PEARSON BTEC

HIGHER NATIONAL DIPLOMA IN

ELECTRICAL AND

ELECTRONIC ENGINEERING

COURSE HANDBOOK 2018-19

2

Contents Section Page

1 Welcome 3

2 Course Team 4

3 The Course and Programme Specification 5

4 Additional Course Specific Information 9

5 Assessment 5.1 Assessment Schedule 5.2 Assessment Regulations 5.3 Extenuating Circumstances 5.4 Malpractice 5.5 Appeals 5.6 Complaints 5.7 Marking Arrangements 5.8 Guidance on Referencing 5.9 Notification of Results 5.10 Provision of Certificates and Diploma Supplements 5.11 Graduation

10 10 10 11 13 14 15 17 18 18 18 18

6 Learning Resources 19

7 Opportunities to Engage in Quality Assurance of the Course 22

8 Opportunities for Further Study 23

9 Units of Study 24

3

1. Introduction 1.1 Welcome to the Sheffield College Congratulations on choosing higher education at the Sheffield College. We hope that the time you spend with us will be both enjoyable and rewarding and that you will be able to take full advantage of all that the College and the City of Sheffield have to offer. Starting a new course can be a confusing and worrying time. As a group of students you come with a wide range of experiences. Some of you are living away from home for the first time; others have lived or worked in Sheffield for a considerable period. Some of you have come from school or college, others are returning to study after several years working outside the education system. You come in all shapes and sizes, age ranges, ethnicity and gender, from the UK, The European Union and other countries. What you all have in common is that you are about to begin study for the first time at higher level. We hope that you will quickly make friends within the group and that the group as a whole binds together so that you all support each other. In many ways you are each other’s most important resource. We hope you will find that the course you have chosen fulfils all your expectations and that by the time you leave us you will be fully equipped to meet the demands of employment and your chosen career path. Steve Tipping Head of HE and Access 1 .2 The College The Sheffield College has around 20,000 students in total, 600 of which are on university level courses. Higher Education at the Sheffield College operates across 2 campuses; City and Hillsborough. Higher Education is based within departments in order to give you access to specialist facilities. Each course has a designated HE Curriculum Leader, who is responsible for the day to day running of your course, and is your first point of contact. We are proud of our vocational facilities, which are among the best in the north of England, and our staff work hard to ensure you get a valuable experience when using them. You will find your tutors and support staff approachable and available to help you every step of your journey. For us, your time here is ‘all about you’ and we hope that you will work with us to continue to build a vibrant HE community. 1.2 Purpose of this handbook and how to use it An important aspect of offering high quality courses of study in higher education is the provision of information for students which is accurate, comprehensive and reliable for your learning needs. In support of this objective, this handbook is designed to meet the expectations of the QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education. The handbook provides information about your course team, the course you have chosen to study, assessment, personal academic and pastoral support, learning resources, quality assurance, work-based learning and opportunities for further study. It is a document that you will need to dip into during the course, when you need to look up, for example, what to do if you are ill. It contains the rules by which we all must live; so keep it in a safe place for future reference.

4

2. Course Team 2.1 Contacting Staff At the Sheffield College we are proud of the amount of tutor support we provide. We encourage you to contact tutors if you need any help or support with your work, or if you have any queries about their unit. Whilst you can often catch staff in their workrooms during breaks, email is usually the best method of contact at other times, as tutors have busy teaching commitments and may not be readily available by phone. If you do contact by phone, be prepared to leave a message with your phone number; your tutor will always phone you back to arrange a time to meet with you to discuss any concerns you may have. As well as having tutors for different units of the course, each course has an HE Curriculum Leader, who is responsible for the day to day running of the course. You should contact the HE Curriculum Leader if you have any queries concerning the course and how it operates, or if you are unable to attend class for any reason, for example due to illness. In addition, groups of courses are managed by a Director. You are unlikely to need to make contact with the Director, unless your HE Curriculum Leader is absent from College for any length of time. Contact details for individual tutors will be given to you in class, by the tutors themselves. Contact details for your HE Curriculum Leader and Director are listed below. Course Course Leader Director HND Electrical and Electronic Engineering

Garry Westley garry.westley@sheffcol.ac.uk Tel: 0114 260 4805

Steve Elliot Steve.elliot@sheffcol.ac.uk Tel: 0114 260 3691

2.2 The Sheffield College University Centre The College has a dedicated specialist University Centre to service HE students. This is your first point of contact for all administrative queries. The administrator, Sue Fletcher can be contacted on 0114 260 2597 susan.fletcher@sheffcol.ac.uk Sue will either be able to answer your query herself, or give you the contact details of the appropriate person to help you. Carol Sheldon, carol.sheldon@sheffcol.ac.uk and Julia Mills, julia.mills@sheffcol.ac.uk are part time HE Administrators. The Head of HE and Access, Steve Tipping can be contacted on 0114 260 2587 stephen.tipping@sheffcol.ac.uk

5

3. The Course 3.1 Programme Specification This is the Programme Specification for your proposed course. It gives you information about how you will be taught, assessed, and supported whilst at college. What Award Will I Get? Pearson BTEC Level 5 HND Diploma in Electrical and Electronic Engineering. Is It Approved By Any Professional Body? Pearson BTEC Higher Nationals are designed to provide a specialist vocational programme, linked to professional body requirements and National Occupational Standards where appropriate. The qualifications provide a thorough grounding in the key concepts and practical skills required in their sector and their national recognition by employers allows direct progression to employment. Aims of the Programme This qualification is designed to equip individuals with the knowledge, skills and experience to be able to gain employment in the electrical and electronic industries or to progress onto undergraduate degrees. Learning Outcomes of the Programme The Pearson BTEC Level 5 HND in Electrical and Electronic Engineering provides a specialist work-related programme of study that covers the key knowledge, understanding and practical skills required in the electrical and electronic engineering sector and also offers particular specialist emphasis through the choice of specialist units. Pearson BTEC Level 5 HND provides a nationally recognised qualification offering career progression and professional development for those already in employment and opportunities to progress into higher education. The Pearson BTEC Level 5 HND in Electrical and Electronic Engineering offers a progression route for learners who are employed in the electrical and electronic sector. How will I be taught? The course is taught over two years (full time) or three years (part time), with students usually spending 2-3 days in college each week. Learning Methods Knowledge and Understanding • Lectures and seminars

• Directed study of textbooks and journal articles • Assignment work • Project work

Intellectual Skills • More active learning processes

• Assignments or projects • Group-learning activity such as a seminar or tutorial • Laboratory, workshop, or field-based activity

6

Subject Specialist Skills

• Application in context • Opportunities to practise the activity in an

appropriate learning context (e.g. lab, fieldwork, work placement)

• Workbooks or guidance manuals may also be used to support learning

Key Skills • Through naturally arising opportunities within the curriculum e.g. written communication skills through essays or dissertations

• Oral communication skills through presentations in seminars

• Team working skills through collaborative projects What will my timetable look like? Below is the basic structure of your Programme: Key Units Level 4 Core Units • Unit 1: Analytical Methods for Engineering • Unit 2: Engineering Science • Unit 3: Project, Design Implementation and Evaluation

Specialist Units* • Unit 68: Application of Power Electronics • Unit 71: Combinational and Sequential Logic • Unit 55: Instrumentation and Control Principles • Unit 5: Electrical & Electronic Principles • Unit 22: Programmable Logic Controllers

Level 5 Core Units • Unit 5: Electrical and Electronic Principles

Specialist Units* • Unit 8: Engineering Design • Unit 28: Research Project • Unit 35: Further Analytical Methods for Engineers • Unit 38: Managing People in Engineering • Unit 39: Electronic Principles • Unit 117: Digital and Analogue Devices and Circuits

*Please note that some units may be subject to change. Should this be necessary, information will be made available immediately.

7

How will I be Assessed? Assessment Method Knowledge and Understanding • Most methods require some demonstration of

knowledge and understanding Intellectual Skills • Problem-based exercises

• Independent project work • Research dissertations

Subject Specialist Skills

• Application in context • Practical demonstration of skill

Key Skills • Through naturally arising opportunities within the curriculum

• E.g. written communication skills through essays or dissertations

• Oral communication skills through presentations in seminars

• Team working skills through collaborative projects What Are My Responsibilities As A Student? It is your responsibility to manage your personal and professional development. You will be mentored and supported in this by the personal tutor. The amount of support given will be driven by your needs, as determined by you and / or Unit tutors, and is therefore expected to decrease in quantity and nature as you progress through the course and become more independent. HNC/Ds are vocational courses which prepare you for working in a professional environment as well as to undertake further study. These courses require you to behave in a professional manner, in much the same way as you would in a working environment. Therefore we expect your attendance rate to be high, and that if you have to miss a class for some unavoidable reason, you inform your Course Leader, and make arrangements to catch up the class you miss. Our courses move at a fast pace, and there is a strong relationship between good attendance and success. Group work is a key component of all courses, and will form part of your assessment. Good attendance enables you to build working relationships with your peers and play your full part in collaborative activities. Being able to work as part of a team is an important employability skill, and is highly valued on our courses. For all these reasons, your personal tutor will monitor your attendance and, should an issue arise for any reason, will help you to action plan so that you get back on track. However, it is your personal responsibility to ensure that you attend, and in particular that you do not take holidays during term time. To help you with your planning, you will receive a college calendar at induction. The College reserves the right to withdraw you from your course should your attendance pattern indicate a lack of commitment to your studies with the likelihood that you will not successfully complete the course. If you do not attend for 4 consecutive weeks, or have a pattern of haphazard attendance, you will be withdrawn and the student loans company will be informed. This will result in your funding being stopped, and you will owe the college the balance of any unpaid fees. It is your responsibility to keep a copy of all written coursework submitted.

8

What Support And Help Can I Get? Your personal tutor is there to support and guide you on your learning journey and is your first point of contact if you have any concerns or need to access support, counselling or careers guidance. Your personal tutor will be responsible for writing your reference when you apply for further courses or employment. You will be given contact details for your personal tutor during induction. You will receive academic support from your Unit tutors. This may take the form of face to face academic tutorials, advice surgeries and appointments or remotely by telephone or email conversations and conferences on the college intranet. Never be afraid to ask for help or advice – we are here to support you. Unit tutors will provide you with contact details during the first lesson. Other Sources of Support During induction you will be given details of all the support services which the college provides. Each Campus has a Student Services base staffed by a manager and a team of staff who are there to support you throughout your time at College. This team of staff includes our own Educational Guidance Advisors who can advise you about appropriate courses, careers etc. As a student of the college you have access to free and confidential counselling where you may find it helpful to talk to someone who won't judge you.

The College offers a wide range of assistance to learners with additional needs. We believe that everyone should be enabled to learn effectively and have access to College facilities.

Learners with additional needs include people with:

• physical or mobility difficulties • visual impairment e.g. blind and partially sighted • hearing Impairment e.g. deaf or hard of hearing • communication difficulties e.g. Autistic and Asperger syndrome • learning difficulty e.g. dyslexia, ADHD • medical condition e.g. epilepsy, diabetes and heart disease • mental health difficulties e.g. depression and anxiety

In order to access specialist support you must apply for Disabled Students Allowance. You need to complete an online application form and send the documents requested to Student Finance England, who will assess your claim. If successful, they will fund you to attend an assessment centre where your particular support needs can be assessed. For more information visit Disabled Students' Allowances. If you need help with the process, contact Liz Escadale, the HE Disabled Student Advisor, on 0114 2602075. How Can I Find Out More? The College has a dedicated specialist unit to service HE students. This is your first point of contact for all administrative queries. The administrator, Sue Fletcher can be contacted on 0114 260 2216 or 0114 260 2597 susan.fletcher@sheffcol.ac.uk Sue will either be able to answer your query herself, or give you the contact details of the appropriate person to help you. Working with the administrator is the HE quality and Operations Manager, Steve Tipping, who can be contacted on 0114 260 2587 stephen.tipping@sheffcol.ac.uk. For more course specific information please contact the course leader, Steve Elliott on 0114 260 3691.

9

4. Course Specific Information Course HND Electrical & Electronic Engineering

Additional Costs

Equipment

Printing /Reprographic Costs

Residential Trips

Please include any other course specific information not given elsewhere

10

5. Assessment 5.1 Assessment Schedule Deadlines will be given for each unit during the first lesson for that module, and published in unit guides and the course assessment schedule. 5.2 Assessment Regulations All HE students are entitled to have access to fair assessment. The College follows QAA and Awarding Body guidance regarding reasonable adjustments and special considerations. Teachers, trainers and assessors will follow the procedures, and design assessment instruments that give all candidates the fairest possible opportunities to show attainment. Internal verifiers will check that assessments give all students equal opportunities to show attainment, and that there is no discrimination or bias in the design or format. All courses have a Review Board at the end of each semester. These boards confirm your results for all completed modules, and for the award at the end of the course. Pearson BTEC HNC/D regulations require us to specify a set of rules that all HNC/D programmes adhere to, and which are considered during the Review Board. These rules are listed below:

• all students must meet the pass or merit or distinction criteria to achieve each unit • if there are exceptional circumstances explaining why a student is unable to meet

deadline dates, the decision to defer outstanding work must be agreed by an Exceptional Circumstances Panel. It follows that the Exceptional Circumstances Panel must meet prior to the Review Board.

• If a student does not achieve the pass standard for the first submission of summative assessment of the unit, s/he will be given a refer grade, and will be required to resubmit work by a clearly stated deadline. The grade awarded will depend upon the student profile for the unit.

