Btec content

Edexcel BTEC Levels 4 and 5 Higher
Nationals specification in Engineering
Contents
Unit 1: Analytical Methods for Engineers 1
Unit 2: Engineering Science 7
Unit 3: Project Design, Implementation and Evaluation 13
Unit 4: Mechanical Principles 17
Unit 5: Electrical and Electronic Principles 23
Unit 6: Health, Safety and Risk Assessment in Engineering 27
Unit 7: Business Management Techniques for Engineers 33
Unit 8: Engineering Design 37
Unit 9: Manufacturing Planning and Scheduling Principles 41
Unit 10: Manufacturing Process 45
Unit 11: Supply Chain Management 51
Unit 12: Material Handling Systems 55
Unit 13: Application of Machine Tools 61
Unit 14: Computer-aided Machining 67
Unit 15: Design for Manufacture 71
Unit 16: Advanced Manufacturing Technologies 77
Unit 17: Business Improvement Techniques 81
Unit 18: Advanced Machine Tools 85
Unit 19: Computer-aided Design and Manufacture 89
Unit 20: Quality and Business Improvement 93
Unit 21: Materials Engineering 97
Unit 22: Programmable Logic Controllers 103
Unit 23: Engineering Procurement 107
Unit 24: Applications of Pneumatics and Hydraulics 113

Unit 25: Engine and Vehicle Design and Performance 119
Unit 26: Employability Skills 123
Unit 27: Personal and Professional Development 129
Unit 28: Research Project 135
Unit 29: Work-based Experience 139
Unit 30: Quality Assurance and Management 145
Unit 31: Value Management 149
Unit 32: Industrial Robot Technology 153
Unit 33: Workplace Study and Ergonomics 157
Unit 34: Integrated Logistical Support Management 163
Unit 35: Further Analytical Methods for Engineers 167
Unit 36: Statistical Process Control 173
Unit 37: Management of Projects 177
Unit 38: Managing People in Engineering 183
Unit 39: Electronic Principles 189
Unit 40: Knowledge-based Systems and Techniques 195
Unit 41: Fluid Mechanics 199
Unit 42: Heat Transfer and Combustion 203
Unit 43: Plant and Process Principles 207
Unit 44: Plant Maintenance and Decommissioning 213
Unit 45: Plant Operations and Performance 217
Unit 46: Plant and Process Control 221
Unit 47: Engineering Plant Technology 225
Unit 48: Analytical and Chemical Composition Measurement 229
Unit 49: Computer Control of Plant 233
Unit 50: Condition Monitoring and Fault Diagnosis 237
Unit 51: Emergency Shutdown and Safety Systems 243
Unit 52: Energy Management 249
Unit 54: Industrial Plant Services 253

Unit 55: Instrumentation and Control Principles 259
Unit 57: Mechatronic Systems 263
Unit 58: Microprocessor Systems 267
Unit 59: Advanced Mathematics for Engineering 271
Unit 60: Dynamics of Machines 277
Unit 61: Engineering Thermodynamics 281
Unit 62: Strengths of Materials 287
Unit 63: Electrical Power 291
Unit 64: Electrical and Electronic Measurement and Testing 297
Unit 65: Utilisation of Electrical Energy 301
Unit 66: Electrical, Electronic and Digital Principles 307
Unit 67: Further Electrical Power 311
Unit 68: Applications of Power Electronics 315
Unit 69: Advanced Computer-aided Design Techniques 319
Unit 71: Combinational and Sequential Logic 323
Unit 73: Principles of Electronic Product Manufacture 327
Unit 74: Vehicle Fault Diagnosis 331
Unit 75: Vehicle Systems and Technology 335
Unit 76: Managing the Work of Individuals and Teams 341
Unit 77: Plan and Co-ordinate Vehicle Maintenance 347
Unit 78: Automotive Accident Investigation 351
Unit 79: Vehicle Electronics 357
Unit 80: Business Strategy Planning for Vehicle Operations 363
Unit 81: Vehicle Parts Management 367

UNIT 1: ANALYTICAL METHODS FOR ENGINEERS
BH023332 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Engineering –
Issue 1 – May 2010 © Edexcel Limited 2010 1
Unit 1: Analytical Methods for Engineers
Unit code: A/601/1401
QCF level: 4
Credit value: 15
• Aim
This unit will provide the analytical knowledge and techniques needed to carry out a range of
engineering tasks and will provide a base for further study of engineering mathematics.
• Unit abstract
This unit enables learners to develop previous mathematical knowledge obtained at school or
college and use fundamental algebra, trigonometry, calculus, statistics and probability for the
analysis, modelling and solution of realistic engineering problems.
Learning outcome 1 looks at algebraic methods, including polynomial division, exponential,
trigonometric and hyperbolic functions, arithmetic and geometric progressions in an engineering
context and expressing variables as power series.
The second learning outcome will develop learners’ understanding of sinusoidal functions in an
engineering concept such as AC waveforms, together with the use of trigonometric identities.
The calculus is introduced in learning outcome 3, both differentiation and integration with rules
and various applications.
Finally, learning outcome 4 should extend learners’ knowledge of statistics and probability by
looking at tabular and graphical representation of data; measures of mean, median, mode and
standard deviation; the use of linear regression in engineering situations, probability and the
Normal distribution.
• Learning outcomes
On successful completion of this unit a learner will:
1 Be able to analyse and model engineering situations and solve problems using algebraic
methods
2 Be able to analyse and model engineering situations and solve problems using trigonometric
methods
3 Be able to analyse and model engineering situations and solve problems using calculus
4 Be able to analyse and model engineering situations and solve problems using statistics and
probability.

BH023332 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Engineering
– Issue 1 – May 2010 © Edexcel Limited 20102
Unit content
1 Be able to analyse and model engineering situations and solve problems using
algebraic methods
Algebraic methods: polynomial division; quotients and remainders; use of factor and
remainder theorem; rules of order for partial fractions (including linear, repeated and
quadratic factors); reduction of algebraic fractions to partial fractions
Exponential, trigonometric and hyperbolic functions: the nature of algebraic functions;
relationship between exponential and logarithmic functions; reduction of exponential laws to
linear form; solution of equations involving exponential and logarithmic expressions;
relationship between trigonometric and hyperbolic identities; solution of equations involving
hyperbolic functions
Arithmetic and geometric: notation for sequences; arithmetic and geometric progressions;
the limit of a sequence; sigma notation; the sum of a series; arithmetic and geometric series;
Pascal’s triangle and the binomial theorem
Power series: expressing variables as power series functions and use series to find
approximate values eg exponential series, Maclaurin’s series, binomial series
trigonometric methods
Sinusoidal functions: review of the trigonometric ratios; Cartesian and polar co-ordinate
systems; properties of the circle; radian measure; sinusoidal functions
Applications: angular velocity, angular acceleration, centripetal force, frequency, amplitude,
phase, the production of complex waveforms using sinusoidal graphical synthesis, AC
waveforms and phase shift
Trigonometric identities: relationship between trigonometric and hyperbolic identities; double
angle and compound angle formulae and the conversion of products to sums and
differences; use of trigonometric identities to solve trigonometric equations and simplify
trigonometric expressions

calculus
Calculus: the concept of the limit and continuity; definition of the derivative; derivatives of
standard functions; notion of the derivative and rates of change; differentiation of functions
using the product, quotient and function of a function rules; integral calculus as the
calculation of area and the inverse of differentiation; the indefinite integral and the constant
of integration; standard integrals and the application of algebraic and trigonometric functions
for their solution; the definite integral and area under curves
Further differentiation: second order and higher derivatives; logarithmic differentiation;
differentiation of inverse trigonometric functions; differential coefficients of inverse
Further integration: integration by parts; integration by substitution; integration using partial
fractions
Applications of the calculus: eg maxima and minima, points of inflexion, rates of change of
temperature, distance and time, electrical capacitance, rms values, electrical circuit analysis,
AC theory, electromagnetic fields, velocity and acceleration problems, complex stress and
strain, engineering structures, simple harmonic motion, centroids, volumes of solids of
revolution, second moments of area, moments of inertia, rules of Pappus, radius of gyration,
thermodynamic work and heat energy
Engineering problems: eg stress and strain, torsion, motion, dynamic systems, oscillating
systems, force systems, heat energy and thermodynamic systems, fluid flow, AC theory,
electrical signals, information systems, transmission systems, electrical machines, electronics
statistics and probability
Tabular and graphical form: data collection methods; histograms; bar charts; line diagrams;
cumulative frequency diagrams; scatter plots
Central tendency and dispersion: the concept of central tendency and variance
measurement; mean; median; mode; standard deviation; variance and interquartile range;
application to engineering production
Regression, linear correlation: determine linear correlation coefficients and regression lines
and apply linear regression and product moment correlation to a variety of engineering
situations
Probability: interpretation of probability; probabilistic models; empirical variability; events and
sets; mutually exclusive events; independent events; conditional probability; sample space
and probability; addition law; product law; Bayes’ theorem
Probability distributions: discrete and continuous distributions, introduction to the binomial,
Poisson and normal distributions; use of the normal distribution to estimate confidence
intervals and use of these confidence intervals to estimate the reliability and quality of
appropriate engineering components and systems

Learning outcomes and assessment criteria
Learning outcomes
On successful completion of
this unit a learner will:
Assessment criteria for pass
The learner can:
LO1 Be able to analyse and model
engineering situations and
solve problems using
algebraic methods
1.1 determine the quotient and remainder for algebraic
fractions and reduce algebraic fractions to partial
fractions
1.2 solve engineering problems that involve the use and
solution of exponential, trigonometric and hyperbolic
functions and equations
1.3 solve scientific problems that involve arithmetic and
geometric series
1.4 use power series methods to determine estimates of
engineering variables expressed in power series
form
trigonometric methods
2.1 use trigonometric functions to solve engineering
problems
2.2 use sinusoidal functions and radian measure to solve
engineering problems
2.3 use trigonometric and hyperbolic identities to solve
trigonometric equations and to simplify
trigonometric expressions
solve problems using calculus
3.1 differentiate algebraic and trigonometric functions
using the product, quotient and function of function
rules
3.2 determine higher order derivatives for algebraic,
logarithmic, inverse trigonometric and inverse
3.3 integrate functions using the rules, by parts, by
substitution and partial fractions
3.4 analyse engineering situations and solve engineering
problems using calculus
statistics and probability
4.1 represent engineering data in tabular and graphical
form
4.2 determine measures of central tendency and
dispersion
4.3 apply linear regression and product moment
correlation to a variety of engineering situations
4.4 use the normal distribution and confidence intervals
for estimating reliability and quality of engineering
components and systems.

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

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

Unit content
1 Be able to determine the behavioural characteristics of elements of static
engineering systems
Simply supported beams: determination of shear force; bending moment and stress due to
bending; radius of curvature in simply supported beams subjected to concentrated and
uniformly distributed loads; eccentric loading of columns; stress distribution; middle third rule
Beams and columns: elastic section modulus for beams; standard section tables for rolled
steel beams; selection of standard sections eg slenderness ratio for compression members,
standard section and allowable stress tables for rolled steel columns, selection of standard
sections
Torsion in circular shafts: theory of torsion and its assumptions eg determination of shear
stress, shear strain, shear modulus; distribution of shear stress and angle of twist in solid and
hollow circular section shafts
2 Be able to determine the behavioural characteristics of elements of dynamic
engineering systems
Uniform acceleration: linear and angular acceleration; Newton’s laws of motion; mass
moment of inertia and radius of gyration of rotating components; combined linear and
angular motion; effects of friction
Energy transfer: gravitational potential energy; linear and angular kinetic energy; strain
energy; principle of conservation of energy; work-energy transfer in systems with combine
linear and angular motion; effects of impact loading
Oscillating mechanical systems: simple harmonic motion; linear and transverse systems;
qualitative description of the effects of forcing and damping
3 Be able to apply DC theory to solve electrical and electronic engineering problems
DC electrical principles: refresh idea of resistors in series and parallel; use of Ohm’s and
Kirchhoff’s laws; voltage and current dividers; review of motor and generator principles eg
series, shunt; circuit theorems eg superposition, Thevenin, Norton and maximum power
transfer for resistive circuits only; fundamental relationships eg resistance, inductance,
capacitance, series C-R circuit, time constant, charge and discharge curves of capacitors,
L-R circuits

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

Learning outcomes
The learner can:
LO1 Be able to determine the
behavioural characteristics
of elements of static
engineering systems
1.1 determine distribution of shear force, bending moment
and stress due to bending in simply supported beams
1.2 select standard rolled steel sections for beams and
columns to satisfy given specifications
1.3 determine the distribution of shear stress and the
angular deflection due to torsion in circular shafts
of elements of dynamic
engineering systems
2.1 determine the behaviour of dynamic mechanical
systems in which uniform acceleration is present
2.2 determine the effects of energy transfer in mechanical
systems
2.3 determine the behaviour of oscillating mechanical
systems
LO3 Be able to apply DC theory to
solve electrical and
electronic engineering
problems
3.1 solve problems using Kirchhoff’s laws to calculate
currents and voltages in circuits
3.2 solve problems using circuit theorems to calculate
currents and voltages in circuits
3.3 solve problems involving current growth/decay in an L-R
circuit and voltage growth/decay in a C-R circuit
LO4 Be able to apply single phase
AC theory to solve electrical
and electronic engineering
problems
4.1 recognise a variety of complex waveforms and explain
how they are produced from sinusoidal waveforms
4.2 apply AC theory to solve problems on R, L, C circuits and
components
4.3 apply AC theory to solve problems involving
transformers.

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

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

Unit content
1 Be able to formulate a project
Project selection: researching and reviewing areas of interest; literature review; methods of
evaluating feasibility of projects, initial critical analysis of the outline specification, selection of
project option, initiating a project logbook/diary, estimating costs and resource implications,
identifying goals and limitations, value of project, rationale for selection, agree roles and
allocate responsibilities (individually with tutor/supervisor and within project group if
appropriate)
Project specifications: developing and structuring a list of requirements relevant to project
specifications eg costs, timescales, scale of operation, standards, legislation, ethics,
sustainability, quality, fitness-for-purpose, business data, resource implications
Procedures: planning and monitoring methods, operating methods, lines of communication,
risk analysis, structure of groups and collaborative working eg learner groups or roles and
responsibilities within a work-based project, targets and aims
Project plan: production of a plan for the project including timescales, deliverables,
milestones, quality assurance systems and quality plans, and monitoring progress
2 Be able to implement the project within agreed procedures and to specification
Implement: proper use of resources, working within agreed timescale, use of appropriate
techniques for generating solutions, monitoring development against the agreed project plan,
maintaining and adapting project plan where appropriate
Record: systematic recording of relevant outcomes of all aspects and stages of the project to
agreed standards
3 Be able to evaluate the project outcomes
Evaluation techniques: detailed analysis of results, conclusions and recommendations,
critical analysis against the project specification and planned procedures, use of appropriate
evaluation techniques, application of project evaluation and review techniques (PERT),
opportunities for further studies and developments
Interpretation: use of appropriate techniques to justify project progress and outcomes in
relation to the original agreed project specification
Further consideration: significance of project; application of project results; implications;
limitations of the project; improvements; recommendations for further consideration
4 Be able to present the project outcomes
Record of procedures and results: relevant documentation of all aspects and stages of the
project
Format: professional delivery format appropriate to the audience; use of appropriate media

Learning outcomes
The learner can:
LO1 Be able to formulate a
project
1.1 formulate and record possible outline project
specifications
1.2 identify the factors that contribute to the process of
project selection
1.3 produce a specification for the agreed project
1.4 produce an appropriate project plan for the agreed
project
LO2 Be able to implement the
project within agreed
procedures and to
specification
2.1 match resources efficiently to the project
2.2 undertake the proposed project in accordance with the
agreed specification.
2.3 organise, analyse and interpret relevant outcomes
LO3 Be able to evaluate the
project outcomes
3.1 use appropriate project evaluation techniques
3.2 interpret and analyse the results in terms of the original
project specification
3.3 make recommendations and justify areas for further
consideration
LO4 Be able to present the
project outcomes
4.1 produce a record of all project procedures used
4.2 use an agreed format and appropriate media to present
the outcomes of the project to an audience.

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

UNIT 4: MECHANICAL PRINCIPLES
Unit 4: Mechanical Principles
Unit code: F/601/1450
QCF level: 5
Credit value: 15
• Aim
This unit aims to develop learners’ understanding of an extended range of mechanical principles
that underpin the design and operation of mechanical engineering systems.
• Unit abstract
This unit will develop learners’ understanding of complex loading systems and will provide an
introduction to the concept of volumetric strain and the relationship between elastic constants.
The expressions derived for linear and volumetric strain then form a basis for determining
dimensional changes in loaded cylinders.
The unit will build upon learners’ existing knowledge of the relationship between the distribution
of shear force and bending moment in loaded beams, to include the relationship between
bending moment, slope and deflection.
Learners will analyse the use of mechanical power transmission systems, both individually and in
the combinations that are used in practical situations. Learners’ knowledge of rotating system
elements is further extended through an investigation of the dynamic characteristics of the slider-
crank and four-bar linkage. The balancing of rotating systems is also investigated, together with
the determination of flywheel mass and size to give sufficiently smooth operating conditions.
1 Be able to determine the behavioural characteristics of materials subjected to complex
loading systems
2 Be able to determine the behavioural characteristics of loaded beams and cylinders
3 Be able to determine the dynamic parameters of power transmission system elements
4 Be able to determine the dynamic parameters of rotating systems.

Unit content
1 Be able to determine the behavioural characteristics of materials subjected to
complex loading systems
Relationship: definition of Poisson’s Ratio; typical values of Poisson’s Ratio for common
engineering materials
Two- and three-dimensional loading: expressions for strain in the x, y and z-directions;
calculation of changes in dimensions
Volumetric strain: expression for volumetric strain; calculation of volume change
Elastic constants: definition of Bulk Modulus; relationship between Modulus of Elasticity;
Shear Modulus; Bulk Modulus and Poisson’s Ratio for an elastic material
2 Be able to determine the behavioural characteristics of loaded beams and
cylinders
Relationships: slope ∫= Mdxi
E1
1
deflection ∫∫= Mdxdx
E
y
1
1
Loaded beams: slope and deflection for loaded beams eg cantilever beams carrying a
concentrated load at the free end or a uniformly distributed load over the entire length,
simply supported beams carrying a central concentrated load or a uniformly distributed load
over the entire length
Stresses in thin-walled pressure vessels: circumferential hoop stress and longitudinal stress
in cylindrical and spherical pressure vessels subjected to internal and external pressure eg
compressed-air receivers, boiler steam drums, submarine hulls, condenser casings; factor of
safety; joint efficiency
Stresses in thick-walled cylinders: circumferential hoop stress, longitudinal stress and radial
stress in thick-walled cylinders subjected to pressure eg hydraulic cylinders, extrusion dies,
gun barrels; Lame’s theory; use of boundary conditions and distribution of stress in the
cylinder walls
3 Be able to determine the dynamic parameters of power transmission system
elements
Belt drives: flat and v-section belts; limiting coefficient friction; limiting slack and tight side
tensions; initial tension requirements; maximum power transmitted
Friction clutches: flat single and multi-plate clutches; conical clutches; coefficient of friction;
spring force requirements; maximum power transmitted by constant wear and constant
pressure theories; validity of theories
Gear trains: simple, compound and epicycle gear trains; velocity ratios; torque, speed and
power relationships; efficiency; fixing torques

4 Be able to determine the dynamic parameters of rotating systems
Plane mechanisms: slider crank and four bar linkage mechanisms; production of vector
diagrams and determination of kinetic characteristics
Balancing: single plane and multi-plane rotating mass systems; Dalby’s method for
determination of out-of-balance forces and couples and the required balancing masses
Flywheels: angular momentum; kinetic energy; coefficient of fluctuation of speed; coefficient
of fluctuation of energy; calculation of flywheel mass/dimensions to give required operating
conditions
Effects of coupling: conservation of angular momentum; common final velocity and energy
loss due to coupling of two freely rotating systems

Learning outcomes
The learner can:
behavioural characteristics of
materials subjected to
complex loading systems
1.1 apply the relationship between longitudinal and
transverse strain to determine the dimensional
effects of uniaxial loading on a given material
1.2 determine the effects of two-dimensional and three-
dimensional loading on the dimensions of a given
material
1.3 determine volumetric strain and change in volume
due to three-dimensional loading
1.4 apply the relationship between elastic constants
loaded beams and cylinders
2.1 apply the relationship between bending moment,
slope and deflection to determine the variation of
slope and deflection along a simply supported beam
2.2 determine the principal stresses that occur in a thin-
walled cylindrical pressure vessel
2.3 determine the distribution of the stresses that occur
in a pressurised thick-walled cylinder
dynamic parameters of power
transmission system elements
3.1 determine the dynamic parameters of a belt drive
3.2 determine the dynamic parameters of a friction
clutch
3.3 determine the holding torque and power transmitted
through compound and epicyclic gear trains
dynamic parameters of
rotating systems
4.1 determine the parameters of a slider-crank and a
four-bar linkage mechanism
4.2 determine the balancing masses required to obtain
dynamic equilibrium in a rotating system
4.3 determine the energy storage requirements of a
flywheel
4.4 determine the dynamic effects of coupling two freely
rotating systems.

Guidance
Links
This unit can be linked with Unit 1: Analytical Methods for Engineers, Unit 2: Engineering Science,
Unit 35: Further Analytical Methods for Engineers and Unit 60: Dynamics of Machines.
Sufficient laboratory/test equipment will need to be available to support a range of practical
investigations.
with the provision of suitable mechanical systems/equipment that can be used to demonstrate
applications of the principles.

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

Unit content
1 Be able to apply electrical and electronic circuit theory
Transformation theorems: energy sources as constant-voltage and constant-current
generators; Thévenin’s and Norton’s theorems; delta-star and star-delta transformation
Circuit theory: maximum power transfer conditions for resistive and complex circuits; mesh
and nodal analysis; the principle of superposition
Magnetically coupled circuits: mutual inductance; the use of dot notation; equivalent circuits
for transformers including the effects of resistive and reactive features
R-L-C tuned circuits: series and parallel resonant circuits; impedance; phase angle; dynamic
resistance; Q-factor; bandwidth; selectivity and resonant frequency; the effects of loading on
tuned circuit performance
2 Be able to apply two-port network models
Network models: symmetrical two-port network model; characteristic impedance, Zo;
propagation coefficient (expressed in terms of attenuation, α, and phase change ß); input
impedance for various load conditions including ZL = Zo; relationship between the neper and
the dB; insertion loss
Symmetrical attenuators: T and π attenuators; the expressions for Ro and α in terms of
component values
3 Understand the use of complex waves
Properties: power factor; rms value of complex periodic waveforms
Analyse: Fourier coefficients of a complex periodic voltage waveform eg Fourier series for
rectangular, triangular or half-wave rectified waveform, use of a tabular method for
determining the Fourier series for a complex periodic waveform; use of a waveform analyser;
use of an appropriate software package
4 Be able to apply transients in R-L-C circuits
Laplace transforms: definition of the Laplace transform of a function; use of a table of Laplace
transforms
Transient analysis: expressions for component and circuit impedance in the s-plane; first
order systems must be solved by Laplace (ie RL and RC networks); second order systems
could be solved by Laplace or computer-based packages
Circuit responses: over, under, zero and critically damped response following a step input;
zero initial conditions being assumed

Learning outcomes
The learner can:
LO1 Be able to apply electrical and
electronic circuit theory
1.1 calculate the parameters of AC equivalent circuits
using transformation theorems
1.2 apply circuit theory techniques to the solution of AC
circuit problems
1.3 analyse the operation of magnetically coupled
circuits
1.4 use circuit theory to solve problems relating to series
and parallel R-L-C tuned circuits
LO2 Be able to apply two-port
network models
2.1 apply two-port network model to the solution of
practical problems
2.2 design and test symmetrical attenuators against
computer models
LO3 Understand the use of
complex waves
3.1 calculate the properties of complex periodic waves
3.2 analyse complex periodic waves
LO4 Be able to apply transients in
R-L-C circuits
4.1 use Laplace transforms for the transient analysis of
networks
4.2 calculate circuit responses to a step input in practical
situations.

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

UNIT 6: HEALTH, SAFETY AND RISK ASSESSMENT IN ENGINEERING
Unit 6: Health, Safety and Risk
Assessment in Engineering
QCF level: 4
Credit value: 15
• Aim
This unit aims to provide learners with an understanding of health and safety planning,
implementation and legislation within an engineering environment.
• Unit abstract
This unit has been designed to develop the learner’s awareness of the principles, planning and
implementation of health and safety practice within an industrial environment such as those to
be found in engineering production, manufacture, services and maintenance and those in the
chemical, transport and telecommunication engineering industries.
In particular, the selection, application and evaluation of safe working procedures, for operations
appropriate to particular industrial activities, are first considered. Then current UK and EU health
and safety legislation, the role of the inspectorate, safety audits and current codes of practice are
covered. Next, risk is assessed and evaluated by identifying, rating and assessing the severity of
hazards and recording all evidence and actions taken for future monitoring of these hazards.
Finally, risk management activities are considered including the methods used for gathering
evidence, disseminating information, complying with current regulations and implementing policy
to minimise risk to life and property, for activities within a general engineering environment.
1 Be able to select and apply safe working procedures to engineering operations
2 Understand the nature and use of current health and safety legislation
3 Be able to analyse engineering activities for the assessment of risk
4 Be able to manage and minimise risk to life, property and engineering activities within an
industrial environment.

Unit content
1 Be able to select and apply safe working procedures to engineering operations
Protective clothing and equipment: selection and justification of protective clothing for
given/chosen environments eg for chemical, temperature, crush resistance, noise protection,
visor, goggle usage, electrical isolation, radioactive protection
Permit-to-work: evaluation of a range of permit-to-work systems; health and safety executive
(HSE) guidance notes; hot-cold entry; buddy and plant identification systems; isolation
requirements for given/chosen applications
Isolations: eg lock, multi-lock, blank off, removal, electrical, peg removal, linked valve key,
isolation valves
Monitoring equipment: use of monitoring equipment to ensure/determine safe working
environment eg noise, dust, fumes, temperature, movement, radiation; cost and usability
2 Understand the nature and use of current health and safety legislation
Current regulations: relevant and current UK and EU regulations eg COSHH, noise at work,
pressure systems, manual handling, personal protective equipment, control of asbestos,
Health and Safety at Work Act, management of health and safety at work, IEE wiring
regulations, EMC directive; for typical engineering operations eg engineering production and
manufacture, engineering services, materials handling, telecommunications and
transportation
Role of HSE Inspectorate: span of authority; right of inspection; guidance notes and booklets
Safety audits: policies; record keeping; safety surveys; training; proformas; management
commitment; planning and implementation
Codes of practice: use of applying technology for codes and regulations; awareness of
relevant codes of practice eg HSE guidance, Occupational Exposure Standards
3 Be able to analyse engineering activities for the assessment of risk
Hazard: identification of potential hazards eg fire, noise, temperature, field of vision, fumes,
moving parts, lighting, access, pressure, falling bodies, airborne debris, radiation and
chemical hazards
Risk rating: matrix production eg low risk, moderate risk, substantial risk, high risk
Frequency and severity: evaluation of the rate of occurrence eg improbable, possible,
occasional, frequent, regular, common; evaluation of severity eg definitions of consequence;
level of injury eg graded (trivial, minor, major, multiple major, death, multiple death)
Record: production of proforma for each hazard, types of recording systems; employee
training and company awareness; analysis of a system

4 Be able to manage and minimise risk to life, property and engineering activities
within an industrial environment
Evidence: evaluation of evidence to support the likelihood of or reoccurrence of a risk; use of
statistical data eg fatigue charts, working hours, temperature, lighting levels, noise, incorrect
procedures, working practices, time of day
Implications: analysis and evaluation of the implications of the risk eg threat to life, injuries,
property, environment, need to redesign, effect on company, effect on other companies;
mandatory factory closure
Information: obtaining and use of data about the risk to others eg data sheets on substances,
factory rules, codes of practice; safe working procedures, hazard identification eg hard hat
area; training procedures for new staff and contractors
Minimising risk: how best to minimise risk eg control of known risks, guarding, covering,
screening, encasing, design-out, disaster contingence planning
Implementation: identification of effective methods of control eg management policy, lines of
communication, responsibility, safety committees and trade union input
Compliance: identification of the levels of knowledge of regulations and guidelines;
mandatory compliance with current and relevant regulations eg Health and Safety at Work
Act, Deposit of Poisonous Waste Act, EMC directive; working towards company risk
assessment findings

Learning outcomes
The learner can:
LO1 Be able to select and apply
safe working procedures to
engineering operations
1.1 select and justify choice of protective clothing and
equipment to ensure personal protection in a given
environment
1.2 evaluate a range of permit-to-work systems and identify
isolation requirements for given applications
1.3 use monitoring equipment to ensure the promotion of a
safe working environment
LO2 Understand the nature and
use of current health and
safety legislation
2.1 identify industrial work areas where current regulations
would apply and describe the role of the HSE
inspectorate
2.2 implement a schedule for the setting-up of a safety audit
system
2.3 select the relevant codes of practice to enhance safety
LO3 Be able to analyse
engineering activities for the
assessment of risk
3.1 identify a hazard and produce a risk rating
3.2 evaluate frequency and severity of an identified hazard
3.3 produce a hazard proforma for a given application
3.4 analyse a recording system that tracks and highlights
potential hazards
LO4 Be able to manage and
minimise risk to life, property
and engineering activities
within an industrial
environment
4.1 evaluate evidence that would specify the existence of a
risk or risks
4.2 analyse the implications of the risk and the effect on life,
property and activities
4.3 obtain and use accurate information on the risk for the
protection of others
4.4 produce a report on how best to minimise the risk to
people, property and activities and recommend effective
methods of implementation and control
4.5 identify routes and methods of implementation within a
company to ensure that compliance with codes of
practice and regulations pertaining to the risk are fully
understood.

Guidance
Links
This unit may be linked with any unit that involves aspects of workplace practice and applications.
If a holistic approach to the delivery of this unit is adopted, then its successful completion would
enable learners to meet the Engineering Technician (Eng Tech) and Incorporated Engineer (IEng)
requirements laid down in the UK Engineering Council Standard for Professional Engineering
Competence (UK-SPEC) competence E2, ‘manage and apply safe systems of work’.
The unit can also be linked to the SEMTA National Occupational Standards in Engineering
Management, particularly Unit 1: Develop and Maintain a Healthy and Safe Work Environment.
Tutors delivering this unit will need to have an in-depth understanding of the health and safety
management issues, legislation, procedures and documentation associated with their particular
engineering industry.
Learners will need access to a real or realistic simulated environment, directly related to their
engineering industry.
Liaison with employers can help provide suitable engineering environments. Visits to the learner’s
workplace or other appropriate industrial facilities, will help foster employer cooperation and help
set the focus for the delivery and assessment that have relevance and are of benefit to the whole
cohort.

UNIT 7: BUSINESS MANAGEMENT TECHNIQUES FOR ENGINEERS
Unit 7: Business Management Techniques
for Engineers
QCF level: 4
Credit value: 15
• Aim
This unit investigates the functions, structures and inter-relationships of an engineering business.
Learners will apply the skills of costing, financial planning and control associated with engineered
products or services.
• Unit abstract
In industry, engineers need to understand other factors which drive the business forward. The
current financial state of the business will dictate what resources can be afforded to potential
projects. Therefore, it is not always possible to select and use the latest technology. Most often,
engineering solutions must also be business solutions which are constrained by budgets and time
for example. To this end, engineering management requires understanding of business
management techniques in order to advance business interests. This unit will provide the learner
with the key knowledge and understanding of management skills required by engineering
managers.
This unit is intended to give learners an appreciation of business organisations and the
application of standard costing techniques, as well as an insight into the key functions
underpinning financial planning and control. It also aims to expand learners’ knowledge of
managerial and supervisory techniques by introducing and applying the fundamental concepts of
project planning and scheduling.
Learners will understand how to justify projects using financial tools such as profitability forecasts
and contribution analysis. They will also be able to develop resource and project plans in the form
of Gantt charts and with the use of software. They will be able to manage work activities using
methods such as Just in Time (JIT) and Statistical Process Control (SPC).
1 Know how to manage work activities to achieve organisational objectives
2 Be able to select and apply costing systems and techniques
3 Understand the key functions of financial planning and control
4 Be able to apply project planning and scheduling methods to an engineering project.

Unit content
1 Know how to manage work activities to achieve organisational objectives
Engineering business functions: organisational, management and operational structures in
general engineering settings eg business planning, product/service development, design and
production/delivery, quality assurance and control in relevant manufacturing, production,
service or telecommunication industries
Processes and functions: business planning eg management, production/service planning,
costing, financial planning; organisation eg mission, aims, objectives and culture
Manage work activities: product and service specifications and standards; quality, time and
cost objectives eg just-in-time methods, value-added chains, statistical process control;
working within organisational constraints and limitations
2 Be able to select and apply costing systems and techniques
Costing systems: systems eg job costing, process costing, contract costing; techniques eg
absorption, marginal, activity-based
Business performance: measures and evaluation eg break-even point, safety margin,
profitability forecast, contribution analysis, ‘what if’ analysis, limiting factors, scarce
resources
3 Understand the key functions of financial planning and control
Financial planning process: short, medium and long-term plans; strategic plans; operational
plans; financial objectives; organisational strategy
Factors influencing decisions: cash and working capital management eg credit control,
pricing, cost reduction, expansion and contraction, company valuation, capital investment;
budgetary planning eg fixed, flexible and zero-based systems, cost, allocation, revenue,
capital, control, incremental budgeting
Deviations: variance calculations for sales and costs eg cash flow, causes of variance,
budgetary slack, unrealistic target setting
4 Be able to apply project planning and scheduling methods to an engineering
project
Project resources and requirements: human and physical resource planning techniques eg
time and resource scheduling techniques, Gantt charts, critical-path analysis, computer
software packages, work breakdown structure, precedence diagrams

Learning outcomes
The learner can:
LO1 Know how to manage work
activities to achieve
organisational objectives
1.1 define engineering business functions
1.2 outline the inter-relationships between the different
processes and functions of an engineering organisation
1.3 organise work activities to meet specifications and
standards
costing systems and
techniques
2.1 create appropriate costing systems and techniques for
specific engineering business functions
2.2 measure the impact of changing activity levels on
engineering business performance
LO3 Understand the key
functions of financial
planning and control
3.1 explain the financial planning process in an engineering
business
3.2 examine the factors influencing the decision-making
process during financial planning
3.3 analyse standard costing techniques
LO4 Be able to apply project
planning and scheduling
methods to an engineering
project
4.1 establish the project resources and requirements
4.2 produce a plan with appropriate time-scales for
completing the project
4.3 plan the human resource requirement and costs
associated with each stage of the project.

Guidance
Links
This unit can be linked with Unit 30: Quality Assurance and Management.
Learners will need access to manual records and relevant computer software packages to enable
realistic project planning, resource allocation and costing assignments.
In estimating costs and approximating project completion times and human resource needs, it
may be necessary to provide information from a ‘given data source’. However, learners should be
encouraged to research their own data requirements, ideally from local industrial attachments,
work-placement or employer.

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

Unit content
1 Be able to prepare a design specification to meet customer requirements
Customer requirements: all relevant details of customer requirements are identified and
listed eg aesthetics, functions, performance, sustainability, cost, timing and production
parameters; all relevant regulations, standards and guidelines are identified and listed eg
international, national, company policy and procedures, industry specific, statutory bodies
Design parameters: implications of specification parameters and resource requirements are
identified and matched; the level of risk associated with each significant parameter is
established
Design information: all relevant information is extracted from appropriate reference sources;
techniques and technologies used in similar products or processes are identified; use of new
technologies are specified where appropriate; relevant standards and legislation are
identified and applied throughout; design specification is checked against customer
requirements
2 Be able to analyse and evaluate possible design solutions and prepare a final
design report
Analysis of possible design solutions: selection and use of appropriate analysis techniques to
achieve a design solution eg matrix analysis, brainstorming, mind mapping, forced decision
making, simulation
Evaluation of conceptual designs: costs; future development potential; value engineering
concepts
Compliance check: eg using checklists and/or design review procedures
Final design report: communicate rationale for adopting proposed solution; use of
appropriate techniques and media in the presentation of the report eg sketches, charts,
graphs, drawings, spreadsheets/databases, computer aided design (CAD), desk top
publishing (DTP), word-processing
3 Understand how computer-based technology is used in the engineering design
process
Key features of computer-aided design systems: 2D design and 3D modelling systems eg
accessing standards, parts and material storage and retrieval, engineering calculations, PCB
layouts, integrated circuit design, circuit and logic simulation (including ac, dc and transient
analysis, schematic capture)
CAD software: accessing and using appropriate design software eg parts assembly, pipe-
work and ducting layouts, networks, planned maintenance, scheduling, planning, stress and
strain, heat transfer, vibration analysis, resource utilisation, plant layout, costing, circuit
emulation, plant electrical services, for example, finite element analysis and printed-circuit
board analysis software
Software evaluation: consideration of costs, compatibility and function

Learning outcomes
The learner can:
LO1 Be able to prepare a design
specification to meet
customer requirements
1.1 establish customer requirements
1.2 present the major design parameters
1.3 obtain design information from appropriate sources and
prepare a design specification
1.4 demonstrate that the design specification meets
requirements
LO2 Be able to analyse and
evaluate possible design
solutions and prepare a final
design report
2.1 produce an analysis of possible design solutions
2.2 produce and evaluate conceptual designs
2.3 select the optimum design solution
2.4 carry out a compliance check
2.5 produce a final design report
LO3 Understand how computer-
based technology is used in
the engineering design
process
3.1 explain the key features of a computer-aided design
system
3.2 use computer-aided design software to produce a
design drawing or scheme
3.3 evaluate software that can assist the design process.

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

UNIT 9: MANUFACTURING PLANNING AND SCHEDULING PRINCIPLES
Unit 9: Manufacturing Planning and
Scheduling Principles
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ understanding of the methodologies and techniques that are used
in process planning and scheduling and will enable them to plan and schedule a manufacturing
activity.
• Unit abstract
Learners will develop an understanding of how manufactured products and their associated
processes are planned, monitored and controlled and extend their knowledge of and ability to
apply both manual and computer-assisted methods and procedures. The unit covers process
plans (for example forecasting, network analysis, etc), capacity assessment and scheduling. This
leads the learner into inventory management with stock control and documentation systems. The
last two outcomes require the learner to examine group technology, process plans and
production scheduling.
1 Understand the use of process planning, capacity assessment and scheduling techniques
2 Understand inventory management including stock control, shop floor documentation
systems and the functions of shop control
3 Understand the methods of classifying and coding component parts as key elements of
group technology and their processing through grouped facilities
4 Be able to plan and schedule a manufacturing activity.

Unit content
1 Understand the use of process planning, capacity assessment and scheduling
techniques
Process planning: forecasting; network analysis; critical path method (CPM); project
evaluation and review technique (PERT); material requirement planning (MRP); equipment and
tooling; make or buy decisions; computer aided-planning and estimating
Capacity assessment: bill of materials; economic batch size; assessment of load and
capacity; effects of re-working and scrap; methods of increasing/decreasing capacity; time-
phased capacity planning
Scheduling: lead times; critical path analysis (CPA); supplier and production schedules;
Kanban; optimised production technology (OPT) philosophy; influence of scheduling on
capacity planning dispatching; material requirement planning (MRP)
2 Understand inventory management including stock control, shop floor
documentation systems and the functions of shop control
Inventory management: types of inventory; dependent and independent demand; role of
buffer stock; cost of inventory
Stock control systems: periodic review; re-order points; two bin system; basic economic
order quantities; Kanban
Documentation systems: works orders; routing document; job tickets; recording of finished
quantities; re-work and scrap; stock records
Shop control: scheduled release of works orders; progressing; data collection and feedback
3 Understand the methods of classifying and coding component parts as key
elements of group technology and their processing through grouped facilities
Classifying and coding: sequential; product; production; design; Opitz method; classification
of parts into families
Grouped facilities: layout; product; process; fixed position; group; sequencing of families for
groups of facilities
4 Be able to plan and schedule a manufacturing activity
Process plan: forecast to identify timings and completion dates; materials required;
equipment and tooling required; methods or processes employed; labour requirements and
planning for quality checks; proposal for data logging; use of computers; MRP
Production schedule: developed from the process planning and customer requirements; lead
times; using scheduling techniques eg CPA, Gantt charts, software packages, OPT
philosophy, MRP

Learning outcomes
The learner can:
process planning, capacity
assessment and scheduling
techniques
1.1 evaluate the use of three different process planning
techniques
1.2 select and assess the use of a capacity assessment
technique for two different types of manufacturing
process
1.3 explain the use of a range of scheduling techniques
LO2 Understand inventory
management including stock
control, shop floor
documentation systems and
the functions of shop control
2.1 explain an application of the principle of inventory
management
2.2 compare and evaluate two different stock control
systems
2.3 discuss two different shop floor documentation systems
2.4 explain the functions of shop control
LO3 Understand the methods of
classifying and coding
component parts as key
elements of group
technology and their
processing through grouped
facilities
3.1 explain the methods of classifying and coding
component parts into family groups
3.2 explain how family groups of components are
sequenced for processing through grouped facilities
LO4 Be able to plan and schedule
a manufacturing activity
4.1 produce a process plan from a given set of data
4.2 produce a production schedule from a process plan.

Guidance
Links
This unit can be linked with Unit 8: Engineering Design, Unit 10: Manufacturing Process and
Unit 15: Design for Manufacture.
The unit can also be linked to the SEMTA Level 4 National Occupational Standards in Engineering
Management, particularly Unit 4.16: Schedule Activities for Engineering Methods and Procedures.
Both manual records and relevant computer software of industrial standards will need to be
available to enable realistic project and assignment work to be undertaken.
Liaison with industry should be encouraged in order to develop a valuable and relevant resource
facility. Where possible, work-based experience should be used to provide practical examples of
the planning and scheduling principles covered.

UNIT 10: MANUFACTURING PROCESS
Unit 10: Manufacturing Process
Unit code: H/601/1487
QCF level: 4
Credit value: 15
• Aim
This unit will develop learners’ knowledge of manufacturing processes and techniques that can
be applied to a range of materials for a variety of manufacturing applications.
• Unit abstract
It is essential that engineering technicians involved in the planning, operation and management of
manufacturing systems should have a broad underpinning knowledge of conventional production
processes. Computer-aided processes are now the norm in medium- to large-scale
manufacturing companies and are also to be found with small-scale specialist producers. The full
potential of computer-aided systems cannot however be fully appreciated without knowledge of
the conventional processes from which they are derived.
This unit provides learners with this knowledge of manufacturing processes and techniques. The
first outcome gives an appreciation of conventional machining techniques together with
associated tooling and work holding methods. The second outcome gives an appreciation of the
basic moulding and shaping processes used with metals, plastics and ceramics. The final
outcome covers non-conventional machining techniques that include electro-discharge
machining, ultrasonic machining, etching of electronic printed circuit boards, laser-beam
machining and plasma-jet machining.
1 Understand the use of conventional machining processes and techniques for generating
geometrical forms for a given component specification
2 Understand the use of moulding and shaping processes for a given component specification
3 Understand the use of less conventional machining techniques for a given component
specification.

