HL 04 4449

Level 4 Higher Professional
Diploma in Engineering (4449)

Higher Level Qualifications
www.cityandguilds.com
August 2007
Version 1.0
Qualification handbook
100/5990/8
Chemical
Electrical
Electronics
Instrumentation
Manufacturing
Mechanical
Multi-disciplinary
About City & Guilds
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Level 4 Higher Professional
Diploma in Engineering (4449)
Qualification handbook
August 2007
Version 1.0
Level 4 Higher Professional Diploma in Engineering (4449) 1

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2 Level 4 Higher Professional Diploma in Engineering (4449)

Contents
1 About this document 5

2 About the qualification 6
2.1 Aims of the qualification 6
2.2 The structure of the qualification 7
2.3 Relevant sources of information 13
3 Candidate entry and progression 14
4 Centre requirements 15
4.1 Obtaining centre and qualification approval 15
4.2 Resource requirements 16
4.3 Registration and certification 17
4.4 Quality assurance 19
5 Course design and delivery 22
6 Assessment 54
6.1 Summary of assessment requirements 54
6 Assessment 56
7 Units 58
Unit 1: Mathematics for engineers 59
Units 2 - 8: Research and practice 61
Unit 9: Electrical Engineering Principles 65
Unit 10: Mechanical Engineering Principles 69
Unit 11: Instrument Measuring Systems 73
Unit 12: Using Mass And Energy Balances In Chemical Engineering 75
Unit 13: Manufacturing Engineering Components 79
Unit 14: Using materials technology in engineering 83
Unit 15: Using engineering design for manufacturing 87
Unit 16: Using CAD/CAM systems in product development 91
Unit 17: Robotics and automated systems in manufacturing 95
Unit 18: Data communications and networks 99
Unit 19: Applying safety, occupational health and Environment policies with
engineering 105
Unit 20: Using electrical machines for engineering operations 109
Unit 21: Using electrical protection techniques for engineering operations 113
Unit 22: Electrical services and installation 117
Unit 23: Electrical supply and distribution 123
Unit 24: Programmable logic controllers 129
Unit 25: Applying analogue circuits for engineering instrumentation 130
Unit 26: Applying combinational logic and circuits for engineering operations 130
Unit 27: Applying electronic devices for engineering operations 130

Unit 28: Applying microcomputers for engineering operations 130
Unit 29: Applying sequential logic and circuits for engineering operations 130
Unit 30: Applying thermal dynamics for engineering operations 130
Unit 31: Using gas turbines for engineering opertions 130
Unit 32: Using mechanical plant systems for engineering operations 130
Unit 33: Using plant and maintenance for engineering operations 130
Unit 34: Using plant services for engineering operations 130
Unit 35: Using pneumatics and hydraulics for engineering operations 130
Unit 36: Using analysis instrumentation for chemical engineering operations 130
Unit 37: Using distributed control systems for engineering operations 130
Unit 38: Using industrial control systems for engineering operations 130
Unit 39: Using transmission of measurement signals for engineering operations 130
Unit 40: Using equipment for distillation, gas absorption and extraction processes
for chemical engineering operations 130
Unit 41: Using equipment for evaporation, crystallisation and filtration processes for
chemical engineering operations 130
Unit 42: Using equipment for drying, separation and gas cleaning processes for
chemical engineering operations 130
Unit 43: Applying heat transfer processes in chemical engineering operations 130
Unit 44: Applying fluid transfer processes in chemical engineering operations 130
Unit 45: Applying quality assurance in engineering 130
Unit 46: Producing a business plan for the engineering industry 130
Unit 47: Applying computer programming for engineering operations 130
Unit 48: Using statistical process control for engineering operations 130
Unit 49: Developing teams, individuals and yourself for engineering operations 130
Unit 50: Financial management for engineering projects 130
Unit 51: Managing people in an engineering operation 130
Unit 52: Managing resources for an engineering operation 130
Unit 53: Planning engineering projects 130
Unit 54: Managing change in an engineering organisation 130
Appendix 1 Pathways 130
Appendix 2 Guidance on Assignment Design 130
Appendix 3 Connections to NVQs and other qualifications 130
Appendix 4 Key Skills signposting 130
Appendix 5 The wider curriculum 130
Appendix 6 Funding 130

1 About this document
Level 4 Higher Professional Diploma in Engineering
City & Guilds qualification number 4449-04
QCA accreditation number 100/5990/8
This document includes details and Guidance on:

• centre resource requirements
• candidate entry requirements
• information about links with, and progression to, other qualifications
• qualification standards and specifications
• Assessment requirements

2 About the qualification
2.1 Aims of the qualification
The City & Guilds Higher Level Qualifications have been developed in response to:
• government initiatives to increase the numbers participating in higher level education and
training and Lifelong learning
• the emergence of QCA design principles for the submission of higher level vocational
qualifications (excluding NVQs and degrees) into the National Qualifications Framework
• a need from existing City & Guilds customers for higher level qualifications which offer a
progression route from traditional level 3 qualifications
• a City & Guilds initiative to offer its customers the full range of vocational qualifications from
the basic to the highest levels.
These qualifications have been designed to:

• combine the development of knowledge, understanding and skills in a variety of vocational
areas
• equip the individual with a flexible programme of study which will provide the relevant level
of knowledge and skills that are needed in the world of work
• meet the needs of industry and commerce and reflect the knowledge areas expressed in the
relevant National Occupational Standards and/or professional standards
The design of the Level 4 City & Guilds Higher Professional Diplomas (HPDs) reflects an Outcomes-
based model that meets the requirements for Certificate Level (Level 1 HE) Outcomes under the
Framework for Higher Education Qualifications. This articulation facilitates the use of the HPD as the
first year of a two year Foundation Degree. Please see the City & Guilds publication: Further
Education and Higher Education Working together to deliver Foundation Degrees.
It is anticipated that potential candidates for these qualifications will currently be in work or have
access to work placement but require a mechanism for the acquisition of relevant knowledge. In
the first instance it is expected that many of these individuals will undertake the City & Guilds Higher
Level Qualifications on a part-time basis, i.e. half day and evening, evenings only or as block release.
However, there is also potential for these qualifications to be delivered as full-time programmes.
It is likely that these qualifications will be delivered in
• colleges
• training organisations
• higher education institutions
• armed forces
In the future, City & Guilds plans to develop with partners a range of mechanisms such as website
material and open learning packages to promote flexible delivery to the individual where suitable
materials do not already exist to support the Lifelong Learning agenda.
Whilst some of the content covered in the units can contribute to the underpinning knowledge of
S/NVQs, the Higher Professional Diploma should be considered an alternative to S/NVQs. Effective
delivery mechanisms could connect the delivery of units from both qualifications in a coherent,
linked fashion.

2.2 The structure of the qualification
In order to achieve the full Higher Professional Diploma in Engineering, candidates must successfully
complete all 12 designated units. It has been designed as a 480 guided learning hours programme
deliverable most probably part-time, but possibly as a full-time programme. An example mode of study
could be two years part time (6.5 hours per week). The recommended total of notional learning hours
for this award (including guided learning hours) is 1200 hours (120 credits).
It is also possible to study one or more individual units and gain a certificate of each unit achieved.
The award has been designed to provide a set of units which will form the basis of a coherent and
targeted course of study.
The table below shows the award in terms of mandatory and optional unit combinations.
Block A
Mandatory *denotes double unit
Unit 1: Mathematics for Engineers

Unit 2: *Electrical Engineering: Research and Practice
Unit 3: *Electronics: Research and Practice
Unit 4: *Mechanical Engineering: Research and Practice
Unit 5: *Measurement and Control : Research and Practice
Unit 6: *Chemical Engineering: Research and Practice
Unit 7: *Manufacturing: Research and Practice
Unit 8: *Multi-disciplinary Engineering: Research and Practice
Block B
Principles
Unit 9: Electrical Engineering Principles

Unit 10: Mechanical Engineering Principles
Unit 11: Instrument Measuring Systems
Unit 12: Using Mass and Energy Balances in Chemical Engineering
Unit 13: Manufacturing Engineering Components

Block C
Related Technologies
Unit 14: Using Materials Technology in Engineering

Unit 15: Using Engineering Design for Manufacturing
Unit 16: Using CAD/CAM systems in Product Development
Unit 17: Robotics and Automated Systems in Manufacturing
Unit 18: Data Communications and Networks
Unit 19: Applying Safety, Occupational Health and Environment Policies within Engineering
Unit 20: Using Electrical Machines for Engineering Operations
Unit 21: Using Electrical Protection Techniques for Engineering Operations
Unit 22: Electrical Services and Installation
Unit 23: Electrical Supply and Distribution
Unit 24: Programmable Logic Controllers
Unit 25: Applying Analogue Circuits for Engineering Instrumentation
Unit 26: Applying Combinational Logic and Circuits for Engineering Operations
Unit 27: Applying Electronic Devices for Engineering Operations
Unit 28: Applying Microcomputers for Engineering Operations
Unit 29: Applying Sequential Logic and Circuits for Engineering operations
Unit 30: Applying Thermal Dynamics for Engineering Operations
Unit 31: Using Gas Turbines for Engineering Operations
Unit 32: Using Mechanical Plant Systems for Engineering Operations
Unit 33: Using Plant and Maintenance for Engineering Operations
Unit 34: Using Plant Services for Engineering Operations
Unit 35: Using Pneumatics and Hydraulics for Engineering Operations
Unit 36: Using Analysis Instrumentation for Chemical Engineering Operations
Unit 37: Using Distributed Control Systems for Engineering Operations
Unit 38: Using Industrial Control Systems for Engineering Operations
Unit 39: Using Transmission of Measurement Signals for Engineering Operations
Unit 40: Using Equipment for Distillation, Gas Absorption and Extraction Processes for Chemical
Engineering Operations
Unit 41: Using Equipment for Evaporation, Crystallisation and Filtration Processes for Chemical
Unit 42: Using Equipment for Drying, Separation and Gas Cleaning Processes for Chemical
Unit 43: Applying Heat Transfer Processes in Chemical Engineering Operations
Unit 44: Applying Fluid Transfer Processes in Chemical Engineering Operations

BLOCK D
Associated Studies
Unit 45: Applying Quality Assurance in Engineering

Unit 46: Producing a Business Plan for the Engineering Industry
Unit 47: Applying Computer Programming for Engineering Operations
Unit 48: Using Statistical Process Control for Engineering Operations
Unit 49: Developing Teams, Individuals and Yourself for Engineering Operations
Unit 50: Financial Management for Engineering Projects
Unit 51: Managing people in an Engineering Operation
Unit 52: Managing Resources for an Engineering Operation
Unit 53: Planning Engineering Projects
Unit 54: Managing Change in an Engineering organisation
Although the units in Blocks B and C are intended to relate specifically to technical and management
aspects of engineering respectively, it will be important to ensure that assessment of the technical
units reflects the candidate's ability to relate broad management principles to engineering
specialisms.
The seven specialist pathways are as follows.
Higher Professional Diploma in Engineering (Electrical)

Block A: Units 1 and 2*
Block B: Unit 9
Block C: Select four from 14, 19, 20, 21, 22, 23, 24
Block D: one unit from 45 - 54
plus any three further others from 10-54
Higher Professional Diploma in Engineering (Electronics)

Block B: Unit 9
Block C: Select four from 14, 18, 19, 25, 26, 27, 28, 29
Higher Professional Diploma in Engineering (Mechanical)

Block A: Units of 1 and 4*
Block B: Unit 10
Higher Professional Diploma in Engineering (Instrumentation)

Block B: Units 9 and 11
Block C: Select three from 14, 19, 24, 25, 26, 36, 37, 38, 39

Higher Professional Diploma in Engineering (Chemical)
Block B: Unit 12
Block C: Select four from 14, 19, 32, 34, 40, 41, 42, 43, 44
Higher Professional Diploma in Engineering (Manufacturing)

Block B: Unit 13
Higher Professional Diploma in Engineering (Multi-disciplinary)

Block C: Select three from 9-44
QCA unit City & Guilds Unit title Excluded combination of

reference unit number units (if any)
J/103/6671 01 Mathematics for Engineers
L/103/6672 02 Electrical Engineering: Research and 03, 04, 05, 06, 07, 08
Practice
R/103/6673 03 Electronics: Research and Practice 02, 04, 05, 06, 07, 08
Y/103/6674 04 Mechanical Engineering: Research 02, 03, 05, 06, 07, 08

and Practice
D/103/6675 05 Measurement and Control: Research 02, 03, 04, 06, 07, 08
and Practice
H/103/6676 06 Chemical Engineering: Research and 02, 03, 04, 05, 07, 08
Practice
K/103/6677 07 Manufacturing: Research and 02, 03, 04, 05, 06, 08
Practice
M/103/6678 08 Multi-disciplinary Engineering: 02, 03, 04, 05, 06, 07
Research and Practice
T/103/6679 09 Electrical Engineering Principles
K/103/6680 10 Mechanical Engineering Principles
M/103/6681 11 Instrument Measuring Systems
T/103/6682 12 Using Mass and Energy Balances in
Chemical Engineering
A/103/6683 13 Manufacturing Engineering
Components

F/103/6684 14 Using Materials Technology in

Engineering
J/103/6685 15 Using Engineering Design for
Manufacturing
L/103/6686 16 Using CAD/CAM Systems in Product
Development
R/103/6687 17 Robotics and Automated Systems in
Manufacturing
Y/103/6688 18 Data Communications and Networks
D/103/6689 19 Applying Safety, Occupational
Health and Environment Policies
within Engineering
R/103/6690 20 Using Electrical Machines for
Y/103/6691 21 Using Electrical Protection
Techniques for Engineering
Operations
D/103/6692 22 Electrical Services and Installation
H/103/6693 23 Electrical Supply and Distribution
K/103/6694 24 Programmable Logic Controllers
M/103/6695 25 Applying Analogue Circuits for
Engineering Instrumentation
T/103/6696 26 Applying Combinational Logic and
Circuits for Engineering Operations
A/103/6697 27 Applying Electronic Devices for
F/103/6698 28 Applying Microcomputers for
J/103/6699 29 Applying Sequential Logic and
Circuits for Engineering Operations
M/103/6700 30 Applying Thermal Dynamics for
T/103/6701 31 Using Gas Turbines for Engineering
Operations
A/103/6702 32 Using Mechanical Plant Systems for
F/103/6703 33 Using Plant and Maintenance for
J/103/6704 34 Using Plant Services for Engineering
Operations
L/103/6705 35 Using Pneumatics and Hydraulics for
R/103/6706 36 Using Analysis Instrumentation for
Chemical Engineering Operations
Y/103/6707 37 Using Distributed Control Systems
for Engineering Operations
D/103/6708 38 Using Industrial Control Systems for
H/103/6709 39 Using Transmission of Measurement
Signals for Engineering Operations

Y/103/6710 40 Using Equipment for Distillation, Gas

Absorption and Extraction Processes
for Chemical Engineering Operations
D/103/6711 41 Using Equipment for Evaporation,
Crystallisation and Filtration
Processes for Chemical Engineering
Operations
H/103/6712 42 Using Equipment for Drying,
Separation and Gas Cleaning
Processes for Chemical Engineering
Operations
K/103/6713 43 Applying Heat Transfer Processes in
M/103/6714 44 Applying Fluid Transfer Processes in
T/103/6715 45 Applying Quality Assurance in
Engineering
A/103/6716 46 Producing a Business Plan for the
Engineering Industry
F/103/6717 47 Applying Computer Programming
J/103/6718 48 Using Statistical Process Control for
L/103/6719 49 Developing Teams, Individuals and
Yourself for Engineering Operations
F/103/6720 50 Financial Management for
Engineering Projects
J/103/6721 51 Managing People in an Engineering
Operation
L/103/6722 52 Managing Resources for an
Engineering Operation
R/103/6723 53 Planning Engineering Projects
Y/103/6724 54 Managing Change in an Engineering
Organisation

2.3 Relevant sources of information
Related publications
There are other City & Guilds documents which contain general information on City & Guilds
qualifications:
• Providing City & Guilds qualifications – a guide to centre and qualification (scheme) approval:
This document contains detailed information about the processes which must be followed and
requirements which must be met for a centre to achieve ‘approved centre’ status, or to offer a
particular qualification.
• Ensuring quality – This document contains updates on City & Guilds Assessment and policy
issues.
• Centre toolkit – This document contains additional information on Providing City & Guilds
qualifications, in a CD-ROM, which links to the internet for access to the latest documents,
reference materials and templates
• Directory of qualifications – This document contains details of general regulations, registration
and certification procedures and fees. This information also appears on the Walled Garden, the
online qualification administration service for City & Guilds approved centres. If there are any
differences between the Directory of qualifications and this handbook, the Directory of
qualifications contains the more up-to-date information.
For the latest updates on our publications and details of how to obtain them and other City & Guilds
resources, please refer to the City & Guilds website.
City & Guilds websites

Website Address Purpose and content
City & Guilds www.cityandguilds.com This is the main website for finding out
main website about City & Guilds qualifications. It contains
qualification documentation and updates.
Walled Garden www.walled-garden.com The Walled Garden is a qualification
administration portal for approved centres,
enabling them to register candidates and
claim certification online.

3 Candidate entry and progression
Candidate entry requirements

City & Guilds Higher Level Qualifications have been designed primarily for those in work, or with
access to work experience as the specifications are vocationally relevant to the needs of the sector.
In addition, given the high level of understanding and skills required of the qualification, it is likely
that in order for prospective candidates to cope with the demands of the programme and achieve
their full potential, they will have acquired one of the following:
• City & Guilds Progression Award in the Engineering sector at Level 3
• Other Level 3 vocational qualification in the area of engineering
• AVCE (Advanced Certificate of Education - formerly Advanced GNVQ) in Engineering
• a level of expertise commensurate with Level 3 in the National Qualifications Framework
which has been acquired through work experience and can be demonstrated through the
City & Guilds APL procedure and/or appropriate certification.
Please note that for funding purposes, candidates should not be entered for a qualification of the
same type, content and level as that of a qualification they already hold. (Information on Funding, is
provided in Appendix 6.)
Age restrictions and legal considerations

This qualification is not approved for use by candidates under the age of 19, and City & Guilds
cannot accept any registrations for candidates in this age group.
Progression
The qualification provides knowledge and practical skills related to the Higher Level Engineering
Occupational Standards
The qualification provides a strong foundation for career progression to Senior Technician status
within the Engineering sector. It could also form the first part (120 credits) of a related Foundation
Degree programme and, as such, provides a possible first year exit or second year entry point
qualification.
On completion of this qualification candidates may progress into employment or to the following
City & Guilds qualifications:
• Level 5 Certificate in Engineering (Engineering Council)
• Level 6 Graduate Diploma in Engineering (Engineering Council)
• Level 7 Post-Graduate Diploma in Engineering (Engineering Council)

4 Centre requirements
4.1 Obtaining centre and qualification approval
Only approved organisations can offer City & Guilds qualifications. Organisations approved by City &
Guilds are referred to as centres.
Centres must meet a set of quality criteria including:

• provision of adequate resources, both physical and human
• clear management information systems
• effective Assessment and quality assurance procedures including candidate support and
reliable recording systems.
For Higher Level Qualifications, please include assignments planned for the Assessment
programme.
An organisation that has not previously offered City & Guilds qualifications must apply for approval
to become a centre. This is known as the centre approval process (CAP). Centres also need
approval to offer a specific qualification. This is known as the qualification approval process
(QAP), (previously known as scheme approval). In order to offer this qualification, organisations
which are not already City & Guilds centres must apply for centre and qualification approval at the
same time. Existing City & Guilds centres will only need to apply for qualification approval for this
particular qualification.
Full details of the procedures and forms for applying for centre and qualification approval are given
in Providing City & Guilds qualifications - a guide to centre and qualification (scheme) approval,
which is also available on the City & Guilds centre toolkit, or downloadable from the City & Guilds
website.
Approval applications for this qualification should be sent to the HLQ Department at City
& Guilds, 1 Giltspur Street, London EC1A 9DD.
HLQ Department will support new centres and appoint a Quality Systems Consultant to guide the
centre through the approval process. They will also provide details of the fees applicable for
approvals.
Assessments must not be undertaken until qualification approval has been obtained.
City & Guilds reserves the right to withdraw qualification or centre approval for reasons of debt,
malpractice or non-compliance with City & Guilds’ policies, regulations, requirements, procedures
and guidelines, or for any reason that may be detrimental to the maintenance of authentic, reliable
and valid qualifications or that may prejudice the name of City & Guilds. Further details of the
reasons for suspension and withdrawal of approval, procedures and timescales, are contained in
Providing City & Guilds qualifications.

4.2 Resource requirements
Centre staff
It is important that centre staff involved in delivery and internal moderation have appropriate
knowledge and skills to ensure effective provision of Higher Level Qualifications. It is a requirement
that centre staff have one or more of the following:
• Level 4/5/6/7 qualification eg Degree/HNC/HND/HPD or MPD/NVQ in an appropriate subject

with 3 years relevant sector experience
or
• Level 3 qualification in an appropriate subject with 5 years relevant sector experience at

senior/managerial level
or
• 7 years proven experience in the sector at a managerial/senior level which could include
recognised professional practice at a high level e.g. running a sector-related business or
consultancy. (In certain circumstances this may be negotiable on discussion with the
external moderator).
and
• A Cert Ed/equivalent teaching qualification and/or 2 years teaching/training experience
NB If additional experts (e.g. workplace practitioners) involved in the delivery of the

programme do not have the necessary teaching qualifications or experience, it is
necessary for any Assessment they undertake to be second-marked by a qualified member
of staff and form part of the internal moderation process.
Continuing professional development (CPD)

Centres are expected to support their staff in ensuring that their knowledge of the occupational
area and of best practice in delivery, mentoring, Assessment and verification remains current, and
takes account of any national or legislative developments.

4.3 Registration and certification
Full details of City & Guilds’ administrative procedures for this qualification are provided in the
Directory of qualifications, provided online to City & Guilds registered centres via the Walled
Garden. This information includes details on:
• registration procedures
• enrolment numbers
• fees
• entry for examinations
• claiming certification.
These details are also available in the Directory of qualifications.
Centres should be aware of time constraints regarding the registration and certification periods for
the qualification, as specified in the City & Guilds Directory of qualifications.
Centres should follow all Guidance carefully, particularly noting that fees, registration and
certification end dates for the qualification are subject to change.
Please note that the centre should ensure that candidates are registered for this qualification with
City & Guilds within 12 weeks of enrolling at the centre. The external moderator will be unable to
check any evidence from a candidate that has not been registered with City & Guilds for the
qualification.
Assessments
Successful achievement of a unit is dependent upon candidates meeting the Assessment
requirements and outcomes and producing work of a satisfactory and reliable standard.
Assessment is by means of centre-devised assignments which provide the opportunity for the
Assessment requirements of the unit to be achieved. Please refer to Appendix A for Guidance on
assignment design.
Each unit has its own Assessment which must be rigorous and fit for purpose for which it is
designed. The purpose of the Assessment is for candidates to demonstrate that they have fulfilled
the Outcomes of the unit and achieved the standard of the award they seek.
Assessment must reflect the achievement of the candidate in fulfilling the Assessment requirements
which are related to a consistent national standard. The Assessment must therefore be carried out
by competent and impartial assessors and by methods which enable them to assess a student fairly
against the set requirements. This process will be monitored by the appointment to each centre of a
City & Guilds External Moderator who will be responsible for upholding the subject standards to a
national level.
Centres must design a selection of assignments prior to the start of the course, so that there is
an opportunity to obtain some feedback on their suitability from the Higher Level Qualifications
External Moderator.

Assignments should be designed to provide candidates with the opportunity to meet the unit
Outcomes and, where applicable, the grading criteria.
It is important for centres to use an integrated approach (i.e. content which links effectively across
two or more units) in relation to at least one assignment. There are a number of units which have
links and could potentially form the basis for the development of an integrated assignment within
the Higher Professional Diploma for Engineering. The unit combinations most suitable for this are:
Unit 1: Mathematics for Engineers, Units 2 – 8, specialist Research and Practice and Units 9 -13
Specialist Principles
Where it is not possible or practical to cover all of the Assessment requirements for each unit linked
to the integrated assignment, it will be necessary for candidates to complete additional ‘mini’
assignments or ‘top-up’ activities to ensure that all the requirements have been met.
The approach to marking/assessing integrated assignments should enable an individual

grade to be allocated to each unit covered, for the purposes of grading calculations, etc.
Assignment design should take account of opportunities for the Merit and Distinction criteria to
be met for those candidates with the potential to achieve a higher grade. For instance, the grading
descriptors (see page xi) reflect the need for candidates to carry out research with increasing
degrees of independence and also to take more responsibility for the learning process.
Centres must ensure that assignments relate to the Assessment requirements and Outcomes
identified in the unit. Assignments (including any candidate Guidance and marking criteria) together
with candidate evidence must be available for checking by the Higher Level Qualifications
Moderator.
In all cases the Assessment tools proposed by the centres should take account not only of the
intended Outcomes of the unit but also of the particular needs, interests and commercial concerns
of the candidates themselves and their supporting organisations.
For each unit, the Assessment specifications drawn up by centres must include
• a description of the individual Assessment tools to be used
• the percentage of the final mark each will contribute
• corresponding marking scheme directly derived from the stated unit Outcomes
• where applicable, the arrangements for integrated Assessment with other units and how
marks will be distributed between them
• the arrangements for arriving at marks for individuals where collaborative or group work is
proposed
• the deadline for submission of assessed work, with details of the sanctions etc to be
applied for late submission.

4.4 Quality assurance
Internal quality assurance

Approved centres must have effective quality assurance systems to ensure optimum delivery and
Assessment of qualifications.
Quality assurance includes initial centre approval, qualification approval and the centre’s own
internal procedures for monitoring quality. Centres are responsible for internal quality assurance,
and City & Guilds is responsible for external quality assurance.
The quality assurance system

It is important that centres have effective internal quality assurance to ensure optimum delivery and
accurate Assessment of the Higher Level Qualifications. It is expected that the centre will appoint a
Scheme Co-ordinator/Internal Moderator who will ensure that Assessment is subject to a suitable
and agreed system of internal moderation. In addition, City & Guilds appoints a subject-specific
External Moderator to monitor standards, provide advice and Guidance and confirm results. The
following roles are key to successful implementation and Assessment of these schemes.
The role of the Scheme Co-ordinator/Internal Moderator is to:

• liaise with City & Guilds (including completion of Form APU - Approval Update - to notify City
& Guilds of any change in details previously provided)
• ensure that all staff are appropriately qualified to deliver and assess the qualification (see 4.2
– ‘ staff requirements’)
• plan and manage the implementation of the qualification
• ensure there are adequate resources – both staff and materials
• keep staff who are involved in the delivery of the qualification informed of any changes to the
scheme documentation made by City & Guilds
• establish and monitor candidate support systems
• ensure all staff carrying out Assessment are familiar with and understand the specifications
and Assessment requirements
• discuss and ensure the implementation of any action agreed with the external moderator as
a result of the Outcomes of the approval or any subsequent visits
• ensure that assignments and candidate evidence are available and clearly organised and
accessible for the External Moderator
• ensure that all City & Guilds documentation is completed when required
• manage the internal moderation process within the centre
• ensure that there is consistent interpretation of the requirements through standardisation
procedures and meetings
• ensure that policies for equal opportunities, complaints and appeals are effectively operated
• provide feedback or relevant documentation relating to standardisation procedures to the
external moderator
The internal moderation process should provide a sampled check of all aspects of the Assessment
process and should take account of:
• All candidates for each student group
• All tutors
• All assignments
• All forms of assessed work

• All grades of performance
In addition, confidence in the validity, reliability, sufficiency and authenticity of the centre’s
Assessment practice must be established by these internal checks. Consequently, they must show
that work assessed as satisfactory or better is:
• the candidate’s own work
• sufficient and appropriate to meet the requirements of the specification
• at the correct level
• free from assessor bias
One of the strategies to be included in internal moderation is double marking of a representative

sample of candidates for each assignment.
The role of the Tutor is to:

• ensure that each candidate is fully briefed on the characteristics of this qualification (e.g.
approach to assignments, delivery, grading etc)
• design assignments according to City & Guilds requirements which provide opportunities
for the Assessment requirements and where applicable, the grading criteria to be met
• assess the extent to which the candidate's work contains evidence demonstrating that the
Assessment requirements have been met
• exercise judgement on clAims for Accreditation of Prior Learning (APL), as appropriate
• provide each candidate with prompt, accurate and constructive written feedback
• keep accurate and legible records
• assist in the centre’s internal moderation by carrying out double marking, as required
• meet with the co-ordinator and other tutors to monitor, agree and maintain standards.
When carrying out monitoring visits and external moderation visits, the External
Moderator will carry out checks to ensure the following:
• continued compliance with centre approval criteria
• effective scheme co-ordination
• effective internal quality assurance systems by sampling Assessment activities, methods
and records
• consistent interpretation of the specified standards
• appropriate and accurate grading of the completing candidates
• centre documentation meets the specified requirements
• effective appeals, complaints and equal opportunities provision.
The role of the External Moderator in relation to Assessment is to ensure that:

• the assignments set by the centre are relevant, meet the specifications and are at the
correct level
• centres interpret Assessment standards fairly,consistently and accurately
• centres are following the Assessment specifications published by City & Guilds
• centre documentation meets the requirements of City & Guilds
• judgements on APL are fair, consistent and appropriate
• centres carry out internal moderation of candidate work

The External Moderator will:
• independently assess a piece of work from every candidate, against the specifications, and
provide feedback
• sample and confirm grading decisions
and will require to see:

• a record of all units completed by candidates
• the assignments (including any candidate Guidance and marking criteria) and internally
assessed work by all candidates for whom the centre intends to seek certification
• a record of tutors showing their teaching/Assessment responsibilities for the units
• evidence of internal moderation and standardisation procedures.

5 Course design and delivery
Recommended delivery strategies

Centre staff should familiarise themselves with the structure, content and Assessment
requirements of the qualification before designing a course programme.
In particular, staff should consider the skills and knowledge related to the national occupational
standards.
Provided that the requirements for the qualification are met, centres may design course
programmes of study in any way that they feel best meets the needs and capabilities of their
candidates. Centres may wish to include topics as part of the course programme, which will not be
assessed through the qualification.
Delivery advice
This unit should involve approximately 100 hours of study – 40 of which should be through guided
learning.
Assessments should be practical and realistic and relate to current sector practice. If candidates
are currently working in the sector, there will be opportunities for them to draw evidence from
activities carried out in the workplace as agreed by their employer. Candidates should be
encouraged to investigate and critically review current trends and innovative practice and use a
range of resources to gather financial data. Valuable information can be obtained through visits to
organisations and from presentations given by guest speakers.
Where appropriate, reference should be made to relevant legislation, British Standards and
industrial codes of practices. Similarly safe working methods and health and safety precautions
should be followed at every stage of the activity and health and safety considerations should,
whenever possible, be integrated into specific units.
Appropriate centre staff should agree the title and outline of the report to be presented for
Assessment prior to commencement. Evidence presented should be the candidate’s own work and
candidates are expected to plan and carry out their Assessments independently.
Relationship to other qualifications and the wider curriculum

City & Guilds recommends centres address the wider curriculum, where appropriate, when
designing and delivering the course. Centres should also consider links to the National Occupational
Standards, Key/Core Skills and other related qualifications.
The following relationship tables are provided to assist centres with the design and delivery of the
qualification:
• Relationship to the NOS/NVQs can be found in Appendix 3.
• Signposting Key skills for the qualification can be found in Appendix 4 of this handbook.
• Opportunities to address social, moral, spiritual and cultural issues during the delivery of the
qualification has been identified, and can be found on in the Centre Resources section of the City
& Guilds website.

Health and safety
The requirement to follow safe working practices is an integral part of all City & Guilds qualifications
and Assessments, and it is the responsibility of centres to ensure that all relevant health and safety
requirements are in place before candidates start practical Assessments.
Should a candidate fail to follow health and safety practice and procedures during an Assessment,
the Assessment must be stopped. The candidate should be informed that they have not reached
the standard required to successfully pass the Assessment and told the reason why. Candidates
may retake the Assessment at a later date, at the discretion of the centre. In case of any doubt,
Guidance should be sought from the external verifier.
Data protection and confidentiality

Centres offering this qualification may need to provide City & Guilds with personal data for staff and
candidates. Guidance on data protection and the obligations of City & Guilds and centres are
explained in Providing City & Guilds qualifications.
Initial assessment and induction

Centres will need to make an initial assessment of each candidate prior to the start of their
programme to ensure they are entered for an appropriate type and level of qualification.
During the initial assessment, tutors/lecturers are likely to consider what, if any
1 previous educational qualifications the candidates have, what training they have had and in
particular what experience they have had in relevant vocational programmes and Key Skills
2 previous and current practical work experience the candidate has which is relevant to the
aims of the qualification and from which relevant skills and knowledge may have been
informally acquired.
The initial assessment should also identify any specific training needs the candidate has, and the
support and guidance they may require when working towards their qualification.
City & Guilds recommends that centres provide an induction programme to ensure the candidate
fully understands the requirements of the qualification they will work towards, their responsibilities
as a candidate, and the responsibilities of the centre. It may be helpful to record the information on
a learning contract.
Effective communication between the tutor and candidate is a key component of successful
delivery. It is important that candidates know for each assignment or activity, its purpose, the
knowledge and skills required and the criteria for success. In addition, candidates should receive
regular constructive feedback on their progress and achievement and also be provided with the
opportunity to provide comments on their progress and course from their own personal
perspective.
Some centres use a ‘self-directed study’ or ‘negotiated approach’ in terms of assignment design to
enable candidates to tailor their response to a particular work opportunity or scenario. Tutors meet
with candidates individually to discuss the learning outcomes of the unit and negotiate assignments
which will allow the achievement of the criteria and relate to the candidate’s work context or
experience. Centres have the flexibility to work with candidates in terms of the context of the
assignment or the presentation format of the assessment, as long as the specified requirements are
met.
Consideration should be made regarding candidate access to certification for the Higher Level
Qualification. In cases where the HLQ is the first part of a Foundation (or Honours) Degree, the
candidate must be made aware of and enabled to gain City & Guilds certification for the HLQ part of
the award.

Equal opportunities
It is a requirement of centre approval that centres have an equal opportunities policy (see Providing
City & Guilds qualifications).
The regulatory authorities require City & Guilds to monitor centres to ensure that equal opportunity
policies are being followed.
The City & Guilds equal opportunities policy is set out on the City & Guilds website, in Providing City
& Guilds qualifications, in the Directory of qualifications, and is also available from the City & Guilds
Customer Relations department.
Access to qualifications on the National Qualifications Framework is open to all, irrespective of

gender, race, creed, age or special needs. The centre co-ordinator should ensure that no candidate
is subject to unfair discrimination on any ground in relation to access to Assessment and the
fairness of the Assessment.
Access to Assessment
City & Guilds’ Guidance and regulations on access to Assessment are designed to facilitate access
for Assessments and qualifications for candidates who are eligible for adjustments to Assessment
arrangements. Access arrangements are designed to allow attainment to be demonstrated. For
further information, please see Access to Assessment and qualifications, available on the City &
Guilds website.
Appeals
Centres must have their own, auditable, appeals procedure that must be explained to candidates
during their induction. Appeals must be fully documented by the quality assurance co-ordinator and
made available to the external verifier or City & Guilds.
Further information on appeals is given in Providing City & Guilds qualifications. There is also
information on appeals for centres and learners on the City & Guilds website or available from the
Customer Relations department.
Learning and support resources

City & Guilds provides the following resources for this qualification.
The qualification specification includes suggested resources for each unit.

Unit Resource How to access
Mathematics Suggested reading list Resources
for Engineers An extensive range of textbooks and resource Candidates should have access
materials is available for students undertaking to a range of written materials.
study in mathematics. These include:
Whilst not essential to the

K.A.Stroud. Engineering Mathematics. Palgrave, completion of the unit, access to
1995. the Internet and the use of a
A.Greer and G.W.Taylor. BTEC National NII: mathematics application
Mathematics for Technicians. Nelson Thornes, package (such as Mathcad)
1994. would enhance candidates’
understanding of the Unit
A.Greer and G.W.Taylor. BTEC National NIII: content and the presentation of
Mathematics for Technicians. Assessment material.
Nelson Thornes,1989.
Open Learning Text:
Mathematics for Engineers - (COLU - 2001)
Electrical Suggested reading list Resources

Engineering: An extensive range of resource materials is Candidates should have full
Research and available for students that would assist in the access to a range of Information
Practice successful completion of this unit, examples of and Communication
which include: Technology, learning and
reference resources. These
Engineering Project Guide, COLU, 2001 include:
How to write reports in plain English, Plain English • Appropriate national
Campaign, 2000 standards
Technical Report Writing, NASA, • Manufacturers’ data sheets
http://ltid.grc.nasa.gov/Publishing, 2000 • Suitably specified Personal
Computer equipped with
Report Writing, S Allender, Bracie, 1991.
appropriate software
packages
• Reference textbooks.
Electronics: Suggested reading list Resources

Research and An extensive range of resource materials is Candidates should have full
Practice available for students that would assist in the access to a range of Information
successful completion of this unit, examples of and Communication
packages

Mechanical Suggested reading list Resources

packages
Measurement Suggested reading list Resources

and Control: An extensive range of resource materials is Candidates should have full
packages
Chemical Suggested reading list Resources

packages

Manufacturing: Suggested reading list Resources

Research and An extensive range of resource materials is Candidates should have full
Practice available for students that would assist in the access to a range of Information
successful completion of this unit, examples of and Communication
packages
Multi- Suggested reading list Resources

disciplinary An extensive range of resource materials is Candidates should have full
Engineering: available for students that would assist in the access to a range of Information
Research and successful completion of this unit, examples of and Communication
Practice which include: Technology, learning and
packages

Electrical Suggested resources list Resources

Engineering An extensive range of textbooks and resource Supporting reading material as
Principles materials is available for students undertaking well as the candidate’s
research in electrical engineering principles. These engineering experience is
include: required. Access to circuit
emulation and mathematics’
Edward Hughes -Electrical Technology- (Longmans) software application packages is
also recommended.
Robert L Boylestead - Introductory Circuit Analysis
– (Merrill 1991)
Noel M Morris – Electrical Principles 111-
(Macmillian)
Open Learning Text:
Electrical Engineering Principles - (COLU - 2001)
Candidates could also obtain relevant information

from the web. Addresses include:
http://www.ee.surrey.ac.uk/Workshop/advice/coils/
http://users.cyberelectric.net.au/~rjandusimports/
http://www.teleport.com/~jughead/electronics_sch
ool.htm
http://www.tpub.com/neets/index.htm
Mechanical Suggested resources list Resources

Engineering An extensive range of textbooks and resource Candidates should have access
Principles materials is available for students undertaking to a range of written materials.
research in mechanical engineering principles.
These include:
Whilst not essential to the
J.Hannah and M.J.Hillier, Applied Mechanics, completion of the unit, access to
Longman Higher Education (1995) the Internet and the use of a
mathematics application
J.Hannah and M.J.Hillier, Mechanical Engineering package (such as Mathcad)
Science, Longman Higher Education (1999) could enhance candidates’
understanding of the Unit
W.Bolton, Engineering Science, Newnes (1998)
content and the presentation of
W.Bolton, Higher Engineering Science, Newnes Assessment material.
(1999)
E.W.Nelson et al, Schaum’s Outline of Engineering Candidates must have access to
Mechanics, Schaum (1997) tables of properties of saturated
G.F.C.Rogers, Y.R.Mayhew, Thermodynamic and water and steam and
Transport Properties of Fluids, Blackwell superheated steam (commonly
referred to as ‘steam tables’).
Open Learning Text:
Mechanical Engineering Principles - (COLU - 2001)

Instrument Suggested reading list

Measuring Morris A Measurement & Calibration for quality
Systems Assurance (Prentice Hall – 1991)
Bolton W – Instrumentation and Measurement
(Newnes – 1991)
Considine et al Process/Industrial Instruments &
Control Handbook (McGraw Hill – 1993)
Instrument manufacturers’ data handbooks

regarding installation and maintenance - (supplied
with new instruments)
Open Learning Text:

Instrument Measuring Systems - (COLU - 2001)
Using Mass Suggested resources list Resources

and Energy Background reading – these sources are suggested Much of the work undertaken by
Balances in background reading and sources of data reference candidates for this unit involves
Chemical and general information, rather than reading all obtaining data and information
Engineering through from standard reference books.
For this reason candidates will
Chemical Engineering by J M Coulson and J F benefit from full access to a wide
Richardson (Volume 2) range of research data sources.
These should include work place
Shreves Chemical Process Industries by George T databases, where possible, for
Austin specific physical and chemical
Chemical Engineer Handbook by Perry data and information.
Handbook of Petrochemical Processes by G
Margaret Wells The following standard
reference books should be
Open Learning Text: readily available.
Mass and Energy Balances (FTK - 2001) • Tables of Physical and

Chemical Constants by Kaye
and Laby.
• Chemical Engineers
Handbook by Perry.
• Thermodynamic and
Transport Properties of
Fluids by Rogers and
Mayhew.
• Standard Psychrometric
Charts.
• Chemical and process
engineering journals and
periodicals.
Candidates should have access

to an industrial process since the
unit depends upon some
industrial experience in the
chemical industry.

