BTECLevel 3 National Engineering Teaching Resource Pack Unit 2

BTEC National Engineering
Unit 2: Communications for Engineering Technicians

Unit overview
Credits: 10
Employing staff with good communication skills is a key driver to the success of a business. This is particularly important in the engineering sector, which includes diverse manufacturing and service companies ranging from aerospace to yacht building. This unit gives learners the opportunity to apply the wide range of communication methods used within engineering. These include visual representation, verbal and written skills, obtaining and using information, and the use of information and communication technology.
On completion of this unit, learners will: LO1 Be able to interpret and use engineering sketches/circuit/network diagrams to communicate technical information LO2 Be able to use verbal and written communication skills in engineering settings LO3 Be able to obtain and use engineering information LO4 Be able to use information and communication technology (ICT) to present information in engineering settings
Unit contents
The scheme of work for this unit (see page XX) links to the following resources to help you deliver Unit 2:
L01 Lesson plan Activity sheet Stretch and support AS1, AS2, AS3 SS1 L02 LP week 14 AS4, AS5 SS2, SS3 AS6, AS7 SS4 AS8, AS9, AS10 SS5, SS6, LO3 LO4
All these resources, as well as an editable version of the scheme of work, and answers to the questions in the Student Book and the activity sheets, can be found on the accompanying CD-ROM.
Links to other units

