University of the West of Scotland

Undergraduate Programme Specification

Session: 2021/22

Last modified: 21/04/2021 13:16:54

Named Award Title:BEng (Hons) Mechanical Engineering (Sandwich Available) Single

Award Title for Each Award: BEng (Hons)  Mechanical Engineering (Sandwich Available)
BEng  /BSc Mechanical Engineering
Dip HE  Engineering
Cert HE  Engineering Science

Awarding Institution/Body: University of the West of Scotland
Language of Instruction & Examination: English
Award Accredited By:Institution of Mechanical Engineers
Maximum Period of Registration:Full time: 6 years.
Mode of Study:Full Time
Part Time
Campus:Paisley

School:School of Computing, Engineering and Physical Sciences
Programme Leader:Esther Smith

Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

SQA National Qualifications

SQA Highers-BBBC including Maths and Physics or BBBC including Higher Maths at B grade and National 5 Physics at B grade (102 UCAS Tariff points)


or GCE

A Levels- CCD including Maths and Physics (88 UCAS Tariff points)


or SQA National Qualifications/Edexcel Foundation

An appropriate HNC/HND award with the level of entry and/or credit awarded being subject to the content of the HN programme and marks for Graded Units. All advanced entry will be considered on an individual basis.


Other Required Qualifications/Experience

Applicants may also be considered with other academic, vocational or professional qualifications deemed to be equivalent. We welcome applications from international students with equivalency of qualifications. Scholarships may be available on application.


Further desirable skills pre-application


General Overview

22 Programme Overview (1)

General Programme Aims

* To provide an accredited honours degree course in the area of mechanical engineering that meets the needs of industry by providing high calibre graduates who have good academic underpinning in the subject discipline combined with good quality personal, practical and transferable skills.

* To give students a comprehensive and detailed understanding of the core disciplines associated with mechanical engineering, design and the associated sciences and mathematical subjects necessary to support this knowledge.

* To develop the student’s personal skills and attributes, particularly with respect to developing sound problem solving skills and the opportunity to acquire skills in engineering assessment and judgement.

* To provide balance between the vocational skills necessary for the needs of employers and the more fundamental scientific principles necessary to underpin an accredited honours programme.

* To cultivating an attitude of professionalism, and develop good communication skills.

* To develop skills in team working, project planning, and management, as well as a basic understanding of economic and business practices.

* To develop an awareness of the environment in terms of materials and sustainability.

* To emphasise to students their future role and responsibility as engineers contributing to the needs of society.

* To provide the student with the opportunity to obtain relevant work experience through the opportunity for sandwich placement during their studies.


General Learning Outcomes for the Programme

On successful completion of the BEng Mechanical Engineering programme, students should have gained a substantial and relatively broad based knowledge of mechanical engineering. The BEng Mechanical Engineering programme has been designed to meet the following core learning outcomes:

22K - Knowledge and Understanding;
Students successfully completing the programme will have;

(K1) - Developed an understanding of fundamental natural laws and their relevance to general mechanical engineering, design and associated specialisations;

(K2) – Developed an understanding of the supporting science and mathematics necessary for a career in the mechanical engineering environment;

(K3) - Developed knowledge and appreciation of the science, engineering and properties of materials used in engineering and design, as well as the equipment and processes used in manufacture, as well as an awareness of basic workshop practices;

(K4) - Gained and understanding of the design processes and methodologies currently practised;

(K5) – Gained and understanding of basic engineering and economic business models and practice;

(K6) – A basic understanding of the position and responsibilities of engineers in society.


22I - Intellectual Abilities
Successful students from this programme should;

(I1) – Have developed critical, analytical problem-based learning skills and the transferable skills to prepare the student for graduate employment;

(I2) – Have develop the ability to apply the Knowledge and Understanding (section 22K), in conjunction with observed information, to the solution of mechanical engineering and design problems;

(I3) – Have developed the ability to undertake typical mechanical engineering design, appreciating the variety of design solutions possible;

(I4) – Be able to interpret numerical data or information from a wide variety of sources,

(I5) – Be able to apply engineering or mathematical models to the analysis of common systems, processes and artefacts;

(I6) - Understand the implications and constraints imposed by issues such as health and safety, costs, sustainability;

(I7) – Be aware of the need to adhere to and comply with codes of practice.
 

