 6E6Z2102_1718_9Z6

 Assessment

 1CWK70

1CWK70
1 Aim and Rationale
The aim of this assignment is to take an industry-initiated design proposal to a conclusion
that can be manufactured and illustrate the design fully via CAD images.

WHY ARE WE ASKING YOU TO DO THIS?

The skills you demonstrate in this assessment are important because they help you to
demonstrate your competency in CAD and other design related activities. Such skills are
likely to be vital in a future career in engineering.

LEARNING OUTCOMES
To pass this assessment, you will need to demonstrate that you are able to:
 Learning Outcome 1: formulate a specification for the given engineering problem
 Learning Outcome 2: use standards, databases, codes and a variety of other technical
literature to inform design solutions and materials selection
 Learning Outcome 4: apply the design process and employ design management
techniques to establish a specification that matches customer requirements

2 Background
Access is inevitably occasionally needed to a railway signal light box for maintenance. Due
to strict rules regarding rail safety and “working at height”, maintenance personnel generally
cannot gain access to the box by using the post itself for climbing; nor can they use ladders
or elevated platforms.

It is also not usually possible to have a signal light box that slides down the post in the
manner typically employed for some roadside equipment e.g. speed cameras.

The commonly accepted preferred practice is for the post to PIVOT so that the light box
approaches ground level where maintenance can be carried out safely.

Various systems have been employed to achieve this. For example, these images show
how additional brackets can be added to the lower parts of the post so that a lever system
can be used:
Above: Schematic diagram showing the winch system assembled to the trunnion ready to
erect the signal post assembly. The winch is expensive and heavy.

Below: Some other more recent systems use a spring to counteract the weight of the signal
post assembly so that it is partially supported, and a single worker can raise and lower the
assembly by direct manipulation of the post.
3 Task
A new company wishes to break into this railway signal market with a product that is
competitive to these systems and your challenge is to propose a design. It is accepted that
the spring-balanced systems have some advantages, particularly – no extra equipment is
needed (except a spanner to undo bolts that keep the post stable in normal use). You
should therefore investigate if there is scope for such systems to be improved without
infringing any patents. But the company also believes that these systems have
disadvantages, in particular regarding personnel health and safety e.g. for heavier lighting
systems or in the case of a spring malfunction.

Key Features
 Research rail signal products and other related products
 Produce several alternative concept design solutions for the whole system
 Meet the technical specs (e.g. deflection under wind load)
 Design for manufacture of relatively low volume production: 100’s to low 1000’s per
annum
 Operation of the pivoting system must be by 1 adult person only, ideally using a
minimum of additional equipment and only commonly available tools
 The company would like a novel, inventive design solution which not only avoids other IP
claims but qualifies for a patent application itself
Deliverables
1. A short report containing: summary of your research; PDS; concept sketches;
calculations to confirm safe operation and adequate strength of key components; cost
estimate (typical report length 15-20 pages)
2. General Arrangement (GA) drawing – fully detailing your final design
3. Part Drawings – fully detailed part drawings of THREE key components
4. Complete set of CAD files in zipped folder 1, 2 & 3 submissions in PDF format please
– exact details of submission boxes will be added Moodle.
4 Assessment

Your project will be graded using the criteria for Graduate

Learning Outcome 1 for 60% of the marks

To get a grade of at least 40% for this element you must

develop a complete CAD model & drawings that show a
design capable of performing the fundamental post-
pivoting requirement

You also need to provide evidence that you are able to

[AHEP3 LOs]

[SM1m] A comprehensive knowledge and understanding of

scientific principles and methodology necessary to
underpin their education in their engineering
discipline, and an understanding and know‐how of
the scientific principles of related disciplines, to
enable appreciation of the scientific and
engineering context, and to support their
understanding of relevant historical, current and
future developments and technologies.
Apply skills
of Critical [SM2m] Knowledge and understanding of mathematical
Analysis to real and statistical methods necessary to underpin their
world situations education in their engineering discipline and to
within a defined enable them to apply a range of mathematical and
range of contexts statistical methods, tools and notations proficiently
and critically in the analysis and solution of
engineering problems.

[SM4m] Awareness of developing technologies related to

own specialisation.

[SM5m] A comprehensive knowledge and understanding of

mathematical and computational models relevant
to the engineering discipline, and an appreciation
of their limitations.

[EA3m] Ability to apply quantitative and computational

methods, using alternative approaches and
understanding their limitations, in order to solve
engineering problems and to implement
appropriate action.

[EA4m] Understanding of, and the ability to apply, an

integrated or systems approach to solving complex
engineering problems.
 [EA5m] Ability to use fundamental knowledge to
investigate new and emerging technologies.

