Engineering - Manufacture and Assembly

8/13/2019 Engineering - Manufacture and Assembly

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Engineering Skills: Manufacture and Assembly – Intermediate 1

Scottish Further Education Unit 4





Engineering Skills: Manufacture and AssemblyF19H 10

Introduction

These notes are provided to support teachers and lecturers presenting theScottish Qualifications Authority Unit F19H 10 , Engineering Skills: Manufactureand Assembly (Intermediate 1) .

Copyright for this pack is held by the Scottish Further Education Unit (SFEU).However, teachers and lecturers have permission to use the pack and reproduceitems from the pack provided that this is to support teaching and learning

processes and that no profit is made from such use. If reproduced in part, thesource should be acknowledged.

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

Marketing Officer - CommunicationsThe Scottish Further Education Unit

Argyll CourtCastle Business ParkStirling

FK9 4TYWebsite: www.sfeu.ac.uk

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

The Scottish Qualifications AuthorityOptima Building58 Robertson StreetGlasgowG2 8DQ

Website: www.sqa.org.uk

http://www.sfeu.ac.uk/

http://www.sqa.org.uk/

http://www.sqa.org.uk/






Class Sets

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

Elanders HindsonMerlin WayNew York Business ParkNorth TynesideNE27 0QG

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

Disclaimer

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

mailto:[email protected]

mailto:[email protected]





Contents

How to Use this Pack 8

Reference Section 9

What are Skills for Work Courses all about? 10

The Course in Engineering Skills (Intermediate 1) 13

Unit Outcomes, PCs and Evidence Requirements 16

Employability Skills Profile 20

Careers Scotland Support 21

Tutor Support Section 23

Introduction 24 Learning and Teaching with Under 16s 25

General Guidance on Unit Delivery 29

Using the Student Support Notes 30

Artefact Suggestions 33

Unit Induction 34

Health and Safety Considerations 36

Signposting of Employability Skills 38

Guidance on Integrating Employability Skills 39

Generating Evidence and Assessment Opportunities for Employability Skills 39

Resources 42

Sample Responses to Student Activities 44

Sample Report – Responses 45

Student Support Section 46

Tutor Note on Student Activities 47

Welcome to Manufacture and Assembly 48

Getting Organised 48

An Introduction to Manufacture and Assembly 52

How to … 70

Your Turn! 96

Glossary of Terms used in Manufacturing and Assembly 123





How to Use this Pack

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

The pack is organised into several sections.

The Reference Section of the pack provides information on:

• the rationale for, and ethos behind, the Skills for Work courses• the Course Rationale, and contains the• the Employability Skills Profile for Intermediate 1 Engineering, showing where

the specified employability skills and attitudes can be evidenced and assessedthroughout the Course and in the Manufacture and Assembly unit.

The Tutor Support Section contains:

• advice on learning and teaching with under-16s• guidance on how to use the material in the Student Support Section • advice on Unit induction• advice on Health and Safety considerations• guidance and resources on integrating the development of employability skills

throughout the unit• sample responses to student activities.

The Student Support Section contains:

• guidance and instruction on the methods students may find useful indeveloping the skills associated with manufacturing and assembling an

artefact• exemplars and activity sheets• a glossary of terms used in manufacture and assembly.

Activities are identified with the symbol:





Reference Section





What are Skill s for Work Courses all about?

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

• skills and knowledge in a broad vocational area

• Core Skills

• an understanding of the workplace

• positive attitudes to learning

• skills and attitudes for employability.

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

Learning through practical experience

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

• learning in real or simulated workplace settings

• learning through role play activities in vocational contexts

• carrying out case study work

• planning and carrying out practical tasks and assignments.

Learning through reflecting at all stages of the experience

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

• preparing and planning for the experience

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

• reflecting after the activity has been completed - evaluating, self-assessing andidentifying learning points.

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





Core Skills

The five Core Skills are:

• Communication

• Numeracy

• Information Technology

• Problem Solving

• Working with Others.

Employability

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

• generic skill s/attitudes valued by employers

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

• self-evaluation skills

• positive attitude to learning

• flexible approaches to solving problems

• adaptability and positive attitude to change

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

• specific vocational skil ls/knowledge

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

Opportunities for developing these skills and attitudes are highlighted in each ofthe Course and Unit Specifications. These opportunities include giving youngpeople direct access to workplace experiences or, through partnershiparrangements, providing different learning environments and experiences whichsimulate aspects of the workplace. These experiences might include visits,visiting speakers, role play and other practical activities.





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

• successful learners

•

confident individuals• responsible citizens

• effective contributors.

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





The Course in Engineering Skil ls (Intermediate 1)

Course Rationale

This Intermediate 1 Engineering Skills Course has been designed to provide abasis for progression into further education or for moving directly into training inemployment within an engineering sector. The overall purpose of the Course is toensure that candidates start to develop the generic and practical skills, knowledgeand understanding, and employability skills needed within an engineering sector.

The engineering sector includes the following:

Mechanical Manufacture Maintenance

Fabrication Welding Electrical

Electronic Foundry Automotive

Servicing Transport Aeronautical

Communications Space Energy Generation

Conservation Marine Water

Salination Oil/Gas Petroleum

This course focuses on the four broad areas of Mechanical, Electrical/Electronic,Fabrication and Manufacture. This will allow the candidates to gain basictransferable skills which can be applied to any of the above engineering areas.

The primary target group for this Course is school pupils in S3 and above. It isanticipated that, for this group of candidates, the Course will rely on and build onexisting partnerships between schools, colleges of further education, employersand other training providers and agencies. This may be particularly pertinent inthe case of the Engineering Skills course due to the specialist expertise andfacilities available in, for example, further education colleges and trainingproviders. Nevertheless, the Engineering Skills course is designed at a level andscope such that it can be delivered in schools, if the school has suitable facilitiesand teaching expertise. A partnership approach would still be necessary in orderto provide the contact with the workplace which is an essential part of theexperience for candidates.

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





The general aims o f the Engineering Skil ls Course are to :

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

•

allow candidates to experience vocationally-related learning• provide candidates with a broad introduction to the engineering vocational

sector

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

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

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

• provide a range of teaching, learning and assessment styles to motivatecandidates to achieve their full potential

• facilitate progression to further education and/or training• encourage candidates to plan their work and review their progress• encourage candidates to develop a positive attitude to waste minimisation and

environmental issues.

In particular, the aims of the Engineering Skills Course are to:

• encourage candidates to consider a career in the engineering industry

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

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

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

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

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

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

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





The Intermediate 1 Course in Engineering Skills has been designed with NationalOccupational Standards in mind. There is a link, though not directly, to theseStandards. The standards required of first-year apprentices in the engineeringindustry are, and should remain, significantly more onerous than those for thisCourse which is at an introductory level.

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

• basic proficiency in literacy• basic proficiency in numeracy• some aptitude for graphical forms of communication (the reading of basic

engineering drawings is developed in the Course)• motivation to work as part of a team.

This Course supports progression into appropriate further education or for trainingin employment. The Course provides the basis for candidates to gain an insightinto engineering occupations such as Mechanical, Fabrication, Automotive,

Aeronautical, Electrical/Electronic, Marine, and to use their studies to help themdecide the career they wish to follow.

