Tech-level in Engineering Scheme of Work AQA Level 3 Technical Level Engineering: Design Engineering

Transcription

1 Tech-level in Engineering AQA Level 3 Technical Level Engineering: Design Engineering Unit Name: Design Engineer Project Management assured Guided Learning hours: 90 Guidance Notes: Unit type:centre assessed and externally quality This SOW illustrates how the unit content could be delivered using a three term, 10 weeks per term, approach. Consideration should be given to the content in other units within this qualification when planning your unit and lessons the content in some units for example would benefit from being covered prior to others especially the knowledge and theory elements contained within the externally assessed units. Within this unit, learners will be presented with opportunities to successfully evidence the transferable skills of Communication (unit grading criteria P13 and P14) and Research( P3) to the required standard in order to achieve the qualification. The required standards and associated recording documentation for all transferable skills covered within this qualification can be found at aqa.org.uk/tech-levels/transferable-skills It is important that sufficient time is spent developing this skill and that teachers familiarise themselves with the AQA Technical Level standard for team working. See Appendix A of the specification for more information about transferable skills. This unit would logically be taught at the end of the course and there are opportunities for learners to demonstrate synoptic knowledge and learning from those other units in their evidence for this unit. The amplification section within the unit in the specification identifies where the centre should consider opportunities for synoptic learning and. AQA Level 3 Technical Level Engineering Page 1 of 15

2 Week No. Specification Reference Assessment Outcome 1 Application of project management techniques to design problems Key Learning Objectives Project Planning Techniques Learning Activities and Resources Stretch and Challenge in RED (to be enhanced by unit teacher as appropriate for learner group) Autumn Term Teacher introduction to the unit. Case study household mechatronics example: assembling a clothes drier. As a group the learners should watch an introductory video of a drier being assembled and focus on how some activities cannot start until another has been completed. A possible resource to support this activity: Plenary How will learner progress be checked? Evidence Requirements? Learner presentations of their critical paths Embedding or Contextualising (opportunities for skills development) Maths in PURPLE English in GREEN Transferable Skills in ORANGE skills when working together in the presentation Now working in groups the learners should identify all the key activities required to assemble a drier. With discussion the activities must then be categorised into Hands Off (activities that cannot be started until another has been completed) or Resource dependencies (activities using the same tools) and assess the likelihood of a risk, or something going wrong, during each activity. The group should now sequence the activities into a critical path. They should prepare a presentation of their findings to share with the group. An understanding of applied planning is an outcome of the activity Problem solving shown with planning of critical path Learners could also identify whether the critical path can be reversed successfully to disassemble the drier. Homework activity: Individual learners should research the similarities between lean and agile project management, explaining AQA Level 3 Technical Level Engineering Page 2 of 15

3 how these approaches would affect the tyre changing activity. 2 Application of project management techniques to design problems Monitoring and supervision techniques Introduction by the teacher on using the supervisory and management techniques of delegation, giving instructions and advice (a possible resource for this activity: using a short case study highlighting what can go wrong. Guided group discussion to identify alternatives to techniques used in short case study. Also discuss and compare the different risks to people management and project management by using each of the supervisory techniques and how these can be reduced. Learner presentations of their findings with peer feedback in the presentation. Industry context provided by use of the case study Case study: Learners to be provided with an case study of an real world project, highlighting how a supervisor discusses what is required to complete a project with a group of workers. Learners discuss in pairs the risks to the project if the supervisory techniques of listening, taking responsibility, giving praise and setting achievable tasks are not used, giving examples of how the project timings and outcomes will be altered. Learners could also identify how and when they will use these supervisory techniques during their project. They should prepare a presentation of their findings to share with the group. 3 Application of project management techniques to design problems Project Planning Reporting and techniques Introduction by the teacher on Project Planning and what it entails illustrated with an example taken from industry if possible. Introductory example should identify ways of planning a project that involves solving design problems. Learners should design an initial project plan that requires the design of an engineered product as the solution. Review of the different types of documentation created during the design of the project plan Industry context provided by use of the case study skills when working together As a group learners should: AQA Level 3 Technical Level Engineering Page 3 of 15

