LAND ROVER 4X4 in SCHOOLS TECHNOLOGY CHALLENGE VERSION 1 EIM EIM Runs Two Highly Successful Educational Initiatives, F1 in Schools and Land Rover 4X4 in Schools

CAMBRIDGE NATIONALS IN ENGINEERING A PROJECT APPROACH TO DELIVERY - THE LAND ROVER 4X4 IN SCHOOLS TECHNOLOGY CHALLENGE VERSION 1 EIM EIM runs two highly successful educational initiatives, F1 in Schools and Land Rover 4x4 in Schools. Engineering in Motion is a not-for-profit organisation totally committed to providing exciting yet challenging educational experiences through the magnetic appeal of Formula One, motorsport and automotive engineering. Engineering in Motion runs innovative educational STEM (Science, Technology, Engineering and Maths) projects with an aim to engage and encourage students to continue studying STEM subjects at apprentice, further and higher education.

A project approach to delivery – The Land Rover 4x4 in Schools Technology Challenge 2 CONTENTS

Introduction 4 The Challenge Land Rover and OCR The Land Rover 4x4 in Schools Technology Challenge and Cambridge 6 Nationals in Engineering qualifications Section 1 Principles in Engineering and Engineering Business 10 Section 2 Engineering Design 20 Section 3 Engineering Manufacture 29 Section 4 Systems Control in Engineering 39 Appendix 1 – Examples showing how resources available from the 49 OCR website can be used with this project approach Appendix 2 – Mapping the Land Rover 4x4 in Schools Technology 53 Challenge to Cambridge Nationals in Engineering qualifications Appendix 3 - Land Rover 4x4 in Schools Technology Challenge Overview 57

A project approach to delivery – The Land Rover 4x4 in 3 Schools Technology Challenge INTRODUCTION The Challenge The Land Rover 4x4 in Schools Technology Challenge is an international STEM enhancement and enrichment initiative that gives young people an insight into what it takes to become an engineer. The project hopes to raise awareness, interest, enjoyment and enthusiasm in, science, technology, engineering and maths through practical experience. Aimed at young people aged 11 – 19 years old, the challenge involves teams designing and building radio controlled 4-wheel- drive (4x4) vehicles that can successfully negotiate a specially designed test track that emulates that of real life and what a full scale 4x4 vehicle can do. Teams entering the challenge will spend a number of weeks and months designing, researching, building and project managing their 4x4 vehicle to enter it into an international competition and compete against other schools from around the world. Winners will be selected via a judging process to become the Land Rover 4x4 in School Technology Challenge World Champions. The Challenge has Regional Heats and a National Final. See the Land Rover 4x4 in Schools Technology Challenge for full details. http://www.4x4inschools.co.uk/index.phtml?d=397817 Land Rover and OCR Working with OCR, the Land Rover 4x4 in Schools Technology Challenge organisers have mapped the challenge activities and outcomes with the four Cambridge Nationals in Engineering qualifications to produce this project approach document and have added additional suggested activities to support teachers in delivering the curriculum. A range of essential and optional competition elements can be developed and completed within the context of the school timetable, reducing the amount of extracurricular time required. Schools taking part, or considering taking part in the Land Rover 4x4 in Schools Technology Challenge as part of the STEM agenda, find the project approach enables both the qualification and challenge can be delivered using the same programmed curriculum time. The purpose of this guide is to give you an overview of how you could holistically deliver a range of units from the Cambridge National in Engineering Level 1/2 in conjunction with the Land Rover 4x4 in Schools Technology Challenge. When delivering any qualification it is always useful to be able to look at the variety of units and consider how they are or could be linked together – a holistic approach. A holistic approach will provide you with a structured plan to teach the learners how a range of topics work together across a number of units, providing them with some understanding of how skills and knowledge could link together in a working environment.

A project approach to delivery – The Land Rover 4x4 in Schools Technology Challenge 4 In this example, the objective is for learners to develop their knowledge of design and manufacturing through practical engagement with projects and activities designed and supported by the Land Rover 4x4 in Schools Technology Challenge team. The intention is that the learners will be taught a range of knowledge and skills within each of the units and then carry out relevant review activities at various stages. Each of the review activities (once successfully completed by the learner) will provide foundation knowledge for their final assessment. The practice review activities within the modules must not be used for Cambridge National final assessment purposes. Model assignment tasks for each of the Cambridge National qualifications can be found at http://www.ocr.org.uk/qualifications/by-type/cambridge- nationals/ It is assumed that the learners will be given the opportunity to carry out activities that will enable them to practice the skills they have learned within each module prior to being given final assessment activities. When considering a holistic approach to delivery and learning it is important to consider the overall objectives. In this guide the objectives are to: • Deliver four units to achieve one of the Level 1/2 Cambridge Nationals Certificate in Engineering: • Principles in Engineering and Engineering Business, units R101 – R104 • Engineering Design, units R105 – R108 • Engineering Manufacture, units R109 – R112 • Systems Control in Engineering, units R113 – R116 Note, learners can complete any of the 16 Cambridge Nationals in Engineering units, but must achieve the correct combination of units to achieve the appropriate certificate/ diploma. • Structure a programme of learning and reviews which are exciting and engaging for the learners. • Provide the learners with an overview of how the knowledge and skills gained in one unit, support the knowledge and skills used within other units. • Provide the learners with an opportunity to consider how they would use their engineering skills holistically within the working environment.

A project approach to delivery – The Land Rover 4x4 in 5 Schools Technology Challenge The Land Rover 4x4 in Schools Technology Challenge and Cambridge Nationals in Engineering qualifications This guide is divided into four sections; one section for each of the four Cambridge Nationals in Engineering qualifications. Each section also includes tasks specific to the Land Rover 4x4 in Schools Technology Challenge. Section 1 Principles in Engineering and Engineering Business Link to qualification below http://www.ocr.org.uk/qualifications/cambridge-nationals-principles-in-engineering-and-engineering-business-level-1-2-award- certificate-j830-j840/

Unit number and title: Learning Outcome (L0) number and title LO1 Understand physical properties and mechanical principles LO2 Understand physical properties and electrical principles R101 Engineering principle LO3 Understand physical properties and fluid power principles LO4 Know about the systems used to transmit power in engineering LO1 Know about engineering sectors, their products and services LO2 Understand how engineering companies operate R102 The engineered business world LO3 Know about employment in engineering

LO4 Understand innovation and technical advances in engineering LO1 Know about the sustainability of engineering materials and products R103 Sustainable engineering LO2 Know about sustainable design for engineered products LO3 Understand the impact of global manufacturing Understand why engineering systems and products are designed and LO1 maintained for optimum performance Know methods used in engineering sectors to maintain optimum Optimising performance in LO2 R104 engineering systems and performance products LO3 Understand factors that contribute to system/product failure Be able to perform simple procedures to optimise product/systems LO4 performance

A project approach to delivery – The Land Rover 4x4 in Schools Technology Challenge 6 Section 2 Engineering Design Link to qualification below http://www.ocr.org.uk/qualifications/cambridge-nationals-engineering-design-level-1-2-award-certificate-j831-j841/

Unit number and title: Learning Outcome (L0) number and title Understand the design cycle and the relationship between design briefs and LO1 Design briefs, design design specifications R105 specifications and user Understand the requirements of design specifications for the development of LO2 requirements a new product LO3 Know about the wider influences on the design of new products Know how commercial production methods, quality and legislation impact on LO1 the design of products and components R106 Product analysis and research LO2 Be able to research existing products LO3 Be able to analyse an existing product through disassembly LO1 Be able to generate design proposals using a range techniques Know how to develop designs using engineering drawing techniques and Developing and presenting LO2 R107 annotation engineering designs Be able to use Computer Aided Design (CAD) software and techniques to LO3 produce and communicate design proposals LO1 Know how to plan the making of a prototype R108 3D design realisation LO2 Understand safe working practices used when making a prototype LO3 Be able to produce a prototype Section 3 Engineering Manufacture

Link to qualification below http://www.ocr.org.uk/qualifications/cambridge-nationals-engineering-manufacture-level-1-2-award-certificate-j832-j842/

Unit number and title: Learning Outcome (L0) number and title LO1 Know about properties and uses of engineering materials Engineering materials, processes LO2 Understand engineering processes and their application R109 and production LO3 Know about developments in engineering processes LO4 Understand the impact of modern technologies on engineering production LO1 Be able to plan for the making of a pre-production product Preparing and planning for Be able to use processes, tools and equipment safely to make a pre-production R110 LO2 manufacture model LO3 Be able to modify a production plan for different scales of production Be able to plan the production of components on Computer Numerical Control LO1 (CNC) machines Be able to interpret information from CAD to manufacture components on CNC LO2 equipment R111 Computer aided manufacturing Be able to set-up and use Computer Numerical Control (CNC) equipment to LO3 manufacture components Know about applications of computer control processes used to manufacture LO4 products LO1 Understand the importance of quality control Quality control of engineered LO2 Be able to assess product quality from inspection and quality control techniques R112 products LO3 Know how modern techniques can be used in quality control LO4 Know the principles of lean manufacturing

A project approach to delivery – The Land Rover 4x4 in 7 Schools Technology Challenge Section 4 Systems Control in Engineering

Link to qualification below http://www.ocr.org.uk/qualifications/cambridge-nationals-systems-control-in-engineering-level-1-2-award-certificate- j833-j843/

Unit number and title: Learning Outcome (L0) number and title LO1 Understand basic electronic principles LO2 Understand the operating principles of electronic components R113 Electronic principles LO3 Know test methods for electronic circuits LO4 Understand commercial circuit construction methods LO1 Be able to use CAD for circuit simulation and design Simulate, construct and R114 LO2 Be able to construct circuits test electronic circuits LO3 Be able to test electronic circuits Understand how computers are used in engineering design, manufacture and LO1 Engineering process control R115 applications of LO2 Understand how computers are used for maintenance of engineering systems computers Know how computers are used to communicate and use data for production and LO3 maintenance Understand the application and operation of microcontrollers and microprocessors in LO1 engineered products R116 Process control systems LO2 Be able to design, develop and simulate a control system LO3 Be able to test control systems

A project approach to delivery – The Land Rover 4x4 in Principles of Engineering and Engineering Business Schools Technology Challenge 8 Principles of Engineering and Engineering Business A project approach to delivery – The Land Rover 4x4 in 9 Schools Technology Challenge Section 1 - Principles By Unit/Learning Outcome (LO) in Engineering LO1 LO2 LO3 LO4 and Engineering Unit R101 Module 1 Module 1 Module 1 Module 1 Business Unit R102 Module 2 Module 2 Module 2 Module 2 Module 2 Link to qualification Unit R103 Module 3 Module 3 http://www.ocr.org.uk/qualifications/cambridge-nationals- Module 3 principles-in-engineering-and-engineering-business-level-1- 2-award-certificate-j830-j840/ Unit R104 Module 4 Module 4 Module 4 Module 4

This section is divided into four modules which may be sub- divided or combined according to the teaching time available. By Module

Unit LO The tables to the right show where each module provides delivery approaches and learning opportunities to ensure Module 1 R101 LO1, LO2, LO3, LO4 a thorough review of skills and understanding prior to final assessment and evidencing by the learner. Module 2 R102 LO1, LO2, LO3, LO4

Module 3 R103 LO1, LO2, LO3 Please note that should final assessment be presented in a similar holistic way, learners must be able to present evidence Module 4 R104 LO1, LO2, LO3, LO4 for each of the controlled assessment units R102, R103 and R104 independently.

