing files: load and create a drawing file from source, including IGES and DXF files,which a learner should understand and edit

Blocks: access externally and internally referenced blocks; update and insert new blocks;use editing commands to modify existing parts

Record modifications: update the drawing and record modifications; produce updateddocumentation using a word-processing package with inserted views relating tomodifications

Produce hard copy: produce hard copy of updated drawing using scaled plots, scaled views,different printer/plotters and reconfiguring CAD software to suit

2 Surface model

Co-ordinate systems: manipulate the user co-ordinate system (UCS) and world co-ordinatesystem (WCS) to suit required geometry

Correct geometry: using polylines to construct shapes for surfacing and constructingsplines; using polyedit to restructure line/arcs into continuous geometry

Surface construction: generate the bounded geometry required for any surface; using thisgeometry create surfaces; all methods of surface construction should be used, withreference to Bezier, Nurbs, Patch and Coons, to test best construction methods

Facet numbers: numbers required to smooth surface; memory problems using high numbersof facets

Viewing medium: the use of Hide, Shade and Render to visualise the product; print or plotfinish drawing; the use of different textures; lighting controls

3 Solid model

Co-ordinate systems: manipulate the user co-ordinate system (UCS) and world co-ordinatesystem (WCS) to suit required geometry

Solid model: using polylines to construct shapes for extruding, using polyedit to restructureline/arcs into continuous geometry; the use of Hide, Shade and Render to visualise theproduct; applying various materials to generated slides; cutting the solids and sectioning;different lighting; textures

Construction techniques: the effects of subtract, union, intersect extrude, sweep and revolvein model construction; editing the geometry using fillet, chamfer etc; using primitives tocreate geometry

Properties of solids: using solid model to find the mass, radius of gyration, centre of gravityand surface area

Printing image: generating image

Dimension a solid: dimensions are correctly added to a solid composite drawing in multi-screen mode; dimensions are correctly added to true shapes previously extracted from solidcomposite


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1 Modify and update anexisting design

� load drawing files from varying sources usingdifferent formats

� update the modified blocks and load into drawing

� modify drawing to new requirements and recordmodifications

� create a word-processed report with modified partsof drawing inserted

� produce and print/plot report and drawing

2 Generate a surface model � manipulate the WCS/UCS to suit constructionrequirements

� produce shapes that contain the correct geometry forthe required surface

� identify the correct surface construction

� produce a surface that is compatible with processinglimits

� describe and select a suitable viewing medium

� produce a report describing the different methods ofconstructing a surface

3 Generate a solid model � manipulate the WCS/UCS to suit constructionrequirements

� create bounded geometry for extrusion andrevolving

� produce sections from solid model

� demonstrate the use of construction techniques

� produce file containing mass, surface area, radius ofgyration and centre of gravity

� produce a report detailing the uses of solidmodelling in the manufacturing process


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Guidance

Delivery

A practical, hands-on approach to learning should be adopted wherever possible, with tutorsproviding relevant examples of the application of theory in practice. Practical work needs to beinvestigative, to give learners opportunities to provide evidence for distinctive performance.

Assessment

Evidence of outcomes may be in the form of assignments. Evidence is likely to be at outcomelevel in order to provide maximum flexibility of delivery.

Evidence may be accumulated by learners building a portfolio of activities or by tutor-ledassignments. In either case, the evidence must be relevant and sufficient to justify the gradeawarded.

Links

This unit is designed to stand alone, but it has links with Unit 6: Engineering Design, Unit 25:Computer-Aided Machining, and Unit 30: Design for Manufacture.

Entry requirements for this unit are at the discretion of the centre. However, it is advised thatlearners should have completed appropriate BTEC National units or equivalent. Learnersshould be able to produce and edit 2D shapes prior to starting this unit. Those who have notattained this standard will require bridging studies.

Resources

Centres delivering this unit must be equipped with an industrial-standard CAD package andwith printing or plotting facilities for rendered images, eg software Autocad, Robocad,Turbocad, Intergraph.

Support materials

Textbooks

� Hosaka M – Modelling of curves and surfaces in CAD/CAM (Springer Verlag, 1992)ISBN 3540539743

� Zeid I – CAD/CAM Theory and Practice (McGraw Hill, 1991) ISBN 0070728577


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Unit 22: Engineering Mathematics


Description of unitThe primary aim of this unit is to provide the analytical knowledge and techniques necessaryfor studying engineering to Degree level. It also aims to provide some of the more advancedknowledge required for those wishing to pursue careers in mechanical engineering, aeronauticalengineering, electronics, communications engineering, systems engineering and all variants ofcontrol engineering.

The unit leads on from Further Analytical Methods for Engineers, extending some of theoutcomes and introducing more analytical techniques.

This unit has been designed to enable learners to develop further techniques for the modellingand solution of engineering problems, including series and numerical methods for ordinarydifferential equations, Laplace transforms, Fourier series and an introduction to partialdifferential equations.


1 Analyse and model engineering situations and solve engineering problems using series andnumerical methods for the solution of ordinary differential equations

2 Analyse and model engineering situations and solve engineering problems using Laplacetransforms

3 Analyse and model engineering situations and solve engineering problems using Fourierseries

4 Analyse and model engineering situations and solve engineering problems using partialdifferential equations.


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Content

1 Solution of ordinary differential equations

Power series: review of methods for standard series, Maclaurin’s series and Taylor’s series

Power series methods: eg higher differential coefficients and Leibnitz’ theorem, recurrencerelations, Leibnitz – Maclaurin method, Frobenius method, engineering use of Bessel’sequation and Legendre equation, Bessel functions of the first and second kind, Legendre’sequation and polynomials

Numerical methods: restrictions on the analytical solution of differential equations, typicalmethods (eg Taylor’s series, solution of first order differential equations, Euler’s method,improved Euler method, Runge – Kutta method)

Engineering situations: model engineering situations and solve problems using ordinarydifferential equations (eg vibration, thermofluids and heat transfer, mechanics of solids,electrical systems, information systems)

2 Laplace transforms

Laplace transform: its use; transforms of standard functions; first shift theorem; inversetransforms and tables of inverse transforms; transforms using partial fractions; poles andzeros; solution of first and second order differential equations using Laplace transforms;solution of simultaneous differential equations; initial and final value problems

Engineering problems: eg electrical circuits in the s-domain, modelling and analysis ofclosed loop control systems, response of first and second order systems, servomechanisms,systems engineering, systems stability analysis, automatic flight control systems, design offeedback systems: root locus plots, Nyquist and Bode plots, Nichols charts

3 Fourier series

The Fourier series: sinusoidal and non-sinusoidal waveforms; periodic functions;harmonics; the Fourier series; Fourier coefficients; series for common wave-forms; odd andeven functions and their products; half-range series; non-periodic functions and their half-range series

The exponential form: complex notation; symmetry relationship; frequency spectrum andphasors

Engineering applications: eg electric circuit analysis, root mean square values, power andpower factors, numerical integration and numerical harmonic analysis

4 Partial differential equations

Partial differentiation: review of partial differentiation techniques; partial differentiationand rates of change problems; change of variables; stationary values and saddle points

Partial differential equations: definition of partial differential equations; partial integration;solution by direct partial integration; initial conditions and boundary conditions; solutionby separation of variables

Engineering situations: eg the wave equation and its application to vibration, the heatconduction equation, the Laplace equation and its application to temperature and potential


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1 Analyse and modelengineering situations andsolve engineering problemsusing series and numericalmethods for the solution ofordinary differentialequations

� determine power series values for commonscientific and engineering functions

� solve ordinary differential equations using powerseries methods

� solve ordinary differential equations usingnumerical methods

� model engineering situations, formulate differentialequations and determine solutions to these equationsusing power series and numerical methods

2 Analyse and modelengineering situations andsolve engineering problemsusing Laplace transforms

� determine Laplace transforms and their inverseusing tables and partial fractions

� solve first and second order differential equationsusing Laplace transforms

� model and analyse engineering systems anddetermine system behaviour using Laplacetransforms

3 Analyse and modelengineering situations andsolve engineering problemsusing Fourier series

� determine Fourier coefficients and representperiodic functions as infinite series

� apply the Fourier series approach to the exponentialform and model phasor behaviour

� apply Fourier series to the analysis of engineeringproblems

� use numerical integration methods to determineFourier coefficients from tabulated data and solveengineering problems using numerical harmonicanalysis

4 Analyse and modelengineering situations andsolve engineering problemsusing partial differentialequations

� solve rates of change problems and problemsinvolving stationary values using partialdifferentiation

� solve partial differential equations using directpartial integration and separation of variablesmethods

� model and analyse engineering situations usingpartial differential equations


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Guidance

Delivery

This unit may be delivered as a stand-alone unit, or integrated into other appropriate units. If itis delivered in an integrated way, care must be taken to provide tracking of evidence for theoutcomes.