Unit content
1 Understand the use of conventional machining processes and techniques for
generating geometrical forms for a given component specification
Component manufacture: specify components for manufacture eg criteria-tolerances, types
of material, machining technique, surface texture, material removal rates, speeds and feeds,
cutting times, cutter offsets, table angles
Machining techniques: production of flat and cylindrical geometry eg milling, surface grinding,
lapping, planing, turning, cylindrical grinding, centreless grinding, honing, super-finishing,
thread milling techniques, jig boring, horizontal boring, vertical boring, transfer machines
Tooling requirements: multi-tooth cutting eg milling, grinding, hobbing, drilling, reaming, and
broaching; single-point cutting eg turning, planing and slotting; appropriate cutting angles for
given materials; types, advantages and disadvantages of coolants and cutting fluids used for
various materials and processes eg advantages – prolonging tool life, increased material
removal rate, improved surface finish; disadvantages – fumes and possible irritations to
operators
Work-holding techniques: selection of appropriate work-holding devices eg three and four
jaw chucks, vices, jigs, fixtures, clamping arrangements, vee blocks, angle plates and
magnetic chucks; health and safety issues and limitations of devices
2 Understand the use of moulding and shaping processes for a given component
specification
Component manufacture: specify components for moulding and shaping eg criteria-
tolerances, type of moulding/shaping technique to be used, limitations of size, shape and
production volume, properties of materials being moulded/shaped, surface texture, cost
factors, post-moulding operations required (machining, clipping, welding, finishing)
Moulding processes: casting eg sand, die, investment and continuous casting; powder
metallurgy; sintering
Shaping processes: extrusion eg direct, indirect and impact; forging eg drop, pressure and
upset; rolling; hot and cold presswork eg forming, bending and deep drawing; metal spinning
Metallic materials: range applicable to component eg ferrous, non-ferrous, alloys
Ceramic materials: range applicable to component eg metallic carbides, nitrides and oxides
Material properties: changes to the molecular structure and hence the material properties
that may arise from a moulding or shaping operation eg grain growth, work hardening,
cracking, orientation of grain flow
Tooling requirements: appropriate tooling and equipment required to produce given
components by moulding and shaping techniques eg re-usable moulds and non-permanent
moulds, suitable casting materials for a particular casting process; press tools, punches, dies,
press capacity and calculations in terms of tonnage

3 Understand the use of less conventional machining techniques for a given
component specification
Component manufacture: principle of operation of the less-conventional machining
techniques eg electro-discharge machining (EDM), wire erosion, ultrasonic machining,
etching of electronic printed circuit boards (PCBs), laser-beam machining, plasma-jet
machining; specification of components for less-conventional machining techniques eg
criteria-tolerances, types of material, suitable technique, surface texture, material removal
rate, cost factors
Tooling requirements: tooling and ancillary equipment needed to perform less-conventional
machining techniques; work-holding techniques; health and safety issues

Learning outcomes
The learner can:
conventional machining
processes and techniques
for generating geometrical
forms for a given component
specification
1.1 select suitable data and processes for component
manufacture using a range of conventional machining
techniques
1.2 assess tooling requirements and work-holding
techniques for a given component using a range of
conventional machining techniques
moulding and shaping
processes for a given
manufacture using moulding and shaping techniques for
metals and ceramics
2.2 explain changes to material properties due to the
moulding and shaping processes
2.3 explain the tooling requirements for producing a given
component by moulding and shaping
LO3 Understand the use of less-
conventional machining
techniques for a given
manufacture using a less-conventional machining
process
3.2 explain the tooling and ancillary equipment
requirements to manufacture a given component by a
less-conventional machining process.

Guidance
Links
This unit can be linked with Unit 15: Design for Manufacture and Unit 21: Materials Engineering.
The learning outcomes and indicative content of this module lend themselves to be based on a
real engineering environment. This approach would make the delivery more relevant through the
use of detailed and realistic case study material. Equally, where learners have access to work-
based traditional machining environments, including shaping and moulding, and less-traditional
machining environments then they should be encouraged to use the real-life information
available to them from this source wherever possible.

UNIT 11: SUPPLY CHAIN MANAGEMENT
Unit 11: Supply Chain Management
Unit code: K/601/1491
QCF level: 4
Credit value: 15
• Aim
The aim of this unit is to examine the main principles, concepts and practices of supply chain
management.
• Unit abstract
This unit addresses the definition of a supply chain and supply chain planning, why it is important
in any business, how the supply chain operates and the principles for supply chain improvement.
Where appropriate, the global nature of the supply chain will be emphasised.
Learners will examine the components of supply chains and how these vary within different
organisations. They will learn how organisations manage and control their supply chain functions
to gain both competitive and cost advantage. They will also investigate supply chain planning
from both the strategic and operational standpoint. They will identify and cost activities within
supply chain operations, referring to performance indicators, marketing, response to customer
needs and benchmarking.
As there is always a need to improve supply chain performance, learners will investigate methods
used to enhance systems, approaches to performance improvement and the role of technology
in supply chain improvement.
1 Understand the strengths, weaknesses and competitive advantage of supply chains
2 Understand the use of supply chain planning
3 Be able to analyse an organisation’s supply chain operation
4 Be able to evaluate a supply chain, determine an optimum supply chain solution and prepare
an implementation plan.

Unit content
1 Understand the strengths, weaknesses and competitive advantage of supply
chains
Supply chain: what is meant by a supply chain; main components; variation within different
organisations; importance of harmonising physical and information flows within a supply
chain in an integrated manner; types of supply chain flow and direction; how organisations
can manage and control their supply chain to gain competitive and/or cost advantages; why
supply chains may not always function in an effective way eg Forrester or bullwhip effect,
uncertainty in delivery, large amount of stock, lack of forward planning
2 Understand the use of supply chain planning
Supply chain planning: planning a supply chain from a strategic and operational standpoint;
tactical plans; relationship between supply chain planning and customer service levels; role
of inventory and the increasing need for effective inventory management in the supply chain;
available supply chain alternatives eg outsourcing, contracting relationships, joint ventures,
wholly owned subsidiaries; their characteristics and constraints; process involved in new and
developing supply chain strategies; relationship with company objectives
Key elements: key elements involved in the supply chain eg location of suppliers, main
processes carried out, relationships between each part of the supply chain, integration of
parts of the supply chain
3 Be able to analyse an organisation’s supply chain operation
Supply chain operations: identifying and costing the separate activities within a supply chain;
types and role of performance indicators in supply chain management; why an effective
supply chain can operate as part of the marketing mix of an organisation; how and why
supply chains respond to customer needs; the nature and use of benchmarking
4 Be able to evaluate a supply chain, determine an optimum supply chain solution
and prepare an implementation plan
Supply chain improvement: ways in which supply chain performance can be enhanced
towards lean and agile systems; principal trade-offs involved in supply chain management;
different approaches to performance improvement; role of information processing systems in
supply chain improvement; supply chain audit characteristics of an optimum supply chain
solution; improvement implementation plan

Learning outcomes
The learner can:
LO1 Understand the strengths,
weaknesses and
competitive advantage of
supply chains
1.1 outline and explain three supply chains for an
organisation and make comparisons with similar and
dissimilar types of organisation
1.2 analyse the differences between the types and
directions of flows in a supply chain
1.3 evaluate the main strengths and weaknesses of an
organisation’s supply chain and the extent to which it
provides competitive advantage for the business
supply chain planning
2.1 explain how company objectives are translated into a
meaningful supply chain strategy
2.2 analyse the pattern and requirements for inventory in
an organisation’s supply chain
2.3 devise suitable alternative supply chain solutions
including outsourcing potential
2.4 describe the importance of the key elements of the
supply chain
LO3 Be able to analyse an
organisation’s supply chain
operation
3.1 prepare a cost report on the various activities within the
supply chain operation
3.2 measure the performance of an organisation’s supply
chain
3.3 benchmark supply chain performance against that of
similar organisations
3.4 evaluate the suitability of benchmarks for use against
company objectives
LO4 Be able to evaluate a
supply chain, determine an
optimum supply chain
solution and prepare an
implementation plan
4.1 conduct and evaluate a supply chain audit
4.2 analyse the different trade-offs involved in a supply
chain
4.3 determine an optimum supply chain solution
4.4 devise a suitable implementation plan.

Guidance
Links
This unit links with Unit 23: Engineering Procurement, Unit 34: Integrated Logistical Support
Management and Unit 12: Material Handling Systems.
Liaison with industry should be encouraged in order to develop a valuable, relevant and
alternative resource facility.

UNIT 12: MATERIAL HANDLING SYSTEMS
Unit 12: Material Handling Systems
QCF level: 4
Credit value: 15
• Aim
The aim of this unit is to familiarise learners with the knowledge and skills required in the
management of materials in the engineering/manufacturing industries.
• Unit abstract
Learning outcome 1 introduces learners to the aims and strategies of material handling systems.
This is followed in learning outcome 2 by a detailed study and evaluation of systems. Learning
outcome 3 examines the control of material handling whilst the learning outcome 4 covers the
planning and layout of material flow and handling systems.
1 Understand the aims of logistics and strategies for achieving these aims
2 Understand about the operation of material handling systems
3 Understand the control of material handling systems
4 Be able to plan the layout of a material handling system.

Unit content
1 Understand the aims and strategies used for logistics
Aims of logistics: flow of materials; movement of work in progress; minimising cost of holding
stock and maintaining high quality
Strategies used: eliminate handling or movement; combine processing and movement; plan
layout of operation together with planning of material handling; use automation or
mechanical handling; use of correct equipment; training; minimise pick up/put down
movements; use unit loads, pallets and or containers to avoid mixing materials; economy of
movement; central authority and control of operation
2 Understand the operation of material handling systems
Stages of engineering material handling: selection and loading; moving and unloading;
placement and positioning; materials can be raw materials, components, sub assemblies,
parts, tools and consumables
Criteria for the selection of a material handling system: location of material centres; material
type and appropriate handling conditions; capital and resources available; future needs –
expansion or contraction of operation; total cost of the handling system; compatibility with
existing equipment and systems technologies
Material handling systems: comparison of a centrally co-ordinated and controlled operation
with one that is controlled by individual departments; comparison of automated systems with
semi-automated systems
Cost benefit analysis: benefits eg reduced accidents and losses, increased capacity, speed,
space, flexibility, ‘double handling’ bottlenecks and accidents, cost of designing, installing,
staffing and maintaining
3 Understand the control of material handling systems
Control of material flow: computer-controlled networks; programmable logic controllers
(PLCs); dedicated software; departmental control panels; automated storage and retrieval
systems (ASRs); robots; radio-controlled vehicles; closed circuit TV; advanced guided vehicles
(AGVs) with onboard computers
Tracking and identification: voice recognition; coding systems; job tickets; programmable
silicon micro chips; recording devices such as bar code reader (OCR); numbers input
manually; identification devices such as optical sensors; proximity sensors
Controlled material handling system: using material flow process, dedicated or non-specialist
material handling programmes to represent the control of a material handling system;
detailed critical analysis of all decisions made; detail all critical control points; critical path
network diagrams; variety of graphical communication techniques

4 Be able to plan the layout of a material handling operation
Types of material handling equipment: cranes; lifts; vehicles; conveyors; pneumatic and
hydraulic equipment; towing; chute and robots
Application: the range of equipment eg overhead, vertical, horizontal, horizontal fixed route,
horizontal non-fixed route; speed of the equipment
Factors influencing selection: material handling equipment; materials features; size; weight;
nature; volume/rate of movement; route of movement; storage before and after movement;
safety/hazards and concurrent processing
Planning the layout: features of modern material handling systems; detailed analysis of
material movement needs; work study and layout and planning techniques; handling
conditions required by the materials; requirements and constraints of the material handling
system; critical path analysis techniques and Gantt charts to determine the key processes,
procedures, sequence of events, equipment and time requirements; technical and graphical
techniques to illustrate the final layout

Learning outcomes
On successful completion
of this unit a learner will:
The learner can:
LO1 Understand the aims and
strategies used for
logistics
1.1 identify the aims of logistics for material handling
1.2 explain strategies used for achieving the aims of logistics
LO2 Understand the operation
of material handling
systems
2.1 describe the stages of engineering material handling
2.2 explain the criteria used for the selection of a material
handling system
2.3 compare different material handling systems
2.4 carry out a cost benefit analysis by comparing two modern
material handling systems
LO3 Understand the control of
material handling systems
3.1 explain the systems used for the control of material flow
3.2 explain material tracking and identification methods
3.3 evaluate a controlled material handling system using a
range of techniques
LO4 Be able to plan the layout
of a material handling
operation
4.1 identify modern material handling equipment and its
application
4.2 identify and analyse the movements, conditions,
requirements and constraints of a proposed material
handling system
4.3 justify the selection of material handling equipment for the
system
4.4 use critical path analysis to plan the material handling
operation
4.5 present a layout of the proposed system using appropriate
graphical techniques.

Guidance
Links
This unit can be linked with Unit 11: Supply Chain Management and Unit 34: Integrated Logistical
Support Management.
Learning outcomes 3 and 4 require the use of either detailed case study information and/or
primary information obtained from research and industrial visits.
Visits to local manufacturers can help provide relevant and up-to-date information. Many
multinational companies are large enough to accommodate in-house educational officers, who
will tailor visits according to specific requirements.

UNIT 13: APPLICATION OF MACHINE TOOLS
Unit 13: Application of Machine Tools
Unit code: Y/601/1499
QCF level: 4
Credit value: 15
• Aim
This unit will develop the skills and understanding needed for the safe and efficient production of
components on manual machine tools.
• Unit abstract
This unit introduces learners to the types of manually operated machine tools commonly used in
industry and typical applications of such equipment. It introduces the theory of cutting tools, the
practice of tool and work setting for production on manual machine tools and the checking of
critical features and dimensions against specifications. Safe use of equipment will be a continuing
theme throughout the unit.
1 Understand the characteristics of a range of machine tools
2 Understand machining operations
3 Understand material removal and forming principles
4 Be able to produce components to specification using safe working practices.

Unit content
1 Understand the characteristics of a range of machine tools
Machine tools: a range of machine tools and their applications eg centre lathes, vertical and
horizontal milling machines, cylindrical and surface grinders, centreless grinders, lapping,
honing, planing and shaping machines, internal and external broaching machines, sawing
machines, presses, sheet and tube bending machines; types of drives eg for lathes, milling
machines and presses; relative motion between cutting tool and workpiece
Work holding techniques: the six degrees of freedom of a rigid body with respect to work
holding and jig and fixture design eg the need for rigidity in design and build of machine tools,
three and four-jaw chucks, use of centres, machine vices, worktable clamps, magnetic tables
Tool holding: toolposts; Morse taper shanks; Jacobs chucks; milling machine arbors;
mounting and dressing of grinding wheels
2 Understand machining operations
Components and geometries: component features typically associated with lathe work,
milling, sheet metal forming and broaching eg:
Lathe work: rotational operations – diameters and face turning, taper turning,
chamfers, radii, drilled holes and internal bores, deep holes, internal and
external threads, grooving, knurling, parting off, roughing and finishing
cuts, the purpose and use of cutting fluids
Milling: prismatic operations – face milling, slab milling, profiles, pockets and
slots, drilling, reaming, thread tapping, thread milling, counter-boring,
counter-sinking, roughing and finishing cuts
Press work: sheet metal forming operations – blanking, piercing, drawing, bending,
notching, cropping, use of progression tooling, finishing operations
Broaching: internal and external – square and round holes, splines, gear teeth,
keyways, rifling and flat, round and irregular external surfaces
3 Understand material removal and forming principles
Tooling: choice and effects of tool geometries; choice of tool material; permissible depth of
cut; types and consequences of tool wear; importance of clearance in press-working
operations; calculation of expected tool life
Forces: theory of metal cutting; mechanics of chip formation; shearing mechanisms in press
work; calculation of forces exerted on cutting/forming tool and workpiece during various
operations; calculation of power required to perform specific operations; use of
dynamometers and other condition monitoring/measuring equipment
Speeds and feeds: calculation of speeds and feeds for turning and milling operations on a
variety of workpiece features, sizes and materials (eg aluminium alloys, mild steel, tool steels,
cast metals and alloys); relationship between cutting speed and tool life – economics of metal
removal

4 Be able to produce components to specification using safe working practices
Health and safety: issues related to machine tools, workshops and the production
environment in general; responsibilities of the employer and employee under the Health and
Safety at Work Act and other legislation; correct and approved use and operation of systems
and equipment; potential hazards for given machine tools
Principles of production: tool and work setting techniques; interpretation of specifications
and engineering/production drawings; feature measurement eg depths, diameters, screw
threads

Learning outcomes
The learner can:
LO1 Understand the
characteristics of a range of
machine tools
1.1 explain the typical axis conventions of given machine
tools
1.2 explain the operation of types of drive and the axis
control systems, such as hand-wheels and servo-
motors, for given machine tools
1.3 describe the six degrees of freedom of a rigid body
and how they relate to work holding techniques
1.4 describe work and tool holding devices for given
machine tools
LO2 Understand machining
operations
2.1 assess the suitability of machine tool types for the
production of specific components and geometries
2.2 plan the sequence of operations required to produce
specific components
2.3 describe the machining and forming processes
involved in the production of specific features
LO3 Understand material removal
and forming principles
3.1 select appropriate tooling for the production of
specific features on specific materials
3.2 determine the forces acting on the tool face and
work piece during ideal orthogonal cutting
3.3 calculate speeds and feeds for turning and milling
operations for a variety of tool and work piece
materials
3.4 describe the mechanisms and effects of different
types of tool wear and catastrophic failure
3.5 estimate the life of given tools for specific
applications
LO4 Be able to produce
components to specification
using safe working practices
4.1 demonstrate awareness of health and safety issues
related to the specific machine tools used and the
workshop in general
4.2 select correct tooling and machine settings
4.3 produce given components to specification in
compliance with the planned sequence of
operations.

Guidance
Links
This unit can be linked with Unit 10: Manufacturing Process.
Learners will need to have access to appropriate machine tools and properly trained support
staff.
Delivery would benefit from visits to local engineering companies that use a wide range of
machine tools and from visits from guest speakers with industrial experience of machining
operations.

UNIT 14: COMPUTER-AIDED MACHINING
Unit 14: Computer-aided Machining
Unit code: J/601/1501
QCF level: 4
Credit value: 15
• Aim
This unit will develop learners’ understanding of computer-aided machining (CAM) systems and
the related skills found in manufacturing and engineering companies.
• Unit abstract
It is essential that engineering technicians involved in the planning, operation and management of
manufacturing systems should have a broad underpinning knowledge of computer-aided
machining processes. The first learning outcome focuses on the hardware and software of CAM
systems. The second and third learning outcomes deal with manual and computer-assisted part
programming, giving learners the opportunity to derive and prove part-programs for engineered
components. The final outcome is concerned with quality control in CAM systems, particularly
the various levels of inspection and the capture, transmission and analysis of quality control data.
It is intended that the learner will gain both a detailed knowledge of programming methods and
the practical skills necessary for programming industry standard CAM systems.
Due to the rapid growth in this area of technology it is expected that delivery centres may need to
review and update aspects of the indicative content of the unit as required to keep pace with and
also meet the needs of their local industries.
1 Understand the operational characteristics of CAM systems
2 Be able to produce and prove manual part programs
3 Be able to produce and prove computer-assisted part programs
4 Understand inspection and quality control in CAM systems.

Unit content
1 Understand the operational characteristics of CAM systems
Hardware elements: computer eg mainframe, mini, micro; computer power and memory;
printer; mouse; digitiser; digital and screen data displays; disc drives; axes of CNC machines;
parametric settings eg zero datum setting and transfer, manual modes, program overrides
Software elements: operating system; CAM software; CAM database management systems;
program editing facilities; diagnostic testing techniques
Inputs: geometry data; material specifications; CAD data
Outputs: manufacturing data; tool data; cutter path; component profile; CAM file
Component location, work-piece clamping and tool holding: methods eg jigging devices,
holding techniques, punch tooling, formers for bending
2 Be able to produce and prove manual part programs
Elements and structures: investigation of system initialisation; tooling information and data;
positional control and sequence
ISO standards: use of blocks, word and letter addresses; system management; positional data
and coded data transfer
Programming techniques: macro routines; sub-routines; rotation; zero shifts; scaling and
minor imaging
3 Be able to produce and prove computer-assisted part programs
Functions: generation of graphics eg use of third party software in design or draughting mode
(EdgeCam, SmartCam); component profile definition eg simple 2D profile with internal circular
and square pockets and holes on a pitch circle diameter suitable for fixed/canned cycle
manipulation; geometry manipulation; tooling and machinery sequences; cutter path
simulation; post-processing
Databases: CAD profile and attribute data; material files; tool data; cutter location files; report
generators; Bill of Materials (BOM)
Macro routines: macro routines eg continuous operations, automatic tooling sequences,
standard components
4 Understand inspection and quality control in CAM systems
Levels of inspection: inspection eg tooling verification, datum and location checks, in-process
measurement, post-process inspection, qualitative data and attributes, statistical analysis,
technical and management information
Data capture: tactile sensing; non-tactile sensing; data transmission features

Learning outcomes
The learner can:
LO1 Understand the operational
characteristics of CAM
systems
1.1 explain the function of the hardware and software
elements of a CAM system
1.2 identify the inputs and outputs of a CAM system
1.3 explain the methods of component location, clamping
and tool holding in CNC machines
LO2 Be able to produce and
prove manual part programs
2.1 utilise elements and structures of a CNC part program
when producing and proving a manual part program
2.2 use appropriate ISO standards with respect to codes
and program format when producing and proving a
manual part program
2.3 use programming techniques to promote enhanced
system performance
2.4 produce manually written part programs for engineered
components
2.5 input manually written part programs to a CNC machine
and prove their accuracy
LO3 Be able to produce and
prove computer-assisted
part programs
3.1 use an appropriate range of functions when producing
and proving computer-assisted part programs
3.2 use a database in support of computer-assisted part
programming
3.3 use macro routines in support of computer-assisted part
programming
3.4 produce computer-assisted part programs for
engineered components
3.5 pass computer-assisted part programs to a CNC
machine and prove their accuracy
LO4 Understand inspection and
quality control in CAM
systems
4.1 review the various levels of inspection in CAM systems
4.2 assess the techniques used for data capture in
automated inspection systems
4.3 explain the significance of adaptive control methods in
CAM systems.

Guidance
Links
This unit may be linked with Unit 22: Programmable Logic Controllers.
Centres delivering this unit will need to have access to industrial-standard CNC machining
centres and programming hardware and software.
Visits to industrial installations will be of value to supplement learning activities and provide
learners with a wider appreciation of the range of possible CAM applications.

UNIT 15: DESIGN FOR MANUFACTURE
Unit 15: Design for Manufacture
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ understanding of the processes involved in analysing a product
design and preparing for its manufacture.
• Unit abstract
The learner will identify the key factors that need to be considered in the design of a product for
manufacture. This will include the selection of the most economic methods for manufacture and
assembly, and the importance of specified tolerances and dimensions for products and
components. The unit also looks at the applications of computer-based technologies used in
design for manufacture.
The unit can be delivered effectively through case studies and industrial visits that reinforce the
relevance and provide context and scale. However, it would also be very effective with work-
based learners where the focus of assessment could be directed towards products and
components from the learner’s industry/workplace. The unit has also been designed to be non-
sector specific and therefore could be used in a range of industry settings.
1 Understand how to analyse a product design for its economic manufacture
2 Understand the product design features and techniques that facilitate economic assembly
3 Be able to apply the principles of geometrical tolerancing
4 Be able to select and use appropriate computer-aided manufacturing software.

Unit content
1 Understand how to analyse a product design for its economic manufacture
Manufacturing methods: key design factors eg design form, material type and properties,
quality requirements, manufacturing equipment, processing capability, costs, skills of labour
force, impact on environment; analytical review of manufacturing methods eg alternatives,
most suitable, least waste, use of design criteria; decision-making eg which, why,
alternatives, suitability
Total cost: breakdown of the three major costs eg material, labour and overheads; fixed and
variable costs; relationship between manufacturing method and complexity of design eg
form, finish and relative costs; break-even analysis
Standardisation: standards relevant to design form and materials eg BS, ISO, industry-specific;
use of standard components, parts and fittings; application of preferred number methods for
detection and standardisation; advantages of using standard parts eg design, development,
tooling, planning, choice, labour, ease of replacement; inter-changeability, cost; conformity
with relevant health and safety standards
Process requirements: factors affecting material requirements eg form, size, weight, quality,
processing method, quantity, availability, service life, and mechanical, electrical and chemical
characteristics
Implementation: timescale, ease of implementation, lifespan/upgradeability
2 Understand the product design features and techniques that facilitate economic
assembly
Methods of assembly: application of analytical and questioning techniques to select the most
appropriate method of assembly eg a value engineering approach that evaluates the
specification and validity of the product; cost saving techniques eg variations between similar
components, sequencing of assembly stages, symmetrical and asymmetrical parts, number
of components
Economic manufacture: automated methods eg ability to feed and assemble components
automatically, unidirectional component location, ease of handling, positioning, stacking and
accessibility within assemblies; significant features of good design eg location of spigots,
flanges, tenons, locating faces, accessibility, alignment, families of parts or groupings
3 Be able to apply the principles of geometrical tolerancing
Principles of geometric tolerancing: applications of dimensional tolerance and the
dimensioning of components, sub-assemblies and assemblies, using relevant BS and ISO
standards; effects of tolerance build-up and assess its application on an assembled product;
dimensional data for the manufacture and inspection of a component

4 Be able to select and use appropriate computer-aided manufacturing software
Manufacturing software: selection and use of computer numerical control (CNC) software for
component manufacturing; selection and use of computer-aided manufacturing software
(CAM) for product assembly and material selection/handling

Learning outcomes
The learner can:
LO1 Understand how to analyse a
product design for its
economic manufacture
1.1 examine the most appropriate manufacturing methods
for a product
1.2 discuss the elements involved in the total cost of a
product
1.3 explain the advantages and disadvantages of
standardisation
1.4 analyse the manufacturing process and material
requirements for a component
LO2 Understand the product
design features and
techniques that facilitate
economic assembly
2.1 explain the most appropriate method of assembly for a
product
2.2 explain the flexible manufacturing systems and robots
used in the economic manufacture of a product
2.3 evaluate the features of a component that assist and/or
prevent economic manufacture using automatic
assembly methods
LO3 Be able to apply the
principles of geometrical
tolerancing
3.1 apply the principles of geometric tolerancing to the
manufacture of a product
3.2 report on the effects of tolerance build-up and assess its
application on an assembled product
3.3 select and use dimensional data for the manufacture
and inspection of a component
LO4 Be able to select and use
appropriate computer-aided
manufacturing software
4.1 demonstrate how CNC software can be used for
component manufacture
4.2 demonstrate how CAM software programs can be used
for the assembly of a product
4.3 demonstrate how CAM software can be used for
material selection and handling processes.

Guidance
Links
This unit can be delivered on a stand-alone basis but does require the learner to have an
understanding of the processes of engineering design and manufacture. For example Unit 2:
Engineering Science, Unit 8: Engineering Design and Unit 10: Manufacturing Process would
provide a suitable foundation of study.
The unit can also be linked with the SEMTA Level 4 National Occupational Standards in
Engineering Management, particularly Unit 4.12: Create Engineering Designs.
Centres will need to provide access to suitable manufacturing facilities, CAD/CAM and
appropriate software packages.
The unit would benefit from input by guest speakers from industry and visits to a facility using
flexible manufacturing systems including the use of CNC and CAM software applications.

UNIT 16: ADVANCED MANUFACTURING TECHNOLOGIES
Unit 16: Advanced Manufacturing
Technologies
Unit code: D/601/1505
QCF level: 5
Credit value: 15
• Aim
This unit develops learners’ understanding of advanced manufacturing technologies and the
safety and technical requirements of producing goods economically.
• Unit abstract
In a competitive market, companies aim to produce products of the highest quality at the lowest
cost in order to maximise profitability. Companies employ engineers to identify the most efficient
equipment and processes necessary to achieve this. This can best be achieved when engineers
have a broad knowledge and experience of the technologies that are available.
There have been major advances in manufacturing techniques both in terms of plant and
processes. Information and communication technology (ICT) and computer-aided design and
computer-aided manufacture (CAD/CAM) technologies are used widely in the machinery used to
produce parts. There has also been much analysis of how people and plant interact in production
to optimise effectiveness in terms of Kanban and work-flow systems.
This unit introduces advanced manufacturing technologies and the safety and technical
requirements of producing goods economically. The function, purpose and economic evaluation
of different manufacturing technologies and strategies are investigated. Manufacturing options
for single piece, small, medium and large batch production are considered. Flow line production
is considered as well as non-traditional and emerging technologies. Specialised machining
technologies such as electro-discharge and ultrasonic machining are also examined.
Learners will achieve an understanding of key issues in implementing suitable strategies and
adopting suitable advanced technologies.
1 Understand health and safety requirements in the manufacturing workplace
2 Understand the function and purpose of existing Advanced Manufacturing Technology (AMT)
installations
3 Be able to analyse benefits and drawbacks to building flexibility into the manufacturing
process
4 Know the applications of special manufacturing processes.

Unit content
1 Understand health and safety requirements in the manufacturing workplace
Health and safety within the company: organisation levels; people involved; responsibilities of
the employer and individual employees; appointment and role of safety representatives and
safety officers; safety inspection procedures and legal requirements
Safety in automated areas: guarding of unmanned equipment and areas; safety in the design
of a flexible manufacturing cell (FMC) and a flexible manufacturing system (FMS)
2 Understand the function and purpose of existing Advanced Manufacturing
Technology (AMT) installations
AMT installations: CNC turning centres; multi-head/turret machines; sliding head and
single/multi spindle autos; gantry loading machines; industrial robots for materials handling
and assembly operations; CNC machining centres, multi-pallet systems; CNC mill-turn
centres – C axis turning, Y axis lathes; live tooling; automatic tool change systems for milling
and turning; probe systems for work and tool setting (spindle and bed mounted probes, turret
mounted probes); adaptive control system; block tooling and replacement sister tooling; part
programming for multiple fixtures
Manufacturing strategies: high volume production techniques; transistor lines; flexible
transfer lines; group technology (GT); FMS; FMC; low-volume and small, medium and large-
batch production techniques; one-off and prototype production
3 Be able to analyse benefits and drawbacks to building flexibility into the
manufacturing process
Benefits and drawbacks: economics of machining; economic batch sizes; break-even charts;
costs of setting; operating; training; maintenance; machine specifications; hardware and
software specification; cost of software/hardware upgrades; assessment of ‘intangible’ and
‘unquantifiable’ benefits; calculation of cycle times; CAM layouts for autos
4 Know the applications of special manufacturing processes
Manufacturing processes: chemical machining; electro discharge machining (die sinking, wire
cutting); laser machining; water jet cutting; PCB routing and drilling; ultrasonic machining;
rapid prototyping; flame cutting; plasma cutting; emerging technologies; economics of non-
traditional manufacturing processes

Learning outcomes
The learner can:
LO1 Understand health and
safety requirements in the
manufacturing workplace
1.1 explain how health and safety is catered for within an
organisation
1.2 assess the legal requirements and procedures for health
and safety inspections
1.3 discuss the safety requirements and features which
should be included in the design of automated areas
LO2 Understand the function
and purpose of existing
Advanced Manufacturing
Technology (AMT)
installations
2.1 review the use of a range of Advanced Manufacturing
Technology (AMT) installations
2.2 evaluate the benefits of different manufacturing
strategies
LO3 Be able to analyse benefits
and drawbacks to building
flexibility into the
manufacturing process
3.1 calculate break-even points and identify suitable
processes for given quantities
3.2 calculate cycle times for given components using
specified equipment
3.3 specify CAM layouts for single spindle autos
3.4 make decisions based on the initial costs and running
costs of Flexible Manufacturing Systems (FMS), Flexible
Manufacturing Cells (FMC) and stand-alone machinery
LO4 Understand the applications
of special manufacturing
processes
4.1 explain the technical requirements, uses and applications
of special manufacturing processes
4.2 discuss the benefits and drawbacks of special
manufacturing processes
4.3 identify the mix of manufacturing process equipment
required to produce given components and assemblies
economically.

Guidance
Links
This unit may be linked with Unit 13: Application of Machine Tools, Unit 18: Advanced Machine
Tools and Unit 31: Value Management.
Learners will need access to a range of advanced manufacturing technology installations.
Centres should try to work closely with industrial organisations in order to bring realism and
relevance to the unit. Industrial visits to view existing production facilities would be of great
advantage.

UNIT 17: BUSINESS IMPROVEMENT TECHNIQUES
Unit 17: Business Improvement Techniques
QCF level: 5
Credit value: 15
• Aim
This unit will provide learners with knowledge of some of the business improvement
methodologies and techniques that can be applied in a variety of manufacturing situations.
• Unit abstract
This unit will enable learners to apply the principles of lead-time analysis by using a range of
processes associated with this. They will also be able to use techniques to reduce set-up times
for a particular application and present this improvement as a standard operating procedure.
Learners will be able to describe the techniques employed in total productive maintenance (TPM)
and explain the benefits. They will also be able to investigate and discover where the use of
optimised production technology (OPT) is useful to make whole factory or whole
manufacturing/business unit improvements.
1 Be able to apply the principles of lead-time analysis by creating a lead-time profile, frequency
diagram and by using a cause and effect diagram
2 Be able to use techniques in set-up reduction and prepare an improved standard operating
procedure
3 Understand the benefits of total productive maintenance (TPM) techniques
4 Understand optimised production technology (OPT).

Unit content
1 Be able to apply the principles of lead-time analysis by creating a lead-time profile,
frequency diagram and by using a cause and effect diagram
Lead-time profiles: representative parts or processes; improvements to profiles; planning
improvements; problem solving and route cause analysis eg Ishikawa diagram, fishbone
diagram, cause and effect diagram with addition of cards (CEDAC)
Principles and processes: objectives and targets for reduction in lead-time; identifying lead-
time profiles with problems; improvement opportunities eg supply or delivery of parts,
improved work flow, improved quality, flexibility of people, launch of material, inventory
balance; determination of waste; frequency diagrams; identifying bottlenecks or constraints
within lead-time profiles
2 Be able to use techniques in set-up reduction and prepare an improved standard
operating procedure
Reduction activity techniques: evaluating improvement ideas; distinguishing between internal
and external activities with reference to set-up; route cause analysis; principles and
application of the 5 why’s
Standard operating procedure: all of the new steps and time required for each step;
differentiation between internal and external steps; standard equipment and its location eg
cutting tools, clamps, inspection equipment; information required for a quick set-up and its
location eg CNC programmes, drawings, manufacturing instructions
3 Understand the benefits of total productive maintenance (TPM) techniques
TPM techniques: obtaining information; how to select a resource eg plant, equipment,
machines, office equipment, services equipment, utilities; seven steps of autonomous and
planned maintenance; overall equipment effectiveness; standard operating procedures
Scope of TPM: resources eg plant, equipment, machines, office equipment, services
equipment, utilities; countermeasures for chronic and sporadic loss; benefits of TPM
4 Understand optimised production technology (OPT)
Principles of OPT: balancing flow (not capacity); determination of non-bottleneck utilisation;
critical and non-critical resources; activation of resources; throughput and inventory
governed by bottlenecks; transfer batch
Throughput accounting: contribution per factory or unit hour; total factory or unit cost per
hour; return per factory or unit hour; recommendations for improvements to meet the aims
of OPT
Aims of OPT: increasing plant throughput; decreasing inventory; decreasing operating
expenses

Learning outcomes
The learner can:
principles of lead-time
analysis by creating a lead-
time profile, frequency
diagram and by using a
cause and effect diagram
1.1 gather information and create lead-time profiles
1.2 produce a frequency diagram listing the major
bottlenecks or constraints as identified by lead-time
profiles
1.3 use a cause and effect diagram to identify improvement
opportunities and determine waste
LO2 Be able to use techniques in
set-up reduction and
prepare an improved
standard operating
procedure
2.1 carry out a set-up reduction activity on a chosen
machine, or process using the appropriate techniques
2.2 produce standard operating procedures for a new set-
up
LO3 Understand the benefits of
total productive
maintenance (TPM)
techniques
3.1 evaluate a range of techniques used in TPM
3.2 identify the countermeasures for chronic and sporadic
loss and explain the scope of TPM
LO4 Understand optimised
production technology (OPT)
4.1 explain the importance of the principles of OPT to the
aims of OPT
4.2 use throughput accounting to measure the performance
of a factory or unit
4.3 make recommendations for improvements to meet the
aims of OPT.

Guidance
Links
This unit is designed to stand alone but has links with Unit 9: Manufacturing Planning and
Scheduling Principles and Unit 20: Quality and Business Improvement.
This unit can be linked with the SEMTA Level 4 National Occupational Standards in Business
Improvement Techniques, particularly:
• Unit 8: Carrying Out Lead Time Analysis
• Unit 11: Applying Set-up Reduction Techniques
• Unit 12: Applying Total Productive Maintenance (TPM)
• Unit 36: Creating Standard Operating Procedures.
A range of financial and other performance data is required to enable accounting measures to be
calculated and used. Both manual records and relevant computer software, of industrial
standard, will also need to be available to enable realistic project work to be undertaken.

UNIT 18: ADVANCED MACHINE TOOLS
Unit 18: Advanced Machine Tools
QCF level: 5
Credit value: 15
• Aim
This unit introduces the theory of safe and efficient production of components on computer
numeric control (CNC) machine tools. It also provides a broad knowledge about automated and
flexible manufacturing.
• Unit abstract
This unit introduces learners to the types of CNC machine tools commonly used in industry and
typical applications of such equipment. Learners will develop an understanding of the design and
build of advanced machine tools and the economics of production on CNC plant. The concept of
cellular manufacture is introduced and is supported by the programming of programmable logic
controllers (PLCs). Workholding and tooling issues for CNC are covered and reference is made to
the special needs of high-speed machining. The application of probes for work and tool setting is
discussed. Safe use of equipment will be a constant theme throughout the unit.
The unit is intended to lead the learner towards an understanding of machine tool technology and
its utilisation through the study of theory and practical application.
1 Be able to determine the cost of producing simple components on CNC equipment
2 Understand the design and construction of CNC machine tools
3 Understand the use of tool management in automated environments
4 Understand the requirements of a flexible manufacturing cell (FMC) and the uses of
programmable logic controllers (PLCs).

Unit content
1 Be able to determine the cost of producing simple components on CNC equipment
Economics of production on CNC equipment: advantages and disadvantages of CNC;
comparison of CNC and manual machine tools eg impacts on productivity, quality and
flexibility; comparison of costs of simple components produced manually and by CNC;
determination of cost of producing specific components on CNC machine tools based on
machine utilisation; hourly machine rates, labour rates and other overheads
2 Understand the design and construction of CNC machine tools
Design and construction of CNC machine tools: history of machine tools; axis conventions;
horizontal and vertical lathes; horizontal and vertical milling machines; multi-axis machine
tools – 4, 5, and 6 axis milling machines and machining centres, 3 and 4 axis turning centres
and millturn centres; special considerations for high speed machining; special purpose
machine tools; cast versus fabricated bases; modular designs; typical configurations;
requirement of machine tools – rigidity, power requirements, cost of construction
Control systems: relationship between CNC controller and machine control unit (MCU);
closed-loop control and feedback systems; types of positional encoders
3 Understand the use of tool management in automated environments
Tool management in automated environments: tool libraries; data requirements; geometry
and offsets; feeds and speeds; control of maximum depth of cut; updating; linking tool
libraries with bill of materials (BOM)
Tool life management: sister tooling; adaptive control for tool wear monitoring; probing
systems for tool setting and tool wear detection; tool wear compensation by workpiece
probing
Tool delivery: tool pre-setting and storage; automated tool stores; automated tool delivery
and loading
4 Understand the requirements of a flexible manufacturing cell (FMC) and the uses
of programmable logic controllers (PLCs)
Flexible manufacturing: requirements of FMCs (group technology (GT) and just-in-time (JIT)
manufacturing); typical cell configurations
Automated materials handling: use of robots for machine loading/unloading; multi-pallet
systems for milling; bar feeding systems for turning
Applications of PLCs: PLC programming using ladder logic; handshaking and communication
between key elements of the cell

Learning outcomes
The learner can:
cost of producing simple
components on CNC
equipment
1.1 determine the economics of producing a simple
component on CNC equipment
1.2 determine the relative merits of manual and CNC
machine tools
LO2 Understand the design and
construction of CNC
machine tools
2.1 assess typical configurations of CNC machine tools and
relevant axis conventions
2.2 explain the relationships between the main design
features of CNC machine tools
2.3 examine the use of control systems applied to CNC
equipment
LO3 Understand the use of tool
management in automated
environments
3.1 review the requirements of an automated tool
management system
3.2 illustrate the uses of adaptive control and sister tooling
for tool life management and the use of probing systems
for tool setting and tool wear compensation
3.3 analyse the requirements of an automated tool delivery
system
LO4 Understand the
requirements of a flexible
manufacturing cell (FMC) and
the uses of programmable
logic controllers (PLCs)
4.1 explain the requirements of a flexible manufacturing cell
4.2 discuss the uses of automated material handling
systems within the FMC environment
4.3 outline simple programs for applications of PLC cell
control.

Guidance
Links
This unit may be linked with Unit 13: Application of Machine Tools and Unit 12: Material Handling
Systems.
Learners will need access to appropriate machine tools and properly trained support staff.
Liaison with employers can help provide access to suitable machine tools and equipment. Visits
to the learner’s workplace or other appropriate industrial facilities, will help foster employer
cooperation and help set the focus for the delivery and assessment that have relevance and are
of benefit to the whole cohort.

UNIT 19: COMPUTER-AIDED DESIGN AND MANUFACTURE
Unit 19: Computer-aided Design and
Manufacture
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ understanding of the practical applications of a Computer-aided
Design and Computer-aided Manufacture (CAD/CAM) system.
• Unit abstract
Most successful businesses invest substantially in research and development in order to gain
competitive advantage. Engineering advances offer sales and marketing teams the ability to sell
more products and gain a larger market share. In order to facilitate this, engineers must be able
to quickly bring their designs to manufacture to achieve what is known as speed to market. The
use of Computer-aided Design (CAD) has allowed engineers to communicate designs quickly. By
making use of the geometry and details from CAD models, machines can be quickly and
accurately programmed to produce high quality parts. These Computer Numerically Controlled
(CNC) machines must receive information in a format that takes account of how part geometry
will be achieved by the machining method, for example turning, milling or drilling. Computer-
aided Manufacturing (CAM) software is available to accept CAD information. Combined with the
knowledge of the engineer in order to sequence the tooling, this enables designs to progress to
manufacturing in a relatively short time.
This unit will enable learners to produce component drawings using a CAD system specifically for
transfer to a CAM system. They will also develop an understanding of structured data within
CAD/CAM systems and the use of data transfer methods. Practical work will include the
simulation of cutter paths on a CAM system and the production of a component from a
transferred data file.
1 Be able to produce a component drawing suitable for transfer onto a CAM system and
produce a simple 3D surface
2 Be able to transfer data generated in CAD to a CAM system for subsequent machining
3 Be able to simulate the cutter paths on a CAM system to optimise the machining sequences
4 Understand how to transfer a generated tape file to a CNC machine and produce the
component.

