Engineering Skills - Mechanical and Fabrication

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Support Material

Skills for Work:Engineering SkillsIntermediate 2

Mechanical and Fabrication

June 2008


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Engineering Skills: Mechanical and Fabrication – (Intermediate 2)

Scottish Further Education Unit 3

Acknowledgements

SFEU is grateful to the subject specialists in Scotland’s Colleges and otheragencies and industry bodies who have been involved in the writing of this andother support materials in the Skills for Work series. SFEU is also grateful for thecontribution of the Scottish Qualifications Authority in the compilation of thesematerials, specifically for its permission to reproduce extracts from Course andUnit Specifications and the Skills for Work Rationale.

© Scottish Further Education Unit 2008

Scottish Further Education Unit (SFEU) Argyll CourtCastle Business ParkStirlingFK9 4TY

website: www.sfeu.ac.uk e-mail: [email protected]

SFEU is a Registered Scottish Charity No. SC021876 and aCompany Limited by Guarantee No. SC143514 VAT No. 617148346

These support materials were produced with assistance from the European Social Fund.


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Engineering Skills: Mechanical &Fabrication (Intermediate 2)F39B 11

Introduction

These notes are provided to support teachers and lecturers presenting theScottish Qualifications Authority Unit F39B 11, Engineering Skills: Mechanical &Fabrication (Intermediate 2).

Copyright for this pack is held by the Scottish Further Education Unit (SFEU).However, teachers and lecturers have permission to use the pack and reproduce

items from the pack provided that this is to support teaching and learningprocesses and that no profit is made from such use. If reproduced in part, thesource should be acknowledged.

Enquiries relating to this support pack or issues relating to copyright should beaddressed to:

Marketing Officer - CommunicationsThe Scottish Further Education Unit Argyll CourtCastle Business Park

StirlingFK9 4TY

Website: www.sfeu.ac.uk

Further information regarding this Unit including Unit Specifications, National Assessment Bank materials, Centre Approval and certification can be obtainedfrom:

The Scottish Qualifications Authority

Optima Building58 Robertson StreetGlasgowG2 8DQ

Website: www.sqa.org.uk


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Class Sets

Class sets of this pack may be purchased direct from the printer. Costs aredependent on the size of the pack and the number of copies. Please contact:

Elanders HindsonMerlin WayNew York Business ParkNorth TynesideNE27 0QG

Tel: 0191 280 0400e-mail: [email protected]

Disclaimer

Whilst every effort has been made to ensure the accuracy of this support pack,teachers and lecturers should satisfy themselves that the information passed tocandidates is accurate and in accordance with the current SQA arrangementsdocuments. SFEU will accept no responsibility for any consequences derivingeither directly or indirectly from the use of this pack.


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Contents

How to Use this Pack 9

Reference Section 10

What are Skills for Work Courses all about? 11

The Course in Engineering Skills (Intermediate 2) 14

Unit Outcomes, PCs and Evidence Requirements 17

Evidence Requirements for the Unit 19

Employability Skills Profile 21

Careers Scotland Support 22

Tutor Support Section 23

Introduction 24

Learning and Teaching with Under 16s 26

General Guidance on Unit Delivery 30

Unit Induction 32

Scheme of Work 33

Health and Safety Considerations 37

Signposting of Employability Skills 39

Resources 45

Lessons, Materials and Tools 47

Student Support Section 60

Tutor Note on Student Activities 61

Welcome to Mechanical and Fabrication Engineering 63

Introduction 64

Are you Employable? 66

Safety in the Workshop 67

Basic Rules for Workshop Safety 71

Cleanliness 73

Tolerance 74

Tools and Materials 76

Measuring 76


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Cutting 79

Forming 84

Joining 88

Tapping and Threading 88

Tapping Procedure 90

Threading Procedure 92

MIG/MAG Welding 93

Safety when MIG/MAG welding 99

Fire and Explosion 102

Materials 103

Student Activit ies 104

Unit Questionnaire 115

Glossary of Terms 116


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How to Use this Pack

None of the material in this pack is mandatory. Rather, it is intended as a guideand an aid to delivery of the Unit. It aims to provide centres with a flexible set ofmaterials and activities which can be selected, adapted and used in whatever waysuits individual circumstances. It may also be a useful supplement to tried andtested materials and approaches that you have developed yourself. The pack isavailable on the SFEU website in Word format to enable you to customise it toyour suit your own needs.

The Reference Section of the pack provides information on:

• the rationale for, and ethos behind, the Skills for Work courses

• the Course Rationale

• the Unit Outcomes and evidence requirements

• the Employability Skills Profile for Intermediate 2 Engineering, showing wherethe specified employability skills and attitudes can be evidenced and assessedthroughout the Course and in the Mechanical & Fabrication unit.

The Tutor Support Section contains:

• advice on learning and teaching with under-16s

• guidance for tutors on delivery of the Unit, including a scheme of work and aseries of suggested lesson plans

• suggested resources

• advice on Health and Safety considerations

• guidance on integrating the development of employability skills throughout theunit.

The Student Support Section contains:

• a range of student activities covering the practical outcomes of the Unit• detailed notes covering the knowledge and understanding aspects of the Unit

• a glossary of terms used in mechanical engineering.

You may wish to place material from the student notes on your own collegeIntranet by downloading this pack from the Skills for Work section of the SFEUwebsite www.sfeu.ac.uk/skills_for_work

Activities are identified with the symbol:


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Reference Section


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What are Skills for Work Courses all about?

Skills for Work Courses are designed to help candidates to develop:

• skills and knowledge in a broad vocational area

• Core Skills

• an understanding of the workplace

• positive attitudes to learning

• skills and attitudes for employability.

A key feature of these Courses is the emphasis on experiential learning. Thismeans learning through practical experience and learning by reflecting onexperience.

Learning through practical experience

Teaching/learning programmes should include some or all of the following:

• learning in real or simulated workplace settings

• learning through role play activities in vocational contexts

• carrying out case study work

• planning and carrying out practical tasks and assignments.

Learning through reflecting at all stages of the experience

Teaching/learning programmes should include some or all of the following:

• preparing and planning for the experience

• taking stock throughout the experience - reviewing and adapting as necessary

• reflecting after the activity has been completed - evaluating and identifyinglearning points.

The Skills for Work Courses are also designed to provide candidates withopportunities for developing Core Skills and enhancing skills and attitudes foremployability.


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Core Skills

The five Core Skills are:

• Communication

• Numeracy

• Information Technology

• Problem Solving

• Working with Others

Employability

The skills and attitudes for employability, including self-employment, are outlinedbelow:

• generic skills/attitudes valued by employers

• understanding of the workplace and the employee’s responsibilities, forexample time-keeping, appearance, customer care

• self-evaluation skills

• positive attitude to learning

• flexible approaches to solving problems

• adaptability and positive attitude to change

• confidence to set goals, reflect and learn from experience.

