CB3737 - Engineering Communicationhame.uk.com/wcs/material/Eng Comms/DV9N 34 Engine… · · 2012-09-05Learning and Teaching Pack Engineering Communication DV9N 34 . ENGINEERING

Learning and Teaching Pack

Engineering Communication

DV9N 34

ENGINEERING COMMUNICATION

© SQA

Publishing information

First edition

Published date: August 2007

Publication code: CB3737

First Published 2007

Published by the Scottish Qualifications Authority

The Optima Building, 58 Robertson Street, Glasgow G2 8DQ

Ironmills Road, Dalkeith, Midlothian EH22 1LE

www.sqa.org.uk

The information in this publication may be reproduced in support of SQA qualifications. If it is reproduced, SQA should be clearly acknowledged as the source. If it is to be used for any other purpose, then written permission must be obtained from the Assessment Materials and Publishing Team at SQA. It must not be reproduced for trade or commercial purposes.

© Scottish Qualifications Authority 2007


© SQA — Contents

Contents

Introduction to the Unit.....................................................................................1 Assessment information...................................................................................4 Section 1: Introduction .....................................................................................5 Introduction to this section ...............................................................................6 Assessment information for this section...........................................................6

Engineering communication .........................................................................7 Introduction ..................................................................................................7 Sketching as a form of communication.........................................................7 Computer simulation and modelling — from games to engineering systems ........................................................................................................7 Presentations — preparing materials and yourself.......................................8

Summary of this section.................................................................................10 Answers to SAQs...........................................................................................11 Section 2: Sketching ......................................................................................12 Introduction to this section .............................................................................13 Assessment information for this section.........................................................14 Outcome 1 .....................................................................................................15

Techniques.................................................................................................15 Straight lines...............................................................................................15 Curved lines ...............................................................................................16 Text ............................................................................................................16 Shapes .......................................................................................................17 Isometric views (solid objects)....................................................................18

Summary of this section.................................................................................22 Section 3: Simulation and modelling of systems............................................23 Introduction to this section .............................................................................24 Assessment information for this section.........................................................25 Outcome 2 .....................................................................................................26

Simulation and modelling of systems .........................................................26 Pneumatic circuit simulation.......................................................................27 Electronic and electrical circuit simulation ..................................................30 Modelling....................................................................................................34

Summary of this section.................................................................................35 Section 4: Presentation..................................................................................36 Introduction to this section .............................................................................37 Assessment information for this section.........................................................38 Outcome 3 .....................................................................................................39

Guidelines for producing effective presentations........................................39 Summary of this section.................................................................................55 Glossary.........................................................................................................56


© SQA — Contents


© SQA — Introduction 1

Introduction to the Unit

What this Unit is about

This Unit is about sketching 2D and 3D systems and components; developing

knowledge, understanding and skills in simulating engineering systems and

sub-systems using appropriate software; and developing oral communication

skills with respect to engineering systems or technology in general.

Outcomes

1 Sketch engineering components and system layouts using appropriate

standards and conventions.

2 Simulate, using appropriate software, engineering systems or sub-

systems.

3 Communicate the analysis and evaluation of an engineering system or

sub-system.

Unit structure

This Unit contains the following study sections:

Section number Section title Approximate study time

1 Introduction 1 hour

2 Sketching components 9 hours

3 Simulation of engineering systems

20 hours

4 Presentation 10 hours

How to use these learning materials

The recommendation is that you work through the Unit in the order shown

above. Feel free to support your study with other materials and resources. For

some of the tasks and activities (see below) you will need to have access to

suitable devices and test equipment. More details are shown in the section

listing other resources required.



Symbols used in this Unit

These learning materials allow you to work on your own with tutor support. As

you work through the course, you’ll encounter a series of symbols which

indicate that something follows which you’re expected to do. You’ll notice that

as you work through the study sections you will be asked to undertake a

series of activities and self-assessed questions (SAQs). An explanation of the

symbols used to identify these is given below.