In delivering the unit every effort should be made to ensure that the outcomes are applied to themodelling and solution of realistic engineering problems, applicable to the chosen engineeringpathway. Cross-unit assignments, requiring a considerable element of self-directed learning, arean appropriate medium for practising the engineering modelling skills required by this unit. Theanalysis and research required is likely to be enhanced by appropriate use of mathematicalsoftware packages. Team design exercises and presentations are also an appropriate method forassessing the engineering applications in the outcomes.

Assessment

The results of tests and examinations are likely to form a significant part of the evidence ofattainment for the outcomes of this unit. It is also considered important that evidence isgathered from assignments designed to apply the analytical methods to the modelling andsolution of realistic engineering problems. The use of computer programmes is likely to form asignificant part of testing or modifying possible solutions to such problems. The evidencegathered should, wherever possible, be deliberately biased to reflect the chosen engineeringpathway.

Links

This unit is intended to link with the more analytical programme units required in some BTECHigher National engineering programmes and to extend the knowledge gained from studyingUnit 15: Further Analytical Methods for Engineers. This unit is particularly relevant to learnersfollowing the mechanical, electrical, aeronautical, telecommunications and system engineeringpathways.

This unit is also intended to prepare learners for entry into Degree level programmes.

Entry requirements are at the discretion of the centre. However, it is unlikely that learners willhave the required entry level knowledge unless they have successfully completed both Unit 2:Analytical Methods for Engineers and Unit 15: Further Analytical Methods for Engineers orequivalent.

Resources

The use of mathematical software packages should be strongly encouraged, particularly whensolving or modifying differential equations for a particular engineering application.


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Support materials

Textbooks







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Unit 23: Programming Concepts


Description of unitAn understanding of the general principles and concepts of programming should underpin someof the basic knowledge that learners need.

Learners will develop programs and although the content could be delivered from a range oflanguages, compilers or platforms, the unit should aim to deliver skills and knowledge that willeasily transfer to other areas of the qualification life cycle.

This unit will design programs using industry techniques in order that learners will adopt goodpractice.


1 Design and develop code using structured programming methods

2 Use modularisation appropriate to the chosen programming language

3 Produce appropriate documentation for a given program application

4 Create and apply appropriate test schedules.


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Content

1 Structured programming

Storage: the concepts of data storage within a computer program, using variables, constantsand literals; for a third generation language, the pre-defined data types, integers, floating-point, character, Boolean (logical), strings, 1D and 2D arrays of simple types, and simplefiles, consequences of using these types, and the available operators within the suppliedlanguage

Control structures: identify and select appropriate iterative and selection structures whenwriting simple programs

Programming language syntax: the facilities and rules of the language (operators, I/0commands etc)

Program design: employment of an algorithmic approach for the development of a solutionto a problem (structure charts, pseudo code etc); producing tested programs to meet givenspecifications

Programming standards and practice: use of comments; code layout eg consistentindentation and descriptive identifiers

2 Modularisation

Use of functions/procedures: the learner should use/create functions/procedures both pre-defined and user-defined, map structured design onto a program using functions/procedures

Scope of variables: global, local, static and external variables

Parameters: passing data by value and reference, using return values

3 Documentation

Presentation of documentation: software applications (word processor or graphics);analysis, design and implementation documentation; professional standards; needs ofindustry

User documentation: user documentation for specified programming applications; purposeand operation of the program developed

Program documentation: documentation that covers technical aspects of a givenprogramming application including algorithms implemented, data table, syntax (selection,iteration) structures used, user interface methods adapted

4 Test schedules

Error types: semantic, syntax and run-time

Test documentation: test plan and related evidence of testing (may include reading sampleinputs from a file and/or writing test results to a file)

Test data and schedules: black box, white box and dry testing

Error detection techniques: compiler and linker error messages, debugging tools andstructured walk-through


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1 Design and develop codeusing structuredprogramming methods

� identify and select appropriate pre-defined datatypes

� use simple input/output and appropriate operatorswith the above

� identify and use appropriate selection structures andloop structures for the given task

� produce programs to desired standards

2 Use modularisationappropriate to the chosenprogramming language

� construct a program from a design and useappropriate functions/procedures

� demonstrate the effect of scope and life-time ofvariables

� pass data effectively between modules

3 Produce appropriatedocumentation for a givenprogram application

� produce user documentation for a completedprogramming application including the userinterface design

� develop technical documentation for a predescribedprogram application

4 Create and apply appropriatetest schedules

� demonstrate discrimination between semantic andsyntax errors

� produce test documentation

� successfully construct and use test data andschedules to detect logic errors

� use appropriate techniques for detecting errors


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Guidance

Delivery

Centres may choose any appropriate language as a vehicle for developing this unit but forHNC/D Computing, a 3GL would be expected. Programs should be written to defined qualitystandards and problem solving tools (structure diagrams, pseudo code etc) should be used.Emphasis should be placed on the need for modularity and an indication should be given of thelink between modularity and object-based development.

Assessment

Evidence of outcomes may be in the form of tested and documented programs of varyingdifficulty. Requirements should be written as formal specifications and the learner submissionsshould adhere to defined quality standards.

Links

This unit features as part of the BTEC Higher Nationals in Computing.

Resources

Appropriate computer hardware and software is needed, as is a quality framework for thedevelopment of code.

Support materials

Textbooks

Tutors should be aware that textbooks are frequently updated and that they should use the latesteditions where available. This is a practical unit and textbook materials should be used forreference purposes. There is a range of general textbooks relating to this unit, including thefollowing:

� Henkmans D – C++ Programming for the Absolute Beginner (Premier Press, 2003)ISBN 1931841438

� Perry G – Sams Teach Yourself Beginning Programming in 24 Hours (Sams, 2001)ISBN 0672323079

� Veeraraghavan S – Sams Teach Yourself Shell Programming in 24 Hours (Sams, 2002)ISBN 0672323583


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Unit 24: Application of Machine Tools


Description of unitThis unit introduces learners to the types of manually operated machine tools commonly usedin industry and typical applications of such equipment. It introduces the theory of cutting tools,the practice of tool and work setting for production on manual machine tools and the checkingof critical features and dimensions against specifications. Safe use of equipment will be aconstant theme throughout the unit.

The unit aims to provide the learner with the skills necessary for the safe and efficientproduction of components on manual machine tools. It also provides the learner with a broadknowledge base upon which suitable types of machine tool and appropriate tooling may bechosen for specific sorts of work.


1 Describe the characteristics of a range of machine tools

2 Investigate machining operations

3 Investigate material cutting and forming processes

4 Produce components to specification using safe working practices.


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Content

1 Machine tools

Machine tools: a range of machine tools and their applications (eg centre lathes, verticaland horizontal milling machines, cylindrical and surface grinders, centreless grinders,lapping, honing, planing and shaping machines, internal and external broaching machines,sawing machines, presses, sheet and tube bending machines); types of drives (eg for lathes,milling machines and presses); relative motion between cutting tool and workpiece

Work holding techniques: the six degrees of freedom of a rigid body with respect to workholding and jig and fixture design (eg the need for rigidity in design and build of machinetools, three and four-jaw chucks, use of centres, machine vices, worktable clamps, magnetictables, etc)

Tool holding: toolposts; morse taper shanks; Jacobs chucks; milling machine arbors;mounting and dressing of grinding wheels

2 Machining operations

Components and geometries: component features typically associated with lathe work,milling, sheet metal forming and broaching. For example:

Lathe work: rotational operations – diameters and face turning, taper turning, chamfers,radii, drilled holes and internal bores, deep holes, internal and externalthreads, grooving, knurling, parting off, roughing and finishing cuts, thepurpose and use of cutting fluids

Milling: prismatic operations – face milling, slab milling, profiles, pockets and slots,drilling, reaming, thread tapping, thread milling, counterboring,countersinking, roughing and finishing cuts

Press work: sheet metal forming operations – blanking, piercing, drawing, bending,notching, cropping, use of progression tooling; finishing operations

Broaching: internal and external – square and round holes, splines, gear teeth,keyways, rifling and flat, round and irregular external surfaces

3 Material cutting and forming processes

Tooling: choice and effects of tool geometries; choice of tool material; permissible depth ofcut; types and consequences of tool wear; importance of clearance in pressworkingoperations; calculation of expected tool life

Forces: theory of metal cutting; mechanics of chip formation; shearing mechanisms inpress work; calculation of forces exerted on cutting/forming tool and workpiece duringvarious operations; calculation of power required to perform specific operations; use ofdynamometers and other condition monitoring/measuring equipment

Speeds and feeds: calculation of speeds and feeds for turning and milling operations on avariety of workpiece features, sizes and materials (eg aluminium alloys, mild steel, toolsteels, cast metals and alloys); relationship between cutting speed and tool life – economicsof metal removal


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4 Produce components

Health and safety: issues related to machine tools, workshops and the productionenvironment in general; responsibilities of the employer and employee under the Healthand Safety at Work Act and other legislation; correct and approved use and operation ofsystems and equipment; potential hazards for given machine tools

Principles of production: tool and work setting techniques; interpretation of specificationsand engineering/production drawings; feature measurement (eg depths, diameters, screwthreads, etc)


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1 Describe the characteristics ofa range of machine tools

� identify the typical axis conventions of givenmachine tools

� identify the types of drive and the axis controlsystems, such as hand-wheels and servo-motors, forgiven machine tools

� describe the six degrees of freedom of a rigid bodyand how they relate to work holding techniques

� describe work and tool holding devices for givenmachine tools

2 Investigate machiningoperations

� identify the types of machine tool suitable for theproduction of specific components and geometries

� develop the sequence of operations required toproduce specific components

� describe the machining and forming processesinvolved in the production of specific features

3 Investigate material cuttingand forming processes

� select appropriate tooling for the production ofspecific features on specific materials

� determine the forces acting on the tool face andwork piece during ideal orthogonal cutting

� calculate speeds and feeds for turning and millingoperations for a variety of tool and work piecematerials

� describe the mechanisms and effects of differenttypes of tool wear and catastrophic failure

� estimate the life of given tools for specificapplications

4 Produce components tospecification using safeworking practices

� demonstrate awareness of health and safety issuesrelated to the specific machine tools used and theworkshop in general

� apply the principles of production

� produce given components in accordance withspecifications


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Guidance

Delivery

Learners should work individually. Delivery may be achieved by formal lectures, supported bytutorial sessions focusing upon the theoretical aspects of the syllabus, and practical workshopsessions.

