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

25 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 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. You will participate in a range of learning activities, which you will undertake individually and in groups. You will have access to a range of electronic test equipment and be given practical examples of varying complexity in a teaching pack library, which is available at all times. Links with employers have been made to support the 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 this unit a learner will: LO1 Be able to apply electrical and electronic circuit theory LO2 Be able to apply two-port network models LO3 Understand the use of complex waves Assessment criteria for pass The learner can: 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 2.1 apply two-port network model to the solution of practical problems 2.2 design and test symmetrical attenuators against computer models 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. 24

26 Assessment Details Method of Assessment Outline Details Interim test Individual Assessment Written 1.5 hrs: AC circuit theory series and parallel circuits, resonance Q factor, bandwidth dynamic resistance power and power factor LO1 Complete tasks that allow the student to: apply two-port network, design and test symmetrical attenuators; calculate and analyse complex periodic waves; use Laplace transforms and calculate circuit responses. LO2, LO3, LO4. Indicative Texts: ISBN Number Author Date Title Publisher Bird J 2010 Electrical & Electronic Principles & Technology 4 th Edition Bird J 2004 Electrical and Electronic Principles and Technology, Second Edition X Hughes E et al 2008 Electrical and Electronic Technology 10 th Edition Tooley M and Dingle L Newnes Newnes Prentice Hall 2004 Higher National Engineering 2 nd Edition Butterworth- Heinemann Tooley M H 2006 Electronic Circuits: Fundamentals and Applications 3 rd Edition Electronic Resources E Book Bird J 2007 Electrical Circuit Theory and Technology E Book Bird J 2007 Electrical and Electronic Principles and Technology 3 rd Edition Institute of Electrical and Electronic Engineers Institute of Mechanical Engineers Newnes Canterbury College E Book Canterbury College E Book 25

27 Computer Programming Techniques Unit code: D/602/2231 QCF level: 4 Credit value: 15 Aim This unit aims to develop learners understanding of computer programming techniques and will enable them to design and develop programs for a variety of applications. Unit abstract In this unit learners will design and develop program code in order to produce programs to a desired standard. They will use construct programs from designs, using appropriate functions and procedures. The unit will enable learners to produce and correctly present both user and technical documentation for programs. They will also construct and use test data and use appropriate techniques for detecting errors. Programs should be written to defined quality standards and problem solving tools (structure diagrams, pseudo code etc) should be used. Emphasis should be placed on the need for modularity and an indication should be given of the link between modularity and object-based development. Learning outcomes On successful completion of this unit a learner will: 1 Be able to design and develop code using structured programming methods 2 Be able to use modularisation appropriate to the chosen programming language 3 Be able to produce appropriate documentation for a given program application 4 Be able to create and apply appropriate test schedules Unit content 1 Be able to design and develop code using structured programming methods Storage: the concepts of data storage within a computer program, using variables, constants and literals; for a third generation language, the pre-defined data types, integers, floatingpoint, character, Boolean (logical), strings, 1D and 2D arrays of simple types, and simple files, consequences of using these types, and the available operators within the supplied language Control structures: identify and select appropriate iterative and selection structures when writing simple programs Programming language syntax: the facilities and rules of the language (operators, I/0 commands etc) Program design: employment of an algorithmic approach for the development of a solution to a problem (structure charts, pseudo code etc); producing tested programs to meet given specifications Programming standards and practice: use of comments; code layout eg consistent indentation and descriptive identifiers 2 Be able to use modularisation appropriate to the chosen programming language Use of functions/procedures: use/create functions/procedures both pre-defined and userdefined, map structured design onto a program using functions/procedures Scope of variables: global, local, static and external variables Parameters: passing data by value and reference, using return values 26

28 3 Be able to produce appropriate documentation for a given program application Presentation of documentation: software applications (word processor or graphics); analysis, design and implementation documentation; professional standards; needs of industry User documentation: user documentation for specified programming applications; purpose and operation of the program developed Program documentation: documentation that covers technical aspects of a given programming application including algorithms implemented, data table, syntax (selection, iteration) structures used, user interface methods adapted 4 Be able to create and apply appropriate test schedules Error types: semantic, syntax and run-time Test documentation: test plan and related evidence of testing (may include reading sample inputs from a file and/or writing test results to a file) Test data and schedules: black box, white box and dry testing Error detection techniques: compiler and linker error messages, debugging tools and structured walk-through 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. You will participate in a range of learning activities, which you will undertake 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. 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: 1 Be able to design and develop code using structured programming methods 2 Be able to use modularisation appropriate to the chosen programming language 3 Be able to produce appropriate documentation for a given program application 4 Be able to create and apply appropriate test schedules Assessment criteria for pass The learner can: 1.1 select appropriate pre-defined data types 1.2 use simple input/output and appropriate operators with the above 1.3 use appropriate selection structures and loop structures for the given task 1.4 produce programs to desired standards 2.1 construct a program from a design and use appropriate functions/procedures 2.2 demonstrate the effect of scope and life-time of variables 2.3 pass data effectively between modules 3.1 produce user documentation for a completed programming application including the user interface design 3.2 develop technical documentation for a predescribed program application 4.1 demonstrate discrimination between semantic and syntax errors 4.2 produce test documentation 4.3 successfully construct and use test data and schedules to detect logic errors 4.4 use appropriate techniques for detecting errors 27

29 Assessment Details Method of Assessment Word Length Outline Details Assignment 1 Assignment plus diagrams and computer analytical data 1200 plus diagrams and computer/ programming analytical data Programming methods, repeat loops, applications and documentation. Programme testing and error detection Indicative Texts: ISBN Number Author Date Title Publisher Davis 2010 C++ For Dummies John Wiley & Sons Deitel H, Deitel P 2011 C++ How to Program (6th Edition) Pearson Lee M 2009 C++ Programming for the Absolute Beginner 2 nd edition McGrath M 2010 Visual Basic In Easy Steps 3rd Edition Foxall J 2012 Sams Teach Yourself Beginning Programming in 24 Hours Wang W 2006 Beginning Programming for Dummies 4 th Edition Electronic Resources Delmar In easy Steps Sams John Wiley & Sons Canterbury College E book Software engineering: Evolution and Emerging Technologies (2005) Institute of Electrical and Electronic Engineers Institute of Engineering Design Institute of Mechanical Engineers 28

30 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). Learning outcomes On successful completion of this unit a learner will: 1 Be able to prepare a design specification to meet customer requirements 2 Be able to analyse and evaluate possible design solutions and prepare a final design report 3 Understand how computer-based technology is used in the engineering design process. 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), wordprocessing 29

31 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, pipework 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 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. You will participate in a range of learning activities, which you will undertake 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. You will have access to suitable software packages which could include packages for computer-aided design, assembly procedures, critical path, plant layout, planned maintenance, utilisation, material selection, standard component and matrix analysis. You will be encouraged to visit engineering design facility. 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: 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 computerbased technology is used in the engineering design process. Assessment criteria for pass The learner can: 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 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 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. 30

32 Assessment Details Method of Assessment Written assignment Written assignment Assignment Outline Details Design specification Design Drawing Design analysis and report Indicative Texts: ISBN Author Date Title Publisher , Babtiste S 2003 Problem-Based Learning: A Self-Directed Journey 31 Slack Incorporated Baxter M 2002 Product Design Nelson Thornes Erskine S D and Mickey W 2003 Enhancing Effective Thinking and Problem Solving for Preservice Teacher Education: Case Study Analysis Daley H, 2009 Outlines & Highlights for Ecological Economics: Principles and Applications Dutch B.J. et al (eds) 2001 The Power of Problem Based Learning Finkelstein E 2010 AutoCAD 2011 & AutoCAD LT 2011 Bible Gregory R 2005 Study Skills Made Easy: A Problem-based Guide for Engineers and Scientists University Press of America Academic Internet Publishers Incorporated Routledge Falmer John Wiley & Sons MechAero Publishing IDSA 2003 Design Secrets: Products USA: Rockport Publishers Inc Jensen C, Helsel J, Short D 2007 Engineering Drawing And Design Lambros A 2004 Problem-Based Learning in Middle and High School Classrooms: A Teacher's Guide to Implementation Morris R 2009 The Fundamentals of Product Design Ulrich K T and Eppinger S 2007 Product Design and Development 4 th Edition McGraw Hill Higher Education Sage Publications Inc (USA) - Corwin Press AVA Publishing McGraw-Hill Companies Pugh S 2000 Total Design Addison-Wesley Tooley M and Dingle L Electronic Resources E Book National Research Council; 2004 Higher National Engineering Butterworth- Heinemann 1991 Improving Engineering Design/Designing for Competitive Advantage Canterbury College E Book E Book Rae J 2001 The engineer in History Canterbury College E

33 Institute of Electrical and Electronic Engineers Book Institute of Engineering Design Institute of Mechanical Engineers 32

34 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 mediumto 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. Learning outcomes On successful completion of this unit a learner will: 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 33

35 2 Understand the use of moulding and shaping processes for a given component specification Component manufacture: specify components for moulding and shaping eg criteriatolerances, 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, postmoulding 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, nitridesand 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 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. You will participate in a range of learning activities, which you will undertake individually and in groups. The learning outcomes and indicative content of this module lend themselves to be based on a real engineering environment. You will have access to a range of practical examples of varying complexity in a teaching pack library, which is available at all times. 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: 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 Assessment criteria for pass The learner can: 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 2.1 select suitable data and processes for component manufacture using moulding and shaping techniques for metals and ceramics 34

36 specification 3 Understand the use of less conventional machining techniques for a given component specification 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 3.1 select suitable data and processes for component 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. Assessment Details Method of Assessment Report Report Report Outline Details Investigations into machining processes Investigations into moulding and shaping metals and ceramics Investigations into less conventional machining techniques Indicative Texts: ISBN Author Date Title Publisher Number Ashby M and Jones D X Ashby M and Johnson K Callister W, Rethwisch D 2005 Engineering Materials 13rd Edition Butterworth Heinemann 2009 Materials and Design, Second Edition: The Art and Science of Material Selection in Product Design 2009 Fundamentals of Materials Science and Engineering: An Integrated Approach Groover M 2010 Principles of Modern Manufacturing John V 2003 Introduction to Engineering Materials Kalpakjian S 2009 Manufacturing Engineering & Technology 6 th Edition Kalpakjian S 2002 Manufacturing Processes for Engineering Materials (4 th edition) Lefteri C 2007 Making It: Manufacturing Techniques for Product Design Butterworth-Heinemann Butterworth-Heinemann John Wiley & Sons Palgrave Macmillan Addison- Wesley Pearson Laurence King Publishers Lefteri C 2007 Materials for Inspirational Design RotoVision; illustrated edition edition Schey J 2000 Introduction to Manufacturing Processes Electronic Resources Thompson R 2007 Manufacturing Processes for Design Professionals May I (2005) Mechanical Engineering, Materials and Metallography McGraw Hill Microscopy and Microanalysis, Volume 11, Supplement S02, Jul 2005, pp Thames & Hudson 35

37 (Cambridge Books Online, UOG) Institute of Electrical and Electronic Engineers Institute of Engineering Design Institute of Mechanical Engineers 36

38 Computer-aided Design and Manufacture Unit code: M/601/1556 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. Computeraided 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 transferred data file. Learning outcomes On successful completion of this unit a learner will: 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 37

39 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 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. You will participate in a range of learning activities, which you will undertake individually and in groups. You will have access to CAD/CAM software and hardware equivalent to SMARTCAM, MASTERCAM, ALPHACAM or APS and Suitable machining centres with FANUC or HEIDENHAIN controllers or equivalent. You will be given a range of practical examples of varying complexity in a teaching pack library, which is available at all times. You will be encouraged to visit two or more commercial organisations which use CAD/CAM techniques. Realism is support in the delivery of this unit by liaison with industrial organisations. 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: 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 Assessment criteria for pass The learner can: 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 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 3.1 generate cutter paths on a component profile through the use of suitable CAM software 3.2 demonstrate how to obtain optimum cutting 38