This icon represents an activity that could contribute to the creation of a Land Rover 4x4 in Schools Technology Challenge competition portfolio.

This icon represents an activity that could contribute to the knowledge of competitors (or learners) in answering judges' questions in the Land Rover 4x4 in Schools Technology Challenge.

A project approach to delivery – The Land Rover 4x4 in Principles of Engineering and Engineering Business Schools Technology Challenge 10 During the delivery of the units, the learners should carry out a Module 1 – range of activities to demonstrate and check their knowledge and understanding. They should also undertake review Engineering activities as they work through the programme of learning . Principles The delivery begins with unit R101 (LO1, LO2, LO3 and LO4) and R102 (LO2) and R104 (LO2). Activity 1 Before learners can start to identify a suitable approach to Learners could create and deliver a presentation explaining the development of a Land Rover 4x4 in Schools Technology different ways of producing or transmitting power highlighting Challenge model they need to have a good understanding of: the similarities and differences between each method. Using a • the engineering principles related to power generation Land Rover as a context, learners could explore: • mechanical • electrical power generation • electrical • generators • fluid • alternators • power transmission • battery power (chemical) • power generation • energy recovery systems • different generation methods • pneumatic • reaction time of different generation methods • hydraulic • how power is stored • how power output is matched to anticipated need. Activity 2 Contained within the following assessment criteria/LO(s)/ units: Learners could produce a poster highlighting the different mechanical, electrical and fluid principles at work in a Land Understand physical properties and Rover. Different groups of learners could look at different LO1 R101 mechanical principles technologies, such as power generation, power distribution, electrical control, suspension, control of temperature. Understand physical properties and LO2 R101 electrical principles Resource: the Land Rover iPad app: Understand physical properties and LO3 R101 http://www.landrover.co.uk/shopping-tools/apps.html fluid power principles

Know about the systems used to LO4 R101 transmit power in engineering

Principles of Engineering and Engineering Business A project approach to delivery – The Land Rover 4x4 in 11 Schools Technology Challenge Activity 3 Activity 6

Learners could undertake an investigation into the action of Learners could research the operations of the fluid suspension pulleys, gears and levers for the Land Rover 4x4 in Schools on the Land Rover Evoque and compare this with other options Technology Challenge model when considering things such as available for suspension on the Land Rover 4x4 in Schools the effect on static and moving bodies with regards to pulling Technology Challenge model, the outcomes could be used to power and tyre design. Resource: online films about Land Rover inform the design of the suspension for the Land Rover 4x4 in performance: Schools Technology Challenge model. http://www.landrover.co.uk/above-and-beyond/index.html Resource: Website explaining functionality of shock absorbers: http://www.4x4review.com/everything-you-wanted-to-know- about-shock-absorbers/ Activity 4 14 – 19 Curriculum Material accessible to registered schools from allocated STEM Ambassador http://www.4x4inschools. Learners could create a game that develops understanding of co.uk/ physical properties and principles of: mechanical, electrical and fluid power. For example, trump cards, question and answer games or board games. Activity 7

Learners could consider the electrical systems used in Land Activity 5 Rover vehicles, considering items such as: Learners could investigate the use of differential gears, using series and parallel circuits for lighting kits (such as Vex robotics kit) to design a gearing system operation of dc electro-mechanical devices that would be suitable for the Land Rover 4x4 in Schools Technology Challenge model. Resource: website for Vex • motor Robotics: http://www.vexrobotics.com • generator • relay

A Principlesproject approach of Engineering to delivery and Engineering – The Land RoverBusiness 4x4 in Principles of Engineering and Engineering Business Schools Technology Challenge 12 During the delivery of the units, the learners should carry out a Module 2 - The range of activities to demonstrate and check their knowledge and understanding. They should also undertake review Engineered Business activities as they work through the programme of learning. World Activity 1 The delivery then follows through units R102 (LO1, LO2, LO3 and LO4). Learners could create a job description and an associated advertisement aimed at recruiting young people into an Contained within the following assessment criteria/LO(s)/ engineering company. units: Areas to be covered in the job description and advertisement could include: Know about engineering sectors, their products and LO1 R102 • company structure as part of the job description services • entry level job roles Understand how • entry requirements engineering companies LO2 R102 • training and development opportunities operate • career pathways Know about employment in LO3 R102 • employee roles and responsibilities engineering Learners could research the automotive sector using Jaguar Understand innovation Land Rover as the comparison point. Investigate the roles and technical advances in LO4 R102 and opportunities available in the automotive sector and the engineering innovations that have led to the modern Land Rover vehicle. These innovations could then be related to the Land Rover 4x4 in Schools Technology Challenge model. This will allow learners to develop their understanding of how Resource: JLR careers website engineering companies work, the employment opportunities http://www.jaguarlandrovercareers.com/ and responsibilities and how the global market is impacting on engineering. These activities are contextualised within the automotive industry and in order to complete the qualification, learners should consider other engineering sectors.

Principles of Engineering and Engineering Business A project approach to delivery – The Land Rover 4x4 in 13 Schools Technology Challenge Activity 2 Learners could create a supply chain diagram for a specific component on a new Land Rover. A component such as a driver’s seat or wheel bearing would be a good example. Land Rover 4x4 in The diagram could include elements of: • the relationship between supply chain companies that are Schools Technology competitors, suppliers working together and partners in the same market Challenge task • types and sizes of suppliers (micro, SME and large) Create a presentation demonstrating the key electrical, • batch size and quantities mechanical and fluid power principles considered in the Land Rover 4x4 in Schools Technology Challenge model design. • factors that impact on quality The presentation could cover: • carbon footprint. • vehicle specification (as per vehicle specification sheet) Resource: Jaguar Land Rover Corporate Sustainability Report: http://www.jaguarlandrover.com/gl/en/responsible-business/ • vehicle weight news/2014/11/25/corporate-sustainability-report-201314- • power usage performance-update/ • battery weight / power / size Royal Academy of Engineers resource, Made for the Future: • adhesion to road http://www.raeng.org.uk/publications/reports/made-for-the- future • torque and acceleration • gear system design Activity 3

Learners could undertake a product analysis exercise on an identified system in a car, for example an engine, and research the impact of technical advances with respect to: • materials and resources • design and production methods • sustainability of processes • production efficiency • cost to producers and users of products. Resource: Land Rover configuration site: http://www.landrover. co.uk/shopping-tools/build-your-own.html Open University videos and resources on Materials testing: https://itunes.apple.com/gb/podcast/structural-integrity- materials/id380225232?i=84481150&mt=2

A project approach to delivery – The Land Rover 4x4 in Principles of Engineering and Engineering Business Schools Technology Challenge 14 Module 3 - Sustainable engineering

The delivery then follows through units R103 (LO1, LO2 and LO3). Contained within the following assessment criteria/LO(s)/ units:

Know about the sustainability of engineering materials and LO1 R103 products

Know about sustainable design LO2 R103 for engineered products

Understand the impact of global LO3 R103 manufacturing

This will allow learners to develop an understanding of how engineering is contributing to a sustainable future. They will learn to compare and contrast different methods of power generation and to conduct simple cost-benefit analysis. During the delivery of the units, the learners should carry out a range of activities to demonstrate and check their knowledge and understanding. They should also undertake review activities as they work through the programme of learning.

Principles of Engineering and Engineering Business A project approach to delivery – The Land Rover 4x4 in 15 Schools Technology Challenge Activity 1 Activity 3 Research the responsible manufacturing commitment of Learners could create a short presentation showing how Jaguar Land Rover and create a press release showcasing technology is improving Jaguar Land Rover's environmental ways in which Jaguar Land Rover has embraced sustainable performance in manufacturing considering sustainable design. manufacturing principles. Resource: Open University videos on Design, technology and The output of the activity should be a list of essential facts the environment. Accessible through iTunes U: summarising the key findings. Learners are not expected to https://itunes.apple.com/gb/course/design-technology- write a full article. environment/id495059843?i=109450178&mt=2 Resource: Jaguar Land Rover corporate news room site: http://newsroom.jaguarlandrover.com/en-in/jlr-corp/news/ Activity 4 Activity 2 Learners could prepare a presentation based on the Learners could graphically demonstrate the full life cycle of a environmental sustainability of the components used in car, including: building the Land Rover 4x4 in Schools Technology Challenge • types of materials used model. • sustainability of each material Areas to focus on would be: • environmental considerations of each material. • amount of waste produced Materials covered should include; metals, polymerics, ceramics • use of sustainable materials and composites. • recycling of materials Resources: Additive manufacturing, a report from the Royal • re-use of materials. Academy of Engineers: Resources: Jaguar Land Rover film on low carbon http://www.raeng.org.uk/publications/reports/additive- manufacturing: manufacturing http://www.landrover.com/above-and-beyond/gallery/hero- Royal academy of Engineers Knowledge Network resource on title-banner-environmental-responsibility.html/281-88542 ‘Innovation in Materials’: http://www.raeng.org.uk/publications/reports/innovation-in- materials

