AQA Level 3 Technical Level Engineering: Design Engineering/Mechatronic Engineering
Lesson Plan
AQA Level 3 Technical Level Engineering: Design Engineering/Mechatronic Engineering
Unit Number: 5
Unit Name:Production and Manufacturing
Assessment or Performance Outcome:Internal Assessment
Tutor Name:
Group orCohort
Week No. / 9
Date
Guidance Notes:
This is one lesson in an activity that spans 3 hours. The overall activity involves an introduction to the use of turning, milling and drilling using manual and CNC machines. In this lesson, the focus will be on manual turning using a centre lathe.
Please note, this lesson plan assumes that there are sufficient resources to allow learners to work individually or in pairs on centre lathes. If this is not the case, this could be taught by using a round robin approach, where pairs are using different machines simultaneously.
Length – 1 hour
Lesson Objective
All learners must be able to state the safety considerations for turning using a centre lathe
Most learners should be able to change tools, end face, part-off and turn a simple profile to tolerance on a centre lathe
Some learners could be able to bore and cut a thread using a centre lathe / Activities
Starter/Engagement activity: Short film clip of the use of turning in an industrial application. There are many suitable examples on youtube. (5 minutes)
Teacher-led: Identifying the key features of the metal lathe and the safety considerations. Demonstration of changing the cutting tool, simple turning, end face, producing a taper and parting off. This could also include measurement of the part and turning to a specified size. (15 minutes)
Paired work: on a provided pro-forma worksheet label the key parts of the centre lathe, then produce a risk assessment. (15 minutes)
Individual work: Using a centre lathe to turn a metal part. (20 minutes)
Plenary: what went well, even better if… review of the
manufactured parts, with peer feedback. (5 minutes)
Synoptic Assessment / Stretch and Challenge activities?
Cutting to a specified size and the use of tolerances links to the Mathematics for Engineers unit. If drawings are used to specify the sizes of the turned items, this could also link to the Engineering Design unit. / CLEAPSS risk assessments could be provided as a starting point for the risk assessment, with the learners tasked to customise them for their own situation and working environment.
On an individual basis, learners that make rapid progress could be shown how to bore and cut a thread using a centre lathe.
Transferable Skills and/or Soft Skills
This lesson includes both paired activity and feedback, supporting the development of communication and team working skills / English and Maths
The risk assessment activity involves the use of written English, with verbal communication between the members of each pair. Calculation of the amount of material to be removed, measurement of the parts and the use of tolerances supports maths learning.
Assessment
The risk assessments could be assessed by the teacher, to provide detailed feedback. The practical skills demonstrated will be peer assessed and reviewed by the class in the plenary. / Meaningful employer engagement
Introductory film clip supports the demonstration of the context. The turned product could be a simple part that is needed or manufactured by a local engineering company.