Engineering - Manufacture and Assembly

Skills for Work: Engineering Skills Intermediate 1 Manufacture and Assembly
Support Material
July 2007
Engineering Skills: Manufacture and Assembly Intermediate 1
Acknowledgements
SFEU is grateful to the subject specialists in Scotlands Colleges and other agencies and industry bodies who have been involved in the writing of this and other support materials in the Skills for Work series. SFEU is also grateful for the contribution of the Scottish Qualifications Authority in the compilation of these materials, specifically for its permission to reproduce extracts from Course and Unit Specifications and the Skills for Work Rationale.
Scottish Further Education Unit 2007
Scottish Further Education Unit
Engineering Skills: Manufacture and Assembly

F19H 10
Introduction
These notes are provided to support teachers and lecturers presenting the Scottish Qualifications Authority Unit F19H 10, Engineering Skills: Manufacture and Assembly (Intermediate 1). Copyright for this pack is held by the Scottish Further Education Unit (SFEU). However, teachers and lecturers have permission to use the pack and reproduce items from the pack provided that this is to support teaching and learning processes and that no profit is made from such use. If reproduced in part, the source should be acknowledged. Enquiries relating to this support pack or issues relating to copyright should be addressed to: Marketing Officer - Communications The Scottish Further Education Unit Argyll Court Castle Business Park Stirling FK9 4TY Website: www.sfeu.ac.uk
Further information regarding this Course including Unit Specifications, National Assessment Bank materials, Centre Approval and certification can be obtained from: The Scottish Qualifications Authority Optima Building 58 Robertson Street Glasgow G2 8DQ Website: www.sqa.org.uk
Class Sets Class sets of this pack may be purchased direct from the printer. Costs are dependent on the size of the pack and the number of copies. Please contact: Elanders Hindson Merlin Way New York Business Park North Tyneside NE27 0QG Tel: 0191 280 0400 e-mail: info@elandershindson.co.uk
Disclaimer Whilst every effort has been made to ensure the accuracy of this support pack, teachers and lecturers should satisfy themselves that the information passed to candidates is accurate and in accordance with the current SQA arrangements documents. SFEU will accept no responsibility for any consequences deriving either directly or indirectly from the use of this pack.
Contents
How to Use this Pack Reference Section What are Skills for Work Courses all about? The Course in Engineering Skills (Intermediate 1) Unit Outcomes, PCs and Evidence Requirements Employability Skills Profile Careers Scotland Support Tutor Support Section Introduction Learning and Teaching with Under 16s General Guidance on Unit Delivery Using the Student Support Notes Artefact Suggestions Unit Induction Health and Safety Considerations Signposting of Employability Skills Guidance on Integrating Employability Skills Generating Evidence and Assessment Opportunities for Employability Skills Resources Sample Responses to Student Activities Sample Report Responses Student Support Section Tutor Note on Student Activities Welcome to Manufacture and Assembly Getting Organised An Introduction to Manufacture and Assembly How to Your Turn! Glossary of Terms used in Manufacturing and Assembly
8 9 10 13 16 20 21 23 24 25 29 30 33 34 36 38 39 39 42 44 45 46 47 48 48 52 70 96 123
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How to Use this Pack

None of the material in this pack is mandatory. Rather, it is intended as a guide and an aid to delivery of the Unit. It aims to provide centres with a flexible set of materials and activities which can be selected, adapted and used in whatever way suits individual circumstances. It may also be a useful supplement to tried and tested materials and approaches that you have developed yourself. The pack is available on the SFEU website in Word format to enable you to customise it to your suit your own needs. The pack is organised into several sections. The Reference Section of the pack provides information on: the rationale for, and ethos behind, the Skills for Work courses the Course Rationale, and contains the the Employability Skills Profile for Intermediate 1 Engineering, showing where the specified employability skills and attitudes can be evidenced and assessed throughout the Course and in the Manufacture and Assembly unit.
The Tutor Support Section contains: advice on learning and teaching with under-16s guidance on how to use the material in the Student Support Section advice on Unit induction advice on Health and Safety considerations guidance and resources on integrating the development of employability skills throughout the unit sample responses to student activities.
The Student Support Section contains: guidance and instruction on the methods students may find useful in developing the skills associated with manufacturing and assembling an artefact exemplars and activity sheets a glossary of terms used in manufacture and assembly.
Activities are identified with the symbol:
Reference Section
What are Skills for Work Courses all about?

Skills for Work Courses are designed to help candidates to develop: skills and knowledge in a broad vocational area Core Skills an understanding of the workplace positive attitudes to learning skills and attitudes for employability. A key feature of these Courses is the emphasis on experiential learning. This means learning through practical experience and learning by reflecting on experience.
Learning through practical experience

Teaching/learning programmes should include some or all of the following: learning in real or simulated workplace settings learning through role play activities in vocational contexts carrying out case study work planning and carrying out practical tasks and assignments.
Learning through reflecting at all stages of the experience

Teaching/learning programmes should include some or all of the following: preparing and planning for the experience taking stock throughout the experience - reviewing and adapting as necessary reflecting after the activity has been completed - evaluating, self-assessing and identifying learning points. The Skills for Work Courses are also designed to provide candidates with opportunities for developing Core Skills and enhancing skills and attitudes for employability.
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Core Skills
The five Core Skills are: Communication Numeracy Information Technology Problem Solving Working with Others.
Employability
The skills and attitudes for employability, including self-employment, are outlined below: generic skills/attitudes valued by employers understanding of the workplace and the employees responsibilities, for example time-keeping, appearance, customer care self-evaluation skills positive attitude to learning flexible approaches to solving problems adaptability and positive attitude to change confidence to set goals, reflect and learn from experience. specific vocational skills/knowledge Course Specifications highlight the links to National Occupational Standards in the vocational area and identify progression opportunities.
Opportunities for developing these skills and attitudes are highlighted in each of the Course and Unit Specifications. These opportunities include giving young people direct access to workplace experiences or, through partnership arrangements, providing different learning environments and experiences which simulate aspects of the workplace. These experiences might include visits, visiting speakers, role play and other practical activities.
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A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations for every young person. These are that they should become: successful learners confident individuals responsible citizens effective contributors. The learning environments, the focus on experiential learning and the opportunities to develop employability and Core Skills in these Courses contribute to meeting these aspirations.
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The Course in Engineering Skills (Intermediate 1)

Course Rationale
This Intermediate 1 Engineering Skills Course has been designed to provide a basis for progression into further education or for moving directly into training in employment within an engineering sector. The overall purpose of the Course is to ensure that candidates start to develop the generic and practical skills, knowledge and understanding, and employability skills needed within an engineering sector. The engineering sector includes the following: Mechanical Fabrication Electronic Servicing Communications Conservation Salination Manufacture Welding Foundry Transport Space Marine Oil/Gas Maintenance Electrical Automotive Aeronautical Energy Generation Water Petroleum
This course focuses on the four broad areas of Mechanical, Electrical/Electronic, Fabrication and Manufacture. This will allow the candidates to gain basic transferable skills which can be applied to any of the above engineering areas. The primary target group for this Course is school pupils in S3 and above. It is anticipated that, for this group of candidates, the Course will rely on and build on existing partnerships between schools, colleges of further education, employers and other training providers and agencies. This may be particularly pertinent in the case of the Engineering Skills course due to the specialist expertise and facilities available in, for example, further education colleges and training providers. Nevertheless, the Engineering Skills course is designed at a level and scope such that it can be delivered in schools, if the school has suitable facilities and teaching expertise. A partnership approach would still be necessary in order to provide the contact with the workplace which is an essential part of the experience for candidates. The Course is also suitable for adult candidates who are seeking to enhance their employability and develop introductory vocational skills in an engineering sector.
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The general aims of the Engineering Skills Course are to: widen participation in vocationally-related learning for school candidates from S3 upwards allow candidates to experience vocationally-related learning provide candidates with a broad introduction to the engineering vocational sector encourage candidates to foster a good work ethic, including timekeeping, a positive attitude and other relevant employability skills provide opportunities to develop a range of Core Skills in a vocational context encourage candidates to take charge of their own learning and development provide a range of teaching, learning and assessment styles to motivate candidates to achieve their full potential facilitate progression to further education and/or training encourage candidates to plan their work and review their progress encourage candidates to develop a positive attitude to waste minimisation and environmental issues. In particular, the aims of the Engineering Skills Course are to: encourage candidates to consider a career in the engineering industry develop an awareness of what opportunities there may be within engineering in terms of the types and range of career options enable candidates to develop and apply practical, technical and communication skills as a foundation for future learning and progression develop the candidates awareness of their individual strengths and weaknesses in relation to the requirements of engineering, and to reflect on how this affects their employability potential give candidates the technical knowledge, skills and understanding associated with a range of skills in engineering at this level encourage candidates to apply their knowledge and understanding of engineering by using skills of evaluation and problem-solving in a vocational context develop an awareness that health and safety issues are integral to the world of work generally and engineering in particular prepare candidates for further learning opportunities, study and training for employment in engineering and related occupations.
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The Intermediate 1 Course in Engineering Skills has been designed with National Occupational Standards in mind. There is a link, though not directly, to these Standards. The standards required of first-year apprentices in the engineering industry are, and should remain, significantly more onerous than those for this Course which is at an introductory level. While no formal entrance qualifications are required for this Course, it would be expected that candidates embarking on the Course would have the following: basic proficiency in literacy basic proficiency in numeracy some aptitude for graphical forms of communication (the reading of basic engineering drawings is developed in the Course) motivation to work as part of a team.
This Course supports progression into appropriate further education or for training in employment. The Course provides the basis for candidates to gain an insight into engineering occupations such as Mechanical, Fabrication, Automotive, Aeronautical, Electrical/Electronic, Marine, and to use their studies to help them decide the career they wish to follow. Candidates studying this Course in Engineering and choosing a skills option, may be aiming to progress into an apprenticeship in industry. Candidates who are uncertain which trade to follow, may undertake vocational courses at further education colleges. The Intermediate 1 Course should facilitate progression to a relevant Intermediate 2 Course or an appropriate National Certificate programme.
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Unit Outcomes, PCs and Evidence Requirements