Activity

A

This symbol indicates an activity, which is normally a task you’ll be asked to

do which should improve or consolidate your understanding of the subject in

general or a particular feature of it.

The suggested responses to activities will follow directly after each activity.

Self-assessed question

?

This symbol is used to indicate a self-assessed question (SAQ). Most

commonly, SAQs are used to check your understanding of the material that

has already been covered in the section.

This type of assessment is self contained; everything is provided within the

section to enable you to check your understanding of the materials.

The process is simple:

• You are set SAQs throughout the study section.

• You respond to these, either by writing in the space provided in the

assessment itself or in your notebook.

• On completion of the SAQ, you turn to the back of the section to compare

the model SAQ answers to your own.



• If you’re not satisfied after checking out your responses, turn to the

appropriate part of the study section and go over the topic again.

Remember — the answers to SAQs are contained within the study materials.

You are not expected to ‘guess’ at these answers.

Remember that the activities and SAQs contained within your pack are

intended to allow you to check your understanding and monitor your own

progress throughout the course. It goes without saying that the answers to

these should only be checked out after the activity or SAQ has been

completed. If you refer to these answers before completing the activities, you

can’t expect to get maximum benefit from your course.

Other resources required

• Sketching equipment — pencil, eraser, models for drawing

• Pneumatic simulation software

• Electronic circuit simulation software

• Presentation software and data projector


© SQA — Assessment information 4

Assessment information

How you will be assessed

There will be four practical assessment tasks: one for Outcomes 1 and 3, and

two for Outcome 2. You will be required to carry out each activity and submit

appropriate documentation.

When and where you will be assessed

Each task will follow your study of each Outcome. The practicals will be

scheduled and organised by your study centre.

What you have to achieve

You must complete each task satisfactorily, including the presentation and

analysis of the results you obtain.

Opportunities for reassessment

Normally, you will be given one attempt to pass an assessment with one

reassessment opportunity.

Your centre will also have a policy covering ‘exceptional’ circumstances, for

example if you have been ill for an extended period of time. Each case will be

considered on an individual basis, and is at your centre's discretion (usually

via written application). They will decide whether to allow a third attempt.

Please contact your tutor for details regarding how to apply.


© SQA — Section 1: Introduction 5

Section 1: Introduction



Introduction to this section

What this section is about

This section discusses the role of sketching as a means of communication

and the use of simulation software to verify circuits and systems. It also

introduces presentation techniques used when communicating a topic to an

audience.

Outcomes, aims and objectives

The aim is to provide you with relevant knowledge on sketching engineering

systems and components..

Approximate study time

One hour should be allocated to this section.


None

Assessment information for this section


There is no assessment for this section.



Engineering communication

Introduction

This Unit is concerned with three aspects of communication with respect to

engineering systems.

Sketching as a form of communication

Engineers are expected to be able to sketch components which combine to

form an engineering system, or to sketch the system itself. The ability to draw

quickly and legibly is a skill that most engineers find very useful. For example,

engineers are often working on-site or away from their desk. They do not have

access to drawing software but need to communicate a system layout, or the

position or orientation of a component, to other members of staff or to

customers. The easiest way of doing this is to make a sketch of it. This sketch

can be used to show the desired information or used to draw a finished

drawing on a CAD system.

The skills that will be developed in this Unit will include both 2D and 3D

sketches of components, including text and dimensions.

? 1.1

List examples of where you think sketching would be of use to you.

Computer simulation and modelling — from games to engineering systems

Computer modelling tends to mean static or still computer images. Kitchens,

for example, are modelled in 3D to show what the layout would look like in the

actual kitchen, and a walk through can be done by the computer to show the

different views as if you were actually walking through the kitchen. These

images can be viewed from any direction, rendered to show colour and

texture, and have shadows for a more realistic effect.



Most of you will be very aware of ‘computer simulation’ from your experiences

of games consoles or visits to theme parks, etc. A common games simulation

is driving a car — you either use keys or a mock steering wheel to drive your

way through a street or race track which is graphically displayed on a screen.