Unit content
1 Be able to produce a component drawing suitable for transfer onto a CAM system
and produce a simple 3D surface
Component drawing: configure the hardware contained within a typical CAD workstation;
produce CAD profiles using the more common types of editing facilities; geometry
manipulation eg mirror, rotate, copy, array, offset; drawing attributes and structure with
specific reference to associated profile data and parts listing
3D surface: use of world axis to produce geometry suitable for transfer to a CAM system; 3D
surfaces generated for visualisation and subsequent machining
2 Be able to transfer data generated in CAD to a CAM system for subsequent
machining
Transfer data: structured CAD data with reference to suitable datum and direction of lines;
methods of transfer DYF and IGES; CAD layers used to help tooling sequences with
consideration to tool changes
3 Be able to simulate the cutter paths on a CAM system to optimise the machining
sequences
Cutting and tooling: tooling sequences optimised by using simulated cutting times generated
within the CAM system; tooling data files containing calculated speeds and feeds to suit
component material; cutting directions and offsets determined with due consideration for
component accuracy and finish; clamping and general work holding safety considered with
reference to clamping methods including program controlled clamping
CAM software: simulation of a range of cutter paths; component profiles; generation of cutter
paths
4 Understand how to transfer a generated tape file to a CNC machine and produce
the component
Generated tape file: offsets checked and setting values determined using MDI (manual data
input) facilities to modify program where required; using buffer stores when applied to large
amounts of program data; canned and repetitive cycles analysed and incorporated into the
program when appropriate; sub-routines used for pockets, profiles and managed by the main
program

Learning outcomes
The learner can:
LO1 Be able to produce a
component drawing
suitable for transfer onto a
CAM system and produce a
simple 3D surface
1.1 produce a working drawing for subsequent manufacture
1.2 demonstrate the significance of drawing attributes for
CAD/CAM with specific reference to profile data and
parts listing
1.3 produce a variety of geometrical shapes from datum in 3
dimensional space
LO2 Be able to transfer data
generated in CAD to a CAM
system for subsequent
machining
2.1 demonstrate the significance of structured data within a
CAD/CAM system
2.2 create a DXF (data exchange file) from a standard
drawing file
2.3 produce geometry within a CAM system through the use
of a DXF file
LO3 Be able to simulate the
cutter paths on a CAM
system to optimise the
machining sequences
3.1 generate cutter paths on a component profile through
the use of suitable CAM software
3.2 demonstrate how to obtain optimum cutting
performances by modifying generated cutter paths
LO4 Understand how to transfer
a generated tape file to a
CNC machine and produce
the component
4.1 evaluate common methods of data transfer
4.2 explain the process for inputting a program processed
from CAM software to a CNC machine
4.3 justify the method used for producing a component on a
suitable CNC machine.

Guidance
Links
This unit is designed to stand-alone, but can be linked to Unit 8: Engineering Design, Unit 14:
Computer-aided Machining, Unit 15: Design for Manufacture, Unit 31: Value Management and
Unit 69: Advanced Computer-aided Design Techniques.
Centres delivering this unit must be equipped with industrial standard CAD/CAM software and
hardware. The CAM software will be equivalent to SMARTCAM, MASTERCAM, ALPHACAM or APS.
CAD software similar to ACAD, Release 13 and above would be considered adequate. Suitable
machining centres with FANUC or HEIDENHAIN controllers or equivalent would be required also.
relevance to the unit. Visits to one or two relevant industrial or commercial organisations which
use CAD/CAM techniques will be of value to enhance and support learning.

UNIT 20: QUALITY AND BUSINESS IMPROVEMENT
Unit 20: Quality and Business Improvement
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ understanding of the principles and applications of quality and
business improvement.
• Unit abstract
This unit will examine the principles of continuous improvement and will develop an
understanding of the key factors that underpin the application of six-sigma methodology. It also
aims to introduce the application of failure modes and effect analysis techniques, measurement
systems analysis and give opportunities of practical experience to support a basic understanding
in mistake/error proofing.
This unit consists of four learning outcomes. The first considers continuous improvement
techniques such as quality circles, Kaizen and key performance indicators. The second examines
the six-sigma methodology in detail. In the third learning outcome, potential failure modes are
examined including an examination of areas of analysis. Finally, worksheets for mistake/error
proofing activities are considered.
1 Be able to apply continuous improvement principles and techniques
2 Understand the key factors of six-sigma methodology
3 Be able to carry out potential failure modes and effects analysis (FMEA)
4 Be able to create a worksheet of a mistake/error proofing activity and identify suitable
solutions.

Unit content
1 Be able to apply continuous improvement principles and techniques
Principles: identification of continuous improvement within a working area or activity eg total
company commitment; quality strategy; standard operating procedures; organisational policy
and procedures
Techniques: quality improvement terms; quality circles; Kaizen; calculation of key
performance indicators
2 Understand the key factors of six-sigma methodology
Key factors: procedures – five phases of six-sigma; metric charts; critical to control
characteristics
3 Be able to carry out potential failure modes and effects analysis (FMEA)
Analysis: areas for analysis eg concept, product, design, process, system, machine
Activities to be analysed: failure modes; effects from failure modes; causes of failure modes
4 Be able to create a worksheet of a mistake/error proofing activity and identify
suitable solutions
Benefits: improved quality; reduced costs; delivery
Content of worksheet: description of the mistake/error identified; containment action plan;
root cause of the mistake/error; corrective action to be taken
Suitable solutions: effectiveness; cost; complexity

Learning outcomes
The learner can:
LO1 Be able to apply continuous
improvement principles and
techniques
1.1 identify potential areas for improvements within a
working area or activity
1.2 produce standard operating procedures for a working
area or activity
1.3 identify and calculate key performance indicators
LO2 Understand the key factors
of six-sigma methodology
2.1 explain the key factors of six sigma methodology
2.2 produce a metric chart for a six sigma project
2.3 identify the critical to quality characteristic of a six sigma
project
LO3 Be able to carry out potential
failure modes and effects
analysis (FMEA)
3.1 carry out a potential failure modes and effects analysis
3.2 describe the activities to be analysed
LO4 Be able to create a
worksheet of a mistake/error
proofing activity and identify
suitable solutions
4.1 create a worksheet of a mistake/error proofing activity
4.2 identify suitable solutions.

Guidance
Links
This unit has links with Unit 17: Business Improvement Techniques and Unit 30: Quality Assurance
and Management.
Improvement Techniques, particularly:
• Unit 5: Applying Continuous Improvement Techniques (Kaizen)
• Unit 21: Carrying Out Potential Failure Modes and Effects Analysis (FMEA).
Centres will need to provide simulated or actual examples for the application of methods used to
install, monitor and improve the quality of both products and their associated processes.

UNIT 21: MATERIALS ENGINEERING
Unit 21: Materials Engineering
QCF level: 4
Credit value: 15
• Aim
This unit will provide learners with the necessary background knowledge and understanding of
the properties, selection, processing and failure of engineering materials.
• Unit abstract
The selection of the most appropriate materials for an engineered product and their processing is
of prime importance if the product is to be fit for purpose. Engineers must thus be aware of the
range of materials at their disposal. Knowledge of the structure of materials and the way in which
this affects their properties is also desirable. Material properties may be determined or verified by
testing and engineers should be aware of the range of standard tests and test equipment that is
used and be able to interpret the test data. Materials generally need to be formed to shape,
fabricated or processed in some other way, to make engineering components. The properties of
the raw material can affect the choice of process and in some cases the choice of process can
affect the final properties of a component. Materials also, for a variety of reasons, sometimes fail
in service and engineers need to be aware of the modes and causes of such failure, as well as
the preventative methods that may be used, to prolong their service life.
This unit will thus provide learners with the necessary background knowledge and understanding
of the properties, testing, treatments, processing, selection, failure modes and prevention of a
variety of engineering materials. In addition, this unit offers learners the opportunity to consider
environmental issues related to increased productivity and sustainability that lead to less waste
and to the more efficient use of energy and resources when selecting materials for particular
applications.
1 Be able to determine the properties and selection criteria of materials from tests and data
sources
2 Understand the relationships between manufacturing processes and material behaviour
3 Be able to select suitable materials and processing methods for a specific product
4 Understand the in-service causes of failure of engineering materials.

Unit content
1 Be able to determine the properties and selection criteria of materials from tests
and data sources
Criteria for material selection: definitions of material properties and characteristics
appropriate to the learner’s programme of study eg mechanical, physical, chemical, process
characteristics and costs for range of materials (metals, ceramics, polymers, and composites)
Categorise materials: an appreciation of the properties of metals, ceramics, polymers and
composites; recognition of micro structural characteristics of the more commonly used
Materials testing: tests to determine the properties of commonly used engineering materials
eg metals, ceramics, polymers and composites (such as electrical conductivity/resistivity,
magnetic susceptibility, mechanical strength, hardness, toughness, fatigue and creep
resistance, corrosion and reactivity, wear resistance, optical and thermal properties,
formability); appropriate statistical methods and the processing of test data
Data sources: published data eg British Standards, ISO, product data sheets, IT sources,
standard published data sources, manufacturers’ literature, job-specific information such as
specifications, test data and engineering drawings; assessment of data reliability
2 Understand the relationships between manufacturing processes and material
behaviour
Treatment processes: heat treatments eg quench and precipitation hardening processes,
complex heat treatments (such as conjoint mechanical/thermal treatments), glass transitions;
other treatment processes eg coated materials (such as CVD/vacuum coating processes),
chip technology; surface treatments/surface engineering, polymer treatments,
composites/powder produced materials, matrix/reinforcement relationships, dispersion
strengthening
Liquid processing: metal casting and injection moulding/extrusion of polymers; effect of
processing on structure and properties eg grain structure, porosity
Mechanical processing: effect on structure and properties illustrated by a range of processes
eg mechanical working of metals, powder processing of metals and ceramics, extrusion and
forming of polymer sheet, welding, use of adhesives; effect of processing on structure and
properties eg residual stresses, work hardening
Composition and structure: eg alloying, co-polymerisation; additives, cross-linking,
crystallinity, lattice structure, slip planes and their effect on properties of parent material

3 Be able to select suitable materials and processing methods for a specific product
Design constraints: eg working conditions such as applied forces, environment,
electrical/magnetic requirements, shape, form and function of the product
Materials, properties and processing: inter-relationship between product design, material
selection and processing methods; merit index/index of suitability; ability to be re-used
Processing limitations: effects of the manufacturing processing capabilities on the structure
of materials and preventing or facilitating product design, effect on environment (such as
sustainability, emissions, energy conservation)
4 Understand the in-service causes of failure of engineering materials
Causes of failure: failure of material categories (metals, ceramics, polymers and composites)
eg creep, fatigue, impact, overstressing, corrosion, temperature, thermal cycling, residual
stresses, stress relaxation, degradation (composition change), radiation, electrical
breakdown, or combinations of these
Service life: contributory effects of service conditions to failure eg inappropriate
maintenance, inappropriate use, faults in manufacture, material selection and design faults,
changes in service conditions such as environment, loading and temperature
Estimation: methods of investigating failure and the preparation of estimates of product
service life that require the use of calculations eg creep or fatigue failure
Improving service life: recommending remedial and/or preventative measures eg changes to
material, product design, protective systems for corrosion and degradation, adjustment
loading and working temperature

Learning outcomes
The learner can:
properties and selection
criteria of materials from
tests and data sources
1.1 detail the appropriate properties and criteria for the
selection of a metallic, ceramic, polymer and composite
material
1.2 explain the particular characteristics related to the
microstructure and macroscopic behaviour of the four
categories of engineering materials
1.3 generate and process test data to assess material
properties for two categories of material
1.4 investigate and assess the quality of suitable data from
three different sources
LO2 Understand the relationships
between manufacturing
processes and material
behaviour
2.1 explain how one heat treatment process and two other
treatment processes affect the structure, properties and
behaviour of the parent material
2.2 explain how one liquid processing method and two
mechanical processing methods affect the structure,
properties and behaviour of the parent material
2.3 investigate how the composition and structure of metal
alloys, polymers and polymer matrix composites
influence the properties of the parent material
LO3 Be able to select suitable
materials and processing
methods for a specific
product
3.1 analyse the function/s of a product in terms of the
materials’ constraints on its design
3.2 identify the required properties for the product and
select the most appropriate materials and processing
methods
3.3 identify and explain the possible limitations on the
product imposed by the processing and by the need to
safeguard the environment and minimise costs

Learning outcomes
The learner can:
LO4 Understand the in-service
causes of failure of
4.1 explain the common causes of in-service failure for
products or structures produced from each or a
combination of the four categories of engineering
materials
4.2 for one product or material structure, identify and
explain the in-service conditions that may contribute to
early failure
4.3 explain the methods for investigating materials failure
and for estimating product service life, when a product
is subject to creep and fatigue loading
4.4 determine and make recommendations for
remedial/preventive measures for a given product or
materials structure, that will help improve its service life.

Guidance
Links
Successful completion of Unit 8: Engineering Design and this unit would enable learners to meet,
in part, the Engineering Technician (Eng Tech) and Incorporated Engineer (IEng) requirements laid
down in the UK Engineering Council Standard for Professional Engineering Competence (UK-
SPEC) Competence B2, ‘Identify, organise and use resources effectively to complete tasks, with
consideration for cost, quality, safety and environmental impact’.
Learner access to suitable materials testing equipment, specimens and test instrumentation is
required. The range of tests chosen will depend on the learner’s working environment and
particular needs but will need to include, as a minimum, tests that involve metals and polymers.
Sample materials from each of the four categories for inspection, as well as products/structures
produced from these categories of material, are also required.
with the provision of a suitable materials testing and/or processing/fabrication environment.

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

Unit content
1 Understand the design and operational characteristics of a PLC system
Design characteristics: unitary; modular; rack-mounted
Input and output devices: mechanical switches; non-mechanical digital sources; transducers;
relays
Communication links: twisted pair; coaxial; fibre-optic; networks
Internal architecture: central processor unit (CPU); arithmetic logic unit (ALU); storage
devices; memory; opto-isolators; input and output units; flags; shift; registers
Operational characteristics: scanning; performing logic operations; continuous updating;
mass input/output (I/O) copying
2 Understand PLC information and communication techniques
Forms of signal: analogue (0-10 v dc, 4-20mA); digital
Digital resolution and relationships: 9-bit; 10-bit; 12-bit
Number systems: decimal; binary; octal; hexadecimal; Binary-Coded Decimal (BCD)
Evaluate communication standards: comparison of typical protocols used in signal
communication
Evaluate networking methods and standards: master to slave; peer to peer; ISO; IEE; MAP
Logic functions: writing programmes using logic functions based on relay ladder logic (AND;
OR; EXCLUSIVE OR; NAND; NOR)
3 Be able to apply programmable logic programming techniques
Write programs: use of ladder and logic diagrams; statement lists; Boolean algebra; function
diagrams; graphical programming languages; production of a PLC
Advanced functions: less than; greater than; binary to BCD conversion; proportional feedback
control
Producing and storing text: contact labels; rung labels; programming lists; cross-referencing
Test and debug programs: forcing inputs, forcing outputs; changing data; comparing files
(tapes, EPROM, disc); displayed error analysis
Associated elements: contacts; coils; timers; counters; override facilities; flip-flops; shift
registers; sequencers
4 Understand alternative implementations of programmable control
PICs and other programmable devices: specification and use of PICs and other programmable
devices; embedded controllers
PLC simulators: compare operation and functionality; advantages and limitations

Learning outcomes
On successful completion
of this unit a learner will:
The learner can:
LO1 Understand the design
and operational
characteristics of a PLC
system
1.1 evaluate the design characteristics of typical
programmable logic devices
1.2 describe different types of input and output device
1.3 evaluate the different types of communication link used
in programmable logic control systems
1.4 describe the internal architecture and operational
characteristics of the CPU of a typical programmable
logic device
LO2 Understand PLC
information and
communication
techniques
2.1 evaluate the different forms of signal used in
programmable logic control
2.2 describe the resolution and relationship between
analogue inputs and outputs and word length
2.3 express numbers using different number systems
2.4 describe typical protocols used in signal communication
and evaluate networking methods and networking
standards
LO3 Be able to apply
programmable logic
programming techniques
3.1 identify elements associated with the preparation of a
programmable logic controller program
3.2 write programs using logic functions based on relay
ladder logic
3.3 evaluate the range and type of advanced functions of
programmable logic controllers
3.4 use and justify methods of testing and debugging
hardware and software
LO4 Understand alternative
implementations of
programmable control
4.1 evaluate PICs and other programmable devices as
programmable devices and embedded controllers
4.2 compare the operation, functionality, advantages and
limitations of PLC simulators.

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

UNIT 23: ENGINEERING PROCUREMENT
Unit 23: Engineering Procurement
QCF level: 4
Credit value: 15
• Aim
This unit examines procurement or purchasing strategies and their importance in engineering
management. The unit shows how procurement contributes to profit and how it helps to maintain
a competitive edge.
• Unit abstract
Procurement involves the input of goods and services and the interface between the supplier and
the client. Large companies organise themselves with a purchasing or materials department to
carry out the procurement function. Since the cost of manufacture is mostly made up of material
spend as opposed to labour or overhead, companies need to focus on the amount spent on
materials. This in turn puts an onus on engineers to design products, organise manufacturing
processes and layout a factory with the use of materials in mind. For example, engineers ought to
design products with standard sized components to take advantage of lower costs. In fact, many
companies deploy engineers into their purchasing departments in order to capitalise on
opportunities for cost savings. This unit gives learners an understanding of procurement
strategies and their importance in engineering management. The unit also shows how
procurement contributes to profit and how it helps to maintain a competitive edge.
The unit starts with an introduction and development of the principles and applications of
resource (materials and equipment) management in an engineering operation. It then takes the
learner into the strategies for procurement such as systems, roles, risks and managing
procurement. Learners then consider the procurement issues of contract, sourcing and
evaluation of communications, finance and delivery.
1 Understand the principles of resource management and its application to an engineering
operation
2 Understand how the procurement strategy contributes to the achievement of an engineering
operation’s objectives
3 Understand the importance of the procurement contract and its application to engineering
operations
4 Understand procurement pricing and management strategies within an engineering
organisation
5 Be able to review and evaluate procurement strategies within an engineering organisation.

Unit content
1 Understand the principles of resource management and its application to an
engineering operation
Methods: selection; acquisition; maintenance; replacement criteria
Principles: procurement strategy; specification; supplier identification; selection criteria;
working with specialist suppliers; stock control
2 Understand how the procurement strategy contributes to the achievement of an
engineering operation’s objectives
Systems and processes: standard specification; tendering; estimating/quoting; methods of
procurement eg centralised, contract, lease, Pareto analysis, ‘just in time’ (JIT); equipment;
materials; services; terms and conditions
Procurement officer role: assessing operational needs; selecting suppliers; quality and
quantity control; timing; company policies; budgetary restrictions eg discounts, receipt and
control of purchases, wastage factors
Risks: financial; physical; task duplication; direct and indirect costs; effect on the internal and
external customer eg quality issues, legal implications; effect on process and outcome
activities of organisations
Managing procurement: profit opportunities; direct and indirect cost saving opportunities;
minimising risk; maximising profit; approved supplier lists; evaluating the ‘best deal’;
performance indicators and benchmarking
3 Understand the importance of the procurement contract and its application to
engineering operations
Contract: definition; different forms; parties; essentials for a valid contract; rules of offer and
acceptance; terms eg express/implied, conditions/warranties; vitiating factors eg
misrepresentation, fundamental mistake, breaches, fraud
Sourcing issues: method of supply eg buying products/services, tendering, sub-
contracting/outsourcing; value for money; hygiene factors; range; choice; service guarantee;
legal and contractual compliance; trace origin data; yield; methods of payment; credit and
price; negotiating skills
Evaluation: communication; finance; delivery; compliance with specified requirements;
packaging; industrial relations; attitude to customers; sample testing and defect elimination

4 Understand procurement pricing and management strategies within an
engineering organisation
Pricing management: techniques; negotiating price reductions; controlling or resisting price
increases; quantity discounts; prompt payment discounts
Management strategies: competition between suppliers; developing profit margins to
increase financial returns; releasing cash and capital by minimising stock; negotiating
extended credit; determining the right quality for the right application; negotiating and
developing delivery schedules
5 Be able to review and evaluate procurement strategies within an engineering
organisation
Review: standard specifications; terms and conditions; monitoring; redeveloping strategy;
contemporary developments; comparing and contrasting purchasing options
Evaluate: cost models eg return on investment (ROI), productivity gain, human resource
benefits

Learning outcomes
The learner can:
LO1 Understand the principles of
resource management and
its application to an
1.1 assess the methods available for managing materials
1.2 explain the principles involved when procuring
equipment and the ongoing requirements over the life of
that equipment
LO2 Understand how the
procurement strategy
contributes to the
achievement of an
engineering operation’s
objectives
2.1 recommend procurement systems and processes with
related performance indicators and benchmarking for an
2.2 analyse the risks involved in a procurement strategy
2.3 examine the role of the procurement officer within an
LO3 Understand the importance
of the procurement
contract and its application
to engineering operations
3.1 explain the importance of a procurement contract
3.2 evaluate the sourcing issues for a procurement situation
using a range of suppliers
3.3 review the management techniques used to appraise and
evaluate the suppliers of an engineering management
operation
LO4 Understand procurement
pricing and management
strategies within an
4.1 explain the management strategies that can be used to
maximise the purchasing power of the procurement
officer
4.2 compare pricing management techniques used in an
engineering procurement situation
LO5 Be able to review and
evaluate procurement
strategies within an
5.1 plan a review and evaluation to measure the success of a
company’s procurement strategy
5.2 conduct a review and evaluation for a procurement
scenario in an engineering operation.

Guidance
Links
This unit can be linked to Unit 7: Business Management Techniques and Unit 11: Supply Chain
Management.
This unit can be linked to the SEMTA Level 4 National Occupational Standards in Engineering
Management, particularly Unit 4.17: Obtain Resources for the Implementation of Engineering
Activities.
There are no essential requirements for this unit.
Centres should try to work closely with industrial organisations to bring realism and relevance to
the unit.
Access to procurement sections of local organisations, if possible, provides a useful information
source. Part-time learners working in procurement can be used as a resource by sharing their
experiences of different company approaches to procurement.

UNIT 24: APPLICATIONS OF PNEUMATICS AND HYDRAULICS
Unit 24: Applications of Pneumatics and
Hydraulics
QCF level: 4
Credit value: 15
• Aim
This unit aims to extend learners’ understanding of pneumatic and hydraulic fluid power systems
and their modern industrial applications and enable them to design fluid power circuits.
• Unit abstract
Pneumatics and hydraulic systems involve the transmission of force and motion through a fluid.
With pneumatic systems, the fluid is very often compressed air, although inert gases are also
used in some applications. With hydraulic systems, the fluid is generally specially formulated oil,
but water might also be used in some applications.
Pneumatic and hydraulic systems are to be found in transport, manufacturing, mechanical
handling and process control. They each have their advantages and disadvantages. Gases have a
low density and are compressible whilst liquids have a much higher density and are almost
incompressible. As a result, hydraulic systems generally operate at higher pressures and can
deliver very large positive forces such as those required in hydraulic presses, lifts and earth
moving equipment. Pneumatic systems have a softer action and are not able to deliver such large
forces. Compressed air is however readily available as a service in many industrial installations. It
can be supplied over relatively long distances and is widely used in actuation and control systems
and in robots.
This unit aims to extend the learner’s knowledge and understanding of fluid power systems in
modern industry. Learners will study pneumatic and hydraulic circuit symbols and diagrams and
consider circuit designs. They will also examine the characteristics and selection of components
and equipment and evaluate relevant industrial applications of pneumatics and hydraulics.
1 Be able to read and interpret pneumatic and hydraulic fluid power diagrams
2 Understand the construction, function and operation of pneumatic and hydraulic
components, equipment and plant
3 Be able to design pneumatic and hydraulic circuits
4 Be able to evaluate and justify industrial applications of pneumatics and hydraulics.

Unit content
1 Be able to read and interpret pneumatic and hydraulic fluid power diagrams
Pneumatic and hydraulic symbols: read and interpret eg energy conversion, valve, energy
transmission, control and miscellaneous symbols; use of appropriate British and International
Standards eg BS 2917, ISO 1219-2 (2009), ISO 9461 (Hydraulics), CETOP, RP68P, ISO 5599
(Pneumatics)
Fluid power diagrams: read and interpret system-layout and circuit diagrams eg use of ISO
1219-2 Part 2, component lists, component data sheets, displacement-step diagrams,
operating instructions, installation and maintenance manuals; applications eg logic, memory
and multi-actuator sequential circuit operation, cascading techniques, linear and rotary
actuation circuits
2 Understand the construction, function and operation of pneumatic and hydraulic
components, equipment and plant
Pneumatic equipment: types, construction, function and operation eg air compressors,
coolers, dryers, receivers, distribution equipment, fluid plumbing and fittings, drain traps, FRL
air service units, valves, actuators, seals
Hydraulic equipment: types, construction, function and operation eg fluids, pumps, motors,
actuators, reservoirs, accumulators, fluid plumbing and fittings, valves, filters, seals, gauges
Performance characteristics: air compressors eg volumetric efficiency, compression ratio,
isothermal efficiency; hydraulic pumps eg operating efficiency, losses, flow rate, operating
pressure, shaft speed, torque and power
3 Be able to design pneumatic and hydraulic circuits
Pneumatic circuits: eg directional control, piloted control, reciprocating control, logic,
memory, multi-actuator circuits with sequential operation, cascading techniques, stepper
circuits, pulsed signals, latching circuits, direction and speed control of rotary actuators and
air motors
Hydraulic circuits: eg sequential operation of multi-actuator circuits, regenerative circuits,
counterbalance circuits, ‘meter-in’ and ‘meter-out’ circuits, bleed-off circuits, direction and
speed control of hydraulic motors
Electro-pneumatic and electro-hydraulic circuits: use of electronic logic devices and systems
and their interface with fluid power circuits; solenoid valve arrangements
Emergency ‘fail safe’ circuits: use of emergency stop circuits to give predictable ‘parking’
positions for linear actuators, emergency stopping circuits for rotary actuators and motors,
thermal and pressure relief circuits, ‘fail safe’ circuit arrangements

4 Be able to evaluate and justify industrial applications of pneumatics and
hydraulics
Industrial applications: measurements of process and/or machine parameters in selected
applications eg manufacturing, processing, transportation, utilities, operation of plant,
machinery, equipment, controlling processes and plant
Technical requirements: design and selection of equipment, materials and components;
installation; test and commissioning procedures
Commercial aspects: eg capital costs, running costs, maintenance, flexibility of proposed
system, future expansion and/or changes to installation
Health and safety: requirements of safety legislation and relevant regulations eg Health and
Safety at Work Act 1974, Pressure Systems and Transportable Gas Containers Regulations
1989, Pressure System Safety Regulations 2000, SI 2000 No 128

Learning outcomes
The learner can:
LO1 Be able to read and interpret
pneumatic and hydraulic
fluid power diagrams
1.1 recognise and describe given fluid power symbols that
conform to the latest ISO 1219 standards or their
national/international equivalent
1.2 from a given system diagram, read, interpret and explain
the operation of either a pneumatic or hydraulic multi-
actuator sequential system that uses a minimum of four
actuators
1.3 produce a suitable circuit design drawing for either a
pneumatic or hydraulic reversible rotary actuation
system that includes speed control in both directions
LO2 Understand the construction,
function and operation of
pneumatic and hydraulic
components, equipment and
plant
2.1 identify the features, describe the function and explain
the operation of given items of pneumatic and hydraulic
equipment
2.2 analyse, compare and contrast the performance
characteristics for two given items of pneumatic and
two given items of hydraulic equipment
LO3 Be able to design pneumatic
and hydraulic circuits
3.1 design and produce a circuit design diagram for either a
pneumatic or hydraulic multi-actuator sequential
operation circuit, that includes emergency stop
functions
3.2 design and produce a circuit design diagram for either a
pneumatic or hydraulic rotary actuation system that
includes speed control in both directions
3.3 design and produce a circuit design diagram for either
an electro-pneumatic or electro-hydraulic system
arrangement
3.4 design and produce a circuit design for either a
pneumatic or hydraulic ‘fail-safe’ circuit application
LO4 Be able to evaluate and
justify industrial applications
of pneumatics and
hydraulics
4.1 evaluate and justify the use of either pneumatic or
hydraulic fluid power technology for a given industrial
application
4.2 evaluate and discuss the technical requirements and
commercial considerations for the given industrial
application
4.3 identify and discuss the appropriate health and safety
requirements for the design, installation, maintenance
and use of the given industrial application.

Guidance
Links
This unit has links with Unit 22: Programmable Logic Controllers and Unit 41: Fluid Mechanics.
Centres must be equipped with, or have access to, industrial standard pneumatic and hydraulic
equipment and test assemblies/facilities. In addition, relevant British and International Standards
and British Fluid Power Association publications need to be available.
with the provision of suitable industrial hydraulic and/or pneumatic equipment and test facilities.

UNIT 25: ENGINE AND VEHICLE DESIGN AND PERFORMANCE
Unit 25: Engine and Vehicle Design and
Performance
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ knowledge of engine and vehicle design and will enable them to
evaluate engine and vehicle performance.
• Unit abstract
This unit will examine the aspects of design that relate to the function of engines, with a
particular emphasis on performance. Learners will examine vehicle design for light and heavy
vehicles with a view to understanding performance curves and other data used to evaluate
vehicle performance. Learners will also appreciate possible future developments in vehicle
engineering and in particular the use of new technologies, materials and design method.
Learners are introduced to engine design features, operating parameters and the likely effects
when these are varied or altered. They then investigate engine performance and will analyse the
data obtained from engine trials. Learners are introduced to the design features of light and
heavy vehicles with particular emphasis on aerodynamics and transmission systems. They will
then evaluate vehicle performance under different operating conditions and interpret vehicle
performance curves.
1 Understand engine design features
2 Be able to evaluate engine performance
3 Understand vehicle design features
4 Be able to evaluate vehicle performance.

Unit content
1 Understand engine design features
Engine design features: eg cylinder bore diameter, stroke length, con-rod to crank ratio, the
number and arrangements of cylinders, overall engine dimensions, piston design,
compression ratio, combustion chambers, camshaft design, crankshaft design, use of
emerging technologies in engine design, new materials, alternate and multi fuel engine
design (Electric, Compressed Natural Gas (CNG), Liquid Natural Gas (LNG), gasoline-electrical
hybrid)
2 Be able to evaluate engine performance
Performance characteristics: torque; power; mechanical efficiency; thermal efficiency;
volumetric efficiency; mean effective pressure; specific fuel consumption; emission control
assessment
Engine performance mapping: graphical account of the role of map data; mapping procedure;
visual interpretation of a fuel map and ignition map; fuel/ignition maps for different engine
performance applications eg economy, power and torque
Performance curves: curves eg for spark ignition (SI), combustion ignition (CI) and pressure
charged, rotary engines; engine test at various engine speeds; critical evaluation of air/fuel
ratio; torque, power; exhaust emissions; fuel consumption; significance of the standards used
to measure engine power eg BSAU, DIN, SAE, EEC; application of engine performance curves
and design to the selection of appropriate power units for specific tasks
3 Understand vehicle design features
Features of vehicle design: light and heavy vehicles; body type; body shapes and design;
aerodynamic devices; transmission; 5-speed; 6-speed; range change; splitter; four-wheel
drive; multiple axles; chassis; laden weight; unladen weight; power to weight ratio; use and
applications of new technologies, materials and design methods
4 Be able to evaluate vehicle performance
Performance monitoring: tractive effort; tractive resistance; air; rolling and gradient eg power
available, power required
Performance characteristics: performance curves for different vehicles; tractive effort
available for different combinations; tractive effort required for types of vehicle eg in laden,
unladen conditions; acceleration possible with different combinations of engines;
transmissions and vehicles; gradeability; the change in engine speed that results when
changing from one gear ratio to another eg various gear ratios and transmission units; the
effects of a change in engine speed produced by a gear change on engine torque, power and
fuel consumption, the road speed of a vehicle
Vehicle performance curves: for selecting appropriate vehicles from data calculated
Air resistance: air resistance using the formula RA = K V2
A; air resistance variation with engine
speed and its effects on fuel economy; Cd, CdA, typical values for light and heavy vehicles;
methods used to reduce air resistance of vehicles

Learning outcomes
The learner can:
LO1 Understand engine design
features
1.1 identify and discuss the engine design features that
contribute to the selection of an engine for a given
application
1.2 analyse the effects of altering engine design features for
a given application
LO2 Be able to evaluate engine
performance
2.1 determine the performance characteristics of a given
engine
2.2 carry out and record the outcomes of an engine
performance mapping procedure
2.3 interpret performance curves and select and justify the
use of an appropriate engine for a given application
LO3 Understand vehicle design
features
3.1 discuss the features of vehicle design that contribute to
the selection of a vehicle for a given application
3.2 analyse the effects of altering the features of vehicle
design for a given application
LO4 Be able to evaluate vehicle
performance
4.1 explain the terms used in vehicle performance
monitoring
4.2 determine the performance characteristics of a given
vehicle
4.3 perform calculations to determine vehicle air resistance
and explain the effects of air resistance on engine speed
and fuel economy
4.4 interpret performance curves and select an appropriate
vehicle from given information.

Guidance
Links
This unit has links with Unit 74: Vehicle Fault Diagnosis, Unit 75: Vehicle Systems and Technology
and Unit 79: Vehicle Electronics.
Centres will need to provide access to suitable engine test facilities and manufacturers’ manuals
and performance data.
Delivery would benefit from visits to motor industry test facilities for engines and/or vehicles and
the attendance of guest speakers with experience of engine/vehicle design, testing or
refurbishment.

UNIT 26: EMPLOYABILITY SKILLS
Unit 26: Employability Skills
QCF level: 5
Credit value: 15
• Aim
This unit provides learners with the opportunity to acquire honed employability skills required for
effective employment.
• Unit abstract
All learners at all levels of education and experience require honed employability skills as a
prerequisite to entering the job market. This unit gives learners an opportunity to assess and
develop an understanding of their own responsibilities and performance in, or when entering, the
workplace.
It considers the skills required for general employment, such as interpersonal and transferable
skills, and the dynamics of working with others in teams or groups including leadership and
communication skills.
It also deals with the everyday working requirement of problem solving which includes the
identification or specification of the ‘problem’, strategies for its solution and then evaluation of
the results through reflective practices.
1 Be able to determine own responsibilities and performance
2 Be able to develop interpersonal and transferable skills
3 Understand the dynamics of working with others
4 Be able to develop strategies for problem solving.

Unit content
1 Be able to determine own responsibilities and performance
Own responsibilities: personal responsibility; direct and indirect relationships and adaptability,
decision-making processes and skills; ability to learn and develop within the work role;
employment legislation, ethics, employment rights and responsibilities
Performance objectives: setting and monitoring performance objectives
Individual appraisal systems: uses of performance appraisals eg salary levels and bonus
payments, promotion strengths and weaknesses, training needs; communication; appraisal
criteria eg production data, personnel data, judgemental data; rating methods eg ranking,
paired comparison, checklist, management by objectives
Motivation and performance: application and appraisal of motivational theories and
techniques, rewards and incentives, manager’s role, self-motivational factors
2 Be able to develop interpersonal and transferable skills
Effective communication: verbal and non-verbal – awareness and use of body language,
openness and responsiveness, formal and informal feedback to and from colleagues; ICT as
an effective communication medium; team meetings
Interpersonal skills: personal effectiveness; working with others; use of initiative; negotiating
skills; assertiveness skills; social skills
Time management: prioritising workload; setting work objectives; making and keeping
appointments; working steadily rather than erratically; time for learning; reliable estimate of
task time
Problem solving: problem analysis; researching changes in the workplace; generating
solutions; choosing a solution
3 Understand the dynamics of working with others
Working with others: nature and dynamics of team and group work; informal and formal
settings, purpose of teams and groups eg long-term corporate objectives/strategy; problem
solving and short-term development projects; flexibility/adaptability; team player
Teams and team building: selecting team members eg specialist roles, skill and
style/approach mixes; identification of team/work group roles; stages in team development
eg team building, identity, loyalty, commitment to shared beliefs, team health evaluation;
action planning; monitoring and feedback; coaching skills; ethics; effective leadership skills,
eg, setting direction, setting standards, motivating, innovative, responsive, effective
communicator, reliability, consistency

4 Be able to develop strategies for problem solving
Specification of the problem: definition of the problem; analysis and clarification
Identification of possible outcomes: identification and assessment of various alternative
outcomes
Tools and methods: problem-solving methods and tools
Plan and implement: sources of information; solution methodologies; selection and
implementation of the best corrective action eg timescale, stages, resources, critical path
analysis
Evaluation: evaluation of whether the problem was solved or not; measurement of solution
against specification and desired outcomes; sustainability

Learning outcomes
The learner can:
LO1 Be able to determine own
responsibilities and
performance
1.1 develop a set of own responsibilities and performance
objectives
1.2 evaluate own effectiveness against defined objectives
1.3 make recommendations for improvement
1.4 review how motivational techniques can be used to
improve quality of performance
LO2 Be able to develop
interpersonal and
transferable skills
2.1 develop solutions to work based problems
2.2 communicate in a variety of styles and appropriate manner
at various levels
2.3 identify effective time management strategies
LO3 Understand the dynamics
of working with others
3.1 explain the roles people play in a team and how they can
work together to achieve shared goals
3.2 analyse team dynamics
3.3 suggest alternative ways to complete tasks and achieve
team goals
LO4 Be able to develop
strategies for problem
solving
4.1 evaluate tools and methods for developing solutions to
problems
4.2 develop an appropriate strategy for resolving a particular
problem
4.3 evaluate the potential impact on the business of
implementing the strategy.

Guidance
Links
This unit links with the Personal and Professional Development, the Work-Based Experience and
Research Project units. It also links with the following Asset Skills cross-sectoral Employability
Matrix:
• B2.4: Plan and manage time, money and other resources to achieve goals
• B3.3: Find and suggest new ways to achieve goals and get the job done and achieve goals
• B4.5: Plan for and achieve your learning goals
• C1.1: Understand the roles people play in a group and how you can best work with them
• C1.7: Lead or support and motivate a team to achieve high standards
• C2.6: Find new and creative ways to solve a problem.
Learners will need access to a range of work-related exemplars (for example, appraisal and
development systems, team health checks, job descriptions, action plans, communication
strategies).
materials.

UNIT 27: PERSONAL AND PROFESSIONAL DEVELOPMENT
Unit 27: Personal and Professional
Development
Unit code: T/601/0943
QCF level: 5
Credit value: 15
• Aim
This unit aims to help the learner become an effective and confident self-directed employee. This
helps the learner become confident in managing own personal and professional skills to achieve
personal and career goals.
• Unit abstract
This unit is designed to enable learners to assess and develop a range of professional and
personal skills in order to promote future personal and career development. It also aims to
develop learners’ ability to organise, manage and practise a range of approaches to improve their
performance as self-directed learners in preparation for work or further career development.
The unit emphasises the needs of the individual but within the context of how the development of
self-management corresponds with effective team management in meeting objectives.
Learners will be able to improve their own learning, be involved in teamwork and be more
capable of problem solving through the use of case studies, role play and real-life activities.
1 Understand how self-managed learning can enhance lifelong development
2 Be able to take responsibility for own personal and professional development
3 Be able to implement and continually review own personal and professional development
plan
4 Be able to demonstrate acquired interpersonal and transferable skills.

Unit content
1 Understand how self-managed learning can enhance lifelong development
Self-managed learning: self-initiation of learning processes; clear goal setting, eg aims and
requirements, personal orientation achievement goals, dates for achievement, self-reflection
Learning styles: personal preferences; activist; pragmatist; theorist; reflector, eg reflexive
modernisation theory; Kolb’s learning cycle
Approaches: learning through research; learning from others, eg mentoring/coaching,
seminars, conferences, secondments, interviews, use of the internet, social networks, use of
bulletin boards, news groups
Effective learning: skills of personal assessment; planning, organisation and evaluation
Lifelong learning: self-directed learning; continuing professional development; linking higher
education with industry, further education, Recognition of Prior Learning, Apprenticeships,
Credit Accumulation and Transfer Schemes
Assessment of learning: improved ability range with personal learning; evidence of improved
levels of skill; feedback from others; learning achievements and disappointments
2 Be able to take responsibility for own personal and professional development
Self appraisal: skills audit (personal profile using appropriate self-assessment tools);
evaluating self-management; personal and interpersonal skills; leadership skills
Development plan: current performance; future needs; opportunities and threats to career
progression; aims and objectives; achievement dates; review dates; learning
programme/activities; action plans; personal development plan
Portfolio building: developing and maintaining a personal portfolio
Transcripts: maintaining and presenting transcripts including curriculum vitae
3 Be able to implement and continually review own personal and professional
development plan
Learning styles and strategies: types of styles; awareness of own personal style; impact of
personal style and interactions with others
Learning from others: formal learning and training; observation; mentoring; supervision;
tutorials; informal networks; team members; line managers; other professionals
Evaluation of progress: setting and recording of aims and objectives; setting targets;
responding to feedback; re-setting aims and targets; establishing and recognising strengths
and weaknesses; directions for change; cycles of activity (monitoring, reflecting and planning)

4 Be able to demonstrate acquired interpersonal and transferable skills
Transferable skills: personal effectiveness (ability to communicate effectively at all levels,
initiative, self-discipline, reliability, creativity, problem solving)
Verbal and non-verbal communication: effective listening, respect for others’ opinions;
negotiation; persuasion; presentation skills; assertiveness; use of ICT
Delivery formats: ability to deliver transferable skills using a variety of formats
Working with others: team player; flexibility/adaptability; social skills
Time management: prioritising workloads; setting work objectives; using time effectively;
making and keeping appointments; reliable estimates of task time

Learning outcomes
The learner can:
LO1 Understand how self-
managed learning can
enhance lifelong
development
1.1 evaluate approaches to self managed learning
1.2 propose ways in which lifelong learning in personal and
professional contexts could be encouraged
1.3 evaluate the benefits of self-managed learning to the
individual and organisation
LO2 Be able to take responsibility
for own personal and
professional development
2.1 evaluate own current skills and competencies against
professional standards and organisational objectives
2.2 identify own development needs and the activities
required to meet them
2.3 identify development opportunities to meet current and
future defined needs
2.4 devise a personal and professional development plan
based on identified needs
LO3 Be able to implement and
continually review own
personal and professional
development plan
3.1 discuss the processes and activities required to
implement the development plan
3.2 undertake and document development activities as
planned
3.3 reflect critically on own learning against original aims
and objectives set in the development plan
3.4 update the development plan based on feedback and
evaluation
LO4 Be able to demonstrate
acquired interpersonal and
transferable skills
4.1 select solutions to work-based problems
4.2 communicate in a variety of styles and appropriate
manner at various levels
4.3 evaluate and use effective time management strategies.

Guidance
Links
The unit links with Unit 26: Employability Skills.
materials.

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

Unit content
1 Understand how to formulate a research specification
Research formulation: aims and objectives; rationale for selection; methodology for data
collection and analysis; literature review; critique of references from primary sources, eg
questionnaires, interviews; secondary sources, eg books, journals, internet; scope and
limitations; implications, eg resources
Hypothesis: definition; suitability; skills and knowledge to be gained; aims and objectives;
terms of reference; duration; ethical issues
Action plan: rationale for research question or hypothesis; milestones; task dates; review
dates; monitoring/reviewing process; strategy
Research design: type of research, eg qualitative, quantitative, systematic, original;
methodology; resources; statistical analyses; validity; reliability; control of variables
2 Be able to implement the research project within agreed procedures and to
specification
Implement: according to research design and method; test research hypotheses; considering
test validity; reliability
Data collection: selection of appropriate tools for data collection; types, eg qualitative,
quantitative; systematic recording; methodological problems, eg bias, variables and control of
variables, validity and reliability
Data analysis and interpretation: qualitative and quantitative data analysis – interpreting
transcripts; coding techniques; specialist software; statistical tables; comparison of variable;
trends; forecasting
3 Be able to evaluate the research outcomes
Evaluation of outcomes: an overview of the success or failure of the research project
planning, aims and objectives, evidence and findings, validity, reliability, benefits, difficulties,
conclusion(s)
Future consideration: significance of research investigation; application of research results;
implications; limitations of the investigation; improvements; recommendations for the future,
areas for future research
4 Be able to present the research outcomes
Format: professional delivery format appropriate to the audience; use of appropriate media

Learning outcomes
The learner can:
LO1 Understand how to
formulate a research
specification
1.1 formulate and record possible research project outline
specifications
1.2 identify the factors that contribute to the process of
research project selection
1.3 undertake a critical review of key references
1.4 produce a research project specification
1.5 provide an appropriate plan and procedures for the
agreed research specification
LO2 Be able to implement the
research project within
agreed procedures and to
specification
2.1 match resources efficiently to the research question or
hypothesis
2.2 undertake the proposed research investigation in
accordance with the agreed specification and
procedures
2.3 record and collate relevant data where appropriate
research outcomes
3.1 use appropriate research evaluation techniques
3.2 interpret and analyse the results in terms of the original
research specification
3.3 make recommendations and justify areas for further
consideration
LO4 Be able to present the
research outcomes
4.1 use an agreed format and appropriate media to present
the outcomes of the research to an audience.

