pearson btec level 2 certificate in military engineering (qcf) · unit 6: engineering maintenance...

Pearson BTEC Level 2 Certificate in Military Engineering (QCF)

Specification

BTEC Specialist qualification First teaching October 2014

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus

About Pearson

Pearson is the world's leading learning company, with 40,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at: www.pearson.com/uk

References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

Authorised by Martin Stretton Prepared by Alice Jones

ISBN 9781446914168

All the material in this publication is copyright © Pearson Education Limited 2014

Contents

Purpose of this specification 1

1 Introducing BTEC Specialist qualifications 3

What are BTEC Specialist qualifications? 3

2 Qualification summary and key information 4

QCF Qualification Number and qualification title 5

Qualification objective 5

Apprenticeships 5

Relationship with previous qualifications 5

Progression opportunities through Pearson qualifications 5

Industry support and recognition 6

Relationship with National Occupational Standards 6

3 Qualification structure 7

Pearson BTEC Level 2 Certificate in Military Engineering (QCF) 7

4 Assessment 8

5 Recognising prior learning and achievement 9

Recognition of Prior Learning 9

Credit transfer 9

6 Centre resource requirements 10

General resource requirements 10

Specific resource requirements 10

7 Centre recognition and approval centre recognition 12

Approvals agreement 12

8 Quality assurance of centres 13

9 Programme delivery 14

10 Access and recruitment 15

11 Access to qualifications for learners with disabilities or specific needs 16

12 Units 17

Unit title 17

Unit reference number 17

QCF level 17

Credit value 17

Guided learning hours 17

Unit aim 17

Essential resources 17

Learning outcomes 17

Assessment criteria 18

Unit amplification 18

Information for tutors 18

Unit 1: Working in Military Engineering 19 Unit 2: Materials, Maths and Science for Military Engineering 35 Unit 3: Principles of Maintenance Technology 45 Unit 4: Principles of Fabrication and Welding Technology 55 Unit 5: Operation and Maintenance of Fluid Power Systems and

Components 63 Unit 6: Engineering Maintenance Procedures 72 Unit 7: Operation and Maintenance of Electrical Systems and

Components 79 Unit 8: Using Bench Fitting Techniques 87 Unit 9: Application of Welding Processes 95

13 Further information and useful publications 104

14 Professional development and training 105

Annexe A 106

Mapping with NVQ/competence-based qualifications 106

Pearson BTEC Level 2 Certificate in Military Engineering – Specification – Issue 1 – September 2014 © Pearson Education Limited 2014

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Purpose of this specification

The purpose of a specification as defined by Ofqual is to set out:

● the qualification’s objective

● any other qualification that a learner must have completed before taking the qualification

● any prior knowledge, skills or understanding that the learner is required to have before taking the qualification

● units that a learner must have completed before the qualification will be awarded and any optional routes

● any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

● the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

● the method of any assessment and any associated requirements relating to it

● the criteria against which the learner’s level of attainment will be measured (such as assessment criteria)

● any specimen materials

● any specified levels of attainment.


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3

1 Introducing BTEC Specialist qualifications

What are BTEC Specialist qualifications?

BTEC Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. The qualifications also provide career development opportunities for those already in work. The qualifications may be offered as full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.

Some BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, i.e. Technical Certificates.

There are three sizes of BTEC Specialist qualification in the QCF:

● Award (1 to 12 credits)

● Certificate (13 to 36 credits)

● Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.

The credit value of a unit is based on:

● one credit for every 10 hours of learning time

● learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.


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2 Qualification summary and key information

Qualification title Pearson BTEC Level 2 Certificate in Military Engineering (QCF)

QCF Qualification Number (QN) 601/4141/4

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 30/07/2014

Operational start date 01/10/2014

Approved age ranges 16–18

19+

Credit value 33

Assessment Centre-devised assessment (internal assessment)

Guided learning hours 270–300

Grading information The qualification and units are at pass grade.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow our Access and Recruitment Policy (see Section 10 Access and recruitment).


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QCF Qualification Number and qualification title

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. Every unit in a qualification has a QCF unit reference number (URN).

The qualification title, unit titles and QN are given on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in our UK Information Manual, available on our website at: www.edexcel.com/iwantto/Pages/uk-information-manual

Qualification objective

The Pearson BTEC Level 2 Certificate in Military Engineering (QCF) is for learners who work in, or who want to work in, the armed forces in an engineering capacity. Learners will choose between two pathways – Maintenance Technology and Fabrication and Welding.

It gives learners the opportunity to:

● develop knowledge related to engineering in a military context

● achieve a nationally-recognised Level 2 qualification that incorporates skills which are transferable to a future civilian career

● develop their personal growth and engagement in learning.

Apprenticeships

Semta, the Sector Skills Council (SSC) for the engineering sector, approves the Pearson BTEC Level 2 Certificate in Military Engineering (QCF) as a knowledge component for the Intermediate Apprenticeship in Engineering Manufacture (Operator and Semi-skilled).

Relationship with previous qualifications

This is a new qualification and it does not replace any qualification previously offered by Pearson.

Progression opportunities through Pearson qualifications

Learners who achieve the Pearson BTEC Level 2 Certificate in Military Engineering (QCF) can, as they are promoted in the armed services, progress to higher level qualifications.

As the qualification is designed to incorporate elements relevant to engineering in a civilian context, learners who leave military service can use the skills and knowledge they have gained in the qualification in their civilian careers.

After leaving military service, learners can progress to qualifications such as Pearson BTEC Level 3 Nationals in Engineering and Pearson BTEC Level 4 and 5 Higher Nationals, which are available in a wide range of engineering subjects.


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Industry support and recognition

This qualification is supported by Semta, the Sector Skills Council for the engineering sector.

Relationship with National Occupational Standards

This qualification relates to the National Occupational Standards in Engineering and Manufacture. The mapping document in Annexe A shows the links between the units in this qualification, the Pearson Edexcel Level 2 NVQ Diploma in Engineering Maintenance and Installation (QCF), and the Pearson Edexcel Level 2 NVQ Diploma in Performing Engineering Operations (QCF).


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3 Qualification structure

Pearson BTEC Level 2 Certificate in Military Engineering (QCF)

The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification.

Minimum number of credits that must be achieved 33

Number of mandatory credits that must be achieved 14

Number of core credits that must be achieved 7

Minimum number of optional credits that must be achieved 12

Unit Unit reference number

Mandatory units Learners must complete both units from this group.

Level Credit Guided learning hours

1 K/506/6187 Working in Military Engineering 2 7 60

2 K/506/6190 Materials, Maths and Science for Military Engineering

2 7 60

Core units Learners must complete one unit from this group according to the pathway chosen: Maintenance Technology (Unit 3) or Fabrication and Welding (Unit 4).

3 T/506/6192 Principles of Maintenance Technology

2 7 60

4 A/506/6193 Principles of Fabrication and Welding Technology

2 7 60

Optional units Learners must complete a minimum of 12 credits from this group.

5 H/600/3387 Operation and Maintenance of Fluid Power Systems and Components

2 10 60

6 D/600/0388 Engineering Maintenance Procedures

2 5 30

7 F/600/0402 Operation and Maintenance of Electrical Systems and Components

2 10 60

8 F/506/6194 Using Bench Fitting Techniques 2 7 60

9 K/600/0412 Application of Welding Processes 2 10 60


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4 Assessment

The table below gives a summary of the assessment methods used in the qualification.

Units Assessment method

All units Centre-devised assessment

Centre-devised assessment (internal assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all of the unit’s learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.

Centres need to write assignment briefs for learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted.

Assignment briefs and evidence produced by learners must meet any additional requirements given in the Information for tutors section of each unit.

Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (for example performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.

Centres are encouraged to give learners realistic scenarios and to maximise the use of practical activities in delivery and assessment.

To avoid over-assessment, centres are encouraged to link delivery and assessment across units.

There is more guidance about internal assessment on our website. For details please see Section 13 Further information and useful publications.


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5 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Pearson encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in our policy document Recognition of Prior Learning Policy and Process, available on our website at: www.edexcel.com/policies

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.


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6 Centre resource requirements

As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification.

General resource requirements

● Centres must have appropriate physical resources (for example IT, learning materials, teaching rooms) to support delivery and assessment.

● Staff involved in the assessment process must have relevant expertise and occupational experience.

● There must be systems in place that ensure continuing professional development (CPD) for staff delivering the qualification.

● Centres must have in place appropriate health and safety policies relating to the use of equipment by learners.

● Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details of the Equality Act 2010, please go to www.legislation.gov.uk

Specific resource requirements

As well as the general resource requirements given above, there are specific resources that centres must provide. They are listed by unit below.

Unit Resources required

1: Working in Military Engineering Access to a suitably equipped workshop, manufacturers’ service manuals, data sheets, parts lists, diagrams and drawings

2: Materials, Maths and Science for Military Engineering

Engineering materials and supplier catalogues

3: Principles of Maintenance Technology

Access to a workshop environment, components, tools, service manuals, data sheets, parts lists, drawings, test schedules and personal protective equipment (PPE)

4: Principles of Fabrication and Welding Technology

Access to a workshop environment, cutting tools, measuring equipment, welding equipment, consumables, materials and personal protective equipment (PPE)


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Unit Resources required

5: Operation and Maintenance of Fluid Power Systems and Components

Fluid power system circuits and components, pneumatic and hydraulic system test rigs, fluid power circuit drawings and computer simulation software, appropriate test equipment, data books and specifications, current health and safety legislation and regulations

6: Engineering Maintenance Access to a workshop, relevant manufacturers’ service manuals, date sheets, parts lists and diagrams and drawings

7: Operation and Maintenance of Electrical Systems and Components

Access to an electrical engineering workshop, industry standard electrical circuits, equipment and systems and their associated components and consumables, appropriate fault-finding instruments, safety equipment and tools, manufacturers’ data books and specifications, maintenance manuals, parts catalogues and/or databases, flow charts, electrical circuit and system diagrams

8: Using Bench Fitting Techniques Access to a workshop with bench fitting equipment, workpiece materials, components and drawings

9: Application of Welding Processes Access to appropriate welding equipment, consumables and materials, destructive and non-destructive test equipment


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7 Centre recognition and approval centre recognition

Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver BTEC qualifications is given on our website.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations.

Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


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8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below.

1 Delivery of the qualification as part of a BTEC Apprenticeship (‘single click’ registration):

● an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions.

2 Delivery of the qualification outside the Apprenticeship:

● an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems

● Lead Internal Verifier accreditation – this involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, each year we will allocate a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.

For further details please see the UK Vocational Quality Assurance Handbook on our website.


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9 Programme delivery

Centres are free to offer this qualification using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

● liaising with employers to make sure that a course is relevant to learners’ specific needs

● accessing and using non-confidential data and documents from learners’ workplaces

● developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

● giving learners the opportunity to apply their learning in practical activities

● including sponsoring employers in the delivery of the programme and, where appropriate, in assessment

● making full use of the variety of experience of work and life that learners bring to the programme.

Where legislation is taught, centres must ensure that it is current and up to date.


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10 Access and recruitment

Pearson’s policy regarding access to our qualifications is that:

● they should be available to everyone who is capable of reaching the required standards

● they should be free from any barriers that restrict access and progression

● there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to BTEC Specialist qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.


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11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.

We are committed to making sure that:

● learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

● all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications.

Details on how to make adjustments for learners with protected characteristics are given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

Both documents are on our website at: www.edexcel.com/policies


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12 Units

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.


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Assessment criteria

Assessment criteria specify the standard required by the learner to achieve each learning outcome.

Unit amplification

This section clarifies what a learner needs to know to achieve a learning outcome.

Information for tutors

This section gives tutors information on delivery and assessment. It contains the following subsections.

● Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

● Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

● Suggested resources – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


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Unit 1: Working in Military Engineering

Unit reference number: K/506/6187

QCF level: 2

Credit value: 7

Guided learning hours: 60

Unit aim This unit gives learners the opportunity to develop an understanding of what is required to carry out engineering activities in a military environment. Many reference documents and basic engineering skills are consistent across the Army, Navy and Air Force. However, each Service is responsible for its own specialist equipment and the technical, policy and training documentation particular to each.

Engineering working practices in a military environment involve the service, repair, adjustment and modification of engineering plant, equipment and machinery that support military operations both within the UK and across the world, from a tri-service perspective. Engineering in these circumstances requires an element of innovation and robust invention in order to support military operations remotely and locally, all within the letter of the law and under strict guidelines.

This unit introduces learners to the features of engineering procedures that determine their reliability, safety and maintainability. Learners will develop an understanding of the requirements when working in military engineering, emphasising the importance of safety, quality, training, maintenance procedures and planning. Learners will look in detail at health and safety regulations and procedures for the military workplace and the methods of communication used. The unit also introduces learners to the use of technical drawings and specifications in engineering and how to interpret them.

Learners will be expected to understand the requirements for integrating civilian personnel into a military environment. Learners will need to be aware of the steps required and the processes in place to ensure that integration is a success.

Essential resources Access to a military workshop environment that includes a wide range of equipment, systems, devices and components is required. Experiencing military maintenance activities is essential, together with relevant manufacturers’ service manuals, data sheets, parts lists, diagrams and drawings. Relevant test instruments, tools and safety equipment will also be required as appropriate to the equipment, systems, devices and components used. Official support from a current engineering service tradesperson (instructor qualified) as a ‘subject expert’ is also needed.

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olu

me

3 is

man

dat

ory

on t

he

def

ence

est

ate

and is

alig

ned

to t

he

stru

cture

and p

rinci

ple

s of

reco

gnis

ed s

afet

y m

anag

emen

t sy

stem

s, e

.g.

HSG

65 a

nd B

S O

SH

AS

18001,

it a

lso s

erve

s to

ensu

re t

hat

the

requirem

ents

of

UK leg

isla

tion

are

bei

ng m

et;

JSP3

75 –

MO

D H

ealth a

nd S

afet

y H

andbook

is s

ponso

red

by

2nd P

erm

anen

t U

nder

Sec

reta

ry (

PUS)

as P

roce

ss O

wner

for

Saf

ety

(and S

ust

ainab

le D

evel

opm

ent

and E

nvi

ronm

enta

l Pr

ote

ctio

n).

1.4

D

escr

ibe

the

esse

ntial

hea

lth

and s

afet

y re

quirem

ents

to

pro

tect

ser

vice

and c

ivili

an

per

sonnel

and b

ysta

nder

s

□

Ess

ential

hea

lth a

nd s

afet

y re

quirem

ents

: e.

g.

Sec

reta

ry o

f Sta

te P

olic

y an

d s

ite

Org

anis

atio

n a

nd A

rran

gem

ents

sta

tem

ent

up t

o dat

e, a

nd

dis

pla

yed t

hro

ughout

site

; lo

cal si

te S

afet

y H

ealth E

nvi

ronm

ent

arra

ngem

ents

/pro

cedure

s m

ainta

ined

up t

o d

ate;

sys

tem

s fo

r re

port

ing

of

Acc

iden

ts/I

nci

den

ts/N

ear

Mis

ses,

sta

ff c

om

pet

ent

for

role

with c

lear

Ter

ms

of

Ref

eren

ce (

OH

S,

RSO

, RPS

, et

c.);

suffic

ient

num

ber

s of

firs

t ai

d t

rain

ed s

taff;

site

SH

E C

om

mitte

e es

tablis

hed

, in

cludin

g t

rade

unio

n

repre

senta

tion a

nd m

eets

reg

ula

rly;

the

follo

win

g a

s re

quired

in p

lace

an

d u

p t

o dat

e: S

ite

Haz

ard R

egis

ter,

Site

Ris

k Ass

essm

ents

, risk

as

sess

men

ts,

Asb

esto

s M

anag

emen

t Pl

an (

AM

P),

Rad

on M

anag

emen

t Pla

n (

wher

e nec

essa

ry),

Leg

ionel

la M

anag

emen

t Pla

n,

Fire

Saf

ety

Man

agem

ent

Plan

s (F

SM

P),

Com

pre

hen

sive

Em

ergen

cy P

roce

dure

s, 4

C's

sy

stem

, si

gnag

e, p

rote

ctiv

e bar

rier

s, P

PE a

vaila

ble

.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

Sta

te t

he

types

and

clas

sifica

tion o

f hea

lth a

nd

safe

ty s

igns

use

d in a

n

engin

eering/m

anufa

cturing

envi

ronm

ent

□

Hea

lth a

nd s

afet

y si

gns:

as

required

by

the

Hea

lth a

nd S

afet

y (S

afet

y Sig

ns

and S

ignal

s) R

egula

tions

1996 (

the

Saf

ety

Sig

ns

Reg

ula

tions)

, w

hic

h im

ple

men

t Euro

pea

n C

ounci

l D

irec

tive

92/5

8/E

EC o

n m

inim

um

re

quirem

ents

for

the

pro

visi

on o

f sa

fety

sig

ns

at w

ork

; CH

IP –

Chem

ical

s (H

azar

d I

nfo

rmat

ion a

nd P

acka

gin

g f

or

Supply

) Reg

ula

tions.

□

Typ

es a

nd c

lass

ific

atio

n:

as s

et o

ut

in J

SP3

75 V

olu

me

2 L

eaflet

44

‘Saf

ety

Sig

ns’

: pro

hib

itio

n s

ign –

bla

ck p

icto

gra

m o

n a

white

bac

kgro

und

with r

ed e

dgin

g a

nd d

iagonal

lin

e; w

arnin

g s

ign –

bla

ck p

icto

gra

m o

n a

ye

llow

or

amber

bac

kgro

und w

ith b

lack

edgin

g;

man

dat

ory

sig

n –

white

pic

togra

m o

n a

blu

e bac

kgro

und;

safe

conditio

n s

ign –

white

pic

togra

m

on a

gre

en b

ackg

round;

fire-

fighting s

ign –

white

pic

togra

m o

n a

red

bac

kgro

und.

1.6

O

utlin

e th

e ro

les

and

resp

onsi

bili

ties

within

the

chai

n o

f co

mm

and o

f per

sonnel

with r

esponsi

bili

ty

for

hea

lth a

nd s

afet

y

□

Role

s an

d r

esponsi

bili

ties

: as

set

out

in J

SP375 V

olu

me

1.

□

Em

plo

yer

(see

Unit a

mplif

icat

ion f

or

1.2

).

□

Line

man

ager

– iden

tify

haz

ards

and a

sses

s risk

s in

volv

ed w

ith t

he

activi

ties

under

thei

r co

ntr

ol;

elim

inat

e haz

ards

or

imple

men

t co

ntr

ol

mea

sure

s; s

upply

sta

ff w

ith a

deq

uat

e in

form

atio

n,

inst

ruct

ion a

nd

trai

nin

g;

ensu

re s

taff a

re a

deq

uat

ely

super

vise

d;

inve

stig

ate

and r

eport

an

y in

jury

to a

mem

ber

of

thei

r st

aff

or

any

per

son r

esultin

g fro

m t

he

activi

ties

under

thei

r co

ntr

ol in

acc

ord

ance

with M

OD

polic

y.

□

All

staf

f to

tak

e re

asonab

le c

are

for

thei

r hea

lth a

nd s

afet

y, a

nd t

he

hea

lth a

nd s

afet

y of

oth

er p

erso

ns

affe

cted

by

thei

r ac

ts o

r om

issi

ons;

co

oper

ate

with t

hei

r em

plo

yer

to e

nsu

re M

OD

dis

char

ges

its

leg

al

oblig

atio

ns

(e.g

. at

tendin

g m

andat

ory

tra

inin

g,

report

ing a

ccid

ents

);

report

any

haz

ards

or

short

falls

in M

OD

saf

ety

syst

ems

to t

hei

r lin

e m

anag

er.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

O

utlin

e sa

fe w

ork

ing

pra

ctic

es t

hat

shou

ld b

e fo

llow

ed in t

he

work

pla

ce

□

Saf

e w

ork

ing p

ract

ices

: e.

g.

suffic

ient

num

ber

s of firs

t ai

d t

rain

ed

per

sonnel

; hea

lth a

nd s

afet

y in

duct

ion t

rain

ing c

om

ple

ted a

nd r

efre

sher

tr

ainin

g a

vaila

ble

; use

of per

sonal

pro

tect

ive

equip

men

t, c

orr

ect

lifting

and h

andlin

g t

echniq

ues

, m

ainta

inin

g a

tid

y w

ork

are

a, c

orre

ct d

isposa

l of

was

te m

ater

ials

; per

mit t

o w

ork

; is

ola

tion;

risk

ass

essm

ents

com

ple

te

(both

site

and t

ask

focu

sed);

rep

ort

ing o

f in

juries

; id

entifica

tion o

f noi

se

haz

ardous

area

s; h

ealth s

urv

eilla

nce

pro

gra

mm

e in

pro

gre

ss.

2

Know

pro

cedure

s to

follo

w t

o e

nsu

re

hea

lth a

nd s

afet

y in

the

mili

tary

en

gin

eering

work

pla

ce

2.2

D

escr

ibe

the

hum

an,

envi

ronm

enta

l an

d s

ervi

ce

conditio

ns

that

lea

d t

o

acci

den

ts in t

he

work

pla

ce

and w

ays

of co

ntr

olli

ng

them

□

Hum

an c

onditio

ns:

e.g

. la

ck o

f kn

ow

ledge

or

skill

, im

pro

per

motiva

tion,

phys

ical

or

men

tal st

ress

, in

adeq

uat

e phys

ical

or

psy

cholo

gic

al

capab

ility

, fa

ilure

to w

arn o

r si

gnal

, nulli

fyin

g s

afet

y dev

ices

, oper

atin

g

without

auth

ority

, co

mbat

situat

ions.

□

Way

s of

contr

ol:

e.g

. tr

ainin

g p

rogra

mm

es,

robust

contr

ol st

rate

gie

s (w

elfa

re s

upport

, su

per

viso

ry a

ctiv

itie

s, a

ssig

nin

g r

esponsi

bili

ties

),

dev

elop s

kills

, pro

vide

enco

ura

gem

ent

and c

lear

inst

ruct

ion,

phys

ical

an

d m

enta

l pre

par

atio

n f

or

com

bat

situat

ions.

□

Envi

ronm

enta

l co

nditio

ns:

e.g

. haz

ardous

atm

osp

her

ic c

onditio

ns,

in

adeq

uat

e ill

um

inat

ion o

r nois

e, c

onges

tive

work

ing e

nvi

ronm

ent,

pro

ject

ion h

azar

ds,

haz

ardous

pla

cem

ent

or

stora

ge,

com

bat

situat

ions.

