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Edexcel is one of the leading examining and awarding bodies in the UK and throughout the
world. We provide a wide range of qualifications including academic, vocational, occupational
and specific programmes for employers.
Through a network of UK and overseas offices, Edexcels centres receive the support they need
to help them deliver their education and training programmes to learners.
For further information please call our Customer Response Centre on 020 7393 4500, or visit
our website at www.edexcel.org.uk
Authorised by Sue Parker
Publications Code B007256
All the material in this publication is copyright
Edexcel Foundation 2000
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1 About this guidance
1 Rationale
1 Aims
2 Professional recognition
2 Related qualifications
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3 Access
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3 Programme design
4 Unit design
4 Centre choice of units
5 Language units
5 Programme structure
11 Unit structure
11 Common Skills
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12 Balancing studies
12 Part-time programmes
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14 Grading Higher National units
14 Using grade descriptors
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B007256 Guidance and units BTEC Higher National in Marine Engineering Issue 1 August 2000
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This guidance gives centres advice and recommendations which will enable them to manage
and implement the BTEC Higher National qualifications in Marine Engineering.
The BTEC Higher National awards operate within Edexcels overall policy, and national control
of standards is ensured by requiring organisations to work within these guidelines and to follow
approval and verification procedures. Within the required structure, centres can design
programmes that are tailored to meet the specific needs of employers and students.
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This guidance replaces the 1987 BTEC Higher National Engineering guidelines 07-058-7,
centres can design programmes that are tailored to meet specific needs and areas of coverage.
New submissions leading to the named BTEC Higher National Certificates and Diplomas in
Marine Engineering must be validated using these new guidelines. All centres must gain
approval under this new guidance for programmes beginning September 2001. However,
centres should consider implementing these new specifications sooner than this to comply with
the Third Edition of the Engineering Councils policy statement Standards and Routes to
Registrations (SARTOR) that came into force in September 1999.
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BTEC Higher National provision in Marine Engineering is designed to provide:
national qualifications, with detailed common standards recognisable to centres, students
and employers
guidance for centres with their own quality assurance procedures
a focus on practical knowledge and skills
a common core of study
the opportunity to preserve and build up existing good practice
compatibility with feeder qualifications
a response to changing training and educational needs
a preparation for employment
progression to degree programmes
flexible approaches within a national framework
unit grading.
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BTEC Higher National programmes in Marine Engineering should be designed to meet one or
more of the following aims:
to provide preparation for a range of technical and management careers in marine
engineering sector
to provide specialised studies which are directly relevant to individual vocations and
professions in which students are currently working or in which they intend to seek
employment
2
to enable students to make an immediate contribution in employment
to provide flexibility, knowledge, skills and motivation as a basis for progression to
graduate and postgraduate studies
to develop a range of skills and techniques, personal qualities and attitudes essential for
successful performance in working life.
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The BTEC Higher National qualifications in Marine Engineering have been developed in
conjunction with IMarE, MCA and MNTB with career progression and recognition by
professional bodies in mind. It is essential that students gain the maximum benefit from their
programme of study. Consequently we have added value to their qualification by acquiring
recognition from the Engineering Councils Standards and Routes to Registration (SARTOR)
requirements, in particular the standards and requirements of the Institution of Marine
Engineers.
Further details of professional body recognition and exemptions are contained in the publication
BTEC Professional Recognition Directory (publication code W001071).
o~ ~~
Through the study of the core and relevant option units students will cover much of the
underpinning knowledge, skills and understanding for the relevant NVQ level 4 units in Marine
Vessel Engineering, and requirements tables A-III/1, A-III/2 and A-III/3 of Chapter 3 of the
STCW Code (STCW 78 as amended in 1995).
The overall structure of OSCEng Higher Level Standards: Functional Map, and an illustration of
how the BTEC Higher National units link to these standards are provided in Annex D, and links
to MNTB/Seafish Occupational Standards (Marine Vessel Engineering, 300 Series) are
provided in Annex E.
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Any centre wanting to run a BTEC Higher National programme in Marine Engineering should
consider:
the needs of the market in terms of individual students, local or regional employers,
sponsoring agents and relevant National Bodies eg MCA, MNTB
the statutory requirements of the Maritime and Coastguard agency, the UK regulatory body
for the Merchant Navy
the requirement for recognition by, the Engineering Council, as specified in Standards and
Routes to Registration and in particular the standards and requirements of the Institution of
Marine Engineers (see Annex A for current recognition of BTEC Higher Nationals)
the structure, content, delivery and assessment methods which will be needed to achieve
programme outcomes in a motivating way
whether they wish to add centre-devised option units
the students employment background and work-based learning programmes to enhance
delivery and relevance
the review mechanisms needed to ensure programmes take account of changing needs
progression to degrees, NVQs and professional qualifications.
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The fundamental principles of Edexcels policy are:
qualifications should be available to everyone who is capable of reaching the required
standards
qualifications should be free from barriers which restrict access and progression
equal opportunities exist for all.
Nevertheless it is the responsibility of the centre to recruit with integrity. Centres should
therefore:
provide applicants with appropriate information and advice
identify applicants needs
select on the basis of each applicants previous qualifications and experience.
BTEC Higher National programmes are intended primarily for those who are in, or plan to
enter, employment and who have reached the minimum age of 18. Students who enter with at
least one of the following qualifications are likely to benefit more readily from the programme:
an Edexcel Advanced GNVQ in Engineering
BTEC National Certificate or Diploma in an engineering discipline
at least one GCE A level pass, with appropriate supporting passes at GCSE grades A, B or
C in an appropriate science or technology subject.
For some BTEC Higher National programmes more specific requirements are normally
expected (eg prior study in a particular field, or more focused additional GNVQ units). Previous
achievements may be recognised through the Accreditation of Prior Learning (APL). This was
introduced by BTEC in 1990 to ensure that outcomes achieved by an applicant, whether through
experience or through other qualifications, can be identified, authenticated and accredited
against the qualification specification without the need for repetition. Any student able to
demonstrate that all the requirements for one or more units are met should be credited with that
achievement and be eligible for certification.
No time limit is placed by Edexcel on the completion of an individual programme, up to the
normal Edexcel registration period of five years (which is itself renewable). Students may, if
they wish, take only parts of a qualification for separate accreditation and certification.
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In order to achieve the programme aims, centres should devise a structured learning experience
to deliver the qualification outcomes.
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Centres are encouraged to anticipate change and, where appropriate, to combine disciplines
which may have been disparate and unconnected in the past.
Although units are designed to be free-standing, centres are encouraged to be innovative and to
design programmes which allow integration and flexibility within and across the unit-based
outcomes.
4
Option units have been designed to enable centres to develop programmes of study which focus
on design, operations or maintenance of marine vessels.
Progression opportunities now exist for students who wish to move on to first-degree level
studies with entry, dependent on qualifications and/or experience, direct to the second or third
year. Centres are urged to respond positively to such initiatives, and to work closely with
degree-awarding institutions to promote the ease of transfer from one learning programme to
another. To help facilitate this, centres need to base their programmes of study on learning
experiences which are broadly compatible with the first and/or second years of degree study,
while maintaining the essential characteristics of BTEC Higher National qualifications.
The BTEC Higher National Marine Engineering programme will normally be designed to last
for two years, although the programme for individual students may vary from this.
Programme design and delivery should reflect the balance of skills and knowledge needed to
perform engineering tasks competently. Centres should take care to balance and integrate theory
and practice, to ensure that the qualification supports both career prospects and educational
progression.
The core is mandatory and common to both the BTEC Higher National Certificate and Diploma.
It provides a foundation for developing specialisms through choosing appropriate option units.
In order to provide a particular focus, centres may choose units contained in this publication or
other appropriate existing Edexcel or centre-devised units.
Licensed centres wishing to use the named award titles must design the programme(s) within
the specified structure.
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The BTEC Higher National qualifications consist of standard unit templates which include
clearly defined outcomes and content, robust assessment criteria and clear grading criteria
ensuring standards, credibility and rigour.
The qualifications consist of units which have a notional level indicator of H1 or H2, indicating
the relative intellectual demand, complexity and depth of study, and learner autonomy.
At H1 level the emphasis is on the application of knowledge, skills and understanding; use of
conventions in the field of study; use of analytical skills and selection and organisation of
information.
At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,
theories and practices; greater specialism in the field by study; and an increasing independence
in systematic enquiry and analysis.
In designing programmes of study to fulfil progression arrangements centres have flexibility in
selecting appropriate combinations of H1 and H2 units for the option pathways.
All units are designed to recognise the importance of the development of skills through the
integration of Common Skills.
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Centres applying to offer BTEC Higher National qualifications may include, in the option
pathways their own choice of units. This flexibility is limited to a total of four units at the
Diploma level and up to two units at the Certificate level.
Centre choice may be based on:
appropriate units from other BTEC Higher National vocational areas
proposals for units submitted to Edexcel to meet regional needs
an appropriate language unit.
5
Centre choice of units must demonstrate their contribution to the coherence of the qualification
and will be subject to approval.
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Students undertaking a language unit must select the level of language learning appropriate to
their language ability (Beginner/Intermediate/Advanced levels) and may undertake only one
language unit with this BTEC Higher National.
Language units affords students the opportunity to acquire skills in a new language or develop
existing language skills. Further language study is possible at different levels, to supplement
this programme through free standing BTEC National Language Standard Levels 1-5 (NVQ)
units.
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The qualification comprises:
core units:
there are six core units which are common to the BTEC Higher National Certificate and
BTEC Higher National Diplomas
option units, which may be selected from:
specific clusters relevant to students specialising in design, operations and maintenance,
of marine systems and equipments
a selection of units to meet the required Maritime Coastguard Agency profile for
Certificate of Competency, for exemption purposes
a cluster of units which are applicable to more than one specialism
appropriate centre-devised option units.
All programmes must include the development and assessment of Common Skills as detailed in
the Common Skills and Core Themes General Guidance (May 1992). Other guidance and help
for Common Skills development can be found in Common Skills and Core Themes
Implementation Guidance (May 1992). For a summary of Common Skills outcome statements,
see Annex C.
In addition to the Edexcel-devised option units, centres may wish to seek approval for other
options which offer additional specialisation, further breadth, and/or meet local needs. These
centre-devised units have to be submitted to Edexcel as part of the approval system. A clear
justification for their need must be provided (including consultation with employers or
professional bodies). They must be specified in the same format as the Edexcel devised core and
option units (see Unit structure).
BTEC Higher National programmes are structured in the following way:
an HND has a unit value of 16, comprising 6 core and 10 option units
an HNC has a unit value of 10, comprising 6 core and 4 option units
BTEC Higher National programmes now have standard unit templates which include clearly
defined outcomes and content, robust assessment criteria and clear grading criteria ensuring
standards, credibility and rigour.
The tables on the following pages show the minimum requirements for the Marine Engineering
qualification, and illustrate possible programme structures for relevant engineering specialisms
covered in phase 2 development of Higher National Engineering qualifications.
6
Figure 1 Minimum requirements for the Higher National Marine Engineering qualification
Higher National Certificate Higher National Diploma
Core H level units Business Management Techniques
Analytical Methods for Engineers
Engineering Science
Engineering Design
Project
Plant & Process Principles
Common Skills In 7 areas
Option Units
(specific clusters
relevant to students
specialism)
4 10
Total Unit Value ** 10 16
Engineering
Applications ***
EA1 & EA2
EA1 must be completed by the end of the course
EA2 must be fully integrated in the course
Health, safety and environmental issues are important and must be incorporated throughout
Higher National Engineering programmes.
* See Annex B for a summary of Common Skills outcome statements.
** All H level units, except for the language unit.
*** See Annex C for a description of Engineering Applications.
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Unit 1: Business Management Techniques H1 (21716P)
Unit 2: Analytic Methods for Engineers H1 (21717P)
Unit 3: Engineering Science H1 (21718P)
Unit 4: Engineering Design H1 (21719P)
Unit 5: Project H2 (21720P)
Unit 6: Plant and Process Principles H1 (21725P)
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Unit 7: Fluid Mechanics (21772P)
*Unit 8: Mechanical Principles (21722P) H1
Unit 9: Applications of Pneumatics and Hydraulics (21746P) H1
Unit 10: Introduction to the Machine Tools (21784P) H1
Unit 11: Electrical, Electronic and Digital Principles (2170P) H1
Unit 12: Digital and Analogue Devices and Circuits (8683R) H1
Unit 13: Combinational and Sequential Logic (8685R) H1
Unit 14: Instrumentation & Control Principles (4635R) H1
Unit 15: Marine Electrical Systems (151S) H1
Unit 16: The Applications of Power Systems (8577R) H1
Unit 17: Microprocessor Systems (21794P) H1
Unit 18: Radio Communication Engineering (9527M)
Unit 19: Marine Engineering Thermodynamics (1516S) H2
# Unit 20: Marine Propulsion & Power Systems (1517S) H2
*Unit 21: Marine Engineering Mechanics (1518S) H2
# Unit 22: Marine Propulsion Systems (1519S) H2
Unit 23: Electronics (21762P) H2
Unit 24: Operation and Maintenance of Electrical Plant (1520S) H2
Unit 25: Marine Auxiliary Plant (1521S) H2
Unit 26: Marine Engineering Management (1522S) H2
Unit 27: Naval Architecture for Marine Engineers (1523S) H2
Unit 28: Condition Monitoring & Fault Diagnosis (21756P) H2
Unit 29: Satellite Communication Systems (8842R) H2
Unit 30: Control Systems and Automation (8686R) H2
Unit 31: Managing the Work of Individuals and Teams (2176P) H2
Note
* Only permitted to choose either unit 8 or unit 21
# Only permitted to chose either unit 20 or unit 22
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Figure 2 Illustration of programme structures for the four Phase 2 Engineering specialisms
Aerospace Engineering Manufacturing Engineering Plant and Process Engineering Automotive Engineering

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Business Management Techniques
Engineering Science
Engineering Design
Project
Aircraft Systems Principles
Engineering Science
Engineering Design
Project
Planning & Scheduling Principles
Engineering Science
Engineering Design
Project
Plant & Process Principles
Engineering Science
Mechanical Principles
Project
Vehicle Engineering Principles

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Introduction to Aerodynamics
Further Aerodynamics
Automatic Flight Control Systems
Measurement & Testing
Communication & Navigation
Aircraft Fluid Systems
Further Aircraft Fluid Systems
Aircraft Structural Integrity
Aircraft Propulsion Technology
Integrated Flight Instrument Systems
Gas Turbine Science
Electrical, Electronic & Digital
Manufacturing Processes
Introduction to Machine Tools
Advanced Machine Tools
Manufacturing Electronic products
Advanced Computer-Aided Design Techniques
Material Handling
Industrial Engineering
Purchasing for Engineering Manufacture
Advanced Manufacturing Technologies
CAD/CAM
Computer-Aided Machining
Further Analytical Methods for Engineers
Plant Technology
Plant Maintenance & Management
Applications of Pneumatic & Hydraulics
Industrial Plant Services
Computer-Aided Plant Design
Plant Operation & Performance
Energy Management
Health & Safety & Risk Assessment
Condition Monitoring & Fault Diagnosis
Quality Assurance & Management
Purchasing for Engineering Manufacture
Engineering Thermodynamics
Computer Applications in Motor Industry
Fault Diagnosis & Repair
Vehicle Electrical & Electronic Systems
Vehicle Microprocessor Systems
Advanced Vehicle Technology
Plan & Co-ordinate Vehicle Maintenance
Vehicle Damage Assessment
Accident Reconstruction
Vehicle Parts Management
Managing Work of Team & Individuals
Electronics
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Principles
Microprocessor Systems
Materials Engineering
Engineering Thermodynamics
Further Analytical Methods for
Engineers
Engineering Mathematics
Project Management
CAD/CAM
Programmable Logic Controllers
Robot Technology
Statistical Process Control
Design for Manufacture
Project Management
Vacuum Systems
Semiconductor Fabrication Processes
Safety & Cleanroom Protocol
Silicon & Semiconductor Device Properties
Assessment of Semiconductor Devices
Electrical & Electronic Principles
Electronic Computer-Aided Design
Health and Safety & Risk Assessment

Heat Transfer & Combustion
Utilisation of Electrical Energy
Fluid Mechanics
Vacuum Systems
Semiconductor Fabrication Processes
Safety & Cleanroom Protocol
Silicon & Semiconductor Device
Properties
Assessment of Semiconductor Devices
Electrical & Electronic Principles
Project Management
Engineering Systems
Measurement & Testing
Microprocessor Systems
Control Systems & Automation
Electronic Computer-Aided Design
Engineering Design
Robot Technology
Design for Manufacture
CAD/CAM
Project Management
Materials Handling
Industrial Engineering
Managing Quality & Customer Interface

Six core units plus four option units from the appropriate list for each Higher National Certificate
Six core units plus ten option units from the appropriate list for each Higher National Diploma

11
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All units are defined in terms of guided learning hours. This means all times when a member
of staff is present to give specific guidance towards the qualification or module being studied on
a programme. This includes lectures, tutorials and supervised study in, for example, open
learning and learning workshops. It does not include hours where supervision or assistance is of
a general nature and is not specific to the nature of the students.
Each unit requires approximately 60 guided learning hours.
Each unit is a set of learning outcomes, with associated content, measures and guidance. To
achieve the unit all outcomes must be met by the student. Each unit is specified in the following
way:
unit title, value, level, code
description of unit a description of the overall purpose of the unit
unit outcomes what the student must achieve in the unit
content an indication of the depth and breadth of knowledge, skills and understanding that
should be provided to support the achievement of the outcomes
assessment criteria statements of what the student must be able to do, know or understand
to achieve each outcome
guidance on generating evidence, links, resources, delivery etc
Proposals for centre choice units to meet regional needs must be specified in an outcome format,
similar to that of the Edexcel-devised core and option units and included in the submission for
approval.
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Currently all BTEC Higher National qualifications are required to include Common Skills.
These are transferable skills which play an essential role in developing personal effectiveness
for adult and working life, and in the application of specific vocational skills. They provide a
foundation for continual learning to enable and empower individuals who, inevitably, face a
series of choices in work, education and training throughout their life.
As the structure of industry and commerce continues to change more rapidly than ever before,
with new products, services, technology, work roles and settings, all employers and employees
need these Common Skills to enable them to adapt and respond creatively to change.
Consequently the patterns of training and education should reflect the need for a more flexible
working population.
Centres may also wish to assess and certificate students in the new QCA Key Skills units,
available for use from September 2000. Key Skills units are available at levels 1 to 4 in six
different areas:
Application of Number
Communication
Information Technology.
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And the Wider Key Skills of:
Improving Own Learning and Performance
Working with Others
Problem Solving.
Further information is available in the Edexcel publication Getting Started with Key Skills in
Educational Work-based settings.
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Any centre offering a BTEC Higher National programme needs to provide:
clear guidance on the routes and modes of study available and how these are supported
opportunities to make individual learning contracts with students, to ensure that personal
learning objectives are achieved
learning activities which demonstrably help students to achieve the aims and objectives of
the programme
advice and feedback on students progress and learning needs throughout the programme.
Those with special needs may require additional support. This could include technical aids or
specially devised or adapted methods of assessment, with additional time allowed if necessary.
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In preparation for any BTEC Higher National Engineering programme, but particularly for an
HND, learners with a variety of backgrounds and qualifications need to be given support and
access to learning. Centres could use balancing studies, covering any necessary level N
outcomes that would normally have been covered in a GCE A level programme, an Advanced
GNVQ in Engineering or in a BTEC National programme in, Electrical or Electronic
Engineering, for example Mathematics, Electrical and Electronic Principles, Electrical
Application, Electronics.
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Part-time programmes present special problems but also special opportunities. Delivery of the
programme through assignment programmes based in the students work environment should be
encouraged. The programme team should build on the special opportunities provided by the
programme by:
liaising with employers to ensure a course relevant to the specific needs of the students
accessing non-confidential data and documents from programme members workplaces
visiting sites and properties managed by sponsoring employers
involving sponsoring employers
linking with in-house training programmes
using the variety of programme members experience of work and life to make the
programme relevant and current.
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Centres will need to demonstrate the effectiveness and efficiency of the way the programme is
managed and implemented. They will also need to demonstrate the effectiveness of the quality
control systems that are in place to monitor the programme.
Centres should identify an appropriate delivery team, normally headed by a programme
manager.
The programme manager has particular responsibility for:
the effective operation and development of the programme team
identifying future resource and team development needs
planning and implementing detailed review and evaluation procedures which incorporate
the views of all stakeholders
providing the link between the programme team, students and the external
verifier/examiner.
The programme team have responsibility for:
implementing recruitment and induction procedures
implementing equal access and equal opportunities policies
effective programme design, implementation and assessment strategies
implementing student support systems
effective liaison with employers
implementing quality control systems:
monitoring the operation of the programme
monitoring student progress
implementing review and evaluation procedures.
Given the crucial role that the team has in the delivery of a coherent programme and the demand
this may make, strong support from senior staff is essential if the team is to function effectively.
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The key characteristics of assessment should be validity, reliability and fitness for purpose.
Edexcel encourages centres to use a variety of traditional and innovative assessment methods,
including case studies, assignments, time-constrained assessments and work-based projects.
Centres should ensure that the assessment process:
records each students achievement in relation to the specified outcomes
identifies to tutors and students areas where further development of knowledge,
understanding or skill are needed
documents the process for both tutors and students.
14
All outcomes in the programme must be assessed. In order to meet this requirement, centres
should maintain a record of assessment for each student detailing the evidence evaluated against
the required unit outcomes. These records must be available for scrutiny by the external
verifier/examiner.
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Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement
of all outcomes against the specified assessment criteria. Merit and distinction grades are
awarded for higher-level achievement.
Grade descriptors
A pass grade is achieved by meeting all the requirements defined in the assessment criteria for
each unit.
Merit Distinction
In order to achieve a merit the student
must:
In order to achieve a distinction the
student must:
use a range of methods and
techniques to collect, analyse and
process information/data
check validity when collecting,
analysing and processing complex
information/data
apply and analyse detailed knowledge
and skills, using relevant theories and
techniques
evaluate and synthesise relevant
theories and techniques to generate
and justify valid conclusions
coherently present and communicate
work using technical language
accurately.
show an individual approach in
presenting and communicating work
coherently, using technical language
fluently.
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The grade descriptors listed are for grading the total evidence produced for each unit. In order to
do this, the descriptor should be contextualised and incorporated into the design of assessment
activities. Some units may not give the opportunity for the use of all the features of the Pass,
Merit or Distinction grade descriptors. Consequently, centres should select the appropriate
features of the grade descriptors for those units. Students work should then be assessed using
the assessment criteria and contextualised grade descriptors.
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New centres will need to be approved. Approved centres wanting to offer BTEC Higher
National awards need to provide evidence of:
the qualifications of the members of the programme team
the relevant occupational experience of members of the programme team and their
continuing professional development
the programme content and the way in which it delivers the outcomes
15
the resources and technical support available for the programme
how the delivery and assessment methods are likely to meet the stated aims of the
programme.
