senior freshman handbook 2012/2013 - trinity college, · pdf fileb.sc. sf handbook 2012/13...

B.Sc. SF Handbook 2012/13

Department of Mechanical & Manufacturing Engineering

Faculty of Engineering & Systems Sciences

Trinity College Dublin

Senior Freshman Handbook

2012/2013

Honours degree programme in

Engineering with Management B.Sc. (Ing.)

“Funded by the Irish Government under the national development Plan 2007-2013 and aided by the European Social Fund (ESF) under the Human Capital Investment

Operational Programme 2007 - 2013.”


1 Introduction

Welcome

On behalf of all the staff and students of the Department of Mechanical & Manufacturing Engineering I would like to welcome you back to Trinity College Dublin. As a department we have a well-deserved reputation for good teaching and research, but above all we take particular pride in being student friendly and in maintaining a good working atmosphere. So if you should experience any difficulties whether personal or academic, particularly in your first few weeks at TCD, do not hesitate to contact Prof. Kevin Kelly, or myself, or indeed any other member of the academic staff.

Professor David Taylor

September 2012.


A Few Wise Words

The beginning of your second year is a good time to think back on last year and reflect on what went right and what went wrong. Did you really do enough individual study? Did you ask for help early on or did you wait, hoping your last minute studying would make it all clear to you? How was your attendance? The adjustment period is over and the work and study habits you apply in second year will likely be the ones you apply in 3rd and 4th year as well. A few pieces of advice are worth repeating:

1. We want you to do more than simply reproduce what you are told in lecture. You

need to get a good command of the material. In engineering‐related disciplines, the best way to do this (and the best way to know that you have really learned something) is to apply your new knowledge to solving new problems – not just repeating the examples done in class, but to do similar (and more difficult) problems you’ll find in textbooks or elsewhere. As a professional engineer, you will have to apply your knowledge and skills to problems you have never seen before; now is a good to start!

2. Expect the material to be covered fast. Lecture time is at a premium, so it must be

used efficiently. You cannot be taught everything in lectures and tutorials. It is your responsibility to learn the course material not just the lecture material. Most of this learning will take place outside of the classroom, and you must be willing to put in the study time necessary to ensure that this learning takes place. If you do fall behind in a course – that is, if you can’t continue to understand the lectures as they are given, then you really need to make an effort to catch up right away. Don’t be tempted to think that you can somehow catch up at the end of the year – it’s almost impossible.

3. A lecturer’s job is primarily to provide you with a framework, with some of the

particulars, to guide you in doing your learning of the concepts and methods that comprise the material of the course. It is not to ‘program’ you with isolated facts and problem types or to monitor your progress. Your job is to fill out that framework with a thorough understanding of the material. Evaluations are based on your understanding of the material, not your ability to recite the lecturer’s notes and examples.

4. You are expected to read any recommended textbooks for comprehension. They will

provide a broader and more detailed account of the material of the course. Don’t read the textbook like a novel. Skimming to get the ‘overall picture’ is tempting but not very helpful. Attention to detail is the key and this means that reading is often slow‐going. Frequently you’ll need to use a pencil and paper to work through the examples for yourself. Patience, repetition, and attention to detail are the best ways to genuinely master the material.

5. As for when to read the textbooks, it’s a good idea to read the appropriate section

ahead of the lecture. This way, although you may not fully understand it, you’ll be prepared for lecture, and you will have a good idea what areas to ask questions about. If you haven’t looked at the book beforehand, pick up what you can in the


lecture (absorb the general idea and/or take thorough notes) and count on sorting it out later while studying the textbook and transcribing your notes.

6. Practicals and tutorials are far more important than the marks you might get for

them, because they give you a chance to develop your understanding of the subject. They are also a good ‘reality check’ for you to see just how much you really understand. Tutorials, in particular, are a great opportunity to ask for clarification of a lecture or topic. This is what they are for and what the tutorial leader expects ‐ use them to your advantage!

7. In examinations, the examiners set out to probe your mastery of the material in the

course. Primarily, they will be looking for your command of the material, as noted above. You’ll probably have to solve problems you have never seen before or ones that are presented in a different manner. Hence, preparing for examinations by memorizing types of questions simply won’t work – you must demonstrate your understanding of the material.

8. Engineering is about co‐operation, but also individual effort. The everyday fruits of

engineering, such as a jet aircraft or suspensions bridge or a microchip have been designed a built by teams of hundreds, even thousands of engineers working together. These engineers exchange ideas and ultimately co‐ordinate their efforts to achieve the overall project goal. However, each component of even the largest project is the result of one individual’s engineering skill and imagination.

