Extracts from the Syllabus and Notes for the Guidance of Schools

Extracts from the Syllabus and Notes for the Guidance of Schools

The reviewers of chapter 3 suggested that the reader would be helped if they could see the complete syllabus. Unfortunately the documents referenced are all out of print and the Joint Matriculation Board (JMB) no longer exists following reorganizations of the system of public examining in England and Wales. Traditionally the Matriculation Boards only published the syllabus and example questions. In this case the JMB published substantial notes for guidance on the assessment and teaching of Engineering Science. karthividhyalaya The extracts which follow from the 1972 notes expand on what is written in pages 60 to 73. Readers will find the published view of the differences between the approach of physics and that of engineering science of interest. (B3). It adds to the philosophy set out in the aims (&pp60 & 61). The syllabus concludes the extract in B1. A detailed evaluation of the syllabus is given in Carter, G., Heywood, J., and Kelly, D. T. (1986). A Case Study in Curriculum Assessment. GCE Engineering Science (Advanced). Round.thorn. Manchester .

The aims of the syllabus. In order to solve problems, the engineering scientist must be able to consider how different solutions will affect the outcome of the task. His solution will be derived from an optimisation of the resources available which takes into account the restraints imposed on the problem by technological, economic and social factors and the opportunities for innovation.http://www.karthividhyalaya.com/ The solution will generally involve the engineering scientist in the specification of a plan of action, a design, an investigation or a process, and its execution by way of administration and/or management and/or construction of an art efact or scheme. In pursuit of these activities the engineering scientist may be called on to make an original and creative contribution both in respect of the task at hand and communication with those directly concerned with the problem who may or may not be engineering scientists.The syllabus is designed to enable schools to provide courses which give an opportunity for pupils to begin to develop the abilities and attitudes required of engineering scientists. The principles and some of the factual content essential to the understanding of engineering science are outlined in the syllabus. The examination questions and course work assessment procedures illustrate how the abilities required for the definition and solution of engineering problems may be developed in the teaching/learning context through study exercises, independent reading, experimental investigations, and a major project Click here.

The objectives of the written examination and course work. A GENERAL Assessment of the achievement and development of the abilities is obtained through the written examination and moderated coursework which is internally assessed. The Board’s Notes for the Guidance of Schools(ES/N2, July 1972)on Engineering Science should be read in conjunction with this statement of the objectives of the examination and the list of subject matter.B. THE WRITTEN EXAMINATION The recall of factual knowledge, though essential to any examination, is only one of several major abilities which candidates will be required to demonstrate.In order to make these general objectives clear, there follows a detailed break-down of the abilities to be tested. The overall aim of the examination is to test knowledge and understanding of the subject matter in general terms and the ability to apply this knowledge and understanding to particular systems situations and problems. It is not suggested that it is always possible or even desirable to design an examination question to test one particular facet or ability as detailed below or that there is no overlap between the abilities tested. Questions will be selected whenever possible to test both knowledge and one or more of the abilities of comprehension, communication, application of principles, analysis,synthesis and design, evaluation and judgment.C. COURSEWORK Coursework is designed to assist in the development of many of the abilities noted under B above and in particular those in paragraphs 3, 4 and 5 of section. https://www.facebook.com/karthividhyalaya/

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