Pearson BTEC Level 2 Diploma in Aerospace and Aviation Engineering (Foundation Knowledge) Specification

Transcription

1 Pearsn BTEC Level 2 Diplma in Aerspace and Aviatin Engineering (Fundatin Knwledge) Specificatin New Apprenticeship Standards Specialist Qualificatin (England nly) First teaching Octber 2018

2 Edexcel, BTEC and LCCI qualificatins Edexcel, BTEC and LCCI qualificatins are awarded by Pearsn, the UK s largest awarding bdy ffering academic and vcatinal qualificatins that are glbally recgnised and benchmarked. Fr further infrmatin, please visit ur qualificatins website at qualificatins.pearsn.cm. Alternatively, yu can get in tuch with us using the details n ur cntact us page at qualificatins.pearsn.cm/cntactus Abut Pearsn Pearsn is the wrld's leading learning cmpany, with 35,000 emplyees in mre than 70 cuntries wrking t help peple f all ages t make measurable prgress in their lives thrugh learning. We put the learner at the centre f everything we d, because wherever learning flurishes, s d peple. Find ut mre abut hw we can help yu and yur learners at qualificatins.pearsn.cm References t third party material made in this specificatin are made in gd faith. Pearsn des nt endrse, apprve r accept respnsibility fr the cntent f materials, which may be subject t change, r any pinins expressed therein. (Material may include textbks, jurnals, magazines and ther publicatins and websites.) All infrmatin in this specificatin is crrect at time f publicatin. ISBN All the material in this publicatin is cpyright Pearsn Educatin Limited 2018

3 Cntents 1 Intrducing BTEC Specialist qualificatins fr the New Apprenticeship Standards in England 1 Overview 1 Sizes f BTEC Specialist qualificatins 1 2 Qualificatin summary and key infrmatin 3 3 Qualificatin purpse 4 Qualificatin bjective 4 Prgressin pprtunities 4 Industry supprt and recgnitin 4 4 Qualificatin structure 5 Pearsn BTEC Level 2 Diplma in Aerspace and Aviatin Engineering (Fundatin Knwledge) 5 5 Centre resurce requirements 7 General resurce requirements 7 6 Access and recruitment 8 Prir knwledge, skills and understanding 8 Access t qualificatins fr learners with disabilities r specific needs 8 7 Prgramme delivery 9 8 Assessment 10 Language f assessment 10 Internal assessment 10 Assessment thrugh assignments 11 Making valid assessment decisins 13 Administrative arrangements fr internal assessment 15 External assessment 16 Administrative arrangements fr external assessment 19 Dealing with malpractice in assessment 20 9 Centre recgnitin and apprval 23 Apprvals agreement Quality assurance f centres 24

4 11 Understanding the qualificatin grade Units 29 Unit 1: Aircraft Materials and Airframe Cnstructin 32 Unit 2: Human Factrs and Perfrmance in Aviatin 45 Unit 3: Principles f Aerdynamics and the Thery f Flight 69 Unit 4: Mathematics and Science fr Engineering 75 Unit 5: Imprvement Techniques fr Business 86 Unit 6: Aircraft Prpulsin Principles and Applicatin 97 Unit 7: Engineering Principles 111 Unit 8: Electrical Principles and Aircraft Electrical Systems 127 Unit 9: Principles f Welding and Fabricatin 140 Unit 10: Cmpsite Materials in Aerspace 151 Unit 11: Unit 12: Unit 13: Principles f Aircraft Electrical and Mechanical Systems Assembly and Fitting 160 Cmputer Aided Design (CAD) Principles and Applicatins 170 Principles f Aerdynamics and Rtary Wing Thery f Flight Further infrmatin and useful publicatins Prfessinal develpment and training 191 Annexe A: Assessment Strategy 192

5 1 Intrducing BTEC Specialist qualificatins fr the New Apprenticeship Standards in England Overview The current refrms t apprenticeships in England include changes that mve the design f apprenticeships int the hands f emplyers. The aim f this is t make apprenticeships mre rigrus and respnsive t emplyers needs. Emplyer grups, referred t as Trailblazers, nw lead n the develpment f apprenticeships fr ccupatins where they identify the need fr apprentices. Pearsn has been wrking clsely with Trailblazer emplyer grups in the develpment f different types f assessment prgrammes and qualificatins, t supprt the delivery f these new apprenticeships. As wrk-related qualificatins, BTEC Specialist qualificatins are well suited t the new apprenticeships. Thrugh clse cllabratin with Trailblazer emplyer grups, these BTEC Specialist qualificatins are designed t underpin the develpment f ccupatinal cmpetencies by giving learners the knwledge, understanding and skills relevant t the Apprenticeship Standards. BTEC Specialist qualificatins put learning in the cntext f the wrld f wrk, giving learners the pprtunity t apply their research, skills and knwledge in relevant and realistic wrk cntexts. This applied, practical apprach als means that learners are further supprted t prgress in their career r further study. Emplyers, r clleges and training centres, wrking in partnership with emplyers, can ffer these qualificatins as lng as they have access t apprpriate physical and human resurces and that the necessary quality assurance systems are in place. Sizes f BTEC Specialist qualificatins Fr all regulated qualificatins, Pearsn specify a ttal number f hurs that it is estimated learners will require t cmplete and shw achievement fr the qualificatin this is the Ttal Qualificatin Time (TQT). The TQT value indicates the size f a qualificatin. Within the TQT, Pearsn identifies the number f Guided Learning Hurs (GLH) that we estimate a centre delivering the qualificatin might prvide. Guided learning means activities, such as lessns, tutrials, nline instructin, supervised study and giving feedback n perfrmance, that directly invlve tutrs and assessrs in teaching, supervising and invigilating learners. Guided learning includes the time required fr learners t cmplete external assessment under examinatin r supervised cnditins. In additin t guided learning, ther required learning directed by tutrs r assessrs will include private study, preparatin fr assessment and undertaking assessment when nt under supervisin, such as preparatry reading, revisin and independent research. As well as TQT and GLH, qualificatins can als have a credit value equal t ne tenth f TQT, runded t the nearest whle number. 1

6 TQT and credit values are assigned after cnsultatin with users f the qualificatins. BTEC Specialist qualificatins fr the New Apprenticeship Standards are generally available in the fllwing sizes: Award a qualificatin with a TQT value f 120 r less (equivalent t a range f 1 12 credits) Certificate a qualificatin with a TQT value in the range f (equivalent t a range f credits) Diplma a qualificatin with a TQT value f 370 r mre (equivalent t 37 credits and abve). Other size references, such as Extended Diplma, may be used in a suite f qualificatins depending n the specific needs f different sectrs and Trailblazer emplyer grups. 2

7 2 Qualificatin summary and key infrmatin Qualificatin title Pearsn BTEC Level 2 Diplma in Aerspace and Aviatin Engineering (Fundatin Knwledge) Qualificatin Number (QN) 603/3637/7 Regulatin start date 20/09/2018 Operatinal start date 01/10/2018 Apprved age ranges Please nte that sectr-specific requirements r regulatins may prevent learners f a particular age frm embarking n this qualificatin. Please refer t Sectin 6 Access and Recruitment. Assessment Internal assessment and external assessment (nscreen). Ttal Qualificatin Time (TQT) 720 Guided learning hurs 515 Grading infrmatin Entry requirements Funding The qualificatin is graded Pass/Merit/Distinctin. The externally assessed units are graded Pass nly. The internally assessed units are graded Pass/Merit/Distinctin. N prir knwledge, understanding, skills r qualificatins are required befre learners register fr this qualificatin. Hwever, centres must fllw ur access and recruitment plicy (see Sectin 6 Access and recruitment). The Trailblazer Apprenticeship funding rules can be fund n the Skills Funding Agency's website at Centres shuld use the Qualificatin Number (QN) when seeking funding fr their learners. The qualificatin title, units and QN will appear n each learner s certificate. Yu shuld tell yur learners this when yur centre recruits them and registers them with us. Further infrmatin abut certificatin is in ur UK Infrmatin Manual, available n ur website. 3

8 3 Qualificatin purpse Qualificatin bjective The Pearsn BTEC Level 2 Diplma in Aerspace and Aviatin Engineering (Fundatin Knwledge) has been develped thrugh clse cllabratin with the Aerspace and Aviatin Apprenticeship Emplyer Grup, prfessinal bdies and ther awarding rganisatins. The qualificatin is based n the Engineering Technician Apprenticeship Standard and is specifically fr learners emplyed as apprentices in the rle f aerspace manufacturing fitter. The qualificatin gives learners the pprtunity t: develp the technical knwledge and understanding required t meet the standards fr the jb rle. This includes areas such as mathematical techniques, business imprvement techniques, principles f aircraft materials and airframe cnstructin, aerdynamics and the thery f flight, and human factrs and perfrmance in aviatin develp a range f psitive attitudes and prfessinal attributes that supprt successful perfrmance in the aernautical engineering wrk envirnment achieve a natinally-recgnised Level 2 qualificatin. Prgressin pprtunities Learners wh achieve the Pearsn BTEC Level 2 Diplma in Aerspace and Aviatin Engineering (Fundatin Knwledge) qualificatin can prgress t cmpleting the full Engineering Technician Apprenticeship, which is recgnised by relevant Prfessinal Engineering Institutins at Engineering Technician level. Alternatively, learners wh have achieved the qualificatin and nt cmpleted the full Apprenticeship, culd prgress t engineering perative r semi-skilled fitter jb rles in the engineering industry r t ther qualificatins such as the Pearsn BTEC Level 3 Fundatin Diplma in Engineering and the Pearsn Edexcel Level 3 NVQ Diplma in Engineering Maintenance. Industry supprt and recgnitin This qualificatin is supprted by: the Aerspace and Aviatin Apprenticeship Emplyer Grup, which includes: BAE Systems, Airbus, MSM Aerspace Fabricatrs, Rlls-Ryce, GKN Aerspace, Marshall Aerspace and Defence Grup, Magellan Aerspace UK Ltd, GTA England prfessinal engineering institutins, which include: the Institutin f Engineering and Technlgy (IET), the Institutin f Mechanical Engineering (IMechE) and the Ryal Aernautical Sciety (RAeS) SEMTA, the Skills Cuncil fr the Engineering sectr the Natinal Frum f Engineering Centres (NFEC). 4

9 4 Qualificatin structure Pearsn BTEC Level 2 Diplma in Aerspace and Aviatin Engineering (Fundatin Knwledge) The learner will need t meet the requirements utlined in the table belw befre the qualificatin can be awarded. Minimum number f GLH that must be achieved 515 Number f mandatry units that must be achieved 5 Number f mandatry ptinal units that must be achieved 1 Minimum number f GLH that must be achieved frm the ptinal units 120 Unit number Mandatry units Level GLH Hw assessed Mandatry units Grup 1 learners must cmplete all units in this grup 1 Aircraft Materials and Airframe Cnstructin 2 Human Factrs and Perfrmance in Aviatin 2 60 Internal 3 90 Internal 4 Mathematics and Science fr Engineering External 5 Imprvement Techniques fr Business 2 50 Internal Unit number Mandatry ptinal units Level GLH Hw assessed Mandatry ptinal units Grup 2 learners must cmplete ONE unit frm this grup 3 Principles f Aerdynamics and the Thery f Flight 13 Principles f Aerdynamics and Rtary Wing Thery f Flight 2 90 External 2 90 External 5

10 Unit number Optinal units learners must cmplete at least 120 GLH frm this grup Level GLH Hw assessed 6 Aircraft Prpulsin Principles and Applicatin 2 45 Internal 7 Engineering Principles 2 60 Internal 8 Electrical Principles and Aircraft Electrical Systems 2 60 Internal 9 Principles f Welding and Fabricatin 2 60 Internal 10 Cmpsite Materials in Aerspace 2 60 Internal 11 Principles f Aircraft Electrical and Mechanical Systems Assembly and Fitting 12 Cmputer Aided Design (CAD) Principles and Applicatins 2 60 Internal 2 60 Internal Centres shuld be aware that the Level 2 qualificatin in this specificatin requires learners t meet the demands f a mandatry unit at Level 3. Centres are advised t cnsider the supprt, guidance and pprtunities they give t learners in rder t meet the demands f the higher-level unit during delivery and assessment f the qualificatin. 6

11 5 Centre resurce requirements As part f the apprval prcess, centres must make sure that the resurce requirements belw are in place befre ffering the qualificatin. General resurce requirements Centres must have apprpriate physical resurces (fr example IT, learning materials, teaching rms) t supprt the delivery and assessment f the qualificatin. Staff invlved in the delivery and assessment prcess must have relevant expertise and ccupatinal experience. There must be systems in place that ensure cntinuing prfessinal develpment (CPD) fr staff delivering and assessing the qualificatin. Centres must have in place apprpriate health and safety plicies relating t the use f equipment by learners. Centres must have in place rbust internal verificatin prcedures t ensure the quality and authenticity f learners wrk as well as the accuracy and cnsistency f assessment decisins between assessrs perating at the centre. Fr infrmatin n the requirements fr implementing assessment prcesses in centres, please refer t the New Apprenticeship Standards Quality Assurance Handbk and Delivery Guidance n ur website. Centres must deliver the qualificatins in accrdance with current equality legislatin. Fr further details n Pearsn s cmmitment t the Equality Act 2010, please see Sectin 6 Access and recruitment. Fr full details f the Equality Act 2010, please g t 7

12 6 Access and recruitment Our plicy n access t ur qualificatins is that: they shuld be available t everyne wh is capable f reaching the required standards they shuld be free frm barriers that restrict access and prgressin there shuld be equal pprtunities fr all wishing t access the qualificatins. Centres must ensure that their learner recruitment prcess is cnducted with integrity. This includes ensuring that applicants have apprpriate infrmatin and advice abut the qualificatin t ensure that it will meet their needs. Centres shuld review applicants prir qualificatins and/r experience, cnsidering whether this prfile shws that they have the ptential t achieve the qualificatin. All learners undertaking an Apprenticeship Standard must be emplyed and have a cntract f emplyment at the start f the first day f their Apprenticeship prgramme. Prir knwledge, skills and understanding N prir knwledge, understanding, skills r qualificatins are required befre learners register fr this qualificatin. Access t qualificatins fr learners with disabilities r specific needs Equality and fairness are central t ur wrk. Pearsn s Equality Plicy requires all learners t have equal pprtunity t access ur qualificatins and assessments and that ur qualificatins are awarded in a way that is fair t every learner. We are cmmitted t making sure that: learners with a prtected characteristic (as defined by the Equality Act 2010) are nt, when they are undertaking ne f ur qualificatins, disadvantaged in cmparisn t learners wh d nt share that characteristic all learners achieve the recgnitin they deserve frm undertaking a qualificatin and that this achievement can be cmpared fairly t the achievement f their peers. Fr learners with disabilities and specific needs, the assessment f their ptential t achieve the qualificatin must identify, where apprpriate, the supprt that will be made available t them during delivery and assessment f the qualificatin. Please see the infrmatin regarding reasnable adjustments and special cnsideratin in Sectin 8 Assessment. 8

13 7 Prgramme delivery Centres are free t ffer this qualificatin using any mde f delivery that meets learners and emplyers needs. It is recmmended that centres make use f a wide range f training delivery methds, including direct instructin in classrms, simulated demnstratins, research r applied prjects, e-learning, directed selfstudy, field visits and rle play. Whichever mde f delivery is used, centres must make sure that learners have access t the resurces identified in the specificatin and t the subject specialists delivering the units. Centres must adhere t the Pearsn plicies that apply t the different mdels f delivery. Our plicy Cllabrative arrangements fr the delivery f vcatinal qualificatins is available n ur website. Thse planning the prgramme shuld aim t invlve emplyers as far as pssible in the delivery f the qualificatin. This culd be by: spending time with emplyers t better understand their rganisatinal requirements and the methds f training that are mst suitable, taking int cnsideratin available resurces and wrking patterns cllabrating with emplyers t ensure that learners have pprtunities in the wrkplace t implement the knwledge and skills develped thrugh the training prgramme having regular meetings with emplyers t discuss learner prgress, prviding feedback and agreeing hw any issues will be reslved develping prjects r assessments with input frm emplyers develping up-t-date and relevant teaching materials that make use f scenaris relevant t the sectr and relevant ccupatins using expert witness reprts frm emplyers t supprt assessment making full use f the variety f experience f wrk and life that learners bring t the prgramme. Where legislatin is taught, centres must ensure that it is current and up t date. Please refer t The Trailblazer Apprenticeship Funding Rules fr further infrmatin n the delivery and assessment f the new Apprenticeships. They can be fund at 9

14 8 Assessment The table belw gives a summary f the assessment methds used in the qualificatin. Units Unit 3 Unit 4 Unit 13 Unit 1 Unit 2 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Assessment methds External assessment (nscreen) Internal assessment In administering internal and external assessments, centres need t be aware f the specific prcedures and plicies that apply t, fr example, registratin, entries and results. Mre infrmatin can be fund in ur UK Infrmatin Manual, available n ur website. Language f assessment Assessments fr internally-assessed units are in English nly. External assessments fr units in this qualificatin will be available in English nly. A learner taking the qualificatin may be assessed in British r Irish Sign Language where it is permitted fr the purpse f reasnable adjustment. Fr further infrmatin n access arrangements, please refer t Reasnable adjustments later in this sectin. Internal assessment Mst units in this qualificatin are internally assessed and subject t external standards verificatin. This means that centres set and mark the final summative assessment fr each unit, using the examples and supprt that Pearsn prvides. Centres need t becme an apprved centre t ffer the qualificatin, if they are nt already, befre cnducting assessments. Sectin 9 gives infrmatin n centre apprval fr ffering this qualificatin. 10

15 Assessment thrugh assignments Fr internally-assessed units, the frmat f assessment is an assignment taken after the cntent f the unit, r part f the unit if several assignments are used, has been delivered. An assignment may take a variety f frms, including practical and written types. An assignment is a distinct activity, cmpleted independently by learners, that is separate frm teaching, practice, explratin and ther activities that learners cmplete with directin frm tutrs and assessrs. An assignment is issued t learners as an assignment brief with a defined start date, a cmpletin date and clear requirements fr the evidence that they need t prvide. Assignments can be divided int tasks and may require several frms f evidence. A valid assignment will enable there t be a clear and frmal assessment utcme based n the assessment criteria. Designing effective assignments Assignments must be fit fr purpse as a tl t measure learning against the defined cntent and assessment criteria t ensure that final assessment decisins meet the required standard. Centres shuld make sure that assignments enable learners t prduce valid, sufficient, authentic and apprpriate evidence that relates directly t the specified criteria within the cntext f the learning utcmes and unit cntent. Centres need t ensure that the generatin f evidence is carefully mnitred and cntrlled, and that it is prduced t an apprpriate timescale. This helps t make sure that learners are achieving t the best f their ability and at the same time that the evidence is genuinely their wn. An assignment that is fit fr purpse and suitably cntrlled is ne in which: the tasks that the learner is asked t cmplete prvide evidence fr a learning utcme that can be assessed using the assessment criteria the time allwed fr the assignment is clearly defined and cnsistent with what is being assessed the centre has the required resurces fr all learners t cmplete the assignment fully and fairly the evidence the assignment will generate will be authentic and individual t the learner the evidence can be dcumented t shw that the assessment and verificatin has been carried ut crrectly. Recmmended assignments are prvided in the Assessment guidance sectin f a unit. In designing assignments, centres need t wrk within the structure f these assignments. Centres need t bear in mind the fllwing pints when develping their assignment briefs. Centres may chse t cmbine all r parts f different units int single assignments prvided that all units and all their assciated learning utcmes are fully addressed in the prgramme verall. If this apprach is taken, centres need t make sure that learners are fully prepared s that they can prvide all the required evidence fr assessment and that centres are able t track achievement in the recrds. A learning utcme must always be assessed as a whle and must nt be split int tw r mre assignments. 11

16 The assignment must be targeted t the learning utcmes but the learning utcmes and their assciated criteria are nt tasks in themselves. Criteria are expressed in terms f the utcme shwn in the evidence. Centres d nt have t fllw the rder f the learning utcmes f a unit in develping assignments but later learning utcmes ften require learners t apply the cntent f earlier learning utcmes, and they may require learner t draw their learning tgether. As assignments prvide a final assessment, they will draw n the specified range f teaching cntent fr the learning utcmes. The specified cntent is cmpulsry. The evidence fr assessment need nt cver every aspect f the teaching cntent as learners will nrmally be given particular examples, case studies r cntexts in their assignments. Fr example, if a learner is carrying ut ne practical perfrmance r an investigatin f ne rganisatin, then they will address all the relevant range f cntent that applies in that instance. Prviding an assignment brief A gd assignment brief is ne that mtivates learners t prvide apprpriate evidence f what they have learned thrugh prviding challenging and realistic tasks. An assignment brief shuld include: a vcatinal scenari, cntext r applicatin fr the tasks t be cmpleted clear instructins t the learner abut what they are required t d, nrmally set ut thrugh a series f tasks an audience r purpse fr which the evidence is being prvided an explanatin f hw the assignment relates t the unit(s) being assessed. Frms f evidence Centres may use a variety f frms f evidence, prvided that they are suited t the type f learning utcme being assessed. Fr many units, the practical demnstratin f skills is necessary and fr thers, learners will need t carry ut their wn research and analysis. The units give infrmatin n what wuld be suitable frms f evidence. Centres may chse t use different suitable frms fr evidence t thse prpsed. Overall, learners shuld be assessed using varied frms f evidence. Sme f the main frms f evidence include: written task r reprts prjects time-cnstrained simulated activities with bservatin recrds and supprting evidence bservatin and recrdings f perfrmance in the wrkplace sketchbks, wrking lgbks, reflective jurnals presentatins with assessr questining. 12

17 The frm(s) f evidence selected must: allw the learner t prvide all the evidence required fr the learning utcme and the assciated assessment criteria at all grade levels allw the learner t prduce evidence that is their wn independent wrk allw a verifier t independently reassess the learner t check the assessr s decisins. Fr example, when yu are using perfrmance evidence yu need t think abut hw supprting evidence can be captured thrugh recrdings, phtgraphs r task sheets. Centres need t take particular care that learners are enabled t prduce independent wrk. Fr example, if learners are asked t use real examples, then best practice wuld be t encurage them t use their wn experiences. Fr infrmatin n the requirements fr implementing assessment prcesses in centres, please refer t the BTEC UK Quality Assurance Handbk n ur website. Making valid assessment decisins Authenticity f learner wrk Once an assessment has begun, learners must nt be given feedback n prgress twards fulfilling the targeted criteria. An assessr must assess nly wrk that is authentic, i.e. learners wn independent wrk. Learners must authenticate the evidence that they prvide fr assessment thrugh signing a declaratin stating that it is their wn wrk. Assessrs must ensure that evidence is authentic t a learner thrugh setting valid assignments and supervising learners during assessment perid. Assessrs must take care nt t prvide direct input, instructins r specific feedback that may cmprmise authenticity. Assessrs must cmplete a declaratin that: the evidence submitted fr this assignment is the learner s wn the learner has clearly referenced any surces used in the wrk they understand that false declaratin is a frm f malpractice. Centres may use Pearsn templates r their wn templates t dcument authenticatin. During assessment an assessr may suspect that sme r all f the evidence frm a learner is nt authentic. The assessr must then take apprpriate actin using the centre s plicies fr malpractice. Mre infrmatin is given later in this sectin. Making assessment decisins using unit-based criteria Assessment decisins fr the qualificatin are based n the specific criteria given in each unit and set at each grade level. The assessment criteria fr a unit are hierarchical and hlistic. Fr example, if an M criterin requires the learner t shw analysis and the related P criterin requires the learner t explain, then t satisfy the M criterin a learner will need t cver bth explain and analyse. The unit assessment grid shws the relatinships between the criteria s that assessrs can apply all the criteria t the learner s evidence at the same time. 13

18 Assessrs make judgements using the criteria and must shw hw they have reached their decisins in the assessment recrds. The evidence frm a learner can be judged using all the relevant criteria at the same time. The assessr needs t make a judgement against each criterin that evidence is present and sufficiently cmprehensive. Fr example, the inclusin f a cncluding sectin may be insufficient t satisfy a criterin requiring evaluatin. Assessrs shuld use the fllwing infrmatin and supprt in reaching assessment decisins: the Assessment guidance sectin f each unit, which gives examples and definitins related t terms used in the assessment criteria the centre s Lead Internal Verifier and assessment team s cllective experience supprted by the infrmatin prvided by Pearsn. When a learner has cmpleted the assessment fr a unit then the assessment team will give an assessment utcme fr the unit. This is given accrding t the highest level fr which the learner is judged t have met all the criteria. Therefre: t achieve a distinctin, a learner must have satisfied all the distinctin criteria (and therefre the Pass and Merit criteria); these define utstanding perfrmance acrss the unit as a whle t achieve a Merit, a learner must have satisfied all the Merit criteria (and therefre the Pass criteria) thrugh high perfrmance in each learning utcme. T achieve a Pass, a learner must have satisfied all the Pass criteria fr the learning utcmes, shwing cverage f the unit cntent and, therefre, attainment at the stated level f the qualificatin. The award f a Pass is a defined level f perfrmance and cannt be given slely n the basis f a learner cmpleting assignments. Learners wh d nt satisfy the Pass criteria shuld be reprted as Unclassified. Dealing with late cmpletin f assignments Learners must have a clear understanding f the centre s plicy n cmpleting assignments by the stated deadlines. Learners may be given authrised extensins fr legitimate reasns, such as illness at the time f submissin, in line with centre plicies. Fr assessment t be fair, it is imprtant that learners are all assessed in the same way and that sme learners are nt advantaged by having additinal time r the pprtunity t learn frm thers. If a late cmpletin is accepted, then the assignment shuld be assessed nrmally using the relevant assessment criteria. Issuing assessment decisins and feedback Once the assessment team has cmpleted the assessment prcess fr an assignment, the utcme is a frmal assessment decisin. This is recrded frmally and reprted t learners. The infrmatin given t the learner: must shw the frmal decisin and hw it has been reached, indicating hw r where criteria have been met may shw why attainment against criteria has nt been demnstrated 14

19 must nt prvide feedback n hw t imprve evidence must be validated by an Internal Verifier befre it is given t the learner. Resubmissins and retakes On 1 September 2014, Pearsn intrduced a framewrk t supprt centres in delivering high-quality internal assessments fr BTEC Firsts and Natinals, the framewrk can be fund n the BTEC delivery pages f ur website. The rules presented in the framewrk d nt apply t BTEC Specialist prgrammes, Entry Level t Level 3, hwever we d recmmend the apprach as best practice. As the rules are therefre nt mandatry fr BTEC Specialist prgrammes, they will nt be checked as part f the standards verificatin and quality assurance prcess. Administrative arrangements fr internal assessment Recrds Centres are required t retain recrds f assessment fr each learner. Recrds shuld include assessments taken, decisins reached and any adjustments r appeals. Further infrmatin can be fund in ur UK Infrmatin Manual. We may ask t audit centre recrds s they must be retained as specified. Reasnable adjustments t assessments Centres are able t make adjustments t assessments t take accunt f the needs f individual learners, in line with the guidance given in the Pearsn dcument Supplementary guidance fr reasnable adjustment and special cnsideratin in vcatinal internally assessed units. In mst instances, adjustments can be achieved by fllwing the guidance, fr example allwing the use f assistive technlgy r adjusting the frmat f the evidence. We can advise yu if yu are uncertain as t whether an adjustment is fair and reasnable. Any reasnable adjustment must reflect the nrmal learning r wrking practice f a learner in a centre r wrking within the ccupatinal area. Further infrmatin n access arrangements can be fund in the Jint Cuncil fr Qualificatins (JCQ) dcument Adjustments fr candidates with disabilities and learning difficulties, Access Arrangements, Reasnable Adjustments and Special Cnsideratin fr General and Vcatinal qualificatins. Bth dcuments are n the plicy page f ur website. Special cnsideratin Centres must perate special cnsideratin in line with the guidance given in the Pearsn dcument Supplementary guidance fr reasnable adjustment and special cnsideratin in vcatinal internally assessed units. Special cnsideratin may nt be applicable in instances where: assessment requires the demnstratin f practical cmpetence criteria have t be met fully units/qualificatins cnfer licence t practice. Centres cannt apply their wn special cnsideratin; applicatins fr special cnsideratin must be made t Pearsn and can be made n a case-by-case basis nly. A separate applicatin must be made fr each learner. Certificatin claims must nt be made until the utcme f the applicatin has been received. 15

20 Further infrmatin n special cnsideratin can be fund in the Jint Cuncil fr Qualificatins (JCQ) dcument Adjustments fr candidates with disabilities and learning difficulties, Access Arrangements, Reasnable Adjustments and Special Cnsideratin fr General and Vcatinal qualificatins. Bth f the dcuments mentined abve are n ur website. Appeals against assessment Centres must have a plicy fr dealing with appeals frm learners. Appeals may relate t assessment decisins being incrrect r assessment nt being cnducted fairly. The first step in such a plicy is a cnsideratin f the evidence by a Lead Internal Verifier r ther member f the prgramme team. The assessment plan shuld allw time fr ptential appeals after learners have been given assessment decisins. Centres must dcument all learners appeals and their reslutins. Further infrmatin n the appeals prcess can be fund in the dcument Enquiries and appeals abut Pearsn vcatinal qualificatins plicy, which is available n ur website. External assessment The table belw gives infrmatin abut the type and availability f external assessments that are available fr this qualificatin. Centres shuld check this infrmatin carefully tgether with the relevant unit specificatin and the sample assessment materials s that they can timetable learning and assessment perids apprpriately. Unit 3: Principles f Aerdynamics and the Thery f Flight Type f assessment Length f assessment This unit is externally assessed using an nscreen test. Pearsn sets and marks the test. The test is Pass/Fail. The assessment must be taken by the learner under examinatin cnditins. A Pass grade will be determined by learners achieving a defined pass mark fr the nscreen test. Learners will be allwed t use rugh paper fr wrking. The external assessment will be 60 minutes. Number f marks 40 Assessment availability First assessment availability On demand January

21 Unit 4: Mathematics and Science fr Engineering Type f assessment Length f assessment This unit is externally assessed using tw nscreen tests. Pearsn sets and marks the tests. The tests are Pass/Fail. The assessments must be taken by the learner under examinatin cnditins. In rder t pass the Mathematics and Science fr Engineering unit, learners must achieve a Pass in bth f the tests. N cmpensatin will apply acrss the tw assessments fr the unit. A Pass grade will be determined by learners achieving a defined pass mark fr bth nscreen assessments. Learners will be allwed t use rugh paper fr wrking. A frmula sheet will be prvided fr bth tests. Learners may use nn-prgrammable calculatrs. Mathematics fr Engineering: the external assessment will be 70 minutes. Science fr Engineering: the external assessment will be 70 minutes. Number f marks Mathematics fr Engineering: 60 Science fr Engineering: 50 Assessment availability First assessment availability On demand January 2016 Unit 13: Principles f Aerdynamics and Rtary Wing Thery f Flight Type f assessment Length f assessment This unit is externally assessed using an nscreen test. Pearsn sets and marks the test. The test is Pass/Fail. The assessment must be taken by the learner under examinatin cnditins. A Pass grade will be determined by learners achieving a defined pass mark fr the nscreen test. Learners will be allwed t use rugh paper fr wrking. The external assessment will be 60 minutes. Number f marks 40 Assessment availability First assessment availability On demand July

22 The external assessments assess all the learning utcmes in the units t meet the standard specified by the related assessment criteria. All the cntent in each unit is mandatry fr the assessments. Centres need t make sure that learners are: fully prepared t sit the external assessments entered fr the tests at apprpriate times, with due regard fr resit pprtunities as necessary. Sample assessment materials Each externally-assessed unit has a set f sample assessment materials (SAMs). The SAMs are there t prvide an example f what the external assessment will lk like in terms f the feel and level f demand f the assessment. The SAMs shw the range f pssible questin types that may appear in the actual assessments and give a gd indicatin f hw the assessments will be structured. While SAMs can be used fr practice with learners, as with any assessment the cntent cvered and specific details f the questins asked will change in each assessment. A cpy f each SAM can be dwnladed frm ur website. 18

23 Administrative arrangements fr external assessment Access arrangements requests Access arrangements are agreed with Pearsn befre an assessment. They allw learners with special educatinal needs, disabilities r temprary injuries t: access the assessment shw what they knw and can d withut changing the demands f the assessment. Access arrangements shuld always be prcessed at the time f registratin. Learners will then knw what type f arrangements are available in place fr them. Granting reasnable adjustments Fr external assessment, a reasnable adjustment is ne that Pearsn agree t make fr an individual learner. A reasnable adjustment is defined fr the individual learner and infrmed by the list f available access arrangements. Whether an adjustment will be cnsidered reasnable will depend n a number f factrs, including: the needs f the learner with the disability the effectiveness f the adjustment the cst f the adjustment; and the likely impact f the adjustment n the learner with the disability and ther learners. Adjustment may be judged unreasnable and nt apprved if it invlves unreasnable csts, timeframes r affects the integrity f the assessment. Special cnsideratin requests Special cnsideratin is an adjustment made t a learner's mark r grade after an external assessment t reflect temprary injury, illness r ther indispsitin at the time f the assessment. An adjustment is made nly if the impact n the learner is such that it is reasnably likely t have had a material effect n that learner being able t demnstrate attainment in the assessment. Centres are required t ntify us prmptly f any learners that they believe have been adversely affected and request that we give special cnsideratin. Further infrmatin can be fund in the special requirements sectin n ur website. Cnducting external assessments Centres must make arrangement fr the secure delivery f external assessments. All centres ffering external assessments must cmply with the Jint Cuncil fr Qualificatins (JCQ) dcument Instructins fr the Cnduct f Examinatins (ICE). The current versin f this dcument is available n ur website. 19