40 sequences 4 Understand how to transfer a generated tape file to a CNC machine and produce the component. Assessment Details Method of Assessment performances by modifying generated cutter paths 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. Outline Details CAD Design and data transfer Computer aided manufacture analysis and CNC manufacture Design drawing of component/s and process of data transfer CAM/CNC software analysis. CNC manufacture Indicative Texts: ISBN Number Author Date Title Publisher Babtiste S 2003 Problem-Based Learning: A Self-Directed Journey Banach, Jones, Kalameja Erskine S. D. and Mickey W 2010 Autodesk Inventor 2011 Essentials Plus 2003 Enhancing Effective Thinking and Problem Solving for Preservice Teacher Education: Case Study Analysis Daley H, 2009 Outlines & Highlights for Ecological Economics: Principles and Applications Dutch B.J. et al (eds) 2001 The Power of Problem Based Learning: A Practical How to for Teaching Undergraduate Courses in Any Discipline Gregory R 2005 Study Skills Made Easy: A Problem-based Guide for Engineers and Scientists Slack Incorporated Autodesk Press University Press of America Academic Publishers Incorporated Routledge Falmer Internet MechAero Publishing Hosaka M 1998 Modelling of Curves & Surfaces Springer Verlag Lambros A 2004 Problem-Based Learning in Middle and High School Classrooms: A Teacher's Guide to Implementation Shih R 2010 Parametric Modeling with Autodesk Inventor 2011 Sage Publications Inc (USA) - Corwin Press Schroff Development Corp Sykes T D AutoCAD 2011 The Forager Waguespack C, Tremblay T 2010 Mastering Autodesk Inventor and Autodesk Inventor LT 2011 John Wiley & Sons Wilson J E D Modelling in AutoCAD (2 nd edition) Electronic Resources CMP Books 39

41 Computer-Aided Design Journal Institute of Engineering Design 40

42 Further Analytical Methods for Engineers Unit code: J/601/1465 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. Learning outcomes On successful completion of this unit a learner will: 1 Be able to analyse and model engineering situations and solve problems using number systems 2 Be able to analyse and model engineering situations and solve problems using graphical and numerical methods 3 Be able to analyse and model engineering situations and solve problems using vector geometry and matrix methods 4 Be able to analyse and model engineering situations and solve problems using ordinary differential equations. Unit content 1 Be able to analyse and model engineering situations and solve problems using number systems Error arithmetic: significant figures and estimation techniques; error arithmetic operations; systematic and random errors; application to experimentation and general laboratory work Number systems: natural, integer, rational, reals, dinary, binary, octal and hexadecimal number systems; conversion from dinary to numbers of other bases and vice versa; twostate 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 41

43 Engineering applications: applications eg electric circuit analysis, phasors, transmission lines, information and energy control systems 2 Be able to analyse and model engineering situations and solve problems using graphical and numerical methods Graphical techniques: Cartesian and polar co-ordinate systems and representation of complex number operations; vector representation; standard curves; asymptotes; systematic curve sketching; curve fitting; irregular areas and mean values of wave forms; use of phasor and Argand diagrams; application to engineering situations Numerical integral: determine the integral of functions using mid-ordinate; trapezoidal and Simpson s rules Numerical estimation methods: method of bisection; Newton-Raphson iteration method; estimates of scientific functions 3 Be able to analyse and model engineering situations and solve problems using vector geometry and matrix methods Vector notation and operations: Cartesian co-ordinates and unit vectors; types of vector and vector representation; addition and subtraction; multiplication by a scalar; graphical methods Matrix operations and vectors: carry out a range of matrix operations eg vectors in matrix form, square and rectangular matrices, row and column vectors, significance of the determinant, determinant for 2x2 matrix, the inverse of a 2x2 matrix; use Gaussian elimination to solve systems of linear equations (up to 3x3) Vector geometry: determine scalar product, vector product, angle between two vectors, equation of a line, norm of a vector, dot and cross products; apply vector geometry to the solution of engineering problems eg velocity vector and mechanisms, acceleration vector and mechanisms, forces in static frameworks and structures, evaluation of static joint structures using dot product, phasors 4 Be able to analyse and model engineering situations and solve problems using ordinary differential equations First order differential equations: engineering use; separation of variables; integrating factor method, complementary function and particular integral Numerical methods for first order differential equations: need for numerical solution; Euler s method; improved Euler method; Taylor series method Application of first order differential equations: applications eg RC and RL electric circuits, time constants, motion with constant and variable acceleration, Fourier equation for heat transfer, Newton s laws of cooling, charge and discharge of electrical capacitors, complex stress and strain, metrology problems Second order differential equations: engineering use; arbitrary constants; homogeneous and non-homogeneous linear second order equations Application of second order differential equations: applications eg RLC series and parallel circuits, undamped and damped mechanical oscillations, fluid systems, flight control laws, mass-spring-damper systems, translational and rotational motion systems, thermodynamic systems, information and energy control systems, heat transfer, automatic control systems, stress and strain, torsion, shells, beam theory Engineering situations: applications eg heat transfer, Newton s laws, growth and decay, mechanical systems, electrical systems, electronics, design, fluid systems, thermodynamics, control, statics, dynamics, energy systems, aerodynamics, vehicle systems, transmission and communication systems 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 will involve you in practical situations considered in the process of design, manufacture and systems control. It aims to equip you with the necessary mathematical 42

44 competencies in order to undertake algebraic and numerical procedures and thus enable you to solve typical problems encountered at further analytical level. You will participate in a range of learning activities associated with further analytical methods, including case studies, graphical communication and comparison and evaluation procedures, which you will undertake 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 developed with employers to support 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 this unit a learner will: 1 Be able to analyse and model engineering situations and solve problems using number systems 2 Be able to analyse and model engineering situations and solve problems using graphical and numerical methods 3 Be able to analyse and model engineering situations and solve problems using vector geometry and matrix methods 4 Be able to analyse and model engineering situations and solve problems using ordinary differential equations. Assessment criteria for pass The learner can: 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 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 3.1 represent force systems, motion parameters and waveforms as vectors and determine required engineering parameters using analytical and graphical methods 3.2 represent linear vector equations in matrix form and solve the system of linear equations using Gaussian elimination 3.3 use vector geometry to model and solve appropriate engineering problems 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 nonhomogenous differential equations 4.5 apply first and second order differential equations to the solution of engineering situations. 43

45 Assessment Details Method of Assessment Interim test Assignment Examination Outline Details 2 hr test covering: solution of problems via number systems, numerical methods, vector geometry and application of vectors Analysis of application and comparison of differential equation methods. 3 hrs covering: Number base systems; Graphical analysis; Matrix algebra; 1 st and 2 nd Order Differential Equations Indicative Texts: ISBN Number Author Date Title Publisher X Electronic Resources Bird J 2010 Higher Engineering Mathematics 6 th Edition Singh K 2003 Engineering Mathematics Through Applications Stroud K A and Booth D J 2003 Advanced Engineering Mathematics (4 th edition) E Book Bird J O 2007 Higher Engineering Mathematics 5th Edition E Book Chen W 2003 Advanced Mathematics for Engineering and Science Institute of Electrical and Electronic Engineers Newnes Palgrave Macmillan Palgrave Macmillan Canterbury College E Book Canterbury College E Book Institute of Engineering Design Institute of Mechanical Engineers 44

46 Electronic Principles Unit code: J/601/1448 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. Learning outcomes On successful completion of this unit a learner will: 1 Be able to apply testing procedures for semiconductor devices and circuits 2 Understand the characteristics and operation of amplifier circuits 3 Understand the types and effects of feedback on circuit performance 4 Understand the operation and applications of sine wave oscillators. 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 fieldeffect, including characteristics and switch and amplifier modes), photo-transistors, optocouplers, 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, nonlinear, 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 45

47 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 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. You will participate in a range of learning activities, which you will undertake individually and in groups. You will have access to a range of laboratory test equipment including signal generators, oscilloscopes, digital frequency meters, audio power meters and test meters. You will be given practical examples of varying complexity in a teaching pack library, which is available at all times. Links have been developed with employers to support 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 this unit a learner will: 1 Be able to apply testing procedures for semiconductor devices and circuits 2 Understand the characteristics and operation of amplifier circuits 3 Understand the types and effects of feedback on circuit performance 4 Understand the operation and applications of sine wave oscillators. Assessment criteria for pass The learner can: 1.1 apply testing procedures to a range of semiconductor devices and circuits 1.2 use relevant literature for testing semiconductor devices and 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 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 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. 46

48 Assessment Details Method of Assessment Interim test Assignment 1 Assignment 2 Examination Outline Details 1.5 hrs: semi conductors Amplifiers and circuits Feedback systems further circuits and sine wave oscillators Indicative Texts: ISBN Number Author Date Title Publisher Bird J 2010 Electrical & Electronic Principles & Technology 4 th Edition Bird J 2004 Electrical and Electronic Principles and Technology, Second Edition X Hughes E et al 2008 Electrical and Electronic Technology 10 th Edition Newnes Newnes Prentice Hall Tooley M and Dingle L 2004 Higher National Engineering 2 nd Edition Butterworth- Heinemann Tooley M H 2006 Electronic Circuits: Fundamentals and Applications 3 rd Edition Electronic Resources Newnes E Book Bird J 2007 Electrical Circuit Theory and Technology E Book Bird J 2007 Electrical and Electronic Principles and Technology 3 rd Edition Institute of Electrical and Electronic Engineers Canterbury College E Book Canterbury College E Book Institute of Mechanical Engineers 47

49 Advanced Mathematics for Engineering Unit code: K/601/1412 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. Learning outcomes On successful completion of this unit a learner will: 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 2 Be able to analyse and model engineering situations and solve engineering problems using Laplace transforms 3 Be able to analyse and model engineering situations and solve engineering problems using Fourier series 4 Be able to analyse and model engineering situations and solve engineering problems using 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 48

50 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 2 Be able to analyse and model engineering situations and solve engineering 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 3 Be able to analyse and model engineering situations and solve engineering 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 4 Be able to analyse and model engineering situations and solve engineering 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 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. In this module you will participate in practical situations considered in the process of design, manufacture and systems control. It aims to equip you with the necessary mathematical competencies in order to undertake algebraic and numerical procedures and thus enable you to solve typical problems encountered at advanced level. Links have been developed with employers to support teaching delivery. The module will be delivered in 35 hours students will complete an additional 115 hours independent study. 49

51 Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will: 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 2 Be able to analyse and model engineering situations and solve engineering problems using Laplace transforms 3 Be able to analyse and model engineering situations and solve engineering problems using Fourier series 4 Be able to analyse and model engineering situations and solve engineering problems using partial differential equations. Assessment criteria for pass The learner can: 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 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 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 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. Assessment Details Method of Assessment Outline Details Interim Test 2 hr test covering solution of problems using Laplace Transforms Assignment Analysis of application and comparison of differential equation methods Examination 3 hrs, covering: Solution of problems via Fourier series; Algebraic applications of Fourier Series; Numerical harmonic analysis via Fourier Series; Solution of Problems/Applications via Partial Differentiation; Advanced examples of applications involving Differential Equations Indicative Texts: 50

52 ISBN Number Author Date Title Publisher X Bird J 2010 Higher Engineering Mathematics 6 th Edition Singh K 2003 Engineering Mathematics Through Applications Stroud K A and Booth D J Electronic Resources 2003 Advanced Engineering Mathematics (4 th edition) E Book Bird J O 2007 Higher Engineering Mathematics 5th Edition E Book Chen W 2003 Advanced Mathematics for Engineering and Science Institute of Electrical and Electronic Engineers Newnes Palgrave Macmillan Palgrave Macmillan Canterbury College E Book Canterbury College E Book Institute of Engineering Design Institute of Mechanical Engineers 51

53 Research Project Unit code: K/601/0941 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 Learning outcomes On successful completion of this unit a learner will: 1 Understand how to formulate a research specification 2 Be able to implement the research project within agreed procedures and to specification 3 Be able to evaluate the research outcomes 4 Be able to present the research outcomes. 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 52

