The Engineering Diploma

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The Engineering Diploma

• An Authors View
• Alan Gray

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What is it?
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The Edexcel View

• The Edexcel Diplomas in Engineering aim to
• Develop a broad understanding and knowledge about
  engineering and related sectors.
• Develop the knowledge, skills and attributes
  required to work in the engineering sector.
• Encourage learners to learn through experience of
  applying knowledge and skills to tasks or
  contexts including those that have many of the
  characteristics of real work.

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The AQA/City Guilds View

• Why choose the Engineering Diploma?
• The Engineering Diploma introduces learners to
  the world of engineering. It provides a gateway
  to the different sectors of engineering and the
  underlying systems and structures.
• Learners will acquire an understanding of the
  contribution engineering makes to modern life and
  of the career opportunities available.
• The Diploma will enable learners to progress into
  further and higher education and future
  employment.
• Learners following an Engineering programme will
  also produce a project which complements the
  Principal Learning and/or supports their
  progression

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Do not mention the V word!

• Diplomas provide a unique opportunity for
  learners to explore engineering, prior to
  committing to a specific occupational area.
• (original draft summary specification)
• i.e.
• It is not a vocational qualification

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Is this more like it?
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My Units

• EAL/BTEC collaborative venture
• Unit 6 Electronic Circuit Construction and
  Testing (Level 1)
• Unit 5 Electrical and Electronic Circuits and
  Systems (Level 2)
• Unit 4 Instrumentation and Control Engineering
  (Level 3)

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EDDP

• Sector Skills Councils represented on the
  Engineering Diploma Project Team
• SEMTA (engineering manufacture and technology,
  and lead SSC)
• Automotive Skills (motor vehicle retail and
  maintenance)
• Cogent (chemical, nuclear, oil and gas, petroleum
  and polymer industries)

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EDDP

• GoSkills (passenger transport)
• Energy and Utility Skills (electricity, gas,
  waste management and water industries)
• SummitSkills (building services engineering)
• (This Specification has been developed as a
  result of a series of employer consultation
  events between January and March 2006 on the
  purpose, aims and learning outcomes for the
  Engineering Diploma.)

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Great advice too much content

• Unit 5 Electrical and Electronic Circuits and
  Systems (Level 2)
• 30 GLH of which 10 hours assessment (8 hours for
  AQA/CG)
• 20/22 GLH for teaching
• To be taught as practically as possible

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What the EDDP originally said

• This topic provides learners with the opportunity
  to learn about the basic principles and
  techniques used in the construction of electronic
  and electrical systems. This is a practical topic
  which complements the topic on engineering design
  and enables the learner to develop further
  understanding of the importance of applied
  mathematical skills in engineering.

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What came out all in 20 GLH!(Dont try and
read it)

• To achieve this topic the learner must
• Use safe working practices in the
  laboratory/workshop
• Recognise, explain and select components from
  circuit diagrams
• Know about and be able to construct electronic
  and electrical systems
• Use tools and equipment to test and fault find
  systems
• Use safe working practices in the
  laboratory/workshop
• Safe working practices cable colour coding of
  mains equipment selection and fitting of a fuse
  for a device of known power checking earth
  connections replacement of a mains plug to a
  3-core cable, hazardous voltages
• Safety devices Fuses, RCDs, etc
• Checking and safe use of hand tools e.g.
  soldering irons, wire cutters and strippers,
  pliers, screwdrivers handling and storage of
  components and test equipment
• First aid procedures e.g. for electrical shock,
  electrical and acid burns procedures for
  establishing risk
• Recognise, explain and select components from
  circuit diagram
• Components power source e.g. cells, batteries,
  transformers, switches, relays, motors,
  solenoids, sockets and plugs, audio and optical
  indicators resistors e.g. variable resistors,
  light dependent resistors, tolerances, colour
  codes capacitors e.g. electrolytic,
  polarisation, colour codes, values
  semiconductors e.g. diodes, light emitting diodes
  (LED), transistors bipolar and field effect
  (FET) integrated circuit components e.g. logic
  gates, programmable devices, operational
  amplifiers, timers
• Calculate and specify component values,
  tolerances etc
• Circuit diagrams use of block diagrams
  schematic symbols labelling and values
  representation of test equipment computer
  representation
• Know about and be able to construct electronic
  and electrical systems
• Types of circuit boards protoboards
  stripboards printed circuit boards (pcb)
• Printed circuit board design and construction
  designing layout producing ar2rk drilling
  holes etching populating board soldering onto
  pcb
• Circuit construction techniques wire-wrapping
  component pin/terminal identification use of
  heat sinks soldering techniques power supply
  considerations noise limitation
• Types of circuit e.g. single transistor circuits
  (amplifier, sensor and switch), combinational
  logic circuits, alarm circuits, audio,
  electro-mechanical and optical circuits

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What I wanted to say

• Measure the current and voltage in a circuit

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EDDP Comment

• Simple and clear although greater reference to
  mathematical techniques should be emphasised. The
  ability to calculate is just as important as the
  ability to measure.

