Module Descriptors

The design of a model aircraft captures many of the initial considerations of actual aircraft design and this approach will provide students with the opportunity to assemble a variety of the learning from several of the modules previously undertaken in a manageable group activity.

Working in small groups the students will analyse a provided design brief, determine a project plan and resource usage, utilising an appropriate design process model throughout the activity will result in the preparation of conceptual and final designs and detailed calculations relating to sizing, lift and drag, power and endurance/range. An appropriate design verification strategy will be employed as part of the chosen design process model resulting in detailed drawings and 3D models of the final design.

Outcome 1 is intended to allow students to demonstrate their ability to analyse a complex model aircraft design brief and determine a suitable approach to the design solution.

Outcome 2 is intended to further develop student’s project management skills with multiple resources and numerous complex tasks some asynchronous some concurrent.

Outcome 3 is intended, whilst following a design process model, to demonstrate the students’ ability to develop detailed conceptual and final designs to fulfil the design brief.

Outcome 4 is intended to allow students to demonstrate their ability to analyse, using a verification strategy the suitability of the final design and project.

During the course of this module students will develop their UWS Graduate Attributes (https://www.uws.ac.uk/current-students/your-graduate-attributes/) in the following areas-

• Universal: Academic - Critical thinking, analytical & inquiring mind; Personal- Emotionally Intelligent Ethical; Professional- Collaborative, Research Minded


• Work-Ready: Academic - Knowledgeable, Digitally Literate, Problem Solver; Personal - Effective Communicator; Professional - Ambitious, Potential Leader


• Successful : Academic - Autonomous, Innovative; Personal - Creative, Imaginative, 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, module assessment which reflects industry design activities, development of digital intelligence meta-skills, learning synergies across modules and levels of study, self-direction of curriculum, small group supervision providing concurrent weekly feedback on progress and the use of real-world practical student generated data. In the context of Curriculum Framework this module may be viewed as a capstone module.

On successful completion of this module the student will be able to:

L1. Analyse a model aircraft design brief and select an appropriate design process model.

L2. Construct an appropriately detailed project plan.

L3. Develop appropriately detailed conceptual and final designs.

L4. Analyse using a verification strategy the suitability of the final design and project.

A broad knowledge and understanding of aircraft wing design, aircraft weight and balance, stability and control, structures and conceptual design.
Specific and detailed knowledge and understanding of the application, techniques and practices associated with aircraft wing design, aircraft weight and balance, structures and conceptual design.

Applying knowledge and understanding to analyse and produce a suitable design solution to a project brief.
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.
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.
Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity.
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.

Evaluating and analysing aerodynamic, performance and structural data and the impact that the results have on the design and operation of the aircraft.
Assembling information together from a variety of sources during problem solving and being able to explain potential problems with methods and strategies.

Ability to perform, interpret and evaluate complex numerical, geometrical and graphical data and using it to solve problems associated with aerodynamic concepts.

Using communications skills to prepare and deliver technical reports, including text and illustration and deliver oral poster presentation.

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.
Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance.
Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used.

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

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

1.07

1. More than one assessment method can be used to assess individual learning outcomes.
2. 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.