Assessment

Evidence of outcomes may be in the form of a written report supported by a fully documentedlog-book, production of an assembly or component produced with available machine toolresources and written tests based on theoretical principles.

Links

This unit may be effectively linked with Unit 27: Manufacturing Process.

Entry requirements for this unit are at the discretion of the centre. However, it is stronglyadvised that learners should have completed an appropriate BTEC National unit or equivalent.

Resources

Learners should have access to appropriate machine tools and properly trained support staff.Institutions should try to work closely with industrial organisations in order to bring realismand relevance to the unit.

Support materials

Textbooks

� Kalpakjian S – Manufacturing Engineering and Technology (Addison-Wesley, 2000)ISBN 0201361310

� Timings – Manufacturing Technology: Volume 1 (Longman, 1998) ISBN 0582356938


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Unit 25: Computer-Aided Machining


Description of unitThe aim of this unit is to provide a practical understanding of computer-aided machining(CAM) systems. Outcome 1 focuses on the hardware and software of CAM systems.Outcomes 2 and 3 deal with manual and computer-assisted part programming, giving learnersthe opportunity to derive and prove part programs for engineered components. Outcome 4 isconcerned with quality control in CAM systems, particularly the various levels of inspectionand the capture, transmission and analysis of quality control data.


1 Investigate the design and operational characteristics of CAM systems

2 Produce and prove manual part programs

3 Produce and prove computer-assisted part programs

4 Investigate inspection and quality control in CAM systems.


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Content

1 Design and operational characteristics of CAM

Hardware elements: computer (eg mainframe, mini, micro), computer power and memory,printer, mouse, digitiser, digital and screen data displays, disc drives, axes of CNCmachines, parametric settings (eg zero datum setting and transfer, manual modes, programoverrides)

Software elements: operating system, CAM software, CAM database management systems,program editing facilities, diagnostic testing techniques

Inputs: geometry data, material specifications, CAD data

Outputs: manufacturing data, tool data, cutter path, component profile, CAM file

Component location, work-piece clamping and tool holding: eg jigging devices, holdingtechniques, punch tooling, formers for bending

2 Manual part programs

Elements and structures: system initialisation; tooling information and data; positionalcontrol and sequence

ISO standards: block, word and letter addresses; system management; positional data andcoded data transfer

Programming techniques: macro routines; sub-routines; rotation; zero shifts; scaling andminor imaging

3 Computer-assisted part programs

Functions: generation of graphics and component profile definition; geometrymanipulation; tooling and machinery sequences; cutter path simulation; post-processing

Databases: CAD profile and attribute data; material files; tool data; cutter location files

Macro routines: eg continuous operations, automatic tooling sequences, standardcomponents

4 Inspection and quality control

Levels of inspection: tooling verification; datum and location checks; in-processmeasurement; post-process inspection; qualitative data and attributes; statistical analysis;technical and management information

Data capture: tactile sensing; non-tactile sensing; data transmission features


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1 Investigate the design andoperational characteristicsof CAM systems

� describe the hardware and software elements of aCAM system

� identify the inputs and outputs of a CAM system

� describe the methods of component location,clamping and tool holding in CNC machines

2 Produce and prove manualpart programs

� identify the elements and structure of a CNC partprogram

� investigate the use of ISO standards with respect tocodes and program format

� investigate programming techniques that promoteenhanced system performance

� produce manually written part programs forengineered components

� input manually written part programs to a CNCmachine and prove their accuracy

3 Produce and provecomputer-assisted partprograms

� identify the functions of computer-assisted partprograms

� investigate the use of databases in support ofcomputer-assisted part programming

� use macro routines in support of computer-assistedpart programming

� produce computer-assisted part programs forengineered components

� pass computer-assisted part programs to a CNCmachine and prove their accuracy

4 Investigate inspection andquality control in CAMsystems

� identify the various levels of inspection in CAMsystems

� describe the techniques used for data capture inautomated inspection systems

� explain the significance of adaptive control methodsin CAM systems


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Guidance

Delivery

A practical, hands-on approach to learning should be adopted wherever possible, with tutorsproviding relevant examples of the application of theory in practice. Practical work needs to beinvestigative, to give learners the opportunities to provide evidence for distinctive performance.Visits to industrial installations will be of value to supplement learning activities.

Assessment

Evidence of outcomes may be in the form of assignments, solutions to applied problems orcompleted tests/examinations. Evidence may be accumulated by learners building a portfolio ofwork or by a tutor-led combination of written tests and assignments. In either case, the evidencemust be both relevant and sufficient to justify the grade awarded.

Links

This unit is designed to stand-alone, but it may be linked with Unit 26: Programmable LogicControllers.

Entry requirements for this unit are at the discretion of the centre. However, it is advised thatlearners should have completed appropriate BTEC National units or equivalent.

Resources

Centres delivering this unit should be equipped with, or have access to, industrial-standard NCmachining centres and programming hardware and software.

Support materials

Textbooks

� Rembold U, Nnaji B O and Storr A – Computer Integrated Manufacturing and Engineering(Addison-Wesley, 1993) ISBN 0201565412

� Thyer G E – Computer Numerical Control of Machine Tools (Butterworth-Heinemann,1991) ISBN 0750601191


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Unit 26: Programmable Logic Controllers


Description of unitThe aim of this unit is to investigate programmable logic controller (PLC) concepts and theirapplications in engineering. It focuses on the design characteristics and internal architecture ofprogrammable logic control systems, the signals which are used and the programmingtechniques. The learners will be given the opportunity to produce and demonstrate aprogramme for a programmable logic device.


1 Investigate the design and operational characteristics of programmable logic controllers

2 Investigate programmable logic controller information and communication techniques

3 Investigate and apply programmable logic programming techniques.


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Content

1 Design and operational characteristics

Design characteristics: unitary; modular; rack-mounted

Input and output devices: mechanical switches; non-mechanical digital sources;transducers; relays

Communication links: twisted pair; coaxial; fibre-optic; networks

Internal architecture: CPU; ALU; storage devices; memory; opto-isolators; input andoutput units; flags; shift; registers

Operational characteristics: scanning; performing logic operations; continuous updating;mass I/O copying

2 Information and communication techniques

Forms of signal: analogue (0-10 v dc, 4-20 mA); digital

Digital resolution and relationships: 9-bit; 10-bit; 12-bit

Number systems: decimal; binary; octal; hexadecimal; BCD

Protocols: RS232; IEE488 (GPIB); RS422; 20 mA current loop

Networking methods and standards: master to slave; peer to peer; ISO; IEE; MAP

Logic functions: AND; OR; EXCLUSIVE OR; NAND; NOR

3 Programming techniques

Methods of programming: ladder and logic diagrams; statement lists; Boolean algebra;function diagrams; BASIC, ‘C’ and Assembler; Graphical Programming language

Advanced function: less than; greater than; binary to BCD; PID control

Producing and storing text: contact labels; rung labels; programming lists; cross-referencing

Testing and debugging: forcing inputs; forcing outputs; changing data; comparing files(tapes, EPROM, disc); displayed error analysis

Associated elements: contacts; coils; timers; counters; override facilities; flip-flops; shiftregisters; sequences


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1 Investigate the design andoperational characteristicsof programmable logiccontrol systems

� evaluate the design characteristics of typicalprogrammable logic devices

� describe different types of input and output device

� evaluate the different types of communication linkused in programmable logic control systems

� describe the internal architecture of a typicalprogrammable logic device

� describe the operational characteristics of the CPU

2 Investigate programmablelogic controller informationand communicationtechniques

� evaluate the different forms of signal used inprogrammable logic control

� describe the resolution and relationship betweenanalogue inputs and outputs and word length

� express numbers using different number systems

� compare the typical protocols used in signalcommunication

� evaluate networking methods and networkingstandards

� write programs using logic functions based on relayladder logic

3 Investigate and applyprogrammable logicprogramming techniques

� evaluate methods of programming programmablelogic controllers

� evaluate the range and type of advanced functions ofprogrammable logic controllers

� demonstrate methods of producing and storing textand documentation

� use and justify methods of testing and debugginghardware and software

� identify elements associated with the preparation ofa programmable logic controller program

� produce and demonstrate a programmable logiccontroller program of at least 50 instructions for anengineering application


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Guidance

Delivery

A practical, hands-on approach to learning should be adopted wherever possible, with tutorsproviding relevant examples of the application of theory in practice. Practical work needs to beinvestigative, to give learners opportunities to provide evidence for distinctive performance.Visits to industrial installations will be of value to supplement learning activities.

