Unit 2: Investigating an Engineered Product - Pearson



Scheme of work

Guided learning hours (GLH): 30 hours

Number of lessons: 19 lessons

Duration of lessons: one - four hours (as shown)

Learners should spend lesson time and non-supervised time working on assignments.

This Scheme of work is provided to help you make the most of your planning time. Customise this by adding your own activities/lesson ideas to the ‘Activities’ column.

|Lesson |Unit content* |Activities |Resource checklist |Links to other units |

|1 |Unit introduction |Introduce the unit (approx. 10 minutes): outline |Specification for this unit (learning | |

| | |the nature of the learning aims and the number of |aims, unit content) from Pearson | |

| | |assignments that learners will be expected to |Sample assessment materials from | |

| | |complete for this unit. |Pearson | |

|Learning aim A: Understand the performance requirements of an engineered product |

|1 (cont) |Topic A1: Technical specification |Teacher presentation (approx. 10 minutes) to | |Unit 3: Health and Safety in Engineering |

|(3 hours) |Analysis of the chosen engineered product and production|introduce the unit: outline the nature of the | |(Topic B2) |

| |of technical specification criteria that covers the |learning aims and the number of assignments that | |Unit 5: Engineering Materials (Topics A1,|

| |following key headings: |learners will be expected to complete. | |A2, A3, A4, B1, B2 & B3) |

| |form |Starter activity: describing products in pairs. | |Unit 7: Machining Techniques (Topics |

| |function |Teacher presentation on basic and advanced | |B1,B3) |

| |user requirements |technical specifications, covering form, function,| |Unit 12: Engineering Design (Topics B2, |

| |performance requirements |user, performance and material requirements, ease | |C1, C2) |

| |material and component requirements |of manufacture and maintenance and legal and | |Unit 13: Engineering Assembly (Topic A2) |

| |ease of manufacture |safety requirements. Including group and pair | | |

| |ease of maintenance |discussions to cover individual areas. | | |

| |legal and safety requirements |Teacher-led discussion of videos shown and | | |

| | |importance of each specification criteria. | | |

| | |Individual activity: Learners consider and sketch | | |

| | |an everyday product. | | |

| | |Individual activity: Learners compare performance | | |

| | |requirements of different cars. | | |

| | |Small group activity: learners consider material | | |

| | |and component requirements for a speed boat, | | |

| | |including the exact requirements of components. | | |

| | |Learners then explain why products are | | |

| | |manufactured in the easiest way and the benefits | | |

| | |of this. | | |

| | |Individual activity: learners investigate the most| | |

| | |economical method of bottle manufacture. | | |

| | |Small group activity: learners do further research| | |

| | |on legal and safety requirements, then present | | |

| | |findings to class. | | |

|2 |Assignment 1 |Individual activity: Learners |Useful websites |Unit 3: Health and Safety in Engineering |

|(3 hours) |Tasks for 2A.P1 and 2A.M1 |to complete required tasks | |(Topic B2) |

| |Centre-devised assignment. Alternatively, use the |on assignment sheet. |designpro/spe|Unit 5: Engineering Materials (Topics A1,|

| |authorised Pearson assignment from Pearson. | |c1.htm |A2, A3, A4, B1, B2 & B3) |

| | | |Books |Unit 7: Machining Techniques (Topics B1 &|

| | | |Mike Tooley, Mike Deacon, Nik O’Dwyer |B3) |

| | | |(2008), Engineering Level 2 Higher |Unit 12: Engineering Design (Topics B2, |

| | | |Diploma, Pearson |C1, C2) |

| | | | |Unit 13: Engineering Assembly (Topic A2) |

|Learning aim B: Understand the selection of specific materials for use in the components that make up an engineered product |

|3 |Topic B1: Selection of materials and components |Teacher presentation on selection of materials and| |Unit 5: Engineering Materials (Topics B1,|

|(2 hours) |The materials used in the components of a chosen product|components, followed by an activity of learners | |B2 & B3) |

| |and reasons for their selection for use, including: |working in pairs with one describing material | |Unit 7: Machining Techniques (Topics B1, |

| |properties |properties and the other guessing the material. | |B2 & B3) |

| |qualities |Group activity: each group to produce and give | |Unit 17: Welding (Topic A2) |