Centres are reminded that Edexcel operates a centre and qualification approval procedure for
those institutions that wish to offer these qualifications. Details about how to apply for approval
can be obtained from the Edexcel regional offices (for colleagues) or Stewart House (for HEIs,
employer organisations or overseas centres).
l ~ ~
The following publications can be obtained from:
Edexcel Publications
Adamsway
Mansfield
Notts NG18 4LN
Tel: 01623 467 467
Fax: 01623 450 481
E-mail: publications@linneydirect.com
Common Skills & Core Themes General Guidance (80-037-2)
Common Skills & Core Themes Implementation Guidance (80-040-2)
Key Skills Units, Level 3 (X001721)
Accreditation of Prior Learning (APL) General Guidance (80-092-0)
Key Skills Guidance Delivering and Assessing Application of Number (X001729)
Key Skills Guidance Delivering and Assessing Communication (X001730)
Key Skills Guidance Delivering and Assessing Applying Technology (X001731)
Key Skills Guidance Delivering and Assessing Improving Own Learning and Performance
(X001286)
Key Skills Guidance Delivering and Assessing Working With Others (X001288)
BTEC Modern Foreign Language Units Guidance and units (B005843)
BTEC National Language Standards Levels 1-5 units
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Unit 1: Business Management Techniques 21
Unit 2: Analytical Methods for Engineers 25
Unit 3: Engineering Science 31
Unit 4: Engineering Design 37
Unit 5: Project 41
Unit 6: Plant & Process Principles 45
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This unit develops students knowledge of calculating costs associated with engineered products
and services. It also introduces them to the fundamental concepts of project planning and
scheduling.
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To achieve this unit a student must:
1 Select and apply costing systems and techniques
2 Analyse the key functions of financial planning and control
3 Apply basic project planning and scheduling methods to a specified project.
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1 Costing systems and techniques
Costing systems: job costing, process costing, contract costing
Costing techniques: absorption, marginal, activity-based
Engineering business functions: design, manufacturing, engineering services
Measures and evaluation: break-even point, safety margin, profitability forecast,
contribution analysis, what if analysis, limiting factors, scarce resources
2 Financial planning and control
Financial planning process: short-, medium- and long-term plans, strategic plans,
operational plans, financial objectives, organisational strategy
Factors influencing decision: cash and working capital management, credit control, pricing,
cost reduction, expansion and contraction, company valuation, capital investment
Budgetary planning: fixed, flexible and zero-based systems, cost, allocation, revenue,
capital, control, incremental budgeting
Deviations: variance calculations for sales and costs, cash flow, causes of variance,
budgetary slack, unrealistic target setting
3 Project planning and scheduling
Project resources and requirements: human and physical resource planning techniques, time
and resource scheduling techniques, Gantt charts, critical path analysis, computer software
packages, work breakdown structure, precedence diagrams
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To achieve each outcome a student must demonstrate the
ability to:
1 Select and apply costing
systems and techniques
identify and describe appropriate costing systems and
techniques for specific engineering business functions
measure and evaluate the impact of changing activity levels
on engineering business performance.
2 Analyse the key functions
of financial planning
and control
explain the financial planning process
describe the factors influencing the decision-making process
during financial planning
examine the budgetary planning process and its application
to financial planning decisions
apply standard costing techniques and analyse deviation
from planned outcomes.
3 Apply basic project
planning and scheduling
methods to a specified
project
establish the project resources and requirements
produce a plan with appropriate timescales for completing
the project
identify human resource needs
identify approximate costs associated with each stage of the
project.
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Evidence of outcome may be in the form of assignments and projects. These may be undertaken
individually or as part of a wide-ranging group engineering assignment. Evidence should be
provided at unit level, reflecting the links between the different outcomes.
i
This unit offers opportunities for demonstrating Common Skills, particularly Applying
Numeracy, Communication, Managing Tasks and Solving Problems and Applying Technology.
Entry requirements for this unit are at the discretion of the centre.
o
Manual records and relevant computer software packages are needed to enable realistic project
planning, resource allocation and costing assignments. Ideally, centres should establish a library
of material which is capable of simulating a range of different applications of management
techniques.
a
This unit is intended to give students an appreciation of the application of standard costing
techniques, and an insight into the key functions underpinning financial planning and control. It
also aims to expand students knowledge and interest in managerial and supervisory techniques
by introducing and applying the fundamental concepts of project planning and scheduling.
Learning and assessment can be across units, at unit level or at outcome level, but centres
should be aware that study and assessment at outcome level can lead to an assessment overload.
It may be beneficial to complete this unit through case studies which reflect a particular
engineering business or specific engineering function (eg design function, plant installation and
commissioning).
In estimating costs and approximating project completion times and human resource needs, it
may be necessary to provide information from a given data source. However, students should
be encouraged to research their own basic data requirements, ideally from local industrial
attachments.
p ~
Maintland Iain Budgeting for Non-Financial Managers (Pitman, 1997)
Riggs J L Production Systems: Planning, Analysis and Control (Wiley, 1997)
Tooly M and Dingle L Higher National Engineering (Butterworth-Heinemann, 1998)
Wild R Essentials of Production and Operation Management (Cassell, 1995)
Wilson David Managing Information 2nd Ed (Butterworth-Heinemann, 1997)
25
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a
The primary aim of this unit is to provide the fundamental analytical knowledge and techniques
needed to successfully complete the core units of Higher National Engineering programmes. It
is also intended as a base for the further study of the analytical methods and mathematics,
needed for the more advanced option units. This unit has been designed to enable students to
use fundamental algebra, trigonometry, calculus, statistics and probability, for the analysis,
modelling and solution of realistic engineering problems at the Higher National level.
p~
1 Analyse and model engineering situations and solve problems using algebraic methods
2 Analyse and model engineering situations and solve problems using trigonometric methods
3 Analyse and model engineering situations and solve problems using the calculus
4 Analyse and model engineering situations and solve problems using statistics and
probability.
26
`
1 Algebraic methods
Algebraic methods: polynomial division; quotients and remainders; use of factor and
remainder theorem; rules of order for partial fractions including: linear, repeated and
quadratic factors, reduction of algebraic fractions to partial fractions
Exponential, trigonometric and hyperbolic functions: the nature of algebraic functions,
relationship between exponential and logarithmic functions, reduction of exponential laws to
linear form, solution of equations involving exponential and logarithmic expressions,
relationship between trigonometric and hyperbolic identities, solution of equations involving
hyperbolic functions
Arithmetic and geometric: notation for sequences, arithmetic and geometric progressions, the
limit of a sequence, Sigma notation, the sum of a series, arithmetic and geometric series,
Pascals triangle and the binomial theorem
Power series: variables expressed as power series functions, standard series, Maclaurins
series, binomial series, approximate values, LHopitals rule
2 Trigonometric methods
Sinusoidal functions: review of the basic trigonometric ratios, Cartesian and polar co-
ordinate systems, properties of the circle, radian measure, sinusoidal functions, angular
velocity, angular acceleration, centripetal force, relationship between angular velocity and
frequency, amplitude and phase, production of complex waveforms by sinusoidal graphical
synthesis, AC waveforms and phase shift
Trigonometric identities: relationship between trigonometric and hyperbolic identities,
double angle and compound angle formulae and the conversion of products to sums and
differences, solve trigonometric equations using identities, simplify complex trigonometric
expressions using identities
3 The calculus
Introduction to the calculus: the concept of the limit and continuity, definition of the
derivative, derivatives of standard functions, notion of the derivative and rates of change,
differentiation of simple functions using the product, quotient and function of a function
rules, introduction to the integral calculus as the calculation of area and the inverse of
differentiation, the indefinite integral and the constant of integration, standard integrals and
the application of algebraic and trigonometric functions, the definite integral and area under
curves
Further differentiation: second-order and higher derivatives, logarithmic differentiation,
implicit functions, differentiation of inverse trigonometric functions, differential coefficients
of inverse hyperbolic functions, partial derivatives and partial differentiation
Further integration: integration by parts, integration by substitution, integration using partial
fractions, reduction formulae
27
Applications of the calculus: maxima and minima, points of inflexion, rates of change of
temperature, distance and time, electrical capacitance, rms values, electrical circuit analysis,
AC theory, electromagnetic fields, velocity and acceleration problems, complex stress and
strain, engineering structures, simple harmonic motion, centroids, volumes of solids of
revolution, second moments of area, moments of inertia, rules of Pappus, radius of gyration,
thermodynamic work and heat energy
Engineering problems: stress and strain, torsion, motion, dynamic systems, oscillating
systems, force systems, heat energy and thermodynamic systems, fluid flow, AC theory,
electrical signals, information systems, transmission systems, electrical machines, electronics
4 Statistics and probability
Tabular and graphical form: data collection methods, histograms, bar charts, line diagrams,
cumulative frequency diagrams, scatter plots
Central tendency and dispersion: introduction to the concept of central tendency and
variance measurement, mean, median, mode, standard deviation, variance and interquartile
range, application to engineering production
Regression, linear correlation: product moment formula for determining linear correlation
coefficient, least squares regression lines, application to experimental work, batch production
and quality control
Probability: interpretation of probability, probabilistic models, empirical variability, events
and sets, mutually exclusive events, independent events, conditional probability, sample
space and probability, addition law, product law, Bayes theorem
Probability distributions: discrete and continuous distributions, binomial, Poisson and
normal distributions, linear regression and confidence intervals, application to sampling,
component and system reliability, batch production sampling and quality control
28
l ~ ~ ~
l ^ ~
ability to:
1 Analyse and model
engineering situations
and solve problems using
algebraic methods
determine the quotient and remainder for algebraic fractions
and reduce algebraic fractions to partial fractions
derive expressions and equations for engineering situations
that involve exponential, trigonometric and hyperbolic
functions, and find the solution to such equations
solve scientific problems that involve arithmetic and
geometric series
use power series methods to determine estimates of
engineering variables, expressed in power series form.
2 Analyse and model
trigonometric methods
use trigonometric functions to solve engineering problems
that involve static forces, relative motion, frameworks,
metrology, friction, electric motor torque, and electrical and
mechanical energy problems
use sinusoidal functions and radian measures to solve
engineering problems
use trigonometric and hyperbolic identities to solve
trigonometric equations and to simplify complex
trigonometric expressions.
3 Analyse and model
the calculus
differentiate algebraic and trigonometric functions using
basic, product, quotient and function of function rules
determine higher-order derivatives for algebraic,
logarithmic, inverse trigonometric and inverse hyperbolic
functions
perform implicit and partial differentiation
integrate functions using the basic rules, by parts, by
substitution, reduction formulae and partial fractions
analyse engineering situations and solve engineering
problems using the calculus.
4 Analyse and model
statistics and
probability
represent engineering data in tabular and graphical form
determine measures of central tendency and dispersion
use regression, linear correlation and confidence intervals to
sample the quality of engineering operations
use probability theory, probability distributions and
confidence intervals to estimate the reliability and quality of
engineering components and systems.
29
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The results of tests and examinations are likely to form a significant part of the evidence of
attainment for the outcomes of this unit. However, it is also considered essential that evidence is
gathered from assignments designed to apply these analytical methods to the modelling and
solution of realistic engineering problems. The evidence gathered should, wherever possible, be
deliberately biased to reflect the chosen engineering pathway.
i
This unit is intended to underpin and link with those units which are analytical in nature. It
provides the opportunity to demonstrate Common Skills particularly in Applying Numeracy,
Applying Technology and Managing Tasks and Solving Problems.
Entry requirements for this unit are at the discretion of the centre. However, it is strongly
advised that students should have completed a BTEC National unit, or Advanced VCE
Engineering units in Mathematics for Engineering (Advanced), or their equivalent. Students
who have not attained this standard will require appropriate bridging studies (see Delivery).
o
The use of mathematical software packages should be strongly encouraged, wherever
appropriate, to help students understand and model scientific and engineering problems.
a
This unit may be delivered as a stand-alone unit, or integrated into other appropriate programme
modules. If it is delivered in a completely integrated way, care must be taken to provide tracking
of evidence for the outcomes. In delivering the unit it is vital to ensure that the analytical
methods are applied to the modelling and solution of realistic engineering problems.
The aim of this unit is to provide the minimum analytical knowledge, skills and understanding
needed to successfully complete a Higher National in Engineering. However, for some
programmes this unit will prove insufficient, and it will be necessary to select further units of
mathematics to underpin specific areas of engineering.
All students should be able to demonstrate proficiency in the following mathematical
fundamentals, as a minimum standard, before embarking on this unit:
algebra: laws of algebra, evaluation and transposition of formulae, algebraic operations,
factorisation, linear, simultaneous and quadratic equations, laws of indices and logarithms,
common and Naperian logarithms, indicial equations, direct and inverse proportion,
inequalities, functional notation and manipulation of algebraic functions
trigonometry: basic trigonometric ratios and their inverses, trigonometric ratios for the four
quadrants, solution of triangles, calculation of areas and volumes of solids
numeracy: notation and precedence rules, vulgar fractions, lowest common multiple and
highest common factor, ratios and constant of proportionality, significant figures and
estimation techniques
30
calculus: familiarity with the concept of the differential and integral calculus, differentiate
simple polynomial and trigonometric functions using the basic rules, integrate simple
polynomial and trigonometric functions using the standard rules.
Students not meeting the above standard need to be enrolled onto appropriate bridging studies.
p ~
Bird J O Higher Engineering Mathematics (Butterworth-Heinemann, 1996)
Croft, Davis and Hargreaves Introduction to Engineering Mathematics (Addison-
Wesley, 1995)
James Glyn Modern Engineering Mathematics (Addison-Wesley, 1996)
Mustoe L R Engineering Mathematics (Longman, 1997)
31
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a
The aim of this unit is to investigate a number of major scientific principles which underpin the
design and operation of engineering systems. It is a broad-based unit, covering both mechanical
and electrical principles. Its intention is to give an overview which will provide the basis for
further study in specialist areas of engineering.
p~
1 Investigate static and dynamic engineering systems
2 Investigate energy transfer in thermal and fluid systems
3 Apply single phase AC theory
4 Investigate information and energy control systems.
32
`
1 Static and dynamic
Bending: shear force, bending moment, stress due to bending and radius of curvature in
simply supported beams subjected to concentrated and uniformly distributed loads
Torsion: shear stress, shear strain, shear modulus, theory of torsion and its assumptions,
distribution of shear stress and angle of twist in solid and hollow circular section shafts
Uniform acceleration: linear and angular acceleration, Newtons laws of motion, mass
moment of inertia and radius of gyration of rotating components, linear and angular kinetic
energy, combined linear and angular motion, effects of friction
Mechanical oscillations: simple harmonic motion, linear and transverse systems, qualitative
description of the effects of forcing and damping
2 Energy transfer
Modes of heat transfer: conduction, convection, radiation
Heat transfer rates: thermal conductivity, natural and forced convection coefficients,
Stephans constant, black and grey body radiation, conduction through insulated surfaces
Viscosity: boundary layer formation, laminar and turbulent flow, viscous drag, pressure loss
in pipes, effect of temperature on viscosity
Energy losses: dynamic viscosity, power loss in plain journal and thrust bearings, pipe
friction coefficient, pressure loss in pipes using Darcys formula
3 Single phase AC theory
Non-resonant circuits: equivalent impedance and admittance for circuits containing R-L-C,
when connected in series and parallel, current flow, potential difference, power factor, true,
reactive and apparent power for these circuits, use of Argand diagrams to display the
solutions to problems
Resonant circuits: definition of circuit resonance, circuit conditions at resonance for circuits
containing a coil and capacitor connected either in series or parallel, resonant frequency, Q-
factor and dynamic impedance for these circuits
Power factor correction: capacitance required to improve the overall power factor of an
inductive load, benefits of this technique to the supply authorities
Complex waveforms: explanation of how complex waveforms are produced from sinusoidal
waveforms, graphical synthesis of a complex waveform, recognition of waveforms
containing odd-order harmonics only and even-order harmonics only (including the effects
of phase shift), production of harmonics due to non-linear characteristics in electrical and
electronic devices, advantages and disadvantages of selective resonance in a system
33
4 Information and energy control systems
Information systems: block diagram representation of a typical information system, eg audio-
communication, instrumentation, process monitoring, qualitative description of how
electrical signals convey system information, in-depth analysis of a system (to include,
where applicable, transducers as energy converters, types of transducer, transducer output
and accuracy), types of amplifier, typical gain, resolution of analogue to digital and digital to
analogue converters, types of oscillators and operating frequencies, effect of noise on a
system, determination of system output for a given input
Energy flow control systems: block diagram representation of an energy flow control system
(eg AC electric drives, DC electric drives, heating, lighting, air conditioning), in-depth
analysis of a control system (to include, where applicable, the transistor as a switch,
thyristor, temperature-sensing devices, humidity sensing devices, speed control elements for
DC and AC machines, dimmer devices and relays), determination of system output for a
given input
34
l ~ ~ ~
l ^ ~
ability to:
1 Investigate static and
dynamic engineering
systems
determine distribution of shear force, bending moment and
stress due to bending in simply supported beams
determine the distribution of shear stress and the angular
deflection due to torsion in circular shafts
determine the behaviour of dynamic mechanical systems in
which uniform acceleration is present
determine the behaviour of oscillating mechanical systems
in which simple harmonic motion is present.
2 Investigate energy
transfer in thermal and
fluid systems
describe the modes of heat transfer
determine heat energy transfer rates in thermal systems
describe the effects of viscosity in fluid-flow systems
calculate energy losses due to viscosity in fluid-flow
motions.
3 Apply single phase AC
theory
solve problems on non-resonant and resonant circuits
supplied by a constant sinusoidal voltage
describe the methods used for power factor correction and
its benefits
describe the nature of complex waveforms and synthesise a
complex waveform graphically
describe how electrical and electronic devices produce
complex waveforms
describe the effects of complex waveforms on electrical and
electronic systems.
4 Investigate information
and energy control
systems
describe the methods by which electrical signals convey
information
analyse an information system
describe the methods by which electrical signals control
energy flow
analyse an energy flow control system.
35
d~
d~
Evidence of outcomes may be in the form of assignments, laboratory notes, solutions to applied
problems or completed tests/examinations. Learning and assessment can be across units, at unit
level or at outcome level. Evidence is likely to be at outcome level in order to provide maximum
flexibility of delivery.
Evidence may be accumulated by students building a portfolio of activities; or by a tutor-led
combination of tests and assignments. In either case, the evidence must be both relevant and
sufficient to justify the grade awarded.
i
This unit is intended to be linked with the mathematics and other principles and applications
units in the programme, including Analytical Methods for Engineers (Unit 2). It also offers
opportunities for demonstrating Common Skills, particularly in Applying Numeracy, Managing
Tasks and Solving Problems and Applying Technology.
Entry requirements for this unit are at the discretion of the centre. However, it is advised that
students should have completed the BTEC National unit or Advanced VCE Engineering unit
Science for Engineering (Advanced), or an equivalent. Knowledge of the Advanced VCE units
Electrical Principles and Mechanical Science or equivalent BTEC National units would also be
an advantage.
o
Appropriate software packages should be used where possible to verify solutions to problems
and system behaviour. Examples could include circuit emulation and stress analysis packages.
a
This unit may be delivered as a stand-alone package or integrated into other programme
modules. If it is delivered in an integrated way, care must be taken in the tracking of evidence
for the outcomes, and centres should be aware that study and assessment at outcome level could
lead to an assessment overload. Wherever possible, a practical approach should be adopted.
Effort should be made to identify the relevance of the principles covered to engineering
applications and system design. The unit may require an industrial input, such as a visit or
evidence, from an external speaker.
p ~
Bedford A and Fowler W Statics (Addison-Wesley, 1997)
Bolton W Mechanical Science (Blackwell Scientific, 1993)
Denton T Electrical and Electronic Systems (Edward Arnold)
Hannah J and Hillier M Mechanical Science (Longman, 1991)
Hughes E Electrical Technology (Longman, 1995)
36
37
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a
The aim of this unit is to give students an opportunity to experience the process of carrying out a
design project. It will enable them to appreciate that design involves synthesising parameters
which will affect the design solution.
p~
1 Prepare a design specification
2 Prepare a design report
3 Use computer technology in the design process.
38
`
1 Design specification
Customer requirements: all relevant details of customer requirements (aesthetics, functions,
performance, cost, production parameters) are identified and listed
Design parameters: implications of specification parameters and resource requirements are
identified and matched, the level of risk associated with each significant parameter is
established
Design information: all relevant information is extracted from appropriate reference sources,
techniques and technologies used in similar products or processes are identified, when new
technologies can be used, these are specified, relevant standards and legislation are identified
and applied throughout
2 Design report
Analysis of possible design solutions: matrix analysis, brainstorming, mind mapping, forced
decision making
Evaluation: costs, future development potential, value engineering concepts
Compliance check: using check-lists, design review procedures
Report: rationale for adopting proposed solution, appropriate techniques and media in
presentation of report
3 Computer technology
Key features of a computer-aided design system: 3D modelling, standards, parts and material
storage and retrieval, engineering calculations, pcb layouts, integrated circuit design, circuit
and logic simulation (including AC, DC and transient analysis, schematic capture)
Software: parts assembly, pipework and ducting layouts, networks, planned maintenance,
scheduling, planning, stress and strain, heat transfer, vibration analysis, resourcing,
utilisation, plant layout, costing, circuit emulation, plant electrical services, for example,
finite element analysis and printed circuit board analysis software (centres should select
suitable examples from the applications listed)
Demonstration: the specification of the design problem, identification of the constraints,
derivation of the functional requirements
39
l ~ ~ ~
l ^ ~
ability to:
1 Prepare a design
specification
establish customer requirements
determine the major design parameters
obtain design information from appropriate sources
prepare a design specification
ensure that the design specification meets requirements.
2 Prepare a design report prepare an analysis of possible design solutions
produce conceptual designs
evaluate alternative concepts
select the optimum design solution
carry out a compliance check
prepare a final report.
3 Use computer
technology in the design
process
identify the key features of a computer-aided design system
use computer-aided design software to prepare a design
drawing or scheme
evaluate software that can assist the design process
demonstrate an understanding of the principles of computer-
aided design.
40
d~
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Students should prepare a design portfolio, containing the information which is required to meet
the outcomes. Preferably, this should be one design assignment, but it could be a series of
discrete assignments.
i
This unit would be suitable for delivery as part of an integrated assignment including other
subject areas, such as Engineering Science (Unit 3), Project (Unit 5), and Instrumentation &
Control Principles (Unit 14).
students should have completed an appropriate BTEC National unit, the Advanced VCE unit
Design Development (Advanced), or an equivalent qualification.
o
Suitable software packages should be used whenever possible. These could include packages for
computer-aided design, assembly procedures, critical path, plant layout, planned maintenance,
utilisation, material selection, standard component and matrix analysis.
a
This unit has been written in terms of general outcomes which examine products and services. It
should be delivered in the context of the discipline that the student is studying.
It can be delivered as a stand-alone unit, but it is more appropriate to incorporate it into an
integrated programme of study.
If it is delivered as part of a programme of study, it must be possible to track evidence to show
that students have met the outcomes of the unit.
p ~
Corbett J, Dooner M, Meleka J and Pym C Design for Manufacture (Addison-Wesley, 1991)
Hawkes B and Abinett R The Engineering Design Process (Longman, 1988)
Ion B Pughs Total Design (Addison-Wesley, 1998)
Syan, Menon Concurrent Engineering (Chapman & Hall, 1994)
41
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a
This unit develops students ability to use the knowledge and skills they develop either at work
and/or on an engineering programme, to complete a realistic work project. It also contributes, if
appropriate, to the requirements of Engineering Applications theme 2.
The unit aims to integrate the skills and knowledge developed in other units of the course within
a major piece of work that reflects the type of performance expected of a higher technician at
work.