Candidates studying this Course in Engineering and choosing a skills option, maybe aiming to progress into an apprenticeship in industry.

Candidates who are uncertain which trade to follow, may undertake vocationalcourses at further education colleges.

The Intermediate 1 Course should facilitate progression to a relevant Intermediate2 Course or an appropriate National Certificate programme.





Unit Outcomes, PCs and Evidence Requirements

National Unit Specification: Statement of Standards

Unit: Engineering Skills : Manufacture and Assembly (Intermediate 1)

Acceptable performance in this Unit will be the satisfactory achievement of thestandards set out in this part of the Unit Specification. All sections of thestatement of standards are mandatory and cannot be altered without reference tothe Scottish Qualifications Authority.

Outcome 1

Identify, select and use tools, materials and equipment to manufacture an artefact.

Performance Criteria

a) identify, select and safely use a range of relevant tools, materials andequipment correctly

b) safely and correctly manufacture and assemble an artefact from simpledrawings and specifications

c) complete the artefact accurately and within specified tolerances

d) safe working practices are correctly observed in all activities.

Outcome 2

Identify and use practical tests on the assembled artefact.


a) identify and use dimensional checks on the completed artefact correctly

b) test the functional use of the completed artefact correctly

c) safe working practices are correctly observed in all activities

d) complete a quality check on own finished artefact.





Outcome 3

Evaluate and report on the manufacture and assembly of an artefact.


a) complete an evaluation on the functionality of the artefact correctly

b) produce a report which includes a valid conclusion on the functionality of theartefact

c) communicate clearly the findings of the report on the manufacture andassembly of the artefact to a specified audience.

Outcome 4

Review and evaluate own employability skills in practical engineering contexts.


a) review and evaluate own employability skills

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

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

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





Evidence requirements for this Unit

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

Performance evidence will be supported by assessor checklists. This evidencewill be generated from an integrated assignment consisting of practical activitiescarried out in supervised workshop conditions. The evidence may be gathered atdifferent points throughout the Unit.

Candidates can, if appropriate, work in teams of no more than three to produce anassembled artefact. It is essential that the artefact produced by such a team willbe of sufficient complexity and scope to allow all members of the team to make acontribution equal to the manufacture and assembly of an artefact by an individualcandidate.

Where this occurs the assessor must be satisfied that each individual candidatehas produced evidence to demonstrate achievement of all Outcomes andPerformance Criteria.

The practical activities in the manufacture of an artefact in a safe manner willcover:

• interpretation of drawings and specification for the given artefact• selection and safe use of the correct tools, materials and equipment as

required, to manufacture and assemble an artefact.

Candidates will be required to carry out:

• dimensional checks on the completed artefact• functionality tests on the completed artefact to check for quality, robustness,

fitness for purpose before submitting their work for final assessment.

Candidates are required to:

• complete an evaluation on the functionality of the artefact using a given proforma checklist

• complete a short report of between 150 and 400 words that includes a validconclusion on the functionality of the artefact

• communicate the findings of the report to a peer group.







Employability Skills Profile

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

Engineering Skill s: Mechanical = AEngineering Skills: Electrical/Electronic = BEngineering Skills : Fabri cation = CEngineering Skill s: Manufacture and Assembly = D

Employability skill/attitude Evidence• maintaining good timekeeping A, B• maintaining good attendance B, C• maintaining a tidy workplace A, C• following instructions A, D• seeking advice A, D• working co-operatively with others D• sourcing and use of tools in a correct and safe manner B, C• using tools solely for the purpose for which they are

designedB, C

• cleaning and storing tools correctly after use A, B• recognising common materials A, C• showing health and safety awareness C, D• wearing appropriate personal protective equipment A, C• preparing appropriately to carry out tasks C, D• following basic drawings and specifications B, D• checking own work A, B, C, D• identifying own strengths and weaknesses A, B, C, D• identifying learning points from practical experiences A, B, C, D• positive attitude to learning A, B, C, D

Assessment evidence in al l Unit s:

Assessor observation checklists of practical activities and candidate reviewsheets.





Careers Scotland Support

for School-College Collaboration for Scotland’s Collegesin the Scot tish Enterprise area

In August 2006 Careers Scotland (SE and HIE areas) received funding fromScottish Executive to support college/school collaboration and encourage andpromote vocational educational choices for pupils in schools. Followingconsultation each area produced a local action plan outlining how they intendedtaking forward key activities. Careers Scotland’s focus is to support the careerguidance needs of all S2-5 pupils involved in the opportunities whichschool/college collaboration brings, supporting them to make vocationaleducational choices, and with particular consideration for those young people at

risk of becoming not engaged in employment education or training.Skills for Work (SfW) courses are a key aspect of enhanced school/collegecollaboration and Careers Scotland has an important role in selection andrecruitment and pre-entry career guidance, as well as ongoing support and pre-exit career guidance, to ensure the pupils’ experience of SfW is capitalised uponin any future career planning. Careers Scotland also supports the career guidanceneeds of pupils involved in other vocational/pre-vocational programmes whererelevant. Career Box delivery is a valuable tool in helping meet the needs ofschool pupils and lessons reflect options available within colleges; both at schooland post school.

Careers Scotland activity takes place at local and national levels. This mayinvolve a combination of any of the following services which can be tailored tolocal needs:

• awareness raising of Skills for Work courses (and other vocational programmeswhere relevant) – for pupils, teachers and parents - demonstrating how theseeducational choices have implications for future career options, and support theachievement of future career goals

• careers guidance support for individuals and groups, before, during and after

involvement in SfW courses, resulting in better informed career decisions andeffective transitions• providing support for pupils who have been unsuccessful in attaining a place on a

SfW course• providing transitional skills development for those completing SfW courses• capacity building through relevant shared CPD events, for Careers Scotland staff,

teachers and college lecturers• capacity building through the development of resources to support pupils, parents

or teachers• delivery of relevant Career Box lessons, where appropriate





• making connections with other existing support for pupils• participation in local planning and management arrangements• contributing to local and national discussions on provision and strategic

development• capturing good practice and evaluating effectiveness, using the community of

practice site on our website ( www.careers-scotland.org.uk ) and sharing successesand concerns

In addition there are opportunities for developmental activities which can help totake forward CPD, good practice, resource development and learningopportunities for Skills for Work for young people, teachers, college lecturers,parents, Careers Scotland Advisers and employers.

For further information on Careers Scotland (SE)’s involvement in school/collegecollaboration in your college, please get in touch with one of our Careers ScotlandRegional contacts:

South East Region (Edinburgh and Loth ians; Forth Valley; Borders)

Stephen Benwell 01786 452043 [email protected]

North East Region (Tayside; Grampian; Fife)

Pat Pugh 01224 252044 [email protected]

South West Region (Dumfries and Galloway; Ayrshire; Lanarkshir e)

Jean Geddes 01698 742192 [email protected]

West Region (Glasgow; Dunbartonshir e; Renfrewshire)

Sandra Cheyne 0141 204 8338 [email protected]

http://www.careers-scotland.org.uk/

http://www.careers-scotland.org.uk/





Tutor Support Section





Introduction

The Unit Manufacturing and Assembly is a mandatory unit of the Intermediate 1Engineering Skills Course

The Engineering Skills Course is made up of four Intermediate 1 units:

• Mechanical• Fabrication• Electrical/Electronic• Manufacturing and Assembly.

