CB3737 - Engineering Communicationhame.uk.com/wcs/material/Eng Comms/DV9N 34 Engine… · ·...
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Learning and Teaching Pack
Engineering Communication
DV9N 34
ENGINEERING COMMUNICATION
© SQA
Publishing information
First edition
Published date: August 2007
Publication code: CB3737
First Published 2007
Published by the Scottish Qualifications Authority
The Optima Building, 58 Robertson Street, Glasgow G2 8DQ
Ironmills Road, Dalkeith, Midlothian EH22 1LE
www.sqa.org.uk
The information in this publication may be reproduced in support of SQA qualifications. If it is reproduced, SQA should be clearly acknowledged as the source. If it is to be used for any other purpose, then written permission must be obtained from the Assessment Materials and Publishing Team at SQA. It must not be reproduced for trade or commercial purposes.
© Scottish Qualifications Authority 2007
ENGINEERING COMMUNICATION
© SQA — Contents
Contents
Introduction to the Unit.....................................................................................1 Assessment information...................................................................................4 Section 1: Introduction .....................................................................................5 Introduction to this section ...............................................................................6 Assessment information for this section...........................................................6
Engineering communication .........................................................................7 Introduction ..................................................................................................7 Sketching as a form of communication.........................................................7 Computer simulation and modelling — from games to engineering systems ........................................................................................................7 Presentations — preparing materials and yourself.......................................8
Summary of this section.................................................................................10 Answers to SAQs...........................................................................................11 Section 2: Sketching ......................................................................................12 Introduction to this section .............................................................................13 Assessment information for this section.........................................................14 Outcome 1 .....................................................................................................15
Techniques.................................................................................................15 Straight lines...............................................................................................15 Curved lines ...............................................................................................16 Text ............................................................................................................16 Shapes .......................................................................................................17 Isometric views (solid objects)....................................................................18
Summary of this section.................................................................................22 Section 3: Simulation and modelling of systems............................................23 Introduction to this section .............................................................................24 Assessment information for this section.........................................................25 Outcome 2 .....................................................................................................26
Simulation and modelling of systems .........................................................26 Pneumatic circuit simulation.......................................................................27 Electronic and electrical circuit simulation ..................................................30 Modelling....................................................................................................34
Summary of this section.................................................................................35 Section 4: Presentation..................................................................................36 Introduction to this section .............................................................................37 Assessment information for this section.........................................................38 Outcome 3 .....................................................................................................39
Guidelines for producing effective presentations........................................39 Summary of this section.................................................................................55 Glossary.........................................................................................................56
ENGINEERING COMMUNICATION
© SQA — Contents
ENGINEERING COMMUNICATION
© SQA — Introduction 1
Introduction to the Unit
What this Unit is about
This Unit is about sketching 2D and 3D systems and components; developing
knowledge, understanding and skills in simulating engineering systems and
sub-systems using appropriate software; and developing oral communication
skills with respect to engineering systems or technology in general.
Outcomes
1 Sketch engineering components and system layouts using appropriate
standards and conventions.
2 Simulate, using appropriate software, engineering systems or sub-
systems.
3 Communicate the analysis and evaluation of an engineering system or
sub-system.
Unit structure
This Unit contains the following study sections:
Section number Section title Approximate study time
1 Introduction 1 hour
2 Sketching components 9 hours
3 Simulation of engineering systems
20 hours
4 Presentation 10 hours
How to use these learning materials
The recommendation is that you work through the Unit in the order shown
above. Feel free to support your study with other materials and resources. For
some of the tasks and activities (see below) you will need to have access to
suitable devices and test equipment. More details are shown in the section
listing other resources required.
ENGINEERING COMMUNICATION
© SQA — Introduction 2
Symbols used in this Unit
These learning materials allow you to work on your own with tutor support. As
you work through the course, you’ll encounter a series of symbols which
indicate that something follows which you’re expected to do. You’ll notice that
as you work through the study sections you will be asked to undertake a
series of activities and self-assessed questions (SAQs). An explanation of the
symbols used to identify these is given below.
Activity
A
This symbol indicates an activity, which is normally a task you’ll be asked to
do which should improve or consolidate your understanding of the subject in
general or a particular feature of it.
The suggested responses to activities will follow directly after each activity.
Self-assessed question
?
This symbol is used to indicate a self-assessed question (SAQ). Most
commonly, SAQs are used to check your understanding of the material that
has already been covered in the section.
