• Offered for Year: 2024/25

• Module Leader(s): Professor Peter Gosling
• Lecturer: Dr Sarah Dunn, Dr Domenico Balsamo, Dr Andrew Smith, Professor Nick Baker, Miss Katie Wray, Mr Andrew Lovatt, Mr Graham Cole

• Owning School: Engineering
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

The objectives of this module are to introduce and implement design concepts, processes, approaches, systems and the multidisciplinary nature of design. The focus is also on identifying and addressing ethical issues in engineering, software tools for design, and applying knowledge gained in other Stage 1 modules to create innovative solutions. Additionally, the course aims to cultivate awareness of systems, integrate knowledge from various themes into a design case study, develop conceptual design skills, and review and produce designs for an engineering problem. It emphasises reflection on group working strategies, building transferable and graduate skills, and enhancing presentation abilities in various media for scientific work. Ultimately the module concludes with a reflective portfolio of what students are capable of as a result of the whole of their stage 1 learning and experience.

Outline Of Syllabus

•Design, Creativity and Professional Skills, including: How to design? Principles of problem definition. Introduction to ethics in engineering; raising awareness of issues, obligations and responsibilities. Reflecting and critiquing of group/team working strategies (including a residential activity during the first teaching week), and the application of learning throughout Stage 1 (M18). Innovation is introduced to ensure that engineering design is based on data-led insights.

•Visualisation and communication – sketching design concepts and annotation, introduction to commercial computer-aided design and drafting software applications (e.g. Autodesk INVENTOR);

•The electrical skill sessions of this module introduce the key fundamental equipment used in electrical engineering such as oscilloscopes, power supplies, and multi-meters, and the fundamental electrical skills, such as soldering, identifying electrical components and their values, circuit diagrams, and circuit design. The Build sessions reinforce this knowledge with circuits based around operational amplifiers, motors, sensing, and their control constructed.

•Design and Build sessions provide opportunities to create an integrated solution to an engineering problem, combining electronics, mechanics, programming, and creativity. A set of skills workshops are completed in advance of the Design & Build sessions to support and maximise the benefits of these ‘making’ practicals to learning and the student experience.

•Graduate engineers participate in this module to share the realities of design and build projects in practice, and also to share the skills and competencies that are required for their successful practice and career development.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

The design project helps students to acquire skills in communicating ideas, concepts and solutions effectively. Drawing and Computer-Aided Design skills are achieved through CAD exercises in Semester 1 and in the design project in Semester 2.
Professional skills are developed in Semester 1 through a range of activities, and through industry presentations and workshops.
Digital skills are developed throughout the module, including assessments (e.g., reflective portfolio using NUReflect).
The problem-solving aspects of the Design and Create activity enable the students to demonstrate a broad range of understanding and the analysis and synthesis of skills to novel situations, including the transfer of knowledge and skills from other modules.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Assessment Rationale And Relationship

The competency portfolio helps students to acquire skills in communicating their ideas, concepts and solutions effectively.
Drawing skills are achieved through a CAD drawing exercise in Semester 1 in the digital portfolio.
Professional skills are developed in Semesters 1 and 2 through team-based design and build objectives. The problem-solving aspects of the Design and Create activity, and assessments at each of the Build workshop sessions, enable the students to demonstrate that they can apply this understanding and their analysis and synthesis skills to novel situations. These are further explored through an individual reflective log using NUReflect to create a competency portfolio.

Reading Lists

• ENG1009's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• ENG1009's Timetable