National Unit Specification: Statement of Standards Unit: Engineering Skills: Manufacture and Assembly (Intermediate 1) Acceptable performance in this Unit will be the satisfactory achievement of the standards set out in this part of the Unit Specification. All sections of the statement of standards are mandatory and cannot be altered without reference to the Scottish Qualifications Authority.
Outcome 1
Identify, select and use tools, materials and equipment to manufacture an artefact. Performance Criteria a) identify, select and safely use a range of relevant tools, materials and equipment correctly b) safely and correctly manufacture and assemble an artefact from simple drawings and specifications c) complete the artefact accurately and within specified tolerances d) safe working practices are correctly observed in all activities.
Outcome 2
Identify and use practical tests on the assembled artefact.
Performance Criteria a) identify and use dimensional checks on the completed artefact correctly b) test the functional use of the completed artefact correctly c) safe working practices are correctly observed in all activities d) complete a quality check on own finished artefact.
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Outcome 3
Evaluate and report on the manufacture and assembly of an artefact. Performance Criteria a) complete an evaluation on the functionality of the artefact correctly b) produce a report which includes a valid conclusion on the functionality of the artefact c) communicate clearly the findings of the report on the manufacture and assembly of the artefact to a specified audience.
Outcome 4
Review and evaluate own employability skills in practical engineering contexts. Performance Criteria a) review and evaluate own employability skills b) seek and record feedback on own performance in employability skills c) make a judgement on own strengths, weaknesses and learning points in relation to employability skills d) identify action points for improvement in relation to employability skills.
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Evidence requirements for this Unit

Performance and written/oral evidence is required to show that all Outcomes and Performance Criteria have been achieved. Performance evidence will be supported by assessor checklists. This evidence will be generated from an integrated assignment consisting of practical activities carried out in supervised workshop conditions. The evidence may be gathered at different points throughout the Unit. Candidates can, if appropriate, work in teams of no more than three to produce an assembled artefact. It is essential that the artefact produced by such a team will be of sufficient complexity and scope to allow all members of the team to make a contribution equal to the manufacture and assembly of an artefact by an individual candidate. Where this occurs the assessor must be satisfied that each individual candidate has produced evidence to demonstrate achievement of all Outcomes and Performance Criteria. The practical activities in the manufacture of an artefact in a safe manner will cover: interpretation of drawings and specification for the given artefact selection and safe use of the correct tools, materials and equipment as required, to manufacture and assemble an artefact.
Candidates will be required to carry out: dimensional checks on the completed artefact functionality tests on the completed artefact to check for quality, robustness, fitness for purpose before submitting their work for final assessment.
Candidates are required to: complete an evaluation on the functionality of the artefact using a given pro forma checklist complete a short report of between 150 and 400 words that includes a valid conclusion on the functionality of the artefact communicate the findings of the report to a peer group.
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Written/Oral Evidence Candidates will complete a self evaluation review of their own performance against the following employability skills: following instructions seeking advice working co-operatively with others showing health and safety awareness preparing appropriately to carry out tasks following basic drawings and specifications checking own work, identifying own strengths and weaknesses identifying learning points from practical experiences
A signed record of the review must be retained by the assessor as assessment evidence. The National Assessment Bank item (NAB) for this Unit provides an appropriate practical assignment, an appropriate candidate review sheet and assessor checklists. These exemplify the national standard. Centres wishing to develop their own assessments should refer to the NAB to ensure a comparable standard. NB Centres must refer to the full Unit Specification for detailed information related to this Unit.
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Employability Skills Profile

In addition to the specific, vocational skills developed and assessed in this Course, employability skills are addressed as detailed in the table below. For the purposes of the table, the Units are referred to as A, B, C and D as indicated.
Engineering Skills: Mechanical Engineering Skills: Electrical/Electronic Engineering Skills: Fabrication Engineering Skills: Manufacture and Assembly
= = = =
A B C D
Employability skill/attitude maintaining good timekeeping maintaining good attendance maintaining a tidy workplace following instructions seeking advice working co-operatively with others sourcing and use of tools in a correct and safe manner using tools solely for the purpose for which they are designed cleaning and storing tools correctly after use recognising common materials showing health and safety awareness wearing appropriate personal protective equipment preparing appropriately to carry out tasks following basic drawings and specifications checking own work identifying own strengths and weaknesses identifying learning points from practical experiences positive attitude to learning
Evidence A, B B, C A, C A, D A, D D B, C B, C A, B A, C C, D A, C C, D B, D A, B, C, D A, B, C, D A, B, C, D A, B, C, D
Assessment evidence in all Units: Assessor observation checklists of practical activities and candidate review sheets.
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Careers Scotland Support

for School-College Collaboration for Scotlands Colleges in the Scottish Enterprise area
In August 2006 Careers Scotland (SE and HIE areas) received funding from Scottish Executive to support college/school collaboration and encourage and promote vocational educational choices for pupils in schools. Following consultation each area produced a local action plan outlining how they intended taking forward key activities. Careers Scotlands focus is to support the career guidance needs of all S2-5 pupils involved in the opportunities which school/college collaboration brings, supporting them to make vocational educational choices, and with particular consideration for those young people at risk of becoming not engaged in employment education or training. Skills for Work (SfW) courses are a key aspect of enhanced school/college collaboration and Careers Scotland has an important role in selection and recruitment and pre-entry career guidance, as well as ongoing support and preexit career guidance, to ensure the pupils experience of SfW is capitalised upon in any future career planning. Careers Scotland also supports the career guidance needs of pupils involved in other vocational/pre-vocational programmes where relevant. Career Box delivery is a valuable tool in helping meet the needs of school pupils and lessons reflect options available within colleges; both at school and post school. Careers Scotland activity takes place at local and national levels. This may involve a combination of any of the following services which can be tailored to local needs: awareness raising of Skills for Work courses (and other vocational programmes where relevant) for pupils, teachers and parents - demonstrating how these educational choices have implications for future career options, and support the achievement of future career goals careers guidance support for individuals and groups, before, during and after involvement in SfW courses, resulting in better informed career decisions and effective transitions providing support for pupils who have been unsuccessful in attaining a place on a SfW course providing transitional skills development for those completing SfW courses capacity building through relevant shared CPD events, for Careers Scotland staff, teachers and college lecturers capacity building through the development of resources to support pupils, parents or teachers delivery of relevant Career Box lessons, where appropriate
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making connections with other existing support for pupils participation in local planning and management arrangements contributing to local and national discussions on provision and strategic development capturing good practice and evaluating effectiveness, using the community of practice site on our website (www.careers-scotland.org.uk) and sharing successes and concerns In addition there are opportunities for developmental activities which can help to take forward CPD, good practice, resource development and learning opportunities for Skills for Work for young people, teachers, college lecturers, parents, Careers Scotland Advisers and employers. For further information on Careers Scotland (SE)s involvement in school/college collaboration in your college, please get in touch with one of our Careers Scotland Regional contacts:
South East Region Stephen Benwell
(Edinburgh and Lothians; Forth Valley; Borders) 01786 452043

stephen.benwell@careers-scotland.org.uk
North East Region Pat Pugh
(Tayside; Grampian; Fife) 01224 252044 patricia.pugh@careers-scotland.org.uk
South West Region Jean Geddes
(Dumfries and Galloway; Ayrshire; Lanarkshire) jean.geddes@careers-scotland.org.uk
01698 742192
West Region Sandra Cheyne
(Glasgow; Dunbartonshire; Renfrewshire) 0141 204 8338 sandra.cheyne@careers-scotland.org.uk
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Tutor Support Section
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Introduction
The Unit Manufacturing and Assembly is a mandatory unit of the Intermediate 1 Engineering Skills Course The Engineering Skills Course is made up of four Intermediate 1 units: Mechanical Fabrication Electrical/Electronic Manufacturing and Assembly.
The Unit Manufacturing and Assembly is the fourth and final unit that links the skills gained from the three other subjects to manufacture and assemble an artefact. The aim of the Unit Manufacturing and Assembly is to introduce students to the common processes and procedures associated with making a manufactured article. These will include: material selection tool selection correct and safe use of tools testing evaluation reporting employability skills.
Experiential learning and practical work should be promoted throughout the delivery of this unit. Students should also be encouraged to reflect on their learning experience and evaluate the work and skills realised from this Unit so that they obtain the greatest benefit. Core skills associated with this course are communication, numeracy, information technology, problem solving and the ability to work with others.
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Learning and Teaching with Under 16s

