Cambridge Nationals Engineering Manufacture TR Issuu Sample by Cambridge International Education

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

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Engineering Manufacture

Digital Teacher’s Resource

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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SA Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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NOTICE TO TEACHERS IN THE UK It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions. The teaching content of this resource is endorsed by OCR for use with specification Engineering Manufacture (J823). All references to assessment, including assessment preparation and practice questions of any format/style, are the publisher’s interpretation of the specification and are not endorsed by OCR. This resource was designed for use with the version of the specification available at the time of publication. However, as specifications are updated over time, there may be contradictions between the resource and the specification, therefore please use the information on the latest specification and Sample Assessment Materials at all times when ensuring students are fully prepared for their assessments. Endorsement indicates that a resource is suitable to support delivery of an OCR specification, but it does not mean that the endorsed resource is the only suitable resource to support delivery, or that it is required or necessary to achieve the qualification. OCR recommends that teachers consider using a range of teaching and learning resources based on their own professional judgement for their students’ needs. OCR has not paid for the production of this resource, nor does OCR receive any royalties from its sale. For more information about the endorsement process, please visit the OCR website.

CAMBRIDGE NATIONALS

INTRODUCTION Engineering Manufacture: Teacher’s Resource

Introduction About the authors

Paul Anderson (Teacher’s Resource and Revision Guide)

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Paul is a successful teacher and former head of department whose pupils have consistently achieved high results. He has written 16 textbooks and he has been a senior examiner for over 15 years.

Andrew Buckenham (Teacher’s Resource and Revision Guide)

Andrew graduated in mechanical engineering prior to a career in design and manufacturing at sites worldwide. A move into teaching later saw him head the engineering department of a large comprehensive school. Andrew has written several textbooks and revision guides for vocational engineering subjects. He has also worked with a range of awarding bodies to develop engineering qualifications, as an examiner, external verifier and to deliver teacher training.

Andrew currently lives with his wife and family in the Scottish Borders and lectures in engineering at Borders College.

Cambridge National Level 1/Level 2 in Engineering Manufacture – Anderson, Buckenham © Cambridge University Press 2022. Copying permitted for purchasing institution only. This material is not copyright free.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Engineering Manufacture: Teacher’s Resource

About the series The Cambridge University Press resources for the Cambridge National Level 1/Level 2 qualification comprise this Teacher’s Resource and a combined Revision Guide and Workbook. Whilst these can be used separately, they have been designed to work together to provide comprehensive support for the qualification.

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The Revision Guide and Workbook supports unit R014 Principles of engineering manufacture, which is the externally assessed unit. The exam preparation section offers advice to help students prepare for this assessment. The revision guide section provides concise outlines of the core knowledge covered in the specification. Each page focuses on a small piece of learning to help break revision up into manageable chunks. The practice questions in the workbook section brings revision and learning together. Digital quizzes help students to understand the language used in the examined unit assessment and to check knowledge and understanding of key concepts. The Revision Guide and Workbook has not been through the OCR endorsement process.

This Teacher’s Resource covers all of the mandatory and optional units and is a rich bank of ideas to help you create engaging lessons to meet the needs of your class. It contains presentations, worksheets, audio-visual material, activity and delivery ideas, which can be personalised for your lessons. Digital quizzes help test understanding and unlock the language used in assessment. We encourage you to download and customise the presentations, worksheets and teaching ideas. This Teacher’s Resource has been endorsed.

There is more information on getting the best from these resources in the pages that follow.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Engineering Manufacture: Teacher’s Resource

Getting the most from your Cambridge National Level 1/Level 2 Engineering Manufacture Teacher’s Resource

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OCR has endorsed this Teacher’s Resource for the Cambridge National Level 1/Level 2 Engineering Manufacture qualification for first teaching from September 2022, so you can be confident that it meets the needs of the specification. It has been written to support teachers of all levels of expertise and follows the tried-and-tested pedagogical cycle of Engage–Teach–Apply–Review, breaking the content down into manageable chunks.

We recognise the diversity in vocational classrooms and that how you deliver your Cambridge National course will vary from the way other schools deliver it. Therefore, whilst we have provided an exemplar delivery plan for each unit, the teaching notes and accompanying resources can be organised and amended to meet your particular needs. Indeed, we encourage you to download and adapt the banks of ideas, worksheets and presentations – all of which are provided in editable files. In this resource you will find:      

Delivery plans (editable Microsoft Word) Teaching notes (non-editable PDFs and editable Microsoft Word) Presentations (editable PowerPoint slides) Worksheets and worksheet answers (editable Microsoft Word) Digital quizzes (online only, not editable). Links to external video content (online only, not editable)

Using the delivery plans

A sample outline delivery plan is included for each of the units. It gives one suggestion of how you can cover the specification content within the guided learning hours, setting aside time for the exam (examined unit) or the assessment (non-examined units (NEAs)). Lessons are assumed to be 60 minutes long unless otherwise stated. The delivery plans can be edited – rather than a ‘scheme of work’, they are meant for you to use as a set of ideas for delivery.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Engineering Manufacture: Teacher’s Resource

Using the teaching notes The teaching notes are full of activity and teaching ideas to help you follow the Engage–Teach–Apply– Review cycle. There are teaching notes to help you introduce the unit, and then notes for each of the specification’s topic areas. The teaching notes will guide you to appropriate resources such as Worksheets, slideshow presentations, and suggested external audio-visual material. At the end of the notes for each unit, there are suggested review activities. Each of the Engage–Teach–Apply–Review stages has a different focus.

Engage  Starter activities to engage students, activate prior knowledge and get them thinking about what they are going to learn in the unit and/or topic.

Teach

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 Student-friendly introductions to the unit and/or topic.

 Engaging and stimulating guidance and activities that activates/builds on prior learning and introduces new information in varied ways.  Teacher-mediated activities that develop knowledge and understanding.

Apply

 Student-led activities for applying knowledge and understanding to relevant contexts or for practising skills and knowledge retrieval.  Assessment-style practice tasks.

Review

 Mid-point and end-of-unit checks on students’ progress and understanding.  Recap of the topic and/or unit. These are often discussions or quiz-style activities. Approximate timings are given for each of these activities so that you can mix and match them to incorporate into your own lesson plans and timetables.

Presentations (PowerPoint slides)

For each unit we have provided a presentation that can be used at the start of the unit, to introduce the topics, key concepts and key terms. These presentations can be revisited towards the end of the unit to review and check students’ understanding and progress. There are also separate presentations for each of the topic areas within the unit, covering the learning content in more depth. All of the presentations can be used front of class or shared directly with students and provide excellent opportunities and activities for discussion, exploring new concepts and reviewing topics. Brief notes on how to use them are included within the PowerPoint Notes view. Please note that some slides contain animations or transitions that you will need to click through in Slideshow mode. Where this occurs, instructions are included in the Notes view. Some slides also contain hyperlinks to external video content from industry and other sources to help students understand and embed knowledge and skills. Where this occurs, suggestions for how to use them are included in the Notes view.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Engineering Manufacture: Teacher’s Resource

Worksheets and answers There are a number of editable worksheets for each of the topic areas within a unit. These provide a variety of activities such as knowledge recall, understanding of key terminology, research, case studies and mini projects. Answers for questions with definite answers or guidance on what to include for more open questions are included (on separate files). Worksheets are often used in the ‘Apply’ stage and are suitable for independent, paired or group work.

Using the digital quizzes Straightforward digital quizzes for front-of-class use help students to check knowledge and understanding, and crucially to understand the exam language for the mandatory examined unit. Use the quizzes at any point during the unit – for example at the start of the unit or a topic area to highlight prior knowledge or at mid- or end-of-unit review points. Mandatory examined unit:

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The quizzes have a different focus depending on the unit.

 Quiz 1: A 10-question quiz that focuses on the meaning of the command words used in the exam. (This is also available for independent use within the Cambridge National Level 1/Level 2 Engineering Manufacture Revision Guide & Workbook)  Quiz 2: A 10-question quiz that again focuses on the command words, but this time in the context of Engineering Manufacture. (This is also available for independent use within the Cambridge National Level 1/Level 2 Engineering Manufacture Revision Guide & Workbook)  Quiz 3: [wording from current Quiz 2 text - A 10-question quiz that focuses on key terminology...] Mandatory non-examined assessed units:

 For each NEA unit, there is a 20-question quiz that focuses on key terminology and concepts.

Using the visual material

The video resources included with this Teacher’s Resource are great for engaging students with the key concepts that benefit from visual examples in each of the units, and they come with thought-provoking questions for discussion and reflection. You will find opportunities for using them outlined in the relevant unit/topic area notes.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE Engineering Manufacture: Teacher’s Resource

R014: Unit overview About this unit This unit covers the underlying knowledge, principles and understanding for the OCR Cambridge National in Engineering Manufacture.

 48 GLH

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In this unit students will learn about the different types of manufacturing processes and how they change the form of materials, and the tools, equipment and safety measures required to manufacture products using specific examples of each process type. They will also learn about the materials that can be used to manufacture engineered products using these processes and the other factors that influence decisions about the manufacturing of engineered products, including understanding of some current developments in engineering manufacture.  70 marks

Reference

Topic area

TA1

Manufacturing processes

TA2

Engineering materials

TA3

Manufacturing requirements

TA4

Developments in engineering manufacture

Essential knowledge for non-specialist teachers

The Engineering Manufacture Revision Guide includes information on all the main topics for the unit. We also recommend the following sources of additional information: Topic

Source

Notes

How is it made?

A library of ‘How is it made?’ videos showing the manufacture of a wide variety of different products.

Manufacturing processes used with polymers

Manufacture of polymers

Includes text and video explanations of processes used to manufacture polymer products.

Engineering materials

Different materials

Index page leading to webpages covering a wide variety of different types of materials.

Metals

Metal based materials

Overview of metal-based materials, including a video covering their typical uses.

Polymers

Overview of polymers, including a video covering their typical uses.

Composites and smart materials

New materials inc smart and composite

Developments in new materials, including smart materials and composites.

Smart materials

Smart materials 1 and Smart materials 2

Presentation, case studies and teacher notes on smart materials.

Engineering drawing

Tutorials on engineering drawing and its characteristics, by LHS Technologies.

Types of manufacturing process

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE Engineering Manufacture: Teacher’s Resource Source

Notes

New and emerging technologies

Developments in engineering and manufacturing

Overview of some developments in engineering and manufacturing, including automation.

Lean manufacturing

Webpage and video explaining the principles of lean manufacturing.

Lean manufacturing

Lean manufacturing at Brompton Bicycle

Short video case study on the introduction of lean manufacturing at Brompton Bicycle.

Globalisation

Globalisation 1 and Globalisation 2

Webpages explaining how globalisation affects products and manufacturing.

Key terms

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Topic

These words and phrases will be used often during the course of the unit:  wasting  orthographic drawings  shaping  conventions  forming  scale of manufacture  additive manufacturing  batch manufacture  joining  mass production  finishing  automation  mechanical properties  CAM (computer aided manufacturing)  physical properties  production aids  ferrous metal  jigs and fixtures  non-ferrous metal  quality  thermosetting polymers  inventory  thermoplastic polymers  MRP (materials requirements planning)  engineering ceramics  JIT (just in time)  composite materials  lean manufacturing  smart materials  globalisation  form (of material) PPTs 1–21 and Worksheets 1–14 will help students to understand these words.

