Mr Easton continues his series with some further remarks on laboratory work for S.1 students, and gives details of the S.2 experiments and the organisation of the schedule.
This is the first of a series dealing with laboratory work — its place in National Certificate courses, its organisation and its content. Mr Easton discusses here mainly the…
Abstract
This is the first of a series dealing with laboratory work — its place in National Certificate courses, its organisation and its content. Mr Easton discusses here mainly the importance of laboratory work and the proper allocation of time to it. Further articles will deal with its content at particular stages.
Concluding his series on National Certificate Mechanical Engineering laboratory work, its content and organisation, Mr Easton gives his suggestions for the A.1 and A.2 years. He…
Abstract
Concluding his series on National Certificate Mechanical Engineering laboratory work, its content and organisation, Mr Easton gives his suggestions for the A.1 and A.2 years. He also urges that a senior member of staff should be given over‐all responsibility for the pattern of laboratory work from start to finish. Discussion of the articles in this series is invited.
Having described the list of suggested experiments for Engineering Science S.1 and S.2 in his last two articles, Mr Easton now considers the experiments for the third year Applied…
Abstract
Having described the list of suggested experiments for Engineering Science S.1 and S.2 in his last two articles, Mr Easton now considers the experiments for the third year Applied Mechanics course. Attention is given to the sequence in which the experiments are performed and to correlation with other teaching.
IN FEBRUARY 1957 the sketch plans of Southgate Technical College were commenced. The Architects were the County Architect for Middlesex, H. J. Whitfield Lewis, F.R.I.B.A., the…
Abstract
IN FEBRUARY 1957 the sketch plans of Southgate Technical College were commenced. The Architects were the County Architect for Middlesex, H. J. Whitfield Lewis, F.R.I.B.A., the Assistant County Architect for Further Education, G. M. Holden, A.R.I.B.A., and the Job Architect, C. W. Pierce, L.R.I.B.A.
J.T. Maskrey, G.T. Isaacs, S.D. Ford, K.W. Easton, R.A. Dugdale and J.A. Desport
The high voltage, low pressure glow discharge is an efficient source of high energy electrons. Recent advances in the subject indicate the great scope it offers as a flexible…
Abstract
The high voltage, low pressure glow discharge is an efficient source of high energy electrons. Recent advances in the subject indicate the great scope it offers as a flexible means for delivering heat to a workpiece in a controlled manner. A wide range of beam shapes can be designed and electron beam welding at roughing pump pressures by these techniques looks promising. We describe our welding experience with point focus beams at power levels up to about 1 kW and with line and ring focus beams up to about 3 kW. Conduction limited welds were made in various metals by both conventional traversing of the workpiece and by single shot stationary application.
WITHIN THE Southgate area there has been no direct experience of technical education until now apart from the Evening Institute. This fact made it essential to nip in the bud any…
Abstract
WITHIN THE Southgate area there has been no direct experience of technical education until now apart from the Evening Institute. This fact made it essential to nip in the bud any tendency for the old ‘technical college = night school’ equation — which lingers in so many people's minds — to be applied to this College. Judging from the remarks of visitors since the College was opened, and the attitude of the students, we have largely succeeded.
From the very beginning of a course, students must be made aware of the necessity for practical experiment and observation as part and parcel of the scientific method. The first…
Abstract
From the very beginning of a course, students must be made aware of the necessity for practical experiment and observation as part and parcel of the scientific method. The first few weeks must include an exposition of the aims and objects of the work to be carried out in the laboratory. In the early stages of G.l and G, it is desirable that an adequate introduction be given to the way in which laboratory work should be written up — conveniently by the traditional method of ‘Title, Object, Apparatus, Method, Results and Conclusions’. It must be emphasised, however, that at the HNC and HND stages, this method should lead on to a write‐up which is rather in the form of a technical report, more appropriate to students of an advanced level. Otherwise, the work and write‐up can become stereotyped.
If you have been taking a close personal interest in the previous articles in this series the chances are that it was because you were going to be a full‐time teacher. If all has…
Abstract
If you have been taking a close personal interest in the previous articles in this series the chances are that it was because you were going to be a full‐time teacher. If all has gone well… you are one now. There may still be one or two points about your position that you are not clear of. This is the concluding article in the series ‘Teachers from Industry’ (see page 26 for subjects covered in the earlier articles), but questions are welcome
The author continues the series on laboratory work with a discussion of the content and organisation of the first year's work in Engineering Science. Particular attention is paid…
Abstract
The author continues the series on laboratory work with a discussion of the content and organisation of the first year's work in Engineering Science. Particular attention is paid to the development of schedules for ensuring that all S1 students perform a balanced set of experiments, as far as possible individually and inter‐linked with the relevant theory.