• the outcome of the refer work will be discussed at the next Review Board; if still not at the required standard, the student will fail the unit and will need to re-register, subject to the unit’s availability

• if it is not possible for a student to retake all re-registered units during the planned 2 years, then a decision to allow a student to continue for a 3rd year of the course may be taken at the discretion of the Assessment Board

• all students are to be provided with feedback on their work within 3 weeks of the deadline date

• units that are assessed using group work must also include measurable assessment of the contribution of each individual student

Standards Verifiers consider samples of student work to verify quality and standards. The Review Board will consider their comments about these samples whether or not it is possible for the Standards Verifier to attend in person. Each Review Board must also report progress on actions taken in response to any Standards Verifier recommendations. No discussion of individual results or counselling of students takes place prior to the Review Board. Discussions that take place during the Review Board are strictly confidential. Only the board decisions are reported to you. Your Standards Verifier is Mr G Mason. Email g.mason@peterborough.ac.uk and contact number is 01354 688056.

11

5.3 Extenuating Circumstances The Sheffield College’s Extenuating Circumstances Policy and Procedure is intended to provide support if you experience unexpected and unanticipated difficulties during your time as a student which adversely impacts on your studies and your ability to complete assessments or complete them to your usual standard. If you are experiencing such difficulties, please refer to the Extenuating Circumstances Policy and Procedure for guidance and speak to a member of the teaching staff about your specific situation. They will be able to advise which procedure you need to follow and who to submit the relevant paperwork to. The Extenuating Circumstances Policy and Procedure is available here, https://www.sheffcol.ac.uk/about-us/terms-and-conditions and click on Extenuating Circumstances Policy & Procedure. You will also find a link on your Moodle/Google classroom VLE site. You should read this information if you are experiencing personal problems, for example, if you are ill, have been in hospital, have experienced an exceptional family emergency or are suffering from exceptional stressful life events, and they are having a significant impact on your ability to study. Whilst studying with us you may well encounter some of the difficulties of life experienced by most people, such as ill-health or personal issues. Normally you will be able to overcome or manage these without any impact on your ability to study and complete assessment. Occasionally however you might experience ill-health or personal issues that are exceptional in nature and which have a significant impact on your ability to study and to complete assessment. We define these as extenuating circumstances. Generally such circumstances will occur suddenly, will be unexpected and are beyond your immediate control to overcome or manage due to their severity and/or timing. Our policy is to help you where we can to mitigate the impact of your extenuating circumstances on your studies and to consider all requests for help sensitively, fairly and equitably. It is important you inform us as soon as you are aware that your studies and/or ability to take assessment are being affected by ill-health or personal issues. You should contact your HE Curriculum leader immediately if your circumstances are preventing you from attending classes or are affecting your ability to complete assessment. We understand you might not always feel comfortable doing this particularly when your circumstances are of a personal and sensitive nature. However we encourage you to do so. Any information you disclose will be handled in confidence. The appropriate mechanism to help mitigate the impact of your circumstances will depend on the timing and severity of those circumstances.

• Where the circumstances occur close to a coursework submission deadline and are of the type that can quickly be overcome, you can request a short extension to that deadline.

• Where your circumstances will prevent any sustained meaningful engagement with your studies, then you can request a planned break in studies.

• Where your circumstances are having a detrimental impact on your ability to attempt or reach a pass standard in an assessment task, you can request to repeat your attempt at that assessment task.

12

We will consider any request sensitively, fairly and equitably based on the extent to which you have:

• Submitted the request in a timely manner. • Clearly stated the nature of your circumstances and the impact they are having on

your ability to study and take assessment. • Provided appropriate documentary evidence where it can be reasonably obtained.

The Sheffield College will support students in completing a Request Repeat Assessment Task (RRAA) form. The Sheffield College will hold Extenuation Circumstances Panels (ECPs) to determine if students RRAA will be accepted or declined following the Extenuating Circumstances Policy and Procedure process. The Sheffield College will confirm RRAA outcomes to students. NB: The following list indicates the type of situations which do not meet the definition of extenuating circumstances because we believe they can be avoided or that you can act to limit the impact. The list is not exhaustive. Medical

• long-standing medical conditions (as these should be covered by a Learning Contract)

• planned health appointments • minor ailments such as a cold

Personal

• the break-up of a short-term relationship • financial difficulties • attending or taking part in sporting events • holidays or travel • moving house • normal domestic issues • work commitments for fulltime students reducing time available for study and

coursework • voluntary work • weddings

Study related

• completing coursework too late and missing deadlines • losing coursework • not following the assessment timetable • transport difficulties which could have reasonably been avoided • withdrawal of IT facilities as a result of being in debt to the College

• circumstances that affect another individual in relation to group work • English being a second language

For further information, please refer to The Sheffield College Extenuating Circumstances Policy and Procedure, a copy of which can be obtained from your HE Curriculum Leader.

13

5.4 Malpractice Malpractice is any form of cheating, including plagiarism, collusion, impersonation and the use of inadmissible material. It is a breach of the College’s Assessment Regulations. If malpractice is suspected, it will be established beyond all reasonable doubt before any formal sanction is imposed. The College views all instances of malpractice, including plagiarism, as a serious offence, and will respond to all allegations of malpractice in accordance with Pearson BTEC HNC/D regulations. This may require the College to report any suspected malpractice to the Awarding Body. It may also require the College to investigate, in which case the Student Disciplinary procedure will be used. Instances of malpractice that are upheld following investigation, will lead to disciplinary action. For full details of the policy and procedures regarding Academic Misconduct, see https://www.sheffcol.ac.uk/about-us/terms-and-conditions and click on Assessment Malpractice Policy & Procedure. You will also find a link on your Moodle/Google classroom VLE site. Malpractice includes: Misconduct, for example:

• any form of impersonation • falsification, fabrication or alteration of results, certificates or assessment evidence • failure to follow Awarding Body regulations Pearson BTEC HNC/D regulations or the

instructions or advice of assessors, supervisors or invigilators • misuse of assessment or examination material • taking unauthorised material into assessment rooms • obtaining, receiving, exchanging or passing on assessment-related information

during assessment sessions • behaviour that disrupts or undermines the integrity of assessment • any form of cheating to gain an unfair advantage • deliberate destruction of another person’s work • resubmitting previously graded work

Collusion

• unauthorised co-operation between a learner and another person, in or outside of College, in the preparation and production of work that is eventually submitted by one or both learners as the outcome of his or her individual efforts

• allowing another student to copy your work You should not be discouraged from teamwork, as this is an essential key skill for

many subject areas. However, methods of avoiding collusion, for example, the use of minutes, allocating tasks, agreeing outcomes, etc, are an essential part of team work, and the requirement to use such methods must be made clear to all students.

Plagiarism Plagiarism is where a student submits someone else’s work as if it is their own.

• copying work (artwork, images, artefacts, products, designs, words) from a published source and presenting the copied work as if it were the student’s own

• the use of another person’s work (artwork, images, artefacts, products, designs, words), with or without permission, without appropriately acknowledging the source

Examples of plagiarism include:

• copying from published text without an acknowledgement of source • copying images, graphs, tables, art, music etc, without acknowledging the source • copying small or large sections of assignments from other learners; • downloading original material from the internet without acknowledging the source • imitating too closely an existing work of art or music, design idea or concept

14

5.5 Appeals Appeals may be made against the decisions e.g. on assessment, the decisions of a Review Board, Extenuating Circumstances Panel or Academic Conduct Panel, on the grounds stipulated in these regulations, no later than 10 days from receiving the decision against which you wish to appeal. For full details of the appeals regulations, see https://www.sheffcol.ac.uk/about-us/terms-and-conditions and click on Academic Appeals Policy & Procedure. You will also find a link on your Moodle/Google classroom VLE site. You are advised to read these regulations in full. Grounds for appeal can relate to decisions made about procedures such as: • exceptional extensions • extenuating circumstances • academic misconduct Grounds for appeal can include: • that there was an error or irregularity in the process • that the decision was not in accordance with the relevant regulations • that the person or panel making the decision did not take sufficient account of the

circumstances Failure to follow College procedures and deadlines does not in itself constitute grounds for an appeal. The appeal process should not be used as an opportunity to simply re-enter the procedure under consideration, and documents etc., originally submitted after the relevant deadlines, that were not considered when the original decision was taken, will not necessarily be taken into account during the appeal. You cannot appeal against an academic judgement of the marks awarded but you may request confirmation of their validity if you think there has been an error or irregularity. You are therefore strongly advised to discuss the nature of the appeal with appropriate members of staff. Assessment Appeal If you are not happy with your provisional grades, you must discuss your concerns with the subject tutor in the first instance. He or she will then discuss the reason for the decision for awarding the provisional grade. If you are still not happy with the outcome of discussions over provisional grades with your tutor, then discuss your concerns with the Curriculum Leader. He or she will discuss the decision with the subject tutor and/or an internal verifier. If you are still not fully satisfied with your provisional grade, the matter can be pursued in line with the College Appeals Policy. Stage 1 1. If you disagree with the assessment decision you must explain the reason, in writing,

as soon as possible.

2. The tutor must consider this and provide you with a response e.g.: • Clear explanation of the assessment decision following re-evaluation of the

evidence, or • If appropriate, amendment of the assessment record.

If you agree with the decision then the Appeal does not need to progress further but if you remain unhappy with the decision reached, the Appeal must proceed to Stage 2.

15

Stage 2 The tutor will pass all of the relevant information to an appropriate curriculum specialist via the moderation procedure, which will examine all the issues and evaluate the original decision. If you are still unhappy with this decision you can go to Stage 3. Stage 3 Within 10 working days of the decision from Stage 2 your work will be passed to an external manager who will consider your Appeal. The decision reached is final. If necessary, the matter can be referred to the Awarding Organisation Pearson (http://qualifications.pearson.com/en/contact-us/feedback-and-complaints.html#tab-LearnersPearson.com. ) and also, the Office of the Independent Adjudicator (OIA) http://www.oiahe.org.uk. 5.6 Complaints Complaints Procedure The Sheffield College is committed to providing a high quality, educational experience and aims to provide a supportive environment, responsive to any concerns raised by students. Students should feel able to make a complaint relating to the action, or lack of action, or about the standard of a service or facility provided to students of the College. The procedures are intended to ensure that all complaints are treated fairly and consistently and, wherever possible, to resolve the matter to the complainant’s satisfaction. Full details of the Complaints Policy can be seen here, https://www.sheffcol.ac.uk/about-us/terms-and-conditions and click on Complaints Policy. The College complaints procedure has two stages: 1. Informal stage – resolving a concern through informal discussion 2. Formal stage – resolving a concern through the formal complaints procedure, of which

there are three possible stages Full details of the two stages, and who to approach for help and advice, can be seen here https://www.sheffcol.ac.uk/about-us/terms-and-conditions and click on Complaints Procedure. Informal Stage Most concerns are straightforward and can be resolved quickly with staff directly involved without the need to complete and submit a complaint form. Therefore, in the first instance, having considered the responsibilities of both students and the College as detailed within the Student Charter, any concerns/issues should be discussed, informally, with the person concerned or another member of staff. For example, if your complaint concerns teaching/tutorial matters you may wish to talk to your tutor or other members of teaching staff. If your complaint is about a service, then you should talk to an appropriate member of staff from that service. You could also consider raising your concern via the student forums. If you are not sure who to speak to, or you do not feel able to approach the person most directly involved, you can seek advice regarding this from your Tutor Mentor, Deputy Head of Department, or from the Students’ Union which acts independently of the College.

16

You can contact the Students’ Union on 0114 2602188 or email to studentsunion@sheffcol.ac.uk or call into one of the reception areas to make an appointment. At this point managers may wish to speak to staff involved and also obtain further guidance from Human Resources. If a satisfactory resolution is not found informally, students are entitled to proceed to the College’s formal complaints procedure. Formal Stage Stage 1 You should complete a Registration of Complaint form, copies of which can be obtained from College reception areas, or you can complete the online form via the College website http://www.sheffcol.ac.uk/About/Public-Documents/Complaints. You can ask a member of staff for help to complete the form or ask a friend, parent, carer or a representative of the Students’ Union to submit a complaint on your behalf but we would require written agreement from you. In addition to personal details and other information on the form, you will need to provide: • details of the complaint • an explanation of the steps you have already taken to try to resolve the complaint

informally and why the responses you have received are not satisfactory • where applicable, the outcome you would like from your complaint • any supporting evidence (ie, copies of emails, notes of meetings, references to

procedures, handbooks etc). It is important to keep a copy of the completed form and other documentation submitted for your own records. Completed complaint forms should be submitted to any campus reception area or by email to collegecomplaints@sheffcol.ac.uk. Within 5 working days of receipt of your complaint form, you will receive an acknowledgement. Your complaint will be considered to determine that the complaints procedure is appropriate and if so, it will be referred to a senior member of staff who will manage your complaint, ensuring that necessary action is taken and monitoring it through to completion. After a further 10 working days you will receive a letter informing you of the progress of your complaint. We aim to complete the enquiry and reach a conclusion within 30 working days of receipt of your complaint form. If this is not possible you will be informed of the progress made. Complaints identified as requiring particularly speedy resolution will receive special attention. You may be invited to attend a meeting to consider your complaint. You may bring a friend or representative to support you and/or for assistance but they cannot be a professional employed to act on your behalf. Matters raised in a formal complaint will remain confidential to those directly involved in the investigation (which includes any members of staff concerned). All staff and students who become aware of any of the issues involved in a formal complaint are required to keep this information confidential (except as is necessary to progress, investigate or respond to the complaint). Failure to do so may result in formal disciplinary action being taken. However, there may be occasions when it is not possible to maintain confidentiality, for example if another person is at risk. In such cases the situation will be explained to the complainant and/or the representative.