Scotlands Colleges have made significant progress in meeting the needs of young learners. Our knowledge of the learning process has increased significantly and provides a range of strategies and approaches which gives us a clear steer on how lecturers can add to their skill repertoire. Lecturers can, and do, provide a stable learning environment where young students develop a sense of self-respect, learn from appropriate role models and see an opportunity to progress. There are basic enabling skills for practical application which can further develop the learning process for this group of students. So what are the characteristics of effective learning and teaching which will help to engage young learners? Ten ways to improve the learning process for under 16s (This list is not exhaustive!) 1. Activate prior knowledge and learning ascertain what the learner knows already and teach accordingly. Young people do have life experience but it is more limited than adult learners and they may not always be aware of how it will assist them in their current learning. Tips - Question and answer; Quick Quiz; Quick diagnostic assessment on computer; present key words from the course or unit and see how many they recognise or know something about. 2. Tune learners into the Big Picture the tutor knows the curriculum inside out and why each lesson follows a sequence, however the young learner does not have this information and is re-assured by being given the Big Picture. Tips Mind map or concept map; use visuals, for example wall displays of diagrams, photographs, flow charts; explain the learning outcomes in language they will understand; We Are Learning Today (WALT) targets and What Im Looking For (WILF) targets; give clear and visible success criteria for tasks. 3. Use Advance Organisers these are lists of the key concept words that are part of the course or unit. Tip Highlight on any text the concept words that you will be using; make a visible list and put it on display concept words can be struck off or referred to as they occur (NB this helps with spelling and independent learning as they do not have to keep checking meaning); highlight essential learning and action points. 4. Vary the teaching approaches. The two main approaches are instructing and demonstrating, however try to provide opportunities to facilitate learning. Tips Ask students what they know now that they did not know before, or what they can do now they could not do before, at appropriate points in the lesson or teaching block; ensure there are problem solving activities that can be done individually or in groups; ask students to demonstrate what they have learned; use
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a range of question and answer techniques that allow participation and dialogue, eg. provide hints and cues so that they can arrive at answers themselves. 5. Preview and review of learning. This helps to embed previous learning and listening skills and provides another opportunity to elicit learner understanding. Consolidates and reinforces learning. Tips At the beginning of each lesson, or session, review previous learning and preview what is coming up; at the end of each lesson or session, review what has taken place and what will be focussed on next time these can both be done through question and answer, quizzes and mind mapping activities. 6. Language in the learning environment. Do not assume that the language which is used in the learning environment is always understood by young learners, some words may be familiar but do not have the same meaning when used vocationally. Tips - At appropriate points ask students what words mean; explore the various meanings of words to find out if they may have come across this language in another context; by looking at the structure and meaning of words there is an opportunity for dialogue about learning and to build vocabulary. 7. Giving instructions in the learning environment. This is one of the most difficult tasks a tutor has to do whatever the curriculum area. With young learners this may have to be repeated several times. Tips Ask a student to repeat back what you have asked them to do before beginning a task; ask them to explain the task to one of their peers; use the KISS principle Keep It Short and Simple so that they can absorb and process the information. 8. Effective feedback. Feedback is very important for the learner to assess their progress and to see how and what they can improve. Provide opportunities to engage in dialogue about the learning function of assessment provide details of the learners strengths and development needs either in written or spoken form. With younger learners identifying one or two areas for development is sufficient along with acknowledgement of what has been done well. Essentially, learners are helped by being given a specific explanation of how work can be improved. You can also use summative assessment formatively, ie. as an opportunity to identify strengths, development needs and how to improve. Tips Ask students themselves to identify their own strengths and development needs self evaluation; peer evaluation of work can be successful once they have been taught how to do it; the tutor can produce a piece of work and ask students to assess it anonymously; have a discussion about the success criteria for the task and ensure the students are clear about them; allow learners to set criteria for success and then measure their achievements against these.
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9. Managing the learning behaviour. Under 16s are coming into Scotlands Colleges and training establishments from largely structured and routine-driven environments in schools and early feedback from those undertaking Skills for Work courses indicates that they very much enjoy the different learning environment that colleges and other training providers offer. Remember though that these are still young learners. They will still expect tutors to provide structure and routine, and will perform best in a calm, orderly learning environment. Young students will respond to firm, fair, and consistent management. Such routines have to be established quickly and constantly reinforced. Tips - Health and safety is non-negotiable and consequences of non-compliance with the regulations should be made clear and adhered to at all times; set out your expectations from day one and provide a consistent message; have clear beginnings, middles and endings for each session; be a positive role model for your students, ie. be there before they are and manage the learners with respect; always deliver what you promise; build up good relationships and get to know the learners, make the curriculum interesting and stress the relevance of the learning; set up a positive behaviour management system. By following these guidelines you will build up two-way respect, which, while sometimes challenging to achieve, can be very powerful and work to everyones benefit. 10. Care and welfare issues. School/college partnerships mean increasing numbers of young learners in college. Tutors have to be aware of their professional responsibilities and mindful of young peoples rights. However tutors have rights too, in terms of feeling safe and secure in working with young people and there are basic steps staff can take to minimise risks. It is essential that colleges ensure that tutors have a working knowledge of the Child Protection policies (local authority and college documentation) and follow procedures and policies diligently. School/College Liaison Officers will be familiar with these documents and can provide support and advice. There are also training sessions on Child Protection available from SFEU (see the following page). Tips - Avoid one-to-one situations with young students in a closed area; do not do or say anything that could be misinterpreted; if the opportunity arises, do some observation in schools to see and discuss how teachers use the guidelines for their own protection as well as the young persons. Most young people are a delight to work with and they will positively enjoy the experience of learning in college. However, there will inevitably be some who are disengaged, disaffected and who have not yet had an opportunity to experience success. Skills for Work is a unique educational initiative that young people can be motivated to buy into you as the tutor are key to the success of these programmes.
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Skills for Work Workshops

To take this 10 point plan forward and to add to it, you can attend one of SFEUs Get Skilled Up half day workshops for tutors delivering Skills for Work Courses, when we explore further the learning process and look at a range of specific teaching and learning techniques to use with the under 16 age group. To find out when the next event is visit our website www.sfeu.ac.uk or contact the Learning Process team at SFEU on 01786 892000.
Child Protection Workshops

These are run on a regular basis by staff at SFEU in Stirling and also in colleges. For more information on these workshops please contact members of the Access and Inclusion team at www.sfeu.ac.uk or contact the team at SFEU on 01786 892000.
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General Guidance on Unit Delivery

As this Unit is the final unit making up the Engineering Skills Course, reiteration of the issues raised in all the other units should be promoted. The general vocational skills should be affirmed from those derived from the other Units associated with this course. Centres should carry out an induction to the Unit highlighting employability skills and health and safety awareness. Health and safety lessons together with workshop protocol should be exemplified and reinforced through frequent brief lessons. Employability skills are a focus of this unit and should be promoted throughout. This Unit should involve meaningful experiential learning through the various practical experiences and presentation activities in the manufacture, assembly and testing of an artefact. The development of reporting and presentation skills should be made through a simple presentation using basic presentation equipment. Research using the Internet is to be encouraged to establish the variety of manufacturing companies, identify local engineering firms and employment opportunities. The Unit should be delivered in a workshop environment with the students being encouraged to perform tasks and conduct themselves in a manner appropriate to the workplace. Demonstrations of how an artefact operates and usage tests should be made by the tutor. To maintain enthusiasm throughout the delivery of the Unit, practical work should be available during each session. A number of the student activities can be presented as practical exercises. Workplace visits and invitations to guest speakers are encouraged to raise the students awareness of local businesses and current trends in manufacturing. The students will enjoy these but they need to be well planned. Students need to be well prepared for them and be clear about what the objectives are if they are to gain maximum benefit from the experience. Bear in mind too that you may also need to plan for follow-up activities associated with the visits. To assist in the delivery of this unit tutors should also refer to the Course Guidance and Employability pack for Engineering Intermediate 1.
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Using the Student Support Notes