54 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 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. Your tutor will establish the availability of resources to support the independent study before allowing you to proceed with the proposal. Links have been developed with employers to support 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 this unit a learner will: LO1 Understand how to formulate a research specification LO2 Be able to implement the research project within agreed procedures and to specification LO3 Be able to evaluate the research outcomes LO4 Be able to present the research outcomes Assessment criteria for pass The learner can: 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 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 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 4.1 use an agreed format and appropriate media to present the outcomes 53

55 Assessment Details Method of Assessment Research Project Proposal LO 1 Research Project LO 2-4 Outline Details Develop a research project proposal 500 words Completed research project evaluate and present the research outcomes Keytexts: ISBN Number Author Date Title Publisher Brennan J, Frazer H and Williams R 1995 Guidelines on Self Evaluation Farmer E et al 1990 Resource Book: Study Skills OU OU Gibbs G 1981 Teaching Students to Learn OU Gomm R and Woods P 1993 Educational Research in Action OUP Guile D and Fonda N 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 Open Learning Stien E and Somerland E 1999 Workplace learning, culture and performance IPW Zikward W G 1994 Business Research methods 4 th edit Dryden Electronic Resources Institute of Electrical and Electronic Engineers Institute of Engineering Design Institute of Mechanical Engineers 54

56 Combinational and Sequential Logic Unit code: K/601/1362 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). Learning outcomes On successful completion of this unit a learner will: 1 Be able to design and build circuits using combinational logic 2 Be able to design and build circuits using sequential logic 3 Be able to design and evaluate a digital system. 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 metaloxide 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) 55

57 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. You will participate in a range of learning activities, which you will undertake individually and in groups. You will have access to manufacturers data sheets and computer circuit analysis packages and will be given a range of practical examples of varying complexity in a teaching pack library, which is available at all times. You will be encouraged to visit local engineering companies that build a wide range of digital systems. 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: 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. Assessment criteria for pass The learner can: 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 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 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. Assessment Details Method of Assessment Outline Details Interim test 1.5 hrs. Implementation of logic functions using NAND/NOR gates and multiplexers. Assignment 1 Computer simulation. Circuits using combinational logic AND/ OR/NOT/NAND/NOR gates. Data selectors Assignment 2 Computer simulation. Asynchronous counters decoding glitches Examination 3 hrs. Synchronous and asynchronous counters. Combinational logic circuits, programmable logic devices 56

58 Indicative Texts: ISBN Number Author Date Title Publisher Green D C 1998 Digital Electronics Longman Holdsworth B and Woods R 2002 Digital Logic Design Newnes Kleitz W 2007 Digital Electronics 8 th Edition Prentice Hall Maini A 2007 Digital Electronics: Principles, Devices and Applications Wiley- Blackwell Rice M 2001 Combinational & Sequential Logic Prentice Hall Venable V, Weisner M Electronic Resources Institute of Electrical and Electronic Engineers Lab Manual for Digital Electronics: A Practical Approach Prentice Hall 57

59 Health, Safety and Risk Assessment in Engineering Unit code: A/601/1463 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. Learning outcomes On successful completion of this unit a learner will: 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 58

60 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 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. You will participate in a range of learning activities, which you will undertake individually and in groups. You will have access to a real or realistic simulated environment, directly related to your engineering industry. Links have been made with employers to support delivery. You will be encouraged to visit the workplace or other appropriate industrial facilities. 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: 1 Be able to select and apply safe working procedures to Assessment criteria for pass The learner can: 1.1 select and justify choice of protective clothing and equipment to ensure personal protection in a given 59

61 engineering operations programming methods 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 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 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 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 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. Assessment Details Method of Assessment Word Length Outline Details Assignment words Identify health and safety issues related to Permits to work, clothing and equipment and the use of monitoring equipment Assignment words An essay related to hazard risk rating monitoring and explain its relevance within a safety audit system. Assignment words Undertake a risk assessment linked to a case study identifying implications of risk, recommendations to minimise risk and a company compliance plan. 60

62 Indicative Texts: ISBN Number Author Date Title Publisher Health and Safety Executive 1995 Health and safety for small construction sites for people in building, civil engineering and engineering construction Lancaster J 1996 Engineering Catastrophes: causes and effects of major accidents Health and Safety Executive 2002 Best signs story : safety signs at work HSE Abington HSE Hughes P, Ferrett E Ashbury S, Ashwell P 2011 Introduction to Health and Safety at Work 2007 Health & Safety, Environment and Quality Audits: A risk-based approach Butterworth Heinmann Butterworth Heinmann X Stranks J 2005 Health and Safety Law Prentice Hall Electronic Resources Institute of Electrical and Electronic Engineers Institute of Engineering Design Institute of Mechanical Engineers 61

63 Product Design Unit code: A/601/6615 QCF level: 4 Credit value: 15 Aim This unit will enable learners to understand the factors relevant to product design, and to develop skills in planning and producing prototypes. Unit abstract This unit will guide learners to consider the utilitarian and creative principles of product design. They will explore materials and manufacturing methods to inform the development of their own ideas. Learners should investigate ergonomics in design, form, function, aesthetics and reliability. There should be consideration for the needs of the end user and for the way a product will be marketed. Work-related learning activities should be deployed to give a true vocational context to this unit. Live briefs should be implemented where possible so that learners have an understanding of the relationship between the client, designer and producer/manufacturer. Work-related learning may also offer an introduction to the key concept of (product) research and development. This could open up new post-qualification employment opportunities. Learners will approach design through 2D drawings, visuals, concept boards, technical drawings and through 3D work such as materials samples, maquettes, prototypes, scale models and fullsize final models. 3D computer applications should be used to create visuals and to support drawings, model making and design development. Learners should show an understanding of the way materials work and be able to select the most suitable materials and manufacturing methods to communicate their ideas. Learning outcomes On successful completion of this unit a learner will: 1 Understand the principles of product design 2 Be able to plan and design a product to meet requirements 3 Be able to use technology to produce models, prototypes and presentation materials 4 Understand the connections between design management and manufacturing. Unit content 1 Understand the principles of product design Principles: design considerations eg concept, ergonomics, form, function, aesthetics, trends, end user, lifespan, materials, manufacturing methods, costings, level of finish, testing, sustainability Types of product: eg functional, decorative, utilitarian, consumer durables, packaging, graphic design, advertising, machinery, disposable, single use Marketing: eg market sectors, strategies, costs, unique selling point, promotion, display, point of sale Communication techniques: eg visual language, thumbnails, orthographic projections, working drawings, concept boards, standard drawing conventions (BS308), photography, renders, CAD software, illustrations, models 62

64 Legal requirements: eg consumer protection legislation, design protection, Health and Safety at Work Act, national and international standards for product performance, Kite mark, safety standards, ISO standards 2 Be able to plan and design a product to meet requirements Work to a brief: eg client brief, live brief, self-negotiated project, constraints, requirements Production plan: plan of work; estimates; deadlines; costs; scale eg one-off, small-scale, largescale, volume; research; sampling Materials: properties eg types, features, qualities, flexible, rigid, components 3 Be able to use technology to produce models, prototypes and presentation materials Processes: making eg cutting, removing, redistributing, joining, assembling, finishing, Technology: eg laser cutting, injection moulding, rapid prototyping, vacuum forming, CAD, milling Health and safety: safe production methods; product testing; legislation eg product liability Quality: eg finish, reliability, safety; precision eg component fit, movement, fit for purpose 4 Understand the connections between design management and manufacturing Organisation: project management eg plan of work, schedule, budget control, resource planning, timescale, meetings, communication Design management: stages of production eg research, design development, testing, material sampling, re-design, production, quality assurance, promotion, review; consultation eg client, designer, manufacturer, engineer, retailer, end user Learning and Teaching Activities: Teaching contact will include: lectures; workshops; seminars and practical problem solving activity sessions. At each lecture, students will be introduced to new concepts and necessary theories. These will be illustrated by case studies and practical experiences (discussed more during seminars and practical problem solving sessions). Students will be expected to undertake sufficient independent study activities each week in order to meet their study needs, including reading texts and journals, carrying our further research and working on assignments. Students will participate in a range of learning activities, either individually or in groups. You will have access to a well-equipped studio/workshop and specialist workshop facilities for the development of models and prototypes including photographic processing facilities, a suitably equipped workshop, a finishing area, a multi-purpose 3D area, laser cutting and access to rapid prototyping facilities.. 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 made with industry, practising artists, craftspeople and designers to support assignments and work experience. Links with employers have been developed to support programme delivery, work experience and future employment. 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: 1 Understand the principles of product design 2 Be able to plan and design a product to meet requirements 3 Be able to use technology to produce models, prototypes and Assessment criteria for pass The learner can: 1.1 Create original designs that show an understanding of design principles 1.2 Research and evaluate factors that influence design 2.1 Produce a researched and thorough plan of work 2.2 Show how choice of materials and production considerations can influence the appearance of a product 3.1 Select materials and technology to construct models, products and prototypes 63

65 presentation materials 4 Understand the connections between design management and manufacturing. 3.2 Use finishing techniques to produce comprehensive results in models and prototypes 3.3 Ensure that the designed products comply with safe working practices 4.1 Evaluate project planning and time management skills in relation to the design of products 4.2 Evaluate the job roles, communication and project management within the product design environment. Assessment Details Method of Assessment Assignment 1 Assignment 2 Assignment 2 Outline Details Design Plan Design principles and practice Design project management Indicative Texts: ISBN Author Date Title Publisher Number Black R 2002 Design and Manufacture Palgrave Kalpakjian S 2009 Manufacturing Engineering & Technology 6 th Edition Kalpakjian S 2008 Manufacturing Processes for Engineering Materials 5 th Edition Addison Wesley Pearson X Norman, Urry 2002 Advanced Design & Technology Longman and Whittaker Electronic Resources Computer-Aided Design Online Journal Institute of Electrical and Electronic Engineers Institute of Engineering Design Institute of Mechanical Engineers (This unit was imported from The Edexcel/Pearson 3D Design Programme. This information is based on the unit specification from Unit issue 5 dated June Import reconfirmed ) 64

66 Control Systems and Automation Unit code: R/504/6497 QCF level: 4 Credit value: 15 Aim The aim of this unit is to give students an insight into the principles of control engineering and how these principles can be used to model engineering systems and processes. Unit Abstract This unit will begin by examining analytical techniques that learners will use to form models for engineering systems and processes. Learners will utilise Laplace transforms and Bode standard equations to determine system parameters and gain an understanding of process controllers. The unit will provide a utilisation-focused understanding of control systems and automation. Learning Outcomes On successful completion of this unit a learner will: 1 Be able to use analytical techniques to form models of engineering systems and processes 2 Be able to use Laplace transforms to determine system parameters 3 Be able to use Bode standard second order equations to determine system parameters 4 Understand how control parameters are applied to process controllers. Unit content 1 Be able to use analytical techniques to form models of engineering systems and processes Block diagram analysis: blocks; summing junctions; signal flow; disturbance (MISO systems); canonical reduction; transfer functions Nyquist diagrams and Bode plots: negative feedback; locus of the open loop transfer function; logarithmic plots; magnitude (radius of the polar plot); phase angle; transfer function; analytical techniques (plotting graphs, eg log-linear, circular); parameters (stability, phase, gain, margins) Engineering systems, models and processes: engineering systems (open loop systems and closed loop systems): models (network circuits); processes, eg electric fire, thermostatically controlled heating, steam turbine generators, large antenna positional control system 2 Be able to use Laplace transforms to determine system parameters Laplace transforms: equations with differential and integral terms ( time domain to Sdomain ); partial fractions; Laplace transforms of a function; resulting expression; initial conditions; unit, ramp and impulse functions; system parameters first and second order differential equations Theory and control systems analysis: using inverse Laplace transforms to convert S- domain functions to the time domain 3 Be able to use Bode standard second order equations to determine system parameters Graphs: parameters (maximum and successive overshoots, response time, damping ratio); effect on response of varying damping ratio; graphical solution checks, eg maximum overshoot, response time; checking damping factor by calculation, eg Bode standard and second order equations 65

