unit 1: exploring the engineering world activity sheet 1...© pearson education ltd 2008 engineering...

© Pearson Education Ltd 2008 Engineering page 1 of 22 Level 1 Foundation Diploma Unit 1

Unit 1: Exploring the Engineering World

Activity Sheet 1

Engineering sectors Identify each of the engineering sectors shown in the images below and write the correct number in each box.


M B I O E N G I N E E R I N GA C O M M U N I C A T I O N SN Y I E Y A T R A N S P O R TU N K L Q J U J H W A T E R UF U Y E D R J T D D L L E S LA C T C K A C C O A L C N A LC L B T H I C O C M A W C Q KT E U R G L N I N P O I C N GU A I O B C M U S T N T N R ER R L N C E I O C A R T I N QI F D I H F R V H G E O I V CN N I C X E P C I O Q R L O EG F N S A Z E M I L A T R I QI W G R V M K R C M G K S L LE L E C T R I C A L Y R V F A


Activity Sheet 2

Engineering sectors: wordsearch The wordsearch contains the names of 18 engineering sectors. How many can you find?


Wordsearch hint sheet:

AEROSPACE

AUTOMOTIVE

BIOENGINEERING

BUILDING

CHEMICAL

CIVIL

COMMUNICATIONS

CONTROL

ELECTRICAL

ELECTRONICS

MANUFACTURING

MARINE

MECHANICAL

NUCLEAR

OIL

RAIL

TRANSPORT

WATER



Activity Sheet 3

Engineering job roles: crossword

1 2 3

4

5 6

7 8

9 10

11

12 13

Across 1 Making an engineered product (11) 4 Typically involved in hands-on work (13) 7 Persons with specific technical and/or supervisory responsibility (11) 10 Taking a design into production (11) 11 Making a product operational following its construction or installation (13) 12 The initial stage of producing an engineered product (6)

Down 2 A training scheme that combines employment with education and training (14)

3 A professional membership grade for engineers (IEng) (12) 4 A professional membership grade for engineers (CEng) (9) 5 An apprentice can do this whilst learning the job! (4) 6 Many engineering jobs involve this (11) 8 Those involved with performing routine engineering tasks (10) 9 You need this in order to progress in engineering (8)

13 An apprenticeship is usually linked to this qualification (3)



Activity Sheet 4

Engineering job roles: job advertisement

Our client requires an Electronic Technician to work to the highest standards of quality and efficiency. In this important role in their electronic service department you will be fully competent in the repair and maintenance of programmable electronic controllers to the highest standards.

As well as technical competence in electronics, you must have a thorough knowledge of electrical and electronic components and be comfortable with using the latest test equipment to identify and rectify faults on printed circuit boards.

You will have a positive, ‘can do’ attitude, and be willing to work as part of an effective team.

You should be a good team player and communicator to ensure the smooth and efficient flow of work through the workshop. You will liaise with other team members to meet and exceed customer expectations.

Your apprenticeship programme will lead to a nationally recognised NVQ at Level 3 and there will be opportunities to extend this to a Level 4 qualification through day release.

You should have (or expect to gain) a Level 2 Diploma in Engineering or a minimum of four grade C GCSEs including science, mathematics and English.

Salary: £12 000 to £14 000 with additional benefits

If you would like to apply for this position, apply to [email protected] Read the advertisement carefully and then answer the following questions: 1. (a) In which engineering sector is this job? (b) What qualifications will you need in order to be considered for this job?


(c) What qualifications will you expect to gain as a result of the training given? (d) Is team working important for this job? How do you know? 2. Draft an e-mail message to Martin Jones expressing your interest in the job and telling

him a little about yourself. Don't forget to say why you are interested in the job! 3. Explain, in your own words, the advantages and disadvantages of an apprenticeship

compared with staying on at school/college.