Assessment

Evidence of outcomes may be in the form of assignments, solutions to applied problems orcompleted tests/examinations. Evidence is likely to be at outcome level in order to providemaximum flexibility of delivery.


Links

This unit is designed to stand-alone, but it has links with Unit 3: Engineering Science.

Entry requirements for this unit are at the discretion of the centre. However, it is stronglyadvised that learners should have completed the BTEC National unit ProgrammableControllers or equivalent. Learners who have not attained this standard will require bridgingstudies.

Resources

Centres delivering this unit must be equipped with, or have access to, industrial-standardprogrammable logic control units and development software.

Support materials

Textbooks

� Bolton W – Programmable Logic Controllers (Butterworth-Heinemann, 2000)ISBN 0750647469

� Dunning G – Introduction to Programmable Logic Controllers (Delmar, 2002)ISBN 0766817687


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Unit 27: Manufacturing Process


Description of unitThe aim of this unit is to provide learners with a broad and in-depth knowledge ofmanufacturing processes and techniques that can be applied to a range of materials for a varietyof manufacturing applications.


1 Select suitable conventional machining processes and techniques for generatinggeometrical forms for a given component specification

2 Select suitable moulding and shaping processes for a given component specification

3 Select suitable non-conventional machining techniques for a given componentspecification.


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Content

1 Conventional machining

Component manufacture: specify components for manufacture (eg criteria-tolerances, typesof material, machining technique, surface texture, material removal rates, speeds and feeds,cutting times, cutter offsets, table angles)

Machining techniques: production of flat and cylindrical geometry (eg milling, surfacegrinding, lapping, planing, turning, cylindrical grinding, centreless grinding, honing, super-finishing, thread milling techniques, jig boring, horizontal boring, vertical boring, transfermachines)

Tooling requirements: multi-tooth cutting (eg milling, grinding, hobbing, drilling, reaming,and broaching); single-point cutting (eg turning, planing and slotting); appropriate cuttingangles for given materials; types, advantages and disadvantages of coolants and cuttingfluids used for various materials and processes (eg advantages – prolonging tool life,increased material removal rate, improved surface finish; disadvantages – fumes andpossible irritations to operators)

Work-holding techniques: selection of appropriate work-holding devices (eg three and fourjaw chucks, vices, jigs, fixtures, clamping arrangements, vee blocks, angle plates andmagnetic chucks); health and safety issues and limitations of devices

2 Moulding and shaping

Component manufacture: specify components for moulding and shaping (eg criteria-tolerances, type of moulding/shaping technique to be used, limitations of size, shape andproduction volume, properties of materials being moulded/shaped, surface texture, costfactors, post-moulding operations required - machining, clipping, welding, finishing, etc.)

Moulding processes: casting (eg sand, die, investment and continuous casting); powdermetallurgy; sintering

Shaping processes: extrusion (eg direct, indirect and impact); forging (eg drop, pressureand upset); rolling; hot and cold presswork (eg forming, bending and deep drawing); metalspinning

Ceramic materials: range applicable to component (eg metallic carbides, nitrides andoxides)

Material properties: changes to the molecular structure and hence the material propertiesthat may arise from a moulding or shaping operation (eg grain growth, work hardening,cracking, orientation of grain flow)

Tooling requirements: appropriate tooling and equipment required to produce givencomponents by moulding and shaping techniques (eg re-usable moulds and non-permanentmoulds, suitable casting materials for a particular casting process); press tools, punches,dies, press capacity and calculations in terms of tonnage


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3 Non-conventional machining

Component manufacture: principle of operation of the non-conventional machiningtechniques (eg electro-discharge machining (EDM), wire erosion, ultrasonic machining,etching of electronic printed circuit boards (PCBs), laser-beam machining, plasma-jetmachining); specification of components for non-conventional machining techniques (egcriteria-tolerances, types of material, suitable technique, surface texture, material removalrate, cost factors)

Tooling requirements: tooling and ancillary equipment needed to perform non-conventionalmachining techniques; work-holding techniques; health and safety issues


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1 Select suitable conventionalmachining processes andtechniques for generatinggeometrical forms for a givencomponent specification

� identify and select suitable data and processes forcomponent manufacture using a range ofconventional machining techniques

� identify and describe tooling requirements andwork-holding techniques

2 Select suitable moulding andshaping processes for a givencomponent specification

� identify and select suitable data and processes forcomponent manufacture using moulding andshaping techniques for metals and ceramics

� identify changes to material properties due to themoulding and shaping processes

� identify and describe tooling requirements

3 Select suitable non-conventional machiningtechniques for a givencomponent specification

� identify and select suitable data and processes forcomponent manufacture using a non-conventionalmachining process

� identify and describe the tooling and ancillaryequipment required to manufacture the component


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Guidance

Delivery

The unit may be delivered as a stand-alone package, or integrated into other appropriateprogrammes. If it is delivered in an integrated way, care must be taken to provide trackingevidence for the outcomes. Centres should also be aware that study and assessment at anindividual outcome level throughout the programme could lead to assessment overload.Wherever possible a practical approach should be adopted. Learning and assessment can beacross units, at unit level or at individual outcome level. Effort should be made to identify therelevance of the principles covered.

Assessment

Evidence of outcomes could be in the form of reports of practical activities. This evidence maybe generated in a learner’s place of work.

Evidence for this unit is likely to be at individual outcome level to provide maximum flexibilityof delivery. However, centres may wish to consider assemblies that include componentsmanufactured using the four processes – machining, moulding, shaping and non-conventionalmethods. This approach would provide a central theme and may lead to a more coherent use ofthe outcomes and assessment criteria.

Evidence may be accumulated by learners building a portfolio record of the activities carriedout in their place of work, or by tutor-led assignments.

Links

This unit is intended to be linked with Unit 7: Materials Engineering and Unit 30: Design forManufacture.

Entry requirements for this unit are at the discretion of the centre. However, it is advised thatlearners should have completed appropriate BTEC National units or equivalent. Learners whohave not attained this standard may require an element of bridging studies built into theirprogramme.

Resources

Access to suitable instructional material in the form of books or digital means, whereby thelearner can research various manufacturing processes is desirable. Access to conventionalmachine tools and as wide a range of processes, as identified in the content, would also bedesirable.


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Support materials

Textbooks

� Kalpakjian S – Manufacturing Engineering and Technology (Addison-Wesley, 2000)ISBN 0201361310

� Kalpakjian S – Manufacturing Processes for Engineering Materials – 4th Ed(Pearson, 2002) ISBN 0130408719

� Schey J – Introduction to Manufacturing Processes – 3rd Ed (McGraw Hill, 2000)ISBN 0071169113


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Unit 28: Plant Technology


Description of unitThe aim of this unit is to investigate the relationships between theory and practice for variousitems of plant and equipment. It gives an overview of how to apply principles in the workplaceto encourage good practice in areas such as design, development, operation and maintenance.