22P - Practical Skills
Successful students from this programme should be able to;

(P1) - Demonstrate an understanding of, and an ability to apply computer aided engineering design tools to practical engineering problems;

(P2) – Utilise computer software and numerical modelling methods in the solution of engineering and design problems;

(P3) – Utilise and be aware of basic laboratory apparatus and procedures;

(P4) – Produce technical reports and oral presentations as well as have the ability to create engineering drawings, 3D models and appropriate engineering graphics;

(P5) - Demonstrate awareness of the basic procedures used for project and business management;


22G - General Transferable Skills
Successful students from this programme should be able to;

(G1) - Demonstrate the ability to communicate clearly and concisely by means of all the currently recognised communication media;

(G2) - Demonstrate the skills required for both autonomous practice and team-working, including the ability to manage time and resource efficiently;

(G3) – Understand the need to engage in lifelong learning, study and enquiry, and to appreciate the value of education to society;

(G4) – Have an awareness of the continuing development of mechanical engineering technology and an appreciation of the need for continued study and personal and professional development throughout a career leading to Chartered Engineer status;

(G5) – Demonstrate a high level of generic IT skills;

(G6) – Have the ability to undertake group project work or individual project work;


General Description of the Programme

There are three broad themes running throughout the programme.

The principal theme is firmly based on developing an understanding of the fundamental engineering principles in conjunction with developing the inter-personal and transferable skills necessary to effectively contribute as a Chartered Engineer.

The second theme is the integration of academic study with industrial practice and application. This is most fully developed through the use of industrial based examples allied together with aspects of mechanical design, individual and group project work and the application of concurrent engineering philosophies and methods facilitated through the use of the School’s extensive laboratory and design facilities.

The third theme is the study of project and business management in order to strengthen and broaden the student’s management skills required at the highest levels of the Engineering profession.

Mechanical engineers are concerned with the planning, design, manufacture, testing, installation and commissioning of engineering components and products. Careers for qualified mechanical engineers are varied, ranging from new product development, engineering design, analysis or manufacture, primarily in the private sector.

The main subjects covered in the programme are as follows:

Mechanics of Materials
Elements of Machine Design
Dynamics and Vibration
Thermodynamics and Fluid Mechanics
Computer Aided Design
Finite Element Analysis
Computational Fluid Dynamics
Materials and Manufacture
Mathematics
Renewable Energy
Industrial Management
Electronics and Control
Project Management
Workplace Learning

Employment Prospects

At present there is a shortage of graduate mechanical engineers in the UK. The University’s Mechanical Engineering graduates gain employment throughout the UK and overseas in engineering and manufacturing companies, consulting engineers, engineering contractors and also research activities.

Professional Exemptions

The BEng (Hons) degree is accredited by the Institution of Mechanical Engineers. This means that the Honours degree partly fulfils the academic requirement for Chartered Engineer. A graduate with this status may progress to Chartered Engineering status after appropriate further study such as an accredited Postgraduate Diploma or an accredited Masters degree.
 

The BEng (Hons) degree partly fulfils the academic requirements for a Chartered Engineer. A graduate with an accredited degree may progress to Chartered Engineering status after appropriate further study such as an accredited Postgraduate Diploma or an accredited Masters degree.

The teaching and learning methods employed by staff in the delivery of the module portfolio covers a wide range of established as well as some novel approaches. Much of this is left to the professionalism of the staff delivering the material with traditional lectures and tutorials still forming the basis for much of the teaching and learning within the School. Extensive use is also made of laboratories, seminars, group work, independent learning and demonstrations. More use is now being made of problem-based learning materials in the teaching environment. One of the main objectives in this area is to keep teaching materials as interesting and as relevant as possible to ensure student enthusiasm for the subjects being presented. Staff make full use of all technologies when delivering materials to students including high quality printed notes, use of multi-media presentations and extensive use of the internet/electronic technology or other appropriate e-learning strategies. The School has a policy of using small tutorial groups in the key subject areas and either sub-divides cohorts into small groups or increases staff numbers in classroom or laboratory environments. All modules are taught by subject experts and for final year students staff make use of materials and topics raised through their professional activities whether research or consultancy based. Many case studies and examples of applications are taken from live industrial situations. The School has always taken a lead in the use of IT to either deliver material or to supplement and reinforce the traditional teaching and learning approaches. Students currently have access to high specification workstations in state of the art air conditioned laboratories. Students and staff have personal accounts for the School facilities and students are able to gain 24 hour access to the IT facilities seven days per week.

