BTEC Level 2 Technical Diploma in ENGINEERING SPECIFICATION. First teaching: September 2017 First certification: Summer 2018 ISSUE 3

Transcription

1 BTEC Level 2 Technical Diplma in ENGINEERING SPECIFICATION First teaching: September 2017 First certificatin: Summer 2018 ISSUE 3

2 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin First teaching September 2017 Issue 3

3 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 This specificatin is Issue 3. Key changes are sidelined. We will infrm centres f any changes t this issue. The latest issue can be fund n ur website. References t third-party material made in this specificatin are made in gd faith. We d 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.) ISBN All the material in this publicatin is cpyright Pearsn Educatin Limited 2016

4 Welcme With a track recrd built ver 30 years f learner success, BTEC qualificatins are widely recgnised and respected. They prvide prgressin t the wrkplace, either directly r via study at higher levels. Prf cmes frm YuGv research, which shws that 62% f large cmpanies have recruited emplyees with BTEC qualificatins. Why are BTECs s successful? BTECs embdy a fundamentally learner-centred apprach t the curriculum, with a flexible, unit-based structure. In these new BTEC Level 2 Technicals, the fcus is n the develpment f technical, practical and transferable wrk-related skills, and sectr-specific knwledge. The develpment f these skills is key fr learners t prgress t wrk r t an Apprenticeship. When creating the BTEC Level 2 Technicals, we wrked with emplyers t ensure that the qualificatins meet their needs. Emplyers are lking fr recruits with the apprpriate technical knwledge, and technical and transferable skills essential fr emplyment. The BTEC Level 2 Technicals meet these requirements thrugh: a range f ccupatinally-related qualificatins, each with a clear purpse, s that there is a qualificatin t suit each learner s plan fr career prgressin up-t-date cntent that is clsely aligned with emplyers needs fr a skilled future wrkfrce assessments and prjects chsen t help learners prgress t the next stage. This means that sme assessments and prjects are set by the centre t meet lcal needs, while thers are set and marked by Pearsn. This ensures that there is a cre f skills and understanding cmmn t all learners. Fr example, an externally-set test can be used t check that learners are cnfident in using technical knwledge t carry ut a certain jb. We prvide a wealth f supprt, bth resurces and peple, t ensure that learners and their tutrs have the best pssible experience during their curse. See Sectin 11 Resurces and supprt fr details f the supprt we ffer. A wrd t learners BTEC Level 2 Technicals will demand a lt f practical wrk frm yu. Yu will need t: cmplete a range f units be rganised take sme assessments that Pearsn will set and mark take ther assessments that will demnstrate yur technical and practical skills keep a prtfli f yur assignments. But yu can feel prud t achieve a BTEC because, whatever yur plans in life whether yu decide t g n t wrk r t an Apprenticeship success in yur BTEC Level 2 Technical qualificatin will help yu t prgress t the next stage in yur life. Gd luck, and we hpe yu enjy yur curse.

5 Cllabrative develpment Learners cmpleting their BTEC Level 2 Technicals will be aiming t g n t emplyment r t an Apprenticeship. It was essential therefre that we develped these qualificatins in clse cllabratin with experts frm prfessinal bdies and businesses, and with the prviders wh will be delivering the qualificatins. We are grateful t all the further educatin lecturers, tutrs, emplyers, and prfessinal bdy representatives wh have generusly shared their time and expertise t help us develp these new qualificatins. In additin, prfessinal bdies and businesses have prvided letters f supprt cnfirming that these qualificatins meet their recruitment requirements. These letters can be viewed n ur website. Summary f Pearsn BTEC Level 2 Technical Diplma in Engineering specificatin Issue 3 changes Summary f changes made between previus issues and this current issue Wrding has been added t Sectin 2 Structure t clarify the use f legislatin, plicies, regulatins and rganisatins in different cuntries delivering the qualificatin. Page number Page 5

6 Cntents Pearsn BTEC Level 2 Technicals 1 Intrductin 1 1 Pearsn BTEC Level 2 Technical Diplma in Engineering 2 Purpse 2 Wh is the qualificatin fr? 2 What des the qualificatin cver? 2 What culd this qualificatin lead t? 2 Abut the engineering sectr 3 2 Structure 4 Ttal Qualificatin Time (TQT) 4 Qualificatin structure 4 Qualificatin and unit cntent 5 Assessment 5 Language f assessment 6 Grading f the qualificatin 6 Emplyer invlvement 7 3 Units 9 Understanding yur units 9 4 Planning yur prgramme 127 Is there a learner entry requirement? 127 What is invlved in becming an apprved centre? 127 What level f sectr knwledge is needed t deliver this qualificatin? 127 What resurces are required t deliver this qualificatin? 127 What makes gd vcatinal teaching? 127 What are the requirements fr meaningful emplyer invlvement? 127 Supprt fr emplyer invlvement 128 What supprt is available fr delivery and assessment? 128 Hw will my learners becme mre emplyable thrugh this qualificatin? Assessment structure Internal assessment 130 Principles f internal assessment 130 Operating internal assessment 130 Setting assignments 131 Making valid assessment decisins External assessment 136 Sample assessment materials 137 Cnducting external assessments 137

7 8 Administrative arrangements 138 Intrductin 138 Learner registratin and entry 138 Access t assessment 138 Administrative arrangements fr internal assessment 139 Administrative arrangements fr external assessment 140 Dealing with malpractice in assessment 141 Certificatin and results 143 Additinal dcuments t supprt centre administratin Quality assurance 144 Centre and qualificatin apprval 144 Cntinuing quality assurance and standards verificatin Understanding the qualificatin grade 146 Awarding and reprting fr the qualificatin 146 Eligibility fr an award 146 Examples f grade calculatins based n table applicable t registratins frm September Resurces and supprt 151 Supprt fr setting up yur curse and preparing t teach 151 Supprt fr teaching and learning 151 Supprt fr assessment 151 Training and supprt frm Pearsn 152

8 Pearsn BTEC Level 2 Technicals Intrductin BTEC Level 2 Technicals are intermediate qualificatins fr pst-16 learners wh want t specialise in a specific ccupatin, ccupatinal area r technical rle. They prepare learners fr wrk r an Apprenticeship by giving them the pprtunity t develp sectr-specific knwledge, technical and practical skills, and t apply these skills in wrk-related envirnments. The qualificatins als prvide prgressin t Level 3 Tech Level qualificatins. Develped in clse cnjunctin with leading emplyers, BTEC Level 2 Technicals als develp transferable wrkplace skills, such as gd cmmunicatin and the ability t wrk in a team, which emplyers have identified as essential fr gaining emplyment in the sectr and fr prgressin nce the learner is wrking. At the cre f these qualificatins is the cncept f preparing yung peple fr the wrking wrld. Thrugh practical activities and ccupatinally-fit-fr-purpse assessments, learners will gain the skills and behaviurs needed fr sustainable emplyment. BTEC Level 2 Technicals are designed t be used flexibly, depending n their size and scpe: as part f a full-time study prgramme, alngside mathematics and English GCSEs and/r Functinal Skills, wrk placement and enrichment activities as the technical qualificatin within an Apprenticeship r ff-the-jb training fr thse already in wrk as a rll-n, rll-ff prgramme fr thse entering an Apprenticeship r emplyment. Pearsn has develped the BTEC Level 2 Technicals suite t meet the Department fr Educatin (DfE) requirements fr qualificatins t be ffered as Technical Certificates fr year-lds. This specificatin cntains the infrmatin yu need t deliver the Pearsn BTEC Level 2 Technical Diplma in Engineering (QN 603/0421/2). The specificatin signpsts yu t additinal handbks and plicies. It includes all the units fr this qualificatin. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited

9 1 Pearsn BTEC Level 2 Technical Diplma in Engineering Purpse Wh is the qualificatin fr? This qualificatin is fr learners wh want t start a career in engineering. It is designed fr pst-16 learners and can be taken as part f a wider study prgramme. What des the qualificatin cver? This qualificatin has been develped in cnsultatin with emplyers in the engineering sectr in rder t ensure learners develp the skills and behaviurs that give them the best pprtunity t be successful in applying fr wrk. The cntent f the qualificatin cnsists f five mandatry units and relates directly t the skills, knwledge and behaviurs expected by emplyers in the engineering sectr. The areas cvered include: engineering principles prcesses and materials business imprvement techniques wrkshp skills delivering engineering slutins. Learners chse tw ptinal units, where the cntent intrduces the mre fcused knwledge and skills needed t start wrking in the engineering sectr. The areas learners will chse frm are: machining techniques printed circuit bard (PCB) cmpnents and sldering cmputer numerical cntrl electrical cmpnents and wiring. Learners will als enhance their brader skills in literacy and numeracy, which will be invaluable in supprting prgressin in ther areas. In additin, they will develp transferable technical and practical skills in cmmunicatin (wrking with clleagues, custmers and clients), and research and prject wrk (prviding them with an pprtunity t demnstrate their reflective practice by suggesting alternative appraches t a prblem). What culd this qualificatin lead t? Achieving this qualificatin will give learners an advantage when applying fr a jb in engineering. The types f rle they will be ready fr are: plant and machine perative prcess perative rutine inspectr and tester metal wrking machine perative. When studied as part f a full study prgramme, this qualificatin als gives learners a sund basis t prgress further in the engineering sectr t a Level 3 qualificatin such as a Pearsn BTEC Level 3 Extended Diplma in Engineering. 2 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

10 Abut the engineering sectr Engineering is a dynamic sectr that ffers huge ptential fr learners. Engineering turnver grew by 3.4 per cent t 1.21 trillin ver the 12 mnths t March In the year ending March 2014, the sectr accunted fr 27.1 per cent f the turnver f all enterprises in the UK. The UK is regarded as a wrld leader in engineering sectrs, including renewable energy, space, lw carbn, aerspace, creative industries, utilities, autmtive, agri-fd and biscience. The sectr emplys 5.5 millin peple acrss 608,920 enterprises. Between 2012 and 2022, engineering enterprises are prjected t need 1.82 millin peple with engineering skills, including mre than 400,000 technician rles (as the predminantly ageing wrkfrce in this area is expected t retire during this perid). Filling demand fr new engineering jbs will generate an additinal 27 billin per year fr the UK ecnmy, frm Careers in engineering ffer a fantastic prgressin pathway t a number f rles thrughut an rganisatin, and the skills develped are transferable t mst engineering jb functins. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited

11 2 Structure Ttal Qualificatin Time (TQT) Fr all regulated qualificatins, Pearsn specifies 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). Within 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. The Pearsn BTEC Level 2 Diplma in Engineering is a qualificatin having: Ttal Qualificatin Time: 445 hurs Guided Learning: 360 hurs. Centres shuld take nte f these hurs in planning their prgramme but shuld als use their prfessinal judgement t determine the prvisin f guided learning and study time acrss the units. Qualificatin structure There are five mandatry units and fur ptinal units in the qualificatin. Learners are required t cmplete and achieve all mandatry units and tw ptinal units. Pearsn BTEC Level 2 Technical Diplma in Engineering Unit number Unit title GLH Type Hw assessed 1 Engineering Principles 45 Mandatry External 2 Prcesses and Materials 45 Mandatry External 3 Business Imprvement Techniques 30 Mandatry Internal 4 Wrkshp Skills 60 Mandatry Internal 5 Machining Techniques 60 Optinal Internal 6 PCB Cmpnents and Sldering 60 Optinal Internal 7 Cmputer Numerical Cntrl 60 Optinal Internal 8 Electrical Cmpnents and Wiring 60 Optinal Internal 9 Delivering Engineering Slutins 60 Mandatry Internal Synptic This qualificatin has 66% mandatry cntent and 25% external assessment. 4 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

12 Qualificatin and unit cntent Pearsn has develped the cntent f this qualificatin in cllabratin with emplyers and representatives frm relevant prfessinal bdies and further educatin prviders. In this way, we have ensured that cntent is up t date and that it includes the knwledge, technical and practical skills and behaviurs required t wrk in the sectr and ccupatinal area. 66% f the cntent in this qualificatin is mandatry, which prvides a balance f breadth and depth, ensuring that all learners develp the technical and practical skills required in the ccupatinal area. Learners are then ffered the pprtunity t develp a range f transferable skills and attributes expected by emplyers. It is expected that learners will apply their learning t relevant emplyment and sectr cntexts during delivery and that they will have pprtunities t engage meaningfully with emplyers. BTECs have always required applied learning that brings tgether knwledge and understanding (the cgnitive dmain) with practical and technical skills (the psychmtr dmain). This is achieved thrugh learners perfrming practical, wrk-related tasks that encurage the develpment f apprpriate wrk-related behaviurs (the affective dmain) and transferable skills. Transferable skills are thse such as cmmunicatin, teamwrk, and planning and cmpleting tasks t high standards, all f which are valued in the wrkplace. Our apprach prvides rigur and balance and prmtes the ability t apply learning immediately in new cntexts. Sme f the units within the specificatin may cntain references t legislatin, plicies, regulatins and rganisatins, which may nt be applicable in the cuntry yu deliver this qualificatin in (if teaching utside f England), r which may have gne ut-f-date during the lifespan f the specificatin. In these instances, it is pssible t substitute such references with nes that are current and applicable in the cuntry yu deliver subject t cnfirmatin by yur Standards Verifier. Assessment Assessment is designed t fit the purpse and bjective f the qualificatin. It includes a range f assessment types and styles suited t skills and ccupatinally-based qualificatins at this level. External assessment In this qualificatin there are tw external assessments, which cntribute t 25% f the ttal qualificatin GLH. The external assessments fr this qualificatin take the frm f nscreen tests that include a variety f nscreen item types and allw learners t apply their knwledge t several wrk-related cntexts. Each external assessment is linked t a specific unit as indicated in the qualificatin structure n the previus page. Onscreen tests have been used t externally assess the identified units because this methd is best suited t draw ut the evidence required. The units intrduce learners t the basic principles f maths and science and prvide an intrductin t the different prcesses and materials used in engineering. Learners then use this knwledge and understanding t slve simple engineering prblems. The knwledge and skills develped in these external units underpin the practical elements f the internally-assessed units. Each external assessment is taken under specified cnditins, then marked by Pearsn and a grade awarded. Learners must achieve bth external units at Pass grade r abve t achieve the qualificatin. Learners are permitted t resit the external assessments nce during their prgramme by taking a new assessment. Fr further infrmatin n external assessment see Sectin 7 External assessment. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited

13 Internal assessment Units 3, 4, 5, 6, 7, 8 and 9 are assessed thrugh internal assessment. Internal assessment allws learners t apply technical knwledge and demnstrate mastery f practical and technical skills thrugh realistic tasks and activities. This style f assessment prmtes deep learning thrugh ensuring the cnnectin between knwledge and practice. Internal assessment is thrugh assignments that are subject t external standards verificatin. We prvide suggestins in each unit fr setting assignments. This means that yu can adapt materials t yur lcal cntexts and assess assignments that prvide the valid and rigrus final assessment fr each unit. Yu will make grading decisins based n the requirements and supprting guidance given in the units. Learners must achieve all the internal units at Pass grade r abve t achieve the qualificatin. Fr further infrmatin n internal assessment, including resubmissins, see Sectin 6 Internal assessment. Synptic internal assessment There is ne internal unit that prvides the main synptic assessment fr this qualificatin. This synptic assessment is designed t take place twards the end f the prgramme and draws n the learning thrughut. The design f this assessment ensures that there is sufficient stretch and challenge, enabling the assessment f sectr-related knwledge and technical and practical skills at the end f the learning perid. The synptic assessment fr this qualificatin is based n Unit 9: Delivering Engineering Slutins and takes the frm f a practical prject that requires learners t cnsider and select cntent that will enable them t apply their knwledge and skills frm acrss the ther units in an integrated way t a realistic wrk situatin. Learners will draw n the knwledge and skills develped thrughut the qualificatin, selecting and cmbining skills and applying them t a range f cntexts. This unit will enable learners t make cnnectins between the units they have cmpleted, increase their engagement with the subject matter and prvide them with a cmprehensive verview f the sectr. In this unit, learners will apply the basic principles f mathematics and science that underpin all engineering applicatins, emply apprpriate wrkshp techniques they have gained during the qualificatin, use different prcesses and materials and apply apprpriate business imprvement techniques thrughut the planning, making and reviewing prcess. Learners will gain experience f prductin planning befre mving t manufacturing an engineered prduct frm a realistic design brief, using the skills they have learned in the ptinal units cmpleted. At the end f the prject, they will review the effectiveness f the plan and their wn persnal perfrmance. In delivering the unit, yu need t encurage learners t draw n their brader learning s that they are prepared fr the assessment. Language f assessment Assessment f the internal and external units fr this qualificatin will be available in English. All learner wrk must be in English. A learner taking the qualificatins may be assessed in British sign language where it is permitted fr the purpse f reasnable adjustment. Fr infrmatin n reasnable adjustments see Sectin 8 Administrative arrangements. Grading f the qualificatin Achievement in the qualificatin requires a demnstratin f depth f study in each unit, assured acquisitin f the practical skills required fr emplyment in the specific sectr and successful develpment f transferable skills. Units are assessed using a grading scale f Distinctin, Merit, Pass and Unclassified. All units in the qualificatin cntribute prprtinately t the verall qualificatin grade. 6 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

14 The qualificatin is graded using a scale f PP t DD. Please see Sectin 10 Understanding the qualificatin grade fr mre details. The relatinship between qualificatin grading scales and unit grades will be subject t regular review as part f Pearsn s standards mnitring prcesses n the basis f learner perfrmance and in cnsultatin with key users f the qualificatin. Emplyer invlvement Emplyer invlvement in the delivery and/r assessment f technical qualificatins prvides a clear line f sight t wrk, enriches learning, raises the credibility f the qualificatin in the eyes f emplyers, parents and learners, and furthers cllabratin between the learning and skills sectr and industry. Centres need t ensure that all learners have the pprtunity t undertake meaningful activity invlving emplyers during their curse. Examples f meaningful activity include: wrking with an industrial partner t develp a range f case studies t aid the delivery and assessment f the unit. Case studies shuld be varied and detail business prcesses in realistic scenaris t ensure they reflect industrial practice, e.g. learners culd identify pssible scales and key stages f prductin frm given case studies t infrm their prductin planning wrk in Unit 9: Delivering Engineering Slutins, r examples f business prcesses and visual management methds fr Unit 3: Business Imprvement Techniques structured wrk experience r wrk placements that develp skills and knwledge relevant t the industry. Emplyers culd give learners the pprtunity t carry ut a range f activities in an engineering wrkplace, e.g. in Unit 5: Machining Techniques, learners culd becme familiar with industrial machining techniques and the typical industrial envirnments in which they are used thrugh wrk experience units delivered r c-delivered by industry practitiners; this culd take the frm f master classes r guest lectures, e.g. centres culd arrange fr practitiners wh wrk in the fabricatin sectr, such as technicians, t demnstrate the prcedures fr setting up wrk areas fr fabricatin activities, r thse in the machining sectr wh culd talk abut the imprtance f safety in machining, f cmpleting quality checks n cmpleted cmpnents and f maintaining accurate quality recrds prjects, exercises and/r assessments/examinatins set with input frm industry practitiners, e.g. lcal emplyers culd ffer assessment supprt by prviding specificatins and drawings fr engineered prducts that culd be used fr assessment purpses t plan prductin in Unit 9: Delivering Engineering Slutins. The designs fr the delivery and assessment f units culd be develped in cnjunctin with an industrial partner, e.g. Unit 5: Machining Techniques will require a range f suitable wrkpieces and drawings t be made available t learners, r Unit 6: PCB Cmpnents and Sldering, which will require a range f suitable circuit designs and assciated specificatin dcumentatin t be available t learners, which culd be develped in cnjunctin with an industrial partner t ensure they represent current industry standard best practice industry practitiners perating as expert witnesses that cntribute t the assessment f a learner s wrk f practice, perating within a specified assessment framewrk. This may be specific prjects, exercises r all assessments fr a qualificatin, e.g. as part f the assessment in Unit 9: Delivering Engineering Slutins, emplyers culd prvide feedback t learners n the quality f their wrk, which wuld als help learners when reflecting n the effectiveness f their engineering skills emplyed in the assessment task. Meaningful emplyer invlvement, as defined abve, must be with emplyers frm the engineering sectr and shuld cntribute significantly t at least ne mandatry unit. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited

15 We have als prvided suggestins in sme units n hw emplyers culd becme specifically invlved in the delivery and/r assessment f this qualificatin. The units are: Unit 3: Business Imprvement Techniques Unit 4: Wrkshp Skills Unit 5: Machining Techniques Unit 6: PCB Cmpnents and Sldering Unit 7: Cmputer Numerical Cntrl Unit 8: Electrical Cmpnents and Sldering Unit 9: Delivering Engineering Slutins. These are suggestins nly and there will be ther pssibilities at lcal level. Centres may chse t use ther appraches but must ensure that these meet the requirement fr meaningful emplyer invlvement as defined abve. Centres must have an emplyer invlvement plan in place at the start f the prgramme. It must detail their apprach t emplyer invlvement and hw it will add value t the delivery and assessment f the qualificatin. Each centre s apprach t emplyer invlvement will be mnitred in tw ways. It will be mnitred at centre level as part f the annual quality management review prcess, and captured as part f the standards verificatin prcess that addresses centre strategy fr delivery, assessment and quality assurance, when we will ask yu t shw evidence f hw emplyer invlvement is prvided fr all learners. Yu will need t shw evidence in rder t gain reprting clearance fr certificatin. It will als be mnitred at prgramme level as part f the standards verificatin prcess t cnfirm that plans fr emplyer invlvement meet the requirements f the specificatin. These appraches are designed t ensure that additinal activities can be scheduled where necessary s that learners are nt disadvantaged (see Sectin 9 Quality assurance). 8 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

16 3 Units Understanding yur units The units in this specificatin set ut ur expectatins f assessment in a way that helps yu t prepare yur learners fr assessment. The units help yu t undertake assessment and quality assurance effectively. 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 wrk. It is imprtant that all tutrs, assessrs, internal verifiers and ther staff respnsible fr the prgramme read and are familiar with the infrmatin given in this sectin. Internal units Sectin Unit number Unit title Level Unit type Assessment type GLH Unit in brief Unit intrductin Learning aims Unit summary Cntent Explanatin The number is in a sequence fr the qualificatin. This is the frmal title f the qualificatin and appears n certificates. All units are at Level 2 n the natinal framewrk. This says if the unit is mandatry r ptinal fr the qualificatin. See Sectin 2 Qualificatin structure fr details. This says hw the unit is assessed i.e. whether it is external, internal r synptic internal. See Sectin 2 Qualificatin structure fr details. Units may have a GLH value f 30 r 60 GLH. This indicates the numbers f hurs f teaching, directed activity and assessment expected. It als shws the weighting f the unit in the final qualificatin grade. A brief frmal statement n the cntent f the unit that is helpful in understanding its rle in the qualificatin. Yu can use this in summary dcuments, brchures etc. This is designed with learners in mind. It indicates why the unit is imprtant, hw learning is structured, and hw learning might be applied when prgressing t emplyment r higher educatin. These help t define the scpe, style and depth f learning f the unit. Yu can see where learners shuld be develping and demnstrating their skills r where they shuld be actively researching r reviewing. This sectin helps tutrs t see at a glance the main cntent areas against the learning aims and the structure f the assessment. The frms f evidence given are suitable t fulfil the requirements. 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 cntent fr the unit r learning aim(s) has been cvered. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited

17 Sectin Assessment criteria Essential infrmatin fr assessment decisins Assessment activity Further infrmatin fr tutrs and assessrs Delivery guidance Essential resurces Links t ther units Emplyer invlvement Explanatin Each learning aim has assessment criteria t explain the achievement required t btain Pass, Merit and Distinctin grades. This infrmatin gives guidance fr each learning aim r assignment f the expectatins fr Pass, Merit and Distinctin standard. This sectin cntains examples and essential clarificatin. It is imprtant that this is used carefully alngside the assessment criteria. This sectin prvides infrmatin, suggested scenaris and tasks fr summative assessment activities. The sectin gives yu infrmatin t supprt the delivery and assessment f the unit. This sectin ffers suggestins f ways f delivering the unit. It ffers ideas n practical activities in a sectr cntext that can be used t help develp relevant skills and t encurage prgress. Any specific resurces that yu need t be able t teach and assess are listed in this sectin. Fr infrmatin n supprt resurces see Sectin 11 Resurces and supprt. This sectin shws yu the main relatinships f units t ther units. This can help yu t structure yur prgramme and make the best use f available materials and resurces. This sectin gives yu infrmatin n the units that can be used t give learners invlvement with emplyers. It will help yu t identify the kind f invlvement that is likely t be successful. 10 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

18 External units Sectin Unit number Unit title Level Unit type Assessment type GLH Unit in brief Unit intrductin Summary f assessment Assessment utcmes Essential cntent Grade descriptrs Key terms typically used in assessment Links t ther units Emplyer invlvement Explanatin The number is in a sequence fr the qualificatin. This is the frmal title f the qualificatin and appears n certificates. All units are at Level 2 n the natinal framewrk. This says if the unit is mandatry r ptinal fr the qualificatin. See Sectin 2 Qualificatin structure fr details. This says hw the unit is assessed i.e. whether it is external, internal r synptic internal. See Sectin 2 Qualificatin structure fr details. Units have a GLH value f 45 GLH. This indicates the numbers f hurs f teaching, directed activity and assessment expected. It als shws the weighting f the unit in the final qualificatin grade. A brief frmal statement n the cntent f the unit. This is designed with learners in mind. It indicates why the unit is imprtant, hw learning is structured, and hw learning might be applied when prgressing t emplyment r higher educatin. This sets ut the type f external assessment used and the way in which it is used t assess achievement. These shw the hierarchy f knwledge, understanding, skills and behaviurs assessed. Fr tested units, they include infrmatin n hw this hierarchy relates t cmmand terms in sample assessment materials (SAMs). 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. We use grade descriptrs when making judgements n grade bundaries. Yu can use them t understand what we expect t see frm learners at particular grades. These definitins will help yu t analyse requirements and t prepare learners fr assessment. This sectin shws the main relatinships f units t ther units. This sectin can help yu t structure yur prgramme and make the best use f available materials and resurces. This sectin gives yu infrmatin n the units that can be used t give learners invlvement with emplyers. It will help yu t identify the kind f invlvement that is likely t be successful. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited

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20 Units This sectin cntains all the units develped fr this qualificatin. Unit 1: Engineering Principles 15 Unit 2: Prcesses and Materials 25 Unit 3: Business Imprvement Techniques 35 Unit 4: Wrkshp Skills 47 Unit 5: Machining Techniques 61 Unit 6: PCB Cmpnents and Sldering 75 Unit 7: Cmputer Numerical Cntrl 89 Unit 8: Electrical Cmpnents and Wiring 101 Unit 9: Delivering Engineering Slutins 115 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited

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22 UNIT 1: ENGINEERING PRINCIPLES Unit 1: Engineering Principles Level: 2 Unit type: Mandatry Assessment type: External Guided learning hurs: 45 Unit in brief Learners are intrduced t the basic principles f mathematics and science underpinning all engineering applicatins, and use them t slve simple engineering prblems. Unit intrductin Engineers use maths and science t slve many f the prblems they encunter n a day-t-day basis. They culd be prcessing a set f test figures recrded n a prttype t establish whether the prduct is perfrming t specificatin, calculating the amunt f ff-cuts and swarfe generated by a machine t see if materials are being used efficiently, r putting a new mdel f washing machine thrugh electrical and mechanical tests t check that it is safe and wrking as expected. Engineers als use maths and science t calculate the ttal cst f materials needed r cst per item n a prductin line, and can apply their knwledge f electrical thery t slve simple electrical prblems with circuits r devices. This unit is the starting pint fr yu t gain the mathematical and scientific skills needed t address many f the interesting challenges faced in engineering. Yu will lk at ways f using arithmetic, algebraic and graphical methds t slve engineering prblems, and learn mensuratin and trignmetry t measure area, vlume, angles and dimensins. Yu will als learn abut the cncepts and principles related t electrical and mechanical systems such as magnetic fields, statics and the prperties and behaviurs f fluids and gases. Engineering rganisatins need emplyees wh can apply their knwledge f maths and science t prduce items that imprve peple s lives. The basis f these underlying theries will supprt yur understanding f why items are made and assembled in a certain rder, hw energy can be saved, hw ptimum cutting speeds can be reached and hw frces and frictin can be reduced. This knwledge will help yu t cntribute t safe and ecnmical prductin prcesses that benefit bth custmers and the business. Summary f assessment This unit is assessed using an nscreen test, set and marked by Pearsn. The test cntains different types f questin and is wrth 60 marks. The test duratin is 75 minutes. The assessment is available n demand. The first assessment is available in March An nscreen scientific calculatr will be prvided. Sample assessment materials will be available t help centres prepare learners fr assessment. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

23 UNIT 1: ENGINEERING PRINCIPLES Assessment utcmes AO1 Demnstrate knwledge f mathematical and scientific key terms, units and frmulae used by prductin peratives in electrical and mechanical engineering Cmmand wrds: calculate, cnvert, give, identify, link, list, match, name, state Marks: ranges frm 1 t 3 marks AO2 Demnstrate understanding f the principles and methds related t electrical and mechanical science and mathematics Cmmand wrds: calculate, describe, explain, interpret, plt Marks: ranges frm 1 t 4 marks AO3 Perfrm mathematical prcedures t slve prblems in an engineering cntext Cmmand wrds: calculate, factrise, simplify Marks: ranges frm 1 t 4 marks AO4 Analyse and interpret infrmatin t make cnnectins and slve prblems in an engineering cntext Cmmand wrds: analyse, assess, discuss Marks: ranges frm 1 t 6 marks 16 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

24 UNIT 1: ENGINEERING PRINCIPLES Essential cntent The essential cntent is set ut under cntent areas. Learners must cver all specified cntent befre the assessment. Equatins that learners must recall can be fund at the end. A Arithmetic, algebraic and graphical methds in engineering cntexts A1 Arithmetic methds Arithmetic precedence (BODMAS rule) brackets, rder, divisin, multiplicatin, additin, subtractin. Additin, subtractin, multiplicatin and divisin f whle and decimal numbers. Fractins and percentages, percentage errr. Cnversin f length, area and vlume between SI units and imperial. Engineering calculatins invlving ratis. Psitive and negative integers. Circles radius (r), diameter (2r), circumference (πd). Use f symbls =,, <, >,,. Pwers and rts f numbers, including squares, square rts, cubes and cube rts. Answer t a specified number f significant figures. A2 Algebraic methds Change the subject f an equatin. Substitute numerical values int algebraic equatins. Slve simple algebraic equatins fr: a single variable systems f linear equatins. A3 Graphical methds Recgnise and label axes, grid lines, rigin, scales. Identify crdinates in all fur quadrants. Interpret straight-line graphs in the x, y crdinate plane f the frm y = mx + c Identify gradients and intercepts f linear functins graphically. Interpret results frm distance time graphs, velcity time graphs. Plt linear data and assess line f best fit. B Mensuratin and trignmetry in engineering cntexts B1 Areas f regular and cmpund shapes Calculate areas f simple shapes rectangle (w l), triangle ( 1 2 bh), circle (πr2 ), sphere (4πr 2 ), curved surface f a cylinder (πdh). Use simple shapes t slve bjects with cmpund shapes. B2 Vlumes f regular and cmpund three-dimensinal bjects Calculate vlume f simple bjects (hllw and slid) rectangular prism (w h l), cylinder (πr 2 h), sphere ( 4 3 πr3 ). Use simple bjects t slve cmpund bjects (hllw and slid). Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