This type of assessment is self contained; everything is provided within the
section to enable you to check your understanding of the materials.
The process is simple:
• You are set SAQs throughout the study section.
• You respond to these, either by writing in the space provided in the
assessment itself or in your notebook.
• On completion of the SAQ, you turn to the back of the section to compare
the model SAQ answers to your own.
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• If you’re not satisfied after checking out your responses, turn to the
appropriate part of the study section and go over the topic again.
Remember — the answers to SAQs are contained within the study materials.
You are not expected to ‘guess’ at these answers.
Remember that the activities and SAQs contained within your pack are
intended to allow you to check your understanding and monitor your own
progress throughout the course. It goes without saying that the answers to
these should only be checked out after the activity or SAQ has been
completed. If you refer to these answers before completing the activities, you
can’t expect to get maximum benefit from your course.
Other resources required
• Sketching equipment — pencil, eraser, models for drawing
• Pneumatic simulation software
• Electronic circuit simulation software
• Presentation software and data projector
ENGINEERING COMMUNICATION
© SQA — Assessment information 4
Assessment information
How you will be assessed
There will be four practical assessment tasks: one for Outcomes 1 and 3, and
two for Outcome 2. You will be required to carry out each activity and submit
appropriate documentation.
When and where you will be assessed
Each task will follow your study of each Outcome. The practicals will be
scheduled and organised by your study centre.
What you have to achieve
You must complete each task satisfactorily, including the presentation and
analysis of the results you obtain.
Opportunities for reassessment
Normally, you will be given one attempt to pass an assessment with one
reassessment opportunity.
Your centre will also have a policy covering ‘exceptional’ circumstances, for
example if you have been ill for an extended period of time. Each case will be
considered on an individual basis, and is at your centre's discretion (usually
via written application). They will decide whether to allow a third attempt.
Please contact your tutor for details regarding how to apply.
ENGINEERING COMMUNICATION
© SQA — Section 1: Introduction 5
Section 1: Introduction
ENGINEERING COMMUNICATION
© SQA — Section 1: Introduction 6
Introduction to this section
What this section is about
This section discusses the role of sketching as a means of communication
and the use of simulation software to verify circuits and systems. It also
introduces presentation techniques used when communicating a topic to an
audience.
Outcomes, aims and objectives
The aim is to provide you with relevant knowledge on sketching engineering
systems and components..
Approximate study time
One hour should be allocated to this section.
Other resources required
None
Assessment information for this section
How you will be assessed
There is no assessment for this section.
ENGINEERING COMMUNICATION
© SQA — Section 1: Introduction 7
Engineering communication
Introduction
This Unit is concerned with three aspects of communication with respect to
engineering systems.
Sketching as a form of communication
Engineers are expected to be able to sketch components which combine to
form an engineering system, or to sketch the system itself. The ability to draw
quickly and legibly is a skill that most engineers find very useful. For example,
engineers are often working on-site or away from their desk. They do not have
access to drawing software but need to communicate a system layout, or the
position or orientation of a component, to other members of staff or to
customers. The easiest way of doing this is to make a sketch of it. This sketch
can be used to show the desired information or used to draw a finished
drawing on a CAD system.
The skills that will be developed in this Unit will include both 2D and 3D
sketches of components, including text and dimensions.
? 1.1
List examples of where you think sketching would be of use to you.
Computer simulation and modelling — from games to engineering systems
Computer modelling tends to mean static or still computer images. Kitchens,
for example, are modelled in 3D to show what the layout would look like in the
actual kitchen, and a walk through can be done by the computer to show the
different views as if you were actually walking through the kitchen. These
images can be viewed from any direction, rendered to show colour and
texture, and have shadows for a more realistic effect.
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Most of you will be very aware of ‘computer simulation’ from your experiences
of games consoles or visits to theme parks, etc. A common games simulation
is driving a car — you either use keys or a mock steering wheel to drive your
way through a street or race track which is graphically displayed on a screen.
Engineers also use the same method to verify or prove that something
‘works’.
You will be shown how to generate graphical displays of engineering systems
and then how to use the software to ‘run’ the simulation, which shows the
performance of the system graphically on the screen. This can be by parts
moving or values being calculated and displayed. This gives engineers a high
level of confidence that the system is working correctly to the given
specification.
It is usually faster and cheaper to use software to mimic a real system than to
build a prototype and test it to verify that it works correctly.
