aeronautical engineering handbook

7/25/2019 Aeronautical Engineering Handbook

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PROGRAMME HANDBOOK

BEng (Hons) in Aeronautical Engineering
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Contents

Welcome Statement .......................................................................................................................... 3

Introduction ...................................................................................................................................... 4

1. Programme specification ....................................................................................................... 37

2. Programme calendar ............................................................................................................... 4

3. Communications...................................................................................................................... 6

4. Support for students .............................................................................................................. 12

5. Health, safety and welfare ..................................................................................................... 16

6. Programme committee and student representation ............ ....... ........ ....... .............. ....... ....... 17

7. Learning resources ................................................................................................................ 19

8. Careers, professional body membership and employability opportunities .................. ........ ... 31

9. Prizes, scholarships and bursaries .......................................................................................... 34

10. Student societies ........................................................................ Error! Bookmark not defined.
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Welcome Statement

Welcome to the School of Engineering and the 2014 Academic Year. You haveembarked upon a programme of study designed to educate, stimulate and challenge

you in line with the University Motto Knowledge & Service . The Copperbelt

University and its staff will support and encourage you to reach your goals and

potential on the programme. But, remember, ultimately it is up to you to achieve

them.

The vision of the school is to create excellent opportunities for its students throughthe provision of currently relevant programmes, working alongside industry and

professional bodies.

The School of Engineering has a strong track record of providing effective courses of

study and is consistently developing its portfolio of programmes.

It is my pleasure to welcome you to this stage of your education and I trust that you

will find your experience here at the Copperbelt University both rewarding and

enjoyable.

Dean of the School of Engineering


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1.0 Introduction

Welcome to the 2014 academic year. This Programme Handbook is designed to

ensure that you can find key information about your programme of study. It should

be read in conjunction with information contained in the Student handbook from the

Dean of Student s Office as well as the University policies, procedures and

regulations that are accessible via the following links:

Programme (Student) Handbook: http//www.cbu.edu.zm/schools

Student s Portal: http//www.cbu.edu.zm/cbureg

Library: http//www.cbu.edu.zm/index.php/support-departments/the-university-library

Your programme Leader is Lt Colonel Lillian Muwina.

Your programme of study is delivered by Course Tutors in the School of

Mathematics & Natural Sciences for Level 1 and within the Department ofMechanical Engineering in the School of Engineering for Level 2 to Level 5.

2.0 Programme calendar

2.1 Student Programme Dates 2014

The Term dates set out below apply to most programmes taught at theUniversity.


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2.3 University recesses

The University closure dates are given in the calendar below.

Students are advised to consult the Programme Calendar to map up theexact dates that fall under recesses.

2.4 Programme Calendar 2014:

TERM 1

1 Mon 21stApril 2014 Arrival of New Students/Registration & Orientation

2Mon 27 April to 2

n

May 2014Arrival of Returning Students/Registration

3 Mon 5thMay 2014 Week 1 Classes Begin

4 Week 2

5 Week 3

6 Week 4

7 Week 5

8 Week 6

9 Week 7

10 Week 8

11 Week 9

12 Mon 7thJuly 2014 Week 10 Summative Assessments

13 Sat 12th

July 2014 Holidays Begin for two weeks

TERM 2

14 Mon 28thJuly 2014 Week 1 Classes Resume

15 Week 2
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29 Week 5

30 Week 6

31 Week 7

32 Week 8

33 Week 9

34 Mon 22nd

Dec 2014 Week 10 Summative Assessments

38 Mon 29thDec 2014 Study Break

39 Mon 12thJan 2015 Sessional Examinations begin

40 Fri 30thJan 2015 Sessional Examinations end

41 Sat 31stJan 2015 Long Vacations begin

42 Wed 4th

Feb 2015 Deferred Examinations begin

43 Fri 6thFeb 2015 Deferred Examinations end

44 Mon 16thFeb 2015 Board of Examiners meetings begin

45 Fri 20thFeb 2015 Board of Examiners meetings end

46 Tue 3rd

Mar 2015 Senate Examinations Committee Meeting

47 Thus 12th

Mar 2015 Publication of results

3.0 Communications

Good communication between staff and students is important to make sureeverything runs smoothly and to fix things quickly and effectively when they

don t. Good communication on a one-to-one basis is also important to makesure individual student needs are addressed and met.

Communication to individual students is usually through e-mail (please note


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This office also provides a facility for the handing in of coursework, generalinquiries and academic advice.

Other offices important to students and their locations are:

Accommodation Student Centre in Mingling Centre areaFinance Bursar s officeStudent Services Student Centre in Mingling Centre areaLibrary Library BlockStudent Union Mingling Centre

The academic office under the Registrar s Department handles all mattersconcerned with applications to join programmes, enrolment, fees, grants,loans and the distribution of Degrees, Diplomas and other awards of theUniversity. Information on opening hours of the University support and centralstudent services can be found via the University s web site www.cbu.ac.zm.The following is a list of staff that have particular responsibilities for theprogramme covered by this handbook:

Name Designation Office Phone Email

Charles Mhango Dean of School Dean 095-5-884514 [email protected]

LUWAYA EDWIN Head of Department Mechanical 096 6 412213 [email protected]

MWABA COSTER Lecturer Mechanical 0955806367 [email protected]

CHAMA SHADRECK Lecturer DVC 097920082 [email protected]

BANDA FLOYD Lecturer SB 0966926533

MUKULA ERICK.B Lecturer SB 0977450701 [email protected]


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Contact details for other University personnel may be obtained from the

Registrar s Office at Riverside Campus Tel: +260 212 223015 or from the

University website.

3.2 Expected response time e.g. to e-mails or voicemails

Our School of Engineering and indeed the Department of MechanicalEngineering has a policy which sets a 48 hour time limit (two working days) forstaff to respond to your emails with an initial acknowledgement, so this is whatyou can expect. If you feel you are frequently getting responses much laterthan this, raise your concern with the tutor in question. If the problem persists,raise your concern with your programme leader, or the Dean of the School onTel: +260 212 224008 and e-mail: [email protected].

However, please understand that a tutor cannot be expected to respondduring weekends, holidays, during their own holidays, when on sick leave, oraway on business, or on days when the University is on recess. Also, sometutors work part-time for the university and this will sometimes affect the time ittakes for them to respond.

In order to make a timely response more likely, please make your email

requests short and to the point. Think carefully about what exactly you areasking of your tutor, so they stand a better chance of responding promptly and

helpfully.

Mambwe Gilbert Technician Mechanical 0955801929 [email protected]

Mutale Stephen Technician Mechanical 0966944451


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3.4 StudentsUsername and Password

New students are normally issued with their username and password at

the time they arrive at the University during registration. If the service is

not available, the username and password will be issued during your

induction period in the School of Mathematics and Natural Sciences at

Level 1.

Continuing students will retain their existing username and password.

Your tutors and programme leader will only use your university email

address when corresponding with you by email.

You must keep your login credentials secret and not give them toanybody else. Nobody must use your login other than you. This is toprotect your safety and privacy, and to protect the Universitys systems.