17

If your complaint is upheld you will be informed how and when any resolution or redress will be implemented. If the complaint is not upheld you can expect to receive clear reasons why this decision has been reached and advice on further action available to you including a review of the process of the complaint by the awarding body where appropriate (see Stage 2 below). Stage 2 If you are not satisfied with the outcome of Stage 1, you can write to the Chief Executive, within 10 working days of receipt of the letter informing you of the outcome, to apply for a review of the process by the awarding/validating organisation. You should state the reason(s) why you are dissatisfied. Correspondence should be sent to the Chief Executive, c/o PA to the Chief Executive, Sheffield College, Granville Road, Sheffield S2 2RL. Within 10 working days of receipt of your letter you will be informed of the action to be taken to review your complaint and any action you may need to take directly with the awarding/validating organisation. Feedback In accordance with the Student Charter, at the end of the two formal stages, you will be invited to complete a short evaluation of the process. Stage 3 Following the action taken at Stage 2 (and not before), if you still feel that the matter has not been resolved to your satisfaction, having exhausted the College’s procedures you may wish to contact Pearson, the Awarding Organisation, to refer the matter further. https://qualifications.pearson.com/en/contact-us/feedback-and-complaints.html If not resolved to the complainant’s satisfaction, Higher Education students can apply for a review of their complaint to The Office of the Independent Adjudicator for Higher Education (OIA) http://www.oiahe.org.uk 5.7 Marking Arrangements When you are set coursework, you will be given the deadline by which it is to be submitted. It is vital that you ensure you know the date, time and place for submission of coursework. Failure to meet a deadline counts as non-submission, and has serious repercussions. It is your responsibility to keep a copy of all written coursework submitted. Your work will be marked by the unit tutor, and a sample will be internally verified by another member of staff. In addition, the Standards Verifier will sample work from all units. You will receive feedback and marks for your work within 3 working weeks of submission. If for any reason this is not possible, you will be informed of the reason and given a date when work will be returned. The feedback you receive will be both written and oral, and forms a vital part of the learning process. Do make sure that you fully understand the feedback given, so that you can use it to improve your future work. Do not hesitate to ask the tutor if you need further guidance and explanation of your marks. Please note that any marks you receive as part of the feedback process are provisional until confirmed by the Standards Verifier at a Review Board.

18

5.8 Guidance on Referencing Accurate and consistent referencing is essential in all academic work. Whenever you refer to either the work or ideas of someone, or are influenced by another's work, you must acknowledge this. Similarly if you make a direct quotation from someone's work this should be referred to accurately. There are a number of systems of referencing. The system you will use on this course is called the Harvard System. This system is described in the guides which can be found via the link below. http://lcdatastore.shu.ac.uk/RefGuideV7.pdf Referencing is a skill which improves with practice. It is a very important part of your academic development. The guides are comprehensive and explain how to reference any information source. Your tutor will give you feedback on your referencing in assignments to help you develop your referencing skills. 5.9 Notification of Results At the end of each semester there will be a Review Board, which is chaired by the Head of HE and Access at the College, and attended by the HE Curriculum Leader and unit tutors from your course. The Standards Verifier is often, but not always present also. Whether or not the Standards Verifier attends the Board they will have reviewed samples of your assessed work. These Review Boards consider your marks and confirm whether or not you have passed each unit, or whether you are awarded the Higher National Certificate. The Sheffield College University Centre normally sends out results letters within 2 weeks of the Review Board meeting. Further information regarding Review Boards can been seen here, https://www.sheffcol.ac.uk/about-us/terms-and-conditions and click on Review Boards Policy & Procedure. 5.10 Provision of Certificates and Diploma Supplements On successful completion of the course, your results are submitted to Pearson, who will issue your Certificate to the college. It is vital that you ensure TSC University Centre always has your current address so that these important documents go to the correct address. You must notify TSC University Centre if you change either your term time or the permanent address given at enrolment. 5.11 Graduation During the summer following successful completion of your course you will receive an invitation to attend our graduation ceremony. This is a memorable occasion where family and friends join you and your tutors to celebrate your achievements. Our media students usually film this event to capture the moment when, wearing your cap and gown, you shake hands with the guest speaker and receive your scroll. They film interviews with students and tutors. The college photographer also takes group shots of graduates. The resultant DVD is sent to all those attending graduation. The ceremony takes place in the autumn following successful completion of your course. Invitations to the ceremony will be sent out during the autumn following completion of your programme.

19

6. Learning Resources All college campuses provide Wi-Fi access so that you can connect your own devices. There are drop in sessions at all college campuses to help you if you experience difficulties. 6.1 Access to College Resources Learning Resource Centres (LRCs) provide open access to resources, study space and computing facilities, in a pleasant and welcoming environment. You will find a Learning Resource Centre located at all of the College campuses – Hillsborough, Peaks and Sheffield City College. Opening times can be found on the college website, in our information leaflets, and are displayed in each centre, as well as 24/7 electronic access where available.

It is our aim to make the LRC a flexible service, giving support throughout your time in college. Regular Student Forum meetings are held, where we welcome feedback and suggestions from students in order to improve our service.

LRCs provide you with an extensive range of resources to support your learning, including:

• Books, magazines and newspapers • DVDs, multimedia, online and electronic resources • Study support materials and learning packages • Internet access, including Wi-Fi to connect your own device. Secure access to online

resources is provided through an authentication service (currently Shibboleth) and the college VLE / Moodle found via the link http://vle.sheffcol.ac.uk/moodle/course/view.php?id=3913

• Resources can be produced in alternative formats and equipment can be loaned to make the most of mobile learning technologies.

You will be able to borrow many of these resources but others are available only for use in the LRC. Equipment is provided where necessary so that you can access the resources e.g. DVD players and computers.

In each LRC we have dedicated staff available to support students’ learning needs:

• Study Assistants are available during working hours for face to face support, and questions can be sent via email to be answered by the next available assistant.

• Study Assistants also offer small group workshops on particular study skills – for example: referencing; researching a subject; effective internet searching, etc.

• Staff are appropriately trained and keep up to date by attending regular updating sessions.

The LRC staff can help you with your study and research skills, and have specialist knowledge of the resources available in your subject area. The team can provide training in a range of library related information skills to enable you to use resources effectively to support your studies. During induction you will be given a tour of the facilities and have the opportunity to meet the staff.

Your access to the College's IT facilities is by means of a Student Account. Full-time students will create this as part of induction; part-time students should do this on their first visit to the LRC. Students are given a small starting balance on their printing and photocopying account. When that has been used, further credits can be purchased.

20

You can pre-book a computer to work on at any of the LRCs, so that you know a PC will be available when you need it.

The library catalogue and details of all the services offered are available from all college LRCs, or online in the LRC sections of the college website. All students of the Sheffield College can borrow from any campus LRC. In order to borrow resources, students must bring their student card to the issue desk. Students are required to show their student card to gain access to College campuses. Each student can borrow a total of up to 10 items, which may include: Type of Loan No. of items Loan Terms Ordinary Loan Up to 10 items 3 Weeks Short Loan Up to 5 items 1 Week Reference Discretionary Discretionary The loan period is designated depending on the nature of resource and likely demand. The loan period may be changed following consultation with colleagues, or in periods of high demand. Ordinary and short loan items can be renewed once, either by calling in to the LRC, by email, or by telephone. Reserved and overdue items will not be renewed. Fines are charged for overdue items. Costs for lost or damaged items are the full cost of replacement, or is negotiable if the advertised price is not available. Students can reserve items that are on loan to somebody else at the issue desk. If a resource is not available at their own centre, LRC staff can request it from another centre. This may take up to 5 working days. If your request cannot be satisfied within the college LRCs, we have access to a range of inter-library loan schemes, including links with the British Library. The Learning Resource Centre Charter We are here to help you be successful students - this is what we do for you: Each working day we can give you: • A welcoming place to study • A wide range of books, journals, audio-visual materials and online resources relevant to

your subject or course, most of which you are able to borrow • A range of subject and study guides to support your learning • Information Assistants to help you with your enquiries and information needs • Study Assistants to help with your course work and IT enquiries • Computers for you to use for your college work • Wi-fi access for you to connect your own learning devices • Photocopiers, printers and a range of learning equipment for you to use • Access to all Sheffield College Learning Resource Centres to use their facilities • Help in finding resources kept in other Libraries and Information Services When you are not in college you can access many of our services 24/7: • You can log in to our online services using your college user name and password • You can email queries to us, to be answered when we are next working • Our online catalogue helps you find resources in advance of your next visit

21

• We have a growing collection of e-books and e-journals for your course • You can find our useful information guides through your Moodle/Google classroom VLE

site

In return, this is what you can do for us: • Ask us for any help that you need • Take anything you want to borrow to the LRC desk with your Student ID Card • Take care of any resources you use or borrow, and return them on time so they are

available for other students to use • Pay for any loss or damage caused to resources or facilities in your care, and the fines

due on any items you didn’t return on time • Use the computers for course work only so they can be used by others too • Respect the needs of other students and staff by keeping noise to a minimum for a

pleasant and peaceful working atmosphere • Use the LRC as a learning place – please don’t bring food or drinks in • Help us contribute to the environment by not wasting resources • Tell us if you have any ideas on how we can improve our services

We aim to provide an efficient and effective LRC service. Your suggestions and comments are welcome.

22

7. Opportunities to Engage in Quality Assurance of the Course 7.1 Student Representation Students are invited to send representatives to attend Course Committees, where issues relating to the running and development of the course are discussed by teaching teams. At these meetings students can raise any concerns they have, so that prompt action can be taken to resolve matters. In addition, your personal tutor will discuss any concerns which arise during group tutorials, and report back on action taken. Student representatives are also invited to attend the course review at the end of each academic year. The college employs a Student Involvement Facilitator, who calls termly meetings of the HE Student Forum, to which you are invited to send representatives. The Forum discusses non-course issues which are then raised with the appropriate college manager, who provides feedback to the next meeting. The Student Forum elects a lead Student Representative, who represents the student voice at the HE Strategy Group (consisting of senior managers and directors). The HE Student Forum is invited to make a submission for the Higher Education Review (HER) conducted by the Quality Assurance Agency (QAA). This submission helps the review team to understand what it is like to be a student at the College. There is a brief guide to student involvement in HER, and the role of the Lead Student Representative on this section of the QAA website. Higher Education students elect a representative to sit on the Student Union. 7.2 Student Surveys The National Student Survey is conducted in your last year of study, where you are asked to respond to a series of questions about the quality of teaching and learning on your course. During your first year we will also ask you to complete short surveys to help us with particular aspects of your experience e.g. induction. In addition, you are asked to contribute to unit evaluations at the end of each unit in order to help us to continuously improve. The results of these surveys are fed into the Annual Review process, and action plans are devised which take account of student opinion. You will receive feedback on the action arising from these surveys through your representatives on course committees and your personal tutor during group tutorials. 7.3 Complaints Process Definition A complaint is an expression of concern or dissatisfaction with any aspect of the College’s provision that requires a response. Complaints concerning assessment and accreditation may sometimes be dealt with through the college Appeals procedures and those set up by awarding/validating organisations. • For further details of the Appeals procedure, please see paragraph 5.5 of this

handbook. • For further details of the Complaints procedure, please see paragraph 5.6 of this

handbook.

23

8. Opportunities for Further Study 8.1 Opportunities at the Sheffield College Details of courses suitable for Higher National graduates, including professional courses, can be found in the online HE prospectus, https://www.sheffcol.ac.uk/courses/he-professional-guide If you are uncertain about what you need to study next to progress your career, you should book an interview with one of our careers guidance staff at student services reception. 8.2 Other Opportunities You can apply to ‘top up’ your Higher National to an honours degree at any university offering the course. You should research their entry requirements via the UCAS and university websites, where you will also find details of the application process; some courses will require you to apply through UCAS, whilst others may ask you to apply direct to the institution. Student services hold hard copy prospectuses. If you are a full time student, you may also consider going directly into employment, in which case you should book a careers interview to discuss the opportunities for trainee graduate and internship positions. Careers advisors can also help you with your job search and recommend sources of information such as graduate recruitment fairs.

24

9. Units of Study

LEVEL 4 CORE UNITS

Unit 1: Analytical Methods for Engineers

Unit code: A/601/1401 Level: 4 Credit value: 15 • Aim This unit will provide the analytical knowledge and techniques needed to carry out a range of engineering tasks and will provide a base for further study of engineering mathematics. • Unit abstract This unit enables learners to develop previous mathematical knowledge obtained at school or college and use fundamental algebra, trigonometry, calculus, statistics and probability for the analysis, modelling and solution of realistic engineering problems. Learning outcome 1 looks at algebraic methods, including polynomial division, exponential, trigonometric and hyperbolic functions, arithmetic and geometric progressions in an engineering context and expressing variables as power series. The second learning outcome will develop learners’ understanding of sinusoidal functions in an engineering concept such as AC waveforms, together with the use of trigonometric identities. The calculus is introduced in learning outcome 3, both differentiation and integration with rules and various applications. Finally, learning outcome 4 should extend learners’ knowledge of statistics and probability by looking at tabular and graphical representation of data; measures of mean, median, mode and standard deviation; the use of linear regression in engineering situations, probability and the Normal distribution. • Learning outcomes On successful completion of this unit a learner will: 1. Be able to analyse and model engineering situations and solve problems using algebraic methods 2. Be able to analyse and model engineering situations and solve problems using trigonometric

methods 3. Be able to analyse and model engineering situations and solve problems using calculus 4. Be able to analyse and model engineering situations and solve problems using statistics and

probability.

