Teachers notes introducing the Engineering Diploma resource

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1 Teachers notes introducing the Engineering Diploma resource The aim of this project is to support the teaching and learning of the new Engineering Diploma. Through this website, young people will explore engineering concept design and manufacture in a structured way, which as closely as possible aligns the national guidelines for the Engineering Diploma with the products and processes of the UK s leading Systems engineering company, BAE Systems. The web pages will provide the teacher and pupil an opportunity to respond to the eight principal learning units which will ultimately lead to an award of the Diploma in Engineering. 1. Exploring the Engineering World 2. Investigating Engineering Design 3. Engineering Application of Computers 4. Producing Engineering Solutions 5. Electrical and Electronic Principals and Techniques 6. Application of Manufacturing Techniques in Engineering 7. Application of Maintenance Techniques in Engineering 8. Exploring Engineering, Innovation, Enterprise and Technological Advancement. There are currently two of these available and it is envisaged that further will be available on this site in due course. Across the two principal units available here, there are a number of alternative assignments for assessment. Although BAE Systems acknowledges that other projects are available that may answer some of the teaching and learning needs of the Diploma in Engineering, it is anticipated that the project here, working across all the principal learning units above will provide unique opportunities for young people; the through line is the design and manufacture of an unmanned ground vehicle (UGV) The current reality of this for BAE Systems is a cutting edge project: BAE Systems are prototyping Black Knight an unmanned vehicle with advanced robotic technologies for battlefield autonomous mobility. It is anticipated that this will motivate students to be innovative in a project that is scaled for their abilities and is school-deliverable on a modest budget!

2 The UGV Project Working as a project team, student engineers are required to come up with an innovative design for an unmanned ground vehicle, to be used by rescue services internationally. The customer specification for this is given as a video piece (Chief Fire Officer Warton, Peter McCaffery) but it is essential that students also read the accompanying transcription as there are specific details given on this which will help them to shape their decisions about the components for testing and measuring. Students will produce a specification and engineering data, and manufacture at least 4 component parts in model form. It is important to note that it is not necessary to manufacture a motorised unit, though this is an option for some. More likely, each project team will be provided with a radio-controlled car and this is something that schools would need to budget for. Perhaps researching this and presenting findings could be an appropriate first lesson! The vehicle and the engineered four components will not be manufactured until Unit 4. In addition, in line with the requirements of the Diploma, students will identify the business opportunities that these engineering processes create and provide health and safety guidelines for the production processes above in Unit 4. Students will be given information throughout each unit which will help them create and develop their ideas for the UGV in line with the principal learning units and not as a whole project. This is to ensure thorough and assessable responses at each stage. The project will link with the eight principal learning units in the Diploma specification, so that teachers delivering the project can monitor work and also budget effectively for each unit.

3 Unit 1 Exploring the Engineering World Summary The aim of this unit is to create opportunities for engineering students to explore the engineering world through BAE Systems. Students will make extensive use of the BAE Systems websites: Students will explore the impact that BAE Systems have made to the engineering sector in their local area. Students can use the information above or any links which they might have with BAE Systems to research, say, English Electric Company, Strand Road Preston, RAF bases at Kirkham, Warton, Salmesbury etc. Students will explore three projects (historical or contemporary) where aero engineering at Warton or Salmesbury links with other BAE Systems sites throughout the United Kingdom and internationally. Concorde, English Electric Lightning, EuroFighter Typhoon, Students will investigate and explore where modification in engineering design have taken place as a result of autonomous Systems being devised. Historically, the specification of a vehicle or craft has usually been derived from what the occupant can endure or tolerate. Until autonomous systems were devised, (systems which would operate without a human operating them) there seemed little point in designing a vehicle or craft that was capable of enduring extreme conditions or speeds, unless there was a human being who could survive driving it! Breaking the sound barrier, submersibles etc. Students will select any period of fifty years, and explore the impact of engineering developments on social and economic development.