Engineers also use the same method to verify or prove that something

‘works’.

You will be shown how to generate graphical displays of engineering systems

and then how to use the software to ‘run’ the simulation, which shows the

performance of the system graphically on the screen. This can be by parts

moving or values being calculated and displayed. This gives engineers a high

level of confidence that the system is working correctly to the given

specification.

It is usually faster and cheaper to use software to mimic a real system than to

build a prototype and test it to verify that it works correctly.

? 1.2

List examples of any computer simulations or models you have used or have

seen being used.

Presentations — preparing materials and yourself

Giving a presentation to an audience can be a very daunting task for most of

us, but if your preparations are good and you use a software package to help

with the presentation, the task becomes easier, as most of the fear is

removed. There are many excellent professional presenters and actors on TV

who make mistakes from time to time. The TV programme ‘It’ll Be Alright on

the Night’ testifies to that. You should therefore not expect too much from

yourself, and your nerves will no doubt become evident prior to starting. Once

you have started the process, it becomes easier, and you eventually become

more relaxed and the presentation starts to flow more freely.

Presenters use different styles. Take Jonathan Ross for example — his

presentation style is humorous, relaxed, and he looks as though he is



enjoying himself. On the other hand, Trevor MacDonald is much more serious

and thoughtful, but is still an excellent presenter for the type of programmes

he does, as is Jonathan Ross for his shows.

? 1.3

Write down the names of presenters you have seen on TV or otherwise,

stating their particular strengths or style.



Summary of this section

In this section you have been introduced to sketching 2D and 3D shapes and

components, the use of computers for simulation of electrical and pneumatic

circuits, and techniques for giving a presentation to an audience.



Answers to SAQs

? 1.1

List examples of where you think sketching would be of use to you.

You might have included: directions to your house, changes to a house, a part

or component that has to be made, etc.

? 1.2

List examples of any computer simulations or models you have used or have

seen being used.

You might have included: car designs, electronic circuits, houses/buildings,

specific computer games, arcade simulators, etc.

? 1.3

Write down the names of presenters you have seen on TV or otherwise,

stating their particular strengths or style.

Noel Edmonds — lively, warm, friendly and funny

Sir Patrick Moore — slow paced, deliberate and serious

Jackie Bird — friendly, serious and factual


© SQA — Section 2: Sketching 12

Section 2: Sketching





This section of the pack gives more detail on sketching techniques and styles,

the use of text and dimensions, and keeping drawings to scale and in

perspective.


After studying this section you should be able to sketch 2D and 3D

components and systems to scale and in the correct proportions, and add

legible and neat text and dimensions using BS conventions.


Nine hours should be allocated to the study of this section.


Appropriate models for simple and complex sketching





You will be assessed by completing a practical task involving the sketching of

components and systems.


You will be assessed at the end of the study period at your study centre.


You have to sketch components and systems which are correct and in

proportion, and use text and dimensions to the correct standard.


If necessary, you will be reassessed on a different set of properties.



Outcome 1

Sketch engineering components and system layouts using appropriate standards and conventions.

Techniques

Use a soft pencil (eg HB) to achieve a range of line definitions. Light

construction lines do not need to be erased — they will not show up on a

photocopy and very dark lines will photocopy black and define the final shape.

Lines drawn quickly and confidently look better. A slow, shaky line looks as

though it was drawn with an unsure hand.

Sharp lines tend to magnify errors. Fuzzy edged shapes usually ‘appear’ more

as they should, ie use a rather blunt pencil to sketch as a sharp pencil gives

sharp lines which can give the illusion of larger errors.

Straight lines

Mark ‘guide points’ at each end of the line. Move the pencil between the

points a couple of times just clear of the paper to ‘learn’ the path.

Draw a couple of light construction lines between the points and then go over

the ‘best line’ to give a darker definition.



Curved lines

Draw light guidelines. These can be centre lines and/or points at the curve’s

extremities.

Use parts of complete ellipses or circles as guidelines for a curve.