Your @cbu.ac.zm email address

If your network username is mulengaphiri

Use this username to accesswebmail at:

http://webmail.cbu.ac.zm

Your email address will be: [email protected]

IMPORTANT

We rely on contacting you through your University webmailaccount - so we ask all staff and students to check theirwebmail email account at least once per weekand to carry out official email communications using cbu.ac.zmemail addresses ONLY See below
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If you cannot access your University webmail email account within 2 weeks ofregistration, contact the Help Desk or approach your Course Tutor for help. Ifyou are still unable to access your University webmail account after 4 weeksfrom registration having tried to resolve the problem with the Course Tutor orthe Help Desk staff, you MUST speak to your Programme Leader who musttake the case up for you.

Can I forward my University emails onto another email address that Iregularly use?

Yes, this is possible and it will save you checking more than 1 email account.However, your privacy is important to us and we can only recommend youusing the University account in ALL communications relating to Universitymatters.

N.B: You should be aware that a strict policy regarding e-mail abuse is in

force at the University and anyone found sending offensive or defamatorymessages will face disciplinary action up to and including expulsion (in

addition to any criminal or civil action which may be pursued by affectedparties).

Notifying us of a change to your address or other details

You mustinform the Department or the Dean s Office of any change of name,title, address or telephone numbers or if you become aware of anythingregarding your programme or personal details that is recorded incorrectly.

The name you give on the registration form is the one that will appear on youraward certificate - you are advised to check it is correct. It is vital that you useyour full name if that is what you want to appear on your certificate. Once acertificate is issued it will not be possible to reissue one in a different name


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3.5 Location and opening times of relevant local offices and specialist

resources

The location and opening times (Term time) of relevant offices are

detailed below:

Office Location Phone No. Opening Hours

Dean of the School of Engineering Engineering 224008

MondayFriday

08.00 17.00

Dean of the School of Mathematics &Natural Sciences

Natural science 228214MondayFriday

08.00 17.00

Head of Mechanical Engineering Engineering 224008

MondayFriday

08.00 17.00

Dean of Students DOS Offices 220552MondayFriday

08.00 17.00

Academic Offices Central Admin 225761

MondayFriday

08.00 17.00
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3.6 Programme & CourseInformation

Information regarding your programme of study will be available and posted in

a number of ways including: notice boards that are located within the

Mechanical Engineering Department. Information is also made available via

internet.

Timetables, showing the appropriate room numbers and facilities for eachcourse are issued to students and displayed at the beginning of each term onthe BEng (Hons) in Mechanical Engineering notice board located within the

Mechanical Engineering Department.

4 Support for students

4.1 Personal Tutoring

Your programme of study is delivered by Course Tutors. A Personal Tutormay be allocated to you at the start of your course.

Induction: When you first join the Copperbelt University as a student, you will

be provided with an induction programme. A number of the activitiesassociated with this programme will take place during your first week with theUniversity and are designed to familiarise you with the University and provideessential information to ease the uncertainty of being in a new environment.Induction will also provide you with the opportunity to meet with programme

staff.

Programme Support: Programme staff are keen to help to make the time

you spend with them as academically stimulating and rewarding as possible


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Academic Support and Guidance: Both your Personal Tutor and

Programme Leader deal with student academic queries or problemsthat relate to the requirements of the programme over and above thoseof individual courses. These staff will support you in the fulfilment of thecourse requirements for your programme.

Course Tutors:These are members of academic staff responsible for

the day-to-day management of a particular course. Course Tutorsorganise the course teaching structure, plan and collate courseassessments, ensure that all students taking the course are aware ofattendance and assessment requirements of the course, ensure that

attendance registers are maintained, and act as the identifiedindividuals who you can consult if you experience academic problemsin the course.

Departmental Office:This is situated in the Mechanical Engineering

Block where staff are available to assist with administrative matters.For example, they will issue and receive mitigating circumstancesenvelopes, and log assignments that are submitted via the assignment

post box next to the reception area. The Department Office staff canalso pass on written messages to tutors and deal with otheradministrative enquiries.

Student Liaison Officer for newcomers: The Student Liaison Officer

for our School of Engineering is Mr Rudolph Kashinga, a graduate of

the university/school and his/her experience has given him/her a good

insight into the various issues and challenges that first year (Level 2)

students who enter the school have to deal with. If you have any

questions or concerns while you are studying at the University, please

contact your Student Liaison Officer who is here to support you.

M R d l h K hi ill ff fid ti l d i d t
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If you wish to contact Mr Rudolph Kashinga, it is possible to; drop in,arrange an appointment time, (if you would like to secure a slot),telephone or email. Mr Rudolph Kashinga s contact details are asfollows:

Direct Tel: 0977331135Email: [email protected]: Assistant Deans Office

4.2 Students with Disabilities, Learning Difficulties or Specific Needs

The Copperbelt University welcomes students with disabilities and/oradditional support requirement and will make every effort to support theirneeds. We will help you to develop strategies, discover skills andindependence by a multi-team, student-centred approach. We encourage youto work with us to achieve your full potential.

We have contacts with local and national external bodies concerned withinclusion, disability awareness and disability provision. Advice is provided by

the University Disability Service in the Dean of Student s Office on anindividual, strictly confidential basis.

Assessment for students with disabilities

The University is keen to support students who have difficulties in

undertaking the normal methods of assessment. A statement to this

effect is provided in the Regulations on the Assessment and

Examination of Students guide published by the University.

There are Disability Officers available in the Dean of Student s Office to

give support and guidance to students with additional needs in the

preparation for and during assessment times


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The fact that part-time or evening students course selection is affected bydomestic and work commitments means that we sometimes have to be moreflexible in relation to the normal ordering of courses. If you experienceproblems in relation to this, please contact your Programme Leader.

If you experience personal problems which interfere with your academic work,you should also talk to your Programme Leader or Personal Tutor, who willhelp you resolve any difficulties.

Please note that there is a Student Adviser, a member of the StudentServices team, based in the Dean of Student s office. The adviser can provide

you with a wide range of information and support. Alternatively, you may wishto contact our School Student Liaison Officer as stated above.

4.5 Programme AttendanceYou are responsible for attending all learning and teaching sessionsassociated with your programme of study. You should notify your CourseTutor in advance if you expect to be absent from timetabled classes. Priorpermission must be obtained from your Programme Leader for planned

absences for two or more days during term time..You may be contacted by Department staff if an explanation for unsatisfactoryattendance is required. We will endeavour to help you if your absence is dueto mitigating circumstances.

Your attendance will be monitored electronically and in the event that you areabsent, without notification, an email will be sent to your University emailaccount. Please note that every absent email you receive will be loggedagainst your student attendance profile. Therefore, in cases where youbelieve an absence email has been sent to you in error; please raise this withthe individual course tutors. They will then be able to amend the mark if it is

i t t d


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5 Health, safety and welfare

The Zambia Health and Safety at Work Act makes it the responsibility of eachindividual to prevent harm taking place to themselves and to others within a work

place. In other words, everyone is liable for each others health and safety and can

be prosecuted for causing injury or harm, not only to others but also to themselves.