1 Review procedures for safe and effective operation and testing of plant

2 Apply the steady flow energy equation (SFEE) to plant and equipment

3 Apply the principles of heat transfer to plant processes

4 Analyse the performance of power supply equipment.


170

Content

1 Operating and testing of plant

Safe operating procedures: pre start-up checks; start-up; running and shutdown procedures;permit to work; emergency procedures

Testing procedures: performance monitoring (eg collation of data and results, flowvariables such as temperature, pressure, volume flow, abnormal conditions, quality control,corrective action); performance testing (eg comparison of measured results with acceptednorms for criteria such as power, efficiency, heat loss, power factor, slip)

2 Steady flow energy equation (SFEE)

SFEE: consideration and applications of continuity of mass; first law of thermodynamics;principle of conservation of energy; work flow; heat transfer; kinetic energy; potentialenergy; pressure–flow energy; internal energy; enthalpy

Application of SFEE to plant: assumptions made in specific applications; energy transferand efficiency calculations for specific items of plant (eg economisers, boilers,superheaters, turbines, pumps, condensers, throttles, compressors); boiler efficiency

3 Heat transfer

Composite walls: overall heat transfer coefficient (U) for standard structures (eg furnacesand refrigerators); k value applied to composite walls; interface temperatures; boundarylayer effects on single layer walls; comparison of refrigerator casing with furnace walls

Heat exchangers: direct injection of water into steam; shell and tube designs; thin cylinderheat transfer; parallel and counter flow; casing losses; coefficient of performance ofcondensers

Pipes: comparison of lagged and unlagged pipes; k values applied to thin and thickcylinders; optimum lagging thickness

4 Power supply equipment

Diesel engines: specific applications of diesel engines and analysis of relevant performanceparameters (eg compression ratio, fuel cut-off ratio, air standard efficiency for low speedand medium/high speed diesel engines, engine trials, 2 and 4 stroke effect on output,indicated and brake mean effective pressure, indicated and brake power, indicated andbrake thermal efficiency, mechanical efficiency, relative efficiency, specific fuelconsumption)

Steam turbines: measurement of power output; effect of temperature change across turbine;impulse and reaction principles; pass out; back pressure and condensing turbines;avoidance of wet steam; limitations on efficiency

Gas turbines: single and double shaft; regeneration and reheat; efficiency with and withoutregeneration; economics of gas turbine


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1 Review procedures for safeand effective operation andtesting of plant

� describe safe operating and testing procedures

� interpret data and results to produce written reports

� compare test results with accepted norms

2 Apply the steady flowenergy equation (SFEE) toplant and equipment

� derive, from first principles, the steady flow energyequation

� specify assumptions when applying SFEE to plantitems

� generate and apply specific equations based onstated assumption to specific plant items

3 Apply the principles of heattransfer to plant processes

� apply formulae involving U and k values tocomposite walls

� realise the effect of boundary layers

� apply heat transfer formulae to heat exchangers

� compare heat losses through lagged and unlaggedpipes

4 Analyse the performance ofpower supply equipment

� analyse the performance of a diesel engine

� analyse the performance of a steam turbine

� analyse the performance of a gas turbine


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Guidance

Delivery

The unit may be delivered as a stand-alone package or integrated with other units. If it isdelivered in an integrated way, care must be taken in tracking of evidence for outcomes.Wherever possible, a practical approach should be adopted.

Industrial visits will considerably enhance the knowledge base of most learners.

Assessment

Evidence of outcomes may be in the form of assignments, laboratory notes, solutions to appliedproblems or completed tests/examinations. Learning and assessment can be across units, at unitlevel or at outcome level.

Evidence may be accumulated by learners building a portfolio of activities or by a tutor-ledcombination of tests and assignments. In either case the evidence must be both relevant andsufficient to justify the grade awarded.

Links

This unit is intended to link with most other plant and process units in the programme.However, it is sufficiently broad-based to be considered as a stand-alone unit.

Entry requirements are at the discretion of the centre. However, it is advised that learnersshould have completed Unit 3: Engineering Science and Unit 8: Fluid Mechanics.

Resources

Laboratory facilities for the investigation of energy transfer should be provided whereverpossible. However, it may be possible to arrange workplace observations and testing as analternative for those learners building a portfolio of activities.

Support materials

Textbooks


� Hughes E – Electrical Technology (Prentice Hall, 2001) ISBN 058240519X


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Unit 29: Robot Technology


Description of unitThe aim of this unit is to provide an opportunity for learners to acquire an understanding ofrobots and an ability to use them for industrial applications. Outcome 1 focuses on the keyelements of industrial robots and how they are linked together as a system. Outcome 2 isconcerned with the programming of robots and various programming methods. Outcome 3covers the design of an efficient and safe robot cell and the factors which must be taken intoaccount when selecting, installing and operating industrial robots.


1 Investigate the key elements of industrial robots

2 Investigate methods of programming industrial robots

3 Design a robot cell and plan its implementation.


174

Content

1 Key elements of industrial robots

Manipulator elements: electrical and fluid drive systems (eg harmonic, cycloidal, shaft, rod,screw, belt, chain); sensors (eg absolute and incremental encoders, potentiometers,resolvers, tachometers); brakes; counterbalance devices

Control elements: CPU; system and user memory; interface units; power units

Intelligence: relating to proximity, range, position, force, temperature, sound and gas

Sources of error or malfunction: environmental contamination (eg smoke, arc-flash, dirt,fluids, heat); parallax; wear; data corruption; accessibility; sensitivity; accuracy; design

2 Methods of programming industrial robots

Programming methods: task programming; manual data input; teach programming; explicitprogramming; goal-directed programming

Facilities: conditional loops; datum shifts; location shifts; interrupts; peripheralcommunications; TCP offsets; canned cycles; macros

Industrial tasks: welding; assembly; machining; gluing; surface coating; machine loading

Setting up and executing the program: program/location input; start-up inter-locking;program testing; fine-tuning; automatic operation

3 Robot cell

Design parameters: layout; cycle times; control; accessibility; error detection; componentspecification; protection of the robot and peripherals, future developments; hazard analysis(eg human, robot design, robot operation, workplace layout, hardware failure, controlsystem failure, control system malfunction, software failure, external equipment failure,external sensor failure); guarding; fencing; intrusion monitoring; safe system of work;restriction mechanisms

Selection criteria: accuracy; repeatability; velocity; range; operation cycle time; load-carrying capacity; life expectancy; reliability; maintenance requirements; control and play-back; cost; memory; fitness for purpose; working envelope

Design: station configuration; parts presentation; fixtures; parts recognition; sensors; cellservices; safety interlocks; end effector design; flexibility

Implementation factors: company familiarisation; planning; robot manufacturer back-up;economic analysis; installations scheduling; training


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1 Investigate the key elementsof industrial robots

� analyse the key elements of a robot manipulator andtheir principles of operation

� describe the main control elements of a robot systemand their functions

� describe devices and methods used to improve theintelligence of a robot

� investigate the possible sources of error ormalfunction in an industrial robot system

2 Investigate methods ofprogramming industrialrobots

� describe common programming methods

� describe the facilities available in a structured robotprogram

� generate a robot program to simulate an industrialtask using a structured technical language

� demonstrate the ability to set up the robot andexecute the program so that the robot functionssafely and efficiently

3 Design a robot cell and planits implementation

� identify and evaluate the parameters which relate tothe design of an efficient and safe robot cell

� describe the criteria which must be considered in theselection of a robot for an industrial application

� design a robot cell for an industrial application

� describe the factors which must be considered in theimplementation of a robot cell


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Guidance

Delivery

A practical, hands-on approach to learning should be adopted wherever possible, with tutorsproviding relevant examples of the application of theory in practice. Practical work needs to beinvestigative to give learners opportunities to provide evidence for distinctive performance.Visits to industrial installations will be of value to supplement learning activities.

Assessment

Evidence of outcomes may be in the form of assignments, solutions to applied problems orcompleted tests/examinations. Evidence is likely to be at outcome level in order to providemaximum flexibility of delivery.


Links

This unit is designed to stand alone, but it has links with Unit 3: Engineering Science andUnit 26: Programmable Logic Controllers.

Entry requirements for this unit are at the discretion of the centre. However, it is advised thatlearners should have completed appropriate BTEC National units or equivalent. Learners whohave not attained this standard will require bridging studies.

Resources

Centres delivering this unit must be equipped with, or have access to, industrial-standard robotsunits.

Support materials

Textbooks

� Appleton E – Industrial Robot Applications (Wiley and Sons, 1998) ISBN 0470208937


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Unit 30: Design for Manufacture


Description of unitThe aim of this unit is to give learners the opportunity to experience the process ofinvestigating a product design and preparing for its manufacture. To achieve this the learnerwill identify the key factors that need to be considered in this process. This will include theselection of the most economic methods for manufacture and assembly of products, theimportance of specified tolerances and dimensions for products and components and theapplications of computer-based technologies used for manufacture.

The unit can be used effectively with centre-based approaches through case studies andindustrial visits that reinforce the relevance and provide context and scale. However, it wouldalso be very effective with work-based learners where the focus of assessment could be directedtowards products and components from the learner’s industry. The unit is also non-sectorspecific and therefore could be used in a range of settings.