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Actual Assessment

• Determines current, voltage and power in a simple
  DC circuit, and calculates appropriate ratings
  for fuses or other protection devices in an AC
  circuit stating any assumptions made.

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To deliver this unit

• BTEC 18 pages of advice, content and assessment
• AQA/CG 8 pages of advice, content and assessment

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Assessing the beast

• Help!

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Assignments should be
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Assessment Grid
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Using the marking grid

• The basic principle in this unit is that the
  assessment across the mark band is progressive
  and is done in an objective way to reflect the
  analytical/practical/vocational nature of this
  unit.
• Each band has a specific number of marks
  allocated, the guidance on mark allocation
  provides further details to help assessors to
  consistently award marks and differentiate
  between bands.
• Tasks will need to be completed to meet the
  requirements of each mark band.
• If a learner completes all they are asked to do
  in a band for an assessment focus, they should
  normally be awarded the full marks for that band
  and additional work carried out considered for
  the next band.
• If a learner has met any part of the requirements
  of that mark band they can be awarded the mark(s)
  attached to that performance for that part.
• A learner can get marks in band 3 on one
  assessment focus, band 1 on another etc, then all
  band marks are added together for the unit total.
  It may be possible for a learner to pass a unit
  even if 0 has been given in marks for one
  assessment focus in the unit.

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What else have you got to think about?

• Generic Learning
• Functional skills and personal, learning and
  thinking skills (PLTS)
• Additional and specialist learning (ASL)
• Work experience (minimum of 10 days)
• The project

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Specialist resources

• The following specialist resources (in
  appropriate quantities to suit the number of
  learners) will typically be required for
  delivering this unit
• multimeter (digital or analogue type)
• signal generator
• power supply
• oscilloscope
• logic probe
• constructed circuits (with switched faults)
• manufacturers and suppliers catalogues
• component symbols reference data (BS3939, BS8888)
• a supply of electronic components (resistors,
  capacitors, diodes, transistors, etc)
• printed circuit boards (etched and pre-drilled).

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Reference material

• Bishop O Electronics A First Course (Newnes,
  2006) ISBN 0750669608
• Bishop O Electronics Circuits and Systems
  (Newnes, 2003) ISBN 0750658452
• Duncan T Success in Electronics (Hodder Murray,
  1997) ISBN 0719572053
• Tooley M Electronic Circuits Fundamentals and
  Applications (Newnes, 2006) ISBN 0750669233
• Tooley M, ODwyer N, Deacon M and Tooley R
  Level 2 Diploma in Engineering Student Book
  (Heinemann, 2008) ISBN 9780435756208
• Tooley M, ODwyer N and Tooley R Level 2
  Diploma in Engineering Assessment and Delivery
  Resource (Heinemann, 2008) ISBN 9780435756215

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The other units Level 1 units

• Unit 1 Introducing the Engineering World
• Unit 2 Practical Engineering and Communication
  Skills
• Unit 3 Introduction to Computer Aided
  Engineering
• Unit 4 Developing Routine Maintenance Skills
• Unit 5 Introduction to Engineering Materials
• Unit 6 Electronic Circuit Construction and
  Testing
• Unit 7 Engineering the Future

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Level 2 units

• Unit 1 Exploring the Engineering World
• Unit 2 Investigating Engineering Design
• Unit 3 Engineering Applications of Computers
• Unit 4 Producing Engineering Solutions
• Unit 5 Electrical and Electronic Circuits and
  Systems
• Unit 6 Application of Manufacturing Techniques
  in Engineering
• Unit 7 Applications of Maintenance Techniques in
  Engineering
• Unit 8 Exploring Engineering Innovation,
  Enterprise and Technological Advancements

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Level 3 units

• Unit 1 Investigating Engineering Business and
  the Environment
• Unit 2 Applications of Computer Aided Designing
• Unit 3 Selection and Application of Engineering
  Materials
• Unit 4 Instrumentation and Control Engineering
• Unit 5 Maintaining Engineering Plant, Equipment
  and Systems
• Unit 6 Investigating Modern Manufacturing
  Techniques used in Engineering
• Unit 7 Innovative Design and Enterprise
• Unit 8 Mathematical Techniques and Applications
  for Engineers
• Unit 9 Principles and Application of Engineering
  Science

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External assessment
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Your Consortium

• Who does what?
• Who gets the money?

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Good Luck

• Any Questions?