67 Bode standard second order equations: deriving 1st and 2nd order equations for control systems (gain, natural frequency and damping factor) 4 Understand how control parameters are applied to process controllers Process controllers: control parameters, eg range, span, absolute deviation, control effort, setpoint, bumpless transfer; types, eg proportional control, integral control and derivative control, (PI) Control, (PD) Control, three-term controllers (PID) Control; analysis/evaluation of control systems, eg stability (Zeigler-Nicholls system, reaction wave method) Learning and Teaching Activities: Teaching contact will include lectures/workshops/seminars/practical problem solving activity sessions. At each lecture, students 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). Students will be expected to undertake sufficient independent study activities each week in order to meet their study needs, including reading texts and journals, carrying out further research and working on assignments. This module is essentially practical by nature. It aims to furnish students with the necessary competencies in order to use microprocessor interfacing software and hardware to a professional standard in the analysis of control systems, write microprocessor interfacing and control programs, use and analyse microprocessor interfacing and control peripherals, use stack mechanisms and write associated programs, analyse interrupts and exceptions and write related programs, apply timer functions, and design/build measurement systems containing transducers. A high proportion of the learning process will involve students in hands-on use of microprocessor hardware and associated programming facilities. You will have access to appropriate mechanical and electrical laboratory equipment. Links have been made with employers to support practical 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 this unit the learner will: LO1 be able to use analytical techniques to form models of engineering systems and processes LO2 be able to use Laplace transforms to determine system parameters LO3 be able to use Bode standard second order equations to determine system parameters Assessment criteria for pass The Learner can: 1.1 apply the underlying concepts and principles of block diagram analysis for given engineering systems and processes 1.2 use analytical techniques to develop a model-based approach for engineering systems and processes 2.1 use Laplace transforms to determine system parameters 2.2 use inverse Laplace transforms to convert S-domain functions to the time domain 3.1 interpret a graphical solution to verify the maximum overshoot, response time and damping factor 3.2 check the graphical solution for maximum overshoot, response time and damping factor by calculation 3.3 use Bode standard second order equations to analyse system parameters 66

68 LO4 understand how control parameters are applied to process controllers 4.1 explain how control parameters are used for examining different types of process controllers 4.2 analyse different types of process controllers for stability Assessment Details Method of Assessment Word Length Outline Details Interim Test Analytical techniques to form models; Block diagram analysis; Nyquist diagrams and Bode plots Written Assignment 1000 words including Calculus, computer analysis, graphical analysis & diagrams, concerning: process controllers; threeterm controllers using Zeigler-Nichols, continuous cycling and reaction curve methods Word length; Calc, computer analysis, graphical analysis & diagrams Examination An examination focused on Theory and control systems analysis of: Laplace transforms; Operator methods; Bode standard second order equations and Parameters. Indicative Resources ISBN Number Author Date Title Publisher Bolton J 1998 Control Engineering Prentice Hall Franklin G, Enami- Naeini A and Powell J 2008 Feedback Control of Dynamic Systems 5 th Edition Addison Wesley Ogata K 2009 Modern Control Engineering 5 th Edition Prentice Hall Tewari A 2002 Modern Control Engineering with MATLAB and SIMULINK Wiley & Sons Stenerson J 2003 Industrial Automation and Process Control Prentice Hall 67

69 Electronic Resources Institute of Electrical and Electronic Engineers Institute of Mechanical Engineers 68

70 Managing People in Engineering Unit code: M/601/1458 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. Learning outcomes On successful completion of this unit a learner will: 1 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/parttime, 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 69

71 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 and Teaching Activities: The module will be delivered in 35 hours students will complete an additional 115 hours independent study. Learners must have access to relevant UK and EU legislative reference material. 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. Learning outcomes and assessment criteria Learning outcomes On successful completion of this unit a learner will: LO 1 Understand the processes and procedures involved in people management LO2 Understand working relationships within an engineering context LO3 Understand methods of managing and developing human resources LO4 Understand industrial relations and legislation Assessment criteria for pass The learner can: 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 2.1 explain different working relationships within an engineering organisation 2.2 examine lines of authority within an engineering organisation 2.3 discuss roles and responsibilities of employees within an engineering organisation 2.4 review the relevance of objectives of working relationships within an engineering context 2.5 explain how sub-contractors can be managed 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 4.1 describe contractual regulations of employment 4.2 justify the use of employment practices in an 70

72 within an employment relationship engineering organisation 4.3 explain the constraints imposed by legislation on termination of employment 4.4 examine and report on the main features of current employment legislation. Assessment Details Method of Assessment Weighting Word Length Outline Details Individual Essay 50% 1500 words An individual essay of 1500 words focused on people management procedures and relationships Individual Essay 50% 1500 words An individual essay of 1500 words focused on managing and developing people and industrial relations. Indicative Texts: ISBN Author Date Title Publisher X Babtiste S 2003 Problem-Based Learning: A Self-Directed Journey Dutch B.J. et al (eds) 2001 The Power of Problem Based Learning Daley H, 2009 Outlines & Highlights for Ecological Economics: Principles and Applications Erskine S. D. and Mickey W Evens J Lindsay W 2003 Enhancing Effective Thinking and Problem Solving for Preservice Teacher Education: Case Study Analysis 2010 Managing for Quality and Performance Excellence Gregory R 2005 Study Skills Made Easy: A Problem-based Guide for Engineers and Scientists Lambros A 2004 Problem-Based Learning in Middle and High School Classrooms: A Teacher's Guide to Implementation Meredith J, Mantel S Project management Institute 2008 Project Management: A Managerial Approach 2008 Guide to the Project Management Body of Knowledge: Schilling M 2009 Strategic Management of Technological Innovation Slack Incorporated Routledge Falmer Academic Publishers Incorporated Internet University Press of America South-Western Cengage Learning MechAero Publishing Sage Publications Inc (USA) - Corwin Press Wiley Project Institute management McGraw-Hill/Irwin 71

73 Thamhain H J 2005 Management of Technology Wiley & Sons , Electronic Resources Tooley M and Dingle L 2004 Higher National Engineering Butterworth- Heinemann Wilson D A 2002 Managing Information: IT for Business Processes EBOOK Dhillon BS 2002 Engineering and Technology Management Tools and Applications Institute of Electrical and Electronic Engineers Institute of Engineering Design Institute of Mechanical Engineers Butterworth- Heinemann Canterbury College E- Book 72

74 Week No HE Week Wk Commencing Monday CANTERBURY COLLEGE CALENDAR July August 3 11 August A Level Results 14 August 4 18 August GCSE Results 21 August ENROLMENT 5 25 August College closed Monday 25 August ENROLMENT / ADMIN WEEK 6 1 September TERMS STARTS, TUESDAY 2 SEPTEMBER 7 8 September Induction - Fresher s Week 8 15 September September September October October October Staff Conference Friday 24 October October SELF DIRECTED STUDY WEEK November November November November December December TERM ENDS FRIDAY 12 DECEMBER December 15 December Course Review day 16 December Admin day December College closed 24, 25, 26 December December College closed 1 January January 2015 TERM STARTS 5 JANUARY January January January February February February SELF-DIRECTED STUDY WEEK February 23 February Course Review day March March March March March College closed Friday 3 April. TERM ENDS THURSDAY 2 APRIL 37 6 April College closed Monday 6 April April April TERM STARTS MONDAY 20 APRIL April May College Closed 4 May May May May College Closed 25 May SELF DIRECTED STUDY WEEK June June June June June 50 6 July TERM ENDS FRIDAY 10 JULY July 14 July Course Review day 15 July Admin day July

75 Week No HE Week Wk Commencing Monday 1 28 July August 3 11 August 4 18 August 5 25 August 6 1 September 7 8 September 8 15 September September September October October October October November November November November December December December December December January January January January February February February February March March March March March 37 6 April April April April May May May May June June June June June 50 6 July July July 2015 HNC/HND Electrical and Electronic Engineering Assessment Calendar

76 Studying at Canterbury College Equality and Diversity Statement Canterbury College is committed to Equal Opportunities. No one will be denied opportunity by any form of direct or indirect discrimination on grounds of race, gender, age, culture, sexual orientation, disability, gender realignment or background. The College will encourage and support students and staff to challenge prejudice, stereotyping and intolerance, and will manage the environment in a way that maintains every individual s dignity & rights. The College considers that its duty is to: Work towards the elimination of discrimination Promote equality in terms of sex, race, disability, sexual orientation, age, religion, belief, status, life-style, social background, country of origin, or any other group definition in our society. Understand and respond to people s needs to develop vocational and occupational skills in an environment which offers equality of opportunity. The College is committed to: Actively promoting equality and diversity via training, the curriculum and events. Ensuring staff are equipped to challenge discrimination. Investigating all allegations of discrimination sensitively. Monitoring and reviewing the curriculum and learning to ensure they actively promote equality of opportunity and reflect the diverse community that exists within the College. What does this mean in practice? All who learn and work at the college have the opportunity to participate fully and achieve their full potential. Physical, social and economic barriers to accessing the college are minimised. The environment is welcoming and supportive. Everyone has a responsibility to uphold equality and show respect to others. The Faculty of Higher Education welcomes a wide range of students and values the range of talents which this diversity brings to the college. All students are expected to show respect for their peers and are positively encouraged to accept and value the differences that they will find. The faculty seeks to widen participation, to create an atmosphere where all students are able to access learning and to develop its curriculum to meet the diverse needs of its student body. The Quality Assurance Agency - UK Quality Code The UK Quality Code for Higher Education (Quality Code) sets out the Expectations that all providers of UK higher education reviewed by the Quality Assurance Agency for Higher Education (QAA) are required to meet. The purpose of the UK Quality Code for Higher Education is: to safeguard the academic standards of UK higher education to assure the quality of the learning opportunities that UK higher education offers to students to promote continuous and systematic improvement in UK higher education to ensure that information about UK higher education is publicly available. 75

77 The Quality Code covers all four nations of the UK and UK higher education delivered internationally. It protects the interests of all UK higher education students regardless of where they are studying or whether they are full-time, part-time, undergraduate or postgraduate students. QAA regularly conducts reviews of UK higher education providers to ensure that they are meeting the Expectations set out in the Quality Code. (QAA, 2014 General Introduction) Further information can be found on the QAA web site: QAA The UK Quality Code for Higher Education: A Brief Guide guidance/publication/?pubid=180#.u9tzvqfwbuo Higher Education Review: Survival guide for lead student representatives: All you need to know about Higher Education Review UK Quality Code for Higher Education: General Introduction What is the UK Quality Code for Higher Education (All accessed ) HE Faculty Policies and procedures All HE Faculty Policies and procedures are published on the HE Policies and procedures VLE page. Attendance and Punctuality Canterbury College insists upon a high attendance rate. It is the responsibility of students to ensure good punctuality and attendance and that quality of work is sustained. Students are expected to sign a learning agreement on entry to the college and to ensure its terms are met. You are expected to attend all timetabled sessions and tutorials and a register will be taken at the beginning of each session to record attendance. If you are going to be absent it is very important that you inform your tutor as soon as possible (see Communication Channels). You will often be required to take part in group activities and projects. Please remember that non-attendance of such activities will adversely affect the other members of the group, particularly where work will be assessed. You are expected to be reliable and considerate of your fellow group members at all times. Cheating and Plagiarism Canterbury College and Edexcel view cheating and plagiarism as serious academic misconduct and will penalise students who are found to have attempted such deception. 76