1 Investigate product design for economic manufacture

2 Investigate product design for economic assembly

3 Apply tolerances and dimensions

4 Use computer-aided manufacturing software.


178

Content

1 Economic manufacture

Manufacturing methods: key design factors (eg design form, material type and properties,quality requirements, manufacturing equipment, processing capability, costs, skills oflabour force etc); analytical review of manufacturing methods (eg alternatives, mostsuitable, use of design criteria); decision-making (eg which, why, alternatives, suitability)

Total cost: breakdown of the three major costs (eg material, labour and overheads); fixedand variable costs; relationship between manufacturing method and complexity of design(eg form, finish and relative costs); break-even analysis

Standardisation: standards relevant to design form and materials (eg BS, ISO, industry-specific); use of standard components, parts, fittings; application of preferred numbermethods for detection and standardisation; advantages of using standard parts (eg design,development, tooling, planning, choice, labour, ease of replacement; inter-changeability,cost)

Process requirements: factors affecting material requirements (eg form, size, weight,quality, processing method, quantity, availability, service life, and mechanical, electricaland chemical characteristics)

2 Economic assembly

Appropriate method: application of analytical and questioning techniques to select the mostappropriate method of assembly (eg a value engineering approach that evaluates thespecification and validity of the product); cost saving techniques (eg variations betweensimilar components, sequencing of assembly stages; symmetrical and asymmetrical parts;number of components); economic assembly methods (eg ability to feed and assemblecomponents automatically; unidirectional component location; ease of handling,positioning, stacking and accessibility within assemblies); significant features of gooddesign (eg location of spigots, flanges, tenons, locating faces, accessibility, alignment,families of parts or groupings)

3 Tolerances and dimensions

Principles: geometrical tolerancing of components, sub-assemblies and assemblies, usingrelevant BS and ISO standards

4 Computer-aided manufacturing (CAM)

Software: for numerical control of component manufacturing, relevant computer-basedsoftware to aid product manufacture (eg assembly and material selection/handling)


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1 Investigate product design foreconomic manufacture

� identify appropriate manufacturing methods for aproduct

� recognise the elements involved in the total cost of aproduct

� identify and describe the advantages anddisadvantages of standardisation

� analyse the manufacturing process and materialrequirements for a component

2 Investigate product design foreconomic assembly

� select the most appropriate method of assembly fora product

� select and describe flexible manufacturing systemsand robots in the manufacture of a product

� identify features of a component that assist and/orprevent automatic assembly methods

3 Apply tolerances anddimensions

� apply the principles of geometric tolerancing

� describe the effects of tolerance build-up and assessits application on an assembled product

� select and apply dimensional data for themanufacture and inspection of a component

4 Use computer-aidedmanufacturing software

� select and use computer numerical control softwarefor component manufacture

� select and use CAM software programs for theassembly of a product

� select and use CAM software for material selectionand handling processes


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Guidance

Delivery

This unit should be delivered in the context of the discipline that the learner is studying. Thelearner would benefit from industrial visits to experience the range of possibilities and scope ofmanufacturing and assembly methods.

The unit could be delivered as a stand-alone unit, but it would be more appropriate to deliver itas part of an integrated programme of study. If it is integrated with other units, it must bepossible to track evidence to ensure that all the unit outcomes are met.

Assessment

Evidence of outcomes could be a series of discrete assignments or assignments that integratewith other units in a programme of study, such as Engineering Design, Manufacturing Process,Computer-aided Machining. If an integrative approach is to be used then care must taken totrack and record evidence against the unit outcomes and criteria.

Links

This unit can be delivered on a stand-alone basis but does require the learner to have anunderstanding of the processes of engineering design and manufacture. For example Unit 3:Engineering Science, Unit 6: Engineering Design and Unit 27: Manufacturing Process wouldprovide a suitable foundation of study. The unit would also benefit from an integrated approachwith Unit 25: Computer-Aided Machining and Unit 29: Robot Technology where these areapplicable to the programme of study. Unit 19: Quality Assurance and Management could alsobe linked and support the outcomes of this unit.

Resources

Suitable manufacturing facilities and in particular access to CAD/CAM and appropriatesoftware packages should be available to support the unit and assignments.

Support materials

Textbooks

� Corbett J, Dooner M, Meleka J and Pym C – Design for Manufacture (Addison-Wesley,1991) ISBN 0201416948


181

Annex A

Qualification codes

Each qualification title, or suite of qualification titles with endorsements, is allocated twocodes, as are the individual units within a qualification.

QCA codes

The QCA National Qualifications Framework (NQF) code is known as a QualificationAccreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unitcode.

The QCA qualification and unit codes will appear on the learner’s final certificationdocumentation.

The QANs for qualifications in this publication are:

100/3057/8 Edexcel Level 4 BTEC Higher National Certificate in Mechanical Engineering

100/3058/X Edexcel Level 4 BTEC Higher National Diploma in Mechanical Engineering

Edexcel codes

The Edexcel codes enable approval, registration, assessment and certification, they will appearon documentation such as the Student Report Form (SRF) and the programme definition. TheEdexcel codes are not provided in this publication. The Edexcel codes will link automatically tothe QCA codes for certification purposes.

QCA and Edexcel codes

All QCA and Edexcel qualification and unit codes will be published in a booklet, which will bemade available on the Edexcel website. It will provide a comprehensive catalogue of all thequalifications and units available to centres. It will be useful for centres when making futuredecisions about centre choice units.


182


183

Annex B

Engineering Council (UK) – Extract from "New Standards for Registration"

A draft specification for Standards for Registration as a Professional Engineer

The document sets out the proposed basis for standards of competence and commitment to bedemonstrated by anyone who wishes to be registered by the Engineering Council (UK) as aprofessional engineer. A separate document sets out the proposed standards for registration as aprofessional engineering technician. The documents also briefly describe the process ofeducation, training and development (known collectively as formation) likely to be required toattain the necessary standards.

Registration irrespective of route

Registration as a professional engineer or technician is open to everyone who can demonstratethe competence to perform professional work to the necessary standards, and a commitment to:

� maintain that competence

� work within professional codes, and

� participate actively within the profession.

Two categories of Professional Engineer

Careful consideration has been given to the number of registration categories, theirnomenclature, and the relationship between them. The present categories, and titles, ofChartered Engineer (CEng) and Incorporated Engineer (IEng) will be retained. Although therehave been some difficulties in securing for Incorporated Engineer the same degree ofrecognition which the Chartered Engineer title has secured, there is good evidence that, in themajority of industries, the two categories are recognised and the differences between them areunderstood. They will also continue to be described by competence statements associated withmature professionals. While it is important that everything is done to ensure that those who arecompetent to be registered at an early age are able to register, this is best secured by othermeans than a manipulation of registration categories. Incorporated Engineer registration willnot therefore be defined in terms which make it a staging post en route to Chartered Engineer. Itis important, however, that there are clear means for those who wish to do so to move from oneregistration category to another, and these will be developed.

The role of the Chartered Engineer may be stated as:

� Chartered engineers are characterised by their ability to develop appropriate solutions toengineering problems, using new or existing technologies, through innovation, creativityand change. They may develop and apply new technologies, promote advanced designs anddesign methods, introduce new and more efficient production techniques and marketing andconstruction concepts, and pioneer new engineering services and management methods.

The role of the Incorporated Engineer may be stated as:

� Incorporated engineers act as exponents of today’s technology and, to this end, theymaintain and manage applications of current and developing technology. They require adetailed understanding of a recognised field of technology so they can exercise independentprofessional technical judgement and management in that field.


184

The present detailed generic competence standards for Chartered Engineer and IncorporatedEngineer registration are set out at the end of this document. These have widespread supportand it is proposed that they are used as the basis for future standards, but are reviewed fully,including against the latest occupational standards, to determine whether any change isnecessary. Although the standards cover the whole engineering profession, the professionalengineering institutions that are licensed by the Engineering Council (UK) to assess candidatesfor registration will contextualise them to their own disciplines or sectors of professionalactivity. In doing so they may make use for example of the generic Occupational Standards forEngineering maintained by the Occupational Standards Council for Engineering, and ofNational Occupational Standards and National or Scottish Vocational Qualifications derivedfrom these and developed by a number of Sector Skills Councils and other relevant bodies.

Competence includes the knowledge, understanding and skills that underpin performance. It isattained through a mixture of education, training and professional development, traditionallyknown as the formation process for engineers. The different elements of this process aredescribed below. Competence is ultimately assessed through a professional review, againstspecified standards.

Educational requirements

Educational qualifications are an indicator that the holder possesses the required level ofunderpinning knowledge and understanding (but other means of demonstrating this are notprecluded). This document describes the exemplifying educational qualifications proposed forthe two categories of registration, CEng and IEng. Candidates possessing these exemplifyingqualifications will automatically be deemed to have met the educational requirements.

Where a candidate does not hold the benchmark academic qualification for CEng or IEng therewill be a unified approach to assessment based on a career appraisal and technical report. Thesame methodology could also be used as a bridge from IEng to CEng. Work has beenundertaken in Engineering Council (UK)’s Registration Standards Committee to develop thisapproach from a methodology which has been trialled with some success over the last 12months. Candidates will have to submit a technical report or dissertation, based upon workdone as part of their employment. They will be interviewed on this report, and the interviewwill provide a rigorous assessment of the candidate’s knowledge and understanding against therequired output standard.

For Chartered Engineers and Incorporated Engineers respectively, part or all of the academicbase will be exemplified by successful completion of a Bachelors degree programme inengineering or technology, accredited by one of the professional engineering institutionslicensed by the Engineering Council (UK). One of the criteria for accreditation will be that theprogramme meets defined output standards. Engineering Council (UK) intends to work with theQuality Assurance Agency (QAA) and the Engineering Professors Council on the revision ofthe QAA’s generic benchmark statements for engineering degrees to ensure that the revisedgeneric benchmarks can be used by the profession. These generic standards will then bedeveloped into discipline-based outcomes by institutions in such a way as to indicate minimallyconstraining core content for accredited programmes, so that accreditation does not constraininnovation and diversity.

