Engineering Diploma Resource Guide ST50 ETP Research & Design (Engineering) Introduction Whether we are looking to improve a current system or design a completely new product for the market place, we have to consider a number of different issues through our research and design process. This aspect of engineering is currently fundamental to the output of British engineering and our economy. Teaching young people an awareness of research & design, as well as developing their entrepreneurial spirit, is crucial to maintain the UK s continued strength in this area. This curriculum resource is designed to allow tutors to teach research and design topics outside the normal constraints of the classroom. Using a simulation of a magnetic levitation transport system, students will work on a design project to create their own system whilst considering issues such as the environment, passenger safety, running costs, usability, materials and propulsion to name a few. Delivery This resource consists of 0 assignments each comprising a variety of separate activities. These assignments typically begin with a PowerPoint presentation that enables the teacher to introduce the background information required to complete the other activities within the assignment. Each assignment contains between one and two hours of study. Demonstration activities are carried out by the teacher using a physical manufacturing training rig. Students carry out hands-on activities using a software simulation of the hardware, allowing all students to carry out practical activities at the same time. The students also have an opportunity to verify their design solutions using the hardware system. Where appropriate, research activities that include the use of interactive software explorers are also incorporated. These activities lend themselves to independent self paced study. The assignments can be carried out in a sequence to deliver specific elements of the diploma specification where relevant. Alternatively assignments or even activities * could be used to support the focus of the centre devised learning activity. For example within Level 3 Unit 9: Scientific Principles and Applications for Engineers the tutor might choose to deliver just assignment 7 for students to investigate force and momentum in the context of transport system collisions. The following grid highlights where in the diploma the resource might be used to support specific elements or the focus of the centre devised learning activities. Assignment Title Level Units Level Units Level 3 Units Introduction to Research and Design,8,7 Transport System Considerations,,8 7 3 Transportation Systems,,8,7 4 Propulsion Systems,7,8,7 5 Transportation System Modes of Operation,8 7 6 Lifting and Propelling a Maglev Vehicle,5,8 7 7 Force and Momentum,8 7,9 8 Passenger Safety,5,8 7 9 Software Engineering,3,8 7 0 Problem Solving - System Improvement,3,8 7 Hardware and Software Applications,8,3,7,9 * Note where assignment activities are selected in isolation, marking moderation will be required to account for non-completed activities. Diploma Resource Guide (Research & Design Engineering) P774
Assessment Assessment is designed to test the students through both formative and summative methods. The curriculum includes continuous assessment, assessment tests and a workbook journal to create a portfolio of work during the lessons. The tutor PowerPoint presentations are setup to be used in conjunction with the ClassAct Student Response System. This enables students to be assessed on tutor led activities. Differentiation Each tutor will require different outcomes and levels of understanding from the resource, depending not only on the level of the diploma and the unit they are delivering, but also the context within which it is being utilised. Tutors will need to review the activity within the resource they intend to use and identify whether any differentiation or adaptation will be required. This may be achieved in a number of ways. Editing Tutor Presentation Where PowerPoint presentations have been included they are designed to cover the required knowledge for the learners to successfully complete the rest of the assignment. If the tutor is using only the PowerPoint element or coupled with just one practical activity, they may wish to edit the content of the PowerPoint to deliver only the required content for that practical or alter the content to fit with another centre devised activity. Example: Tutor A is delivering Level Unit : Introducing the World of Engineering. The tutor wishes to discuss the transport sector and how engineering has impacted this area. The tutor decides to edit the PowerPoint material in assignment 3 to include information about how the catalytic converter has reduced vehicle emissions since its introduction. Selecting Specific Activity Tutors might want to utilise one activity from an assignment to demonstrate a specific principle or topic omitting some of the more detailed knowledge. Example: To introduce the requirements of design briefs Tutor B delivers activity from assignment. This is used as an underpinning knowledge lesson in Tutor B s scheme of work for Unit : Engineering Design within the level diploma. Tutor Devised Activity The tutor may wish to develop their own learning activity focused around the provided hardware or one of the software applications. This practice is highly recommended wherever possible in order to not only maximise use of the resource but also personalise the learning from both the tutors and learners perspective. Example: As part of the learning for Level 3 Unit 3 Selection and Application of Engineering Materials, Tutor C has asked students to investigate some of the properties of engineering materials using the virtual materials tester software provided. Note where assignment activities are selected in isolation, marking moderation will be required to account for non-completed activities. Diploma Resource Guide (Research & Design Engineering) P774
