GCSE Engineering. Schemes of Work

Transcription

1 GCSE Engineering Schemes of Work

2 GUIDANCE FOR SCHEME OF WORK Please find below guidance on and an example of a scheme of work that could be applied for the GCSE Engineering specification. As every centre will have different issues with regard to planning schemes of work (differing numbers of lessons available each week, possibly including twilight sessions, consortia issues, number of teachers delivering the course, resources and so on), centres must not assume that it will be guaranteed to meet their precise needs, but should use the following as a basis to help them in lesson planning etcetera. Centres are also advised to refer to all materials provided within the Teacher Resource Bank, or at the various meetings run by AQA on this subject. klm Copyright 009 AQA and its licensors. All rights reserved. 1

3 GCSE Engineering Single Award Topic Summary of Content to be Covered Key Terms Teaching Activities and/or assignments Guided Learning Hours What are the various subtopics from the assessment criteria? What should a pupil know, understand or be able to do as a result of this? What needs to be included and/or defined? What are the suggested teaching & learning activities to cover this? Approximate time allocation Design and Communication This section focuses on Design and Communication. The technical background is supported by a range of case studies and design activities. Topic Summary of Content to be Covered Key Terms Teaching Activities and/or assignments Guided Learning Hours Introduction Structure of the course - units and coursework requirements Exposition. From the Specification, circulate copies of the structure (p5), and the assessment grids (p8-10, 1-15) 1 Introduction to the impact of Engineering How developments in technology affect society, including environmental issues and sustainability Recycling, sustainability Short case study following how an engineered product has changed over time and the implications of this development. One suitable focus would be a mobile phone, although others could be possible. Alternatively, could be a research based activity, to identify pictures or newspaper articles on the impact of developments in Engineering. Further option with this is to cover it using short, focussed case studies as lesson starters - for example, from the 'How its made' series or similar. Copyright 009 AQA and its licensors. All rights reserved. klm

4 Introduction to design Overview of the 'design process', to set a context for the following areas design brief, specification, development of ideas, communication, evaluation Video case study following one product from design to implementation, followed by a group brainstorm of the various activities carried out within the process. Suitable focus products could include the Dyson cleaner or part of a car, for example. 1 Use a flowchart to show the design process. Using a client design brief Why a client brief is important. How to analyse a brief, identify the important factors within it and investigate its potential. Function, Communication of needs, User requirements, Client, Constraints Start of an extended product study on the development of an engineered product - focus on a consumer electrical product. Guided analysis of a design brief for the identified product Suggested homework: follow up with individual analyses of provided briefs. This could be extended to include making presentations of findings to the class. 1 The design specification The design specification is a list of design needs. It is important to clearly identify all of the salient factors which will ensure a successful product. Design parameters, research, size, shape, function, constraints, limiting features Continuation of the extended product study. Class analysis of an example of a specification for the selected product. This may link in with ACCESS FM to identify the needs, if the pupils have used that approach at Key Stage 3. Suggested homework: follow up working in small teams to develop the specifications for further products. This could be extended to include making presentations of findings to the class. klm Copyright 009 AQA and its licensors. All rights reserved. 3

5 Introduction to generating design ideas Ideas can be developed and communicated by sketching, drawing and modelling. The difference between sketching and formal drawing. The need for conventions (the shorthand language of engineers). How to produce an isometric drawing by hand. Sketching, drawing, modelling, visualise, evaluate, scale, isometric projection, crating, communicate ideas Continuation of the extended product study, presenting examples from this for illustration. Resources could include examples of sketches and drawings, including both isometric and engineering drawings and pictures of different types of models. Using this and an introduction to producing isometric drawings (dependant upon pupils prior experience at Key Stage 3), pupils should produce a series of design ideas for either the product in the case study or another suitable example. 4 Communicating ideas through working drawings The conventions and characteristics of a third angle orthographic projection. The importance of drawing with accuracy and attention to detail. Orthographic drawing, standard conventions Ideally, continuation of the extended product study, looking at examples of third angle orthographic drawings. Then a detailed exposition of the conventions of orthographic drawings. 4 Pupils will then carry out drawing exercises using simple block shapes. Using CAD to create working drawings What CAD stands for. The benefits of using CAD. Using D CAD for drawing with standard conventions. Using 3D CAD for drawing and modelling. Computer Aided Design, sketches, planes, features, conventions, communicating requirements Guided training through some basic CAD exercises using a D CAD package. Guided training through some CAD exercises using a 3D CAD package. Suitable illustrative materials may include examples of D drawings and 3D models and drawings, as appropriate. 1 4 Copyright 009 AQA and its licensors. All rights reserved. klm