The Student Support Section in this pack are organised into four parts: Getting Organised An introduction to Manufacture and assembly How to. Your turn
Getting Organised gives the student some information about what to expect and some help in how to use the support notes. The Introduction illustrates that manufacturing and assembly is not a new concept but one that the students use in everyday life. It takes account of the students perceptions and the reality with an overview of four main elements: When did it start? Who does it? Can I do it? Employability
A number of activities are included to develop these themes to encourage the students to do some research and evaluate their skills. Their research will make them aware of the opportunities that exist in the manufacturing industry. How to takes the student through each stage of manufacturing and assembly to provide an exemplar of what they will be expected to produce. Various examples of the processes associated with everyday manufacturing are given: Idea How to or how can I? Planning Whats needed Testing Reporting test report present
In overview the process is: make
From this simplification the process is developed to lead into a general review of manufacturing and assembly and then to the artefact the students will make.
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Your Turn can be used to guide the students through the process of planning, manufacturing, assembling, testing, reviewing, reporting on and presenting their own artefact. For this unit the student will be provided with a specification and drawing. Students may be guided to free choice through the provision of suitable artefacts, i.e. artefacts that appear to be different but which require them to carry out similar tasks and follow the same processes. For each alternative, a given specification and drawing should be provided. The support notes and pro-formas in this pack are generic and can be adapted to suit the artefact being made. Emphasis should be placed on practical experiences, but it should also be stressed that the application of the employability skills they have been working on throughout the other units - such as communication skills for example - will be required to develop and present the product. A variety of activities and pro-formas are included to reinforce the learning experience and to highlight the requirements of the unit such as:
Theory
relating to: planning order of manufacture time
Practical
relating to: selection materials tools assembly quality
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Health and safety relating to: Testing relating to: Reporting relating to: Employability skills as described. artefact self-evaluation research functionality dimensions personal use of tools workshop customer
The final activity sheets can be adapted to the particular artefact being made and are open to interpretation and so may reflect the tutors personal experiences.
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Artefact Suggestions
Some suggestions for artefacts are given below. The artefact can include any combination of the listed items. Fabrication Containers: rectangular, round, oval, flat, tall to accommodate tools, jewellery, money, pens/pencils, stationery Rack: Utility: display, storage, ornament hand tool, disability aid, holder-clip/clamp, dispenser, badge
Mechanical hinge, spring, cog, cam, wheel, clasp, actuator, lever
Electrical Switch activated flashing LEDs, timer circuit (555) + sounder, alarm circuit, counter circuit, low voltage lights, temperature sensor, light sensor, electric motor, multi-tone sound circuit
Examples: Hinged toolbox plus alarm Jewellery box with mirror and lights Jack-in-the-box Vehicle with lights/sound Push button dispenser Turntable with lights/sound
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Unit Induction
An induction to the Unit is important. It will let the student know what to expect from the Unit and what will be expected of them. A number of suggestions are included below: Explain the relationship between the course Units and the importance of this Unit Provide a summary of the Unit content - produce samples of artefacts Explain how you intend to teach and present the Unit material Explain how the Unit will be assessed Highlight health and safety issues - reinforce and identify any specific conditions in association with the information given in the other units Explain the relevance of Employability Reaffirm the importance of good attendance and timekeeping relate to real life employment Provide an introductory practical activity use some miscellaneous materials to see what the students can produce.
Sample induction activity A possible practical activity is shown on the next page. This should act as an icebreaker to encourage the students to muck in. Provide the students with a selection of miscellaneous materials and encourage them to manufacture an artefact of their own design to meet one of the above specifications. The idea is to demonstrate that almost anything can be made from things that the students use or are in contact with everyday. The exercise should also serve to illustrate some of the practical aspects of manufacturing and assembly.
Suggested materials Plastic cups and bottles, old CDs, various tops from jars and bottles, cardboard tubes, straws, drink stirrers, polystyrene, tin foil, food packaging, washers, metal rod, buttons, knitting needles, pen parts, fabrics, bits of wood, blue tack, sellotape, post it notes, kirby grips, rubber bands, paper clips, bulldog clips, velcro
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Activity: Induction Your tutor will give you a selection of everyday items. You should select some of these materials and make a model. The model can be of anything you like. Some ideas to get you started might be: Something to cross water in - bridge, boat, raft Something that can fly - plane, bird, kite, rocket Something to carry things in - bag, trolley, case Something that moves - bicycle, car, scooter, buggy Something to live in - house, tent, shelter Something unusual - insect, toy, ornament, picture holder
Use your imagination and see what you can make!
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Health and Safety Considerations

The need to promote safe working practices in the engineering workshop with respect to industry is paramount at all times. Safe working practices should include: keeping the work place tidy and free from obstruction maintaining good working relationships with others maintaining a positive attitude to instruction using tools for their intended use only being appropriately dressed for workshop activities wearing of the relevant Personal Protective Equipment (PPE).
General safety in the workplace Each student will require the minimum PPE of safety boots and overalls for most workshop activities. In some cases students may require additional equipment such as goggles, gloves, safety spectacles or ear defenders. Safe working techniques will include general workshop behaviour and protocol. This will include the correct handling and transportation of tools, tool safety, workshop layout, procedures for starting and finishing practical activities. First Aid considerations should include location of the nearest first aid station, first-aider, first aid procedures, accident reporting and avoidance of potential accidents. Fire Alarm evacuation procedures should be practised and students made familiar with the audible warning sound, alarm points, location of fire fighting equipment, fire exits, assembly areas and correct conduct under alarm conditions. COSHH, the Control of Substances Hazardous to Health, must be stressed if students are subjected or exposed to any chemicals, fumes, dust or irritants. Whilst the tasks in this Unit should not require the movement or handling of heavy objects, the use of safety footwear and manual handling techniques should be discussed and encouraged as a matter of good safety practice.
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Personal Safety
Students should be helped to appreciate that they are responsible for their own safety and the safety of others. This will have implications for their conduct and behaviour in all activities. Safe working practices in workshops and the safe use of tools and equipment should be emphasised. When asked to carry out an action they are unfamiliar with, students should be encouraged to seek advice from an appropriate person.
In all activities they are asked to perform, students should be encouraged to make sound judgements on issues such as: the effect of their actions on fellow students whether tools and equipment are in a good, usable condition
Students personal dress should be hard wearing and give protection against grease/oil etc. Their clothing should not have any loose sleeves. No jewellery of any form should be worn and neither should any piercings be worn.
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Signposting of Employability Skills

In addition to the specific vocational skills developed in this Unit, students will have opportunities to develop and apply their knowledge and understanding of the employability skills. Throughout the pack there are numbered flags, like the one shown here, showing which employability skill can be highlighted and/or assessment evidence recorded when students are busy with the various activities in the Unit.
1, 5, 6, 7
Maintaining good timekeeping
Sourcing and use of tools in a correct and safe manner
13
Preparing appropriately to carry out tasks Following basic drawings and specifications
Maintaining good attendance
Using tools solely for the purpose for which they were designed Cleaning and storing tools correctly after use Recognising common materials
14
Maintaining a tidy workplace
15
Checking own work
Following instructions
10
16
Identifying own strengths and weaknesses
Seeking advice
11
Showing health and safety awareness
17
Identifying learning points from practical experiences
Working cooperatively with others
12
Wearing appropriate personal protective equipment
18
Positive attitude to learning
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Guidance on Integrating Employability Skills

The unit is designed to give the candidates the opportunity to manufacture an artefact; test, evaluate and report on the process at a basic level. At the same time it is envisaged that the development and recording of employability skills will be ongoing throughout the unit. It should be stressed at unit induction that that skills valued by employers such as timekeeping, attendance etc. will be monitored and recorded and that all students will be encouraged to show a positive attitude. Tutors should look for every opportunity to teach about the value of developing good employability skills. For their part, students will have opportunities throughout the Unit to demonstrate evidence of the employability skills and attitudes shown in the employability skills table. They should be encouraged to commit to, and identify the benefits of, improvement and reliability in all of these employability skills from day one of the Unit.
Generating Evidence and Assessment Opportunities for Employability Skills