25 UNIT 1: ENGINEERING PRINCIPLES B3 Trignmetry Understand and apply t engineering cntexts: Pythagras therem, a 2 + b 2 = c 2, side lengths f right-angled triangles right-angled triangle functins (use f sine, csine, tangent). C Cncepts and principles relating t electrical science in engineering cntexts C1 Direct current electrical circuits Knw the definitins and units: circuit parameters, including vltage (V), current (A), resistance (Ω). Recgnise: circuit symbls battery, fixed value resistr, switch, ammeter, vltmeter, lamp, fuse, transistr, dide, light-emitting dide (LED) simple series and parallel circuit diagrams. Apply the apprpriate frmulae t slve electrical circuit prblems: calculate values f resistrs in a series circuit R T = R 1 + R 2 + R n(ω) calculate values f resistrs in parallel 1/R T = 1/R 1 + 1/R 2 + 1/R n(ω) use Ohm s law t carry ut circuit calculatin V = IR circuit pwer (P = VI, P =I 2 R) resistance, currents and ptential differences in series r parallel circuits using Ohm s law. C2 Magnets Understand hw magnets wrk, including: bar magnets: magnetic ples, nrth and suth unlike ples, like ples attract and repel magnetic field pattern cncentratin f the fields simple electrmagnets, definitins and units: magnetic circuit thery interactin between a current-carrying cnductr and magnetic field flux density (wb) number f cils applied vltage (V) materials used t make a simple electrmagnet factrs that affect field strength. D Cncepts and principles relating t mechanical science in engineering cntexts D1 Parameters f static and dynamic mechanical systems Knw the definitins and units: mass (kg), weight (N), frce (N) mment f a frce, M = Fd (Nm) energy and wrk dne (Jules), pwer (Watts) pressure ( P F A = ) acceleratin due t gravity (g = 9.81 ms 2 ) displacement (s) 18 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

26 UNIT 1: ENGINEERING PRINCIPLES linear velcity (ms 1 ) density (mass/vlume), mass per unit vlume (kgm 3 ) rtatinal speed (revlutins per minute, RPM) acceleratin/deceleratin (ms 2 ). Apply the apprpriate frmulae t slve prblems: ptential energy (PE = mgh) kinetic energy (KE = 1/2 m v 2 ) relatinship between wrk, frce, distance mved and energy: wrk dne = frce distance mved (E = F d) wrk dne is equal t energy transferred pwer as the rate f transfer f energy r the rate f ding wrk ( D2 Statics Knw the definitins and units: P W t = r frces and stress frce (F = ma = mg), mass/weight relatinship (W = mg). Apply the apprpriate methd t slve prblems: vectr representatin f frces (tw frces hrizntal and vertical frces nly) use and interpret simple frce diagrams determinatin f magnitude and directin f resultant frces. Understand the prperties and behaviur f fluids and gases: understand the relatinship between atmspheric, gauge and abslute pressure slve prblems invlving pressure at depth in a fluid: the relatinship P = ρgh understand that the pressure at a pint in a fluid which is at rest acts equally in all directins. D3 Dynamics Understand the meaning and be able t describe and calculate the mtin f bjects: the difference between distance and displacement the difference between speed and velcity the mtin f bjects: statinary, cnstant velcity, acceleratin, deceleratin distance, time, speed (speed = distance distance mved ), average speed = time time taken calculate velcity using v = u + at calculate displacement using s 1 = (u + v)t 2 D4 Mechanical systems Understand the purpse and peratin f basic mechanical systems: levers input, utput, fulcrum, lad, length pulleys simple pulley, duble pulley, diameters gear wheels driver, driven, intermediate/idler, simple gear trains, number f teeth, directin f rtatin calculatins invlving basic mechanical systems: mechanical advantage = lad/effrt efficiency = wrk utput/wrk input energy P = ). time Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

27 UNIT 1: ENGINEERING PRINCIPLES Grade descriptrs T achieve a grade learners are expected t demnstrate these attributes acrss the essential cntent f the unit. The principle f best fit will apply in awarding grades. Level 2 Pass Learners will demnstrate a basic knwledge f arithmetic, algebraic and graphical methds and will shw a limited applicatin f them t engineering cntexts prvided. They will be able t calculate the vlume and area f simple shapes and use a limited amunt f trignmetry. They will demnstrate basic understanding and applicatin f electrical and mechanical science cncepts and principles in relatin t engineering, and will be able t slve basic scientific and mathematical prblems. Level 2 Distinctin Learners will demnstrate a cmprehensive knwledge f arithmetic, algebraic and graphical methds and will be able t apply them t given engineering cntexts in rder t slve high-level prblems. They will be able t calculate the vlume and area f cmplex shapes and use trignmetry effectively t calculate side lengths and angles. They will understand and apply electrical and mechanical science cncepts and principles fully in relatin t engineering and can slve cmplex scientific and mathematical prblems, making recmmendatins based n evidence fund. Key wrds typically used in assessment The fllwing table shws the key wrds that will be used cnsistently by Pearsn in ur assessments t ensure learners are rewarded fr demnstrating the necessary skills. Please nte: the list belw will nt necessarily be used in every paper/sessin and is prvided fr guidance nly. Cmmand r term Analyse Assess Calculate Cmplete Cnvert Describe Definitin Use ideas r cncepts t explre smething carefully, breaking it dwn int factrs and giving cmments n which are mst imprtant r relevant. Give careful cnsideratin t all the factrs r events that apply and reach a cnclusin abut which are the mst imprtant r relevant. Determine the answer using mathematical methds. Finish a task by adding t given infrmatin. Cnvert the frm f a measurement t different units withut a change f size r amunt. Give an accunt f smething, such as steps in a prcess r characteristics f smething. The respnse shuld be develped but des nt require justificatin r reasning. 20 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

28 UNIT 1: ENGINEERING PRINCIPLES Cmmand r term Discuss Explain Factrise Give Identify Interpret Label Link List Match Measure Name Plt Select Simplify State Definitin Cnsider different aspects f a tpic, hw they interrelate and the extent t which they are imprtant. Prvide reasning t justify r exemplify a pint. Answer shuld respnd t the questin and prvide reasns. Take ut the cmmn factr r factrise int tw brackets if a quadratic. State an example r name smething. Prvide r select an answer frm a number f alternatives. Define r explain the meaning f smething. Name r link smething t its crrect name. Infrmatin is matched r a descriptin r explanatin is used t give a clearer indicatin f answer. List a number f features r pints withut further elabratin. Link infrmatin t the crrect answer frm a list f ptins. Determine the size, amunt, vltage, pressure r ther parameters etc., r t specify with apprpriate units in extent, amunt, etc. Give the crrect term fr smething. Represent data n a graph. Chse the best r mst suitable ptin. Cllect terms tgether r cancel dwn. Write clearly, listing facts. Links t ther units This is a mandatry unit and underpins knwledge thrughut the qualificatin. Emplyer invlvement Centres may invlve emplyers in the delivery f this unit if there are lcal pprtunities. There is n specific guidance related t this unit. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

29 UNIT 1: ENGINEERING PRINCIPLES Recall and applicatin f equatins Learners shuld be able t recall and apply the fllwing equatins using standard SI units, Term Interpretatin f a straight-line graph Equatin y = mx + c Area f a rectangle w l Area f a triangle 1 2 bh Area f a circle πr 2 Learners will nt need t recall the fllwing equatins t slve calculatin based prblems, but may be asked t apply them and recall standard SI units. The relevant equatin(s) will be given within each questin. Learners may als need t 'identify' the crrect equatin frm a list f alternatives. Term The curved surface area f a cylinder Equatin πdh Area f a sphere 4πr 2 Vlume f a rectangular prism whl Vlume f a cylinder πr 2 h Vlume f a sphere 4 3 πr3 Pythagras' therem a 2 + b 2 = c 2 Ohm s law V = IR Circuit pwer P = VI, P =I 2 R Pressure F P = A 22 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

30 UNIT 1: ENGINEERING PRINCIPLES Term Ptential energy Equatin PE = mgh Kinetic energy KE = 1/2 m v 2 Pwer Pressure at depth W P = t P = ρgh Speed Velcity speed = distance time v = u + at Mechanical advantage MA = lad/effrt Values f resistrs in a series circuit R T = R 1 + R 2 + R n(ω) Values f resistrs in parallel 1/R T = 1/R 1 + 1/R 2 + 1/R n(ω) Density Wrk dne m ρ = V E = F d Frce F = ma = mg Mass/Weight relatinship W = mg Gravity g = 9.81 ms 2 Mment f a frce M = Fd (Nm) Efficiency wrk utput/wrk input Displacement s = 1 (u + v)t 2 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

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32 UNIT 2: PROCESSES AND MATERIALS Unit 2: Prcesses and Materials Level: 2 Unit type: Mandatry Assessment type: External Guided learning hurs: 45 Unit in brief Learners are intrduced t the different prcesses and materials used in engineering. They learn the knwledge and skills needed t make the crrect chices when selecting materials and prcesses fr particular prducts r applicatins. Unit intrductin Have yu ever wndered what the prducts that we use every day are made f, r hw each prduct is manufactured? Items such as washing machines, mtr vehicles and games cnsles are made frm a range f materials that have been selected by engineers as being best suited t that prduct, using the mst apprpriate methd f manufacture t ensure the prduct is successful. Engineers must be aware f the prperties and characteristics f cmmn engineering materials if they are t make gd decisins abut which materials and prcesses t use. If a prduct is t be cmmercially viable, then ther factrs als need t be cnsidered, fr example the materials it is made frm and the manufacturing prcesses it fllws need t be cst-effective and sustainable. Als, engineered prducts need t be made t last s it s likely that they will need t be treated in sme way t make sure they d. This unit will develp yur understanding f material prperties and characteristics and hw they can be prcessed, as well as the applicatins f a range f cmmn materials yu may encunter in engineering. Yu will investigate hw materials can be btained and the methds that can be used t treat them. Yu will select materials and suitable manufacturing prcesses fr different engineered prducts and give reasns fr yur chices. The knwledge yu develp in this unit is essential t a prductin perative wrking in any sectr f engineering and will cntribute t yur understanding f hw and why prducts are designed and manufactured in a specific way. Summary f assessment This unit is assessed using an nscreen test, set and marked by Pearsn. The test cntains different types f questin and is wrth 60 marks. The test duratin is 75 minutes. The assessment is available n demand. The first assessment is available in March Sample assessment materials will be available t help centres prepare learners fr assessment. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

33 Assessment utcmes AO1 Demnstrate knwledge f engineering prducts, prcesses and materials used by prductin peratives Cmmand wrds: cmplete, define, give, identify, label, link, match, name, state Marks: ranges frm 1 t 3 marks AO2 Demnstrate understanding f relatinships between engineering materials, prcesses and their applicatins Cmmand wrds: calculate, cmplete, define, describe, explain, identify, label, link, match Marks: ranges frm 1 t 4 marks AO3 Analyse infrmatin in rder t evaluate materials and prcesses in an engineering cntext Cmmand wrds: analyse, cmpare, describe, evaluate, explain Marks: ranges frm 1 t 4 marks AO4 Make cnnectins, apply and integrate engineering principles and cncepts t make supprted judgements Cmmand wrds: analyse, assess, cmpare, discuss, evaluate, justify Marks: ranges frm 1 t 6 marks 26 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

34 UNIT 2: PROCESSES AND MATERIALS Essential cntent The essential cntent is set ut under cntent areas. Learners must cver all specified cntent befre the assessment. A Engineering prcesses A1 Mechanical and electrical/electrnic engineering prcesses Prcesses and features, including health and safety issues, characteristics, applicatins and advantages/disadvantages: material remval turning, milling, drilling, etching centre lathe: features chuck, carriage, tl pst, tailstck, emergency stp, cntrl lever, gearbx machining peratins drilling/centre drilling, parallel turning, taper turning, facing ff, screw cutting, cunterbring, cuntersinking, chamfering, bring, parting ff, knurling milling machine: features spindle, arbur, table, saddle, knee, machine head, n/ff switch machining peratins drilling/centre drilling, end milling, slt milling, cunterbring, cuntersinking, bring, tapping, prfile cutting drilling machine: features spindle, table, chuck, stand, clumn, n/ff switch, speed belts machining peratins drilling/centre drilling, cunterbring, cuntersinking, bring, tapping safe peratin f machinery use f guards, persnal prtective equipment (PPE), securing wrk in chuck/vice, risk assessments shaping and manipulatin sand casting, die casting, vacuum frming, injectin mulding, blw mulding, bending, frging assembly and jining welding, sldering, adhesin, brazing, threaded fasteners, rivets. Recgnitin and usage: marking-ut tls scriber, centre punch, steel rule, dividers, engineers square, height gauge, surface plate, angle plate, scribing blck, dd leg calipers cutting tls hacksaw, junir hacksaw, side cutters, wire strippers, tap wrench, taps and dies, die stck, PCB drill, files jining tls sldering irn, spanners, screwdriver, pliers, hammer wrk-hlding tls machine vice, mechanics vice, G clamps, three-jaw chuck, fur-jaw chuck, clamping kits, rtary table, dividing head, vee blcks testing/inspectin tls multimeter, scillscpe, micrmeter, vernier caliper, tape measure, inside and utside calipers, gauges. Understanding f uses f PPE, including: eye prtectin, ear prtectin, hand prtectin, prtective clthing, head prtectin, prtective ftwear, respiratry prtectin. Recgnitin and understanding f signs and symbls: mandatry require actins r activities that cntribute twards safety: wear prtective ftwear, prtective clthing, eye prtectin, hand prtectin, ear prtectin, head prtectin, face mask, respiratr warning warning f ptential risks: txic material, xidising material, hazardus t the envirnment, flammable materials, crrsive, irritant, explsive material, slippery surface prhibitin prhibitin f actins detrimental t safety: n admittance t unauthrised persnnel, nt drinking water, d nt run, d nt enter, n naked flames Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

35 safe cnditin indicatin f imprtant areas in the event f a fire r emergency: first aid, fire exit, emergency shwer, emergency eye wash, emergency stp, disabled refuge pint, assembly pint fire equipment indicatin f lcatin f fire equipment: fire alarm, fire hydrant, fire hse reel, fire extinguisher. A2 Mdern prductin methds Features, applicatins and advantages/disadvantages f: rbts fr transprtatin, pick and place, assembly peratins, welding, painting, inspectin Cmputer Numerical Cntrl (CNC) machinery fr milling, turning, rapid prttyping surface munt technlgy fr printed circuit bards (PCBs). B Engineering materials B1 Prperties f materials Definitins: thermal cnductivity the ability f a material t transmit heat energy electrical cnductivity the ability f a material t carry electrical current magnetic the ability f a material t attract and repel anther material translucence the ability f a material t allw sme light t pass thrugh it transparency the ability f a material t allw light t pass thrugh tensile strength the ability f a material t withstand stretching withut breaking cmpressive strength the ability f a material t be squeezed withut breaking hardness the ability f a material t withstand wear, abrasin r indentatin tughness the ability f a material t withstand bending withut fracture brittleness the ability f a material t break with little r n defrmatin elasticity the ability f a material t g back t its riginal length after being stretched r cmpressed plasticity the ability f a material t be easily shaped r mulded malleability the ability f a material t permit plastic defrmatin in cmpressin withut fracturing ductility the ability f a material t shw cnsiderable plastic defrmatin befre breaking stiffness the ability f a material t resist bending withut fracture crrsin resistance the ability f a material t resist deteriratin by reacting with its immediate envirnment chemical/slvent resistance the ability f a material t resist chemical attack wear resistance the ability f a material t resist the remval and defrmatin f material frm its surface as a result f mechanical actin. B2 Characteristics f materials Prperties, characteristics, applicatins and advantages/disadvantages: metals crystal lattice structure, grain structure, crystal grwth plymeric materials mnmer, plymer, plymer chains cmpsite materials particulate, laminar, fibre reinfrcement, fibre alignment. 28 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

36 B3 Materials used in engineering Types, definitins, prperties, applicatins and advantages/disadvantages: UNIT 2: PROCESSES AND MATERIALS ferrus metals and allys carbn steels (lw, medium, high), cast irn, stainless steel nn-ferrus metals and allys aluminium, cpper, zinc, tin, magnesium, duralumin, brass, brnze cmpsite materials glass reinfrced fibre (GRP), carbn fibre, Kevlar thermplastic plymers plyvinyl chlride (PVC), acrylnitrile butadiene styrene (ABS), plystyrene (PS), acrylic, plycarbnate (PC), nyln, plythene (PE) thermsetting plymers plyester resin, melamine frmaldehyde, urea-frmaldehyde, epxy resin elastmers natural rubber, plybutadiene rubber, neprene smart materials shape-memry allys (SMAs), shape-memry plymers (SMPs), electrchrmic, thermchrmic, piezelectric materials. B4 Treatments Applicatins, characteristics and advantages/disadvantages: surface treatments plating, painting, plastic cating, andising, galvanising, plishing heat treatments fr metals annealing, hardening, tempering, nrmalising, case hardening. C Material sustainability and frms f supply C1 Sustainability f engineering materials Characteristics, key features, methds, applicatins and advantages/disadvantages: reducing material use by tessellatin, lay planning, chsing the crrect frm f material supply, changing design t minimise materials used reusing materials and prducts by repurpsing recycling materials by using crrect receptacles separating materials safe dispsal f material including hazardus and nn-hazardus, bidegradatin. C2 Frms f material supply Features, applicatins and advantages/disadvantages f: bar stck sheet pipe tube plate castings frgings wire pwders muldings granules resins film pellets channel extrusin. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

37 C3 Material investigatin Material investigatin, selectin and justificatin cnsidering required prperties, features, csts, treatment and life cycle taken frm the fllwing sectrs. Aerspace, including engines, wings, rtr blades, landing gear. Autmtive, including engines, bdy panels, wheels, exhaust systems, braking systems, car bumpers. Cmmunicatins, including satellite dishes, smartphnes, wireless ruters, transmissin masts. Electrical/electrnic, including white gds, televisins, games cnsles, laptp cmputers, small kitchen appliances. Mechanical, including bicycles, wheelbarrws, mechanics vices, BBQs, fixtures and fittings. 30 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

38 UNIT 2: PROCESSES AND MATERIALS Grade descriptrs T achieve a grade learners are expected t demnstrate these attributes acrss the essential cntent f the unit. The principle f best fit will apply in awarding grades. Level 2 Pass Learners will have a sund understanding f key terms, prcesses and technlgies and will be able t recall and apply knwledge in familiar situatins, including definitins and prperties f materials. They will be able t interpret infrmatin in rder t select and apply knwledge f engineering prducts, prcesses, materials and technlgies t given situatins. They will be able t define and cmmunicate key aspects f engineering prcesses, selecting apprpriate actins in mre simple and familiar cntexts. They will have a sund understanding f the use f materials in given engineering sectrs. They will be able t define stages f the life cycle f materials and be able t relate knwledge f engineering and the way in which engineering relates t sustainability in vcatinal and realistic situatins, making sme decisins n valid applicatins and impact. They will be able t recgnise the frms f material supply and will shw sme understanding f material investigatin and selectin fr familiar engineered prducts in a number f engineering sectrs. They will be able t relate the use f engineering prcesses and mdern prducts t users and purpses. Level 2 Distinctin Learners will be able t synthesise knwledge f engineered prducts, the materials used t make them and engineering prcesses, bringing tgether understanding f technlgies. They will be able t apply understanding f engineering prcesses t cmplex cntexts such as mdern manufacturing techniques. They will shw depth f knwledge and develpment f understanding f engineering prcesses and technlgies in different situatins, being able t make effective judgements based n analysis f given infrmatin. They will be able t cmpare techniques, prcesses, prducts and materials t evaluate alternatives against defined criteria. Learners will be able t apply understanding f material prperties, characteristics and their uses in given engineering sectrs. They will shw depth f knwledge and develpment f understanding f the life cycle f materials, sustainability and envirnmental impact. They will be able t investigate material use in engineered prducts, applying knwledge t make infrmed justificatins and cnclusins n familiar engineered prducts. Learners will be able t analyse engineering prducts, selecting apprpriate materials and making recmmendatins abut applicatins f prcesses and their envirnmental impact. They will be able t make judgements abut the efficiency f manufacturing systems and ptential impacts n prduct quality and the envirnment, making recmmendatins abut slutins, cntrls and future planning. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

39 Key wrds typically used in assessment The fllwing table shws the key wrds that will be used cnsistently by Pearsn in ur assessments t ensure learners are rewarded fr demnstrating the necessary skills. Please nte: the list belw will nt necessarily be used in every paper/sessin and is prvided fr guidance nly. Cmmand r term Analyse Assess Cmpare Cmplete Define Describe Discuss Evaluate Explain Give Identify Justify Label Link List Match Definitin Use ideas r cncepts t explre smething carefully, breaking it dwn int factrs and giving cmments n which are mst imprtant r relevant. Give careful cnsideratin t all the factrs r events that apply and reach a cnclusin abut which are the mst imprtant r relevant. Identify the main factrs that apply in tw r mre situatins and explain the similarities and differences r advantages and disadvantages. Finish a task by adding t given infrmatin. Give the meaning f a term f phrase. Give an accunt f smething, such as steps in a prcess r characteristics f smething. The respnse shuld be develped but des nt require justificatin r reasning. Cnsider different aspects f a tpic, hw they interrelate and the extent t which they are imprtant. Bring tgether all infrmatin and review it t frm a cnclusin. Give evidence fr each view r statement. Prvide reasning t justify r exemplify a pint. Answer shuld respnd t the questin and prvide reasns. State an example r name smething. Prvide r select an answer frm a number f alternatives. Give reasns r evidence t supprt an pinin. Name r link smething t its crrect name. Infrmatin is matched r a descriptin r explanatin is used t give a clearer indicatin f answer. List a number f features r pints withut further elabratin. Link infrmatin t the crrect answer frm a list f ptins. 32 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

40 UNIT 2: PROCESSES AND MATERIALS Cmmand r term Name Select State Summarise Definitin Give the crrect term fr smething. Chse the best r mst suitable ptin. Write clearly, listing facts. Write dwn r articulate briefly the main pints r essential features. Links t ther units This is a mandatry unit and underpins knwledge thrughut the qualificatin. Emplyer invlvement Centres may invlve emplyers in the delivery f this unit if there are lcal pprtunities. There is n specific guidance related t this unit. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

41 34 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 January 2018 Pearsn Educatin Limited 2016

42 UNIT 3: BUSINESS IMPROVEMENT TECHNIQUES Unit 3: Business Imprvement Techniques Level: 2 Unit type: Mandatry Assessment type: Internal Guided learning hurs: 30 Unit in brief Learners apply business imprvement techniques t eliminate waste, rerganise a wrk area and learn abut visual management techniques. Unit intrductin Everyne wh wrks in an engineering rganisatin has a respnsibility t cntribute t imprving the business, s if yu plan t wrk in engineering yu need t understand hw business imprvement techniques are identified and applied. Many rganisatins have a strng culture f cntinuus imprvement and will encurage yu t take wnership f imprvement activities and develp wrking practices t increase efficiency, safety and quality, while at the same time reducing cst. In this unit, yu will investigate and carry ut a range f business imprvement techniques that are cmmn in the wrkplace. This will include changing business prcesses in rder t reduce waste and rerganising a wrk area t make it safer and mre efficient. Yu will learn hw visual management techniques help cmmunicatin n the shp flr and hw these can be applied in a range f circumstances. This unit will prepare yu fr wrk in the engineering sectr by giving yu the skills t assess and imprve yur wn wrk envirnment t make it mre efficient and cst-effective. Learning aims In this unit yu will: A Implement waste minimisatin techniques in the engineering wrkplace B Make imprvements t wrkplace rganisatin using a 5S wrkplace scan C Emply methds f visual management in the engineering wrkplace. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

43 UNIT 3: BUSINESS IMPROVEMENT TECHNIQUES Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A Implement waste minimisatin techniques in the engineering wrkplace A1 Analysing a prcess A2 Types f waste A3 Benefits f reducing waste A prtfli f evidence, including: B C Make imprvements t wrkplace rganisatin using a 5S wrkplace scan Emply methds f visual management in the engineering wrkplace B1 Implementing 5S wrkplace rganisatin B2 Benefits f 5S wrkplace rganisatin C1 Visual management methds C2 Characteristics f effective visual management methds bservatin recrds flw charts 5S wrkplace scan checklist visual management examples anntated phtgraphs/sketches written ntes evaluating the benefits gained. C3 The benefits f visual management methds Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Carrying ut prcess mapping Identifying and reducing waste Implementing 5S Using visual management techniques Understanding the different types f waste Understanding the imprtance f gd wrkplace rganisatin Understanding the benefits f using visual management techniques Cmmunicatin Prblem slving Managing infrmatin 36 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

44 UNIT 3: BUSINESS IMPROVEMENT TECHNIQUES Unit cntent Knwledge and sectr skills Learning aim A: Implement waste minimisatin techniques in the engineering wrkplace A1 Analysing a prcess Creating and analysing prcess maps (flw charts). Identifying value-added activities, e.g. drilling a hle, fitting a cmpnent. Identifying nn-value added activities, e.g. changing tling, mving materials. Prcesses t reduce/eliminate nn-value added activities and minimise waste. A2 Types f waste Cmmn types f waste fund in industrial prcesses, t include transprt, inventry, mtin, waiting, verprductin, ver prcessing, defects, skills/unrecgnised peple ptential. A3 Benefits f reducing waste Benefits f reducing waste, t include: reduced cst, e.g. lwer prductin csts, lwer transprt csts imprved quality, e.g. fewer defects, less time crrecting mistakes imprved safety, e.g. fewer delays caused by accidents imprved wrking practices, e.g. reducing unnecessary peratr mvement imprved delivery, e.g. reduced transprtatin time, reduced lead time reductin f waste materials, e.g. reduced scrap rates imprved resurce utilisatin, e.g. reduced waiting time, increased efficiency imprved custmer satisfactin, e.g. meeting custmer rders n time and t specificatin. Learning aim B: Make imprvements t wrkplace rganisatin using a 5S wrkplace scan B1 Implementing 5S wrkplace rganisatin Use f 5S wrkplace scan checklists. Stages f implementatin f 5S: srt eliminate whatever is nt needed r n lnger used straighten rganise whatever remains, having a place fr everything and everything in its place shine clean the wrk area standardise schedule regular cleaning and maintenance sustain cntinuusly review and imprve wrkplace rganisatin. B2 Benefits f 5S wrkplace rganisatin Benefits f implementing 5S, t include: increased safety, reductin f unnecessary peratr mvement, imprved prductivity, increased quality, increased emplyee sense f invlvement and wnership f their wrking envirnment, increased mrale. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

45 UNIT 3: BUSINESS IMPROVEMENT TECHNIQUES Learning aim C: Emply methds f visual management in the engineering wrkplace C1 Visual management methds Different visual management methds, t include: shadw bards, clur cding, flr ftprints, strybards, gauges, phtgraphs/pictures, labelling, lights, Kanban (pull systems), graphs. C2 Characteristics f effective visual management methds Effective visual management methds shuld be accurate and relevant, eye-catching, simple, clear and easy t understand at a glance. C3 The benefits f visual management methds Key benefits f visual management, t include: increased effectiveness f cmmunicatin by making infrmatin easier t understand, enabling quick decisins t be made based n what we see, key prcesses easily understd by everyne, custmer satisfactin visible in (r near) real time. Transferable skills Cmmunicatin Understanding the use and imprtance f visual cmmunicatin methds in rder t cnvey cmplex infrmatin simply and quickly. Prblem slving Eliminating prblematic waste frm prcesses by using mapping techniques t identify areas fr imprvement. Managing infrmatin Understanding hw ptentially cmplex infrmatin can be distilled int a simple visual frmat, which is clear and easily understd at a glance. 38 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

46 UNIT 3: BUSINESS IMPROVEMENT TECHNIQUES Assessment criteria Pass Merit Distinctin Learning aim A: Implement waste minimisatin techniques in the engineering wrkplace A.P1 Map a business prcess and identify unnecessary waste. A.P2 Make changes t a business prcess in rder t reduce waste. A.M1 Make changes t a business prcess in rder t minimise waste, based n a cmprehensive prcess map. A.D1 Evaluate the benefits gained frm identifying and minimising waste in a business prcess. Learning aim B: Make imprvements t wrkplace rganisatin using a 5S wrkplace scan B.P3 Carry ut a 5S wrkplace scan using an apprpriate checklist. B.P4 Implement basic 5S recmmendatins in a wrkplace. B.M2 Implement 5S effectively in a wrkplace based n a cmprehensive 5S wrkplace scan. B.D2 Evaluate the benefits gained frm the effective implementatin f 5S in a wrkplace. Learning aim C: Emply methds f visual management in the engineering wrkplace C.P5 Identify part f a business prcess that culd be imprved by implementing a visual management technique. C.P6 Implement a basic visual management technique t imprve a business prcess. C.M3 Implement an effective visual management technique n part f a business prcess that can be significantly imprved. C.D3 Evaluate the benefits gained by the implementatin f an effective visual management technique t significantly imprve part f a business prcess. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

47 UNIT 3: BUSINESS IMPROVEMENT TECHNIQUES Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: prduce a cmprehensive prcess map and make feasible suggestins fr prcess changes t minimise waste identified, with an evaluatin f the benefits gained frm each change, e.g. rerdering the steps in the prcess s that all peratins using the same machine are perfrmed tgether, eliminating unnecessary mvement, increasing the flexibility f a prductin perative thrugh training and upskilling t allw them t mve bttlenecks in the prcess, reducing waiting times between peratins. Upskilling a member f staff s that they can take n numerus rles and respnsibilities is likely t have the greatest lng-term benefit. Fr merit standard, learners will: prduce a cmprehensive prcess map fr the manufacture f a prduct r delivery f an engineering service. The prcess map will cntain n missins r versimplificatins identify at least fur nn-value added steps make changes t the business prcess flw chart t reduce r eliminate the nn-valueadded steps identified, minimising waste in the entire prcess. In each case the prcess changes shuld be feasible in practice ensure all flw charts accurately reflect the prcesses being mapped and that they are lgically structured, laid ut clearly and easy t fllw. Anntatin will be used where apprpriate t prvide additinal infrmatin n prcess changes. Fr pass standard, learners will: prduce a prcess map fr the manufacture f a prduct r delivery f an engineering service. The resulting flw chart may cntain sme missins r versimplificatins, e.g. transprting cmpnents between wrk areas may be n the chart as a single step. This shuld be brken dwn further int lading, mving, unlading etc. identify at least tw nn-value-added steps make changes t the business prcess flw chart t reduce r eliminate the tw nn-value-added steps identified. In each case, the prcess changes shuld be feasible in practice, e.g. rerdering the steps in the prcess s that all peratins using the same machine are perfrmed tgether, which will eliminate unnecessary mvement ensure all flw charts accurately reflect the prcess being mapped and shuld be lgically structured and easy t fllw. Learning aim B Fr distinctin standard, learners will: cnduct all aspects f 5S implementatin in a clearly rganised, methdical and systematic manner cver all aspects f the designated wrkplace and the implementatin will be cmprehensive prvide an evaluatin f the benefits f implementing each phase f 5S and at the end f the prcess evaluate the benefits gained frm the implementatin as a whle. Fr merit standard, learners will: carry ut a detailed and cmprehensive 5S wrkplace scan using a given checklist shw a systematic apprach that will result in the prductin f a cmprehensive wrkplace scan, cvering all relevant aspects f the wrkplace implement the srt, straighten, shine and standardise phases f 5S (guided by the wrk area scan) shw a clearly rganised, methdical and systematic apprach t their wrk, resulting in all the pints identified in the wrkplace scan being addressed. 40 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