? 1.2
List examples of any computer simulations or models you have used or have
seen being used.
Presentations — preparing materials and yourself
Giving a presentation to an audience can be a very daunting task for most of
us, but if your preparations are good and you use a software package to help
with the presentation, the task becomes easier, as most of the fear is
removed. There are many excellent professional presenters and actors on TV
who make mistakes from time to time. The TV programme ‘It’ll Be Alright on
the Night’ testifies to that. You should therefore not expect too much from
yourself, and your nerves will no doubt become evident prior to starting. Once
you have started the process, it becomes easier, and you eventually become
more relaxed and the presentation starts to flow more freely.
Presenters use different styles. Take Jonathan Ross for example — his
presentation style is humorous, relaxed, and he looks as though he is
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© SQA — Section 1: Introduction 9
enjoying himself. On the other hand, Trevor MacDonald is much more serious
and thoughtful, but is still an excellent presenter for the type of programmes
he does, as is Jonathan Ross for his shows.
? 1.3
Write down the names of presenters you have seen on TV or otherwise,
stating their particular strengths or style.
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Summary of this section
In this section you have been introduced to sketching 2D and 3D shapes and
components, the use of computers for simulation of electrical and pneumatic
circuits, and techniques for giving a presentation to an audience.
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Answers to SAQs
? 1.1
List examples of where you think sketching would be of use to you.
You might have included: directions to your house, changes to a house, a part
or component that has to be made, etc.
? 1.2
List examples of any computer simulations or models you have used or have
seen being used.
You might have included: car designs, electronic circuits, houses/buildings,
specific computer games, arcade simulators, etc.
? 1.3
Write down the names of presenters you have seen on TV or otherwise,
stating their particular strengths or style.
Noel Edmonds — lively, warm, friendly and funny
Sir Patrick Moore — slow paced, deliberate and serious
Jackie Bird — friendly, serious and factual
ENGINEERING COMMUNICATION
© SQA — Section 2: Sketching 12
Section 2: Sketching
ENGINEERING COMMUNICATION
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Introduction to this section
What this section is about
This section of the pack gives more detail on sketching techniques and styles,
the use of text and dimensions, and keeping drawings to scale and in
perspective.
Outcomes, aims and objectives
After studying this section you should be able to sketch 2D and 3D
components and systems to scale and in the correct proportions, and add
legible and neat text and dimensions using BS conventions.
Approximate study time
Nine hours should be allocated to the study of this section.
Other resources required
Appropriate models for simple and complex sketching
ENGINEERING COMMUNICATION
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Assessment information for this section
How you will be assessed
You will be assessed by completing a practical task involving the sketching of
components and systems.
When and where you will be assessed
You will be assessed at the end of the study period at your study centre.
What you have to achieve
You have to sketch components and systems which are correct and in
proportion, and use text and dimensions to the correct standard.
Opportunities for reassessment
If necessary, you will be reassessed on a different set of properties.
ENGINEERING COMMUNICATION
© SQA — Section 2: Sketching 15
Outcome 1
Sketch engineering components and system layouts using appropriate standards and conventions.
Techniques
Use a soft pencil (eg HB) to achieve a range of line definitions. Light
construction lines do not need to be erased — they will not show up on a
photocopy and very dark lines will photocopy black and define the final shape.
Lines drawn quickly and confidently look better. A slow, shaky line looks as
though it was drawn with an unsure hand.
Sharp lines tend to magnify errors. Fuzzy edged shapes usually ‘appear’ more
as they should, ie use a rather blunt pencil to sketch as a sharp pencil gives
sharp lines which can give the illusion of larger errors.
Straight lines
Mark ‘guide points’ at each end of the line. Move the pencil between the
points a couple of times just clear of the paper to ‘learn’ the path.
Draw a couple of light construction lines between the points and then go over
the ‘best line’ to give a darker definition.
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Curved lines
Draw light guidelines. These can be centre lines and/or points at the curve’s
extremities.
Use parts of complete ellipses or circles as guidelines for a curve.
For complex curves, you can use a ‘join the dots’ technique.
Text
Draw light horizontal lines to give guidelines for a regular character height.
Use a character height of about 4 mm; it is difficult to keep text neat when it is
larger than this.
Character length and spacing can be judged by the eye unless the lettering
needs to be very large. Capital letters are easier to draw and easier to read.
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Shapes
Square/rectangle
Construct shapes using lines. Most of the lines will be construction lines, so
draw them lightly.