Manufacturing Suggested Resources List Resources

Engineering An extended range of textbooks and materials are There is a need for the candidate
Components available to students undertaking research studies to have
in Manufacturing Processes and include: • access to an assigned outlet
or organisation with a wide
Title, Author and ISBN range of manufacturing
Manufacturing Technology Vol. 2 Timings capabilities
R.L.0582357977 • a resourced learning
Managing Advanced Manufacturing Technology centre/library with a stock of
Bessant John 0631162224 relevant materials for
Interconnected Manufacturing Systems reference purposes. (see
Nicholson H 0863412246 below)
Project Planning and Control • a facility with IT provision
Lester, Albert 0750642610 needs to be available on a
Engineering Tables and Data flexible basis to allow the
Howatson A.M etc. 0412389703 candidate to obtain
information and produce the
evidence required for
Assessment.
• access to information within
the candidate’s own or
support organisation would
be necessary in order to
draw evidence of activity
relevant to the Unit content.
• data from the candidate’s
engineering experience
Using Suggested reading list Resources
Materials
Lawrence H. Van Vlack Elements of Materials Candidates should have access
Technology in
Science and Engineering 1989 to a range of written materials
Engineering
Milton Ohring Engineering Materials Science 1995 and the Guidance of a specialist
James F. Shackleford, James F. Shackelford tutor. Where opportunities exist,
Introduction to Materials Science for Engineers candidates should be
1995 encouraged to gain practical
Michael F. Ashby, David R. H. Jones Engineering experience of materials, their
Materials 1 : An Introduction to Their Properties manufacture and processing.
and Applications 1996
William D., Jr. Callister Materials Science and
Engineering : An Introduction 1996
William D., Jr. Callister Solid-State Physics; An
Introduction to Principles of Materials Science, 2nd
ed. 1995
Vernon John Introduction to Engineering Materials,
3rd ed. 1992
James F. Shackelford Introduction to Materials
Science for Engineers Published 1992
Open Learning Text:

Materials - (University of Sunderland and COLU -
2001)

Using Suggested resources list Resources

Engineering An extensive range of textbooks and resource Supporting reading material as
Design for materials should be available to students well as the candidate’s
Manufacturing undertaking research in these may include: engineering experience is
required. Access to CAD/CAM
Manufacturing Technology Volume 2 RL Timings software and CNC laboratory
and SP Wilkinson (Longmans, 2000) equipment relating is
recommended. For part-time
students or distance learners,
Introduction to AutoCAD and 3D studio Max A free download demo software is
Yarwood (Longmans,1998) a useful resource.
Principles of CAD/CAM/CAE systems Kunwoo Lee

(Addison Wesley, 1999)
CAD/CAM from Principles to Practice C. McMahon

and J. Browne (Addison Wesley, 1999)

http://www.solid-edge.com
http://www.deskproto.com
http://www.camtek.co.uk
http://www.autodesk.com


CAD/CAM An extensive range of textbooks and resource Supporting reading material as
Systems in materials should be available to students well as the candidate’s
Product undertaking research in these may include: engineering experience is
Development required. Access to CAD/CAM
Manufacturing Technology Volume 2 RL Timings software and CNC laboratory
and SP Wilkinson (Longmans, 2000) equipment relating is
recommended. For part-time
students or distance learners,
Introduction to AutoCAD and 3D studio Max A free download demo software is
Yarwood (Longmans,1998) a useful resource.
Principles of CAD/CAM/CAE systems Kunwoo Lee

(Addison Wesley, 1999)
CAD/CAM from Principles to Practice C. McMahon

and J. Browne (Addison Wesley, 1999)
Introduction to CNC J Valentino and J Goldberg

(Prentice Hall ,2001)
Computer Numerical Control of Machine Tools GE

Thyer (Heineman,1997)

http://www.solid-edge.com
http://www.deskproto.com
http://www.camtek.co.uk
http://www.autodesk.com
http://www.heidenhain.com
http://www.fanuc.com
http://www.bridgeport.com
http://www.cincinnati.com

Robotics and Suggested resources list Resources

Automated Supporting reading material as
Systems in An extensive range of textbooks and resource well as the candidate’s
Manufacturing materials is available for students undertaking engineering experience is
research. These include: required. Access to laboratory
equipment relating to this
subject is essential. However
Manufacturing Technology Volume 2 RL Timings
robot simulation software may
and SP Wilkinson (Longmans, 2000)
be used throughout due to the
prohibitive cost of robots. Other
Industrial Robotics P Hallam and B Hodges software which is recommended
(Heinemann, 1990) is the offline programming of
PLC’s (free demo versions)
PLC ‘s and Engineering Applications A Crispin which enables individual
(McGraw Hill, 1995) students to generate
programmes without the need
of scarce resources. For part-
Candidates could also obtain relevant information time students or distance
from the web. Addresses include: learners, free download demo
software is a useful resource.
http://www.workspace5.com
http://www.coltergroup.co.uk
http://www.staubli.com
http://www.fanuc.com
http://www.mitsubishi.com
search the web using such key words as:

• Robots
• Robotics
• Robot systems
• Robot simulation
• Automation
• PLC
• Flexible Manufacturing

Data Suggested resources list

Communi- (textbooks, journals, website, equipment etc)
cations and An extended range of textbooks and reference
Networks materials are available to students undertaking
research studies in Marketing and Product Design
including the following examples:
Data and Computer Communications – Stalling

1999
Understanding Data Communications and

Networks – William Shay 1998
Local Area Networks – Peter Hodson 1995
Note: 1: Candidates could obtain relevant

information from web search engines (e.g. www.
altavista.co.uk or www.google.com) or web
directories (e.g. www.yahoo.com)
Applying Suggested resources list Resources

Safety, A guide to the HWS ACT - Health and Safety Candidates should have access
Occupational Executive to the following literature:
Health and The Costs of Accidents at Work - Health and Safety
Environment Executive Copies of current regulations
Policies within concerning HSAWA and COSHH.
Engineering Copies of current regulations concerning HSAWA
and COSHH Copies of “The Chemical Hazard
Copies of “The Chemical Hazard Information and Information and Packaging for
Packaging for Supply regulations” Supply regulations”.
The key skills web site of City and Guilds www.key- Appropriate “Construction
skills.org Sheets”. Supplied from the
Health and Safety Executive local
offices.
Open Learning text:
Safety, Occupational Health and Environment
(COLU – 2001)

Using Electrical Suggested resources list Resources

Machines for Edward Hughes - Electrical Technology- Supplementary reading material
Engineering (Longmans) in the form of trade magazines,
Operations J.Shepherd, A.H.Morton, L.F.Spence –Higher Institution publications and
Electrical Engineering –(Pitman) manufacturers’ data are useful
for unit background information.
M.G.Say Performance and Design of Alternating
Current Machines - (Pitman)
A.C. Franklin, D.P Franklin - The J and P Transformer
Book - (Butterworth 1983)
A.Hughes - Electrical Motors and Drives -
(Butterworths, 1993)
Open Learning Text:
Electrical Machines - (COLU - 2001)
Using Electrical Suggested resources list Resources

Protection An extensive range of textbooks and resource Supplementary reading material
Techniques for materials is available for students studying this in the form of trade magazines,
Engineering subject. These include: Institution publications and
Operations manufacturer’s data are useful
T. Davies - The protection of industrial power for unit background information
systems – (Newnes) if able to be accessed by the
candidate.
Edward Hughes - Electrical Technology-
(Longmans)
J.Shepherd, A.H.Morton, L.F.Spence –Higher
Electrical Engineering –(Pitman)
C.Russel Mason – Art and Science of Protection
Relays – (Sweitzer Labs GEC Alstom)
Protective Relay Application Manual – (GEC Ltd)
Open Learning Text:
Electrical Protection - (COLU - 2001)
Candidates can also obtain relevant information

from the World Wide Web at for example:
http://www.usmotor,com (IEEE Power System

Relay Committee).

Electrical Suggested resources list Resources

Services and T. Davies - The protection of industrial power Supplementary reading material
Installation systems – (Newnes) in the form of trade magazines,
Edward Hughes - Electrical Technology- Institution publications and
(Longmans) manufacturer’s data are useful
for unit background information
J.Shepherd, A.H.Morton, L.F.Spence –Higher
if able to be accessed by the
Electrical Engineering – (Pitman) candidate.
British Standard 7671 ‘Requirements For Electrical
Installations’ - IEE Wiring Regulations
British Standard 4363 ‘Specification for Distribution
Units for use on Construction Sites’
British Standard 7375 ‘Code of Practice for
Distribution of Electricity on
Construction and Building Sites’
British Standard 5345 ‘Code of Practice for
selection, installation, and
maintenance of electrical apparatus
for use in potentially explosive
atmospheres (other than mining
applications or explosive processing
and manufacture)’
British Standard 5501 (European Standard 50 014 –
039) ‘Electrical apparatus for
potentially explosive atmospheres
British Standard 5839 Part 1 ‘Fire detection and
alarm systems for buildings’
British Standard 5266 Part 1 ‘Emergency Lighting’
Institution of Electrical Engineers
‘Recommendations for the Electrical
and Electronic Equipment of Mobile
and Fixed Offshore Installations’
British Standard BS EN 60529 ‘Degrees of
protection provided by enclosures’
(IP Code)
Open Learning Text:
Electrical Services and Installation - (COLU - 2001)

Electrical Suggested reading list Resources

Supply and T. Davies - The protection of industrial power Supplementary reading material
Distribution systems – (Newnes) in the form of trade magazines,
Edward Hughes - Electrical Technology - Institution publications and
(Longmans) manufacturer’s data are useful
sources of background
J.Shepherd, A.H.Morton, L.F.Spence -Higher
information.
Electrical Engineering – (Pitman)
Cotton H, Barber H - The Transmission &
Distribution of Electrical
Energy (Hodder and
Stoughton 1985)
Bosela T – Introduction to Electrical Power System
Technology (Prentice Hall 1997)
Open Learning Text:
Electrical Supply and Distribution - (COLU - 2001)
Programmable Suggested resources list Resources

Logic Marco Costanzo - Programmable Logic Controllers Supplementary reading material
Controllers – (Arnold 1997) in the form of trade magazines,
Institution publications and
Open Learning Text: manufacturers’ data are useful
for background information.
Programmable Logic Controllers - (COLU - 2001)
Software:
‘Test Drive’ PLC software is available on the internet

at http://www.international/com
http://www.tri-plc.com/trilogi.htm,
http://www.Keyance.com./plc/Kvl.htm and
other sites.

Applying Suggested reading list Resources

Analogue Horowitz & Hill The Art of Electronics Cambridge There is practical work involved
Circuits for University Press - 1989 in this unit and candidates will
Engineering Horowitz & Hill The Art of Electronics – Student require access to a ‘breadboard’
Instru- for building circuits, fixed and
Manual Cambridge University Press -1989
mentation variable voltage power supplies,
Millman J Microelectronics McGraw Hill - 1988
signal generator, measuring
Hartley M A Practical Introduction to Electronics equipment and a range of
Cambridge University Press -1988 components.
Sanwine S Electronic Components and Technology
Chapman and Hall -1996 The candidate will need to use a
Christiansen D Electronic Engineers Handbook computer and circuit emulation
McGraw Hill -1996 software (e.g. SPICE). Evaluation
Dailey D Operational Amplifiers and Linear software is widely available on
Integrated Circuits McGraw Hill -1992 the Internet or from
Jung W IC Op-Amp Cookbook Sams -1986 manufacturers on CD-ROM.
Candidates will also require
Amos and James Principles of Transistor Circuits
access to data sheets and other
Newnes -2000
reference material.
Hickman I Analogue Circuits Cookbook Newnes -
1999
Connant R Engineering Circuit Analysis with Pspice
and Probe McGraw Hill -1992
Open Learning Text:

Analogue Circuits (COLU – 2001)

Combinational
Logic and Crisp J Introduction to Digital Systems (Newnes - This unit has a large practical
Circuits for 2000) element and as well supporting
Engineering reading material, candidates will
Operations T.J. Stonham - Digital Logic Techniques (Van require access to:
Nostrand Reinhold - 1990)
J.R Gibson – Electronic Logic Circuits (Edward
Arnold - 1988) • manufacturers’ data
Floyd T Digital Fundamentals (Merrill - 1990) • an assortment of integrated
circuits, including
multiplexers and decoders,
Open Learning Text: seven segment decoders
Combinational Logic and Circuits – (COLU - 2001) and displays and other m.s.i
devices
• a ‘breadboard’ with power
supply and logic switches
and indicators
• a personal computer
• propriety PAL programming
software and users’ manual.
Demonstration copies of
programming software can be
obtained from manufacturers on
CD-ROM or via the Internet.


Electronic Horowitz & Hill The Art of Electronics Cambridge There is practical work involved
Devices for University Press 1989 in this unit and candidates will
Engineering Horowitz & Hill The Art of Electronics – Student require access to a ‘breadboard’
Operations for building circuits, fixed and
Manual Cambridge University Press 1989
variable voltage power supplies,
Amos and James Principles of Transistor Circuits
signal generator, measuring
Newnes 2000
equipment and a range of
Millman J Microelectronics McGraw Hill 1988 components.
Siliconex Inc Designing with Field Effect Transistors
McGraw Hill 1990 Candidates will also require
Hartley M A Practical Introduction to Electronics access to data sheets and other
Cambridge University Press 1988 reference material.
Seymour J Electronic Devices and Components
Pitman1981
Sanwine S Electronic Components and Technology
Chapman and Hall 1996
Morgan & Board Introduction to Semiconductor
Microtechnology Cambridge University
Press 1994
Van Zant Microchip Fabrication McGraw Hill 1991
Christiansen D Electronic Engineers Handbook
McGraw Hill 1996
Singh J Semiconductor Devices Basic Principles
Wiley 2000
Open Learning Text:
Electronic Devices (COLU – 2001)

Micro- Mueller S Upgrading and Repairing PCs Que 1998 Candidates must have access to
computers for Press B & M PC Upgrade and Repair Bible IDG a computer and appropriate
Engineering Books – 2000 software package for machine
Operations code programming and a
Norton P Inside the PC Brady – 1993
software package for the chosen
Hennessy & Patterson Computer Architecture A high-level language. (The dos
Quantitative Approach Morgan Kaufmann - 1996 utility program DEBUG can be
Buchanan W C for Electronic Engineering Prentice used to create xx86 machine
Hall - 1995 code programmes.) Candidates
Bishop & Bishop Pascal Precisely for Engineers and should also have access to
Scientists Addisson Wisley – 1990 technical literature on the
Schidt H C the Complete Reference Osborne - 1990 structure and operation of the
machine on which they are
Meadows R Pascal for Electronics and working. A source of examples
Communications Pitman -1986 of programmes in machine code
and the chosen high-level
Open Learning Text: language should be available to
Microcomputers (COLU – 2001) enable candidates to study the
form and structure of model
programs.


Sequential Thomas L Floyd - Digital Fundamentals - (Merrill Supplementary reading material
Logic and Publishing Company) in the form of trade magazines,
Circuits for Paul M Chirlian – Analysis and Design of Integrated Institution publications and
Engineering manufacturer’s data are useful
Electronic Circuits – (John Wiley and Sons)
Operations for unit background information.
Barry Wilkinson – Digital System Design – (Prentice
Several logic simulation software
Hall)
packages are available and
powerful evaluation copies of
Open Learning Text: such software can be down
loaded from the Internet.
Sequential Logic and Circuits - (COLU - 2001)

Thermal An extensive range of textbooks and resource Candidates should have access
Dynamics for materials is available for students undertaking to a range of written materials,
Engineering research in applied heat. These include: including physical data sheets.
Operations
Applied Thermodynamics for Engineering Candidates should also have
Technologists TD Eastop & A McConkey (Longman access to tables of properties of
1993) saturated water and steam
Engineering Thermodynamics – Work and Heat (steam tables) and
Transfer GFC Rogers & YR Mayhew (Longman 1992) temperature/specific entropy
chart paper.
Open Learning Text:
Applied Heat (COLU - 2001)
Using Gas Suggested resources list Resources

Turbines for Joel J Basic Engineering Thermodynamics Longman Candidates should have access
Engineering - 1996 to a range of written materials,
Operations Eastop & A McConkey Applied Thermodynamics for technical diagrams and
Engineering Technologists Longman - materials properties data.
1993
GFC Rogers & YR Mayhew Engineering Candidates should also be
Thermodynamics – Work and Heat provided with
Transfer Longman -1992 temperature/specific entropy
data and diagrams.
Open Learning Text:
Gas Turbines (COLU – 2001)


Mechanical Eastop & McConkey – Applied Thermodynamics for Candidates should have access
Plant Systems Engineering Technologist – Longman 1997 to a range of written materials,
for Engineering technical diagrams, turbine
Operations Open Learning Text: performance data, compressor
performance data and the
Mechanical Plant Systems – (COLU – 2001) Guidance of a specialist tutor.
Workplace databases could be

of particular benefit, and the use
of plant engineering journals and
periodicals should be
encouraged.
Candidates should preferably

have access to industrial plant to
enable them to relate aspects of
the unit to current practice.
Using Plant Suggested resources list Resources

and Kelly & Harris Management of Industrial Candidates should have access
Maintenance Maintenance Newes-Butterworth - 1978 to a range of written materials
for Engineering and technical.
Higgins L – Maintenance Engineering Handbook
Operations
McGraw-Hill – 1992
The planning and organisation of
Open Learning Text: maintenance should be
illustrated where appropriate by
the use of actual case studies of
Plant and Maintenance (COLU – 2001) types of maintenance, workshop
organisation, workload
regulation and stock control.
Concepts should be reinforced

using resource-based exercises
wherever possible.
Candidates should be
encouraged to employ their
Information and Communication
Technology skills to produce
their graphical evidence relating
to planning techniques such as
bar charts, flow diagrams and
network analysis.

Using Plant Suggested resources list

Services for Background reading/reference: these sources are
Engineering suggested as background and reference reading,
Operations rather than reading all through.
The Efficient Use of Steam – P M Goodall

Chemical Engineers’ Handbook – Perry
Chemical Engineering (Volume 1 Fluid Flow, Heat
Transfer and Mass Transfer) J M Coulson
and J F Richardson
Engineers’ Handbook – Kemp
Tables of Physical and Chemical Constants – Kaye
and Laby
Open Learning Text:
Plant Services (COLU - 2001)

Pneumatics Much of the work undertaken by the candidate for Candidates should have access
and Hydraulics this unit involves obtaining data and information to a range of written materials,
for Engineering from standard reference books. For this reason technical diagrams and
Operations library and learning resource facilities should be compressor performance data.
available stocked with a wide range of reference
works that should include specialist books, Graphical pipe flow diagrams
technical and scientific journals and periodicals. (nomograms) and equivalent
pipe length data sheets should
The following standard reference books should be also be provided along with
readily available: reference sheets showing
current drawing symbols
• Thermodynamic and Transport Properties of relating to components, circuits
Fluids by Rogers and Mayhew and logic diagrams.
• Enthalpy–entropy and temperature–entropy
diagrams. Candidates should preferably
have access to appropriate
hydraulic and pneumatic
industrial or laboratory
Pneumatic Handbook (Elsevier Advanced equipment to enable them to
Technology) relate theoretical aspects of the
Hydraulic Handbook (Elsevier Advanced unit to practical applications.
Technology)
Turner I Engineering Applications of Pneumatic and
Hydraulics (Arnold - 1997)
Open Learning Text:
Pneumatics and Hydraulics (COLU – 2001)

Using Analysis Suggested resources list Resources

Instru- Bolton W – Industrial Control and Instrumentation At the centre or the place of
mentation for (Longmans) work, candidates should be able
Chemical Condesine et al – Process/Industrial & Control to make reference to data
Engineering handbooks from analytical
Handbook (McGraw-Hill – 1993)
Operations instrumentation manufactures
regarding installation,
The key skills web site of City and Guilds www.key- maintenance and
skills.org commissioning of new
instruments– (supplied with new
Open Learning text: instruments). Such resources
are also available via the
Internet.
Analysis Instrumentation -(COLU - 2001)

Distributed Chesmond D Advanced Control Systems Candidates should be able to
Control Technology (Arnold – 1990) make reference, at the centre or
Systems for the place of work, to data
Parr E Programmable Controllers – an Engineer’s
Engineering handbooks from manufactures
Guide (Butterworth – 1993)
Operations regarding installation and
maintenance of DCS system and
Open Learning texts: also works reports and reports
in technical journals.
Distributed Control Systems- (COLU – 2001) (Handbooks are supplied with
Instrument Measurement Systems- (COLU – 2001) new instruments and systems or
are perhaps available on the
Internet.)
Instrument manufactures data handbooks relating
to DCS installation and maintenance– (supplied
with new instruments and systems or available on
the Internet)
The key skills web site of City and Guilds www.key-

skills.org


Industrial Bolton W – Industrial Control and Instrumentation Candidate should have access to
Control (Longmans) instrument manufactures data
Systems for Condesine et al – Process/Industrial & Control handbooks regarding installation
Engineering and maintenance of control
Operations equipment and control valves
(supplied with new instruments
Open Learning texts: or available on the internet).
Industrial Control Systems-(COLU – 2001)
Instrument Measurement Systems-(COLU – 2001)
Transmission of Measurement Signals (COLU –
2001)

regarding installation and maintenance of control
equipment and control valves (supplied with new
instruments).
The key skills web site of City and Guilds:
www.key-skills.org

Transmission Bolton W – Industrial Control and Instrumentation Candidates should have access
of (Longmans) to instrument manufactures
Measurement Condesine et al – Process/Industrial & Control data handbooks regarding
Signals for installation and maintenance of
Engineering transmitters and receiving
Operations equipment (supplied with new
Open learning texts: instruments or available on the
Internet)
Transmission of Measurement Signals - (COLU -
2001)
Industrial Measuring Systems - (COLU – 2001)
Industrial Control Systems- (COLU - 2001)

regarding installation and maintenance of
transmitters and receiving equipment (supplied
with new instruments).
The key skills web site of City and Guilds:
www.key-skills.org


Equipment for An extensive range of textbooks and resource Library and learning resource
Distillation, Gas materials is available for students. These include: facilities should be available,
Absorption stocked with a broad range of
and Extraction Chemical Engineering by JM Coulson and JF reference works, which should
Processes for Richardson include specialist books,
Chemical (Volume 2 Unit Operations) technical and scientific journals
Engineering Chemical Engineers Handbook by Perry and periodicals.
Operations Handbook of Petrochemical Processes by G
Margaret Wells Essential standard reference
books that should be readily
Open Learning Text: available are:
• Tables of Physical and
Separation Processes 1 (COLU - 2001) Chemical Constants by Kaye
and Laby,
Handbook by Perry.

Evaporation, materials is available for students. These include: facilities should be available,
Crystallisation stocked with a broad range of
and Filtration reference works, which should
Processes for Chemical Engineering by JM Coulson and JF
Richardson include specialist books,
Chemical technical and scientific journals
Engineering (Volume 2 Unit Operations)
and periodicals.
Operations Chemical Engineers Handbook by Perry
Handbook of Petrochemical Processes by GM Wells Essential standard reference
Shreves Chemical Process Industries George T books, which should be readily
Austin available, are:
Chambers Science and Technology Dictionary • Tables of Physical and
Open Learning Text: and Laby,
Separation Processes 2 (COLU - 2001) Handbook by Perry.
• Chambers Science and
Technology Dictionary.


Drying, materials is available for students. These include: facilities should be available,
Separation and stocked with a broad range of
Gas Cleaning reference works, which should
Processes for Chemical Engineering by JM Coulson and JF
Richardson (Volume 2 Unit Operations) include specialist books,
Chemical technical and scientific journals
Engineering Chemical Engineers Handbook by Perry and periodicals.
Operations Shreves Chemical Process Industries GT Austin
Essential standard reference
Open Learning Text: books that should be readily
available are:
Separation Processes 3 (COLU - 2001) • Tables of Physical and
and Laby,
Handbook by Perry.
Applying Heat Suggested resources list Resources

Transfer Background reading/reference – these sources are Library and learning resource
Processes in suggested as background reading rather than for facilities should be available
Chemical reading “cover to cover”: stocked with a broad range of
Engineering reference works which should
Operations include specialist books,
Chemical Engineering (Volume 1, Fluid Flow, Heat
Transfer and Mass Transfer) by J M technical and scientific journals
Coulson and J F Richardson and periodicals.
Perry’s Chemical Engineer’s Handbook
Open Learning Texts: available are:
Transfer Processes (Heat) (COLU - 2001)
Mathematics for Engineers (COLU - 2001) • Perry’s Chemical Engineers’
Handbook
• Chemical Engineering
(Volume 1) by J M Coulson
and J F Richardson.

Applying Fluid Suggested resources list Resources

Transfer Background reading/reference – these sources are Library and learning resource
Processes in suggested as background reading rather than for facilities should be available,
Chemical reading “cover to cover”: stocked with a broad range of
Engineering reference works, which should
Operations include specialist books,
Chemical Engineering (Volume 1, Fluid Flow, Heat
Transfer and Mass Transfer) by J M technical and scientific journals
Coulson and J F Richardson and periodicals.
Perry’s Chemical Engineer’s Handbook
Chambers Science and Technology Dictionary
available are:
Open Learning Texts:
• Perry’s Chemical Engineers’
Transfer Processes (Fluids) (COLU - 2001) Handbook
Mathematics for Engineers (COLU - 2001) • Chemical Engineering
(Volume 1) by J M Coulson
and J F Richardson.

Quality Dale B Managing Quality (Prentice Hall – 1994) Candidates should have access
Assurance in Munro-Faure L Implementing Total Quality to relevant standards, via a
Engineering support centre, place of work or
Management (Financial Times/Pitman)
local library. Appropriate
Wild R Essential of Production and Operation
software packages could be
Management - (Cassel –1995) used to advantage for data
The key skills web site of City and Guilds: handling.
www.key-skills.org
Open Learning text:
Quality Assurance - (COLU - 2001)

Producing a Suggested Reading List Resources

Business Plan An extended range of textbooks and materials are This unit of study should be
for the available to students undertaking research studies supported by access to IT,
Engineering in Developing a Business Plan and include: learning and communication
Industry resources. Working towards this
Project Northeast Business Information factsheets unit should enable candidates to
conduct a critical appraisal of
Scitech Diol open learning materials
their business plan using as
www.scitechdiol.co.uk
many sounding boards, both
Cobra Small Business Intelligence Service CDRom professional and personal, as
0191 261 2853 possible. Candidates should be
ADVANCE Business Launch encouraged to attend networks
01222 259000 such as Chamber of Commerce
Director’s Briefings and Institute of Business
Business Links Advisers branch meetings where
Croner Smaller Business Briefing valuable information can be
www.croner.uk picked up, and the benefits of
SME start-up literature from banks ‘networking’ introduced. As
there is no one correct way to
The enterprise zone
write a business plan, the
www.enterprisezone.co.uk
candidate must prove that they
Business Links have identified for whom the
www.businesslink.co.uk plan is intended and that they
have written it in a format that
Useful software packages: will be acceptable to the
Business Architect The Business intended reader/s.
Channel Ltd 01784 483 779
Penninsula Business Plan Penninsula Candidates could approach the
01723 516 978 intended reader before starting
Plan IT Business Plan Roderick Manhatten to write their business plan to
Group 020 8875 4444 obtain any templates/formats
the funding or other support
agency may require.
Alan West - A Business Plan - Pitman
Brian Finch - Business Plans - Kogan Page
Edward Blackwell - How to Prepare a Business
Plan - Kogan Page
David Irwin
Financial Control for Non-Financial
manager’ s International Thomson


Computer Candidates must have access to
K.R.James and W.O.Riha Pascal Programming and
Programming a computer and a compiler and
for Engineering Numerical Methods for Scientists and Engineers
Chartwell-Bratt text editor for a high level
Operations programming language.
B.S.Gottfried Schaum’s Outline of Programming Candidates should have access
with Pascal Schaum to a range of written materials
and software containing
W.J.Savitch Turbo Pascal, an Introduction to the Art
examples of programs in the
and Science of Programming The language chosen to complete
Benjamin/Cummings Series in Structured the unit Assessment.
Programming
O.Perminov Beginners Guide to Turbo Pascal,
Version 7
P.Wright Beginners Guide to Visual Basic, Version 4
Crash Course in Visual Basic Que Development
Group
M.Heyman Essential Visual Basic 4
R.Riley Teach Yourself C++ NTC Publishing Group
T.Knowlton C++ Basics South Western College
Publishing
T.L.Hansen The C++ Answer Book Addison Wesley
Open Learning Text:

Computer Programming (COLU – 2001)


Statistical Bolton W Production Planning and Control Candidates should have access
Process Longman – 1994 to a range of written materials
Control for Brambaugh & Heikes Handbook of Industrial and technical charts.
Engineering
Engineering – Wiley -1992
Operations
Pitt H SPC for the Rest of Us – Addison-Wesley – The planning and organisation of
1994 process control schemes should
be illustrated, where possible,
by the use of actual case
Open Learning Text:
studies.
Concepts should be reinforced

Statistical Process Control (COLU – 2001) using resource-based exercises
where possible. For this
purpose a range of statistical
control charts should be
available along with reference
copies of BS 6001 and BS 6002.
Candidates should be
encouraged to make use of
workplace databases for specific
data and information where
appropriate.
Developing Suggested Reading List Resources

Teams, Fraser and Neville – Teambuilding - The Work There is a need for the candidate
Individuals and Foundation to have
Yourself for John Adair - Effective Leadership Masterclass - Pan • access to an assigned outlet
Engineering Books or organisation
Operations
John Adair - Effective Teambuilding - Pan Books • a resourced learning
Trevor Holroyd - Site Management for Engineers - centre/library with a stock of
Thomas Telford relevant materials for
reference purposes.
• a facility with IT provision
needs to be available on a
flexible basis to allow the
candidate to produce the
Assessment.
• access to information from
within the candidate’s own,
or support organisation,
would be necessary in order
to draw evidence of
activities relevant to the Unit
content.

Financial Suggested Reading List Resources

Management Cox D & Fardon M - Management of Finance - There is a need for the candidate
for Engineering Osborne Books 1997 to have
Projects Atkinson A et al - Management Accounting -
Prentice Hall International (1996) • a resourced learning
Knott G - Financial Management - Macmillan centre/library with a stock of
Press Ltd (1998) relevant materials for
Atrill P& McLaney E - Management Accounting reference texts in the area of
for Non-Specialists - Prentice Hall (1998) Financial Management
candidate to collect and
produce the evidence
required for Assessment.
• case study materials
Managing Suggested Reading List Resources
People in an Various publications are available from There is a need for the candidate
Engineering to have
Operation
The Work Foundation
3 Carlton House Terrace • a resourced learning
LONDON centre/library with a stock of
W1H 7LN relevant materials for
reference texts in the area of
human relations
John Adair - Effective Communication - Pan • a facility with IT provision
Books needs to be available on a
Trevor Holroyd - Site Management for flexible basis to allow the
Engineers - Thomas Telford, 1999 candidate to produce the
Assessment.
• case study materials


Resources for An extended range of textbooks and materials are There is a need for the candidate
an Engineering available to students undertaking research studies to have
Operation in Managing Resources and include: • access to an assigned outlet
or organisation
Page Productions – Manage Resources • a resourced learning
Management Charter Initiative – Manage centre/library with a stock of
Resources – Key Role B relevant materials for
reference purposes.
candidate to obtain
Assessment.
Planning Suggested resources list Resources

Engineering W. Bolton – Production Planning and Control – Suitably specified Personal
Projects (Longman 1994) Computer equipped with
Knox - Engineering Project Planning appropriate software packages.
D. Lock - Essentials of Project Planning – (Gower) Reference textbooks.
Open Learning Text:
Project Planning - (COLU - 2001)


Change in an An extensive range of text books and materials are There is a need for the candidate
Engineering available to students undertaking research studies to have
Organisation in Managing Change and include: • access to an assigned outlet
or organisation
Oakland, T - Total Quality Management - • a resourced learning
Butterworth-Heinemann 1993 centre/library with a stock of
Taylor & Watling – The Basic Arts of relevant materials for
Management – Business Books reference purposes.
Taylor & Watling – Successful Project • a facility with IT provision
Management – Business Books needs to be available on a
candidate to obtain
Assessment.

6 Assessment
6.1 Summary of assessment requirements
Successful achievement of a unit is dependent upon candidates meeting the Assessment

requirements and Outcomes and producing work of a satisfactory and reliable standard.
Assessment is by means of centre-devised assignments which provide the opportunity for the
Assessment requirements of the unit to be achieved. Please refer to Appendix ??? for Guidance on
assignment design.
Each unit has its own Assessment which must be rigorous and fit for purpose for which it is
designed. The purpose of the Assessment is for candidates to demonstrate that they have fulfilled
the Outcomes of the unit and achieved the standard of the award they seek.
Assessment must reflect the achievement of the candidate in fulfilling the Assessment requirements
which are related to a consistent national standard. The Assessment must therefore be carried out
by competent and impartial assessors and by methods which enable them to assess a student fairly
against the set requirements. This process will be monitored by the appointment to each centre of a
City & Guilds External Moderator who will be responsible for upholding the subject standards to a
national level.
Centres must design a selection of assignments prior to the start of the course, so that there is
an opportunity to obtain some feedback on their suitability from the Higher Level Qualifications
External Moderator.
Assignments should be designed to provide candidates with the opportunity to meet the unit
Outcomes and, where applicable, the grading criteria.
It is important for centres to use an integrated approach (i.e. content which links effectively across
two or more units) in relation to at least one assignment. There are a number of units which have
links and could potentially form the basis for the development of an integrated assignment within
the Higher Professional Diploma for Engineering. The unit combinations most suitable for this are:
Unit 1: Mathematics for Engineers, Units 2 – 8, specialist Research and Practice and Units 9 -13
Specialist Principles
Where it is not possible or practical to cover all of the Assessment requirements for each unit linked
to the integrated assignment, it will be necessary for candidates to complete additional ‘mini’
assignments or ‘top-up’ activities to ensure that all the requirements have been met.
The approach to marking/assessing integrated assignments should enable an individual

grade to be allocated to each unit covered, for the purposes of grading calculations, etc.
Assignment design should take account of opportunities for the Merit and Distinction criteria to
be met for those candidates with the potential to achieve a higher grade. For instance, the grading
descriptors (see page xi) reflect the need for candidates to carry out research with increasing
degrees of independence and also to take more responsibility for the learning process.
Centres must ensure that assignments relate to the Assessment requirements and Outcomes
identified in the unit. Assignments (including any candidate Guidance and marking criteria) together

with candidate evidence must be available for checking by the Higher Level Qualifications
Moderator.
In all cases the Assessment tools proposed by the centres should take account not only of the
intended Outcomes of the unit but also of the particular needs, interests and commercial concerns
of the candidates themselves and their supporting organisations.
For each unit, the Assessment specifications drawn up by centres must include
• a description of the individual Assessment tools to be used
• the percentage of the final mark each will contribute
• corresponding marking scheme directly derived from the stated unit Outcomes
• where applicable, the arrangements for integrated Assessment with other units and how
marks will be distributed between them
• the arrangements for arriving at marks for individuals where collaborative or group work is
proposed
• the deadline for submission of assessed work, with details of the sanctions etc to be
applied for late submission.

6 Assessment
6.2 Grading and marking
Each unit will be graded with a Pass, Merit or Distinction. In order for candidates to achieve a
Pass, it is necessary for them to produce evidence which clearly shows that all the Assessment
requirements(and therefore all the Outcomes) have been met. In addition, the overall quality of the
work should be of a satisfactory and reliable standard.
To gain a Merit grade, candidates will, in addition to meeting the Pass requirements, need to
produce work which meets all of the criteria detailed in the Merit column. To gain a Distinction
grade, candidates will need to meet both the Pass and Merit requirements and produce a high
standard of work as reflected in the Distinction column.
The criteria for Merit and Distinction focuses on the quality of the work, and the way in which
candidates have approached it. The criteria has been written to specify the requirements in terms
of ‘better’ (not ‘more’) work.
The Grading Criteria
Unit grades
Each unit within the qualification should be graded on the following basis:
Pass: Candidates must meet the Assessment requirements and Outcomes in the unit
specifications
Merit: Candidates must achieve a Pass and in addition achieve at least 14 marks from
the Merit descriptors in the table below
Undertake research with minimum Guidance from tutors/assessors (1) select and 4 marks
use a wide range of appropriate research resources (1), record and analyse
data/information accurately (1) to draw valid conclusions (1)
Present and analyse information and ideas accurately and clearly (2), using a well- 4 marks
structured format and appropriate technical language (2)
Demonstrate effective and consistent application and development of work- 4 marks
related skills (2) knowledge and understanding (2)
Demonstrate management of time, resources and learning (2) and an ability to 4 marks
analyse and reflect upon own ideas and actions (2)

Distinction: Candidates must achieve a Merit and in addition achieve 16 marks from
the Distinction descriptors in the table below
Define the focus and scope of research (1), carry out research independently (1), 5 marks
evaluate the suitability of research sources and methods used (1), analyse and
verify data/information (1) to develop an appropriate work strategy (1)
Consolidate and present complex information and concepts fluently and 4 marks
persuasively (2) with evidence of an original and imaginative approach (2)
Evaluate and synthesise relevant work-related skills, knowledge and 4 marks
understanding (2) and use these to justify conclusions and recommendations (2)
Demonstrate consistently good management of time, resources and learning (2) 5 marks
and an ability to identify areas for development and improvement by critically
reflecting upon own ideas and actions (2), employ appropriate methods to resolve
unpredictable problems (1)
Calculating an overall grade for the qualification
Each unit grade achieved by the candidate should firstly be converted into points as follows:
Pass =1 Merit = 2 Distinction = 3
The unit grade allocated to a double unit should be converted into point(s) and then doubled.
Then, the points will then be aggregated into an overall score and corresponding grade for the
whole qualification as follows:
Pass = 12-17
Merit = 18-27
Distinction = 28-36
N.B. Achievement of all the designated units is necessary for the full award. It is therefore
necessary for candidates to achieve a minimum of 1 point for each single unit and 2 points for each
double unit.

7 Units
Availability of units
The units in this qualification begin overleaf.
They may also be obtained from the centre resources section of the City & Guilds website.
Structure of units
As far as possible the units have been expressed in a standard format which fits with QCA Design
Principles for Higher Level Vocational Qualifications. Each unit comprises:
• Unit Title
• Unit summary
• Aims
• Outcomes – statements of what the learner is expected to achieve
• Unit content – specifies all the learning the students need to apply and draw upon in
order to be able to produce evidence indicated in the Assessment section which
addresses Outcomes. In addition, it provides Guidance to tutors in the design of
their programmes and can be used a diagnostic tool to identify areas of weakness
when candidates have not been able to achieve Outcomes.
• Assessment - specifies what candidates need to produce to show that they have
met the Outcomes. A form of evidence, e.g. a report is indicated in this section, but
different forms of evidence such as a case-study or presentation are valid as long as
they provide the opportunity for candidates to produce evidence of comparable
quantity and quality and to meet the same Outcomes.
• Guidance – on delivery, on Assessment, links with other units, resources

Unit 1: Mathematics for engineers
Unit summary
Rationale
This unit is about the application of a range of mathematical techniques to the solution of
engineering problems.
Successful achievement of this unit is dependent upon the candidate meeting the Assessment
requirements relating to the Outcomes of the unit and producing work of a satisfactory and reliable
standard.
Aims
This unit aims to enable the candidate to:
• acquire mathematical techniques
• recognise situations in which mathematical techniques may be applied to solve problems
• apply a variety of mathematical methods in the solution of engineering problems
• demonstrate the generality of mathematics with respect to the analysis of different engineering
situations.
Learning outcomes
On successful completion of the unit the candidate will be able to:
1. solve engineering problems that involve the use of trigonometric identities
2. use methods of differential calculus to solve engineering problems
3. use methods of integral calculus to solve engineering problems
4. apply complex numbers to the solution of engineering problems.
Delivery Advice
Candidates should be reassured of the relevance of this unit by relating it to engineering principles
wherever the opportunity occurs. This may be done by referring to other units within the
Engineering programme and, if possible, to work experience.
The use of computer spreadsheets, databases and mathematics software packages for processing
data and presenting results should be encouraged.
Connections with other qualifications

This unit is a mandatory unit for all Level 4 Engineering programmes. It provides underpinning
knowledge for all technology units and develops strategies to enable candidates to research within
technology units, and also to integrate and consolidate knowledge across different units.
Assessment and grading

The Outcomes of this unit will be assessed by a series of work-related case studies to demonstrate
the candidate's understanding of the underpinning theory and principles of engineering
mathematics. The case studies must cover the following areas:
• application of trigonometric identities in the solution of engineering problems

• application of integral and differential calculus in the solution of engineering problems
• application of complex algebra in the solution of engineering problems.

Unit 1: Mathematics for engineers
Outcomes
Outcome 1 solve engineering problems that involve the use of trigonometric identities
The candidate knows how to:

• identify trigonometric identities appropriate to the solution of problems. The identities may
include the compound and double angle formulae for sine and cosine, and the sums to
products formulae and products to sums formulae
• apply trigonometric identities to the solution of problems involving maximum and minimum
values, addition of waves and trigonometric equations.
Outcome 2 use methods of differential calculus to solve engineering problems

• obtain the first derivatives of the following functions:
n n n n
ax , (ax ± b) , sin(ax±b) , cos(ax±b) , e(ax ± b), ln (ax ± b) and linear combinations of these
functions
• obtain the derivatives of products, quotients and functions of the functions given above
• determine the nature and position of stationary values
• use differentiation methods to sketch graphs and solve problems involving maximum and
minimum values.
Outcome 3 use methods of integral calculus to solve engineering problems

n n
• obtain indefinite integrals of the following functions: ax , (ax ± b) , sin(ax±b), cos(ax±b),
e(ax ± b) and 1/(ax ± b)
• obtain definite integrals of the functions given above
• describe the significance of and calculate mean values of the functions given above and root
mean square values of trigonometric functions.
Outcome 4 apply complex numbers to the solution of engineering problems

• add, subtract, multiply and divide complex numbers in rectangular form
• multiply and divide complex numbers in polar form
• convert complex numbers to and from rectangular and polar forms
• solve problems involving two complex parallel impedances.

Units 2 - 8: Research and practice
Unit summary
Rationale
Candidates will need to select the focus of their research project from the following disciplines (see
ASSESSMENT section):
Unit 2: Electrical Engineering

Unit 3: Electronics
Unit 4: Mechanical Engineering
Unit 5: Measurement and Control
Unit 6: Chemical Engineering
Unit 7: Manufacturing
Unit 8: Multi-disciplinary Engineering
This unit enables a candidate to prepare a project brief and execute an engineering or engineering
management project, adequate in scope and design content. The candidate will also be able to
compile a report according to a recommended procedure consisting of title, contents, index,
section headings, introduction, design, results conclusions, appendices, references, and
bibliography. The use of Information and Communication Technology should be apparent in the
presentation of the report in the form of spreadsheets, databases graphs etc where appropriate.
requirements and Outcomes of the unit, and the production of work to a satisfactory standard.
This is a double unit and therefore equates to two unit credits.
Aims
The unit aims to enable the candidate to:
• effectively apply knowledge gained to the investigation and solution of an engineering problem
that requires some implementation of engineering design and solution evaluation
• compile a report to a required format.
Learning outcomes
1 select an engineering project of appropriate scope and content
2 prepare a project brief
3 execute a procedure for the solution of an engineering problem
4 evaluate the outcomes of the engineeringpProject
5 produce a project report.
Delivery Advice
Where appropriate, reference should be made to relevant legislation, standards and industrial
codes of practice.
The candidate should be encouraged to draw on personal occupational experience related to

current industry practice where appropriate when completing this unit. Close contact should be
maintained between candidate and project supervisor and it is preferable that a series of project

progress reports are submitted at strategic intervals. The candidate should be encouraged to
formulate a schedule of completion agreed with the project supervisor.
This unit would usually only be attempted in the latter half of the programme subsequent to the
completion of the relevant technological units.
Connections with other units/qualifications

The project should reflect the synthesis of knowledge gained and applied from the other units
studied in the programme. Of particular relevance is the unit ‘Project Planning’.
Assessment
Assessment for this unit should be carried out in the context appropriate to the engineering
pathway being undertaken by the candidate. These are electrical engineering, electronic
engineering, mechanical engineering, measurement and control, chemical engineering,
manufacturing or multi-disciplinary engineering.
The outcomes of this unit will be assessed on the production of a report of a minimum of 8000
words which incorporates:
• a standard report format
• use of appropriate IT skills
• analysis and design
• measurement, testing and data correlation as appropriate
• costing, efficiency and safety appraisals.