48 Fr pass standard, learners will: UNIT 3: BUSINESS IMPROVEMENT TECHNIQUES carry ut a wrkplace scan using a given checklist. They may lack a systematic apprach t the wrkplace scan and miss sme items in the wrkshp that shuld have been recrded implement the srt, straighten, shine and standardise phases f 5S (guided by the wrk area scan). They may lack a clearly rganised, methdical and systematic apprach t their wrk, which may lead t sme pints identified in the wrkplace scan nt being addressed. Learning aim C Fr distinctin standard, learners will: clearly identify the benefits gained by the implementatin f an effective visual management technique and cmpare them with any assciated csts r limitatins evaluate whether the benefits utweigh any assciated csts r limitatins, e.g. if cmplex written manufacturing instructins are replaced with a series f phtgraphs shwing the stages f assembly, the primary benefits might be saving time and reducing the number f errrs. Csts will be incurred in generating the required phtgraphs, and a limitatin might be that even relatively small changes t the prduct r stages f assembly might require entirely new phtgraphic guides t be generated. Learners may then cme t the reasnable cnclusin that fr high-vlume established prducts, the use f phtgraphic guides will prvide benefits that utweigh any assciated csts r limitatins. Fr merit standard, learners will: identify a part f a business prcess where visual management techniques culd prvide significant imprvement. It shuld be clear which part f the prcess has been identified, the significance f the expected imprvement and the visual management technique t be used implement a visual management technique by creating the necessary visual elements and prviding ntes n their use in practice. The visual elements will have the characteristics necessary fr them t be effective, e.g. they will be accurate and relevant, eye-catching, simple, clear and easy t understand at a glance. Fr pass standard, learners will: identify a part f a business prcess where visual management techniques culd imprve perfrmance. It shuld be clear which part f the prcess has been identified fr imprvement and which visual management technique is t be used implement the visual management technique by creating the necessary visual elements and prviding ntes f their use in practice, e.g. cmplex written manufacturing instructins might be replaced with a series f clear phtgraphs shwing the stages required in the assembly f a prduct. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

49 UNIT 3: BUSINESS IMPROVEMENT TECHNIQUES Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. There is ptential in this unit fr centres t prvide assessments set with emplyer input, fr example emplyers culd prvide assessment supprt by giving learners access t wrk areas that need review r simulate issues in the wrk area fr learners t imprve, using the techniques learned in the unit. Suggested scenari Yu are a prductin perative wrking in a lcal factry. Yur team leader has asked yu t cme t the next team meeting with ideas and suggestins f hw t imprve business practices by identifying and minimising waste, pssible visual management practices, and hw a 5S wrkplace scan might impact psitively n the factry. Yur team leader has asked yu t walk thrugh the manufacturing prcess fr a prduct prduced in yur factry, and t create a prcess map in the frm f a flw chart, which details all the steps required. Once a cmprehensive prcess map is cmpleted, yu will need t use this t identify any nn-value-added activities and suggest changes t the prcess that will eliminate waste. Yu shuld aim t minimise waste at every stage f the prcess. Yu will then redraw the prcess map t reflect the suggested changes and walk thrugh the new prcess. Yu are als asked t identify an area in yur factry where implementing a visual management technique will prvide significant benefits. Once identified, yu will implement an effective visual management technique in this area. Yur cmpany has als decided t implement 5S thrughut yur factry. Yur team leader has asked yu t take phtgraphs f yur wrk area and cmplete a detailed 5S scan checklist. Yu shuld use the cmpleted 5S scan checklist when implementing 5S in yur wrkplace, t ensure this is cmpleted effectively. Once cmpleted, yu shuld phtgraph the imprvements made. Yu will need t evaluate the impact f all the changes and the benefits that have been gained, befre presenting yur wrk t yur team leader. If a retake is necessary, an alternative example must be used. The fllwing is an example f a retake assessment activity. Yu are a prductin perative wrking in a small team f manufacturing peratives, building a secnd and significantly different prduct that was previusly made in anther facility. Yu are given the basic steps required in the manufacturing prcess fr the prduct. Yur team leader has asked yu t walk thrugh the manufacturing prcess fr the prduct and create a prcess map in the frm f a flw chart, which details all the steps required. Once a cmprehensive prcess map is cmpleted, yu will need t use this t identify any nn-value-added activities and suggest changes t the prcess that will eliminate waste. Yu shuld aim t minimise waste at every stage f the prcess. Yu will then redraw the prcess map t reflect the suggested changes and walk thrugh the new prcess. 42 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

50 UNIT 3: BUSINESS IMPROVEMENT TECHNIQUES Yur team leader is pleased with yur wrk n investigating the use f visual management techniques that can be applied in yur factry. Yur team leader has asked yu t visit anther factry and lk at sme different visual management techniques that are being used, study them, and evaluate their benefits. On yur return, yu are asked t recmmend tw visual management techniques that yu think will have the mst impact n manufacturing prcesses in yur factry. Yu will need t fully explain the techniques and evaluate their ptential impact in cmparisn t the alternatives seen during yur visit. Yur team leader asks yu t take phtgraphs f yur wrk area and fill in a detailed 5S scan checklist. Yu shuld use the cmpleted 5S scan checklist when implementing 5S in yur wrkplace t ensure this is cmpleted effectively. Once cmpleted, yu shuld phtgraph the imprvements made. Finally, yu need t evaluate the impact f all the changes and the benefits that have been gained, befre presenting yur wrk t yur team leader. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

51 UNIT 3: BUSINESS IMPROVEMENT TECHNIQUES Further infrmatin fr tutrs and assessrs Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit A tutr-led discussin intrducing learners t the imprtance f business imprvement techniques when applied t engineering prcesses and an verview f the techniques cvered in this unit. Learners walk thrugh an industrial prcess mdelled in the classrm r wrkshp, and are asked t identify ways that the prcess might be imprved. This will lead int the intrductin, discussin and classificatin f the varius cmmn frms f waste. An industrial visit t a lcal engineering cmpany wuld be beneficial at an early stage in the delivery f this unit. Learners will see real examples f wrk area rganisatin, visual cmmunicatin and management techniques, and examples f waste and hw this is minimised. Learners will ask questins and see the imprtance f the techniques they will be studying in a real-wrld cntext. Suggested time: abut 3 hurs. Activity: Identifying and eliminating waste frm business prcesses A tutr-led analysis f a case study example f a business prcess. This culd be manufacturing a prduct (e.g. the manufacture f a sheet metal fabricated tlbx) r carrying ut an engineering service (e.g. changing the clant n a lathe). If pssible, the prcess shuld be walked thrugh with learners in an engineering wrkshp envirnment. In grups, learners will break dwn the prcess int a series f discrete steps. The details f each step will be recrded n sticky ntes, which will then be arranged int a prcess flw chart. Each step will be categrised as value added r nn-value added. Learners will wrk tgether t identify and categrise the types f waste present in the prcess. They will then discuss what changes culd be made t reduce r eliminate the nn-value-added steps in the prcess. Each grup f learners will present their findings t their tutr and the rest f the class. In a tutr-led class discussin, a cmparisn will be made between each presentatin t determine the grup wh has been mst effective in eliminating waste and hw this was achieved. Suggested time: abut 5 hurs. Activity: Applying 5S A tutr-led discussin in a wrkshp deliberately left untidy and disrganised. Learners discuss the ptential cnsequences n efficiency when prcesses are carried ut in a similar envirnment. Learners are then asked t clean up and put tls away. During this prcess, they are asked t cnsider a number f questins, which might include: whether there are sufficient brushes, bins and ther facilities required t keep the wrkshp tidy and hw easy these are t find; whether it is bvius where each tl r piece f equipment is kept; whether the crrect number f each item is still present; whether bslete r rarely used tls and equipment are cluttering up the wrkshp; the general state f cleanliness and repair f the wrkshp facilities; whether there are rules in place t ensure the wrkshp is kept tidy and if these are clearly n display etc. Back in the classrm, the tutr intrduces the 5S methdlgy f wrkplace rganisatin, and learners are asked t wrk in grups t cnsider the benefits f using the 5S apprach when applied t the questins they were asked t cnsider in the wrkshp. These are then shared in a tutr-led discussin, which ges n t discuss the benefits that can be gained frm the effective implementatin f 5S. 44 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

52 UNIT 3: BUSINESS IMPROVEMENT TECHNIQUES Learners will be asked t revisit the wrkshp and carry ut a 5S wrkplace scan using a given checklist. The results will be shared with the grup in a tutr-led discussin. Suggested time: abut 5 hurs. Activity: Applying visual prcess management techniques A tutr-led analysis f case study examples shwing the use f visual prcess management techniques in a manufacturing cntext. Examples may include: the use f shadw bards t rganise the tls and equipment required at a wrkstatin; hw Kanban cards are used t replenish the stck f screws used n a prductin line; hw flr markings are used t guide peratives, act as hazard warnings and aid the rganisatin f the wrkplace; hw phtgraphs r strybards can be used n a prductin line t guide the assembly f a finished prduct; hw g/n g gauges are used during inspectin prcesses. Learners are asked t cnsider what cmmn characteristics are present in the examples given t develp an understanding f the qualities that define effective visual management. Learners are then given case study material in which visual management is nt used and they are asked t identify areas where it might be applied t imprve the prcesses invlved. Where practical, learners shuld design and test these visual slutins. This may invlve making a mdel, sketches, simulatins r full-size wrking slutins that are then cmpared with the riginal case study scenari t determine their ptential impact. Suggested time: abut 6 hurs. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

53 UNIT 3: BUSINESS IMPROVEMENT TECHNIQUES Essential resurces Fr this unit, learners will need access t: a range f case studies giving examples f business prcesses and visual management methds wrkshps/wrk areas where wrkplace rganisatin techniques can be implemented. Links t ther units This unit has strng links t: Unit 4: Wrkshp Skills Unit 5: Machining Techniques Unit 6: PCB Cmpnents and Sldering Unit 7: Cmputer Numerical Cntrl Unit 8: Electrical Cmpnents and Wiring Unit 9: Delivering Engineering Slutins. Emplyer invlvement This unit wuld benefit frm emplyer invlvement in the frm f: guest speakers frm a manufacturing envirnment r anther engineering sectr t share an insight int business imprvement techniques used in their rganisatins, hw the techniques used have changed wrking practices fr the better, and whether they have imprved business wrking with an industrial partner t develp a range f case studies t aid the delivery and assessment f the unit. Case studies shuld be varied and detail business prcesses in realistic scenaris t ensure they reflect industrial practice wrk experience, which will expse learners t a wide range f business prcesses that might be used as the basis fr sme f the teaching and learning r assessment activities lcal businesses that have staff wh are experienced in a range f business imprvement techniques. They can be a valuable resurce in teaching and learning and when cnducting practical activities emplyers wh prvide assessment supprt by giving learners access t wrk areas that need review r simulate issues in the wrk area fr learners t imprve using the techniques gained in this unit, enabling them t see a real wrld impact f their new skills. 46 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

54 UNIT 4: WORKSHOP SKILLS Unit 4: Wrkshp Skills Level: 2 Unit type: Mandatry Assessment type: Internal Guided learning hurs: 60 Unit in brief Learners develp the skills needed t safely carry ut an engineering activity in a wrkshp envirnment using sheet metal, including preparatin, marking ut, cutting and assembling cmpnents t make a fabricated structure. Unit intrductin We are surrunded by engineered prducts that have been fabricated frm sheet metal. These thin sheets f metal have been frmed and shaped with accuracy and precisin t make sure they d the jb fr which they are designed. In this unit, yu will gain the wrkshp skills required in many fields f engineering, particularly industries where fabricatin techniques are used t prepare, frm and assemble materials and cmpnents. Yu will learn hw t manage yur wrk area by preparing fr practical wrk and clsing dwn n cmpletin, and hw t select the crrect tls and dcumentatin fr a given fabricatin task. Yu will use a range f tls and materials, alng with fixtures and fittings, t jin and assemble prducts. This unit will prepare yu fr wrking in an industrial envirnment where fabricatin and sheet metal wrk are an integral part f a manufacturing prcess, r fr wrk as an engineering technician. Yu will develp a range f transferable skills that yu will use when wrking in different engineering envirnments, and yu will gain experience f using a range f tls and techniques with precisin. Learning aims In this unit yu will: A Manage a wrk area safely fr a fabricatin activity B Manufacture cmpnents in a sheet metal fabricatin envirnment safely C Assemble fabricated structures safely. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

55 UNIT 4: WORKSHOP SKILLS Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A B C Manage a wrk area safely fr a fabricatin activity Manufacture cmpnents in a sheet metal fabricatin envirnment safely Assemble fabricated structures safely A1 Preparing fr a wrk activity A2 Carrying ut a wrk activity A3 Clsing dwn a wrk area B1 Measuring and marking ut B2 Material types B3 Materials B4 Cutting B5 Frming C1 Jining prcesses C2 Assemblies C3 Quality and accuracy standards A prtfli f evidence, including: anntated phtgraphs f wrk-in-prgress and cmpleted items wrkshp lgbk, including written ntes and sketches risk assessment recrds tutr bservatin recrds and written evaluatins. Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Interpreting engineering drawings and diagrams Carrying ut risk assessments Interpreting specificatins and wrk instructins Preparing t carry ut fabricatin activities Carrying ut wrk activities safely Identificatin and understanding f drawing cnventins Types and frms f materials Cutting, shaping and frming techniques Identificatin and use f fixings related t fabricatin techniques Prblem slving Managing infrmatin Self-management and develpment 48 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

56 UNIT 4: WORKSHOP SKILLS Unit cntent Knwledge and sectr skills Learning aim A: Manage a wrk area safely fr a fabricatin activity A1 Preparing fr a wrk activity Identifying hazards and carrying ut a risk assessment. Selecting crrect and apprpriate persnal prtective equipment (PPE). Obtaining and understanding drawings/wrk instructins, e.g. third angle rthgraphic, ismetric, assembly drawings, parts drawings, parts lists, jb cards. Obtaining suitable tls and materials and carrying ut checks t ensure that they are safe and in a usable cnditin. A2 Carrying ut a wrk activity Fllwing crrect prcedures t carry ut a given task. Wrking safely at all times. Recrding actins, including prcesses, prblems and results. A3 Clsing dwn a wrk area Cmpleting all tasks and relevant dcumentatin. Leaving the wrk area clean, tidy and safe. Returning drawings/wrk instructins and tls n cmpletin. Dispsing f unusable tls, equipment and waste materials. Learning aim B: Manufacture cmpnents in a sheet metal fabricatin envirnment safely B1 Measuring and marking ut Safe use f tls and equipment fr measuring and marking ut: measuring tls, e.g. rule, tape rule, prtractr, height gauge marking ut tls, e.g. scriber, centre punch, chalk line, square, trammel, dividers, templates, surface plate, chalk, engineers' blue, laser measuring and marking equipment features, e.g. datum lines and centre lines, square and rectangular prfiles, circles, curved prfiles, cutting detail, hle centring, circular utlining, linear utlining. B2 Material types Standard fixtures and frms f supply f cmmn engineering materials: sheet, plate and material sectins, e.g. ht-rlled black, cld-rlled up t and including 3 mm thickness f standard sectins material frms used in fabricatin and assembly, e.g. standard bar and sectin lengths, standard prfiles, cutting detail fr flat cvers and plates, frames, pipe and tube sectins, clumns, beams, struts fixtures and fittings used in fabricatin, e.g. seals, gaskets, trims, panels, screens, fish plates, gussets, spars and brackets, structural supprt pads, bed plates. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

57 UNIT 4: WORKSHOP SKILLS B3 Materials Types f material used in fabricatin: metallic ferrus and nn-ferrus, e.g. mild steel, tinned steel, galvanised steel, aluminium, stainless steel, brass, cpper nn-metallic plastics, rubbers, e.g. muldings, sheets and extrusins. B4 Cutting Safe use f cutting tls and techniques: hand tls, e.g. tin snips, hacksaw, files hand pwer tls drill, nibbler machine tls, e.g. bench shears, band saw, guilltine, pillar drill, punch, crpping machine cutting peratins straight cuts, external cntured cuts, rund hles filing drilling. B5 Frming Safe use f frming tls and techniques: tls and equipment, e.g. hammers, mallets, stakes, frmers, hand bending, pwered bending machines, hand rlling, pwered rlling machines safety checks n tls and equipment, e.g. hammer shafts are secure, striking faces n stakes and frmers are free frm burrs and defects, machine guards and devices are peratinal peratins bends, flds, curved panels, cylindrical sectin, ducting/trunking. Learning aim C: Assemble fabricated structures safely C1 Jining prcesses Types f permanent and nn-permanent jining: thermal, e.g. tack welding, brazing, sldering, resistance spt welding, electric welding techniques, gas welding techniques mechanical fasteners, e.g. hllw rivets, slid rivets, self-piercing rivets, threaded inserts, structural fasteners, blts, screws adhesives, e.g. structural adhesives, epxides, acrylics, cyanacrylates. C2 Assemblies Types f assembly: straightfrward assemblies (characterised by linear edges, perpendicular changes f sectin and regular jins), e.g. regular-shaped frames/hds/guards/panels, regular-sectined ducting/trunking, square, rectangular and bx sectins, cylindrical sectins mre cmplex assemblies (characterised by nn-linear edges, changes f sectin that are nt necessarily perpendicular and irregular jins), e.g. reductin pieces, irregular-shaped frames/hds/guards/panels, sectined ducting/trunking incrprating changes in sectin/crss-sectinal area, irregular-shaped bx sectins, val and tapered cylindrical sectins. Types f cmpnents in the assemblies: straightfrward cmpnents, e.g. regular sheet metal cvers, pre-fabricated square and rectangular cmpnents, pre-fabricated cylindrical and cnical cmpnents, brackets. Light rlled angle r tee sectin mre cmplex types f cmpnent, e.g. irregular sheet metal cvers, pre-fabricated nnsquare/rectangular cmpnents, pre-fabricated nn-circular cylindrical and cnical prfiles, flanges, pipes. Light rlled channel r I frm sectin. 50 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

58 UNIT 4: WORKSHOP SKILLS C3 Quality and accuracy standards Jining and assembling within tlerance: aligning parts in accrdance with given specificatins ensuring verall linear dimensins meet specificatin ensuring verall dimensins are within gemetrical tlerances, e.g. square, straight, free frm twists, pitches f erectin hles meet specificatin requirements assemblies have secure and firm jints assemblies are clean and free frm burrs and sharp edges. Transferable skills Prblem slving and cmmunicatin Develping skills t slve 3D prblems thrugh assembling a fabricated structure, gaining skills in cmmunicatin thrugh wrking in teams, cperating with thers and fllwing instructins in rder t prduce a fabricatin t a required quality standard. Managing infrmatin Gaining skills in the interpretatin f dcuments and drawings, including the use and applicatin f referencing as a result f interpreting dcumentatin t assemble a fabricated structure accurately. Self-management and develpment Priritising activities and gaining an understanding f the relatinship between tasks in rder t rganise time and resurces when wrking in a fabricatin wrkshp. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

59 UNIT 4: WORKSHOP SKILLS Assessment criteria Pass Merit Distinctin Learning aim A: Manage a wrk area safely fr a fabricatin activity A.P1 Manage a wrk area fr a fabricatin activity, carrying ut basic tests n equipment. A.P2 Demnstrate safe wrking practices and identificatin f hazards and risks when setting up and clsing dwn a wrk area fr a fabricatin activity. A.M1 Manage a wrk area fr a fabricatin activity safely, carrying ut tests n equipment, identifying issues and slving simple prblems. A.D1 Manage a wrk area fr a fabricatin activity safely, carrying ut thrugh testing f equipment and shwing initiative when cnfrnted with issues. Learning aim B: Manufacture cmpnents in a sheet metal fabricatin envirnment safely B.P3 Measure and mark ut different types f material fr the cmpnent parts f a functinal, fabricated structure. B.M2 Manufacture cmpnents safely and accurately, shwing gd skill with nly minr aesthetic issues identified by inspectin. B.D2 Manufacture cmpnents safely and accurately, shwing a high level f skill with n aesthetic issues identified by inspectin. B.P4 Demnstrate safe and accurate use f cutting and frming tls and techniques in the prductin f functinal cmpnent parts f a fabricated structure. Learning aim C: Assemble fabricated structures safely C.P5 Select and use suitable tls, fixtures and fittings t safely assemble a functinal fabricated structure. C.M3 Assemble a fabricated structure safely and accurately, shwing gd skill with nly minr aesthetic issues identified by inspectin. C.D3 Assemble a fabricated structure safely and accurately, shwing a high level f skill with n aesthetic issues identified by inspectin. 52 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

60 UNIT 4: WORKSHOP SKILLS Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: demnstrate that they can manage a wrk area by crrectly setting up and preparing it fr a fabricatin activity, selecting the crrect equipment and materials required. They will check and test all the necessary equipment t ensure it is fit fr use, and demnstrate they can lay ut and put tgether the equipment while fllwing the crrect health and safety prtcls demnstrate cntrl ver the set-up prcedures, shwing initiative if faced with a prblem such as a piece f equipment nt functining crrectly r nt being available. They might d this thrugh finding a replacement piece f equipment, selecting a suitable alternative r checking why smething is nt functining shw full cnsideratin and applicatin f the required health and safety prcedures they have t adhere t, carrying ut a risk assessment demnstrate that they can safely clse dwn a wrk area n cmpletin f the wrk activity, with all relevant dcumentatin cmpleted fully and clearly. Fr merit standard, learners will: demnstrate that they can manage a wrk area by crrectly setting up and preparing it s that it is fit fr use fr a fabricatin activity. They will select mst f the crrect equipment and materials but may need sme guidance. They will carry ut tests n the equipment t ensure it is ready fr use demnstrate a clear understanding f prcedures, applying them crrectly while setting up the wrk area, althugh they may need sme assistance if faced with a prblem with equipment r materials demnstrate a clear understanding f health and safety prtcls assciated with handling the equipment and materials they have selected, carrying ut a risk assessment demnstrate that they can safely clse dwn a wrk area n cmpletin f the wrk activity, with all relevant dcumentatin cmpleted fully. Fr pass standard, learners will: demnstrate that they can prepare and set up a wrk area fr a fabricatin activity by assembling the apprpriate equipment and materials required, althugh they may nt have selected all f these themselves. They will attempt t set up the wrkspace, althugh further adjustments may be required t make it fit fr use carry ut basic tests, such as visual checks n equipment, t ensure the equipment is fit fr purpse fllw health and safety prcedures when handling r putting tgether equipment and materials demnstrate that they can safely clse dwn a wrk area n cmpletin f the wrk activity, with relevant dcumentatin cmpleted, althugh sme infrmatin may be missing. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

61 UNIT 4: WORKSHOP SKILLS Learning aim B Fr distinctin standard, learners will: demnstrate a cnsistently high level f accuracy and initiative when marking ut and cutting cmpnents that frm part f a fabricated structure make any crrectinal adjustments that may be necessary t ensure that individual cmpnent parts meet specificatins assess their wn levels f safe wrking; this culd be achieved thrugh the use f anntated phtgraphs r shrt written reprts relating t bth marking ut and cutting peratins carry ut a cmprehensive final quality inspectin f the finished cmpnent and maintain detailed recrds f this prcess. All inspectin results must be accurate and verified by the tutr. Inspectin results will cnfirm that there are n quality issues relating t cmpnent accuracy and frm, and that the cmpnents are bth functinal and have n aesthetic issues. Fr merit standard, learners will: demnstrate cnfidence in their wrking when marking ut, cutting and frming cmpnents; the wrk will be mstly accurate, althugh there may be sme errrs and inaccuracies. The cmpnent parts will functin as intended, althugh they may nt fully meet the specificatin use tls and equipment safely and with cnfidence, and perfrm bth cutting and frming peratins apprpriately and with limited guidance bserve safe wrking practices and use a range f techniques cnfidently t prduce cmpnent parts. This will include the use f hand tls, pwer tls and machinery in line with the requirements f the cmpnents being made check cmpnents fr accuracy but may nt necessarily recrd their results fully r make changes t ensure cmpliance with specificatins carry ut a final quality inspectin f the finished cmpnent and maintain recrds f this prcess, althugh these may lack detail. Inspectin results will cnfirm that there are n issues relating t cmpnent functinality but there may be minr quality issues, such as csmetic appearance. This must nt directly impact basic cmpnent functin. Fr pass standard, learners will: cmpetently carry ut a range f peratins t measure and mark ut when prducing cmpnents fr a fabricatin cut and frm materials safely carry ut a final quality inspectin f the finished cmpnent and maintain a basic recrd f this prcess, but this might lack detail r cntain missins. All inspectin results must be accurate and verified by the tutr. Inspectin results will reveal significant aesthetic r quality issues that might cmprmise the lng-term reliability f the cmpnent, but the cmpnent shuld be functinal. 54 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

62 Learning aim C Fr distinctin standard, learners will: select and use apprpriate permanent and nn-permanent jining methds when assembling a cmplex fabricated structure UNIT 4: WORKSHOP SKILLS select and cnsistently use tls and equipment safely and skilfully t make sure that the cmpleted structure cmplies with given specificatins, including bth dimensinal and gemetrical tlerances carry ut a cmprehensive final quality inspectin f the finished fabricated structure and maintain detailed recrds f this prcess. All inspectin results must be accurate and verified by the tutr. Inspectin results will cnfirm that there are n quality issues relating t the fabricatin. Fr merit standard, learners will: demnstrate that they are able t wrk safely with a range f tls, and that they are able t select and use apprpriate fixtures and fittings t cmplete a fabricatin activity with cnfidence select and use bth permanent and nn-permanent jining methds as apprpriate fr cmpnents within the structure, and must demnstrate accuracy in their final fabricated structure carry ut a final quality inspectin f the finished fabricatin and maintain recrds f this prcess, althugh these may lack detail. Inspectin results will cnfirm that there are n issues relating t fabricatin functinality but there may be minr quality issues, such as csmetic appearance. This must nt directly impact basic functin. Fr pass standard, learners will: need supprt in the selectin f the apprpriate tls r prcesses, and their final utcmes may be lacking in precisin and nt cmply in full with specificatins. The cmpnents will have been manufactured safely, and learners will have cmplied with safe wrking requirements. They are unlikely t perfrm any tests fr cmpliance n the cmpnents they have made, with little r n evidence f testing taking place use their knwledge and understanding t cmpetently prduce a fabricated assembly frm a range f cmpnents, using bth permanent and nn-permanent jining methds. They may need guidance in the selectin f apprpriate prcesses, hwever they will be expected t select the majrity f the tls and cnsumables they use independently prduce a fabricated structure that is fit fr purpse but may nt fully meet all f the specificatin criteria fr gemetric tlerances carry ut a final quality inspectin f the finished fabricatin and maintain a basic recrd f this prcess, but this may lack detail r cntain missins. All inspectin results must be accurate and verified by the tutr. Inspectin results will reveal significant aesthetic r quality issues that might cmprmise the lng-term reliability f the fabricatin, but the structure will still be functinal. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

63 UNIT 4: WORKSHOP SKILLS Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. Suggested scenari Yu are wrking in a fabricatin wrkshp. Yur supervisr is impressed by the wrk yu have carried ut s far and has suggested that yu culd develp yur skills further by prducing a fabricatin independently, s that yu becme mre aware f the requirements fr accuracy at each stage f the fabricatin prcess. Yur supervisr needs yu t demnstrate that yu can wrk with precisin and use a range f fabricatin tls and equipment safely in rder t assemble a fabricated structure n yur wn. When carrying ut these tasks, yur supervisr will be mnitring the accuracy f yur wrk and yur ability t make sure that wrk cnfrms t the peratinal requirements f a specificatin. If a retake is necessary, an alternative example must be used. The fllwing is an example f a retake assessment activity. Yu have been asked by yur supervisr t prvide a demnstratin t ptential trainees f the types f wrk that an engineer wrking in a fabricatin envirnment wuld carry ut. Yu are asked t prepare fr an activity and then carry ut a range f tasks that will invlve marking ut, cutting, frming and assembly. Yu must demnstrate hw activities are carried ut safely at all times and ways t make sure that cmpnents and the structure are prduced with accuracy. 56 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

64 UNIT 4: WORKSHOP SKILLS Further infrmatin fr tutrs and assessrs Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit A tutr-led practical activity t intrduce learners t the fabricatin wrkshp and the types f tls and equipment they will use when carrying ut fabricatins, thrugh the assembly f small prducts r structures frm a given kit f parts and fixings. This will be fllwed by an inductin int wrkshps and an intrductin t the general safety and emergency prcedures that must be fllwed. This culd then be fllwed by a brief intrductin t identify specific prcesses used in the fabricatin and sheet metal wrk industries. A further tutr-led sessin culd examine safe wrking practices in mre detail, including cnsideratin f the health and safety legislatin related t fabricatin and sheet metal wrking envirnments. This shuld include the prcedures fr setting up the wrking envirnment befre starting a fabricatin task, and als the methd fr clsing dwn the wrk area. Where pssible, this culd be supprted by external guest speakers r visits t industrial fabricatin wrkshps. Learners cmplete wrksheets t identify ptential hazards in the wrkshp/wrkplace and hw the risk frm these hazards has been minimised using gd practice. Suggested time: abut 3 hurs. Activity: Intrductin t fabricatin A tutr-led wrkshp demnstratin f different stck material types that learners will use when carrying ut fabricatin activities, including sheet, tube, sectins and plate. Tutrs shuld intrduce learners t bth metallic and nn-metallic materials. Tutrs culd then demnstrate the safe use f the tls and equipment that are used fr marking ut materials fr a fabricatin activity. Learners will als experience apprpriate inductin prgrammes while n wrk experience placements. Learners culd carry ut a practical sessin in the wrkshp t gain familiarisatin with a range f measurement techniques and tls. They culd develp these skills thrugh the marking f sheet, tube and sectinal materials as used in industry, and where pssible they culd apply these skills practically while n wrk experience placements. A further tutr demnstratin culd lk at hw different marking ut techniques are used accrding t material type and surface frm. Learners culd cmplete wrksheets t identify the apprpriate tls and equipment fr marking a range f materials and frms fr a fabricatin activity. Suggested time: abut 8 hurs. Activity: Cutting materials A tutr-led wrkshp demnstratin f safe wrking practices when using cutting tls and machinery. This shuld include a variety f cutting tls types, including hand perated, pwer tls and machines. The demnstratin shuld include hw t set tls up fr use, any cnsumables that wuld be needed and hw t maintain tls safely. Tutrs shuld demnstrate the cutting peratins listed in the unit specificatin, and fr each ne explain the purpse and hw t carry ut each peratin safely. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

65 UNIT 4: WORKSHOP SKILLS This culd then be fllwed by individual practice f a range f cutting peratins. Learners shuld demnstrate that they have a gd awareness f safety in the wrkshp when using cutting equipment and that they are able t set tls up crrectly. The practical activities shuld give learners an pprtunity t practise and develp their skills in carrying ut a range f cutting peratins, including cutting straight cuts, prfiles and shapes, and cutting f sheets and sectins. Suggested time: abut 12 hurs. Activity: Frming materials A tutr-led wrkshp demnstratin f safe wrking practices when using frming tls and machinery. The demnstratin shuld als cver bending and flding thery, types f machine, the safe use f rlling machinery and frming with hammers and mallets. This culd be supprted thrugh the use f an industrial visit, r the use f guest speakers t explain the prcesses that are used in an industrial cntext. There shuld be further emphasis n safety in the wrkshp when using frming equipment, with learners cmpleting apprpriate wrksheets t identify hazards, risks and cntrl measures. This culd be fllwed by a number f practical activities where learners will gain experience f bending and flding, including hw t safely set up and use the equipment. This will include checks that shuld be carried ut befre, during and after frming. Similarly, learners shuld practise and develp their skills in rlling materials, as well as wrking with hand pwer tls that are used fr frming peratins. Learners culd then carry ut a further practical wrkshp activity t develp their skills in using hammers, mallets, stakes and frmers fr manual frming activities. Suggested time: abut 12 hurs. Activity: Assembling fabricatins A tutr-led practical demnstratin f safe wrking practices when cmpleting the assembly f fabricated structures bth in the wrkshp and in industry, making reference t drawings and ther dcumentatin. Dcumentatin culd be prduced in cnjunctin with lcal engineering rganisatins, with learners gaining experience f using the frmal drawings and dcuments used in industry. Tutrs shuld demnstrate a range f jining techniques, including thermal jining prcesses, mechanical fastenings and adhesives. The demnstratin shuld als include types f assembly and effective use f materials t cmplete the assembly. Finally, tutrs shuld explain t learners the different quality standards that relate t assembly f fabricatins, including dimensinal accuracy, tlerances and gemetrical tlerances. Learners shuld be shwn hw t recrd cmpliance with tlerances and hw these relate t accuracy. Learners shuld practise assembling fabricated structures, including preparatin f jints fr assembly and then the safe jining and assembly f cmpnents. Learners shuld practise jining a number f materials with a range f jining techniques, including permanent methds such as thermal, mechanical and bnding with adhesives. This culd be carried ut while n wrk experience placements r in a fabricatin wrkshp. Learners shuld develp their skills in wrking t a specificatin and cmplete fabricatins t given tlerances and then check the accuracy f the assembled cmpnents. Suggested time: abut 20 hurs. 58 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