78 Plagiarism is when a student submits any part of another person s work and tries to pass it off as their own. This applies to all work submitted for assessment (e.g. essays, reports, projects, diagrams, music, examination answers). Examples of plagiarism: directly copying a sentence, phrase or paragraph from another source, whether published or unpublished, without quotation marks and referencing paraphrasing another source by simply changing a few words without referencing it copying other students submitting the work of others using another person s ideas and claiming them as your own. This includes: another student s assignment textbooks material purchased from essay banks etc a newspaper or magazine article an extract from a television or radio programme, a piece of music or other type of media web pages your own work, which has previously been submitted for assessment, either at Canterbury College or elsewhere, without acknowledging that the work has been so submitted. If you quote from any source it must be referenced in your work and in the bibliography. Cheating includes the following: using unauthorised notes or devices in an examination obtaining an unauthorised copy of an examination paper communicating, or trying to communicate, with another student during an examination being party to an impersonation in relation to an assignment or examination copying from other students soliciting work from others (e.g. individuals, essay banks etc) fabrication or falsification of information, data, sources, analysis etc submitting work previously assessed on a different module or programme. Turnitin Turnitin is a software programme that allows teachers and students to submit work for originality checking. Its purpose is to prevent plagiarism by comparing the text in any document against previously submitted student papers, web material books and publications. Turnitin does not directly identify plagiarism. It will identify the proportion of any text that is shared with other documents. If this shared text is correctly attributed and 77

79 referenced then there is no evidence of plagiarism. If however the proportion of shared text exceeds the attributed or referenced material then the matter will be investigated for a decision on plagiarism to be made. Such determinations of plagiarism require human judgment, students should understand the College and awarding body policies before submitting written assignments for assessment. All appropriate student written work completed in respect of Canterbury College HE Programmes will be submitted to turnitin for analysis. Teachers will scrutinise the test results and take action in respect of any cases of suspected plagiarism. Duties of Students - Canterbury College Health and Safety Policy ( ) Whilst on the College premises or in attendance at other premises as part of the curriculum, students have a general duty to be aware of the health and safety requirements and to take reasonable care for the health and safety of themselves and of other persons who may be affected by what they do or fail to do during their course of their education. Additionally, all students must wear their ID cards at all times whilst on the campus. Students who fail to comply with these duties (further defined below) will face disciplinary action by the College. Notices & Written Instructions Students must comply with all hazard/warning signs and notices displayed on the premises. Students are expected to read and observe any official notices and instructions displayed in their work area. Working Conditions/Environment Students must make proper use of all safety equipment and facilities provided to control working conditions/environment. Students must keep work areas clean and in a tidy condition. Students must dispose of all rubbish and waste materials within the working area, using the facilities provided. Students must clear up any spillage of liquids as soon as is practicable. Fire Precautions Students must conform with all emergency procedures pertinent to their work activity. Students must not obstruct any fire escape route, fire-fighting equipment or fire doors. Students must report any use of fire-fighting equipment to their lecturer. Accidents Students must seek first aid attention from a qualified first aider for all injuries you sustain, no matter how slight and ensure that appropriate records are entered onto an Accident Report Form completed by yourself or your lecturer. Upon returning from treatment, you must report the incident to their lecturer. Students must report all incidents accidents and near misses to your lecturer for using the appropriate form which must be forwarded to the College Health and Safety Officer. Health Students must report to your lecturer any condition which could affect the safety of themselves or others. 78

80 Students are expected to carry out their work in a way that does not endanger their health or that of others. Safe Working Procedures Students must not operate any machine, plant or equipment unless they have been trained and authorised to do so. Students must make full and proper use of all machine guarding. Students must report to their lecturer immediately, any fault, damage, defect or malfunction of any machinery, plant, equipment, tools or guards. Students must not leave any machinery, plant or equipment in motion whilst unattended unless it is designed specifically for this purpose. Students must not operate 'prescribed dangerous machinery' in any circumstances if under the age of 18. If over the age of 18, they must have received sufficient training or be under adequate supervision. Students must not make any repairs or carry out maintenance work of any description Students must use all substances, chemicals, liquids, etc. in accordance with all written and verbal instructions provided by their lecturer. Any difficulties in following a safe working procedure must be reported to their lecturer immediately and there must be no attempt to perform a task which is likely to cause injury to yourself or others. Rules Covering Gross Misconduct Students may be liable to summary expulsion if found to have acted in any of the following ways: A serious or wilful breach of the safety rules. Unauthorised removal or interference with any guard or protective device. Unauthorised operation of any item of machinery, plant or equipment. Unauthorised removal of any item of first aid equipment. Wilful damage to, misuse of, or interference with any item provided in the interests of health and safety or welfare within the College. Unauthorised removal or defacing of any label, sign or warning device. Mis-use of chemicals, flammable or hazardous substances or toxic materials. Horseplay or practical jokes which could cause accidents. This list is neither exclusive nor exhaustive. Fire Action Your student diary explains the procedure for Fire Action Within the College Buildings continuous sounders give the fire warning If necessary evacuation chairs will be used by trained staff to evacuate the refuge areas. However if there is no danger, you may be advised to make your way to the nearest refuge or another on the same floor and remain there. On discovering a fire Raise the alarm, by operating the nearest break glass unit. On hearing the fire alarm Evacuate the premises quickly and calmly following the running figure signs, and proceed to the appropriate muster points. Follow the instructions from Fire Marshals 79

81 Do not delay your departure by collecting coats or other personal belongings Where possible close all doors through which you pass on leaving the building Do not use lifts as a means of escape, if you cannot use the stairs proceed to a protected stairwell landing refuge area and communicate with the fire point Do not re-enter the building until advised that it is safe to do so. A Klaxon will be sounded as the signal to re-enter the building- this will only be sounded once the fire brigade have left the campus Classification and Grading of HND and HNC Programmes Grading of Assignments The grading of Edexcel BTEC Higher National qualifications is at the unit and the qualification Level. Each successfully completed unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement of all outcomes against the specified assessment criteria. Merit and distinction grades are awarded for higher-level achievement. The generic merit and distinction grade descriptors listed below are for grading the total evidence produced for each unit and describe the learner s performance over and above that for a pass grade. They can be achieved in a flexible way, for example in a sequential or holistic mode, to reflect the nature of the sector concerned. BTEC Centre Guide to Assessment: Level 4 to 7 Issue 4: December 2013: P36 ssment%20-%20level%204-7.pdf (Accessed ) Summary of Grades In order to achieve a pass in a unit In order to achieve a merit in a unit In order to achieve a distinction in a unit All learning outcomes and associated assessment criteria have been met Pass requirements achieved All merit grade descriptors are achieved Pass requirements achieved All merit and all distinction grade descriptors are achieved Each of the generic merit and distinction grade descriptors can be amplified by use of indicative characteristics. These give a guide to the expected learner performance, and support the generic grade descriptors. The indicative characteristics should reflect the nature of a unit and the context of the sector programme. The indicative characteristics shown in the table (below) for each of the generic grade descriptors are not exhaustive. Consequently, appropriate characteristics from the list, (or constructed by your tutors) may be added to the descriptors and will appear in your assignment brief. It is important to note that each assessment activity does not need to incorporate all the merit and/or distinction grade descriptors. BTEC Centre Guide to Assessment: Level 4 to 7 Issue 4: December 2013: P36 ssment%20-%20level%204-7.pdf (Accessed ) 80

82 Marking Criteria This Programme uses a criterion referenced assessment process. The learning outcomes and assessment criteria (for pass) are included in each module specification. In addition when each assessment is designated criteria will be written to enable Pass, Merit and Distinction grades to be given for HNC and HND programmes. This criteria will be supplied with the assignment brief and is based on the module learning outcomes and assessment criteria detailed below. The generic merit and distinction grade descriptors (listed below and are published in an Annexe of the qualification specification) are for grading the total evidence produced for each unit and describe the student s performance over and above that for a pass grade. They can be achieved in a flexible way, for example in a sequential or holistic mode, to reflect the nature of the sector concerned. It is important to note that each assessment activity does not need to incorporate all the merit and/or distinction grade descriptors. Generic grade descriptors and indicative characteristics The difference between assessment criteria, grade descriptors and indicative characteristics are outlined in the following table: Assessment Criteria Grade Descriptors Indicative Characteristics Statements that identify the important features to be present in the assessment evidence and are indicative of a satisfactory (i.e. Pass) level of achievement. Statements that identify the features within the assessment evidence which enable an Assessor to measure achievement above the satisfactory level (i.e. Merit and Distinction). Guides to the expected student performance within a particular assignment, supporting the generic grade descriptors. The indicative characteristics should reflect the nature of a unit and the context of the sector programme. The merit and distinction grade descriptors and indicative characteristics identified below are published in an Annexe of the Higher National specifications. They: Need to be viewed as a qualitative extension of the assessment criteria for pass within each individual unit Must be identified and specified within an assignment and the relevant indicative characteristics should be used to place the required evidence in context 81

83 Merit descriptors In order to achieve a merit the student must: Identify and apply strategies to find appropriate solutions Select / design and apply appropriate methods and techniques Present and communicate appropriate findings Exemplar indicative characteristics (Centres can identify and use other relevant characteristics. This is NOT a tick list). The student s evidence shows, for example: Effective judgements have been made Complex problems with more than one variable have been explored An effective approach to study and research has been applied Relevant theories and techniques have been applied A range of methods and techniques have been applied A range of source information has been used The selection of methods and techniques/sources has been justified The design of methods/techniques has been justified Complex information/data has been synthesised and processed Appropriate learning methods/techniques have been applied The appropriate structure and approach has been used Coherent, logical development of principles/concepts for the intended audience A range of methods of presentation have been used and technical language has been accurately used Communication has taken place in familiar and unfamiliar contexts The communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used Distinction descriptors In order to achieve a distinction the student must: Use critical reflection to evaluate own work and justify valid conclusions Take responsibility for managing and organising activities Demonstrate convergent / lateral / creative thinking Exemplar indicative characteristics (Centres can identify and use other relevant characteristics. This is NOT a tick list). The student s evidence shows, for example: Conclusions have been arrived at through synthesis of ideas and have been justified The validity of results has been evaluated using defined criteria Self-criticism of approach has taken place Realistic improvements have been proposed against defined characteristics for success Autonomy/independence has been demonstrated Substantial activities, projects or investigations have been planned, managed and organised Activities have been managed The unforeseen has been accommodated The importance of interdependence has been recognised and achieved Ideas have been generated and decisions taken Self-evaluation has taken place Convergent and lateral thinking has been applied Problems have been solved 82

84 Innovation and creative throughout Receptiveness to new ideas is evident Effective thinking has taken place in unfamiliar contexts Contextualising the generic grade descriptors The generic merit and distinction grade descriptors need to be viewed as a qualitative extension of the assessment criteria for pass within each individual unit. The relevant generic grade descriptors must be identified and specified within an assignment and the relevant indicative characteristics should be used to place the required evidence in context. Each assessment activity does not need to incorporate all of the Merit and/or Distinction grade descriptors. The assessor should include Merit and/or Distinction grade descriptors and an associated indicative characteristic that are relevant for the activity or task in hand. BTEC Centre Guide to Assessment: Level 4 to 7 Issue 4: December 2013: P39 ssment%20-%20level%204-7.pdf (Accessed ) Qualification grades above pass grade Learners will be awarded a merit or distinction qualification grade by the aggregation of points gained through the successful achievement of individual units. The graded section of both the HNC and the HND is based on the learner s best performance in units at the level or above of the qualification to the value of 75 credits. The number of points available is dependent on the unit grade achieved and the credit size of the unit (as shown in the Points available per credit at specified unit grades table below). Points available per credit at specified unit grades Points per credit Pass Merit Distinction Qualification grades Edexcel BTEC Level 4 HNC Points range Grade 0-74 Pass P Merit M 150 Distinction D Edexcel BTEC Level 5 HND Points range Grade 0-74 Pass P 83