• specific vocational skil ls/knowledge

• Course Specifications highlight the links to National OccupationalStandards in the vocational area and identify progression opportunities

Opportunities for developing these skills and attitudes are highlighted in each of

the Course and Unit Specifications. These opportunities include giving youngpeople direct access to workplace experiences or, through partnershiparrangements, providing different learning environments and experiences whichsimulate aspects of the workplace. These experiences might include visits, visitingspeakers, role play and other practical activities.


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A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations forevery young person. These are that they should become:

• successful learners

•

confident individuals• responsible citizens

• effective contributors.

The learning environments, the focus on experiential learning and theopportunities to develop employability and Core Skills in these Courses contributeto meeting these aspirations.


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The Course in Engineering Skil ls (Intermediate 2)

Course Rationale

The Engineering Skills (Intermediate 2) Course has been designed to provide abasis for progression into further education or for moving directly into training inemployment within an engineering sector. The overall purpose of the Course is toensure that candidates start to develop the generic and practical skills, knowledgeand understanding, and employability skills needed within an engineering sector.

The engineering sector includes the following:

Mechanical Manufacture Maintenance

Fabrication Welding Electrical

Electronic Foundry Automotive

Control Transport Aeronautical

Communications Space Energy Generation

Conservation Marine Water

Desalination Oil/Gas Petroleum

This Course focuses on the broad areas of Mechanical, Fabrication, Electrical,Electronic, Maintenance, Manufacture, and an element of Design. This will allowthe candidates to gain transferable skills which can be applied to any of the aboveengineering areas.

The primary target group for this Course is school candidates in S3 and above. Itmay be suitable for candidates entering engineering for the first time but also forthose who have completed the Engineering Skills (Intermediate 1) Course. ThisCourse will build on the skills and knowledge developed in the Engineering Skills(Intermediate 1) Course and will introduce candidates to a wider range ofengineering applications.

It is anticipated that, for this group of candidates, the Course will rely on and buildon existing partnerships between schools and colleges and employers (or otheragencies). This may be particularly pertinent in the case of the Engineering SkillsCourse due to the specialist expertise and facilities available in, for example,further education colleges and training providers. Nevertheless, the EngineeringSkills Course is designed at a level and scope such that it can be delivered inschools, if the school has suitable facilities and teaching expertise. A partnershipapproach would still be necessary in order to provide the contact with theworkplace which is an essential part of the experience for candidates. The Course

is also suitable for adult candidates who are seeking to enhance theiremployability and develop introductory vocational skills in an engineering sector.


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The general aims of the Engineering Skills (Intermediate 2) Course are to:

• widen participation in vocationally-related learning for school candidates fromS3 upwards

• allow candidates to experience vocationally-related learning

• provide candidates with a broad introduction to the engineering vocationalsector

• encourage candidates to foster a good work ethic, including timekeeping, apositive attitude, and other relevant employability skills

• provide opportunities to develop a range of Core Skills in a vocational context

• encourage candidates to take charge of their own learning and development

• provide a range of teaching, learning, and assessment styles to motivate

candidates to achieve their full potential• facilitate progression to further education and/or training

• encourage candidates to plan their work and review their progress

• encourage candidates to develop a positive attitude to waste minimisation andenvironmental issues

In particular, the aims of the Engineering Skills (Intermediate 2) Course are to:

• encourage candidates to consider a career in the engineering industry

• develop an awareness of what opportunities there may be within engineeringin terms of the types and range of career options

• enable candidates to develop and apply practical, technical, andcommunication skills as a foundation for future learning and progression

• develop the candidates’ awareness of their individual strengths andweaknesses in relation to the requirements of engineering, and to reflect onhow this affects their employability potential

• give candidates the technical knowledge, skills, and understanding associatedwith a range of skills in engineering at this level

• give candidates an introduction to the design cycle

• encourage candidates to apply their knowledge and understanding ofengineering by using skills of evaluation and problem solving in a vocationalcontext

• develop an awareness that health and safety issues are integral to the world ofwork generally and engineering in particular

• prepare candidates for further learning opportunities, study, and training foremployment in engineering and related occupations


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The Engineering Skills (Intermediate 2) Course has been designed with NationalOccupational Standards in mind. The standards set for first-year apprentices inthe engineering industry, and the standards set out in the Intermediate 2 Course,are broadly comparable in terms of skills and tolerances.

While no formal entrance qualifications are required for this Course, it would beexpected that candidates embarking on the Course would have the following:

• basic proficiency in literacy

• basic proficiency in numeracy

• some aptitude for graphical forms of communication (the reading of basicengineering drawings is developed in the Course)

• motivation to work as part of a team

This Course supports progression into appropriate further education, training, oremployment. The Course provides the basis for candidates to gain an insight intoengineering occupations such as Mechanical, Fabrication, Automotive, Aeronautical, Electrical, and Electronic, Marine, Control, Maintenance, andManufacture and to use their studies to help them decide the career they wish tofollow. Candidates studying this Course in Engineering and choosing a skillsoption, may be aiming to progress into an apprenticeship in industry. Candidateswho are uncertain which trade to follow may undertake vocational courses atfurther education colleges.

The Intermediate 2 Course should facilitate progression to a relevant vocationalCourse or an appropriate National Certificate/Qualification programme.


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Unit Outcomes, PCs and Evidence Requirements

National Unit Specification: statement of standards

Unit: Engineering Skills : Mechanical and Fabrication (Intermediate 2)

Acceptable performance in this Unit will be the satisfactory achievement of thestandards set out in this part of the Unit Specification. All sections of the statementof standards are mandatory and cannot be altered without reference to SQA.

Outcome 1

Identify and use tools to measure and mark selected engineering materials.

Performance Criteria

a) identify engineering materials and state a reason for use

b) identify a range of measurement tools correctly and clearly state their function

c) mark out work pieces accurately from drawings and material specifications

d) complete a quality check to ensure marked dimensions are within specifiedtolerances

e) correctly observe safe working practices in all practical activities.

Outcome 2

Identify, select, and use a range of metal working tools


a) identify a range of metal working tools correctly and clearly state their function

b) select and use a range of metal working tools correctly for given tasks

c) correctly observe safe working practices in all practical activities

Outcome 3

Manufacture an artefact from given drawings.


a) produce an artefact from given working drawings and material specifications

b) functional dimensions of the artefact are within specified tolerances

c) the quality and finish of the completed artefact complies with the specification


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d) correctly observe safe working practices in all practical activities

e) complete a quality check on own finished artefact

Outcome 4

Review and evaluate own employability skills in practical engineering contexts.


a) review and evaluate own employability skills

b) seek and record feedback on own performance in employability skills

c) make a judgement on own strengths, weaknesses and learning points inrelation to employability skills

d) identify action points for improvement in relation to employability skills


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Evidence Requirements for the Unit

Performance and written/oral evidence is required to show that all Outcomes andPerformance Criteria have been achieved.