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

UNIT 29: WORK-BASED EXPERIENCE
Unit 29: Work-based Experience
QCF level: 5
Credit value: 15
• Aim
This unit aims to enable learners to experience the scope and depth of learning which may take
place in a work-based context by planning, monitoring and evaluating the work experience.
• Unit abstract
A significant amount of learning can be achieved by carrying out practical activities in a
workplace. Learning may be enhanced by taking a more formal approach to work-based activities
– by planning, carrying out the activities and reflecting on the benefits of the activities to the
business and to the learner.
This unit is designed to allow flexibility of study for part-time and full-time learners. It is expected
that learners will be supervised in the workplace in addition to the supervision provided by their
academic supervisor.
Learners will have the opportunity, supported by their supervisors, to negotiate and perform
activities which will allow them to fulfil the assessment criteria for this unit. They will recognise
the scope of what they have achieved by recording evidence from carrying out the activities.
They will also gain maximum benefit by reflection on and evaluation of the work they undertake.
1 Be able to negotiate industry experience
2 Understand the specific requirements of the placement
3 Be able to undertake work experience as identified
4 Be able to monitor and evaluate own performance and learning.

Unit content
1 Be able to negotiate industry experience
Suitable organisation and location: types of establishments for placement eg industry-related
work for a client brief at college, existing work environment, different departments within
current employer’s business
Negotiation: methods of contacting organisations; methods of undertaking negotiations
Nature of duties: type of undertaking eg routine duties and tasks, project work, development
of new procedures/protocol
Supervisors: roles and responsibilities of academic and industrial mentors
Expectations of learning: aims eg proficiency in new tasks and procedures, time-
management and problem solving skills, reflection, discuss progress with others, teamwork
Business constraints: consideration of possible limitations eg need to be fully trained,
adherence to quality systems, health and safety considerations, supervision time, workload,
customer satisfaction, limited staffing, cost of materials
2 Understand the specific requirements of the placement
Tasks: details of activities eg specific hourly, daily, weekly routine and non-routine tasks;
breakdown of a project into stages; new procedures/protocol
Prioritise: reasons for rationalisation of the order of tasks; methods of prioritising work
Plan for the work experience: methods used to develop detailed plan with schedule of tasks,
proposed dates for reviews, expected input from supervisors
Benefits to organisation and learner: advantages to business eg allowing more routine tasks
to be carried out, allowing procedures/techniques to be developed, increasing
responsiveness, identifying cost saving measures; advantages to learner eg understanding
how a business operates, understanding importance of teamwork, learning new techniques,
development of problem-solving and time-management skills
3 Be able to undertake work experience as identified
Carry out the planned activities: realisation eg carrying out tasks and project work according
to relevant legislation, training and codes of practice; developing new procedures or protocol
Record activities in the appropriate manner: systematic and appropriate recording of relevant
activities eg logbook, diary, portfolio, spreadsheets, data bases; list of resources
Revise the initial plan as required: methods used to review activities at the appropriate time
to see if they meet requirements, make alterations as needed

4 Be able to monitor and evaluate own performance and learning
Evaluation of the quality of the work undertaken: meeting industry standards and evaluating
own performance against original proposal; comments/testimony from supervisors
Account of learning during the work experience: details of experience gained eg new
procedures, interpersonal skills, time-management, problem-solving, teamwork; details of
evidence eg portfolio of evidence, scientific report, management report
Recommendations on how the learning experience could have been enhanced: alternative
ideas eg different location, different brief, different time period, more/less support, better
time-management, better preparation

Learning outcomes
The learner can:
LO1 Be able to negotiate industry
experience
1.1 research and evaluate suitable organisations that
could provide industry experience
1.2 negotiate with work and academic supervisors a
proposal for the work experience
1.3 recognise the business constraints on the work
experience offered
LO2 Understand the specific
requirements of the placement
2.1 agree and prioritise the tasks and responsibilities
involved in the work experience
2.2 produce a plan for the work experience
2.3 analyse the benefits of the proposed activities to the
business and the learner
LO3 Be able to undertake work
experience as identified
3.1 fulfil specified requirements of placement conforming
to all related codes of practice
3.2 produce systematic records of work undertaken
3.3 revise the initial plan as required
3.4 make suggestions for improvement and review these
with appropriate supervisor
LO4 Be able to monitor and
evaluate own performance
and learning
4.1 monitor progress against original proposal
4.2 evaluate the quality of own performance
4.3 analyse the learning which has taken place during the
work experience using suitable reflections
4.4 make recommendations on how the experience could
have been enhanced.

Guidance
Links
This unit has possible links with all units in the programme, especially the Personal and
Professional Development and Employability Skills units.
Given the work-based nature of this unit, the majority of resources will be those available to the
learner in the workplace. The work will normally be planned to be achievable within the resource
constraints of the employer. Therefore knowledge of company structures and daily routines and
expectations are essential. Learners will also need access to a wide range of research facilities
including careers library and/or careers services.
Tutor support and guidance are essential. Learners should remain in touch with tutors during the
work-experience – email is often the best way but some colleges may have access to a virtual
learning environment where learners can share information and experiences with each other and
the tutor.
Delivery of this unit depends on centres establishing strong links with employers who can offer
work-based placements.

UNIT 30: QUALITY ASSURANCE AND MANAGEMENT
Unit 30: Quality Assurance and
Management
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ knowledge and understanding of the principles and applications of
quality management.
• Unit abstract
In this unit learners will investigate total quality management (TQM) and develop an
understanding of the key factors that underpin quality assurance (QA) techniques. The unit also
introduces learners to the application of quality control (QC) techniques. The basic principles of
total quality management will include management structures and TQM techniques. Learners will
also develop an understanding of the key factors, internal and external controls and cost
implications that underpin quality assurance techniques. Finally, the unit introduces the
application of quality control techniques, process capability and software packages to support the
processes.
1 Understand how total quality management (TQM) systems operate
2 Know the key factors of quality assurance (QA) techniques
3 Be able to apply quality control (QC) techniques.

Unit content
1 Understand how total quality management (TQM) systems operate
Principles of TQM: continuous improvement; total company commitment; quality strategy;
management of change; focus eg internal and external customers, products/services,
processes and people, fit-for-purpose; leadership; motivation and training; applicable
supporting theories eg Deming, Juran, Crosby, Ishikawa
Management structures: organisational structures and responsibilities; quality improvement
methods eg quality improvement teams and teamwork, quality circles/Kaizen teams;
operational theory eg organisational culture, strategy, vision, mission, values and key issues;
barriers to TQM eg lack of commitment, fear of change/responsibility, immediacy of pay-off,
cost of TQM
TQM techniques: use of tools eg process flow charts, tally charts, Pareto analysis, cause and
effect analysis, hazard analysis-critical control points, statistical process control SPC,
benchmarking; methods eg brainstorming, team building, appraisal, training and
development, mentoring; compliance to standards; procedures and manuals; impact of
organisational factors eg leadership, communications, performance indicators and objectives
2 Know the key factors of quality assurance (QA) techniques
Key factors: procedures; quality manuals; parameters eg fitness-for-purpose, customer
satisfaction, cost effectiveness, compliance with standards; standards organisation and
documentation charts; communication; feedback; legislation
Control purposes: internal and external quality audits eg trace ability, compliance, statistical
methods, planned maintenance, condition monitoring
Costing: quality vs productivity; cost centres; allocation of overheads; maintenance and
downtime cost
3 Be able to apply quality control (QC) techniques
Quality control techniques: inventory control eg just-in-time (JIT), kanban, material
requirements planning (MRP); statistical process control eg frequency distribution, mean
range, standard deviation, control charts, calculation of warning and action limits; acceptance
sampling eg producer’s and consumer’s risk, sampling plans, plotting and interpretation of an
operating characteristic curve
Process capability: relationship between specification limits and control chart limits; modified
limits; relative precision index
Software packages: eg quality audit procedures, vendor rating, cause and effect analysis,
Pareto analysis

Learning outcomes
The learner can:
LO1 Understand how total quality
management (TQM) systems
operate
1.1 explain the principles of TQM in relation to a specific
application
1.2 evaluate management structures that can lead to an
effective quality organisation
1.3 analyse the application of TQM techniques in an
organisation
LO2 Know the key factors of
quality assurance (QA)
techniques
2.1 identify the key factors necessary for the
implementation of a QA system within a given process
2.2 interpret a given internal and external quality audit for
control purposes
2.3 describe the factors affecting costing
LO3 Be able to apply quality
control (QC) techniques
3.1 report on the applications of quality control techniques
3.2 apply quality control techniques to determine process
capability
3.3 use software packages for data collection and analysis.

Guidance
Links
This unit has links with Unit 7: Business Management Techniques and Unit 3: Project Design,
Implementation and Evaluation.
Management, particularly Unit 4.29: Implement Quality Assurance Methods and Procedures.
Centres will need to provide simulated or actual examples for the application of methods used to
install, monitor and control the quality of both products/services and their associated processes.
Industrial visits, work placements or employment could provide access to additional resource
facilities and reinforce relevance. Wherever possible, learners should be given the opportunity to
observe quality operations through industry visits. Equally, the work-based experiences of the
learners should be used to illustrate applications of theory in practice.

UNIT 31: VALUE MANAGEMENT
Unit 31: Value Management
QCF level: 5
Credit value: 15
• Aim
This unit aims to develop the skills and knowledge needed to analyse products and parts in order
to improve value.
• Unit abstract
This unit will provide learners with knowledge of the principles, methodologies and techniques
that are used in analysing and selecting parts for improvement. This includes competencies
required for value engineering and value analysis.
Learners will develop an understanding of Pareto analysis and how manufactured products can
be identified as part families using a range of criteria. They will also consider total cost models
and supply chain maps and their use with specific products or processes. Finally, learners will
explore and develop their understanding of how to develop alternatives and detailed proposals
that will improve the value of a product or process.
1 Be able to carry out a Pareto analysis
2 Be able to produce part families using a range of criteria
3 Be able to produce a total cost model and supply chain map for a product or process
4 Be able to produce a detailed proposal from the findings of value management activities.

Unit content
1 Be able to carry out a Pareto analysis
Pareto analysis: 80 – 20 rule; ABC analysis; required information; data on usage (frequency);
data on costs eg contribution, profit; annual usage value (AUV); methods of presentation eg
bar graphs, histograms, Pareto curve
Criteria: customer schedules eg volume; cost of producing the part; profit for each part (as a
percentage); manufacturing lead time; quality eg scrap, non-conformance percentage;
process/manufacturing route
2 Be able to produce part families using a range of criteria
Part families: those that can be grouped together by a range of criteria; family definitions eg
low cycle and high volume, high cycle time with low volume; use of bill of materials; part
numbering systems eg Brisch, Optiz
Criteria: part shape; part size; material used to manufacture the part; manufacturing process;
other features eg number of holes, number of shoulders, level of tolerance
3 Be able to produce a total cost model and supply chain map for a product or
process
Total cost model: showing costs related to function; identification of value adding activities;
identification of non-value adding activities
Supply chain map: showing costs related to function; aligned to Porter’s Value Chain
4 Be able to produce a detailed proposal from the findings of value management
activities
Detailed proposal: presenting findings from value management activities; proposals
identifying the non-value added activities and indicates alternatives, prioritises and ranks
alternatives, including a risk assessment of the alternatives; identifies the most appropriate
alternatives; proves costing recommendations for management approval; identifies expected
benefits
Value management activities: analysing the function of the product or process; non-value
added activities; suggesting alternatives; performance related tools; cost of function
calculations; Function Analysis System Technique (FAST) diagramming and value trees;
decision making and creativity techniques eg brainstorming

Learning outcomes
The learner can:
LO1 Be able to carry out a Pareto
analysis
1.1 carry out a Pareto analysis against at least four criteria
1.2 describe what information will be required to conduct a
Pareto analysis
1.3 describe the principles and process of Pareto analysis
LO2 Be able to produce part
families using a range of
criteria
2.1 produce part families from a given set of parts and a
range of bill of materials
2.2 describe a part numbering system which would be
helpful for putting parts into families
LO3 Be able to produce a total
cost model and supply chain
map for a product or process
3.1 produce a total cost model for a product or process
3.2 produce a supply chain map for a product or process
3.3 show how costs are related to functions and align these
to Porter’s Value Chain model
LO4 Be able to produce a detailed
proposal from the findings of
value management activities
4.1 develop and produce a detailed proposal following the
use of value management activities
4.2 justify appropriate alternatives produced from the use of
value management activities.

Guidance
Links
This unit is designed to stand alone but has links with Unit 17: Business Improvement Techniques
and Unit 20: Quality and Business Improvement.
Improvement Techniques, particularly Unit 17: Applying Value Management (Value Engineering
and Value Analysis).

UNIT 32: INDUSTRIAL ROBOT TECHNOLOGY
Unit 32: Industrial Robot Technology
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ understanding of robots and the skills needed to program them for
a range of industrial applications.
• Unit abstract
Industrial robots have a wide range of applications, especially in the manufacturing and
engineering sectors. This unit will develop learners’ understanding of the key elements of
industrial robots and how they are linked together as a system – manipulator, control and
intelligence and sources of system errors. Learners will then develop and apply the skills used to
program robots for industrial tasks (for example welding, assembly, machining, etc), and
investigate the various programming methods and facilities that are available. Finally, the unit
covers the design of an efficient, safe robot cell, and the factors that must be taken into account
when selecting, installing and operating industrial robots. This should also include the economic
and ethical issues that surround the introduction of robot technology.
1 Understand the key elements of industrial robots
2 Be able to program an industrial robot
3 Be able to design a robot cell and plan its implementation.

Unit content
1 Understand the key elements of industrial robots
Manipulator elements: electrical and fluid drive systems eg harmonic, cycloidal, shaft, rod,
screw, belt, chain; sensors eg absolute and incremental encoders, potentiometers, resolvers,
tachometers; brakes; counterbalance devices
Control elements: CPU; system and user memory; interface modules; power modules
Intelligence: relating to proximity, range, position, force, temperature, sound and gas
Sources of error or malfunction: environmental contamination eg smoke, arc-flash, dirt,
fluids, heat; parallax; wear; data corruption; accessibility; sensitivity; accuracy; design
2 Be able to program an industrial robot
Programming methods: task programming; manual data input; teach programming; explicit
programming; goal-directed programming
Facilities: conditional loops; datum shifts; location shifts; interrupts; peripheral
communications; TCP offsets; canned cycles; macros
Industrial tasks: eg welding; assembly; machining; gluing; surface coating; machine loading
Setting up and executing the program: program/location input; start-up inter-locking;
program testing; fine-tuning; automatic operation
3 Be able to design a robot cell and plan its implementation
Design parameters: layout; cycle times; control; accessibility; error detection; component
specification; protection of the robot and peripherals, future developments; hazard analysis
eg human, robot design, robot operation, workplace layout, hardware failure, control system
failure, control system malfunction, software failure, external equipment failure, external
sensor failure; guarding; fencing; intrusion monitoring; safe system of work; restriction
mechanisms
Selection criteria: accuracy; repeatability; velocity; range; operation cycle time; load-carrying
capacity; life expectancy; reliability; maintenance requirements; control and play-back; cost;
memory; fitness for purpose; working envelope
Design: station configuration; parts presentation; fixtures; parts recognition; sensors; cell
services; safety interlocks; end effector design; flexibility
Implementation factors: company familiarisation; planning; robot manufacturer back-up;
economic analysis and ethical implications; installations scheduling; training

Learning outcomes
The learner can:
elements of industrial robots
1.1 analyse the key elements of a robot manipulator and
their principles of operation
1.2 describe the main control elements of a robot system
and explain their functions
1.3 describe the devices and methods used to improve the
intelligence of a robot
1.4 investigate the possible sources of error or malfunction
in an industrial robot system
LO2 Be able to program an
industrial robot
2.1 describe common programming methods
2.2 describe the facilities available in a structured robot
program
2.3 generate a robot program to simulate an industrial task
using a structured technical language
2.4 set up the robot and execute the program so that the
robot functions safely and efficiently
LO3 Be able to design a robot cell
and plan its implementation
3.1 identify and evaluate the parameters which relate to the
design of an efficient and safe robot cell
3.2 describe the criteria which must be considered in the
selection of a robot for an industrial application
3.3 design a robot cell for an industrial application
3.4 describe the factors which must be considered in the
implementation of a robot cell.

Guidance
Links
There are no links for this unit.
Centres delivering this unit must be equipped with, or have access to, industrial-standard robots
and programming facilities.
Visits to industrial installations will be of value to reinforce learning activities and enable the
learner to appreciate the scope of and impact that robot technology can have in an industrial
setting.

UNIT 33: WORKPLACE STUDY AND ERGONOMICS
Unit 33: Workplace Study and Ergonomics
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ ability to identify and carry out productivity measurement and
improvement, ergonomic and plant layout design and work measurement and method study.
• Unit abstract
This unit provides an opportunity for learners to apply several lean manufacturing techniques
commonly used to identify and eliminate waste. Learners should have the opportunity to see
skills and techniques at work in real engineering/manufacturing environments.
1 Understand productivity measurement techniques and the effect of a range of improvement
methods
2 Understand the features of work measurement and method study techniques
3 Be able to assess the ergonomic and layout planning features of workstation and
manufacturing operations design
4 Be able to select and apply appropriate industrial engineering techniques to a given
engineering/manufacturing situation.

Unit content
1 Understand productivity measurement techniques and the effect of a range of
improvement methods
Productivity measurement: methods of measuring physical factors – labour, materials and
equipment; single factor and integrated productivity measurement, critical analysis
techniques including cost benefit analysis and force field analysis; (evaluation may include
graphical representations, statistical representations, fitness for purpose considerations and
recognition of short-term and long-term effects); quality, cost, delivery (QCD) metrics, value
stream mapping (VSM), process mapping
Productivity improvement: reduction in unit cost of manufacture by labour, product,
materials, production level or machine automation, uses of new technology, efficient manual
operation – use of work-study, job design, layout and ergonomic design, total quality
management methods, waste of resources eg energy, human, materials;
reduction/elimination of the
‘8 wastes’; standardised operations and their relevant forms, takt time analysis and
production smoothing, change-over analysis (SMED)
2 Understand the features of work measurement and method study techniques
Work measurement: direct work measurement – time study and activity sampling; indirect
work measurement – synthetic timing; predetermined motion time systems (PMTS) –
methods time measurement (MTM); computer-based programs; primary standard data;
analytical estimating
Method study: job selection; recording methods and procedures; method description;
development of improved method; definition of new method and installation and
maintenance
Work measurement and study: chart format; simple comparisons; critical analysis; ranking
techniques; technique application description; fitness for purpose

3 Bea able to assess the ergonomic and layout planning features of workstation and
manufacturing operations design
Ergonomic features: features of design including worker machine controls, environmental
factors, anthropometrical data used in the design of workstations, special features for VDU
operators, role of health and safety
Layout planning features: features of design, including types of layout, operation sequence
analysis, layout planning procedures and method, dedicated computer software, principles of
motion economy
Layout design: workstation design features such as characteristics of the operator,
interaction between workspace and the operator eg posture, reach, desk/machine size,
adjacent machinery, interaction between the environment and the operator
Assess: develop criteria for good layout of workstation and manufacturing operations,
consider flexibility, co-ordination, volume, visibility, accessibility, distance, handling,
discomfort, safety, security, material flow, part identification, Poka yoke and Jidoka
techniques
4 Be able to select and apply appropriate industrial engineering techniques to a
given engineering/manufacturing situation
Engineering/manufacturing situation: collect information and data on current company aims
(eg current productivity, measurement, processes, process flow, scheduling, materials,
equipment, labour, layout, ergonomic features of labour force and equipment operation);
present evidence in a relevant form eg graphs, statistics, manuals, diagrams, recorded
interviews, recorded observations, computer programs
Engineering techniques: selection and application of techniques eg productivity
measurement, productivity improvement, method study, work measurement, ergonomic
design, layout planning; formulate a plan of action, appraise the feasibility of the techniques
with reference to the engineering/manufacturing situation, make simple comparisons and
use decision-making techniques eg consider fitness for purpose, long-term and short-term
effects on the engineering/manufacturing situation; record and justify any changes to current
engineering/manufacturing situation; present findings using relevant methods eg use of
graphs, statistics, flow diagrams, layouts, computer programs, graphical techniques, video,
file, written reports and discussion; use of appropriate lean manufacturing techniques eg use
of QCD metrics, VSM, process mapping, takt time analysis, production smoothing, pull
systems, SMED, visual management techniques

Learning outcomes
The learner can:
LO1 Understand productivity
measurement techniques
and the effect of a range of
improvement methods
1.1 describe techniques of productivity measurement
1.2 analyse and evaluate the usefulness of the range of
productivity measurement techniques
1.3 describe methods of productivity improvement
1.4 analyse and evaluate the effects of the range of
productivity improvement methods
LO2 Understand the features of
work measurement and
method study techniques
2.1 explain how work study comprises of work
measurement and method study techniques
2.2 describe work measurement and method study
techniques
2.3 analyse a range of work measurement and work study
techniques used for a given situation
LO3 Be able to assess the
ergonomic and layout
planning features of
workstation and
manufacturing operations
design
3.1 describe ergonomic and layout planning features of
workstation and manufacturing operations design
3.2 assess these features to develop criteria for good layout
design
appropriate industrial
engineering techniques to a
given engineering/
manufacturing situation
4.1 gather and present appropriate information from a given
engineering/manufacturing situation
4.2 select industrial engineering techniques appropriate to a
given engineering/manufacturing situation
4.3 apply industrial engineering techniques to a given
engineering/manufacturing situation.

Guidance
Links
This unit can be linked with a wide range of engineering/manufacturing specialist units including
Unit 9: Manufacturing Planning and Scheduling Principles, Unit 10: Manufacturing Process,
Unit 30: Quality Assurance and Management, Unit 20: Quality and Business Improvement and Unit
31: Value Management.
Many of the techniques involved in industrial engineering use specialist software that may prove
expensive. In such cases, centres will need to ensure that learners can view an industrial
demonstration of such software at the least.
facilities and reinforce relevance.

UNIT 34: INTEGRATED LOGISTICAL SUPPORT MANAGEMENT
Unit 34: Integrated Logistical Support
Management
QCF level: 5
Credit value: 15
• Aim
The aim of this unit is to develop the knowledge and skills needed to develop and apply an
integrated logistics support programme.
• Unit abstract
This unit will enable learners to develop and implement an integrated logistics support
programme. Learners will look at the features of implementation and produce a structured
representation of all tasks needed for the development and implementation stages.
The first learning outcome will enable learners to analyse and develop an integrated logistic (ILS)
support programme. They will then go on to produce a work breakdown structure for the tasks
required to achieve the ILS requirements.
Learners will also develop the techniques used to monitor an ILS and will apply risk management
techniques to identify potential risks and recommend ways to mitigate them.
1 Be able to develop an integrated logistic support (ILS) programme
2 Be able to produce a work breakdown structure (WBS) for the tasks required to achieve an
ILS programme
3 Be able to use techniques to monitor an ILS programme and a system of quality assurance
4 Be able to apply risk management techniques and recommend mitigating measures against
an ILS programme.

Unit content
1 Be able to develop an integrated logistic support (ILS) programme
Integrated logistic support (ILS) programme: agreeing with customers the levels of accuracy,
programme and schedules; preparing and structuring the programmes and schedules;
identification of dependencies and restraints between starts and ends of activities;
uncertainty; identification of demand-led resource allocation; use of simple computer-based
planning tools
2 Be able to produce a work breakdown structure (WBS) for the tasks required to
achieve an ILS programme
Key factors: confirming the ILS status; developing interfaces to other specialist areas;
identifying deliverables; establishing procedures and responsibilities
Work breakdown structure (WBS): a structured representation of all tasks required to achieve
the ILS requirements; WBS represented as charts, trees, lists, tables and can include ILS tasks,
ILS management and ILS dependencies
3 Be able to use techniques to monitor an ILS programme and a system of quality
assurance
Quality assurance system: a system to maintain standards to a previously agreed level;
quality assurance achieved through document control, configuration management,
document format and agreed standards
Monitoring techniques: the regular checking of specific activities or outcomes to ensure that
they are being achieved according to requirements; monitoring eg observation, data
collection, sampling, continuous, periodic, on demand, random, scheduled, formal, informal
4 Be able to apply risk management techniques and recommend mitigating
measures against an ILS programme
Techniques of risk management: risk identification eg identifying sources of information to
assemble risk data, risk register, maintaining risk records; risk assessment and evaluation eg
assessing likelihood and severity, evaluating the impact; risk reduction; risk review
Measures of mitigation: undertaking the appropriate course of action including revisions,
improvements, enhancements and reduction; compare different measures of mitigation in
relationship to an ILS programme

Learning outcomes
The learner can:
LO1 Be able to develop an
integrated logistic support
(ILS) programme
1.1 prepare an ILS programme in the form of accuracy
required, programme and schedules
1.2 describe dependencies, restraints and uncertainties in
an ILS programme
1.3 identify resources required for an ILS programme
LO2 Be able to produce a work
breakdown structure (WBS)
for the tasks required to
achieve an ILS programme
2.1 describe the key factors influencing the implementation
of an ILS programme
2.2 produce and present a work breakdown structure for
the tasks required to achieve ILS programme
requirements
LO3 Be able to use techniques to
monitor an ILS programme
and a system of quality
assurance
3.1 produce a report to show the progress made and the
quality assurance systems used to assure quality in an
ILS programme
3.2 justify the use of monitoring techniques applied and
quality assurance systems used to measure progress for
an ILS programme
LO4 Be able to apply risk
management techniques and
recommend mitigating
measures against an ILS
programme
4.1 describe and use techniques of risk management when
applied to an ILS programme
4.2 compare different measures of mitigation in relationship
to an ILS programme.

Guidance
Links
This unit has links with Unit 7: Business Management Techniques for Engineers and Unit 30:
Quality Assurance and Management.
Centres will need to provide simulated or actual examples for the application of an ILS
programme.
facilities and reinforce relevance.

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

Unit content
number systems
Error arithmetic: significant figures and estimation techniques; error arithmetic operations;
systematic and random errors; application to experimentation and general laboratory work
Number systems: natural, integer, rational, reals, dinary, binary, octal and hexadecimal
number systems; conversion from dinary to numbers of other bases and vice versa; two-
state logic systems, binary numbers and logic gates, logic gate tables, application to logic
circuits
Complex numbers: real and imaginary parts of complex numbers, complex number notation;
Cartesian and polar forms; modulus, argument and complex conjugate; addition, subtraction,
multiplication and division of Cartesian and polar forms; use of Argand diagrams; powers and
roots and the use of de Moivre’s theorem
Engineering applications: applications eg electric circuit analysis, phasors, transmission lines,
information and energy control systems
graphical and numerical methods
Graphical techniques: Cartesian and polar co-ordinate systems and representation of
complex number operations; vector representation; standard curves; asymptotes; systematic
curve sketching; curve fitting; irregular areas and mean values of wave forms; use of phasor
and Argand diagrams; application to engineering situations
Numerical integral: determine the integral of functions using mid-ordinate; trapezoidal and
Simpson’s rules
Numerical estimation methods: method of bisection; Newton-Raphson iteration method;
estimates of scientific functions
vector geometry and matrix methods
Vector notation and operations: Cartesian co-ordinates and unit vectors; types of vector and
vector representation; addition and subtraction; multiplication by a scalar; graphical methods
Matrix operations and vectors: carry out a range of matrix operations eg vectors in matrix
form, square and rectangular matrices, row and column vectors, significance of the
determinant, determinant for 2x2 matrix, the inverse of a 2x2 matrix; use Gaussian
elimination to solve systems of linear equations (up to 3x3)
Vector geometry: determine scalar product, vector product, angle between two vectors,
equation of a line, norm of a vector, dot and cross products; apply vector geometry to the
solution of engineering problems eg velocity vector and mechanisms, acceleration vector and
mechanisms, forces in static frameworks and structures, evaluation of static joint structures
using dot product, phasors

ordinary differential equations
First order differential equations: engineering use; separation of variables; integrating factor
method, complementary function and particular integral
Numerical methods for first order differential equations: need for numerical solution; Euler’s
method; improved Euler method; Taylor series method
Application of first order differential equations: applications eg RC and RL electric circuits,
time constants, motion with constant and variable acceleration, Fourier equation for heat
transfer, Newton’s laws of cooling, charge and discharge of electrical capacitors, complex
stress and strain, metrology problems
Second order differential equations: engineering use; arbitrary constants; homogeneous and
non-homogeneous linear second order equations
Application of second order differential equations: applications eg RLC series and parallel
circuits, undamped and damped mechanical oscillations, fluid systems, flight control laws,
mass-spring-damper systems, translational and rotational motion systems, thermodynamic
systems, information and energy control systems, heat transfer, automatic control systems,
stress and strain, torsion, shells, beam theory
Engineering situations: applications eg heat transfer, Newton’s laws, growth and decay,
mechanical systems, electrical systems, electronics, design, fluid systems, thermodynamics,
control, statics, dynamics, energy systems, aerodynamics, vehicle systems, transmission and
communication systems

Learning outcomes
The learner can:
solve problems using number
systems
1.1 use estimation techniques and error arithmetic to
establish realistic results from experiment
1.2 convert number systems from one base to another,
and apply the binary number system to logic circuits
1.3 perform arithmetic operations using complex
numbers in Cartesian and polar form
1.4 determine the powers and roots of complex
numbers using de Moivre’s theorem
1.5 apply complex number theory to the solution of
engineering problems when appropriate
graphical and numerical
methods
2.1 draw graphs involving algebraic, trigonometric and
logarithmic data from a variety of scientific and
engineering sources, and determine realistic
estimates for variables using graphical estimation
techniques
2.2 make estimates and determine engineering
parameters from graphs, diagrams, charts and data
tables
2.3 determine the numerical integral of scientific and
engineering functions
2.4 estimate values for scientific and engineering
functions using iterative techniques
solve problems using vector
geometry and matrix methods
3.1 represent force systems, motion parameters and
waveforms as vectors and determine required
engineering parameters using analytical and
graphical methods
3.2 represent linear vector equations in matrix form and
solve the system of linear equations using Gaussian
elimination
3.3 use vector geometry to model and solve appropriate

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

Guidance
Links
This unit builds on and can be linked to Unit 1: Analytical Methods for Engineers and can provide
a foundation for Unit 59: Advanced Mathematics for Engineering.
This unit will benefit from centres establishing strong links with employers who can contribute to
the delivery of teaching, work-based placements and/or detailed case study materials.

UNIT 36: STATISTICAL PROCESS CONTROL
Unit 36: Statistical Process Control
QCF level: 5
Credit value: 15
• Aim
This unit will enable learners to apply relevant statistical techniques used in process quality
control and to evaluate a process against a given specification.
• Unit abstract
This unit takes the learner through the statistical techniques used in process control, variables
inspection and attribute inspection. It covers the handling of data and the use of process control
charts. This will lead learners into the study of process capability and identification of types of
variation within a process.
Control charts will be seen as a graphic aid for the detection of quality variations in output.
Emphasis is given to their online monitoring function, which provides early warning of deviations
from specifications.
The importance of process capability analysis in production planning, processing method,
modification and maintenance will also be stressed.
1 Understand the basic types, variations and characteristics of statistical techniques used in
process control
2 Be able to select data, construct process control charts and initiate a control program for a
specified application
3 Be able to evaluate process capability against a given product or component quality
requirement using modified control chart limits
4 Be able to analyse types of variation within a process and record information on that
variation.

Unit content
1 Understand the basic types, variations and characteristics of statistical techniques
used in process control
Basic type: evaluation of basic types – variables inspection eg that concerned with precision
measurements of dimensions or other critical characteristics such as weight; attribute
inspection eg based on a binary rating (accept – reject); the relative cost and type of
equipment involved in the inspection process
Variation: all processes subject to some degree of natural variability that can have a
cumulative effect on quality of output eg worn bearings, slides, vibration; these are a function
of the accuracy of the process and hence relate to the design specification requirement;
assignable causes tend to produce large variations and are traceable to a specific reason eg
errors in tool setting, tool wear, materials, operators
Characteristics: frequency, mean, standard deviation; control limits based on areas contained
within specified standard deviation values
2 Be able to select data, construct process control charts and initiate a control
program for a specified application
Sample data: variables eg weight, length, height, diameter; attributes eg length, diameter,
weight, height, circuit boards, defects per unit area/length on paint or cloth; data should be
grouped in tabular form and sample means; bulk mean and standard deviation values
computed, using appropriate software; p and c charts
Limits: upper and lower control limits based on appropriate BS and ISO standards for all
charts
3 Be able to evaluate process capability against a given product or component
quality requirement using modified control chart limits
Modified control charts: should allow flexibility to accommodate long-term variation while
maintaining control within the specified tolerance
Limits: distinction between specification limits and control chart limits, reduction of variability
and its effect on range; high, medium and low precision in terms of standard deviation for a
particular component or product should be used to determine the relative precision index for
the process and hence its capability; Cp and Cpk
4 Be able to analyse types of variation within a process and record information on
that variation
Types of variation: within the process; common cause; special cause
Recording variation: charts eg simple run, tally, bar, box plots time series, run; other
information eg histograms, Pareto diagrams, stem and leaf plots

Learning outcomes
The learner can:
LO1 Understand the basic types,
variations and characteristics
of statistical techniques used
in process control
1.1 evaluate the two basic types of inspection used in
sampling for process control
1.2 describe the significance of natural and assignable
causes of variation
1.3 use selected data to construct frequency distribution
and calculate mean, range and standard deviation
1.4 relate the characteristics of the normal curve to the
distribution of the means of small samples
LO2 Be able to select data,
construct process control
charts and initiate a control
program for a specified
application
2.1 select and group sample data based on variable
inspection and attributable inspection and calculate
appropriate control chart limits
2.2 construct control charts for variables, rejects per unit
and percentage defectives per batch
2.3 initiate a control program for a specified application
LO3 Be able to evaluate process
capability against a given
product or component
quality requirement using
modified control chart limits
3.1 describe process capability
3.2 investigate the purpose of modified control chart limits
3.3 evaluate processes against a given quality requirement
LO4 Be able to analyse types of
variation within a process
and record information on
that variation
4.1 analyse a range of processes for types of variation
4.2 record information on variation from a process.

Guidance
Links
This unit may be delivered individually or as part of a wider project with other relevant
production-based units.
The unit can also be linked to the SEMTA Level 4 National Occupational Standards in Business
Improvement Techniques, particularly Unit 14: Carrying Out Statistical Process Control
Procedures (SPC).
Industry links could provide access to alternative resource facilities and learners who are not in
work-based settings should have the opportunity to visit industrial organisations to gain
knowledge and experience of process control and its function within the total quality system.

UNIT 37: MANAGEMENT OF PROJECTS
Unit 37: Management of Projects
QCF level: 4
Credit value: 15
• Aim
This unit provides an understanding and experience of project management principles,
methodologies, tools and techniques that may be used in industry and the public sector.
• Unit abstract
The management of projects is a key element for successful scientific investigation of activities
related to academic research, company research and development or consultancy.
Through this unit learners will develop an understanding of what constitutes a project and the
role of a project manager. They will examine the criteria for the success or failure of a project,
evaluate project management systems and review the elements involved in project termination
and appraisal.
Learners will also understand the need for structured organisation within the project team,
effective control and coordination and good leadership qualities in the project manager. They will
be able to analyse and plan the activities needed to carry out the project, including how to set up
a project, how to control and execute a project, and how to carry out project reviews using a
specialist software package for project management. They will also appreciate how the project
fits into the strategy or business plan of an organisation.
On completion of this unit a learner should:
1 Understand the principles of project management
2 Be able to plan a project in terms of organisation and people
3 Be able to manage project processes and procedures.

Unit content
1 Understand the principles of project management
Project management: project management and the role of the project manager eg
management of change, understanding of project management system elements and their
integration, management of multiple projects, project environment and the impact of external
influences on projects; identification of the major project phases and why they are required;
an understanding of the work in each phase; the nature of work in the lifecycles of projects in
various industries
Success/failure criteria: the need to meet operational, time and cost criteria; define and
measure success eg develop the project scope, product breakdown structure (PBS), work
breakdown structure (WBS), project execution strategy and the role of the project team;
consideration of investment appraisal eg use of discount cash flow (DCF) and net present
value (NPV); benefit analysis and viability of projects; determine success/failure criteria;
preparation of project definition report; acceptance tests
Project management systems: procedures and processes; knowledge of project information
support (IS) systems; how to integrate human and material resources to achieve successful
projects
Terminating the project: audit trails; punch lists; close-out reports
Post-project appraisals: comparison of project outcome with business objectives
2 Be able to plan a project in terms of organisation and people
Organisational structure: functional, project and matrix organisational structures eg
consideration of cultural and environmental influences, organisational evolution during the
project lifecycle; job descriptions and key roles eg the project sponsor, champion, manager,
integrators; other participants eg the project owner, user, supporters, stakeholders
Roles and responsibilities: the need for monitoring and control eg preparation of project
plans, planning, scheduling and resourcing techniques,
Control and co-ordination: use of work breakdown structures to develop monitoring and
control systems, monitoring performance and progress measurement against established
targets and plans; project reporting; change control procedures; the importance of
cascading, communications briefing, instilling trust and confidence in others
Leadership requirements: stages of team development e.g. Belbin’s team roles, motivation
and the need for team building, project leadership styles and attributes; delegation of work
and responsibility; techniques for dealing with conflict; negotiation skills; chair meetings
Human resources and requirements: calculation; specification; optimisation of human
resource requirements; job descriptions

3 Be able to manage project processes and procedures
Project organisation: the product breakdown structure (PBS) and the work breakdown
structure (WBS); project execution strategy and the organisation breakdown structure (OBS)
eg preparation of organisation charts, task responsibility matrix, statement of work (SOW) for
project tasks
Project management plans: the why, what, how, when, where and by whom of project
management eg contract terms, document distribution schedules, procurement, establishing
the baseline for the project
Scheduling techniques: relationship between schedules, OBS and WBS; bar charts; milestone
schedules; network techniques; resourcing techniques; computer-based scheduling and
resourcing packages; project progress measurement and reporting techniques; staff-hours
earned value and progress ‘S’ curves; critical path analysis and reporting; milestone trending
Cost control techniques: cost breakdown structure eg types of project estimate, resources
needed, estimating techniques, estimating accuracy, contingency and estimation, bid
estimates, whole-life cost estimates, sources of information, cost information sensitivity,
computer-based estimating; allocation of budgets to packages of work; committed costs;
actual costs; cash flow; contingency management
Performance: cost performance analysis eg budgeted cost for work scheduled (BCWS)
budgeted cost for work performed (BCWP); concept of earned value; actual cost of work
performed (ACWP); cost performance indicators
Change control procedures: the need for formal control of changes e.g. project impact of
changes, principles of change control and configuration management; changes to scope,
specification, cost or schedule; change reviews and authorisation; the formation of project
teams; project initiation and start-up procedures

Learning outcomes
The learner can:
project management
1.1 explain the principles of project management
1.2 discuss viability of projects with particular emphasis on
the criteria for success/failure
1.3 explore principles behind project management systems
and procedures
1.4 explain key elements involved in terminating projects
and conducting post-project appraisals
LO2 Be able to plan a project in
terms of organisation and
people
2.1 plan the most appropriate organisational structure
2.2 discuss roles and responsibilities of participants within a
project
2.3 carry out the control and co-ordination of a project
2.4 document project leadership requirements and qualities
2.5 plan specific human resources and requirements for a
project
LO3 Be able to manage project
processes and procedures
3.1 design the project organisation with reference to
prepared project management plans
3.2 use project scheduling and cost control techniques
3.3 report the methods used to measure project
performance
3.4 report project change control procedures
3.5 discuss the outcomes of the project and make
recommendations.

Guidance
Links
This unit could be studied in parallel with, and complement, Unit 3: Project Design,
Implementation and Evaluation, which could provide many of the skills necessary for the
successful completion of this unit. This unit is also supported by Unit 7: Business Management
Techniques.
Essential resources
Appropriate software packages will be needed to demonstrate project control and reporting
techniques. Packages might include time and cost scheduling packages, documentation and
procurement control packages, spreadsheet packages, graphic presentation packages.
Learners will benefit from visits to organisations that are in engaged in project work as a part of
academic research, investigations and research for public bodies, company research and
development or consultancy activities. An ideal context would be for the learner to manage a
project that was of interest to a particular organisation.

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

Unit content
1 Understand the processes and procedures involved in people management
Workforce planning: estimating manpower requirements; the labour market; needs analysis
and evaluation; recruitment and selection; training and development; cost implications;
general employment environment eg market conditions, labour turnover, demographic
issues, skills shortages, use of part-time and older employees
Recruitment and selection: job descriptions; personnel specifications; recruitment sources;
advertising; relevant legislation eg equal opportunities, discrimination; interviewing
techniques; selection tests eg psychometric, intelligence, personality; employment contract
eg full/part-time, seasonal, sub-contracted, consultant, fractional posts, outworking;
associated legislation
2 Understand working relationships within an engineering context
Working relationships: teams eg adhoc, organised, long-term, short-term; individuals; peers;
hierarchical eg managerial, subordinate
Lines of authority and communication: within the organisation; within the team
Roles: operative; craft, supervisory; managerial
Objectives: induction; deployment and monitoring of employees; achieving organisation
targets; supporting team members; encouraging individuals; creating a cohesive workforce;
managing poor or ineffective performance; managing tensions and conflict
Managing sub-contractors: negotiating targets, deadlines and performance standards;
monitoring and assessing performance; operating within constraints; meeting financial
targets
3 Understand methods of managing and developing human resources
Employee motivation: theories; methods; employee involvement; motivating
individuals/teams
Training: techniques eg induction, on- and off-the-job training, in-house, contracted-out;
qualifications framework; current occupational standards; future needs
Reward systems: pay structures eg performance-related pay, incentive schemes, team
rewards; employee benefits eg pensions, company share schemes, medical insurance,
sickness benefit, promotions
Appraisal and development: schemes; management development; preparing employees for
progression; matching organisational needs with employee potential
Benefits of training and development: for the individual eg motivation, pride, job satisfaction,
job enrichment, job enlargement, external qualifications; for the organisation eg qualified
staff, increase in skilled staff, improved results due to increase in quality, well-motivated staff,
flexible staff

4 Understand industrial relations and legislation within an employment relationship
Contractual regulations: the employment contract; pay; hours; conditions; the right to trade
union membership
Employment practices: disciplinary and grievance procedures eg employment tribunal
systems, appeals, arbitration procedures; the role of trade unions; collective bargaining; the
role of ACAS (Advisory, Conciliation and Arbitration Service); codes of practice; poaching staff
Termination of employment: types of dismissal eg unfair and constructive, redundancy, job
restructuring; resignation; retirement
Employment legislation: UK and EU employment eg Sex Discrimination Act 1975, Race
Relations Act 1976, Rehabilitation of Offenders Act 1974, Equal Pay Act 1970, implications of
the working time regulation, Transfer of Undertakings (Protection of Employment) 2006,
Employment Act 2002, legislation relating to harassment; disciplinary/grievance interviews;
first aid requirements; disabled provisions; maternity/paternity issues; flexible employment
practices eg job share, working from home

Learning outcomes
The learner can:
LO1 Understand the processes
and procedures involved in
people management
1.1 explain how workforce planning is used to assess
staffing requirements
1.2 analyse how the general employment environment
affects effective workforce recruitment and selection
1.3 outline the processes and procedures carried out when
recruiting and selecting personnel for a given
engineering post
LO2 Understand working
relationships within an
engineering context
2.1 explain different working relationships within an
2.2 examine lines of authority within an engineering
organisation
2.3 discuss roles and responsibilities of employees within an
2.4 review the relevance of objectives of working
relationships within an engineering context
2.5 explain how sub-contractors can be managed
LO3 Understand methods of
managing and developing
human resources
3.1 explain the importance of employee motivation and
involvement
3.2 evaluate a range of training techniques which are
employed within an engineering organisation
3.3 explain the role of reward systems, appraisal and
development schemes within an engineering
organisation
3.4 explain the benefits of training and development to the
organisation and the individual
LO4 Understand industrial
relations and legislation
within an employment
relationship
4.1 describe contractual regulations of employment
4.2 justify the use of employment practices in an
4.3 explain the constraints imposed by legislation on
termination of employment
4.4 examine and report on the main features of current
employment legislation.