Opportunities for synoptic learning

This unit provides the knowledge and understanding to support the practical activities in units R015: Manufacturing a one-off product and R016: Manufacturing in quantity. As such, demonstrating the use of the processes listed within these units, or practical experience using these processes, can contribute to knowledge and understanding in this unit of how these processes are used, the health and safety requirements and why these are important.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE Engineering Manufacture: Teacher’s Resource

R014: Teaching notes Introducing the unit Engage  How is it made? Select an engaging product from the library of the Science Channel’s ‘How it’s made’ videos and show the video clip: How is it made? (this can also be accessed via the play button on the PPT title slide).

PPT 1 slide 1 10 mins

 What are you expecting to get from this unit? Facilitate a class discussion to clarify expectations, along with the potential benefits if those expectations are met.

10–15 mins

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Teach

 Essential information Use the PowerPoint slide to give students a unit overview, covering the requirements of the course and how it is assessed.

PPT 1 slide 2 10–15 mins

 What will we learn? Use the PowerPoint slide to discuss the main topic areas of the unit and a summary of the resulting knowledge.

PPT 1 slide 3 10–15 mins

Apply

10–15 mins

 Why is manufacturing important? Ask students to list the products they have used today that were manufactured in some way (this should be a very long list!). Ask: What would be the effect if these engineered products were not available?

10–15 mins

Review

 What difference does manufacturing make? Show examples of two similar products in the classroom made by different routes, for example, teachers’ and students’ chairs. Ask: How are they different, in terms of materials and manufacture? What are the reasons that they are different?

 Personal achievement Ask students to identify the potential personal benefits (such as opportunities for employment or progression) to themselves of successfully completing the course.

Summing up

10–15 mins

End-of-unit review

 Essential information Slide 2 and ‘What we will learn’ (slide 3). Encourage students to revise the subject content and to answer practice questions.

PPT 1 slides 2–3

Digital quiz

This is a low-stakes, quick quiz that can be used at the start of the unit to check knowledge and understanding with the whole class.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE Engineering Manufacture: Teacher’s Resource

TA1 Manufacturing processes Learning intention The objective of this section is that students will understand that there are a variety of different types of process and that each of these will change the form of the product in some way.

Key terms These words and phrases will be used often during this topic area. the shape or nature of a material, for example, whether it is a sheet, bar, 3D shape, powder or liquid

wasting

a process that removes unwanted material from a product

shaping

a manufacturing method that involves a change in state of the material, for example, from liquid to solid

forming

changing the shape of a material without a change of state

additive (processes)

adding layers of material to build up a product

joining

attaching pieces of material together

finishing

changing the surface of a material in a useful way

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form (of material)

PPTs 2–8 and Worksheets 1–5 will help students to understand these words and phrases.

Common misconceptions Misconception All processes can be used with every material.

How to elicit

How to overcome

Ask questions about which processes were used to manufacture an identified product made from a specified material.

Increase knowledge of process capabilities through practical work.

Watch videos or demonstrations of shaping processes, pointing out the energy requirements. Discuss the economies of scale that result from making standard forms.

Additive processes can only make small parts.

Ask questions about which processes were used to manufacture an identified product made from a specified polymer.

Set research tasks as homework to identify large scale real-world applications of additive manufacturing technologies.

All joints should be permanent to make them strong.

Justifications of process choices for identified products.

Use the example of an access panel – joined with mechanical fixings to allow repairs or battery changes.

Finishes are for aesthetic purposes only.

Ask what properties the finish gives that are different from the base material.

Ask if the coating material on its own provides the properties needed.

Finishes add a lot of cost to a product.

Ask why you would not make the (coated/finished) product from the coating material instead.

Carry out a simple costing by weight, comparing a product made entirely from the coating material to one made from an inexpensive material plus coating.

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Wasting is more inefficient than other Justifications of process choices for processes as it produces waste. identified products.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE Engineering Manufacture: Teacher’s Resource

TA1.1.1 The types of manufacturing processes and TA1.1.2 How each process changes the form of materials to create a product Engage PPT 2 slide 1 5–10 mins

 How is it made? Select an engaging product from the library of the Science Channel’s ‘How it’s made’ videos and show the video clip: How is it made? (this can also be accessed via the play button on the PPT title slide). Ask students to identify the types of processes used. These could then be grouped into types by class discussion.

PPT 2 slide 1 10–15 mins

Teach

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 How did they make this (part 1)? Identify a common product made from a stated material (such as a chair, table or workbench in the workshop) and ask students to state how it was made.

PPT 2 slides 2–7  Types of manufacturing process and how they change the form of material Use the six PowerPoint slides to provide an introduction to the six types of process covered in this course. 1h Each slide provides a description of how each process changes the form of material. You could support these by providing examples of products manufactured using that process.  Process demonstrations Provide practical demonstrations of selected process types if possible. This will depend upon the resources and facilities you have available.

Apply

1–2h

PPT 2 slides 2–5 20–40 mins

 How do they make that? Ask students to identify the types of process used to make the products shown on the slide, justifying their choices.

PPT 2 slide 8 10 mins

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 Process implications Revisit PPT 2 slides 2–7 and click on the star to reveal the questions. What would be the safety issues associated with that type of process? What could be done to make the process safer? Carry out a targeted Q&A or class discussion for each process type.  Why use that? Evaluating reasons for using joining and finishing processes.

PPT 2 slides 6–7 10 mins

Mid-point review

 How is it made? Students complete Worksheet 1 to identify the types of process that would be needed to make a specified product, justifying their choices.

Worksheet 1 15–20 mins

 How did they make this (part 2)? Revisit the common product identified in the Engage activity. Class discussion: How has your understanding of the types of process used to make it changed due to your learning?

PPT 2 slide 1 10 mins

TA1.2.1 Wasting processes Engage

 World’s worst Identify a common product made by wasting a stated material, such as a mug or chair. Ask students to state the worst possible ways of producing it – this could be in terms of process selection, use or safety.  How is it made? Select an engaging product that uses multiple wasting processes from the library of the Science Channel’s ‘How is it made?’ videos and show the video clip: How is it made? (this can also be accessed via the play button on the PPT title slide).

PPT 3 slide 1 5 mins PPT 3 slide 1 10–15 mins

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE Engineering Manufacture: Teacher’s Resource

Teach

Apply

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You may want to work through all of the Teach content, and then move onto the Apply section. Alternatively, you could punctuate your teaching by displaying the questions from the Apply section where relevant (by clicking on the star on the relevant slide) and having a class discussion. PPT 3 slides 2–8  Principles of the wasting processes Use the seven PowerPoint slides to provide an overview of the nine types of process covered in this course. Each slide provides a description 45 mins of the tools and equipment required and the safety measures needed. 1h 30 mins–3h  Process demonstrations Provide practical demonstrations of each of the nine processes, using the tools and equipment and demonstrating the steps required to safely carry out the operation.

 Process implications Revisit slides 3–8 and click on the star to reveal the questions. What would be the safety issues associated with that process? What could be done to make the process safer? Carry out a targeted Q&A or class discussion for each process.  Tower of many layers This is a practical learning activity. You could demonstrate the activity, and then ask students to carry it out themselves. This involves: cutting a length of rod and cutting a thread on one end; using sawing, shearing, routing, laser cutting and milling to make squares of side 25 mm; turning a round part of 25 mm diameter; drilling holes through the centre of these parts that are slightly larger than the diameter of the steel rod; cutting an internal thread in one square; screwing the rod into the base and assembling the other parts on top, with the round part on top.

PPT 3 slides 3–8 20–40 mins

 How do they make that? Ask students to identify the wasting processes used to make samples of products available in the classroom as a handling collection, justifying their use.

10 mins

Mid-point review

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 Wasting processes Ask students to complete the worksheet, filling in the phrases that describe the wasting processes and specifying the safety precautions that should be applied when using a lathe.

PPT 3 slide 9 1h 30 mins–2h

Worksheet 2 15–20 mins

TA1.2.2 Shaping processes Engage

 Product analysis Identify a common product made using a shaping process. Ask students to identify the characteristics of the product that show it was made by shaping and why it was made by a shaping process rather than one of the alternative processes.  How is it made? Select an engaging product that uses a shaping process from the library at How is it made? and show a video clip of it being made.

PPT 4 slide 1 5–10 mins PPT 4 slide 1 10–15 mins

Teach

You may want to work through all of the Teach content, and then move onto the Apply section. Alternatively, you could punctuate your teaching by displaying the questions from the Apply section where relevant (by clicking on the star on the relevant slide) and having a class discussion. PPT 4 slides 2–8  Principles of the shaping processes Use the seven PowerPoint slides to provide an overview of the four types of process covered in this course. Details for each process 45 mins include the tools and equipment required and the safety measures needed. 1–2h  Process demonstrations Provide practical demonstrations of each of the four processes, using the tools and equipment and demonstrating the steps required to safely carry out the operation.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE Engineering Manufacture: Teacher’s Resource

Apply  Process implications Revisit slides 5 and 8 and click on the stars to reveal the questions. What products are made using these processes? What would be the safety issues associated with each process? How would the processes affect the design of a product? Carry out a targeted Q&A or class discussion for each process.  How do they make that? Ask students to identify the forming processes used to make samples of products available in the classroom as a handling collection, justifying their use.

PPT 4 slides 5, 8 10–20 mins

10 mins

Mid-point review Worksheet 3 15–20 mins

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 Shaping processes Ask students to complete Worksheet 3, demonstrating their understanding of the metal casting processes and identifying the parts of the injection moulding equipment.

TA1.2.4 Additive manufacturing Engage

 How is it made? Watch either 3D Printers | How is it made? – YouTube where 3D printers make parts – for other 3D printers! Or This 3D Printer Builds 3-Bedroom Houses In 24 Hours – YouTube where a house is 3D printed. Why were these items made this way rather than using alternative methods?

PPT 5 slide 1 10–15 mins

 Product analysis Show some examples of 3D printed parts manufactured in school, if available. Ask students to suggest how these parts were made, and why they were made this way rather than by alternative methods.

5–10 mins

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Teach

You may want to work through all of the Teach content, and then move onto the Apply section. Alternatively, you could punctuate your teaching by displaying the question from the Apply section and having a class discussion.  Principles of additive manufacturing Use the three PowerPoint slides to provide an overview of additive manufacturing. The slides cover the equipment, safety measures, process and process considerations.  Process demonstrations Provide a practical demonstration of using a 3D printer, demonstrating the steps required to safely carry out the process.

PPT 5 slides 2–4 15–20 mins 30 mins–1h

Apply

 Process implications Click on the star in slide 4 to reveal the question. What products could be made using additive manufacturing? How could this process be used in the home environment? Carry out a targeted Q&A or class discussion for each process.

PPT 4 slide 4 5–10 mins

Mid-point review

 How do they make that? Ask students to identify the steps that would be used to make a prototype of a nominated product, explaining how this may differ from the manufactured final item.

10 mins

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CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE Engineering Manufacture: Teacher’s Resource

TA1.2.3 Forming processes Engage  How is it made? Select an engaging product made using a forming process from the library at How is it made? and show a video clip of it being made.

PPT 6 slide 1 10–15 mins

 World’s worst Identify a product made by forming a stated material, such as a kayak. Ask students to state the worst possible ways of producing it – this could be in terms of process selection, use or safety.

PPT 6 slide 1 5 mins

Teach

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You may want to work through all of the Teach content, and then move onto the Apply section. Alternatively, you could punctuate your teaching by displaying the questions from the Apply section where relevant (by clicking on the star on the relevant slide) and having a class discussion. PPT 6 slides 2–9  Principles of the forming processes Use the eight PowerPoint slides to provide an overview 45 mins of the five types of process covered in this course. Details for each process include the tools and equipment required and the safety measures needed.  Process demonstrations Provide practical demonstrations of each of the five processes, using the tools and equipment and demonstrating the steps required to safely carry out the operation.

1h 30 mins–3h

 What went wrong here Show examples of vacuum formed products that have not formed correctly and ask students to identify the fault and its cause.

10–15 mins

Apply

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 Process implications Revisit slides 2, 3, 4, 6, 7 and 8 and click on the star to reveal the questions. What products are made using these processes? What would be the safety issues associated with each process? Carry out a targeted Q&A or class discussion for each process.  Mobile phone holder This is a practical learning activity. The teacher could demonstrate the activity, following which it could be carried out by students making two versions of the same product, each from a single piece of material. The materials could be thin sheets of metal (such as 1–2 mm thick aluminium) and sheets of thermoplastic polymer (such as 3 mm thick acrylic). The materials to be used, the thickness and the dimensions of the sheet can be appropriate to the resources and facilities available. Formers could be set-up in advance to facilitate rapid progress using the process of choice. If using metal, the equipment to be used could, for example, be a simple bending machine and if using polymer sheet, a strip heater. As a precursor to the practical, students could manufacture their holder from card, and use this as a template to mark out their item. To differentiate the activity, students could be allowed to produce variations of the simple design by using wasting processes. For example, they could curve the edges or incorporate a hole for a power cable.  How do they make that? Ask students to identify the forming processes used to make samples of products available in the classroom as a handling collection, justifying their use.

PPT 6 slides 3–8 20–40 mins PPT 6 slide 10 40 mins–1h 30 mins

10 mins

Mid-point review

 Forming processes Ask students to complete the worksheet, filling in the process steps for vacuum forming and demonstrating their understanding of the process.

Worksheet 4 10–15 mins

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CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE Engineering Manufacture: Teacher’s Resource

TA1.2.5 Joining processes and TA1.2.6 Finishing processes Engage  Product analysis Identify a common product that is made by joining parts together, such as the metal frame of a bicycle. Ask students to explain why a joining process is used rather than making it as a solid part.  How is it made? Select an engaging product that uses a joining process from the library at How is it made? and show a video clip of it being made.

PPT 7 slide 1 5 mins

 How is it made? Select an engaging product that uses an applied finish from the library at How is it made? and show a video clip of it being made.

PPT 8 slide 1 10–15 mins

PL E

Teach

You may want to work through all of the Teach content, and then move onto the Apply section. Alternatively, you could punctuate your teaching by displaying the questions from the Apply section where relevant (by clicking on the star on the relevant slide) and having a class discussion.  Principles of the joining processes Use the eight PowerPoint slides to provide an overview of the four types of joining method covered in this course. There is information on the principles, the tools and equipment required and the safety measures needed as applicable to each method.  Process demonstrations Provide practical demonstrations of each of the joining and finishing methods, using the tools and equipment and demonstrating the steps required to safely carry out the method.  Principles of the finishing processes Use the three PowerPoint slides to provide an overview of the principles of finishing processes and the two types of finishing process covered in this course. This includes the tools and equipment required and the associated safety issues.

SA M

Apply

PPT 7 slide 1 10–15 mins

PPT 7 slides 2–9 45 mins–1h

1–2h

PPT 8 slides 2–4 10–20 mins

 Process implications of joining Revisit slides 2, 4–9 and click on the stars to reveal the questions. What would be the reasons for using each process? What could be done to reduce the health and safety risks? Carry out a targeted Q&A or class discussion for each process.

PPT 7 slides 2, 4–9 15–30 mins

 How do they make that? Ask students to identify the joining processes used to make samples of products available in the classroom as a handling collection, justifying their use.

10 mins

 Process implications of finishing Revisit slides 2–4 and click on the stars to reveal the questions. What applications are the finishing processes used for? What would be the reasons for using each process? What could be done to reduce the health and safety risks? Carry out a targeted Q&A or class discussion for each process.

PPT 8 slides 2–4 10–20 mins

Mid-point review

 Joining processes Ask students to complete the worksheet, identifying the equipment used for MIG/MAG welding and demonstrating understanding of the other joining processes.

Worksheet 5 15–20 mins

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE Engineering Manufacture: Teacher’s Resource

R014: Suggested delivery outline TA reference

Topic area

Unit R014

Overview

TA1

Manufacturing processes

PL E

This unit has 48 guided learning hours, with 1¼ hours set aside for the exam. This is a suggestion for delivery, covering 47 60-minute lessons. Topic section reference

Suggested coverage

ALL

Introduction to the unit

PPT 1 Unit overview

The types of manufacturing processes, and how each process type changes the form of materials to create a product

PPT 2 Worksheet 1 and answers

PPT 3 Worksheet 2 and answers

PPT 4 Worksheet 3 and answers

PPT 5

1.1.1–1.1.2

No. of lessons

Supporting resources

 The six types of manufacturing process  Identifying the types of process required to manufacture various products

TA1

1.2.1

Manufacturing processes

1.2.2

Details of different manufacturing processes: wasting processes

Sawing: types of saw, uses, safety measures Laser-cutting: uses, safety measures Shearing: equipment, operation, safety measures Drilling, threading (using a tap and die) and filing: tools and equipment, uses, safety measures  Turning using a metal lathe: uses, operations, safety measures  Routing and milling: equipment, uses, operations, safety measures    

TA1

Manufacturing processes

Details of different manufacturing processes: shaping processes  Sand casting: equipment, process, safety measures  Die casting: equipment, process, safety measures  Differences between sand casting and die casting, including the types of mould used  Injection moulding: equipment, process, safety measures  Powder metallurgy for ceramic products: equipment, process, safety measures

TA1

Manufacturing processes

1.2.4

Details of different manufacturing processes: additive manufacturing  3D printing: equipment, process, safety measures

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014 PRINCIPLES OF ENGINEERING MANUFACTURE Engineering Manufacture: Teacher’s Resource

TA reference

Topic area

TA1

Manufacturing processes

1.2.3

Manufacturing processes

1.2.5–1.2.6

TA1

Topic section reference

Suggested coverage Details of different manufacturing processes: forming processes

No. of lessons

PPT 6 Worksheet 4 and answers

PPTs 7–8 Worksheet 5 and answers

PPTs 9–10 Worksheet 6 and answers

PPT 11 Worksheet 7 and answers

Forging: equipment, uses, safety measures Press forming metal: equipment, operation, safety measures Strip heating of polymers: equipment, process, safety measures Vacuum forming: equipment, process, mould characteristics, safety measures  Moulding of composite materials: equipment, process, safety measures    

Details of different manufacturing processes: joining processes and finishing processes

Supporting resources

PL E

CAMBRIDGE NATIONALS

Brazing: equipment, process, safety measures MIG/MAG welding: equipment, process, safety measures Riveting: types (hammered rivets, pop rivets), process, safety measures Mechanical fastening: types (nuts and bolts, self-tapping screws), tools needed  Relative characteristics of different joining methods  Painting: purpose, methods of application (brush, spray), safe operation  Powder coating: equipment, process, safety measures

TA2

Engineering materials

   

2.1–2.2

Mechanical properties of materials and other properties influencing manufacturing

TA2

 Definition of mechanical properties  Definitions of individual properties: strength (yield/tensile, compressive), elasticity, ductility, hardness  Definitions of individual non-mechanical properties: malleability, machinability, cost (material, manufacturing, total), sustainability

Engineering materials

2.3.1

Types of engineering materials and how they are processed: metals    

Differences between pure metals and alloys Ferrous metals: types, properties and applications Non-ferrous metals: types, properties and applications Typical forms of supply

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014 PRINCIPLES OF ENGINEERING MANUFACTURE Engineering Manufacture: Teacher’s Resource

TA reference

Topic area

Topic section reference

TA2

Engineering materials

2.3.2

Engineering materials

2.3.3–2.3.4

TA2

Suggested coverage Types of engineering materials and how they are processed: polymers    

Engineering materials

2.3.5

PPT 12 Worksheet 8 and answers

PPTs 13–14 Worksheet 9 and answers

PPT 15 Worksheet 10 and answers

PPT 16 Worksheet 11 and answers

Relative properties Common applications Forms of supply and manufacturing processes Differences between metal alloys and composite materials Types of composite material, relative properties and applications Typical forms of supply and manufacturing processes

Types of engineering materials and how they are processed: smart materials

TA2

Supporting resources

Differences between thermoplastic and thermosetting polymers Thermoplastic polymers: types, properties and applications Thermosetting polymers: types, properties and applications Typical forms of supply and manufacturing processes

Types of engineering materials and how they are processed: engineering ceramics and composite materials      

No. of lessons

PL E

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 Definition of a smart material  Types of smart material (SMA, thermochromic pigment, photochromic pigment, QTC), their smart properties, forms of supply and common applications

Manufacturing requirements

3.1

Interpreting orthographic third angle projection drawings

TA3

      

Purpose of orthographic drawings Purpose of standard conventions in BS EN 8888 Types of product feature and how these are represented on drawings Meanings of different line types Standard conventions for dimensions Calculation of tolerances Standard conventions for abbreviations

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014 PRINCIPLES OF ENGINEERING MANUFACTURE Engineering Manufacture: Teacher’s Resource

TA reference

Topic area

TA3

Manufacturing requirements

Topic section reference 3.2–3.3

Suggested coverage Influence of the scale of manufacture on the production method, and quality

No. of lessons

Supporting resources

PPT 17 Worksheet 12 and answers

 Definitions of quality control and quality assurance  The differences between QA and QC  Reasons for implementing a quality system in engineering

PPT 18

Inventory management

PPT 19 Worksheet 13 and answers

PPT 20 Worksheet 14 and answers

PPT 21

PPT 1 slides 2–3

PL E

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 Definitions of the scales of manufacture, including examples of products manufactured at each scale  Purpose of jigs, fixtures, templates and moulds, and their benefits and limitations  Levels of automation, including their relationships to the scales of manufacture and the types of products that they are commonly used to manufacture  Advantages and limitations of using CAM

TA4

Unit R104

4.1

Developments in engineering manufacture

4.2

 Traditional approach to inventory management  Definition of JIT and advantages and disadvantages of this approach  Definition of MRP and advantages and limitations of this approach

TA4

Developments in engineering manufacture

Lean manufacturing

 Definitions of the seven wastes  Examples of how each waste affects the performance of manufacturing

TA4

Developments in engineering manufacture

4.3

Overview

ALL

Globalisation

 Definition of globalisation  Benefits and limitations of globalisation, including economic, social, ethical and environmental implications  Review of the unit

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CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE

Worksheet 1: Types of manufacturing process

PL E

This picture shows a bicycle frame. Most of the frame is made from metal tubes.