□

Way

s of

contr

ol:

e.g

. risk

rec

ognitio

n p

roce

ss,

effe

ctiv

e co

mm

unic

atio

n

with a

ll st

aff,

appro

priat

e si

gnag

e, P

PE a

s re

quired

, tr

ainin

g in h

ot,

Arc

tic

or

incl

emen

t en

viro

nm

enta

l co

nditio

ns.

□

Ser

vice

conditio

ns:

e.g

. in

adeq

uat

e w

arnin

g s

yste

ms,

inad

equat

e des

ign

or

mai

nte

nan

ce,

inad

equat

e pro

visi

on o

f co

rrec

t eq

uip

men

t fo

r m

ainte

nan

ce,

inad

equat

e PP

E,

inad

equat

e w

ork

and p

urc

has

ing

stan

dar

ds,

norm

al w

ear

and t

ear.

□

Way

s of

contr

ol:

e.g

. re

dev

elopm

ent

of co

ntr

ol st

rate

gie

s (r

isk

asse

ssm

ents

, pla

nnin

g b

ette

r pro

visi

on o

f re

sourc

es,

set

obje

ctiv

es a

nd

stan

dar

ds,

red

efin

e an

d im

ple

men

t im

pro

ved s

yste

ms,

pro

cedure

s an

d

work

inst

ruct

ions)

.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

24

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

D

efin

e w

hat

is

mea

nt

by

a dan

ger

ous

occ

urr

ence

□

D

anger

ous

occ

urr

ence

: as

def

ined

in A

nnex

B o

f JS

P375 V

olu

me

2

Leaf

let

14.

2.4

D

escr

ibe

how

to

carr

y ou

t a

risk

ass

essm

ent

□

Ris

k as

sess

men

t: a

s det

aile

d in J

SP3

75 V

olu

me

2 L

eaflet

39 –

5 s

teps

to

risk

ass

essm

ent.

2.5

Id

entify

pote

ntial

haz

ards

that

a r

isk

asse

ssm

ent

may

re

veal

□

Pote

ntial

haz

ards:

anyt

hin

g t

hat

may

cau

se h

arm

or

has

the

pote

ntial

to

cause

har

m,

e.g.

man

ual

han

dlin

g,

exposu

re t

o h

azar

dous

subst

ance

s,

nois

e, v

ibra

tion,

work

ing a

t hei

ght,

lifting o

per

atio

ns,

confined

spac

es,

exposu

re t

o el

ectr

icity,

tra

nsp

ort

, ex

pose

d m

achin

ery,

con

stru

ctio

n

activi

ties

, ra

dia

tion,

exce

ssiv

e st

ress

, pre

ssure

sys

tem

s, e

xposu

re t

o blo

od-b

orn

e vi

ruse

s, e

xplo

sive

atm

osp

her

es a

nd d

evic

es,

fatigue,

ex

cess

ive

hea

t or

cold

, fire

, lig

hting lev

els.

2.6

D

escr

ibe

met

hods

of

fire

pre

vention a

nd c

ontr

ol in

ac

cord

ance

with h

ealth a

nd

safe

ty p

olic

y in

a m

ilita

ry

engin

eering w

ork

pla

ce

□

Fire

pre

vention a

nd c

ontr

ol:

robust

induct

ion t

o en

sure

that

indiv

idual

s kn

ow

the

follo

win

g in t

he

work

pla

ce:

fire

ala

rm,

evac

uat

ion r

oute

s,

evac

uat

ion a

ssem

bly

poin

t, loca

tion a

nd h

ow t

o o

per

ate

fire

ex

tinguis

her

s an

d fire

alar

ms,

the

emer

gen

cy t

elep

hone

num

ber

for

airc

raft

fire

and e

mer

gen

cies

(se

par

ate

num

ber

s),

actions

to b

e ta

ken

on d

isco

vering a

fire,

rule

s re

lating t

o t

he

oper

atio

n o

f fire

doors

, th

e lo

cation o

f th

e m

ain iso

lation s

witch

es,

the

loca

tion a

nd c

onte

nts

of th

e fire

saf

ety

notice

boar

d (

e.g.

two-h

at s

yste

m,

the

fire

saf

ety

man

agem

ent

pla

n).

2.7

O

utlin

e pro

cedure

s use

d t

o

mak

e a

haz

ardous

area

saf

e bef

ore

sta

rtin

g w

ork

, in

ei

ther

a m

ilita

ry o

r a

civi

lian

work

pla

ce

□

Proce

dure

s to

mak

e a

haz

ardous

area

saf

e: e

.g.

emer

gen

cy a

nd d

isas

ter

pla

nnin

g s

trat

egy;

hea

lth s

urv

eilla

nce

and h

ealth m

onitoring

pro

gra

mm

e; r

isk

asse

ssm

ents

com

ple

ted (

e.g.

man

ual

han

dlin

g,

CO

SH

H,

wor

king a

t hei

ghts

, co

nfined

spac

es,

lifting o

per

atio

ns,

el

ectr

icity

safe

ty,

off

ice

safe

ty,

contr

ol of

nois

e);

man

agem

ent

of PP

E,

per

mit t

o w

ork

pro

cedure

, firs

t ai

d a

t w

ork

; lo

ne

work

ing p

roce

ss;

safe

use

of pre

ssure

sys

tem

s; D

SEAR if ap

plic

able

; sa

fety

sig

ns

in p

lace

; m

anag

emen

t of

asb

esto

s an

d a

sbes

tos-

conta

inin

g m

ater

ials

; bar

rier

s in

pla

ce;

contr

ol of

vibra

tion n

eeded

; 4C s

yste

m in p

lace

that

man

ages

vi

siting w

ork

ers

and c

ontr

acto

rs;

safe

ty in e

xcav

atio

n p

roce

dure

.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Id

entify

the

com

munic

atio

n

syst

ems

use

d in m

ilita

ry a

nd

civi

lian e

ngin

eering

work

pla

ces

□

Com

munic

atio

n s

yste

ms

use

d in b

oth m

ilita

ry a

nd c

ivili

an e

ngin

eering

work

pla

ces:

e.g

. em

ail;

tel

ephone;

engin

eering w

ebsi

tes

iden

tify

ing

upgra

des

/com

mon f

aults

on e

quip

men

t use

d;

gro

up b

rief

s on iden

tify

ing

task

del

egat

ion a

nd t

hei

r priorities

; vi

sual

man

agem

ent

boa

rds

within

th

e w

ork

shop o

f ta

sks,

sta

ges

of re

pai

r/co

mple

tion,

targ

et d

ates

; ve

rbal

/vis

ual

lin

e m

anag

emen

t/te

am lea

der

direc

tion o

n c

urr

ent

engin

eering p

roce

sses

and p

roce

dure

s; s

atel

lite

syst

ems,

rad

io s

yste

ms;

dig

ital

sys

tem

s; w

ritt

en c

om

munic

atio

n.

□

Com

munic

atio

n s

yste

ms

use

d in m

ilita

ry e

ngin

eering w

ork

pla

ces

only

: D

efen

ce I

nte

rnal

Brief

s (D

IBs)

on t

he

Def

ence

Intr

anet

(i.e.

an

nounce

men

t of th

e D

efen

ce E

quip

men

t an

d S

upport

Mat

eria

l Str

ateg

y);

Inte

rnal

Brief

ing N

otes

(IB

Ns)

(i.e.

form

atio

n o

f 906

exped

itio

nar

y w

ing);

Def

ence

Inst

ruct

ions

and N

otice

s (D

INs)

(i.e.

eq

uip

men

t ta

ble

s, s

cale

s an

d s

ched

ule

); join

t se

rvic

e public

atio

ns

iden

tify

ing a

nd inst

ruct

ing p

erso

nnel

on c

om

mon p

ract

ices

, in

form

atio

n

and g

uid

elin

es e

xpec

ted o

n a

wid

e ra

nge

of

equip

men

t/se

rvic

es/C

OP/

safe

ty;

air

public

atio

ns

ensu

ring c

orr

ect

engin

eering p

ract

ices

car

ried

out

on p

articu

lar

equip

men

t; S

tation

Routine

Ord

ers

det

ailin

g c

orr

ect

action r

equired

by

per

sonnel

within

st

atio

n b

oundar

ies

incl

udin

g e

ngin

eering a

reas;

Sta

tion E

ngin

eering

Ord

ers

det

ailin

g s

pec

ific

engin

eering iss

ues

/act

ion o

n s

pec

ific

eq

uip

men

t.

3

Know

effec

tive

m

ethods

of

com

munic

atio

n f

or

an e

ngin

eering

envi

ronm

ent

3.2

O

utlin

e th

e ro

les

and

resp

onsi

bili

ties

within

the

chai

n o

f co

mm

and in a

m

ilita

ry w

ork

shop

□

Role

s an

d r

esponsi

bili

ties

: as

set

out

in A

P(D

)100E-1

5 M

anag

emen

t of

G

ener

al E

ngin

eering W

orks

hops

and A

ssoci

ated

Equip

men

t an

d t

he

ove

rall

contr

ol def

ined

by

the

rele

vant

serv

ice,

HQ

or

unit,

e.g.

Sen

ior

Engin

eering O

ffic

er (

Leve

l K)

has

ove

rall

resp

onsi

bili

ty f

or

work

shop

equip

men

t on t

hei

r unit;

resp

onsi

bili

ty is

dis

char

ged

thro

ugh e

ither

the

esta

blis

hed

Gro

und S

upport

Equip

men

t Contr

olle

r, O

ffic

er C

om

man

din

g

use

r se

ctio

n,

Avi

atio

n W

ork

shops

Man

ager

, or

auth

orise

d inve

nto

ry

hold

er a

nd incl

udes

oper

atio

n w

ithin

the

unit’s

Qual

ity

Man

agem

ent

Sys

tem

(Q

MS).

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.3

Id

entify

a r

ange

of so

urc

es

of

engin

eering info

rmat

ion

□

Sourc

es o

f en

gin

eering info

rmat

ion:

e.g.

man

ufa

cture

r’s

docu

men

tation/h

andboo

k; u

nit/l

oca

l en

gin

eeri

ng o

rder

s; B

ritish

Sta

ndar

ds;

Def

ence

Sta

ndar

ds;

Qual

ity

Sta

ndar

ds;

tra

de

trai

nin

g

docu

men

tation;

equip

men

t ai

r public

atio

ns;

arm

y eq

uip

men

t su

pport

public

atio

ns;

engin

eering w

ebsi

tes,

Inte

rnat

ional

Sta

ndar

ds;

appro

ved

codes

of

pra

ctic

e; e

ngin

eering p

olic

y docu

men

tation;

work

inst

ruct

ions

and p

roce

dure

s; h

isto

rica

l m

ainte

nan

ce d

ocu

men

tation;

notice

boar

ds;

en

gin

eering lea

flet

s/m

agaz

ines

; su

bje

ct m

atte

r ex

per

ts (

SM

Es)

with

exper

ience

in t

hei

r fiel

d;

RAF

Engin

eering P

olic

y.

3.4

Id

entify

appro

priat

e so

urc

es

of

advi

ce a

nd g

uid

ance

□

Sourc

es o

f ad

vice

and g

uid

ance

: e.

g.

team

lea

der

, lin

e m

anag

er,

engin

eering s

upport

tea

m f

or

spec

ialis

t SM

E s

upport

, eq

uip

men

t use

r co

mm

unity

list

for

regio

nal

/nat

ional

advi

ce o

n e

ngin

eering iss

ues

, m

ilita

ry p

ublic

atio

ns

libra

ry.

3.5

D

escr

ibe

the

import

ance

of

mai

nta

inin

g g

ood

rela

tionsh

ips

with inte

rnal

an

d e

xter

nal

sta

kehold

ers

□

Mai

nta

inin

g g

ood r

elat

ionsh

ips:

e.g

. giv

es c

ontinuity

of

key

supplie

r ro

ute

s/pro

visi

on;

allo

ws

regula

r, s

truct

ure

d a

nd info

rmal

com

munic

atio

n

route

s bet

wee

n t

he

inte

rnal

/ext

ernal

sta

kehold

ers,

whic

h in t

urn

lea

ds

to a

n o

pen

and h

ones

t re

lationsh

ip;

pro

mote

s cl

ear

expec

tations

and

under

stan

din

g o

f th

e se

rvic

es n

eeded

/pro

vided

; if p

roble

m r

esolu

tion

pro

cess

es a

re w

ell def

ined

and u

sed,

this

ensu

res

min

or

pro

ble

ms

do

not

esca

late

and c

ause

rel

atio

nsh

ip iss

ues

, av

oid

ing a

‘bla

me

culture

’.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

D

escr

ibe

how

tec

hnic

al

dra

win

gs

and s

pec

ific

atio

ns

are

use

d in e

ngin

eering

□

Tec

hnic

al d

raw

ings

and s

pec

ific

atio

ns:

how

tec

hnic

al d

raw

ings

and

tech

nic

al s

pec

ific

atio

ns

rela

te t

o e

ach

oth

er;

conte

nts

, e.

g.

stan

dar

ds

of

mat

eria

ls a

nd w

ork

man

ship

req

uired

, det

ails

of

the

work

req

uired

to

achie

ve c

om

ple

tion,

det

ails

of

fact

ory

tes

ts r

equired

, ty

pe

and n

um

ber

(i

.e.

pre

ssure

tes

ts,

tensi

le t

esting).

4.2

In

terp

ret

the

esse

ntial

in

form

atio

n f

ound o

n

tech

nic

al d

raw

ings

usi

ng

curr

ent

stan

dar

ds

□

Ess

ential

info

rmat

ion:

def

ines

what

a p

art

looks

lik

e, h

ow

it

is m

ade

and

how

it

fits

toget

her

with o

ther

par

ts.

□

Curr

ent

stan

dar

ds:

as

set

out

in t

he

Man

ual

of Engin

eering D

raw

ing,

incl

udin

g t

echnic

al p

roduct

spec

ific

atio

n a

nd d

ocu

men

tation t

o B

ritish

an

d I

nte

rnat

ional

Sta

ndar

ds,

abbre

viat

ions

and s

ymbols

, dra

win

g

com

ponen

ts,

dim

ensi

onin

g,

geo

met

ric

tole

rance

s, let

tering,

tole

rance

s.

4.3

D

escr

ibe

the

purp

ose

of

stan

dar

ds

in e

ngin

eering

□

Purp

ose

: to

ensu

re t

hat

pro

duct

s, ite

ms

or

par

ts c

onsi

sten

tly

mee

t th

e st

andar

ds

set,

whet

her

they

are

British

or

Inte

rnat

ional

Sta

ndar

ds;

to

enco

ura

ge

man

ufa

cture

rs/d

esig

ner

s/oper

ators

to a

dher

e to

a c

om

mon

m

ethod f

or

that

par

ticu

lar

stan

dar

d/s

pec

ific

atio

n.

4.4

D

escr

ibe

how

spec

ific

atio

ns

and q

ual

ity

syst

ems

are

use

d in e

ngin

eering

□

Spec

ific

atio

ns:

use

d in e

ngin

eering t

o s

upple

men

t an

d a

dd s

trin

gen

cy t

o

spec

ific

nee

ds

and c

larify

ISO

9001 r

equirem

ents

in o

rder

to p

rovi

de

a st

andar

dis

ed a

nd c

onsi

sten

t ap

pro

ach

□

Qual

ity

syst

ems:

the

Qual

ity

Man

agem

ent

Sys

tem

(Q

MS)

is s

tandar

d

thro

ughout

mili

tary

org

anis

atio

ns

and incl

udes

all

work

shop

s th

at h

ave

mili

tary

/civ

ilian

per

sonnel

res

ponsi

ble

for

carr

ying o

ut

engin

eering a

nd

logis

tic

activi

ties

.

4

Under

stan

d

engin

eering

dra

win

gs

and

spec

ific

atio

ns

4.5

In

terp

ret

stan

dar

d

conve

ntions

use

d o

n

tech

nic

al d

raw

ings

□

Sta

ndar

d c

onve

ntions

use

d o

n t

echnic

al d

raw

ings:

e.g

. 1st

/3rd

angle

pro

ject

ion,

tech

nic

al s

ketc

h,

mec

han

ical

dra

ftin

g,

com

pute

r-ai

ded

dra

ftin

g (

CAD

).

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

D

escr

ibe

polic

ies

that

rel

ate

to r

ights

and r

esponsi

bili

ties

in

mili

tary

em

plo

ymen

t

□

Polic

ies

that

rel

ate

to r

ights

and r

esponsi

bili

ties

in m

ilita

ry e

mplo

ymen

t:

AP1

iden

tifies

mili

tary

eth

os,

core

val

ues

and s

tandar

ds

emphas

isin

g

resp

ect,

inte

grity

, se

rvic

e, e

xcel

lence

; AP3

376 det

ails

ter

ms

and

conditio

ns

of

serv

ice

of tr

ade

per

sonnel

; em

plo

ymen

t, c

aree

r an

d

com

pet

ency

str

uct

ure

s e.

g.

for

airm

en,

incl

udin

g c

om

man

d m

anag

emen

t tr

ainin

g c

ours

es;

Quee

n’s

Reg

ula

tions

det

ailin

g m

any

aspec

ts incl

udin

g

gen

eral

ser

vice

pro

fici

ency

and q

ual

ific

atio

ns

for

pro

motions;

Hum

an

Res

ourc

es M

anag

emen

t Sys

tem

(H

RM

S)

for

MO

D e

mplo

yees

; org

anis

atio

nal

str

uct

ure

cle

arly

iden

tify

ing r

ole

s, r

ights

and

resp

onsi

bili

ties

.

5

Know

about

work

ing in

engin

eering

5.2

D

escr

ibe

how

to

work

ef

fect

ivel

y in

a m

ilita

ry a

nd

civi

lian e

ngin

eering

work

pla

ce

□

Work

effec

tive

ly:

e.g.

adher

ing t

o p

olic

y st

atem

ents

; en

suring t

rade

abili

ty a

nd c

om

pet

ence

is

at t

he

corr

ect

leve

l in

the

work

pla

ce;

a ro

bust

an

d f

unct

ionin

g m

anag

ing s

afet

y re

gim

e; c

lear

visi

on o

f th

e en

d g

oal

an

d t

he

outp

ut

required

; en

suring g

ood lea

der

ship

and m

anag

emen

t of

all st

aff;

ensu

ring e

quip

men

t, p

roce

sses

, pro

cedure

s an

d w

ork

in

stru

ctio

ns

are

fully

funct

ional

and f

it f

or

purp

ose

; em

phas

is o

n g

ood

qual

ity

and s

afet

y sy

stem

s.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.3

G

ive

reas

ons

for

poss

ible

co

nflic

t si

tuat

ions

in a

m

ilita

ry a

nd c

ivili

an

engin

eering w

ork

pla

ce,

and

way

s to

avo

id t

hem

□

Conflic

t si

tuat

ions:

rea

sons,

e.g

. m

ilita

ry s

tandar

ds

of

dis

ciplin

e,

diffe

rence

s in

the

stan

dar

ds

expec

ted f

rom

both

a m

ilita

ry a

nd c

ivili

an

per

spec

tive

(M

AA P

olic

y an

d C

AA P

olic

y),

stan

dar

ds

of th

e bas

ic a

nd

trad

e tr

ainin

g e

xper

ience

d b

y a

mili

tary

em

plo

yee

as o

ppos

ed t

o a

ci

vilia

n (

AP1

and A

P3376).

□

Way

s to

avo

id:

e.g.

a co

nsi

sten

t an

d h

igh lev

el o

f w

ork

pla

ce s

tandar

ds

and inst

ruct

ions

from

induct

ion t

rain

ing t

o a

war

enes

s of up-t

o-d

ate

chan

ges

in p

olic

y st

atem

ents

; st

rong lea

der

ship

fro

m e

nco

mpas

sing

both

mili

tary

and c

ivili

an n

eeds.

5.4

Sta

te t

he

role

s an

d

resp

onsi

bili

ties

of

team

m

ember

s in

a m

ilita

ry a

nd

civi

lian e

ngin

eering

work

pla

ce

□

Role

s: e

.g.

in R

AF

– m

ilita

ry r

ole

s in

clude

Off

icer

Com

man

din

g t

he

Flig

ht,

Sen

ior

Non-C

om

mis

sioned

Offic

er/M

anag

er,

Non-C

om

mis

sioned

O

ffic

er/S

uper

viso

r, S

enio

r Aircr

afts

man

/Pro

duce

r; c

ivili

an r

ole

s in

clude

Lead

ing C

har

ge

Han

d,

Char

ge

Han

d,

Civ

ilian

Mec

han

ic,

Civ

ilian

Tec

hnic

ian.

□

Res

ponsi

bili

ties

: as

outlin

ed o

n t

he

Ter

ms

of Ref

eren

ce iss

ued

to e

ach

team

mem

ber

, det

ailin

g p

articu

lar

role

within

the

man

agem

ent

chai

n

and o

utlin

ing r

esponsi

bili

ties

for

that

par

ticu

lar

role

.

5.5

D

escr

ibe

how

to

work

ef

fect

ivel

y in

a t

eam

in a

m

ilita

ry a

nd c

ivili

an

engin

eering w

ork

pla

ce

□

Work

effec

tive

ly:

contr

ibuto

ry f

acto

rs,

e.g.

trai

nin

g,

ethos,

com

mon

goal

s, p

ride,

innova

tion,

inve

ntive

nes

s, c

om

mitm

ent

to q

ual

ity,

join

t w

elfa

re p

rovi

sion,

cam

arad

erie

, co

rrec

t eq

uip

men

t pro

visi

on,

team

work

aw

ay d

ays

(hig

h/l

ow

rop

e ex

erci

ses)

.


30


Delivery

Since most learners are unlikely to have had prior experience in this area of work, it is essential to have some formal introduction to the content. The unit can then be regarded as essentially investigative. Visits to military engineering workshops would allow learners to carry out a practical investigation and through open discussion clarify essential points within the unit amplification.

The approach will be best determined through a tutor analysis of each learner’s needs and, in particular, through consideration of the range of types of military workshop they are working with or preparing their learners for. Whichever approach is taken, the learner’s experience should be sufficiently varied to provide them with knowledge and understanding of military engineering processes, procedures and planning in most military settings.

This unit is largely theoretical, although learners should have the opportunity to examine a range of military engineering workshops, particularly with regard to health and safety procedures. The unit is best delivered through a programme of lectures followed by some form of practical investigations or activities.

The unit gives learners an opportunity to work individually or in groups when planning or discussing military engineering policy, processes, training and procedures.