25

Unit content 1 Be able to analyse and model engineering situations and solve problems using algebraic

methods Algebraic methods: polynomial division; quotients and remainders; use of factor and remainder

theorem; rules of order for partial fractions (including linear, repeated and quadratic factors); reduction of algebraic fractions to partial fractions

Exponential, trigonometric and hyperbolic functions: the nature of algebraic functions;

relationship between exponential and logarithmic functions; reduction of exponential laws to linear form; solution of equations involving exponential and logarithmic expressions; relationship between trigonometric and hyperbolic identities; solution of equations involving hyperbolic functions

Arithmetic and geometric: notation for sequences; arithmetic and geometric progressions; the

limit of a sequence; sigma notation; the sum of a series; arithmetic and geometric series; Pascal’s triangle and the binomial theorem

Power series: expressing variables as power series functions and use series to find approximate

values eg exponential series, Maclaurin’s series, binomial series 2 Be able to analyse and model engineering situations and solve problems using trigonometric

methods Sinusoidal functions: review of the trigonometric ratios; Cartesian and polar co-ordinate systems;

properties of the circle; radian measure; sinusoidal functions Applications: angular velocity, angular acceleration, centripetal force, frequency, amplitude,

phase, the production of complex waveforms using sinusoidal graphical synthesis, AC waveforms and phase shift

Trigonometric identities: relationship between trigonometric and hyperbolic identities; double

angle and compound angle formulae and the conversion of products to sums and differences; use of trigonometric identities to solve trigonometric equations and simplify trigonometric expressions

3 Be able to analyse and model engineering situations and solve problems using calculus Calculus: the concept of the limit and continuity; definition of the derivative; derivatives of

standard functions; notion of the derivative and rates of change; differentiation of functions using the product, quotient and function of a function rules; integral calculus as the calculation of area and the inverse of differentiation; the indefinite integral and the constant of integration; standard integrals and the application of algebraic and trigonometric functions for their solution; the definite integral and area under curves

Further differentiation: second order and higher derivatives; logarithmic differentiation;

differentiation of inverse trigonometric functions; differential coefficients of inverse hyperbolic functions

Further integration: integration by parts; integration by substitution; integration using partial

fractions

26

Applications of the calculus: eg maxima and minima, points of inflexion, rates of change of temperature, distance and time, electrical capacitance, rms values, electrical circuit analysis, AC theory, electromagnetic fields, velocity and acceleration problems, complex stress and strain, engineering structures, simple harmonic motion, centroids, volumes of solids of revolution, second moments of area, moments of inertia, rules of Pappus, radius of gyration, thermodynamic work and heat energy

Engineering problems: eg stress and strain, torsion, motion, dynamic systems, oscillating

systems, force systems, heat energy and thermodynamic systems, fluid flow, AC theory, electrical signals, information systems, transmission systems, electrical machines, electronics

4 Be able to analyse and model engineering situations and solve problems using statistics and

probability Tabular and graphical form: data collection methods; histograms; bar charts; line diagrams;

cumulative frequency diagrams; scatter plots Central tendency and dispersion: the concept of central tendency and variance measurement;

mean; median; mode; standard deviation; variance and interquartile range; application to engineering production

Regression, linear correlation: determine linear correlation coefficients and regression lines and

apply linear regression and product moment correlation to a variety of engineering situations Probability: interpretation of probability; probabilistic models; empirical variability; events and

sets; mutually exclusive events; independent events; conditional probability; sample space and probability; addition law; product law; Bayes’ theorem

Probability distributions: discrete and continuous distributions, introduction to the binomial,

Poisson and normal distributions; use of the normal distribution to estimate confidence intervals and use of these confidence intervals to estimate the reliability and quality of appropriate engineering components and systems

27

Learning outcomes and assessment criteria

Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Be able to analyse and model engineering situations and solve problems using algebraic methods

1.1 determine the quotient and remainder for algebraic fractions and reduce algebraic fractions to partial fractions 1.2 solve engineering problems that involve the use and solution of exponential, trigonometric and hyperbolic functions and equations 1.3 solve scientific problems that involve arithmetic and geometric series 1.4 use power series methods to determine estimates of engineering variables expressed in power series form

LO2 Be able to analyse and model engineering situations and solve problems using trigonometric methods

2.1 use trigonometric functions to solve engineering problems 2.2 use sinusoidal functions and radian measure to solve engineering problems 2.3 use trigonometric and hyperbolic identities to solve trigonometric equations and to simplify trigonometric expressions

LO3 Be able to analyse and model engineering situations and solve problems using calculus

3.1 differentiate algebraic and trigonometric functions using the product, quotient and function of function rules 3.2 determine higher order derivatives for algebraic, logarithmic, inverse trigonometric and inverse hyperbolic functions 3.3 integrate functions using the rules, by parts, by substitution and partial fractions 3.4 analyse engineering situations and solve engineering problems using calculus

LO4 Be able to analyse and model engineering situations and solve problems using statistics and probability

4.1 represent engineering data in tabular and graphical form 4.2 determine measures of central tendency and dispersion 4.3 apply linear regression and product moment correlation to a variety of engineering situations 4.4 use the normal distribution and confidence intervals for estimating reliability and quality of engineering

28

Guidance Links This unit can be linked with the core units and other principles and applications units within the programme. It will also form the underpinning knowledge for the study of further mathematical units such as Unit 35: Further Analytical Methods for Engineers, Unit 59: Advanced Mathematics for Engineering. Entry requirements for this unit are at the discretion of the centre. However, it is strongly advised that learners should have completed the BTEC National unit Mathematics for Engineering Technicians or equivalent. Learners who have not attained this standard will require appropriate bridging studies. Essential requirements There are no essential resources for this unit. Employer engagement and vocational contexts The delivery of this unit will benefit from centres establishing strong links with employers willing to contribute to the delivery of teaching, work-based placements and/or detailed case study materials.

29

Unit 2: Engineering Science Unit code: L/601/1404 Level: 4 Credit value: 15 • Aim This unit aims to provide learners with an understanding of the mechanical and electrical principles that underpin mechanical and electrically focused engineering systems. • Unit abstract Engineers, no matter from what discipline, need to acquire a fundamental understanding of the mechanical and electrical principles that underpin the design and operation of a large range of engineering equipment and systems. This unit will develop learners’ understanding of the key mechanical and electrical concepts that relate to all aspects of engineering. In particular, learners will study elements of engineering statics including the analysis of beams, columns and shafts. They will then be introduced to elements of engineering dynamics, including the behavioural analysis of mechanical systems subject to uniform acceleration, the effects of energy transfer in systems and to natural and forced oscillatory motion. The electrical system principles in learning outcome 3 begin by refreshing learners’ understanding of resistors connected in series/parallel and then developing the use of Ohm’s law and Kirchhoff’s law to solve problems involving at least two power sources. Circuit theorems are also considered for resistive networks only together with a study of the characteristics of growth and decay of current/voltage in series C-R and L-R circuits. The final learning outcome develops learners’ understanding of the characteristics of various AC circuits and finishes by considering an important application – the transformer. • Learning outcomes On successful completion of this unit a learner will: 1. Be able to determine the behavioural characteristics of elements of static engineering systems 2. Be able to determine the behavioural characteristics of elements of dynamic engineering systems 3. Be able to apply DC theory to solve electrical and electronic engineering problems 4. Be able to apply single phase AC theory to solve electrical and electronic engineering problems.

30

Unit content 1 Be able to determine the behavioural characteristics of elements of static engineering systems Simply supported beams: determination of shear force; bending moment and stress due to

bending; radius of curvature in simply supported beams subjected to concentrated and uniformly distributed loads; eccentric loading of columns; stress distribution; middle third rule

Beams and columns: elastic section modulus for beams; standard section tables for rolled steel

beams; selection of standard sections eg slenderness ratio for compression members, standard section and allowable stress tables for rolled steel columns, selection of standard sections

Torsion in circular shafts: theory of torsion and its assumptions eg determination of shear stress,

shear strain, shear modulus; distribution of shear stress and angle of twist in solid and hollow circular section shafts

2 Be able to determine the behavioural characteristics of elements of dynamic engineering

systems Uniform acceleration: linear and angular acceleration; Newton’s laws of motion; mass moment

of inertia and radius of gyration of rotating components; combined linear and angular motion; effects of friction

Energy transfer: gravitational potential energy; linear and angular kinetic energy; strain energy;

principle of conservation of energy; work-energy transfer in systems with combine linear and angular motion; effects of impact loading

Oscillating mechanical systems: simple harmonic motion; linear and transverse systems;

qualitative description of the effects of forcing and damping 3 Be able to apply DC theory to solve electrical and electronic engineering problems DC electrical principles: refresh idea of resistors in series and parallel; use of Ohm’s and

Kirchhoff’s laws; voltage and current dividers; review of motor and generator principles eg series, shunt; circuit theorems eg superposition, Thevenin, Norton and maximum power transfer for resistive circuits only; fundamental relationships eg resistance, inductance, capacitance, series C-R circuit, time constant, charge and discharge curves of capacitors, L-R circuits

4 Be able to apply single phase AC theory to solve electrical and electronic engineering problems AC electrical principles: features of AC sinusoidal wave form for voltages and currents;

explanation of how other more complex wave forms are produced from sinusoidal wave forms; R, L, C circuits eg reactance of R, L and C components, equivalent impedance and admittance for R-L and R-C circuits; high or low pass filters; power factor; true and apparent power; resonance for circuits containing a coil and capacitor connected either in series or parallel; resonant frequency; Q-factor of resonant circuit; transformer fundamentals: construction eg double wound; transformation ratio; equivalent circuit; unloaded transformer; resistance (impedance) matching; transformer losses; applications eg current transformers, voltage transformers

31

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Be able to determine the behavioural characteristics of elements of static engineering systems

1.1 determine distribution of shear force, bending moment and stress due to bending in simply supported beams 1.2 select standard rolled steel sections for beams and columns to satisfy given specifications 1.3 determine the distribution of shear stress and the angular deflection due to torsion in circular shafts

LO2 Be able to determine the behavioural characteristics of elements of dynamic engineering systems

2.1 determine the behaviour of dynamic mechanical systems in which uniform acceleration is present 2.2 determine the effects of energy transfer in mechanical systems 2.3 determine the behaviour of oscillating mechanical systems

LO3 Be able to apply DC theory to solve electrical and electronic engineering problems

3.1 solve problems using Kirchhoff’s laws to calculate currents and voltages in circuits 3.2 solve problems using circuit theorems to calculate currents and voltages in circuits 3.3 solve problems involving current growth/decay in an L-R circuit and voltage growth/decay in a C-R circuit

LO4 Be able to apply single phase AC theory to solve electrical and electronic engineering problems

4.1 recognise a variety of complex waveforms and explain how they are produced from sinusoidal waveforms 4.2 apply AC theory to solve problems on R, L, C circuits and components 4.3 apply AC theory to solve problems involving transformers.

32

Guidance Links This unit may be linked with Unit 1: Analytical Methods for Engineers. Successful completion of this unit would enable learners to meet, in part, the Incorporated Engineer (IEng) requirements laid down in the UK Engineering Council Standard for Professional Engineering Competence (UK-SPEC) Competence A2, ‘Use appropriate scientific, technical or engineering principles’. Essential requirements Learners will need access to suitable mechanical and electrical laboratory equipment. Employer engagement and vocational contexts Liaison with employers would prove of benefit to centres, especially if they are able to offer help with the provision of suitable mechanical or electrical systems/equipment that demonstrate applications of the principles.

33

Unit 3: Project Design, Implementation and Evaluation Unit code: L/601/0995 Level: 5 Credit value: 20 • Aim To develop learners’ skills of independent enquiry by undertaking a sustained investigation of direct relevance to their vocational, academic and professional development. • Unit abstract This unit provides opportunities for learners to develop skills in decision making, problem solving and communication, integrated with the skills and knowledge developed in many of the other units within the programme to complete a realistic project. It requires learners to select, plan, implement and evaluate a project and finally present the outcomes, in terms of the process and the product of the project. It also allows learners to develop the ability to work individually and/or with others, within a defined timescale and given constraints, to produce an acceptable and viable solution to an agreed brief. If this is a group project, each member of the team must be clear about their responsibilities at the start of the project and supervisors must ensure that everyone is accountable for each aspect of the work and makes a contribution to the end result. Learners must work under the supervision of programme tutors or work-based managers. • Learning outcomes On successful completion of this unit a learner will: 1. Be able to formulate a project 2. Be able to implement the project within agreed procedures and to specification 3. Be able to evaluate the project outcomes 4. Be able to present the project outcomes.

34

Unit content 1 Be able to formulate a project

Project selection: researching and reviewing areas of interest; literature review; methods of evaluating feasibility of projects, initial critical analysis of the outline specification, selection of project option, initiating a project logbook/diary, estimating costs and resource implications, identifying goals and limitations, value of project, rationale for selection, agree roles and allocate responsibilities (individually with tutor/supervisor and within project group if appropriate)

Project specifications: developing and structuring a list of requirements relevant to project specifications eg costs, timescales, scale of operation, standards, legislation, ethics, sustainability, quality, fitness-for-purpose, business data, resource implications

Procedures: planning and monitoring methods, operating methods, lines of communication, risk analysis, structure of groups and collaborative working eg learner groups or roles and responsibilities within a work-based project, targets and aims

Project plan: production of a plan for the project including timescales, deliverables, milestones, quality assurance systems and quality plans, and monitoring progress

2 Be able to implement the project within agreed procedures and to specification

Implement: proper use of resources, working within agreed timescale, use of appropriate techniques for generating solutions, monitoring development against the agreed project plan, maintaining and adapting project plan where appropriate

Record: systematic recording of relevant outcomes of all aspects and stages of the project to agreed standards

3 Be able to evaluate the project outcomes

Evaluation techniques: detailed analysis of results, conclusions and recommendations, critical analysis against the project specification and planned procedures, use of appropriate evaluation techniques, application of project evaluation and review techniques (PERT), opportunities for further studies and developments

Interpretation: use of appropriate techniques to justify project progress and outcomes in relation to the original agreed project specification

Further consideration: significance of project; application of project results; implications; limitations of the project; improvements; recommendations for further consideration

4 Be able to present the project outcomes

Record of procedures and results: relevant documentation of all aspects and stages of the project

Format: professional delivery format appropriate to the audience; use of appropriate media

35

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Be able to formulate a project 1.1 formulate and record possible outline project specifications 1.2 identify the factors that contribute to the process of project selection 1.3 produce a specification for the agreed project 1.4 produce an appropriate project plan for the agreed project

LO2 Be able to implement the project within agreed procedures and to specification

2.1 match resources efficiently to the project 2.2 undertake the proposed project in accordance with the agreed specification. 2.3 organise, analyse and interpret relevant outcomes

LO3 Be able to evaluate the project outcomes

3.1 use appropriate project evaluation techniques 3.2 interpret and analyse the results in terms of the original project specification 3.3 make recommendations and justify areas for further consideration

LO4 Be able to present the project outcomes

4.1 produce a record of all project procedures used 4.2 use an agreed format and appropriate media to present the outcomes of the project to an audience.