It is designed to bring small groups of students together into a multi-disciplinary team, so that
they can co-ordinate their individual skills and abilities. This allows them to develop the ability
to work individually and with others, within a defined timescale and given constraints, to
produce an acceptable and viable solution to an agreed brief.
p~
1 Select a project and agree specifications and procedures
2 Implement the project within agreed procedures and to specification
3 Evaluate the project
4 Present a project evaluation.
42
`
1 Select a project and agree specifications
Project specifications: identify and record a prioritised list of technical and non-technical
requirements relevant to the chosen project type plant layout, installation, maintenance,
product design, product manufacture; appropriate elements may include costs, timescales,
scale of operation, standards, legislation, quality, fitness for purpose, ergonomics, processing
capability, business data
Process of project selection: formulate a plan of action, appraise the feasibility of the project
and carry out a critical analysis of the outline specification, for group projects, agree roles
and allocate responsibilities; initiate a project log-book
2 Implement the project
Select option: simple comparison and decision-making methods and techniques for
generating solutions for the selection from alternatives should include the use of elements
such as graphical displays, statistical data, quality and resource requirements, process
capability, fitness for purpose, costs, brainstorming, mind mapping
Record: maintain log-book entries
3 Evaluate the project
Procedures: formulate a plan of action, appraise the feasibility of the project and carry out a
critical analysis of the outline specification
Evaluation techniques: graphs, statistics, Gantt charts, sequencing, scheduling, critical path
methods, networking, simple application of Project Evaluation and Review Techniques
(PERT), use of computer software packages where appropriate, maintain log-book entries
4 Present a project evaluation
Present: written report, log-book record of all events, an oral presentation, use of sketches,
charts, graphs, drawings and associated technical reports, use of CAD, DTP, spreadsheets,
(WP should form a necessary part of the presentation process wherever possible),
presentation to known audiences (peer groups, tutors) and unknown audience (actual or
simulated customer or client)
43
l ~ ~ ~
l ^ ~
ability to:
1 Select a project and
agree specifications and
procedures
identify and agree a project for a given engineering
application
establish and record the project specifications
identify the factors which contribute to the process of
project selection.
2 Implement the project
within agreed procedures
and to specification
identify and review alternative options
select and implement the chosen option to meet the agreed
specification
record and collate relevant data.
3 Evaluate the project schedule the procedures to be adopted in order to meet the
required specifications
describe and use appropriate project evaluation techniques
interpret and justify the results in terms of the original
specifications.
4 Present a project
evaluation
produce a written report and log-book record of all
procedures and results
present the details of the project in a suitable format, using
appropriate media.
44
d~
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Evidence of outcome may be in the form of a written or computer-based report supported by a
fully documented log-book and, where appropriate, an oral presentation.
i
This unit may be linked with Engineering Design (Unit 4).
Entry requirements for this unit are at the discretion of the centre. The unit is intended to
integrate skills and knowledge which are developed in many of the other units making up the
total course programme. Common Skills will feature strongly throughout the development,
implementation and presentation stages of the project, and students should be made aware of the
significance of knowledge and experience gained from earlier work.
o
Students should have access to a wide variety of physical resources, depending on the specific
project. Many of these are listed with the individual units (and Common Skills) associated and
integrated with this one. Other data sources and reprographic facilities should also be readily
accessible. Centres should try to work closely with industrial organisations, in order to bring
realism and relevance to the project.
a
Students may work individually or in groups of three or four, allocating responsibilities within
the group and meeting at intervals to evaluate progress. Once the initial brief for the project has
been clarified, the tutors role is of a counselling rather than a directing nature. Groups might
tackle different projects or several groups might elect to do similar projects. Part of the unit
should be devoted to the presentation of findings, both at intermediate and final stages, so that
all groups gain an insight into the thinking of others. After the final presentations, it could be
useful to have a feedback/debriefing plenary so that all the students can benefit from comments
on good and bad practice. Involving a few employers in the presentation and/or debriefing
sessions, is recommended.
p ~
Because of the nature of this unit, students should refer to the reading lists of other units in the
programme which relate to the specific aspect they are investigating. However, the following
references may be of general use.
Lock D Project Management (Gower Publishing, 1996)
Smith N J Engineering Project Management (Blackwell Scientific, 1995)
45
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a
The aim of the unit is to investigate a number of engineering principles which underpin the
design and operation of plant engineering systems and equipment. The focus of the unit is to
provide knowledge and understanding to support and develop a range of topics associated with
plant engineering and a basis for more advanced study. It is envisaged that the content will be
used as part of an integrated programme of plant engineering services and management, with
the services aspect being applications-orientated and developed through a knowledge of
thermofluid principles.
p~
1 Investigate thermodynamic systems as applied to plant engineering processes
2 Investigate power transmission system elements in relation to plant engineering equipment
3 Investigate static and dynamic fluid systems with reference to plant engineering
4 Analyse combustion processes associated with plant engineering.
46
`
1 Thermodynamic systems
Polytropic processes: general equation pv
n
= c, relationships between index n and heat
transfer during a process, constant pressure and reversible isothermal and adiabatic
processes, expressions for work flow
Thermodynamic systems: closed systems, open systems, application of 1st Law to derive
system energy equations, enthalpy
Properties: intensive, extensive, two-property rule
Relationship: R = cp-cv and = cp/cv
2 Power transmission
Belt drives: flat and vee-section belts, limiting coefficient friction, limiting slack and tight
side tensions, initial tension requirements, maximum power transmitted
Friction clutches: flat, single and multi-plate clutches, conical clutches, coefficient of
friction, spring force requirements, maximum power transmitted by constant wear and
constant pressure theories, validity of theories
Gear trains: simple, compound and epicyclic gear trains, velocity ratios, torque, speed and
power relationships, efficiency, fixing torques
3 Static and dynamic fluid systems
Immersed surfaces: rectangular and circular surfaces, including retaining walls, tank sides,
sluice gates, inspection covers, valve flanges
Centre of pressure: use of parallel axis theorem for immersed rectangular and circular
surfaces
Viscosity: shear stress, shear rate, dynamic viscosity, kinematic viscosity
Head losses: head loss in pipes by Darcys formula, Moody diagram, head loss due to
sudden enlargement and contraction of pipe diameter, head loss at entrance to a pipe, head
loss in valves
Reynolds number: inertia and viscous resistance forces, laminar and turbulent flow, critical
velocities
Impact of a jet: power of a jet, normal thrust on a moving flat vane, thrust on a moving
hemispherical cup, velocity diagrams to determine thrust on moving curved vanes, fluid
friction losses, system efficiency
47
4 Combustion processes
Combustion chemistry: composition of air and simple hydrocarbon fuels, combustion
equations, stoichiometric and actual air:fuel ratios, mixture strength, excess air
Energy of combustion: calorific values, higher and lower, thermal and boiler efficiency,
practical determination of calorific value of various solid, liquid and gaseous fuels
Products of combustion: instrumentation for flue gas and exhaust products, volumetric
analysis, variation of proportions of products dependent on air:fuel ratio and combustion
quality
48
l ~ ~ ~
l ^ ~
ability to:
1 Investigate
thermodynamic systems
as applied to plant
engineering processes
evaluate polytropic processes
define thermodynamic systems and their properties
apply the 1st Law of Thermodynamics to thermodynamic
systems
determine the relationships between system constants for a
perfect gas.
2 Investigate power
transmission system
elements in relation to
plant engineering
equipment
determine the maximum power which can be transmitted by
means of a belt and by a friction clutch
determine the torque and power transmitted through gear
trains.
3 Investigate static and
dynamic fluid systems
with reference to plant
engineering
determine the hydrostatic pressure and thrust on immersed
surfaces
determine the centre of pressure on immersed surfaces
describe viscosity in fluids
determine head losses in pipeline flow
assess the impact of a jet of fluid.
4 Analyse combustion
processes associated
with plant engineering
derive combustion equations
determine energy of combustion
analyse products of combustion.
49
d~
d~
problems or completed unseen, timed tests/examinations. Learning and assessment can be
undertaken across units, at unit level or at outcome level. Evidence, however, is likely to be at
outcome level in order to provide maximum flexibility of delivery.
Evidence may be accumulated by students building a portfolio of activities or by a tutor-led
i
This unit is intended to be linked with other core units, eg Analytical Methods for Engineers
(Unit 2) and Engineering Science (Unit 3), along with application-orientated plant engineering
optional units in the programme. The unit provides a basic knowledge and understanding of
thermofluids required to support the optional units Fluid Mechanics (Unit 7). The unit also
offers opportunities for demonstrating Common Skills, particularly in Applying Numeracy,
Managing Tasks and Solving Problems and Applying Technology.
students should have completed the BTEC National or the Engineering GNVQ units
Mathematics for Engineering and Science for Engineering, or units of equivalent content and
level.
o
If possible, laboratory facilities should be available to investigate fluid flow and the analysis of
products of combustion.
a
A practical approach to learning should be adopted wherever possible, with tutors providing
relevant examples of the application of theory in practice. Effort should be made to identify the
relevance of the principles to equipment and processes. Practical work needs to be investigative
in order to give students opportunities to provide evidence for distinctive performance.
The unit could be delivered either as a stand-alone package or integrated into other programme
units. If it is delivered in an integrated way, care must be taken to ensure tracking of evidence
outcomes.
50
p ~
A number of textbooks relating to thermodynamics, fluid mechanics and power transmission
which cover topics in this unit have been written and are available through the usual sources.
Those listed below are given as examples and are by no means exhaustive.
Bolton W Mechanical Science (Blackwell Science, 1993)
Eastop T D and McConkey A Applied Thermodynamics for Engineering Technologists
(Longman Press, 1997)
Massey B S Mechanics of Fluids (Chapman & Hall, 1996)
51
l
r
52
53
e k~~ j~ b
`
Unit 7: Fluid Mechanics 55
Unit 8: Mechanical Principles* 59
Unit 9: Applications of Pneumatics & Hydraulics 65
Unit 10: Introduction to Machine Tools 71
Unit 11: Electrical, Electronic & Digital Principles 77
Unit 12: Digital & Analogue Devices & Circuits 81
Unit 13: Combinational & Sequential Logic 85
Unit 14: Instrumentation & Control Principles 89
Unit 15: Marine Electrical Systems 95
Unit 16: Applications of Power Electronics 99
Unit 17: Microprocessor Systems 105
Unit 18: Radio Communication Engineering 111
Unit 19: Marine Engineering Thermodynamics 117
Unit 20: Marine Propulsion & Power Systems# 121
Unit 21: Marine Engineering Mechanics* 127
Unit 22: Marine Propulsion Systems# 133
Unit 23: Electronics 137
Unit 24: Operation & Maintenance of Electrical Plant 141
Unit 25: Marine Auxiliary Plant 145
Unit 26: Marine Engineering Management 149
Unit 27: Naval Architecture for Marine Engineers 155
Unit 28: Condition Monitoring & Fault Diagnosis 159
Unit 29: Satellite Communication Systems 165
Unit 30: Control Systems & Automation 169
Unit 31: Managing the Work of Individuals & Teams 173
Note: *only permitted to choose either Unit 8 or Unit 21
#only permitted to choose either Unit 20 or Unit 22.
54
55
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r W ONTTOm
a
The aim of this unit is to extend students knowledge of the principles of fluid mechanics and
the techniques used to predict the behaviour of fluids in engineering applications.
The unit looks at the forces exerted by a static fluid on immersed surfaces, viscosity, the flow of
fluids through pipelines and around bluff bodies, and it examines hydraulic machines.
p~
1 Investigate static fluid systems
2 Investigate viscosity in fluids
3 Investigate the flow of real fluids
4 Investigate hydraulic machines.
56
`
1 Static fluid systems
Immersed surfaces: rectangular and circular surfaces, including retaining walls, tank sides,
sluice gates, inspection covers, valve flanges
Centre of pressure: use of parallel axis theorem for immersed rectangular and circular
immersed surfaces
Devices: hydraulic presses, hydraulic jacks, hydraulic accumulators, braking systems,
determine outputs for given inputs
2 Viscosity
Viscosity: shear stress, shear rate, dynamic viscosity, kinematic viscosity
Viscosity measurement: operating principles and limitations of viscosity measuring devices,
including falling sphere, capillary tube, rotational and orifice viscometers
Real fluids: Newtonian fluids, non-Newtonian fluids including pseudoplastic, Bingham
plastic, Casson plastic and dilatent fluids
3 Flow of real fluids
Head losses: head loss in pipes by Darcys formula, Moody diagram, head loss due to
sudden enlargement and contraction of pipe diameter, head loss at entrance to a pipe, head
loss in valves, flow between reservoirs due to gravity, hydraulic gradient, siphons,
hammerblow in pipes
Reynolds number: inertia and viscous resistance forces, laminar and turbulent flow, critical
velocities
Viscous drag: dynamic pressure, form drag, skin friction drag, drag coefficient
Dimensional analysis: checking validity of equations such as those for pressure at depth,
thrust on immersed surfaces, and impact of a jet, forecasting the form of possible equations
such as those for Darcys formula and critical velocity in pipes
4 Hydraulic machines
Impact of a jet: power of a jet, normal thrust on a moving flat vane, thrust on a moving
hemispherical cup, velocity diagrams to determine thrust on moving curved vanes, fluid
friction losses, system efficiency
Operating principles: operating principles, applications and typical system efficiencies of
common turbomachines including the Pelton wheel, Francis turbine, Kaplan turbine
Operating principles of pumps: operating principles and applications of reciprocating and
centrifugal pumps, head losses, pumping power, power transmitted, system efficiency
57
l ~ ~ ~
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ability to:
1 Investigate static fluid
systems
determine the hydrostatic pressure and thrust on immersed
surfaces
determine the centre of pressure on immersed surfaces
assess devices in which a fluid is used to transmit force.
2 Investigate viscosity in
fluids
describe viscosity in fluids
undertake viscosity measurement
describe the effects of shear force on real fluids.
3 Investigate the flow of
real fluids
determine head losses in pipeline flow
assess the significance of Reynolds number in pipeline
flow
describe viscous drag on bluff bodies
apply dimensional analysis to fluid flow.
4 Investigate hydraulic
machines
assess and evaluate the impact of a jet of fluid
identify and describe the operating principles of water
turbines and pumps.
58
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problems or completed tests/examinations. Evidence is likely to be at outcome level in order to
provide maximum flexibility of delivery.
i
This unit has links with the unit Engineering Science (Unit 3).
candidates should have achieved learning equivalent to the BTEC National or Advanced VCE
unit in Science for Engineering and the Advanced VCE unit in Mathematics for Engineering.
o
If possible, laboratory facilities should be available for the investigation of viscosity, Reynolds
number for pipeline flow and the measurement of drag forces on bluff bodies.
a
relevant examples of the application of theory in practice. Practical work needs to be
investigative, to give students opportunities to provide evidence for distinctive performance.
Visits to industrial installations will be of value for the achievement of Outcome 4.
p ~
Boxer G Fluid Mechanics (Macmillan, 1988)
Douglas J F and Gasiorek J M Fluid Mechanics (Longman, 1995)
59
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a
This unit covers an extended range of mechanical principles which underpin the design and
operation of mechanical engineering systems. It includes strengths of materials and mechanics
of machines. The aim of the unit is to provide a firm foundation for work in engineering design
and a basis for more advanced study.
p~
1 Investigate complex loading systems
2 Investigate the behaviour of loaded beams and cylinders
3 Investigate power transmission system elements
4 Investigate the dynamics of rotating systems.
60
`
1 Complex loading systems
Relationship: definition of Poissons Ratio, typical values of Poissons Ratio for common
engineering materials
Two and three-dimensional loading: expressions for strain in the x, y and z-directions,
calculation of changes in dimensions
Volumetric strain: expression for volumetric strain, calculation of volume change
Elastic constants: definition of Bulk Modulus, relationship between Modulus of Elasticity,
Shear Modulus, Bulk Modulus and Poissons Ratio for an elastic material
2 Loaded beams and cylinders
Relationships: slope: = Mdx i
E1
1
deflection = Mdxdx
E
y
1
1
Loaded beams: simply supported beams and simple cantilevers carrying combined
concentrated and uniformly distributed loads. Macaulays method for deriving and
integrating bending moment expression
Stresses in thin-walled pressure vessels: circumferential hoop stress and longitudinal stress
in cylindrical and spherical pressure vessels subjected to internal and external pressure (eg
compressed-air receivers, boiler steam drums, submarine hulls, condenser casings), factor of
safety, joint efficiency
Stresses in thick-walled cylinders: circumferential hoop stress, longitudinal stress, and radial
stress in thick-walled cylinders subjected to pressure (eg hydraulic cylinders, extrusion dies,
gun barrels), Lames theory, use of boundary conditions and distribution of stress in the
cylinder walls
3 Power transmission
Belt drives: flat and v-section belts, limiting coefficient friction, limiting slack and tight side
tensions, initial tension requirements, maximum power transmitted
Friction clutches: flat single and multi-plate clutches, conical clutches, coefficient of
friction, spring force requirements, maximum power transmitted by constant wear and
constant pressure theories, validity of theories
Gear trains: simple, compound and epicycle gear trains, velocity ratios, torque, speed and
power relationships, efficiency, fixing torques
61
4 Dynamics of rotating systems
Balancing: single plane and multi-plane rotating mass systems, Dalbys method for
determination of out-of-balance forces and couples and the required balancing masses
Flywheels: angular momentum, kinetic energy, coefficient of fluctuation of speed,
coefficient of fluctuation of energy, calculation of flywheel mass/dimensions to give
required operating conditions
Effects of coupling: conservation of angular momentum, energy loss due to coupling, final
common rotational speed
62
l ~ ~ ~
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ability to:
1 Investigate complex
loading systems
identify the relationship between longitudinal and transverse
strain
determine the effects of two-dimensional and three-
dimensional loading on the dimensions of materials
determine volumetric strain and change in volume
define Bulk Modulus and recognise the relationship
between elastic constants.
2 Investigate the behaviour
of loaded beams and
cylinders
recognise the relationship between bending moment, slope
and deflection for loaded beams
determine slope and deflection along loaded beams
determine the principal stresses which occur in thin-walled
pressure vessels
determine the distribution of stress in thick-walled cylinders
when subjected to pressure.
3 Investigate power
transmission system
elements
means of a belt drive
a friction clutch
determine the torque and power transmitted through gear
trains.
4 Investigate the
dynamics of rotating
systems
determine balancing masses required to obtain dynamic
equilibrium in rotating systems
determine the energy storage requirements of flywheels
determine the effects of coupling freely rotating systems.
63
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problems or the results of unseen, timed tests/examinations. Evidence is likely to be at outcome
level in order to provide maximum flexibility of delivery.
i
This unit is intended to be linked with the mathematics and mechanical applications units in the
programme. It also offers opportunities for demonstrating Common Skills, particularly in
Applying Numeracy, Managing Tasks and Solving Problems and Applying Technology.
students should have completed the BTEC National or Advanced VCE unit Mechanical
Principles, or an equivalent unit.
o
Sufficient laboratory/test equipment should be available to support a range of practical
investigations.
Appropriate software packages should be used wherever possible to verify solutions to problems
and system behaviour (for example, stress analysis).
a
This unit may be delivered as a stand-alone package or integrated into other programme units. If
it is delivered in an integrated way, care must be taken in the tracking of evidence for the
outcomes. Wherever possible, a practical approach should be adopted. Effort should be made to
identify the relevance of the principles covered to engineering applications and system design.
p ~
Hannah J and Hillier M J Mechanical Science (Longman, 1991)
Hannah J and Hillier M J Applied Mechanics (Longman, 1995)
Hannah J and Hillier M J Mechanics of Machines (Arnold, 1984)
McDonaugh Mechanical Science Vol 1 & 2 (Arnold, 1984)
Tooley M and Dingle L Higher National Engineering (Butterworth-Heinemann, 1998)
64
65
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r W eN
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a
The aim of this unit is to extend students knowledge and understanding of fluid power systems
in modern industry by investigating pneumatic and hydraulic diagrams, examining the
characteristics of components and equipment, and evaluating the applications of pneumatics and
hydraulics.
p~
1 Investigate fluid power diagrams
2 Investigate the construction and operation of pneumatic and hydraulic components,
equipment and plant
3 Investigate pneumatic and hydraulic circuits
4 Evaluate industrial applications of pneumatics and hydraulics.
66
`
1 Fluid power
Symbols: pneumatic and hydraulic, energy conversion symbols, valve symbols, energy
transmission symbols, control and miscellaneous symbols, use of appropriate British and
International Standards, eg BS 2917, ISO 1219-1, ISO 9461 (Hydraulics), CETOP, RP68P,
ISO 5599 (Pneumatics), etc
Fluid power diagrams: system layout diagrams, circuit diagrams, component lists,
component data-sheets, displacement-step diagrams, operating instructions, installation and
maintenance manuals, applications logic, memory and multi-actuator sequential circuit
operation, cascading techniques, circuits covering both linear and rotary actuation, use of
ISO 1219-2
2 Pneumatic and hydraulic components, equipment and plant
Pneumatic equipment: air compressors, types and characteristics, coolers and dryers,
receivers, distribution systems, pipework and fittings, drain traps, FRL air service units,
valves, actuators, seals etc
Hydraulic equipment: reservoirs, pumps, accumulators, pipework, fittings, seals, fluids,
valves, actuators etc
Performance characteristics: air compressors, volumetric efficiency, compression ratio,
isothermal efficiency, hydraulic pumps, operating efficiency, losses, flow rate, shaft torque
and power, hydraulic power
3 Pneumatic and hydraulic circuits
Pneumatic circuits: directional control, piloted control, reciprocating control, logic, memory,
multi-actuator circuits with sequential operation, cascading techniques, stepper circuits,
pulsed signals, latching circuits, direction and speed control of rotary actuators and air
motors
Hydraulic circuits: sequential operation of multi-actuator circuits, regenerative circuits,
counterbalance circuits, meter-in and meter-out circuits, bleed-off circuits, direction and
speed control of hydraulic motors
Electro-pneumatic and electro-hydraulic circuits: use of electronic logic devices and
systems and their interface with fluid power circuits, solenoid valve arrangements
Emergency fail safe circuits: use of emergency stop circuits to give predictable parking
position for linear actuators, emergency stopping circuits for rotary actuators and motors,
fail safe circuit arrangements
67
4 Industrial applications
Industrial sectors: manufacturing, processing, transportation, utilities, operation of plant,
machinery, equipment, controlling processes and plant, measurements of process and/or
machine parameters
Technical requirements: design, selection of equipment, materials and components,
installation, test and commissioning procedures
Commercial aspects: capital costs, running costs, maintenance, flexibility of proposed
system, future expansion and/or changes to installation
Health and safety: requirements of safety legislation and relevant regulations, eg HSWA
1974, Pressure Systems and Transportable Gas Containers Regulations 1989 (SI 1989
No 2169)
68
l ~ ~ ~
l ^ ~
ability to:
1 Investigate fluid power
diagrams
recognise and describe appropriate fluid power symbols
review and report on a design for either pneumatic or
hydraulic multi-actuator sequential operation using a
minimum of four actuators
review and report on a design for either pneumatic or
hydraulic reversible rotary actuation with speed control in
both directions
review and report on common faults and problems
encountered on fluid power diagrams.
2 Investigate the
construction and
operation of pneumatic
and hydraulic
components, equipment
and plant
identify and describe the features of pneumatic and
hydraulic equipment
analyse the performance characteristics of pneumatic and
hydraulic equipment.
3 Investigate pneumatic
and hydraulic circuits
design and draw a circuit for either pneumatic or hydraulic
multi-actuator sequential operation, including emergency
stop functions
design and draw either a hydraulic or pneumatic rotary
actuation circuit, illustrating speed control in both directions
design and draw either an electro-pneumatic or electro-
hydraulic circuit, arrangement
design and draw an emergency fail safe circuit for either a
pneumatic or hydraulic application.