6 Presenting the design proposal to the client The design proposal must be conveyed in a way that is easy to understand by the client. It may be supported by using drawings or models. Designs may change following client feedback. Specification, feedback, client, communication Emphasis on the importance of client approval. Paired-work activity, simulating a client meeting reviewing the specification for a known product, such as the extended product study covered above. 1 The impact of developments in information technology on the product development process New technologies have had a significant impact on the product design process (and the role of the designer). CAD, Concurrent engineering This is a summary activity, to draw together the design aspects. It should be based on a short 'then and now' case study, identifying how the development of a new product has changed over the last 0 years (i.e. from a traditional drawing office to a concurrently engineered CAD development). It would also be useful to show pupils film showing the difference between traditional and modern methods. Suggested follow-up or homework: pupils prepare a report summarising how developments in technology have affected product design over the last twenty years and how further developments may affect it over the next twenty years. klm Copyright 009 AQA and its licensors. All rights reserved. 5

7 Materials This section focuses on the selection of materials. The technical background is supported by a number of product-focused activities. Topic Summary of Content to be Covered Key Terms Teaching Activities and/or assignments aterials and their properties There is a relationship between design, material selection and how the product is manufactured. The characteristics of the following materials, including ease of handling, cost, availability and form: o Polymers o Ferrous metals o Common non-ferrous metals and their alloys o Composites o Ceramics The ability of each of these materials to be: o Shaped & formed o Machined o Treated o Given a surface finish o Re-cycled and reused Materials, components, selection, design, manufacture, polymers, ferrous metals, nonferrous metals, alloys, composites, ceramics, properties, machined, recycled, sustainable Could be delivered as a series of short presentations, each covering one of the material types in detail. The pupils could then carry out an analysis of a series of products manufactured from that material, explaining what properties of the material the product is using. After covering all of the materials, pupils could be put into small teams and tasked with listing the required properties for a range of applications, the suitable materials and a recommended material. This could be presented to the class. 6 Copyright 009 AQA and its licensors. All rights reserved. klm

8 Standard parts and components The reason for using standard parts and components. Types and functions of standard components of the following types: o Electrical & Electronic o Mechanical o Pneumatic / Hydraulic Components, electrical, electronic, mechanical, pneumatic, hydraulic Brief explanations of what is meant by standard components, followed by separate sessions explaining the functions of standard components in each category (i.e. one session on electronic components, one on pneumatic components etc). Within each session pupils should be given the opportunity to carry out a short focussed task using a range of components - e.g. they may build a breadboard for a simple alarm circuit or make a pneumatic circuit to open a door, dependant upon the available resources. Illustrative resources should include tables of the symbols for these components. The impact of developments in materials on engineered products The implementation of new materials (or smaller components) can lead to improvements in products. Materials, processes, sustainability, recycling, pollution This is a summary activity, to draw together the materials aspects. It should be based on a short 'then and now' case study, identifying how the materials used in a product have changed over time. Some good examples include telephones, radios/personal music systems and kettles. Suggested follow-up or homework: pupils prepare a magazine article summarising how developments in materials have affected a product of their choice over its lifetime and how further developments may affect it over the next twenty years. klm Copyright 009 AQA and its licensors. All rights reserved. 7

9 Processes This section focuses on the processes used to manufacture products. It includes the technical background, but it is largely based around a series of practical skills development tasks. Some examples of tasks are given but, as these will vary by centre depending upon the available equipment, specific tasks have not been identified. Topic Summary of Content to be Covered Key Terms Teaching Activities and/or assignments Guided Learning Hours Process selection There is a relationship between design, material selection and how the product is manufactured. The selection of an appropriate process will depend on the material, shape, finish and precision required. The key considerations in selecting appropriate tools and equipment for a task. Generic types of task that have to be carried out: materials removal, shaping, joining, heat and chemical treatment, surface finishing, assembly materials removal, shaping and manipulation, joining and assembly, heat and chemical treatment, surface finishing Product-based explanation of the different types of manufacturing process. Suggested follow-up or homework: pupils to identify the process types that were needed to manufacture a range of products. Safety in the workshop How to work safely. Evaluating Health and Safety risks. Identifying appropriate PPE. Safety, risk, hazards A review of safe working procedures. 3 8 Copyright 009 AQA and its licensors. All rights reserved. klm