36

Guidance Links This unit is suitable for use by all sectors and should utilise the full range of skills developed through study of other units in the programme. These include planning, practical work, data handling and processing, analysis and presentation. The knowledge applied may link to one particular unit or to a number of other units. Essential requirements The required resources will vary significantly with the nature of the project. The identification of the equipment and materials required, and the establishment of their availability, is a vital part of the planning phase. Learners should therefore have access to a wide variety of physical resources and data sources relevant to the project. Tutors should ensure that learners do not embark on work that cannot succeed because of lack of access to the required resources. Employer engagement and vocational contexts Centres should try to establish relationships with appropriate organisations in order to bring realism and relevance to the project.

37

LEVEL 4 SPECIALIST UNITS Please note that some specialist units may be subject to change. Should this be necessary, information will be made available immediately.

Unit 68: Applications of Power Electronics Unit code: D/601/1391 Level: 4 Credit value: 15 • Aim This unit will develop a technical understanding of power electronics and their application to variable speed drives. • Unit abstract Power electronics involves the use of semiconductor devices to control a range of applications in rectification, DC and AC motor control and controlled power supplies. To meet the challenges expected of a modern ‘heavy current’ engineer the unit carries an emphasis on the application of power electronics to variable speed controllers. The focus is on the power aspects rather than the associated detail of the electronic control and firing circuitry. In every aspect of engineering variability exists and therefore acceptable tolerances are specified to define close limits of output. Testing and measurement must make use of safe techniques and in this case are conducted via the use of isolating probes and transducers in systems operating from earthed power systems. The unit involves practical investigations of common configurations of controlled rectifier and inverter systems, as applied to alternating and direct current motor control. The use of commercial/industrial variable speed drives provides a relevant and convenient method of investigation. To broaden the scope of the subject, non-drive applications of power electronics are investigated and developed to meet local industrial requirements. No matter in which sector he/she is involved, the modern engineer needs to be energy conscious and therefore must seek and implement ways of conserving valuable resources. • Learning outcomes On successful completion of this unit a learner will: 1. Understand common configurations for controlled and uncontrolled rectification 2. Understand the methods used for AC motor control 3. Understand the methods used for DC motor control 4. Understand other applications of power electronics.

38

Unit content 1 Understand common configurations for controlled and uncontrolled rectification

Standard configurations: half wave and full wave bridge circuits; resistive and inductive loads, flywheel diodes

Signal parameters: amplitude; peak-to-peak; waveforms; full and half wave forms; ripple; average and root-mean-square (RMS) values; pulse number; harmonics; resonance calculations of signal parameters of rectified waveforms eg average and root-mean-square (RMS) values, pulse number, waveforms, harmonics

Device protection: protection methods for power semiconductors eg over-voltage, over-current, transients

Measurement techniques: safety considerations in a heavy current power environment eg in systems where voltages exceed 50V; use of isolated differential voltage attenuator probes; Hall effect current probes; power oscilloscope

2 Understand the methods used for AC motor control

Frequency conversion methods: inverter switching strategies eg quasi-square-wave, pulse width modulation, cycloconverter, waveforms, harmonics, filters

AC motor control: soft starter; speed; torque; reversal; braking; voltage; frequency; voltage/frequency (V/Hz); vector control

Investigation of an industrial AC motor controller: preparation and interpretation of circuit and block diagrams; setting of parameters eg min/max speed, ramp up/down time, current/torque limits; applications eg process control, mills, fans, conveyor systems; specification and selection

3 Understand the methods used for DC motor control

Speed control of DC motor: armature voltage; field weakening; DC choppers; controlled rectifiers; closed loop; tacho-generator; reversal; braking; waveforms

Torque control of DC motor: armature current control loops; speed reversal; braking; single quadrant; four quadrant operation; regeneration

Investigation of an industrial DC motor controller: preparation and interpretation of circuit and block diagrams; setting of parameters eg min/max speed, ramp up/down time, current/torque limits; applications eg process control, mills, pumps, CNC machinery; specification and selection

4 Understand other applications of power electronics

Principles: comparison of the principles of operation; control techniques; protection methods; use of block and circuit diagrams

Other applications: applications eg uninterruptible power supplies, high voltage DC links, inductive heating, welding machines, compact fluorescent lighting

39

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Understand common configurations for controlled and uncontrolled rectification

1.1 compare standard configurations used in single and three-phase systems 1.2 calculate signal parameters of a rectified waveform 1.3 explain methods of device protection 1.4 use safe measurement techniques when measuring current and voltage in earthed systems

LO2 Understand the methods used for AC motor control

2.1 explain methods of frequency conversion 2.2 explain methods of control for an AC motor 2.3 investigate an industrial AC motor controller

LO3 Understand the methods used for DC motor control

3.1 explain methods of speed control for a DC motor 3.2 explain methods of torque control for a DC motor 3.3 examine an industrial DC motor controller

LO4 Understand other applications of power electronics

4.1 compare the principles of three other applications of power electronics 4.2 investigate an area of application for each of the three applications.

40

Guidance Links This unit may be linked with Unit 1: Analytical Methods for Engineers, Unit 5: Electrical and Electronic Principles, Unit 63: Electrical Power and Unit 67: Further Electrical Power. Essential requirements Centres will need to provide access to sufficient laboratory and test equipment to support a range of practical investigations (eg differential isolated voltage probes, Hall effect current probes, power analyser, DC and AC motors, industrial motor controllers, etc). Employer engagement and vocational contexts The delivery of this unit will benefit from centres establishing strong links with employers willing to contribute to the delivery of teaching, work-based placements and/or detailed case study materials.

41

Unit 71: Combinational and Sequential Logic Unit code: K/601/1362 Level: 4 Credit value: 15 • Aim This unit aims to provide learners with the skills and understanding required to design and build electronic circuits that use combinational and sequential logic. • Unit abstract This unit will develop learners’ understanding of digital techniques and the practical applications of both combinational and sequential logic. Learners will investigate the characteristics and applications of combinational and sequential logic devices. They will then design, construct and test combinational and sequential circuits and will use relevant computer software to simulate and verify circuits. Learners will then go on to design a digital system that meets a specification and will evaluate the design against given criteria. They will investigate the minimisation of digital circuits and will improve the digital system design through the use of programmable logic devices (PLDs). • Learning outcomes On successful completion of this unit a learner will: 1. Be able to design and build circuits using combinational logic 2. Be able to design and build circuits using sequential logic 3. Be able to design and evaluate a digital system.

42

Unit content 1 Be able to design and build circuits using combinational logic

Manufacturers’ data sheets: printed; CD ROM; websites

Devices: buffer; line driver; decoder; multiplexer; programmable read-only memory (PROM); programmable logic devices

Characteristics: device technology eg transistor-transistor logic (TTL), complementary metal-oxide–semiconductor (CMOS); function; fan-out; propagation delay; power consumption; cost; size; packaging; operating voltage; availability

Computer simulations: using a commercial digital electronic circuit analysis package

2 Be able to design and build circuits using sequential logic

Sequential logic devices: J-K flip-flop; D-type flip-flop; monostable; counter; parallel latch; shift register

Design sequential circuits: minimisation; race hazards; clock speeds; power supply decoupling; clock speed/power trade-off for CMOS

Sequential logic circuits: clock generator; BCD counter; parallel to serial converter; pseudo random number generator

Computer simulation: using a commercial digital electronic circuit analysis package

3 Be able to design and evaluate a digital system

Digital system design: systems with both combinational and sequential devices; up to 20 components; possibly including programmable devices

Evaluation criteria: functionality; chip count; cost

Reduce chip count: by replacing logic devices with programmable devices, eg, erasable programmable logic devices (EPLD), Generic Array Logic (GAL) devices, Programmable Array Logic (PAL) devices, programmable read-only memory (PROM)

43

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Be able to design and build circuits using combinational logic

1.1 interpret manufacturers’ data sheets to select appropriate combinational logic devices for specific purposes 1.2 compare the characteristics of similar devices using different technologies 1.3 design, construct and test combinational circuits 1.4 use computer software packages to simulate logic circuits

LO2 Be able to design and build circuits using sequential logic

2.1 describe the operation of sequential logic devices 2.2 use formal design techniques to design sequential circuits 2.3 construct and test sequential circuits 2.4 use computer simulation to verify logic designs

LO3 Be able to design and evaluate a digital system

3.1 design a digital system to meet a technical specification 3.2 realise, test and evaluate the design against criteria 3.3 improve the design by reducing the chip count through the use of programmable logic devices.

44

Guidance Links This unit may be linked with Unit 66: Electrical, Electronic and Digital Principles. Essential requirements Centres need to provide access to manufacturers’ data sheets and computer circuit analysis packages for circuit simulation. Employer engagement and vocational contexts Delivery would benefit from visits to local engineering companies that build a wide range of digital systems and from visits from guest speakers with relevant industrial experience.

45

Unit 55: Instrumentation and Control Principles Unit code: J/601/1417 Level: 4 Credit value: 15 • Aim The aim of this unit is to introduce learners to the principles and practice of instrumentation and control in process industries • Unit abstract This unit is intended to give learners an appreciation of the principles of industrial instrumentation. The unit will also give learners an understanding of the techniques used in industrial process control and enable them to predict controller settings and make adjustments to achieve stability in such a control system. Learners will investigate instrumentation systems terminology and the components that make up a system. Learners will then look at where instrumentation systems and controllers are applied in process control schemes. Finally, learners will examine the components of regulating units and their applications. • Learning outcomes On successful completion of this unit a learner will: 1. Understand instrumentation systems used in process control 2. Understand process control systems and controllers 3. Understand the use of regulating units.

46

Unit content 1 Understand instrumentation systems used in process control

System terminology: use of correct terminology eg accuracy, error, repeatability, precision, linearity, reliability, reproducibility, sensitivity, resolution, range, span, zero drift, hysteresis

Sensors/transducers: those used to measure pressure eg resistive, strain gauge, inductive, capacitive, semiconductor, ceramic, piezoelectric, linear variable differential transformer (LVDT); level eg conductivity, capacitive, ultrasonic, radar, nucleonic, load cells, radiometric, microwave, hydrostatic, sonar; flow eg ultrasonic, Coriolis, vortex, magnetic, differential pressure; temperature eg resistance, thermocouple, semiconductor, radiation pyrometers; displacement eg diffraction grating, lasers, variable resistance, ceramic, piezoelectric, LVDT

Transmitters/signal converters: current to pressure; pressure to current; microprocessor-based (smart); digital; analogue; optical; wireless

Transmission medium: pneumatic; hydraulic; electrical; fibre-optic; wireless

Signal conditioners: industry-standard devices; industry-standard signal ranges and conversion between them

2 Understand process control systems and controllers

Need for process control: quality; safety; consistency of product; optimum plant performance; human limitations; efficiency; cost; environmental

Process controller terminology: deviation; range; span; absolute deviation; control effect; set point; process variable; manipulated variable; measured variable; bumpless transfer; process variable tracking; direct and reverse acting; offset; on-off control; two step control; cycling; three-term control (proportional band, gain, proportional, proportional with integral, proportional with integral and derivative, proportional with derivative)

System terminology: distance velocity lags; transfer lags; multiple transfer lags; capacity; resistance; dead time; reaction rate; inherent regulation; open loop; closed loop; load; supply; static gain; dynamic gain; stability; loop gain

Tuning techniques: Zeigler-Nichols; continuous cycling; reaction curve; ¼ decay methods; tuning for no overshoot on start-up; tuning for some overshoot on start-up

Represent systems using: P and I diagrams; loop diagrams; wiring diagrams; constructing and using diagrams to appropriate standards

3 Understand the use of regulating units

Regulating unit terminology: body; trim; plug guide and seat; valve; stem; bonnet; packing gland; yoke; actuator; motor; stroke; direct and reverse action; air fail action; repeatability; CV; turndown; flow characteristics; linear, equal percentage, quick-opening, modified parabolic, split range

Characteristics of regulating units: dampers; power cylinders; louvres; valve positioners; valves (globe, ball, diaphragm, gate, double seated, 3-way, solenoid, split bodied, butterfly)

47

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Understand instrumentation systems used in process control

1.1 describe the terminology used in process measurements 1.2 evaluate a range of sensors and transducers with reference to manufacturers’ terminology 1.3 explain the construction and operation of modern sensors used to measure pressure, level, temperature and flow 1.4 describe typical applications for the sensors examined 1.5 explain signal conditioning and transmission

LO2 Understand process control systems and controllers

2.1 explain the need for process control 2.2 describe process control terminology 2.3 determine the medium required for successful transmission 2.4 name sensors, conditioners and display units for a range of specific purposes 2.5 evaluate tuning techniques 2.6 describe the control actions required for different systems 2.7 represent systems using standard diagrams

LO3 Understand the use of regulating units 3.1 identify the main parts of a regulating unit 3.2 evaluate a regulating unit with reference to standard terminology, including manufacturers’ specifications 3.3 select the plug characteristics required for a specified process 3.4 describe the characteristics of a range of regulating units 3.5 describe the use of valve positioners.

48

Guidance Links This unit is designed to be stand-alone but has links to Unit 48: Analytical and Chemical Composition Measurement and Unit 46: Plant Process and Control. Essential requirements There are no essential requirements for this unit. Employer engagement and vocational contexts Visits to industrial installations will be of value to supplement learning activities and provide learners with a perspective on scale and application of process instrumentation and process control hardware.