A project approach to delivery – The Land Rover 4x4 in Principles of Engineering and Engineering Business Schools Technology Challenge 16 This will allow learners to develop problem solving techniques Module 4 - and understanding of how established systems are modified and optimised. Optimising They will also develop the skills associated with risk assessment and contingency planning. performance in During the delivery of the units, the learners should carry out a range of activities to demonstrate and check their knowledge engineering systems and understanding. They should also undertake review activities as they work through the programme of learning. and products The delivery then follows through units R104 (LO1, LO2, LO3 Practice Review Activities and LO4). Contained within the following assessment criteria/LO(s)/ Activity 1 units: Learners could create a maintenance schedule for a 4x4 vehicle about to undertake the Dakar rally. Understand why engineering Learners should study existing maintenance programmes systems and products are LO1 R104 used by Jaguar Land Rover and the ways in which systems are designed and maintained for designed for maintenance and how a 4x4 vehicle is modified optimum performance for the specific requirements of the rally. Know methods used in The maintenance plan should include methods used to engineering sectors to maintain LO2 R104 maintain optimum performance such as: optimum performance • predictive Understand factors that • preventative contribute to system/product LO3 R104 • corrective failure • improvement Be able to perform simple • run to failure. procedures to optimise product/ LO4 R104 system performance Learners could then create an essential spares list for components at risk of failure which could impact on the vehicle's likelihood of successful completion of the rally. Resources: The official site of the rally: www.Dakar.com

Principles of Engineering and Engineering Business A project approach to delivery – The Land Rover 4x4 in 17 Schools Technology Challenge Activity 2 Activity 4 Learners could create a spares list for the Land Rover 4x4 Learners could be given a remote controlled vehicle and then in Schools Technology Challenge model and a pre-race be tasked with the removal, inspection and replacement of the maintenance check procedure. suspension components of the vehicle. The procedure could be presented in a number of ways and Learners could use this experience to create a step by step could be the product of a group activity. guide for the safe removal, refit and checking of the suspension components. The procedure should: Suspension upgrades are an essential aspect of the Land Rover • demonstrate an understanding of the components likely 4x4 in Schools Technology Challenge models, this remove and to fail replace activity will support the research and design aspects of • detail the appropriate checks to be carried out the competition. • demonstrate the expected results and the optimum Resource: A guide to making a RC car from scratch with details settings for performance. on suspension system: Resource: 14 – 19 Curriculum Material accessible to registered http://makezine.com/projects/scratch-built-rc-car/ schools from allocated STEM Ambassador. 14 – 19 Curriculum Material accessible to registered schools http://www.4x4inschools.co.uk/ from allocated STEM Ambassador. http://www.4x4inschools.co.uk/ Activity 3 Learners could explore the range of failure modes that are Land Rover 4x4 in present within 4x4 vehicles. They should then carry out a comparison with the Land Rover 4x4 in Schools Technology Schools Technology Challenge model, creating an operational risk assessment for the model during the competition. The risk assessment could be used to develop contingency plans for the competition Challenge task stages. Learners should create a presentation demonstrating: Resource: 14 – 19 Curriculum Material accessible to registered • the engineering principles and concepts applied to the schools from allocated STEM Ambassador. land rover 4x4 in schools technology challenge model http://www.4x4inschools.co.uk/ • the sustainability of their land rover 4x4 in schools technology challenge model • the maintenance/repairs contingency for their land rover 4x4 in schools technology challenge model.

A project approach to delivery – The Land Rover 4x4 in Principles of Engineering and Engineering Business Schools Technology Challenge 18 Delivering Principles in Engineering and Engineering Business holistically This section should be delivered in conjunction with other resources available on the OCR website http://www.ocr.org.uk/qualifications/by-type/cambridge-nationals/ in the teaching and learning resources area. Teaching and learning resources The teaching and learning resources for each Cambridge National in Engineering are: • Delivery Guides, per unit. • Lesson Elements, per unit. • Resource Links, per unit. • Sample assessment materials, per mandatory unit. • Cambridge Nationals in Engineering - Mapping to Mathematics and Science, per qualification. • Qualification Calculator, per qualification. • Progress Tracker, per qualification.

Use the Delivery Guide and Lesson Elements to enhance teaching and learning through each module in the project approach. The example on page 49 shows how with Unit R113: Electronic principles LO1: Understand basic electronic principles can be delivered using these resources. Teachers could use the OCR teaching and learning resources and those from the Land Rover 4x4 in Schools Technology Challenge http://www.4x4inschools.co.uk/index.phtml?d=2530312 Learners will understand the fundamentals of electronic circuits and be able to calculate resistor and capacitor values applying them to a range of electronic circuits. Learners will use techniques to identify potential electrical hazards and apply fault-finding procedures using multi-meter for voltage, current, resistance and continuity. Learners are required to calculate values of power, voltage, current, resistance, capacitance, inductance, electromagnetism and frequency. In maths, learners are required to add and subtract three-digit numbers, multiply and divide any number by 10, 100 and 1000 without the use of a calculator. They should also be able to round numbers to the nearest integer or to any given number of significant figures or decimal places. Use the OCR Guide to Research to develop learners’ research skills. www.ocr.org.uk/i-want-to/skills-guides/. Other topics in the Skills Guide range include, Managing Projects, Communication, Employability, Presentation Skills. Appendix 1 shows how resources available from the OCR website can be used with this project approach.

Principles of Engineering and Engineering Business A project approach to delivery – The Land Rover 4x4 in 19 Schools Technology Challenge Section 2 - Engineering Design Link to qualification http://www.ocr.org.uk/qualifications/cambridge-nationals- engineering-design-level-1-2-award-certificate-j831-j841/ This section is divided into four modules which may be sub- divided or combined according to the teaching time available. The tables below show where each module provides delivery approaches and learning opportunities to ensure a thorough review of skills and understanding prior to final assessment and evidencing by the learner. Please note that should final assessment be presented in a similar holistic way, learners must be able to present evidence for each of the controlled assessment units R106, R107 and R108 independently.

This icon represents an activity that could contribute to the creation of a Land Rover 4x4 in Schools Technology Challenge competition portfolio.

This icon represents an activity that could contribute to the knowledge of competitors (or learners) in answering judges' questions in the Land Rover 4x4 in Schools Technology Challenge.

By Unit/Learning Outcome (LO)

LO1 LO2 LO3 LO4

Unit R105 Module 1 Module 1 Module 1

Unit R106 Module 2 Module 2 Module 2

Unit R107 Module 3 Module 3 Module 3

Unit R108 Module 4 Module 4 Module 4 Module 4

By Module Unit Learning Outcome (LO)

Module 1 R105 LO1, LO2, LO3

Module 2 R106 LO1, LO2, LO3

Module 3 R107 LO1, LO2, LO3

Module 4 R108 LO1, LO2, LO3, LO4

Module 5 R108 LO4

A project approach to delivery – The Land Rover 4x4 in Engineering Design Schools Technology Challenge 20 Module 1 – Briefs and Specifications The delivery begins with unit R05 (LO1, LO2, LO3 and LO4). Contained within the following assessment criteria/LO(s)/ units: Before learners can start the design process for a Land Rover 4x4 in Schools Technology Challenge, or other engineered product, they need to have a good understanding of: Understand the design cycle and • the four phases of the design cycle the relationship between design LO1 R105 • identify phase briefs and design specifications • design phase • optimise phase Understand the requirements • validate phase of design specifications for the LO2 R105 development of a new product • how commercial production methods, quality and legislation impact on the design of products and components Know about the wider influences LO3 R105 • the identification of design needs on the design of new products • initial design brief from client • information which may inform the design brief • The relationship between a design brief and a design During the delivery of the units, the learners should carry out a specification range of activities to demonstrate and check their knowledge and understanding. They should also undertake review activities • the wider influences on the design of new products as they work through the programme of learning.

Engineering Design A project approach to delivery – The Land Rover 4x4 in 21 Schools Technology Challenge Activity 1 Learners could create and deliver a presentation explaining the four phases of the design cycle. The purpose of the presentation Activity 2 would be to explain how the learners have used or could Learners could examine the influences upon the design of use these phases to design the Land Rover 4x4 in Schools products. Using the Land Rover range as a context they could Technology Challenge model. explore the impact of ideas, such as hybrid vehicles on design. They could then design a Land Rover of the future. Learners could work from the Land Rover 4x4 in Schools Technology Challenge design brief to explore the situation and Learners could produce a presentation explaining the impact context that has led to the brief. that developments in materials and production processes have had upon automotive product design. They consider items such as: Learners could produce a design specification of the Land Rover • the needs of the client of the future based on: • corporate branding • user needs • target audience • product requirements • purpose and functions of the product. • regulations and safe guards. Resource: 14 – 19 Curriculum Material accessible to registered The design specification should be as realistic as possible schools from allocated STEM Ambassador. and consider things such as manufacturing methods and http://www.4x4inschools.co.uk/ production costs and any other influences that could impact An interview with Bob Joyce: the new product. http://www.theengineer.co.uk/automotive/in-depth/ten- Resource: A case study based on accelerating product design at minutes-with-bob-joyce-jaguar-land-rover/1016211.article Jaguar Land Rover: http://www.stfc.ac.uk/files/2747/2747_res_1.pdf

A project approach to delivery – The Land Rover 4x4 in Engineering Design Schools Technology Challenge 22 Module 2 - Product Analysis and Research The delivery then follows through units R106 (LO1, LO2 and LO3). Contained within the following assessment criteria/LO(s)/ units:

Know how commercial production methods, quality and LO1 R106 legislation impact on the design of products and components

Be able to research existing LO2 R106 products

Be able to analyse an existing LO3 R106 product through disassembly

This unit will support learners in developing their understanding of both formulating and interpreting design specifications. They will develop critical analysis skills, using both primary and secondary analysis techniques. Learners will, through examination of products, begin to recognise the wider influences upon product design. During the delivery of the units, the learners should carry out a range of activities to demonstrate and check their knowledge and understanding. They should also undertake review activities as they work through the programme of learning.