24 Dealing with malpractice in assessment Malpractice means acts that undermine the integrity and validity f assessment, the certificatin f qualificatins and/r may damage the authrity f thse respnsible fr delivering the assessment and certificatin. Pearsn des nt tlerate actins (r attempted actins) f malpractice by learners, centre staff r centres in cnnectin with Pearsn qualificatins. Pearsn may impse penalties and/r sanctins n learners, centre staff r centres where incidents (r attempted incidents) f malpractice have been prven. Malpractice may arise r be suspected in relatin t any unit r type f assessment within the qualificatin. Fr further details n malpractice and advice n preventing malpractice by learners, please see Pearsn s Centre Guidance: Dealing with Malpractice, available n ur website. The prcedures we ask yu t adpt vary between units that are internally assessed and thse that are externally assessed. Internal assessment Centres are required t take steps t prevent malpractice and t investigate instances f suspected malpractice. Learners must be given infrmatin that explains what malpractice is fr internal assessment and hw suspected incidents will be dealt with by the centre. The Centre Guidance: Dealing with Malpractice dcument gives full infrmatin n the actins we expect yu t take. Pearsn may cnduct investigatins if we believe that a centre is failing t cnduct internal assessment accrding t ur plicies. The abve dcument gives further infrmatin and examples, and details the penalties and sanctins that may be impsed. In the interests f learners and centre staff, centres need t respnd effectively and penly t all requests relating t an investigatin int an incident f suspected malpractice. External assessment External assessment means all aspects f units that are designated as external in this specificatin, including preparatin fr tasks and perfrmance. Fr these assessments, centres must fllw the JCQ prcedures set ut in the latest versin f the dcument JCQ Suspected Malpractice in Examinatins and Assessments Plicies and Prcedures (available n the JCQ website, In the interests f learners and centre staff, centres need t respnd effectively and penly t all requests relating t an investigatin int an incident f suspected malpractice. 20

25 Learner malpractice The head f centre is required t reprt incidents f suspected learner malpractice that ccur during Pearsn examinatins. We ask centres t cmplete JCQ Frm M1 ( and it with any accmpanying dcuments (signed statements frm the learner, invigilatr, cpies f evidence, etc.) t the Investigatins Team at pqsmalpractice@pearsn.cm. The respnsibility fr determining apprpriate sanctins r penalties t be impsed n learners lies with Pearsn. Learners must be infrmed at the earliest pprtunity f the specific allegatin and the centre s malpractice plicy, including the right f appeal. Learners fund guilty f malpractice may be disqualified frm the qualificatin fr which they have been entered with Pearsn. Teacher/centre malpractice The head f centre is required t infrm Pearsn s Investigatins Team f any incident f suspected malpractice by centre staff, befre any investigatin is undertaken. The head f centre is requested t infrm the Investigatins Team by submitting a JCQ M2(a) frm (dwnladable frm with supprting dcumentatin t pqsmalpractice@pearsn.cm. Where Pearsn receives allegatins f malpractice frm ther surces (fr example Pearsn staff, annymus infrmants), the Investigatins Team will cnduct the investigatin directly r may ask the head f centre t assist. Incidents f maladministratin (accidental errrs in the delivery f Pearsn qualificatins that may affect the assessment f learners) shuld als be reprted t the Investigatins Team using the same methd. Heads f centres/principals/chief executive fficers r their nminees are required t infrm learners and centre staff suspected f malpractice f their respnsibilities and rights, please see 6.15 f JCQ Suspected Malpractice in Examinatins and Assessments Plicies and Prcedures. Pearsn reserves the right in cases f suspected malpractice t withhld the issuing f results/certificates while an investigatin is in prgress. Depending n the utcme f the investigatin, results and/r certificates may nt be released r they may be withheld. We reserve the right t withhld certificatin when undertaking investigatins, audits and quality assurances prcesses. Yu will be ntified within a reasnable perid f time if this ccurs. Sanctins and appeals Where malpractice is prven, we may impse sanctins r penalties. Where learner malpractice is evidenced, penalties may be impsed such as: mark reductin fr affected external assessments disqualificatin frm the qualificatin debarment frm registratin fr Pearsn qualificatins fr a perid f time. 21

26 If we are cncerned abut yur centre s quality prcedures we may impse sanctins such as: wrking with centres t create an imprvement actin plan requiring staff members t receive further training placing temprary blcks n the centre s certificates placing temprary blcks n registratin f learners debarring staff members r the centre frm delivering Pearsn qualificatins suspending r withdrawing centre apprval status. The centre will be ntified if any f these apply. Pearsn has established prcedures fr centres that are cnsidering appeals against penalties and sanctins arising frm malpractice. Appeals against a decisin made by Pearsn will nrmally be accepted nly frm the head f centre (n behalf f learners and/r members r staff) and frm individual members (in respect f a decisin taken against them persnally). Further infrmatin n appeals can be fund in ur Enquiries and Appeals Plicy n ur website. In the initial stage f any aspect f malpractice, please ntify the Investigatins Team (via pqsmalpractice@pearsn.cm) wh will infrm yu f the next steps. 22

27 9 Centre recgnitin and apprval Centres ffering New Apprenticeship Standards qualificatins must be listed n the Skills Funding Agency s Register f Training Organisatins and have a cntract t deliver the New Apprenticeship Standards qualificatins. Centres that have nt previusly ffered Pearsn Specialist qualificatins need t apply fr and be granted centre recgnitin and apprval t ffer individual qualificatins. Existing Pearsn centres seeking apprval t ffer New Apprenticeship Standards qualificatins, will be required t submit supplementary evidence fr apprval, aligned t the assciated New Apprenticeship Standards and Assessment Strategies. Guidance n seeking apprval t deliver BTEC qualificatins is available n ur website, qualificatins.pearsn.cm Apprvals agreement All centres are required t enter int an apprval agreement with Pearsn, in which the head f centre r principal agrees t meet all the requirements f the qualificatin specificatin and t cmply with the plicies, prcedures, cdes f practice and regulatins f Pearsn and relevant regulatry bdies. If centres d nt cmply with the agreement, this culd result in the suspensin f certificatin r withdrawal f centre r qualificatin apprval. 23

28 10 Quality assurance f centres Quality assurance is at the heart f vcatinal qualificatins and Apprenticeships. Centres are required t declare their cmmitment t ensuring quality and t giving learners apprpriate pprtunities that lead t valid and accurate assessment utcmes. Pearsn uses external quality assurance prcesses t verify that assessment, internal quality assurance and evidence f achievement meet natinally defined standards. Our prcesses enable us t recgnise gd practice, effectively manage risk and supprt centres t safeguard certificatin and quality standards. Our Standards Verifiers prvide advice and guidance t enable centres t hld accurate assessment recrds and assess learners apprpriately, cnsistently and fairly. Centres ffering Specialist qualificatins as part f the New Apprenticeship Standards will usually receive tw standards verificatin visits per year (a ttal f tw days per year). The exact frequency and duratin f Standards Verifier visits will reflect the level f risk assciated with a prgramme, taking accunt f the: number f assessment sites number and thrughput f learners number and turnver f assessrs number and turnver f internal verifiers amunt f previus experience f delivery. If a centre is ffering bth the Specialist qualificatin and Cmpetence-based qualificatin within a New Apprenticeship Standard, wherever pssible, we will allcate the same Standards Verifier fr bth qualificatins. We will wrk clsely with centres ffering New Apprenticeship Standards qualificatins, s we can mnitr and cntinuusly imprve ur assciated quality assurance arrangements. Further guidance can be fund in the New Apprenticeship Standards Quality Assurance Handbk and Delivery Guidance available n ur website. 24

29 11 Understanding the qualificatin grade This sectin explains the rules that we apply in prviding an verall qualificatin grade fr each learner. The externally-assessed units are assessed at Pass/Fail nly. These units must be passed befre a grade fr the qualificatin may be awarded. Hwever, these units d nt cntribute t the verall grade f the qualificatin. The internally-assessed units are assessed using a grading scale f Distinctin, Merit, Pass and Unclassified. All mandatry and ptinal internally-assessed units cntribute t the verall qualificatin grade. The final grade awarded fr a qualificatin represents a hlistic perfrmance acrss all f the qualificatin. As the qualificatin grade is an aggregate f the ttal perfrmance, there is sme element f cmpensatin in that a higher perfrmance in sme units will be balanced by a lwer utcme in thers. In the event that a learner achieves mre than the required number f ptinal units, the mandatry units, alng with the ptinal units with the highest grades, will be used t calculate the verall result, subject t the eligibility requirements f the qualificatin. Awarding and reprting fr the qualificatin The awarding and certificatin f these qualificatins will cmply with the requirements f the Office f Qualificatins and Examinatins Regulatin (Ofqual). Eligibility fr an award T achieve any qualificatin grade learners must: achieve a pass grade, r higher in all units within a valid cmbinatin, and achieve the minimum number f pints at a grade threshld. It is the respnsibility f the centre t ensure that a crrect unit cmbinatin is adhered t. Calculatin f the qualificatin grade The table belw shws the minimum threshlds fr calculating each grade. The table will be kept under review ver the lifetime f the qualificatin. In the event f any change, centres will be infrmed befre the start f teaching fr the relevant chrt and an updated table will be issued n ur website. Pints threshlds P 20 M 26 D 36 Nte that externally-assessed units d nt cunt twards the grade prfile but must be achieved fr a grade t be awarded. 25

30 Learners wh d nt meet the minimum requirements fr a qualificatin grade t be awarded will be recrded as Unclassified (U) and will nt be certificated. They may receive a Ntificatin f Perfrmance fr individual units. Our Infrmatin manual gives full infrmatin. Pints available fr internal units The table belw shws the number f pints available fr internal units. Fr each internal unit, pints are allcated depending n the grade awarded. All internal units U 0 Pass 4 Merit 6 Distinctin 8 Claiming the qualificatin grade Subject t eligibility, Pearsn will autmatically calculate the qualificatin grade fr learners when the internal unit grades are submitted and the qualificatin claim is made. Learners will be awarded qualificatin grades fr achieving sufficient number f pints in the ranges shwn in the Calculatin f qualificatin grade table. Nte that all units tw externally assessed and five internally assessed have t be achieved at Pass r higher t be awarded the qualificatin. T allw fr a weaker perfrmance in sme units t be balanced by a strnger perfrmance in thers, there is an element f cmpensatin built int the grading mdel. 26

31 Examples f grade calculatins Example 1: Achievement with P grade GLH Type (internal/ external) Grade Unit pints Unit 1: Aircraft Materials and Airframe Cnstructin Unit 2: Human Factrs and Perfrmance in Aviatin Unit 5: Imprvement Techniques fr Business 60 Internal P 4 90 Internal M 6 50 Internal M 6 Optinal Unit A 60 Internal P 4 Optinal Unit B 60 Internal P 4 Ttal P 24 The learner passes bth externally-assessed units, passes all five internallyassessed units, and achieves tw Merits. Ttal pints scred are 24 and the learner achieves a Pass grade. Example 2: Achievement with M grade GLH Type (internal/ external) Grade Unit pints Unit 1: Aircraft Materials and Airframe Cnstructin Unit 2: Human Factrs and Perfrmance in Aviatin Unit 5: Imprvement Techniques fr Business 60 Internal M 6 90 Internal M 6 50 Internal M 6 Optinal Unit A 60 Internal P 4 Optinal Unit B 60 Internal P 4 Ttal M 26 The learner passes bth externally-assessed units, passes all five internallyassessed units and achieves three Merits. Ttal pints scred are 26 and the learner achieves a Merit grade. 27

32 Example 3: Achievement with D grade GLH Type (internal/ external) Grade Unit pints Unit 1: Aircraft Materials and Airframe Cnstructin Unit 2: Human Factrs and Perfrmance in Aviatin Unit 5: Imprvement Techniques fr Business 60 Internal M 6 90 Internal M 6 50 Internal D 8 Optinal Unit A 60 Internal D 8 Optinal Unit B 60 Internal D 8 Ttal D 36 The learner passes bth externally-assessed units, passes all five internallyassessed units and achieves three distinctins and tw Merits. Ttal pints scred are 36 and the learner achieves a distinctin grade. Example 4: Nn-achievement GLH Type (internal/ external) Grade Unit pints Unit 1: Aircraft Materials and Airframe Cnstructin Unit 2: Human Factrs and Perfrmance in Aviatin Unit 5: Imprvement Techniques fr Business 60 Internal M 6 90 Internal M 6 50 Internal P 4 Optinal Unit A 60 Internal U 0 Optinal Unit B 60 Internal P 4 Ttal U 20 The learner has sufficient pints fr a Pass grade but has nt achieved the minimum requirement f a Pass, r abve, in all units. 28

33 12 Units Each unit in the specificatin is set ut in a similar way. There are tw types f unit frmat: internal units external units. This sectin explains hw the units are structured. It is imprtant that all tutrs, assessrs, internal verifiers and ther staff respnsible fr the prgramme review this sectin. Internal units Sectin Unit number Unit title Level Unit type GLH Assessment type Unit intrductin Learning utcmes What needs t be learnt Explanatin The number is in a sequence in the specificatin. Where a specificatin has mre than ne qualificatin, numbers may nt be sequential fr an individual qualificatin. This is the frmal title that will always be used and which will appear n certificates. All units and qualificatins have a level assigned t them. The level assigned is infrmed by the level descriptrs defined by Ofqual, the qualificatins regulatr. This says if the unit is mandatry r ptinal fr the qualificatin. See structure infrmatin in Sectin 4 fr full details. Guided Learning Hurs (GLH) is the number f hurs that a centre delivering the qualificatin needs t prvide. Guided learning means activities that directly r immediately invlve tutrs and assessrs in teaching, supervising, and invigilating learners, fr example lectures, tutrials, nline instructin and supervised study. This says hw the unit is assessed i.e. whether it is internal r external. See structure infrmatin in Sectin 4 fr full details. This is designed with learners in mind. It indicates why the unit is imprtant, what will be learned and hw the learning might be applied in the wrkplace. These help t define the scpe, style and depth f learning f the unit. This sectin sets ut the required teaching cntent f the unit. Cntent is cmpulsry except when shwn as e.g.. Learners shuld be asked t cmplete summative assessment nly after the teaching f cntent fr the unit r learning utcme(s) has been cvered. 29

34 Sectin Assessment and grading criteria Tutr guidance Required resurces Assessment guidance Prgramme f suggested assignments Suggested reading/resurces Explanatin Assessment criteria specify the standard required by the learner t achieve each learning utcme. Each learning utcme has Pass criteria. In additin t Pass criteria, each learning utcme has Merit r bth Merit and Distinctin criteria. This sectin gives infrmatin t supprt the implementatin f assessment. It is imprtant that this infrmatin is used carefully, alngside the assessment criteria. This sectin lists any specific resurces that are needed t be able t teach and assess the unit. This infrmatin gives guidance fr each learning utcme r assignment f the expectatins fr Pass, Merit and Distinctin standard. This sectin cntains examples and essential clarificatin. This sectin shws a prgramme f suggested assignments that cvers the Pass, Merit and Distinctin criteria in the assessment and grading grid. This is fr guidance and it is recmmended that centres either write their wn assignments r adapt any Pearsn assignments t meet lcal needs and resurces. lists resurce materials that can be used t supprt the teaching f the unit, fr example bks, jurnals, websites. 30

35 External units Sectin Unit number Unit title Level Unit type GLH Assessment type Unit intrductin Learning utcmes Assessment criteria Essential cntent Summary f assessment Resurces Suggested reading/resurces Explanatin The number is in a sequence in the specificatin. Where a specificatin has mre than ne qualificatin, numbers may nt be sequential fr an individual qualificatin. This is the frmal title that will always be used and which will appear n certificates. All units and qualificatins have a level assigned t them. The level assigned is infrmed by the level descriptrs defined by Ofqual, the qualificatins regulatr. This says if the unit is mandatry r ptinal fr the qualificatin. See structure infrmatin in Sectin 4 fr full details. Guided Learning Hurs (GLH) is the number f hurs that a centre delivering the qualificatin needs t prvide. Guided learning means activities that directly r immediately invlve tutrs and assessrs in teaching, supervising, and invigilating learners, fr example lectures, tutrials, nline instructin and supervised study. This says hw the unit is assessed i.e. whether internal r external. See structure infrmatin in Sectin 4 fr full details. This is designed with learners in mind. It indicates why the unit is imprtant, what will be learned and hw the learning might be applied in the wrkplace. These help t define the scpe, style and depth f learning f the unit. Assessment criteria specify the standard required by the learner t achieve each learning utcme. Each learning utcme has Pass criteria nly. Fr external units, all the cntent is bligatry, the depth f cntent is indicated in the assessment utcmes and sample assessment materials (SAMs). The cntent will be sampled thrugh the external assessment ver time, using the variety f questins r tasks shwn. This sets ut the type f external assessment used and the way in which it is used t assess achievement. This sectin lists any specific resurces that are needed t be able t teach and assess the unit. lists resurce materials that can be used t supprt the teaching f the unit, fr example bks, jurnals, websites. 31

36 Unit 1: Aircraft Materials and Airframe Cnstructin Level: 2 Unit type: Mandatry Guided learning hurs: 60 Assessment type: Internal Unit intrductin T enable engineers t carry ut research, upgrade aircraft design, ensure that aircraft are airwrthy, and t try t prevent defects and crrsin, they need sund knwledge and understanding f aircraft materials and their cnstructin. In this unit, yu will investigate and gain knwledge abut ferrus and nn-ferrus materials such as steel and aluminium allys. Yu will learn abut their characteristics and prperties, and the types f heat treatment used n them. Yu will als gain knwledge f nn-metal materials, including the cmpsites and plastics used in aircraft cnstructin, their defects, repair techniques and preservatin. Yu will learn abut hw fabric and wd are used t cnstruct aircraft, their prperties, inspectin techniques, defects and methds f repair. Yu will then learn abut types f crrsin, including causes f crrsin, methds f identificatin, and preventin f crrsin. Finally, yu will investigate the structural strength, classificatin, structure and airwrthiness f aircraft. Learning utcmes In this unit yu will: 1. Knw abut aircraft ferrus and nn-ferrus materials 2. Knw abut cmpsite and ther, nn-metallic, materials 3. Knw abut wd and fabric airframe cnstructin 4. Understand crrsin in aircraft materials 5. Understand the general cncepts f airframe structure and cnstructin. 32

37 Learning utcmes and unit cntent What needs t be learnt Learning utcme 1: Knw abut aircraft ferrus and nn-ferrus materials Ferrus materials used in aircraft Allying elements: carbn, chrmium, nickel, vanadium, mlybdenum, manganese, silicn Material prperties, e.g. density, strength, elasticity, ductility, malleability, tughness, hardness, brittleness, creep and fatigue resistance, wrk hardening, crrsin resistance, ht and cld perfrmance Identificatin markings n stck material Heat treatment (applicatins f ally steels) Annealing Tempering Quench hardening Nrmalising Surface hardening Carburising Nitriding Flame hardening Inductin hardening Nn-ferrus metals used in aircraft Cmmn allying elements cpper, magnesium silicn, zinc Prperties, e.g. density, strength, elasticity, ductility, malleability, tughness, hardness, brittleness, creep and fatigue resistance, wrk hardening, crrsin resistance, ht and cld perfrmance Advanced allys, e.g. titanium and aluminium/lithium allys Identificatin marks n stck material Heat treatment (applicatins f nn-ferrus materials) Annealing Slutin treatment Precipitatin hardening Stabilisatin treatment 33

38 Learning utcme 2: Knw abut cmpsite and ther, nn-metallic, materials Cmpsite and ther, nn-metallic, materials Fibres, e.g. glass, carbn, brn, aramid Typical resins Plastics Plymers, e.g. thermplastics, thermsetting, elastmers Sandwich cnstructin Sealants and bnding agents Plyurethane Silicnes Thread lcking cmpund Resins Adhesives and glues Cmpsite materials Typical defects/deteriratin defects/deteriratin: cracking, warping, splitting, disbnding, delaminatin, Barely Visible Impact Damage (BVID) detectin: visual inspectin, tap test, ultrasnic, thermgraphy Repair techniques and hw these are selected cmpsite materials: pre-impregnated layup (prepreg), wet layup repair techniques: fibre rientatin, autclave, vacuum bag, typical repair tls, safety precautins, surface finish Preservatin and maintenance f nn-metallic materials Inspectin Prtective treatments Material strage prcedures 34

39 Learning utcme 3: Knw abut wd and fabric airframe cnstructin Cnstructin methds Structural members Fabric r plywd skin Type f jints General directin f grain Reinfrcement Use f glues, screws and ther fasteners Types f wd Spruce Fir Pine Cedar Plywd Types f glue Resrcinl frmaldehyde resin Epxy resin Detecting defects in wden structures Visual inspectin Jint testing Measurement Odur Repairing wden structures Splicing Scarf jint Reinfrcement Replacement Patching (scarf, splayed, val, plug) Fabrics used in aerplanes Types f fabric cttn linen Dacrn fibre glass prperties (classificatin f fabrics, stitching and lacing, anti-tear tape) 35

40 Learning utcme 3: Knw abut wd and fabric airframe cnstructin Inspectin methds visual inspectin fabric punch tester tensile testing Cmmn defects fund in fabrics Tears, deteriratin f fabric due t: humidity, extremes f temperature, chemical actin, fungal grwth, ersin, brittleness, slackness, peeling f re-enfrcing fabric frm plywd panels Methds f repairing fabric cverings Small tears sew tgether and dpe a pinked patch n tp Larger tear sewn-in patch repairs Un-sewn dped-n patch repairs Panel replacement Learning utcme 4: Understand crrsin in aircraft materials Types f crrsin Types: surface, pitting, intergranular, fretting, crevice, exfliatin, filifrm Crrsin in ferrus and nn-ferrus metals Methds f identifying: visual inspectin, x-ray, chemical analysis f samples Causes: envirnment, wear, stress, fatigue Frmatin: micrbilgical actin, direct chemical actin, galvanic actin prcess Susceptible materials (steels, aluminium allys, magnesium allys, cpper allys) Effects f crrsin n affected materials Preventin: methds: design, prtectin, lubricatin, stress and fatigue reductin, selectin f apprpriate materials 36

41 Learning utcme 5: Understand the general cncepts f airframe structure and cnstructin Airwrthiness requirements fr structural strength Strength-t-weight rati Rigidity Flexibility Classificatin f aircraft structure Primary Secndary Tertiary Physical effects f flying n aircraft structures Stress Strain Bending Cmpressin Shear Trsin Tensin Hp stress Fatigue Cmpnent cnstructin methds Cnstructin cmpnents stressed skin, frmers, stringers, lngerns, bulkheads, frames, dublers, struts, ties, beams, flr structures, reinfrcement Methds: skinning, anti-crrsive prtectin Cmpnents: wing, empennage, fuselage and engine attachments Structural assembly techniques Riveting Blting Bnding Securing aircraft during assembly Surface prtectin and cleaning Chrmating Andising Painting Plishing Use f slvents and detergents 37

42 Assessment and grading criteria Pass T achieve a pass grade the evidence must shw that the learner is able t: Merit T achieve a merit grade the evidence must shw that, in additin t the pass criteria, the learner is able t: Distinctin T achieve a distinctin grade the evidence must shw that, in additin t the pass and merit criteria, the learner is able t: Learning utcme 1: Knw abut aircraft ferrus and nn-ferrus materials P1 Describe the basic characteristics, prperties and identificatin f bth ferrus and nn-ferrus metals used in aircraft D1 Cmpare and cntrast different types f heat treatment fr ally steels and nn-ferrus materials P2 Describe heat treatment and applicatins f ally steels and nnferrus metals M1 Explain the purpse and benefit f heat treatment n ferrus and nnferrus materials used within the aircraft structure Learning utcme 2: Knw abut cmpsite and ther, nn-metallic, materials P3 Describe characteristics, prperties and identificatin f cmpsite and ther, nn-metallic materials P4 Describe detectin f typical defects/deteriratin in cmpsite material P5 Describe typical repair techniques fr cmpsite materials M2 Explain the imprtance f chsing the crrect repair techniques fr aircraft cmpsite materials D2 Justify the applicatin f a methd in a typical repair situatin with particular reference t maintaining structural integrity and minimising deteriratin 38

43 Learning utcme 3: Knw abut wd and fabric airframe cnstructin P6 P7 P8 Describe cnstructin methds fr wden airframe structures Describe the inspectin methds used fr cmmn defects in wden airframe structures and fabrics used in aircraft Describe characteristics, prperties and types f wd and fabric used in aircraft M3 Explain methds f repairing airframe wden structures and aircraft fabric cverings Learning utcme 4: Understand crrsin in aircraft materials P9 Describe the types, causes and frmatin f crrsin and the methds f identifying these in ferrus and nn-ferrus metals giving examples f materials that are susceptible t crrsin M4 Explain the effects f crrsin n materials and structures and the preventin techniques used against crrsin Learning utcme 5: Understand the general cncepts f airframe structure and cnstructin P10 Describe the airwrthiness requirements fr structural strength and the physical effects f flying n aircraft structures M5 Explain cnstructin methds fr varius airframe cmpnents and state their classificatin D3 Evaluate the effects n aircraft structures f flying utside the flight envelpe P11 Describe methds f surface prtectin and cleaning 39

44 Tutr guidance Required resurces The resurces needed fr this unit are: example metals and ally and methds f heat treatment fr demnstratins example nn-metals, sealants, bnding agents fr demnstratins example metals and nn-metal defects example wd and glues, fabrics and typical defects examples f crrsin f ferrus and nn-ferrus metals access t the internet. Assessment guidance This unit is assessed internally by the centre and externally verified by Pearsn. Please read this guidance in cnjunctin with Sectin 8 Internal assessment. Learning utcme 1: Knw abut aircraft ferrus and nn-ferrus materials Assignment title: Ferrus and nn-ferrus materials Fr distinctin, learners will use the knwledge and understanding they have gained frm the Pass and Merit criteria t make a cmparisn f the similarities and differences, advantages and disadvantages f the type f heat treatment fr ally steels and nn-ferrus materials. This culd be presented in the frm f a table. Fr merit, learners will apply their knwledge f heat treatment f ferrus materials and nn-ferrus materials frm the Pass criteria t give valid reasns fr using, fr example, annealing and the benefits f carrying ut this type heat treatment. Fr pass, learners will need t give valid descriptins f at least tw examples f ferrus and at least tw examples f nn-ferrus, materials used in aircraft, fr example carbn steel and stainless steel, aluminium ally and cpper. They will need t include the basic characteristics, useful prperties and markings used t identify them. Learners will then need t prvide features f the types f heat treatment undergne by ally steels and nn-ferrus materials and their applicatins. Labelled diagrams r flw charts f the steps invlved wuld be supprtive evidence. 40

45 Learning utcme 2: Knw abut cmpsite and ther, nn-metallic, materials Assignment title: Cmpsite and ther, nn-metallic materials Fr distinctin, learners will need t prvide evidence t supprt the applicatin f their selected repair methd and shw hw it ensures structural integrity and minimises deteriratin. They will als state where and why bnding agents and sealants are used. Fr merit, learners will need t cnsider the repair techniques cvered in the pass criteria and explain the imprtance f selecting the crrect techniques, fr example by using an autclave r by using a vacuum bag. This culd be presented in the frm f a table. Fr pass, learners will need t prvide valid descriptins f a minimum f tw nnmetallic materials, fr example carbn fibre reinfrced plastic and sandwich structures, and describe their basic characteristics, useful prperties and markings that identify them. Learners will need t prvide infrmatin n the features f three different types f defect/deteriratin and hw they are detected. They will then need t prvide clear details abut the suitability f typical repair techniques fr cmpsite materials. Evidence can be supprted by use f labelled diagrams and apprpriate tables. Learning utcme 3: Knw abut wd and fabric airframe cnstructin Assignment title: Wd and fabric airframe cnstructin Fr pass, learners will need t include relevant features f cnstructin methds fr wden airframe structures in their descriptin, such as the types f jints and fasteners used. They will need t prvide details f relevant infrmatin f types f fabric used in aerplane cnstructin. They will then need t include infrmatin abut the methds used t detect defects in wden structures and fabrics, fr example visual techniques, tensile and jint testing and the types f cmmn defects. Learners will then prvide infrmatin n methds used t repair wden structures and fabrics. The use f relevant labelled diagrams and technical infrmatin wuld supprt their evidence where apprpriate. Learning utcme 4: Understand crrsin in aircraft materials Assignment title: Crrsin in aircraft materials Fr Merit, learners will need t include infrmatin abut the effects f crrsin n materials, the imprtance f preventative techniques and the reasns fr their use. The use f case studies, relevant labelled diagrams and technical infrmatin wuld supprt their evidence where apprpriate. Fr Pass, learners will need t give infrmatin f at least three different types f crrsin and include the methds used t identify them, their causes and hw the crrsin has taken place. Learners will als need t name materials susceptible t crrsin such as different steels and nn-ferrus allys and prvide the details f the methds used t prevent crrsin taking place. Evidence can be supprted by use f labelled diagrams. 41

46 Learning utcme 5: Understand the general cncepts f airframe structure and cnstructin Assignment title: Airframe structure and cnstructin Fr distinctin, learners will use the knwledge and understanding they have gained frm cmpleting the pass and merit criteria t prvide apprpriate infrmatin f the effects f flying utside the flight envelpe in terms f the capabilities f the aircraft design, fr example the effects n the aircraft f diving at high speeds. Fr merit, learners will need t prvide infrmatin n the cnstructin methds fr varius airframe cmpnents include reasns fr the classificatin f the structure, fr example the primary structure is made up f the majr lad-bearing structural members f the airframe, which it needs t be airwrthy. Fr pass, learners will need t prvide evidence fr reasns why airframe structures are required t have a defined structural strength t be airwrthy. This will be expanded t include physical effects n structures, fr example bending, cmpressin and shear frces acting n structural lad bearing members. Learners need t prvide infrmatin n the methds used t prtect and clean apprpriate surfaces. The use f relevant, labelled detailed diagrams and technical infrmatin wuld supprt their evidence where apprpriate. 42

47 Prgramme f suggested assignments The table belw shws a prgramme f suggested assignments that cvers the pass, merit and distinctin criteria in the assessment and grading grid. This is fr guidance and it is recmmended that centres either write their wn assignments r adapt any Pearsn assignments t meet lcal needs and resurces. Learning utcmes and assessment criteria Assignment title Scenari Assessment methd Learning utcme 1 Knw abut aircraft ferrus and nn-ferrus materials Ferrus and nn-ferrus materials Yu have been asked t prduce sme intrductry exemplar training materials abut ferrus and nn-ferrus materials and heat treatment fr new engineering apprentices. An illustrated technical reprt based n a range f ferrus and nn-ferrus materials and heat treatment. Learning utcme 2 Knw abut cmpsite and ther, nn-metallic, materials Cmpsite and ther, nnmetallic, materials Yu have been asked t prvide infrmatin abut cmpsites and ther nn-metallic materials fr the rganisatin s inhuse mnthly magazine. An illustrated technical reprt shwing, fr example, diagrams, anntated phtgraphs. Learning utcme 3 Knw abut wd and fabric airframe cnstructin Wd and fabric airframe cnstructin Yu have been asked t present infrmatin abut wd and fabric cnstructin fr aerspace structures. A technical, written reprt that includes labelled diagrams. Learning utcme 4 Understand crrsin in aircraft materials Crrsin in aircraft materials Yu have been asked t give a presentatin t a team n crrsin and methds f preventing crrsin. A technical written reprt that includes labelled diagrams. Learning utcme 5 Understand the general cncepts f airframe structure and cnstructin Airframe structure and cnstructin Yu have been asked t give a presentatin t a number f new apprentices n aircraft structure and cnstructin. A technical written reprt that includes labelled diagrams. 43

48 Suggested reading/resurces Bk Byce A, Clarke S, Derbyshire A, Mantvani B and Weatherill B BTEC Level 2 First Engineering Student Bk (Pearsn, 2010) ISBN Websites Cmpsites in Aviatin Elemental Business Carbn Materials BBC iplayer Elements: Carbn(C) Materials BBC iplayer Fabrics fr aircraft GCSE Bitesize Metals and their crrsin The Institute f Materials, Minerals and Mining Intrductin t cmpsites Materials Wrld magazine Metals and their crrsin The Ryal Sciety f Chemistry Cmpsite Materials Self-healing airplane wings t fix tiny cracks STEM metals and their crrsin Natinal STEM centre It s a Material Wrld Natinal STEM centre Future in Cmpsite Technlgies fabric%20imprvements.htm resistantmaterials/materialsmaterialsrev2.shtml term=metals+and+their+crrsin&rder=scre /it-s-a-material-wrld /future-in-cmpsite-technlgies 44