For Chartered Engineers, the second part of the academic base will be exemplified by anappropriate Masters degree, undertaken either on a full- or part-time basis, which accords withthe Quality Assurance Agency’s descriptor for a Masters degree. Appropriate degrees will havebeen accredited or approved by a licensed professional engineering institution. For IncorporatedEngineers, part of the academic base may be exemplified by an appropriate HND or Foundationdegree. This would need to be enhanced by further learning, for example an EdExcelProfessional Development Award. The Engineering Council examinations will also offer ameans for candidates for CEng and it is hoped IEng to demonstrate the required knowledge andunderstanding.


185

MEng degree programmes, which meet the Quality Assurance Agency’s descriptor for Mastersdegrees and have been accredited by a professional engineering institution, will continue toprovide a fast-track route for high ability candidates to satisfy the academic requirements forChartered Engineer. There will be defined output standards for these programmes, developedthrough the review of benchmarks referred to above. It will no longer be a condition ofaccreditation for either Bachelors or MEng programmes that a specified proportion of eachentry cohort meets defined entry standard requirements. However accrediting Institutions willcontinue to have regard to entry standards when accrediting courses, and Engineering Council(UK) will work with institutions and universities to monitor entry standards nationally, andissue indicative guidance when appropriate.

Graduates in cognate disciplines such as physics, or geology, may satisfy the academicrequirements for Chartered Engineer, either by completing an appropriate Masters degree asdescribed in paragraph 11, or through the technical report process outlined in paragraph 9. Forregistration as an Incorporated Engineer, they may also need to submit a technical report.

The following diagram illustrates the formation process.

Registration Formation Professional review

CEng

IEng

Demonstration ofcompetence,

knowledge andunderstanding.

For those withoutexemplifying

qualifications, mayrequire submissionof technical report

Although some of the educational base for practice is likely to be laid before beginning full-time work as an engineer, the two elements of formation may also be undertaken concurrently,as the above diagram indicates.

Professional development

Professional development builds upon, and in some cases contributes to, the educationalprocess. Initial Professional Development is necessary to acquire the competence, anddemonstrate the professional commitment. necessary for registration. Continuing ProfessionalDevelopment ensures the development of this profile of competence in new job roles.

Education� MEng� B(Hons) Degree plus Masters� B(Hons) Degree plus further

learning

Professional Development

Education� HNC/HND/FD plus further learning� Bachelors Degree

Professional Development


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The variety of patterns of employment now prevalent mean that it is not at all appropriate toprescribe a particular model for the professional development element of formation. Whilemany large companies do maintain graduate training schemes that are likely to provide thenecessary further training and experience, many future registrants will not be working in suchorganisations. They will need to develop profiles of competence and professional activity tohelp them prepare for registration. In some cases employers will make use of occupationalstandards in determining job descriptions and for general staff development, even without aformal training programme, and these will assist. More generally, individuals will need accessto advice and guidance. Professional institutions and Sector Skills Councils will be sources forthis.

Revalidation

It is not proposed to introduce a requirement for regular revalidation of competence andregistration. Professional commitment brings obligations to maintain competence, which in achanging world means developing and renewing knowledge, understanding and skills. There isalso a commitment not to undertake work for which one is not competent. The obligation toundertake continuing professional development will therefore remain material to maintenanceof registration. The guidance that has been given to the profession on this issue remains validand will be updated as appropriate. Independently of the development of these standards,consideration will be given to introducing a voluntary system of revalidation of competence andre-registration for those desiring it.


187

Annex C


All engineering higher education being submitted for accreditation for IEng registration, mustbe provided in the context of Engineering Applications (EA). The term ‘EngineeringApplications’ originated in the Finniston Report Engineering Our Future in 1980. These areintended for integration into higher education courses to give structure and definition to theapplication of engineering. They aim to achieve some of the benefits of integrated sandwichcourses where such courses are not available.

There are two components: Engineering Applications 1 (EA1) and Engineering Applications 2(EA2).

EA1 – an introduction to the fabrication and use of materials, designed to raise students’awareness of the realities of present-day industrial processes. This focuses on practicalengineering in the context of design, manufacture, construction, assembly, commissioning,operation, maintenance, reliability and quality of products and systems.

EA2 – the application of engineering principles to the solution of practical problems-basedupon engineering systems and processes. This should ideally be a learning theme which runsthrough all aspects of the course. However, it will be particularly evident in projects relating toreal engineering problems, undertaken both individually and in groups, which integratepractical, theoretical, business and personal development skills and knowledge.

The extent to which a cohort of students needs to be formally introduced to EA will vary withtheir educational, personal and industrial background. Part-time and integrated sandwich coursestudents, and those with other accredited work-based learning, will have opportunities todevelop EA at work. Nevertheless, all students should be aware of the broader educationalpotential of their own experiences and skills.

There is no clear boundary between EA1 and EA2 and, because many aspects of both can beintegrated in the content of programmes, there is every reason not to introduce one.

As new technologies and materials are introduced, engineers need multidisciplinary skills, andthe way you implement EA1 and EA2 should reflect this. You should, wherever possible,choose engineering applications that relate to each student’s chosen discipline: for example, for‘electronic’ technician engineers, workshop methods involving hand tools and materialsprocessing should probably be related to the electronics industry’s manufacturing methods.

EA1 can be done at work or in the centre. In full-time and sandwich (ie HND) programmes,activity for EA1 should take about 300 hours. In a well-designed and implemented course, up to200 hours of this could be identifiable within programme units. In part-time (HNC and HND)programmes, students can provide evidence of objectives that they have met at work andthrough a log book signed by a responsible supervisor.


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Guidance for Interpretation of Engineering Applications

EA1To achieve EA1 the student should:

1 Use safe working practices, and understand the reason for them.

Safety in line with good industrial practice and current legislation and regulations, must bea theme throughout the course.

2 Appreciate multidisciplinary practical skills through the use of industrial equipment andprocesses.

As manufacturing systems and products become more complex, technician engineers willneed a wide range of technological skills. An increasingly necessary requirement is for theintegration of skills from mechanical engineering, electronic engineering and computing.Activities must therefore reflect the general convergence of traditionally separatedisciplines.

The following should be covered, though the depth of cover and the illustrative materialrequired will vary according to the needs of students and industry:

� hand tools

� material removal

� material forming

� measurement

� installation, maintenance and fault-finding

� electrical installation and wiring

� electrical circuitry and printed circuits and components

� pneumatic and hydraulic circuitry and components.

3 Select and use appropriate computer software packages.

Students should develop the ability to operate a computer keyboard and use a range ofsoftware packages. They should have an awareness of:

� obligations under the Data Protection Act

� the need for system security

� use of software documentation

� understanding basic software tools

� interconnection of appropriate microcomputer and peripheral devices.

4 Interpret engineering drawings and circuit diagrams.

Activities should be designed according to the needs and aims of the student. Someexercises should also make use of the knowledge and skills in paragraph 2, above, thatrelate to interpreting engineering drawings and circuit diagrams.

5 Be aware of developing technologies and appropriate techniques in areas such as:

� microprocessors

� programmable logic controllers

� computer-aided design

� numerical robotics

� systems approach to manufacture.


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EA2To achieve EA2 the student should:

1 Appreciate the uses and limitations of engineering materials and components

2 Appreciate the cost factors relating to the design, manufacture and servicing of a product

3 Appreciate the importance of a logical approach to engineering activities

4 Work in a team.

Some EA2 objectives can be met through assignments and other studies in appropriate design,manufacturing technology, materials and industrial management units or subjects. Others canbe met through integrative assignments or projects.

An appropriate approach might be to use case studies involving the design and manufacture ofengineering components and systems. This would enable students to consider design, selectionof materials and components, manufacturing methods, and cost factors in the manufacturingand servicing of products. The case studies would also develop students’ awareness ofproblems associated with a logical approach to efficient production, and awareness of theimportance of effective maintenance schedules. In addition case studies could help developstudents’ abilities to work as part of a team.