Engineering Design A project approach to delivery – The Land Rover 4x4 in 23 Schools Technology Challenge Activity 1 Land Rover 4x4 in Learners could reverse engineer a product to establish the initial ‘justified’ product specification. The reverse engineering Schools Technology of a model car would be suitable and contribute to the research element of the Land Rover 4x4 in Schools Technology Challenge. Challenge task Learners are given the Land Rover 4x4 in Schools Technology Challenge design brief for the challenge model, which they must interpret and turn into a justified design specification. The brief can be found within the technical regulations. Activity 2 Learners should: Learners could develop a ‘justified’ specification for a new • apply the design cycle elements to : product to include: • identify the key requirements • user needs • design the 4x4 challenge model • product requirements • optimise the system • manufacturing considerations • validate the design • production costs. • analyse existing products by: The justified specification for the Land Rover 4x4 in Schools • researching previous competition entries Technology Challenge model is a requirement of the team presentation. • disassembling a related product (remote controlled vehicle) This work should be undertaken as a team (3-4 team members). Activity 3 Learners could undertake primary research of a product, through disassembly following appropriate instructions and then use secondary research methods to establish how manufacturing was considered in the products design. The learners should consider all aspects of manufacturing. The outcomes from this exercise could be presented as an annotated, exploded view diagram supported by a summary document. Learners could critically review their outcomes to determine the strengths and weaknesses of the product and how it was made. Suitable items might include a hair dryer or a radio control unit that may be used for the Land Rover 4x4 in Schools Technology Challenge model. Resource: How to repair small appliances: http://home.howstuffworks.com/how-to-repair-small- appliances9.htm

A project approach to delivery – The Land Rover 4x4 in Engineering Design Schools Technology Challenge 24 Module 3 - Activity 1 Learners could take a physical component from Land Rover 4x4 Developing in Schools Technology Challenge model and produce freehand 2D and 3D drawings of the component. These drawings should and Presenting be enhanced using rendering techniques. Resource: WMT tooling catalogue. A range of tools with access Engineering Designs to different engineering drawings: https://www.toolingcenter.com/EN/category//Main%20 The delivery then follows through units R107 (LO1, LO2 and catalogue LO3). Drawing conventions: Contained within the following assessment criteria/LO(s)/ units: http://www.design-technology.info/IndProd/drawings/

Be able to generate design proposals using a range of LO1 R107 Activity 2 techniques Learners could produce a range of design ideas using 2D and 3D freehand drawing for the towing hook and sensor bracket Know how to develop designs on the Land Rover 4x4 in Schools Technology Challenge model. using engineering drawing LO2 R107 These drawings should be annotated and labelled. techniques and annotation

Be able to use Computer Aided Design (CAD) software and Activity 3 LO3 R107 techniques to produce and Learners could produce 3D and 2D formal technical drawings of communicate design proposals components from activity 2.

This will allow learners to develop techniques in the generation, concept development and the communication of design Activity 4 ideas using hand rendering and computer-based presentation techniques. They will learn to analyse designs as they develop Learners could produce 3D and 2D drawings of components and will consider the design brief and specification within their from activity 2 using CAD applications such as Autodesk or design development work. other 3D packages. During the delivery of the units, the learners should carry out a range of activities to demonstrate and check their knowledge and understanding. They should also undertake review activities as they work through the programme of learning.

Engineering Design A project approach to delivery – The Land Rover 4x4 in 25 Schools Technology Challenge Module 4 - 3D Design Realisation The delivery then follows through units R108 (LO1, LO2, LO3 and LO4). Contained within the following assessment criteria/LO(s)/ units:

Know how to plan the making of LO1 R108 a prototype

Understand safe working practices used when making a LO2 R108 prototype

Be able to produce a prototype LO3 R108

Be able to evaluate the success of LO4 R108 a prototype

This unit will allow learners to develop techniques for the evaluation of prototype products and the associated production planning against product specifications and briefs. Learners will identify possible improvements to their designs through the analysis of the performance of their prototype products. They will also develop the skills associated with self-evaluation as they assess their own performance. During the delivery of the units, the learners should carry out a range of activities to demonstrate and check their knowledge and understanding. They should also undertake review activities as they work through the programme of learning.

A project approach to delivery – The Land Rover 4x4 in Engineering Design Schools Technology Challenge 26 Activity 1 Activity 4 Learners could undertake a ‘critical review’ of a production Learners could create a prototype of a component for their plan to establish improvements to production sequencing, risk Land Rover 4x4 in Schools Technology Challenge model using a assessment and the appropriateness of the planning tool. supplied engineering drawing and production plan. They could then evaluate the effectiveness of the design and manufacture. Resource: What makes a good production plan?: http://www.bdc.ca/EN/articles-tools/operations/operational- efficiency/Pages/production-plan-top-tips-improving- operations.aspx Activity 5 Preparing your production plan: Learners could be given access to simple recording equipment http://www.smetoolkit.org/smetoolkit/en/content/en/907/ and software and then produce a 5 minute safety video based Preparing-Your-Production-Plan on the processes and techniques used in the manufacture of the Land Rover 4x4 in Schools Technology Challenge model. Resource: HSE Health and safety in engineering workshops: http://www.hseni.gov.uk/hsg129_health_and_safety_in_ Activity 2 engineering_workshops.pdf Learners could follow a given production plan to manufacture a component for the Land Rover 4x4 in Schools Technology Challenge model. They could undertake risk assessment prior to the manufacturing process and add this detail to the Land Rover 4x4 in production plan. Learners could keep a production diary to record their manufacturing activity. Schools Technology Resource: 14 – 19 Curriculum Material accessible to registered schools from allocated STEM Ambassador. Challenge task http://www.4x4inschools.co.uk/ Learners should be given a detailed design specification for a component for the Land Rover 4x4 in Schools Technology Challenge model which they then design, present and Activity 3 prototype. The design presentation should: Learners could identify and suggest appropriate materials • include a range of 2D and 3D techniques and manufacturing processes for production of a prototype engineered product from a given design drawing. If applied to • include CAD images the manufacture of the Land Rover 4x4 in Schools Technology • demonstrate the steps taken in design Challenge model this would be a useful addition to the portfolio. • demonstrate the safe production of a prototype. Resource: 14 – 19 Curriculum Material accessible to registered The prototype should: schools from allocated STEM Ambassador. • be made using techniques and tools in a safe manner http://www.4x4inschools.co.uk/ • be made from appropriate materials • accurately represent the design. The prototype should be evaluated to identify any necessary modifications and adjustments to the design. Learners should be prepared to answer judges' questions on this topic. The prototype could be used in the final Land Rover 4x4 in Schools Technology Challenge model and, if evidenced, would score extra marks in the competition.

Engineering Design A project approach to delivery – The Land Rover 4x4 in 27 Schools Technology Challenge Delivering Engineering Design holistically This section should be delivered in conjunction with other resources available on the OCR website http://www.ocr.org.uk/ qualifications/by-type/cambridge-nationals/ in the teaching and learning resources area. Teaching and learning resources The teaching and learning resources for each Cambridge National in Engineering are: • Delivery Guides, per unit. • Lesson Elements, per unit. • Resource Links, per unit. • Sample assessment materials, per mandatory unit. • Cambridge Nationals in Engineering - Mapping to Mathematics and Science, per qualification. • Qualification Calculator, per qualification. • Progress Tracker, per qualification.

Appendix 1 shows how resources available from the OCR website can be used with this project approach.

A project approach to delivery – The Land Rover 4x4 in Engineering Design Schools Technology Challenge 28 Section 3 - By Unit/Learning Outcome (LO) Engineering LO1 LO2 LO3 LO4 Module Unit R109 Module 1 Module 1 Module 1 Manufacture 1 Unit R110 Module 2 Module 2 Module 2 Link to qualification Module http://www.ocr.org.uk/qualifications/cambridge-nationals- Unit R111 Module 3 Module 3 Module 3 engineering-manufacture-level-1-2-award-certificate-j832-j842/ 3 Module This section is divided into four modules which may be sub- Unit R112 Module 4 Module 4 Module 4 divided or combined according to the teaching time available. 4 The tables to the right show where each module provides By Module delivery approaches and learning opportunities to ensure Unit Learning Outcome a thorough review of skills and understanding prior to final (LO) assessment and evidencing by the learner. Please note that should final assessment be presented in a Module 1 R109 LO1, LO2, LO3, LO4 similar holistic way, learners must be able to present evidence for each of the controlled assessment units R110, R111 and R112 Module 2 R110 LO1, LO2, LO3 independently. Module 3 R111 LO1, LO2, LO3, LO4

Module 4 R112 LO1, LO2, LO3, LO4 This icon represents an activity that could contribute to the creation of a Land Rover 4x4 in Schools Technology Challenge competition The engineering industry requires creative multi-disciplined portfolio. individuals who are capable of problem solving through individual endeavour and working in motivated teams. This This icon represents an activity that could project reflects a work situation where specialists come contribute to the knowledge of competitors together to resolve a complex problem and share intellectual (or learners) in answering judges' questions and practical resources to effect a solution. The challenge is an in the Land Rover 4x4 in Schools Technology excellent opportunity for learners to work in design teams to Challenge. gain an awareness and understanding of project management, key skills and also to link with engineering companies through STEM Ambassadors. These are Engineers from engineering companies including Jaguar Land Rover, JCB and others, who will be able to support your team by acting as industrial advisers, mentors or providing ‘hands on’ support to your project and so giving it an essential industrial partnership. The project approach to education shows how taking part in the Land Rover 4x4 in Schools Technology Challenge can deliver a significant proportion of the learning required to complete the four Cambridge Nationals in Engineering. Each qualification has a separate guide, whilst this briefing document looks at the project in the context of all four qualifications.

Engineering Manufacture A project approach to delivery – The Land Rover 4x4 in 29 Schools Technology Challenge Module 1 – Know about properties and uses LO1 R109 Engineering of engineering materials Materials, Processes Understand engineering LO2 R109 and Production processes and their application The delivery begins with unit R109 (LO1, LO2 and LO3). Before learners can start to design and test a manufacturing Know about developments in process they need to have a good understanding of: LO3 R109 engineering processes • engineering materials • traditional • developing Understand the impact of modern technologies on LO4 R109 • properties and characteristics engineering production • engineering processes • basic processes • machine processes During the delivery of the units, the learners should carry out a range of activities to demonstrate and check their knowledge • safe use of tools and understanding. They should also undertake review activities • developments in engineering as they work through the programme of learning. • application of computers • additive engineering • 3d prototyping • the impact of modern technology on engineering

A project approach to delivery – The Land Rover 4x4 in Engineering Manufacture Schools Technology Challenge 30 Activity 1 Activity 4 Learners could annotate a given drawing or diagram showing Learners could create a ‘Materials Properties’ trump card game the different materials, classification and the properties of the covering the characteristics, properties and uses of specific materials used within Land Rovers. materials (several examples are available to download from Times Educational Supplement). The engineering processes used within the identified materials should be identified on the drawing or diagram. Resource: A website showing the properties of materials Resource: Through the Land Rover 4x4 in Schools Technology http://www.engineershandbook.com/Tables/materials.htm Challenge participants have access to the A2 Mach 1 Automotive benchmarking website. https://www.a2mac1.com/home/loginpage/ Activity 5 Learners could create a timeline considering innovations and modern technologies in engineering along with global Activity 2 manufacturing within the automotive industry. Learners could be asked to produce a short video showing Resource: A report from the European Council for Automotive the correct methods of using engineering equipment in R&D (EUCAR) on the future development trends for the constructing the Land Rover 4x4 in Schools Technology automotive industry: Challenge model. http://www.eucar.be/ Resource: HSE Health and safety in engineering workshops: http://www.hseni.gov.uk/hsg129_health_and_safety_in_ engineering_workshops.pdf Activity 6 Activity 3 Learners could select a range materials used in vehicle manufacture and produce a presentation showing where Learners could create a game where they have to match destructive or non-destructive testing might be used. potential processes with a range of products, highlighting Resource: A website discussing materials and materials testing: which processes could be used in making the products http://www.engineersedge.com/manufacturing_menu.shtml (products should be chosen that could be made using multiple processes). Resource: A website with explanations of a range of manufacturing methods and processes: Activity 7 http://engineershandbook.com/MfgMethods/ Learners could consider the Land Rover 4x4 in Schools Technology Challenge model and describe how the different engineering manufacturing processes could be used in the construction of the vehicle, creating an initial overview of the processes to be used in the competition.

