Lesson 2

Lesson 3

Lesson 4

Work on year 8 into 9 project from Middle schools. Hwk 1-Completion of Middle School  work so that it is up to date
Completion of work on year 8 into 9 project from Middle schools

Crown cap remover

Research on theme of bottle openers or crown cap removers. Layout and description work started.
Presentation of research using laptops. Hwk 2-Design task

Lesson 5
Lesson 6

Lesson 7

Lesson 8
Lesson 9
Lesson 10

Lesson 11
Lesson 12
Lesson 13

Introduction to polymers
Use of Techsoft 2D Design (CAD) taught. Introduction of design brief 2
Design work done using CAD.

Lesson 14

Lesson 15

Developing practical skills in order to complete set practical tasks.. Hwk 5- properties of polymers.
Joining polymers , temporary, semi permanent, permanent . Hwk 6- Materials crossword.

Lesson 16
Lesson 17
Lesson 18 & 19

 Introduction to basic electronics
Safe soldering       Hwk 6- Identification of components and resistor colour code examples
Completion of button cell LED torch.

Unit R106: Product analysis and research
Unit R107: Developing and presenting engineering designs
Unit R108: 3D design realisation

Each unit is worth 25% of total marks. Unit R108 demands a practical outcome along with a digital portfolio of evidence.

Learners will be taught:
selection and use of appropriate materials to produce a prototype (e.g. card, foam, foam board, plastics, metals, wood)
use of tools and processes to cut and shape materials (e.g. marking out, cutting, including CAD/ CAM applications, bending, wasting, moulding, rapid prototyping)
use of preparation and assembly methods (e.g. jigs, formers, templates, patterns, moulds, adhesives, temporary and permanent fixings)
methods of recording key stages of making the prototype (e.g. note taking, keeping a production diary, photography capturing different stages of production, recording problems, technical difficulties and solutions)

Learners will be taught:

how to evaluate a prototype, i.e.
comparison of prototype and production plan against product specification
potential improvements in design, i.e. – features – function – materials – aesthetics – ergonomics – modelling and prototyping processes – alternative manufacturing techniques

how to evaluate own performance, i.e.
management of time and resources
planning and preparation
precision and accuracy achieved in making processes
quality of outcome

A engineering processes used to produce modern engineered products
B developments in engineering materials and technologies
C how engineering contributes to a sustainable future.

This is a mandatory units and it is essential that the students pass in order to achieve an award higher than a PASS in the final assessment.

Exam content:

Know about engineering processes used to produce modern engineered products

Topic A1: Engineering sectors and products Types of products
Topic A2: Mechanical and electrical/electronic engineering processes
Topic A3: Scales of production Characteristics and advantages/disadvantages
Topic A4: Modern production methods

Know about developments in engineering materials and technologies

Topic B1: Modern and smart materials in engineering Applications
Topic B2: Modern material foams in engineering Applications, characteristics and advantages/disadvantages of metallic foams
Topic B3: Modern material processes in engineering Process, applications, characteristics and advantages/disadvantages
Topic B4: New technologies in engineering

Understand how engineering contributes to a sustainable future

Topic C1: Sustainable engineered products
Topic C2: Minimising waste production in engineering
Topic C3: Lean manufacturing Characteristics
Topic C4: Renewable sources of energy in engineering

Non Examined content

Unit 6 Computer-aided Engineering.

The students will cover the topics identified above.

In this unit they  will:

A use a CAD system to produce engineering drawings
B use a CAM system to manufacture an engineering component.

For learning aim A, drawings will be saved, in an appropriate format, to an appropriate storage device or network system. Learners should print or plot hard copies of the final drawings to an appropriate scale, and it would be expected that, whilst not necessarily being fully dimensioned, overall sizes would be indicated on the drawing. While a printed version of the final drawing/drawings would be expected, screen grabs showing drawing development could be used as supporting evidence.

A commentary will be provided, detailing the techniques that can be used. For learning aim B, teacher observations, witness testimonies, and annotated photographs to be used as evidence. Students will produce a drawing of an engineering component and a circuit diagram using a full range of commands as shown in the unit content and which meets British Standards. They will need to describe these commands. They should also be able to convert CAD data into an appropriate program for loading on to a CNC machine. Although many different CNC machines could be available, only one needs to be used for the manufacture of the engineering component.

At this level students will also need to describe how the manufactured component is fit for purpose.

Learners will be need to produce an digital portfolio containing

a drawing or drawings, including:

● screen grabs
● written statements
● annotations. Supporting evidence for higher grades should include teacher observations and presentation slides.

 A printout or plot of a circuit constructed using CAD techniques.
A checklist with commands and explanations.
In addition they will need to provide;

a range of evidence, including teacher observations/witness testimonies, annotated photographs/screen grabs, presentation slides.

This should be accompanied by evidence of component manufacture and software simulation. In addition, presentation slides outlining the key advantages to the organisation of using CAM techniques should be provided.

The four units are

1 Engineering Principles
2 Delivery of Engineering Processes Safely as a Team
3 Engineering Product Design and Manufacture
4 Computer aided design in Engineering.

Units 1 and 3 are externally assessed in the form of a written exam which students must pass to complete the award. Both exams take place in January of the final year.