| | |presentation on one of four properties | |Unit 18: Computer Numerical Control |

| | |(aesthetics, mechanical, electrical and chemical. | |Programming (Topic A1) |

| | |Teacher-led discussion to support learners to | | |

| | |explain qualities of materials. | | |

| | |Individual activity: learners choose suitable | | |

| | |materials for a push cart, including for chassis | | |

| | |and wheels, body and sterring requirements. | | |

|4 |Topic B2: Environmental impact |Teacher presentation on the environmental impact | |Unit 5: Engineering Materials (Topic B2) |

|(1 hour) |Sustainability issues of using the materials identified |and sustainability. | |Unit 15: Operating an Efficient Workplace|

| |in the chosen product in relation to the following: |Teacher-led discussion on the disposal of | | |

| |extraction and processing of raw materials |products, leading to adebate on recycling and the | | |

| |disposal of products after their useful lifespan |environment. | | |

|5 |Topic B3: Alternative materials |Teacher presentation on alternative materials | |Unit 5: Engineering Materials (Topic A3 &|

|(1 hour) |Suitable alternative materials that could be used in the|including group discussion. | |B2) |

| |chosen product, including: |Individual activity: learners compare two | | |

| |advantages and disadvantages of alternatives |materials for task, providing arguments for the | | |

| |comparison and contrast with the materials actually used|better alternative. | | |

|6 |Assignment 2 |Individual activity: learners |Useful websites |Unit 5: Engineering Materials (Topic A1, |

|(4 hours) |Tasks for 2B.P2, 2B.M2 and 2B.D1 |to complete required tasks on assignment sheet. |, A3, B1, B2 & B3) |

| |Centre-devised assignment. Alternatively, use the | |c4 |Unit 7: Machining Techniques (Topics A1, |

| |authorised Pearson assignment from Pearson. | |bbc.co.uk/schools/gcsebitesize/desi|A2, B1, B2 & B3) |

| | | |gn/resistantmaterials |Unit 17: Welding (Topic A2) |

| | | |chemguide.co.uk/inorganic/extractio|Unit 18: Computer Numerical Control |

| | | |n/iron.html |Programming (Topic A1) |

| | | | | |

| | | |Books | |

| | | |Mike Tooley, Mike Deacon, Nik O’Dwyer | |

| | | |(2008), Engineering Level 2 Higher | |

| | | |Diploma, Pearson | |

| | | |R. Gregg Bruce, William K. Dalton, John| |

| | | |E. Neely, Richard R. Kibble (2004), | |

| | | |Modern materials and manufacturing | |

| | | |processes, 3rd Edition, Pearson | |

| | | |Prentice Hall | |

| | | |Other sources | |

| | | |The website of the manufacturer of the | |

| | | |product | |

| | | |The product’s technical specification | |

|Learning aim C: Understand the selection and use of manufacturing processes in an engineered product |

|7 |Topic C1: Selection of production processes |Teacher presentation on the selection of |A selection of products that have been |Unit 7: Machining Techniques (Topics A1, |

|(1 hour) |The production processes involved in the manufacture of |production processes. |manufactured by using different |A2, B1, B2 & B3) |

| |components in a chosen product, including: |Small group activity: learners research a |processes, for example: three-pin plug,|Unit 17: Welding (Topic A1) |

| |processes in reference to the manufacturing needs of the|selection of production process. |pop bottle, tin can, thinking also of |Unit 18: Computer Numerical Control |

| |product |Group discussion over how |the processes used to create any |Programming (Topic A1) |

| |how each process meets the manufacturing need |a range of products have been manufactured using |tooling required for the manufacture | |

| | |different processes. |process. Flipchart paper to record | |

| | |Individual activity: learners produce a report on |views and opinions. | |

| | |suitable alternatives for speedboat control | | |

| | |panels. | | |

|8 |Topic C2: Environmental impact |Teacher presentation and group discussion on the |Access to the internet |Unit 15: Operating an Efficient Workplace|

|(2 hours) |The impact on the environment of |environmental impact of production processes. |Large sheets of paper, pens |(Topic A1) |

| |the production processes used in the manufacture of |Group work: research and presentation on using | | |

| |components in the product, including: |different energy sources and recycling waste | | |