66 UNIT 4: WORKSHOP SKILLS Essential resurces Fr this unit, learners will need access t the relevant tls, machinery and safety equipment listed in the unit cntent. Centres will need t ensure that they have sufficient hand tls, pwer tls and machines t enable all learners t perfrm the tasks individually. Links t ther units This unit has strng links t: Unit 1: Engineering Principles Unit 2: Prcesses and Materials Unit 5: Machining Techniques Unit 9: Delivering Engineering Slutins. Emplyer invlvement This unit wuld benefit frm emplyer invlvement in the frm f: guest speakers wh wrk in the fabricatin sectr, such as technicians, t talk abut the wrking day, prcedures fr setting up wrk areas fr fabricatin activities and safe wrking practices wrking drawings prvided by industrial partners fr simple and cmplex fabricatins that culd be manufactured using the wrkshp facilities available wrk experience in the fabricatin sectr, ffering the pprtunity t carry ut a range f activities as described in the unit cntent industrial visits t fabricatin wrkshps t gain further understanding f hw prcesses are carried ut in an industrial cntext. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

67 60 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

68 UNIT 5: MACHINING TECHNIQUES Unit 5: Machining Techniques Level: 2 Unit type: Optinal Assessment type: Internal Guided learning hurs: 60 Unit in brief Learners safely set up machine tls and use drilling, turning and milling techniques t prduce and inspect several wrkpieces. Unit intrductin The machines that yu will use during this unit are sme f the mst imprtant pieces f engineering equipment. Mst mdern Cmputer Numerically Cntrlled (CNC) machine tls have been develped frm cnventinal drills, lathes and milling machines. Yu can use these three types f machine t prduce a huge variety f different cmpnents, parts and prducts. This unit will help yu t understand hw t generate and frm wrkpieces thrugh standard engineering machining techniques that invlve remval f material. Yu will learn hw t select and use a range f tls and wrk-hlding devices s that yu can carry ut a variety f machining prcesses. Yu will learn hw t set the machines befre yu use them, hw t mnitr the machining prcesses and hw t inspect the wrkpieces yu prduce fr cmpliance and accuracy. Yu will als learn hw t perate the machinery safely. This unit will prepare yu fr a mechanical r manufacturing engineering apprenticeship, and fr technician-level rles, fr example as a machine setter and setter peratr. Learning aims In this unit yu will: A Prepare fr machining peratins B Make wrkpieces using drilling, turning and milling techniques safely C Undertake a quality cntrl check fr cmpliance and accuracy f a wrkpiece. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

69 UNIT 5: MACHINING TECHNIQUES Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A B C Prepare fr machining peratins Make wrkpieces using drilling, turning and milling techniques safely Undertake a quality cntrl check fr cmpliance and accuracy f a wrkpiece A1 Tls A2 Wrk-hlding devices A3 Selecting apprpriate tling and wrk-hlding devices B1 Techniques fr machining features f the wrkpiece B2 Machining parameters B3 Safe wrking practices C1 Quality cntrl checks fr cmpliance and accuracy A prtfli f evidence, including: tutr bservatin recrds anntated phtgraphs vides with learners narratin, ntes cmpleted quality inspectin recrds written justificatins and evaluatins wrkshp lgbk. Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Applying safe wrking practices Setting and adjusting machining parameters Selecting tling and wrk-hlding devices Carrying ut milling, drilling and turning Wrking accurately Applicatins f milling, drilling and turning Identificatin and applicatins f tling and wrk-hlding devices Prblem slving Managing infrmatin Self-management and develpment 62 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

70 UNIT 5: MACHINING TECHNIQUES Unit cntent Knwledge and sectr skills Learning aim A: Prepare fr machining peratins A1 Tls Tls fr specific drilling, turning and milling techniques: fr drilling simple tls, e.g. centre drill, drill bit; mre cmplex tls, e.g. flat-bttmed drill, cunterbring tl, cuntersinking tl, reamer, tap fr turning simple tls, e.g. turning tls, facing tls; mre cmplex tls, e.g. frm tls, parting ff tls, single-pint threading, bring bar, recessing tl, centre drill, twist drill, reamer, tap, die, knurling tl fr milling simple tls, e.g. face mills, end mills; mre cmplex tls, e.g. slt drills, sltting cutters, slitting saws, prfile cutters, twist drills, reamer, bring tls tling materials high-speed steel, cbalt steel, tungsten carbide, diamnd. A2 Wrk-hlding devices Wrk-hlding devices fr drilling, turning and milling: fr drilling simple wrk-hlding device, e.g. machine vice; mre cmplex wrk-hlding devices, e.g. clamping direct t machine table, angle plate, vee blck and clamps fr turning simple wrk-hlding device, e.g. 3-jaw chuck with hard jaws; mre cmplex wrk-hlding devices, e.g. 4-jaw chuck with hard jaws, centres (live r dead), faceplate, fixed steady r travelling steady fr milling simple wrk-hlding device, e.g. machine vice; mre cmplex wrk-hlding devices, e.g. clamping direct t machine table, angle plate, vee blck and clamps, indexing head/device, rtary table. A3 Selecting apprpriate tling and wrk-hlding devices Selectin f drilling, turning and milling tling and wrk-hlding devices suitable fr prducing features in a wrkpiece: fr drilling selecting apprpriate tling and wrk-hlding devices fr simple features, e.g. fr thrugh hles in square bar, use machine vice and drill bit; mre cmplex features, e.g. fr cunterbred hles in rund bar, use vee blck and clamps, drill bit and cunterbring tl fr turning selecting apprpriate tling and wrk-hlding devices fr simple features, e.g. flat face n rund bar use 3-jaw chuck and facing tl; mre cmplex features, e.g. knurled diameters n lng rund bar use 3-jaw chuck with live (rtating) centre and knurling tl fr milling selecting apprpriate tling and wrk-hlding devices fr simple features, e.g. flat faces n a square bar use machine vice and end mill; mre cmplex features, e.g. enclsed slt in a rund bar use vee blck and clamps and sltting cutter. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

71 UNIT 5: MACHINING TECHNIQUES Learning aim B: Make wrkpieces using drilling, turning and milling techniques safely B1 Techniques fr machining features f the wrkpiece Use f drilling, turning and milling techniques fr prducing features in a wrkpiece: fr drilling simple features, e.g. thrugh hles, blind hles; mre cmplex features, e.g. flat-bttmed hles, cunterbred hles, cuntersinking, reaming, tapping fr turning simple features, e.g. flat faces, parallel diameters; mre cmplex features, e.g. stepped diameters, tapered diameters, drilled hles, bred hles, reamed hles, prfile frms, internal threads, external threads, parting ff, chamfers, knurls, grves, undercuts fr milling simple features, e.g. flat faces, square faces; mre cmplex features, e.g. parallel faces, angular faces, steps, shulders, pen-ended slts, enclsed slts, recesses, tee shts, drilled hles, bred hles, prfile frms, serratins, indexed r rtated frms. B2 Machining parameters Parameters fr drilling, turning and milling techniques: fr drilling psitinal, e.g. psitin f wrkpiece, psitin f tl in relatin t wrkpiece; dynamic, e.g. tling revlutins per minute (speed), linear feed rate (feed), swarf clearance fr turning psitinal, e.g. psitin f wrkpiece, psitin f tl in relatin t wrkpiece; dynamic, e.g. wrkpiece revlutins per minute (speed), linear feed rate (feed), depth f cut fr rughing and finishing, swarf clearance fr milling psitinal, e.g. psitin f wrkpiece, psitin f tl in relatin t wrkpiece; dynamic, e.g. miller cutting revlutins per minute (speed), linear/table feed rate (feed), depth f cut fr rughing and finishing, swarf clearance. B3 Safe wrking practices Safe wrking practices relevant t drilling, turning and milling techniques: fr drilling handling drilling tls, tl breakage prcedure, swarf handling and dispsal, cutting fluids fr turning handling turning tls, tl breakage prcedure, swarf handling and dispsal, backlash in machine slides, cutting fluids fr milling handling milling tls, tl breakage prcedure, swarf handling and dispsal, backlash in machine slides, cutting fluids general safety awareness, e.g. wearing apprpriate persnal prtective equipment (PPE) alertness t mving parts, ensuring machine guards are in place, use f emergency stp, machine islatin, keeping a clean and tidy wrk area, remving burrs and edges, identificatin f risks, assciated hazards and their cntrl. 64 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

72 UNIT 5: MACHINING TECHNIQUES Learning aim C: Undertake a quality cntrl check fr cmpliance and accuracy f a wrkpiece C1 Quality cntrl checks fr cmpliance and accuracy Checks fr accuracy and cmpliance relevant t drilling, turning and milling techniques: fr drilling visual checks, e.g. wrkpiece t be free frm false tl cuts, burrs and sharp edges remved; specific checks, e.g. dimensinal tlerance equivalent t BS EN r BS 4500, surface texture 1.6 µm (63 µin), reamed hles within H8, screw threads BS medium fit fr turning visual checks, e.g. wrkpiece t be free frm false tl cuts, burrs and sharp edges remved; specific checks, e.g. dimensinal tlerance equivalent t BS EN r BS 4500, surface finish 1.6 µm (63 µin), reamed r bred hles within H8, screw threads BS medium fit, angles within +/ 1.0 fr milling visual checks, e.g. wrkpiece t be free frm false tl cuts, burrs and sharp edges remved; specific checks, e.g. dimensinal tlerance equivalent t BS EN r BS 4500, surface finish 1.6 µm (63 µin), flatness and squareness within mm per 25 mm, angles within +/ 1.0. Transferable skills Prblem slving Selecting the mst apprpriate techniques, tling and wrk-hlding devices t manufacture a range f simple and cmplex features. Managing infrmatin Cllecting, recrding and interpreting quality inspectin data. Self-management and develpment Develpment f practical skills relating t drilling, milling and turning prcesses will be self-managed by learners. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

73 UNIT 5: MACHINING TECHNIQUES Assessment criteria Pass Merit Distinctin Learning aim A: Prepare fr machining peratins A.P1 Select tls t safely drill, turn and mill simple and cmplex features, t a given brief. A.P2 Select apprpriate wrk-hlding devices t safely drill, turn and mill simple features, t a given brief. A.M1 Select the mst apprpriate tls and wrk-hlding devices t safely drill, turn and mill simple and cmplex features, t a given brief. A.D1 Justify the selectin f the mst apprpriate tls and wrk-hlding devices t safely drill, turn and mill simple and cmplex features, t a given brief. Learning aim B: Make wrkpieces using drilling, turning and milling techniques safely B.P3 Set up wrk-hlding devices, tling and initial psitinal and dynamic parameters fr a given brief. B.P4 Manufacture functinal wrkpieces using drilling, turning and milling, shwing sme skill. B.M2 Mnitr and adjust psitinal and dynamic parameters when safely drilling, turning and milling wrkpieces, shwing gd skill. B.D2 Mnitr and adjust psitinal and dynamic parameters effectively when safely drilling, turning and milling wrkpieces, shwing a high level f skill. B.P5 Demnstrate cmpliance with safe wrking practices when setting up and using drilling, turning and milling machining techniques. Learning aim C: Undertake a quality cntrl check fr cmpliance and accuracy f a wrkpiece C.P6 Carry ut quality cntrl checks fr cmpliance and accuracy n machined wrkpieces, maintaining a recrd f the inspectin. C.M3 Carry ut quality cntrl checks fr cmpliance and accuracy n machined wrkpieces, maintaining accurate recrds f the inspectin. C.D3 Carry ut a cmprehensive assessment f wrkpieces, maintaining detailed recrds f the inspectin and making recmmendatins fr imprvement. 66 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

74 UNIT 5: MACHINING TECHNIQUES Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: prvide a written justificatin t explain why they have chsen the tling and wrk-hlding devices used in the machining peratins carried ut during the manufacture f tw wrkpieces. This will include a discussin f ptential alternatives and why these were cnsidered less suitable than the tling and wrk-hlding devices actually used. Fr merit standard, learners will: cnsistently select effective and efficient tls and wrk-hlding devices fr drilling, turning and milling machining peratins during practical tasks t create simple and cmplex features n a wrkpiece(s), e.g. they will drill a cunterbred hle using a cunterbring tl and use a self-centring 3-jaw chuck when parallel turning rund bar. Fr pass standard, learners will: select apprpriate tls fr drilling, turning and milling machining peratins during practical tasks t create simple features n a wrkpiece(s). These may nt be the mst effective r efficient tls available t them, e.g. they might drill a cunterbred hle using tw peratins with a drill bit and flat bttmed drill instead f a single peratin using a cunterbring tl select apprpriate wrk-hlding devices fr drilling, turning and milling machining peratins during practical tasks t create simple features n a wrkpiece(s). These might nt be the mst effective r efficient wrk-hlding devices available t them, e.g. they might chse t use a 4-jaw chuck when parallel turning rund bar instead f 3-jaw chuck that will be self-centring. Learning aim B Fr distinctin standard, learners will: mnitr and adjust psitinal and dynamic parameters effectively and in a systematic way, shwing a clear understanding f their effects n accuracy and surface finish carry ut machining prcesses with a high level f skill. They will manipulate tls, equipment and machine parameter settings with practised dexterity and prduce accurate features, using near ptimal parameter settings t machine features quickly and efficiently demnstrate cmpliance with safe wrking practices thrughut all the practical activities carried ut in the unit. Fr merit standard, learners will: mnitr and adjust psitinal and dynamic parameters during machining prcesses as necessary fr the desired level f accuracy and surface finish, e.g. in turning, reducing the depth f cut after rughing in rder t carry ut finishing cuts with imprved surface finish. There may be sme instances where these are nt effectively mnitred and adjusted, leading t minr quality issues carry ut machining prcesses with a gd level f skill. They will manipulate tls, equipment and machine parameter settings cnfidently and prduce accurate features, althugh sme unnecessary stps and/r sub-ptimal dynamic parameter settings will slw their prgress demnstrate cmpliance with safe wrking practices thrughut all the practical activities carried ut in the unit. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

75 UNIT 5: MACHINING TECHNIQUES Fr pass standard, learners will: manufacture tw significantly different wrkpieces. Each wrkpiece will have at least six features, including bth simple and cmplex features. Between them, the tw wrkpieces will require learners t machine bth simple and cmplex features using milling, drilling and turning prcesses set up wrk-hlding devices and tling in preparatin fr use. This will include setting psitinal parameters, e.g. securing wrkpieces safely in the crrect psitin fr machining. It will als include setting initial dynamic parameters such as feeds and speeds carry ut machining prcesses with sme skill. They will handle tls, equipment and machinery safely and prduce sme accurate features, althugh they may appear hesitant and lack cnfidence when applying the prcesses required. Significant quality issues may be present n nly ne f the tw cmpnents. Significant issues are thse serius enugh t affect the safety, fit r functin f the cmpnents and might include burrs, sharp edges, false cuts r dimensins utside required tlerances. The secnd f the tw cmpnents must have n quality issues present demnstrate cmpliance with safe wrking practices thrughut all the practical activities carried ut in the unit smetimes require supprt frm tutrs, e.g. ensuring that they are using the crrect tls and hlding pieces, if they had nt already selected them as a result f the previus task (learning aim A). Learning aim C Fr distinctin standard, learners will: carry ut a cmprehensive quality inspectin f the finished wrkpieces and maintain detailed recrds f this prcess. All inspectin results must be accurate make recmmendatins fr imprvement f tw wrkpieces made by their peers. Fr merit standard, learners will: carry ut a quality inspectin f the finished wrkpieces and maintain recrds f this prcess, althugh these may lack detail. All inspectin results must be accurate. Fr pass standard, learners will: carry ut a quality cntrl inspectin f the finished wrkpieces and maintain a basic recrd f this prcess, but this might lack detail r cntain missins. All inspectin results must be accurate. 68 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

76 UNIT 5: MACHINING TECHNIQUES Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. There is ptential in this unit fr centres t prvide assessments set with emplyer input, fr example emplyers culd prvide assessment supprt by giving learners access t wrk areas that need review r simulate issues in the wrk area fr learners t imprve, using the techniques learned in the unit. Suggested scenari As an apprentice in a manufacturing cmpany, yu have been asked t make tw cmpnents that will be used in the repair f a cnveyr system frm drawings and a sample brken cmpnent prvided by yur supervisr. These will need t be manufactured safely and accurately within given tlerances if they are t fit the machine being repaired and allw it t functin prperly. Yu will be expected t carry ut the fllwing. Select, set up and use apprpriate machining techniques, tling and wrk-hlding devices safely in the manufacture f the cmpnents. Set, mnitr and adjust machining parameters as necessary during the manufacture f each cmpnent t ensure the required accuracy, cmpliance and surface finish. Demnstrate a gd understanding f safe wrking practices and general safety awareness at all times. In yur training lgbk, yu will be expected t reflect n the cmpletin f these cmpnents by cmpleting the fllwing. Justify, in cmparisn t alternatives, yur selectin f machine, tl and wrk-hlding device that was used t make each feature. Yu shuld back this up with phtgraphic evidence f the cmpnents. Evaluate the effectiveness f the safe wrking practices emplyed during the manufacture f the cmpnents and suggest any pssible imprvements. There has als been an arrival f sme cmpnents made by anther plant. Yur supervisr has asked t cmplete a quality cntrl inspectin f the cmpnents t ensure their fitness fr purpse. Yu will need t cmplete a quality cntrl recrd f yur findings and reprt back t yur supervisr. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

77 UNIT 5: MACHINING TECHNIQUES If a retake assessment is necessary, an alternative example must be used. The fllwing is an example f a retake assessment activity. As an apprentice in a manufacturing cmpany, yu have been asked t make tw cmpnents that will be used t repair wrn cmpnents n a drilling jig used n the shp flr. Yu have been given drawings and a sample cmpnent t wrk frm. These will need t be manufactured safely and accurately within given tlerances if they are t functin as required. Yu will be expected t carry ut the fllwing. Select, set up and use apprpriate machining techniques, tling and wrk-hlding devices safely in the manufacture f the cmpnents. Set, mnitr and adjust machining parameters as necessary during the manufacture f each cmpnent t ensure the required accuracy, cmpliance and surface finish. Demnstrate a gd understanding f safe wrking practices and general safety awareness at all times. In yur training lgbk, yu will be expected t reflect n the cmpletin f these cmpnents by cmpleting the fllwing. Justify, in cmparisn t alternatives, yur selectin f machine, tl and wrk-hlding device that was used t make each feature. Yu shuld back this up with phtgraphic evidence f the cmpnents. Evaluate the effectiveness f the safe wrking practices emplyed during the manufacture f the cmpnents and suggest any pssible imprvements. There has als been an arrival f sme cmpnents made by anther plant. Yur supervisr has asked t cmplete a quality cntrl inspectin f the cmpnents. Yu will need t make a recrd f yur findings and reprt back t yur supervisr. 70 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

78 Further infrmatin fr tutrs and assessrs UNIT 5: MACHINING TECHNIQUES Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit A tutr-led discussin f the imprtance f material remval prcesses in the manufacture f engineering prducts and cmpnents. A brief discussin f the limitatins f primary frming techniques, such as casting and frging shuld be discussed. An engine blck might be a gd example where a large casting is used t frm the basic cmpnent but material remval techniques are required t cut internal threads, machine mating surfaces and ther features requiring accuracy and surface finishes that can t be achieved by casting. A number f machined cmpnents cntaining a range f simple and cmplex features, alng with their assciated drawings shuld be available fr discussin with the grup. Features n the cmpnents shuld be named and linked back t hw they are represented n the drawings. Reading dimensins and tlerances frm the drawings shuld be explained. Phtgraphs f the cmpnents and cpies f drawings can be anntated by learners t identify the full range f features cvered in the unit cntent. Learners must becme familiar with recgnising them. Cmpnent phtgraphs shuld als be anntated with key dimensins and tlerances taken frm the engineering drawings. This culd be dne in small grups and then checked and verified as a class. A visit t the wrkshps in which the practical wrk required in this unit is t be carried ut shuld be dne early in its delivery. Learners shuld be intrduced t each f the machine types they will be required t use. At this initial stage, the requirements fr gd safety awareness shuld be emphasised during the discussin, and a brief demnstratin f each machine shuld be given. Suggested time: abut 5 hurs. Activity: Researching tls and wrk-hlding devices used in drilling, milling and turning The full range f tls and wrk-hlding devices required t make the wrkpieces used in learning and skills develpment, and thse planned fr use in assessment activities, shuld be made available. As learners will be handling them, the safety requirements shuld be discussed. Learners shuld phtgraph and then research each f them, learning their names, the machines n which they are used, and the types f wrkpieces and features they are used t make. A series f shrt practical demnstratins and/r vides shuld be used t supprt these research activities. Suggested time: abut 5 hurs. Activity: Carrying ut drilling peratins Learners will need t develp the practical skills necessary t carry ut drilling safely and accurately. Safe wrking practices essential t wrkshp safety f individual learners and their clleagues shuld be emphasised and discussed, including the use f guards, PPE and the psitin f emergency stp buttns. Learners shuld make ntes and recrd their activities in a wrkshp lgbk. The safe use f the pillar drill shuld be demnstrated t learners, including setting up apprpriate tling, wrk-hlding devices and psitinal and dynamic parameters apprpriate fr the features and material being drilled. A range f simple and cmplex tls shuld be demnstrated. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

79 UNIT 5: MACHINING TECHNIQUES Individual learners can perfrm sme f these demnstratins nce suitably familiar with the prcesses invlved and under clse supervisin. Learners shuld be asked t use apprpriate measuring equipment t determine the accuracy and cmpliance f the features drilled in the demnstratins. Depending n the resurces available, and nce cnsidered suitably cmpetent and safe, learners can practise their skills in using a pillar drill safely and accurately, making wrkpieces f their wn. They will be familiar with them frm activities carried ut in the unit intrductin. Learners will assess the accuracy f their wrk and shuld see an imprvement as their skills develp. Suggested time: abut 8 hurs. Activity: Turning Learners will need t develp the practical skills necessary t carry ut turning safely and accurately. Safe wrking practices and the crrect use f guards, PPE and the psitin f emergency stp buttns shuld be emphasised. Learners shuld make ntes and recrd their activities in a wrkshp lgbk. The safe use f the centre lathe shuld be demnstrated t learners, including setting up apprpriate tling, wrk-hlding devices and psitinal and dynamic parameters apprpriate fr the features and material being turned. A range f simple and cmplex tls shuld be demnstrated. Individual learners can perfrm sme f these demnstratins nce suitably familiar with the prcesses invlved, and under clse supervisin. Learners shuld be asked t use apprpriate measuring equipment t determine the accuracy and cmpliance f the features turned in the demnstratins. Depending n the resurces available, and nce cnsidered suitably cmpetent and safe, learners can then practise their skills in using a centre lathe safely and accurately, making wrkpieces f their wn. They will be familiar with these frm the activities carried ut in the unit intrductin. Learners will assess the accuracy f their wrk and shuld see an imprvement as their skills develp. Suggested time: abut 10 hurs. Activity: Milling Learners will need t develp the practical skills necessary t carry ut milling safely and accurately. Safe wrking practices and the crrect use f guards, PPE and the psitin f emergency stp buttns shuld be emphasised. Learners shuld make ntes and recrd their activities in a wrkshp lgbk. The safe use f the vertical milling machine shuld be demnstrated t learners, including setting up apprpriate tling, wrk-hlding devices and psitinal and dynamic parameters apprpriate fr the features and material being turned. A range f simple and cmplex tls shuld be demnstrated. Learners can perfrm sme f these demnstratins nce suitably familiar with the prcesses invlved, and under clse supervisin. Learners shuld be asked t use apprpriate measuring equipment t determine the accuracy and cmpliance f the features turned in the demnstratins. Depending n the resurces available, and nce cnsidered suitably cmpetent and safe, learners can practise their skills in using a centre lathe safely and accurately, making wrkpieces f their wn. They will be familiar with these frm the activities carried ut in the unit intrductin. Learners will assess the accuracy f their wrk and shuld see an imprvement as their skills develp. Suggested time: abut 10 hurs. 72 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

80 UNIT 5: MACHINING TECHNIQUES Essential resurces Fr this unit, learners will need access t: centre lathes, vertical milling machines and pillar drills as required by the learning aims and unit cntent auxiliary equipment, including apprpriate wrk-hlding devices and tls as required by the learning aims and unit cntent a range f measuring equipment suitable fr determining the dimensins f wrkpieces and their features a range f engineering drawings and example wrkpieces cntaining simple and cmplex features fr drilling, milling and turning. The tw wrkpieces required in the assessment activities must cntain between them at least tw simple and tw cmplex features frm each f the drilling, milling and turning categries defined in the unit cntent. Links t ther units This unit has strng links t Unit 7: Cmputer Numerical Cntrl. Emplyer invlvement This unit wuld benefit frm emplyer invlvement in the frm f: guest speakers frm the manufacturing industry, t share insights int industrial machining techniques and cntinuing imprtance f machining t a range f sectrs. Speakers culd talk abut the imprtance f safety in machining, the imprtance f quality checks n cmpleted cmpnents and maintaining accurate quality recrds a range f suitable wrkpieces and drawings. The designs fr these culd be develped in cnjunctin with an industrial partner wrk experience, which will allw learners t becme familiar with industrial machining techniques and the typical industrial envirnments in which they are used. The nature f the skills and experience being develped in this unit mean that it is particularly suited t incrprating a perid f wrk experience. Learners culd shadw an inspectr when carrying ut a quality check a machine peratr r supervisr, t supprt practical lessns and prvide feedback and develpmental advice t learners as their skills develp. This wuld help t ensure that the machining techniques taught effectively mirrr thse in current use in industry. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

81 74 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

82 Unit 6: PCB Cmpnents and Sldering UNIT 6: PCB COMPONENTS AND SOLDERING Level: 2 Unit type: Optinal Assessment type: Internal Guided learning hurs: 60 Unit in brief Learners set up and carry ut the assembly f electrnic circuits using printed circuit bards (PCBs) and investigate industrial electrnic circuit manufacturing prcesses. Unit intrductin If yu lk inside any piece f mdern technlgy, fr example a televisin r a games cnsle, a washing machine r a micrwave ven, yu will find that they rely n electrnics t make them wrk. Inside them all, yu will find a printed circuit bard (PCB). A PCB allws large numbers f electrnic cmpnents t be cnnected t each ther easily and reliably. Understanding hw t prepare the necessary equipment and cmpnents, and then assemble a PCB, are imprtant skills fr anyne wanting t becme invlved in manufacturing an enrmus range f prducts. In this unit, yu will prepare the necessary infrmatin, cmpnents and equipment required t assemble PCBs. Yu will carry ut the sldering and assembly prcesses required t make a PCB, and check the quality f yur wrk. Yu will investigate the techniques and equipment used in industry t manufacture PCBs in large numbers. As well as hands-n practical skills, this unit will als develp yur ability t wrk independently using written instructins, drawing and diagrams t carry ut practical tasks. These skills are highly valued by emplyers and this unit will help prepare yu fr prgressin t emplyment as a manufacturing perative in industry. Learning aims In this unit yu will: A Prepare safely fr the assembly f thrugh-hle PCBs B Assemble a functinal thrugh-hle PCB safely C Explre ways in which PCBs are manufactured n an industrial scale. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

83 UNIT 6: PCB COMPONENTS AND SOLDERING Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A B Prepare safely fr the assembly f thrugh-hle PCBs Assemble a functinal thrugh-hle PCB safely A1 Understanding PCB manufacturing specificatins A2 Identifying electrnic cmpnents A3 Equipment preparatin A4 Risk assessment B1 Sldering techniques B2 Quality cntrl and testing A prtfli f evidence, including: bservatin recrds anntated phtgraphs written ntes cmpleted risk assessment(s) quality inspectin recrds testing results. C Explre ways in which PCBs are manufactured n an industrial scale C1 Thrugh-hle technlgy (THT) C2 Surface-munt technlgy (SMT) A presentatin evaluating the advantages f industrial PCB manufacturing techniques and equipment. Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Interpreting electrnic circuit diagrams and cmpnent layuts Preparing t carry ut manufacturing activities Carrying ut sldering safely Identificatin f electrnic cmpnents and their symbls PCB manufacturing techniques and equipment widely used in industry Managing infrmatin Self-management and develpment Organisatinal skills 76 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

84 UNIT 6: PCB COMPONENTS AND SOLDERING Unit cntent Knwledge and sectr skills Learning aim A: Prepare safely fr the assembly f thrugh-hle PCBs A1 Understanding PCB manufacturing specificatins Understanding and use f: schematic circuit diagrams, PCB cmpnent layut diagrams, standard cmpnent symbls t British Standard BS EN 60617, PCB silk screen print cmpnent identificatin, cmpnent lists, manufacturing aids such as phtgraphs f ppulated PCBs. A2 Identifying electrnic cmpnents Identificatin f cmmn cmpnent types, plarity, pin identificatin and cmpnent value markings, t include: resistrs, capacitrs, transistrs, dides, integrated circuits, resistr clur cdes. Mechanical cmpnents, t include: cnnectrs, DIL IC sckets. A3 Equipment preparatin Wrk area rganisatin. Identificatin and gathering f tls and equipment, t include: sldering irn, stand, lead-free slder, wire strippers, side cutters, end cutters, de-sldering pump r braid, needle-nse pliers. Setting up fume extractin equipment. Checking sldering equipment, t include checking: plug and flex fr damage sldering tip is clean and free f crrsin/damage. Crrect use f sldering irn stand and cleaning tls. Handling and preparatin f cmpnents. A4 Risk assessment Safe wrking practices when sldering PCBs. Risk assessment apprpriate t carrying ut sldering, t include: Health and Safety Executive (HSE) five steps t risk assessment identifying the hazards deciding wh might be harmed and hw evaluating risks and deciding n cntrl measures recrding findings and implementing cntrl measures reviewing risk assessment regularly and updating it as necessary. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