Engineering Manufacture A project approach to delivery – The Land Rover 4x4 in 31 Schools Technology Challenge Module 2 - Preparing and Planning for Manufacture The delivery then follows through units R110 (LO1, LO2 and LO3). Contained within the following assessment criteria/LO(s)/ units:

Be able to plan for the making of LO1 R110 a pre-production product

Be able to use processes, tools and equipment safely to make a LO2 R110 pre-production model

Be able to modify a production plan for different scales of LO3 R110 production

This will allow learners to develop their skill in using a range of engineering processes to produce a model of the component to be manufactured. Using knowledge gained researching the real life manufacturing processes, learners develop their planning and organisational skills. During the delivery of the units, the learners should carry out a range of activities to demonstrate and check their knowledge and understanding. They should also undertake review activities as they work through the programme of learning.

A project approach to delivery – The Land Rover 4x4 in Engineering Manufacture Schools Technology Challenge 32 Activity 1 Activity 3 Learners could be given a 2D and/or 3D drawing of a Learners could be given a production plan for a one-off component from the Land Rover 4x4 in Schools Technology product. They could create a flow chart showing how the Challenge model. They should reproduce the drawing using a process could be modified to scale up the production. range of engineering drawing techniques. Resource: A commercial production companies website with Resource: Humster 3D have a range of 3D rotatable pictures a useful comparison of prototyping, production and mass that can be accessed on the web site. There are a range of Land production: Rover Models included in the collection: http://humster3d.com/ http://www.vista-industrial.com/blog/prototype-vs-production- A 3D model of a Land Rover can be obtained from vs-mass-production/ http://www.pdf3d.com/gallery.php#P5 and can be viewed using Adobe Acrobat. A broad range of other models can be accessed on this site. Activity 4 Learners are required to produce a prototype component, such as a towing hook, to be used on the Land Rover 4x4 in Schools Activity 2 Technology Challenge. Learners could consider the planning of production used by Resource: 14 – 19 Curriculum Material accessible to registered Jaguar Land Rover. schools from allocated STEM Ambassador. They should then create a production plan for the development http://www.4x4inschools.co.uk/ of the Land Rover 4x4 in Schools Technology Challenge model including the following aspects: • tools, equipment and processes Activity 5 • health and safety considerations Learners are to produce a five minute health and safety tutorial • sequencing of operations based on the safe use of equipment. This could be directly • quality control checks related to the production of a component of the Land Rover 4x4 in Schools Technology Challenge model. Resource: 14 – 19 Curriculum Material accessible to registered schools from allocated STEM Ambassador. Resource: HSE Health and safety in engineering workshops: http://www.4x4inschools.co.uk/ http://www.hseni.gov.uk/hsg129_health_and_safety_in_ engineering_workshops.pdf

Engineering Manufacture A project approach to delivery – The Land Rover 4x4 in 33 Schools Technology Challenge Land Rover 4x4 in Schools Technology Challenge related tasks To support their entry in the Land Rover 4x4 in Schools Technology Challenge learners could produce elements for their portfolio in which they: • select and justify the choice of materials for the model • rookie class focus on the body shell • professional class focus on the whole car • make components for use on the Land Rover 4x4 in Schools Technology Challenge model, these include: • a bracket for tilt sensor • the towing hook • a body shell using hand tools and forming processes • carry out a risk assessment for the production of the Land Rover 4x4 in Schools Technology Challenge model.

A project approach to delivery – The Land Rover 4x4 in Engineering Manufacture Schools Technology Challenge 34 Module 3 Computer Activity 1 Learners could be given access to a CNC simulation. They Aided Manufacture should programme a manufacturing operation for a given Land Rover 4x4 in Schools Technology Challenge model component. The delivery then follows through units R111 (LO1, LO2, LO3 and Resource: A free CNC Simulator can be obtained from this site: LO4). http://cncsimulator.info/ Contained within the following assessment criteria/LO(s)/ WMT tooling catalogue. A range of tools with access to different units: CNC specifications:

Be able to plan the production https://www.toolingcenter.com/EN/category//Main%20 of components on Computer LO1 R111 catalogue Numerical Control (CNC) machines Activity 2 Be able to interpret information from CAD to manufacture LO2 R111 Learners could manufacture the component from activity components on CNC equipment 1. They should manufacture the component using rapid prototyping to check its suitability prior to manufacture using Be able to set-up and use CNC machining. Computer Numerical Control LO3 R111 (CNC) equipment to manufacture components Activity 3 Know about applications of Learners produce a short report reflecting on a balanced computer control processes used LO4 R111 scorecard type review for the product they made. The aspects to manufacture products of the scorecard should be: Accuracy of set up – Execution of the task – Quality of finished product – Time taken to complete. An internet search for Balanced Score Card will help with understanding of this principle, http://youtu.be/M_IlOlywryw is This will allow learners to develop the ability to interpret CAD a video explanation. information and use it to manufacture a range of components on a CNC machine. Activity 4 Learners will gain a practical understanding of how computers are used in manufacturing. Learners could visit a manufacturing facility, such as Jaguar Land Rover, and work in teams to research different applications of During the delivery of the units, the learners should carry out a computer control in manufacturing. Each team could research range of activities to demonstrate and check their knowledge different aspects of manufacturing presenting their findings and understanding. They should also undertake review activities back to the group. as they work through the programme of learning.

Engineering Manufacture A project approach to delivery – The Land Rover 4x4 in 35 Schools Technology Challenge Module 4 Quality control of engineered Activity 1 Learners could prepare a debate based on quality systems. products The four quality procedures for the debate should be: The delivery then follows through units R112 (LO1, LO2, LO3 and • total quality management (TQM) LO4). • quality control Contained within the following assessment criteria/LO(s)/ • quality checking units: • quality assurance. The strengths and weaknesses of the four quality approaches are debated and the class votes out one approach in each of Understand the importance of LO1 R112 three rounds leaving the final choice surviving the debate. quality control (The Times Educational Supplement resources have a range of example Balloon Debates for suggestions on structure and approach.) Be able to assess product quality from inspection and quality LO2 R112 Following the debate, learners could create a comparison table control techniques for the strengths and weaknesses of the four different quality procedures listed. This could be presented as a wall chart. Comparisons could include such aspects as: Know how modern technologies LO3 R112 • cost can be used in quality control • complexity • reliability • level of use in industry. Know the principles of lean Resource: Jaguar Land Rover Quality Standard as applied to LO4 R112 manufacturing suppliers: https://jlr.portal.covisint.com/c/document_library/ get_file?uuid=dac10746-899b-45ee-99a2- e801fc066c34&groupId=2793507 Learners will develop an understanding of quality control philosophy and techniques. Creating world class performance in a Jaguar assembly plant. A case study on quality systems: The will develop skills in applying the principles of lean manufacture to manufacturing processes. http://businesscasestudies.co.uk/jaguar/creating-world- class-performance-in-a-jaguar-assembly-plant/introduction. During the delivery of the units, the learners should carry out a html#axzz3SVA72YUG range of activities to demonstrate and check their knowledge and understanding. They should also undertake review activities as they work through the programme of learning.

A project approach to delivery – The Land Rover 4x4 in Engineering Manufacture Schools Technology Challenge 36 Activity 2 Land Rover 4x4 in Learners could be asked to produce a diagram of a given automotive production process and annotate it with details of Schools Technology which quality procedures and equipment could be used at each stage and why. Challenge Task Resource: A video of a Land Rover production line can be accessed at: To support the development of their Land Rover 4x4 in Schools Technology Challenge model learners could: https://www.digitalnewsagency.com/stories/5370-land-rover- vnr-solihull-manufacturing-footage • produce a number of a Land Rover 4x4 in Schools Technology Challenge wheels or towing hooks using a CNC machine • create a mould for the body shell using a range of Activity 3 engineering processes Learners could visit a manufacturing facility and be given a list • carry out a range of tests on the wheels and the towing of quality control procedures and testing methods. They should mechanism, select and justify the ones to be used on the identify where these are used in the production. The activity Land Rover 4x4 in Schools Technology Challenge model. could be run as a treasure hunt.

Activity 4 Learners could visit a manufacturing facility and investigate how the company applies the principles of lean manufacturing and controls waste. Resource: Lean production, A Jaguar case study: http://businesscasestudies.co.uk/jaguar/lean- production/#axzz3SVA72YUG free to view online or £2.99 to download as pdf. Online presentation about Lean Production with Jaguar as an example: http://www.slideshare.net/tutor2u/lean-production- 10737447?next_slideshow=1

Engineering Manufacture A project approach to delivery – The Land Rover 4x4 in 37 Schools Technology Challenge Delivering Engineering Manufacture holistically This section should be delivered in conjunction with other resources available on the OCR website http://www.ocr.org.uk/qualifications/by-type/cambridge-nationals/ in the teaching and learning resources area. Teaching and learning resources The teaching and learning resources for each Cambridge National in Engineering are: • Delivery Guides, per unit. • Lesson Elements, per unit. • Resource Links, per unit. • Sample assessment materials, per mandatory unit. • Cambridge Nationals in Engineering - Mapping to Mathematics and Science, per qualification. • Qualification Calculator, per qualification. • Progress Tracker, per qualification.

