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Session: 2022/23
Last modified: 30/05/2022 15:10:11
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Title of Module: Group Project - Interact |
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Code: ENGG09017 |
SCQF Level: 9
(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: | Andrzej
Wrzesien |
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| Summary of Module |
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The group project is specifically developed for integrated design with students working in groups. The student works as part of an interdisciplinary team of a student architect, a student civil engineer, and possibly also a student quantity surveyor. The student keeps a diary of interactions between team members as well as recording their own contribution to the team solution.
A number of introductory lectures are given which provide relevant background and deal with any unusual Group Project work in the design brief. Students of different disciplines are required to support each other through design iterations by conducting independent research. Teams’ progress is monitored via weekly meetings with project tutors and via frequent review meetings. The review meetings are chaired by an industry panel consisting of structural engineers, quantity surveyors and architects.
- The civil engineering students are given information on the site of the development. They must undertake an initial evaluation, which will include an evaluation of site access, desk study of ground conditions, sustainability issues, potentials Health and Safety risks that can be avoided/mitigation through appropriate design, etc.
- Each team is required to propose structural engineering solutions with approximate member sizing and the analysis model in the general structural analysis software. For the preferred scheme, each team is also required to prepare layout drawings with typical working details. A written appraisal of the problem and the solutions is presented.
- All the interdisciplinary teams will undertake a verbal presentation, to last approximately 10 minutes. Teams must give an overview of their project and will both promote and defend their design in a question and answer session held by a multi-disciplinary review panel consisting, industry practitioners.
- This module will work to develop a number of the following key 'I am UWS' graduate attributes: Critical thinker, Analytical, Inquiring, Collaborative, Research-minded, Knowledgeable, Effective communicator, Autonomous, Problem solver, Innovative and Driven.
- Due to the Covid-19 pandemic, this Module may be delivered in a 'hybrid' mode.
If the Covid-19 restrictions are eased, the preferred mode of delivery will be the one approved by the Accrediting Body (JBM) prior to the global pandemic which is a combination of face-to-face scheduled practical classes and asynchronous activities.
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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 carry out a design, classify and describe a performance of a structural system using qualitative or quantitative analytical methods, and modelling techniques (JBM EA2).
L2.
To conceive, critically analyse and synthesise a creative solution to the structural design of a building as a part multi-disciplinary team (JBM D4).
L3.
To write an engineering type report summarising appraisal of different design options reflecting public perception, aesthetics, Health & Safety and sustainable goals to a Civil Engineering client (JBM D1).
L4.
To prepare and deliver a presentation to communicate the main features of a proposed development to a client (JBM EL2). |
| 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 9.
Demonstrate further knowledge and understanding of essential facts, concepts, theories and principles of civil engineering.
Further develop the appreciation of the wider multidisciplinary engineering context and its underlying principles.
Appreciate the social, environmental, ethical, economic and commercial considerations affecting the exercise of engineering judgment.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Be able to comprehend the broad picture and thus work with an appropriate level of detail.
Possess knowledge, understanding and practical engineering skills acquired through work carried out in laboratories, through individual and group project work, through design work and through supervised work experience.
Use creativity and innovation in a practical context.
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| Generic Cognitive skills |
SCQF Level 9.
Be able to demonstrate creative and innovative ability in the synthesis of solutions and apply appropriate quantitative science and engineering tools to the analysis of problems.
Ability to apply a systems approach to engineering problems through know-how of the application of the relevant technologies.
Be able to define a design problem, identify constraints and design solutions according to customer and user needs.
Ability to use appropriate design codes of practice and industry standards and ensure fitness for purpose for a design.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Further develop practical engineering skills acquired through use of computer software in design, project management and drawing. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Appreciate the social, environmental, ethical, economic and commercial considerations affecting the exercise of engineering judgment.
Work with others to develop engineering solutions.
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| 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:
ENGG09004
| Module Title:
Project Management
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| The learning and teaching activity for this module include lectures and group working. |
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 | 12 |
| Tutorial/Synchronous Support Activity | 12 |
| Laboratory/Practical Demonstration/Workshop | 24 |
| 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:
Various handout materials.
SOFTWARE: Robot Structural Analysis Professional, by Autodesk and Oasys GSA (General Structural Analysis), by Arup.
Health & Safety Reading List:
PENDLEBURY, M., BRACE, C., GIBB, A., GYI, D. & GILBERTSON, A. L. 2008. C670 Site health handbook. . Second ed. London: CIRIA.
BIELBY, S. & GILBERTSON, A. L. 2008. C669 Site health handbook. . Fourth ed. London: CIRIA.
HEALTH AND SAFETY EXECUTIVE 2006. HSG 150, Health and safety in construction. Third ed. London: Crown.
GILBERTSON, A. L. 2015. C755 CDM 2015 – construction work sector guidance for designers,. Fourth ed. London: CIRIA.
THE INSTITUTION OF STRUCTURAL ENGINEERS 2013. Risk in structural engineering,. Fourth ed. London: IStructE.
HEALTH AND SAFETY EXECUTIVE 2015. Managing health and safety in construction. Construction (Design and Management) Regulations 2015. London: Crown.
Extension Resources: Consultation of the under noted resources is recommended and material from these resources may be of benefit to the student in the assessment process:
Dependent on project but students will use the Metric Handbook available through Construction Information Service
Students will be provided with other materials relevant to this module via the University's VLE.
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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 | Civil Engineering and Quality Management |
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| Moderator | J. Bae |
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| External Examiner | J Oti |
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| Accreditation Details | Reviewed and approved by the Joint Board of Moderators as a part of CEng(Partial) BEng(Hons) Civil Engineering Programme |
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| Version Number | 3.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment Category 1: Coursework 100%
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(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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