BTECLevel3NationalEngineeringTeachingResourcePackUnit2

7/29/2019 BTECLevel3NationalEngineeringTeachingResourcePackUnit2

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Unit 2: Communications for

Engineering Technicians

BTEC National Engineering

Pearson Education Ltd 2010. Copyright permitted for purchasing institution only. This material is not copyright free. 1

Unit overview Credits: 10

Employing staff with good communication skills is a key driver to the success of a business. This is

particularly important in the engineering sector, which includes diverse manufacturing and service

companies ranging from aerospace to yacht building. This unit gives learners the opportunity to apply the

wide range of communication methods used within engineering. These include visual representation,

verbal and written skills, obtaining and using information, and the use of information and communication

technology.

On completion of this unit, learners will:

LO1 Be able to interpret and use engineering sketches/circuit/network diagrams to communicate technical

information

LO2 Be able to use verbal and written communication skills in engineering settings

LO3 Be able to obtain and use engineering information

LO4 Be able to use information and communication technology (ICT) to present information in engineering

settings

Unit contents

The scheme of work for this unit (see page XX) links to the following resources to help you deliver Unit 2:

L01 L02 LO3 LO4

Lesson plan LP week 14

Activity sheet AS1, AS2, AS3 AS4, AS5 AS6, AS7 AS8, AS9, AS10

Stretch and support SS1 SS2, SS3 SS4 SS5, SS6,

All these resources, as well as an editable version of the scheme of work, and answers to the questions in

the Student Book and the activity sheets, can be found on the accompanying CD-ROM.

Links to other units

Learners will be using and demonstrating communication skills across all the units of the BTEC Nationalprogramme, in particular:

Unit 3: Engineering Project

Unit 8: Engineering Design

Unit 16: Engineering Drawing for Technicians

Unit 35: Principles and Applications of Electronic Devices and Circuits


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Unit delivery

The scheme of work is set out exactly in the same order as the content which is listed in the BTEC unit

specification. This aligns the scheme of work with the outline learning plan given on page 7 of the

specification. It is suggested to stick to this order but an experienced tutor may find it more useful toparallel teach learning outcome 4 with learning outcomes 2 and 3, as each of these learning outcomes

require learners to have some exposure to ICT.

AssessmentThe assessment process

The unit requires the completion of four assignments each assessed internally and conforming to the

requirements of Edexcel standards verification. It is probably best to stick with the suggested combinations

of grading criteria as given on page 11 of the unit specification; this is what has been done in this scheme

of work.

Evidence for assessment

This should be presented in portfolios containing sketches, diagrams, written work, computer print-outs,

and tutor observation witness statements. Page 11 of the unit specification gives definitive guidance on

what evidence should be presented for each assignment.

It is really important to ensure that the portfolio evidence for each learner can be confirmed as their own

work when BTEC internal and external standards verification takes place. For this unit there are

opportunities for working on assignments in pairs or small groups; this is perfectly acceptable provided that

each individuals contribution is assessed and recorded.

Grading

To achieve a particular grading criterion the evidence that is presented must:

address the statements in the criterion; and

cover to an appropriate degree the topics in the unit content.

It is good practice to run a proposed assignment past a BTEC standards verifier before issuing it to

learners. On pages 89 of the unit specification there is really helpful guidance about assessment and

grading, including suggestions for linking this unit to Unit 3: Engineering Project.


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Pearson Education Ltd 2010. Copyright permitted for purchasing institution only. This material is not copyright free.


3

Schemeofwork

BTECN

ationalEngineering

Unit2:C

ommunicationsforEn

gineeringTechnicians

Broadaim:Togivelearnerstheopportunitytoapplythewiderangeofcommunication

methodsusedwithinengineering.

Tutor(s):................................................................................................................................

PPT=PowerPoint

SS=Stretch

andsupport

R=Research

SB=StudentBook

AS=ActivitySheet

NS=Non-supervisedindividualstudytim

e

Academicyear:....................................................................................................................

Numberofweeks:30or15ifad

ouble-blocksemester

Durationofsession:2-hourblocks

Guidedlearninghours:60

Credits:10

Pleasenote:G

enericresourcessuchasmultimedia,interactivewhiteboards,andICTand

internetfacilitiesarenotlistedinthe

resourcescolumn.

Week

Learning

ou

tcome/topic

Content

Learneractivity

Resources

Assessmentand

PLTS

Stretchand

support

1

Alllearning

outcomes

Indu

ction,

outliningthe

schemeofwork

and

assignments

Kno

waboutthe

key

featuresof

com

municationin

ane

ngineering

environment

Explanationoftheun

itcontent

includingthepurpose

oftheunit

andthelearningoutc

omes

Verybriefoverviewo

fhowthe

unitlinkstoothersun

itsbeing

studiedaspartofthe

learners

course

Reasonswhydocum

entsand

graphicsareimportant

communicationtools

for

engineers

Learnerstolistentoinp

utfromtutor

Lookattypicaldocume

ntationetc,

usedbyengineers

Tutor-leddiscussionab

outkey

information

SBstart-upactivitySpeaking,

listening,interpretation

andwriting

(page18)

Acopyoftheunitsp

ecificationforeach

learner

Tutorpresentation

Asmallselectionofexemplar

documentsanddraw

ings

SB

2

LO1

Bea

wareofthe

varioustypesof

grap

hical

information

sourcesthat

engineersuse

Componentdrawings

Assemblydrawings

Manufacturingandassembly

instructions

Plantlayoutdiagrams

Circuitdiagrams

Tutor-leddiscussion

SBactivityCommunic

ating

information(page20)

Exemplarsof:

componentanda

ssemblydrawings

assemblyinstructions

plantlayoutdiagrams

circuitdiagrams

SB


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4

Week

Learning

ou

tcome/topic

Content

Learneractivity

Resources

Assessmentand

PLTS

Stretchand

support

3

LO1

Bea

bleto

interpretdata

extractedfrom

engineering

draw

ings,

diag

rams,

sketchesand

illustrations

Componentdrawings

Assemblydrawings

Manufacturingandassembly

instructions

Plantlayoutdiagrams

Circuitdiagrams

Sketchesandillustra

tions

Explorelinksto:

Unit8:EngineeringDesign

Unit16:Engineering

Drawingfor

Technicians

Unit35:Principlesa

nd

ApplicationsofElectronicDevices

andCircuits

AS1Interpretingengineering

graphics

Exemplar:

componentdrawings

assemblydrawings

manufacturingan

dassembly

instructions

plantlayoutdiagrams

circuitdiagrams

sketchesandillus

trations

AS1Interpretingengineeringgraphics

Accesstounitspecifications

4

LO1

Con

tinuation

from

week3

Asabove

PairedactivityAS2Inte

rpreting

standards

AS2Interpretingstandards

SS1

Standards,

symbolsand

conventions

5

LO1

able

toproduce

engineering

sketches,circuit,

netw

orkdiagram

Freehandsketching2D,3D

Componentdrawings

Circuitdiagrams

Conventionsandstandards(BS

andISO)

Tutor-leddiscussion

SBactivityFreehandsketching

(page22)

PairedactivityAS3Engineering

sketching

CADsoftware

Drawing

SB

AS3Engineeringsketching

PLTS

Creativethinke

rs

6

LO1

Con

tinuation

from

week5

Asabove

SBactivityUsinggrap

hicstoaid

understanding(page24)

SB

PLTS

Creativethinke

rs

7

LO1

Kno

whowto

interpretand

prod

uce

engineering

grap

hics

Reviewofcontentco

veredin

weeks16

Introductiontowhatthefirst

assignmentisabout

Preparatoryworkusingan

exampleassessmentactivity

takenfromtheStude

ntBook

Tutor-leddiscussionab

outhowto

achievesuccesswhen

workingonan

assignment

SBassessmentactivities2.1

(identifyingtechnicalinformationin

drawings)and2.2(preparinga

drawingorcircuitdiagram)

Exemplarportfolio

NationalEngineeringStudySkills

Guide

SB


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5

Week

Learning

ou

tcome/topic

Content

Learneractivity

Resources

Assessmentand

PLTS

Stretchand

support

8

LO1

Kno

whowto

interpretand

prod

uce

engineering

grap

hicsthat

conformto

reco

gnised

stan

dardsand

conventions

Centre-devisedassignment1

Evidencewillpresentedasa

portfoliocontaininga

written

report,sketches,drawingsand

circuitdiagrams

Individualsuperviseda

ctivity

producingevidencefor

P1,P2and

P3

Acentre-devisedassignmentbriefthat

hasbeeninternallyverifiedbefore

beingissuedtolearners

Drawingsanddocum

entsasspecified

intheassignmentbrief

P1P2P3

9

LO2

Bea

wareofthe

verb

aland

writtenskillsthat

engineersuse

Writing

Speaking

Listening

Makingapoint

Keepingarecord

Tutor-leddiscussion

SBactivityMindmapp

ing(page27)

Practisespeakingskills

2-minute

presentationonatopic

Groupfeedback

SB

Packoftopiccards

10

LO2

Und

erstandthe

principlesof

written

com

munication

Notetaking,writings

tyles,

proofreading,amend

ingtext,

diary/logbook,graphsand

charts

SBactivitySummarising(page27)

PairedactivityAS4Written

communication

SB

AS4Writtencommu

nication

Functionalskills

English:Writing

SS2Effective

writing

11

LO2

Con

tinuation

from

week10

Asabove

SBactivityProofreading

SB

Functionalskills

English:Reading

14

LO2

Und

erstandthe

principlesof

verb

al

com

munication

Speakingwithpeers

and

supervisors,technica

llanguage,

toneandmanner(bo

dy

language)

SBactivityHearing,listeningand

communicating(page3

1)

SmallgroupactivityAS

5

Communicatingverbally

SB

AS5Communicating

verbally

Functionalskills

English:Speak

ing

andlistening

SS3

Communication

15

LO2

Und

erstandhow

tocommunicate

effectivelyinboth

writtenand

verb

alformats

Continuationfromwe

ek14

Reviewofcontentco

veredin

weeks914

Introductiontowhatthesecond

assignmentisabout

Preparatoryworkusingan

exampleassessmentactivity

takenfromtheStude

ntBook

Verbalpresentations

Tutoroverviewabouth

owtoachieve

successwhenworking

onan

assignment

SBassessmentactivity2.3

(preparingandgivinga

talkonan

engineeringtopic)

Exemplarportfolio

NationalEngineeringStudySkills

Guide

SB


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8

Week

Learning

ou

tcome/topic

Content

Learneractivity

Resources

Assessmentand

PLTS

Stretchand

support

29

LO4

Bea

bletouse

ICT

systemsto

pres

ent

information

Centre-devisedassignment4

Writtenreportplusa

portfolioof

evidenceprovingcom

petencein

usinghardwareandsoftware

Individualsuperviseda

ctivity

producingevidencefor

P7

NSNon-supervisedfollow-onactivity

toproduceevidenceforM3andD2

Centre-devisedassignmentbriefthat

hasbeeninternallyverifiedbefore

beingissuedtolearners.

P7M3D2

Learners

working

towardsM3,

D2

30

Alllearning

outcomes

Unit

reviewand

wrap-upsession

Collectionoffinalevidenceand

learnerportfolios

Agreetimescalewithle

arnersfor

completionofassignmentactivityif

gradingcriterionhavenotbeenmet

Tutorsupportasreq

uired


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9

Lesson

planweek14

Aims

Toinvestigate,identifyandtryouttheprincip

lesofeffectiveverbalcommunic

ationinanengineeringcontext.

SB=S

tudentBook

AS=ActivitySheet

S=Stretchan

dSupport

Thisisa90-minutelessonwithina120-minuteblock

.Remainingtimeisforsupervisedse

lf-study.

Learningobjectives

Alllearnerswillunderstandthekeyelementsof

effectiveverbalpresentation

Alllearnerswillbeabletocarryoutashorttwo-wayface-to-faceconversation

Alllearnerswillbeabletogivesimpleverbalfee

dbacktotheirpeergroupfollowinga

smallgroupdiscussion

Mostlearn

erswillbeabletocarryoutaone-wayrecordedconversation

Somelearnerswillbeabletogiveconfidentverbalfeedbacktotheirpeergroupfollow

ingasmallgroupdiscussion

Timing/

content

Tutoractivity

Learneractivity

Reso

urces

Individualised

activity/differentiation

PLTS

Functionalskills

5mins

Welcome

Welcometothesession

Aimswrittenonboard

H&S,ECMchecks,

register

Reviewprevioussession

andconsiderhowthis

onelinkstoit

Learnerssettleinand

read

aims

Q&A

Interactivewhiteboard

PC

10mins

Monitorlearner

discussions,pickupon

keyissuesthattheymay

identifywritetheseon

whiteboardanduseas

pick-uppointsduringthe

restofthelesson

Sma

llgroupSBactivity:

hearing,listeningand

com

municating

Printofffromthe

whiteboardwordsand

statementswrittenup

bytutorlearnersfile

forfuturereferenceor

save

ontopen(flash)

drivefortransferonto

own

computer

SB

Interactivewhiteboardlinked

toPCandprin

ter

Learnersgrouped

accordingtostretch

andsupportneeds

Teamworker:

collaboratewithothersto

worktowardsacommon

goal

Speakingandlistening:

ma

kearangeof

contributionsto

discussionsandmake

effectivepresentationsin

aw

iderangeofcontexts

(pa

rtcovered)


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10

Timing/

content

Tutoractivity

Learneractivity

Reso

urces

Individualised

activity/differentiation

PLTS

Functionalskills

10mins

Providesupportand

discussiontriggers

Pickuponkeywords

overheardfromlearner

discussionandwriteup

PairedactivityAS5

Task1identifykey

featuresof

com

municating

effectively


PCandprinter

AS5Communicating

verbally

30mins

Tutoractsaschair-

personmanagingthe

discussion

Feedbacktowhole

grou

pfromAS5Task1


Levelofverbal

confidenceisthe

differentiator

Speakingandlistening:

ma

kearangeof

contributionsto

discussionsandmake

effectivepresentationsin

aw

iderangeofcontexts

(pa

rtcovered)

30mins

Providesupportas

required

Pickuponkeywords

overheardfromlearner

discussionandwriteup

Printofffromthe

whiteboardrelevant

wordsandstatements

writtenupbytutorand

learners

PairedactivityAS5

Tasks2and3.

File

printoutsfrom

whiteboardorsaveonto

ape

n(flash)drivefor

transferontoown

com

puter

AS5Communicating

verbally


PCandprinter

StretchactivitySS3

Communication.

Startinclassand

completeasself-stu

dy.

Agreewithtutora

suitabletimeineithe

r

week17or18toma

ke

thepresentationfor

SS3Task1topeer

group

Selfmanager:work

towardsgoals,showing

initiative,commitment

andperseverance(only

forlearnerssuccessfully

completingthestretch

activity)

5mins

Plenary

Reviewtheaimsofthe

lesson

Introducethenext

sessionacontinuation

ofthisoneandareview

ofweeks9to14

Brieflymentionstretch

presentationstobemade

bysomelearnerswhich

willtakeplaceinweeks

17and18

Q&A

Whiteboard/interactivewhite

board

Linktonextsession

whenlearnerscontinue

togiveverbalfeedback

onsmallgroup

discussion(varying

levelsofconfidence

is

thedifferentiator)


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AS1 Interpreting engineering graphicsComplete the following table.

Graphical method Example of where in would be used

Detail drawing

Assembly drawing

3D exploded diagram

Pictorial sketch

Schematic diagram

Circuit diagram

Component layout diagram

Plant layout diagram

Operating procedure diagram

Fault identification check list

Flow chart

Working with a partner, find an example of one item taken from the following list. Make a copy of the

drawing/diagram, highlight 10 features on it and explain what each one means.

Detail drawing of a mechanical component

Assembly drawing

Pneumatic or hydraulic system diagram

Electrical or electronic circuit diagram

Network diagram

Installation and operating procedures diagram


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AS2 Interpreting standardsInvestigate the British Standards listed in the table.

Type of engineeringBritish

Standard

Two examples of symbol or graphical representation detailed in

each standard

Mechanical/manufacturing

drawing practiceBS8888

Mechanical/manufacturing BS4500

Electrical power, electronics

and telecommunications

circuits and components

BS3939

Fluid power circuits and

componentsBS2917

Data processing flow chart

symbolsBS4058

Note: these are the standards as applicable in 2010 but check the BSI website for any updates go

to www.pearsonhotlinks.co.uk, insert the express code XXXX and click on this activity. You can

source the information from the web or from paper-based documents.