Units 2 - 8: Research and practice
Outcomes
Outcome 1: select an engineering project of appropriate scope and content

• identify an appropriate engineering problem that will involve an element of design
• limit the scale of the problem to a realistic size in terms of time and quantity
• negotiate the proposed project with his or her tutor.
Outcome 2: prepare a project brief

compile a written proposal to a recommended format that includes a title for the project, table
of contents, summary, appendices, references and bibliography as appropriate
• define the engineering problem
• state the objectives of the project
• examine options for the solution of the engineering problem
• explain the reasons for the proposed solution to the problem
• outline the techniques or method of realising the proposed solution
• state the expected time scales of implementation or project completion
• outline any potential improvements in efficiency arising from the implementation of the solution
• outline prospective costs of implementation of the project
• outline implications on safety.
Outcome 3: execute a procedure for the solution of an engineering problem

• state the objective(s) to be achieved through the solution to the project problem
• utilise the appropriate design expertise to solve the project problem
• utilise data, calculations, graphs, simulations, charts, etc. where appropriate to produce and
present project problem solutions
• communicate when necessary with the project supervisor for advice and Guidance.
Outcome 4: evaluate the Outcomes of the engineering project

• critically appraise the project against the original objectives
• estimate design and possible implementation costs of the project
• state and estimate any safety improvements or efficiency savings resulting from the solution of
the project problem.
Outcome 5: prepare a project report

• compile a written project report to a recommended format that includes a title for the project,
table of contents, index, section headings, summary, results, conclusions, appendices, list of
references and bibliography.

• use Information and Communication Technology to word-process the report and incorporate
the use spreadsheets and databases to present data as appropriate
• outline the scope and objectives of the project in the form of an introduction
• describe any design procedures with specimen calculations, charts, graphs or other data
display forms
• state any recommendations and the degree to which the solution(s) arrived at meet or do not
meet the original scope and objectives
• state any actual or estimated cost implications arising from the implementation of the project
recommendations
• state any actual or expected cost savings or expenditure arising from implementation of the
project solution(s)
• state any safety ramifications arising from the project solution(s)
• list any appendices, manufacturers’ data, standards, etc. according to a recognised format
• list references and or bibliography as appropriate
• paginate and appropriately section the compiled document.

Unit summary
Rationale
This unit is about providing the candidate with a sound knowledge of the electrical principles
required at a higher level for engineering technicians. The topics include the analysis of composite
magnetic circuits, network theorems, complex notation and the analysis of a.c. circuits, first-order
transients, two-port networks and an introduction to three-phase systems. The unit also provides a
foundation for further study in more specialised areas of electrical engineering.
Successful achievement of this unit is dependent upon candidates meeting the Assessment
Aims
The unit Aims to enable the candidate to develop an underpinning knowledge and theory of
electrical principles that might be required in the study of electro-technology units of the Level 4
Engineering Programme.
Learning outcomes
1 analyse series, parallel and series-parallel composite electromagnetic circuits
2 apply Thévenin’s and Norton’s theorems to the solution of d.c. network problems
3 apply complex notation to the analysis of single-phase series, parallel and series-
parallel a.c. circuits
4 analyse series, parallel and series-parallel RLC circuits
5 analyse electrical systems when modelled as two-port networks
6 analyse three-phase circuits
7 investigate the transient response of first-order circuits.
Delivery Advice
An integrative approach should be adopted using problems modelled on typical applications. The
links between theory and engineering practice should be established wherever possible.
Candidates should be encouraged to give numerical answers to an appropriate accuracy for the
application and also encouraged to develop a sound engineering judgement, enabling them to
justify the use of approximations and assumptions in solving electrical engineering problems.
If possible the results of calculations and graphs should be confirmed by the use of an appropriate
software package.

This unit is mandatory in the Electronics and Electrical Engineering Programmes and as such
provides the underpinning knowledge and theory of electrical principles that is required in many of
the technology units of the programme. It will in particular be a prerequisite for the following units:
Using Electrical Machines for Engineering Operations

Using Electrical Protection Techniques for Engineering Operations
Electrical Services and Installation
Electrical Supply and Distribution
Applying Analogue Circuits for Engineering Instrumentation
Applying Electronic Devices for Engineering Operations

Candidates could especially apply the knowledge gained from this unit when they are embarking on
the Research and Development unit.
Assessment
The outcomes of this unit will be assessed by a series of work-related case studies to demonstrate
the candidate's understanding of the underpinning theory and principles of electrical engineering.
The case studies must cover the following areas:
• magnetic circuits
• circuit theorems
• complex notation, circuit analysis and series and parallel resonance
• three phase circuits
• two port networks
• transient response of RC and RL circuits.

Outcomes
Outcome 1: analyse series, parallel and series-parallel composite electromagnetic

circuits

• explain the occurrence of coercivity, remanance and saturation in relation to the behaviour
of a magnetic material undergoing cyclic magnetisation
• relate the shapes of the hysteresis loops of magnetically soft and hard materials to their
application in magnetic and electromagnetic circuits
• calculate the reluctance of series and parallel magnetic circuits involving composite
materials
• estimate the inductance of a magnetic circuit given the applied m.m.f., circuit dimensions
and permeability
• solve problems relating to typical electromagnetic circuits.
Outcome 2: apply Thévenin’s and Norton’s theorems to the solution of d.c. network
problems

• solve problems involving d.c. networks by the application of Kirchhoff's current and voltage
laws
• solve problems involving d.c. networks by the application of Thévenin's theorem
• solve problems involving d.c. networks by the application of Norton's theorem.
Outcome 3: apply complex notation to the analysis of single-phase series, parallel and
series-parallel a.c. networks

• manipulate complex variables in addition, subtraction, multiplication and division using the
method of complex conjugates
• convert between polar form and rectangular form
• represent series R, L and C circuits by complex impedance
• represent parallel R, L and C circuits by complex admittance
• calculate real and apparent power using the relationships P = Re[VI* ] ; Q = Im[VI* ] .
Outcome 4: analyse series, parallel and series-parallel RLC circuits

• represent series, parallel and series-parallel R, L and C circuits by phasor diagrams
• derive the condition for resonance of a series RLC circuit
• derive the condition for resonance of a parallel RL-C circuit (i.e. with a non-ideal inductor)
• plot the frequency responses of series and parallel tuned circuits
• solve problems of resonance involving Q-factor and dynamic impedance
• solve problems involving series, parallel and series-parallel R, L and C circuits
• solve problems relating to power-factor improvement.

Outcome 5: analyse electrical systems when modelled as two-port networks

• define the parameters used in Z, Y and h-parameter models
• derive the input and output equations for the Z, Y and h-parameter models
• convert from one set of parameters to another
• solve problems involving low frequency, mid-band and high frequency gain of a two-port model
capacitively coupled to a parallel RC load.
Outcome 6: analyse three-phase circuits

• represent a three-phase system by phasor diagram
• solve problems involving line and phase values, power and power-factor improvement in
balanced three-phase loads
• analyse and describe methods of three-phase power measurement for balanced and
unbalanced systems
Outcome 7: investigate the transient response of first-order circuits

• produce graphs of the growth and decay of transient voltages and currents in RL and RC circuits
• solve problems relating to the time constant, rise-time, fall-time and steady state values of RL
and RC circuits

Unit summary
Rationale
This unit is about fundamental mechanical engineering principles and how to apply such principles
in the description of engineering situations and to the solution of problems in statics, dynamics,
work and power, thermodynamics and fluid dynamics.
standard.
Aims
• recognise mechanical engineering principles which are appropriate to a given situation
• select, combine and use engineering principles in the description of a given situation
• use appropriate engineering principles to solve problems
• interpret the significance of solutions to problems in terms of engineering principles.
Learning outcomes
1 solve problems involving loaded beams
2 solve problems involving thermal stresses
3 solve problems involving power transmission
4 apply dynamic principles to problems of rotation
5 apply thermodynamic principles to simple fluid processes
6 solve problems involving fluid dynamics.
Delivery Advice
Candidates should be reassured of the relevance of this unit by relating it to engineering practice
wherever the opportunity occurs. This may be done by referring to other units within the
Engineering programme and, if possible, to the candidates’ experience.
The use of computer spreadsheets, databases and mathematics software packages for processing
data and presenting results should be encouraged.
This unit is one of the mandatory units for the Level 4 Mechanical Engineering and Multidisciplinary
Engineering programmes and an optional unit for the other Level 4 Engineering programmes.
The unit provides underpinning knowledge for the units of Applying Thermal Dynamics for
Engineering Operations, Using Gas Turbines for Engineering Operations, Using Mechanical Plant
Systems for Engineeringn Operations, Using Plant Services for Engineering Operations and Using
Plant and Maintenance for Engineering Operations. The knowledge gained from this unit could be
used in completing the units Mechanical Engineering: Research and Practice and Multidisciplinary
Engineering: Research and Practice.

Assessment
the candidate's understanding of the underpinning theory and principles of mechanical
engineering. The case studies must cover the following areas:
• the use of analytical and diagrammatic techniques in the solution of realistic beam problems
and involving the selection of beam data from standard references
• the effects of temperature on stress
• the analysis of problems involving rotating machinery and belt drives
• the application of the general energy equation and the use of steam tables in the investigation
of energy and property changes involves in an industrially related process
• the solution to practical problems encountered in the flow of fluids around pipe bends and
against vanes.

Outcomes
Outcome 1: solve problems involving loaded beams

• evaluate forces to maintain equilibrium
• calculate shear forces, bending moments and thrusts and draw shear force, bending
moment and thrust diagrams for simply supported and cantilever beams carrying
combined transverse point and uniformly distributed loads and for hinged beams carrying
combined distributed and angular loads
• apply the bending formula in given situations
• use beam data to select a beam for a given loading.
Outcome 2: solve problems involving thermal stresses

• calculate changes in length due to temperature changes
• calculate the magnitude and nature of stresses due to temperature changes.
Outcome 3: solve problems involving power transmission

• use the torsion formula, T = = G to solve problems related to drive shafts
J r l
• use the formulae, T = (F1 - F2) r, P = T , P = (F1 - F2) v and F1/ F2 = exp(sin, to solve problems
relating to power transmission by vee belt drives.
Outcome 4: apply dynamic principles to problems of rotation

• solve problems relating to torque and kinetic energy of rotating masses
• solve problems involving the kinetic energy of rotation and translation
• solve problems using the conservation of linear and angular momentum
• solve problems of horizontal circular motion.

Outcome 5: apply thermodynamic principles to simple fluid processes

• use tables of properties to determine values of internal energy, enthalpy and volume of steam
• determine the dryness fraction of wet steam
• use tables of properties to solve problems relating to changes in the properties of steam
• use the general energy equation to obtain values of energy and property changes when a fluid
undergoes a process.
Outcome 6: solve problems involving fluid dynamics

• use the continuity equation and Bernoulli’s equation to solve problems of flow in pipes
• use the continuity equation, Newton’s second law of motion and the conservation of
momentum to solve problems of fluid flow in pipe bends and against perpendicular and oblique
plates and curved vanes.

Unit summary
Rationale
This unit is about analysing the operation of measuring instruments and associated industrial
measuring systems that monitor pressure, level, flow and temperature in industrial environments. It
will enable candidates to apply the principles of measurement to the solution of problems relating
to the process and allied industries. It will be of value, therefore, to candidates studying all
engineering disciples and in particular to those studying instrumentation, where it forms a
mandatory unit.
Successful achievement of this unit is dependent upon the candidate meeting the assessment
requirements relating to the outcomes of the unit and producing work of a satisfactory and reliable
standard.
Aims
This unit enables the candidate to:
• understand the operating principles of specific measuring instruments
• understand the underpinning reasons regarding relevant installation patterns
• compare the advantages and disadvantages of instruments that measure similar variables
• specify instruments for specific applications.
Learning outcomes
1 analyse the operation of pressure measuring instruments
2 analyse the operation of level measuring instruments
3 analyse the operation of flow measuring instruments
4 analyse the operation of temperature measuring instruments.
Delivery Advice
Delivery of the unit should be related to current Instrument Engineering standards and codes of
practice. Where appropriate, reference should be made to relevant health and safety legislation.

This unit is one of the mandatory units of the level 4 Instrument Engineering programme. As such it
provides underpinning knowledge to other technology units of the programme especially the
Transmission and Control units. It is particularly relevant to candidates who are embarking on the
research and practice unit of the Instrument Engineering programme. Candidates who are studying
Chemical Engineering will also find the content of this unit beneficial to their studies.
Assessment
the candidate's understanding of the underpinning theory and principles of pressure, level, flow
and temperature measuring systems. Each case study must cover the following areas:
• principles of operation
• performance calculations
• calibration details
• fault diagnosis.

Outcomes
Outcome 1: analyse the operation of pressure measuring instruments

• use theoretical principles to explain the practical operation of pressure measuring
instruments
• evaluate the operation of pressure measuring instruments for a given set of conditions
• calculate associated parameters relating to the operation of pressure measuring
instruments
• calibrate pressure measuring instruments
• use correct performance criteria to identify faults in pressure measuring instruments for a
given set of symptoms.
Outcome 2: analyse the operation of level measuring instruments

• use theoretical principles to explain the practical operation of level measuring instruments
• evaluate the operation of level measuring instruments for a given set of data
• calculate associated parameters relating to the operation of level measuring instruments
• calibrate level measuring instruments
• use correct performance criteria to identify faults in level measuring instruments for a given
set of symptoms.
Outcome 3: analyse the operation of flow measuring instruments

• use theoretical principles to explain the practical operation of flow measuring instruments
• evaluate the operation of flow measuring instruments for a given set of data
• calculate associated parameters relating to the operation of flow measuring instruments
• calibrate flow measuring instruments
• use correct performance criteria to identify faults in flow measuring instruments for a given
set of symptoms.
Outcome 4: analyse the operation of temperature measuring instruments

• use theoretical principles to explain the practical operation of temperature measuring
instruments
• evaluate the operation of temperature measuring instruments for a given set of data
• calculate associated parameters relating to the operation of temperature measuring
instruments
• calibrate temperature measuring instruments
• use correct performance criteria to identify faults in temperature measuring instruments
for a given set of symptoms.

Unit 12: Using Mass And Energy Balances In Chemical
Engineering
Unit summary
Rationale
This unit is about the knowledge and skills needed to plan, monitor, manage and evaluate mass and
energy balances for a representative range of processes carried out in the Chemical Industry.
It will enable candidates to apply physical and chemical principles to the solution of problems
relating to mass and energy balances.
This is a unit for which candidates will need to gather relevant information from standard reference
books in order to solve problems. The unit relates directly to current industrial practice and
candidates will be given opportunities to apply knowledge and skills to their own or a selected
process industry.
standard.
Aims
• acquire the basic knowledge and skills needed to perform mass and energy balances
• extract accurate, relevant, up-to-date information from standard reference books necessary to
perform mass and energy balances
• apply physical and chemical principles to the evaluation of problems relating to mass and
energy balances in the chemical and process industries
• undertake, evaluate and present mass and energy balances for processes in the chemical
industry.
Learning outcomes
1 analyse a chemical process in terms of simpler units
2 apply thermodynamic principles to energy analyses of chemical processes
3 produce pressure, volume and temperature data for ideal and non-ideal gases
4 analyse the distillation and extraction of liquid mixtures by the construction and use of
equilibrium diagrams
5 perform a mass balance over a simplified chemical process
6 perform an energy balance over a simplified chemical process.

Delivery Advice
Candidates should be encouraged to relate their studies to their workplace activities.
They should, wherever possible, be encouraged to choose examples from their own experience or
current industrial practice in order to show their ability to satisfy the knowledge statements and
Assessment.
Candidates should also be encouraged to use all potential sources of up-to-date information. These
might include technical workplace management, works reports and research reports in chemical
and other technical journals.
Connections with other units

This unit is one of the mandatory units of the level 4 Chemical Engineering Programme. As such it
provides the underpinning knowledge to other technology units within this programme and in
particular Using equipment for distillation, gas absorption and extraction processes for chemical
engineering operations and Using Plant Services for engineering operations.
The knowledge gained from this unit could, in particular be used by candidates when they are
embarking on the Research and Practice unit.
The unit also provides opportunities for candidates to apply the skills and knowledge gained to the
solution of problems relating to their workplace processes.
Candidates’ workplace databases may be of help and value when searching for specific data and
information to cover certain aspects of the Assessments.
Assessment
the candidate's understanding of the underpinning theory and principles of balancing mass and
energy in chemical processes. The case studies must cover the following areas:
• the gathering relevant information from standard reference sources to solve industrially
relevant problems
• the application of the gas laws to solve problems involving industrially important ideal and non-
ideal gases
• the application of thermodynamic principles to solve problems relating to energy changes
• the balancing of mass and energy in simplified models of industrial chemical processes
• the use of equilibrium diagrams in the solution to problems involving ideal and non-ideal
mixtures and partially immiscible ternary systems.

Unit 12: Using Mass And Energy Balances In Chemical
Engineering
Outcomes
Outcome 1: analyse a chemical process in terms of simpler units

• identify the processing stages for a given chemical process
• specify the unit operation and transfer operation for a given chemical process
• display processes in the form of block diagrams and flow diagrams
• select the most appropriate processing method for a given process operation.
Outcome 2: apply thermodynamic principles to energy analyses of chemical processes

• demonstrate an understanding of the first and second laws of thermodynamics, standard
heats of reaction, standard entropy, Gibbs free energy of formation, equilibrium constants
and Hess’s law
• select appropriate thermodynamic functions or laws to accurately solve problems related to
energy changes in chemical processes
• solve problems relating to energy changes, logically and to a degree of accuracy
appropriate to the available data.
Outcome 3: produce pressure, volume and temperature data for ideal and non-ideal
gases

• predict physical data for gases using the ideal gas laws
• identify the properties of ideal and non-ideal gases as they affect physical data and properties
• select and predict the most accurate physical data from a number of sources
• solve problems using the gas laws involving industrially important ideal and non-ideal gases.
Outcome 4: analyse the distillation and extraction of liquid mixtures by construction and
use of equilibrium diagrams

• construct diagrams for binary mixtures using standard techniques
• distinguish between diagrams representing ideal and non-ideal mixtures
• construct diagrams for partially immiscible ternary systems
• evaluate the information displayed on accurately drawn equilibrium diagrams
• solve problems using data taken from equilibrium diagrams to an accuracy in keeping with the
available equilibrium data.

Outcome 5: perform a mass balance over a simplified chemical process

• analyse combustion and chemical processes (involving up to three reactants) into simple stages
sufficient for the balancing of materials entering and leaving the process
• calculate the masses of material entering and leaving the process to an accuracy in keeping with
the available data
• present the results of a mass balance clearly in an acceptable form, for example as a flow
diagram or in tabular form.
Outcome 6: perform an energy balance over a simplified chemical process

• analyse a given chemical process, involving temperature change, into simpler stages sufficient
for the balancing of energy inputs and outputs
• apply the laws of thermodynamics, thermochemistry and extracted physical data to solve a
given energy balance problem to an accuracy in keeping with the available data
• present the results of an energy balance clearly in an acceptable form, for example as a flow
diagram or in the form of a table.

Unit summary
Rationale
This unit is designed to provide the candidate with a sound knowledge of the procedures and
processes required for the production of a component using engineering methods and techniques.
The topics include the planning and organisation that is necessary before the manufacturing phase
can begin, the relationships between material properties, dimensional tolerances and the different
manufacturing processes available with respect to the economic use of materials and labour and
assembly methods, finishing processes, inspection and quality control.
Successful achievement of this unit is dependent upon candidates meeting the assessment
Aims
This unit aims to provide the candidate with sufficient information and experience within the
manufacturing field to be able to participate in the planning and production of a wide range of
engineered products
Learning outcomes
On successful completion of this unit the candidate will be able to
1 analyse the requirements of an engineering product
2 compare different production methods
3 investigate the merits and limitations of production line and assembly techniques (including
robotics)
4 determine suitable finishing processes for varying conditions
5 identify the requirements for, and methods of, product inspection and quality control
Delivery Advice
The Assessment should be related to the candidate's work place/experience and should be
practical, realistic and relating to current sector practice. The links between theory and
manufacturing practice should be established wherever possible.
Links with other units/qualifications

This unit has links with the following units within this qualification:
Manufacturing: Research and Practice
Robotics and Automated Systems in Manufacturing
Assessment
The outcomes of this unit will be assessed by a series of work-related case studies which
demonstrate the candidate's understanding of the underpinning theory and principles of
manufacturing. The case studies should be supported by all relevant drawings, specifications, and
other data sheets needed to support the decisions made by the candidate relating to the
production methods selected for the manufacture of the component or assembly.

Outcomes
Outcome 1 Analyse the requirements of engineering products

• interpret specification details from
¾ engineering drawings produced to current standards
¾ reference to other standards (e.g. for materials, thread forms etc.)
¾ performance graphs and tables
• determine the parts of a specification necessary to plan the manufacturing process
¾ materials
¾ overall dimensions
¾ accuracy requirements
¾ quantities to be manufactured
¾ types of finish and other treatments
¾ need for special jigs and/or fixtures
• assess the availability of
¾ machines and other associated equipment
¾ labour with appropriate skills
¾ materials and other ancillary parts
• compare the merits and limitations of ‘buying in’ some parts compared to ‘in house’
manufacture
• assess the time scale required for production and use CPA or PERT to determine key
elements and potential hold ups.
• estimate the cost of production
• discuss with the design team any changes to an original design that may be considered
necessary to meet the practicalities of manufacture
Outcome 2 Compare different production methods

• compare different machining methods including the associated tools and ancillary
equipment required
¾ use of lathes, including NC and CNC
¾ milling machines including NC and CNC
¾ drilling machines and jig borers
¾ horizontal and vertical borers
¾ surface and cylindrical grinding machines
¾ EDM and ECM
• assess the capability of machining processes in terms of
¾ capacity
¾ rate of production
¾ cost per unit item produced
¾ accuracy available
¾ types of surface finish
• assess manufacturing processes by fabrication and welding methods
¾ cutting by shear and heat (gas and plasma arc)
¾ bending, cropping and nibbling
¾ uses and applications of welding by manual metal arc

• select suitable joining methods for materials using thermal processes
¾ oxy-fuel and metal arc processes (including inert gas techniques, spot and
resistance welding)
¾ soft soldering and brazing
• select cold joining methods using different types of adhesives
• identify where casting and moulding techniques are suitable
¾ metal casting including manufacture of patterns and moulds for sand casting, die
and injection moulding
¾ production processes using composite materials
• identify products where manufacture by pressing, stamping and extrusion would be
appropriate
Outcome 3 Investigate the merits and limitations of production line and assembly
techniques (including robotics)

• assess the requirements for mass production and batch production
• identify the different layouts to allow for
¾ safe working
¾ access to the necessary materials, tools and equipment
¾ provision of power hoists and mechanised conveying methods
¾ relationship between movement, the physical size of tooling and the working space
restrictions
• identify the methods used for producing sub-assemblies and how these can be linked to
main production lines
• assess methods of dealing with problems
¾ shortages and/or spoiled materials and components
¾ variations in specification
• appreciate the movements and capabilities of ‘pick-and-place’ and full robotic appliances
• identify different robotic configurations and envelopes available
¾ polar
¾ cartesian
¾ articulated arm
¾ SCARA
¾ cylindrical)
• identify types of sensors used to detect movement, and other requirements (e.g. reading
from bar codes etc.)
• select different types of wrist articulation and end effectors according to applications
• explain the different methods of programming robots
¾ off-line
¾ lead through
¾ teach pendant
• appreciate the need for correct part orientation at the work station
• procedures to be followed when using robotic appliances with respect to safety,
malfunctions or failures
Outcome 4: Determine suitable finishing processes for varying conditions

• analyse the surface requirements of a product in terms of
¾ resistance to corrosion and UV light
¾ hardness and resistance to erosion
¾ resistance to chemical attack
¾ appearance

¾ cost
¾ maintenance
¾ possible environmental effects
• compare different types of metallic coatings available
¾ galvanising
¾ anodising
¾ tin plating
¾ sheradising
¾ nitriding (and other surface hardening methods)
¾ plating (chromium, nickel etc)
• compare other types of surface finish possible
¾ plastic
¾ paint based
• select the appropriate methods for application of finishes
¾ hot and cold dipping
¾ electro-chemical processes
¾ painting
¾ spraying
Outcome 5: Identify the requirements for, and methods of, product inspection and
quality control

• identify the requirements of an inspection department in terms of
¾ personnel
¾ equipment
¾ environment (e.g. maintaining standard temperature and a pollution free
atmosphere)
¾ reference volumes or access to websites for details of BS and ISO standards
• interpret the specification for a component for inspection purposes in terms of
¾ dimensions (linear and geometric)
¾ finishing processes
¾ structural soundness (quality of welds, surface cracks, blow holes in castings etc.)
• determine the need for any special test or inspection equipment (e.g. gauges and test rigs)
• ensure that all measuring and inspection equipment to be used is
¾ capable of being used to determine that a product lies within the specified
tolerance bands
¾ has been properly calibrated within laid down time scales
• determine sampling sizes with respect to
¾ overall production
¾ application of product (e.g. agricultural or aviation)
¾ customer satisfaction
¾ possible legislative repercussions
• establish conditions and parameters for either re-working or rejecting components that do
not meet the initial specification.

Unit 14: Using materials technology in engineering
Unit summary
Rationale
This unit is about the classification, structure, properties and applications of materials used in
engineering. The analysis of metals and their alloys, polymers and ceramics is rigorous and the unit
will be of value to candidates studying all branches of engineering.
The unit will give candidates greater confidence in selecting and using materials for given
applications. The unit also forms a sound basis for further more specialised study.
Aims
The unit aims to enable the candidate to
y become conversant with the terminology of engineering materials
y relate the structure of materials to their physical properties
y critically appraise materials in relation to function
y perform calculations to determine values of physical properties of engineering materials.
Learning outcomes
1 demonstrate an understanding of the crystalline structure of metals
2 investigate the physical properties of metals, methods of testing these properties and
distinguish between different modes of metal fracture
3 predict the microstructure and properties of simple binary alloys
4 investigate the manufacture of ceramic components for engineering applications
5 investigate the physical properties and manufacture of polymeric materials.
Delivery Advice
This unit may be delivered by formal teaching or by open learning or by a mixture of the two. It is
fundamentally a theoretical unit with practical applications in a wide variety of manufacturing areas
and where candidates can obtain some practical experience or observation, they should be
encouraged at all times to relate theory to practice.
Whilst the unit will prove of value to all engineering students, some candidates from ‘non-
mechanical’ disciplines, such as Electrical Engineering, may well require supplementary teaching
support and revision on basic engineering science.
Connections with other units/ qualifications

Candidates could use the knowledge gained from this unit when following the Research and
Development unit. The unit forms part of the options within the other Level 4
Engineering programmes and in particular could be used as a resource for Mechanical Engineering
Principles, Manufacturing: Principles and Design. The unit also provides an opportunity for the
delivery of Key Skills, particularly Problem Solving.

Assessment
the candidate's understanding of the underpinning theory and principles of materials commonly
used in engineering. The case studies must cover the following areas:
• metallurgy, including the crystalline structure of metals and alloys, properties, testing and
modes of failure
• the use of equilibrium diagrams to predict the microstructure and properties of binary alloys
and the use of heat treatment to modify microstructure
• an investigation into the use ceramics as an engineering material
• an investigation into the use of polymers as an engineering material.

Unit 14: Using materials technology in engineering
Outcomes
Outcome 1: demonstrate an understanding of the crystalline structure of metals

• draw the Bravais, or space, lattices of crystalline structures common to metals
• describe and illustrate point, line and plane defects in crystalline structure
• describe some consequences of defects on the properties of metals
• distinguish between substitutional and interstitial solid solutions in alloys.
Outcome 2: investigate the physical properties of metals, methods of testing these

properties and distinguish between different modes of metal fracture

• determine ultimate tensile strength, Young’s modulus and proof stress for a metal sample
• describe tests for hardness and impact resistance of metals
• describe and distinguish between ductile fracture, brittle fracture, fatigue and creep in metals
• use Griffith’s theory of brittle fracture to calculate fracture stress
• calculate stress amplitude or cycles to failure using the Basquin equation, S = A N B
Outcome 3: predict the microstructure and properties of simple binary alloys

• calculate liquid/solid proportions of alloys using the lever rule
• sketch common equilibrium diagrams and describe the phases illustrated
• sketch and describe the microstructure of alloys in relation to equilibrium diagrams
• relate the properties of alloys to their microstructure
• describe how heat treatments affect the microstructure of steel.
Outcome 4: investigate the manufacture of ceramic components for engineering

applications

• justify the selection of a material for a particular application in terms of its mechanical and
electrical properties
• identify the influences of powder particle size, shape and distribution on the forming and quality
of ceramic components
• choose shaping processes for a range of materials and components.
Outcome 5: investigate the physical properties and manufacture of polymeric materials

• classify polymeric materials in terms of polymer structures, physical form, and design and
marketing requirements
• relate the mechanical, electrical and thermal properties of polymers to molecular structure and
chemical bonding
• select additives to improve the properties, processing and range of application of polymers.


Unit 15: Using engineering design for manufacturing
Unit summary
Rationale
This unit aims to develop an overview of the nature of the design activity, process and method with
emphasis on the design of products that have an engineering content. It is anticipated that
candidates will use it as a template for a design project in a specific discipline such as chemical,
mechanical, structural, aeronautical, electrical or electronic engineering which satisfies the
specifications of cost, suitability, manufacturability, reliability, aesthetics and ergonomics.
Aims
The unit Aims to enable the candidate to develop a strategy and methodology for designing
engineering systems, structures of components.
Learning outcomes
1 generate design proposals which meet functional specifications
2 communicate design concepts
3 select materials appropriate to manufacture of the product
4 demonstrate an awareness of manufacturing process limitations
5 produce working drawings to facilitate manufacture
Delivery Advice
This is a single unit representing 40 hours of guided learning.
range of resources to gather data ie web sites and download demo software.
Valuable information can be obtained through visits to organisations. Also from presentations by
guest speakers.
industrial codes of practices. Similarly, safe working methods and safe precautions should be
followed at every stage of the activity and health and safety considerations should, wherever
possible, be integrated into specific units.

This unit integrates with Unit 7 : Manufacturing: Research and Practice, Unit 13 : Manufacturing
Engineering Components, Unit 14: Using CAD/CAM systems in product development and Unit 47:
Applying Computer programming for engineering operations and is an opportunity for the student
to additionally develop their knowledge of manufacturing, design, computer systems and
programming.
The knowledge gained from this unit could especially be applied by candidates when they are
embarking on the Research and Development unit.

Assessment
The outcomes of this unit will be assessed by a series of short practical work case-studies to
demonstrate the candidate's understanding of the underpinning knowledge and principles of
Engineering Design. The assessed work should include the following.
• Research into the different types of Engineering Design and the benefits and application of each.
Also reference to integration i.e. concurrent engineering and DFMA philosophy is also
recommended.
• Use a proprietary engineering design system to develop a product, which can be simulated and
/ or manufactured.

Unit 15: Using engineering design for manufacturing
Outcomes
Outcome 1: generate design proposals which meet functional specifications

• evaluate descriptive design models including conceptual, embodiment and detail
approaches
• evaluate prescriptive design models including algorithic and systematic approaches
• differentiate between creative and rational techniques of design
• solve design problems utilising “decision trees”, hierarchical methods and morphological
charts
• modify and refine designs
• cost designs
Outcome 2: communicate design concepts

• present designs using sketches, illustrations, drawings, animations or models
• communicate ideas and proposals using language that eliminates ambiguity
Outcome 3: select materials appropriate to manufacture of the product

• select materials with properties that match design specifications with regard to:
¾ strength, density, toughness, hardness, elasticity and conductivity
¾ aesthetics
¾ manufacturability
¾ reliability
¾ service life
¾ cost
• test materials to determine their properties
• conduct tests which give indications of a materials reliability and service life
¾ corrosive tests
¾ fatigue tests
¾ electrical conductivity
¾ thermal or electrical insulation
¾ colour fastness
¾ density
Outcome 4: demonstrate an awareness of manufacturing process limitations

• access technical information on manufacturing processes and determine their limitations
• select manufacturing processes appropriate to design
¾ cutting machining processes

¾ forming processes
¾ finishing processes
• assess problems with manufacture due to a components:
¾ size
¾ weight
¾ structural strength
¾ rigidity
Outcome 5: produce working drawings to facilitate manufacture

• translate design concepts into working drawings using:
¾ traditional methods
¾ computerised drawing systems
• assess CAD/CAM manufacturing systems

Unit 16: Using CAD/CAM systems in product
development
Unit summary
Rationale
This unit is about providing the candidate with a sound knowledge of CAD/CAM in Manufacturing
Systems which is required at a higher level for engineering technicians.
standard.
Aims
• develop a knowledge and understanding of the philosophy of CAD/CAM systems

• apply CAD/CAM systems in product development.
Learning Outcomes
1 analyse the benefits of CAD/CAM
2 describe the different file formats which allow the transfer of data
3 investigate the different types of Computer Aided Design (CAD) system and their applications
4 investigate the different types of Computer Aided Manufacturing (CAM) system and their
applications
5 apply a CAD/CAM system to develop a given product
6 research the latest developments in this area.
Delivery Advice
range of resources to gather data ie web sites and download demo software.
Valuable information can be obtained through visits to organisations. Also from presentations by
guest speakers.

This unit integrates with Unit 7 : Manufacturing: Research and Practice, Unit 13 : Manufacturing
Engineering Components, Unit 15 : Using Engineering Design for Manufacturing and Unit 47:
Applying Computer programming for Engineering Operations and is an opportunity for the student

to additionally develop their knowledge of manufacturing, design, computer systems and
programming.
embarking on the Research and Development unit.
Assessment
The Outcomes of this unit will be assessed by a series of practical work case studies to demonstrate
the candidate's understanding of the underpinning knowledge and principles of CAD / CAM. The
assessed work should include the following.
• Research into the different types of CAD / CAM system and the benefits and application of each.
Also reference to integration i.e. concurrent engineering and DFMA philosophy is also
recommended.
• Research into the different types of machine tool in terms of the number of axes, controller and
the types of products they produce.
• Use a proprietary CAD/ CAM system to develop a product, which can be simulated and / or
manufactured on a machine tool.

Unit 16: Using cad/cam systems in product
development
Outcomes
Outcome 1: Analyse the benefits of CAD/CAM

• explain the need to integrate and automate engineering computer applications
• explain the philosophy of concurrent engineering and that techniques such as Design For
Manufacture and Assembly (DFMA) can take advantage of CAD/CAM systems
• describe the benefits of simulation and testing using CAD/CAM systems in terms of safety
and efficiency.
Outcome 2: Describe the different file formats which allow the transfer of data

• explain the different file formats for transferring geometrical data from one system to
another i.e. DWG, DXF, IGES, STL, VRML, HPGL
• describe using a charts the links between different systems i.e. CAD to CAM to CNC, CAD to
STL and rapid prototyping, CAD to Bill of materials etc, labelling all diagrams with the
appropriate file format
• state how the integration of such systems can be applied using windows, web, networks,
serial and parallel links.
Outcome 3: Investigate the different types of Computer Aided Design (CAD) system and
their applications

• appreciate the different types of CAD systems available and the level of computer system
required
• determine the cost v application benefits of different systems i.e. a simple system for turned
components
• investigate the different design philosophies i.e. generating 2D from 3D or vice versa
• investigate software automation i.e. parameterisation, LISP, VBA, part libraries etc
• apply the above to a variety of components ranging from 2D turned components to 3D
sculptured surfaces.
Outcome 4: Investigate the different types of Computer Aided Manufacturing (CAM)

system and their applications.

• describe the different CAM systems dependent on the number of axes i.e. 2D for turning
and nibbling to multi axis systems for complex surfaces
• explain the benefits of using libraries of tools, materials, clamps, chucks, parametric’s and
macro’s
• explain the benefits of simulating cutter paths before downloading to the machine tool
• investigate the different machine tool controllers and the part programming languages that
control them.

Outcome 5: Apply a CAD/CAM system to develop a given product.

• in CAD
¾ create the geometry for a given component, making sure that the appropriate datum’s are
used with reference to the manufacturing process, continuous line mode or bounded
geometry must be set
¾ export geometry using a standard file format , which can then be imported into a CAM
package
• in CAM
¾ apply part boundaries with reference to the appropriate datum’s and direction.
¾ consider safety at all times ie safe start up and close down information.
¾ define the appropriate tools, clamps, speeds and feeds for a given material
¾ define clearance planes and safe tool change positions
¾ write code to area clear pockets or roughing macros, finish profile, standard macros
(drilling, threading and clamp jump routines)
• simulate the cutter paths and post process for a given machine tool controller.
Outcome 6: Research the latest developments in this area.

• explain the benefits of rapid prototyping and any other recent development.

Unit 17: Robotics and automated systems in
manufacturing
Unit summary
Rationale
This unit is about providing the candidate with a sound knowledge and understanding of Automated
Systems in Manufacturing required at a higher level for engineering technicians.
standard.
Aims
• develop knowledge and understanding of the application of robots and other automated
devices within manufacturing
• develop an understanding of the systems approach to automation and the tools and techniques
available to achieve a system.
Learning outcomes
1 analyse the types of an automated system within manufacturing and their safety requirements
2 investigate the computer control and monitoring systems required by automated systems
3 investigate the types and applications of automated devices available to manufacturing systems
4 investigate the different computer control systems and languages available for both dedicated
and flexible devices
5 apply a language to control a robot and/ or a dedicated device
6 analyse and apply the benefits of simulation and offline programming to robotic and other
automated systems.
Delivery Advice
range of resources to gather data ie, web sites and download demo software.
Valuable information can be obtained through visits to organisations and from presentations by
guest speakers.

This unit integrates with Unit 24: Programmable Logic Controllers and Unit 47:Applying Computer
programming for Engineering Operations and is an opportunity for the student to additionally
develop their knowledge of automated systems.
embarking on the Research and Practice unit.
Assessment
The outcomes of this unit will be assessed by a series of practical work case studies to demonstrate
the candidate's understanding of the underpinning knowledge and principles of robotics and
automation. The assessed work should include the following.
• Research into the different types of robots and dedicated device and the benefits and
application of each.
• Research into SCADA systems and the benefits and applications.
• Research into the types of robot simulation system available and the general benefits of such
systems.
• Planning and writing programs in a clear structured and well-documented fashion.
• Programming of a dedicate pick and place device using PLC and for example pneumatic control.
• Programming of a real or simulated robot using a proprietary language such as VAL2, ARLA, and
KAREL in order to perform a simple assembly or Flexible Manufacturing task.

Unit 17: Robotics and automated systems in
manufacturing
Outcomes
Outcome 1: Analyse the types of an automated system within manufacturing and their
safety requirements

• explain the need to automate and elements of automated systems
• calculate the cost benefits and break even points for different levels of automation
• understand that techniques such as Design For Manufacture and Assembly (DFMA) can be
applied before automating i.e. manual assembly may be best
• describe the difference between flexible and dedicated systems, with particular reference to
Flexible Manufacturing Systems
• examine the safety regulations for automated systems, with particular reference to the PUWER
guidelines.
Outcome 2: Investigate the computer control and monitoring systems required by

automated systems

• explain the hierarchy of control within an automated system
• describe the elements and benefits of distributed control
• appreciate the benefits and application of Supervisory Control and Data Acquisition (SCADA)
systems.
Outcome 3: Investigate the types and applications of automated devices available to

manufacturing systems

• appreciate the different types of robotic and dedicated devices in terms of :-
¾ cost in terms of control i.e. dedicated pneumatic systems v
¾ accuracy and repeatability with particular reference to degrees of freedom and control ie,
feedback devices ie, encoders
¾ applications of the different types and design of robot
• define co-ordinate systems for robots ie, how are points in space determined, with particular
reference to taught points.
Outcome 4: Investigate the different computer control systems and languages available
for both dedicated and flexible devices.

• explain the different control systems available i.e. PLC for dedicated devices and computer
control for robots
• examine the different programming languages available to PLC’s i.e. ladder logic, instruction
set, VBA etc
• examine the different programming languages for robots ie VAL2, Karel, ARLA, FANUC etc
• understand the different operating methods ,logic structures and conditions for both ie cyclic
and sequential. Subroutines, loops, case, if the else etc.

Outcome 5: Apply a language to control a robot and/ or a dedicated device.

• plan the sequence of events and the program using a diagrammatic method, considering safety
conditions at all times
• write clear, structured and well-documented programs, which are easy to maintain and
understand
• program a PLC in ladder or an instruction language to control a dedicated device
• program a robot using previously defined taught points to perform a simple task.
Outcome 6: Analyse and apply the benefits of simulation and offline programming to
robotic and other automated systems.

• explain the benefits of simulation when designing a new automated system and programming
robots off-line
• apply a robot simulation package to develop a robot programme for a simple task.

Unit 18: Data communications and networks
Unit summary
Rationale
This unit is about data communication and networks. The candidate may be called upon to manage
user and group accounts on a network, use transmission media and connectors to connect
computers, configure communication software and install and configure network components.
Aims
The module aims to enable the candidate to:
• select suitable transmission media, connectors and hardware to enable data transmission
between computers
• configure communication software by selecting appropriate parameters for data transmission
• transfer data between computers via a communication link
• undertake management of user and group accounts on a local area network (LAN )
• apply Health and Safety regulations for electrical equipment
Learning outcomes
1 demonstrate an understanding of data communication media, connectors and methods of data
transmission
2 establish a direct connection between two computers and configure communication software
3 demonstrate an understanding of fundamental network concepts and components
4 install a network interface card and configure the software for a peer to peer network of two
computers and a printer
5 manage users and group accounts and demonstrate an understanding of network management
facilities and common network applications and services
6 conform to Health and Safety regulations
Delivery advice
activities carried out in the workplace as agreed by their employer.
During assignments candidates should be supplied with documentation and/or access to manuals in
order to carry out tasks for network management, software set up and use and hardware
installation and configuration.
Evidence for assignments should be the candidates’ own work and candidates are expected to plan
and carry out their Assessments independently.