Initial outlines should be drawn with the correct sizes or proportions in mind.
Use marker points to identify extreme or important edges and use these
marker points to generate the desired shapes.
Use diagonals or centre lines to identify the centre of a square or rectangle.
Circles/ellipses
Draw a box which can be used to ‘frame’ the circle or ellipse, either for sub-
division into smaller squares or rectangles, or for the construction of circles or
ellipses. A circle will touch an enclosing square at the centre of each of its
edges.
An ellipse is symmetrical about two axes and it still touches the squashed
square at the centre of its edges.
A very close approximation of an ellipse can be constructed with circular
curves of two different radii.
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Isometric views (solid objects)
An isometric view is based upon three axes.
Study the object and decide on the position and angle of view that will show
the important features of the object most clearly.
Look for symmetry in objects.
Use light construction lines, eg centre lines or edges, to help form shapes and
keep the sketch in proportion.
Construct solid objects from lines and complete shapes.
Use light guidelines for both seen and unseen edges of the object.
Go over your light guidelines only when you are completely satisfied.
Build up more complex objects in stages.
Assemble the object from simple solids such as cubes or spheres, square,
rectangular, triangular, circular or elliptical prisms, pyramids or cones.
Look for common axes to help the alignment of shapes.
Be prepared to make adjustments by rubbing out and redrawing faint
guidelines, several times if necessary, to ensure that proportions are correct
and that the sketch of the object will make best use of the available drawing
area.
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ENGINEERING COMMUNICATION
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Note: All construction lines in the examples appear much darker than they
should be. This has been done deliberately to clearly demonstrate how they
are used. They should be just dark enough for you to see.
A 2.1(a)–(h)
The models shown below are examples of components and systems that
could be used for sketching.
For each of the components/systems shown in the pictures below, use the
actual/physical model to sketch the following:
• front elevation with four dimensions and text
• plan with two dimensions and text
• isometric view with text.
All sketches should be neat, correct, in proportion, use appropriately sized
text, and dimensioned to BS.
ENGINEERING COMMUNICATION
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Answers to activities
A 2.1(a)–(h)
Appropriate drawings/sketches based on the models/components/systems
used.
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© SQA — Section 2: Sketching 22
Summary of this section
In this section you have studied sketching techniques used by engineers and
others to communicate shape, size, material, and scale of components and
systems. You have had the opportunity to draw/sketch a number of
components and systems which can be used to convey the correct
information to others.
ENGINEERING COMMUNICATION
© SQA — Section 3: Simulation and modelling of systems 23
Section 3: Simulation and modelling of systems
ENGINEERING COMMUNICATION
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Introduction to this section
What this section is about
This section discusses the use of software for computerised simulations of
circuits/systems.
Outcomes, aims and objectives
After studying this section you should be able to draw an electrical circuit and
a pneumatic circuit and verify their operating performance.
Approximate study time
You should spend approximately 20 hours studying this section.
Other resources required
Software for electrical and pneumatic circuit design and testing
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© SQA — Section 3: Simulation and modelling of systems 25
Assessment information for this section
How you will be assessed
You will be assessed by completing a practical task involving the drawing of a
pneumatic circuit and an electric circuit using appropriate software, simulating
the circuits’ outputs, and verifying the circuits’ outputs/responses.
When and where you will be assessed
You will be assessed at your study centre when you have completed studying
this section.
What you have to achieve
You have to draw an electrical and pneumatic circuit, simulate the circuits
using the software, and document the system responses.
Opportunities for reassessment
If necessary, you will be required to simulate other electrical or pneumatic
circuits.
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Outcome 2
Simulate, using appropriate software, engineering systems or sub-systems.
Simulation and modelling of systems
Simulation is more than just a technology, as it forces engineers to think about
systems in wider terms, eg system behaviour, component values, component
behaviour, component interfaces, signal conditioning, and about the fact that
systems are more than the sum of their components.
Simulation and modelling can provide engineers with insights into the designs
of processes, architectures, circuits or product lines before significant time
and money have been invested. They can also be of great benefit in the
support of education and training as trainees can develop skills and
knowledge without the risk of damage to real systems. Simulation is being
increasingly emphasised by industry, where there is evidence that its impacts
on cost, quality, and schedule can be substantial.
Pneumatic or electronic circuit design can be very useful for designing
effective processes and systems, and for predicting the resources needed in
order that the outputs/motions, etc can meet the specification set by the
designer.