49 Unit 2: Human Factrs and Perfrmance in Aviatin Level: 3 Unit type: Mandatry Guided learning hurs: 90 Assessment type: Internal Unit intrductin T enable engineers wrking in aviatin t wrk effectively and efficiently as individuals and as team members, they need an understanding f human factrs and behaviurs in the wrkplace. They als need an understanding f factrs that affect human perfrmance in the wrkplace. In this unit, yu will learn abut hw vital it is in the aviatin industry t pay attentin t detail f the factrs and behaviurs that affect human perfrmance in the wrkplace. This is t ensure that errrs, incidents and accidents are kept t an abslute minimum. Yu will gain an understanding f the imprtance f human factrs, features and limitatins f human perfrmance, and aspects f scial psychlgy in an aernautical engineering envirnment. Yu will als gain an understanding f hw persnal factrs, physical aspects f the wrking envirnment and categries f wrk tasks can affect human perfrmance. Yu will study aspects f cmmunicatin in the wrkplace, errr mdels and risk assessments in aernautical engineering. Learning utcmes In this unit yu will: 1. Understand why human factrs are imprtant in aviatin 2. Understand features and limitatins f human perfrmance 3. Understand aspects f scial psychlgy 4. Understand persnal factrs that affect human perfrmance 5. Understand hw physical aspects f the wrking envirnment affect human perfrmance 6. Understand hw categries f tasks can affect human perfrmance 7. Understand cmmunicatin in the wrkplace 8. Understand errr mdels within aernautical engineering 9. Understand risk assessments in aernautical engineering envirnments. 45

50 Learning utcmes and unit cntent What needs t be learnt Learning utcme 1: Understand why human factrs are imprtant in aviatin The term human factrs : meaning and hw it is used in aviatin (SHEL Mdel, Murphy s Law, anthrpmetry, Dirty Dzen, ergnmics) Imprtance Safety f emplyees, passengers, peple n the grund etc. Safety f assets, e.g. aircraft, equipment Lng-term health f emplyees Efficiency f the rganisatin Categries f human factrs Wrking envirnment Wrk patterns Scial habits Wrklad Cmmunicatin Emplyee health 46

51 Learning utcme 2: Understand features and limitatins f human perfrmance Seeing images and their interpretatin Main parts f the eye Hw each part f the eye reacts t light Rds and cnes Seeing in high and lw light Peripheral visin Interpretatin by the brain Hearing sunds and their interpretatin Main parts f the ear Vulnerable parts f the ear Effect f nise percussive, prlnged high intensity, varying pitch Nise Induced Hearing Lss (NIHL) Human memry limitatins Time frm expsure t infrmatin Frm that infrmatin is in (audi, visual, wrds, pictures etc.) Fatigue Age Cmplexity f infrmatin Artificial stimulants/depressants Stress Lw mtivatin Pr health Types (icnic, echic, episdic, semantic) Factrs affecting attentin span Overcnfidence Bredm Fatigue Cmplexity f infrmatin Artificial stimulants/depressants 47

52 Degraded eyesight and hearing effects Individually and in cmbinatin (such as in lder peple) Sight, e.g. lng- and shrt sight, ptical illusin, including the strbe effect, persistence, mving frm light area t wrk in the dark, ptimum lighting fr typical tasks, use f spectacles and magnifiers Hearing, e.g. high and lw tne deafness, tinnitus, hearing damage, pr cmmunicatin Scial islatin (at wrk and at hme) Challenging envirnments and risks At height and in cnfined spaces, e.g. claustrphbia, fear f heights, limited access/egress t a large space Uncmfrtable climate Specific tasks, e.g. inspectins n fuselage crwn r in equipment bays Lw cncentratin Rushing the task Cutting crners Pr visin 48

53 Learning utcme 3: Understand aspects f scial psychlgy Individual and grup respnsibility Outline f a typical rganisatin (must include aviatin maintenance) Typical rles and respnsibilities Individuals and grups r teams Individual respnsibility when wrking alne and within a team Grup r team respnsibilities Overview f grup and inter-grup dynamics, e.g. rivalry, plarisatin, scial lafing Imprtance f balancing individual, grup and team respnsibilities Mtivatin and demtivatin Fulfilling individual needs Maslw s Hierarchy f Needs Herzberg Satisfactin Thery Individual mtivatin Mtivatin by management Characteristics f mtivatin and demtivatin Effect f internal and external factrs, e.g. management decisins, staffing and resurces, wrklad (very high r very lw), rganisatinal culture, persnal situatin Peer pressure, e.g. Cnfrmity and nn-cnfrmity Pressure frm c-wrkers, nt management Advice and pressure frm mre experienced clleagues t adpt particular wrk practices Hw it can affect perfrmance f maintenance tasks Cmpany culture Overview f different types f culture, e.g. safety, rganisatinal, shift, team, scial, individual Time cnstraints ( can d culture, press-n-itis') Team wrking What is a team? Advantages and disadvantages f team wrking Belbin Team Thery Team identity Wrking with ther teams 49

54 Ownership f tasks Cmmunicatin Cperatin Mutual supprt Engineering manager and supervisr primary respnsibilities Difference between management and supervisr rles What shuld an emplyee expect frm a supervisr, e.g. mtivatin, supprt, guidance? Engineering rganisatins, e.g. Part-145, military maintenance rganisatin Leadership basic cncepts What is a leader? Different leadership styles (autcratic/demcratic) The basic characteristics f a leader Hw and when any individual might prvide leadership, e.g. passing n knwledge and experience t clleagues Organising and directing grup tasks Inspectin and reprting n the wrk f thers Learning utcme 4: Understand persnal factrs that affect human perfrmance Persnal health and fitness effects Legal requirement fr individual physical and mental fitness while at wrk Types f medical cnditin that might affect wrk, e.g. minr illness (cld, flu, sickness etc.) Majr physical illness, e.g. heart attack, strke, cancer Mental illness, e.g. depressin Minr physical injury, e.g. sprained wrist, pulled muscle, cramp Majr physical injury, e.g. brken bnes, laceratins Effects f txins and ther substances, e.g. carbn mnxide, alchl, drugs Gradual deteriratin in physical cnditin Effects f stress Define stress (eustress, distress, acute stress, chrnic stress, hyp stress, hyper stress) Surces: hme, e.g. family illness, divrce, wrk (rganisatinal, task related) Types: acute and chrnic stress Signs f stress (physical, health, behaviur, cgnitive, ther) Explanatin f hw stress can affect individual perfrmance at wrk 50

55 Effects f setting time deadlines Actual, perceived and self-impsed deadlines Effects f time pressure and deadlines Managing time pressure and deadlines Wrk verlad and underlad Definitin f wrk verlad and underlad Results f wrk verlad and underlad Factrs determining wrklad Wrklad management Effects f shift wrk n sleep and fatigue What is sleep? Five stages f sleep Circadian rhythms Fatigue (causes, symptms) Wrking at night Types f shift pattern Effects f alchl, medicatin and substance abuse Remval f alchl frm the bld Effects while fatigued, hungry r cmbined with medicatin Types, effects, shrt- and lng-term cnsequences f abuse f: alchl, prescriptin medicatin, ver-the-cunter medicatin, illegal drugs Effects n individual wrk perfrmance Persnal legal bligatins, e.g. Alchl limits and legal requirements fr aircraft engineers CAP 562/AN47 Transprt legislatin/an45 Health and safety legislatin Legal requirements fr hearing prtectin Crrect prtectin fr frequency range 51

56 Maintaining individual prfessinal currency, e.g. Refresher training Reading briefing material Ntices and amendments t maintenance prcedures Reading prfessinal jurnals Undertaking up-skilling and further licence training Learning utcme 5: Understand hw physical aspects f the wrking envirnment affect human perfrmance Effects f nise n, e.g. Cncentratin Cmmunicatin Effects f fumes n, e.g. Cncentratin Cmmunicatin Lnger term effects Safe xygen levels Varying illuminatin effects, e.g. Ability t see detail Mving between areas f different illuminatin, including well-lit hangar and night flight line Strbe effect and prpellers Climate variatin effects, e.g. Cld/wet, warm/dry, ht/humid envirnments Expsure t cnstant mtin and vibratin, e.g. Wrking at height n scissr platfrms and cherry picker Unsteady platfrms Use f rtating r percussive tls Wrking envirnment layut, e.g. The three cmpnents f a wrking envirnment: layut, cleanliness, ease f mvement between wrk areas Lighting, nise, atmsphere, temperature etc. Scial envirnment Tasks, tls and infrmatin 52

57 Learning utcme 6: Understand hw categries f tasks can affect human perfrmance Planning task executin, e.g. Defining the task Defining the resurces Persnal skills and prficiency Infrmatin Effects f physically demanding wrk relating t, e.g. Health and physical cnditin, effects f age Wrk envirnment Physical effrt Effects f repetitive tasks relating t, e.g. Ignring manuals, jb cards etc. Cmplacency Making assumptins Visual inspectin requirements, e.g. Imprtance f gd eyesight Knwledge f the inspectin area Illuminatin Cncentratin Systematic search Cmplex systems aspects, e.g. Simple system: transparent t the engineer Cmplex system: paque t the engineer Clear understanding f the purpse f the system System-specific training Pling f knwledge and skills Clear and cmprehensive infrmatin and guidance 53

58 Learning utcme 7: Understand cmmunicatin in the wrkplace Gd cmmunicatin Within and between grups, e.g. preventin f accidents Maintaining gd wrking relatins Organisatinal efficiency Cmmn cmmunicatin prtcls used in the aviatin industry Accurate wrk lgging, e.g. Frmal wrk lgging Shift lgging Shift handver Task staging Duplicate Inspectin Stage sheets/check Mdes f cmmunicatin, e.g. Verbal Written Bdy language Wrkplace scial culture Cmmunicatin between all levels f an rganisatin 54

59 Learning utcme 8: Understand errr mdels within aernautical engineering Errr mdels, e.g. Induced Variable Reversible/irreversible Slips, lapses and mistakes The Swiss Cheese Mdel Types f errr, e.g. Cmplacency Envirnmental capture Rule-based errrs Vilatins Individual practices and habits Errrs assciated with visual inspectin Latent/active errrs Errr-incident-accident chain, e.g. Self-discipline Safety management system Annymus and blame-free reprting Training Lgging and analysis Errr preventin methds 55

60 Learning utcme 9: Understand risk assessments in aernautical engineering envirnments Risk assessment terms Hazard Risk Severity Likelihd (prbability) Five steps 1 Identify hazards 2 Decide wh might be harmed and hw 3 Evaluate risks and decide n precautins 4 Recrd findings and implement them 5 Review and update Assciated risks fr wrkplace hazards Step 1 Identify hazards Cnclusins frm risk assessments Step 2 Decide wh might be harmed and hw Recmmend ways f eliminating r reducing, t an acceptable level, a range f identified risks Manage wrkplace emergencies Step 3 Evaluate risks and decide n precautins Step 4 Recrd findings and implement them; reduce the likelihd f them happening Step 5 Review and update; plicies, prcedures, regular training, management f wrkplace emergency situatins such as fire, spillage, persnal injury etc. 56

61 Assessment and grading criteria Pass T achieve a pass grade the evidence must shw that the learner is able t: Merit T achieve a merit grade the evidence must shw that, in additin t the pass criteria, the learner is able t: Distinctin T achieve a distinctin grade the evidence must shw that, in additin t the pass and merit criteria, the learner is able t: Learning utcme 1: Understand why human factrs are imprtant in aviatin P1 Define the term human factrs in aviatin P2 State the categries f human factrs and reasns why human factrs are imprtant in aernautical engineering M1 Explain the imprtance f human factrs fr an individual wrking within the aviatin industry and the cnsequences f ignring the psychlgy f human factrs D1 Evaluate the imprtance f human factrs fr the aviatin industry Learning utcme 2: Understand features and limitatins f human perfrmance P3 Describe the effects n human perfrmance and behaviur f degraded eyesight and hearing P4 Describe hw human memry can becme limited and hw wrking in challenging envirnments presents risk t persnal safety and airwrthiness M2 Analyse the ptential cnsequences f human errrs caused by wrking in challenging envirnments 57

62 Learning utcme 3: Understand aspects f scial psychlgy P5 Describe areas f individual and grup respnsibility in aerspace engineering envirnments M3 Explain hw the cncepts f team wrking help with grup respnsibility D2 Evaluate the imprtance f balancing grup, individual and team respnsibilities within an aernautical engineering envirnment P6 Describe what is meant by the terms mtivatin, demtivatin and peer pressure M4 Explain the imprtance f achieving an ptimum level f mtivatin amngst staff P7 Describe the basic cncepts f leadership Learning utcme 4: Understand persnal factrs that affect human perfrmance P8 P9 Describe the effects that persnal health and fitness have n wrk perfrmance Describe the surces and types f stress and the effects within a wrking envirnment M4 Explain the effects n individuals f shift wrk, alchl, medicatin and substance abuse P10 Describe the effects f setting time deadlines n individual wrk perfrmance M5 Cmpare the effects n team perfrmance f individuals wrking t their wn perceptins f deadlines and individuals wrking t agreed grup deadlines D3 Evaluate the benefits f clearly defined and agreed wrk deadlines within an aerspace engineering rganisatin P11 Outline the persnal legal bligatins f individuals wrking in the aerspace industry 58

63 Learning utcme 5: Understand hw physical aspects f the wrking envirnment affect human perfrmance P12 Explain hw cncentratin and cmmunicatin can be affected by the wrking envirnment P13 Explain the effects f expsure t cnstant mtin and vibratin while wrking P14 Explain the effects f layut f a wrking envirnment n individual perfrmance Learning utcme 6: Understand hw categries f tasks can affect human perfrmance P15 Explain the imprtance f planning the executin f a task P16 Explain the effects f physically demanding wrk and the effects f repetitive tasks n individual perfrmance P17 Explain aspects f wrking n cmplex systems Learning utcme 7: Understand cmmunicatin in the wrkplace P18 Explain the mdes f cmmunicatin between individuals and teams and the imprtance f gd cmmunicatin in the wrkplace P19 Explain the imprtance f accurate wrk lgging M6 Explain the cmmn cmmunicatin prtcls used in the aviatin industry t enhance flight safety 59

64 Learning utcme 8: Understand errr mdels within aernautical engineering P20 Explain the types f errr, the errrincident-accident chain and the errr mdels and theries used in aernautical engineering M7 Evaluate the methds used t prevent incidents and accidents within the aerspace industry Learning utcme 9: Understand risk assessments in aernautical engineering envirnments P21 Define the terms assciated with risk assessment and describe the five steps t risk assessment P22 Explain hw t manage wrkplace emergencies M8 Cmpare assciated risks and cnclusins frm tw aviatin risk assessments 60

65 Tutr guidance Required resurces The resurces needed fr this unit are: the internet a library r learning resurce centre. Assessment guidance This unit is assessed internally by the centre and externally verified by Pearsn. Please read this guidance in cnjunctin with Sectin 8 Internal assessment. Learning utcme 1: Understand why human factrs are imprtant in aviatin Learning utcme 2: Understand features and limitatins f human perfrmance Assignment title: Human factrs and human perfrmance Fr distinctin, learners will review the knwledge and understanding they have gained frm cmpleting the pass and merit criteria t draw cnclusins abut the imprtance f human factrs fr the aviatin industry. Fr merit, learners will apply their knwledge frm the pass criteria t prvide relevant infrmatin, highlighting the imprtance f the psychlgy f human factrs and cnsequences f ignring it, fr example prviding a gd safe wrking envirnment and an acceptable wrklad. This culd be presented as a table using imprtant features and cnsequences. Learners will be required t examine the causes f human errr and prvide details f their interpretatin f the ptential cnsequences. This culd be carried ut using case studies. Fr pass, learners will need t give the meaning and definitin f the term human factrs and detail hw it is used in aviatin and its related cncepts such as the SHEL mdel. Learners shuld give a minimum f tw reasns why human factrs are imprtant in the wrkplace and dcument the imprtance t aernautical engineering staff f at least three different categries. Learners will need t include clear details f and valid reasns fr the limitatins f human memry, and give a minimum f three factrs that affect attentin span, fr example fatigue wing t wrking lng hurs in challenging envirnments. They will then need t give clear details f reasns why this can be a risk t persnal safety and airwrthiness. 61

66 Learning utcme 3: Understand aspects f scial psychlgy Learning utcme 4: Understand persnal factrs that affect human perfrmance Assignment title: Scial psychlgy and persnal factrs Fr distinctin, learners will use their knwledge and understanding frm the pass and merit criteria t balance the strengths and weaknesses f wrking as an individual r as a member within a grup r team t achieve verall targets within an aernautical engineering envirnment. Fr merit, learners will apply their knwledge frm the pass criteria t prvide clear details f hw the cncepts f team wrking help with grup respnsibility. Learners will need t give valid reasns fr achieving an ptimum level f mtivatin, such as achieving gals and lwering levels f staff absence. Learners will need t make an apprpriate cmparisn f the effects n team perfrmance frm individuals wn perceptins f deadlines and individuals wrking t agreed grup deadlines and draw cnclusins frm the advantages and disadvantages. Learners will need t specify details f the effects n individuals f persnal factrs including shift wrk, alchl, medicatin and substance abuse. This may include the effects n wrk perfrmance, sleep and fatigue levels. Fr pass, learners will utline a typical aerspace rganisatin fcusing n the rles and respnsibilities f individuals and grups within aviatin maintenance. The use f relevant labelled diagrams culd supprt their evidence where apprpriate. Learners need t specify characteristics f, and valid reasns fr, mtivatin and demtivatin, and hw peer pressure can affect the staff perfrmance in an aviatin maintenance envirnment. This culd include reference t behaviural theries, fr example Maslw s Hierarchy f Needs. They will als need t give relevant infrmatin n what is meant by leadership in an aviatin engineering envirnment. They will als need t specify details f the effects within a wrking envirnment f a minimum f fur surces and fur types f stress. This can be expanded t include clear details f hw these persnal factrs affect human perfrmance in an aviatin engineering envirnment, and apprpriate reasns why. This culd be presented in an apprpriate table r chart. Learners will need t give clear details and reasns fr the imprtance f persnal respnsibilities including legal bligatins such as fllwing the requirements fr hearing prtectin and maintaining their prfessinal currency, fr example keeping up t date thrugh cntinuing prfessinal develpment. 62

67 Learning utcme 5: Understand hw physical aspects f the wrking envirnment affect human perfrmance Learning utcme 6: Understand hw categries f tasks can affect human perfrmance Assignment title: Physical aspects f the wrking envirnment and categries f tasks Fr pass, learners will need t prvide valid reasns fr hw cncentratin and cmmunicatin can be affected by the wrking envirnment. These will include the effects n the individual and the grup r team. This shuld include the effects f nise, fumes, varying illuminatin and climate, expsure t cnstant mtin and vibratin, and the layut f the wrking envirnment. The evidence culd be presented in a table r mind map using examples. This culd be expanded t include hw categries f tasks affect human perfrmance, including the imprtance f planning, the effects f physically demanding wrk, repetitive tasks and wrking n cmplex systems. Learning utcme 7: Understand cmmunicatin in the wrkplace Assignment title: Cmmunicatin Fr merit, learners will need t prvide details and functins f cmmunicatin prtcls such as cmmunicatin between grund persnnel and aircraft persnnel t enhance flight safety. Fr pass, learners will need t prvide clear details f, and give valid reasns fr, the imprtance f gd cmmunicatin and the need fr accurate wrk lgging, fr example fr shift handver. They will als need t prvide clear details f the different mdes f cmmunicatin in the aviatin wrkplace. The use f examples/templates f mdes culd supprt their evidence. Learning utcme 8: Understand errr mdels within aernautical engineering Learning utcme 9: Understand risk assessments in aernautical engineering envirnments Assignment title: Errr mdels and risk assessment Fr merit, learners will apply their knwledge frm the pass criteria t prvide clear details f methds used t prevent incidents and accidents, such as develping and fllwing accurate prcedures and practices. Learners will cmpare the assciated risks and cnclusins frm risk assessments f tw aviatin tasks and explain hw they differ. The evidence culd be presented in an apprpriate table. 63

68 Fr pass, learners will need t prvide clear details and functins f errr mdels such as the Swiss Cheese Mdel. The use f relevant labelled diagrams will supprt their evidence where apprpriate. They will then need t prvide clear details f the types f errr and why they ccur when wrking n aircraft. Learners will describe the cncept f the errr-incident-accident chain, including hw it is used in aviatin. This can be expanded t include methds f hw t manage and avid errrs. Learners will need t describe the meaning f risk assessment in an aernautical engineering envirnment t include a minimum f tw terms such as hazard and severity. They will need t include infrmatin abut the five steps t risk assessment. The evidence culd be presented in an apprpriate table r risk assessment template frm. This can be expanded t specify valid features f assciated risks in the wrkplace and recmmendatins f hw t reduce risks. Fr example, using the functins and bjectives f rganisatinal prcedures and practices t manage wrkplace emergencies. 64

69 Prgramme f suggested assignments The table belw shws a prgramme f suggested assignments that cver the pass, merit and distinctin criteria in the assessment and grading grid. Alternatively, yu can integrate learning utcmes 1 t 7 int ne assignment and learning utcmes 8 and 9 int ne assignment. This is fr guidance and it is recmmended that centres either write their wn assignments r adapt any Pearsn assignments t meet lcal needs and resurces. Learning utcmes and assessment criteria Assignment title Scenari Assessment methd Learning utcme 1 Understand why human factrs are imprtant in aviatin Learning utcme 2 Understand features and limitatins f human perfrmance Human factrs and human perfrmance Yu have been asked t prduce sme intrductry exemplar training materials n the rle f human factrs, their features and limitatins. A written reprt with labelled diagrams, use f case studies and tables where apprpriate. Learning utcme 3 Understand aspects f scial psychlgy Learning utcme 4 Understand persnal factrs that affect human perfrmance Scial psychlgy and persnal factrs Yu have been asked t prduce intrductry materials n scial psychlgy and persnal factrs that affect human perfrmance. A written reprt with use f case studies, labelled diagrams and tables. Learning utcme 5 Understand hw physical aspects f the wrking envirnment affect human perfrmance Learning utcme 6 Understand hw categries f tasks can affect human perfrmance Physical aspects f the wrking envirnment and categries f tasks Yu have been asked t give a presentatin t a number f new learners n hw the wrking envirnment and tasks carried ut can affect human perfrmance. A written reprt with use f case studies, labelled diagrams and tables. 65

70 Learning utcmes and assessment criteria Assignment title Scenari Assessment methd Learning utcme 7 Understand cmmunicatin in the wrkplace Cmmunicatin Yu are leading a grup f fellw learners n hw t cmmunicate within the aviatin wrkplace envirnment. A written reprt with examples/ templates where apprpriate. Learning utcme 8 Understand errr mdels within aernautical engineering Learning utcme 9 Understand risk assessments in aernautical engineering envirnments Errr mdels and risk assessment Yu have been asked t cntribute t a sessin n errr mdels and ways f reducing incidents and accidents in the aviatin maintenance envirnment. A technical written reprt, including labelled diagrams and tables where apprpriate. 66

71 Alternative mdel f assignments Learning utcmes and assessment criteria Assignment title Scenari Assessment methd Learning utcmes 1 t 7 Staff perfrmance in an aernautical engineering envirnment Yu have been asked t carry ut a study f staff perfrmance in an aernautical engineering envirnment. Divide yur reprt int three sectins using the titles belw. A written reprt, including case studies, labelled diagrams and tables where apprpriate. 1 Aspects f scial psychlgy and the imprtance f human factrs 2 Human perfrmance in the wrkplace categries f tasks, physical aspects f the wrking envirnment and cmmunicatin 3 Features and limitatins f human perfrmance Learning utcme 8 Understand errr mdels within aernautical engineering Learning utcme 9 Understand risk assessments in aernautical engineering envirnments Errr mdels and risk assessment Yu have been asked t cntribute t a sessin n errr mdels and ways f reducing incidents and accidents in the aviatin maintenance envirnment. A technical written reprt, including labelled diagrams and tables where apprpriate. 67

72 Suggested reading/resurces Bks HSE Essentials f Health and Safety at Wrk (HSE Bks, 2006) ISBN Patankar M S, Taylr J C Applied Human Factrs in Aviatin Maintenance: A Practical Guide t Imprving Safety (Ashgate, 2004) ISBN Swansn R Analysis fr Imprving Perfrmance: Tls fr Diagnsing Organizatins & Dcumenting Wrkplace Expertise (Berrett Kehler, 2007) ISBN Websites Aviatin Safety Netwrk Business Educatin Resurce (Learning Zne) Civil Aviatin Authrity (CAA): CAP 715 Intrductin t Aircraft Maintenance Engineering Human Factrs CAP 716 Aviatin Maintenance Human Factrs CAP 718 Human Factrs in aircraft maintenance and inspectin CAP 719 Fundamental Human Factrs Cncepts Health and Safety Executive Human factrs in aviatin The Times 100 case studies YuTube Managing Human Errr YuTube Swiss cheese mdel YuTube 5 Aviatin Accidents Caused by Human Factrs IHF index.htm aermagazine/aer_08/human_text nly.html VdBC4 UnPk aviatin-accidents-caused-byhuman-factrs/ 68

73 Unit 3: Principles f Aerdynamics and the Thery f Flight Level: 2 Unit type: Mandatry ptinal Guided learning hurs: 90 Assessment type: External Unit intrductin There are very clear relatinships between the atmsphere, an aircraft and the effect f frces acting n it when it is n the grund and in flight. This unit will help yu t understand hw aircraft fly and hw they are cntrlled and stabilised, frm large passenger aircraft t mdern jet fighter aircraft t helicpters. Yu will develp an understanding f the atmsphere in which aircraft fly, including the impact f airflws and frces acting n an aircraft in flight and n the grund and hw lift and drag affect aircraft perfrmance. The nature f subsnic airflw ver aerdynamic sectins and ver the aircraft at large is cnsidered, including the frces that result frm such airflw and the effect these frces have n the aircraft. Yu will lk at the characteristics f the basic wing planfrms, including the impact f airflw, atmspheric cnditins, fr example frst build-up and hw lw subsnic, high subsnic and transnic speed airflws affect planfrm design. Yu will lk in depth at hw aircraft are cntrlled and stabilised. Yu will cnsider the peratin and effect f the primary aircraft cntrl surfaces and the nature f stability and cntrl f an aircraft in flight, including the majr cmpnents n an aircraft that affect stability in flight. A range f primary and secndary flight cntrls and lift augmentatin devices, and hw they wrk, are cvered. A range f flight cntrl surfaces is als cvered, including the way in which they are used t cntrl the aircraft axes. Learning utcmes In this unit yu will: 1. Knw the nature f airflw arund aerdynamic bdies 2. Knw the characteristics f the basic wing planfrm 3. Knw the frces acting n an aircraft in flight 4. Understand basic aircraft cntrl using primary cntrl surfaces 5. Understand the nature f aircraft stability and cntrl 6. Knw the purpse and peratin f a range f secndary cntrl surfaces. 69

74 Learning utcmes, assessment criteria and essential cntent What needs t be learnt Learning utcme 1: Knw the nature f airflw arund aerdynamic bdies AC 1.1 Describe hw air flws arund an aerdynamic bdy Knw the nature f airflw, including streamline, laminar and turbulent flw, free stream flw, up and dwn wash, vrtices; cmpressibility effects at higher subsnic speeds Knw abut viscsity effects and the bundary layer, including resistance t mtin, velcity gradient, shear rate, bundary layer separatin (transitin pint, separatin pint) AC 1.2 Knw hw an aerfil stalls and the effect a stall has n an aircraft in flight Knw aerfil terminlgy and characteristics, including aerfil prfile, camber, upper, lwer and mean camber lines, chrd line, leading and trailing edge, thickness t chrd rati r fineness rati, angle f attack (AOA), angle f incidence (AOI) symmetrical and cambered aerfils Describe pressure and flw changes at lw, medium and high angles f attack and explain aerfil stall effects AC 1.3 Describe hw lift and drag affect aircraft perfrmance Lift: describe the factrs affecting lift, including aerfil shape, lift cefficient, angle f attack, air density, airspeed and stall Drag: knw different types f drag, including ttal, induced (trailing vrtex), prfile skin frictin, prfile frm, interference; describe cmmn methds f drag reductin; knw hw the fllwing cntribute t drag reductin: plished surfaces, fairings, special materials, aerdynamic shape Learning utcme 2: Knw the characteristics f the basic wing planfrm AC 2.1 Describe the basic wing planfrms and their typical applicatins Knw abut wing planfrm designs fr aircraft subject t lw subsnic, high subsnic and transnic speed airflws; knw abut rectangular, elliptical, straight, tapered, swept, and delta planfrms; applicatins: lw subsnic, high subsnic and transnic speed airflws; generatin f lift Calculate dimensins fr basic wing planfrms; dimensins: span, aspect rati, taper rati, grss wing area, wash in, wash ut; describe the airflw ver each basic wing planfrm; airflw: in nrmal flight, at r near stall; planfrms: rectangular, tapered, swept, delta Describe the effect f ice, snw and frst build-up n the perfrmance f aerfils; effects: change f shape, increase in weight, variatin in thickness 70

75 Learning utcme 3: Knw the frces acting n an aircraft in flight AC 3.1 Describe the frces acting n an aircraft in flight Describe airflw with reference t Bernulli s principle; describe static pressure changes resulting frm changes in angle f attack (including arund the stall); describe the airflw as the velcity changes; describe effects including changes in lift and drag; knw the relatinship between lift, weight, thrust and drag frces fr straight and level flight Describe the effects f streamlining an bject in an airflw; definitin f streamlining; effects: reductin f cmpressin shckwaves, reductin in drag; knw the factrs affecting drag including aerfil shape, angle f attack, drag cefficient, airspeed, streamlining, damage t lift prducing surfaces, ice and frst accretin AC 3.2 Knw the imprtance f the speed f sund t high-speed aircraft Describe hw the speed f sund can vary with height, air density, temperature; state the meaning f terms related t high-speed flight; knw the terms: speed f sund, subsnic flight, transnic flight, supersnic flight, Mach number, Critical Mach number (MachCrit) Describe prblems that can ccur when an aircraft appraches the speed f sund: prblems: shckwave, buffet, increased drag, cntrl reversal, tuckunder; describe design features peculiar t high-speed flight; features f wings, fuselage, engine intakes, cntrl surfaces Learning utcme 4: Understand basic aircraft cntrl using primary cntrl surfaces AC 4.1 Describe the meaning f aircraft cntrl Describe the peratin and effect f the primary aircraft cntrl surfaces; describe hw elevatrs, ailerns and rudders supprt cntrl abut the aircraft axes Knw abut cntrl in rll, pitch and yaw; describe maneuvring abut lateral, lngitudinal and nrmal axes AC 4.2 Describe typical aircraft perfrmance Describe different phases f flight; phases: straight and level flight, climb, descent, glide, turn; describe hw turning flight changes the lading n an airframe; describe hw turning flight is related t the stall AC 4.3 Explain the influence f lad factr n aerdynamic perfrmance Define lad factr and explain its effect n lift generated; state hw lad factr changes alter the aircraft s flight characteristics Explain the term flight envelpe ; explain flight envelpe in terms f the lading analysis t which the aircraft design must cmply; describe the dependency f the flight envelpe n: aircraft grss weight, cnfiguratin f the aircraft (cleanliness, external stres, psitin f flaps, psitin f landing gear), symmetry f lading, altitude 71

76 Learning utcme 5: Understand the nature f aircraft stability and cntrl AC 5.1 Explain stability and cntrl f an aircraft in flight Knw abut flight frce, including cuples (lift/weight and thrust/drag), actin abut centre f gravity (C f G) and centre f pressure (CP); describe stable, unstable and neutrally stable states f equilibrium; understand diagrams that use frce vectrs t shw the different states; explain the nature f aircraft flight stability; stability: definitins fr static, dynamic and passive stability arund the lngitudinal, lateral and directinal axis Knw the different types f stability, including shrt perid pitch scillatin, lng perid pitch scillatin (phugid), Dutch rll, and weather ccking; knw the differences between statically stable, unstable and neutral aircraft, including static and psitive stability, negative stability (unstable), zer stability (neutral); describe hw banking f an aircraft is used t balance the centripetal frce and cmpnent f lift in a cnstant radius turn (static stab and cntrl) AC 5.2 Describe majr cmpnents n an aircraft that affect stability in flight Describe lngitudinal static stability, including trim and stability, centre f pressure and aerdynamic centre mvement; describe the effect f the tailplane, the C f G psitin and the effect f lading f stres and carg Describe the balancing aerdynamic frce frm the tailplane; using the principle f mments, determine balancing frces needed t maintain aircraft in static equilibrium Describe lateral static stability, including yawing stability (yawing mtin r weatherccking, use f fin, keel surface and wing dihedral), rlling stability (use f high wings and sweepback), use f anhedral Describe directinal stability; describe hw the fin (vertical stabiliser) crrects yawing mtin, describe hw the keel surface area (including area f fin) behind the C f G affects directinal stability Describe methds f enhancing stability, including adjusting the centre f gravity, design f lifting and cntrl surfaces (wings, canards, tailplane) AC 5.3 Explain the principles f balancing cntrl surfaces Explain the reasn fr balancing, including hw flutter can ccur and the purpse and methds f mass balance/aerdynamic balance AC 5.4 Describe the purpse f lift augmentatin devices and hw they wrk Define lift augmentatin ; knw that lift needs augmentatin under certain flight cnditins, including shrt take-ff and landing, slw speed flight, high altitude take-ff/landing Knw the purpse and peratin f: flaps, slats and slts, vrtex generatrs, bundary layer cntrl 72