The Unit Manufacturing and Assembly is the fourth and final unit that links theskills gained from the three other subjects to manufacture and assemble an

artefact.

The aim of the Unit Manufacturing and Assembly is to introduce students to thecommon processes and procedures associated with making a manufacturedarticle. These will include:

• material selection• tool selection• correct and safe use of tools•

testing• evaluation• reporting• employability skills.

Experiential learning and practical work should be promoted throughout thedelivery of this unit.

Students should also be encouraged to reflect on their learning experience and

evaluate the work and skills realised from this Unit so that they obtain the greatestbenefit.

Core skills associated with this course are communication, numeracy, informationtechnology, problem solving and the ability to work with others.





Learning and Teaching with Under 16s

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

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

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

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

2. Tune learners i nto the Big Picture – the tutor knows the curriculum inside out

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

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

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

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

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

Tips – Ask students what they know now that they did not know before, or whatthey can do now they could not do before, at appropriate points in the lesson orteaching block; ensure there are problem solving activities that can be doneindividually or in groups; ask students to demonstrate what they have learned; use





a range of question and answer techniques that allow participation and dialogue,eg. provide hints and cues so that they can arrive at answers themselves.

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

Tips – At the beginning of each lesson, or session, review previous learning andpreview what is coming up; at the end of each lesson or session, review what hastaken place and what will be focussed on next time – these can both be donethrough question and answer, quizzes and mind mapping activities.

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

Tips - At appropriate points ask students what words mean; explore the variousmeanings of words to find out if they may have come across this language inanother context; by looking at the structure and meaning of words there is anopportunity for dialogue about learning and to build vocabulary.

7. Giving instructions in the learning environment . This is one of the mostdifficult tasks a tutor has to do whatever the curriculum area. With young learnersthis may have to be repeated several times.

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

8. Effective feedback . Feedback is very important for the learner to assess theirprogress and to see how and what they can improve. Provide opportunities toengage in dialogue about the learning function of assessment – provide details ofthe learner’s strengths and development needs either in written or spoken form.With younger learners identifying one or two areas for development is sufficientalong with acknowledgement of what has been done well. Essentially, learners

are helped by being given a specific explanation of how work can be improved.You can also use summative assessment formatively, ie. as an opportunity toidentify strengths, development needs and how to improve.

Tips – Ask students themselves to identify their own strengths and developmentneeds – self evaluation; peer evaluation of work can be successful once they havebeen taught how to do it; the tutor can produce a piece of work and ask studentsto assess it anonymously; have a discussion about the success criteria for thetask and ensure the students are clear about them; allow learners to set criteriafor success and then measure their achievements against these.





9. Managing the learning behaviour . Under 16s are coming into Scotland’sColleges and training establishments from largely structured and routine-drivenenvironments in schools and early feedback from those undertaking Skills forWork courses indicates that they very much enjoy the different learningenvironment that colleges and other training providers offer. Remember thoughthat these are still young learners. They will still expect tutors to provide structureand routine, and will perform best in a calm, orderly learning environment. Youngstudents will respond to firm, fair, and consistent management. Such routineshave to be established quickly and constantly reinforced.

Tips - Health and safety is non-negotiable and consequences of non-compliancewith the regulations should be made clear and adhered to at all times; set out yourexpectations from day one and provide a consistent message; have clearbeginnings, middles and endings for each session; be a positive role model foryour students, ie. be there before they are and manage the learners with respect;always deliver what you promise; build up good relationships and get to know thelearners, make the curriculum interesting and stress the relevance of the learning;set up a positive behaviour management system. By following these guidelinesyou will build up two-way respect, which, while sometimes challenging to achieve,can be very powerful and work to everyone’s benefit.

10. Care and welfare issues . School/college partnerships mean increasing numbersof young learners in college. Tutors have to be aware of their professionalresponsibilities and mindful of young people’s rights. However tutors have rightstoo, in terms of feeling safe and secure in working with young people and thereare basic steps staff can take to minimise risks. It is essential that collegesensure that tutors have a working knowledge of the Child Protection policies (localauthority and college documentation) and follow procedures and policiesdiligently. School/College Liaison Officers will be familiar with these documentsand can provide support and advice. There are also training sessions on ChildProtection available from SFEU (see the following page).

Tips - Avoid one-to-one situations with young students in a closed area; do not door say anything that could be misinterpreted; if the opportunity arises, do someobservation in schools to see and discuss how teachers use the guidelines fortheir own protection as well as the young person’s.

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





Skills for Work Workshops

To take this 10 point plan forward and to add to it, you can attend one of SFEU’s‘Get Skilled Up’ half day workshops for tutors delivering Skills for Work Courses,when we explore further the learning process and look at a range of specificteaching and learning techniques to use with the under 16 age group. To find outwhen the next event is visit our website www.sfeu.ac.uk or contact the LearningProcess team at SFEU on 01786 892000.

Child Protection Workshops

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

892000.









General Guidance on Unit Delivery

As this Unit is the final unit making up the Engineering Skills Course, reiteration ofthe issues raised in all the other units should be promoted. The general vocationalskills should be affirmed from those derived from the other Units associated withthis course.

Centres should carry out an induction to the Unit highlighting employability skillsand health and safety awareness. Health and safety lessons together withworkshop protocol should be exemplified and reinforced through frequent brieflessons. Employability skills are a focus of this unit and should be promotedthroughout.

This Unit should involve meaningful experiential learning through the variouspractical experiences and presentation activities in the manufacture, assembly

and testing of an artefact. The development of reporting and presentation skillsshould be made through a simple presentation using basic presentationequipment. Research using the Internet is to be encouraged to establish thevariety of manufacturing companies, identify local engineering firms andemployment opportunities.

The Unit should be delivered in a workshop environment with the students beingencouraged to perform tasks and conduct themselves in a manner appropriate tothe workplace. Demonstrations of how an artefact operates and usage testsshould be made by the tutor.

To maintain enthusiasm throughout the delivery of the Unit, practical work shouldbe available during each session. A number of the student activities can bepresented as practical exercises.

Workplace visits and invitations to guest speakers are encouraged to raise thestudent’s awareness of local businesses and current trends in manufacturing.The students will enjoy these but they need to be well planned. Students need tobe well prepared for them and be clear about what the objectives are if they are togain maximum benefit from the experience.

Bear in mind too that you may also need to plan for follow-up activities associatedwith the visits.

To assist in the delivery of this unit tutors should also refer to the CourseGuidance and Employability pack for Engineering Intermediate 1.





Using the Student Support Notes

The Student Support Section in this pack are organised into four parts:

•

Getting Organised• An introduction to Manufacture and assembly• How to….• Your turn

‘Getting Organised ’ gives the student some information about what to expect andsome help in how to use the support notes.

The ‘Introduction ’ illustrates that manufacturing and assembly is not a new

concept but one that the students use in everyday life. It takes account of thestudent’s perceptions and the reality with an overview of four main elements:

• When did it start?• Who does it?• Can I do it?• Employability

A number of activities are included to develop these themes to encourage the

students to do some research and evaluate their skills. Their research will makethem aware of the opportunities that exist in the manufacturing industry.