Guidance
Links
This unit can be linked with Unit 7: Business Management Techniques for Engineers.
Learners will need access to relevant UK and EU legal and legislative reference material.
materials.

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

Unit content
1 Be able to apply testing procedures for semiconductor devices and circuits
Circuits and testing: half and full wave rectifying; zener regulator; switching and amplifier
circuits for transistors; IC voltage regulators instruments eg CRO, probes, signal generators,
multi-meter, logic
Devices: semiconductor devices eg diodes (rectifier characteristics including forward/reverse
bias modes, zener, LED, photodiode, thyristor, triac), transistors (bipolar, unipolar and field-
effect, including characteristics and switch and amplifier modes), photo-transistors, opto-
couplers, integrated circuits (741 operational amplifier applications including filters,
comparators, power supplies and oscillators), IC voltage regulator, ‘specialist’ ICs (analogue
and digital)
Literature: manufacturers’ specifications; manuals; characteristics; circuit diagrams and
support (online and offline)
2 Understand the characteristics and operation of amplifier circuits
Amplifier characteristics: ideal (gain, bandwidth, input/output impedance, noise, thermal
drift); common notation; DC/AC behaviour; op-amp basic circuits; limitations (DC, AC, non-
linear, power); common applications; internal circuitry of 741 (differential, voltage and output
amplifier)
Analyse operation and performance: use of quantitative methods; equivalent circuits;
computer modelling; consideration of frequency response; voltage gain; bandwidth; output
power; distortion; input and output impedance
Types and benefits of amplifier: power eg single-ended Class A, complementary symmetrical
Class B, Class AB; tuned; small-signal; operational amplifiers eg inverting, non-inverting,
voltage follower, differential, summing, integrator, differentiator, comparator,
instrumentation, Schmitt trigger; active filters (high-pass, low-pass, band (pass, reject), notch)
Modify circuit designs: using manufacturers’ data; circuit calculations; to meet revised
specifications using alternative components to achieve lower cost or to improve performance
3 Understand the types and effects of feedback on circuit performance
Types and effects of feedback: types eg voltage, current, series, shunt; effects eg closed loop
gain of a system with feedback, feedback in single and multi-stage circuits
Circuit performance: effect of feedback on gain, bandwidth, distortion, noise, gain stability,
input and output impedance
Circuits: single-stage transistor amplifier; operational amplifier
Investigate: circuit design and build, practical measurement; computer simulation

4 Understand the operation and applications of sine wave oscillators
Circuit requirements: circuit conditions eg 1-βA = 0 at only one frequency, gain-phase
relationship in the circuit; frequency determining elements
Build and evaluate: to a given specification a typical circuit configuration eg Wien Bridge,
Twin-T, three-section R-C ladder, L-C coupled, transistor or operational amplifier
Specification: factors eg frequency, stability, frequency drift, distortion; need for amplitude
stabilisation
Crystal oscillators: advantages of crystal controlled oscillator circuits eg frequency accuracy
and stability; equivalent circuit of a quartz crystal; fundamental and overtone circuits

Learning outcomes
The learner can:
LO1 Be able to apply testing
procedures for
semiconductor devices and
circuits
1.1 apply testing procedures to a range of semiconductor
devices and circuits
1.2 use relevant literature for testing semiconductor devices
and circuits
LO2 Understand the
characteristics and operation
of amplifier circuits
2.1 analyse the operation of different types of amplifier
2.2 evaluate the actual performance of different types of
amplifier
2.3 compare the analysis with the measured results
2.4 modify circuit designs to meet revised specifications
LO3 Understand the types and
effects of feedback on circuit
performance
3.1 describe types of feedback and determine the effects on
circuit performance when feedback is applied
3.2 design a circuit employing negative feedback
3.3 investigate the effects of applying feedback to single and
multi-stage circuits
LO4 Understand the operation
and applications of sine
wave oscillators
4.1 describe the circuit conditions and the methods used to
achieve sinusoidal oscillation
4.2 build and evaluate a sine wave oscillator to a given
specification
4.3 explain the advantages of crystal-controlled oscillator
circuits.

Guidance
Links
This unit may be linked to Unit 1: Analytical Methods for Engineers and Unit 5: Electrical and
Electronic Principles.
Centres must ensure that learners have access to appropriate laboratory test equipment (eg
signal generators, oscilloscopes, digital frequency meters, audio power meters and test meters).
materials.

UNIT 40: KNOWLEDGE-BASED SYSTEMS AND TECHNIQUES
Unit 40: Knowledge-based Systems and
Techniques
QCF level: 5
Credit value: 15
• Aim
This unit will introduce learners to the concepts and techniques used in artificial intelligence and
knowledge-based systems and develop an understanding of rule-based systems, fuzzy logic and
artificial neural networks.
• Unit abstract
The unit starts by introducing learners to knowledge bases and rule bases that are used
extensively in expert systems, and at a much lower level are used for simple reasoning/logic
operations. The concept of rule bases is extended to fuzzy operations and fuzzy logic which is
increasingly being used in domestic appliances and is in use in many industrial applications.
Finally, learners are introduced to artificial neural networks, which are related to basic brain
(synapse) functions, and ‘learning’ is demonstrated using simple neuron structures. Evaluation of
fuzzy logic algorithms and artificial neural networks is achieved via simulation using proprietary
software.
1 Understand the use of knowledge-based and rule-based systems
2 Be able to use fuzzy logic
3 Be able to use artificial neural networks.

Unit content
1 Understand the use of knowledge-based and rule-based systems
Knowledge and rule base: terminology (facts and rules, propositions or predicates, deep and
surface knowledge – heuristics); semantic networks; forward chaining; antecedents and
consequences; conflict resolution; backward chaining; applications and implementation
(identification of examples where such systems would be used)
2 Be able to use fuzzy logic
Human analogy: human reasoning and expert knowledge
Fuzzy logic theory: conventional binary logic; crisp and fuzzy sets; fuzzy reasoning; fuzzy
rules; membership functions; inference engines; de-fuzzification
Applications: identification and analysis of examples eg cameras, domestic appliances,
industrial equipment and processes
Implementation: development of fuzzy rules; evaluation of performance via simulation
3 Be able to use artificial neural networks
Biological analogy: synapse, axons, dendrites
Network topologies and operating characteristics: Hopfield networks; multi-layer perceptron;
back propagation; self organising networks; Kohonen networks; radial basis function
networks; neuro-fuzzy and fuzzy-neural
Applications: identification and analysis of examples eg pattern classification, optical
character recognition, image analysis, biometrics
Implementation: experimentation with neural network configurations; learning coefficients:
RMS; error evaluation of performance via simulation

Learning outcomes
The learner can:
knowledge-based and rule-
based systems
1.1 explain knowledge-base and rule-base terminology
1.2 devise and interpret semantic networks
1.3 describe applications of knowledge-based and rule-
based systems
LO2 Be able to use fuzzy logic 2.1 describe human reasoning and expert knowledge
2.2 use fuzzy logic theory to produce fuzzy rules,
fuzzification and defuzzification
2.3 describe and evaluate applications of fuzzy logic
2.4 design and evaluate fuzzy logic systems using
appropriate software
LO3 Be able to use artificial
neural networks
3.1 explain the biological analogy of neural networks
3.2 explain network topologies and operating characteristics
3.3 describe and evaluate applications of neural networks
3.4 design and evaluate neural networks using appropriate
software.

Guidance
Links
This is a stand-alone unit.
The use of software packages is an essential part of the delivery of this unit. Proprietary software
such as MATLAB/Simulink, or equivalent, with appropriate tool boxes for fuzzy logic and neural
networks must be available to learners.
materials.

UNIT 41: FLUID MECHANICS
Unit 41: Fluid Mechanics
QCF level: 4
Credit value: 15
• Aim
The aim of this unit is to extend learners’ knowledge of the principles of fluid mechanics and the
techniques used to predict the behaviour of fluids in engineering applications.
• Unit abstract
This unit will begin by looking at the forces exerted by a static fluid on immersed surfaces and the
concept of centre of pressure. It also examines a range of hydraulic devices and systems that
incorporate the transmission of hydraulic pressure. Learners will then examine viscosity in fluids,
its measurement and the characteristics of Newtonian and non-Newtonian fluids.
The unit then examines fluid flow phenomena. These include the estimation of head loss in pipes,
viscous drag around streamlined and bluff bodies and the concept of Reynolds’ number. It also
introduces learners to the techniques and applications of dimensional analysis. Finally, learners
will examine the operational characteristics of hydraulic machines, in particular the operating
principles of water turbines and pumps.
1 Be able to determine the behavioural characteristics and parameters of static fluid systems
2 Understand the effects of viscosity in fluids
3 Be able to determine the behavioural characteristics and parameters of real fluid flow
4 Understand the operating principles of hydraulic machines.

Unit content
1 Be able to determine the behavioural characteristics and parameters of static fluid
systems
Immersed surfaces: rectangular and circular surfaces eg retaining walls, tank sides, sluice
gates, inspection covers, valve flanges
Centre of pressure: use of parallel axis theorem for immersed rectangular and circular
immersed surfaces
Devices: hydraulic presses; hydraulic jacks; hydraulic accumulators; braking systems;
determine outputs for given inputs
2 Understand the effects of viscosity in fluids
Viscosity: shear stress; shear rate; dynamic viscosity; kinematic viscosity
Viscosity measurement: operating principles and limitations of viscosity measuring devices eg
falling sphere, capillary tube, rotational and orifice viscometers
Real fluids: Newtonian fluids; non-Newtonian fluids including pseudoplastic, Bingham plastic,
Casson plastic and dilatent fluids
3 Be able to determine the behavioural characteristics and parameters of real fluid
flow
Head losses: head loss in pipes by Darcy’s formula; Moody diagram; head loss due to sudden
enlargement and contraction of pipe diameter; head loss at entrance to a pipe; head loss in
valves; flow between reservoirs due to gravity; hydraulic gradient; siphons; hammerblow in
pipes
Reynolds’ number: inertia and viscous resistance forces; laminar and turbulent flow; critical
velocities
Viscous drag: dynamic pressure; form drag; skin friction drag; drag coefficient
Dimensional analysis: checking validity of equations such as those for pressure at depth;
thrust on immersed surfaces and impact of a jet; forecasting the form of possible equations
such as those for Darcy’s formula and critical velocity in pipes
4 Understand the operating principles of hydraulic machines
Impact of a jet: power of a jet; normal thrust on a moving flat vane; thrust on a moving
hemispherical cup; velocity diagrams to determine thrust on moving curved vanes; fluid
friction losses; system efficiency
Operating principles of turbines: operating principles, applications and typical system
efficiencies of common turbo-machines including the Pelton wheel, Francis turbine and
Kaplan turbine
Operating principles of pumps: operating principles and applications of reciprocating and
centrifugal pumps; head losses; pumping power; power transmitted; system efficiency

Learning outcomes
The learner can:
and parameters of static fluid
systems
1.1 determine the hydrostatic pressure and thrust on
immersed surfaces
1.2 determine the centre of pressure on immersed
surfaces
1.3 determine the parameters of devices in which a fluid
is used to transmit force
LO2 Understand the effects of
viscosity in fluids
2.1 explain the characteristics of and parameters of
viscosity in fluids
2.2 describe viscosity measurement techniques
2.3 describe the effects of shear force on Newtonian
and non-Newtonian fluids
and parameters of real fluid
flow
3.1 determine head losses in pipeline flow
3.2 determine Reynolds’ number for a flow system and
assess its significance
3.3 determine viscous drag of bluff and streamlined
bodies
3.4 apply dimensional analysis to fluid flow
LO4 Understand the operating
principles of hydraulic
machines
4.1 evaluate the impact of a jet of fluid on a moving vane
4.2 identify and explain the operating principles of water
turbines and pumps.

Guidance
Links
This unit has links with Unit 2: Engineering Science and Unit 61: Engineering Thermodynamics.
Learners will need access to laboratory facilities suitable for the investigation of viscosity,
Reynolds’ number for pipeline flow and the measurement of drag forces on bluff and streamlined
bodies.
Liaison with industry can help centres provide access to relevant industrial facilities and related
plant. Where possible work-based experience should be used to provide practical examples of
fluid systems.
A visit to a utilities water treatment plant, pumping station or hydro-electric generating
installation will enhance delivery of the unit.

UNIT 42: HEAT TRANSFER AND COMBUSTION
Unit 42: Heat Transfer and Combustion
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ understanding of heat transfer principles and empirical
relationships enabling them to solve practical problems involving heat transfer, combustion and
the specification of practical engineering equipment.
• Unit abstract
This unit will build on learners’ knowledge of the theory and associated formulae for heat transfer
by conduction, convection and radiation. Learners will also analyse the materials used for lagging
and their economic effects.
Learners will then study the applications of dimensional analysis, a more detailed treatment of
heat transfer mechanisms and the determination of heat transfer coefficients. The unit goes on to
look at the specification and performance of heat transfer equipment and learners are then
introduced to the chemistry of the combustion process and analysis of the products of
combustion.
1 Understand heat transfer rates for composite systems
2 Understand heat transfer mechanisms and coefficients
3 Be able to evaluate heat transfer equipment
4 Be able to analyse the combustion processes.

Unit content
1 Understand heat transfer rates for composite systems
Interfaces: conduction (Fourier’s law, thermal conductivity, thermal resistance, temperature
gradient, composite plane walls and thick cylinders); convection (description of forced and
natural convection, convective heat transfer coefficient, film and overall coefficient)
Radiation: nature of radiation; Stefan-Boltzman law; black and grey body radiation; emissivity;
absorptivity; correction for overall heat transfer coefficient
Lagging: material types; conductivity; energy costs; economic lagging
2 Understand heat transfer mechanisms and coefficients
Dimensional analysis: dimensionless groups; Reynolds, Nusselt, Prandtl, Stanton, Grashof
numbers
Heat transfer mechanism: description of flow in tubes, ducts and across surfaces; boundary
layer; laminar and turbulent; forced and natural convection; fluid properties; flow parameters;
boiling and condensation
Determine heat transfer coefficients: Dittus-Boelter equation for forced convection in circular
ducts and tubes, for various fluids, tube dimensions and flow parameters; use of charts and
data for fluid properties
3 Be able to evaluate heat transfer equipment
Recuperators: concentric tube (parallel and counter flow, cross flow, shell and tube, plate,
extended surface)
Heat transfer performance: steady state performance; overall heat transfer coefficient; log
mean temperature difference (LMTD); effectiveness; pressure drop; fouling factors
Fluids: water; oil; air; refrigerants; steam
Applications: specification of suitable recuperator and fluids for given applications such as oil
cooling and heat recovery; calculation of heat transfer rates given fluid and recuperator data
4 Be able to analyse the combustion processes
Combustion chemistry: composition of air and hydrocarbon fuels; combustion equations;
stoichiometric and actual air:fuel ratios; mixture strength; excess air
Energy of combustion: calorific values; higher and lower; thermal and boiler efficiency;
practical determination of calorific value of various solid, liquid and gaseous fuels
Products of combustion: instrumentation for flue gas and exhaust products; volumetric
analysis; variation of proportions of products dependent on air:fuel ratio and combustion
quality

Learning outcomes
The learner can:
LO1 Understand heat transfer
rates for composite systems
1.1 apply Fourier’s law and the Newton rate equation to
composite solids and fluid/solid interfaces
1.2 calculate heat transfer rates for combined modes
including radiation
1.3 evaluate lagging for optimum performance
LO2 Understand heat transfer
mechanisms and coefficients
2.1 apply dimensional analysis to energy and mass
transfer relationships
2.2 evaluate heat transfer mechanisms
2.3 determine heat transfer coefficients using
experimental and tabulated data
LO3 Be able to evaluate heat
transfer equipment
3.1 evaluate various types and layout of recuperators
3.2 estimate heat transfer performance
3.3 specify recuperator type, size and fluids for given
applications
LO4 Be able to analyse the
combustion processes
4.1 derive combustion equations
4.2 determine calorific value
4.3 analyse products of combustion.

Guidance
Links
This unit can be linked with Unit 41: Fluid Mechanics or Unit 61: Engineering Thermodynamics.
Centres will need to provide access to laboratory facilities suitable for the analysis of flow, heat
exchange performance and products of combustion.
Liaison with industry can help centres provide access to relevant industrial facilities and related
plant. Where possible work-based experience should be used to provide practical examples of
heat transfer rates and mechanisms.
A visit to a power station or industrial site where waste heat recovery systems are in operation
will be of value.

UNIT 43: PLANT AND PROCESS PRINCIPLES
Unit 43: Plant and Process Principles
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ understanding of some of the engineering principles that underpin
the design and operation of plant engineering systems and equipment.
• Unit abstract
It is envisaged that the content of this unit will be used as part of an integrated programme of
plant engineering services and management, with the services aspect being applications
orientated and developed through knowledge of thermofluid principles.
Learning outcome 1 will introduce learners to the concept of thermodynamic systems and their
properties. This lays the foundation for the future study of heat engines. Learning outcome 2
seeks to provide learners with knowledge of common mechanical power transmission system
elements. Learning outcome 3 will provide the learner with knowledge of static and dynamic fluid
systems. This will lay the foundation for future study of fluid mechanics. In the final learning
outcome, learners will investigate combustion processes, the associated chemistry and analysis
of the products of combustion.
1 Understand thermodynamic systems as applied to plant engineering processes
2 Understand power transmission system elements in relation to plant engineering equipment
3 Understand static and dynamic fluid systems with reference to plant engineering
4 Understand combustion processes associated with plant engineering.

Unit content
1 Understand thermodynamic systems as applied to plant engineering processes
Thermodynamic systems: closed systems; open systems; application of 1st Law to derive
system energy equations; enthalpy
Properties: system properties eg intensive, extensive, two-property rule
Polytropic processes: general equation pvn
= c; relationships between index ‘n’ and heat
transfer during a process; constant pressure and reversible isothermal and adiabatic
processes; expressions for work flow
Relationships: system constants for a perfect gas eg R = cp - cv and γ = cp/cv
2 Understand power transmission system elements in relation to plant engineering
equipment
Belt drives: flat and vee-section belts; limiting coefficient friction; limiting slack and tight side
tensions; initial tension requirements; maximum power transmitted
Friction clutches: flat, single and multi-plate clutches; conical clutches; coefficient of friction;
spring force requirements; maximum power transmitted by constant wear and constant
pressure theories; validity of theories
Gear trains: simple, compound and epicyclic gear trains; determination of velocity ratios;
torque, speed and power relationships; efficiency; fixing torques
3 Understand static and dynamic fluid systems with reference to plant engineering
Immersed surfaces: rectangular and circular surfaces, including retaining walls, tank sides,
sluice gates, inspection covers, valve flanges; hydrostatic pressure and thrust on immersed
surfaces
Centre of pressure: use of parallel axis theorem for immersed rectangular and circular
surfaces
Viscosity: shear stress; shear rate; dynamic viscosity; kinematic viscosity
Pipeline flow: head losses eg Bernoulli’s equation and determination of head loss in pipes by
D’Arcy’s formula; Moody diagram; head loss due to sudden enlargement and contraction of
pipe diameter; head loss at entrance to a pipe; head loss in valves; Reynolds’ number; inertia
and viscous resistance forces; laminar and turbulent flow; critical velocities
Impact of a jet: power of a jet; normal thrust on a moving flat vane; thrust on a moving
hemispherical cup; velocity diagrams to determine thrust on moving curved vanes; fluid
friction losses; system efficiency

4 Understand combustion processes associated with plant engineering.
Combustion chemistry: composition of air and simple hydrocarbon fuels; combustion
equations; stoichiometric and actual air:fuel ratios; mixture strength; excess air
Energy of combustion: calorific values; higher and lower; thermal and boiler efficiency;
practical determination of calorific value of various solid, liquid and gaseous fuels
Products of combustion: instrumentation for flue gas and exhaust products; volumetric
analysis; variation of proportions of products dependent on air:fuel ratio and combustion
quality

Learning outcomes
The learner can:
LO1 Understand thermodynamic
systems as applied to plant
engineering processes
1.1 discuss thermodynamic systems and their properties
1.2 examine the application of the 1st law of
thermodynamics to thermodynamic systems
1.3 evaluate polytropic processes
1.4 determine the relationships between system constants
for a perfect gas
LO2 Understand power
transmission system
elements in relation to plant
engineering equipment
2.1 determine the maximum power which can be
transmitted by means of a belt and by a friction clutch
2.2 determine the torque and power transmitted through
gear trains
LO3 Understand static and
dynamic fluid systems with
reference to plant
engineering
3.1 determine the hydrostatic pressure and thrust on
immersed surfaces
3.2 determine the centre of pressure on immersed surfaces
3.3 explain viscosity in fluids
3.4 determine fluid flow in a pipeline
3.5 assess the impact of a jet of fluid
LO4 Understand combustion
processes associated with
plant engineering
4.1 explain the combustion process using terminology
associated with combustion chemistry
4.2 determine energy of combustion
4.3 explain how products of combustion are formed.

Guidance
Links
This unit can be linked with Unit 1: Analytical Methods for Engineers and Unit 2: Engineering
Science. It can also support the delivery of Unit 41: Fluid Mechanics and Unit 61: Engineering
Thermodynamics.
Centres will need to provide access to laboratory facilities for the investigation of fluid flow and a
hydraulics bench with attachments for the investigation of pipeline flow and the impact of a jet of
fluid. Facilities will also need to be available for the investigation of combustion processes and
the calorimetric properties of gases and fuels.
Liaison with plant engineering and process companies would be useful in giving learners the
opportunity to witness the operation of plant engineering systems and equipment at first hand.

UNIT 44: PLANT MAINTENANCE AND DECOMMISSIONING
Unit 44: Plant Maintenance and
Decommissioning
QCF level: 4
Credit value: 15
• Aim
This unit will develop learners’ understanding of the types and need for maintenance of
engineering plant and the skills needed to prepare maintenance procedures and evaluate
decommissioning procedures.
• Unit abstract
This unit will examine a number of recognised engineering maintenance procedures which can
be adapted to any engineering plant equipment environment.
Based on an understanding of maintenance procedures and policies, learners will be expected to
identify good practice. They should then be able to devise a maintenance procedure and a
management strategy for engineering plant and equipment in the workplace.
Within the chemical, oil, gas, nuclear and allied industries the need to undertake
decommissioning of plant is increasingly important and the final learning outcome of this unit is
designed to evaluate the decommissioning procedure.
1 Understand the need for and types of maintenance associated with engineering plant and
equipment
2 Be able to prepare and evaluate maintenance procedures and related documentation for
engineering plant
3 Be able to identify and evaluate decommissioning procedures for engineering plant.

Unit content
1 Understand the need for and types of maintenance associated with engineering
plant and equipment
Need for maintenance: efficiency; extended operating life; uptime, downtime, mean time
between failure; legal requirements
Type of maintenance: planned; preventative; predictive; scheduled; unscheduled; corrective;
emergency; requirements for monitoring eg use of training manuals, schedules
Health and safety: national regulations and standards; safety and environmental
requirements in relation to maintenance operations
2 Be able to prepare and evaluate maintenance procedures and related
documentation for engineering plant
Maintenance procedures: type; company and industry standards and practices; activities
Management strategies: identification and management of resource requirements eg
personnel, supporting equipment, facilities, materials; costs and maintenance documentation
eg communicating information, plans and schedules; evaluation criteria
3 Be able to identify and evaluate decommissioning procedures for engineering
plant
Decommissioning: equipment identification; complete or part decommission; disposal;
decommissioning requirements eg health and safety, environmental; plans and schedules;
resources; evaluation criteria
Information and recording: resource planning; programming and sequencing; regulations
compliance; recording maintenance processes; safety; sustainability and environmental
issues; evaluation criteria

Learning outcomes
The learner can:
LO1 Understand the need for and
types of maintenance
associated with engineering
plant and equipment
1.1 explain need for maintenance of plant in an engineering
environment
1.2 describe the types of maintenance associated with
engineering plant and equipment
1.3 determine and explain the requirements for monitoring
of maintenance procedures
1.4 specify the health and safety requirements in relation to
maintenance
LO2 Be able to prepare and
evaluate maintenance
procedures and related
documentation for
engineering plant
2.1 justify and prepare maintenance procedures for a given
plant engineering situation
2.2 determine resource requirements, identify costs and
prepare maintenance documentation
2.3 evaluate maintenance procedures against relevant
criteria
LO3 Be able to identify and
evaluate decommissioning
procedures for engineering
plant
3.1 identify the appropriate decommissioning requirements
and procedures
3.2 ensure compliance of all information and recording
processes
3.3 determine appropriate criteria for evaluating both
procedures
3.4 evaluate decommissioning procedures against relevant
criteria.

Guidance
Links
The unit can stand alone but may be linked with other units including Unit 7: Business
Management Techniques for Engineers and Unit 45: Plant Operations and Performance.
The unit can also be linked to the SEMTA National Occupational Standards in Engineering
Management, particularly Unit 4.24: Propose Decommissioning of Engineering Equipment,
Processes or Facilities.
Centres delivering this unit will need access to industrial-standard software packages
incorporating systems for maintenance management.
Liaison with plant engineering and process companies would be useful to give learners the
opportunity to witness actual maintenance activities first hand.

UNIT 45: PLANT OPERATIONS AND PERFORMANCE
Unit 45: Plant Operations and Performance
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ understanding of the installation, commissioning, performance
and efficient functioning of engineering plant and equipment.
• Unit abstract
This unit will examine the performance and efficient functioning of engineering plant and
equipment. It covers the installation and commissioning of a component or section of engineering
plant, the monitoring of plant performance and the evaluation of performance capability. This in
turn should enable learners to recognise differences between the design and operational
characteristics of engineering plant and equipment. On working through the unit the learner
should be able to relate performance characteristics of particular engineering plant to basic
thermodynamic and mechanical engineering principles covered in other units.
Through case studies learners will examine the performance of individual components and the
system in a suite of air compressors providing compressed air to a factory complex; a packaged
gas turbine unit generating power as part of a closed cycle gas turbine (CCGT) plant; or an air
conditioning plant used in an industrial or commercial complex. Learners may use tables,
nomograms, file data etc, to establish component and system characteristics.
Learning outcome 1 introduces learners to planning and installation procedures and to heath and
safety issues. Learning outcome 2 covers commissioning procedures, the acceptance and hand-
over of plant. Learning outcome 3 will familiarise the learner with monitoring and recording
procedures whilst the final learning outcome is concerned with the evaluation of performance
data to ascertain plant efficiency and economy of operation.
1 Understand how to plan the installation of engineering plant and equipment to meet
identified specifications
2 Understand how to undertake commissioning procedures on engineering plant and
equipment to achieve operational objectives
3 Be able to monitor the operational performance of engineering plant and equipment
4 Understand the performance capability of engineering plant and equipment.

Unit content
1 Understand how to plan the installation of engineering plant and equipment to
meet identified specifications
Specifications: planning requirements; resources required; health and safety aspects
Planning: new/existing plant; regulations; systems and services; procedures; schedules
Resources: personnel; equipment; materials; costs; services
Health and safety: national regulations and standards; company procedures
2 Understand how to undertake commissioning procedures on engineering plant
and equipment to achieve operational objectives
Planning: objectives; regulations; schedules; procedures; safety; hand-over
Operation: acceptance tests; component tests; start-up; shut-down; full load; part load;
malfunction; failure; operator errors; objectives
Recording: performance characteristics; data analysis; evaluation; feedback; source data
3 Be able to monitor the operational performance of engineering plant and
equipment
Planning: planning; manuals; regulations; safety
Monitoring of operation: normal/abnormal running; full/part/over load; operating costs;
equipment performance characteristics; reliability
Recording: parameters, data sources; qualitative/quantitative data analysis; component and
system characteristics; predicted efficiencies; performance data
4 Understand the performance capability of engineering plant and equipment
Planning: planning; manuals; regulations; safety
Operation: steady-state conditions; system and component characteristics performance;
efficient and economical performance; quality control; reliability
Recording: relevant parameters, data sources; actual and rated performance characteristics;
system and component efficiencies; system and plant performance optimisation
Proposals: remedial action; impact on system

Learning outcomes
The learner can:
LO1 Understand how to plan the
installation of engineering
plant and equipment to
meet identified
specifications
1.1 assess specifications and schedules for the installation of
1.2 justify the overall cost of installing engineering plant and
equipment
1.3 describe necessary health and safety checks for the
installation of engineering plant and equipment
LO2 Understand how to
undertake commissioning
procedures on engineering
plant and equipment to
achieve operational
objectives
2.1 determine operational objectives in commissioning
2.2 explain the use of procedures and schedules for
commissioning
2.3 describe component and acceptance tests involved in
commissioning
LO3 Be able to monitor the
operational performance of
engineering plant and
equipment
3.1 plan the procedures used to monitor engineering plant
and equipment parameters
3.2 report on the relevance and reliability of parameters and
data sources
3.3 report on performance data in relation to operational
objectives
LO4 Understand the
performance capability of
engineering plant and
equipment
4.1 justify when the operational performance of a system is
in steady state
4.2 compare evaluated and rated performance
characteristics for relevant engineering plant and
equipment
4.3 propose remedial action to improve performance.

Guidance
Links
This unit links with Unit 43: Plant and Process Principles.
The unit can be linked to the SEMTA Level 4 National Occupational Standards in Engineering
Management, particularly 4.21: Commission Engineering Products, Processes or Facilities.
Centres will need to provide access to a range of relevant engineering plant, either directly or
through local industrial organisations.
Centres should try to work closely with industrial organisations, especially where there may be
limited resources. Visits to one or two relevant industrial or commercial organisations to review
plant operations and performance will be of value to enhance and support learning.

UNIT 46: PLANT AND PROCESS CONTROL
Unit 46: Plant and Process Control
QCF level: 5
Credit value: 15
• Aim
This unit aims to develop learners’ understanding of time and frequency domain analysis of plant
and process control systems and the use of controller designs to achieve specified system
performance.
• Unit abstract
This unit will develop learners’ understanding of the limitations of standard controllers and the
use of more complex control schemes.
The first learning outcome will enable learners to recognise the characteristics of first and second
order control systems and to analyse their response to step and ramp inputs. Learners are
introduced to closed loop transfer functions and proportional/integral/derivative control actions.
They will then apply this knowledge to analyse the requirements and design a control system in
the time domain.
Learners are introduced to the response to a sinusoidal input and the conditions for system
stability. They will analyse the requirements and design a control system in the frequency
domain. Finally, learners will investigate the need for, and the use of, multi-loop and complex
control systems.
1 Be able to predict the dynamic and steady state response of an engineering system
2 Be able to design a control system in the time domain to a specified performance
requirement
3 Be able to design a control system in the frequency domain to meet a specified performance
requirement
4 Understand the need for and use of multi-loop and complex control systems.

Unit content
1 Be able to predict the dynamic and steady state response of an engineering
system
Representation: first and second order differential equation models of simple engineering
systems; standard form of equation; determine transfer functions from differential equation
models
Analysis: output response to step and ramp inputs; dominant response
Specification and identification: gain; time constant; damping ratio; overshoot; natural and
damped frequencies; rise time; settling time
2 Be able to design a control system in the time domain to a specified performance
requirement
Closed loop: block-diagram manipulation; closed-loop transfer function; dynamic response;
steady state response
Specification: dominant response; rise time; settling time; steady state error; overshoot
Controllers: review of the effects of P, I and D actions, parameter adjustment and tuning;
approximate digital algorithm representation; sampling rate
Design: dynamic and steady state requirements; controller configuration; choice of actions;
controller coefficient values; tuning; entry point of disturbances
3 Be able to design a control system in the frequency domain to meet a specified
performance requirement
Frequency response: response to sinusoidal input; phase; gain; Bode frequency response
plot; first order and second order systems; cascaded higher order; transport lag
Stability: gain and phase margins for simple systems; effect of P, I and D actions
Specification: steady-state error; gain and phase margins; bandwidth; link to time domain
requirements
Design: dynamic and steady-state requirements; controller configuration; choice of actions;
controller coefficient values; tuning
4 Understand the need for and use of multi-loop and complex control systems
Single-loop, three-term control: limitations; controllability; entry point of disturbances;
changes in system dynamics; non-linear gain; multi-loop systems; interactions; de-tuning;
averaging control
Multi-loop: ratio; cascade; feed forward; split range; hi-lo select; SCADA systems
Advanced control: gain scheduling; self-tuning; fuzzy; predictive; Smith predictor

Learning outcomes
The learner can:
LO1 Be able to predict the
dynamic and steady state
response of an engineering
system
1.1 determine transfer functions from differential equation
models
1.2 manipulate first and second order transfer functions into
standard form and extract standard coefficients
1.3 determine output response to step and ramp inputs
LO2 Be able to design a control
system in the time domain to
a specified performance
requirement
2.1 manipulate transfer functions and determine closed-
loop transfer function
2.2 determine closed-loop dynamic and steady state
parameters
2.3 design a controller to meet given performance criteria
2.4 assess the effect of controller settings on steady state
and dynamic response
LO3 Be able to design a control
system in the frequency
domain to meet a specified
performance requirement
3.1 examine response of systems to sinusoidal inputs and
plot Bode frequency response plots
3.2 determine frequency response of higher order systems
3.3 predict stability and time domain performance of a
closed loop system from open loop frequency response
3.4 design a controller to meet given performance criteria
3.5 assess the effect of controller settings on frequency and
time response
LO4 Understand the need for and
use of multi-loop and
complex control systems
4.1 identify the limitations of PID control in ensuring
effective control in some situations
4.2 investigate alternative control strategies
4.3 investigate and review some advanced control strategies.

Guidance
Links
This unit links to Unit 1: Analytical Methods for Engineers and Unit 2: Engineering Science prior to
this unit.
A range of laboratory rigs, test equipment and appropriate software packages will need to be
available to support practical investigations.
relevance to the unit. Visits to one or two relevant industrial or commercial organisations to
review plant control systems will be of value to enhance and support learning.

UNIT 47: ENGINEERING PLANT TECHNOLOGY
Unit 47: Engineering Plant Technology
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ understanding of the operation and testing of engineering plant
and the application of the related underpinning principles of operation.
• Unit abstract
It is desirable that technicians and engineers who are concerned with the design, installation and
operation of power generation plant and plant services have a broad-based practical and
theoretical knowledge of the sector. Safe operating and testing procedures form an essential part
of this knowledge base for those involved in the day-to-day running and servicing of plant
equipment.
The aim of this unit is to investigate the relationships between theory and practice for the various
items of plant. The first learning outcome aims to provide knowledge of safe operating and
testing procedures. The second and third learning outcomes seek to give an understanding of the
energy changes and energy flow, which occur in power generation and service plant. The final
learning outcome is concerned with prime movers in the form of diesel engines, steam turbines
and gas turbines. Its aim is to provide knowledge of the different configurations and an
assessment of their performance.
1 Understand procedures for safe and effective operation and testing of plant
2 Be able to apply the steady flow energy equation (SFEE) to plant and equipment
3 Be able to apply the principles of heat transfer to plant processes
4 Be able to analyse and report on the performance of power supply equipment.

Unit content
1 Understand procedures for safe and effective operation and testing of plant
Safe operating procedures: pre start-up checks; start-up; running and shutdown procedures;
permit to work; emergency procedures
Testing procedures: performance monitoring eg collation of data and results, flow variables
such as temperature, pressure, volume flow, abnormal conditions, quality control, corrective
action; performance testing eg comparison of measured results with accepted norms for
criteria such as power, efficiency, heat loss, power factor, slip
2 Be able to apply the steady flow energy equation (SFEE) to plant and equipment
SFEE: consideration and applications of continuity of mass; first law of thermodynamics;
principle of conservation of energy; work flow; heat transfer; kinetic energy; potential energy;
pressure-flow energy; internal energy; enthalpy
Application of SFEE to plant: assumptions made in specific applications; energy transfer and
efficiency calculations for specific items of plant eg economisers, boilers, super-heaters,
turbines, pumps, condensers, throttles, compressors; boiler efficiency
3 Be able to apply the principles of heat transfer to plant processes
Composite walls: overall heat transfer coefficient (U) for standard structures eg furnaces and
refrigerators; k value applied to composite walls; interface temperatures; boundary layer
effects on single layer walls; comparison of refrigerator casing with furnace walls
Heat exchangers: direct injection of water into steam; shell and tube designs; thin cylinder
heat transfer; parallel and counter flow; casing losses; coefficient of performance of
condensers
Pipes: comparison of heat losses through lagged and unlagged pipes; k values applied to thin
and thick cylinders; optimum lagging thickness
4 Be able to analyse and report on the performance of power supply equipment
Diesel engines: specific applications of diesel engines and analysis of relevant performance
parameters eg compression ratio, fuel cut-off ratio, air standard efficiency for low speed and
medium/high speed diesel engines, engine trials, 2 and 4 stroke effect on output, indicated
and brake mean effective pressure, indicated and brake power, indicated and brake thermal
efficiency, mechanical efficiency, relative efficiency, specific fuel consumption
Steam turbines: measurement of power output; effect of temperature change across turbine;
impulse and reaction principles; pass out; back pressure and condensing turbines; avoidance
of wet steam; limitations on efficiency
Gas turbines: single and double shaft; regeneration and reheat; efficiency with and without
regeneration; economics of gas turbine
Alternative energy sources: wind turbines, wave energy, waste recycling, geothermal

Learning outcomes
The learner can:
LO1 Understand procedures for
safe and effective operation
and testing of plant
1.1 analyse and review safe operating and testing
procedures
1.2 interpret data and results to produce written reports
1.3 compare test results with accepted norms
LO2 Be able to apply the steady
flow energy equation (SFEE)
to plant and equipment
2.1 derive, from first principles, the steady flow energy
equation
2.2 specify assumptions when applying SFEE to plant items
2.3 generate and apply specific equations based on stated
assumption to specific plant items
principles of heat transfer to
plant processes
3.1 apply formulae involving U and k values to composite
walls
3.2 realise the effect of boundary layers
3.3 apply heat transfer formulae to heat exchangers
3.4 compare heat losses through lagged and unlagged pipes
LO4 Be able to analyse and report
on the performance of
power supply equipment
4.1 analyse and report on the performance of a diesel
engine
4.2 analyse and report on the performance of a steam
turbine
4.3 analyse and report on the performance of a gas turbine.

Guidance
Links
This unit can be linked with Unit 2: Engineering Science and Unit 41: Fluid Mechanics.
Centres need to provide access to suitable laboratory facilities for the investigation of energy
transfer.
Liaison with employers would prove of benefit to centres, especially if they are able to offer
access to suitable industrial plant and equipment.

UNIT 48: ANALYTICAL AND CHEMICAL COMPOSITION MEASUREMENT
Unit 48: Analytical and Chemical
Composition Measurement
QCF level: 4
Credit value: 15
• Aim
This unit will develop learners’ understanding of the techniques used in the detection of variables
in industrial processes.
• Unit abstract
The unit seeks to develop an understanding of modern measurement principles and recognition
of how these concepts are applied in the design of commercial instruments for the measurement
of both analytical and chemical composition variables.
Learning outcome 1 develops the principles, techniques and equipment used in process
sampling. In learning outcome 2, learners will become familiar with the analytical measuring
instruments used with a range of process variables. The final learning outcome considers the
measurement of chemical composition and introduces the learner to a range of instruments,
their principles of operation, design, selection and calibration.
1 Understand the principles of process sampling
2 Understand the principles, design and operation of analytical measurement instruments
3 Understand the principles, design, operation and developments of chemical composition
measurement instruments.

Unit content
1 Understand the principles of process sampling
Representative sample: process parameter; physical/chemical properties; probe location;
sample conditioning; average sample; lags; intrusive/non-intrusive measurement
System components: sensor; signal conditioning; transmission; display; probe; filters; coolers;
dryers; pumps; traps
Design and maintenance: environmental factors; temperature; pressure; humidity; corrosion;
mechanical shock; leakage; blockage and contamination; frequency of site checks;
inspection; routine maintenance and calibration; safety considerations
Design: nature of measurand; choice of materials; layout; dimensional limits
2 Understand the principles, design and operation of analytical measurement
instruments
Principle of operation: gas analysers; dumbell; zirconium cell; electro-chemical cell; cooled
mirrors; wet and dry bulb
Measurement: density; differential pressure; magnetic wind; frequency of vibration;
absorption considerations eg radiation, moisture, fibres; hydroscopicity; capacitance;
electrical conductivity; infra-red; viscosity; Newtonian/non-Newtonian fluids; capillary; torque
Design features: shaped vane construction; fixed aperture; accuracy; response; cost;
environmental factors; scales
Selection: transducer; measurand characteristics; manufacturers’ data sheets
Evaluation: evaluation of an analytical measurement system eg calibration; standards;
traceability; standard samples; storage life; standard procedures; safety
3 Understand the principles, design, operation and developments of chemical
composition measurement instruments
Principle of operation: pH; acid; alkaline; hydrogen ion concentration; buffer solutions; ion
and design specific electrode; glass electrode; calomel reference electrode; isopotential;
point; measuring circuits
Measurement: redox oxidation, redox potential; conductivity eg atoms, molecules, ions,
electrolyte, ionic concentration, cell constant; chromatography eg chemical extraction,
partition coefficient, elution, peak resolution, carrier gas
Design features: evaluation of design features such as detectors eg thermal conductivity
detectors, flame ionisation detectors, electron capture detectors; data presentation;
construction accuracy; response; cost; environmental factors; sensitivity; accuracy of
measurement
Selection: transducer; measurand characteristics; use of manufacturers’ technical data
sheets to select transducer for given application
Evaluation: evaluation of a chemical composition measurement system eg calibration,
standards, traceability, standard samples, storage life, standard procedures, safety

Learning outcomes
The learner can:
process sampling
1.1 explain the importance of sampling and explain the need
for provision of a representative sample
1.2 describe essential sample components for continuous
measurements in typical process systems
1.3 explain general design, maintenance and safety
considerations for typical sampling systems
1.4 design a sampling system
LO2 Understand the principles,
design and operation of
analytical measurement
instruments
2.1 explain the principle of operation of analytical
measurement methods
2.2 describe the design features of a range of analytical
measurement instruments
2.3 select the transducer capable of making a specified
measurement, using manufacturers’ technical data
sheets
2.4 evaluate a measurement system which is relevant to the
learner’s place of work
LO3 Understand the principles,
design, operation and
developments of chemical
composition measurement
instruments
3.1 explain the principle of operation of chemical
composition measurement methods
3.2 evaluate design features of thermal conductivity
detectors, flame ionisation detectors and electron
capture detectors
3.3 select the transducer capable of making a specified
measurement, using manufacturers’ technical data
sheets
3.4 evaluate a measurement system which is relevant to the
learner’s place of work.