10 Materials removal and cutting Practical skills using a range of manual, powered and CNC equipment, as available. Using coordinates to control the movement of machining operations in axes. The advantages and disadvantages of using CNC machines for small quantity manufacture (based on two axes movement only, using vinyl or laser cutters, drilling or profile cutting or milling printed circuit boards). Sawing, shearing, turning, milling, routing, drilling, CNC Practically-led activities to develop skills in using the equipment. This could be based around a series of focussed, practical skills development tasks, such as producing a simple turned or milled part, producing stickers for a sign etc. or longer making projects appropriate to the equipment available. 10 Shaping and casting The reasons for using casting. How to cast a product. Sand casting, die casting Practically-led activities to develop skills in using casting. This should include a presentation of the benefits but could be based around a focussed task, such as the pewter casting of a simple component or decorative item. Forming processes Methods of hot and cold forming. How to use these processes. Bending, vacuum forming Practically-led activities to develop skills in using vacuum forming. This should include a presentation of the benefits but could be based around a series of focussed task, such as making an angled phone holder using a line bender and/or making a food mould using a vacuum former (including the manufacture of the wooden former). Joining processes Methods to create permanent and semipermanent joints. How to use these technologies. Rivet, threaded fasteners, welding, soldering Comparison of the benefits and drawbacks of each of these technologies. (Note: it is anticipated that the use of different joining methods will be best covered in the context of working practically) klm Copyright 009 AQA and its licensors. All rights reserved. 9

11 Surface finishing The reasons for protecting or enhancing surfaces. Methods of protecting or enhancing surfaces. Painting, plating, surface finishing Explanation of the comparative benefits and drawbacks of each of these technologies. (Note: it is anticipated that the use of different surfacing will be covered within some of the other making activities in the focussed tasks to develop practical skills indicated above) Quality control and measurement The importance of quality control. How to use a variety of measurement equipment. dimensions, quality control Explanation of why quality control is important: could be backed up by a case study of a quality issue. Practical demonstration of a range of quality control and marking out equipment, within the skills development tasks for the manufacturing processes, as indicated below. Production planning The reasons for preparing a production plan. Manufacturing processes are sequential and interdependent. Interpretation and process sequencing. The importance of production planning to ensure safe working. Planning, flowcharts, sequencing, hazards, risk assessments, precautions Explanation of the role of the production plan; short task where pupils order a sequence of activities for one of the skills development tasks. For a subsequent task, they produce a production plan from a given sequence of tasks. Illustrative resource materials to support this may include examples of production plans, flow charts of a process sequence and examples of risk assessments. 4 Evaluation of the finished product The importance of comparing the outcome with the product specification. The use of the evaluation to identify how the product could be improved. Functional testing, specification Presentation of an example of a comparison against a specification, with testing with quantifiable outputs, for one of the skills development tasks indicated above. In a subsequent skills development task, pupils carry this out themselves. 10 Copyright 009 AQA and its licensors. All rights reserved. klm

12 Preparing for batch production (moulds and jigs) The reasons for using moulds and jigs (quality assurance); repeatability Quality assurance, tolerances Explanation of the reasons for using moulds and jigs and a range of examples. Pupils to produce a simple positioning jig as part of one of the skill development tasks indicated above. The impact of modern approaches to manufacturing on the engineering industry How the development of new technologies and approaches have affected the manufacturing industry generally. globalisation, contracting, outsourcing, working practices Illustrative resource materials may include examples of different types of moulds and jigs. This is a summary activity, to draw together the manufacturing aspects. It should be based on a short 'then and now' case study, identifying how the manufacturing processes used to make a product have changed over time. An ideal product would be a car (from the original hand built cars, to the Ford model T, to modern cars made on robotic assembly lines). Suggested follow-up or homework: pupils prepare a script for a TV show on motoring, summarising how developments in manufacturing processes have affected car manufacturing methods. Controlled Assessments Unit Controlled Assessment 40 Total of suggested guiding learning hours: 10 klm Copyright 009 AQA and its licensors. All rights reserved. 11