SKILLS PROFILE: Activity sheet 4 provides opportunities to develop the following skills:

Skill

Personal, learning and thinking (PLTS) Independent enquirer [identify questions to answer and problems to resolve, analyse and evaluate information, judging its relevance and value]

Functional

English Reading – read and understand a range of texts Writing – write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience



Activity Sheet 5

5.1 Engineer interviews Working in a team of two or three learners, interview at least three people who are experienced engineers within different engineering sectors. Your teacher/tutor may be able to help you identify people who are willing to help. You should devise an interview checklist of questions (see below for some ideas) and use this to help structure your interview. Make brief notes as the interview progresses and keep these to help you produce a summary of each interview. Don't forget to introduce yourself at the beginning of the interview and to thank your interviewee at the end! Questions that you might want to ask include:

1. What is your job title and who do you work for? 2. What are the main functions of your job? 3. How did you start your career? 4. What initial training and/or qualifications were required? 5. How did you progress through your career and how has your job changed in that time? 6. What is the hardest part of your job? 7. What part of your job do you like the most? 8. Does your job involve teamwork? In what way? 9. What advice would you give someone beginning a career in engineering? 10. Is there anything else that you would like to say?


5.2 Engineer reports For each engineer that you have interviewed, write a summary of the interview in the form of a short report using a word processor – the report should not be longer than one page of A4. Include any background information – for example, the engineer's full job title, the name and address of the company that the engineer works for, and the engineering sector in which he/she works. Edit and print the document.

5.3 Engineer presentations Choose one of the engineers that you have interviewed. Produce a PowerPoint presentation of between five and ten slides describing the person's job role and the work that they do. Also describe the possible career path and career opportunities for this engineering role. If teamwork is an important part of the job, explain why this is. Deliver your PowerPoint presentation to the rest of your learner group and ask for questions and comments from your audience.



Skill

Personal, learning and thinking (PLTS)

Independent enquirer [identify questions to answer and problems to resolve; plan and carry out research, appreciating the consequences of decisions explore issues; events or problems from different perspectives; analyse and evaluate information, judging its relevance and value ]

Team worker [collaborate with others to work towards common goals; adapt behaviour to suit different roles and situations, including leadership roles; take responsibility, showing confidence in themselves and their contribution]

Reflective learner [evaluate experiences and learning to inform future progress; communicate their learning in relevant ways for different audiences]

Self-manager [seek out challenges or new responsibilities and show flexibility when priorities change; work towards goals, showing initiative, commitment and perseverance; organise time and resources, prioritising actions]

Effective participator [discuss issues of concern, seeking resolution where needed]

Functional

English Speaking and listening – take full part in formal and informal discussions/exchanges

Writing – write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience

ICT

Develop, present and communicate information



Activity Sheet 6

Engineering sector investigation Working in a team of two or three learners, identify the engineering sector that you most want to work in. Investigate this sector using library and Internet resources and identify at least three local companies or organisations that offer work in this sector. Obtain job advertisements and job descriptions for entry-level employment opportunities within your chosen sector. These could be apprenticeships or operative jobs and should be suitable for an applicant who is under the age of 18 years. Investigate the training opportunities that exist within your chosen sector – these could include full-time education as well as government-funded training. Identify the specific qualifications required for progression within the sector, and the professional bodies that operate within the sector. List the advice and resources that the professional bodies offer to new entrants. Present your findings in the form of a PowerPoint presentation of between five and ten slides. Describe the sector and identify the opportunities that exist for young engineers, including training and qualifications. Deliver your PowerPoint presentation to the rest of your learner group and ask for questions and comments from your audience.



Skill







Functional


Reading – read and understand a range of texts Writing – write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience

ICT

Find and select information Develop, present and communicate information



Activity Sheet 7

Getting your ideas across Engineers often need to be able to communicate their ideas to other people. They do this in various ways depending on the situation and the time and resources available. For example, a simple e-mail message copied to team members might be the most effective way of reminding people that they need to attend a scheduled team meeting. Engineers need to be good communicators and they also need to be able to present their ideas to other people. This might involve written reports, sketching and drawing using a whiteboard or flip chart, or the use of PowerPoint slides. Use library and Internet resources to investigate different methods of communicating engineering information. Then, in the table, list eight different methods of communication. For each method of communication, give one example of how it might be used and say why you chose this method for that purpose. Two examples are given in the table below: Method of communication and/or presentation