Students are expected to adhere to the requirements of the Health and Safety at

Work Act at all time when they are performing tasks and are present within

University laboratories or workshops. They are required to wear appropriate safety

clothing and use all necessary protective equipment when performing tasks.

5.1 Use of Computers

General guidance on the safe use of computers will be given to you as

appropriate at induction and you should at all times follow this guidance. In

particular you must:

Not use the computers for longer than 90 minutes at a time without a15 minute complete break from the screen;

You should preferably plan your work to enable you to have shortersessions such as 30 minutes followed by 5 minutes of change or 60minutes followed by 10 minutes of change;

You should plan your work so that you do not use the computer when

your eye sight is strained. Always have a break.

5.2 Personal Protective Equipment (PPE)

( )


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The School will provide adequate supplies of disposable gloves, ear

plugs, safety glasses / goggles, Hi Vis waistcoats and safety helmets

(for the large scale laboratory) in addition to suitable forms of sanitisingspray (or similar) for the glasses / goggles and helmets. Again, staff will

enforce the appropriate safety PPE for the workshop being used.

Notices will be displayed outside each affected area indicating the

minimum PPE to be worn within that area.

5.3 Student Welfare

If you have something on your mind that is worrying you or causing you

concern it is often better to talk to someone about it. You may choose to talk

to a friend, a relation, the Student s Union Representative or a member of

staff - one of your lecturers or tutors. However, if you feel the need to speak

to someone who is not involved in your personal life or academic work, you

can arrange to see an experienced University Counsellor located in the Dean

of Student s Office.

The University Chaplains and Pastoral Assistance are also available to offerpastoral support to all students. Details of their drop-ins sessions and contactsmay be obtained from the Student Union Offices or from the Dean of StudentOffice.

6.0 Programme committee and student representation

For the programme, formal discussions and liaison with associated parties are

done through the Programme Committee that is answerable to the Departmental

Board and then the School Board of Studies This committee comprises the


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6.1 Programme Committee

In relation to the management of the programme, you will be represented

by your year s elected Student Representative(s) on the AeronauticalEngineering Programmes Committee, the body responsible for planningand monitoring the operation of the academic courses.

Fi 1 S h l A d i B d

School of EngineeringBoard of Studies

Departmental

Board

Programme

Committee

School of Engineering

Quality Assurance &

Enhancement Board

Programme

Quality Assurance (QA)Sub-Committee

Programme

Curriculum DevelopmentSub-Committee

Programme

Examination & AssessmentBoard


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Programme Committee is also an important forum at which elected

Student Representatives can speak on behalf of their peers. Student

representatives are requested to convene student meetings where issuesfor the Programme Committee meetings can be raised and discussed. All

Student class representatives receive some training from the Dean of

Students.

7.0 Teaching and Learning

7.1 Teaching and Learning Methods

A variety of teaching and learning methods are employed throughout theprogramme in order to ensure the acquisition and development ofappropriate concepts, knowledge and skills. Some of these you willexperience during formally timetabled classes with a Course tutor. Othersyou may adopt personally to facilitate your own learning.

It is important to realise that the time spent with a tutor during formallytimetabled classes is only a small part of the learning time identified for acourse. In addition to the contact time with lecturers, a significant amount ofpersonal study should be undertaken. This personal study time should bespent, for example, engaging in general background reading, preparing forseminar activities, working on assignments or revising for examinations.Early in your studies guidance will be provided as to how you can make bestuse of this time. As you progress through your programme however, this

guidance will become less structured and prescriptive.

The methods described below are the ones most commonly employed bytutors during your time in the classroom However individual course tutors


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Seminars: Seminars involve groups of students who meet with a tutor to

discuss further reading, issues and problems arising from lecture material, orto undertake case studies or problem-solving exercises. It is common for

further reading on a particular topic to be assigned, and one student may berequired to present an oral synopsis to provide a basis for discussion.Seminars play an important part in encouraging students to think criticallyabout the subject, to analyse theory and information in a systematic fashion,and to enhance understanding of conceptual issues.

Workshops: Workshops are also employed in some modules and may

involve the development of skills, e.g. research methods, the application of

statistics, presentations etc, as well as problem solving through theevaluation of case-study material. Workshop sessions are also an importantelement of the preparation for the work placementperiod.General assistancewith assignment work may be offered in workshops, and they play animportant part in increasing students confidence in dealing with the subjectmatter.

Tutorials: These are usually individually based but may be shared with

students who are studying a similar area/issue. Students should prepare fortutorials, which are usually associated with an assignment, by bringing anyplans for discussion.

Informal Group Study Sessions:Students are encouraged to hold informal

group sessions in locations that are conducive. Study rooms found aroundthe Campus can also be booked for meetings and/or presentation practice.

Private Study:In addition to class contact time, you are expected to engage

in private study equivalent to about 60 hours of 'effort' per 12 credit course.This personal study time should be spent, for example, engaging in generalbackground reading, preparing for seminar activities or working on

i t G id ill b id d t h k b t f


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Engage fully in activities, even if at first sight they do not seem particularlyrelevant. Often the significance is not apparent at the outset, and can onlyemerge if the group approaches the activities positively.

Reflect upon your experiences on the programme, identifying your owncontribution and those of others. Keep a log book/reflective journal in whichyou can record your reflections, even if your programme does not require youto.

You will often be exposed to views and ideas that challenge your own. Weask that you respect the views of others and be prepared to listen to them,consider them, and analyse them objectively.

Avoid racist, sexist or ageist remarks and other offensive language orbehaviour.

As a secular institution the University expects its students and staff to displaytolerance and respect toward each other regardless of their religious beliefsincluding those who have no religious beliefs.

7.3 Study skills, communication skills and use of English

If you have not recently undertaken academic work of the type required byyour programme, your study could be a particular challenge for you.Depending on your subject specialism, you might be unfamiliar with thedemands of writing extended essays or discursive dissertations. You willreceive study skills support throughout the programme from your tutors asyou develop and as you undertake activities. An Open University set book(Northedge, 2005) is very readable and helpful. The library is also availableto help you.

The library gives advice on Study Skills on basic writing skills, essay writing,report writing, presentation skills, study skills and preparing a dissertation.

f


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Essay: For a number of courses, students will be required to produce a

coursework essay or essays. Essays assess understanding of the thrust ofthe question set, whether you have introduced and appreciate the relevance

of appropriate material to the topic in hand and understand its implications,whether you can analyse and evaluate information and whether you cancommunicate your ideas clearly. Coursework essays are typically set toassess the learning outcomes related to understanding key concepts,demonstrating critical evaluations, and demonstrating the capacity to thinkindependently. The required length of coursework essays can varydepending upon the purpose of the assignment for which the work isassessed. You will be given guidance by the lecturing staff on any specific

requirements.

Reports:A number of courses require the student to write reports, which are

sometimes based on a given case-study. These reports identify publishedbackground research and rationale for their study, the way in which the studywas carried out, and the results and analysis of information. Usually, astandard format is used to aid clear, precise and unambiguous expression.Students are given explicit guidance on the format required for the report.