For complex curves, you can use a ‘join the dots’ technique.

Text

Draw light horizontal lines to give guidelines for a regular character height.

Use a character height of about 4 mm; it is difficult to keep text neat when it is

larger than this.

Character length and spacing can be judged by the eye unless the lettering

needs to be very large. Capital letters are easier to draw and easier to read.



Shapes

Square/rectangle

Construct shapes using lines. Most of the lines will be construction lines, so

draw them lightly.

Initial outlines should be drawn with the correct sizes or proportions in mind.

Use marker points to identify extreme or important edges and use these

marker points to generate the desired shapes.

Use diagonals or centre lines to identify the centre of a square or rectangle.

Circles/ellipses

Draw a box which can be used to ‘frame’ the circle or ellipse, either for sub-

division into smaller squares or rectangles, or for the construction of circles or

ellipses. A circle will touch an enclosing square at the centre of each of its

edges.

An ellipse is symmetrical about two axes and it still touches the squashed

square at the centre of its edges.

A very close approximation of an ellipse can be constructed with circular

curves of two different radii.



Isometric views (solid objects)

An isometric view is based upon three axes.

Study the object and decide on the position and angle of view that will show

the important features of the object most clearly.

Look for symmetry in objects.

Use light construction lines, eg centre lines or edges, to help form shapes and

keep the sketch in proportion.

Construct solid objects from lines and complete shapes.

Use light guidelines for both seen and unseen edges of the object.

Go over your light guidelines only when you are completely satisfied.

Build up more complex objects in stages.

Assemble the object from simple solids such as cubes or spheres, square,

rectangular, triangular, circular or elliptical prisms, pyramids or cones.

Look for common axes to help the alignment of shapes.

Be prepared to make adjustments by rubbing out and redrawing faint

guidelines, several times if necessary, to ensure that proportions are correct

and that the sketch of the object will make best use of the available drawing

area.





Note: All construction lines in the examples appear much darker than they

should be. This has been done deliberately to clearly demonstrate how they

are used. They should be just dark enough for you to see.

A 2.1(a)–(h)

The models shown below are examples of components and systems that

could be used for sketching.

For each of the components/systems shown in the pictures below, use the

actual/physical model to sketch the following:

• front elevation with four dimensions and text

• plan with two dimensions and text

• isometric view with text.

All sketches should be neat, correct, in proportion, use appropriately sized

text, and dimensioned to BS.



Answers to activities

A 2.1(a)–(h)

Appropriate drawings/sketches based on the models/components/systems

used.




In this section you have studied sketching techniques used by engineers and

others to communicate shape, size, material, and scale of components and

systems. You have had the opportunity to draw/sketch a number of

components and systems which can be used to convey the correct

information to others.


© SQA — Section 3: Simulation and modelling of systems 23

Section 3: Simulation and modelling of systems





This section discusses the use of software for computerised simulations of

circuits/systems.


After studying this section you should be able to draw an electrical circuit and

a pneumatic circuit and verify their operating performance.


You should spend approximately 20 hours studying this section.


Software for electrical and pneumatic circuit design and testing





You will be assessed by completing a practical task involving the drawing of a

pneumatic circuit and an electric circuit using appropriate software, simulating

the circuits’ outputs, and verifying the circuits’ outputs/responses.


You will be assessed at your study centre when you have completed studying

this section.


You have to draw an electrical and pneumatic circuit, simulate the circuits

using the software, and document the system responses.


If necessary, you will be required to simulate other electrical or pneumatic

circuits.



Outcome 2

Simulate, using appropriate software, engineering systems or sub-systems.

Simulation and modelling of systems

Simulation is more than just a technology, as it forces engineers to think about

systems in wider terms, eg system behaviour, component values, component

behaviour, component interfaces, signal conditioning, and about the fact that

systems are more than the sum of their components.

Simulation and modelling can provide engineers with insights into the designs

of processes, architectures, circuits or product lines before significant time

and money have been invested. They can also be of great benefit in the

support of education and training as trainees can develop skills and

knowledge without the risk of damage to real systems. Simulation is being

increasingly emphasised by industry, where there is evidence that its impacts

on cost, quality, and schedule can be substantial.