13 GCSE Engineering Double Award Centres may find that they need to consider the amount of time that will be needed by their candidates for making closely. The following is intended as a guide only. Design and Communication This section focuses on Design and Communication. The technical background is supported by a range of case studies and design activities. Topic Summary of Content to be Covered Key Terms Teaching Activities and/or assignments Guided Learning Hours Introduction Structure of the course - units and coursework requirements Exposition. From the Specification, circulate copies of the structure (p5), and the assessment grids (p8-10, 1-15) 1 Introduction to the impact of Engineering How developments in technology affect society, including environmental and waste disposal issues and sustainability. Recycling, sustainability Short case study following how an engineered product has changed over time and the implications of this development. One suitable focus would be a mobile phone, although others could be possible. Alternatively, could be a research based activity, to identify pictures or newspaper articles on the impact of developments in Engineering. Further option with this is to cover it using short, focussed case studies as lesson starters - for example, from the 'How its made' series or similar. 1 Copyright 009 AQA and its licensors. All rights reserved. klm

14 Introduction to design Overview of the 'design process', to set a context for the following areas design brief, specification, development of ideas, communication, evaluation Video case study following one product from design to implementation, followed by a group brainstorm of the various activities carried out within the process. Suitable focus products could include the Dyson cleaner or a car, for example. Alternatively, could be based around an exposition of a flowchart showing the design process. 1 Using a client design brief Why a client brief is important. How to analyse a brief, identify the important factors within it and investigate its potential. Function, communication of needs, user requirements, client, constraints Start of an extended product study on the development of an engineered product - a good focus would be a consumer electrical product, depending upon the resources available. Guided analysis of a design brief for the identified product 1 Suggested homework: follow up with individual analyses of provided briefs. This could be extended to include making presentations of findings to the class. The design specification The design specification is a list of design needs. It is important to clearly identify all of the salient factors which will ensure a successful product. The importance of a specification in controlling operations and cost. The final design proposal should be evaluated against the specification using objective methods. Design parameters, research, size, shape, function, constraints, limiting features, functional requirements, quantifiable outcomes Continuation of the extended product study. Class analysis of an example of a specification for the selected product. This may link in with ACCESS FM to identify the needs, if the pupils used that approach at Key Stage 3. Suggested homework: follow up working in small teams to develop the specifications for further products. This could be extended to include making presentations of findings to the class. 3 klm Copyright 009 AQA and its licensors. All rights reserved. 13

15 Introduction to generating design ideas Ideas can be developed and communicated by sketching, drawing and modelling. The difference between sketching and formal drawing. The need for conventions (the language of engineers). How to produce an isometric drawing by hand. Sketching, drawing, modelling, visualise, evaluate, scale, isometric projection, crating, communicate ideas Continuation of the extended product study, presenting examples from this for illustration. Resources should ideally include examples of sketches and drawings, including both isometric and engineering drawings and pictures of different types of models. Using this and an introduction to producing isometric drawings (dependant upon pupils prior experience at Key Stage 3), pupils should produce a series of design ideas for either the product in the case study or another suitable, engaging example. 4 Communicating ideas through working drawings The conventions and characteristics of a third angle orthographic projection. The importance of drawing with accuracy and attention to detail. Orthographic drawing, standard conventions Ideally, continuation of the extended product study, looking at examples of third angle orthographic drawings. Then a detailed exposition of the conventions of orthographic drawings. 4 Pupils will then carry out drawing exercises using simple block shapes. Using CAD to create working drawings What CAD stands for. The benefits of using CAD. Using D CAD for drawing with standard conventions. Using 3D CAD for drawing and modelling. Rendering CAD drawings. What an assembly diagram or exploded view is used for. Computer Aided Design, sketches, planes, features, conventions, communicating requirements, assembly drawings, exploded view Guided training through some basic CAD exercises using a D CAD package. Guided training through some CAD exercises using a 3D CAD package. Pupils to demonstrate ability by producing an idea for a suggested product (could be tied in to a generic field similar to their final project). This should be a rendered 3D model with a suitable engineering drawing. Suitable illustrative materials may include examples of D drawings, 3D models and drawings, rendered 3D drawings and assembly drawings as appropriate Copyright 009 AQA and its licensors. All rights reserved. klm