49

Unit 5: Electrical and Electronic Principles Unit code: R/601/1453 Level: 5 Credit value: 15 • Aim This unit provides an understanding of electrical and electronic principles used in a range of engineering careers and provides the basis for further study of more specialist areas of electrical/electronic engineering. • Unit abstract Circuits and their characteristics are fundamental to any study of electrical and electronic engineering and therefore a good understanding is important to any engineer. The engineer must be able to take complex electrical circuit problems, break them down into acceptable elements and apply techniques to solve or analyse the characteristics. Additionally, fine tuning of the circuits can be performed to obtain required output dynamics. This unit draws together a logical appreciation of the topic and offers a structured approach to the development of the broad learning required at this level. Learners will begin by investigating circuit theory and the related theorems to develop solutions to electrical networks. In learning outcome 2 the concept of an attenuator is introduced by considering a symmetrical two-port network and its characteristics. The design and testing of both T and π networks is also covered. Learning outcome 3 considers the properties of complex waveforms and Fourier analysis is used to evaluate the Fourier coefficients of a complex periodic waveform. Finally, learning outcome 4 introduces the use of Laplace transforms as a means of solving first order differential equations used to model RL and RC networks, together with the evaluation of circuit responses to a step input in practical situations. • Learning outcomes On successful completion of this unit a learner will: 1. Be able to apply electrical and electronic circuit theory 2. Be able to apply two-port network models 3. Understand the use of complex waves 4. Be able to apply transients in R-L-C circuits.

50

Unit content 1 Be able to apply electrical and electronic circuit theory

Transformation theorems: energy sources as constant-voltage and constant-current generators; Thévenin’s and Norton’s theorems; delta-star and star-delta transformation

Circuit theory: maximum power transfer conditions for resistive and complex circuits; mesh and nodal analysis; the principle of superposition

Magnetically coupled circuits: mutual inductance; the use of dot notation; equivalent circuits for transformers including the effects of resistive and reactive features

R-L-C tuned circuits: series and parallel resonant circuits; impedance; phase angle; dynamic resistance; Q-factor; bandwidth; selectivity and resonant frequency; the effects of loading on tuned circuit performance

2 Be able to apply two-port network models

Network models: symmetrical two-port network model; characteristic impedance, Zo; propagation coefficient (expressed in terms of attenuation, α, and phase change ß); input impedance for various load conditions including ZL = Zo; relationship between the neper and the dB; insertion loss

Symmetrical attenuators: T and π attenuators; the expressions for Ro and α in terms of component values

3 Understand the use of complex waves

Properties: power factor; rms value of complex periodic waveforms

Analyse: Fourier coefficients of a complex periodic voltage waveform eg Fourier series for rectangular, triangular or half-wave rectified waveform, use of a tabular method for determining the Fourier series for a complex periodic waveform; use of a waveform analyser; use of an appropriate software package

4 Be able to apply transients in R-L-C circuits

Laplace transforms: definition of the Laplace transform of a function; use of a table of Laplace transforms

Transient analysis: expressions for component and circuit impedance in the s-plane; first order systems must be solved by Laplace (ie, RL and RC networks); second order systems could be solved by Laplace or computer-based packages

Circuit responses: over, under, zero and critically damped response following a step input; zero initial conditions being assumed

51

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Be able to apply electrical and electronic circuit theory

1.1 calculate the parameters of AC equivalent circuits using transformation theorems 1.2 apply circuit theory techniques to the solution of AC circuit problems 1.3 analyse the operation of magnetically coupled circuits 1.4 use circuit theory to solve problems relating to series and parallel R-L-C tuned circuits

LO2 Be able to apply two-port network models

2.1 apply two-port network model to the solution of practical problems 2.2 design and test symmetrical attenuators against computer models

LO3 Understand the use of complex waves

3.1 calculate the properties of complex periodic waves 3.2 analyse complex periodic waves

LO4 Be able to apply transients in R-L-C circuits

4.1 use Laplace transforms for the transient analysis of networks 4.2 calculate circuit responses to a step input in practical situations.

52

Guidance Links This unit relies heavily on the use of mathematical analysis to support the underlying theory and practical work. Consequently it is assumed that Unit 1: Analytical Methods for Engineers has been taught previously or is being delivered in parallel. It may also be linked with Unit 2: Engineering Science. Essential requirements Learners will require access to a range of electronic test equipment, eg oscilloscopes, signal generators, etc. Employer engagement and vocational contexts Delivery of this unit will benefit from centres establishing strong links with employers willing to contribute to the delivery of teaching, work-based placements and/or detailed case study materials.

53

Unit 22: Programmable Logic Controllers Unit code: A/601/1625 Level: 4 Credit value: 15 • Aim The aim of this unit is to investigate programmable logic controller (PLC) concepts and their applications in engineering. • Unit abstract The unit focuses on the design and operational characteristics and internal architecture of programmable logic control systems. It examines the signals used and the programming techniques that can be applied. The unit also provides learners with the opportunity to produce and demonstrate a program for a programmable logic controller device (for example produce a programme for an engineering application, store, evaluate and justify approaches taken). • Learning outcomes On successful completion of this unit a learner will: 1. Understand the design and operational characteristics of a PLC system 2. Understand PLC information and communication techniques 3. Be able to apply programmable logic programming techniques 4. Understand alternative implementations of programmable control.

54

Unit content 1 Understand the design and operational characteristics of a PLC system +

Design characteristics: unitary; modular; rack-mounted

Input and output devices: mechanical switches; non-mechanical digital sources; transducers; relays

Communication links: twisted pair; coaxial; fibre-optic; networks

Internal architecture: central processor unit (CPU); arithmetic logic unit (ALU); storage devices; memory; opto-isolators; input and output units; flags; shift; registers

Operational characteristics: scanning; performing logic operations; continuous updating; mass input/output (I/O) copying

2 Understand PLC information and communication techniques

Forms of signal: analogue (0-10 v dc, 4-20mA); digital

Digital resolution and relationships: 9-bit; 10-bit; 12-bit

Number systems: decimal; binary; octal; hexadecimal; Binary-Coded Decimal (BCD)

Evaluate communication standards: comparison of typical protocols used in signal communication

Evaluate networking methods and standards: master to slave; peer to peer; ISO; IEE; MAP

Logic functions: writing programmes using logic functions based on relay ladder logic (AND; OR; EXCLUSIVE OR; NAND; NOR)

3 Be able to apply programmable logic programming techniques

Write programs: use of ladder and logic diagrams; statement lists; Boolean algebra; function diagrams; graphical programming languages; production of a PLC

Advanced functions: less than; greater than; binary to BCD conversion; proportional feedback control

Producing and storing text: contact labels; rung labels; programming lists; cross-referencing

Test and debug programs: forcing inputs, forcing outputs; changing data; comparing files (tapes, EPROM, disc); displayed error analysis

Associated elements: contacts; coils; timers; counters; override facilities; flip-flops; shift registers; sequencers

55

4 Understand alternative implementations of programmable control

PICs and other programmable devices: specification and use of PICs and other programmable devices; embedded controllers

PLC simulators: compare operation and functionality; advantages and limitations

56

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Understand the design and operational characteristics of a PLC system

1.1 evaluate the design characteristics of typical programmable logic devices 1.2 describe different types of input and output device 1.3 evaluate the different types of communication link used in programmable logic control systems 1.4 describe the internal architecture and operational characteristics of the CPU of a typical programmable logic device

LO2 Understand PLC information and communication techniques

2.1 evaluate the different forms of signal used in programmable logic control 2.2 describe the resolution and relationship between analogue inputs and outputs and word length 2.3 express numbers using different number systems 2.4 describe typical protocols used in signal communication and evaluate networking methods and networking standards

LO3 Be able to apply programmable logic programming techniques

3.1 identify elements associated with the preparation of a programmable logic controller program 3.2 write programs using logic functions based on relay ladder logic 3.3 evaluate the range and type of advanced functions of programmable logic controllers 3.4 use and justify methods of testing and debugging hardware and software

LO4 Understand alternative implementations of programmable control

4.1 evaluate PICs and other programmable devices as programmable devices and embedded controllers 4.2 compare the operation, functionality, advantages and limitations of PLC simulators.

57

Guidance Links This unit may be linked to Unit 46: Plant and Process Control, Unit 49: Computer Control of Plant, Unit 58: Microprocessor Systems and Unit 71: Combinational and Sequential Logic. Essential requirements Centres delivering this unit must be equipped with, or have access to, industrial-standard programmable logic control units and development software. Employer engagement and vocational contexts Visits to industrial PLC installations will be of value to supplement the learning activities.

58

LEVEL 5 CORE UNIT Unit 5: Electrical and Electronic Principles Unit code: R/601/1453 Level: 5 Credit value: 15 • Aim This unit provides an understanding of electrical and electronic principles used in a range of engineering careers and provides the basis for further study of more specialist areas of electrical/electronic engineering. • Unit abstract Circuits and their characteristics are fundamental to any study of electrical and electronic engineering and therefore a good understanding is important to any engineer. The engineer must be able to take complex electrical circuit problems, break them down into acceptable elements and apply techniques to solve or analyse the characteristics. Additionally, fine-tuning of the circuits can be performed to obtain required output dynamics. This unit draws together a logical appreciation of the topic and offers a structured approach to the development of the broad learning required at this level. Learners will begin by investigating circuit theory and the related theorems to develop solutions to electrical networks. In learning outcome 2 the concept of an attenuator is introduced by considering a symmetrical two-port network and its characteristics. The design and testing of both T and networks is also covered. Learning outcome 3 considers the properties of complex waveforms and Fourier analysis is used to evaluate the Fourier coefficients of a complex periodic waveform. Finally, learning outcome 4 introduces the use of Laplace transforms as a means of solving first order differential equations used to model RL and RC networks, together with the evaluation of circuit responses to a step input in practical situations. • Learning outcomes On successful completion of this unit a learner will: 1. 1 Be able to apply electrical and electronic circuit theory 2. Be able to apply two-port network models 3. Understand the use of complex waves 4. Be able to apply transients in R-L-C circuits.

59

Unit content

1 Be able to apply electrical and electronic circuit theory

Transformation theorems: energy sources as constant-voltage and constant-current generators; Thévenin’s and Norton’s theorems; delta-star and star-delta transformation Circuit theory: maximum power transfer conditions for resistive and complex circuits; mesh and nodal analysis; the principle of superposition Magnetically coupled circuits: mutual inductance; the use of dot notation; equivalent circuits for transformers including the effects of resistive and reactive features R-L-C tuned circuits: series and parallel resonant circuits; impedance; phase angle; dynamic resistance; Q-factor; bandwidth; selectivity and resonant frequency; the effects of loading on tuned circuit performance

2 Be able to apply two-port network models

Network models: symmetrical two-port network model; characteristic impedance, Zo; propagation coefficient (expressed in terms of attenuation, α, and phase change ß); input impedance for various load conditions including ZL = Zo; relationship between the neper and the dB; insertion loss Symmetrical attenuators: T and π attenuators; the expressions for Ro and α in terms of component values

3 Understand the use of complex waves

Properties: power factor; rms value of complex periodic waveforms Analyse: Fourier coefficients of a complex periodic voltage waveform eg Fourier series for rectangular, triangular or half-wave rectified waveform, use of a tabular method for determining the Fourier series for a complex periodic waveform; use of a waveform analyser; use of an appropriate software package

4 Be able to apply transients in R-L-C circuits

Laplace transforms: definition of the Laplace transform of a function; use of a table of Laplace transforms Transient analysis: expressions for component and circuit impedance in the s-plane; first order systems must be solved by Laplace (ie RL and RC networks); second order systems could be solved by Laplace or computer-based packages Circuit responses: over, under, zero and critically damped response following a step input; zero initial conditions being assumed

60

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Be able to apply electrical and electronic circuit theory

1.1 calculate the parameters of AC equivalent circuits using transformation theorems 1.2 apply circuit theory techniques to the solution of AC circuit problems 1.3 analyse the operation of magnetically coupled circuits 1.4 use circuit theory to solve problems relating to series and parallel R-L-C tuned circuits

LO2 Be able to apply two-port network models

2.1 apply two-port network model to the solution of practical problems 2.2 design and test symmetrical attenuators against computer models

LO3 Understand the use of complex waves

3.1 calculate the properties of complex periodic waves 3.2 analyse complex periodic waves

LO4 Be able to apply transients in R-L-C circuits

4.1 use Laplace transforms for the transient analysis of networks 4.2 calculate circuit responses to a step input in practical situations.

61

Guidance Links This unit relies heavily on the use of mathematical analysis to support the underlying theory and practical work. Consequently it is assumed that Unit 1: Analytical Methods for Engineers has been taught previously or is being delivered in parallel. It may also be linked with Unit 2: Engineering Science. Essential requirements Learners will require access to a range of electronic test equipment, eg, oscilloscopes, signal generators, etc. Employer engagement and vocational contexts Delivery of this unit will benefit from centres establishing strong links with employers willing to contribute to the delivery of teaching, work-based placements and/or detailed case study materials.

62

LEVEL 5 SPECIALIST UNITS Please note that some specialist units may be subject to change. Should this be necessary, information will be made available immediately.

Unit 8: Engineering Design Unit code: M/601/1475 Level: 5 Credit value: 15 • Aim This unit will enable learners to prepare an engineering design specification that meets customer requirements and produce a final design report. • Unit abstract This unit will enable the learner to appreciate that design involves synthesising parameters that will affect the design solution. The learner will prepare a design specification against a customer’s specific requirements. They will then prepare a design report that provides an analysis of possible design solutions, an evaluation of costs and an indication of how the proposed design meets the customer’s specification. It is expected that the learner will, during the design processes, make full use of appropriate information and communication technology (ICT). • Learning outcomes On successful completion of this unit a learner will: 1. Be able to prepare a design specification to meet customer requirements 2. Be able to analyse and evaluate possible design solutions and prepare a final design report 3. Understand how computer-based technology is used in the engineering design process.