4 Evaluate industrial
applications of
pneumatics and
hydraulics
determine the use of fluid power technology for a given
industrial application
describe the technical requirements and commercial aspects
for a proposed system
identify appropriate safety requirements for the design,
installation, maintenance and use of fluid power equipment.
69
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d~
i
This unit has links with Fluid Mechanics (Unit 7).
candidates should have achieved learning equivalent to the BTEC National or Advanced VCE
unit in Science or Engineering Systems and the Advanced VCE unit Mathematics for
Engineering.
o
Centres must be equipped with, or have access to, industrial-standard pneumatic and hydraulic
equipment and test assemblies. In addition, relevant British and International Standards and
BFPA publications should be available. The use of software-based training aids to demonstrate
pneumatic and hydraulic systems design and operation is also highly recommended.
a
relevant examples of the application of pneumatics and hydraulics in industry. In particular, it is
envisaged that Outcome 4 will be achieved in an industrial context.
Throughout the unit, practical work needs to be investigative, to give students the opportunity to
provide evidence for distinctive performance.
p ~
Barber Pneumatic Handbook 8th Ed (Elsevier Advanced Technology, 1996)
Esposito A Fluid Power with Applications (Prentice Hall, 1996)
Hunt Hydraulic Handbook 9th Ed (Elsevier Advanced Technology, 1996)
Turner Ian C Engineering Applications of Pneumatics and Hydraulics (Arnold, 1997)
Yeaple F Fluid Power Design Handbook 3rd Ed (Marcel Dekker, 1995)
70
71
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a
This unit introduces students to the types of manually operated machine tool commonly used in
industry and typical applications of such equipment. It also introduces the theory of cutting tools
and the practice of tool and work-setting for production on manual machine tools, and the
checking of critical features and dimensions against specifications. Safe use of equipment will
be a constant theme throughout the unit.
The unit aims to provide the student with the basic skills necessary for the safe and efficient
production of components on manual machine tools. It also provides the student with a broad
knowledge base upon which, suitable types of machine tool and appropriate tooling may be
chosen for specific sorts of work.
p~
1 Describe the main features of a range of machine tools
2 Investigate the types of machine tools typically used to produce specific geometries and
features
3 Demonstrate the ability to specify correct cutting conditions for a range of workpiece
materials
4 Demonstrate the ability to produce simple components on a range of machine tools.
72
`
1 Machine tools
Health and safety: issues related to machine tools, workshops and the production
environment in general, responsibilities of the employer and employee under the Health &
Safety at Work Act and other legislation
Machine tools: centre lathes, single spindle autos, vertical and horizontal milling machines,
cylindrical and surface grinders, centreless grinders, lapping, honing, planing and shaping,
internal and external broaching, sawing, presses, sheet and tube bending, axis conventions as
appropriate
General: the difference between cutting tools and machine tools, how relative motion
between cutting tool and workpiece is achieved, the six degrees of freedom of a rigid body
with respect to workholding and jig and fixture design, types of drive for lathes, milling
machines, presses, the use of positional encoders and sensors, the purpose and use of cutting
and grinding fluids, the need for rigidity in design and build of machine tools
2 Geometries and features
Rotational parts: component features typically associated with lathe work for example
diameter and face turning, tapers, chamfers, radii, drilled holes and internal bores, deep
holes, internal and external threads, grooving, knurling, parting off, roughing and finishing
cuts
Prismatic parts: component features typically associated with milling for example face
milling, slab milling, profiles, pockets and slots, drilling, reaming, thread tapping, thread
milling, counterboring, countersinking, roughing and finishing cuts
Sheet metal forming: for example blanking, piercing, drawing, bending, notching, cropping,
use of progression tooling; finishing operations
Broaching: internal and external features for example square and round holes, splines, gear
teeth, keyways and rifling and flat, round and irregular external surfaces
3 Cutting conditions
Tooling: choice and effects of tool geometries, choice of tool material inserts, coatings,
grades, applications, permissible depth of cut, types and consequences of tool wear,
importance of clearance in pressworking operations, calculation of expected tool life
Forces: theory of metal cutting, mechanics of chip formation, shearing mechanisms in press
work, calculation of forces exerted on cutting/forming tool and workpiece during various
operations, calculation of power required to perform specific operations, use of
dynamometers and other condition monitoring/measuring equipment
Speeds and feeds: calculation of speeds and feeds for turning and milling operations on a
variety of workpiece features, sizes and materials for example, aluminium alloys, mild
steel, tool steels, cast metals and alloys, relationship between cutting speed and tool life
economics of metal removal
73
4 Produce simple components
Safety: correct and approved use and operation of systems and equipment indication of
potential hazards for given machine tools
Principles of production: tool and work setting techniques, interpretation of specifications
and engineering/production drawings, feature measurement for example depths, diameters,
screw threads
Use of machine tools: production of appropriate geometries and features on given machine
tools
74
l ~ ~ ~
l ^ ~
ability to:
1 Describe the main
features of a range of
machine tools
demonstrate knowledge of health and safety issues related to
the operation of machine tools
identify the typical axis conventions of machine tools
identify the axis control systems such as handwheels and
servo motors
describe the six degrees of freedom of a rigid body and how
they relate to workholding techniques.
2 Investigate the types of
machine tools typically
used to produce specific
geometries and features
identify the types of machine tool suitable for the
production of specific components and geometries
develop the sequence of operations required to produce
specific components
describe the machining and forming processes involved in
the production of specific features.
3 Demonstrate the ability to
specify correct cutting
conditions for a range of
workpiece materials
select appropriate tooling for the production of specific
features on specific materials
determine the forces acting on the tool face and workpiece
during ideal orthogonal cutting
calculate feeds and speeds for turning and milling
operations for a variety of tool and workpiece materials
describe the mechanisms and effects of different types of
tool wear and catastrophic failure
estimate the life of given tools for specific applications.
4 Demonstrate the ability to
produce simple
components on a range
of machine tools
demonstrate awareness of health and safety issues related to
the specific machine tools used and the workshop in general
apply the principles of production
produce given components in accordance with
specifications.
75
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d~
Evidence of outcomes may be in the form of a written report supported by a fully documented
log-book, production of a simple assembly or component produced with available resources and
tests based on theoretical principles.
i
advised that students should have completed appropriate pre-requisite BTEC National or GNVQ
Engineering or equivalent units. Students who have not attained this standard will require
bridging studies.
o
Students should have access to appropriate machine tools and properly trained support staff.
Institutions should try to work closely with industrial organisations in order to bring realism and
relevance to the unit.
a
Students should work individually. Delivery may be achieved by formal lectures, supported by
tutorial sessions focusing upon the theoretical aspects of the syllabus, and practical workshop
sessions.
p ~
Kalpakjian, Serope Manufacturing Engineering Technology (Addison-Wesley, 1995)
Timmings Manufacturing Technology: Volume 1 (Longman, 1998)
Timmings Manufacturing Technology: Volume 2 (Longman, 1993)
76
77
r NNW b~I b C a~ m
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a
The aim of this unit is to develop students understanding of electrical and electronic principles
necessary for further study in the specialist area of aircraft mechatronic systems.
p~
1 Apply complex notation in analysis of single phase circuits
2 Apply circuit theory to the solution of circuit problems
3 Apply amplifier techniques to comprehend the action of electronic circuits used in
mechatronic systems
4 Investigate digital electronic circuits used in mechatronic systems.
78
`
1 Single phase circuits
Principle: impedances, series and parallel circuits, voltage, current,
power/real/reactive/apparent, complex notations
Resonance: frequency response, impedance, resonance conditions series and parallel,
Q factor
2 Solution of circuit problems
Circuit theorems: Norton, Kirchhoff, Thvenin, superposition, Maxim power
Circuit analysis: mesh, nodal, maximum power transfer, impedance matching
3 Action of electronic circuits
Circuit design: single stage amplifier, bias, dc conditions, ac conditions, coupling, input
impedance, output impedance, frequency response, two-stage amplifier, bread-boarding,
circuit simulation
4 Digital electronic circuits
Digital electronic devices: logic families, comparison between families, circuits integration,
identification of circuits in mechatronics
Design: combination circuits; simplification methods; truth tables, single gate solutions,
sequential circuits counters, combination and sequential circuit simulation, circuit testing
Test: circuit designed should be bread-boarded or circuit simulated and tested
79
l ~ ~ ~
l ^ ~
ability to:
1 Apply complex notation
in analysis of single
phase circuits
find solutions to problems involving series and parallel
impedances subject to steady applied voltage
investigate the effects on circuit performance of changes in
values of impedances.
2 Apply circuit theory to
the solution of circuit
problems
solve problems using circuit theorems to calculate currents
and voltage in circuits
calculate the value of circuit loads which produce maximum
power.
3 Apply amplifier
techniques to
comprehend the action of
electronic circuits used
in mechatronic systems
analyse the operation of single- and two-stage amplifiers
investigate the performance of single- and two-stage
amplifiers
compare the analysis with measured results
design and evaluate a single-stage amplifier.
4 Investigate digital
electronic circuits used
in mechatronic systems
investigate digital electronic devices
design digital electronic circuits
test digital circuits.
80
d~
d~
Evidence of outcomes may be in the form of an end-of-unit examination, assignments and
reports of practical activities. Evidence is likely to be at outcome level in order to provide
maximum flexibility of delivery.
Evidence may be accumulated by students building a portfolio of practical activities or by a
tutor-led combination of practical tests and assignments. In either case, the evidence must be
both relevant and sufficient to justify the grade awarded.
i
This unit is intended to be linked with Digital & Analogue Devices & Circuits (Unit 12) and
Microprocessor Systems (Unit 17). It also offers opportunities for demonstrating Common
Skills, particularly in Managing Tasks and Solving Problems and Applying Technology.
Entry requirements for this unit are at the discretion of the centre. However, the unit assumes
that students have a prior knowledge of electrical/electronics/digital principles at BTEC
National or Advanced VCE level. Ideally, they should have completed GNVQ Engineering
units in Science for Engineering Advanced level, Analytical Methods for Engineers or
equivalent BTEC units. Students who do not meet these criteria may benefit from appropriate
bridging studies
o
Appropriate laboratory experiments should be used where possible to verify the theory.
Also available should be prototype board or digital circuit trainers and electronic circuit
simulation.
a
A practical, hands-on approach to learning should be adopted wherever possible, with tutors
providing relevant examples of the theory in practice. Circuits should be ones used in aircraft
mechatronic systems.
p ~
Green D C Digital Electronic Technology 3rd Ed (Longman, 1993)
Green D C Higher Electrical Principles (Longman, 1998)
Hughes E Electrical Technology (revised) (Longman, 1995)
Maddock R J Electronics for Engineers 2nd Ed (Longman, 1994)
Storey N Electronics: A Systems Approach (Addison-Wesley, 1998)
81
r NOW a~ C ^~ a C `
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r W eN
r W USUPo
a
This unit overlaps with and extends the theory of operational amplifiers contained in the
optional unit Electronics (Unit 23). It provides students with an understanding of the range of
electronic devices and circuits used in modern electronic systems.
p~
1 Investigate power supplies for electronic systems
2 Investigate operational amplifier circuits
3 Investigate digital electronic circuits.
82
`
1 Power supplies for electronic systems
Operation of DC power supplies: linear regulated power supplies (simple zenerd, series
transistor and IC regulators), switched mode power supplies; practical circuits in use in
modern equipment
Design a linear power supply: specification should state the range of input voltages, output
voltage and current, line and load regulation; design should identify devices used, passive
component values, and circuit connections
Test a linear power supply: from test results, graphs of V
out
~ V
in
and V
out
~ I
out
should be
plotted and line and load regulation calculated
2 Operational amplifier circuits
Operational amplifier as a device: properties of the ideal op amp (very high gain, infinite
input impedance, negligible voltage difference between inputs, D to A and A to D
converters)
Circuits: open loop circuit comparator; feedback circuits inverting amplifier, non-
inverting amplifier, buffer amplifier (voltage follower), differential amplifier, summing
amplifier. Derivation of relationship between input and output voltages. Identification of
circuits in modern equipment
Design: three different circuits should be designed to meet given specifications. Designs
should include circuit configuration and component values. Designs should be simulated
using computer software to confirm correct operation
Tests: designed circuits should be built using prototype board or circuit trainers and tested,
using appropriate test equipment, to confirm that they meet the specification. A schedule of
test data with proposed input signals and expected output signals should be drawn up before
testing
3 Digital electronic circuits
Digital electronic devices: logic families TTL, CMOS (both 4000 and 74) series,
comparison between families (speed, power, input, output, power supply), interfacing
between different families; scales of integration (SSI, MSI, LSI, VLSI); programmable
devices (ROM, PAL, PLA); identification of circuits in modern equipment
Design: combinational circuits two designs using an appropriate design technique (eg
Karnaugh mapping), solutions using a single type of gate (eg NAND only), specifications
requiring solutions with not less than four inputs and one output; sequential circuits two
designs using an appropriate design technique, specifications with no less than seven states
(eg decade counter); solutions for both combinational and sequential circuits should be
simulated using computer software to confirm correct operation
Test: circuits designed for this outcome should be built using prototype boards or circuit
trainers and tested, using appropriate test equipment, to confirm that they meet the
specifications. A schedule of test data with proposed inputs and expected outputs should be
drawn up before testing
83
l ~ ~ ~
l ^ ~
ability to:
1 Investigate power
supplies for electronic
systems
investigate the operation of DC power supplies
design and test a linear power supply to meet a given
specification.
2 Investigate operational
amplifier circuits
investigate the operational amplifier as a device
investigate operational amplifier circuits
design operational amplifier circuits
test operational amplifier circuits.
3 Investigate digital
electronic circuits
investigate digital electronic devices
design digital electronic circuits
test digital electronic circuits.
84
d~
d~
Evidence of outcomes may be in the form of assignments, laboratory notes or reports of
investigations. One possible approach would be to produce a report covering the investigative
aspects of the unit and a log book covering the design and test activities.
i
This unit may be linked with the units Electrical, Electronic, & Digital Principles (Unit 11),
Combinational & Sequential Logic (Unit 13) and Electronics (Unit 23). The Common Skills
Application of Number, Problem Solving and Information Technology can be demonstrated.
students should have completed the BTEC National or Advanced VCE unit in Electronics or
equivalent. Students who do not meet these criteria may benefit from appropriate bridging
studies.
o
Electronic circuit test equipment (CRO, power supply, signal generator, multimeter, logic
probe).
Prototype board or digital and analogue circuit trainers.
Electronic circuit simulation software.
a
This unit is intended to be delivered as a standalone package but it could be integrated into a
programme of study with other units. If it is delivered in an integrated way, care must be taken
to provide tracking evidence of outcomes. Wherever possible, a practical approach should be
adopted. It is envisaged that Outcome 3 will require the largest proportion of directed study
time.
p ~
Green D C Higher Electrical Principles (Longman, 1998)
Hughes E Electrical Technology revised by McKenzie (Longman, 1995)
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a
This unit overlaps with and extends the logic theory contained in the optional unit Digital &
Analogue Devices & Circuits (Unit 12). It develops the theory from a basic understanding of
simple digital techniques, to more practical and complex applications of both combinational and
sequential logic.
p~
1 Investigate combinational logic devices
2 Design and build circuits using combinational logic
3 Investigate sequential logic devices
4 Design and build circuits using sequential logic
5 Design and evaluate a digital system.
86
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1 Combinational logic devices
Manufacturers literature: printed, CD ROM, remote databases
Devices: buffer, driver, decoder, multiplexer, ROM, PLD
Characteristics: function, fan-out, propagation delay, power consumption, cost, size,
packaging, operating voltage, availability
Modern LSI and VLSI devices: programmable logic devices, application-specific integrated
circuits
Device packaging: traditional through-hole, surface mount
2 Circuits using combinational logic
Combinational logic circuits: decoders, encoders, multiplexer, demultiplexer, code
converters, buffers, line drivers; typically, circuits with up to 10 integrated circuits
Computer simulations: using a commercial, digital electronic circuit analysis package
Programmable logic devices: ROM, PLA, PLD
3 Sequential logic devices
Sequential logic devices: J-K master-slave flip flop, monostable, clock generator, counter,
register, shift register
Analyse: manually, using state tables; functionally, using computer simulation
Design sequential circuits: asynchronous and synchronous counters, minimisation,
elimination of hazards
Construct: a range of systems including synchronous and asynchronous counters
4 Circuits using sequential logic
Sequential logic circuits: clock generator, multi-digit counter, parallel to serial converter,
pseudo random number generator
Computer simulation: using a commercial digital electronic circuit analysis package
Programmable logic devices: ROM, PLA, PLD
5 Digital system
Digital system: a system with both combinational and sequential devices with up to 20
components; programmable devices should be included if possible
Criteria: functionality, chip count, cost
Communicate results: written, oral presentation to peers
87
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ability to:
1 Investigate
combinational logic
devices
interpret manufacturers literature to select appropriate
combinational logic devices for specific purposes
compare the characteristics of similar devices using
different technologies
compare the functionality achieved by modern LSI and
VLSI devices with traditional techniques
explain the constraints placed upon system designers by
modern device packaging.
2 Design and build circuits
using combinational
logic
design combinational logic circuits to meet a given
specification
use computer simulation to verify logic designs
construct and test combinational circuits
use programmable logic devices to minimise component
count in combinational circuits.
3 Investigate sequential
logic devices
interpret manufacturers literature to select appropriate
sequential logic devices for specific purposes
analyse the operation of sequential logic circuits
use formal design techniques to design sequential circuits
construct and test sequential circuits.
4 Design and build circuits
using sequential logic
design sequential logic circuits to meet a given specification
use computer simulation to verify logic designs
construct and test sequential circuits
use programmable logic devices to minimise component
count-in systems containing sequential logic devices.
5 Design and evaluate a
digital system
design a digital system to meet a technical specification
realise and test the design against criteria
evaluate and modify as required
appraise and communicate results.
88
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Much of the evidence for this unit will be achieved through assignment and project work. This
may be formal and informal reports on practical activities, presentations or written assessments.
Presentations can also be used to assess communication skills, but the content and presentation
quality should be assessed separately.
i
This unit may be linked with the units Digital & Analogue Devices & Circuits (Unit 12).
students should have completed the BTEC National or Advanced VCE mandatory unit Science
for Engineering or equivalent. The unit also assumes that students have studied the Advanced
VCE optional unit Electronics or equivalent. For students who have already completed the
Digital Electronics unit in a National Certificate programme, there may be some duplication in
Objective 2. Where this is the case, centres may wish to explore more advanced applications
with the students.
o
This unit is intended to comprise at least 50% practical work, and will require a full range of
appropriate facilities. It can be a great advantage for students to have ready access to a computer
circuit analysis package for digital circuits.
Wherever possible, links between the work in this unit and its practical application should be
developed. This may be achieved by integrating assignment or project work with other
technological units, in particular any unit in analogue electronics.
a
relevant examples of the application of theory in practice. The most suitable way to achieve this
is through a series of co-ordinated assignments covering the main topic areas. Practical work
needs to be investigative to allow opportunities for students to provide evidence for distinctive
performance.
Computer simulation and analysis of circuits should be encouraged, particularly where practical
analysis can be compared with computer-generated results for the same circuits. This helps to
ensure that students are familiar with current industrial practice.
p ~
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This unit is intended to give students an appreciation of the principles of Instrumentation. The
unit will also give students an understanding of the techniques used in Process Control and
enable them to predict controller settings, and make adjustments to achieve stability in such a
control system.
p~
1 Investigate the operation of modern instrumentation systems used in process control
2 Examine process control systems and controllers
3 Examine the use of regulating units used in control systems.
90
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1 Instrumentation systems
Sensors/Transducers/Transmitters
System terminology: accuracy, error, repeatability, precision, linearity, reliability,
reproducibility, sensitivity, resolution, range, span, zero drift, hysterisis
It is expected that at least two devices from each area will be investigated.
The choice will depend on local industrial needs:
Pressure: resistive, strain gauge, inductive, capacitive, semiconductor, ceramic,
piezoelectric, LVDT
Level: conductivity, capacitive, ultrasonic, radar, nucleonic, loadcells, radiometric,
microwave, hydrostatic, sonar
Flow: ultrasonic, Coriolis, vortex, magnetic, differential pressure
Temperature: resistance, thermocouple, radiation pyrometers
Displacement: diffraction grating, lasers, variable resistance
Signal conditioning
Transmitters/signal converters: current to pressure, pressure to current, micro-processor
based, which may include smart, digital, analogue
Transmission medium: pneumatic, hydraulic, electrical, fibre-optic
Signal conditioners: operational amplifiers, voltage to voltage, voltage to current, current to
voltage, charge amplifier, microcontrollers (PIC)
Displays: digital (LCD, LED), analogue, recorders
2 Process control systems and controllers
Need for process control: quality, safety, consistency of product, optimum plant
performance, human limitations, efficiency, cost, environmental
Process controller terminology: deviation, range, span, absolute deviation, control effect,
set point, process variable, manipulated variable, measured variable, bumpless transfer,
process variable tracking, direct and reverse acting, offset, proportional band, gain, on-off
control, two step control, cycling, Proportional, Proportional with Integral, Proportional
with Integral and Derivative, Proportional with Derivative
System terminology: distance velocity lags, transfer lags, multiple transfer lags, capacity,
resistance, dead time, reaction rate, inherent regulation, dead time, open loop, closed loop,
load, supply, static gain, dynamic gain, stability, loop gain
Tuning: Zeigler-Nichols, Continuous Cycling, Reaction Curve, decay methods, tuning for
no overshoot on start-up, tuning for some overshoot on start-up
System representation: P&I diagrams, loop diagrams, wiring diagrams, constructing and
using diagrams to appropriate standards
91
3 Regulating units
Regulating unit terminology: body, trim, plug guide and seat, valve, stem, bonnet, packing
gland, yoke, actuator, motor, stroke, direct and reverse action, air fail action, repeatability,
CV, turndown, flow characteristics-linear, equal percentage, quick-opening, modified
parabolic, split range
Regulating units: dampers, power cylinders, louvres, valve positioners, valves globe, ball,
diaphragm, gate, double seated, 3-way, solenoid, split bodied, butterfly. dampers, power
cylinders, louvres, valve positioners
92
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ability to:
1 Investigate the operation
of modern
instrumentation
systems used in process
control
describe terminology used in process measurements
evaluate a range of sensors/transducers/transmitters with
reference to manufacturers terminology
describe the construction and operation of modern sensors
used to measure: pressure, level temperature and flow
describe typical applications for the sensors examined
describe the signal conditioning and transmission.
2 Examine process
control systems and
controllers
medium required for successful transmission
sensors, conditioners and display units for a range of
specific purposes
explain the need for process control
describe process control terminology
examine several tuning techniques
describe the control actions required for different systems
represent systems using standard diagrams.
3 Examine the use of
regulating units used in
control systems
describe control system terminology
identify the main parts of a regulating unit
evaluate a regulating unit with reference to standard
terminology including manufacturers specifications
select the plug characteristics required for a specified
process
describe the characteristics of a range of regulating units.
examine the use of valve positioners
calculate the CV of a control valve from relevant data.
93
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Evidence of outcomes may be in the form of assignments, records of practical activities, applied
examples or completed tests/examinations.
Evidence may be accumulated by students in a portfolio containing an appropriate mix of
assessment material. A number of practical activities are expected to be included in the
assessment evidence. Where possible, students should use appropriate software to explore
process control models.
i
students should have studied to National Certificate or Advanced VCE level in Engineering.