85 UNIT 6: PCB COMPONENTS AND SOLDERING Learning aim B: Assemble a functinal thrugh-hle PCB safely B1 Sldering techniques Techniques fr hand sldering thrugh-hle cmpnents int a PCB, t include: sldering using multi-cre lead-free sldering technique t avid dry jints tinning cmpnent legs and multi-strand wire using heat sinks and shunts using IC sckets using heat shrink sleeving r insulatin tape using de-sldering braid r pump wire preparatin, e.g. stripping, tinning, trimming cnnectin f ff-bard cmpnents cmpnent plarity and placement. B2 Quality cntrl and testing Quality cntrl checks, t include: cmpnent placement and plarity, quality f sldering, functinal testing. Testing electrnic circuits t check vltage levels, cntinuity and current, and t identify and diagnse faults, including the use f: a vltmeter (r multimeter) t measure vltage levels acrss cmpnents and pwer supplies in a circuit an hmmeter (r multimeter) t check fr cntinuity in circuit tracks and wires, and t detect breaks and bridges in cnnectins an ammeter (r multimeter) t measure ttal circuit current. C Explre ways in which PCBs are manufactured n an industrial scale C1 Thrugh-hle technlgy (THT) THT manual cmpnent placement techniques and equipment, t include: axial cmpnent prefrming and crpping f taped cmpnents radial cmpnent crpping f taped cmpnents wrkstatin rganisatin, t include type and psitin f cmpnent strage prductin aids, t include wrk-hlding devices, images/phtgraphs t guide cmpnent placement aut cnveyr wave sldering visual inspectin f cmpnent placement t ensure crrect type, psitin and rientatin autmated testing using multi-pin PCB test fixtures typical circuit cmplexity lw/medium typical batch size 10 t 1000 prductin flexibility gd with shrt set-up times, allwing quick changevers between prducts typical csts high unit cst, lw set-up cst, medium equipment csts. 78 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

86 UNIT 6: PCB COMPONENTS AND SOLDERING C2 Surface-munt technlgy (SMT) SMT techniques and equipment, t include: applicatin f slder paste t required template high-speed autmated pick and place machines using multiple cmpnent reels/magazines slder paste reflw vens t mechanically fix and electrically cnnect cmpnents autmatic ptical inspectin f cmpnent placement autmated testing using multi-pin PCB test fixtures typical circuit cmplexity high typical batch size 1000 t prductin flexibility pr with lng and cmplex set-up requirements typical csts lw unit cst, high set-up cst, high equipment cst. Transferable skills Managing infrmatin PCB specificatins may cntain cmplex infrmatin in a range f frmats, including schematic diagrams, images, cmpnent lists and written instructins. These must be managed and accurately interpreted in rder t manufacture a PCB. Self-management and develpment Managing the develpment f wn skills thrugh purpseful practice, becming cmpetent and then increasingly skilful in the applicatin f PCB manufacturing techniques. Organisatinal skills PCB manufacturing must be carried ut methdically t ensure all cmpnents are inserted crrectly befre being sldered in place. A systematic and rganised apprach t the preparatin f tls, equipment and cmpnents is required t ensure that manufacturing can be carried ut effectively. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

87 UNIT 6: PCB COMPONENTS AND SOLDERING Assessment criteria Pass Merit Distinctin Learning aim A: Prepare safely fr the assembly f thrugh-hle PCBs A.P1 Select cmpnents and identify and select tls and equipment fr the safe assembly f PCBs. A.P2 Carry ut a risk assessment n hand sldering a thrugh-hle PCB. A.M1 Select cmpnents and identify, select and rganise apprpriate tls and equipment fr the safe assembly f PCBs. A.D1 Select cmpnents and identify, select and rganise the mst apprpriate tls and equipment t a prfessinal standard fr the safe assembly f PCBs. Learning aim B: Assemble a functinal thrugh-hle PCB safely B.P3 Assemble a functinal PCB frm a given specificatin, shwing sme skill. B.P4 Carry ut quality cntrl inspectin and testing f a manufactured PCB. B.M2 Assemble a PCB frm a given specificatin, shwing gd skill with nly minr quality issues identified by inspectin and testing. B.D2 Assemble a PCB frm a given specificatin, shwing a high level f skill with n quality issues identified by cmprehensive and inspectin and testing. Learning aim C: Explre ways in which PCBs are manufactured n an industrial scale C.P5 Explain industrial THT PCB manufacturing methds. C.P6 Explain industrial SMT manufacturing methds. C.M3 Analyse industrial THT and SMT PCB manufacturing methds in cmparisn t hand sldering. C.D3 Evaluate industrial THT, SMT and hand sldering PCB manufacturing methds, assessing the practicalities f prducing the cmpnent n an industrial scale. 80 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

88 UNIT 6: PCB COMPONENTS AND SOLDERING Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: demnstrate the ability t select at least ten different thrugh-hle cmpnents frm a range f alternatives. Fr instance, given its standard symbl and value in the PCB specificatin, learners will select a 47 µf 50 V electrlytic capacitr frm a range f alternative similar cmpnents (and repeat this prcess fr at least nine ther cmpnents) demnstrate the required knwledge t crrectly identify cmpnent types and values fr at least ten thrugh-hle cmpnents quickly and with practised cnfidence. Fr instance, learners will identify a given cmpnent as a 0.25 W resistr frm its shape and physical size, and read its value and tlerance by interpreting a fur-band (brwn, black, red, gld) clur cde as 1 kω with 5% using a resistr clur-cded reference chart (and repeat this prcess fr at least nine ther cmpnents) rganise cllected cmpnents in preparatin fr manufacturing, e.g. cmpnents might be transferred int separate zip-lck bags, crrectly labelled with cmpnent name, value and circuit reference select and rganise apprpriate tls and equipment in their wrk area t a prfessinal standard in preparatin fr assembly, e.g. the sldering irn will be psitined s that its lead des nt restrict mvement, an apprpriate stand and tip cleaning tls will be used, fume-extractin equipment will be psitined and adjusted t ensure maximum effectiveness, and the wrk area will be clear f all nn-essential items and clutter select the mst apprpriate tls and equipment fr each f the prcesses invlved in the assembly f the PCB, e.g. selecting heat shrink sleeving instead f tape t insulate wired cnnectins t ff-bard cmpnents, using side cutters instead f needle-nse pliers t trim cmpnent leads prvide a risk assessment identifying all significant hazards invlved in the assembly f a PCB, and suggest apprpriate and feasible cntrl measures. Learners will fllw the standard five-step mdel fr generating risk assessments (as available frm the HSE website Fr merit standard, learners will: demnstrate the ability t select at least ten different thrugh-hle cmpnents frm a range f alternatives demnstrate the required knwledge t crrectly identify cmpnent types and values fr at least ten thrugh-hle cmpnents. This will be dne accurately but learners may need t refer back t their ntes r ther reference infrmatin, in additin t a resistr clur-cde chart rganise cllected cmpnents in preparatin fr manufacturing, e.g. cmpnents might be transferred in separate zip-lck bags, althugh labelling may nt cntain all imprtant infrmatin and may be missing the cmpnent name, value r circuit reference select and rganise apprpriate tls and equipment in their wrk area in preparatin fr assembly. The requirements f the manufacturing prcess might nt have been cmpletely thught thrugh and all the required equipment may nt have been cllected at this stage prvide a risk assessment identifying a range f significant hazards invlved in the assembly f a PCB, but this may nt be cmprehensive. Learners will fllw the standard five-step mdel fr generating risk assessments (as available frm the HSE website). Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

89 UNIT 6: PCB COMPONENTS AND SOLDERING Fr pass standard, learners will: demnstrate the ability t select at least ten different thrugh-hle cmpnents frm a range f alternatives. This will be dne accurately but learners may need t refer t ntes r ther reference infrmatin in rder t d s. They may nt be able t name all the cmpnents r accurately state their values when asked t d s demnstrate an attempt t rganise cmpnents in preparatin fr manufacturing, e.g. cmpnents might be transferred int a single zip-lck bag t prevent them frm being lst select and rganise tls and equipment in their wrk area in preparatin fr assembly. The requirements f the manufacturing prcess might nt have been cmpletely thught thrugh and sme items f equipment may nt have been cllected at this stage. Others may nt be the mst apprpriate tls available, e.g. learners may have selected a large pair f pliers instead f side snips fr wire cutting, r chsen a sldering irn with a tip t large t be used effectively n the PCB being assembled. Learners may nt be able t crrectly name r fully explain the crrect use f sme tls and equipment when asked t d s prvide a risk assessment identifying a range f significant hazards invlved in the assembly f a PCB demnstrate a clear understanding f the imprtance f health and safety in the wrkplace by cnducting all practical tasks safely and applying safe wrking practices as instructed by centre staff. Learning aim B Fr distinctin standard, learners will: carry ut manufacturing prcesses with a high level f skill. They will manipulate tls and equipment with dexterity and prduce gd-quality sldered jints quickly and efficiently, with minimum repsitining r rewrking identify and crrect mistakes, if made, during assembly using apprpriate techniques t maintain verall quality, e.g. where de-sldering is required, an apprpriate heat shunt shuld be used t prtect cmpnents frm verheating, and either a de-sldering pump r braid used t remve slder befre cmpnent remval carry ut a cmprehensive, final quality inspectin f the finished electrnic circuit and maintain detailed recrds f this prcess. They will examine the type, psitin and plarity f all the circuit cmpnents. All sldered jints will be visually examined and their quality assessed. Any ff-bard cmpnents such as lead-munted LEDs, switches r battery cnnectrs will be examined and measured where apprpriate. All inspectin results must be accurate and verified by the tutr. Inspectin results will cnfirm that there are n quality issues relating t cmpnent placement r sldering. Testing will cnfirm that the PCB is fully functinal. All the requirements f the given PCB specificatin must be met. Fr merit standard, learners will: carry ut manufacturing prcesses, demnstrating a gd level f skill. They will manipulate tls and equipment cmpetently and prduce gd-quality sldered jints, althugh sme repsitining r rewrking might be required as they wrk identify and crrect mistakes, if made, during assembly, e.g. where de-sldering is required, a de-sldering pump r braid is used t remve slder befre cmpnent remval, hwever learners might nt use an apprpriate heat shunt t prevent verheating 82 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

90 UNIT 6: PCB COMPONENTS AND SOLDERING carry ut a final quality inspectin f the finished electrnic circuit and maintain recrds f this prcess, althugh these may lack detail. Learners will examine the type, psitin and plarity f cmpnents, the quality f sldered jints and the length f any ff-bard wiring. All inspectin results must be accurate and verified by the tutr. Inspectin results will cnfirm that there are n issues relating t cmpnent placement but there may be minr quality issues relating t sldering. These will be csmetic in nature, such as the use f t much slder n sme jints. One element f the given PCB specificatin may nt be fully met. This must nt directly impact basic circuit functin, e.g. battery cnnectin leads may nt be f the specified clur r length, and LEDs may nt have been munted at the specified height abve the surface f the bard. Testing will cnfirm that the PCB is fully functinal. Fr pass standard, learners will: carry ut manufacturing prcesses, demnstrating sme skill. They will manipulate tls and equipment safely and prduce at least sme gd-quality sldered jints, althugh significant repsitining r rewrking might be required as they wrk. Mistakes might include cmpnents cnnected backwards, dry jints r shrts caused by the use f t much slder n adjacent pads. These will be identified and crrected during assembly carry ut a final quality inspectin f the finished electrnic circuit and maintain a basic recrd f this prcess, but this might lack detail r cntain missins. All inspectin results must be accurate and verified by the tutr. Inspectin results will reveal significant quality issues that might cmprmise the lng-term reliability f the circuit, such as lifting pads r tracks caused by verheating r t much r t little slder n a significant number f jints. Testing will cnfirm that the PCB is fully functinal. Tw r mre requirements f the given PCB specificatin that d nt directly impact basic circuit functin may nt be met. Fr example, battery cnnectin leads may nt be f the specified clur r length, and LEDs may nt have been munted at the specified height abve the surface f the bard. Learning aim C Fr distinctin standard, learners will: shw a detailed understanding f electrnic circuit manufacturing methds by explaining the use f manual cmpnent placement and sldering, industrial THT manufacturing techniques and the use f SMT evaluate the use f each technique given different manufacturing vlume requirements, and justify their selectin f an apprpriate manufacturing methd in a given scenari. Fr merit standard, learners will: shw an understanding f electrnic circuit manufacturing methds by explaining the use f manual cmpnent placement and sldering, industrial THT manufacturing techniques and the use f SMT, making cmparisns between them and analysing their advantages and disadvantages. This will include a discussin f individual unit cst, manufacturing flexibility and equipment csts. Fr pass standard, learners will: shw an understanding f industrial electrnic circuit manufacturing methds using THT and SMT. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

91 UNIT 6: PCB COMPONENTS AND SOLDERING Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. Learning aims A and B Suggested scenari Yu are a manufacturing perative wrking in a prductin cell specialising in the manufacture f lw-vlume r ne-ff electrnic circuits fr use in a range f industries. Yur supervisr has given yu a manufacturing specificatin fr a PCB and asked that yu cnstruct a single circuit by hand. Yu will need t carry ut the fllwing. Prepare all the necessary tls and equipment required t cmplete the task. Identify and prepare all the cmpnents required as specified in the manufacturing infrmatin pack. Carry ut a risk assessment n the cnstructin f an electrnic circuit using hand-sldering techniques. This will frm part f the annual review f health and safety risk assessments maintained by yur manufacturing cell. Safely carry ut the cnstructin f the electrnic circuit using apprpriate hand-sldering techniques. Perfrm and suitably recrd a quality inspectin f cmpnent placement, sldered jints and cmpliance with the PCB specificatin and test the functin f the circuit. Make any necessary crrectins r mdificatins. If a retake is necessary, an alternative example must be used. The fllwing is an example f a retake assessment activity. Yu are a manufacturing perative wrking in a prductin cell specialising in the manufacture f lw-vlume r ne-ff electrnic circuits fr use in a range f industries. Yur supervisr has given yu a manufacturing specificatin fr a PCB and asked that yu cnstruct a single circuit by hand. This circuit will be significantly different t that used in the riginal assignment. Yu will need t carry ut the fllwing. Prepare all the necessary tls and equipment required t cmplete the task. Identify and prepare all the cmpnents required as specified in the manufacturing infrmatin pack. Carry ut a risk assessment n the cnstructin f an electrnic circuit using hand-sldering techniques. This will frm part f the annual review f health and safety risk assessments maintained by yur manufacturing cell. Safely carry ut the cnstructin f the electrnic circuit using apprpriate hand-sldering techniques. Perfrm and suitably recrd a quality inspectin f cmpnent placement, sldered jints and cmpliance with the PCB specificatin and test the functin f the circuit. Make any necessary crrectins r mdificatins. 84 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

92 Learning aim C Suggested scenari UNIT 6: PCB COMPONENTS AND SOLDERING The demand fr ne f the PCBs yu make is grwing, and has nw reached a level where yur current team f peratives using manual thrugh-hle cmpnent placement and sldering methds are finding it hard t keep up. Yur manager has asked yu t research and evaluate high-vlume manufacturing techniques and equipment that culd be brught in t help cpe with demand. Yu shuld cnsider hw these cmpare t manual prductin methds. Yu have been asked t recmmend equipment and techniques suitable fr manufacturing in batches f 300 circuits. Yu shuld indicate why a range f alternatives are less suited t the jb, and hw it wuld be an imprvement n the cntinued use f entirely manual prductin methds. Yu have been asked t feed back t yur emplyer at the next team meeting abut whether the cmpnent can be mass prduced. If a retake is necessary, an alternative example must be used. The fllwing is an example f a retake assessment activity. A custmer has shwn significant interest in ne f the circuits prduced by the cmpany where yu wrk as a manufacturing perative, and has made an enquiry with yur sales team. The request wuld require a dramatic increase in the vlume f prductin, t arund circuits per year. Yur manager has asked yu t research and evaluate high-vlume manufacturing techniques and equipment that culd be brught in t help cpe with demand. Yu shuld cnsider hw these cmpare t manual prductin methds. Yu have been asked t recmmend equipment and techniques suitable fr manufacturing in large batches f 8000 circuits. Yu shuld indicate why a range f alternatives are less suited t the jb, and hw it wuld be an imprvement n the cntinued use f entirely manual prductin methds. Yu have been asked t present yur findings t the management team at their next meeting. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

93 UNIT 6: PCB COMPONENTS AND SOLDERING Further infrmatin fr tutrs and assessrs Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit An industrial visit t a lcal PCB manufacturing cmpany wuld be beneficial at an early stage in the delivery f the unit. Learners will have the pprtunity t see industrial PCB manufacturing equipment and techniques. They will talk t industry specialists and ask questins, and see the real industrial imprtance f the tpics they will be studying in this unit. A tutr-led discussin cvering the emergence f cnsumer electrnics and the develpment f PCBs as a way f simplifying the manufacture f electrnic circuits. Learners are asked t wrk in grups and determine the advantages f using PCBs ver the bulky and unreliable pint-t-pint wiring techniques used befre their widespread adptin. Examples f PCBs shuld be available fr learners t lk at and inspect. These shuld include examples f single and duble sided, thrugh hle (THT) and surface munt (SMT), hand sldered and cmmercially manufactured bards. Suggested time: abut 4 hurs. Activity: Electrnic cmpnents, circuit diagrams and PCB cmpnents layuts Tutrs will intrduce a range f electrnic cmpnents t learners, using physical examples f the cmpnents as they are supplied by manufacturers and examples f cmpnents fitted t finished PCBs. These shuld be related t their standard symbls, which can be fund n schematic circuit diagrams. Card-matching games, flash cards r ther techniques can be used t help learners link the names, physical examples and symbls fr the full range f cmpnents. The functin f cmpnents shuld be briefly discussed, and the circuits t be used in later practice and assessed practical tasks can be demnstrated and/r cnstructed in circuit simulatin cmputer-aided design (CAD) sftware as part f teaching and learning. Identificatin f cmpnent values shuld be discussed with the grup, including reference t preferred values, units and prefixes. Resistr clur cdes shuld be intrduced and their use practised. This can be linked t the use f an hmmeter t measure resistance values f a range f resistrs t cnfirm that the clur cdes have been crrectly interpreted. This will lead t a discussin f resistr tlerances. Identificatin f cmpnent plarity (e.g. dides, LEDs, electrlytic capacitrs), leg identificatin (e.g. transistrs) and pinuts (e.g. integrated circuits) shuld all be demnstrated by the tutr and practised by learners. Examples f unppulated PCBs cmplete with silk screen cmpnent layut, fully ppulated and cmplete PCBs, related schematic circuit diagrams, PCB cmpnent layut diagrams and cmpnent lists shuld all be intrduced t learners. Methds f identifying individual cmpnents n the PCB layut by crss-referencing cmpnent labels (e.g. R1, C3, IC1 etc.) shuld be practised. Suggested time: abut 8 hurs. 86 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

94 UNIT 6: PCB COMPONENTS AND SOLDERING Activity: Demnstrating tls, equipment and techniques used t cnstruct and test electrnic circuits by hand Befre starting any practical wrk, learners need t be aware f the health and safety risks invlved. A tutr-led discussin will intrduce the ntins f hazards, risk and cntrl measures befre cvering the five steps t risk assessment in mre detail. Existing institutinal risk assessments fr a range f activities shuld be discussed with learners. Thrughut the practical demnstratins, learners shuld be asked t keep ntes n any hazards, assciated risks and cntrl measures already in place t ensure the safe cmpletin f the electrnic circuit cnstructin. Tutrs shuld intrduce a full range f hand tls required t prepare cmpnents, ppulate and slder PCBs. This might be dne initially thrugh a practical tutr demnstratin using a desktp prtable camera t display the prcess n a prjectr screen in the classrm. This will ensure that all learners have a clse-up view f the safe and crrect use f the tls and techniques required. The demnstratin shuld include the infrmatin and diagrams typically used t specify the PCB and guide its assembly. These allw the identificatin f the required cmpnents and specify their crrect psitin n the PCB. Effective sldering (and de-sldering) techniques shuld be carefully demnstrated s that learners have a clear idea f hw they shuld prceed when starting subsequent practical tasks and sldering fr what may be the first time. Once the circuit is cmplete, checks fr crrect cmpnent placement, dry jints, shrts r ther faults shuld be demnstrated. The circuit functin can nw als be demnstrated. Learners shuld already be familiar with circuit functin and utput frm previus lessns where the circuit was tested using simulatin sftware. Suggested time: abut 4 hurs. Activity: PCB assembly When tutrs are cnfident that learners have a gd understanding f what is invlved, they shuld be issued with the same infrmatin used in the tutr demnstratin and asked t assemble the PCB. This will be their pprtunity t practise the skills required befre building a different electrnic circuit during assessment activities fr the unit. Suggested time: abut 16 hurs. Activity: Industrial methds f cnstructing electrnic circuits T learn abut industrial methds, an industrial partner might be able t prvide site visits r visiting experts t supprt teaching and learning. If this is nt pssible, there are many apprpriate vides and interactive resurces available n the subject. Learners shuld be asked t cnsider the prblems that might be encuntered in large-vlume prductin runs f electrnic circuits that are made by hand, using the techniques they have practised. In small grups, they shuld list all the stages f the manual manufacturing prcesses and determine which are the mst time-cnsuming. They shuld then cnsider pssible ways in which these culd be sped up and present their ideas t the grup. Learners shuld research the methds that large industrial manufacturers use t ppulate and slder their circuit bards, t illustrate hw the issues with manual prcesses have been vercme in industry. Research shuld include bth THT and SMT manufacturing techniques and their advantages ver the manual cnstructin f electrnic circuits. Suggested time: abut 6 hurs. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

95 UNIT 6: PCB COMPONENTS AND SOLDERING Essential resurces Fr this unit, learners will need access t: a range f general and specialist tls and equipment fr cnstructing and testing electrnic circuits (as defined in the unit cntent) a range f nn-ppulated PCBs, electrnic cmpnents and assciated circuit and PCB layut diagrams and ther infrmatin sufficient t allw their cnstructin and testing. Links t ther units This unit has strng links t: Unit 3: Business Imprvement Techniques Unit 8: Electrical Cmpnents and Wiring. Emplyer invlvement This unit wuld benefit frm emplyer invlvement in the frm f: guest speakers frm the electrnics industry wh can give an insight int the industrial PCB manufacturing techniques studied in the unit. Speakers culd share their expertise n the varius ways in which PCBs are manufactured n an industrial scale, and the advantages f industrial PCB manufacturing techniques and equipment in cmparisn t lw-vlume techniques industrial partners t help develp the range f suitable circuit designs and assciated specificatin dcumentatin that must be available t learners, t ensure they represent current industry-standard best practice wrk experience, t prvide a valuable insight fr learners int industrial manufacturing techniques and best practice, which wuld directly infrm and develp their skills, knwledge and experience acrss the unit frm perfrming manual sldering peratins t evaluating autmated PCB manufacturing systems a range f examples f ppulated and unppulated PCBs, illustrating a range f manufacturing techniques that will be required in the teaching and learning fr this unit. Lcal businesses can be an excellent surce fr these example materials that can therwise be difficult t btain supprt frm lcal business staff as mentrs. Fr instance, a PCB prductin perative r supervisr might be asked t supprt practical lessns and prvide feedback and develpmental advice directly t learners as their practical skills develp. This wuld als help t ensure that the manufacturing techniques being taught effectively mirrr thse in current use in industry. 88 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

96 UNIT 7: COMPUTER NUMERICAL CONTROL Unit 7: Cmputer Numerical Cntrl Level: 2 Unit type: Optinal Assessment type: Internal Guided learning hurs: 60 Unit in brief Learners apply the principles f Cmputer Numerical Cntrl (CNC) machining, develp a cmputer part prgram and manufacture a cmpnent using a CNC machine. Unit intrductin Have yu ever wndered hw machined parts, frm bicycle gear mechanisms t parts used in jet engines, are manufactured in large numbers and t a high degree f accuracy? The answer is with the help f Cmputer Numerical Cntrl (CNC) machines. These machines need yu t tell them what t d. Manufacturers use CNC machining fr cmpnents that are difficult t manufacture by traditinal methds, fr example dyes fr injectin mulding machines, valves, and autmtive cmpnents, as well as gears fr bicycles and aerspace engine parts. CNC machines can be used fr cmplicated ne-ff cmpnents r batch-prductin cmpnents, where it is mre ecnmical than using traditinal methds. Think abut the difficulty f setting up and machining cmplex prducts with traditinal machines; CNC machines d this easily. Many f the prducts and cmpnents we use daily rely n CNC machining prcesses, s these machines will always have a rle t play in manufacturing industries in the UK and the rest f the wrld. In this unit, yu will prduce a part prgram t machine a cmpnent. Yu will carry ut practical activities t plan and prgram a CNC machine tl t manufacture a cmpnent. As part f the prcess, yu will write a part prgram and use sme simple measures t see hw effective it is and whether imprvements can be made. Yu will use simulatin sftware t safely determine if the prgram is fit fr purpse. Finally, yu will prepare the CNC machine and safely manufacture a cmpnent and check its cnfrmity t specificatin and size. As a future engineer, it is imprtant t understand the manufacturing systems and mechanisms f planning and creating cmpnents thrugh prgraming CNC machine tls. This unit will help t prepare yu fr emplyment, fr example as a CNC machine peratr and setter, fr an apprenticeship, r fr entry t further educatin t study engineering. Learning aims In this unit yu will: A Develp a CNC part prgram B Simulate a CNC part prgram and safely prepare a CNC machine fr manufacture C Manufacture a cmpnent safely using a CNC machine. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

97 UNIT 7: COMPUTER NUMERICAL CONTROL Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A B C Develp a CNC part prgram Simulate a CNC part prgram and safely prepare a CNC machine fr manufacture Manufacture a cmpnent safely using a CNC machine A1 Part prgrams A2 Measuring effectiveness and imprving the perfrmance f a CNC part prgram B1 Simulate a CNC part prgram B2 Wrk safely while preparing t carry ut a CNC prcess B3 Prepare a CNC machine fr manufacture C1 Safely manufacture a cmpnent using a CNC machine C2 Quality cntrl A develpment lg that includes: witness statement(s)/ bservatin recrd(s) a draft part prgram an imprved part prgramme anntated phtgraph(s), part prgram/anntated screen dumps/anntated cmpnent drawing table f measurements/ cnfrmity checks. Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Interpreting drawings and cmpnent specificatins t prduce part prgrams fr cmpnent manufacture Preparing t carry ut manufacturing activities using a CNC part prgram Carrying ut manufacturing f a cmpnent safely using a CNC machine Identificatin f part prgram features that culd be imprved t enhance CNC manufacture f cmpnents Recgnising safety features when using a part prgram and CNC machine when machining a cmpnent Prblem slving Managing infrmatin Self-management and develpment 90 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

98 UNIT 7: COMPUTER NUMERICAL CONTROL Unit cntent Knwledge and sectr skills Learning aim A: Develp a CNC part prgram A1 Part prgrams Writing a part prgram fr a CNC machine, including: machine type, e.g. lathe, milling machine, ruter reference (datum) pints abslute and incremental crdinates machine axes (x, y) psitinal infrmatin using abslute and incremental systems f measurement tl change psitins tl lengths tl ffsets cdes fr preparatry and miscellaneus functins safe use, e.g. apprpriate cutting feeds and speeds fr the machine and material being shaped, apprpriate tl selectin, cmpnent rientatin. Enhancing features fr a part prgram fr a CNC machine, including: cutter path change pints radius cmpensatin. A2 Measuring effectiveness and imprving the perfrmance f a CNC part prgram Measuring the effectiveness f a CNC part prgram using methds, including: time taken t manufacture the cmpnent quality f the finished cmpnent in terms f cnfrmance t the design specificatin quantity f waste material csts, e.g. number f tls used and wear. Imprving the perfrmance f a CNC part prgram using methds, including: reducing the distance travelled by tls/cutting path reducing the number f tls needed t manufacture the cmpnent ptimising the tl speeds and material feeds reducing the number f prgram instructins reducing the vlume f waste material. Learning aim B: Simulate a CNC part prgram and safely prepare a CNC machine fr manufacture B1 Simulate a CNC part prgram Using apprpriate sftware, simulate a prgram using methds, including: simple methds (single blck prgram run, dry run) cmplex methds, e.g. verride cntrls, adjustments fr tl cmpensatin. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

99 UNIT 7: COMPUTER NUMERICAL CONTROL B2 Wrk safely while preparing t carrying ut a CNC prcess General safety awareness when carrying ut a CNC prcess, including: emergency stp and verride cntrls apprpriate use f clant identifying risks and apprpriate cntrl measures, e.g. risk assessment use f persnal prtective equipment (PPE) apprpriate t the task clean and tidy wrk area. B3 Prepare a CNC machine fr manufacture Preparing a CNC machine fr manufacture, including: lading and securing the raw materials and wrkpiece safely setting apprpriate guarding and interlcks lading, string and retrieving a CNC prgram, e.g. manual data input (MDI) and edit functinality, string and retrieving prgrams using prtable media r netwrks, dwnlading via a cmputer interface. Learning aim C: Manufacture a cmpnent safely using a CNC machine C1 Safely manufacture a cmpnent using a CNC machine Safely manufacture a cmpnent using a CNC machine: safely run a CNC part prgram t manufacture a cmpnent safely remve the finished cmpnent. C2 Quality cntrl Checking cnfrmity f a machined cmpnent t the design, including: direct measurement using apprpriate instruments unilateral and bilateral tlerances using further measurement equipment t check cnfrmity, e.g. micrmeters, slip gauges, verniers. Recrding inspectin data, including: dimensinal inspectin results checklist with Yes/N criteria visual inspectin, e.g. surface finish. Transferable skills Prblem slving and cmmunicatin Finding ut: btaining time taken, cstings, ptimising tl mvements and changes, reducing waste. Managing infrmatin Writing the part prgram by interpreting the infrmatin n the cmpnent specificatin/drawing. Self-management and develpment Cnfidence in using the simulatin sftware and the CNC machine. 92 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

100 UNIT 7: COMPUTER NUMERICAL CONTROL Assessment criteria Pass Merit Distinctin Learning aim A: Develp a CNC part prgram A.P1 Write a functinal CNC part prgram fr the machining f a given cmpnent. A.P2 Carry ut the measurement f effectiveness f a CNC part prgram and suggest imprvements t its perfrmance. A.M1 Write a CNC part prgram fr the machining f a given cmpnent, including the use f enhanced features that imprve its perfrmance. A.D1 Write an effective CNC part prgram fr the machining f a given cmpnent, which justifies why and hw enhanced features have influenced its perfrmance and measurements f effectiveness. Learning aim B: Simulate a CNC part prgram and safely prepare a CNC machine fr manufacture B.P3 Demnstrate the crrect use f CNC part prgram simulatin by using simple methds. B.P4 Safely prepare a CNC machine t manufacture a cmpnent. B.M2 Demnstrate the crrect use f CNC part prgram simulatin by using simple and cmplex methds, amending as required, ensuring the CNC machine is ready fr use in a safe manner. B.D2 Demnstrate the crrect use f CNC part prgram simulatin methds, shwing hw simple and cmplex methds can be used t ensure that the cmpnent will cnfrm t the specificatin and the CNC machine is ready fr use in a safe manner. Learning aim C: Manufacture a cmpnent safely using a CNC machine C.P5 Operate a CNC prgram t manufacture a given cmpnent. C.P6 Carry ut cnfrmity checks n a CNC machined cmpnent and recrd results. C.M3 Operate a CNC prgram safely t manufacture a given cmpnent that fully cnfrms t its specificatin. C.D3 Operate a CNC prgram t manufacture a given cmpnent that fully cnfrms t its specificatin, justifying why it cnfrms. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