85 Merit M 150 Distinction D The grade achieved in units from an appropriate HNC may contribute to an HND grade. If a learner moves from HNC to HND then credits from both the HNC and HND can contribute to the best 75 credits of the overall HND grade. Further details can be found in the Pearson Programme Guides. (Calculation of the Qualification Grade) Accessed Assignment Briefs You will be supplied with an assignment brief for each assignment in every module. The assignment brief will be issued to you at the start of the assessment process. The assignment briefs will: inform you of the tasks set inform you of the methods of assessment set clear deadlines for submission of work Formative and Summative assessment Formative assessment involves both the Assessor and the student in a conversation about their progress and takes place prior to summative assessment. The main function of formative assessment is to provide feedback to enable the student to make improvements to consolidate a Pass, or attain a higher grade. This feedback should be prompt so it has meaning and context for the student and time must be given following the feedback for actions to be complete. Summative assessment is a final assessment decision on an assignment tasks in relation to the assessment criteria of each unit. It is the definitive assessment and recording of the student s achievement. Assessors should annotate where the evidence supports their grading decisions against the unit grading criteria. It is not expected that students are offered opportunities to revisit assignments at this stage of the assessment process unless approved by the Programme Leader. Students will need to be familiar with the assessment criteria to be able to understand the quality of what is required. They should be informed of the differences between grading criteria so that higher skills can be achieved. BTEC Centre Guide to Assessment: Level 4 to 7 Issue 4: December ssment%20-%20level%204-7.pdf (Accessed ) Meeting deadlines Deadlines for assessment are an important part of BTECs. You will be encouraged to develop good time management that will stand you in good stead in the workplace. You will be assessed fairly and consistently, no student will be advantaged by having additional time to complete assignments. You may be given authorised extensions for legitimate reasons, such as illness at the time of submission. If you have genuine reasons for not meeting a deadline and wish 84

86 to apply for an extension you should apply in writing to your programme coordinator or programme leader. If an extension is granted, the new deadline must be recorded and adhered to. Submission of late work and referrals To conform to the QAA Quality Code, Canterbury College HE Faculty has developed and published its own assessment regulations relating to BTEC higher level programmes. The regulations include a code of practice on how late submission of student work is dealt with. The delivery of Engineering Services require punctuality and work to agreed project plans and deadlines for those receiving the services. Therefore merit and distinction criteria relating to meeting agreed timelines will be added to every unit. Tutors can refuse to mark student work that has been submitted late ( more than 4 weeks after the submission deadline). If this happens you will be asked to resubmit work, but for a different assignment brief that will not contain merit and distinction criteria. You are not required to include Merit and Distinction criteria in the resubmission assignment brief, if the student has not taken advantage of the first assessment opportunity and the formative assessment process. Pearson Centre Guide to assessment (level 4 to 7) Issue 4 Dec 2013: P42 If your work, (that has been submitted late) is accepted you will be unable to meet the assessment and merit/distinction grade descriptors as they require evidence of one or more of: meeting agreed timelines the ability to plan/organise time effectively the ability to work to industrial/commercial practices that include implicit timelines. The generic grading descriptors published in each BTEC Higher National specification provide contextualised merit and distinction grading criteria that require evidence of meeting time-related activities, for example: Merit descriptor Indicative characteristic Distinction descriptor Indicative characteristic Identify and apply strategies to find appropriate solutions An effective approach to study has been applied Take responsibility for managing and organising activities Substantial activities, projects or investigations have been planned, managed and organised Centre Guide to assessment (level 4 to 7) Issue 4 Dec 2013: P41.. Accessed ssment%20-%20level%204-7.pdf Assessment Boards Each centre is required by Pearson to hold Assessment Boards for all of its BTEC Higher National programmes. The main purpose of an Assessment Board is to make recommendations on: 85

87 the grades achieved by students on the individual modules or units extenuating circumstances cases of cheating and plagiarism progression of students onto the next stage of the programme the awards to be made to students referrals and deferrals. Introduction Higher Education Assessment Policy This policy is not intended to supersede or replace the assessment procedures of the College s awarding bodies but is based on the assumption that the faculty will be complying with the requirements of its university partners and Pearson in every respect. It is, however, intended to formalise the approach which the faculty takes to its own assessment of students, in order to ensure that there is parity of treatment for all its higher education students, whichever awarding body validates and quality assures their qualification. Assessment Policy 1. All assignment briefs and examinations which form part of a student s final award which are not written by a validating university, will be internally verified by another member of the teaching team before being issued to students and a record kept to confirm that this took place 2. A sample of all marked assignments will be internally moderated. This should include consideration of those in the upper and lower brackets, all fails and a sample of a size in accordance with the university or awarding body policy, with the exception of final degree dissertations, which will all be second marked by another member of staff with written feedback from both. A moderation grid will be maintained as a record of this activity 3. All assessed work which is submitted punctually will be returned to the student within no more than two working weeks, with the exception of dissertations which have to be second marked in their entirety. A return date will be included on assignment briefs issued to students 4. It is good practice to identify spelling and grammar errors in formative feedback and expect students to correct this in summative feedback. Any students showing particular concern could be referred to DISC in the LRC and the group profile used to check whether specific support is required and whether it is in place 5. All students should have the opportunity for at least one formative assessment during an assignment and this should be timetabled into the scheme of work. It is important not to create an advantageous situation for one student and usually, more than one formal, formative feedback is not necessary. Formative assessment involves the assessor and student/s and takes place prior to summative assessment. 6. The composition of Boards of Examiners is determined by the regulations of the awarding body 7. The designated course tutor will ensure that all work is marked and moderated in advance of the Board of Examiners, that marks are available in an appropriate 86

88 format for the awarding body and that a constructive dialogue is maintained throughout the year with the External Examiner 8. Where work is submitted late without evidence of extenuating circumstances, the regulations of the awarding body will take priority in consideration of whether the work can be assessed and, if necessary, the final decision will rest with the Board of Examiners. The ability to meet a deadline is an important part of preparing students for employment and the consequences of late submission of work must be made clear to students. Learners may be given authorised extensions for legitimate reasons such as illness and they must complete the concessionary paperwork that is available on their course page on the VLE. 9. Pearson programmes only: merit and distinction criteria relating to meeting agreed timelines will be added to every unit/assignment brief, therefore a late submission will result in a maximum grade of pass. Tutors can refuse to mark student work that has been submitted late (more than 4 weeks after the submission deadline). If this happens students will be asked to resubmit work, but for a different assignment brief that will not contain merit and distinction criteria. If a student meets the initial deadline, and has taken part in formative assessment, and does not achieve the learning outcomes, a re-submission assignment brief will be provided to provide a further assessment opportunity, with no Merit or Distinction grading criteria. The student must not have further guidance and support in producing further evidence. The re-submission could be under different conditions, for example as a timed classwork. Any original submitted work will remain valid the re-submission work will replace learning outcomes that were not achieved. 10. Following both formative and summative assessment, students are not able to resubmit work to achieve a higher grade. Any further opportunities to improve grades must be made available to all students and in agreement with the awarding body, and/or external examiner. 11. Only the Board of Examiners has the authority to consider claims of extenuating circumstances, on production of appropriate evidence from the student concerned 12. For university validated programmes, all assessment will follow as laid down in the validation document in every respect and without deviation, unless with prior agreement from the awarding body that the proposed alternative is acceptable 13. For Pearson validated programmes, all assessment will follow as laid down in the Student Handbook. Pearson programme specifications are re-written by Canterbury College and aligned to suit local market needs and the delivery of modules cannot be changed without agreement of students, the Higher Education Development Officer and the Section Manager. 14. All assignment briefs will be written in clear and concise language and will include as a minimum: Details of title(s) of programme/module The learning outcomes which the student is expected to evidence in their work Assessment criteria and weighting (where applicable) Hand-out date The deadline for submission The deadline for feedback to the students within no more than two working weeks Name of unit/module convenor 87

89 Internal verifier name A statement on plagiarism that is signed by students on submission or submitted through Turnitin 15. The teaching team will endeavour to use a wide variety of assessment methods on each programme so as not to disadvantage a range of students with different learning styles and will make every reasonable adjustment for those with disabilities whilst maintaining academic standards 16. All assignment grades are provisional until ratified by the Board of Examiners and will be presented as such when feedback is given to students 17. Students are expected and encouraged to submit their work suitably presented, including due regard to correct spelling and grammar, so as to foster the skills which they will need to succeed in employment 18. All practical work and presentations which are considered for the final grades will either be recorded or assessed by two members of staff so as to enable moderation to take place and as evidence in the event of an appeal 19. New staff will be given appropriate training and support as part of their induction to assessing at higher education level, which may include further training at the university depending on the requirements of the partner institution. In their first term, their Section Manager and/or mentor will ensure that their marking is discussed with them on an ongoing basis and that examples from other members of the team are shared with them 20. All suspected cases of plagiarism will be considered, in the first instance, at the faculty s internal Assessment and Plagiarism Board, which will meet no less than twice termly to review ongoing compliance with the Assessment Policy, with additional meetings to consider cases of plagiarism as the need arises. The Board will be chaired by the Dean of Higher Education or the Head of Faculty for Higher Education and attended by the Section Managers and those tutors necessary for consideration of cases of suspected plagiarism. Thereafter, the regulations of the relevant awarding body will be implemented 21. The Assessment Board, team meetings, standardisation sessions and the moderation process will be used to ensure that there is consistency of practice with regard to assessment across the faculty 22. All student groups will be issued with a calendar of their assignment submission dates at the start of the first term of the academic year. This calendar will be drawn up with careful attention to the even spread of assignment dates through the academic year so as not to unduly burden students at any particular time of the year 23. Student inductions will include an introduction to assessment and the methods for assessment to be used during the course of their studies and will be supplemented with study skills and technique sessions through the year to give all students the best possible chance of succeeding on their chosen programme of study 24. Copies of all assignments and examinations issued to students which form part of their final award will be lodged securely with the faculty s Senior Administrator 88

90 25. Assignment briefs will be made available to the universities and awarding bodies if requested in order to engage in a constructive and supportive dialogue thereon for further development 26. Assessed work (or recorded evidence thereof) and feedback will be kept by the College for the duration of a student s year of study and until the Board of Examiners has considered awarding of their qualification 27. In order to achieve any higher education qualification, a student must achieve every learning outcome. Only the Board of Examiners, in exceptional circumstances, has the authority to consider waiving of this 28. No student shall be permitted to trail credits which would jeopardise their chances of achieving their full award. The final decision as to this lies with the Board of Examiners but will not exceed a maximum of 30 credits in any one year 29. Submission of work by students will be recorded and dated to avoid potential uncertainty. This will normally be in the form of a Turnitin submission or an assignment receipt where this is not possible 30. Students must submit their work as stated in the format in their student handbooks or as required by the assignment brief 31. No appeal is permitted which challenges the academic judgment of a member of staff. All other appeals will be considered initially by the Assessment and Plagiarism Board Communication Channels You must check your programme notice board at least once a week. Any important announcements concerning your studies will be posted here. If you are going to be absent it is very important that you inform your tutor as soon as possible. Absences for any reason other than illness should, as a matter of courtesy, be agreed in advance with the college and with the tutor. Students are expected to arrange any appointments (e.g. dentist, optician etc) outside of college time. College Main Telephone Number College Fax Number Computing All students are bound by the following rules for use of the Learning Resource Centres and any computing facilities: User Logon IDs will be provided for every authorised user of Canterbury College Computing Facilities. This will identify you to the system and under no circumstances should you use any Logon ID except the one provided for you. User Logon IDs and passwords should not be divulged to anyone. It is the user s responsibility to take reasonable precautions to minimise risk of unauthorised access, e.g. by choice of password. Attempting to acquire another user s Logon ID, password or any other data for which you do not have explicit permission to access is prohibited. 89