Personal Learning and Thinking Skills (PLTS) The grid below highlights where opportunities exist using the resource s assessment methods to indicate achievement of the required PLTS statements. Other opportunities could be formulated with further input from tutor or student. Assignment IE CT RL TW SM EP 6,,3 6,,3 3 6,,3 4 6,,3 5 6,,3 6 6,,3 7 6,,3 8 6,,3 9 6,,3 0,,4,6,,5,6 5,6,,3 Module Review 5,6,,3 Key: IE Independent Enquirers CT Creative Thinkers RL Reflective Learners TW Team Workers SM Self Managers EP Effective Participators Functional Skills This resource has embedded within it many opportunities for contextualised functional skills teaching, both through the structure of the delivery and also specifically in the nature of the activity content/task. Presentations and Demonstrations These activities offer scope to engage students in speaking and listening tasks within an engineering context. Students can show understanding of tutor led tasks through integrated assessment questions or in direct dialogue with tutor and other students. Alternatively students could investigate a topic independently or as a small group and then perform the presentation/demonstration to the whole class. Research These activities will allow students to show competence in a variety of functional skills, such as reading and extracting information and using ICT based sources to obtain and record information. Practical Investigation Students will have opportunities to apply core functional skills during practical investigations. They will have to access software applications, operate equipment, read text and follow written instructions. They will also have to write text and record data to document their understanding and observations. Assignment Review In each assignment students are invited to complete a review of their study noting any salient points and highlighting the main outcomes of their learning. These reviews allow students to practice their writing and communicative skills whilst reinforcing there technical understanding of engineering. Tutor Devised Activities Functional skills should also be considered when tutors devise their own activities. Students will have additional opportunities to further research, discuss and present information relating to the topics they have been studying within the curriculum resource. Diploma Resource Guide (Research & Design Engineering) P774 3
Applied Functional Skills Examples In addition to the opportunities integrated within the structure of the curriculum resource, some specific examples of applied functional skills have been identified as follows. In several assignments students conduct research on the internet and document their findings. They access, navigate and search internet sources of information purposely on topics such as transportation technology, types of propulsion systems and issues with conventional and alternative fuels. Assignment 4 Propulsion Systems: Students collect, record and compare timed runs of a maglev vehicle travelling between two light gates. Assignment 5 Transportation Systems Modes of Operation: Students interpret customer satisfaction survey data for a rapid transport system. Assignment 6 Lifting and Propelling a Maglev Vehicle: Students use a maglev system simulator. They interpret a specification to configure a vehicle that is propelled by a magnetic linear motor. They collect and record journey times and calculate average velocity. They also identify the minimum safe ride height for the vehicle on the track. Assignment 7 Force and Momentum: Students investigate and perform various tests on a maglev vehicle to determine the collision forces during crash tests. Students collect and record data in tables. They work with measures of length, time, mass and force. They use formulae to calculate velocity, momentum and impulse force. They check outcomes and explain results. Assignment 8 Passenger Safety: Students use various designs of track buffer and vehicle crumple zones to evaluate their effectiveness in reducing forces during crash tests. They work with measures of time, mass and force and determine the relationship between duration of collision and impulse force. Assignment 0 Problem Solving System Improvement: Students use a maglev system simulator to explore different configurations of propulsion system to power a maglev vehicle. They determine operating costs for different configurations and varying numbers of passengers. They document the configuration of their working solution and calculate cost per journey and cost per passenger per kilometre. Curriculum Content This section lists the detailed content of each assignment and its distinct learning activities. The list can be used to select the work appropriate to the centre devised schemes of work The grid highlights the nature of the material its intended outcomes and nominal times for activity completion. Diploma Resource Guide (Research & Design Engineering) P774 4