A project approach to delivery – The Land Rover 4x4 in Engineering Manufacture Schools Technology Challenge 38 Section 4 Systems Control in Engineering Link to qualification By Unit/Learning Outcome (LO) http://www.ocr.org.uk/qualifications/cambridge-nationals- systems-control-in-engineering-level-1-2-award-certificate- LO1 LO2 LO3 LO4 j833-j843/ Module Unit R113 Module 1 Module 1 Module 1 This section is divided into four modules which may be sub- 1 divided or combined according to the teaching time available. Unit R114 Module 2 Module 2 Module 2 The tables to the right show where each module provides delivery approaches and learning opportunities to ensure a thorough review of skills and understanding prior to final Unit R115 Module 3 Module 3 Module 3 assessment and evidencing by the learner. Please note that should final assessment be presented in a Unit R116 Module 4 Module 4 Module 4 similar holistic way, learners must be able to present evidence for each of the controlled assessment units R114, R115 and R116 By Module independently. Unit Learning Outcome (LO)

Module 1 R113 LO1, LO2, LO3, LO4 This icon represents an activity that could contribute to the creation of a Land Rover 4x4 in Schools Technology Challenge competition Module 2 R114 LO1, LO2, LO3 portfolio. Module 3 R115 LO1, LO2, LO3 This icon represents an activity that could contribute to the knowledge of competitors Module 4 R116 LO1, LO2, LO3 (or learners) in answering judges' questions in the Land Rover 4x4 in Schools Technology Challenge.

Systems Control in Engineering A project approach to delivery – The Land Rover 4x4 in 39 Schools Technology Challenge Contained within the following assessment criteria/LO(s)/ Module 1 – Electronic units: principles Understand basic electronic LO1 R113 The delivery begins with unit R113 (LO1, LO2, LO3 and LO4). principles Before learners can start to design a control system for a 4x4 challenge model they need to have a good understanding of: • electronic principles Understand the operating principles of electronic LO2 R113 • a broad overview of principles of electronics components • electronic components and their operation • testing circuits Know test methods for electronic • test equipment LO3 R113 circuits • test methods • constructing circuits • different construction methods. Understand commercial circuit LO4 R113 construction methods

During the delivery of the units, the learners should carry out a range of activities to demonstrate and check their knowledge and understanding. They should also undertake review activities as they work through the programme of learning.

A project approach to delivery – The Land Rover 4x4 in Systems Control in Engineering Schools Technology Challenge 40 Activity 1 Activity 3 Learners could carry out an investigation into the electronic Learners could calculate voltage, current, resistance and principles and components that are used in a Land Rover power for series and parallel circuits. They should then select control systems e.g.: components through calculation for use in potential divider circuits. They should choose components to achieve anticipated • windscreen wipers output voltages from these circuits. • automatic headlight control • fluid level sensing • tilt angle sensing. Activity 4 Learners could then study a circuit diagram of a Land Rover Learners could be presented with a series of pictures of control system. They should annotate the diagram to show automotive circuits constructed using different commercial the main components and give information as to why these methods. Learners should identify the construction method components might have been selected. used and explain why this method was selected. Resource: An overview diagram with links to explanations of basic automotive electronics systems: http://www.cvel.clemson. edu/auto/systems/auto-systems.html Activity 5 Learners could be given a series of circuit boards containing components mounted using different processes. Learners could Activity 2 then identify which components were: • manually inserted Learners could create a Land Rover Electronic Component Bingo game. The bingo cards should show different electronic • placed by surface mount component symbols and electronic principles. The bingo • placed by through hole technology balls should give a description of the component function or principle. Learners should explain why each of these components was mounted using the identified method. The purpose of this game is to develop learner’s knowledge of component symbols along with component function and key electronic principles. Resource: A web site for ordering electronic components. Activity 6 Images of a wide range of components can be found on the site: http://www.tme.eu/en Learners could be presented with an electronic circuit that has a number of switchable fault conditions. A circuit diagram, showing test point voltages should be provided. Through the use of fault location methods, such as ‘half split’, and test equipment learners should determine the cause or location of faults.

Systems Control in Engineering A project approach to delivery – The Land Rover 4x4 in 41 Schools Technology Challenge Module 2 Electronic Circuits Activity 1 The delivery then follows through unit R114 (LO1, LO2 and LO3) Learners should be given access to a circuit simulation CAD Contained within the following assessment criteria/LO(s)/ package and given a range of simple circuits to create and units: test using the simulation software. The tilt alarm, low light level and reversing circuits from the Land Rover 4x4 in Schools Technology Challenge model would be suitable areas of focus for this purpose. Be able to use CAD for circuit LO1 R114 simulation and design Resource: Here are two circuit simulation resources, free for learners to use with some limitations. Part Sim runs in the web browser: http://www.partsim.com/ Do Circuits has a free version with limited components and save Be able to construct circuits LO2 R114 options: http://www.docircuits.com/#home Activity 2

Be able to test electronic circuits LO3 R114 Learners choose one circuit from activity 1, which they then construct using two different techniques. The finished circuits are then tested and the learners write a short report evaluating the methods they used. This will allow learners to develop their skill in using CAD to design, test and optimise circuits. Learners will practice the construction of circuits they have Activity 3 designed and test them. Learners could be presented with a circuit with an existing fault and a circuit diagram. The learners should devise a plan During the delivery of the units, the learners should carry out a to test the circuit, noting down what procedures would be range of activities to demonstrate and check their knowledge followed, what equipment would be used and the fault finding and understanding. They should also undertake review activities technique. They should then follow the plan they set out and as they work through the programme of learning. evaluate how effective the plan was at identifying the fault. They should be given the opportunity to revise the plan to make it more efficient.

A project approach to delivery – The Land Rover 4x4 in Systems Control in Engineering Schools Technology Challenge 42 Land Rover 4x4 in Module 3 Schools Technology Engineering Challenge Task applications of Learners are asked to produce a circuit that will either identify low light levels, identify an excessive tilt angle or identify the computers vehicle reversing. Please refer to technical regulations for The delivery then follows through units R115 (LO1, LO2, 103 and current limits. LO4). Learners should: Contained within the following assessment criteria/LO(s)/ • use cad simulation to: units: • design the circuit • test the circuit Understand how computers are used in engineering design, LO1 R115 • use appropriate tools and techniques to: manufacture and process control • construct the circuit they have designed

• test the circuit constructed Understand how computers • evaluate both the design and construction. are used for maintenance of LO2 R115 engineering systems This work should be undertaken as a team.

Know how computers are used to communicate and use data for LO3 R115 production and maintenance

This will allow learners to develop an understanding of how computers are integral to all areas of the product lifecycle, from design to manufacture to operation and maintenance. They will develop an understanding of Human Machine Interface (HMI) control and remote computer communication. During the delivery of the units, the learners should carry out a range of activities to demonstrate and check their knowledge and understanding. They should also undertake review activities as they work through the programme of learning.

Systems Control in Engineering A project approach to delivery – The Land Rover 4x4 in 43 Schools Technology Challenge Activity 1 Activity 4 Learners could visit a manufacturing facility, such as Jaguar Land Learners could design a simple expert system that could be Rover, to witness computer based manufacturing and create a added to their Land Rover 4x4 in Schools Technology Challenge flow diagram showing all the stages where computers are used model. in engineering design, manufacture and process control. Proximity sensors and anti-collision systems could be explored Resource: Schools can arrange a visit to the Gaydon Land Rover as part of this activity. Experience to research the design and engineering processes Resource: 14 – 19 Curriculum Material accessible to registered that go into a Land Rover. Details for booking can be found at: schools from allocated STEM Ambassador. http://www.gaydon.landroverexperience.co.uk/Tour http://www.4x4inschools.co.uk/ Activity 2 Learners could review the Land Rover design process, Activity 5 identifying how and where computers are used. Learners could create a series of posters showing the role of computers in For a simple industrial manufacturing process, learners could the life cycle of a Land Rover, from the original concept stage, identify how computers are used to communicate and through design, manufacturing, sales, service and end of life. exchange data for production and maintenance. This could be presented in diagrammatic form as a process flow diagram. Resource: Schools can arrange a visit to the Gaydon Land Rover Experience to research the design and engineering processes that go into a Land Rover. Details for booking can be found at: http://www.gaydon.landroverexperience.co.uk/Tour

Activity 3 Learners could research a Land Rover vehicle, identifying any HMI and Expert Systems. Learners could then discuss the relationship between HMIs and Expert Systems and how they operate together. Resource: An overview diagram with links to explanations of basic automotive electronics systems: http://www.cvel.clemson.edu/auto/systems/auto-systems.html

A project approach to delivery – The Land Rover 4x4 in Systems Control in Engineering Schools Technology Challenge 44 Module 4 Process Activity 1 Learners could be given access to PLC or PIC simulation control systems software. They should develop control programmes to perform simple control functions. The functions related to the tilt alarm, The delivery then follows through units R116 (LO1, LO2 and automatic light sensor and reversing sensors on the Land Rover LO3). 4x4 in Schools Technology Challenge model could be suitable for this purpose. Contained within the following assessment criteria/LO(s)/ units: Resource: Two free to use PLC simulators: PSIM PLC Training Simulator: Understand the application and operation of microcontrollers and http://www.thelearningpit.com/plc/psim/psim.html LO1 R116 microprocessors in engineered PLCS.net PLC Simulator, runs in browser: products http://www.plcsimulator.net/

Be able to design, develop and LO2 R116 simulate a control system Activity 2

Be able to test control systems LO3 R116 Learners could be given a specific control scenario for which they would outline a control system, identifying the sensors they would use, processor control and the action of the output devices to achieve the desired outcome. This will allow learners to develop an understanding of control systems and how they operate, they will develop skills in programming of of Programmable Logics Controllers (PLC) and/ or Programmable Interface Controllers (PIC) controllers and use Activity 3 a range of components in building a simple control system. Learners could develop a control programme to operate the tilt They will also develop the skills associated with risk assessment alarm, automatic light sensor and reversing sensors on the Land and contingency planning. Rover 4x4 in Schools Technology Challenge model. This control During the delivery of the units, the learners should carry out a programme should then be transferred to PIC chip and tested range of activities to demonstrate and check their knowledge for correct operation. and understanding. They should also undertake review activities This activity could also be achieved through the use of a as they work through the programme of learning. Raspberry Pi. Resource: there are many forums and tutorials available to support the use of the Raspberry Pi. This series from the Raspberry Pi Guy has some useful tutorials on controlling motors and sensors: http://www.theraspberrypiguy.com/tutorials/

Systems Control in Engineering A project approach to delivery – The Land Rover 4x4 in 45 Schools Technology Challenge Land Rover 4x4 in Schools Technology Challenge related tasks Learners should build a control system that either turns on the headlights of the Land Rover 4x4 in Schools Technology Challenge model, sounds an alarm is the tilt angle for the vehicle is exceeded or sounds a reversing alarm if the vehicle is connected to a trailer and reversing. The system should: • have integrated PLC, PIC or or computer control • incorporate the circuit designed in the previous task • be a physical system rather than a computer simulation.

