BTEC - Specialist Units (Nat Mech Eng)

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BN011739 – Guidance and units – Edexcel Level 3 BTEC Nationals in Mechanical Engineering 85
– Issue 1 – June 2002
86 BN011739 – Guidance and units – Edexcel Level 3 BTEC Nationals in Mechanical Engineering
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Unit 7: Engineering Materials 89

Unit 8: Mechanical Technology 97
Unit 9: Further Mechanical Principles 107
Unit 10: Fluid Mechanics 117
Unit 11: Thermodynamics 123
Unit 12: Electro, Pneumatic and Hydraulic Systems and Devices 131
Unit 13: Process Measurement 141
Unit 14: Engineering Workplace Practices 151
Unit 15: Drawing and CAD for Technicians 161
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Unit 16: Measurement and Inspection Techniques 171
Unit 17: Computer Aided Design 181
Unit 18: Engineering Design 191
Unit 19: Quality Assurance and Control 201
Unit 20: Health, Safety and Welfare 209
Unit 21: Finishing/Secondary Processes 219
Unit 22: Primary Forming Processes 227
Unit 23: Fabrication Processes and Technology 235
Unit 24: Welding Processes Technology 243
Unit 25: Testing of Welded Joints 251
Unit 26: Programmable Controllers 259
Unit 27: CNC Machining 267
Unit 28: Introduction to Robot Technology 275
Unit 29: Electrical and Electronic Principles 285
Unit 30: Further Mathematics for Technicians 295
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The aim of this unit is to complement Unit 3: Science for Technicians and Unit 6: Mechanical
Principles, which are in part concerned with the strength of engineering materials. It also has
strong links with Unit 2: Communications for Technicians and underpins those units concerned
with production and process technology.
The classification of materials and their properties is investigated together with available data
sources. The selection and processing of materials in also investigated together with the modes
of failure which are encountered.
This unit presents opportunities to demonstrate key skills in communication.
This is an internally assessed unit.
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To achieve this unit a learner must:
1 Describe the structure and classification of engineering materials
2 Investigate the properties of engineering materials and describe the effects of processing
3 Recognise and use material selection criteria
4 Describe the modes of failure in engineering materials.
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1 Structure and classification of engineering materials

Metals: ferrous and non-ferrous metals and alloys eg cast irons, plain carbon steels, brasses,
bronzes, aluminium alloys; crystal lattice, grain formation, interstitial and substitutional
alloys, intermetallic compounds
Polymers: natural and man-made polymers: elastomers, thermosetting and thermoplastic
polymers
Ceramics: amorphous, crystalline and bonded ceramics
Composites: particulate, fibrous and laminated composites
2 Properties and effects of processing

Mechanical properties: density, tensile strength, hardness, toughness, ductility,
malleability, elasticity, brittleness: effects of forming processes and heat treatment; visual
and tactile inspection, destructive and non-destructive testing
Thermal properties: expansivity, thermal conductivity
Electrical and magnetic properties: resistivity, permeability, permitivity
Durability: corrosion resistance, solvent resistance, protection processes
3 Material selection criteria

Design considerations: strength, wear resistance, impact resistance, surface finish, service
environment, processability
Costs: raw material costs, processing costs, storage costs; availability, quantity and
regularity of purchasing
Forms of supply: standard forms eg sheet and plate, barstock, pipe and tube, rolled sections,
extrusions, ingots, castings and mouldings, forgings and pressings, granules and powders,
chemical liquids
Information sources: standard specifications and suppliers’ data eg British Standards
specifications (BS), International Standards specifications (ISO), manufacturers’ and
stockholders’ catalogues and websites, trade directories, disc and network databases
4 Modes of failure
Ductile and brittle fracture: effects of gradual and impact loading, effects of grain size,
effects of temperature, transition temperature, appearance of fracture surfaces
Material fatigue: cyclic loading, stress concentrations, stress v loading cycles curve, fatigue
limit, endurance limit, appearance of fracture surfaces
Material creep: primary, secondary and tertiary creep, effects of temperature, strain v time
curve, creep limit, effect of grain size
Degradation: stress corrosion in metals; solvent attack, radiation damage and ageing of
polymers; deterioration of ceramics due to thermal shock and sustained high temperatures
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In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit.
The criteria for a pass grade describe the level of achievement required to pass this unit.
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To achieve a pass grade the evidence must show To achieve a merit grade the evidence must show To achieve a distinction grade the evidence must
that the learner is able to: that the learner is able to: show that the learner is able to:
÷ describe the characteristic appearance and ÷ explain how the properties of engineering ÷ verify the specification of engineering materials
structure of metals, polymers, ceramics and materials are affected by their structure by appropriate destructive and non-destructive
composite materials testing techniques
÷ explain the links between the properties of
÷ classify given engineering materials according engineering materials and processing methods ÷ justify the selection of alternative engineering
to their structure and composition materials for specified purposes using
÷ identify and compare different sources of
appropriate information sources.
÷ describe the properties of engineering materials information for use in the selection of
engineering materials
÷ carry out and report the results of destructive
and non-destructive tests to determine material ÷ predict the likely cause of failure in a given
properties engineering component.
÷ recognise the criteria used in the selection of
÷ select engineering materials for given tasks
using given information
÷ describe the modes of failure encountered in
÷ describe how engineering materials can become
degraded.
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It will be appropriate to adopt a practical approach in the delivery of this unit. The emphasis
should be on developing the learners’ ability to recognise a wide range of engineering
materials, their properties and applications. The use of data sources and practical experience of
material testing will be essential. Informal and improvised tests may be devised and carried out
to identify material types but there should also be an element of formal testing to confirm the
identity and properties of materials.
Information on the properties, cost and availability of engineering materials should be made
available and internet access would be of advantage. Industrial visits and case studies might be
of value to reinforce the coverage of materials handling, storage and disposal procedures.
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Evidence of learning outcomes may be collected from well-planned assignments, unseen tests
and laboratory/workshop reports. Evidence is likely to be at outcome level to provide ease of
tracking. It may be accumulated by learners building a portfolio of investigations or by a tutor-
led series of assignments and tests. In either case, the opportunity should exist for merit and
distinction grades to be achieved and the evidence must be both relevant and sufficient to
justify the grade awarded.
It is anticipated that integrative assignments might be used to link this unit with other units in
the programme. If this course is adopted, the evidence for specific outcomes will need to be
clearly identified.
The following amplification is intended to assist in the interpretation of the grading criteria
found in the assessment grid.
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Pass
To achieve a pass, learners must: have a basic level of knowledge and understanding of the
characteristic appearance and structure of engineering materials; apply such knowledge and
understanding to describing the characteristic appearance and structure of given materials and
classifying them according to their structure and composition.
Learners must: have a basic knowledge and understanding of the properties of engineering
materials; apply such knowledge and understanding to describing the properties of given
materials by carrying out destructive and non-destructive tests.
Learners must: have a basic knowledge and understanding of the criteria used in the selection
of engineering materials; apply such knowledge and understanding to recognising selection
criteria and selecting suitable engineering materials for given tasks.
Learners must: have a basic knowledge and understanding of the modes of failure and the
conditions which can cause degradation of engineering materials; apply such knowledge and
understanding to describing the modes of failure and the degradation of engineering materials.
Learners must produce an acceptable range of accurate responses made in standard format.
Merit
To achieve a merit, learners must: have a sound level of knowledge and understanding of the
characteristic appearance and structure of engineering materials; apply such knowledge and
understanding to explaining how the properties of engineering materials are affected by their
structure.
Learners must: have a sound knowledge and understanding of the properties of engineering
materials and the links between properties and processing methods; apply such knowledge and
understanding to explaining the links between forming processes and heat treatment on the
properties of engineering materials.
Learners must: have a sound knowledge and understanding of the sources of information and
the criteria used in the selection of engineering materials; apply such knowledge and
understanding to identifying and comparing sources of information used in the selection of
engineering materials.
Learners must: have a sound knowledge and understanding of the modes of failure encountered
in engineering materials and the conditions which can cause degradation of engineering
materials; apply such knowledge and understanding; to predicting the likely causes of failure
and degradation in engineering components.
Learners must produce a substantial range of accurate responses made in standard format.
Distinction
To achieve a distinction, learners will: show a comprehensive knowledge and understanding of
the properties of engineering materials and the links between properties and processing
methods; apply such knowledge and understanding to verifying the specifications of given
materials by carrying out destructive and non-destructive tests.
Learners must: have a comprehensive knowledge and understanding of the sources of
information and the criteria used in the selection of engineering materials; apply such
knowledge and understanding to justifying the selection of alternative materials for specified
purposes using appropriate information sources.
Learners must produce a wide range of accurate responses made in standard format.
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This unit has links with core Unit 3: Science for Technicians, core Unit 6: Mechanical
Principles, specialist Unit 21: Finishing/Secondary Processes and specialist Unit 22: Primary
Forming Processes. Some of these units have outcomes which require the calculation of the
strength and performance of materials.
The unit also underpins those units in the programme which are concerned with mechanical and
electrical technology and with production and process technology. Here the material selected
for particular components has a direct bearing on their form and function. The unit is also
useful for many of the EMTA Engineering Production units.
The unit also contributes towards the knowledge and understanding for ECS units at level 3.
1.02 Identify solutions to meet technical requirements
1.05 Identify factors that impact on engineering design briefs
1.12 Interpret detailed information from technical sources
1.14 Provide technical information in required formats
1.16 Specify technical requirements for engineering activities
3.15 Process materials to alter their properties
6.02 Conduct specified testing of engineering products or assets
6.03 Analyse and interpret the results of engineering tests
A feature of the unit is development of a relatively wide knowledge and understanding of the
subject matter. However, the learner should develop the relevant transferable skills required for
study both within and beyond this particular qualification.
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Investigation and demonstration materials and equipment should be made available. Industry-
standard test equipment is desirable but not essential. Much can be accomplished with the
Hounsfield tensometer and its accessories and some improvised procedures might be devised to
produce comparative property values. A metallurgical or suitably adapted biological
microscope will be of value to view the micro-structure of ready-prepared material specimens.
Access to information technology resources and the internet will also enhance the delivery of
this unit.
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Textbooks
÷ Higgins R A – Properties of Engineering Materials (Butterworth-Heinemann, 1994)
÷ Ramsden E – A-Level Chemistry: Material Science (Nelson Thornes, 1995)
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Highlighted here are the key skills that have already been identified in the Description section.
Achievement of key skills is not a requirement of this qualification but it is encouraged.
Suggestions of opportunities for the generation of level 3 key skills evidence are given here.
Staff should check that learners have produced all the evidence required by part B of the key
skills specifications when assessing this evidence. Learners may need to develop additional
evidence elsewhere to fully meet the requirements of the key skills specifications.
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When learners are: They should be able to develop the following key
skills evidence:
÷ describing the characteristic C3.3 Write two different types of documents about
appearance and structure of complex subjects.
metals, polymers, ceramics and One piece of writing should be an extended
composite materials document and include at least one image.
÷ carrying out and reporting the
results of destructive and non-
destructive tests to determine
material properties
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The aim of this unit is to complement the theoretical principles introduced in core Unit 3:
Science for Technicians and specialist Unit 6: Mechanical Principles. It also provides a
practical foundation for study of the specialist mechanical application units at National and
Higher National level.
The unit seeks to broaden and extend the learner’s practical knowledge of mechanical
engineering systems. The purpose and use of lubricants is investigated, together with the use
and operation of a range of mechanical components and devices. The safe use and principles of
operation of a range of mechanical power transmission systems, plant systems and plant
equipment is also investigated.
This unit presents opportunities to demonstrate key skills in communication, information
technology and working with others.
1 Explain the purposes and use of lubricants and lubrication systems
2 Describe the uses and principles of operation of a given range of engineering components
3 Explain the principles of operation and describe the safe use of a given range of
mechanical power transmission systems
4 Explain the principles of operation and describe the safe use of a given range of plant
equipment and systems.
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1 Lubricants and lubrication systems

Purposes and action of lubricants: reduction of frictional resistance, reduction of wear,
heat dissipation, prevention of corrosion, prevention of contamination
Lubricant types and applications: eg mineral, vegetable and synthetic oils and greases,
graphite, compressed air and other gases, cutting fluids, safe storage and handling of
lubricants, treatment of spillage
Lubrication systems: eg gravity feed, forced feed, splash lubrication, capillary action,
grease cups and nipples, grease packing, compressed air/gas bearings, system maintenance,
replenishment and renewal of lubricants
2 Engineering components
Seals and packing: eg circular oil seals, piston rings, gaskets, shims, mechanical seals;
assembly, maintenance and replacement
Bearings: eg plain bearings, ball bearings, parallel and tapered roller bearings, needle
bearings; journal, thrust and combined applications, machine slides; assembly and
maintenance
Fastenings: eg metric bolt and screw types, locking devices, self-tapping screws, rivets;
assembly and replacement
3 Mechanical power transmission systems

Cams: eg radial plate cams, cylindrical cams, face cams, knife edge, flat plate and roller
followers; dwell angle, rise and fall with uniform velocity, rise and fall with uniform
acceleration and retardation, rise and fall with simple harmonic motion
Linkage mechanisms: eg slider crank and inversions, four-bar linkage and inversions,
slotted link and Whitworth quick return motions, Watt’s parallel motion
Shafts, clutches and brakes: eg transmission shafts, couplings, shaft alignment, universal
and constant velocity joints; dog clutches, flat plate, conical and centrifugal clutches, fluid
couplings; internal and external expanding friction brakes, disc brakes – friction, fluid and
electrical dynamometers, system faults, safety and maintenance
Belt and chain drives: eg flat and v-section belts, toothed belts, chain drive; belt and chain
tensioning devices; system faults, safety and maintenance
Gear trains: gear terminology and geometry: eg spur, helical, herring-bone, bevel, spiral
bevel and hypoid gears; simple and compound gear trains, worm and gear combinations,
epicyclic gear trains; system faults, safety and maintenance
4 Plant equipment and systems
Hydraulic and pneumatic systems: system layout for plant and process operations; system
components, safety and maintenance
Steam plant: system layout for power generation and process operations; feed water
treatment; system components safety and maintenance
Refrigeration and air conditioning plant: layout for vapour compression and absorption
refrigeration systems; refrigerants and system components; layout of air conditioning
systems; system component, safety and maintenance
Mechanical handling equipment: conveyers, lifts, hoists, automated handling
Positioning equipment: system components, safety and maintenance
÷ explain the purposes and actions of lubricants ÷ justify the use of particular lubricants and ÷ appraise the safe working conditions and
lubrication systems in a given engineering maintenance procedures for a given mechanical
÷ describe different lubricant types and their
application power transmission system
applications
÷ justify the choice of the engineering ÷ appraise the safe working conditions and
÷ explain the operating principles of given
components used in a given mechanical power maintenance procedures for a given item of
lubrication systems
transmission system engineering plant equipment or system.
÷ describe the uses and principles of operation of
÷ justify the choice of a given mechanical power
given engineering components
transmission system
÷ explain the principles of operation of a given
÷ justify the installation and use of a particular
mechanical power transmission system
item of engineering plant equipment or system.
÷ describe the safe use and maintenance of given
mechanical power transmission systems
÷ explain the component parts and principles of
operation of a given item of engineering plant
equipment or system
÷ describe the safe use and maintenance of a
given item of engineering plant equipment or
system.
This unit may be delivered as a stand-alone package or integrated with linked modules. If the
integrated path is chosen, care must be taken in the tracking of evidence for the outcomes. A
practical approach should be adopted, in which the underpinning mechanical principles are
consolidated using a structured programme of laboratory and workshop practical investigations
and demonstrations. Case studies and industrial visits might also be used to enhance delivery.
Evidence of learning outcomes may be collected from well-planned assignments, laboratory or

workshop reports, and the results of unseen tests/examinations. Evidence is likely to be at
outcome level in order to provide maximum flexibility of delivery. It may be accumulated by
learners building a portfolio of activities or by a tutor-led combination of assignments and tests.
In either case, the evidence must be both relevant and sufficient to justify the grade awarded.
the programme. If this course is adopted, the evidence submitted for specific outcomes will
need to be clearly identified.
Pass
To achieve a pass, learners must: have a basic knowledge and understanding of the range of
lubricants and lubrication systems; apply such knowledge and understanding to explaining the
purposes and action of lubricants; describe different lubricant types and their applications and
explain the operating principles of given lubrication systems.
Learners must: have a basic knowledge and understanding of the range of engineering
components; apply such knowledge and understanding to describing the uses and principles of
operation of given engineering components.
Learners must: have a basic knowledge and understanding of the range of mechanical power
transmission systems; apply such knowledge and understanding to describing the component
parts and principles of operation of a given mechanical power transmission system, and to
describing its safe use and maintenance.
Learners must: have a basic knowledge and understanding of the range of engineering plant
equipment and systems; apply such knowledge and understanding to describing the component
parts and principles of operation of a given item of engineering plant or system and to
describing its safe use and maintenance.
Merit
To achieve a merit, learners must: have a sound knowledge and understanding of the range of
lubricants and lubrication systems; apply such knowledge and understanding to justifying the
use of particular lubricants and lubrication systems in a given engineering application.
Learners must: have a sound knowledge and understanding of the range of engineering
components; apply such knowledge and understanding to justifying the use of the engineering
components in a given mechanical power transmission system.
Learners must: have a sound knowledge and understanding of the range of mechanical power
transmission systems; apply such knowledge and understanding to justifying the choice of a
particular mechanical power transmission system.
Learners must: have a sound knowledge and understanding of the range of engineering plant
equipment and systems; apply such knowledge and understanding to justifying the installation
and use of a particular item of engineering plant equipment or system.
Learners must: produce a substantial range of accurate responses made in standard format.
Distinction
To achieve a distinction, learners must: have a comprehensive knowledge and understanding of
the range of mechanical power transmission systems; apply such knowledge and understanding
to appraising the safe working conditions and maintenance procedure for a given mechanical
power transmission system.
Learners must: have a comprehensive knowledge and understanding of the range of engineering
plant equipment and systems; apply such knowledge and understanding to appraising the safe
working conditions and maintenance procedure for a given item of engineering plant equipment
or system.
Learners must: produce a wide range of accurate responses made in standard format.
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This unit has links with core Unit 3: Science for Technicians and core Unit 4: Mathematics for
Technicians. It also has close links with specialist Unit 6: Mechanical Principles and specialist
Unit 28: Introduction to Robot Technology. The unit provides a practical foundation for the
study of other mechanical application units at National and Higher National level.
This unit provides some of the underpinning knowledge for Engineering NVQs level 3.
1.13 Read and extract information from engineering drawings and specifications
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Investigation and demonstration equipment necessary to reinforce the outcomes should be made
available. Relevant software packages should be used where appropriate, particularly in the
outcomes relating to mechanisms and pneumatic/hydraulic circuits. Access to information
technology and communications technology resources, including the internet and the World
Wide Web, might also enhance the delivery of this unit.
Textbook
÷ Bacon D – Mechanical Technology (Butterworth-Heinemann, 1998)
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skills evidence:
÷ describing the safe use and C3.1a Contribute to a group discussion about a
maintenance of given items of complex subject.
engineering plant equipment and
systems
÷ identifying different lubricant C3.2 Read and synthesise information from two
types and their applications extended documents about a complex subject.
One of these documents should include at
least one image.
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skills evidence:
÷ describing the operating IT3.1 Plan, and use different sources to search for,
principles of given lubrication and select, information required for two
systems different purposes.
÷ describing the uses and IT3.2 Explore, develop, and exchange information,
principles of operation of given and derive new information to meet two
engineering components different purposes.
÷ describing the component parts IT3.3 Present information from different sources for
and principles of operation of two different purposes and audiences. Their
given mechanical power work must include at least one example of
transmission systems text, one example of images and one example
of numbers.
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skills evidence:
÷ describing the safe use and WO3.1 Plan complex work with others, agreeing
maintenance of mechanical objectives, responsibilities and working
power transmission systems arrangements.
÷ describing the safe use and WO3.2 Seek to establish and maintain co-operative
maintenance of given items of working relationships over an extended period
engineering plant, equipment of time, agreeing changes to achieve agreed
and systems objectives.
WO3.3 Review work with others and agree ways of
improving collaborative work in future.
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This aim of this unit is to broaden the learners’ knowledge of the basic principles which are
fundamental to mechanical engineering design and the operation of mechanical systems. It is
complementary to core Unit 3: Science for Technicians and Unit 6: Mechanical Principles in
providing a broad foundation for the study of mechanical principles at a higher level.
The selection of structural members subjected to given loading conditions and safety factors is
investigated. The effect of friction in mechanical systems is examined, with particular reference
to machine slides and lead-screws. Rotational dynamics and the effects of combined linear and
angular motion is investigated. Simple harmonic motion is defined and the natural vibration of
mechanical systems is investigated.
This unit presents opportunities to demonstrate key skills in application of number,
communication and problem solving.
1 Determine the selection parameters for standard section structural members
2 Investigate frictional resistance in mechanical systems
3 Investigate linear and angular motion in mechanical systems
4 Investigate natural vibrations in mechanical systems.
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1 Standard section structural members

Selection of beams: factor of safety, allowable stress, bending moment, second moment of
area of section, elastic section modulus, standard rolled steel section tables to BS4: 1980,
selection for least weight, selection for dimensional limitations
Selection of compression members: end fixings, effective length, radius of gyration,
slenderness ratio, allowable stress, safe axial load, standard rolled steel section tables to
BS4: 1980, allowable stress tables for 43 grade steel to BS5950: 1985, selection for given
design load
2 Frictional resistance
Limiting frictional resistance: laws of friction relating to dry and lubricated surfaces in
sliding contact, coefficients of static and kinetic friction, causes of rolling resistance;
experimental determination of limiting coefficient of friction between dry surfaces in
sliding contact
Motion on horizontal and inclined planes: limiting frictional resistance due to propulsive
forces parallel and at an angle to the plane of motion, angle of friction, total reaction,
efficiency of an inclined plane as a lifting device
Friction in screw threads: single and multi-start square screw threads, applications in screw
jacks and machine lead-screws, helix angle, torque required to transmit a given load, system
efficiency, conditions for overhauling
3 Linear and angular motion

Rotational kinetics: mass moment of inertia and radius of gyration of a rotating rigid body,
parallel and perpendicular axis theorems; derivation of expressions for a disc and a thin
ring rotating about a polar axis, derivation of expressions for a uniform rod rotating about a
perpendicular axis through an end and through its centre; angular acceleration, inertia
torque, rotational kinetic energy; experimental determination of moment of inertia and
radius of gyration
Combined linear and angular motion: drum hoists, vehicles on inclines; application of
D’Alembert’s principle; linear and angular acceleration/retardation of system components,
inertia force/torque, frictional resistance, power developed/dissipated
4 Natural vibrations
Simple harmonic motion: definition; derivation of expressions for displacement, velocity,
acceleration, periodic time and frequency from a consideration of uniform circular motion
Mass-spring systems: derivation of natural circular frequency in terms of mass and spring
stiffness; displacement, velocity, acceleration, periodic time and natural frequency of
vibration; experimental verification that a freely vibrating mass-spring system describes
simple harmonic motion
Simple pendulum: derivation of natural circular frequency in terms of length and
acceleration due to gravity; displacement, velocity, acceleration, periodic time and natural
frequency of vibration; experimental verification that a freely vibrating simple pendulum
describes simple harmonic motion
÷ determine the elastic section modulus for a ÷ select a standard section beam to satisfy given ÷ determine the required torque, system
simply supported beam from given loading loading and design constraints, making use of efficiency and possibility of overhauling for a
conditions and design constraints standard section tables given square profile screw thread when
transmitting load
÷ determine the slenderness ratio of a ÷ select a standard section compression member
compression member selected from standard to satisfy given loading and design constraints, ÷ determine the dynamic and kinetic
section tables to satisfy given loading making use of standard section tables characteristics of a given mechanical system in
conditions which combined linear and angular motion is
÷ determine the magnitude and nature of all of the
present
÷ determine experimentally the value of limiting forces acting on a body sliding on an inclined
coefficient of friction between given materials plane and the efficiency of the system as a ÷ evaluate the dynamic and kinetic characteristics
in sliding contact lifting device from given data of a given oscillating mechanical system to
determine whether simple harmonic motion is
÷ determine the limiting frictional resistance to a ÷ determine the dynamic and kinetic
present.
body sliding on an inclined plane from given characteristics of a mechanical system in which
data combined linear and angular motion is present,
using a given method and data
÷ determine experimentally the moment of inertia
and radius of gyration of a given rotating body
÷ determine the dynamic effects of applied ÷ determine the dynamic and kinetic
accelerating and retarding torque on rotating characteristics of a mechanical system in which
bodies from given data simple harmonic motion is assumed to be
present, using given data.
÷ determine the dynamic characteristics of a body
moving with simple harmonic motion at a given
instant from given data
÷ verify experimentally that the natural vibrations
of a mass-spring system and a simple pendulum
describe simple harmonic motion.
This unit may be delivered as a stand-alone package or integrated with linked modules. It is
desirable that delivery should follow or be co-ordinated with core Unit 3: Science for
Technicians, core Unit 4: Mathematics for Technicians and core Unit 6: Mechanical
Principles. If the integrated path is chosen, care must be taken in the tracking of evidence for
the outcomes. Wherever possible, a practical approach should be adopted in which the
underpinning mechanical principles are consolidated using a structured programme of
laboratory and workshop practical investigations and demonstrations.
Evidence of learning outcomes may be collected from well-planned assignments, laboratory

reports and the results of unseen tests/examinations. Evidence is likely to be at outcome level in
order to provide maximum flexibility of delivery. It may be accumulated by learners building a
portfolio of activities or by a tutor-led combination of assignments and tests. In either case, the
evidence must be both relevant and sufficient to justify the grade awarded.
Pass
To achieve a pass, learners must: have a basic knowledge and understanding of the service
requirements of engineering structures; apply such knowledge and understanding to
determining the elastic section modulus for a simply supported beam and the slenderness ratio
for a standard section compression member.
Learners must have a basic knowledge and understanding of the factors which contribute to
frictional resistance between contact surfaces; apply such knowledge and understanding to
determining experimentally the value of limiting coefficient of friction between given materials
in sliding contact, and the limiting frictional resistance to a body sliding on an inclined plane.
Learners must: have a basic knowledge and understanding of linear and rotational dynamics;
apply such knowledge to determining experimentally the moment of inertia and radius of
gyration of a rotating body, and the dynamic effects of applied accelerating and retarding torque
on a rotating body.
Learners must: have a basic knowledge and understanding of simple harmonic motion; apply
such knowledge and understanding to determining the dynamic characteristics of a body
moving with simple harmonic motion at a given instant, and to verifying experimentally that the
natural vibrations of a mass-spring system and a simple pendulum describe simple harmonic
motion.
Learners must produce an acceptable range of accurate responses made in standard format..
They are also to include a reasonable display of number skills, evidenced by the appropriate
application and manipulation of formulae, accuracy of calculations and statement of units.
Merit
To achieve a merit, learners must: have a sound knowledge and understanding of the service
requirements of engineering structures; apply such knowledge and understanding to select
standard sections for a simply supported beam and for a compression member to satisfy given
loading and design constraints.
Learners must: have a sound knowledge and understanding of the factors which contribute to
frictional resistance between contact surfaces; apply such knowledge and understanding to
determining the magnitude and nature of all of the forces acting on a body sliding on an
inclined plane and the efficiency of the system as a lifting device.
Learners must: have a sound knowledge and understanding of linear and rotational dynamics;
apply such knowledge and understanding to determining the dynamic and kinetic characteristics
of a mechanical system in which combined linear and angular motion is present using a given
method.
Learners must: have a sound knowledge and understanding of simple harmonic motion; apply
such knowledge and understanding to determining the dynamic and kinetic characteristics of a
mechanical system in which simple harmonic motion is assumed to be present.
Learners must produce a substantial range of accurate responses made in standard format..
They are also to display good number skills, evidenced by the appropriate application and
manipulation of formulae, accuracy of calculations and statement of units.
Distinction
Learners must: have a comprehensive knowledge and understanding of the factors which
contribute to frictional resistance between contact surfaces; apply such knowledge and
understanding to determining the required torque, system efficiency and possibility of
overhauling for a square profile screw thread when transmitting load.
Learners must: have a comprehensive knowledge and understanding of linear and rotational
dynamics; apply such knowledge and understanding to determining the dynamic and kinetic
characteristics of a given mechanical system in which combined linear and angular motion is
present using alternative methods.
Learners must: have a comprehensive knowledge and understanding of simple harmonic
motion; apply such knowledge and understanding to evaluating the dynamic characteristics of a
given oscillating mechanical system to determine whether simple harmonic motion is present.
Learners must: produce a wide range of accurate responses made in standard format.. They are
also to display advanced number skills, evidenced by the appropriate application and
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This unit is linked with core Unit 3: Science for Technicians, core Unit 4: Mathematics for
Technicians and core Unit 6: Mechanical Principles and lays the foundation for further study
of Mechanical Principles at Higher National level. In its practical aspects, the unit also has
links with specialist Unit 8: Mechanical Technology and specialist Unit 28: Introduction to
Robot Technology.
1.17 Determine technical requirements to achieve objectives
1.27 Provide technical information on engineering products and assets
1.28 Provide technical information on the use of engineering products and assets
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available. Relevant software packages should be used where appropriate, particularly in the
outcome relating to structural analysis. Access to information technology and communications
technology resources, including the internet and the World Wide Web, might also enhance the
delivery of this unit.
Textbook
÷ Tooley M and Dingle L – BTEC National Engineering (Butterworth-Heinemann, 2002)
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skills evidence:
÷ evaluating the dynamic effects N3.2 Carry out multi-stage calculations to do with:
of applied accelerating and a amounts and sizes
retarding torques on rotating
bodies from given data b scales and proportion
c handling statistics
d rearranging and using formulae.
skills evidence:
÷ determining experimentally the C3.1b Make a presentation about a complex subject,
value of limiting coefficient of using at least one image to illustrate complex
friction between given materials points.
in sliding contact
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skills evidence:
÷ verifying experimentally that the PS3.1 Explore a complex problem, come up with
natural vibrations of a mass- three options for solving it and justify the
spring system and a simple option selected for taking forward.
pendulum describe simple PS3.2 Plan and implement at least one option for
harmonic motion solving the problem, review progress and
revise their approach as necessary.
PS3.3 Apply agreed methods to check if the problem
has been solved, describe the results and
review their approach to problem solving.
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The aim of this unit is to introduce the learner to the basic concepts and principles of fluid
mechanics and their application in the design and operation of engineering systems. It is
complementary to core Unit 3: Science for Technicians and provides a broad foundation for the
study of fluid mechanics at a higher level.
The physical properties of fluids are investigated together with hydrostatic force systems. The
behaviour of fluids in motion is investigated, in particular flow in pipes, discharge through an
orifice and the force of impact of a fluid jet. The final outcome is the investigation of basic
aerodynamics. This encompasses flow around aerofoil sections, lift and drag forces and aero-
engine thrust.
1 Determine the physical properties and characteristic behaviour of fluids at rest
2 Describe hydrostatic systems
3 Determine the characteristics of fluids in motion
4 Describe aircraft aerodynamics.
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1 Physical properties and characteristic behaviour of fluids