Introduction to Research and Design What is Research and Design? (Presentation) Ideas / Research and Design Identifies that Research and Design turns ideas into reality. Introduction to Research and Design How do I Research and Design? (Presentation) Types of reasearch activities Activities within research Identifies the activities of people working in a Research and Design team. Introduction to Research and Design 3 What is the Problem? (Research) Students read an information sheet about big issues for a transportation system and about issues that passengers may have. Identifies transportation issues as problems that a research and design project might attempt to solve. Introduction to Research and Design 4 A Possible Solution (Demonstration) The Maglev vehicle is controlled manually and by the Maglev System Simulator. Students will discover the features and characteristics of a Maglev model. Discovers features and characteristics of a research and design model. Transport System Considerations The Design Loop (Presentation) The Design Loop / Identify the Problem / Write a Brief / Investigate and Research / Generate Alternative Solutions / Choose a Solution / Develop a Solution / Modeling and / Prototyping / Testing and Evaluation / Redesigning and Improving Identifies the different steps of a Design Loop. Identifies the purpose and features of the Design Brief. 5 Transport System Considerations Transport System Considerations 3 The Design Brief (Research) Students read an information sheet to identify the purpose and features of design briefs. The Maglev System Simulator (Research) (Practical) Students explore the Maglev System Simulator to discover the features that have been designed into the Simulator and extract information that they will use to create a formal Design Brief for a Maglev System project. Identifies the different steps of a Design Loop. Identifies the purpose and features of the Design Brief. Considers items of a design Brief for a Maglev System by having used a Maglev System Simulator. Extracts information to create a formal list of specifications for a Design Brief. Diploma Resource Guide (Research & Design Engineering) P774 5
3 Transportation Systems Transportation Systems (Presentation) Road Transport / Rail Transport / Air Transport / Transport by Water / Newer Forms of Transportation / Rural Journeys / Urban Journeys / Long Distance Travel Identifies different types of Transportation System. 3 Transportation Systems 3 Transportation Systems 3 Evaluating Transportation Systems (Research) Students read an information sheet about the features and characteristics of transportation systems, and the advantages and disadvantages of using specific forms of transport in different contexts. Investigating Transportation Technologies (Research) Students research Transportation Technologies on the internet. Identifies the advantages, disadvantages, features and characteristics of different Transportation Systems Uses Mathematics to calculate transportation energy requirements Uses the Internet to research information about Transportation technologies 3 Transportation Systems 4 Transportation Systems in Practice (Research) Students study a table of information about certain types of transportation then choose the one they consider most appropriate for a specific type of journey. Chooses a solution to a transportation problem. 4 Propulsion Systems Propulsion Using Ducted Fans (Demonstration) Timing gates are set up on the Maglev track. Students compare the difference between the operation of the vehicle with one and two ducted fan propulsion units. Observes and records timed runs being made with a Maglev hardware model. 4 Propulsion Systems Types of Propulsion Systems (Research) Students read an information sheet about engine types and important considerations that should be given to the choice of a propulsion system. Examines different types of Propulsion Systems. 4 Propulsion Systems 3 Propulsion Systems Environmental Considerations (Research) Students read an information sheet about combustion engines and electric motors to find out the effects that might be produced by particular designs of propulsion systems. Students are then presented with a transportation system scenario and have to recommend a course of action. Identifies the environmental considerations concerned with the selection of a propulsion system. Diploma Resource Guide (Research & Design Engineering) P774 6
4 Propulsion Systems 4 Propulsion System Fuels (Research) Students use the internet to research information about the fuels used in Propulsion Systems. Uses the Internet to research information about the fuels used in Propulsion Systems 5 Transportation System Modes of Operation Modes of Operation (Presentation) Rapid Transit Systems / Modes of Operation / 'Continuous' Operation / 'On Demand' Operation / Passenger Considerations Discovers the characteristics of Continuous and On Demand modes of operation of a Transportation System. 5 Transportation System Modes of Operation Operating the Maglev Vehicle (Demonstration) The Maglev System is used to demonstrate Continuous, On Demand and Automatic modes of operation. Sensors, switches and buttons built into the hardware are used as inputs to the control program, which then controls the vehicle. Observes a Maglev vehicle model working in different modes of operation. 