Students who do not meet these criteria may benefit from appropriate bridging studies.
o
Suitable computer packages, such as spreadsheets and engineering software, appropriate to the
specialist discipline should be available. Centres delivering this unit should posses or have
access to a range of modern sensors, transducers, transmitters, controllers and appropriate
regulating units to support practical investigations. Appropriate software packages should be
used wherever possible to solve problems.
a
A practical hands-on approach to learning should be adopted wherever possible, with tutors
providing relevant examples of theory in practice. Students should be given an appreciation of
the use of process control systems in an industrial context. Evaluation of modern
sensors/transducers/transmitters should include calibration checks were possible.
Safe working practice should be followed at all times.
p ~
Bolton W Instrumentation and Process Measurements (Longman, 1991)
Doebelin E O Measurement Systems Applications & Design (McGraw-Hill, 1990)
Parr E A Industrial Control Handbook (Newnes, 1998)
94
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a
This unit covers the underpinning knowledge of power generation. It leads from a revision of
single phase ac theory into three phase and its application to machine theory. Students
understanding of three phase concepts will be applied to the understanding of ac machines. It
also provides a platform for BS and IEC standards in circuit diagrams.
p~
1 Evaluate single and three phase circuits
2 Identify and apply circuit diagrams and conventions
3 Investigate operating principles of ac synchronous generators, induction motors with
starters and underpinning principles
4 Undertake routine maintenance procedures.
96
`
1 Single and three phase circuits
DC circuits: circuit analysis using Ohms law, Kirchhoffs laws and theorems
Single phase: max and rms values, periodic time and frequency, R, L, C, RL, RC, RLC,
single and parallel circuits, phase angle, true power and apparent power, power factor and
power factor correction
Three phase circuits: line and phase voltages and currents, power factor, star and delta
connections, balanced and unbalanced loads
2 Apply circuit diagrams and conventions
Conventions: awareness of relevant regulations (currently IEE 16th edition regulations for
installation of electrical equipment on ships (1990) and the 1994 supplement)
Symbols: recognises electrical and electronic symbols to IEC standards, relates circuit
diagrams to equipment components and wiring. Utilises circuit diagrams for fault finding
procedures
3 AC generators, induction motors with starters
Magnetism: electro magnetic fields, flux density, mmf, field strength, reluctance,
permeability, B-H curves, Faradays and Lenzs laws, self and mutual inductance
AC synchronous generators: construction and connections, excitation methods, control of
voltage and frequency, synchronising and load sharing
Generator protection: methods for short-circuit, overcurrent, under voltage, earth faults and
temperature extremes
AC motors: induction and synchronous, stator and rotor construction, various types of
starting and speed control
Motor protection: short circuit, overcurrent, single phasing, locked rotor thermistor
Propulsion: synchronous and induction motors for propulsion, speed control
4 Maintenance
Safety: electrical safety and electric shock levels. HV safety, isolation and permit to work
procedures
Maintenance: need for routine maintenance, planned maintenance procedures, recognition of
faults, fault finding procedures
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ability to:
1 Evaluate single and
three phase circuits
analyse dc circuits in terms of voltage, current, resistance
and power
calculate reactive components, power factor and PF
correction, resonance and magnification factors
recognise star and delta connections
determine the relationship between line and phase voltages
and currents in star and delta connections.
2 Identify and apply
circuit diagrams and
conventions
construct diagrams for a range of starters
identify contactor terminals according to IEC 947
requirements
resolve circuit diagrams for a basic electrical generation and
distribution system.
3 Investigate operating
principles of ac
synchronous
generators, induction
motors with starters
and underpinning
principles
describe magnetic theory appertaining to motors, generators
and transformers
explain the action of motors, generators and transformers
recognise the causes of failure and the purpose of protection
systems.
4 Undertake routine
maintenance procedures
demonstrate safety procedures
undertake routine and preventative maintenance.
98
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Evidence of outcome may be demonstrated in a variety, or mixture, of methods. Assignments,
written tests/examinations or workshop activities may be used to demonstrate competency. The
workshop activities may take the form of formal or informal presentations thereby improving
communication skills.
Evidence is likely to be at outcome level, however it may be across units to provide flexibility
and to demonstrate its relationship with allied topics.
i
The unit should be linked with Engineering Science (Unit 3) and Operation & Maintenance of
Electrical Plant (Unit 24). Students should realise the relationship which exists between the
power generation equipment and distribution systems. The unit will also enforce and integrate
many of the skills developed within other units in the programme. Opportunities for developing
Common Skills particularly Communication, Applying Numeracy and Managing Tasks and
Problem Solving available within this unit.
o
Students will require access to power generation equipment enabling the fault diagnosis and
routine maintenance to be conducted. When ever possible industrial visits should be made to
power stations. Ship visits where motors and generators may be viewed in a marine
environment.
a
Delivery of this unit will be a mixture of lectures and assignment work however practical work
must be adopted to reinforce the principles and to demonstrate the maintenance and fault finding
applications. It may be treated as a stand alone unit but may be integrated into other units in
which case care must be taken with the tracking of outcomes.
p ~
Hall Dennis T Practical Marine Engineering Knowledge (Witherby Press)
Hughes E Electrical Technology revised by Mckenzie (Longman, 1995)
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a
The aim of this unit is to develop in students a technical understanding of power electronic
topics.
It carries an emphasis on the application of power electronics to variable speed drives.
Since this unit is intended mainly for heavy current students, the focus is on the power aspects
rather than the associated detail of the electronic control and firing circuitry.
The use of safe measurement techniques via the use of isolating probes and transducers in
systems operating from earthed power systems is covered.
Practical investigations of common configurations of controlled rectifier and inverter systems as
applied to motor control systems are to be carried out. The use of commercial/industrial variable
speed drives provides a relevant and convenient method of investigation. Other, non-drive,
applications of power electronics are also investigated.
p~
1 Investigate common configurations for controlled and uncontrolled rectification
2 Investigate power electronics applied to the control of dc motors
3 Investigate methods of frequency conversion
4 Investigate applications of power electronics.
100
`
1 Rectification (uncontrolled and controlled)
Measurement techniques: use of isolated differential voltage attenuator probes, Hall effect
current probes, power oscilloscope
Standard configurations (1 ph and 3 ph), waveforms, average and rms values, pulse number,
waveforms, harmonics and filters
Effect of resistive and inductive loads, flywheel diodes
Single and 4-quadrant bridges, regeneration
Protection against: overvoltage, overcurrent and transients
2 Control of dc motors
Armature voltage, field weakening, dc choppers, controlled rectifiers
Speed and armature current control loops, tachogenerators, speed reversal, braking and
regeneration
Industrial dc motor controllers, waveforms
3 Frequency conversion
Quasi-square-wave and pulse width modulation (pwm) inverters, waveforms, harmonics
Resistive and inductive loads, v/f requirement
Cycloconverter
4 Applications of power electronics
Control of ac induction motors
Soft starters, inverters
Speed and torque control loops, speed reversal, braking and regeneration
Industrial induction motor controllers
Other applications
Uninterruptible power supplies, high voltage dc links
Inductive heating, welding machines
101
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ability to:
1 Investigate common
configurations for
controlled and
uncontrolled
rectification
use safe measurement techniques
carry out an investigation into common configurations of
uncontrolled and controlled rectification.
2 Investigate power
electronics applied to the
control of dc motors
carry out an investigation into armature voltage and field
weakening methods of control of dc motors
compare the use of dc choppers and controlled rectifiers
carry out an investigation into single and 4-quadrant
operation
carry out an investigation of an industrial controller.
3 Investigate methods of
frequency conversion
carry out an investigation into quasi-square-wave and pwm
methods.
4 Investigate applications
of power electronics
carry out an investigation into soft starters and inverters
carry out an investigation into an industrial controller
carry out an investigation into Uninterruptible power
supplies, high voltage dc power links, inductive heating,
welding machine.
102
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Evidence of outcomes will be in the form of practical assignments, reports of investigations,
solutions to applied problems.
sufficient to justify the award given.
i
This unit may be linked with the mathematical and electrical principles and electrical power
units in the programme.
It also offers the opportunity for demonstrating certain Key and Common Skills, particularly
Applying Numeracy and Technology.
Entry requirements for this unit will be at the discretion of the college. However, it is expected
that the student will have already have successfully completed units of study involving power
electronics devices and electrical machines at N level (or equivalent) or have adequate industrial
experience.
Students who do not possess this background will require appropriate bridging studies.
o
Sufficient laboratory and test equipment should be available to support a range of practical
investigations.
Appropriate software packages, eg circuit simulators should be used wherever possible to
confirm experimental results and also to enable the verification of solutions to problems.
a
This unit can be delivered as a stand-alone unit or integrated into a programme of study.
Wherever possible, a practical approach should be adopted throughout the delivery of this unit,
the student being involved hands on as much as practicable.
Aspects of safe working procedures should be given their due importance.
The use of computer packages can be advantageous; a circuit analysis package can be used to
good effect, especially in the rectification and inverter topics.
103
p ~
Bird B and King K An Introduction to Power Electronics (J Wiley, 1983)
Bradley D Power Electronics (Van Nostrand Reingold, 1987)
Fewson D Introduction to Power Electronics (Arnold, 1998)
Hughes A Electric Motors and Drives (Butterworth, 1993)
Lander C Power Electronics (Arnold,1998)
Larson B Power Control Electronics (Prentice Hall, 1983)
Rashim M Spice for Power Electronics and Electrical Power (Prentice Hall, 1993)
104
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a
The aim of this unit is to provide students with an understanding of microprocessor-based
systems and their use in instrumentation/control/communication systems.
p~
1 Investigate microprocessor-based systems
2 Produce software for a microprocessor-based system
3 Interface microprocessor-based systems.
106
`
1 Microprocessor-based systems
Types of microprocessor: comparison based on speed of processing and data transfer, cost,
i/o facilities, physical size, types drawn from 8, 16, 32 bit systems, single chip/
microcontroller and multi-chip systems, dedicated/embedded and PC/workstation systems,
CISC and RISC processors
Applications: control systems (eg car engine management, robotics, distributed control
systems, coin-operated machines, printers), instrumentation systems (eg data acquisition and
logging systems, indicator display systems, intelligent panel instruments, test equipment),
communication systems (eg facsimile machines, modems, radio transmitters, radar systems),
commercial systems (eg electronic funds transfer at point of sale systems (EFTPOS),
electronic bank teller machines, hand-held stock loggers, personal computers)
2 Software for a microprocessor-based system
Design software: algorithms in the form of a structure chart showing actions and conditions
or in pseudo code (structured English), in sufficient detail to allow coding to proceed
Specification: the specifications should be sufficiently demanding to require modularisation
and the passing of data between modules. It is suggested that Outcomes 2 and 3 are treated
concurrently to allow the specifications to focus on the use of microprocessor-based systems
in applications requiring interfacing to devices such as lights, switches, motors, heaters,
dumb terminals, keypads, LCD and LED displays, printers, ADCs and DACs and other
computer systems
Write programs: the programs should be written in a form that follows directly from the
design. Programs may be written in assembly language or a suitable high-level language (eg
C, Pascal) and should be suitably annotated to give an explanation of the code
Test software: suitable test data (eg inputs and expected outputs) should be prepared prior to
running programs and results of the tests should be documented. Any necessary changes to
program code or structure should be carried out. It is expected that software tools (such as
debugger, single-step and breakpoints) will be used to identify errors
3 Interface
Programmable parallel interface: devices in this category include M68230 PIT, 8255 PPI,
6522 VIA and Z80PIO. The chosen programmable device should be initialised in at least two
different configurations to allow connection to a range of external devices (applications
requiring interface to devices such as lights, switches, motors, heaters, dumb terminals,
keypads, LCD and LED displays, printers, ADCs and DACs and other computer systems). It
is expected that handshaking/control lines are used in at least one configuration. Interrupts
should also be considered
107
Programmable serial interface: devices in this category include M68681 DUART, 8250
UART, M6850 ACIA. The chosen programmable device should be initialised in at least two
different configurations (changing parameters such as baud rate, number of data bits, number
of stop bits and parity). Programs using simplex transmission are considered to be adequate
to demonstrate the principles of this device
Design, build and use a non-programmable parallel interface: either an 8-bit input port (tri-
state buffer) or an 8-bit output port (latch) should be produced. The circuit should have some
address decoding which would select the input or output port. It is envisaged that the circuit
would be built on a prototype board which does not require solder connections and would be
connected to the microprocessor systems data bus (through buffering if considered
necessary). The external circuit connected to this port could be simple, two-state switches or
lights
108
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ability to:
1 Investigate
microprocessor-based
systems
compare types of microprocessor-based system
investigate three typical applications of microprocessor-
based systems.
2 Produce software for a
system
design software to a given specification using a structured
design technique
write programs to implement designs using an appropriate
computer language
test software to ensure it meets the given specification.
3 Interface
systems
interface external devices to a microprocessor-based system
using a programmable parallel interface device
using a programmable serial interface device
design and build a simple non-programmable parallel port
using the parallel port.
109
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Evidence of outcomes may be in the form of assignments, laboratory notes or reports of
investigations. One possible approach would be to produce a report covering Outcome 1 and a
log book covering the activities in Outcomes 2 and 3.
i
This unit may be linked with Electrical, Electronic and Digital Principles (Unit 11). It offers
opportunities to demonstrate Common Skills, particularly in Managing Tasks and Solving
Problems, and Applying Technology.
Entry requirements for this unit are at the discretion of the centre. However, it is recommended
that students should have completed the BTEC National or Advanced VCE unit Microelectronic
Systems or equivalent and should have some knowledge of digital electronics (tri-state devices
and latches). Students who do not meet these criteria may benefit from appropriate bridging
studies.
o
Microprocessor-based systems 8/16/32 bit systems would be appropriate.
Students will also need software development systems (personal
computers/workstations/terminals capable of running program development software), and a
software-editor, assembler/compiler debugging tools for target processor.
The software development system and the target microprocessor-based system may be the same
(eg a personal computer).
a
This unit is intended to be delivered as a stand-alone package, but could be integrated into a
programme of study with other units. If it is delivered in an integrated way, care must be taken
to provide tracking evidence of outcomes. Wherever possible, a practical approach should be
adopted.
It is envisaged that Outcomes 2 and 3, which should be treated concurrently, will account for
most of the directed study time.
p ~
Coffrun J W Microprocessor Programming, Troubleshooting and Interfacing
(Prentice-Hall, 1988)
Dixey G Microprocessing Interfacing (Stanley Thorp, 1991)
IEEE Microprocessor Operating Systems Interfaces (Wiley, 1985)
Money S A Practical Microprocessor Interfacing (Wiley, 1987)
Triebel W A, Singh A 0088 & 0086 Microprocessor: Programming, Interfacing, Software,
Hardware & Application (Trade-Cloth P-H, 1996)
Uffenbeck J E 80x86 Family: Design, Programming and Interfacing (Prentice-Hall, 1997)
110
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a
The aim of this unit is to develop an understanding of the systems and sub-systems involved in
communication by radio. The way in which information is conveyed by mixing the wanted
signal with a radio frequency carrier and the methods by which the signals are generated and
received are covered both theoretically and practically. The choice of carrier frequency and the
resulting effect this has on the propagation of the signal through free space is also covered, as
are the causes and effects of noise in radio systems.
p~
1 Examine amplitude and angle modulation
2 Examine the sources and effects of noise in radio systems
3 Explain the principles of radiation and the propagation of transverse electromagnetic
waves in the bands VLF to EHF
4 Investigate the operation of radio transmitters and receivers.
112
`
1 Amplitude and angle modulation
Amplitude modulation: the need for modulation, the components of a carrier wave which
may be varied, range of carrier frequencies, how modulation may be achieved, derivation of
the expression for an AM wave-form, modulation factor (m), the importance of modulation
factor (m), frequency spectrum and power content of AM wave-forms, representation in the
time and frequency domains when modulated by a single frequency and when modulated by
a complex wave-form, bandwidth requirements, commercial speech modulation, low level
and high level modulation, the advantages and disadvantages of double sideband full carrier
AM
Single sideband modulation: typical applications, how the carrier is suppressed by means of
the balanced modulator, how one sideband is suppressed (filter and phasing methods), the
importance of stability, comparison of DSB and SSB systems, power and bandwidth
considerations, extensions of SSB (pilot carrier and vestigial sideband systems), typical
applications
Angle modulation: the distinction between frequency and phase modulation, definition of
frequency deviation, modulation index and deviation ratio, the modulation process, the
number and power content of side frequencies, the use of Bessel charts/graphs, the
determination of bandwidth, Carsons rule, signal-to-noise ratio, emphasis techniques,
threshold levels and capture effect, the need for squelch/muting, advantages and
disadvantages of angle modulation, typical applications
2 Sources and effects of noise in radio systems
Sources of noise: external (ionospheric, man-made, cosmic, solar effects), internal (thermal,
partition noise, shot noise, flicker noise)
Range of conditions: single-stage electronic systems, cascade systems, over a radio link
3 Radiation and the propagation of transverse electromagnetic waves in the bands VLF
to EHF
Electromagnetic radiation: fundamentals of electromagnetic waves, the isotropic source,
free space propagation, power density, the inverse square law, radiation and reception,
polarisation, the reciprocity theorem, attenuation and absorption, reflection, refraction,
diffraction, properties of periodic and aperiodic aerials
Electromagnetic spectrum: the complete spectrum for electromagnetic radiation (DC to
cosmic rays), classification of the bands within the complete spectrum in terms of frequency
and wavelength, classification and bandwidth range of each of the bands used for radio
(very low frequency to extra high frequency), typical applications for each band
Modes for the propagation of radio waves: surface wave (characteristics, typical coverage
and range, limitations); sky wave (characteristics, the ionosphere and its effects, layers,
daily/seasonal/long-term variations, terms and definitions (critical frequency, maximum
usable frequency, skip distance, dead zone, multiple hop), causes of fading; space wave
characteristics, radio horizon (calculations involving transmitter and receiver antennae for
various applications), anomalous propagation (sub-refraction, super-refraction, ducting),
tropospheric scatter, extra-terrestrial communication
113
4 Radio transmitters and receivers
Legal requirements: licensing, regulatory authorities, frequency of operation, antenna
effective height, power restrictions, stability tolerance, spurious emissions
Amplitude-modulated transmitters: audio stages (compression and amplitude limiters, low
pass filtering for commercial speech frequencies), the modulator stage (high level and low
level, balanced and unbalanced), frequency translation by mixing and harmonic multipliers,
final stage power amplifier (the need for linear amplification, the need for high efficiency,
maximum power requirement, suppression of harmonics)
Frequency-modulated transmitters: audio stages (amplitude limiters, low pass filtering for
speech frequencies, pre-emphasis), the modulator stage (direct and indirect methods for
achieving frequency modulation), frequency translation by mixing and harmonic
multipliers, the final stage power amplifier (impedance matching and diplexing
arrangements)
Carrier frequency generation: frequency synthesisers (phase locked loops), the requirement
for high stability, tolerance issues
AM tuned-radio frequency (TRF) receiver: definitions of sensitivity and selectivity, the
action of the diode detector (demodulator), the TRF receiver (radio frequency amplification
and the need for high Q ganged tuned circuits), adjacent channel interference, the
disadvantages of the TRF (ganging difficulties and the reduction of Q at high frequencies
leading to a lack of selectivity)
Superheterodyne receiver: principle of operation, mixing, frequency conversion, selection
of the intermediate frequency, IF amplification, second channel (image) interference, choice
of intermediate frequency, need for the RF stage, oscillator tracking problems, dual
conversion, automatic gain control, demodulation of amplitude-modulated (DSB and SSB)
and frequency-modulated signals, diplexing arrangements
114
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ability to:
1 Examine amplitude and
angle modulation
analyse and describe amplitude modulation
analyse and describe single sideband amplitude modulation
analyse and describe angle modulation.
2 Examine the sources
and effects of noise in
radio systems
define the sources of noise as they apply to radio systems
calculate noise levels for a range of conditions using the
equation for thermal noise
describe the terms signal-to-noise ratio, noise figure (factor)
and noise temperature
calculate the signal-to-noise ratio and noise figure for a
range of conditions.
3 Explain the principles of
radiation and the
propagation of
transverse
electromagnetic waves
in the bands VLF to
EHF
explain the basic principles of electromagnetic radiation
describe the electromagnetic spectrum in terms of frequency
and wavelength
describe the structure and nature of the ionosphere with
reference to daily, seasonal and long-term changes
explain the modes of propagation of radio waves of
different frequencies.
4 Investigate the operation
of radio transmitters
and receivers
explain the legal requirements for transmitter operation
derive a system diagram for an amplitude-modulated
transmitter and explain the function of each stage
derive a system diagram for a frequency-modulated
transmitter and explain the function of each stage
draw a block diagram of an AM tuned-radio frequency
(TRF) receiver and explain its operation
explain the principle of operation of the superheterodyne
receiver.
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Evidence of outcomes may be in the form of assignments, reports of practical activities,
solutions to applied problems or the results of unseen tests/examinations. Evidence is likely to
be at individual outcome level in order to provide maximum flexibility of delivery.
i
This unit is intended to be linked with the other communications principles and applications
units in the programme. It also offers opportunities for demonstrating Common Skills,
particularly in Managing Tasks and Solving Problems and Applying Technology.
Entry requirements for this unit are at the discretion of the centre. However, the unit assumes
that students have a prior knowledge of Electronic Principles, Mathematics and Communication
Principles at BTEC National or Advanced VCE level. Ideally, they should have completed
GNVQ Engineering units in Science for Engineering, Mathematics for Engineering,
Communication Engineering and Electrical Principles, or equivalent BTEC National units.
Students who do not meet these criteria may benefit from appropriate bridging studies.
o
Appropriate laboratory experiments should be used wherever possible to verify the theory.
System diagrams for practical radio transmitters and receivers should be used. Access to
industry-standard radio transmitters and receivers is desirable but not essential.
a
This unit may be delivered as a stand-alone package or integrated into other appropriate
programme units. If it is delivered in an integrated way, care must be taken to provide tracking
evidence for the outcomes, and centres should be aware that study and assessment at an
individual outcome level could lead to an assessment overload. Wherever possible, a practical
approach should be adopted. Learning and assessment can be across units, at unit level or at
individual outcome level. Effort should be made to identify the relevance of the principles
covered to engineering applications and system design.
p ~
Green D C Radio Communication (Pearson Education, 2000)
Kennedy G and Davies B Electronic Communication Systems (McGraw-Hill, 1992)
Miller G M Modern Electronic Communications (Prentice Hall, 1998)
Young P H Electronic Communication Techniques (Prentice Hall, 1998)
116
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a
The aim of this unit is to allow students to build upon their knowledge of the principles and
laws of thermodynamics and their application to engineering thermodynamic systems and
marine propulsion and auxiliary systems. The unit covers heat engine cycles, air compressors,
the layout and performance of steam turbines and gas turbines and refrigeration theory.