Traditionally, revised or new processes or circuits are improved through
operation of the real system. This can be expensive and risky. Simulation can
provide considerable insights into how a process or circuit will work, prior to its
manufacture and implementation. This can help the designer assess
alternatives, and show that a specific design performs in a manner that meets
the specification. In this way, processes can be pre-tested, and approval is
more likely to be obtained from management. Simulation of validated models
can produce very specific and credible solutions to engineering tasks.
Simulation is not perfection. The predictive power of simulation is strongly
dependent on how well the models are validated. While many engineering
fields can base their models on established theories and laws, the real
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© SQA — Section 3: Simulation and modelling of systems 27
systems and components are manufactured to set tolerances and can
therefore be more error prone.
Simulation is a simplification of the real world, and therefore should be taken
as an approximation.
Graphical simulation tools are now used as standard design tools. These tools
allow rapid model development through using, for example:
• drag and drop of iconic building blocks
• graphical element linking
• syntactic constraints on how elements are linked.
Also, these tools
• are less error prone.
• require significantly less training.
• are easier to understand and communicate to non-technical staff.
Pneumatic circuit simulation
Pneumatic components are selected from a menu palette using the mouse
and placed in position on the screen. The individual parameters of the
components are set, and then they are connected together using a ‘virtual
pipework’.
Once the pneumatic circuit has been assembled, it can be simulated on the
screen. This type of simulation will model the motions of a real circuit.
3/2 Valves, shuttle valve and single acting cylinder
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© SQA — Section 3: Simulation and modelling of systems 28
A 3.1
Pneumatic circuit simulation exercises
Please ensure your tutor checks each of the circuit simulations before you
attempt the next one.
Draw circuits 1 to 5 shown below and simulate their operation.
1 3/2 Valve and single acting cylinder
2 3/2 Valves, shuttle valve and single acting cylinder
ENGINEERING COMMUNICATION
© SQA — Section 3: Simulation and modelling of systems 29
3 5/2 Valve and double acting cylinder
4 5/2 Valve and double acting cylinder with speed control on piston
extension
ENGINEERING COMMUNICATION
© SQA — Section 3: Simulation and modelling of systems 30
5 Double and single acting cylinders in sequence
Answers to activity
A 3.1
The completed circuits should look like the circuits given in the question.
The pneumatic simulations should be checked by the tutor for correct
movements and timing.
Electronic and electrical circuit simulation
Electronic or electrical components are selected from a menu palette using
the mouse and placed in position on the screen. The individual parameters of
the components are set and then they are connected together using a ‘virtual
wire’.
Once the electronic circuit has been assembled, it can be simulated on the
screen. This simulation will model the output values or component values of a
real circuit. It is usual to add measuring devices like a voltmeter, ammeter or
other display devices to the circuit to read these values.
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© SQA — Section 3: Simulation and modelling of systems 31
A 3.2
Electronic and electrical circuit simulation exercises
Your tutor should check each simulation prior to moving on to the next one.
1 Draw the series resistor circuit shown below and identify the voltage by
simulating the circuit.
+V
R1
1.0 kohm_5%
V1
12 V
+V
R2
2.0 kohm_5%
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2 Draw the parallel resistor circuit shown below and identify the voltages by
simulating the circuit.
R1
1.0 kohm_5%V1
12 V
R2
2.0 kohm_5%+
V+
V
3 Draw the voltage divider circuit shown below and identify the voltages by
simulating the circuit.
+V
R1
1.5 kohm_5%V1
12 V
R2
90.9 kohm_1%+
V
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4 Draw the elementary bridge rectifier circuit as shown below, simulate the
circuit, and use an oscilloscope to identify the output waveform.
+
XSC1
GT
BAV1
10 V7.07 V_rms1000 Hz0°
D1
1J4B42
1
3
4
2
5 Draw the basic bridge rectifier circuit as shown below, simulate the circuit,
and use an oscilloscope to identify the output waveform and determine the
difference the capacitor has on the output from the circuit.
+
XSC1
GT
BA
V1
10 V7.07 V_rms1000 Hz0°
D1
1J4B42
1
3
4
2
1 μFC1+
ENGINEERING COMMUNICATION
© SQA — Section 3: Simulation and modelling of systems 34
Answers to activity
A 3.2
The completed circuits should look like the circuits given in the question. The
output voltages should be verified by the tutor.