Presentations:Students are required to make oral presentations (e.g. from

notes or from an essay, using presentational aids where appropriate) in anumber of courses. Some courses may specify such a presentation as partof their assessment, whilst seminar presentations in other courses may notbe part of the formal assessment.

Project Work: Many courses make use of project work for assessment.Project work may be undertaken by individuals or groups of students workingtogether. Project briefs may be set by the tutor, an external company or bystudents themselves, depending on the requirements of the course. Liveproject work is a key feature of this programme, with some project briefsb i t b t l i dd i l lif bl d i


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7.6 ASSESSMENT

The courses are coded for convenient reference, as are the methods used to

assess student performance in each course.

All courses follow the same principles for marking and feedback.Assignments are normally issued according to a schedule that will be givento you by your tutor.

Important information on assessment regulations and other information onassessment (including marking criteria and definitions of grade descriptions)

are contained herein.

Please ensure that you read and understand this information. It will beassumed that you are familiar with the Assessment Regulations for theUndergraduate Course of Study.

7.6.1 Assessment Strategy

The assessment strategy for the programme is designed to ensure thatstudents achieve the overall aims and learning outcomes of theprogramme, as well as the learning outcomes for individual courses.The mix of assessment methods which allows students to develop theirintellectual capabilities, as well as key transferable skills can be foundunder The Learning & Teaching Strategy.

7.6.2 Assessment Criteria

Specific criteria within courses will vary from assignment to assignmentand will be made clear to you before you embark on any task. Inaddition to these course specific criteria, there are a set of general

t it i f th M d l P S h hi h ill l


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The simplified definitions of the criteria are:

Grade A Work of Exceptional Quality

Virtually all of the relevant information/skills accurately deployed.Excellent and exceptionalgrasp of theoretical, conceptual, analytical

and practical elements. Very effective integration of theory, practiceand information, in relation to the objectives of the assessment.Substantial evidence of originality and creativity as appropriate to thesubject.

Grade B Work of Very Good Quality

Most of the relevant information/skills accurately deployed. Very good

grasp of theoretical, conceptual, analytical, practical elements. Effectiveintegration of theory, practice and information, in relation to theobjectives of the assessment. Significant evidence of originality andcreativity as appropriate to a subject.

Grade C Work of Good Quality

Some of the relevant information/skills accurately deployed.Reasonable to good grasp of theoretical, conceptual, analytical and

practical elements. Fair integration of theory, practice and information,in relation to the objectives of the assessment. Some evidence oforiginality and creativity as appropriate to the subject.

Grade D Work of Satisfactory Quality

Some omissions in the deployment of information/skills. Adequate

grasp of theoretical, conceptual, analytical and practical elements.Li it d i t ti f th ti d i f ti i l ti t th


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7.6.3 Guidelines for the Preparation and Submission ofAssignments

Assignments should be word-processed in Arial 12 point font, bedouble-spaced, on A4 size paper. Writing should be fully justifiedand with each page being numbered in the footer, numbering tobe centred.

There should be a title page detailing the programme, coursetitle, assignment title, student number, marking tutor and date ofsubmission. Do not put your name on the assignment. It is

good practice to put your student number in the top left hand sideof the header of each page, and the date of submission in the topright. Blind marking is fairer.

The word count for any piece of work can vary according to thenature of the assignment. The course tutor will give specific upperand lower limits for the word count.

All written work must be referenced using the Harvard System,full details of which are available from the Library in the MinglingCentre.

Unless otherwise notified by your course tutor, hard copies ofassignments should be placed with a white general cover sheet,in the Assignment Post-box next to the Head of DepartmentOffice.

Please note that all assignments are date stamped by the Head ofDepartment Office once they have been taken out of the post-box. It isthis date stamp which is taken into account (rather than the date stamp


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Penalties for late submission of coursework are:

Up to 5 calendar days late: 10 marks subtracted but if the assignment

would normally gain a pass mark, then the final mark to be no lowerthan the pass mark for the assignment.

Up to 10 calendar days late: 20 marks subtracted but if the assignmentwould normally gain a pass mark, then the final mark to be no lowerthan the pass mark for the assignment.

More than 10 calendar days late: 0 marks awarded.

It is your responsibility to ensure that the assignment is submitted to themarking tutor. No responsibility will be taken for assignments left withcolleagues, given to friends to hand in, left on desks or slid under staffroom doors.

YOU SHOULD ALWAYS ENSURE YOU KEEP A COPY OF ANYASSIGNMENT SUBMITTED BY WHATEVER METHOD

7.6.4 Procedures for Examinations

Examinations are normally held during the final week of the academicyear (Please consult the academic calendar). Resit/Deferredexaminations are normally held at a chosen time (Please consult yourCourse Tutor). Examination timetables are posted on the UniversityWeb pages and on notice boards well in advance of the exam period.

It is your responsibility to note the dates of any examination,phase tests, including resit/deferred examinations and ensure that

il bl t t k th


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If you require any special examination arrangements to bemade, please ensure that your Course Tutor and the Head ofDepartmenty Office are made aware of these well in advance.

7.7 Mitigating Circumstances for Poor Performance in StudentAssessment

Sometimes circumstanceshappen outside your control that may affect yourperformance or your ability to submit assessments or sit examinations. It isimportant that you read the procedures for submitting requests forconsideration of mitigating circumstances.

7.8 Moderation of Marks

There is a robust system of moderation in place for ensuring the quality andconsistency of marking both within courses and between them. For eachassignment submitted the identified marking tutor first marks the scripts. Asample equating to approximately the square root of the coursee cohort (e.g.

5 scripts selected from a cohort of 25 students) is selected, representative ofthe range of marks awarded. A second tutor then marks this sample. The twosets of marks are then compared and, if in close agreement, a finalmoderated mark determined. If the two sets of marks are significantlydifferent then further action is agreed which may require the whole cohort ofscripts being remarked.

A similar sample of assignment scripts is made available to the external

examiner for further moderation. In most cases this sample would be thesame as that which had been internally moderated. However, where time islimited internal and external moderation may have to occur in tandem. In thiscase, two samples would be selected, one for internal moderation and one


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assignment. The referral assignment may be different from the original,failed assignment.

7.10 Referencing

In any coursework assessment it is essential you clarify your sources ofinformation in the appropriate manner.

It is important that you cite sources throughout the main body of text whetheror not they are directly quoted.At the end of the assignment, you should

then provide a complete reference list of all materials referred to in the text.

Your reference list should only refer to sources explicitly referred to in thetext. Harvard Style is usually preferred in referencing.

Your Personal Tutor and/or Course Tutors will be happy to provideclarification and explanation. It is your responsibility to ensure that allreferences used in the text of your coursework are properly referenced andacknowledged.

