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Engineering Science at National 4 and 5
The aims are to enable learners to:
· apply knowledge and understanding of key engineering facts and ideas
· understand the relationships between engineering, mathematics and science
· apply skills in analysis, design, construction and evaluation to a range of engineering problems
· communicate engineering concepts clearly and concisely, using appropriate terminology
· develop an understanding of the role and impact of engineering in changing and influencing our environment and society
These aims are delivered through ‘teaching’ Units and, for National 4, an added value unit.
1. Engineering: Contexts and Challenges
provide a broad context for the Course and develop an understanding of engineering and its role and impact on our environment and society. It allows the learner to explore some existing and emerging technologies and challenges, and to consider implications relating to the environment, sustainable development, and ethical, economic and cultural issues. The learning for this unit is probably best delivered in discrete chunks associated with aspects of the other units. The content of this unit is significantly different from Technological Studies Standard Grade. Some of the main differences included in the Outcomes are noted below for consideration.
Outcome 1 is about ‘how things work’ – exploring a range of engineered objects, which could be anything from simple everyday devices (kettle, corkscrew, car jack. …) to larger systems (car engine, central heating controller …) and industrial systems such as power generation plants.
Outcome 2 requires the learner to investigate some real engineering challenges, leading to an increased understanding of the main branches of engineering, and the roles of engineers ‘designing, implementing, testing and controlling complex systems’. The emphasis should be on investigation. For example, groups of learners could investigate an industrial system and presenting their findings to the rest of the class.
Outcome 3 explores some impacts of engineering – social, economic, environmental, climate change and should be weaved into the other learning and be a pervasive theme throughout the course.
2. Electronics and Control
explores a range of key concepts and devices used in electrical and electronic systems, including analogue, digital and programmable systems. Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts. Opportunities should be taken to link the learning within this Unit to ideas from the Contexts and Challenges Unit, for example, by: examining real-life systems which include electronic control systems; applying the systems approach to the analysis and design of electronic control systems; making links to electronic, electrical and control engineering
3. Mechanisms and Structures explores an appropriate range of key concepts involving systems such as gears, pneumatics, structures, forces, energy and efficiency. Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts. Opportunities should be taken to link the learning within this Unit to ideas from the Contexts and Challenges Unit, for example, by: examining real-life systems which include mechanisms and structures; making links to mechanical, structural and civil engineering; considering impacts of mechanical and structural systems on society, economy and environment.
4. The Added Value Unit,
the Engineering Assignment for National 4, requires the learner to apply and integrate skills and knowledge from the other Units to solve an appropriately challenging engineering problem. At National 5, the corresponding practical assignment contributes to 40% of the final Course Award.
The aims are to enable learners to:
· apply knowledge and understanding of key engineering facts and ideas
· understand the relationships between engineering, mathematics and science
· apply skills in analysis, design, construction and evaluation to a range of engineering problems
· communicate engineering concepts clearly and concisely, using appropriate terminology
· develop an understanding of the role and impact of engineering in changing and influencing our environment and society
These aims are delivered through ‘teaching’ Units and, for National 4, an added value unit.
1. Engineering: Contexts and Challenges
provide a broad context for the Course and develop an understanding of engineering and its role and impact on our environment and society. It allows the learner to explore some existing and emerging technologies and challenges, and to consider implications relating to the environment, sustainable development, and ethical, economic and cultural issues. The learning for this unit is probably best delivered in discrete chunks associated with aspects of the other units. The content of this unit is significantly different from Technological Studies Standard Grade. Some of the main differences included in the Outcomes are noted below for consideration.
Outcome 1 is about ‘how things work’ – exploring a range of engineered objects, which could be anything from simple everyday devices (kettle, corkscrew, car jack. …) to larger systems (car engine, central heating controller …) and industrial systems such as power generation plants.
Outcome 2 requires the learner to investigate some real engineering challenges, leading to an increased understanding of the main branches of engineering, and the roles of engineers ‘designing, implementing, testing and controlling complex systems’. The emphasis should be on investigation. For example, groups of learners could investigate an industrial system and presenting their findings to the rest of the class.
Outcome 3 explores some impacts of engineering – social, economic, environmental, climate change and should be weaved into the other learning and be a pervasive theme throughout the course.
2. Electronics and Control
explores a range of key concepts and devices used in electrical and electronic systems, including analogue, digital and programmable systems. Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts. Opportunities should be taken to link the learning within this Unit to ideas from the Contexts and Challenges Unit, for example, by: examining real-life systems which include electronic control systems; applying the systems approach to the analysis and design of electronic control systems; making links to electronic, electrical and control engineering
3. Mechanisms and Structures explores an appropriate range of key concepts involving systems such as gears, pneumatics, structures, forces, energy and efficiency. Skills in problem solving and evaluating are developed through simulation, practical projects and investigative tasks in a range of contexts. Opportunities should be taken to link the learning within this Unit to ideas from the Contexts and Challenges Unit, for example, by: examining real-life systems which include mechanisms and structures; making links to mechanical, structural and civil engineering; considering impacts of mechanical and structural systems on society, economy and environment.
4. The Added Value Unit,
the Engineering Assignment for National 4, requires the learner to apply and integrate skills and knowledge from the other Units to solve an appropriately challenging engineering problem. At National 5, the corresponding practical assignment contributes to 40% of the final Course Award.