The learning outcomes are ordered logically and it would be a reasonable approach to develop them sequentially throughout the unit. In this way, the learner will understand military engineering requirements and then be able to carry out activities that support their understanding.

Tutors should always ensure that each learner has the correct personal protective equipment and that systems are safe for inspection and operation. It is also important that learners work in a safe manner when visiting a military establishment.

Note that the use of ‘e.g.’ in the Unit amplification is to give an indication and illustration of the breadth and depth of the area or topic. As such, not all content that follows an ‘e.g.’ needs to be taught or assessed.

Assessment

The centre will devise and mark the assessment for this unit.

Learners must meet all assessment criteria to pass the unit.

Learning outcomes 1 and 2 could be covered through an assignment that requires learners to respond to pre-set questions. These questions may be based around a case-study style scenario or test questions that have each been set within a relevant military engineering context. In either case, it is most likely that controlled conditions will be required to ensure the authenticity of the responses. For assessment criterion 1.1, learners will need to outline all four volumes of JSP375. For 1.2, learners should state at least three of the MOD’s responsibilities as an employer. For 2.1, they should outline at least four safe working practices. For 2.2, they should describe at least one type of human, one type of environmental and one type of service condition with ways of controlling each. For 2.6, at least five potential hazards should be identified. For 2.7, learners need to outline at least four procedures used to make a hazardous area safe.

Learning outcome 3 could be assessed using a practical assignment that requires learners to identify the resources required for effective communication within a


31

military engineering environment. The communicative piece should be simple and include processes for engineering support from ‘source to output’, for example ‘engine change required on a Chinook helicopter that is grounded overseas in Afghanistan’. Tutor observation will be necessary during the activity to capture the process evidence of correct communications being used, whilst adhering to the safe use of correct procedures. The evidence collected by direct observation could be supported with evidence from professional discussion or from authenticated reflective accounts provided by the learner. For 3.1, learners should identify at least four communication systems common to military and civilian engineering workplaces, and at least four communication systems used in military workplaces only. For 3.3, at least five sources of engineering information need to be identified, and at least three sources of advice and guidance for 3.4.

Learning outcome 4 could be assessed using a practical assignment that requires learners to understand engineering drawings and specifications within a military engineering environment. The engineering drawings and specifications piece should be simple and include processes for engineering support from ‘source to output’, for example ‘modification required to improve performance of MK12 Air Starting Trolley’. Tutor observation will be necessary during the activity to capture the process evidence of engineering drawings and specifications being used. The evidence collected by direct observation could be supported with evidence from professional discussion or from authenticated reflective accounts provided by the learner.

Learning outcome 5 could be assessed using a practical assignment that requires learners to show knowledge of how to work effectively in a military engineering environment. The working in engineering piece should be simple and include processes for engineering support from ‘source to output’, for example ‘setting up a forward operating base in a remote location’. Tutor observation will be necessary during the activity to capture the process evidence of equipment being used, detailed requirements, facilities provision etc., whilst adhering to the safe use of correct procedures. The evidence collected by direct observation could be supported with evidence from professional discussion or from authenticated reflective accounts provided by the learner. For 5.1, learners need to describe at least three policies. For 5.3, at least two reasons for possible conflict situations are required, with ways to avoid each.

Learners will also need to produce a report that includes the identification of resources and all handover documentation and completed records.

An alternative approach to assessment could be for learners to build a portfolio of evidence for the unit as a whole as they carry out a range of investigations and operations in the workplace.

A further alternative method could be the use of an integrated assignment, which links this unit with other practical units in a programme of study. If this approach is adopted, the evidence for the specific learning outcomes and associated assessment criteria will need to be identified clearly.

Suggested resources

Publications

Some of the following publications are specific to the Royal Air Force. Equivalent publications for the other Services should be used as required.

Air Publication 1 Royal Air Force Ethos, Core Values and Standards

Air Publication 2 Continuous Improvement

Air Publication 100C-10 Quality Assurance Activity Manual


32

Air Publication 3376 Vol 1 Ground Trade Personnel and Non-Commissioned Aircrew T&C of Service

Air Publication 3376 Vol 2 Employment, Careers and Competency Structures for Airman of the RAF

Air Publication 7001 Leadership in the RAF

Air Publication (Digital) 100E-15 Military Aviation Workshop Support Management and Policy

Approved Code of Practice HSG65

Fire Safety Order No.2

Joint Air Publication 100E-10 Military Aviation GSE Management & Policy

Joint Service Publication 375 MOD Health and Safety Handbook

Joint Service Publication 912 Human Factors Integration for Defence Systems

Manual of Maintenance and Airworthiness Processes 001

Manual of Maintenance and Airworthiness Processes 002

Military Aviation Authority

OSHAS 18001

Queen’s Regulations (RAF)

Legislation

British Standards

Civil Aviation Authority

COSHH Regulations

DSEAR Regulations

Health & Safety at Work Act 1974

Health & Safety Signs Regulations 1996

International Standards

ISO 9001:2008

RIDDOR

Websites

www.hse.gov.uk – Health and Safety Executive

www.raf.mod.uk – Royal Air Force


33

Delivery of personal, learning and thinking skills

The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been included within the assessment criteria of this unit.

Skill When learners are…

Independent enquirers

Exploring a given engineering activity from different perspectives to identify the resources required

Reflective learners

Reviewing progress with the engineering activity in a military workshop, acting on outcomes

Self-managers Working towards a successful engineering activity in a military workshop, showing initiative, commitment and perseverance

Organising time and resources, prioritising actions when carrying out an engineering activity in a military workshop

Effective participators

Identifying improvements when planning and carrying out a engineering activity that would benefit themselves and others

Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further opportunities to develop a range of PLTS through various approaches to teaching and learning.


Reflective learners

Evaluating experiences during workshop activities to inform progress with engineering tasks

Team workers Collaborating with others when working in groups to gather information on engineering tasks and planning


34

Functional Skills – Level 2


ICT – Finding and selecting information

Select information from a variety of sources to meet requirements of a complex task

Selecting and using the sources of information required to carry out an engineering activity independently

English

Speaking, listening and communication – make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations

Speaking and listening to operators/supervisors when planning for and carrying out engineering activity within a military workshop

Reading – select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions

Comparing, selecting, reading and understanding resource material when preparing for a given engineering activity

Writing – write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively

Writing documents in support of all engineering activity and explaining effect of resulting outputs, whether serviceability states or long term reliability

Writing documents to describe planned and unplanned maintenance procedures

Writing reports to document the maintenance procedures carried out on an engineering activity in a military workshop


35

Unit 2: Materials, Maths and Science for Military Engineering


QCF level: 2

Credit value: 7


Unit aim Working in an engineering workshop requires knowledge and understanding of the materials found within the components and products being used. In this unit learners will have the opportunity to investigate the properties of these materials.

This unit gives learners knowledge and understanding of the technology applied to military engineering. This will involve considering materials that are commonly used in military engineering solutions, and finding out about and understanding the properties of certain materials and how these properties can be altered.

Workshop calculations using simple mathematics are important and learners will have the opportunity to practise and use these mathematical skills when applied to military engineering problems. These skills are also required for scientific applications in a military environment, such as circuit parameter calculations.

Learners will develop the skills needed to apply analytical methods to military engineering mathematical applications. This will involve calculating areas and volumes of various shapes and solids, and calculating angles and lengths of objects. Learners will use graphical information to find relationships between parameters.

As well as using analytical methods in mathematical applications, learners will use them to solve problems in military engineering scientific applications. This will include calculating work carried out by simple machines along with the power used and energy generated. In doing so, learners will be able to calculate efficiency in terms of mechanical and electrical power and energy.

Essential resources For this unit learners must have access to a range of engineering materials and supplier catalogues.

Although not essential, access to scientific equipment suitable for determining mechanical properties, work carried out by simple machines, power and strength of materials would be useful, as would a range of simple machines and equipment used to determine circuit parameters and to carry out heat-treatment processes.

Pea

rson B

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pec

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Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

the

range

of

mat

eria

ls c

om

monly

use

d in

mili

tary

engin

eeri

ng

□

Ran

ge

of m

ater

ials

: fe

rrous

mat

eria

l, e

.g.

cast

iro

n,

low

to

hig

h c

arbon

st

eel, s

tain

less

ste

el;

non-f

erro

us

mat

eria

l, e

.g.

alum

iniu

m,

bra

ss,

bro

nze

, co

pper

, le

ad;

ther

mopla

stic

s, e

.g.

PVC,

nyl

on,

PTFE

, poly

then

e,

Per

spex

; th

erm

ose

ttin

g p

oly

mer

, e.

g.

Bak

elite,

Form

ica,

mel

amin

e;

smar

t m

ater

ials

, e.

g.

pie

zoel

ectr

ic m

ater

ials

, sh

ape

mem

ory

allo

ys,

mag

net

o-r

heo

stat

ic f

luid

s, e

lect

ro-r

heo

stat

ic f

luid

s, K

evla

r; c

om

posi

tes,

e.

g.

gla

ss fib

re,

carb

on fib

re,

aram

id f

ibre

; ru

bber

.

1.2

D

escr

ibe

the

form

s of su

pply

of

mat

eria

ls

□

Form

s of

supply

: fo

rm,

e.g.

bar

sto

ck (

flat

, ro

und,

squar

e, h

exag

onal

),

shee

t m

ater

ials

, pip

e/tu

be,

wire,

rolle

d s

teel

sec

tions,

cas

tings,

forg

ings,

m

ould

ings,

ext

rusi

ons,

pow

der

s an

d f

luid

s; s

urf

ace

finis

h,

e.g.

bright

dra

wn,

cold

dra

wn,

pla

ted,

pai

nte

d,

pla

stic

coat

ed;

size

, e.

g.

dia

met

er(s

), t

hic

knes

s, g

auge.

1

Know

about

mat

eria

ls u

sed in

engin

eering

1.3

Id

entify

mat

eria

ls b

y phys

ical

met

hods

□

Phys

ical

met

hods:

tac

tile

met

hods,

e.g

. to

uch

, w

eight,

tex

ture

; vi

sual

, e.

g.

colo

ur,

appea

rance

.

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rson B

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Iss

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1 –

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2014 ©

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Lim

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Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

the

phys

ical

pro

per

ties

of

mat

eria

ls

□

Phys

ical

pro

per

ties

: m

elting p

oin

ts o

f m

etal

s, d

ensi

ty,

colo

ur,

m

agnet

ism

, co

nduct

ivity,

insu

lation;

chem

ical

and d

ura

bili

ty,

e.g.

resi

stan

ce t

o c

orr

osi

on,

solv

ents

, en

viro

nm

enta

l deg

radat

ion,

wea

r.

2.2

D

efin

e w

hat

is

mea

nt

by

mec

han

ical

pro

per

ties

of

mat

eria

ls

□

Def

initio

n o

f m

echan

ical

pro

per

ties

: te

nsi

le s

tren

gth

, to

ughnes

s,

har

dnes

s, e

last

icity,

duct

ility

, m

alle

abili

ty.

2.3

D

escr

ibe

the

mec

han

ical

pro

per

ties

of

mat

eria

ls

□

Mec

han

ical

pro

per

ties

: te

nsi

le,

com

pre

ssiv

e an

d s

hea

r st

rength

; to

ughnes

s, h

ardnes

s, e

last

icity,

duct

ility

, m

alle

abili

ty.

2

Know

about

the

pro

per

ties

of

engin

eering

mat

eria

ls

2.4

D

escr

ibe

met

hods

of

modifyi

ng p

roper

ties

of

mat

eria

ls

□

Met

hods

of m

odific

atio

n:

hea

t tr

eatm

ent,

e.g

. an

nea

ling,

har

den

ing,

norm

alis

ing,

tem

per

ing;

surf

ace

trea

tmen

ts,

e.g.

case

har

den

ing,

pla

ting,

coat

ing;

effe

cts

of

cold

work

ing.

Pea

rson B

TEC L

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ertifica

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2014 ©

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Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Apply

appro

priat

e deg

ree

of

accu

racy

to e

xpre

ss

num

ber

s

□

Deg

ree

of

accu

racy

: dec

imal

pla

ces,

sig

nific

ant

figure

s, fra

ctio

ns

as a

dec

imal

quan

tity

.

3.2

Cal

cula

te t

he

area

s of

bas

ic

shap

es

□

Bas

ic s

hap

es:

squar

e, r

ecta

ngle

, tr

iangle

, ci

rcle

.

3.3

Cal

cula

te t

he

area

s of

com

pound s

hap

es

□

Com

pou

nd s

hap

es:

L-sh

apes

, par

alle

logra

ms,

oth

er s

hap

es,

e.g.

invo

lvin

g s

quar

es,

rect

angle

s, t

rian

gle

s, c

ircl

es,

sem

icircl

es,

quad

rants

of

a ci

rcle

.

3.4

Cal

cula

te t

he

surf

ace

area

s of

regula

r sh

aped

solid

s □

Reg

ula

r so

lids:

cube,

rec

tangula

r prism

, cy

linder

(cu

rved

surf

ace

area

only

).

3.5

Cal

cula

te t

he

volu

mes

of

regula

r sh

aped

solid

s □

Reg

ula

r so

lids:

cube,

rec

tangula

r prism

, cy

linder

.

3.6

D

eter

min

e th

e va

lue

of

angle

s in

trian

gle

s □

Trian

gle

s: r

ight-

angle

d,

isosc

eles

, eq

uila

tera

l.

3.7

U

se S

ine,

Cosi

ne

and

Tan

gen

t ru

les

and

Pyth

agora

s’ T

heo

rem

to

solv

e right-

angle

d t

rian

gle

pro

ble

ms

□

Rig

ht-

angle

d t

rian

gle

: bas

e, a

dja

cent,

hyp

oten

use

.

□

Proble

ms:

e.g

. dis

tance

bet

wee

n h

ole

cen

tres

, dia

gonal

dis

tance

acr

oss

a se

ctio

n,

slope

or

incl

ine,

len

gth

of st

rength

enin

g w

eb,

slope

of

a lin

ear

gra

ph.

3

Be

able

to u

se

anal

ytic

al m

ethods

in e

ngin

eering

mat

hem

atic

al

applic

atio

ns

3.8

U

se d

ata

found o

n a

str

aight

line

gra

ph t

o inte

rpre

t a

rela

tionsh

ip

□

Str

aight

line

gra

phs:

det

erm

inin

g g

radie

nt;

inte

rcep

t; f

indin

g

rela

tionsh

ips,

e.g

. dis

tance

tra

velle

d,

linea

r ac

cele

ration,

work

done;

giv

en d

ata

(incl

udin

g s

cale

s, a

xes,

X c

oord

inat

es,

Y c

oord

inat

es,

usi

ng

giv

en d

ata)

.

Pea

rson B

TEC L

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2 C

ertifica

te in M

ilita

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ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

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tion

Lim

ited

2014

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

D

efin

e w

ork

done

by

a si

mple

mac

hin

e □

W

ork

done:

def

initio

n;

solv

ing p

roble

ms

by

form

ula

e, f

orc

e x

dis

tance

m

ove

d.

□

Sim

ple

mac

hin

e: e

.g.

incl

ined

pla

ne,

pulle

y, lev

er.

4.2

Cal

cula

te p

ow

er u

sed

□

Typ

es o

f pow

er:

mec

han

ical

, el

ectr

ical

.

4.3

Cal

cula

te e

ner

gy

use

d

□

Typ

es o

f en

ergy:

mec

han

ical

, el

ectr

ical.

4.4

Cal

cula

te t

he

effici

ency

of

a m

achin

e □

Effic

iency

: m

echan

ical

(pow

er,

ener

gy)

, el

ectr

ical

(pow

er,

ener

gy)

.

4.5

Solv

e si

mple

ele

ctri

cal ci

rcuit

pro

ble

ms

usi

ng O

hm

’s law

□

Circu

it p

roble

ms:

ser

ies

and p

aral

lel ci

rcuit n

etw

ork

s; c

urr

ent

and

resi

stan

ce d

ata

for

calc

ula

tion

s; d

efin

itio

n o

f O

hm

’s L

aw.

4

Be

able

to u

se

anal

ytic

al m

ethods

in e

ngin

eering

scie

nce

ap

plic

atio

ns

4.6

Cal

cula

te t

he

stre

ngth

of

engin

eering m

ater

ials

, quoting t

he

answ

er u

sing

appro

priat

e m

ultip

le p

refix

sym

bols

□

Str

ength

of m

ater

ials

: ca

lcula

tions,

e.g

. yi

eld s

tres

s, t

ensi

le s

tres

s,

per

centa

ge

elongat

ion;

use

of

gra

phs,

e.g

. fo

rce/

exte

nsi

on g

raph,

stre

ss/s

trai

n g

raph.

□

Multip

le p

refix

sym

bols

: fa

ctor,

e.g

. 10

6,

10

3;

nam

e, e

.g.

meg

a, k

ilo;

sym

bol, e

.g.

M,

k.


40


Delivery

This unit should be delivered using lectures, tutor demonstrations and practical engineering activities. Centres must ensure sufficient coverage of the learning outcomes and content.

Learning outcome 1 is best delivered by practical means, whereby learners have access to a range of engineering materials and are able to touch and feel the materials, comparing the physical forms with those found in supplier catalogues. Learning outcomes 2 and 3 are again best suited to a practical approach. Learners could carry out simple mechanical tests and simple heat treatment processes to develop their knowledge of mechanical properties and methods of modifying them. Finally, learning outcome 4 requires learners to develop and practise their skills in carrying out calculations for a range of scientific applications associated with engineering.

For learning outcome 1, learners must be made aware of, and have access to, a range of different engineering materials. Tutors should ensure that each learner has knowledge of ferrous, non-ferrous, thermoplastic and thermosetting polymers, SMART materials and composites. Referring regularly to suppliers’ catalogues is good practice. Learners need to have tactile contact with these materials and being in a military engineering workshop environment would be advantageous. Each learner could develop a simple checklist, or a competition about identifying the most materials could be set up, increasing learner motivation.

Learning outcome 2 will again be addressed better if learners have access to a military engineering workshop environment, relevant equipment that can demonstrate mechanical properties and, if possible, equipment to demonstrate and investigate physical properties. This learning outcome could be delivered so that learners see for themselves how these properties are measured and modified through experience of testing and heat treatment processes.

Learning outcomes 3 and 4 require practise with calculations involving mathematical and scientific applications. Preferably learners should be given an opportunity to perform practical activities with electrical circuits to confirm calculations using Ohm’s Law. Likewise, using test equipment to produce load extension graphs for materials would be beneficial in developing their knowledge of strength of materials.



41

Assessment



Much of the assessment evidence for this unit could come from written activities, including a range of solutions to problems using skills of calculation, and could be based on outcomes from practical activities. Learning outcomes 1 and 2 are probably best assessed through a written assignment. Learning outcomes 3 and 4 are likely to be practical exercises, in the form of a range of calculations to be carried out. Learner work used as evidence for practical activities should be supported by witness testimony or observation records.

Two assignments could be used for the assessment of this unit. However, this would involve a large number of tasks within each assignment addressing the individual criteria, so it may be preferable to have one assignment for each learning outcome. In this case the first, relating to learning outcome 1, would cover assessment criteria 1.1, 1.2 and 1.3. This could be a written assignment with a practical element requiring learners to identify at least one material for each type of material, i.e. ferrous, non-ferrous, thermoplastic and thermosetting polymers, SMART materials and composites. This practical element should be extended by giving learners the opportunity to identify these materials by tactile and visual methods. A record of this will need to be made, for example by ensuring that each material has a label and that learners use this labelling to identify the different materials on a written record, along with details of the physical methods they used to help in this identification.

A second assignment, relating to learning outcome 2, would cover assessment criteria 2.1, 2.2, 2.3 and 2.4. A holistic written assignment giving learners the opportunity to describe the physical and mechanical properties of a range of materials would be most suitable. This range should be similar to that used for assessment criterion 1.1. Learners should also be given a task asking them to define the full range of mechanical properties: tensile strength, toughness, hardness, elasticity, ductility, malleability. Learners should have opportunities to describe both heat treatment and surface treatment methods of modifying properties for criterion 2.4.

Assessment criteria 3.1 to 3.8 could be addressed through a third assignment. This would be purely practical with a range of questions or tasks to address the assessment criteria. For 3.1, the range of tasks given must include opportunities to demonstrate the degree of accuracy using decimal places, significant figures and fractions as a decimal quantity. The task for 3.2 must include calculating areas for all four shapes listed in the unit amplification. The task for 3.3 must include L-shapes, parallelograms and one from other shapes listed in the unit amplification. When setting tasks for the areas and volumes of regular shaped solids, for 3.4 and 3.5 respectively, all three solids should be covered (cube, rectangular prism, cylinder), however only the curved surface area is required to be calculated for the cylinder for 3.4. When setting a task for determining the angles of triangles, care must be taken to ensure all three triangles are covered as ranged by the unit amplification for 3.6. For 3.7, at least two problems need to be given to enable Pythagoras’ Theorem to be used. These problems should be of an engineering nature. Finally, for 3.8, a task should be given that involves the learner interpreting a straight line relationship. They will need to determine the gradient and intercept and be able to find at least one of the relationships such as distance travelled, linear acceleration or work done. Different graphs could be given to different learners to help authenticity. In many of the tasks for this learning outcome, different problems or data could be given to different learners to help authenticity.


42

The last assignment, addressing assessment criteria 4.1 to 4.6, should be similar to that for learning outcome 3 and be purely practical, with a range of questions or tasks to address the assessment criteria. For 4.1, the task should include the need to define work done but also to solve a problem using the appropriate formulae, force x distance moved. Tasks addressing 4.2 and 4.3 should give learners opportunities to calculate for both mechanical and electrical systems power and energy respectively. A further task is then required that asks learners to calculate efficiency of both mechanical and electrical machines in terms of power and energy to address 4.4. To address 4.5 a task needs to be developed that allows Ohm’s Law to be used on both series and parallel circuits to find potential difference, current and resistance. Finally, 4.6 should be addressed using a task that gives learners the opportunity to calculate yield stress or tensile stress or percentage elongation and use an appropriate graph. The outcomes will need to be quoted using multiple prefix symbols. In doing so, at least two materials need to be considered.