91 Changing the configuration of any computing workstation is not allowed. This includes the copying of any software to or from any college computer, either networked or stand-alone. Students should abide by the booking procedures and understand that by arriving more than 10 minutes late or leaving their machine unattended without informing a member of staff their machine may be allocated to another user. Any facilities provided are for college related use only and should not be used for non-college work. No food or drink should be consumed in the Learning Resource Centres and around any computing workstation. Mobile telephones, portable CD/cassette players etc should be turned off in the Learning Resource Centres and around any computing workstation. Students are responsible for any books or videos issued to them. These items should be looked after and returned by the agreed date or a fine may be incurred. Students should behave in a reasonable manner, observe the silent study area rules and take care not to damage any property or equipment. Any audio/visual equipment/materials provided are for educational use only. Any computing facility (including software) provided by the College is used entirely at the risk of the user. The College accepts no responsibility for any loss or damage resulting from malfunction or failure of hardware, software or computing facility. Users must not create, display, circulate or produce any material in any form which is classed as unacceptable; including but not limited to pornography, abusive language, discriminatory, sexual or racial harassment. Users must not deliberately damage College computing facilities or associated wares, deliberately introduce any virus or attempt to circumvent access controls. Any evidence that a criminal act has been committed may be reported to the police. The Virtual Learning Environment - Moodle Moodle is available to support student learning. The college will follow up any complaint or instance of use that contravenes this policy. When using messaging or the forums, do not use language that is discriminatory or disrespectful of another person of a clear sexual nature, messages that make accusations of others, messages that could be seen as bullying or said to intimidate. Do not send messages when it is clear that they are unwelcome or there is a specific request to stop. ie. go away or don t write to me again. Students are reminded that: The messaging service allows you to block messages from an individual and this should be used. Students can alternatively tell students not to message them. All messages are kept it is possible to monitor usage and retrieve data. Failure to comply with these rules will result in instigation of the College s disciplinary procedure and may result in one or more of the following: A ban, temporary or permanent, on the use of the Internet facilities. A ban, temporary or permanent on the use of the College network. Permanent exclusion from the College. 90

92 E-Books and Electronic Resources Students have access to a range of e-books and online resources. These can be accessed by logging onto the College VLE Moodle, click on Student Support in the task bar at the top of the page, then hover over Learning Resource Centre in the drop down menu. Now click HE study Centre. Alternatively log on to the Learning Resources Centre student intranet page and select find e books. The following resources have been identified as specifically relating to Engineering: Construction Information Service (CIS) - Resources primarily for construction, but also including some practical resources for Civil Engineering such as British Standards, Statutory Instruments, and publications from BRE, CIRIA and the Health and Safety Executive. Academic Search Elite Wiley Online Library Emerald Insight Infotrac General OneFile Coursework You will be given a coursework schedule and briefs by your tutor for each module. Coursework can take a number of different forms, e.g. essay, report, presentation or practical. Some modules may include a final examination and your tutor will confirm if that is the case. You should also refer to the individual module details at the end of this handbook. You must complete and pass all coursework and the examination (if applicable) in order to be able to pass the module. You will be provided with coursework deadline submission dates. These deadlines must be met. It is your responsibility to plan and manage your workloads so that you submit assignments on time. Where the work is later submitted and a claim for extenuating circumstances is made the chair of the Board of Examiners assesses the case and decides whether to permit the work to be marked. If your module includes both coursework and an examination you must pass both elements in order to pass the module. If you fail one or both of the elements you must resit the failed element; final format of the resit is at the discretion of the Board of Examiners. If you pass an element you will not be permitted to retake it. If you do not attend an examination it will be considered a failure and you will have to resit it at a later date. Under such circumstances you will only be eligible to achieve a Pass grade on the resit. If you do not attend due to extenuating circumstance and can present evidence of this to the Board of Examiners, the failure may be condoned, in which case you will be permitted to sit the examination as if for the first time. 91

93 Remember, tutors are there to support you and you should ask if you are finding difficulty with a particular topic. Coursework Presentation Written work should be submitted in the following format: Work should be word processed, unless specifically agreed with your tutor beforehand. Preferred font is Arial 11. Write on one side of the page only. Use one and a half or double line spacing. Use clear and appropriate subheadings and leave a double line spacing between paragraphs. Leave a wide margin on both edges and the top and bottom of the page, to enable your tutor to write comments. Pages should be numbered and each must have your name at the top. Figures, diagrams and graphs should be clearly labelled. Check your spelling, using the UK spell-check on your computer or a dictionary. Grammar and punctuation are very important as inaccurate use can change the meaning of a sentence. Be precise with words technical language is expected at this level and is taken into consideration by assessors. Present your work neatly in A4 plastic pockets. The pages must not be stapled or in ring binders. Write in formal English and in an appropriate style. Ensure that the work meets the word count for the assignment. It must not be significantly over or under the word count. Add the required and actual word counts to the front of your assignment. It is your responsibility to hand over your work to the module tutor in person or, if the tutor agrees, to leave the work with another designated member of staff, usually the Academic Mentor. Please do not ask other tutors to accept work on behalf of an absent colleague. Coursework Retention Each year the moderator takes samples of assignments. In particular, work from students on the pass/refer borderline is often reviewed more carefully and the Progression and Award Board may recall a student s work. For this reason, all of your marked coursework must be retained in your portfolio and practical work recorded through photography, all of which your tutor stores. Coursework Writing Skills It takes time to develop effective writing skills. The following pointers should help you achieve this as smoothly as possible. Effective ways or studying 92

94 Take time to reflect on and use your notes. Use spider diagrams and flow charts to help you plan your assignment answers. Preparing for an assignment Remember your answer (essay, report etc) is a reasoned response to the question asked. It is not an excuse to write all you know about the topic. Make sure you understand the question. How many parts are there? Make sure you prepare to ANSWER ALL OF THEM. Look up any unfamiliar terms. Begin by gathering ideas and key themes of the topic. A spider diagram on a large sheet of paper may be a good way to start. Put the assignment question in the centre of the page. Begin to plan on the large sheet. Your responses will come from your reading, your thinking, tutorials, past assignments, television broadcasts etc. Draw lines from the question and cluster similar ideas together. Only a brief reference is needed - just enough to remind you of the point or the source of information. Number the points on your plan in the best order for the answer. Before you begin writing, check that everything is relevant, and that nothing vital is missing. Skim through your sources once more and recheck you understand the assignment title. The opening paragraph Outline your approach to the question. It may help to explain the implications of the key commands in the title. Define any concepts which are going to be critically examined. Summarise the range of evidence you are going to explore. Introduce any challenges you will have to face in answering the question - e.g. conflicting evidence, academic controversies and debates or competing perspectives. Develop your own style. Vary your sentence construction and length. Make sure you correctly use the conventions of citation, quotations, references and bibliography. Other paragraphs Each should contain evidence (e.g. information, quotations, views of critics etc) which you then DISCUSS and ANALYSE to bring out your RESPONSE - showing how the evidence relates to the question. The discussion should always refer back to the title. Include a clear link to the next paragraph in the final sentence, or in the first sentence of the next one. Have you answered ALL the parts of the question in an equal way? Final paragraph - conclusion This should draw together the main points you have already made. You may want to compare and contrast them. Some of the evidence may be ambiguous or contradictory - you must say which aspects of the evidence you consider to be most compelling in answer to the question as a whole. Refer to the key commands and key terms in the title. Don't be tempted to add irrelevant observations! Leave your assignment alone for a day or so, then read it through carefully and make final revisions. Don't be satisfied with your first effort. Check you have kept to the word limit. Have you answered ALL parts of the question? 93

95 Disciplinary Procedures Very serious misdemeanours may be subject to college disciplinary procedures. There is also a review procedure to be followed when a student s progress and/or behaviour is giving cause for concern. This involves an initial oral warning, followed by a written warning; if there is no satisfactory outcome, a student may be asked to leave the course. The emphasis at all times is one of helping all students to resolve any difficulties. All problems involving the course, peers and/or college must be discussed with the tutor in the first instance. The student Disciplinary Procedure is designed to ensure that all students abide by the college rules. This procedure is in two parts: (a) Misconduct Procedure This will be invoked for behaviour by any student that contravenes the college rules. It is behaviour which actually or potentially impacts harmfully on that student, other students, staff or other people's/college property. The Misconduct Procedure provides for students being given warnings which become increasingly serious if there is no improvement in behaviour. Warnings at each stage are accompanied by an action plan for improvement and may also include sanctions where appropriate. (b) Serious Misconduct Procedure This is defined as behaviour by students which is: Illegal, or which threatens the safety of other students, staff, the security of other people's or the college's property. The Serious Misconduct Procedure provides for the incident to be investigated by a senior member of college staff and for decisive protective action to be taken. Serious Misconduct is likely to warrant immediate temporary exclusion pending investigation, which may be followed by permanent exclusion, return with specified sanctions, or reinstatement. The college will involve the police if the incident is deemed criminal, although it may be up to an individual to press charges. Disciplinary Procedures - Academic Students are required to act with honesty and integrity in fulfilling requirements in relation to assessment of their academic progress. The following are some examples of conduct which will be regarded as a breach of this regulation: Cheating in examinations Attempting to influence an examiner or teacher improperly Repeatedly reproducing the work of others without proper acknowledgement Possession of unauthorised materials Use of unauthorised materials Copying from another student 94

96 Substantial or serious plagiarism or reproduction of material Attempting to influence a teacher or examiner improperly Communicating with another student Conspiring with others to reproduce the work of others without proper acknowledgement, including knowingly permitting work to be copied by another student Falsification of data If you are found to be in breach of this you will be subject to academic disciplinary procedures, and penalties will be imposed. Dyslexia Support Canterbury College offers initial dyslexia screening through the Additional Support Team. If the screening results indicate that you have significant dyslexia needs and require support in order to succeed at your studies, a referral will be made to an Educational Psychologist for a formal assessment. Depending on the outcome of this assessment, you may be offered an accredited DSA Assessor. This person will be able to complete a statement of need for a Disabled Student Allowance. This allowance can entitle a student with dyslexia to receive a range of support and can also include the funding for the purchase of a laptop and appropriate software. If you have any concerns that you may have dyslexia you are strongly encouraged to use the screening service as early on in your studies as possible in order for the College to begin giving you the appropriate support. For further information on dyslexia support offered at Canterbury College please contact the Disability Advisor at the Canterbury College Student Information Centre. Effective Study Technique Becoming a good student' involves you in a learning process. The following points will provide you with a basis for developing a sound study technique. 1. Read around the subject area as much as possible and purchase the recommended course books if you can. 2. Read all assignment briefs carefully and do only what you are asked. Ask for help if you are not sure. Note what format you should produce, e.g. essay or report. Note the word count and stick to it. 3. As appropriate, use library books, magazines and journals, the Internet and television/radio broadcasts together with your own textbooks. 4. Take notes from your research selectively, asking yourself, what do I need to know? Use the index and contents pages to isolate the part you need to read. In some cases this may be very little. Note page numbers, the author, title, publisher, and year of publication for all works used. This will enable you to trace any quotation back to its source. 5. When taking notes in class, again try to be selective. Verbatim notes are not necessary, and lecturers are unlikely to go at dictation speed. 6. Structure written work using a logical framework. 7. Try to support all arguments with evidence, avoiding unsupported statements. 8. With numerical work show your workings clearly and do not leave figures/calculations without description or explanation. 95

97 9. Submit all work on time. Working to deadlines is an important skill and we impose a penalty for lateness. 10. There are no extra marks for bulky folders, ring binders, padding out' with leaflets you have collected or putting every page in a separate plastic folder. In fact they will tend to slow down your marker or assessor so avoid them! 11. Avoid the serious academic sin of plagiarism, by referencing all of your sources. In order to avoid plagiarism it is important to reference all quotations, theories, diagrams etc. You may quote from any published material, but not from lecture notes and handouts prepared by teaching staff. We use the Harvard System of referencing. See p20 of this handbook for details. Appeals against Examination Board Decisions A student may appeal against a decision of an Examination Board on the following grounds: that circumstances exist which materially affected the student s performance which were not known to the Examination Board when its decision was taken, and which it was not reasonably practicable for the student to make known to the Board beforehand that there were procedural irregularities in the conduct of the examinations and/or assessment procedures An appeal by a student against an academic discipline decision of an Examination Board may only relate to the following grounds: that the procedure was not properly carried out that substantial new evidence has come to light No appeal shall be allowed on the grounds that although the decision of the examiners was properly made the Examination board is alleged to have erred in its judgement of the academic standard achieved by the student. Procedure for Appeals An appeal must be submitted in writing by the student concerned to the Dean of Higher Education and must be received no later than 15 working days after the notification to the student of the decision of the Examination Board as appropriate. The appeal should contain a full statement of the grounds that the appeal relies upon. In preparing such a statement the student may draw upon the assistance of relevant College staff, if appropriate. The Dean of HE or their nominee will review the submission to ascertain whether there are valid grounds for appeal. If the appeal rejected the appellant will be given reasons for the decision. If accepted the case will be referred back to the members of the Examination Board to reconsider their decision. Use of the Internet Use of the Internet is a privilege and may be withdrawn at any time. The downloading, viewing or sending over the Internet via any computing workstation of any material classed as unacceptable by the college is prohibited and will be treated at a very serious offence. Unacceptable material includes, but is 96

