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Session: 2022/23
Last modified: 29/06/2022 10:13:48
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Title of Module: Design & Applications |
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Code: ENGG09021 |
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: | Tony
Murmu |
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| Summary of Module |
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This module will enable the student to select and size appropriate machine components to satisfy a component or system design.
Fundamental engineering theory is used to develop expressions that describe the function and operation of the machine component enabling correct sizing to be undertaken
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 (knowledge of design of machine components; problem solver); Personal (motivated);
Successful: Academic attributes (autonomous), Personal (imaginative and resilient), Professional (Driven)
Scope of the module:
- Straight cut spur gears, helical gears, bevel gears will be considered, expressions for speed, torque and gear tooth forces will be developed. Gear tooth stressing for straight cut spur gears.
Bearing types along with their theory, applications and limitations will be introduced and discussed. Selection of suitable bearings and sizing will be undertaken for appropriate applications.
- Power screws will be discussed with their theory of operation being derived, and applied to solve suitable design problems.
- The design of bolted and welded connections will be considered for direct, shear, and combined loading conditions with design calculations being undertaken to determine bolt numbers, size and factors of safety.
- The factors affecting shaft design will be discussed including location features, stress concentration effects, stiffness and life considerations.
- Brakes and clutches will be introduced and discussed. Appropriate theory to describe their operation will be developed and applied to solve design problems. Flexible drive elements will be introduced and discussed. . Appropriate theory to describe their operation will be developed and applied to solve design problems. Flat , vee and poly-vee belts will be considered along with chain drives. Helical extension, compression and torsional spring theory will be developed and applied to the designing of such elements.
- 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, module assessment which reflects industry design activities, learning synergies across modules and levels of study, recorded lecture content supporting students to organise their own study time and the use of integrated group activities supporting learning communities.
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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.
Apply comprehensive knowledge of machine components to satisfy the specification of a component or complex system
L2.
Formulate and analyse complex problems to reach substantiated conclusions by using applicable theory to obtain appropriate formulae that describe the operation of the machine component.
L3.
Select appropriate machine components by reviewing advantages, disadvantages and limitations of each of the machine components.
L4.
Use engineering analysis and standard spread sheets for the analysis, including technical literature, selection and sizing of suitable machine components for a component or system. |
| 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.
A broad knowledge and understanding of the core theories, principles and concepts of machine component design. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use a range of theories and solution techniques for the design and analysis of machine components with in system design.
Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards
Apply an integrated or systems approach to the solution of complex problems |
| Generic Cognitive skills |
SCQF Level 9.
Use a range of approaches to formulate solutions to routine engineering design problems. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Ability to solve and present the solution and information of a solution to an engineering design scenario. Use of standard ICT software to assist in the solving and presentation of solutions and results of a design solution. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Identify solution routes and strategies using their own initiative and informed judgments. Contribute to a collective solution of a problem or design case scenario. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
ENGG08017
| Module Title:
Design Analysis 1
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| Other: | or completion of equivalent HN qualification or other equivalent module. |
| 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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| The learning and teaching activity for this module include lectures, tutorials and problem based learning. |
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 | 18 |
| Tutorial/Synchronous Support Activity | 18 |
| Asynchronous Class Activity | 0 |
| 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:
“Mechanical Engineering Design”, J. E. Shigley, McGraw Hill, 6th metric Ed.
“Fundamentals of Machine Component Design”, R. C. Juvinall, Wiley,4th Ed
“Mechanics of Machines – Advanced Theory and Examples”, J. Hannah & R. C. Stephens, Arnold, 2nd Ed.
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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 | Asraf Uzzaman |
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| External Examiner | M Ghaleeh |
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| Accreditation Details | This module is accredited by IMechE as part of BEng (Hons) Mechanical Engineering. |
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| Version Number | 2.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Class Test 1 |
| Class Test 2 |
| Coursework |
(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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