9. During your time in college, you will be asked to work both individually and in groups. In the

first case you should collaborate but ultimately produce your own work. For example, for a computing exercise, discuss the task with your classmates, swap ideas on how to solve the problem, but at the end of the day, design and implement your own solution and write your own report. In those situations when you are asked to work in a group and submit a single project, divide the project into tasks to be carried out by the individuals. Meet and share the results in order to assemble and present the final report. (Adapted from “Teaching at University Level” by Steven Zucker in Notices of the AMS, August 1996.)


Faculty Structure

The degree in Engineering and Management is run by the Department of Mechanical & Manufacturing Engineering. The department is part of the School of Engineering which forms part of the Faculty of Engineering & Systems Sciences. A significant contribution is made by the Management Science and Information Systems Studies programme of the Department of Statistics. The structure of the faculty is shown below:

SCHOOL OF ENGINEERING

SCHOOL OF COMPUTER SCIENCE

AND STATISTICS

Civil, Structural, EnvironmentalEngineering

Computer Science

Electronic & Electrical Engineering

Mechanical & Manufacturing Engineering

Statistics (MSISS Programme )

E&MBSc(Ing )

Engineering(BAI)

FACULTY OF ENGINEERING AND SYSTEMS SCIENCES

SCHOOL OF ENGINEERING

SCHOOL OFCOMPUTER SCIENCE

AND STATISTICS

Civil, Structural, EnvironmentalEngineering

Computer Science

Electronic & Electrical Engineering

Mechanical & Manufacturing Engineering

Statistics (MSISS Programme )

E&MBSc(Ing )

Engineering(BAI)

FACULTY OF ENGINEERING MATHEMATICS AND SCIENCE


Senior Freshman Year

The second year is designed to develop the fundamental engineering and management tools that you were exposed to last year. Most of the engineering and science courses are taken together with the general engineering students. A new website is nearing completion. This will have all the course information, timetables, and this handbook.

1.1.1 Courses

Table 1. Summary of lectures, tutorials, and laboratories

Course Lectures Tutorials Laboratories

2MEMS2 Finance 33 11 0

2MEMS3 Design I 22 22

2MEMS4 Materials 33 11 6

ST1002 Statistical Analysis 33 11

2E1 Engineering Mathematics III 33 11

2E2 Engineering Mathematics IV 33 11

2E4 Solids and Structures 33 11 11

2E5 Thermo‐Fluids 33 11 11

2E6 Electronics 33 11 4

2MEMS10 Manufacturing Engineering Design 44


1.1.2 Dates of semesters and examinations

Dates of semesters and examinations

Teaching terms:

Semester 1: Monday 24th September to Friday 14th December 2012.

Semester 2: Monday 14th January to Friday 5th April 2013.

Examinations:

Annual examinations commence on Monday 29th April 2013 and finish at the latest on Friday 24th May 2013.

1Detailed examination timetables will be posted later in the year.

Lecture/tutorial/laboratory timetables

Lecturers assume that you carry out a significant amount of personal study and expect you to be able to understand aspects of the subject not explicitly covered in lectures, tutorials, and laboratories.

The timetable for lectures, tutorials, and laboratories is attached at the end of this handbook. The assignment of students to the numbered laboratory groups will take place after registration. Every effort has been made to create a schedule that leaves significant blocks of time available to you to facilitate library and study time. There is an average of 30 scheduled hours per week. The expectation is that you will spend at least an additional 15 hours/week carrying out personal study (e.g. reading, problem sets, projects, lab reports).


2 Helpful Hints

Location of Rooms and Labs The Engineering School is accommodated in a number of buildings located in various parts of the college campus – see the map in Appendix F. Most first year lectures are in the Arts Building, the Hamilton Building, the Physics Department and the Chemistry Department. Drawing exercises take place in the Drawing Office on the top floor of the Engineering School in the Museum Building. Computer Science practicals take place in the East End MAC Laboratory while the MEMS courses are taught in the Parsons Building and the Arts Block. A map of College is shown at the back of the handbook.

Libraries There are many libraries in the College. The main library for the School of Engineering is located in the Hamilton Building at the East end of College. This library houses all the lending and reference materials that will be recommended to the students. The library is open 9.30 a.m. – 10.00 p.m. Monday to Friday and 9.30 a.m. – 1.00 p.m. Saturday throughout the academic year.