Properties: density, specific weight, relative density, viscosity, surface tension
Characteristic behaviour: capillary action, Newtonian and non-Newtonian fluids, laminar
and turbulent flow, behaviour of an ideal fluid
2 Hydrostatic systems
Hydrostatic pressure and up thrust: pressure below the free surface of a liquid, thrust on an
immersed surface, pressure measurement in a fluid by piezometer, U-tube, inclined and
well-type manometers, measurement of atmospheric pressure by Fortin barometer
Buoyancy: Archimedes’ principle of buoyancy, up-thrust on immersed and floating bodies,
measurement of density of a solid by immersion methods
Force transmission: compressibility, force transmitted by hydraulic jacks, presses,
actuators and braking systems
3 Fluids in motion
Pipeline flow: volume and mass flow rate, equation of continuity; energy of a fluid,
Bernoulli’s equation; flow measurement, venturi meter, orifice meter, pitot-static tube
Thrust of a jet: normal thrust of a jet on a stationary flat plate, power of a jet
4 Aerodynamics
Flow around bodies: dynamic pressure, form drag, skin friction drag, drag coefficient
Aerofoils: pressure distribution, lift and drag coefficients, resultant force, variation of lift
and drag with angle of incidence, stalling
÷ describe the physical properties of fluids ÷ distinguish between the properties and ÷ relate the properties of fluids to their
behaviour of real and ideal fluids characteristic behaviour
÷ describe the characteristic behaviour of real
fluids ÷ evaluate the thrust on an immersed surface and ÷ evaluate the force transmitted through a fluid in
the up-thrust on an immersed body from given a given hydraulic system
÷ determine pressure by means of a piezometer or
data
manometer from given data and state its value ÷ describe the relative advantages and uses of the
in Pascals ÷ determine the thrust exerted by a jet of fluid on venturi meter, orifice meter and pitot-static tube
a given stationary curved vane or pipe bend for flow measurement
÷ determine experimentally the density of a given
from given data
solid body by an immersion method ÷ evaluate the lift and drag forces on the lift
÷ describe the variation of the lift and drag surfaces of an aircraft and the required engine
÷ determine the flow rates in fluid systems by the
coefficients of typical aerofoil section with power from given data.
use of Bernoulli’s equation and the equation of
angle of incidence.
continuity
÷ identify the airflow patterns around solid bodies
÷ describe flow pattern and pressure distribution
around an aircraft wing.
This unit may be delivered as a stand-alone package or integrated with linked modules. It is
desirable that delivery should follow or be co-ordinated with core Unit 3: Science for
Technicians, core Unit 4: Mathematics for Technicians and core Unit 6: Mechanical
Principles. Wherever possible, a practical approach should be adopted in which the
underpinning principles are consolidated, using a structured programme of laboratory
investigations and demonstrations.
Pass
To achieve a pass, learners must: have the ability to describe the physical properties of fluids
and characteristic behaviour of real fluids; determine pressure using a piezometer or
manometer; determine experimentally the density of a given solid body; determine flow rates in
fluid systems using Bernoulli’s equation and the equation of continuity; recognise airflow
patterns and pressure distribution around an aircraft wing.
Merit
To achieve a merit, learners must have the ability to distinguish: between the properties and
characteristic behaviour of real and ideal fluids; evaluate the thrust on an immersed surface and
the up-thrust on an immersed body; determine the thrust exerted by a jet of fluid on a flat plate;
determine the variation in lift and drag coefficients of a typical aerofoil section with angle of
incidence.
Learners must produce a substantial range of accurate responses made in standard format. They
are also to display good number skills, evidenced by the appropriate application and
Distinction
To achieve a distinction, learners must: show the ability to determine the forces transmitted by
fluids in hydraulic systems; evaluate the thrust on an immersed body from given data;
determine forces transmitted through a fluid in a given hydraulic system.
Learners must be able to: evaluate the relative advantages and disadvantages of the venturi
meter, orifice meter and pitot-static tube; analyse the variation in lift and drag coefficients and
pressure distribution of a typical aerofoil section with angle of attack; evaluate the lift and drag
forces on the lift surfaces of an aircraft.
Learners must produce a wide range of accurate responses made in standard format. They are
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of Fluid Mechanics at Higher National level. In its practical aspects, the unit also has links with
specialist Unit 8: Mechanical Technology, specialist Unit 11: Thermodynamics and specialist
Unit 12: Electro-Pneumatic and Hydraulic Systems and Devices.
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available. Relevant video packages should be used where appropriate, particularly to reinforce
outcomes relating to fluids in motion and basic aerodynamics. Access to information
Textbook
÷ Spurk J – Fluid Mechanics (Springer Verlag, 1997)
hÉó=ëâáääë
skills evidence:
÷ determining flow rates in given N3.2 Carry out multi-stage calculations to do with:
pipe systems by the use of a amounts and sizes
Bernoulli’s equation, the
equation of continuity and b scales and proportion
D’Arcy’s formula from given c handling statistics
data
skills evidence:
÷ describing the physical C3.1b Make a presentation about a complex subject,
properties of fluids using at least one image to illustrate complex
points.
÷ describing the characteristic
behaviour of fluids
skills evidence:
÷ determining experimentally the PS3.1 Explore a complex problem, come up with
density of a given solid body by three options for solving it and justify the
an immersion method option selected for taking forward.
PS3.2 Plan and implement at least one option for
solving the problem, review progress and
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The aim of this unit is to introduce the learner to the basic concepts and principles of work and
heat transfer and their application in engineering systems. It is complementary to core Unit 3:
Science for Technicians and provides a broad foundation for the study of thermodynamics at a
higher level.
The basic laws concerned with the expansion and compression of gases and the associated heat
and work transfer are investigated. These are then applied to determine heat and work transfer
in closed and open thermodynamic systems.
The combustion of fuels is investigated and methods of determining calorific value are
examined. The properties of steam as a working substance are investigated, together with the
use of thermodynamic property tables. These are then applied to determine heat and work
transfer in steam-generating plant.
This unit presents opportunities to demonstrate key skills in application of number and
communication.
1 Investigate the expansion and compression of gases
2 Investigate thermodynamic systems
3 Investigate the combustion of fuels
4 Investigate the properties and use of steam.
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1 Expansion and compression of gases

Property measurements: Celsius and absolute temperature scales, absolute zero of
temperature, gauge and absolute pressure, density, specific volume, properties of an ideal
gas
Gas laws and thermodynamic processes: zeroth law of thermodynamics, Boyle’s law,
Charles’ law, Avogadro’s hypothesis; isothermal, constant pressure, constant volume,
adiabatic and general polytropic processes; general gas equation, universal gas constant,
characteristic gas constant, characteristic gas equation, polytropic expansion index,
polytropic process equation
2 Thermodynamic systems
Properties of thermodynamic systems: intensive and extensive properties, two-property
rule, definition of a thermodynamic system
Heat transfer: sensible heat, specific heat capacity, latent heat, specific latent heat of fusion
and vaporisation
Closed thermodynamic systems: definition of a closed thermodynamic system, change of
internal energy; first law of thermodynamics, closed system energy equation; relationship
between constants cv, cp, R and η.
Open thermodynamic systems: definition of an open thermodynamic system and full steady
flow energy equation
3 Combustion of fuels
Fuels: calorific value of common solid, liquid and gaseous fuels; determination of calorific
value eg by Schole’s bomb calorimeter and Boy’s gas calorimeter; gross and net calorific
values
Combustion processes: stochiometric equations for combustion of hydrogen, carbon and
sulphur; products of combustion
4 Properties and use of steam

Properties of steam: saturation temperature, saturated water, dryness fraction of wet steam,
dry-saturated steam, superheated steam, critical temperature, super-critical steam;
temperature-enthalpy diagram, use of thermodynamic property tables; throttling processes,
determination of dryness fraction
Power generating plant: steam plant components; boiler, superheater, turbine, generator,
condenser, feed heater, economiser, condensate extraction and boiler feed pumps,
condenser cooling circuit; heat and work transfer, thermal efficiency of boilers and
turbines, fuel consumption, power output
÷ use absolute and gauge pressure, Kelvin and ÷ determine changes of pressure, volume and ÷ analyse the changes of pressure, volume and
Celsius scales in the gas laws temperature using the general and characteristic temperature which occur during thermodynamic
gas equations processes
÷ describe isothermal, constant pressure and
constant volume thermodynamic processes and ÷ determine changes of internal energy and ÷ produce a balanced theoretical mass and
evaluate the associated changes of pressure, changes of enthalpy which take place in volume of air chemical equation for the
volume and temperature from given data thermodynamic systems complete combustion of a given mass of fuel
÷ explain the nature of closed and open ÷ determine the nature of the combustion process ÷ evaluate thermal efficiency of boilers and
thermodynamic systems for a given mass of fuel turbines from given data.
÷ determine sensible and latent heat transfer in ÷ evaluate the heat and work transfer which
thermodynamic processes from given data occurs in steam plant components using given
data and making use of thermodynamic
÷ use experimental methods to determine the
property tables.
calorific value of a fuel and evaluate calorific
value from given experimental data
÷ recognise the stochiometric equations for the
combustion of hydrogen, carbon and sulphur
and the products of combustion
÷ describe the major components and their
arrangement, in steam plant for power
generation.
This unit may be delivered as a stand-alone package or integrated with linked units. It is
desirable that delivery should follow core Unit 3: Science for Technicians, core Unit 4:
Mathematics for Technicians and core Unit 6: Mechanical Principles. Wherever possible, a
practical approach should be adopted in which the underpinning principles are consolidated
using a structured programme of laboratory investigations and demonstrations.
The pass grade specifies the minimum acceptable level required by the learners and the external
assessment will cover all the learning outcomes, but not necessarily all the topics included in
the content. Achievement of a merit grade or a distinction grade will require answers that
demonstrate additional depth and/or breadth of treatment.
Pass
To achieve a pass, learners must: have a knowledge and understanding of temperature and
pressure measurement and the laws and principles associated with expansion and compression
of gases; apply such knowledge and understanding to distinguishing between absolute and
gauge pressure and the Kelvin and Celsius scales of temperature; describe isothermal, isobaric
and isochoric thermodynamic processes.
Learners must have the ability to distinguish between intensive and extensive properties of
thermodynamic systems and between closed and open thermodynamic systems and be able to
find changes in sensible and latent heat transfer from given data.
Learners must be able to: describe experimental methods used to determine the calorific value
of a fuel and evaluate calorific value from given data; recognise the stochoimetric equations for
the combustion of hydrogen, carbon and sulphur, and the products of combustion.
Learners must be able to: recognise and describe the properties of steam and power generating
plant; illustrate the phases associated with the generation of superheated steam from feed-water
by means of a temperature-enthalpy diagram; describe the major components in steam plant for
power generation and their arrangement.
Merit
To achieve a merit, learners must: apply the gas laws to the expansion and compression of
gases; distinguish between absolute and gauge pressure and the Kelvin and Celsius scales of
temperature; evaluate changes in pressure, volume and temperature which occur during general
polytropic processes from given data, using the general and characteristic gas equations.
Learners must: have the ability to evaluate sensible and latent heat transfer, changes of internal
energy, and changes of enthalpy which take place in thermodynamic processes; evaluate the
experimental methods used to determine the calorific values of fuels; evaluate the theoretical
mass of air required for complete combustion of a given mass of fuel.
Learners must be able to: illustrate the phases associated with the generation of superheated
steam from feed-water by means of a temperature-enthalpy diagram; explain the major
components in steam plant for power generation and their arrangement; evaluate the heat and
work transfer which occurs in steam plant components, using given data and making use of
thermodynamic property tables.
Distinction
To achieve a distinction, learners must analyse isothermal, isobaric and isochoric
thermodynamic processes and evaluate changes of pressure, volume and temperature which
occur during adiabatic and other thermodynamic processes where the polytropic index is given.
Learners must: evaluate changes of internal energy; and enthalpy which take place in
thermodynamic systems from given data and the associated work and heat transfer; produce the
stochoimetric equations for the combustion of hydrogen, carbon and sulphur and the products
of combustion; evaluate the theoretical mass and volume of air required for complete
combustion of a given mass of fuel.
Learners must: evaluate the major components in steam plant for power generation and their
arrangement; determine the heat and work transfer which occurs in steam plant components and
the thermal efficiency of boilers and turbines using, using given data and making use of
thermodynamic property tables.
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of Thermodynamics at Higher National level. In its practical aspects, the unit also has links
with specialist Unit 8: Mechanical Technology and specialist Unit 10: Fluid Mechanics.
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available. Relevant video packages might be used where appropriate to reinforce outcomes,
particularly those relating to steam plant. Access to information technology and
communications technology resources, including the internet and the World Wide Web, might
also enhance the delivery of this unit.
Textbook
÷ Moran M J – Thermodynamics (Wiley, 1995)
hÉó=ëâáääë
skills evidence:
÷ evaluating changes of pressure, N3.2 Carry out multi-stage calculations to do with:
volume and temperature from a amounts and sizes
given data
b scales and proportion
÷ evaluating sensible and latent
heat transfer in thermodynamic c handling statistics
systems from given data d rearranging and using formulae.
÷ evaluating calorific value from
given experimental data
skills evidence:
÷ distinguishing between absolute C3.1b Make a presentation about a complex subject,
and gauge pressure and between using at least one image to illustrate complex
the Kelvin and Celsius points.
temperature scales
÷ describing isothermal, constant
pressure and constant volume
thermodynamic processes
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póëíÉãë=~åÇ=aÉîáÅÉë
The aim of this unit is to provide learners with knowledge and understanding of electro,
pneumatic and hydraulic technology employed in modern industry. The unit complements the
engineering systems introduced in core Unit 3: Science for Technicians and also provides the
basis for further study at Higher National level. The unit seeks to broaden and extend the
learner’s practical knowledge of fluid power systems and their interface with
electrical/electronic systems. The outcomes to be achieved cover safety, principles and
applications of fluid power; electro, pneumatic and hydraulic components, devices and
equipment; fluid power circuits; maintenance, test and fault finding.
1 Describe safety considerations and carry out calculations relating to fluid power
applications
2 Identify and describe given electro, pneumatic and hydraulic components, devices and
equipment
3 Produce fluid power circuit diagrams for given applications
4 Describe and carry out maintenance, inspection, test and fault-finding routines on
electro, pneumatic and hydraulic components, devices, circuits and systems.
`çåíÉåí
1 Safety considerations and fluid power applications

Legislation: The Health and Safety at Work Act 1974; The Pressure Systems and
Transportable Gas Containers Regulations 1989 (SI 1989 No2169); The Pressure Vessels
Directive. The Machinery Directive; CE Marking
Safety precautions: risk assessments; precautions to be observed when assembling and
testing electro, pneumatic and hydraulic equipment and systems; personal protective
equipment
Fluid power principles: units and calculations, multiple and sub-multiple, properties and
behaviour of air and hydraulic fluids
Features and characteristics of electro, pneumatic and hydraulic systems: flexibility,
reliability, controllability, productivity and safety
Fluid power applications: manufacturing and processing industries, transportation systems,
utilities, construction plant and equipment
2 Electro, pneumatic and hydraulic components, devices and equipment

Symbols: electrical/electronic, pneumatic and hydraulic symbols for common components,
devices and equipment, standards; BS3939, BS2917, ISO1219-1, CETOP
Diagrams/documentation: eg circuit diagrams, block diagrams, system layout diagrams,
displacement step diagrams, component and equipment data sheets, functional charts,
operating instructions, installation and maintenance manuals, standards; ISO 1219-2
Components/devices: valves eg directional, flow, pressure, non-return; methods of actuation
eg mechanical, pneumatic, hydraulic, electrical/solenoid; linear and rotary actuators;
electric, air and hydraulic motors; mounting arrangements
Air generation and distribution: eg compressors, coolers and dryers, receivers, air service
units (FRL), pipework, fittings, drainage points, seals; installation of pneumatic equipment
Hydraulic supply systems: eg supply tank/pump, accumulators, hoses/pipework and fittings,
seals, hydraulic fluids; installation of hydraulic equipment
Electric supply: regulated power supply units with ac and dc outputs
3 Fluid power circuits

Pneumatic circuits: eg direct and pilot control, reciprocating and dwell control, simple
multi-cylinder circuits, pulsed signals, circuits with repetitive movements, latching circuits,
three-position directional control valves, cascade circuits, group selection and stepper
circuits, programme sequencer circuits, circuits with rotary actuators and air motors,
emergency and fail-safe circuits
Hydraulic circuits: eg multi-cylinder circuits, regenerative circuits, counterbalance circuits,
‘meter-in’ and ‘meter-out’ circuits, bleed-off circuits, circuits with rotary actuators and
hydraulic motors, emergency and fail-safe circuits
Electro-pneumatic and electro-hydraulic circuits: the use of programmable electronic
devices and systems for the control of fluid power circuits; centralised control, distributed
control, input/output arrangements, solenoid valve arrangements. ‘fieldbus’ systems and
arrangements
4 Maintenance, inspection, test and fault-finding

Maintenance/inspection/testing: regular maintenance routines on electro, pneumatic and
hydraulic components, devices and systems, including inspection and functional testing;
recommended frequencies for maintenance; the use of maintenance manuals and
documentation, the need to record maintenance
Fault-finding: eg test, identify and rectify faults in given electro, pneumatic and hydraulic
systems; fault diagnosis, causes and effects of malfunctions; use of fault-finding aids,
functional charts, diagrams, flow charts, trouble-shooting charts, component data sheets,
operation and maintenance manuals, software based records and data; use of self-diagnostic
techniques using programmable electronic systems; fault-finding techniques, visual
examination, unit substitution, input to output, injection and sampling, half-split technique;
fault/repair reporting
÷ describe the relevant safety precautions to be ÷ describe the features and characteristics of ÷ describe the use of self-diagnostic techniques
taken when working with electro, pneumatic electro, pneumatic and hydraulic systems, using programmable electronic systems
and hydraulic components, devices, equipment including advantages and limitations
÷ provide clear, concise and comprehensive
and systems
÷ describe with the aid of suitable diagrams the maintenance reports on an item of electro-
÷ carry out calculations relating to the operation construction and operation of a double-acting, pneumatic equipment and on an item of electro-
of electro, pneumatic and hydraulic systems two-stage, reciprocating air compressor hydraulic equipment.
÷ identify the electro, pneumatic and hydraulic ÷ produce a suitable circuit diagram using a
components and devices on given diagrams programmable controller to reverse the
direction and vary the speed of a hydraulic
÷ describe with the aid of suitable diagrams the
motor
construction and operation of a given electro-
pneumatic device and a given electro-hydraulic ÷ describe suitable fault-finding techniques that
device can be applied to electro, pneumatic and
hydraulic systems.
÷ produce circuit diagrams for the following:
– a multi-cylinder arrangement with
sequential operation, group cascading and
incorporating electro-pneumatic control
– a hydraulic regenerative circuit
÷ carry out maintenance, inspection, test and
fault-finding on both an electro-pneumatic and
an electro-hydraulic system and prepare suitable
maintenance and fault reports.
This unit may be delivered as a stand-alone unit or it could be linked with the units given in the
Links section. It should be delivered through a programme of lectures, demonstrations and
practical work.
Outcomes 1 and 2 lend themselves to assignment-based assessment methods.

Outcomes 3 and 4 could be a combination of both assignments and investigations/practical
exercises. It is expected that where learners are subjected to practical assessments this will be
evidenced by assessor observation reports on their performance. This should be supported with
assessment of documentary evidence provided by the learner in the form of work logs and
maintenance/inspection/test reports as appropriate.
The pass grade specifies the minimum acceptable level required by the learners and covers all
the learning outcomes but not necessarily all the topics included in the content. Achievement of
a merit grade or a distinction grade will demonstrate additional breadth and/or depth of
treatment required for each grade.
Pass
To achieve a pass, learners must have a basic level of knowledge and understanding of health
and safety matters affecting electro, pneumatic and hydraulic equipment and systems, including
an understanding of safe working procedures and practices when working with such equipment
and systems.
Learners must have: the ability to carry out a range of calculations relating to electro,
pneumatic and hydraulic systems; the ability to use and interpret diagrams and data relating to
electro, pneumatic and hydraulic components, devices, equipment and systems; the ability to
construct fluid power circuit diagrams.
Learners must have: a basic understanding of the construction and operation of electro-
pneumatic and electro-hydraulic devices; the ability to carry out maintenance, inspection, test
and fault-finding on electro, pneumatic and hydraulic equipment and systems, including
completing appropriate inspection/test schedules and maintenance records.
Merit
To achieve a merit, learners must have a sound level of knowledge and understanding of health
and safety matters affecting electro, pneumatic and hydraulic equipment and systems, including
a clear understanding of safe working procedures.
Learners must have: the ability to carry out more complex calculations relating to electro,
pneumatic and hydraulic systems; a good understanding of the features and characteristics of
electro, pneumatic and hydraulic systems, including a good appreciation of the advantages and
limitations in their use; an ability to use, interpret and understand more complicated diagrams
and data relating to electro, pneumatic and hydraulic systems; a sound knowledge and
understanding of electro-pneumatic and electro-hydraulic devices, systems and circuits.
Learners must be able to: clearly describe the construction and operation of a major item of
pneumatic equipment; carry out maintenance, inspection, test and fault-finding on more
complex electro, pneumatic and hydraulic equipment and systems to complete appropriate
inspection/test schedules and maintenance records; describe suitable fault-finding techniques
that can be applied to electro, pneumatic and hydraulic systems.
Distinction
To achieve a distinction, learners should have a comprehensive knowledge and understanding
of health and safety matters affecting electro, pneumatic and hydraulic equipment and systems,
including a sound understanding of safe working procedures and practices.
Learners must have: the ability to carry out a range of complex calculations relating to electro,
pneumatic and hydraulic systems; a comprehensive understanding of the features and
characteristics of electro, pneumatic and hydraulic systems including a sound appreciation of
the advantages and limitations in their use; an ability to comprehensively use, interpret and
understand complicated diagrams and data relating to electro, pneumatic and hydraulic systems;
a comprehensive knowledge and understanding of electro-pneumatic and electro-hydraulic
devices, systems and circuits.
Learners must: provide a clear and concise description of the construction and operation of a
major item of pneumatic equipment; have a comprehensive understanding of self diagnostic
techniques employing programmable electronic systems; the ability to carry out maintenance,
inspection, test and fault-finding on complex electro, pneumatic and hydraulic equipment and
systems; provide clear, concise and comprehensive maintenance reports; clearly describe
suitable fault-finding techniques that can be applied to a range of electro, pneumatic and
hydraulic devices, equipment and systems.
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This unit is linked to the engineering systems content within core Unit 3: Science for
Technicians. It is also linked to Unit 37: Mechanical Principles, Unit 10: Machine and Process
Control Systems and Unit 11: Mechanical Technology. Also, the unit links to Units 5.01 to 5.07
inclusive within Group 5 and Units 6.01 to 6.08 inclusive within Group 6 of the Engineering
Competence Standards (ECS).
There is also a link to the current ERP Units 33 to 40 inclusive and Unit 66.
The unit also lays the foundation for further study at Higher National level, particularly for
Applications of Pneumatics and Hydraulics.
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Centres delivering this unit must be equipped with, or have access to, industrial standard
electro, pneumatic and hydraulic equipment and systems, testing instruments and fault-finding
assemblies. In addition, relevant British/international standards, ACOPs, BFPA and health and
safety publications should be available. The use of software-based and audiovisual training aids
to demonstrate electro, pneumatic and hydraulic equipment design and operation is also highly
recommended.
Textbook
÷ Esposito A – Fluid Power with Applications – 4th Ed (Pearson, 1996)
hÉó=ëâáääë
skills evidence:
÷ carrying out calculations relating N3.2 Carry out multi-stage calculations to do with:
to electro, pneumatic and a amounts and sizes
hydraulic systems and using
given numerical data arising b scales and proportion
from practical work and c handling statistics
investigations
They should work with a large data set on at
least one occasion.
N3.3 Interpret results of their calculations, present
their findings and justify their methods. They
must use at least one graph, one chart and one
diagram.
skills evidence:
÷ describing the types, C3.3 Write two different types of documents about
construction and principle of complex subjects. One piece of writing should
operation of electro, pneumatic be an extended document and include at least
and hydraulic devices, one image.
equipment and systems
skills evidence:
÷ preparing reports from practical IT3.3 Present information from different sources for
work and investigations two different purposes and audiences. Their
work must include at least one example of
text, one example of images and one example
of numbers.
fãéêçîáåÖ=çïå=äÉ~êåáåÖ=~åÇ=éÉêÑçêã~åÅÉ=äÉîÉä=P
skills evidence:
÷ investigating electro, pneumatic LP3.2 Take responsibility for their learning using
and hydraulic equipment and their plan, and seeking feedback and support
systems from relevant sources to help meet targets.
Improve their performance by:
÷ carrying out practical work on
electro, pneumatic and hydraulic a studying a complex subject
equipment and systems b learning through a complex practical
activity
c further study or practical activity that
involves independent learning.
LP3.3 Review progress on two occasions and
establish evidence of achievements, including
how they have used learning from other tasks
to meet new demands.
skills evidence:
÷ carrying out fault-finding PS3.1 Explore a complex problem, come up with
exercises on electro, pneumatic three options for solving it and justify the
and hydraulic equipment and option selected for taking it forward.
systems PS3.2 Plan and implement at least one option for
skills evidence:
÷ planning and carrying out a WO3.1 Plan complex work with others, agreeing
maintenance activity objectives, responsibilities and working
arrangements.
WO3.2 Seek to establish and maintain cooperative
working relationships over an extended period
of time, agreeing changes to achieve agreed
objectives.
WO3.3 Review work with others and agree ways of
improving collaborative work in the future.
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This aim of this unit is to introduce the learner to the principles and techniques involved in the
measurement of engineering process variables. It is complementary to core Unit 3: Science for
Technicians, core Unit 6: Mechanical Principles and specialist Unit 8: Mechanical
Technology, specialist Unit 10: Fluid Mechanics and specialist Unit 11: Thermodynamics and
provides a foundation for the study of the unit Process Instrumentation and Control at Higher
National level.
The functions of measuring system elements and measuring system terminology are
investigated. Temperature, pressure, displacement, fluid level, load, fluid flow and rotational
speed measuring systems are then investigated in detail.
This unit presents opportunities to demonstrate key skills in communication and improving own
learning and performance.
1 Describe the function of measuring system elements and system terminology
2 Describe temperature and pressure measuring systems
3 Describe displacement, fluid level and load measuring systems
4 Describe fluid flow and rotational speed measuring systems.
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1 Measuring system elements and system terminology

System element functions: sensors, transducers, signal conditioners, display units; block
diagram representation
System terminology: accuracy, error, precision, sensitivity, repeatability, reproducibility,
range, drift, hysteresis error
2 Temperature and pressure measuring systems

Temperature: eg liquid expansion, thermocouple, metallic resistance element and
thermistor based systems; associated signal conditioners including bridge circuits and
operational amplifiers; associated display units; block diagram representation, transfer
functions, system sensitivity
Pressure: eg bourdon tube, diaphragm, capsule, bellows and piezo-electric crystal based
systems; associated signal conditioners including charge amplifiers; associated display
units; block diagram representation, transfer functions, system sensitivity
3 Displacement, fluid level and load measuring systems

Displacement: eg mechanical movement, potentiometric, inductance and capacitance based
systems; associated signal conditioners including compound levers and compound gear
trains; associated display units; block diagram representation, transfer functions, system
sensitivity
Fluid level: eg float, hydrostatic tube, ultrasonic, electrical resistance and capacitance based
systems; associated signal conditioners and display units; block diagram representation,
transfer functions, system sensitivity
Load: eg mechanical lever, elastic element and electrical resistance based systems;
associated signal conditioners and display units; block diagram representation, transfer
functions, system sensitivity
4 Fluid flow and rotational speed measuring systems

Fluid flow: eg mechanical movement, differential pressure, electromagnetic and ultrasonic
based systems; associated signal conditioners and display units; block diagram
representation, transfer functions, system sensitivity
Rotational speed: eg drag cup, ac and dc inductive, photo-electric and stroboscopic based
systems; associated signal conditioners and display units; block diagram representation,
transfer functions, system sensitivity
÷ describe the functions of the basic elements of a ÷ determine the overall possible and probable ÷ determine the sensitivity of a given measuring
measuring system error in a measuring system, given the possible system and its change of output for a given
error in each element change of input, given the sensitivity of the
÷ define terms used to describe the characteristics
separate elements
of a measuring system ÷ identify the elements and signal paths in a given
temperature and a given pressure measuring ÷ evaluate the applications, advantages and
÷ describe the operating principles of a given
system and display in block diagram format limitations of a given temperature and a given
temperature measuring system
pressure measuring system
÷ identify the elements and signal paths in a given
displacement, a given fluid level and a given ÷ evaluate the applications, advantages and
pressure measuring system
load measuring system and display in block limitations of a given displacement, a given
÷ describe the operating principles of a given diagram format fluid level and a given load measuring system
displacement measuring system
÷ identify the elements and signal paths in a given ÷ evaluate the applications, advantages and
÷ describe the operating principles of a given fluid flow and a given rotational speed limitations of a given fluid flow and a given
fluid-level measuring system measuring system and display in block diagram rotational speed measuring system.
format.
÷ describe the operating principle of a given load
measuring system
fluid-flow measuring system
rotational-speed measuring system.
This unit may be delivered as a stand-alone package or integrated with linked units. Wherever
possible, a practical approach should be adopted in which the underpinning knowledge and
principles are consolidated using a structured programme of laboratory and workshop practical
investigations and demonstrations.