101 UNIT 7: COMPUTER NUMERICAL CONTROL Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: write an effective CNC part prgram write a CNC part prgram that has its perfrmance ptimised thrugh the use f imprvement enhancing techniques. Learners will prepare screen dumps that shw the full detail f the enhancements and imprvements made prvide detailed justificatin f hw the use f enhanced features have imprved the perfrmance f the prgram, e.g. reducing the cycle time, imprving tl life, reducing the idle time f cutting tls. Fr merit standard, learners will: write a functinal CNC part prgram, with enhanced features, that they have imprved frm their riginal draft part prgram write a CNC part prgram that has had its perfrmance ptimised thrugh the use f imprvement enhancing techniques. Learners will prepare screen dumps that shw the full detail f the enhancements and imprvements made. Fr pass standard, learners will: write a functinal CNC part prgram demnstrate a lack f cnfidence t write a part prgram suggest hw the perfrmance f their part prgram might be imprved fr future use. Learning aim B Fr distinctin standard, learners will: carry ut the simulatin f their part prgram and safely set up the CNC machine use the full range f simulatin methds and prepare screen dumps that shw the full detail f the simulatin f their prgram acrss all methds, and hw they set up the CNC machine safely shw clearly, using anntatin n the cmpnent drawing, hw their prgram was simulated, why amendments were made, and hw the machine was set up. The anntated phtgraphs will demnstrate a high level f safety awareness f the machine set-up. Fr merit standard, learners will: carry ut the simulatin f their part prgram and safely set up the CNC machine use simple and cmplex simulatin methds and prepare screen dumps that shw the simulatin f their prgram, and hw they set up the CNC machine safely shw, using anntatin n the cmpnent drawing, hw their prgram was simulated, and hw the machine was set up. The anntated phtgraphs will demnstrate an apprpriate level f safety awareness f the machine set up. There may be a lack f detail in these frms f evidence. Fr pass standard, learners will: carry ut limited simulatin f their part prgram and the safe setting up f the CNC machine use nly simple simulatin methds and prepare screen dumps that shw the simulatin f their prgram, and hw they set up the CNC machine safely shw, using anntatin n the cmpnent drawing, hw their prgram was simulated using simple methds, and hw the machine was set up. The anntated phtgraphs will demnstrate a level f safety awareness f the machine set up that needs checking. There will be a lack f detail in these frms f evidence. 94 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

102 Learning aim C Fr distinctin standard, learners will: UNIT 7: COMPUTER NUMERICAL CONTROL prduce a cmpnent that has been accurately measured and cnfrms fully t the drawing and specificatin, with the ntes justifying why this is the case, e.g. cmparing measured dimensins with thse given in the drawing t see if they are within tlerance shw clearly, using anntatin n the cmpnent drawing, hw their cmpnent cnfrms t the specificatin have witness statements/bservatin recrds that supprt hw they wrked n their wn withut third-party help, guidance and supprt. Fr merit standard, learners will: prduce a cmpnent that has been accurately measured and cnfrms fully t the drawing and specificatin shw clearly, using anntatin n the cmpnent drawing, hw their cmpnent cnfrms t the specificatin have witness statements/bservatin recrds that supprt hw they wrked successfully with sme third-party help, guidance and supprt. This recrd wuld shw hw they sn became independent after initial cntact frm a third party. Fr pass standard, learners will: prduce a cmpnent that has been measured but may nt fully cnfrm t the drawing and specificatin shw, using anntatin n the cmpnent drawing and the table f measurements, hw their cmpnent mainly cnfrms t the specificatin. There may be a lack f detail in these frms f evidence have witness statements/bservatin recrds that supprt hw they wrked successfully with third-party help, guidance and supprt. This recrd wuld shw hw they struggled t wrk n their wn, but after initial cntact frm a third party, were able t manufacture a cmpnent and carry ut cnfrmity checks. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

103 UNIT 7: COMPUTER NUMERICAL CONTROL Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. Suggested scenari As an apprentice in a manufacturing cmpany, yu have been asked t make a prttype cmpnent that will be used in the Frmula 1 car manufacturing industry. Yu will use drawings prvided by yur supervisr. The cmpnent will need t be manufactured safely and accurately within given tlerances if they are t fit the Frmula 1 car being prttyped and allw it t functin prperly. Yu will have t write a CNC part prgram, and befre making the cmpnent yu will need t simulate the machining f it. Yu will need t keep a recrd f what yu did. Yu will be expected t carry ut the fllwing. Write a part prgram fr the manufacture f the prttype cmpnent. Measure the perfrmance f yur part prgram using defined methds and make suggestins t imprve it. Use a range f simulatin methds fr yur part prgram. Prepare the CNC machine s it will be able t make yur cmpnent safely. Accurately and safely use the CNC machine t make the features f yur cmpnent within stated tlerances. Demnstrate a gd understanding f safe wrking practices and general safety awareness at all times. When carrying ut these activities, yu need t keep in clse cntact with yur supervisr wh will ensure they recrd what yu did and hw well yu did it. Yu will still, hwever, need t carry ut accuracy methds t prve hw well yur cmpnent has been made. Yur recrd will need t include the fllwing. Yur part prgrams, including draft and imprved versins. Ntes t justify why and hw yu made imprvements frm the methds used. A range f witness statements/bservatin recrds frm yur supervisr r anther respnsible persn. Screen dumps and anntatins frm yur part prgrams t shw the prgress f yur simulatin. A table f measurements t shw hw well yur cmpnent meets its specificatin, tgether with anntatins frm the cmpnent drawings t shw why the cmpnent cnfrms. 96 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

104 UNIT 7: COMPUTER NUMERICAL CONTROL If a retake is necessary, an alternative example must be used. The fllwing is an example f a retake assessment activity. Yu have just started wrk in an engineering cmpany, wrking n traditinal machines such as lathes and milling machines. The cmpany has purchased sme new CNC machines and yu have shwn interest in setting up and perating ne f these machines. Yur supervisr has asked yu t demnstrate that yu can make a cmpnent n the CNC machine using drawings that they will prvide. This will need t be manufactured safely and accurately within given tlerances if yu are t impress yur supervisr. Yu will have t write a CNC part prgram, and befre making the cmpnent yu will need t simulate the machining f it. Yu will need t keep a recrd f what yu did. Yu will be expected the carry ut the fllwing. Write a part prgram fr the manufacture f the cmpnent. Measure the perfrmance f yur part prgram using defined methds and make suggestins t imprve it. Use a range f simulatin methds fr yur part prgram. Prepare the CNC machine s it will be able t make yur cmpnent safely. Accurately and safely use the CNC machine t make the features f yur cmpnent within stated tlerances. Demnstrate a gd understanding f safe wrking practices and general safety awareness at all times. When carrying ut these activities, yu need t keep in clse cntact with yur supervisr wh will ensure they als recrd what yu did and hw well yu did it. Yu will still, hwever, need t carry ut accuracy methds t prve hw well yur cmpnent has been made. Yur recrd will need t include the fllwing. Yur part prgrams, including draft and imprved versins. Ntes t justify why and hw yu made imprvements frm the methds used. A range f witness statements/bservatin recrds frm yur supervisr r anther respnsible persn. Screen dumps and anntatins frm yur part prgrams t shw the prgress f yur simulatin. A table f measurements t shw hw well yur cmpnent meets its specificatin, tgether with anntatin n the cmpnent drawings t shw why the cmpnent cnfrms. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

105 UNIT 7: COMPUTER NUMERICAL CONTROL Further infrmatin fr tutrs and assessrs Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit Tutrs culd intrduce learners t CNC machines by shwing vides f CNC machines in full peratinal mde. A visit t the wrkshps in which the practical wrk required in this unit is t be carried ut wuld be beneficial fr learners at an early stage in the delivery f this unit. Learners shuld be intrduced t each f the machine types they may be required t use. At this initial stage, the requirements fr gd safety awareness shuld be emphasised during the discussin and brief demnstratin f each machine given. Emphasis shuld be n health and safety and the efficiency f CNC machines. Examples f machined cmpnents shuld be available fr learners t lk at and inspect. These shuld include examples f turned and milled cmpnents. A tutr-led discussin culd intrduce learners t the cncepts f part prgraming when applied t engineering cmpnents and culd include an verview f the CNC machines cvered in the unit and methds f identifying accuracy. Suggested time: abut 3 hurs. Activity: Writing CNC part prgrams Learners culd develp a greater understanding f writing CNC part prgrams by using a case study, a cmpnent drawing, part prgram, actual cmpnent and a tutr-led discussin abut writing part prgrams. Learners carry ut research in rder t prepare and deliver a presentatin abut the different CNC machines and their applicatins. Learners practise writing prgrams. Using a cmpetitin, learners write a prgram and get thers t peer evaluate the prgram, identifying the values f effectiveness and hw t imprve the perfrmance f the part prgram. Suggested time: abut 6 hurs. Activity: Getting a CNC machine ready In the wrkshp, tutrs demnstrate hw t lad a prgram and run the simulatin, cvering the single blck prgram run and dry run methds. With the help f respnsible wrkshp persnnel, learners practise the skills f lading and simulating a prgram. It is imprtant t cver a sufficient range f cmplex simulatin methds, such as verride cntrls, and adjustments fr tl cmpensatin. Sme f this culd be carried ut just using cmputer sftware, as the actual activity f preparing the CNC machine with tling and cmpnents is nt needed in this activity. Learners shuld make ntes and recrd their activities frm the simulatin t remind themselves hw t simulate their prgram befre using the CNC machine. Suggested time: abut 10 hurs. 98 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

106 UNIT 7: COMPUTER NUMERICAL CONTROL Activity: Practise manufacturing a cmpnent n a CNC machine Learners will need t develp the practical skills necessary t carry ut CNC machining safely and accurately. Safe wrking practices are essential t the wrkshp safety f learners and their clleagues, and shuld be emphasised and discussed, including the use f guards, PPE and the psitin f emergency stp buttns. Learners shuld make ntes and recrd their activities in a wrkshp lgbk t help remind them hw t set up and perate the CNC machine t make the cmpnent, and carry ut checks t cnsider its cmpliance t the specificatin. The safe use f the CNC machine shuld be demnstrated t learners, including setting up apprpriate tling, wrk-hlding devices and psitinal aspects apprpriate fr the features and material being machined. Learners shuld perfrm sme f these demnstratins under clse supervisin, nce suitably familiar with the prcesses invlved. This is a gd way f imprving learners cnfidence and independence needed fr this part f the unit. Learners shuld be asked t use apprpriate measuring equipment t determine the accuracy and cmpliance f the features f the cmpnent used in the demnstratins. Suggested time: abut 15 hurs. Activity: Writing a CNC part prgram, setting up the machine and manufacturing a cmpnent n a CNC machine In the wrkshp, using a previusly unseen machining requirement fr a cmpnent, learners write a part prgram, lad the prgram and run the simulatin using the single blck prgram run and dry run methds. With the help f respnsible wrkshp persnnel, learners use a CNC machine, including setting up apprpriate tling, wrk-hlding devices and psitinal aspects apprpriate fr the features and material f the cmpnent being machined. It is imprtant that learners are supervised t ensure safety rules are abided by, and they can actually carry ut the machining. After manufacture, learners shuld use apprpriate measuring equipment t determine the accuracy and cmpliance f the features f the cmpnent they machined. Suggested time: abut 22 hurs. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

107 UNIT 7: COMPUTER NUMERICAL CONTROL Essential resurces Fr this unit, learners will need access t: suitable CNC machines with auxiliary equipment tling and prgramming sftware. Industrial machines and equipment wuld be preferable but desktp versins are the minimum required. Links t ther units This unit has strng links t: Unit 1: Engineering Principles Unit 4: Wrkshp Skills Unit 8: Electrical Cmpnents and Wiring Unit 9: Delivering Engineering Slutins. Emplyer invlvement This unit wuld benefit frm emplyer invlvement in the frm f: guest speakers frm electrical engineering rganisatins, including technicians. Speakers culd ffer insight int hw the peratins and skills that learners are develping are part f a lng chain that results in the manufacture f many different types f prducts wrk experience with an electrical engineering rganisatin where a range f activities can be experienced. 100 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

108 UNIT 8: ELECTRICAL COMPONENTS AND WIRING Unit 8: Electrical Cmpnents and Wiring Level: 2 Unit type: Optinal Assessment type: Internal Guided learning hurs: 60 Unit in brief Learners study the functin and peratin f the electrical cmpnents that they are likely t encunter when fault-finding and carrying ut maintenance n electrical circuits. Unit intrductin We are surrunded by and rely n electrical systems but few peple understand hw these systems functin r hw they shuld be tested and serviced safely. In this unit, yu will gain the skills necessary t carry ut rutine servicing and maintenance activities n electrical cmpnents and systems. Yu will learn hw cmpnents cme tgether t make simple electrical systems functin and perate. Yu will explre the ways in which systems can be tested and serviced safely. This unit will help t prepare yu fr emplyment as an apprentice, and then as a technician in the electrical engineering sectr. Many f the skills yu will gain are transferable and will allw yu t prgress t ther engineering pathways, including, but nt limited t, autmtive r mechatrnic sectrs. Learning aims In this unit yu will: A Undertake rutine peratins n an electrical system using infrmatin surces B Wire and terminate electrical cmpnents C Undertake maintenance activities n electrical systems. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

109 UNIT 8: ELECTRICAL COMPONENTS AND WIRING Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A Undertake rutine peratins n an electrical system using infrmatin surces A1 Electrical systems A2 System cmpnents A3 Infrmatin surces B C Wire and terminate electrical cmpnents Undertake maintenance activities n electrical systems B1 Preparing fr wiring electrical circuits B2 Wiring electrical circuits and cmpnents C1 Safety C2 Identificatin f faults in an electrical system C3 Fault rectificatin C4 Rutine maintenance A develpment lg that includes: tutr bservatin recrds f risk assessments test and inspectin reprts learners wn reflectins. Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Practical fault-finding Wiring and terminatin Maintenance and rectificatin Testing Cmpletin f reprts Health and safety Electrical thery Reprting prcedures Interpreting infrmatin Prblem slving Managing infrmatin Self-management and develpment 102 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

110 UNIT 8: ELECTRICAL COMPONENTS AND WIRING Unit cntent Knwledge and sectr skills Learning aim A: Undertake rutine peratins n an electrical system using infrmatin surces A1 Electrical systems Functin and peratin f electrical systems, t include: lighting circuit alarm (fire, intruder) prtable appliance mtr and starter generatr cntrl circuit. A2 System cmpnents Functin and peratin f cmpnents, t include: electrnic circuit bard capacitr, resistr, inductr, dide, transistr, integrated circuit, light-emitting dide (LED), sunder battery transfrmer, rectifier sensrs, actuatrs, slenids, relays circuit prtectin circuit breaker, verlad prtectin, fuses, residual current devices (RCDs) mtr lamp hlders and luminaires switch, cabling, cnnectr mechanical fixings nuts, blts, screws, lcking, retaining. A3 Infrmatin surces Circuit infrmatin blck diagram, circuit diagram, system diagram, parts list. System infrmatin system specificatin, assembly drawing. Maintenance infrmatin peratin and maintenance manual, maintenance prcedure, repair manual. Cmpnent infrmatin manufacturers catalgues, cmpnent data sheets. Regulatins, e.g. Part P f the Building Regulatins, relevant British Standard (BS) and ther regulatins. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

111 UNIT 8: ELECTRICAL COMPONENTS AND WIRING Learning aim B: Wire and terminate electrical cmpnents B1 Preparing fr wiring electrical circuits Preparing fr carrying ut wiring and assembly activities: precautins tidy wrking area, strage f tls and equipment, availability f resurces such as electrical and air supplies preparatin specificatins and wiring diagrams, availability f crrect cmpnents, wiring and cables tls and equipment availability f apprpriate hand tls, test equipment and measuring equipment inspectin checking fr brken r damaged insulatin and husings, missing screws. B2 Wiring electrical circuits and cmpnents Wiring electrical circuits: types f circuit, including dmestic lighting, dmestic pwer, cntrl, mtr cntrl, alarm circuits (fire, intruder), heating r air cnditining circuit cmpnents, including islatrs, switches, sckets, lamp hlders and luminaires, junctin and terminal bxes, circuit breakers, fuses, RCDs, alarm devices, sensrs/actuatrs/slenids, cnsumer units, transfrmers, sub-assemblies selectin and installatin f cmpnents and equipment, including types f cable (PVC, flexible, single cre, multiway, ribbn cables) preparing and securing cables stripping uter catings, stripping cnductr insulatin, using clips, strapping, harnessing, sleeving cnnectin methds, including crimping (spade end, lps, tags, pins), mechanical/screwed/clamped cnnectins, insulatin displacement earthing prcedures and circuit prtectin testing, including cntinuity test, insulatin resistance test, visual inspectin, plarity inspectin and testing recrds and dcumentatin: visual recrds, e.g. clur cding f cables, identificatin tags written recrds, e.g. vltage recrds, resistance lgs, sign-ff dcuments. Learning aim C: Undertake maintenance activities n electrical systems C1 Safety Safety awareness while carrying ut maintenance n electrical systems, including: risk assessments, including fllwing risk assessments hazards and risks, including peple at risk wrkplace hazards incrrect islatin f electrical supplies, electrstatic and high vltages, pressurised systems, unfenced machinery, nn-lckut f mving parts, badly maintained tls and equipment cntrl measures and their effectiveness risk assessment dcumentatin. Safe wrking practices: using persnal prtective equipment (PPE) persnal safety, including wearing prtective clthing, remval f lse clthing and jewellery fllwing safe wrking practices permit t wrk, danger tags, warning ntices, safety barriers, safe islatin, treatment fr electric shck and ther prcedures in case f injury, accident reprting, apprved wrking practices 104 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

112 UNIT 8: ELECTRICAL COMPONENTS AND WIRING gd husekeeping, including cleanliness f wrk area, remval f waste materials, strage f materials and tls, maintenance f access (clear walkways, emergency exits). Safe use f equipment, including: sldering tls sldering irn, de-sldering tl, side cutters, snips, pliers and crimping tls hand tls. C2 Identificatin f faults in an electrical system Types f fault intermittent peratin, partial failure/ut-f-specificatin utput, cmplete breakdwn. Aids t determining faults fault cdes, previus fault/repair reprts, functinal and trubleshting charts, final test and handver prcedures, sftware-based recrds and data. Instruments multimeter, insulatin resistance tester, prtable appliance tester. Fault-finding techniques, t include: six pint (cllect evidence, analyse evidence, lcate fault, determine and remve cause, rectify fault, check system) visual examinatin half split unit substitutin. C3 Fault rectificatin Remve and replace faulty cmpnents, t include: cmpnents remve, test, repair, surce replacement, refit like-fr-like cmpnent, retest prcedures slder, re-slder, remve mechanical fixings, unclip electrical cnnectrs pst-rectificatin tests and checks recrd actins jb card, checklist. C4 Rutine maintenance Inspectin checks and tests visual examinatin, measurement f electrical current and vltage, insulatin. Maintenance prcedures adjustments, replace cmpnents, test against specificatin. Recrd actins jb card, checklist, rutine maintenance reprt, sign-ff dcumentatin. Transferable skills Prblem slving and cmmunicatin Finding ut: develping research and analysis skills thrugh btaining infrmatin abut cmpnents, gaining analytical skills as necessary t identify trends and patterns, and applying t interpreting data t identify faults. Managing infrmatin Interpreting data as a result f analysing test readings, gaining experience f cmpleting dcumentatin thrugh the recrding f values and findings n pr frmas. Self-management and develpment Develpment f self-management skills that can be applied t prblem-slving tasks, taking int accunt time and resurces that are available. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

113 UNIT 8: ELECTRICAL COMPONENTS AND WIRING Assessment criteria Pass Merit Distinctin Learning aim A: Undertake rutine peratins n an electrical system using infrmatin surces A.P1 Select and use apprpriate infrmatin surces when carrying ut rutine peratins n a given electrical system. A.M1 Use infrmatin surces effectively and accurately when carrying ut rutine peratins n a given electrical system. A.D1 Justify the apprpriateness f infrmatin surces when carrying ut rutine peratins n a given electrical system with precisin. Learning aim B: Wire and terminate electrical cmpnents B.P3 Select and use tls, equipment and cmpnents fr a given wiring activity. B.P4 Demnstrate safe wrking practices when carrying ut an electrical wiring activity. B.M2 Carry ut a wiring activity safely using apprpriate tls and equipment, and cmpleting accurate dcumentatin. B.D2 Carry ut a wiring activity safely t a prfessinal standard, cmpleting detailed sign-ff dcumentatin. Learning aim C: Undertake maintenance activities n electrical systems C.P5 Carry ut maintenance activities cmpetently n a given electrical system. C.P6 Demnstrate safe wrking practices when carrying ut maintenance activities n a given electrical system. C.M3 Carry ut a maintenance activity, safely shwing gd skill n a given electrical system and cmpleting accurate dcumentatin. C.D3 Carry ut a maintenance activity safely and independently n a given electrical system t a prfessinal standard, cmpleting a detailed maintenance reprt. C.P7 Recrd actins cmpleted when carrying ut maintenance activities n a given electrical system. 106 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

114 UNIT 8: ELECTRICAL COMPONENTS AND WIRING Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: justify the apprpriateness f the infrmatin surces that they have used when carrying ut rutine peratins n electrical systems. This will include a cnsideratin f the infrmatin surces that they have used when carrying ut fault-finding tasks, fault-rectificatin tasks and maintenance activities. They will reference the accuracy and validity f infrmatin surces, e.g. whether they are cntemprary and up t date, industry-specific regulatins, relevance t lcal cnditins. Fr merit standard, learners will: select and use a range f apprpriate surces f infrmatin when carrying ut a series f activities that will include fault-finding, fault-rectificatin and rutine maintenance. They will use the infrmatin surces effectively and accurately s that they cmplete peratins crrectly. Fr pass standard, learners will: select and use infrmatin surces in rder t carry ut fault-finding, fault-rectificatin and maintenance activities. The surces f infrmatin may nt always be fully apprpriate but will be sufficient t allw the activities t be cmpleted. There may be sme need fr guidance twards mre apprpriate frms f infrmatin, hwever learners will demnstrate that they are able t cmplete an apprpriate range f rutine peratins n electrical systems. Learning aim B Fr distinctin standard, learners will: wrk safely, cmplying with given safe wrking prcedures when carrying ut a wiring activity explain hw they ensured that the wiring activity was carried ut safely, the reasns fr their selectin f circuit cmpnents and the precautins they have taken t make sure that the wiring installatin will nt becme damaged when in use ensure dcumentatin is crrect, accurate and in an apprpriate frmat, e.g. cntinuity and insulatin resistance test figures are crrectly and accurately recrded evidence and supprt their wrk using phtgraphic evidence f maintenance activities cnfirm with the assessr, befre starting n the practical activity, that the prpsed actins are safe and apprpriate, and then wrk independently. Learners may use a checklist t g thrugh with the assessr befre they start select and rganise apprpriate tls and equipment in their wrk area t a prfessinal standard in preparatin fr the wiring activity, e.g. ensuring that tls are rganised crrectly and clearly in a safe and precise manner, and that they are fit fr purpse. Fr merit standard, learners will: cmplete a wiring activity safely, making use f an apprpriate range f tls, equipment and cmpnents. Learners may require sme help and guidance fllw apprved safe wrking prcedures fr the majrity f the time and will select apprpriate tls and equipment fr the wiring tasks, hwever these may nt be the mst suitable in all instances. Sme minr errrs may be made during the wiring activity, hwever these will nt affect the peratin f the installatin evidence and supprt their wrk using phtgraphic evidence f maintenance activities Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

115 UNIT 8: ELECTRICAL COMPONENTS AND WIRING cnfirm with the assessr that the prpsed actins are safe and apprpriate befre starting n the practical activity, but having dne this they may need t check the apprpriateness f their actins. Learners may use a checklist t g thrugh with the assessr befre they start. Fr pass standard, learners will: demnstrate safe wrking practices when carrying ut an electrical wiring activity. These will be apprpriate t the task being carried ut but may nt be fully cmpliant with given wrking prcedures and tutr guidance may be necessary select and use apprpriate tls and equipment t carry ut the wiring activity, hwever these may nt always be the mst suitable and effective in the situatin. There may be sme errrs in the wiring activity, hwever the cmpleted activity will cnfrm t a given specificatin seek supprt and guidance, if required prvide dcumentatin that may nt be accurate r fficial. Learning aim C Fr distinctin standard, learners will: carry ut ne rutine maintenance activity, e.g. changing the brushes n an electric mtr; and ne fault-finding/fault-rectificatin activity, e.g. a cntrl system fault n a cnveyr belt identify the key features f the different types f infrmatin, cmparing their uses and hw the different types f infrmatin are likely t be used in cnjunctin with each ther t ensure that activities are carried ut skilfully and with precisin. Learners will refer t the dcumentatin they have used when carrying ut fault-finding, fault-rectificatin and maintenance tasks and will cnsider hw these have enabled them t carry ut the tasks with precisin wrk with independence and precisin when carrying ut each f the fault-finding, fault-rectificatin and maintenance tasks recrd the findings f pst-rectificatin and pst-maintenance inspectins and tests in detail. They shuld make any adjustments and recrd them while carrying ut peratins, explaining in their written ntes hw these adjustments ensure that the electrical systems will subsequently functin accrding t their specificatins reflect n the activities they have carried ut. They must reflect n their wn achievements and assess their wn levels f safety and cmpliance t safe wrking practices, standards and wrking requirements. They will reflect n their practical ability when carrying ut a range f activities. Learners shuld cnsider what went well, pprtunities t develp skills and hw they ensured systems functined as intended evidence and supprt their wrk using phtgraphic evidence f maintenance activities. Fr merit standard, learners will: carry ut ne rutine maintenance activity, e.g. changing the brushes n an electric mtr; and ne fault-finding/fault-rectificatin activity, e.g. a cntrl system fault n a cnveyr belt have a secure understanding f the prcedures that they need t fllw and cnsistently wrk safely and accurately when carrying ut and recrding fault-finding, fault-rectificatin and maintenance activities. Learners are unlikely t need guidance, althugh may need sme prmpting when facing an unfamiliar situatin fllw safe wrking prcedures fr the majrity f the time, althugh there may be sme instances f errrs being made when wrking n electrical systems, such as using an inapprpriate tl fr a task, r the incrrect replacement f a cmpnent. Errrs will, hwever, be minimal, and will nt affect the safe cmpletin f the task r the safe peratin f the system 108 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

116 UNIT 8: ELECTRICAL COMPONENTS AND WIRING recrd the results f pst-rectificatin and pst-maintenance tests, althugh these may cntain minr errrs r be lacking in full details evidence and supprt their wrk using phtgraphic evidence f maintenance activities. Fr pass standard, learners will: carry ut ne rutine maintenance activity, e.g. changing the brushes n an electric mtr; and ne fault-finding/fault-rectificatin activity, e.g. a cntrl system fault n a cnveyr belt wrk safely in rder t cmplete fault-finding, fault-rectificatin and maintenance activities generally fllw safe wrking prcedures, althugh their selectin and use f tls may be at times inapprpriate and they may need guidance in rder t cmplete tasks fully recrd the actins they have carried ut during fault-finding and maintenance tasks, hwever these may cntain errrs and be incmplete. They are unlikely t fully recrd the findings f tests, hwever, these will have been carried ut t ensure systems are safe t use. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

117 UNIT 8: ELECTRICAL COMPONENTS AND WIRING Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. Suggested scenari Yu are wrking in the electrical engineering sectr as a technician. Yu need t develp yur skills in maintenance and wiring s that yu can demnstrate yur awareness f safe wrking practices when carrying ut fault-finding, fault-rectificatin, maintenance and wiring tasks. Yu need t demnstrate that yu can fllw apprved wrking practices, including identifying hazards and risks, and methds t ensure that activities are carried ut safely. Yu need t shw that yu can identify and use the crrect tls, equipment and cmpnents when carrying ut a range f tasks, and that yu can use them skilfully and safely. Tasks shuld include a rutine maintenance exercise, and a fault-finding, fault-rectificatin, and wiring and terminatin exercise. When carrying ut these tasks, yur supervisr will be mnitring the accuracy f yur wrk and yur ability t make sure that wrk cnfrms t the peratinal requirements f the system. If a retake is necessary, an alternative example must be used. The fllwing is an example f a retake assessment activity. Yu have been asked by yur supervisr t demnstrate the types f activity that an electrical engineer wuld carry ut as a part f their daily rutine t a small grup f ptential apprentices frm a lcal schl. Yu need t demnstrate t them the safe and skilful cmpletin f a range f tasks that will include fault-finding, fault rectificatin, rutine maintenance, and a wiring and terminatin exercise. Yu shuld demnstrate t them hw tls and equipment are used safely and skilfully t ensure that a system will perfrm as specified, and that the selectin f cmpnents is equally imprtant t make sure that a circuit functins as intended. 110 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

118 Further infrmatin fr tutrs and assessrs UNIT 8: ELECTRICAL COMPONENTS AND WIRING Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit A tutr-led wrkshp activity t investigate and explre a range f different types f electrical systems, equipment and cmpnents that learners will gain experience f wrking with. This wuld be carried ut alngside discussins t identify the hazards assciated with the wrkplace/wrkshp envirnment, and in particular activities invlving electricity. Learners cmplete wrksheets t identify ptential hazards in the wrkshp/wrkplace and hw the risk frm these hazards has been minimised thrugh gd practice. It wuld be apprpriate t make use f a guest speaker, either an apprentice r a technician, wh culd explain t learners the varius duties that they carry ut as an electrical engineer, and the imprtance f wrking safely. A visit t a wrkshp t investigate the health and safety requirements fr an electrical wrkshp envirnment, including the persnal safety, persnal health, wrking prcedures and safe wrking practices that shuld be fllwed. This culd then be fllwed by individual exercises r exercises carried ut in pairs, t cmplete a walk arund f the envirnment s that learners can familiarise themselves with the centre wrkshp and the prcedures that shuld be fllwed. Learners shuld be familiar with the lcal safety rules and prcedures they will be expected t fllw in the wrkplace. Suggested time: abut 3 hurs. Activity: Types f electrical circuit and cmpnents A tutr-led wrkshp demnstratin f different electrical systems and circuits t explain the peratin f each, using live systems as apprpriate. This shuld be accmpanied by the relevant peratinal and islatin prcedures fr the particular system. Tutrs shuld explain hw dcumentatin can be used t identify infrmatin abut circuits, cmpnents and devices. Learners cmplete wrksheets t describe the functin f the systems that they have seen during demnstratins, and hw safe wrking is achieved befre, during and after the circuit has been in peratin. Learners develp their skills in interpreting diagrams assciated with electrical systems. This culd be achieved by prviding them with a circuit diagram fr a dmestic pwer r lighting circuit that they need t interpret and then describe the peratin f the cmpnents. They culd then use further surces f infrmatin t identify key features f the cmpnents and prduce a blck diagram t represent the system and its cmpnents. Additinally, a visit t an industrial electrical engineering wrkshp wuld be beneficial t learners as they culd gain further understanding f the imprtance f diagrams when prducing circuits and hw these are interpreted t prduce wrking systems. Suggested time: abut 8 hurs. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

