programme specification final part 1: course summary ... · final award beng (hons) mechanical...

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PROGRAMME SPECIFICATION

Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award BEng (Hons) Mechanical Engineering

Intermediate award BEng Mechanical Engineering

DipHE Mechanical Engineering

CertHE Mechanical Engineering

Course status Validated

Awarding body University of Brighton

School Computing, Engineering and Mathematics

Location of study/ campus Moulsecoomb

Partner institution(s)

Name of institution Host department Course status

1.

2.

3.

Admissions

Admissions agency UCAS

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Entry requirements Include any progression opportunities into the course.

Check the University’s website for current entry requirements.

A-levels or BTEC

Entry requirements are in the range of A-level BBC–CCC (112–96 UCAS Tariff points), or BTEC Extended Diploma DMM–MMM. Our conditional offers typically fall within this range.

A-levels must include maths and a physical science.

We will generally make you an offer if your predicted grades are at the top of this range. If your predicted grades are towards the lower end of this range we may still make you an offer if you have a good GCSE (or equivalent) profile or relevant non-academic achievements.

International Baccalaureate

28 points, with three subjects at Higher level which must include maths and physics at grade 5.

Access to HE Diploma

Pass with 60 credits overall. Level 3 units in maths and a physical science required. At least 45 credits at level 3, with 24 credits at merit or above.

GCSE (minimum grade C or grade 4)

At least five GCSEs, subjects must include English language, maths and a science.

Foundation degree/HND

May enable you to start the course in year 2.

Foundation course

Foundation course containing maths and a physical science, with an average of at least 55%.

We also offer this degree with an integrated foundation year for applicants who do not meet the standard entry requirements.

Studied before or got relevant experience?

A qualification, HE credits or relevant experience may count towards your course at Brighton, and could mean that you do not have to take some elements of the course or can start in year 2 or 3.

For non-native speakers of English

IELTS 6.0 overall, with 6.0 in writing and a minimum of 5.5 in the other elements.

International students may also gain entry via completing pathway courses at The University of Brighton International College. For more information see: http://www.kic.org.uk/brighton/

Start date (mmm-yy) Normally September

Sep-18

http://www.kic.org.uk/brighton/

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Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 3 years 8 years

Part-time 6 years 8 years

Sandwich 4 years 10 years

Distance Not Available Not Available

Course codes/categories

UCAS code H300

Contacts

Course Leader (or Course Development Leader)

Mr Mark Milne

Admissions Tutor Dr Shaun Lee

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Dr P Sewell Bournemouth University

30/09/2022

Examination Board(s) (AEB/CEB)

Engineering

Approval and review

Approval date Review date

Validation April 20051 November 20152

Programme Specification April 20183 Jan 20194

Professional, Statutory and Regulatory Body 1 (if applicable):

The Institution of Mechanical Engineers (IMechE)

May 20155 May 20176 (accredited up to and inc. 2019)

Professional, Statutory and Regulatory Body 2 (if applicable):

The Institution of Engineering and Technology (IET)

May 2015 May 2017 (accredited up to and inc. 2019)

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of original approval by the Professional, Statutory or Regulatory Body (PSRB) 6 Date of most recent review by accrediting/ approving external body.

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PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

To offer study pathways relevant to Mechanical Engineering, which draw upon the industrial and research expertise of the School.

To provide students with a broad engineering educational base with an emphasis on core mechanical engineering subjects (thermodynamics, fluid mechanics, dynamics, control, manufacturing, electronics, electrical machines, mechanics, materials, computing and design), which graduates can use to build careers in industry, research, education or the service sector.

To provide an engineering education in which the emphasis is placed on the integration of analytical tools and application of practical skills through design exercises, case studies, and projects.

To develop students’ skills so that they can effectively utilise the latest technologies, including computer-based tools for design, modelling and simulation.

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate7.

