Pearson BTEC LEVEL 5 HND Diploma in Mechanical Engineering (QCF) هذه الدورة تدرس باللغة الإنجليزية

تفاصيل الدورة

PEARSON BTEC LEVEL 5 HND DIPLOMA IN MECHANICAL ENGINEERING (QCF) is designed to equip students with competencies in organizing and analyzing information, interacting with computing technology and selecting engineering materials.

Students will also gain a range of essential competencies in areas relevant to their current or intended employment, such as CAD, drafting, engineering design, engineering management, employability skills and project management.

Upon completion of level 5 students are able to progress to Bachelor’s Degree at universities recognising BTEC higher Nationals.

MODULE STRUCTURE / DESCRIPTION

Analytical Methods for Engineers
This unit enables learners to develop previous mathematical knowledge obtained at school or college and use fundamental algebra, trigonometry, calculus, statistics and probability for the analysis, modelling and solution of realistic engineering problems.
Learning outcome 1 looks at algebraic methods, including polynomial division, exponential, trigonometric and hyperbolic functions, arithmetic and geometric progressions in an engineering context and expressing variables as power series.
The second learning outcome will develop learners’ understanding of sinusoidal functions in an engineering concept such as AC waveforms, together with the use of trigonometric identities.
The calculus is introduced in learning outcome 3, both differentiation and integration with rules and various applications.
Finally, learning outcome 4 should extend learners’ knowledge of statistics and probability by looking at tabular and graphical representation of data; measures of mean, median, mode and standard deviation; the use of linear regression in engineering situations, probability and the Normal distribution.

Engineering Science
Engineers, no matter from what discipline, need to acquire a fundamental understanding of the mechanical and electrical principles that underpin the design and operation of a large range of engineering equipment and systems.
This unit will develop learners’ understanding of the key mechanical and electrical concepts that relate to all aspects of engineering. In particular, learners will study elements of engineering statics including the analysis of beams, columns and shafts. They will then be introduced to elements of engineering dynamics, including the behavioural analysis of mechanical systems subject to uniform acceleration, the effects of energy transfer in systems and to natural and forced oscillatory motion.
The electrical system principles in learning outcome 3 begin by refreshing learners’ understanding of resistors connected in series/parallel and then developing the use of Ohm’s law and Kirchhoff’s law to solve problems involving at least two power sources. Circuit theorems are also considered for resistive networks only together with a study of the characteristics of growth and decay of current/voltage in series C-R and L-R circuits.
The final learning outcome develops learners’ understanding of the characteristics of various AC circuits and finishes by considering an important application – the transformer.

Project Design, Implementation and Evaluation
This unit provides opportunities for learners to develop skills in decision making, problem solving and communication, integrated with the skills and knowledge developed in many of the other units within the programme to complete a realistic project.
It requires learners to select, plan, implement and evaluate a project and finally present the outcomes, in terms of the process and the product of the project. It also allows learners to develop the ability to work individually and/or with others, within a defined timescale and given constraints, to produce an acceptable and viable solution to an agreed brief.
If this is a group project, each member of the team must be clear about their responsibilities at the start of the project and supervisors must ensure that everyone is accountable for each aspect of the work and makes a contribution to the end result.
Learners must work under the supervision of programme tutors or work-based managers.

Mechanical Principles
This unit will develop learners’ understanding of complex loading systems and will provide an introduction to the concept of volumetric strain and the relationship between elastic constants.
The expressions derived for linear and volumetric strain then form a basis for determining dimensional changes in loaded cylinders.
The unit will build upon learners’ existing knowledge of the relationship between the distribution of shear force and bending moment in loaded beams, to include the relationship between bending moment, slope and deflection.
Learners will analyse the use of mechanical power transmission systems, both individually and in the combinations that are used in practical situations. Learners’ knowledge of rotating system elements is further extended through an investigation of the dynamic characteristics of the slider crank and four-bar linkage.
The balancing of rotating systems is also investigated, together with the determination of flywheel mass and size to give sufficiently smooth operating conditions.

Fluid Mechanics
This unit will begin by looking at the forces exerted by a static fluid on immersed surfaces and the concept of centre of pressure. It also examines a range of hydraulic devices and systems that incorporate the transmission of hydraulic pressure. Learners will then examine viscosity in fluids, its measurement and the characteristics of Newtonian and non-Newtonian fluids.
The unit then examines fluid flow phenomena. These include the estimation of head loss in pipes,viscous drag around streamlined and bluff bodies and the concept of Reynolds’ number. It also introduces learners to the techniques and applications of dimensional analysis. Finally, learners will examine the operational characteristics of hydraulic machines, in particular the operating principles of water turbines and pumps.

Engineering Thermodynamics
This unit will build on learners’ understanding of polytropic expansion/compression processes, the first law of thermodynamics and the concepts of closed and open thermodynamic systems.
Learners are then introduced to the second law of thermodynamics and its application in the measurement and evaluation of internal combustion engine performance. This is followed by measurement and evaluation of air compressor performance. Finally, learners will develop an understanding of the layout and operation of steam and gas turbine power plants.