119 UNIT 8: ELECTRICAL COMPONENTS AND WIRING Activity: Fault-finding and rectificatin f faults in electrical circuits If pssible, this aspect f the unit culd be intrduced thrugh the use f a wrk-shadwing activity where learners can bserve an electrical engineer carrying ut fault-finding and rectificatin activities. Otherwise, a tutr-led practical demnstratin and discussin t explain fault-finding thery, related safety, and use f aids and instruments wuld be apprpriate. This shuld then be fllwed by a demnstratin f the applicatin f fault-finding thery t relevant systems/circuits. Tutrs shuld demnstrate t learners a range f appraches, including system/equipment dismantling, assembly and functinal check/test techniques, alng with related safety precautins. Learners shuld becme familiar with the use f manufacturers and ther maintenance dcumentatin that they will use when carrying ut system cmpnent remval, fit/replacement and system functinal tests. Learners practise their fault-finding and fault-rectificatin skills. This shuld be supprted thrugh the use f a range f aids, instruments, techniques and apprpriate maintenance dcumentatin/ manuals. Learners shuld practise equipment dismantling, assembly and testing, alng with remval/fit and/r replacement f identified faulty cmpnents. Learners shuld carry ut apprpriate pst-assembly functinal checking/testing. Suggested time: abut 13 hurs. Activity: Maintenance activities fr electrical circuits A tutr-led wrkshp demnstratin f rutine maintenance thery. A tutr-led discussin, including benefits f carrying ut maintenance and cnsideratin f the activities assciated with maintenance and the related safety issues. Tutrs give a practical demnstratin f inspectin/checks f electrnic wiring, cabling, fixtures, fittings, terminatins and sldered jints. Learners shuld be aware f ptential causes f faults such as wear, chaffing, fuling, security f attachment, mechanical damage and fire damage. Tutr demnstratin f hw t carry ut adjustments and tests fr the crrect peratin f cmpnent/equipment/system tests. This shuld be fllwed by a demnstratin f hw t cmplete maintenance dcumentatin, either in a wrkshp setting r by a practicing electrical engineer, while n an industrial visit. Learners culd then carry ut a range f rutine maintenance activities, fllwing best safe practice and cmpleting maintenance dcuments nce the activities have been cmpleted. These activities culd be carried ut while n a wrk experience placement, where learners wuld have a range f different activities t carry ut n varied circuits. Suggested time: abut 12 hurs. Activity: Wiring and terminating cmpnents Tutr-led discussin abut the imprtance f gd preparatin befre beginning a wiring activity, t include gd practice that shuld be fllwed in the electrical wrkshp. Learners wrk individually r in pairs t prepare fr and set up equipment fr a wiring activity. Learners cmplete wrksheets regarding safety and safe wrking prcedures fr wiring and terminating cmpnents. This culd be fllwed by a further tutr-led demnstratin f electrical wiring activities cvering a range f different types f wiring and terminatin types. Individual activity t practise prducing electrical wiring assemblies, with apprpriate tutr guidance until learners shw a reasnable level f cmpetence and safety. Suggested time: abut 10 hurs. 112 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

120 UNIT 8: ELECTRICAL COMPONENTS AND WIRING Essential resurces Fr this unit, learners will need access t: a wrkshp envirnment suitable fr carrying ut maintenance activities electrical systems, which have faults that are straightfrward t identify and can be rectified by substitutin f cmpnents test instruments, tls and safety equipment relevant manufacturers service manuals, data sheets, cmpnent lists, drawings and diagrams British/Internatinal Standards, health and safety publicatins and lcal wrkshp safety dcumentatin and prcedures Health and Safety Executive (HSE) risk assessment guidance Links t ther units This unit has strng links t: Unit 1: Engineering Principles Unit 4: Wrkshp Skills Unit 6: PCB Cmpnents and Sldering Unit 9: Delivering Engineering Slutins. Emplyer invlvement This unit wuld benefit frm emplyer invlvement in the frm f: guest speakers frm electrical engineering rganisatins, including technicians, t talk abut the use f infrmatin surces, hw these have changed and hw these may cntinue t change in the wrk envirnment. Speakers culd als give talks n the imprtance f safety prcedures in an electrical engineering wrkplace wrk experience with an electrical engineering rganisatin where a range f activities can be experienced visits t electrical engineering wrkshps t encunter real-life wrking practices and safety prcedures. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

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122 UNIT 9: DELIVERING ENGINEERING SOLUTIONS Unit 9: Delivering Engineering Slutins Level: 2 Unit type: Optinal Assessment type: Internal Guided learning hurs: 60 Unit in brief Learners draw tgether the knwledge and understanding they have gained frm the units studied in this qualificatin t interpret a prject plan, carry ut and then review an engineering activity. Unit intrductin Have yu ever wndered hw a car, with all its parts, systems and sub-systems, can be manufactured s quickly, and with such precisin and quality? Have yu cnsidered why engineering wrkshps are laid ut in a particular way? Or why s many cmplex engineering prducts are reliable and wrk well? These questins can nly be answered if the prductin engineer has the crrect knwledge and experience f prductin planning, manufacturing and quality issues. Planning, manufacturing and reviewing are necessary functins fr any rganisatin that prduces engineered prducts. In this unit, yu will draw n the knwledge and skills develped in Units 1, 2, 3 and 4, as well as selecting and cmbining skills gained in the ptinal units by applying them t a range f cntexts. Yu will gain experience f prductin planning befre mving n t manufacture the engineered prduct yu have planned and finally reviewing the effectiveness f the plan and utcme f yur actins. Yu will learn that prductin planning is essential in ensuring that activities and resurces are crdinated ver time t achieve targets r gals with as little resurce cnsumptin as pssible, withut cmprmising n prduct quality. This unit will prepare yu fr a range f rles in an engineering rganisatin, including rles in planning, manufacturing and quality cntrl. Yu will gain the skills required t interpret and use a range f dcumentatin that yu are likely t encunter as an engineering technician. Yu will develp a range f transferable skills that yu will be able t use when wrking in different engineering envirnments. Learning aims In this unit yu will: A Interpret a prduct specificatin t prduce a prductin plan B Undertake a manufacturing peratin in a safe manner accrding t defined prcedures C Review the prcesses used t engineer a prduct and reflect n persnal perfrmance. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

123 UNIT 9: DELIVERING ENGINEERING SOLUTIONS Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A Interpret a prduct specificatin t prduce a prductin plan A1 Interpreting a prduct specificatin A2 Prductin plans B C Undertake a manufacturing peratin in a safe manner accrding t defined prcedures Review the prcesses used t engineer a prduct and reflect n persnal perfrmance B1 Preparing the wrk area B2 Carrying ut a manufacturing peratin safely B3 Cllecting and using data B4 Using measuring equipment B5 Manufacturing peratins B6 Operating in a safe manner C1 Reviewing prcedures used C2 Reviewing wn skills and prgressin A prtfli f evidence, including: a prductin plan fr a given prduct bservatin recrds anntated phtgraphs checklists ntes inspectin and test results quality cntrl table persnal reflectin abut wn perfrmance. Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Interpreting engineering drawings and diagrams Interpreting specificatins and wrk instructins Preparing t carry ut engineering activities Carrying ut wrk activities safely Quality cntrl testing Identificatin and understanding f drawing cnventins Applicatin f quality cntrl checks Prblem slving and cmmunicatin Managing infrmatin Self-management and develpment 116 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

124 UNIT 9: DELIVERING ENGINEERING SOLUTIONS Unit cntent Knwledge and sectr skills Learning aim A: Interpret a prduct specificatin t prduce a prductin plan A1 Interpreting a prduct specificatin Features f a prduct specificatin, including infrmatin required fr prduct manufacture: prductin drawings prductin quantities and delivery rates quality specificatins parts and materials t be used prcessing methds specified in the design. A2 Prductin plans Features, mdificatins and applicatins f utline prductin plans, including details required fr an engineering activity: sequence f activities/prcesses drawings and specificatins needed raw and cnsumable materials t be used bught-in cmpnents needed tls and equipment needed speeds and feeds quality and inspectin needs health and safety precautins envirnmental r legislative requirements. Learning aim B: Undertake a manufacturing peratin in a safe manner accrding t defined prcedures B1 Preparing the wrk area Preparing and maintaining an engineering wrk area in readiness fr carrying ut a manufacturing peratin, including: prcedures fr the receipt and remval f materials prcedures fr the receipt and remval f tling freedm frm bstructins and hazards crrect equipment and tling layut equipment/tl perating instructins, e.g. machinery, prcess plant, tls, material handling, equipment specific t the peratin. Overcming prblems when preparing a wrk area, including: quality and availability f raw materials serviceability f equipment and tling general cnditin f wrk area, e.g. lighting, ventilatin, temperature, nise levels. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

125 UNIT 9: DELIVERING ENGINEERING SOLUTIONS B2 Carrying ut a manufacturing peratin safely Using peratin prcedures, including: prductin plan jb instructins equipment/tl perating instructins, e.g. machinery, prcess plant, hand-held and prtable tls, material handing making adjustments frm data. Cntrlling the manufacturing peratin, including: dealing with prblems, e.g. variatin frm specificatin, discrepancies using cllected data t influence decisins, e.g. making adjustments t the manufacturing peratin. B3 Cllecting and using data Cllecting data abut the manufacturing peratin, including: quality f finished prduct, e.g. dimensinal accuracy, surface finish, cnfrmity t specificatin effective use f raw materials use f cnsumables, e.g. cutting tls, lubricants, cleaning fluids cnditin f machinery/equipment/tls achieving prductin targets. B4 Using measuring equipment Measurement f manufactured prducts and checking against specificatin: dimensinal length, diameter, depth, flatness, parallelism, angle gemetrical prfiles, rundness, cncentricity, accuracy f frm surface texture/rughness. Measuring equipment as applicable t the cmpnent feature t be measured, e.g.: micrmeters internal, external, depth steel rules vernier calipers vernier height gauge surface plate straight edge engineer s try square bevel prtractrs cmbinatin sets rughness cmparisn specimens (Rubert gauges). B5 Manufacturing peratins Using a type f prductin methd, e.g.: hand-manufacturing peratin manually perated machine tl autmated machine tl cmbined manufacturing peratin. 118 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

126 UNIT 9: DELIVERING ENGINEERING SOLUTIONS B6 Operating in a safe manner Operating safely in an engineering wrk area, including: adhering t health and safety legislatin Health and Safety at Wrk etc. Act 1974 adhering t envirnmental regulatins Wrkplace (Health, Safety and Welfare) Regulatins 1992 adhering t safe wrking practices, e.g. persnal prtective equipment (PPE), Manual Handling Operatins Regulatins (MHOR) 1992, Cntrl f Substances Hazardus t Health (COSHH) Regulatins Learning aim C: Review the prcesses used t engineer a prduct and reflect n persnal perfrmance C1 Reviewing prcedures used Reviewing the manufacturing peratin by identifying prblems and making adjustments, including: prcess effectiveness, e.g. peratinal sequence, prductin time prcess characteristics, e.g. quality, accuracy f the finished prduct material utilisatin, e.g. raw materials, cnsumables peratinal safety. C2 Reviewing wn skills and prgressin Reviewing perfrmance while carrying ut an engineering activity, including: methds f reviewing skills t shw prgress has been made, e.g. using feedback frm supervisrs, meeting given standards, self-review f activities carried ut reviewing skills gained, e.g. sectr skills, self-management, teamwrk, time management, prblem slving reviewing transferable skills, e.g. psitive attitude, being supprtive f thers, respnding t feedback, taking advice/directin areas fr develpment, e.g. mre/less supprt needed, better time management, different apprach t planning prductin, use f different tls/equipment/prcesses, better preparatin. Setting develpmental gals and targets, including identifying: areas fr persnal develpment methds fr imprving skills. Transferable skills Prblem slving and cmmunicatin Finding ut: develping the skills t carry ut research and investigatins thrugh btaining cstings, pricings, and estimatins fr similar engineering activities, develping skills in interpreting infrmatin by analysing given dcumentatin t identify prductin requirements. Managing infrmatin Interpreting dcuments and drawings, including the use and applicatin f referencing as a result f interpreting dcumentatin t assemble a fabricated structure accurately. Self-management and develpment Develpment f self-management skills that can be applied t prblem-slving tasks, taking int accunt time and resurces that are available. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

127 UNIT 9: DELIVERING ENGINEERING SOLUTIONS Assessment criteria Pass Merit Distinctin Learning aim A: Interpret a prduct specificatin t prduce a prductin plan A.P1 Prduce an utline prductin plan frm a given prduct specificatin. A.M1 Prduce a mstly cmplete prductin plan frm a given prduct specificatin, explaining why the features are suitable fr prductin. A.D1 Prduce a detailed and accurate prductin plan frm a given prduct specificatin, justifying why the features are suitable fr prductin. Learning aim B: Undertake a manufacturing peratin in a safe manner accrding t defined prcedures B.P2 Safely prepare a wrk area in readiness fr carrying ut a manufacturing peratin. B.P3 Demnstrate cmpetent and safe use f tls, equipment and techniques in the manufacture f an engineered prduct, identifying sme prblems and making adjustments as required. B.M2 Prepare fr and carry ut a manufacturing peratin, explaining any adjustments made during manufacturing as prblems are identified. B.D2 Prepare fr and carry ut a manufacturing peratin, justifying the need fr adjustments t ensure the cmpnents meet specificatins. Learning aim C: Review the prcesses used t engineer a prduct and reflect n persnal perfrmance C.P4 Assess the effectiveness f the engineering prcesses used t plan and engineer a prduct. C.P5 Identify hw persnal behaviurs were applied thrughut the planning and manufacturing prcess. C.M3 Recmmend imprvements t the prcesses used, and t the behaviurs applied, thrughut the planning and manufacturing prcess. C.D3 Justify imprvements t the prcesses used, and t the behaviurs applied, thrughut the planning and manufacturing prcess. 120 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

128 UNIT 9: DELIVERING ENGINEERING SOLUTIONS Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: prduce an accurate, feasible and effective prductin plan that is apprpriate fr the prductin f the given prduct, making full reference t the prduct specificatin. The given specificatin shuld have sufficient infrmatin abut materials and parts lists t enable learners t calculate prcessing times, plant, labur, material and cmpnent csts. Fr merit standard, learners will: prduce a prductin plan that includes an apprpriate manufacturing plan but may nt cnsider full prcessing times, r the csts assciated with manufacturing. The plan will be realistic fr large-scale manufacturing f the prduct. Fr pass standard, learners will: prduce an utline prductin plan that includes activity sequences, tls and equipment, speeds and feeds, quality requirements, and health and safety precautins. The prductin plan may be suitable fr small scales f prductin but wuld nt be apprpriate fr larger manufacturing runs. Learning aim B Fr distinctin standard, learners will: demnstrate a cnsistently high level f safety awareness, accuracy and independence prduce a prduct that fully meets the brief. They will use a range f infrmatin, selecting the mst relevant and apprpriate prcesses required t meet the brief crrectly apply skills gained frm the ther units studied in the prgramme; these skills are nt just practical, e.g. using tls t prcess a cmpnent, but must encmpass everything an engineer des when making a prduct t meet the requirements f a given specificatin reflect n their wrk as they make prgress and make any crrectinal adjustments that may be necessary t ensure that individual cmpnent parts meet the given prduct specificatin. They will shw initiative in slving prblems and may prvide mre than ne slutin t the engineering brief justify the need fr any necessary adjustments required t ensure the cmpnents meet riginal specificatins assess their wn levels f safe wrking; this shuld be achieved thrugh the use f anntated phtgraphs r shrt written reprts relating t all f the activities that have been cmpleted t manufacture the prduct. Fr merit standard, learners will: demnstrate cnfident, crrect and safe wrking prcedures when preparing fr and carrying ut the manufacturing activity prduce mstly accurate wrk, althugh there may be sme errrs and inaccuracies. The prduct will functin as intended, althugh sme aspects will nt cmply with the prduct specificatin use tls and equipment safely and with cnfidence, perfrming bth manufacturing peratins apprpriately and with limited guidance explain the need fr any adjustments made during manufacturing as and when prblems are identified bserve safe wrking practices and use a range f techniques cnfidently t prduce a prduct. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

129 UNIT 9: DELIVERING ENGINEERING SOLUTIONS Fr pass standard, learners will: prepare a wrk area fr the effective manufacturing f a prduct manufacture the prduct with sme guidance and demnstrate cmpetency in safe wrking practices reslve prblems that ccur during manufacture in a straightfrward manner. Learning aim C Fr distinctin standard, learners will: present a detailed review f hw they planned and carried ut the manufacture f an engineered prduct. They will cnsider the effectiveness f their plan and whether it culd be imprved n if they were t repeat the manufacture f the prduct. They will pick up n prblems encuntered, e.g. machined features that were ut f tlerance, and make valid statements abut hw they vercame prblems and hw t prevent them in a future prductin gather accurate measurement data and reference this t the requirements f specificatins, e.g. dimensinal data in a drawing f the prduct being manufactured make detailed suggestins abut hw they wuld imprve the manufacturing peratins fr future prductin s that the prduct is prduced mre effectively, e.g. quicker, higher accuracy, less waste prduced, better use f tls and equipment, imprved skill levels inspect their prduct fr cmpliance against the specificatin, with regards t criteria such as dimensinal, gemetric and surface texture requirements given in the prduct specificatin, and they will use this data t reflect n the effectiveness f their engineering skills cnsider the reasns fr nn-cmpliance, cnsidering the relative impacts f bth majr and minr cmpliance issues reflect n their wn achievement, making reference t the skills that they have gained and identifying an actin plan fr their wn further persnal develpment, cnsidering hw skills and persnal behaviurs can be imprved n. Fr merit standard, learners will: reflect n the imprtance f fllwing crrect prcedures and keeping well-maintained wrk areas t achieve effective prductin and safe wrking inspect their prducts fr cmpliance against the specificatin, with regards t criteria such as the dimensinal, gemetric and surface-texture requirements given in the prduct specificatin reflect n their wn achievement, making reference t the skills they have gained and identifying an actin plan fr their wn further persnal develpment, identifying weaknesses and cnsidering hw skills can be imprved. They may relate these t planning r prductin, e.g. identifying features where there is evidence f nn-cmpliance, hwever they will nt cnsider the causes f them in detail. Fr pass standard, learners will: use a range f measuring equipment t inspect dimensinal and gemetric features f the prduct t ensure they have been prduced t meet the defined levels f accuracy given in the prduct specificatin reflect n the skills they have gained, and thse they have develped during the planning and manufacturing stages, identifying areas fr future develpment reflect n their wn achievement, making reference t the skills they have gained and identifying an actin plan fr their wn further persnal develpment, cnsidering hw skills can be imprved. 122 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

130 UNIT 9: DELIVERING ENGINEERING SOLUTIONS Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. There is ptential in this unit fr centres t prvide assessments set with emplyer input. Lcal emplyers culd ffer assessment supprt by prviding specificatins and drawings fr engineered prducts that culd be used fr assessment purpses t plan prductin. Emplyers culd prvide feedback t learners n the quality f their wrk, which wuld help them reflect n the effectiveness f the engineering skills emplyed in the assessment task. Suggested scenari Yur supervisr is impressed with the wrk yu have cmpleted in a range f different rles in the rganisatin and wuld like t check t see if yu have a gd understanding f all aspects f the prductin prcess. Yur supervisr has given yu a prduct specificatin fr an engineered prduct and has asked yu t prduce a prductin plan fr a ne-ff prttype f the prduct. Yur supervisr is expecting yu t manufacture the prduct safely and t inspect and review the utcme against the prduct specificatin, as well as review yur wn perfrmance thrughut the planning and prductin prcess. When demnstrating yur skills, yur perfrmance will be bserved by either yur emplyer r tutr (wh will take n the rle f yur supervisr). In cmpleting the task, yu shuld draw n the learning frm the ther units yu have cmpleted in the qualificatin and identify and select thse that are mst relevant t the task set. Yu can select a prduct t engineer frm either f the ptinal units chsen as part f the qualificatin. If a retake is necessary, an alternative example must be used. The fllwing is an example f a retake assessment activity. The prductin manager f a lcal engineering cmpany is lking at methds t ensure that the new intake f apprentices have the skills needed t fulfil a range f rles in the wrkplace. They have apprached yu t check that their plan fr an assessment is suitable and challenging. They have asked yu t select ne f the prduct specificatins used by the rganisatin. Yu are then t manufacture and inspect a ne-ff prttype versin f the prduct using the tls, machinery and equipment available in the wrkshp where the assessment will take place. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

131 UNIT 9: DELIVERING ENGINEERING SOLUTIONS Further infrmatin fr tutrs and assessrs Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit A tutr-led prblem-slving activity t intrduce and explain the different scales f prductin and different types f equipment that are used in engineering. This culd be in the frm f an investigatin activity, giving learners typical examples, and then asking them t explain the key stages f prductin and shw hw they can be represented in a blck diagram. This culd then be fllwed by a tutr-led practical investigatin int typical material and cmpnents that are used in engineering, alng with a review f preparatin prcesses, and assembly and finishing prcesses that are used in bth small- and large-scale prductin. Tutrs culd explain quality cntrl prcedures that relate t small and large scales f prductin, befre asking learners t investigate the different types f equipment used in the prductin f ne-ff prducts and larger-scale prductin. This culd be linked t either industrial visits t rganisatins that prduce bespke custmised prducts and t rganisatins in a similar sectr that have larger prductin runs, r visiting speakers frm such rganisatins. Suggested time: abut 4 hurs. Activity: Prductin planning A tutr-led practical activity t examine a range f dcuments and surces f infrmatin in rder t identify the prductin needs fr a given engineering activity. This culd be linked t prir learning frm ther units and draw n learners experience in rder t understand the different types f infrmatin required fr an engineering activity. Learners shuld investigate the purpse f prcess plans/specificatins and the infrmatin that they cntain. This culd be fllwed by reinfrcement f the skills necessary t interpret and use engineering drawings. Tutrs culd give learners case studies, either prvided by industrial partners and supprted by visits, r related t familiar prducts. Learners culd identify the pssible scales and key stages f prductin frm the given case studies. This shuld then be develped int identifying a pssible parts list and pssible prcessing methds fr given prducts. Learners shuld be intrduced t the cstings related t the manufacture f engineered prducts, including the direct and indirect cst f plant, labur, materials and cmpnents. This culd be fllwed by activities requiring estimatins f the ttal manufacturing unit csts frm given data, which culd be cmpleted individually r in pairs. Learners culd be given a range f typical prductin-plan frmats, including thse prvided by industrial partners, in rder t identify similarities between them and the infrmatin cntained within. Tutrs shuld discuss health and safety precautins that might need t be included in a prductin plan and explain and demnstrate the calculatin f prcessing time and prductin csts. This culd be fllwed by a discussin that cnsiders the changes t the plan that are needed if the scale f prductin is t be increased t repeated batch prductin. Learners culd be given an activity t prduce a blck diagram representing the key stages in the prductin f a given prduct, where nly a small quantity is required, and a further diagram t represent larger-scale manufacturing. Learners shuld prduce a prductin plan fr a given prduct and calculate prcessing times and prductin csts. Suggested time: abut 15 hurs. 124 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

132 UNIT 9: DELIVERING ENGINEERING SOLUTIONS Activity: Preparing fr and carrying ut manufacturing A tutr-led wrkshp demnstratin f safe wrking practices in an engineering wrkshp. The demnstratin shuld include hw t set tls up fr use, safe wrking prcedures and methds t clse dwn a wrk area as required fr the activities t be carried ut. Learners culd investigate a range f prductin methds in relatin t scales f prductin and different engineering activities, explaining the safe wrking practices assciated with the range f prductin methds. Learners culd carry ut a practical activity t investigate the wrk area t ensure that safety is maintained. They shuld gain experience in the use f PPE, the prcedures fr cleaning and string tls and equipment, in additin t the safe carrying ut f engineering activities. This culd be supprted thrugh the use f visiting speakers, ptentially apprentices r technicians, wh culd explain the duties they carry ut, r thrugh suitable wrk-experience placements. Learners shuld identify and explain jb instructin dcuments fr a simple engineering activity; they shuld use them t identify the tls and equipment needed t cmplete a task. This culd be supprted by the use f equipment/tl perating instructins and fllwed by a tutr demnstratin f prcess-mnitring techniques befre learners use the tls and equipment themselves. Tutrs shuld discuss the methds that can be used t accmmdate changes t the manufacturing prgramme and give learners apprpriate practical activities t apply such changes. Learners shuld carry ut a range f practical activities that will give them an pprtunity t practise and develp their skills in carrying ut a range f manufacturing techniques, t mnitr prductin and t apply suitable methds t accmmdate changes that ccur during manufacturing. Suggested time: abut 25 hurs. Activity: Testing fr cmpliance A tutr-led practical activity t safely use a range f measuring equipment t measure dimensinal and gemetrical attributes f engineered prducts. Learners shuld be given items that have a range f features t measure and cmpare, and be given apprpriate dcuments and drawings t check the quality and cnfrmity f the items. These culd be prduced by an industrial partner, r be manufactured by learners themselves while n wrk placements. Learners shuld measure dimensinal and gemetrical attributes f engineered prducts. It wuld be apprpriate fr learners t carry ut an industrial visit t gain experience f hw measuring equipment is used in industry; this culd als be achieved during a wrk experience placement r a wrk-shadwing activity. A tutr demnstratin culd be used t intrduce learners t the use f cmparatr types f equipment and gauges t measure dimensinal and gemetrical attributes f engineered prducts. Learners culd then carry ut a range f practical investigatins t gain experience f using cmparatrs and gauges t check quality f prducts. Learners shuld develp their skills in checking the accuracy and cnfrmity f dimensinal, gemetric and surface-texture features f engineered prducts against given specificatins and related dcumentatin. Suggested time: abut 10 hurs. Activity: Self-assessment Learners shuld be intrduced t the cncepts relating t the review f their wn prgress, bth fr planning activities and the practical skills that they have applied t manufacture and subsequently test fr cmpliance. Tutrs shuld intrduce learners t a range f emplyability skills that they will need t demnstrate in a wrkplace, such as reliability, psitive attitude, mtivatin, as well as making a cntributin t engineering activities, respnding t feedback and taking advice r directin frm peers and supervisrs. This culd be fllwed by a grup discussin t cnsider methds f keeping recrds f successes and failures, s that areas fr develpment can be identified and linked t practical experiences, including any that may be cmpleted during their wrk experience visits r while in industrial settings. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

133 UNIT 9: DELIVERING ENGINEERING SOLUTIONS Tutrs shuld encurage learners t cnsider reflectin as a cntinuus prcess, which they shuld cntinue thrughut their assessment activities. Tutrs culd intrduce methdlgies fr reflecting n their prductin plans and practical activities, which learners can then apply when reviewing and assessing their wn prgress. Tutrs shuld encurage learners t cnsider their career pathways and gals as a methd f determining their develpment plans; this culd include highlighting thse areas where they need t imprve their skills and devising an actin plan that can be fllwed fr develpmental purpses. Suggested time: abut 6 hurs. Essential resurces Fr this unit, learners will need access t: a range f prductin plans, prduct specificatins, data handbks, drawings and manufacturers infrmatin manuals a wrkshp envirnment where manufacturing peratins take place the range f tls required t mark ut, measure, manufacture and test cmpliance f engineering cmpnents, including cmparatr equipment (essential). Links t ther units This unit has strng links t: Unit 1: Engineering Principles Unit 2: Prcesses and Materials Unit 3: Business Imprvement Techniques Unit 4: Wrkshp Skills Unit 5: Machining Techniques Unit 6: PCB Cmpnents and Sldering Unit 7: Cmputer Numerical Cntrl Unit 8: Electrical Cmpnents and Wiring. Emplyer invlvement This unit wuld benefit frm emplyer invlvement in the frm f: lcal emplyers wh can ffer assessment supprt by prviding specificatins and drawings fr engineered prducts that culd be used fr assessment purpses t plan prductin. Emplyers set the task, assess the brief and prvide feedback t learners n the quality f their wrk wrk experience in an apprpriate engineering rganisatin, ffering the pprtunity t carry ut a range f activities as described in the unit cntent lcal business t prvide their wn engineered artefacts as exemplars fr testing, measuring and cmparisn activities. 126 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

134 4 Planning yur prgramme Is there a learner entry requirement? As a centre, it is yur respnsibility t ensure that recruited learners have a reasnable expectatin f success n the prgramme. There are n frmal entry requirements but we expect learners t have qualificatins at r equivalent t Level 1. Learners are mst likely t succeed if they have: three r fur GCSEs at intermediate grades and/r BTEC qualificatin(s) at Level 1 r Level 1/2 Level 1 equivalent achievement in English and mathematics thrugh GCSE r Functinal Skills. Learners may demnstrate ability t succeed in varius ways. Fr example, learners may have relevant wrk experience r specific aptitude shwn thrugh diagnstic tests r nn-educatin experience. What is invlved in becming an apprved centre? All centres must be apprved befre they can ffer this qualificatin s that yu are ready t assess learners and s that we can prvide the supprt needed. Further infrmatin is given in Sectin 8 Administrative arrangements. What level f sectr knwledge is needed t deliver this qualificatin? We d nt set any requirements fr tutrs but expect centres t assess the verall skills and knwledge f the teaching team t ensure that they are relevant and up t date with current industry practice. This will give learners a rich prgramme t prepare them fr prgressin. What resurces are required t deliver this qualificatin? As part f yur centre apprval, yu will need t shw that the necessary material resurces and wrkspaces are available t deliver the qualificatin. Fr sme units, specific resurces are required. What makes gd vcatinal teaching? The apprach t vcatinal teaching must be led by what is right fr the particular sectr. Therefre, each unit includes delivery guidance and suggested assessment tasks. Using the delivery guidance and suggested assessment tasks and ur additinal free delivery guidance and assignment briefs, yu can build a curse that cntextualises learning in real-life and/r emplyment scenaris. This will naturally draw in the kind f brader attributes valued in the sectr, fr example attentin t detail, as well as the mre general skills needed in wrk that fit well with prject-based learning, fr example teamwrk, independent learning. What are the requirements fr meaningful emplyer invlvement? This qualificatin has been designed as a Technical Certificate qualificatin and as an apprved centre yu are required t ensure that during their study, every learner has access t meaningful activity invlving emplyers. See Sectin 2 Structure fr the requirements fr emplyer invlvement. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

135 Supprt fr emplyer invlvement It is imprtant that yu give learners pprtunities that are f a high quality and which are directly relevant t their study. We will supprt yu in this thrugh guidance materials and by giving yu examples f best practice. See Sectin 11 Resurces and supprt fr details f the supprt available, including the Wrk Experience Tlkit. What supprt is available fr delivery and assessment? We prvide a wealth f supprt materials, including schemes f learning, delivery plans, assignment briefs, additinal papers fr external assessments and examples f marked learner wrk. T supprt yu with planning yur assessments, yu will be allcated a Standards Verifier early in the planning stage. There will be extensive training prgrammes and supprt frm ur Subject Advisr team. Fr further details see Sectin 11 Resurces and supprt. Hw will my learners becme mre emplyable thrugh this qualificatin? Learners will be acquiring the key technical and sectr knwledge, and practical and technical skills that emplyers need. Emplyability skills, such as team wrking and entrepreneurialism, and cmpleting realistic tasks have als been built int the design f the learning aims and cntent. This gives tutrs the pprtunity t use relevant cntexts, scenaris and materials t enable learners t develp a prtfli f evidence that demnstrates the breadth f their skills and knwledge in a way that equips them fr emplyment. 128 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

136 5 Assessment structure The BTEC Level 2 Technical Diplma in Engineering is assessed using a cmbinatin f internal assessments, which are set and marked by tutrs, and external assessments, which are set and marked by Pearsn. We have taken great care t ensure that the assessment methd chsen is apprpriate t the cntent f the unit and in line with requirements frm emplyers. In develping an verall plan fr delivery and assessment fr the prgramme yu will need t cnsider the rder in which yu deliver units, whether delivery is ver shrt r lng perids and when assessment can take place. One internally-assessed unit in the qualificatin is defined as synptic (see Sectin 2 Structure). A synptic assessment is ne that a learner shuld take later in a prgramme and in which they will be expected t apply learning frm a range f units. As such, yu must plan the assignments that learners can demnstrate learning frm acrss their prgramme. We have addressed the need t ensure that the time allcated t final assessment f internal and external units is reasnable s that there is sufficient time fr teaching and learning, frmative assessment and develpment f transferable skills. In administering internal and external assessment, the centre needs t be aware f the specific prcedures and plicies that apply, fr example t registratin, entries and results. An verview with signpsting t relevant dcuments is given in Sectin 8 Administratin arrangements. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