Learners will be using and demonstrating communication skills across all the units of the BTEC National programme, in particular:
Unit 3: Engineering Project Unit 8: Engineering Design Unit 16: Engineering Drawing for Technicians Unit 35: Principles and Applications of Electronic Devices and Circuits
Pearson Education Ltd 2010. Copyright permitted for purchasing institution only. This material is not copyright free.
Unit delivery
The scheme of work is set out exactly in the same order as the content which is listed in the BTEC unit specification. This aligns the scheme of work with the outline learning plan given on page 7 of the specification. It is suggested to stick to this order but an experienced tutor may find it more useful to parallel teach learning outcome 4 with learning outcomes 2 and 3, as each of these learning outcomes require learners to have some exposure to ICT.
Assessment
The assessment process The unit requires the completion of four assignments each assessed internally and conforming to the requirements of Edexcel standards verification. It is probably best to stick with the suggested combinations of grading criteria as given on page 11 of the unit specification; this is what has been done in this scheme of work. Evidence for assessment This should be presented in portfolios containing sketches, diagrams, written work, computer print-outs, and tutor observation witness statements. Page 11 of the unit specification gives definitive guidance on what evidence should be presented for each assignment. It is really important to ensure that the portfolio evidence for each learner can be confirmed as their own work when BTEC internal and external standards verification takes place. For this unit there are opportunities for working on assignments in pairs or small groups; this is perfectly acceptable provided that each individuals contribution is assessed and recorded. Grading To achieve a particular grading criterion the evidence that is presented must:
address the statements in the criterion; and cover to an appropriate degree the topics in the unit content.
It is good practice to run a proposed assignment past a BTEC standards verifier before issuing it to learners. On pages 89 of the unit specification there is really helpful guidance about assessment and grading, including suggestions for linking this unit to Unit 3: Engineering Project.
Scheme of work
Academic year: .................................................................................................................... Number of weeks: 30 or 15 if a double-block semester Duration of session: 2-hour blocks Guided learning hours: 60 Credits: 10
BTEC National Engineering Unit 2: Communications for Engineering Technicians
Broad aim: To give learners the opportunity to apply the wide range of communication methods used within engineering.
Tutor(s): ................................................................................................................................
PPT = PowerPoint
SB = Student Book
SS = Stretch and support
AS = Activity Sheet
R = Research
NS = Non-supervised individual study time
Please note: Generic resources such as multimedia, interactive whiteboards, and ICT and internet facilities are not listed in the resources column. Learner activity Learners to listen to input from tutor Look at typical documentation etc, used by engineers Tutor presentation A small selection of exemplar documents and drawings SB Tutor-led discussion about key information SB start-up activity Speaking, listening, interpretation and writing (page 18) Resources A copy of the unit specification for each learner Assessment and PLTS Stretch and support
Week
Learning outcome/topic
Content
All learning outcomes
Induction, outlining the scheme of work and assignments
Explanation of the unit content including the purpose of the unit and the learning outcomes
Very brief overview of how the unit links to others units being studied as part of the learners course
Know about the key features of communication in an engineering environment Tutor-led discussion SB activity Communicating information (page 20)
Reasons why documents and graphics are important communication tools for engineers
LO1
Component drawings
Exemplars of: component and assembly drawings assembly instructions plant layout diagrams circuit diagrams SB
Assembly drawings
Manufacturing and assembly instructions
Plant layout diagrams
Be aware of the various types of graphical information sources that engineers use
Circuit diagrams
4
Learner activity Explore links to: Unit 8: Engineering Design Unit 16: Engineering Drawing for Technicians manufacturing and assembly instructions plant layout diagrams circuit diagrams sketches and illustrations AS1 Interpreting engineering graphics Access to unit specifications Paired activity AS2 Interpreting standards AS2 Interpreting standards SS1 Standards, symbols and conventions PLTS Creative thinkers Unit 35: Principles and Applications of Electronic Devices and Circuits AS1 Interpreting engineering graphics assembly drawings component drawings Exemplar: Resources Assessment and PLTS Stretch and support Tutor-led discussion CAD software Drawing SB AS3 Engineering sketching SB PLTS Creative thinkers SB activity Freehand sketching (page 22) Paired activity AS3 Engineering sketching SB activity Using graphics to aid understanding (page 24) Tutor-led discussion about how to achieve success when working on an assignment SB assessment activities 2.1 (identifying technical information in drawings) and 2.2 (preparing a drawing or circuit diagram) Exemplar portfolio National Engineering Study Skills Guide SB
Week
Content
LO1
Component drawings
Assembly drawings
Manufacturing and assembly instructions
Plant layout diagrams
Circuit diagrams
Be able to interpret data extracted from engineering drawings, diagrams, sketches and illustrations
Sketches and illustrations
LO1
As above
Continuation from week 3
LO1
Freehand sketching 2D, 3D
Component drawings
able to produce engineering sketches, circuit, network diagram
Circuit diagrams
Conventions and standards (BS and ISO)
LO1
As above
LO1
Review of content covered in weeks 16
Know how to interpret and produce engineering graphics
Introduction to what the first assignment is about
Preparatory work using an example assessment activity taken from the Student Book
Week Individual supervised activity producing evidence for P1, P2 and P3 Drawings and documents as specified in the assignment brief A centre-devised assignment brief that has been internally verified before being issued to learners P1 P2 P3
Content
Learner activity
Resources
Assessment and PLTS
Stretch and support
LO1
Centre-devised assignment 1
Know how to interpret and produce engineering graphics that conform to recognised standards and conventions Tutor-led discussion SB Pack of topic cards SB activity Mind mapping (page 27) Practise speaking skills 2-minute presentation on a topic Group feedback SB activity Summarising (page 27) Paired activity AS4 Written communication SB AS4 Written communication Functional skills English: Writing
Evidence will presented as a portfolio containing a written report, sketches, drawings and circuit diagrams
LO2
Writing
Speaking
Listening
Be aware of the verbal and written skills that engineers use
Making a point
Keeping a record
10
LO2
Understand the principles of written communication SB activity Proofreading SB
Note taking, writing styles, proofreading, amending text, diary/logbook, graphs and charts
SS2 Effective writing
11
LO2
As above
Continuation from week 10 SB activity Hearing, listening and communicating (page 31) Small group activity AS5 Communicating verbally Verbal presentations Tutor overview about how to achieve success when working on an assignment SB assessment activity 2.3 (preparing and giving a talk on an engineering topic) Exemplar portfolio National Engineering Study Skills Guide SB SB AS5 Communicating verbally
Functional skills English: Reading Functional skills English: Speaking and listening SS3 Communication
14
LO2
Understand the principles of verbal communication
Speaking with peers and supervisors, technical language, tone and manner (body language)
15
LO2
Understand how to communicate effectively in both written and verbal formats
Introduction to what the second assignment is about
6