The Unit is designed around practical activity which should enable the candidates to develop and apply practical, technical and communication skills as a foundation for future learning and progression. As instances arise naturally within the completion of practical work, job roles and career paths may be discussed so that all candidates are aware of progressions within the engineering sector. This will also hopefully foster and encourage an interest in engineering in general. It is important in that the candidates develop the ability to reflect on how they performed in the completion of tasks. The unit also encourages the candidates to apply new found knowledge and understanding of engineering in the completion of practical assignments by using skills of evaluation and problem-solving in a vocational context. The following employability skills will be assessed in this unit. However, please note that it is expected that all the other employability skills are also developed throughout the unit. following instructions seeking advice working co-operatively with others showing health and safety awareness preparing appropriately to carry out tasks following basic drawings and specifications checking own work
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identifying own strengths and weaknesses identifying learning points from practical experiences
Remember that these youngsters will observe your attitudes and behaviours as well as reflect on their own so you must try to be good role models in terms of your own employability skills just as in your technical expertise. You will find and create countless opportunities to help students develop their employability skills. Here are some ways of going about it to get you thinking!
1&2
Maintaining good attendance and timekeeping
Make your expectations clear from day one. You can have the students more or less write the class guidelines themselves by identifying the pros and cons of good and poor attendance and timekeeping the benefits in the workplace of one and the consequences of the other. Relate your ground rules to the world of work, eg. arrive on time, back from breaks on time etc. The measure of a students success in this aspect is for them to be honest in their appraisal of their performance and to make progress and will therefore be one of distance travelled rather than a particular minimum percentage of classes attended. Attendance and timekeeping should be monitored throughout the Unit. Students should be given feedback on their performance - both good and bad - in this regard. If you take note of patterns in performance it should be easy to give the students accurate feedback.
Sourcing, using, cleaning and storing tools In all engineering workshops, tools are stored in a way that makes them accessible for use, and the students must be encouraged to bring the tools to the work area from the store location in a safe manner. Each tool is designed for use in a specific way and this must be emphasised allied to this must be the dangers and consequences to us all of tool misuse. The proper and safe way to carry tools, use tools, clean tools and store tools must be demonstrated and highlighted regularly throughout the unit - with everyones health and safety as a primary concern. As the class progresses, the students should be able to list the tools required for any activity, to source and use these tools in the correct and safe manner and then to clean and store the tools in the correct place. It is important that this becomes the normal routine for any practical activity.
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Health and safety Health and safety is a key part of the learning and teaching of the course and this Unit, from the first workshop session to the last and so there should be ample opportunity to collect evidence of awareness of health and safety issues.
11
Students should discuss why PPE is necessary and suggest what PPE might be required when working on specific tasks. While young learners are likely to carry out your instructions on the wearing of PPE just because you are telling them to, it is much better if they understand why it is important. This is the first step to their doing it as a matter of routine. Students carry out risk assessments every day of their lives whether they know it or not and you can use their prior experience to show them how basic a risk assessment can be. Every day they cross a road. To do so safely they look for hazards, assess the risk and make sure that it is safe before they step out onto the road. There will be ample opportunity to carry out risk assessments during the Unit. Students will look for potential hazards, assess the risks involved and, if required, do something about them.
Positive attitude to learning The students will have lots of opportunity to demonstrate a positive attitude to learning throughout their practical experiences in this Unit because they have a lot to learn! However their attitude to learning will be influenced greatly by their impressions of the Unit and how quickly they get stuck in to the fun part. This will have been stressed at induction. Also if you are enthusiastic (remember this is experiential learning) - then they are more likely to be enthusiastic, provided the work is practical and varied. When students are attentive, follow instructions, volunteer for tasks, ask questions, demonstrate a desire to learn more, take advice, carry out quality checks on their own work, and identify how theyll do better next time, they are showing a positive attitude to learning. They may achieve this aspect of the Unit with ease simply because they are enjoying their work.
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Resources
It is expected that this unit will be taught within a fully equipped, safe and suitably arranged engineering workshop.
Useful Websites Listed below are websites that may be of assistance to you or your students:
Careers, Safety and Employability
Careers Scotland http://www.careers-scotland.org.uk/home/home.asp SEMTA http://www.semta.org.uk/semta.nsf/?Open The Scottish Electrical Charitable Training Trust http://www.sectt.org.uk/ EMTA Awards Ltd (EAL) Engineering and Technology industry awarding body http://www.eal.org.uk/eal.nsf/CaseStudies/$First?OpenDocument Health and Safety Executive http://www.hse.gov.uk COSHH Control of Substances Hazardous to Health http://www.hse.gov.uk/coshh/ Employability Framework for Scotland http://www.scotland.gov.uk/Topics/Business-Industry/Employability
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Tools and Materials
Tool-up http://www.tool-up.co.uk/ Technology Student http://www.technologystudent.com/index.htm Materials Research by V Ryan http://www.technologystudent.com/designpro/matintro1.htm Corus: automotive and mechanical engineering steels http://www.corusgroup.com/en/products/bar_and_billet/steel_types/automotive_an d_mechanical_eng Encyclopedia http://www.encyclopedia.com/ Wood for Good generic wood campaign http://www.woodforgood.com Friends of the Earth: good wood guide http://www.foe.co.uk/campaigns/biodiversity/resource/good_wood_guide/ British Glass http://www.recyclingglass.co.uk
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Sample Responses to Student Activities
Activity
Needs/solutions Early man manufactured Old version /new version Things not manufactured Manufacturing industries Product /company Skills review H&S Fabrication etc. H&S Manufacture and Assembly Sandwich materials list Sandwich process Process matching Flow chart Ideas for the elderly Shoe specification Holiday planning Garden gate parts Watch parts Bicycle test Presentation props
Sample Responses
Pen, umbrella, shoes Pots, spears, fur clothes Sack/case, cart/lorry Anything made naturally e.g. coal Electronics/TV, mobile phones TV/Sony, Car/Ford Student response write, talk, read Workshop/use of machinery, conduct Workshop/operating conditions, safety Bread, bacon, lettuce, utensils Wash hands, get tools, make bacon, butter bread The need/idea, specification/size, function Refer to notes Extendable grip, magnifier Size, colour, material Get brochures, pick destination Wood, hinges, screws Place numbers on face, mechanism, hands, case, battery Quality/finish, Function/wheels turn smoothly Student response notes, board, examples
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Sample Report Responses

Front cover Picture Name - class - date Subject
Contents sample responses I am extremely pleased with the overall design. I had to change some parts. I had to take care when marking out, because the material was expensive. My favourite part was welding. I wore overalls to protect my clothes; a special safety mask to protect my eyes and thick gloves to protect my hands. The materials were easy to work with. I managed to finish the work on time. I had to spend extra time polishing the surface of the cover. I took less time to make the electrical circuit. To make the artefact safe I made sure that all the edges were smooth. I had to fix a fault on the circuit board; I had not soldered a component correctly. The hardest part was understanding the circuit diagram. The tutor said the quality of my work was very good. Everything fitted together easily. The finished artefact worked as it was supposed to. It met the specification so there are no changes I would make.
Word count 165
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Student Support Section
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Tutor Note on Student Activities

This section includes both student notes and activities. Use of these materials is not mandatory and they are offered to centres as a flexible set of materials and activities which can be selected, altered and used to supplement tutors own tried and tested materials, or in whatever way suits individual centres and their particular situation. They should not be issued as a pack of student notes in their entirety. Rather they are designed to be issued in small sections only, to complement and reinforce practical workshop activity. In the case of the student activities you might want to talk through the instructions with the learners and then give the instructions out on paper as reminders. Similarly a number of the activities can be presented in a practical fashion using real components. Further information and activities on Health and Safety and Employability Skills, which should be incorporated into learning and teaching throughout the unit, can be found in the SFEU publication: Engineering Skills: Course Guidance and Employability Skills support pack.
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Welcome to Manufacture and Assembly

Getting Organised
The support notes that you will be given have been put together to help you learn and understand the processes and procedures used in the manufacture of an artefact. The notes and activities will prove to you that you have a number of hidden talents! By looking at everyday situations we will show you how capable you are of completing the tasks required to achieve this unit. Youll also discover that no matter what kind of artefact is manufactured, the way it is done is always the same.
What that means is you have probably done it before and that you can do it again in different circumstances! How to use the notes:
It is always a bit scary when you are given a big load of notes and told to read them. Very few people can read something once and understand it completely so your tutor will probably only give you some notes bit by bit. If you get a number of pages at once though, try the following method.
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Look at the headings. Use them to get an idea of what is in the notes.
Look at the pictures. They are there to give you a visual idea of what is in the notes.
Read through the section you are learning about and highlight anything that is new to you, such as words you do not know the meaning of.
Ask the tutor to explain the meaning of the words or anything you are unsure about.
Go back to the start of the section and try to complete the activities.
When you have completed the activities ask yourself how you got on and consider if you did well or if you could have done better.
Once again, ask your tutor to explain any problems to you or ask advice.
Remember asking questions, helps you to understand. Asking questions also helps the tutor to know if you have understood. Dont be afraid to ask questions. By asking questions you are showing the tutor you are interested in the subject and are keen to know more. There is no such thing as a daft question.
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The Procedures
The procedures suggested in your notes are to help you understand the processes of manufacturing and assembly. Hopefully, they will make the experience as easy and painless as possible! You want to ensure that everything goes smoothly; all health and safety issues are recognised; the finished article is of a good quality and meets the specification and you are able to tell people about your work. The main procedures that you will make use of are: planning record keeping parts listing and identification order of assembly reporting evaluating health and safety issues.
The Purpose of the Pro-forma

A pro-forma is a form that has been partly completed and requires you to add some information. Some of the activities will ask you to complete a form. The completed forms will help you to manage your work, keep records and will provide material for your report and presentation. They are included to make it easier for you to complete the tasks and clearly identify the work you have done.
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The Purpose of the Activities

The activities have been included to help with your learning. By completing the activities, you show the tutor and yourself how much you already know and how much you have learned. The activities show that you can: complete tasks demonstrate knowledge plan make decisions keep records make a report make a presentation reinforce your previous knowledge generate material for report and presentation evaluate your work develop employability skills.
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An Introduction to Manufacture and Assembly
Whats in it for me?
Can I do it?
Taking Care
When did it start?
Employability Whats it all about?
What is it all about?

Lets start with a definition: Manufacturing satisfies needs and is a multifaceted endeavour depending on the integration of many ideas, techniques and processes drawing largely on the skills of engineers. Wow! Thats a bit of a mouthful! What does it mean?
Put simply, manufacturing makes things that people need and it is a job that makes use of many skills, most of which are provided by engineers (thats you).
Manufacturing is all about making something that there is a need for.
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Some examples:
To clean our teeth we need a toothbrush.
To see in the dark we need light, a torch.
To keep warm we need heat, a fire.
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Activity Given the needs listed below, can you name a solution?
The Need To write
The Solution
To keep dry
To protect your feet
To cross water
To see far away
To cut
To listen to music
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Before we go forward, lets go back in time and start with a little bit of history. When did people start manufacturing?
Manufacturing and assembly have been around for a very long time. Surprisingly the manufacturing industry started way back in the New Stone Age. Cave men and women had needs, so they manufactured things to meet these needs. They made things to keep them warm; to give them shelter; to cook and to hunt with.
Activity Can you name some things that early man manufactured? Early man manufactured Used for
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As our lifestyles changed and evolved, we manufactured things that met the needs of the times and how we lived. Examples are:
the wheel
the umbrella
the pen
the steam engine
the motor car
the electric drill
scissors
compact discs (CDs)
mobile phone
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Activity Here is a list of things we need to do. Can you name the old version and the new version that is, what people used to use and what we use now? Purpose To carry Old New
To transport
To count
To signal
To talk over distance
To make holes
To join materials
To cook
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Done it before? Do you think manufacturing is really new to you, or have you done it before? For instance, have you ever manufactured and assembled anything?
Activity When you were younger, did you watch the television programme Blue Peter and make things out of cardboard and sticky-back paper? Did you have a Lego set and make all sorts of different shapes (houses, people, cars)? Maybe you had model kits that you assembled into planes, dolls houses or ships? Maybe youve have helped someone put together some flat pack furniture from IKEA, MFI or B&Q. If you have, tell the class about it. What did you make? What did you use? Who helped you? Who did you make it for?
Never did any of these things? Well unless you are very rich and have lots of servants, we can be sure that everyone has made something to eat. Have you ever made a sandwich?
Well, remember the sandwich because well come back to the making of one later!
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Who does it?