Staff make extensive use the networks to deliver materials electronically. Indeed, all modules are now supported electronically, providing notes, copies of lectures models, videos etc. The standard system for providing a VLE (Virtual Learning Environment) within the University is a system known as Moodle. This is also extensively used by staff from the School for dissemination of materials and information regarding module administration. Students can also contact staff via e-mail or vice-versa. Students are supplied with staff contact details (including e-mail addresses) in the Programme Handbooks. There are examples within the School where staff make use of the VLE to perform additional teaching and learning activities such as on-line tests and asessments. A variety of assessment methods are used throughout the programmes. These range from class tests, laboratory reports, design assessments, individual and group presentations and formal examinations. In first year, assessment is by class test, coursework and exams. This aims to build confidence in the student’s ability to pass modules. Both group project work and individual project work are incorporated into the curriculum so that students develop their learning skills associated with group and independent working as well as giving presentations on their work. Formative feedback and constructive comments are given to the student on their work. Anonymous marking is undertaken, where possible. Honours projects and group projects are double marked. Mixtures of formative and summative methods are used in the assessment of student performance within the School. It is recognised that while most assessments are summative in nature, demands from students have indicated a desire for more assessment which delivers regular feedback. Where possible, this has been attempted but it is noted that this puts extreme demands on the available time that academics have for marking. There are a number of modules with PDP elements that are integrated within the module content (e.g. Project Management). However there are additional hours and a number of PDP activities that will be scheduled and presented out with the selected modules in accordance with School PDP guidelines. These will be presented, where possible, on the normal days of student attendance or during induction.


Graduate Attributes, Employability & Personal Development Planning

Graduate Attributes

UWS’ Graduate Attributes focus on academic, personal and professional skills and throughout the programmes that these skills develop graduates who are universally prepared, work-ready and successful. The Mechanical Engineering programme provides opportunities throughout the levels to enable these skills to be developed and focussed appropriately.

Mechanical Engineering knowledge is assembled throughout the programme and wherever possible digital literacy skills and ability to provide effective solutions is enhanced utilising industry standard appropriate technologies such as MATLAB, MATHCAD, CAD, FEA and CFD software.

Particularly, but not exclusively, in later years of the programme, critical analytical and inquiry skills are developed and used to solve industry related problems in modules such as Design, Prototyping and Testing and Design and Applications.

Structural and Fluids design and analysis exercises are utilised where incisive and innovative solutions are required to be effectively presented as part of collaborative groups or as individual autonomous learning activities.

The programme promotes cultural awareness and emotional intelligence with a variety of group exercises developing resilient, ambitious and enterprising leadership qualities whilst ensuring that group members are emotionally and culturally aware and respectful communication and behaviours are the norm.

Commercial awareness is linked to mechanical design activities during the programme ensuring that costs associated with staff, materials, manufacture, in-service and decommissioning are considered when developing transformational/innovative solutions with commercial potential.

Ethical awareness and social responsibility is developed throughout and is formalised in final year project studies where School/University ethical approval is sought if required.

Links to current University and programme research are promoted through the programme with opportunities for students to become involved in aspects of the research from the earliest opportunity either discretely or as part of an assessment.

PDP and Employablility

Across the programme of study, the Personal Development Planning (PDP) process gives the opportunity for engagement of students with a set of core activities, which include
• reflection on prior experience, personal attributes and goals;
• audits of skills and feedback on their development;
• opportunities and guidance on the recording of achievements;
• the identification/development of learning goals;
• opportunities to reflect on this material and to gain feedback;
• opportunities (and guidance) on presentation of evidence for different audiences and planning of future
• learning and career development (such as CVs);
• maintaining an effective PDP record.