Assessment
The outcomes for this unit can be assessed by producing case studies for the following:
Assessment 1
Establish a direct connection between two computers and configure communication software
Communication software should be installed on both computers and a selection of cables and
connectors should be made available to enable the transfer of data files. The candidate should
• Select the cable and connectors to be used for serial port connection
• Use the selected cable and connectors to connect two computers
• Configure the communication software (eg number of data bits, parity, number of start bits,
number of stop bits, baud rate)
• Transfer a text file from one computer to another, rename the file and make amendments to the
content of the text file on the receiving computer and transfer the text file back to the
originating computer
• Provide evidence of the transfer of the text file in both directions by screen shots of directory
listings and a printout of the original text file and the amended text file
Assessment 2
Install a network interface card and configure a peer to peer network of two computers and a
printer.
Suitable operating system software should be installed on both computers. Depending on the
operating system used printer drivers may need to be on both computers. A selection of network
interface cards, cables, connectors and hubs should be made available to enable the set up of a
peer to peer network. The candidate should
• select a network interface card for both computers
• install and configure both network interface cards
• connect both computers selecting as appropriate from cables, connector and hubs
• connect the printer to one computer and ensure that the printer driver is installed
• install and configure the network software components to allow communication
• set up client logon on each computer
• set up directory/folder facilities to access all resources on either computer
• test the functionality of the network:
i. transfer files in both directions
ii. use an application to access a file on the other computer
iii. create and print a text file from both computers
• provide documentation explaining the technical details about the network eg configuration,
protocol(s) used, type of network interface cards used, what resources are shared, whether
passwords are required for shared resources
• provide an evaluation report about the implementation with respect to installation and
configuration, benefit to users, security of data, speed of data transfer for files and printed
output and any problem which occurred
Assessment 3
Manage user and group accounts
This can be achieved by setting up a dummy server on a LAN with user and group accounts set up.
The candidate should
• Create a new user
• Create a new group
• Disable a user account
• Delete a user account
• Delete a group account
• Print an error/log report to provide evidence that they have performed the actions specified

Unit 18: Data communications and networks
Outcomes
Outcome 1: demonstrate an understanding of data communication media, connectors

and methods of data transmission

• describe and compare data transmission media: coaxial cable; twisted pair (shielded and
unshielded); optical fibre; radio waves
• explain attenuation and interference and compare these for different transmission media
• describe cable connectors: BNC (plugs, sockets, ‘T’ connectors, terminators); RJ45 connectors
• describe and compare the representation of signals in analogue and digital form
• describe the effects of bandwidth limitations
• describe modulation techniques: amplitude; frequency; phase
• explain simplex, duplex and half-duplex communications
• compare serial and parallel data transmission
• describe the techniques of asynchronous and synchronous data transmission
• explain how a data channel may be shared using multiplexing and describe methods of
multiplexing: Time Division Multiplexing (TDM); Frequency Division Multiplexing (FDM)
• compare baseband and broadband data transmission
Outcome 2: establish a direct connection between two computers and configure

communication software

• explain the difference between character codes and control signal codes used for data
transmission
• describe standard characters sets for data representation: ASCII; EBCDIC
• describe standards for data transmission: RS232; V24; X21
• explain RS232 connection formats: 9-way and 25-way D type
• describe Data Terminating Equipment (DTE) and Data Circuit Terminating Equipment (DCE)
• describe the protocols used between DTE and DTE and DTE and DCE connections and
communications: XON; XOFF; CTS; RTS
• explain the use of a null modem for a direct cable connection between DTE and DTE
• select suitable cables and connectors to provide a direction connection via a serial port
between DTE and DTE
• configure communication software (eg number of data bits, parity, number of start bits,
number of stop bits, baud rate) to allow the transfer of files between DTE and DTE
• explain the function of a modem (DCE) when connecting DTE to the public switched telephone
network (PSTN)
• describe the Integrated Services Digital Network (ISDN)
Outcome 3: demonstrate an understanding of fundamental network concepts and

components

• describe the advantages and disadvantages of networking computers including: sharing
information on the system; sharing hardware resources such as printers; sharing application
software; e-mail communications between users; file exchange between users; access to and
use of the Internet

• describe local area networks (LAN) and wide area networks (WAN) and the differences between
them
• explain the purpose of a server and the different types of server available on a network: file,
client/server, web, mail
• describe bus, ring, mesh and star network topologies and the advantages and limitations of
each
• explain the token passing and CSMA/CD (carrier sense multiple access with collision detection)
data control flow methods of accessing a network to transmit data.
• explain error detection methods: parity checking; checksum; CRC
• identify the main hardware components of a network including: server, PC’s, terminals and
peripherals
• explain the functions of hubs, repeaters, bridges, routers and gateways in networks
• describe and compare the TCP/IP, NetBEUI, and IPX/SPX protocols
• explain the need for international standards for data transmission and the functions of the
CCITT, ISO, ANSI, IEEE and EIA.
Outcome 4: install a network interface card and configure the software for a peer to
peer network of two computers and a printer

• describe the operation of a peer to peer (workgroup) network
• explain the purpose of a network interface card (NIC) and the types of network interface cards
available
• select, install and configure (eg IRQ, port address, memory address) a network interface card
(NIC)
• select suitable cables, cable connectors, components and software necessary to connect two
computers and a printer in a peer to peer network
• explain that drivers are the software components required to operate the hardware
• install and configure the network software components (eg protocol, driver) using an
appropriate operating system
• set up client logon and directory/folder facilities to access all resources on either computer
• test to ensure the functionality of the peer to peer network
• describe the security issues involved if a peer to peer network is connected to an external
network eg Internet
• describe common problems that can arise which prevent the network from operating correctly
eg loose socket connection, break in cable, incompatible protocols installed
• document a network implementation with respect to configuration, protocol(s) used, type of
network interface cards used, whether passwords are required for shared resources and
specification of which resources are shared
• evaluate network implementation with respect to installation and configuration, benefit to
users, security of data, speed of data transfer for files and printed output and any problems
which may have occurred
Outcome 5: manage users and group accounts and demonstrate an understanding of

network management facilities and common network applications and
services

• describe the tasks involved in the management of networks: system configuration;
management of users; management of workstations; activity log reporting; error log reporting;
traffic analysis; performance analysis; regular backup of data
• undertake the processes of creating a disabling and deleting user and group accounts on a LAN
• describe network security techniques to prevent unauthorised access to data: physical access;
user identification code; password; access rights; firewall; proxy server
• explain the use of encryption as a method of security to protect confidential data

• explain the importance of anti-virus software in the prevention of ‘virus infection’
• describe common network applications and services:
Electronic mail (E-mail) for electronic communication
Browser for access to the Internet and World Wide Web (WWW)
Scheduling for group meetings and appointments
File Transfer Protocol (FTP) for the transfer of files
Hypertext Transfer Protocol (http) for retrieval of World Wide Web (WWW) pages
Outcome 6: conform to health and safety regulations

• use anti-static equipment to ensure safe working conditions
• use safe working practices on mains-powered equipment


Unit 19: Applying safety, occupational health and
Environment policies with engineering
Unit summary
Rationale
This unit is about safety from the perspectives of industrial situations, individual personnel and the
environment. It enables the student to apply safety-engineering techniques to an industrial process
by studying a hazardous incident and recommending improvements. Specific instances are covered
to quantify the degree of risk in industrial processes. Students describe, appraise and evaluate a
workplace’s accident and emergency procedures. They also appraise safety legislation
requirements for the workplace and explain the duties and obligations of employers and
employees, with respect to current regulations and codes of practice. The impact of dangerous and
industrial waste on the workplace, environment and individuals is undertaken.
standard.
Aims
• understand the causes of hazardous incidents
• critically examine a workplace’s accidents and emergency procedures
• understand current Health and safety legislation with regard to hazardous and dangerous
substances
• understand the techniques associated with the handling and disposal of industrial waste
• carry out audits on industrial processes regarding the potential impact on the Environment.
Learning outcomes
1 analyse a hazardous incident and make recommendations to prevent or reduce the
possibility of recurrence
2 quantify risk occurrence
3 appraise a worksite’s accident and emergency procedures and make recommendations
where appropriate
4 explain the impact and implications for employers and employees of current
legislation concerning health and safety in the workplace
5 appraise current legislation and techniques for the treatment, transport and disposal of
industrial waste and dangerous materials
6 assess risk occurrence
7 carry out an environmental audit on an industrial process.
Delivery advice
It is essential that the student can relate the delivery of the unit to the relevant aspects of their own
particular workplace environment.
Ideally students should use examples of a hazardous incident from their workplace and examine the
events leading to the incident and the consequent results. This exercise can be developed to
examine existing safety equipment locations and current procedures regarding accident and
emergencies. Recommendations can be developed to prevent or reduce the chances of recurrence
of such an incident.

An insight should be given regarding the mathematical aspects and techniques of how individual
faults impact on overall failure rates.
Emphasis should be given to current legislation and regulations appertaining to HASWA, COSHH,
the Environmental Protection Act and other appropriate codes of practice. This should be of
sufficient detail and depth to enable students to satisfy the contents of the unit listed above and
enable risks Assessments to be carried out by the student on tasks undertaken within the student’s
environment or workplace.
The impact of an industrial process on the environment can be undertaken from data supplied to
the student. The exercise should contain sufficient data to ensure that the student has to decide on
the relevancy of the data and then determine material inputs, outputs and losses in addition to
energy wastage. All of these factors should be appraised to determine their impact on the
environment.
Appropriate Industrial safety engineering terminology should be used at all times.

This unit is one of the non-mandatory units of the level 4 Engineering programme. Essentially it is a
freestanding unit but it is particularly relevant to candidates where health and safety matters play a
prominent part of their mandatory research and development unit. Candidates who are studying
Chemical Engineering will also benefit from studying this unit.
Assessment
the candidate's understanding of the principles and practice of safety, occupational health and the
environment. The case studies must cover the following areas:
• appraisal of current legislation regarding health and safety and the roles and responsibilities of
employer and employee
• appraisal of current legislation and techniques regarding the transport, treatment and disposal
of industrial waste and dangerous material
• risk analysis of a hazardous incident using quantitative methods (fault trees, probability theory,
et al) and making appropriate recommendations
• risk Assessment of a process or plant
• appraisal of a worksite’s accident and emergency procedures with recommendations
• an environmental audit on an industrial process.

Unit 19: Applying safety, occupational health and
Environment policies with engineering
Outcomes
Outcome 1: Analyse a hazardous incident and make recommendations to prevent or

reduce its recurrence

• write a detailed report of a hazardous incident
• develop a list of the consequences of a hazardous incident to equipment, employees and the
environment
• recommend changes to prevent or reduce the chances of re-occurrence of the initiating events
of the hazardous incident
• use appropriate industrial safety terminology.
Outcome 2: Quantify risk occurrence

• use fault trees, probability, frequency rates, combination of events and failure rates to
determine risk factors
• recommend actions to reduce the frequency of overall system failure.
Outcome 3: Appraise a worksite’s accident and emergency procedures and make

recommendations where appropriate

• comment on the location of plant safety equipment, escape routes and muster points and
recommended changes as appropriate
• evaluate existing emergency procedures and recommend changes where appropriate
Outcome 4: Explain the impact and implications for employers and employees of
current legislation concerning health and safety in the workplace

• explain how safety procedures in the workplace are regulated, monitored, and controlled
• identify and describe the principle elements of the Health and Safety at Work Act
• describe the major elements of the current Control of Substances Hazardous to Health (COSHH)
regulations
Outcome 5: Appraise current legislation and techniques for the treatment, transport
and disposal of industrial waste and dangerous materials

• identify the appropriate classification, packaging and labeling for dangerous substances in
accordance with The Chemical Hazard Information and Packaging for Supply regulations
• outline the procedures for handling, storing and disposal of dangerous substances with
particular reference to the Environmental Protection Act.

Outcome 6: Assess risk occurrence

• carry out a risk Assessment.
Outcome 7: Carry out an environmental audit on an industrial process

• list the material inputs and outputs for an industrial process
• draw up a mass balance for an industrial process
• estimate the waste energy from an industrial process.

Unit 20: Using electrical machines for engineering
operations
Unit summary
Rationale
This unit is about providing the candidate with a broad knowledge of the main types of
transformers, electrical motors and generators used in industry. The types of motor covered are
d.c. motors and generators, 3 phase Induction Motors and 3 phase synchronous machines and
synchronous induction motors. Various types of motor speed control and industrial power
transformers also feature.
standard.
Aims
The unit aims to enable the candidate to develop an underpinning knowledge of power
transformers and the most common types of electrical machines used in industrial drives.
Learning outcomes
1 analyse and describe the operation of d.c. machines
2 analyse and describe the operation of three-phase induction motors
3 analyse and describe aspects of synchronous induction motors
4 analyse and describe the operation of power transformers.
Delivery Advice
Assessments should relate to current Electrical Engineering standards and codes of practice.
Reference, where possible, should be made to different manufacturer’s systems and specifications.
Candidates should be encouraged to quote examples of equipment from their own experience and
industrial environment to demonstrate competence in meeting the appropriate aspects of the unit
Outcomes. They should be encouraged to use all potential sources of up-to-date information. These
may include works reports and reports in technical journals.
Where appropriate, reference should be made to appropriate health and safety legislation.
Emphasis should be made of the link between all the items of industrial electrical equipment
concerned in the unit whose operation depends upon the interaction of two electromagnetic fields.

This unit is an option and more detailed treatment of topics or treatment of related topics appearing
in this unit may be found in the following units:
Programmable Logic Controllers
Electrical Engineering Principles
Knowledge gained of aspects of the above units can often be used by the candidates when
endeavouring to complete the Research and Practice unit.
Assessment
the candidate's understanding of the underpinning theory and principles of electrical machines. The
case studies must cover the following areas:
• d.c. machines
• 3-phase induction motors
• synchronous induction motors
• power transformers.

Unit 20: Using electrical machines for engineering
operations
Outcomes
Outcome 1: analyse and describe the operation of d.c. machines

• describe the various components and characteristics of d.c. machines
• explain armature reaction and its effects
• describe various types of winding arrangement and their effects on operation
• solve problems involving d.c. machine parameters.
Outcome 2: analyse and describe three-phase induction motors

• describe and compare features of wound rotor and squirrel cage induction motors
• define the common parameters of an induction motor
• describe the load characteristic of a 3 – phase induction motor
• describe and analyse the relationship between the speed of rotation of a 3-phase rotating field
and the slip frequency of an induction motor
• construct and analyse the equivalent circuit of a 3-phase induction motor
• analyse the effect of resistance in the rotor of an induction motor
• describe different types of induction motor starters and their relative advantages and
disadvantages
• interpret the identification letters relating to the type of enclosure and mounting of motors
according to BS4999 part 2
• solve problems involving induction motor parameters.
Outcome 3: analyse and describe aspects of synchronous induction motors

• state the operation of synchronous machines with reference to salient pole and cylindrical rotor
machines where appropriate
• describe how torque is produce in a synchronous machine with reference to phasor diagrams
• state the advantages and disadvantages of salient pole and cylindrical rotor synchronous
motors
• describe the wound rotor synchronous induction motor
• draw the equivalent circuit of a synchronous motor
• perform power input, power output, efficiency and power factor correction calculations for a
synchronous induction motor.
Outcome 4: analyse and describe the operation of power transformers

• interpret power transformer terminal markings according to B.S. 171
• interpret vector groupings of transformer windings

• classify transformers according to winding type, low and high voltage displacements and
methods of cooling
• describe the reasons for, and the various types of tapchanging
• describe the method of centre tapped reactor tapchanging
• list the possible faults that can occur with power transformers
• describe the method of 3- phase power transformer earth fault detection using current
transformers
• describe the Buchholz Relay system of transformer protection
• list and describe the various methods of transformer cooling methods
• calculate transformer heating and cooling times when on load
• solve problems involving transformer parameters.

Unit 21: Using electrical protection techniques for
engineering operations
Unit summary
Rationale
This unit is about providing the candidate with a sound knowledge of electrical plant protection
techniques and methods. The topics covered include, bridge methods for cable fault location,
system fault calculations at various system voltages, current and voltage transformers, protection
relays, relay settings, IEE Wiring Regulations, earthing systems, earth fault, and earth loop
impedance calculations.
standard.
Aims
The unit aims to enable the candidate to develop an underpinning knowledge of the equipment and
techniques involved in the protection of industrial electrical supply systems.
Learning outcomes
1 solve cable fault location problems
2 analyse and resolve simple power systems into one-line impedance circuits and
evaluate fault levels
3 demonstrate an understanding of current transformers for application in electrical
system protection
4 apply the techniques of electrical protection relays to an electrical system
5 apply the principles of earthing and circuit protection of electrical plant according to
the IEE Wiring Regulations and calculate earth fault currents.
Delivery Advice
Assessments should be practically orientated where possible and relate to current Engineering
standards and codes of practice. Reference should be made to different manufacturer’s equipment
and specifications. This is especially relevant with the progress being made in solid state relays and
circuit breaker technology
Candidates should be encouraged to utilise experiences from their own industrial environment to
demonstrate competence in meeting the appropriate aspects of the unit Outcomes. They should
also be encouraged to use all potential sources of up-to-date information. These may include works
reports and reports in technical journals.
Parts of this unit concern equipment subject to the effects of developing IC technology of which the
students should be made aware.


Assessment
the candidate's understanding of the underpinning theory and principles of electrical system
protection. The case studies must cover the following areas:
• Cable fault location

• Power system fault level calculations
• Current and Voltage transformers
• Protection IDMT relays and setting technique
• Earth loop impedance, fault current, touch voltage and circuit protection of electrical
installations according to the 17th Edition of the IEE Wiring Regulations.

Unit 21: Using electrical protection techniques for
Outcomes
Outcome 1: solve cable fault location problems

• deduce an algebraic expression for cable fault location using a bridge method including the
effect of measuring leads
• calculate the location of a cable fault location using a bridge method.
Outcome 2: analyse and resolve simple power systems into one-line impedance circuits
and evaluate fault levels

• define fault level ,base MVA and per unit impedance
• calculate various electrical supply system parameters reduce electrical supply system network
to one-line impedance diagrams
• construct system one-line impedance diagrams.
Outcome 3: demonstrate an understanding of current transformers for application in

electrical system protection

• calculate CT parameters
• explain a CT specification
• select a class of CT for a particular application.
Outcome 4: apply the techniques of electrical protection relays to an electrical system

• state the relationship between desired operating time, time setting multiplier and the British
Standard IDMT characteristic time for full travel
• state the main advantages and a disadvantage of unit differential protection
• determine an IDMT relay setting from maximum load current and nominal CT primary current for
different system voltages
• determine fault current as a multiple of relay setting
• calculate the time for full travel of an IDMT relay from the BS characteristic
• calculate the desired operating time of an IDMT relay
• determine the TMS of an IDMT relay
• determine the setting times of graded relays.
Outcome 5: apply the principles of earthing and circuit protection of electrical plant
according to the IEE Wiring Regulations and calculate earth fault currents

• calculate earthing system parameters

• calculate earth fault current in a given electrical circuit
• select appropriate circuit protection.

Unit 22: Electrical services and installation
Unit summary
Rationale
This unit is about the design of domestic, commercial and industrial electrical installations in
accordance with the 16th Edition of the Institution of Electrical Engineers Wiring Regulations (BS
7671), Electricity Supply Regulations, the Electricity at Work Regulations (EAWR) the Health and
Safety at Work etc Act 1974 and other international codes and regulations. The unit also covers
Interior, exterior and emergency lighting design according to the Chartered Institution of Building
and Services Engineers (CIBSE). Fire alarm system requirements according the relevant British
Standards are included and electrical installation inspection and testing requirements are covered
together with portable equipment testing. A section is also devoted to hazardous area classification
and equipment requirements for use in such environments.
standard.
Aims
The unit aim is to enable candidates to obtain an extensive knowledge of the electrical installation
industry and the related regulations and standards governing the many areas of engineering
expertise that they as Electrical or Incorporated Engineers will encounter in their everyday
involvement in industrial or commercial projects.
Learning outcomes
1 demonstrate an understanding of the concepts embodied in the UK, European and
International regulations governing design and the safety of personnel and equipment in
domestic, commercial and industrial electrical installations
2 evaluate materials used in electrical service installations
3 design aspects of low voltage electrical service installations
4 analyse earthing systems and circuits
5 evaluate the requirements of equipment appropriate to electrical service installations
6 demonstrate an understanding of the inspection and testing techniques associated with
electrical service installations
7 evaluate the requirements of electrical equipment for protection against non-electrical
hazards.
Delivery Advice
The approach to this unit should be from a fundamental point of view in so far as emphasis should
be placed on the unifying concept of an ‘electrical installation’. This notion is the link between all the
items of electrical circuit equipment to be found in the domestic, commercial and industrial spheres
of low voltage electrical supply systems (as defined by the IEE Wiring Regulations). Candidates
should be made aware that not only requirements for installations are contained within the IEE
Wiring Regulations but also several techniques to facilitate installation design.
standards and codes of practice. Reference should be made to the wide variety of manufacturer’s
equipment and specifications where appropriate as in for example.
Candidates should be encouraged to utilise experiences from their own engineering environment to
demonstrate competence in meeting the appropriate aspects of the unit Outcomes. They should

also be encouraged to use all potential sources of up-to-date information. These may be in the form
of amendments to British Standards and reports in technical journals.
Where appropriate, reference should be made to health and safety legislation.

Programmable Logic Controllers.
Assessment
the candidate's understanding of the underpinning theory and principles of electrical supply and
installations. The case studies must cover the following areas:
• Electrical installation requirements and design according to the 16th Edition of the IEE Wiring
Regulations (British Standard 7671)
• Hazardous Area Equipment and Certification to BS British Standard 5345 and British Standard
5501 (European Standard 50 014 – 039)
• Lighting Design according to the recommendations of the Chartered Institution of Building
Services Engineers (CIBSE).

Unit 22: Electrical services and installation
Outcomes
Outcome 1: demonstrate an understanding of the concepts embodied in the UK,

European and International regulations governing design and the safety of
personnel and equipment in domestic, commercial and industrial electrical
installations

• appropriately apply international, European and national regulations for safe electrical
installation practice
• interpret and assign correct International Code of Protection ratings for electrical equipment
• appropriately apply the international standards and codes of practice governing the use of
electrical equipment for use in hazardous areas
• interpret national and international standards covering electrical equipment.
Outcome 2: evaluate materials used in electrical service installations

• classify types of cable by construction, voltage rating, material of construction, size and
compatibility for installation location
• evaluate and select types of circuit equipment and accessories according to installation method
and location
• evaluate electrical switchgear in terms of voltage, short circuit capacity, load rating and
operating time
• evaluate and select circuit protective devices according to type of fault protection required
• analyse the performance of electric motor starting equipment
• analyse the operation of motor control circuitry
• analyse and interpret a commercial specification for an industrial motor control centre.
Outcome 3: design aspects of low voltage electrical service installations

• describe the factors influencing the design of an electrical installation in the initial stages and
the factors influencing the choice of supply
• calculate cable sizes and cable characteristics and protective device ratings using techniques
and data in the Wiring Regulations
• calculate circuit parameters using tabulated data in order to determine circuit protective
devices
• analyse data on cable grouping, temperature, and insulation correction factors as defined in
the Wiring Regulations to determine suitably sized cables and circuit protective devices
• calculate from given data, input power, line and phase load currents, earth loop impedance,
percentage voltage drop and touch voltage levels
• calculate diversity and load factors for electrical installations from given data
• calculate fault levels in an electrical supply system
• design internal, external and emergency lighting installations according to current regulations
• analyse Zener diode barrier circuits
• evaluate types of fire system installations
• calculate detector spacings from given data.

Outcome 4: analyse earthing systems and circuits

• evaluate types of permitted earthing systems
• analyse electrical circuits to determine earth loop impedance, external loop impedance, fault
current, and conductor size
• analyse the operation of a residual current devices (RCDs)
• analyse earth electrode resistance and soil resistivity using appropriate techniques
• analyse earth electrode resistance and soil resistivity using appropriate techniques
• evaluate earthing installation testing methods according to the Wiring Regulations
• analyse and interpret an industrial electrical installation test certificates.
Outcome 5: evaluate the requirements of equipment appropriate to electrical service

installations

• evaluate and select appropriate electrical equipment for use in temporary supplies to
construction sites
• apply equipment installation techniques and regulations to electrical installations according to
current safe installation practice
• apply installation techniques and regulations to special locations according to current safe
installation practice.
Outcome 6: demonstrate an understanding of the inspection and testing techniques

associated with electrical service installations

• describe accurately and interpret, testing requirements for fixed and portable installed electrical
equipment
• evaluate inspection techniques and procedures appropriate to an electrical service installation
and according to the relevant regulations
• evaluate the testing requirements of an electrical installation according to international and
national codes and regulations
• evaluate appropriate test equipment required for different testing procedures as required by
the regulations in the testing of electrical installations
• analyse and interpret a completed regulation test certificate for a commercial or industrial
electrical installation
• determine the correct certification requirements of electrical equipment and installations.
Outcome 7: evaluate the requirements of electrical equipment for protection against

non-electrical hazards

• evaluate hazards associated with static charge
• evaluate methods of minimising hazards associated with high resistivity hydrocarbons and
other inflammable substances
• evaluate, according to international and national regulations, appropriate electrical equipment
for use in hazardous areas
• evaluate current international and national standards and regulations to establish equivalent
national classifications and equipment classes

• select correct types of hazardous area electrical equipment appropriate to various industrial
and commercial locations .
• analyse and interpret certification authority requirements for electrical equipment for use in
hazardous areas.


Unit 23: Electrical supply and distribution
Unit summary
Rationale
This unit is about providing the candidate with a sound knowledge of electrical system transmission
and distribution. The topics covered are transmission and distribution circuits and components,
system economics, load sharing, load voltage levels, generator performance and capability charts,
short transmission line characteristics and voltage control, system fault level calculations, line and
unit overcurrent protection and voltage transients.
standard.
Aims
The unit aims to enable the candidate to develop an underpinning knowledge and theory of
electrical supply transmission and distribution that will enable him or her to provide a useful input as
an engineer in an electrical system transmission and distribution environment.
Learning outcomes
1 describe the basic components and economic factors of an electrical transmission and
distribution system
2 relate the operating characteristics of three-phase power transformers to their suitability for
parallel operation and analyse their sharing of load
3 analyse short transmission line configurations to determine load distribution and phase voltage
regulation
4 describe and analyse the operating characteristics of three -phase generators on infinite
busbars
5 determine the fault levels at points on various electrical supply system configurations
6 describe and analyse protection systems for electrical supply systems.
Delivery advice
The approach to this unit should be from the point of view of studying the diverse aspects of
electrical energy supply and protection but integrating all elements to form a broad Electricity
Supply Industry knowledge base.
standards and codes of practice. Reference should be made to different manufacturer’s equipment
and specifications. This is especially relevant with the progress being made in solid state relays and
circuit breaker technology
Candidates should be encouraged to utilise experiences from their own industrial environment to
demonstrate a knowledge of the Unit content. They should also be encouraged to use all potential
sources of up-to-date information. These may include works reports and reports in technical
journals.

Assessment
the candidate's understanding of the underpinning theory and principles of electrical supply and
distribution. The case studies must cover the following areas:
• Electrical transmission and distribution equipment
• Industrial tariffs
• Load distribution and voltage regulation for various feeder configurations
• Characteristics of three – phase generators on infinite busbars
• Short transmission line performance charts
• Electrical supply system fault level and protection calculations
• Electrical supply system switching transients.

Unit 23: Electrical supply and distribution
Outcomes
Outcome 1: describe the basic components and economic factors of an electrical

transmission and distribution system

• describe and state the functions of isolating switches, contactors, fuses, circuit breakers,
current transformers and protective relays used in an electrical supply system
• describe overcurrent protection equipment on contactors and circuit breakers
• describe radial, parallel and ring network systems and state their relative advantages and
disadvantages
• relate position of faults to circuit breaker operation
• compare relative advantages of using IDMT and Directional Overcurrent Relays
• state and evaluate the relationship of energy to power
• list and distinguish between fixed and variable costs involved with an electricity supply system
• define types of industrial tariffs and perform tariff calculations involving load, demand,
maximum demand, diversity factor, load factor and power factor.
Outcome 2: relate the operating characteristics of three-phase power transformers to

their suitability for parallel operation and analyse their sharing of load

• draw representations and interpret phasor groupings of three phase power transformers
• use impedances to schematically represent transformers operating in parallel to supply a
common load
• determine the kVA load of a transformer operating in a parallel mode, in terms of the product
of total load being shared and the ratio of transformer impedances
• state the necessary conditions for transformers to successfully and safely operate in parallel
• represent transformer impedances referred to the primary or secondary windings
• describe methods of voltage control of transmission lines by the use of tap changing
transformers
• solve problems involving transformers connected in parallel and with different complex
impedances supplying different loads over short transmission lines and connected in various
configurations in order to determine load distribution, current circulation and phase voltage
regulation.
Outcome 3: analyse short transmission line configurations to determine load

distribution, phase voltage regulation and performance charts

• construct equivalent circuits of a supply system consisting of generators, transformers,
motors lines and loads
• construct a schematic diagram and analyse radial supply, parallel and ring systems using
complex reactances
• construct a phasor diagram of a series equivalent circuit representing a transmission line,
using load current as the reference
• construct a phasor diagram of a series equivalent circuit representing a transmission line,
using receiving end voltage as the reference

• state the line voltage equations
• construct a short line receiving end line chart for different power factors
• develop and interpret a receiving end line performance chart from given data
• use performance charts to control the real and reactive power by transmission angle and
sending end voltage
• construct a performance chart to show the effects of variation in real power and power factor
on the sending end voltage
• determine using complex notation, the sending end voltage, line voltage drop, load angle and
other quantities from given line parameters and data.
Outcome 4: describe and analyse the operating characteristics of three-phase

generators on infinite busbars

• construct an equivalent circuit for a synchronous machine
• state the relationship between the stator phase voltage, stator phase current, generated
voltage and syncronous reactance and impedance
• construct a phasor diagram showing the stator phase voltage, stator phase current,
generated voltage, load angle, stator voltage drop, power factor constant power and
constant VAr loci
• state the short circuit ratio (SCR) of a generator
• construct and interpret a generator load diagram from calculations on given data for stator
phase voltage, stator phase current, synchronous impedance, short circuit ratio, power,
reactive power, load angle and power factor
• calculate, construct and indicate the prime mover limit (MW or turbine power limit),
theoretical and practical stability limits, excitation and stator heat limits on a generator load
diagram
• describe the generator performance limitations with respect to real power output, reactive
power output, the p.u. excitation, operating power factor and apparent power output.
Outcome 5: determine the fault levels at points on various electrical supply system
configurations

• define fault level and per unit impedance as applied to an electrical supply system
• construct a one-line diagram of supply system units represented as p.u. impedances
• calculate the magnitude of a fault level at various points in an electrical supply system using
the circuit p.u. impedance, base VA and impedance circuit reduction
• describe techniques for reducing fault levels to specified values
• define grid in-feed or source fault VA
• solve supply system fault level problems involving star/delta circuit transformation
• describe and analyse system switching transients
• draw a circuit breaker equivalent circuit
• describe the principles of arc suppression, control and interruption, used in high voltage
circuit breakers
• sketch the construction and describe the operation of Plain Break Oil Circuit Breakers, Air
Blast Circuit Breakers, Vacuum Interrupters and Sulphur Hexafluoride Circuit Breakers, HRC
Liquid and HRC Expulsion and High Voltage Fuses.

Outcome 6: describe and analyse protection systems for electrical supply systems

• describe the elements used in electrical supply system overcurrent protection schemes
• describe the operation of an inverse definite minimum time (IDMT) relay used in overcurrent
protection schemes
• calculate time setting multipliers and plug setting multipliers for IDMT relays with reference to
B.S 142 IDMT characteristic curve where appropriate
• calculate the time setting multipliers and plug setting multipliers for IDMT relays to give the
required discrimination in radial feeder circuits with various load take off points
• describe supply system unit protection schemes such as circulating current differential
protection to protect a large generator and circulating current differential protection to
protect a delta/star transformer
• describe over-voltage protection methods using overhead earth wires on EHV lines, surge
diverters and non-linear surge diverters.


Unit 24: Programmable logic controllers
Unit summary
Rationale
This unit is about the use and operation of programmable logic controllers (PLCs) used in industry
for a variety of control functions. The unit traces the development of industrial relay logic to the use
of solid state control devices and the use of central processing units with input and output interface
devices constituting programmable computers to control industrial processes. The software that
developed for the programming of PLCs allows the production of ladder diagrams, which are
designed, for the control and operation of various industrial processes. A practical aspect to the
unit allows the candidate to design a control circuit and implement it in a variety of simulated
industrial processes.
standard.
Aims
The unit aims to enable the candidate to understand the operation of programmable logic
controllers and become proficient in the design and implementation of ladder diagrams for use in
controlling industrial processes.
Learning outcomes
1 describe the general features of a programmable controller system
2 analyse the interface requirements of programmable controller systems
3 write and execute programs to drive a programmable logic controller in industrial related tasks
4 fault diagnose in a programmable controller environment.
Delivery Advice
Assessments should relate to current Engineering standards and codes of practice. Reference,
where possible, should be made to different manufacturer’s systems and specifications for PLCs.
Candidates should be encouraged to quote examples of equipment and control from their own
experience and industrial environment to demonstrate competence in meeting the appropriate
aspects of the unit Outcomes. They should be encouraged to use all potential sources of up-to-date
information. These may include works reports and reports in technical journals.

Applying Sequential Logic and Circuits for Engineering Operations

Applying Combinational Logic and Circuits for Engineering Operations.
Assessment
the candidate's understanding of the underpinning theory and principles of programmable logic
controllers used for industrial control. The case studies must cover the following areas:
• Basic components of an industrial relay or logic control system
• Ladder diagrams
• Simulation of an industrial control system using a programmable logic controller.

Unit 24: Programmable logic controllers
Outcomes
Outcome 1: describe the general features of a programmable controller system

• state the relative advantages of processor controlled logic systems over relay logic systems
• draw a block diagram of the essential features of a programmable controller system showing
their interrelationships
• describe the functions of the essential features of a programmable logic control system.
Outcome 2: analyse the interface requirements of programmable controller systems

• describe the interface requirements of a programmable logic controller
• perform calculations involving the operation of opto-coupler input and relay output
interface circuits
• perform calculations involving the resolution of an analogue-to–digital converter
• analyse a R/2R circuit
• describe the salient features of the man-machine interface.
Outcome 3: write and execute programs to drive a programmable logic controller in

industrial related tasks

• demonstrate the relationship between source code (ladder diagram) and its object code
• solve given control problems using ladder diagrams containing a variety of control elements
• produce clear an accurate program documentation
• demonstrate that program solution to a specific problem fulfills the requirements of a given
specification.
Outcome 4: fault diagnose in a programmable controller environment

• report the symptoms of a fault
• discriminate in a logical manner between the cause of a fault and its effect
• recommend remedial action for the correction of a given system fault.


Unit 25: Applying analogue circuits for engineering
instrumentation
Unit summary
Rationale
This unit is about the design of analogue circuits using operational amplifiers and a selection of
application specific integrated circuits. The behaviour of both linear and non-liner circuits are
investigated as well as oscillators, filters, the phase-lock loop and timers. The operation and
applications of ADCs and DACs are also covered.
The properties of the ‘op-amp’ itself are given a comprehensive treatment, including its frequency
and pulse response, CMRR, offsets and input and output impedance. The internal circuitry of the op-
amp is investigated, both to understand the working of the amplifier and as a means of introducing
analogue circuit elements such as differential amplifiers, Darlington pairs, current mirrors and push-
pull stages.
It is assumed that candidates are mathematically competent and proficient in circuit analysis and it
is recommended that that will have already reached a level 4 standard in these subjects before
attempting Analogue Circuits.
At least 30% of the unit is intended to be practically based, where the candidate is required to build
and test circuits read data sheets and apply design equations.
The unit will prove of value to technicians and engineers who wish to improve their knowledge of
analogue techniques and will also provide a sound basis for more advanced study in more
specialised fields of analogue design.
standard.
Aims
The unit aims to enable the candidate to design and build operational amplifier circuits, as well as
being able to use application-specific analogue integrated circuits. As a consequence the candidate
will be able to read and interpret manufactures’ data and have a level of understanding that will aid
fault diagnosis. The unit also Aims to provide the theoretical basis for more advanced study.
Learning outcomes
1 explain the effects of feedback in amplifiers
2 design simple linear operational-amplifier circuits
3 design simple non-linear operational-amplifier circuits
4 design oscillators using the operational-amplifier
5 design filters using the operational-amplifier
6 demonstrate an understanding of the design features of an integrated circuit operational
amplifier
7 explain the effects of feedback upon the frequency and phase response of an operational
amplifier circuit
8 relate the pulse response of an operational amplifier circuit to other circuit parameters
9 design circuits using application-specific integrated circuits

10 discuss the properties of data converters
11 use a circuit emulation package to model an op-amp circuit.
Delivery Advice
As far as is possible, a practical, investigative approach to learning should be adopted. This could
perhaps be best achieved by a series of interrelated case studies that cover the major topic areas.
Relevant examples of the theory could then be given in a more practical context, enabling learning
to proceed from the particular to the general.
The example circuit used to emulate by software should be one that has already been built and
tested. Candidates will then be able to compare the simulated results with those obtained in
practice.
The unit is intended to involve at least one third practical work. This work should, however, be
integrated with the associated principles and theory as much as is practically possible; rather than
performed in isolation as an ‘add on’ at the end of the unit.

This unit forms one of the option units of the level 4 Higher Professional Diploma in Engineering. It
makes a fairly rigorous analysis of the theory of operation of analogue devices and assumes
competence in mathematics and electrical circuit theory. For this reason it is recommended that
candidates completed the following mandatory units of the programme before embarking on
Analogue Circuits:
Mathematics for Engineers
The unit has links with the following units of the Higher Professional Diploma in Engineering:
Applying Combinational Logic and Circuits for Engineering Operations
Applying Electronic Devices for Engineering Operations
Applying Microcomputers for Engineering Operations
The knowledge gained from this unit is particularly likely to be used by candidates in the Electronics
programme when they are working towards their Research and Practice unit.
Assessment
the candidate's understanding of the underpinning theory and principles of analogue circuits. The
• design examples of the following circuits

¾ linear op-amp circuit
¾ non-linear op-amp circuit
¾ Sallen and Key filter
¾ RC and Wein bridge oscillator
• use of phase-lock loop and time integrated circuits
• the characteristics of the op-amp, including offset parameters and CMRR
• the frequency and pulse response of the op-amp
• the operation and application of data converters
• the use of a software emulation package to emulate one of the circuits constructed.

Unit 25: Applying analogue circuits for engineering
instrumentation
Outcomes
Outcome 1: explain the effects of feedback in amplifiers

• derive the classic feedback equation from a block diagram of an amplifier of gain G and feedback
ratio H
• define the terms open loop, closed loop and loop gain
• show the effect on loop gain when G >>1
• explain the effects of feedback upon input and output impedance
• describe the effects of series and shunt fed feedback
• describe the effects of voltage and current derived feedback
• identify the type of feedback applied in practical circuits
• perform calculation of gain in terms of decibels and power in terms of dB(mW).
Outcome 2: design simple linear operational-amplifier circuits

• model the ‘op-amp’ as an ideal device
• derive the transfer functions of linear ‘op-amp’ feedback circuits
• apply the concept of the ‘virtual earth’
• design summing, difference, inverting and non-inverting amplifier circuits
• demonstrate the use the ‘op-amp’ as a current-to-voltage and voltage-to-current converter
• demonstrate the use of an ‘op-amp’ circuit as a ‘level shifter’.
Outcome 3: design simple non-linear operational-amplifier circuits

• derive the transfer functions of non-linear ‘op-amp’ feedback circuits
• design a logarithmic amplifier
• use an ‘op-amp’ circuit as a precision rectifier
• use an ‘op-amp’ circuit as a voltage regulator
• design comparitor circuits (with and without hysteresis) and window comparitors.
Outcome 4: design oscillators using the operational-amplifier

• state the feedback conditions required for an amplifier to give sustained oscillations
• analyse the operation of the phase-shift (RC) oscillator
• design and build an RC oscillator for a given operating frequency
• analyse the operation of the Wein bridge oscillator
• design and build a Wein bridge oscillator for a given operating frequency.

Outcome 5: design filters using the operational-amplifier

• derive the transfer function of a first order filter
• identify a filter from its transfer function
• plot the asymptotic gain-frequency response of first-order filters
• calculate the mid-band gain and Q-factor of a filter from the transfer function
• design and build a Sallen and Key filter.
Outcome 6: demonstrate an understanding of the design features of and integrated

circuit operational amplifier

• describe the operation of the differential amplifier, long-tailed pair, current mirror and class A-B
push-pull circuits
• explain the operation of active loads, short-circuit protection and compensation
• identify the principles stages and features of an operation amplifier from its circuit diagram
• explain the relevance of the data sheet characteristics.
Outcome 7: explain the effects of feedback upon the frequency and phase response of
an operational amplifier circuit

• demonstrate how gain can be traded for bandwidth
• modify the open-loop gain-frequency characteristic for applied feedback
• assess stability from Bode plots in terms of unity-gain, gain margin and phase margin
• apply compensation to an operational amplifier.
Outcome 8: relate the pulse response of an operational amplifier circuit to other circuit
parameters

• define the pulse response in terms of rise time, slew rate, overshoot and settling time
• relate the small signal pulse response to frequency response in terms of rise time and half-
power bandwidth
• relate the large signal pulse response to its frequency response in terms of slew rate, bandwidth
and peak output voltage.
Outcome 9: design circuits using application-specific integrated circuits

• use a timer integrated circuit as an astable and monostable multivibrator
• use a phase-locked loop integrated circuit
• solve problems involving phase-locked loop applications.
Outcome 10: discuss the properties of data converters

• explain the terms
¾ conversion time
¾ conversion rate
¾ conversion code

¾ resolution
¾ settling time
¾ quantization error
¾ nominal full-scale output
¾ missing code
• explain the operation of a ‘R-2R’ ladder digital-to-analogue converter
• explain the operation and application of the slope, successive approximation and flash
analogue-to-digital converters
Outcome 11: use a circuit emulation package to model an op-amp circuit

• enter a circuit’s parameters into the emulation program
• produce the ‘circuit’ response.


Unit 26: Applying combinational logic and circuits for
Unit summary
Rationale
This unit is about providing the knowledge and fundamental principles necessary for understanding
the practical operation of combinational logic, whilst also introducing aspects of the design and
realisation of such circuits. Boolean algebra, as the tool for the representation of a logical
proposition, is used to allow a mathematical description to be realised at gate level. Traditional
algebraic methods of logic minimisation are covered, followed by Karnaugh and MEV mapping
techniques. The function-generating properties of medium-scale integrated devices, such as
multiplexers and decoders, are exploited.
Increasingly, logic is synthesised using programmable devices and the candidate is expected to
explain the advantages, architecture and performance of such devices, as well as using
programming software as a design and emulation tool.
In the design and building of circuits the candidate will be expected to understand and use the
current National standards for the representation of combinational logic devices, apply the concept
of dependency notation and interpret manufacturers’ data sheets.
The unit provides a foundation for further, more specialised, study in logic design, and in particular
provides a pathway to the study of sequential logic.
requirements relating to the 0utcomes of the unit and producing work of a satisfactory and reliable
standard.
Aims
• interpret manufactures’ data relating to combinational logic devices and understand and
explain the logic symbols used to represent them
• apply design rules in the realisation of logic circuits using discrete gates
• use medium scale integrated devices in the solution of combinatorial problems
• appreciate the advantages of using programmable logic devices
Learning outcomes
1 understand the principal operational and performance features of combinational logic devices
2 utilise the current National Standards for graphical representation of combinational logic
devices
3 realise combinational logic circuits using discrete logic
4 realise combinational logic circuits using medium scale integration (m.s.i.) devices
5 evaluate the use of programmable devices in the implementation of combinational logic
designs.