137 6 Internal assessment This sectin gives an verview f the key features f internal assessment and hw yu, as an apprved centre, can ffer it effectively. The full requirements and peratinal infrmatin are given in the Pearsn Guide t Quality Assurance available n ur website. All members f the assessment team need t refer t this dcument. Fr this qualificatin, it is imprtant that yu can meet the expectatins f stakehlders and the needs f learners by prviding a prgramme that is practical and applied. Yu can tailr prgrammes t meet lcal needs and use links with lcal emplyers and the wider vcatinal sectr. When internal assessment is perated effectively, it is challenging, engaging, practical and up t date. It must als be fair t all learners and meet natinal standards. Principles f internal assessment Our apprach t internal assessment fr this qualificatin ffers flexibility in hw and when yu assess learners, prvided that yu meet assessment and quality assurance requirements. Yu will need t take accunt f the requirements f the unit frmat, which we explain in Sectin 3 Units, and the requirements fr delivering assessment given in Sectin 8 Administrative arrangements. Operating internal assessment The assessment team It is imprtant that there is an effective team fr internal assessment s that all assessment is planned and verified. Fr this qualificatin it is likely that the team will be small but it is still necessary t ensure that the assessment prcess is fllwed. Full infrmatin is given in the Pearsn Guide t Quality Assurance. The key rles are: the Lead Internal Verifier (Lead IV) fr the qualificatin has respnsibility fr the planning, recrd keeping and standard setting fr the qualificatin. The Lead IV registers with Pearsn annually and rganises training using ur supprt materials Internal Verifiers (IVs) check that assignments and assessment decisins are valid and that they meet ur requirements. In a small team, all peple will nrmally be assessrs and IVs. N ne can verify their wn actins as an assessr. assessrs set r use assignments t assess learners t natinal standards. Planning and recrd keeping The Lead IV shuld make sure that there is a plan fr assessment f the internally-assessed units and maintain recrds f assessment undertaken. The key recrds are: verificatin f assignment briefs learner authenticatin declaratins assessr decisins n assignments, with feedback given t learners verificatin f assessment decisins. Examples f recrds and further infrmatin are given in the Pearsn Guide t Quality Assurance. 130 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

138 Effective rganisatin Internal assessment needs t be well rganised s that learners prgress can be tracked and s that we can mnitr that assessment is being carried ut in line with natinal standards. We supprt yu thrugh, fr example, prviding training materials and sample dcumentatin. Our nline mybtec service can help supprt yu in planning and recrd keeping. Further infrmatin n using mybtec can be fund in Sectin 11 Resurces and supprt and n ur website. It is particularly imprtant that yu manage the verall assignment prgramme and deadlines t make sure that learners are able t cmplete assignments n time. Learner preparatin T ensure that yu prvide effective assessment fr yur learners, yu need t make sure that they understand their respnsibilities fr assessment and the centre s arrangements. Frm inductin nwards, yu will want t ensure that learners are mtivated t wrk cnsistently and independently t achieve the requirements f the qualificatins. Learners need t understand hw assignments are used, the imprtance f meeting assignment deadlines, and that all the wrk submitted fr assessment must be their wn. Yu will need t give learners a guide that explains hw assignments are used fr assessment, hw assignments relate t the teaching prgramme, and hw learners shuld use and reference surce materials, including what wuld cnstitute plagiarism. The guide shuld als set ut yur apprach t perating assessment, such as hw learners must submit wrk and request extensins. Yu are encuraged t emply a range f frmative assessment appraches befre putting learners thrugh t the assignments t frmally assess the units. Frmative assessment supprts teaching and learning, and shuld be nging thrughut the learning prcess. It enables tutrs t enhance learning by giving learners cnstructive feedback s that they can identify their strengths and weaknesses, and t put measures in place t target areas that need wrk. Frmative assessment appraches that incrprate reflective learning and regular skills assessment are imprtant in encuraging self-develpment and reflective practice, t ensure that learners prgress. Setting assignments 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. This assignment will be separate frm the practice and explratin activities that have been used during the learning perid, and learners must understand that the assignment is being used t judge the learning aims. There may be specific bserved practical cmpnents during the assignment perid. Assignments can be divided int tasks and may require several frms f evidence. A valid assignment will enable a clear and frmal assessment utcme, based n the assessment criteria. When setting yur assignments, yu need t wrk with the infrmatin given in the Essential infrmatin fr assessment decisins and the Assessment activity sectins f the units. Yu can chse t use the suggested scenaris r t adapt them t take accunt f lcal circumstances, prvided that assignments are verified. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

139 In designing yur wn assignment briefs yu shuld bear in mind the fllwing pints. A learning aim must always be assessed as a whle and must nt be spilt int tw r mre tasks. Assignments must be structured t allw learners t demnstrate the full range f achievement at all grade levels. Learners need t be treated fairly by being given the pprtunity t achieve a higher grade if they have the ability. Learners shuld be given clear tasks, activities and structures fr evidence; the criteria shuld nt be given as tasks. Yu must ensure that assignments fr synptic assessment are designed t enable learners t draw n the specific units identified and demnstrate that they can identify and use effectively an apprpriate selectin f skills, techniques, cncepts, theries and knwledge in an integrated way. Assignments fr the synptic unit will be mnitred at prgramme level as part f the standards verificatin prcess t ensure that they encurage learners t select and apply their learning frm acrss the qualificatin in an integrated way. Where there is a requirement fr assessment t be cnducted in the real wrk envirnment (mandatry wrk placement), assignments must be designed t facilitate this. Where there is n mandatry requirement fr wrkplace assessment but learners will be in wrk placement r wrk experience settings as a part f the prgramme, then it wuld be wrthwhile if these assignments were als designed fr cmpletin in the real wrk envirnment. Yu must ensure that the wrk placement r wrk experience setting gives learners the pprtunity t achieve at all grade levels. As assignments prvide a final assessment, they will draw n the specified range f teaching cntent fr the learning bjective. The specified teaching 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 a practical perfrmance, then they must address all the relevant range f cntent that applies in that instance. An assignment brief shuld have: a vcatinal scenari r cntext that mtivates the learner t apply their learning thrugh the assignment an audience r purpse fr which the evidence is being prvided clear instructins t the learner abut what they are required t d, nrmally set ut thrugh a series f tasks. Frms f evidence The units allw fr a variety f frms f evidence t be used, prvided that they are suited t the type f learning aim and the learner being assessed. Fr mst units, the practical demnstratin f skills is necessary. The units give yu infrmatin n suitable frms f evidence and that wuld give learners the pprtunity t apply a range f transferable and sectr skills. Centres may chse t use different suitable frms fr evidence t thse prpsed. Overall, learners shuld be assessed using varied frms f evidence. The main frms f evidence include: bservatin and recrdings f practical tasks r perfrmance in the wrkplace with supprting evidence prjects recrdings f rle play, interviews and ther types f simulated activities ral r written presentatins with assessr questining wrk lgbks, reflective jurnals. 132 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

140 It is imprtant t nte that an bservatin recrd is a surce f evidence and des nt cnfer an assessment decisin. It must be sufficiently detailed t enable thers t make a judgement abut the quality and sufficiency f the perfrmance and must clearly dcument the ratinale fr the assessment decisin. Observatin recrds shuld be accmpanied by supprting evidence, which may take the frm f vides, audi recrdings, phtgraphs, preparatin ntes, learner lgs and ther similar types f recrd. The frm(s) f evidence selected must allw: the learner t prvide all the evidence required fr the learning aim(s) and the assciated assessment criteria at all grade levels the learner t prduce evidence that is their wn independent wrk a verifier t independently reassess the learner t check the assessr s decisins. Centres need t take particular care in ensuring that learners prduce independent wrk. Making valid assessment decisins Assessment decisins thrugh applying unit-based criteria Assessment decisins fr this qualificatin are based n the specific criteria given in each unit and set at each grade level. The way in which individual units are written prvides a balance f assessment f sectr-specific knwledge, technical and practical skills, and transferable skills apprpriate t the purpse f the qualificatin. Pass, Merit and Distinctin criteria all relate t individual learning aims. The assessment criteria fr a unit are hierarchical and hlistic where in satisfying the M criteria a learner wuld als have satisfied the P criteria. The unit assessment grid shws the relatinships amng the criteria s that assessrs can apply all the criteria t the learner s evidence at the same time. Assessrs must shw hw they have reached their decisins using the criteria in the assessment recrds. When a learner has cmpleted all the assessment fr a unit then the assessment team will give a grade 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 all 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 all the Pass criteria) thrugh high perfrmance in each learning aim t achieve a Pass, a learner must have satisfied all the Pass criteria fr the learning aims, shwing cverage f the unit cntent and therefre attainment at Level 2 f the natinal framewrk. 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. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

141 Making assessment decisins using criteria As an assessr, yu review authenticated learner wrk and make judgements n standards using the assessment criteria and the supprting infrmatin prvided in units and training materials. 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. Assessrs shuld use the fllwing infrmatin and supprt in reaching assessment decisins: the Essential infrmatin fr assessment decisins sectin in each unit yur Lead IV and assessment team s cllective experience, supprted by the standardisatin materials we prvide. Once the team has agreed the utcme, a frmal assessment decisin is recrded and reprted t learners. The infrmatin given: must shw the frmal decisin and indicate where criteria have been met may shw where attainment against criteria has nt been demnstrated avid giving direct, specific instructins n hw the learner can imprve the evidence t achieve a higher grade. Authenticity f learner wrk Assessrs must ensure that evidence is authentic t a learner thrugh setting valid assignments and supervising them during the assessment perid. Assessrs must take care nt t prvide direct input, instructins r specific feedback that may cmprmise authenticity. Once an assessment has begun, learners must nt be given feedback that relates specifically t their evidence and hw it can be imprved, learners must wrk independently. An assessr must assess nly learner 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 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 can 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. Further infrmatin is given in Sectin 8 Administrative arrangements. 134 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

142 Resubmissin f imprved evidence An assignment prvides the final assessment fr the relevant learning aims and is nrmally a final assessment decisin, except where the Lead IV apprves ne pprtunity t resubmit imprved evidence based n the cmpleted assignment brief. The Lead IV has the respnsibility t make sure that resubmissin is perated fairly. This means: checking that a learner can be reasnably expected t perfrm better thrugh a secnd submissin, fr example that the learner has nt perfrmed as expected making sure that giving a further pprtunity des nt give an unfair advantage ver ther learners, fr example thrugh the pprtunity t take accunt f feedback given t ther learners checking that the learner will be able t prvide imprved evidence withut further guidance and that the riginal evidence submitted remains valid. Once an assessment decisin has been given t the learner, the resubmissin pprtunity must have a deadline within 15 wrking days in the same academic year. 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. Therefre, learners wh did nt cmplete assignments by yur planned deadline r an authrised extensin deadline, if ne was given fr specific circumstances, may nt have the pprtunity t subsequently resubmit. Similarly, learners wh submit wrk that is nt their wn shuld nt be given an pprtunity t resubmit. The utcme f any resubmissin f the assignment by the learner is then recrded as the final decisin. A learner wh has nt achieved their expected level f perfrmance in the relevant learning aims after resubmissin f an assignment may be ffered a single retake pprtunity using a new assignment. The highest grade that may be awarded is a Pass. The Lead IV must authrise a retake with a new assignment nly in exceptinal circumstances and where it is necessary, apprpriate and fair t d s. Fr further infrmatin n ffering a retake pprtunity yu shuld refer t the BTEC Centre Guide t Assessment available n ur website. We prvide infrmatin n writing assignments fr retakes n ur website ( Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

143 7 External assessment A summary f the type and availability f external assessment fr this qualificatin is given belw. These external assessments are 25% f the ttal qualificatin GLH and are weighted t cntribute the same prprtin f the verall qualificatin grade. The external assessments fr these qualificatins are available s that learners may be assessed at any suitable pint in their prgramme. See the units and sample assessment materials fr mre infrmatin. Unit Type Availability Unit 1: Engineering Principles Unit 2: Prcesses and Materials Onscreen test set and marked by Pearsn. 75 minutes. 60 marks. Onscreen test set and marked by Pearsn. 75 minutes. 60 marks. On demand First assessment March 2018 On demand First assessment March 2018 Fr Unit 1 and Unit 2, nscreen tests are available n demand with Unit 1 starting frm January 2018 and Unit 2 starting frm March These tests use a range f questin types, including examiner-marked. As tests have a full marking prcess, results fr individual learners will be released nce the prcess is cmplete and the time t results issue will vary. Learners must be prepared fr external assessment by the time they undertake it. In preparing learners fr assessment, yu will want t take accunt f required learning time, the relatinship with any ther external assessments and pprtunities fr resits. Learners wh take an external assessment and wh d nt perfrm as expected may have ne further pprtunity using a later external assessment. Learners cannt take a further assessment until they have a result frm the first assessment. Learners wh attempt an external assessment twice will have the better f the grades achieved used in the final grade calculatin fr the qualificatin. Units The externally-assessed units have a specific frmat which we explain in Sectin 3 Units. The cntent f units will be sampled acrss external assessments ver time thrugh apprpriate papers. The ways in which learners are assessed are shwn thrugh the assessment utcmes and grading descriptrs. 136 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

144 Sample assessment materials Each externally-assessed unit has a set f sample assessment materials (SAMs) that accmpanies this specificatin. The SAMs are there t give yu 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 activity types that may appear in the actual assessments and give yu 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 activities will vary in each assessment. These sample assessments can be dwnladed frm ur website. Cnducting external assessments Centres must make arrangements fr the secure delivery f external assessments. Yu need t ensure that learners are aware that they need t wrk independently and be aware f the requirements fr any external assessment Each external assessment has a defined degree f cntrl under which it must take place. We define degrees f cntrl as fllws. High cntrl This is the cmpletin f assessment in frmal invigilated examinatin cnditins. This applies t nscreen tests. Further infrmatin n respnsibilities fr cnducting external assessment is given in the dcument Instructins fr Cnducting External Assessments, available n ur website. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

145 8 Administrative arrangements Intrductin This sectin fcuses n the administrative requirements fr delivering a BTEC qualificatin. It will be f value t Quality Nminees, Lead IVs, Prgramme Leaders and Examinatins Officers. Learner registratin and entry Shrtly after learners start the prgramme f learning, yu need t make sure that they are registered fr the qualificatin and that apprpriate arrangements are made fr internal and external assessment. Yu need t refer t ur Infrmatin Manual fr infrmatin n making registratins fr the qualificatin and entries fr external assessments. Learners can be frmally assessed nly fr a qualificatin n which they are registered. If learners intended qualificatins change, fr example if a learner decides t chse a different pathway specialism, then the centre must transfer the learner apprpriately. Access t assessment Bth internal and external assessments need t be administered carefully t ensure that all learners are treated fairly, and that results and certificatin are issued n time t allw learners t prgress t chsen prgressin pprtunities. Our equality plicy requires that all learners 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 fr undertaking a qualificatin and that this achievement can be cmpared fairly t the achievement f their peers. Further infrmatin n access arrangements can be fund in the Jint Cuncil fr Qualificatins (JCQ) dcument Access Arrangements, Reasnable Adjustments and Special Cnsideratin fr General and Vcatinal Qualificatins. 138 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

146 Administrative arrangements fr internal assessment Recrds Yu 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 Infrmatin Manual. Recrds must be maintained as specified as we may ask t audit them. Reasnable adjustments t assessment T ensure that learners have fair access t demnstrate the requirements f the assessments, a reasnable adjustment is ne that is made befre a learner takes an assessment. Yu are able t make adjustments t internal assessments t take accunt f the needs f individual learners. In mst cases this can be achieved thrugh a defined time extensin r by adjusting the frmat f evidence. We can advise yu if yu are uncertain as t whether an adjustment is fair and reasnable. Yu need t plan fr time t make adjustments if necessary. Further details n hw t make adjustments fr learners with prtected characteristics are given n ur website in the dcument Supplementary guidance fr reasnable adjustment and special cnsideratin in vcatinal internally assessed units. Special cnsideratin Special cnsideratin is given after an assessment has taken place fr learners wh have been affected by adverse circumstances, such as illness. Yu must perate special cnsideratin in line with ur plicy (see previus paragraph). Yu can prvide special cnsideratin related t the perid f time given fr evidence t be prvided r fr the frmat f the assessment if it is equally valid. Yu may nt substitute alternative frms f evidence t that required in a unit, r mit the applicatin f any assessment criteria t judge attainment. Pearsn can cnsider applicatins fr special cnsideratin nly in line with the plicy. Appeals against assessment Yur centre must have a plicy fr dealing with appeals frm learners. These appeals may relate t assessment decisins being incrrect r assessment being cnducted unfairly. The first step in such a plicy culd be a cnsideratin f the evidence by a Lead IV r ther member f the prgramme team. The assessment plan shuld allw time fr ptential appeals after assessment decisins have been given t learners. If there is an appeal by a learner yu must dcument the appeal and its reslutin. Learners have a final right f appeal t Pearsn but nly if the prcedures that yu have put in place have nt been fllwed. Further details are given in ur plicy Enquiries and appeals abut Pearsn Vcatinal Qualificatins. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

147 Administrative arrangements fr external assessment Entries and resits Fr infrmatin n the timing f assessment and entries, please refer t the annual examinatins timetable n ur website. Learners are permitted t have ne resit f an 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 we 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 t include the: needs f the learner with the disability effectiveness f the adjustment cst f the adjustment; and 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 wh 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. 140 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

148 Dealing with malpractice in assessment Malpractice means acts that undermine the integrity and validity f assessment, the certificatin f qualificatins, and/r that 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 regarding 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. Internally-assessed units 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, 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. Externally-assessed units 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 JCQ Suspected Malpractice in Examinatins and Assessments Plicies and Prcedures ( 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. Learner malpractice Heads f centres are required t reprt incidents f any suspected learner malpractice that ccur during Pearsn external assessments. We ask that centres d s by cmpleting a JCQ Frm M1 and ing it and 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. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

149 Teacher/centre malpractice Heads f Centres are required t infrm Pearsn s Investigatins Team f any incident f suspected malpractice by centre staff, befre any investigatin is undertaken. Heads f Centres are requested t infrm the Investigatins Team by submitting a JCQ Frm M2(a) with supprting dcumentatin t pqsmalpractice@pearsn.cm. Where Pearsn receives allegatins f malpractice frm ther surces (fr example Pearsn staff r 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 Officers r their nminees are required t infrm learners and centre staff suspected f malpractice f their respnsibilities and rights; 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 and/r certificates while an investigatin is in prgress. Depending n the utcme f the investigatin results and/r certificates may be released r 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 external assessments disqualificatin frm the qualificatin being barred frm registratin fr Pearsn qualificatins fr a perid f time. If we are cncerned abut yur centre s quality prcedures we may impse sanctins such as: wrking with yu t create an imprvement actin plan requiring staff members t receive further training placing temprary blcks n yur 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 heads f centres (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, which is n ur website. In the initial stage f any aspect f malpractice, please ntify the Investigatins Team by via pqsmalpractice@pearsn.cm wh will infrm yu f the next steps. 142 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

150 Certificatin and results Once a learner has cmpleted all the required units fr a qualificatin, even if final results fr external assessments have nt been issued, then the centre can claim certificatin fr the learner, prvided that quality assurance has been successfully cmpleted. Fr the relevant prcedures please refer t ur Infrmatin Manual. Yu can use the infrmatin prvided n qualificatin grading t check verall qualificatin grades. Results issue Results fr external assessment will be issued nce marking is cmplete. Qualificatin results will be issued nce a learner has cmpleted all cmpnents f the qualificatin and yu have claimed certificatin. The result will be in the frm f a grade. Yu shuld be prepared t discuss perfrmance with learners, making use f the infrmatin we prvide and pst-results services. Pst-assessment services Once results fr external assessments are issued, yu may find that the learner has failed t achieve the qualificatin r t attain an anticipated grade. It is pssible t transfer r repen registratin in sme circumstances. Our Infrmatin Manual gives further infrmatin. Changes t qualificatin requests Where a learner wh has taken a qualificatin wants t resit an externally-assessed unit t imprve their qualificatin grade, yu firstly need t decline their verall qualificatin grade. Yu must decline the grade befre the certificate is issued. Fr a learner receiving their results in August, yu shuld decline the grade by the end f September if the learner intends t resit an external assessment. Additinal dcuments t supprt centre administratin As an apprved centre, yu must ensure that all staff delivering, assessing and administering the qualificatins have access t this dcumentatin. These dcuments are reviewed annually and are reissued if updates are required. Pearsn Quality Assurance Handbk: this sets ut hw we will carry ut quality assurance f standards and hw yu need t wrk with us t achieve successful utcmes. Infrmatin Manual: this gives prcedures fr registering learners fr qualificatins, transferring registratins, entering fr external assessments and claiming certificates. Lead Examiners Reprts: these are prduced after each series fr each external assessment and give feedback n the verall perfrmance f learners in respnse t tasks r questins set. Instructins fr the Cnduct f External Assessments: explains ur requirements fr the effective administratin f external assessments, such as invigilatin and submissin f materials. Regulatry plicies: ur regulatry plicies are integral t ur apprach and explain hw we meet internal and regulatry requirements. We review the regulated plicies annually t ensure that they remain fit fr purpse. Plicies related t this qualificatin include: adjustments fr candidates with disabilities and learning difficulties, access arrangements and reasnable adjustments fr general and vcatinal qualificatins age f learners centre guidance fr dealing with malpractice recgnitin f prir learning and prcess. This list is nt exhaustive and a full list f ur regulatry plicies can be fund n ur website. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

151 9 Quality assurance Centre and qualificatin apprval As part f the apprval prcess, yur centre must make sure that the resurce requirements listed belw are in place befre ffering the qualificatin. Centres must have apprpriate physical resurces (fr example equipment, IT, learning materials, teaching rms) t supprt the delivery and assessment f the qualificatin. Staff invlved in the assessment prcess must have relevant expertise and/r ccupatinal experience. There must be systems in place t ensure cntinuing prfessinal develpment fr staff delivering the qualificatin. Centres must have in place apprpriate health and safety plicies relating t the use f equipment by learners. Centres must deliver the qualificatin in accrdance with current equality legislatin. Centres shuld refer t the teacher guidance sectin in individual units t check fr any specific resurces required. Cntinuing quality assurance and standards verificatin On an annual basis, we prduce the Pearsn Quality Assurance Handbk. It cntains detailed guidance n the quality prcesses required t underpin rbust assessment, internal verificatin and planning f apprpriate emplyer invlvement. The key principles f quality assurance are that: a centre delivering BTEC prgrammes must be an apprved centre, and must have apprval fr the prgrammes r grups f prgrammes that it is delivering the centre agrees, as part f gaining apprval, t abide by specific terms and cnditins arund the effective delivery and quality assurance f assessment; it must abide by these cnditins thrughut the perid f delivery Pearsn makes available t apprved centres a range f materials and pprtunities, thrugh nline standardisatin, intended t exemplify the prcesses required fr effective assessment, and examples f effective standards. Apprved centres must use the materials and services t ensure that all staff delivering BTEC qualificatins keep up t date with the guidance n assessment an apprved centre must fllw agreed prtcls fr standardisatin f assessrs and verifiers, fr the planning, mnitring and recrding f assessment prcesses, and fr dealing with special circumstances, appeals and malpractice. The apprach f quality-assured assessment is thrugh a partnership between an apprved centre and Pearsn. We will make sure that each centre fllws best practice and emplys apprpriate technlgy t supprt quality-assurance prcesses, where practicable. We wrk t supprt centres and seek t make sure that ur quality-assurance prcesses d nt place undue bureaucratic prcesses n centres. We mnitr and supprt centres in the effective peratin f assessment and quality assurance. 144 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

152 The methds we use t d this fr BTEC Technical Certificate and Diplma qualificatins include: making sure that all centres cmplete apprpriate declaratins at the time f apprval undertaking apprval visits t centres making sure that centres have effective teams f assessrs and verifiers wh are trained t undertake assessment undertaking an verarching review and assessment f a centre s strategy fr ensuring sufficient and apprpriate engagement with emplyers at the beginning f delivery f any BTEC prgramme(s) undertaking a review f the emplyer invlvement planned at prgramme level t ensure its apprpriateness at a time when additinal activities can be scheduled where necessary assessment sampling and verificatin, thrugh requested samples f assessments, cmpleted assessed learner wrk and assciated dcumentatin an verarching review and assessment f a centre s strategy fr delivering and quality assuring its BTEC prgrammes. Centres that d nt fully address and maintain rigrus appraches t delivering, assessing and quality assurance cannt seek certificatin fr individual prgrammes r fr the BTEC Technical Certificate and Diplma qualificatins. An apprved centre must make certificatin claims nly when authrised by us and strictly in accrdance with requirements fr reprting. Centres that d nt cmply with remedial actin plans may have their apprval t deliver qualificatins remved. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

153 10 Understanding the qualificatin grade Awarding and reprting fr the qualificatin This sectin explains the rules that we apply in prviding an verall qualificatin grade fr each learner. 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. Eligibility fr an award In rder t be awarded the qualificatin, a learner must cmplete all units and achieve a Pass r abve in all units. See the structure in Sectin 2 Structure fr full details. T achieve the qualificatin grade, learners must: achieve and reprt a grade (D, M r P) fr all units within a valid cmbinatin achieve the minimum number f pints at a grade threshld. Where there are ptinal units in a qualificatin, it is the respnsibility f the centre t ensure that a crrect unit cmbinatin is adhered t. Learners wh d nt pass all the required units shwn in the structure will nt achieve the qualificatin. Fr example, learners wh have nt passed the required external units r wh have nt taken enugh mandatry r ptinal units will nt achieve that qualificatin even if they have enugh pints. Calculatin f the qualificatin grade The final grade awarded fr a qualificatin represents an aggregatin f a learner s perfrmance acrss 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 may be balanced by a lwer utcme in thers. In the event that a learner achieves mre than the required number f ptinal units (where available), 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 fr that particular qualificatin title. The qualificatin is awarded at the grade ranges shwn in the table belw. Qualificatin Diplma Available grade range PP t DD 146 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

154 The calculatin f qualificatin grade table, which appears later in this sectin, shws the minimum threshlds fr calculating these grades. 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. 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. Unit size 30 GLH 60 GLH U 0 0 Pass 8 16 Merit Distinctin Pints available fr the external units Raw marks frm the external units will be awarded pints based n perfrmance in the assessment. The pints scres available fr each external unit at grade bundaries are as fllws. Unit size 45 GLH U 0 Pass 12 Merit 18 Distinctin 24 We will autmatically calculate the pints fr each external unit nce the external assessment has been marked and grade bundaries have been set. Fr mre details abut hw we set grade bundaries in the external assessment please g t ur website. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

155 Claiming the qualificatin grade Subject t eligibility, we will autmatically calculate the qualificatin grade fr yur learners when the internal unit grades are submitted and the qualificatin claim is made. Learners will be awarded qualificatin grades fr achieving the sufficient number f pints within the ranges shwn in the relevant calculatin f qualificatin grade table fr the chrt. Calculatin f qualificatin grade table Diplma Grade Pints threshld PP 96 MP 112 MM 128 DM 152 DD 176 The table is subject t review ver the lifetime f the qualificatin. The mst up-t-date versin will be issued n ur website. 148 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

156 Examples f grade calculatins based n table applicable t registratins frm September 2017 Example 1: Achievement f a Diplma with a PP grade Unit GLH Type Grade Pints 1 45 External Pass External Pass Internal Pass Internal Pass 16 The learner has achieved a Pass r abve in all units Internal Pass Internal Merit Internal Pass PP 104 The learner has sufficient pints fr a PP grade. Example 2: Achievement f a Diplma with a DD grade Unit GLH Type Grade Pints 1 45 External Merit External Merit Internal Distinctin Internal Distinctin Internal Distinctin Internal Distinctin Internal Distinctin DD 180 The learner has sufficient pints fr a DD grade. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

157 Example 3: Achievement f a Diplma with an Unclassified result Unit GLH Type Grade Pints 1 45 External Merit External Merit Internal Unclassified 0 The learner has a U in Unit Internal Pass Internal Pass Internal Pass Internal Distinctin U 116 The learner has sufficient pints fr a MP but has nt met the requirement fr a Pass, r abve, in all Units. 150 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

158 11 Resurces and supprt Our aim is t give yu supprt t enable yu t deliver Pearsn BTEC Level 2 Technicals with cnfidence. Yu will find resurces t supprt teaching and learning, assessing, and prfessinal develpment n ur website. Supprt fr setting up yur curse and preparing t teach Schemes f Learning Our free Schemes f Learning give yu suggestins and ideas fr hw t deliver the units in the qualificatins, including pprtunities t develp emplyability skills, tips n embedding mathematics and English, and hw t link units thrugh hlistic assessments. Delivery planner High-level mdels shwing hw the curse can be delivered ver different timescales, fr example six mnths, ne year r tw years. mybtec mybtec is a free, nline tlkit that lets yu plan and manage yur BTEC prvisin frm ne place. It supprts the delivery, assessment and quality assurance f BTEC qualificatins in centres and supprts teachers with the fllwing activities: checking that a prgramme is using a valid cmbinatin f units creating and verifying assignment briefs (including access t a bank f assignment briefs that can be custmised) creating assessment plans and recrding assessment decisins tracking the prgress f every learner thrughut their prgramme. T find ut mre abut mybtec, visit the mybtec page n the supprt services sectin f ur website. Supprt fr teaching and learning Wrk Experience Tlkit Our free Wrk Experience Tlkit gives guidance fr tutrs, assessrs, wrk-based supervisrs and learners n hw t make the mst f wrk placements and wrk experience. Pearsn Learning Services prvides a range f engaging resurces t supprt BTEC qualificatins. Teaching and learning resurces may als be available frm a number f ther publishers. Details f Pearsn s wn resurces and f all endrsed resurces are n ur website. Supprt fr assessment Sample assessment materials fr externally-assessed units Sample assessment materials (SAMs) are available fr externally-assessed units and can be dwnladed frm the Pearsn Qualificatins website. An additinal set f sample assessment materials fr externally-assessed units will als be available, giving yur learners further pprtunities fr practice. Sample assessment materials fr internally-assessed units We d nt prescribe the assessments fr the internally-assessed units. Rather, we allw yu t set yur wn, accrding t yur learners preferences. We prvide assignment briefs which are apprved by Pearsn Standards Verifiers. Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited

159 Sample marked learner wrk T supprt yu in understanding the expectatin f the standard at each grade, examples f sample marked learner wrk will be made available n ur website. Training and supprt frm Pearsn Peple t talk t There are lts f peple wh can supprt yu and give yu advice and guidance n delivering yur Pearsn BTEC Level 2 Technicals. They include the fllwing. Standards Verifiers they can supprt yu with preparing yur assignments, ensuring that yur assessment plan is set up crrectly, in preparing learner wrk and prviding quality assurance thrugh sampling. Subject Advisrs available fr all sectrs. They understand all Pearsn qualificatins in their sectr and s can answer sectr-specific queries n planning, teaching, learning and assessment. Curriculum Develpment Managers (CDMs) they are reginally based and have a full verview f the BTEC qualificatins and f the supprt and resurces that Pearsn prvides. CDMs ften run netwrk events. Custmer Services the Supprt fr Yu sectin f ur website gives the different ways in which yu can cntact us fr general queries. Fr specific queries, ur service peratrs can direct yu t the relevant persn r department. Training and prfessinal develpment We prvide a range f training and prfessinal develpment events t supprt the intrductin, delivery, assessment and administratin f the Pearsn BTEC Level 2 Technicals These sectr-specific events, develped and delivered by specialists, are available bth face t face and nline. 152 Pearsn BTEC Level 2 Technical Diplma in Engineering Specificatin Issue 3 December2017 Pearsn Educatin Limited 2016

160 BTEC Level 2 Technical Diplma in ENGINEERING Like what yu see? Discver the full range f BTEC Level 2 Technicals available. Explre free curse materials and training events. Get yur questins answered by ur subject experts. All this and mre TeachingEngineering@pearsn.cm Aspire. D. Achieve. Succeed. BTEC is a registered trademark f Pearsn Educatin Limited Pearsn Educatin Limited. Registered in England and Wales N Registered Ofice: 80 Strand, Lndn WC2R 0RL VAT Reg N GB