Suggested resources

Books

Aldis B – Mathematics for Technicians (McGraw Hill, 2002) ISBN 9780074711576

Askeland D – Science and Engineering of Materials (Cengage Publishing, 2006) ISBN 9780495244424

Bird J – Basic Engineering Mathematics (Elsevier, 2005) ISBN 9780750665759

Bolton W - Newnes Engineering Materials Pocket Book (Newnes, an imprint of Butterworth-Heinemann Ltd; 3rd Revised edition, 2000) ISBN 9780750649742

Clarke S, Darbyshire A, Mantovani B, Weatherill B – BTEC Level 2 First Engineering (Heinemann, 2010) ISBN 9781846907234

Clarke S, Darbyshire A, Goulden S, Hallgarth C, Watkins N – BTEC Level 2 First Engineering Student Book (Pearson Education, 2012) ISBN 9781446902431

Sullivan M and Shackelford J – Introduction to Materials Science for Engineers (Prentice Hall, 2004) ISBN 9780131276192

Tooley M, Deacon M, O’Dwyer N – Engineering Level 2 Higher Diploma Student Book (Heinemann, 2008) ISBN 9780435756208

Tooley M – BTEC First in Engineering (Newnes, 2006) ISBN 9780750680608

Websites

www.bbc.co.uk/schools/ks3bitesize/maths

www.khanacademy.org/math

www.learnerstv.com/Free-Maths-video-lecture-courses.htm

www.onlinemathlearning.com

www.freestudy.co.uk

www.key2study.com

www.matweb.com – database of materials and properties


43

Delivery of personal, learning and thinking skills The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been included within the assessment criteria of this unit.



Identifying information used on given engineering documentation Identifying the forms of supply available for a given engineering material

Analysing and evaluating information, judging its relevance and value

Exploring issues and problems relating to electrical and mechanical engineering science

Creative thinkers

Asking questions when reviewing the properties of engineering materials to extend their thinking



Creative thinkers

Trying out alternatives or new solutions to mathematical problems

Trying out alternatives or new solutions to electrical and mechanical engineering science problems

Reflective learners

Explaining the properties that are used to define the behaviour of common engineering materials

Describing the properties of a given engineering material

Reviewing progress when solving problems during the learner’s activities and acting on the outcomes to make corrections to understanding/solutions

Team workers Participating in small groups to carry out exercises in material identification and forms of supply

Collaborating with others when working on investigative group work to achieve a valid solution

Self-managers Preparing for and carrying out set assignments

Organising time and resources, prioritising actions

Organising time and resources to carry out practical work relating to electrical and mechanical engineering science experiments and investigations


Discussing issues relating to the properties and applications of engineering materials


44





Identifying forms of supply available for engineering materials

English


Speaking with and listening to peers and supervisors to establish an understanding of mathematical concepts and issues in engineering


Selecting, reading and using appropriate mathematical data sources to solve engineering problems


Taking notes and solving engineering mathematical problems to communicate accurate solutions effectively

Mathematics

Representing – selecting the mathematics and information to model a situation

Recognising the relevant parameters and formulae to be applied to given situations involving areas, volumes, right-angled triangles and scientific applications

Analysing – processing and using mathematics

Using mathematical skills in given situations involving areas, volumes, right-angled triangles and scientific applications

Interpreting – interpreting and communicating the results of the analysis

Checking the results of solutions to given situations involving areas, volumes, right-angled triangles and scientific applications to evaluate their effectiveness and reality at each stage of the calculation


45

Unit 3: Principles of Maintenance Technology

Unit reference number: T/506/6192

QCF level: 2

Credit value: 7


Unit aim This unit gives learners the opportunity to explore the basic principles of engineering maintenance in order to develop an understanding of how to perform maintenance activities safely in engineering environments.

Learners will investigate the importance of following specified procedures and complying with generic health and safety requirements and policies specific to the military workplace.

Learners will understand how planned maintenance can minimise or eliminate downtime due to failure, and will explore a range of fault finding techniques. They will understand the importance of planning so that the correct tools, equipment and documentation are available for a maintenance procedure. Learners will look at a range of activities associated with maintenance procedures, including the use of access equipment, safe lifting and moving of heavy items, how to replace life-determined components and apply lubricants, and how to dismantle and reassemble engineering systems and devices. They will also learn about the need to restore work areas to a tidy condition, correctly dispose of waste materials and fill out relevant documentation on completion of the procedure.

Essential resources For this unit centres need to provide access to a workshop environment so that engineering maintenance procedures can be demonstrated. A range of equipment is required; this should include components, tools, service manuals, data sheets, parts lists, drawings, test schedules and personal protective equipment (PPE).

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

46

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

safe

work

ing

pra

ctic

es a

nd h

ealth a

nd

safe

ty r

equirem

ents

when

ca

rryi

ng o

ut

mai

nte

nan

ce

pro

cedure

s

□

Ow

n a

nd o

ther

s’ r

espon

sibili

ties

: e.

g.

Hea

lth a

nd S

afet

y at

Work

Act

and

rela

ted leg

isla

tion,

Pers

onal

Pro

tect

ive

Equip

men

t at

Wor

k Reg

ula

tions,

M

anual

Han

dlin

g O

per

ations

Reg

ula

tions,

Con

trol of

Subst

ance

s H

azar

dous

to H

ealth R

egula

tions,

the

Min

istr

y of

Def

ence

(M

OD

) H

ealth

and S

afet

y H

andbook

– J

oin

t Ser

vice

Public

atio

n (

JSP)

375 –

applic

able

ac

ross

all

area

s of

MO

D a

nd t

he

Arm

ed F

orc

es,

work

pla

ce p

olic

ies

and

pro

cedure

s, e

quip

men

t is

ola

tion/l

ock

-off,

per

mit-t

o-w

ork

, w

ork

pla

ce

pre

par

atio

n a

nd c

lean

dow

n,

sign o

ff p

roce

dure

.

□

Em

ergen

cy p

roce

dure

s: w

ork

shop inci

den

ts,

appro

priat

e qual

ifie

d

per

sons

to m

anag

e in

ciden

ts,

actions

to t

ake,

inci

den

t re

port

ing.

1.2

Id

entify

the

haz

ards

asso

ciat

ed w

ith m

ainte

nan

ce

pro

cedure

s

□

Haz

ards:

hig

h-p

ress

ure

flu

ids,

fla

mm

able

mat

eria

ls,

hig

h v

oltag

e el

ectr

icity,

hea

vy e

quip

men

t, lubrica

nts

, cl

eanin

g flu

ids,

dam

aged

/bad

ly

mai

nta

ined

tools

, not

follo

win

g s

pec

ifie

d m

ain

tenan

ce p

roce

dure

s.

1.3

Id

entify

dat

a use

d for

refe

rence

purp

ose

s w

hen

pla

nnin

g a

nd c

arry

ing o

ut

a m

ainte

nan

ce p

roce

dure

□

Dat

a: e

.g.

man

ufa

cture

rs’ se

rvic

e m

anual

s, s

ervi

cing s

ched

ule

s an

d

logs,

fau

lt r

eport

s, a

ssem

bly

dra

win

gs,

sys

tem

dia

gra

ms,

tec

hnic

al

spec

ific

atio

ns,

com

ponen

t dat

abas

es.

1

Know

how

to

pre

par

e fo

r m

ainte

nan

ce

activi

ties

usi

ng

safe

and e

ffec

tive

w

ork

ing p

ract

ices

1.4

D

escr

ibe

types

of

pla

nned

an

d u

npla

nned

mai

nte

nan

ce

pro

cedure

s

□

Proce

dure

s: p

lanned

mai

nte

nan

ce,

e.g.

sched

ule

d r

outine

serv

icin

g,

pre

venta

tive

, co

nditio

n m

onitoring,

per

form

ance

tes

ting,

front

line;

unpla

nned

mai

nte

nan

ce,

e.g.

bre

akdow

n,

run t

o f

ailu

re.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

D

escr

ibe

the

fact

ors

to b

e co

nsi

der

ed w

hen

pla

nnin

g a

m

ainte

nan

ce p

roce

dure

□

Fact

ors

: tim

esca

les,

min

imis

atio

n o

f dow

ntim

e, e

conom

ics

of

repai

r or

repla

ce c

om

ponen

ts,

tools

and e

quip

men

t, a

vaila

bili

ty o

f m

ainte

nan

ce

per

sonnel

, av

aila

bili

ty o

f sp

are

par

ts,

loca

tion o

f eq

uip

men

t re

quirin

g

mai

nte

nan

ce,

on-s

ite

serv

ices

, e.

g.

elec

tric

ity,

wat

er,

com

pre

ssed

air,

dis

posa

l of

was

te m

ater

ials

; co

nsu

mab

les,

e.g

. so

lven

ts,

clea

nin

g

mat

eria

ls,

lubrica

nts

, w

eldin

g e

lect

rodes

, drill

bits,

nuts

, bolts,

scr

ews,

lo

ckin

g w

ire.

1.6

D

escr

ibe

the

pro

cedure

for

rein

stat

ing a

work

are

a fo

llow

ing s

pill

age

of

a haz

ardous

fluid

□

Proce

dure

s: a

ppro

ved w

ork

ing p

ract

ices

when

usi

ng a

bso

rben

t su

bst

ance

s, d

eter

gen

ts a

nd s

olv

ents

; dis

posa

l of

was

te m

ater

ials

; si

gn-

off

docu

men

tation.

1.7

O

utlin

e fa

ult f

indin

g

tech

niq

ues

and a

ssoci

ated

re

fere

nce

mat

eria

ls

□

Tec

hniq

ues

: vi

sual

chec

ks,

e.g.

leak

age,

dam

age,

mis

sing p

arts

, ove

rhea

ting,

wea

r/det

erio

ration,

mal

funct

ion;

senso

ry c

hec

ks,

e.g.

sound,

smel

l, t

ouch

; m

echan

ical

chec

ks,

e.g.

oper

atio

n o

f m

ovi

ng p

arts

, co

rrec

t w

ork

ing c

lear

ance

s, b

elt/

chai

n t

ensi

on,

bea

ring loadin

g,

torq

ue

load

ing o

f fa

sten

ings,

hyd

raulic

sys

tem

pre

ssure

s; e

lect

rica

l ch

ecks

, e.

g.

continuity,

voltag

e, c

urr

ent,

res

ista

nce

; te

chniq

ues

, e.

g.

six

poin

t, h

alf

split

, in

put/

outp

ut,

com

ponen

t su

bst

itution.

□

Ref

eren

ce m

ater

ials

: re

pai

r m

anual

s, f

low

char

ts,

chec

klis

ts,

dra

win

gs,

m

ainte

nan

ce r

ecord

s, p

erfo

rman

ce d

ata,

equip

men

t se

lf-d

iagnost

ic

report

ing.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

how

to

use

acc

ess

equip

men

t so

that

a

mai

nte

nan

ce p

roce

dure

can

be

carr

ied o

ut

under

saf

e co

nditio

ns

□

Equip

men

t: e

.g.

step

ladder

s, lad

der

s, p

latf

orm

s, s

caffold

ing,

cher

ry-

pic

kers

, sc

isso

r lif

ts,

scre

w jac

ks,

hyd

raulic

jac

ks,

mobile

hois

ts,

four-

post

hois

ts,

ram

ps,

hea

vy lift

airb

ags,

under

-car

tro

lley,

axl

e st

ands.

□

Saf

e co

nditio

ns:

equip

men

t oper

atin

g inst

ruct

ions,

e.g

. hei

ght

rest

rict

ions,

tyi

ng in/o

n,

guar

d r

ails

, ce

ntr

e of gra

vity

posi

tion,

slip

and

fall

pre

vention,

corr

ect

footing,

inte

r-lo

cks.

2.2

D

escr

ibe

safe

tec

hniq

ues

for

lifting h

eavy

load

s □

Tec

hniq

ues

: su

spen

sion,

e.g.

chai

ns,

ropes

, w

ire

slin

gs,

pulle

y blo

cks,

w

inch

es;

atta

chm

ent,

e.g

. hooks

, sh

ackl

es,

eye

bolts;

dam

age

pre

vention,

e.g.

pad

din

g,

wooden

blo

cks;

load

ing p

aram

eter

s, e

.g.

safe

w

ork

ing load

, ce

ntr

e of gra

vity

; eq

uip

men

t, e

.g.

ove

rhea

d g

antr

y cr

anes

, m

obile

cra

nes

, der

rick

s, t

ripods,

fork

lifts

, hea

vy lift

airb

ags,

ra

tchet

lev

er h

ois

ts.

2.3

O

utlin

e how

to m

ove

hea

vy

equip

men

t ac

ross

a f

lat

surf

ace

□

Move

men

t usi

ng:

rolle

rs,

pull-

lifts

, cr

ow

bar

, ro

ller

pin

ch b

ar;

load

m

ovi

ng s

kate

s, e

.g.

fixe

d w

hee

l, s

teer

able

, ca

terp

illar

.

2.4

D

escr

ibe

corr

ect

sele

ctio

n

and u

se o

f to

ols

when

ca

rryi

ng o

ut

a m

ainte

nan

ce

pro

cedure

□

Han

d t

ools

: e.

g.

torq

ue

wre

nch

, im

pac

t drive

r, c

ircl

ip p

liers

, so

ft fac

ed

mal

let,

ham

mer

, drift

s, h

ub p

ulle

r, b

earing e

xtra

ctor,

scr

ew d

rive

rs,

hex

ke

ys,

feel

er g

auges

, sp

anner

s, s

ock

et s

ets,

sold

erin

g iro

n,

de-

sold

erin

g

tool, p

liers

, cr

impin

g t

ools

, w

ire

cutt

ers,

wire

stripper

s, t

aps,

die

s, e

asy-

outs

, drills

, sp

ring c

om

pre

ssors

.

□

Pow

er t

ools

: e.

g.

drill,

scr

ewdrive

r, a

ngle

grinder

, nut

drive

r.

2

Know

how

to

sele

ct w

ork

ing

met

hods,

too

ls a

nd

equip

men

t

2.5

D

escr

ibe

how

to

per

form

co

nfo

rmity

chec

ks u

sing

mea

suring e

quip

men

t

□

Mea

sure

men

ts:

e.g.

pos

itio

nal

, al

ignm

ent,

cle

aran

ce,

bac

klas

h/s

lack

, su

rfac

e co

nditio

n,

torq

ue

sett

ings,

pre

ssure

, flow

rat

e, v

oltag

e, c

urr

ent.

□

Equip

men

t: e

.g.

rule

s, t

apes

, sq

uar

es,

feel

er g

auges

, m

icro

met

er,

Ver

nie

r ca

liper

s, V

ernie

r hei

ght

gau

ge,

dia

l te

st indic

ator,

spirit lev

el,

bel

t te

nsi

on g

auge,

las

er d

evic

es,

elec

tric

al m

ulti-

met

er,

pre

ssure

gau

ge,

optica

l dev

ices

.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.6

D

escr

ibe

the

repla

cem

ent

of

life-

det

erm

ined

com

pon

ents

□

Li

fe-d

eter

min

ed c

ompon

ents

: e.

g.

bat

teries

, el

ectr

ic m

oto

r bru

shes

, filter

s, lubrica

ting o

il, h

ydra

ulic

oil,

bea

rings,

bra

king c

om

ponen

ts,

clutc

hes

, se

als

and g

aske

ts,

hig

h t

ensi

le b

olts

and w

asher

s, lock

ing

dev

ices

, st

ruct

ura

l co

mponen

ts.

□

Rep

lace

men

t: r

epla

ce in a

ccord

ance

with m

anufa

cture

r’s/

oper

ator

spec

ifie

d p

roce

dure

s.

2.7

D

escr

ibe

met

hods

and

purp

ose

for

apply

ing

lubrica

nts

□

Met

hods:

e.g

. bru

sh,

spra

y, s

pla

sh,

pre

ssure

fee

d,

gre

ase

gun a

nd

nip

ple

.

□

Purp

ose

: re

duce

d frict

ion,

reduce

d w

ear

bet

wee

n s

lidin

g p

arts

, sm

oot

her

ru

nnin

g,

hea

t dis

sipat

ion,

incr

ease

d life

of

com

ponen

ts,

reduce

d s

urf

ace

deg

radat

ion.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

50

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

how

to

dis

man

tle

an e

ngin

eering s

yste

m o

r dev

ice

□

Dis

man

tle:

pre

par

e e.

g.

sequen

ce o

f oper

atio

ns,

iso

late

and lock

off,

rele

ase

pre

ssure

/forc

e/el

ectr

ical

char

ge,

iden

tifica

tion m

arki

ng a

nd

stora

ge

of

com

ponen

ts;

rem

ova

l of

lock

ing d

evic

es,

e.g.

wire

lock

s, t

ab

was

her

s, c

lips,

split

pin

s; r

emova

l of re

tain

ing d

evic

es,

e.g.

nuts

, bolts,

st

uds,

scr

ews,

pin

s, d

ow

els,

key

s, c

ircl

ips,

riv

ets;

ext

ract

ing

com

ponen

ts,

e.g.

bea

rings,

shaf

ts,

gea

rs,

couplin

gs,

springs,

sea

ls,

gas

kets

, va

lves

, m

oto

rs,

elec

tric

al/

elec

tronic

com

ponen

ts,

fluid

pow

er

com

ponen

ts.

3.2

D

escr

ibe

how

to

re-

asse

mble

an e

ngin

eering

syst

em o

r dev

ice

□

Re-

asse

mble

: so

urc

e re

pla

cem

ent

com

ponen

ts,

e.g.

single

com

ponen

ts,

sub-a

ssem

blie

s, s

eals

, gas

kets

, lo

ckin

g d

evic

es,

nuts

, bolts,

was

her

s;

lay

out

com

ponen

ts a

nd c

onsu

mab

les,

sel

ect

corr

ect

asse

mbly

tools

, se

lect

adju

stin

g c

om

pon

ents

, e.

g.

shim

s, p

acki

ng;

asse

mble

co

mponen

ts a

nd m

atin

g p

arts

, co

rrec

tly

tighte

n f

aste

nin

gs,

e.g

. tighte

nin

g s

equen

ce,

torq

ue

load

ing;

corr

ectly

fit

secu

ring/l

ock

ing

dev

ices

; in

spec

t/te

st,

e.g.

alig

nm

ent,

dim

ensi

onal

acc

ura

cy,

corr

ect

bel

t/ch

ain t

ensi

on,

dev

ice/

syst

em o

per

atin

g t

o s

pec

ific

atio

n.

3.3

D

escr

ibe

how

to

use

corr

ect

pro

cedure

s to

res

tore

a w

ork

ar

ea t

o a

rea

dy

conditio

n

□

Res

tore

work

are

a: c

orr

ect

stora

ge

of

tools

, eq

uip

men

t an

d p

erso

nal

pro

tect

ive

equip

men

t, r

emova

l an

d s

tora

ge

of unuse

d c

onsu

mab

les,

st

ora

ge

and d

isposa

l of

was

te m

ater

ials

, cl

ean d

ow

n,

sign-o

ff

docu

men

tation.

□

Rea

dy

conditio

n:

clea

n,

tidy,

rea

dy

for

nex

t jo

b.

3

Know

how

to u

se

dis

man

tlin

g a

nd

asse

mbly

te

chniq

ues

for

com

ponen

ts o

r sy

stem

s

3.4

O

utlin

e th

e in

form

atio

n t

hat

sh

ould

be

incl

uded

in r

eport

s pro

duce

d o

n c

om

ple

tion o

f m

ainte

nan

ce a

ctiv

itie

s

□

Info

rmat

ion incl

uded

in r

eport

: ty

pe

of

mai

nte

nan

ce u

nder

take

n,

repai

rs

carr

ied o

ut,

rep

lace

d c

om

ponen

ts/a

ssem

ble

s an

d c

onsu

mab

les,

tim

e ta

ken,

serv

icea

bili

ty o

f dev

ice

or

syst

em;

advi

sory

info

rmat

ion f

or

nex

t sc

hed

ule

d s

ervi

ce,

e.g.

com

ponen

ts t

hat

are

beg

innin

g t

o s

how

sig

ns

of

wea

r or

deg

radat

ion,

com

ponen

ts t

hat

hav

e bee

n r

epla

ced o

n a

te

mpora

ry b

asis

, lif

e-det

erm

ined

com

ponen

ts t

hat

are

alm

ost

tim

e ex

pired

.


51


Delivery

All learning outcomes should be delivered through lectures, tutor demonstrations, practical activities or learner investigation. It is important to ensure that there is sufficient coverage of the learning outcomes and unit content. Relevance and interest may be added to delivery by showing learners exemplars of maintenance work being carried out on military equipment. There is no requirement for learners to perform assessed practical activities because the unit focus is on the theoretical aspects of maintenance. Learners have the opportunity to demonstrate their application and practical skills in other units within the qualification.

As learners may not have any prior knowledge of maintenance principles it is suggested that, before starting on delivery of the learning outcomes, they are given an overview presentation about why effective maintenance is important. This could include concepts about cost and inconvenience if equipment breaks down, prevention better than cure, repair or replace, etc.

All the unit content is applicable to any type of engineering context but because the unit is within a military engineering programme it is important to keep this in mind during delivery. Learners should be aware that maintenance activities take place in the field as well as in fully equipped workshops.

Learning outcome 1 starts by investigating safe working practices and health and safety requirements. As there is a large amount of information in the public domain, learners should be guided to focus their attentions on safety requirements specific to maintenance activities.

The learning outcomes follow a logical order and it would be a reasonable approach to develop them sequentially throughout the unit. In this way, the learner will understand maintenance procedures and be able to apply this knowledge to future practical situations.

The unit gives learners opportunities to work individually or in groups when carrying out research activities.

Tutors should always ensure that each learner uses the correct personal protective equipment if they are exposed to practical activities. It is important that learners take responsibility for their own safety and that of others when being shown maintenance procedures.


There are close links between this unit and the following units in this qualification:

Unit 5: Operation and Maintenance of Fluid Power Systems and Components

Unit 6: Engineering Maintenance Procedures

Unit 7: Operation and Maintenance of Electrical Systems and Components.


52

Assessment



Evidence of learner achievement of the assessment criteria could be collected from three assignments.

The focus of the unit is on the principles of engineering maintenance and learners should be aware from the start that assessment evidence needs to be in the form of written descriptions, presented as a portfolio. Images and diagrams can be used to support descriptive writing and it is acceptable for them to be clipped from approved sources, provided these sources are referenced. An example of unacceptable evidence is text cut and pasted from the internet.

Learning outcome 1, incorporating assessment criteria 1.1–1.7, could be covered through an assignment requiring learners to respond to pre-set questions, which could be based around a case study style scenario or could be test questions that have been set within a relevant engineering maintenance context. In either case, it is most likely that controlled conditions will be required to ensure the authenticity of the responses.

Assessment of learning outcomes 2 and 3 will be similar to that for learning outcome 1.

For assessment criteria 3.1 and 3.2, learners should be given an engineering system or device applicable to Level 2, i.e. not over complex. This could be a sub-system of something much larger, for example the wheel, bearing and brake assembly of a vehicle.

This unit links to other practical units in the programme of study and there is the opportunity, where the centre considers it appropriate, to set assignment tasks that cross over units. If this approach is adopted, it is important that portfolios include clear pointers to where evidence that addresses specific unit content and assessment criteria can be found.

Suggested resources

Books

Health and Safety Executive – Essentials of Health and Safety at Work (HSE, 2006) ISBN 9780717661794

Health and Safety Executive – Health and Safety in Engineering Workshops (HSE, 2004) ISBN 9780717617173

Kibbe R – Mechanical Systems for Industrial Maintenance (Prentice Hall, 2001) ISBN 9780130164902

Mobley K – Maintenance Fundamentals, 2nd Edition (Butterworth-Heinemann, 2004) ISBN 9780750677981

Sinclair I and Lewis G – Electronic and Electrical Servicing (Newnes, 2002) ISBN 9780717661794

Website

www.hse.gov.uk – Health and Safety Executive

Other

Manufacturers’ specifications, as appropriate


53





Investigating how to carry out maintenance procedures in a military engineering environment safely

Reflective learners

Reviewing progress and deciding what written evidence to put into their portfolio of evidence

Self-managers Demonstrating initiative, commitment, perseverance and time management when investigating the principles of maintenance technology



Team workers Collaborating with others, if working in groups to gather information about safe working and maintenance procedures


54




Use appropriate search techniques to locate and select relevant information

Selecting and using sources of information when preparing a portfolio of evidence for assessment

English


Listening to and speaking with tutors when investigating the principles of engineering maintenance


Selecting, reading and using appropriate sources of information when preparing portfolio evidence


Describing how to work safely in an engineering maintenance environment, describing how to select working methods, tools and equipment, and describing how to dismantle and assemble engineered products


55

Unit 4: Principles of Fabrication and Welding Technology

Unit reference number: A/506/6193

QCF level: 2

Credit value: 7


Unit aim This unit gives learners the opportunity to explore the basic principles of fabrication and welding so that they have an understanding of how to select, prepare and weld metals to produce joints that can be inspected and tested for defects.

Welding is a fusion technique for producing permanent joints in metal, a method that involves heat and melting. Learners will investigate the use of electric arc, electrical resistance and gas combustion to produce the necessary heat at the weld position. Learners will understand that components joined by fusion cannot be separated back into their original configurations; they will investigate how to edge prepare and align materials correctly before the weld is made. Heat distortion and the strategies for controlling it are investigated.

Learners will consider the use of filler material and shielding gases in the production of welds that are structurally sound, free from defects and have the correct profile and surface finish. Identification of weld defects using non-destructive and workshop test methods is a topic covered in the unit.

Welded joint configurations are defined by welding standards; learners will gain a basic understanding of them and the symbols that are used on engineering drawings to represent them. Learners will look at the metals commonly used in welding and how to identify them. They will use basic mathematical skills to calculate bending and rolling allowances for materials that are shaped into curves before welding.

Learners can be given the opportunity to perform welding techniques but this is not mandatory to achieving a pass for the unit.

Essential resources For this unit, centres need to provide access to a workshop environment so that fabrication and welding processes can be demonstrated. A range of equipment is required; this should include cutting tools, measuring equipment, welding equipment, consumables, materials and personal protective equipment (PPE).

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

56

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

the

effe

cts

of

elec

tric

ity

on t

he

wel

din

g

pro

cess

□

Eff

ects

: e.

g.

supply

voltag

e, c

urr

ent

(am

per

age)

, direc

t cu

rren

t,

alte

rnat

ing c

urr

ent,

direc

tion o

f cu

rren

t, p

osi

tive

ly/n

egat

ivel

y ch

arged

an

ode,

arc

blo

w.

1.2

Id

entify

ele

ctro

de

cove

rings

□

Ele

ctro

de

cove

rings:

e.g

. ru

tile

, bas

ic,

nic

kel al

loy,

cel

lulo

sic,

cal

cium

fluoride,

iro

n p

owder

.

1.3

D

escr

ibe

the

impac

t of

diffe

rent

elec

trode

cove

rings

on t

he

wel

din

g p

roce

ss

□

Impac

t: e

.g.

pool si

ze,

wel

d p

enet

ration,

atm

ospher

ic c

onta

min

atio

n,

wel

d s

urf

ace

pro

file

/conto

ur,

eas

e of

pro

duci

ng t

he

wel

d,

final

ap

pea

rance

.

1.4

Id

entify

shie

ldin

g g

ases

and

gas

mix

ture

s

□

Shie

ldin

g g

ases

: in

ert

gas

, ac

tive

gas

; gas

es, e.

g.

argon,

hel

ium

, ca

rbon

dio

xide,

nitro

gen

, oxy

gen

, m

ixtu

res.

1.5

D

escr

ibe

the

impac

t of

diffe

rent

shie

ldin

g g

ases

and

gas

mix

ture

s on t

he

wel

din

g

pro

cess

□

Impac

t on t

he

pro

cess

: w

eldin

g p

roce

ss,

e.g.

met

al iner

t gas

(M

IG),

m

etal

act

ive

gas

(M

AG

), t

ungst

en iner

t gas

(TIG

); e

ffec

t of

the

gas

, e.

g.

wel

d s

pee

d,

wel

d s

urf

ace

finis

h,

wel

d b

ead p

rofile

, poro

sity

, pen

etra

tion,

mec

han

ical

pro

per

ties

of

the

wel

d.

1

Know

the

bas

ic

princi

ple

s of

wel

din

g m

etal

lic

mat

eria

ls

1.6

D

escr

ibe

the

impac

t of

wel

din

g f

lam

e co

nditio

ns

on

the

wel

din

g p

roce

ss

□

Flam

e co

nditio

ns:

oxy

acet

ylen

e w

eldin

g;

flam

e zo

nes

, e.

g.

inner

cone,

oute

r co

ne,

tem

per

ature

s, c

olo

ur;

fla

me

type,

e.g

. neu

tral

, re

duci

ng,

oxi

dis

ing.

2.1

D

escr

ibe

the

feat

ure

s of

w

elded

join

ts

□

Feat

ure

s: fill

et p

rofile

, e.

g.

conve

x, c

onca

ve,

mitre

; w

eld w

idth

, fu

sion

zone

(pen

etra

tion),

hea

t af

fect

ed z

one,

surf

ace

finis

h.

2.2

D

escr

ibe

the

types

of w

elded

jo

ints

confo

rmin

g t

o c

urr

ent

stan

dar

ds

□

Typ

es o

f jo

int:

butt

, te

e, c

orn

er,

lap,

edge,

wel

d s

ymbols

(BS E

N22553).

□

Typ

es o

f w

eld:

fille

t, g

roove

, ta

ck,

spot.

2

Know

how

to a

pply

w

eldin

g

term

inolo

gy

and

sym

bols

2.3

D

escr

ibe

how

to

sele

ct join

t pre

par

atio

n f

or

type

of w

eld □

Edge

pre

par

atio

n:

e.g.

flat

, sq

uar

e butt

(op

en),

squar

e butt

(cl

ose

d),

bev

el,

cham

fer,

gro

ove

, ve

e butt

.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

57

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

the

effe

cts

of

diffe

rent

hea

t so

urc

es for

wel

din

g

□

Hea

t dis

trib

ution

: w

eld m

etal

, par

ent

met

al,

stru

cture

as

a w

hole

.

3.2

D

escr

ibe

hea

t dis

trib

ution

pro

duce

d b

y w

eldin

g

pro

cess

es

□

Dis

tort

ion:

e.g.

shrinka

ge,

exp

ansi

on,

unev

en e

xpan

sion a

nd

contr

action,

bow

ing,

dis

hin

g,

twis

ting,

buck

ling.

□

Dis

tort

ion c

ontr

ol:

set

ting u

p,

e.g.

tack

wel

ds,

bac

k-to

-bac

k posi

tionin

g,

stiffe

ner

s, c

lam

ps,

jig

s, f

ixtu

res;

wel

din

g,

e.g.

dep

osi

t w

eld m

etal

as

quic

kly

as p

oss

ible

, bac

kste

p w

eld for

long r

uns,

bal

ance

wel

ds

around

neu

tral

axi

s, u

niform

hea

t dis

trib

ution.

3.3

D

escr

ibe

dis

tort

ion c

ause

d

by

wel

din

g a

nd w

ays

of

contr

olli

ng it

□

Wel

d d

efec

ts:

lack

of fu

sion,

inco

mple

te p

enet

ration,

exce

ssiv

e pen

etra

tion,

crac

ks,

poro

sity

, sl

ag incl

usi

ons,

inco

rrec

t w

eld s

hap

e an

d

size

, burn

thro

ugh.

□

Cau

ses:

inco

rrec

tly

set

wel

din

g p

aram

eter

s, e

.g.

flam

e co

nditio

n,

curr

ent

flow

, sh

ield

ing g

as f

low

, el

ectr

ode,

wel

d s

pee

d;

oper

ator

erro

r.

3.4

O

utlin

e w

eld d

efec

ts a

nd

what

cau

ses

them

□

M

ethods:

e.g

. vi

sual

, dye

pen

etra

nt,

mag

net

ic p

articl

e, x

-ray

, el

ectr

om

agnet

ic,

ultra

sonic

; bas

ic p

rinci

ple

s of

oper

atio

n;

adva

nta

ges

an

d d

isad

vanta

ges

of

each

met

hod.

3.5

D

escr

ibe

non-d

estr

uct

ive

test

(N

DT)

met

hods

that

are

use

d t

o id

entify

wel

d d

efec

ts

□

Tec

hniq

ues

: vi

sual

tes

ts,

e.g.

insp

ect

by

eye,

mac

ro-e

tch;

mec

han

ical

te

sts

e.g.

ben

d (

root/

face

), n

ick

bre

ak (

frac

ture

), im

pac

t; w

eld g

auges

, e.

g.

fille

t, leg

len

gth

, under

cut,

hi-

lo g

auges

.

3

Under

stan

d t

he

effe

cts

of w

eldin

g

3.6

D

escr

ibe

wor

kshop

tech

niq

ues

for

test

ing w

elds

□

Hea

t dis

trib

ution

: w

eld m

etal

, par

ent

met

al,

stru

cture

as

a w

hole

.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

58

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

D

escr

ibe

met

als

use

d in

fabrica

tions

□

M

etal

s: low

car

bon s

teel

, au

sten

itic

sta

inle

ss s

teel

, gal

vanis

ed s

teel

, al

um

iniu

m,

alum

iniu

m a

lloy.

4.2

Id

entify

form

s of

supply

for

met

als

use

d in f

abrica

tions

□

Form

s of

supply

: pla

te,

thin

shee

t; b

ar,

e.g.

circ

ula

r, s

quar

e,

rect

angula

r; s

truct

ura

l se

ctio

ns,

e.g

. an

gle

, te

e, ‘I’;

hol

low

sec

tions,

e.g

. ci

rcula

r, s

quar

e, r

ecta

ngula

r.

4

Know

how

to

iden

tify

com

mon

met

als

use

d in

fabrica

tion

4.3

Sel

ect,

agai

nst

crite

ria,

m

ater

ials

for

giv

en

applic

atio

ns

□

Crite

ria:

mec

han

ical

pro

per

ties

, e.

g.

stre

ngth

, m

alle

abili

ty,

duct

ility

, har

dnes

s; p

hys

ical

pro

per

ties

, e.

g. co

rrosi

on r

esis

tance

, den

sity

; ot

her

, e.

g.

wel

dab

ility

, co

st,

surf

ace

appea

rance

.

5

Know

how

to

det

erm

ine

form

ing

allo

wan

ces

for

com

mon m

etal

s use

d in fab

rica

tion

5.1

D

eter

min

e, u

sing g

iven

dat

a, t

he

ben

din

g a

nd r

olli

ng

allo

wan

ces

for

fabrica

ted

form

s

□

Ben

din

g:

configura

tion,

e.g.

right

angle

, 45 d

egre

e, ‘U

’.

□

Cal

cula

tion

s: s

pring-b

ack

and b

end a

llow

ance

for

tube

and p

late

, ro

lling

allo

wan

ce f

or

shee

t m

ater

ial.


59


Delivery

All learning outcomes should be delivered through lectures, tutor demonstrations, practical activities or learner investigation. It is important to ensure that there is sufficient coverage of the learning outcomes and unit content. Relevance and interest may be added to delivery by showing learners examples of fabrication and welding being carried out on military equipment. There is no requirement for learners to perform assessed practical activities because the unit focus is on the theoretical aspects of delivery. Learners have the opportunity to demonstrate their practical skills in Unit 9: Application of Welding Processes.

As learners may not have any prior knowledge of fabrication and welding, it is suggested that, before starting on delivery of the learning outcomes, they are given an overview presentation about how fabrication and welding sit alongside other manufacturing processes.

All the unit content is applicable to any type of engineering context, but because the unit is in a military engineering programme it is important to keep this in mind during delivery. Learners should be aware that welding activities take place on a mobile basis in the field as well as in fully equipped workshops.

Learning outcome 1 starts by investigating the basic principles of welding and formal delivery will benefit from being supported by practical demonstration and video presentation. Care should be taken to ensure that presentations are pitched at the correct level, i.e. Level 2. It is not the intention that learners be expert welders on completion of this unit and the welding application unit.

The learning outcomes follow a logical order and it would be a reasonable approach to develop them sequentially throughout the unit. In this way, the learner will understand the basic principles of welding and be able to apply this knowledge to future practical situations.

The unit gives learners opportunities to work individually or in groups when carrying out research activities.

Tutors should always ensure that each learner has the correct personal protective equipment and that equipment is in a serviceable form when being demonstrated. It is also important that learners take responsibility for their own safety and that of others when being shown fabrication and welding procedures.


There are close links between this unit and the following unit in this qualification:

Unit 9: Application of Welding Processes.


60

Assessment



Evidence of learner achievement of the assessment criteria could be collected from four assignments.

The focus of the unit is on the principles of fabrication and welding technology and learners should be aware from the start that assessment evidence should be in the form of written description, presented as a portfolio. Images and diagrams can be used to support descriptive writing and it is acceptable for them to be clipped from approved sources, provided these sources are referenced. An example of unacceptable evidence is text cut and pasted from the internet.

Learning outcome 1, incorporating assessment criteria 1.1–1.6 could be covered through an assignment that requires the learner to respond to pre-set questions. These could be based around a case study style scenario or could be test questions that have been set within a relevant engineering context. In either case, it is most likely that controlled conditions will be required to ensure the authenticity of the responses.

Assessment of learning outcomes 2, 3, 4 and 5 will be similar to that of learning outcome 1.

This unit link to Unit 9: Application of Welding Processes and there is the opportunity, where the centre considers it appropriate, to set assignment tasks that cross over units. For example, for this unit weld testing is addressed by assessment criteria 3.5 and 3.6, which would link to 4.1 in Unit 9. If this approach is adopted, it is important that portfolios include clear pointers to where evidence that addresses specific unit content and assessment criteria can be found.

Suggested resources

Books

Jeffus L – Welding Principles and Applications (Delmar Learning, 2007) ISBN 9781418052751

Kenyon W – Basic Welding and Fabrication (Longman, 1987) 9780582005365

Timings R – Fabrication and Welding Engineering (Newnes, 2008) ISBN 9780750666916

Websites

www.millerwelds.com/resources/video_library – short video clips of welding procedures

www.twi.co.uk – The Welding Institute

www.youtube.com – step-by-step welding videos


61





Investigating the principles of fabrication and welding technology in a military engineering environment

Reflective learners

Reviewing progress and deciding what written evidence to put into their portfolio of evidence

Self-managers Demonstrating initiative, commitment, perseverance and time management when investigating the principles of fabrication and welding technology



Team workers Collaborating with others if working in small groups to gather information about fabrication and welding technology


62




Use appropriate search techniques to locate and select relevant information

Selecting and using sources of information when preparing a portfolio of evidence for assessment

English


Listening to and speaking with tutors when investigating the principles of fabrication and welding technology


Selecting, reading and using appropriate sources of information when preparing portfolio evidence


Describing the basic principles and terminology of welding, describing the thermal effects of welding, describing weld defects, describing types, selection and application of materials for fabricating products

Mathematics


Calculating bending and rolling allowances from information supplied


63

Unit 5: Operation and Maintenance of Fluid Power Systems and Components

Unit reference number: H/600/3387

QCF level: 2

Credit value: 10


Unit aim This unit provides learners with a knowledge and understanding of fluid power systems, circuits, and components. Learners will also develop the skills needed to safely carry out maintenance activities on a range of pneumatic and hydraulic systems used in industry.

In every engineering workshop, processes and service operations need maintaining. The maintenance engineer is a key member of staff in ensuring the process or service continues to operate safely. This unit is about those aspects of fluid power systems and components that a maintenance engineer is likely to be involved with.

Learners will gain an understanding of fluid power diagrams, symbols, systems and their components. They will also develop an understanding of the operation of components such as pumps, reservoirs, air service units, control valves, actuators, sensors, regulators, compressors, pipes and hoses.

Learners will develop the skills needed to locate faults and carry out scheduled and corrective maintenance activities on pneumatic and hydraulic systems and components in accordance with approved procedures. In carrying out these activities learners will need to use a range of tools and fault-finding and diagnostic techniques. Learners will be able to identify and locate faults at unit, component and system level. They will then remove, replace and/or repair the faulty component and carry out tests to ensure that the system performs to specification.

Learners will gain an understanding of the procedures that must be followed before handing over maintained and/or installed equipment and confirming that the equipment is now ready to run in a safe and operable condition. They will be expected to demonstrate safe working practices when carrying out fault location and maintenance activities and the necessary safeguards to protect their own safety and that of others in the workplace.


64

Essential resources In order to gain the relevant practical skills required for this unit it is essential that learners have access to:

● fluid power system circuits and components

● pneumatic and hydraulic system test rigs

● fluid power circuit drawings and computer simulation software

● appropriate test equipment

● data books and specifications

● current health and safety legislation and regulations and related publications.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

65

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

the

rele

vant

hea

lth

and s

afet

y re

gula

tions

that

nee

d t

o b

e fo

llow

ed w

hen

w

ork

ing w

ith f

luid

pow

er

syst

ems

□

Hea

lth a

nd s

afet

y re

gula

tions:

e.g

. H

ealth a

nd S

afet

y at

Work

Act

1974,

Contr

ol of

Subst

ance

s H

azar

dous

to H

ealth (

CO

SH

H),

Man

agem

ent

of

Hea

lth a

nd S

afet

y Reg

ula

tions,

Pre

ssure

Sys

tem

s an

d T

ransp

ort

able

Gas

Conta

iner

s Reg

ula

tions

1989 (

SI

1989 N

o 2

169),

The

Pres

sure

Ves

sels

D

irec

tive

.

1

Know

the

hea

lth

and s

afet

y re

gula

tions

and

pre

cautions

that

nee

d t

o b

e obse

rved

when

w

ork

ing w

ith f

luid

pow

er s

yste

ms

1.2

D

escr

ibe

the

safe

pra

ctic

es

that

nee

d t

o b

e fo

llow

ed

when

ass

emblin

g,

test

ing

and m

ainta

inin

g a

flu

id

pow

er s

yste

m

□

Saf

e pra

ctic

es:

pra

ctic

es t

o b

e fo

llow

ed w

hen

ass

emblin

g,

test

ing a

nd

mai

nta

inin

g p

neu

mat

ic e

quip

men

t an

d s

yste

ms,

e.g

. use

of

per

sonal

pro

tect

ive

equip

men

t, c

orr

ect

lifting a

nd h

andlin

g t

echniq

ues

, re

leas

ing

pre

ssure

fro

m s

yste

ms,

mai

nta

inin

g a

tid

y w

ork

are

a, c

orr

ect

dis

posa

l of

was

te m

ater

ials

, per

mit t

o w

ork

, is

ola

tion,

risk

ass

essm

ent,

rep

ort

ing o

f in

juries

.

2.1

Id

entify

the

sym

bols

use

d t

o

repre

sent

seve

n g

iven

flu

id

pow

er s

yste

m c

om

ponen

ts

□

Sym

bols

: pneu

mat

ic a

nd h

ydra

ulic

sym

bols

for

com

mon c

om

ponen

ts,

dev

ices

and e

quip

men

t, e

.g.

pum

ps,

cyl

inder

s, c

om

pre

ssors

, filter

s,

rece

iver

s, s

pools

, re

gula

tors

, ac

tuat

ors

, ac

cum

ula

tors

, va

lves

, bea

rings,

se

nso

rs,

filter

s.

2

Be

able

to r

ead

and inte

rpre

t fluid

pow

er s

ymbols

an

d d

iagra

ms

2.2

In

terp

ret

a fluid

pow

er

circ

uit d

iagra

m a

nd e

xpla

in

the

funct

ion o

f th

e ci

rcuit

com

ponen

ts s

how

n

□

Dia

gra

ms:

e.g

. ci

rcuit d

iagra

ms,

blo

ck d

iagra

ms,

sys

tem

lay

out

dia

gra

ms,

dis

pla

cem

ent

step

dia

gra

ms,

rel

ated

docu

men

tation

(com

ponen

t an

d e

quip

men

t dat

a sh

eets

, fu

nct

ional

char

ts,

oper

atin

g

inst

ruct

ions)

.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

66

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

the

const

ruct

ion

and o

per

atio

n o

f si

x fluid

pow

er s

yste

m c

om

ponen

ts

□

Com

pon

ents

: e.

g.

pum

ps,

direc

tional

, flow

, pre

ssure

and n

on-r

eturn

va

lves

, lin

ear

and r

ota

ry a

ctuat

ors

, hyd

raulic

and p

neu

mat

ic m

oto

rs,

hose

s/pip

ework

, fitt

ings,

sea

ls,

air

serv

ice

units.

3

Know

the

const

ruct

ion,

oper

atio

n a

nd

pra

ctic

al

applic

atio

n o

f fluid

pow

er s

yste

m

com

ponen

ts a

nd

equip

men

t

3.2

D

escr

ibe

the

const

ruct

ion,

oper

atio

n a

nd a

pplic

atio

n o

f a

type

of f

luid

pow

er

equip

men

t

□

Equip

men

t: c

onst

ruct

ion;

oper

atio

n;

applic

atio

n;

types

, e.

g.

pneu

mat

ic,

hyd

raulic

, va

cuum

.

4

Be

able

to c

arry

out

test

ing,

fault

dia

gnosi

s an

d

mai

nte

nan

ce

activi

ties

on f

luid

pow

er e

quip

men

t an

d s

yste

ms

4.1

U

se t

wo

inst

rum

ents

to

carr

y out

test

ing a

nd

mai

nte

nan

ce r

outines

on a

giv

en f

luid

pow

er s

yste

m

□

Tes

ting:

regula

tions

and c

odes

of

pra

ctic

e re

lating t

o t

he

test

ing o

f pneu

mat

ic a

nd h

ydra

ulic

equip

men

t an

d s

yste

ms;

tes

t eq

uip

men

t, e

.g.

pre

ssure

indic

ators

, flow

indic

ators

, m

easu

ring d

evic

es,

self-d

iagnost

ic

equip

men

t; p

roce

dure

s an

d t

echniq

ues

for

carr

ying o

ut

test

s.

□

Inst

rum

ents

: e.

g.

mea

suring d

evic

es,

pre

ssure

indic

ators

, flow

in

dic

ators

, se

lf-d

iagnost

ic e

quip

men

t.

□

Mai

nte

nan

ce r

outines

: re

gula

r m

ainte

nan

ce a

ctiv

itie

s on f

luid

pow

er

com

ponen

ts,

dev

ices

and s

yste

ms,

e.g

. in

spec

tion a

nd f

unct

ional

te

stin

g,

rem

ovi

ng a

nd r

epla

cing u

nits/

com

pon

ents

, se

ttin

g,

alig

nin

g a

nd

adju

stin

g r

epla

ced c

om

ponen

ts,

rem

ovin

g a

ir lin

es a

nd h

ose

s, lea

k det

ection,

repla

cing s

eals

, filter

s, g

aske

ts,

carr

ying o

ut

adju

stm

ents

as

nec

essa

ry;

reco

rdin

g o

f co

nditio

n;

reco

mm

ended

fre

quen

cies

for

mai

nte

nan

ce;

the

use

of

mai

nte

nan

ce m

anual

s an

d d

ocu

men

tation;

the

nee

d t

o r

ecord

mai

nte

nan

ce a

nd f

inal

tes

t; h

andove

r pro

cedure

s.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

67

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.2

U

se t

wo

fault d

iagnosi

s te

chniq

ues

and t

wo

dia

gnost

ic a

ids

to iden

tify

a

fluid

pow

er s

yste

m p

roble

m

and r

eport

the

findin

gs

□

Faults:

ter

min

olo

gy

use

d,

e.g.

‘sym

pto

m’, ‘fa

ult’, ‘ca

use

’; t

ypic

al f

aults

in p

neu

mat

ic a

nd h

ydra

ulic

com

ponen

ts a

nd e

quip

men

t; s

ympto

ms

of

non-c

om

ple

x fa

ults

and t

hei

r ca

use

s.

□

Fault d

iagnosi

s te

chniq

ues

: e.

g.

visu

al e

xam

inat

ion,

unit s

ubst

itution,

input

to o

utp

ut,

insp

ection a

nd s

amplin

g,

six

poin

t (c

olle

ct t

he

evid

ence

, an

alys

e ev

iden

ce,

loca

te f

ault,

det

erm

ine

and r

emove

cau

se,

rect

ify

fault,

chec

k sy

stem

), fau

lt/r

epai

r re

port

ing;

emer

gen

t se

quen

ce.

□

Dia

gnost

ic a

ids:

e.g

. fu

nct

ional

char

ts,

dia

gra

ms,

flo

w c

har

ts,

trou

ble

-sh

ooting c

har

ts,

com

pon

ent

dat

a sh

eets

, oper

atio

n a

nd m

ainte

nan

ce

man

ual

s, s

oftw

are-

bas

ed r

ecord

s an

d d

ata.

□

Proble

m:

e.g.

inte

rmitte

nt,

par

tial

fai

lure

/out-

of-

spec

ific

atio

n o

utp

ut,

co

mple

te b

reak

dow

ns.

□

Rep

ort

fin

din

gs:

e.g

. sc

hed

ule

d m

ainte

nan

ce r

eport

, co

rrec

tive

m

ainte

nan

ce r

eport

, oth

er c

om

pan

y-sp

ecific

rep

ort

s, job c

ards,

m

ainte

nan

ce log.


68


Delivery

This unit should be delivered using lectures, tutor demonstrations and practical engineering activities. During the delivery of the unit, centres must ensure sufficient coverage of the learning outcomes and content. Learning outcomes 2 and 3 are best suited to a practical approach, although learners will at first need a broad overview of different pneumatic and hydraulic diagrams, systems and components to enable correct selection and application of maintenance, diagnostic and testing techniques. A good knowledge and understanding of the circuits and components prior to diagnosing faults or maintaining systems is essential.

Learners must be made aware of, and have access to, relevant UK health and safety legislation and know the importance of the use of appropriate risk assessment. Tutors should ensure that each learner has the correct PPE and that the system is safe for operation. It is also important that learners work in a safe manner when using equipment or working on fluid power systems.

The unit should be delivered by focusing on developing learners’ diagnostic and practical skills together with an understanding of pneumatic systems maintenance, construction and operation.

The delivery approach will be determined through an analysis of learners’ needs and, in particular, through consideration of the range of industries that the centres are working with or preparing their learners for. However, it is expected that learners’ experience should be sufficiently varied to provide them with the underpinning knowledge and skills needed to apply fault-finding techniques and repair and maintain pneumatic systems in most industrial settings. It would not be appropriate for this unit to be taught without any practical application, as the use of theory lessons and simulation exercises does not have the same value that real practical experience in a working environment can bring.

The learning outcomes are ordered logically and it would be reasonable to develop them sequentially throughout the unit. In this way, the learner will be able to apply health and safety precautions and knowledge of circuit diagrams and components before attempting to locate faults and maintain systems. For example, a short introduction to a component (or a range of components), the function of the component within the larger system, the tools necessary to carry out the maintenance task and their limits with any safety considerations – followed by practise.

Centres are encouraged to find innovative ways of bringing the unit to life for the learner and giving it true relevance. This will generally be achieved through the use of practical ‘hands-on’ experiences for the learner, which can be achieved in a learning environment or through actual work place experience. The learners could be provided with access to workshops and the necessary tools, materials and equipment to carry out practical exercises on fault finding, repair and maintenance of fluid power systems. Learners can also be given a range of system and component faults on which to practice their skills.

Each task should be designed so that it requires the learners to prepare the work environment, prepare for the activity and then complete the work activity. The opportunity to work with individuals during the delivery of this practical work can be used to good effect to underpin learning. In particular, it can be used to reinforce working practices/skills, help them to deal with problems affecting the engineering processes being experienced or to support them when they need to work with others more effectively in order to achieve the task.


69


Assessment



Much of the assessment evidence for this unit could come from practical activities. These can be carried out solely for the purpose of this unit but, equally, could be the activities associated with other units or from work-based evidence.

Learning outcomes 1, 2 and 3 are probably best assessed through the use of written assignments. Learning outcome 4 is likely to be combination of both written assignments and practical exercises, supported by tutor observation reports and learners’ portfolio work logs and other documentation.

Four assignments could be used for the assessment of this unit. The first, relating to learning outcome 1, would cover 1.1 and 1.2. This could be a written assignment that asks for a description of the relevant health and safety regulations and safe working practices that need to be followed when working with fluid power systems. Evidence could be in the form of a written report, or alternatively an information leaflet or poster.

A second written assignment could be used to cover 2.1 and 2.2, based on a given list of components and a fluid power circuit containing a minimum of six different components. Learners would first need to identify the symbols used to represent seven different fluid power components. They would then need to identify and describe the function of six fluid power components from the diagram.

The third assignment will require learners to provide a description of the construction and operation of fluid power components and a type of equipment (pneumatic, hydraulic or vacuum).

The fourth assignment should be based on practical testing and fault diagnosis on a fluid power system. Assessment evidence is therefore likely to be in the form of witness statements and annotated photographs along with the learner’s report/log of the work carried out.

Suggested resources

Books

Health and Safety Executive – Essentials of Health and Safety at Work (Health and Safety Executive, 2006) ISBN 9780717661794

Timings R L – Basic Manufacturing (Newnes, 2004) ISBN 9780750659901


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Analysing and evaluating information relating to health and safety regulations, judging its relevance to working with fluid power systems

Self-managers Anticipating, taking and managing risks when carrying out fault location, testing, and maintenance activities on pneumatic equipment and systems in a safe and approved manner

Working towards an engineering maintenance activity showing initiative, commitment and perseverance

Organising time, resource and prioritising actions to prepare for and carry out an engineering maintenance activity

Team workers Collaborating with others when identifying faults and maintaining pneumatic systems



Reflective learners

Reviewing progress during practical activities and acting on the outcomes

Creative thinkers

Questioning their own and others’ ideas during group work activities on the assessment when identifying faults and maintaining pneumatic systems


Identifying improvements that benefit others as well as themselves when identifying faults and maintaining pneumatic systems

Discussing issues of concern with respect to the relevant health and safety precautions/legislation relevant to fault diagnosis and maintenance of pneumatic systems

Seeking resolution with colleagues/tutor where needed


71



ICT – Use ICT systems

Select, interact with and use ICT systems independently for a complex task to meet a variety of needs

Using software-based systems for circuit simulation construction and fault diagnosis

Manage information storage to enable efficient retrieval

Using software-based data systems when diagnosing faults

ICT – Develop, present and communicate information

Present information in ways that are fit for purpose and audience

Using software-based systems when handing over and commissioning system

English

Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts

Speaking and listening to colleagues and others when carrying out fault location, testing, and maintenance activities on pneumatic equipment and systems

Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions

Reading current safety legislation to select the information required enabling the learners to complete tasks safely

Reading information to enable learners to prepare for and carry out fault diagnosis, location, testing, and maintenance activities on pneumatic equipment and systems in a safe and approved manner

Writing – write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively

Explaining the importance of applying safe working practices when carrying out maintenance on a fluid power system

Writing a report analysing the system for ease of maintenance, comparing and contrasting the diagnostic techniques used to locate faults and identifying how a work activity can be improved.


72

Unit 6: Engineering Maintenance Procedures

Unit reference number: D/600/0388

QCF level: 2

Credit value: 5


Unit aim This unit gives learners the opportunity to explore the purpose, procedures and resources required to carry out maintenance activities on non-complex engineering systems.

Engineering maintenance involves the service, repair and adjustment of engineering plant, equipment and machinery in order to ensure that it continues to perform its intended function. In recent years, maintenance needs have changed due to advances in manufacturing systems and increasing sophistication of industrial equipment and computer technology. It is therefore vital for modern manufacturing organisations to have effective maintenance planning and procedures in place to guarantee the reliable and safe operation of plant and equipment.

This unit introduces learners to the features of engineering systems that determine their reliability, safety and maintainability. The unit gives learners an understanding of the fundamentals of engineering system maintenance procedures and planning.

Learners will understand the causes and effects of equipment failure and know how planned maintenance can minimise or eliminate downtime due to failure. Learners will develop knowledge and understanding of engineering maintenance methods and procedures, and develop the skills needed to plan and carry out maintenance activities on engineering systems.

Learners will be expected to carry out maintenance procedures and planning activities on a non-complex engineering system and complete the necessary documentation before handing over and confirming that the system is now ready to run in a safe and operable condition.

Essential resources Learners need access to a workshop environment and a wide range of equipment, systems, devices and components required to carry out engineering maintenance activities, together with relevant manufacturers’ service manuals, data sheets, parts lists, diagrams and drawings. Relevant test instruments, tools and safety equipment will also be required as appropriate to the equipment, systems, devices and components used.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

73

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

four

diffe

rent

cause

s of

engin

eering

equip

men

t fa

ilure

□

Cau

ses

of

equip

men

t fa

ilure

: e.

g.

age,

wea

r, v

ibra

tion,

corr

osi

on,

foulin

g,

envi

ronm

ent,

lac

k of m

ainte

nan

ce.

1.2

D

escr

ibe

the

effe

ct o

f ea

ch

of

the

four

failu

res

□

Eff

ects

: e.

g.

import

ance

of

dow

ntim

e, incr

ease

d c

ost

, eq

uip

men

t/co

mponen

t lif

e.

1.3

D

escr

ibe

a pla

nned

typ

e of

mai

nte

nan

ce p

roce

dure

□

Pla

nned

mai

nte

nan

ce:

e.g.

routine

mai

nte

nan

ce,

pre

venta

tive

m

ainte

nan

ce,

conditio

n m

onitoring,

front-

line

mai

nte

nan

ce a

nd

when

/wher

e th

ey a

re u

sed,

serv

icin

g.

1.4

D

escr

ibe

an u

npla

nned

typ

e of

mai

nte

nan

ce p

roce

dure

□

U

npla

nned

mai

nte

nan

ce:

e.g.

bre

akdow

n,

front-

line

mai

nte

nan

ce a

nd

when

/wher

e th

ey a

re u

sed,

repai

r, e

quip

men

t fa

ilure

, ru

n t

o f

ailu

re.

1

Know

about

engin

eering

mai

nte

nan

ce

purp

ose

s,

pro

cedure

s an

d

reso

urc

es

1.5

D

escr

ibe

the

reso

urc

es

nee

ded

for

engin

eering

mai

nte

nan

ce o

per

atio

ns

□

Res

ourc

es o

f m

ainte

nan

ce o

per

atio

ns:

hum

an (

role

s an

d

resp

onsi

bili

ties

), e

.g.

man

ager

s, m

ainte

nan

ce p

erso

nnel

, oper

ators

; to

ols

, m

ater

ials

and e

quip

men

t – f

or s

pec

ific

mai

nte

nan

ce funct

ions,

e.

g.

bas

ic t

est

inst

rum

ents

, han

d t

ools

, re

pla

cem

ent

par

ts,

clea

nin

g a

nd

lubrica

ting m

ater

ials

.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

74

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Id

entify

the

reso

urc

es

required

for

a giv

en

mai

nte

nan

ce a

ctiv

ity

□

Mai

nte

nan

ce a

ctiv

ity:

mai

nte

nan

ce u

nder

take

n f

or

spec

ific

par

ts o

f an

en

gin

eering s

yste

m,

e.g.

pum

p,

valv

e, c

om

pre

ssor,

hea

ting,

lighting,

fluid

pow

er,

man

ufa

cturing o

r te

st e

quip

men

t.

□

Iden

tifica

tion

of

reso

urc

es:

avai

labili

ty o

f m

ainte

nan

ce a

nd p

roduct

ion

staf

f; a

ppro

priat

e docu

men

tation,

e.g.

per

mit t

o w

ork

, m

ainte

nan

ce

chec

k lis

ts,

pro

duct

ion s

ched

ule

s, m

achin

e/pro

cess

rec

ord

s, h

andove

r docu

men

ts,

equip

men

t m

anual

s; f

ault-f

indin

g a

ids;

appro

priat

e sp

ares

/mat

eria

ls/c

onsu

mab

les;

appro

priat

e te

st e

quip

men

t an

d t

ools

.

2.2

U

se m

ainte

nan

ce

docu

men

tation t

o p

lan a

giv

en m

ainte

nan

ce a

ctiv

ity

on a

n e

ngin

eering s

yste

m

□

Mai

nte

nan

ce p

lannin

g:

freq

uen

cy o

f m

ainte

nan

ce;

reas

ons

for

sele

ctin

g

diffe

rent

freq

uen

cy r

ates

for

spec

ific

mai

nte

nan

ce,

e.g.

on

shift/

dai

ly/w

eekl

y/m

onth

ly/y

early

routines

; id

entifica

tion o

f pla

nned

re

pai

rs/r

epla

cem

ents

; hea

lth a

nd s

afet

y is

sues

; en

viro

nm

enta

l is

sues

; es

tim

atio

n o

f co

sts.

2

Be

able

to p

lan

and c

arry

out

a m

ainte

nan

ce

activi

ty o

n a

non-

com

ple

x en

gin

eering

syst

em

2.3

U

se d

ocu

men

tation t

o c

arry

out

a m

ainte

nan

ce a

ctiv

ity

□

Mai

nte

nan

ce d

ocu

men

tation:

info

rmat

ion,

e.g.

man

ufa

cture

rs’ m

anual

s,

dra

win

gs,

char

ts a

nd d

iagra

ms,

pla

nnin

g s

hee

ts,

inst

ruct

ions,

sch

edule

s;

reco

rdin

g,

e.g.

mai

nte

nan

ce logs,

oth

er r

ecord

s; h

andove

r docu

men

ts;

fault-f

indin

g a

ids.


75


Delivery

Since most learners are unlikely to have had prior experience in this area of work, it is essential to have some formal introduction to the content. The unit can then be regarded as essentially investigative; the use of non-complex rigs would allow learners to carry out a practical investigation.

The approach will be determined best through an analysis of each learner’s needs and, in particular, through consideration of the range of industries that centres are working with or preparing their learners for. Whichever approach is taken, the learner’s experience should be sufficiently varied to provide them with knowledge and understanding of engineering system maintenance procedures and planning in most industrial settings.

This unit is a mix of theoretical and practical aspects and learners should have the opportunity to examine a range of mechanical, electrical and manufacturing systems. The unit is best delivered through a programme of lectures followed by some form of practical investigations or activities.

The unit provides an opportunity for learners to work individually or in groups when planning engineering system maintenance procedures.

The learning outcomes are ordered logically and it would be a reasonable approach to develop them sequentially throughout the unit. In this way, the learner will understand maintenance methods and procedures and then be able to carry out a maintenance planning activity.

Tutors should always ensure that each learner has the correct personal protective equipment and that systems are safe for inspection and operation. It is also important that learners work in a safe manner when using equipment or working on systems.


Assessment



Learning outcome 1 and the associated criteria (1.1–1.5) could be covered through an assignment that requires the learner to respond to preset questions. These questions may be based around a case study style scenario or test questions that have each been set within a relevant engineering context. In either case, it is most likely that controlled condition will be required to ensure the authenticity of the responses.

Learning outcome 2 and its associated criteria (2.1–2.3) could be assessed using a practical assignment that requires the learners to identify the resources required for a given maintenance activity and use maintenance documentation to plan for and carry out a given maintenance activity on an engineering system. The engineering system should be a non-complex system, for example pumps, valves, compressors, heating, lighting, fluid power and manufacturing or test equipment. Tutor observation will be necessary during the activity to capture the process evidence of maintenance documentation use and the safe use of correct procedures. The learners will also be required to produce a report that includes the identification of resources and all handover documentation and completed records.


76

An alternative approach to assessment could be to require the learners to build a portfolio of evidence for the unit as a whole as they carry out a range of investigations and operations in the workplace.

A further alternative method could be the use of an integrative assignment, which links this unit with other practical units in a programme of study. If this approach is adopted, the evidence for the specific learning outcomes and associated assessment criteria will need to be clearly identified.

Suggested resources

Books

Kibbe R – Mechanical Systems for Industrial Maintenance (Prentice Hall, 2001) ISBN 9780130164902

Mobley K – Maintenance Fundamentals, 2nd Edition (Butterworth-Heinemann, 2004) ISBN 9780750677981

Other

Engineering data handbooks and manufacturers’ specifications


77





Exploring a given maintenance activity from different perspectives to identify the resources required

Reflective learners

Reviewing progress with the maintenance activity on an engineering system, acting on outcomes

Self-managers Working towards a successful maintenance activity on an engineering system

Showing initiative, commitment and perseverance

Organising time and resources, prioritising actions when carrying out a maintenance activity on an engineering system


Identifying improvements when planning and carrying out a maintenance activity that would benefit themselves and others



Reflective learners

Evaluating experiences during workshop activities to inform future progress with maintenance tasks

Team workers Collaborating with others when working in groups to gather information on engineering maintenance and maintenance planning


78





Selecting and using the sources of information required to carry out a maintenance activity independently

English


Speaking and listening to operators/supervisors when planning for and carrying out maintenance activities on engineering systems


Comparing, selecting, reading and understanding resource material when preparing for a given maintenance activity


Writing documents to describe causes of engineering equipment failure and explaining effect of failure

Writing documents to describe planned and unplanned maintenance procedures

Writing reports to document the maintenance procedures carried out on an engineering system


79

Unit 7: Operation and Maintenance of Electrical Systems and Components

Unit reference number: F/600/0402

QCF level: 2

Credit value: 10


Unit aim This unit will develop learners’ knowledge of the function, operation and maintenance of a variety of electronic systems and system components.

Electrical engineering equipment, systems, processes and service operations, all need to be maintained to ensure continued serviceability and fitness for purpose. This unit has been designed to ensure that learners have the knowledge and skills necessary to undertake such maintenance in a safe and efficient manner.

Learners will gain knowledge of the safety precautions required for personal protection, the protection of others and the safe handling of the equipment and systems they will find in an electrical engineering environment.

Learners will be introduced to the function and operation of a variety of electrical systems and system components and will be expected to carry out maintenance on them. In particular, learners will carry out activities that develop their skills and knowledge in fault-finding, routine maintenance, dismantling and assembly of a variety of electrical systems.

Learners will be expected to obtain all necessary information, documentation, tools and equipment, prior to carrying out any given maintenance activity. They will also need to demonstrate that they can select, follow and correctly interpret maintenance procedures, safe working practices, and health and safety requirements when carrying out routine maintenance activities.

Essential resources Learners will require access to an electrical engineering workshop and relevant tools and equipment. In particular learners should have access to:

● a wide range of industry standard electrical circuits, equipment and systems and their associated components and consumables

● appropriate fault-finding instruments, safety equipment and tools

● manufacturers’ data books and specifications

● maintenance manuals, parts catalogues and/or databases, flow charts, electrical circuit and system diagrams

● British/International Standards, health and safety publications and local workshop safety documentation and procedures.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

80

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1

Know

the

work

pla

ce h

azar

ds

and h

ealth a

nd

safe

ty

requirem

ents

as

soci

ated

with

elec

tric

al

mai

nte

nan

ce

oper

atio

ns

1.1

D

escr

ibe

the

work

pla

ce

haz

ards

and h

ealth a

nd

safe

ty r

equirem

ents

rel

evan

t to

a g

iven

ele

ctrica

l m

ainte

nan

ce a

ctiv

ity

□

Work

pla

ce h

azar

ds:

e.g

. flam

mab

le s

ubst

ance

s, p

ress

urise

d s

yste

ms,

hot

surf

aces

, el

ectr

ical

equip

men

t, e

lect

rost

atic

haz

ards,

unfe

nce

d

mac

hin

ery,

toxi

c su

bst

ance

s an

d fum

es,

falli

ng o

bje

cts,

liq

uid

spill

age,

untidy

work

are

a, b

adly

mai

nta

ined

tools

and e

quip

men

t.