Delivery advice
There is a large component of practical work in this unit and the link between theory and practice
should be established as early as practicable with students building and verifying the performance
of circuit they have been given or designed. Software packages, if available, could be used to
advantage in the design and emulation of circuits.
It is not intended that the Outcomes of this unit are necessary taught in the order in which they are
given or even that they are taught as separate entities. One approach could be, for example, to
commence with Outcomes 3 and 4 and introducing different logic families, interfacing, logic
symbols and notation etc. on an ad hoc basis. The different topics could then be taught formally
later, after the student has been exposed to the wider context and has gained some experience.
There are many excellent textbooks on the subject and the students could be asked to consolidate
their own knowledge of Outcome 1 by producing a report after conducting their own research into
the subject.
To avoid confusion, the gradual introduction of dependency notation and its associated ‘new’ logic
symbols is recommended, rather than a full treatment being given in one session. For example a
little time might be taken to digress into the explanation of a symbol for a m.s.i. device as the
student encounters it on a data sheet. A more rigorous treatment could be then given later, so that
the student’s knowledge and experience is moving from the particular to the general.
The ease with which combinational logic can be realised from programmable devices is only fully
appreciated by using the associated design and emulation software. The requirements of the unit
stop short of actually ‘blowing’ devices, as this will involve interfacing the personal computer used
to special hardware that might not be available. Demonstration copies of manufacturers’
programming software and the associated manuals, however, are readily available on CD-ROM or
via the Internet. The software should be used to solve a practical combinatorial logic problem.

This unit forms a prerequisite to Applying Sequential Logic and Circuits for Engineering Operations.
It could also be usefully undertaken before the units Programmable Logic Controllers and Applying
Microcomputers for Engineering Operations.
Assessment
the candidate's understanding of the principles and practice of combinational logic circuit design.
• justification of the use of logic family for an application in terms of speed, interfacing and power
requirements
• the application of the rules and laws of Boolean in the simplification of logic designs involving at
least four variables
• the application of the use of Karnaugh mapping techniques in the production of a minimal
solution to designs involving four variables
• the application of VEM techniques in the production of a minimal solution to designs involving at
least five variables
• the use of m.s.i. devices as function generators to solve combinatorial design problems
• the architecture, operation and applications of programmable logic devices
• program files, screen dumps and other supporting documentation of the use of a software
package in the programming and emulation of a programmable device
• the building and testing of circuit designs
• the correct use of symbols and notation throughout.

Unit 26: Applying combinational logic and circuits for
Outcomes
Outcome 1: understand the principal operational and performance features of

combinational logic devices

• relate the performance of a logic gate to its to its principle of operation
• interpret data sheets with respect to recommended operating conditions, electrical
characteristics and switching characteristics
• calculate a logic’s fan-in and fan-out and noise margins from its electrical characteristics
• critically compare the performance of different technological families of logic in terms of speed,
power, cost and interface requirements
• select an appropriate logic family for a given application.
Outcome 2: utilise the current National Standards for the graphical representation of
combinational logic devices

• interpret the general qualifying symbols for the operations of AND, OR, code conversion,
multiplexing/demultiplexing and addition.
• apply the rules of OR (V), AND (G) and Enable (EN) dependency notation to affecting and
affected signals
• interpret the following input and output qualifying symbols
negation; active-low input, active-low output; enable input; 3-state output; open-
circuit output; bit-grouping
• identify the symbol outlines for logic elements, common control blocks and, common output
elements
• describe the logic operation of a combinational device given its logic symbol.
Outcome 3: realise combinational logic circuits using discrete logic

• manipulate Boolean expressions by the application of the laws and properties of Boolean
algebra (commutative; associative; distributive; duality; de Morgan)
• simplify Boolean functions using algebraic methods
• minimise Boolean functions using Karnaugh mapping and variable entry mapping (VEM)
techniques
• represent a minimised Boolean expression by a logic diagram using universal gates (NAND or
NOR)
• design, build and test a circuit to a given specification.

Outcome 4: realise combinational logic circuits using medium scale integration (m.s.i.)
devices

• interpret the graphical symbols and manufacturer’s data for m.s.i. devices
• use a range of m.s.i. devices, including half and full adders, multiplexers, demultiplexers and
code converters
• identify the Boolean function generator properties of multiplexers and demultiplexers/decoders
• design, build and test a circuit using m.s.i. devices to a given specification.
Outcome 5: evaluate the use of programmable devices in the implementation of

combinational logic designs

• critically compare the properties and applications of programmable logic with random logic
• relate the versatility of PROM, PLA and PAL devices to their internal organisation
• use a proprietary software package to generate device programming data from input equations
and pin allocations
• simulate the operation of a programmable device using a proprietary programming software
package.

Unit 27: Applying electronic devices for engineering
operations
Unit summary
Rationale
This unit is about describing the behaviour and operation of semiconductor devices in terms of
physical electronics. The devices include diodes, bipolar transistors, field-effect transistors as well
as a range of optoelectronic devices.
Besides providing an analytical description of the operation of semiconductor devices, the unit will
enable candidates to interpret data on ratings and characteristics, calculate quiescent circuit values
and apply design rules to simple circuits involving semiconductor devices.
There is a large practical element to the unit in which the candidate is required to build and test
circuits to see if they perform as predicted by theory. The practical work also provides an
opportunity for simple circuit design and gives confidence in reading the data sheets associated
with semiconductor devices.
The unit will prove of value to technicians in the electronic industry who wish to improve their depth
of knowledge of electronic devices and for those who might wishing to become design engineers. It
also provides a sound basis for advanced study in more specialised topics.
standard.
Aims
• provide the candidate with the necessary foundation in the theory of physical electronics so as
to enable the understanding of the operation of a range of semiconductor devices
• describe the characteristics and operation of a range of semiconductor and optoelectronic
devices
• analyse the behaviour of circuits containing a range of semiconductor and optoelectronic
devices
• have sufficient understanding to confidently undertake the study of more advanced material.
Learning outcomes
1 demonstrate an understanding of electrical conduction in solids
2 apply the laws of physical electronics to solve problems relating to conduction in intrinsic and
extrinsic semiconductors
3 assess the thermal properties of a semiconductor device
4 investigate the behaviour of junctions found in semiconductor devices
5 investigate the properties and applications of semiconductor diodes
6 investigate the behaviour, properties and applications of bipolar transistors
7 investigate the behaviour, properties and applications of field-effect transistors
8 demonstrate an understanding of the principle stages involved in the manufacture of an
integrated circuit
9 evaluate the properties and applications of optoelectronic devices.

Delivery Advice
Relevant examples of the theory could then be given in a more practical context, enabling learning
to proceed from the particular to the general.
In a rapidly developing technology candidates should have access to and be encouraged to

research up-to-date information when, for example, studying manufacturing process.
The unit is intended to involve at least one third practical work. This work should, however, be
integrated with the associated principles and theory as much as is practically possible; rather than
performed in isolation as an ‘add on’ at the end of the unit.
Links with other units/qualifications

This unit forms one of the option units of the level 4 Higher Professional Diploma in Engineering. It
makes a fairly rigorous analysis of the theory of operation of semiconductor devices and assumes
competence in mathematics and electrical circuit theory. For this reason it is recommended that
candidates completed the following mandatory units of the programme before embarking on
Applying Electronic Devices for Engineering Operations:

Applying Analogue Circuits for Engineering Instrumentation
Applying Microcomputers for Engineering Operations.
Assessment
the candidate's understanding of the theory and principles underpinning the operation of electronic
devices. The case studies must cover the following areas:
• the mechanisms of conduction in solids

• the application of statistical theory to the calculation of carrier densities and conductivity
• the operation of pn, semiconductor-metal and metal-metal junctions
• analysis of transition region width under reverse-biased and effects on junction capacitance
• properties and applications of semiconductor diodes, including measurement of characteristics
• properties and applications of bipolar and field-effect transistors , including measurement of
characteristics
• analysis, design, construction and testing of amplifier circuits
• use thermal resistance in heat flow calculations
• stages involved in the fabrication of an integrated circuit
• analysis and application of opto-electronic devices
• analysis of the properties of optical fibre.

Unit 27: Applying electronic devices for engineering
operations
Outcomes
Outcome 1: demonstrate an understanding of electrical conduction in solids

• classify a material as a conductor, semiconductor or insulator from the value of its conductivity
• describe the crystalline structure of solids in relation to ionic, metallic and covalent bonds
• describe the crystalline structure of intrinsic silicon
• explain the conduction process using the energy band model
• classify a material as conductor, semiconductor or insulator in terms of its energy gap
• account for the variation of conductivity with temperature of conductors, semiconductors and
insulators.
Outcome 2: apply the laws of physical electronics to solve problems relating to

conduction in intrinsic and extrinsic semiconductors

• calculate, in electron-volts, the work done on a charge moving in an electric field
• explain the effects of doping on the energy band model
• use Boltzmann and Fermi-Dirac probability distribution to calculate carrier densities
• apply the law of mass action to semiconductor carrier densities
• apply the drift and diffusion equations, assuming linear density gradients and constant electric
field
• describe the effects of temperature on the Fermi-Dirac probability distribution
• explain the effects of doping in terms of the energy band model
• perform calculations involving conductivity, mobility and carrier densities.
Outcome 3: Assess the thermal properties of a semiconductor device

• describe the mechanism of thermal breakdown
• identify the mechanisms of heat loss from a semiconductor device
• describe methods of cooling a semiconductor device
• apply the concept of thermal resistance in performing steady-state heat flow calculations
Outcome 4: investigate the behaviour of junctions found in semiconductor devices

• describe the process by which drift is balanced by diffuison in a pn junction
• explain how the transition region is established in a pn junction
• describe the operation of the pn junction in terms of the energy-band model for forward and
reverse bias
• analyse a reverse-biased pn junction to establish the transition region width (assuming a
stepped junction model)
• describe the operation of the semiconductor-metal junction in terms of the energy-band model
for forward and reverse bias

• predict the formation of ohmic or rectifying contacts between a metal and semiconductor
junction
• correlate the difference in work functions between two metals to the contact potential between
them
• describe the operation of the metal-metal junction in terms of the energy-band diagram
• explain the formation of depletion-layer capacitance and diffusion capacitance in a pn junction
• solve problems involving transition layer width, doping levels, stored charge and junction
capacitance.
Outcome 5: investigate the properties and applications of semiconductor diodes

• apply the diode equation in relation to forward and reverse bias
• calculate a.c. resistance using the diode equation
• identify factors that determine the reverse saturation current of a diode
• measure and interpret the characteristics and parameters of pn junction, Schottky and voltage
reference diodes
• identify factors that determine the absolute maximum ratings of a diode
• justify the selection of a diode in typical applications (power rectification, voltage reference,
signal processing, variable capacitance and high voltage), making appropriate reference to the
ratings
VRWM, VRRM, VRSM, IFRM, IF(AV) , IFSM
and the characteristics
VF, IF, Ct, RTH, trr, Qr
• identify the principle stages in the manufacture of a diode
• identify the factors controlling voltage breakdown in voltage reference diodes (Zener and
avalanche).
• relate the design features of a double-diffused rectifier diode to its performance.

Outcome 6: investigate the behaviour, properties and applications of bipolar transistors

• describe the operation of the bipolar transistor in terms of the energy band model
• relate the constructional features of a bipolar transistor to its performance
• analyse the three circuit configurations of the bipolar transistor using the h-parameter model
• demonstrate how a bipolar transistor can be modelled by the Ebers-Moll equations
• perform a static load-line and algebraic analysis of a transistor circuit to determine quiescent
values
• assess methods of improving the switching performance of the bipolar transistor
• assess the design compromises made by different methods of biasing a single-stage transistor
circuit with respect to gain and stability of operating point
• justify the selection of a transistor for given applications (e.g. power, signal processing,
switching) making appropriate reference to the ratings
VCEO; IC max; Ptot max.
VCE(SAT);ICBO; fT; hfe; hFE; delay time; rise time; fall time; storage time
• measure the output characteristics of a bipolar transistor and compare with manufacturer’s
data
• build and test the performance of Class A and Class B amplifiers in terms of quiescent values,
voltage gain, power gain, power conversion efficiency.
Outcome 7: investigate the behaviour, properties and applications of field-effect

transistors

• demonstrate an understanding of the construction and operation of JFETs and IGFETs
• analyse the mechanisms of channel width modulation in JFETs and IGFETs
• interpret the ratings
Ptot; VDS; VGS; IG; ID
VDS; VT; VP; ID(SAT); IDSS; yfs; gfs; rs (source resistance)
• measure and compare FET output and transfer characteristics with manufactures data in terms
of saturation, pinch-off and the ohmic region
• apply the square-law design equations of JFETs and IGFETs
• measure and compare the performance of a single-stage FET amplifier to that predicted by
circuit and small-signal model analysis in terms of quiescent values and voltage gain
• demonstrate the switching properties of a FET.
Outcome 8: demonstrate an understanding of the principal stages involved in the

manufacture of an integrated circuit

• describe the purification method to obtain intrinsic silicon
• describe methods of obtaining a single-crystal ingot
• relate the following terms to integrated circuit fabrication:
¾ photolithography
¾ epitaxy
¾ oxidation
¾ diffusion
¾ ion implantation
¾ metallization
• describe the features of the epitaxial planar transistor
• describe methods of device isolation, connection and interconnection

• describe how resistors, capacitors, diodes and pnp transistors are fabricated in an integrated
circuit.
Outcome 9: evaluate the properties and applications of optoelectronic devices

• solve energy/wavelength problems involving the photoelectric effect and the
electroluminescence of a semiconductor
• explain the difference between direct and indirect band-gap materials in the emission of
radiation
• describe the polarisation of light
• apply the terms quantum efficiency, responsivity and spectral response in relation to the
performance of an optical device
• analyse the effects of light upon the conductivity of a semiconductor
• relate the performance and application of the following devices to their principle of operation:
¾ light-dependent resistor
¾ solar cell
¾ avalanche photodiode
¾ light-emitting diode
¾ opto-coupler
¾ phototransistor
¾ laser
¾ liquid-crystal display
• explain the operation of monomode, stepped index and graded index optical fibre
• analyse the transmission of light in an optical fibre in terms of:
¾ refractive index
¾ modal dispersion
¾ material dispersion
¾ dispersion time
¾ attenuation
¾ numerical aperture
¾ number of modes
¾ spectral width of source
¾ wavelength of source
• an optical fibre to its characteristics and light source are correct.

Unit 28: Applying microcomputers for engineering
operations
Unit summary
Rationale
This unit is about appraising of the hardware, software and interface requirements of a
microprocessor system. Upon completing the unit candidates will be able to describe the general
constructional features of a small computer system and how the component parts interrelate in
terms of the fetch-execute cycle. An understanding of machine code programming is required and
this is contrasted with the features of a high-level language. The various codes typically used in the
manipulation and transmission of data is also covered, including BCD and CRC schemes.
The unit should prove of value to all students studying the Electronics programme and to any other
students who wish to enhance their knowledge of computer hardware and software.
standard.
Aims
• understand the general architecture and operation of a small computer system
• know the features and relative merits of low and high-level languages
• describe the interface requirements of a small computer system
• know the properties of common numeric and transmission codes.
Learning outcomes
1 demonstrate an understanding of the salient features of a microprocessor system
2 use features of high and low level programming languages in simple program applications
3 demonstrate an awareness of the features of input/output interfaces and protocols
4 demonstrate an understanding of the properties of numeric, error detecting and error
correcting codes.
Delivery Advice
This is essential a practically based unit and students should be encouraged to spend as much time
on the computer as possible, gaining experience in programming and exploring the structure of the
machine. Machine code programmes can be used as examples in the operation of the fetch-execute
cycle; candidates can step through the program to observe the changes in address, registers and
the stack and also the use of interrupts in passing control to and from the program.
The importance of a top-down approach in writing high-level language programmes should be

emphasised, so as to produce programmes that are well structures, legible and maintainable.
Programmes should, as far as is possible, be relevant to the student’s discipline or used to illustrate
an aspect of machine hardware.
In a rapidly developing technology candidates should have access to and be encouraged to

research up-to-date information when, for example, studying computer architecture and
performance.

This unit has links with the following units in the Level 4 Engineering Programme:
Using Distributed Control Systems for Engineering Operations.
Assessment
the candidate's understanding of the underpinning principles and practice of microprocessor
systems. The case studies must cover the following areas:
• the essential features of a microprocessor system in terms of
¾ motherboard
¾ fetch-execute cycle
¾ semiconductor, magnetic and optical storage
¾ interrupt and stack structure
• the production of machine-code and high-level language programmes
• interface structure of a microprocessor
• numeric and error detecting codes.

Unit 28: Applying microcomputers for engineering
operations
Outcomes
Outcome 1: demonstrate an understanding of the salient features of a microprocessor

system

• identify the major features of a motherboard
• relate the fetch execute cycle to the component parts of a computer system
• describe the principle types of semiconductor memory in terms of operation, construction and
performance
• relate the principles of operation of magnetic and optical storage mediums to their performance
• analyse the interrupt and stack structures of a microprocessor system.
Outcome 2: use features of high and low level programming languages in simple
program applications

• describe the translation process from source code to object code
• explain the role of compilers, interpreters and assemblers
• write, debug and run simple assemble language programs
• use the major features of a high-level language
• write a high-level language that uses embedded machine code.
Outcome 3: demonstrate an awareness of the features of input/output interfaces and

protocols

• relate the principles of operation and construction of typical ports found on a small computer
system (e.g. parallel, RS 232 , USB) to their performance and application
• describe a small computer system’s bus structure (I/O, memory, processor busses)
• describe the properties of the Small Computer Interface (SCSI).
Outcome 4: demonstrate an understanding of the properties of numeric, error detecting

and error correcting codes

• demonstrate the operation of 8-4-2-1 BCD and excess-3
• represent decimal numbers in a binary floating point notation
• demonstrate the operation of error detecting and error detecting and correcting (i.e. Hamming)
codes
• explain the principles and application of cyclic redundancy schemes.


Unit 29: Applying sequential logic and circuits for
Unit summary
Rationale
This unit is about the use of logic bistable elements in the design of circuits with specific functions
such as counters, shift registers, encoding circuits, decoding circuits, parity checkers and
communication circuits. The unit analyses the basic types of bistable elements, the basic building
blocks of sequential logic circuits. Karnaugh mapping is investigated and its use illustrated in the
design of synchronous and asynchronous counters and coding circuits. Dependency Notation is
explained and a General Design Technique using Mealy and Moore state diagrams, state transition
tables, Karnaugh maps etc is described and applied to the design of counters, shift registers, and
composite combinational and sequential logic circuits. The unit concludes with a practical design
project in which the student has to design build and test complex sequential circuits using medium
scale integrated circuitry.
standard.
Aims
The unit aims to enable the candidate to gain sufficient underpinning design knowledge such that
he or she is able to apply the General Design Technique of sequential logic circuit design to design
and build a sequential logic circuit using current commercial integrated circuit technology
components to a particular function specification.
Learning outcomes
1 specify the properties of sequential logic circuits
2 apply formal design techniques to synchronous and asynchronous sequential logic
circuits
3 implement sequential logic design projects using integrated circuit devices.
Delivery Advice
standards and codes of practice. Reference, where appropriate, should be made to different
manufacturer’s integrated circuitry and specifications. This is especially relevant with the current
progress being made in integrated circuit technology
Candidates should be encouraged to utilise similar industrial equipment where possible to

demonstrate appropriate knowledge of the Unit content. They should also be encouraged to use all
potential sources of up-to-date information. These may include works reports and reports in
technical journals.
Emphasis should be on the general design technique approach for the material in the unit that
enables one technique to be utilised for the design of several different functional sequential circuits.


Applying Microcomputers for Engineering Operations
Assessment
the candidate's understanding of the underpinning theory and principles of sequential circuit
design. The case studies must cover the following areas:
• basic bistable elements

• dependency notation
• truth and state transition tables, state diagrams and Karnaugh maps
• general design technique for the design of a sequential circuit
• designing, building and testing of a complex sequential circuit using medium scale integrated
circuits.

Unit 29: Applying sequential logic and circuits for
Outcomes
Outcome 1: specify the properties of sequential logic circuits

• classify sequential logic circuits in terms of synchronous and asynchronous working
• interpret the current National Standard for graphical symbols of binary logic elements
• describe the behaviour of a S-R, J-K, T-type and D-Type bistables element in terms of a truth
table, steering table, Karnaugh map or timing diagram
• investigate the operation of J-K, and D-Type bistables using integrated circuit packages.
Outcome 2: apply formal design techniques to synchronous and asynchronous

sequential logic circuits

• determine the behaviour of a sequential circuit by construction of a Mealy or Moore model
state diagram from a given starting state and given sequence of input values
• construct a state-transition table from a specification’s state diagram
• determine the minimum number of binary elements to implement a sequential circuit from the
number of internal system states
• derive and minimise next-state and output functions to implement a sequential circuit design
• draw, using current conventions, logic diagrams of completed designs.
Outcome 3: implement sequential logic design projects using integrated circuit devices

• interpret manufacturer’s data for selected integrated circuit devices
• draw block diagrams for a proposed system to the required specification
• design equations are derived for supporting and driving logic elements to a given specification
• verify a realised design as functioning according to a given specification.


Unit 30: Applying thermal dynamics for engineering
operations
Unit summary
Rationale
This unit is about understanding a range of basic thermodynamic concepts relating to appropriate
mechanical plant processes and appreciating the constraints imposed on such processes by
practical limitations.
Because of its fundamental nature the unit provides excellent preparation for further study of units
having some thermodynamic content.
standard.
Aims
• recognise thermodynamic principles and relate them to appropriate plant processes
• use thermodynamic principles to solve problems
• interpret the solutions to problems in terms of plant processes.
Learning outcomes
1 solve problems involving gas processes and vapour processes
2 demonstrate an understanding of the combustion of fuels
3 solve problems involving thermodynamic cycles
4 solve problems relating to steady-state heat transfer.
Delivery Advice
The relevance of this unit should be emphasised by relating particular aspects to appropriate
engineering practice.
Candidates should be encouraged to appreciate the limitations imposed on the application of

theoretical principles by practical and physical constraints. This will also provide opportunities for
candidates to draw upon information and skills acquired in the workplace.

This unit is an optional ‘related technologies’ unit within the Mechanical and Multi-disciplinary
Engineering programmes.
The unit provides underpinning knowledge for the Using Mechanical Plant Systems for Engineering
Operations and Using Gas Turbine for Engineering Operations units.
The knowledge gained from completion of the unit may be appropriate to the Research and Practice
unit.

Successful completion will require the use of problem solving skills gained from the study of level 4
Mechanical Engineering Principles and Mathematics units of all levels.
Assessment
the candidate's understanding of thermodynamic concepts relating to appropriate mechanical
plant processes. The case studies must cover the following areas:
• problems relating to gas and vapour processes including flow and non-flow, reversible and
irreversible, adiabatic and isothermal and throttled flow processes.
• combustion of fuels including gravimetric and volumetric analysis according to fuel type
• thermodynamic cycles and performance criteria thermal efficiency, air standard efficiency,
refrigeration effect and coefficient of performance for ideal thermodynamic cycles
• problems relating to steady-state heat transfer.

Unit 30: Applying thermal dynamics for engineering
operations
Outcomes
Outcome 1: solve problems involving gas processes and vapour processes

• clearly describe gas and vapour processes
• represent gas and vapour processes on property diagrams
• evaluate properties according to property tables
• solve problems relating to gas and vapour processes including flow and non-flow, reversible
and irreversible, adiabatic and isothermal and throttled flow processes.
Outcome 2: demonstrate an understanding of the combustion of fuels

• identify products of combustion according to the fuel burned
• apply gravimetric and volumetric analysis according to fuel type
• logically develop and tabulate the results of solutions to fuel combustion problems.
Outcome 3: solve problems involving thermodynamic cycles

• state the performance criteria thermal efficiency, air standard efficiency, refrigeration effect and
coefficient of performance for ideal thermodynamic cycles
• carry out calculations of performance criteria relating to the Carnot cycle, Otto cycle, constant
volume cycle, Diesel cycle, dual cycle, reversed Carnot cycle and Rankine cycle.
Outcome 4: solve problems relating to steady-state heat transfer

• clearly describe the different heat transfer processes
• correctly solve heat transfer problems relating to linear heat transfer through composite walls,
heat transfer through circular composite cylinders and heat transfer from a surface due to the
combined effect of radiation and convection.


Unit 31: Using gas turbines for engineering opertions
Unit summary
Rationale
This unit is about providing the candidate with a comprehensive knowledge of the principles of
construction, operation and applications of gas turbines and appreciating the operational
constraints imposed on turbine operation by physical limitations.
The unit offers an opportunity for candidates to apply previously acquired knowledge of
thermodynamic and mechanical engineering principles to this widely used and important type of
combustion engine equipment.
standard.
Aims
• understand and describe the basic constructional and operational principles of gas turbine
design
• specify and compare different types of gas turbine equipment according to the particular
application
• appreciate the design and operational limitations of gas turbines and the related maintenance
and environmental problems.
Learning outcomes
1 appraise the mechanical design principles of gas turbines
2 appraise gas turbine thermodynamic cycles
3 describe the compression stage of gas turbines
4 describe the combustion stage of gas turbines
5 appraise the performance and control of gas turbines
6 evaluate environmental problems associated with gas turbines.
Delivery advice
engineering practice.
Candidates should be encouraged to consider the limitations imposed on gas turbine performance
by physical constraints. This will provide opportunities for candidates to suggest likely future
developments in turbine design relating to material properties and cooling techniques.

The unit provides an opportunity for candidates to apply underpinning knowledge gained from the
study of Applying Thermal Dynamics for Engineering Operations and Mechanical Engineering
Principles units.
unit.
Successful completion will require the use of problem solving skills gained from the study of
mathematics units.
Assessment
the candidate's understanding of the underpinning principles, construction and application of gas
turbines. The case studies must cover the following areas:
• an appreciation of the principles of operation of a gas turbine in terms of the thermodynamic
cycles involved and the compression and combustion stages
• an appraisal of a gas turbine’s mechanical design principles
• an appraisal of the performance and control of a gas turbine
• an evaluation of environmental issues raised by the use of gas turbines

Unit 31: Using gas turbines for engineering opertions
Outcomes
Outcome 1: appraise the mechanical design principles of gas turbines

• describe gas turbine layout relating to open and closed cycle designs, aero and industrial
designs, single and twin shaft design and combined heat and power generation design
• relate the construction materials and maintenance aspects to the design purpose of the
compressor, combustion and turbine stages of a gas turbine.
Outcome 2: appraise gas turbine thermodynamic cycles

• represent correctly the Joule (Brayton) cycle, intermediate heat exchange cycle and re-heat
cycle on pressure/volume and temperature/entropy diagrams
• determine the parameters: compressor outlet temperature, compression volume, work done,
work ratio and cycle efficiency relating to gas turbine cycles.
Outcome 3: describe the compression stage of gas turbines

• describe the operating principles of centrifugal, axial, and mixed flow types of compressor stage
• identify the compressor characteristics: surging, choking, pressure ratio and velocity diagrams
relating to type and design of the compressor stage.
Outcome 4: describe the combustion stage of gas turbines

• describe sufficiently to explain the operating principles of the combustion stages of industrial
and aviation turbines
• relate the combustion process to the turbine requirements of fuel, fuel-air ratio, combustion
rates, chamber design and ignition.
Outcome 5: appraise the performance and control of gas turbines

• clearly describe the functions: ignition and flame control, fuel control, part load conditions and
automatic control in terms of performance requirements
• correctly identify turbine performance characteristics in terms of air temperature/power output
curves, pressure ratio/mass flow curves, surge line, working line, constant efficiency curves and
degree of reaction.
Outcome 6: evaluate environmental problems associated with gas turbines

• assess the environmental effects of atmospheric contamination (‘nox’ and ‘sox’) and noise
pollution in terms of turbine operation and performance.


Unit 32: Using mechanical plant systems for
Unit summary
Rationale
This unit is about the design and constructional principles of mechanical plant units and systems
and the selection, operation and application of such units.
The unit offers an opportunity for candidates to apply previously acquired knowledge of mechanical
engineering and thermodynamic principles to the solution of problems relating to particular plant
units.
The unit also relates to current industrial practice and may allow candidates to apply practical
knowledge gained from their own workplace.
standard.
Aims
• understand and describe the basic design and constructional principles of selected plant units
and systems
• apply design and constructional principles to the selection and functions of plant units and
systems
• specify and compare different types of plant units according to the particular application and
requirements.
Learning outcomes
1 appraise the performance and operational constraints of gas turbines
2 evaluate reciprocating internal combustion engine performance
3 evaluate gas compressor performance
4 make recommendations on the selection and installation of compressed air systems
5 select appropriate types of valve for given process applications.
Delivery advice
The relevance of this unit should be emphasised by relating particular plant equipment to
appropriate engineering practice.
Hence, candidates should be encouraged to relate their studies to their workplace activities.
Candidates should also be encouraged to consider the limitations imposed on gas turbine,
reciprocating internal combustion engine and gas compressor performance by physical constraints.
Advice will be especially needed regarding the role of tutors and the responsibilities of students if
delivery is by a form of ‘open’ or ‘distance’ learning.

study of the Applying Thermal Dynamics for Engineering Operations unit. It would, therefore, be
beneficial to complete the Applying Thermal Dynamics for Engineering Operations unit before
studying this unit.
Using Gas Turbines for Engineering Operations
Using Pneumatics and Hydraulics for Engineering Operations.
unit. Successful completion will require the use of problem solving skills gained from the study of
the Mathematics for Engineers unit.
Assessment
the candidate's understanding of the underpinning theory and principles of mechanical plant
systems. The case studies must cover the following areas:
• the operation and performance of gas turbines

• the operation and performance of reciprocating internal combustion engines
• the operation and performance of gas compressors
• the section and installation of compressed air systems
• the selection of a control valves for given applications

Unit 32: Using mechanical plant systems for
Outcomes
Outcome 1: appraise the performance and operational constraints of gas turbines

• represent correctly the operational gas turbine ‘ideal’, ‘practical’, single shaft and twin-shaft
with reheat cycles in terms of established T-S diagrams
• evaluate power output, power input, thermal efficiency and work ratio as related to gas turbine
performance parameters
• relate the physical design constraints of ‘non-ideal’ cycle, blade material, blade design,
temperature and speed to performance limitations.
Outcome 2: evaluate reciprocating internal combustion engine performance

• explain the operating principles of spark ignition, compression ignition, two-stroke and four-
stroke internal combustion engines
• compare the practical and theoretical four-stroke spark ignition cycles and compression ignition
dual cycles in terms of the appropriate p-V diagrams
• solve problems involving compression ratio, mean effective pressure, thermal efficiency,
indicated and brake power and specific fuel consumption as applied to internal combustion
engine performance.
Outcome 3: evaluate gas compressor performance

• explain clearly the operating principles of reciprocating, positive displacement rotary and
dynamic types of gas compressor
• relate compression cycle p-V diagrams correctly to the appropriate type of compressor
• solve problems involving volumetric efficiency, gas delivery rate, gas delivery temperature,
indicated power and pressure ratio as applied to gas compressor performance.
Outcome 4: make recommendations on the selection and installation of compressed air

systems

• select compressor units appropriate to the intended function of the compressed air system
• consider the siting and layout requirements of a compressed air system in accordance with
current practice
• clearly describe the functions of compressed air system components.

Outcome 5: select appropriate types of valve for given process applications

• describe the operating principles of plug, gate, butterfly, globe and diaphragm types of valve
• select appropriate valves in terms of application
• determine the flow rate through a valve in terms of given data.

Unit 33: Using plant and maintenance for engineering
operations
Unit summary
Rationale
This unit is about the knowledge and skills required to analyse the requirements for achieving good
maintenance planning of industrial plant and equipment. It should enable candidates to
demonstrate competence in the application of good practice in maintenance principles in industrial
environments.
The unit offers an opportunity for candidates to apply knowledge acquired from previous
experience in industrial maintenance.
standard.
Aims
• demonstrate an awareness of the main requirements of maintenance planning in industrial
situations by compiling a maintenance plan for a specified manufacturing or process facility
• analyse the organisation of maintenance for a specified industrial situation
• undertake the programming of maintenance for a specified maintenance task.
Learning outcomes
1 analyse maintenance planning in relation to industrial plant and services
2 analyse the organisation of maintenance for industrial plant and services
3 use planning techniques for the control and programming of maintenance work.
Delivery advice
current maintenance practice in order to encourage candidates to relate their studies to their
workplace activities.
Candidates should also be encouraged to consider the necessary compromises imposed on the
theoretical aspects of maintenance by physical constraints and safety requirements.

The unit provides opportunity for candidates to apply knowledge of plant equipment and its
operation gained from completion of the Mechanical Plant Systems unit.
Aspects of current maintenance practice relating to information gained from the candidate’s own
workplace may also be appropriate.
The knowledge gained from completion of the unit may be used by candidates embarking on the
Research and Practice unit.

Some sections of the unit lend themselves to the application of Information and Communication
Technology skills acquired by the candidates.
Assessment
the candidate's understanding of the application of good practice in industrial maintenance
principles. The case studies must cover the following areas:
• production of a maintenance plan for a specified facility, with regard to a maintenance policy
and the short and long term objectives
• an analysis of a maintenance work planning model and related infrastructure (work force,
administrative structure, spares inventory system)
• apply planning techniques for the control and programming of maintenance work.

Unit 33: Using plant and maintenance for engineering
operations
Outcomes
Outcome 1: analyse maintenance planning in relation to industrial plant and services

• describe maintenance planning in terms of short term requirements, long term replacement
and repair for a particular situation
• compare types of maintenance policy and relate them to specified situations
• analyse the factors determining a maintenance plan and compile a plan for a specified facility.
Outcome 2: analyse the organisation of maintenance for industrial plant and services

• describe the effects of the nature and location of the workforce
• describe the administrative structures controlling the management of maintenance
• describe and justify a typical maintenance work planning model
• describe and justify a typical spares inventory control system in terms of the factors affecting
cost effectiveness, economic ordering quantity and stock control.
Outcome 3: use planning techniques for the control and programming of maintenance
work

• analyse and relate bar chart and critical path network planning techniques to specified
situations
• employ bar charts for the planning of maintenance work for a particular situation
• employ network analysis techniques for planning and controlling work for a specified situation
• select and apply planning techniques appropriate in terms of planning and controlling work to
meet given maintenance requirements.


Unit 34: Using plant services for engineering
operations
Unit summary
Rationale
This unit is about the knowledge and skills needed to describe, select and evaluate the major
services required by industrial processes. It will enable candidates to apply scientific and
engineering principles to the solution of problems relating to steam power plant and the production
and distribution of steam, the production and distribution of compressed air and the design and
operation of refrigeration equipment.
This is a unit for which candidates will need to gather relevant information from standard reference
books in order to solve problems. The unit relates directly to industrial practice and candidates will
be given opportunities to apply the knowledge and skills gained to their own or a relevant process
industry.
Aims
• extract accurate, relevant, up-to-date information from standard reference books and tables
needed to solve problems related to heat content and quality of steam
• apply scientific and engineering principles to the design and operation of steam power plant
and equipment for the production of steam
• apply scientific and engineering principles to the design and operation of equipment used for
production of compressed air
• apply scientific and engineering principles to the design and operation of refrigeration
equipment and heat pumps
• describe, explain and select suitable supply and distribution systems for steam, compressed air
and refrigerated fluids.
Learning outcomes
1 analyse steam systems using thermodynamic principles and standard reference data
2 evaluate the use of steam as a heating medium
3 apply thermodynamic principles to the Rankine cycle used in steam power plant
4 describe the construction, operation and application of equipment used in the production
and distribution of steam
5 describe and specify the equipment used in the production and distribution of compressed
air
6 describe the construction, operation and application of refrigeration equipment and evaluate
the refrigeration effect of a vapour compression system.
Delivery advice
Candidates who undertake the study of this unit will require sound mathematical skills. For this
reason it is recommended that they study the following unit before commencing their studies on
this unit:
• Mathematics for Engineers.

Candidates should be encouraged to relate their studies, as far as possible, to their workplace
activities or industrial processes with which they are familiar. In this way candidates will gain
experience of the way in which theory is applied in practice.
Also, candidates should be encouraged to consult with workplace management and senior
technical staff in order to keep abreast of modern developments.
When satisfying unit Assessments candidates should be encouraged to choose examples from their
own experience or current industrial practice.

This unit is one of the option units of the level 4 Higher Professional Diploma in Engineering
(Chemical) programme. Plant services such as steam and compressed air, etc. are essential to the
“smooth-running” and operation of many industrial processes. For this reason the knowledge and
skills gained from this unit could usefully complement chemical plant operations studied in other
units. This is particularly the case where heating, cooling and energy balances are a major feature
of the process. Such units include:
Using Mass and Energy Balances in Chemical Engineering

Using Equipment for Distillation, Gas Absorption and Extraction Processes for Chemical
Using Equipment for Evaporation, Crystallisation and Filtration Processes for Chemical
Applying Heat Transfer Processes in Chemical Engineering Operations
Applying Fluid Transfer Processes in Chemical Engineering Operations
However, the Using Plant Services for Engineering Operations unit is a “stand alone” unit being
neither a precursor nor a pre-requisite for any of the above units.
This unit could provide opportunities for candidates to apply the skills and knowledge gained to the
solution of problems relating to their workplace processes and/or problems within the research and
practice unit.
Assessment
the candidate's knowledge and skills in describing, selecting and evaluating the major services
required by industrial processes. The case studies must cover the following areas:
• the application of thermodynamic principles and standard reference data in the analysis of
thermal properties of a steam system
• the evaluation of steam as a heating medium
• the application of thermodynamic principles to the operation and performance of a steam
power plant
• a description of the construction, operation and application of the equipment involved in steam
generation and distribution
• a specification and description of the requirements of a compressed air system
• a description and evaluation of the requirements of a refrigeration system.

Unit 34: Using plant services for engineering
operations
Outcomes
Outcome 1: analyse steam systems using thermodynamic principles and standard

reference data

• extract information concerning specific enthalpy, entropy and volume and saturated
temperature/pressure with respect to steam conditions from steam tables, enthalpy–entropy
and temperature–entropy diagrams
• distinguish between isenthalpic and isentropic processes as they occur in steam systems
• determine the quality of steam and condensate with respect to wet, dry, superheated and
supercooled conditions.
Outcome 2: evaluate the use of steam as a heating medium

• calculate the heat given out when steam condenses, using steam tables, for a given set of
conditions
• carry out calculations involving relationships between steam pressure, temperature difference
and heat transfer area from given information
• explain the effect of air in heating systems in terms of loss of temperature difference and
thermal efficiency.
Outcome 3: apply thermodynamic principles to the Rankine cycle used in steam power
plant

• describe the function and operation of the major components of a steam power plant
• apply thermodynamic principles to the solution of problems relating to the operation and
efficiency of steam power plant
• determine the work capability and steam outlet conditions from a steam turbine.
Outcome 4: describe the construction, operation and application of equipment used in

the production and distribution of steam

• distinguish between fire-tube boilers and water-tube boilers with respect to construction,
operation and use
• describe the function and operation of the major components of water-tube and fire-tube
boilers
• describe the function and operation of the major components of a steam distribution system.

Outcome 5: describe and specify the equipment used in the production and distribution
of compressed air

• distinguish between the two main types of compressor with respect to their construction,
operation and use
• select an appropriate compressor type for a given set of conditions
• describe the function and operation of the major components of a compressed air distribution
system.
Outcome 6: describe the construction, operation and application of refrigeration

equipment and evaluate the refrigeration effect of a vapour compression
system

• distinguish between heat engines and heat pumps with respect to their operating cycles
• describe the construction, operation and function of the components making up a typical
vapour compression refrigeration system
• calculate refrigeration efficiency of a refrigeration plant operating on a vapour compression
system, in terms of coefficient of performance.

Unit 35: Using pneumatics and hydraulics for
Unit summary
Rationale
This unit is about the design, constructional principles and maintenance requirements of pneumatic
and hydraulic plant equipment and should provide the candidate with sufficient knowledge and
understanding to appreciate the operational principles and practical constraints relating to such
equipment.
The unit offers an opportunity for candidates to apply previously acquired knowledge of mechanical
and plant engineering to the solution of problems relating to pneumatic and hydraulic equipment
and to design pneumatic circuits for specified functions.
standard.
Aims
• understand and describe the basic constructional and operational principles of selected items
of pneumatic and hydraulic plant equipment and systems
• carry out calculations relating to the operational requirements of compressed air and hydraulic
systems
• relate the design of pneumatic control circuits to their functional requirements
• appreciate the design and operational limitations of pneumatic and hydraulic systems and the
related maintenance requirements.
Learning outcomes
1 relate the operating principles of compressed air generators to industrial requirements
2 assess the operational requirements of a compressed air distribution system
3 design pneumatic control circuits
4 analyse functional requirements of a hydraulic system
5 specify maintenance requirements for a given type of system.
Delivery advice
current engineering practice in order to encourage candidates to relate their studies to their
Candidates should also be encouraged to consider the limitations imposed on pneumatic and
hydraulic equipment performance by physical constraints and safety and maintenance
requirements.


study of Using Mechanical Plant Systems for Engineering Operations and some of the content can
be related to the Using Plant and Maintenance for Engineering Operations unit. Knowledge of the
basic principles of ‘logic’ would be a useful aid for the achievement of Outcome 3.
unit.
Assessment
the candidate's understanding of the design, constructional principles and maintenance
requirements of pneumatic and hydraulic plant equipment. The case studies must cover the
following areas:
• the design of pneumatic control circuits

• the justification of the selection of a compressed air generator and associated equipment for
particular industrial requirements in terms of operational performance and output volume
• an Assessment of the requirements of a compressed air distribution system in terms of pipe
work, leakage and associated filters, regulators, traps etc.
• specification of the functional requirements of a hydraulic system in terms of component
drawings, type of pump, hydraulic components, hydraulic fluid, operating pressure, flow rate
and power requirements
• specify the maintenance requirements of a system in terms of a maintenance plan, system
monitoring chart and appropriate safety precautions.