Performance evidence will be supported by assessor checklists. This evidencewill be generated from an integrated assignment consisting of practical activitiescarried out in supervised workshop conditions.

The evidence may be gathered at different points throughout the Unit.

The practical activities in the preparation, planning and manufacture of an artefactin a safe manner will cover:

• Identification, selection and a reason for use of each of the following

engineering materials:low carbon steel

copper

stainless steel

aluminium

non metallic

• Interpretation of engineering drawings and specifications.

• Selection, function and use of the following tools to measure and mark out:rule, scriber, square, dividers, calliper, protractor, micrometer and any onedigital instrument.

• Selection and use of the following tools to cut and shape:hammer, chisel, hacksaw, tin snips, shears, files, drills and taps

• Selection and use of the following tools to form:heat source, anvil, vice, formers, hammers, mallets, stakes, rolls and folders

•

Selection and use of the following methods to join:riveting (pop or solid); bolting, screwing; MIG/MAG welding; adhesives (anyrecognised engineering adhesive).

The artefact(s) will be completed:

• Using any material(s)

• Using any 6 measuring and marking tools

• Using any 4 cutting and shaping tools

• Using any 3 forming tools

• Using any 2 joining methods


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Dimensions must be within the stated tolerance of ± 1mm, as expressed in theNational Assessment Bank (NAB) material.

Candidates will be required to carry out a quality check before submitting theirwork for final assessment.

Written/Oral Evidence

Candidates will complete a self evaluation review of their own performanceagainst the following employability skills:

• Maintaining good timekeeping and attendance

• showing health and safety awareness — to include wearing PersonalProtective Equipment (PPE), safe working practices, and understanding a

basic risk assessment

• selecting and using engineering tools and materials – source and use tools ina correct and safe manner; use tools solely for the purpose for which they aredesigned and selection of engineering materials

• quality checking own work

• self review and evaluation — to include identifying strengths and weaknesses,identifying learning points from practical experiences and having a positiveattitude to learning

A signed record of the review must be retained by the assessor as assessmentevidence.

The National Assessment Bank (NAB) item for this Unit provides an appropriatepractical assignment, an appropriate candidate review sheet and assessorchecklists. These exemplify the national standard. Centres wishing to developtheir own assessments should refer to the NAB to ensure a comparable standard.

NB Centres must refer to the full Unit Specification for detailedinformation related to this Unit.


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Employability Skills Profile

In addition to the specific, vocational skills developed and assessed in thisCourse, employability skills are addressed as detailed in the table below. For thepurposes of the table, the Units are referred to as A, B, C and D as indicated.

Engineering Skil ls (Intermediate 2)

Mechanical and Fabrication = A

Electrical and Electronic = B

Maintenance = C

Design and Manufacture = D

Employability skills/attitude Evidence

• maintaining good timekeeping and attendance A, B

• showing health and safety awareness A, B, C, D

• selecting and using engineering tools and materials A, B

• interpreting engineering drawings and specifications B, C, D

• working cooperatively with others C, D

• planning and preparing for work

C, D

• applying time management D

• awareness of environmental considerations B, C

• quality checking own work A, B, C, D

• self review and evaluation A, B, C, D

Assessment evidence in all Units:

Assessor observation checklists of practical activities and candidate reviewsheets.


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Careers Scotland Support

for School/College Collaboration for Scotland’s Colleges inthe Scottish Enterprise area

Since August 2006 Careers Scotland (SE and HI areas) has been funded by theScottish Government to support College/School Collaboration and encourage andpromote vocational educational choices for pupils in schools.

Careers Scotland (now part of Skills Development Scotland) has an important roleto play in selection, recruitment and pre-entry career guidance, as well as ongoingsupport and pre-exit career guidance, to ensure the pupils’ experience of SfW iscapitalised upon in any future career planning.

Careers Scotland activity takes place locally and nationally under 4 objectives:

• Providing careers advice, guidance and employability support to pupils andtheir parents pre, during and post vocational education experience, focusingprimarily but not exclusively on SfW pupils - demonstrating how theseeducational choices have implications for future career options, and supportthe achievement of future career goals and supporting effective transitions

• Providing targeted support to pupils at risk of becoming unemployed whowould benefit from undertaking a vocational course

• Partnership working to ensure vocational study is given parity of esteem with

other school and post school options, focusing on recruitment / selection andretention of pupils on vocational courses

• Capacity building through relevant shared CPD events and resourcedevelopment to increase understanding of the process of uptake of vocationaloptions and facilitate more effective support to pupils navigating these options

For further information on Careers Scotland (SE)’s involvement in school/collegecollaboration locally, please get in touch with your Careers Scotland Regionalcontact:

South East (Edinburgh & Lothians; Forth Valley; Borders)Stephen Benwell 01786 452043 [email protected]

North East (Tayside; Grampian; Fife)Val Ormiston 01592-631155 [email protected]

South West (Dumfries & Galloway; Ayrshire; Lanarkshire)Jean Geddes 01698 742192 [email protected]

West (Glasgow; Dunbartonshire; Renfrewshire)Sandra Cheyne 0141 242 8338 [email protected]


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Tutor Support Section


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Introduction

The main purpose of this Unit is to enable students to select and use the basictools and materials associated with mechanical and fabrication engineering at anintroductory level, leading to various practical activities and the manufacture of anartefact. During the manufacture, students will read simple engineering drawings,measure and mark, select appropriate materials and work to specified tolerances.

Students will learn terminology and skills during the process of the practical work.They will also develop work practices and attitudes that will enhance theiremployability skills.

The need to promote safe working practices in the engineering workshop withrespect to industry is paramount at all times.

Safe working practices should include:

• keeping the workplace tidy and free from obstruction

• maintaining good working relationships with others

• maintaining a positive attitude to instruction

• using tools for their intended use only

• using tools correctly

• being appropriately dressed for workshop activities

• wearing the relevant Personal Protective Equipment (PPE)

In addition to being taught the correct techniques for handling and using tools andmaterials, students should be given support in all aspects of the practical activitiesand employability skills.

The time allocations for each Outcome are intended as a guide only. The actualtime spent on each Outcome will depend on the ability and prior experience of thestudent.

The Outcomes in this Unit are practical and students should be given ampleopportun ity to handle and work with tools and equipment relevant tomechanical engineering and fabrication. Building student conf idence is avital and important part of the unit, therefore students should be givenadequate support in all stages of practical work.


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Extension Activities

There is a substantial degree of similarity between the Intermediate 1 EngineeringSkills: Mechanical and Fabrication Units and this Intermediate 2 Unit.

This means that the student handouts and elements of the activities in this supportpack are similar to those of the Intermediate 1 support pack. This is necessary foruse with students who have not progressed through the Intermediate 1 routealthough the outputs will need to be demonstrated at a higher skill level.