It is intended that the unit will meet the MCA requirements up to Class 1 Certificate of
Competency level. The unit is also designed to satisfy the requirements of the Standards for
Training, Certification and Watchkeeping of Seafarers (STCW 78 as amended to 95).
p~
1 Investigate internal combustion engines
2 Investigate reciprocating air compressors
3 Investigate steam and gas turbine power plant
4 Investigate industrial applications of refrigerators and heat pumps.
118
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1 Internal combustion engines
2nd law of thermodynamics: statement of law, schematic representation of a heat engine to
show and work flow
Heat engine cycles: Carnot cycle, Otto cycle, Diesel cycle, Dual combustion cycle, Joule
cycle; property diagrams, Carnot efficiency, air-standard efficiency
Performance characteristics: engine trials, mean effective pressure, indicated and brake
power, indicated and brake thermal efficiency, mechanical efficiency, specific fuel
consumption, heat balance
Improvements: turbo-charging, turbo-charging and inter-cooling, cooling system and exhaust
gas heat recovery systems
2 Air compressors
Property diagrams: theoretical pressure-volume diagrams for single and multi-stage
compressors; actual indicator diagrams, actual isothermal and adiabatic compression curves,
induction and delivery line, effects of clearance volume
Performance characteristics: free air delivery, volumetric efficiency, actual and isothermal
work done per cycle, isothermal efficiency
1st law of thermodynamics: input power, air power, heat transfer to intercooler and
aftercooler, energy balance
Faults and hazards: effects of water in compressed air, causes of compressor fires and
explosions
3 Steam and gas turbine
Principles of operations: impulse and reaction turbines, condensing, passout and back
pressure turbines, single and double shaft gas turbines, regeneration and re-heat in gas
turbines, combined heat and power plants
Circuit and property diagrams: circuit diagrams to show boiler/heat exchanger, superheater,
turbine, condenser cooling water circuit, hot well, economiser/feedwater heater, condenser
extraction and boiler feed pumps, temperature-entropy diagram of Rankine cycle
Performance characteristics: Carnot and Rankine cycle efficiencies, turbine isentropic
efficiency, power output, use of property tables and enthalpy-entropy diagram for steam
4 Refrigerators and heat pumps
Reversed heat engines: reversed Carnot and Rankine cycles, vapour compression cycle,
second law of thermodynamics, temperature-entropy diagrams, pressure-enthalpy diagrams,
refrigeration tables and charts, refrigerant fluids, environmental effects
Refrigerators: refrigeration effect, coefficient of performance
Heat pumps: heating effect, coefficient of performance, economics of heat pumps
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ability to:
1 Investigate internal
combustion engines
relate the 2nd law of thermodynamics to the operation of
heat engines
investigate theoretical heat engine cycles
determine the performance characteristics of gas-based heat
engines
recognise how improvements may be made to the
efficiencies of IC power units.
2 Investigate reciprocating
air compressors
draw property diagrams for compressor cycles
determine the performance characteristics of compressors
apply the 1st law of thermodynamics to compressors
recognise compressor faults and hazards.
3 Investigate steam and
gas turbine power plant
describe the principles of operation of steam and gas
turbines
draw circuit and property diagrams to show the functioning
of turbine power plant
determine the performance characteristics of turbine power
plant.
4 Investigate industrial
applications of
refrigerators and heat
pumps
determine coefficient of performance, heating effect and
refrigeration effect of heat engines
use refrigeration tables and charts
sketch refrigerator and heat pump cycles
discuss the economics of heat pumps
explain the apparent contradiction between refrigeration
cycles and the second law of thermodynamics.

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This unit has links with Analytical Methods for Engineers (Unit 2), Engineering Science
(Unit 3), Plant & Process Principles (Unit 6), Fluid Mechanics (Unit 7), Marine Propulsion &
Power Systems (Unit 20), Marine Propulsion Systems (Unit 22) and Marine Auxiliary Plant
(Unit 25).
Entry requirements for this unit are at the discretion of the centre. However, students should
have achieved learning equivalent to the BTEC National or Advanced VCE unit in Science for
Engineering and the Advanced unit in Mathematics for Engineering.
o
If possible, laboratory facilities should be available for the investigation of internal combustion
engines, compressor and refrigerator performance and analysis of the combustion process, but
they are not essential.
a
relevant examples of the application of theory in practice. Practical work needs to be
investigative, to give students opportunities to provide evidence for distinctive performance.
Visits to industrial installations will be of value for the achievement of Outcomes 2,3 and 4 if
College facilities are not available.
p ~
Boxer G Engineering Thermodynamics (Macmillan, l987)
Eastop and McConkey Applied Thermodynamics 5th Ed (Longman, 1993)
Joel J Basic Engineering Thermodynamics 5th Ed (Longman, 1996)
Rogers and Mayhew Engineering Thermodynamics Work and Heat Transfer
(Longman, 1992)
Sprackling M Heat and Thermodynamics (Macmillan, l993)
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The aim of this unit is to extend the students knowledge and understanding of marine
propulsion and power systems.
Evaluate the impact of legislation and maintenance on the operational performance of marine
propulsion and power systems.
p~
1 Investigate the design, construction, operation and maintenance of diesel engines used for
propulsion and power generation
2 Investigate the design, construction, operation and maintenance of turbine plant used for
propulsion and power generation
3 Investigate the design, construction, operation and maintenance of propulsion and power
generation transmission systems
4 Review the legislation and environmental regulations in force concerning the design,
construction, operation and maintenance of systems used for propulsion and power
generation.
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1 Diesel engines
Static structure and supports: chocking and bracing arrangements, bedplates, frames,
cylinder liners and wear, cylinder heads
Running gear: pistons, piston rings, crosshead bearings, crankshafts, bearings and alignment
Operation: fuels and on board testing, fuel treatment, fuel injection systems, gas exchange
process, performance measurement, safety devices, control systems, waste heat recovery
2 Turbine plant
Steam turbines: impulse and reaction types, compounding, rotors and blading, control
systems, safety devices
Boilers: construction and layout, combustion equipment, mountings, safety devices and trips
Feed water systems: system layout, condenser, heaters, pumps, deaerator, chemical
treatment
Gas turbines: single and double shaft, re-generation and re-heat, centrifugal and axial
compressors
3 Transmission systems
Lubrication: lubricating oil specification, on board testing and treatment of lubricating oil.
Theory of hydrodynamic, hydrostatic and squeeze film lubrication
Transmission bearings and shafts: construction of thrust block, plumber block and stern tube
bearings. Bearing materials in current use solid and hollow shafts, tail shafts and
propellers, shaft alignment
Gear arrangements: epicyclic gearboxes, compound reduction gear, gear tooth
nomenclature, gear tooth faults
4 Legislation and environmental regulations
Atmospheric pollutants: Nox, Sox, Co2
Legislation: SOLAS 74 Construction Regulations, Marpol 73/78, US Federal and State
Regulations, Classification Society Regulations
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ability to:
1 Investigate the design,
construction, operation
and maintenance of
diesel engines used for
propulsion and power
generation
analyse the forces and moments acting within a structure
and evaluate methods of restraint
describe methods employed to limit the extent of generated
mechanical and thermal stress
interpret operational data and compare with accepted
norms
discuss the layout and application of diesel-electric
propulsion systems.
and maintenance of
turbine plant used for
generation
explain how operating conditions can lead to turbine
failure
use property diagrams to explain the operating principles
of steam and gas turbine plant
explain how design changes influence boiler management
evaluate the contribution of chemicals in maintaining
steam plant efficiency
discuss the layout and application of turbine-electric
propulsion systems.
and maintenance of
generation transmission
systems
explain how the generation of a lubrication oil film is
influenced by operational parameters
describe how propulsion forces are transferred to the ship
structure
explain how gear tooth faults; occur, are detected and their
progression monitored.
4 Review the legislation
and environmental
regulations in force
concerning the design,
and maintenance of
systems used for
generation
explain how the combustion of hydrocarbon fuels create
atmospheric pollution
explain the impact of Marpol and US Legislation on the
design and operation of propulsion systems
produce plant operating procedures that comply with the
requirements of SOLAS 74 and classification societies.
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Evidence is likely to be at outcome level in order to provide for maximum flexibility of
delivery.
Outcomes may be in the form of assignments, simulations, case studies and time-constrained
assessments.
As a general rule these will be undertaken by students on an individual basis although the use of
case studies incorporating actual or simulated data secured from appropriate sources would be a
beneficial way to support understanding.
i
This unit links with the core units and links with Plant & Process Principles (Unit 6), Marine
Engineering Thermodynamics (Unit 19), Marine Engineering Mechanics (Unit 21) and Marine
Auxiliary Plant (Unit 25).
It provides opportunities for demonstrating Common Skills in Applying Numeracy, Applying
Technology, Managing Tasks and Solving Problems.
Note: students choosing this unit will not be permitted to choose Unit 22.
o
Institutions delivering this unit should possess, or have access to a wide range of marine plant.
Students should have access to suitable computer simulation packages to model typical marine
engineering situations.
a
This unit can be delivered as a stand-alone package or integrated into a programme.
A practical approach to learning should be adopted wherever possible with tutors providing
the sources of information.
It should be delivered in the context of the discipline that the student is studying maximising the
use of any practical evidence the student possess.
125
p ~
A wide range of standard texts and journals are available as well as, information booklets and
project guides from manufactures of marine equipment.
The books below are examples only.
Cohen H, Rogers C F C and Saravanamuttoo H I H Gas Turbine Theory (Longman, 1996)
(Longman, 1993)
Taylor C F The Internal Combustion Engine Theory and Practice (Cit, 1985)
Woodyard D Pounders Marine Diesel Engines 7th Ed (Butterworth-Heinemann, 1998)
126
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a
This unit covers an extended range of mechanical principles which underpin the design and
operation of mechanical engineering systems. It includes strengths of materials and mechanics
of machines. The aim of this unit is to allow students to build upon their knowledge of the
principles and laws of mechanics and their application to engineering mechanisms associated
with marine propulsion and auxiliary systems.
p~
1 Investigate complex loading systems
2 Investigate the behaviour of loaded beams and cylinders
3 Investigate the dynamics of planar multi-link mechanisms
4 Investigate the dynamics of rotating systems.
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1 Complex loading systems
Relationship: definition of Poissons Ratio, typical values of Poissons Ratio for common
engineering materials
Two and three-dimensional loading: expressions for strain in the x, y and z-directions,
calculation of changes in dimensions
Volumetric strain: expression for volumetric strain, calculation of volume change
Elastic constants: definition of Bulk Modulus, relationship between Modulus of Elasticity,
Shear Modules, Bulk Modulus and Poissons ratio for an elastic material
2 Loaded beams and cylinders
Relationships: slope i = Mdx
EI
1
deflection y = Mdxdx
EI
1
Loaded beams: simply supported beams and simple cantilevers carrying combined
concentrated and uniformly distributed loads. Macaulays method for driving and integrating
bending moment expression
Stresses in thin-walled pressure vessels: circumferential hoop stress and longitudinal stress
in cylindrical and spherical pressure vessels subjected to internal and external pressure (eg
compressed air receivers, boiler steam drums, submarine hulls, condenser casings), factor of
safety, joint efficiency
Stress in thick-walled cylinders: circumferential hoop stress and longitudinal stress, and
radial stress in thick-walled cylinders subjected to pressure (eg hydraulic cylinders, extrusion
dies, gun barrels), Lames theory, use of boundary conditions and distribution of stress in the
cylinder walls
3 Dynamics of planar multi-link mechanisms
Kinematics: velocity and acceleration relationships for a single link moving with general
plane motion; velocity and acceleration vector diagrams for multi-link planar mechanisms
with pin joints
Kinetics: power transmission through a multi-link pin jointed mechanism; efficiency of
power transmission
129
4 Dynamics of rotating systems
Balancing: single plane and multi-plane rotating mass systems; Dalbys method for
determination of out-of-balance forces and couples and the required balancing masses
Balancing of reciprocating masses: simple engine mechanism kinetics; balancing of a single
reciprocating mass: balancing of multi-cylinder in-line engines
Flywheels: angular momentum, kinetic energy, coefficient of fluctuation of speed,
coefficient of fluctuation of energy, calculation of fluctuation of energy, calculation of
flywheel mass/dimensions to give required operating conditions
Effects of coupling: conservation of angular momentum, energy loss due to coupling, final
common rotational speed
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ability to:
1 Investigate complex
loading systems
identify the relationship between longitudinal and
transverse strain
determine the effects of two-dimensional and three-
dimensional loading on the dimensions of materials
determine volumetric strain and change in volume
define Bulk Modulus and recognise the relationship
between elastic constants.
2 Investigate the behaviour
of loaded beams and
cylinders
recognise the relationship between bending moment, slope
and deflection for loaded beams
determine slope and deflection along loaded beams
determine the principal stresses which occur in thin-walled
pressure vessels
determine the distribution of stress in thick-walled
cylinders when subjected to pressure.
3 Investigate the
dynamics of planar
multi-link mechanisms
determine the velocity of various points on a single link
moving with general plane motion
determine tangential and normal acceleration components
on a single link
draws velocity and acceleration diagrams for multi-link pin
jointed mechanisms
determine the torque and forces acting on various parts of
the mechanism as power is being transmitted.
4 Investigate the
dynamics of rotating
systems
determine balancing masses required to obtain dynamic
equilibrium in rotating systems
determine out of balance forces and moments on a multi-
cylinder in-line engine
determine the energy storage requirements of flywheels
determine effects of coupling freely rotating systems.
131
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problems or the results of unseen tests/examinations. Evidence is likely to be at outcome level in
order to provide maximum flexibility of delivery.
i
It offers opportunities for demonstrating Common Skills, particularly in Applying Numeracy,
Managing Tasks and Solving Problems and Applying Technology.
Note: student choosing this unit will not be permitted to choose Unit 8.
o
If possible, laboratory/test equipment should be available to support a range of practical
investigations.
a
This unit may be delivered as a stand-alone package or integrated into other units. If it is
delivered in an integrated way, care must be taken in the tracking of evidence for the outcomes.
Wherever possible, a practical approach should be adopted. Effort should be made to identify
the relevance of the principles covered to engineering applications and system design.
p ~
Hannah J and Hillier M J Applied Mechanics (Longman, l995)
Hannah J and Hillier M J Mechanical Science (Longman, l991)
132
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a
The aim of this unit is to extend the students knowledge and understanding of marine
propulsion systems. The approach is broad-based to reflect the fact that a propulsion train may
be a combination of different prime movers and transmission elements. The unit also
investigates shafting and sealing arrangements for ships and submarines and associated
maintenance.
p~
1 Investigate marine transmission systems
2 Investigate the use of turbine power plants
3 Investigate the use of diesel engines in marine applications.
134
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1 Marine transmission systems
Main gearing and shafting: design requirements, terminology, tooth forms, methods of
hardening gears, pinions and wheels, types of bearing, loading factors, quill shafts, function
and operation of couplings and clutches. Single/Double reduction gearing, torque and power
calculations, shafting components and controllable pitch propellers
Maintenance and fault diagnosis: hazards and safety precautions associated with gearboxes,
gearing, shafting and oil systems etc. Meshing tests, gearing and bearing defects, gearing
misalignment, lubrication defects and maintenance routines
2 Turbine power plant
Construction and operation: impulse and reaction turbines, pass-out and back pressure,
condensers etc. Single and twin spool gas turbines, regeneration
Performance characteristics: Carnot and Rankine cycle efficiencies, isentropic efficiency,
power output, use of tables and enthalpy-entropy diagrams etc
Auxiliary systems: steam systems, main feed system and feed water tests, turbo driven
auxiliary machinery and gland sealing etc. Gas turbine auxiliary systems, air, fuel and oil
systems, glands and sealing arrangements, free power turbines, primary gearboxes, Engine
Health Monitoring (EHM), start/stop routines, maintenance and set to work routines
3 Marine diesel engines
Construction and operation: medium/high speed compression ignition engines, indicated and
brake mean effective pressure, swept volumes, compression ratios, material selection for
engine components, combustion chamber design, fuel injection systems, lub oil and cooling
systems, heat exchangers, valve gear and timing diagrams, torsional vibration damping,
pressure charging, governors, engine mounts and rafting, fault finding and maintenance
135
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ability to:
1 Investigate marine
transmission systems
describe the design requirements, construction and operating
principles of main gearing
describe maintenance procedures on main gearing and
diagnose faults
describe the construction and operation of clutches and
couplings used in marine transmission systems.
2 Investigate the use of
turbine power plants
describe the principles of operation of turbine machinery
used for marine propulsion
determine performance characteristics for turbine power
plants
identify and describe the construction and operation of the
auxiliary systems associated with turbine propulsion
machinery
carryout operating routines on turbine machinery.
3 Investigate the use of
diesel engines in marine
applications
describe the design requirements and construction of marine
diesel engines
identify the component parts and describe the operation of
and construction of engine auxiliary systems
diagnose faults on marine diesel engines and auxiliary
systems.
136
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Evidence is likely to be at outcome level in order to provide for maximum flexibility of
delivery. Outcomes may be in the form of time-constrained assessments, assignments,
simulations and case studies. As a general rule assignments and case studies will be undertaken
by students on an individual basis or in small groups. Data can be collected from practical
experiments or simulated from appropriate sources.
i
This unit links with the core units and with other units including Mechanical Principles
(Unit 8), Instrumentation & Control Principles (Unit 14), Marine Engineering Thermodynamics
(Unit 19), and Marine Auxiliary Plant (Unit 25). It provides opportunities for demonstrating
Common Skills in Working With and Relating to Others, Applying Technology and Managing
Tasks and Solving Problems.
Note: student choosing this unit will not be permitted to choose Unit 20.
o
Institutions delivering this unit should possess, or have access to a range of internal combustion
engines, transmission elements and workshop facilities. Where possible computer simulation
packages should be used to model typical marine installations.
a
This unit can be delivered as a stand-alone package or integrated into a programme.
A practical approach to learning should be adopted wherever possible with tutors providing
sources of information.
p ~
A wide range of standard texts, service publications and journals are available to cover this
subject matter, including Books of Reference (BRs). Manufacturers handbooks should also be
used.
(Longman, 1993)
Stone R Introduction to Internal Combustion Engines (Macmillan, 1999)
Woodyard D Pounders Marine Diesel Engines 7th Ed (Butterworth-Heinemann, 1998)
Rolls Royce: The Jet Engine 5th Ed (1996)
Kempes Engineers Year Book
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a
This unit develops a basic understanding of analogue electronics gained through previous study.
It places particular emphasis on the use of manufacturers current data and modern circuit
analysis techniques.
p~
1 Investigate signals and noise
2 Investigate types of amplifier
3 Investigate circuits with feedback
4 Design, build and evaluate oscillators.
138
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1 Signals and noise
Logarithmic units: decibels, related to power, current and voltage ratios
Reference levels: dBA, dBW, dBm
Types and sources of noise: thermal, radiation, distortion, mains borne, sparking, cross-talk
Concepts: signal-noise ratio, noise factor, noise temperature
2 Types of amplifier
Analyse: using quantitative methods, equivalent circuits, computer modelling
Types of amplifier: power, tuned, operational
Performance: frequency response, gain/bandwidth product, distortion, input and output
impedance
Modify circuit designs: using manufacturers data, circuit calculations
Revised specifications: using alternative components, to achieve lower cost, to improve
performance
3 Circuits with feedback
Effects on circuit performance: gain, bandwidth, distortion, noise, gain stability, input and
output impedance
Feedback: voltage, current, series, shunt
Circuit: single-stage transistor amplifier, operational amplifier
Investigate: practical measurement, computer simulation
4 Oscillators
Circuit conditions: 1-A = 0 at only one frequency; gain-phase relationship in the circuit
Design: using given formulae, manufacturers data, typical circuit configurations such as
Wien Bridge, phase shift, LC coupled, transistor or operational amplifier
Specification: frequency, stability, frequency drift, distortion
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ability to:
1 Investigate signals and
noise
use logarithmic units to express measured values of gain
and attenuation
explain the need for reference levels
recognise the types and sources of noise in electronic
systems
explain the concepts used to describe the effects of noise
and make practical measurements.
2 Investigate types of
amplifier
analyse the operation of different types of amplifier
investigate the actual performance of different types of
amplifier
compare the analysis with the measured results
modify circuit designs to meet revised specifications.
3 Investigate circuits with
feedback
deduce an expression for the closed loop gain of a system
with feedback
determine the conditions for stability and the effects on
circuit performance when feedback is applied
design a circuit employing negative feedback
investigate the effects of applying feedback to single and
multi-stage circuits.
4 Design, build and
evaluate oscillators
deduce the circuit conditions and describe the methods used
in practice to achieve sinusoidal oscillation
design a fixed frequency sinusoidal oscillator to a given
specification
explain the advantages of crystal controlled oscillator
circuits
build an oscillator using manufacturers data and test it
against a specification.
140
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Much of the evidence for this unit will be achieved through assignment and project work. This
may be informal and informal reports on practical activities, presentations and written
assessments. Presentations can also be used to assess communication skills, but the content and
presentation quality should be assessed separately.
i
This unit may be linked to the option units Analytical Methods for Engineers (Unit 2), and
Electrical, Electronic & Digital Principles (Unit 11). Wherever possible, links between the
work in this unit and its practical application should be developed.
Entry requirements for this unit are at the discretion of the centre. However, it is assumed that
students have already achieved a level of learning equivalent to Advanced VCE unit Science for
Engineering, the Essential Science unit in BTEC National Engineering, or similar. This unit
builds on and extends the material covered in the Advanced VCE optional unit Electronics and
the BTEC National unit Analogue Electronics.
o
This unit is intended to comprise at least 50% practical work, and will require a full range of
appropriate facilities. Students are expected to have ready access to a computer circuit analysis
package for analogue circuits.
a
relevant examples of the application of theory in practice. The most likely way to achieve this is
through a series of co-ordinated assignments covering the main topic areas. Practical work
needs to be investigative, to allow opportunities for students to provide evidence for distinctive
performance.
Computer simulation and analysis of circuits is expected to be an integral part of the unit and
should be used, where appropriate, so that practical analysis can be compared with computer-
generated results for the same circuits. This helps to ensure that students are familiar with
current industrial practice.
In Outcome 2, not all of the amplifiers need to be covered to the same depth. Students are
expected to be given existing designs to analyse. They may, however, be expected to improve or
change the designs to meet revised specifications. Not all methods of analysis need to be used
for each circuit, although all would benefit from computer modelling.
p ~
Green D C Electronics 4 3rd Ed (Longman, 1995)
Green D C Electronics 5 (Longman, 1993)
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a
The unit has been designed to cover the distribution of electrical power within a marine
environment taking into account all safety features and paying particular attention to electrical
equipment within a hazardous area.
p~
1 Investigate electrical power distribution and protection equipment
2 Understand the risks of electrical equipment in hazardous areas
3 Work safely in a high voltage environment when carrying out maintenance and fault
location.
142
`
1 Electrical power distribution and protection equipment
Supplies: circuit diagrams of distribution systems. Compares insulated and earthed neutral
systems
Emergency supplies: emergency power supplies, batteries and UPS systems
Monitoring: earth fault monitoring and detection
Transformers: transformation of voltage and current levels and matching. Use as an isolation
device, protection requirements
Protective devices: protective devices in distribution systems, overcurrent, over voltage,
under voltage, temperature. reverse power. negative phase sequence
2 Risks of electrical equipment in hazardous areas
Gas: ignition of gas air mixtures
Groupings: recognise all gas groupings and temperature classifications
Ex: certified range of equipment and labeling
Testing: maintenance and testing of equipment in a hazardous environment
3 Work safely in a high voltage environment
Safety: electrical safety and electric shock levels. HV safety, isolation and permit to work
procedures
Maintenance: need for routine maintenance on electrical equipment
Fault location: recognition of electrical fault types, fault finding procedures
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ability to:
1 Investigate electrical
power distribution and
protection equipment
apply circuit and distribution diagrams to the plant in use
recognise all safety protection devices and describe their
function.
2 Understand the risks of
electrical equipment in
hazardous areas
recognise the dangers of mixing different gasses and the
possibility of an explosion with an electrical equipment
demonstrate the ability to recognise gas groupings, Ex
equipment and temperature classifications
ensure non conforming equipment is not fitted within a
hazardous environment
carry out maintenance and testing in a safe manner.