7.11 Use of Unfair Means

The University has a responsibility to ensure that the standards of its awardsare maintained and that its qualifications are not achieved through the use ofunfair means. The regulations on the Use of Unfair Means in Assessmentcover not only students who deliberately set out to cheat, e.g. by takingunauthorised material into exams, but also those who do not follow normalacademic rules, e.g. by acknowledging the ideas of others through properreferencing.

Unfair means includes plagiarism (giving the impression that you have

written or thought something when you have borrowed it from someonel ) ll i ( ki ll b ti l ith th t d t d th


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7.12 The meaning of deferand referin assessment board decisions

Assessment Boards will often use these words to describe the outcome of a

student who has not passed a course, but who is not yet being preventedfrom having further attempts. In outline:

A refer (or referral ) means one further and final attempt will be

given, to be submitted by the deadline for the next Assessment Board(or, exceptionally, by whatever other date the board specifies). Thereferred assessment component(s) will be capped at 40% butcomponents that have passed will be unaffected.

A defer (or deferral) means the student can submit by the deadline

for the next Assessment Board (or by whatever date the boardspecifies) without penalty, as if for the first time. Usually this is becausethey have had mitigating circumstancesaccepted.

A re-deferis used to denote the extension of a defer period, usually

because a student s mitigating circumstances have demonstrated (byevidence as necessary) to the Mitigating CircumstancesRecommendation Committee s satisfaction, to be ongoing.

A re-refer is used to denote the extension of a refer period, usually

because a student s mitigating circumstances have demonstrated (bynew, contemporary evidence as necessary) to the Mitigating

Circumstances Recommendation Committee s satisfaction, to beongoing.

7.13 The meaning of Retakeand Repeatin assessment boarddecisions

Retake

means retake all of the course s assessment, including those partsthat you have passed, by a date that will be specified. The maximum mark

you can get on all these items is then 40% i.e. all the marks are capped at40%. However, you do not have to re-attend the course s classes. The retake


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the decision of an Assessment Board about the use of unfair means or theconsequent academic action is unreasonably severe.

The grounds do not include questioning the academic judgment of anAssessment Board.

You can request a review of an Assessment Board decision by writing to theSecretary to the Senate (in the Quality Assurance and Enhancement Unit),giving reasons and including supporting evidence within 14 days ofpublication of the Assessment Board s decision.

If you would like advice on the Appeals procedure you may wish to contactyour Student Liaison Officer or the Students Union. The Students Union issituated in the Mingling Centre.

7.15 Learning Resources

There are a variety of learning resources available to you, some of which may

be accessed without restriction; others require technician, tutor or specialtraining support. Computing facilities may be accessed throughout the

University for general computing purposes. Specialist engineering software

may only be available in certain areas or rooms. Generally, it is not necessary

for you to provide your own computing hardware or specialist software.

However, it may be beneficial to you to have your own computing facilities,

equipped with the usual basic office software, as this will assist you in

completing coursework and reports when away from the university. It is notnecessary to buy special engineering software such as CAD, analysis, control

or mathematical packages. The programme and the facilities are so arranged

that all work and studies can be completed using university equipment


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core books for each course recommended that you purchase latestedition;

safety boots for fieldand lab work and site visits;

high visibility vest;

waterproof coat for field work.

7.15.3 Technician Support

Technician support is available and can be booked, especially when

conducting Level 4 to Level 5 Projects.

8Careers, professional body membership and employability

opportunities

8.1 Personal Development Planning and Professional Skills

The kinds of jobs that most graduates want to enter require a range of

qualities and skills that take time, support and good planning to develop.These include people skills, problem solving, project work and self-management. Such skills cannot be suddenly acquired in isolation or at thelast minute. In the past, many graduates felt disappointed that they had notbeen better prepared for work when they left university. It has now beenrecognised that students need structured opportunities to think about andplan towards their future.

Personal Development Planning is

A structured and supported process undertaken by an individual to reflectupon their own learning, performance and/or achievement and to plan for
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more aware of how to learn

more aware of how to improve personal performance

better able to cope with the transition to your chosen career

When undertaken in supported and structured ways, PDP gives you a muchdeeper understanding of the learning process and your own learning. Youdevelop the ability to evaluate your own performance, rather than beingreliant upon the views of others. PDP puts you in charge.

The advantages of taking a personal development approach to your learningare:

a clearer focus to your learning;

more control over your personal motivation and the ability todirect this to achieve your goals;

developing essential skills in self-management;

greater independence and confidence about yourself as alearner;

more enjoyment and less stress from your learning as you

become more consciously skilled; more awareness of how to apply your learning to new

problems and contexts;

reflective, strategic, analytical and creative thinking skills thatstrengthen academic performance.

Continuous professional development is expected within many professions.It is now quite usual for employers to ask candidates at job interviews and

appraisals, about the steps they have taken to identify and address their owndevelopment needs.

The benefits of a PDP approach to your professional life include:


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activities and opportunities being embedded into your Programme curriculumat every stage/level.

Throughout your programme you will be encouraged to reflect on thedevelopment of your academic and professional skills, and makerecommendations for self-improvement as a result of this. This ability toappraise your performance and set targets will be developed throughout theprogramme in all of the modules and specifically in the Project Module.

The programme offered in the Department of Mechanical Engineering aims at

preparing students for a career in an engineering profession. A graduate

should be able to put scientific and technical knowledge to practical use inindustry, academia or in service institutions.

It is the intention of the Copperbelt University to have some form of

professional accreditation of all programmes and therefore the programme

team delivering this programme will be seeking professional accreditation with

the EIZ at the earliest opportunity. The aims and learning outcomes for the

programme are those adopted from EIZ accreditation criteria.

8.2 Professional Body or Professional/Subject Association

Accreditation

Regardless of accreditation status, you will be encouraged to become a

student member of the EIZ. This will allow you to take part in local

Institution activities e.g. attending technical meetings and seminars,student competitions and other social events.

The benefits of becoming an active member are numerous:


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8.3 Opportunities to Enhance Employability

As stated above, you are encouraged to become a student member of the

EIZ as this will enhance your employment prospects and help selfpromotion when applying for a position in industry. Once employed inindustry you will be able to upgrade your membership and, given furtherstudy or professional training, you would be in a position to become anengineer with Chartered/Registered status, commanding credibility andrespect among your peers.

This programme also allows you to establish a Personal Development

Plan (PDP) which can be extended and adapted to an industrial PDPwithin your profession and chosen company. This will enable you tomaintain a log of development, reflect on progress and assess futurerequirements for career development.

During your studies, you may also compete in regional or national

competitions against other students from other universities; these are

important for your development and give you an insight into the challenges

of the day, current technology, problem solution processes and allowliaison with other student cohorts and attitudes.

The work of professional bodies is also important to industry. They

develop and monitor standards within the industry. They also work with

the government of the day to develop a whole host of issues ranging from

technical standards such as Building Regulations through to issues related

to health & safety and the sustainability agenda. They are also the voice of

industry and work hard to ensure that the industry s interests are

considered at a national level. The professional bodies also undertake

research Accreditation activities are also performed in relation to


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YEAR 4 Best overall performing student

YEAR 3 Best overall performing student

Additional information for scholarships or bursaries and eligibility criteria is

available by the following link: http://www.cbu.ac.zm.