1. Using arrows, label the frame with the types of process that could be used to make it.

SA M

2. Explain why you would use these processes.

UNIT: R014 TA 1.1.1–1.1.2

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R014 PRINCIPLES OF ENGINEERING MANUFACTURE

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Worksheet 2: Wasting processes 1.

Complete the sentences below by selecting the appropriate word from the word bank. Each word is used only once. Word bank drilling

tap

router

shearing

laser-cutting

milling

filing

hacksaw

turning

die

Parts with a round profile are produced by

on a lathe.

involves forcing blades that are parallel to each other,

PL E

but with a small offset between them, through a material, to cut it. 3.

Holes in metal products are typically produced by

Burrs and small amounts of excess material on a metal product can be removed by hand by

A high-speed rotating tool called a

is used to cut metal bars by hand.

can cut thin metal or put

a profile onto the edge of a plastic product.

cuts material by melting, burning or vaporizing it around

the outline of the required shape.

An external thread can be cut by hand using a

An internal thread can be cut by hand using a

10.

is a machining process used to make flat surfaces or grooves

in metal products.

What are the safety precautions when using a lathe?

. 3. .

UNIT: R014 TA 1.2.1

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CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE

Worksheet 3: Shaping processes 1. What are the differences between sand casting and die casting? 1.

PL E

SA M

2. Label the main parts of the injection moulding machine shown below.

UNIT: R014 TA 1.2.2

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CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE

Worksheet 4: Forming processes 1.

The following statements describe the steps in the vacuum forming process. Complete the sentences below by selecting the appropriate word from the word bank. Each word is used only once. Word bank flexible

airtight

platen

pressure

recycling

thermoplastic

hardens

air

1. A mould in the shape of the product is placed on a

seal is

PL E

2. A sheet of

polymer is clamped firmly in place, to ensure that the

3. The polymer is then heated until it is

4. The vacuum is turned on and the 5. The 6. As the polymer cools it

inside the vacuum former.

between the mould and polymer is sucked out.

from the atmosphere pushes the polymer onto the mould. and stays in the shape of the mould.

SA M

7. The mould is then removed. Excess material from the formed shape can be cut away from the product and sent for

What are the characteristics of the mould used for vacuum forming?

UNIT: R014 TA 1.2.3

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CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE

Worksheet 5: Joining processes and finishing processes 1. Label the parts of the MIG/MAG welding equipment in the diagram below using the words provided. Word bank power source

welding torch

regulator

spool of wire

return lead

PL E

gas cylinder

SA M

2. There are different kinds of rivets. Can you name some?

3. What are the advantages of using nuts and bolts to attach two pieces of metal together rather than brazing?

UNIT: R014 TA 1.2.5–1.2.6

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CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE

Worksheet 1 answers: Types of manufacturing process

PL E

This picture shows a bicycle frame. Most of the frame is made from metal tubes.

1. Using arrows, label the frame with the types of process that could be used to make it. Responses could include:

 The tubes for the frame would be wasted (cut) to length.

 The shape for the back wheel could be shaped (cast) or wasted (pressed from sheet, drilled).  The tubes would be joined together (welding, brazing).  A finish (paint) would be applied.

 Other process options are potentially feasible. 2. Explain why you would use these processes. Reasons could include:

 Wasting (cutting) the tubes might allow sharper angles between them than forming (bending) and require less force and special equipment.

 The shape for the back wheel could be cast as this would make the shape in a single operation, rather than having to do lots of wasting operations. It would also make less waste/scrap.  A permanent joining method (welding brazing) would make the frame stronger that a temporary method (nuts and bolts) so it is less likely to break in use.  Finishing would protect the frame from corrosion rusting and increase its aesthetic appeal/appearance is more accurate.

UNIT: R014 TA 1.1.1–1.1.2

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CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE

Worksheet 2 answers: Wasting processes 1. Complete the sentences below by selecting the appropriate word from the word bank. Each word is used only once. Word bank drilling

tap

router

shearing

laser-cutting

milling

filing

hacksaw

turning

die

1. Parts with a round profile are produced by turning on a lathe.

PL E

2. Shearing involves forcing blades that are parallel to each other, but with a small offset between them, through a material, to cut it. 3. Holes in metal products are typically produced by drilling.

4. Burrs and small amounts of excess material on a metal product can be removed by hand by filing. 5. A hacksaw is used to cut metal bars by hand.

6. A high-speed rotating tool called a router can cut thin metal or put a profile onto the edge of a plastic product. 7. Laser-cutting cuts material by melting, burning or vaporizing it around the outline of the required shape.

SA M

8. An external thread can be cut by hand using a die. 9. An internal thread can be cut by hand using a tap.

10. Milling is a machining process used to make flat surfaces or grooves in metal products.

2. What are the safety precautions when using a lathe? These could include, for example:  Use the machine guard  Wear safety goggles

 Tie back hair and loose items of clothing (such as ties)  Ensure the work piece is held securely.

UNIT: R014 TA 1.2.1

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CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE

Worksheet 3 answers: Shaping processes 1. What are the differences between sand casting and die casting? Responses could include:  In sand casting the mould is made from sand; in die casting the mould is typically made from metal  In sand casting the sand mould can only be used once; in die casting the mould is reusable  In sand casting the metal is poured into the mould under the force of gravity; in die casting the metal is injected into the mould under high pressure  Compared to sand casting, the cooling rate of the metal in die casting is typically faster

PL E

 Compared to sand casting, the surface finish is typically better in die casting

 Compared to sand casting, there is typically less shrinkage of the cast item when die casting  The equipment costs for die casting are typically much higher than for sand casting. 2. Label the main parts of the injection moulding machine shown below. hopper

SA M

heater

motor

mould

screw

UNIT: R014 TA 1.2.2

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CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE

Worksheet 4 answers: Forming processes 1. The following statements describe the steps in the vacuum forming process. Complete the sentences below by selecting the appropriate word from the word bank. Each word is used only once. Word bank flexible

airtight

platen

pressure

recycling

thermoplastic

hardens

air

PL E

1. A mould in the shape of the product is placed on a platen inside the vacuum former. 2. A sheet of thermoplastic polymer is clamped firmly in place, to ensure that the seal is airtight. 3. The polymer is then heated until it is flexible.

4. The vacuum is turned on and the air between the mould and polymer is sucked out. 5. The pressure from the atmosphere pushes the polymer onto the mould. 6. As the polymer cools it hardens and stays in the shape of the mould.

7. The mould is then removed. Excess material from the formed shape can be cut away from the product and sent for recycling. 2. What are the characteristics of the mould used for vacuum forming?

SA M

Responses could include:

 Should have a draft angle to allow the mould to be removed from/slide out of the formed shape  Must have no overhanging features, otherwise these would lock the mould within the formed shape.

UNIT: R014 TA 1.2.3

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CAMBRIDGE NATIONALS

R014 PRINCIPLES OF ENGINEERING MANUFACTURE

Worksheet 5 answers: Joining processes and finishing processes 1. Label the parts of the MIG/MAG welding equipment in the diagram below using the words provided. Word bank gas cylinder

power source

welding torch

regulator

spool of wire

regulator

PL E

spool of wire

return lead

gas cylinder

welding torch

power source

return lead

2. There are different kinds of rivets. Can you name some?

SA M

Responses include:

 mechanical/hammered rivets  pop rivets.

3. What are the advantages of using nuts and bolts to attach two pieces of metal together rather than brazing? Responses include:

 The joints can be taken apart if needed (for example, to make a repair).  No heat needs to be applied to the material.

UNIT: R014 TA 1.2.5–1.2.6

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

PL E

R014: Principles of engineering manufacture

Unit overview and review

SA M

As an engagement activity, clips of ‘how it’s made’ for selected products being made could be shown – for example, from the large library at www.cambridge.org/links/encntdMan5000. The library can be accessed via the play button on the slide. The key point is that almost every product is manufactured or processed in some way (even if only the packaging). This unit will develop understanding of the principles of how products are made.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R 0 1 4 Pr in c ip l e s o f e n g in e e r in g m a n u fa ctu re : U n it o ve r vie w

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Essential information • 48 guided learning hours out of the 120 hours for the course Assessed by an external assessment (1¼ hours)

•

Provides the essential knowledge applied in the other two units, which are assessed by assignments:

•

R015 Manufacturing a one-off product

•

R016 Manufacturing in quantity

Successful results in the qualification are awarded on the scale: Distinction *, Distinction, Merit, Pass

Unit overview

This unit

Recall knowledge and show understanding

14.5– 17.5%

R015 and R016 -

Overall

14.5– 17.5%

PL E

•

Performance objective

Apply knowledge and understanding

12.5– 19.5%

18.5%

31–38%

Analyse and 5–7% evaluate knowledge, understanding and performance

14%

19–21%

Demonstrate and apply skills and processes

27.5%

Overall weighting

40%

60%

100%

What will we learn?

SA M

This slide is mainly informational. Talk though the bullet points with the class. The table is the percentage marks allocation – the point to make using this is that the unit contains all of the underlying theory, so careful study in needed to be able to use the processes effectively in the other two units. Further, depending upon the delivery mechanism chosen by the school, some practical demonstrations or activities can contribute to learning in both this unit and either R015 or R016.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R 0 1 4 Pr in c ip l e s o f e n g in e e r in g m a n u fa ctu re : U n it o ve r vie w

CAMBRIDGE NATIONALS

What will we learn? By the end of this unit, you will

TA4 Developments in engineering manufacture

Principles of engineering manufacture

TA3 Manufacturing requirements

Unit overview

Understand

the types of manufacturing processes and how they are used

Know

the materials used to make products, their properties and how they are processed

Know

how working drawings communicate requirements to manufacturing

Understand

how the number of products needed affects the way products are made

Understand

how different approaches to managing activities affect manufacturing

PL E

TA1 Manufacturing processes

TA2 Engineering materials

What will we learn?

SA M

This slide is mainly informational. Talk though the diagram with the class. This unit includes four topic areas, as shown. In the table, row 1 relates to TA1; row 2 to TA2; rows 3 and 4 to TA3; and row 5 to TA4.

Students could be divided into teams and tasked with briefly summarising what they already know about each of the topic areas from prior learning (each team could be allocated one or more topic area) and what they would most like to learn from this unit.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

PL E

TA1.1.1–TA1.1.2: Types of manufacturing process and how they change the form of materials R014: Principles of engineering manufacture

TA1: Manufacturing processes

SA M

As an engagement activity, identify some common products (which could be in the classroom) and ask the class how they think they were made. Products with a variety of different materials and multiple components could be used.

Select an engaging product from the library of the Science Channel’s ‘How it’s made’ videos and show the video clip: How is it made? This can be accessed via the play button on the slide. Ask students to identify the types of processes used. These could then be grouped into types in a class discussion.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.1.1–TA1.1.2

CAMBRIDGE NATIONALS

Wasting processes

Examples

PL E

• Remove material • Involve cutting, chipping or melting unwanted material • Removed material is usually scrap or waste • Each feature on a product will have to be wasted separately

Sawing, shearing, drilling, filing, threading, routing, milling, turning, laser cutting

Wasting

Shaping

Forming

What safety issues could be caused by wasting? What could be done to make the process safer?