Unit 35: Using pneumatics and hydraulics for engineering
operations
Outcomes
Outcome 1: relate the operating principles of compressed air generators to industrial

requirements

• compare positive displacement, dynamic, single and multi-stage compressors in terms of
operational performance relating to delivery pressure and volume, air quality, method of
compression and cycle p-V diagrams
• describe appropriate methods of output volume control relating to reciprocating and rotary
vane compressors
• correctly describe the functions of intercoolers, moisture separators and air receivers.
Outcome 2: assess the operational requirements of a compressed air distribution

system

• explain the functions of filters, regulators, drainage legs, drain traps, ‘macro’ and ‘micro’ oil mist
lubricators and air dryers in terms of compressed air distribution system requirements
• determine pipework sizes for optimum operating conditions using ‘nomograms’ and equivalent
pipe length data
• correctly determine air leakage rates from given test data.
Outcome 3: design pneumatic control circuits

• draw pneumatic components and circuits in accordance with current standards for directional
control valves, flow and pressure controls and actuators
• design pneumatic circuits suitable for speed control, variable time delay, cylinder extension and
retraction and multiple sequential actuation operations
• describe effective techniques for the removal of trapped signals for normal operation of circuits
• apply logic techniques to pneumatic circuits in accordance with recognised practice.
Outcome 4: analyse functional requirements of a hydraulic system

• present component drawings of a hydraulic motor, directional control valve, pressure relief
valve, pressure reducing valve, check valve, counter balance valve, line filter and flow control
valve in accordance with current standards
• calculate correctly pressure, flow rate and power in terms of system requirements
• compare the function and operation of centrifugal, reciprocating and swash plate hydraulic
pumps
• describe the functions of hydraulic components in relation to the operational requirements
• relate the properties of emulsion, water-glycol and synthetic hydraulic fluids to system
requirements.

Outcome 5: specify maintenance requirements for a given type of system

• specify maintenance plans for compressed air production units in accordance with industrial
requirements
• produce a system monitoring chart appropriate for use by maintenance personnel
• specify maintenance operation safety precautions in accordance with the safe operation of a
given system.

Unit 36: Using analysis instrumentation for chemical
Unit summary
Rationale
This unit is about describing and analysing the operation of analysis instrumentation and associated
systems used in the chemical, petrochemical and associated industries. Successful completion of
the unit requires the candidate to design a sample system that is capable of delivering a
representative sample from the process to the analysis instrument at the correct conditions as
specified by the Instrument manufacturer. It also enables the candidate to select an appropriate
Instrument for a specific application. The unit also includes details of the satisfactory disposal of the
sample after analysis.
standard.
Aims
• design a sampling system
• describe process plant analytical instrumentation
• select suitable analytical instrumentation for a specific pre-defined purpose
Learning outcomes
1 design a sampling system
2 describe the construction and operation of analytical instruments
3 select analytical instrumentation for specific process plant applications.
Delivery advice
Assessments should be practically orientated and relate to current Instrument and process.
Engineering standards and codes of practice. Details from candidates own experience should be
used where the candidate has the appropriate knowledge.
Examples of processes and sampling systems should include processes under pressure, vacuum
and/or process temperatures outside of ambient temperature ranges. Techniques for obtaining a
representative sample from processes that contain solids, liquids and gases. The types and
materials of construction of extraction probe and filters (external and internal) used for sample
systems to avoid changes in sample composition. The cause, effects and solutions used to minimise
time delays in sampling systems.
A suggested range of analytical instruments should include: The density of liquids and gases: Gas
chromatography: Electrochemical analysis: pH and redox measurements: Infrared systems: UV and
visible light, turbidity, smoke density: Oxygen in gases: Humidity and moisture: Liquid viscosity: Gas
and safety systems: Water purity.
Where appropriate, reference should be made to appropriate health and safety legislation,
especially those relating to the safe disposal of the instrument sample after processing by the
instrument.

This unit is one unit of the level 4 Instrument Engineering programme. It is equally relevant to the
process and instrumentation aspects of process plant. Consequently, candidates who are studying
Chemical Engineering will also find the content of this unit beneficial to their studies.
Assessment
the candidate's understanding of the principles and applications of analysis instrumentation. The
• description of the construction and operation of analytical instruments

• selection of analytical instrumentation for a specific application
• design of a sampling system.

Unit 36: Using analysis instrumentation for chemical
Outcomes
Outcome 1: Design a sampling system

• design a sampling system so that the installation pattern is accurate in relation to given
parameters
• design a sampling system so that the properties of the sample presented to the instrument
comply with the standards set by the instrument manufacture for satisfactory performance of
the instrument.
Outcome 2: Describe the construction and operation of analytical instruments

• use theoretical principles to explain the operation of common analytical instruments
• describe methods of calibration for common analytical instruments.
Outcome 3: Select analytical instrumentation for specific process plant applications

• select an instrument which is appropriate for a given analysis application.


Unit 37: Using distributed control systems for
Unit summary
Rationale
This unit is about the development and analysis of the operation of advanced distributed control
systems. It describes interfacing procedures and analysis the construction and operation of
controllers and associated control systems. It compares the configuration and performance of
different manufacturers distributed control systems.
standard.
Aims
• relate the development of distributed control systems to previous control systems
• describe the configuration of distributed control system
• identify befits from using a distributed control system
• optimise the settings of controllers
• specify the requirements of interfacing devices
• compare the performance between different manufactures advanced distributed control
systems.
Learning outcomes
1 explain the development of Distributed Control Systems (DCS)
2 describe the construction and operation of controllers
3 describe typical interfacing procedures
4 explain and analyse the operation of an Advanced Distributed Control System
5 describe and compare advanced control strategies and applications.
Delivery advice
Assessments should be practically orientated and relate to current Instrument Engineering
standards and codes of practice. Reference should be made to different manufactures systems and
specifications. This is especially true in meeting the details of outcome 5 where the differences and
similarities between different systems are compared.
Candidates should be encouraged to use examples from their own experience and industrial
environment to demonstrate competence in meeting the appropriate aspects of the unit Outcomes.
They should be encouraged to use all potential sources of up-to-date information. These may
include works reports and reports in technical journals.

Other units within the Higher Profession Diploma in Engineering programme which complement this
unit include:

Using Analysis Instrumentation for Chemical Engineering Operations
Candidates embarking on the Research and Practice unit could also use the knowledge gained from
completing this unit.
Assessment
the candidate's understanding of the configuration and operation of distributed control systems.
• the development, construction and operation of distributed control systems

• interfacing procedures
• the operation of Advanced Distributed Control Systems
• the application and operation of advanced control strategies.
Guidance
This unit is one of the non-mandatory units of the level 4 Instrument Engineering programme.
Before studying this unit candidates are advised to study the technical mandatory units of the
Instrument Engineering programme. This unit is particularly relevant to candidates who are
embarking on the research and development unit of the Instrument Engineering programme.
Candidates who are studying Chemical Engineering or those wishing to update their knowledge on
control using distributed systems will also find the content of this unit beneficial.

Unit 37: Using distributed control systems for
Outcomes
Outcome 1: Explain the development of Distributed Control Systems (DCS)

• use related principles to describe stages in DCS in terms of their function
• draw a layout of DCS hardware in terms of communication paths
• specify the performance of a data highway based control system in terms of communication
requirements
• analyse direct digital control systems in relationship to its application of distributed control
systems.
Outcome 2: Describe the construction and operation of controllers

• categorise the component parts of a controller in terms of their function
• define control modes in terms of configuration requirements
• analyse digital and analogue techniques in advanced controller capabilities
• analyse the operation primary and reserve controllers of uninterrupted automatic control
systems.
Outcome 3: Describe typical interfacing procedures

• Identify the DCS requirements regarding analogue and digital data processing and reporting
• Specify the ergonomic and display requirements of an operator interface.
Outcome 4: Explain and analyse the operation of an Advanced Distributed Control

System

• analyse the operation of an advanced DCS system
• critically compare the performance of data highway systems with advanced distributed
control systems
• specify the performance of low level systems compared to a local area network
• specify and explain methods of data configuration and system reporting procedures in DCS
• identify system security levels in DCS configurations
• analyse program execution for advanced control strategy at controller level
• compare the use of microcomputers and mainframe computers in an advanced control
strategy.

Outcome 5: Describe and compare advanced control strategies and applications

• identify maintenance requirements of component parts at data highway level
• describe recovery methods from power outage
• identify factors influencing the use of DCS in a given environment
• compare topography and communication protocols between propriety distributed control
systems.

Unit 38: Using industrial control systems for
Unit summary
Rationale
This unit is about the operation of control systems that control common parameters of process
plant. It describes in detail the construction and operation of individual controllers and types of
control valves and elements. It analyses the configurations and combination of feedback control
systems, simple and complex, and appraises the aspects of stability with regard to the system
response following a disturbance.
standard.
Aims
• gain an understanding of closed loop control
• demonstrate a depth of knowledge relating to the construction and operation of controllers
• predict the performance of control actions on loop performance
• compare the operation of different control systems.
Learning outcomes
1 analyse the composition and operation of feedback control systems
2 evaluate the stability of control systems
3 appraise the response of ‘three-term’ control systems
4 analyse the operation of complex control systems
5 analyse characteristics of control valves.
Delivery advice
standards and codes of practice. Reference should be made to different manufactures systems and
specifications where appropriate.
They should be encouraged to use all potential sources of up-to-date information. These may
include reports in technical journals and work reports.
Details from candidates own experience is required. Where appropriate, reference should be made
to appropriate health and safety legislation.

This unit is one of the mandatory units of the level 4 Instrument Engineering programme. It provides
detailed knowledge of control theory and industrial practice. It is particularly relevant to candidates
who are embarking on the research and development unit of the Instrument Engineering
programme.

Candidates who are studying Chemical Engineering will also find the content of this unit beneficial to
their technical development.
Assessment
the candidate's understanding of the underpinning theory and principles of control systems in an
industrial context. The case studies must cover the following areas:
• the representation of industrial process control system in block diagram form (input; error
detector; controller; controlled element; process; detecting element; feedback loop)
• derivation and calculation of system gain and the effect of controller gain
• an analysis of stability, the effects of disturbance (step and sinusoidal) and the effects of
distance velocity and transfer lags; time constants; phase lags
• an appraisal of the three control actions (proportional, integral and derivative) and calculations
of proportional band settings, offset, system output; controller output;
• process loop tuning using the ‘ultimate cycle’ and ‘quarter amplitude’ response methods
• an analysis of the application and behaviour of complex control systems

Unit 38: Using industrial control systems for
Outcomes
Outcome 1: analyse the composition and operation of feedback control systems

• represent simple feedback control systems by block diagrams
• derive closed loop transfer functions.
Outcome 2: evaluate the stability of control systems

• detail the effects of positive and negative feedback on the performance of control systems
• determine the response of control systems to common disturbance patterns.
Outcome 3: appraise the response of ‘three-term’ control systems

• select an appropriate control action for a predetermined set of conditions
• calculate the settings of controller terms for optimum control
• compare the construction and operation of different controllers
• apply experiment procedures to obtain optimum process control settings.
Outcome 4: analyse the operation of complex control systems

• describe complex control systems (cascade; ratio control and ‘split range’) and their
applications
• identify the response of complex control systems to process disturbances (feed-forward
disturbance; feedback disturbance).
Outcome 5: analyse the characteristics of control valves

• differentiate between different valve flow/lift characteristics of control devices (equal
percentage, linear and quick opening)
• calculate the size of a control valve in terms of given data
• detail undesirable operational effects within control valves
• analysis of the application, sizing and behaviour of control valves.


Unit 39: Using transmission of measurement signals
for engineering operations
Unit summary
Rationale
This unit is about analysing methods and techniques for transmitting measurement signals. Within
the unit, short-range transmission systems using pneumatic or dc electrical systems are studied. For
longer-range purposes the study of modulated radio signals is undertaken. Finally there is a section
on digital transmission system, conversion between analogue and digital signals and error detection
techniques.
standard.
Aims
• demonstrate a knowledge of plant pneumatic transmission systems
• demonstrate a knowledge plant electrical transmission systems
• describe and analyse the operation of modulated signal systems
• analyse methods of conversion techniques between analogue and digital transmission
systems.
Learning outcomes
1 appraise the operation of elements of pneumatic transmission systems
2 appraise the operation of instrument electrical transmission systems
3 investigate the properties of modulation systems
4 investigate the operation of digital transmission systems.
Delivery advice
standards and codes of practice. Where appropriate, reference should be made to different
manufactures systems and specifications.
environment to demonstrate competence in meeting the unit Outcomes. They should be
encouraged to use all potential sources of up-to-date information. These may include reports in
technical journals and work reports.
Details from candidates own experience is required. Where appropriate, reference should be made
to appropriate health and safety legislation.

This unit is one of the mandatory units of the level 4 Instrument Engineering programme. It links
closely with the other core units in the programme, especially Using Industrial Control Systems for
Engineering Operations and Using Transmission of Measurement Signals for Engineering
Operations. It is particularly relevant to candidates who are embarking on the research and

development unit of the Instrument Engineering programme. Candidates who are studying
Chemical Engineering will also find the content of this unit beneficial to their technical development.
Assessment
the candidate's understanding of the underpinning theory and principles of the transmission of
measurement signals. The case studies must cover the following areas:
• the operation, calibration and analysis of elements of electrical and pneumatic transmission
system
• the analysis of positional measurement transducers (e.g. digital shaft encoder, synco-resolver)
• the analysis of amplitude and frequency modulation
• the operation of digital to analogue and analogue to digital converters
• the operation of fdm and tdm systems
• the operation of a pcm system including
¾ companding
¾ quantisation
¾ alising.

Unit 39: Using transmission of measurement signals
for engineering operations
Outcomes
Outcome 1: appraise the operation of pneumatic transmission systems

• accurately describe the operation of pneumatic transmission system components
• calculate parameters for pneumatic transmission systems from given data
• describe the calibration of pneumatic transmission system components and calculate
calibration data.
Outcome 2: appraise the operation of instrument electrical transmission systems

• accurately describe the operation of instrument electrical system components
• identify the different categories of hazardous areas
• calculate parameters for instrument electrical transmission systems from given data
• describe the calibration of electrical transmission system components and calculate calibration
data.
Outcome 3: investigate the properties of modulation systems

• use and interpret standard symbols for modulated systems
• plot asymptotic gain/frequency responses for low and high pass filters
• analyse amplitude and frequency modulation systems in terms of waveforms and system
parameters
• describe and contrast the operation of time-division and frequency-division multiplexed
transmission systems.
Outcome 4: investigate the operation of digital transmission systems

• analyse the operation of digital to analogue and analogue to digital converters
• accurately describe the operation and features of digital transmission systems
• analyse the operation of positional measurement transducers
• determine code efficiency and errors in coded signals.


Unit 40: Using equipment for distillation, gas
absorption and extraction processes for
chemical engineering operations
Unit summary
Rationale
This unit is about the knowledge and skills required to understand the construction, operation and
selection of equipment used in industrial distillation, gas absorption and extraction processes.
It will enable candidates to apply standard techniques to carry out basic design calculations and use
their results to specify appropriate equipment for separation processes using distillation, gas
absorption and extraction equipment.
The unit relates directly to current industrial practice and candidates will be given opportunities to
apply the knowledge and skills gained to their own or a selected process.
requirement and Outcomes and producing work of a satisfactory and reliable standard.
Aims
• acquire the basic knowledge and skills needed to explain the construction and operation of
equipment used in industry to separate liquid mixtures by distillation
• acquire the basic skills and knowledge needed to explain the construction and separation of gas
absorption equipment
• acquire the basic skills and knowledge needed to explain the construction and operation of
industrial equipment used to extract soluble materials from solid and liquid mixtures
• acquire the basic knowledge and skills required to perform basic design calculations and specify
equipment for distillation, gas absorption and extraction processes.
Learning outcomes
1 describe and compare the design, operation and performance of plate and packed columns
used in distillation, gas absorption and extraction processes
2 solve problems related to the design and operation of distillation equipment
3 apply physical and chemical principles to the design and operation of gas absorption systems
4 apply physical and chemical principles to the design of equipment used in the extraction of
soluble materials from solid and liquid mixtures.
Delivery advice
Some major parts of this unit involve solving design problems using charts, diagrams, graphs and
algebraic manipulation together with an understanding of mass and energy balances. For these
reasons it is recommended that candidates study the following mandatory units for the Engineering
(Chemical) programme before commencing their studies on this unit. These are:
• Mathematics for Engineers
• Using Mass and Energy Balances for Chemical Engineering Operations.

Candidates should be encouraged to relate their studies to their workplace activities. They should
be encouraged to choose examples from their own experience, or current industrial practice in
order to show their ability to satisfy the knowledge statements and unit assessment.
might include:
• technical workplace management
• works reports and research papers
• chemical, processing and other technical journals.

(Chemical) programme. As such it provides the knowledge and skills of three of the major
Separation Processes (Unit Operations) used in the petrochemical industries.
The unit operations covered are Distillation, Gas Absorption and Solvent Extraction.
The knowledge gained from this unit could provide the underpinning knowledge for students
employed in the petrochemical industries when they are embarking on the research and practice
unit.
The unit also provides opportunities for candidates to apply the skills and knowledge gained to the
Other units within the Higher Professional Diploma in Engineering (Chemical) which complement this
unit are:
1. Using Equipment for evaporation, crystallisation and filtration processes for chemical
engineering operations, which covers the unit operations of Evaporation, Crystallization and
Filtration.
2. Using equipment for drying, separation and gas cleaning processes for chemical engineering
operations, which covers the unit operations of Drying, Sedimentation and Gas Cleaning.
3. Using Mass and Energy Balances in Chemical Engineering Operations.
This unit has links with and provides knowledge and understanding, in whole or in part, for the
following Engineering Occupational Standards for Higher Levels:
Assessment
the candidate's understanding of the principles of operation, construction and selection of
equipment used in industrial extraction processes, distillation and gas absorption. The case studies
must cover the following areas:
• the application of physical and chemical principles in the design of

¾ gas absorption systems
¾ extraction systems
¾ distillation equipment
• a comparative study of the design, performance and operation of plate and packed columns
used in distillation, gas absorption and distillation processes

Unit 40: Using equipment for distillation, gas
absorption and extraction processes for
Outcomes
Outcome 1: describe and compare the design, operation and performance of plate and
packed columns used in distillation, gas absorption and extraction
processes

• correctly identify and describe plate and packed columns in terms of their respective
construction and operating principles
• compare the performance of different types of plate and packing with respect to their
efficiencies in distillation and extraction processes
• evaluate the relative performance of plate and packed columns in terms of their use in
distillation, gas absorption, scrubbing and extraction processes.
Outcome 2: solve problems related to the design and operation of distillation

equipment

• describe the techniques of simple, fractional, azeotropic, steam, vacuum and pressure
distillation for batch and continuous operations
• select a suitable distillation technique for a given set of conditions in keeping with accepted
industrial practice
• construct and use McCabe-Thiele diagrams to estimate the number of theoretical plates,
and associated HEPT, for a given set of conditions
• evaluate the effects of column temperature gradient, reflux ratio, column pressure,
temperature and flow of materials on product purity.
Outcome 3: apply physical and chemical principles to the design and operation of gas
absorption systems

• evaluate rates of diffusion and rate of absorption in terms of fluid film properties and film and
overall transfer coefficients
• distinguish between physical and chemical absorption using commercially important industrial
examples
• explain the effect of temperature, pressure and flow of materials on operation, control and
product purity
• specify a suitable piece of equipment for a given duty.

Outcome 4: apply physical and chemical principles to the design of equipment used in
the extraction of soluble materials from solid and liquid mixtures

• identify and evaluate the factors affecting the efficiency and effectiveness of liquid-liquid and
solid-liquid extraction processes
• construct, interpret and use equilibrium diagrams to estimate the number of stages required for
a given extraction process
• specify and describe suitable extraction equipment for given industrial liquid-liquid and solid-
liquid extraction processes.

Unit 41: Using equipment for evaporation,
crystallisation and filtration processes for
Unit summary
Rationale
selection of equipment used industry to separate and purify materials by evaporation,
crystallisation and filtration techniques.
It will enable candidates to apply standard theory and techniques to carry out basic design and
performance calculations and use their results to specify and evaluate equipment used for
evaporation, crystallisation and filtration processes.
apply their knowledge to their own or a selected process.
Aims
• acquire the basic knowledge and skills needed to explain the construction, operation and
application of evaporation equipment used in the chemical industry
application of crystallisation equipment used in the chemical industry
application of filtration equipment used in the chemical industry
• acquire the basic knowledge and skills required to perform design calculations in order to
specify and evaluate equipment used for evaporation, crystallization and filtration processes in
the chemical industries.
Learning outcomes
1 evaluate the design, operation, performance and application of evaporation equipment used
in the chemical industry
2 evaluate the design, operation, performance and application of crystallisation equipment
used in the chemical industry
3 evaluate the design, operation, performance and application of filtration equipment used in
the chemical industry.
Delivery advice
Some major parts of this unit involve solving design problems using charts, diagrams, graphs and
algebraic manipulation together with a working knowledge of mass and energy balance
calculations. For these reasons it is recommended that candidates study the following mandatory
units before commencing their studies on this unit. These are:
¾ Mathematics for Engineers
¾ Using Mass and Energy Balances in Chemical Engineering.

Candidates should be encouraged to relate their studies, as far as possible, to their workplace
activities. They should be encouraged to choose examples from their own experience (or current
industrial practice) in order to show their ability to satisfy the knowledge statements and unit
Assessment.
might include:
¾ technical workplace management
¾ works reports and research papers
¾ chemical, processing and other technical journals.
(Chemical) programme. As such it provides the knowledge and skills of three of the major
Separation Processes (Unit Operations) used in the organic and inorganic processing industries.
The unit operations covered are evaporation, crystallisation and separation of solids from liquids
(filtration).

The knowledge gained from this unit could provide the underpinning knowledge for students
employed in the chemical industries when they are embarking on the research and practice unit.
The unit also provides opportunities for candidates to apply the skill and knowledge gained to the
Other units within the Higher Professional Diploma in Engineering (Chemical) programme which
complement this unit are:
1. Using equipment for distillation, gas absorption and extraction processes for chemical
engineering operations, which covers the unit operation of distillation, gas absorption, liquid-
liquid and liquid-solid extraction.
2. Using equipment for drying, separation and gas cleaning processes for chemical engineering
operations, which covers the unit operation of drying, sedimentation and gas cleaning.
3. Using Mass and Energy Balances in Chemical Engineering.
Assessment
the candidate's understanding of the principles of the construction, operation and selection of
equipment used industry to separate and purify materials by evaporation, crystallization and
filtration techniques. The case studies, relevant to the chemical industry, must cover the following
areas:
• design, operation, performance and application evaluations of
¾ evaporation equipment
¾ crystallisation equipment
¾ filtration equipment

Unit 41: Using equipment for evaporation,
crystallisation and filtration processes for
Outcomes
Outcome 1: evaluate the design, operation, performance and application of evaporation

equipment used in the chemical industry
• identify and describe the construction and operation of short tube, long tube, forced circulation,
plate and multiple effect evaporators (i.e. standard types)
• compare the performance of the standard types of evaporator for a given set of conditions
• correctly select and justify an evaporation unit for a given duty
• solve mass and energy balance problems on evaporation equipment for a given set of data.
Outcome 2: evaluate the design, operation, performance and application of

crystallisation equipment used in the chemical industry

• construct, interpret and use solubility and saturation curves to predict optimum conditions for
crystal formation
• identify and describe the construction and operation of standard types of cooling and
evaporative crystallisers
• evaluate the factors affecting the growth, size and rate of formation of crystals from
supersaturated solutions
• correctly select and justify a crystalliser for a given duty
• solve mass and energy balance problems on crystallizer equipment.
Outcome 3: evaluate the design, operation, performance and application of filtration

equipment used in the chemical industry

• identify the factors affecting the rate of filtration of solid particles from fluids
• solve problems relating to the rate of filtration of solid particles through filter media for a given
set of conditions
• identify and describe the construction and operation of standard filtration equipment using
pressure, vacuum and centrifugal forces
• correctly select and justify a piece of filtration equipment for a given duty.


Unit 42: Using equipment for drying, separation and
gas cleaning processes for chemical
Unit summary
Rationale
selection of equipment used in industry for drying, separation by sedimentation and gas cleaning.
It will enable candidates to apply standard techniques to the solution of problems relating to the
design and operation of drying, sedimentation and gas cleaning equipment and to use their findings
to specify appropriate equipment for given duties.
apply the knowledge and skills gained to their own or a selected process.
Aims
industrial drying equipment
industrial sedimentation equipment
industrial gas cleaning equipment
• acquire the basic knowledge and skills needed to solve basic design problems and specify
appropriate equipment for drying, separation by sedimentation and gas cleaning.
Learning outcomes
1 evaluate the factors that affect the design, operation and choice of industrial drying equipment
2 compare the design, operation and performance of industrial drying equipment
3 compare the design, operation and performance of industrial sedimentation equipment
4 compare the design, operation and performance of industrial gas cleaning equipment.
Delivery advice
Many parts of this unit involve the use of complex graphs and charts together with mathematical
and algebraic manipulation. For this reason it is recommended that candidates study the
mandatory unit Mathematics for Engineers before commencing their studies on this unit.
Candidates should be encouraged, where possible, to relate their studies to their workplace
activities. They should be encouraged to choose examples from their own experience, or current
industrial practice, in order to show their ability to satisfy the knowledge statements and unit
assessment.

might include:
• technical and managerial workplace staff
• chemical processing and other technical journals.
(Chemical) programme. It provides the knowledge, skills and understanding of techniques used in
the chemical, metallurgical, food and other processing industries.
The topics covering sedimentation and gas cleaning are widely applicable to pollution control.

The knowledge gained from this unit could provide the underpinning knowledge for candidates
employed in process industries, where pollution control is a major problem, particularly when
embarking on the research and practice unit.
Other units within the Higher Professional Diploma in Engineering (Chemical) which complement this
unit are:
1. Using Equipment for Evaporation, Crystallisation and Filtration Processes for Chemical
Engineering Operations, which covers the unit operations of distillation, gas absorption, and
solvent extraction.
2. Using Equipment for Distillation, Gas Absorption and Extraction Processes for Chemical
Engineering Operations, which covers the unit operation of evaporation, crystallization and
filtration.
Assessment
the candidate's understanding of the construction, operation and selection of equipment used in
industry for drying, separation by sedimentation and gas cleaning.
• industrial drying equipment

• industrial sedimentation equipment
• industrial gas cleaning equipment.

Unit 42: Using equipment for drying, separation and
gas cleaning processes for chemical
Outcomes
Outcome 1: evaluate the factors that affect the design, operation and choice of
industrial drying equipment

• explain the principles and mechanisms of drying in terms of moisture content and relative
humidity for a given set of conditions
• identify the factors that affect the rate of drying for a given set of conditions
• construct and interpret weight-loss/time graphs for predicting optimum operating conditions
• calculate humidities and moisture contents using standard psychrometric charts.
Outcome 2: compare the design, operation and performance of industrial drying

equipment

• identify and describe the construction and operation of batch/continuous, co-
current/countercurrent standard types of drying equipment
• compare the performance of the standard types of drying equipment in terms of efficiency and
running costs, for a given set of conditions
• select a piece of drying equipment for a given duty in terms of current industrial practice.
Outcome 3: compare the design, operation and performance of industrial

sedimentation equipment

• apply Stokes’ law to the evaluation of the factors that affect the rate of sedimentation of solid
particles through fluids
• solve problems relating to sedimentation rates from given information
• identify and describe the construction and operation of batch and continuous sedimentation
equipment
• specify and select an appropriate piece of equipment for a given sedimentation duty.
Outcome 4: compare the design, operation and performance of industrial gas cleaning
equipment

• identify and evaluate the factors affecting the choice of industrial gas cleaning equipment
• describe the construction, operation and application of standard types of gas cleaning
equipment, e.g. momentum separators, scrubbers, cyclones, electrostatic precipitators and
bag filters
• compare the performance of the standard types of gas cleaning equipment in terms of
efficiency and running costs
• select an appropriate piece of gas cleaning equipment for a given duty from given data.


Unit 43: Applying heat transfer processes in chemical
Unit summary
Rationale
This unit is about the way in which heat energy travels through, within and between materials.
It contains the knowledge and skills needed to evaluate the modes of heat transfer that take place in
industrial heating and cooling operations, and to calculate the rates at which heat energy flows.
The unit relates directly to industrial practice and also provides the knowledge and skills needed to
select, specify and evaluate the performance of heating and cooling equipment.
Aims
• acquire the knowledge and skills needed to explain the factors which affect energy transfer by
conduction, convection and radiation
• apply the principles of heat and mass transfer to the calculation of rates of heat transfer by
conduction, convection and radiation
• apply the principles of heat and mass transfer to the solution of problems related to industrial
heating and cooling operations
• evaluate the performance of different types of industrial heat exchange equipment.
Learning outcomes
1 evaluate the transfer of heat by conduction
2 evaluate the transfer of heat by convection
3 evaluate the transfer of heat by radiation
4 appraise the performance of industrial heat exchange equipment
5 solve problems involving mass transfer for steady state conditions.
Delivery advice
Much of this unit involves solving problems, using charts, diagrams, graphs, complex mathematical
formulae and algebraic manipulation. Also candidates will require an understanding of the
principles of fluid flow and a working knowledge of mass and energy balances.
For these reasons it is recommended that candidates study the following units before commencing
their studies on this unit.

• Using Mass and Energy Balances in Chemical Engineering
• Applying Fluid Transfer Processes in Chemical Engineering Operations
Candidates should be encouraged, where possible, to relate their studies to their industrial
experience and to the knowledge and skills obtained from other units – in particular Applying Fluid
Transfer Processes in Chemical Engineering Operations and Using Mass and Energy Balances in

Chemical Engineering. This is particularly important since many of the topics covered are
theoretical, abstract and often difficult to follow.
Wherever possible tutors should help candidates to relate these studies to current industrial
practice.
might include:
• workplace management (technical)

• chemical processing and other technical journals.
(Chemical) programme. It covers the principles of heat transfer and their application to the design
and operation of industrial heating and cooling equipment.

The principles of heat transfer are often a major feature in the design and operation of chemical
plant used in separation and purification processes. For these reasons this unit has links with the
following units:
Using Equipment for Drying, Separation and Gas Cleaning Processes for Chemical
Applying Fluid Transfer Processes in Chemical Engineering Operations
Using Plant Services for Engineering Operations.
The knowledge gained from this unit could provide underpinning knowledge for students employed
in the chemical industry when they are embarking on the research and practice unit. It could
provide opportunities for students to apply the skills and knowledge gained to the solution of
problems relating to their workplace processes.
Assessment
the candidate's understanding of the underpinning theory and principles of heat transfer in an
industrial environment. The case studies must cover the following areas:
• evaluation of heat transfer by
¾ conduction (including composite walls and pipes)
¾ radiation (including effects of surface texture, emissivity, and absorptivity)
¾ convection (including the use of Reynolds, Grashof, Prandtl and Nusselt numbers and
free and forced conditions)
• problems of mass transfer (under steady-state conditions) involving Flick’s law and the Chilton-
Coburn analogy
• the critical appraisal of heat exchange equipment in terms of construction, operation and
performance.

Unit 43: Applying heat transfer processes in chemical
Outcomes
Outcome 1: evaluate the transfer of heat by conduction

• solve problems relating to steady-state heat transfer by conduction through single plane and
composite plane walls for a given set of conditions
• solve problems relating to steady-state heat transfer by conduction through single pipe and
composite pipe walls for a given set of conditions.
Outcome 2: evaluate the transfer of heat by convection

• explain the factors affecting the rate of heat transfer by natural and forced convection in terms
of the physical properties of the fluid concerned
• explain the effects of turbulence, Reynolds, Grashof, Prandtl and Nusselt numbers on the role of
heat transfer by convection
• solve problems relating to heat transfer by natural and forced convection for fluid flow in pipes
for a given set of conditions.
Outcome 3: evaluate the transfer of heat by radiation

• explain heat transfer by radiation in terms of the factors within the Stefan-Boltzmann law
• explain the effect of surface texture, emissivity and absorptivity on the rate of heat transfer by
radiation
• solve problems relating to steady state heat transfer by radiation from hot surfaces for a given
set of conditions.
Outcome 4: appraise the performance of industrial heat exchange equipment

• describe the construction, operation and application of double-pipe, shell and tube, parallel
plate, spiral and finned types of heat exchanger
• select and justify a suitable heat exchanger type for a given application
• solve problems requiring the concepts of mass and energy balances relating to performance
and efficiency of heat exchange equipment
• select a suitable heat transfer medium for a given duty.
Outcome 5: solve problems involving mass transfer for steady state conditions

• solve mass transfer diffusion problems using the basic rate equation and Fick’s law
• solve mass transfer problems relating to two-film theory
• apply the Chilton-Coburn analogy to the correlation of mass transfer coefficients with overall
heat transfer coefficients.


Unit 44: Applying fluid transfer processes in chemical
Unit summary
Rationale
This unit is about the way in which fluids flow in pipes and the energy losses due to pipe friction and
fittings. It contains the knowledge and skills needed to evaluate these energy losses and to
calculate the energy requirements for pumping and transporting fluids through industrial
transportation systems.
The unit relates directly to current industrial practice and candidates will be given the knowledge
and skills needed to specify and select pumping and transportation systems for a given set of
conditions.
Aims
• acquire the basic knowledge needed to explain and predict the various ways in which fluids can
flow in pipes and transportation systems
• apply basic principles to the calculation of energy losses in fluids flowing along pipeline systems
• apply basic principles to calculate the energy requirements for pumping and transportation
systems
• appraise the performance of different types of pumping equipment.
Learning outcomes
1 predict the flow patterns of fluids flowing in tubes and pipelines
2 evaluate energy losses in fluids flowing along pipelines
3 evaluate the energy requirements for the pumping and transportation of fluids along pipelines
4 compare the design, performance and duty of pumping equipment.
Delivery advice
Much of this unit involves solving problems, using charts, diagrams, graphs, complex mathematical
formulae and algebraic manipulation. For these reasons it is recommended that candidates study
the following unit before commencing their studies on this unit.
Candidates should be encouraged, where possible, to relate their studies to their industrial
experience. This is particularly important since many of the topics within this unit are theoretical,
abstract and difficult to follow.
A determined effort should be made by both candidate and tutor to relate topics to current
industrial practice.
might include:
• workplace management (technical)

• chemical processing and other technical journals
(Chemical) programme. It covers the principles of fluid flow and their application to the design and
operation of pumping and transportation systems used in industry. Also fluid flow principles are
often a major feature in the design and operation of chemical plant used in separation and
purification processes.

For the reasons below this unit has links with the following units:
Applying Heat Transfer Processes in Chemical Engineering Operations
Using Plant Services for Engineering Operations.
The knowledge gained from this unit could provide underpinning knowledge for students employed
in the chemical industry when they are embarking on the research and practice unit. It could
provide opportunities for the student to apply the skills and knowledge gained to the solution of
problems relating to his workplace processes.
Assessment and guidance

the candidate's understanding of the underpinning theory and principles of the transfer of fluids in
an industrial environment. The case studies must cover the following areas:
• prediction of the flow pattern in pipelines, reference being made to the Reynolds formula
• evaluation of the energy loss in a pipeline using the Bernoulli equation and the Law of
Conservation of Energy and allowing for friction losses, bends and pipe fittings
• evaluation of the energy requirements for pumping fluids along a pipeline
• justification of the selection of a pump for a given application with reference to its design,
operation and performance.

Unit 44: Applying fluid transfer processes in chemical
Outcomes
Outcome 1: predict the flow patterns of fluids flowing in tubes and pipelines

• explain the factors affecting the flow of fluids in pipelines in terms of their physical properties
and characteristics
• describe and sketch lamina, transitional and turbulent flow patterns
• use the Reynolds formula to calculate Reynolds number and predict fluid flow type
• explain the importance of Reynolds number in the design of heating, cooling and transportation
systems.
Outcome 2: evaluate the energy losses of fluids flowing along pipelines

• explain the Bernoulli equation in terms of the Law of Conservation of Energy
• calculate pipe friction factors for a given set of conditions
• correctly calculate energy losses due to pipe friction, bends and pipe fittings for a given set of
conditions.
Outcome 3: evaluate the energy requirements for the pumping and transportation of
fluids along pipelines

• select and explain appropriate formulae (for example Hpump = HT(hf + hm) and
ppump = ρgqv Hpump) for the calculation of power and energy required for a given pumping duty
• describe and explain the energy losses within a pumping system
• solve problems relating to energy requirements for pumping, for a given set of conditions.
Outcome 4: compare the design, performance and duty of pumping equipment

• describe and compare the design, operation and performance of positive displacement,
persuasive rotary and special types of pumping equipment
• select a suitable pump for a specific application from given data.


Unit 45: Applying quality assurance in engineering
Unit summary
Rationale
This unit is about the methodology and techniques of management principles for the quality
assurance of products and services in business and other organisations. It gives the underpinning
knowledge, terminology and specifications and standards relevant to quality assurance. The unit
will be of value to all candidates who need to be aquatinted with quality procedures.
standard.
Aims
• acquire a knowledge of the principles of quality assurance

• understand the importance of specifications and standards
• distinguish between different quality assurance factors
• compare and contrast different inspection techniques
• improve existing quality assurance procedures, methods and techniques.
Learning outcomes
1 describe the principles on which quality assurance is based
2 explore the need for company and international certification of quality assurance systems
3 evaluate different quality assurance and control strategies.
Delivery advice
Assessments should be practically orientated and relate to current standards and codes of practice.
They should be encouraged to use all potential sources of up-to-date information and reference
should be made to appropriate health and safety legislation, where appropriate.
Connections with other units/Qualifications

This unit is one unit of the level 4 Engineering programme. It provides detailed knowledge of quality
assurance and is particularly relevant to candidates who are embarking on a study of quality
assurance techniques
The knowledge gained from this unit could provide underpinning knowledge for students who are
taking the research and development unit of this and associated programmes.
Assessment
the candidate's understanding of the methodology and techniques of quality management. The
• the tenets of quality assurances with respect to
¾ planning

¾ controlling
¾ maintenance
¾ standardisation
¾ specification
¾ TQM
• the role of certification with respect to
¾ national and international standards
¾ the design cycle
¾ codes of practice, including concessions and amendments
• evaluation of control strategies with respect to
¾ surveillance and rating of suppliers
¾ inspection procedures

Unit 45: Applying quality assurance in engineering
Unit content
Outcome 1: describe the principles on which quality assurance are based

• Explain the principles of a quality assurance culture in terms of planning, motivating, organising,
communicating, controlling and maintenance.
• Demonstrate the importance of specifications and standardisation in the preparation of
specifications of products, tests and services with special emphasis on contracts and external
audits.
• Distinguish between internal and external customer viewpoints of the concept of total quality
management culture.
Outcome 2: explore the need for company and international certification of quality
assurance systems

• Identify the important factors involved in quality assurance throughout the design cycle of a
product.
• Relate the benefits for standardisation within an organisation to company and international
certification.
• Explain the uses of codes of practice and design guides including specification needs,
amendments and concessions.
Outcome 3: evaluate different quality assurance and control strategies

• Evaluate the surveillance and rating of suppliers with emphasis on sub-contracted provision of
services and bought in goods.
• Compare the merits of strategies of different inspection procedures.
• Identify different techniques for final inspection and test responsibility.
• Demonstrate an understanding of automatic inspection methods for process control.


Unit 46: Producing a business plan for the engineering
industry
Unit summary
Rationale
This unit is about the skills and knowledge required in order to write a business plan from scratch,
either for a new product/service, or a new business idea. Business plans are working documents
that can be used to get information once a business is up and running.
In this unit there is opportunity to consider health and safety issues, as well as how moral, social and
ethical issues affect business in the engineering industry.
Aims
• use the research and investigations to develop a business and action plan
• staff and resource the business
• decide how to use quality standards and produce a customer service policy
Learning outcomes
1 produce a suitable business plan for the engineering industry
2 research and select suitable premises and agree the terms and conditions
3 identify the suppliers for the business and cost all the equipment, tools and materials
4 carry out a skills audit and training needs analysis to produce an organisation chart
5 describe the quality and customer service policy and procedures that will be used for the
business
6 produce a detailed action plan of activities to be carried out before trading
Delivery advice
range of resources to gather data. Valuable information can be obtained through visits to
organisations and from presentations given by guest speakers.
industrial codes of practice. Similarly, safe working methods and safety precautions should be
Assessment prior to commencement. Evidence presented should be the candidates’ own work and

This unit has links with the units covering Financial Management and Resource Management within
the Higher Level Qualification in Engineering (Level 4):
Assessment
The outcomes of this unit will be assessed on the production of a word-processed analytical report
of a minimum of 2000 words which includes:
• a business plan for the engineering industry in a suitable format for presentation to those being
asked to invest money or other support into the business
• detailed information about the premises, operations, organisational structure and quality and
customer service systems
• an action plan with targets and goals which takes account of all the things that have to be done
before trading can commence

Unit 46: Producing a business plan for the engineering
industry
Outcomes
Outcome 1: produce a suitable business plan for the engineering industry

• write a business plan in a suitable format for presentation
¾ external to attract funding/finance
¾ internal to plan strategy
Outcome 2: research and select suitable premises and agree the terms and conditions

• work out the full costs to the business of obtaining and running premises
• evaluate how obtaining premises will affect the fixed costs, cash flow and profitability of the
business
• negotiate targets, seek legal advice, keep records of discussions and what is agreed before
signing any contracts
Outcome 3: identify the suppliers for the business and cost all the equipment, tools and
materials

• work out what equipment, tools and materials are needed to start up and run the business
• match the needs for equipment, tools and materials to the business Aims for
¾ products
¾ market share
¾ price
¾ profitability
¾ cash flow
¾ turnover
¾ capital and assets
¾ cost efficiency
• conduct a cost benefit analysis of different equipment, tools and materials and compare the
results to the expected profit margins
• consider price, hidden costs, quality, reliability, minimum order quantities, delivery time and
payment terms when choosing suppliers
Outcome 4: carry out a skills audit and training needs analysis to produce an
organisation chart

• conduct a functional analysis
• make an objective Assessment as to whether the people involved can provide all the expertise
required
¾ technical
¾ financial
¾ customer service

¾ office and administrative support
¾ marketing
¾ business management expertise
• meet legal and regulatory requirements for employing different people
¾ full-time
¾ part-time
¾ consultants, etc
Outcome 5: describe the quality and customer service policy and procedures that will
be used for the business

• find out about competitors’ activity in relation to quality and customer service
• examine and describe different ways of bringing quality into a business
¾ how they help business Aims and targets
¾ how to decide which approach is best for the business
• decide what systems and procedures need to be introduced, how quality checks will be carried
out and ensure records are maintained
• check customer needs
• explain how complaints will be dealt with
• develop a customer service policy, inform staff and customers of its contents, check if it is
working and adjust, if necessary
Outcome 6: produce a detailed action plan of activities to be carried out before trading

• produce an action plan which takes account of all the things that have to be done before trading
can start which covers at least the following
¾ market research
¾ marketing
¾ opening a bank account
¾ sourcing any finance required
¾ finding suppliers
¾ buying any start-up stock
¾ making any start-up stock
¾ organising business stationery
¾ insurance
¾ buying needed equipment
¾ personnel training
¾ recruiting any staff
¾ finding premises
¾ refurbishing/fitting out premises if necessary
• set goals
• build in contingency plans, carry out risk Assessment
• describe the importance of cash-flow and converting profits into cash in order to ensure
adequate working capital

Unit 47: Applying computer programming for
Unit summary
Rationale
This unit is about the application of high-level language computer programming with an emphasis
on numerical methods and in particular to problems of a technological and engineering nature. The
unit is generically based so that any suitable high-level language can be used (e.g. Pascal, C, Basic).
The candidate will be able to write well structured programs using versatile range of data types,
operators, control and block statements as well as editing, debugging and other features as found
in a modern programming software package.
Successful achievement of this unit is dependent upon the candidates meeting the Assessment
Aims
y acquire and apply skills in high level language computer programming
y be aware of the range of application of computer programs
y understand the limitations of high level computer program languages
y enhance communication and analytical skills
Learning outcomes
1 recognise situations in which computer programs may be applied to solve problems
2 analyse problems in terms of program structures
3 produce structured programs in a high level language
4 produce program documentation.
Delivery advice
Programming skills require practice and candidates should be encouraged, from the
commencement of the unit, to produce programs at regular and frequent intervals. Candidates
should also be advised that a deeper understanding of the principles of programming might be
obtained by comparing structured programs in a variety of high-level programming languages.