Typical application for this method

Reasons why this method is used

A written memo circulated to team members

Letting people know about a change to their holiday dates

Simple to do and everyone has a written copy

PowerPoint slides presented to an audience

Presenting a design proposal to clients or customers

A good way of summarising lots of text combined with photos and other illustrations. Easy to provide printed handouts summarising each slide and also provides an opportunity for questions and answers



Skill

Personal, learning and thinking (PLTS) Independent enquirer [identify questions to answer and problems to resolve, analyse and evaluate information, judging its relevance and value]

Functional

English Reading – read and understand a range of texts



Activity Sheet 8

8.1 Engineering innovation: crossword

1 2 3

4

5

6 7

8

9

10

11

Across 4 Used instead of aluminium in modern aircraft (4) 5 A very large computer system (9) 6 Lightweight form of armour (6) 7 Satellite-based navigation system (3) 9 A class of materials made by mixing two or more compounds (10) 10 Used to view or conduct work in difficult or dangerous locations (3) 11 Used for optical surgery (5) Down

1 Used for transmitting high-speed data (7, 6) 2 Glass reinforced polymer (10) 3 Made from living organisms 8 Carbon-neutral source of renewable energy (7)


8.2 Engineering innovation: investigation Working in a team of two or three learners, identify an engineering innovation that has had the most impact on your daily lives. You should use appropriate techniques (for example, brainstorming with the aid of a flip chart, whiteboard or posters) to select your chosen innovation. Investigate your chosen innovation using library and Internet resources. Identify at least three examples of the application of the innovation and/or products in which it is used – for example, microprocessors are found in personal computers, mobile phones and vehicle engine management systems. Summarise the social and economic benefits of your innovation and present these as a list of bullet points. Present your findings in the form of a group presentation using a flip chart or posters, together with a brief (no more than one sheet of A4) word-processed handout summarising your presentation. Don't forget to ask if there are any questions and/or comments from your audience and to thank them for listening to you!


SKILLS PROFILE:

Activity sheet 8 provides opportunities to develop the following skills:

Skill







Functional



ICT

Find and select information



Activity Sheet 9

Engineering and the environment The engineering sector is responsible for some very hazardous activities and the impact on the environment of accidents in these areas can be devastating. Working in a team of two or three learners, think about the problems associated with oil spills and nuclear disasters. Use library and Internet resources to investigate one example of each of these disasters, and use your research to answer the following questions:

1. How did the accident happen? 2. What were the immediate consequences of the accident? Were any lives lost? 3. What were the long-term effects of the accident? 4. What steps were taken to prevent the same type of accident happening again?

Present your findings in the form of a group presentation using PowerPoint (no more than ten slides) supported by a printed handout. Include a detailed list of all the information sources that you have used. Don't forget to ask if there are any questions and/or comments from your audience.



Skill







Functional



ICT

Find and select information Develop, present and communicate information



Activity Sheet 10

Bio-diesel newspaper article Use library and Internet resources to investigate the use of bio-diesel. Then write a brief newspaper-style article to explain the use of bio-diesel as an alternative to conventional petroleum-based fuels. Your article should be word-processed and no longer than two pages of A4. You should make sure that your article is suitable for non-technical readers and that it addresses the following questions:

What is bio-diesel made from? Is it just vegetable oil?

Is bio-diesel a pure fuel or must it be blended with ordinary petroleum diesel?

Is bio-diesel approved for use in ordinary cars and lorries?

How do the emissions produced by bio-diesel compare with those from other fuels?

Does bio-diesel cost more or less than other fuels?

What are the effects of using bio-diesel and can it be used in an ordinary car or lorry?

How much bio-diesel is produced and how has the consumption of the fuel increased in recent years?

What are the environmental benefits of using bio-diesel and can it help reduce global warming?

Finally, suggest strategies that could be adopted to speed up the introduction of alternative fuels such as bio-diesel. What part could your readers play in this and where could they find more information? Include a list of useful web references in your article.



Skill




Effective participator [discuss issues of concern, seeking resolution where needed; present a persuasive case for action]

Functional

English Reading – read and understand a range of texts Writing – write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience

unit 1: exploring the engineering world activity sheet 1...© pearson education ltd 2008 engineering...

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