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Learning and Teaching with Under 16s

Scotland’s Colleges have made significant progress in meeting the needs ofyoung learners. Our knowledge of the learning process has increasedsignificantly and provides a range of strategies and approaches which gives us aclear steer on how lecturers can add to their skill repertoire. Lecturers can, anddo, provide a stable learning environment where young students develop a senseof self-respect, learn from appropriate role models and see an opportunity toprogress. There are basic enabling skills for practical application which canfurther develop the learning process for this group of students. So what are thecharacteristics of effective learning and teaching which will help to engage younglearners?

Ten ways to improve the learning process for under 16s(This list is not exhaustive!)

1. Activate pr ior knowledge and learning – ascertain what the learner knowsalready and teach accordingly. Young people do have life experience but it ismore limited than adult learners and they may not always be aware of how itwill assist them in their current learning.

Tips - Question and answer; Quick Quiz; Quick diagnostic assessment oncomputer; present key words from the course or unit and see how many theyrecognise or know something about.

2. Tune learners into the Big Picture – the tutor knows the curriculum inside

out and why each lesson follows a sequence, however the young learner doesnot have this information and is re-assured by being given the Big Picture.

Tips – Mind map or concept map; use visuals, for example wall displays ofdiagrams, photographs, flow charts; explain the learning outcomes in languagethey will understand; We Are Learning Today (WALT) targets and What I’mLooking For (WILF) targets; give clear and visible success criteria for tasks.

3. Use Advance Organisers – these are lists of the key concept words that arepart of the course or unit.

Tip – Highlight on any text the concept words that you will be using; make avisible list and put it on display – concept words can be struck off or referred toas they occur (NB this helps with spelling and independent learning as they donot have to keep checking meaning); highlight essential learning and actionpoints.

4. Vary the teaching approaches. The two main approaches are instructingand demonstrating, however try to provide opportunities to facilitate learning.

Tips – Ask students what they know now that they did not know before, orwhat they can do now they could not do before, at appropriate points in thelesson or teaching block; ensure there are problem solving activities that can


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be done individually or in groups; ask students to demonstrate what they havelearned; use a range of question and answer techniques that allowparticipation and dialogue, eg. provide hints and cues so that they can arrive atanswers themselves.

5. Preview and review of learning. This helps to embed previous learning andlistening skills and provides another opportunity to elicit learner understanding.Consolidates and reinforces learning.

Tips – At the beginning of each lesson, or session, review previous learningand preview what is coming up; at the end of each lesson or session, reviewwhat has taken place and what will be focussed on next time – these can bothbe done through question and answer, quizzes and mind mapping activities.

6. Language in the learning environment . Do not assume that the languagewhich is used in the learning environment is always understood by younglearners, some words may be familiar but do not have the same meaningwhen used vocationally.

Tips - At appropriate points ask students what words mean; explore thevarious meanings of words to find out if they may have come across thislanguage in another context; by looking at the structure and meaning of wordsthere is an opportunity for dialogue about learning and to build vocabulary.

7. Giving instructions in the learning environment. This is one of the mostdifficult tasks a tutor has to do whatever the curriculum area. With young

learners this may have to be repeated several times.

Tips – Ask a student to repeat back what you have asked them to do beforebeginning a task; ask them to explain the task to one of their peers; use theKISS principle – Keep It Short and Simple so that they can absorb and processthe information.

8. Effective feedback. Feedback is very important for the learner to assess theirprogress and to see how and what they can improve. Provide opportunities toengage in dialogue about the learning function of assessment – provide detailsof the learner’s strengths and development needs either in written or spoken

form. With younger learners identifying one or two areas for development issufficient along with acknowledgement of what has been done well.

Essentially, learners are helped by being given a specific explanation of howwork can be improved. You can also use summative assessment formatively,ie. as an opportunity to identify strengths, development needs and how toimprove.

Tips – Ask students themselves to identify their own strengths anddevelopment needs – self evaluation; peer evaluation of work can besuccessful once they have been taught how to do it; the tutor can produce a

piece of work and ask students to assess it anonymously; have a discussionabout the success criteria for the task and ensure the students are clear about


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them; allow learners to set criteria for success and then measure theirachievements against these.

9. Managing the learning behaviour . Under 16s are coming into Scotland’sColleges and training establishments from largely structured and routine-driven

environments in schools and early feedback from those undertaking Skills forWork courses indicates that they very much enjoy the different learningenvironment that colleges and other training providers offer. Rememberthough that these are still young learners. They will still expect tutors toprovide structure and routine, and will perform best in a calm, orderly learningenvironment. Young students will respond to firm, fair, and consistentmanagement. Such routines have to be established quickly and constantlyreinforced.

Tips - Health and safety is non-negotiable and consequences of non-compliance with the regulations should be made clear and adhered to at alltimes; set out your expectations from day one and provide a consistentmessage; have clear beginnings, middles and endings for each session; be apositive role model for your students, ie. be there before they are and managethe learners with respect; always deliver what you promise; build up goodrelationships and get to know the learners, make the curriculum interesting andstress the relevance of the learning; set up a positive behaviour managementsystem. By following these guidelines you will build up two-way respect,which, while sometimes challenging to achieve, can be very powerful and workto everyone’s benefit.

10.Care and welfare issues. School/college partnerships mean increasingnumbers of young learners in college. Tutors have to be aware of theirprofessional responsibilities and mindful of young people’s rights. Howevertutors have rights too, in terms of feeling safe and secure in working withyoung people and there are basic steps staff can take to minimise risks. It isessential that colleges ensure that tutors have a working knowledge of theChild Protection policies (local authority and college documentation) and followprocedures and policies diligently. School/College Liaison Officers will befamiliar with these documents and can provide support and advice. There arealso training sessions on Child Protection available from SFEU (see thefollowing page).

Tips - Avoid one-to-one situations with young students in a closed area; do notdo or say anything that could be misinterpreted; if the opportunity arises, dosome observation in schools to see and discuss how teachers use theguidelines for their own protection as well as the young person’s.

Most young people are a delight to work with and they will positively enjoy theexperience of learning in college. However, there will inevitably be some who aredisengaged, disaffected and who have not yet had an opportunity to experiencesuccess. ‘Skills for Work’ is a unique educational initiative that young people canbe motivated to buy into – you as the tutor are key to the success of these

programmes.


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Skills for Work Workshops

To take this 10 point plan forward and to add to it, you can attend one of SFEU’s‘Get Skilled Up’ half day workshops for tutors delivering Skills for Work Courses,when we explore further the learning process and look at a range of specific

teaching and learning techniques to use with the under 16 age group. To find outwhen the next event is visit our website www.sfeu.ac.uk or contact the LearningProcess team at SFEU on 01786 892000.

Child Protection Workshops

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

892000.


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General Guidance on Unit Delivery

The emphasis in this unit is on a practical approach in which the studentscomplete practical tasks and activities. The unit is also designed to focus on theemployability skills that employers value.