Candidates could use the knowledge and experience gained from this unit when following the
Research and Development unit. The unit also provides an opportunity for the delivery of Key Skills,
particularly Information and Communication Technology and Problem Solving.
Assessment
The outcomes of this unit will be assessed by one or more case studies to demonstrate the
candidate's ability to write high-level language computer programs in a work-related context. The
• production of a solution algorithm using pseudocode and or flowchart
• utilisation of a variety of data types, control loops and block statements in a program
• use of local variables and parameter passing
• word-processed documentation, including coding, program description and test results.

Unit 47: Applying computer programming for
Outcomes
Outcome 1: recognise situations in which computer programs may be applied to solve

problems

• identify and classify data as forms which can be input to and processed by a computer
• produce an algorithm in pseudocode, or a flowchart to process data according to problem
requirements
• test algorithms or flowcharts using sample data
Outcome 2: analyse problems in terms of program structures

• identify data types used by the program language
• input data according to problem requirements using appropriate program statements
• process data according to problem requirements using the control structures of the program
language
• output results according to problem requirements using appropriate program statements
Outcome 3: produce structured programs in a high level language

• write computer programs to solve given problems using the structural design of the language
used
• use subprograms where appropriate to produce block structured programs
• pass parameters to and from a subroutine
• make appropriate use of global and local variables
• use compiler and text editor facilities to debug and test programs
Outcome 4: produce program documentation

• describe the purpose of a computer program in relation to a given problem
• describe the overall structure of a program
• describe how a program is used
• provide coding and test results
• describe the scope and limitations of a program

Unit 48: Using statistical process control for
Unit summary
Rationale
This unit is about the knowledge and skills required in using appropriate statistical tools to achieve
control of process and product quality. It should enable the candidate to determine process
capability, level of process control and acceptability of product quality.
The unit offers an opportunity for candidates to apply previously acquired knowledge of
mathematical statistics.
standard.
Aims
• appreciate that manufacturing processes are normally capable of improvement
• select and construct suitable control charts and use them to suggest appropriate remedial
action to remove unwanted deviations
• apply statistical techniques to various sampling schemes relating to acceptable and limiting
quality levels.
Learning outcomes
1 determine the capability of a manufacturing process and recommend ways for its
improvement
2 monitor the operation of a process by identifying any variation in the control of the process
and recommending action to restore the process to normal operation
3 specify a sampling scheme that will ensure that specified levels of quality are achieved.
Delivery advice
current process control practice in order to encourage candidates to relate their studies to their
They should, wherever possible, be encouraged to select examples and data from their own
experience or current industrial practice, and to use all potential sources of up-to-date information.

This unit is an optional ‘Associated Studies’ unit and can be selected as part of any of the
The unit is particularly relevant to those candidates employed within the manufacturing industry
dealing with medium to large batch production.
A knowledge of basic statistics and probability theory would be useful for satisfactory completion of
the unit.

unit.
Successful completion will require the use of problem solving skills gained from the study of
mathematics units.
Assessment
the candidate's understanding of the principles and practice of statistical process control. The case
studies must cover the following areas:
• conduct a capability study of a manufacturing process and make appropriate recommendations
• use and interpret charts in the monitoring and control of a process
• specify a sampling scheme using appropriate statistical techniques and conforming to relevant
British Standards.

Unit 48: Using statistical process control for
Outcomes
Outcome 1: determine the capability of a manufacturing process and recommend ways

for its improvement

• suitably present the procedures for conducting a capability study
• accurately determine capability indices and correctly identify their implications
• recommend suitable action if a process is found to be incapable.
Outcome 2: monitor the operation of a process by identifying any variation in the

control of a process and recommending action to restore the process to
normal operation

• describe suitable control charts for monitoring given processes and specify appropriate
sampling procedures
• construct X and R charts, attribute control charts, pre-control charts and cusum charts
accurately
• identify and interpret any patterns present in the control chart and recommend action to
restore normal operation.
Outcome 3: specify a sampling scheme that will ensure that specified levels of quality
are achieved

• describe the procedures for obtaining a representative sample from a batch
• correctly describe the operation of single, double and sequential sampling schemes
• construct an operating characteristic (OC) curve for a single sampling plan and determine
accurately acceptable and limiting quality levels
• accurately construct the average outgoing quality (AOQ) curve for a double sampling scheme
and determine the AOQ limit
• state the procedures for changing between normal, reduced and tightened inspection in
accordance with BS 6000
• use correctly BS 6001 and BS 6002 to determine appropriate sampling plans for in-process and
final inspections.


Unit 49: Developing teams, individuals and yourself for
Unit summary
Rationale
This unit is about candidates knowing how to develop a team, the individuals in it, and themselves,
in a manner which gives continuing improvement. As managers, candidates will be responsible for
this process or they will assist a higher level team to implement its own development programme.
Successful achievement of this unit depends upon candidates meeting the assessment
requirements and Outcomes and producing work of a satisfactory and consistent standard.
Aims
• demonstrate an understanding of the techniques of team building in an engineering
organisation
• select the most suitable team by matching the skills available to the needs of the engineering
tasks
• improve team relationships and morale
• improve individuals performance by
¾ training to extend the required skills and eliminating areas of weakness
¾ possible transfer of responsibilities
• improve him/herself.
Learning outcomes
1 select the most suitable management team for the proposed engineering task or project
2 agree and implement the necessary actions to improve teamwork
3 encourage individuals to promote their own self-development, incorporating any Assessment
procedures used by the organisation
4 prepare and implement a self-development plan
Delivery advice
Lecture and seminar hours should be used for the delivery of theory and for the practical evaluation
of case studies where appropriate. Candidates should be given opportunities to investigate and
evaluate the ways in which particular areas of human relations are dealt with in their organisation. It
will be necessary at all times to consider the confidential and sensitive nature of this type of
information when requiring the student to use workplace related data.
Candidates should be encouraged to demonstrate as broad a range of communication and

interpersonal relationship skills as they can. Where appropriate they should give examples of
failures and note the actions which they took to rectify matters.
Valuable information can be obtained from presentations given by guest speakers
Where possible the Assessment should be related to the candidates' work places, i.e. practical,
realistic and relate to current sector practice. Where this is not appropriate, case studies may need
to be provided for Assessment purposes. Candidates should be able to provide evidence of a wide
range of team building and management skills and a thorough understanding of the principles of

'best practice'. Appropriate centre staff should agree the title and outline of the report to be
presented for Assessment prior to commencement.
All evidence presented MUST be the candidates’ own work and they are expected to plan and carry
out their Assessments independently
Assessment
The outcomes of this unit will be assessed on the production of:
• a word processed report containing approximately 1500 words and relevant data. The report
will
¾ demonstrate the candidate’s knowledge of team building and individual progression
¾ cover one task or project in which the candidate was involved
¾ give details of the teams selected and outline the steps taken to improve team and
individual performance
¾ include details of the candidate's on-going development as well as examples of good and
bad practices and particular points which were found helpful
¾ include organisational data for clarification and explanation

Unit 49: Developing teams, individuals and yourself for
Outcomes
Outcome 1: Select the most suitable management team for the proposed engineering
task or project

• assess the strengths and weaknesses of individuals and match them to the requirements of
the engineering task.
• provide a team which is most satisfactory for the needs of the work and the capabilities of
the individuals available.
• estimate the financial implications from using the chosen team.
• balance the cost of the proposed team against the financial allowances contained in the
budget for the task or project.
Outcome 2: Agree and implement the necessary actions to improve teamwork

• delegate tasks to team members taking into account the strengths and weaknesses of the
individuals concerned.
• encourage team members to contribute to planning activities and work reviews.
• minimise unproductive friction between team members.
• encourage good working relationships by encouraging participation and discussion
• set a good example by adopting high personal standards
• monitor the team effort by observation during formal meetings and informal discussions.
• encourage team members to provide feedback on progress. e.g. state what is going well
and what is going badly
• use feedback in conjunction with monitored observations to improve results.
• encourage team members to comment regularly on all aspects of engineering activities.
Outcome 3: Encourage individuals to promote their own self-development,

incorporating any assessment procedures used by the organisation

• assess the current competence and future potential of team members and match this to the
needs of the company as a whole.
• decide how individuals should be developed to satisfy the needs of the company and their
own aspirations.
• encourage individuals to contribute to and take ownership of their own development plan.
• ensure that all plans are relevant and use currently available resources.
• Arrange ‘In-house’ training sessions.
• keep plans up to date and relevant.

Outcome 4: Prepare and implement a self-development plan

• assess his/her engineering management competences and identify areas where
competence should be improved.
• set self-improvement objectives which are relevant to the company, the team, and the
candidate for management and understanding.
• set challenging objectives.
• allow sensible times and resources to achieve the objectives.
• review progress with a senior manager at regular intervals and use the feedback obtained to
improve development progress. e.g. by the use of an appraisal system.

Unit 50: Financial management for engineering
projects
Unit summary
Rationale
This unit is concerned with the monitoring and control of the financial resources of engineering
organisations. In a competitive environment the organisation which can operate effectively,
efficiently and economically will be pro-active in their evaluation of the impacts of change or new
opportunities. The unit focuses on the practical application of various accounting techniques, which
will allow the manager to make an accurate evaluation of the impact of a variety of decisions on the
financial capabilities of the engineering organisation.
Aims
This module aims to enable the candidate to:
• acquire practical skills and techniques
• apply those techniques to the evaluation, monitoring and control of the organisations
financial resources
• understand the role of financial management in the achievement of the
organisation’s objectives and in the wider business environment
Learning outcomes
1 describe the accounting function of an engineering organisation and the requirements of a
regulatory framework
2 demonstrate an understanding of the content of financial statements for a variety of
engineering related organisations
3 interpret and analyse a variety of financial statements for organisations both inside and outside
the engineering sector
4 analyse the nature of costs and methods of overhead recovery related to pricing strategies
appropriate to the engineering industry
5 apply the appropriate techniques to the evaluation of capital investment projects
6 demonstrate an understanding of the nature of the strategic objectives of an engineering
related organisation and determine an annual planning cycle
Delivery advice
evaluate the ways in which particular areas of financial management are dealt with in their
organisation. It will be necessary at all times to consider the confidential and sensitive nature of this
type of information when requiring the student to use workplace related data. Candidates should
be encouraged to investigate and critically review current trends and innovative practice and use a
range of resources to gather data
Valuable information can be obtained through visits to organisations and from presentations given
by guest speakers

Where possible the Assessment should be related to the candidates' work places, i.e. practical,
realistic and relate to current sector practice. Where this is not appropriate, case studies may need
to be provided for Assessment purposes. Appropriate centre staff should agree the title and outline
of the report to be presented for Assessment prior to commencement.
Evidence presented MUST be the candidates’ own work and candidates are expected to plan and
carry out their Assessments independently.
Assessment
• A word processed report of 1500 words assessing the financial performance of a engineering
related organisation. The four main methods of analysis should be used to evaluate
performance in the areas of profitability, solvency, asset utilisation and investment
performance. The report should include comparative analyses of at least two years of company
performance or alternatively comparison with another company in the same industrial sector
over a one year period.
• A 15 minute presentation, using appropriate visual aids, which makes an Assessment of a
recently completed capital investment project. The candidate should research and critically
examine the investment appraisal techniques used by the organisation, report on how those
techniques were used for the particular project and discuss any non- financial aspects of the
project which were considered. Evaluation should also be made of how close the actual results
of the project were to the original estimates and the reasons for any variances. On completion
of the presentation the candidate should be prepared to answer questions and should submit a
500 word précis of the presentation content

Unit 50: Financial management for engineering
projects
Outcomes
Outcome 1: Describe the accounting function of an engineering organisation and the

requirements of a regulatory framework

• distinguish between various types of business organisation in both the public and private
sector
• explain the primary and secondary objectives of business
• demonstrate an understanding of the need for accounting records and of the process of
recording financial information
• explain the legal and professional regulations which apply to this area of management
• explain the difference between financial and management accounting
Outcome 2: Demonstrate an understanding of the content of financial statements for a

variety of engineering related organisations

• define the purpose, structure and layout of a profit and loss account
• define the purpose, structure and layout of a balance sheet
• explain the concept of adjustments to financial statements e.g. depreciation
• demonstrate an appreciation of the need for a cash flow statement and the relationship
between this statement and the main areas of business activity
• evaluate the links between the financial statements and their part in enabling owners and
managers to monitor performance
• demonstrate an understanding of the differing requirements for the
• published accounts of limited companies
Outcome 3: Interpret and analyse a variety of financial statements for

organisations both inside and outside the engineering sector

• explain the importance of the accurate interpretation of financial statements
• illustrate use of the main tools of financial analysis
a) ratios
b) vertical analysis
c) horizontal analysis
d) trend analysis
• comment on any trends shown by an analysis
• report on the overall financial situation of the organisation
• evaluate the limitations of these types of analysis in decision making

Outcome 4: Analyse the nature of costs and methods of overhead recovery related to
pricing strategies appropriate to the engineering industry

• explain the role of costing in assessing performance and in decision
making
• discuss the concepts of cost units, cost centres and the classification of costs
• illustrate the difference between direct and indirect costs
• evaluate the main costing systems and their use in the engineering industry
• demonstrate an understanding of the need to recover overheads through the units of output
• explain the concept of the break-even point
• explain the importance of marginal costing techniques in relation to management decision
making
• demonstrate an understanding of relevant costs when making pricing decisions
• consider the factors to consider when determining price and the main pricing strategies
Outcome 5: Apply the appropriate techniques to the evaluation of capital investment

projects

• define a capital investment project and explain the factors to be taken into
consideration prior to decision making
• demonstrate an understanding of the main financial techniques of capital investment appraisal
• evaluate the advantages and disadvantage of each technique when used within the engineering
industry
• discuss the use of cost benefit analysis as an investment appraisal technique
• calculate internal rates of return and its application as a method of capital investment appraisal
(Discounted cash flow)
• use computer software programs to obtain information from data bases and spreadsheets
Outcome 6: Demonstrate an understanding of the nature of the strategic objectives of

an engineering related organisation and determine an annual planning
cycle

• explain that planning is the process of using available information to set objectives and deciding
how those objectives might be achieved within resource constraints
• define the nature of the organisations strategic objectives and explain how those would be
supported by an annual planning cycle
• demonstrate an understanding of the nature, benefits and limitations of budgets
• discuss the steps involved in budgetary planning and the purpose of budgetary control
• demonstrate a understanding of the differences between fixed and flexible budgets
• recognise environmental influences and internal resource constraints
• define the purpose, format and uses of the cash and master budgets
• evaluate the role of a budgetary control report as an aid to investigating variances
• recognise the human behavioural implications inherent in preparing,
negotiating, implementing and controlling the budgetary cycle

Unit 51: Managing people in an engineering operation
Unit summary
Rationale
Effective communication is vital to business success, facilitating good work relations. This unit gives
candidates, as managers, the opportunity to improve their understanding of the different types of
communication used and how to communicate effectively. As managers, candidates will recognise
the importance of correct and effective communication and will need appropriate knowledge to
ensure this.
Aims
• establish effective communication by building good interpersonal relationships
• minimise interpersonal conflict and implement grievance and disciplinary procedures correctly
• give or receive Guidance and advice as necessary
• understand the communication systems of your own business.
Learning outcomes
1 understand how effective communications are created by good personal working relationships
2 establish effective working relationships with an engineering team and those affected by an
engineering process
3 maintain harmony using appropriate communication and interpersonal skills
4 understand all communication systems and how to use them effectively
5 arrange, control and contribute effectively to meetings or discussions.
Delivery advice
evaluate the ways in which particular areas of human relations are dealt with in their organisation.
It will be necessary at all times to consider the confidential and sensitive nature of this type of
information when requiring the student to use workplace related data. Candidates should be
encouraged to demonstrate as broad a range of communication and interpersonal relationship skills
as they can. Where appropriate they should give examples of failures and note the actions which
they took to rectify matters. Valuable information can be obtained from presentations given by
guest speakers
Assessment
• a word processed report of approximately 1500 words which consists of two parts:
• detail the theories and methods on which effective communication and interpersonal
relationships are based
• relate the candidate’s direct experience of such effective communication and
relationships. Candidates should select at least one situation and explain how

¾ communications of all kinds were relayed to, or received from, relevant people in an
effective way
¾ good relationships were established and maintained.

Unit 51: Managing people in an engineering operation
Outcomes
Outcome 1: Understand how effective communications are created by good personal

working relationships

• recognise the importance of good working relationships and how they are formed
• understand the different styles of personal approach used in working relationships
• be aware of the effect of good personal relationships on the communication process.
Outcome 2: Establish effective working relationships with an engineering team and

those affected by an engineering process

• establish effective working relationships and good communications with:
¾ colleagues, subordinates, senior managers
¾ clients and members of the client team
¾ the general public and those who may be affected by the work suppliers
¾ the health and safety inspectorate, building control officers and other statutory officials.
Outcome 3: Maintain harmony using appropriate communication and interpersonal

skills

• understand and, where necessary, implement appropriate:
¾ grievance procedures
¾ disciplinary procedures
• recognise the issues which create problems between people and how to overcome them,
e.g. bad language and abuse
• understand legislation relating to the fair treatment of people, the provision of equal
opportunities and the importance of avoiding discrimination of any kind
• minimise conflict using interpersonal skills, involving being firm, fair and understanding.
Outcome 4: Understand all communication systems and how to use them effectively

• use the organisation's communication systems effectively
• use clear and precise speaking methods to provide effective communication
• recognise the importance of good writing practice as a means of effective communication
• understand Information and Communication Technology of all types and how to use IT
effectively.

Outcome 5: Arrange, control and contribute effectively to meetings or discussions

• ensure meetings and discussions are successful by using effective communications
• decide who should attend a meeting
• prepare an agenda
• make appropriate arrangements for meetings
• make records of meetings and circulate them as necessary
• ensure that the objectives of meetings are met and that any agreed actions arising from
meetings are noted and carried out promptly.

Unit 52: Managing resources for an engineering
operation
Unit summary
Rationale
This unit is about the management skills and knowledge required when purchasing items and
monitoring the use of supplies. As a senior member of staff, it may well be necessary to co-ordinate,
prioritise and manage resources (bearing in mind budgetary constraints) to ensure effectiveness of
production and customer satisfaction in order to support the overall operation of the business.
In this unit there is opportunity to consider health and safety issues, as well as how moral, social and
ethical issues affect the management of resources in the engineering industry.
Aims
• acquire the appropriate skills needed to manage resources
• use manual and computer data to monitor and review the use of supplies and keep records
• plan and implement the organisation’s business policy.
Learning outcomes
1 evaluate the systems used to record, monitor, review and control resources
2 demonstrate effective resource management skills and techniques
3 understand and deal with problems that can occur when managing resources
4 develop a business policy for resource management
5 implement quality control systems for resources
6 ensure compliance with legal and statutory requirements
Delivery advice
Assessments should be practical and realistic and relate to current sector practice. If candidates are
currently working in the sector, there will be opportunities for them to draw evidence from activities
carried out in the workplace as agreed by their employer.
Candidates should be given opportunities to investigate and evaluate the ways in which particular
areas of resource Assessment and acquisition are dealt with in their organisation and critically
review current trends and innovative practice. They should give examples of system failures and
note the actions that were taken to rectify matters.
information when requiring the student to use workplace related data.
industrial codes of practice. In addition, safe working methods and health and safety precautions
should be considered at every stage of the activity.

Assessment
The outcomes of this unit will be assessed on the production of a word-processed report of a
minimum of 2000 words which includes:
• a review of the systems used to control resources in an engineering organisation
• a business policy describing a suitable strategy for resource management
• records which show the candidate has:
¾ applied effective resource management skills and dealt with problems
¾ complied with quality assurance and legal & statutory requirements
¾ subjective and objective conclusions about resource management practices in relation to
the outcomes of this unit

Unit 52: Managing resources for an engineering
operation
Outcomes
Outcome 1: Evaluate the systems used to record, monitor, review and control resources
The candidate will be able to:

• compare varying practices used to record, monitor, review and control resources
¾ staffing structures including security
¾ purchasing specifications
¾ purchase recording systems (electronic and manual methods)
¾ Pareto analysis of stock/value levels
• compare different stock monitoring systems
¾ electronic and manual
¾ minimum and maximum stock levels and the possible effects on costs
¾ automatic and ‘just-in-time’ ordering methods
• review ordering systems
¾ identifying requirements
¾ evaluation of goods purchased
• control resource systems by
¾ stock taking
¾ requisition procedures and authorisations
¾ bar codes and inventories
• check the availability of items to be purchased
¾ follow specified procedures to identify the items required for different departments
¾ determine availability of required items through discussion with colleagues and
suppliers
¾ identifying problems that may arise from non-availability
¾ specify procedures for purchasing exceptional items that may be required
¾ check that any problems which arise are dealt with efficiently and effectively
¾ that the appropriate people are informed of any action taken
• control the use of materials and equipment
¾ ensure that ‘goods in’ are checked prior to use
¾ monitor the efficient use of supplies
¾ identify any opportunities for improved use of supplies and report findings to the
appropriate people
• ensure that records of supplies used are accessible, complete and accurate
• compare the purchasing and supply methods and procedures currently used in the industry
to include make or buy, hire or lease, direct or contract purchasing, taking into account
capital investment considerations
• review current purchasing methods to evaluate the extent to which they
¾ reflect market conditions
¾ take advantage of the various ways in which supplies might be obtained
• assess the format and use of current purchasing contracts for legal compliance, value for
money, and the relationship with suppliers
• check that current tendering procedures are cost effective and comply legal requirements

Outcome 2: Demonstrate effective resource management skills and techniques

• manage teams
¾ be positive and delegate
¾ roster staff and set targets
¾ plan and implement work procedures
¾ direct and control daily business to ensure effective performance of personnel
¾ identify and implement appropriate leadership styles
¾ motivate personnel in order to achieve organisational goals
¾ ensure individuals understand their responsibilities within the organisation
• control communication and recording procedures
¾ establish clear lines of communication with senior managers, peers and
subordinates
¾ meet targets, Outcomes and schedules
¾ analyse the information gained from company recording and monitoring procedures
¾ identify any corrective action that needs to be taken in response to any identified
deviations from the company plan
¾ assess the existing record keeping procedures for effectiveness, identifying any
faults, in order to suggest improvements to the system
¾ state the importance of respect for confidentiality regarding the obtaining and use
of resources, and the need to make required information available to colleagues at
the correct time
¾ use the information gained from the review of existing procedures to predict future
trends and advise company decision making in the future
Outcome 3: Understand and deal with problems that can occur when managing
resources

• recognise the problems that can occur with engineering plant and machinery, equipment
and materials
¾ accidents
¾ equipment breakdown
¾ unexpected or emergency requirements
¾ changes in production schedules to meet targets
• ensure that planned objectives concerning purchasing and supply have been met in relation
to
¾ shortage of stock
¾ late or non-delivery
¾ incorrect or faulty items delivered
¾ breakages and spoilage
¾ reviewing different sources
¾ not exceeding budgetary estimates
• negotiate when dealing with disputes
¾ the function of trade unions and arbitration tribunals
¾ salary and bonus negotiations
¾ effects on company image
Outcome 4: Develop a business policy for resource management

• evaluate the effect of the business policy on the area of operation
¾ develop business policies regarding resources
¾ identify organisational goals to be achieved by the team

¾ evaluate business targets and identify the action to be taken by the team in order to
meet them
• relate the role of manager with senior levels of management in relation to
¾ production
¾ maintenance
¾ sales and marketing
¾ personnel
¾ accounting
• ensure individuals understand their responsibility within the whole process
¾ need to consult and co-operate
¾ select the appropriate sources of information concerning the conditions of purchase
• evaluate different methods of purchasing resources by
¾ consortiums and co-operatives
¾ fixed contracts
¾ speculation (price change possibilities)
• identify the factors to be included in the preparation of purchase specifications for a variety
of products
¾ plant and machinery
¾ tools and equipment
¾ consumable materials,
• check methods used for monitoring and assuring appropriate standards of quality,
performance and optimal ordering of quantities to include
¾ lead times
¾ usage rates
¾ units and costs
¾ contingency planning
• calculate economic ordering, quantities and stock levels for regular and fluctuating
situations
• identify the information needed to make decisions regarding ‘in house’ manufacture or the
use of sub-contractors
• consider the methods used to determine the economic time periods for replacement or
upgrading of production resources
¾ discounted cash flow
¾ bath tub curves
¾ break-even points
• review the use of the documentation related to various purchase and stock control
procedures in order to
¾ identify possible faults
¾ ensure efficiency of recording procedures
¾ make a contribution to future planning procedures
Outcome 5: Implement quality control systems for resources

• set up a procedure for directing and controlling quality
¾ demonstrate the principles of planning
¾ state the need for clearly defined standards, objectives and measurement in respect
of control and quality issues
¾ outline the need for control and feedback relating to changes in procedures
• evaluate the role of the manager in maintaining standards of work
¾ modify systems if indicators show change is appropriate
¾ describe the importance and methods of correcting poorly performing systems
¾ review the organisation’s list of supplies and suppliers in order to establish the
quality of their products and identify any changes that need to be made
• review agreements with suppliers to ensure that legal and ethical considerations are met
• check that the methods used to negotiate with suppliers in that they

¾ conform with legal requirements
¾ help to maintain continuing good relationships
• evaluate monitoring procedures in order to identify
¾ action which may need to be taken to address any potential shortcomings in the
supply of goods
¾ that the method used to record the supply and use of goods supports current
practice
¾ that the system allows for any failures to be identified and dealt with in accordance
with company procedures
Outcome 6: Ensure compliance with legal and statutory requirements

• determine the legal aspects associated with the management of resources
• evaluate the implications of related statutory regulations
• implement and control correct procedures in respect of
¾ health & safety
¾ employment law
¾ equal opportunities and discrimination (sex and race)
¾ working hours and conditions
¾ control of hazardous substances
¾ environmental requirements
• carry out the basic processes of risk Assessment with regard to
¾ lifting and handling
¾ storage
¾ third parties
• implement the requirements of laws and regulations affecting the purchasing, storing,
maintaining and monitoring of resources.

Unit 53: Planning engineering projects
Unit summary
Rationale
This unit is about providing the candidate with a sound knowledge of commercial and industrial
project planning and management. The topics covered are Company organisation, particularly the
technical and engineering departments concerned with engineering project management, team
organisation, project objectives, project planning, project network analysis, Gantt (Bar) charts,
Project Evaluation and Review Technique (PERT) charts (logic diagrams) resource tables and lists. At
the end of the unit, the candidate will be able to plan a small engineering project using computer
software for presentation
standard.
Aims
The unit aims to enable the candidate to develop an underpinning knowledge and theory of
commercial and industrial engineering project planning that will enable him/her to contribute in the
initiation, planning and execution of a commercial or industrial engineering project.
Learning outcomes
1 describe typical organisational structures prevalent in industry
2 describe the objectives, processes and procedures involved in project planning
3 describe various means of data presentation used in project planning analysis
4 plan a project using project planning software.
Delivery advice
Assessments should be orientated and relate to current Engineering standards and codes of
practice whether domestic, commercial or industrial. Reference should be made to different
manufactures systems and specifications where appropriate.
environment to demonstrate a knowledge of the Unit content. They should be encouraged to use all
potential sources of up-to-date information. These may include works reports and reports in
technical journals.
Candidates should be encouraged to draw on supplementary material in the form of trade

magazines, institution publications and manufacturer’s data for useful unit background information.


Research and Practice
Assessment
the candidate's understanding of the underpinning theory and principles of project planning. The
• organisational structures in industry

• objectives of project planning
• methods of data presentation
• use of a software package to produce an engineering project plan.

Unit 53: Planning engineering projects
Outcomes
Outcome 1: describe typical organisational structures prevalent in industry

• construct a typical management structure block diagram
• describe the responsibilities of departmental heads and/or managers
• detail the specific functions of the Technical Department
• describe the responsibilities of the Engineering Department.
Outcome 2: describe the objectives, processes and procedures involved in project

planning

• describe three objectives to be achieved in the successful execution of an engineering project
• describe the procedure for establishing the scope of a project
• describe the main processes and procedures required when executing a project.
Outcome 3: describe various means of data presentation used in project planning

analysis

• describe the use of Gantt charts, bar charts, logic diagrams (PERT charts), cost tables, and
resources lists
• construct an arrow diagram
• construct a precedence diagram.
Outcome 4: plan a project using project planning software

• enter a project start date
• enter a project title
• set a work schedule
• enter tasks and durations
• structure tasks into a logical sequence
• start and finish tasks on specific dates
• create a resource list (labour and materials)
• assign pay rates to resources
• set fixed costs
• display Gantt and PERT Charts, Task Usage and Resource Usage Tables, Resource Graphs,
Resource Sheets and Calendar.


Unit 54: Managing change in an engineering
organisation
Unit summary
Rationale
This unit is about change as a pervasive constant feature of organisations. As a senior member of
staff, it will be necessary to contribute to the monitoring of internal and external trends and to set
those against the current activities of the organisation. It will also be necessary to contribute to the
planning and implementation of changes to organisational activities which will need to be realistic
and consistent with the organisation’s values and objectives.
In this unit there is opportunity to consider how different factors can affect the management of
change. Candidates will consider technological innovations and working conditions e.g. multi-
skilling, environmental issues such as energy conservation, waste and recycling) and
moral, ethical and social values.
Aims
• investigate change theories
• apply techniques for monitoring organisational activities in order to identify the need for change
• investigate approaches to the involvement of people in change processes
Learning outcomes
1 identify factors which contribute to the need for change
2 evaluate advantages and disadvantages of the proposed changes
3 develop plans for changes in activities in an engineering organisation
4 implement changes in activities.
Delivery advice
encouraged to investigate as agreed by their employer. Candidates should be encouraged to
investigate and critically review current trends and innovative practice and use a range of resources
to gather data. Valuable information can be obtained through visits to organisations and from
presentations given by guest speakers.
industrial codes of practice. Similarly, safe working methods and safety precautions should be

Assessment prior to commencement. Evidence presented should be the candidates' own work and
information when requiring the student to use workplace related data. Candidates should be
encouraged to demonstrate as broad a range of communication and interpersonal relationship skills
as they can. Where appropriate they should give examples of failures and note the actions which
they took to rectify matters.
industrial codes of practice. In addition, safe working methods and health and safety precautions
should be considered at every stage of the activity.
Valuable information can be obtained from presentations given by guest speakers
Assessment
The outcomes for this unit will be assessed on the production of a word-processed report of a
minimum of 2000 words which includes:
• records of the planning, implementation, analysis and evaluation of activities carried out when
researching change in engineering. These records and results must show that the candidate
has:
¾ examined the management of change in an organisation
¾ examined current trends and innovation
¾ made recommendations to his/her own organisation
• carried out a review of the management of change procedures and processes within his/her
own organisation
• subjective and objective conclusions about managing change within the engineering industry

Unit 54: Managing change in an engineering organisation
Outcomes
Outcome 1: Identify factors which contribute to the need for change

• apply the principles underpinning the management of change
• critically evaluate the current approaches to the management of change
• apply techniques for monitoring and evaluating organisational activities at intervals most likely
to reveal the need for improvements
• generate reliable, valid and relevant information to assist in identifying potential improvements
• analyse required information both qualitatively and quantitatively
• identify relevant people within an organisation who may have a contribution to make to the
process of change
• generate proposals for improvements that are realistic and consistent with the organisation’s
values and objectives
Outcome 2: Evaluate advantages and disadvantages of the proposed changes

• evaluate existing and proposed products, services and processes within an organisation
• identify processes which will obtain complete and accurate information in order to evaluate
proposals for changes in product, services or processes
• identify organisational values and objectives which have a bearing on the recommendations
that may be made and interpret the implications
• take account of previous experience and likely future circumstances
Outcome 3: Develop plans for changes in activities in an engineering organisation

• develop detailed comprehensive, accurate plans which are consistent with the organisational
objectives
• make a clear case for proposals supported by sound evidence
• apply the principles of consultation and negotiation in the management of change
• identify the implications for and the roles of all those involved in proposed change
Outcome 4: Implement changes in activities

• identify the implications of change for the quality of the organisation’s work and how to develop
strategies to minimise adverse effects
• ensure that plans for the implementation of changes are presented at a time, level and place
appropriate to those involved
• ensure that sufficient resources and support are provided in order for the changes to take place
within agreed time scales
• explain the importance of monitoring and evaluating the change process against agreed
implementation plans
• identify potential problems and propose appropriate modifications to implementation plans

Appendix 1 Pathways
Block A
Mandatory *denotes double unit
Unit 1: Mathematics for Engineers
Unit 2: *Electrical Engineering: Research and Practice
Unit 3: *Electronics: Research and Practice
Unit 4: *Mechanical Engineering: Research and Practice
Unit 5: *Measurement and Control : Research and Practice
Unit 6: *Chemical Engineering: Research and Practice
Unit 7: *Manufacturing: Research and Practice
Unit 8: *Multi-disciplinary Engineering: Research and Practice
Block B
Principles
Unit 12: Using Mass and Energy Balances in chemical engineering
Unit 13: Manufacturing engineering components
BLOCK C
Related Technologies
Unit 14: Using Materials Technology in Engineering
Unit 15: Using Engineering Design for manufacturing
Unit 16: Using CAD/CAM systems in product development
Unit 17: Robotics and Automated Systems in Manufacturing
Unit 18: Data Communications and Networks
Unit 19: Applying Safety, Occupational Health and Environment policies with engineering
Unit 20: Using Electrical Machines for Engineering operations
Unit 21: Using Electrical Protection Techniques for engineering operations
Unit 22: Electrical Services and Installation
Unit 23: Electrical Supply and Distribution
Unit 24: Programmable Logic Controllers
Unit 25: Applying Analogue Circuits for engineering instrumentation
Unit 26: Applying Combinational Logic and Circuits for engineering operations
Unit 27: Applying Electronic Devices for Engineering Operations
Unit 28: Applying Microcomputers for Engineering Operations
Unit 29: Applying Sequential Logic and Circuits for Engineering operations
Unit 30: Applying thermal dynamics for engineering operations
Unit 31: Using Gas Turbines for Engineering Operations
Unit 32: Using Mechanical Plant Systems for Engineering Operations
Unit 33: Using Plant and Maintenance for Engineering Operations
Unit 34: Using Plant Services for Engineering Operations
Unit 35: Using Pneumatics and Hydraulics for Engineering Operations
Unit 36: Using Analysis Instrumentation for Chemical Engineering Operations
Unit 37: Using Distributed Control Systems for Engineering Operations
Unit 38: Using Industrial Control Systems for Engineering Operations
Unit 39: Using Transmission of Measurement Signals for Engineering Operations
Unit 40: Using equipment for distillation, gas absorption and extraction processes for chemical
Unit 41: Using equipment for evaporation, crystallisation and filtration processes for chemical

Unit 42: Using equipment for drying, separation and gas cleaning processes for chemical
Unit 43: Applying Heat Transfer Processes for Chemical Engineering Operations
Unit 44: Applying Fluid Transfer Processes for chemical engineering operations
BLOCK D
Associated Studies
Unit 45: Applying Quality Assurance in Engineering
Unit 46: Producing a Business Plan for the Engineering Industry
Unit 47: Applying Computer Programming for Engineering Operations
Unit 48: Using Statistical Process Control for Engineering Operations
Unit 49: Developing Teams, Individuals and Yourself for Engineering Operations
Unit 50: Financial Management for Engineering Projects
Unit 51: Managing people in an Engineering Operation
Unit 52: Managing Resources for an Engineering Operation
Unit 53: Planning Engineering Projects
Unit 54: Managing Change in an Engineering organisation
1.1 Although the units in Block B and C are intended to relate specifically to technical and
management aspects of engineering respectively, it will be important to ensure that
Assessment of the technical units reflects the candidate's ability to relate broad
management principles to engineering specialisms.
1.2 The seven specialist pathways are as follows.
Higher Professional Diploma in Engineering (Electrical)

Block B: Unit 9
Block C: Select four from 14, 19, 20, 21, 22, 23, 24
Higher Professional Diploma in Engineering (Electronics)

Block B: Unit 9
Higher Professional Diploma in Engineering (Mechanical)

Block B: Unit 10
Higher Professional Diploma in Engineering (Instrumentation)

Block C: Select three from 14, 19, 24, 25, 26, 36, 37, 38, 39

Higher Professional Diploma in Engineering (Chemical)
Block B: Unit 12
Block C: Select four from 14, 19, 32, 34, 40, 41, 42, 43, 44
Higher Professional Diploma in Engineering (Manufacturing)

Block B: Unit 13
Higher Professional Diploma in Engineering (Multi-disciplinary)

Block C: Select three from 9-44

Appendix 2 Guidance on Assignment Design
Designing Assignments
The purpose of an assignment is to provide candidates with the opportunity to produce work which
demonstrates that they have gained the knowledge and skills detailed in the learning Outcomes.
Assignments may focus on either a single unit or more than one unit where there are common
themes across some of the units.
It is a requirement in the delivery of Higher Professional Diplomas for centres to design/use at least
one assignment which demonstrates an integrated approach across more than one unit.
Regardless of whether the assignment is based on an individual unit or an integrated selection of

units, complete familiarity with the specification requirements will allow both tutors and candidates
to identify relevant opportunities, content, and topics which can facilitate the development of work-
related and challenging assignments. Specifically, the Assessment and Guidance section of the
specifications should be used to generate ideas about possible approaches to assignment design.
In some units the Assessment section is quite detailed and provides a strong basis for an
assignment. In these cases, the main focus is likely to be on providing further background or a
scenario to place the assignment into a meaningful context with a clear vocationally-related
purpose. In addition, it is probable that centres will wish to present the assignment in a user-
friendly manner for students, e.g. addressing the candidate in the first person, using a different font-
size. Other units in the specifications have a less detailed Assessment section which provides more
scope for centres and candidates to tailor assignments to their specific work roles and experience,
bearing in mind the need for the unit Outcomes to be met. Although a particular form of
Assessment may be identified in the Assessment section of the unit e.g. a report, it is possible to
select an alternative approach such as a case-study or presentation, as long as candidates produce
evidence of comparable quantity and quality and meet the same Outcomes.
To aid manageability and clarity the assignment may be broken down into activities or tasks which
relate to each other so that the overall assignment is coherent. In addition, assignments should be
vocationally-relevant, realistic and motivating. It is important that each assignment brief provides
the following information:
the purpose of the brief or rationale for the assignment

intended context
knowledge and skills to be demonstrated
the criteria for success
Assignment design should take account of those candidates who have the potential to achieve a
higher grade to meet the Merit and Distinction criteria. For instance, the grading descriptors reflect
the need for students to carry out research with increasing degrees of independence, apply work-
related skills, knowledge and understanding effectively and analyse and reflect on ideas and
actions. There should therefore be opportunities for candidates to respond to their assignments in
this way.
Opportunities for repeating assignments

At this level candidates should be encouraged to take a proactive role in their own self Assessment
and be encouraged to match their work to the unit requirements. This should be supplemented
with tutor feedback on performance. As part of this process, if candidates have not been successful

in the assignment, there should be discussion and illustration of why they were not successful. If a
candidate is then able to attempt the assignment again and meet the criteria independently, a pass
can be achieved.
Assignments can be completed in any order; however, centres will be expected to sequence
assignments logically according to the requirements of the candidates, the course, and resources
within the centre.
Safe Working
The importance of safe working practices must always be stressed. Candidates have responsibilities
for the safety of others as well as themselves. A candidate cannot be allowed to continue working
on an assignment if they have contravened health and safety requirements. To complete the unit,
the candidate will be allowed to recommence on a different occasion and tutors will closely monitor
the achievement of the safety aspects.
Permission & Confidentiality

Candidates may need to maintain confidentiality in the use of business data by ‘anonymizing’
sensitive information.
Marking and grading of assignments

To confirm that an outcome is achieved, it is useful to identify the key points or key assignment
indicators which one would expect to see in a candidate’s response. Reference should be made to
the Unit content of each outcome as well as the requirements of the brief to select the key points.
In order for candidates to achieve a Pass, it is necessary for them to complete all parts of the
assignment and produce evidence which clearly shows that the Outcomes have been met. The
overall quality of the work must be of a satisfactory and reliable standard.
The assignments should be graded: Pass, Merit or Distinction. Candidates who show greater
degrees of autonomy in the ways in which they carry out research, approach and evaluate their
work, or demonstrate originality and imagination will gain higher grades than those who work
completely from tutor prepared material. Please refer to the introduction, paragraph 4.8 ‘The
Grading Criteria’ for full grading descriptors.
Internal and External Moderation of Assignments

Please refer to the Introduction, paragraph 9: The Quality Assurance System for information on how
assignments are moderated.

