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

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Scheme of Work

AQA Level 3 Technical Level Engineering Page 1 of 15

Tech-level in Engineering – Scheme of Work

AQA Level 3 Technical Level Engineering:

• Design Engineering

Unit Name: Design Engineer Project Management

Unit type:Centre assessed and externally quality

assured

Guided Learning hours: 90

Guidance Notes:

This SOW illustrates how the unit content could be delivered using a three term, 10 weeks per term, approach. Consideration should be given to the content in other units within this qualification when planning your unit and lessons – the content in some units for example would benefit from being covered prior to others – especially the knowledge and theory elements contained within the externally assessed units.

Within this unit, learners will be presented with opportunities to successfully evidence the transferable skills of Communication (unit grading criteria P13 and P14) and Research( P3) to the required standard in order to achieve the qualification. The required standards and associated recording documentation for all transferable skills covered within this qualification can be found at aqa.org.uk/tech-levels/transferable-skills

It is important that sufficient time is spent developing this skill and that teachers familiarise themselves with the AQA Technical Level standard for team working. See Appendix A of the specification for more information about transferable skills.

This unit would logically be taught at the end of the course and there are opportunities for learners to demonstrate synoptic knowledge and learning from those other units in their evidence for this unit. The assessment amplification section within the unit in the specification identifies where the centre should consider opportunities for synoptic learning and assessment.

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Scheme of Work

Week No. Specification Reference Assessment Outcome Key Learning Objectives

Learning Activities and Resources

Stretch and Challenge in RED (to be enhanced by unit teacher as appropriate for learner group)

Plenary How will learner progress be checked? Evidence Requirements? Embedding or Contextualising (opportunities for skills development) Maths in PURPLE English in GREEN Transferable Skills in ORANGE Autumn Term 1 Application of project management techniques to design engineering problems Project Planning Techniques

Teacher introduction to the unit.

Case study household mechatronics example: assembling a clothes drier. As a group the learners should watch an introductory video of a drier being assembled and focus on how some activities cannot start until another has been completed.

A possible resource to support this activity: https://www.youtube.com/watch?v=3STif5Vflk0).

Now working in groups the learners should identify all the key activities required to assemble a drier. With discussion the activities must then be categorised into Hands Off (activities that cannot be started until another has been completed) or Resource dependencies (activities using the same tools) and assess the likelihood of a risk, or something going wrong, during each activity.

The group should now sequence the activities into a critical path. They should prepare a presentation of their findings to share with the group.

Learners could also identify whether the critical path can be reversed successfully to disassemble the drier.

Homework activity: Individual learners should research the

similarities between lean and agile project management, explaining

Learner presentations of their critical paths Opportunity to demonstrate verbal communication skills when working together

Speaking and listening skills used in the presentation An understanding of applied planning is an outcome of the activity Problem solving shown with planning of critical path

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Scheme of Work

how these approaches would affect the tyre changing activity. 2 Application of project management techniques to design engineering problems Monitoring and supervision techniques

Introduction by the teacher on using the supervisory and

management techniques of delegation, giving instructions and advice (a possible resource for this activity: http://www.rmmagazine.com/) using a short case study highlighting what can go wrong.

Guided group discussion to identify alternatives to techniques used in short case study. Also discuss and compare the different risks to people management and project management by using each of the supervisory techniques and how these can be reduced.

Case study: Learners to be provided with an engineering case study of an real world project, highlighting how a supervisor discusses what is required to complete a project with a group of workers.

Learners discuss in pairs the risks to the project if the supervisory techniques of listening, taking responsibility, giving praise and setting achievable tasks are not used, giving examples of how the project timings and outcomes will be altered.

Learners could also identify how and when they will use these supervisory techniques during their project.

They should prepare a presentation of their findings to share with the group. Learner presentations of their findings with peer feedback Speaking and listening skills used in the presentation. Industry context provided by use of the case study 3 Application of project management techniques to design engineering problems Project Planning Reporting and communication techniques

Introduction by the teacher on Project Planning and what it entails – illustrated with an example taken from industry if possible.

Introductory example should identify ways of planning a project that involves solving design problems.

Learners should design an initial project plan that requires the design of an engineered product as the solution.

As a group learners should:

Review of the different types of documentation created during the design of the project plan

Industry context provided by use of the case study

Opportunity to demonstrate verbal communication skills when working together

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• Discuss the basic concept behind the plan • brainstorm ideas and

• display these as a mind map

Learners to report on the different methods used to display the project plan.

Group plenary to be used to review the different types of

documentation created during the design of the project plan, which may include: notes, sketches, drawings, lists, mind maps and flow diagrams.