98 not limited to, pornography, warez (illegal computer software), hacking, phreaking (illegal use of any phone system) and any other material which may cause offence or harm to others. The use of Chat programs or similar software is not allowed. All Internet use is subject to the JANET Acceptable Use Policy, which is available to view on the Internet at It is the user s responsibility to comply with this policy. Personal Tutor Scheme You are obliged to attend formal tutorials when your individual progress can be considered in conjunction with your personal portfolio. Times are published on the notice board, but an open door policy is also operated if you wish to see a tutor urgently. The underlying philosophy of the personal tutor scheme is to ensure that you receive support throughout your studies. The scheme exists to: help maintain good communications between the college, staff and individual students provide a systematic review of student progress help students solve academic problems help students resolve personal problems which may affect their academic work act as a source of referral to their College Officers, Student Services and outside agencies where this is felt appropriate assist with progression/employment. Your tutorials will include: your learning agreement student responsibilities learning support induction individual learning plan student activities recording your achievements target setting. You will also be able to take time in your tutorial to discuss individual study requirements with your personal tutor who either will be able to help you or guide you to an appropriate member of staff. Quality Assurance Canterbury College and Edexcel both operate a range of policies and procedures to monitor and ensure the quality of the teaching and assessments that you will experience. All assessment briefs and examination questions are internally verified before being provided to students to ensure that they are appropriate and robust. The awarding body also has procedures to review assessments and examinations and looks at the 97

99 feedback and marks provided to students to confirm that standards are being adhered to. You will be required to complete questionnaires at three points during the programme: at the beginning of your studies, during the year and at the end of your studies. This enables us to check for any issues or problems that may have arisen and allow us to deal with them quickly. Teaching staff are subject to observation in lessons, to ensure that teaching remains at the highest standard and all programme course tutors complete end of year reports to summarise the teaching and learning experience and the outcome of any actions for that year. In order to continually improve quality, every three years the Higher Education Faculty is subject to triennial review by external consultants, in which all of the key aspects of teaching and learning in the last three years are considered and new actions are decided. This is just a summary of the main quality policies that we operate and if you have any queries about how quality assurance is maintained please speak to your programme tutor. Referencing and the Harvard System Referencing is a fundamental part of the academic process. You will be expected to use each module s reading list to focus your research for essays and assignments. You will gather information, evidence and authors views and use this to support your written work. Everything that you use that is taken from another authors work should be referenced, whether the work is directly quoted, disambiguated, paraphrased or summarised. The Harvard System is a way of acknowledging the writings, ideas and data of another person. The System requires absolute compliance with the rules of referencing, every reference should comply precisely with the form specified for each type of information. Although most Universities and Colleges use the Harvard Reference System the exact details of how the references should be written vary with every institution. You must ensure you follow the Canterbury College/Cite it Right rules in respect of your references. A Harvard System reference should contain sufficient detail to identify the source and exact location of the information used. Learning to research, evaluate and use a number of varying sources of information is an extremely important aspect of studying at Higher level. Using references shows that you have undertaken research into your subject and considered the theory relevant to your area of study. Perhaps most importantly it gives credit to others for their work, which if it were not given would amount to plagiarism. It is essential that you properly reference all of your work: To avoid plagiarism To support arguments and give justification To demonstrate depth and breadth of your reading, knowledge and understanding To allow tracing of original work Referencing is a very important skill for you to learn. Not only does it make your work look professional but it also gives it credibility. It is taken into account when the work is assessed. 98

100 The Harvard System The Harvard System requires you to reference each item of information in two places. Once in the text itself and once at the end of the work in a reference list. The information contained at each location must be consistent and written exactly as the examples below. This includes exact reproduction of capital letters, italics, brackets, spaces and (text) case. A reference list must be added to your essays and written work. The list should be titled References. Some students like to add a list of all the sources they have referred to whilst studying but not used in the work. This is called a Bibliography. The two should not be confused, a reference list is mandatory, a bibliography optional. Even if you complete a bibliography this must be proceeded by a reference list. Remember the Harvard System requires you to reference twice, once in the text and once in the reference list. The next section is split into citing in the text and citing in the reference list to help you to identify what information should be included for each type of reference and to show you the way that information must be presented. Citing in the text a) Direct quotation If you are using a direct quotation you must identify the page number/s after the date within brackets. Abbreviations are page (p.), pages (pp.). Example "These resting times provide periods for reflection and permit time for new things to be learned, mastered and brought to fruition" Jones (1999, p.122). b) General ideas and issues When referring to the ideas, evidence or issues of another you must show in the text the author and date of publication The work of (Preece 1998) was concerned to emphasise the importance of quality in social research. This must be done at each point in your work that you refer to a particular idea or view or issue. If more than one author is involved: In the book (Smith and Jones 2010) Mexico is found to be a prime example of If in one piece of work you are referring to more than one document was published in the same year by the same author, use a lower case letter after the date. Example The CBI (CBI, 1999a) which has been very influential in raising the public profile of guidance, has itself adopted three very different positions on this matter. It is significant that the CBI (CBI,1999b) generally argued the classic liberal case for individual choice in the education training market in its report Towards a Skills Revolution. c) Multiple authors In the case of four or more authors of a text, state the first author followed by 'et al'. Example (Matlock et al., 2001) If more than one source identifies the same information then all the sources can be identified in brackets: This is strong evidence that sugar leads to tooth decay (Smith, 1999; Pearce, 2001; Davies, 2006). 99

101 d) Secondary Referencing Secondary referencing is not good research, you should always try to read from the original source. However if you use a reference where an author is quoting, or using information from another then you should show the original author as well as the location you are referencing: (Piaget, 2003 cited in Armitage et al. 2009, p.21). e) Online sources If you are using a web page or other electronic source then the author and the year that the site was published/last updated should be shown in the brackets, followed by the title of the internet site in italics, available at: URL and the access :date. For example: Peters, T. (2010) Doing the work at home. Available at: (Accessed 31 July 2014). f) Omitting some of the text When using a direct quote you may want to omit a part of a sentence. You can do this using three dots For example: "This can be caused by processes, theory development and over use. (Jones, 1999, p.5). Placing quotes in the text Your quotations should be concise and used sparingly. Short quotations (no more than 2 lines) can be added to your text directly in speech marks. Longer quotations should be entered in a separate paragraph, indented with increased margins on the left and right of the page. Smith (1999) makes it clear that the management are in control of aspects of the programme. The evidence is quite clear, all the indicators identify the same general message that the management of the initiative are very much in control of aspects of the programme. They may be successful in delivering all the planned benefits and outcomes. (Smith, 1999, p.79) Citing in the Reference List (at the end of your text) When completing your reference list you should follow these rules: Put the surname/last name first, followed by the initials of forenames. For example Hill, P. Show the year of publication or when a web page was last updated. Use the title given on the title page of the book. Show the title in italics Enter the place of publication as well as the publisher Examples a) Book with one author Hughes, R. (2000) The Shock of the New. London: Thames & Hudson b) Book with two authors Hughes, R., Smith, J. (2001) The Shock of the New Revisited. London: Thames & Hudson c) An edited book Mundy, J. (ed.) (2002) Surrealism Desire Unbound. London: Tate Publishing d) Book with several editors Harrison, C., Wood, P. (eds) (2002), Art in Theory : An Anthology of Changing Ideas. London: Blackwell Publishers 100

102 e) Journal article where the author(s) is known Bennett, H., Williams, H, Reid, S. (2000) Through a glass darkly: images of appraisal. Journal of Teacher Development, 4 (3), pp f) Journal article where the author(s) is unknown How dangerous is obesity?. (1997) British Medical Journal, No 7069, p.1115 g) An Online Source Many Web documents give an author, if so then the author s name should be used. If not, use the title of the site as the main reference point as you would with any anonymous work. Cite the date when you accessed the information. Internet based material might only be available for a short time and hence it is advisable to keep a personal copy as evidence that the information existed. Smith, P. (2010) The harm alcohol causes. Available at: (Accessed: 24 July 2014). Home Office (2010) Licensing Organisations. Available at: (Accessed 24 July 2014). h) A Television Programme Eastenders (2010). BBC One Television, 28 July.. i) Film & Video Now Voyager (1942) Directed by Irving Rapper [Film]. New York:Warner Cite Them Right Canterbury College HE Faculty Harvard referencing complies with Cite Them Right. Cite them Right is available in Hard copy from the LRC or online at: You will need to enter your College Computer ID and password. Self-directed Learning At this level of study, self-directed learning is extremely important and in addition to completing your assignments and attending college classes you will need to undertake further reading and research to get the most out of your studies. Your tutors will advise you as to specific recommended texts, but your reading should go beyond this and include: a wider range of textbooks appropriate industry journals and magazines and broadsheet newspaper articles appropriate websites. You should be prepared to purchase essential recommended textbooks. Many texts and journals are available in the Cary Learning Resources Centre and the HE Learning Resources Centre. This facility is specifically aimed at offering support and advice to all HE students. The HE Centre offers: a quiet study environment an exclusive HE book collection newspapers, magazines and specialist journals 101

103 free access to PCs, printing and photocopying facilities open careers advice session every Thursday advice on research methods and use of resources advice on dissertation writing access to online information Opening hours are Monday-Thursday 9am 7pm and Friday pm. There is a large student drop-in IT facility in Canterbury College allowing for the use of a wide range of software packages and the Internet and providing quiet study areas. Other aspects of self-directed learning are: ensuring your class notes and diagrams are readable making notes from your wider reading researching and planning your assignment answers. This is designed to help you develop the ability to learn for yourself, think independently and evaluate information individually. However, if you do need any help and advice, your tutors are always happy to help. Student Representatives A student representative will be elected by the group at the beginning of the year. Representatives have an important role to play in the running of the programme and their duties are as follows: i. They are elected to represent the opinion of the whole group. ii. As appropriate, they will attend course meetings and Staff/Student Liaison Meetings. It is important that they seek out the opinions or concerns of the group and convey these to the meeting. iii. The representative reports back to the group the outcome of the meeting. They will receive a copy of the minutes of the meeting, which they may wish to display or circulate. iv. In the event that they are unable to attend a meeting the representative should arrange for a substitute. The group may wish to elect a substitute when electing their representative. v. If the need should arise the representative may, on behalf of the group, request a meeting with the teaching team. vi. The student representative should bring to the attention of the tutor any problem that might lead to a dispute between a member of staff and the group. Pearson Policies, Procedures and Support Documentation For details of Pearson support documents and programme specifications refer to your Programme VLE Moodle pages and the Pearson BTEC Qualification web site: (Accessed ) 102

104 Extenuating circumstances Canterbury College recognises that students may suffer from illnesses or may be affected by difficult or distressing events. Such events are normally considered to be a part of student life that should not unduly affect a students work or study. Such issues are not normally accepted as concessionary or extenuating circumstances. However if you have suffered an illness or misfortune, that has caused interference with your academic performance which is exceptional in nature then you should consult with your programme tutor who will advise you of the appropriate course of action which will be dependent upon your programme s awarding body and their regulations. 103