‘How to ’ takes the student through each stage of manufacturing and assembly toprovide an exemplar of what they will be expected to produce.

Various examples of the processes associated with everyday manufacturing aregiven:

• Idea

• How to or how can I?• Planning• What’s needed• Testing• Reporting

In overview the process is: make test report present

From this simplification the process is developed to lead into a general review ofmanufacturing and assembly and then to the artefact the students will make.





‘Your Turn’ can be used to guide the students through the process of planning,manufacturing, assembling, testing, reviewing, reporting on and presenting theirown artefact.

For this unit the student will be provided with a specification and drawing.Students may be guided to ‘free choice’ through the provision of suitable artefacts,i.e. artefacts that appear to be different but which require them to carry out similartasks and follow the same processes. For each alternative, a given specificationand drawing should be provided. The support notes and pro-formas in this packare generic and can be adapted to suit the artefact being made.

Emphasis should be placed on practical experiences , but it should also bestressed that the application of the employability skills they have been working onthroughout the other units - such as communication skills for example - will berequired to develop and present the product.

A variety of activities and pro-formas are included to reinforce the learningexperience and to highlight the requirements of the unit such as:

Theory relating to:• planning• order of manufacture• time

Practical relating to:• selection• materials• tools• assembly• quality







Artefact Suggestions

Some suggestions for artefacts are given below.

The artefact can include any combination of the listed items.

Fabrication

Containers: rectangular, round, oval, flat, tallto accommodate – tools, jewellery, money, pens/pencils,stationery

Rack: display, storage, ornament

Utility: hand tool, disability aid, holder-clip/clamp, dispenser, badge

Mechanical

hinge, spring, cog, cam, wheel, clasp, actuator, lever

Electrical

Switch activatedflashing LEDs, timer circuit (555) + sounder, alarm circuit,

counter circuit, low voltage lights, temperature sensor, lightsensor, electric motor, multi-tone sound circuit

Examples:

• Hinged toolbox plus alarm• Jewellery box with mirror and lights• Jack-in-the-box• Vehicle with lights/sound• Push button dispenser• Turntable with lights/sound





Unit Induction

An induction to the Unit is important. It will let the student know what to expectfrom the Unit and what will be expected of them.

A number of suggestions are included below:

• Explain the relationship between the course Units and the importance of thisUnit

• Provide a summary of the Unit content - produce samples of artefacts

• Explain how you intend to teach and present the Unit material

• Explain how the Unit will be assessed

• Highlight health and safety issues - reinforce and identify any specificconditions in association with the information given in the other units

• Explain the relevance of Employability

• Reaffirm the importance of good attendance and timekeeping – relate to reallife employment

• Provide an introductory practical activity – use some miscellaneous materialsto see what the students can produce.

Sample induction activity

A possible practical activity is shown on the next page. This should act as an ice-breaker to encourage the students to ‘muck in’. Provide the students with aselection of miscellaneous materials and encourage them to manufacture anartefact of their own design to meet one of the above specifications. The idea isto demonstrate that almost anything can be made from things that the studentsuse or are in contact with everyday. The exercise should also serve to illustrate

some of the practical aspects of manufacturing and assembly.

Suggested materials

Plastic cups and bottles, old CDs, various tops from jars and bottles, cardboardtubes, straws, drink stirrers, polystyrene, tin foil, food packaging, washers, metalrod, buttons, knitting needles, pen parts, fabrics, bits of wood, blue tack, sellotape,post it notes, kirby grips, rubber bands, paper clips, bulldog clips, velcro







Health and Safety Considerations

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

Safe working practices should include:

• keeping the work place tidy and free from obstruction

• maintaining good working relationships with others

• maintaining a positive attitude to instruction

• using tools for their intended use only

• being appropriately dressed for workshop activities

• wearing of the relevant Personal Protective Equipment ( PPE ).

General safety in the workplace

Each student will require the minimum PPE of safety boots and overalls for mostworkshop activities.

In some cases students may require additional equipment such as goggles,gloves, safety spectacles or ear defenders.

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

First Aid considerations should include location of the nearest first aid station,first-aider, first aid procedures, accident reporting and avoidance of potentialaccidents.

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

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

Whilst the tasks in this Unit should not require the movement or handling of heavyobjects, the use of safety footwear and manual handling techniques should bediscussed and encouraged as a matter of good safety practice.





Personal Safety

Students should be helped to appreciate that they are responsible for their ownsafety and the safety of others.

This will have implications for their conduct and behaviour in all activities.

• Safe working practices in workshops and the safe use of tools andequipment should be emphasised. When asked to carry out an action they areunfamiliar with, students should be encouraged to seek advice from anappropriate person.

In all activities they are asked to perform, students should be encouraged to makesound judgements on issues such as:

• the effect of their actions on fellow students• whether tools and equipment are in a good, usable condition

Students’ personal dress should be hard wearing and give protection againstgrease/oil etc. Their clothing should not have any loose sleeves.

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





Signposting of Employability Skills

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

Throughout the pack there are numbered flags, like the one shownhere, showing which employability skill can be highlighted and/orassessment evidence recorded when students are busy with thevarious activities in the Unit.

1 Maintaining goodtimekeeping 7

Sourcing and use oftools in a correct

and safe manner

13 Preparingappropriately tocarry out tasks

2 Maintaining goodattendance 8

Using tools solelyfor the purpose forwhich they weredesigned

14Following basicdrawings andspecifications

3Maintaining a tidyworkplace 9

Cleaning andstoring tools

correctly after use

15 Checking own work

4 Followinginstructions 10 Recognising

common materials 16Identifying ownstrengths andweaknesses

5 Seeking advice 11 Showing health andsafety awareness 17

Identifying learningpoints frompracticalexperiences

6

Workingcooperatively withothers 12

Wearingappropriatepersonal protectiveequipment

18 Positive attitude tolearning

1, 5, 6, 7





Guidance on Integrating Employabili ty Skills

The unit is designed to give the candidates the opportunity to manufacture anartefact; test, evaluate and report on the process at a basic level. At the sametime it is envisaged that the development and recording of employability skills willbe ongoing throughout the unit. It should be stressed at unit induction that thatskills valued by employers such as timekeeping, attendance etc. will be monitoredand recorded and that all students will be encouraged to show a positive attitude.Tutors should look for every opportunity to teach about the value of developinggood employability skills.

For their part, students will have opportunities throughout the Unit to demonstrateevidence of the employability skills and attitudes shown in the employability skillstable. They should be encouraged to commit to, and identify the benefits of,improvement and reliability in all of these employability skills from day one of the

Unit.

Generating Evidence and Assessment Opportuni ties forEmployability Skills

The Unit is designed around practical activity which should enable the candidatesto develop and apply practical, technical and communication skills as a foundationfor future learning and progression. As instances arise naturally within thecompletion of practical work, job roles and career paths may be discussed so that

all candidates are aware of progressions within the engineering sector. This willalso hopefully foster and encourage an interest in engineering in general.

It is important in that the candidates develop the ability to reflect on how theyperformed in the completion of tasks. The unit also encourages the candidates toapply new found knowledge and understanding of engineering in the completionof practical assignments by using skills of evaluation and problem-solving in avocational context.