Pass
To achieve a pass, learners must: have a basic knowledge and understanding of the functions of
measuring system elements and measuring system terminology; apply such knowledge and
understanding to describing the functions of the basic elements of a measuring system, and to
defining the terms used to describe the characteristics of a measuring system.
Learners must: have a basic knowledge and understanding of temperature and pressure
measuring systems; apply such knowledge and understanding to describing the operating
principles of a given temperature, and a given pressure measuring system.
Learners must: have a basic knowledge and understanding of displacement, fluid level and load
measuring systems; apply such knowledge to describing the operating principles of a given
displacement, a given fluid level, and a given load measuring system.
Learners must: have a basic knowledge and understanding of fluid flow and rotational speed
measuring systems; apply such knowledge and understanding to describing the operating
principles of a given fluid flow, and a given rotational speed measuring system.
Merit
To achieve a merit, learners must: have a sound knowledge and understanding of the functions
of measuring system elements and measuring system terminology; apply such knowledge and
understanding to determining the overall possible and probable error in a measuring system,
given the possible error in each element.
Learners must: have a sound knowledge and understanding of temperature and pressure
measuring systems; apply such knowledge and understanding to identifying the elements and
signal paths in a given temperature and a given pressure measuring system and display them in
block diagram format.
Learners must: have a sound knowledge and understanding of displacement, fluid level and
load measuring systems; apply such knowledge and understanding to identifying the elements
and signal paths in a given displacement, a given fluid level and a given load measuring system,
and display them in block diagram format.
Learners must: have a sound knowledge and understanding of fluid flow and rotational speed
measuring systems; apply such knowledge and understanding to identifying the elements and
signal paths in a given fluid flow and a given rotational-speed measuring system, and display
them in block diagram format.
Distinction
To achieve a distinction, learners must: have a comprehensive knowledge and understanding of
the functions of measuring system elements and measuring system terminology; apply such
knowledge and understanding to determining the sensitivity of a given measuring system and its
change of output for a given change of input.
Learners must: have a comprehensive knowledge and understanding of temperature and
pressure measuring systems; apply such knowledge and understanding to evaluating the
applications, advantages and limitations of a given temperature and a given pressure measuring
system.
Learners must: have a comprehensive knowledge and understanding of displacement, fluid
level and load measuring systems; apply such knowledge and understanding to evaluating the
applications, advantages and limitations of a given displacement, a given fluid level and a given
load measuring system.
Learners must: have a comprehensive knowledge and understanding of fluid flow and
rotational-speed measuring systems; apply such knowledge and understanding to evaluating the
applications, advantages and limitations of a given fluid flow and a given rotational-speed
measuring system.
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This unit is linked with core Unit 3: Science for Technicians and core Unit 6: Mechanical
Principles and lays the foundation for further study of Instrumentation and Control at Higher
National level. In its practical aspects, the unit also has links with specialist Unit 8: Mechanical
Technology, specialist Unit 10: Fluid Mechanics, specialist Unit 11: Thermodynamics and
specialist Unit 29: Electrical and Electronic Principles.
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available and software packages should be used where appropriate. Access to information
Textbook
÷ Anderson N – Instrumentation for Process Measurement and Control (CRC Press, 1998)
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skills evidence:
÷ describing the functions of given C3.1a Contribute to a group discussion about a
measuring system elements complex subject.
÷ explaining the meaning of given C3.1b Make a presentation about a complex subject,
performance characteristics of using at least one image to illustrate complex
measuring systems points.
÷ describing the operating C3.2 Read and synthesise information from two
principles of given measuring extended documents about a complex subject.
systems One of these documents should include at
least one image.
C3.3 Write two different types of documents about
complex subjects. One piece of writing should
be an extended document and include at least
one image.
skills evidence:
÷ describing the operating LP3.1 Agree targets and plan how these will be met
principles of given measuring over an extended period of time, using support
systems from appropriate people.
LP3.2 Take responsibility for their learning by using
their plan, and seeking feedback and support
from relevant sources, to help meet targets.
a studying a complex subject
b learning through a complex practical
activity
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This unit aims to place the learners’ studies into the context of employment practices and
procedures in engineering-related industries or services. It involves an investigation of
workplace practices, and examines how the principles and knowledge underlying the
operational practices of a specific employment area are used, and the business and
environmental constraints under which these applications are operated. The unit is designed to
place the applications of principles and knowledge into a realistic context.
The development of knowledge and skills through the study of idealistic or simplified systems
or processes cannot always be operated commercially; any commercial process must generate
sufficient income to sustain its operation. The income depends both on the demand for the
products or services and it being able to make a profit or remain within budget. This unit
examines the commercial constraints on the activities carried out.
The workplace operates within increasingly stringent statutory controls and clearly defined
rights and responsibilities for both employers and employees. These controls influence the
processes used and the environmental risks associated with them, and the products or services
and the uses to which they can be put.
The outcomes of this unit are designed to support a detailed investigation of a selected work
environment, rather than a broad review of workplace practices in general. For employed
learners, the application selected will ideally be their own employers. For non-employed
learners, the investigation can be undertaken as an individual or as a group activity.
communication, information technology, improving own learning and performance, problem
solving and working with others.
1 Identify and describe the application of engineering within an organisation
2 Investigate the use of the organisation’s products or services
3 Investigate the business operations of the organisation
4 Assess the local and environmental constraints under which an organisation’s activities
are operated.
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1 Application of engineering
The organisation: main sector of engineering and supply chains, nature of the business,
principles of operation and how these are communicated to employees, customers, suppliers
and the community
Products and services: nature, volumes (current/historical/projected)
Processes and techniques: types used within the organisation to produce the product or
carry out the service
Codes of practice: industry, professional or organisational, consequences of failure to meet
codes, issues of implementation
2 Organisation’s products or services

Uses: customers, types of applications, benefits of products or services
Competing products or services: reasons for choice of product or service, changes that have
affected the organisation
Market research: customer response, analysis, evaluation
3 Business operations
The organisation: brand, aims, organisational structure, number and type of employees,
lines of communication within the business, prospectus, annual report
Business organisation: sales, marketing, public information, internal marketplace within the
organisation
Finance: costs, prices, profit, cost effectiveness, cost – benefit analysis
4 Local and environmental constraints

Statutory controls: employment protection, equal opportunities, health and safety,
environmental controls
Quality systems: codes of practice, ISO 9000, ISO14001, Investors in People, The Learning
Organisation
Local impact: provision of employment, services to the community, emissions, access and
egress of people and materials
Public issues: public concerns, public opinion and changes that have occurred, industry
attempts to influence opinion, impact upon employment
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÷ identify the applications of engineering within a ÷ relate the processes or techniques used to their ÷ evaluate the strengths and weaknesses of the
selected organisation underlying principles products or services, in comparison with those
of competing products or services
÷ describe the principles and codes of practice ÷ assess how the organisation’s products or
within which the organisation operates services are used, and the benefits to the users ÷ identify and review the systems used to plan
services or production to meet the demands of
÷ describe the applications of the organisation’s ÷ describe in detail the systems by which the local
the market
products or services and environmental constraints are managed
within the organisation ÷ assess the impact of the local and
÷ illustrate diagrammatically and describe the
environmental constraints on the operation of
structure of the business operations of the ÷ describe the positive and the negative impacts
the organisation.
organisation of the organisation’s activities on its locality.
÷ identify the local and environmental constraints
on the operation of the organisation.
This unit requires detailed investigation by learners of selected organisations in order to

identify the knowledge, skills and supporting activities involved in commercial production or
community services and their constraints.
The major activity will be individual or group investigations of the selected organisation(s), but
some introduction of business processes and statutory controls together with employer and
employee rights and responsibilities will be required. Detailed courses in business practices and
industrial law are not appropriate to this unit; the learners will merely require sufficient
background in these outcomes to appreciate the information obtained during their
investigations.
Delivery should focus on how principles are applied and on the uses of the products or services.
The statutes and systems in use to ensure the safety of workers and the public and to eliminate
any harmful effects of the operations on the environment should be identified and examined.
The organisation investigated may subscribe to standards influencing the quality of the products
or services and processes, environmental management and the development of its staff. The
impact of these standards and their operating systems should be included in the investigation.
The success of the organisation will depend on its effectiveness of services or on demand for its
products, but also on how its main core business is supported and informed by its sales and
marketing operations; the impact of these systems should be investigated. The issue of public
opinion and concern should also be considered, together with the impact this may have on both
the business and the employees.
Employed learners will ideally study their own organisations. Tutors should inform each
organisation of the aims and structure of this unit, and of the type of information required to
achieve the outcomes. Due regard should be given to commercial confidentiality of
information. However, the outcomes can be achieved through use of organisational information
that is readily available in the public domain.
Non-employed learners will need different levels of support than do their employed
counterparts. Tutors will need to decide whether the learners will study individually or as a
group. In either case, tutors should ensure that the required quantity and quality of information
is available when selecting organisations for study. A textbook investigation is unlikely to
support the achievement of the outcomes of this unit. It will be beneficial to form direct links
with one or more organisations for the purposes of this investigation. If this cannot be arranged,
tutors should investigate information available through trade associations and locally through
chambers of commerce, etc.
An example
A company manufactures light castings mainly for the petrochemical industry at home and
internationally. The products include valve and pump bodies, flange fittings, access and
inspection covers, etc. It sells its products directly to large-scale users and to intermediaries
who sell on to smaller-scale users. The company is ISO 9000 and 14001 accredited, and is an
Investor in People. The business is a family-run concern and located close to a small but
developing town. It has good rail access but limited access to major road networks.
The learner investigation could include:
÷ the business: organisation and structure, lines of communication, its standing and impact on
the community, how it has developed over time and its affect on the environment and
employees
÷ the products: material composition, physical/chemical properties, types of use, available
alternatives
÷ the processes: manufacturing methods, raw materials, plant design, process control,
separation of products, use of services
÷ the market: volumes produced, customers, costs (production/transport/sales)
÷ production support: number of employees (production/other), sales and marketing activities
÷ statutory controls: impact of the Health and Safety at Work Act and Environmental
Protection legislation on production operations, issues of local and public concern and their
impact upon employment
÷ voluntary controls: the ISO 9000 and 14001 standards and the impact of the compliance
systems on operations, systems to support Investors in People and how they influence
operations.
This unit is to be assessed by portfolio assessment and the evidence must be generated in a
form suitable for inclusion in the learner’s portfolio. This may include research materials eg
learner’s own notes, data from an organisation, results of web-based searches, text and
information references; images eg photographs, scanned images, flow charts/diagrams, sketches
and drawings; investigative reports of products or services and the summative technical report
of the investigation carried out. Learners should be encouraged to begin work on their portfolio
at the commencement of the unit and collect evidence systematically as they progress. They
should be encouraged to cross-reference the individual learning outcomes and assessment
criteria with the evidence collected. In order to facilitate this process, tutors should guide
learners and where appropriate provide documentation/forms for individual completion that
support assessment and portfolio building.
The pass grade specifies the minimal acceptable level required by the learners. Internal
assessment, mainly of product evidence, will cover all the learning outcomes but not
necessarily all the topics included in the content. Care should be taken to ensure that the
evidence presented for assessment is authentic and appropriate measures taken eg oral
questioning of the learner to establish ownership – signed/dated by tutor, annotation of work to
witness origin, referencing to indicate source. Use of others’ work eg codes of practice,
organisation diagrams, product or services literature can be encouraged but, when such material
is used as evidence towards assessment, it must always be attributed to its original source. The
important aspect of this type of evidence is not its quality or origin but how it is used or informs
the original work produced by the learner.
Achievement at merit or distinction grade will not necessarily require more evidence (ie they
still work within the same organisation, with the same products and services); however it does
require the learner to show greater evaluative skills and depth of understanding of the
workplace and its practices.
Pass
To achieve a pass, learners must be able to identify the applications of engineering within a
selected engineering organisation. The organisation may be the learner’s current or potential
employer but equally it could simply be an area of interest, eg aerospace, defence industries.
Applications of engineering in this case require the learner to consider in detail the organisation
and its products or services. This should include the recognition of the engineering processes
and techniques being applied but not necessarily the technical detail of these processes or
techniques. It is important however that the learner is able to put these processes and techniques
into context with the products or services, relevant codes of practice and local and
environmental controls. Much of the information required for the business operations may
come from the organisation itself or other sources. It is not expected that learners will
reproduce such material, where it is available, but that they make use of it to illustrate their own
descriptions. It may be appropriate for learners to add to the level of detail that is so often
lacking in such published material. It is here that learners could then meet the criteria for
diagrammatic illustration.
Merit
To achieve a merit, learners must show a greater understanding of the principles of the
engineering processes being used in the organisation. This will require them to draw upon the
other units in the programme or, where necessary, carry out research to obtain an understanding
of the processes and techniques. This understanding should lead learners naturally into
considering the management of local and environmental constraints that are a consequence of
these processes and techniques.
At this level learners should be able to further develop their description of the application of the
organisation’s products or services by assessing who uses them and why and what are the
benefits to the end user. It is not necessary for comparisons with competitive products or
services to be considered at this stage.
The local and environmental constraints should provide a foundation for learners to consider
the positive and negative impact of the organisation’s activities on the locality. This could open
up a wide range of national debates, eg environmental pollution and the ‘greenhouse’ effect.
However, learners should be guided to ensure that the focus is kept within the organisation and
its immediate locality and dealt with in a balanced way at an appropriate level and depth.
Distinction
To achieve a distinction, learners should be applying the skill of evaluation to consider the
strengths and weaknesses of the products or services and make comparisons with competitors.
They should also be evaluating the production planning methods being used by the organisation
and be aware of market demands. The earlier work with local and environmental issues should
lead learners towards a study of the impact of such constraints on the products or services
offered. At this level, an important aspect of assessment is the recognition of the coherence of
the work presented as a whole and recognition of the ability of learners to track through and
apply evaluative thought processes to reach a balanced and informed view.
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Many of the engineering units have an aspect of workplace practices and applications within
the manufacturing or servicing industry. This unit has significant links with core Unit 1:
Business Systems for Technicians and specialist Unit 20: Health, Safety and Welfare. The
content also supports many aspects of NVQ level 2 Performing Engineering Operations.
7.05 Minimise risks to life, property and the environment
7.06 Deal with risks arising from contingencies
7.07 Contribute to technical leadership on engineering activities
7.08 Contribute to the organisation of work activities
7.09 Provide operational support to users of engineering products and assets
8.02 Contribute to effective working relationships
This unit has links with the specialist units which cover aspects of working practices or hazard
technology. Another feature of the unit is development of a relatively wide knowledge-and
understanding of the subject matter. However, the learner should develop the relevant
transferable skills required for study both within and beyond this particular award.
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It is not possible to specify the required resources completely because learners will need to
investigate and access information from the workplace.
Learners will need access to a library or learning resource centre and to information and
communication technology resources.
Full-time learners may need access to local directories related to local services and
manufacturing industry. Examples include:
÷ The Directory of Small Businesses
÷ Directories of businesses from the local Chambers of Commerce and Industry
÷ Dunne and Bradstreet – business register website: www.dunandbrad.co.uk
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skills evidence:
÷ acquiring and interpreting work N3.1 Plan, and interpret information from two
based data from methods different types of sources, including a large
appropriate to an investigation, data set.
and planning and undertaking a
programme of work to provide
the data required in the
investigation
÷ selecting and using appropriate N3.2 Carry out multi-stage calculations to do with:
methods to process experimental a amounts and sizes
and secondary data obtained
during a work-based b scales and proportion
investigation c handling statistics
÷ drawing and presenting N3.3 Interpret the results of their calculations,
conclusions drawn from present their findings and justify their
processed experimental and methods. They must use at least one graph,
secondary data, and can be one chart and one diagram.
linked to the action plan
skills evidence:
÷ discussing in groups a complex C3.1a Contribute to a group discussion about a
work-based subject complex subject.
÷ presenting the results and C3.1b Make a presentation about a complex subject,
conclusions of an investigation using at least one image to illustrate complex
or about a complex work-based points.
subject
÷ using work-based sources to C3.2 Read and synthesise information from two
develop familiarity with the extended documents about a complex subject.
technological methods to be One of these documents should include at
used in an investigation least one image.
÷ preparing the report of a work- C3.3 Write two different types of documents about
based investigation complex subjects. One piece of writing should
one image.
skills evidence:
÷ planning and carrying out a IT3.1 Plan, and use different sources to search for
search for information for a and select information required for two
work-based investigation to be different purposes.
undertaken
÷ preparing the report of a work- IT3.3 Present information from different sources for
based investigation two different purposes and audiences. Their
of numbers.
skills evidence:
÷ developing the plan for a work- LP3.1 Agree targets and plan how these will be met
based investigation and over an extended period time, using support
consulting and gaining the from appropriate people.
agreement of their tutor or
workplace supervisor
÷ implementing the plan and LP3.2 Take responsibility for your learning by using
modifying it in accordance with your plan, and seeking feedback and support
results obtained and constraints from relevant sources, to help meet targets.
and problems encountered Improve your performance by:
activity
÷ evaluating the plan at frequent LP3.3 Review progress on two occasions and
intervals and refining it in establish evidence of achievements, including
accordance with the conclusions how you have used learning from other tasks
reached to meet new demands.
skills evidence:
÷ formulating the plan for an PS3.1 Explore a complex problem, come up with
investigation three options for solving it and justify the
option selected for taking forward.
÷ identifying and evaluating PS3.2 Plan and implement at least one option for
alternative methods of approach solving the problem, review progress and
to an investigation, and deciding revise your approach as necessary.
on the approach to be adopted
÷ developing the plan for an PS3.3 Apply agreed methods to check if the problem
investigation, using the preferred has been solved, describe the results and
option review your approach to problem solving.
skills evidence:
÷ only applicable if a group WO3.1 Plan complex work with others, agreeing
investigation is used objectives, responsibilities and working
arrangements.
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This unit aims to provide a foundation for work in engineering design, computer aided design
and a basis for more advanced study. Learners will develop an awareness of the application of
computer aided drawing systems in industry in given situations, using commercial computer
aided drawing software. They will develop communication skills and knowledge of the
techniques required for the production and interpretation of engineering drawings in accordance
with British Standards and accepted practice and conventions and also of the techniques
required for the production of presentational material, including computer based techniques
using images, sound and text.
communication and information technology.
1 Produce geometrical constructions and sketch engineering components using a variety of
projection methods
2 Interpret and produce working engineering drawings using orthographic projections and
appropriate British Standards
3 Use a commercial 2D computer aided drawing package to produce detailed drawings of
engineering components, and assemblies of components
4 Using appropriate software packages and hardware devices, prepare a presentation to
communicate a solution to an engineering problem.
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1 Geometrical constructions and sketch

Geometry: division of a straight line/arcs, bisection of angles, inscribing and circumscribing
circles in triangles, tangency, regular polygons, moving parts eg cams, mechanisms, loci
Sketch: illustrating engineering components using pictorial techniques; isometric, oblique,
simple perspective projection
2 Working engineering drawings and British Standards

Working engineering drawings: first or third angle projection, detail drawings, assembly
drawings, engineering diagrams
British Standards: lettering, types of lines, sections and sectional views, hatching, hidden
detail, conventional representation of common features, accepted abbreviations, dimensions
and tolerances, orthographic projection
3 2D computer aided drawing

2D computer aided drawing: drawing and editing commands; line, arc, circle, polygon,
text, hatching, dimensioning, copy, rotate, mirror, trim/extend, fillet
4 Software packages and hardware devices

Software packages: word processing, drawing eg 2-D CAD, graphics packages,
presentation packages; simulation eg electrical/electronic circuits, plant/process systems
Hardware devices: computer systems eg personal computers, networks; output devices eg
printers, scanners
÷ produce a range of geometrical constructions ÷ evaluate the benefits and limitations of a range ÷ produce accurate and precise engineering
of pictorial techniques when used to represent drawings working to industrial standards and
÷ create sketches of engineering components
engineering components speeds
using a range of pictorial techniques
÷ produce an assembly drawing which includes at ÷ evaluate the use of software packages and
÷ use geometrical constructions to produce an
least five different component parts hardware devices to produce drawings and to
engineering drawing incorporating a moving
communicate an engineering solution.
part ÷ compare the use of manual methods of
producing drawings with computer aided
÷ describe the main features of a working
methods.
engineering drawing
÷ produce a working drawing to British
Standards, representation and accepted
abbreviations, in first or third angle projection
including dimensions.
÷ prepare a template drawing of an A3 sheet on a
computer aided drawing package, to include
border and title block
÷ use computer software packages and hardware
devices to communicate an engineering solution
÷ produce a detailed first or third angle computer
aided drawing of an engineering component.
Throughout the unit there should be an emphasis on developing hands-on skills. Ideally, the
unit will be taught through a number of linked assignments. Each assignment should be
designed so that it adds to the breadth and depth of the work contained in the individual learner
portfolios. Assignments could be constructed around the following activities:
÷ thoroughly investigating the geometrical constructions that are used in the production of
engineering drawings
÷ producing free-hand sketches of a variety of at least five basic engineering components
using a range of different pictorial techniques
÷ producing a detailed drawing of an engineering cam, mechanism and loci covering the
range of each type of cam, mechanism and loci
÷ producing engineering drawing layouts covering all types of lines and lettering,
incorporating sections and sectional views of components with hatching and orthographic
projection views showing hidden detail
÷ producing fully dimensioned engineering drawings to British Standards, including
abbreviations and representation of common features and tolerances
÷ producing detailed engineering drawings in first and third angle projection, including an
assembly drawing with at least five components
÷ preparing a template of an A3 drawing sheet incorporating standard drawing information
for use in producing detailed orthographic engineering drawings using computer aided
drawing software
÷ plan and prepare a presentation using appropriate software of an engineering product, the
presentation to include graphical scanned images and text of drawings and sketches
produced by the learner.
The teaching and learning strategies used to deliver the unit must take into account the intention
to assess this unit using portfolio assessment. It is therefore important that the full breadth of
the unit be delivered, along with the underpinning concepts, principles and theories implied by
the content.
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This unit is to be assessed by portfolio assessment and the evidence must be generated in a
form suitable for inclusion within the learner’s portfolio. This can include assignment and
project work as well as sketches, drawings and presentations. Learners should be encouraged to
begin work on their portfolio at the commencement of the unit and collect evidence
systematically as they progress with the unit. They should also be encouraged to cross-
reference the evidence in the portfolio to the individual learning outcomes and the list of
evidence requirements. In order to facilitate this process, tutors should provide learners with a
form for their individual completion.
The pass grade specifies the minimum acceptable level required by the learners and the internal
assessments, mainly assignment based, will cover all the learning outcomes, but not necessarily
all the topics included in the content. Achievement of a merit grade or a distinction grade will
require answers that demonstrate additional depth and/or breadth of treatment.
Pass
To achieve a pass, learners must have a basic level of knowledge and understanding of
geometrical constructions, engineering drawing and sketching, software packages and hardware
devices. Learners must be able to demonstrate their basic competence in drawing by
understanding the main features of detail, general arrangement and assembly drawings. They
must be able to identify and use appropriate British Standards, drawing conventions and
abbreviations, first and third angle projection (including dimensions and tolerances).
Learners must have a basic understanding of the use of information sources such as books,
technical reports, data sheets, catalogues, CD ROM, on-line databases and the World Wide
Web. They must be able to identify and use appropriate techniques when displaying
information. Some help may be needed and they may take some time before they produce their
best work.
Learners must be able to demonstrate an awareness of the use of a range of computer software
packages and appropriate hardware devices, including those used for presenting information,
producing graphical images, drawing and CAD.
Merit
To achieve a merit, learners must have a thorough knowledge and understanding of engineering
drawing and sketching, software packages and hardware devices to allow them to evaluate
benefits and limitations.
Learners need to provide evidence of their competence in the use of a variety of different
computer software packages and hardware devices, including those used for presenting
information, drawing and CAD.
Learners must be able to demonstrate competence in drawing by understanding the main
features of detail, general arrangement and assembly drawings. They must be able to identify
and use appropriate British Standards, drawing conventions and abbreviations, and use first or
third angle projection.
Learners must be able to demonstrate competence in the use of a computer software package
and appropriate hardware devices, including those used for presenting information, producing
graphical images, drawing and CAD. The use of manual and computer aided systems will allow
them to compare their application when producing drawings.
Distinction
To achieve a distinction, learners must be able to work at commercial speeds and to standards
expected in industry, with few errors. The drawings they produce will be accurate and show the
full range of information required from a working engineering drawing. They will have a
detailed knowledge and understanding of a range of software packages and hardware devices
used to produce images and drawings to communicate an engineering solution. This detailed
knowledge and understanding will allow them to evaluate the use in a very confident way.
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This unit links with specialist Unit 7: Engineering Materials, specialist Unit 18: Engineering
Design, specialist Unit 21: Finishing/Secondary Processes and specialist Unit 22: Primary
Forming Processes. It also has links with AVCE Engineering Unit 6: Design Development,
Unit 17: Engineering Drawing and Unit 19: Computer Aided Drawing. Some aspects of this
unit will support EMTA NVQ level 3 in Engineering Design such as Unit U0126952. It also
supports aspects of Performing Engineering Operations which involve using drawings.
1.09 Complete designs for engineering products
1.10 Review technical information to produce detailed engineering drawings
1.11 Produce detailed drawings to support engineering activities
2.18 Check a computer controlled system for operation
3.01 Operate computer controlled engineering assets
This unit has links with the specialist units which cover aspects of design and drawing. Another
feature of the unit is development of a relatively wide knowledge and understanding of the
study both within and beyond this particular award.
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These should include the equipment necessary to produce manual drawings, eg suitable A3
drawing boards, set squares, compasses, rule, protractor, pencils.
Access to information and communications technology resources (including the internet and the
World Wide Web) is necessary, as is the availability of a well-stocked library of reference
material. Learners should be provided with access to an appropriate 2D engineering drawing
package (such as AutoCAD or AutoSketch). Learners should also be provided with a variety of
drawings (general arrangement, assembly and detail drawings) and sketches, and have access to
appropriate presentation and graphics software (such as Microsoft PowerPoint, Visio,
CorelDraw, etc, and hardware including scanners, laser and ink-jet printers for the presentation
of projects.
Textbooks
÷ McFarlane B – Beginning AutoCAD 2000 (Butterworth-Heinemann, 2000)
÷ McFarlane, B – Beginning AutoCAD 2002 (Butterworth-Heinemann, 2002)
÷ Yarwood A – An Introduction to AutoCAD 2000 (Pearson, 2000)
÷ Yarwood, A – An Introduction to AutoCAD 2002 (Pearson, 2002)
Other publication
÷ British Standards Institute – BS 8888:2000 – Technical Product Documentation
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skills evidence:
÷ producing solutions to geometric N3.1 Plan, and interpret information from two
constructions, cams, different types of sources, including a large
mechanisms and loci problems data set.
N3.2 Carry out multi-stage calculations to do with:
a amounts and sizes
N3.3 Interpret results of your calculations, present
your findings and justify your methods. You
diagram.
skills evidence:
÷ producing drawing layouts and C3.2 Read and synthesise information from two
engineering drawings to given extended documents about a complex subject.
specifications and appropriate One of these documents should include at
British Standards least one image.
skills evidence:
÷ producing detailed orthographic IT3.1 Plan, and use different sources to search for,
drawings of engineering and select, information required for two
components different purposes.
IT3.2 Explore, develop, and exchange information
and derive new information to meet two
different purposes.
÷ preparing a presentation for the IT3.3 Present information from different sources for
solution to an engineering two different purposes and audiences. Your
problem work must include at least one example of
of numbers.
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The aim of this unit is to provide a broad understanding of measurement and inspection
techniques. It introduces the learner to a range of techniques and equipment commonly used in
measurement and inspection. Learners will be introduced to standards and principles and the
use of comparators and gauges, along with sampling and statistical process control (SPC). The
unit supports some aspects of the specialist Unit 19: Quality Assurance and Control.
Learners will develop skills and understanding in selecting and using standards, measuring
equipment, comparators and gauges. They will be able to appreciate the fundamental
requirements of measurement and inspection techniques and principles and be able to apply
standards to these.
This unit covers some of the knowledge and understanding associated with the national
occupational standards involved with measurement and inspection and is relevant to
engineering pathways which involve applying world-class business performance and
engineering support. The unit also supports the knowledge and understanding associated with
some aspects of Performing Manufacturing Operations and Performing Engineering Operations.
1 Investigate and consider the use of standards and tolerancing and the application of
principles of measurement
2 Demonstrate the use of linear measurement equipment and further measurement
techniques
3 Use comparators and design a gauging system for a simple specified application
4 Explore the application of sampling and statistical process control (SPC).
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1 Standards and tolerancing and principles of measurement