The Engineering Librarian is Susan Doyle. Should you have any difficulty finding books, or need assistance of any sort, do remember that the library staff are there to help you and will be very happy to do so.

E‐mail and Internet Access

Remember that increasingly, messages for individual students and general messages for the class are sent via e‐mail. It is essential that you get into the habit of checking your e‐mail regularly. Internet access is provided from computers in the public access computer rooms. Information Systems Services (ISS) issues a handbook to all students describing the use of the public access computer rooms. The Department of Mechanical & Manufacturing Engineering and the Department of Statistics also have computer rooms available for use by EMS students. Internet access from these computers is subject to individual department policy.


Need help? If you have problems, and most of you will, the best person to go to is your tutor. They are there

to help you in all matters relating to your life in College. These include all personal problems

and/or requests for special treatment (e.g. seeking permission to take a year off, obtaining details

of your examination marks, appealing a result, changing courses). You are strongly encouraged to

meet with your tutor in the first week and get to know them. Don’t worry about inconveniencing

them. Being a tutor is not compulsory so those that are tutors have chosen to be and expect you

to visit them. When problems arise, they can be your strongest advocate.

Personal matters Tutors are not counselors but can lend a sympathetic ear to you if you are having personal

difficulties at home or in college. More importantly, they can put you in contact with people who

can be of direct help in counseling, health, and financial issues (e.g. the Student Counseling

Service, the Student Health Service, the Student’s Union, and the Senior Tutor’s office). The

sooner you approach your tutor with your difficulty, the more s/he can do for you.

In some matters you can deal directly with the department staff. These are described below:

Academic matters Academic matters (i.e. understanding course content, organising revision sessions) should be

addressed to the lecturer or teaching assistant concerned. Don’t let yourself get into greater and

greater difficulty because you don’t understand some of the lecture content. Most lecturers

assume that, if there are no questions in or out of lectures, everything is clear to the students. It is

surprising how effective a 15 minute meeting with a lecturer or teaching assistant can be. Be

aware that these people are generally only willing to help students who attend lectures regularly

(unless the student is absent for some genuine reason).

Programme matters Examples of these issues are books not being available in the library, a lecturer not speaking

clearly, projects with similar due dates. These should be taken to the class representative (you will

have to elect one) who should then bring them to the attention of the Head of Department or

Course Director (Prof. David Taylor & Prof. Kelly). If in doubt, speak to your tutor first.

Administrative matters If you need to replace a lost timetable or request a transcript, you should approach Judith Lee or

Nicole Byrne. They have many other responsibilities so try and avoid asking them too many trivial

questions and try not to ask them at or near the end of the day.

Other sources of help:

Student Counselling

Location: 3rd. Floor, 7‐9 south Leinster Street, College


Telephone: (896) 1407

Website: www.tcd.ie/Student_Counselling/

Learning Support

Location: 3rd. Floor, 7‐9 south Leinster Street, College

Telephone: (896) 1407

Website: www.tcd.ie/Student_Counselling/service_lshome.php

Student Health Service

Location: House 47 (adjacent to the rugby pitch)

Telephone: (896) 1556/1591

Website: www.tcd.ie/College_Health/healthservice/

Student Union

Location: House 6

Website: www.tcdsu.tcdlife.ie

Welfare Officer: Denise Keogh ([email protected]), 646 8437

Chaplains

Location: House 27 & Arch 7 (Goldsmith Hall)

Telephone: Paddy Gleeson (Roman Catholic) (896) 1260

Alan McCormack (Church of Ireland) (896) 1402

Kieran Dunne (Roman Catholic) (896) 1260

Katherine Meyer (Presbyterian & Methodist) (896) 1901

Contact persons if you feel you are being sexually harassed or the victim of bullying:

Ms. Anne‐Marie Diffley (896) 2320 Ms.Sheila Maher (896) 1573


Professor Jane Grimson (896) 1780 Ms. Ann Mulligan (896) 1239

Mr. Pat Holahan (896) 1091 Dr. Myra O’Regan (896) 1834

Dr. Tim Jackson (896) 1501 Ms. Geraldine Ryan (896) 1658

Mr. Mark Flynn (896) 1340 Ms. Ruth Torode (896) 1025

Any student, member of staff or other person with whom you feel able to discuss your problems.