Additive manufacturing

Joining

Finishing

Activity

SA M

Talk through the bullet points with the class, using the examples to relate to process options previously used by students and to expand understanding. Supporting points for understanding – material is typically not supplied in the form (shape) of the product; it is often supplied in a larger form, where the surplus material has to be removed to achieve the design. After wasting there will be less quantity of material left in the product. Several operations may be needed to manufacture a product from a block of material.

The two questions (accessed by clicking the purple star) can be used to expand understanding through class discussion. Common hazards include the wasted material/swarf, the sharp edges of the tools and entanglement in moving parts. Typical control measures include machine guards and safety goggles. You will be able to assess student understanding based on their responses.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.1.1–TA1.1.2

CAMBRIDGE NATIONALS

Shaping processes

PL E

• Involve a change of state of the material (for example, solid to liquid, or liquid to solid) • Most shaping processes use moulds • Can make complicated 3D shapes in a single process step

Examples

What safety issues could be caused by shaping? What could be done to make the process safer?

Wasting

Shaping

Forming

Additive manufacturing

Sand casting, die casting, injection moulding, powder metallurgy (for ceramics)

Joining

Finishing

Activity

SA M

Talk through the bullet points with the class, using the examples to relate to process options previously used by students and to expand understanding. To illustrate the change in state, for example, a material might be heated until it melts, then poured into a mould. As it cools it solidifies into its new shape. It should be noted that some shaping processes use heat to melt materials, where others involve reactions between chemicals. Supporting points for understanding – material is typically not supplied in the form (shape) of the product; after shaping, additional processes may be needed to achieve the accuracy or finish needed.

The two questions (accessed by clicking the purple star) can be used to expand understanding through class discussion. Common hazards include heat from melting products and fumes from chemicals. Typical control measures include leather aprons, gauntlets for heat, and ventilation or breathing protection/facemasks for fumes. You will be able to assess student understanding based on their responses.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.1.1–TA1.1.2

CAMBRIDGE NATIONALS

Forming processes

Examples

PL E

• Change the shape of a material without a change of state (for example, by bending) • Material may be heated to make it easier to change its shape • No material is lost during the forming process

Forging, press forming, vacuum forming, strip heating, moulding of composite materials

Wasting

Shaping

Forming

What safety issues could be caused by forming? What could be done to make the process safer?

Additive manufacturing

Joining

Finishing

Activity

SA M

Talk through the bullet points with the class, using the examples to relate to process options previously used by students and to expand understanding. Supporting points for understanding – in processes where the material is heated, the material never reaches its melting point. Forming processes normally require a large force to be applied to the material. The two questions (accessed by clicking the purple star) can be used to expand understanding through class discussion. Common hazards include the applied force and heat, when materials are heated. Typical control measures include machine guarding to avoid crush injuries and tongs or gauntlets to handle hot materials. You will be able to assess student understanding based on their responses.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.1.1–TA1.1.2

CAMBRIDGE NATIONALS

Additive manufacturing

PL E

• Adding layer after layer of material to build up a product • Material is only added where needed, so there is very little waste • Can be used to make complicated 3D shapes that are not possible using any other process

Example

3D printing

What safety issues could be caused by additive manufacturing?

What could be done to make the process safer?

Wasting

Shaping

Forming

Additive manufacturing

Joining

Finishing

Activity

SA M

Talk through the bullet points with the class, using the example to relate to students’ previous experiences and to expand understanding. Supporting points for understanding – additive manufacturing can be viewed as the opposite of wasting – material is added rather than taken away. It is also referred to as fused deposition modelling.

The two questions (accessed by clicking the purple star) can be used to expand understanding through class discussion. Common hazards include heat and fumes from deposited materials. Typical control measures include putting the process in an enclosure with ventilation for fumes. You will be able to assess student understanding based on their responses.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.1.1–TA1.1.2

CAMBRIDGE NATIONALS

Joining processes • Used to attach pieces of material together • Can be divided into two types:

PL E

Permanent joints can only be taken apart by breaking the material

Temporary joints can be removed without damaging the material

Examples

Welding, brazing, riveting, nuts and bolts, screws

Wasting

Shaping

Forming

Can you think of any applications where a temporary joint may be better than a permanent joint?

Additive manufacturing

Joining

Finishing

Activity

SA M

Talk through the bullet points with the class, using the examples to relate to process options previously used by students and to expand understanding. Supporting points for understanding – many products are made from more than one piece or type of material. This could be because it is difficult to manufacture the size or shape needed from a single piece of material, or that different types of materials are needed in the product with different properties. For example, a safety helmet needs a hard outer shell but an inside lining that is comfortable for the user. The questions can be used to expand understanding through class discussion. An example of why a joint may be temporary rather than permanent: the maintenance hatch on a machine would be attached by screws (temporary joint rather than being glued (permanent joint), as engineers may need to open the hatch if the machine needs to be repaired or serviced. You will be able to assess student understanding based on their responses.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.1.1–TA1.1.2

CAMBRIDGE NATIONALS

Finishing processes

Examples

PL E

• Change the surface of the material in a useful way (for example, to improve appearance or resist corrosion) • Typically additive – add a thin layer of another material with different properties • Products can be made from cheap material and coated with expensive material with the required surface properties

What applications can you think of where a finish has been used? What was the purpose of the finish in these applications?

Painting, powder coating Wasting

Shaping

Forming

Additive manufacturing

Joining

Finishing

Activity

SA M

Talk through the bullet points with the class, using the examples to relate to process options previously used by students and to expand understanding. Supporting points for understanding – a finish may change the colour, to make the product look more attractive to a user; or they may make the product perform better or longer when in use. The two questions (accessed by clicking the purple star) can be used to expand understanding through class discussion. Examples of finishes include galvanised steel – using a low carbon steel coated to reduce corrosion, rather than stainless steel – or painting cars for aesthetic appeal. You will be able to assess student understanding based on their responses.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.1.1–TA1.1.2

CAMBRIDGE NATIONALS

How do they make that? Most products can be manufactured in several different ways.

Wasting

Shaping

PL E

Can you identify the processes – and the sequence in which they are used – to manufacture the components shown?

Forming

Additive manufacturing

Joining

Finishing

Activity

SA M

Until the individual processes have been covered, keep responses at a level of process types. Working out the correct sequence of the processes could be used to provide differentiation. The hacksaw plastic handle could have been made by shaping (injection moulding) or additive manufacturing. The blade could be wasted from a metal sheet (pressing, drilling, laser cutting). The frame could be shaped (casting) and formed (forging). This has been finished (painted or plastic coated). This is joined to the handle (method unseen, but probably mechanical fastenings). The metal product could have been made by shaping (casting) following by wasting (turning). Holes for the bolts would need to be wasted (drilled) and the parts joined together (bolts). Supporting notes: The choice of the process may be determined by a wide range of factors, such as the cost, the type of material to be used, the form of the available materials, the availability of the process, the capabilities of the process, etc.

To evaluate application of knowledge, students could complete Worksheet 1. The class could also again consider the items used during the suggested Engage activity to see if their conclusions about these products have changed.

As a review activity, the class could watch clips of ‘How it’s made’ for selected products and identify the types of manufacturing process being used – for example, from the large library at www.cambridge.org/links/encntdMan5000. The library can be accessed via the play button theThis slide. Original material © Cambridge University Presson 2022. material is not final and is subject to further changes prior to

publication.

CAMBRIDGE NATIONALS

PL E

TA1.2.1: Wasting processes

R014: Principles of engineering manufacture

TA1: Manufacturing processes

SA M

As Engage activities, you could use: • World’s worst Identify a common product made by wasting a stated material. Ask students to state the worst possible ways of producing it – this could be in terms of process selection, use or safety. • How is it made? Select an engaging product that uses multiple wasting processes from the library at www.cambridge.org/links/encntdMan5000 (the library can be accessed via the play button on the slide) and show a video clip of it being made.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.1

CAMBRIDGE NATIONALS

Wasting processes

Wasting

Sawing

PL E

• Material is typically supplied in standard forms • Wasting processes remove material not needed by the product • Removed material is usually scrap • Workpiece must be fixed or held in place • Cut edges may be rough, have burrs or sharp – additional processes may be needed to finish them

Laser cutting

Shearing

Types of wasting process

Sawing, laser cutting, shearing, drilling, filing, threading, routing, milling, turning

Drilling, filing and cutting threads

Turning

Routing and milling

Activity

SA M

Talk through the bullet points with the class, in particular explaining the typical safety requirements. Supporting points for understanding – standard forms of material are supplied to obtain economies of scale in its production; it is often supplied in a larger form, where the surplus material has to be removed to achieve the design. After wasting there will be less quantity of material left in the product; several operations may be needed to manufacture a product from a block of material.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.1

CAMBRIDGE NATIONALS

Sawing • Saws use sharp teeth to cut away material • Hacksaws are used to cut metal

PL E

• Junior hacksaws are used to cut metal and polymers

• Coping saws are used to cut round shapes in polymers • Mechanical hacksaws are used to cut metal bars

• Bandsaws are used with different blades to cut a wide range of materials and parts

Wasting

Sawing

Laser cutting

Shearing

Why are the teeth on saws normally angled outwards?

Drilling, filing and cutting threads

Turning

Routing and milling

Activity

SA M

Talk through the bullet points with the class. Ideally demonstrate the safe use of the process after talking through the principles. Use the question to initiate class discussion, introducing the concept of kerf width. The teeth on a saw are normally angled outwards so that the width of the cut (kerf width) is slightly wider than the blade, to stop the blade getting jammed in the cut.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.1

CAMBRIDGE NATIONALS

Laser cutting • Cuts material by melting, burning or vaporising it around the outline of the required shape

PL E

• The movement of the laser is controlled by a computer • Limited to 2D shapes in sheet material

• Shapes can be nested to minimise waste

Safety measures include:

Why is the laser controlled by a computer?

Why doesn’t the workpiece move during cutting? Wasting

Sawing

Laser cutting

Shearing

• Enclosure • Extraction

Drilling, filing and cutting threads

Turning

Routing and milling

Activity

SA M

Talk through the bullet points with the class. Ideally demonstrate the safe use of laser cutting after talking through the principles. Use the questions to initiate class discussion and identify the unique characteristics of laser cutting. The reasons for computer control include safety and the speed and accuracy of cutting. The workpiece stays in place as the cutting subjects it to a physical ‘force’ (light energy) rather than a mechanical force (unlike the other wasting processes in this specification). It may be held in place by a vacuum or magnetic bed, or by positioning blocks.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.1

CAMBRIDGE NATIONALS

Upper blade

Shearing • Uses blades that are parallel to each other, but with a small offset between them

Workpiece

PL E

• These apply force to the material • Tin snips can cut thin sheets of material • Guillotines can make straight cuts in sheet material

Cut

Lower blade

Safety measures include:

What products can you name that are made using this process? Why would they use this process rather than the alternatives?

• Guards around the guillotine • Gloves to handle products with sharp edges Wasting

Sawing

Laser cutting

Shearing

Drilling, filing and cutting threads

Turning

Routing and milling

Activity

SA M

Talk through the bullet points with the class. Ideally demonstrate the safe use of tin snips and guillotines after talking through the principles. Use the questions to initiate discussion and identify the unique characteristics of shearing processes. Examples of products could include the exterior panels of kitchen appliances and car body panels (simultaneous with forming operations). Responses will be dependent upon the application, but could refer to requiring a straight edge, speed of production etc.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.1

CAMBRIDGE NATIONALS

Drilling, filing and cutting threads • Drilling makes holes

PL E

• Files have a pattern of small teeth that cut away material • They are used to remove burrs, round edges and to remove small amounts of excess material • Internal threads are cut with a tap

• External threads are cut with a die

Safety measures include:

What products can you name that are made using these processes?