[D3m] Work with information that may be incomplete

or uncertain, quantify the effect of this on the
design and, where appropriate, use theory or
experimental research to mitigate deficiencies.

[D4m] Apply advanced problem‐solving skills, technical

knowledge and understanding to establish
rigorous and creative solutions that are fit for
purpose for all aspects of the problem including
production, operation, maintenance and disposal.

[D5m] Plan and manage the design process, including cost

drivers, and evaluate outcomes.

Grade Range Criteria

You have evaluated and solved problems, with original
86%-100%
and insightful reference to theory and practice.
You have evaluated and solved problems, with insightful
70%-85%
and critical reference to theory and practice.
You have analysed and solved problems, with clear
60%-69%
critical reference to theory and practice.
You have analysed and solved problems with reference
50%-59%
to theory and practice.
You have solved problems with some reference to
40% - 49% theory and practice and with evidence of some critical
reflection.
35%-39% You have approached problems haltingly or uncritically.
You have approached problems with little reference to
20%-34%
theory and practice.
You have approached problems with no or almost no
0%-19%
reference to theory and practice.
 Your project will be graded using the criteria for
Graduate Learning Outcome 6 for 20% of the marks

To get a grade of at least 40% for this element you

must include an assessment of relevant patents and
standards

You also need to provide evidence that you are able to

[AHEP3 LOs]

Find, evaluate, [EP4m] Understanding of the use of technical

synthesise and literature
use information from and other information sources
a variety of sources
[EP6m] Understanding of appropriate codes of
practice
and industry standards

[EP10m] Ability to apply engineering techniques

taking
account of a range of commercial and industrial
constraints

Grade Range Criteria

Your project is innovative and has been designed,
planned and carried out meticulously to gather
relevant information from an appropriate range of
86%-100%
primary and secondary sources. You have challenged
the limits of established knowledge in your
consideration of the results and/or outcomes.
Your project is innovative and has been designed,
planned and carried out meticulously to gather
70%-85% relevant information from an appropriate range of
primary and secondary sources. You have
brought critical insight to your analysis.
You have designed, planned and carried out your
project thoroughly to gather relevant information
60%-69% from an appropriate range of primary and secondary
sources. You have evaluated your results and/or
outcomes thoroughly and critically.
You have designed, planned and carried out your
project accurately using an appropriate range of
50%-59%
primary and secondary sources. You have evaluated
your results and/or outcomes carefully.
You have designed, planned and carried out your
project using an appropriate range of primary and
40% - 49%
secondary sources. You have evaluated your
results and/or outcomes accurately.
 You have designed, planned and carried out your
project inadequately using an inappropriate range
35%-39% of primary and secondary sources. You have
only partially evaluated your results and/or
outcomes.
Your project has been badly designed, planned and
carried out using an inappropriate range of primary
20%-34%
and secondary sources, with very limited
evaluation of the results and/or outcomes
Your project is very badly designed, planned and
carried out using inappropriate sources. Your
0%-19%
evaluation of the results and/or outcomes is wrong or
unacceptable.

Your project will be graded using the criteria for Graduate

Learning Outcome 7 for 20% of the marks

To get a grade of at least 40% for this element you must

propose a design that can be operated in a safe and
ergonomically acceptable manner

You also need to provide evidence that you are able to

[AHEP3 LOs]:
Articulate an
awareness of [D6m] Communicate their work to technical and
the social and nontechnical
audiences.
community
contexts within [D1m] Understand and evaluate business, customer and
their disciplinary user needs, including considerations such as the
field wider engineering context, public perception and
aesthetics.

[D2m] Investigate and define the problem, identifying any

constraints including environmental and
sustainability limitations; ethical, health, safety,
security and risk issues; intellectual property;
codes of practice and standards.

Grade Range Criteria

You have brought original insights to the analysis of the
86%-100% social and community contexts of your discipline with
respect to your work.
Your analysis of the social and community contexts of
70%-85%
your discipline with respect to your work is meticulous.
You have critically reviewed the social and community
60%-69%
contexts of your discipline with respect to your work.
 You have evaluated the social and community contexts of
50%-59% the discipline in drawing your conclusions and making
recommendations.
You have considered the social and community contexts
40% - 49% of the discipline in drawing your conclusions and
making recommendations.
You have referred to the social and community contexts of
35%-39% the discipline in very basic terms when drawing your
conclusions and making recommendations.
You have not mentioned the social and community
contexts of the discipline or you have made erroneous
20%-34%
reference to them when drawing your conclusions and
making recommendations.
There is very little or no evidence that you have referred
to the social and community aspects of the discipline; there
0%-19%
is little or no evidence that you have used them to draw
conclusions and make recommendations