The Unit should be delivered in a workshop environment with students beingappropriately dressed. Health and Safety should be emphasised at the start andfinish of each practical activity. Students should wear overalls, safety footwear andother PPE (Personal Protective Equipment) as required in the workshop. Theyshould be made aware that employability skills such as attendance, punctuality,working with others, seeking advice and reviewing their progress will also bedeveloped, supported and monitored. It is important that students evaluate theirprogress with employability skills and at the same time start to evaluate theirpractical skill development and state what they were good at and what they were

not so good at in both areas.

As students progress through the practical activities, it is envisaged thatopportunities will arise to discuss employability skills development and perhapssubsequent career paths. There should be adequate time to progress mechanicaland fabrication engineering skills whilst at the same time giving each student agood insight to engineering both locally and nationally.

Associated knowledge and skills to be developed include:

• names and use of tools

• safe workshop practice

• comprehension of information from simple drawings

• commonly used terminology.

The Unit could be integrated for delivery with other units of the course and if this isthe case this support pack should be used in conjunction with that of other units.

The unit is also an ideal opportunity to progress Core Skills within the context ofMechanical and Fabrication:

Numeracy Skills: in the form of measuring and cutting material.

Working with Others: is a valid and inherent skill in any workplace or workshop,and students should be actively encouraged to seek advice from their tutor andwork with their peers as part of a team.

Problem Solving: engineering is beset with problems and trades people arefaced on a daily basis with problems that require efficient and cost effective

solutions.


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Communication: part and parcel of the engineer’s working life is communication,whether it be taking in oral or written instructions, interpretation of drawings,interpretation of manufacturers’ manuals, making an oral presentation or simplygiving instructions to others.

IT: is linked to all of the above. Most engineers use IT to aid numeracy skills, tocommunicate and to problem solve. IT is widely used to present and recordinformation and to provide graphic communication for engineers. The Internet is avaluable resource to enable students to seek additional information about toolsand processes.


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Unit Induction

Although the Unit will have been outlined at the course induction it is vitallyimportant to include an induction to the Unit. The students need to know whatexactly the unit is about, what they will accomplish and achieve and, just as

important, what is expected of them. The overall practical aspect of the courseand unit will need to be reinforced. It should be stressed at unit induction that theskills valued by employers such as timekeeping, attendance etc will be monitoredand recorded and that all students will be encouraged to show a positive attitude.The short time spent on Unit induction will pay dividends later in the Unit.

Unit induction can start with some practical work - students will want to get stuckinto the fun part as soon as they possibly can. Then to keep up their enthusiasm,the following should be introduced:

• an outline of the Unit content – what they’re going to be doing

• how it fits in to the Engineering Skills Course

• your plans for teaching the Unit – how they’ll be learning the practical skills

• assessment methods and schedule

• where employability fits in – start by asking them what they think!

• a section on health and safety

• a practical mechanical and/or fabrication activity

• the importance of regular attendance and good timekeeping to encourageemployability skills development - get them into good habits just as if they wereat work and in employment!

• you might also think about inviting an engineer or engineering apprentice froma local firm to speak to the class about their work, about job prospects in theengineering industry and to reinforce the value that employers put onemployability skills.

Health and Safety - Note

Students need to understand their roles andresponsibilit ies in relation to health and safety.Students may already have an appreciation ofhealth and safety issues in one of the othercourse units but it should be emphasised to themthat in this unit they may be dealing with adif ferent set of potential hazards and that eachpractical activity will probably start and end with

health and safety issues relevant to the practicalskills covered in the lesson.


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Scheme of Work

In the Mechanical and Fabrication Unit students will learn to select and use thecorrect tools, equipment and materials required to manufacture an artefact(s) from

a diagram or given specification. Students will also develop and use engineeringskills including measuring, marking, cutting, shaping, drilling and tapping, formingand joining.

At the beginning and throughout each Outcome of the Unit the following should beemphasised and adhered to:

Safe Working Practices in theWorkshop

The Care and Use of PPE

• Workshop Safe Working Practices

• Workshop Housekeeping

• Health and Safety

• Accident Procedures

• Fire Alarm Procedures

• footwear

• overalls

• eye protection

• hand protection

The first three Outcomes should be taught in order with Outcome 4 integratedthroughout all the practical activities.

Outcome 1 (approximately 5 hours)

Identify and use tools to measure and mark selected engineering materials

Identify engineering materials and statea reason for use

• low carbon steel

• copper

• stainless steel

• aluminium

• non metallic

• mechanical properties of materials

• reasons for use such as corrosionresistance, non-magnetic,lightweight, strong

Mark out pieces accurately fromdrawings and material specifications

• engineering drawings

• specifications


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Complete a quality check to ensuremarked dimensions are within specifiedtolerances

• drawing interpretation

• dimensions

• quality check

Correctly observe safe workingpractices in all practical activities• appropriate aspects of currentHealth and Safety legislation

• COSHH (Control of Substances

Hazardous to Health) Regulations

• systems of work relevant to theworkshop/workplace


Identify, select and use a range of metal working tools

Identify a range of metal working toolscorrectly and clearly state their function

Select and use a range of metalworking tools correctly for given tasks

• hammer

• chisel

• hacksaw

• tin snips

• shears

• files

• drills and taps

• heat source

• anvil

• vice

• formers

• hammers

• mallets

• stakes

• rolls

• folders

• riveting (pop and solid)

• bolting

• screwing

• MIG/MAG welding

• adhesives


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Correctly observe safe workingpractices in all practical activities

• appropriate aspects of currentHealth and Safety legislation

• COSHH (Control of SubstancesHazardous to Health) Regulations

• systems of work relevant to the

workshop/workplace


Manufacture an artefact from given drawings

Produce an artefact from givenworking drawings and materialspecifications.


• material selection

• cutting

• shaping

• forming

• joining

Functional dimensions of the artefactare within specified tolerances.


• general tolerance

• length

• breadth

• height

The quality and finish of thecompleted artefact complies with thespecification.


• dimensions

• finish

• quality check

Safe working practices are correctlyobserved in all activities.

•

appropriate aspects of currentHealth and Safety legislation

• COSHH (Control of SubstancesHazardous to Health) Regulations

• systems of work relevant to theworkshop/workplace

Complete a quality check on ownfinished artefact


• dimensions

• finish

• quality check


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Review and evaluate own employability skills in practical engineeringcontexts.

Review and evaluate ownemployability skills.

Seek and record feedback on ownperformance in employability skills.

Make a judgement on own strengths,weaknesses and learning points inrelation to employability skills.

Identify action points for improvementin relation to employability skills.

Demonstrate specific employabilityskills correctly and complete a ReviewSheet covering:

• maintaining good timekeepingand attendance

• showing health and safetyawareness

• selecting and using engineeringtools and materials


• self review and evaluation.


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Health and Safety Considerations

General safety in the workplace

This deals with the issues of:

• General Health and Safety

• Personal Protective Equipment (PPE)

• Safe working techniques (including tool-handling)

• First Aid

• Fire Alarm

• COSHH

• Good housekeeping in the working environment

• Manual handling

Each student will require the minimum PPE of safety boots and overalls for mostworkshop activities. In some cases students may require additional equipmentsuch as goggles, gloves, safety spectacles or ear defenders.

