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Session: 2022/23
Last modified: 23/06/2022 10:46:45
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Title of Module: Advanced Aerodynamics |
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Code: ENGG10027 |
SCQF Level: 10
(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: | Stephanie
Docherty |
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| Summary of Module |
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This module is designed to build upon the student’s understanding of aerodynamics beyond the principles, and into more specialised fields of aerodynamics.
Outcome 1 is intended to provide the student with an understanding of the physical principles that support the theory of rotary wing aircraft. Students will consider the flow behaviour and performance criteria for rotary wing systems.
Outcome 2 is intended to develop the student’s understanding of key concepts in high-speed aerodynamics. Students will consider isentropic flow and analyse flow behaviour in the presence of shockwaves. Isentropic nozzle and diffuser design will be discussed.
Outcome 3 is intended to extend the student’s understanding of mathematical modelling of fluid behaviour. Focus will be placed on modelling of the viscous boundary layer using Prandtl’s Boundary Layer Equations.
Outcome 4 is intended to develop the student’s understanding of concepts relating to aeroelastic phenomena, including analysis of linear translational, torsional, and combined (coupled) vibrations, with and without damping. The method of solution will be based on modelling of engineering systems and matrix methods allied to computerised solutions.
Outcome 5 is intended to provide the student with an understanding of aerodynamic technologies. Key technologies including laminar flow control and drag reduction systems will be considered. The students will then have an opportunity to explore emerging aerodynamic technologies.
- By undertaking this module, students will have the opportunity to develop their UWS Graduate Attributes (https://www.uws.ac.uk/current-students/your-graduate-attributes/ ), including critical thinking, problem solving, effective communication, autonomy, and being knowledgeable and research-minded.
- 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 weekly formative tutorial groups scaffolding towards end of module summative assessment, recorded lecture content supporting students to organise their own study time, and student-centred self-directed assessment focussing on critical analysis of real-world practical problems.
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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.
Examine rotary wing performance and analyse flow behaviour around rotary wings.
L2.
Apply knowledge of compressible flow behaviour to perform calculations in high-speed aerodynamics.
L3.
Apply mathematical models of viscous fluid behaviour to analyse the boundary layer.
L4.
Solve complex problems of multi degree of freedom vibrational engineering systems relevant to aeroelasticity.
L5.
Examine and assess key technologies in aerodynamics, including new emerging technologies. |
| 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 10.
A broad knowledge and understanding of high-speed aerodynamics, boundary layer flow behaviour, and rotary aerodynamics.
Specific and detailed knowledge and understanding of the application, techniques and practices associated with high speed aerodynamics, boundary layer flow behaviour, and key aerodynamic technologies.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Applying knowledge and understanding to analyse and solve complex aerodynamic problems.
Select and critically evaluate technical literature and other sources of information to solve complex problems
Evaluate the environmental and societal impact of solutions to complex problems (to include the entire life-cycle of a product or process) and minimise adverse impacts.
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| Generic Cognitive skills |
SCQF Level 10.
Bringing information together from a variety of sources during problem solving and being able to explain potential problems with methods and strategies.
Be able to compare suggested solutions with expected values.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Ability to perform, interpret and evaluate complex numerical, geometrical and graphical data and using it to solve problems associated with aerodynamic concepts.
Ability to derive and solve complex equations.
Using communications skills to prepare and deliver technical reports, including text and illustration.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Identifying and addressing their own learning needs both during and out with class time.
Identifying solution routes and strategies using their own initiative and informed judgements. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
ENGG09027
| Module Title:
Aircraft Design and Performance
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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 | 18 |
| Tutorial/Synchronous Support Activity | 18 |
| 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:
Course notes and presentations will be provided.
Texts:-
Anderson, J.D. (2006) Fundamentals of Aerodynamics. 4th ed. McGraw-Hill
Barnard, R.H and Philpott, D.R. (2009) Aircraft Flight: A Description of the Physical Principles of Aircraft Flight. 4th ed. Prentice-Hall
Leishman, J.G. (2016) Principles of helicopter aerodynamics, Cambridge Aerospace Series
Bramwell, A.R.S. et al. (2001) Bramwell's helicopter dynamics. 2nd ed. Butterworth-Heinemann
Padfield, G.D. (2007) Helicopter flight dynamics: the theory and application of flying qualities and simulation modelling. Blackwell Publishing
Stepniewski and Keys, C.N. (1984) Rotary Wing Aerodynamics. Dover Publications
Houghton, E.L. (2003) Aerodynamics for Engineering Students. 5th ed. Butterworth-Heinemann
Fillipone, A. (2006) Flight Performance of Fixed and Rotary Wing Aircraft, Elsevier
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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 | Bassam Rakhshani |
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| External Examiner | E Tingas |
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| Accreditation Details | IMechE |
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| Version Number | 2.14 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative assessment will be provided during lectures (in the form of class quizzes and example problems), during tutorial sessions, and as part of preparation for written submissions.
Summative assessment will be in the form of an unseen closed book formal examination, and a coursework assignment based on investigation of aerodynamic technologies.
A minimum overall 40% is required to achieve a pass in this module.
Assessment Category 1:
Final exam worth 65% of the final mark. |
Assessment Category 2:
A case study assignment worth 35% of the final mark.
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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 Special Needs 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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