77 Learning utcme 6: Knw the purpse and peratin f a range f secndary cntrl surfaces AC 6.1 Describe the peratin f high drag devices, by stating the limitatins in flight and n the grund f: spilers, lift dumpers and speed brakes Knw hw a high lift device alters the flw characteristics f an aerfil; characteristics: airflw separatin, changes in lift and drag cefficients Knw hw the ttal drag f an aircraft is generated; knw that ttal drag is generated by induced drag, pressure r frm drag, skin frictin, interference drag, parasite drag AC 6.2 Describe the secndary effects f rll and yaw and methds f vercming them Describe airflw ver cntrl surfaces; describe the effect f adverse yaw n rll rate; state ways f cunteracting adverse yaw and the rle f differential ailerns, frise ailerns and rll spilers; describe the secndary rll effect f applying rudder and state why this is wrse in V-tailed aircraft; describe the crdinated use f rudder and ailern; describe the use f rudder limiters AC 6.3 Describe the arrangement and peratin f alternative and cmbined flying cntrls Describe the arrangement, peratin and reasns fr: spilers, all-mving tailplane (slab/stabilatr), ailerns, canards, elevns, ruddervatrs, flaperns, tailerns Knw the perfrmance f trailing edge high-lift devices; state advantages, disadvantages with respect t aerdynamic effectiveness and peratin f the fllwing devices: plain flap, split flap, sltted flap, fwler flap Knw the perfrmance f leading edge high-lift devices; state advantages, disadvantages with respect t aerdynamic effectiveness and peratin f the fllwing devices: Krueger flap, leading edge drp, slts, slats AC 6.4 Describe the aerdynamic prblems caused by asymmetric flap peratin Describe asymmetric flap and the effect n aircraft attitude, including asymmetric flap and hw it happens, effect n aircraft attitude AC 6.5 Describe the purpse and peratin f devices t prevent stalls Knw the peratin f stall strips/wedges; knw methds f bundary layer cntrl: blwn air, suctin devices, vrtex generatrs 73

78 Summary f assessment This unit is externally assessed using an nscreen test. The test lasts fr 60 minutes and has 40 marks. The questins will be multiple chice, where the learner will be required t select the crrect respnse t a questin frm ne f fur ptins. Where apprpriate, questins may cntain diagrams, graphics r graphs. Each test item will have an accessibility panel that allws a learner t zm in and ut and apply a clur filter. There will be n vides r sund. Test items will sample the amplificatin prvided fr each targeted criteria, this will include the indicative demand identified within the text. Pearsn sets and marks the test. The assessment is available nscreen. A pass grade will be determined by learners achieving a defined cut scre fr the nscreen test. Learners will be allwed t use rugh paper fr wrking. Resurces There are n specific resurces needed fr this unit. Suggested reading/resurces Bks Barnard R and Philptt D Aircraft Flight: A Descriptin f the Physical Principles f Aircraft Flight, 4th Editin (Prentice Hall, 2010) ISBN Dingle L and Tley M Aircraft Engineering Principles 2nd Editin (Rutledge, 2013) ISBN Kermde A, Barnard R and Philptt D Mechanics f Flight 12th Editin (Pearsn, 2012) ISBN Jurnal Aerspace Internatinal, published by the Ryal Aernautical Sciety (mnthly) 74

79 Unit 4: Mathematics and Science fr Engineering Level: 2 Unit type: Mandatry Guided learning hurs: 105 Assessment type: External Unit intrductin Engineers utilise mathematical and scientific principles and cncepts in their day-tday t wrking. This unit gives yu the knwledge and understanding yu need t be able t apply these principles and cncepts in yur wn engineering rle. Yu will learn abut arithmetic, algebra and graphs and apply yur knwledge t slve prblems. Yu will als learn hw t use a range f units, including imperial, US custmary and SI units, when slving engineering prblems. Yu will learn the principles f statics, kinetics and dynamics and apply them t slve prblems. Yu will develp knwledge abut the nature f matter and the prperties f the Earth s atmsphere, which is f significant imprtance in an aerspace envirnment. Learning utcmes In this unit yu will: 1. Be able t use arithmetic and algebra t slve prblems 2. Be able t use simple graphs 3. Be able t use different units in engineering prblems 4. Knw the nature f matter 5. Knw principles f statics 6. Understand principles f kinetics 7. Understand principles f dynamics 8. Understand principles f fluid dynamics 9. Knw prperties f the earth s atmsphere. 75

80 Learning utcmes, assessment criteria and essential cntent What needs t be learnt Learning utcme 1: Be able t use arithmetic and algebra t slve prblems AC 1.1 Perfrm arithmetical calculatins Add, subtract, multiply, divide, psitive and negative integers, decimals and fractins; reduce fractins; cnvert between mixed numbers and imprper fractins Cnvert between decimals and fractins; express values t a given number f decimal places; rder psitive and negative integers, decimals and fractins; use the symbls =,, <, >,, AC 1.2 Priritise and use basic functins within arithmetical calculatins Understand and use BIDMAS, including pwers, rts and reciprcals AC 1.3 Manipulate fractins and decimals t slve prblems Identify and wrk with fractins in rati prblems; interpret fractins and percentages as peratrs; identify and wrk with decimals t slve prblems AC 1.4 Manipulate ratis, prprtins, and percentages t slve prblems Use rati ntatin, including reductin t simplest frm; divide a given quantity int tw parts in a given part: part r part: whle rati; express the divisin f a quantity int tw parts as a rati; apply rati t real cntexts and prblems Use prprtin as equality f ratis; slve prblems invlving direct and inverse prprtin Use percentages: define percentage as number f parts per hundred ; interpret percentages and percentage changes as a fractin r a decimal, and interpret these multiplicatively; express ne quantity as a percentage f anther; cmpare tw quantities using percentages Perfrm engineering calculatins invlving ratis and prprtin; slve prblems invlving percentage change, including percentage increase/decrease and riginal value prblems AC 1.5 Calculate areas and vlumes State and use frmulae fr areas f: triangles rectangles circles wrk ut areas f cmpsite shapes made frm rectangles, triangles, circles and/r semicircles use apprpriate units 76

81 State and use frmulae fr vlumes f: triangular prisms cubids cylinders use apprpriate units AC 1.6 Calculate simple pwers f numbers Calculate squares, square rts, cubes and cube rts; use psitive integer pwers and assciated real rts (square, cube and higher); recgnise pwers f 2, 3, 4, 5; estimate pwers and rts f any given psitive number AC 1.7 Manipulate algebraic expressins Substitute numerical values int frmulae and expressins, including scientific frmulae; change the subject f a frmula, where the subject appears nly nce Simplify, change the frm f and evaluate algebraic expressins by: cllecting like terms multiplying a single term ver a bracket taking ut cmmn factrs expanding prducts f tw r mre binmials Learning utcme 2: Be able t use simple graphs AC 2.1 Apply the basic principles f graphical representatin Knw abut axes, grid lines, rigin, scales; wrking with crdinates in all fur quadrants; identify cnstant, linear, quadratic, cubic and trignmetric functins, straight-line graphs in the crdinate plane (use the frm y = mx+c) Find the equatin f the line thrugh tw given pints r thrugh ne pint with a given gradient; identify gradients and intercepts f linear functins graphically and algebraically AC 2.2 Extract data frm graphs used in engineering Interpret graphs, including graphs f linear functins, quadratic and trignmetric functins Interpret graphs f nn-standard functins in real cntexts t find apprximate slutins t prblems such as simple kinematic prblems invlving distance, speed and acceleratin Calculate r estimate gradients f graphs and areas under graphs and interpret results in cases such as distance-time graphs, velcity-time graphs, ICAO temp/altitude, fuel data, engine perfrmance 77

82 Learning utcme 3: Be able t use different units in engineering prblems AC 3.1 Slve prblems using equatins f mtin, frce, wrk, pwer and energy State base units and symbls fr: time, length, mass; state and use derived units and assciated frmulae fr: speed, velcity, acceleratin, frce, wrk, pwer and energy Knw the difference between speed, velcity and acceleratin; knw and use the relatinship between average speed, distance mved and time; average speed = distance mved/time taken Knw and use equatins f mtin: v - u a = ; v = u + at; v 2 u 2 = 2as; s = 1 (u + v)t; s = ut + 1 at 2 t 2 2 use the equatin: Frce (newtn, N) = mass (kilgram, kg) acceleratin (metre per secnd squared, m/s 2 ), F = m a Use the relatinship between wrk, frce and distance mved in the directin f the frce: wrk dne = frce distance mved; W = F d; knw that wrk dne is equal t energy transferred; describe pwer as the rate f transfer f energy r the rate f ding wrk; pwer = wrk dne/time taken; P = W t ; carry ut simple calculatins Knw and use the relatinship: gravitatinal ptential energy = mass acceleratin due t gravity height; GPE = m g h; knw and use the relatinship: kinetic energy = 1 mass velcity squared KE = 1 m v 2 2 AC 3.2 Slve prblems invlving imperial, US custmary and SI units State the meaning f prefixes used with SI units: state the meaning f prefixes and identify symbls fr micr, milli, kil, mega; cnvert between prefixes using bth psitive and negative indices; state the imperial units and representative symbls, including US gallns and US (shrt) tn; state US custmary units used in aviatin Cnvert between imperial, US custmary and SI units: 2 imperial: inch, ft, yard, mile, stne, pund, unce, tnne, square ft, cubic inch, cubic ft, fluid unce, pint, galln, mile per hur, hrsepwer US custmary: US fluid unce, US fluid pint, US quart, US galln, US (shrt) tn, US unce, US pund, hundredweight; ft-pund frce, Fahrenheit SI units: kilmetre, metre, centimetre, millimetre, kilgram, gram, square metre, cubic metre, litres, metre per secnd, metre per secnd per secnd, newtn, jule, watt, kelvin 78

83 Learning utcme 4: Knw the nature f matter AC 4.1 Describe the structure f atms Knw that atms cnsist f a central nucleus, cmpsed f prtns and neutrns, surrunded by electrns, rbiting in shells; knw the meaning and representatin f the terms atmic number, mass number and relative atmic mass, the relative charge and relative mass f a prtn, a neutrn and an electrn; knw that atms cntain equal numbers f prtns and electrns AC 4.2 Explain cncepts f chemical elements Define element ; knw abut elements as metals r nn-metals accrding t their psitin in the Peridic Table; knw hw elements are different frm ne anther knw that the Peridic Table is an arrangement f elements in rder f atmic number; elements are arranged in the Peridic Table in rder f increasing atmic number, in rws called perids; elements with similar prperties are placed in the same vertical clumn these clumns are called grups Understand basic element structure deduce the electrnic cnfiguratins f the first 20 elements frm their psitins in the Peridic Table and in the frm 2.8.1; understand the cnnectin between the number f uter electrns and the psitin f an element in the Peridic Table; understand why elements in the same grup f the Peridic Table have similar chemical prperties AC 4.3 Explain cncepts f chemical cmpunds Define mlecule, cmpund, mixture; use the Peridic Table t recgnise elements and frmulae f simple cmpunds Chemical bnds Inic cmpunds: describe the frmatin f ins by the gain r lss f electrns; understand inic bnding as a strng electrstatic attractin between ppsitely charged ins; understand the relatinship between inic charge and the melting pint and biling pint f an inic cmpund Cvalent substances: describe the frmatin f a cvalent bnd by the sharing f a pair f electrns between tw atms; understand cvalent bnding as a strng attractin between the bnding pair f electrns and the nuclei f the atms invlved in the bnd; understand that substances with simple mlecular structures are gases r liquids, r slids with lw melting pints; explain the high melting and biling pints f substances with giant cvalent structures in terms f the breaking f many strng cvalent bnds Metallic crystals: understand that a metal can be described as a giant structure f psitive ins surrunded by a sea f delcalised electrns; explain the electrical cnductivity and malleability f a metal in terms f its structure and bnding 79

84 AC 4.4 Describe the three classical states f matter Slid, liquid and gas: knw the arrangement, mvement and energy f the particles in each f the three states f matter knw hw the intercnversins f slids, liquids and gases are achieved and recall the names used fr these intercnversins; explain the changes in arrangement, mvement and energy f particles during these intercnversins Learning utcme 5: Knw principles f statics AC 5.1 Explain frces, mments and cuples Frces and stress: be able t apply the frmulae frce (F = ma = mg), mass/weight relatinship (W = mg); understand the vectr representatin f frces, mments and cuples using simple diagrams Apply these principles t simply supprted beams (weight f beam, cncentrated lad, unifrmly distributed lad, reactins); understand that the upward frces n a light beam, supprted at its ends, vary with the psitin f a heavy bject placed n the beam AC 5.2 Make calculatins invlving frces, mments and cuples (Using SI units nly) Frce: be able t interpret free-bdy frce diagrams t represent frces n a particle r n a rigid bdy; carry ut calculatins fr frce, mments, cuples; be able t use the equatin fr the mment f a frce: mment f frce = Fx where x is the perpendicular distance between the line f actin f the frce and the axis f rtatin Knw and use the principle f mments fr a simple system f parallel frces acting in ne plane; be able t use the cncept f centre f gravity f a bdy and apply the principle f mments t a bdy in equilibrium AC 5.3 Explain stress, strain, elasticity, cmpressin, shear, tensile and trsin Define and explain the basics f: stress, strain, elasticity, cmpressin, shear, trsin; be able t use the Hke s law equatin, F = kx, where k is the stiffness f the bject; understand that the initial linear regin f a frceextensin graph is assciated with Hke s law; explain elastic behaviur as the ability f a material t recver its riginal shape after the frces causing defrmatin have been remved Be able t use the relatinships: (tensile/cmpressive) stress = frce/crss-sectinal area (tensile/cmpressive) strain = change in length/riginal length Yung s mdulus = stress/strain; be able t interpret frce-extensin and frce-cmpressin graphs; understand the terms limit f prprtinality, elastic limit, yield pint, elastic defrmatin and plastic defrmatin and be able t apply them t these graphs 80

85 Learning utcme 6: Understand principles f kinetics AC 6.1 Explain basic principles f rtatinal mvement Explain and apply basic principles f unifrm circular mvement; be able t express angular displacement in radians and in degrees, and cnvert between these units; understand what is meant by angular velcity and be able t use the equatins: v = ωr and T = 2 π /ω Centrifugal/centripetal acceleratin; be able t use the equatins: a = v 2 /r = rω 2 Understand that a resultant frce (centripetal frce) is required t prduce and maintain circular mtin; be able t use the equatins fr centripetal frce: F = ma = mv 2 /r = mrω 2 ; carry ut calculatins invlving rtatinal mtin AC 6.2 Explain basic principles f peridic mtin Explain and apply basic principles f peridic mtin: define pendular mvement; be able t use the equatin fr a simple pendulum T = 2 π l/g understand the simple thery f: vibratin harmnics resnance Learning utcme 7: Understand principles f dynamics AC 7.1 Explain principles f dynamics invlving heat Explain and use the basic principles: energy transfers frm ne place t anther by cnductin, cnvectin, radiatin; units jule(j) as the unit f energy, watt (W) as the unit f pwer; be able t use the equatins relating E W pwer, time and energy transferred r wrk dne P = ; and P = t t Efficiency: be able t use the equatins: efficiency = useful energy utput/ttal energy input efficiency = useful pwer utput/ttal pwer input AC 7.2 Explain gyrscpic principles Explain the purpse f a gyrscpe and its applicatin in aircraft; understand the functin f cmpnent parts f a basic gyrscpe (including spinning mass, gimbals); explain safety precautins fr wrking with gyrscpic equipment AC 7.3 Explain prperties f simple mechanical systems Explain and use basic lifting system principles: velcity rati, mechanical advantage, efficiency; carry ut calculatins invlving simple mechanical systems Understand cefficient f frictin, static and dynamic frictin; be able t use the frmula F = µr 81

86 Learning utcme 8: Understand principles f fluid dynamics AC 8.1 Explain prperties f slids, liquids and gases Knw abut the basic prperties including shape, viscsity, vlume, cmpressibility; be able t use the equatin density = m/v; knw the difference between density and specific gravity; knw that barmeters measure pressure Explain pressure, buyancy and upthrust in liquids; be able t use the relatinship upthrust = weight f fluid displaced; be able t slve prblems invlving pressure at depth in a fluid; use the relatinship: P = ρgh Effects f cmpressibility in a fluid: explain basic principles (water is incmpressible and gases are cmpressible); understand that the pressure at a pint in a fluid which is at rest acts equally in all directins; qualitative effects f cntaminants (crrsin, cavitatin, faming, sludges and gel, decmpsitin) AC 8.2 Explain the Venturi effect Understand that there is a reductin in fluid pressure when a fluid flws thrugh a cnstricted sectin f pipe; understand Bernulli s principle that the air pressure in a tube ges dwn when the velcity f the air in the tube increases; simplified frm f Bernulli s equatin: static pressure + dynamic pressure = ttal pressure; understand hw the Venturi effect and the Bernulli principle are used in engineering design (hydraulics, pneumatics, carburatin, pitt) Learning utcme 9: Knw prperties f the Earth s atmsphere AC 9.1 Describe the relatinship between the three main temperature scales (Fahrenheit, centigrade and kelvin) Knw why there is an abslute zer f temperature which is -273 degrees centigrade; describe the kelvin scale f temperature and be able t cnvert between the kelvin and Celsius scales; knw that an increase in temperature results in an increase in the average speed f gas mlecules; knw that the kelvin temperature f the gas is prprtinal t the average kinetic energy f its mlecules Describe the qualitative relatinship between pressure and kelvin temperature fr a gas in a sealed cntainer; use the relatinship between the pressure and P1 P2 kelvin temperature f a fixed mass f gas at cnstant vlume: = ; use T T the relatinship between the pressure and vlume f a fixed mass f gas at cnstant temperature: P1V1 = P2V2 AC 9.2 Describe the cmpsitin and structure f the Earth s atmsphere Percentages f gases: knw that dry air cntains 78% nitrgen, 21% xygen, 0.9% argn, 0.04% carbn dixide, and small amunts f ther gases. Air als cntains water vapur, apprximately 1% at sea level, and 0.4% ver the entire atmsphere; knw abut the layers f the atmsphere: exsphere, thermsphere, messphere, stratsphere, trpsphere

87 AC 9.3 Explain hw pressure, density and temperature vary with altitude Understand pressure, density and temperature variatins in the different layers f the atmsphere; knw that density is calculated frm measurements f temperature, pressure and humidity; understand ISA graphs shwing temperature and pressure variatins at different altitudes; explain and illustrate the relatinship between atmspheric pressure, abslute pressure and differential pressure using simple examples; explain the need fr a standard atmsphere; understand standard measurements, particularly f altitude; standardisatin f instruments/displays, engine perfrmance 83

88 Summary f assessment This unit is externally assessed using tw nscreen tests as fllws: Test 1: Mathematics fr Engineering This is based n learning utcmes 1 t 3. The test lasts fr 70 minutes and has 60 marks. Test 2: Science fr Engineering This is based n learning utcmes 4 t 9. The test lasts fr 70 minutes and has 50 marks. The questins in bth tests will be predminantly multiple chice, where the learner will be required t select the crrect respnse t a questin frm ne f fur ptins. The questin may be supprted with a picture and the ptins may be in the frm f pictures r text. Other frmats may include multiple-respnse questins where learners will be required t select tw frm five ptins; prcess, rder, drag and drp where learners will be required t drag and drp the stages f a prcess int the crrect rder; line matching, linking tw frm five ptins and filling in the blank (numerical), where the learner will enter a numerical answer. There will be n vides r sund. Where apprpriate, questins in bth tests may cntain diagrams, graphics r graphs. Each test item will have an accessibility panel that allws a learner t zm in and ut and apply a clur filter. Test items will sample the amplificatin prvided fr each targeted criterin, this will include the indicative demand identified within the text. Pearsn sets and marks the tests. The assessments are available nscreen. In rder t pass this unit learners must achieve a pass in bth f the tests. N cmpensatin will apply acrss the tw assessments fr the unit. A pass grade will be determined by learners achieving a defined pass mark fr bth nscreen tests. Learners may use a nn-prgrammable calculatr fr bth tests. Learners will be allwed t use rugh paper fr wrking. A frmula sheet will be prvided fr bth tests. 84

89 Resurces Learners will need electrnic scientific calculatrs. Suggested reading/resurces Bks Bird J Engineering Mathematics Seventh Editin (Rutledge, 2014) ISBN Bird J Basic Engineering Mathematics Sixth Editin (Rutledge, 2014) ISBN Bird J Science fr Engineering Fifth Editin (Rutledge, 2015) ISBN Bltn W Engineering Science Sixth Editin (Rutledge, 2015) ISBN Byce A, Cke E, Jnes R and Weatherill B BTEC Level 3 Natinal Engineering Student Bk (Pearsn, 2010) ISBN Byce A, Cke E, Jnes R and Weatherill B BTEC Level 3 Natinal Engineering Teaching Resurce Pack (Pearsn, 2010) ISBN Fuller A, Greer A, Taylr G W BTEC Natinal Mathematics fr Technicians (Nelsn Thrnes, 2004) ISBN Strud K.A. Engineering Mathematics 7th Editin (Industrial Press Inc., 2013) ISBN Tley M and Dingle L BTEC Natinal Engineering 3rd Editin (Rutledge, 2010) ISBN Jurnal New Scientist Reed Business Infrmatin Websites Engineering Cuncil pen learning tutrials Science, mathematics and engineering learning resurces 85

90 Unit 5: Imprvement Techniques fr Business Level: 2 Unit type: Mandatry Guided learning hurs: 50 Assessment type: Internal Unit intrductin Engineers need knwledge f business imprvement techniques t ensure that they are wrking efficiently and effectively and t supprt rganisatins in ensuring they are cmpetitive in a cntinuusly changing business climate. In this unit, yu will gain knwledge f cntinuus imprvement techniques frm their applicatin in the wrkplace. This will include imprving quality and safety, reducing waste and cst, and investigating the imprvement cycle. Yu will als gain an understanding f what is meant by wrkplace rganisatin, the effects f being unrganised and the benefits f being rganised. Yu will learn abut visual management as a business imprvement technique. Finally, yu will develp an understanding f prblem-slving techniques. As a future engineer, yu will need an understanding f the rle f business imprvement techniques in the wrkplace envirnment. Learning utcmes In this unit yu will: 1. Knw what is meant by cntinuus imprvement 2. Understand what is meant by wrkplace rganisatin 3. Knw what is meant by visual management 4. Understand prblem-slving techniques. 86

91 Learning utcmes and unit cntent What needs t be learnt Learning utcme 1: Knw what is meant by cntinuus imprvement Cntinuus imprvement Definitin; the Plan D Check Act (PDCA) imprvement cycle Benefits Reduced cst, e.g. prductin Imprved quality, e.g. reduced defects Imprved safety, e.g. safe t use Imprved wrking practices, e.g. reduced peratr mtin Imprved delivery, e.g. reduced transprtatin time, reduced lead time Reductin f waste, e.g. ver prcessing, excess inventry Resurce utilisatin, e.g. reduced waiting time Imprved custmer satisfactin, e.g. meeting custmer requirements Categries f wrk Value added Nn-value added Waste Categries f waste Transprt Inventry Mtin Waiting Overprductin Over prcessing Defects Skills/unrecgnised peple ptential 87

92 Learning utcme 2: Understand what is meant by wrkplace rganisatin Methds f imprving and sustaining wrkplace rganisatin, including Standard Operating Prcedures (SOPs) Unrganised wrk envirnment effects Pr quality Increased csts Reduced efficiency Pr delivery times Pr mrale/teamwrk Pr health and safety Learning utcme 3: Knw what is meant by visual management Gd visual management benefits, e.g. Accurate and relevant Eye-catching Simple Greater wnership Imprtance f keeping visual management up t date Types f visual management, e.g. Shadw bards PDCA wrksheets Clur cding Flr ftprints Strybards Gauges Phtgraphs/pictures Labelling Lights Schedule bards Kanban (pull systems) Graphs Management bards Other area-specific types f visual management 88

93 Learning utcme 4: Understand prblem-slving techniques Prblems Types f prblems in wrk envirnments; benefits f slving prblems in a wrk envirnment; cnsequences f nt finding rt cause f prblems Techniques, e.g. Tally charts Flw charts Histgram/Paret chart Benchmarking Prcess mapping Crrelatin diagram Run diagram Statistical prcess cntrl Cntrl charts Gantt charts Rt cause paths Value stream maps Ishikawa diagrams (cause and effect, fishbne) Brainstrming Mind mapping 5 Why analysis 89

94 Assessment and grading criteria Pass T achieve a pass grade the evidence must shw that the learner is able t: Merit T achieve a merit grade the evidence must shw that, in additin t the pass criteria, the learner is able t: Distinctin T achieve a distinctin grade the evidence must shw that, in additin t the pass and merit criteria, the learner is able t: Learning utcme 1: Knw what is meant by cntinuus imprvement P1 Explain the meaning f cntinuus imprvement P2 Outline the benefits f applying cntinuus imprvement techniques P3 Define each stage f the Plan D Check Act (PDCA) imprvement cycle M1 Describe the cnsequences f nt fllwing a structured apprach when applying cntinuus imprvement P4 Define the three categries f wrk: Value added Nn-value added M2 Describe the methds used fr increasing Value added, Reducing Nn-Value added and reducing waste D1 Explain the lng-term cnsequences if the three categries f wrk are nt taken int accunt when carrying ut a cntinuus imprvement activity Waste P5 Define the different categries f waste 90

95 Learning utcme 2: Understand what is meant by wrkplace rganisatin P6 Explain the meaning f wrkplace rganisatin P7 P8 P9 Outline the benefits f having an rganised wrking envirnment Describe the effect an unrganised wrk envirnment may have Explain the imprtance f Standard Operating Prcedures (SOPs) within wrkplace rganisatin M3 Explain the methds that can be used t imprve wrkplace rganisatin and the cnsequences an unrganised wrk envirnment may have D2 Justify the methds fr sustaining gd wrkplace rganisatin Learning utcme 3: Knw what is meant by visual management P10 Explain the meaning f visual management P11 Describe the benefits f applying gd visual management P12 Describe different types f visual management M4 Explain the benefits f using different types f visual management, including examples f which types may suit specific situatins D3 Analyse the cnsequences if visual management is nt applied and kept up-tdate 91

96 Learning utcme 4: Understand prblem-slving techniques P13 Explain what is meant by a prblem within a wrk envirnment P14 Describe the benefits f slving wrk related prblems P15 Outline different techniques used fr identifying and analysing prblems P16 Explain the imprtance f applying the apprpriate crrective actin and eliminating the rt cause f a prblem M5 Explain the benefits f using different techniques fr identifying and analysing prblems and benefits f methds used t stp prblem reccurrence D4 Analyse the cnsequences if the rt cause f a prblem is nt fund 92

97 Tutr guidance Required resurces The resurces needed fr this unit are: the internet case studies n business imprvement techniques. Assessment guidance This unit is assessed internally by the centre and externally verified by Pearsn. Please read this guidance in cnjunctin with Sectin 8 Internal assessment. Learning utcme 1: Knw what is meant by cntinuus imprvement Learning utcme 2: Understand what is meant by wrkplace rganisatin Assignment title: Cntinuus imprvement in the wrkplace rganisatin Fr distinctin, learners will need t give reasns fr their cnclusins abut the pssible cnsequences fr an rganisatin f nt taking int accunt the three categries f wrk, fr example lsing cmpetitive edge, reductin in prfit margin and lss f valued custmers. Learners will need t give valid reasns t supprt the methds fr sustaining gd wrkplace rganisatin. Fr merit, learners will need t use their knwledge f the pass criteria t give the cnsequences f nt fllwing a structured apprach, fr example nt cmparing the actual results against defined targets in the checking stage. Learners will give features and infrmatin abut methds f reducing waste and investigate an rganisatin s prcesses, rules and techniques that can be adapted t add value r reduce nn-added-value. This culd be cmpleted by use f a case study and presented in a table. Learners will need t prvide clear details f, and reasns fr, methds t imprve wrkplace rganisatin and the pssible cnsequences f an unrganised wrkplace. This culd be presented in a table. Fr pass, learners will need t give clear details f and cnclusins abut the verall prcess f cntinuus imprvement within an rganisatin. They will need t utline the relevant features f at least fur benefits. Learners will need t scpe the meaning f the Plan-D-Check-Act cycle f cntinuus imprvement. This culd be presented as a relevant labelled Deming circle/cycle. They will then need t scpe the meaning f the three categries f wrk and categries f waste. Learners will need t give an example f wrkplace rganisatin and detail its verall purpse f prviding a prduct r service, its aims and culture, and the functins f its departments/divisins. This can be presented as a detailed, relevant labelled diagram/chart. This can be expanded t include the relevant features f wrking in bth an rganised and unrganised wrking envirnment. Fr example, wrking where there is high r pr mrale r where there is a gd r pr health and safety recrd, in rganised and unrganised envirnments respectively. Learners will als need t give reasns fr the imprtance f fllwing standard perating prcedures (SOPs). Fr example, prducing gd quality prducts, r maintaining health and safety prcedures. 93

98 Learning utcme 3: Knw what is meant by visual management Assignment title: Visual management Fr distinctin, learners will use their knwledge and understanding, frm the pass and merit level criteria f visual management effectively t give valid reasns fr the pssible cnsequences when visual management is nt applied effectively and kept up t date. This culd be cmpleted by the use f a case study. Fr merit, learners will need t identify different types f visual management and evidence their benefits, fr example the benefit f using flr ftprints is that they give directins, prvide a safe envirnment and are suitable where there is a lt f machinery and mvement f vehicles in a busy wrkshp. This culd be cmpleted by the use f a valid case study. Fr pass, learners need t detail what visual management is, giving a minimum f fur reasns as t why applying it can be a benefit t an rganisatin, e.g. using imprved cmmunicatin techniques t increase efficiency and effectiveness. They must als give the features f a minimum f six different types f visual management. Learning utcme 4: Understand prblem-slving techniques Assignment title: Prblem-slving techniques Fr distinctin, learners will use their knwledge and understanding, frm the pass and merit criteria, f prblem slving effectively t give valid reasns fr the pssible cnsequences if the rt cause f a prblem is nt fund. This culd be cmpleted by the use f a case study Fr merit, learners need t identify different prblem-slving techniques, fr example the benefit f using a Gantt chart is that is allws fr identificatin and analysis f where a prblem is ccurring in the wrkplace schedule f a prject, and its cntinued use can prevent the prblem reccurring. Fr pass, learners need t prvide a reasned view f what is meant by a prblem, giving an example f a wrkplace prblem such as lack f effective cmmunicatin frm directrs t senir management. This can be expanded t include relevant features f the benefits f slving wrk-related prblems, and a summary f at least eight different techniques used t identify and slve wrkplace prblems. Learners will need t give valid reasns fr the imprtance f taking crrective actin and remving the rt cause f prblems. 94

99 Prgramme f suggested assignments The table belw shws a prgramme f suggested assignments that cver the pass, merit and distinctin criteria in the assessment and grading grid. This is fr guidance and it is recmmended that centres either write their wn assignments r adapt any Pearsn assignments t meet lcal needs and resurces. Learning utcmes and assessment criteria Assignment title Scenari Assessment methd Learning utcme 1 Knw what is meant by cntinuus imprvement Learning utcme 2 Understand what is meant by wrkplace rganisatin Cntinuus imprvement in the wrkplace rganisatin Yu have been asked t prduce sme intrductry exemplar training materials fr new recruits n hw yur department wrks twards cntinuus imprvement. A written reprt t include case studies, tables, labelled diagrams/charts, Deming cycle. Learning utcme 3 Knw what is meant by visual management Visual management Yu have been asked t prepare materials fr new emplyees n the types and benefits f visual management. A written reprt t include case studies, and tables. Learning utcme 4 Understand prblem-slving techniques Prblem-slving techniques Yu have been asked t lead a tutrial with new engineers n the use f prblemslving techniques. A written reprt t include case studies, tables, labelled diagrams/ bar charts, visual techniques and Gantt charts. 95

100 Suggested reading/resurces Bks Byce A, Cke E, Jnes R, Mantvani B, Rberts D and Weatherill B BTEC Level 3 Natinal Engineering Student Bk (Pearsn, 2010) ISBN Sayer N J and Williams B Lean fr Dummies (Wiley & Sns, 2012) ISBN Swansn A R Analysis fr Imprving Perfrmance (Berrett-Keler, 2007) ISBN Wmack J and Jnes D Lean Thinking, 2nd Editin (Free Press, 2006) ISBN Websites Business Educatin (Learning Zne) Deming Cycle Institute f Engineering and Technlgy Intrductin t BITs PDCA cycle Prblem-slving techniques Standard Operating Prcedures Team rles and leadership TES Business Management The Times 100 Case Studies Visual management Articles-White-Papers/The-Deming-Cycle _89.htm

101 Unit 6: Aircraft Prpulsin Principles and Applicatin Level: 2 Unit type: Optinal Guided learning hurs: 45 Assessment type: Internal Unit intrductin Have yu ever wndered hw aircraft are able t fly such lng distances and at such speed? The answer lies in the advanced prpulsin technlgy used in aircraft engine design. In this unit, yu will learn abut the principles behind the peratin f gas turbines and pistn engines used t pwer aircraft. Once these have been established yu will cnsider different engine designs and hw the different sectins f gas turbine and pistn engines cmbine t allw pwer t be generated. Yu will then prgress t learning abut prpeller design and hw this is linked t ther areas f aernautical engineering, fr example, helicpter flight. Learning utcmes In this unit yu will: 1. Understand the principles f aircraft gas turbine engines 2. Understand the peratin f gas turbine engines 3. Knw the principles f aircraft pistn engines and their perfrmance 4. Knw the cnstructin f aircraft pistn engines 5. Understand prpeller thery. 97