This course is designed to meet the learning outcomes specified by the UK Engineering Council in its requirements for Accreditation of Higher Education Programmes (AHEP3) that fully satisfy the educational requirements for Incorporated Engineer, IEng, status and partially satisfy the educational requirements for Chartered Engineer, CEng, status.

The course learning outcomes are based upon the six categories of learning outcomes identified by the UK Engineering Council.

On successful completion of this course a graduate will be able to:

LO1 Science and Mathematics

Apply scientific and mathematical principles, methodology and tools to the analysis and evaluation of engineering systems. Integrate concepts from other engineering disciplines and apply them to areas within their own specialism.

LO2 Engineering Analysis

Evaluate the performance of engineering systems by applying appropriate analytical and computational techniques. Apply an integrated systems approach to solve engineering problems.

LO3 Design

Plan and manage the design process, evaluating need and solutions in the context of full-life costs, social, environmental and legislative drivers and communicate this work to technical and non-technical audiences.

LO4 Economic, legal, social, ethical and environmental context

Act according to the ethical standards of the UK Engineering Council, demonstrate an awareness of the legal requirements governing engineering activities, and risk management techniques.

LO5 Engineering Practice

Apply conceptual and practical knowledge, sources of information and practical skills to selected problems both individually and as part of a team.

LO6 Additional general skills

Utilise a range of communication techniques, demonstrate an awareness of the benefit of lifelong learning. Exercise personal responsibility in

7 Please refer to Course Development and Review Handbook or QAA website for details.

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self-development and reflection through carrying out a personal or team-based programme of work.

QAA subject benchmark statement (where applicable)8

The Engineering Council sets the overall requirements for the Accreditation of Higher Education Programmes (AHEP) in engineering, in line with the UK Standard for Professional Engineering Competence (UK-SPEC).

This course is designed to satisfy the third revision of AHEP published in April 2014.

Since 2006, the Quality Assurance Agency (QAA) has adopted the Engineering Council’s learning outcomes as the subject benchmark statement for engineering.

http://www.qaa.ac.uk/en/Publications/Documents/SBS-engineering-15.pdf

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

Accredited by the Institution of Engineering and Technology (IET) on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as an Incorporated Engineer and partially meeting the academic requirement for registration as a Chartered Engineer.

Accredited by the Institution of Mechanical Engineers (IMechE) on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as an Incorporated Engineer and partially meeting the academic requirement for registration as a Chartered Engineer.

A mapping with the Engineering Council requirements for the Accreditation of Higher Education Programmes was employed to derive the learning outcomes for this course.

LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course.

A broad range of teaching methods are employed to meet the intellectual, academic and professional objectives of the course whilst ensuring support for the diverse needs of students. These include lectures, tutorials, seminars, case studies, laboratory classes and practical classes, fieldwork, flipped learning, student-centred IT projects, workshops, computer modelling/simulation, practical classes and both individual and group project work.

The principles of professional practice and ethical behaviour are embedded in modules throughout the course to enable students meet the ethical principles for professional engineers defined by the Engineering Council and the Royal Academy of Engineering.

Innovative learning and teaching approaches include a major design and application project (ME405) in Stage1, which integrates practical and theoretical work. In Stage 2 a course specific design exercise is run over an intensive week, and external industrial visitors contribute to the assessment and realistic

8 Please refer to the QAA website for details.

http://www.qaa.ac.uk/en/Publications/Documents/SBS-engineering-15.pdf

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industrial feel of the activity. Students have access to high quality laboratory facilities such as the School’s flight simulators and the IC engine test beds of the Sir Harry Ricardo Laboratories.

Stage 1 is focused on the development of generic engineering skills that are common to all study pathways. Real world applications and practical work are used to introduce engineering theory and concepts. In order to support students in developing their study skills long modules (running over both Semesters) are employed in Stage 1. This approach allows more time for students to assimilate the course material and provides more opportunities for formative feedback through non-summative assessment. In subsequent Stages shorter modules are employed so that students can study engineering applications appropriate to their study pathway.