Wearing safety glasses and using guards on the drill Wasting

Sawing

Laser cutting

Shearing

Drilling, filing and cutting threads

Turning

Routing and milling

Activity

SA M

Responses could include any metal product that contains a threaded feature, such as screw on caps, rods used to secure parts together (in combination with bolts) etc.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.1

CAMBRIDGE NATIONALS

Turning • Turning makes parts with a round profile • It is carried out on a lathe

PL E

• The work piece is rotated and the tool is moved against it • Can end face, parallel turn, centre drill and bore

Safety measures include:

What products can you name that are made using this process?

• Guards over the chuck • Safety glasses Wasting

Sawing

Laser cutting

Shearing

Drilling, filing and cutting threads

Turning

Routing and milling

Activity

SA M

Talk through the bullet points with the class. Ideally demonstrate the safe use of the process after talking through the principles. Use the question to initiate discussion and identify the unique characteristics of turning. Examples of products include shafts.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.1

CAMBRIDGE NATIONALS

Routing and milling • Routers and mills use a high-speed rotating tool

PL E

• Milling is used to make flat surfaces or grooves in metal products

• Routers can cut thin material or be used to put a profile on an edge

Safety measures include: Guards or enclosures around rotating parts

Wasting

Sawing

Laser cutting

What products can you name that are made using this process?

Shearing

Drilling, filing and cutting threads

Turning

Routing and milling

Activity

SA M

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.1

CAMBRIDGE NATIONALS

Activity: Tower of many layers • Cut a length of metal rod and cut a thread on one end.

PL E

• Using sawing, shearing, routing, laser-cutting and milling make squares of side 25 mm. • Turn a round part of 25 mm diameter.

• Drill holes through the centre of all but one of these parts so the metal rod just fits through.

• In the other square, drill a hole and cut an internal thread to fit the threaded end of the rod. • Screw the rod into the base and assemble the other parts on top, with the round part on top. Wasting

Sawing

Laser cutting

Shearing

Drilling, filing and cutting threads

Turning

Routing and milling

Activity

SA M

The aim of this activity is to reinforce the theoretical knowledge with the practical application of the skills. The processes could be set-up in advance to facilitate rapid progress. The materials need to include metal rod and sheets of material – the material(s) to be used and the thickness(es) can be appropriate to the resources and facilities available.

To evaluate application of knowledge, students could also be presented with samples of products available in the classroom as a handling collection and identify the wasting processes used to make them, justifying their use. To review knowledge, students could complete Worksheet 2, filling in the phrases that describe the wasting processes and specifying the safety precautions to apply when using a lathe.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

PL E

TA1.2.2: Shaping processes

R014: Principles of engineering manufacture

TA1: Manufacturing processes

SA M

As Engage activities, you could use: • Product analysis Identify a common product made using a shaping process. Ask students to identify the characteristics of the product that show it was made by shaping and why it was made by a shaping process rather than the alternative processes. • How is it made? Select an engaging product that uses a shaping process from the library at www.cambridge.org/links/encntdMan5000 (the library can be accessed via the play button on the slide) and show a video clip of it being made.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.2

CAMBRIDGE NATIONALS

Shaping processes

Sand casting

HEAT

PL E

• Involve a change of state of the material • Use moulds • Complicated 3D shapes can be made in a single process step • Design must allow the product to be removed from the mould • Starting material could be blocks or granules (or for injection moulding only, chemicals) • Low amounts of waste or scrap material • A wasting process may be required after shaping to improve surface finish or remove excess material Die casting

Materials

• Used with metal: sand casting, die casting • Used with polymers: injection moulding • Used with ceramics: powder metallurgy What safety precautions need to be taken with these types of process?

Differences between sand and die casing

Injection moulding process

Injection moulding characteristics

Powder metallurgy

SA M

Talk through the bullet points with the class, introducing the general characteristics of shaping processes. Use the question to initiate class discussion. As most shaping processes involve the use of heat, most precautions involve keeping the workers away from the hot metals by automating processes, using tongs to handle hot materials, or using PPE such as heat resistant gauntlets and leather aprons, and full face visors. Supporting notes: The design of the product may need to allow a draft angle to facilitate ejection from the mould and cannot include overlapping features (which would trap the part in the mould).

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.2

CAMBRIDGE NATIONALS

Sand casting Stricking off

Pouring basin Sprue pin

• Mould made from oil-bonded sand

Sand

Cope Sand

PL E

• Mould is broken off after use

Sand

Drag

Flat sided half pattern

Flat sided split pattern

Runner

Vents

Molten metal Riser

Vents

Materials

Cavity

• Aluminium • Iron

Sand

Shaping processes

• Sprues cut away after cooling – the material can be recycled

Sand casting

Die casting

Differences between sand and die casing

Injection moulding process

Injection moulding characteristics

Powder metallurgy

SA M

Talk through the process with the class. Show an example of a sand casted product if available. Supporting notes: The two parts of the mould are called the drag and cope. The oil bonded sand has to be compressed around the pattern. Metal is poured into the runner and air escapes up the vents and riser.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.2

CAMBRIDGE NATIONALS

Die casting • Reusable mould made from metal

Cover die

PL E

• Metal is forced into the cavity by pressure • Process cycle time can be less than a minute

Ejector die

Molten metal

Ejector pins

Materials

• Aluminium • Magnesium • Lead • Copper • Tin • Zinc

Shaping processes

Sand casting

Die casting

Piston

Cavity Sprue Pressure chamber

Differences between sand and die casing

Injection moulding process

Injection moulding characteristics

Powder metallurgy

SA M

Talk through the process with the class. Show an example of a die cast product if available.

Supporting notes: The process is normally automated – the mould is opened automatically and the solidified part is ejected using the ejector pins. The mould may include a cooling system.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.2

CAMBRIDGE NATIONALS

Differences between sand and die casting • Sand casting uses a one-off sand mould; die casting uses a reusable metal mould • Sand casting is used for parts in small quantities; die casting is used when large quantities are needed

PL E

• Sand casting can be used for steel; die casting is mainly used for non-ferrous materials

• Die casting is much more expensive to set up, due to the cost of the mould and equipment • Die casting is much quicker, produces less shrinkage and gives a better surface finish

What examples of products can you think of for each process?

What would be the differences in the safety precautions between the two processes?

Shaping processes

Sand casting

Die casting

Differences between sand and die casing

Injection moulding process

Injection moulding characteristics

Powder metallurgy

SA M

Talk through the bullet points with the class. Use the question to initiate class discussion.

Supporting notes: Sand cast products could include engine blocks, anvils, statues, etc. Die cast products could include door handles, hooks, golf clubs, etc. Both processes require protection from heat (leather aprons, safety shoes, eye protection, etc.) but die casting also has hazards due to pressure so may be guarded and enclosed.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.2

CAMBRIDGE NATIONALS

Injection moulding process Hopper

• Used to make products in large quantities from polymers • Plastic granules are placed in the hopper

Mould

PL E

Heater

• As the screw turns it moves the granules along and they are melted by the heater • The ram provides pressure to inject the melted polymer into the mould

Motor/Ram

Safety measures include:

• Excess material is cut away Shaping processes

Sand casting

Screw

Guards or enclosures around moving parts and heaters

Die casting

Differences between sand and die casing

Injection moulding process

Injection moulding characteristics

Powder metallurgy

SA M

Talk through the bullet points with the class. Describe the process, giving a demonstration if suitable equipment is available.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.2

CAMBRIDGE NATIONALS

Injection moulding characteristics • The mould is reusable and typically has two parts – male and female

PL E

• It is made from metal and typically expensive to make - it may be reused many times to divide the cost between many products

• The product is normally automatically ejected from the mould when it solidifies

What products can you name that are made using this process?

How would the use of this process affect the design of the product?

Shaping processes

Sand casting

Die casting

• Process cycle times depend on the size of the product - usually between 2 seconds and 2 minutes • The product will have sprues and runners attached – these need to be cut off • Waste thermoplastics can be recycled

Differences between sand and die casing

Injection moulding process

Injection moulding characteristics

Powder metallurgy

SA M

Talk through the bullet points with the class. If available, show an example of an injection mould. Use the questions to initiate discussion.

Supporting notes: The two parts of the mould will split apart. These may have embedded ejection pins to push out the formed items. Cycle times will vary depending upon size and integrated cooling. Most injection moulding processes are automated. The formed product may be a single item, several copies of a small item or different items, as shown in the image. Common injection moulded parts include bottle tops, combs, one-piece chairs, gears etc. The design may need to allow a draft angle to facilitate ejection and cannot include overlapping features (which would trap the part in the mould).

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.2

CAMBRIDGE NATIONALS

Powder metallurgy • Ceramics are hard and brittle, which make it difficult to use wasting processes • They melt at exceptionally high temperatures

PL E

• Products can be made at lower temperatures using powder metallurgy • Ceramic powder is placed in a mould • Heat and pressure is applied

• The surfaces of the ceramic particles melt and fuse together in the shape of the mould – this is called sintering • The finished product is made in one operation, with little waste

Equipment needed

What safety precautions would be needed with this process?

mould, furnace, press

How would this process affect the design of the product?

Shaping processes

Sand casting

Die casting

Differences between sand and die casing

Injection moulding process

Injection moulding characteristics

Powder metallurgy

SA M

Talk through the bullet points with the class. Show examples of ceramic products made by this process, if available (for example, electrical insulators). Use the questions to initiate class discussion.

Supporting notes: Powder metallurgy can also be used for some metals. The main safety issues relate to high temperatures (gauntlets, tongs, leather aprons) and pressure (enclosures, eye protection). Similar to other shaping processes, the design may need to allow a draft angle to facilitate ejection and cannot include overlapping features (which would trap the part in the mould).

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

PL E

TA1.2.3: Forming processes

R014: Principles of engineering manufacture

TA1: Manufacturing processes

SA M

As engagement activities, you could use: • How is it made? Select an engaging product made using a forming process from the library at www.cambridge.org/links/encntdMan5000 (the library can be accessed via the play button on the slide) and show a video clip of it being made. • World’s worst Identify a product made by forming a stated material, such as a kayak. Ask students to state the worst possible ways of producing it – this could be in terms of process selection, use or safety.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.3

CAMBRIDGE NATIONALS

Forming processes

Forming methods

PL E

• Use force to change the shape of a material • Unlike shaping processes, there is no change of state • Materials being formed must be malleable • For some methods and materials, heat is used to make it easier to change the shape of the material • No material is lost during the forming process

• Metals: bending, forging, press forming • Thermoplastic polymers: strip heating, vacuum forming • Composites: moulding Forming processes

Forging

Industrial forging

Press forming

Strip heating

Vacuum forming

What products can you think of that are made by forming?

