HNC/HND Electrical and Electronic Engineering

Transcription

1 HNC/HND Electrical and Electronic Engineering Canterbury College in partnership with Edexcel Student Handbook V1 You should take the time to read this information before you commence your studies, and retain the handbook to refer to as necessary throughout your programme of study. The handbook is also available on the HND Electrical and Electronic Engineering page of the College Moodle VLE site. You can download an electronic version of the handbook. If there are any changes to your programme the electronic i

2 version of the handbook will be updated on the VLE and it will be given a new version number. Contents Introduction Your Programme of Study Programme Specification Module Details Analytical Methods for Engineers Engineering Science Project Design, Implementation and Evaluation Electrical & Electronic Principles Computer Programming Techniques Engineering Design Manufacturing Process Computer-aided Design and Manufacture Further Analytical Methods for Engineers Electronic Principles Advanced Mathematics for Engineering Research Project Combinational & Sequential Logic Health Safety and Risk Assessment in Engineering Product Design Control Systems & Automation Managing People in Engineering Higher Education Calendar Assessment Calendar Studying at Canterbury College Equality and Diversity Statement Attendance and Punctuality Cheating and Plagiarism Health and Safety Duties of Students Classification and Grading of Higher National Diplomas and Certificates Canterbury College Higher Education Assessment Policy Communication Channels Computing ii

3 Moodle E books and Electronic Resources Coursework Coursework: Late/Non-Submission Coursework Presentation Coursework Retention Coursework Writing Skills Disciplinary Procedures Disciplinary Procedures Academic Dyslexia Support Effective Study Technique Evacuation Procedures Appeals against Boards of Examiners Internet, Use of the Personal Tutor Scheme Quality Assurance Referencing and the Harvard System Student Representatives iii

4 Introduction Welcome to Canterbury College. We hope you have a rewarding and enjoyable time studying with us. If you have any questions about your programme of study or the college in general, please contact your Programme course tutor who will be happy to assist. Programme title: Awarding body: Duration: Tutors: Programme course tutor: Faculty Leader: Head of Faculty for Higher Education: Dean of Higher Education: Principal: HNC Electrical and Electronic Engineering HND Electrical and Electronic Engineering Pearson HNC: Two years part time HND: Two years full time Barry Hawkes Garry Westley Barry Hawkes Michael Poraj-Wilczynski Anna Webber Lauren Anning Alison Clarke Your programme of study is run in partnership with Pearson and monitored for quality by the Quality Assurance Agency in accordance with the Quality Code. You will be enrolled as a member of Canterbury College, however the programme and assessment regulations of both the College and Pearson will apply. Your studies will be delivered through a variety of means, such as lectures, seminars, workshops, practical sessions, tutorials and self-directed study. Your tutor will advise you of the specific requirements of your programme of study. Remember you are required to attend all lessons and it is your responsibility to ensure that you do so. This handbook contains important information about your studies at Canterbury College. You will also be given a college diary, which contains essential information about Canterbury College policies, facilities and services. Please see this for information on the Students Union, Learning Resources Centre, Student Services and other college services as well as regulations such as health and safety, equal opportunities, use of mobile phones and student responsibilities. This handbook also provides you with important information about the modules that comprise your programme of study. It shows the structure, content and learning outcomes of each module that you will study. Please keep this handbook handy; you will find it useful to refer to throughout your studies. You should be aware that this is a non-smoking campus and it is illegal to smoke in the college or its grounds. 3

5 Your Programme of Study Edexcel Programmes are published on the Pearson web site. The Handbook is accurate at the point of publishing each year. Please refer to the issue number and date stated in respect of each Programme Specification and Unit list. The Electrical and Electronic Engineering awards are based on Specification Issue 7 Dated January 2013, and Unit issue 1 dated May HNC Electrical & Electronic Engineering Year 1 Core Modules (Students are required to complete all core modules.) Analytical Methods for Engineers (15 credits) Engineering Science (15 credits) Electrical & Electronic Principles (15 credits) Product Design (15 Credits) Year 2 Core Modules (Students are required to complete all core modules.) Project Design, Implementation and Evaluation (20 credits) Combinational and Sequential Logic (15 credits) Electronic Principles (15 credits) Control Systems and Automation (15 credits) HND Electrical & Electronic Engineering Year 1 Core Modules (Students are required to complete all core modules.) Analytical Methods for Engineers (15 credits) Engineering Science (15 credits) Electrical & Electronic Principles (15 credits) Engineering Design (15 credits) Computer Programming Techniques (15 credits) Health, Safety and Risk Assessment in Engineering (15 credits) Research Project (20 credits) Manufacturing Process (15 credits) Year 2 Core Modules (Students are required to complete all core modules.) Project Design, Implementation and Evaluation (20 credits) Combinational and Sequential Logic (15 credits) Electronic Principles (15 credits) Control Systems and Automation (15 credits) Managing People in Engineering (15 Credits) Further Analytical Methods for Engineers (15 credits) Advanced Mathematics for Engineering (15 credits) Computer Aided Design and Manufacture (15 credits) 4