The School has set up a group to co-ordinate and improve the effectiveness of the delivery of PDP and students are encouraged to maintain an effective PDP record using e-portfolios.

Work Based Learning/Placement Details

The programme includes either thin or thick based approaches to Workplace learning which involves either a year placement between third and fourth year or a number of shorter placements. If a student completes at least 36 weeks of work placed learning the student is eligible for the ‘sandwich award’ title.

The programme offers a 40 credit, Workplace Learning module which must be agreed and documented according to the module descriptor before the module can be undertaken.
 

Engagement and Attendance

In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time.

For the purposes of this programme, this equates to the following:

Students are expected to attend all timetabled sessions and to engage with all formative and summative assessment elements of all the modules that are included in the programme specification as core modules as well as any optional module when applicable.

Equality and Diversity


The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy


Programme structures and requirements, SCQF level, term, module name and code, credits and awards ( Chapter 1, Regulatory Framework )

A. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a broad knowledge and understanding of the key areas of mechanical and design engineering, and its underpinning science and mathematics.
A2Demonstrate a basic knowledge and understanding of introductory principles and contexts with respect to multi-disciplinary aspects of engineering.
A3Knowledge and understanding of the relevant materials, equipment and processes and technologies underpinning product design..
A4Demonstrate an understanding of the commercial context and sustainability of engineering activities.

Practice - Applied Knowledge and Understanding

B1Be able to apply appropriate quantitative science and engineering tools to the analysis of problems.
B2Apply acquired knowledge and understanding and practical engineering skills in appropriate laboratories, workshops and individual and group projects.
B3Use and apply technical literature and other information sources
B4Demonstrate and apply an awareness of quality issues and their application to continuous improvement.

Communication, ICT and Numeracy Skills

C1Develop an appropriate range of transferable skills in communication, the use of IT facilities and information retrieval.
C2Use computer software relevant to mechanical and design engineering.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Apply appropriate quantitative science and engineering tools to basic problems.
D2Develop an appropriate range of transferable skills and apply these in problem solving.

Autonomy, Accountability and Working With Others

E1Develop an initial appreciation of the social, environmental, ethical, economic and commercial considerations affecting the exercise of engineering judgement.
E2Develop transferable skills that will be of value in working with others.
E3Develop skills in planning self-learning and improving performance, as the foundation for PDP, lifelong learning and CPD.
E4Demonstrate an understanding of the need for a high level of professional and ethical conduct in engineering.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
7ENGG07002Applied Engineering Science20   
7ENGG07003Engineering Industry20check mark  
7ENGG07004Technical Communications20   
7MATH07006Engineering Mathematics 110   
7ENGG07001Engineering Mechanics20 check mark 
7ENGG07016Programming for Engineers20 check mark 
7MATH07007Engineering Mathematics 210 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

To progress from SCQF 7 to SCQF 8 in this programme, students are normally required to obtain 120 credits from the above programme.

Refer to Regulation 3.13 regarding progression with credit deficit, note, the decision to permit a proceed with carry is not automatic but is subject to detailed discussion at the programme award board.

Students obtaining 120 credits at SCQF 7 or above, with 100 from the programme are eligible for the exit award of the Certificate of Higher Education in Engineering Science.

All pre-requisite modules must be passed before progression is allowed.


B. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a deeper knowledge of the engineering concepts of statics and dynamics
A2Demonstrate an extended knowledge of the different types and characteristics of engineering materials
A3Demonstrate a knowledge of primary and secondary manufacturing processes
A4Demonstrate a knowledge and understanding of basic management theory and relevant issues
A5Demonstrate an extended knowledge of mathematical principles appropriate to mechanical engineering.

Practice - Applied Knowledge and Understanding

B1Select appropriate materials and manufacturing methods for a range of consumer products
B2Determine the appropriate method of manufacture for an engineering component
B3Design a suitable jig or fixture for an engineering component.
B4Undertake appropriate design calculations for different aspects of engineering artefacts
B5Demonstrate skills in the application and use of computer aided design software
B6. Use relevant test, modelling, laboratory and measurement equipment.