Modelling
Many systems can be designed and tested on a computer. This allows the
engineer to check for its validity or performance. Once it has been drawn, the
engineer can change the parameters of components and then model the
output response of the system. This can help the engineer get the optimum
response without having to build different systems or circuits for each
modification he wishes to make. This reduces the time and expense that
would be incurred by having to build and test each version/model of a
system/circuit.
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© SQA — Section 3: Simulation and modelling of systems 35
Summary of this section
In this section you have developed the skills necessary to draw electrical and
pneumatic circuits/systems using graphical software, run circuits as a
simulation, and verify the outputs from them.
ENGINEERING COMMUNICATION
© SQA — Section 4: Presentation 36
Section 4: Presentation
ENGINEERING COMMUNICATION
© SQA — Section 4: Presentation 37
Introduction to this section
What this section is about
In this section, giving a presentation to an audience is considered from both
the point of view of techniques used by a presenter and the use of software to
aid in the process of presentations.
Outcomes, aims and objectives
After studying this section you should be able to design a computerised
presentation, using software that uses text and graphics, which can be
projected onto a large screen for the audience to view. Techniques and styles
of presenting are also developed to raise confidence levels when standing
before an audience and giving a presentation.
Approximate study time
You should allocate 10 hours to this section.
Other resources required
• Computer with presentation-based software
• Data projector
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Assessment information for this section
How you will be assessed
You will be assessed by completing a practical task involving you giving a
presentation to an audience.
When and where you will be assessed
You will be assessed at your study centre when you have completed studying
this section.
What you have to achieve
You have to present a topic to an audience using computer software as an aid
to your talk.
Opportunities for reassessment
If necessary, you will be required to present your topic again.
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© SQA — Section 4: Presentation 39
Outcome 3
Communicate the analysis and evaluation of an engineering system or subsystem.
Guidelines for producing effective presentations
The presentation slides shown below show the skills and techniques required
to give an effective presentation.
Presentation Skills
and Techniques
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© SQA — Section 4: Presentation 40
Presentation Components
5538
70
20
40
60
Visual Vocal Verbal
Visual• Body language• Gestures• Eye contactVocal• Sound• Tone• VolumeVerbal• Words
Typical Body Language
• Rapid eye blinking• ‘Steepling’ fingers• Clenching fists• Folding arms• Drumming fingers• Looking towards
the sky/ceiling
• Hands touching mouth or nose
• Raising eyebrows• Tilting head
forward• Leaning away• Hands in pockets• Fiddling with a pen
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© SQA — Section 4: Presentation 41
Gestures
• Let them help highlight points• Don’t plan gestures; let them happen• Use your hands, arms or face to give extra
importance to points
Eye Contact
• ‘Communicate’ with your audience• Distribute your gaze evenly• Hold for no longer than 3–5 seconds• Look them in the eyes
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© SQA — Section 4: Presentation 42
Voice
• Use a variable tone• Don’t talk too fast• Make sure your
voice has enough volume
• Use your voice to emphasise important points
Verbal
• Organise your presentation into logical sections
• Don’t memorise everything, use notes• Use words that your audience will
understand
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© SQA — Section 4: Presentation 43
Presentation Structure
• Three parts of a speechIntroduction– Tell them what you are going to tell themMain section– Tell them itConclusion – Tell them what you just told them
Practice your Presentation
• 5 Ps — Proper Planning Prevents Poor Performance
• 90% of success is in preparation• Record or videotape yourself• If possible, practise with an
audience
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© SQA — Section 4: Presentation 44
Preparation Steps
• Establish your purpose or objectives• Create a title/opening• Prepare the main part of the presentation
– 1 to 3 main points per objective– emphasise key themes or points
• Draw up conclusions– summarise key points
Opening
• The opening must ‘grab’ the audience’s attention– Startling statement– Question– Quote– Personal experience– Humour– Visual aids– Begin with the end
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© SQA — Section 4: Presentation 45
Startling Statement
• Aviation fuel has the biggest single effect on the ozone layer!
WE MUST HALVE THE NUMBER OF FLIGHTS WE TAKE!
Question
• How are YOU going to heat your house when gas starts to cost you £300.00 per week?
ENGINEERING COMMUNICATION
© SQA — Section 4: Presentation 46
Quote
• You do not lead by hitting people over the head — that's assault, not leadership.