6 Programme Specification This specification provides a summary of the main features of this programme, it can be used as a guide to the outcomes that a typical student may expect on completion of the programme. Full details of the learning outcomes, generic learning outcomes, content, teaching and learning and assessments including the relationship of the assessments to the module learning outcomes are contained in the Programme handbook. Name of Awarding Body Name of Teaching Institution HNC/HND Electrical and Electronic Engineering 5 Pearson Canterbury College Details of Accreditation ZR207/ ZR 208 Expiry Programme Title HNC/HND Electrical and Electronic Engineering UCAS Code Level 4/5 HND: H602 Credits 125/245 Programme coordinator Faculty Date the Programme Specification was Written Date the Programme Specification should be revised Barry Hawkes Higher Education (Updated September 2014) September 2015 Aims of the Programme Learners studying for Edexcel BTEC Higher Nationals in Electrical and Electronic Engineering will be expected to develop the following skills during the programme of study: analyse, synthesise and summarise information critically read and use appropriate literature with a full and critical understanding think independently, solve problems and devise innovative solutions take responsibility for their own learning and recognise their own learning style apply subject knowledge and understanding to address familiar and unfamiliar problems design, plan, conduct and report on investigations use their knowledge, understanding and skills to evaluate and formulate evidence-based arguments critically and identify solutions to clearly defined problems of a general routine nature communicate the results of their study and other work accurately and reliably using a range of specialist techniques identify and address their own major learning needs within defined contexts and to undertake guided further learning in new areas apply their subject-related and transferable skills in contexts where the scope of the task and the criteria for decisions are generally well defined but where some personal responsibility and initiative is required. The BTEC Higher Nationals in Electrical and Electronic Engineering have been developed to focus on: the education and training of electrical/electronic engineers/technicians who are employed at a professional level in a variety of types of technical work, such as in: electrical, electronic or communication design, manufacture, maintenance and technical services areas of the engineering industry providing opportunities for electrical/electronic engineers/technicians to achieve a nationally recognised Level 4 or Level 5 vocationally specific qualification

7 providing opportunities for full-time learners to gain a nationally recognised vocationally specific qualification to enter employment as an engineer/technician or progress to higher education vocational qualifications such as a full or part-time degree in electrical/electronic/communication engineering or related area providing opportunities for learners to focus on the development of the higher level skills in a technological and management context providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life. This qualification meets the needs of the above rationale by: developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enable learners to make an immediate contribution to employment at the appropriate professional level preparing individuals for a range of technical and management careers in electrical, electronic or communication engineering equipping individuals with knowledge, understanding and skills for success in employment in the electrical/electronic engineering-based industry providing specialist studies relevant to individual vocations and professions in which learners are working or intend to seek employment in electrical/electronic engineering and its related industries enabling progression to or count towards an undergraduate degree or further professional qualification in electrical/electronic engineering or related area providing a significant educational base for progression to Incorporated Engineer level. Programme Outcomes The programme is designed to enable students to develop and demonstrate the knowledge, skills and attributes detailed below. Skills are subdivided into Intellectual skills, subject specific skills and transferable skills. The programme outcomes have references to the Engineering Subject Benchmark Statement 2010 (SB). A. Knowledge and Understanding of: 1. The analysis and modelling of engineering situations to enable problem solving (SB 2.1.) 2. Manufacturing processes and techniques that can be applied to a range of materials for a variety of manufacturing applications (SB 2.1.) 3. General essential elements of engineering processes and techniques specific to particular products and processes (SB 2.1.) 4. Mathematics elemental to engineering design and development (SB 2.1, 3.1.) 5. Essential facts, concepts, principles and theories relating to business management, computer applications as appropriate to engineering technology. 6. The engineer s relationship with clients, markets, users and consumers, including management and business practices. 7. Professional and ethical responsibilities including the global and social context of technology and engineering. (SB 3.1.) 8. Safety aspects of design & manufacture and current safety regulations (SB 3.1) Skills and Other Attributes B. Intellectual Skills: 1. Project implementation and management skills 2. Be able to critically evaluate data and a variety of types of information and evidence. 3. Create new processes or products through synthesis of ideas from a wide range of A. Teaching Methods Lead lecturers; tutor-led tutorials; student and tutor led seminars, problem-based learning scenarios. Independent and directed research and reading will further deepen knowledge and understanding. Students will be encouraged to reflect on and evaluate ideas and are expected to participate in a variety of practical activities. A. Assessment Methods Coursework; written seen/unseen examinations; poster presentation: to enable demonstration of a basic knowledge of computer-aided methods and principles used during design and engineering processes. Assessment will include written, oral, and practical presentations. B. Teaching Methods Lectures; tutor-led tutorials; student and tutorled seminars. Self-directed learning will be facilitated by study packs and the use of research-based teaching materials and 6