REMEMBER:

1. IF YOU HAVE A PROBLEM OF ANY SORT, PLEASE TALK TO SOMEONE STRAIGHT AWAY.

2. ASK FOR HELP SOONER RATHER THAN LATER


3 Details of Senior Freshman Courses

Course Outlines

The list of course you will be taking in the second year are listed in Table 1 (p. 6). The outlines of all the courses in the MEMS second year are on the following pages. The timetable is appended at the end of this handout. The following is a guide to the layout:

COURSE TITLE This is self‐explanatory

COURSE CODE This is the code used in the calendar and other administrative documents. It is useful to know.

LECTURERS Some courses have more than one lecturer. Each

course has a Course‐Coordinator. The order of the lecturers is usually the order in which they will be teaching throughout the year.

SEMESTERS This gives the semester in which the courses is

taught. College divides the academic year into two Semesters of 12 weeks each. The semester dates are listed above.

DESCRIPTION This gives an outline of the course, the course

objectives, the teaching approach, and the method of assessment.

CONTENT This lists the specific areas/topics covered by the

course. LEARNING OUTCOMES These are what you will be expected to know or be

able to do after successfully completing this course. These are very useful to you in monitoring your progress and preparing for examinations.

REFERENCE TEXTS These are books recommended for the course. Some

courses follow a textbook very closely. In these cases the textbook is marked with an asterisk and it is advisable to purchase a copy for yourself. Other courses do not have a set text but recommend a couple of books or give a longer list of general background reading. Some courses have no texts.


COURSE TITLE: Finance

Lecturer: Mr. Conor O’Kelly

COURSE CODE: 2MEMS2

LEVEL: Senior Freshman CREDITS: 10 PREREQUISITES: None

SEMESTER: 2

DURATION (WEEKS): 12

LECTURE/WEEK: 3

TOTAL: 33

TUTORIALS/WEEK: 1

TOTAL: 11

AIMS/OBJECTIVES

This subject deals with financial decision making in the corporate setting. The course introduces the concept of the time value of money and applies a variety of structured criteria for the evaluation of projects in very concrete numerical terms. Investment is appraised in relation to cash flow and the analysis develops core principles of corporate finance. Central to both the text and course material are computational examples of how corporate treasurers and financial managers assess return and risk.

The course is both analytical and descriptive. It has a practical focus and introduces theory.

The aim of the course is to help students to understand the interface between a company and the financial markets and the influence of the latter on management’s decisions about investment, financing and operational matters.

SYLLABUS

Part 1 – Introduction to Corporate Finance

Balance Sheet, Income Statement, and Cashflow Statement

Financial Statement Analysis

Case Study

Part 2 – Basic Financial Calculations

Time Value of Money

Income Streams & Present Value

Bond & Share Valuations

Part 3 – Investment Appraisal

Methods of Investment Appraisal

Evaluating Alternatives


Case Study

Part 4 – Financial Planning

Forecasting‐ pro forma statements

Sources of Finance – Debt & Equity

Short‐Term Financial Management

RECOMMENDED TEXT(S)

Essential

Power T, Walsh S and O’Meara. P. Financial Management, An Irish Text, Gill and Macmillan, 2nd Edition, 2005

Recommended

Grant E, Ireson W, & Leavenworth R. Principles of Engineering Economy, John Wiley & Sons, 8th Edition, 1990

Arnold. G, “Corporate Financial Management”, Arnold. G, Financial Times; Prentice Hall (1998), 1st Edition.

OTHER SOURCES

Journal of Finance

Journal of Financial Economics

Harvard Business Review

Wall Street Journal

Irish Banking Review

Most of these journals can be accessed online through the library.

Web sites:

www.bloomberg.com

www.investopedia.com

www.prudentbear.com

www.yahoofinance.com

Additional relevant websites will be referred to in class.


LEARNING OUTCOMES

On successful completion of this course, students will (be able to):

Relevant

PO/PA

Sample

Questions

Have an appreciation of the financial environment in which business operates.

6a, 6b, 2006 Q3

Be aware of financial markets and their influence on decisions of business managers.

6a, 6b, 6e, 6f 2006 Q1,

Have developed analytical capabilities with particular reference to the areas of investment decisions, financing decisions, dividend policy, mergers and acquisitions.