Safe working techniques will include general workshop behaviour and protocol.This will include the correct handling and transportation of tools; tool safety;workshop layout; and procedures for starting and finishing practical activities.

First Aid considerations should include awareness of the nearest first aid station,first aider, first aid procedures, accident and ‘near miss’ reporting, and avoidanceof potential accidents.

Fire Alarm evacuation procedures should be practised and students madefamiliar with the audible warning sound, alarm points, location of fire fightingequipment, fire exits, assembly areas and correct conduct under alarm conditions.

The Control of Substances Hazardous to Health (COSHH) must be stressed ifstudents are subjected or exposed to any chemicals, fumes, dust or irritants.

Good housekeeping is the welfare of all participants and the general workingconditions in the workplace. This will include safety, PPE, behaviour, conduct,storage and condition of tools and equipment, walkways and handling anddisposal of waste oil and scrap materials.

Whilst the tasks may not always require the movement or handling of heavyobjects, the use of safety footwear and manual handling techniques should bediscussed and encouraged as a matter of good safety practice. Some tasks mayrequire using heat or a heat source and students should be made aware of thedangers of both hot and previously heated materials and workbenches.


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Personal Safety

The students need to appreciate that they are responsible for their own safety andthe safety of others. This will include their conduct and behaviour in all activities.Safe working practices in workshops and the safe use of tools and equipment

should be emphasised.

In all the activities students are asked to perform they should be encouraged tomake sound judgements on issues such as:

• the effect of their actions on fellow students

• are the tools and equipment in good usable condition?

• are they being asked to carry out an action they are unfamiliar with?

• should they seek advice from an appropriate person?

Students’ personal dress should be hardwearing and give protection againstgrease/oil/heat etc. This clothing should not have any loose sleeves.

Students should be dissuaded from wearing sports trousers and tops as theseitems are nearly always manufactured from plastic materials and are not suitablefor engineering workshop use.

No jewellery of any form should be worn and neither should any piercings beworn.

Further information on Health and Safety can be found in the SFEUPublication ‘Engineering Skills: Course Guidance and Employability SkillsIntermediate 2.


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Signposting of Employability Skills

In addition to the specific vocational skills developed in this Unit, students willhave opportunities to develop and apply their knowledge and understanding of theemployability skills.

Throughout the pack there are numbered flags, like the one shownhere, showing which specific employability skill can be highlightedand/or assessment evidence recorded when students are busy withthe various activities in the Unit.

1Maintaining good timekeepingand attendance*

6 Planning and preparing for work

2Showing health and safetyawareness*

7 Applying time management

3Selecting and using engineeringtools and materials*

8 Awareness of environmentalconsiderations

4Interpreting engineering drawingsand specifications

9 Quality checking own work*

5Working cooperatively withothers

10 Self review and evaluation*

The employability skills marked with an asterisk* are directly assessed in this Unit.

Guidance on Integrating Employability Skills

The Unit is designed to give the students the technical knowledge, skills andunderstanding associated with a range of skills in fabrication at this level but at thesame time it should help the students to develop an awareness of what

opportunities there may be within engineering in terms of the types and range ofcareer paths and options.

It is anticipated that the development and recording of employability skills will beongoing throughout each practical unit. It should be stressed at unit induction thatthat skills valued by employers such as timekeeping, attendance etc will bemonitored and recorded and that all students will be encouraged to show apositive attitude. Tutors should look for every opportunity to teach about the valueof developing good employability skills whilst also teaching trade specific skills.

1, 5, 6, 7


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Generating Evidence and Assessment Opportunit ies forEmployability Skills

The unit is designed around practical assignments which should enable thestudents to develop and apply practical, technical and communication skills as afoundation for future learning and progression. As instances arise naturally withinthe completion of practical assignments, job roles and career paths may bediscussed so that all students are aware of progressions within the engineeringsector. These discussions will also encourage an interest in engineering ingeneral.

It is important in that the students develop the ability to reflect on how theyperformed in the completion of tasks. In the context of this Mechanical andFabrication unit this will involve reflection on the development of both practical andemployability skills. The skill of evaluation lets the students analyse what they did

well, what they did not do so well and how they can improve. This means they willdevelop an awareness of their individual strengths and weaknesses.

The unit also encourages the students to apply new found knowledge andunderstanding of engineering in the completion of practical assignments by usingskills of evaluation and problem-solving in a vocational context.

The following employability skills will be assessed in this unit. However, pleasenote that it is expected that all the other employability skills are also developedthroughout the unit.

• maintaining good timekeeping and attendance

• showing health and safety awareness – to include wearing PPE, safe workingpractices and understanding a basic risk assessment

• selecting and using engineering tools and materials – source and use tools ina correct and safe manner, use tools solely for the purpose for which they aredesigned and selection of engineering materials


• self review and evaluation – to include identifying strengths and weaknesses,identifying learning points from practical experiences and having a positiveattitude to learning

You will find and create countless opportunities to help students develop theiremployability skills. Some ways of going about it to get you thinking are given inthe next pages and are also in the SFEU Publ ication ‘Engineering Skills:Course Guidance and Employability Skills Intermediate 2.


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EmployabilitySkills

Delivery Advice

Timekeeping andattendance

•

Make your expectations clear right from the start of the course or Unit. A good initial activity is to have the students write the class guidelinesthemselves by identifying pros and cons of good and poor attendanceand timekeeping – the benefits in the workplace of one and theconsequences of the other.

These guidelines or ground rules can be posted in the workplace andreferred to on a day to day basis.

• Relate your ground rules to the world of work, eg. arrive on time, back

from breaks on time etc. The measure of a student’s success in thisaspect is for them to be honest in their appraisal of their performanceand in making progress. ‘Distance travelled’ should be adopted, ratherthan a particular minimum percentage of classes attended.

Attendance and timekeeping should be monitored throughout theCourse and Units. Students should be given feedback on theirperformance – both good and bad – in this regard. If you take note ofpatterns in performance it should be easy to give the students accuratefeedback.

1


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Showing healthand safetyawareness

• Health and Safety is very important to employers and is a key part ofthe learning and teaching of each Unit from the first workshopsession to the last and so there should be ample opportunity tocollect evidence of health and safety issues.

• Safe Working Practices

• A basic Risk Assessment

• Identification of hazards by students

• First Aid and Fire awareness.

• Discussion on what PPE might be required for specific tasks and theimportance of PPE in the protection of everyone.

2


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Selecting andusing engineeringtools and materials

• The sourcing of tools means that each centre must inform the studentsof the procedures to be followed for the acquisition of tools andequipment.

• The correct use of tools must be demonstrated before students areallowed to practise the skill. Reinforcement on the dangers of misuse oftools must be stressed.

• Movement of tools to be completed in a safe manner.

• Each tool has a function that it was designed for and use or misuse ofthe tool for any other task/purpose should be discouraged.