8 sources (SB 2.1.) 4. Select and apply appropriate methodology for modelling and analysing technical engineering problems. 5. Analyse, evaluate and interpret the evidence underpinning diagnostic computeraided engineering practice critically and initiate change in practice appropriately. 6. Deploy appropriate theories, practices and tools for the specification, design, implementation and evaluation of systems in relation to engineering problems. (SB 2.1.) 7. Generate ideas, concepts, proposals, solutions or arguments independently and/or collaboratively in response to set briefs and/or self-initiated activity. C. Subject-specific Skills: 1. Ability to apply DC theory and single phase AC theory to solve problems 2. Ability to create, implement and evaluate an engineering related project 3. Ability to apply electrical and electronic circuit theory 4. Undertake skilled competent, safe, evaluative, reflective diagnostic engineering practice (SB 3.1.) 5. Effectively use appropriate methodology for modelling and analysing electrical/electronic engineering systems. 6. Use relevant test and measurement equipment and effectively conduct experimental laboratory work appropriate to electrical/electronic engineering systems. 7. Effectively use computer based engineering tools (including programming languages where appropriate). 8. Design (or modify the design of) an electrical/electronic system, component or process, to meet a specified requirement. 9. Effectively apply electrical/electronic engineering techniques (SB 2.1.) 10. Effectively develop an electrical/electronic engineering project plan, identifying the resource requirements, and the time scales involved. D. Transferable Skills: 1. Project management skills, ability to create implement and evaluate a project. 2. Improving own learning and performance - ability to manage own roles and responsibilities, to manage self in achieving objectives, to transfer skills gained to new and changing situations and contexts (SB 3.1.) 3. Communication - ability to receive and respond to a variety of information, accurately present information in a variety of forms, to participate in oral and non-verbal communication 4. Problem solving - ability to explore information sources, to deal with routine and non-routine tasks, to plan, implement and methods. Students will analyse problem-based learning scenarios and take part in opportunities for reflection and discussion. B. Assessment Methods Written exam papers; practical exams; coursework (essay); case study analysis; dissertation/report. C. Teaching Methods Lectures; tutor-led tutorials; student and tutorled seminars. Self-directed learning will be facilitated by study packs and the use of research-based teaching materials and methods. Students will analyse problem-based learning scenarios and take part in opportunities for reflection and discussion. C. Assessment Methods Written exam papers; practical exams; coursework (essay); case study analysis; dissertation/report. D. Teaching Methods Taught as an integral part of all modules. Lead lecturers; tutor-led tutorials; student and tutor led seminars, problem-based learning scenarios. Independent and directed research and reading. D. Assessment Methods Progress will be assessed by written assignments, group work, presentations and portfolios. Progress will be monitored and tracked through regular tutorials. 7