Standards: principles of dimensional metrology, traceability of working standards
Limits and fits: eg concepts of limits and fits, definitions of the types of fits
Tolerances: hole tolerances, shaft tolerances, grades of tolerance, economic aspects of
tolerancing
Geometrical tolerances: geometrical tolerances, standard symbols and interpretation,
maximum material condition, maximum variation of form, position of a feature
Principles of measurement: units, standards, calibration, errors and instruments, kinematics
of equipment
2 Linear measurement equipment and further measurement techniques

Verniers: principles involved, types of vernier, use of verniers in dimensional measurement,
specific calibration issues
Calipers: caliper scales, types of caliper, uses of calipers in dimensional measurement,
Micrometers: micrometer scales, types of micrometer, uses of micrometers in dimensional
measurement, specific calibration issues
Further measurement techniques – surface texture: determining surface texture eg
significance to component function, surface texture symbols, roughness average, waviness,
finish, amplitude parameters, spacing parameters, instrumentation used for surface texture
measurement
Further measurement techniques – alignment: eg principles of straight edges, measurement
of straightness, squareness, flatness and parallelism
Further measurement techniques – angular measurement: eg concepts of geometry, divided
circles, principles of angular measurement, angular scales, methods for angular
measurement, taper measurement
3 Comparators and gauging system

Gauges: slip gauges as references for length standards, classification of slip gauges,
multiple slip gauge use, ancillary equipment, care and maintenance required, wringing, slip
gauges for instrument calibration, dial gauges in dimensional measurement, specific
calibration issues, principles of gauge design, gauge types, gauge materials, Taylor’s
principle, principle of go/no go gauging
Comparators: types of comparator, magnification, cosine errors, use of angle dekkor,
Simple application: a component containing round (external or internal), linear and angled
features to be measured following a high precision manufacturing method such as grinding
has been used eg the jaw of a toolmaker’s clamp
4 Sampling and statistical process control (SPC)
Statistical process control: eg process capability, conformance, cost, process variability,
mean charts, range charts
Sampling: acceptance sampling, 100 per cent inspection
÷ describe the different types of fits ÷ independently use measurement and inspection ÷ analyse the use of the concept of limits and fits
equipment to accurately identify component
÷ calculate hole and shaft tolerances for a range ÷ maintain measurement and inspection
size
of required component fits equipment during and after use
÷ evaluate the use and accuracy of linear
÷ carry out practical measurements and inspection ÷ analyse the calibration requirements of
measuring and inspection equipment
techniques for given products using linear comparators, measurement and inspection
measurement equipment ÷ compare and contrast different uses of equipment.
comparators when used to measure dimensional
÷ carry out practical measurements and inspection
accuracy
techniques on given products for surface
texture, alignment and angular measurements ÷ explain process capability in relationship to
statistical process control for a given process.
÷ use comparators to measure dimensions and
angles for a simple given product
÷ design a gauging system for a simple given
product
÷ produce control charts for a given process
÷ describe the technique of acceptance sampling
and state when 100% inspection is applicable.
It will be useful to adopt a broad manner of delivery in this unit. Most of the unit involves a
practical approach, although certain areas rely on a good understanding of different principles
to apply in measurement and inspection. Certain areas require the development of skills
whereas others, such as sampling and statistical process control, only need an overview,
although more detailed study will be required on process capability. Learners need a broad
outline of the different measurement and inspection techniques, and use of equipment and
comparators. A good understanding of the techniques engineers employ in deciding which
measurement or inspection technique to use is also required. Learners need access to standards
etc, to ensure that they have opportunities to design an appropriate gauging system that should
cover internal and external features. Simple go/no go gauge design would be suitable.
The unit provides an opportunity for learners to learn through practical activities which can
relate to a variety of products that could be drawn from the learners’ backgrounds. Often
learners will be from a background where such measurement and inspection techniques exist.
Learners will be more motivated if they can study techniques they are familiar with and share
that experience with others. Industrial visits will help underpin the breadth of application
needed; otherwise, practical demonstrations may be helpful.
It is appropriate that the teaching and learning strategies used to deliver the unit take into
account that evidence needs to be available for portfolio assessment.
It is important that the assessment strategies used should be designed to suit the needs of
learners and the local environment. Good assessment strategies are most likely to be supported
by proper presentation of appropriate evidence. The portfolio should not contain course notes,
research etc, unless it is to become part of the required evidence and assessment.
Work done through the practical activities can be used to generate evidence for the portfolio. It
is important that this practical activity has the correct record of evidence; a detailed witness
statement describing exactly what the learner did should be used. An integrated approach to this
unit would be a suitable way for learners to gather evidence covering all aspects of all of the
outcomes. It is highly likely that a range of products will need to be measured and inspected to
ensure learners have opportunities to cover the range of techniques, equipment and systems
listed and meet the assessment grid requirements.
Pass
To achieve a pass, learners will be expected to demonstrate use of the different measurement
and inspection techniques listed. They are also expected to describe different types of fits and
calculate tolerance requirements. They must carry out successful practical measurements using
a range of equipment and comparators. Help could be expected and given for this level of
performance. Using a given product, they must be able to design simple go/no go gauges for
internal and external features of the product. They must describe acceptance sampling in basic
terms and state when 100 per cent inspection might be suitably employed.
Merit
To achieve a merit, learners must show a deeper level of application, and an understanding of
the use of measurement and inspection techniques that would enable them to use the equipment
accurately, confidently and independently. They must be able to evaluate the accuracy of
equipment used and compare and contrast the use of comparators. They must show a more
detailed understanding of statistical process control by explaining the relationship with process
capability.
Distinction
To achieve a distinction, learners must demonstrate a level of understanding and knowledge to
explain the concept of limits and fits. They must be able to confidently and independently
maintain measurement and inspection equipment during and after use. At this level, learners
must show skills in analysing the calibration requirements associated with traceability of
working standards. Greater detail will be evident, although grading should be restricted to the
analysing skills used.
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The unit contributes towards the knowledge and understanding for ECS units at level 3.
2.13 Prepare equipment for engineering activities
6.01 Establish compliance with specifications
6.06 Inspect engineering products and equipment
This unit has links with specialist Unit 19: Quality Assurance and Control.
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Centre-devised practical activity material could be utilised well by learners.
÷ Video materials covering a range of engineering matters can be obtained from:
- TV Choice Productions, 22 Charing Cross Road, London, WC2H 0HR
- Classroom Video, Hicks Common Lane, Winterbourne, Bristol BS36 1EJ
tel: 01454 776670
- American Technical Publishers Ltd, 27-29 Knowl Piece, Wilbury Way, Hitchin, Herts,
SG4 0SX
÷ Engineering data handbooks and manufacturers’ specifications
÷ IEE journals
÷ Production Engineering Research Association (PERA)
÷ British Standards
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available. Sufficient library resources should be available to enable learners to
achieve this unit. Particularly relevant texts are:
÷ British Standards Institute – Manual of British Standards in Engineering Metrology
(Hutchinson, 1984)
÷ Timings R– Fundamentals of Engineering (Longman, 1998)
÷ Timings R– Manufacturing Technology Volume Two (Longman,1993)
Other publications
÷ British Standards Institute
- BS 969 Limits and Tolerances on Plain Limit Gauges
- BS 1134 Method for the Assessment of Surface Texture
- BS 2634 Roughness Comparison Specimens
- BS 4500 ISO Limits and Fits
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skills evidence:
÷ producing control charts for a N3.1 Plan and interpret information from two
given process different types of sources, including a large
data set.
skills evidence:
÷ describing the concept of limits C3.2 Read and synthesise information from two
and fits extended documents about a complex subject.
÷ describing the technique of
least one image.
acceptance sampling and stating
when 100% inspection is C3.3 Write two different types of documents about
applicable complex subjects. One piece of writing should
÷ comparing and contrasting one image.
different uses of comparators
when used to measure
dimensional accuracy
÷ explaining process capability in
relationship to SPC for a given
process
skills evidence:
÷ comparing and contrasting PS3.1 Explore a complex problem, come up with
different uses of comparators three options for solving it and justify the
when used to measure option selected for taking forward.
dimensional accuracy PS3.2 Plan and implement at least one option for
÷ analysing the calibration solving the problem, review progress and
requirements of comparators, revise your approach as necessary.
measurement and inspection PS3.3 Apply agreed methods to check if the problem
equipment has been solved, describe the results and
review your approach to problem solving.
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The aim of this unit is to develop skills and knowledge of computer aided design (CAD). Using
a suitable CAD package learners will be introduced to 3D design as well as building on 2D
drawing skills. This unit has close links with core Unit 2: Communications for Technicians,
specialist Unit 15: Drawing and CAD for Technicians and specialist Unit 18: Engineering
Design and to the First Diploma unit CAD Fundamentals.
The unit presents opportunities to demonstrate key skills in application of number,
communication and information technology.
1 Demonstrate an understanding of the advantages of CAD in comparison to the traditional
drawing board methods
2 Identify and use hardware and software to perform CAD activities
3 Produce and interpret engineering working drawings in 2D to British standard using a
suitable CAD package
4 Produce and interpret presentation drawings in 3D using a suitable CAD package.
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1 Advantages of CAD
Advantages of CAD: comparison to the drawing board in terms of quality, accuracy, time,
storage, cost and transfer of information
2 Hardware and software

Hardware: input devices, output devices, keyboard, mouse, light pen, thumbwheel,
joystick, printer, plotter, screen, storage, hard disc, CD, floppy disc, processors
Software: eg the operating system and the range of CAD packages available
3 Engineering working drawings in 2D

Drawings: a range of engineering drawings to recognised industrial standards
(BS888:2000); orthographic components and assemblies, isometric components, system
diagrams (pneumatic) and circuit diagrams (electronic)
Commands: co-ordinate entry (absolute, relative and polar) eg line, circle, text, hatching,
dimensioning; viewing eg zoom in, out, previous Window and Pan; copy, move, rotate,
erase, scale, chamfer and fillet change – layers, color, linetypes
4 Presentation drawings in 3D
3D CAD techniques: set up view ports, set up view points, moving the UCS position,
drawings in wire frame by coordinate entry (x, y, z) and thickness/elevation, add surfaces,
produce solid models, analyse solids for mass properties
÷ describe the advantages for a manufacturing ÷ compare and contrast the use of two different ÷ justify the use of CAD in a manufacturing
company brought about by the introduction of set-ups of CAD software and hardware for company
CAD over traditional drawing board methods presenting drawings to a commercial standard
÷ use a CAD system with other applications
in an effective way
÷ specify computer software and hardware for packages to aid design and development
presenting CAD drawings to a commercial ÷ evaluate the use of the full range of commands
÷ use a CAD system to produce commercially
standard when using a CAD system
acceptable outcomes at an expected industrial
÷ use a CAD system in an effective way with ÷ produce and analyse data from two 3D solid speed.
correct use of a range of commands to produce models.
drawings
÷ produce five 2D CAD drawings of different
single-piece components, making use of British
Standards
÷ produce a 3D CAD drawing of a product
containing at least five parts
÷ set up the CAD drawing environment for
working in 3D
÷ produce a simple 3D drawing in wire fame,
surfaces and solid model.
It will be appropriate to adopt a practical approach in the delivery of this unit. Throughout the
unit it is important to emphasise the affect that computer aided design has made on
communication (via the drawing office) for all operations concerning new and modified
products. Each assignment should be designed so that it adds to the breadth and depth of the
work covered on the specific course.
to assess this unit using portfolio assessment. It is therefore important that the full breadth of
the unit be delivered along with the underpinning concepts, principles and theories implied by
the content.
Investigating the use of a CAD system in an industrial setting would be most helpful. Many
learners will come from a work-based learning route and may well have access to a variety of
CAD systems. They should be encouraged to share this experience with others.
When carrying out the practical drawing work, it would be appropriate that a product is
selected that gives learners the opportunity to study a product that allows the requirements of
the unit to be met. Hence, it should have enough complexity, involving at least five parts when
assembled as a product.
This unit is to be assessed from portfolio evidence. The evidence of learning outcomes may be
collected from competence-based practical tests, well-planned assignments and unseen tests. In
either case, the opportunity should exist for merit and distinction grades to be achieved and the
evidence must be relevant and sufficient to justify the grade awarded.
It is anticipated that integrative assignments might be used to link this unit with others in the
programme. If this course is adopted, the evidence for specific outcomes will need to be clearly
identified.
Pass
To achieve a pass grade, learners should know the reasons CAD is used, as opposed to
traditional methods, hence a little history will need to be known. When specifying the
requirements to operate a CAD system, they should ensure that hardware requirements are
capable of handling the software. At this level, it may take learners some time to produce their
best work when using the CAD system.
Merit
To achieve a merit, learners will show understanding and knowledge of the full range of
commands used by a CAD system. They will be able to discuss the differences and similarities
between two different applications of CAD used at a commercial level. Learners will also be
able to produce and then interpret two sets of data from a 3D CAD system.
Distinction
To achieve a distinction, learners should be able to explain how and why a CAD system is used
in a manufacturing organisation. They will clearly understand the direct benefits the company
enjoys from its use. The practical work carried out by learners will be to commercially accepted
standards and at a speed suitable for use in a typical design office.
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This unit has close links with core Unit 2: Communications for Technicians, specialist Unit 18:
Engineering Design and the First Diploma unit CAD Fundamentals.
1.01 Determine engineering requirements for products and processes
1.03 Establish engineering objectives
1.07 Generate engineering design options
1.24 Identify potential developments to engineering products and assets
1.25 Evaluate and recommend development options
4.01 Configure engineering products or assets
7.09 Provide operational support to users of engineering products and assets.
feature of the unit is development of a relatively wide knowledge-and understanding of the
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The requirements for this unit consist of a suitably equipped room computing room with
printing facilities. Examples of suitable CAD software for this unit would be AutoCad, pro
engineer, catia. Learners would benefit from having access to a copy of the Manual of British
Standards in Engineering Drawing and Design published by the British Standards Institute in
association with Stanley Thornes (Publishers) Ltd or Engineering Drawing Practice for
Schools and Colleges, published by catalogue number PP 7308 (the British Standards Institute).
Textbooks
÷ Ingram P – CAD Systems in Mechanical and Production Engineering (Industrial Press,
1990)
÷ McFarlane, B – Beginning AutoCAD 2002 (Butterworth-Heinemann, 2002)
÷ Yarwood A – An Introduction to AutoCAD 2002 (Pearson, 2002)
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skills evidence:
÷ using relevant written and N3.1 Plan and interpret information from two
graphical material in the different types of source, including large data
assignments sets.
skills evidence:
÷ working in groups in C3.1a Contribute to a group discussion about a
assignments and contributing to complex subject.
group work generally
÷ presenting information C3.1b Make a presentation about a complex subject
(including graphical data, using at least one image to illustrate complex
sketches and illustrations) in points.
assignments
÷ carrying out background C3.2 Read and synthesise information from two
research in conjunction with extended documents about a complex subject.
assignments. Analysing and One of these documents should include at
preparing material for inclusion least one image.
in assignments. Making
inferences from all relevant data
available (including information
presented in the form of images,
graphs and/or charts)
÷ developing and preparing C3.3 Write two types of document about complex
written documents, hand-outs subjects. One piece of writing should be an
and visual aids (including extended document and should include at
information presented in the least one image.
form of images, graphs and/or
charts) for use in conjunction
with assignments
skills evidence:
÷ using the World Wide Web IT3.1 Plan, and use different sources to search for,
and/or CD ROM media when and select, information for two different
carrying out background purposes.
research in assignments
÷ using the World Wide Web IT3.2 Explore, develop and exchange information
and/or CD ROM media when and derive new information to meet two
carrying out background different purposes.
research in assignments
÷ using appropriate software (eg IT3.3 Present information from different sources for
PowerPoint) and hardware (eg a two different purposes and audiences. Their
laptop PC and LCD projector) in work must include at least one example of
the production and presentation text, one example of images, and one example
of assignments. of numbers.
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This unit aims to develop an appreciation of the basic aspects of engineering design with
respect to commercial and manufacturing requirements. It provides opportunities to develop the
competences needed to produce and present design solutions which will meet the requirements
of a customer’s design brief. Final design solutions will include engineering drawings and other
presentation material.
The unit considers design as a holistic process which cannot be done in isolation. Emphasis is
placed on communication with others, the ability to determine needs, make realistic design
proposals and to present them in an appropriate manner. It is not intended that high-level design
skills be demonstrated at this stage.
This unit links with specialist Unit 7: Engineering Materials and specialist Unit 17: Computer
Aided Design.
This unit provides opportunities to develop key skills in communication, information
technology, improving own learning and performance and working with others.
1 Understand the requirements of customer’s design brief and produce a product design
specification which meets these requirements
2 Prepare initial design proposals which meet the requirements of a given design
specification
3 Use appropriate technical information to identify production constraints
4 Develop and present a final design solution using appropriate presentation methods.
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1 Customer’s design brief and product design specification (PDS)

Key requirements: market research, product function and purpose, visual appearance,
materials and technology, costs, scale of production, timescales
Product design specification: analysis of customer requirements in terms of performance
specifications, size, mass, compliance to standards, product life, reliability, service
requirements
2 Initial design proposals

Producing design solutions: eg brainstorming, free-hand sketching, research into existing
products, aesthetics, form, technical performance, ergonomics, fitness for purpose, sources
of reference material
Standards and legislation: British and European requirements relating to quality, safety,
operation, the environment
3 Technical information and constraints

Reference material: materials data bases, manufacturers’ catalogues, design data bases
Production constraints: the influence of the physical and mechanical properties of a
material in relation to manufacturing methods, availability of resources eg labour,
materials, equipment
4 Final design solution and presentation methods

Final design solution: simulation using computer software, technical drawings, material
specification, manufacturing processes, costing
Presentation techniques: graphical, text, supporting calculations
Graphical methods: 2D engineering drawings produced by hand or using a commercial
CAD system eg general arrangement drawings, detail drawings, circuit diagrams, flow
diagrams, schematic diagrams
÷ correctly interpret requirements from a ÷ demonstrate a systematic approach to the design ÷ present a final design solution which is of a
customer design brief and prepare a product process by having a logical and well-structured high standard, utilising a range of alternative
design specification (PDS) plan of work which is monitored and revised presentation methods
÷ apply standards to the product relating to ÷ compare a wide range of factors which might ÷ critically evaluate their design process and
quality, safety, operation and the environment affect the design solution solution, suggesting possible areas for
improvement.
÷ produce sketches of at least two initial design ÷ justify using design standards and associated
ideas which meet the requirements of the PDS legislative documentation
÷ extract relevant information from materials, ÷ suggest alternative sources of design data such
component manufacturers and design databases as materials properties and component
suppliers.
÷ identify a range of materials and manufacturing
processes to be used for a PDS
÷ produce a selection of feasible design solutions
giving reasons for their choice in terms of the
parameters given in the PDS.
This unit is best placed towards the end of a study programme, when learners can draw on
experiences gained from earlier units. Ideally, the unit will be taught through a number of
linked assignments, each of which adds breadth and depth to the work in the individual learner
portfolios. There is scope for carrying out a cross-unit integrating assignment. Learners should
be encouraged to consider environmental issues relating to the development of new products
and the implications of European Union legislation.
to assess it using portfolio evidence. It is important that the full breadth of the unit be delivered,
along with the underpinning concepts, principles and theories implied by the content. There
must be opportunities within assignments for learners to demonstrate technical ability eg
performance and basic stress calculations, mass calculations and simple cost analysis, and
purely subjective evaluation of design ideas should be discouraged.
Classes may contain learners with mixed experience of technical drawing so the aim will be to
achieve an acceptable working standard of drawing and design which communicates ideas
effectively. All learners must be able to recognise key components from engineering drawings
and use a restricted set of drawing standards accurately. The use of CAD and symbol libraries
is encouraged but learners who wish to present all their work as hand drawn should not be
penalised. Learners should have the opportunity to access data held electronically in data bases
and be encouraged to use on-line information such as British Standards.
Learners should be given the opportunity to make at least one visit to the design department of
an engineering company in order to find out about the systems in place and the links between
design and manufacture. Ideally, the company should be one using a CAE system.
Assignments could be constructed around the following activities:
÷ investigate how companies carry out market research and identify market need
÷ take an existing domestic appliance, such as an electric kettle, and write a product design
specification for it
÷ visit the design department of an engineering company, briefly interview an engineering
designer and prepare a short report
÷ identify relevant BS and EU standards relating to the design, manufacture and sale of
products
÷ extract specific information from a materials data base and carry out simple design
calculations eg determine the minimum acceptable diameter of a shaft
÷ use an electronic components data base to find performance details about components and
carry out circuit design calculations
÷ using a given product design specification prepare feasible design solutions, evaluate and
develop to a final solution, this will be a major piece of work).
This unit will be assessed by portfolio and when grading learner evidence the tutor should
consider the following general qualities that distinguish between the three grades:
÷ increasing depth and breadth of understanding
÷ increasing coherence, evaluation and analysis
÷ increasing independence and originality
÷ increasing objectivity and critical understanding.
The portfolio must contain sketches, drawings, presentations, calculations, data sheets and
technical reports. Learners should be encouraged to start work on their portfolio at the
commencement of the unit and systematically collect cross-referenced evidence.
The pass specifies the minimum acceptable level required by learners and assessments will
cover all the learning outcomes, but not necessarily all the topics included in the content.
Pass
To achieve a pass, learners must have a basic mastery of design and drawing skills although
most will need appropriate support and guidance. At this level ,there must be sketches and
drawings which are broadly in line with British Standards and which use simple drawing
conventions. There must be some evidence of the use of scientific and mathematical principles
together with appropriate calculations.
Learners must have a basic understanding of the use of information sources such as books,
technical reports, data sheets, catalogues, CD ROM and on-line data bases. They must select
and interpret data from a limited range of sources and will require guidance on what to look for.
Learners must be able to demonstrate an awareness of the range of computer software packages
used in the design process.
Merit
To achieve a merit, learners must be able to show increased ability in design and drawing skills
as well as working in a more systematic and independent way. Design work must show a
greater adherence to drawing conventions and British Standards. Learners must be able to seek
out information sources with little guidance from the tutor and their work will demonstrate
knowledge and understanding gained while studying other engineering units.
Design decisions must be justified and supported by appropriate calculations and reference
back to the product design specification.
Distinction
To achieve a distinction, learners must show evidence of creative thinking, confidence,
accuracy, consistency and originality in the way they carry out their design work. There must
be consistent justification of design decisions, choice of materials and manufacturing methods,
usually supported by calculation, reference to standards and referral back to the product design
specification. The drawing work must demonstrate a thorough knowledge of drawing
conventions and an accurate use of information taken from reference sources. Design work
must show good evidence of knowledge gained from the linked units so that learners can be
critical about their evolving designs and adapt them rather than pursue a single idea. They must
be able therefore to critically evaluate their design process and solution, with suggestions of
any improvements that could be made.
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This unit links with the specialist Unit 7: Engineering Materials, specialist Unit 21:
Finishing/Secondary Processes and specialist Unit 22: Primary Forming Processes. It also has
links with AVCE Engineering Unit 6: Design Development. Some aspects of this unit will
support EMTA NVQ level 3 in Engineering Design, such as Unit U0126952.
The unit also contributes towards the knowledge and understanding for ECS units at level 3,
1.03 Establish engineering objectives
1.04 Recommend methods to achieve engineering objectives
1.06 Produce an analysis of identified factors in engineering design briefs
1.07 Generate engineering design options
1.08 Evaluate and recommend engineering design options for implementation
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Useful resources include:
÷ manual drawing equipment
÷ 2D commercial CAD software such as AutoCad or Auto sketch
÷ printed circuit board (PCB) software
÷ extracts and illustrations from appropriate drawing standards and conventions
÷ exemplar drawings and designs
÷ paper-based reference material providing information about the physical and mechanical
properties of materials
÷ component and material suppliers’ catalogues
÷ wordprocessing, spreadsheet and communication software packages such as Microsoft
Office
÷ IT hardware capable of accessing CD ROMs and the internet
÷ scanner, inkjet printer
÷ digital camera (desirable but not essential).
Textbooks
÷ Simmons C H and Maguire D E – Manual of Engineering Drawing (Butterworth-
Heinemann, 1994)
÷ Tooley M and Dingle L – BTEC National Engineering (Butterworth-Heinemann, 2002)
Other publication
÷ British Standards Institute – BS 8888: 2000 Technical Product Documentation
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skills evidence:
÷ developing a product design C3.1a Contribute to a group discussion about a
specification from the complex subject.
customer’s design brief
÷ producing a final design solution C3.1b Make a presentation about a complex subject
accompanied by drawings and using at least one image to illustrate complex
supporting text points.
÷ gathering design data from C3.2 Read and synthesise information from two
reference sources extended documents about a complex subject.
least one image.
skills evidence:
÷ gathering data from CD ROM IT3.1 Plan, and use different sources to search for,
and on-line reference sources and select, information for two different
purposes.
÷ producing an engineering design IT3.3 Present information from different sources for
portfolio two different purposes and audiences. Your
of numbers.
skills evidence:
÷ planning, carrying out and LP3.1 Agree targets and plan how these will be met
completing assignments to an over an extended period of time, using
agreed timescale support from appropriate people.
÷ producing a design portfolio and LP3.2 Take responsibility for your learning by using
reviewing progress with a tutor your plan, and seeking feedback and support
Improve your performance by:
activity
skills evidence:
÷ interpreting requirements from a WO3.1 Plan complex work with others, agreeing
customer design brief and objectives, responsibilities and working
producing a final design solution arrangements.
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The aim of this unit is to provide an understanding of the importance of quality in
manufacturing and engineering operations. It has links with core Unit 1: Business Systems for
Technicians. It also has links with the specialist unit concerned with the operational control and
maintenance of engineering systems and with health and safety.
The philosophy of quality assurance is studied together with the relevant national and
international standards. Quality systems, their documentation and upkeep are investigated. The
auditing of quality systems within an organisation and by external bodies is also investigated.
This unit presents opportunities to develop the key skills in communication.
1 Describe the concepts of quality assurance and quality control
2 Describe and use quality systems
3 Describe and use quality documentation
4 Describe and apply quality auditing procedures.
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1 Quality assurance and quality control