• Students should be encouraged to report any faulty or worn tools. Eachtool must be clean and free from defects at the start of the practicalactivities and at the end. Students must be made aware that if a tool isworn or becomes unusable that they are responsible for reporting thefault.

• Tools should always be returned to their proper storage place.

• Categories of materials - ferrous, non ferrous and non metallic.

• Students informed of where each category is used.

• Basic mechanical properties of materials explained.

• Reasons for use of each material

• The properties and reasons for use of common engineering materials.

3


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Resources

It is expected that this unit will be taught in an experiential manner within a fullyequipped, safe and suitably arranged engineering workshop. Resources required

for individual lessons are set out in each lesson plan.

Useful Websites

Listed below are websites that may be of assistance to you or your students:

• Careers, Safety and Employabil ity

Careers Scotlandhttp://www.careers-scotland.org.uk/home/home.asp

SEMTA

http://www.semta.org.uk/

The Scottish Electrical Charitable Training Trusthttp://www.sectt.org.uk/

EMTA Awards Ltd (EAL) Engineering and Technology industry awarding bodyhttp://www.eal.org.uk/

Health and Safety Executivehttp://www.hse.gov.uk

COSHH – Control of Substances Hazardous to Healthhttp://www.hse.gov.uk/coshh/

Employability Framework for Scotlandhttp://www.scotland.gov.uk/Topics/Business-Industry/Employability

• Tools and Materials

Tool-up (commercial site)http://www.tool-up.co.uk/


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Corus: automotive and mechanical engineering steelshttp://www.corusgroup.com/en/products/bar_and_billet/steel_types/automotive_and_mechanical_eng

Encyclopediahttp://www.encyclopedia.com/

Wikipedia: free encyclopediahttp://en.wikipedia.org/wiki/Main_Page

Engineering: definition from Wikipedia free encyclopediahttp://en.wikipedia.org/wiki/Engineering

Technology Studenthttp://www.technologystudent.com/index.htm

FENC – aims to be the leading community for vocational blended learninghttp://www.fenc.co.uk

Internet guide to engineeringhttp://www.eevl.ac.uk/engineering/

Mechanical Engineering magazinehttp://www.memagazine.org/

Health and Safety: free leaflets: engineeringhttp://www.hse.gov.uk/pubns/engindex.htm

Technology at GCSE: Materialshttp://www.btinternet.com/~hognosesam/gcse/page11.html

The Welding Institutehttp://www.twi.co.uk

Mechanical Engineering Information and Tableshttp://www.roymech.co.uk


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Lessons, Materials and Tools

In the following lesson plans, which are intended as a guide only, the simplepractical tasks are designed to integrate engineering skills such as:

• Identification, selection and use of materials

• Identification, selection and use of tools and equipment

• Interpretation of engineering drawings and specifications

• Employability skills

‘Work Instruction Sheets’ are included here but more detailed ‘Workshop TaskSheets’ for the students are included at the end of the Student Support Section.

Actual timings and lesson content will be dependent on individual centres’timetabling arrangements.

Each lesson must start with the health and safety requirements that will beapplicable to that particular lesson and any additional PPE that might be required.

Emphasis should also be placed on the requirements of students to be presentand on time for the lesson – employers will not tolerate non-attendance or late-coming.

In each Lesson Plan, the tools and materials applicable to the lesson are listed.This list is for guidance only and can be supplemented as necessary.

It is anticipated that the use of engineering terminology, drawings, tools andmaterials will lead to discussion about roles and responsibilities in industry. Thiscould include manufacturing processes or indeed any processes used in localfirms.

Practical Tips

It is expected that as each basic practical skill is demonstrated, good practice willbe emphasised. Also good trade specific hints or tips should be included in thelesson. It is also suggested that some or all of the following should be integratedwith the range of practical activities:

• The use of employed apprentices attending college to aid workshop sessions

• The use of various speakers/experts/tradespersons to aid employability skillsand knowledge of local industry

• The use of ICT if appropriate


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Lesson 1

Identification and Use of Materials

Objectives:

• Identify and use materials by name and purpose – reasons for using aparticular material – restricted to low carbon steel, stainless steel, copper,aluminium and non-metallic.

• Mechanical properties of materials – restricted to hardness, strength,toughness, magnetic field, corrosion resistance, weight and colour.

• Correct methods of handling, care of and storage of materials – the correctmethod of transportation, the care of the materials in terms of usage andstorage should be demonstrated and emphasised

Resources:

• PPE

• Student Support Section materials

• Materials – low carbon steel (LCS), stainless steel, copper, aluminium, non-metallic

• Tools – scriber, hammer, centre punch, vice magnet

Learning and teaching process:

• use group discussion to determine the level of student knowledge of materials – develop this to discuss the need for selection in terms of service conditions,costs, specifications and drawings

• identify listed materials by name

• identify listed materials by purpose

• state mechanical properties of given materials

• state and demonstrate correct methods/techniques of handling and storage.


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Lesson 2

Identification and Use of Tools

Objectives:

• Safe working practices, health and safety regulations and employability – toestablish a level of knowledge and understanding of health and safety andemployability.

• Identify and use tools by name and purpose – the safe use and recognition oftools in terms of their name and purpose. Emphasis should be on the correctuse for each tool.

• Correct methods of handling, care of and storage of tools – the correct methodof tool transportation, the care of the tool in terms of usage and storage should

be demonstrated and emphasised.

Resources:

• PPE


• Tools:

• rule • tape measure • colourant

• scriber • centre punch andhammer

• dividers

• surface table • engineer’s square • micrometer

• hacksaws • folding & forming • snips/shears

(various types)

• chisels • drills • taps

• dies • files (various types) • digital

• screwdrivers(various types)

• caliper (varioustypes)

• bench vice

• clamps (varioustypes)

• pliers (varioustypes)

• hot working


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• use group discussion to determine the level of student knowledge of healthand safety issues; develop this to discuss the need for general health and

safety in the workshop environment; emphasise the student’s own health andsafety and that of others in the workplace especially relating to tools andequipment.

• use small groups to establish requirements for a safe learning environment;what that environment looks like, feels like and sounds like. Small class groupsof no more than 5 can design a poster that will list all the requirementsnecessary for a safe learning environment. Groups should be given around 20minutes to complete the poster. Completed posters can be displayed aroundthe workshop, if appropriate. Use results to promote awareness of a safelearning environment for individuals and class groups. This can then be

extended to the general learning environment and the development ofemployability skills such as attendance, punctuality, working with others etc.

• identify listed tools by name

• identify listed tools by purpose

• state and demonstrate correct methods/techniques of using listed tools

• allow students to practise tool usage on simple tasks

• use group discussion to develop the need for proper care and storage of listedtools.


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Lesson 3

Using tools and materials to mark, cut, shape and form

Objectives:

• Identify and use materials by name and purpose – reasons for using aparticular material

• Identify and use tools and equipment to mark, cut, shape and form material

• Correctly and accurately check own work

• Demonstrate safe working practices.