(This activity sheet links to stretch and support worksheet SS1 Standard, symbols and conventions.)


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AS3 Engineering sketchingTask 1

Freehand sketches are a relatively quick way of communicating information, particularly when accompanied bybrief notes (annotations).

Think about a laboratory-based activity that you have taken part in during one of the other units on your course

or at your place of work. The activity should be fairly complex and involve reading through a set of instructions,

setting-up and using a piece of equipment, and recording and analysing results. It should be something that you

found difficult to set up and required quite a lot of guidance from the tutor or a colleague.

Put together a step-by-step, easy-to-follow instruction leaflet for the activity. It should contain annotated

sketches and other useful information. The aim is to produce something set out like the instructions that come

with flat-pack furniture or show the installation procedure for an electric bathroom shower.

When you have produced you leaflet, talk it through with a partner and see if they would find it useful.

Task 2

This is an identification exercise and its purpose will be spoilt if you cheat!

Produce a freehand pictorial (3D) sketch of your mobile phone. It should be drawn in good proportion and

include overall dimensions. Do not show details of the model number just title the sketch Nokia phone,

Samsung phone or whatever its make is. Pass the sketch to a partner and ask them to identify the model

number of the phone by matching your image to one of those shown on the website of a network provider.

Did they get the model number right? If not, what information that might have helped them identify it was

missing from your sketch?


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AS4 Written communicationTask 1

Keeping a logbook or diary is a good way to plan work schedules and keep an up-to-date record of events asthey take place. Many people keep electronic note books but most of the greatest inventors and engineers wrote

everything down by hand.

Discuss with your tutor an agreed format for a logbook that can be used with an engineering project and how

often it should be reviewed. Design a tracking sheet that can be signed off at each review.

Task 2

A group of GCSE students from a local school are scheduled to visit an engineering company. Their teacher

wants them to discover that there is more to engineering than just cutting metal and assembling parts. Suppose

you and a colleague work in the design and development department and have been asked by your manager to

help out by showing them an example of writing skills.

Working with your colleague, put together a 600-word technical mini-report that is word processed and includes:

text

an imported image, spreadsheet and chart

text cut and pasted from a different report

a table with some shaded cells

bullet points

page numbers

a title page and company logo.

Print off a hard copy of the report and save it into an e-folder that is part of a properly structured e-filing system.

(This activity sheet links to stretch and support SS2 Effective writing.)


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AS5 Communicating verballyTask 1

With two partners, discuss the following topics, identifying their key features and writing them on a large sheet ofpaper or flip chart.

Listening skills

Note taking

Body language

Using technical language appropriately

The 5 Ps method when preparing a verbal presentation

Keeping an audience engaged

Standing up under questioning

Present your thoughts at a whole-group feedback discussion.

Task 2

Working as a pair, chose a topic to talk about and have a 10-minute two-way conversation. Make notes as you

go and when you have finished compare what you jotted down and see if you agree. Are the notes accurate? If

not, think about ways of ensuring better accuracy next time.

Task 3

Tell a partner that you are going to phone them on their mobile but that they should not to answer the call.

Leave a two-minute, unrehearsed message about a meaningful technical subject. Hang up and ask them to

listen to the message and make a note of what you said.

Compare what they wrote with what you said did you get the message across successfully?

How many times did your um or err?

How many times did you say okay?

In terms of effective communication, how do you think face to face conversation compares with leaving

messages?

(This activity sheet links to SS3 Communication.)


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AS6 Obtaining engineering informationEngineers use information sources when designing, manufacturing and testing products. It is very important to

have a strategy for effective searching and establishing that, when found, data is valid and correct.

In the specification for this unit the grading criterion P6 states use appropriate information sources to solve an

engineering problem. As you study this and other units on your course you will come across tasks and

problems that need to be solved. These solutions take a variety of forms and solving them will include

researching and using data extracted from information sources.

Task 1

Working with a partner, discuss and make brief notes about each of the following topics.

Primary and secondary data

Paper-based and e-based information

Databases

Data sheets

Advanced internet searches

Strategies for effective searching

Strategies to prevent information overload

Editing

Manuals and catalogues

Using other peoples data

Task 2

The table below lists typical information that engineers work with. Complete it, or one that is more specific to

your area of study, by extracting information from paper- and e-based resources.