Communication, ICT and Numeracy Skills

C1Communicate design ideas through the use of 3D modelling software
C2Demonstrate the ability to communicate engineering ideas and concepts through the use of presentation software
C3Demonstrate the ability to analyse engineering data through the use of application software
C4Demonstrate the use of web technology to communicate product information to a selected audience
C5Demonstrate an understanding of the computer techniques available to enhance the communication of engineering ideas and concepts

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Use appropriate quantitative science and engineering tools to the analysis of basic engineering problems.
D2Demonstrate the ability to monitor, interpret and apply the results of analysis and modelling.
D3Demonstrate the ability to apply basic quantitative methods relevant to mechanical engineering design problems.
D4 Demonstrate the ability to define a problem and identify constraints.
D5Demonstrate the ability to use appropriate codes of practice and industry standards.

Autonomy, Accountability and Working With Others

E1Develop an awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E2Develop an enhanced level of transferable skills that will be of value in working with others in more complex situations
E3Recognise the role and contribution of team members when carrying out and evaluating tasks
E4Understand the need for the consideration of Sustainability at the initial stage of product design

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
8ENGG08002Computer Aided Design CAD20check mark  
8MATH08001Mathematics For Design20check mark  
8ENGG08017Design Analysis 120 check mark 
8ENGG08021Introduction to Thermo-Fluids20 check mark 
8ENGG08001Materials & Manufacture20 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
8ENGG08030Introductory Management for Engineers20check mark  
9ENGG00001Sandwich Placement: Engineering40check markcheck markcheck mark

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

To progress from SCQF 8 to SCQF 9 in this programme, students are normally required to obtain 240 credits from the above programme.

Refer to Regulation 3.13 regarding progression with credit deficit, note, the decision to permit a proceed with carry is not automatic but is subject to detailed discussion at the programme award board.

Students obtaining 240 credits of which 100 are at SCQF 8 or above from the programme are eligible for the exit award of the Diploma of Higher Education in Engineering.
All pre-requisite modules must be passed before progression is allowed.


C. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate an integrated knowledge and understanding of project organisation, management and execution
A2Demonstrate an understanding of the concepts and limitation of the Finite Element Analysis technique when applied as a design tool
A3Demonstrate an integrated knowledge and understanding of computer aided engineering tools in reverse and conventional modes in engineering product design
A4Demonstrate a knowledge of advanced testing techniques and their application
A5Demonstrate a clear understanding of engineering principles such as vibration theory and mechanics of materials

Practice - Applied Knowledge and Understanding

B1Apply mechanical engineering design principles to a broad spectrum of engineering components and structures.
B2Undertake testing and data-collection on engineering components under different operating conditions
B3Apply reverse engineering principles to a concept design
B4Compare the results from a laboratory test with the theoretical values generated from computer analysis software.
B5Undertake a risk assessment for a selected engineering procedure or test
B6. Apply micro-controller technology to operate or control a designated process or aspect of a product

Communication, ICT and Numeracy Skills

C1Demonstrate the application of Finite Element Analysis as an integrated CAE application
C2Use different computer software to process point data to create a 3D computer model of an engineering artefact
C3Use project management software as a planning tool to improve the probability of completing a project on time and within budget.
C4Use computer software to develop a rapid prototype to assist in communicating ideas and concepts to potential customers

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Undertake a critical analyses of mechanical engineering designs and propose alterations to improve performance
D2Analyse design data as the basis of optimising product or component geometry
D3Undertake a comparison between traditional and reverse engineering approaches to component or product design

Autonomy, Accountability and Working With Others

E1Further develop the ability to work independently or as part of a team
E2Prepare, under supervision a risk assessment in line with current industry practice
E3Carry out testing, or another engineering activity in line with agreed procedures

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
9ENGG09004Project Management20check mark  
9ENGG09020Design Analysis 220check mark  
9ENGG09021Design & Applications20check mark  
9ENGG09001Design Prototyping & Testing20 check mark 
9ENGG09011Analysis & Simulation 120 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
9ENGG00001Sandwich Placement: Engineering40check markcheck markcheck mark
9ENGG09018Independent Study20 check mark 1
9ENGG09019Applied Intelligent Systems20 check mark 1

* Indicates that module descriptor is not published.