Vacuum forming moulds

Moulding of composite materials

Activity: mobile phone holder

SA M

Talk through the bullet points with the class. Show examples of formed products if available, to illustrate the type of product geometries that can be achieved. Use the question to initiate discussion. Supporting information: Products that are made using forming range from car body panels to cases for desktop computers to acrylic bathtubs and composite kayaks.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.3

CAMBRIDGE NATIONALS

Forging • Used for metal • Early examples date back 6000 years!

PL E

• Hand forging (by blacksmiths) was used to make tools, weapons, jewellery and horseshoes

• A piece of metal is heated until glowing red then hit with a hammer to shape it

• An anvil or former may be used to achieve the shape needed

• The metal may have to be reheated many times until the required shape is achieved

Typical hand forging equipment

forge/heat source, anvil, hammer, tongs, leather gloves and apron, wire brush Forming processes

Forging

Industrial forging

Press forming

What health and safety issues do think there would be with this process?

Strip heating

Vacuum forming

Vacuum forming moulds

Moulding of composite materials

Activity: mobile phone holder

SA M

Talk through the bullet points with the class. Demonstrate the process if available. Use the question to initiate class discussion.

Supporting notes: In addition to the risk from the heat source, the metal is very hot, requires a lot of physical effort and generates a lot of impact noise.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.3

CAMBRIDGE NATIONALS

Ram

Industrial forging • Often used with steel • Blocks of material are compressed into the shape of a cavity

Punch Workpiece Die

• The ram may apply hundreds of tons of pressure

• Excess material (flash) from where the parts of the cavity meet is cut away • The forged product is typically very strong with few surface defects – but may have some anisotropic properties Forming processes

Forging

Flash

PL E

• The metal is heated to red hot to make it malleable

Industrial forging

Press forming

Drop forging

Anvil

Safety measures

Machine guards, safety glasses, tongs, gauntlets, leather aprons What products are made using this process?

Strip heating

Vacuum forming

Vacuum forming moulds

Moulding of composite materials

Activity: mobile phone holder

SA M

Talk through the bullet points with the class. Demonstrate the process if available (this could be simulated using modelling clay and a two part mould). Increased strength can result from the fine grain structure and work hardening. Anisotropic properties (such as differences in strength between different directions) may result due to the distortion of the grain structure. Use the question to initiate discussion. Supporting notes: Forging is used to make hammer heads, spanners, G-clamps and coins.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.3

CAMBRIDGE NATIONALS

Press forming • Used for metal sheets, typically up to 3 mm thick

PL E

• A press changes the shape of the sheet by pushing it into a former or mould

• One hazard is crushing fingers when the press operates – machine guards or push button controls may be used to ensure hands are away from the press • Gloves can be used if the sheet material has sharp edges

Press formed products

• Safety glasses are worn if there is a risk of the product or a machine part breaking

Car body panels, desktop computer cases, washing machine covers

Forming processes

Forging

Industrial forging

Press forming

Strip heating

Vacuum forming

Vacuum forming moulds

Moulding of composite materials

Activity: mobile phone holder

SA M

Talk through the bullet points with the class. Demonstrate the process if available. Show examples of press formed products if available, using these to identify the limitations of the process (such as no overlapping features on a mould).

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.3

CAMBRIDGE NATIONALS

Strip heating • Used with polymers

Which polymers could be used with this process? Why?

• Makes a simple angle bend in the product

PL E

• The polymer sheet is made into a 2D net of the item

• The line where the bend is to be made is placed directly over the heat source – typically a heating bar or wire • These provide heat due to electrical resistance

• When the material being bent reaches a suitable temperature, it becomes flexible along the heated line

Safety measures

Heat – do NOT touch the hot material Electric shocks – check wires are OK

• A former can be used to achieve the angle needed

Forming processes

Forging

Industrial forging

Press forming

Strip heating

Vacuum forming

Vacuum forming moulds

Moulding of composite materials

Activity: mobile phone holder

SA M

Talk through the bullet points with the class. Use the question to develop or reinforce class understanding of the properties of different materials. Demonstrate what is meant by a 2D net and how the process is carried out, if available, including the use of a former to achieve the angle. Depending upon the material, when it has been heated to become flexible the bend line may be at a temperature of >150 oC, which could potentially cause burns. When doing this process by hand, the readiness can be tested by flexing the material only touching its (unheated) ends. The heat does not flow along the length of the material easily as polymers are insulators/have low thermal conductivity. Supporting notes: This process could be used with any named thermoplastic polymers. It is not suitable for use with thermosetting polymers, as they do not soften when heated.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.3

CAMBRIDGE NATIONALS

Heater

Vacuum forming

Clamp

• Used with thermoplastic polymer sheets

Mould

• The sheet is clamped over the mould to make an airtight seal • The sheet is heated until flexible, then the mould is raised

Plastic sheet

PL E

Platen

• The air is removed from below the sheet

• The external air pressure pushes the sheet onto the mould • As the sheet cools, it hardens into its new shape

• Excess material is cut away (and can be recycled)

Equipment needed

Vacuum former (with heat source and vacuum pump), mould

What safety measures are needed with this process?

Vacuum

Forming processes

Forging

Industrial forging

Press forming

Strip heating

Vacuum forming

Vacuum forming moulds

Moulding of composite materials

Activity: mobile phone holder

SA M

Talk through the bullet points with the class. Demonstrate the use of the process if available, identifying the parts of the equipment and the process steps. Use the question to initiate class discussion.

Supporting notes: The principal hazard is hot material – this should be allowed to cool before handling, or gloves could be worn. As with all electric equipment, wires should be checked to ensure that none are frayed, to reduce the risk of electric shock.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.3

CAMBRIDGE NATIONALS

Vacuum forming moulds • Typically made from MDF or softwood – but can be modelling clay, foam, epoxy resin or metal • Moulds can be reused many times

PL E

• Any edges on the mould should be rounded over, to reduce the risk of the plastic tearing • To allow the mould to be removed from the formed product:

• the sides of the mould must be at a slight angle (called a draft angle) • there must be no overlapping 3D features

• Features should not be too deep, or the plastic may become too thin when it is formed • Features should not be too close to each other, or ‘webs’ may form between them

Common vacuum formed polymers

What products could be made using the vacuum forming process?

ABS, HIPS, polycarbonate, PMMA/acrylic Forming processes

Forging

Industrial forging

Press forming

Strip heating

Vacuum forming

Vacuum forming moulds

Moulding of composite materials

Activity: mobile phone holder

SA M

Talk through the bullet points with the class. Show examples of vacuum forming moulds if available. Also show examples of vacuum formed products that have not been formed correctly, if available – this could take the form of a ‘what went wrong here’ question and answer session. Use the question to initiate class discussion.

Supporting notes: Acrylic is used for baths, polycarbonate for safety helmets, HIPS for food packaging and blister wrap packaging.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.3

CAMBRIDGE NATIONALS

Moulding of composite materials Preform locational

Mould closing

Resin injection and curing

Demoulding

PL E

Preforming

• Layers of fibre are placed into a mould

• Either: a mating part to the mould closes and resin is injected

• Or: resin is applied by brush and allowed to soak into the spaces between the fibres • Heat and/or pressure may be used to cure the material • Excess material from the edges is cut away

Safety measures

Facemasks, safety glasses and gloves (to avoid irritation from fibres and chemicals) Forming processes

Forging

Industrial forging

Press forming

Strip heating

Vacuum forming

Vacuum forming moulds

Moulding of composite materials

Activity: mobile phone holder

SA M

Talk through the bullet points with the class. Demonstrate the process if available.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.3

CAMBRIDGE NATIONALS

Activity: mobile phone holder • Using each of the provided materials, make a simple holder for a mobile phone similar to that shown

• Mark out the material

PL E

• Plan the sequence of bends to be carried out

• Working safely, produce your phone holders

What processes will you use?

What safety measures are needed? What sequence will you use for the forming operations? Forming processes

Forging

Industrial forging

Press forming

Strip heating

Vacuum forming

Vacuum forming moulds

Moulding of composite materials

Activity: mobile phone holder

SA M

The aim of this activity is to reinforce the theoretical knowledge by the practical application of forming skills. This involves making two versions of the same product, each from a single piece of material. The materials could be thin sheets of metal (such as 1–2 mm thick aluminium) and sheets of thermoplastic polymer (such as 3 mm thick acrylic). The materials to be used, the thickness and the dimensions of the sheet can be appropriate to the resources and facilities available. Formers could be set-up in advance to facilitate rapid progress using the process of choice. If using metal, the equipment to be used could, for example, be a simple bending machine; if using polymer sheet, a strip heater. As a precursor to the practical, students could manufacture their holder from card, and use this as a template to mark out their item. To differentiate the activity, students could be allowed to produce variations of the simple design by using wasting processes. For example, they could curve the edges or incorporate a hole for a power cable.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

PL E

TA1.2.4: Additive manufacturing

R014: Principles of engineering manufacture

TA1: Manufacturing processes

SA M

Teacher notes: As engagement activities, you could use: • How is it made? Watch either 3D Printers | How It's Made – YouTube where 3D printers make parts – for other 3D printers! Or This 3D Printer Builds 3-Bedroom Houses In 24 Hours – YouTube where a house if 3D printed. Why were these items made this way rather than using alternative methods? • Product analysis Show some examples of 3D printed parts manufactured in school, if available. Ask students to suggest how these parts were made, and why they were made this way rather than by alternative methods.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.4

CAMBRIDGE NATIONALS

Equipment • Involves making parts by adding material • Also known as fused deposition modelling (FDM)

PL E

• The computer controlled printing head can moved in the x, y and z directions

Extruder

• The head melts the filament at 190–285 oC

• Some machines allow printing with more than one filament

Filament spool

Hot end

• Print bed may be heated

Safety measures

• Enclosure, due to hot and moving parts • Some materials can give off fumes during printing Equipment

Printing process

Print bed

Process considerations

SA M

Talk through the bullet points with the class. If possible relate the parts to equipment available in school. Multi-filament printing can be used to produce parts containing different colours. The temperature required in the printing head depends upon the filament material – for PLA it is typically 190–230oC, for ABS 220–285oC.

The Health and Safety Executive recommend the use of enclosures, particularly when printing ABS.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.4

CAMBRIDGE NATIONALS

3D printing process • A 3D CAD model is created

PL E

• CAD software splits the model into lots of very small layers, creating a stereolithography file (.stl) • The printer head moves in two dimensions to deposit each layer, starting at the base • It then moves up and deposits the next layer on top • The process is repeated until all the layers have been completed

Equipment

Printing process

Common 3D printed materials • PLA • ABS

Process considerations

SA M

Talk through the bullet points with the class. Ideally demonstrate the process in operation or show a video of it in use.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.4

CAMBRIDGE NATIONALS

Process considerations • Can produce shapes that cannot be made using conventional processes

PL E

• Size is limited by the size of the bed • Support structures may need to be included in the design for complicated structures • Surface finish depends on the accuracy of the equipment and the thickness of each layer • If used for prototypes, the materials may be different to the final product – so will not have the same properties

Equipment

Printing process

What products could be made using this process?

How could this process be used in the home environment?

