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Session: 2022/23
Last modified: 22/07/2022 12:29:13
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Title of Module: Engineering Mechanics |
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Code: ENGG07001 |
SCQF Level: 7
(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: | Asraf
Uzzaman |
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| Summary of Module |
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Introduction to equilibrium of forces and force resolution.
Introduction to relevant section properties for simple shapes, including the parallel axis theorem.
Shear force, bending moment, torque diagrams.
Analysis of pin-jointed (truss) structures.
Introduction to dynamics, particle kinematics, kinetics and rotational kinematics.
A series of experimental laboratory exercises will be run in parallel with the main lecture delivery to reinforce the learning.
During the course of this module, students will develop their UWS Graduate Attributes (https://www.uws.ac.uk/current-students/your-graduate-attributes/ ).
- Universal: Academic attributes (critical thinking and analytical & inquiring mind);
- Work-Ready: Academic attributes (knowledgeable of the principles of engineering mechanics and relevant theories; problem solver); Personal (motivated);
- Successful: Academic attributes (autonomous), Personal (imaginative and resilient), Professional (Driven)
- This module has been reviewed and updated, taking cognisance of the University’s Curriculum Framework principles. Examples of this are found within the module such as active and engaging laboratory and tutorial activity, weekly formative tutorial groups scaffolding towards end of module summative assessment, recorded lecture content supporting students to organise their own study time and assessment of Continuing Professional Development allowing students to focus on and document their personal professional development utilising a PSRB template.
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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 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
To summarise and apply the basic principles of statics on which a deeper and wider understanding can subsequently be built.
L2.
To apply specific analytical techniques to problems within statics.
L3.
To summarise and apply the principles of dynamics. |
| 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 7.
Knowledge and understanding of the principles underpinning engineering mechanics.
Knowledge and understanding of the analytical techniques applied to simple problems within statics and dynamics.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Use some routine skills and practices within the area of engineering mechanics.
Develop knowledge, understanding and practical engineering skills acquired through work carried out in problem based learning.
Select and critically evaluate technical literature and other sources of information to solve complex problems.
Use practical laboratory and workshop skills to investigate complex problems
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| Generic Cognitive skills |
SCQF Level 7.
Be able to apply appropriate quantitative tools to basic engineering mechanics problems. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Develop transferable skills in numeracy. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercise autonomy and initiative in carrying out the defined activities at a professional level.
Develop inclusivity awareness through exercises undertaken in group activity.
Plan and record self-learning and development as the foundation for lifelong learning/CPD. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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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 |
| Tutorial/Synchronous Support Activity | 12 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Independent Study | 152 |
| 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:
Engineering Mechanics–Statics and Engineering Mechanics–Dynamics, Meriam & Kraige, Wiley Pub., Latest SI editions.
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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 |
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Supplemental Information
| Programme Board | Engineering |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Engineering |
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| Moderator | Tony Murmu |
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| External Examiner | M Ghaleeh |
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| Accreditation Details | This module is accredited by Joint Board of Moderators of the ICE, IStructE, IHE and CIHT as part of BEng (Hons) Civil Engineering. This module is accredited by IMechE as part of BEng (Hons) Mechanical Engineering and BEng (Hons) Aircraft Engineering and by the IChemE as part of the BEng (Hons) Chemical Engineering programme. |
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| Version Number | 2.18 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Unseen Open Book - 50% |
Laboratory - 40%
Continuous Professional Development Log - 10% |
(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
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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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