If you look around youll see that just about everything we have today is manufactured.
Activi Activity Can you name three things that are not manufactured? Things not manufactured How are they made?
So what is manufactured? Well the list is enormous. There are boxes, balls, bottles, metal things, wooden things, plastic things. Things we wear, some we play with, some we use to make other things, some we live in. Some that move, go up and down, backwards and forwards and turn. Some that work with electricity, giving light, sound and heat or even doing work. With so many things being made, there must be a lot of companies and people making things. So who are they?
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Activity Name some types of manufacturing industry and give an example of what they make. An example is given to start you off.
Industry
Manufacture
electronics
TV
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Activity Do you know who makes what? Try to name some companies that make the things listed below.
Type of Product Television
Made by Company
Car
MP3 player
Bicycle
Tool
Camera
Sports Equipment
Computer
Plastic Bottle
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Whats in it for me?

With all these different things being made, lots of people are needed who have knowledge and experience of the different skills required to make the huge range of things that we need. What kinds of jobs are available?
Fabrication welder
Mechanical fork lift service engineer, car mechanic
Electrical/Electronic computer service engineer, electrician, installer
Youll find that some jobs need knowledge from all the various trade skills and that many machines have both electrical and mechanical parts. To be able to work in one sector it is often useful to know about the other. The fabrication, mechanical and electrical skills you have achieved by completing the other units, along with the experience gained from this unit, Manufacturing and Assembly, will provide a stepping-stone to help you to work in the numerous manufacturing and supporting industries.
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Can I do it?
Lets review your newly acquired skills in fabrication, mechanical and electrical/electronic.
16
Activity List the skills you had before you started this course.
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Compare the before list with what you have now: Fabrication The skill to: Identify, select and use materials, cutting and forming tools and equipment Identify, select and use joining tools and equipment Manufacture an artefact using fabrication techniques
Mechanical The skill to: Identify and use tools to measure and mark selected engineering materials Identify select and use a range of metal working hand tools Manufacture artefacts from simple working drawings
Electrical/ Electronic The skill to: Identify, select and use a range of hand tools to terminate cables and test electrical/electronic circuits Identify and use simple electrical/electronic components Connect and test a simple circuit
In all these units you will also have developed employability skills.
So with all these skills you most certainly can do it!

This Unit, Manufacture and Assembly will take your newly acquired skills and by: identifying, selecting and using tools, materials and equipment, manufacture an artefact using practical tests, confirm quality and functionality of an assembled artefact. evaluating and reporting on the manufacture and assembly of an artefact, demonstrate employability skills required by future employers
In addition to the employability skills you already have, this unit will give you some more. You will also identify, review and evaluate all the employability skills associated with engineering in this unit.
Scottish Further Education Unit 64
Taking Care Heath and Safety Issues
This is the serious bit!! Health and safety is a key factor in all areas of industry. Manufacturers are expected to ensure that both employees (the makers) and customers (the users) are safe. Manufacturers must put procedures in place to ensure safe working practices and that products will meet the safety standards in each country where they are to be sold and used. Manufacturers are required to identify and assess all potential risks in the manufacturing environment. These requirements affect product manufacturing, choice and use of components, tools, equipment and how the work is done. When a risk or hazard is identified, safe working practices are implemented, for example the use of eye protection where there is a risk to your eyes from airborne materials. In the course of manufacturing and assembly, it is necessary for you to be aware of the health and safety issues associated with each skill and the specific issues applying to manufacturing. This is particularly important when you consider that someone will be using the artefact and it is essential that they do not come to any harm. From the other units, you have already learned about: things you should and should not do good working practices how to behave in a workshop how to use tools and equipment safely.
These rules and regulations are just as important in manufacturing and assembly and must always be remembered.
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Activity What are some of the health and safety issues to do with fabrication, mechanical and electrical work? Write them in the table below: Some examples are given to start you off.
With regard to
Issues
Workshop
Dangerous machinery
Tools
Sharp blades
Behaviour
Need to listen
Yourself
Remembering to wear goggles
The artefact
No sharp edges
The user
Safe to use?
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Activity Now can you suggest any health and safety issues to do with manufacturing?
11
With regard to manufacturing
Issues
Workshop
Tools
Behaviour
Yourself
The artefact
The user
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Employability Skills
The employability skills are listed again, to remind you what they are. Employers are looking for these skills and you should make a point of remembering them. 1. maintaining good timekeeping 2. maintaining good attendance 3. maintaining a tidy workplace 4. following instructions 5. seeking advice 6. working co-operatively with others 7. sourcing and use of tools in a correct and safe manner 8. using tools solely for the purpose for which they are designed 9. cleaning and storing tools correctly after use 10. recognising common materials 11. showing health and safety awareness 12. wearing appropriate personal protective equipment 13. preparing appropriately to carry out tasks 14. following basic drawings and specifications 15. checking own work 16. identifying own strengths and weaknesses 17. identifying learning points from practical experiences 18. positive attitude to learning As you work through this material, you will be reminded of these skills by the numbered flags.
1&4
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Moving on
By completing this section, you should now know a little about how manufacturing and assembly came about, who does it, the skills you have and the other issues relating to safe working practices in manufacturing and assembly. So lets move on and find out how to manufacture and assemble an artefact. Remember - believe in yourself, you have the skills and talents to make something.
So lets do it!
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How to
Manufacture and Assemble an Artefact
How do we do it?
Lets start by looking at all the things we will use, if we are to be able to manufacture and assemble something:
Obvious as it may seem we need to have something to make
Then of course we need something to make it from
To make it from something we need something to make it with
We also need to know how to make it
Just for good measure, we should keep a record of how we made it, so we can make it again.
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Where do you start?

13
Lets start with something we all know how to make remember the sandwich?
Activity Make a list of all the things you would use to make a bacon, lettuce and tomato sandwich for your lunch.
Did you remember cutlery, seasoning, tin foil, sandwich bag, something to cook the bacon with? Did you remember to wash your hands? Were the knives, dishes and the surfaces clean?
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13
Activity
Now rearrange the list of things you need to make the sandwich in the order you would use them?
1.
2. 3. 4. 5. 6.
7. 8. 9. 10.
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If you compare your list with your classmates lists, you should see that no matter how big or fancy the sandwich is, the processes that were used follow a similar pattern. Making a sandwich for yourself means you dont have to be to fussy about how it looks, just as long as it tastes good. Now consider what you would need if you were making twenty sandwiches to sell. What about a hundred sandwiches? To be able to make lots of sandwiches and to make sure they all taste and look the same, we need to be able to repeat the process to the same standard every time. We need to be organised; we need to know what we need; we need to know how to put it together. To help us, we use a set of instructions called a recipe.
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The recipe
Ingredients Preparation Mixing Assembling Presentation Reflection
The recipe gives step-by-step instructions about how to put a sandwich together. it tells us what the ingredients are it tells us how to prepare the ingredients the order in which we should put the ingredients together how to check if the sandwich is any good.
The recipe will also give some advice and tell us to take certain precautions when working with food. You probably know that your hands should be clean or you should wear special gloves. The work-surfaces and dishes should be clean. The knives you use should be sharp and the right ones for the job. If you handle anything hot, you should protect yourself and the worktops.
All in all, the recipe will allow us to repeat the process of making any number of sandwiches to the same standard, efficiently and safely.
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Now, youre probably wondering: what has making a sandwich got to do with manufacturing and assembly? Well think about it: How many bits and pieces did you need to make the sandwich? What about the way you organised things putting the sandwich together. How did you pass on the information to say how good it was?
Strange as it may seem, these skills and techniques are the same ones you use to manufacture and assemble an artefact. Lets look at them: The need To satisfy the need Specification Materials hunger at lunch time the sandwich recipe bread white/brown/rye, butter or margarine, bacon, lettuce, tomato, salad cream/ mayonnaise, wrapping cling film/ tin foil, knives, grill or frying pan, cooker are the ingredients fresh? are they cooked? is the sandwich any good? did it satisfy the need? can we make any improvements? telling people how good it is cleanliness, safe working practices, PPE
Tests Report Presentation Health and safety issues
Sound familiar?
What we have just described are all the processes for manufacture and assembly, the same processes that were mentioned before.
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Activity
For this unit you will receive a specification and a drawing for an artefact.
Match the processes

The need Heat when camping Something to keep a rabbit in Tutors choice:
To satisfy the need
Specification
Materials
Tests
Report
Presentation
Health and safety issues
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So all you have to do is: decide what materials and tools are required decide how you will put it together the tests you need to check it works, and then report on it. Easy!
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Flowcharts a special recipe