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

throughout the unit.

• following instructions• seeking advice• working co-operatively with others• showing health and safety awareness• preparing appropriately to carry out tasks• following basic drawings and specifications• checking own work









Resources

It is expected that this unit will be taught within a fully equipped, safe and suitablyarranged engineering workshop.

Useful Websi tes

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

• Careers, Safety and Employabili ty

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

SEMTAhttp://www.semta.org.uk/semta.nsf/?Open

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

EMTA Awards Ltd (EAL) Engineering and Technology industry awarding bodyhttp://www.eal.org.uk/eal.nsf/CaseStudies/$First?OpenDocument

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

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

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

http://www.careers-scotland.org.uk/home/home.asp

http://www.semta.org.uk/semta.nsf/?Open

http://www.sectt.org.uk/

http://www.eal.org.uk/eal.nsf/CaseStudies/$First?OpenDocument

http://www.hse.gov.uk/

http://www.hse.gov.uk/coshh/

http://www.scotland.gov.uk/Topics/Business-Industry/Employability

http://www.scotland.gov.uk/Topics/Business-Industry/Employability

http://www.hse.gov.uk/coshh/

http://www.hse.gov.uk/

http://www.eal.org.uk/eal.nsf/CaseStudies/$First?OpenDocument

http://www.sectt.org.uk/

http://www.semta.org.uk/semta.nsf/?Open

http://www.careers-scotland.org.uk/home/home.asp





• Tools and Materials

Tool-uphttp://www.tool-up.co.uk/

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

Materials Research by V Ryanhttp://www.technologystudent.com/designpro/matintro1.htm

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

Encyclopediahttp://www.encyclopedia.com/

Wood for Good – generic wood campaignhttp://www.woodforgood.com

Friends of the Earth: good wood guidehttp://www.foe.co.uk/campaigns/biodiversity/resource/good_wood_guide/

British Glasshttp://www.recyclingglass.co.uk

http://www.tool-up.co.uk/

http://www.technologystudent.com/index.htm

http://www.technologystudent.com/designpro/matintro1.htm

http://www.corusgroup.com/en/products/bar_and_billet/steel_types/automotive_and_mechanical_eng


http://www.encyclopedia.com/

http://www.woodforgood.com/

http://www.foe.co.uk/campaigns/biodiversity/resource/good_wood_guide/

http://www.recyclingglass.co.uk/

http://www.recyclingglass.co.uk/

http://www.foe.co.uk/campaigns/biodiversity/resource/good_wood_guide/

http://www.woodforgood.com/

http://www.encyclopedia.com/



http://www.technologystudent.com/designpro/matintro1.htm

http://www.technologystudent.com/index.htm

http://www.tool-up.co.uk/





Sample Responses to Student Activi ties

Activ ity Sample Responses

Needs/solutions Pen, umbrella, shoes

Early man manufactured Pots, spears, fur clothes

Old version /new version Sack/case, cart/lorry

Things not manufactured Anything made naturally e.g. coal

Manufacturing industries Electronics/TV, mobile phones

Product /company TV/Sony, Car/Ford

Skills review Student response write, talk, read

H&S – Fabrication etc. Workshop/use of machinery, conduct

H&S – Manufacture and

AssemblyWorkshop/operating conditions, safety

Sandwich materials list Bread, bacon, lettuce, utensils

Sandwich process Wash hands, get tools, make bacon, butter bread

Process matching The need/idea, specification/size, function

Flow chart Refer to notes

Ideas for the elderly Extendable grip, magnifier

Shoe specification Size, colour, material

Holiday planning Get brochures, pick destination

Garden gate parts Wood, hinges, screws

Watch partsPlace numbers on face, mechanism, hands, case,

battery

Bicycle test Quality/finish, Function/wheels turn smoothly

Presentation props Student response – notes, board, examples





Sample Report – Responses

Front cover

PictureName - class - dateSubject

Contents – sample responses

I am extremely pleased with the overall design.

I had to change some parts.

I had to take care when marking out, because the material was expensive.

My favourite part was welding.

I wore overalls to protect my clothes; a special safety mask to protect my eyesand thick gloves to protect my hands.

The materials were easy to work with.

I managed to finish the work on time.

I had to spend extra time polishing the surface of the cover.

I took less time to make the electrical circuit.

To make the artefact safe I made sure that all the edges were smooth.

I had to fix a fault on the circuit board; I had not soldered a component correctly.

The hardest part was understanding the circuit diagram.

The tutor said the quality of my work was very good.

Everything fitted together easily.

The finished artefact worked as it was supposed to.

It met the specification so there are no changes I would make.

Word count 165





Student Support Section









Look at the headings . Use them to get an idea of what is in the notes.

Look at the pictures . They are there to give you a visualidea of what is in the notes.

Read through the section you are learning about and highlightanything that is new to you, such as words you do not know themeaning of.

Ask the tutor to explain the meaning of the words or anything you areunsure about.

Go back to the start of the section and try to complete the activities .

When you have completed the activities ask yourself how you goton and consider if you did well or if you could have done better.

Once again, ask your tutor to explain anyproblems to you or ask advice.

Remember asking questions, helps you to understand .

Asking questions also helps the tutor to know if you haveunderstood. Don’t be afraid to ask questions. By askingquestions you are showing the tutor you are interested in thesubject and are keen to know more. There is no such thing as adaft question.





The Procedures

The procedures suggested in your notes are to help you understand theprocesses of manufacturing and assembly .

Hopefully, they will make the experience as easy and painless as possible!

You want to ensure that everything goes smoothly; all health and safety issuesare recognised; the finished article is of a good quality and meets thespecification and you are able to tell people about your work.

The main procedures that you will make use of are:• planning

• record keeping

• parts listing and identification

• order of assembly

• reporting

• evaluating

• health and safety issues.

The Purpose of the Pro-forma A pro-forma is a form that has been partly completed and requires you to addsome information.

Some of the activities will ask you to complete a form. The completed forms willhelp you to manage your work, keep records and will provide material for yourreport and presentation .

They are included to make it easier for you to complete the tasks and clearlyidentify the work you have done.





The Purpose of the Activ ities

The activities have been included to help with your learning.

By completing the activities , you show the tutor and yourself how much youalready know and how much you have learned.

The activities show that you can:

• complete tasks

• demonstrate knowledge

• plan

• make decisions

• keep records

• make a report

• make a presentation

• reinforce your previous knowledge

• generate material for report and presentation

•

evaluate your work• develop employability skills.







Some examples:

To clean our teeth we need a toothbrush.

To see in the dark we need light, a torch.

To keep warm we need heat, a fire.





Acti vi ty

Given the needs listed below, can you name a solution?

The Need The Solution

To write

To keep dry

To protect your feet

To cross water

To see far away

To cut

To listen to music





Before we go forward, let’s go back in time and start with a little bit of history.

When did people start manufacturing?

Manufacturing and assembly have been around for a very long time.

Surprisingly the manufacturing industry started way back in the New Stone Age.Cave men and women had needs, so they manufactured things to meet theseneeds.

They made things to keep them warm; to give them shelter; to cook and to huntwith.

Acti vi ty

Can you name some things that early man manufactured?