□

Hea

lth a

nd s

afet

y re

quirem

ents

: per

sonal

saf

ety,

e.g

. ap

pro

priat

e dre

ss,

pro

tect

ive

cloth

ing,

appro

priat

e or

pro

tect

ive

hea

dgea

r, p

rote

ctiv

e glo

ves

and f

ootw

ear,

eye

pro

tect

ion,

face

mas

ks a

nd r

espirat

ors

, el

ectr

ical

tes

ting s

afet

y; p

erso

nal

hea

lth,

e.g.

appro

priat

e use

of

bar

rier

cr

eam

s, p

erso

nal

cle

anlin

ess,

consu

mption o

f fo

od,

pro

mpt

atte

ntion t

o

inju

ries

; pro

cedure

s, e

.g.

trea

tmen

t fo

r el

ectr

ic s

hock

, re

sponse

to

alar

ms,

use

of

safe

ty e

quip

men

t, r

eport

ing o

f ac

ciden

ts,

report

ing o

f haz

ardous

item

s of

pla

nt

or

equip

men

t; s

afe

work

ing p

ract

ices

, e.

g.

per

mit t

o w

ork

, use

of dan

ger

tag

s, w

arnin

g n

otice

s, s

afet

y bar

rier

s,

cones

and t

apes

, is

ola

tion o

f eq

uip

men

t, p

roof

mar

king,

reco

rdin

g o

f m

ainte

nan

ce o

per

atio

ns.

2.1

D

escr

ibe

with t

he

aid o

f blo

ck d

iagra

ms,

the

oper

atio

n o

f a

giv

en

elec

tric

al s

yste

m

□

Ele

ctrica

l sy

stem

s: b

lock

dia

gra

m r

epre

senta

tion;

equip

men

t, e

.g.

switch

gea

r an

d d

istr

ibution p

anel

s, e

lect

rica

l pla

nt,

wirin

g e

ncl

osu

res,

port

able

applia

nce

s, m

oto

rs a

nd s

tart

ers,

lum

inar

ies,

contr

ol sy

stem

s,

smal

l fa

ns,

pum

ps,

com

pre

ssors

, al

arm

and s

afet

y sy

stem

s.

2

Know

the

oper

atio

n o

f el

ectr

ical

sys

tem

s an

d c

ircu

its

2.2

D

escr

ibe

with t

he

aid o

f dia

gra

ms

the

oper

atio

n o

f a

giv

en e

lect

rica

l ci

rcuit

□

Ele

ctrica

l ci

rcuits:

wirin

g d

iagra

m r

epre

senta

tion;

circ

uit,

e.g.

single

phas

e pow

er,

single

phas

e lig

hting,

thre

e phas

e pow

er,

direc

t cu

rren

t pow

er.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

31.

Use

man

ufa

cture

rs’

dat

abas

es o

r par

ts

cata

logues

to s

elec

t fo

ur

elec

tric

al s

yste

m

com

ponen

ts

□

Sys

tem

com

ponen

ts:

elec

tric

al s

upply

, e.

g.

cable

s an

d c

onnec

tors

, bat

teries

, tr

ansf

orm

ers,

rec

tifier

s, c

onta

ctors

; ci

rcuit c

om

ponen

ts,

e.g.

capac

itors

, ci

rcuit b

oar

ds,

sw

itch

es,

sole

noid

s, t

her

mis

tors

, th

erm

oco

uple

s; d

evic

es,

e.g.

ove

rloa

d p

rote

ctio

n d

evic

e, inve

rter

and

serv

o c

ontr

olle

rs,

rela

ys,

senso

rs, en

coder

s, r

esolv

ers,

lock

ing a

nd

reta

inin

g d

evic

es,

lighting fix

ture

s; u

se o

f m

aker

’s c

atal

ogue

or

dat

abas

e fo

r se

lect

ing r

epla

cem

ents

.

3

Under

stan

d t

he

sele

ctio

n,

funct

ion

and o

per

atio

n o

f el

ectr

ical

sys

tem

co

mponen

ts

3.2

Exp

lain

the

funct

ion a

nd

oper

atio

n o

f si

x el

ectr

ical

sy

stem

com

ponen

ts

□

Funct

ion a

nd o

per

atio

n o

f si

x el

ectr

ical

sys

tem

com

ponen

ts a

s des

crib

ed

above

.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

82

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

U

se f

our

fault-f

indin

g

aids/

tech

niq

ues

to

iden

tify

th

e pro

ble

m in a

n e

lect

rica

l sy

stem

and r

eport

fin

din

gs

□

Faults,

aid

s, t

echniq

ues

and d

ocu

men

tation:

faults,

e.g

. in

term

itte

nt

oper

atio

n,

par

tial

fai

lure

/out-

of-

spec

ific

atio

n o

utp

ut,

com

ple

te

bre

akdow

ns;

aid

s, e

.g.

funct

ional

char

ts,

dia

gra

ms,

tro

uble

-shooting

char

ts,

inst

rum

ents

(su

ch a

s m

ultim

eter

, in

sula

tion r

esis

tance

tes

ter,

lig

ht

met

er,

port

able

applia

nce

tes

ter,

ear

th loop im

ped

ance

tes

ter)

, co

mponen

t dat

a sh

eets

, so

ftw

are-

bas

ed r

ecord

s an

d d

ata;

tec

hniq

ues

, e.

g.

six

poin

t (c

olle

ct t

he

evid

ence

, an

alys

e ev

iden

ce,

loca

te f

ault,

det

erm

ine

and r

emove

cau

se,

rect

ify

fault,

chec

k sy

stem

), h

alf

split

, in

put/

outp

ut,

unit s

ubst

itution,

emer

gen

t se

quen

ce,

visu

al e

xam

inat

ion,

unit s

ubst

itution;

docu

men

tation,

e.g.

oper

atio

n a

nd m

ainte

nan

ce

man

ual

s, f

ault/r

epai

r re

port

s, fin

al t

est

han

dove

r pro

cedure

s.

4.2

U

se t

he

appro

priat

e ai

ds

and

tools

to d

ism

antle

and

reas

sem

ble

an e

lect

rica

l sy

stem

, re

pla

ce a

ny

iden

tified

fau

lty

com

pon

ents

an

d c

hec

k th

e sy

stem

for

serv

icea

bili

ty

□

Dis

man

tlin

g a

nd a

ssem

bly

: ai

ds,

e.g

. use

of

man

ufa

cture

rs’ se

rvic

e m

anual

s, p

arts

lis

ts a

nd d

raw

ings,

appro

ved w

ork

ing p

roce

dure

s, s

par

e par

ts c

atal

ogues

, m

ainte

nan

ce m

anual

s; s

yste

ms/

equip

men

t, e

.g.

switch

gea

r/dis

trib

ution p

anel

s, e

lect

rica

l pla

nt,

wirin

g e

ncl

osu

res,

port

able

applia

nce

s, m

oto

rs a

nd s

tart

ers,

lum

inar

ies,

contr

ol sy

stem

s,

fans,

pum

ps,

com

pre

ssors

, al

arm

and s

afet

y sy

stem

s.

□

Com

pon

ent/

equip

men

t re

mova

l an

d r

epla

cem

ent:

com

pon

ents

, e.

g.

dam

aged

wires

and c

able

s, e

lect

rica

l units/

com

ponen

ts,

term

inat

ion a

nd

connec

tion,

sold

erin

g a

nd d

e-so

lder

ing;

use

of ap

pro

priat

e to

ols

, eq

uip

men

t an

d d

ocu

men

tation,

e.g.

sold

er,

sold

erin

g iro

ns,

crim

pin

g

plie

rs,

han

d t

ools

, re

pla

cem

ent

par

ts,

appro

ved w

ork

ing p

roce

dure

s an

d

spar

e par

ts c

atal

ogues

.

4

Be

able

to f

ault-

find a

nd c

arry

out

routine

mai

nte

nan

ce

activi

ties

on

elec

tric

al

com

ponen

ts a

nd

syst

ems

4.3

Car

ry o

ut

routine

mai

nte

nan

ce a

ctiv

itie

s on a

n

elec

tric

al c

om

ponen

t or

syst

em,

usi

ng t

he

corr

ect

docu

men

tation,

and r

ecord

ac

tions

□

Routine

mai

nte

nan

ce a

ctiv

itie

s an

d d

ocu

men

tation:

insp

ection,

chec

ks

and t

ests

, e.

g.

as w

ear,

chaf

ing,

foulin

g,

secu

rity

of

atta

chm

ent,

mis

sing

or

loose

fittings,

adju

stm

ents

, re

pla

cem

ents

; re

port

s an

d

docu

men

tation,

e.g.

BS,

ISO

and/o

r BSEN

sta

ndar

ds,

sch

edule

d

mai

nte

nan

ce r

eport

, co

rrec

tive

mai

nte

nan

ce r

eport

, oth

er c

om

pan

y-sp

ecific

rep

ort

, jo

b c

ards,

mai

nte

nan

ce log,

reco

rdin

g o

f co

nditio

n,

use

of

mai

nte

nan

ce m

anual

s an

d p

arts

cat

alogues

.


83


Delivery

This unit can be delivered as a stand-alone package or integrated with other units in the qualification such as those outlined below.

This unit is essentially practical and learners should have the opportunity to dismantle, examine and reassemble a range of electrical components, equipment and systems. Ideally the learning outcomes should be achieved through investigation and participation in practical activities. Thus the unit is best delivered through a programme of lectures, demonstrations and practical work.

The approach used will be determined through an analysis of learners’ needs and through consideration of the range of industries that the centre is working with or preparing their learners for. Whichever approach is taken should provide learners with the underpinning knowledge and skills required to repair, replace and generally maintain electrical components, equipment and systems in most industrial settings.

Learners must be made aware of, and have access to, relevant UK health and safety legislation and know the importance of the use of risk assessment appropriate to the maintenance techniques they are using. Tutors should always ensure that each learner has the correct personal protective equipment and that the system is safe for operation. It is also important that learners work in a safe manner when using equipment or working on electrical circuits and systems.

The unit provides an opportunity for learners to work in teams or groups when diagnosing component or system faults. The delivery of this unit should focus on learners developing diagnostic and practical skills together with an understanding of electrical components, equipment and systems maintenance.

The four learning outcomes are ordered logically and it would be reasonable to deliver them sequentially throughout the unit.

All the learning outcomes can be delivered using a practical approach rather than spending too much time in theory lessons. For example, a short introduction to a component (or range of components), the function of the component within the larger equipment or system, the tools necessary to carry out the maintenance task together with any safety considerations, followed by practise. Learners need a broad overview of the different electrical components and systems to enable correct selection and application of maintenance, fault-finding and testing techniques.

Learning outcome 4 has a high reliance on understanding developed from the other three learning outcomes. As such, teaching and learning needs also to focus on the development of this knowledge in order that it may be applied to learning outcome 4. The use of demonstrations to introduce fault-finding, dismantling and assembly techniques, would be a beneficial method of delivery for the learner, prior to them carrying out their practise practical activities and assessments.

Assessment



Evidence of achieving the learning outcomes may be collected from well-planned investigative assignments or reports of practical workshop activities. It may be accumulated by learners building a portfolio from their investigations, maintenance activities in the workplace or by a tutor-led series of assignments, realistic maintenance exercises and tests.


84

Evidence of achievement for learning outcome 1 could come from a written assignment, requiring learners to describe the hazards and safe working practices related to an electrical maintenance activity.

Learning outcomes 2 and 3 are linked, so might best be assessed using one combined assessment instrument. A written assignment (completed in a workshop environment) could be used, where learners provide evidence for 2.1 by sketching a block diagram of a required system, showing the interconnection of its major components. Then for 2.2, learners use a given simple circuit diagram and again describe its operation. A parts catalogue or access to a suitable database would be needed in order that learners can select four electrical system components (3.1). In order to satisfy 3.2 learners will need to describe the function and operation of six electrical system components/devices. These should be selected by tutors based on the specialist needs of the learner.

Learning outcome 4 is best assessed through one or more investigative practical-based activities carried out in an electrical workshop environment or at the learner’s workplace. A multi-stage practical/theoretical assignment could be set to cover the related criteria (4.1 and 4.2), where learners are first required to identify the problem/fault on a given electrical system using four fault-finding aids/techniques and report their findings. Evidence is likely to come from the learner’s report and the results of observation at the time the activity takes place. For 4.2, learners need to dismantle the system, replace the component/ part identified as causing the problem, reassemble the system and carry out a simple test/check to ascertain serviceability. Assessment evidence can be obtained from the results of tutor observations and by determining whether or not the learner returns the system to a serviceable condition.

Learners are required to undertake and successfully complete a routine maintenance activity in order to meet 4.3. The learner’s ability to use the correct documentation and accurately record their actions, as well as perform the practical aspects of the given maintenance, should be taken into account when tutor observation evidence, is obtained. This final assignment should be focused on the learner’s particular field of electrical maintenance and the routine maintenance activities applicable to their electrical systems, circuits or equipment.

The learner’s knowledge of and compliance with all related safety issues, also needs to be assessed during the time that all the above practical assignment activities are being carried out.

Suggested resources

Books

Adams J – Electrical Safety: A Guide to the Causes and Prevention of Electrical Hazards (Institution of Electrical Engineers, 1994) ISBN 9780852968062

Gates E – Introduction to Electronics (Delmar, 2006) ISBN 9781401889005

Health and Safety Executive – Essentials of Health and Safety at Work (HSE, 2006) ISBN 9780717661794

Sinclair I and Lewis G – Electronic and Electrical Servicing (Newnes, 2002) ISBN 9780717661794


85





Analysing and evaluating information in manufacturers’ databases, evaluating its relevance and value

Identifying questions to answer and problems to resolve when using a variety of fault-finding techniques to identify the problem

Self-managers Organising time and resources when dismantling, inspecting and reassembling an electrical system




Using the appropriate instruments, aids and tools to dismantle, inspect and reassemble, an electrical equipment or system

Replacing identified faulty components/devices and testing the system for serviceability, following safety and servicing procedures

Creative thinkers

Analysing a given electrical equipment or system for ease of maintenance


Carrying out a risk assessment investigation of an electrical work area and reporting their findings


86



ICT – Using ICT

Manage information storage to enable efficient retrieval

Using manufacturers’ databases and/or parts catalogues to identify and select electrical components/devices

English


Describing the workplace hazards and health and safety requirements relevant to given electrical maintenance activities


Researching and investigating the function and operation of electrical systems and components


Describing the workplace hazards and health and safety requirements relevant to given electrical maintenance activities


87

Unit 8: Using Bench Fitting Techniques

Unit reference number: F/506/6194

QCF level: 2

Credit value: 7


Unit aim This unit gives learners knowledge and understanding of bench fitting techniques, especially when applied to a maintenance activity. Learners will also develop the skills needed to carry out bench fitting techniques safely in order to produce components.

Maintenance activities are required in every engineering workshop. Those undertaking maintenance activities are likely to need skills in making replacement parts for parts that may no longer be available. This unit gives learners the opportunity to experience this scenario.

Learners will gain understanding of relevant health and safety considerations, along with hazards associated with bench fitting activities. They will develop skills in extracting information from engineering drawings to enable successful bench fitting activities. Learners will develop skills in checking portable machines and equipment, such as angle grinders, for safe condition and operation. They will learn the importance of, and demonstrate, restoring a work area and disposing of waste materials in a recognised manner.

Essential resources For this unit, learners need access to a workshop fully equipped with a range of bench fitting equipment, including that used for measurement and marking out. A range of workpiece materials, components and drawings will be required to enable learners to gain the range of experience and coverage expected. Access to portable machines and equipment such as angle grinders is required.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

88

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

how

to u

se s

afe

work

ing p

ract

ices

and

pro

cedure

s fo

r m

ainte

nan

ce

activi

ties

□

Saf

e w

ork

ing p

ract

ices

: w

earing a

ppro

priat

e pro

tect

ive

cloth

ing a

nd

equip

men

t, e

.g.

ove

ralls

, sa

fety

foo

twea

r, e

ye p

rote

ctio

n,

hea

ring

pro

tect

ion,

use

of

bar

rier

cre

am.

□

Proce

dure

s: m

ainta

inin

g a

cle

an a

nd t

idy

work

are

a; p

repar

ing t

he

work

ar

ea;

leav

ing t

he

work

are

a in

a s

afe

and c

lean

conditio

n;

risk

as

sess

men

ts.

□

Mai

nte

nan

ce a

ctiv

itie

s: m

ainte

nan

ce u

nder

take

n f

or s

pec

ific

par

ts o

f an

en

gin

eering s

yste

m,

e.g.

pum

p,

valv

e, c

om

pre

ssor,

hea

ting,

fluid

pow

er,

man

ufa

cturing o

r te

st e

quip

men

t.

1.2

D

escr

ibe

the

haz

ards

asso

ciat

ed w

ith b

ench

fitting

activi

ties

□

Haz

ards:

e.g

. han

dlin

g o

f co

ola

nts

and c

utt

ing o

ils/c

om

pounds,

mis

use

of

tools

, use

of

dam

aged

or

bad

ly m

ainta

ined

tools

, st

ora

ge

of

mea

suring a

nd m

arki

ng o

ut

equip

men

t.

1

Know

how

to

pre

par

e fo

r ben

ch

fitt

ing a

ctiv

itie

s

1.3

U

se info

rmat

ion f

rom

en

gin

eering d

raw

ings

to

carr

y out

a giv

en b

ench

fitt

ing a

ctiv

ity

□

Info

rmat

ion:

dim

ensi

onal

; geo

met

rica

l; m

ater

ials

; lim

its.

□

Engin

eering d

raw

ings:

work

ing d

raw

ings,

e.g

. co

mponen

t, g

ener

al

asse

mbly

/sub-a

ssem

bly

, fa

brica

tion,

wel

din

g,

repai

r/m

odific

atio

n;

gra

phic

al r

epre

senta

tions,

e.g

. sk

etch

es,

flow

char

ts,

phys

ical

lay

out

dia

gra

ms,

illu

stra

tions

from

man

ufa

cture

rs’ m

anual

s.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

89

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Sel

ect

tools

and e

quip

men

t to

under

take

a g

iven

ben

ch

fitt

ing a

ctiv

ity

□

Too

ls a

nd e

quip

men

t: t

ools

, e.

g.

engin

eer’s

rule

, sc

riber

, ce

ntr

e punch

, div

ider

s, o

dd-l

eg c

allip

ers,

engin

eer’s

squar

e, s

crib

ing b

lock

, Ver

nie

r pro

trac

tor,

Ver

nie

r hei

ght

gau

ge,

dia

l te

st indic

ators

, sl

ip g

auges

; w

ork

-hold

ing d

evic

es,

e.g.

surf

ace

table

s/pla

tes,

angle

pla

tes,

v-b

lock

s an

d

clam

ps;

mar

king o

ut

med

ium

s, e

.g.

lacq

uer

, w

hitew

ash,

engin

eer’s

blu

e; c

utt

ing a

nd s

hap

ing t

ools

and e

quip

men

t, e

.g.

drills

, ta

ps

and d

ies,

re

amer

s, p

ow

ered

han

d t

ools

, han

d g

rindin

g m

achin

e, a

ngle

grinder

, fo

rmin

g a

nd b

endin

g e

quip

men

t; c

alib

ration o

f m

easu

ring a

nd m

arki

ng

out

equip

men

t.

2.2

U

se s

afe

work

ing p

ract

ices

an

d p

roce

dure

s during

mai

nte

nan

ce a

ctiv

itie

s

□

Saf

e w

ork

ing p

ract

ices

: w

earing a

ppro

priat

e pro

tect

ive

cloth

ing a

nd

equip

men

t, e

.g.

ove

ralls

, sa

fety

foo

twea

r, e

ye p

rote

ctio

n,

hea

ring

pro

tect

ion,

use

of

bar

rier

cre

am.

□

Proce

dure

s: m

ainta

inin

g a

cle

an a

nd t

idy

work

are

a; p

repar

ing t

he

work

ar

ea;

leav

ing t

he

work

are

a in

a s

afe

and c

lean

conditio

n;

risk

as

sess

men

ts.

□

Mai

nte

nan

ce a

ctiv

itie

s: m

ainte

nan

ce u

nder

take

n f

or s

pec

ific

par

ts o

f an

en

gin

eering s

yste

m,

e.g.

pum

p,

valv

e, c

om

pre

ssor,

hea

ting,

fluid

pow

er,

man

ufa

cturing o

r te

st e

quip

men

t.

2

Be

able

to a

pply

ben

ch f

itting

tech

niq

ues

to

pro

duce

co

mponen

t par

ts

2.3

Chec

k th

at p

ort

able

m

achin

es a

nd e

quip

men

t ar

e sa

fe t

o o

per

ate

□

Port

able

mac

hin

es a

nd e

quip

men

t: m

achin

es,

e.g.

off-h

and g

rindin

g

mac

hin

es,

angle

grinder

; eq

uip

men

t, e

.g.

emer

gen

cy s

top,

use

of

guar

ds,

inte

rlock

ing d

evic

es;

safe

oper

atin

g p

roce

dure

s, e

.g.

movi

ng

par

ts,

rem

oval

of

swar

f, s

etting,

chec

king g

ap b

etw

een r

est

and w

hee

l,

whee

l im

per

fect

ions,

posi

tion o

f guar

ds,

whee

l se

lect

ion,

chan

gin

g t

he

whee

l.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

90

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

M

ake

and a

ssem

ble

co

mponen

t par

ts u

sing s

afe

work

ing p

ract

ices

□

Mak

e an

d a

ssem

ble

com

ponen

t par

ts:

sett

ing o

f w

ork

dat

um

s; u

se

char

ts t

o o

bta

in d

rill

dia

met

ers

for

clea

rance

and t

appin

g h

ole

; as

sem

ble

co

mponen

t par

ts in t

he

corr

ect

sequen

ce a

nd w

ithout

dam

age.

□

Saf

e w

ork

ing p

ract

ices

: per

sonal

pro

tect

ion a

nd h

ygie

ne

pro

cedure

s,

e.g.

ove

ralls

, ey

e pro

tect

ion,

bar

rier

cre

ams;

appro

priat

e beh

avio

ur

in

the

work

ing e

nvi

ronm

ent;

mai

nta

inin

g a

tid

y an

d s

afe

wor

k ar

ea;

appra

isal

of

hea

lth a

nd s

afet

y risk

s to

sel

f an

d o

ther

s, e

.g.

risk

as

sess

men

ts.