Guidance
Links
This unit is designed to be stand-alone, but it has links with Unit 55: Instrumentation and Control
Principles.
Centres delivering this unit will need to provide access to industrial standard process
instrumentation systems. A variety of system components will also need be available for
demonstration purposes and hands-on familiarisation.
learners with a perspective on scale and application of instrumentation technologies.

UNIT 49: COMPUTER CONTROL OF PLANT
Unit 49: Computer Control of Plant
QCF level: 4
Credit value: 15
• Aim
This unit aims to develop learners’ ability to design and use computer systems to monitor and
control engineering and industrial plant.
• Unit abstract
The unit introduces learners to the required programming techniques and provides knowledge of
the electronic and communication systems used in modern process and manufacturing plant.
Learners will develop the skills needed to modify or up-date existing distributed-intelligence
systems. Extensive use will be made of computer-simulated packages and rigs to provide the
learner with hands-on experience.
In learning outcome 1, learners will investigate computer control strategies for complex control
systems and select appropriate strategies to meet given specifications. In learning outcome 2,
learners analyse the characteristics of remote smart sensors/ devices together with their
interfacing/configuration. Learning outcome 3 is concerned with plant monitoring techniques and
learning outcome 4, learners will investigate and analyse a modern computer controlled system.
1 Be able to select computer control strategies for a complex control system
2 Be able to select remote smart sensors/devices to meet given specification
3 Be able to select and develop programs and use machine interfaces to monitor plant
operation
4 Understand the different types of data communication systems used in control and
instrumentation.

Unit content
1 Be able to select computer control strategies for a complex control system
Select: to meet given specification; alternative computer control strategies; justification of
choice eg easy to maintain, flexible enough to accommodate change as production needs
change
Control strategy: direct-intelligent devices to share information; supervisory control and data
acquisition (SCADA); distributed control; manufacturing automation protocol (MAP); device
configuration to given specification; programming; alarm systems; topology and maintenance
considerations
2 Be able to select remote smart sensors/devices to meet given specification
Data conversion: analogue to digital conversion (ADC) and digital to analogue conversion
(DAC)
Sensors: operation, characteristics and limitations of the various sensors and devices;
process measurement; smart sensors; custom designed chip sensors; embedded systems;
applications that include a wide range of external devices/sensors; interface/configure two
different sensors/devices to the computer system
3 Be able to select and develop programs and use machine interfaces to monitor
plant operation
Programming: use and development of programs for host computer/PLCs, including
hierarchy of information accesses (security); solution of real control problems eg could be
simulations on controlled rigs
Standard techniques: collection of data
Condition monitoring: traditional/expert systems
Commercially available displays and devices: configure display devices to a given format for
operators and maintenance staff; appraisal of plant display and process mimic devices eg for
applications, ergonomics; design operator interface information; acquisition of continuous
data display for real time production planning and control
4 Understand the different types of data communication systems used in control
and instrumentation
Communication systems A: International Standards Organisation (ISO) 7 layer model;
frequency division multiplexing (FDM); time division multiplexing (TDM); multi-drop systems;
bit and byte synchronisation; phase encoding; RS 232; local area networks (LANs); optical and
wireless communications
Communication systems B: 4-20mA voltage/current transmitters; RS 232 transmitter; IEEE 488
bus, HART (Rosemount) system; fieldbus requirements/details in both manufacturing and
process industries

Learning outcomes
The learner can:
LO1 Be able to select computer
control strategies for a
complex control system
1.1 identify and review alternative computer control
strategies
1.2 select and implement the appropriate strategy to meet a
specification
1.3 demonstrate that the chosen strategy is easy to
maintain and flexible enough to accommodate change
as production needs change
LO2 Be able to select remote
smart sensors/devices to
meet given specification
2.1 select appropriate sensors/devices to meet a
specification
2.2 describe the operation, characteristics and limitations of
the various sensors and devices
2.3 interface/configure two different sensors/devices to the
computer system
LO3 Be able to select and
develop programs and use
machine interfaces to
monitor plant operation
3.1 select/develop programs to solve real control problems,
these could be simulations on controlled rigs
3.2 appraise ergonomics of commercial plant displays and
process mimic devices
3.3 configure display devices to a given format for operators
and maintenance staff
3.4 acquire continuous data display for real time production
planning and control
LO4 Understand the different
types of data communication
systems used in control and
instrumentation
4.1 explain the different types of communication used in
control and instrumentation systems
4.2 explain the layering and structure of the ISO 7 layer
model
4.3 describe the use of LANs in a factory/plant environment
4.4 identify the requirements of fieldbus and explain its
protocols
4.5 describe the use of fieldbus in control network systems.

Guidance
Links
This unit may be linked to Unit 22: Programmable Logic Controllers and Unit 46: Plant and Process
Control.
Centres will need to provide access to computer/PLC-controlled rigs, set up to control a process,
assembly line or product production.
Centres should liaise with local industry so that learners have access to modern industrial plant.

UNIT 50: CONDITION MONITORING AND FAULT DIAGNOSIS
Unit 50: Condition Monitoring and Fault
Diagnosis
QCF level: 5
Credit value: 15
• Aim
This unit aims to provide learners with an understanding of condition monitoring techniques and
will enable them to systematically locate and diagnose faults.
• Unit abstract
Industrial process and power generation plant and many other engineering systems need to
operate reliably for comparatively long periods of time. Condition monitoring can be of great
assistance in ensuring this and is an essential element of preventative maintenance. It can signal
the need for intervention to avoid expensive failures and system outages. Over a period of time, it
can also provide data to assist in the planning and adjustment of a preventative maintenance
programme.
This unit first examines the general concepts of condition monitoring, including the causes of
failure, monitoring methods and the analysis of data. Learners will then look at a range of
condition monitoring techniques such as those used to detect leaks, corrosion and cracking in
engineering systems and plant.
Learners will study and apply a range of checks, tests and other techniques in order to diagnose,
locate and identify system faults. Finally, learners will investigate the more common causes and
effects of failure and, using a range of techniques, will analyse the cause and effect of such
failure/s on system performance.
1 Understand the concepts of condition monitoring
2 Understand the nature and use of condition monitoring techniques
3 Be able to locate faults in engineering systems
4 Be able to analyse the cause and effect of faults in engineering systems.

Unit content
1 Understand the concepts of condition monitoring
Failure and breakdown: degradation due to corrosion, cracking, fouling, wear, ageing, mal-
operation, environmental effects, operational and maintenance considerations; statistical
analysis of failure rates on plant and equipment
Monitoring: arrangements and measured parameters (‘online’ and ‘offline’ monitoring, fixed
and portable monitoring equipment, continuous and semi-continuous data recording, stress
analysis)
Data analysis: data analysis eg computerised systems, data acquisition techniques, use of
generic computer software (such as spreadsheets, databases), fault analysis/diagnosis, plant
down time analysis, data storage techniques, high-speed data capture, trend analysis, expert
systems, condition monitoring integrated within ‘normal’ plant and machinery control and
data acquisition systems
2 Understand the nature and use of condition monitoring techniques
Vibration: broad band defect detection; frequency spectrum analysis; shock pulse method;
high-frequency analysis techniques
Leak detection: acoustic emission and surveillance; moisture sensitive tapes;
radiotracer/radio-chemical methods
Corrosion detection: chromatography; eddy currents; electrical resistance; tangential
impedance meter; IR spectroscopy; potential monitoring; thermograph; lasers
Crack detection: ultrasonic methods; optical fibres; lasers; strain gauges; electrical potential
method; eddy currents; acoustic emission; thermography
Temperature: thermography; thermometry; thermistors; thermocouple devices; RTDs; optical
pyrometers; IR pyrometers; lasers
3 Be able to locate faults in engineering systems
Information and documentation: plant personnel; alarm systems; component data sheets;
block diagrams; flow charts; dependency charts; trouble shooting charts; wiring and
schematic diagrams; circuit diagrams; system diagrams; operation and maintenance
manuals; computerised records and data; use of internet
Inspection and test: characteristics of system; online/offline testing; test equipment;
electrical/electronic/software based; self-diagnostic techniques; expert systems; safety
requirements; safety and damage limitation
Fault location techniques: appropriate sources of information identified and selected; analysis
of evidence; systematic and logical approach to fault finding; cause of fault evaluated and
verified

4 Be able to analyse the cause and effect of faults in engineering systems
Causes of failure: mal-operation; environmental; lack of maintenance; operation outside
design specifications; infrequent use, too frequent use; the ‘bath tub’ curve; reliability;
common mode failure
Effects of failure: safety, economic, downtime, loss of production etc; failure states of
components within a system
Analytical techniques: failure mode and effect analysis; fault tree analysis; cause and effect
analysis

Learning outcomes
The learner can:
LO1 Understand the concepts of
condition monitoring
1.1 describe the causes of failure and breakdown in plant
and equipment and explain the use of statistical data for
analysing such failure/breakdown
1.2 describe plant and machinery monitoring arrangements
and explain the relative merits of each arrangement
1.3 provide a computer data analysis printout of machine
operating parameters
1.4 explain how condition monitoring may be integrated
within normal plant and machinery, control and data
acquisition systems
LO2 Understand the nature and
use of condition monitoring
techniques
2.1 explain the nature of the condition monitoring
techniques used to monitor temperature and vibration
and to detect leakage, corrosion and cracks
2.2 analyse an overall system for plant and machinery
condition monitoring and report findings
LO3 Be able to locate faults in
engineering systems
3.1 investigate and identify sources of information and
documentation used as an aid to fault finding and fault
location and report on their usefulness
3.2 select appropriate inspection and test equipment for
fault location
3.3 carry out appropriate fault finding procedures to locate
and verify faults in systems
LO4 Be able to analyse the cause
and effect of faults in
engineering systems
4.1 investigate and report on the causes of failure and
identify the failure states of components within a given
system
4.2 carry out a failure mode and effect analysis
4.3 carry out a fault tree analysis
4.4 prepare a cause and effect diagram.

Guidance
Links
This unit may be linked with other plant/process and engineering maintenance units, particularly
Unit 45: Plant Operation and Performance.
Successful completion of this unit will enable learners to meet, in part, the Engineering Council
Standards for Professional Engineering Competence (UK-SPEC), detailed below:
• Engineering Technician (Eng Tech) B1 standard ‘identify problems and apply diagnostic
methods to identify causes and achieve satisfactory solutions’
• Incorporated Engineer (IEng) standard A2 sub-paragraph 4 ‘Apply knowledge and experience
to investigate and solve problems arising during engineering tasks and implement corrective
action’.
Centres delivering this unit must be equipped with, or have access to, industrial-standard
condition monitoring equipment, instrumentation and facilities/equipment suitable for
testing/fault finding. A range of system components for demonstration purposes and hands-on
familiarisation will also need to be available.
with the provision of suitable industrial condition monitoring and fault-finding facilities and
equipment.

UNIT 51: EMERGENCY SHUTDOWN AND SAFETY SYSTEMS
Unit 51: Emergency Shutdown and Safety
Systems
QCF level: 4
Credit value: 15
• Aim
This unit will provide learners with an understanding of safety shutdown systems as employed in
modern industry.
• Unit abstract
This unit will give learners an overview of the principles, technology, instrumentation and
operational and maintenance requirements applied in safety shutdown systems. The unit can
form the basis of further study at a more advanced level in this specialist area of instrumentation
and control.
Learning outcome 1 will provide learners with knowledge and experience of the principles of
safety shutdown. This includes safety shutdown philosophy and the aims and objectives of
shutdown systems. Learning outcome 2 introduces the applied technology and techniques
employed in safety shutdown systems. Learners will then evaluate the use of instrumentation in
safety shutdown systems before investigating the operational and maintenance requirements.
1 Understand the principles of safety shutdown systems
2 Understand the applied technology and techniques used in safety shutdown systems
3 Understand the use of instrumentation in safety system applications
4 Understand the operational and maintenance requirements for safety shutdown systems.

Unit content
1 Understand the principles of safety shutdown systems
Principles: aims and objectives of shutdown systems eg protection of personnel, plant,
equipment, safe operation, protection of the environment; hierarchy of protection eg ultimate
protection through containment, pressure relief devices, bursting discs; automatic shutdown;
manual shutdown; control systems to regulate processes and provide localised plant trips;
alarm systems to provide audible and visual warning
Safety shutdown: analysis of hazard potential; hazard and operability (HAZOP); hazard
analysis (HAZAN); failure mode and effect analysis (FMEA); failure to least hazardous
condition; simplicity of system; evaluation of a conceptual proposal for an overall safety
shutdown system
2 Understand the applied technology and techniques used in safety shutdown
systems
Applied technology: logic arrangements; electrical; electronic (including software based);
mechanical; pneumatic; hydraulic; input/output devices
Shutdown techniques: emergency ‘back up’ and support systems; local and remote
shutdown arrangements; levels of shutdown dependent upon severity of hazard detected;
module shutdown; plant/process shutdown; total installation shutdown; bypass
arrangements; dispensation and exclusions from shutdown
Design criteria: independence of operation from other instrumentation and control systems;
protection against external influences eg electromagnetic interference (EMI); logical
structuring of alarm and shutdown sequences; interface arrangements with other systems eg
fire and gas detection/protection systems and process/manufacturing control systems;
override and resetting arrangements; reliability and availability of system; protection against
common mode failure (CMF); segregation; diversity; redundancy; voting systems
3 Understand the use of instrumentation in safety system applications
Selection of instrumentation: manufactured to appropriate standards eg BS, CEN, ISO/IEC,
ISA, ANSI; suitability for intended purpose and location
Safety applications for instrumentation: installation and maintenance requirements; input
devices for detection of plant; process and manufacturing abnormalities; fire, gas, chemical,
vapour, collision eg input sensors for level, pressure, temperature, speed, position; manual
and automatic initiation; output shutdown devices eg actuators, valves, indicators,
electrical/electronic trip switches
Hazardous area instrumentation: intelligent instrumentation for both input and output
functions; hazardous area classification; zonal concept; principle of intrinsic safety and
explosion proof equipment; standards eg BS, BASEEFA, CENELEC

4 Understand the operational and maintenance requirements for safety shutdown
systems
Safety system operation: operation manual and operational procedures; personnel
responsibilities; bypass arrangements; override operations; interlocks; monitoring of
operational status of plant; equipment; manufacturing process; remote shutdown operations
Maintenance requirements: the need to meet statutory requirements; appropriate
maintenance documentation and record keeping; inspection routines; online monitoring;
manual and automatic testing; condition monitoring; event recording

Learning outcomes
The learner can:
safety shutdown systems
1.1 explain the principles of safety shutdown systems
1.2 evaluate a conceptual proposal for an overall process
safety shutdown system
LO2 Understand the applied
technology and techniques
used in safety shutdown
systems
2.1 identify the applied technology and techniques used in
safety shutdown systems
2.2 explain the design criteria that are applied to safety
shutdown systems
instrumentation in safety
system applications
3.1 select suitable instrumentation for use in a safety
shutdown application
3.2 identify specific requirements for safety instrumentation
in a hazardous area environment
3.3 evaluate the use of instrumentation in a safety system
application
LO4 Understand the operational
and maintenance
requirements for safety
shutdown systems
4.1 determine the operational requirements for a safety
shutdown system
4.2 determine the maintenance requirements for a safety
shutdown system.

Guidance
Links
The unit has links with Unit 6: Health and Safety and Risk Assessment in Engineering, Unit 24:
Application of Pneumatics and Hydraulics and Unit 50: Condition Monitoring and Fault Diagnosis.
Centres delivering this unit must be equipped with simulated shutdown equipment to industrial
standard or have access to industrial organisations offering such facilities.
Liaison with employers would be a benefit to centres, especially if they are able to offer access to
suitable industrial plant and equipment.

UNIT 52: ENERGY MANAGEMENT
Unit 52: Energy Management
QCF level: 5
Credit value: 15
• Aim
The unit investigates energy management principles and techniques. The principal focus is to
establish and develop an energy audit in the context of a plant engineering environment.
• Unit abstract
This unit is concerned with energy conservation, including energy conservation awareness for
both the organisation and personnel. Integral to the content is environmental management,
which is now becoming ever increasingly important in energy conservation. Greater gains, both
environmentally and economically, can be achieved by cutting down on waste and maximising
the efficient use of energy.
Through case studies learners will investigate how environmental objectives and targets are
achieved in different industrial or commercial organisations. Learners will understand how this is
achieved through co-ordinating personnel, systems, strategy, resources and structures.
Learners will work on a project to ascertain the overall annual heat energy losses (or gains) of an
operational building which houses plant engineering equipment and process plant. Architectural
plans providing details of the building fabric and design may be helpful in calculating any heat
energy gains or losses. The energy audit need not be confined to this type of project but to arrive
at the outcomes the learner must demonstrate the ability to apply heat energy management
concepts.
1 Understand environmental management policies
2 Know about energy sources, conservation and applications
3 Understand system and energy-saving requirements
4 Be able to carry out an energy management audit.

Unit content
1 Understand environmental management policies
Environmental management: environmental management systems and policies; regulatory
requirements; ISO 14000/14001
Energy technologies: power generation; transportation
Resource management: waste; hazardous waste; water; air pollution
2 Know about energy sources, conservation and applications
Sources: fossil and non-fossil (biomass) fuels; alternative sources eg geothermal
Materials: thermal properties of materials; thermal conductors/insulators; K and U values
Applications: heat exchangers; recuperators; regenerators; waste products
3 Understand system and energy-saving requirements
Systems: system principles; combined heat and power (CHP) and combined cycle gas turbine
(CCGT) plant
System analysis: energy analysis of the process eg Sankey diagram, influence of external
environment, comparable systems
Cost savings: optimum (economic) lagging; break-even costs; no-cost/low-cost energy saving
measures
4 Be able to carry out an energy management audit
Energy saving: range of quantifiable techniques; costing procedures
Audit: metering and measurement of temperature, flow, pressure; data collection and
analysis
Monitoring: monitoring and targeting; setting targets; performance indices; indicators

Learning outcomes
The learner can:
LO1 Understand environmental
management policies
1.1 analyse the environmental management policies relevant
to plant engineering
1.2 evaluate the types of energy technologies associated
with plant engineering
1.3 assess the various aspects of resource management in
the context of plant engineering
LO2 Know about energy
sources, conservation and
applications
2.1 define the various sources of fuel likely to be
encountered in industry
2.2 describe the materials associated with energy
conservation
2.3 identify industrial and commercial activities where energy
conservation procedures can be adopted
LO3 Understand system and
energy-saving requirements
3.1 assess systems which will provide an energy analysis
3.2 review a documented system analysis relating to the
energy distribution
3.3 evaluate the appropriate cost-saving technique for the
chosen situation
LO4 Be able to carry out an
energy management audit
4.1 follow guidelines to determine the energy saving
4.2 specify the type, size and range of metering equipment
as part of the audit process
4.3 set targets for performance parameters to be used whilst
monitoring the processes.

Guidance
Links
This unit can be linked with Unit 47: Plant Technology.
Centres delivering this unit will need to have access to industrial-standard software packages
used for energy management procedures and audits.
relevance to the unit. Visits to one or two relevant industrial or commercial organisations which
use energy management techniques will be of value to enhance and support learning.

UNIT 54: INDUSTRIAL PLANT SERVICES
Unit 54: Industrial Plant Services
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ understanding of electrical supply systems, industrial
compressors, steam services and refrigeration and heat pumps used in a range of engineering
industrial plant.
• Unit abstract
This unit will investigate and evaluate a range of services that are generally found in
manufacturing and process plant. The approach is broad-based to reflect the fact that plant
engineering encompasses more than one discipline. Its intention is to encourage learners to
develop a holistic approach to the design, operation, installation and maintenance of plant
services.
In learning outcome 1, learners are introduced to the operating principles of electrical power and
lighting systems together with the relevant sections of the IEE regulations. Learning outcome 2
considers the principles of industrial compressed air systems and the associated health and
safety considerations. In learning outcome 3, the provision of steam is examined for both power
generation and process plant. Learning outcome 4 introduces learners to the applications and
principles of operation of refrigeration plant and heat pumps.
1 Understand the use and applications of electrical supply systems
2 Be able to apply the gas laws to industrial compressors
3 Understand the provision of steam services for process and power use
4 Understand industrial applications of refrigerators and heat pumps.

Unit content
1 Understand the use and applications of electrical supply systems
IEE regulations: relationship to Health and Safety at Work Act 1974 and other legislation;
codes of practice; regulations for given plant requirements; regulations regarding earthing
and hazardous environments
Lighting: lighting fundamentals; SI units of lighting; efficacy; colour rendering; lamps and
luminaires; stroboscopic effect; lighting circuits/layout and their design
Starting and speed control: classification of systems – manual and automatic DC starters,
star-delta starter, autotransformer starter; speed control for AC and DC motors
Transformers: sub-stations; single-phase and three-phase transformers; transformer
installation requirements; cooling; transformation ratio; magnetisation current; determination
of values for transformer outputs
Power factor: causes; effect on cost of supplies; power factor correction
2 Be able to apply the gas laws to industrial compressors
Gas laws: Boyle’s law, Charles’ law, combined gas equation; characteristic gas equation;
relationship between pressure-volume (pV) diagram and work; adiabatic, polytropic and
isothermal work; compressor efficiency; effect of multi-staging; pressure and volume ratios
Industrial compressor systems: positive displacement eg reciprocating compressors, helical
and spiral-lobe compressors, sliding vane compressors, two-impeller straight-lobe
compressors and blowers; dynamic eg centrifugal compressors, axial compressors;
associated equipment eg coolers, dryers, air receivers; safety factors eg Health and Safety at
Work Act and related legislation, insurance requirements, safety fittings, diesel effect and
other hazards
3 Understand the provision of steam services for process and power use
Process steam: wet and dry saturated steam; temperature control; enthalpy of evaporation;
available energy; condensate collection; pipeline energy losses; lagging; feed tanks; effect of
boundary layer on energy transfer; air contamination; pipe sizing; overall plant efficiencies for
process
Power steam: superheated steam; steady flow energy equation applied to turbines; turbine
efficiency; Rankine cycle with and without reheat; condensers; cooling towers; overall plant
efficiency for power
Combined heat and power: back pressure system; pass out system; desuperheating;
appropriateness of application to relative demand; comparisons of overall plant efficiency for
combined heat and power; illustrative sketches eg Sankey diagrams, circuit layouts

4 Understand industrial applications of refrigerators and heat pumps
Reversed heat engines: reversed Carnot and Rankine cycles; vapour compression cycle;
second law of thermodynamics; temperature-entropy diagrams; pressure-enthalpy diagrams;
refrigeration tables and charts; refrigerant fluids; environmental effects
Refrigerators: refrigeration effect; coefficient of performance; refrigerator cycle
Heat pumps: heating effect; coefficient of performance; economics of heat pumps; pump
cycles

Learning outcomes
The learner can:
LO1 Understand the use and
applications of electrical
supply systems
1.1 use the relevant sections of the IEE regulations
1.2 design appropriate lighting circuits
1.3 classify starting and speed control mechanisms
1.4 determine appropriate values for transformer outputs
1.5 perform power factor correction calculations
LO2 Be able to apply the gas laws
to industrial compressors
2.1 derive formulae with reference to the gas laws
2.2 apply the gas laws to an industrial compressor system
LO3 Understand the provision of
steam services for process
and power use
3.1 explain the requirements for process steam according to
use
3.2 discuss the need for superheated steam for power use
3.3 determine overall plant efficiencies for process, power
and combined heat and power systems
3.4 produce illustrative sketches of heat distribution in
systems
LO4 Understand industrial
applications of refrigerators
and heat pumps
4.1 determine coefficient of performance, heating effect and
refrigeration effect of reversed heat engines
4.2 use refrigeration tables and charts
4.3 sketch refrigerator and heat pump cycles
4.4 discuss the economics of heat pumps
4.5 explain the apparent contradiction between refrigeration
cycles and the second law of thermodynamics.

Guidance
Links
This unit has links with Unit 2: Engineering Science and Unit 43: Plant and Process Principles.
Centres will need to provide access to electrical and heat engine laboratory facilities.
Liaison with plant engineering and process companies would be useful to give learners the
opportunity to witness industrial plant services first-hand.

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

Unit content
1 Understand instrumentation systems used in process control
System terminology: use of correct terminology eg accuracy, error, repeatability, precision,
linearity, reliability, reproducibility, sensitivity, resolution, range, span, zero drift, hysteresis
Sensors/transducers: those used to measure pressure eg resistive, strain gauge, inductive,
capacitive, semiconductor, ceramic, piezoelectric, linear variable differential transformer
(LVDT); level eg conductivity, capacitive, ultrasonic, radar, nucleonic, load cells, radiometric,
microwave, hydrostatic, sonar; flow eg ultrasonic, Coriolis, vortex, magnetic, differential
pressure; temperature eg resistance, thermocouple, semiconductor, radiation pyrometers;
displacement eg diffraction grating, lasers, variable resistance, ceramic, piezoelectric, LVDT
Transmitters/signal converters: current to pressure; pressure to current; microprocessor-
based (smart); digital; analogue; optical; wireless
Transmission medium: pneumatic; hydraulic; electrical; fibre-optic; wireless
Signal conditioners: industry-standard devices; industry-standard signal ranges and
conversion between them
2 Understand process control systems and controllers
Need for process control: quality; safety; consistency of product; optimum plant
performance; human limitations; efficiency; cost; environmental
Process controller terminology: deviation; range; span; absolute deviation; control effect; set
point; process variable; manipulated variable; measured variable; bumpless transfer; process
variable tracking; direct and reverse acting; offset; on-off control; two step control; cycling;
three-term control (proportional band, gain, proportional, proportional with integral,
proportional with integral and derivative, proportional with derivative)
System terminology: distance velocity lags; transfer lags; multiple transfer lags; capacity;
resistance; dead time; reaction rate; inherent regulation; open loop; closed loop; load; supply;
static gain; dynamic gain; stability; loop gain
Tuning techniques: Zeigler-Nichols; continuous cycling; reaction curve; ¼ decay methods;
tuning for no overshoot on start-up; tuning for some overshoot on start-up
Represent systems using: P and I diagrams; loop diagrams; wiring diagrams; constructing and
using diagrams to appropriate standards
3 Understand the use of regulating units
Regulating unit terminology: body; trim; plug guide and seat; valve; stem; bonnet; packing
gland; yoke; actuator; motor; stroke; direct and reverse action; air fail action; repeatability;
CV; turndown; flow characteristics; linear, equal percentage, quick-opening, modified
parabolic, split range
Characteristics of regulating units: dampers; power cylinders; louvres; valve positioners;
valves (globe, ball, diaphragm, gate, double seated, 3-way, solenoid, split bodied, butterfly)

Learning outcomes
The learner can:
LO1 Understand instrumentation
systems used in process
control
1.1 describe the terminology used in process
measurements
1.2 evaluate a range of sensors and transducers with
reference to manufacturers’ terminology
1.3 explain the construction and operation of modern
sensors used to measure pressure, level, temperature
and flow
1.4 describe typical applications for the sensors examined
1.5 explain signal conditioning and transmission
LO2 Understand process control
systems and controllers
2.1 explain the need for process control
2.2 describe process control terminology
2.3 determine the medium required for successful
transmission
2.4 name sensors, conditioners and display units for a range
of specific purposes
2.5 evaluate tuning techniques
2.6 describe the control actions required for different
systems
2.7 represent systems using standard diagrams
regulating units
3.1 identify the main parts of a regulating unit
3.2 evaluate a regulating unit with reference to standard
terminology, including manufacturers’ specifications
3.3 select the plug characteristics required for a specified
process
3.4 describe the characteristics of a range of regulating
units
3.5 describe the use of valve positioners.

Guidance
Links
This unit is designed to be stand alone but has links to Unit 48: Analytical and Chemical
Composition Measurement and Unit 46: Plant Process and Control.
learners with a perspective on scale and application of process instrumentation and process
control hardware.

UNIT 57: MECHATRONIC SYSTEMS
Unit 57: Mechatronic Systems
QCF level: 4
Credit value: 15
• Aim
This unit will develop learners’ understanding of a range of mechatronic systems that are used in
industrial and domestic environments and enable them to produce specifications for mechatronic
products.
• Unit abstract
The material and topics covered in this unit will be broad-based to reflect the fact that
mechatronics is, by its nature, multi-disciplinary and not confined to a single specialised area. The
unit will encompass small, single component systems as well as larger systems integrating
components from different engineering disciplines. It will develop a methodology that will allow
learners to apply mechatronic design philosophy throughout the development cycle of a systems
and products. The intention is to encourage the learner to recognise a system not as an
interconnection of different parts but as an integrated module.
Learners will investigate the applications of mechatronics, considering the need for integration
and the nature of mechatronic systems and products. Typical mechatronics components are
examined by before learners look at the design steps and processes for mechatronic systems
and mechatronic products.
1 Understand the applications of a range of mechatronic systems and products
2 Understand electro-mechanical models and components in mechatronic systems and
products
3 Be able to produce a specification for a mechatronic system or mechatronic product
4 Be able to apply mechatronic design philosophies to carry out a design analysis.

Unit content
1 Understand the applications of a range of mechatronic systems and products
Discipline integration: need for systems to be designed in an integrated way rather than as a
collection of unrelated yet interconnected constituent parts eg constraints in size and cost of
components, reduction in cost of computing power, required reduction in process delays,
compatibility of connection systems
Mechatronics systems: differentiate between systems that are mechatronics in nature and
those that incorporate a number of different disciplines
Industrial and consumer examples of mechatronics systems: applications eg industrial
robots, computer-based production and manufacture (CNC/CAM) machines, ATMs,
transportation systems, ‘fly by wire’ aircraft, suspension control on road vehicles, brake- and
steer-by-wire; auto-exposure, auto-focus cameras, vending machines, domestic appliances
2 Understand electro-mechanical models and components in mechatronic systems
and products
Simple mathematical models: mechanical system building blocks; electrical system building
blocks; electrical-mechanical analogies; fluid and thermal systems
Sensor technologies: sensor and actuator technologies for mechatronic system eg resistive,
inductive, capacitive, optical/fibre-optic, wireless, ultrasonic, piezoelectric
Actuator technologies: electric motors; stepper motors; motor control; fluid power;
integrated actuators and sensors; embedded systems
3 Be able to produce a specification for a mechatronic system or mechatronic
product
Standards: standards eg appropriate British, European and international standards
Required sensor attributes: phenomena being sensed; interaction of variables and removal of
undesired changes; proximity of sensor to measurand; invasiveness of the measurement and
measurand; signal form; ergonomic and economic factors
Actuator and sensor technologies: selection of suitable sensor and actuator technologies for
mechatronic systems and mechatronic products
Controllers: selection of appropriate computer control hardware for mechatronic systems
and mechatronic products eg microprocessor, PLC, PC-based, PIC, embedded controllers
4 Be able to apply mechatronic design philosophies to carry out a design analysis
Designing: the steps in a design process; comparison between traditional design methods
and those designs which are mechatronics driven

Learning outcomes
The learner can:
of a range of mechatronic
systems and products
1.1 identify mechatronic systems by their discipline
integration
1.2 explain the need for system development in an
integrated way
1.3 investigate mechatronic applications in consumer
products and industrial processes
LO2 Understand electro-
mechanical models and
components in mechatronic
2.1 derive a mathematical model for 1st and 2nd order
electrical and mechanical system
2.2 analyse analogies between the models of physically
different systems
2.3 describe typical sensors and actuators for mechatronic
LO3 Be able to produce a
specification for a
mechatronic system or
mechatronic product
3.1 produce a specification for a mechatronic system to
meet current British Standards
3.2 select suitable sensor and actuator technologies for a
mechatronic system
3.3 specify appropriate computer control hardware for a
mechatronic system
LO4 Be able to apply mechatronic
design philosophies to carry
out a design analysis
4.1 carry out a design analysis on a system or product using
mechatronic design philosophies
4.2 compare a system or product which has been designed
employing traditional methods with one employing
mechatronic methods.

Guidance
Links
This unit can be linked to Unit 5: Electrical and Electronic Principles and Unit 32: Industrial Robot
Technology.
Centres will need to provide access to a range of case studies, highlighting the use of
mechatronic design philosophies.
Learners should be encouraged to review processes in their workplace in order to demonstrate
the efficacy of adopting a mechatronics approach.

UNIT 58: MICROPROCESSOR SYSTEMS
Unit 58: Microprocessor Systems
QCF level: 4
Credit value: 15
• Aim
This unit will develop learners’ understanding of microprocessor-based systems and their use in
instrumentation, control or communication systems.
• Unit abstract
This unit will develop learners’ understanding of the practical aspects of device selection and the
interfacing of external peripheral devices. Learners will also study the key stages of the
development cycle – specify, design, build, program, test and evaluate.
The first learning outcome requires learners to investigate and compare the applications of
microprocessor-based systems. Following this, learners will experience and develop software
designs and write programs for a microprocessor-based system. The final learning outcome
considers the design of programmable interface devices such as UARTs, PPIs, I/O mapped
devices and memory-mapped devices. At this point, learners should be able to carry out the
design, build, program and test of a programmable interface. This will include the selection and
use of devices and the writing and testing of suitable software in assembler or high-level
language.
1 Understand microprocessor-based systems
2 Be able to design software, write and test programs for a microprocessor-based system
3 Be able to design and build programmable interface devices.

Unit content
1 Understand microprocessor-based systems
Microprocessor device families: comparison of three families based on speed, cost,
input/output (I/O) facilities, instruction set, physical size
Applications: control systems eg car engine management, robotics, distributed control
systems, coin-operated machines, printers; instrumentation systems eg data acquisition and
logging systems, indicator display systems, ‘intelligent’ panel instruments, test equipment;
communication systems eg modems, radio transmitters, radar systems; commercial systems
eg electronic funds transfer at point of sale systems (EFTPOS), electronic bank teller
machines, hand-held stock loggers, personal computers
2 Be able to design software, write and test programs for a microprocessor-based
system
Design software to a given specification: algorithms in the form of a structure chart showing
actions and conditions or in pseudo code (structured English)
Write programs: for applications requiring interfacing to external devices eg lights, switches,
motors, heaters, keypads, liquid crystal displays (LCD) and light emitting diode (LED) displays,
printers, analogue to digital (ADCs) and digital to analogue (DACs) converters; use of
assemblers and high-level language compilers eg C, Visual BASIC, Java
Test software compliance with specification: suitable test data (inputs and expected outputs)
should be prepared prior to running programs and results of the tests should be
documented; use of software debugging tools eg Integrated Development Environment (IDE),
In-Circuit Emulation (ICE), simulators
3 Be able to design and build programmable interface devices
Programmable interface devices: evaluation of serial and parallel interfaces eg UARTs, PPIs,
I/O mapped devices, memory-mapped devices; and control signals eg interrupts; polling;
handshaking; port current rating
Design, build, programme and test: a programmable interface; select and use devices; write
and test suitable software in assembler or high-level language

Learning outcomes
The learner can:
LO1 Understand microprocessor-
based systems
1.1 compare types of microprocessor device families
1.2 evaluate three typical applications of microprocessor-
based systems
LO2 Be able to design software,
write and test programs for a
microprocessor-based
system
2.1 design software to a given specification using a
structured design technique
2.2 write programs to implement designs using an
appropriate computer language
2.3 test software to ensure it meets the given specification
LO3 Be able to design and build
programmable interface
devices
3.1 evaluate and choose programmable interface devices
for a particular situation
3.2 design, build, program and test an interface for an
external device to a microprocessor-based system.

Guidance
Links
This unit may be linked with Unit 66: Electrical, Electronic and Digital Principles.
Learners will need access to a microprocessor-based development system. Centres will also
need to provide software development systems (personal computers/workstations/terminals
capable of running program development software), a software-editor and assembler/compiler
debugging tools for the target processor.
The software development system and the target microprocessor-based system may be the
same (for example a personal computer).
materials.

UNIT 59: ADVANCED MATHEMATICS FOR ENGINEERING
Unit 59: Advanced Mathematics for
Engineering
QCF level: 5
Credit value: 15
• Aim
This unit aims to provide the analytical knowledge necessary for studying engineering to degree
level and will provide the more advanced knowledge required for a range of careers in
engineering.
• Unit abstract
This unit will enable learners to develop further techniques for the modelling and solution of
engineering problems.
Learners will review methods for standard power series and use them to solve ordinary
differential equations. Numerical methods are then considered before both methods are used to
model engineering situations and determine solutions to those equations.
Laplace transforms are introduced in learning outcome 2 and their use in solving first and second
order differential equations together with the solution of simultaneous equations.
In learning outcome 3, Fourier coefficients are determined to represent periodic functions as
infinite series and then the Fourier series approach is applied to the exponential form to model
phasor behaviour. The final part of this learning outcome involves using the Fourier series to
model engineering situations and solve problems.
Learning outcome 4 reviews partial differentiation techniques to solve rates of change problems
and problems involving stationary values. Also in this learning outcome, direct partial integration
and the separation of variables methods are used to solve partial differential equations. Finally,
partial differential equations are used to model engineering situations and solve problems.

1 Be able to analyse and model engineering situations and solve engineering problems using
series and numerical methods for the solution of ordinary differential equations
Laplace transforms
Fourier series
partial differential equations.

Unit content
1 Be able to analyse and model engineering situations and solve engineering
problems using series and numerical methods for the solution of ordinary
differential equations
Power series: review of methods for standard series, Maclaurin’s series and Taylor’s series
Power series methods: methods eg higher differential coefficients and Leibnitz’s theorem,
recurrence relations, Leibnitz–Maclaurin method, Frobenius method, engineering use of
Bessel’s equation and Legendre equation, Bessel functions of the first and second kind,
Legendre’s equation and polynomials
Numerical methods: restrictions on the analytical solution of differential equations; typical
methods eg Taylor’s series, solution of first order differential equations, Euler’s method,
improved Euler method, Runge–Kutta method
Engineering situations: model engineering situations and solve problems using ordinary
differential equations eg vibration, thermofluids and heat transfer, mechanics of solids,
electrical systems, information systems
problems using Laplace transforms
Laplace transform: use of Laplace transform; transforms of standard functions; first shift
theorem; inverse transforms and tables of inverse transforms; transforms using partial
fractions; poles and zeros; solution of first and second order differential equations using
Laplace transforms; solution of simultaneous differential equations; initial and final value
problems
Engineering situations: model engineering situations and solve problems using Laplace
transforms eg electrical circuits in the s-domain, modelling and analysis of closed loop
control systems, response of first and second order systems, servomechanisms, systems
engineering, systems stability analysis, automatic flight control systems, design of feedback
systems – root locus plots, Nyquist and Bode plots, Nichols charts
problems using Fourier series
The Fourier series: sinusoidal and non-sinusoidal waveforms; periodic functions; harmonics;
the Fourier series; Fourier coefficients; series for common wave-forms; odd and even
functions and their products; half-range series; non-periodic functions and their half-range
series
The exponential form: complex notation; symmetry relationship; frequency spectrum and
phasors
Engineering situations: model engineering situations and solve problems using Fourier series
eg electric circuit analysis, root mean square values, power and power factors, numerical
integration and numerical harmonic analysis

problems using partial differential equations
Partial differentiation: review of partial differentiation techniques; partial differentiation and
rates of change problems; change of variables; stationary values and saddle points
Partial differential equations: definition of partial differential equations; partial integration;
solution by direct partial integration; initial conditions and boundary conditions; solution by
separation of variables
Engineering situations: model engineering situations and solve problems using partial
differential equations eg the wave equation and its application to vibration, the heat
conduction equation, the Laplace equation and its application to temperature and potential

Learning outcomes
The learner can:
model engineering
situations and solve
engineering problems using
series and numerical
methods for the solution of
ordinary differential
equations
1.1 determine power series values for common
scientific and engineering functions
1.2 solve ordinary differential equations using power
series methods
1.3 solve ordinary differential equations using numerical
methods
1.4 model engineering situations, formulate differential
equations and determine solutions to these
equations using power series and numerical
methods
model engineering
Laplace transforms
2.1 determine Laplace transforms and their inverse
using tables and partial fractions
2.2 solve first and second order differential equations
using Laplace transforms
2.3 model and analyse engineering systems and
determine system behaviour using Laplace
transforms
model engineering
Fourier series
3.1 determine Fourier coefficients and represent
periodic functions as infinite series
3.2 apply the Fourier series approach to the exponential
form and model phasor behaviour
3.3 apply Fourier series to the analysis of engineering
problems
3.4 use numerical integration methods to determine
Fourier coefficients from tabulated data and solve
engineering problems using numerical harmonic
analysis
model engineering
partial differential
equations
4.1 solve rates of change problems and problems
involving stationary values using partial
differentiation
4.2 solve partial differential equations using direct
partial integration and separation of variables
methods
4.3 model and analyse engineering situations using
partial differential equations.

Guidance
Links
This unit is intended to link with and extend the knowledge gained from studying Unit 35: Further
Analytical Methods for Engineers.
materials.

UNIT 60: DYNAMICS OF MACHINES
Unit 60: Dynamics of Machines
QCF level: 4
Credit value: 15
• Aim
This unit will deepen learners’ knowledge of the principles and techniques used in the design of
machine elements.
• Unit abstract
This unit will develop learners’ understanding of the parameters and characteristics of
mechanical systems. Learning outcome 1 is concerned with the characteristics of a wider range
of power transmission elements. Learning outcome 2 will introduce learners to an in-depth
analysis of some common mechanical systems using both analytical and graphical techniques.
Learning outcome 3 is concerned with mechanical vibrations and in particular the transient and
steady-state response of mass-spring systems to disturbing forces.
1 Be able to determine the kinetic and dynamic parameters of power transmission system
elements
2 Be able to determine the kinetic and dynamic parameters of mechanical systems
3 Be able to determine the behavioural characteristics of translational and rotational mass-
spring systems.