16 Microcontrollers and industrial control systems The range of microcontrollers and industrial control systems available. How microcontrollers and industrial control systems are used. PICs, PLCs, microcontrollers, microprocessors Short case study on a microcontroller-based product, for example a picaxe-buggy. Exposition on types of controller, class discussion on uses of microcontrollers. Suggested homework: identify a range of microcontroller applications; could be extended by considering the possible alternatives and the advantages brought to these applications by microcontrollers. Communicating ideas in electronic systems What a systems diagram is used for. The parts of a systems diagram. Drawing a circuit diagram. What a flow chart is used for. Symbols used on a flow chart. Circuit diagram, systems diagram, flowchart, communicating ideas Continuation of microcontroller-based case study. Exposition on systems approach to designing electronic products, progressing to the circuit diagram and how to create a control flowchart. Pupils to create a flowchart to control the buggy. Suitable illustrative materials may include examples of systems diagrams, circuit diagrams and flowcharts. 6 Other uses of CAD for modelling CAD can also be used to design and simulate the operation of electrical circuits and mechanical products. Computer Aided Design, electrical, mechanical, conventions, modelling Continuation of the microcontroller-based product case study. Guided training through CAD exercises using electrical and mechanical modelling software, as available, to simulate the product. Pupils use their manual flowcharts to create and test a suitable control flowchart using appropriate software. 6 Suitable illustrative materials may include examples of CAD outputs for electrical and mechanical modelling, with associated finished products if appropriate. klm Copyright 009 AQA and its licensors. All rights reserved. 15

17 Presenting the design proposal to the client The design proposal must be easy to understand by the client. It may be supported by using drawings or models. Designs may change following client feedback. Specification, feedback, client, communication Exposition on the importance of client approval. Paired-work activity, simulating a client meeting reviewing the specification for a known product, such as the extended product study covered above. 1 The impact of developments in information technology on the product development process New technologies have had a significant impact on the product design process (and the role of the designer). CAD, Concurrent engineering This is a summary activity, to draw together the design aspects. It should be based on a short 'then and now' case study, identifying how the development of a new product has changed over the last 0 years (i.e. from a manual drawing room to a concurrently engineered CAD development). Suggested follow-up or homework: pupils prepare a report summarising how developments in technology have affected product design over the last twenty years and how further developments may affect it over the next twenty years. 16 Copyright 009 AQA and its licensors. All rights reserved. klm

18 Materials This section focuses on the selection of materials. The technical background is supported by a number of product-focused activities. Topic Summary of Content to be Covered Key Terms Teaching Activities and/or assignments Guided Learning Hours Materials and their properties There is a relationship between design, material selection and how the product is manufactured. The characteristics of the following materials, including ease of handling, cost, availability and form: o Polymers o Ferrous metals o Common non-ferrous metals and their alloys o Composites o Ceramics The ability of each of these materials to be: o Shaped & formed o Machined o Treated o Given a surface finish o Re-cycled and reused Considerations when selecting materials for large volume manufacture. Materials, components, selection, design, manufacture, polymers, ferrous metals, non-ferrous metals, alloys, composites, ceramics, properties, machined, recycled, sustainable, malleability, ductility, strength Could be delivered as a series of presentations, each covering one of the material types in detail. The pupils could then carry out an analysis of a series of products manufactured from that material, explaining what properties of the material the product is using. After covering all of the materials, pupils could be put into small teams and tasked with listing the required properties for a range of applications, the suitable materials and a recommended material. This could be presented to the class. 1 klm Copyright 009 AQA and its licensors. All rights reserved. 17

19 New and SMART materials What is meant by a 'SMART' material. The characteristics and properties of a range of smart materials. Thermochromic materials, shape memory alloys Very brief explanation of what is meant by smart materials, followed by web-based research to identify a range of smart materials and their uses. 4 Suggested homework: write a magazine article identifying a range of smart materials and explaining how they could impact the design and performance of a range of products. Standard parts and components The reason for using standard parts and components. Types and functions of standard components of the following types: o Electrical & Electronic o Mechanical o Pneumatic / Hydraulic Components, electrical, electronic, mechanical, pneumatic, hydraulic Brief expositions of what is meant by standard components, followed by separate sessions explaining the functions of standard components in each category (i.e. one session on electronic components, one on pneumatic components etc). Within each session pupils should be given the opportunity to carry out a short focussed task using a range of components - e.g. they may build a breadboard for a simple alarm circuit or make a pneumatic circuit to open a door, dependant upon the available resources. 6 The impact of developments in materials on engineered products The implementation of new materials (or smaller components) can lead to improvements in products. Materials, processes, sustainability, recycling, pollution Illustrative resources should include tables of the symbols for these components. This is a summary activity, to draw together the materials aspects. It should be based on a short 'then and now' case study, identifying how the materials used in a product have changed over time. Some good examples include telephones, radios/personal music systems and kettles. 4 Suggested follow-up or homework: pupils prepare a magazine article summarising how developments in materials have affected a product of their choice over its lifetime and how further developments may affect it over the next twenty years. 18 Copyright 009 AQA and its licensors. All rights reserved. klm