Resources:

• PPE


• Material – LCS plate

• Tools:

- rule

- scriber

- engineer’s square

- divider

- centre punch

- hammer

- shears

- files

- folder

- vice


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• use the Pulley Parts (Part A) drawing to determine the required specification

• use group discussion to determine the level of student knowledge of materials;develop this to discuss the need for selection in terms of service conditions;

costs, specifications and drawings



• demonstrate methods of marking out, cutting, shaping and forming

• highlight avoidance of scrap and making use of available resources

• identify checks for accuracy.


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Lesson 4

Using too ls and materials to mark, cut, shape, drill , tap andthread

Objectives:

• Identify and use materials by name and purpose – reasons for using aparticular material

• Identify and use tools and equipment to mark, cut, shape, drill, tap and threadmaterial

• Correctly and accurately check your own work

• Demonstrate safe working practices

Resources:

• PPE


• Material – LCS plate and bar

• Tools:

- rule

- scriber

- engineer’s square

- micrometer

- dividers

- hacksaw

- files

- drills

- taps

- dies


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• use the Pulley Parts (Parts B - E) drawing to determine required specification

• use group discussion to determine the level of student knowledge of materials;develop this to discuss the need for selection in terms of service conditions;

costs, specifications and drawings



• demonstrate methods of marking out, cutting, shaping, drilling, tapping andthreading

• introduce time management by allocating a notional time for a task

• identify checks for accuracy.


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Practical Activ ity Checklist

Checklist to monitor each student’s progress in completing the lessons.

Student Name Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5


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NOTE:

The more able candidates may complete the Practical Act ivi ties at a greaterspeed – on completion they could attempt some additional tasks at a

comparable skill level. Where time does not permit the tackling of moresophisticated activities, those such as in the Support Materials forEngineering Skil ls: Mechanical (Intermediate 1) and Fabrication(Intermediate 1) wil l provide a useful exercise(s) for ski ll developmentalthough these are set at a lower skill and tolerance level.


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Student Support Section


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Employability Skills

This Student Support Section focuses on the trade-specific aspects of the unit.Further information and activities on the following aspects, which should be

incorporated into learning and teaching throughout the unit, can be found in theSFEU publication: Engineering Skills (Intermediate 2): Course Guidance andEmployability Skills support pack.

Tools and Materials

Information for students on the main tools and materials for this unit are provided.Further information on general workshop, measuring and marking and general joining tools is given in the SFEU publication - Engineering Skills (Intermediate 2):Course Guidance and Employability Skills support pack.


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Welcome to Mechanical and Fabrication Engineering

In the Mechanical and Fabrication Unit you’ll usetools, materials and equipment to make a range of

artefacts (models) by cutting, shaping, forming and joining engineering materials such as metals andnon-metals.

In order to cut , shape, form and join engineering materials you will learn to cut,shape, drill and tap holes, manufacture screw threads, form by hot and coldworking and join using MIG/MAG welding, riveting, screwing and adhesives tomanufacture a pulley.

The skills built into the unit include:

• health and safety awareness in the workshop

• measuring and marking

• reading drawings

• correct use of tools and equipment

You’ll develop these skills in a series of lessons where you’ll manufacture parts of

a pulley and eventually assemble it. Your tutor may then give you furtherexamples to work on when you’ve got the hang of the skills required.

Once developed and mastered, these skills can be transferred to other processesin engineering and will help if you decide to make a career in engineering.

You will learn to use tools safely to mark, cut, shape, form and join engineeringmaterials.

Listen to your tutors – they have lots o f experience to pass on to you.

If at any time you are unsure about what you’re doing, just ask.

Engineers constantly ask questions – you need to do the same!

Your tutors are there to help you and will welcome your questions.

Enjoy the unit!


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Introduction

This Mechanical and Fabrication unit is part of a course which will provide youwith an opportunity to show quality skills in engineering activities.

The unit lets you see what it’s like to work in an engineering workshopenvironment. The tasks you’ll be doing will allow you to experience mechanicaland fabrication engineering skills. This means that you have to understand thevarious aspects that will have an effect on you in the work environment.

We’ll be looking at:

• safety

• basic engineering tools

• materials and processes

• employability

all of which are essential skills that you can transfer into almost any situation. Theemployability skills will help you to develop the skills that employers value and willgive you an opportunity to think about your own performance.

The ability to read and interpret drawings is an important skill. When you can dothis, you’ll be able to tackle many projects and in any form of engineering

employment you might eventually follow. The drawings will get more complex asyou progress through the unit, but don’t worry - we’ll take it in easy stages.

If you have previously completed the Engineering Skills: Intermediate 1 courseyou will find that you will develop additional practical and employability skills in thiscourse. You will also be expected to work to closer tolerances in all practicalactivities. Your tutor may also allow you to investigate other engineeringmanufacturing methods that you could input to other course units.

Safety in the workshop

It’s very important that you are aware of your responsibilities in theworkshop - safe working practices, respect for yourself, care and useof tools and equipment and the safety of others working within thesame environment.

Everyone in the workplace is responsible for their own safety and the safety ofothers who might be affected by their work. This means that, no matter how newand inexperienced you are to engineering you have a responsibility for safety.


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The successful and safe completion of any practical work starts with everyonethinking about health and safety and what protection must be taken to ensure thatthe workplace is a safe and secure environment. Always:

• ‘think safety’

• act responsibly

• plan your work

• keep your work area tidy.

REMEMBER THAT THE USE OF HEAT BRINGS ITS OWN SAFETY ISSUES


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Are you Employable?

All engineers have specific practical skills but they also have employability

skills. Employability skills are valued by employers because they mean that theiremployees:

• understand the workplace and their responsibilities as employees, for exampletimekeeping, appearance, customer care

• can think about the work they’ve done and how they did it – and decide whatthey could do to improve it

• are keen to learn

• try to work out solutions to problems instead of walking away from them orleaving them to someone else

• are willing to give anything a go and don’t mind change

• have confidence to set goals, reflect and learn from experience.

These employability skills are in this Unit and to get the most out of your unit youshould always:

• maintain good timekeeping and attendance

• show health and safety awareness

• select and use engineering tools and materials

• quality check your own work

• self review and evaluate

Remember - this unit is designed to help you to decide ifengineering is for you and to understand what tradespersonsactually do in their place of work.


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Safety in the Workshop

Engineering workshops can be busy, noisy places with moving machinery. Theypose a danger to you unless you are a trained engineer and know how to use thetools, equipment and machinery. A typical workshop will include benches fittedwith vices with a wide variety of workshop tools that may include power tools.

In order to start learning engineering skills in the workshop you’ll have to usematerials, tools and equipment. However using these materials, tools and

equipment can be dangerous to both you and others.

So the first consideration at the start of every practical session is:

Health and Safety

Al

Documents

Engineering Skills - Mechanical and Fabrication