When making the sandwich we used a recipe to help us put the sandwich together the right way and to make sure it turned out the same every time. For the manufacturing and assembly process, we will use a special type of recipe, called a flowchart. The flowchart will help us out by making things easier to see. The flowchart will create a picture that will help to show how we organise the work and identify the processes used in manufacturing and assembly.
So what is a flowchart? There are lots of different types of flowchart - they are used in computer programs, process control, work flow and of course manufacturing. A flowchart shows with the use of pictures and shapes (the chart), the order or sequence (the flow) by which we should put the manufacture and assembly processes together. A flowchart is made up of blocks There is a block for each process The blocks are linked together with arrows The arrows show how the blocks are joined together The flowchart is usually read from top to bottom, but can also be read from left to right.
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Understanding Flowcharts An example of a flowchart:
START
yes Choice Action
no
Action
no Choice Action
yes END
The blocks that we will use are of three types:
The terminators start and end to show where the process begins and finishes. The process block tells us what the process is. The decision block tells us when we have a choice. A question is asked: yes or no, pass or fail.
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Here is a flowchart of how you might enter a room:
At the door
Try the door
is the door locked
no
yes
Use the Key
Open the door
Enter
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Activity Draw a simple flowchart you might use to make a cup of tea.
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Flowchart to make a cup of tea
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Sample Flowcharts
How to Make a Cup of Tea
s ta r t
C h e c k w a te r in k e ttle
p u t w a te r in k e ttle
Is th e r e e n o u g h w a te r?
no
yes
s w itc h k e ttle o n
G e t c u p a n d te a b a g
P u t te a b a g in c u p
Is w a te r b o ile d ?
no
yes
s w itc h o ff k e ttle
P o u r h o t w a te r in to c u p
ta k e o u t te a b a g
Done
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Manufacturing Flowcharts
Example of a manufacturing flowchart:
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Inside the manufacturing flowchart Lets take a look at each of the blocks of the manufacturing flowchart and relate them to something you will recognise.
The idea An idea can be anything you can imagine. It might be based on something you have seen, you want or just fancy making. As engineers, our ideas usually come about because we have identified a need for something.
Activity List some ideas to help elderly people: Reach high things
Read small print
Hold DIY tools
Protect their hands
Hold pens, pencils, ruler and rubber
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The specification A specification details all aspects of the artefact. It should accurately describe: what the artefact will look like what it will do, and what it is made of.
Think of a label on food, or clothing, or a carton of milk.
It should detail things like: size shape colour what it does what it needs to work what it is made of (ingredients) what it can hold.
Activity
Make up a specification for a pair of shoes you would use to run in.
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The Plan
For the plan, you have to decide how you will use your time. You must organise the work so that the parts and materials are available when they are needed. The parts are put together in the correct order. (assembly) You will need to perform tests at the appropriate time to make sure sizes and fit are correct. Quality will have to be checked. You will need to make notes to record the progress.
Activity
Think about how would you go about planning a holiday? What would you need to do first, second, third and so on?
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The Parts
The parts are everything that you will use to make the artefact. This must include the tools to make, shape and assemble the artefact. You must list every single thing: the materials from the smallest screw and washer, to the adhesives, paint etc. All the tools and equipment you will need must be listed, otherwise how will you be able to put the artefact together?
Activity
List all the parts you would need to make a garden gate.
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Assembly
The order of assembly is important because some parts may fit inside others. Fixings may be required to hold things. Wiring may need to be routed through things. Testing for fit will be required at different stages, so you will have decide when to do the tests etc.
Activity In what order would you put these watch parts together? Number the order from 1 (first) to 6 (last). Battery Case Face Hands Mechanism Numbers
89
Test
During manufacturing and assembly it will be necessary to test each part. Is the shape correct and accurate? Is it the right size? Does it meet the specification? Is it safe? Is the wiring correct? Does it do what its supposed to do?
Examples: Fabrication - square, flat, round, hole size Mechanical moves smoothly Electrical continuity, voltage Safety no sharp edges, no risk of electric shock
During manufacture and assembly, you will have to decide: when to test: the types of test, and of course the details of the final test.
90
Activity
Tests for a bicycle

Quality
Function
Safety
Final test
91
Review
12, 13, 14
The review is an ongoing process and is when we look back at what we did. We use the review to confirm the quality, or goodness, of all the processes used and the way they were used. Examples are: What improvements could we make? Was the work done correctly and on time?
We should also look at our own work and consider where we could improve. The records you keep will help you to evaluate the work and the progress. You will keep a note of the problems you had and how you solved them. You will record your own progress so you are able to evaluate yourself.
Sample review pro-forma
Review Table
Question Could you make any improvements? Did you finish on time? Did the model work? Are you satisfied with the quality? What was the hardest part? Your answer No the model worked correctly Yes, finished early Yes Most of it good, could improve some parts Making the electrical circuit
92
The Report
Having completed the review you will now be able to put together a report. You will notice that many of the things you used for the review will be used again to make the report. The report will be between 150 and 400 words long. How much paper will you need for that? (This page has about 190 words on it.) The report is just a summary of all the things you did and because you will be keeping a lot of notes and will have completed a number of forms, it is easy to put together.
Remember to make and keep lots of notes!! You have spent a lot of time making the artefact so it is important that the report reflects your hard work What to include in your report: Front cover Title Introduction Good points Bad points Did the work go to plan? Was the work carried out safely? Is the artefact safe? Were the right tools used? Did the finished artefact meet the specification? Did it work? What did you think of the work? What did other people think of your work? Conclusion
93
Here are some more guidelines to help you put your report together.
Think of the report as a magazine. Ask yourself why you pick up some magazines first.
Usually it is because it has a cover that attracts you. So for your report you want to make it stand out, be noticed.
If you can, use a word-processor package to type the material.
This means you can check your grammar and spelling and it is easy to make corrections or changes. If you have to handwrite the report, do make sure it is neat and tidy without corrections. Dont squeeze everything together! Use paragraphs to spread the text out.
make an interesting front cover include a picture include a title, and do make sure your name, class and the subject are clearly marked on the front.
You can include drawings as they can help to illustrate things. Finish off with a conclusion. The conclusion should refer to the working of the artefact. You should explain if the artefact did what it was supposed to and worked as it should. If you have used any special reference source include the information in a final note (acknowledgement).
94
Presentation
The presentation will allow you to demonstrate your artefact and tell an audience: what you have manufactured, how you did it, the problems you encountered, and how you solved them.
The material you collected for the review and report will help. You can use pictures and presentation equipment to make the presentation interesting. There is an old saying that one picture is as good as a thousand words.
Activity
List some of the things your tutor has used to explain what you would be doing in your classes.
95
Your Turn!
Manufacturing and Assembly Your tutor will give you a drawing and a specification for the artefact you will have to manufacture. Your tutor will tell you how much time you have to complete the exercise You may be asked to work with a classmate, so it will be important to decide what jobs each of you will do and to know how each job is done. You will need to keep a clear record to show the work done by each person. Having said that, the processes you will use are just as described in the previous sections.
Remember: All the things you have done and the knowledge you have gained in the other units, will help you with this work.
So lets make an artefact!
96
The Flowchart
Lets start with the flowchart to identify the processes.
Look back at the manufacturing flowchart you were shown. Because you will be given a drawing and specification, we can skip the first two steps.
Activity
Complete a pro-forma flowchart
97
Pro-forma Flowchart
98
Example of a flowchart showing the manufacturing process (showing detail)
Begin
Make a plan
Get an Idea
Parts Test
Research
Decide on the specification
Choose
How Long
Dimensions
Make a plan
Materials
Whats needed
Fit
Get the parts
Ready made
How to do
Operation
Assemble the parts
List
Safety Check everything works
Review the work
Make a presentation
Finish
99
The Plan
Know how much time you have to complete the exercise, list the jobs and how long you think it will take you to complete them. From your previous work in the other units, you should be able to estimate how long it will take you to make each part. You will have to make a guess as to how long some of the processes will take. Allow some time for problems, like having to remake something or time spent on fault finding. It is always better to allow too much time and finish early, than to run out of time and not complete the work. Look at the example of a completed planning sheet. Each box of the chart represents a period of time (in this case it is a 2 hour block such as your class time). Notice on the chart how some of the actions overlap. This is when one action depends on another, or you do one thing while waiting for another to be completed. For instance: You will need to keep records all the way through the exercise. Having made parts you can start to assemble the artefact. Testing is carried out as soon as you start making parts and is necessary all the way through to the finished article.
Activity Complete the given pro-forma planning sheet.
100
As you progress through the work and complete each stage, tick the status box on the given sheet.
101
The Plan (Example of a Completed Planning Sheet)

Total Time: 40 hours (20 x 2 hour blocks)
Action To do Make Plan
10
11
12
13
14
15
16
17
18
19
20
Status
Gather materials
Make parts
Assemble
Test Keep records
Review
Presentation
102
The Plan (Pro-Forma)

Total Time: 40 hours (20 x 2 hour blocks)
Action To do Make Plan
10
11
12
13
14
15
16
17
18
19
20
Status
Gather materials
Make parts
Assemble
Test Keep records
Review
Presentation
103
The Parts
Activity List all the parts and materials you will need List all the tools and equipment, including any PPE, you will need Identify the parts you will have to fabricate Identify the parts you will have to assemble.
Example Process Fabrication Material Metal Plastic Tools To mark, cut, shape and form PPE Overalls Gloves Shoes Goggles Overalls Gloves Overalls Burn protection Goggles Ventilation
Mechanical Electrical/ electronic
Nuts &bolts Components Prototype board PCB solder wire
To fix and fit Soldering iron Stand Hand tools
To make things easier you can use two lists: Parts List 1 will help to identify the things that you need for each process. The Materials List can be used for each stage, fabrication, mechanical and electrical/electronic. This will allow you to detail the parts individually.
104
Parts List 1 Process

Fabrication
Material
Tools
PPE
Mechanical
Electrical
105
Material Parts List for .