Dynamics of Machines
This unit will develop learners’ understanding of the parameters and characteristics of mechanical systems.
Learning outcome 1 is concerned with the characteristics of a wider range of power transmission elements.
Learning outcome 2 will introduce learners to an in-depth analysis of some common mechanical systems using both analytical and graphical techniques.
Learning outcome 3 is concerned with mechanical vibrations and in particular the transient and steady-state response of mass-spring systems to disturbing forces.

Business Management Techniques for Engineers
In industry, engineers need to understand other factors which drive the business forward. The current financial state of the business will dictate what resources can be afforded to potential projects. Therefore, it is not always possible to select and use the latest technology.
Most often, engineering solutions must also be business solutions which are constrained by budgets and time for example. To this end, engineering management requires understanding of business management techniques in order to advance business interests.
This unit will provide the learner with the key knowledge and understanding of management skills required by engineering managers.
This unit is intended to give learners an appreciation of business organisations and the application of standard costing techniques, as well as an insight into the key functions underpinning financial planning and control.
It also aims to expand learners’ knowledge of managerial and supervisory techniques by introducing and applying the fundamental concepts of project planning and scheduling.
Learners will understand how to justify projects using financial tools such as profitability forecasts and contribution analysis. They will also be able to develop resource and project plans in the form of Gantt charts and with the use of software. They will be able to manage work activities using methods such as Just in Time (JIT) and Statistical Process Control (SPC).

Mechatronic Systems
The material and topics covered in this unit will be broad-based to reflect the fact that mechatronics is, by its nature, multi-disciplinary and not confined to a single specialised area. The unit will encompass small, single component systems as well as larger systems integrating components from different engineering disciplines.
It will develop a methodology that will allow learners to apply mechatronic design philosophy throughout the development cycle of a systems and products. The intention is to encourage the learner to recognise a system not as an interconnection of different parts but as an integrated module.
Learners will investigate the applications of mechatronics, considering the need for integration and the nature of mechatronic systems and products. Typical mechatronics components are examined by before learners look at the design steps and processes for mechatronic systems and mechatronic products.

Advanced Computer-aided Design Techniques
Product designers communicate their designs through CAD software packages. It is used at all stages of the design task, from conceptualisation to production of working drawings. It provides the basis for manufacturing products.
Engineers must master computer-aided design techniques in order to ensure design intent is accurately taken through to manufacture and service.
In this unit the learner will practice the techniques involved in producing advanced 3D models. Simple errors with CAD models and drawings can lead to hugely expensive consequences. This could be in the form of incorrect tooling or products which do not fit or function properly. In industry, competitive advantage is gained through speed to market of new designs. Hence engineers must be able to commit their designs quickly to CAD.
This unit will be beneficial to research and design engineers and production engineers. It will equip the learner with the necessary advanced CAD parametric modelling skills that industry demands. Learners should be able to produce and edit 2D shapes prior to starting this unit.
Learners will investigate a CAD software package so as to be able to generate advanced surface and solid models. There are a variety of CAD software packages used in industry today including Pro-Engineer and Solid works. Whilst there may be differences in using the different softwares, users who are fluent in one software will generally quickly pick up any other.
Entry requirements for this unit are at the discretion of the centre. However, it is advised that learners should have completed appropriate BTEC National units or equivalent. Learners should be able to produce and edit 2D shapes prior to starting this unit. Those who have not attained this standard will require bridging studies.

Strengths of Materials
This unit will introduce learners to the theoretical and experimental methods of complex stress analysis, together with the theories of elastic failure. Appropriate use of these can be made throughout the unit to determine operational factors of safety.
Learners will investigate the theoretical behaviour of structural members under load and will verify the characteristics by experimental testing. They will then analyse loaded structural members from considerations of strain energy and again carry out experimental verification of the analysis.

Engineering Design
This unit will enable the learner to appreciate that design involves synthesising parameters that will affect the design solution. The learner will prepare a design specification against a customer’s specific requirements. They will then prepare a design report that provides an analysis of possible design solutions, an evaluation of costs and an indication of how the proposed design meets the customer’s specification.
It is expected that the learner will, during the design processes, make full use of appropriate information and communication technology (ICT).

Computer-aided Design and Manufacture
Most successful businesses invest substantially in research and development in order to gain competitive advantage. Engineering advances offer sales and marketing teams the ability to sell more products and gain a larger market share. In order to facilitate this, engineers must be able to quickly bring their designs to manufacture to achieve what is known as speed to market.
The use of Computer-aided Design (CAD) has allowed engineers to communicate designs quickly. By making use of the geometry and details from CAD models, machines can be quickly and accurately programmed to produce high quality parts. These Computer Numerically Controlled (CNC) machines must receive information in a format that takes account of how part geometry will be achieved by the machining method, for example turning, milling or drilling. Computer-aided Manufacturing (CAM) software is available to accept CAD information. Combined with the knowledge of the engineer in order to sequence the tooling, this enables designs to progress to manufacturing in a relatively short time.
This unit will enable learners to produce component drawings using a CAD system specifically for transfer to a CAM system. They will also develop an understanding of structured data within CAD/CAM systems and the use of data transfer methods. Practical work will include the simulation of cutter paths on a CAM system and the production of a component from a transferred data file.

Employability Skills
All learners at all levels of education and experience require honed employability skills as a prerequisite to entering the job market. This unit gives learners an opportunity to assess and develop an understanding of their own responsibilities and performance in, or when entering, the workplace.
It considers the skills required for general employment, such as interpersonal and transferable skills, and the dynamics of working with others in teams or groups including leadership and communication skills.
It also deals with the everyday working requirement of problem solving which includes the identification or specification of the ‘problem’, strategies for its solution and then evaluation of the results through reflective practices.

Personal and Professional Development
This unit is designed to enable learners to assess and develop a range of professional and personal skills in order to promote their future personal and career development. It also aims to develop learners’ ability to organise, manage and practise a range of approaches, in order to improve their performance as self-directed learners in preparation for work or further career development. The emphasis is on the needs of the individual within the context of how the development of self-management corresponds with effective team management to meet objectives.
Learners will be able to improve their own learning, be involved in teamwork and be more capable of problem solving through the use of case studies, role play and real-life activities.

Managing People in Engineering
The unit will give learners an opportunity to examine the various practices, procedures and constraints that influence the management of people within a work environment. This will require learners to consider and explain the processes and procedures involved in the management of people, such as human resource planning, recruitment, selection and contracting.
Learners will also investigate a range of working relationships in engineering settings and the lines of responsibility. Management and development of human resources are also covered with an examination of industrial relations and legislation.

DELIVERY METHOD

Lessons will be conducted face-to-face. Lecturers, on top of teaching the modules, will share with the students their wealth of industry experience.

TEACHER TO STUDENT RATIO

1:40

ENTRY REQUIREMENT

Pearson / Edexcel-BTEC HNC Level 4 in an Engineering field; or
Specialist Diploma in an Engineering field; or
Mature Candidate without HNC Level 4; or
A Specialist Diploma in an Engineering field but has at least 3 years relevant work experience
English Proficiency:

IELTS 5.5; or
Paper-based TOEFL score of at least 400; or
Internet-based TOEFL score of 61; or
Computer-based TOEFL score of 173; or
Pass in GCE ‘O’ Level English; or
Pass in AEC Cert in General English Level 4 or Equivalent
ASSESSMENT AND GRADING

This programme will be assessed through a combination of attendance and module assignments. The credits will be based on project assignment on every individual module.

GRADUATION CRITERIA

For a student to successfully graduate from this course, the student must achieve at least a pass in all module assignments. This will allow the student to obtain at least 240 credits from this course.

AWARD

The Higher diploma is awarded by Pearson International, UK’s largest awarding body offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning in the UK and internationally.

PROGRESSION PATHWAYS

Graduates of this program are eligible for top-up engineering programs offered by several British universities and their partners all over the world.

PROFESSIONAL BODY RECOGNITION

The PEARSON BTEC Higher Nationals in Mechanical Engineering have been developed with career progression and recognition by professional bodies in mind. It is essential that learners gain the maximum benefit from their programme of study.

The development of this qualification has been informed by discussions/relevant publications from the Engineering Council UK (EC (UK)) and the Science, Engineering and Manufacturing Technologies Alliance (SEMTA).

Further details of professional body recognition and exemptions for PEARSON BTEC Higher Nationals are given in the PEARSON BTEC Higher Nationals – Professional Recognition and Progression Directory 2008 available from our website:

www.edexcel.com/quals/hn/Pages/Keydocuments.aspx.

Please check www.edexcel.com for full list of universities and higher education institutes in United Kingdom, which will accept students with BTEC HND in business on to the Final year of a same subject 3 year degree programme.

INTAKE DATES

12 intakes a year (Monthly Intakes)

Module Title
Intake Dates

Engineering Science
25-Jan-15

Engineering Design
22-Feb-15

Mechatronic Systems
22-Mar-15

Business Management Techniques for Engineers
19-Apr-15

Personal and Professional Development
17-May-15

Mechanical Principles
14-Jun-15

Strengths of Materials
12-Jul-15

Fluid Mechanics
9-Aug-15

Engineering Thermodynamics
6-Sep-15

Dynamics of Machines
4-Oct-15

Advanced Computer-Aided Design Techniques
1-Nov-15

Managing People in Engineering
29-Nov-15

CLASS TIMES

Part Time : One Sunday 10 am to 5 pm per week