Early man manufactured Used for





As our lifestyles changed and evolved, we manufacturedthings that met the needs of the times and how we lived.

Examples are:

the wheel

the umbrella

the pen

the steam engine

the motor car

the electric drill

scissors

compact discs (CDs) mobile phone







Done it before?

Do you think manufacturing is really new to you, or have you done it before?For instance, have you ever manufactured and assembled anything?

Acti vi tyWhen you were younger, did you watch the televisionprogramme Blue Peter and make things out ofcardboard and sticky-back paper?

Did you have a Lego set and make all sorts of differentshapes (houses, people, cars)?

Maybe you had model kits that you assembled intoplanes, dolls houses or ships?

Maybe you’ve have helped someone put together some flat pack furniture fromIKEA, MFI or B&Q.

If you have, tell the class about it.

What did you make?

What did you use?

Who helped you?

Who did you make it for?

Never did any of these things?

Well unless you are very rich and have lots of servants, we can be sure thateveryone has made something to eat.

Have you ever made a sandwich?

Well, remember the sandwich because we’ll come back to the making of one later!







Acti vi ty

Name some types of manufacturing industry and give an example of what theymake. An example is given to start you off.

Industry Manufacture

electronics TV





Acti vi ty

Do you know who makes what? Try to name some companies that make thethings listed below.

Type of Product Made by Company

Television

Car

MP3 player

Bicycle

Tool

Camera

Sports Equipment

Computer

Plastic Bottle





What’s in it for me?

With all these different things being made, lots of people are needed who haveknowledge and experience of the different skills required to make the huge rangeof things that we need.

What kinds of jobs are available?

Fabrication – welder

Mechanical – fork lift service engineer, car mechanic

Electrical/Electronic – computer service engineer,electrician, installer

You’ll find that some jobs need knowledge from all the various trade skills and thatmany machines have both electrical and mechanical parts. To be able to work inone sector it is often useful to know about the other.

The fabrication, mechanical and electrical skills you have achieved by completingthe other units, along with the experience gained from this unit, Manufacturing and

Assembly, will provide a stepping-stone to help you to work in the numerousmanufacturing and supporting industries.





Can I do it ?

Let’s review your newly acquired skills in fabrication, mechanicaland electrical/electronic.

Acti vi ty

List the skills you had before you started this course.

16







Taking Care

Heath and Safety Issues

This is the serious bit!!

Health and safety is a key factor in all areas of industry.

Manufacturers are expected to ensure that both employees (the makers) andcustomers (the users) are safe.

Manufacturers must put procedures in place to ensure safe working practices andthat products will meet the safety standards in each country where they are to be

sold and used.Manufacturers are required to identify and assess all potential risks in themanufacturing environment.

These requirements affect product manufacturing, choice and use of components,tools, equipment and how the work is done.

When a risk or hazard is identified, safe working practices are implemented, forexample the use of eye protection where there is a risk to your eyes from airbornematerials.

In the course of manufacturing and assembly, it is necessary for you to be awareof the health and safety issues associated with each skill and the specific issuesapplying to manufacturing.

This is particularly important when you consider that someone will be using theartefact and it is essential that they do not come to any harm.

From the other units, you have already learned about:

• things you should and should not do• good working practices• how to behave in a workshop • how to use tools and equipment safely.

These rules and regulations are just as important in manufacturing andassembly and must always be remembered .





Acti vi ty

What are some of the health and safety issues to do withfabrication, mechanical and electrical work ? Write them in the table below:Some examples are given to start you off.

With regard to Issues

Workshop Dangerous machinery

Tools Sharp blades

Behaviour Need to listen

Yourself Remembering to wear goggles

The artefact No sharp edges

The user Safe to use?





Acti vi ty

Now can you suggest any health and safety issues to do withmanufacturing?

With regard to manufacturing Issues

Workshop

Tools

Behaviour

Yourself

The artefact

The user

11





Employability Skills

The employability skills are listed again, to remind you what theyare.

Employers are looking for these skills and you should make apoint of remembering them.

1. maintaining good timekeeping

2. maintaining good attendance

3. maintaining a tidy workplace

4. following instructions

5. seeking advice

6. working co-operatively with others7. sourcing and use of tools in a correct and safe manner

8. using tools solely for the purpose for which they are designed

9. cleaning and storing tools correctly after use

10. recognising common materials

11. showing health and safety awareness

12. wearing appropriate personal protective equipment

13. preparing appropriately to carry out tasks14. following basic drawings and specifications

15. checking own work

16. identifying own strengths and weaknesses

17. identifying learning points from practical experiences

18. positive attitude to learning

As you work through this material, you will be reminded of these skillsby the numbered flags .

1 & 4







How to …Manufacture and Assemble an Artefact

How do we do it?

Let’s start by looking at all the things we will use, if we are to be able tomanufacture and assemble something:

Obvious as it may seem we need to have something to make

Then of course we need something to make it from

To make it from something we need something to make it with

We also need to know how to make it

Just for good measure, we should keep a record of how we made it, so we canmake it again.





Where do you s tart?

Let’s start with something we all know how to make – remember thesandwich?

Acti vi ty

Make a list of all the things you would use to make a bacon, lettuce and tomatosandwich for your lunch.

• • • • • • • • • •

Did you remember cutlery, seasoning, tin foil, sandwich bag, something to cookthe bacon with?

Did you remember to wash your hands?

Were the knives, dishes and the surfaces clean?

13





Acti vi ty

Now rearrange the list of things you need to make the sandwich in the order youwould use them?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

13





If you compare your list with your classmates’ lists, you should see that no matterhow big or fancy the sandwich is, the processes that were used follow a similarpattern.

Making a sandwich for yourself means you don’t have to be to fussy about how itlooks, just as long as it tastes good.

Now consider what you would need if you were making twenty sandwiches to sell.

What about a hundred sandwiches?

To be able to make lots of sandwiches and to make sure they all taste and lookthe same, we need to be able to repeat the process to the same standard everytime.

We need to be organised; we need to know what we need; we need to know howto put it together.

To help us, we use a set of instructions called a recipe .







Now, you’re probably wondering: what has making a sandwich got to do withmanufacturing and assembly?

Well think about it:

• How many bits and pieces did you need to make the sandwich?

• What about the way you organised things putting the sandwich together.

• How did you pass on the information to say how good it was?

Strange as it may seem, these skills and techniques are the same ones you useto manufacture and assemble an artefact .

Let’s look at them:• The need hunger at lunch time• To satisfy the need the sandwich• Specification recipe• Materials bread – white/brown/rye, butter or margarine,

bacon, lettuce, tomato, salad cream/mayonnaise, wrapping – cling film/ tin foil,knives, grill or frying pan, cooker

• Tests are the ingredients fresh? are they cooked? isthe sandwich any good?

• Report did it satisfy the need? can we make anyimprovements?

• Presentation telling people how good it is• Health and safety i ssues cleanliness, safe working practices, PPE

Sound familiar?

What we have just described are all the processes for manufacture andassembly , the same processes that were mentioned before.





Acti vi ty

For this unit you will receive a specification and a drawing for an artefact .

Match the processes

The need Heat whencamping

Something tokeep a rabbit in

Tutor’s choice:

To satisfy the need

Specification

Materials

Tests

Report

Presentation

Health and safetyissues





So all you have to do is:

• decide what materials and tools are required• decide how you will put it together•

the tests you need to check it works, and then• report on it.