63

Unit content 1 Be able to prepare a design specification to meet customer requirements

Customer requirements: all relevant details of customer requirements are identified and listed eg aesthetics, functions, performance, sustainability, cost, timing and production parameters; all relevant regulations, standards and guidelines are identified and listed eg international, national, company policy and procedures, industry specific, statutory bodies

Design parameters: implications of specification parameters and resource requirements are identified and matched; the level of risk associated with each significant parameter is established

Design information: all relevant information is extracted from appropriate reference sources; techniques and technologies used in similar products or processes are identified; use of new technologies are specified where appropriate; relevant standards and legislation are identified and applied throughout; design specification is checked against customer requirements

2 Be able to analyse and evaluate possible design solutions and prepare a final design report

Analysis of possible design solutions: selection and use of appropriate analysis techniques to achieve a design solution eg matrix analysis, brainstorming, mind mapping, forced decision making, simulation

Evaluation of conceptual designs: costs; future development potential; value engineering concepts

Compliance check: eg using checklists and/or design review procedures

Final design report: communicate rationale for adopting proposed solution; use of appropriate techniques and media in the presentation of the report eg sketches, charts, graphs, drawings, spreadsheets/databases, computer aided design (CAD), desk top publishing (DTP), word-processing

3 Understand how computer-based technology is used in the engineering design process

Key features of computer-aided design systems: 2D design and 3D modelling systems eg accessing standards, parts and material storage and retrieval, engineering calculations, PCB layouts, integrated circuit design, circuit and logic simulation (including ac, dc and transient analysis, schematic capture)

CAD software: accessing and using appropriate design software eg parts assembly, pipe-work and ducting layouts, networks, planned maintenance, scheduling, planning, stress and strain, heat transfer, vibration analysis, resource utilisation, plant layout, costing, circuit emulation, plant electrical services, for example, finite element analysis and printed-circuit board analysis software

Software evaluation: consideration of costs, compatibility and function

64

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Be able to prepare a design specification to meet customer requirements

1.1 establish customer requirements 1.2 present the major design parameters 1.3 obtain design information from appropriate sources and prepare a design specification 1.4 demonstrate that the design specification meets requirements

LO2 Be able to analyse and evaluate possible design solutions and prepare a final design report

2.1 produce an analysis of possible design solutions 2.2 produce and evaluate conceptual designs 2.3 select the optimum design solution 2.4 carry out a compliance check 2.5 produce a final design report

LO3 Understand how computer-based technology is used in the engineering design process

3.1 explain the key features of a computer-aided design system 3.2 use computer-aided design software to produce a design drawing or scheme 3.3 evaluate software that can assist the design process.

65

Guidance Links This unit can be linked with Unit 2: Engineering Science and Unit 3: Project Design, Implementation and Evaluation. The unit can also be linked with the SEMTA Level 4 National Occupational Standards in Engineering Management, particularly Unit 4.12: Create Engineering Designs and Unit 4.13: Evaluate Engineering Designs. Essential requirements Access to suitable software packages will need to be available. These could include packages for computer-aided design, assembly procedures, critical path, plant layout, planned maintenance, utilisation, material selection, standard component and matrix analysis. Employer engagement and vocational contexts Delivery of this unit would benefit from visits to an engineering design facility or the attendance of guest speaker(s) with experience of engineering design in a relevant industrial environment.

66

Unit 28: Research Project Unit code: K/601/0941 Level: 5 Credit value: 20 • Aim To develop learners’ skills of independent enquiry and critical analysis by undertaking a sustained research investigation of direct relevance to their Higher Education programme and professional development. • Unit abstract This unit is designed to enable learners to become confident using research techniques and methods. It addresses the elements that make up formal research including the proposal, a variety of research methodologies, action planning, carrying out the research itself and presenting the findings. To complete the unit satisfactorily, learners must also understand the theory that underpins formal research. The actual research depends on the learner, the context of their area of learning, their focus of interest and the anticipated outcomes. The unit draws together a range of other areas from within the programme to form a holistic piece of work that will makes a positive contribution to the learner’s area of interest. Learners should seek approval from their tutors before starting their research project • Learning outcomes On successful completion of this unit a learner will: 1. Understand how to formulate a research specification 2. Be able to implement the research project within agreed procedures and to specification 3. Be able to evaluate the research outcomes 4. Be able to present the research outcomes.

67

Unit content 1 Understand how to formulate a research specification

Research formulation: aims and objectives; rationale for selection; methodology for data collection and analysis; literature review; critique of references from primary sources, eg questionnaires, interviews; secondary sources, eg books, journals, internet; scope and limitations; implications, eg resources

Hypothesis: definition; suitability; skills and knowledge to be gained; aims and objectives; terms of reference; duration; ethical issues

Action plan: rationale for research question or hypothesis; milestones; task dates; review dates; monitoring/reviewing process; strategy

Research design: type of research, eg qualitative, quantitative, systematic, original; methodology; resources; statistical analyses; validity; reliability; control of variables

2 Be able to implement the research project within agreed procedures and to specification

Implement: according to research design and method; test research hypotheses; considering test validity; reliability

Data collection: selection of appropriate tools for data collection; types, eg qualitative, quantitative; systematic recording; methodological problems, eg bias, variables and control of variables, validity and reliability

Data analysis and interpretation: qualitative and quantitative data analysis – interpreting transcripts; coding techniques; specialist software; statistical tables; comparison of variable; trends; forecasting

3 Be able to evaluate the research outcomes

Evaluation of outcomes: an overview of the success or failure of the research project planning, aims and objectives, evidence and findings, validity, reliability, benefits, difficulties, conclusion(s)

Future consideration: significance of research investigation; application of research results; implications; limitations of the investigation; improvements; recommendations for the future, areas for future research

4 Be able to present the research outcomes

Format: professional delivery format appropriate to the audience; use of appropriate media

68

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Understand how to formulate a research specification

1.1 formulate and record possible research project outline specifications 1.2 identify the factors that contribute to the process of research project selection 1.3 undertake a critical review of key references 1.4 produce a research project specification 1.5 provide an appropriate plan and procedures for the agreed research specification

LO2 Be able to implement the research project within agreed procedures and to specification

2.1 match resources efficiently to the research question or hypothesis 2.2 undertake the proposed research investigation in accordance with the agreed specification and procedures 2.3 record and collate relevant data where appropriate

LO3 Be able to evaluate the research outcomes

3.1 use appropriate research evaluation techniques 3.2 interpret and analyse the results in terms of the original research specification 3.3 make recommendations and justify areas for further consideration

LO4 Be able to present the research outcomes

4.1 use an agreed format and appropriate media to present the outcomes of the research to an audience.

69

Guidance Links This unit may be linked to single or several units in the programme, depending on the research topic and the context of their area of learning. The unit can also be linked to the SEMTA Level 4 National Occupational Standards in Engineering Management, particularly: • Unit 4.5: Identify and Define Areas of Engineering Research • Unit 4.6: Develop a Research Methodology for Engineering • Unit 4.8: Undertake Engineering Research • Unit 4.9: Evaluate the Results of Engineering Research. Essential requirements Tutor will need to establish the availability of resources to support the independent study before allowing the learner to proceed with the proposal. Employer engagement and vocational contexts Centres should try to establish relationships with appropriate organisations in order to bring realism and relevance to the research project.

70

Unit 35: Further Analytical Methods for Engineers Unit code: J/601/1465 Level: 5 Credit value: 15 • Aim This unit aims to further develop the analytical knowledge and techniques necessary to analyse and solve a variety of engineering situations and problems. • Unit abstract This unit has been designed to enable learners to use number systems, graphical and numerical methods, vectors, matrices and ordinary differential equations to analyse, model and solve realistic engineering problems. Learners will use estimation techniques and error arithmetic to establish realistic results from experiments and general laboratory work. They will then consider the conversion of number systems from one base to another and the application of the binary number system to logic circuits. Complex numbers and their application to the solution of engineering problems are also studied. Learners will look at the use of graphical techniques together with various methods of numerical integration (for example Simpson’s rules) and estimation (for example Newton-Raphson). They will then go on to analyse and model engineering situations using vector geometry and matrix methods. Finally, learners will study both first and second order differential equations and their application to a variety of engineering situations dependent upon the learner’s chosen discipline. • Learning outcomes On successful completion of this unit a learner will: 1. Be able to analyse and model engineering situations and solve problems using number systems 2. Be able to analyse and model engineering situations and solve problems using graphical and

numerical methods 3. Be able to analyse and model engineering situations and solve problems using vector geometry

and matrix methods 4. Be able to analyse and model engineering situations and solve problems using ordinary

differential equations.

71

Unit content 1 Be able to analyse and model engineering situations and solve problems using number systems

Error arithmetic: significant figures and estimation techniques; error arithmetic operations; systematic and random errors; application to experimentation and general laboratory work

Number systems: natural, integer, rational, reals, dinary, binary, octal and hexadecimal number systems; conversion from dinary to numbers of other bases and vice versa; two-state logic systems, binary numbers and logic gates, logic gate tables, application to logic circuits

Complex numbers: real and imaginary parts of complex numbers, complex number notation; Cartesian and polar forms; modulus, argument and complex conjugate; addition, subtraction, multiplication and division of Cartesian and polar forms; use of Argand diagrams; powers and roots and the use of de Moivre’s theorem

Engineering applications: applications eg electric circuit analysis, phasors, transmission lines, information and energy control systems

2 Be able to analyse and model engineering situations and solve problems using graphical and

numerical methods

Graphical techniques: Cartesian and polar co-ordinate systems and representation of complex number operations; vector representation; standard curves; asymptotes; systematic curve sketching; curve fitting; irregular areas and mean values of wave forms; use of phasor and Argand diagrams; application to engineering situations

Numerical integral: determine the integral of functions using mid-ordinate; trapezoidal and Simpson’s rules

Numerical estimation methods: method of bisection; Newton-Raphson iteration method; estimates of scientific functions

3 Be able to analyse and model engineering situations and solve problems using vector geometry

and matrix methods

Vector notation and operations: Cartesian co-ordinates and unit vectors; types of vector and vector representation; addition and subtraction; multiplication by a scalar; graphical methods

Matrix operations and vectors: carry out a range of matrix operations eg vectors in matrix form, square and rectangular matrices, row and column vectors, significance of the determinant, determinant for 2x2 matrix, the inverse of a 2x2 matrix; use Gaussian elimination to solve systems of linear equations (up to 3x3)

Vector geometry: determine scalar product, vector product, angle between two vectors, equation of a line, norm of a vector, dot and cross products; apply vector geometry to the solution of engineering problems eg velocity vector and mechanisms, acceleration vector and mechanisms, forces in static frameworks and structures, evaluation of static joint structures using dot product, phasors

72

4 Be able to analyse and model engineering situations and solve problems using ordinary differential equations

First order differential equations: engineering use; separation of variables; integrating factor method, complementary function and particular integral

Numerical methods for first order differential equations: need for numerical solution; Euler’s method; improved Euler method; Taylor series method

Application of first order differential equations: applications eg RC and RL electric circuits, time constants, motion with constant and variable acceleration, Fourier equation for heat transfer, Newton’s laws of cooling, charge and discharge of electrical capacitors, complex stress and strain, metrology problems

Second order differential equations: engineering use; arbitrary constants; homogeneous and non-homogeneous linear second order equations

Application of second order differential equations: applications eg RLC series and parallel circuits, undamped and damped mechanical oscillations, fluid systems, flight control laws, mass-spring-damper systems, translational and rotational motion systems, thermodynamic systems, information and energy control systems, heat transfer, automatic control systems, stress and strain, torsion, shells, beam theory

Engineering situations: applications eg heat transfer, Newton’s laws, growth and decay, mechanical systems, electrical systems, electronics, design, fluid systems, thermodynamics, control, statics, dynamics, energy systems, aerodynamics, vehicle systems, transmission and communication systems

73

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Be able to analyse and model engineering situations and solve problems using number systems

1.1 use estimation techniques and error arithmetic to establish realistic results from experiment 1.2 convert number systems from one base to another, and apply the binary number system to logic circuits 1.3 perform arithmetic operations using complex numbers in Cartesian and polar form 1.4 determine the powers and roots of complex numbers using de Moivre’s theorem 1.5 apply complex number theory to the solution of engineering problems when appropriate

LO2 Be able to analyse and model engineering situations and solve problems using graphical and numerical methods

2.1 draw graphs involving algebraic, trigonometric and logarithmic data from a variety of scientific and engineering sources, and determine realistic estimates for variables using graphical estimation techniques 2.2 make estimates and determine engineering parameters from graphs, diagrams, charts and data tables 2.3 determine the numerical integral of scientific and engineering functions 2.4 estimate values for scientific and engineering functions using iterative techniques

LO3 Be able to analyse and model engineering situations and solve problems using vector geometry and matrix methods

3.1 represent force systems, motion parameters and waveforms as vectors and determine required engineering parameters using analytical and graphical methods 3.2 represent linear vector equations in matrix form and solve the system of linear equations using Gaussian elimination 3.3 use vector geometry to model and solve appropriate engineering problems

LO4 Be able to analyse and model engineering situations and solve problems using ordinary differential equations

4.1 analyse engineering problems and formulate mathematical models using first order differential equations 4.2 solve first order differential equations using analytical and numerical methods 4.3 analyse engineering problems and formulate mathematical models using second order differential equations 4.4 solve second order homogeneous and non-homogenous differential equations 4.5 apply first and second order differential equations to the solution of engineering situations.

74

Guidance Links This unit builds on and can be linked to Unit 1: Analytical Methods for Engineers and can provide a foundation for Unit 59: Advanced Mathematics for Engineering. Essential requirements There are no essential requirements for this unit. Employer engagement and vocational contexts This unit will benefit from centres establishing strong links with employers who can contribute to the delivery of teaching, work-based placements and/or detailed case study materials.