3 Work safely in a high
voltage environment
when carrying out
maintenance and fault
location
apply safety procedures when carrying out maintenance
and fault location
relate planned maintenance procedures for portable
appliances
relate planned maintenance procedures to the equipment in
use
identify the causes of failure and apply remedial action
carry out maintenance and testing in a safe manner.
144
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It is anticipated that the majority of this unit will be demonstrated using practical methods.
These may take the form of short presentations to demonstrate understanding. This would also
develop Key Skills in Communication and also Work effectively as a team if the presentation
was done as a group exercise. All students will have to demonstrate working safely for
themselves and others when working both in a normal and hazardous environment where the
presence of gases could cause an explosion.
i
The unit should be linked with Engineering Science (Unit 3) and Marine Electrical Systems
(Unit 15), and it is anticipated that the students will study this unit with Marine Electrical
Systems (Unit 15) as a complete package.
o
Students will require access to power generation equipment enabling the fault diagnostics and
routine maintenance to be conducted. When ever possible industrial visits should be made to
power stations. Ship visits where motors and generators may be viewed in a marine
environment should also take place.
a
Delivery of this unit will be a mixture of lectures and assignment work, however practical work
must be adopted to reinforce the principles and to demonstrate the maintenance and fault finding
applications.
p ~
Hughes E Electrical Technology revised (Longman, 1995)
145
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a
The aim of this unit is to develop the students knowledge of the construction, operation and
maintenance of marine auxiliary machinery. The unit also examines a number of recognised
maintenance procedures, which can be adapted to any engineering plant equipment
environment.
p~
1 Investigate the types of maintenance associated with engineering plant and equipment
2 Investigate the construction, operation and maintenance of marine auxiliary plant
3 Establish, organise and carry-out maintenance procedures and management strategies
related to marine auxiliary machinery and systems.
146
`
1 Types of maintenance
Need for maintenance: efficiency, extended operating life, legal requirements
Type of maintenance: planned, preventative, predictive, scheduled, unscheduled, corrective,
emergency
Monitoring: manuals, schedules, log books
2 Marine auxiliary plant
Construction: refrigeration and air-conditioning equipment, pumps and pumping systems,
fresh water production equipment, air compressors, hydraulic machinery, inert gas systems,
heat exchangers, fire protection equipment, pollution prevention equipment, deck machinery
and cargo equipment, life saving appliances, emergency power systems
Operation: start up and shut down procedures, effects of plant settings on associated
systems, operational problems, abnormal/emergency operation
Maintenance: tools and maintenance equipment, plant disassembly and assembly,
component condition assessment, methods of repair and reconditioning, testing and
commissioning
3 Maintenance procedures and management strategies
Maintenance: type, company and industry standards and practices, activities
Resources: personnel, supporting equipment, facilities, materials, costs
Communication: maintenance documentation, communicating information, plans and
schedules
147
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ability to:
1 Investigate the types of
maintenance associated
with engineering plant
and equipment
identify the types of and need for maintenance of a plant
engineering environment
determine appropriate maintenance techniques
determine the requirements for monitoring maintenance
procedures.
2 Investigate the
and maintenance of
marine auxiliary plant
identify components and explain their function in various
types of marine auxiliary plant
determine appropriate operation of marine auxiliary plant
under normal, abnormal and emergency conditions
diagnose the causes of plant inefficiency, failure and
breakdown.
3 Establish, organise and
carry-out maintenance
procedures and
management strategies
related to marine
auxiliary machinery and
systems
identify company policy and practice in relation to
maintenance procedures
justify and prepare maintenance procedures for a given plant
engineering situation and determine all resource
requirements
prepare the documentation necessary to support the selected
maintenance procedure
select and apply safe working procedures to maintenance
operation.
148
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Evidence is likely to be at the outcome level in order to provide maximum flexibility. Outcomes
may be in the form of assignments, simulations, case studies and time-constrained assessments.
Generally these will be undertaken individually but the simulations may justify working in
groups to produce the necessary evidence.
i
This unit links with the core units and links with Plant &Process Principles (Unit 6), Marine
Engineering Thermodynamics (Unit 19), Marine Propulsion & Power Systems (Unit 20),
Marine Engineering Mechanics (Unit 21) and Marine Propulsion Systems (Unit 22). It provides
opportunities for demonstrating Common Skills in Applying Numeracy, Applying Technology
and Managing Tasks and Solving Problems.
o
Institutions delivering this unit should possess, or have access to a wide range of marine plant.
Students should have access to suitable computer simulation packages to model typical marine
a
This unit can be delivered as a stand alone package or integrated into a programme.
A practical approach to learning should be adopted wherever possible with tutors providing the
sources of information. It should be delivered in the context of the discipline that the student is
studying.
p ~
A number of textbooks, periodicals and information booklets relating to marine auxiliary plant
and maintenance practice and management are available through the normal sources.
Cowley Dr J The Running and Maintenance of Marine Machinery 6th Ed (Marine
Management [Holdings] Ltd, 1996)
Flanagan, G T H Marine Boilers Q and A (Stanford Maritime, 1990)
McGeorge H D Marine Auxiliary Machinery 7th Ed (Butterworth-Heinemann 1995)
McGeorge H D General Engineering Knowledge 3rd Ed (Butterworth-Heineman 1991)
Taylor D A Introduction to Marine Engineering 2nd Ed (Butterworth-Heinemann 1996)
149
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a
The aim of this unit is to examine the sources/structure of marine legislation, management
practices necessary to monitor and control compliance with the legislation and additional
management skills required for work in the marine environment. It is a specialist unit designed
specifically to provide the background knowledge and skills required to understand shipboard
management at departmental level in a multicultural context. In many areas it provides an
overview which will provide the basis for further study in specialist areas of engineering.
p~
1 Understand the sources, structure and process of compliance with marine legislation
2 Investigate senior officers managerial roles onboard ship
3 Understand shipboard management systems.
150
`
1 Marine legislation
The International Maritime Organisation (IMO): history, structure, members, main
conventions and codes, detailed look at the structure and layout of SOLAS, MARPOL and
STCW. Work and regulations of the International Labour organisation
Flag states: role of flag states and their implementation of IMO conventions, Load Line Law
and Port state Inspections. UK Statutory Instruments, M Notices, statutory certificates. The
MCA certificate structure
Classification societies: role of classification societies, certification systems, (continuous
surveys, approved systems) harmonisation of surveys, class certificates
Surveys: the survey process and preparation for surveys, (statutory, class, port state,
charterer/pre-charter and company)
Monitoring compliance with legislation: liability (criminal and civil law), marine insurance
(role of P&I Clubs and Salvage). Organisational procedures for training and dealing with
non-compliance; effects on the ship, company or organisation of non-compliance; personal
and corporate penalties for non-compliance
2 Managerial roles
Shipping company organisational structures: management structures, aims, objectives,
formulation and implementation of strategy and policy. Senior officers responsibilities and
duties (Master, CEO, 1st Mate and 2nd Engineer) Performance indicators and measures of
efficiency and effectiveness of a ships management onboard and ashore
Discipline and appraisal systems: principles of employment law, principles and application
of disciplinary and grievance procedures The Code of Conduct, its content and application.
Performance appraisals (setting and monitoring of standards) and the identification of staff
development needs. The role and function of trades unions
Discrimination: identification, handling and prevention of racial discrimination, sexual
discrimination harassment and bullying. The effect of cultural factors on the manager-
subordinate relationships
Individual problems: the causes and effects of fatigue, stress, drink/drugs and the managers
role in prevention. Counselling principles and methods
Communications: developing effective relationships with subordinates and senior managers.
Review of onboard communication methods. Technical report writing
151
3 Management systems
Overview of quality management: quality assurance, customer focused quality. The
framework and origins of British and international standards. The provisions of ISO 9000
series and the benefits and limitations of quality assurance
The ISM Code: reasons for its implementation, contents and application. The purpose and
practice of Internal and external auditing
Record Keeping: a knowledge of the importance of accurate records for operational,
commercial and legislative requirements, dispute resolution; in cases of emergencies. The
confidentiality of records. Integrated PC systems for Administration, maintenance and
ordering, spares
Accident prevention and procedures: the role of the safety officer and structure of COSWP.
Accident and incident reporting. Procedures for dealing with accidents and fatalities onboard
ship
152
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ability to:
1 Understand the sources,
structure and process of
compliance with marine
legislation
describe the IMO history, structure, members, main
conventions and codes, along with details of the structure
and layout of SOLAS, MARPOL and STCW
describe the role of flag states and the UK flag
implementation of IMO conventions with Statutory
Instruments, M Notices, statutory certificates, port state
inspections and the MCA certificate structure
describe the role of classification societies, certification
systems, (continuous surveys, approved systems)
harmonisation of surveys. Class certificates
describe the survey process and preparation for surveys.
(statutory, class, port state, charterers and company)
describe the organisational procedures for dealing with
regulation non-compliance, the effects on the ship, company
or organisation of non-compliance; personal and corporate
penalties for non-compliance.
2 Investigate senior
officers managerial
roles onboard ship
describe a typical company management structures its aims,
objectives, and the formulation and implementation of
strategy and policy
list the Senior officers main responsibilities and duties
(Master, CEO, 1st Mate and 2nd Engineer)
describe performance indicators and measures of efficiency
and effectiveness of a ships management onboard and
ashore
describe the basic principles of employment law, the
principles and application of disciplinary and grievance
procedures
describe the purpose of the Code of Conduct and its content
and application.
153
l ^ ~
ability to:
carry out a performance appraisals
describe the role and function of trades unions
identify, handle and prevention of racial discrimination,
sexual discrimination harassment and bullying
describe the effects and how to deal with cultural factors
effecting the manager-subordinate relationships
describe the causes and effects of fatigue, stress, drink/
drugs problems and the managers role in prevention
understand basic counselling principles and methods
develop effective relationships with subordinates and senior
managers
describe basic onboard communication methods
write a technical report.
3 Understand shipboard
management systems
describe the framework and origins of British and
international standards. The provisions of ISO 9000 series
and the benefits and limitations of quality assurance
describe the ISM Code and reasons for its implementation,
basic content and application
describe the purpose and practice of internal and external
auditing
state the importance of: accurate records for operational,
commercial and legislative requirements, dispute resolution;
in cases of emergencies. The confidentiality of records
describe a typical PC based integrated system for
administration, maintenance and ordering, spares
describe the role of the safety officer and structure of
COSWP
describe accident and incident reporting requirements and
procedures for dealing with accidents and fatalities onboard
ship.
154
d~
d~
Evidence of outcomes may be in the form of assignments, or completed written/oral
tests/examinations. Learning and assessment can be across units, at unit level or at outcome
level. Evidence is likely to be at outcome level in order to provide maximum flexibility of
delivery.
i
This unit is intended to be linked to plant operations and plant maintenance units, which will
look at the detail and application of the legislation and systems covered in this unit.
It also offers opportunities for demonstrating Common Skills, particularly in Literacy.
o
Appropriate software packages should be used wherever possible to demonstrate current
industrial practice. Access to all current marine legislation by students is a requirement.
a
This unit may be delivered as a stand-alone package or integrated into other programme
modules. If it is delivered in an integrated way, care must be taken in the tracking of evidence
for the outcomes, and centres should be aware that study and assessment at outcome level could
lead to an assessment overload.
Wherever possible, a practical approach should be adopted relating the topics to industrial
practice.
Sections of the unit may require an industrial input, with reference by students to their company
practices and procedures.
p ~
Chauval A M Managing Safety and Quality in Shipping (The Nautical Institute)
Malcolm Maclachlan The Shipmasters Business Companion (The National Institute)
Maritime and Coastguard Agency Code of Safe Working Practices for Merchant Seamen
The Nautical Institute Marpol 73/78 (Consolidated Edition, 1997)
155
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a
This unit develops students knowledge and understanding of the principles of Naval
Architecture as identified by the International Maritime Organisation (IMO), International
Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978 as
amended in 1995 (STCW95).
p~
1 Explain and calculate the measures necessary to preserve trim and stability at small and
large angles of heel
2 Describe the principles of watertight subdivision and calculate and the effects of
compartment flooding on ship trim and stability and the countermeasures to be taken
3 Explain the principles of ship construction
4 Calculate the forces on ship structures
5 Analyse, by calculation, the basic factors of resistance to ship motion, propellers,
powering estimates and fuel consumption estimates.
156
`
1 Trim and stability
Stability at small angles of heel: centres of buoyancy and gravity, metacentre, metacentric
height and the criteria for stability, changes of stability due to changes of loading
Trim: changes of trim with changes of loading
Stability at large angles of heel: limitations of metacentric (small angle) theory, curves of
statical stability, changes of GZ curve and angle of heel due to changes in loading, changes
of GZ with shipform
2 Watertight sub-division and the effects of compartment flooding
Watertight sub-division: rules governing sub-division
Effects of compartment flooding: change of draught and stability due to bilging, heel and trim
caused by bilging
3 Ship construction
Ship construction: define ship terminology. Basic ship construction and functions of
structural components. The design features of different ship types
4 Forces on ship structures
Static forces: weight and buoyancy distribution. Load diagram. Shear force diagram, bending
moment diagram
Dynamic forces: difference between static and dynamic forces
Stress in ship structures: how stress in calculated, how stress is measured stress (strain)
gauges
5 Resistance to ship motion, propellers, powering estimates and fuel consumption
estimates
Ship resistance: techniques for identifying ship resistance, resistance components
Powering: power estimates, identification of power losses, fuel consumption estimates, fuel
and admiralty coefficients
Propellers: basic propeller terminology, relationship between indicated power, shaft power,
delivered power and thrust power
157
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ability to:
1 Explain and calculate the
measures necessary to
preserve trim and
stability at small and
large angles of heel
explain the mechanism of small angle ship stability
identify stability of a ship by calculation
calculate changes of trim when ship loading is changed
demonstrate the use of data and calculation to identify ship
stability.
2 Describe the principles
of watertight
subdivision and
calculate and the effects
of compartment
flooding on ship trim
and stability and the
countermeasures to be
taken
explain the function of ship sub-division
calculate the change of draught, trim and stability due to
bilged compartment
explain the actions taken minimise the dangers of
compartment flooding
specify statutory sub-division regulations.
3 Explain the principles of
ship construction
ship terminology is defined
basic ship construction and functions of structural
components are explained.
4 Calculate the forces on
ship structures
explain the distribution of buoyancy and weight on ship
calculate the effects of changes in loading conditions on the
distribution of buoyancy and weight on the ship
show how stress is measured in ship hulls.
5 Analyse, by calculation,
the basic factors of
resistance to ship
motion, propellers,
powering estimates and
fuel consumption
estimates
calculate ship resistance, propellers, power estimates and
fuel consumption
calculate ship powering and propulsion.
158
d~
d~
Evidence of the outcome may be in the form of assignments, projects and formal class
assessments. The assignments and class assessments will be taken on an individual basis, whilst
project work may be undertaken as by a small group with a presentation being given to the class
group.
i
This unit links with the core unit Analytical Methods for Engineers (Unit 2).
This unit offers opportunities for demonstrating Common Skills particularly:
Applying Numeracy
Communication
Managing Tasks.
o
Library of materials relevant to naval architecture, ship design, ships construction and ship
operation.
Computers networked to the Internet.
a
Whilst the unit will be generally delivered in a lecture situation there will be ample opportunity
for private study and tutorial work.
During lectures the attention of the student will be drawn to:
his/her own experiences whilst serving on board ship
links to other aspects of ship operation and marine engineering.
Learning will be monitored by student response during tutorial and homework submissions. In
addition assessment carried out at learning outcome level will establish the level of
understanding of the student.
It is expected that the learning outcome dealing with ship construction will be delivered by
lecture and tutor guided project. The assessment of this learning outcome will be carried out by
students working in small groups answering a question chosen from a list posed by the subject
team. Students will complete a joint project with their own conclusions, then make a
presentation to their class group.
p ~
Stokoe E A Naval Architecture for Marine Engineers (Thomas Reed Publishers, 1991)
Taylor D H Merchant Ship Construction (Institute of Marine Engineers, 1992)
159
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a
The aim of this unit is to provide students with an understanding of condition monitoring
techniques and a systematic approach towards fault diagnosis. It examines the general concepts
of condition monitoring and techniques, as well as fault location and the causes and effects of
faults. The causes of failure referred to in Outcome 1 are related to the more generic aspects of
plant and machinery failure which can be identified through condition monitoring techniques.
Outcome 4 is concerned more with the specific causes of failure and the failure states of
components within given systems.
p~
1 Investigate the concept of condition monitoring
2 Investigate condition monitoring techniques
3 Investigate and locate faults in systems
4 Investigate causes and effects of faults.
160
`
1 Condition monitoring
Failure and breakdown: degradation due to corrosion, cracking, fouling, wear, ageing,
maloperation etc, statistical analysis of failure rates on plant and equipment, environmental
effects, operational and maintenance considerations
Monitoring: on-line and off-line monitoring, fixed and portable monitoring equipment,
continuous and semi-continuous data recording, stress analysis, parameters to be monitored
Data analysis: computerised systems, data acquisition techniques, spreadsheets, databases,
fault analysis/diagnosis, plant down-time analysis, data storage techniques, high-speed data
capture, trend analysis, expert systems, condition monitoring integrated within normal
plant and machinery control and data acquisition systems
2 Monitoring techniques
Vibration: broad band defect detection, frequency spectrum analysis, shock pulse method,
high-frequency analysis techniques
Leak detection: acoustic emission and surveillance, moisture sensitive tapes, radiotracer/
radio-chemical methods
Corrosion detection: chromotography, eddy currents, electrical resistance, tangential
impedance meter, IR spectroscopy, potential monitoring, thermograph, lasers
Crack detection: ultrasonic methods, optical fibres, lasers, strain gauges, electrical potential
method, eddy currents, acoustic emission, thermography
Temperature: thermography, thermometry, thermistors, thermocouple devices, RTDs, optical
pyrometers, IR pyrometers, lasers
3 Locate faults
Information and documentation: plant personnel, alarm systems, component data sheets,
block diagrams, flow charts, dependency charts, trouble-shooting charts, wiring and
schematic diagrams, circuit diagrams, system diagrams, operation and maintenance manuals,
computerised records and data, use of Internet
Inspection and test: characteristics of system, on-line/off-line testing, test equipment,
electrical/electronic/software based, self-diagnostic techniques, expert systems, safety
requirements, safety and damage limitation
Fault location techniques: appropriate sources of information identified and selected,
analysis of evidence, systematic and logical approach to fault finding, cause of fault
evaluated and verified
161
4 Causes and effects of faults
Causes of failure: maloperation, environmental, lack of maintenance, operation outside
design specifications, infrequent use, too frequent use, etc, the bath-tub curve, reliability,
common mode failure
Effects of failure: safety, economic, downtime, loss of production etc, failure states of
components within a system
Analytical techniques: failure mode and effect analysis, fault-tree analysis, cause and effect
analysis
162
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ability to:
1 Investigate the concept of
condition monitoring
analyse the causes of failure and breakdown in plant and
machinery
investigate plant and machinery monitoring arrangements
provide a computer data analysis printout of machine
operating parameters.
2 Investigate condition
monitoring techniques
explain condition monitoring techniques to monitor
temperature and vibration, and to detect leakage, corrosion
and cracks
analyse an overall system for plant and machinery condition
monitoring.
3 Investigate and locate
faults in systems
analyse sources of information and documentation as an aid
to fault finding and fault location
select appropriate inspection and test equipment for fault
location
carry out appropriate fault finding procedures to locate and
verify faults in systems.
4 Investigate causes and
effects of faults
analyse the causes of failure and identify the failure states of
components within a given system
carry out a failure mode and effect analysis
carry out a fault tree analysis
prepare a cause and effect diagram.
163
d~
d~
Evidence of outcomes may be in the form of assignments, test and fault records, computer
printouts, solutions to applied problems or completed tests/examinations. Evidence is likely to
be at outcome level in order to provide maximum flexibility of delivery.
i
This unit is intended to link with other plant/process units, particularly Marine Propulsion &
Power Systems (Unit 20) and Operation & Maintenance of Electrical Plant (Unit 24).
candidates should have achieved learning equivalent to the BTEC National or Advanced GNVQ
in Engineering.
o
Centres delivering this unit must be equipped with, or have access to, industrial-standard
condition monitoring equipment, instrumentation and test/fault finding assemblies. The use of
relevant software-based training aids is also highly recommended.
a
A practical approach to learning should be adopted throughout. Tutors should encourage an
investigatory approach through assignments and projects related to an industrial environment.
Throughout the unit, practical work needs to give students the opportunity to demonstrate higher
levels of competency and to provide for distinctive performance.
p ~
Batten B K A Survey of Condition Monitoring in British Industry and its Potential for Wider
Application (Michael Neal & Associates)
Cranfield Institute of Technology/DNV Condition Monitoring of Process Plant on Offshore
Installations (1980)
Hunt T M Condition Monitoring of Mechanical and Hydraulic Plant (Chapman & Hall, 1996)
164
165
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a
The aim of this unit is to provide students with an opportunity to acquire a knowledge of the
principles and techniques used in satellite communication systems.
It explores the architecture of satellite communications links, and in particular is concerned with
specific link components in relation to power and noise analysis.
The access techniques applicable to satellite systems are also investigated.
Finally it focuses on satellite constellations and Very Small Aperture Terminal (VSAT)
networks.
p~
1 Investigate the architecture of a satellite communication system
2 Investigate satellite link design
3 Investigate satellite access techniques
4 Investigate satellite constellations and very small aperture terminal (VSAT) networks.
166
`
1 Architecture of a satellite communication system
Ground segment: block diagram representation of earth stations; waveguide techniques and
microwave technology; types of antennae and feeding systems; look angle calculations to
satellites; tracking principles; communication subsystems
Modulation/demodulation, up/down conversion, filtering and equalisation
Space segment: types of orbits (circular and elliptical) equatorial and polar orbits;
Geostationary Orbit (GEO), Medium Earth Orbit (MEO) and Low Earth Orbit (LEO); block
diagram representation of typical satellite; space platform, structure, primary power, thermal
control, attitude control; tracking, telemetry and command equipment; payload,
transponders; satellite switching, antennae and footprints; satellite launching, Expendable
Launch Vehicles (ELVs) and Reusable Launch Vehicles (RLVs); station keeping
2 Link design
Antenna parameters: radiation pattern, gain, beam width, polarisation, Effective Isotropic
Radiated Power (EIRP); large earth station and VSAT antennae
Transmission theory: Friis equation, free space loss; atmospheric effects; system component
losses; power calculations for uplink/downlink; delay effects
Sources of noise and interference: noise sources, noise figure and noise temperature;
carrier-to-noise ratio, figure of merit; interference sources, orbital slots
Link budget analysis
3 Satellite access techniques
Frequency Division Multiple Access (FDMA): single carrier per channel/frequency
modulation/FDMA, single channel per carrier/phase shift keyed/FDMA; multi-channel per
carrier/frequency modulation/FDMA; multi-channel per carrier/phase shift keyed/FDMA
Time Division Multiple Access (TDMA): burst generation, burst reception, frame structures,
reference bursts, unique word guard times, synchronisation
Code Division Multiple Access (CDMA): direct sequence (CDMA), frequency hopping
(CDMA)
Fixed and on-demand assignment, random access (ALOHA)
4 Satellite constellations and VSAT networks
Satellite constellations: LEO and GEO constellations; orbital features; satellite features and
launching; power and delay characteristics; services and applications; Inter-satellite links,
GEO-LEO, GEO-GEO
VSAT networks: network configurations, mesh and star networks; VSAT earth terminals and
hub stations; power and delay characteristics; regulatory and operational aspects; network
aspects; VSAT growth
167
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ability to:
1 Investigate the
architecture of a
satellite
communication system
describe the main constituents of large earth stations and
VSATs
calculate the look angles from earth stations to geo-
stationary devices
describe the common types of orbits
describe the techniques used in spacecraft design.