4 Discuss the basic concept behind the plan brainstorm ideas and display these as a mind map Learners to report on the different methods used to display the project plan. Group plenary to be used to review the different types of documentation created during the design of the project plan, which may include: notes, sketches, drawings, lists, mind maps and flow diagrams. in the group discussion and presentation An understanding of applied planning is an outcome of the activity Problem solving shown with creation of a project plan 4 Application of project management techniques to design problems Project Planning Teacher to introduce Gantt charts as a method of planning and scheduling a project and show how they can be linked to critical path methods (week 1) and resource planning and costing (week 6). (possible visual resources: and Using a provided case study, learners to individually complete an outline Gantt chart (where the tasks have already been identified) and show the critical path, floating tasks and tasks happening in parallel. Is there one correct critical path? What happens to task completion order if resources are shared, or a resource fails? Peer review of the research plans Industry context provided by use of the case study in the presentation of homework An understanding of applied planning is an outcome of the activity Learners to prepare an individual research plan to investigate other long-term planning and scheduling techniques, to include: planners flow charts project management software AQA Level 3 Technical Level Engineering Page 4 of 15

5 5 Assignment (P1/P2/M1/M 2/D1) Assignment (P3) Learners to write an essay that: Describes project management techniques Compare and contrast different project management methodologies Select and justify an appropriate project delivery methodology Identify four supervisory techniques The time allocated for this assignment is 1.5 hour. Learners to participate in group discussion/brainstorming and/or individual mind mapping to inform individual project design concepts. The final choice of project should be left to the learner but must be relevant to mechatronics, for example designing a mechatronics system, and can be influenced by obtaining an industrially sourced design project from links with industry. The time allocated for this assignment is 1.5 hour. 6 Assignment (P4) Teacher to arrange a visit to a university and its library to enable all learners to investigate further the concept ideas they generated in week 4. The learners are expected to make use of technical journals or other publications and symposium reports and note their use in a bibliography. During the visit there should be an opportunity for learners to interview subject experts and gain their opinions about the concept ideas. The time allocated for this assignment is 3 hours. 7 Project planning Budget Planning and Control and Working in pairs, learners are to identify the resources available to them within their school/college to enable them to complete their Group discussion on Understanding and choosing the correct AQA Level 3 Technical Level Engineering Page 5 of 15

6 Resource allocation projects. Using sheets pre-printed with the headings: large machinery other equipment manpower workshops other rooms other resources contingencies mathematical method to estimating and calculate costs to question and interact with school personnel Learners should identify and name specific resources available to them, when these are available and whether any booking is required. This activity may involve questioning school personnel and investigating other areas of the school/college. Group activity: the teacher should then introduce the idea of direct and hidden costs for the use of any resource and then lead a group discussion to identify and estimate the unit cost for the main resources discovered during the pair exercise. Discuss the idea of sharing resources to share costs and how this could be applied in practice to their projects. skills when working together and in the group discussion Sharing resources and negotiation skills Group discussion should be extended to recognising and planning for contingencies and how this develops the budget. 8 Project planning Stakeholder analysis Teacher to introduce the concept of stakeholders. Whole group activity: teacher to facilitate a group brain storming session to identify stakeholders for design projects. (possible resource to support this activity: Teacher to introduce power/interest grid mapping (possible resources: and accompanying video Peer and teacher review of the stakeholder interest grids Context will be determined by the case study Stakeholders: link to unit 4 Engineering Design demonstrate written AQA Level 3 Technical Level Engineering Page 6 of 15

7 9 Project planning Risk planning and Test planning analysis/stakeholder-analysis-video.html). Case study: working in pairs, learners to map the interests of stakeholders in a mechatronics design project using a pre-printed grid supplied to each learner. Each pair to report their findings to the group. Individual activity: Learners to research methods that can be used to identify stakeholder needs, and answer: What questions can we ask to identify what they need? How can we measure that their needs have been met? And far can technical and commercial requirements be integrated? From week 8 individual activity: learners to present their findings to the group. Teacher to introduce risk and test planning and the production of a test plan using quality assurance and final testing documentation highlighting the links between identifying risks to a project and identifying elements within the project to be tested. Learners to be supplied with a project plan for the design of an product. Working in pairs the learners are to identify potential risks to project and produce a test plan for the product that integrates the risks, tests each component of the design, their integration and any necessary regulatory tests. They must present their findings to the class. Learners to present the outcome of their individual research skills in the creation of the stakeholder grid in the brainstorming Measuring stakeholder needs have been met: link to Unit 3 Mathematics for engineers using statistics to question and interact with learners presenting their findings skills when working together 10 Assignment (P5/M3/M4) Learners to produce an effective plan for their project. They must justify their resources and interpret commercial, technical, and stakeholder requirements. The time allocated for this assignment is 3 hours. AQA Level 3 Technical Level Engineering Page 7 of 15