Quality: fitness for purpose, compliance with standards, laws and regulations, satisfying
customer needs and expectations with regard to costs, performance, appeal, reliability,
durability, maintenance, safety, customer care
Quality assurance: quality assurance as a company-wide philosophy, total quality
management, quality standards and accreditation
Quality control: inspection, sampling, testing, condition monitoring, planned maintenance,
‘right first time’ philosophy
2 Quality systems
Accredited systems: eg BS5750, ISO9000, ISO9001, Investors in People: advantages of
accreditation
System elements: product development, production, post-production, plant maintenance and
operation, staff training, customer services
Management techniques: organisational structures and responsibilities, quality
improvement and action teams, quality circles, suggestion schemes
3 Quality documentation
Quality manuals: written procedures for methods of working, responsibilities, product and
system quality specifications and recording techniques; written format, system of
referencing, accessibility of hard copies or database, maintenance and updating of manual
Quality control documents: documentation and recording methods for inspection, sampling,
testing, condition monitoring, planned maintenance and customer service
4 Quality auditing
Internal audits: purpose of auditing, frequency, designated staff, training, internal auditing
procedures, internal audit reports, action for non-compliance
External audits: external bodies, frequency, costs, external auditing procedures, action for
non-compliance
÷ define the term ‘quality’ as applied to a product ÷ describe the aims of quality assurance in ÷ explain the philosophy of total quality
or service manufacturing and service industries management as applied to a manufacturing or
service organisation
÷ distinguish between quality assurance and ÷ describe management techniques employed to
quality control promote quality improvement ÷ carry out and document a quality audit.
÷ describe the elements of quality control systems ÷ describe the advantages of documented quality
procedures
÷ describe an accredited quality assurance system
÷ describe quality auditing procedures.
÷ describe the structure of quality manuals
÷ describe quality control documentation
÷ describe the purpose of internal quality audits
÷ describe the purpose of external quality audits.
It will be useful to adopt a broad approach in the delivery of this unit so that learners are able to
form an overview of quality assurance and total quality management philosophy. Whilst it is
important to introduce accredited systems, they should not be studied in too great a detail.
Learners should be made aware of the advantages which are to be gained from a well-
documented and well-maintained quality system.
A practical approach can be adopted for the study of quality control procedures. The unit
provides opportunities for the sampling and testing of products which have been made or
purchased, or the inspection of servicing and repair work. The results might be represented in
appropriate tabular or graphical form, but detailed statistical analysis should be left for study at
a higher level.
Where possible, an opportunity should be provided for learners to carry out a quality audit.
Ideally, this would be performed in the workplace but, as an alternative, the procedures and
documentation in an educational establishment might be made available.
Evidence of learning outcomes may be collected from well-planned assignments, unseen tests
and practical exercises. Evidence is likely to be at outcome level to provide ease of tracking. It
may be accumulated through learners building a portfolio of evidence or by a series of tutor-led
assignments and tests. In either case, the opportunity should exist for merit and distinction
grades to be achieved and the evidence must be both relevant and sufficient to justify the grade
awarded.
the programme. If this course is adopted, the evidence for specific outcomes will need to be
clearly identified.
Pass
To achieve a pass, learners must: have a basic level of knowledge and understanding of the
concept of quality as applied to a product or service; have a basic knowledge and understanding
of quality assurance and quality control; apply such knowledge and understanding to defining
the term ‘quality’, to distinguishing between quality assurance and quality control, and to
describing the elements of a quality control system.
Learners must: have a basic knowledge and understanding of quality systems; apply such
knowledge and understanding to describing an accredited quality assurance system.
Learners must: have a basic knowledge and understanding of quality manuals and quality
control documentation; apply such knowledge and understanding to describing the structure of
a quality manual and to describing quality control documentation.
Learners must: have a basic knowledge and understanding of quality audits; apply such
knowledge and understanding to describing the purpose of internal and external quality audits.
Merit
To achieve a merit, learners must: have a sound level of knowledge and understanding of the
concept of quality as applied to a product or service; apply such knowledge and understanding
to describing the aims of quality assurance in manufacturing and service industries. Learners
must: have a sound knowledge and understanding of quality assurance and quality control
systems; apply such knowledge and understanding to describing the management techniques
employed to promote quality improvement.
Learners must: have a sound knowledge and understanding of quality manuals and quality
control documentation; apply such knowledge and understanding to describing the advantages
of documented quality procedures.
Learners must: have a sound knowledge and understanding of internal and external quality
audits; apply such knowledge and understanding to describing auditing procedures.
Learners must produce a substantial range of accurate responses made in standard format.
Distinction
To achieve a distinction, learners must: have a comprehensive level of knowledge and
understanding of the concept of quality as applied to a product or service; apply such
knowledge and understanding to explaining the philosophy of total quality management as
applied to a manufacturing or service industry.
Learners must: have a comprehensive knowledge and understanding of internal and external
quality audits; apply such knowledge and understanding to carrying out and documenting a
quality audit.
Learners must produce a wide range of accurate responses made in standard format.
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This unit has links with core Unit 1: Business Systems for Technicians. It also has links with
specialist Unit 20: Health, Safety and Welfare and specialist Unit 24: Welding Process
Technology.
6.04 Monitor the performance and condition of engineering assets
6.05 Assess the performance and condition of engineering assets
6.06 Inspect engineering products and equipment
7.02 Accept and confirm responsibility for the control of engineering products or assets
This unit has links with the specialist units which cover aspects of quality and inspection.
Another feature of the unit is development of a relatively wide knowledge-based content
adopting a predominantly theory-based approach to the subject matter. However, the learner
should develop the relevant transferable skills required for study both within and beyond this
particular award.
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Learning would be enhanced by providing learners with realistic sample materials. These might
typically include quality manuals, items for inspection and testing, training materials and
quality control records. Internet access to the websites of accrediting bodies would also be an
advantage.
÷ BS5750
÷ ISO9000
÷ ISO9001
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skills evidence:
÷ defining the term ‘quality’ as C3.1a Contribute to a group discussion about a
applied to a product or service. complex subject.
÷ identifying accredited quality C3.1b Make a presentation about a complex subject,
control systems using at least one image to illustrate complex
points.
÷ describing the structure of C3.3 Write two different types of documents about
quality manuals complex subjects. One piece of writing should
÷ describing quality control
one image.
documentation
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This unit provides an understanding of hazards and risks associated with health, safety and
welfare in work. The intention is that learners will develop an understanding of the
requirements of health, safety and welfare legislation and of their roles in complying with the
attendant legal obligations. It is intended that this unit will be a key component within the
programme structure. The unit does not require learners to undertake full risk assessments but
does require them to appreciate the significant risks encountered in the workplace and the
measures taken to deal with them.
This unit presents opportunities to develop key skills in application of number, information
technology, improving own learning and performance and problem solving.
1 Identify the employer’s general responsibilities and the employee’s specific
responsibilities for health, safety and welfare in the workplace and the implications for
them at work
2 Select methods of reducing the risks identified in the workplace to comply with workplace
policy and legal requirements
3 Use hazard identification to establish the work practices or site conditions which may
harm themselves or others
4 Evaluate their role in accident prevention and the avoidance of dangerous conditions
5 Report and record accidents and incidents to those responsible for health, safety and
welfare in the workplace.
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1 General and specific responsibilities

Roles and responsibilities: of employers, employees, management, sub-contractors, public,
Health and Safety Inspectorate (HSE), local authority
2 Workplace policy
Legal aspects: relevant statutory provisions, codes of practice, guidance notes, penalties
under Health and Safety at Work Act 1974 (HASWA), COSHH, NRSWA
General policy: typical general policy statements
Arrangements for implementation: allocation of responsibilities under the general policy,
the role of risk assessments
Procedures: inspection and supervision, permit to work, regular inspection of work
equipment, use of control measures and identification of training needs
PPE policy: formulation of policy on the issue of protective equipment and supervision to
ensure use
Accident trends: major causes of fatal and serious injury accidents, methods of
classification and recent statistics
Cost of accidents: direct costs, indirect costs and the human consequences
3 Hazard identification
Work methods: method statements, analysis of significant risks, prediction of results or
outcomes of those risks
Environmental aspects: consideration of the workplace and its potential for harm eg
confined spaces, working over water or at heights, electrical hazards, chemicals, noise
Electrical safety: identify and control hazards, how electricity can cause injury, effects of
electricity on the body, safety devices – residual current device (RCD), fuses, circuit
overloading, first aid involving electrical emergencies
Methods of identification: use of accident data, careful consideration of work methods
Hazards which become risks: identification of trivial or significant risk, potential to cause
harm, choosing appropriate control measures
4 Accident prevention
Risk assessments: items to be assessed, principal hazards, likely injury outcomes
Use of control measures: use of procedures; substances, lifting assessments and manual
handling assessments, inspection, personal responsibility for health, safety and welfare
Legal duties: legal duty of each person to obey safety rules and use protective equipment,
consequences of non-compliance for both the individual and the company
5 Report and record accidents and incidents
Principles: why employers keep records of serious accidents, incidents and emergencies,
responsibilities of competent persons
Recording and reporting: regulations on accident recording and reporting, procedures to
deal with near-misses or dangerous occurrences
÷ identify the persons responsible for health and ÷ specify their roles and responsibilities in terms ÷ analyse accident trends in the engineering
safety in the workplace of the overall company health and safety policy industry and calculate the cost of an accident in
and any workplace policies relevant to their the workplace
÷ define the general legal duties for health, safety
own job role
and welfare in the workplace as specified by the ÷ justify the methods used to deal with hazards in
Health and Safety at Work Act 1974 ÷ classify those hazards which present a high risk accordance with workplace policies and legal
and report same to the persons responsible for requirements.
÷ define their specific duties regarding health,
health and safety in the workplace
safety and welfare as defined by the legislation
relevant to their own job role ÷ recognise how control measures are used to
prevent accidents
÷ identify any health and safety hazards which
may be present in their job role ÷ report any differences between workplace
policies and suppliers’ or manufacturers’
÷ describe the main features of a typical risk
instructions as, appropriate.
assessment
÷ describe the procedures used to report
accidents, dangerous occurrences or near-
misses to a supervisor or manager.
In all engineering units it is necessary to integrate health and safety thinking at an early stage. It
may be desirable to use case studies/projects as the main vehicle for the delivery of this unit, in
an attempt to focus the learner on the relationship between the process, the environment and
health, safety and welfare.
Case studies might be based on a current site on which the learner is working. This will add
vocational reality. In this case, learners may need to formulate and agree the scenario and the
terms of reference for the case study or project with their tutor.
Evidence of outcomes can be collected from case studies, assignments and projects which
should enable learners to explore policy, arrangements and hazards at the workplace. Hazard
identification case studies would be a suitable vehicle for raising awareness and generating
evidence.
The pass grade specifies the minimum acceptable level required by learners and the internal
assessments, mainly assignment based, will cover all the learning outcomes but not necessarily
all the topics included in the content. Achievement of a merit or a distinction grade will require
answers that demonstrate additional depth and/or breadth of treatment.
The following grading criteria may be used as a guide to the depth of treatment required for
each grade.
Pass
To achieve a pass, learners must: have a basic level of knowledge and understanding of health,
safety and welfare issues and of the individual and corporate responsibilities of the various
parties in providing engineering process; a basic awareness of the main underpinning concepts
and principles relating to health, safety and welfare; apply such knowledge and understanding
to some of the content; have a basic understanding of the connections between hazard
identification, risk assessment and accident prevention.
Learners must: select and interpret a limited range of selected sources of information; use a
range of methods to analyse evidence; apply such techniques to reach valid conclusions.
Learners must produce an acceptable range of accurate responses made in the standard format
in terms of the reporting and recording of accidents and incidents.
Merit
To achieve a merit, learners must have a sound knowledge and understanding of health, safety
and welfare issues and of the individual and corporate responsibilities of the various parties in
providing engineering process; a broad awareness of the main underpinning concepts and
principles relating to health, safety and welfare.
Learners must apply knowledge and understanding to a range of content and have a sound
understanding of the connections between hazard identification, risk assessment and accident
prevention.
Learners must select and interpret a range of selected sources of information; use a range of
methods to analyse evidence; have the ability to apply such techniques to reach valid
conclusions.
Learners must produce a substantial range of accurate responses made in the standard format in
terms of the reporting and recording of accidents and incidents.
Distinction
To achieve a distinction, learners must have: a comprehensive level of knowledge and
understanding of health, safety and welfare issues and of the individual and corporate
responsibilities of the various parties to the engineering process; a good awareness of the main
underpinning concepts and principles relating to health, safety and welfare.
Learners must apply knowledge and understanding to a wide range of content, and have an
advanced understanding of the connections between hazard identification, risk assessment and
accident prevention.
Learners must: select and interpret a wide range of selected sources of information; use a wide
range of methods to analyse evidence effectively; have the ability to apply such techniques to
reach well-reasoned conclusions.
Learners must produce a wide range of accurate responses made in the standard format in terms
of the reporting and recording of accidents and incidents.
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This unit, by definition, links with all other units in the qualification and should prepare
learners for the workplace. Many of the engineering units have an aspect of workplace practices
and applications within the manufacturing or servicing industry. This unit has significant links
with core Unit 1: Business Systems for Technicians and specialist Unit 14: Engineering
Workplace Practices.
1.21 Determine requirements for safe access to work locations
1.22 Implement safe access systems
1.23 Identify and suggest improvements to working practices and procedures
1.26 Control allocated resources to achieve requirements
2.11 Prepare work areas for engineering activities
2.12 Prepare materials for engineering activities
2.14 Prepare loads for moving
2.16 Store resources for further use
This unit has links with many specialist units which cover aspects of health and safety. Another
Active links with local employers and their safety officers will help to enhance learners’
learning opportunities.
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Access to a wide range of safety literature is essential. Centres should ideally have safety
legislation and learning material on CD ROM, which will stimulate learner exploration of
hazards and appropriate control measures. Access to workplace policies and arrangement
documentation would help in understanding how health, safety and welfare arrangements can
be effectively organised and implemented.
÷ Statutory legislation relevant to the content of the unit and work role
÷ HSE website: www.hse.gov.uk
÷ A Guide to the Health and Safety at Work Act 1974 (HSC, 1990)
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skills evidence:
÷ analysing accident trends in the N3.1 Plan, and interpret information from two
construction industry and different types of sources, including a large
calculating the cost of an data set.
accident in the workplace N3.2 Carry out multi-stage calculations to do with:
a amounts and sizes
least one occasion.
diagram.
skills evidence:
÷ using the internet to locate IT3.1 Plan, and use different sources to search for,
information to help report any and select, information required for two
differences between workplace different purposes.
policies and suppliers’ or
manufacturers’ instructions as
appropriate
skills evidence:
÷ recognising and planning how LP3.1 Agree targets and plan how these will be met
control measures are used to over an extended period of time, using
prevent accidents support from appropriate people.
÷ dealing with hazards with low LP3.2 Take responsibility for their learning by using
risks in accordance with their plan, and seeking feedback and support
workplace policies and legal from relevant sources, to help meet targets.
requirements Improve their performance by:
activity
÷ describing the procedures used LP3.3 Review progress on two occasions and
to report accidents, dangerous establish evidence of achievements, including
occurrences or near misses to a how they have used learning from other tasks
supervisor or manager to meet new demands.
skills evidence:
÷ defining legal duties for health, PS3.1 Explore a complex problem, come up with
safety and welfare in the three options for solving it and justify the
workplace as required by the option selected for taking forward.
Health and Safety at Work Act
1974
÷ identifying their own duties PS3.2 Plan and implement at least one option for
regarding health, safety and solving the problem, review progress and
welfare as defined by the revise their approach as necessary.
legislation specific to their own
job role
÷ identifying the main features of PS3.3 Apply agreed methods to check if the problem
a typical risk assessment has been solved, describe the results and
÷ justifying the methods used to
deal with hazards in accordance
with workplace policies and
legal requirements
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The aim of this unit is to provide a broad understanding in manufacturing processes that are
mainly associated with generating shapes through machining techniques. It introduces the
learner to a range of techniques and secondary processes, giving a deeper understanding of the
more common processes. The learner will also be introduced to assembly techniques, heat
treatment and surface coating. It has links with some aspects of the core Unit 1: Business
Systems for Technicians and some aspects of the specialist Unit 7: Engineering Materials,
Unit 14: Engineering Workplace Practices, Unit 18: Engineering Design, Unit 20: Health,
Safety and Welfare and Unit 22: Primary Forming Processes.
Learners will develop skills and understanding in selecting and investigating secondary
manufacturing processes involving shaping with loss of volume, assembly techniques, heat
treatment processes and appropriate coating techniques. They will be able to appreciate the
fundamental requirements of these techniques and processes.
This unit covers some of the knowledge and understanding associated with the national
occupational standards involved with manufacturing and processing and is relevant to
engineering pathways which involve mechanical engineering, machining and the material
processing and to finishing pathways which involve heat treatment and finishing. The unit also
supports the knowledge and understanding associated with some aspects of performing
manufacturing operations and performing engineering operations and engineering tool-making
pathways.
This unit presents opportunities to demonstrate key skills in communication and problem
solving.
1 Select and describe the use of secondary machining techniques and provide an overview
of other non-traditional techniques and CNC machines
2 Select and describe the use of heat treatment processes and assembly techniques
3 Select and describe the use of finishing techniques
4 Describe and relate aspects of health and safety and environmental issues to these
processes and techniques.
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1 Secondary machining techniques, non-traditional techniques and CNC machines

Turning: centre lathe, capstan eg turret, automatic
Milling: up-cut, down-cut eg horizontal, vertical, universal
Boring: horizontal, vertical
Grinding: eg surface, cylindrical, centreless
Presswork: blanking
Kinematics: machine tool design, generation and forming of shapes
Non-traditional techniques: fine finishing eg lapping, honing, electro-discharge machining
(EDM), or electro-chemical machining (ECM), broaching
CNC machines: part programming eg lathes, milling machines
2 Heat treatment processes and assembly techniques

Heat treatment processes: surface hardening, other processes eg hardening, tempering,
annealing, normalising
Assembly techniques: manual eg screwed fasteners, locking devices, keys, dowels, circlips;
automated eg part feeding devices, transfer and indexing, orientation devices
3 Finishing techniques
Surface coating: eg anodising, plating, powder coating, sheradising, galvanising,
mechanical cleaning, etching
4 Aspects of health and safety and environmental issues

Health and safety: UK health and safety legislation, European directives, reducing risks eg
risk assessment, avoidance of dangerous conditions
÷ describe different secondary machining ÷ compare and contrast why different secondary ÷ evaluate the effective use of an appropriate
techniques machining techniques are used when secondary machining technique
manufacturing products
÷ identify appropriate non-traditional techniques ÷ evaluate a given secondary machining
for given products ÷ compare and contrast why different heat technique and heat treatment process for health
treatment processes are used when and safety risk and impact on environmental
÷ identify when the use of CNC machines would
manufacturing products from ferrous metals issues.
be applied to improve performance
÷ suggest alternative assembly and finishing
÷ describe different heat treatment processes for
techniques when given restrictions and
ferrous metals
information
÷ describe different assembly techniques
÷ compare and contrast different methods of
÷ describe different methods of finishing avoiding dangerous conditions and reducing
techniques risk in finishing and secondary techniques and
heat treatment processing.
÷ identify the appropriate heat treatment
processes, secondary, finishing and assembly
techniques needed to manufacture given
products
÷ identify health and safety legislation and
environmental issues that relate to finishing,
secondary and assembly techniques and heat
treatment processes
÷ suggest methods of reducing risk for finishing,
secondary and assembly techniques and heat
treatment processes.
It will be useful to adopt a broad manner of delivery in this unit. Although ideally a practical
approach would be beneficial, this may not be sensible due to the wide range of processes and
techniques to be covered. Certain areas rely on a good understanding of the different processes
and techniques and their application whereas others, such as non-traditional techniques and
CNC machines, only need an overview. Learners need a broad outline of the different
secondary machining techniques, heat treatment processes and finishing and assembly
techniques to enable the correct application to be made. A good understanding of the
techniques engineers employ in deciding which process or technique to use is also required.
The unit provides an opportunity for learners to learn through studying particular industrial
case material. Often learners will be from a background where such processes or techniques
exist. Learners will be more motivated if they can study processes or techniques they are
familiar with and share that experience with others. Industrial visits will help underpin the
breadth of secondary machining and heat treatment processes, finishing and assembly
techniques used and may well be the only way to provide the opportunity to have access to
practical activity. Otherwise, the use of video material may be helpful, as would practical
demonstrations.
It is important that the assessment strategies used should be designed to suit the needs of the
Work done through the use of case study material can be used to generate evidence for the
portfolio. An integrated approach to this unit would be a suitable way for learners to gather
evidence covering all aspects of all of the outcomes. A detailed investigation into the way given
products are manufactured would be suitable. It is highly likely that a range of products will
need to be investigated to ensure learners have opportunities to cover the range of secondary
machining techniques and heat treatment processes, together with finishing and assembly
techniques listed and the assessment grid requirements. The following amplification is intended
to assist in the interpretation of the grading criteria found in the assessment grid.
Pass
To achieve a pass, learners would be expected to demonstrate knowledge of the different
processes and techniques listed. They are also expected to describe their characteristics and
how they work. By identifying a range of processes and techniques when given specific
requirements and information such as product function, they should demonstrate an
understanding and knowledge of the characteristics of each process and technique for at least
three given different products which utilise heat treatment processes, secondary, finishing and
assembly techniques. Learners will be able to identify when non-traditional techniques and
CNC machines would be best employed for manufacture. By studying the requirements of
health and safety legislation and environmental issues, they are expected to relate this to
secondary, finishing and heat treatment techniques and processes, and be able to suggest
methods of reducing risks.
Merit
To achieve a merit, learners would show a deeper understanding and knowledge of secondary,
finishing and heat treatment techniques and processes by being able to compare and explain
how different machining techniques are used and how different heat treatment processes are
used in manufacturing. They will be able to suggest alternative assembly and finishing
techniques when given specific restrictions and information. They should show a more detailed
understanding of relative health and safety issues by comparing and contrasting different
methods of avoiding dangerous conditions and reducing risk.
Distinction
To achieve a distinction, learners would be expected to demonstrate a level of understanding
and knowledge of secondary machining techniques that will enable them to confidently
evaluate the effective use of secondary machining techniques for certain circumstances.
Learners should show skills in evaluating a given secondary machining technique and a given
heat treatment process for health and safety risk and impact on environmental issues. Greater
detail will be evident, although grading should be restricted to the evaluation and justification
skills used.
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This unit contributes towards the underpinning knowledge requirements for EMTA units
U1026956, U1026958 and U1026971 Engineering Production. It also supports aspects of
Performing Engineering Operations.
2.01 Prepare machine tools to achieve material removal requirements
2.02 Mounting and setting work holding devices and workpieces
2.03 Setting and adjusting machine tools
2.05 Prepare equipment for modifying or processing of materials
2.08 Prepare equipment to carry out surface treatment operations
2.15 Reinstate the work area after engineering activities
3.04 Shape engineering products by material removal using machine tools
3.12 Assemble components to meet specifications
3.13 Produce one-off components
3.14 Finish engineering products by applying surface treatments
7.04 Identify and deal with hazards in the work environment
This unit has links with core Unit 1: Business Systems for Technicians and with the specialist
units which cover using processes, materials and techniques such as Unit 7: Engineering
Materials, Unit 18: Engineering Design and Unit 22: Primary Forming Processes. It also links
to the specialist Unit 14: Engineering Workplace Practices and Unit 20: Health, Safety and
Welfare.
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÷ Centre-devised case study material could be utilised well by learners.

÷ Technical Studies Videos, a series of videos aimed at processes, from BBC Videos for
Education and Training, Woodlands, 80 Wood Lane, London, W12 0TT tel: 0208 576 2541
÷ Other video materials covering a range of engineering matters can be obtained from:
TV Choice Productions, 22 Charing Cross Road, London WC2H 0HR
Classroom Video, Hicks Common Lane, Winterbourne, Bristol BS36 1EJ
tel: 01454 776670
American Technical Publishers Ltd, 27-29 Knowl Piece, Wilbury Way, Hitchin, Herts,
SG4 0SX
÷ IEE journals
Textbooks
÷ Darbyshire A and Taylor D – GNVQ Advanced Engineering: Systems, Process, Materials
and Design (Stanley Thornes, 1997)
÷ Davies et al – GNVQ Advanced Engineering (Longman, 1997)
÷ Timings R – Manufacturing Technology Volume One (Longman, 1998)
÷ Timings R – Manufacturing Technology Volume Two (Longman, 1993)
÷ Tooley M – Engineering GNVQ (Butterworth-Heinemann, 2000)
÷ Waters F – Fundamentals of Manufacturing for Engineers (UCL Press, 1996)
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skills evidence:
÷ describing the characteristics of C3.2 Read and synthesise information from two
different secondary machining extended documents about a complex subject.
techniques One of these documents should include at
least one image.
÷ describing the characteristics of
different heat treatment C3.3 Write two different types of documents about
processes for ferrous metals complex subjects. One piece of writing should
÷ describing the characteristics of one image.
different assembly techniques
different methods of finishing
techniques
skills evidence:
different methods of avoiding three options for solving it and justify the
dangerous conditions and option selected for taking forward.
reducing risk in finishing and PS3.2 Plan and implement at least one option for
secondary techniques and heat solving the problem, review progress and
treatment processing revise your approach as necessary.
÷ justifying the use of secondary PS3.3 Apply agreed methods to check if the problem
machining techniques from has been solved, describe the results and
given information review your approach to problem solving.
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The aim of this unit is to provide a broad understanding of manufacturing processes which are
mainly associated with forming shapes with minimal waste and loss of volume. It introduces the
learner to a range of techniques and primary processes, giving a deeper understanding of the
more common processes. It has links with some aspects of core Unit 1: Business Systems for
Technicians and some aspects of the specialist units Unit 7: Engineering Materials, Unit 18:
Engineering Design and Unit 21: Finishing/Secondary Processes.
Learners will develop skills and understanding in selecting and investigating manufacturing
processes involving shaping with no loss of volume. They will be able to appreciate the
fundamental requirements of these techniques and processes.
This unit covers some of the knowledge and understanding associated with the National
Occupational Standards involved with manufacturing and processing, and is relevant to
engineering pathways that involve mechanical engineering, composite manufacture and
particularly the material processing and finishing pathways. The unit also supports the
knowledge and understanding associated with some aspects of performing manufacturing
operations and performing engineering operations.
solving.
1 Select and describe the use of moulding techniques involving metals, ceramics and
polymers
2 Select and describe the use of shaping by deformation involving metals and polymers
3 Select and describe the shaping of composites
4 Describe and relate aspects of health and safety and environmental issues for primary
forming processes.
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1 Moulding techniques involving metals, ceramics and polymers

Involving metals: casting eg sand, die, investment and continuous casting
Involving ceramics: powder metallurgy, sintering
Involving polymers: eg compression, transfer, injection, rotational and blow moulding
Metals: full range applicable to process; ferrous eg carbon steels, stainless steels, cast iron;
non-ferrous eg aluminium, copper, brass, zinc, magnesium, nickel, titanium, alloys
Ceramics: range applicable to process eg metallic carbides, nitrides and oxides
Polymers: full range applicable to process eg thermoplastics, thermosetting plastics; use of
additives
2 Shaping by deformation involving metals and polymers

Involving metals: extrusion eg direct, indirect and impact; forging eg drop, pressure and
upset; rolling, hot and cold, presswork eg forming, bending and deep drawing; metal
spinning
Involving polymers: eg vacuum forming; extrusion, calendering
Metals: range applicable to process; ferrous eg carbon steels, stainless steels; non-ferrous
eg aluminium, copper, brass
Polymers: range applicable to process, thermoplastics, use of additives
3 Shaping of composites
Composite manufacture: laminating, lay up, moulding, filament winding
Composites: range applicable to process eg reinforced rubber, glassfibre reinforced plastic,
carbon fibre, epoxy resin
4 Aspects of health and safety and environmental issues

Health and safety: UK health and safety legislation, European directives, reducing risks eg
risk assessment, avoidance of dangerous conditions
÷ select and describe different moulding ÷ compare and contrast why different moulding ÷ evaluate the effective use of an appropriate
techniques for metals, ceramics and polymers techniques are used when manufacturing primary forming process
products from metals, ceramics and polymers
÷ select and describe different deformation ÷ evaluate a given primary forming process for
processes for metals and polymers ÷ compare and contrast why different deformation health and safety risk and impact on
processes are used when manufacturing environmental issues.
÷ identify the appropriate process and material
products from metals and polymers
requirements for the manufacture of three given
products, for products using moulding and ÷ suggest alternative primary forming processes
shaping using given restrictions and information for a
given manufactured product
÷ select and describe different methods of
composite manufacture ÷ compare and contrast different methods of
avoiding dangerous conditions and reducing
÷ relate aspects of health and safety legislation
risk in primary forming processing.
and environmental issues to primary forming
processes
÷ suggest methods of reducing risk for primary
forming processes.
It will be useful to adopt a broad manner of delivery in this unit. Although ideally a practical
approach would be beneficial, this may not be sensible due to the wide range of processes to be
covered. Certain areas rely on a good understanding of the different techniques and application
of primary forming processes. Learners need a broad overview of the different moulding and
shaping processes to enable the correct application to be made. A good understanding of the
techniques engineers employ in deciding which process to use is also required.
The unit provides an opportunity for learners to learn through studying particular industrial
case material. Often, learners will be from a background where such processes exist. Learners
will be more motivated if they can study processes they are familiar with and share that
experience with others. Industrial visits will help underpin the breadth of primary forming
processes used and may well be the only way to provide the opportunity to have access to
practical activity. Otherwise, the use of video material may be helpful, as would practical
demonstrations.
It is important that the assessment strategies used should be designed to suit the needs of the
Work carried out through the use of case study material can be used to generate evidence for
the portfolio. An integrated approach to this unit would be a suitable way for learners to gather
evidence covering all aspects of all of the outcomes. A detailed investigation into the way given
products are manufactured would be suitable. It is highly likely that a range of products will
need to be investigated to ensure learners have opportunities to cover the range of primary
forming processes listed and the assessment grid requirements. The following amplification is
intended to assist in the interpretation of the grading criteria found in the assessment grid.
Pass
To achieve a pass, learners would be expected to demonstrate knowledge of different moulding
and deformation processes. They are also expected to describe the characteristics of the
processes and how they work. By identifying a range of processes when given specific
requirements and information such as product function, they are also expected to select
appropriate materials for use in the processes for at least three given different products which
utilise moulding or forming processes. Learners will be able to describe the characteristics of
composite manufacture and the way these processes work. By studying the requirements of
health and safety legislation and environmental issues, they are expected to relate this to
primary forming processes and be able to suggest methods of reducing risks.
Merit
To achieve a merit, learners would show a deeper understanding and knowledge of primary
forming processes by being able to compare and contrast how different moulding techniques
are used and how different deformation processes are used for a range of appropriate materials.
Learners will be able to suggest alternative primary forming processes when given specific
restrictions and information. They should show a more detailed understanding of relative health
and safety issues by comparing and contrasting different methods of avoiding dangerous
conditions and reducing risk.
Distinction
To achieve a distinction, learners would be expected to demonstrate a level of understanding
and knowledge of primary forming processes that will enable them to confidently evaluate the
effective use of primary forming processes for certain circumstances. Learners should show
skills in evaluating a given primary forming process for health and safety risk and impact on
environmental issues. Greater detail will be evident, although grading should be restricted to
the evaluation and justification skills used.
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The unit contributes towards the underpinning knowledge requirements for EMTA units
U1026960, U1026961, U1026962, U1026963 and U1026964 Engineering Production. It also
supports aspects of Performing Engineering Operations.
2.06 Prepare machines to achieve pressure-shaping requirements
2.07 Prepare machines to produce cast products
3.05 Produce engineering products by moulding or laying-up
3.06 Produce engineering products by machine controlled pressure-shaping operations
3.07 Produce cast engineering products through manual operations
3.08 Make cast products by machine based operations
3.16 Shaping of engineering materials by manually applied pressure
This unit has links with core Unit 1: Business Systems for Technicians and with the specialist
units which cover using processes, materials and techniques such as Unit 7: Engineering
Materials, Unit 18: Engineering Design and Unit 21: Finishing/Secondary Processes. It also
has links to specialist Unit 14: Engineering Workplace Practices and specialist Unit 20:
Health, Safety and Welfare.
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÷ Centre-devised case study material could be utilised well by learners.