Speaking and listening skills used in the group

discussion and presentation

An understanding of applied planning is an outcome of the activity Problem solving shown with creation of a project plan 4 Application of project management techniques to design engineering problems

Project Planning Teacher to introduce Gantt charts as a method of planning and scheduling a project and show how they can be linked to critical path methods (week 1) and resource planning and costing (week 6). (possible visual resources:

https://www.youtube.com/watch?v=dDetfOCCMQo and https://www.wrike.com/blog/critical-path-is-easy-as-123/).

Using a provided case study, learners to individually complete an outline Gantt chart (where the tasks have already been identified) and show the critical path, floating tasks and tasks happening in parallel.

Is there one correct critical path? What happens to task completion order if resources are shared, or a resource fails?

Learners to prepare an individual research plan to investigate other long-term planning and scheduling techniques, to include:

• planners • flow charts

• project management software

Peer review of the research plans

Industry context provided by use of the case study

Speaking and listening skills used in the presentation of homework An understanding of applied planning is an outcome of the activity

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Scheme of Work

5 Assignment (P1/P2/M1/M 2/D1)

Assignment (P3)

Learners to write an essay that:

• Describes project management techniques

• Compare and contrast different project management methodologies

• Select and justify an appropriate project delivery methodology • Identify four supervisory techniques

The time allocated for this assignment is 1.5 hour.

Learners to participate in group discussion/brainstorming and/or individual mind mapping to inform individual project design concepts. The final choice of project should be left to the learner but must be relevant to mechatronics, for example designing a mechatronics system, and can be influenced by obtaining an industrially sourced design project from links with industry.

The time allocated for this assignment is 1.5 hour.

Summative assessment

6 Assignment (P4)

Teacher to arrange a visit to a university and its library to enable all learners to investigate further the concept ideas they generated in week 4.

The learners are expected to make use of technical journals or other publications and symposium reports and note their use in a

bibliography.

During the visit there should be an opportunity for learners to interview engineering subject experts and gain their opinions about the concept ideas.

The time allocated for this assignment is 3 hours.

7 Project planning

Budget Planning and Control and

Working in pairs, learners are to identify the resources available to them within their school/college to enable them to complete their

Group

discussion on

Understanding and choosing the correct

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Resource allocation

projects.

Using sheets pre-printed with the headings: large machinery other equipment manpower workshops other rooms other resources

Learners should identify and name specific resources available to them, when these are available and whether any booking is required. This activity may involve questioning school personnel and

investigating other areas of the school/college.

Group activity: the teacher should then introduce the idea of direct and hidden costs for the use of any resource and then lead a group discussion to identify and estimate the unit cost for the main

resources discovered during the pair exercise.

Discuss the idea of sharing resources to share costs and how this could be applied in practice to their projects.

Group discussion should be extended to recognising and planning for contingencies and how this develops the budget.

contingencies mathematical method to estimating and calculate costs

Speaking and listening skills used to question and interact with school personnel

Opportunity to demonstrate verbal communication skills when working together and in the group discussion Sharing resources and negotiation skills 8 Project planning Stakeholder analysis

Teacher to introduce the concept of stakeholders.

Whole group activity: teacher to facilitate a group brain storming session to identify stakeholders for design projects. (possible resource to support this activity:

https://www.truesolutions.com/pdf/identify_stakeholders.pdf). Teacher to introduce power/interest grid mapping (possible

resources: http://stakeholdermap.com/stakeholder-analysis.html and accompanying video

http://stakeholdermap.com/stakeholder-Peer and teacher review of the stakeholder interest grids Context will be determined by the case study Stakeholders: link to unit 4 Engineering Design Opportunity to demonstrate written

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Scheme of Work

analysis/stakeholder-analysis-video.html).

Case study: working in pairs, learners to map the interests of stakeholders in a mechatronics design project using a pre-printed grid supplied to each learner. Each pair to report their findings to the group.

Individual activity: Learners to research methods that can be used to identify stakeholder needs, and answer: What questions can we ask to identify what they need? How can we measure that their needs have been met? And far can technical and commercial requirements be integrated?

communication skills in the creation of the stakeholder grid Opportunity to demonstrate verbal communication in the brainstorming Measuring stakeholder needs have been met: link to Unit 3 Mathematics for engineers – using statistics 9 Project planning

Risk planning and Test planning

From week 8 individual activity: learners to present their findings to the group.

Teacher to introduce risk and test planning and the production of a test plan using quality assurance and final testing documentation – highlighting the links between identifying risks to a project and identifying elements within the project to be tested.

Learners to be supplied with a project plan for the design of an engineering product. Working in pairs the learners are to identify potential risks to project and produce a test plan for the product that integrates the risks, tests each component of the design, their integration and any necessary regulatory tests. They must present their findings to the class.

Learners to present the outcome of their individual research Speaking and listening skills used to question and interact with learners presenting their findings

10 Assignment (P5/M3/M4)

Learners to produce an effective plan for their project. They must justify their resources and interpret commercial, technical, and stakeholder requirements.