8 11 Design project consideration s Estimating costs of materials Spring Term Teacher to introduce the concept of costing materials (possible resource: and defining the term estimate. Pair activity: learners to be given a partly completed Bill of Materials (BoM) and a Product Design Specification for an example mechatronic design project. Using parts and materials suppliers catalogues the learners should complete the BoM identifying any materials not already listed, estimate how much is required for materials/parts not completed, identify/estimate unit costs and also identify storage and transport costs. They should consider the cost of manufacturing a subassembly using different processing techniques and the cost of using bought-in components to create an assembly. They could also identify strategies to estimate costs when no direct, or up-to-date costs for specific materials or parts are listed. Review of completed Bill of Materials The context of this task is based on the example used Costing and estimating strategies require the use of maths skills listening skills will be used to communicate with their partner in this activity 12 Design project consideration s Tool and equipment selection Guided group discussion: Using one part listed on the Bill of Materials the learners should discuss whether legal requirements, standards and maintenance requirements could affect the decision about manufacture or purchase, with specific reference to using reconditioned or recycled materials and safety factors. Teacher to introduce the concept of relevant tool and equipment selection and how it influences the project plan. Pair activity: learners to be given a partly completed table comparing costs of tool use and downtime for an example design project. Using various manufacturers tool usage costs the learners should complete the table identifying any tools not already listed, calculate/estimate remaining tool costs and costs of downtime. Using the completed table learners should identify the most cost efficient manufacturing processes. Review of completed table of tool costs Costing materials and legal considerations: link to unit 4 Engineering Design Bill of Materials: link to unit 6 Design visualisation The context of this task is based on the example used Costing requires the use of maths skills listening skills will AQA Level 3 Technical Level Engineering Page 8 of 15

9 Learners to work in pairs to plan the manufacturing process route for the product. Whole group discussion on the planning of manufacturing facilities whether the project plan should influence its design on a short-term or long-term basis. be used to communicate with their partner in this activity 13 External consideration s Assignment (M5) PEST analysis Teacher to introduce PEST analysis (possible resource: Using a supplied example mechatronic design problem, learners to work in pairs to determine political, economic, social and technological influences that could affect the project and the subsequent commercial viability of the product. Pairs to present their PEST analysis and PEST tables to the rest of the group. Individual learners to identify any environmental and geographical considerations that could apply. Learner presentations of analyses Context will be determined by the case study Written skills evidenced by the production of a PEST analysis Link with SWOT analysis in unit 4 Engineering Design Learners to complete a PEST analysis for their own project. The time allocated for this assignment is 1 hour. 14 Project Implementati on Visit to the shop floor of an company. Employer to show learners how they approach the manufacture of an item and identify quality control points within the production schedule. Explaining to learners how inspection techniques are carried out with demonstrations of appropriate measurement devices should also form part of the visit. Evaluation of the questions asked by the learners Context will be determined by the company visited to question and interact with the personnel from the company 15 Planning Engineering Teacher to introduce legislation, health and safety and quality Learners to An understanding of AQA Level 3 Technical Level Engineering Page 9 of 15

10 projects business considerations standards as used in the industry and relate the already familiar concept of health and safety in the workplace (Health and Safety at Work Act, Control of Substances Hazardous to Health (COSHH) Regulations) and show how it directly relates to the design of products through the choice of materials, parts and manufacturing constraints influenced by the design. present the outcome of their paired activities to the group the context is an outcome of the research activity in the presentation Learners to work in pairs and analyse an product to identify materials and parts, and also identify which legislation and standards apply to the design and why they are necessary. Each pair will share their findings with the main group. Whole group discussion on whether the manufacture of the analysed product would be constrained by its legal requirements. 16 Design project consideration s Engineering specifications Introduction by the teacher on specifications and working instructions, and what they contain illustrated with an example taken from industry if possible. Introductory example should identify ways of selecting manufacturing processes and process routes. Whole group discussion summary of key points The context of this task is based on the example used this could be based on the activities of a local company Learners should carry out an analysis of a problem that requires the design of an engineered product as the solution. Learners should identify: physical size/dimensions and ergonomic considerations market place positioning production quantities product use and function styling/aesthetics operation and performance product life and reliability, including maintenance needs system(s) power Costing requires the use of maths skills listening skills will be used to communicate with their partners in this activity This could link to unit 4 Engineering Design AQA Level 3 Technical Level Engineering Page 10 of 15