Learner activity Individual supervised activity producing evidence for P4 and P5 NS Non-supervised follow-on activity to produce evidence for M1 and D1 Documents as specified in the assignment brief Centre-devised assignment brief that has been internally verified before being issued to learners P4 P5 M1 D1 Learners working towards M1, D1 Resources Assessment and PLTS Stretch and support Tutor-led discussion Exemplar paper-based information sources Internet access to information sources CD-ROM data sources SB SB activity Finding information (page 32) Group presentation to review success of information finding Review data sources that have been used and log the useful ones for future reference Paired activity AS6 Obtaining engineering information AS6 Obtaining engineering information PLTS Independent enquirers SS4 Information sources Functional skills ICT: Find and select information Tutor-led discussion to identify other units within the learners courses that require the use of data sources Small-group activity working on tasks selected from other units Explore links to: Unit 3: Engineering Project Unit 8: Engineering Design Small-group activity working on tasks selected from other units Tutor overview about how to achieve success when working on an assignment SB assessment activity 2.4 (design office investigation) Individual activity AS7 Using information Access to unit specifications Data sources relevant to the problemsolving tasks taken from other units on the learners courses Exemplar portfolio National Engineering Study Skills Guide SB AS7 Using information Data sources relevant to the problemsolving tasks taken from other units on the learners courses Functional skills ICT: Find and select information PLTS Self-managers PLTS Independent enquirers
Week
Content
16
LO2
Be able to communicate effectively when writing and speaking
Evidence portfolio containing examples of note taking, writing, and graphical presentation. Tutor observation record of learners speaking, listening and body language
17
LO3
Information sources, for example books, technical reports, journals, data sheets, experimental results, manufacturers catalogues, CD-ROMs and databases
Understand the range of information sources that engineers work with
e- and non e-based resources
18
LO3
Primary and secondary sources
Be able to extract data from sources
Accuracy and validity of data
19
LO3
Solving engineering problems
Product and service research
Work in progress
Know how engineers find and use engineering data
Verifying decisions
20
LO3
Solving engineering problems
Be able to use engineering data
21
LO3
Understand how engineers use specialist information to solve problems
Introduction to what the third assignment is about
Week Individual activity producing evidence for P6 NS Non-supervised follow-on activity to produce evidence for M2 Documents and data sources as specified in the assignment brief AS8 Information and communication technology (ICT) Functional skills ICT: Find and select information Centre-devised assignment brief that has been internally verified before being issued to learners P6 M2 Learners working towards M2
Content
Learner activity
Resources
Assessment and PLTS
Stretch and support
22
LO3
Know how to use information sources to solve an engineering task Tutor-led discussion to identify other units within the learners courses that use presentation methods Paired activity AS8 Information and communication technology (ICT) Practical activity using industrystandard software packages and IT equipment Industry-standard software packages and IT equipment SB SB activity Presenting information in writing (page 39)
Evidence to be presented as a written report including references to the range of sources used
23
LO4
Preparation of documents and graphics
SS5 ICT
Presentation methods
Understand the use of ICT for presentation purposes
Data communication
24
LO4
MS Office
DTP and CAD packages
Be able to use software packages
Simulation packages
Email, intranets, the internet
Video conferences, optical and speech recognition programs Practical activity using industrystandard software packages and IT equipment Individual activity AS9 Presenting information using ICT #1 Practical activity using industrystandard software packages and IT equipment SB activity Visual presentation (page 39) Individual activity AS10 Presenting information using ICT #2 Tutor overview about how to achieve success when working on an assignment SB assessment activity 2.5 (putting together a portfolio of evidence) Exemplar portfolio SB
Functional skills ICT: Develop, present and communicate information
25
LO4
Be able to use hardware devices
Personal computers, networks, process control, input/output devices
AS9 Presenting information using ICT #1
SS6 ICT extra
26
LO3 and LO4
Report: text, graphics, tables, charts
Be able to present information using ICT
Visual presentation: PowerPoint
AS10 Presenting Information using ICT #2
Functional skills ICT: Develop, present and communicate information
27
LO3 and LO4
Understand how engineers use ICT to present information
Introduction to what the fourth assignment is about
National Engineering Study Skills Guide SB
8
Learner activity Individual supervised activity producing evidence for P7 NS Non-supervised follow-on activity to produce evidence for M3 and D2 Agree timescale with learners for completion of assignment activity if grading criterion have not been met Tutor support as required Centre-devised assignment brief that has been internally verified before being issued to learners. P7 M3 D2 Learners working towards M3, D2 Resources Assessment and PLTS Stretch and support
Week
Content
29
LO4
Be able to use ICT systems to present information
Written report plus a portfolio of evidence proving competence in using hardware and software
30
All learning outcomes
Collection of final evidence and learner portfolios
Unit review and wrap-up session
Lesson plan week 14
Aims
To investigate, identify and try out the principles of effective verbal communication in an engineering context.
SB = Student Book
AS = Activity Sheet
S = Stretch and Support
This is a 90-minute lesson within a 120-minute block. Remaining time is for supervised self-study.
Learning objectives
All learners will understand the key elements of effective verbal presentation
All learners will be able to carry out a short two-way face-to-face conversation
All learners will be able to give simple verbal feedback to their peer group following a small group discussion
Most learners will be able to carry out a one-way recorded conversation
Some learners will be able to give confident verbal feedback to their peer group following a small group discussion Learner activity Interactive whiteboard PC Resources Individualised activity/differentiation PLTS Functional skills
Timing/ content
Tutor activity
5 mins
Welcome to the session
Welcome
Aims written on board
Learners settle in and read aims
H&S, ECM checks, register
Q&A
Review previous session and consider how this one links to it SB Interactive whiteboard linked to PC and printer Learners grouped according to stretch and support needs Team worker: collaborate with others to work towards a common goal Speaking and listening: make a range of contributions to discussions and make effective presentations in a wide range of contexts (part covered)
10 mins
Monitor learner discussions, pick up on key issues that they may identify write these on whiteboard and use as pick-up points during the rest of the lesson
Small group SB activity: hearing, listening and communicating
Print off from the whiteboard words and statements written up by tutor learners file for future reference or save onto pen (flash) drive for transfer onto own computer
10
Learner activity Interactive whiteboard PC and printer AS5 Communicating verbally Interactive whiteboard Level of verbal confidence is the differentiator Speaking and listening: make a range of contributions to discussions and make effective presentations in a wide range of contexts (part covered) Resources Individualised activity/differentiation PLTS Functional skills AS5 Communicating verbally Interactive whiteboard PC and printer Agree with tutor a suitable time in either week 17 or 18 to make the presentation for SS3 Task 1 to peer group Whiteboard/interactive white board Start in class and complete as self-study. Stretch activity SS3 Communication. Self manager: work towards goals, showing initiative, commitment and perseverance (only for learners successfully completing the stretch activity) Link to next session when learners continue to give verbal feedback on small group discussion (varying levels of confidence is the differentiator)
Timing/ content
Tutor activity
10 mins
Provide support and discussion triggers
Pick up on key words overheard from learner discussion and write up
Paired activity AS5 Task 1 identify key features of communicating effectively
30 mins
Tutor acts as chairperson managing the discussion
Feed back to whole group from AS5 Task 1
30 mins
Provide support as required
Paired activity AS5 Tasks 2 and 3.
Pick up on key words overheard from learner discussion and write up
Print off from the whiteboard relevant words and statements written up by tutor and learners
File print outs from whiteboard or save onto a pen (flash) drive for transfer onto own computer
5 mins
Plenary
Review the aims of the lesson
Q&A
Introduce the next session a continuation of this one and a review of weeks 9 to 14
Briefly mention stretch presentations to be made by some learners which will take place in weeks 17and 18
AS1 Interpreting engineering graphics

