Session: 2022/23
Last modified: 26/03/2022 22:46:12
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Title of Module: Advanced Computer Aided Design |
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Code: ENGG10018 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Parag
Vichare |
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| Summary of Module |
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Advances in CAD over the past 20 years have facilitated huge increases in product complexity. This module will introduce students to the state-of-the-art modelling, analysis and feasibility/optimisation methods currently used within the design process, focusing strongly on the use of surface modelling techniques. Students will be given an introduction to advanced surface modelling techniques including geometric data acquisition, manipulation and editing. In addition, students will be given an overview of the technologies and approaches required to manipulate complex assemblies with large number of components (eg aircraft structures).
This module will introduce students to the current state-of-the-art technologies and approaches (eg explicit/direct modelling, non-native geometric data manipulation) in order to undertaking Multi-CAD, collaborative design projects. Various Product Data Management (PDM) aspects covered under this module will prepare students for industrially focused CAD case scenarios, with a view to get practical experience of the current CAD technologies adopted by engineering industries.
During the course of this module students will develop their UWS Graduate Attributes. Academic Universal and Work-ready attributes: Students will gain knowledge and understanding of this important discipline as well as having the opportunity to develop a broad range of ICT, technical and transferable skills.
This module has been reviewed and updated, taking cognisance of the University’s Curriculum Framework principles. For example, module will be delivered mainly by an innovative laboratory demonstrations, recorded lecture content supporting students to organise their own study time and the use of real-world practical problems, industry standard Computer Aided Engineering activities developing digital intelligence meta-skills.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Create, manipulate and edit complex surface geometry and convert surface models into solid models.
L2.
Demonstrate applicability of different assembly structures for given re/design case scenario.
L3.
Demonstrate ability to undertake direct / synchronous modelling approaches for implementing design changes in collaborative product development
L4.
Demonstrate ability to undertake design optimisation studies |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Knowledge and understanding of computer aided design methods and techniques associated with the process of data generation in industrial design.
Specific knowledge and understanding of the application and practices associated with surface and solid modelling methods and the specific tools associated with the communication of design and manufacturing concepts.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Applying knowledge and understanding to develop design and manufacturing strategies for a range of consumer and industrial product types.
Assessing different design strategies with respect to obtaining appropriate efficient solutions to design and manufacturing problems.
Making use of specialised computer aided design techniques to simulate design and enable manufacturing processes and to generate appropriate data.
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| Generic Cognitive skills |
SCQF Level 10.
Undertaking and assessing complex definitions and requirements. Making judgments on appropriateness of solution methods and strategies for engineering and design simulations.
Perform at a conceptual level when planning and designing.
Bringing information together from a variety of sources during problem solving.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Ability to perform, interpret and evaluate numerical, geometrical and graphical data to create simulations and solve engineering and design problems.
Ability to use variables and equations as well as plan open ended tasks.
Using communications skills to write technical reports, including text and illustration and making use of appropriate 3D methods to produce design and manufacturing information.
Using computer aided design hardware and software and associated ICT equipment such as networks to support and perform a variety of simulation tasks.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Identifying and addressing their own learning needs both during and out with class time.
Identifying solution routes and strategies using their own initiative.
Team-working with peers and support staff.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
ENGG08002
| Module Title:
Computer Aided Design CAD
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| Other: | or equivalent |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
| Learning and Teaching |
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| The learning and teaching activity for this module include lectures, laboratories, tutorials, practical activities and the advanced application of software. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
PTC Creo + 40 seat PC Lab
University Metrology and CNC laboratories
Corresponding network facilities and suitable PCs. Software site licences required.
Course notes, presentations and case studies will be provided.
C. McMahon J. Browne, ’CAD/CAM from Principles to Practice’, Addison-Wesley Publishing Co, ISBN 0-201-56502-1
I. Zeid, ‘Mastering CAD/CAM’, McGraw Hill Higher Education (2004), ISBN: 0072868457
Shah, J. J., Anderson, D., Kim, Y. S., & Joshi, S. (2001). A discourse on geometric feature recognition from CAD models. Journal of computing and information science in engineering, 1(1), 41-51.
Chang, Kuang-Hua (2015). e-Design. Academic Press, Boston, ISBN: 978-0-12-382038-9
David M, Rowe F (2016) What does PLMS (product lifecycle management systems) manage: Data or documents? Complementarity and contingency for SMEs. Computers in Industry 75:140-150. doi:http://dx.doi.org/10.1016/j.compind.2015.05.005
Cantamessa M, Montagna F, Neirotti P (2012) An empirical analysis of the PLM implementation effects in the aerospace industry. Computers in Industry 63 (3):243-251. doi:http://dx.doi.org/10.1016/j.compind.2012.01.004
Pottmann H, Leopoldseder S, Hofer M, Steiner T, Wang W (2005) Industrial geometry: recent advances and applications in CAD. Computer-Aided Design 37 (7):751-766. doi:http://dx.doi.org/10.1016/j.cad.2004.08.013
Fuh JYH, Li WD (2005) Advances in collaborative CAD: the-state-of-the art. Computer-Aided Design 37 (5):571-581. doi:http://dx.doi.org/10.1016/j.cad.2004.08.005
Steven G. Smith, ‘Pro/ENGINEER Wildfire 3.0 Introduction to Surface Modelling’, ISBN: 1-930933-58-4
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
Supplemental Information
| Programme Board | Engineering |
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| Assessment Results (Pass/Fail) |
Yes
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| Subject Panel | Engineering |
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| Moderator | Adelaide Marzano |
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| External Examiner | F Inam |
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| Accreditation Details | Contact School for current details |
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| Version Number | 2.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Written Assignment (50%) |
| Written Assignment (50%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The programme leaders have considered how the programme meets the requirements of potential students from minority groups, including students from ethnic minorities, disabled students, students of different ages and students from under-represented groups. Students with special needs (including additional learning needs) would be assessed/accommodated and any identified barriers to particular groups of students discussed with the Enabling Support Unit and reasonable adjustments would be made for classes and site visits.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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