20 Processes This section focuses on the processes used to manufacture products. It includes the technical background, but it is largely based around a series of practical skills development tasks. Some examples of tasks are given but, as these will vary by centre depending upon the available equipment, specific tasks have not been identified. Topic Summary of Content to be Covered Key Terms Teaching Activities and/or assignments Guided Learning Hours Scales of production Process selection There is a relationship between design, material selection and how the product is manufactured. The selection of an appropriate process will depend on the volume of products to be made, the material, shape, finish and precision required. The key considerations in selecting appropriate tools and equipment for a task. Generic types of task that have to be carried out: materials removal, shaping, joining, heat and chemical treatment, surface finishing, assembly Large batch, continuous production, mass production materials removal, shaping and manipulation, joining and assembly, heat and chemical treatment, surface finishing Exposition, supported by video case studies of different scales of production. Product-based explanation of the different types of manufacturing process. Suggested follow-up or homework: pupils to identify the process types that were needed to manufacture a range of products. Safety in the workshop How to work safely. Evaluating Health and Safety risks. Identifying appropriate PPE. Safety, risk, hazards A detailed review of safe working procedures. Introduction to risk analysis. Pupils work in small teams to produce risk assessments for allocated equipment in the workshop, presenting their results to the rest of the class. 4 klm Copyright 009 AQA and its licensors. All rights reserved. 19

21 Materials removal and cutting Practical skills using a range of manual, powered and CNC equipment, as available. Using coordinates to control the movement of machining operations in axes. The advantages and disadvantages of using CNC machines for small quantity manufacture (based on two axes movement only, using vinyl or laser cutters, drilling or profile cutting or milling printed circuit boards). Sawing, shearing, turning, milling, routing, drilling, CNC Practically-led activities to develop skills in using the equipment. This could be based around a series of focussed, practical skills development tasks, such as producing a simple turned or milled part, producing stickers for a sign etc. or longer making projects appropriate to the equipment available. Please note that this must be 3D for the Double Award. 0 Shaping and casting The reasons for using casting. How to cast a product. Sand casting, die casting Practically-led activities to develop skills in using casting. This should include a presentation of the benefits but could be based around a focussed task, such as the pewter casting of a simple component or decorative item. 5 Forming processes Methods of hot and cold forming. How to use these processes. Bending, vacuum forming Practically-led activities to develop skills in using vacuum forming. This should include a presentation of the benefits but could be based around a series of focussed task, such as making an angled phone holder using a line bender and/or making a food mould using a vacuum former (including the manufacture of the wooden former). 5 Joining processes Methods to create permanent and semipermanent joints. How to use these technologies. Rivet, threaded fasteners, welding, soldering Explanation of the comparative benefits and drawbacks of each of these technologies. (Note: it is anticipated that the use of different joining methods will be covered within some of the other making activities in the focussed tasks to develop practical skills indicated above) 3 0 Copyright 009 AQA and its licensors. All rights reserved. klm

22 Surface finishing The reasons for protecting or enhancing surfaces. Methods of protecting or enhancing surfaces. Painting, plating, surface finishing, anodising, galvanising, polishing Explanation of the comparative benefits and drawbacks of each of these technologies. (Note: it is anticipated that the use of different surfacing will be covered within some of the other making activities in the focussed tasks to develop practical skills indicated above) Quality control and measurement The importance of quality control. How to use a variety of measurement equipment. Understanding the need for tolerances. Dimensions, quality control, go-no go gauges Explanation of the importance of quality control: could be backed up by a case study of a quality issue. Practical demonstration of a range of quality control and marking out equipment, within the skills development tasks for the manufacturing processes, as indicated below. 5 Production planning The reasons for preparing a production plan. Manufacturing processes are sequential and interdependent. Interpretation and process sequencing. The importance of production planning to ensure safe working. Planning, flowcharts, sequencing, hazards, risk assessments, precautions Explanation of the role of the production plan, then pupils order a sequence of activities for one of the skills development tasks. For a subsequent task, they produce a production plan from a given sequence of tasks. Illustrative resource materials to support this may include examples of production plans, flow charts of a process sequence and examples of risk assessments. 4 Preparing for manufacture Why project management software, computerised scheduling and production control systems are used. Repeatability, production planning, Gantt chart Pupils could work to a timing plan during a skill development task; jointly develop a plan for a subsequent task and then individually develop a plan for a third task. 3 Ideally, the explanation should be supported by either an industrial visit to demonstrate the systems or a case study video. klm Copyright 009 AQA and its licensors. All rights reserved. 1