Complete the following table.
Graphical method Detail drawing Assembly drawing 3D exploded diagram Pictorial sketch Schematic diagram Circuit diagram Component layout diagram Plant layout diagram Operating procedure diagram Fault identification check list Flow chart Example of where in would be used
Working with a partner, find an example of one item taken from the following list. Make a copy of the drawing/diagram, highlight 10 features on it and explain what each one means. Detail drawing of a mechanical component Assembly drawing Pneumatic or hydraulic system diagram Electrical or electronic circuit diagram Network diagram Installation and operating procedures diagram
11
AS2 Interpreting standards

Investigate the British Standards listed in the table.
British Standard Two examples of symbol or graphical representation detailed in each standard Type of engineering
Mechanical/manufacturing drawing practice
BS8888
Mechanical/manufacturing
BS4500
Electrical power, electronics and telecommunications circuits and components
BS3939
Fluid power circuits and components
BS2917
Data processing flow chart symbols
BS4058
Note: these are the standards as applicable in 2010 but check the BSI website for any updates go to www.pearsonhotlinks.co.uk, insert the express code XXXX and click on this activity. You can source the information from the web or from paper-based documents.
(This activity sheet links to stretch and support worksheet SS1 Standard, symbols and conventions.)
12
AS3 Engineering sketching

