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Session: 2022/23
Last modified: 23/06/2022 10:29:20
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Title of Module: Aircraft Design, Modelling & Analysis |
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Code: ENGG09028 |
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: | Parag
Vichare |
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| Summary of Module |
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The design for modern aircraft requires the use of advanced 3D computer aided modelling packages. The aviation industry standard package; adopted by the largest aircraft/aerostructures manufacturers including Boeing, Airbus, Lockheed Martin, BAE Systems, Spirit Aerosystems and Marshall Aerospace is CATIA V5. CATIA V5 is viewed as the benchmark 3D design package to innovatively drive a product design and development activities. With increasing product complexity, comprehensive design analysis has become an integral part of aircraft design.
This module introduces the student to the CATIA V5 package; gaining experience of navigating through menus and Workbenches, constructing, modifying and constraining 2D profiles using the sketcher workbench, constructing and modifying solid geometry within the part design workbench, building a group of parts into an assembly using the assesmbly design workbench, configuring and driving kinematic mechanisms and gaining an understanding of basic surfaces and 3D wireframe for developing aircraft structural components, leading towards Digital Mock-up workbench within the CATIA V5 environment.
During the course of this module students will develop their UWS Graduate Attributes. Academic Work-ready attributes: Knowledgeable and understanding of computer aided design methods and techniques for product development.
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 | |
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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.
Analyse a design problem and produce an appropriately detailed design methodology.
L2.
Analyse a design problem and produce a design solution using solid geometry.
L3.
Analyse a design problem and produce a design solution using surfacing techniques.
L4.
Analyse previously produced design solutions using kinematic / Digital Mock-up techniques and confirm their successful operation. |
| 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 aircraft design process and the interface of the designer with other engineering functions.
A critical knowledge and understanding of design problems and potential solutions.
A specific knowledge and understanding of the application and practice of CATIA V5 modelling. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Applying knowledge and understanding to develop modelling solutions for a range of aircraft engineering problems.
Assessing different solutions with respect to obtaining a suitable design solution.
Making use of specialised 3D modelling techniques to produce efficient design solutions.
Making use of Kinematic techniques to confirm range of movement of a design.
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed.
Select and critically evaluate technical literature and other sources of information to solve complex problems.
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.
Analysing design problems and making design decisions whilst considering all factors/constraints.
Considering a range of sources of information produce the most efficient design solution. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Interpreting and evaluating numerical and graphical information to produce design solutions.
Using communication skills to write detailed design specifications and plans.
Using 3D modelling software and hardware to support a range of problem solving tasks.
Adopt a holistic and proportionate approach to the mitigation of security risks |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Identifying and addressing their own learning needs both during and out with class time.
Identifying solution routes and strategies using their own initiatives. |
| 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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| 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 | 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:
CATIA V5 3D modelling package and ten suitably equipped personal computers.
Course notes and presentations will be supplied.
Airframe Structural Design: Practical Design Information and Data on Aircraft Structures (1999)Michael Niu, Adaso Adastra Engineering Center; 2nd edition.
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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 Leslie |
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| External Examiner | P Lewis |
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| Accreditation Details | |
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| Version Number | 2.13 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Class test (30%): Practical modelling skill assessment using solid modelling features |
| Coursework (70%): Practical modelling skill assessment using solid/surface (hybrid) modelling features and Digital Mock-up (DMU) with reflective report on modelling methodology |
(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 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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