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Scheme of Work

Spring Term 11 Design engineering project consideration s Estimating costs of materials

Teacher to introduce the concept of costing materials (possible resource:

http://www.open.edu/openlearn/money- management/management/business-studies/planning-project/content-section-9.5) and defining the term estimate.

Pair activity: learners to be given a partly completed Bill of Materials (BoM) and a Product Design Specification for an example

mechatronic design project. Using parts and materials suppliers catalogues the learners should complete the BoM identifying any materials not already listed, estimate how much is required for materials/parts not completed, identify/estimate unit costs and also identify storage and transport costs. They should consider the cost of manufacturing a subassembly using different processing techniques and the cost of using bought-in components to create an assembly. They could also identify strategies to estimate costs when no direct, or up-to-date costs for specific materials or parts are listed.

Guided group discussion: Using one part listed on the Bill of Materials the learners should discuss whether legal requirements, standards and maintenance requirements could affect the decision about manufacture or purchase, with specific reference to using reconditioned or recycled materials and safety factors.

Review of completed Bill of Materials

The engineering context of this task is based on the example used

Costing and

estimating strategies require the use of maths skills

Speaking and listening skills will be used to

communicate with their partner in this activity

Costing materials and legal considerations: link to unit 4

Engineering Design Bill of Materials: link to unit 6 Design visualisation 12 Design engineering project consideration s Tool and equipment selection

Teacher to introduce the concept of relevant tool and equipment selection and how it influences the project plan.

Pair activity: learners to be given a partly completed table comparing costs of tool use and downtime for an example engineering design project. Using various manufacturers tool usage costs the learners should complete the table identifying any tools not already listed, calculate/estimate remaining tool costs and costs of downtime. Using the completed table learners should identify the most cost efficient manufacturing processes. Review of completed table of tool costs The engineering context of this task is based on the example used

Costing requires the use of maths skills

Speaking and listening skills will

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Learners to work in pairs to plan the manufacturing process route for the engineering product.

Whole group discussion on the planning of manufacturing facilities – whether the project plan should influence its design on a short-term or long-term basis.

be used to

communicate with their partner in this activity 13 External consideration s Assignment (M5)

PEST analysis Teacher to introduce PEST analysis (possible resource: http://www.marketingteacher.com/pest-analysis/).

Using a supplied example mechatronic design problem, learners to work in pairs to determine political, economic, social and

technological influences that could affect the project and the subsequent commercial viability of the product.

Pairs to present their PEST analysis and PEST tables to the rest of the group.

Individual learners to identify any environmental and geographical considerations that could apply.

Learners to complete a PEST analysis for their own project. The time allocated for this assignment is 1 hour.

Learner presentations of analyses Summative assessment Context will be determined by the case study Written communication skills evidenced by the production of a PEST analysis Link with SWOT analysis in unit 4 Engineering Design

14 Project Implementati on

Visit to the shop floor of an engineering company.

Employer to show learners how they approach the manufacture of an item and identify quality control points within the production schedule. Explaining to learners how inspection techniques are carried out with demonstrations of appropriate measurement devices should also form part of the visit.

Evaluation of the questions asked by the learners Context will be determined by the company visited Speaking and listening skills used to question and interact with the personnel from the company

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Scheme of Work

engineering projects

business considerations

standards as used in the engineering industry and relate the already familiar concept of health and safety in the workplace (Health and Safety at Work Act, Control of Substances Hazardous to Health (COSHH) Regulations) and show how it directly relates to the design of products through the choice of materials, parts and manufacturing constraints influenced by the design.

Learners to work in pairs and analyse an engineering product to identify materials and parts, and also identify which legislation and standards apply to the design and why they are necessary. Each pair will share their findings with the main group.

Whole group discussion on whether the manufacture of the analysed product would be constrained by its legal requirements.

present the outcome of their paired activities to the group the engineering context is an outcome of the research activity Speaking and

listening skills used in the presentation 16 Design engineering project consideration s Engineering specifications

Introduction by the teacher on engineering specifications and working instructions, and what they contain – illustrated with an example taken from industry if possible.

Introductory example should identify ways of selecting manufacturing processes and process routes.

Learners should carry out an analysis of a problem that requires the design of an engineered product as the solution. Learners should identify:

• physical size/dimensions and ergonomic considerations • market place positioning

• production quantities • product use and function • styling/aesthetics

• operation and performance

• product life and reliability, including maintenance needs • engineering system(s) • power Whole group discussion – summary of key points The engineering context of this task is based on the example used – this could be based on the activities of a local company

Costing requires the use of maths skills

Speaking and listening skills will be used to

communicate with their partners in this activity

This could link to unit 4 Engineering Design

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• materials and parts selection, including costing estimates • manufacturing constraints

• legal, ethical and safety considerations

Whole group discussion on what manufacturing facilities would be required to produce the design's components and assemblies.