11 materials and parts selection, including costing estimates manufacturing constraints legal, ethical and safety considerations Whole group discussion on what manufacturing facilities would be required to produce the design's components and assemblies. 17 Assignment (P6/P7/P8/M 3) Learners to write an Engineering Working Instruction for their design. They should explain why the resources have been selected and justify their cost, and outline the main elements of any relevant legislation, codes of practice and industry standards. The time allocated for this assignment is 4 hours. 18 Managing projects Project Implementation Introduction by teacher on elements of project implementation using an case study to highlight specific methods to manage projects and resources and choices made in distributing information to stakeholders. Learners to work in small groups to discuss alternative: methods to manage the project use of resources (e.g. equipment, tools, materials) and techniques techniques to measure the Quality Assurance of the project outcomes methods to distribute information to stakeholders methods to test the project outcomes against the initial design Learners to note their discussions and decisions using mind maps. Each group to present their findings to the rest of the group. What choices produce the most effective and efficient method of implementing the project? Learner presentations and review of mind maps The context of this task is based on the example used this could be based on the activities of a local company to question and interact with learners presenting their findings skills when working together AQA Level 3 Technical Level Engineering Page 11 of 15

12 19 Managing projects Project Monitoring Teacher to introduce project monitoring and produce a series of fact sheets on quality checking methods; measuring and recording project costs, safety and other data and updating project records. Learners to complete individual research to find specific examples used in industry of: measurement techniques performance testing measuring and control project costs measure and manage safety recording and analysing data or performance records recording project goals and milestones Learners to share findings with the group Learners could be allocated specific industry sectors, to give a context Research techniques to share their findings with the group 20 Managing projects Project maintenance Learners to undertake a series of mini tasks related to a fictional project that requires them to: identify corrective actions to address problems identify risks identify project adjustments to correct errors and remove risks how they update the project plan and the best method of communicating changes to project stakeholders Learners to record the outcomes in a series of summary sheets in tabular form Completion of summary sheets The context of this task is based on the example used this could be based on the activities of a local company skills when working together 21 Project Monitoring Assignment (M7) Project monitoring and evaluation Summer Term Teacher presentation of Key Performance Indicators explaining how they are used: to monitor specific project variables (cost, effort, scope, etc.) to monitor the progress of a project evaluate the final design against the P.D.S. Learners to summarise in tabular form. Quantification of the properties and dimensions of the components Written skills used in completing the table AQA Level 3 Technical Level Engineering Page 12 of 15

13 Learners to discuss alternative methods to evaluate their projects and identify at least two alternative methods to: compare target project outcomes against the specification compare actual project outcomes against the specification obtain customer/stakeholder and expert feedback Learners to research how they will obtain customer/stakeholder feedback and design any feedback questionnaires used or arrange stakeholder meetings. 22 Project Outcomes Benefit Analyses The time allocated for this assignment is 1.5 hour. Overview by the teacher on cost benefit analysis and value benefit analysis (possible resource: Guided group brain storming: for a given case study of an design where the development costs are shown, learners to identify benefits obtained from manufacturing the item and estimate a monetary value to each benefit. By comparing costs, learners should then decide if there is case to be made for putting the design into full production. Individual group discussion The context of this task is based on the example used this could be based on the activities of a local company Cost benefit analysis requires the use of maths skills skills when working together 23 Assignment (P9- P11/M6/D2) Learners to carry out their project independently. The time allocated for this assignment is 12 hours. Evaluating project outcomes: link to unit 2 Mechanical systems AQA Level 3 Technical Level Engineering Page 13 of 15

14 24 Assignment continued 25 Assignment continued 26 Assignment continued As for week 23 As for week 23 As for week 23 As for week 23 As for week 23 As for week 23 As for week 23 As for week 23 As for week Assignment (M7) Learners respond to feedback on their design and demonstrate how it has been used. Assignment (P12/D3) The time allocated for this assignment is 1 hour. Learners to write an evaluation of their project. The time allocated for this assignment is 2 hours. 28 Assignment (P13) Learners to produce a technical report of their project. The report should make reference/include: logbook/diary records of all events drawings/circuit diagrams, sketches, charts, graphs use CAD or DTP as appropriate to present findings Technical reports: link with unit 4 Engineering Design and unit 7 Advanced design for manufacture The time allocated for this assignment is 3 hours. 29 Communicati ng Project Outcomes Planning a presentation Learners to research different methods to present project outcomes and include: alternative presentation formats style, language and vocabulary choices to suit an audience how to deliver technical information to an audience including engineers and non-engineers Planning sheets Independent research Class and homework: plan the presentations 30 Assignment Learners to present their project evaluation to the first of two AQA Level 3 Technical Level Engineering Page 14 of 15

15 (P14) audiences. Learners to present their project evaluation to the second of two audiences. AQA Level 3 Technical Level Engineering Page 15 of 15