Easy!







Understanding Flowcharts

An example of a flowchart:

The blocks that we will use are of three types:

The terminators – start and end – toshow where the process begins andfinishes.

The process block – tells us what theprocess is.

The decision block – tells us when wehave a choice. A question is asked:yes or no, pass or fail.

START

Choice Action

yes

Choice

END

Action

Action

no

es

no





Here is a flowchart of how you might enter a room:

At th e door

Try the door

is the door locked

Use the Key

Open the door

Enter

yes

no





Acti vi ty

Draw a simple flowchart you might use to make a cup of tea.





Flowchart to make a cup of tea





Sample Flowcharts

How to Make a Cup o f Tea

s t a r t

C h e c k w a t e r in k e t t l e

s w i t c h k e t t le o n

G e t c u p a n d t e a b a g

P u t t ea b a g i n c u p

I s w a t e r b o i l e d ?

s w i t c h o f f k e t t le

P o u r h o t w a t e r i n t o c u p

t a k e o u t t e a b a g

D o n e

I s t h e r e e n o u g hw a t e r ?

y e s

n o

n o

ye s

p u t w a t e r i n k e t tl e





Manufacturing Flowcharts

Example of a manufacturing flowchart:





Inside the manufacturing flowchart

Let’s take a look at each of the blocks of the manufacturing flowchart and relatethem to something you will recognise.

The idea

An idea can be anything you can imagine.

It might be based on something you have seen, you want or just fancy making.

As engineers, our ideas usually come about because we have identified a needfor something.

Acti vi ty

List some ideas to help elderly people:

Reach high things

Read small print

Hold DIY tools

Protect their hands

Hold pens, pencils, ruler and rubber









The Parts

The parts are everything that you will use to make the artefact.

This must include the tools to make, shape and assemble the artefact.

You must list every single thing: the materials from the smallest screw andwasher, to the adhesives, paint etc.

All the tools and equipment you will need must be listed, otherwise how will yoube able to put the artefact together?

Acti vi ty

List all the parts you would need to make a garden gate.





Assembly

The order of assembly is important because someparts may fit inside others.

Fixings may be required to hold things.

Wiring may need to be routed through things.

Testing for fit will be required at different stages, soyou will have decide when to do the tests etc.

Acti vi ty

In what order would you put these watch parts together? Number the order from 1(first) to 6 (last).

BatteryCaseFaceHandsMechanism

Numbers





Test

During manufacturing and assembly it will be necessary to test each part .

• Is the shape correct and accurate?•

Is it the right size?• Does it meet the specification?• Is it safe?• Is the wiring correct?• Does it do what it’s supposed to do?

Examples:

• Fabrication - square, flat, round, hole size

• Mechanical – moves smoothly

• Electrical – continuity, voltage

• Safety – no sharp edges, no risk of electric shock

During manufacture and assembly, you will have to decide: when to test: the typesof test, and of course the details of the final test.







Review

The review is an ongoing process and is when we look back at what we did.

We use the review to confirm the quality, or goodness, of all the processes usedand the way they were used.

Examples are:• What improvements could we make?

• Was the work done correctly and on time?

We should also look at our own work and consider where we could improve.

The records you keep will help you to evaluate the work and the progress.

You will keep a note of the problems you had and how you solved them.

You will record your own progress so you are able to evaluate yourself.

Sample review pro-forma

Review Table

Question Your answer

Could you make any improvements? No the model worked correctly

Did you finish on time? Yes, finished early

Did the model work? Yes

Are you satisfied with the quality? Most of it good, could improve some parts

What was the hardest part? Making the electrical circuit

12, 13, 14





The Report

Having completed the review you will now be able to put together a report .

You will notice that many of the things you used for the review will be used againto make the report.

The report will be between 150 and 400 words long.

How much paper will you need for that? – (This page has about 190 words on it.)

The report is just a summary of all the things you did and because you will bekeeping a lot of notes and will have completed a number of forms, it is easy to puttogether.

Remember to make and keep lot s of notes!!

You have spent a lot of time making the artefact so it is important that the reportreflects your hard work

What to inc lude in your report:

• Front cover• Title• Introduction• Good points• Bad points• Did the work go to plan?• Was the work carried out safely?• Is the artefact safe?• Were the right tools used?• Did the finished artefact meet the specification?• Did it work?• What did you think of the work?• What did other people think of your work?• Conclusion





Here are some more guidelines to help you put your report together.

Think of the report as a magazine. Ask yourself why you pick up some magazinesfirst.

Usually it is because it has a cover that attracts you.

So for your report you want to make it stand out, be noticed.

If you can, use a word-processor package to type thematerial.

This means you can check your grammar and spelling and it is easy to makecorrections or changes.

If you have to handwrite the report, do make sure it is neat and tidy withoutcorrections.

Don’t squeeze everything together! Use paragraphs to spread the text out .

• make an interesting front cover • include a picture • include a title, and• do make sure your name, class and the subject are clearly marked on the

front.

You can include drawings as they can help to illustrate things.

Finish off with a conclusion .

The conclusion should refer to the working of the artefact. You should explain ifthe artefact did what it was supposed to and worked as it should.

If you have used any special reference source include the information in a finalnote (acknowledgement).





Presentation

The presentation will allow you to demonstrate your artefact and tell an audience:

• what you have manufactured,• how you did it,• the problems you encountered, and• how you solved them.

The material you collected for the review and report will help.

You can use pictures and presentation equipment to make the presentationinteresting.

There is an old saying that one picture is as good as a thousand words.

Acti vi ty

List some of the things your tutor has used to explain what you would be doing inyour classes.





Your Turn!

Manufacturing and Assembly

Your tutor will give you a drawing and a specification for the artefact you will

have to manufacture.Your tutor will tell you how much time you have to complete the exercise

You may be asked to work with a classmate, so it will be important to decide what jobs each of you will do and to know how each job is done.

You will need to keep a clear record to show the work done by each person.

Having said that, the processes you will use are just as described in the previoussections.

Remember :

All the things you have done and the knowledge you have gained in the otherunits, will help you with this work.

So let’s make an artefact!







Pro-forma Flowchart





Example of a flow chart showing the manufacturing process (showing detail )

Begin

Get an Idea

Decide on thespecification

Make a plan

Get the parts

Assemble theparts

Check everythingworks

Review the work

Make apresentation

Finish

Research

How Long

What’s needed

How to do

Choose

Materials

Ready made

List

Dimensions

Fit

Operation

Safety

Make a plan

PartsTest





The Plan

Know how much time you have to complete the exercise, list the jobs and howlong you think it will take you to complete them.

From your previous work in the other units, you should be able to estimate how

long it will take you to make each part.You will have to make a guess as to how long some of the processes will take.

Allow some time for problems, like having to remake something or time spent onfault finding.

It is always better to allow too much time and finish early, than to run out of timeand not complete the work.

Look at the example of a completed planning sheet. Each box of the chart

represents a period of time – (in this case it is a 2 hour block such as your classtime).

Notice on the chart how some of the actions overlap.

This is when one action depends on another, or you do one thing while waiting foranother to be completed.