Teaching methods vary from module to module depending on what is considered to be most effective by the staff responsible. The learning and teaching approach used is specified in each module descriptor. The nominal contact time for 20 CATS points in Stage 1 is 6 hours and in Stage 2 is 5 hours per week over 12 teaching weeks with the expectation that students will carry out independent learning for an additional 10.6 to 11.6 hours per week. Hence the normal contact time per week would be 18 hours in Stage 1 (15 hours in Stage 2) with the expectation that the student’s total commitment to the course would be approximately 40 hours per week on average over the full semesters. In Stage 3, due to the increased maturity and focus of the students, nominal contact time for 20 CATS points is reduced to 4 hours per week and independent study increases to 12.6 hours per week. Studentcentral is used to provide a framework for guiding students in their independent learning periods.

Design features prominently throughout the courses and is used as a vehicle to integrate the other engineering subjects. The XE624 Product Design module is used to strengthen the programme theme, along with the Stage 3 individual project and the specialist modules in Stages 2 and 3.

Design Project (ME405) is included in Stage 1 as a project-based exercise. The quality of that work has been improved over a number of years and has been widely recognised by the professional bodies.

All undergraduates undertake project work, other than ME405, culminating in the Stage 3 Individual Project. These may take different forms such as design, manufacture, analysis and original investigation. All will involve independent literature studies. Many of the projects are connected with research interests of supervising staff, and some result from industrial liaison and Knowledge Transfer Partnerships. The Stage 3 project is always carried out on an individual basis and will be pertinent to the student’s study pathway. In order to develop team working skills other projects and assignments are often carried out in groups.

Research Informed Teaching

Teaching is informed by research of very high quality. In the 2008 Research Assessment Exercise 95% the School’s engineering research was judged to be of international quality of which 70% was internationally leading, by the Unit of Assessment for Mechanical, Mechanical and Manufacturing Engineering. At Level 6 of the course lecturers deliver on their specialist research fields. Examples would be members of the Sir Harry Ricardo Laboratories lecturing on internal combustion engines, and Professor Sazhin’s fluid mechanics modules. This expertise is also used to provide context for topics taught in earlier stages of the course.

Two key features of the research environment identified by the RAE panel were strong industrial links and the quality of experimental facilities. The course benefits from a wide range of industrial input at all stages. This ranges from guest lectures on state-of-the-art technology to support for individual projects in Stage 3.

The experimental facilities of the Sir Harry Ricardo Laboratories are used to support a range of Stage 3 individual projects. Most of these are inspired by on-going research programmes. Research income has also been used to develop teaching laboratories to support experimental activities in a number of topics including: thermodynamics, control systems, instrumentation and sensors, and fluid mechanics.

Modules at each stage of the course are shared across the School’s engineering disciplines with an increase of the proportion of course specific specialist modules as the course unfolds.

Education for Sustainable Development

Sustainability is a core element of engineering practice. This can be seen across a range of disciplines from the selection of a manufacturing process (energy cost and environmental impact) to the design of a road vehicle power train (response to legislation and energy resources). As such sustainable development has always been an implicit element in many modules.

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Students are introduced to concepts of sustainability and ethics throughout the course. Students research into Ethics and Sustainability issues in their chosen area of engineering in the first year (XE421 Engineering Practice). The work is delivered as a report as well as a short presentation. In the second year in XE521 Engineering Design, a week dedicated just to this module will be set aside for students to focus on how to solve problems relating to sustainability and global issues. The course aims to educate students for sustainable development by studying science and developing scientific skills, research skills and critical thinking.

ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed.

Examinations are normally closed book and of three hours duration for 20 CATS modules assessed principally by examination. For those modules where coursework is used to assess a significant number of the learning outcomes the examination length is reduced accordingly.

The following table highlights where the assessment takes place for each learning outcome of the course.

Learning Outcome Assessment Method Modules Credits

LO1 Science and Mathematics

Exam, Coursework XE420, ME410, ME547, ME558, ME643, ME646, ME625, ME650, XE639.