2.5

Chec

k a

giv

en c

om

ponen

t fo

r ac

cura

cy a

nd q

ual

ity

□

Giv

en c

omponen

t: r

elat

ive

to m

ainte

nan

ce r

equirem

ent,

e.g

. gas

ket,

flan

ge,

bea

ring,

loca

tion p

ins,

loca

tion k

eys,

end p

late

, guar

d,

cove

r,

han

dle

.

□

Acc

ura

cy a

nd q

ual

ity:

insp

ection t

echniq

ues

; qual

ity

contr

ol ch

arts

; co

mplia

nce

rec

ord

s.

2.6

Res

tore

the

work

are

a usi

ng

the

corr

ect

pro

cedure

s fo

r th

e dis

posa

l of w

aste

□

Res

tore

work

are

a: lea

ving t

he

work

are

a in

a s

afe

conditio

n;

clea

nin

g o

f eq

uip

men

t; s

tora

ge

of m

easu

ring a

nd m

arki

ng o

ut

equip

men

t.

□

Dis

posa

l of w

aste

: le

gal

req

uirem

ents

for

the

dis

posa

l of

was

te a

nd t

he

implic

atio

ns

of

failu

re t

o c

om

ply

; m

ater

ials

, e.

g.

met

allic

mat

eria

ls,

pla

stic

s, t

extile

s, p

aper

and c

ard;

pro

cedure

s, e

.g.

segre

gat

e, lab

el,

dis

pose

.


91


Delivery

This unit should be delivered using lectures, tutor demonstrations and practical engineering activities. Centres must ensure sufficient coverage of the learning outcomes and content. Learning outcome 2 is best suited to a practical approach, although learners will at first need to be given a broad overview of different maintenance activities associated with bench fitting practices. A good knowledge and understanding of the health and safety requirements prior to doing any practical work is essential.

Learners must be made aware of, and have access to, relevant UK health and safety legislation and know the importance of the use of appropriate risk assessment. Tutors should ensure that each learner has the correct PPE and that any activity they work on is safe for operation. Referring to the HSE website regularly is good practice.

From a teaching point of view it is best to address both learning outcomes together.

Learning outcomes 1 and 2 require access to an engineering workshop environment with relevant tools and equipment, along with a suitable maintenance activity to undertake. During delivery, learners could undertake a range of simple bench fitting and marking out tasks to enable them to practise their skills and to provide an opportunity for support and guidance to be given. Each task should require learners to think about what they are going to do, including the selection of tools and equipment and health and safety considerations when planning and completing the work activity. The opportunity to work with other individuals during the delivery of this practical work can be used to good effect to underpin learning. In particular, working with others can be used to reinforce planning, marking out practices and skills, to help learners deal with problems experienced and to support them in achieving the task.

Continually practising bench fitting skills will ensure learners are well equipped to take on the assessment tasks.


Assessment



Much of the assessment evidence for this unit could come from practical activities. These can be carried out solely for the purpose of this unit but, equally, could be derived from activities associated with other units or from work-based evidence.

Learning outcome 1 is best assessed through a written assignment. Learning outcome 2 is likely to be assessed through practical exercises, supported by tutor observation reports, annotated photographs and the learner’s portfolio work logs and other documentation.

Two assignments could be used for the assessment of this unit. The first, relating to learning outcome 1, would cover assessment criteria 1.1, 1.2 and 1.3. This could be a written assignment requiring an explanation of how the relevant health and safety practices and safe working procedures are used when a specific maintenance activity is carried out. Evidence could be in the form of a written report or, alternatively, an information leaflet or poster.


92

A second assignment, relating to learning outcome 2, would cover assessment criteria 2.1, 2.2, 2.3, 2.4, 2.5 and 2.6. A holistic practical assignment would be most suitable, involving a task that gives learners the opportunity to select fitting tools and to use holding devices, marking out mediums and cutting and shaping tools and equipment. Learners should also have the opportunity to calibrate measuring and marking out equipment. Another task should ensure learners carry out a maintenance activity for 2.2; produce and assemble parts for 2.4; and check a component for accuracy using appropriate inspection techniques and recording documentation for 2.5. The maintenance activity given should include an opportunity to check portable machines and equipment for 2.3, and also have a requirement to dispose of waste materials for 2.6. Most of this evidence can be captured in tutor observation reports, annotated photographs and the learner’s portfolio work logs and other documentation.

Suggested resources

Books

Clarke S, Darbyshire A, Mantovani B, Weatherill B – BTEC Level 2 First Engineering (Heinemann, 2010) ISBN 9781846907234

Health and Safety Executive – Essentials of Health and Safety at Work (Health and Safety Executive, 2006) ISBN 9780717661794

Timings R L – Basic Manufacturing (Newnes, 2004) ISBN 9780750659901

Tooley M – BTEC First in Engineering (Newnes, 2006) ISBN 0750680601

Tooley M, Deacon M, O’Dwyer N – Engineering Level 2 Higher Diploma Student Book (Heinemann, 2008) ISBN 9780435756208

Website

www.youtube.com – demonstrations of bench fitting activities


93





Identifying questions to answer and problems to resolve when selecting suitable measuring and marking out methods and equipment for marking out activities

Self-managers Organising time and resources, prioritising actions when producing and assembling component parts


Identifying improvements to working practice and good housekeeping




Resolving problems by recommending corrective action for unsafe or defective equipment

Reflective learners

Collaborating with others when carrying out marking out activities

Team workers Reviewing progress and monitoring performance when carrying out checks to ensure that the marked out components meet the requirements of the drawing

Evaluating their own experience and learning when justifying the work-holding equipment and measurement techniques used in marking out applications


94



English


Discussing safe working and good housekeeping practices


Reading information and drawings for component marking out applications


Describing the hazards associated with bench fitting activities

Mathematics


Measuring marking out and carrying out checks for accuracy

Analysing – processing and using mathematics


Interpreting – interpreting and communicating the results of the analysis



95

Unit 9: Application of Welding Processes


QCF level: 2

Credit value: 10


Unit aim This unit aims to give learners the knowledge and skills they need to safely carry out a range of welding techniques and to test welded joints for defects and irregularities.

Welding is frequently used in manufacturing engineering to ensure that permanent, high-quality joints are made between metal parts or components. This unit gives learners with little or no previous welding experience the opportunity to gain knowledge and understanding of the processes used throughout industry. This applies to a diverse number of engineering industries including those involving sheet metal, structural steel fabrication and motor vehicle bodies.

Learners will develop knowledge of the importance starting with the preparation of their work area, ensuring that health and safety legislation and safe working practices are understood and adhered to at all times. Learners will select appropriate welding equipment and check that it is in a safe and usable condition before welding. This is particularly important as learners will be working with electric currents or combustible gas mixtures.

Learners will be expected to interpret written, graphical and verbal instructions while carrying out practical tasks. They will become competent in using a fusion welding process through tutor-led demonstrations and supervised practice.

Continuous assessment should be carried out to ensure that learners’ skill levels are improved to meet the required standard. To measure their competence, learners will test their welded joints with reference to European quality standards, ensuring that they are able to produce acceptable welds as well as recognise them. This will be reinforced with the use of destructive and non-destructive tests.

Essential resources Centres delivering this unit will need access to appropriate welding equipment, consumables and materials as outlined in the Unit amplification. Centres must also have access to appropriate destructive and non-destructive test equipment.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

96

Learn

ing

ou

tcom

es,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emon

stra

te t

hat

they

can

mee

t al

l th

e le

arnin

g o

utc

omes

for

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1

Know

about

hea

lth

and s

afet

y le

gis

lation a

nd s

afe

work

ing p

ract

ices

w

hen

wel

din

g

1.1

O

utlin

e th

e hea

lth a

nd

safe

ty leg

isla

tion a

nd s

afe

work

ing p

ract

ices

use

d in a

w

eldin

g e

nvi

ronm

ent

□

Legis

lation:

aspec

ts r

elev

ant

to w

eldin

g,

e.g.

Hea

lth a

nd S

afet

y at

Work

Act

, Fi

re P

reca

utions

Act

, Contr

ol of

Subst

ance

s H

azar

dous

to H

ealth

(CO

SH

H),

Pro

visi

on a

nd U

se o

f W

ork

Equip

men

t Reg

ula

tions

(PU

WER),

H

ealth a

nd S

afet

y (F

irst

Aid

) Reg

ula

tions,

Man

ual

Han

dlin

g O

per

atio

ns

Reg

ula

tions.

□

Saf

e w

ork

ing p

ract

ices

: fire

pre

vention;

acci

den

t pre

vention a

nd

report

ing;

risk

ass

essm

ent;

fuse

s; c

ircu

it b

reak

ers;

ear

thin

g o

f eq

uip

men

t; m

anual

han

dlin

g,

e.g. m

ater

ials

, sa

fe h

andlin

g o

f gas

cy

linder

s; c

hec

king c

onditio

ns,

e.g

. gas

lea

ks,

voltag

e an

d a

mper

age,

le

ads;

per

sonal

pro

tect

ive

equip

men

t (P

PE);

ven

tila

tion a

nd e

xtra

ctio

n;

closi

ng d

ow

n e

quip

men

t sa

fely

; st

orin

g e

quip

men

t; s

afe

dis

posa

l of

was

te m

ater

ials

; em

ergen

cy p

roce

dure

s, e

.g.

within

the

lear

nin

g

envi

ronm

ent,

work

pla

ce;

com

mon h

azar

ds

asso

ciat

ed w

ith w

eldin

g,

e.g.

fum

es,

burn

s, r

adia

tion,

elec

tric

shock

.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

97

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Sel

ect

the

tools

, eq

uip

men

t an

d info

rmat

ion n

eeded

w

hen

mat

eria

ls a

re t

o b

e jo

ined

by

wel

din

g

□

Too

ls a

nd e

quip

men

t: e

quip

men

t av

aila

bili

ty,

e.g.

cable

s, h

ose

s,

torc

hes

/ele

ctro

de

hold

ers,

gas

pre

ssure

reg

ula

tors

, flow

met

ers;

as

sem

blin

g w

eldin

g e

quip

men

t, e

.g.

cable

s, w

eld r

eturn

cla

mps,

el

ectr

ode

hold

ers,

gas

supplie

s, s

afet

y dev

ices

; se

ttin

g a

nd a

dju

stin

g

wel

din

g c

onditio

ns,

e.g

. gas

pre

ssure

s/flow

rat

es,

voltag

e, a

mper

age;

co

nnec

ting t

he

wel

d r

eturn

lea

d.

□

Info

rmat

ion s

ourc

es:

safe

ty inst

ruct

ions;

job inst

ruct

ions;

engin

eering

dra

win

gs;

qual

ity

contr

ol docu

men

tation,

e.g.

wel

d p

roce

dure

sp

ecific

atio

n,

reco

rd/r

eport

ing s

hee

t.

2

Be

able

to p

repar

e fo

r w

ork

in a

w

eldin

g

envi

ronm

ent

2.2

Pr

epar

e a

list

of

consu

mab

les

that

are

nee

ded

for

a w

eldin

g

pro

cess

□

Wel

din

g:

pro

cess

es,

e.g.

oxy

acet

ylen

e, m

anual

met

al a

rc (

MM

A),

met

al

iner

t gas

(M

IG),

met

al a

ctiv

e gas

(M

AG

), c

ore

d w

ire,

tungst

en iner

t gas

(T

IG),

pla

sma-

arc.

□

Consu

mab

les:

sto

rage

of

consu

mab

les;

consu

mab

les

appro

priat

e fo

r w

eldin

g p

roce

sses

, e.

g.:

□

for

MM

A:

e.g.

rutile

, bas

ic,

nic

kel al

loy,

cel

lulo

sic,

sta

inle

ss s

teel

, oth

er

elec

trodes

□

for

MIG

, M

AG

and c

ore

d w

ire:

e.g

. tw

o w

ire

types

fro

m d

iffe

rent

gro

ups,

tw

o d

iffe

rent

shie

ldin

g g

ases

wher

e ap

plic

able

□

for

TIG

, pla

sma-

arc:

e.g

. one

size

of

elec

trode,

tw

o t

ypes

of

fille

r w

ire

from

diffe

rent

mat

eria

l gro

ups

□

for

gas

wel

din

g:

oxy

gen

; ac

etyl

ene;

fill

er w

ire,

e.g

. tw

o d

iffe

rent

size

s,

two d

iffe

rent

mat

eria

l gro

ups.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering

– S

pec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion L

imited

2014

98

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Pr

oduce

tw

o join

ts s

afel

y an

d t

o a

required

qual

ity

stan

dar

d u

sing d

iffe

rent

wel

din

g p

osi

tions

□

Saf

ety:

fire

pre

vention;

acci

den

t pre

vention a

nd r

eport

ing;

risk

as

sess

men

t; m

anual

han

dlin

g;

chec

king c

onditio

ns,

e.g

. gas

lea

ks,

voltag

e an

d a

mper

age,

lea

ds;

per

sonal

pro

tect

ive

equip

men

t (P

PE);

ve

ntila

tion a

nd e

xtra

ctio

n;

closi

ng d

ow

n e

quip

men

t sa

fely

.

□

Wel

din

g p

osi

tions:

to

British

Sta

ndar

d (

BS)

EN

287,

e.g.

flat

(PA

),

horizo

nta

l ve

rtic

al (

PB),

horizo

nta

l (P

C),

ver

tica

l upw

ards

(PF)

, ve

rtic

al

dow

nw

ards

(PG

); w

eldin

g t

echniq

ue,

e.g

. to

rch a

nd f

iller

angle

s fo

r va

rious

posi

tions.

3

Be

able

to p

roduce

jo

ints

to w

eldin

g

stan

dar

ds

3.2

Pr

oduce

tw

o join

ts s

afel

y an

d t

o a

required

qual

ity

stan

dar

d u

sing d

iffe

rent

types

of jo

int

□

Saf

ety:

fire

pre

vention;

acci

den

t pre

vention a

nd r

eport

ing;

risk

as

sess

men

t; m

anual

han

dlin

g;

chec

king c

onditio

ns,

e.g

. gas

lea

ks,

voltag

e an

d a

mper

age,

lea

ds;

per

sonal

pro

tect

ive

equip

men

t (P

PE);

ve

ntila

tion a

nd e

xtra

ctio

n;

closi

ng d

ow

n e

quip

men

t sa

fely

.

□

Join

ts:

pro

duci

ng join

ts u

sing w

eldin

g p

roce

sses

, e.

g.:

□

for

MM

A,

MIG

, M

AG

and c

ore

d w

ire:

a f

illet

and a

butt

wel

d

□

for

TIG

, pla

sma-

arc

and g

as w

eldin

g:

a butt

wel

d a

nd e

ither

a f

illet

wel

d

or

an a

uto

gen

ous

wel

d (

without

fille

r w

ire)

.

□

Mat

eria

l: t

ypes

, e.

g.

carb

on s

teel

, st

ainle

ss s

teel

, al

um

iniu

m;

form

s, e

.g.

pla

te,

sect

ion,

pip

e/tu

be,

shee

t m

etal

les

s th

an 3

mm

thic

k.

□

Qual

ity

stan

dar

d:

min

imum

wel

d q

ual

ity

equiv

alen

t to

the

leve

l giv

en in

the

rele

vant

Euro

pea

n/I

nte

rnat

ional

Sta

ndar

d,

e.g.

BS E

N I

SO

5817 a

nd

BS E

N I

SO

10042;

mee

ting t

he

required

dim

ensi

onal

acc

ura

cy w

ithin

the

spec

ific

atio

n.

Pea

rson B

TEC L

evel

2 C

ertifica

te in M

ilita

ry E

ngin

eering –

Spec

ific

atio

n –

Iss

ue

1 –

Sep

tem

ber

2014 ©

Pea

rson E

duca

tion

Lim

ited

2014

99

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4

Be

able

to p

erfo

rm

des

truct

ive

and

non-d

estr

uct

ive

test

s on

wel

ded

jo

ints

4.1

Pe

rform

tw

o d

estr

uct

ive

and

two n

on-d

estr

uct

ive

test

s an

d r

ecord

the

test

outc

om

es

□

Wel

d t

esting:

safe

ty w

hen

usi

ng t

est

equip

men

t an

d c

hem

ical

s; v

isual

in

spec

tion f

or

def

ects

and irr

egula

rities

; non-d

estr

uct

ive,

e.g

. vi

sual

, dye

pen

etra

nt,

flu

ore

scen

t par

ticl

e, m

agnet

ic p

articl

e; d

estr

uct

ive,

e.g

. m

acro

scopic

exa

min

atio

n,

nic

k bre

ak (

frac

ture

) te

sts,

ben

d t

ests

; non-

ther

mal

spec

imen

rem

ova

l pro

cess

es,

e.g.

han

d s

aws,

pow

er s

aws,

ab

rasi

ve d

iscs

; sp

ecim

en p

repar

atio

n p

roce

sses

, e.

g.

rem

ovi

ng s

lag,

spat

ter

and s

urf

ace

irre

gula

rities

, cl

eanin

g,

deg

reas

ing,

polis

hin

g,

mak

ing s

aw c

uts

in w

elds

to b

e fr

actu

re t

este

d;

typic

al d

efec

ts;

conse

quen

ces

of

def

ects

; re

cord

ing a

nd r

eport

ing o

f w

eld d

efec

ts.


100


Delivery

This unit should be delivered using tutor-led demonstrations followed by practical tasks, during which learners can gain experience of working with appropriate tools and equipment. Underpinning knowledge could be delivered using practical demonstrations supported by classroom based sessions focusing on specific theoretical aspects of the processes used.

Tutors must ensure that learners understand the hazards and safe working practices associated with welding equipment before they are allowed to use the process. Learners should be introduced to the process using a series of graded, formative tasks to enable them to demonstrate their competence before attempting the summative tasks.

Learners should be encouraged to evaluate their performance through formative tasks using a combination of tutor and self/peer assessment. Learners should be provided with appropriate feedback, both formative and summative, to further encourage their development. The early introduction of weld testing in the workshop will encourage discussion and self-assessment, enabling learners to improve weld quality by making adjustments to process parameters.

The learning outcomes are ordered to enable learners to develop an understanding of the fundamental stages involved in the production of welded joints, irrespective of the process used. Job instructions should be written in a logical format, that will lead learners to consider all aspects of the task from safety, selection of tools, equipment and materials, process set-up and operation, through to production and testing of the welded joint.

Summative tasks will assess learners’ competence in the use of the welding process and technique and their ability to control process parameters to produce welds that meet a specified quality standard.

Work-based learners should be encouraged to relate to the processes and techniques used at their place of work and also the wider perspective of welding processes used in industry. Centres should relate tasks to the needs of local industries to prepare learners not currently employed with the appropriate skills and knowledge necessary to enter employment.


Assessment



Achievement of the assessment criteria will require evidence of the production of welded joints in a workshop environment and responses to questions, either oral, written or a combination of both. Observations carried out during practical sessions should evidence the learners understanding of health and safety legislation and safe working practices; however a written description would produce best evidence against this criterion (1.1). In the event of a breach of health and safety or approved safe working practices, the assessment should be terminated.


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Assessment criteria 2.1 and 2.2 must be completed satisfactorily before proceeding with criteria 3.1 and 3.2. It is expected that observation will capture learners’ performance when using these welding processes. On completion of the welded joints, it is recommended that learners carry out the mandatory visual inspection of the weld during 3.1 and 3.2. The outcome from these welding processes should compare with the quality standard required. The requirement for 4.1 can be achieved during or after the practical activities and could be listed as a separate task.

In order to document evidence of practical tasks, centres may wish to consider the use of a logbook or portfolio to record the processes and techniques used. The inclusion of photographic evidence, drawings and a written description of each stage of the task would enable learners to demonstrate their competence with regard to the tools and equipment. Health and safety legislation and working practices relative to the task should be included in each description, as well as references to the safe operation of specific tools and equipment.

Suggested resources

Books

Jeffus L – Welding Principles and Applications (Delmar Learning, 2007) ISBN 9781418052751

Timings R – Fabrication and Welding Engineering (Newnes, 2008) ISBN 9780750666916


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Analysing the welds that they have completed to visually examine the quality of welds and identify weld irregularities

Self-managers Planning and organising their time and resources when selecting the correct tools, equipment and consumables and carrying out welding techniques



Creative thinkers

Continuously exploring the effects of changing welding parameters and techniques

Generating ideas as to the cause of weld defects either by visual examination or destructive or non-destructive testing

Reflective learners

Analysing the outcomes of changing welding parameters and techniques

Visually examining their weld samples for defects and irregularities and understanding their causes


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English


Speaking and listening to peers and those supervising when reviewing the quality of welds produced, and the results of testing


Selecting, reading and using appropriate sources of information during welding tasks, e.g. job instructions, safety instructions, quality

specifications


Describing health and safety legislation and common hazards associated with welding

Planning and justifying the tools and equipment required for welding, and listing consumables

Writing a report to show the results of destructive or non-destructive tests


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13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

● Edexcel: www.edexcel.com/contactus

● BTEC: www.edexcel.com/btec

● Pearson Work Based Learning and Colleges: www.edexcel.com/about-wbl

● books, software and online resources for UK schools and colleges: www.pearsonschoolsandfecolleges.co.uk

Key publications:

● Adjustments for candidates with disabilities and learning difficulties – Access and Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint Council for Qualifications (JCQ))

● Equality Policy (Pearson)

● Recognition of Prior Learning Policy and Process (Pearson)

● UK Information Manual (Pearson)

● UK Quality Vocational Assurance Handbook (Pearson).

All of these publications are available on our website.

Publications on the quality assurance of BTEC qualifications are available on our website at www.edexcel.com/btec/delivering-BTEC/quality/Pages

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/publications/Pages

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources/publications/Pages


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14 Professional development and training

Pearson supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered on our website: www.edexcel.com/resources/Training.

The support we offer focuses on a range of issues, such as:

● planning for the delivery of a new programme

● planning for assessment and grading

● developing effective assignments

● building your team and teamwork skills

● developing learner-centred learning and teaching approaches

● building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/resources/Training. You can request centre-based training through the website or you can contact one of our advisers in the Training from Pearson UK team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We also host some regional network events to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region.

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments.

To get in touch with our dedicated support teams please visit: www.edexcel.com/contactus

Your Pearson support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our Pearson support team to help you whenever – and however – you need:

● Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert – at: www.edexcel.com/Aboutus/contact-us/Pages

● Ask the Expert: submit your question online to our Ask the Expert online service www.edexcel.com/aboutus/contact-us/ask-expert/Pages and we will make sure your query is handled by a subject specialist.

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September 2014 For more information on Edexcel and BTEC qualifications please visit our websites: www.edexcel.com and www.btec.co.uk BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121

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