A project approach to delivery – The Land Rover 4x4 in Systems Control in Engineering Schools Technology Challenge 46 Delivering Systems Control in Engineering holistically This section should be delivered in conjunction with other resources available on the OCR website http://www.ocr.org.uk/ qualifications/by-type/cambridge-nationals/ in the teaching and learning resources area. Teaching and learning resources The teaching and learning resources for each Cambridge National in Engineering are: • Delivery Guides, per unit. • Lesson Elements, per unit. • Resource Links, per unit. • Sample assessment materials, per mandatory unit. • Cambridge Nationals in Engineering - Mapping to Mathematics and Science, per qualification. • Qualification Calculator, per qualification. • Progress Tracker, per qualification.

Systems Control in Engineering A project approach to delivery – The Land Rover 4x4 in 47 Schools Technology Challenge A project approach to delivery – The Land Rover 4x4 in Systems Control in Engineering Schools Technology Challenge 48 Appendix 1 - Examples showing how the resources available from the OCR website can be used with this project approach Unit R113 Electronic principles

Unit Learning Outcome (LO)

Module 1 R113 LO1, LO2, LO3, LO4 The Project Approach Learners could carry out an investigation into the electronic principles and components that are used in a Land Rover control systems e.g.: • windscreen wipers • automatic headlight control • fluid level sensing • tilt angle sensing. Learners could then study a circuit diagram of a Land Rover control system. They should annotate the diagram to show the main components and give information as to why these components might have been selected. Resource: An overview diagram with links to explanations of basic automotive electronics systems: http://www.cvel.clemson.edu/ auto/systems/auto-systems.html The Delivery Guide (R113 – LO1)

Suggested Possible Suggested content Suggested activities timings relevance to Learners could be given real electrical components to handle, and worksheets may be developed with pictures and circuit symbols of components to identify. The learners could be asked in groups or individually to research (using catalogues, data sheets and supplier 1 Components and websites such as http://uk.rs-online.com/web/) various aspects R101 (LO2) Circuits of different electrical components such as size and cost. Teachers 1 hour R114 might show circuit diagrams to learners for them to identify various components and to encourage them to research components not yet recognised. An outcome of the activity could be an expectation that learners could develop their skills in identifying a range of electrical components alone and as part of circuits.

Appendix 1 - Examples showing how the resources available A project approach to delivery – The Land Rover 4x4 in from the OCR website can be used with this project approach 49 Schools Technology Challenge Lesson Element (R113) Electrical Hazards

In this lesson element learners are tasked with identifying unsafe devices and wiring practices in a variety of appliances. www.ocr.org.uk/qualifications/cambridge-nationals-systems- control-in-engineering-level-1-2-award-certificate-j833-j843/

A project approach to delivery – The Land Rover 4x4 in Appendix 1 - Examples showing how the resources available from Schools Technology Challenge 50 the OCR website can be used with this project approach Cambridge Nationals in Engineering – Mapping to mathematics and science This document will help you plan your curriculum and assist you in delivering related subjects such as mathematics, science and ICT when teaching your Cambridge Nationals in Engineering. The mapping of R113 LO1 to maths foundation – initial and bronze The example below is an extract from this mapping document and suggests how GCSE maths could be taught and then applied to develop skills in evaluating market data necessary for LO1.

Keywords/Themes Theme Foundation Initial Foundation Bronze LO1 Calculations: ohms law and Fundamental electrical FIN2 Add and subtract three- FBN2 Round numbers potential divider. Power law. calculations e.g. Using ohms digit numbers, without the to the nearest integer or law, power law. use of a calculator. to any given number of Voltage, current, resistance, significant figures or decimal capacitance, inductance, FIN3 Multiply and divide places. Estimate answers electromagnetism, numbers with no more to one-stage calculations, frequency. than one decimal digit by particularly calculations an integer between 1 and involving measurement or 10, without the use of a money. calculator. Multiply and divide any number by 10, 100 FBN3 Use the terms square and 1000 without the use of and square root (positive a calculator. square roots only) and the correct notation. Learners are required to calculate values of power, voltage, current, resistance, capacitance, inductance, electromagnetism and frequency. In maths, (FIN2) learners are required to add and subtract three-digit numbers, multiply and divide any number by 10, 100 and 1000 without the use of a calculator. They should also be able to round numbers to the nearest integer or to any given number of significant figures or decimal places (FBN2). Learners could apply the knowledge they acquire from their maths studies to use when calculating electrical units. Joining these two requirements together makes the learning experience much more relevant to learners and should ultimately increase their interest. The Skills Guides Learners could use the OCR guide to research skills and the OCR guide to presentation skills to help them develop these skills. www.ocr.org.uk/i-want-to/skills-guides/

Appendix 1 - Examples showing how the resources available A project approach to delivery – The Land Rover 4x4 in from the OCR website can be used with this project approach 51 Schools Technology Challenge Other resources which may be useful for the Land Rover 4x4 in Schools Technology Challenge

We have produced teaching and learning resources for Cambridge Technicals in Business which may also be useful. For example Lesson Elements about cash-flow, direct/indirect costs, marketing, recruitment processes and techniques, interviews.

Cambridge Technicals in Business Level 2: http://www.ocr.org.uk/qualifications/cambridge- technicals-business-level-2-certificate-extended-certificate- diploma-05320-05322-05325/

Cambridge Technicals in Business Level 3: http://www.ocr.org.uk/qualifications/cambridge-technicals- business-level-3-certificate-diploma-subsidary-diploma- extended-diploma-05327-05329-05332-05335-05338/

A project approach to delivery – The Land Rover 4x4 in Appendix 1 - Examples showing how the resources available Schools Technology Challenge 52 from the OCR website can be used with this project approach Appendix 2 - Mapping the Land Rover 4x4 in Schools Technology Challenge to Principles in Engineering and Engineering Business R101 R102 R103 R104 Cambridge Nationals in Engineering qualifications engineering performance manufacturing companies operate electrical principles engineered products engineered products and services and products mechanical principles principles mechanical principles power fluid system/product failure advances in engineering engineering in advances Know about employment in in employment about Know sectors to maintain optimum Understand how engineering engineering how Understand transmit power in engineering in power transmit and products are designed and and designed are products and Know about the sustainability of of sustainability the about Know Understand the impact of global of impact the Understand Know about the systems used to to used systems the about Know Know about sustainable design for for design sustainable about Know Know methods used in engineering engineering in used methods Know Understand physical properties and and properties physical Understand and properties physical Understand and properties physical Understand engineering materials and products and materials engineering Understand innovation and technical technical and innovation Understand Understand factors that contribute to to contribute that factors Understand Understand why engineering systems systems why engineering Understand maintained for optimum performance Know about engineering sectors, their their sectors, engineering about Know optimise product/system performance performance product/system optimise Be able to perform simple procedures to The Land Rover 4x4 in Schools LO1 LO2 LO3 LO4 LO1 LO2 LO3 LO4 LO1 LO2 LO3 LO1 LO2 LO3 LO4 Technology Challenge - The Stages • Pit Display x x x x x x • Sponsorship x • Job Roles x • Team Spirit Pit Display Management Portfolio Pit &

Display/Project Display/Project • Prototype Models x x x x • Marketing x • Initial Impressions of Vehicle • Design Trade-off’s x x x x x x x x • Materials x x x x x • Application of Manufacturing Process x Understanding Understanding

Design Methods & & Methods Design • Workmanship • Body Shell x x x • Chassis x x x

Engineering • Steering x x x x x x x • Suspension x x x x x x x x • Powertrain x x x x x x x x x Manufacturing • Wheels x x x Component Sourcing & • Tow Bar x x x • Objective/Agenda • Team Contribution • Presentation Aids • Team Image • Quality • Content

Content Technique & • Timing & Balance • Engagement / Q&A x x x x x x x x x x • Design Brief x x x • Research x x x • Defined Specification • Concepts & Selection x

Verbal Presentation • Design & Manufacture • Evaluation & Development • Sponsorship Portfolio • Job Roles • Time Management • Accounts • Understanding Costs • Bill of Material (B.O.M) • Vehicle Dimensions • 4 Wheels and 4WD • Vehicle Body shell • Vehicle Weight (1.8kg Maximum) • Tow Bar • Standard Equipment • Functional Steering • Lateral Tilt Sensor Scrutineering • Light sensitive headlights Rules & Regulations Regulations Rules & • Vehicle Geometry: Approach Angle • Vehicle Geometry: Departure Angle • Vehicle Geometry: Break over Angle • Land Rover 4x4 in Schools Logo

Appendix 2 - Mapping the Land Rover 4x4 in Schools Technology A project approach to delivery – The Land Rover 4x4 in Challenge to Cambridge Nationals in Engineering qualifications 53 Schools Technology Challenge Engineering Design R105 R106 R107 R108 products prototype prototype techniques and annotation and components proposals using a range of range a using proposals Be able to generate design design generate to able Be Design (CAD) software and and software (CAD) Design techniques to produce and Be able to research existing existing research to able Be the design of new products design specifications for the Be able to analyse existing an product through disassembly through product development of a new product product new of a development Be able to use Computer Aided use Computer to able Be Be able to produce a prototype a produce to able Be used when making prototype a briefs and design specifications specifications design and briefs communicate design proposals proposals design communicate methods, quality and legislation legislation and quality methods, Understand the requirements of the relationship between design engineering drawing techniques Understand the design cycle and impact on the design of products Know how to plan the making of a Understand safe working practices Know how commercial production production commercial how Know Be able to evaluate the success of a a of success the evaluate to able Be Know about the wider influences on using designs develop to how Know The Land Rover 4x4 in Schools LO1 LO2 LO3 LO1 LO2 LO3 LO1 LO2 LO3 LO1 LO2 LO3 LO4 Technology Challenge - The Stages • Pit Display x x x x x x x x x x x x x • Sponsorship • Job Roles • Team Spirit Pit Display Management Portfolio & Pit Pit & Portfolio

Display/Project • Prototype Models x x x x x x x x x x • Marketing • Initial Impressions of Vehicle x x x x x x • Design Trade-off’s x x x x x x • Materials x x x x x • Application of Manufacturing Process x x x x Understanding

Design Methods & • Workmanship x x x x • Body Shell x x x x x x x x x x • Chassis x x x x x x x x x x

Engineering • Steering • Suspension • Powertrain Manufacturing • Wheels x x x x x x x x x x Component Sourcing & • Tow Bar x x x x x x x x x x • Objective/Agenda • Team Contribution • Presentation Aids • Team Image • Quality • Content