Information required Data found Where it was sourced from

The value of Youngs modulus

for mild steel

The coefficient of linear

expansion of a titanium alloy

The vicat softening temperature

of polypropylene

The maximum operating voltage

of a snap-in Cap UG 1500F

electrolytic capacitor

manufactured by Panasonic

A data sheet for an AAA size

battery holder


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Information required Data found Where it was sourced from

Health and safety advice

relating to soldering electronic

components onto circuit boards

The maximum sound level (dB)

produced by a 1.5 kW portable

generator

A suppliers part number and

price for a pneumatic cylinder

with bore 25 mm and stroke

80 mm

The limits of size on a 16 mm

diameter shaft for an H8f7 fit

The convention used when

drawing a helical compression

spring

The power consumption of a

typical laptop computer

The steps involved when

registering a new business as a

limited company

The part number of the stabiliser

valve assembly in a Triton Jade

electric shower (when bought as

a spare part)

The number of particles per ml

greater than 10 micron in

hydraulic oil coded ISO

21/18/15

The maximum surface

temperature of a 15W neon strip

light

The factor of safety to be used

when designing an air receiver

for use in a pneumatic system

(This activity sheet links to SS4 Information sources.)


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AS7 Using informationThink about some of the other units in your course. Pick one that had an assignment requiring you to collect

data, process it, and compare results with figures taken from a published data source. For example:

performing a tensile test on a piece of mild steel, calculating its mechanical properties and then comparing

with figures taken from a reference table

testing the performance of a transistor, presenting the results as graphs, and comparing them with those in a

data sheet

carrying out inspection measurements on a batch of machined components, doing statistical analysis, and

comparing results with specification requirements

carrying out an investment appraisal of a new product by gathering cost data, processing it, and then

checking the accuracy decisions based on your calculations.

Put together a report describing how you used the data and the checks carried out to ensure that the data was

valid and accurate.


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AS8 Information and communication

technology (ICT)Work with a partner to find definitions for the following terminology and then, in your own words, complete the

table.

Term Definition

Hardware

Software

Operating system

Applications package

Simulation software

Internet

Intranet

Multimedia

(This activity sheet links to SS5 ICT.)


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AS9 Presenting information using ICT #1Task 1

Prepare a two-page engineering document that shows off your proficiency in being able to do the following:

make consistent use of font and colour

use an appropriate font style and size

be consistent in the alignment of text

be consistent in positioning text, graphics and charts

make appropriate use of bullets and/or numbering

use colour highlighting to make the document more interesting

present graphs that are correctly annotated with titles, legends and data labels.

Task 2

Your centre is planning a taster day for GCSE students from a local school. The plan is to set up some

engineering science experiments, lay out examples of project work and to have some rolling presentations on a

number of computers. You are in charge of designing and preparing a PowerPoint that showcases what is

studied in Unit 1: Health and Safety in the Engineering Workplace

Prepare 10 slides that will run as a timed, continuous loop.

(This activity sheet links to SS6 ICT extra.)


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AS10 Presenting information using ICT #2Task 1

You are nearing the end of your course and have decided to apply for an apprenticeship with a local engineeringcompany. Suppose you have completed the application form (hard copy) and are about to send it to the human

resources manager at the company.

Write a formal covering letter to go with it. Make up names and addresses, etc., setting the letter out as a word-

processed document. Discuss what you have written with your tutor, and if they suggest any amendments then

print off before and after copies that you can keep as evidence in your portfolio.

Task 2

Get hold of a set of experiential results sourced from another unit.

Tabulate and plot them using a spreadsheet. Add titles and framing to the spreadsheet so that it looks like a proper test document produced in industry

ask your tutor to show you an exemplar from a local company.

Write a memo to a partner setting out a brief evaluation of the results and send it to them as an email

together with the spreadsheet.

Ask them to save and print the spreadsheet.

Discuss the layout, readability and general presentation of your memo and spreadsheet with them.


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SS1 Standards, symbols and conventionsSupport

Choose one of the following tasks:

Produce a detail drawing of a single part engineered component in accordance with BS8888.