102 Learning utcmes and unit cntent What needs t be learnt Learning utcme 1: Understand the principles f aircraft gas turbine engines Need fr gas turbine prpulsin Limitatins f a pistn engine Requirement t fly high and fast Fuel ecnmy Pwer Mtin and energy Newtn s Third Law f Mtin Frce Wrk Pwer Energy Acceleratin Shaped ducts Inlet Cnvergent and divergent ducts Intake design: e.g. pd, side, bifurcated, wing rt, bellmuth, variable gemetry, chin Intake, S-duct Effect shaped ducts have n gas flws Velcity Temperature Acceleratin Intake anti-icing Cnstructinal arrangement f turbjet, turbfan, turbshaft and turbprp engines Cmpressr Cmbustin Turbine Exhaust Engine spls Gearbxes, including utput drives Prpellers and rtrs Use in different types f aircraft 98

103 Learning utcme 2: Understand the peratin f gas turbine engines Operatin Cmpressr sectin purpse axial flw cmpressr centrifugal cmpressr single, twin and multi spl cmpressrs rtrs statrs airflw Cmbustin sectin purpse typical materials cmbustin chambers air/fuel rati Turbine sectin purpse materials LP and HP turbines Exhaust sectin purpse jet pipe/exhaust unit/prpelling nzzle nise suppressin reverse thrust thrust augmentatin The main gas turbine engine types the Braytn cycle turbjet turbprp turbshaft bypass (fan) engine trque prducing engines thrust prducing engines engine rating and factrs affecting perfrmance 99

104 Learning utcme 3: Knw the principles f aircraft pistn engines and their perfrmance Measuring efficiency f a reciprcating engine Descriptin and simple calculatins fr the fllwing efficiencies: thermal: e.g. the rati f wrk dne t fuel used, expressed in heat r wrk units mechanical: e.g. the rati f pwer develped by expanding gas in the cylinders t the pwer delivered t the utput shaft vlumetric: e.g. the vlume f fuel/air charge (temperature and pressure crrected) cmpared with the ttal pistn displacement f the engine (expressed as a percentage) Operating principles f different types f reciprcating engine Tp dead centre (TDC), bttm dead centre (BDC), clearance Vlume, bre, strke, swept vlume, firing rder, ignitin timing, valve timing, heat engine, reciprcating engine Methds f ignitin (spark and cmpressin), arrangement f each The Ott cycle events during inductin, cmpressin, pwer and exhaust strkes Requirements fr an engine suitable fr aircraft: e.g. reliability, durability, maintainability, cmpactness, high pwer/weight rati, high specific pwer utput, fuel ecnmy, lw vibratin, flexibility, cst Different engine cnfiguratins and their firing rder Basic layut f in-line, vee and ppsed engines Imprtance f numbering cylinders and different Manufacturer cnventins fr similar engines Firing rder in different engine cnfiguratins Effect f the number f cylinders n smthness f running Factrs affecting engine pwer Icing Altitude Temperature Ram air Barmetric pressure Humidity Manifld pressure Brake specific fuel cnsumptin (BSFC) and calculate frm given data 100

105 Fuel/air mixture Apprximate fuel/air ratis: rich best pwer mixture lean best pwer mixture cruise pwer mixture Stichimetric mixture Effects f varying mixtures at different pwer settings Causes f pre-ignitin, backfire etc. Learning utcme 4: Knw the cnstructin f aircraft pistn engines Cnstructin and assembly, testing and functin f the crank case and its cntents Cnstructinal features, functin, classificatin, materials f items including: crank shaft, cam shafts, sumps, cunterweights, vibratin dampers, ball bearings (including thrust bearings, representative plain and rller bearings, il seals) Typical defects t be fund in the abve, with causes and crrective actin Rutine inspectin and replacement f seals, packing and gaskets Rutine inspectin f crankshafts and measurement f run-ut Maintenance f magnesium castings Trque lading f cmpnents Cnstructin, assembly and functin f accessry gearbxes Purpse Typical design Cmpnents Lubricatin Lcatin Fitting Operatin Maintenance Rutine inspectin Typical defects, causes and crrective actin 101

106 Cnstructin, assembly, testing and functin f cylinders, pistns and cnnecting rd assemblies Cnstructinal features, functin, classificatin, materials f: pistns, gudgen pins (fixed and flating), pistn rings, cylinders, cylinder heads and cnnecting rds Typical defects assciated with each f the abve rutine inspectin, detectin, cause, crrective actin Types f cylinder bre surface rugh, smth, reasns fr each, precautins when wrking with each, types f pistn ring fr each Maintenance f pistn rings gap measurement, adjustment Pistn ring stagger reasns Cmpressin testing equipment, methds, typical results, limits Remving and fitting cylinder assemblies Attachment f cylinder heads and bres Cnstructin, assembly, testing and functin f inlet and exhaust maniflds Cnstructinal features, functin and materials f exhaust and inlet maniflds Attachment, gaskets and seals, rutine inspectin, typical defects, crrective actin Cnstructin, assembly, testing and functin f valve mechanisms Cam fllwers, push rds, inlet and exhaust valves sdium filled exhaust valves, seats, guides, springs, rcker assemblies, tappets (including hydraulic) Valve springs, fitting, number n each valve, preventin f binding Checking f valve fr bwing f stems, pitting, glazing and chipping Valve clearances: purpse, prcedure fr checking and adjustment n engines with camshafts, effects f excessive valve clearance n valve timing and engine perfrmance Typical defects, rutine inspectin, causes, crrective actin assciated with valves and their perating mechanisms Cnstructin, assembly, testing and functin f prpeller reductin gearbxes Purpse, cnstructin, attachment t engine, prpeller attachment, lubricatin, rutine inspectin, typical faults, causes and crrective actins 102

107 Learning utcme 5: Understand prpeller thery Blade element thery General cnfiguratin: fixed and variable pitch Parts f the prpeller, features f the blades Divisin f the blades int an infinite number f thin elements used t calculate ttal frces n the blade Frces n a prpeller: centrifugal, thrust Effects f varying blade angles, angle f attack and rtatinal speed n the prpeller blade Carse and fine pitch Cmbinatins f rtatinal speed, blade angle and angle f attack in different phases f flight; hw these affect fuel cnsumptin and flight efficiency Calculating prpeller slip Gemetric pitch and effective pitch Trque effect f a prpeller and its effects Vibratin and resnance prduced by a prpeller and hw these can be minimised 103

108 Assessment and grading criteria Pass T achieve a pass grade the evidence must shw that the learner is able t: Merit T achieve a merit grade the evidence must shw that, in additin t the pass criteria, the learner is able t: Distinctin T achieve a distinctin grade the evidence must shw that, in additin t the pass and merit criteria, the learner is able t: Learning utcme 1: Understand the principles f aircraft gas turbine engines P1 Describe hw the laws f mtin and energy apply t the peratin f gas turbine engines P2 Describe the cnstructinal arrangement f turbjet, turbfan, turbshaft and turbprp engines M1 Cmpare the pwer t weight rati f each cnstructinal arrangement f turbjet, turbfan, turbshaft and turb-prp engines, giving justificatin fr their use n varius types f aircraft Learning utcme 2: Understand the peratin f gas turbine engines P3 Describe the peratin f the cmpressr, cmbustin, turbine and exhaust sectins f a turbfan engine M2 Explain the effects f the atmsphere (temperature, humidity, air pressure, density, atmspheric layers) n the peratin f each gas turbine engine sectin/type D1 Cmpare the nrmal perating envelpes f the fllwing types f gas turbine engine: turbfan turbshaft 104

109 Learning utcme 3: Knw the principles f aircraft pistn engines and their perfrmance P4 Describe the perating principles and typical engine cnfiguratins, including their firing rder f different types f reciprcating engine M3 Explain the effects f the atmsphere (temperature, humidity, air pressure, density, atmspheric layers) n the peratin f each pistn engine type P5 Describe the factrs affecting engine pwer and the ways in which the efficiency f a reciprcating engine is measured Learning utcme 4: Knw the cnstructin f aircraft pistn engines P6 Describe the cnstructin and assembly, testing and functin f the majr cmpnents f a pistn engine D2 Justify the use f materials in a given aircraft pistn engine Learning utcme 5: Understand prpeller thery P7 Describe the effects f varying blade angles, angle f attack and rtatinal speed n the prpeller blade M4 Explain the effects n fuel cnsumptin and efficiency f flight with varying blade angles, angle f attack and rtatinal speed P8 Describe and calculate prpeller slip P9 Describe the centrifugal and thrust frces n a prpeller P10 Describe the trque effect f a prpeller M5 Explain the effect f prpeller trque n an aircraft n the grund and in flight P11 Describe vibratin and resnance prduced by a prpeller D3 Justify the methds used t adjust and balance prpellers t minimise vibratin 105

110 Tutr guidance Required resurces The resurces needed fr this unit are: aircraft prpulsin system artefacts/mdels relevant standards and manufacturers infrmatin a learning centre/library the internet. Visits t aerspace wrkshps/hangers wuld be advantageus in shwing the cnstructin and peratin f aircraft prpulsin systems and part systems/cmpnents. Assessment guidance This unit is assessed internally by the centre and externally verified by Pearsn. Please read this guidance in cnjunctin with Sectin 8 Internal assessment. Learning utcme 1: Understand the principles f aircraft gas turbine engines Learning utcme 2: Understand the peratin f gas turbine engines Learning utcme 3: Knw the principles f aircraft pistn engines and their perfrmance Learning utcme 4: Knw the cnstructin f aircraft pistn engines Assignment title: Aircraft engines Fr distinctin, learners need t include in their presentatin a cmparisn f the different materials used with in an aircraft s pistn engine giving the reasns why a particular material has been used. As a cnclusin t their presentatin they culd give a cmparisn f the nrmal perating envelpes f each engine type described. This cmparisn shuld cnsider where gas turbine engines are used rather than aircraft pistn engines, detailing the advantages and disadvantages fr each. An indicatin f which types f aircraft use specific engines, and the reasns fr this, culd be incrprated int this cmparisn. Fr merit, learners shuld g beynd the descriptins prvided fr the pass criteria by incrprating, within their presentatins, a cmparisn f the pwer t weight rati f each cnstructinal arrangement f turbjet, turbfan, turbshaft and turbprp engines. This cmparisn culd be presented in the frm f a table, with values listed fr each engine type. The cmparative element shuld indicate why the engine with the best pwer t weight rati is nt selected fr all engines and the reasns fr this. Illustratins f hw the engines are used in varius types f aircraft wuld then allw learners t justify their use. Further use f the graphical techniques suggested fr the pass criteria wuld allw learners t detail hw each f the fllwing atmspheric features (temperature, humidity, air pressure, density, atmspheric layers) has an effect n the peratin f each gas turbine and pistn engine sectin/type previusly described. 106

111 Fr pass, learners culd base their evidence n a visit t a factry, aerdrme, maintenance facility etc. They culd prduce a vide, r cnstruct a presentatin. Learners culd indicate that aircraft engines can be separated int tw types turbine and pistn engines. They culd then deliver a tw-part presentatin based n these types. The first part f the presentatin shuld describe at least tw reasns why gas turbine engines are required. Using apprpriate illustratins, learners shuld cnsider the laws f mtin and energy and give a clear descriptin f hw they apply t the peratin f gas turbine engines. Learners culd use a range f graphical means t supprt their presentatin such as anntated phtgraphs/mdels/illustratins/vide clips. These shuld allw them t shw hw gas flws thrugh a gas turbine engine, fcusing n the effect f shaped ducts n this gas flw. Graphical representatins f gas turbine engines culd als be used t allw learners t demnstrate hw the cmpressr, cmbustin, turbine, and exhaust sectins perate, as well as the cnstructinal arrangements f turbjet, turbfan, turbshaft and turbprp engines. This part f the assignment culd be cmpleted with the help f additinal anntated diagrams t describe the peratin f the main gas turbine engine types. The secnd part f the presentatin culd, nce again, make use f anntated phtgraphs/mdels/illustratins/vide clips, this time f aircraft pistn/reciprcating engine systems/cmpnents. These shuld allw learners t illustrate (with supprting descriptin) ways in which the efficiency f these engines is measured, the perating cycles fr different types, the terms pistn displacement and cmpressin rati, the different engine cnfiguratins and firing rder, and the factrs affecting engine pwer and fuel/air mixture alng with the effects f altering it. Similarly, apprpriate graphical presentatin techniques might be used t help learners shw the cnstructin and assembly and testing and functin f the majr cmpnents f a pistn engine. The evidence submitted must include the fllwing: crank case and its cntents, cylinders, pistns and cnnecting rd assemblies, inlet and exhaust maniflds, valve mechanisms, prpeller reductin gearbxes, alng with the cnstructin, assembly and functin f accessry gearbxes. With each f these graphical presentatins learners wuld be expected t give a verbal descriptin f what each illustratin is shwing in terms f hw the parts are arranged, put tgether and perate. Learning utcme 5: Understand prpeller thery Assignment title: Prpeller technlgy and applicatin Fr distinctin, learners culd use diagrams and existing graphical illustratins t indicate hw vibratin/resnance is prduced by a prpeller, a detailed verbal justificatin f these prpellers are adjusted and balanced wuld be expected at distinctin level. Fr merit, learners culd extend their explanatins frm the pass criteria t cnsider the effects n fuel cnsumptin and efficiency f flight. Learners wuld be expected t prvide detailed reasning f hw varying blade angles, adjustment f the angle f attack and rtatinal speed are key factrs. This culd be illustrated using a table f cmparative fuel use, when different values f the abve are in peratin. Similarly, learners culd reflect n the different effects f prpeller trque when an aircraft is n the grund and in the air, again using cmparative values. The use f mnitring techniques, fr prpeller-related vibratin/resnance, culd be explained with illustratins/explanatins f instruments/techniques used. 107

112 Fr pass, learners culd prduce an illustrated reprt that allws the apprpriate unit cntent t be addressed. Illustratins f prpeller blades culd be presented, allwing a detailed discussin, supprted by detailed anntatins, which explains blade element thery, and the effects f varying blade angles, angle f attack and rtatinal speed n the prpeller blade. Calculatins shuld be presented t help learners describe prpeller slip and the trque effect f a prpeller. Illustratins culd als be used t help shw the effect f relative airflw n a blade s angle f attack and the vibratin and resnance prduced by a prpeller. These illustratins shuld allw the learner t give clear details f these effects. 108

113 Prgramme f suggested assignments The table belw shws a prgramme f suggested assignments that cver the pass, merit and distinctin criteria in the assessment and grading grid. This is fr guidance and it is recmmended that centres either write their wn assignments r adapt any Pearsn assignments t meet lcal needs and resurces. Learning utcmes and assessment criteria Assignment title Scenari Assessment methd Learning utcme 1 Understand the principles f aircraft gas turbine engines Learning utcme 2 Understand the peratin f gas turbine engines Learning utcme 3 Knw the principles f aircraft pistn engines and their perfrmance Aircraft engines Yu have been asked t prepare a presentatin, fr aircraft designers, n the different types f prpulsin technlgy available fr small aerplanes. A presentatin with anntated phtgraphs Assessr bservatin recrd Learning utcme 4 Knw the cnstructin f aircraft pistn engines Learning utcme 5 Understand prpeller thery Prpeller technlgy and applicatin Yu have been asked by yur manager t give an verview, t a team f wrkshp technicians, f the cnsideratins when designing aircraft prpeller systems. An illustrated reprt with written respnses and calculatins 109

114 Suggested reading/resurces Bks Barnard RH and Philptt DR Aircraft Flight (Prentice Hall, Pearsn, 4 th Editin, 2010) ISBN Filippne A Flight Perfrmance f Fixed and Rtary Wing Aircraft (Butterwrth-Heinemann Ltd, 2006) ISBN Leyman D S A Simple Guide t Understanding Jet Engines (EBB and Flks Enterprise, 2008) ISBN Rlls Ryce The Jet Engine (Wiley-Blackwell, 5th Editin, 2015) ISBN Websites BBC Bitesize marking ut Dynamic aerdynamics NASA Intrductin t prpulsin Pistn engines and turbprp engines Prpulsin Systems: Basic Cncepts resistantmaterials/prcesstechniquesrev2.shtml ww.grc.nasa.gv/www/k-12/airplane/bgp.html /Pistn-Engine-Aircraft-vs-Turbprp- Engine-Aircraft adg.stanfrd.edu/aa241/prpulsin/prpulsinintr.html 110

115 Unit 7: Engineering Principles Level: 2 Unit type: Optinal Guided learning hurs: 60 Assessment type: Internal Unit intrductin Have yu ever wndered hw aircraft are able t fly such lng distances, in a range f extreme envirnments? The answer lies in the ability f skilled engineers t successfully select and use a range f materials that cmbine a number f factrs, such as strength t weight rati, lw cst and availability. Engineering technicians need t be able t identify materials that are specified n engineering drawings and ther dcuments. Sme materials are identified easily, thers are nt s easy t tell apart. This is particularly true f the different grades f steel, plymers, cmpsites, ceramics and allys. Very ften, an engineering technician has t select raw materials in the frm f wire, bars, sheet, tube and plate. It is essential fr engineering technicians t select the crrect material if a prduct r a replaced cmpnent is t be fit fr its intended purpse. In this unit, will develp yur knwledge f a range f cmmn materials as well as their prperties. Yu will learn abut hw these materials are used and describe hw heat treatment has an impact n their perfrmance. Yu will be expected t identify a range f ferrus, nn-ferrus and nn-metallic materials and knw abut the frm in which they are btained. Yu will als need t knw abut the prperties that make individual materials suitable fr particular tasks. This unit will help yu t develp yur knwledge f the different ways technical data is cmmunicated, hw this is presented and hw infrmatin can be used t assist in the marking ut and manufacture f cmpnents and assemblies. Yu will als gain knwledge f hw cmpnents are manufactured by develping an understanding f wrk hlding, tl types and tl hlding. Finally, yu will learn hw IT/ICT is used in applicatins such as Cmputer Numerical Cntrl (CNC). Learning utcmes In this unit yu will: 1. Knw hw t select engineering materials 2. Understand the prperties f materials and the effects f heat treatment 3. Knw frms f cmmunicatin used within engineering 4. Knw the basic tls and techniques used in engineering 5. Knw measurement and marking ut techniques 6. Knw abut the types f Cmputer Numerical Cntrl (CNC) machines and their uses. 111

116 Learning utcmes and unit cntent What needs t be learnt Learning utcme 1: Knw hw t select engineering materials Classificatins, e.g. Metallic (pure metals and allys, ferrus and nn-ferrus) Nn-metallic materials Cmpsites Natural materials Thermplastics Thermsetting plastics Ceramics Plymers Smart materials Materials, e.g. Lw carbn/mild steel High carbn steel Stainless steel Cast irn Aluminium/aluminium allys Brass/brass allys Plastics Cmpsites Factrs Prperties Surface finish Cst Quantity Prcessing requirements Mde f delivery Frm f supply, e.g. Sheet Plate Bar Wire Sectin 112

117 Extrusins Castings Wrught Frgings Pipe and tube Ht and cld rlled Ingts Pressings Other specific frms f supply Learning utcme 2: Understand the prperties f materials and the effects f heat treatment Mechanical prperties Density Manufacturability Strength (yield, tensile, fracture) Elastic limit Prprtinal limit Ductility Tughness Fatigue Effects f heat treatment, e.g. Increase in prperty Decrease in prperty N change t prperty Hardening Sftening Heat treatment prcesses Tempering Annealing Nrmalising Material prperties Heat resistance Thermal and electrical cnductivity Thermal and electrical insulatin Wear resistance Crrsin resistance 113

118 Lad-bearing capacity Shear strength Weight Cst Learning utcme 3: Knw frms f cmmunicatin used within engineering Frms f cmmunicatin Verbal Written Electrnic Graphical Cnventins/layuts, e.g. Ismetric Oblique First and third angle prjectin Other types f drawing (detail, assembly, circuit and wiring, blck diagrams) Sketches Types, e.g. Presentatin Line types Abbreviatins Hatching Symbls Sectins Uses f IT/ICT Cmputer Aided Design (CAD) Cmputer Aided Manufacture (CAM) Cmputer Numerical Cntrl (CNC) Simulatin packages Rapid prttyping/3d printing 114

119 Learning utcme 4: Knw the basic tls and techniques used in engineering Wrk and tl hlding methds, e.g. Vices Clamps Jigs Fixtures Cllets Chucks Sleeves Angle plates Mandrels Tl types, e.g. Hand tls Turning tls, e.g. used fr facing ff, thread cutting, taper turning, drilling, bring Milling/ruting tls, e.g. used fr slt drilling, end milling, face milling, use f a rtary table Basic screw thread frms Metric Imperial Other alternatives Basic methds f wrk assembly Thermal Adhesive Mechanical Learning utcme 5: Knw measurement and marking ut techniques Surces, e.g. Engineering drawings Circuit drawings Sketches Wrk instructins Electrnically-held data Data sheets Reference charts 115

120 Types, e.g. Rules Tapes Scribers and scribing blcks Squares Dial Test Indicatrs (DTIs) Verniers Trammels Prtractrs Micrmeters (metric and imperial) Surface plate Height gauge Cmbinatin sets Rughness cmparisn gauges Surface preparatin methds, e.g. Degreasing Bluing Deburring Techniques, e.g. Using templates Using marking datum Hle centres Centre lines Angular and radial prfiles Aids t marking ut, e.g. Marking ut tables and plates Angle plates Parallel strips Vee blcks Jack screws Clamps Vices Errrs, e.g. Observatin errrs Recrding errrs Unit errrs Calibratin errrs 116

121 Learning utcme 6: Knw abut the types f Cmputer Numerical Cntrl (CNC) machines and their uses Definitin f a CNC machine CNC machine types and their uses: 2-axis CNC lathe Turnmill centre Milling machine Ruter Machining centre 117

122 Assessment and grading criteria Pass T achieve a pass grade the evidence must shw that the learner is able t: Merit T achieve a merit grade the evidence must shw that, in additin t the pass criteria, the learner is able t: Distinctin T achieve a distinctin grade the evidence must shw that, in additin t the pass and merit criteria, the learner is able t: Learning utcme 1: Knw hw t select engineering materials P1 Describe different classificatins f materials used within engineering applicatins P2 Describe the range f materials cmmnly used within engineering applicatins P3 Describe the factrs that make materials suitable fr different engineering applicatins M1 Explain why different materials are suitable fr different engineering applicatins based n their chemical cmpsitin, physical r mechanical prperties D1 Cmpare different materials and explain the advantages and disadvantages f each fr different engineering applicatins Learning utcme 2: Understand the prperties f materials and the effects f heat treatment P4 Describe what is meant by the term mechanical prperties f materials P5 Describe why different prperties make materials suitable fr different engineering applicatins and the effects heat can have n the prperties f different types f materials M2 Explain the benefits f applying heat treatment t sme materials and which treatments wuld suit the material s prperties 118

123 Learning utcme 3: Knw frms f cmmunicatin used within engineering P6 Describe basic drawing cnventins/layuts M3 Explain where and when different types f drawing cnventins, layuts, lines, detailing and dimensining wuld be used D2 Justify the advantages and disadvantages f different frms f cmmunicatin used in engineering P7 Outline hw IT/ICT is applied within engineering Learning utcme 4: Knw the basic tls and techniques used in engineering P8 Describe different wrk and tl hlding methds and their applicatins within engineering M4 Cmpare different wrk hlding methds and a minimum f three different tl hlding methds fr each f the fllwing: Turning Milling Mechanical assembly P9 Describe typical engineering tl types, their uses and the different types f measuring and marking ut equipment cmmnly used P10 Outline the basic screw thread frms and their uses 119

124 Learning utcme 5: Knw measurement and marking ut techniques P11 Describe the surces f infrmatin used in engineering t supprt marking ut activities P12 Describe surface preparatin methds and the imprtance f surface preparatin befre marking ut M5 Explain the prcess fr carrying ut a measuring and marking ut activity, including the tls and equipment used and the pssible cnsequences if it is nt carried ut crrectly Learning utcme 6: Knw abut the types f Cmputer Numerical Cntrl (CNC) machines and their uses P13 Describe the differences between traditinal and CNC machining techniques/machine tls P14 Describe hw different CNC machines are used t prduce given prducts r cmpnents, giving the key features and techniques f different types f CNC machine M6 Cmpare the machining techniques and the tls used fr machining n different CNC machines, including the advantages and disadvantages f each fr specific applicatins D3 Justify the use f different CNC machines and techniques fr the prductin f specific prducts r cmpnents 120

125 Tutr guidance Required resurces The resurces needed fr this unit are: a wrkshp/labratry with relevant material testing equipment heat treatment facilities engineering wrkshps including a range f manual machines (lathes, drilling machines, milling machines) and CNC/CAM facilities wrkshp tls, tl hlding, wrk hlding facilities, cmpnents, measuring instruments, hand and pwer tls, assembly facilities, marking ut facilities engineering drawing facilities including CAD wrkstatins/sftware relevant standards and manufacturers infrmatin health and safety infrmatin and PPE a learning centre/library the internet. Visits t engineering wrkshps wuld be advantageus in shwing smallscale/batch/ne-ff prductin techniques. Assessment guidance This unit is assessed internally by the centre and externally verified by Pearsn. Please read this guidance in cnjunctin with Sectin 8 Internal assessment. Learning utcme 1: Knw hw t select engineering materials Learning utcme 2: Understand the prperties f materials and the effects f heat treatment Assignment title: Material selectin Fr distinctin, learners shuld cnsider at least three different engineering applicatins and prduce a cmparisn f the use f different materials in each case, clearly utlining the advantages and disadvantages f each material, based n factrs such as temperature, strength, frm, weight etc. A tabular apprach culd be used. Fr merit, learners shuld g beynd the descriptin given in the pass criteria f the factrs that determine the use f materials fr specific applicatins by explaining why the specific chemical cmpsitin, physical r mechanical prperties f their selected materials make them useful in the given applicatin, fr example why cpper might be used in aircraft wiring. Similarly, they culd extend their descriptin f the effects f heat by explaining the key benefits f the heat treatment f specific materials, linking this t prperties and explaining why enhancing/imprving these prperties is desirable in a specific engineering setting. 121

126 Fr pass, learners shuld describe a range f materials, alng with their mechanical prperties and classificatins, using at least fur different examples f each. Fr each f the materials identified, they shuld identify an engineering applicatin. This culd be related t aerspace, fr example, use in jet engines, aircraft structural cmpnents, fly by wire applicatins. This culd als be related t autmtive applicatins, such as use in engines, braking systems, suspensin cmpnents, car bdy panels etc. Learners shuld ensure that the factrs, such as cst, surface finish, prcessing requirements etc., that make the selected material apprpriate fr these applicatins are described (at least three materials shuld be cnsidered here). Finally, learners shuld describe the effect f heat and heat treatment n a selectin f the materials identified, describing a minimum f three f these effects. The imprtance here is that learners can identify, fr example, a heat treatment prcess that will make a material ductile and thus easy t bend and frm; anther example might be a requirement fr a given material t have a hard surface and a related descriptin f which heat treatment prcess culd prvide this fr the material. Learning utcme 3: Knw frms f cmmunicatin used within engineering Assignment title: Engineering cmmunicatin Fr distinctin, learners shuld justify the advantages and disadvantages f the fur different frms f cmmunicatin, with the psitive (merits) and negative (limitatins) aspects described fr each. A tabular apprach wuld be useful here. Fr merit, learners culd g beynd the descriptin given in the pass criteria f drawing cnventins/layuts by explaining why a range f applicatins might require different drawing layuts/cnventins t be used, fr example the use f circuit diagrams t allw maintenance technicians t fault find and repair hydraulic/pneumatic/electrical systems. This shuld als include an explanatin f where different lines, detailing and dimensins are used in specific applicatins, fr example in cmpnent/assembly drawings. Fr pass, learners shuld describe five different drawing cnventins and layuts. Cmpnent drawings culd be used as examples f hw IT/ICT is used in engineering. Screenshts/images culd be used t help utline at least three different sftware/hardware applicatins, as detailed in the unit cntent. 122

127 Learning utcme 4: Knw the basic tls and techniques used in engineering Learning utcme 5: Knw measurement and marking ut techniques Learning utcme 6: Knw abut the types f Cmputer Numerical Cntrl (CNC) machines and their uses Assignment title: Engineering cmpnent manufacture Fr distinctin, learners shuld justify the use f the three CNC machines identified previusly with specific reference t the given cmpnent(s). This justificatin culd cmpare the features f CNC machines with cnventinal machines and cnsider the ability t prgramme machines fr specific parts/rutines and save these prgrammes fr future/repetitive use. Learners culd link the use f ICT and CAD drawings with the ability t transfer the data straight frm the CAD file t the CNC machine. Fr merit, learners shuld g beynd the descriptin given in the pass criteria f basic tls and techniques by cmparing (fr turning, milling and mechanical assembly) three different wrk hlding methds fr each (such as the use f an angle plate, fur jaw chuck and three jaw chuck n a lathe), and three different tl hlding methds (such as a pneumatic nut runner, trque wrench and scket wrench fr mechanical assembly). These shuld link t the cmpnent(s) previusly identified. Methds shuld be cmpared fr turning, milling, and mechanical assembly. Similarly, learners shuld g beynd describing measuring and marking ut by explaining the prcess and indicating the pssible cnsequences if the prcess is nt carried ut crrectly, fr example parts nt being machined/manufactured crrectly. Phtgraphic evidence, accmpanied by a narrative f a cmplete marking ut exercise, based n the given cmpnent(s) culd be used. When cnsidering CNC machines, learners shuld cmpare machining techniques fr specific applicatins. Fr example, why ne CNC machine might be used fr circular cmpnents (such as valve stems) whilst anther might be used fr machining turbine blades. Fr pass, learners culd cnsider cmpnent parts relevant t aerspace and describe the prcess f manufacture. The parts wuld need t be selected carefully t ensure that certain features/characteristics are present and allw all f the learning utcmes cvered by this assignment t be addressed. Preferably, an assembly f parts, featuring basic screw threads, wuld be used. Evidence presented shuld start with a descriptin f at least five surces f infrmatin that are used when marking ut cmpnent parts. These descriptins shuld indicate hw the infrmatin is presented (charts, tables, drawings) and hw the surces are accessed. This culd be fllwed with descriptins f hw at least nine types f measurement and marking ut tls/equipment are used. Descriptins f three methds f surface preparatin and their imprtance shuld be given. Ideally, this culd be evidenced thrugh phtgraphs f the learner carrying ut apprpriate measuring and/r marking ut activities, with a descriptin by the learner f the activities being carried ut; typically this culd be an anntatin t each phtgraph indicating hw the activity is carried ut, what the tl lks like and hw it is used. Learners shuld then cnsider the manufacture f the cmpnent parts describing the different wrk and tl hlding methds and their applicatin. The descriptin shuld cnsider at least six methds (acrss bth wrk and tl hlding methds). Learners shuld cnsider at least three tl types used in the manufacture f the parts with apprpriate descriptins f the tl and its peratin in each case. This wuld be an ideal practical/wrkshp activity as learners culd prvide a step-by-step cmmentary f hw they used different wrk hlding and 123

128 tl hlding techniques fr turning, milling and mechanical assembly, using phtgraphs t supprt their descriptin. T cmplete the descriptin f hw the parts are manufactured, learners shuld utline basic screw thread frms. The use f an engineering assembly drawing t indicate hw thread frms are represented culd be used. Learners wuld be expected t demnstrate knwledge f metric, imperial and internatinal thread frms here. Learners shuld cmplete their evidence with a cnsideratin f methds f manufacture. They shuld describe the difference between traditinal and CNC machining techniques and machine tls, using anntated phtgraphs. These phtgraphs shuld allw learners t describe at least three types f CNC machine indicating the key features and techniques f each. Finally, learners culd present a series f drawing/phtgraphs f cmpnents such as parts frm engines, structural cmpnents etc. The different features f these parts culd be identified with an utline f the CNC machine required t prduce that specific feature. 124

129 Prgramme f suggested assignments The table belw shws a prgramme f suggested assignments that cver the pass, merit and distinctin criteria in the assessment and grading grid. This is fr guidance and it is recmmended that centres either write their wn assignments r adapt any Pearsn assignments t meet lcal needs and resurces. Learning utcmes and assessment criteria Assignment title Scenari Assessment methd Learning utcme 1 Knw hw t select engineering materials Learning utcme 2 Understand the prperties f materials and the effects f heat treatment Material selectin Yu have been asked t cnsider the suitability f a range f materials and heat treatment prcesses fr a range f engineering applicatins and present yur findings t a grup f designers wh are planning the new design f a new aircraft. A presentatin with anntated phtgraphs Assessr bservatin recrd Learning utcme 3 Knw frms f cmmunicatin used within engineering Engineering cmmunicatin Yu have been asked by yur manager t give an verview, t a team f wrkshp technicians, f methds f engineering cmmunicatin. A presentatin with anntated screenshts/ images Assessr bservatin recrd Learning utcme 4 Knw the basic tls and techniques used in engineering Learning utcme 5 Knw measurement and marking ut techniques Learning utcme 6 Knw abut the types f Cmputer Numerical Cntrl (CNC) machines and their uses Engineering cmpnent manufacture Yur manager has asked yu t visit a lcal cmpany that prduces specialist engineering parts. Yu are required t reprt n its manufacturing prcess. A written lg with anntated phtgraphs/ drawings/ illustratins Cmpleted lgbk Assessr bservatin recrd 125