10Student Societies

The Copperbelt University Students Union has a range of clubs and societies

which you can join. The school of engineering for instance has CopperbeltUniversity Electrical society, Civil Engineering Society, and several religious

societies. Recruitment to such clubs and societies is held during the

enrolment/registration days in the first two weeks of the first term. Further

information on such clubs and societies can be obtained from the Student

Union.


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PROGRAMME SPECIFICATION
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11.0 Programme specification

Programme Title: BEng (Hons) in Aeronautical Engineering

Awarding Institution: Copperbelt University

Teaching Institution: Copperbelt University

School and/orCentre/Institute: School of Engineering

Professional accreditation Professionalbody

Professional body URL Status ofgraduates

EIZ www.eiz.zm MEIZ

Final award(s): BEng(Honours) in Aeronautical Engineering (360 Credits)

Interim award(s)

Exit or Fallback award(s) BEng (Ordinary) in Aeronautical Engineering (300 credits)Diploma in Aeronautical Engineering (240 credits)Certificate in Aeronautical Engineering (180 credits)

Programme title(s) BEng (Honours) in Aeronautical Engineering

Country Code 42

University ProgrammeCode(s)

90

Quality Assurance (QA) Zambia Standards for Professional Engineering


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Admissions criteria

Full time/ Part Time:

Subject to satisfactory entry points:

DIRECT ENTRY ROUTE:

- 5 credits or better including Mathematics, Science and English.

- International equivalent qualification.

- Possible transfer from a 3 yr programme with Diploma to BEng (Hons).

2 + 3 ROUTE:

- 5 passes or better including Mathematics, Science and English.

- Technician

- College Certificate in technical subjects

DIRECT ENTRY

ROUTE

LEVEL 1

132 Credits

2 + 3 ENTRY

ROUTE

LEVEL 2

132 Credits

LEVEL 3

120 Credits

LEVEL 4

120 Credits

LEVEL 5

120 Credits

LEVEL 3D

108 Credits

BEng (Hons)

(360 Credits)

BEng (Ordinary)(300 Credits min)


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Interviews or informal discussions may be used for Part Time entry students to assess

suitability or entry point onto the programme.

Include English Language requirements for international students specified as a minimum

IELTS score of 6.0 (or equivalent).

The first year of the programme will be in the School of Mathematics & Natural Sciences and

the four remaining years of the programme will be in the School of Engineering for Direct

Entry Route. For the 2+3 Entry Route students will register with the School of Engineering at

Level 1 until Level 5. This may have some common threads to Departments offering BEng

(Hons) Mechanical Engineering, BEng (Hons) Civil Engineering, BEng(Hons) Construction

and not forgetting programmes like BEng (Hons) Aeronautical and BEng (Hons)

Mechatronics; hence, given exceptional academic performance at Level 2 and into Level 3,

students may have the opportunity to be counselled for transfer to the Diploma qualification.

If the Diploma is with exceptional grades or good credits, students will be given a chance to

enter the BEng (Hons) route at Level 3 mode of study. Thereafter, students are offered

another option of carrying on to MEng (Masters in Engineering) at Level 6 for an extra 12

months (Consult Masters Programme Handbook The entry qualification will be BEng(Hons) First, Two-one and Two-Two Classes).

Fitness to practise declaration

Not applicable

Aims of the programme

This BEng (Hons) in Aeronautical Engineering (PT/FT) mode of study is one of the threeengineering routes within an integrated Masters/BEng (Hons) programme of study. The

broad aims of this programme are to:


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The principal aims of the programmeare that it will produce graduates that are:

- motivated to practice engineering

- enthusiastic, articulate, questioning and open-minded

- recognised nationally and internationally as highly competent engineering graduates

- aware of the financial, moral, legal, economic, environmental and cultural constraints in

which they operate

- aware of current management practices

- committed to and prepared for lifelong learning

In doing so, the programme aims to:- establish the relevance of engineering to real world problems

- use design as an integrative element in the whole of the degree

- incorporate health and safety, environmental issues and sustainability

- ensure content matches the needs and developments in modern industry and society

- encourage reflection on learning experiences

- develop modelling and analytical skills and the application of those skills

- involve breadth and depth of coverage to meet the needs of industry and society intechnical, management and business topics

- encourage and develop a process of Personal Development Planning (PDP)

Distinctive features of the programme

- A purpose-designed route ready for accreditation with EIZ for routes towards

satisfying REng registration.

- The programme would automatically be recognised in Africa, Europe, USA, Australiaand the Far East. The entire first year cohort joins the EIZ as Affiliate members.

- The Individual Year Project is recognised and supported by the EIZ & Eng RB Council

f Z bi


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Understanding & Knowledge

- demonstrate knowledge and understanding of facts, concepts and theories and

underpinning mathematics and science. (UK1)

- have an appreciation of the wider multidisciplinary engineering context and its

underlying principles (UK2)

- appreciate the social, environmental, ethical, economic and commercial

considerations affecting the exercise of their engineering judgement (UK3)

Intellectual Ability

- apply quantitative science and engineering tools to analyse problems (IA1)

- be able to demonstrate creative and innovative ability in the synthesis of solutions and

in formulating design (IA2)

- be able to comprehend the broad picture and thus work with an appropriate level of

detail (IA3)

Practical Skills

- possess practical engineering skills acquired through, for example, work carried out in

laboratories and workshops, in industry through supervised work experience, inindividual and group project work, in design work and in the development and use of

computer software in design, analysis and control (PS1)

- demonstrate group working and participation skills in a major project (PS2)

General Transferable Skills

- have developed transferable skills that will be of value in a wide range of situations

(GTS1)- exemplify, by the QCA Higher Level Key Skills and include problem solving,

communication, and working with others, as well as the effective use of general IT

f iliti d i f ti t i l kill (GTS2)


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Engineering Analysis

- have the ability to use fundamental knowledge to investigate new and emerging

technologies. (EA1)

- have the ability to extract data pertinent to an unfamiliar problem, and apply its

solution using computer based engineering tools when appropriate. (EA2)

- have the ability to apply mathematical and computer-based models for solving

problems in engineering, and the ability to assess the limitations of particular cases.

(EA3)

- have an understanding of and ability to apply a systems approach to engineering

problems. (EA4)

Design

- have a wide knowledge and comprehensive understanding of design processes and

methodologies and the ability to apply and adapt them in unfamiliar situations. (D1)

- understand customer and user needs and the importance of considerations such as

aesthetics. (D2)

- identify and manage cost drivers. (D3)

- have the ability to generate innovative designs for products, systems, components orprocesses to fulfil new needs. (D4)

- ensure fitness for purpose for all aspects of the problem including production,

operation, maintenance and disposal. (D5)

- manage the design process and evaluate outcomes. (D6)

Economic, social and environmental context- have the ability to make general evaluations of commercial risks through some

understanding of the basis of such risks. (ES1)

- have extensive knowledge and understanding of management and business

practices and their limitations and how these may be applied appropriately to


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- understand the use of technical literature and other information sources. (EP4)

- have an awareness of nature of intellectual property and contractual issues. (EP5)

- have an understanding of appropriate codes of practice and industry standards. (EP6)

- have an awareness of quality issues. (EP7)

- have the ability to apply engineering techniques taking account of a range of

commercial and industrial constraints. (EP8)

(See Specific Learning Outcomes mapping matrix below)

Programme structure

DIRECT ENTRY ROUTE:

This 5 year Full Time and 6year Part Time (Evening) route requires 360 credits to be

established for the award of BEng (Hons) in Aeronautical Engineering; 120 credits at Level

3, 120 credits at Level 4 and 120 credits at Level 5.