Draw a pneumatic circuit diagram comprising at least 10 different components to a standard that is

acceptable to industry.

Draw an electronic circuit diagram comprising at least 10 different components to a standard that is

acceptable to industry.

Draw your own example of a system/network diagram that a technician could refer to when commissioning an

automated machine that packs tablets. Use the Allied Pharma Machinery website for background information

go to www.pearsonhotlinks.co.uk, insert the express code XXXX and click on this stretch and support activity.

Stretch

Investigate pneumatic actuators by going to the Pneu-Store website go to www.pearsonhotlinks.co.uk, insert

the express code XXXX and click on this stretch and support activity.

Select one of the cylinders listed and make 2D and 3D sketches showing how it could be assembled into a

packaging machine so that it moves a pivoted lever. Include enough information in your sketches to enable a

CAD draftsperson to produce detail drawings of the components that locate the cylinder.


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SS2 Effective writingSupport

Investigate the Mind Tools website which contains information about writing skills go towww.pearsonhotlinks.co.uk, insert the express code XXXX and click on this stretch and support activity.

Read through the page, making brief notes as you go.

Write a 250-word summary about the key information being presented on the website. Then get together with a

partner or your tutor and talk through what you have written.

Stretch

Often the first contact a customer has with a business is by reading something, for example the company

website, promotional literature, letters or emails. If the writing is badly presented, ambiguous, or contains

spelling and grammatical errors, it may be difficult to follow. The customer will probably not be impressed andmay well decide to take their business elsewhere.

Much of the communication in an engineering business by using technical drawings and graphics but, if the

accompanying documentation is poor, there will be confusion and doubt in the minds of people looking at it.

CAD systems make it straightforward to produce perfect drawings; design and simulation software perform

complex calculations, but writing good documentation requires special skills on the part of the writer.

Form a group of four and discuss the following:

Write it down or you may forget

Formal and informal writing styles

Grammar and punctuation

Clarity and ambiguity

Using acronyms

Proofreading

After about 30 minutes, be ready to report your findings to a whole-group discussion led by your tutor.


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SS3 CommunicationSupport

With help from your tutor, design a tracking sheet that you can use to check off the following activities as youwork through your course:

Talk to an engineer and make a transcript of the conversation.

Discuss a technical issue with a colleague.

Argue a point verbally without upsetting anyone or causing tension.

Respect someones point of view even though you disagree with it.

Listen to someone making a presentation about a technical subject and write up notes about what was said.

Deliver a short presentation, supported by visual aids, to a small audience.

Use body language to reinforce a point in a verbal presentation.

Before you start, think about what evidence you need to track.

Stretch

Task 1

Read through the following scenario.

You work for a company that carries out a range of electroplating processes on its products. The products

are made mainly from mild steel components which are stamped, formed and welded together. The factory

has two injection moulding machines for producing small items such as covers, handles and trim pieces. The

plating department employs 50 operators and there are baths for plating gold, silver and chromium.

The factory is long established on what was once a greenfield site. It is now ringed by housing estates with a

single access road to the factory.

People living nearby have specific concerns about two of the operations carried out at the factory:

stamping, which they claim is a noisy process

plating, which uses cyanide and they consider to be a deadly process.

The company has decided to make a presentation to the local residents association explaining how it

complies with legislation and has good green credentials, particularly in respect of discharging waste water

from the on-site treatment plant into a nearby culvert which runs down to a river.

Your manager asks you to put together the presentation which will explain the legislation covering the two

operations and the need for company compliance. To counter the criticisms of some residents, your manager

has asked that the presentation include comment about EU legislation which is limiting the way that the

company can operate.

Prepare a PowerPoint and some prompt cards. Try out the presentation on other learners and your tutor, so that

they can give you feedback. The manager would also like you to video your efforts so that they can give advice

on how to improve your technique if necessary.

Ask your audience to use the evaluation on the next page (or something similar).


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Feature Feedback

Introduction

Main content

Finishing up

Answering questions

Engaging with the audience

Getting the message across

Slides easy to read

Quality of slides

Presenter reading slides

Eye contact

Clarity of speech

Annoying traits

Task 2

This activity is a difficult one and can only be done after you have completed Unit 3: Engineering Project. It is a

good lead-in to this units grading criterion D1.