130 Suggested reading/resurces Bks Byce et al. BTEC Level 2 First Engineering Student Bk (Pearsn Educatin, 2010) ISBN Clarke et al. Engineering BTEC First in Engineering Student Bk (Level 2 BTEC First Engineering) (Pearsn Educatin, 2013) ISBN Websites BBC Bitesize marking ut BBC Bitesize materials Health and Safety Executive The Institute f Mechanical Engineers Marking ut Rymech drawing Technlgy student ntmaterials/prcesstechniquesrev2.shtml ntmaterials/ Drawing.html#drawing 126

131 Unit 8: Electrical Principles and Aircraft Electrical Systems Level: 2 Unit type: Optinal Guided learning hurs: 60 Assessment type: Internal Unit intrductin It is imprtant fr engineers in the aerspace industry t have a knwledge f aircraft electrics and systems, fr example navigatin systems, aircraft cntrl circuits and human cmfrt systems. In this unit, yu will gain an understanding f fundamental electrical cncepts with regard t static electricity, electrical terms and circuitry, Ohm s and Kirchff s Laws, and methds f prducing and string electricity by the use f batteries and capacitrs. Yu will then develp yur knwledge f direct current pwer surces and machines, magnetism, the electrmagnetic effect and the principles f alternating current. Learning utcmes In this unit yu will: 1. Understand electrical cncepts 2. Knw abut direct current pwer surces and machines 3. Knw the principles f alternating current 4. Knw abut aircraft electrical devices and data transmissin. 127

132 Learning utcmes and unit cntent What needs t be learnt Learning utcme 1: Understand electrical cncepts Electrn thery Structure and distributin f electrical charges within atms, mlecules, ins and cmpunds Mlecular structure f cnductrs, semi-cnductrs and insulatrs Static electricity and cnductin Static electricity and distributin f electrical charges Electrstatic laws f attractin and repulsin Units f charge Culmb s Law Cnductin f electricity in slids, liquids and gases, and in a vacuum Static charge Static build-up Hw t prevent static build-up, e.g.: cnductive tyres static wick dischargers Electrical terms Ptential difference Electrmtive frce (EMF) Vltage Current Resistance Cnductance Charge Cnventinal current flw Electrn flw Ohm s law Series, parallel and series-parallel circuits Resistance circuits calculatins Current divisin calculatin Calculatin fr DC circuits with varying resistances in cmbinatin calculatins 128

133 Vltage drp Kirchhff calculatins: V = I R = vltage drp acrss any resistr, R V ttal x R V = = vltage drp fr resistr R in series R ttal V ttal, ttal vltage, is equal t the sum f all the vltage drps in the circuit (is equal t zer) Electricity prductin methds Heat Light Frictin Pressure Chemical actin Magnetism Mtin Capacitrs Purpses: charge strage smthing emergency pwer DC blck resnant circuits Cnstructin rle played by: cnductrs dielectric area descriptin f permittivity Operatin: charge/discharge cycle relatinship between Q, C & V time cnstant (t = CR) 129

134 Learning utcme 2: Knw abut direct current pwer surces and machines Chemical actin f primary and secndary cells Cnstructin and basic chemical actin Dry cells Lead acid cells Nickel-cadmium cells Other alkaline cells Internal resistance Basic explanatin f internal resistance Effect n battery perfrmance Magnetic field f a bar magnet Flux lines Directin Density Magnetic characteristics f sft and hard irn Hysteresis lp Remanence Cercive field Relative permeability Demagnetisatin quadrant Uses f magnetic materials Permanent magnets Magnetic shielding Electrmagnet frmers Current-carrying cnductr in a magnetic field Single cnductr and ne field: directin f current and effect n field directin strength f current and effect n field strength EMF prductin Definitin f electrmagnetic inductin Effect n the induced EMF f: number f cils relative speed and directin f mvement 130

135 Key cmpnents DC generatrs: armature magnets cmmutatr brushes DC mtrs: armature magnets cmmutatr brushes Learning utcme 3: Knw the principles f alternating current Alternating current Features: Terms: psitin f cil relative t magnetic field wavefrm directin f flw n graph axis cycle peridic time peak value peak-t-peak value magnitude r amplitude frequency average value RMS value phase Single-phase AC generatr cmpnents 2-ple machine Rtating armature Rtating field Armature Magnets Slip rings Brushes 131

136 Learning utcme 4: Knw abut aircraft electrical devices and data transmissin Thermcuples Materials Cnstructin Operatin Use Aircraft applicatins and uses f: Variable resistrs Ptentimeters Rhestats Data bus uses Data redundancy Weight saving Need fr a cmplex cntrller Fibre ptic cable light transmissin Encde Transmit (including internal reflectin) Bst Decde 132

137 Assessment and grading criteria Pass T achieve a pass grade the evidence must shw that the learner is able t: Merit T achieve a merit grade the evidence must shw that, in additin t the pass criteria, the learner is able t: Distinctin T achieve a distinctin grade the evidence must shw that, in additin t the pass and merit criteria, the learner is able t: Learning utcme 1: Understand electrical cncepts P1 Describe the difference between a cnductr and an insulatr P2 Describe static electricity and cnductin M1 Explain hw static charge builds up n an aircraft surface and the implicatins f this D1 Evaluate the cntributin f methds t prevent static build-up t the verall safety f an aircraft P3 P4 P5 Describe electrical terms Perfrm calculatins invlving Ohm s and Kirchff s laws Describe the purpse and peratin f a capacitr 133

138 Learning utcme 2: Knw abut direct current pwer surces and machines P6 Describe the chemical actin f primary and secndary cells D2 Evaluate the characteristics f a given aircraft s DC pwer surce P7 Describe the cnnectin f cells and batteries in series and in parallel P8 Describe the magnetic field f a bar magnet P9 Describe differences in the magnetic characteristics f sft and hard irn P10 Describe the prductin f an EMF by the interactin f a permanent magnet with a cil P11 Describe the functin f the key cmpnents f DC generatrs Learning utcme 3: Knw the principles f alternating current P12 Describe cmmnly used terms related t alternating current M2 Explain the relatinship between a minimum f tw terms relating t alternating current P13 Describe the functins f the key cmpnents f a single-phase AC generatr P14 Describe the difference between single-phase and 3-phase wavefrms Learning utcme 4: Knw abut aircraft electrical devices and data transmissin D3 Evaluate the differences between AC and DC generatrs P15 Describe cnstructin and peratin f a thermcuple P16 Describe hw light can be transmitted alng a fibre ptic cable M3 M4 Explain the uses f a thermcuple and pht-cells in aircraft electrical systems Explain the advantages and disadvantages f fibre ptic data transmissin 134

139 Tutr guidance Required resurces The resurces needed fr this unit are: a physics r general labratry t carry ut electrical demnstratins and practical wrk health and safety infrmatin the internet a learning centre/library. Facilities t watch YuTube clips f electrical fundamental cncepts wuld be beneficial. Visits t an aerspace assembly plant t see the use f electrical wiring and electrical applicatins wuld be als advantageus. Assessment guidance This unit is assessed internally by the centre and externally verified by Pearsn. Please read this guidance in cnjunctin with Sectin 8 Internal assessment. Learning utcme 1: Understand electrical cncepts Assignment title: Electrical cncepts Fr distinctin, learners will give reasns and present cnclusins as t hw effective methds are used t prevent static build-up n an aircraft in the air r n the grund. They will supprt their answers with reference t case studies f incidents and accidents. Learners shuld supprt their evaluatin by the use f clear, apprpriately labelled diagrams. Fr merit, learners will need t explain hw static electrical charge builds n an aircraft s surface due t frictin, when mving thrugh the air at a high altitude, giving valid reasns why static build-up n aircraft when flying causes, fr example, radi frequency interference r damage t navigatin equipment. Learners shuld supprt their explanatins by the use clear, apprpriately labelled diagrams. Fr pass, learners will, using diagrams, give apprpriate reasns and features explaining why certain materials are cnductrs, semi-cnductrs and insulatrs in a slid, liquid r gaseus phase r in a vacuum. Descriptins shuld include the structure and distributin f electrical charges within the atmic, inic and mlecular materials, fr example metals, graphite, silicn/germanium, plastics and dry air. This can be expanded t include a descriptin f static electricity. 135

140 Learners may use the functins f electrical cmpnents and circuits t give valid explanatins f cmmn electrical terms such as ptential difference, electrmtive frce and cnventinal current flw. This shuld be supprted by the use f apprpriately labelled circuit diagrams. This task can be expanded t include calculatins invlving Ohm s Law and Kirchff s Laws. Learners will need t describe the features f, fr example, transferring chemical energy int electricity using a battery. Learners will need t prvide clear details f the purpse f different types f capacitr frm charge strage, by smthing r evening ut fluctuatins, r fr emergency pwer situatins. They will als need t prvide apprpriately labelled diagrams t shw hw capacitrs perate, giving the functins f the parts that make up the capacitr. This can be expanded t include hw a capacitr perates using its capacitance C, the charge n each cnductr and the vltage acrss the device. Learning utcme 2: Knw abut direct current pwer surces and machines Assignment title: Direct current pwer surces and machines Fr distinctin, learners will draw cnclusins abut the characteristics f a DC pwer surce used by a given aircraft. Fr pass, learners will need t describe the chemical actins at the ande and cathde in a primary and secndary cell. These descriptins shuld be supprted by apprpriately labelled diagrams. Learners will need t give clear details shwing the cnnectin f cells and batteries in a circuit when they are in series and when they are in parallel. T supprt their explanatins learners will need t shw the cnnectin f cells and batteries using valid circuit diagrams and include calculatins f the ttal vltage prduced frm the numbers f cells r batteries. Learners will use diagrams f the thumb and hand rules t describe the effect f current-carrying cnductrs in a magnetic field. They will need t define the electrmagnetic effect and explain the effect f the number f cils and relative speed and directin f mvement. Learners will then use this thery in describing the functin f the key cmpnents in a DC generatr, which will be supprted by apprpriately labelled diagrams. Learning utcme 3: Knw the principles f alternating current Assignment title: Alternating current Fr distinctin, learners will use the features f AC and DC generatrs t draw up a table shwing valid differences. Learners shuld use apprpriate diagrams t supprt their evaluatin. Fr merit, learners will use their knwledge frm the pass criteria t prduce an apprpriately labelled graph and explanatin shwing the relatinship between tw f the AC terms. Fr pass, learners will use a suitably labelled graph t describe alternating current and its features. Learners shuld use apprpriately labelled diagrams t supprt their descriptins f the functins f the cmpnents f a single-phase AC generatr and give reasns fr the difference between a single-phase and threephase wavefrm. 136

141 Learning utcme 4: Knw abut aircraft electrical devices and data transmissin Assignment title: Aircraft electrical devices and data transmissin Fr merit, learners will use the features and functins f a thermcuple and phtcells t explain their uses in the aerspace industry. Learners shuld use an apprpriate table t detail the advantages and disadvantages f fibre ptic data transmissin. Fr pass, learners will need t describe the features and peratin f thermcuples, including apprpriate use such as a temperature sensr. Learners will use an apprpriately labelled diagram t shw hw light is transmitted dwn ptic fibres and hw this can be used fr cmmunicatin, including, fr example, cding and decding infrmatin. 137

142 Prgramme f suggested assignments The table belw shws a prgramme f suggested assignments that cver the pass, merit and distinctin criteria in the assessment and grading grid. This is fr guidance and it is recmmended that centres either write their wn assignments r adapt any Pearsn assignments t meet lcal needs and resurces. Learning utcmes and assessment criteria Assignment title Scenari Assessment methd Learning utcme 1 Understand electrical cncepts Electrical cncepts Yu have been asked t prepare sme materials t help new team members with basic electrical cncepts and hw they apply t aerspace. A technical written reprt supprted by anntated diagrams, circuit diagrams, flw charts, tables and prblem-slving calculatins. Learning utcme 2 Knw abut direct current pwer surces and machines Direct current pwer surces and machines As an electrical technician wrking n new aerspace prjects yu have been asked t prduce a reprt n DC pwer surces and machines, t supprt new emplyees. A technical written reprt supprted by anntated diagrams, magnetic flux diagrams, flw charts and tables. Learning utcme 3 Knw the principles f alternating current Alternating current Yu wrk as part f the electrical/ electrnic team in an aerspace cmpany and have been asked t give an update t emplyees n alternating current. A technical reprt supprted by AC single and three phase wavefrms, graphs, tables and anntated diagrams. Learning utcme 4 Knw abut aircraft electrical devices and data transmissin Aircraft electrical devices and data transmissin Yu have been asked t prepare materials abut aircraft electrical devices and data transmissin, fr the training department. A technical reprt supprted by anntated diagrams and tables. 138

143 Suggested reading/resurces Bks Bird J O Electrical and Electrnic Principles and Technlgy (Rutledge, 2013) ISBN Bltn W Engineering Science Sixth Editin (Rutledge, 2015) ISBN Byce A, Clarke A, Derbyshire A, Mantvani B and Weatherill B BTEC Level 2 First Engineering Student Bk, (Pearsn, 2010) ISBN Websites Assciatin f Science Educatin BBC GCSE bitesize electrnics Hw Stuff Wrks Institute f Electrical Engineers Institute f Physics Maplin electrnics Natinal Physics Labratry Natinal STEM Centre electricity Natinal STEM Centre electricity in engineering YuTube electricity and circuits (plus batteries and static) YuTube generatrs and mtrs electrnics/ term=electricity&filter=r&rder=scre ring/search?term=electricity&filter=r&rder= scre&facet%5b0%5d=age_range%3a% %22&facet%5b1%5d=type%3a%22 Experiment%

144 Unit 9: Principles f Welding and Fabricatin Level: 2 Unit type: Optinal Guided learning hurs: 60 Assessment type: Internal Unit intrductin Welding and jining techniques play a fundamental rle in bth the manufacture and in-service repair f aerspace structures and cmpnents. These techniques becme mre advanced as new, cmplex materials are develped. Welding and jining f aerspace materials prvides a detailed review f different techniques fr jining metallic and nn-metallic aerspace materials. In this unit, yu will investigate and gain knwledge f the key welding and fixing techniques that make them suitable fr applicatins within the aerspace industry. Yu will als learn abut the range f welding symbls and hw they are displayed t allw engineers t carry ut specific welding applicatins. It is als imprtant that yu knw the causes and effects f a range f weld faults. Yu will learn hw these can be prevented t ensure that weld quality is maintained and, abve all, that cmpnents are fabricated t meet the exacting safety standards f the aerspace industry. Yu will als develp knwledge f a range f tls and machinery assciated with welding and be able t determine the mst apprpriate use fr the range f techniques and prcesses cvered in this unit. Learning utcmes In this unit yu will: 1. Knw different welding and fixing techniques 2. Knw the terminlgy and symbls used within welding 3. Knw the effects f welding 4. Knw cmmn materials used in fabricatin 5. Knw the different types and applicatin f fabricatin tls. 140

145 Learning utcmes and unit cntent What needs t be learnt Learning utcme 1: Knw different welding and fixing techniques Welding and fixing techniques, e.g. Temprary fixings (tack welding) Sldering Brazing Spt welding Riveting Adhesive bnding, e.g. cmpsite bnding films, epxy resins Mechanical fastenings (blts, screws) Self-securing jints (kncked up, panned dwn, grved seam, swaged and jggled jints) Nn-fusin jining prcesses, e.g. Sldering (hard/sft) Brazing Fusin welding prcesses, e.g. Arc welding (MMA) Oxyacetylene Spt welding MIG MAG TIG Learning utcme 2: Knw the terminlgy and symbls used within welding Types f weld jint Butt welds Tee welds Crner welds Lap weld Edge weld Fillet welds 141

146 Symbls T include relevant additinal infrmatin, i.e. Supplementary symbls Cmplementary indicatin Dimensins Learning utcme 3: Knw the effects f welding Types f distrtin, e.g. Lngitudinal shrinkage Transverse shrinkage Angular distrtin Bwing and dishing Buckling Twisting Types f defect Prsity weld defect Omitted weld defect Biased weld defect Burn thrugh weld defect Missed weld defect Methds used t identify distrtin and defects Testing, e.g. destructive, nn-destructive Checking, e.g. dimensinal, visual, quality standards Learning utcme 4: Knw cmmn materials used in fabricatin Materials Ferrus (lw carbn, medium carbn high carbn and stainless steels) Nn-ferrus (aluminium/aluminium allys, brass, cpper, titanium/titanium allys, zinc/zinc allys) Nn-metallic, e.g. plastics, rubbers, cmpsites 142

147 Learning utcme 5: Knw the different types and applicatin f fabricatin tls Hand tls Hammers Mallets Bench stakes and mandrels Files Chisels Clamps and grips Spanners Cutting tls Screwdrivers Pliers Saws Frmers Machinery and machine tls Drills Saws Grinders Bending equipment Flding machines Guilltines Up and dwn strking press brakes Shears Punches Nibbling machines Steel wrking tls CNC variatins 143

148 Assessment and grading criteria Pass T achieve a pass grade the evidence must shw that the apprentice is able t: Merit T achieve a merit grade the evidence must shw that, in additin t the pass criteria, the apprentice is able t: Distinctin T achieve a distinctin grade the evidence must shw that, in additin t the pass and merit criteria, the apprentice is able t: Learning utcme 1: Knw different welding and fixing techniques P1 P2 P3 Describe different types f welding and fixing techniques Describe the principles and applicatins f nn-fusin jining prcesses Describe the principles and applicatins f the fusin welding prcesses M1 Explain the benefits f mechanical, fusin and nn-fusin welding and fixing techniques, including examples f when each wuld be used D1 Cmpare different types f welding and fixing techniques and justify their use fr specific applicatins Learning utcme 2: Knw the terminlgy and symbls used within welding P4 Describe the features and jint preparatin f different types f weld jints M2 Explain the advantages and disadvantages f using different types f weld jints P5 Identify elementary symbls cmmnly used in accrdance with current industry standards Learning utcme 3: Knw the effects f welding P6 Describe types f distrtin which can ccur when welding and their causes M3 Explain hw t prevent distrtin when welding D2 Evaluate the pssible cnsequences f a minimum f three different weld faults P7 Describe different types f weld defect which can ccur when welding and their causes M4 Explain hw weld defects can be prevented P8 Describe methds used t identify weld distrtin and defects 144

149 Learning utcme 4: Knw cmmn materials used in fabricatin P9 Describe the different materials and their frms that can be used in fabricatin P10 Outline pssible fabricatin applicatins fr different types f materials M5 Explain the benefits f using different materials fr different applicatins D3 Cmpare different materials and justify their use fr specific applicatins Learning utcme 5: Knw the different types and applicatin f fabricatin tls P11 Describe the use f hand tls within fabricatin applicatins P12 Describe the use f machinery and machine tls within fabricatin applicatins M6 Justify the use f different machine tls fr specific applicatins 145

150 Tutr guidance Required resurces The resurces needed fr this unit are: a welding wrkshp apprpriate welding equipment, cnsumables, tls and materials as utlined in the unit cntent. Assessment guidance This unit is assessed internally by the centre and externally verified by Pearsn. Please read this guidance in cnjunctin with Sectin 8 Internal assessment. Learning utcme 1: Knw different welding and fixing techniques Learning utcme 2: Knw the terminlgy and symbls used within welding Assignment title: Welding and fixing techniques and assciated terminlgy and symbls Fr distinctin, learners will need t cmpare at least fur different types f welding and fixing technique, describing their features and identifying their relevant advantages and disadvantages. This culd be presented as an illustrative reprt. Fr merit, learners will need t explain the benefits f mechanical, fusin and nnfusin welding and fixing techniques. Learners shuld give examples f when each technique wuld be used, taking int accunt the material, the envirnment and type f technique being perfrmed. Learners shuld als cnsider the advantages and disadvantages f using different types f weld jint in a range f situatins t ensure each jint is fit fr purpse. Fr pass, learners will need t describe at least six different types f welding and fixing technique when jining materials. These descriptins shuld be supprted by apprpriately labelled diagrams shwing hw each technique is carried ut and giving valid reasns fr using each technique when welding. Learners need t describe the principles and applicatins f bth nn-fusin jining prcesses, i.e. sldering and brazing. They will als need t describe the principles and applicatins f at least fur fusin welding prcesses. The descriptins fr bth nnfusin and fusin prcesses shuld include hw each type f weld is used t jin materials tgether, alng with apprpriate examples f where each technique culd be used. Learners will need t describe the features and jint preparatin f a minimum f fur different types f weld jint. There shuld als be examples f at least five different welding symbls that will include a range f additinal infrmatin, as specified in the unit cntent. 146

151 Learning utcme 3: Knw the effects f welding Assignment title: Welding effects Fr distinctin, learners will examine three different weld faults and draw valid cnclusins abut the issues that culd arise frm such faults. Fr merit, learners will need t explain preventative measures fr bth distrtin and defects, cnsidering the material type and thickness, weld temperature and technique used. Fr pass, learners will need t describe a minimum f fur types f distrtin that can ccur when welding and examine what the causes are fr each. Learners will als need t describe a minimum f three different types f weld defect that can ccur during welding and examine what the causes are fr each. Learners will need t describe methds used t identify weld distrtin and defects. This culd be presented as a pster r presentatin, which culd include diagrams identifying the type f distrtin and weld defect. Learning utcme 4: Knw cmmn materials used in fabricatin Learning utcme 5: Knw the different types and applicatin f fabricatin tls Assignment title: Welding materials and tls Fr distinctin, learners will need t cmpare a minimum f three different materials, lking at the advantages and disadvantages f each material and drawing valid cnclusins as t why each material is suitable fr a specific applicatin. Fr merit, learners will need t determine why certain materials are best suited fr a range f applicatins. Learners culd identify a particular applicatin that is apprpriate t their wrkplace and justify the use f a particular material and the machine tls that culd be used t prduce an apprpriate fabricatin. Fr pass, learners will need t knw abut the cmmn materials that are used in fabricatin. They shuld describe a ferrus, nn-ferrus and nn-metallic material and cnsider their frm f supply, such as flat bar, angle r tube when lking t create a welded jint. This will enable learners t determine apprpriate fabricatin applicatins when using different types f material. There is a wide range f tls used when fabricating and learners shuld describe a minimum f five hand tls. Likewise, learners shuld describe a minimum f five pieces f machinery and machine tls acrss the range in the unit cntent. This culd be presented using labelled diagrams supprted by anntatins f hw each hand tl, machinery and machine tl is used during fabricatin applicatins. 147

152 Prgramme f suggested assignments The table belw shws a prgramme f suggested assignments that cver the pass, merit and distinctin criteria in the assessment and grading grid. This is fr guidance and it is recmmended that centres either write their wn assignments r adapt any Pearsn assignments t meet lcal needs and resurces. Learning utcmes and assessment criteria Assignment title Scenari Assessment methd Learning utcme 1 Knw different welding and fixing techniques Learning utcme 2 Knw the terminlgy and symbls used within welding Welding and fixing techniques and assciated terminlgy and symbls As an aerspace engineering technician yu have been asked t prduce sme intrductry exemplar training materials abut welding and fixing techniques and assciated terminlgy and symbls fr new engineering apprentices. An illustrated technical reprt shwing a range f welding and fixing techniques, including features and preparatin f a range f weld jints. A pster displaying a range f cmmn welding symbls used with current industry standards. Learning utcme 3 Knw the effects f welding Welding effects Yu wrk as part f the quality standards team in an aerspace cmpany and have been asked t give an update t emplyees with respect t a range f distrtin and weld defects that can ccur during fabricatin. A written technical reprt with anntated diagrams/images shwing a range f distrtin and weld defects that includes references t methds used t identify weld faults. A pster displaying ways t prevent/minimise weld faults. 148

153 Learning utcmes and assessment criteria Assignment title Scenari Assessment methd Learning utcme 4 Knw cmmn materials used in fabricatin Learning utcme 5 Knw the different types and applicatin f fabricatin tls Welding materials and tls Yu have been asked t prduce sme technical infrmatin abut the materials, tls and machinery used when fabricating prducts at yur cmpany. A written technical reprt examining a range f materials used in fabricatin alng with diagrams/illustratins f a range f frms f supply f materials. A pster displaying a range f hand/machine tls and machinery used during specific applicatins at yur place f wrk. 149

154 Suggested reading/resurces Bks Clarke S, et al. BTEC First in Engineering Student Bk, Harlw (Pearsn Educatin, 2013) ISBN: Jeffus L Welding: Principles and Applicatins Seventh Editin (Delmar Cengage Learning, 2011) ISBN Livesey A, Rbinsn A The Repair f Vehicle Bdies (Rutledge, 2013) ISBN Raj B, Shankar V and Bhaduri A Welding Technlgy fr Engineers (Alpha Science Internatinal Ltd, 2006) ISBN Timings R Fabricatin and Welding Engineering (Rutledge, 2008) ISBN Weman K Welding Prcesses Handbk (Wdhead Publishing, 2003) ISBN Zhang H Resistance Welding (CRC Press, 2005) ISBN Websites Basic welding infrmatin Basic welding infrmatin BOC grup: suppliers f industrial gases Different welding techniques Further welding infrmatin Health and Safety Executive (welding health and safety) MIG Welding The Welding Institute Welding defects Welding techniques

155 Unit 10: Cmpsite Materials in Aerspace Level: 2 Unit type: Optinal Guided learning hurs: 60 Assessment type: Internal Unit intrductin Scientists and engineers are cnstantly carrying ut research t develp new cmpsite materials that will bring technlgical advances t the aerspace industry. Cmpsite materials are used, fr example, fr their strength and crrsin resistance, and play an imprtant part in the manufacture f cmpnents and in aircraft assembly plants. In this unit, yu will investigate and gain an understanding f the key materials that make up cmpsites and the vital prperties that make them suitable fr their applicatins, fr example carbn fibre is used fr building aerplane wing cvers because f its strength t weight rati. Yu will gain an understanding f hw the fibres and matrix frm a cmpsite material and the key prcesses in frming the cmpsite structure. It is als imprtant that yu develp yur knwledge f the health and safety prcedures invlved in prducing cmpsite materials, the risks and hazards assciated with handling them and the health and safety precautins that need t be taken. Learning utcmes In this unit yu will: 1. Understand the cmpsitin and prperties f aerspace cmpsite materials 2. Understand the key prcesses used t frm aerspace cmpsite structures 3. Knw health and safety prcedures assciated with the manufacture f cmpsite cmpnents in aerspace applicatins. 151

156 Learning utcmes and unit cntent What needs t be learnt Learning utcme 1: Understand the cmpsitin and prperties f aerspace cmpsite materials Key fibre materials Carbn fibre Glass fibre Aramid fibre Key fibre reinfrcements Unidirectinal Wven (satin, twill and plain) Biaxial Chpped strand mat Key matrix materials Epxy resin Plyester resin Phenlic resin Bismaleimide resin Key cre materials used in sandwich panels Aluminium hneycmb Nmex hneycmb Fam Prperties Strength/weight rati Fatigue life Crrsin resistance Cnductivity Strength Impact resistance Learning utcme 2: Understand the key prcesses used t frm aerspace cmpsite structures Manufacturing terminlgy Laminate Ply lay up Ply rientatin Cnsumable materials 152

157 Key prcesses Pre-preg lay-up Resin infusin (liquid and film) Resin transfer mulding Autmatic tape laying and fibre placement Wet hand lay-up Typical aerspace structures Wing cvers Fairings Flrbards Vertical/hrizntal stabiliser Spars Ribs Learning utcme 3: Knw health and safety prcedures assciated with the manufacture f cmpsite cmpnents in aerspace applicatins Hazards and risks Cmpsite material ptential hazards, e.g. crrsive, flammable, txic, carcingenic, irritant Prcessing: Handling: persnal risk, e.g. ingestin, inhalatin, skin damage, allergies, burns risk t materials, e.g. cntaminants, freign bject damage risk t materials, water, chemicals risks t envirnment, e.g. fire and explsin, cntaminatin persnal risk, e.g. dust, particulates and fibres, splinters, burns risks t cmpnents, e.g. impact damage, cntaminants Safety precautins and prcedures Health and safety legislatin, manufacturers infrmatin, cdes f practice, COSHH Use f persnal prtective equipment (PPE), e.g. fume/dust extractin Safe dispsal f waste Safe transprt Strage Hazard signs 153

158 Assessment and grading criteria Pass T achieve a pass grade the evidence must shw that the learner is able t: Merit T achieve a merit grade the evidence must shw that, in additin t the pass criteria, the learner is able t: Distinctin T achieve a distinctin grade the evidence must shw that, in additin t the pass and merit criteria, the learner is able t: Learning utcme 1: Understand the cmpsitin and prperties f aerspace cmpsite materials P1 P2 Describe key fibre materials used in aerspace Explain typical fibre reinfrcement styles and their advantages M1 Cmpare the advantages and disadvantages f different aerspace cmpsites P3 Explain the prperties f fur key matrix materials, giving reasns why each is used in aerspace P4 Describe the key cre materials fr use in aerspace sandwich panels and hw they are selected M2 Explain the benefits f sandwich panels and why they are stiffer than thin laminates Learning utcme 2: Understand the key prcesses used t frm aerspace cmpsite structures P5 Explain why crrect ply rientatin is imprtant in a laminate P6 Explain the key prcesses used t manufacture aerspace cmpsite structures M3 Cmpare the advantages and disadvantages f the key manufacturing prcesses D1 Evaluate the mst suitable manufacturing prcess fr three typical aerspace structures P7 Describe the typical aerspace structures that are manufactured using cmpsite materials 154

159 Learning utcme 3: Knw health and safety prcedures assciated with the manufacture f cmpsite cmpnents in aerspace applicatins P8 P9 Describe ptential hazards and risks assciated with the prcessing f cmpsite materials Describe ptential hazards and risks assciated with handling cmpsite materials P10 Describe safety precautins and prcedures used when prcessing and handling cmpsite materials M4 Explain the imprtance f safety precautins and prcedures used when prcessing and handling cmpsite materials D2 Assess the pssible cnsequences if safety precautins and prcedures are nt prperly applied and maintained 155

160 Tutr guidance Required resurces The resurces needed fr this unit are: example cmpsite materials and their cnstituents fr demnstratin purpses example cmpnents made up f cmpsite materials health and safety infrmatin the internet. Visits t cmpsite manufacturing plants wuld be advantageus and/r a specialist visiting speaker wuld be useful. Facilities t watch YuTube clips f prducing cmpsite materials wuld als be beneficial. Assessment guidance This unit is assessed internally by the centre and externally verified by Pearsn. Please read this guidance in cnjunctin with Sectin 8 Internal assessment. Learning utcme 1: Understand the cmpsitin and prperties f aerspace cmpsite materials Assignment title: Aerspace cmpsite materials prperties Fr merit, learners need t cmpare at least fur different cmpsite materials, using their prperties t identify their relevant advantages and disadvantages. This culd be presented in a table. Learners will als need t explain why sandwich panels are used and hw they are stiffer than a thin laminate f a similar weight. Fr pass, learners need t describe hw the relevant features f at least three key fibres are used t make cmpsites fr the aerspace industry. Learners will explain the different styles f reinfrcement fr the fibres and the advantages f each style f reinfrcement, which culd be presented in a table. Learners need t give clear details abut the prperties f the fur matrix materials and give valid reasns why they are used in the aerspace industry. Learners need t describe the key cre materials used in aerspace sandwich panels and explain hw they are selected by their prperties and applicatins. 156

161 Learning utcme 2: Understand the key prcesses used t frm aerspace cmpsite structures Learning utcme 3: Knw health and safety prcedures assciated with the manufacture f cmpsite cmpnents in aerspace applicatins Assignment title: The prductin and use f aerspace cmpsite materials Fr distinctin, learners need t evaluate the mst suitable manufacturing prcess fr three typical aerspace structures. They will need t cnsider the fibres, resins and cre materials used within the structure in rder t determine the mst apprpriate manufacturing methd. Learners need t give careful cnsideratin t the pssible cnsequences, fr example t persnnel and the envirnment, and the pssible legal cnsequences that can ccur when safety precautins and prcedures are nt applied and maintained accurately, cnsistently and prperly. Fr merit, learners shuld cmpare the advantages and disadvantages f at least fur different manufacturing methds. The cmparisns will include any specialist equipment required fr the prcess and the required skills f the technician. This can be dne in a table. Learners need t explain why safety precautins and fllwing prcedures apprpriately prevent incidents and accidents ccurring when prcessing and handling cmpsite materials. Fr pass, learners need t explain the imprtance f fllwing the crrect ply layup when cnstructing a laminate and the pssible cnsequences if this is nt adhered t. Learners will need t explain at least five manufacturing prcesses fr prducing cmpsite aerspace cmpnents, and shuld refer t hw these effectively cmbine the resin and the fibres. Learners will describe the typical aerspace structures that use cmpsite materials and shuld refer t the likely materials that are used t cnstruct these cmpnents: fr example UD carbn fibre and epxy resin are typically used in spars. Learners shuld use relevant health and safety surces f infrmatin, such as health and safety legislatin and COSHH, t supprt their descriptins f safety precautins and prcedures, and the hazards and risks assciated with preparing and handling cmpsite materials. 157