Footnotes

1. Applied Intelligent Systems ENGG09019 optional for Part-Time students, this will remain core for Full-Time students.
2. Independent study added as optional for Part-time students.

Criteria for Progression and Award

Students obtaining 360 credits from the above programme (with a minimum of 100 at SCQF L9) are eligible for the exit award of BEng Mechanical Engineering.

Any student who has completed 360 credit points, 300 being in Engineering, and not as laid out above, may be entitled to exit with BSc Mechanical Engineering, at the discretion of the PAB.

The award of distinction can be made to a student obtaining a pass degree as stated in the University Regulations.

To progress from SCQF 9 to SCQF 10 in this programme, students are normally required to obtain 360 credits from the above programme. Students are not allowed to progress from level 9 to level 10 with a credit deficit.

All pre-requisite modules must be passed before progression is allowed.


D. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a detailed and innovative knowledge and understanding in the integration of a range of mechanical engineering techniques through project activity
A2Demonstrate a detailed knowledge and understanding of design principles and apply them to the development of an engineering design
A3Demonstrate a detailed knowledge and understanding of advanced engineering principles including creep, plasticity, fracture mechanics, acoustics and machine condition monitoring.
A4Demonstrate a detailed knowledge and understanding of the design, manufacture and testing of composite materials,
A5Demonstrate a clear understanding of the scope, application and limitations of computational fluid dynamics.
A6. Demonstrate an in-depth knowledge and understanding of the key elements of sustainability and renewable energy systems

Practice - Applied Knowledge and Understanding

B1Integrate a number of mechanical engineering principles through a major individual project
B2Undertake a design, evaluate, manufacture and test team based project
B3Apply computer based simulation to optimise component or process designs
B4Investigate through experimentation techniques of renewable energy
B5Undertake research into a number of mechanical engineering related areas
B6. Undertake acoustic assessments of a range of traditional engineering equipment, or products

Communication, ICT and Numeracy Skills

C1Use computer simulation to communicate design solutions
C2Analyse and evaluate engineering data as a means of optimising a component or system
C3Use computer software to present project results to a variety of audiences which could include peers, academics and industrialists

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Demonstrate creative skills in preparing engineering design solutions
D2Demonstrate the ability to investigate and solve engineering problems through the use of computer simulation
D3Assess the requirements of international standards and how they impact mechanical engineering design
D4Carry out individual and group projects in a professional manner

Autonomy, Accountability and Working With Others

E1Practice project planning, time and resource management techniques
E2Working with peers demonstrate a high level of ability to function effectively as a team member, demonstrating leadership when required
E3Undertake and complete an individual mechanical engineering project
E4Investigate and apply relevant international standards to a particular design study.
E5Analyse the risk involved in the design and operation of a product or process

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
10ENGG10001Final Year Project40check markcheck mark 
10ENGG10019Analysis & Simulation 220check mark  
10ENGG10020Design Analysis 320 check mark 
10ENGG10021Composite Structures20check mark  
11ENGG11038Renewable Energy and Energy Storage Systems10 check mark 
10ENGG10045Thermal Systems Analysis and Design10 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Award

To be eligible for the award of BEng Honours degree a candidate must hold 480 credits, including 120 at SCQF 10 from the above programme.

Students who have satisfied the requirements for a Sandwich Award (as stated in section 29) will graduate in that rather than in the full time mode.

The Classification of Honours will be determined by University Regulation 3.20-3.24. Students must have obtained a pass in all modules listed as pre-requisites.


Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework .

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.

Combined Studies

There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School. Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21), they will be eligible for an exit award of CertHE / DipHE or BA / BSc in Combined Studies.

For students studying BA, BAcc, or BD awards the award will be BA Combined Studies.

For students studying BEng or BSc awards, the award will be BSc Combined Studies.



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