Appendix 3 Connections to NVQs and other qualifications
City & Guilds has identified the connections to linked NVQs and other qualifications. This mapping is
provided as Guidance and suggests areas of overlap and commonality between the qualifications. It
does not imply that candidates completing units in one qualification are automatically covering all of
the content of the qualifications listed in the mapping.
Centres are responsible for checking the different requirements of all qualifications they are
delivering and ensuring that candidates meet requirements of all units/qualifications. For example, a
qualification may provide knowledge towards a N/SVQ, but centres are responsible for ensuring that
the candidate has met all of the knowledge requirements specified in the N/SVQ standards.
This qualification has connections to the

OSCEng Higher Level Standards
Relationship between the Vocational Qualification and OSCEng Higher Level Standards
City & Guilds Level 4 OSCEng Higher Level Standards

Higher Professional Related units
Diploma in Engineering
Unit title
Mathematics for Engineer 1 Develop engineering products and processes
2 Produce engineering products and processes
3 Install engineering products and processes
4 Operate engineering products and processes
5 Maintain engineering products and processes
6 Improve the quality and safety of engineering products and
processes
7 Plan, implement and manage engineering projects
8 Develop own engineering competence.
Electrical Engineering: 1 Develop engineering products and processes
Research and Practice 2 Produce engineering products and processes
processes
Electronics: Research and 1 Develop engineering products and processes
Practice 2 Produce engineering products and processes
processes

Unit title
Mechanical Engineering: 1 Develop engineering products and processes
processes
Measurement and Control: 1 Develop engineering products and processes
processes
Chemical Engineering: 1 Develop engineering products and processes
processes
Manufacturing: Research 1 Develop engineering products and processes
and Practice 2 Produce engineering products and processes
processes
Multi-disciplinary 1 Develop engineering products and processes
Engineering: Research and 2 Produce engineering products and processes
Practice 3 Install engineering products and processes
processes

Unit title
Electrical Engineering 1 Develop engineering products and processes
Principles 2 Produce engineering products and processes
processes
Mechanical Engineering 1 Develop engineering products and processes
Principles 2 Produce Engineering products and processes
processes
Instrument Measuring 3 Install engineering products and processes
Systems 4 Operate engineering products and processes
Using Mass and Energy 1 Develop engineering products and processes
Balances in Chemical 2 Produce engineering products and processes
Engineering 3 Install engineering products and processes
processes
Manufacturing Engineering 2 Produce engineering products or processes
Components 3 Install engineering products or processes
Using Materials Technology 1 Develop engineering products and processes
in Engineering 2 Produce Engineering products and processes
processes
Using Engineering Design 1.2.1 Identify and define areas of research
for Manufacturing 1.4.3 Create designs for engineering products or processes
1.4.4 Evaluate designs for engineering products or processes
2.1.2 Specify production methods and procedures to achieve
production requirements
Using CAD/CAM Systems in 1.2.1 Identify and define areas of research
Product Development 1.4.3 Create designs for engineering products or processes

Unit title
Robotics and Automated 1.2.1 Identify and define areas of research
Systems in Manufacturing 1.4.3 Create designs for engineering products or processes
Data Communications and
Networks
Applying Safety, 6 Improve the quality and safety of engineering products and
Occupational Health and processes
Environment Policies within 8 Develop own engineering competence.
Engineering
Using Electrical Machines 8 Develop own engineering competence.
Using Electrical Protection 1 Develop engineering products and processes
Techniques for Engineering 2 Produce engineering products and processes
Operations 6 Improve the quality and safety of engineering products and
processes
Electrical Services and 1 Develop engineering products and processes
Installation 2 Produce engineering products and processes
processes
Electrical Supply and 1 Develop engineering products and processes
Distribution 2 Produce engineering products and processes
processes
8 Develop own engineering competence
Programmable Logic 2 Produce engineering products and processes
Controllers 4 Operate engineering products and processes
processes
Applying Analogue Circuits 1 Develop engineering products and processes
for Engineering 2 Produce Engineering products and processes
Instrumentation 3 Install engineering products and processes
Applying Combinational 1 Develop engineering products and processes
Logic and Circuits for 2 Produce Engineering products and processes
Engineering Operations 3 Install engineering products and processes

Unit title
Applying Electronic Devices 1 Develop engineering products and processes
for Engineering Operations 2 Produce Engineering products and processes
Applying Microcomputers 3 Install engineering products and processes
for Engineering Operations 4 Operate engineering products and processes
processes
Applying Sequential Logic 1 Develop engineering products and processes
and Circuits for Engineering 2 Produce engineering products and processes
Operations 3 Install engineering products and processes
processes
Applying Thermal Dynamics 1 Develop engineering products and processes
for Engineering Operations 4 Operate engineering products and processes
processes
Using Gas Turbines for 3 Install engineering products and processes
Engineering Operations 4 Operate engineering products and processes
processes
Using Mechanical Plant 3 Install engineering products and processes
Systems for Engineering 4 Operate engineering products and processes
Operations 5 Maintain engineering products and processes
Using Plant and 5 Maintain engineering products and processes
Maintenance for 7 Plan, implement and manage engineering projects
Engineering Operations 8 Develop own engineering competence.
Using Plant Services for 3 Install engineering products and processes
Using Pneumatics and 1 Develop engineering products and processes
Hydraulics for Engineering 2 Produce Engineering products and processes

Unit title
Using Analysis 1 Develop engineering products and processes
Instrumentation for 2 Produce Engineering products and processes
Chemical Engineering 3 Install engineering products and processes
Operations 4 Operate engineering products and processes
processes
Using Distributed Control 1 Develop engineering products and processes
Systems for Engineering 2 Produce Engineering products and processes
processes
Using Industrial Control 1 Develop engineering products and processes
Systems for Engineering 2 Produce Engineering products and processes
Using Transmission of 1 Develop engineering products and processes
Measurement Signals for 3 Install engineering products and processes
Using Equipment for 1 Develop engineering products and processes
Distillation, Gas Absorption 2 Produce Engineering products and processes
and Extraction Processes 3 Install engineering products and processes
for Chemical Engineering
Operations
processes
Using Equipment for 1 Develop engineering products and processes
Evaporation, Crystallisation 2 Produce Engineering products and processes
and Filtration Processes for 4 Operate engineering products and processes
Operations
processes
Using Equipment for Drying, 1 Develop engineering products and processes
Separation and Gas 2 Produce Engineering products and processes
Cleaning Processes for 4 Operate engineering products and processes
Operations
processes

Unit title
Applying Heat Transfer 1 Develop engineering products and processes
Processes in Chemical 2 Produce Engineering products and processes
processes
Applying Fluid Transfer 1 Develop engineering products and processes
Processes in Chemical 2 Produce Engineering products and processes
Engineering Operations 3 Install engineering products and processes
processes
Applying Quality Assurance 5 Maintain engineering products and processes
in Engineering 6 Improve the quality and safety of engineering products and
processes
Producing a Business Plan 7.1.1 Develop objectives for projects
for the Engineering Industry 7.1.2 Plan the delivery of projects
7.1.3 Obtain the resources required to achieve project objectives
Applying Computer 2 Produce Engineering products and processes
Programming for 4 Operate engineering products and processes
Engineering Operations 5 Maintain engineering products and processes
processes
Using Statistical Process 1 Develop engineering products and processes
Control for Engineering 4 Operate engineering products and processes
Operations 5 Maintain engineering products and processes
processes
Developing Teams, 1.1.1 Identify the requirements of clients for engineering products
Individuals and Yourself for or processes
Engineering Operations 6.1.3 Investigate incidents relating to engineering products or
processes
7.1.1 Develop objectives for projects
7.1.2 Plan the delivery of projects
7.2.1 Establish project management systems
8.1.1 Maintain and develop engineering expertise
8.1.2 Apply professional ethics and values

Unit title
Financial Management for 1.1.1 Identify the requirements of clients for engineering products
Engineering Projects or processes
2.1.1 Determine the production requirements of engineering
products or processes
2.3.2 Evaluate the production process
3.1.1 Determine the installation requirements of engineering
3.3.2 Evaluate the installation process
4.1.1 Determine the operational requirements of engineering
4.3.2 Evaluate the operational process
5.1.1 Determine the maintenance requirements of engineering
5.3.2 Evaluate maintenance processes
7.2.3 Evaluate projects
Managing People in an 1.1.1 Identify the requirements of clients for engineering products
Engineering Operation or processes
2.1.1 Determine the production requirements of engineering
2.1.3 Obtain the resources to implement the production methods
and procedures
3.1.1 Determine the installation requirements of engineering
3.1.3 Obtain the resources to implement the installation methods
and procedures
4.1.1 Determine the operational requirements of engineering
4.1.3 Obtain the resources to implement the operational methods
and procedures
5.1.1 Determine the maintenance requirements of engineering
5.1.4 Obtain the resources to implement the maintenance methods
and procedures
7.1.3 Obtain the resources required to achieve objectives
Managing Resources for an 1 Develop engineering products and processes

Engineering Operation 2 Produce engineering products and processes
processes

Unit title
Planning Engineering 1.1.1 Identify the requirements of clients for engineering products
Projects or processes
2.2.1 Implement production methods and procedures
3.2.1 Implement installation methods and procedures
4.2.1 Implement operational methods and procedures
4.4.1 Propose engineering products or processes for
decommissioning
5.2.1 Implement maintenance methods and procedures
6.1.3 Investigate incidents relating to engineering products or
processes
6.2.2 Identify the reasons for quality assurance problems
7.2.2 Manage the implementation of projects
Managing Change in an 1.1.1 Identify the requirements of clients for engineering products
Engineering Organisation or processes
1.2.1 Identify and define areas of research
1.3.1 Undertake research into engineering products or processes
2.3.2 Evaluate the production process
3.3.2 Evaluate the installation process
4.3.2 Evaluate the operation process
5.3.2 Evaluate maintenance processes
6.2.3 Implement improvements to the quality of engineering
7.1.1 Develop objectives for projects
7.2.2 Manage the implementation of projects
City & Guilds Level 4 Related units

Higher Professional e-skills.nto standards
Diploma in Engineering Managing IT Systems Level 4
Unit title
Data Communications and 412.03 Control Data Communications and Networks
Networks
City & Guilds Level 4 Related units

Higher Professional National Occupational Standards: Operations and
Diploma in Engineering Development, Level 4:
Unit title
Financial Management for A23 Manage the use of financial resources
Engineering Projects

Appendix 4 Key Skills signposting
The qualification provides opportunities to gather evidence for the accreditation of Key skills as
shown in the table below. However, to gain Key Skills certification the Key Skills would need to be
taken as an additional qualification.
Mathematics for Engineers Key Skills Signposting

This unit also provides opportunities as part of a personal strategy for Key Skill development
particularly:
If candidates are working towards the following Outcomes:
Outcome 1
Solve engineering problems that involve the use of trigonometric identities.
Outcome 2
Use methods of differential calculus to solve engineering problems.
Outcome 3
Use methods of integral calculus to solve engineering problems.
Outcome 4
Apply complex numbers to the solution of engineering problems.
These are a selection of Key Skills evidence opportunities relating to Outcomes 1-4
Application of Number N4.1

Develop a strategy for using application of number skills .

Monitor progress and adapt your strategy, as necessary, to achieve the quality of Outcomes
required in work involving deductive and inferential reasoning and algebraic manipulation.

Evaluate your overall strategy and present the Outcomes from your work, including use of charts,
diagrams and graphs to illustrate complex data.
Information and Communication Technology ICT4.1

Develop a strategy for using ICT skills over an extended period of time.

required in work involving the use of ICT for two different complex purposes.

Evaluate your overall strategy and present the Outcomes from your work using at least one
presentation, showing integration of text, images and number.
Problem Solving PS4.1

Develop a strategy for problem solving.

Monitor progress and adapt your strategy to improve your performance.

Evaluate your strategy and present the outcomes of your problem solving skills.
Improving own Learning and Performance LP4.1

Develop a strategy for using key skills in improving own Improving own Learning and Performance .

required in at least two different complex learning activities.

Evaluate your strategy and present the outcomes of your of your learning.
Whilst the above examples outline possible accreditation opportunities, it is essential that
candidates are encouraged to explore further Key Skills accreditation opportunities within the
evidence generated by their personal learning program.

Electrical Engineering Research and Practice Key Skills Signposting
particularly:
Outcome 1
Select an engineering project of appropriate scope and content.
Outcome 2
Prepare a Project Brief.
Outcome 3
Execute a procedure for the solution of an engineering problem.
Outcome 4
Evaluate the Outcomes of the Engineering Project.
Outcome 5
Produce a Project Report.
Communication C4.1
Develop a strategy for using communication skills over an extended period of time.
Communication C4.2
required in work involving one group discussion about a complex subject and one document of
1000 words or more about a complex subject.
Communication C4.3
Evaluate your overall strategy and present the Outcomes from your work using at least one formal
oral presentation, including the use of two images to illustrate complex points.





Monitor progress and adapt your strategy for solving the problem.



Monitor progress and adapt your strategyfor solving the problem.




Working With Others WO4.1

Develop a strategy working with others.

Monitor progress and adapt your strategyto achieve agreed objectives.

Evaluate your strategy and present the outcomes from your work with others.
evidence generated by their personal learning programme

Electronics: Research and practice Key Skills Signposting
particularly:
Outcome 1
Outcome 2
Outcome 3
Outcome 4
Outcome 5
Communication C4.1
Communication C4.2
Communication C4.3
oral presentation. Include a variety of verbal, visual and other techniques to illustrate your points.








Monitor progress and adapt your strategyto improve your performance.







evidence generated by their personal learning programme.

Mechanical Engineering Research and Practice Key Skills Signposting
particularly:
Outcome 1
Outcome 2
Outcome 3
Outcome 4
Outcome 5
Communication C4.1
Communication C4.2
Communication C4.3







Develop a strategy for using key skills in improving own Improving own Learning and Performance.









Measurment and Control Research and Practice Key Skills Signposting
particularly:
Outcome 1
Outcome 2
Outcome 3
Outcome 4
Outcome 5
Communication C4.1
Communication C4.2
Communication C4.3
















Chemical Engineering Research and Practice Key Skills Signposting
particularly:
Outcome 1
Outcome 2
Outcome 3
Outcome 4
Evaluate the outcomes of the Engineering Project.
Outcome 5
Communication C4.1
Communication C4.2
Communication C4.3
















Manufacturing: Research and Practice Key Skills Signposting
particularly:
Outcome 1
Outcome 2
Outcome 3
Outcome 4
Outcome 5
Communication C4.1
Communication C4.2
Communication C4.3
















Multi-disciplinary Engineering: Research and Practice Key Skills Signposting
particularly:
Outcome 1
Outcome 2
Outcome 3
Outcome 4
Outcome 5
Communication C4.1
Communication C4.2
Communication C4.3
Evaluate your overall strategy and present the outcomes from your work using at least one formal


Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes














Elctrical Engineering Principles
particularly:
Outcome 1
Analyse series, parallel and series-parallel composite electromagnetic circuits.
Outcome 2
Apply Thévenin’s and Norton’s theorems to the solution of d.c. network problems.
Outcome 3
Apply complex notation to the analysis of single-phase a.c. circuits.
Outcome 4
Analyse series, parallel and series parallel RLC circuits.
Outcome 5
Analyse electrical systems when modelled as two-port networks.
Outcome 6
Analyse three-phase circuits.
Outcome 7
Investigate the transient response of first-order circuits.










Mechanical Engineering Principles Key Skills Signposting
particularly:
Outcome 1
Solve problems involving loaded beams
Outcome 2
Solve problems involving thermal stresses
Outcome 3
Solve problems involving power transmission
Outcome 4
Apply dynamic principles to problems of rotation
Outcome 5
Apply thermodynamic principles to simple fluid processes
Outcome 6
Solve problems involving fluid dynamics













Instrument Measuring Systems Key Skills Signposting
particularly:
Outcome 1
Analyse the operation of pressure measuring instruments.
Outcome 2
Analyse the operation of level measuring instruments.
Outcome 3
Analyse the operation of flow measuring instruments.
Outcome 4
Analyse the operation of temperature measuring instruments.










Using Mass and Engergy Balances in Chemical Engineering Key Skills Signposting
particularly:
Outcome 2
Apply thermodynamic principles to energy analyses of chemical processes
Outcome 3
Produce pressure, volume and temperature data for ideal and non-ideal gases
Outcome 4
Analyse the distillation and extraction of liquid mixtures by the construction and use of equilibrium
diagrams
Outcome 5
Perform a mass balance over a simplified chemical process
Outcome 6
Perform an energy balance over a simplified chemical process










Manufacturing Engineering Components Key Skills Signposting
particularly:
If candidates are working towards the following outcomes:
Outcome 1
analyse the requirements of an engineering product
Outcome 2
compare different production methods
Outcome 3
investigate the merits and limitations of production line and assembly techniques (including
robotics)
Outcome 4
determine suitable finishing processes for varying conditions
Outcome 5
identify the requirements for, and methods of, product inspection and quality control
There are opportunities for Key Skills development in the following Level 4 Key Skills units:
Communication C4.1
Communication C4.3
Evaluate your overall strategy and present the Outcomes from your work, using at least one formal

Information and Communication Technology ICT 4.2


Evaluate your overall strategy and present the outcomes from your work using at least one




Improving own Improving own Learning and Performance LP4.1

Using Materials Technology in Engineering Key Skills Signposting
particularly:
Outcome 1
Demonstrate an understanding of the crystalline structure of metals
Outcome 2
Investigate the physical properties of metals, methods of testing these properties and distinguish
between different modes of metal fracture.
Outcome 3
Predict the microstructure and properties of simple binary alloys.
Outcome 4
Investigate the manufacture of ceramic components for engineering applications.
Outcome 5
Investigate the physical properties and manufacture of polymeric materials.





Monitor progress and adapt your strategyfor solving the problem.


Using Engineering Design for Manufacturing Key Skills Signposting
particularly:
Outcome 1
Generate design proposals which meet functional specifications.
Outcome 2
Communicate Design concepts.
Outcome 3
Select materials appropriate to the manufacture of the product.
Outcome 4
Demonstrate an awareness of manufacturing process limitations
Outcome 5
Produce working drawings to facilitate manufacture.
Communication C4.1
Communication C4.2
Communication C4.3







Using CAD/CAM systems in production development Key Skills Signposting
particularly:
Outcome 1
Analyse the benefits of CAD/CAM.
Outcome 2
Describe the different file formats which allow the transfer of data.
Outcome 3
Investigate the different types of Computer Aided Design (CAD) system and their applications.
Outcome 4
investigate the different types of Computer Aided Manufacturing (CAM) system and their
applications
Outcome 5
Apply a CAD/CAM system to develop a given product.
Outcome 6
Research the latest technology in this area.
Communication C4.1
Communication C4.2
Communication C4.3







Robotics and Automated Systems in Manufacturing Key Skills Signposting
particularly:
Outcome 1
Analyse the types of an automated system within manufacturing and their safety requirements.
Outcome 2
Investigate the computer control and monitoring systems required by automated systems.
Outcome 3
Investigate the types and applications of automated devices available to manufacturing systems.
Outcome 4
Investigate the different computer control systems and languages available for both dedicated and
flexible devices.
Outcome 5
Apply a language to control a robot and/ or a dedicated device.
Outcome 6
Analyse and apply the benefits of simulation and offline programming to robotic and other
automated systems.
Communication C4.1
Communication C4.2
Communication C4.3
Evaluate your overall strategy and present the outcomes from your work, using at least one formal







Data Communications and Networks Key skills Signposting
As candidates are working towards the Outcomes of this unit, there are opportunities for Key Skills
development in the following Level 4 key skills units:

Monitor progress and adapt your strategy for solving the problem
Evaluate your strategy and present the outcomes of your problem solving skills

Applying Safety, Occupational Health and Environment Policies within Engineering Key
Skills Signposting
particularly:

Outcome 1:
Analyse a hazardous incident and make recommendations to prevent or reduce its recurrence.
Outcome 2:
Quantify risk occurrence.
Outcome 3:
Appraise a worksite’s accident and emergency procedures and make recommendations where
appropriate.
Outcome 4:
Explain the impact and implications for employers and employees of current legislation concerning
health and safety in the workplace.
Outcome 5:
Appraise current legislation and techniques for the treatment, transport and disposal of industrial
waste and dangerous materials.
Outcome 6:
Assess risk occurrence.
Outcome 7:
Carry out an environmental audit on an industrial process.



Evaluate your overall strategy and present the Outcomes from your work, including a
synthesis of what you have learned from
two different complex learning activities.







Using Electrical Machines for Engineering Operations Key Skills Signposting
particularly:
Outcome 1
Analyse and describe the operation of d.c. machines.
Outcome 2
Analyse and describe the operation of three-phase induction motors.
Outcome 3
Analyse and describe aspects of synchronous induction motors.
Outcome 4
Analyse and describe the operation of power transformers.







Using Electrical Protection Techniques for Engineering Operations Key Skills Signposting
particularly:
Outcome 1
Solve cable fault location problems.
Outcome 2
Analyse and resolve simple power systems into one-line impedance circuits and evaluate fault
levels.
Outcome 3
Demonstrate an understanding of current and voltage transformers for application in electrical
system protection.
Outcome 4
Apply the techniques of electrical protection relays to an electrical system.
Outcome 5
Apply the principles of earthing and circuit protection of electrical plant according to the IEE Wiring
Regulations and calculate earth fault currents.







Electrical Services and installation Key Skills Signposting
particularly:
Outcome 1
Demonstrate an understanding of the concepts embodied in the UK, European and International
regulations governing design and the safety of personnel and equipment in domestic, commercial
and industrial electrical installations.
Outcome 2
Evaluate materials used in electrical service installations.
Outcome 3
Design aspects of low voltage electrical service installations.
Outcome 4
Analyse earthing systems and circuits.
Outcome 5
Evaluate the requirements of equipment appropriate to electrical service installations.
Outcome 6
Demonstrate an understanding of the inspection and testing techniques associated with electrical
service installations.
Outcome 7
Evaluate the requirements of electrical equipment for protection against non-electrical hazards.







Electrical Supply and Distribution Key Skills Signposting
particularly:
Outcome 1
Describe the basic components and economic factors of an electrical transmission and distribution
system.
Outcome 2
Relate the operating characteristics of three-phase power transformers to their suitability for
parallel operation and analyse their sharing of load.
Outcome 3
Analyse feeder configurations to determine load distribution and phase voltage regulation.
Outcome 4
Describe and analyse the operating characteristics of three – phase generators on infinite busbars.
Outcome 5
Determine the fault levels at points on various electrical supply system configurations.
Outcome 6
Describe and analyse protection systems for electrical supply systems.







Programmable Logic Control Key Skills Signposting
particularly:
Outcome 1
Describe the general features of a programmable controller system.
Outcome 2
Analyze the interface requirements of programmable controller systems.
Outcome 3
Write and execute programs to drive a programmable logic controller in industrial related tasks.
Outcome 4
Fault diagnose in a programmable controller environment.







Applying Analogue Circuits for Engineering Instrumentation Key Skills Signposting
particularly:
Outcome 1:
Explain the effects of feedback in amplifiers
Outcome 2:
Design simple linear operational-amplifier circuits.
Outcome 3:
Design simple non-linear operational-amplifier circuits.
Outcome 4:
Design oscillators using the operational-amplifier.
Outcome 5:
Design filters using the operational-amplifier.
Outcome 6:
Demonstrate an understanding of the design features of and integrated circuit operational
amplifier.
Outcome 7:
Explain the effects of feedback upon the frequency and phase response of an operational amplifier
circuit.
Outcome 8:
Relate the pulse response of an operational amplifier circuit to other circuit parameters.
Outcome 9:
Design circuits using application-specific integrated circuits.
Outcome 10:
Discuss the properties of data converters.
Outcome 11:
Use a circuit emulation package to model an op-amp circuit.













Applying Combinational Logic and Circuits for Engineering Operations Key Skills
Signposting
particularly:
Outcome 1
Understand the principle operational and performance features of combinational logic devices
Outcome 2
Utilise the current National Standards for graphical representation of combinational logic devices
Outcome 3
Realise combinational logic circuits using discrete logic
Outcome 4
Realise combinational logic circuits using medium scale integration (m.s.i.) devices
Outcome 5
Evaluate the properties of combinational logic using programmable devices










Applying Electronic Devices for Engineering Operations Key Skills Signposting
particularly:
Outcome 1:
Demonstrate an understanding of electrical conduction in solids.
Outcome 2:
Apply the laws of physical electronics to solve problems relating to conduction in intrinsic and
extrinsic semiconductors.
Outcome 3:
Assess the thermal properties of a semiconductor device.
Outcome 4:
Investigate the behaviour of junctions found in semiconductor devices.
Outcome 5:
Investigate the properties and applications of semiconductor diodes.
Outcome 6:
Investigate the behaviour, properties and applications of bipolar transistors.
Outcome 7:
Investigate the behaviour, properties and applications field-effect transistors.
Outcome 8:
Demonstrate an understanding of the principle stages involved in the manufacture of an integrated
circuit.
Outcome 9:
Evaluate the properties and applications of optoelectronic devices.









Applying Microcomputers for Engineering Operations Key Skills Signposting
particularly:
Outcome 1
Demonstrate an understanding of the salient features of a microprocessor system.
Outcome 2
Use features of high and low level programming languages in simple program applications.
Outcome 3
Demonstrate an awareness of the features of input/output interfaces and protocols.
Outcome 4
Demonstrate an understanding of the properties of numeric, error detecting and error correcting
codes.











Applying Sequential Logic and Circuits for Engineering Operations Key Skills Signposting
particularly:
Outcome 1
Specify the properties of sequential logic circuits.
Outcome 2
Apply formal design techniques to synchronous and asynchronous sequential logic circuits.
Outcome 3
Implement sequential logic design projects using integrated circuit devices.







Applying Thermal Dynamics for Engineering Operations Key Skills Signposting
particularly:
Outcome 1
Solve problems involving gas processes and vapour processes.
Outcome 2
Demonstrate an understanding of the combustion of fuels.
Outcome 3
Solve problems involving thermodynamic cycles.
Outcome 4
Solve problems relating to steady-state heat transfer.







Develop a strategy for using key skills in improving own Improving own Learning and Performance.

Monitor progress and adapt your strategy, as necessary to achieve the quality of Outcomes
required in at least two different complex learning activities.



Using Gas Turbines for Engineering Operations Key Skills Signposting
particularly:
Outcome 1
Appraise the mechanical design principles of gas turbines.
Outcome 2
Appraise gas turbine thermodynamic cycles.
Outcome 3
Describe the compression stage of gas turbines.
Outcome 4
Describe the combustion stage of gas turbines.
Outcome 5
Appraise the performance and control of gas turbines.
Outcome 6
Evaluate environmental problems associated with gas turbines.










Using Mechanical Plant Systems for Engineering Operations Key Skills Signposting
particularly:
Outcome 1
Appraise the performance and operational constraints of gas turbines.
Outcome 2
Evaluate reciprocating internal combustion engine performance.
Outcome 3
Evaluate gas compressor performance.
Outcome 4
Make recommendations on the selection and installation of compressed air systems.
Outcome 5
Select appropriate types of valve for given process applications.










Using Plant and Maintenance for Engineering Operations Key Skills Signposting
particularly:
Outcome 1
Analyse maintenance planning in relation to industrial plant and services.
Outcome 2
Analyse the organisation of maintenance for industrial plant and services.
Outcome 3
Use planning techniques for the control and programming of maintenance work.










Using Plant Services for Engineering Operations Key Skills Signposting
particularly:
Outcome 1
Analyse steam systems using thermodynamic principles and standard reference data.
Outcome 2
Evaluate the use of steam as a heating medium.
Outcome 3
Apply thermodynamic principles to the Rankine cycle used in steam power plant.
Outcome 4
Describe the construction, operation and application of equipment used in the production and
distribution of steam.
Outcome 5
Describe and specify the equipment used in the production and distribution of compressed air.
Outcome 6
Describe the construction, operation and application of refrigeration equipment and evaluate the
refrigeration effect of a vapour compression system.



Evaluate your overall strategy and present the outcomes from your work, including use of charts,




Using Pneumatics and Hydraulics for Engineering Operations Key Skills Signposting
particularly:
Outcome 1
relate the operating principles of compressed air generators to industrial requirements.
Outcome 2
Assess the operational requirements of a compressed air distribution system.
Outcome 3
Design pneumatic control circuits.
Outcome 4
Analyse functional requirements of a hydraulic system.
Outcome 5
Specify maintenance requirements for a given type of system.










Using Analsysis instrumentation for Chemical Engineering Operations Key Skills
Signposting
particularly:
Outcome 1:
Design a sampling system.
Outcome 2:
Describe the construction and operation of analytical instruments.
Outcome 3:
Select analytical instrumentation for specific process plant applications.



Evaluate your strategy and present the outcomes of your of your problem solving skills.




Using Distributed Control Systems for Engineering Operations Key Skills Signposting
particularly:
Outcome 1:
Explain the development of Distributed Control Systems (DCS).
Outcome 2:
Describe the construction and operation of controllers.
Outcome 3:
Describe typical interfacing procedures.
Outcome 4:
Explain and analyse the operation of an Advanced Distributed Control System.
Outcome 5:
Describe and compare advanced control strategies and applications.







Using Industrial Control Systems for Engineering Operations Key Skills Signposting
particularly:
Outcome 1:
Analyse the composition and operation of feedback control systems.
Outcome 2:
Evaluate the stability of control systems.
Outcome 3:
Appraise the response of ‘three-term’ control systems.
Outcome 4:
Analyse the operation of complex control systems.
Outcome 5:
Analyse the characteristics of control valves.










Using Transmission of Measurement Signals for Engineering Operations Key Skills
Signposting
particularly:
Outcome 1:
Appraise the operation of elements of pneumatic transmission systems.
Outcome 2:
Appraise the operation of instrument electrical transmission systems.
Outcome 3:
Investigate the properties of modulation systems.
Outcome 4:
Investigate the operation of digital transmission systems.


required in work involving deductive and inferential reasoning andalgebraic manipulation.








Using Equipment for distillation, gas absorbtion and extraction processes for chemical
engineering operations Key Skills Signposting
particularly:
Outcome 2
Solve problems related to the design and operation of distillation equipment
Outcome 3
Apply physical and chemical principles to the design and operation of gas absorption systems
Outcome 4
Apply physical and chemical principles to the design of equipment used in the extraction of soluble
materials from solid and liquid mixtures







Using Equipment for Evaporation, Cyrstallisation and Filtration Processes for Chemical
Engineering Operations Key Skills Signposting
particularly:
Outcome 1
Evaluate the design, operation, performance and application of evaporation equipment used in the
chemical industry
Outcome 2
Evaluate the design, operation, performance and application of crystallisation equipment used in
the chemical industry
Outcome 3
Evaluate the design, operation, performance and application of filtration equipment used in the
chemical industry





required in work involving and deductive and inferential reasoning and algebraic manipulation.


Engineering Operations Key Skills Signposting
particularly:
Outcome 1
Evaluate the factors that affect the design, operation and choice of industrial drying equipment
Outcome 2
Compare the design, operation and performance of industrial drying equipment
Outcome 3
Compare the design, operation and performance of industrial sedimentation equipment
Outcome 4
Compare the design, operation and performance of industrial glass cleaning equipment







Applying Heat Transfer Processes for Chemical Engineeing Operations Key Skills
Signposting
particularly:
Outcome 1
Evaluate the transfer of heat by conduction.
Outcome 2
Evaluate the transfer of heat by convection.
Outcome 3
Evaluate the transfer of heat by radiation.
Outcome 4
Appraise the performance of industrial heat exchange equipment.
Outcome 5
Solve problems involving mass transfer for steady state conditions.







Applying Fluid Transfer Processes for Chemical Engineering Operations Key Skills
Signposting
particularly:
Outcome 1
Predict the flow patterns of fluids flowing in tubes and pipelines
Outcome 2
Evaluate energy losses in fluids flowing along pipelines
Outcome 3
Evaluate the energy requirements for the pumping and transportation of fluids along pipelines
Outcome 4
Compare the design, performance and duty of pumping equipment







Applying Quality Assurance in Engineering Key Skills Signposting
particularly:
Outcome 1:
Describe the principles on which quality assurance is based.
Outcome 2:
Explore the need for company and international certification of quality assurance systems.
Outcome 3:
Evaluate different quality assurance and control strategies.










Producing a Business Plan for the Engineering Industry Key Skills Signposting
particularly:
If candidates are working towards the following outcomes:
Outcome 1
produce a suitable business plan for the engineering industry
Outcome 2
research and select suitable premises and agree the terms and conditions
Outcome 3
identify the suppliers for the business and cost all the equipment, tools and materials
Outcome 4
carry out a skills audit and training needs analysis to produce an organisation chart
Outcome 5
describe the quality and customer service policy and procedures that will be used for the business
Outcome 6
produce a detailed action plan of activities to be carried out before trading
There are opportunities for Key Skills development in the following Level 4 Key Skills units:
Communication C4.1
Communication C4.3






Improving own Improving own Learning and Performance LP4.1


Applying Computer Programming for Engineering Operations Key Skills Signposting
particularly:
Outcome 1:
Recognise situations in which computer programs may be applied to solve problems.
Outcome 2:
Analyse problems in terms of program structures.
Outcome 3:
Produce structured programs in a high-level language.
Outcome 4:
Produce program documentation.
These are a selection of Key Skills evidence opportunities relating to Outcomes 1- 4







Using Statistical Process Control for Engineering Operations Key Skills Signposting
particularly:
Outcome 1
Determine the capability of a manufacturing process and recommend ways for its improvement.
Outcome 2
Monitor the operation of a process by identifying any variations in the control of the process and
recommending action to restore the process to normal operation.
Outcome 3
Specify a sampling scheme which will ensure that specified levels of quality are achieved.










Developing Teams, Individuals and Yourself for Engineering Operations Key Skills
Signposting
As candidates work towards the Outcomes of this unit, there are opportunities for Key Skills
development in the following Level 4 Key Skills units: The details of the different parts of each
section need to be made available to the candidates and in particular their attention should be
drawn to Part C (Guidance)
If candidates are working towards the following Outcomes
Outcome 1
select the most suitable management team for the proposed engineering task or project
Outcome 2
agree and implement the necessary actions to improve teamwork
Outcome 3
encourage individuals to promote their own self-development, incorporating any Assessment
procedures used by the organisation
Outcome 4 prepare and implement a self-development plan
Communication C4.1
Communication C4.3
Evaluate your overall strategy and present the outcomes from your work using at least one formal








Financial Management for Engineering Projects Key Skills signposting
Communication C4.1
Communication C4.3









Managing People in an Engineering Operation Key Skills signposting
Communication C4.1
Communication C4.3










Managing Resources for an Engineering Operation Key skills signposting
The details of the different parts of each section need to be made available to the candidates and in
particular their attention should be drawn to the extracts from Part C (Guidance) See appendix.
development in the following Level 4 Key Skills units:
Communication C4.1
Communication C4.3







Planning Engineering Projects Key Skills Signposting
particularly:
Outcome 1
Describe typical organisational structures prevalent in industry.
Outcome 2
Describe the objectives and main activities involved in project planning.
Outcome 3
Describe various means of data presentation used in project planning analysis.
Outcome 4
Plan a project using project planning software.




Managing Change in an Engineering Operation Key skills signposting
Communication C4.1
Communication C4.3








Appendix 5 The wider curriculum
Candidates taking this qualification may also have the opportunity to cover the following aspects of
the wider curriculum.
Identification of opportunities for evidence generation of moral, ethical, spiritual,

European dimension, Environmental education and Health and Safety
Unit No and Title Spiritual, European Environ- Health and

moral, development mental safety
ethical, social education
and cultural
Electrical Engineering:
Research and Practice 9 9 9 9
Electronics: Research and
Practice 9 9 9 9
Mechanical Engineering:
Measurement and Control:
Chemical Engineering:
Manufacturing: Research and
Practice 9 9 9 9
Multi-disciplinary Engineering:
Electrical Engineering
Principles 9
Mechanical Engineering
Principles 9
Instrument Measuring
Systems 9
Using Mass and Energy
Balances in Chemical 9
Engineering
Manufacturing Engineering
Components 9
Using Materials Technology in
Engineering 9
Using Engineering Design for
Manufacturing 9
Using CAD/CAM Systems in
Product Development
Robotics and Automated
Systems in Manufacturing
Data Communications and
Networks

and cultural
Applying Safety, Occupational
Health and Environment 9 9 9 9
Policies within Engineering
Using Electrical Machines for
Engineering Operations 9
Using Electrical Protection
Techniques for Engineering 9
Operations
Electrical Services and
Installation 9
Electrical Supply and
Distribution 9
Programmable Logic
Controllers 9
Applying Analogue Circuits
for Engineering 9
Instrumentation
Applying Combinational Logic
and Circuits for Engineering 9
Operations
Applying Electronic Devices
for Engineering Operations 9
Applying Microcomputers for
Applying Sequential Logic and
Circuits for Engineering 9
Operations
Applying Thermal Dynamics
Using Gas Turbines for
Using Mechanical Plant
Systems for Engineering 9
Operations
Using Plant and Maintenance
Using Plant Services for
Using Pneumatics and
Hydraulics for Engineering 9
Operations
Using Analysis
Instrumentation for Chemical 9
Using Distributed Control
Systems for Engineering 9
Operations
Using Industrial Control
Systems for Engineering 9 9 9 9
Operations

and cultural
Using Transmission of
Measurement Signals for 9
Using Equipment for
Distillation, Gas Absorption
and ExtractionProcesses for 9 9
Operations
Using Equipment for
Evaporation, Crystallisation
and FiltrationProcesses for 9 9
Operations
Using Equipment for Drying,
Separation and Gas Cleaning
Processes forChemical 9 9
Applying Heat Transfer
Processes in Chemical 9
Applying Fluid Transfer
Processes in Chemical 9
Applying Quality Assurance in
Engineering 9
Producing a Business Plan for
the Engineering Industry 9 9 9 9
Applying Computer
Programming for Engineering
Operations
Using Statistical Process
Control for Engineering
Operations
Developing Teams, Individuals
and Yourself for Engineering
Operations
Financial Management for
Engineering Projects 9 9 9 9
Managing People in an
Engineering Operation 9 9 9 9
Managing Resources for an
Engineering Operation 9 9 9 9
Planning Engineering Projects 9 9 9 9
Managing Change in an
Engineering Organisation 9 9 9 9

Appendix 6 Funding
This qualification is accredited and included on the National Qualifications Framework, and is [are]
therefore eligible for funding.
City & Guilds does not provide details on funding as this may vary between regions. Centres should
contact the appropriate funding body to check eligibility for funding and any regional/national
arrangements which may apply to the centre or candidates.
For funding regulatory purposes, candidates should not be entered for a qualification of the same
type, level and content as that of a qualification they already hold.
Please see the table below for where to find out more about the funding arrangements for this
qualification.
Nation Who to contact For higher level

qualifications
England The Learning and Skills Council (LSC) is responsible Contact the Higher
for funding and planning education and training for Education Funding
over 16-year-olds. Each year the LSC publishes Council for England at
Guidance on funding methodology and rates. There www.hefce.ac.uk.
is separate Guidance for further education and
work-based learning.
Further information on funding is available on the
Learning and Skills Council website at
www.lsc.gov.uk and, for funding for a specific
qualification, on the Learning Aim Database
http://providers.lsc.gov.uk/lad.
Scotland Colleges should contact the Scottish Further Contact the Scottish
Education Funding Council, at www.sfc.co.uk. Higher Education Funding
Training providers should contact Scottish Council at
Enterprise at www.scottish-enterprise.com or www.shefc.ac.uk.
one of the Local Enterprise Companies.
Wales Centres should contact Education and Learning For higher level
Wales (ELWa) at www.elwa.ac.uk or contact one qualifications, centres
of the four regional branches of ELWa. should contact the Higher
Education Funding
Council for Wales at
www.hefcw.ac.uk.
Northern Please contact the Department for Employment
Ireland and Learning at www.delni.gov.uk.

Published by City & Guilds
1 Giltspur Street
London
EC1A 9DD
T +44 (0)20 7294 2468
F +44 (0)20 7294 2400
City & Guilds is a registered charity

established to promote education
and training
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Level 4 Higher Professional

Diploma in Engineering (4449)

City & Guilds Group

City & Guilds

Level 4 Higher Professional Diploma in Engineering (4449) 1

2 Level 4 Higher Professional Diploma in Engineering (4449)

1 About this document 5

Level 4 Higher Professional Diploma in Engineering (4449) 3

4 Level 4 Higher Professional Diploma in Engineering (4449)

Level 4 Higher Professional Diploma in Engineering

City & Guilds qualification number 4449-04

QCA accreditation number 100/5990/8

This document includes details and Guidance on:

Level 4 Higher Professional Diploma in Engineering (4449) 5

These qualifications have been designed to:

It is likely that these qualifications will be delivered in

6 Level 4 Higher Professional Diploma in Engineering (4449)

Unit 1: Mathematics for Engineers

Unit 9: Electrical Engineering Principles

Level 4 Higher Professional Diploma in Engineering (4449) 7

Unit 14: Using Materials Technology in Engineering

8 Level 4 Higher Professional Diploma in Engineering (4449)

Unit 45: Applying Quality Assurance in Engineering

The seven specialist pathways are as follows.

Higher Professional Diploma in Engineering (Electrical)

Higher Professional Diploma in Engineering (Electronics)

Higher Professional Diploma in Engineering (Mechanical)

Higher Professional Diploma in Engineering (Instrumentation)

Level 4 Higher Professional Diploma in Engineering (4449) 9

Higher Professional Diploma in Engineering (Manufacturing)

Higher Professional Diploma in Engineering (Multi-disciplinary)

QCA unit City & Guilds Unit title Excluded combination of

Y/103/6674 04 Mechanical Engineering: Research 02, 03, 05, 06, 07, 08

10 Level 4 Higher Professional Diploma in Engineering (4449)

F/103/6684 14 Using Materials Technology in

Level 4 Higher Professional Diploma in Engineering (4449) 11

Y/103/6710 40 Using Equipment for Distillation, Gas

12 Level 4 Higher Professional Diploma in Engineering (4449)

City & Guilds websites

Level 4 Higher Professional Diploma in Engineering (4449) 13

Candidate entry requirements

Age restrictions and legal considerations

14 Level 4 Higher Professional Diploma in Engineering (4449)

Centres must meet a set of quality criteria including:

Level 4 Higher Professional Diploma in Engineering (4449) 15

• Level 4/5/6/7 qualification eg Degree/HNC/HND/HPD or MPD/NVQ in an appropriate subject

• Level 3 qualification in an appropriate subject with 5 years relevant sector experience at

• A Cert Ed/equivalent teaching qualification and/or 2 years teaching/training experience

NB If additional experts (e.g. workplace practitioners) involved in the delivery of the

Continuing professional development (CPD)

16 Level 4 Higher Professional Diploma in Engineering (4449)

These details are also available in the Directory of qualifications.

Level 4 Higher Professional Diploma in Engineering (4449) 17

The approach to marking/assessing integrated assignments should enable an individual

18 Level 4 Higher Professional Diploma in Engineering (4449)

Internal quality assurance

The quality assurance system

The role of the Scheme Co-ordinator/Internal Moderator is to:

Level 4 Higher Professional Diploma in Engineering (4449) 19

One of the strategies to be included in internal moderation is double marking of a representative

The role of the Tutor is to:

The role of the External Moderator in relation to Assessment is to ensure that: