UNIT 5: A SPECIALIST ENGINEERING PROJECT

Unit 5: A Specialist Engineering Project

Delivery guidance
Approaching the unit
This unit is the culmination of learning for many learners and brings together
knowledge and understanding from numerous units. It allows learners to follow
their intended vocational pathway to define and then solve a problem, using
project-management processes. This unit could follow on from all the other units
and is often delivered towards the end of a programme of study. Learners may
also use their knowledge and experience of different technologies, via
employment or previous learning, to their advantage in this unit.
This unit, like the other mandatory units, could be delivered in a specialist context such as
aeronautical, manufacturing or electrical and electronic engineering. For example, a centre
wanting to deliver the mandatory units in an electrical/electronic context could explore a range
of basic electrical products such as an iron, or a food blender to explore design and
manufacturing processes applied. However, care must be taken to ensure learners are
prepared for the task based external assessment that is set by Pearson.
You should encourage learners to develop their theoretical knowledge of various
processes and the related practical skills, as this unit contains a considerable
number of hands-on activities. It is recommended that learners spend at least
thirty hours developing their project and solution; encourage them to develop
their rationale for completing a project, which may be either manufacturing,
maintenance or system based.
To complete this unit, your learners will need access to various resources and
the consumables and materials that support them. They will need to understand
and apply strict safe working practices designed to protect them from the
various hazards that are inherent to engineering processes.
You can use a range of delivery methods in this unit, such as:

discussions class and small group discussions

individual or group presentations discussing the project rationale,

performance and progress

demonstrations of the set-up of various equipment and safety issues

associated with the processes that may be used

case studies illustrating components, systems and activities created via

project-management processes.

Learners may benefit from internet sources, such as the videos available (stated in
the Resources at the end of this Delivery Guide). There are also specialist books
available for project-management processes.

You can involve local employers in the delivery of this unit if there are local
opportunities to do so. For instance, an industrial visit to a manufacturing
company or a technological exhibition could enhance each learners skills base.

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

UNIT 5: A SPECIALIST ENGINEERING PROJECT

Delivering the learning aims

For learning aim A, introduce the topics by showing what can be achieved via a
project. Perhaps pose the question: What do you want to make, maintain, or
devise a system for? Learners need to consider how they will meet the project
criteria, and the first and hardest task is focusing them on a specific idea or
problem. This may include manufacturing artefacts, maintenance tasks in an
aerospace scenario, analysing and improving automotive components, devising
new flexible manufacturing systems etc. You could then provide initial input for
your learners on the identification and clarification of their problem. Support the
learners to develop a specification by developing graphic solutions, outline
costings and an initial technical specification. This should be followed by looking
at feasibility studies of the project and selecting a proposed solution.
For learning aim B, introduce the topics by discussing project-management skills
and the development of a solution. You could then move into project planning
and look at items such as time planning, the use of Gantt charts and recording
progress via a log book.
This could be followed by an explanation of the planning and design of a project.
You could introduce the development of the project process and the need to
control any risks and issues. Highlight the factors that could go wrong during the
development or the practical operations and explain how these can be
categorised into low, medium and high risk and the actions that should be taken
as a result. The next phase of delivery should be to support the learners to
produce a technical specification for a project. This should enhance and provide
much greater detail then the outline specification created during the delivery of
learning aim A. Learners could then use some of their experience from other
units as they start to develop their design solution to their problem, with the
creation of sketches, drawings, flow charts, models etc.
Learning aim C explores the creation of the project solution and its presentation.
Learners will need support here to enhance their technical knowledge and
practical skills as they create their project solutions. It is essential that they refer
back to the initial proposal and technical specification to ensure that the product,
or system, meets the fitness for purpose criteria or shows what corrective action
would be required to overcome issues. It may be an advantage to explain testing
techniques and suitable recording of testing. You could follow this by directing
learners to consider what went well and what did not go as well. The learners will
need to examine their technical understanding of general engineering skills,
processes and safety issues. Encourage the learners to evaluate lessons learned
and consider any improvements that could have been included. Similarly, direct
learners to examine their behaviour during the unit by, for example, considering
whether they showed initiative and took responsibility for their own actions. The
final consideration is the creation of the project portfolio. Much of the content
will have been produced during the project process, but learners may need help
in ordering and cross-referencing the various sections. The portfolio should be a
document that the learner would be proud to present to a future employer.
It is essential that, throughout this unit, you ensure that learners understand all
the safety aspects of the processes involved.
An industrial visit to a design exhibition could enhance the learners' skills,
particularly during learning aim B. A visit and delivery from a guest speaker who
works within project development may be useful during learning aim A as they
may provide some useful ideas for actual projects. Clearly, the active
involvement of engineering employers with actual problems to solve and ideas

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

UNIT 5: A SPECIALIST ENGINEERING PROJECT

for projects would be highly advantageous in this unit, especially when learners
require expert feedback.

Learning aim

Key content areas

Recommended
assessment approach

A Investigate an
engineering project in a
relevant specialist area

A1 Project life cycle

Research evidence,
investigating an initial idea and
possible solutions, scoping out
alternative technical solutions
and completing a feasibility
study report of the possible
solutions.

A2 Project idea generation

and solution
development
A3 Feasibility study of
solutions

B Develop projectmanagement processes

and a design solution for
the specialist engineering
project as undertaken in
industry

B1 Planning and monitoring

project-management
processes
B2 Risk and issue projectmanagement processes
B3 Technical specification
B4 Design documentation

C Undertake the solution

for a specialist
engineering project and
present the solution as
undertaken in industry

C1 Undertake and test the

solution to the problem
C2 Demonstrate relevant
behaviours
C3 Present a solution to the
problem

Evidence of applying projectmanagement processes such

as planning during the design
of a solution. Also, the
development of a technical
specification that may include
design documentation, such as
orthographic projections of the
chosen solution.
Evidence of applying projectmanagement processes, such
as project monitoring, and
applying relevant behaviours
during the development and
testing of a solution.
A portfolio of evidence
generated while completing the
specialist project, reviewing the
processes and reflecting on
own performance.

Assessment guidance
This unit will be assessed internally through a number of independent tasks.
Each task should cover one entire learning aim and it is essential that a learning
aim is assessed as a whole and not split into tasks or sub-tasks per criterion.
There are three suggested assignments for this unit, each covering one learning
aim.
All learners must independently generate individual evidence that can be
authenticated. The main sources of evidence are likely to be portfolios containing
reports, learner logbooks, planning documentation and testing documentation,
printed or plotted portfolios of drawings and the annotated photographs of the
process of solving a problem through a project-management approach. Learners
should also produce screenshots to show processes and editing. BTEC assessors
should complete observation records and learners colleagues in placements or
part-time work could complete witness statements. Note that observation
records alone are not sufficient sources of learner evidence; the original learnergenerated evidence must also support them.

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

UNIT 5: A SPECIALIST ENGINEERING PROJECT

Getting started
This gives you a starting place for one way of delivering the unit, based
around the recommended assessment approach in the specification.

Unit 5: A Specialist Engineering Project

Introduction
Begin by introducing the unit to learners through a group discussion exploring their
knowledge of the use of project-management processes and the possible skills that
they will need or they have developed. This can be followed by outlining the learning
aims of the unit.
It is essential that, throughout this unit, you ensure that learners understand all the
safety aspects of the project processes.

Learning aim A: Investigate an engineering project in a relevant

specialist area

Ask learners to collaborate in small groups to come up with examples of different

projects that they would like to investigate, manufacture or design.

Ask learners to consider the how major manufacturers develop projects at

component, assembly and product level. Consider the project development of
systems and maintenance activities. A series of case studies could be used here to
highlight either failures or successes in the development of different projects.
Encourage learners to explore the rationale for success or failure.