75

Unit 38: Managing People in Engineering Unit code: M/601/1458 Level: 5 Credit value: 15 • Aim This unit will develop learners’ understanding of the methods, processes and procedures used when managing people in engineering. • Unit abstract The unit will give learners an opportunity to examine the various practices, procedures and constraints that influence the management of people within a work environment. This will require learners to consider and explain the processes and procedures involved in the management of people, such as human resource planning, recruitment, selection and contracting. Learners will also investigate a range of working relationships in engineering settings and the lines of responsibility. Management and development of human resources are also covered with an examination of industrial relations and legislation. • Learning outcomes On successful completion of this unit a learner will: 1. Understand the processes and procedures involved in people management 2. Understand working relationships within an engineering context 3. Understand methods of managing and developing human resources 4. Understand industrial relations and legislation within an employment relationship.

76

Unit content 1 Understand the processes and procedures involved in people management

Workforce planning: estimating manpower requirements; the labour market; needs analysis and evaluation; recruitment and selection; training and development; cost implications; general employment environment eg market conditions, labour turnover, demographic issues, skills shortages, use of part-time and older employees

Recruitment and selection: job descriptions; personnel specifications; recruitment sources; advertising; relevant legislation eg equal opportunities, discrimination; interviewing techniques; selection tests eg psychometric, intelligence, personality; employment contract eg full/part-time, seasonal, sub-contracted, consultant, fractional posts, outworking; associated legislation

2 Understand working relationships within an engineering context

Working relationships: teams eg adhoc, organised, long-term, short-term; individuals; peers; hierarchical eg managerial, subordinate

Lines of authority and communication: within the organisation; within the team

Roles: operative; craft, supervisory; managerial

Objectives: induction; deployment and monitoring of employees; achieving organisation targets; supporting team members; encouraging individuals; creating a cohesive workforce; managing poor or ineffective performance; managing tensions and conflict

Managing sub-contractors: negotiating targets, deadlines and performance standards; monitoring and assessing performance; operating within constraints; meeting financial targets

3 Understand methods of managing and developing human resources

Employee motivation: theories; methods; employee involvement; motivating individuals/teams

Training: techniques eg induction, on- and off-the-job training, in-house, contracted-out; qualifications framework; current occupational standards; future needs

Reward systems: pay structures eg performance-related pay, incentive schemes, team rewards; employee benefits eg pensions, company share schemes, medical insurance, sickness benefit, promotions

Appraisal and development: schemes; management development; preparing employees for progression; matching organisational needs with employee potential

Benefits of training and development: for the individual eg motivation, pride, job satisfaction, job enrichment, job enlargement, external qualifications; for the organisation eg qualified staff, increase in skilled staff, improved results due to increase in quality, well-motivated staff, flexible staff

4 Understand industrial relations and legislation within an employment relationship

Contractual regulations: the employment contract; pay; hours; conditions; the right to trade union membership

77

Employment practices: disciplinary and grievance procedures eg employment tribunal systems, appeals, arbitration procedures; the role of trade unions; collective bargaining; the role of ACAS (Advisory, Conciliation and Arbitration Service); codes of practice; poaching staff

Termination of employment: types of dismissal eg unfair and constructive, redundancy, job restructuring; resignation; retirement

Employment legislation: UK and EU employment eg Sex Discrimination Act 1975, Race Relations Act 1976, Rehabilitation of Offenders Act 1974, Equal Pay Act 1970, implications of the working time regulation, Transfer of Undertakings (Protection of Employment) 2006, Employment Act 2002, legislation relating to harassment; disciplinary/grievance interviews; first aid requirements; disabled provisions; maternity/paternity issues; flexible employment practices eg job share, working from home

78

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Understand the processes and procedures involved in people management

1.1 explain how workforce planning is used to assess staffing requirements 1.2 analyse how the general employment environment affects effective workforce recruitment and selection 1.3 outline the processes and procedures carried out when recruiting and selecting personnel for a given engineering post

LO2 Understand working relationships within an engineering context

2.1 explain different working relationships within an engineering organisation 2.2 examine lines of authority within an engineering organisation 2.3 discuss roles and responsibilities of employees within an engineering organisation 2.4 review the relevance of objectives of working relationships within an engineering context 2.5 explain how sub-contractors can be managed

LO3 Understand methods of managing and developing human resources

3.1 explain the importance of employee motivation and involvement 3.2 evaluate a range of training techniques which are employed within an engineering organisation 3.3 explain the role of reward systems, appraisal and development schemes within an engineering organisation 3.4 explain the benefits of training and development to the organisation and the individual

LO4 Understand industrial relations and legislation within an employment relationship

4.1 describe contractual regulations of employment 4.2 justify the use of employment practices in an engineering organisation 4.3 explain the constraints imposed by legislation on termination of employment 4.4 examine and report on the main features of current employment legislation.

79

Guidance Links This unit can be linked with Unit 7: Business Management Techniques for Engineers. Essential requirements Learners will need access to relevant UK and EU legal and legislative reference material. Employer engagement and vocational contexts The delivery of this unit will benefit from centres establishing strong links with employers willing to contribute to the delivery of teaching, work-based placements and/or detailed case study materials.

80

Unit 39: Electronic Principles Unit code: J/601/1448 Level: 5 Credit value: 15 • Aim This unit aims to further develop learners’ understanding of analogue electronics and their applications across the engineering sector. • Unit abstract In this unit, learners will examine the use of current manufacturers’ data and support, apply current circuit analyses and design, implement and then test the created applications. Although fault-finding skills are not the main emphasis of the unit they will form an integral part in the later development, in terms of testing. • Learning outcomes On successful completion of this unit a learner will: 1. Be able to apply testing procedures for semiconductor devices and circuits 2. Understand the characteristics and operation of amplifier circuits 3. Understand the types and effects of feedback on circuit performance 4. Understand the operation and applications of sine wave oscillators.

81

Unit content 1 Be able to apply testing procedures for semiconductor devices and circuits

Circuits and testing: half and full wave rectifying; zener regulator; switching and amplifier circuits for transistors; IC voltage regulators instruments eg CRO, probes, signal generators, multi-meter, logic

Devices: semiconductor devices eg diodes (rectifier characteristics including forward/reverse bias modes, zener, LED, photodiode, thyristor, triac), transistors (bipolar, unipolar and field-effect, including characteristics and switch and amplifier modes), photo-transistors, opto-couplers, integrated circuits (741 operational amplifier applications including filters, comparators, power supplies and oscillators), IC voltage regulator, ‘specialist’ ICs (analogue and digital)

Literature: manufacturers’ specifications; manuals; characteristics; circuit diagrams and support (online and offline)

2 Understand the characteristics and operation of amplifier circuits

Amplifier characteristics: ideal (gain, bandwidth, input/output impedance, noise, thermal drift); common notation; DC/AC behaviour; op-amp basic circuits; limitations (DC, AC, non-linear, power); common applications; internal circuitry of 741 (differential, voltage and output amplifier)

Analyse operation and performance: use of quantitative methods; equivalent circuits; computer modelling; consideration of frequency response; voltage gain; bandwidth; output power; distortion; input and output impedance

Types and benefits of amplifier: power eg single-ended Class A, complementary symmetrical Class B, Class AB; tuned; small-signal; operational amplifiers eg inverting, non-inverting, voltage follower, differential, summing, integrator, differentiator, comparator, instrumentation, Schmitt trigger; active filters (high-pass, low-pass, band (pass, reject), notch)

Modify circuit designs: using manufacturers’ data; circuit calculations; to meet revised specifications using alternative components to achieve lower cost or to improve performance

3 Understand the types and effects of feedback on circuit performance

Types and effects of feedback: types eg voltage, current, series, shunt; effects eg closed loop gain of a system with feedback, feedback in single and multi-stage circuits

Circuit performance: effect of feedback on gain, bandwidth, distortion, noise, gain stability, input and output impedance

Circuits: single-stage transistor amplifier; operational amplifier

Investigate: circuit design and build, practical measurement; computer simulation

4 Understand the operation and applications of sine wave oscillators

Circuit requirements: circuit conditions eg 1-βA = 0 at only one frequency, gain-phase relationship in the circuit; frequency determining elements

82

Build and evaluate: to a given specification a typical circuit configuration eg Wien Bridge, Twin-T, three-section R-C ladder, L-C coupled, transistor or operational amplifier

Specification: factors eg frequency, stability, frequency drift, distortion; need for amplitude stabilisation

Crystal oscillators: advantages of crystal controlled oscillator circuits eg frequency accuracy and stability; equivalent circuit of a quartz crystal; fundamental and overtone circuits

83

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Be able to apply testing procedures for semiconductor devices and circuits

1.1 apply testing procedures to a range of semiconductor devices and circuits 1.2 use relevant literature for testing semiconductor devices and circuits

LO2 Understand the characteristics and operation of amplifier circuits

2.1 analyse the operation of different types of amplifier 2.2 evaluate the actual performance of different types of amplifier 2.3 compare the analysis with the measured results 2.4 modify circuit designs to meet revised specifications

LO3 Understand the types and effects of feedback on circuit performance

3.1 describe types of feedback and determine the effects on circuit performance when feedback is applied 3.2 design a circuit employing negative feedback 3.3 investigate the effects of applying feedback to single and multi-stage circuits

LO4 Understand the operation and applications of sine wave oscillators

4.1 describe the circuit conditions and the methods used to achieve sinusoidal oscillation 4.2 build and evaluate a sine wave oscillator to a given specification 4.3 explain the advantages of crystal-controlled oscillator circuits.

84

Guidance Links This unit may be linked to Unit 1: Analytical Methods for Engineers and Unit 5: Electrical and Electronic Principles. Essential requirements Centres must ensure that learners have access to appropriate laboratory test equipment (eg signal generators, oscilloscopes, digital frequency meters, audio power meters and test meters). Employer engagement and vocational contexts The delivery of this unit will benefit from centres establishing strong links with employers willing to contribute to the delivery of teaching, work-based placements and/or detailed case study materials.

85

Unit 117: Digital and Analogue Devices and Circuits Unit code: F/602/2237 Level: 5 Credit value: 15 • Aim This unit aims to develop the knowledge and skills needed to design and test DC power supply systems, operational amplifier circuits and digital electronic circuits. • Unit abstract This unit provides learners with a practical understanding of a range of integrated circuit operational amplifiers and digital devices and circuits. Learners will investigate the design and operation of DC power supplies. They will then analyse the applications of operational amplifiers, before designing and testing operational amplifier circuits. Finally, the unit will enable learners to design, construct and test digital electronic circuits. • Learning outcomes On successful completion of this unit a learner will: 1. Be able to design, test and evaluate electronic DC power supply systems 2. Be able to design and test operational amplifier circuits 3. Be able to design, construct and test digital electronic circuits.

86

Unit content 1 Be able to design, test and evaluate electronic DC power supply systems

Operation of DC power supplies: linear regulated power supplies (simple zenerd, series transistor and IC regulators); switched mode power supplies; practical circuits in use in modern equipment Design a linear power supply: input voltages; output voltage and current; line and load regulation; identify devices, passive component values and circuit connections Test a linear power supply: from test results, graphs of Vout ~ Vin and Vout ~ Iout line and load regulation calculated

2 Be able to design and test operational amplifier circuits

Operational amplifier as a device: properties of the ideal operational amplifier eg very high gain, infinite input impedance, negligible voltage difference between inputs Application circuits: comparator inverting amplifier; non-inverting amplifier; buffer amplifier (voltage follower); differential amplifier; summing amplifier; derivation of relationship between input and output voltages Design: circuits designed to meet given specifications; use of computer simulation software to confirm correct operation Tests: designed build circuits using prototype board or circuit trainers and test, using appropriate test equipment, to confirm that they meet the specification; draw up a schedule of test data with proposed input signals and expected output signals before testing

3 Be able to design, construct and test digital electronic circuits

Digital electronic devices: logic families – TTL, CMOS eg 4000 and 74 series; comparison between families (speed, power, input and output current, power supply); interfacing between different families; scales of integration (SSI, MSI, LSI, VLSI); programmable devices (PROM, PAL, PLA) Design combinational circuits: use an appropriate design technique (Karnaugh mapping); solutions using a single type of gate eg NAND only; specifications requiring solutions with no less than four inputs and one output; simulation using computer software to confirm correct operation Design sequential circuits: use appropriate design techniques; specifications with no less than seven states, eg, decade counter; simulation using computer software to confirm correct operation Test: circuits designed for this outcome should be built using prototype boards or circuit trainers and tested, using appropriate test equipment, to confirm that they meet the specifications; a schedule of test data with proposed inputs and expected outputs should be drawn up before testing

87

Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 Be able to design, test and evaluate electronic DC power supply systems

1.1 evaluate the operation of different types of DC power supply 1.2 design and test a linear power supply to meet a given specification

LO2 Be able to design and test operational amplifier circuits

2.1 evaluate the operational amplifier as a device 2.2 describe different operational amplifier application circuits 2.3 design three operational amplifier circuits 2.4 test operational amplifier circuits

LO3 Understand the types and effects of feedback on circuit performance

3.1 compare different digital electronic device families 3.2 design and construct combinational and sequential digital electronic circuits using logic devices 3.3 test digital electronic circuits

88

Guidance Links This unit can be linked to Unit 5: Electrical and Electronic Principles, Unit 39: Electronic Principles, Unit 66: Electrical, Electronic and Digital Principles and Unit 114: Operational Amplifiers. Essential requirements Learners will need access to electronic circuit test equipment (CRO, power supply, signal generator, multimeter, logic probe), prototype board or digital and analogue circuit trainers and electronic circuit simulation software. Employer engagement and vocational contexts Delivery of this unit will benefit from centres establishing strong links with employers willing to contribute to the delivery of teaching, work-based placements and/or detailed case study materials.