9 review problem solving (SB 2.1.) 5. Information technology ability to select and use technological and ICT equipment and systems appropriately 6. Application of number - ability to select and apply numerical skills and techniques appropriately (SB 2.1, 3.1.) Teaching Learning and Assessment Strategies to be used: The teaching and learning strategies to be used in respect of each category of outcome are given in the above table. Programme Structures: Modules, Levels, Credits and Awards The HNC Electrical and Electronic Engineering is a one year full time programme or two year part time programme consisting of 125 credits. The programme is delivered over 30 weeks in each academic year. The programme is divided into modules which have credit values of 15 or 20 credits. Each 15 credit module represents 150 hours of student learning, study and assessment. The HND Electrical and Electronic Engineering is a two year full time programme or four year part time programme consisting of 245 credits. The programme is delivered over 30 weeks in each academic year. The programme is divided into modules which have credit values of 15 or 20 credits. The structure of each programme and the modules which make it up, their levels, credits are shown below. Award Title Level Credits HNC HNC A/601/1401 Analytical Methods for Engineers (15 credits) 4 15 HNC L/601/1404 Engineering Science (15 credits) 4 15 HNC R/601/1453 Electrical & Electronic Principles (15 credits) 5 15 HNC A/601/6615 Product Design (15 Credits) 4 15 HNC L/601/0995 Project Design, Implementation and Evaluation (20 credits) HNC K/601/1362 Combinational and Sequential Logic (15 credits) HNC J/601/1448 Electronic Principles (15 credits) 5 15 HNC R/504/6497 Centre Devised Control Systems and Automation (15 credits) 4 15 Credits Min 120 = 125 L5c Max 55 = 50 L4 min 65 = 75 Core 50 = 50 Specialist min 70 = 75 Specialist A min 45 = 45 Import CD max 30 = 30 Year 1 HNC/HND A/601/1401 Analytical Methods for Engineers (15 credits) (M) 4 15 HNC/HND L/601/1404 Engineering Science (15 credits) (M) 4 15 HNC/HND R/601/1453 Electrical & Electronic Principles (15 credits) (M) 5 15 HND M/601/1475 Engineering Design (15 credits) (A) 5 15 HND A/601/1463 Health, Safety and Risk Assessment in Engineering (A) 4 15 HND D/602/2231 Computer Programming Techniques (15 credits) (A)

10 HND K/601/0941 Research Project (B) 5 20 HND Import from Mech eng: H/601/1487 Manufacturing Process (15 credits) (IMP) (Completed electronically through edexcelonline on ) Year 2 HNC/HND L/601/0995 Project Design, Implementation and Evaluation (20 credits) (M) HNC/HND K/601/1362 Combinational and Sequential Logic (15 credits) (A) HNC/HND J/601/1448 Electronic Principles (15 credits) (A) 5 15 HNC/HND R/504/6497 Centre Devised Control Systems and Automation (15 credits) (IMP) 4 15 HND M/601/1458 Managing People in Engineering 5 15 HND J/601/1465 Further Analytical Methods for Engineers (15 credits) (B) HND K/601/1412 Advanced Mathematics for Engineering (15 credits) (B) HND Credits Min 240 = 250 L5 MIN 125 = 145 Core 65 = 65 M/601/1556 Computer-aided Design and Manufacture (15 credits) (IMP) Specialist min 175 = 180 Specialist A min 75 = 90 Import CD max 60 =

11 Module Details 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. 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; 10