| |energy and resources used during production |products. | | |

| |waste production and pollution as a result of production| | | |

|9 |Topic C3: Comparing production processes |Teacher presentation on comparing production |Flipchart paper to record views and |Unit 7: Machining Techniques (Topics A1 &|

|(2 hours) |Comparison between two processes used in the manufacture|processes, focusing on comparing two processes. |opinions |B1) |

| |of components in the product, including: |Pair work: learners put together presentation | |Unit 13: Engineering Assembly (Topic B2) |

| |advantages and disadvantages of each process |comparing processes. | |Unit 17: Welding (Topic A1) |

| | |Group discussion on the advantages and | |Unit 18: Computer Numerical Control |

| | |disadvantages of different production processes. | |Programming (Topic A1) |

|10 |Assignment 3 |Individual activity: learners |Useful websites | |

|(4 hours) |Tasks for 2C.P3, 2C.M3 and 2C.D2 |to complete required tasks on assignment sheet. | |

| |Centre-devised assignment. Alternatively, use the | |c4 | |

| |authorised Pearson assignment from Pearson. | |bbc.co.uk/schools/gcsebitesize/desi| |

| | | |gn/resistantmaterials | |

| | | |chemguide.co.uk/inorganic/extractio| |

| | | |n/iron.html | |

| | | | | |

| | | |Books | |

| | | |Mike Tooley, Mike Deacon, Nik O’Dwyer | |

| | | |(2008), Engineering Level 2 Higher | |

| | | |Diploma, Pearson | |

| | | |R. Gregg Bruce, William K. Dalton, John| |

| | | |E. Neely, Richard R. Kibble (2004), | |

| | | |Modern materials and manufacturing | |

| | | |processes, 3rd Edition, Pearson | |

| | | |Prentice Hall | |

|Learning aim D: Understand the quality issues related to an engineered product |

|11 |Topic D1: Quality control (QC) |Teacher presentation on quality control (QC), |Range of products to look at the |Unit 9: Interpreting and Using |

|(2 hours) |The specific quality-control checks that could have been|including learner research and discussion. |quality of the finished product |Engineering Information (Topic B1 & B2) |

| |used on an engineered product to ensure its quality and |Practical activity using different products to | |Unit 13: Engineering Assembly (Topic B3) |

| |performance at one or more of the following stages: |investigate the quality of each one. | | |

| |materials supply |Individual activity: learners create a quality | | |

| |production |control schedule. | | |

| |assembly | | | |

|12 |Topic D2: Quality assurance (QA) |Teacher presentation on Quality assurance (QA). | |Unit 9: Interpreting and Using |

|(2 hours) |The quality assurance system that could have been used |Group discussion on the importance of products | |Engineering Information (Topic B1 & B2) |

| |on an engineered product including: |coming with a quality assurance mark. | |Unit 16: Vehicle Electrical Systems |

| |when and where quality-control checks take place |Individual or small group activity: learners | |(Topic A2, D2 & D3) |

| |what the checks consist of |produce flyer for customers showing quality | | |

| |how they form part of the overall quality-assurance |assurance procedures. | | |

| |system | | | |

| |fitness for purpose in terms of the product meeting the | | | |

| |specification criteria | | | |

|13 |Assignment 4 Tasks for 2D.P4, 2D.P5, 2D.M4 and 2D.D3 |Individual activity: learners |Useful websites | |

|(3 hours) |Centre-devised assignment. Alternatively, use the |to complete required tasks on assignment sheet. | | |

| |authorised Pearson assignment from Pearson. | | |

| | | |ntrol | |

| | | | |

| | | |surance | |

| | | | |

| | | |c4 | |

| | | |bbc.co.uk/schools/gcsebitesize | |

| | | | | |

| | | |Books | |

| | | |Mike Tooley, Mike Deacon, Nik O’Dwyer | |

| | | |(2008), Engineering Level 2 Higher | |

| | | |Diploma, Pearson | |

|TOTAL: 30 hours |

* See the specification for full details of unit content.

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BTEC Level 3 National Children's Play, Learning and Development

Teaching and Assessment Pack

Unit X [TITLE]

Unit 2: Investigating an Engineered Product

BTEC First Engineering

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