Process considerations

SA M

Talk through the bullet points with the class. Examples of complex 3D shapes made in school could be used to illustrate the bullet points. Use the questions to initiate class discussion. These printers are now commercially available, with some costing less than the price of a laptop. Potentially they could download files from the internet and print the items at home – for example, parts to carry out small repairs or small toys for children. Students could be tasked with creating or editing a 3D CAD model and producing this on a 3D printer.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

PL E

TA1.2.5: Joining processes

R014: Principles of engineering manufacture

TA1: Manufacturing processes

SA M

As engagement activities, you could use: • Product analysis Identify a common product that is made by joining parts together, such as the metal frame of a bicycle. Ask students to explain why a joining process is used rather than making it as a solid part. • How is it made? Select an engaging product that uses a joining process from the library at www.cambridge.org/links/encntdMan5000 (the library can be accessed via the play button on the slide) and show a video clip of it being made.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.5

CAMBRIDGE NATIONALS

Joining processes • Joining processes attach parts together

PL E

• Some product designs cannot be made as a single piece using conventional manufacturing processes • Some materials may not easily be joined together

Types of joint

• Permanent: can only be taken apart by breaking the material • Temporary: can be taken apart without damaging the material

Joining processes

MIG/MAG welding

MIG/MAG welding equipment

Brazing

Brazing process

Riveting

Why would a designer use a temporary joint rather than a permanent one?

Pop rivets

Mechanical fastenings

SA M

Talk through the bullet points with the class. Use the question to initiate class discussion.

Supporting notes: Reasons for temporary joints – to allow products to be disassembled for recycling, to allow the removal of parts or access panels for maintenance. It may assist responses to show an example of a product and ask why it has a temporary rather than permanent joint (or vice versa).

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.5

CAMBRIDGE NATIONALS

MIG/MAG welding • Used to make permanent joints between parts made from similar metals • Heat from an electric arc melts the edges of the parts

PL E

• The arc is formed between a wire and the parts being joined – the wire melts to become part of the joint • The weld is protected from the atmosphere by a shielding gas: • in Metal Inert Gas (MIG) welding the gas is typically argon

• in Metal Active Gas (MAG) welding the gas may also contain carbon dioxide or even some oxygen

• Welding can give the strongest joints

Joining processes

MIG/MAG welding

MIG/MAG welding equipment

Brazing

Brazing process

Riveting

Pop rivets

Mechanical fastenings

SA M

Talk through the bullet points with the class. Provide examples of welded joints if available. The addition of the consumable wire means that it is possible to add alloying elements to the joint, altering its properties. MIG welding is typically used for non-ferrous metals but can be used for ferrous metals. MAG welding is used for ferrous metals. The inert argon gas can be partially substituted with helium, which changes the heat transfer characteristics of the weld. The proportion and type of the active gas in MAG welding affects the welding characteristics and metal transfer mode.

Supporting notes: In American publications, MIG/MAG welding are referred to as gas metal arc welding (GMAW). There are a range of other welding processes, such as TIG welding for metals and hot plate welding for thermoplastics, but these are outside the range of this specification.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.5

CAMBRIDGE NATIONALS

MIG/MAG welding equipment Regulator

Gas cylinder

Welding torch

Hazards • • • •

Arc light Hot metal Welding fume Electric shocks

PL E

Spool of wire

Power source

Return lead Joining processes

MIG/MAG welding

What could be done to reduce health and safety risks?

MIG/MAG welding equipment

Brazing

Brazing process

Riveting

Pop rivets

Mechanical fastenings

SA M

Talk through the equipment with the class. If possible use actual equipment to demonstrate the functions of each part, highlighting the potential hazards. Use the question to initiate discussion and develop understanding.

Supporting notes: Protection from arc light may involve the use of a welder’s mask with smoked glass, covering any bare skin exposed to the light with gauntlets and long sleeves, screens to protect other persons in the working area. Protection from hot metal may include use of gauntlets and tongs. Protection from welding fumes may include local extraction and the welder’s mask, as well as correct technique. Protection from electric shock may include checking for damaged wires and the use of insulated gloves/gauntlets.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.5

CAMBRIDGE NATIONALS

Brazing • Used for metal parts, to make a permanent joint • The metal parts being joined do not melt

Brazing equipment

PL E

• The joint is typically not as strong as a weld

• Oxyfuel torch • Gas supply, e.g. gas cylinders (oxygen, fuel gas) • Forge/firebricks Consumables: • Brazing rod • Flux Joining processes

MIG/MAG welding

Why would brazing be used rather than welding?

MIG/MAG welding equipment

Brazing

Brazing process

Riveting

Pop rivets

Mechanical fastenings

SA M

Talk through the bullet points with the class. Show examples of brazed parts if available – the image shows an ornamental gate (the individual parts can be joined together by brazing as the mechanical properties are not critical). A key point to emphasise is that the metal parts being joined do not melt. Use the question to initiate class discussion.

Supporting notes: Brazing has a lower heat input than welding, so may cause slightly less distortion. In some applications it may be difficult to provide an electricity supply for welding and brazing may provide a joint of sufficient strength.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.5

CAMBRIDGE NATIONALS

Brazing process • The surfaces to be joined are thoroughly cleaned and any oxides (rust) removed

• • • •

Combustible gases Flames Hot metal Flux chemicals

PL E

• Flux may be applied to prevent oxidization and help the braze to flow

Hazards

• The joint is heated with an oxyfuel flame

• The brazing rod is added and melts, flowing into the gap between the parts being joined • When it cools, the braze solidifies, holding the parts together

• The braze might be a different colour to the parent metal

Joining processes

MIG/MAG welding

MIG/MAG welding equipment

Brazing

Brazing process

What could be done to reduce health and safety risks?

Riveting

Pop rivets

Mechanical fastenings

SA M

Talk through the bullet points with the class. Demonstrate the process if available. Use the question to initiate class discussion. Supporting notes: Safety measures may include heat resistant footwear, greaves, (leather) apron, eye protection or face shield, gauntlets and local exhaust ventilation/extraction.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.5

CAMBRIDGE NATIONALS

Riveting • Used to permanently join overlapping sheets of metal • Can join dissimilar materials

PL E

• Hole must be drilled through both sheets • Rivet is pushed through the hole and the end hammered over • The overlaps ‘pinch’ the sheets together • Needs access to both side of the joint

Hazards Applied force Impact noise Joining processes

MIG/MAG welding

What could be done to reduce health and safety risks?

MIG/MAG welding equipment

Brazing

Brazing process

Riveting

Pop rivets

Mechanical fastenings

SA M

Talk through the bullet points with the class. Show examples of riveted joints (for example, in metal sheets) and demonstrate the process if available. Use the question to initiate class discussion. Supporting notes: Safety measures could include, for example, eye protection for the applied force (in case of breakage) and inner or outer ear hearing protection.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.5

CAMBRIDGE NATIONALS

Pop rivets • Special type of riveting – needs access to only one side of the joint

Enlarged pop rivet

PL E

• Once the rivet us is pushed through the hole in the sheets, a rivet gun pulls on the central steel pin

Rivet gun

Pin breaks off

Steel pin

• This causes the back of the rivet to deform, causing the pinch between the two sheets

Completed rivet

Hollow rivet body

Pop riveting is often used to attach the metal ‘skin’ to aircraft wings and bodies. Why do they use this process rather than the alternatives? Joining processes

MIG/MAG welding

MIG/MAG welding equipment

Brazing

Brazing process

Riveting

Pop rivets

Mechanical fastenings

SA M

Talk through the bullet points with the class. Demonstrate the process if available. When in use, pop rivets can be identified from the exterior by the small central cavity. They have a lower profile than rivets. Use the question to initiate class discussion. Supporting notes: Pop riveting doesn’t involve heat, which could cause distortion or local oxidation of the contacting and adjacent parts in an aerospace application, can have less of a surface profile than riveting (which could affect aerodynamics) and provides a more stable joint than temporary mechanical fixings.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.5

CAMBRIDGE NATIONALS

Mechanical fastenings • Used to make temporary joints • Can join dissimilar materials

PL E

• These use screw threads • Available in a variety of metals and polymers

• Normally require a hole in the parts to be joined • Put in place using screwdrivers or spanners

• Washers can be used to spread the force over a wider area What applications of mechanical fastenings can you think of? Why were they used for these applications?

Types of mechanical fasteners Nuts and bolts, self-tapping screws Joining processes

MIG/MAG welding

MIG/MAG welding equipment

Brazing

Brazing process

Riveting

Pop rivets

Mechanical fastenings

SA M

Talk through the bullet points with the class. Show examples of mechanical fasteners if available, in a variety of different materials (for example, steel nuts and bolts, screws made from brass or nylon). Use the question to initiate class discussion.

Supporting notes: Applications are very diverse – from attaching PCBs in place within electronic products to access panels for heavy machinery to attaching hinges to doors. Reasons include the need for accessibility, ease of use, ability to join dissimilar materials, etc.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

PL E

TA1.2.6: Finishing processes

R014: Principles of engineering manufacture

TA1: Manufacturing processes

SA M

As engagement activities, you could use: • Product analysis Identify some common products that are coated – for example, anti-glare coatings on spectacles, washing machine cases and metal fences. Ask students to explain why the coatings were used. • How is it made? Select an engaging product that uses an applied finish from the library at www.cambridge.org/links/encntdMan5000 (the library can be accessed via the play button on the slide) and show a video clip of it being made.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.6

CAMBRIDGE NATIONALS

Finishing processes • Change the surface of a material in a useful way • Surface finishes can change: aesthetics (colour, texture)

•

corrosion resistance

•

resistance to scratches (hardness)

PL E

•

• Allow a product to be made from a lower cost material without the surface properties needed

What products can you think of that have a coating?

What are the reasons for using a coating for each of these products?

Finishing processes

Painting

Powder coating

SA M

Talk through the bullet points with the class. Use the question to initiate class discussion.

A useful example, where the surface finish addresses all of the changes indicated, is car bodywork.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.6

CAMBRIDGE NATIONALS

Painting • Applied by brush or spray

• Spraying can be carried out by robot arms • Surface must be prepared

PL E

• Must be allowed to dry

What safety precautions are needed with brushing and spraying?

What is paint?

• Contains many different materials • Main constituents are pigment, binders, solvents and additives Finishing processes

When might brushing be used instead of spraying? What painted products can you think of? Which method was used for them?

Painting

Powder coating

SA M

Talk through the bullet points with the class. Use the questions to initiate discussion. Precautions with brushing could include gloves and overalls. With spraying, these could also include goggles and face masks/breathing equipment. Brushing may be advantageous if only a small amount of painting is required, there are access limitations or if the shape of the object means a spray may not be able to reach all the areas. Spraying may give a more uniform coating.

An example of a painted product is car bodywork – this is often sprayed in the factory using robot arms, whereas repairs or single items may be resprayed by hand.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R014, TA1.2.6

CAMBRIDGE NATIONALS

Powder coating • Applies a layer of polymer to the surface

• Gives a durable, relatively thick coating

PL E

• Typical coatings are polyester or epoxy

Powder coating by dipping

• The product is heated, then dipped into polymer powder • Often uses a ‘fluidised bed’

Powder coating by spraying

• Particles are electrostatically charged • Following spraying, the product is heated to fuse the coating particles together Finishing processes

Painting

What safety precautions are needed with each method?

What are the differences between the methods of applying the coating? Powder coating

SA M

Talk through the bullet points with the class. Ideally demonstrate both processes after talking through the principles. Use the questions to initiate discussion and identify the specific differences between each process, such as when heat is applied and the equipment required.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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