÷ Technical Studies Videos, a series of videos aimed at processes from:
÷ BBC Videos for Education and Training, Woodlands, 80 Wood Lane, London, W12 0TT
tel: 0208 576 2541
÷ Other video materials covering a range of engineering matters can be obtained from:
TV Choice Productions, 22 Charing Cross Road, London WC2H 0HR
Classroom Video, Hicks Common Lane, Winterbourne, Bristol BS36 1EJ
tel: 01454 776670
American Technical Publishers Ltd, 27-29 Knowl Piece, Wilbury Way, Hitchin,
Herts SG4 0SX
÷ IEE journals
Textbooks
÷ Darbyshire and Taylor D – GNVQ Advanced Engineering: Systems, Process, Materials and
Design (Stanley Thornes, 1997)
÷ Davies et al – GNVQ Advanced Engineering (Longman, 1997)
÷ Timings R – Manufacturing Technology Volume One (Longman, 1998)
÷ Timings R – Manufacturing Technology Volume Two (Longman,1996)
÷ Tooley M – Engineering GNVQ Advanced (Butterworth-Heinemann, 2000)
÷ Waters F – Fundamentals of Manufacturing for Engineers (UCL Press, 1996)
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skills evidence:
÷ describing the characteristics of C3.2 Read and synthesise information from two
different moulding techniques extended documents about a complex subject.
for metals, ceramics and One of these documents should include at
polymers least one image.
÷ describing the characteristics of C3.3 Write two different types of documents about
different deformation processes complex subjects. One piece of writing should
for metals and polymers be an extended document and include at least
one image.
different methods of composite
manufacture
skills evidence:
different methods of avoiding three options for solving it and justify the
dangerous conditions and option selected for taking forward.
reducing risk in primary forming PS3.2 Plan and implement at least one option for
processing solving the problem, review progress and
÷ justifying the use of primary revise your approach as necessary.
forming processes from given PS3.3 Apply agreed methods to check if the problem
information has been solved, describe the results and
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This unit provides the knowledge and understanding required by those working in the
fabrication industry. The unit covers a range of fabrication processes and related technology
focussing on the main processes used in today’s industry. The unit also covers pattern
development and the important aspects of health and safety when working in the fabrication
industry.
This unit presents opportunities to demonstrate the key skills in communication and to develop
wider issues of health and safety.
1 Establish the health and safety requirements and responsibilities of those working in the
fabrication industry
2 Investigate, select and use measuring, marking out and cutting methods of fabrication
3 Investigate, select and use forming and assembly methods of fabrication
4 Apply pattern development techniques.
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1 Health and safety

Legislation: Health and Safety at Work (HSAW) Act 1974, European six pack regulations
Risk assessment: the main features of risk assessment; hazards in the workplace, hot metal,
noise, fume, electricity, radiations, harmful substances, flammable and explosive
substances
2 Measuring, marking out and cutting methods

Measuring and marking out: main tools, use of datums/datum lines/centre lines, accuracy
of equipment
Thermal cutting and edge preparation: flame cutting, materials suitable for flame cutting,
equipment and auxiliaries, powder cutting, arc cutting, plasma cutting, laser cutting,
waterjet cutting gouging, profile cutting, numerical controlled/computer numerical
controlled/direct numerical controlled (NC/CNC/DNC) cutting, applications
Shearing: principles, guillotine, hand shears, bench shears, rotary shears, reciprocating
shears, punches, nibblers, piercing and blanking, back stops, use of NC/CNC/DNC controls
and guides, applications
Material removal: principles, chiselling, sawing, bandsaw reciprocating saw, hacksaw,
drilling, trepanning, filing, safe working practices, grinding, nibbling, applications
3 Forming and assembly methods

Forming: principles, spring-back, bending allowances, hand-forming of sheet metal, fly
press; simple bench-mounted bending machines, folding machines; press brake (tooling,
equipment), rolling, pyramid and slip rolls, cone rolling, angle ring-bending, swaging, use
of stiffeners, deep drawing and pressing, pipe bending methods and allowances,
applications
Assembly: structural members – forms of supply, connections, types of bolts, nuts and
washers, web stiffeners, castellated beams; sheetmetal work – forms of supply, types of
joint (including riveted and types of self-secure); pipework – forms of pipe supply (sizes,
thickness), fittings, connections
Plastics: types used in fabrication, forms of supply, methods of cutting, methods of joining
and bonding, bending and forming techniques
4 Pattern development
Templates: reasons for templates, impact of new technology on the use of templates and
pattern development, applications
Lines of intersection: use of projection, common central sphere, cutting planes; parallel line
method; radial line method; triangulation method
÷ establish the health and safety requirements and ÷ through analysis, select the most important ÷ justify their selection of the most appropriate
responsibilities of those working in the health and safety features for those working in methods or techniques
fabrication industry, including the features of the fabrication industry
÷ justify their selection of the most important
risk assessment
÷ when selecting methods for measuring, marking health and safety features.
÷ investigate and select measuring, marking out out, cutting, forming and assembly, show
and cutting methods of fabrication analysis of a range of methods to determine the
most appropriate for the job
÷ show evidence of application of measuring,
marking out and cutting methods of fabrication ÷ determine the most appropriate pattern
development techniques for a range of different
÷ investigate and select forming and assembly
jobs.
methods of fabrication
÷ show evidence of application of forming and
assembly methods of fabrication
÷ apply pattern development techniques including
templates and demonstrating competence in:
- determining lines of intersection
- parallel and radial line methods
- triangulation method.
This unit should be delivered using a range of lectures, tutor-led demonstrations/tests, case
studies, practical activities, experimental work, mini-projects, assignments and visits to
workplaces and relevant supporting organisations.
The unit should be delivered in an engineering manufacturing context.
Assignments should be constructed around the following activities:
÷ identifying the health and safety legislation with applications in industry
÷ identifying the health and safety responsibilities of those working in industry
÷ risk assessment of potential hazards to those working in industry
÷ identification and implementation of safe working practices
÷ selection of fabrication measuring, marking out and cutting methods, including thermal
cutting and edge preparation, shearing and material removal methods
÷ selection of fabrication forming and assembly methods, including plastics
÷ use of templates
÷ application of pattern development techniques
÷ application of line intersection techniques.
Learners will require instruction in the safe application of fabrication processes identified and
have access to a wide range of publications, reference data and manufacturers’
products/information and computer facilities. The centre should have access to appropriate
fabrication equipment.
Tutors should encourage an investigatory approach.
Learning may be at outcome or unit level.
Evidence of outcomes can be collected from assignments, practical activities and experiments.
The pass grade specifies the minimum acceptable level required by the learners and the internal
assessments, mainly assignment based, will cover all the learning outcomes, but not necessarily
all the topics included in the content. Achievement of a merit or a distinction will require
answers that demonstrate additional depth and/or breadth of treatment
Pass
To achieve a pass, learners must show that they are able to understand and list health and safety
requirements, including the main features of Health and Safety at Work Act, European six pack
and risk assessment.
Learners must have good understanding of a range of methods and be able to make realistic
decisions when selecting the correct method. Types of methods include: measuring, marking
out, cutting, forming, assembly.
Learners must use a range of appropriate techniques including: measuring, marking out, cutting,
forming, assembly, pattern development.
Merit
To achieve a merit, learners must show that they are able to conduct good and realistic selection
and analysis to determine the most important or appropriate techniques or features for the job.
Distinction
To achieve a distinction, learners must show that they are able to justify all selection decisions
made by well-reasoned and thought-out arguments, highlighting both advantages and
disadvantages of methods and techniques which enable clear decisions to be made.
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This unit extends the principles in core Unit 2: Communications for Technicians and specialist
Unit 20: Health, Safety and Welfare and specialist Unit 24: Welding Process Technology.
The unit also contributes towards the knowledge and understanding for ECS NVQs at level 3,
units.
1.04 Identify methods to achieve engineering objectives
2.06 Prepare machines to achieve pressure shaping requirements
2.10 Prepare work areas and materials for engineering activities
2.17 Prepare a computer controlled system for operation
3.02 Operate computer controlled engineering processes
3.03 Shape engineering products by material removal using hand tools
3.06 Produce engineering products by machine controlled pressure shaping operations
3.11 Join materials by bonding
3.12 Assemble components to meet specifications
3.16 Shape engineering materials by hand-applied pressure
4.08 Move loads
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Learners should have access to a wide range of publications, reference data, manufacturers’
fabrication equipment.
Textbooks
÷ Essentials of Health and Safety at Work (HSE Books)
÷ Health and Safety at Work – A Guide for Trainees (Training Publications)
÷ Kenyon W – Basic Welding and Fabrication (Longman, 1987)
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skills evidence:
÷ investigating measuring, C3.2 Read and summarise information from two
marking out and cutting methods extended documents about a complex subject.
of fabrication One of the documents should include at least
one image.
÷ selecting methods of measuring,
marking out and cutting C3.3 Write two different types of documents about
fabrications for specific complex subjects. One piece of writing should
applications be an extended document and include at least
one image.
÷ investigating forming and
assembly methods of fabrication
÷ selecting methods of forming
and assembly fabrications for
specific applications
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This unit provides the knowledge and understanding required by those working in the welding
industry. The unit covers a range of welding and related processes and focuses on the main
processes used in today’s industry. It covers features of activities that support welding
processes, eg joint design and quality and production control. The unit also covers the
important health and safety aspects of working in the welding industry. This unit has links to
Unit 23: Fabrication Processes and Technology and Unit 25: Testing of Welded Joints.
solving and to develop the wider issues of health and safety.
1 Establish the health and safety requirements and responsibilities of those working in the
welding industry
2 Investigate, select and use the electric arc welding processes that are widely used in the
welding industry
3 Investigate, select and use the other welding processes and related processes used in the
welding industry
4 Identify and apply the aspects of effective joint design, quality and production control in
welding.
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1 Health and safety

Legislation: Health and Safety at Work (HSAW) Act 1974, Control of Substances
Hazardous to Health (COSHH), European six pack regulations
Risk assessment: hazards from fumes, Occupational Exposure Limits (OELs), hazards from
noise, heat, light, harmful substances, flammable and explosive substances
Safe working practices: ventilation, extraction, Personal Protective Equipment (PPE)
2 Electric arc welding processes

Power sources for arc welding: power source characteristics: static and dynamic, flat and
drooping characteristic used for different processes, control of the electrical characteristic
stability of the process, pulse techniques, duty cycle of a power source, voltage-losses, ac-
sources, dc sources, starting device, up-slope, down-slope
Tungsten-inert gas (TIG) welding: arc initiation techniques and necessary equipment,
applications and typical problems, health and safety
Metal inert gas/metal active gas (MIG/MAG) welding: modes of metal transfer and their
application, characteristics of the power sources, equipment, setting the welding
parameters, shielding gases, gas-wire combinations, handling and storage of gases,
applications and typical problems, solid and flux-cored wires, consumable specification
Manual metal arc (MMA) welding: process principles, arc characteristics, welding
equipment, sources of welding current, electrical characteristics, health and safety
Submerged-arc welding: process principles, equipment (power source characteristic, type
of current), joint design, range of application, range of filler metals and fluxes, wire-flux
combinations, gain and loss of elements, types of wires, classification, types of fluxes, flux
handling and storage, single-wire and multi-wire techniques, health and safety
3 Other welding processes and related processes

Oxy-acetylene welding: process principles, combustion, flame types, equipment, start-up
and shut down procedures, health and safety – use of equipment and handling and storage
of cylinders, techniques, applications and limitations
Resistance welding: process principles, equipment and range of application, welding
machines, power sources, types of electrodes
Fully mechanised and robotic processes: the adaptation of welding processes for higher
productivity, robotics, seam tracking, arc-sensing, narrow gap welding, orbital welding,
health and safety
Principles of other welding and joining processes: plasma welding, electron beam welding,
laser welding, friction welding, electroslag welding, electro-gas welding, explosive
welding, applications and typical problems, advantages and disadvantages, health and
safety
Surfacing: cladding, thermal spraying, survey of the spraying processes, surface preparation
of the base material, spraying materials
Brazing and soldering: bonding mechanisms, processes and equipment, consumables,
brazable and soldering materials, applications and typical problems, advantages and
disadvantages, health and safety
Plastics joining processes: general information on materials and processes, hot plate
welding, butt fusion, hot gas welding, extrusion welding, induction heating, resistance
heating, implant welding, high frequency, friction, electro-fusion welding, ultrasonic
welding, vibration welding, applications
4 Design, quality and production control

Joint design: types of joint, types of welds, applications of welding terms (BS 499),
applications of welding symbols (EN 22553 and EN 24063), importance of weld joint
design and groove shapes, influence on welding stresses and distortion
Welding procedure: applications of welding procedure sheet (WPS)
Monitoring and control of welding operations: use of application standards, specifications,
quality assurance systems, quality control before, during and after welding, welding
inspection
÷ demonstrate a clear understanding of the health ÷ through analysis, select the most important ÷ justify their selection of the most important
and safety requirements and responsibilities of health and safety features for those working in health and safety features
those working in the welding industry the welding industry
÷ justify their selection of the most appropriate
÷ investigate and select the main electric arc ÷ when selecting methods for electric arc welding methods, process or procedures.
welding processes that are widely used in and other welding processes, show analysis of a
industry range of processes to determine the most
appropriate for the job
÷ show evidence of application of some of the
main electric or welding processes ÷ determine the most appropriate joint design for
a range of jobs
÷ investigate and select the other welding and
related processes used in industry ÷ determine the most appropriate quality control
and assurance procedures for a range of jobs.
÷ show evidence of application of some other
welding and related processes
÷ identify and apply the major aspects of effective
joint design
÷ identify and apply the main features of quality
control and assurance procedures.
The unit can be delivered in an engineering manufacturing or maintenance context, depending
upon the nature of the award. However, it is advantageous to consider both aspects of process
applications.
÷ identifying the health and safety requirements of those welding in industry, including the
Health and Safety at Work Act, COSHH, European six pack regulations and environmental
protection act
÷ risk assessment of potential hazards to those welding in industry, including COSHH
÷ investigating the electric arc welding processes that are widely used in the welding
industry, including MIG, TIG, MMA and submerged arc welding
÷ reviewing the other welding (other than electric arc welding) processes, including oxy-
acetylene welding, resistance welding processes, fully mechanised and robotic processes,
friction welding, surfacing methods, brazing and soldering and plastics joining processes
÷ identifying aspects of effective joint design, including types of joint, types of welds,
terminology and symbolic representation
÷ identifying aspects of quality control in welding, including WPS, inspection and NDT
÷ identifying aspects of production control in welding, including WPS.
Learners will require instruction in the safe application of welding processes and should have
access to a wide range of publications, reference data and manufacturers’ products/information
and computer facilities. The centre should have access to appropriate electric arc (MMA, MIG,
TIG) and gas welding equipment.
all the topics included in the content. Achievement of a merit or distinction grade will require
answers that demonstrate additional depth and/or breadth of treatment.
Pass
To achieve a pass, learners must: explain the basic statutory regulations, standards,
environmental requirements and responsibilities to provide safe and healthy systems of work in
industry, including HSAW Act, COSHH, European six pack regulations and environmental
protection act; establish the risks involved with welding equipment, including COSHH;
investigate and report clearly on the main electric arc welding processes that are widely used in
industry, including MIG, TIG, MMA and submerged arc welding; review and report clearly on
the other welding processes and related processes used in industry, including oxy-acetylene
resistance and mechanised processes, surfacing, brazing, soldering and plastics welding;
identify the major aspects of effective joint design, including types of joint, types of welds,
terminology and symbolic representation; identify the major aspects of quality control in
welding, including WPS, inspection and NDT; identify the major aspects of production control
in welding, including WPS.
Merit
To achieve a merit, learners must: apply the statutory regulations, standards and environmental
requirements and responsibilities to provide safe and healthy systems of work in industry,
including HSAW Act, COSHH, European six pack regulations and environmental protection
act, risk assessment.
Learners must include in reports the common industrial applications for MIG welding, TIG
welding, MMA welding, submerged arc gas welding, spot welding, projection welding, butt
welding, seam welding, fully mechanised and robotic processes, cladding, thermal spraying,
brazing, soldering and plastics welding processes.
Learners must identify all the essential aspects of effective joint design quality and production
control in welding and state the influence upon welding stresses and distortion.
Distinction
To achieve a distinction, learners must provide a comprehensive report on the statutory
regulations, standards and environmental requirements and responsibilities to ensure safe and
healthy systems of work in industry, including the application and implementation of HSAW
Act, COSHH, European six pack regulations and environmental protection act and risk
assessment.
Learners must evaluate and compare in the report the benefits, limitations and common
industrial applications for MIG welding, TIG welding, MMA welding, submerged arc gas
welding, spot welding, projection welding, butt welding, seam welding, fully mechanised and
robotic processes, cladding, thermal spraying, brazing, soldering and plastics welding
processes.
Learners must identify all the essential aspects of effective joint design quality and production
control in detail, stating the influence upon welding stresses and distortion and the importance
and implications of the WPS.
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The unit also covers the important health and safety aspects of working in the welding industry.
This unit extends the principles in specialist Unit 19: Quality Assurance and Control and
specialist Unit 20: Health, Safety and Welfare. It also provides some of the underpinning
knowledge and understanding for Engineering Technology Maintenance NVQ level 3.
The unit contributes towards the knowledge and understanding for ECS at level 3.
1.04 Identify methods to achieve engineering objectives
1.18 Determine resource requirements to achieve objectives
1.20 Determine procedures for engineering activities
2.09 Prepare thermal joining machines to produce joined products
3.09 Join materials by manually controlled thermal processes
3.10 Join materials by machine based thermal processes
This unit has links with the specialist units which cover aspects of fabrication or welding
technology. Another feature of the unit is development of a relatively wide knowledge and
The unit also contributes towards the knowledge and understanding for the European Welding
Federation education requirements for European welding specialists: Unit 1: Welding Processes
and Equipment, Unit 3: Construction and Design, Unit 4: Fabrication Application Engineering.
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welding, examination and testing equipment.
Textbooks
÷ Davies A C – Science and Practice of Welding (Cambridge, 1993)
÷ Essentials of Health and Safety at Work (HSE Books, 1994)
÷ Somsky P – Basic Welding (Macmillan, 1987)
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skills evidence:
÷ identifying the aspects of C3.2 Read and summarise information from two
effective welded joint design extended documents about a complex subject.
One of the documents should include at least
÷ identifying the aspects of
one image.
effective quality and production
control in welding C3.3 Write two different types of documents about
÷ producing a welding procedure be an extended document and include at least
specification (WPS) for a given one image.
application
skills evidence:
÷ identifying the aspects of PS3.1 Explore a complex problem, come up with
effective welded joint design three options for solving it and justify the
÷ identifying the aspects of
effective quality and production PS3.2 Plan and implement at least one option for
control in welding solving the problem, review progress and
÷ producing a welding procedure
specification (WPS) for a given PS3.3 Apply agreed methods to check if the problem
application has been solved, describe the results and
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This unit provides the background knowledge and understanding required by those working in
the welding industry as practitioners or in a support role. The unit covers the inspection and
testing of welded joints/fabrication/components by destructive and non-destructive methods.
The unit also covers quality assurance/control aspects of welding. This unit has links to
specialist Unit 23: Fabrication Processes and Technology and specialist Unit 24: Welding
Processes Technology.
This unit presents opportunities to demonstrate the key skills in application of number and to
develop the wider issues of health and safety.
1 Establish the quality assurance requirements for welding
2 Identify, select and use surface non-destructive examination methods for welded
applications
3 Identify, select and use internal non-destructive examination methods for welded
applications
4 Identify, select and use the mechanical methods for testing for welded applications.
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1 Quality assurance
Quality assurance in welded constructions: concept of quality assurance (QA) and quality
control (QC), weldability, quality manual, quality plan, audit of plant, personnel and
equipment, maintenance, inspection, activities of welding personnel in the different
functions in industry, standards, ISO 9000 series, implications of EN 719 and EN 729
Quality control during manufacture: welding procedure specification (WPS), welding
sequence, procedure qualification (EN 288), welder qualification (EN 287 part 1 and 2)
traceability (materials identification, procedures, certificates), possible methods of
monitoring and storage of fabrication data, calibration of measuring equipment
Frequency distribution: graphical methods of displaying data, collected by 100 per cent
inspection, sampling, random checks, spot checks, tally charts, histograms, frequency
polygons
Repair-welding: welding repair procedure specification, welding repair plan, welding repair
procedure qualification, non-destructive examination (NDE) of the weld repair
2 Surface non-destructive examination methods

Non-destructive examination: types of weld defects (EN 26520), acceptance criteria (eg EN
25817), identification of NDE methods – visual, dye penetrant, magnetic particle, eddy
current, radiography, ultrasonic, etc, field of application and limitations, application of
visual inspection techniques, calibration, qualification of NDE personnel, NDE procedures,
health and safety aspects
Visual examination: applications, requirements, limitations, before, during and after
welding, aids to visual inspection, personnel requirements
Liquid penetrant examination: applications, requirements, limitations, health and safety
requirements, principles, applications, test procedure, use of inspection aids, interpretation
and reporting of results, personnel requirements, fluorescent method
Magnetic particle examination: applications, requirements, limitations, health and safety
requirements, ferro-magnetic materials, types of detection media and applicators,
principles, applications, test procedure, use of inspection aids, fluorescent method, defect
orientation, magnetic flow methods, current flow methods, alternating current (ac), direct
current (dc), skin effect, contrast paints, establishment of magnetic field and test sensitivity,
interpretation and reporting of results, personnel requirements
3 Internal non-destructive examination methods
Radiographic examination: applications, requirements, limitations, health and safety
requirements, effects of radiation on the human body, ionising regulations, requirements
essential for site safety, principles, types of radiation, typical applications, techniques used
for the radiography of flat plates and pipe butt welds, test procedures, loading and
positioning of x-ray film in relation to the welded joint, positioning of the x-ray source in
relation to the object, use and positioning of image quality indicators, factors influencing
radiographic exposure, determination of exposure time from charts and/or by calculation,
operation of the equipment, processing film, radiographic appearance of weld defects,
interpretation of results in terms of radiographic quality and identification of defect images
Ultrasonic examination: applications, requirements, limitations, health and safety
requirements, function of an ultrasonic flaw detector and associated ancillary equipment,
ultrasonic flaw detector controls, probes, calibration blocks, couplants, techniques used for
equipment calibration for thickness testing techniques and lamination testing techniques;
criteria used for probe selection, transmission and reflection methods, use of the 6 dB drop
and 20 dB drop, multiple echo techniques, flaw echo/back-wall echo technique, procedures
for reporting and recording flaws in welded components, determination by calculation of
length of near fields, length of far fields, beam angle angles, probe angles, skip distances
Eddy current testing: applications, limitations, principles, impedance, applications, test
procedure, use of inspection aids, interpretation and reporting of results, personnel
requirements, types of coils, probes and equipment, limitations, skin effect, hysterisis loop,
metal sorting
Potential drop methods: applications, principles, applications, test procedure, ac, dc, skin
effect
Acoustic methods: applications, principles, applications, test procedures, vibration
monitoring
Leak detection methods: applications, health and safety requirements, principles,
applications, test procedures, hydrostatic pressure testing, pneumatic pressure testing,
testing mediums, indications of leakage, determination of test pressures
4 Mechanical methods for testing

Testing of welded joints: impact tests (izod, charpy), bend tests (root, face and side) for
tensile (transverse and all weld metal), tensile/shear, fracture, macro examination, micro
examination, specimen preparation, hardness surveys (weld zone, heat-affected zone (HAZ)
and parent metal), testing methods to evaluate the quality and strength of spot welded joints
including peel test, tensile/shear, cross tensile, ‘U’ tensile, twist or torsion
÷ establish the quality assurance requirements for ÷ through analysis select the most important ÷ justify their selection of the most important
welding operations quality assurance requirements for welding quality assurance requirements for welding
operations operations
÷ investigate and select surface and internal NDE
methods ÷ when selecting methods for surface and internal ÷ justify their selection of the most appropriate
NDE and mechanical testing, show analysis of a methods for the job.
÷ show evidence of application of surface and
range of methods to determine the most
internal NDE methods
appropriate for the job.
÷ investigate and select mechanical testing
methods
÷ show evidence of application of mechanical
testing methods.
The unit can be delivered in an engineering manufacturing or materials testing context,
depending upon the nature of the award. However, it is advantageous to consider both aspects
of process applications.
÷ identifying the quality requirements of those welding in industry, including QA, QC, WPS
standards, ISO 9000 series, implications of EN 719 and EN 729, procedure qualification,
welder qualification, repair procedures and frequency distribution
÷ investigating surface NDE methods, in terms of weld defects, visual, liquid penetrant and
magnetic particle examination
÷ investigating internal NDE methods, in terms of radiographic and ultrasonic examination,
leak detection, electrical and acoustic methods
÷ investigating mechanical testing methods, in terms of impact testing, hardness surveys,
tensile testing and spot welded joints.
Learners will require instruction in the safe application of testing methods identified and have
access to a wide range of publications, reference data and manufacturers’ products/information
and computer facilities. The centre should have access to appropriate surface flaw detection
(visual, penetrant, magnetic particle) and mechanical testing equipment.
all the topics included in the content. Achievement of a merit grade or a distinction grade will
require answers that demonstrate additional depth and/or breadth of treatment.
Pass
To achieve a pass, learners must show that they are able to understand and list quality assurance
requirements for welding operations including: application of quality systems, application
standards, qualification of welding personnel, procedure approval, sampling, repair procedures.
Learners must have a good understanding of a range of methods and be able to make realistic
decisions when selecting the correct method. Types of methods include: surface NDE – weld
defects, visual examination, liquid penetration examination, magnetic particle examination;
internal NDE – radiographic examination, ultrasonic examination, leak detection, electrical and
acoustic; mechanical testing – impact testing, hardness surveys, tensile testing, spot welding
joints.
Learners must use a range of appropriate methods including: surface NDE, internal NDE,
mechanical testing.
Merit
To achieve a merit, learners must show that they are able to conduct good and realistic selection
and analysis to determine the most important or appropriate technique or feature for the job.
Distinction
To achieve a distinction, learners must show that they are able to justify all selection decisions
made by well-reasoned and thought-out arguments and highlight both advantages and
disadvantages of methods and techniques which enable clear decisions to be made.
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This unit extends the principles in specialist Unit 7: Engineering Materials, and specialist
Unit 24: Welding Process Technology.
1.12 Extract detailed information from technical requirements
1.15 Review an engineering activity to determine its technical requirements
1.18 Determine resource requirements to achieve objectives
3.09 Join materials by manually controlled thermal processes
3.10 Join materials by machine based thermal processes
6.06 Inspect engineering products
This unit has links with the specialist units which cover aspects of automated or programmable
transferable skills required for study both within and beyond this particular award. The unit
also contributes towards the knowledge and understanding for the European Welding
Federation education requirements for European Welding Specialists Welding Materials and
their Behaviour During Welding and Fabrication Application Engineering.
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Learners should have access to a wide range of publications, reference data, and manufacturers’
welding equipment.
Textbooks
÷ Davies A C – Science and Practice of Welding (Cambridge, 1993)
÷ Halmshaw R – Introduction to the Non-Destructive Testing of Welded Joints
(Woodhead, 1996)
÷ Vernon J – Testing of Materials (Macmillan, 1992)
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skills evidence:
÷ establishing the quality N3.1 Plan, and interpret information from two
assurance requirements for different sources, including a large data set.
welding
÷ displaying frequency N3.2 Carry out multi-stage calculations to do with:
distributions of data a amounts and sizes
÷ identifying and selecting internal N3.3 Interpret results of their calculations present
non-destructive examination their findings and justify their methods. They
methods for welded applications must use at least one graph, one chart and one
diagram.
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The aim of this unit is to introduce learners to the concepts of programmable controllers and to
explain how they are applied in the control of engineering processes. The unit starts with the
basic design (both hardware and software), structure and operation of modern programmable
controllers. It then develops the understanding and knowledge required to configure
inputs/outputs and to write, enter and test programmable controller programs. The unit also
contains an examination of programmable controller communications. It concludes with
investigation into programmable controller applications.
This unit provides some of the underpinning knowledge and understanding for some of the
units in Engineered Systems Maintenance NVQ level 3 and Engineering Maintenance NVQ
level 3.
communication, information technology, improving own learning and performance and
problem solving and to develop the wider issues of environment, health and safety and
European development.
1 Demonstrate knowledge and understanding of the design, structure and operating
principles of programmable controllers
2 Investigate the programming techniques used in modern programmable controllers
3 Produce a programmable controller program of at least 30 instructions for an
engineering application
4 Investigate the data communications used with modern programmable controllers.
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1 Design, structure and operating principles of programmable controllers