Exam content:

Unit 1 The unit will be assessed through one paper of 80 marks lasting two hours that will be set and marked by Pearson. Learners will be assessed through a number of short- and long-answer problem-solving questions. Learners will need to explore and relate to the engineering contexts and data presented. Assessment will focus on learners’ ability to solve problems that require individual and combined application of mathematical techniques, and electrical, electronic and mechanical principles to solve engineering problems.

Unit 3
In this unit, students will examine what triggers changes in the design of engineering products and the typical challenges that engineers face, such as designing out safety risks. Students will learn how material properties and manufacturing processes impact on the design of an engineering product. Finally, they will use an iterative process to develop a design for an engineering product by interpreting a brief, producing initial ideas and then communicating and justifying your suggested solution. They will draw on and apply knowledge and understanding from Unit 1: Engineering Principles and Unit 2: Delivery of Engineering Processes Safely as a Team, for example by using calculations to demonstrate a reduction in mass, by sketching using orthographic projection drawing methods or by justifying an engineering process as its use reduces the carbon footprint of a product.

 None examined : unit 2
In this unit, students will examine common engineering processes, including health and safety legislation, regulations that apply to these processes and how individual and team performance can be affected by human factors. Students will learn the principles of another important process, engineering drawing, and develop two-dimensional (2D) computer-aided drawing skills while producing orthographic projections and circuit diagrams. Finally, students will work as a team member and team leader to apply a range of practical engineering processes to manufacture a batch of an engineered product or to safely deliver a batch of an engineering service.

Unit 10:
In this unit students will use CAD software and hardware to produce 2D and 3D drawings. Students will acquire the skills to produce models of products, editing and modifying these, and exploring materials and their properties. Students will output a portfolio of drawings, for example orthogonal, 3D shaded or solid model, and detail view drawings, to an international standard.

Command words: calculate, describe, explain, identify, name

AO2 Perform mathematical procedures to solve engineering problems Command words: calculate, convert, find, solve Marks:

Unit 2

A Design triggers, challenges, constraints and opportunities, and materials and processes

AO3 Demonstrate an understanding of electrical, electronic and mechanical principles to solve engineering problems Command words: find, calculate, describe, draw, explain

AO4 Analyse information and systems to solve engineering problems Command words: calculate, draw

Unit 3

A2 Design challenges

A3 Equipment level and system level constraints and opportunities

A4 Material properties

AO5 Integrate and apply electrical, electronic and mechanical principles to develop an engineering solution Command words: calculate, draw, explain.

Unit 3

A5 Mechanical power transmission

A6 Manufacturing processes

Units 1 and 3 are externally assessed in the form of a written exam which students must pass to complete the award. Both exams take place in January 2019

Exam content:
Unit 1 The unit will be assessed through one paper of 80 marks lasting two hours that will be set and marked by Pearson. Learners will be assessed through a number of short- and long-answer problem-solving questions. Learners will need to explore and relate to the engineering contexts and data presented. Assessment will focus on learners’ ability to solve problems that require individual and combined application of mathematical techniques, and electrical, electronic and mechanical principles to solve engineering problems.

Unit 3
In this unit, students will examine what triggers changes in the design of engineering products and the typical challenges that engineers face, such as designing out safety risks. Students will learn how material properties and manufacturing processes impact on the design of an engineering product. Finally, they will use an iterative process to develop a design for an engineering product by interpreting a brief, producing initial ideas and then communicating and justifying your suggested solution. They will draw on and apply knowledge and understanding from Unit 1: Engineering Principles and Unit 2: Delivery of Engineering Processes Safely as a Team, for example by using calculations to demonstrate a reduction in mass, by sketching using orthographic projection drawing methods or by justifying an engineering process as its use reduces the carbon footprint of a product.

 None examined :

AO1 Recall basic engineering principles and mathematical methods and formulae

Command words: calculate, describe, explain, identify, name

AO2 Perform mathematical procedures to solve engineering problems Command words: calculate, convert, find, solve Marks:

AO3 Demonstrate an understanding of electrical, electronic and mechanical principles to solve engineering problems Command words: find, calculate, describe, draw, explain

AO4 Analyse information and systems to solve engineering problems Command words: calculate, draw

AO5 Integrate and apply electrical, electronic and mechanical principles to develop an engineering solution Command words: calculate, draw, explain

Review unit 3 content

A Design triggers, challenges, constraints and opportunities, and materials and processes

A2 Design challenges

A3 Equipment level and system level constraints and opportunities

A4 Material properties

A5 Mechanical power transmission

A6 Manufacturing processes

Learning aim A: Investigate the microstructures of metallic materials, the effects of processing on them and how these effects influence their mechanical properties

Learning aim B: Explore safely the mechanical properties of metallic materials and the impact on their in-service requirements

Learning aim C: Explore the in-service failure of metallic components and consider improvements to their design

Unit 44

Learning aim A: Examine the processes and technology used in sheet metal fabrication that are widely used in industry

Learning aim B: Carry out the preparation necessary to manufacture a fabricated product safely

Learning aim C: Carry out fabrication processes to manufacture a fabricated product safely

Learning aim D: Review the processes used to manufacture a fabricated product and reflect on personal performance.

After half term

Ensuring all Btec criteria for assessment have been met and assignments are complete and ready for external assessment.