Unit content
1 Be able to determine the kinetic and dynamic parameters of mechanical power
transmission system elements
Gears: gear geometry; velocity ratios of simple, compound and epicyclic gear trains;
acceleration of geared systems
Screw drives: motion on an inclined plane; efficiency of square-threaded lead screws and
screw jacks
Flywheels: turning moment diagrams for reciprocating engines and presses; determination of
required flywheel moment of inertia to satisfy specified operating conditions
Universal couplings: Hooke’s joint; constant velocity joint; conditions for a constant velocity
ratio
2 Be able to determine the kinetic and dynamic parameters of mechanical systems
Cams: radial plate and cylindrical cams; follower types; profiles to give uniform velocity;
uniform acceleration and retardation and simple harmonic motion outputs; output
characteristics of eccentric circular cams, circular arc cams and cams with circular arc and
tangent profiles with flat-faced and roller followers
Plane mechanisms: determination of instantaneous output velocity for the slider-crank
mechanism, the four-bar linkage and the slotted link and Whitworth quick return motions;
construction of velocity vector diagrams; use of instantaneous centre of rotation
Resultant acceleration: centripetal, tangential, radial and Coriolis components of acceleration
in plane linkage mechanisms; resultant acceleration and inertia force; use of Klein’s
construction for the slider crank mechanism
Gyroscopic motion: angular velocities of rotation and precession; gyroscopic reaction torque;
useful applications eg gyro-compass and gyro-stabilisers
3 Be able to determine the behavioural characteristics of translational and
rotational mass-spring systems
Natural vibrations: mass-spring systems; transverse vibrations of beams and cantilevers;
torsional vibrations of single and two-rotor systems; determination of natural frequency of
vibration; whirling of shafts
Damped vibrations: representative second-order differential equation for mass-spring system
with damping; transient response of a mass-spring system to an impulsive disturbance;
degrees of damping; frequency of damped vibrations; logarithmic decrement of amplitude
Forced vibrations: representative second-order differential equation for a damped mass-
spring system subjected to a sinusoidal input excitation; transient and steady state solutions;
amplitude and phase angle of the steady state output; effect of damping ratio; conditions for
resonance

Learning outcomes
The learner can:
kinetic and dynamic
parameters of mechanical
power transmission system
elements
1.1 analyse geared systems to determine velocity ratio
and required accelerating torque
1.2 determine the operating efficiency of screw jacks
and lead screws
1.3 analyse turning moment diagrams for reciprocating
engines and presses to determine the required
flywheel parameters for specific operating conditions
1.4 analyse the characteristics of Hooke’s joints and
constant velocity joints and recognise the conditions
for a constant velocity ratio
kinetic and dynamic
parameters of mechanical
systems
2.1 determine the output motion of radial plate and
cylindrical cams
2.2 determine the velocities and accelerations of points
within plane mechanisms and the associated inertia
forces
2.3 analyse systems in which gyroscopic motion is
present to determine the magnitude and effect of
gyroscopic reaction torque
translational and rotational
mass-spring systems
3.1 determine the natural frequency of vibration in
translational and rotational mass-spring systems
3.2 determine the critical whirling speed of shafts
3.3 determine the transient response of damped mass-
spring systems when subjected to a disturbance
3.4 determine the steady state response of damped
mass-spring systems when subjected to sinusoidal
excitation.

Guidance
Links
This unit is intended to provide progression from Unit 2: Engineering Science and Unit 4:
Mechanical Principles.
materials.

UNIT 61: ENGINEERING THERMODYNAMICS
Unit 61: Engineering Thermodynamics
QCF level: 5
Credit value: 15
• Aim
This unit will extend learners’ knowledge of heat and work transfer. It will develop learners’
understanding of the principles and laws of thermodynamics and their application to engineering
thermodynamic systems.
• Unit abstract
This unit will build on learners’ understanding of polytropic expansion/compression processes,
the first law of thermodynamics and the concepts of closed and open thermodynamic systems.
Learners are then introduced to the second law of thermodynamics and its application in the
measurement and evaluation of internal combustion engine performance. This is followed by
measurement and evaluation of air compressor performance. Finally, learners will develop an
understanding of the layout and operation of steam and gas turbine power plants.
1 Understand the parameters and characteristics of thermodynamic systems
2 Be able to evaluate the performance of internal combustion engines
3 Be able to evaluate the performance of reciprocating air compressors
4 Understand the operation of steam and gas turbine power plant.

Unit content
1 Understand the parameters and characteristics of thermodynamic systems
Polytropic processes: general equation pvn
= c, relationships between index ‘n’ and heat
transfer during a process; constant pressure and reversible isothermal and adiabatic
processes; expressions for work flow
Thermodynamic systems and their properties: closed systems; open systems; application of
first law to derive system energy equations; properties; intensive; extensive; two-property
rule
Relationships: R = cp – cv and γ = cp/cv
2 Be able to evaluate the performance of internal combustion engines
Second law of thermodynamics: statement of law; schematic representation of a heat engine
to show heat and work flow
Heat engine cycles: Carnot cycle; Otto cycle; Diesel cycle; dual combustion cycle; Joule cycle;
property diagrams; Carnot efficiency; air-standard efficiency
Performance characteristics: engine trials; indicated and brake mean effective pressure;
indicated and brake power; indicated and brake thermal efficiency; mechanical efficiency;
relative efficiency; specific fuel consumption; heat balance
Improvements: turbocharging; turbocharging and intercooling; cooling system and exhaust
gas heat recovery systems
3 Be able to evaluate the performance of reciprocating air compressors
Property diagrams: theoretical pressure-volume diagrams for single and multi-stage
compressors; actual indicator diagrams; actual, isothermal and adiabatic compression
curves; induction and delivery lines; effects of clearance volume
Performance characteristics: free air delivery; volumetric efficiency; actual and isothermal
work done per cycle; isothermal efficiency
First law of thermodynamics: input power; air power; heat transfer to intercooler and
aftercooler; energy balance
Faults and hazards: effects of water in compressed air; causes of compressor fires and
explosions

4 Understand the operation of steam and gas turbine power plant
Principles of operation: impulse and reaction turbines; condensing; pass-out and back
pressure steam turbines; single and double shaft gas turbines; regeneration and re-heat in
gas turbines; combined heat and power plants
Circuit and property diagrams: circuit diagrams to show boiler/heat exchanger; superheater;
turbine; condenser; condenser cooling water circuit; hot well; economiser/feedwater heater;
condensate extraction and boiler feed pumps; temperature-entropy diagram of Rankine cycle
Performance characteristics: Carnot, Rankine and actual cycle efficiencies; turbine isentropic
efficiency; power output; use of property tables and enthalpy-entropy diagram for steam

Learning outcomes
The learner can:
LO1 Understand the parameters
and characteristics of
thermodynamic systems
1.1 evaluate polytropic process parameters
1.2 explain the operation thermodynamic systems and
their properties
1.3 apply the first law of thermodynamics to
thermodynamic systems
1.4 determine the relationships between system
constants for an ideal gas
performance of internal
combustion engines
2.1 apply the second law of thermodynamics to the
operation of heat engines
2.2 evaluate theoretical heat engine cycles
2.3 evaluate the performance characteristics of spark
ignition and compression ignition internal
combustion engines
2.4 discuss methods used to improve the efficiency of
internal combustion engines
performance of reciprocating
air compressors
3.1 evaluate property diagrams for compressor cycles
3.2 determine the performance characteristics of
compressors
3.3 apply the first law of thermodynamics to
compressors
3.4 identify compressor faults and hazards
LO4 Understand the operation of
steam and gas turbine power
plant
4.1 explain the principles of operation of steam and gas
turbines
4.2 illustrate the functioning of steam power plant by
means of circuit and property diagrams
4.3 determine the performance characteristics of steam
power plant.

Guidance
Links
This unit has links with Unit 1: Analytical Methods for Engineers, Unit 2: Engineering Science and
Unit 41: Fluid Mechanics.
Laboratory facilities will need to be available for the investigation of the properties of working
fluids, internal combustion engines and compressor performance.
Liaison with industry can help centres provide access to relevant industrial laboratory facilities,
engines, compressors and related plant.
Where possible, work-based experience should be used to provide practical examples of the
characteristics of thermodynamic systems.
A visit to a power station will be of value to support delivery of learning outcome 4.

UNIT 62: STRENGTHS OF MATERIALS
Unit 62: Strengths of Materials
QCF level: 5
Credit value: 15
• Aim
This unit will enable learners’ to use stress analysis techniques to determine the behavioural
characteristics of engineering components and materials.
• Unit abstract
This unit will introduce learners to the theoretical and experimental methods of complex stress
analysis, together with the theories of elastic failure. Appropriate use of these can be made
throughout the unit to determine operational factors of safety. Learners will investigate the
theoretical behaviour of structural members under load and will verify the characteristics by
experimental testing. They will then analyse loaded structural members from considerations of
strain energy and again carry out experimental verification of the analysis.
1 Be able to determine the behavioural characteristics of engineering components subjected
to complex loading systems
2 Be able to determine the behavioural characteristics of loaded beams, columns and struts
3 Be able to determine the behavioural characteristics of loaded structural members by the
consideration of strain energy.

Unit content
1 Be able to determine the behavioural characteristics of engineering components
subjected to complex loading systems
Complex stress: analysis of two-dimensional stress systems eg determination of principal
planes and stresses, use of Mohr’s stress circle; combined torsion and thrust; combined
torsion and bending
Complex strain: Mohr’s strain circle; experimental strain analysis using electrical resistance
strain gauges
Theories of elastic failure: maximum principal stress theory; maximum shear stress theory;
strain energy theory and maximum principal strain theory
2 Be able to determine the behavioural characteristics of loaded beams, columns
and struts
Simply supported beams: use of Macaulay’s method to determine the support reactions,
slope and deflection due to bending in cantilevers and simply supported beams with
combined concentrated and uniformly distributed loads
Reinforced concrete beams: theoretical assumptions; distribution of stress due to bending
Columns: stress due to asymmetrical bending; middle third rule for rectangular section
columns and walls; middle quarter rule for circular section columns
Struts: end fixings; effective length; least radius of gyration of section; slenderness ratio; Euler
and Rankine-Gordon formulae for determination of critical load
3 Be able to determine the behavioural characteristics of loaded structural members
by the consideration of strain energy
Strain energy: strain energy stored as a result of direct loading, shear loading, bending and
torsion
Elastic deflections: elastic deflection of struts and ties when subjected to gradually applied
loads; elastic deflection at the point of loading for cantilevers and simply supported beams
when subjected to a single gradually applied load; application of Castigliano’s theorem to
determine deflection eg beams, brackets, portal frames and curved bars when subjected to
gradually applied loads; elastic deflection of torsion bars and transmission shafts subjected to
a gradually applied torque
Shock loading: elastic deflection and stress induced in struts and ties when subjected to
suddenly applied loads and impact loads

Outcomes and assessment criteria
Learning outcomes
The learner can:
engineering components
subjected to complex loading
systems
1.1 analyse two-dimensional stress systems making
appropriate use of Mohr’s stress circle
1.2 carry out experimental strain analysis using electrical
resistance strain gauges
1.3 apply the appropriate theory of elastic failure to
loaded components to determine operational factors
of safety
loaded beams, columns and
struts
2.1 determine the support reactions, slope and
deflection of simply supported beams
2.2 determine the distribution of stress in the materials
of reinforced concrete beams
2.3 determine the stress distribution in columns and
walls which are subjected to asymmetrical bending
2.4 determine the appropriate critical load for axially
loaded struts
2.5 carry out tests to validate critical load calculations
loaded structural members by
the consideration of strain
energy
3.1 determine the strain energy stored in a member due
to direct loading, shear loading, bending and torsion
3.2 determine the elastic deflection of loaded members
making appropriate use of Castigliano’s theorem
3.3 carry out tests to validate deflection calculations
3.4 predict the effects of shock loading on struts and
ties.

Guidance
Links
This unit is intended to provide progression from Unit 2: Engineering Science and Unit 4:
Mechanical Principles.
Centres need to provide access to laboratory facilities so that learners can investigate the effects
of loading on structural members and engineering components.
materials.

UNIT 63: ELECTRICAL POWER
Unit 63: Electrical Power
QCF level: 4
Credit value: 15
• Aim
This unit will develop learners’ understanding of electrical power systems and power distribution
and the advantages and disadvantages of alternative energy sources.
• Unit abstract
Our modern world increasingly relies upon electrical power to supply our industries, commercial
centres and homes with a convenient, flexible and reliable source of energy.
To meet the client’s expectations, electrical energy must be provided at a reasonable cost and
transmitted to the point of need, at the appropriate voltage and current levels. The client’s
utilisation of the energy source needs to be appropriate, without undue complexity, to facilitate
energy generation and transmission.
This unit takes the learner through the complex process of analysing three-phase systems with
consideration being given to harmonics and their effects. The methods of power distribution
through the National Grid are then discussed with final economic considerations taken into
account to enhance generation, transmission and distribution, with acceptable costs to clients.
Throughout their working careers, modern engineers will have to consider new technologies and
be able to evaluate the options available to make appropriate selections. With our global
resources of fossil energy reserves decreasing and concerns over protecting the environment
growing, alternative sources of energy are considered. Evaluative considerations will be made to
inform the engineer of the issues associated with this topic, which may need to be considered far
more at local and regional levels. Additionally, self-generation of electrical energy is now possible
for a broad range of users throughout the world, utilising local environmental facilities.
1 Be able to analyse three-phase systems
2 Understand the sources and effects of harmonics in power systems
3 Understand methods of power distribution
4 Understand the economics of components, power systems and alternative energy.

Unit content
1 Be able to analyse three-phase systems
Fault free three-phase systems: use of j-notation (complex numbers) in the analysis of un-
faulted three-phase systems eg phase sequence, balanced star supply, balanced delta
supply, 4 wire and 3 wire balanced star loads, unbalanced 4 wire star loads, balanced delta
loads, unbalanced delta loads
Measurement of power: methods of determining power in three-phase balanced and
unbalanced systems eg Blondel’s theorem, integrated three-phase wattmeters, real power,
reactive power, apparent power
Faulted three-phase systems: connection errors and faults eg loss of neutral, loss of one line,
reversed supply phase, unbalanced supply voltages, reversed phase sequence
Three-phase transformers: construction eg three single-phase transformers, shell and core
type; connections eg terminal marking BS 171, phasor diagrams, star, delta, zig-zag, clock
number and group, parallel operation
Characteristics: methods of operation of a three-phase induction motor; starting methods;
current; torque and control techniques; torque speed characteristics of motor and load;
steady state; operating point
Load dynamics: eg dynamic stability, crawling, inertia, friction, acceleration time
2 Understand the sources and effects of harmonics in power systems
Harmonics: pitch; wave theory; natural frequencies, harmonic series; resonance
Sources of harmonics: transformer magnetising current; direct current power supply units;
general non-linear loads
Effects of harmonic: increased root-mean-square currents; zero sequence; triple-n neutral
currents in star systems; triple-n currents trapped in delta transformers; overheating in
neutral; overheating in motors and transformers; failure of power factor correction
capacitors; harmonic resonance; skin effect losses
Mitigation of harmonics: methods of mitigation such as oversized neutral, de-rating, circuit
separation, K factor and factor K, isolation transformers, passive and active filters, total
harmonic distortion, standards G5/4
3 Understand methods of power distribution
Topology: system integrity; radial feeders; parallel feeders; open and closed rings; inter-
connector
Operating parameters: load distribution eg radial, ring, parallel feeders, voltage and current
profiles, permissible, voltage drop, power losses, power efficiency

4 Understand the economics of components, power systems and alternative energy
Economics: economic considerations eg power factor correction, energy tariffs, Kelvin’s law,
compact fluorescent lighting; comparisons of single and three-phase systems; high and low
efficiency motors
Alternative energy: geothermal; solar; wind; water; biomass eg liquid biofuel, solid biomass,
biogas
Evaluation: cost (capital, operating); efficiency; energy storage; environmental impact;
feasibility on large and small scale

Learning outcomes
The learner can:
1 Be able to analyse three-
phase systems
1.1 solve problems involving fault free three-phase systems
1.2 measure power in three-phase systems
1.3 solve problems involving faulted three-phase systems
1.4 describe three-phase transformers
1.5 describe the characteristics of a three-phase induction
motor
1.6 assess the effect of load dynamics
2 Understand the sources and
effects of harmonics in
power systems
2.1 identify typical sources of harmonics in a power system
2.2 explain the effects of harmonics in power systems
2.3 evaluate at least four different methods of mitigation of
harmonics
3 Understand methods of
power distribution
3.1 compare different power system topologies
3.2 analyse the operating parameters of a radial and a ring
distribution system
4 Understand the economics
of components, power
systems and alternative
energy
4.1 compare the economics of single-phase and three-
phase distribution
4.2 compare and evaluate the different forms of alternative
energies.

Guidance
Links
This unit may be linked with Unit 1: Analytical Methods for Engineers and Unit 5: Electrical and
Electronic Principles. Unit 35: Further Analytical Methods for Engineers would support the use of
j-notation (complex numbers) required in learning outcome 1.
Learners will need access to appropriate laboratory and test equipment (for example three-phase
supply, transformer and loads, three-phase induction motor and starters, power analyser, etc).
Delivery of this unit would benefit from visits to a power station or wind farm or the attendance of
guest speaker(s) with relevant experience of power generation and transmission.

UNIT 64: ELECTRICAL AND ELECTRONIC MEASUREMENT AND TESTING
Unit 64: Electrical and Electronic
Measurement and Testing
QCF level: 4
Credit value: 15
• Aim
This unit will develop the knowledge and skills required to perform complex measurement and
test procedures on electrical and electronic systems.
• Unit abstract
Throughout their working lives, technicians and engineers in the electrical and electronic field of
engineering make use of a comprehensive range of test and measurement instruments in order
to perform their duties. This unit will develop the underpinning knowledge and skills required to
perform complex measurement and test procedures in a wide range of engineering sectors.
Test and measurement procedures require the learner to consistently and accurately perform the
task, at reasonable costs, to be able to convert results to suitable formats or conduct monitoring
performance purposes. The development of such skills in using test equipment will further lead to
abilities in troubleshooting electronic equipment or verifying theoretical concepts.
This unit takes the learner through a logical process of development by firstly considering the
concepts of a measurement system and the associated terminology. Learners will adopt a hands-
on approach by using different methods (for example spreadsheets) to solve problems relating to
data that has been measured. Learners are then introduced to a variety of test equipment and
shown the correct choice and use for a particular application. Finally, learner will examine the
principles and techniques used in data acquisition.
1 Be able to analyse a measurement system and solve problems relating to the characteristics
of a signal
2 Be able to analyse the principles and techniques employed in measurement
3 Be able to select and use test equipment to measure a range of signals
4 Be able to apply the principles and techniques used in data acquisition systems.

Unit content
1 Be able to analyse a measurement system and solve problems relating to the
characteristics of a signal
Measurement systems and terms: system eg transducers; transmission systems;
instruments; terms eg response of the systems, transfer function, impulse response,
frequency response, dynamic range; block diagram of typical measurement/transmission
systems
Transmission systems: coaxial; twisted pair; flat cable; fibre-optic; attenuation, phase change
and frequency response; noise and noise reduction; comparison of different types of
transmission systems
Characteristics of signals: continuous signals; discrete signals; frequency and period; peak;
average; effective value; phase shift; amplitude; peak to peak; time domain; frequency
domain; Fourier series of signals
2 Be able to analyse the principles and techniques employed in measurement
Characteristics of data: error/accuracy/precision; significant digits; rounding numbers; types
of errors; statistics; solution of problems relating to data that has been measured
Graphical techniques: linear graphs; polar graphs; logarithmic graphs; solution of problems
using graphical analytical techniques eg interpretation of graphs; finding the best-fit straight
line; use of spreadsheets
3 Be able to select and use test equipment to measure a range of signals
Selection and use of test equipment: specify the correct equipment to measure a signal;
practical use and description of test equipment
Test equipment: specifications of equipment; operation of equipment eg oscilloscopes,
meters, signal generators, counters, logic analysers, spectrum analysers; block diagrams to
explain the operation of selected test equipment
4 Be able to apply the principles and techniques used in data acquisition systems
Acquisition systems: comparison of types of system interfaces (analogue to analogue,
analogue to digital, digital to digital); identification of system elements eg data acquisition,
data analysis and data presentation; identification of hardware and software required to
capture data from an item under test
Application: overview of data acquisition systems eg block diagram of typical system and
explanation of its operation; input section eg transducers, signal conditioning and multiplexer;
sampling methods; output filtering and corrections (sin x/x); errors; A/D conversion; CPU and
I/O devices; comparison of data recording methods eg graphic, magnetic; operation of bus
structures; block diagrams of typical structures and comparison of types of bus structures in
use; control of data lines; application of a data acquisition system to determine the
performance of an item under test; analysis of results from a system

Learning outcomes
The learner can:
LO1 Be able to analyse a
measurement system and
solve problems relating to the
characteristics of a signal
1.1 analyse a measurement system
1.2 solve problems relating to the characteristics of
signals
1.3 compare different types of transmission systems
LO2 Be able to analyse the
principles and techniques
employed in measurement
2.1 solve problems relating to data that has been
measured
2.2 solve problems using graphical techniques
2.3 solve problems using spreadsheets
LO3 Be able to select and use test
equipment to measure a
range of signals
3.1 describe the operation of items of test equipment
3.2 select and use items of test equipment to measure
signals
LO4 Be able to apply the principles
and techniques used in data
acquisition systems
4.1 identify the hardware and software required to
capture data from an item under test
4.2 investigate the operation of a data acquisition
system
4.3 apply a data acquisition system to determine the
performance of an item under test
4.4 analyse the results obtained from the data
acquisition.

Guidance
Links
This unit can be linked to Unit 5: Electrical and Electronic Principles.
A range of laboratory test equipment (for example L-C-R boxes, waveform generators,
oscilloscopes, waveform analysers, and test meters, etc) will need to be available, along with
appropriate data acquisition, recording and analytical software packages.
materials.

UNIT 65: UTILISATION OF ELECTRICAL ENERGY
Unit 65: Utilisation of Electrical Energy
QCF level: 4
Credit value: 15
• Aim
This unit aims to develop learners’ understanding of the underlying technology involved in the
utilisation of electrical energy in some of the more important areas of electrical engineering.
• Unit abstract
Electrical energy needs to be used efficiently in order to reduce wastage, especially given the
future limitation of fossil fuels and growing environmental concerns.
The selection of power transformers with their varied characteristics will assist distribution and
provide electrical energy at usable voltage and current levels to meet client demands.
As an integrated component, the electrical system needs to be protected at its various stages of
transmission and distribution against excessive demands and faults that may occur.
The uses of electrical energy are wide and varied but in many ways they can be categorised into
three areas: lighting systems, general power consumption, and motors.
The first learning outcome considers the operation of power transformers, including construction
and operating principles and star-star/delta-star/delta-zigzag connections.
Learning outcome 2 looks at circuit protection systems such as over-current and earth-fault
protection.
Lighting systems are considered in learning outcome 3 with a look at the different types of
lighting available followed by an explanation of how to design and plan a scheme for a small
development.
The different types of tariff structures available are studied in learning outcome 4, together with
calculations to evaluate the cost of running a system.
Finally, learning outcome 5 examines the operation of the different types of polyphase induction
motor, operation principles, starting methods and speed control.

1 Understand the operation of power transformers
2 Understand the applications of circuit protection for distribution and installation systems
3 Understand the design and construction of lighting systems
4 Be able to determine the cost of energy used in a system in order to be energy efficient
5 Understand the operation of a polyphase induction motor.

Unit content
1 Understand the operation of power transformers
Construction: shell and core types
Operating principles: derive the equivalent circuit for an ideal transformer on load; phasor
diagram for an ideal transformer on load; identify the no-load losses; derive the equivalent
circuit to represent no-load losses, leakage reactance, winding impedance; derive the
complete equivalent circuit; components of the equivalent circuit referred to one winding;
phasor diagram for the loaded transformer; voltage regulation; approximate formula for
voltage regulation; calculation of voltage regulation, losses on load, efficiency of transformer;
calculation of efficiency under load conditions, effects of load changes on losses, load
conditions for maximum efficiency; calculation of maximum efficiency
Connections: star-star; delta-star; delta-zigzag
2 Understand the applications of circuit protection for distribution and installation
systems
Over-current protection devices: construction of oil, vacuum and airblast circuit breakers,
high rupture capacity fuse, overcurrent relay and miniature circuit breaker
Operating principles: characteristics and circuit positions of over-current relays, high rupture
capacity fuse and miniature circuit breaker; calculation of ‘time to clear’ over-current faults;
discriminations
Earth fault protection devices: construction of earth fault relay and residual current circuit
breaker; performance requirements of earth fault protection; principle of operation and
characteristics of earth fault relays and residual current circuit breaker; position in circuit;
calculation of ‘time to clear’ earth faults; discrimination
3 Understand the design and construction of lighting systems
Common lamp types: low pressure mercury; high pressure mercury; low pressure sodium;
high pressure sodium; fluorescent and halogen
Lighting design: quality of light; control of glare; luminance distribution; consistency of lighting
levels; interior lighting design codes; lighting for visual tasks; emergency lighting
Light scheme: produce a scheme for one of the following developments or equivalent given
the appropriate plans (eg small commercial development to involve roads, tunnel, pedestrian
areas and car parks; small supermarket; administration office of a college, including
computer stations)

4 Be able to determine the cost of energy used in a system in order to be energy
efficient
Tariff structures: domestic; Domestic Economy 7; Domestic Smart 7; business (eg Economy 7
all-purpose, Economy 7 combined premises, evening and weekend); restricted hour;
methods of controlling maximum demand; metering arrangements
Energy consumption: load scheduling; power factor correction techniques; calculation of
apparent power rating of a capacitor to improve power factor of a load; location of power
factor correction capacitors; efficient control of heating and lighting systems; recycling heat
from heating and lighting systems
Cost of energy: cost of running a system using the different tariffs available; selection of
appropriate tariff for a given installation and set of circumstances
5 Understand the operation of a polyphase induction motor
Types: single cage; double cage; wound rotor
Operating principles: production of a rotating magnetic field in the stator; synchronous speed;
rotor resistance, reactance and induced voltage; standstill conditions; slip speed; the effect of
rotor speed on rotor resistance and reactance; torque equations for a three-phase induction
motor; torque/speed characteristic, stator and rotor losses; efficiency calculations
Starting methods: direct online; stator voltage reduction; rotor resistance method
Speed control: change of stator voltage and frequency

Learning outcomes
The learner can:
power transformers
1.1 explain the construction of different types of power
transformer
1.2 identify the operating principles of a power
transformer under no-load and load conditions
1.3 discuss the modes of connection for polyphase
transformers
of circuit protection for
distribution and installation
systems
2.1 explain the construction of over-current protection
devices
2.2 explain the operating principles of circuit over-
current protection devices
2.3 explain the operating principles of earth fault
protection devices
LO3 Understand the design and
construction of lighting
systems
3.1 explain the construction, operation and associated
circuitry of common lamp types
3.2 explain the principles of good lighting design
3.3 plan a light scheme
LO4 Be able to determine the cost
of energy used in a system in
order to be energy efficient
4.1 discuss the factors governing tariff structures
4.2 analyse methods for reducing energy consumption
4.3 determine the cost of energy used in a system
LO5 Understand the operation of a
polyphase induction motor
5.1 describe the types and explain the construction of
induction motors
5.2 explain the operating principles and methods of
starting induction motors
5.3 analyse the methods of speed control of induction
motors.

Guidance
Links
This unit may be integrated with other units such as Unit 1: Analytical Methods for Engineers,
Unit 5: Electrical and Electronic Principles and Unit 63: Electrical Power.
Centres will need to provide access to appropriate laboratory test equipment (for example
oscilloscopes, watt meters and test meters).
Single and three-phase supplies will also need be available, together with a variety of
components including lamps (of various types), loads, transformers, induction motors, starters,
etc.
materials.

UNIT 66: ELECTRICAL, ELECTRONIC AND DIGITAL PRINCIPLES
Unit 66: Electrical, Electronic and Digital
Principles
QCF level: 5
Credit value: 15
• Aim
This unit aims to develop learners’ understanding of the electrical, electronic and digital principles
needed for further study of electro-mechanical systems.
• Unit abstract
This unit brings together the differing aspects of electrical, electronic and digital principles.
Learners will start by analysing series and parallel LCR circuits using complex notation and
evaluating the effects on a circuit’s performance by changes in impedance.
Learners will then use different circuit theorems to evaluate currents and voltages in electrical
circuits. They will also consider the conditions for maximum power transfer and impedance
watching.
The differing types and classes of operation of electronic amplifiers are analysed and evaluated
before some are designed and tested then compared with theoretical results.
Finally, learners will investigate digital electronic device families and the design and testing of
digital circuits.
1 Be able to apply complex notation in the analysis of single phase circuits
2 Be able to apply circuit theory to the solution of circuit problems
3 Understand the operation of electronic amplifier circuits used in electro-mechanical systems
4 Be able to design and test digital electronic circuits used in electro-mechanical systems.

Unit content
1 Be able to apply complex notation in the analysis of single phase circuits
Series and parallel LCR circuits: voltage, current and power with sine wave signals; conditions
for resonance eg frequency response, impedance, Q factor; complex notation
Circuit performance: tolerancing; effect of changes in component values
2 Be able to apply circuit theory to the solution of circuit problems
Circuit theorems: Norton; Kirchhoff; Thevenin; superposition; maximum power
Circuit analysis: mesh; nodal; maximum power transfer; impedance matching
3 Understand the operation of electronic amplifier circuits used in electro-
mechanical systems
Single- and two-stage transistor amplifiers: class of operation eg A, B, AB and C; analysis of
bias; DC conditions; AC conditions; coupling; input impedance; output impedance; frequency
response
Design, test and evaluate: a single-stage amplifier to a given specification; compare
measured and theoretical results
4 Be able to design and test digital electronic circuits used in electro-mechanical
systems
Digital electronic devices: logic families eg TTL, LS-TTL and CMOS; comparison between
families; circuits integration; identification of digital circuits in electro-mechanical systems
Combinational circuits: simplification methods; truth tables; single gate solutions; circuit
simulation; testing
Design and test: circuit designed should be bread-boarded or simulated using an appropriate
computer software package

Learning outcomes
The learner can:
LO1 Be able to apply complex
notation in the analysis of
single phase circuits
1.1 solve problems involving LCR circuits
1.2 evaluate the effects on circuit performance of
changes in values of impedances
LO2 Be able to apply circuit theory
to the solution of circuit
problems
2.1 solve problems using circuit theorems to calculate
currents and voltage in circuits
2.2 analyse circuits including the value of circuit loads
which produce maximum power
electronic amplifier circuits
used in electro-mechanical
systems
3.1 analyse the operation of single- and two-stage
amplifiers
3.2 evaluate the performance of single- and two-stage
amplifiers
3.3 design and evaluate a single-stage transistor
amplifier
3.4 compare measured results with theoretical
calculations
LO4 Be able to design and test
digital electronic circuits used
in electro-mechanical
systems
4.1 evaluate digital electronic device families
4.2 design combinational and sequential digital
electronic circuits
4.3 test digital circuits by construction or by computer
simulation.

Guidance
Links
This unit can be linked with Unit 58: Microprocessor Systems.
Centres will need to provide access to appropriate laboratory test equipment, such as signal
generators, oscilloscopes, power supplies and test meters, together with prototype boards and
digital circuit trainers.
Appropriate software packages (for example circuit simulators such as PSpice, Tina Pro, or
Electronics Workbench) will also need to be used to enable modelling and rapid prototyping, and
to provide confirmation of experimental results.
Delivery would benefit from visits to local engineering companies that use a wide range of
electro-mechanical systems. Delivery will also be helped by visits from guest speakers with
relevant industrial experience.

UNIT 67: FURTHER ELECTRICAL POWER
Unit 67: Further Electrical Power
QCF level: 5
Credit value: 15
• Aim
The aim of this unit is to extend learners’ understanding of the distribution of electrical power and
help them to meet the energy deployment needs of the future.
• Unit abstract
Energy, either from traditional fossil fuels or sustainable alternative energy sources, needs to be
converted into an appropriate format to allow for efficient reliable transmission and distribution to
the various users, at acceptable quantities, to meet their requirements.
The dissemination of electrical energy is a problem of ever-growing complexity as our
dependency grows on its use and consistency of availability. Our communications, transport and
commercial operational systems, to name but a few, would all come to an abrupt halt, should it
fail to deliver. Historically, ‘heavy current’ engineers have focused broadly on thermal/current,
voltage and system operation constraints. Now with environmental concerns increasing,
aesthetic issues, maximising use of existing systems through upgrades, preventive and fault
management and reduction of energy loss throughout the transmission and distribution system
all need to be taken into account.
This unit develops an understanding of transmission and distribution topics and focuses on the
use of overhead lines and cables within power systems. The origin and propagation of surges and
transients are analysed. The subject matter of power system faults is, for simplicity, limited to
analysing symmetrical faults and logically relates to aspects of power system protection
schemes. The synchronisation, operation and use of synchronous machines are also
investigated.
1 Understand the construction and properties of overhead lines and cables
2 Understand symmetrical faults and protection schemes
3 Be able to analyse power system transients
4 Understand the synchronising and control of synchronous machines.

Unit content
1 Understand the construction and properties of overhead lines and cables
Construction and properties: tower; post; ASCR conductor; disc and pin insulators; string
efficiency; grading rings; arcing horns; corona; bundled conductors; dampers; transposition;
span and sag
Cable types: construction of single core and three core cables; properties eg capacitance,
dielectric, voltage rating, electric stress, thermal resistance, losses, heating and cooling,
belted type, screens, superconducting cables; comparison of different types used in power
systems
Fault location: description of methods used in cables and lines eg resistance bridges, time
domain reflectometry, tracing methods, energy discharge, thermal imaging
Performance evaluation: short and medium length eg series impedance, ‘T’ and ‘π’ models,
voltage drop, current drop, power losses, Ferranti effect
2 Understand symmetrical faults and protection schemes
Components: current transformers eg burden, open circuit operation; over-current relays eg
induction disc, thermal, solid state; Buchholz relay; circuit breakers eg air blast, oil, vacuum;
fuses
Fault analysis: symmetrical faults in three phase systems eg fault limiting reactors, ring and
tie bar reactors, per unit values, fault level, fault current, simulation of faults
Protection schemes: type eg unit protection, time graded over-current, distance protection,
transformer protection, feeder protection, motor protection; properties eg co-ordination,
discrimination; testing eg CT polarity, CT knee-voltage, CT magnetising characteristic,
commissioning, primary and secondary injection
3 Be able to analyse power system transients
Surges: origin eg lightning and switching operations; propagation and effects of surges eg
surge impedance, surge velocity, basic impulse level (BIL); voltage and current surges;
reflection coefficient; propagation and reflection of surges at junctions of lines and cables;
use of Bewley lattice diagram to analyse multiple reflections; circuit breaker transients
Surge control: description of methods and components eg surge diverter, rod gap, expulsion
tube
4 Understand the synchronising and control of synchronous machines
Synchronising: requirements on the ‘running and incoming’ voltages eg magnitude,
frequency, phase, phase sequence; synchronising methods eg three lamp methods,
synchroscope
Control of synchronous machines: methods of operational control eg voltage, frequency,
power, power factor, infinite bus-bars, V-curves

Learning outcomes
The learner can:
LO1 Understand the construction
and properties of overhead
lines and cables
1.1 explain the construction and properties of an overhead
line
1.2 compare different types of cable used in power systems
1.3 explain methods of fault location
1.4 use T and π models to evaluate performance
LO2 Understand symmetrical
faults and protection
schemes
2.1 explain the function of the components in a protection
scheme
2.2 use one-line diagrams to solve fault analysis problems
2.3 solve problems involving the use of fault-limiting
reactors
2.4 analyse the protection scheme used in a given system
LO3 Be able to analyse power
system transients
3.1 analyse the propagation of surges
3.2 use a Bewley lattice diagram to analyse multiple
reflections
3.3 explain how surges occur and compare two methods
used for surge control
LO4 Understand the
synchronising and control of
synchronous machines
4.1 analyse and compare two methods of synchronising
4.2 explain how the control of voltage, frequency and power
factor of a synchronous machine can be achieved.

Guidance
Links
This unit may be linked with Unit 1: Analytical Methods for Engineers, Unit 5: Electrical and
Electronic Principles and Unit 63: Electrical Power.
Sufficient laboratory and test equipment will need to be available to support a range of practical
investigations (eg protection relays, current transformers, synchronous machine, synchroscope,
etc).
materials.

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

Unit content
1 Understand common configurations for controlled and uncontrolled rectification
Standard configurations: half wave and full wave bridge circuits; resistive and inductive loads,
flywheel diodes
Signal parameters: amplitude; peak-to-peak; waveforms; full and half wave forms; ripple;
average and root-mean-square (RMS) values; pulse number; harmonics; resonance
calculations of signal parameters of rectified waveforms eg average and root-mean-square
(RMS) values, pulse number, waveforms, harmonics
Device protection: protection methods for power semiconductors eg over-voltage, over-
current, transients
Measurement techniques: safety considerations in a heavy current power environment eg in
systems where voltages exceed 50V; use of isolated differential voltage attenuator probes;
Hall effect current probes; power oscilloscope
2 Understand the methods used for AC motor control
Frequency conversion methods: inverter switching strategies eg quasi-square-wave, pulse
width modulation, cycloconverter, waveforms, harmonics, filters
AC motor control: soft starter; speed; torque; reversal; braking; voltage; frequency;
voltage/frequency (V/Hz); vector control
Investigation of an industrial AC motor controller: preparation and interpretation of circuit and
block diagrams; setting of parameters eg min/max speed, ramp up/down time,
current/torque limits; applications eg process control, mills, fans, conveyor systems;
specification and selection
3 Understand the methods used for DC motor control
Speed control of DC motor: armature voltage; field weakening; DC choppers; controlled
rectifiers; closed loop; tacho-generator; reversal; braking; waveforms
Torque control of DC motor: armature current control loops; speed reversal; braking; single
quadrant; four quadrant operation; regeneration
Investigation of an industrial DC motor controller: preparation and interpretation of circuit and
block diagrams; setting of parameters eg min/max speed, ramp up/down time,
current/torque limits; applications eg process control, mills, pumps, CNC machinery;
specification and selection
4 Understand other applications of power electronics
Principles: comparison of the principles of operation; control techniques; protection methods;
use of block and circuit diagrams
Other applications: applications eg uninterruptible power supplies, high voltage DC links,
inductive heating, welding machines, compact fluorescent lighting

Learning outcomes
The learner can:
LO1 Understand common
configurations for controlled
and uncontrolled
rectification
1.1 compare standard configurations used in single and
three-phase systems
1.2 calculate signal parameters of a rectified waveform
1.3 explain methods of device protection
1.4 use safe measurement techniques when measuring
current and voltage in earthed systems
LO2 Understand the methods
used for AC motor control
2.1 explain methods of frequency conversion
2.2 explain methods of control for an AC motor
2.3 investigate an industrial AC motor controller
used for DC motor control
3.1 explain methods of speed control for a DC motor
3.2 explain methods of torque control for a DC motor
3.3 examine an industrial DC motor controller
LO4 Understand other
applications of power
electronics
4.1 compare the principles of three other applications of
power electronics
4.2 investigate an area of application for each of the three
applications.

Guidance
Links
This unit may be linked with Unit 1: Analytical Methods for Engineers, Unit 5: Electrical and
Electronic Principles, Unit 63: Electrical Power and Unit 67: Further Electrical Power.
Centres will need to provide access to sufficient laboratory and test equipment to support a
range of practical investigations (eg differential isolated voltage probes, Hall effect current
probes, power analyser, DC and AC motors, industrial motor controllers, etc).
materials.

UNIT 69: ADVANCED COMPUTER-AIDED DESIGN TECHNIQUES
Unit 69: Advanced Computer-aided Design
Techniques
QCF level: 4
Credit value: 15
• Aim
The aim of this unit is to enhance learners’ skills in the use of computer-aided design (CAD) and
3D modelling systems to solve a design problem.
• Unit abstract
Product designers communicate their designs through CAD software packages. It is used at all
stages of the design task, from conceptualisation to production of working drawings. It provides
the basis for manufacturing products. Engineers must master computer-aided design techniques
in order to ensure design intent is accurately taken through to manufacture and service. In this
unit the learner will practice the techniques involved in producing advanced 3D models. Simple
errors with CAD models and drawings can lead to hugely expensive consequences. This could be
in the form of incorrect tooling or products which do not fit or function properly. In industry,
competitive advantage is gained through speed to market of new designs. Hence engineers must
be able to commit their designs quickly to CAD.
This unit will be beneficial to research and design engineers and production engineers. It will
equip the learner with the necessary advanced CAD parametric modelling skills that industry
demands. Learners should be able to produce and edit 2D shapes prior to starting this unit.
Learners will investigate a CAD software package so as to be able to generate advanced surface
and solid models. There are a variety of CAD software packages used in industry today including
Pro-Engineer and Solidworks. Whilst there may be differences in using the different softwares,
users who are fluent in one software will generally quickly pick up any other.
Entry requirements for this unit are at the discretion of the centre. However, it is advised that
learners should have completed appropriate BTEC National units or equivalent. Learners should
be able to produce and edit 2D shapes prior to starting this unit. Those who have not attained this
standard will require bridging studies.
1 Be able to modify and update an existing design
2 Be able to generate a surface model
3 Be able to generate a solid model.

Unit content
1 Be able to modify and update an existing design
Drawing files: load and create and edit a drawing file from source, including Initial Graphics
Exchange Specification (IGES) and Drawing Exchange Format (DXF) files
Blocks: access externally and internally referenced blocks; update and insert new blocks; use
editing commands to modify existing parts
Record modifications: update the drawing and record modifications; produce updated
documentation using a word-processing package with inserted views relating to
modifications
Produce hard copy: produce hard copy of updated drawing using scaled plots, scaled views,
different printer/plotters and reconfiguring CAD software to suit
2 Be able to generate a surface model
Coordinate systems: manipulate user co-ordinate system (UCS) and world coordinate system
(WCS) to suit required geometry
Correct geometry: using polylines to construct shapes for surfacing and constructing splines;
using polyedit to restructure line/arcs into continuous geometry
Surface construction: generate the bounded geometry required for any surface; use
generated geometry to create surfaces; use of all methods of surface construction with
reference to Bezier, Nurbs, Patch and Coons, to test best construction methods
Facet numbers: numbers required to smooth surface; memory problems using high numbers
of facets
Viewing medium: use of Hide, Shade and Render to visualise the product; print or plot finish
drawing; the use of different textures; lighting controls
3 Be able to generate a solid model
Coordinate systems: manipulate UCS and WCS to suit required geometry
Solid model: using polylines to construct shapes for extruding, using polyedit to restructure
line/arcs into continuous geometry; use of Hide, Shade and Render to visualise the product;
applying various materials to generated slides; cutting the solids and sectioning; different
lighting; textures
Construction techniques: the effects of subtract, union, intersect extrude, sweep and revolve
in model construction; editing the geometry using fillet, chamfer etc; using primitives to
create geometry
Properties of solids: using solid model to find the mass, radius of gyration, centre of gravity
and surface area
Printing image: generating image
Dimension a solid: dimensions are correctly added to a solid composite drawing in multi-
screen mode; dimensions are correctly added to true shapes previously extracted from solid
composite

Learning outcomes
The learner can:
LO1 Be able to modify and
update an existing design
1.1 load drawing files from varying sources using different
formats
1.2 update the modified blocks and load into drawing
1.3 modify drawing to new requirements and record
modifications
1.4 create a word-processed report with modified parts of
drawing inserted
1.5 produce and print/plot report and drawing
LO2 Be able to generate a
surface model
2.1 manipulate the user coordinate system (UCS) and world
co-ordinate system (WCS) to suit construction
requirements
2.2 produce shapes that contain the correct geometry for the
required surface
2.3 create the correct surface construction
2.4 produce a surface that is compatible with processing
limits
2.5 create a suitable viewing medium
2.6 produce a report describing the different methods of
constructing a surface
LO3 Be able to generate a solid
model
3.1 manipulate the user coordinate system (UCS) and world
coordinate system (WCS) to suit construction
requirements
3.2 create bounded geometry for extrusion and revolving
3.3 produce sections from solid model
3.4 demonstrate the use of construction techniques
3.5 produce file containing mass, surface area, radius of
gyration and centre of gravity
3.6 produce a report detailing the uses of solid modelling in
the manufacturing process.