180

LO2 Engineering Analysis

Exam, Coursework, Practical

XE420, XE421, XE411, ME410, ME405, ME413, ME547, XE500, ME544, ME558, XE521, ME545, ME643, XE624, ME646, ME625, ME650, XE639, XE636.

400

LO3 Design


XE411, ME410, ME405, ME413, ME544, ME558, XE521, ME545, XE624, ME646, ME625, ME650, XE639, XE636.

300

LO4 Economic, legal, social, ethical and environmental context


XE421, XE411, ME410, ME405, ME413, XE500, ME544, ME558, XE521, ME545, XE624, ME646, ME625, ME650, XE639, XE636.

340

LO5 Engineering Practice


XE421, ME405, ME413, XE500, ME544, XE521, ME545, XE624, ME625, ME650, XE639, XE636.

260

LO6 Additional general skills


XE421, XE411, ME405, XE500, XE521, XE633, XE624, ME625, XE636.

180

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week

Student Contract

Course Handbook

Extensive library facilities

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Computer pool rooms

E-mail address

Welfare service

Personal tutor for advice and guidance

studentcentral (virtual learning environment)

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

The School’s extensive laboratory facilities including the CAE’s Sir Harry Ricardo Laboratories, wind tunnel and the Flight Simulator.

Industrially relevant projects and assignments through the School’s Industrial Advisory Board, Knowledge Transfer Programmes and other industrial collaborations.

Personal tutor for advice and guidance

Placements Office to help students get an industrial placement and support them during their placement.

Specialist engineering software.

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

Mechanical Engineering is a professional discipline that applies technical knowledge and understanding into the real-world environment. The course structure has been designed to enable students to:

gain experience of engineering knowledge and skills;

build competence in relevant technical disciplines;

apply their expertise in individual and team projects;

operate at a professional level.

Aspects of professional practice and ethics are embedded in modules at each stage of study.

Stage 1: Experience the context of Engineering

On the first stage of study (at educational level 4) the aim is to develop core skills and enable experience of their application in general engineering situations. Concepts are presented in engineering context with the focus on problem solving and practical project work. There will be tasters of the specialisms students have chosen linked to subsequent stages and put into a professional context.

Stage 2: Competence

This stage focuses on the technical development of students across the spectrum of Mechanical Engineering subject disciplines. The aim is to develop student competence in dealing with more specific engineering projects and situations. Specific skills are developed using professional case studies, investigations and assignments.

Stage 3: Expertise

At the final stage (educational level 6) students apply their expertise and professional judgement to complex engineering problems in real-world contexts, as well as managing a significant individual project with professionalism.

Industrial Placement

Students may opt to apply and develop their knowledge and skills in an industrial context after completion of stage 2.

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XE420 Engineering Mathematics (1), (2)

ME410 Energy Systems (1), (2), (3), (4)

ME405 Design Project (2), (3), (4), (5), (6)

ME413 Materials and Manufacture (2), (3), (4), (5)

XE421 Engineering Practice (2), (4), (5), (6)

XE411 Mechanical Design (2), (3), (4), (6)

Leve

l 4

Sem

2

Sem

1

Exp

erie

nce

ME643 Dynamics and Control (1), (2)

ME646 Advances and Applications in Fluid Dynamics for Mechanical Engineering (1), (2), (4), (6)

XE624 Product Design (2), (3), (4), (5), (6)

ME625 Manufacturing Systems ME650 Advanced Materials Engineering XE639 Renewable Technologies (PV and Biomass)

XE636 Individual Project (2), (3), (4), (5), (6)

Leve

l 6

Sem

2

Sem

1

Exp

erti

se

XE633 Industrial Placement (optional)

Leve

l 5

Sem

2

Sem

1

Co

mp

eten

ce

ME547 Dynamics and Control (1), (2)

ME558 Thermofluids (1), (2), (3), (4)

XE521 Engineering Design (2), (3), (4), (5), (6)

ME545 Manufacturing Engineering (2), (3), (4), (5)

XE500 Engineering Systems (2), (4), (5), (6)

ME544 Materials Engineering (2), (3), (4), (5)

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Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

* Optional modules listed are indicative only and may be subject to change, depending upon timetabling and staff availability.