Task 1
Freehand sketches are a relatively quick way of communicating information, particularly when accompanied by brief notes (annotations). Think about a laboratory-based activity that you have taken part in during one of the other units on your course or at your place of work. The activity should be fairly complex and involve reading through a set of instructions, setting-up and using a piece of equipment, and recording and analysing results. It should be something that you found difficult to set up and required quite a lot of guidance from the tutor or a colleague. Put together a step-by-step, easy-to-follow instruction leaflet for the activity. It should contain annotated sketches and other useful information. The aim is to produce something set out like the instructions that come with flat-pack furniture or show the installation procedure for an electric bathroom shower. When you have produced you leaflet, talk it through with a partner and see if they would find it useful.
Task 2
This is an identification exercise and its purpose will be spoilt if you cheat! Produce a freehand pictorial (3D) sketch of your mobile phone. It should be drawn in good proportion and include overall dimensions. Do not show details of the model number just title the sketch Nokia phone, Samsung phone or whatever its make is. Pass the sketch to a partner and ask them to identify the model number of the phone by matching your image to one of those shown on the website of a network provider. Did they get the model number right? If not, what information that might have helped them identify it was missing from your sketch?
13
AS4 Written communication

Task 1
Keeping a logbook or diary is a good way to plan work schedules and keep an up-to-date record of events as they take place. Many people keep electronic note books but most of the greatest inventors and engineers wrote everything down by hand. Discuss with your tutor an agreed format for a logbook that can be used with an engineering project and how often it should be reviewed. Design a tracking sheet that can be signed off at each review.
Task 2
A group of GCSE students from a local school are scheduled to visit an engineering company. Their teacher wants them to discover that there is more to engineering than just cutting metal and assembling parts. Suppose you and a colleague work in the design and development department and have been asked by your manager to help out by showing them an example of writing skills. Working with your colleague, put together a 600-word technical mini-report that is word processed and includes: text an imported image, spreadsheet and chart text cut and pasted from a different report a table with some shaded cells bullet points page numbers a title page and company logo.
Print off a hard copy of the report and save it into an e-folder that is part of a properly structured e-filing system.
(This activity sheet links to stretch and support SS2 Effective writing.)
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AS5 Communicating verbally

Task 1
With two partners, discuss the following topics, identifying their key features and writing them on a large sheet of paper or flip chart. Listening skills Note taking Body language Using technical language appropriately The 5 Ps method when preparing a verbal presentation Keeping an audience engaged Standing up under questioning Present your thoughts at a whole-group feedback discussion.
Task 2
Working as a pair, chose a topic to talk about and have a 10-minute two-way conversation. Make notes as you go and when you have finished compare what you jotted down and see if you agree. Are the notes accurate? If not, think about ways of ensuring better accuracy next time.
Task 3
Tell a partner that you are going to phone them on their mobile but that they should not to answer the call. Leave a two-minute, unrehearsed message about a meaningful technical subject. Hang up and ask them to listen to the message and make a note of what you said. Compare what they wrote with what you said did you get the message across successfully? How many times did your um or err? How many times did you say okay? In terms of effective communication, how do you think face to face conversation compares with leaving messages?
(This activity sheet links to SS3 Communication.)
15
AS6 Obtaining engineering information

Engineers use information sources when designing, manufacturing and testing products. It is very important to have a strategy for effective searching and establishing that, when found, data is valid and correct. In the specification for this unit the grading criterion P6 states use appropriate information sources to solve an engineering problem. As you study this and other units on your course you will come across tasks and problems that need to be solved. These solutions take a variety of forms and solving them will include researching and using data extracted from information sources.
Task 1
Working with a partner, discuss and make brief notes about each of the following topics. Primary and secondary data Paper-based and e-based information Databases Data sheets Advanced internet searches Strategies for effective searching Strategies to prevent information overload Editing Manuals and catalogues Using other peoples data
Task 2
The table below lists typical information that engineers work with. Complete it, or one that is more specific to your area of study, by extracting information from paper- and e-based resources.
Information required The value of Youngs modulus for mild steel Data found Where it was sourced from
The coefficient of linear expansion of a titanium alloy
The vicat softening temperature of polypropylene The maximum operating voltage of a snap-in Cap UG 1500F electrolytic capacitor manufactured by Panasonic A data sheet for an AAA size battery holder
16
Information required Health and safety advice relating to soldering electronic components onto circuit boards The maximum sound level (dB) produced by a 1.5 kW portable generator A suppliers part number and price for a pneumatic cylinder with bore 25 mm and stroke 80 mm The limits of size on a 16 mm diameter shaft for an H8f7 fit The convention used when drawing a helical compression spring The power consumption of a typical laptop computer The steps involved when registering a new business as a limited company The part number of the stabiliser valve assembly in a Triton Jade electric shower (when bought as a spare part) The number of particles per ml greater than 10 micron in hydraulic oil coded ISO 21/18/15 The maximum surface temperature of a 15W neon strip light The factor of safety to be used when designing an air receiver for use in a pneumatic system
Data found
Where it was sourced from
(This activity sheet links to SS4 Information sources.)
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AS7 Using information