4 Look at the impact on housing, employment, ancillary products and services in the Preston area, generated by BAE Systems projects, successes. Students will examine the job opportunities available at BAE Systems. Using the BAE Systems website, they will explore the opportunities as a Young Apprentice or as a Graduate. They will create a diagram that maps out their future potential career. See video of apprentices on website. Also

5 Unit 2 Investigating Engineering Design The aim of this unit, is for students to begin addressing the design brief for the UGV focussing specifically on the Systems that calibrate, measure and communication, obstacle avoidance and route finding capabilities. As a project team, students will investigate other automated guided vehicles or intelligent ground vehicles. As a cluster of schools, set up a facility to blog or to post discussions in the forum, and contact local relevant businesses. Students need to keep a record of their enquiries, as this can be submitted for assessment. Students will identify the technical challenges facing groundbased autonomous vehicles compared to their aerial equivalents and compare how these are solved by unmanned aerial vehicles (UAV) Autonomous vehicles have been used in environments and roles considered too dangerous for humans for some time and there is an increasing market. There are complex technical challenges facing ground-based autonomous vehicles compared to their aerial equivalents. UGV are ideally suited to high risk, high endurance environments. They are smaller than a manual vehicle for the same reasons unmanned aerial vehicles are smaller than manned aircraft. Students will research a tracked vehicle manufactured by BAE Systems, identify the package space allocated for any driver to provide levels of support, safety and comfort. Conclusions should highlight positives and negatives for manned and unmanned systems, in terms of the design. s This will require some thorough use of search engines and it is recommended that this is done as a whole class activity, teacher-led.

6 Design brief: students will watch the video and read and analyse the brief below to analyse what their customers requirements are. As a project team, they then prepare the product design specification. s Students might be advised at this stage to think about breaking the design into three modules and identify a generic platform. Almost certainly a remote controlled car will be used for this so it is important that students concentrate on the calibration, measuring and communication facilities elements. 1. The module that has mission planning, obstacle avoidance and route finding capabilities. 2. The module that has direct control of the vehicle controls, such as steering and driving 3. The module that has the calibration, measuring and communication facilities. (This is where the major build project is concentrated. Detailed Supporting notes are supplied for suggested modules) Essential Transcript The problem comes when we get to a building and we need to make an assessment of the condition that it s in. For us in this country that could be following a fire, or something that has disturbed the physical condition of the building. Sometimes this is when a car has crashed into it, or a tree collapsed on it. In the summer of 2007, buildings were made unstable because of floodwater, particularly the Midlands, South Yorkshire and Humberside. Obviously, overseas where there are earthquakes and the like, buildings can be made unstable in that way. We need to find out what s going on in there, so that we can take the appropriate action. You may have seen the film Backdraft, the one where the fire goes to ground - that can happen.sometimes you re just not sure what s going on on the other side of that wall and one of the biggest hazards to us is the existence of flammable materials or accelerants that we don t know about. So finding what s in there is crucial to our fire-fighting plan. Add to that, people don t always know what s stored in a building, particularly an industrial unit or a factory. Things burn at different temperatures as I m sure you know and knowing what the temperature is in there is helpful.

7 Often floors, or parts of floors collapse, but you can t always detect that because of smoke, or it s pitch black. It would be really useful to have some remote device, like a small vehicle that had lots of sensors on it that could tell us things about the condition of the floor, is it stable, is there lots of rubble on it, say from the floor above having come down and the temperature which is different in different parts of the building. Sometimes the fire is out and we think its safe to go in and send in our investigators, but in industrial buildings, the steel girders can have been holding the heat and then when they cool, all the surrounding brick and stonework can be as stable as a house of cards. The human eye can usually detect tell-tale cracks but would you want to be the one to go in there and spot them, because you won t get any warning. That s the challenge of any activity which involves rescue, often someone else is at risk. I m not saying that we should have robots instead of fire-fighters, but I m sure technology could help.

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