40 credits at level HE6
The aim of the project is to develop each student’s capacity to explore the application of engineering science principles, design methodologies and appropriate technology in identifying and solving technical problems in an engineering applications context. The project will make specific demands of the student that require the integration of acquired study knowledge and engineering practice experience for its completion. The learning approach will be essentially a co-operative one, which will instil confirmation of learning by "doing" and verification, and which will also enable students' design abilities to be developed and assessed. Other personal and engineering qualities such as self-motivation, organisation, planning, creativity, imagination and initiative will be encouraged in the process.
When determining project specifications for the Honours Project 3 particular emphasis will be given to ensuring that each project offers: the scope for imaginative and creative approaches; an opportunity to demonstrate individual flair; the need to consider alternative solutions and to evaluate and test the validity of underlying assumptions.
Generally, the honours projects will reflect the current research or professional consultancy activities of the division, and consequently, will have an open-ended character.
This contrasts with the more constrained Project 3, in which the design tasks will relate to better-defined engineering problems.
The assessment of the Honours Project 3 will focus significantly upon the strategic thinking and problem solving skills demonstrated by the student.
The project will address four key themes that will contribute in equal measure to the overall assessment for the project. These are:
• Conceptualisation and product design
• Project management
• Project reporting
• Project achievement
The ‘Conceptualisation and Product Design’ theme is crucial in the Honours Project 3 where the emphasis is on open-ended projects that can be approached in a variety of ways.
The Honours students will be expected to demonstrate a high level of creativity when applying engineering knowledge and skills to the solution of problems encountered throughout the project work. ‘Creativity’ is reflected in the quality of design, and will be evaluated by the assessors when they exercise their professional engineering judgement to consider, inter alia, the elegance, integrity, originality, and comprehensiveness of the student’s solutions and recommendations.
Elegance is evidenced by the economy of design, the generality of design, and the absence of redundancy.
A high integrity design will be clearly feasible and exhibit testability, reliability and functional independence.
Originality is demonstrated by the degree to which the student’s solutions draw upon self-generated rather than received approaches, and incorporate the results of independent research.
Comprehensiveness is evident when the student has considered and accounted for secondary and lower order objectives of the specification.
An important aspect relating to the exercising of the creative function is the contribution to the assessment of conceptualisation. A measure of this is the extent to which the student has established a framework for synthesising a solution in the absence of a priori knowledge of a solution.
In summary: a good Honours Project will achieve an optimal rather than merely a functional solution to the specified problem.
Learning outcomes are measured by reference to four key themes. Attainment against published criteria is assessed in each area. The key themes each represent a 10 credit contribution to the overall project assessment.
Under guidance from the supervisor, the student produces an initial plan, and this is assessed by two members of the project committee.
Approximately half way through the year the student gives a formal oral presentation on the project to fellow students and staff. This is assessed by two members of the project committee, neither of who was the assessor for the plan.
At the end of the project the student has a viva voce examination that is conducted by two members of the project committee and the supervisor: the student has an opportunity to demonstrate practical aspects of the project,. The student must also produce a final report, which is assessed by a project committee member and an independent member of staff.
The weightings contributing to the key themes distribute approximately as :-
Conceptualisation & Product Design (10 credits)
Project Plan 20%
Project Report 30%
Project Management (10 credits)
Project Plan 20%
Continuous Assessment 50%
Project Reporting (10 credits)
Project Presentation 25%
Project Report 75%
Project Achievement (10 credits)
Continuous Assessment 50%
The net assessment contributions to the overall project mark are:
Project Plan 10%
Project Presentation 10%
Project Viva 30%
Project Report 25%
Continuous Assessment 25%
Project at level H3 of the honours degree programme must represent a significant creative challenge to the student. Project proposals originate from four sources:-
a) Staff of the subject group who suggest projects allied to their subject area and/or research interests.
b) Staff of other subject groups within the Institute.
c) Local Industry.
d) Students who, for example, suggest projects related to work they have done in industry during vacations.
The main criteria for a project proposal are its academic rigour, the level of industrial or commercial support and the resource implications for the Faculty. All proposals are scrutinised by the project committee to verify that they satisfy the criteria. If not, they are either rejected or the proposer is asked to modify the suggestion. If a project suggestion from a student is acceptable then it is automatically allocated to that student. A list of all other acceptable suggestions is then issued to the students and they are asked to select their first three choices.
An attempt is made to maximise student first choices, then second choices and, if necessary, third choices.
Each student is allocated to a member of staff who acts as a supervisor: this will normally be the person who suggested the project. Their role is to act as mentor; although the project management remains the responsibility of the student. Projects from industry will normally have an additional industry-based supervisor.
All aspects of project activity will be monitored and controlled by a project committee, which will comprise, typically, of one staff member per four or five project students.
Each student will meet with the project supervisor for purposes of project management and assessment on a weekly basis. A pro-forma will be completed by the student at each meeting to record progress, highlight any problems or concerns and indicate the working plan for the coming week. The supervisor will retain this.
Under guidance from the supervisor, the student produces an initial plan, which is assessed by two members of the project committee.
At the end of the first semester the student gives a formal oral presentation on the project to fellow students and staff. This is assessed by two members of the project committee, neither of who was the assessor for the plan.
On completion of the project the student undergoes a viva voce examination conducted by two members of the project committee and the supervisor, at which there is an opportunity to demonstrate the project. The student must also produce a final report, which is assessed by a project committee member and an independent member of staff.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Demonstrate a detailed knowledge and understanding of a specific engineering problem and evaluate the requirements of the project specification.||
Identify clearly the characteristics of the problem to be solved.
Demonstrate awareness of the engineering context of the problem.
Independently solve problems of a scientific and technical nature.
Appraise the needs of an engineering project in its context.
|2.||Justify the approaches used, and critically evaluate these in the context of alternative strategies. Generate and implement creative optimal concepts for electronic/ computer related design.
Exercise independent judgement in evaluating resource requirements, planning tasks, and managing activities.
Summarise and evaluate the outcomes of any theoretical and/or practical investigations, design work, measurement, etc. performed.
Demonstrate quality of design embodying elegance, integrity, originality and comprehensiveness.
Elucidate the relative merits of a variety of alternative strategies.
|3.||Undertake self-managed investigative or design tasks appropriate to performing a role in a professional engineering environment.||
Demonstrate awareness of the wider context in which the project has arisen.
Take responsibility for scheduling, managing and implementing a project.
Communicate technical information both orally and in writing.
|4.||Undertake independent research, take responsibility for continuing personal professional development and undertake further learning.||
Formulate strategies and propose approaches for solving technical engineering problems.
Select and organise relevant information from a variety of sources.
Seek and respond to guidance.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||A report of the project plan||An interim dissertation, interim demonstration and viva||Final dissertation, presentation and viva|
Before taking this module you must have successfully completed the following:
No restrictions apply.
|Host Subject Group:|
|User Name||Date Accessed||Action|