Content Technique & • Timing & Balance • Engagement / Q&A x x x x x x x x x • Design Brief x x x x x x • Research x x x x x x x x x • Defined Specification x x x x x x • Concepts & Selection x x x x x x Verbal Presentation • Design & Manufacture x x x x x x x x x x x x x • Evaluation & Development x x x x x x x • Sponsorship Portfolio Portfolio • Job Roles • Time Management • Accounts • Understanding Costs x x x • Bill of Material (B.O.M) • Vehicle Dimensions x x x x x x x • 4 Wheels and 4WD x x x x x x x • Vehicle Body shell x x x x x x x • Vehicle Weight (1.8kg Maximum) x x x x x x x • Tow Bar x x x x x x x • Standard Equipment x x x x x x x • Functional Steering x x x x x x x • Lateral Tilt Sensor x x x x x x x Scrutineering • Light sensitive headlights x x x x x x x Rules & Regulations • Vehicle Geometry: Approach Angle x x x x x x x • Vehicle Geometry: Departure Angle x x x x x x x • Vehicle Geometry: Break over Angle x x x x x x x • Land Rover 4x4 in Schools Logo

A project approach to delivery – The Land Rover 4x4 in Appendix 2 - Mapping the Land Rover 4x4 in Schools Technology Schools Technology Challenge 54 Challenge to Cambridge Nationals in Engineering qualifications Engineering Manufacture R109 R110 R111 R112 techniques production quality control quality manufacturing production model and their application their and engineering materials engineering manufacture products engineering processesengineering pre-production product pre-production be used quality in control from CAD to manufacture from CAD to manufacture components Computer on Know the principles of lean lean principles of the Know Know about applications of of applications about Know technologies on engineering engineering technologies on componentsto manufacture Know developments about in Understand importance the of Be able to interpret information equipment safely to pre- make a equipmentcomponents CNC on for different scales production of Be able to assess to Be able product quality Be able to plan the production of of production the plan to Be able Understand impact the modern of a of Be making for able tothe plan Numerical (CNC) machines Control Be able to use processes, tools and Understand engineering processesUnderstand engineering Know properties about uses and of from inspection quality and control Be able to modify production a plan Be able to set-up use and Computer computer control processes used to Numerical (CNC) equipment Control Know modern how technologies can The Land Rover 4x4 in Schools LO1 LO2 LO3 LO4 LO1 LO2 LO3 LO1 LO2 LO3 LO4 LO1 LO2 LO3 LO4 Technology Challenge - The Stages

• Pit Display x x x x x x x x x x x x x • Sponsorship • Job Roles • Team Spirit Pit Display Management Portfolio Pit &

Display/Project Display/Project • Prototype Models x x x x x x x x x • Marketing • Initial Impressions of Vehicle x x x x x x x x x • Design Trade-off’s x x x x x x x x x x x x x • Materials x x x x x x • Application of Manufacturing Process x x x x x x x x x Understanding Understanding

Design Methods & • Workmanship x x x x x x x x • Body Shell x x x x x x x x • Chassis x x x x x x x x

Engineering • Steering x x • Suspension x x • Powertrain x x Manufacturing • Wheels x x x x x x x x Component Sourcing & • Tow Bar x x x x x x x x • Objective/Agenda • Team Contribution • Presentation Aids • Team Image • Quality x x x • Content

Content & Technique & Content • Timing & Balance • Engagement / Q&A x x x x x x x x x x x x x x x

• Design Brief x x • Research x • Defined Specification x • Concepts & Selection

Verbal Presentation x x x x x • Design & Manufacture x x x x x x x x x x x x x • Evaluation & Development x x x x x x x x x x • Sponsorship Portfolio • Job Roles • Time Management • Accounts • Understanding Costs x x • Bill of Material (B.O.M) • Vehicle Dimensions x • 4 Wheels and 4WD x • Vehicle Body shell x • Vehicle Weight (1.8kg Maximum) x • Tow Bar x x • Standard Equipment x x • Functional Steering x x • Lateral Tilt Sensor x x Scrutineering • Light sensitive headlights Rules Regulations & x x • Vehicle Geometry: Approach Angle x x • Vehicle Geometry: Departure Angle x x • Vehicle Geometry: Break over Angle x x • Land Rover 4x4 in Schools Logo x

Appendix 2 - Mapping the Land Rover 4x4 in Schools Technology A project approach to delivery – The Land Rover 4x4 in Challenge to Cambridge Nationals in Engineering qualifications 55 Schools Technology Challenge Systems Control in Engineering R113 R114 R115 R116 circuits products principles engineering systems construction methods methods construction simulation and design used for maintenance of simulate a control system Understand operating the Be able to able construct circuits Be used in engineering design, Understand basic electronic Be able to use CAD for circuit production and maintenance Be able to test control systems communicate and use data for data use and communicate Be ableBe to design, develop and Understand commercial circuit Understand circuit commercial microprocessors in engineered Understand how computers are are computers how Understand are computers how Understand Understand the application and Be able to test electronic circuits circuits to able test electronic Be manufacture and process control process and manufacture Know test methods for electronic operation of microcontrollers and and microcontrollers of operation Know how computers are used to principles of electronic components The Land Rover 4x4 in Schools LO1 LO2 LO3 LO4 LO1 LO2 LO3 LO1 LO2 LO3 LO1 LO2 LO3 Technology Challenge - The Stages • Pit Display x x x x x x x x x x x x • Sponsorship • Job Roles • Team Spirit Pit Display Pit Management Portfolio & Pit Pit & Portfolio • Prototype Models Display/Project Display/Project x x x x x x x x x x x • Marketing • Initial Impressions of Vehicle x x • Design Trade-off’s x x x x x x x x • Materials x x x x x x • Application of Manufacturing Process x x x x x x x Understanding

Design Methods & • Workmanship • Body Shell • Chassis

Engineering • Steering • Suspension • Powertrain Manufacturing • Wheels

Component Sourcing & • Tow Bar • Objective/Agenda • Team Contribution • Presentation Aids • Team Image • Quality x x x x x x • Content

Content & Technique • Timing & Balance • Engagement / Q&A x x x x x x x x x x x x x • Design Brief x x x x • Research x x x x x x • Defined Specification x x x x x x • Concepts & Selection x x x x x

Verbal Presentation • Design & Manufacture x x x x x x x x x • Evaluation & Development x x • Sponsorship Portfolio Portfolio • Job Roles • Time Management • Accounts • Understanding Costs • Bill of Material (B.O.M) • Vehicle Dimensions • 4 Wheels and 4WD • Vehicle Body shell • Vehicle Weight (1.8kg Maximum) • Tow Bar x x x x x x x x x x x x x • Standard Equipment • Functional Steering • Lateral Tilt Sensor x x x x x x x x x x x x x Scrutineering • Light sensitive headlights x x x x x x x x x x x x x Rules & Regulations • Vehicle Geometry: Approach Angle • Vehicle Geometry: Departure Angle • Vehicle Geometry: Break over Angle • Land Rover 4x4 in Schools Logo

A project approach to delivery – The Land Rover 4x4 in Appendix 2 - Mapping the Land Rover 4x4 in Schools Technology 56 Schools Technology Challenge Challenge to Cambridge Nationals in Engineering qualifications Appendix 3 – The Process (how you will do it) Land Rover Problem Definition What are your objectives? 4x4 in Schools Problem Definition What must your design do? What would you like it to do? Technology Challenge – Idea Creation New & old ideas. Overview How do other people do it? Idea Creation Could you adapt a solution from a different industry/area? As a team, make a mind map of ideas together. No idea is a bad idea!

The Challenge Concept Generation Sort ideas into groups, e.g. not-suitable, suitable, and wvery suitable. (what you will Concept Generation Generate 2 to 4 different concepts incorporating one or more of the best ideas. do) Remember, keep it simple! Some of the best ideas are the simplest. To design and build a radio controlled 4-wheel-drive (4x4) Concept Selection vehicle, to set specifications, How well do you think each concept might perform? that can successfully negotiate a How would you make the concept? specially designed test track that’s Concept Selection Do you think the concept would be robust? like real life and what a full scale 4x4 How well does if satisfy your objectives? vehicle can do. Could you process prototypes? Decide as a team the best concept.

Development Expand your chosen concept further. Development Process as many design drawings as possible. Detail design, actual sizes and dimensions. Research your final concept.

Manufacture Build your concept. Manufacture Research manufacturing techniques. Consider how different construction methods will affect the ability to carry out repairs or design updates.

Test Test What tests should you conduct? • Does the concept perform well? Could you make any improvements?

Financial Review Financial Review Are you on budget? Were you under / over?

Bill of Material (B.O.M) Bill of Material (B.O.M) What have you spent your budget on? List a line by line itemised budget spend (e.g. cost of each component)

The Finished Solution The Finished Solution Did you meet all your objectives? What did you learn?

Appendix 3 – Land Rover 4x4 in Schools Technology A project approach to delivery – The Land Rover 4x4 in Challenge – Overview 57 Schools Technology Challenge The Team The Presentation How you present your work is just as important as the work (who you will need) itself. When presenting you should think about the following: You’ll need a team of people assigned to the following roles: • Each team member must speak, ideally about their job role and involvement in the challenge. Team Manager (maximum of 1 person) • Make sure you make eye contact with the judges at all time Design Engineer and remember to smile. Manufacturing Engineer • Stand where the audience can see you with the speaker Resources Manager taking one step forward to speak and then stepping back once they have finished. Graphic Designer • Don’t stand with your arms crossed or your hands in your pockets, stand up straight and look professional. Remember, no one person is more important than another! • Be confident and don’t panic if you stumble or forget your words, just start again. The Competition • Use cue cards with bullet points instead of reading lots of text from a sheet of paper. (the fun bit!) • Make sure you practice your presentation and all team members know who is doing what and when they are doing it. • Try to speak as clearly as possible and do not rush, you’ll The Regional Final have plenty of time. Each team will enter the Regional Final where you’ll present • When being asked questions try to answer them as best as your vehicle, do a presentation and will be asked questions by you can with confidence. the judges. • Make sure all team members know a little about each other’s job role. • Enjoy it and most importantly have fun! The Nationals Final Successful teams from the Regional Heats will go through to the Nationals Final where you will need to ‘step up a gear’ and present your vehicle again (making sure you’ve made any improvements from the Regional Heats), do another presentation and be questioned by the judges. The best team become the Land Rover 4x4 in Schools UK National Champions!

A project approach to delivery – The Land Rover 4x4 in Appendix 3 – Land Rover 4x4 in Schools Technology Schools Technology Challenge 58 Challenge – Overview Engineering in Motion A project approach to delivery – The Land Rover 4x4 in 59 Schools Technology Challenge Contact us Staff at the OCR Customer Contact Centre are available to take your call between 8am and 5.30pm, Monday to Friday.

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