Programmable controller types: general description of unitary, modular and rack-mounted
types with reasons for type selection to include application, cost and versatility
Internal architecture and operational characteristics: basic description and specification of
CPU, ALU, flags, registers, storage devices – with emphasis on scanning, memory
organisation and continuous updating
System hardware and software: description, selection and manufacturers’ specification of
I/O units (digital and analogue), power supply, use of operating system, configuration of
I/O and number systems – binary, octal, hexadecimal, BCD
Input and output devices and sensors: description, selection and use of mechanical
switches, relays-electromechanical and solid state, transducers eg temperature, pressure,
flow and smart sensors; simple motors and drives
2 Programming techniques
Methods of programming: ladder and logic diagrams, statement listing, functional
diagrams, Graphical Programming Languages and mimic diagrams
Instruction types: production of programs using relay, bit, branch, timer/counter,
comparison, logical and arithmetic instructions
Producing and storing text: use system software to enter, edit, delete, save, restore, create
reports, print and make back-up copies of programs
3 Program of at least 30 instructions for an engineering application

Configure system: select hardware and configure for a industrial/plant application
Write an application program: the program should have at least 30 instructions and use all
the instruction types listed above and be fully documented eg machine/conveyor/process
control
Test, set-up and debug the program: use an available selection of the following – software
debug instructions, diagnostic indicators, data monitors, search and force facilities
Safe procedures: potential hazards to personnel and equipment, health and safety
legislation, avoiding haphazard operations
4 Data communications
Communication media: selection, description and use of cables, input/output connectors,
opto-isolators, connections to field devices, twisted pairs, coaxial, fibre optics as
appropriate
Signals: analogue (0 – 10V dc and 4 – 20Ma), digital
Networks: description of typical network architectures, fieldbus, distributed intelligence,
‘open’ communications networks, network standards/protocols – examples: ISO, IEE,
MAP, RS485, FIP, etc
÷ describe the various programmable controller ÷ select and describe the benefits and limitations of ÷ evaluate the program used to control the
types and their applications different types of programmable controllers for automated machine/process on which they have
specific applications worked, including how it, or the devices in the
÷ give an explanation of system hardware,
system, could be improved or altered to make
software, I/O, field devices and communication ÷ explain manufacturers’ specifications for
the system more effective and efficient
links different types of input/output devices
÷ produce an analysis of future trends in the
÷ use at least one programming method to write ÷ produce a well-documented account of a
nature of programmable controllers, including
programs with the full range of instruction programmable controlled complex system, which
the impact of local/wide area networks, control
types given includes an explanation of the program written
software and smart sensor development.
÷ write and demonstrate a fully documented ÷ describe the importance of health and safety
program, with at least 30 instructions, for a when working with programmable controlled
given complex engineering application equipment
÷ use a handheld input pad or personal computer ÷ explain one protocol used in signal
to configure, write/edit/load/unload/save/print communication and give an application.
programs, search and use fault diagnostic
indicators using safe working practices
÷ describe the types of communication links and
networks used in modern programmable
controller systems.
This unit should be delivered using lectures and tutor-led demonstrations until the learners
become familiar with the operation, terminology and programmable controller available.
Thereafter, a practical hands-on approach to learning should be adopted wherever possible,
with tutors providing relevant examples for programming the application of theory into
practice. It is important to avoid a theoretical approach to the subject.
A suitable complex engineered system should be chosen for which learners could develop their
main program. The learners should be encouraged to work in small teams to undertake this
work.
A system should be chosen which involves combined areas of engineering, since this is more
likely to be encountered by the learner at work. The system should be sufficiently complex to
allow for configuration, use of communication software and use of controller software for
testing, searching and parameter change. Alternatively, learners should be encouraged to use
resources at their place of work.
Examples of complex systems with program control are:
÷ an electro-pneumatic/hydraulic system
÷ a position/speed/process control system
÷ an environmental control system
÷ a material transfer system
÷ a refrigeration/air condition system.
Learners will require instruction in the use of, and have free access to, modern programmable
controllers and test equipment. Visits made to industrial sites, where sophisticated program
control is used, would be of immense value to support learning.
Tutors should encourage an investigative approach throughout.
This unit is assessed by means of evidence in learner portfolios.
Evidence for learning outcomes may be achieved through well-planned programming
assignments, practical activities and projects. Where available, evidence from the workplace
can also be incorporated to enhance the learning outcomes, provided that this evidence is
appropriate and authenticated as the learner’s own work. Integrative assignments will help to
link this unit with other units.
Evidence is expected to demonstrate competence in the correct selection and use of appropriate
programmable controllers and their inputs/outputs, as well as interpretation of the system to be
controlled.
The pass grade specifies the minimum acceptable level required by learners and the assessment
must cover all of the learning outcomes. Achievement of a merit or a distinction grade will
require answers that demonstrate additional depth and/or breadth of treatment. The following
amplification is intended to assist in the interpretation of the grading criteria found in the
assessment grid.
Pass
To achieve a pass, learners must demonstrate a basic level of knowledge and understanding of
the behaviour, structure and operation of programmable controllers.
Learners must demonstrate a basic level of knowledge and understanding of the behaviour and
operation of all the listed hardware/software.
Using at least one programming method, learners must: write short programs using a range of
instruction types; write one program with at least 30 instructions to control a complex
engineering system; use a hand-held programmer/PC to write, edit and document programs.
Learners must use the system software/diagnostic indicators/fault codes/search/force facilities
to find faults in programs and the system.
Learners must be able to basically describe the communication techniques used by
programmable controllers.
Learners must observe health and safety procedures.
Merit
To achieve a merit, learners must demonstrate a sound level of knowledge and understanding of
the behaviour, structure and operation of programmable controllers.
Learners must: be able to select and describe the benefits and limitations of different types of
programmable controllers for specific applications; be capable of interpreting and describing
manufacturers’ specifications in the selection of I/O.
Learners must produce a well-documented program to control a complex engineering system.
This program should make use of a wide range of instruction types.
Learners must be able to explain the reasons for avoiding haphazard operation of programmable
controllers.
Learners demonstrate knowledge and understanding of the signal communications used by
programmable controllers.
Distinction
To achieve a distinction, learners must demonstrate a comprehensive level of knowledge and
understanding of the behaviour, structure and operation of programmable controllers.
Learners must demonstrate a comprehensive understanding of the behaviour and operation of
all the listed hardware/software.
Learners must be able to: evaluate the programs which they have written and in particular the
program controlling the complex engineering system, describe the system under program
control.
Learners should undertake an analysis of future trends in programmable controllers, including
the impact of networking, application software, smart sensors and open communications.
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This unit is designed to stand alone, although it has links with other technology, science and
principles units in the qualification. It has been mapped against the current Engineering
Occupational Standards/NVQs at level 3. The mapping links indicate that the achievement of
the learning outcomes of this unit will contribute skills, knowledge and understanding towards
the evidence requirements of the occupational standards Engineered Systems Maintenance
Unit U1026955. It also supports some aspects of Performing Engineering Operations.
1.19 Plan engineering activities
2.17 Prepare a programmable controlled system for operation
3.02 Operate programmable controlled engineering processes
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Centres delivering this unit should have sufficient physical resources to support the range of
programming and practical activities. In particular, centres will need, or have access to,
industrial-standard programmable controller units and complex engineering systems to be
controlled. Centres should also be encouraged to arrange visits to industrial sites where learners
can see current working practices in operation. Learners should have access to a wide range of
publications, reference data, manufacturers’ product information and the internet.
Textbooks
÷ Bolton W – Programmable Logic Controllers (Butterworth-Heinemann, 1996)
÷ Crispin A J – Programmable Logic Controllers (McGraw-Hill, 1996)
Other publications
÷ Manufacturers’ Data Sheets and Performance Specifications for programmable controllers
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skills evidence:
÷ researching issues relating to the N3.1 Plan, and interpret information from two
use of programmable controllers different types of sources, including a large
data set.
÷ undertaking programming/fault N3.2 Carry out multi-stage calculations to do with:
finding a amounts and sizes
least one occasion.
÷ presenting report from main N3.3 Interpret results of their calculations, present
program their findings and justify their methods. They
diagram.
skills evidence:
÷ discussing issues in relation to C3.1a Contribute to a group discussion about a
implementing program control to complex subject.
systems
÷ presenting report on main C3.1b Make a presentation about a complex subject,
program using at least one image to illustrate complex
points.
÷ researching into the future trends C3.2 Read and synthesise information from two
in the nature of programmable extended documents about a complex subject.
controllers One of these documents should include at
least one image.
÷ preparing report on main C3.3 Write two different types of documents about
program and researching complex subjects. One piece of writing should
findings into future trends be an extended document and include at least
one image.
skills evidence:
÷ using the internet for research IT3.1 Plan, and use different sources to search for,
into trends and manufacturers’ and select, information required for two
data different purposes.
÷ using IT to present research IT3.3 Present information from different sources for
findings and main program two different purposes and audiences. Their
of numbers.
skills evidence:
÷ action planning for main LP3.1 Agree targets and plan how these will be met
program over an extended period of time, using
support from appropriate people.
÷ managing the action plan and LP3.2 Take responsibility for their learning by using
programming the engineering their plan, and seeking feedback and support
system from relevant sources, to help meet targets.
activity
÷ evaluating action planning of LP3.3 Review progress on two occasions and
main program establish evidence of achievements, including
skills evidence:
÷ participating in group PS3.1 Explore a complex problem, come up with
discussions regarding the main three options for solving it and justify the
program and the engineering option selected for taking forward.
system
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Computer Numerical Control (CNC) is extensively used throughout the engineering industry as
a means of providing precise control of movement. Its main application in manufacturing
engineering is found in the production of components using machine tools by the process of
metal removal, automated welding using robot arms, and in fabrication using press tools, press
brakes and similar machines. In addition to the manufacturing process, it is also used to provide
the linear movement of the probe on co-ordinate measuring machines which provide quality
inspection of linear dimensions.
CNC has revolutionised the engineering industry in many ways, with the improvements in
productivity, flexibility and quality leading to many merits and advantages.
This unit presents opportunities to demonstrate the key skill in improving own learning and
performance.
1 Understand the principles of numerical control and machine structures in industrial
applications
2 Interpret a component specification to produce an operational plan
3 Produce a part program and manufacture a simple component using a three axis
machine tool
4 Use and evaluate CAM software packages.
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1 Principles of numerical control and machine structures

Principles: datums, open and closed loop systems, binary notation, linear and rotary
transducers, distinguish between hardware and software
Machine structures: applications of machine tools eg turning, milling, presswork
2 Interpret a component specification to produce an operational plan

Interpret component specification: component materials, dimensions and tolerances,
required finish
Operational plan: eg list of operations, cutter path co-ordinates, cutting tools, speeds and
feeds, tool offsets and safety requirements, grouping of similar operations, use of roughing
and finishing operations, calculate cutter path co-ordinates for intersections, polar centres
and arcs, cutter compensation, calculations of speeds and feeds, use basic trigonometrical
ratios of sine, cosine and tangent
3 Part program and manufacture a simple component

Part program: toolpath layout, datum selection, absolute and incremental modes of
programming, use of ISO letter address, G and M codes, machine axes, canned cycles,
loops
Manufacture a simple component: using a machine tool eg lathe, mill, pressbreak
4 Use and evaluate CAM software packages

CAM software: eg two and three axis machines
Use and evaluation: cost, ease of use, compatibility with machine tool operations, speed of
operation, text variation
÷ explain the relevance of machine and workpiece ÷ research and report on three industrial ÷ use trigonometric ratios to calculate and
datums, open and closed loop systems, linear applications manufacturing components using confirm intersection points on toolpath
and rotary transducers for a given machine CNC operations, justifying the need to use CNC movements
structure as opposed to other means of manufacture
÷ carry out effective editing to programs to
÷ explain binary notation when used in the ÷ produce an operational plan and a part program improve efficiency.
application of a part program for a given component using suitable canned
cycles and demonstrating programming
÷ identify the needs of a CNC system in terms of
efficiency in the form of tool movement,
the hardware requirements and the appropriate
grouping like operations, use of roughing and
software
finishing operations
÷ select appropriate CNC manufacturing
÷ compare and contrast two CAM software
equipment, machines or devices for a given
packages for cost and compatibility with
component specification
machine tool operations.
÷ produce an operational plan for a given
component specification
÷ produce a part program for a given component
suitable for use on a three axis machine tool
÷ manufacture a given component using a three
axis machine tool
÷ use CAM software for a two axis machine
÷ evaluate a CAM software package for ease of
use, speed of operation and text variation.
The learning process is best achieved by a wholly practical approach to the development of a
sound understanding of CNC. It is therefore envisaged that nearly all the 60 hours will be spent
preparing programs for two and three axis machine tools, possibly using a variety of
controllers, proving the programs using appropriate software and producing components or
profiles. Using this approach, the knowledge area associated with principles, machine tool
classification, axes of control and control of movement will be readily understood and
assimilated.
Evidence of outcomes can, in the main, be collated in a workbook of programs, which should
show progression by introducing new commands, more sophisticated programming techniques
and more demanding machine operations. A given component to program and prove can assist
in ensuring that learners have a firm grasp of the principles and programming functions and
techniques.
The pass grade is the minimum acceptable level required of learners and this should include all
of the learning outcomes, but not necessarily all of the topics included in the content. The
degree of difficulty of the components selected can also be less demanding; consequently, the
tooling and capacity for sophisticated programming techniques is also less demanding. The
achievement of a merit or distinction grade will require evidence that a more in-depth
understanding has been achieved and learner research has led to a wider knowledge of the
industrial use of CNC.
Pass
To achieve a pass, learners must be able to explain the relevance of the principles of numerical
control when applied to a specific application such as turning, milling or presswork. They will
be able to identify a systems requirement in terms of hardware and software. The part program
will be accurate and workable to produce the given component. It is likely that they will have
required help to arrive at this stage. When using a three axis machine and manufacturing the
given component, learners will do so in a safe manner but under closely supervised conditions.
They are expected to demonstrate independent skills in CNC operating and setting. By using a
CAM software package, they will be able to evaluate its ease of use of operation and text
variation capabilities.
Merit
To achieve a merit, learners will be able to justify the need to use CNC, having researched
industrial applications manufacturing components. Their part programs will show more
advanced techniques, using canned cycles, no waste of movement, efficiency in sequence of
operations in producing a more effective program for manufacture. During their evaluation of
CAM software, learners will be able to compare and contrast two packages for cost and
machine tool operations compatibility.
Distinction
To achieve a distinction, learners will be able to confirm intersection points for toolpath
movement by the use of mathematical techniques. They will be able to work independently to
edit programmes that will lead to improved efficiency in manufacture.
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This unit has close links with specialist Unit 21: Finishing/Secondary Processes. It also
supports aspects of many units from Performing Engineering Operations and the Advanced
Machining Techniques pathway in Q1 Mechanical Engineering.
2.01 Prepare machine tools to achieve material removal requirements
2.02 Mounting and setting work-holding devices and workpieces
2.03 Setting and adjusting machine tools
2.11 Prepare work areas for engineering activities
This unit has links with the specialist units which cover aspects of machining. Another feature
of the unit is development of a relatively wide knowledge and understanding of the subject
matter. However, the learner should develop the relevant transferable skills required for study
both within and beyond this particular award.
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Physical resources must be available in terms of two and three axis machine tools, software for
developing programs, simulation and proving the program toolpath, and connecting to machines
using the standard RS232 link device and cabling.
Textbooks
÷ Gibbs D – An Introduction into CNC Machining (Cassell, 1990)
÷ Thyer G E – Computer Numerical Control (Heinemann, 1991)
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skills evidence:
÷ producing computer programs LP3.1 Agree targets and plan how these will be met
over an extended period of time, using
support from appropriate people.
÷ researching industrial uses LP3.2 Take responsibility for your learning by using
your plan, and seeking feedback and support
Improve your performance by:
activity
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This aim of this unit is to provide learners with an introduction to robots, their technology,
specifications, applications and installation. The first outcome provides an introduction to the
operating principles involved and an overview of the market, social and economic factors which
have influenced the development of modern robots. The second and third outcomes examine the
types of robots available, their structures, the programming methods used and robot selection
for specific applications in industry. Outcome 4 is concerned with the general health and safety
requirements for working with robots and their environments.
This unit provides the underpinning knowledge and understanding for some of the units in
Engineered Systems Maintenance NVQ level 3 and Engineering Maintenance NVQ level 3.
communication, information technology and problem solving and to develop the wider issues of
environment, health and safety and European development.
1 Describe the types and features of modern robots and explain the motivating influences,
which have affected their use and development
2 Demonstrate knowledge and understanding of the operating principles, design, control
and programming methods used
3 Investigate a range of robot sensors and end effectors for specific applications
4 Investigate typical robot work-cells, their maintenance procedures and describe the
hazards, health and safety requirements.
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1 Types and features and motivating influences

Types and features: definition of a robot – British Robot Association, description of types –
limited sequence, point-to-point and continuous path control explanation of features eg
versatility/adaptability/repeatability/precision/accuracy/speed/payload
Motivating influences: explanation of changes in modern manufacturing methods, computer
effectiveness, product quality, system integration, cost, safety, working in hostile
environments
2 Operating principles, design, control and programming methods

Principles of operation: operational characteristics and specifications, explanation of
different types of controller, manipulator, end effector/tooling
Robot design: explanation of manipulator coordinate systems – cylindrical spherical,
jointed spherical, Cartesian and SCARA with associated working envelope; wrist
articulations – yaw, pitch and roll, degrees of freedom in terms of translations and
rotations; mechanical drive mechanisms – ball screws, chain/belt, gearboxes, harmonic,
cyclo speed reducers; comparison of advantages/disadvantages of drive systems –
pneumatic, hydraulic and electrical
Control systems: basic explanation of ON/OFF and PID control, block diagram analysis of
typical closed-loop servo controlled system for driving one axis of a robot, with indication
of input, output and feedback signals and the sequence which takes place in order to
perform a task; block diagram explanation of control of three axes of a robot
Programming methods: the differences/limitations of manual, walk through, teach pendant
and off-line programming, planning robot efficient routes, examples of flowcharts for
writing programs, work-cell commands – Wait/Signal/Delay, programme selection, start-
up, test, alterations and operation
3 Robot sensors and end effectors

Use of sensors: explanation of how robots use sensors for safety, work-cell control,
component/part inspection
Sensor types: tactile eg microswitches/pizeoelectric/strain gauge/pressure; non-tactile –
capacitive/inductive/light/laser; vision – inspection, identification and navigation
End effectors: explanation of design factors of grippers and tools – application examples eg
parts transfer/assembly bottle/box handling, welding, paint spraying, testing
4 Robot work-cell, maintenance procedures, hazards, health and safety requirements
The robot work-cell: work space organised for feed of work, robot-to-robot work, material
flow and logistics
Maintenance: consideration of eg mechanical condition of all parts, environmental factors,
hazards, particulate matter, temperature, ventilation, shock, vibration, electrical noise, spare
parts, relevant maintenance tools and test equipment set-up and test that robot conforms to
specification and performs the programmed task correctly
Hazard, health and safety requirements: consideration of regulations eg Health and Safety
at Work Act 1974, Electricity at Work Regulations 1989, Health and Safety Executive
publication OP2 – Microprocessors in Industry, MTTA – Electrical Equipment of Machine
Tools and Other Industrial Machines for the Automotive Industry; human dangers – during
programming, maintenance and as a result of system faults; safety barriers – ‘dead man’s
handle’, hold and emergency stop buttons, pressure pads/matting surrounding robot, infra
red curtains and electromagnetic field barriers
÷ explain the increasing use of robots in industry ÷ evaluate robot design, technology and ÷ justify the use of a robot in a cell, including
and the benefits of their use programming methodology cost, training, installation, maintenance
considerations and effectiveness
÷ describe the types of robot and their features ÷ determine detailed flow charts and design
layout of a robotic cell for a specific application ÷ appraise machine vision employed in a robotic
÷ explain the mechanical design of robots in
system
terms of physical configurations, motions, ÷ compare the advantages and disadvantages of
drives and end effectors using robots for specific industrial applications ÷ appraise the use of a variety of sensors for robot
gripper/tools for a given application.
÷ explain robot control and programming ÷ justify a safety system for a specific robotic
methods cell.
÷ list the criteria to be taken into account when
selecting robots and auxiliary equipment for
specific applications, with program flow charts
and diagrams
÷ carry out a maintenance procedure for a robot
cell
÷ list safety considerations for robot applications.
The unit should be delivered using lectures, tutor-led demonstrations, use of assignments, case
studies, mini-project and, where possible, practical activities and/or visits to industry where
robots are used. It is important to show that this is a multi-disciplinary subject where learners
will investigate robot technology and its many applications in modern industry.
The unit is intended to provide learners with the opportunity to investigate robotic systems.
They will require assistance in the early stages in the form of integration of theory into practice.
However, it is important to avoid a theoretical approach to the subject at this level.
Where possible, learners should have access to a complex robotic system where the robot has
been programmed. Learners should be encouraged to use the programs produced and make
adjustments to them, or incorporate other subroutines to carry out specific functions. They
should not spend considerable time writing programs.
Learners are expected to produce flow diagrams for programs and sequences and have an
understanding of the advantages and limitations of robotic systems for undertaking operations.
They should also be aware of the cost implications of commissioning, maintaining, upgrading
and personnel training, when installing robot systems. Evidence should include knowledge and
understanding of how robots function, their control and design philosophy, the reasons for the
choice of end effectors and sensors, the maintenance procedures employed and the importance
of safety when dealing with robots.
The use of computer-based software packages is helpful for learning and for the assimilation of
modern-day techniques. Learning and assignment work may be at unit level or at outcome level.
Evidence is likely to be at unit level in order to provide maximum flexibility.
Assignments, case studies and project work should, where appropriate, focus on present
industrial applications. Industrial visits or work experience, where appropriate, would be of
value in supporting learning activities.
Evidence of outcomes may be collected from assessments, tests, assignment/case studies and
practical activities undertaken in the laboratory. The pass grade specifies the minimum
acceptable level required by learners and the internal assessments, mainly assignment based,
will cover all the learning outcomes but not necessarily all the topics included in the content.
Achievement of a merit grade or a distinction grade will require answers that demonstrate
additional depth and/or breadth of treatment.
Pass
To achieve a pass, learners must: show a clear understanding of why robots have become
essential to modern industry; demonstrate a basic level of knowledge and understanding of the
principles of operation of robots; be familiar with the types, features, mechanical design,
system control, sensors and programming methods. The mechanical considerations should
comprise: the identification of physical configurations; degrees of freedom; arm, body and
wrist motions, drive mechanisms/methods and end effectors.
Learners must be able to: describe the servo-control system used and the use of internal and
external sensors in robotics; produce suitable diagrams and flow charts for specific applications
and show how these are linked to system components; explain why robots are used in specific
applications and what the advantages and limitations are of their use.
Merit
To achieve a merit, learners must: demonstrate knowledge and understanding of the principles
of operation of robots, how they are designed, the range of technology used and knowledge of a
variety of programming methods; to explain the advantages and disadvantages of using robots.
Learners must be able to select and interpret from a range of sources of information, such as
manufacturers’ literature, textbooks and the internet, to identify and determine specifications
and terminology; develop detail for the design layout of a robot cell for a specific application
and provide detailed flow charts, diagrams and other necessary documentation; appraise the use
of a variety of sensors in the original design of a gripper/tool for a given application.
Learners should: require little or no tutor help or guidance when carrying out assessable
practical activities; have an understanding of the health and safety requirements for robotic
systems.
Distinction
To achieve a distinction, learners must demonstrate a full understanding of the principles of
operation of robots and their applications, how they are designed, the range of technology used,
and have knowledge of a variety of programming methods.
Learners must: evaluate robotic implementation in terms of fit for purpose, cost, installation,
maintenance considerations and training; provide a critical evaluation of typical machine vision
systems.
Learners must: demonstrate good interpretation and in-depth use of widely researched sources
of information to support and qualify evidence of activities; consistently communicate to the
highest standard; use a wide range of methods to effectively analyse results of research and
investigations and reach well-reasoned conclusions.
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This unit has links with other units in the Manufacturing Engineering qualification, particularly
Unit 19: Computer Aided Manufacture and Unit 26: Programmable Controllers. It lays the
foundation for further study of the unit Robot Technology and Control Systems and the unit
Automation at Higher National level.
The unit has been mapped against the Occupational Standards and current NVQs at level 3. The
mapping indicates that the achievement of the learning outcomes of this unit will cover much of
the knowledge and understanding requirements for the Computer Controlled Engineering
Process units of the level 3 NVQs: Maintaining Engineered Systems and Engineering
Maintenance. It also supports many aspects within Performing Engineering Operations.
1.22 Implement safe access systems
1.26 Control allocated resources to achieve requirements
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Centres delivering this unit should ideally be equipped with, or have access to, an industrial-
standard robot. In many instances, smaller educational-standard robots will suffice. Learners
are expected to undertake some programming exercises and be encouraged to set up robot
controlled systems/processes.
Learners are also encouraged to examine industrial processes in order to identify where
appropriate introduction of robot control would be advantageous. Industrial visits and/or
drawings, schedules and programs for case studies, would provide learners with valued
supplements.
Simulation software is very useful and will assist learners in the design of robot cells and
systems.
Manufacturers are usually willing to supply robot details and specifications. The internet is a
rich source of information on the subject.
There is a wide variety of textbooks on the subject, with many useful videos provided by
EMTA and the DTI.
Textbooks
÷ Rush D – Robot Dynamics and Controls (Kluwer Academic, 2001)
÷ Spong M W – Robot Dynamics and Control SOL (Wiley, 1989)
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skills evidence:
÷ researching issues relating to the N3.1 Plan and interpret information from two
use of robots different types of sources, including a large
data set.
÷ presenting costing information N3.3 Interpret results of their calculations, present
diagram.
skills evidence:
÷ presenting robot research C3.1a Contribute to a group discussion about a
material and designs complex subject.
÷ researching robot information C3.2 Read and synthesise information from two
extended documents about a complex subject.
least one image.
÷ presenting research findings and C3.3 Write two different types of documents about
cell/end effector designs complex subjects. One piece of writing should
one image.
skills evidence:
÷ searching the internet for robot IT3.1 Plan, and use different sources to search for,
information and select, information required for two
different purposes.
÷ using computer based software IT3.2 Explore, develop, and exchange information
analysis and simulation packages and derive new information to meet two
different purposes.
÷ using computer based software IT3.3 Present information from different sources for
analysis and simulation packages two different purposes and audiences. Their
of numbers.
skills evidence:
÷ solving problems in design of PS3.1 Explore a complex problem, come up with
robot cells/end effector three options for solving it and justify the
÷ as above and using theory and PS3.2 Plan and implement at least one option for
calculations and software solving the problem, review progress and
simulation packages revise their approach as necessary.
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A knowledge of the underlying physical principles governing the operation of electrical and
electronic devices and circuits is key to developing a sound understanding of the function and
operation of such devices and circuits. The aim of this unit is to build on and extend the
knowledge acquired in the electrical principles element of core Unit 3: Science for Technicians.
The concepts and principles previously studied will be developed and extended, and emphasis
placed on a practical investigative approach through practical construction, measurement and
testing of circuits and the use of computer-based software packages for circuit analysis and
simulation.
communication, information technology and problem solving.
1 Use circuit analysis methods to investigate the principles and operation of simple dc
circuits
2 Investigate the principles and properties of electric fields then test and analyse the
operation of capacitors in dc circuits
3 Explore and describe the fundamental principles and concepts governing magnetic fields
and electromagnetic induction theory, and apply them to the solution of associated
problems
4 Investigate the relationship between the main parameters used to describe and measure
single phase ac waveforms, then use ac circuit theory to solve simple series ac circuits
and associated problems.
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1 Circuit analysis methods, simple dc circuits