Lead the group on project development and consider the different stages:
identifying a problem, planning and design, implementation and evaluation.

Ask learners to focus individually or in small groups on possible projects. It may be

advantageous to divide the learners into small groups that relate to their project outline
ideas, manufacturing, systems, maintenance or hardware/software. The input of
employers at this point with possible ideas for projects would be highly advantageous.

Show learners how to use different thinking skills to analyse a problem, such as
brainstorming, challenging previous assumptions and thinking in reverse.

Allow learners to research the basic features of their project. In small groups,
learners could then explore the physical resources, associated materials and the
different types of input and outputs required.

You could then provide input for your learners on developing an outline project
specification. Help them to develop their working knowledge of sketching,
storyboarding and how to create flow charts.

You could then provide input on how an Excel spreadsheet is beneficial to record
and maintain project costings, for materials, resources and time.

The next input should allow learners to develop their initial technical information
that relates to, for example, approximations of voltages required and batteries that
may be used, and that outlines performance parameters of the project, such as an
analogue input from a transducer to output to a digital LED display.

The consideration then is the feasibility of the project. This will require a lot of tutor
support to ensure that resources are available. Cost and time availability will be
major considerations.

It may be useful to provide further input on the benefits and use of objective
testing to determine how well three or more possible solutions may fulfil the
learners criteria.

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

UNIT 5: A SPECIALIST ENGINEERING PROJECT

Learning aim B Develop project-management processes and a design

solution for the specialist engineering project as undertaken in
industry.

This learning aim can begin by exploring the development of project-management

processes.

Ask learners to consider how they intend to develop their project. Lead the group
on project development, as they will need to begin the planning stage.
Demonstrate some of the tools they need and ask the learners to explore the
resources that they will use to investigate the project.

Look at time considerations and discuss with learners how they can use their time
effectively. Consider recording and planning activities, using Gantt charts and
critical path analysis.

Explore the budget and resource considerations, and how both the learner and
their project supervisor will monitor these. Explain to the learners that they cannot
all use, for example, the additive machining equipment simultaneously and that
planning is needed to utilise resources effectively.

Lead a discussion on issues and problems that are likely to arise during the
development of the project. Explain what the potential risks are and how managing
the risks can determine the success of a project.

Demonstrate to learners how to develop a technical specification. This should

enhance and provide a much greater technical detail than the outline specification
created for learning aim A. For example, actual voltages should be stated and the
correct battery size and type should be specified.

Develop or enhance the learners' skills base, as necessary, so that they can create
a design from the technical documentation to support their project.

Support the learners as they develop their design for the product, system or
maintenance activity that they are pursuing.

Explain to the learners how to develop the relevant testing procedure for their
project, to ensure that it is fit for purpose or meets the audience's requirements.

Learning aim C Undertake the solution for a specialist engineering

project and present the solution as undertaken in industry.

This learning aim builds on learning aim B as learners are now ready to generate
their solution and to test and present the results.

Support the learners to enhance some of their technical knowledge and practical
skills, where appropriate, as they create their project solutions.

Support the learners as they further develop their solutions and refer back to the
initial proposal and technical specification, to ensure that the product or system
meets the fitness for purpose criteria or shows what corrective action would be
required to overcome issues and problems.

As learners become ready to start their practical tasks, it is essential that all safety
considerations are explained and demonstrated.

Support learners through their technical errors and emphasise the need for
iteration as the project develops.

As the learners start to consider their portfolio presentation, it is well worth

reminding them that the portfolio should be a document that they would be proud
to present to a future employer.

You could direct learners to consider what went well and what did not go as well,
particularly with relation to time planning and management.

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

UNIT 5: A SPECIALIST ENGINEERING PROJECT

Explain to the learners that they will need to examine their technical understanding
of their general engineering skills and safety issues.