12 relationship between trigonometric and hyperbolic identities; solution of equations involving hyperbolic functions Arithmetic and geometric: notation for sequences; arithmetic and geometric progressions; the limit of a sequence; sigma notation; the sum of a series; arithmetic and geometric series; Pascal s triangle and the binomial theorem Power series: expressing variables as power series functions and use series to find approximate values eg exponential series, Maclaurin s series, binomial series 2 Be able to analyse and model engineering situations and solve problems using trigonometric methods Sinusoidal functions: review of the trigonometric ratios; Cartesian and polar co-ordinate systems; properties of the circle; radian measure; sinusoidal functions Applications: angular velocity, angular acceleration, centripetal force, frequency, amplitude, phase, the production of complex waveforms using sinusoidal graphical synthesis, AC waveforms and phase shift Trigonometric identities: relationship between trigonometric and hyperbolic identities; double angle and compound angle formulae and the conversion of products to sums and differences; use of trigonometric identities to solve trigonometric equations and simplify trigonometric expressions 3 Be able to analyse and model engineering situations and solve problems using calculus Calculus: the concept of the limit and continuity; definition of the derivative; derivatives of standard functions; notion of the derivative and rates of change; differentiation of functions using the product, quotient and function of a function rules; integral calculus as the calculation of area and the inverse of differentiation; the indefinite integral and the constant of integration; standard integrals and the application of algebraic and trigonometric functions for their solution; the definite integral and area under curves Further differentiation: second order and higher derivatives; logarithmic differentiation; differentiation of inverse trigonometric functions; differential coefficients of inverse hyperbolic functions Further integration: integration by parts; integration by substitution; integration using partial fractions Applications of the calculus: eg maxima and minima, points of inflexion, rates of change of temperature, distance and time, electrical capacitance, rms values, electrical circuit analysis, AC theory, electromagnetic fields, velocity and acceleration problems, complex stress and strain, engineering structures, simple harmonic motion, centroids, volumes of solids of revolution, second moments of area, moments of inertia, rules of Pappus, radius of gyration, thermodynamic work and heat energy Engineering problems: eg stress and strain, torsion, motion, dynamic systems, oscillating systems, force systems, heat energy and thermodynamic systems, fluid flow, AC theory, electrical signals, information systems, transmission systems, electrical machines, electronics 4 Be able to analyse and model engineering situations and solve problems using statistics and probability Tabular and graphical form: data collection methods; histograms; bar charts; line diagrams; cumulative frequency diagrams; scatter plots Central tendency and dispersion: the concept of central tendency and variance measurement; mean; median; mode; standard deviation; variance and interquartile range; application to engineering production 11

13 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 and Teaching Activities: Teaching contact will include lectures/workshops/seminars/practical problem solving activity sessions. At each lecture, you will be introduced to new concepts and necessary theories. These will be illustrated by case studies and practical experiences (discussed more during seminars/practical problem solving sessions). You will be expected to undertake sufficient independent study activities each week in order to meet your study needs, including reading texts and journals, carrying out further research and working on assignments. This module involves practical situations considered in design, manufacture, and systems analysis. It aims to equip you with the necessary mathematical competencies in order to undertake algebraic and numerical procedures and thus solve typical problems encountered. You will participate in a range of learning activities associated with analytical methods, including case studies, graphical communication and comparison and evaluation procedures, which you will carry out individually and in groups. You will have access to a range of practical examples of varying complexity in a teaching pack library, which is available at all times. Links have been established with employers to support workplace activity and teaching delivery. The module will be delivered in 35 hours students will complete an additional 115 hours independent study. Learning outcomes and assessment criteria Learning outcomes On successful completion of Assessment criteria for pass The learner can: this unit a learner will: LO1 Be able to analyse and model engineering situations and solve problems using algebraic methods 1.1 determine the quotient and remainder for algebraic fractions and reduce algebraic fractions to partial fractions 1.2 solve engineering problems that involve the use and solution of exponential, trigonometric and hyperbolic functions and equations 1.3 solve scientific problems that involve arithmetic and geometric series 1.4 use power series methods to determine estimates of engineering variables expressed in power series form LO2 Be able to analyse and model engineering situations and solve problems using trigonometric methods 2.1 use trigonometric functions to solve engineering problems 2.2 use sinusoidal functions and radian measure to solve engineering problems 2.3 use trigonometric and hyperbolic identities to solve 12

14 trigonometric equations and to simplify trigonometric expressions LO3 Be able to analyse and model engineering situations and solve problems using calculus LO4 Be able to analyse and model engineering situations and solve problems using statistics and probability 3.1 differentiate algebraic and trigonometric functions using the product, quotient and function of function rules 3.2 determine higher order derivatives for algebraic, logarithmic, inverse trigonometric and inverse hyperbolic functions 3.3 integrate functions using the rules, by parts, by substitution and partial fractions 3.4 analyse engineering situations and solve engineering problems using calculus 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. Assessment Details Method of Assessment Interim Test 1 Assignment Assignment Examination Outline Details 1.5 hour test covering algebraic methods, initial exponential, hyperbolic functions and initial trigonometric outcomes. Analysis of exponential/hyperbolic outcomes and trig application outcomes. Analysis of applications of integral calculus 3 hr exam covering further calculus algebraic procedures and statistics/ probabilities outcomes. 13