190


191

Annex D

Overall structure of OSCEng Higher Level Standards: Functional Map (V 2)1.1 Establish requirements for engineering products and processes

1.2 Initiate and specify research into engineering products orprocesses1 Develop engineering products

and processes

1.3 Implement research into engineering products or processes

1.4 Design engineering products or processes

2.1 Specify the production requirements of engineering products orprocesses

2.2 Implement the production of engineering products or processes2 Produce engineering products orprocesses

2.3 Evaluate the production of engineering products or processes

3.1 Specify the installation requirements of engineering products orprocesses

3.2 Implement the installation of engineering products or processes

3 Install engineering products andprocesses 3.3 Evaluate the installation of engineering products or processes

3.4 Commission engineering products or processes after installationKey Purpose:To develop and deliverengineering products andprocesses 4.1 Specify the operational requirements for engineering products

or processes

4.2 Implement the operation of engineering products or processes

4 Operate engineering productsand processes 4.3 Evaluate the operation of engineering products or processes

4.4 Decommission engineering products or processes

5.1 Specify the maintenance requirements for engineering productsor processes

5 Maintain engineering productsand processes 5.2 Implement the maintenance of engineering products or

processes

5.3 Evaluate the maintenance of engineering products or processes

6.1 Assess and minimise risks from engineering products orprocesses

6 Improve the safety and qualityof engineering products andprocesses

6.2 Improve the quality of engineering products or processes

7.1 Plan engineering projects

7 Plan, implement and manageengineering products 7.2 Implement and manage engineering projects

8 Develop own engineeringcompetence

8.1 Improve own ability to undertake engineering activities


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Illustration of possible links between the BTEC Higher National Mechanical Engineering units and OSCEng Engineering Occupational Standards forHigher Levels

OSCEng Standards

BTEC Higher National Unit

1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.3 3.4 4.1 4.2 4.3 4.4 5.1 5.2 5.3 6.1 6.2 7.1 7.2 8.1

Business Management Techniques

Analytical Methods for Engineers

Engineering Science

Project

Mechanical Principles

Engineering Design

Materials Engineering

Fluid Mechanics

Applications of Pneumatics and Hydraulics

Strengths of Materials

Dynamics of Machines

Heat Transfer and Combustion

Engineering Thermodynamics

Energy Management

Further Analytical Methods for Engineers

Mechatronic system Principles

Health and Safety and Risk Assessment


193

OSCEng Standards

BTEC Higher National Unit

1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 3.3 3.4 4.1 4.2 4.3 4.4 5.1 5.2 5.3 6.1 6.2 7.1 7.2 8.1

Project Management

Quality Assurance and Management

Managing the Work of Individuals and Teams

Advanced Computer-Aided Design Techniques

Engineering Mathematics

Programming Concepts

Applications of Machine Tools

Computer-Aided Machining

Programmable Logic Controllers

Manufacturing Process

Plant Technology

Robot Technology

Design for Manufacture


194


195

Annex E

Qualification requirement

BTEC Higher Nationals in Mechanical Engineering

This Qualification Requirement will be read in conjunction with overarching guidance fromEdexcel.

Rationale

The BTEC Higher Nationals in Mechanical Engineering have been developed to focus on:

� the education and training of mechanical engineers/technicians who are employed at aprofessional level in a variety of types of technical work, such as in: mechanical design,manufacture, maintenance and technical services areas of the engineering industry

� providing opportunities for mechanical engineers/technicians to achieve a nationallyrecognised level four vocationally specific qualification

� providing opportunities for full-time learners to gain a nationally recognised vocationallyspecific qualification to enter employment as an engineer/technician or progress to highereducation vocational qualifications such as a full or part-time degree in mechanicalengineering or related area

� providing opportunities for learners to focus on the development of the higher level skills ina technological and management context

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

Aims of the qualification

This qualification meets the needs of the above rationale by:

� developing a range of skills and techniques, personal qualities and attributes essential forsuccessful performance in working life and thereby enable learners to make an immediatecontribution to employment at the appropriate professional level

� preparing for a range of technical and management careers in mechanical engineering

� equipping individuals with knowledge, understanding and skills for success in employmentin the mechanical engineering -based industry

� providing specialist studies relevant to individual vocations and professions in whichstudents are working or intend to seek employment in mechanical engineering and itsrelated industries

� enabling progression to or count towards an undergraduate degree or further professionalqualification in mechanical engineering or related area

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


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Mandatory curriculum

The mandatory curriculum will give students the opportunity to build on previous attainmentwhile allowing them to progress and study a selection of optional curriculum. It will display thefollowing features:

� a knowledge and use of essential scientific principles to produce routine solutions tofamiliar mechanical engineering problems and using this knowledge to model and analyseroutine mechanical engineering systems, processes and products

� major mechanical scientific principles which underpin the design and operation of staticand dynamic engineering systems and provide an overview as the basis for further study inspecialist areas of mechanical engineering

� an extended range of mechanical principles for more advanced study and which underpinthe design and operation of mechanical engineering systems including strengths ofmaterials and mechanics of machines

� use of skills and knowledge developed during the course to select a project and agreespecifications, implement and evaluate the project and present the project evaluation

� obtaining accurate information on the requirements for an individual or group engineeringproject

� project work that is of a technical nature and supportive of engineering orientation of theMechanical Engineering Higher National programme, in particular integrated exercisesinvolving a technical investigation, which incorporates a financial appreciation

� knowledge of the calculation of costs associated with engineered products and services

� fundamental analytical knowledge and techniques used for analysis, modelling and solutionof realistic engineering problems within mechanical engineering

� a knowledge of routine mathematical methods essential to mechanical engineeringincluding an awareness of the functionality of standard methods

� opportunity to experience a design project through appreciation of synthesising parametersaffecting design solutions

� the application of engineering principles to the design and manufacture of products,systems and services

� the experience of design modification for an existing system, component or process to meeta specified requirement

� undertaking routine practical or simulation tests of a design solution, report and commenton results

� searching for information related to mechanical engineering design solution and present itfor discussion

� in producing solutions an integration of knowledge of mathematics, science, informationtechnology, design, business context and mechanical engineering practice, to solve routineproblems.


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Optional curriculum

The optional curriculum will give students the opportunity to select relevant specialism whileallowing them to build on learning within the mandatory curriculum. It will display thefollowing features:

� the engineering principles which underpin the design and operation of engineering systemsand equipment including thermodynamic, power transmission, static and dynamic fluidsystems and combustion processes and control systems

� a knowledge of the principles of fluid mechanics and the techniques used to predict thebehaviour of fluids in mechanical engineering applications

� the properties, selection, processing and use of materials

� an extended range of knowledge and understanding of fluid-power systems and evaluatingsuch systems in industrial applications

� an awareness of the principles of health and safety planning and implementation in amechanical engineering environment

� using number systems, graphical and numerical methods, vectors, matrices and ordinarydifferential equations to analyse, model and solve realistic engineering problems

� a broad and in depth knowledge of a range of manufacturing processes and techniquesincluding CAM which can be applied across a variety of materials and applications

� an introduction to programmable logic controller concepts and their applications inengineering, and wider instrumentation and control principles and robot technology

� a basic knowledge of energy management principles and techniques used in industry andcommercial organisations

� an understanding of the issues involved in managing the work of individuals and teamsemployed in the mechanical engineering industry

� an awareness of principles and applications of quality management.

Professional body recognition

The Higher National qualifications in Mechanical Engineering have been developed with careerprogression and recognition by professional bodies in mind. Thus this development has beeninformed by discussions/relevant publications from the Engineering Council UK (EC(UK),Institution of Incorporated Engineers (IIE), the Occupational Standards Council for Engineeringthe Engineering Professors’ Council (EPC), the Engineering and Marine Training Authority(EMTA) and the Electricity Training Association (ETA)

We have added value to this qualification by acquiring recognition from the EngineeringCouncil UK, the following list is an indication of relevant professional bodies who recognisethis BTEC Higher National in Mechanical Engineering designed to comply with theEngineering Council UK’s SARTOR regulations:

� The Institution of Incorporated Engineers (IIE)

� Institute of Measurement and Control

� The Society of Operations Engineers (SOE)

� Institution of Engineering Designers (IED)


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Links to national standards

Through the study of the core and relevant option units students will cover much of theunderpinning knowledge, skills and understanding for the relevant NVQ level 4 units inMechanical Engineering.

Entry prerequisites

The fundamental principles of Edexcel’s policy are:

� qualifications should be available to everyone who is capable of reaching the requiredstandards

� qualifications should be free from barriers which restrict access and progression

� equal opportunities exist for all.

Nevertheless it is the responsibility of the centre to recruit with integrity. Centres shouldtherefore:

� provide applicants with appropriate information and advice

� identify applicants’ needs

� select on the basis of each applicant’s previous qualifications and experience.

Edexcel BTEC Higher National programmes are intended primarily for those who are in, orplan to enter, employment and who have reached the minimum age of 18. Students who enterwith at least one of the following qualifications are likely to benefit more readily from theprogramme:

� a BTEC National Certificate or Diploma in an engineering discipline

� an Edexcel Advanced GNVQ in Engineering with appropriate options and additional unitsor Vocational Certificate of Education VCE in Engineering

� a GCE Advanced level profile which demonstrates strong performance in a relevant subjector an adequate performance in more than one GCE subject. This profile is likely to besupported by GCSE grades at A* to C.

Higher level skills and abilities

Learners will be 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 own 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-basedarguments critically and identify solutions to clearly defined problems of a general routinenature

� communicate the results of their study and other work accurately and reliably using a rangeof specialist techniques


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� identify and address their own major learning needs within defined contexts and toundertake guided further learning in new areas

� apply their subject-related and transferable skills in contexts where the scope of the taskand the criteria for decisions are generally well defined but where some personalresponsibility and initiative is required.

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Order Code B013368 August 2003

For more information on Edexcel and BTEC qualifications please contactCustomer Services on 0870 240 9800or email: [email protected] visit our website: www.edexcel.org.uk

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144603 HN Mechanical Engineering Units

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