Pneumatic or electronic circuit design can be very useful for designing

effective processes and systems, and for predicting the resources needed in

order that the outputs/motions, etc can meet the specification set by the

designer.

Traditionally, revised or new processes or circuits are improved through

operation of the real system. This can be expensive and risky. Simulation can

provide considerable insights into how a process or circuit will work, prior to its

manufacture and implementation. This can help the designer assess

alternatives, and show that a specific design performs in a manner that meets

the specification. In this way, processes can be pre-tested, and approval is

more likely to be obtained from management. Simulation of validated models

can produce very specific and credible solutions to engineering tasks.

Simulation is not perfection. The predictive power of simulation is strongly

dependent on how well the models are validated. While many engineering

fields can base their models on established theories and laws, the real



systems and components are manufactured to set tolerances and can

therefore be more error prone.

Simulation is a simplification of the real world, and therefore should be taken

as an approximation.

Graphical simulation tools are now used as standard design tools. These tools

allow rapid model development through using, for example:

• drag and drop of iconic building blocks

• graphical element linking

• syntactic constraints on how elements are linked.

Also, these tools

• are less error prone.

• require significantly less training.

• are easier to understand and communicate to non-technical staff.

Pneumatic circuit simulation

Pneumatic components are selected from a menu palette using the mouse

and placed in position on the screen. The individual parameters of the

components are set, and then they are connected together using a ‘virtual

pipework’.

Once the pneumatic circuit has been assembled, it can be simulated on the

screen. This type of simulation will model the motions of a real circuit.

3/2 Valves, shuttle valve and single acting cylinder



A 3.1

Pneumatic circuit simulation exercises

Please ensure your tutor checks each of the circuit simulations before you

attempt the next one.

Draw circuits 1 to 5 shown below and simulate their operation.

1 3/2 Valve and single acting cylinder

2 3/2 Valves, shuttle valve and single acting cylinder



3 5/2 Valve and double acting cylinder

4 5/2 Valve and double acting cylinder with speed control on piston

extension



5 Double and single acting cylinders in sequence

Answers to activity

A 3.1

The completed circuits should look like the circuits given in the question.

The pneumatic simulations should be checked by the tutor for correct

movements and timing.

Electronic and electrical circuit simulation

Electronic or electrical components are selected from a menu palette using

the mouse and placed in position on the screen. The individual parameters of

the components are set and then they are connected together using a ‘virtual

wire’.

Once the electronic circuit has been assembled, it can be simulated on the

screen. This simulation will model the output values or component values of a

real circuit. It is usual to add measuring devices like a voltmeter, ammeter or

other display devices to the circuit to read these values.



A 3.2

Electronic and electrical circuit simulation exercises

Your tutor should check each simulation prior to moving on to the next one.

1 Draw the series resistor circuit shown below and identify the voltage by

simulating the circuit.

+V

R1

1.0 kohm_5%

V1

12 V

+V

R2

2.0 kohm_5%



2 Draw the parallel resistor circuit shown below and identify the voltages by


R1

1.0 kohm_5%V1

12 V

R2

2.0 kohm_5%+

V+

V

3 Draw the voltage divider circuit shown below and identify the voltages by


+V

R1

1.5 kohm_5%V1

12 V

R2

90.9 kohm_1%+

V



4 Draw the elementary bridge rectifier circuit as shown below, simulate the

circuit, and use an oscilloscope to identify the output waveform.

+

XSC1

GT

BAV1

10 V7.07 V_rms1000 Hz0°

D1

1J4B42

1

3

4

2

5 Draw the basic bridge rectifier circuit as shown below, simulate the circuit,

and use an oscilloscope to identify the output waveform and determine the

difference the capacitor has on the output from the circuit.