162 Prgramme f suggested assignments The table belw shws a prgramme f suggested assignments that cver the pass, merit and distinctin criteria in the assessment and grading grid. This is fr guidance and it is recmmended that centres either write their wn assignments r adapt any Pearsn assignments t meet lcal needs and resurces. Learning utcmes and assessment criteria Assignment title Scenari Assessment methd Learning utcme 1 Understand the cmpsitin and prperties f aerspace cmpsite materials Aerspace cmpsite materials prperties As an aerspace engineering technician yu have been asked t prduce sme intrductry exemplar training materials abut cmpsites fr new engineering learners. An illustrated technical reprt based n a range f case studies f specific aerspace cmpsite material. Learning utcme 2 Understand the key prcesses used t frm aerspace cmpsite structures Learning utcme 3 Knw health and safety prcedures assciated with the manufacture f cmpsite cmpnents in aerspace applicatins The prductin and use f aerspace cmpsite materials Yu have been asked t prduce technical infrmatin fr the cmpany s technical guide, including health and safety features. An illustrated technical reprt shwing, fr example diagrams, flw charts, anntated phtgraphs, with infrmatin n hw aerspace cmpsite structures are prduced safely. 158

163 Suggested reading/resurces Bks Black B Wrkshp Prcesses, Practices and Material (Rutledge, 2015) ISBN Byce A, Clarke A, Derbyshire A, Mantvani B and Weatherill B BTEC Level 2 First Engineering Student Bk (Pearsn, 2010) ISBN Websites Cmpsites in Aviatin COSHH BBC iplayer elemental business carbn materials BBC iplayer elements: carbn(c) materials The British Cmpsites Sciety Health and Safety Executive The Institute f Materials minerals and mining Intrductin t cmpsites Making a carbn fibre muld Materials Wrld magazine Natinal STEM Centre designing Materials fr the future Natinal STEM Centre it is a materials wrld Natinal STEM Centre future in cmpsite technlgies The Ryal Sciety f Chemistry cmpsite materials Self-healing airplane wings t fix tiny cracks Wet hand lay-up cmpsites-designing-materials-fr-the-future it-s-a-material-wrld future-in-cmpsite-technlgies

164 Unit 11: Principles f Aircraft Electrical and Mechanical Systems Assembly and Fitting Level: 2 Unit type: Optinal Guided learning hurs: 60 Assessment type: Internal Unit intrductin It is imprtant fr engineers t have knwledge f the methds and techniques used t assemble and fit cmpnents t engineering equipment and the quality checks that need t be carried ut. In this unit, yu will gain knwledge f the engineering drawings, specificatins and prcesses that supprt mechanical assembly and fitting cmpnents. Yu will als gain knwledge f electrical/electrnic and hydraulic pwer cmpnents, and hw t fit them safely t engineering equipment using different tls and assembly techniques. It is imprtant that yu have knwledge f cmpliance and the qualitychecking prcess fr a mechanical assembly against relevant standards. Yu will learn abut the tls, equipment and measuring instruments used t carry this ut safely. It is als imprtant that yu have an awareness f hw t identify defects in engineering equipment and their cmpnents. As an engineer f the future, yu will need t have a knwledge f the rle f mechanical assembly and fitting in yur industry. Learning utcmes In this unit yu will: 1. Knw the prcesses that supprt the mechanical assembly and fitting f engineering cmpnents 2. Knw abut assembling and fitting cmpnents safely t engineering equipment 3. Knw abut the safe use f tls, equipment and measuring instruments t carry ut quality checks n assembled engineering equipment. 160

165 Learning utcmes and unit cntent What needs t be learnt Learning utcme 1: Knw the prcesses that supprt the mechanical assembly and fitting f engineering cmpnents Engineering drawing uses, e.g. visual perspective, technical details, illustrates engineering cmpnents accurately Supprtive prcesses, e.g. supprt dcumentatin, specificatins, standards dcumentatin Learning utcme 2: Knw abut assembling and fitting cmpnents safely t engineering equipment Electrical/electrnic cmpnents Cmpnents, e.g. cnduit, trunking, tray type table enclsures, plugs and sckets, sensrs, mtrs, transfrmers, relays, slenids, switches, electrnic mdular units, instrumentatin units Techniques, e.g. ruting cables and wires, munting/securing cmpnents, cable fixings and fasteners, terminating and jining cables/wires using screwed/clamped/sldered/crimped cnnectins Use f cable prtectin devices, e.g. sleeving, grmmets Hydraulic pwer cmpnents Cmpnents, e.g. mtrs, pumps, cmpressrs, intensifiers, filters, lubricatrs, separatin units, reservirs, accumulatrs, sensrs, meters, gauges, indicatrs Pipewrk and cnnectin devices, e.g. maniflds, cuplings, pipewrk, cabling, wires Cntrl cmpnents, e.g. valves, actuatrs, cylinders, regulatrs Tls and relevant assembly methds and techniques Fitting, e.g. filing, scraping, lapping, plishing, blue bedding f cmpnents, shimming, packing, use f expansin/cntractin methds Securing, e.g. fasteners, threaded devices, blt lcking methds, riveting, sldering, brazing, sealants, adhesives Use f tls, e.g. drilling, sldering irns, reaming, press tls, hacksaws, files, spanners, screwdrivers, wrenches, sckets, crimping tls, trque wrench, alignment tls Use f assembly aids and equipment, e.g. wrk hlding devices, jigs, fixtures, supprts, lifting and mving equipment, rllers, wedges Wrking within specified timeframes, e.g. estimatin time t cmplete task, wrking t set times Maintaining safe wrking envirnment, e.g. apprpriate and apprved assembly techniques used at all times, wrk area husekeeping, risk assessments Assembly tasks (sub-assemblies r assemblies), e.g. panel, supprt framewrk, casings, hydraulic pwer, simple electrical circuit, cmpnent kits 161

166 Standards and instructins Quality checks, e.g. setting wrking clearance, trque settings, alignment, balancing Natinal standards, e.g. British Standards (BS), Internatinal Organizatin fr Standardisatin (ISO) Design standards, e.g. custmer standards and requirements, cmpany standards and prcedures Specified instructins, e.g. specific system requirements, peratinal manuals, manufacturers instructins Learning utcme 3: Knw abut the safe use f tls, equipment and measuring instruments t carry ut quality checks n assembled engineering equipment Fit fr purpse Apprpriateness t assembly task Health and safety cnsideratins Relevant regulatins and guidance Permitted perating range Actin t be taken if any item is fund nt t be fit fr purpse Tls, equipment and measuring instruments Hand tls, e.g. hacksaws, files, spanners, screwdrivers, wrenches, sckets, crimping tls Pwer tls, e.g. drills, sldering irns, air tls Equipment: persnal prtective equipment (PPE); ther, e.g. fr lifting and mving, jigs, fixtures, supprts, wire lms Measuring instruments, e.g. rule, tape measure, micrmeters, gauges, dial test indicatrs, multimeters, pressure meters Quality checks, e.g. cmpleteness, alignment, size, psitinal accuracy, cmpnent security, damage r freign bjects; risks invlved Checking engineering equipment that has a range f cmpnents, e.g.: electrical/electrnic crrect inputs/utputs, electrical cntinuity hydraulic pwer functin, leak and pressure testing, electrical cntinuity, pipewrk free frm ripples r creases sub-assemblies functin, freedm f mvement, rientatin, perating/wrking clearances, bearing end flat 162

167 Assessment and grading criteria Pass T achieve a pass grade the evidence must shw that the learner is able t: Merit T achieve a merit grade the evidence must shw that, in additin t the pass criteria, the learner is able t: Distinctin T achieve a distinctin grade the evidence must shw that, in additin t the pass and merit criteria, the learner is able t: Learning utcme 1: Knw the prcesses that supprt the mechanical assembly and fitting f engineering cmpnents P1 Describe the uses f engineering drawings and specificatins in mechanical assembly and fitting M1 Explain the differences between engineering drawings and specificatins in mechanical assembly and fitting P2 Describe the prcesses that supprt the mechanical assembly and fitting f engineering cmpnents Learning utcme 2: Knw abut assembling and fitting cmpnents safely t engineering equipment P3 Describe hw t safely cnnect/fit given cmpnents t engineering equipment P4 Describe hw t safely use tls and relevant assembly methds and techniques t carry ut different assembly tasks safely P5 Describe hw t use relevant standards and instructins t check the cmpliance f an assembly fr quality and accuracy M2 Explain the imprtance f using relevant standards and instructins when checking the cmpliance f an assembly D1 Evaluate the standards and instructins used t carry ut an assembly task 163

168 Learning utcme 3: Knw abut the safe use f tls, equipment and measuring instruments t carry ut quality checks n assembled engineering equipment P6 Describe hw hand and pwer tls, equipment and measuring instruments are fit fr purpse M3 Explain the actin t be taken befre use if tls, equipment and measuring instruments are fund nt t be fit fr purpse D2 Assess the risks invlved during the use f tls, equipment and measuring instruments when checking the quality f assembled engineering equipment P7 Describe hw t safely use tls, equipment and measuring instruments t carry ut quality checks n different types f assembled engineering equipment P8 Describe hw t safely carry ut quality checks n given engineering equipment and their cmpnents M4 Explain hw defects in engineering equipment and their cmpnents are identified 164

169 Tutr guidance Required resurces The resurces needed fr this unit are: a wrkshp with relevant equipment, cmpnents, measuring instruments, hand and pwer tls relevant standards and manufacturers infrmatin health and safety infrmatin and PPE a learning centre/library the internet. Visits t assembly and fitting plants wuld be advantageus and/r a specialist visiting speaker wuld be useful. Assessment guidance This unit is assessed internally by the centre and externally verified by Pearsn. Please read this guidance in cnjunctin with Sectin 8 Internal assessment. Learning utcme 1: Knw the prcesses that supprt the mechanical assembly and fitting f engineering cmpnents Learning utcme 2: Knw abut assembling and fitting cmpnents safely t engineering equipment Assignment title: Mechanical assembly and fitting cmpnents safely Fr distinctin, learner evidence will include a detailed evaluatin f why cmplying with standards and assembly instructins is imprtant when carrying ut mechanical assembly and fitting. Learners will cnsider, in a general way, the effectiveness and usefulness f using supprtive material, and will then present an example f its applicatin t a specific assembly peratin, fr example fitting pipe cnnectrs t a hydraulic manifld r assembling an electr-mechanical actuatr. Fr merit, learners will refer t exemplar engineering drawings and specificatins when explaining the differences between them. Learners can use a table t explain the differences prvided that it cntains explanatins and is nt a simple list f difference statements. A drawing cmmunicates infrmatin in a visual way, whereas a specificatin will cnsist f text statements and numerical data; learners will discuss the merits and limitatins f bth methds. Learners will als present reasns why it is necessary t refer t standards and assembly instructins when checking an assembly fr cmpliance, fr example testing the trque setting f a blt and seeing if its value is as stated in the assembly instructins. 165

170 Fr pass, learner evidence will cntain accurate descriptins f hw engineering drawings and specificatins supprt mechanical assembly and fitting, such as the use f specificatins t find all the detailed requirements f the task. Learners will als present infrmatin abut ther dcumentatin used t supprt mechanical assembly and fitting, fr example manufacturers data sheets and industry standards. Learners will use pre- and pst-fitting labelled diagrams with technical ntes t supprt their descriptins f hw t safely cnnect/fit at least five electrical/electrnic cmpnents and at least five hydraulic pwer cmpnents t engineering equipment. Learners will present accurate descriptins f the relevant assembly methds and techniques assciated with at least tw different assembly tasks, including relevant fitting and securing, use f tls and assembly aids and equipment. Learners will refer t the quality and accuracy checks that wuld be carried ut t ensure the cmpliance f a cmpleted assembly/fitting peratin with the relevant standards and assembly instructins. Learning utcme 3: Knw abut the safe use f tls, equipment and measuring instruments t carry ut quality checks n assembled engineering equipment Assignment title: Carrying ut quality checks safely n assembled engineering equipment Fr distinctin, learners will carry ut a detailed review f the pssible risks invlved when perfrming quality checks n engineering assemblies. Learners will weigh up the significance f risks by taking accunt f factrs such as the impact n self and thers if things g wrng, fr example assessing the risks t persnal safety when pressure checking a hydraulic actuatr assembly. If there is a leakage f hydraulic fluid frm the seals r sudden extensin f the actuatr rd, this culd cause persnal injury. Learner evidence shuld cver the risks psed when quality checking a mechanical piece f equipment, a hydraulic pwer assembly and an electrical/electrnic assembly. Learners shuld prpse ways f reducing the impact if things g wrng, fr example wearing the crrect persnal prtective equipment (PPE) r having a safety circuit breaker when testing electrical assemblies. Fr merit, learners will prvide accurate and clear details abut the actins t be taken if a tl, piece f equipment r measuring instrument is fund nt t be fit fr purpse when inspected prir t use, fr example a multimeter with a faulty battery r damaged test leads that need t be replaced; a spanner with a damaged head that is nt repairable. Learner evidence will include detailed explanatins abut the ptins available t an assembly technician faced with using equipment that they cnsider nt t be fit fr purpse, fr example replace, repair r recalibrate. Learner evidence will include strategies fr identifying defects in tls and equipment that are used in assembly and fitting peratins, fr example visual inspectin, internal inspectin using ultra-sund and calibratin checks. Fr pass, learners will reference given examples f tls, equipment and measuring instruments when they are describing hw t check that equipment is fit fr purpse when used t carry ut assembly r fitting peratins. Fr tls and equipment, they will check they are apprpriate t the assembly task, are in a gd state f repair and free frm any defects. Fr the measuring instruments, they will ensure that they are the crrect mdel, are wrking prperly and capable f prducing cnsistent, accurate results, fr example having access t an up-t-date calibratin certificate fr a pressure gauge. 166

171 Learners will als include examples f hw t handle and use instruments safely t ensure that measured data is accurate and cnsistent. Fr example, hw quality checks, such as functin, leak and pressure testing n hydraulic pwer cmpnents are carried ut safely; safe checking f an electrical assembly using a digital multimeter when high vltages are present. Learners will then cnsider, fr tw different types f assembled engineering equipment and their cmpnents, hw tls, equipment and measuring instruments are used t check that the assemblies have been built t specificatin. 167

172 Prgramme f suggested assignments The table belw shws a prgramme f suggested assignments that cver the pass, merit and distinctin criteria in the assessment and grading grid. This is fr guidance and it is recmmended that centres either write their wn assignments r adapt any Pearsn assignments t meet lcal needs and resurces. Learning utcmes and assessment criteria Assignment title Scenari Assessment methd Learning utcme 1 Knw the prcesses that supprt the mechanical assembly and fitting f engineering cmpnents Learning utcme 2 Knw abut assembling and fitting cmpnents safely t engineering equipment Mechanical assembly and fitting cmpnents safely Yu have been asked t prduce materials fr the cmpany s technical catalgue n examples f mechanical assembly and fitting tasks. An illustrated technical reprt shwing examples f supprt prcesses, cmpnents, tls, assembly techniques/methds, equipment and reference t standards and instructins. Learning utcme 3 Knw abut the safe use f tls, equipment and measuring instruments t carry ut quality checks n assembled engineering equipment Carrying ut quality checks safely n assembled engineering equipment Yu wrk as part f the quality standards team in an engineering cmpany and have been asked t give an update t emplyees in the assembly plant n carrying ut quality checks safely. A written technical reprt with anntated diagrams with reference t preparatin and carrying ut quality checks safely. 168

173 Suggested reading/resurces Bks Byce A, Clarke A, Derbyshire A, Mantvani B and Weatherill B BTEC Level 2 First Engineering Student Bk, (Pearsn, 2010) ISBN Darbyshire A Mechanical Engineering (Taylr & Francis Ltd, 2010) ISBN Timings R L Engineering Fundamentals (Rutledge, 2002) ISBN Websites BBC Bitesize hydraulics COSHH Health and Safety Executive The Institute f Mechanical Engineers Natinal STEM Centre design system presentatin Natinal STEM Centre wind turbine prject cmpnent parts Natinal STEM Centre fuel systems cmpnents Natinal STEM centre Technlgy Enhancement Prgramme YuTube Hydraulics triple_aqa/using_physics_make_things_wrk /hydraulics/revisin/1/ neering/resurce/1544/wrkshp-4-keystage-five-resurces neering/resurce/3772/wind-turbine-prjectcmpnent-parts neering/resurce/1753/activity-case-study- 6-andrew-keen neering/search?term=technlgy+enhancem ent+prgramme&filter=r&rder=scre 169

174 Unit 12: Cmputer Aided Design (CAD) Principles and Applicatins Level: 2 Unit type: Optinal Guided learning hurs: 60 Assessment type: Internal Unit intrductin Cmputers and bespke sftware are used fr a wide range f applicatins in engineering. They can be used fr simulatin, stress analysis, cmputer aided manufacture and fr Cmputer Aided Design (CAD). In this unit, yu will learn hw t set up a CAD system and use the sftware t prduce a range f engineering drawings. Yu will learn hw t use natinal and internatinal standards t ensure that, wherever the drawings prduced are viewed, they will be clearly understd. Yu will learn abut the apprpriate health and safety requirements and investigate sme f the mre advanced features f the sftware, ensuring that yu cmply with industry standard practice. Learning utcmes In this unit yu will: 1. Knw the risks t health and safety assciated with the use f cmputer equipment and assciated peripheral devices 2. Knw hw t cnfigure the CAD system t suit drawing requirements 3. Knw the requirement t cmply with natinal and internatinal drawing standards 4. Knw hw t use CAD sftware fr the prductin f 2D industry standard engineering drawings 5. Knw hw t use layers, cpy, mdify and manipulate drawn entities t maintain drawing efficiency. 170

175 Learning utcmes and unit cntent What needs t be learnt Learning utcme 1: Knw the risks t health and safety assciated with the use f cmputer equipment and assciated peripheral devices Current legislatin: Health and Safety (Display Screen Equipment) Regulatins Hazards Electrical hazard Repetitive wrk Screen glare Excessive VDU use Requirements Wrking psitin Lighting Envirnment Learning utcme 2: Knw hw t cnfigure the CAD system t suit drawing requirements Drawing parameters, e.g. Drawing templates Sheet sizes Drawing lines and limits Scales Line types Text and dimensin styles Screen display Drawing rigin and datum Drawing layers Peripheral devices input and utput prcedures Custmised menus Units Tlbars 171

176 Benefits and limitatins, e.g. Prductivity and speed f drawing creatin Accuracy f drawing cmpnents Unifrmity f prductin Mdificatin/editing Strage space required Standardised parts, symbls etc. Wrking practices Electrnic data exchange and transfer Finite element analysis Set-up cst Data strage Training 172

177 Learning utcme 3: Knw the requirement t cmply with natinal and internatinal drawing standards Natinal and internatinal drawing standards and cnventins: purpse and surces Features, e.g. Drawing sheet sizes and layuts Prjectin First and Third angle Types f line Lettering and numbering Dimensining Symbls Sectin crss hatching Units Abbreviatins Representatin f cmmn features Symbls, e.g. Weld symbls Electrical/electrnic symbls Fluid pwer symbls Mechanical symbls Standard representatins, e.g. Sketches Schematic diagrams Flw charts Physical layut diagrams Illustratins frm manufacturers manuals 173

178 Learning utcme 4: Knw hw t use CAD sftware fr the prductin f 2D industry standard engineering drawings Datum requirements Reference pint Ease f use Cmpatibility C-rdinate input methds Abslute Relative/incremental Plar Types f gemetry, e.g. Lines Circles Arcs Ellipses Drawing aids, e.g. Crdinate grids and snaps Object snaps Viewing features, e.g. zm, previus, pan Dimensins Linear dimensins Radial dimensins Angular dimensins Leaders dimensins Text dimensins Tlerances dimensins Text Text lcatin, fnt type, size and rientatin Versin cntrl: imprtance, methds 174

179 Learning utcme 5: Knw hw t use layers, cpy, mdify and manipulate drawn entities t maintain drawing efficiency Layers Layer definitin Layer management Attributes Size Psitin Orientatin Drawing cmmands Scaling Mirrring Rtating Trimming Mving/translating Crner filleting/chamfering Explding Cpying Arrays/patterns Extending Stretching Erasing 175

180 Assessment and grading criteria Pass T achieve a pass grade the evidence must shw that the learner is able t: Merit T achieve a merit grade the evidence must shw that, in additin t the pass criteria, the learner is able t: Distinctin T achieve a distinctin grade the evidence must shw that, in additin t the pass and merit criteria, the learner is able t: Learning utcme 1: Knw the risks t health and safety assciated with the use f cmputer equipment and assciated peripheral devices P1 Outline the requirements f the current Health and Safety (Display Screen Equipment) Regulatins, and the hazards and pssible risks assciated with the use f Visual Display Unit (VDU) equipment and peripheral devices M1 Explain the respnsibilities f bth the emplyer and emplyee under the relevant health and safety legislatin that relates t the use f VDUs and peripheral devices Learning utcme 2: Knw hw t cnfigure the CAD system t suit drawing requirements P2 State the benefits and limitatins f the use f CAD sftware in cmparisn t cnventinal drawing methds D1 Justify a selected cnfiguratin fr a defined drawing specificatin Learning utcme 3: Knw the requirement t cmply with natinal and internatinal drawing standards P3 Describe the natinal and internatinal standards and cnventins that relate t engineering drawing practice, giving examples f standard symbls and representatins used within drawings M2 Explain the reasns fr using standards and cnventins in engineering drawing practice and hw natinal and internatinal standards are surced 176

181 Learning utcme 4: Knw hw t use CAD sftware fr the prductin f 2D industry standard engineering drawings P4 Describe the requirements f drawing datum selectin M3 Explain the cnsequences f nt establishing and identifying datums n engineering drawings and the imprtance f maintaining versin cntrl when saving drawings D2 Justify the use f different dimensins and text within a drawing template P5 P6 Outline types f gemetry that can be drawn and the methds f adding dimensins and text t drawn gemetry t create a wrking drawing Describe the use f drawing aids that are cmmnly used M4 Explain hw the different types f gemetry are used t create engineering drawings and the drawing aids used D3 Cmpare the different methds f versin cntrl used in saving drawings Learning utcme 5: Knw hw t use layers, cpy, mdify and manipulate drawn entities t maintain drawing efficiency P7 P8 Describe hw t set-up different layers and typical uses Describe the attributes f entities that can be edited r mdified 177

182 Tutr guidance Required resurces The resurces needed fr this unit are: cmputers equipped with apprpriate peripheral and installed with CAD sftware relevant standards and manufacturers infrmatin a learning centre/library the internet. Visits frm lcal HSE representatives wuld be helpful in guiding learners with regard t current legislatin related t the use f cmputer equipment. Assessment guidance This unit is assessed internally by the centre and externally verified by Pearsn. Please read this guidance in cnjunctin with Sectin 8 Internal assessment. Learning utcme 1: Knw the risks t health and safety assciated with the use f cmputer equipment and assciated peripheral devices Learning utcme 2: Knw hw t cnfigure the CAD system t suit drawing requirements Learning utcme 3: Knw the requirement t cmply with natinal and internatinal drawing standards Assignment title: Setting up fr CAD Fr distinctin, learners shuld justify a drawing cnfiguratin fr a specific engineering/aerspace applicatin. Typically, this culd be the use f a specific template being used with a range f pre-set layers, units etc. Fr merit, learners culd feature cmments in each sectin f their presentatin, clearly explaining the respnsibilities f bth emplyer and emplyee when cnsidering the use f VDU equipment and peripherals in the first sectin. Fr example, chair setup, lighting etc. The learner culd link this t the Health and Safety at Wrk etc Act and related legislatin. The reasns fr using standards and cnventins culd include an explanatin incrprating engineers wrking fr a multi-natinal cmpany in different parts f the wrld and using standard designs and drawings. Finally, a descriptin f where these standards can be surced culd be researched. CAD drawings prduced by the learner culd be used t supprt all f the abve. The drawings culd be added t a prtfli f evidence, with apprpriate crss-referencing. 178

183 Fr pass, learners culd base their evidence n a series f phtgraphs/screenshts with apprpriate anntatins. By prducing an apprpriate presentatin, learners can give verbal descriptins/utlines t meet the evidence requirements fr these utcmes. Learners culd display images f pr cmputer wrkstatin set up (fr example trailing cables) and detail the hazards and risks assciated with VDU and peripheral equipment. This culd be linked t a descriptin f a suitable wrking envirnment prtraying safe use f equipment with apprpriate anntated phtgraphs. Guidelines frm the HSE website culd frm a presentatin slide allwing learners t utline Display Screen Equipment (DSE) requirements. The secnd part f the presentatin culd nce again make use f slides shwing cntrasting CAD images and cnventinal hand drawn images and stating the benefits and limitatins f the use f CAD sftware in cmparisn t cnventinal drawing techniques; a minimum f six benefits and six limitatins are required here. The final part f the presentatin culd fcus n examples frm natinal and internatinal standards describing their use in engineering drawing practice. By illustrating their use in CAD images learners will be able t prvide a brief verview f the features f a CAD drawing that need t cmply with natinal and internatinal standards and describe their use. Learning utcme 4: Knw hw t use CAD sftware fr the prductin f 2D industry standard engineering drawings Learning utcme 5: Knw hw t use layers, cpy, mdify and manipulate drawn entities t maintain drawing efficiency Assignment title: Using CAD Fr distinctin, learners shuld ensure that when cnsidering dimensining techniques, they fully justify the use f different dimensins and text. This culd be evidenced, in a demnstratin, by adding apprpriate ntes and dimensining different features f the aerspace cmpnent the learner has drawn. A verbal cmmentary explaining their reasning fr the use f these tls wuld als be useful. In additin, whilst demnstrating the saving f drawings, learners shuld demnstrate and hence cmpare the different methds f versin cntrl used, indicating the psitive and negative effects thrughut. Fr merit, learners culd extend their verbal respnses t ensure they clearly demnstrate the cnsequences f nt establishing datums r using versin cntrl when saving drawings. Examples f gd and bad practice culd be explained and used here. Three different types f gemetry and the use f drawing aids in engineering drawings shuld be demnstrated with cmments by the learner clearly indicating hw these are used. Learners shuld use the templates presented n screen t demnstrate the srt f infrmatin anticipated. 179

184 Fr pass, learners culd set up a large mnitr r prjectr t allw a demnstratin f CAD techniques t be viewed by clleagues/assessrs. The learner culd verbally describe the requirements f drawing datum selectin while using the sftware t select apprpriate datum psitin(s). This culd be fllwed by a descriptin f the different types f gemetry that can be created (at least five) and drawing aids (at least three). The learner culd then describe and apply text and different dimensins t their drawing (at least three different types f dimensin). All f the abve shuld be used t prduce a recgnisable aerspace cmpnent/part, which shuld als be placed n a template. The finished drawing(s) shuld then be printed/pltted. Learners shuld then extend their demnstratin, using their drawing(s), t describe hw t set up layers and describe their uses. Attributes that can be edited/mdified shuld als be identified. All f this culd be recrded and an bservatin recrd used t capture the evidence (by the assessr). 180

185 Prgramme f suggested assignments The table belw shws a prgramme f suggested assignments that cver the pass, merit and distinctin criteria in the assessment and grading grid. This is fr guidance and it is recmmended that centres either write their wn assignments r adapt any Edexcel assignments t meet lcal needs and resurces. Learning utcmes and assessment criteria Assignment title Scenari Assessment methd Learning utcme 1 Knw the risks t health and safety assciated with the use f cmputer equipment and assciated peripheral devices Learning utcme 2 Knw hw t cnfigure the CAD system t suit drawing requirements Learning utcme 3 Knw the requirement t cmply with natinal and internatinal drawing standards Setting up fr CAD Yu have been asked by yur manager t prepare a presentatin n hw t set up and prepare a wrkstatin fr CAD technicians when they first start with yur cmpany. A presentatin with anntated phtgraphs Assessr bservatin recrd Learning utcme 4 Knw hw t use CAD sftware fr the prductin f 2D industry standard engineering drawings Learning utcme 5 Knw hw t use layers, cpy, mdify and manipulate drawn entities t maintain drawing efficiency Using CAD Yu have been asked by yur manager t prvide a demnstratin f the use f CAD sftware t members f the prductin team. A practical demnstratin f CAD techniques/drawing with a verbal explanatin/cmme ntary. Assessr bservatin recrd. Vide. 181

186 Suggested reading/resurces Bks CADFlks AutCAD 2015 Fr Beginners (CreateSpace Independent Publishing Platfrm, 2014) ISBN Tran P SlidWrks 2014 Basic Tls (SDC Publicatins, 2014) ISBN Websites BBC Bitesize CAD Ellenfinkelstein AutCAD Tips Slidwrks tutrials Technlgy student CAD electrnics/industrial_designrev4.shtml

187 Unit 13: Principles f Aerdynamics and Rtary Wing Thery f Flight Level: 2 Unit type: Mandatry ptinal Guided learning hurs: 90 Assessment type: External Unit intrductin There are very clear relatinships between the atmsphere, an aircraft and the effect f frces acting n the aircraft when it is n the grund and in flight. This unit will help yu t understand hw aircraft fly and hw they are cntrlled and stabilised, frm large passenger aircraft t mdern jet fighters t helicpters. Yu will develp an understanding f the atmsphere in which aircraft fly, including the impact f airflws and frces acting n an aircraft in different flight cnditins, and hw lift and drag affect aircraft perfrmance. The nature f airflw ver aerdynamic sectins and ver the aircraft at large are cnsidered, including the frces that result frm such airflw and the effect these frces have n the aircraft. Finally, yu will develp yur knwledge f aerdynamics, apply it t rtary wing aircraft and hw this influences helicpter flight. In additin t the terminlgy and cncepts such as dissymmetry f lift, Crilis effect and vrtex ring state, yu will explre hw helicpter cntrls functin and perate t maintain safe and steady flight. Learning utcmes In this unit yu will: 1. Knw the nature f airflw arund aerdynamic bdies 2. Knw the characteristics f the basic wing planfrm 3. Knw the frces acting n an aircraft in flight 4. Understand aspects f rtary wing aerdynamics. 183

188 Learning utcmes and unit cntent What needs t be learnt Learning utcme 1: Knw the nature f airflw arund aerdynamic bdies AC 1.1 Describe hw air flws arund an aerdynamic bdy Knw the nature f airflw, including streamline, laminar and turbulent flw, free stream flw, up and dwn wash, vrtices; cmpressibility effects at higher subsnic speeds. Knw abut viscsity effects and the bundary layer, including resistance t mtin, velcity gradient, shear rate, bundary layer separatin (transitin pint, separatin pint). AC 1.2 Knw hw an aerfil stalls and the effect a stall has n an aircraft in flight Knw aerfil terminlgy and characteristics, including aerfil prfile, camber, upper, lwer and mean camber lines, chrd line, leading and trailing edge, thickness t chrd rati r fineness rati, angle f attack (AOA), angle f incidence (AOI) symmetrical and cambered aerfils. Describe pressure and flw changes at lw, medium and high angles f attack and explain aerfil stall effects. AC 1.3 Describe hw lift and drag affect aircraft perfrmance Lift: describe the factrs affecting lift, including aerfil shape, lift cefficient, angle f attack, air density, airspeed and stall. Drag: knw different types f drag, including ttal, induced (trailing vrtex), prfile skin frictin, prfile frm, interference; describe cmmn methds f drag reductin; knw hw the fllwing cntribute t drag reductin: plished surfaces, fairings, special materials, aerdynamic shape, fuel cnsumptin. Learning utcme 2: Knw the characteristics f the basic wing planfrm AC 2.1 Describe the basic wing planfrms and their typical applicatins Knw abut wing planfrm designs fr aircraft subject t lw subsnic, high subsnic and transnic speed airflws; knw abut rectangular, elliptical, straight, tapered, swept, and delta planfrms; applicatins: lw subsnic, high subsnic and transnic speed airflws; generatin f lift. Calculate dimensins fr basic wing planfrms; dimensins: span, aspect rati, taper rati, grss wing area, wash in, wash ut; describe the airflw ver each basic wing planfrm; airflw: in nrmal flight, at r near stall; planfrms: rectangular, tapered, swept, delta. Describe the effect f ice, snw and frst build-up n the perfrmance f aerfils; effects: change f shape, increase in weight, variatin in thickness. 184

189 Learning utcme 3: Knw the frces acting n an aircraft in flight AC 3.1 Describe the frces acting n an aircraft in flight Describe airflw with reference t Bernulli s principle; describe static pressure changes resulting frm changes in angle f attack (including arund the stall); describe the airflw as the velcity changes; describe effects including changes in lift and drag; knw the relatinship between lift, weight, thrust and drag frces fr straight and level flight Describe the effects f streamlining an bject in an airflw; definitin f streamlining; effects: reductin f cmpressin shckwaves, reductin in drag; knw the factrs affecting drag including aerfil shape, angle f attack, drag cefficient, airspeed, streamlining, damage t lift prducing surfaces, ice and frst accretin. AC 3.2 Knw the imprtance f the speed f sund t high-speed aircraft Describe hw the speed f sund can vary with height, air density, temperature; state the meaning f terms related t high-speed flight; knw the terms: speed f sund, subsnic flight, transnic flight, supersnic flight, Mach number, Critical Mach number (MachCrit). Describe prblems that can ccur when an aircraft appraches the speed f sund: prblems: shckwave, buffet, increased drag, cntrl reversal, tuckunder; describe design features peculiar t high-speed flight; features f wings, fuselage, engine intakes, cntrl surfaces. 185