Think about some of the other units in your course. Pick one that had an assignment requiring you to collect data, process it, and compare results with figures taken from a published data source. For example: performing a tensile test on a piece of mild steel, calculating its mechanical properties and then comparing with figures taken from a reference table testing the performance of a transistor, presenting the results as graphs, and comparing them with those in a data sheet carrying out inspection measurements on a batch of machined components, doing statistical analysis, and comparing results with specification requirements carrying out an investment appraisal of a new product by gathering cost data, processing it, and then checking the accuracy decisions based on your calculations. Put together a report describing how you used the data and the checks carried out to ensure that the data was valid and accurate.
18
AS8 Information and communication technology (ICT)

Work with a partner to find definitions for the following terminology and then, in your own words, complete the table.
Term Definition
Hardware
Software
Operating system
Applications package
Simulation software
Internet
Intranet
Multimedia
(This activity sheet links to SS5 ICT.)
19

Task 1
Prepare a two-page engineering document that shows off your proficiency in being able to do the following: make consistent use of font and colour use an appropriate font style and size be consistent in the alignment of text be consistent in positioning text, graphics and charts make appropriate use of bullets and/or numbering use colour highlighting to make the document more interesting present graphs that are correctly annotated with titles, legends and data labels.
Task 2
Your centre is planning a taster day for GCSE students from a local school. The plan is to set up some engineering science experiments, lay out examples of project work and to have some rolling presentations on a number of computers. You are in charge of designing and preparing a PowerPoint that showcases what is studied in Unit 1: Health and Safety in the Engineering Workplace Prepare 10 slides that will run as a timed, continuous loop.
(This activity sheet links to SS6 ICT extra.)
20

Task 1
You are nearing the end of your course and have decided to apply for an apprenticeship with a local engineering company. Suppose you have completed the application form (hard copy) and are about to send it to the human resources manager at the company. Write a formal covering letter to go with it. Make up names and addresses, etc., setting the letter out as a wordprocessed document. Discuss what you have written with your tutor, and if they suggest any amendments then print off before and after copies that you can keep as evidence in your portfolio.
Task 2
Get hold of a set of experiential results sourced from another unit. Tabulate and plot them using a spreadsheet. Add titles and framing to the spreadsheet so that it looks like a proper test document produced in industry ask your tutor to show you an exemplar from a local company. Write a memo to a partner setting out a brief evaluation of the results and send it to them as an email together with the spreadsheet. Ask them to save and print the spreadsheet. Discuss the layout, readability and general presentation of your memo and spreadsheet with them.
21
SS1 Standards, symbols and conventions

Support
Choose one of the following tasks: Produce a detail drawing of a single part engineered component in accordance with BS8888. Draw a pneumatic circuit diagram comprising at least 10 different components to a standard that is acceptable to industry. Draw an electronic circuit diagram comprising at least 10 different components to a standard that is acceptable to industry.
Draw your own example of a system/network diagram that a technician could refer to when commissioning an automated machine that packs tablets. Use the Allied Pharma Machinery website for background information go to www.pearsonhotlinks.co.uk, insert the express code XXXX and click on this stretch and support activity.
Stretch
Investigate pneumatic actuators by going to the Pneu-Store website go to www.pearsonhotlinks.co.uk, insert the express code XXXX and click on this stretch and support activity. Select one of the cylinders listed and make 2D and 3D sketches showing how it could be assembled into a packaging machine so that it moves a pivoted lever. Include enough information in your sketches to enable a CAD draftsperson to produce detail drawings of the components that locate the cylinder.
22
SS2 Effective writing