You could then direct the learners to evaluate lessons learned and consider any
improvements that could have been included, particularly with reference to the
success or the fitness for purpose of the final artefact or system. Again, it would be
highly advantageous if engineering employers could be asked for their feedback at
this stage.

You could then direct learners to examine their behaviour during the unit, for
example, whether they showed initiative and took responsibility for their own
actions.

You could then direct learners to examine the support they received from various
sources during the project, such as technicians, tutors, guests, local employers etc.

The final part will be to support the learners in compiling their final project
portfolios, ensuring that they evaluate the success of the project against the
project theme and initial idea.

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

UNIT 5: A SPECIALIST ENGINEERING PROJECT

Details of links to other BTEC units and qualifications,

and to other relevant units/qualifications
This mandatory unit can be linked to all other units in the qualification.

Resources
In addition to the resources listed below, publishers are likely to produce
Pearson-endorsed textbooks that support this unit of the BTEC Nationals in
Engineering. Check the Pearson website
(http://qualifications.pearson.com/en/support/published-resources.html) for
more information as titles achieve endorsement.
The special resources required for this unit are determined by the project the
learner is undertaking, be it system development, manufacturing, or maintenance.
Textbooks
Various textbooks are available for project development. These often cover
project development at graduate level and above and may not always be
suitable for a Level 3 project. There are textbooks that reference various
technical stages, including graphics packages software command structure.
Learning materials are available for the different companies that supply
CAD/CAM software and the different versions of the software packages that they
produce. Books and magazines are available on electronics, maintenance, CNC,
3D printing and many more subject areas to support technical detail.

Bond WT Design Project Planning: A Practical Guide for Beginners, 1st

Edition (Prentice Hall, 1995) ISBN 9780133492750
This book explores basic project management, linking it to the design
process. It enhances basic design concepts and introduces the design
process and its relationship to modelling.

Plummer F Project Engineering: The Essential Toolbox for Young Engineers, 1st
Edition (Butterworth-Heinemann, 2007) ISBN 9780750682794
This is a book aimed at the young engineer who wants to enter project management
or who has just started in project management. It is written with a work-based
approach.

Smith NJ Engineering Project Management, 3rd Edition (Wiley-Blackwell,

2007) ISBN 9781405168021
This book describes engineering project management and aims to have a
multi-disciplinary approach to projects. It is useful because it explores the
management of small and large projects.

Videos
There are very many YouTube videos for projects and support for CNC
manufacturing. Some examples are shown below.

www.youtube.com/watch?v=WuGKnL0q1ps

www.youtube.com/watch?v=Gu0EWKYzXpM

www.youtube.com/watch?v=ibE626hR0sk

www.youtube.com/watch?v=jMwrkB4JQ4M

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016

UNIT 5: A SPECIALIST ENGINEERING PROJECT

Websites
Project ideas and development:

www.realworldengineering.org/library_search.html

www.sciencebuddies.org/science-fair-projects/Intro-MechanicalEngineering.shtml

www.electronicshub.org/electronics-projects-ideas/

http://nevonprojects.com/project-ideas/

Maintenance projects:

www.machinerylubrication.com/read/1330/planning-maintenance.

There are links below to some of the support systems available, including
software houses producing CAD software. Many of these provide free educational
software.

www.autodesk.co.uk/

www.solidworks.co.uk/

www.solidworks.com/sw/products/draftsight-getting-started-guide.htm

www.turbocad.co.uk/windows-range/turbocad-deluxe-2d-3d.

There are many links available on the web to some of the many software houses
producing CAD/CAM and CNC programming software and machine tools, which
may be useful, dependent upon the choice of project.

www.haas.co.uk/

http://website.denford.ltd.uk/

www.techsoft.co.uk/

www.fanuc.eu/uk/en

www.heidenhain.co.uk/

978-1-4469-2834-9 Pearson BTEC Nationals in Engineering Delivery Guide

Issue 1 May Pearson 2016