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Module Descriptors

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Session: 2022/23

Last modified: 28/06/2022 16:47:12

Title of Module: Applied Intelligent Systems

Code: ENGG09019 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:Luc  Hughes  Rolland

Summary of Module

This module is intended to provide students with an introduction to industrial automation and controls as it is relevant in the contemporary engineering profession. 

The student will develop a robot capable of limited decision making from sensory inputs (regarding L1). On a microcontroller unit, an adapted version of C language for robotics system will be used to develop decision making processes from a variety of sensory inputs (regarding L2). 

Pneumatics components and the related circuit design will be defined and described (regarding L3). Through theory and exercises, pneumatic system and logic design will be considered. 

Programmable logic controllers (PLCs) offer a flexible control system, often used in conjunction with pneumatic systems in manufacturing applications (regarding L4) and they will explained. PLC related languages will be explored to construct the system logic and controls.

The control theory concepts will be reviewed including the typical open controls, feedback loops, feedforward approaches and their combinations (regarding L5). This includes fundamental knowledge on block diagrams and transfer functions. Tuning techniques will also be reviewed.

During the course of this module there will be an opportunity to develop both technical and transferable skills.

This module will work to develop a number of the key 'I am UWS' Graduate Attributes to make those who complete this module:

Universal:

- academic: analytical, critical thinker, inquiring

- professional: collaborative

Work-ready:

- academic: Knowledgeable, digitally literate

- personal: effective communicator, motivated

- professional: enterprising

Successful:

- academic: incisve, innovative

- personal: creative, imaginative, resilient

- professional: driven, daring

  • 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 problems/activities, development of digital intelligence meta-skills, recorded lecture content supporting students to organise their own study time and the use of integrated group activities supporting learning communities.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-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.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

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

L1. Design, develop and demonstrate an adaptive system with distinct decision making processes.

L2. Understand how control algorithms affect the response of a system.

L3. Design and develop a small automated manufacturing operation using pneumatics logic.

L4. Design and develop a small automated manufacturing operation using PLC controllers on pneumatics actuators. The typical PLC programming languages will be understood.

L5. Apply the basic knowledge about typical control loops applied on linear systems and their tuning.

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.

Demonstrating broad and integrated knowledge and understanding of control and its areas of application

Demonstrate broad theories related to control and pneumatic system design

Knowledge of holistic and proportionate approaches to the mitigation of security risks.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Apply micro-controller technology to operate or control a designated process or aspect of a product.

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.

Apply an integrated or systems approach to the solution of complex problems.

Adopt a holistic and proportionate approach to the mitigation of security risks throughout the module where this has particular. relevance.

Generic Cognitive skills SCQF Level 9.

Analyse a problem and develop a strategy for solving it.

Develop transferable skills that will be of value in problem solving.

Communication, ICT and Numeracy Skills SCQF Level 9.

Use a variety of IT resources to develop, analyse and prove solutions to engineering control problems
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.

Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
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 Delivery12
Tutorial/Synchronous Support Activity24
Laboratory/Practical Demonstration/Workshop12
Independent Study152
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:

Essential resources:
Various handout materials and software


Extension resources:
J. J. Distefano, A.R. Stubberud and I.J. Williams; Schaum’s Outline of Feedback and Control Systems, Mc-Graw-Hill, 3rd Edition, 1995.

W. Bolton. Control Engineering (2nd Edition). Pearson, 1998

W. Bolton. Programmable Logic Controllers, an introduction. Butterworth-Heinemann, Elsevier, Oxford, 1996.

R. Bertrand. Programmable Controller Circuits. Delmar, Albany, 1996.

P. Croser and F. Ebel. Pneumatics, Basic Level. Festo Didactic. 2002.

M. Pinches and B. Callear; Power pneumatics. Prentice Hall (1997)

T. Griffin. The Art of LEGO MINDSTORMS EV3 Programming. No Starch Press. 2014. ISBN-10 1593275684

L. Valks. The LEGO MINDSTORMS EV3 Discovery Book: A Beginner's Guide to Building and Programming Robots. No Starch Press. 2014. ISBN-10 1593275323

(**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

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Supplemental Information

Programme BoardEngineering
Assessment Results (Pass/Fail) No
Subject PanelEngineering
ModeratorEsther Smith
External ExaminerE.Tingas
Accreditation DetailsThis module is accredited by IMechE as part of BEng (Hons) Mechanical Engineering and BEng (Hons) Aircraft Engineering..
Version Number

2.10

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Assessment: (also refer to Assessment Outcomes Grids below)
Lab coursework (15% + 15%) 30%
Project Report and demo (20% + 10%) 30%
Examination 40%
(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.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Laboratory/ Clinical/ Field notebookcheck markcheck markcheck markcheck mark 300

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Report of practical/ field/ clinical workcheck markcheck mark   300

Component 3
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Unseen closed book (standard)check mark check markcheck markcheck mark402
Combined Total For All Components100% 2 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  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.

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)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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