15 Indicative Texts: ISBN Number Author Date Title Publisher Banner A 2007 The Calculus Lifesaver: All the Tools You Need to Excel at Calculus X Bird J 2010 Higher Engineering Mathematics 6 th Edition Singh K 2003 Engineering Mathematics Through Applications Stroud K A 2007 Engineering Mathematics 6 th Edition Electronic Resources E Book Bird J O 2007 Higher Engineering Mathematics 5th Edition E Book Chen W 2003 Advanced Mathematics for Engineering and Science Princeton Press Newnes Palgrave Macmillan Palgrave Macmillan University Canterbury College E Book Canterbury College E Book Institute of Electrical and Electronic Engineers Institute of Engineering Design Institute of Mechanical Engineers 14

16 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. Learning outcomes On successful completion of this unit a learner will: 1 Be able to determine the behavioural characteristics of elements of static engineering systems 2 Be able to determine the behavioural characteristics of elements of dynamic engineering systems 3 Be able to apply DC theory to solve electrical and electronic engineering problems 4 Be able to apply single phase AC theory to solve electrical and electronic engineering problems. 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, 15

17 standard section and allowable stress tables for rolled steel columns, selection of standard sections Torsion in circular shafts: theory of torsion and its assumptions eg determination of shear stress, shear strain, shear modulus; distribution of shear stress and angle of twist in solid and hollow circular section shafts 2 Be able to determine the behavioural characteristics of elements of dynamic engineering systems Uniform acceleration: linear and angular acceleration; Newton s laws of motion; mass moment of inertia and radius of gyration of rotating components; combined linear and angular motion; effects of friction Energy transfer: gravitational potential energy; linear and angular kinetic energy; strain energy; principle of conservation of energy; work-energy transfer in systems with combine linear and angular motion; effects of impact loading Oscillating mechanical systems: simple harmonic motion; linear and transverse systems; qualitative description of the effects of forcing and damping 3 Be able to apply DC theory to solve electrical and electronic engineering problems DC electrical principles: refresh idea of resistors in series and parallel; use of Ohm s and Kirchhoff s laws; voltage and current dividers; review of motor and generator principles eg series, shunt; circuit theorems eg superposition, Thevenin, Norton and maximum power transfer for resistive circuits only; fundamental relationships eg resistance, inductance, capacitance, series C-R circuit, time constant, charge and discharge curves of capacitors, L-R circuits 4 Be able to apply single phase AC theory to solve electrical and electronic engineering problems AC electrical principles: features of AC sinusoidal wave form for voltages and currents; explanation of how other more complex wave forms are produced from sinusoidal wave forms; R, L, C circuits eg reactance of R, L and C components, equivalent impedance and admittance for R-L and R-C circuits; high or low pass filters; power factor; true and apparent power; resonance for circuits containing a coil and capacitor connected either in series or parallel; resonant frequency; Q-factor of resonant circuit; transformer fundamentals: construction eg double wound; transformation ratio; equivalent circuit; unloaded transformer; resistance (impedance) matching; transformer losses; applications eg current transformers, voltage transformers Learning and Teaching Activities: Teaching contact will include lectures/workshops/seminars/practical problem solving activity sessions. At each lecture, you will be introduced to new concepts and necessary theories. These will be illustrated by case studies and practical experiences (discussed more during seminars/practical problem solving sessions). You will be expected to undertake sufficient independent study activities each week in order to meet your study needs, including reading texts and journals, carrying out further research and working on assignments. This module is practical and analytical by nature. It aims to equip you with the necessary competencies in order to undertake scientific and systems analysis to a professional standard, you will be given access to suitable mechanical and electrical laboratory equipment. You will develop the skills to effectively analyse and apply scientific and control systems technology. You will participate in a range of learning activities associated with the scientific principles studied. A high proportion of the learning process involves you in the utilisation of practical case studies plus hands-on use of scientific equipment and the analysis of data obtained during laboratory sessions. Links have been established with employers to support teaching delivery. 16