+

XSC1

GT

BA

V1

10 V7.07 V_rms1000 Hz0°

D1

1J4B42

1

3

4

2

1 μFC1+



Answers to activity

A 3.2

The completed circuits should look like the circuits given in the question. The

output voltages should be verified by the tutor.

Modelling

Many systems can be designed and tested on a computer. This allows the

engineer to check for its validity or performance. Once it has been drawn, the

engineer can change the parameters of components and then model the

output response of the system. This can help the engineer get the optimum

response without having to build different systems or circuits for each

modification he wishes to make. This reduces the time and expense that

would be incurred by having to build and test each version/model of a

system/circuit.




In this section you have developed the skills necessary to draw electrical and

pneumatic circuits/systems using graphical software, run circuits as a

simulation, and verify the outputs from them.


© SQA — Section 4: Presentation 36

Section 4: Presentation





In this section, giving a presentation to an audience is considered from both

the point of view of techniques used by a presenter and the use of software to

aid in the process of presentations.


After studying this section you should be able to design a computerised

presentation, using software that uses text and graphics, which can be

projected onto a large screen for the audience to view. Techniques and styles

of presenting are also developed to raise confidence levels when standing

before an audience and giving a presentation.


You should allocate 10 hours to this section.


• Computer with presentation-based software

• Data projector





You will be assessed by completing a practical task involving you giving a

presentation to an audience.


You will be assessed at your study centre when you have completed studying

this section.


You have to present a topic to an audience using computer software as an aid

to your talk.


If necessary, you will be required to present your topic again.



Outcome 3

Communicate the analysis and evaluation of an engineering system or subsystem.

Guidelines for producing effective presentations

The presentation slides shown below show the skills and techniques required

to give an effective presentation.

Presentation Skills

and Techniques



Presentation Components

5538

70

20

40

60

Visual Vocal Verbal

Visual• Body language• Gestures• Eye contactVocal• Sound• Tone• VolumeVerbal• Words

Typical Body Language

• Rapid eye blinking• ‘Steepling’ fingers• Clenching fists• Folding arms• Drumming fingers• Looking towards

the sky/ceiling

• Hands touching mouth or nose

• Raising eyebrows• Tilting head

forward• Leaning away• Hands in pockets• Fiddling with a pen



Gestures

• Let them help highlight points• Don’t plan gestures; let them happen• Use your hands, arms or face to give extra

importance to points

Eye Contact

• ‘Communicate’ with your audience• Distribute your gaze evenly• Hold for no longer than 3–5 seconds• Look them in the eyes



Voice

• Use a variable tone• Don’t talk too fast• Make sure your

voice has enough volume

• Use your voice to emphasise important points

Verbal

• Organise your presentation into logical sections

• Don’t memorise everything, use notes• Use words that your audience will

understand



Presentation Structure

• Three parts of a speechIntroduction– Tell them what you are going to tell themMain section– Tell them itConclusion – Tell them what you just told them

Practice your Presentation

• 5 Ps — Proper Planning Prevents Poor Performance

• 90% of success is in preparation• Record or videotape yourself• If possible, practise with an

audience



Preparation Steps

• Establish your purpose or objectives• Create a title/opening• Prepare the main part of the presentation

– 1 to 3 main points per objective– emphasise key themes or points

• Draw up conclusions– summarise key points

Opening

• The opening must ‘grab’ the audience’s attention– Startling statement– Question– Quote– Personal experience– Humour– Visual aids– Begin with the end



Startling Statement

• Aviation fuel has the biggest single effect on the ozone layer!

WE MUST HALVE THE NUMBER OF FLIGHTS WE TAKE!

Question

• How are YOU going to heat your house when gas starts to cost you £300.00 per week?



Quote

• You do not lead by hitting people over the head — that's assault, not leadership.

DWIGHT D. EISENHOWER

Personal Experience

• If I had known the problems the company would cause me, I would have gone and bought it from eBay!