Support
Investigate the Mind Tools website which contains information about writing skills go to www.pearsonhotlinks.co.uk, insert the express code XXXX and click on this stretch and support activity. Read through the page, making brief notes as you go. Write a 250-word summary about the key information being presented on the website. Then get together with a partner or your tutor and talk through what you have written.
Stretch
Often the first contact a customer has with a business is by reading something, for example the company website, promotional literature, letters or emails. If the writing is badly presented, ambiguous, or contains spelling and grammatical errors, it may be difficult to follow. The customer will probably not be impressed and may well decide to take their business elsewhere. Much of the communication in an engineering business by using technical drawings and graphics but, if the accompanying documentation is poor, there will be confusion and doubt in the minds of people looking at it. CAD systems make it straightforward to produce perfect drawings; design and simulation software perform complex calculations, but writing good documentation requires special skills on the part of the writer. Form a group of four and discuss the following: Write it down or you may forget Formal and informal writing styles Grammar and punctuation Clarity and ambiguity Using acronyms Proofreading After about 30 minutes, be ready to report your findings to a whole-group discussion led by your tutor.
23
SS3 Communication
Support With help from your tutor, design a tracking sheet that you can use to check off the following activities as you work through your course: Talk to an engineer and make a transcript of the conversation. Discuss a technical issue with a colleague. Argue a point verbally without upsetting anyone or causing tension. Respect someones point of view even though you disagree with it. Listen to someone making a presentation about a technical subject and write up notes about what was said. Deliver a short presentation, supported by visual aids, to a small audience. Use body language to reinforce a point in a verbal presentation. Before you start, think about what evidence you need to track.
Stretch
Task 1 Read through the following scenario. You work for a company that carries out a range of electroplating processes on its products. The products are made mainly from mild steel components which are stamped, formed and welded together. The factory has two injection moulding machines for producing small items such as covers, handles and trim pieces. The plating department employs 50 operators and there are baths for plating gold, silver and chromium. The factory is long established on what was once a greenfield site. It is now ringed by housing estates with a single access road to the factory. People living nearby have specific concerns about two of the operations carried out at the factory: stamping, which they claim is a noisy process plating, which uses cyanide and they consider to be a deadly process. The company has decided to make a presentation to the local residents association explaining how it complies with legislation and has good green credentials, particularly in respect of discharging waste water from the on-site treatment plant into a nearby culvert which runs down to a river. Your manager asks you to put together the presentation which will explain the legislation covering the two operations and the need for company compliance. To counter the criticisms of some residents, your manager has asked that the presentation include comment about EU legislation which is limiting the way that the company can operate. Prepare a PowerPoint and some prompt cards. Try out the presentation on other learners and your tutor, so that they can give you feedback. The manager would also like you to video your efforts so that they can give advice on how to improve your technique if necessary. Ask your audience to use the evaluation on the next page (or something similar).
24
Feature Introduction Main content Finishing up Answering questions Engaging with the audience Getting the message across Slides easy to read Quality of slides Presenter reading slides Eye contact Clarity of speech Annoying traits
Feedback
Task 2 This activity is a difficult one and can only be done after you have completed Unit 3: Engineering Project. It is a good lead-in to this units grading criterion D1. Grading criteria P9 and P10 in Unit 3: Engineering Project required that you prepare a written report and made a verbal presentation. Think about your choice of communication methods and why you picked them. You will have used a range of techniques, e.g. drawings, graphics, calculations, writing, speaking. Prepare a 250-word justification about why you chose a particular method of communication and the reasons for not using an alternative. Make reference to: outlines and drafts relating to how you intended to communicate information consultations you had with your tutor or other people about the chosen communication method witness statements relating to your decision making.
25
SS4 Information sources

Support
Engineering businesses hold all sorts of data in storage systems. The table below relates to a company that makes white goods for the domestic market, for example washing machines. Go through the table and for each type of information state where it might be found within the company.
Type of information The results of a performance test carried out on a new eco-friendly washing machine The design specification for a new tumble dryer The companys sales catalogue Chemical analysis data relating to waste water produced in the plating department Hardness tests on steel stock delivered to the factory Portable Appliance Testing (PAT) figures for electrical power tools used in the assembly department Safety legislation that covers domestic appliances The company accounts for the last trading year Maintenance records
Where it might be found in the company
26
Stretch
Task 1 One of the tasks in activity sheet AS6 involved extracting information from a variety of sources. Write a 500word document explaining why some information sources were accepted for use and others were rejected. This should include cut and pasted examples of material taken from these sources. Task 2 Write a short guide that sets out the steps to effective researching. Task 3 Find an example of a task taken from a unit where you had to solve a problem which involved researching and using information (for example, finding the mechanical and physical properties of metals and polymers and then selecting a material for a specific application, or selecting the components for an electronic circuit.) Write a short review of how successful you were at finding and using the information. If the task was part of an assignment activity then what you write here could be pasted into the learner feedback section of the assignment brief.
27
SS5 ICT
Support
Spelling and grammar checkers need to be used with caution because often they can get it wrong. In this sentence there are to mistakes that the checkers has missed. Can you spot them? There may be more later on! Write about 150 words on a topic that interests you and correct any mistakes that the software shows up; then print it off. Pass it too your tutor or a colleague and sea if they can spot any mistakes. Then have a discussion about words that sound the same but are spelt differently according to the grammatical context in which they are used.
Stretch
Task 1 The student magazine at your college is doing a feature on ICT and they have asked you and a colleague to write a short article which will feature in next terms edition. They know that the two of you are studying communications as part of the BTEC in Engineering and will know all about the chosen topic. Here is the title of the article which should be about 400 words and include images to lighten it up: Controlling information overload in an e-business environment. Write the report and include relevant images. Task 2 An engineering company relies heavily on ICT to carry out its business. What types of data protection systems will be in place in order to prevent loss and misuse of data? Suppose you are the IT manager at the company and have been asked to create a data protection policy which all employees will be asked to sign up to. Write the policy and talk it through with your tutor who will play the role of the managing director. When you are both happy with the content of the document, tidy up its presentation ready for distribution by email.
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SS6 ICT extra