Level9

Module code Status Module title Credits

4 XE420 C Engineering Mathematics 20

4 XE421 C Engineering Practice 20

4 XE411 C Mechanical Design 20

4 ME410 C Energy Systems 20

4 ME405 C Design Project 20

4 ME413 C Materials and Manufacture 20

5 ME547 C Dynamics and Control 20

5 XE500 C Engineering Systems 20

5 ME544 C Materials Engineering 20

5 ME558 C Thermofluids 20

5 XE521 C Engineering Design 20

5 ME545 C Manufacturing Engineering 20

6 XE633 O Industrial Placement 0

6 ME643 C Dynamics and Control 20

6 XE624 C Product Design 20

6 ME646 C Advances and Applications in Fluid Dynamics for Mechanical Engineering

20

6 ME625 O Manufacturing Systems 20

6 ME650 O Advanced Materials Engineering 20

6 XE639 O Renewable Technologies (PV and Biomass) 20

6 XE636 M Individual Project 40

9 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits10 Minimum credits11 Ratio of marks12: Class of award

Final BEng (Hons)

Mechanical Engineering 6 Total credit 360 Minimum credit at level of award 90

Levels 5 and 6 (25:75) Honours degree

Intermediate BEng Mechanical Engineering 6 Total credit 300 Minimum credit at level of award 60

Level 6 marks Unclassified degree

Intermediate Dip HE Mechanical Engineering 5 Total credit 240 Minimum credit at level of award 90

Level 5 marks Diploma

Intermediate Cert HE Mechanical Engineering 4 Total credit 120 Minimum credit at level of award 90

Level 4 marks Certificate

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate13 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

10 Total number of credits required to be eligible for the award. 11 Minimum number of credits required, at level of award, to be eligible for the award. 12 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 13 Refers to taught provision: PG Cert, PG Dip, Masters.

BEng (Hons) Mechanical Engineering of 13

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The course regulations are in accordance with the University's General Examination and Assessment Regulations.

In addition, the following course specific regulations apply:

Students will be required to abide by the ethical principles for professional engineers defined by the Engineering Council and the Royal Academy of Engineering in addition to the academic and disciplinary requirements of the University of Brighton.

http://www.engc.org.uk/standards-guidance/guidance/statement-of-ethical-principles/

A student who achieves an aggregate mark of 60% for Stage 2 or Stage 3 may choose to transfer to the corresponding MEng course. The Course Leader will review all requests to transfer to MEng1.

If the Board of Examiners decide that a student's industrial training and assessment (i.e. a pass in XE633) is satisfactory then the phrase "having followed a sandwich programme" is included in the award title.

A student will not normally be allowed to repeat the Stage 3 project, XE636.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

The IMechE and IET stipulate that:

Compensation can only be applied if all the UK Engineering Council learning outcomes (shown in the mapping to the Council’s criteria for Accreditation of Higher Education Programmes) have been met by modules that have been passed.

At each stage of the course compensation can be applied up to a maximum of one sixth of the credits available2. Normally compensation can only be applied when a module mark is no more than 10 marks below the pass mark3.

1 For transfer from BEng (Hons) to MEng “a level average of at least 50% is required”. 2 For undergraduate courses with 120 credits per stage the maximum compensation would be 20 credits. 3 In the case of level 0, 4, 5 and 6 modules the minimum mark would be 30.

https://www.theiet.org/academics/accreditation/policy-guidance/infopack.cfm?type=pdf



https://www.theiet.org/academics/accreditation/policy-guidance/infopack.cfm?type=pdf