190 Learning utcme 4: Understand aspects f rtary wing aerdynamics AC4.1 Describe terminlgy related t rtary wing aerdynamics Cnfiguratins f rtrcraft: autgyr, dual rtr, single rtr Rtary wing flight terminlgy and characteristics: rtr blade architecture; tip, rt, spar, leading edge, trailing edge, aerfil prfile, blade lead and lag, centre f mass, tip path plane, rtr disc area, tip t tip distance, cning angle, camber, upper, lwer and mean camber lines, chrd line, leading and trailing edge, thickness t chrd rati r fineness rati, angle f attack (AOA), angle f incidence (AOI) symmetrical and cambered aerfils Types f main rtr head/hub; rigid, semi-rigid, full articulated Cnfiguratin f main rtr head/hub; underslung and verslung. AC4.2 Explain cncepts related t rtary wing aerdynamics Rtary wing flight: prductin f lift by rtr blades cnsidered as a spinning disc, cntrl f lift and cnversin int mtin in vertical and hrizntal planes, cntrl f helicpter attitude and mtin by altering rtr blade, rtr blade behaviur: flap up, flap dwn, cning, blade tip vrtex. Gyrscpic: applicatin f basic gyrscpe thery t a rtary wing aircraft; gyrscpic precessin f rtr blade, effect f cntrl input (at 90 degrees) n gyrscpic reactin and effect n a spinning mass. Basic blade tracking: types f blade tracking; ple and flag, ptical, strbe and reasns fr blade tracking. Causes f blade vibratin; unbalanced and damaged blade. Methd t reduce blade vibratin; dynamic balancing. Operatin and functins f main rtr head/hub. Hw blade lead/lag, flap and feathering are achieved in each rtr head type. Functin and peratin f helicpter cntrl systems; cllective lever, cyclic stick, cntrl f yaw (anti trque), mixed cntrls. AC 4.3 Describe the trque reactin Hw trque is generated n a helicpter with a single turning main rtr. Hw a dual rtr system cancels ut the trque. Different types f anti-trque system; variable pitch tail rtr, fan-in-tail, lw pressure air duct prducing a Canda effect lift frce. Hw directinal cntrl is achieved; trque reactin f tail. 186

191 AC 4.4 Explain the dissymmetry f lift and blade tip stall Definitin f lift dissymmetry and blade tip stall. Cause f lift dissymmetry; differential relative airflw acrss the main rtr disc in frward flight. Cause f blade tip stall; increasing frward speed; effect is t limit the tp speed (Velcity Never Exceed (VNE)). Effect n the aircraft cntrl withut crrectin f lift dissymmetry and blade tip stall. Designed-in crrective actin; flap up and flap dwn. British Experimental Rtr Blade Prgramme (BERP) tip blade prfile design and its effect; increasing lift at the tip and reducing blade tip speed. AC 4.5 Describe translating tendency and its crrectin Definitin f translatin tendency (drift) in a hvering single rtr helicpter. Cunteracting translatin tendency; tilting the main rtr mast, adjustment f flight cntrl rigging, bias n the cyclic pitch cntrl. AC 4.6 Describe the Crilis effect and measures t cunteract Definitin f the Crilis effect relatinship between lift, velcity and centre f mass. Impact f the Crilis effect n spinning rtr blades and flight. Measures t cunteract the Crilis effect; underslung rtr, dampers, blade twist. AC 4.7 Describe grund effect and its impact Definitin f grund effect where air flws thrugh the rtr and underneath the aircraft t create lift. The impact f grund effect in different cnditins at hver, in a crss wind, take-ff, taxiing Explain vrtex ring state and ver-pitching Definitin f vrtex ring state and its relatinship with settling with pwer. Cnditins under which vrtex ring state happens; lw frward speed with high upflw int the rtr, descending exit frm a grund effect hver, autrtatin recvery. Effects f the vrtex ring state n the rtrcraft; lss f rtr efficiency, secndary vrtex ring, uncmmanded pitch and rll scillatins, little r n cyclic authrity. Crrective actin in event f vrtex ring state is t increase frward speed and/r partially lwer the cllective. Definitin f ver-pitching. Cnditins that cntribute t ver-pitching; when t much pwer frm the engine is requested, when there is a drp in revlutins per minute (RPM), when pitch angle and drag is increased. 187

192 4.9. Describe autrtatin and its effects Principle f autrtatin; air flws up thrugh the rtr blades t rtate the blades. Purpse f a freewheeling unit. Identify blade regins; driven, drive and stall. Blade regins that allw autrtatin with frward speed and effects f trque n the tail rtr and vertical autrtatin. Effects f excessively high r lw autrtatin rpm, excessive lift and ver pitch; risk f stalling and descending rtrcraft. Use f cntrls t manage autrtatin; applicatin f the cllective lever. 188

193 Summary f assessment This unit is externally assessed using an nscreen test. The test lasts fr 60 minutes and has 40 marks. The questins will be multiple chice, where the learner will be required t select the crrect respnse t a questin frm ne f fur ptins. Where apprpriate, questins may cntain diagrams, graphics r graphs. Each test item will have an accessibility panel that allws a learner t zm in and ut and apply a clur filter. There will be n vides r sund. Test items will sample the amplificatin prvided fr each targeted criteria, this will include the indicative demand identified within the text. Pearsn sets and marks the test. The assessment is available nscreen. A pass grade will be determined by learners achieving a defined cut scre fr the nscreen test. Learners will be allwed t use rugh paper fr wrking. Tutr guidance Required resurces There are n specific resurces needed fr this unit. Suggested reading/resurces Bks Barnard R and Philptt D Aircraft Flight: A Descriptin f the Physical Principles f Aircraft Flight, 4th Editin (Prentice Hall, 2010) ISBN Cyle S Cyclic and Cllective Paperback, 2nd Editin (Eagle Eye Slutins, LLC, 26 Aug 2009) ISBN Dingle L and Tley M Aircraft Engineering Principles 2nd Editin (Rutledge, 2013) ISBN Kermde A, Barnard R and Philptt D Mechanics f Flight 12th Editin (Pearsn, 2012) ISBN Jurnal Aerspace Internatinal, published by the Ryal Aernautical Sciety (mnthly) 189

194 13 Further infrmatin and useful publicatins T get in tuch with us visit ur Cntact us pages: Edexcel, BTEC and Pearsn Wrk Based Learning cntact details: qualificatins.pearsn.cm/en/supprt/cntact-us.html bks, sftware and nline resurces fr UK schls and clleges: Key publicatins: Adjustments fr candidates with disabilities and learning difficulties Access and Arrangements and Reasnable Adjustments, General and Vcatinal qualificatins (Jint Cuncil fr Qualificatins (JCQ)) Equality Plicy (Pearsn) Recgnitin f Prir Learning Plicy and Prcess (Pearsn) UK Infrmatin Manual (Pearsn) UK Quality Vcatinal Assurance Handbk (Pearsn). All f these publicatins are available n ur website. Publicatins n the quality assurance f BTEC qualificatins are available n ur website. Our publicatins catalgue lists all the material available t supprt ur qualificatins. T access the catalgue and rder publicatins, please visit ur website. Additinal resurces If yu need further learning and teaching materials t supprt planning and delivery fr yur learners, there is a wide range f BTEC resurces available. Any publisher can seek endrsement fr their resurces, and, if they are successful, we will list their BTEC resurces n ur website, qualificatins.pearsn.cm 190

195 14 Prfessinal develpment and training Pearsn supprts UK and internatinal custmers with training related t BTEC qualificatins. This supprt is available thrugh a chice f training ptins ffered n ur website, qualificatins.pearsn.cm The supprt we ffer fcuses n a range f issues, such as: planning fr the delivery f a new prgramme planning fr assessment and grading develping effective assignments building yur team and teamwrk skills develping learner-centred learning and teaching appraches building in effective and efficient quality assurance systems. The natinal prgramme f training we ffer is n ur website at: qualificatins.pearsn.cm. Yu can request centre-based training thrugh the website r yu can cntact ne f ur advisers in the Training frm Pearsn UK team via Custmer Services t discuss yur training needs. BTEC training and supprt fr the lifetime f the qualificatins Training and netwrks: ur training prgramme ranges frm free intrductry events thrugh sectr-specific pprtunities t detailed training n all aspects f delivery, assignments and assessment. We als hst sme reginal netwrk events t allw yu t share yur experiences, ideas and best practice with ther BTEC clleagues in yur regin. Reginal supprt: ur team f Curriculum Develpment Managers and Curriculum Supprt Cnsultants, based arund the cuntry, are respnsible fr prviding advice and supprt in centres. They can help yu with planning and curriculum develpments. T get in tuch with ur dedicated supprt teams please visit: qualificatins.pearsn.cm Yur Pearsn supprt team Whether yu want t talk t a sectr specialist, brwse nline r submit yur query fr an individual respnse, there s smene in ur Pearsn supprt team t help yu whenever and hwever yu need: Subject Advisrs: find ut mre abut ur subject advisr team immediate, reliable supprt frm a fellw subject expert Ask the Expert: submit yur questin nline t ur Ask the Expert nline service and we will make sure yur query is handled by a subject specialist Please visit, qualificatins.pearsn.cm/en/supprt/cntact-us.html 191

196 Annexe A: Assessment Strategy Apprenticeship Standards in the Aerspace and Aviatin Sectr Emplyer Occupatinal Brief Occupatinal Cmpetence and Technical Knwledge Qualificatins Assessment Strategy fr Emplyers, Training Prviders and Awarding Organisatins Versin 3 192

197 Table f cntents Intrductin 194 Sectin Occupatinal Cmpetence Qualificatins (Fundatin and Develpment Phase) 195 Assessr Requirements t Demnstrate Effective Assessment Practice 195 Verifier Requirements (internal and external) 195 Assessment Envirnment f the Emplyer Units f Cmpetence in the Fundatin Phase f the Apprenticeship 198 Assessment Envirnment f the Emplyer Units f Cmpetence in the Develpment Phase f the Apprenticeship 199 Access t Assessment 200 Carrying Out Assessments f the Occupatinal Cmpetence Qualificatins 200 Perfrmance Evidence Requirements f the Occupatinal Cmpetence Qualificatins 200 Assessing Knwledge and Understanding requirements in the Occupatinal Cmpetence Qualificatins 201 Witness testimny 201 Maximising pprtunities t use assessment evidence 202 Sectin Technical Knwledge Qualificatins (Fundatin and Develpment Phase) 203 Teacher/Trainer/Lecturer/Assessr requirements 203 Internal Quality Assurance requirements 203 External Quality Assurance requirements 204 Assessments 204 Grading 204 Sectin General Requirements 205 Cntinuing Prfessinal Develpment (CPD) 205 Assessrs/Teachers/Trainers/Lecturers (as applicable): 205 Quality Cntrl f Assessment 205 Ntes:

198 Intrductin Emplyers in the Aerspace and Aviatin Sectrs have prduced this Qualificatin Assessment Strategy t: supprt the implementatin and delivery f the Apprenticeship Standard in a way that is apprpriate, relevant, feasible, manageable and affrdable in a wide range f emplyer cntexts prvide clarity fr Awarding Organisatins n what cnstitutes cmpetent perfrmance encurage and prmte cnsistent assessment f Cmpetence and Technical Knwledge requirements prmte cst-effective delivery and assessment plans mtivate apprentices t always maintain a high level f skills, knwledge and behaviurs thrughut the apprenticeship and nt just t d enugh t satisfy the minimum requirements, in the knwledge that they will be cntinually assessed leading t a final end pint assessment with a technical interview (viva) and supprted by the achievement f cmpetence and technical knwledge qualificatins cupled prtfli f evidence add value t bth the apprentice and the emplyer, by cmplementing and building n nrmal cmpany perfrmance management and develpment tls including regular perfrmance reviews enable and encurage prgressin and cntinuing prfessinal develpment by being linked t prfessinal recgnitin psitin the apprenticeship nt just as a jb, but as the starting pint fr a career in the sectr assessment at the end marks a clear recgnitin f achievements, n which the individual can build select assessment methds that will ensure relevance and cnsistency, irrespective f the specific jb rle f the apprentice ensure csts and practicalities will be apprpriate and prprtinate t large as well as SME emplyers including thse with large r small numbers f apprentices. This dcument als prvides definitins fr: the qualificatins and experience required fr Assessrs/Trainers/Teachers and Verifiers the assessment envirnment fr the Fundatin and Develpment Phase Occupatinal Cmpetence Qualificatins access t assessment and requirements relating t: carrying ut ccupatinal cmpetence assessments perfrmance evidence requirements fr ccupatinal cmpetence assessing knwledge and understanding use f witness testimnies cntinuing prfessinal develpment quality cntrl f assessment. 194

199 Sectin 1 Occupatinal Cmpetence Qualificatins (Fundatin and Develpment Phase) Assessr Requirements t Demnstrate Effective Assessment Practice Assessment must be carried ut by cmpetent Assessrs that, as a minimum, must hld the QCF Level 3 Award in Assessing Cmpetence in the Wrk Envirnment. Current and peratinal Assessrs that hld units D32 and/r D33 r A1 and/r A2 as apprpriate t the assessment being carried ut will nt be required t achieve the QCF Level 3 Award as they are still apprpriate fr the assessment requirements set ut in this Assessment Strategy. Hwever, they will be expected t regularly review their skills, knwledge and understanding and, where applicable, undertake cntinuing prfessinal develpment t ensure that they are carrying ut wrkplace assessment t the mst up-t-date Emplyer Units f Cmpetence. Assessr Technical Requirements Assessrs must be able t demnstrate that they have verifiable, relevant and sufficient technical cmpetence t evaluate and judge perfrmance and knwledge evidence requirements as set ut in the relevant utcmes in the Emplyer Units f Cmpetence. This will be demnstrated either by hlding a relevant technical qualificatin r by prven industrial experience f the technical areas t be assessed. The assessr s cmpetence must, at the very least, be at the same level as that required f the Apprentice in the units being assessed. Assessrs must als be fully cnversant with the Awarding Organisatin s assessment recrding dcumentatin used fr the Emplyer Units f Cmpetence against which the assessments and verificatin are t be carried ut, plus any ther relevant dcumentatin and system and prcedures t supprt the Quality Assurance (QA) prcess. Verifier Requirements (internal and external) Internal QA (Internal Verificatin) must be carried ut by cmpetent Verifiers that, as a minimum, must hld the QCF Level 4 Award in the Internal Quality Assurance f Assessment Prcesses and Practices. Current and peratinal Internal Verifiers that hld internal verificatin units V1 r D34 will nt be required t achieve the QCF Level 4 Award, as they are still apprpriate fr the verificatin requirements set ut in this Assessment Strategy. Verifiers must be familiar with, and preferably hld, either the natinally recgnised Assessr units D32 and/r D33 r A1 and/r A2 r the QCF Level 3 Award in Assessing Cmpetence in the Wrk Envirnment. External QA (External Verificatin) must be carried ut by cmpetent External Verifiers that as a minimum must hld the QCF Level 4 Award in the External Quality Assurance f Assessment Prcesses and Practices. 195

200 Current and peratinal External Verifiers that hld external verificatin units V2 r D35 will nt be required t achieve the QCF Level 4 Award as they are still apprpriate fr the verificatin requirements set ut in this Assessment Strategy. Verifiers must be familiar with, and preferably hld, either the natinally recgnised Assessr units D32 and/r D33 r A1 and/r A2 r the QCF Level 3 Award in Assessing Cmpetence in the Wrk Envirnment. External and Internal Verifiers will be expected t regularly review their skills, knwledge and understanding and where applicable undertake cntinuing prfessinal develpment t ensure that they are carrying ut wrkplace Quality Assurance (verificatin) f Assessment Prcesses and Practices t the mst up-tdate Emplyer Units f Cmpetence. Verifiers, bth Internal and External, will als be expected t be fully cnversant with the terminlgy used in the Emplyer Units f Cmpetence against which the assessments and verificatin are t be carried ut, the apprpriate Regulatry Bdy s systems and prcedures and the relevant Awarding Organisatin s dcumentatin, systems and prcedures within which the assessment and verificatin is taking place. Specific technical requirements fr internal and external verifiers Internal and external Verifiers fr the Emplyer Units f Cmpetence must be able t demnstrate that have verifiable, sufficient and relevant industrial experience, and must have a wrking knwledge f the prcesses, techniques and prcedures that are used in the engineering industry. The table verleaf and n the fllwing page shw the recmmended levels f technical cmpetence fr Assessrs, Internal Verifiers and External Verifiers. 196

201 Technical Requirements fr Assessrs and Verifiers Psitin Prime activity requirements Supprt activity requirements Technical requirements (see Ntes sectin belw) Assessr Assessment Skills IV Systems Technical cmpetence in the areas cvered by the Emplyer Units f Cmpetence being assessed Internal Verifier Verificatin Skills Assessment Knwledge External Verifier Verificatin skills Assessment Understanding Technical understanding f the areas cvered by the Emplyer Units f Cmpetence being verified Technical awareness f the areas cvered by the Emplyer Units Cmpetence being verified Ntes 1. Technical cmpetence is defined here as a cmbinatin f practical skills and knwledge, as well as the ability t apply bth f these in familiar and new situatins, within a real wrking envirnment. 2. Technical understanding is defined here as having a gd understanding f the technical activities being assessed, tgether with knwledge f relevant Health and Safety implicatins and requirements f the assessments. 3. Technical awareness is defined here as a general verview f the subject area, sufficient t ensure that assessment and evidence are reliable and that relevant Health and Safety requirements have been cmplied with. 4. The cmpetence required by the Assessr, Internal Verifier and External verifier rles, in the ccupatinal area being assessed, is likely t exist at three levels as indicated by the shaded znes in the table verleaf. 197

202 Required by: Technical Cmpetence An ability t discuss the general principles f the cmpetences being assessed An ability t describe the practical aspects f the cmpetence being assessed An ability t demnstrate the practical cmpetences being assessed Assessr Internal Verifier External Verifier Assessment Envirnment f the Emplyer Units f Cmpetence in the Fundatin Phase f the Apprenticeship The Emplyer Units f Cmpetence are intended t have a wide applicatin thrughut the Aerspace and Aviatin Sectr. It is therefre necessary t have a flexible apprach t the envirnment in which the Emplyer Units f Cmpetence are delivered and assessed during the Fundatin Phase f the Apprenticeship. Therefre, there is much t be gained by acquiring the basic engineering cmpetencies required in the Fundatin Phase f the Apprenticeship whilst wrking in a sheltered but realistic envirnment such as in a Training Centre r Cllege. This is due t an nging emphasis n safety critical wrk activities and the need t ensure flexibility f assessment pprtunities t bth maintain and enhance the prvisin f cmpetent persnnel within the Aerspace and Aviatin industry. These assessment cnditins will allw a minimum safe level f skills, knwledge and understanding t be achieved and demnstrated by the Apprentice prir t being expsed t the hazards f the industrial envirnment, thus minimising the risk f injury t themselves and ther emplyees. Fr the abve reasns, the assessment f the Apprentices cmpetence in a sheltered but realistic envirnment is acceptable fr the Emplyer Units f Cmpetence included the Fundatin Phase f the Apprenticeship, where the envirnment replicates that expected in industry. Where applicable, the machinery, tls, materials, equipment and resurces used must be representative f industry standards and there must be sufficient equipment/resurces available fr each Apprentice t demnstrate their cmpetence n an individual basis. Wrkpieces r wrk utcmes assessed must be the Apprentice s wn wrk and shuld be actual wrk examples that cmbine the skills and techniques required by the Emplyer Units f Cmpetence s that achievement will prperly reflect the Apprentice s capabilities. Assessrs must therefre ensure that the cmpetency assessed in a simulated envirnment is fully transferable t the wrkplace. Other aspects that shuld be cnsidered culd include: envirnmental cnditins, such as lighting cnditins, nise levels and the presence f hazards pressure f wrk, such as time cnstraints and repetitive activities prducing actual wrkpieces r wrk utcmes, the cnsequences f making mistakes and the effect these have n custmer, supplier and departmental relatinships. 198

203 Assessment Envirnment f the Emplyer Units f Cmpetence in the Develpment Phase f the Apprenticeship The evidence put frward fr the Emplyer Units f Cmpetence can nly be regarded valid, reliable, sufficient and authentic if achieved and btained in the wrking envirnment where the Apprentice is emplyed and be clearly attributable t the Apprentice. Hwever, in certain circumstances, simulatin/replicatin f wrk activities may be acceptable, but must be kept t an abslute minimum. The use f high quality, realistic simulatins/replicatin, which impse pressures cnsistent with wrkplace expectatins, shuld nly be used in relatin t the assessment f the fllwing: rare r dangerus ccurrences, such as thse assciated with health, safety and the envirnment issues, emergency scenaris and rare peratins at wrk the respnse t faults and prblems fr which n pprtunity has presented fr the use f naturally ccurring wrkplace evidence f learners cmpetence aspects f wrking relatinships and cmmunicatins fr which n pprtunity has presented fr the use f naturally ccurring wrkplace evidence f learners cmpetence. Simulatins/replicatins will require prir apprval frm the specific Awarding Organisatin and shuld be designed in accrdance with the fllwing parameters: the envirnment in which simulatins take place must be designed t match the characteristics f the wrking envirnment cmpetencies achieved via simulatin/replicatin must be transferable t the wrking envirnment simulatins which are designed t assess cmpetence in dealing with emergencies, accidents and incidents must be verified as cmplying with relevant health, safety and envirnmental legislatin by a cmpetent health and safety/envirnmental cntrl fficer befre being used simulated activities shuld place Apprentices under the same pressures f time, access t resurces and access t infrmatin as wuld be expected if the activity was real simulated activities shuld require Apprentices t demnstrate their cmpetence using plant and/r equipment used in the wrking envirnment simulated activities which require interactin with clleagues and cntacts shuld require the Apprentice t use the cmmunicatin media that wuld be expected at the wrkplace fr health and safety reasns simulatins need nt invlve the use f genuine substances/materials. Any simulatins which require the Apprentice t handle r therwise deal with materials substances/shuld ensure that the substitute takes the same frm as in the wrkplace. 199

204 Access t Assessment There are n entry requirements required fr the Emplyer Units f Cmpetence, unless this is a legal requirement f the prcess r the envirnment in which the Apprentice is wrking in. Assessment is pen t any Apprentice wh has the ptential t reach the assessment requirements set ut in the relevant units. Aids r appliances, which are designed t alleviate disability, may be used during assessment, prviding they d nt cmprmise the standard required. Carrying Out Assessments f the Occupatinal Cmpetence Qualificatins The Emplyer Units f Cmpetence have been specifically develped t cver a wide range f activities. The evidence prduced fr the units will, therefre, depend n the skills and knwledge required by emplyers and specified in the Apprentices Training Plan. The Skills sectin f the Emplyer Units f Cmpetence makes reference t a number f ptinal items listed in the Skills sectin f the units (fr example any three frm five ). This is the minimum standard set by emplyers. Where the unit requirements give a chice f ptinal areas, assessrs shuld nte that Apprentices d nt need t prvide evidence f the ther areas t cmplete the unit (in the example abve, tw items), unless specified by the emplyer, particularly where these additinal items may relate t ther activities r methds that are nt part f the Apprentices nrmal wrkplace activities r are nt required by the emplyer. Perfrmance Evidence Requirements f the Occupatinal Cmpetence Qualificatins Perfrmance evidence must be the main frm f evidence gathered. In rder t demnstrate cnsistent cmpetent perfrmance fr a unit, a minimum f three different examples f perfrmance f the unit activity will be required. Items f perfrmance evidence ften cntain features that apply t mre than ne unit, and can be used as evidence in any unit where they are suitable. Perfrmance evidence must be: prducts f the Apprentices wrk, such as items that have been prduced r wrked n, plans, charts, reprts, standard perating prcedures, dcuments prduced as part f a wrk activity, recrds r phtgraphs f the cmpleted activity tgether with: evidence f the way the Apprentice carried ut the activities, such as witness testimnies, assessr bservatins r authenticated Apprentice reprts f the activity undertaken. Cmpetent perfrmance is mre than just carrying ut a series f individual set tasks. Many f the units in the Fundatin Phase cntain statements that require the Apprentice t prvide evidence that prves they are capable f cmbining varius features and techniques. Where this is the case, separate fragments f evidence wuld nt prvide this cmbinatin f features and techniques and, therefre, will nt be acceptable as demnstrating cmpetent perfrmance. 200

205 If there is any dubt as t what cnstitutes suitable evidence the Internal/External Verifier shuld be cnsulted. Example: Fundatin Unit 10: Preparing aircraft detail assemblies Unit specific additinal assessment requirements: Specific Unit Requirements In rder t prve their ability t cmbine different aircraft detail assembly peratins, at least ne f the assemblies prduced must be f a significant nature, and must cntain a minimum f fur f the cmpnents listed in the skills sectin, paragraph 2. Assessing Knwledge and Understanding requirements in the Occupatinal Cmpetence Qualificatins Knwledge and understanding are key cmpnents f cmpetent perfrmance, but it is unlikely that perfrmance evidence alne will prvide enugh evidence in this area. Where the Apprentice s knwledge and understanding are nt apparent frm perfrmance evidence, they must be assessed by ther means and be supprted by suitable evidence. Knwledge and understanding can be demnstrated in a number f different ways. It is recmmended that ral questining and practical demnstratins are used perhaps whilst bserving the apprentice undertake specific tasks, as these are cnsidered the mst apprpriate fr these units. Assessrs shuld ask enugh questins t make sure that the Apprentice has an apprpriate level f knwledge and understanding, as required by the unit. Evidence f knwledge and understanding will nt be required fr thse items in the skills sectin f the Emplyer Units f Cmpetence that have nt been selected by the Emplyer. The achievement f the specific knwledge and understanding requirements in the units may nt simply be inferred by the results f tests, exams r assignments frm ther units such as in the technical knwledge qualificatins r ther training prgrammes. Where evidence is submitted frm these surces, the assessr must, as with any assessment, make sure the evidence is valid, reliable, authentic, directly attributable t the Apprentice, and meets the full knwledge and understanding requirements f the unit. Where ral questining is used, the assessr must retain a recrd f the questins asked, tgether with the Apprentices answers. Witness testimny Where bservatin is used t btain perfrmance evidence, this must be carried ut against the unit assessment criteria. Best practice wuld require that such bservatin is carried ut by a qualified Assessr. If this is nt practicable, then alternative surces f evidence may be used. 201

206 Fr example, the bservatin may be carried ut against the assessment criteria by smene else that is in clse cntact with the Apprentice. This culd be a team leader, supervisr, mentr r line manager wh may be regarded as a suitable witness t the Apprentices cmpetency. Hwever, the witness must be technically cmpetent in the prcess r skills that they are prviding testimny fr, t at least the same level f expertise as that required f the Apprentice. It will be the respnsibility f the assessr t make sure that any witness testimnies accepted as evidence f the Apprentices cmpetency are reliable, auditable and technically valid. Maximising pprtunities t use assessment evidence One f the critical factrs required in rder t make this Assessment Strategy as efficient and effective as pssible and t ease the burden f assessment, is the Assessr s ability and expertise t wrk in partnership with the apprentice and their emplyer t prvide advice and guidance n hw t maximise pprtunities t crss-reference perfrmance and knwledge evidence t all relevant Emplyer Units f Cmpetence. Fr example, if a knwledge statement is repeated in a number f separate Emplyer Units f Cmpetence and the expected evidence/respnse t that statement is the same including the cntext, then the same piece f evidence shuld be crss referenced t the apprpriate units. 202

207 Sectin 2 Technical Knwledge Qualificatins (Fundatin and Develpment Phase) Teacher/Trainer/Lecturer/Assessr requirements Staff must: have relevant experience in teaching/training/assessing r hld r are wrking twards an apprpriate teaching/training/assessing qualificatin and be technically knwledgeable in the area(s) fr which they are delivering training/assessing, with apprpriate qualificatins be familiar with the Engineering Technician (UK spec) requirements where delivering/assessing Level 3, they will be required t prvide a signed declaratin cnfirming they have read and understd the Engineering Technician UK spec and the evidence requirements t meet the engineering technician (UK spec) criteria. Internal Quality Assurance requirements Staff must: have experience in quality management/internal verificatin r hld r be wrking twards an apprpriate internal quality assurance qualificatin and be familiar with the ccupatin and technical cntent cvered within the qualificatin be familiar with the Engineering Technician (UK spec) requirements where delivering/assessing Level 3, they will be required t prvide a signed declaratin cnfirming they have read and understd the Engineering Technician UK spec and the evidence requirements t meet the engineering technician (UK spec) criteria. 203

208 External Quality Assurance requirements Staff must: have experience in quality management/external verificatin hld r be wrking twards an apprpriate external quality assurance qualificatin be familiar with the ccupatin and technical cntent cvered within the qualificatins be familiar with the Engineering Technician (UK spec) requirements fr Level 3 and understand the evidence requirements t meet the engineering technician (UK spec) criteria. Assessments The qualificatins will include bth internal and external assessments, which culd include a range f different methds such as: Practical assessments Shrt-answer Questins Written r Multiple chice tests Paper-based r nline assessments Other apprpriate assessment methds The assessments methds t be used will be agreed acrss all Awarding Organisatins (AOs) invlved in the develpment f the units. Grading The knwledge qualificatins will be graded pass, merit r distinctin in line with the grading criteria t be agreed acrss all AOs invlved in the develpment f the units. The agreed grading criteria will be made available t prviders, teachers, assessrs and learners t ensure they are fully aware f the achievement requirements fr each grade. Please refer t the specificatins frm the individual AOs. 204

209 Sectin 3 General Requirements Cntinuing Prfessinal Develpment (CPD) Centres must supprt their staff t ensure that they have current technical knwledge f the ccupatinal area, that delivery, mentring, training, assessment and verificatin are in line with best practice, technical advancements and that they will take accunt f any natinal r legislative develpments. There must be an auditable individual CPD plan in place fr all staff assessing and verifying the qualificatins within the Aerspace and Aviatin Fundatin and Develpment phases, the plan must meet the relevant prvider and Aerspace and Aviatin emplyer requirements. Assessrs/Teachers/Trainers/Lecturers (as applicable): must understand the Engineering Technician (UK spec) requirements when prviding guidance t assessrs. They will be required t prvide a signed declaratin cnfirming they have read and understd the Engineering Technician UK spec and the evidence requirements t meet the engineering technician (UK spec) criteria as it a mandatry requirement that all Apprentices cmplete the Aerspace and Aviatin Apprenticeship Standard Engineering Technician Perfrmance Indicatrs Recrding Dcument (currently in develpment). The engineering technician (UK spec) can be fund at must understand the requirements f the Aerspace and Aviatin Apprenticeship Standard End f Scheme Assessment Recrding Dcument (currently in develpment). Quality Cntrl f Assessment General There are tw majr pints where an Awarding Organisatin interacts with the Centre in relatin t the External Quality Cntrl f Assessment and these are: apprval when a Centre takes n new qualificatins/units, the Awarding Organisatin, nrmally thrugh an External Verifier (EV) ensures that the Centre is suitably equipped and prepared t deliver the new units/qualificatin mnitring thrughut the nging delivery f the qualificatin/units the Awarding Organisatin, thrugh EV mnitring and ther mechanisms must maintain the quality and cnsistency f assessment f the units/qualificatin. 205

210 Apprval In granting Apprval, the Awarding Organisatin, nrmally thrugh its External Verifiers (EV) must ensure that the prspective Centre: meets the requirements f the Qualificatin Regulatr has sufficient and apprpriate physical and staff resurces meets relevant health and safety and/r equality and access requirements has a rbust plan fr the delivery f the qualificatin/units. The Awarding Organisatin may visit the Centre t view evidence r may undertake this via ther means. The Awarding Organisatin must have a clear ratinale fr the methd(s) deplyed. Mnitring Each AO, thrugh EV mnitring and ther mechanisms, must ensure: that a strategy is develped and deplyed fr the nging AO mnitring f the Centre. This strategy must be based n an active risk assessment f the Centre. In particular, the strategy must identify the Apprentice, assessrs and Internal Verifier sampling strategy t be deplyed and the ratinale behind this that the Centre s internal QA prcesses are effective in assessment that sanctins are applied t a Centre where necessary and that crrective actins are taken by the Centre and mnitred by the AO/EV that reviews f the AO s external auditing arrangements are undertaken. Ntes: a) It is recgnised that each AO will have its wn guidance and prcedure n the internal and external QA prcess applied t these qualificatins. See individual AO websites fr further infrmatin. b) This Assessment Strategy is wrk in prgress and will be amended and re- issued as the Cmpetence and Technical Knwledge Qualificatins and assessment methdlgies are develped and mdified. i.e. it is hped that it will be adapted t meet the requirements f the Aerspace MRO Sectr as their Standards and qualificatin requirements are develped. c) The Aerspace and Aviatin Sectr is mindful that its Apprenticeships are and must be available acrss all fur Natins in the UK. Therefre the Sectr has ensured that the Emplyer Occupatinal Brief (EOB) and the assciated Emplyer Units f Cmpetence are directly aligned t the existing frmat and cntent f the Sectrs Natinal Occupatinal Standards (NOS). ma141118v:\lt\pd\btec SPECIALIST QUALS\ _BTEC_COMBI_L2_AAEFK\ _BTEC_COMBI_L2_AAEFK.DOCX.1 211/0 206

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