Humour

Sorry Mr Jagger, I can’t see the Rolling Stones having any future in

the music industry

Music Review 1963

Visual Impact



Begin With The End

• If you take the advice I’m going to give:– your business will be running 50% more

efficiently– you will have fewer staff absences– and you will reduce your wastage by 10%

Visual Aids• Use a prototype or model to help

explain a principle or product• Ensure it is big enough for everyone to

see• Use a video camera and a large TV or

screen to enhance the details of your model



Colour

• Include no more than four colours per slide• Use dark text on a light background or

light text on a dark background• Maintain the same background colour or

style throughout• Don’t use red for text• Avoid red/green contrasts (audience

colour blindness)

Graphics• Bar charts

– Show comparisons of data over a specific time

• Line charts– Show data over many time periods,

show trends• Pie charts

– Show relation of parts to a whole• Organisation charts

– Show hierarchy and reporting relationships



Graphics

• Cartoons– Add humour and

interest, help get the point across more memorably

• Photos– Add interest and realism

• Symbols– Represent concepts and

ideas without words

Text

• Use short titles• Express only one thought per slide• Use upper-case and lower-case text• Don’t mix fonts

– Sans-serif vs. serif (Arial, Times)• Use bold text to emphasise points• K.I.L.L.

– Keep It Large and Legible



Questions and Answers

• A.L.A.R.M.– Anticipate possible questions

and prepare answers– Listen to questions– Repeat or rephrase if necessary– Answer concisely– Move on to the next question

Your success will depend upon your

preparation.



A 4.1

Presentation exercise

Complete the five slides to the specifications given below each slide.

Slide 1

Communication

‘The single biggest problem in communication is the illusion that it has taken place.’

George B ernard Shaw

Insert a ‘title slide’ and insert the text ‘Communication’ in the title box. Insert

an example of clipart and a picture which are in the context of

‘communication’.

In the other text box, using Arial font, text size 24 and centralised justification,

insert the quote: ‘The single biggest problem in communication is the illusion

that it has taken place.’. Insert the name George Bernard Shaw using Harlow

Solid Italic font, text size 20 and left hand justified.



Slide 2

Types of Communication

• Text• Voice• Graphical• Video• Picture• Body language

Insert the text shown in a ‘title and text’ slide; use the ‘dissolve’ slide transition

to introduce each text line with a click of the mouse button.

Slide 3

Energy Systems

Conventional:• Coal power • Gas power • Nuclear power • Wood fuelled

Renewable:• Wind turbine• Solar – hot water• Solar – Photovoltaic• Geothermal• Wave• Tidal

Insert the text shown in a title and two box slide; use the ‘appear’ slide

transition to introduce each line of text with a click of the mouse button.

Insert a background colour which gives a contrast to the text colour.



Slide 4

EngineeringEngineering

MechanicalMechanicalElectricalElectricalElectronicElectronicMechatronicMechatronic

Synergy of electronic, mechanical Synergy of electronic, mechanical and computer control and computer control engineeringengineering

Fabrication and WeldingFabrication and WeldingAircraft EngineeringAircraft Engineering

Insert a ‘title and text’ slide; insert the text as shown; indent the sub-text for

mechatronics. Apply a ‘slide design’ to this slide, similar to the design shown

above.

Slide 5

GraphicsFuel Hopper

Insert a ‘title only’ slide; insert autoshape, arrow and text box as shown. Draw

the house using draw commands and insert wordart text ‘design’ above the

graphic.

Answers to activity

A 4.1

Solution slides should look like the slides given in the question.




In this section you have studied how to prepare software to aid a presentation

and developed the skills necessary to give a presentation in front of an

audience.


© SQA — Glossary 56

Glossary

Term Definition of term

Sketch To draw freehand

BS British Standard

Computer modelling Static representation of real systems

Computer simulation Computer software which gives an output based on inputs put into the system

Data projector Used to project the computer monitor graphics onto a large screen

Documents

CB3737 - Engineering Communicationhame.uk.com/wcs/material/Eng Comms/DV9N 34 Engine… · · 2012-09-05Learning and Teaching Pack Engineering Communication DV9N 34 . ENGINEERING