This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 23/06/2022 09:03:20
|
Title of Module: Analysis & Simulation 1 |
|---|
|
Code: ENGG09011 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Computing, Engineering and Physical Sciences |
|---|
| Module Co-ordinator: | Obeid
Obeid |
|---|
| Summary of Module |
|---|
The role of computer based analysis and simulation techniques are proving to be ever more critical as enabling technologies in the engineering and design environment. Technologies which are now considered as a critical component to any competitive design strategy are Finite Element Analysis (FEA) and Computational Fluid Dynamics (CFD).
This module will introduce students to FEA and CFD focussing strongly on the application of the method to practical engineering and design problems.
An introduction to the FEA and CFD will be given and its role as an enabling technology in a competitive ‘time to market’ strategy will be discussed and described. The main techniques used for computational analysis of engineering and design problems will be outlined and examples given of typical situations identified.
Subject matter will be delivered mainly by an innovative programme of laboratory demonstrations where the practical nature of the module will be emphasised and students will gain experience in using state of the art Computer Aided Engineering systems. A complementary series of lectures and presentations will also be used to reinforce the subject matter.
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 FEA/CFD and relevant ICT skills; Successful : autonomus, driven and resillient.
- FEA Module content will focus on modelling strategies and techniques. Types of modelling such as solid, plane stress and strain techniques, axisymmetric, beam and shell modelling will be discussed and demonstrated. Modelling issues will be highlighted such as the use of symmetry. Error issues and convergence checking will be dealt with in a practical manner. Comparison will be made of the different formulations used such as p/h methods. Mesh generation and refinement issues will also be dealt with.
- CFD Module content will include geometry creation, meshing techniques, solution approaches and post processing of results data. Strategies to demonstrate the importance of mesh independence and turbulence modelling will also be explored.
- 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 digital tutorial activity, module assessment which reflects industry Computer Aided Engineering activities, learning synergies across modules and levels of study, recorded lecture content supporting students to organise their own study time and the use of real-world practical problems with experimental data to validate simulation activity developing digital intelligence meta-skills.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
 | | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Identify and describe the main techniques utilised for computational analysis and the key stages associated with a basic Finite Element and CFD analysis.
L2.
Select and plan suitable modelling and analysis strategies for a typical Finite Element Analysis and CFD analysis.
L3.
Define modelling requirements and apply simulation methods to various design problems.
L4.
Evaluate the accuracy of a typical analysis and understand and be able to discuss potential sources of errors associated with a simulation. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 9.
Knowledge and understanding of FEA/CFD and techniques and how it fits into engineering and design strategies.
Specific knowledge and understanding of the application and practices associated with FEA/CFD of engineering and design problems.
Knowledge of the appropriateness of methods and techniques to different problems/scenarios.
Knowledge of holistic and proportionate approach to the mitigation of security risks.
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed.
Applying knowledge and understanding to develop modelling and analysis strategies for a wide range of engineering and design problems, using FEA/CFD.
Select and critically evaluate technical literature and other sources of information to solve complex problems.
Assessing different strategies with respect to obtaining appropriate efficient solutions to engineering and design problems.
Making use of specialised FEA/CFD techniques to solve engineering and design problems such as optimisation methods.
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
Use practical laboratory and workshop skills to investigate complex problems. |
| Generic Cognitive skills |
SCQF Level 9.
Undertaking and assessing critical analysis data. Making judgements on analytical data and results.
Dealing with unpredictability in results and making comparative assessments between theoretical, simulation, and experimental predictions.
Bringing information together from a variety of sources during problem solving. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Ability to perform, interpret and evaluate numerical and graphical data to solve problems.
Ability to use variables and equations.
Using communications skills to write technical reports, including text and illustration.
Using FEA/CFD hardware and software and associated ICT equipment such as networks to support and perform a wide range of problem solving tasks.
Adopt a holistic and proportionate approach to the mitigation of security risks.
Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Identifying and addressing their own learning needs both during and outwith class time.
Identifying solution routes and strategies using their own initiative.
|
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | or completion of equivalent HN qualification or other equivalent module. |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| 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 | 12 |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Independent Study | 164 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Computer Aided Engineering Analysis System + 40 seat PC Lab with corresponding network facilities and suitable PCs. Software site licences required.
Course notes, presentations and case studies will be provided
Textbooks:
R. H. Shih, Introduction to Finite Element Analysis Using Creo Simulate 4.0, SDC Publications, 2018
R. Toogood, Creo Simulate 4.0 Tutorial Structure and Thermal, SDC Publications, 2017
T.K. Hellen and A.A. Becker, Finite Element Analysis for Engineers - A Primer (R0110), NAFEMS, 2013
An Introduction To Computational Fluid Dynamics, H K Versteeg & W Malalasekera, 1995, Longman, ISBN 0-582-21884-5*
Computational Fluid Dynamics - An Introduction for Engineers, M B Abbott & D R Basco, 1989*
Chen, X. and Liu, Y., 2018. Finite element modeling and simulation with ANSYS Workbench. CRC press.
|
|
(**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)
|
| Engagement Requirements |
|---|
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 |
[Top of Page]
Supplemental Information
| Programme Board | Engineering |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Engineering |
|---|
| Moderator | Tony Leslie |
|---|
| External Examiner | M Ghaleeh |
|---|
| Accreditation Details | This module is accredited by IMechE as part of BEng (Hons) Mechanical Engineering and BEng (Hons) Aircraft Engineering programmes. |
|---|
| Version Number | 2.13 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Coursework 1 - written coursework submission - 50%. (CFD) A minimum of 30% must be achieved for each coursework. |
Coursework 2 - written coursework submission - 50%. (FEA) A minimum of 30% must be achieved for each coursework.
A minimum of 40% is required to achieve a pass in this module |
(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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and Diversity |
|---|
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 |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|