Part time/Evening students study from 80 Credits-worth up to similar to Full Time credits-worth of courses per year, thus, taking a minimum of 5 to 6 years to complete the route.

2 + 3 ENTRY ROUTE:

This 5 year Full Time and 6 year Part Time (Evening) route requires:

a) students who have completed Level 1 (L1) with an overall average year mark 65%after achieving 132 credits will join the Direct Route Students at Level 2 (L2) to BEng

(Hons) Degree in Civil Engineering;


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DELIVERY METHOD:

This programme requires you to attend particular classes or events at particular times and in

particular locations ((FD) Formal Delivery).

NB: FD includes (i) Lectures; (ii) Tutorials; (iii) Laboratory work = 1/term.Assume For Standard (Full): 3 hrs/week lecture and tutorial = 90 hrs/yearAssume for non-standard (Half): 2 hrs/week lecture and tutorial = 60 hrs/year

or

This programme is delivered by flexible and distributed learning (FDL) methods, which donot require you to attend particular classes or events at particular times, in particularlocations. In such circumstances hours will not be indicated.

CourseCode

Course Title Core/Elective(C/E)

Credit Hrs/Week

Pre-Requisite

LEVEL 2 (YEAR 2)

MA210 Engineering Mathematics 1 C 24 3

EE220 Electrical & Electronics Principles 1 C 24 3

EG230 Applied Mechanics C 24 3

EG244 Material Science C 12 2

EG233 Engineering Applications C 12 2

CS211 Applied Computing C 12 2

ED241 Engineering Design Principles C 12 2


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LEVEL 4 (YEAR 4)

EA410 Aerodynamics & Mechanics of Flight C 24 3

EA411 Introduction to Modelling & Simulation C 12 2

EA421 Composite Materials I C 12 2

EA430 Aircraft Structures C 24 3 EM330

EA431 Aero-Elasticity C 12 2

EA441 Aircraft Design C 12 2

EA450 Introduction to Aerospace Propulsion C 24 3

TOTAL 120 16

LEVEL 5 (YEAR 5)

EG500 Group Design Project C 24 3

EM500 Individual Final Year Project C 48 6

MG531 Management Studies C 12 2

ELECTIVES (CHOOSE THREE COURSES)

EA531 Computational Flight Dynamics E 12 2

EA551 Propulsion & Turbomachinery E 12 2

EA511 Aircraft Control Systems Engineering E 12 2

EA561 Composite Materials II E 12 2

TOTAL 120 17


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LEVEL 2 (2+3 ROUTE TO BEng (Hons) DEGREE)

Course

Code

Course Title Core/

Elective(C/E)

Credit Hrs/

Week

Pre-Requisite

DMA211 Engineering Mathematics 12 2

DEA230 Aircraft Structures 24 4DEA250 Aircraft Propulsion 24 4DEA211 Avionics & Instrumentation 12 2DEA231 Aircraft Design I 12 2DEA221 Aerodynamics

24 4DEA240 Aircraft Performance 12 2DEA251 Aircraft Systems 12 2

TOTAL 132 22

LEVEL 3D (2+3 ROUTE TO BEng (Hons) DEGREE)

CourseCode

Course Title Core/Elective

(C/E)

Credit Hrs/Week

Pre-Requisite

DEA300 Individual Project 24 4

DEA330 Aircraft Design II 24 4 DEA231

DEA361 Airline Operations & Management 12 2

DEA341 Aircraft Maintenance Practices A & B 12 2

DEG351 Health, Safety and Risk Assessment in

Engineering

12 2

DEG331 Engineering with management &

Entrepreneurship 12 2

TOTAL 108 18


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Learning and teaching strategies

The diverse nature of this engineering programme necessitates the use of a variety of

teaching and learning methods in order to ensure the acquisition and development of

appropriate concepts, knowledge and skills. Many of these methods will be experienced

during formal timetabled classes. Other methods, which are also demanded by professional

body accreditation requirements, will be experienced through opportunities to develop

creativity and innovative skills. This is predominantly achieved through open-ended project

and design, make and test activity, where application, assimilation and integration of course

material are realised. As projects, design activity and assimilation is extremely important and

time dependent, all final year project courses on Honours Programmes are 48 credit value

and run over three terms. Also, as you progress through the programme, your studies will

become less structured and more open-ended in nature.

Learning Activities (Contact Time per Year)

DIRECT ENTRY ROUTE: BEng (Hons) Degree

Programme Year

1(L 1)

2(L2 )

3(L 3)

4(L 4)

5(L 5)

6 7

Scheduled learning andteaching activities

- 582 522 492 522 - -

Guided independentstudy

- 1138 1198 1228 1198 - -

Placement/study abroad - - - - - -

TOTAL HOURS/YEAR 1720 1720 1720 1720 - -


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2 + 3 ENTRY ROUTE TO BEng (Hons) Degree

Programme Year

1(L 1)

2(L 2)

3(L3D)

4(L3)

5(L 4)

6(L5)

7

Scheduled learning andteaching activities

684 684 564 522 492 522 -

Guided independentstudy

1036 1036 1156 1198 1228 1198 -

Placement/study abroad - - - - - - -

TOTAL HOURS/YEAR 1720 1720 1720 1720 1720 1720 -

Assessment strategy

The assessment strategy for the programme is designed to ensure that the overall aims and

learning outcomes of the programme are assessed and achieved. To accomplish this, a

range of assessment methods are used and are applied depending upon the learning

outcome in question and the type of course content being assessed. Assessment and

feedback may be Formative or Summative.

In line with the Copperbelt University Curriculum Framework, Summative Assessment (that

leading to assignment/project mark, course grade and hence to overall performanceclassification) constitutes a maximum of two pieces of assessed work per 24 credit course.

You must achieve a pass in all elements of assessment for each course. Summative


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Assessment methods

DIRECT ENTRY TO BEng (Hons)

Programme Year

1

(L 1)

2

(L 2)

3

(L 3)

4

(L 4)

5

(L5)

6 7

Written exams -% 60% 60% 60% 60%

Coursework -% 40% 40% 40% 40%

Practical exams -% 0% 0% 0% 0%

TOTAL -% 100% 100% 100% 100%

2+3 ENTRY ROUTE TO BEng (Hons)

Programme Year

1

(L 1)

2

(L 2)

3

(L 3D)

4

(L 3)

5

(L4)

6

(L5)

7

Written exams 50% 50% 50% 60% 60% 60%

Coursework 50% 50% 50% 40% 40% 40%


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2 + 3 Entry Route to BEng (Hons)

The mark awarded will be made up, where specified, of the weighted average of the

examination and coursework assessment marks. You must achieve a mark of 50% or above

in all assessments to show that you have achieved the Learning Outcomes for each course

and achieved an overall average of 50% to pass a course. Then you can transfer to BEng

(Hons) and the assessment regulations will be similar to Direct Entry students.