Support
During your time studying for the BTEC National you will depend heavily on the use of IT systems. Use this tracking sheet to record your progress when working with IT. In consultation with your tutor you may wish to expand the table to include other tasks that you have performed. Think about how you are going to track the various tasks against other units in your course. Bear in mind that your portfolio will have a separate section for each of the units studied and a grading criteria tracking matrix.
Task Select the correct IT hardware and software packages for use in an engineering situation Portfolio tracking reference Learner signature Tutor signature Date
Use a software package to word process a document
Use a software package to produce a 2D drawing
Handle and process data using a software package
Use a simulation software package
Communicate using e-systems
Use a computer system to present information in written, numerical and graphical forms Prepare and make a visual presentation using a software package and multimedia facility
Stretch
Grading criterion P8 and P9 of Unit 3: Engineering Project require that you prepare a written report and make a verbal presentation. Other units in the course also expect you to present information to an audience. Think about your choice of a presentation method where ICT has been involved and prepare a 500-word evaluation of its effectiveness. Identify an alternative approach that you could have used.
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BTECLevel 3 National Engineering Teaching Resource Pack Unit 2

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BTECLevel 3 National Engineering Teaching Resource Pack Unit 2

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BTEC National Engineering

Unit 2: Communications for Engineering Technicians

Links to other units

BTEC National Engineering

BTEC National Engineering Unit 2: Communications for Engineering Technicians

SS = Stretch and support

NS = Non-supervised individual study time

All learning outcomes

Induction, outlining the scheme of work and assignments

Manufacturing and assembly instructions

Plant layout diagrams

BTEC National Engineering

Manufacturing and assembly instructions

Plant layout diagrams

Sketches and illustrations

Continuation from week 3

Freehand sketching 2D, 3D

able to produce engineering sketches, circuit, network diagram

Conventions and standards (BS and ISO)

Continuation from week 5

Review of content covered in weeks 16

Know how to interpret and produce engineering graphics

Introduction to what the first assignment is about

BTEC National Engineering

Assessment and PLTS

Stretch and support

Be aware of the verbal and written skills that engineers use

Understand the principles of written communication SB activity Proofreading SB

SS2 Effective writing

Understand the principles of verbal communication

Continuation from week 14

Review of content covered in weeks 914

BTEC National Engineering

Understand how to communicate effectively in both written and verbal formats

Introduction to what the second assignment is about

Be able to communicate effectively when writing and speaking

Understand the range of information sources that engineers work with

e- and non e-based resources

Primary and secondary sources

Be able to extract data from sources

Accuracy and validity of data

Solving engineering problems

Product and service research

Know how engineers find and use engineering data

Solving engineering problems

Be able to use engineering data

Review of content covered in weeks 1720

BTEC National Engineering

Understand how engineers use specialist information to solve problems

Introduction to what the third assignment is about

Assessment and PLTS

Stretch and support

Preparation of documents and graphics

Understand the use of ICT for presentation purposes

DTP and CAD packages

Be able to use software packages

Email, intranets, the internet

Functional skills ICT: Develop, present and communicate information

Be able to use hardware devices

Personal computers, networks, process control, input/output devices

AS9 Presenting information using ICT #1

SS6 ICT extra

LO3 and LO4