23 Evaluation of the finished product The importance of comparing the outcome with the product specification. The use of the evaluation to identify how the product could be improved. Functional testing, specification Presentation of an example of a comparison against a specification, with testing with quantifiable outputs, for one of the skills development tasks indicated above. In a subsequent skills development task, pupils carry this out themselves. Preparing for batch production (moulds and jigs) The reasons for using moulds and jigs (quality assurance). Quality assurance, tolerances Exposition on the reasons for using moulds and jigs and a range of examples. Pupils to produce a simple positioning jig as part of one of the skill development tasks indicated above. Automating processes for quantity production The advantages of automating processes (using CNC equipment for large volume manufacture). Using coordinates to control the movement of machining operations in 3 axes. Computer aided quality assurance. CNC, conveyance, machining cycle, monitoring, automated storage and retrieval systems, guided vehicles and conveyance systems Illustrative resource materials may include examples of different types of moulds and jigs. Visits to industrial partners or video case studies to demonstrate CAD-CAM & CIM in operation. Exposition on the benefits of CIM. 3 Robotic systems Safe working with automated equipment. Types and uses of robotic systems (e.g. people replacement, hazardous environments or specific applications for continuous or adaptive working). The reasons for using robotic systems include increased repeatability and adaptability. Safe working practices with automated tools, equipment and materials Robotics As above. 3 PPE, guarding, interlocking Visits to industrial partners or video case studies to show interlocks and safety features. Analysis of workshop equipment, if suitable equipment is available. Copyright 009 AQA and its licensors. All rights reserved. Illustrative resources used to support this could include pictures, showing guards and interlocks klm

24 Using technology to link design and manufacture How CAD-CAM forms a part of flexible manufacturing. The integration of CAD-CAM is called CIM. CIE can be defined as a business system integrated by a common database. CAD, CAM, CIM, CIE, concurrent engineering Visits to industrial partners or video case studies to demonstrate CAD-CAM & CIM in operation. Exposition on the benefits of CIM. The impact of modern approaches to manufacturing on the engineering industry How the development of new technologies and approaches have affected the manufacturing industry generally. globalisation, contracting, outsourcing, working practices This is a summary activity, to draw together the manufacturing aspects. It should be based on a short 'then and now' case study, identifying how the manufacturing processes used to make a product have changed over time. An ideal product would be a car (from the original hand built cars, to the Ford model T, to modern cars made on robotic assembly lines). Suggested follow-up or homework: pupils prepare a script for a TV show on motoring, summarising how developments in manufacturing processes have affected cars. The impact of the engineering industry on the environment Responsibility of industry to minimise the impact of processes used in manufacturing on the environment. How industry uses and disposes of waste and surplus by-products. Pollution, recycle, reduce, reuse Case study. This could be carried out as a team investigative activity, focussing on a nominated product. A car could be a good example, given the range of different materials potentially used (including PCBs, plastics, composites and metals) and the impact of the EU directive on the proportion of recycled materials being used in motor vehicles. The team could present their findings to the class. 4 klm Copyright 009 AQA and its licensors. All rights reserved. 3

25 Using technology to reduce environmental impact Energy use in manufacturing. How industry obtains its energy. Different types and sources of energy. How industry uses and disposes of surplus energy by-products (e.g. minimising usage, use of heat exchangers etc.) Pollution, transport, heat, power, renewable, nonrenewable, solar, geo-thermal, fossil, nuclear, tidal, wind, hydro. Team activity. Using the scenario of a new manufacturing facility to be located in a remote area, the team must research and evaluate all the alternative methods of producing power for the facility and recommend an option. This could be presented to the class in the form of an information chart comparing the different options. 6 Controlled Assessments Unit Controlled Assessment Unit 4 Controlled Assessment Total of suggested guiding learning hours: 40 4 Copyright 009 AQA and its licensors. All rights reserved. klm