Grade bands and classifications

Grade Description Hons DegreeClassification

Work of

exceptional quality

High 80+ i

Middle 75-79 I

Low 70-74 i

Work of very good

quality

High 67-69 ii.i

Middle 64-66 ii.iLow 60-63 ii.i

Work of good

quality

High 57-59 ii.ii

Middle 54-56 ii.ii

Low 50-53 ii.ii

Work ofsatisfactory quality

High 47-49 iiiMiddle 44-46 iii

Low 40-43 iii


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and marks from courses worth at least 120 credits at Level V (weighted 60 percent),

which represent the best marks achieved by a student at those Levels.

(ii) Where a student has marks available for less than 120 credits at Level V, the student will

be normally awarded the Ordinary classification.

Upgrading to the honours classification will not normally be available to students for

whom there are marks available for fewer than 120 credits at Level 5, unless explicitly

approved.

(iii) Where a student has marks available for less than 60 credits at Level V, the student willbe normally awarded the Advanced Diploma classification.

Upgrading to the Ordinary classification will not normally be available to students for

whom there are marks available for fewer than 60 credits at Level 5, unless explicitly

approved.

(iv) Where a student has no Credits available at Level V, the student will be normallyawarded the Advanced Certificate classification ONLY if the student attempted the Level V.

Upgrading to the Diploma classification will not be available.

Role of external examiners

External examiners are appointed for all programmes of study. They oversee theassessment process and their duties include: approving assessment tasks, reviewing

assessment marks, attending assessment boards and reporting to the University on the


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Programme Handbook which provide information about the programme and

University regulations

The opportunity to develop skills for employment

English language support for International students

Specialist teaching facilities/resources

Support from professional bodies by student membership of EIZ

Methods for evaluating and enhancing the quality of learning opportunities

Programme committees with student representation

Module evaluations by students

Students surveys

Annual quality monitoring and action planning through Programme Quality

Enhancement Plans (PQEPs), Data Analysis Report (DARs) Subject Annual Self

Evaluation Report (SASERs), School Quality Enhancement Plans (FQEPs),

University Quality Enhancement Plan (UQEP)

Peer review/observation of teaching

Professional development programme for staff

External examiner reports

Other sources of information

Student portal: www.cbu.ac.zm/studentportal

Students Union www.cbu.ac.zm/studentunioin

Programme handbook www.cbu.ac.zm/handbooks

Courses Database www.cbu.ac.zm/coursedatabase

External examiners reports www cbu ac zm/schoolengineering/externalexaminares


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53

School of Engineering (Based on UKSpec General Learning Outcomes MapBEng (Hons) in Aeronautical Engineering

Course title CourseCode

StatusC/E

UK1 UK2 UK3 IA1 IA2 IA3 PS1 PS2 G S1 G S2 G S3

Level 2 (Year 2)

Engineering Mathematics 1 MA210 C

Electrica l & Electronics Principles 1 EE220 C

Applied Mechanics EG230 C

Material Science EG244 C

Engineering Applications EG233 CApplied Computing CS211 C

Engineering Design Principles ED241 C

Electrical Measurements and Instruments EE231 C

Level 3 (Year 3)

Engineering Mathematics II MA310 C

Electrical & Electronics Principles II EE320 C

Mechanical Engineering Design II ED311 C

Fluid Mechanics EM321 C

Theory of Machines & Vibrations EM351 CThermodynamics I EM341 C

Mechanics of Materials I EM330 C

Level 4 (Year 4)

Aerodynamics & Mechanics of Flight EA410 C

Introduction to Modelling & Simulation EA411 C

Composite Materials I EA421 C

Aircraft Structures EA430 C

Aero-Elasticity EA431 C

Aircraft Design EA441 C

Introduction to Aerospace Propulsion EA450 CLevel 5 (Year 5)

Group Design Project EG500 CIndividual Final Year Project EM500 C

Management Studies MG531 C

Computational Flight Dynamics EA531 E

Propulsion & Turbomachinery EA551 E

Aircraft Control Systems Engineering EA511 E

Composite Materials II EA561 Eddeveloped; aassessed; t - taught


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54

School of Engineering (Based on UKSpec Learning Outcomes Map)BEng (Hons) in Aeronautical Engineering

ddeveloped; aassessed; t - taught

BEng (Hons) in Aeronautical Engineering Courses

Engineering

Mathematics1

Electrical&Elec

tronics

Princiles1

AppliedMechan

ics

MaterialScience

Engineering

Applications

AppliedComputing

EngineeringDesign

Principles

ElectricalMeas.

and

Instruments

Engineering

MathematicsII

Electrical&Elec

tronics

PrinciplesII

MechanicalEng

ineering

DesignII

FluidMechanics

TheoryofMachines&

Vibrations

Thermodynamic

sI

MechanicsofMaterialsI

Learning OutcomeCBU SE(UKSp)Code

MA210

EE220

EG230

EG244

EG233

CS211

ED241

EE231

MA310

EE320

ED311

EM321

EM351

EM341

EM330

Underpinning Science & Mathematics and Associate Disciplines

A comprehensive understanding of the scientific principles of mechanical and related

engineering disciplines USM 1

A comprehensive knowledge and understanding of mathematical and computer models

relevant to the mechanical and related engineering disciplines, and an appreciation of

their limitations.

USM2

An understanding of concepts from a range of areas including some outside engineering,

and the ability to apply them effectively in engineering projects. USM3

An awareness of developing technologies related to mechanical engineering. USM4

Engineering Analysis

Ability to use fundamental knowledge to investigate new and emerging technologies. EA1

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using

computer based engineering tools when appropriateEA2

Ability to apply mathematical and computer-based models for solving problems in

engineering, and the ability to assess the limitations of particular cases.EA3

Understanding of and ability to apply a systems approach to engineering problems EA4

Design

Wide knowledge and comprehensive understanding of design processes and

methodologies and the ability to apply and adapt them in unfamiliar situations D1

Understand customer and user needs and the importance of considerations such as

aesthetics D2


55/60

55

MA210

EE220

EG230

EG244

EG233

CS211

ED241

EE231

MA310

EE320

ED311

EM321

EM351

EM341

EM330

Identify and manage cost drivers D3

Ability to generate an innovative design for products, systems, components or processes

to fulfil new needs. D4

Ensure fitness for purpose for all aspects of the problem including production, operation,

maintenance and disposalD5

Manage the design process and evaluate outcomes D6

Economic, social and environmental context

The ability to make general evaluations of commercial risks through some understanding

aeronautical engineering handbook

Documents