5 Transportation System Modes of Operation 3 How to Satisfy the Customer (Research) Students read an information sheet about some of the factors that a transportation system designer needs to consider to help make a system successful. Students are then given the results of a Customer Satisfaction Survey and asked to make recommendations based on their analysis of the information. Identifies the factors that attract or discourage passengers Identifies the factors that determine the mode of operation of a rapid transit system 6 Lifting and Propelling a Maglev Vehicle Permanent Magnets and Electromagnets (Presentation) Magnetism / Magnets / Electromagnets Identifies facts about magnetism, magnets and electromagnets 5 6 Lifting and Propelling a Maglev Vehicle Magnetic Forces (Practical) Students use the Maglev System Simulator to construct a Maglev vehicle propelled by magnetic linear motor technology that will levitate and move passengers. Uses a Maglev simulation to evaluate magnetic and electromagnetic forces 6 Lifting and Propelling a Maglev Vehicle 3 Transportation Systems that use Magnetism (Research) Students read an information sheet to find out how electromagnets can be used to both levitate and propel a Maglev vehicle. Discovers how electromagnets are used in Maglev transportation systems Diploma Resource Guide (Research & Design Engineering) P774 7
6 Lifting and Propelling a Maglev Vehicle 4 Electrical Power Supply (Research) (Practical) Students use a virtual laboratory to investigate the properties of different materials in order to choose suitable materials for the electrical contacts of a vehicle. Uses a virtual laboratory to test materials for use in making electrical contacts. 7 Force and Momentum 7 Force and Momentum 7 Force and Momentum 3 Forces (Presentation) Forces / Mass, Gravity and Weight / Acceleration and Velocity Momentum (Presentation) Momentum / Momentum and Collisions / Collisions and Impulse Force Crashing a Vehicle (Research) (Practical) The Maglev vehicle is crashed to evaluate the force of the crashes. Identifies and investigates forces. Investigates acceleration and velocity. Defines and calculates momentum. Identifies and investigates forces in a collision. Measures the force created by a model vehicle crashing. 7 Force and Momentum 4 Calculating Velocity (Research) (Practical) Students use the Maglev System Simulator to calculate the velocity of a Maglev vehicle by timing the vehicle between two points that are a known fixed distance apart. Calculates vehicle velocity given time and distance. 7 Force and Momentum 5 Evaluating Collision Force (Research) (Practical) Students use the Maglev System Simulator to carry out crash tests at different velocities and on vehicles of different mass. Finds the collision forces for Maglev vehicles using a computer simulation. 8 Passenger Safety Passenger Safety (Presentation) Safety in Cars / Safety in Aircraft / Safety in Trains / Safety in Maglev Systems / Reducing the Force During a Collision / Impulse Force Calculation Example Identifies safety features in different forms of transportation Calculate the impulse force experienced in a collision. 8 Passenger Safety Safety Evaluation (Research) (Practical) Students use the Maglev System Simulator to carry out crash tests to observe the performance of various safety systems. Evaluates different safety systems of buffer and crumple zones. 8 Passenger Safety 3 Design a Buffer (Research) (Practical) Students follow the Design Loop to make a buffer for a model Maglev vehicle. Designs a buffer to be used with a model Maglev vehicle. Diploma Resource Guide (Research & Design Engineering) P774 8
8 Passenger Safety 4 Buffer Evaluation (Demonstration) The Maglev hardware is used to test and evaluate prototype buffers made up in the Design a Buffer activity. Tests and evaluates a prototype buffer for a Maglev vehicle. 9 Software Engineering Automatic Operations (Presentation) Control by Punched Card / Control by Punched Paper / Control by Computer / Flowcharts and Processes / Control Systems and Software Engineers Discovers how computers are used to control automatic operation. 9 Software Engineering Programming the Service (Demonstration) A control program is developed to smoothly start, accelerate, decelerate and stop a model Maglev vehicle. Identifies the effect of commands in control programs using a model Maglev system. 9 Software Engineering 3 Software Engineering (Research) Students read an information sheet about flowcharts, the symbols they use, and the techniques they use to describe systems such as the modes of operation for a Maglev system. Examines flowcharting and the symbols and techniques used. 9 Software Engineering 4 Prototyping Control Programs (Research) (Practical) Students play the role of a software engineer to improve a Maglev System Simulator control program to give passenger warning messages before the doors open or close. Improves a Maglev simulator program to provide safety messages. 0 Problem Solving - System Improvement Propulsion Systems Operating Costs (Research) (Practical) Students use the Maglev System Simulator to explore different configurations of propulsion system that could be proposed as Alternative Solutions used to power a Maglev vehicle. Students determine the operating costs for the designs they choose. Identifies factors that affect Maglev vehicle operating costs. 0 Problem Solving - System Improvement Reducing the Fare Paid by the Passenger (Research) (Practical) Students use the Maglev System Simulator to improve the efficiency of a mass transit system and thereby reduce the passenger fare. Reduces the fares paid by passengers using a Maglev transportation system. Produces a working solution and supporting documentation for the design of a transportation system to reduce the cost of passenger fares. Diploma Resource Guide (Research & Design Engineering) P774 9