For instance:

• You will need to keep records all the way through the exercise.• Having made parts you can start to assemble the artefact.• Testing is carried out as soon as you start making parts and is necessary all

the way through to the finished article.

Acti vi ty

Complete the given pro-forma planning sheet.





As you progress through the work and complete each stage, tick the status box onthe given sheet.





The Plan (Example of a Completed Planning Sheet)

Total Time: 40 hours (20 x 2 hour blocks)

Ac tionTo do 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Make Plan

Gathermaterials

Make parts

As sem ble

Test

Keeprecords

Review

Presentation





The Plan (Pro-Forma)

Total Time: 40 hours (20 x 2 hour blocks)

Ac tionTo do 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Make Plan

Gathermaterials

Make parts

As sem ble

Test

Keeprecords

Review

Presentation





The Parts

Activi ty

• List all the parts and materials you will need

• List all the tools and equipment, including any PPE, you will need

• Identify the parts you will have to fabricate

• Identify the parts you will have to assemble.

Example

Process Material Tools PPEFabrication Metal

PlasticTo mark, cut,shape and form

OverallsGlovesShoesGoggles

Mechanical Nuts &bolts To fix and fit OverallsGloves

Electrical/electronic

ComponentsPrototype boardPCBsolderwire

Soldering ironStandHand tools

OverallsBurn protectionGogglesVentilation

To make things easier you can use two lists :

‘Parts List 1 ’ will help to identify the things that you need for each process.

The ‘Materials List ’ can be used for each stage,fabrication, mechanical and electrical/electronic.

This will allow you to detail the parts individually.







Material Parts List for ……………………………………………….

Descrip tion Type / size Supplier How many







Before we start using Goesinty we should consider some things.

Such as:

• Does any part support another part?

• Does any mechanism need to be fixed to a surface?

• How is the circuit board held in place?

• Do the wires for the electrics pass through any holes or tubes? Should they beprotected?

• Does anything need to be lubricated, painted or covered?

• Will you be able to access the fixings with tools?

• Remember - the wee things go inside the big things!





Goesinty says:

• Take your time don’t rush.

• Keep your work area clean and tidy.

• When assembling your artefact, it’s a good idea to lay all the parts for yourartefact out on your workbench, in front of you.

•

Check that you have everything, including the tools you will need to put yourartefact together.

• Place the parts you will use first on your left and the things that will be usedlast on your right.

• Now assemble the parts and as you finish each part of the job, check it works

correctly.

• If something doesn’t seem to fit, stop and examine the parts, don’t forceanything together. You don’t want to break anything at this stage.

• When you were making the parts you checked and double checked everything.

Didn’t you?!

If something is wrong there is probably a reason, so check again.

If in doubt ask your tutor .





Tests

Now you should be finished and can do the final test .

Remember you will have to make checks and tests of your work at differentstages:

• during fabrication

•

during assembly• electrical assembly

• final functional test.

You will be checking for different things at each stage and should consider:

• Size is the product greater than the minimum size and less thanthe maximum size?

• Fit are parts too tight or too loose?

• Appearance is the surface scratched or dull?

• Touch is the surface smooth?

• Functionality does it do what it is supposed to do?

Acti vi ty

Name each process and explain how you will check it.

The pro-forma allows you to name the stage and decide on the tests that are

required.





Pro-forma

Process Tools and equipment Q Action

Assem bly of





Fabrication Work – Test List

Fabrication marking out

cutting and shaping

pencil ruler set square

rubber

filing and smoothing

Process Tools and equipment Acti on

saw

File







The Review

The review is all about looking back at what you did.You ask questions about all aspects of the job, and about yourself.

Acti vi ty

Complete the review table;

Question Your answer

Compare all the work with the plan

Did you finish on time?

Did the model work?

Are you satisfied with the quality?

What was the hardest part?

What was the easiest part?

What did you enjoy most?

What did you dislike?

What mistakes were made?

Did you use the tools correctly?

Did you keep the workshop tidy?

What improvements could you make?







Acti vi ty

To help you with the rest, try using this pro-forma:

Introduction Explain what you are making and whyyou are making it.

Use the questions and answers f romthe review.

You may want to rearrange them andput them into sentences.

Add any other point s you th ink areimportant.

This is where you include somethingthat you feel is special to the work youdid or you want to highlight.

Conclusion This is when you sum up.

Did your artefact work?Did the tests meet the specification?Was the artefact finished on time?





The Presentation

Your tutor will tell you how long the presentation will last, probably five or tenminutes.

You will be told when and where the presentation will take place.

You will be told about the equipment you will be able to use and be given achance to practise with it.

To help you put a presentation together a sample presentation sheet is attachedwith some hints and tips together with a pro-forma for you to complete.

At the start you may have been asked to work with a classmate, and if so youshould share the presentation.

Remember - it’s important that you practise with any equipment or drawingmaterials you decide to use to make your presentation.







Order Activi ty Action Your Response2 Overview Explain

3 Detail Illustrate your choice

of model

Explain what yourmodel will do

Identifyenvironmental issues

4 Timescale Use your plan





Order Activi ty Action Your Response5 Benefits To you

To the school/college

To the environment

6 Questions Offer to answer anyquestions

7 Conclusion Sum up – short recapand thanks





Presentation Guidelines

The following table represents a possible format for your forthcoming presentation. It is offered as a guideline to you to plan the format of your presentation.

Order Activ ity Action Your response1 Introduction State your name

Introduce your partnerIdentify each member’s jobState your aim To make an artefact and learn from the experience

2 Overview Briefly explain what this exercise is about and wh

3 Detail Illustrate your choice of model Pictures, parts, tools.Explain what your model will doIdentify environmental issues Energy resources, recycling, saving the planet.

4 Timescale Show a timetable - chart Use the plan you made at the start.

5 Benefits To the you What did to get from this project in terms of workinknowledge, fun, etc.

To the school/college

To the environment Explain how your model will help.

6 Questions Offer to answer any questions7 Conclusion Sum up – short recap and thanks





Hints and Tips

• Keep your responses simple.

• Practise how long it will take to deliver the presentation - time yourself.

• Stick to the script, don’t try and change it during the presentation.

• Speak slowly, don’t rush, and take your time.

• If you have a partner, make sure each of you knows what they have to do.

• Make sure any pictures you have are large enough to be seen.

• If you intend to use computer generated pictures or sounds make sure theyare backed up.

• Display boards are a good way to show pictures and images and don’t rely oncomputers.





Glossary of Terms used in Manufacturing and Assembly

Term Meaning

Artefact something made by people Assembly when you put parts together

Fabrication the art of forming something from materials

Flowchart a special picture of the way to do things

Functionality the way something works

Idea something you think of

Part a small piece, a bit

Plan a guide explaining how to do something

Presentation given when you explain something to an audience

Process a way of doing something

Pro-forma a form to complete with some information on it

Prototype a trial model or first attempt at making something

Quality describes how good something is

Review a look back at how something was done

Schematic a drawing showing how something is put together

Specification lists the details of something, size, colour etcTest when you check something works correctly

Timescale the time allowed for something to be completed

Workshop a place where things are made





These boxes are for you to add any other terms that you use during thecourse:



Documents

Engineering - Manufacture and Assembly