Grading criteria P9 and P10 in Unit 3: Engineering Project required that you prepare a written report and made a

verbal presentation. Think about your choice of communication methods and why you picked them. You will

have used a range of techniques, e.g. drawings, graphics, calculations, writing, speaking.

Prepare a 250-word justification about why you chose a particular method of communication and the reasons for

not using an alternative. Make reference to:

outlines and drafts relating to how you intended to communicate information

consultations you had with your tutor or other people about the chosen communication method

witness statements relating to your decision making.


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SS4 Information sourcesSupport

Engineering businesses hold all sorts of data in storage systems. The table below relates to a company thatmakes white goods for the domestic market, for example washing machines.

Go through the table and for each type of information state where it might be found within the company.

Type of information Where it might be found in the company

The results of a performance test

carried out on a new eco-friendly

washing machine

The design specification for a new

tumble dryer

The companys sales catalogue

Chemical analysis data relating to

waste water produced in the plating

department

Hardness tests on steel stock delivered

to the factory

Portable Appliance Testing (PAT)figures for electrical power tools used

in the assembly department

Safety legislation that covers domestic

appliances

The company accounts for the last

trading year

Maintenance records


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Stretch

Task 1

One of the tasks in activity sheet AS6 involved extracting information from a variety of sources. Write a 500-

word document explaining why some information sources were accepted for use and others were rejected. This

should include cut and pasted examples of material taken from these sources.

Task 2

Write a short guide that sets out the steps to effective researching.

Task 3

Find an example of a task taken from a unit where you had to solve a problem which involved researching and

using information (for example, finding the mechanical and physical properties of metals and polymers and then

selecting a material for a specific application, or selecting the components for an electronic circuit.) Write a short

review of how successful you were at finding and using the information. If the task was part of an assignment

activity then what you write here could be pasted into the learner feedback section of the assignment brief.


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SS5 ICTSupport

Spelling and grammar checkers need to be used with caution because often they can get it wrong. In thissentence there are to mistakes that the checkers has missed. Can you spot them? There may be more later on!

Write about 150 words on a topic that interests you and correct any mistakes that the software shows up; then

print it off. Pass it too your tutor or a colleague and sea if they can spot any mistakes.

Then have a discussion about words that sound the same but are spelt differently according to the grammatical

context in which they are used.

Stretch

Task 1

The student magazine at your college is doing a feature on ICT and they have asked you and a colleague to

write a short article which will feature in next terms edition. They know that the two of you are studying

communications as part of the BTEC in Engineering and will know all about the chosen topic. Here is the title of

the article which should be about 400 words and include images to lighten it up: Controlling information overload

in an e-business environment.

Write the report and include relevant images.

Task 2

An engineering company relies heavily on ICT to carry out its business. What types of data protection systems

will be in place in order to prevent loss and misuse of data?

Suppose you are the IT manager at the company and have been asked to create a data protection policy which

all employees will be asked to sign up to. Write the policy and talk it through with your tutor who will play the role

of the managing director. When you are both happy with the content of the document, tidy up its presentation

ready for distribution by email.


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SS6 ICT extraSupport

During your time studying for the BTEC National you will depend heavily on the use of IT systems. Use thistracking sheet to record your progress when working with IT. In consultation with your tutor you may wish to

expand the table to include other tasks that you have performed.

Think about how you are going to track the various tasks against other units in your course. Bear in mind that

your portfolio will have a separate section for each of the units studied and a grading criteria tracking matrix.

TaskPortfolio tracking

referenceLearner signature Tutor signature Date

Select the correct IT hardware and

software packages for use in an

engineering situation

Use a software package to word

process a document

Use a software package to

produce a 2D drawing

Handle and process data using asoftware package

Use a simulation software package

Communicate using e-systems

Use a computer system to present

information in written, numerical

and graphical forms

Prepare and make a visual

presentation using a software

package and multimedia facility

Stretch

Grading criterion P8 and P9 of Unit 3: Engineering Project require that you prepare a written report and make a

verbal presentation. Other units in the course also expect you to present information to an audience. Thinkabout your choice of a presentation method where ICT has been involved and prepare a 500-word evaluation of

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Documents

BTECLevel3NationalEngineeringTeachingResourcePackUnit2