17 Assignment (P6/P7/P8/M 3)

Learners to write an Engineering Working Instruction for their design. They should explain why the resources have been selected and justify their cost, and outline the main elements of any relevant legislation, codes of practice and industry standards.

Summative assessment 18 Managing engineering projects Project Implementation

Introduction by teacher on elements of project implementation using an engineering case study to highlight specific methods to manage projects and resources and choices made in distributing information to stakeholders.

Learners to work in small groups to discuss alternative: • methods to manage the project

• use of resources (e.g. equipment, tools, materials) and techniques

• techniques to measure the Quality Assurance of the project outcomes

• methods to distribute information to stakeholders

• methods to test the project outcomes against the initial design Learners to note their discussions and decisions using mind maps. Each group to present their findings to the rest of the group. What choices produce the most effective and efficient method of

implementing the project?

Learner presentations and review of mind maps

The engineering context of this task is based on the example used – this could be based on the activities of a local company Speaking and listening skills used to question and interact with learners presenting their findings

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Scheme of Work

19 Managing engineering projects

Project Monitoring Teacher to introduce project monitoring and produce a series of fact sheets on quality checking methods; measuring and recording project costs, safety and other data and updating project records. Learners to complete individual research to find specific examples used in industry of:

• measurement techniques • performance testing

• measuring and control project costs • measure and manage safety

• recording and analysing data or performance records • recording project goals and milestones

Learners to share findings with the group

Learners could be allocated specific industry sectors, to give a context Research techniques Speaking and

listening skills used to share their

findings with the group 20 Managing engineering projects Project maintenance

Learners to undertake a series of mini tasks related to a fictional engineering project that requires them to:

• identify corrective actions to address problems • identify risks

• identify project adjustments to correct errors and remove risks • how they update the project plan

• and the best method of communicating changes to project stakeholders

Learners to record the outcomes in a series of summary sheets in tabular form

Completion of summary sheets

The engineering context of this task is based on the example used – this could be based on the activities of a local company Opportunity to demonstrate verbal communication skills when working together Summer Term 21 Project Monitoring Assignment (M7) Project monitoring and evaluation

Teacher presentation of Key Performance Indicators explaining how they are used:

• to monitor specific project variables (cost, effort, scope, etc.) • to monitor the progress of a project

• evaluate the final design against the P.D.S. Learners to summarise in tabular form.

Summative assessment Quantification of the properties and dimensions of the components Written communication skills used in

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Learners to discuss alternative methods to evaluate their projects and identify at least two alternative methods to:

• compare target project outcomes against the engineering specification

• compare actual project outcomes against the engineering specification

• obtain customer/stakeholder and expert feedback Learners to research how they will obtain customer/stakeholder feedback and design any feedback questionnaires used or arrange stakeholder meetings.

The time allocated for this assignment is 1.5 hour. 22 Project

Outcomes

Benefit Analyses Overview by the teacher on cost–benefit analysis and value benefit analysis (possible resource:

http://www.tutor2u.net/economics/revision-notes/a2-micro-cost-benefit-analysis.html).

Guided group brain storming: for a given case study of an engineering design where the development costs are shown, learners to identify benefits obtained from manufacturing the item and estimate a monetary value to each benefit. By comparing costs, learners should then decide if there is case to be made for putting the design into full production.

Individual group discussion Summative assessment The engineering context of this task is based on the example used – this could be based on the activities of a local company

Cost benefit analysis requires the use of maths skills

Evaluating project outcomes: link to unit 2 Mechanical systems 23 Assignment

(P9-P11/M6/D2)

Learners to carry out their project independently. The time allocated for this assignment is 12 hours.

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Scheme of Work

24 Assignment continued

As for week 23 As for week 23 As for week 23

27 Assignment (M7)

Assignment (P12/D3)

Learners respond to feedback on their design and demonstrate how it has been used.

The time allocated for this assignment is 1 hour. Learners to write an evaluation of their project. The time allocated for this assignment is 2 hours.

28 Assignment (P13)

Learners to produce a technical report of their project. The report should make reference/include:

• logbook/diary records of all events

• drawings/circuit diagrams, sketches, charts, graphs • use CAD or DTP as appropriate to present findings The time allocated for this assignment is 3 hours.

Technical reports: link with unit 4

Engineering Design and unit 7 Advanced design for manufacture 29 Communicati ng Project Outcomes Planning a presentation

Learners to research different methods to present project outcomes and include:

• alternative presentation formats

• style, language and vocabulary choices to suit an audience • how to deliver technical information to an audience including

engineers and non-engineers

Class and homework: plan the presentations

Planning sheets

Independent research

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(P14) audiences.

Learners to present their project evaluation to the second of two audiences.