18 The module will be delivered in 35 hours students will complete an additional 115 hours independent study. Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will: LO1 Be able to determine the behavioural characteristics of elements of static engineering systems LO2 Be able to determine the behavioural characteristics of elements of dynamic engineering systems LO3 Be able to apply DC theory to solve electrical and electronic engineering problems LO4 Be able to apply single phase AC theory to solve electrical and electronic engineering problems Assessment criteria for pass The learner can: 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 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 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 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. Assessment Details Method of Assessment Assignment 1 Assignment 2 Outline Details Concerning: AC and DC electrical principles. Solve problems on resonant and non-resonant circuits. Power factor correction. Synthesise a complex waveform graphically LO4 Concerning: Calculations involving transformer theory. Describing Information and Energy Control systems LO3 17

19 Examination Concerning: Stresses in design components and machine dynamics LO1, LO2 Indicative Texts: ISBN Number X Author Date Title Publisher Bolton W C 2006 Mechanical Science 3 rd Edition Blackwell Science Ltd Hughes E et al 2008 Electrical and Electronic Technology 10 th Edition Prentice Hall Ogrodnik P 1997 Engineering Mechanics Addison Wesley Tooley M H 2006 Electronic Circuits: Fundamentals and Applications 3 rd Edition Tooley M and Dingle M Electronic Resources 2004 Higher National Engineering 2 nd Engineering E Book Chen W 2003 Advanced Mathematics for Engineering and Science Institute of Electrical and Electronic Engineers Newnes Butterworth-Heinemann Canterbury College E Book Institute of Engineering Design Institute of Mechanical Engineers 18

20 Project Design, Implementation and Evaluation Unit code: L/601/0995 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. Learning outcomes On successful completion of this unit a learner will: 1 Be able to formulate a project 2 Be able to implement the project within agreed procedures and to specification 3 Be able to evaluate the project outcomes 4 Be able to present the project outcomes. 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 19

21 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 and Teaching Activities: Participants will be essentially self-managed and supported by tutors. Support will be negotiated as part of the Learning Contract. Students will be encouraged to form peer groups to share and discuss project ideas and workplace learning. This unit will require the utilisation of 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 required resources will vary significantly with the nature of your project. The identification of the equipment and materials required, and the establishment of their availability, is a vital part of the planning phase. You will have access to a wide variety of physical resources and data sources relevant to the project. You will receive tutor support during the planning and activity phases. Relationships with employers have been established in order to support the realism of your project. The module will be delivered in 24 hours students will complete an additional 176 hours independent study. Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will: LO1 Be able to formulate a project LO2 Be able to implement the project within agreed procedures and to specification LO3 Be able to evaluate the project outcomes LO4 Be able to present the project outcomes Assessment criteria for pass The learner can: 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 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 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 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. 20

22 Assessment Details Method of Assessment Word Length Outline Details Written report 2000 To formulate and complete the project Assessing outcomes 1 & 2 Project Evaluation and Presentation 500 To complete an evaluation of the project and present the results Assessing outcome 3 & 4. Indicative Texts: Managed by the participant with guidance from a supervisor ISBN Number Author Date Title Publisher Bell 2010 Doing your research project 5 th Edition OU Brennan J, Frazer H and Williams R 1995 Guidelines on Self Evaluation OU Farmer E et al 1990 Resource Book: Study Skills OU Gibbs G 1981 Teaching Students to Learn OU Gomm R and Woods P Guile D and Fonda N 1993 Educational Research in Action OUP 1999 Managing Learning for Added Value IPD Laycock M and Stephenson J 1993 Using Learning Contracts in Higher Education Kogan Page Lewis G 1994 The Institute of Management Project Management Pergamon Learning Open Stien E and Somerland E 1999 Workplace learning, culture and performance IPW Electronic Resources Zikward W G 1994 Business Research methods 4 th edit Dryden E Book Faulconbridge R 2003 Managing Complex Technical Projects: a systems engineering approach Canterbury College E Book E Book Kertzner H 2009 Project Management: A Stystems Approach to Planning, Scheduling and controlling Canterbury College E Book Institute of Electrical and Electronic Engineers 21

23 Institute of Engineering Design Institute of Mechanical Engineers 22

24 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. Learning outcomes On successful completion of this unit a learner will: 1 Be able to apply electrical and electronic circuit theory 2 Be able to apply two-port network models 3 Understand the use of complex waves 4 Be able to apply transients in R-L-C circuits. 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 23