{"id":22,"date":"2017-12-13T14:57:35","date_gmt":"2017-12-13T14:57:35","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/?page_id=22"},"modified":"2020-03-12T12:29:57","modified_gmt":"2020-03-12T12:29:57","slug":"engineering-science","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/courses\/engineering-science\/","title":{"rendered":"Engineering Science"},"content":{"rendered":"

Available at National 4\/5 & Higher Levels<\/p>\n

In this Course, and its component Units, there will be an emphasis on skills development and the application of those skills. Note that Engineering courses have a preference for Engineering Science. Note also that many fields of work require more and more technological use.<\/p>\n

Pupils need both effective numeracy and literacy skills: measuring, calculating from formulas, writing reports, explanations of how energy impacts on people and systems and the roles of engineers.<\/p>\n

Numeracy\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\"\"<\/p>\n

Addition, subtraction, basic mathematics terminology\/symbols, operation of Operations (BODMAS),\u00a0 decimals, rounding to decimal places\/significant figures, fractions, percentages (with a calculator), ratio and proportion, Scale and scale drawing (vectors), co-ordinates (Equilibrium calculations), powers and roots, and scientific notation(Standard form), time calculations, Units of measurement(multiplying by 10, 100, 1000), estimation, data analysis( reading and producing graphs including reading Logarithmic graphs), Using formulae, solving equations and changing the subject of the formula. Pupils with numeracy problems can apply for specialist support.<\/p>\n

 <\/p>\n

Literacy.<\/p>\n

Writing reports requires the correct use of terminology and the ability to describe and explain. An understanding of plagiarism and how to avoid it is an essential criteria. Pupils may have to read a lot of information before being given the associated task. Pupils who have challenges with reading and writing can apply for specialist support. Pupils engage with others on groups when doing practical based projects but also when answering theoretical problems collaboratively . We use show me boards for aiding group responses to problems so that pupils can explain their thinking to both their peer group and to the whole class. When doing practice assignments pupils need to read, find information from texts\/diagrams. Pupils also need to organise (sort), summarise and link information from a variety of sources. In writing their evaluation reports, pupils need to consider the purpose and main concerns in the texts. In writing about how things affect key areas (social, economic, political and environmental),pupils need to understand the differences between fact and opinion. Pupils will discuss similarities (written and verbal) and differences between various texts found on-line. In writing, pupils will make notes, develop ideas and acknowledge sources (avoid plagiarism). The pupil will have to use the correct technological terminology and fully describe and\/or explain. For example, this could be regarding describing the role of engineering jobs and\/or how a project is affected by issues such as : the environment, social, economic and political. There will also be a need to explain how things function ( e.g. transistors). Pupils will create graphs\/charts to fully explain the nature of things\u00a0(e.g.stress\/strain diagrams)<\/p>\n

The aims of the Course are to enable learners to:<\/p>\n

    \n
  1. extend and apply knowledge and understanding of key engineering concepts, principles and practice<\/li>\n
  2. understand the relationships between engineering, mathematics and science<\/li>\n
  3. apply analysis, design, construction and evaluation to a range of engineering problems with some complex features<\/li>\n
  4. communicate engineering concepts clearly and concisely, using appropriate terminology<\/li>\n
  5. develop a greater understanding of the role and impact of engineering in changing and influencing our environment and society<\/li>\n<\/ol>\n

     <\/p>\n

    N5 Engineering Science<\/strong><\/p>\n

    There are three distinct topics\/unit areas: Electronics and Control, Structures& Mechanisms and Engineering Contexts & Challenges.<\/p>\n

    Electronics & Control<\/strong><\/p>\n

    Electronic systems, system diagrams, sub-system diagrams, control diagrams, energy audit,\u00a0 energy calculations, power, efficiency,\u00a0 Electronic symbols, quantities, symbols, units, decimal prefixes, formula relationships (Ep =mgh), flowcharts, programming (Arduino C), Arduino microcontrollers, bipolar transistors, diodes, resistors, capacitors, motors, Arduino drivers(L289N), driverless vehicles, electric vehicles, strain gauges, variable resistors, light dependent resistors, thermistors, relays, switches, push-pull drivers, darlington pairs, integrated chips and electronic engineering.<\/p>\n

    At higher level the N5 knowledge and understanding above will be used in more complex questions but will also include: operational amplifiers (inverting, non-inverting, summing, comparator, difference and voltage follower) and MOSFET’s.<\/p>\n

    The software used will include: YENKA, TINKERCAD and Beam GURU.<\/p>\n

     <\/p>\n

     <\/p>\n

    \n","protected":false},"excerpt":{"rendered":"

    Available at National 4\/5 & Higher Levels In this Course, and its component Units, there will be an emphasis on skills development and the application of those skills. Note that Engineering courses have a preference for Engineering Science. Note also that many fields of work require more and more technological use. Pupils need both effective … Continue reading “Engineering Science”<\/span><\/a><\/p>\n","protected":false},"author":7,"featured_media":0,"parent":15,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-22","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/pages\/22","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/comments?post=22"}],"version-history":[{"count":7,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/pages\/22\/revisions"}],"predecessor-version":[{"id":136,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/pages\/22\/revisions\/136"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/pages\/15"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/ahscdt\/wp-json\/wp\/v2\/media?parent=22"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}