2 Investigate satellite link
design
determine the parameters of a common microwave antenna
Install and optimise a broadcast receive-only system
perform up-link and down-link power calculations
describe the sources of system noise and interference.
3 Investigate satellite
access techniques
describe FDMA systems
analyse a TDMA system
describe the principles of CDMA
describe the principles of fixed, on-demand and random
access.
4 Investigate satellite
constellations and very
small aperture
terminal (VSAT)
networks
describe the types of current/future satellite constellations
analyse the operational features of a LEO/GEO system
describe the facilities offered by VSAT networks.
168
d~
Evidence of outcomes may be in the form of assignments, practical activities or
tests/examinations. Evidence is likely to be at outcome level in order to provide maximum
flexibility.
combination of tests and assignments. In either case, evidence must be both relevant and
sufficient to justify the grade.
i
The unit is designed to stand alone but it has links with Radio Communication Engineering
(Unit 18).
advised that students should have completed appropriate pre-requisite BTEC National or GNVQ
Engineering or equivalent studies. Bridging studies will be needed for students who have not
achieved this standard.
o
Centres delivering this unit should have sufficient physical resources to support a range of
practical activities and measurements.
Suitable software packages can be used to great advantage (for example, link budgets, look
angle calculations, radiation patterns etc). The use of the Internet for up-to-date manufacturers
details should be encouraged.
a
relevant examples of theory in practice. For example, look angle calculations followed by
correct antenna pointing to TV satellites will provide useful learning opportunities applicable to
most satellite systems. A range of microwave bench measurements can also help provide
evidence. If feasible, a visit to a commercial satellite earth station would be of value to
supplement and consolidate learning activities.
p ~
Breeds The Satellite Book (Swift TV, 1995)
Calcutt and Tetley Satellite Communications (Arnold, 1994)
Evans Satellite Communication Systems (IEE, 1999)
Maral VSAT Networks (Wiley, 1996)
Maral and Bousquet Satellite Communication Systems (Wiley, 1996)
Pratt and Bostain Satellite Communications (Wiley, 1986)
169
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a
This unit is intended to give students an insight into the principles of control engineering and
how these principles can be used to model engineering systems and processes.
p~
1 Use analytical techniques to form models of engineering systems and processes
2 Use Laplace transforms to determine system parameters
3 Use Bode standard second order equations to determine system parameters
4 Examine process controllers using control philosophies.
170
`
1 Analytical techniques to form models
Block diagram analysis: blocks, summing junctions, signal flow, disturbance (MISO
systems), canonical reduction, transfer functions
Nyquist diagrams and Bode plots: to determine stability, phase and gain margins and design
compensators
2 Laplace transforms
Operator methods: concept of the s plane, Laplace transforms, inverse transforms, partial
fractions
3 Bode standard second order equations
Parameters: maximum and successive overshoots, response time, damping ratio, effect on
response of varying damping ratio
4 Process controllers
Process control terminology: deviation, range, span, absolute deviation, control effort, set-
point, bumpless transfer, Proportional, Proportional with Derivative and Proportional with
Derivative and Integral Control philosophy and technique
Tuning: of three-term controllers using Zeigler-Nichols, Continuous Cycling and Reaction
Curve methods
171
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ability to:
1 Use analytical
techniques to form
models of engineering
systems and processes
explain how block diagrams of practical systems can be
produced and reduced to a single transfer function
produce Nyquist diagrams and Bode plots from data
obtained practically and theoretically
apply stability criteria to diagrams and evaluate gain and
phase margins for stable systems
compare compensation techniques and their relative merits.
2 Use Laplace transforms
to determine system
parameters
explain the need for operator methods when solving control
engineering problems
derive Laplace transforms of simple functions
use sheets of Laplace transforms to determine system
response
solve problems using first and second order differential
equations, with and without initial conditions, using the
Laplace transform.
3 Use Bode standard
second order equations
to determine system
parameters
describe the parameters which can be obtained by
comparing system transfer function with the standard
second order equation
analyse systems and obtain parameters using the standard
second order equation
compare analytical results to those obtained practically
and/or by computer simulation.
4 Examine process
controllers using control
philosophies
describe process control terminology
describe control action (three-term controllers)
examine several controller tuning techniques.
172
d~
d~
Evidence of outcomes may be in the form of assignments, records of practical activities, applied
examples or completed tests/examinations.
Evidence may be accumulated by students in a portfolio containing an appropriate mix of
assessment material. A number of practical activities are expected to be included in the
assessment evidence. Where possible, students should use appropriate software to explore plant,
compensator and process models.
i
students should have completed Analytical Methods for Engineers (Unit 2).
a
Learning and assessment can be across units, at unit level or at outcome level, but centres
should be aware that study and assessment at outcome level could lead to assessment overload.
It is envisaged that Outcomes 1 and 4 will require the least directed study time.
p ~
Bolton W Control Engineering (Longman, 1996)
Hargraves M Engineering Systems Modelling and Control (Longman, 1996)
Nisen Control Systems Engineering (Addison-Wesley, 1995)
Schwarzenbach J Essential of Control (Longman, 1996)
173
r PNW j~~ t f~ C
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a
This unit is designed to develop the students knowledge and understanding of the issues
involved in managing the work of individuals and teams employed by the marine engineering
industry. It is intended to enhance the ability of the student to motivate individuals and to
maximise the contribution that teams can make to the quality of service and resulting
improvements in the performance of the business in the marketplace.
p~
1 Establish the objectives of individuals
2 Evaluate the performance of individuals
3 Establish the roles and responsibilities of teams
4 Review the performance of teams.
174
`
1 Objectives of individuals
Job descriptions: analysis of jobs, tasks, behaviour and responsibilities
Performance targets: personal, financial, quantity and quality, incorporation within a job
description, setting performance targets
Job evaluation to determine: pay, bonus and incentives
Responsibilities: direct and indirect relationships
2 Performance of individuals
Reasons for using performance appraisals: salary and bonus, promotion strengths and
weaknesses, training needs, communication
Establishing criteria: production data, personnel data, judgemental data
Rating methods: ranking, paired comparison, checklist, management by objectives
Conducting performance reviews: by supervisor, peers, committee, subordinates or self
appraisal, feedback of results and resolution of conflicts encouragement as a motivator for
the achievement of performance targets
3 Roles and responsibilities of teams
Types of teams: management teams, peer groups, focus groups, task groups, project groups
and panels
Purpose of teams: long and short-term, specific project or task, view seeking, both within
the company and from external sources, communication
Team responsibilities: to superiors, subordinates, the business, each other and external
groups, meeting performance targets, communicating results, confidentiality, deadlines
Internal team management: hierarchical, functional
4 Performance of teams
Reasons appraising team performance: team effectiveness, contribution to business,
constitution of team, identifying individuals contribution to team effort and to determine the
need to establish other team criteria
Establishing performance measurement criteria: outcome data, achieved improvements,
employee morale, value added
Conducting team performance reviews: by an individual manager, a group of managers, an
outside person or team appraisal, feedback of results and resolution of conflicts within the
team, encouragement of overall team performance as a motivator for the achievement of
business objectives
175
l ~ ~ ~
l ^ ~
ability to:
1 Establish the objectives
of individuals
analyse a job within the marine engineering sector and
identify the essential elements of the job description
design a job description for an employee working in the
motor industry service sector
determine the roles and responsibilities of individuals
agree performance targets for an individual.
2 Evaluate the
performance of
individuals
explore the key factors in establishing a staff appraisal
system
produce a staff appraisal form for use by a manager working
in the marine engineering sector
provide feedback to an individual who has undergone an
appraisal
resolve conflicts arising from an appraisal
encourage an individual to achieve performance targets.
3 Establish the roles and
responsibilities of teams
identify teams within the marine engineering sector, which
are suitable for a variety of purposes
clearly define the purpose of each
determine the responsibilities of teams to different groups
set suitable targets for teams working within the motor
industry service sector
compare various types of internal team management.
4 Review the performance
of teams
identify the reasons for appraising team performance
establish the criteria by which the performance of different
types of teams are to be measured
conduct a performance review of a team working within the
marine engineering sector
summarise the factors that are likely to motivate a team to
achieve its defined objectives.
176
d~
d~
Evidence of outcomes may be in the form of assignments, projects or completed
tests/examinations. Ideally, students should be employed or have experience in an occupation
which relates to the unit. They will need some experience of supervision or management to fully
benefit from the unit. Some assignments or projects should be work-based to relate the unit
content to real-life situations.
i
The unit also provides opportunities for collecting evidence of Common Skills, in particular
Communication, Working with and Relating to Others and Managing Tasks and Solving
Problems.
Entry requirements are at the discretion of the centre, however it is recommended that students
should have already gained an NVQ in an appropriate vehicle specialism and/or a GNVQ
Engineering (Motor Vehicle).
o
There are no special requirements for this unit, however students should have access to a
learning centre which has a range of textbooks relating to human resource management.
Alternatively, suitable guest speakers might be invited to provide an overview of relevant
aspects of the unit, including personnel.
a
Students are generally expected to work individually but may also work as teams to cover
certain aspects.
p ~
Armstrong M Human Resource Management (Kogan, 1992)
Hunt J Managing People at Work (Pan Business Management, McGraw, 1992)
177
^ ^
o m~ _
p~~ ~ o o~ EpôqloF
The Third Edition of the Engineering Councils policy statement Standards and Routes to
Registration was published in September 1997. Whilst not affecting students in mid-course at
the time of change, the third Edition criteria became effective on 1 September 1999.
The educational base requirement for Incorporated Engineer registration is:
a 3-year programme comprising either an engineering, technology or science bachelor degree
(not necessarily honours), which has been accredited for IEng registration under the criteria
given in SARTOR 3rd Edition Part 2 Section 4.1.2
OR
an Edexcel BTEC Higher National Diploma in Engineering, based on the 1997 (or later)
BTEC Guidelines, and complemented by a Matching Section of further learning. The Higher
National Certificate can be part of the route; however, the student will need to achieve the
breadth of the 16 unit HND as well as the Matching Section. Although the unit details will
differ, the SQA-SCOTVEC Higher Nationals may also be used.
The requirements of the Matching Section, the further learning equivalent to one academic year
of study beyond HND, could be met through:
Edexcel BTEC Professional Development Qualification programmes (full-time, part-time or
modular), particularly those which integrate technology and engineering business
management, or which lead to a specialist sub-discipline
programmes designed by a university or college as a bridge between its accredited HND and
its own degree programmes which are accredited for IEng. Ideally, the total package of such
provisions should be accredited together
Edexcel BTEC programmes which provide for progression from the 10 unit HNC to the 16
unit HND, as the first stage of this process for those progressing from an HNC base
education, training and development programmes operated by private and public sector
employers such as consultants, industrial companies, the civil service and armed forces.
These schemes often include the equivalent of an academic year of educational
development in technology, management, personal skills etc, in addition to training and
experience
Integrated Development Schemes and College-Business Partnerships (Teaching Company
Schemes for FE)
distance learning packages aimed at particular graduate employment opportunities in
specialist fields or at those in remote locations or mobile jobs
employment-based or institution-based schemes leading to a particular form of employment.
Whilst statutory or NVQ/SVQ certification of competent performance may be involved, it is
the development of the knowledge, understanding and transferable skills which is key to
matching sections. An NVQ/SVQ used for this purpose would have been recognised by the
institution concerned, in accordance with the Engineering Councils Guidance to Institutions
and Awarding Bodies on Occupational Standards, N/SVQs and Registration.
Further Information on Matching Sections can be obtained from the relevant engineering
Institution, or from the Engineering Council.
178
Higher National students, who are already registered on an HNC or HND course on
1 September 1999, will be considered to be on the route to the educational base qualification at
the time of change. Provided that they achieve the award by 31 August 2003, they will be
permitted to register for Incorporated Engineer at Stage 1 under the SARTOR Second Edition
criteria. However, they must subsequently complete their Initial Professional Development
under the new criteria.
The SARTOR Second Edition educational criteria for IEng, applicable to this transitional group
of students, are a BTEC Higher National Certificate or Diploma which meets the following
specification:
H level units relevant to engineering, normally completed as an integral part of a Higher
National programme. This requirement is automatically met by any engineering HNC/D
programme which started after September 1987. These units:
must include an engineering project of at least 1.0 unit value, that integrates work within
the course and demonstrates the students ability in areas of application of engineering
theory. The project may be done in groups or individually, but it must be individually
assessed
may include appropriate specialised mathematics, quantitative techniques, management
or other professional studies relevant to particular engineering disciplines.
N level units, as follows:
mathematics related to engineering applications of at least 1.0 unit or equivalent, at level
NIII. This requirement is exceeded in any engineering HNC/D programme which started
after September 1994, as this requires a minimum of one H-level unit of mathematics
computing, with assignment work related to engineering applications of at least 1.0 unit
value or equivalent, at level NII. This requirement is universally met through the quality
requirements applied for the approval of all engineering programmes since September
1987.
179
_~ o f~ b
*The normally expected full-time equivalent course lengths are three years for IEng degree and
two years for the HND
f
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180
^ _
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Managing and Developing Self manage own roles and responsibilities
manage own time in achieving objectives
undertake personal and career development
transfer skills gained to new and changing
situations and contexts.
Working with and Relating to Others treat others values, beliefs and opinions with
respect
relate to and interact effectively with
individuals and groups
work effectively as a team member.
Communicating receive and respond to a variety of information
present information in a variety of visual forms
communicate in writing
participate in oral and non-verbal
communication.
Managing Tasks and Solving Problems use information sources
deal with a combination of routine and non-
routine tasks
identify and solve routine and non-routine
problems.
Applying Numeracy apply numerical skills and techniques.
Applying Technology use a range of technological equipment and
systems.
Applying Design and Creativity apply a range of skills and techniques to
develop a variety of ideas in the creation of
new/modified products, services or situations
use a range of thought processes.
Further guidance is available in the following Edexcel publications:
Common Skills and Core Themes General Guidance (80-037-2)
Common Skills and Core Themes Implementation Guidance (80-040-2)
181
^ `
b ~~
All engineering higher education, being submitted for accreditation for IEng registration, must
be provided in the context of Engineering Applications (EA). The term Engineering
Applications originated in the Finniston Report Engineering Our Future in 1980. These are
intended for integration into higher education courses to give structure and definition to the
application of engineering. They aim to achieve some of the benefits integrated sandwich
courses where such courses are not available.
There are two components: Engineering Applications 1 (EA1) and Engineering Applications 2
(EA2).
EA1 an introduction to the fabrication and use of materials, designed to raise students
awareness of the realities of present-day industrial processes. This focuses on practical
engineering in the context of design, manufacture, construction, assembly, commissioning,
operation, maintenance, reliability and quality of products and systems.
EA2 the application of engineering principles to the solution of practical problems based upon
engineering systems and processes. This should ideally be a learning theme which runs through
all aspects of the course. However, it will be particularly evident in projects relating to real
engineering problems, undertaken both individually and in groups, which integrate practical,
theoretical, business and personal development skills and knowledge.
The extent to which a cohort of students needs to be formally introduced to EA will vary with
their educational, personal and industrial background. Part-time and integrated sandwich course
students, and those with other accredited work-based learning, will have opportunities to
develop EA at work. Nevertheless, all students should be aware of the broader educational
potential of their own experiences and skills.
There is no clear boundary between EA1 and EA2 and, because many aspects of both can be
integrated in the content of programmes, there is every reason not to introduce one.
As new technologies and materials are introduced, engineers need multidisciplinary skills, and
the way you implement EA1 and EA2 should reflect this. You should, wherever possible,
choose engineering applications that relate to each students chosen discipline: for example, for
electronic technician engineers, workshop methods involving hand tools and materials
processing should probably be related to the electronics industrys manufacturing methods.
EA1 can be done at work or in the centre. In full-time and sandwich (ie HND) programmes,
activity for EA1 should take about 300 hours. In a well-designed and implemented course, up to
200 hours of this could be identifiable within programme units. In part-time (HNC and HND)
programmes, students can provide evidence of objectives that they have met at work and
through a log-book signed by a responsible supervisor.
182
d~ f~ b ^~
b^N
To achieve EA1 the student should:
1 Use safe working practices, and understand the reason for them
Safety in line with good industrial practice and current legislation and regulations must
be a theme throughout the course.
2 Appreciate multidisciplinary practical skills through the use of industrial equipment and
processes
As manufacturing systems and products become more complex, technician engineers
will need a wide range of technological skills. An increasingly necessary requirement is
for the integration of skills from mechanical engineering, electronic engineering and
computing. Activities must therefore reflect the general convergence of traditionally
separate disciplines.
The following should be covered, though the depth of cover and the illustrative material
required will vary according to the needs of students and industry:
hand tools
material removal
material forming
measurement
installation, maintenance and fault-finding
electrical installation and wiring
electrical circuitry and printed circuits and components
pneumatic and hydraulic circuitry and components.
3 Select and use appropriate computer software packages
Students should develop the ability to operate a computer keyboard and use a range of
software packages. They should have an awareness of:
obligations under the Data Protection Act
the need for system security
use of software documentation
understanding basic software tools
interconnection of appropriate microcomputer and peripheral devices.
4 Interpret engineering drawings and circuit diagrams
Activities should be designed according to the needs and aims of the student. Some
exercises should also make use of the knowledge and skills in objective 2 which relate
to interpreting engineering drawings and circuit diagrams.
5 Be aware of developing technologies and appropriate techniques in areas such as:
microprocessors
programmable logic controllers
computer-aided design
numerical robotics
systems approach to manufacture.
183
bÔ
To achieve EA2 the student should:
1 Appreciate the uses and limitations of engineering materials and components
2 Appreciate the cost factors relating to the design, manufacture and servicing of a product
3 Appreciate the importance of a logical approach to engineering activities
4 Work in a team.
Some EA2 objectives can be met through assignments and other studies in appropriate design,
manufacturing technology, materials and industrial management units or subjects. Others can be
met through integrative assignments or projects.
An appropriate approach might be to use case studies involving the design and manufacture of
engineering components and systems. This would enable students to consider design, selection
of materials and components, manufacturing methods, and cost factors in the manufacturing and
servicing of products. The case studies would also develop students awareness of problems
associated with a logical approach to efficient production, and of the importance of effective
maintenance schedules. In addition case studies could help develop students abilities to work as
part of a team.
184
^ a
l~ lp`b e i p~~W c~ j~
1.1 Establish requirements for engineering products
and process
1.2 Initiate research into engineering products and
processes
1.3 Implement research into engineering products and
process
1.4 Design engineering products and processes
2.1 Specify the production requirements of engineering
products and processes
2.2 Implement the production of engineering products
and processes
2.3 Evaluate the production of engineering products
processes
3.1 Specify the installation requirements of
engineering products and processes
3.2 Implement the installation of engineering products
and processes
3.3 Evaluate the installation of engineering products
and processes
3.4 Commission engineering products and processes
after installation
4.1 Specify the maintenance requirements of
engineering products and processes
4.2 Implement the maintenance of engineering
4.3 Evaluate the maintenance of engineering products
and processes
4.4 Decommission engineering products and processes
5.1 Assess and minimise risks from engineering
5.2 Improve the quality of engineering products and
processes
6.1 Plan engineering projects
6.2 Manage engineering projects
7.1 Improve own ability to undertake engineering
activities
3 Install engineering products
and processes
Key Purpose: to develop and
deliver engineering products
and processes
1 Develop engineering
2 Produce engineering
4 Operate and maintain
engineering products and
processes
5 Improve the safety and quality
of engineering products and
processes
S Plan and manage engineering
projects
7 Develop own engineering
competence
185
f~ b ek ~ e i lp`b ~~
lp`b p
_qb` r
NKN NKO NKP NKQ OKN OKO OKP PKN PKO PKP PKQ QKN QKO QKP QKQ RKN RKO SKN SKO TKN
Common Skills
Business Management Techniques 21716P
Engineering Science 21718P
Mechanical Principles 21722P
Fluid Mechanics 21772P
Electrical, Electronic & Digital Principles 21760P
Introduction to Machine Tools 21784P
Application of Pneumatics & Hydraulics 21746P
Electronics 21762P
Plant & Process Principles 21725P
Instrumentation & Control Principles 4635R
Combinational & Sequential Logic 8685R
Control Systems & Automation 8686R
Analytical Methods 21717P
Engineering Design 21719P
Project 21720P
Managing the Work of Individuals & Teams 2176P
186
lp`b p
_qb` r
NKN NKO NKP NKQ OKN OKO OKP PKN PKO PKP PKQ QKN QKO QKP QKQ RKN RKO SKN SKO TKN
Applications of Power Systems 8577R
Marine Electrical Systems 1515S
Marine Engineering Thermodynamics 1516S
Marine Propulsion & Power Systems 1517S
Marine Engineering Mechanics 1518S
Marine Propulsion Systems 1519S
Operation & Maintenance of Electrical Plant 1520S
Marine Auxiliary Plant 1521S
Marine Engineering Management 1522S
Naval Architecture for Marine Engineers 1523S
Condition Monitoring & Fault Diagnosis 21756P
Microprocessor Systems 2194P
Radio Communication Engineering 9527M
Satellite Communication & Systems 8842R
187
^ b
Illustration of possible links between Marine Engineering HN and MNTB standards
jkq_ p~~ Machinery Operations Diagnostics A Maintenance B
BTEC Units 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 321 322 323 324 325 326 331 332 341 342 343 344 345 346 347 348 371
Common Skills
(21716P)
Engineering Science
Analytical Methods (21717P)
Engineering Design (21719P)
Project (21720P)
Plant & Process Principles (21725P)
Fluid Mechanics (21772P) H1
Mechanical Principles (21722P) H1
Application of Pneumatics &
Hydraulics (21746P) H1
Introduction to Machine Tools (21784P)
H1
Electrical, Electronic & Digital
Principles (8683R) H1
Combinational & Sequential Logic
(8685R) H1
Instrumentation & Control Principles
(4635R) H1
Marine Electrical Systems (1515S) H1
188
jkq_ p~~
Machinery Operations Diagnostics A Maintenance B
BTEC Units
301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 321 322 323 324 325 326 331 332 341 342 343 344 345 346 347 348 371
The Applications of Power
Systems (8577R) H1
Microprocessor Systems (21794P)
H1
Radio Communication Engineering
(9527M)
Marine Engineering
Thermodynamics (1516S) H2
Marine Propulsion & Power
Systems (1517S) H2
Marine Engineering Mechanics
(1518S) H2
Marine Propulsion Systems
(1519S) H2
Electronics (21762P) H2
Operation & Maintenance of
Electrical Plant (1520S) H2
Marine Auxiliary Plant (1521S) H2
Marine Engineering Management
(1522S) H2
Naval Architecture for Marine
Engineers (8798R) H2
Condition Monitoring & Fault
Diagnosis (21756P) H2
Satellite Communication &
Systems (8842R) H2
Control Systems & Automation
(8686R) H2
Managing the Work of Individuals
& Teams (2176P) H2
Key: A Maintenance Planning
B Engineering Management
Nh\10\8\00LT\PD\FNHN-2000\HN-MarineG&U.1-191/5
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