Dc circuit analysis methods: dc circuit theory, Ohm’s law, algebraic formulation of
Kirchhoff’s laws, potential division, current division, power formulae, resistance networks,
nodes in circuits; internal resistance of a dc source; diode and its characteristic, forward
and reverse bias modes
Circuits: combinations of series and parallel resistances and sources of EMF, to test above
theorems; determination of internal resistance by measurement; simple diode forward and
reverse bias testing using a multimeter
2 Electric fields and capacitors

Electric fields: electrostatics, charge, electron movement in field, force on unit charge,
dielectric materials, effect of dielectric materials on field
Capacitors: definition of capacitance, working voltage, permitivity, capacitor construction,
multiplate, series, parallel, energy stored, potential gradient, electric field strength, flux
density, constant of proportionality
Circuits: practical activities to include charging and discharging circuits, time constants,
construct a basic capacitor, tests to verify a selection of parameters
3 Magnetic fields and electromagnetic induction

Magnetic fields: fields due to magnets, spatial characteristics, magnetic flux, forces of
attraction and repulsion, magnitude of force on a current carrying conductor, magnitude of
couple on a coil in a magnetic field, magnitude of magnetic field strength due to a current,
flux density, permeability, hysteresis, B/H curves and loops, eddy currents, basic screening
Electromagnetic induction: calculation of induced emfs, electric motors and generators (dc
and ac), self inductance, mutual inductance, transformer principle, reluctance
Circuits: a wide range of practical activities covering a variety of stated topic areas such as
the effect of core material on permeability; relationship between current, number of turns
and MMF, magnetic field plots, basic motor and generator principle, back EMF,
transformer primary and secondary current and voltage ratios
4 Single phase ac waveforms, ac circuit theory
Main parameters: waveform, amplitude, period, frequency, instantaneous, rms, average and
peak values of alternating waveforms (sinusoidal and non-sinusoidal), form-factor, phase
angles
Single phase ac circuit theory: phasor and algebraic representation of alternating quantities,
graphical and phasor addition of two sinusoidal voltages; introduction of reactance and
impedance from circuits containing pure R, L and C and including series combinations of
these elements; power in an AC circuit, resonance in R, L and C circuits, Q-factor, power
factor and power triangle
Circuits: use of an oscilloscope and multimeter to verify the relationships between peak,
rms and average values in circuits such as half and full wave rectification; observation of
the effect of a smoothing capacitor; derive phasor diagrams from voltage measurements
taken for all combinations of series R, L and C circuits
÷ determine currents, voltages and impedances in ÷ solve given problems in ac circuits involving ÷ analyse the operation of power supply circuits
dc networks having one voltage source and five RLC networks, and in dc circuits containing containing transformers, diodes and capacitors,
components, from practical measurements and multiple voltage sources including an appraisal of the effects of varying
calculations component parameters
÷ relate the theory of a range of electrical
÷ determine currents, voltages and impedances in principles to data obtained experimentally ÷ predict the performance of given motors and
ac circuits containing RL and RC components, generators by reference to electrical theory.
÷ determine the B/H relationship for specific
from practical measurements and calculations
magnetic materials.
÷ describe the relationships between voltage and
current for circuits containing series and
parallel combinations of capacitors
÷ plot graphs showing voltage and current for
charging and discharging capacitors from
measurements they have obtained from
practical experiments
÷ plot forward and reverse characteristics of a
semiconductor diode from measurements taken
using specific components
÷ measure the forces generated in simple motors
÷ measure and calculate output voltages for
transformers in given electrical circuits.
This unit should reinforce and extend the knowledge acquired in the electrical principles
element of core Unit 3: Science for Technicians. The concepts and principles studied in that
unit will be developed and extended. It is suggested that delivery of these two units is co-
ordinated, ensuring that different examples and problems are used in order to give greater
breadth and depth to content. Delivery of this unit should involve a large element of practical
activity to reinforce theoretical studies and to build confidence in circuit construction and use
of test instruments.
The use of computer-based software packages for analysis and simulation of electrical and
electronic circuits, in response to electrical stimuli, form an important part of learning and an
introduction to modern-day design techniques. These packages should be used as an alternative,
in some instances, to practical laboratory work or to corroborate either theoretical or practical
results.
Centres are encouraged to relate theory to real engineering applications wherever possible.
Industrial visits or work experience, where appropriate, would be of value in supporting
learning activities.
Centres should consider whether it is necessary to deliver the section on diode theory with or
without recourse to semi-conductor theory. It should be noted that the electronics unit does not
specify the delivery of semi-conductor theory as a precursor to diode theory. If semi-conductor
theory is taught, it should be within the electrical and electronic principles unit.
Evidence of outcomes can be collected from assignments, case studies, mini-projects, tests or
practical activities undertaken in the laboratory. Learning and assignment work may be at unit
or outcome level. Evidence is likely to be at outcome level in order to provide maximum
flexibility. Evidence of outcomes must be both relevant and sufficient to justify the grade
awarded.
all the topics included in the content. Achievement of a merit or distinction grade will require
answers that demonstrate additional depth and/or breadth of treatment and understanding.
Increasing originality of thought processes and independence will be shown in practical
activities.
Learners will show evidence of increased evaluation and analysis. The following amplification
is intended to assist in the interpretation of the grading criteria found in the assessment grid.
Pass
To achieve a pass, learners must: demonstrate a basic knowledge of the concepts and principles
involved in simple dc circuit theory; understand and use Ohm’s and Kirchoff’s laws
appropriately to solve simple problems; demonstrate a basic knowledge of diodes and their use
in a variety of circuits such as half and full wave rectification.
Learners must indicate basic knowledge of capacitors, their construction, properties and their
application in a variety of simple circuits; solve simple problems involving capacitance and
understand relationship between capacitance, pd and charge and the physical dimensions of a
pair of parallel plates.
Learners must: indicate a basic understanding of the concepts and principles relating to
magnetic field theory and able to solve simple problems; show an awareness of basic principles
and their importance in forming the foundation of practical applications in engineering, such as
motors, generators and transformers.
Learners must: demonstrate a basic knowledge of single phase ac circuit theory; solve problems
involving simple series RLC circuits; demonstrates basic competence in the use of an
oscilloscope and multi-meter when investigating the relationships between ac and dc
waveforms; understand the use of graphical and phasor methods in ac circuits; identify and
select components using their specifications with guidance if necessary; construct simple ac
and dc circuits and correctly use appropriate test equipment to measure a variety of parameters
associated with each type of circuit; use computer based software package(s) to analyse and
simulate the operation of simple circuits to an acceptable level of understanding and
competence, with help when necessary.
Learners must display a basic understanding and awareness of the importance that the
fundamental principles encountered have in the many and varied engineering applications in the
world around us.
Learners must produce documentation such as assignments, tests or reports.
Merit
To achieve a merit, learners must demonstrate a sound knowledge of: the concepts and
principles involved in both simple dc circuit theory and single phase ac circuit theory by a
variety of means; the use of theorems other than Ohm’s law in circuit analysis (an example
being voltage and current division rules, proportionality where applicable).
Learners must derive expressions for components connected in more complex configurations;
solve more complex problems in both dc and ac circuits using appropriate calculations,
graphical and phasor methods to a higher level of accuracy; identify and correctly select
components using their specifications; construct with a higher level of competence more
complex ac and dc circuits; select the correct test equipment and ranges to measure a variety of
parameters associated with each type of circuit, with minimal or no help.
Learners must: solve correctly more complex electric and magnetic field problems; display a
sound knowledge and understanding of the main parameters, laws and theorems associated with
these fields by using evidence, references and applications to support their work where
applicable.
Learners must show a confident use of computer-based software packages for the analysis and
simulation of circuit operation and for predictive use for comparisons against calculations and
practical activities.
Distinction
To achieve a distinction, learners must: show accurate explanations of key principles to
demonstrate a comprehensive knowledge; make an organised record of in-depth research or
findings and range of sources; give a clear and detailed interpretation of results, drawing valid
conclusions and suggestions of how they relate to practical applications; provide results in
different formats eg theory, high-quality diagrams, calculations, graphs or computer
analysis/simulations.
Learners must display high levels of initiative and competence, an accurate application of
mathematical techniques and clear, well-structured reasoning where developed.
Identification of errors, their cause and possible eradication, together with improvements or
modifications to procedures or circuits used if applicable, should be made.
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This unit extends the treatment of electrical principles introduced in core Unit 3: Science for
Technicians in addition to providing a means of ensuring vocational relevance in delivery of
core Unit 4: Mathematics for Technicians.
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product information and computer facilities. The centre should provide modern, well-equipped
laboratory facilities, with appropriate training, measuring and test equipment. It is strongly
recommended that centres integrate computer-based learning into their delivery, with the use of
appropriate circuit analysis and simulation software packages.
Textbooks
÷ Bird J O – Electrical Principles and Technology for Engineering (Butterworth-Heinemann,
1995)
÷ Morley A, Hughes E and Bolton W – Principles of Electricity (revised) (Longman, 1994)
÷ Morris N – Electrical and Electronic Engineering Principles (Longman, 1994)
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skills evidence:
÷ solving problems in any of the N3.1 Plan, and interpret information from two
four outcome areas using different types of sources, including a large
traditional methods and/or data set.
computer based software N3.2 Carry out multi-stage calculations with:
packages relating to design,
analysis and simulation a amounts and sizes
least one occasion.
diagram.
skills evidence:
÷ presenting research material or C3.1b Make a presentation about a complex subject,
results from any of the four using at least one image to illustrate complex
outcomes points.
÷ researching circuit and C3.2 Read and synthesise information from two
component information extended documents about a complex subject.
One of these documents should include one
image.
÷ producing assessment materials C3.3 Write two different types of documents about
one image.
skills evidence:
÷ searching the internet and IT3.1 Plan and use different sources to search for,
CD ROMs for and select, information required for two
product/component information different purposes.
÷ using computer based software IT3.2 Explore, develop, and exchange information
analysis and simulation packages and derive new information to meet two
different purposes.
÷ using traditional methods and/or IT3.3 Present information from different sources for
computer based software two different purposes and audiences. Their
packages work must include at least one example of
of numbers.
skills evidence:
÷ solving problems in any of the PS3.1 Explore a complex problem, come up with
four outcome areas using theory three options for solving it and justify the
and calculations and/or software option selected for taking forward.
analysis/simulation packages if
available or required
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This unit has been designed to provide a foundation in the further mathematical principles
necessary for advancement on to the new range of incorporated engineer degree programme
currently being offered by higher education institutions. In particular, the additional needs of
those learners pursuing either a mechanical or electrical pathway (within their specialist sector)
are accommodated by the outcomes within this unit. Therefore, unlike the core unit, emphasis
will be placed on the engineering application of mathematical principles applicable to the
learner’s chosen pathway.
1 Apply algebraic techniques to the solution of engineering problems
2 Manipulate trigonometric expressions and apply trigonometric techniques to the
solutions of engineering problems
3 Apply the calculus to the solution of engineering problems
4 Use statistical techniques and probability to solve elementary engineering problems.
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1 Apply algebraic techniques

Algebraic manipulation: reduction of non-linear laws, manipulation of engineering
formulae, graphical solution of simultaneous, quadratic and third order polynomial
equations, introduction to matrix arithmetic, 2x2 matrices, determinant of a 2x2 matrix,
solution of two simultaneous equations using matrix algebra; introduction to series eg:
sigma notation, simple arithmetic/geometric series, summation of series, factorial notation
for combinations and permutations, the binomial coefficient and binomial theorem
Complex numbers: introduction to complex number form, addition, subtraction,
multiplication and addition of complex number in Cartesian form, vector representation of
complex numbers, modulus and argument, polar representation of complex numbers,
argand diagrams, rotating vector, polar to Cartesian form and vice versa
Logic circuits: Boolean algebra – zero and unit rules, complement relations; commutative,
distributive, associative laws and elementary Boolean expressions for logic circuits
Applications: solids, bodies in motion, vectors, mechanical energy, heat, fluids, electrical
energy, electric circuits and logic circuits
2 Manipulate trigonometric expressions and apply trigonometric techniques

Trigonometric manipulation: review of radian measure, polar and Cartesian co-ordinates,
sine, cosine and area rules for any triangle; analytical solution of vector force systems
Trigonometric functions and graphs: periodic functions – sine, cosine, square waves;
graphs of periodic functions, nature of phasors, phasor addition, phase difference, phase
angle, frequency and harmonics
Applications: eg metrology and precision engineering measurement, force systems, simple
structures, irregular solids, angular motion, phasors, alternating currents, alternating
voltages and electrical power
3 Apply the calculus

Differentiation: review of standard derivatives, differentiate polynomials, trigonometric and
logarithmic functions using basic rules; function of a function (chain) rule, product and
quotient rules, the derivative and rate of change, turning points
Integration: review of standard integrals, integrate polynomials, trigonometric and
logarithmic functions using standard integrals; introduction to integration by substitution
and integration by parts; trapezoidal rule
Applications: eg angular and linear motion, capacitors growth and decay, summation of
irregular areas, volumes of revolution, centroids of area, second moment of area, mean and
rms values
4 Use statistical techniques and probability
Statistical techniques: review of measure of central tendency – mean, standard deviation
and variance; linear regression and method of least squares goodness of fit
Probability: concepts – sample space, outcomes, dependent and independent events,
addition and multiplication laws of probability; probability distributions eg binomial,
Poisson, the normal probability distribution, standardising the normal probability curve,
confidence limits
Applications: eg manipulation and analysis of experimental data, sampling of engineering
artefacts and quality control
÷ manipulate algebraic expressions, formulae and ÷ apply algebraic techniques to the solution of ÷ solve realistic mechanical and electrical
equations and produce accurate results for given simple mechanical and electrical engineering engineering problems which involve the
or calculated values problems application of both algebraic and trigonometric
techniques
÷ simplify Boolean expressions and produce ÷ apply trigonometric manipulation and graphical
appropriate simplified logic circuits interpretation to the solution of engineering ÷ apply the integral calculus to more complex
problems engineering problems.
÷ perform the basic arithmetic operations on
complex numbers and graphically represent ÷ use the differential and integral calculus to
them in Cartesian and polar form solve simple engineering problems
÷ manipulate trigonometric functions, produce ÷ apply statistical techniques to the analysis of
and interpret trigonometric graphs experimental data and to the solution of
simplified engineering problems.
÷ use the differential and integral calculus to
solve simple engineering problems concerning
rates of change and summation
÷ provide solutions to statistical problems
involving measures of central tendency.
This unit requires that learners have successfully completed core Unit 4: Mathematics for
Technicians. For this reason, it should be delivered at a later stage in the course, after a suitable
foundation in mathematics and engineering science has been obtained.
Every opportunity should be used to apply and contextualise the underpinning mathematical
principles, to suit the learner’s chosen engineering specialism. This may be achieved by
providing a selection of well-prepared vocationally relevant assignments that are tailored to
area-specific programmes of study, as well as selecting specific applications from the suggested
option. It is appreciated that time constraints tend to limit the amount of application that can be
delivered. However, by designing suitable assignment and assessment material that places more
emphasis on specialist needs, rather than generalising, it is hoped that the unit objectives can be
met within the allotted delivery time.
Regular opportunities to address the relevant techniques should be provided as part of learner
formative assessment. Constant feedback, using additional formative tests and course work that
falls outside the formal assessments, may be used to aid learning without necessarily being
graded.
This unit has very close links with Unit 6: Mechanical Principles and Unit 29: Electrical and
Electronic Principles. Therefore it should be delivered in tandem with these units, where
learning might most appropriately be consolidated through the use of cross-unit assignments.
The pass grade suggests the minimum acceptable level required by learners, and all assessment
material should be designed with account being taken of this minimum standard. Achievement
of a merit grade will require answers to assignment tasks that demonstrate the additional depth
and breadth of knowledge and understanding required to apply the mathematical principles to
realistic engineering problems. Achievement of the distinction grade will require answers to
more complex engineering problems, which involve the combined use of mathematical
principles for their solution. Appropriate grading criteria will therefore need to be generated on
an individual assessment basis.
In order to satisfy the requirements for progression to higher education, it is suggested that all
assessment strategies will include a final written assessment, most likely in the form of a formal
written examination.
Cross-unit assignments may also be used to link this unit with appropriate units in mechanical
principles, electrical principles, reliability and quality engineering. The volume of evidence
required for each assessment should take into account the overall number and type of
assessments being contemplated within the unit and the design of the overall teaching
programme.
Pass
To achieve a pass, learners must: be able to manipulate algebraic expressions that involve use
of logarithms and graphically solve up to third order equations; demonstrate a basic
understanding of matrix methods and solve simultaneous equations using matrix methods;
perform basic arithmetic operations on complex number and interpret Cartesian and polar plots
of complex numbers; interpret graphs of sinusoidal functions and determine parameters; be able
to apply the differential calculus to simple engineering problems involving rates of change such
as distance, speed and capacitive decay; determine the mean, standard deviation and variance
for non-grouped and grouped statistical data and interpret results.
Merit
To achieve a merit, learners must: have a firm grasp of algebraic fundamentals and be fluent in
manipulating algebraic equations and expressions, Boolean algebra and complex numbers; have
the capacity to apply these techniques to areas such as electrical networks, engineering laws,
mechanical energy, heat, and logic circuits; apply trigonometric and graphical techniques to the
solution of engineering problems such as metrology, reciprocating motion and phasors; apply
the differential calculus to engineering problems such as rate of change of linear and angular
motion, capacitive decay and time constants; apply statistical techniques to experimental data
and simple sampling problems.
Distinction
To achieve a distinction, learners must: display a thorough understanding of algebraic and
trigonometric techniques; apply them to the solution of meaningful engineering problems,
which require an integrated approach for their solution. These problems should be biased
towards the learners’ own specialism – the breadth and depth required to satisfy the distinction
criteria is only likely to be met through some form of integrative assignment. Learners should
also be able to apply the integral calculus to more complex engineering problems involving
areas such as the geometry of solids, motion, thermodynamic behaviour of gases, phasor rms
and mean values.
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Core Unit 4: Mathematics for Technicians, is an essential prerequisite for this unit and as such
must be studied prior to the commencement of this unit. This unit also links with all other
analytically based mechanical and electrical principles units, in particular with core Unit 3:
Science for Technicians. It is, therefore, important that these links are reinforced by delivering
the above units in tandem with this unit, together with other appropriate specialist units relevant
to the learner’s chosen specialisation. This unit together with core Unit 4: Mathematics for
Technicians, provides a suitable mathematical foundation for progression on to the new suite of
Incorporated Engineer Degree Programmes.
This unit has links with the specialist units which cover aspects of mathematics. Another
study both within and beyond this particular qualification.
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The application of mathematical techniques requires little in the way of resources, other than
statistical tables, calculators and graph paper. However, learning might be enhanced by offering
access to a number of computer-aided mathematical learning packages in addition to the use of
recommended textbooks. Also, where the mathematical assignment work encompasses
outcomes from other analytical units within the programme, the necessary equipment specified
for those units should be utilised.
Textbooks
÷ Bird J O – Early Engineering Mathematics (Newnes, 1995)
÷ Bird J O and May A J C – Technician Mathematics. (Longman Group UK, 1994)
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skills evidence:
÷ producing solutions to N3.1 Plan, and interpret information from two
mathematical, scientific and different types of sources, including a large
engineering problems data set.
N3.2 Carry out multi-stage calculations to do with:
a amounts and sizes
N3.3 Interpret results of your calculations, present
your findings and justify your methods. You
diagram.
skills evidence:
÷ producing and presenting IT3.3 Present information from different sources for
engineering information in two different purposes and audiences. Your
graphical form from tabular and work must include at least one example of
spreadsheet data text, one example of images and one example
of numbers.
skills evidence:
÷ applying mathematical PS3.1 Explore a complex problem, come up with
techniques to the solution of three options for solving it and justify the
realistic engineering problems option selected for taking forward.
revise your approach as necessary.
^ååÉñ=^
nì~äáÑáÅ~íáçå=ÅçÇÉë
Each qualification title, or suite of qualification titles with endorsements, is allocated two
codes, as are the individual units within a qualification.
n`^=ÅçÇÉë
The QCA National Qualifications Framework (NQF) code is known as a Qualification

Accreditation Number (QAN). This is the code that features in the DfES Funding Schedule –
Section 96 and is to be used for all qualification funding purposes. Each unit within a
qualification will also have a QCA NQF unit code.
The QCA qualification and unit codes will appear on the learner’s final certification
documentation.
The QAN number/s for qualifications in this publication is/are:
100/1720/3 National Certificate in Mechanical Engineering

100/1719/7 National Diploma in Mechanical Engineering
bÇÉñÅÉä=ÅçÇÉë
The Edexcel codes enable approval, registration, assessment and certification and they will
appear on documentation such as the Student Report Form (SRF) and the programme
definition. The Edexcel codes are not provided in this publication. The Edexcel codes will link
automatically to the QCA codes for certification purposes.
n`^=~åÇ=bÇÉñÅÉä=ÅçÇÉë
All QCA and Edexcel qualification and unit codes will be published in a booklet, which will be
sent to centres and made available on the Edexcel website at a later date. It will provide a
comprehensive catalogue of all the qualifications and units available to centres. It will be useful
for centres when making future decisions about centre choice units.
^ååÉñ=_
_qb`=k~íáçå~ä=`ÉêíáÑáÅ~íÉLaáéäçã~=áå=jÉÅÜ~åáÅ~ä=båÖáåÉÉêáåÖ=âÉó=ëâáääë=ã~ééáåÖ
Key skill Communication Information Application of Improving own Working with Problem solving
technology number learning and others
performance
Criteria ref 3.1a 3.1b 3.2 3.3 3.1 3.2 3.3 3.1 3.2 3.3 3.1 3.2 3.3 3.1 3.2 3.3 3.1 3.2 3.3 3.4
Core unit
1 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
2 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
3 ✔ ✔ ✔ ✔ ✔ ✔ ✔
4 ✔ ✔ ✔ ✔ ✔ ✔ ✔
5 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
6 ✔ ✔
Specialist unit
7 ✔
8 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
9 ✔ ✔ ✔ ✔ ✔
10 ✔ ✔ ✔ ✔ ✔
11 ✔ ✔
12 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
13 ✔ ✔ ✔ ✔ ✔ ✔ ✔
14 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
15 ✔ ✔ ✔ ✔ ✔ ✔ ✔
16 ✔ ✔ ✔ ✔ ✔ ✔
17 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
18 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
19 ✔ ✔ ✔
20 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
21 ✔ ✔ ✔ ✔ ✔
Key skill Communication Information Application of Improving own Working with Problem solving
technology number learning and others
performance
Criteria ref 3.1a 3.1b 3.2 3.3 3.1 3.2 3.3 3.1 3.2 3.3 3.1 3.2 3.3 3.1 3.2 3.3 3.1 3.2 3.3 3.4
Core unit
22 ✔ ✔ ✔ ✔ ✔
23 ✔ ✔
24 ✔ ✔ ✔ ✔ ✔
25 ✔ ✔ ✔
26 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
27 ✔ ✔
28 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
29 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
30 ✔ ✔ ✔ ✔ ✔ ✔ ✔
^ååÉñ=`
lÅÅìé~íáçå~ä=pí~åÇ~êÇë=ã~ééáåÖ=~Ö~áåëí=b`p=Öêçìéë=~åÇ=çíÜÉê
çÅÅìé~íáçå~ä=ëí~åÇ~êÇë
BTEC ECS grouping EMTA

unit 1 2 3 4 5 6 7 8 ERP PEO
1 ✔ ✔
2 ✔ ✔
3 ✔ ✔
4 ✔ ✔ ✔
5 ✔ ✔ ✔ ✔
6 ✔
7 ✔ ✔ ✔ ✔ ✔
8 ✔ ✔
9 ✔ ✔
10 ✔ ✔
11 ✔ ✔
12 ✔ ✔ ✔
13 ✔ ✔
14 ✔ ✔ ✔ ✔
15 ✔ ✔ ✔ ✔ ✔ ✔
16 ✔ ✔ ✔
17 ✔ ✔ ✔ ✔ ✔
18 ✔ ✔ ✔ ✔
19 ✔ ✔ ✔ ✔ ✔
20 ✔ ✔ ✔ ✔ ✔
21 ✔ ✔ ✔ ✔ ✔
22 ✔ ✔ ✔ ✔ ✔
23 ✔ ✔ ✔ ✔ ✔
24 ✔ ✔ ✔ ✔
25 ✔ ✔ ✔ ✔
26 ✔ ✔ ✔ ✔ ✔ ✔ ✔
27 ✔ ✔ ✔ ✔
28 ✔ ✔ ✔ ✔ ✔
29 ✔ ✔
30 ✔ ✔ ✔
ECS – Engineering Competency Standards

EMTA – NVQ level 2 in Engineering Maintenance
PEO – NVQ level 2 Performing Engineering Operations
ma190602LT\PD\LEVELS 1-3 2001\NCD-MECHANICAL ENG.DOC.1-314/6
BN011739 – Guidance and units – BTEC Level 3 BTEC Nationals in Mechanical Engineering – Issue 1 – June 2002 307
cìêíÜÉê=ÅçéáÉë=çÑ=íÜáë=éìÄäáÅ~íáçå=~êÉ=~î~áä~ÄäÉ=Ñêçã
bÇÉñÅÉä=mìÄäáÅ~íáçåëI=^Ç~ãëï~óI=j~åëÑáÉäÇI=kçííëI=kdNU=Qck
qÉäÉéÜçåÉ=MNSOP=QSTQST
c~ñ=MNSOP=QRMQUN
bJã~áäW=éìÄäáÅ~íáçåë]äáååÉóÇáêÉÅíKÅçã
lêÇÉê=`çÇÉ=_kMNNTPV=gìåÉ=OMMO
cçê=ãçêÉ=áåÑçêã~íáçå=çå=bÇÉñÅÉä=èì~äáÑáÅ~íáçåë=éäÉ~ëÉ=Åçåí~Åí
`ìëíçãÉê=pÉêîáÅÉë=çå=MUTM=OQM=VUMM
çê=bJã~áäW=ÉåèìáêáÉë]ÉÇÉñÅÉäKçêÖKìâ
çê=îáëáí=çìê=ïÉÄëáíÉW=ïïïKÉÇÉñÅÉäKçêÖKìâ
bÇÉñÅÉä=cçìåÇ~íáçå=áë=~=êÉÖáëíÉêÉÇ=ÅÜ~êáíó=~åÇ=~=`çãé~åó=iáãáíÉÇ
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BTEC - Specialist Units (Nat Mech Eng)

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péÉÅá~äáëí

Unit 7: Engineering Materials 89

This is an internally assessed unit.

1 Structure and classification of engineering materials

2 Properties and effects of processing

3 Material selection criteria

This is an internally assessed unit.

1 Lubricants and lubrication systems

3 Mechanical power transmission systems

Evidence of learning outcomes may be collected from well-planned assignments, laboratory or

This is an internally assessed unit.

1 Standard section structural members

3 Linear and angular motion

Evidence of learning outcomes may be collected from well-planned assignments, laboratory

This is an internally assessed unit.

1 Physical properties and characteristic behaviour of fluids

This is an internally assessed unit.

1 Expansion and compression of gases

4 Properties and use of steam

This is an internally assessed unit.

1 Safety considerations and fluid power applications

2 Electro, pneumatic and hydraulic components, devices and equipment

3 Fluid power circuits

4 Maintenance, inspection, test and fault-finding

Outcomes 1 and 2 lend themselves to assignment-based assessment methods.

This is an internally assessed unit.

1 Measuring system elements and system terminology

2 Temperature and pressure measuring systems

3 Displacement, fluid level and load measuring systems

4 Fluid flow and rotational speed measuring systems

Evidence of learning outcomes may be collected from well-planned assignments, laboratory

This is an internally assessed unit.

2 Organisation’s products or services

4 Local and environmental constraints

This unit requires detailed investigation by learners of selected organisations in order to

This is an internally assessed unit.

1 Geometrical constructions and sketch

2 Working engineering drawings and British Standards

3 2D computer aided drawing

4 Software packages and hardware devices

This is an internally assessed unit.

1 Standards and tolerancing and principles of measurement

2 Linear measurement equipment and further measurement techniques

3 Comparators and gauging system

This is an internally assessed unit.

2 Hardware and software

3 Engineering working drawings in 2D

This is an internally assessed unit.

1 Customer’s design brief and product design specification (PDS)

2 Initial design proposals

3 Technical information and constraints

4 Final design solution and presentation methods

This is an internally assessed unit.

1 Quality assurance and quality control

This is an internally assessed unit.

1 General and specific responsibilities

This is an internally assessed unit.

1 Secondary machining techniques, non-traditional techniques and CNC machines

2 Heat treatment processes and assembly techniques

4 Aspects of health and safety and environmental issues

÷ Centre-devised case study material could be utilised well by learners.

This is an internally assessed unit.

1 Moulding techniques involving metals, ceramics and polymers

2 Shaping by deformation involving metals and polymers