DWIGHT D. EISENHOWER
Personal Experience
• If I had known the problems the company would cause me, I would have gone and bought it from eBay!
ENGINEERING COMMUNICATION
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Humour
Sorry Mr Jagger, I can’t see the Rolling Stones having any future in
the music industry
Music Review 1963
Visual Impact
ENGINEERING COMMUNICATION
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Begin With The End
• If you take the advice I’m going to give:– your business will be running 50% more
efficiently– you will have fewer staff absences– and you will reduce your wastage by 10%
Visual Aids• Use a prototype or model to help
explain a principle or product• Ensure it is big enough for everyone to
see• Use a video camera and a large TV or
screen to enhance the details of your model
ENGINEERING COMMUNICATION
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Colour
• Include no more than four colours per slide• Use dark text on a light background or
light text on a dark background• Maintain the same background colour or
style throughout• Don’t use red for text• Avoid red/green contrasts (audience
colour blindness)
Graphics• Bar charts
– Show comparisons of data over a specific time
• Line charts– Show data over many time periods,
show trends• Pie charts
– Show relation of parts to a whole• Organisation charts
– Show hierarchy and reporting relationships
ENGINEERING COMMUNICATION
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Graphics
• Cartoons– Add humour and
interest, help get the point across more memorably
• Photos– Add interest and realism
• Symbols– Represent concepts and
ideas without words
Text
• Use short titles• Express only one thought per slide• Use upper-case and lower-case text• Don’t mix fonts
– Sans-serif vs. serif (Arial, Times)• Use bold text to emphasise points• K.I.L.L.
– Keep It Large and Legible
ENGINEERING COMMUNICATION
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Questions and Answers
• A.L.A.R.M.– Anticipate possible questions
and prepare answers– Listen to questions– Repeat or rephrase if necessary– Answer concisely– Move on to the next question
Your success will depend upon your
preparation.
ENGINEERING COMMUNICATION
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A 4.1
Presentation exercise
Complete the five slides to the specifications given below each slide.
Slide 1
Communication
‘The single biggest problem in communication is the illusion that it has taken place.’
George B ernard Shaw
Insert a ‘title slide’ and insert the text ‘Communication’ in the title box. Insert
an example of clipart and a picture which are in the context of
‘communication’.
In the other text box, using Arial font, text size 24 and centralised justification,
insert the quote: ‘The single biggest problem in communication is the illusion
that it has taken place.’. Insert the name George Bernard Shaw using Harlow
Solid Italic font, text size 20 and left hand justified.
ENGINEERING COMMUNICATION
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Slide 2
Types of Communication
• Text• Voice• Graphical• Video• Picture• Body language
Insert the text shown in a ‘title and text’ slide; use the ‘dissolve’ slide transition
to introduce each text line with a click of the mouse button.
Slide 3
Energy Systems
Conventional:• Coal power • Gas power • Nuclear power • Wood fuelled
Renewable:• Wind turbine• Solar – hot water• Solar – Photovoltaic• Geothermal• Wave• Tidal
Insert the text shown in a title and two box slide; use the ‘appear’ slide
transition to introduce each line of text with a click of the mouse button.
Insert a background colour which gives a contrast to the text colour.
ENGINEERING COMMUNICATION
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Slide 4
EngineeringEngineering
MechanicalMechanicalElectricalElectricalElectronicElectronicMechatronicMechatronic
Synergy of electronic, mechanical Synergy of electronic, mechanical and computer control and computer control engineeringengineering
Fabrication and WeldingFabrication and WeldingAircraft EngineeringAircraft Engineering
Insert a ‘title and text’ slide; insert the text as shown; indent the sub-text for
mechatronics. Apply a ‘slide design’ to this slide, similar to the design shown
above.
Slide 5
GraphicsFuel Hopper
Insert a ‘title only’ slide; insert autoshape, arrow and text box as shown. Draw
the house using draw commands and insert wordart text ‘design’ above the
graphic.
Answers to activity
A 4.1
Solution slides should look like the slides given in the question.
ENGINEERING COMMUNICATION
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Summary of this section
In this section you have studied how to prepare software to aid a presentation
and developed the skills necessary to give a presentation in front of an
audience.
ENGINEERING COMMUNICATION
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Glossary
Term Definition of term
Sketch To draw freehand
BS British Standard
Computer modelling Static representation of real systems
Computer simulation Computer software which gives an output based on inputs put into the system
Data projector Used to project the computer monitor graphics onto a large screen