Guidance
Links
This unit is designed to stand alone, but it has links with Unit 8: Engineering Design, Unit 14:
Computer-aided Machining and Unit 15: Design for Manufacture.
Centres delivering this unit must be equipped with an industrial-standard CAD package and with
printing or plotting facilities for rendered images, for example software Pro-Engineer, Solidworks,
AutoCAD, RoboCAD, TurboCAD, and Intergraph.
relevance to the unit.
Visits to one or two relevant industrial or commercial organisations that use advanced CAD
techniques will be of value to enhance and support learning.

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

Unit content
1 Be able to design and build circuits using combinational logic
Manufacturers’ data sheets: printed; CD ROM; websites
Devices: buffer; line driver; decoder; multiplexer; programmable read-only memory (PROM);
programmable logic devices
Characteristics: device technology eg transistor-transistor logic (TTL), complementary metal-
oxide–semiconductor (CMOS); function; fan-out; propagation delay; power consumption;
cost; size; packaging; operating voltage; availability
Computer simulations: using a commercial digital electronic circuit analysis package
2 Be able to design and build circuits using sequential logic
Sequential logic devices: J-K flip-flop; D-type flip-flop; monostable; counter; parallel latch; shift
register
Design sequential circuits: minimisation; race hazards; clock speeds; power supply
decoupling; clock speed/power trade-off for CMOS
Sequential logic circuits: clock generator; BCD counter; parallel to serial converter; pseudo
random number generator
Computer simulation: using a commercial digital electronic circuit analysis package
3 Be able to design and evaluate a digital system
Digital system design: systems with both combinational and sequential devices; up to 20
components; possibly including programmable devices
Evaluation criteria: functionality; chip count; cost
Reduce chip count: by replacing logic devices with programmable devices eg erasable
programmable logic devices (EPLD), Generic Array Logic (GAL) devices, Programmable Array
Logic (PAL) devices, programmable read-only memory (PROM)

Learning outcomes
The learner can:
circuits using combinational
logic
1.1 interpret manufacturers’ data sheets to select
appropriate combinational logic devices for specific
purposes
1.2 compare the characteristics of similar devices using
different technologies
1.3 design, construct and test combinational circuits
1.4 use computer software packages to simulate logic
circuits
circuits using sequential logic
2.1 describe the operation of sequential logic devices
2.2 use formal design techniques to design sequential
circuits
2.3 construct and test sequential circuits
2.4 use computer simulation to verify logic designs
LO3 Be able to design and
evaluate a digital system
3.1 design a digital system to meet a technical specification
3.2 realise, test and evaluate the design against criteria
3.3 improve the design by reducing the chip count through
the use of programmable logic devices.

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

UNIT 73: PRINCIPLES OF ELECTRONIC PRODUCT MANUFACTURE
Unit 73: Principles of Electronic Product
Manufacture
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ understanding of the principles and techniques used in the
production of modern electronic products.
• Unit abstract
This unit introduces learners to the principles and current practices used in the production of a
wide variety of electronic products.
Techniques used in the fabrication of microelectronic devices are discussed, as are techniques
used for the assembly of printed circuit boards (PCB), both single and double-sided, and multi-
layer types. Conventional through-hole and surface mounted manufacturing techniques are
considered, together with the use of robots for components placement including selection
criteria and associated costs.
The design and fabrication of sheet metal and non-metal enclosures for electronic products is
covered and associated assembly processes are also discussed.
1 Understand the production and packaging of solid-state electronic devices
2 Understand electronic component design parameters
3 Understand the methods used for the design, simulation, manufacture and testing of printed
circuit boards (PCB)
4 Understand the key elements of an automated PCB assembly facility.

Unit content
1 Understand the production and packaging of solid-state electronic devices
Production of solid-state electronic devices: semiconductors; silicon; wafer preparation;
crystal growing; design and production of components eg transistors, diodes, capacitors,
resistors; integrated circuits; film deposition; oxidation; lithographic techniques; etching;
diffusion; ion implantation; metallisation; bonding and packaging
Device packaging: comparison of leaded and surface mount devices, physical characteristics,
production requirements, applications, motivators, economics of production and market
requirements
2 Understand electronic component design parameters
Design rules: smallest obtainable transistor size – gains and losses; wet and dry etching –
minimum photoresist width, selectivity of etchants; effects of altering polysilicon gate width
on transistor speed
Failure modes: relationship with chip size; testing and prediction of failure modes – statistical
methods, failure mechanisms; wafer manufacture – effects of changes in chip size, wafer
size, process complexity
3 Understand the methods used for the design, simulation, manufacture and testing
of printed circuit boards (PCB)
PCB design and simulation: electromagnetic compatibility (EMC); special requirements of
radio frequency (RF) circuits; benefits of surface mount technology; circuit board layout –
electronic computer-aided design (ECAD); simulation of circuit operation; design for test; link
to computer numerical control (CNC) eg drilling and routing machines
PCB manufacture: print and etch; drilling; routing; deburring; wave and flow soldering;
conductive adhesion; fluxes and cleaning; component solder-ability; thermal stresses; safety
considerations; inspection methods and equipment; reworking of PCBs
Electronic enclosures: metal and non-metal enclosures, fabrication and assembly of
enclosures, screening and electromagnetic compatibility (EMC)
Testing of PCBs and finished products: ‘burn-in’ and accelerated life tests; automatic test
equipment (ATE); boundary scanning; mean time to failure (MTTF)
4 Understand the key elements of an automated PCB assembly facility
Automated PCB assembly: component supply, packaging and form of supply; component
orientation and polarisation; suitability for automated assembly; static sensitivity; automated
component placement
Use of robots: robotic assembly; selection criteria for assembly machines and systems eg
sequential, simultaneous, test during placement, assembly performance and cost, accuracy
and reliability, re-tooling time and cost of tooling; adhesive dispensing; safe use of adhesives;
programming of machines

Learning outcomes
The learner can:
LO1 Understand the production
and packaging of solid-state
electronic devices
1.1 describe the production of solid-state devices common
to the electronics industry
1.2 evaluate the different types of device packaging
available
LO2 Understand electronic
component design
parameters
2.1 explain the effects of altering given design rules on
microelectronic devices
2.2 explain failure modes and mechanisms for a range of
microelectronic devices
used for the design,
simulation, manufacture and
testing of printed circuit
boards (PCB)
3.1 explain the design and simulation of single- and multi-
layer PCBs
3.2 specify the types of equipment required for automated
PCB manufacture and assembly
3.3 explain the methods of testing completed PCBs and
finished electronic products
3.4 explain the methods of designing and producing casings
and housings for electronic products
elements of an automated
PCB assembly facility
4.1 describe the key elements of an automated PCB
assembly facility
4.2 evaluate the use of robots for components placement
including selection criteria and associated costs.

Guidance
Links
This unit can be linked to Unit 39: Electronic Principles.
Learners will need to have access to appropriate PCB design and production equipment.
Delivery would benefit from visits to local electronic manufacturing companies and from visits
from guest speakers with relevant industrial experience.

UNIT 74: VEHICLE FAULT DIAGNOSIS
Unit 74: Vehicle Fault Diagnosis
QCF level: 4
Credit value: 15
• Aim
This unit will develop learners’ understanding of vehicle fault diagnosis and will give them the
practical skills needed to diagnose vehicle faults and assess serviceability.
• Unit abstract
This unit will provide learners with an advanced understanding of vehicle fault diagnosis and will
enhance their ability to diagnose faults and select appropriate equipment from given data in a
number of disciplines. They will also learn about techniques of measurement when determining
the performance of a vehicle system.
Learning outcome 1 will enable learners to increase their knowledge of fault diagnostic
techniques and the interpretation of fault symptoms. Learning outcome 2 considers the principles
of measurement and testing to determine the performance of vehicle systems. Learning outcome
3 is concerned with the evaluation and presentation of test results and the production of a fault
location guide for a given vehicle.
1 Understand vehicle systems fault diagnosis criteria and techniques
2 Be able to use fault diagnostic techniques and equipment to determine the performance of
vehicle systems
3 Be able to evaluate and present findings of a vehicle fault diagnostic test and produce a fault
location guide.

Unit content
1 Understand vehicle systems fault diagnosis criteria and techniques
Diagnosis specifications: prioritised list of technical and non-technical requirements for
carrying out fault diagnosis; symptoms; repair recommendations eg for mechanical,
electrical, electronic or computer-based vehicle systems
Diagnostic techniques: eg symptom-fault-cause-location diagnostic sequence, historical
knowledge of system faults, application of problem solving techniques
Factors: factors that contribute to diagnosis eg logical process, diagnostic and specialist
equipment required, on-board computer-based and telemetry diagnostic systems, equipment
costs, likely time saving, ability to upgrade, ease of use, manufacturers’ back-up, workshop
manuals, technical (phone/fax/email/internet, technical bulletins)
2 Be able to use fault diagnostic techniques and equipment to determine the
performance of vehicle systems
Test equipment: equipment eg cylinder leakage tester, exhaust gas analyser, electronic
meter, fuel pressure gauge, engine analyser, computer based and telemetric devices
Fault diagnosis: diagnosis on the agreed vehicle systems; diagnostic aids
Symptoms: fault symptoms eg loss of power, high fuel consumption, poor acceleration
Repair recommendations: type of repair eg adjustment, replacement, repair; justification of
solution(s) eg based on cost, serviceability, reliability, safety
3 Be able to evaluate and present findings of a vehicle fault diagnostic test and
produce a fault location guide
Technical report: word-processed technical report including nature and setting of the fault eg
vehicle, symptoms, setting (road side or workshop), suspected system or systems,
description of techniques and equipment used, test results, interpretation of results,
conclusions and known data for that system, references used
Present findings: presentation eg to peers and/or supervisor/tutor; use of suitable visual aids
eg sketches, graphs, charts, drawings, spreadsheets; use of presentation packages where
appropriate
Fault location guide: prepared for a given vehicle system and including expected test
readings, description of the system with an explanation of its use, theory of operation,
instruments and special tools required, test instructions, step-by-step fault location guide to
fault diagnostic procedure

Learning outcomes
The learner can:
LO1 Understand vehicle systems
fault diagnosis criteria and
techniques
1.1 identify and justify a diagnosis specification for a
mechanical or an electrical or an electronic vehicle
system
1.2 use, explain and record the results of at least two
suitable vehicle systems diagnostic techniques
1.3 compare the factors that contribute to quick and
effective diagnosis of a given vehicle system
LO2 Be able to use fault
diagnostic techniques and
equipment to determine the
performance of vehicle
systems
2.1 select and use appropriate test equipment
2.2 carry out a systematic fault diagnosis
2.3 interpret faults from given symptoms and justify repair
recommendations
LO3 Be able to evaluate and
present findings of a vehicle
fault diagnostic test and
produce a fault location
guide
3.1 produce a written report of the test results
3.2 interpret and justify the test results in terms of the
known data for that system
3.3 create an effective fault location guide for a mechanical
or an electrical or an electronic system.

Guidance
Links
This unit has links with Unit 25: Engine and Vehicle Design and Performance, Unit 75: Vehicle
Systems and Technology and Unit 79: Vehicle Electronics.
A number of suitable diagnostic aids are essential for the delivery of this unit including a
compression tester, cylinder leakage tester, engine analyser and multimeters. Access to
manufacturers’ manuals and vehicle data is also required.
Delivery of this unit would benefit from guest speakers from industry and visits to motor industry
test facilities.

UNIT 75: VEHICLE SYSTEMS AND TECHNOLOGY
Unit 75: Vehicle Systems and Technology
QCF level: 5
Credit value: 15
• Aim
This unit will develop learners’ understanding of the operating principles associated with
advanced vehicle systems and will give them the skills needed to carry out diagnostic procedures
on these systems.
• Unit abstract
This unit will develop learners’ knowledge of electronic power steering systems and active
suspension control systems. Learners are then introduced to anti-locking braking systems,
traction control systems and integrated dynamic stability control systems.
Learning outcome 3 is concerned with advanced central locking and security systems, integrated
heating and air conditioning and driver and passenger impact protection. Finally learners will
carry out and record the results of practical fault diagnosis tests on advanced vehicle power
steering, suspension and central body systems. This will also require them to interpret the results
from the fault diagnosis tests and evaluate the serviceability of a system and its components.
1 Understand vehicle electronic power steering and active suspension systems
2 Understand vehicle anti-lock braking, traction control and integrated dynamic stability control
systems
3 Understand vehicle security, environmental control and passenger protection systems
4 Be able to carry out diagnostic procedures on power steering, suspension and central body
systems.

Unit content
1 Understand vehicle electronic power steering and active suspension systems
Advanced power steering: components of integral power steering with electronic control;
principles of operation; electrical and hydraulic circuit diagrams; control systems; service and
repair procedures and safety aspects; system operation under various conditions eg parking,
negotiating bends
Active suspension and ride control: components of active vehicle chassis management
system including self-levelling suspension, ride control, electronic damper control and active
rear suspension/axle control; electrical and hydraulic circuit diagrams; system operation
under various conditions eg cruise, acceleration, braking, cornering
Service and repair procedures: manufacturers’ recommendations for service and repair;
safety aspects to be considered; specialist equipment and tools required; correct test
conditions; inter-relationships of systems
2 Understand vehicle anti-lock braking, traction control and integrated dynamic
stability control systems
Anti-lock braking (ABS): principles of operation and components of an anti-lock braking
system eg electrical and hydraulic circuits, system operation under various conditions such
as emergency braking, ice
Traction control – Anti Slip Regulations (ASR): principles of operation and components of a
traction control system eg electrical and hydraulic circuits; system operation during
acceleration, cornering and braking
conditions; inter-relationships of systems
Integrated dynamic stability control: functional description of system to include operational
criteria eg under-steer, lateral acceleration, vehicle rotation speed, steering angle and wheel
speeds; corrective strategies eg braking control and engine power regulation; sensing
components and electrical/hydraulic circuits

3 Understand vehicle security, environmental control and passenger protection
systems
Central locking and security: components of microprocessor-controlled central locking and
thief proofing system; operating principles including infrared control, Doppler movement
sensing, crash sensing, failsafe and safety features; system operation under various
conditions eg attempted break-in, accident; developments in vehicle security systems
Environmental control: components of integral heating and air conditioning system; operating
principles; sensing and control functions; system operation under various conditions;
developments in vehicle environmental control systems
Passenger protection: components of air bag systems eg front and side impact systems;
operating principles; operation of system during frontal and side impact; passenger restraints
eg seat belt tensioners and head restraint; developments in driver and passenger impact
protection
conditions
4 Be able to carry out diagnostic procedures on power steering, suspension and
central body systems
Fault diagnostic tests: testing eg visual inspection, functional tests and system condition
monitoring systems, electrical tests using multi-meters, oscilloscopes and dedicated test
equipment on sensors, actuators and control units associated with the above systems,
pressure tests on hydraulic systems
Present results: written, verbal and visual techniques
Serviceability: make recommendations for component repair/replacement and serviceability

Learning outcomes
The learner can:
LO1 Understand vehicle
electronic power steering
and active suspension
systems
1.1 explain the principles of operation and identify major
components of an advanced power steering system
components of an active suspension and ride control
system
1.3 explain service and repair procedures for an advanced
power steering system and an active suspension and
ride control system
LO2 Understand vehicle anti-lock
braking, traction control and
integrated dynamic stability
control systems
components of an anti-lock braking system
components of a traction control system
2.3 examine the service and repair procedures for an anti-
lock braking system and a traction control system
2.4 examine the function of an integrated stability control
system
LO3 Understand vehicle security,
environmental control and
passenger protection
systems
3.1 explain the operating principles and identify major
components of an advanced central locking and security
system
3.2 explain the operating principles and identify major
components of an environmental control system
3.3 examine the operation of a passenger protection system
3.3 explain the service and repair procedures of an
advanced central locking and security system
3.4 explain the service and repair procedures of an
environmental control system
LO4 Be able to carry out
diagnostic procedures on
power steering, suspension
and central body systems
4.1 carry out fault diagnosis tests on advanced vehicle
power steering, suspension and central body systems
and record the results
4.2 interpret and present results from a fault diagnosis test
4.3 report on the serviceability of a system and the major
components in that system.

Guidance
Links
This unit has links with Unit 79: Vehicle Electronics and Unit 74: Vehicle Fault Diagnosis. If
evidence relates to more than one unit care must be taken to ensure it is tracked so it is clear
which unit it relates to.
Learners will need access to a range of stand-alone vehicle systems, simulators and equipment
to support practical investigations and testing. Access to manufacturers’ manuals is also
required.
The unit would benefit from an input by guest speakers from industry and visits to motor industry
test facilities.

UNIT 76: MANAGING THE WORK OF INDIVIDUALS AND TEAMS
Unit 76: Managing the Work of Individuals
and Teams
QCF level: 5
Credit value: 15
• Aim
This unit develops learners’ understanding and skills associated with managing the work of
individuals and teams. It enhances the ability to motivate individuals and to maximise the
contribution of teams to achieve outcomes.
• Unit abstract
All scientific tasks are carried out by personnel working either as an individual or as a member of
a team. The role of an individual can be defined by a job description that states responsibilities,
objectives and performance targets.
At one or more stages during the execution of a task it is common to assess performance
through an appraisal system designed to evaluate progress, motivate future performance and set
new targets. A similar procedure would apply to teamwork and team performance.
In this unit learners will develop the skills associated with setting job descriptions and targets for
individuals and teams and then review their performance.
1 Be able to establish the objectives of individuals
2 Be able to evaluate the performance of individuals
3 Be able to establish the roles and responsibilities of teams
4 Be able to review the performance of teams.

Unit content
1 Be able to establish the objectives of individuals
Job description: analysis of jobs; behaviour; responsibilities and tasks; pay; bonus; incentives
Employee: any person working in the applied science sector with responsibility to a line
manager
Roles: any specific activity or group of activities within the applied science sector
Responsibilities: direct and indirect relationships; relations between personal and team
responsibility
Performance targets: personal; financial; quantity and quality; incorporation within a job
description; setting and monitoring performance targets
2 Be able to evaluate the performance of individuals
Employee appraisal system: reasons for using performance appraisals eg to determine salary
levels and bonus payments, promotion, establish strengths and areas for improvement,
training needs, communication; establishing appraisal criteria eg production data, personnel
data, judgemental data; rating methods eg ranking, paired comparison, checklist,
management by objectives
Staff appraisal schedule: conduct of performance reviews eg by supervisor, peers,
committee, subordinates or self-appraisal
Feedback of results: comments on positive and negative aspects of performance related to
targets, conduct and timekeeping; resolution of conflicts
Encouragement: as a motivator for the achievement of performance targets eg strengths,
rewards
3 Be able to establish the roles and responsibilities of teams
Teams: management teams and peer groups eg focus groups, task groups, project groups,
panels; purpose of teams eg long and short term, specific project or task, seeking views
within the company and from external sources, communication
Team responsibilities: to superiors; subordinates; the business; each other and external
groups eg meeting performance targets, communicating results, confidentiality, deadlines
Targets: realistic deadlines; new and or amended outcomes
Internal team management: hierarchical; functional

4 Be able to review the performance of teams
Team performance: appraisal systems; reasons for appraising team performance eg team
effectiveness, contribution to business, constitution of team, identifying individual
contributions to the team effort and determining the need to establish other team criteria
Performance criteria: formulate appropriate criteria eg outcome data, achieved
improvements, employee morale, value added
Performance review: conduct a team performance review eg as individual manager, outside
person; team self-appraisal; feedback of results and resolution of conflicts within the team
Team motivation: encouragement of overall team performance as a motivator for the
achievement of objectives

Learning outcomes
The learner can:
LO1 Be able to establish the
objectives of individuals
1.1 identify the essential elements of a job description
1.2 design a job description for an employee
1.3 produce a schedule of the roles and responsibilities of
individuals
1.4 agree performance targets for an individual
performance of individuals
2.1 explore the key factors in establishing an employee
appraisal system
2.2 develop a staff appraisal schedule for use by a manager
2.3 provide feedback to an individual who has undergone an
appraisal
2.4 encourage an individual to achieve performance targets
LO3 Be able to establish the roles
and responsibilities of teams
3.1 identify teams suitable for a variety of purposes
3.2 determine the responsibilities of teams to different
personnel within an organisation
3.3 set suitable targets for teams
3.4 compare various types of internal team management
LO4 Be able to review the
performance of teams
4.1 identify the reasons for appraising team performance
4.2 formulate the criteria by which the performance of
different types of teams can be measured
4.3 conduct a performance review of a team
4.4 produce a report on the factors that are likely to
motivate a team to achieve its defined objectives.

Guidance
Links
This unit can be linked with Unit 38: Managing People in Engineering.
Wherever possible, learners should base their examples on specific tasks and teamwork within
local applied science-related industries. They should study the structure and activities of the
company and, where possible, visit the company to witness practices and procedures relating to
individual and group work, target setting and evaluation.

UNIT 77: PLAN AND CO-ORDINATE VEHICLE MAINTENANCE
Unit 77: Plan and Co-ordinate Vehicle
Maintenance
QCF level: 5
Credit value: 15
• Aim
This unit aims to develop learners’ knowledge and understanding of the planning, coordination
and control of vehicle fleet maintenance.
• Unit abstract
This unit introduces the learner to the various types of maintenance contracts used and the
management practices necessary to ensure that vehicles are maintained safely, economically
and that legal obligations are complied with.
Learners will be given the opportunity to study various fleet management systems used to plan
and control vehicle maintenance. They will develop the ability to select or design an appropriate
fleet maintenance system.
1 Understand the legal and operational implications of a vehicle maintenance contract
2 Understand fleet maintenance management systems
3 Understand the legal implications relating to vehicle maintenance
4 Understand how to control the maintenance of a vehicle fleet.

Unit content
1 Understand the legal and operational implications of a vehicle maintenance
contract
Types of vehicle maintenance contract: eg contract hire, lease hire, rental, manufacturer
contract, power by the hour, fleet maintenance
Legal and operational implications: contract law; supply of services; construction and use
regulations; transport act; plating and testing; environmental legislation
Vehicle maintenance contracts: controls; staffing; records; financial considerations; company
taxation; operational factors; operator licensing
2 Understand fleet maintenance management systems
Management systems selection criteria: eg based on fleet size, fleet type, type of operation,
cost, time, location
Management systems: mileage; time; scheduled; unscheduled; corrective; emergency
Customer requirements: eg frequency, reporting requirements, documentation, emergency
situations, overnight servicing/repairs, vehicle inspections
3 Understand the legal implications relating to vehicle maintenance
Legal requirements: eg operator’s licence, construction and use regulations, plating and
testing, MOT testing, environmental considerations
Implications and processes: responsibilities; staff qualifications; facilities; equipment; human
resource; competence; planning; vehicle inspections; defect reporting and rectification;
environmental requirements for waste disposal; staff training; licences (MOT)
4 Understand how to control the maintenance of a vehicle fleet
Maintenance control systems selection criteria: eg type of operation, fleet type, fleet size,
cost, location of fleet, power by the hour contract
Fleet maintenance control systems: eg centralised, decentralised, manual card operation,
computerised operation, computer-based systems and relevant software and hardware
Planning and controlling fleet maintenance: driver defect reporting; vehicle inspection
reporting; vehicle maintenance servicing schedules; vehicle testing; maintaining vehicle
records

Learning outcomes
The learner can:
LO1 Understand the legal and
operational implications of a
vehicle maintenance
contract
1.1 explain three different types of vehicle maintenance
contract and evaluate their legal and operational
implications
1.2 discuss the methods used to satisfy the requirements of
a vehicle maintenance contract
1.3 assess the suitability of a vehicle maintenance contract
to meet specific requirements
LO2 Understand fleet
maintenance management
systems
2.1 evaluate different management systems for fleet
maintenance and identify the criteria for selecting a
management system
2.2 design a fleet maintenance management system to
satisfy a customer’s requirements
LO3 Understand the legal
implications relating to
vehicle maintenance
3.1 explain the legal requirements when undertaking fleet
maintenance
3.2 discuss the implications and processes needed to satisfy
legal requirements
LO4 Understand how to control
the maintenance of a vehicle
fleet
4.1 produce criteria for the selection of a maintenance
control system
4.2 evaluate a control system for the maintenance of a
vehicle fleet
4.3 explain the procedures used when planning and
controlling the maintenance of a vehicle fleet.

Guidance
Links
This unit can be linked with Unit 74: Vehicle Fault Diagnosis and Unit 75: Vehicle Technology.
Learners will need access to a range of relevant legal and operational documentation.
It would be helpful for delivery if learners visited one or two industrial locations that use different
approaches to vehicle maintenance. Alternatively, suitable guest speakers might be invited to
provide an overview of their fleet vehicle maintenance operations.

UNIT 78: AUTOMOTIVE ACCIDENT RECONSTRUCTION
Unit 78: Automotive Accident Investigation
QCF level: 5
Credit value: 15
• Aim
This unit gives learners an in-depth appreciation of the principles and techniques used for
accident investigation and reconstruction.
• Unit abstract
This unit will develop learners’ understanding of the forces acting on a vehicle in motion and
during a collision. Learners will then investigate brake and tyre characteristics and the influence
that they have on a vehicle. The final learning outcome will develop the skills used when
analysing and reconstructing an accident.
1 Understand the forces acting on a vehicle when in motion and during a collision
2 Understand the influence of vehicle brake characteristics on the behaviour of a vehicle
3 Understand the influence of vehicle tyre characteristics on the behaviour of a vehicle
4 Be able to apply accident reconstruction techniques.

Unit content
1 Understand the forces acting on a vehicle when in motion and during a collision
Forces and motion: applications of mass, weight, force, Newton’s Laws of motion and
equations of motion on a moving vehicle; determination and effect of tractive effort and
tractive resistance
Effect of friction: definition of friction and the co-efficient of friction; factors affected eg
skidding, sliding, rolling; calculations eg to determine stopping distances, cornering speeds,
effects of gradient, rolling and air friction; deceleration and braking theory; brake efficiency;
brake ratio
Vehicle collision: collision with moving and stationary bodies; principle of conservation of
momentum; principle of conservation of energy; calculation of impact speeds; interpretation
of projective behaviour eg objects projected from a vehicle on impact; load transfer
2 Understand the influence of vehicle brake characteristics on the behaviour of a
vehicle
Types of brake circuits: single line braking circuit; front and rear split circuit; diagonally split
circuit; H-split; L-split; full dual circuit; air/hydraulic circuits; air brake circuits; anti-lock braking
circuit
Types of pressure valves: pressure limiting valves; load sensing valve; inertia sensing valve
Characteristics of brake fluid: types of fluid; constituents; contamination boiling point; vapour
lock point
Brake defects: braking faults eg effect of air in brake fluid, temporary loss of breaking, air
contamination, heat soak, uneven braking, brake fade, drum expansion
Legal requirements: legal requirements with respect to hydraulic and air braking systems eg
the design and use of braking systems are governed by two sets of regulations, the
Construction and Use regulations, and the Economic Commission for Europe (ECE) Directives

3 Understand the influence of vehicle tyre characteristics on the behaviour of a
vehicle
Tyre markings: car and truck markings; nominal rim diameter; nominal section width; overall
diameter; section height; load index; speed index; nominal aspect ratio; load capacity
Vehicle handling and tyre behaviour: slip angle; self-aligning torque; cornering force;
centrifugal force; cornering power; instantaneous centre; neutral steer; understeer;
oversteer; effects of fault suspension dampers on vehicle handling
Factors affecting adhesion: co-efficient of friction; effect on adhesion as retardation is
increased on various types of surface and weather conditions; skidding; aquaplaning
Tyre construction: cross-ply; radial-ply; bias-belted; bead; carcass; sidewall; bracing belt; tyre
tread materials
Tyre defects: under inflation; over inflation; lumps; bulges; casing break-up; cuts; exposed
cords; inspection of tyre valve; reasons for tyre blow-out; effects of impact or concussion
damage
Legal requirements: legal requirements of tyres eg be free from any cuts bigger than 25 mm
or 10% of their section width, especially the side walls, be free from any cuts deep enough to
reach the cords or plies, have no evidence of lumps, bulges or tears caused by any
separation or structural failure, have no exposed plies or cords, have the original groove
bases visible in the tread area, have a minimum of 1 mm depth of tread pattern across ¾ of
the breadth of the tread (goods/passenger vehicles only), have the remaining ¼ of the
breadth of the tyre with a visible tread pattern, have a tread depth not less than 1.6 mm
across the centre of the tyre tread (cars)
4 Be able to apply accident reconstruction techniques
Tyre marks and vehicle damage: skid marks; scuff marks; deceleration scuff and tyre prints;
debris; secondary impact; vehicle position before and after impact
Accident scene construction plans: the immediate scene, intermediate scene, extended
scene; sketch plans and scale plans; triangulation, base line and offsets; use of computer
software eg CAD

Learning outcomes
The learner can:
LO1 Understand the forces acting
on a vehicle when in motion
and during a collision
1.1 carry out calculations to determine the forces acting
upon a vehicle in motion
1.2 explain the effect of friction on the motion of a vehicle
1.3 evaluate the effects of a vehicle collision
LO2 Understand the influence of
vehicle brake characteristics
on the behaviour of a vehicle
2.1 analyse different types of brake circuits and explain the
effect of circuit failure on brake performance when one
circuit fails
2.2 explain the operation of different types of pressure
valves
2.3 assess the different characteristics of brake fluid
2.4 explain the different types of brake defects
2.5 explain the legal requirements with regard to vehicle
braking systems
LO3 Understand the influence of
vehicle tyre characteristics
on the behaviour of a vehicle
3.1 explain the different types of tyre markings
3.2 discuss the factors affecting vehicle handling and tyre
behaviour
3.3 discuss the factors affecting adhesion
3.4 recognise tyre construction and determine types of tyre
defects
3.5 interpret the legal requirements for tyres
LO4 Be able to apply accident
reconstruction techniques
4.1 evaluate the relevance of vehicle debris and tyre
markings at the scene of an accident
4.2 produce accident scene construction plans.

Guidance
Links
This is a stand alone unit.
Centres must provide access to suitable and relevant automotive accident data.
materials.

UNIT 79: VEHICLE ELECTRONICS
Unit 79: Vehicle Electronics
QCF level: 4
Credit value: 15
• Aim
This unit will develop learners’ understanding of vehicle electrical and electronic systems, circuits
and components and will develop the skills needed to carry out tests, find faults and repair
systems.
• Unit abstract
The increasing use of electronic circuitry in motor vehicle control systems has contributed to
advances in safety, comfort and economy. New applications, often incorporating microprocessor
hardware, continue to be introduced. It is thus essential for motor vehicle engineers to be familiar
with the operation of electronic circuits and methods of fault diagnosis.
Learning outcome 1 will provide learners with knowledge of electronic principles, circuit
components and test procedures. In learning outcome 2, learners are introduced to the various
types of sensors, actuators and display units used in motor vehicle control and driver information
systems. Learning outcome 3 provides knowledge of microprocessor hardware applications and
the suppression methods used to prevent interaction between systems. Learning outcome 4 will
provide learners with the opportunity to apply their knowledge of vehicle electronics and circuitry
to the systematic testing and fault diagnosis of vehicle control and information systems.
1 Be able to analyse vehicle electrical and electronic circuits
2 Understand the operation of vehicle sensors, actuators and display units
3 Understand the operation of microprocessor hardware and suppression methods used in
vehicle circuits
4 Be able to carry out systematic fault diagnosis and repairs on vehicle electronic systems.

Unit content
1 Be able to analyse vehicle electrical and electronic circuits
Electrical calculations: voltage; emf; current; power; resistance; capacitance; inductance;
series and parallel circuits
Semiconductor devices: electrical properties and characteristics of semiconductor material;
P-N junction diode; Zener diode; N-P-N junction transistor; P-N-P junction transistor and
thyristor; analyse the operation of a semiconductor based circuit, eg electronic ignition
amplifier
Circuit diagrams: electrical and electronic component and circuit symbols; circuit diagram
layouts
Systematic testing: test procedures; correct use of multimeters and oscilloscope for
measuring circuit and component values
2 Understand the operation of vehicle sensors, actuators and display units
Sensors: principles of operation and electrical characteristics of sensors used in vehicles eg
sensors used in anti-lock braking systems (ABS), electronic fuel injection (EFI), engine
management systems, airbags, security, driver information and vehicle condition monitoring
systems); relevant test procedures for sensors
Actuators: principles of operation and electrical characteristics of vehicle actuators eg relays,
solenoids, electro-hydraulic/pneumatic valves, rotary actuators, stepper motors; relevant
tests procedures for actuators
Information display devices: types of devices eg analogue gauges, light emitting diodes, liquid
crystal displays, vacuum fluorescent displays, cathode ray tubes; relevant test procedures for
displays
3 Understand the operation of microprocessor hardware and suppression methods
used in vehicle circuits
Microprocessor hardware: implementation, operation and relevant developments of
microprocessor systems in vehicles eg computer area network (CAN) bus links; packaging;
microcontrollers; integrated circuits; reliability; electromagnetic compatibility
Suppression methods: resistive suppression of oscillations; screening; use of inductors;
capacitors and filter networks in interference suppression

4 Be able to carry out systematic fault diagnosis and repairs on vehicle electronic
systems
Systematic testing: testing of input/output sensors, cables, supplies, earths, output actuators,
display devices and microprocessor systems
Self diagnosis: signal plausibility checks; open and short circuit checks; processor operation
and memory test routines; error/trouble codes; standardisation of connectors and codes;
continuity checks; sensor output; resistance checks
Fault repairs: correct procedures for removal/refitting eg following manufacturer’s
recommendations; repair and replacement of system components

Learning outcomes
The learner can:
LO1 Be able to analyse and test
vehicle electrical and
electronic circuits
1.1 carry out calculations to solve problems in series and
parallel automotive electrical circuits
1.2 explain the properties and characteristics of common
semiconductor devices
1.3 read and interpret electrical and electronic circuit
diagrams
1.4 perform systematic testing of vehicle electronic systems
and record results
vehicle sensors, actuators
and display units
2.1 explain the principles of operation and electrical
characteristics of different sensors when used in
vehicles
2.2 explain the principles of operation and electrical
characteristics of different actuators when used in
vehicles
2.3 examine the operation and relevant test procedure of a
driver information display device
microprocessor hardware
and suppression methods
used in vehicle circuits
3.1 analyse microprocessor hardware operation in vehicle
systems
3.2 analyse the operation of a suppression method
LO4 Be able to carry out
systematic fault diagnosis
and repairs on vehicle
electronic systems
4.1 carry out systematic test procedures on vehicle
microprocessor, sensor and suppression systems and
record results
4.2 evaluate the use of a vehicle self diagnosis system
4.3 identify and repair faults on a vehicle microprocessor,
sensor/actuator and suppression system.

Guidance
Links
This unit links with Unit 74: Vehicle Fault Diagnosis and Unit 75: Vehicle Technology.
Learners will need access to sufficient test equipment to support a range of practical tests on
vehicle electrical and electronic systems.
materials.

UNIT 80: BUSINESS STRATEGY PLANNING FOR VEHICLE OPERATIONS
Unit 80: Business Strategy Planning for
Vehicle Operations
QCF level: 5
Credit value: 15
• Aim
This unit aims to develop learners’ understanding of the business strategy planning process and
its implementation in vehicle operations.
• Unit abstract
In this unit learners will investigate the impact of the external operating environment and the
need to adopt organisational strategies that will ensure effective business performance. Learners
will develop an understanding of the role of strategic planning in vehicle operations and the
different approaches to planning and formulating strategy. They will then go on to cover the
means and methods used to implement a strategy, including identifying and allocating resources.
Finally learners will monitor, review and evaluate the strategic plan against benchmarked
outcomes.
1 Understand strategic planning in vehicle operations
2 Understand approaches to strategy formulation in vehicle operations
3 Understand approaches to strategy implementation in vehicle operations.

Unit content
1 Understand strategic planning in vehicle operations
Strategic contexts and terminology: role of strategy eg setting of missions/visions/strategic
intent, objectives, goals; identification of core competencies; strategic architecture; strategic
control
Evaluation of the strategy framework: reasons why and ways in which corporate planning
and strategies are devised eg the creation of strategic visions, organisational mission
statements, corporate planning and corporate objectives and the relationship with
operational planning, objectives and target setting
Planning process: approaches to planning and formulation of strategy and objectives eg in
small, medium and large organisations; the formal approach to planning compared to the ad
hoc approach
Differing approaches to strategy: eg classical/rational, incremental and emergent approaches
to strategy and the benefits and limitations of each
2 Understand approaches to strategy formulation in vehicle operations
Environmental: audit eg political, economic, socio-cultural, technological, legal and economic
analysis (PESTLE), Porter’s 5 force analysis, the threat of new entrants, the power of the
buyer, the threat of substitutes, competitive rivalry, competition and collaboration
Internal: audit eg benchmarking, the use of McKinsey’s 7S framework, SWOT, purpose, scope
of activities and markets, product positions, organisational efficiency, distribution methods,
operations, finance, policy and procedures
Current market: vehicle operation’s position eg competitor analysis, Boston Matrix
Organisational strategy: strategic direction eg the Ansoff matrix, growth, stability, profitability,
efficiency, market leadership, survival, mergers and acquisitions, expansion into the global
market place
3 Understand approaches to strategy implementation in vehicle operations
Strategic implementation: realisation of strategic plans to operational reality eg selling the
concepts, project teams, identification of team and individual responsibilities
Resource allocation: finance; human and physical resources; materials; time
Review and evaluation: evaluation of the benchmarked outcomes in a given time period of
corporate, operational and individual targets

Learning outcomes
On successful completion of this unit a learner
will:
LO1 Understand strategic planning
in vehicle operations
1.1 explain the strategic contexts and terminology of
planning in a vehicle operation setting
1.2 evaluate the strategy framework in a vehicle
operation
1.3 explain the role and setting of objectives in the
planning process
1.4 compare the differing approaches to strategy in
vehicle operation settings
LO2 Understand approaches to
strategy formulation in vehicle
operations
2.1 conduct an environmental and internal audit of a
vehicle operation
2.2 discuss the current market for the vehicle operation
2.3 develop an organisational strategy based on the
audit
LO3 Understand approaches to
strategy implementation in
vehicle operations
3.1 compare the roles and responsibilities for strategy
implementation in two different organisations
3.2 explain the resource requirements needed to
implement a new strategy for a vehicle operation
3.3 propose targets and time scales for the review and
evaluation of achievement in a given organisation to
monitor a given strategy.

Guidance
Links
This unit can be linked with Unit 7: Business Management Techniques for Engineers.
materials.

UNIT 81: VEHICLE PARTS MANAGEMENT
Unit 81: Vehicle Parts Management
QCF level: 5
Credit value: 15
• Aim
This unit provides learners with an understanding of the management of vehicle parts distribution
and supply in the retail sector of the motor industry.
• Unit abstract
In this unit learners will explore the roles and responsibilities of parts suppliers, parts managers
and franchise suppliers. They will also look at the different ways of dealing with customers. Stock
management systems are investigated and learners will evaluate the different types of stock
control systems. Learners will examine the function and layout of a parts department and will
identify potential risks that can be found within the department. Finally, the role of advertising in a
vehicle parts operation and the means of promoting a parts supplier are explored, along with the
internal factors that can affect parts sales.
1 Understand the roles and responsibilities in vehicle parts supply and management
2 Understand stock management systems
3 Understand the functions and processes in a vehicle parts supplier operation
4 Understand the role of advertising and promotion in a vehicle parts operation.

368
Unit content
1 Understand the roles and responsibilities in vehicle parts supply and management
Parts supplier: manufacturers eg vehicle, component manufacturer; distributor eg
dealerships, wholesaler, factor, national retail chains, DIY outlets, high street retailers, cash
and carry; specialist supplier
Customer: eg retail, trade, own workshop, vehicle sales, car fleet, van fleet, commercial fleet,
body repairer, fast fit, garage, service station, breakdown and recovery specialist, repair
specialist, vehicle restoration specialist
Responsibilities: financial eg turnover, profitability, control of stock investment, control of
costs; development of customer base and new markets eg customer care, sales promotion,
after sales services; management of staff and department eg personnel issues, staffing levels,
layout and maintenance of department and facilities
Franchise supplier: relationship with manufacturer; franchise agreements; obligations and
responsibilities; benefits and/or disadvantages
2 Understand stock management systems
Efficiency: maintenance of stock eg maximum, minimum, working stock, order level, safety
stock, lead time, virtual stock, stock turn, obsolete, redundant, fast moving, slow moving,
captive parts, competitive parts, warranty; financial control eg stock turn ratio, cost of holding
stock, cost of ordering stock, economic order quantity (EOQ), gross profit, net profit; physical
stock control eg stock check and audit, categorising stock, Pareto’s Law, coding stock,
statistical sampling
Stock control: card systems; in-house computerised systems; online systems (electronic
ordering), computer parts catalogue; just-in-time (JIT)
Computerised systems: maintenance of stock levels; automatic order generation; bar coding
stock; stock and sales analysis; changes in demand
Lost sales: parts satisfaction level; increase in demand; mathematical techniques

3 Understand the functions and processes in a vehicle parts supplier operation
Main sections: goods inwards; goods outwards; parts storage; gangways; trade and retail
sales counter and/or workshop counter; stock control; parts manager’s office; sales displays;
delivery and distribution methods eg road, rail, post
Factors: security of stock; capacity; health and safety; accessibility; speed of picking;
limitation of stock damage; presentation; image
Documentation: delivery note; advice note; damage/discrepancy report; estimate; quotation;
order; trade note; invoice; statement; credit note; stock order; emergency order; vehicle off
road (VOR) order; stock audit report; warranty report
Risk assessment: liquids and chemicals eg solvents, glues, paints, oil, grease, thinners,
cleaners, anti-freeze, de-icers, battery acid; machinery eg fork lift, stackers, trolley, crane;
storage eg weight, bulk, access, height
4 Understand the role of advertising and promotion in a vehicle parts operation
Advertising media: newspapers; magazines; radio; television; other eg leaflets, mail shots,
recommendations; benefits (cost, coverage, targeting, geographical, timing, impact)
Promoting: sponsorship; presentations; trade events; shows
In-house factors: staff eg presentation, knowledge, attitude, customer care; layout eg
presentation, comfort, services (drinks and papers), size; service eg speed, price, efficiency
and effectiveness

370
Learning outcomes
The learner can:
LO1 Understand the roles and
responsibilities in vehicle
parts supply and
management
1.1 compare the role of different types of parts suppliers
1.2 explain the different approaches and methods of
dealing with customers
1.3 explain the responsibilities of the parts manager
1.4 explain the obligations and responsibilities of the
franchise supplier
LO2 Understand stock
management systems
2.1 determine the efficiency of stock management
2.2 evaluate stock control systems
2.3 explain the benefits of a computerised stock
management system
2.4 identify lost sales and new demand
LO3 Understand the functions
and processes in a vehicle
parts supplier operation
3.1 explain the function of the main sections of the parts
department
3.2 explain factors affecting the layout of the parts
department
3.3 describe the documentation used by parts suppliers
3.4 conduct a risk assessment for the parts department
LO4 Understand the role of
advertising and promotion
in a vehicle parts operation
4.1 evaluate the benefits of different advertising media
4.2 evaluate methods of promoting the parts supplier
4.3 discuss the in-house factors affecting parts sales.

Guidance
Links
This unit can be linked with other units such as Unit 20: Quality and Business Improvement
It would be helpful for delivery if learners visited one or two different types of vehicle parts
supplier. Alternatively, suitable guest speakers might be invited to provide an overview of the
roles and responsibilities within their organisation.
3370rl050510S:LTPDHIGH NATIONALS 2010BH023332 HNCD L45 IN ENGINEERING UNITS.DOC.1-375/1

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