Description Type / size Supplier How many
106
The Assembly
Guidelines At this stage you will have made and gathered all the bits and pieces you need for your artefact. You may have made a box, a stand or a special shape with an electrical or electronic circuit. You will have checked to make sure the finish and fit of the parts you made are of a good standard. You will have checked that each part works on its own.
So now it is time to use Goesinty. Who? Goesinty is the person that makes sure that all the bits fit together properly. Because Goesinty is not very big or strong it is important that all the parts are the right size and shape.
107
Before we start using Goesinty we should consider some things.
Such as: Does any part support another part? Does any mechanism need to be fixed to a surface? How is the circuit board held in place? Do the wires for the electrics pass through any holes or tubes? Should they be protected? Does anything need to be lubricated, painted or covered? Will you be able to access the fixings with tools? Remember - the wee things go inside the big things!
108
Goesinty says:
Take your time dont rush. Keep your work area clean and tidy. When assembling your artefact, its a good idea to lay all the parts for your artefact out on your workbench, in front of you. Check that you have everything, including the tools you will need to put your artefact together.
Place the parts you will use first on your left and the things that will be used last on your right. Now assemble the parts and as you finish each part of the job, check it works correctly. If something doesnt seem to fit, stop and examine the parts, dont force anything together. You dont want to break anything at this stage. When you were making the parts you checked and double checked everything.
Didnt you?! If something is wrong there is probably a reason, so check again.
If in doubt ask your tutor.
109
Tests
Now you should be finished and can do the final test.
Remember you will have to make checks and tests of your work at different stages: during fabrication during assembly electrical assembly final functional test.
You will be checking for different things at each stage and should consider: Size is the product greater than the minimum size and less than the maximum size? are parts too tight or too loose? is the surface scratched or dull? is the surface smooth? does it do what it is supposed to do?
Fit Appearance Touch Functionality
Activity
Name each process and explain how you will check it.
The pro-forma allows you to name the stage and decide on the tests that are required.
110
Pro-forma
Assembly of
Process Tools and equipment Action Quality check
111
Fabrication Work Test List

Fabrication
pencil ruler set square rubber
marking out
tutor
saw
cutting and shaping
remeasure and visual
File
filing and smoothing
touch and visual
112
Assembly of Electronic Circuit
Assembly of Electronic Circuit

preparation of pcb
drill
drill component holes
visual
solderiron solder hand tools components
populate pcb
visual
multimeter
continuity
buzzer
power supply
operation
visual
113
The Review
The review is all about looking back at what you did. You ask questions about all aspects of the job, and about yourself.
Activity Complete the review table; Question Compare all the work with the plan Did you finish on time? Did the model work? Are you satisfied with the quality? What was the hardest part? What was the easiest part? What did you enjoy most? What did you dislike? What mistakes were made? Did you use the tools correctly? Did you keep the workshop tidy? What improvements could you make? Your answer
114
The Report
To write the report you first need to gather all your paperwork together. The report should be between 150 and 400 words.
Activity Lets make a front cover. You can use this sample that has the basic information as a guide, but remember you can improve on this.
Sample:
MY
ARTEFACT My name My class The date
Subject: Manufacturing and Assembly
115
Activity To help you with the rest, try using this pro-forma:
Introduction
Explain what you are making and why you are making it.
Use the questions and answers from the review.
You may want to rearrange them and put them into sentences.
Add any other points you think are important.
This is where you include something that you feel is special to the work you did or you want to highlight.
Conclusion
This is when you sum up. Did your artefact work? Did the tests meet the specification? Was the artefact finished on time?
116
The Presentation
Your tutor will tell you how long the presentation will last, probably five or ten minutes. You will be told when and where the presentation will take place. You will be told about the equipment you will be able to use and be given a chance to practise with it. To help you put a presentation together a sample presentation sheet is attached with some hints and tips together with a pro-forma for you to complete. At the start you may have been asked to work with a classmate, and if so you should share the presentation. Remember - its important that you practise with any equipment or drawing materials you decide to use to make your presentation.
117
Presentation Guideline Template
Activity Complete the following table with your responses in preparation for your forthcoming presentation.
Order Activity Action 1 Introduction State your name
Your Response
Introduce your partner
Identify your job
State your aim
118
Order Activity 2 Overview
Action Explain
Your Response
Detail
Illustrate your choice of model
Explain what your model will do
Identify environmental issues
Timescale
Use your plan
119
Order Activity 5 Benefits
Action To you
Your Response
To the school/college
To the environment
Questions
Offer to answer any questions
Conclusion Sum up short recap and thanks
120
Presentation Guidelines
The following table represents a possible format for your forthcoming presentation. It is offered as a guideline to enable you to plan the format of your presentation. Order Activity Introduction 1 Action State your name Introduce your partner Identify each members job State your aim Overview Detail Illustrate your choice of model Explain what your model will do Identify environmental issues Show a timetable - chart To the you To the school/college To the environment 6 7 Questions Conclusion Offer to answer any questions Sum up short recap and thanks Your response
To make an artefact and learn from the experience Briefly explain what this exercise is about and what you have done. Pictures, parts, tools. Energy resources, recycling, saving the planet. Use the plan you made at the start. What did to get from this project in terms of working together, skills, knowledge, fun, etc. Explain how your model will help.
2 3
4 5
Timescale Benefits
121
Hints and Tips

Keep your responses simple. Practise how long it will take to deliver the presentation - time yourself. Stick to the script, dont try and change it during the presentation. Speak slowly, dont rush, and take your time. If you have a partner, make sure each of you knows what they have to do. Make sure any pictures you have are large enough to be seen. If you intend to use computer generated pictures or sounds make sure they are backed up. Display boards are a good way to show pictures and images and dont rely on computers.
122
Glossary of Terms used in Manufacturing and Assembly

Term Artefact Assembly Fabrication Flowchart Functionality Idea Part Plan Presentation Process Pro-forma Prototype Quality Review Schematic Specification Test Timescale Workshop Meaning something made by people when you put parts together the art of forming something from materials a special picture of the way to do things the way something works something you think of a small piece, a bit a guide explaining how to do something given when you explain something to an audience a way of doing something a form to complete with some information on it a trial model or first attempt at making something describes how good something is a look back at how something was done a drawing showing how something is put together lists the details of something, size, colour etc when you check something works correctly the time allowed for something to be completed a place where things are made
123
These boxes are for you to add any other terms that you use during the course:
124
Scottish Further Education Unit Argyll Court Castle Business Park Stirling FK9 4TY Tel: 01786 892000 Fax: 01786 892001 E-mail: sfeu@sfeu.ac.uk Web: www.sfeu.ac.uk

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Skills for Work: Engineering Skills Intermediate 1 Manufacture and Assembly

Engineering Skills: Manufacture and Assembly Intermediate 1

Scottish Further Education Unit 2007

Scottish Further Education Unit

Engineering Skills: Manufacture and Assembly Intermediate 1

Scottish Further Education Unit

Engineering Skills: Manufacture and Assembly Intermediate 1

Engineering Skills: Manufacture and Assembly

Scottish Further Education Unit

Engineering Skills: Manufacture and Assembly Intermediate 1

Scottish Further Education Unit

Engineering Skills: Manufacture and Assembly Intermediate 1

Engineering Skills: Manufacture and Assembly Intermediate 1

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Scottish Further Education Unit

Engineering Skills: Manufacture and Assembly Intermediate 1

Scottish Further Education Unit

Engineering Skills: Manufacture and Assembly Intermediate 1

What are Skills for Work Courses all about?

Learning through practical experience

Learning through reflecting at all stages of the experience

Scottish Further Education Unit

Engineering Skills: Manufacture and Assembly Intermediate 1

Scottish Further Education Unit

Engineering Skills: Manufacture and Assembly Intermediate 1

Scottish Further Education Unit

Engineering Skills: Manufacture and Assembly Intermediate 1

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Scottish Further Education Unit

Engineering Skills: Manufacture and Assembly Intermediate 1

Scottish Further Education Unit

Engineering Skills: Manufacture and Assembly Intermediate 1

Scottish Further Education Unit

Engineering Skills: Manufacture and Assembly Intermediate 1

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Engineering Skills: Manufacture and Assembly Intermediate 1

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Engineering Skills: Manufacture and Assembly Intermediate 1

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Engineering Skills: Manufacture and Assembly Intermediate 1

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Engineering Skills: Manufacture and Assembly Intermediate 1

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Engineering Skills: Manufacture and Assembly Intermediate 1

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Engineering Skills: Manufacture and Assembly Intermediate 1

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Engineering Skills: Manufacture and Assembly Intermediate 1