6a, 6b

2006 Q4

ASSESSMENT MODE(S)

End of Year Examination 70%

Case Study 30%


COURSE TITLE: Manufacturing Engineering Design I

Lecturer: Prof. Garry Lyons, Prof. Bruce Murphy COURSE CODE: 2MEMS3

LEVEL: Senior Freshman CREDITS: 10 PREREQUISITES: None

Semesters: 1 & 2


LECTURE/WEEK: 1

TOTAL: 22

LABS/WEEK: 1

TOTAL: 22

AIMS/OBJECTIVES

Although now in their second year, students taking this course have no previous knowledge or

experience of engineering graphical methods or of the designed artefact. The objective is thus

to introduce them to the language and semantics of engineering drawing and the thought

processes of engineering design. The emphasis is not on training draughts‐persons but rather on

developing a person who can read and interpret the symbolism of engineering drawings. Equally

so, from the design viewpoint, the desire is to have students who have experienced the design

cycle in terms of, abstraction from a specification, conceptual design & ranking methods and

embodiment design. The design process followed is a systematic one (VDI 2221) and the course

concentrates on artefacts which have a low component count. There is, at this stage, no specific

emphasis on regulatory issues although the importance of ethical considerations is discussed.

SYLLABUS

Engineering Graphics

Drawing standards and conventions

Projections ‐Orthographic & Isometric by sketching & machine drawing Dimensioning & Sectioning Basic CAD exercises & projects.

Limits/Fits and geometric tolerance analysis for manufacture and assembly.

Manufacturing specifications (e.g. material, surface finish conventions) Introduction to CAD Mathematics of curve & surface representation for CAD

Engineering Design.

Developing and clarifying the specification Abstracting from the specification Group thought development processes – Brainstorming – method 365

The conceptual Design phase and thinking conceptually Developing the Overall Function and a Function Structure Developing and ranking Concept Variants.

Embodiment Design techniques and their application to a chosen Concept Variant Introduction to Anthropometrics & Ergonomics

RECOMMENDED TEXT(S)

Full notes are given to the students. No text book is essential. Students are encouraged to explore the range of texts available in the College library.


Recourse to some of these books is essential for their assignments.

OTHER RELEVANT TEXT(S)

Conceptual design for engineers. M French. Springer, 3rd Edition, 1999. ISBN 1852330279

Invention by design: how engineers get from thought to thing, Petroski H. Cambridge, Mass.,

London, Harvard University Press, 1996. ISBN 0674463676.

LEARNING OUTCOMES

Engineering Graphics

On successful completion of this course module, students will (be able to):

Understand the language, symbols & conventions used in engineering drawings

‘Read’ a drawing

Communicate their thoughts for devices &/or manufacturing requirements in the form of

engineering drawings or sketches.

Have a level of competence in CAD sufficient to allow self learning to occur.

Understand both the methodology of, & need for, methods of specifying tolerances (dimensional & geometric), limits and fits and surface finishes.

Design Module

On successful completion of this module, students will be able to understand and use techniques for:

Group based thought generation processes

Specification processes

Conceptual design processes

Embodiment design

Costing

Communication of their thoughts for devices &/or manufacturing requirements.

TEACHING STRATEGIES

The course is divided into two modules. The engineering graphics classes are interactive – we

discuss and show, the students follow and learn by doing. Peer‐to‐peer discussion is encouraged

and for some exercises team methods are employed. In the design module lectures are

punctuated by short exercises, peer‐to‐peer discussion and generalized question‐and‐answer

sessions on current topics. The drive is always to foster that aspect of thought – divergent

thinking ‐ which is so essential to the design engineer and so different from the convergent

thinking processes used for engineering science problems. Although the design portfolio is

individual, group methods (brainstorming etc) are encouraged in the early phases of design

work.


ASSESSMENT MODE(S)

The course marks are derived solely from continuous assessment.

In the graphics module the student produces a portfolio of engineering drawings and sketches

which is assessed. Other graphical work is also required and a number of hours are devoted to

CAD and an exercises and projects on this topic are graded.

The design module has various within‐class exercises which are graded as is a portfolio for a

major exercise in engineering design.


COURSE TITLE: Engineering Materials for Manufacturing CODE: 2MEMS4

LECTURERS: Prof. Kevin O’Kelly

Prof. Shaun Mc Fadden

LEVEL: Senior Freshman CREDITS: 5

TERMS: Semesters 2 Duration (weeks): 12

LECTURE/WEEK: 3

TOTAL HOURS: 33

TUTORIALS/WEEK: 1

TOTAL HOURS: 10

MODULE AIMS & OBJECTIVES

to apply the basic principles of physics and chemistry to the engineering properties of materials.

to demonstrate the relationship between microstructure and the mechanical properties of metals, ceramics, polymers and composites.

to illustrate the effects of fabrication and manufacturing processes on material properties

to introduce the corrosive properties of materials

to introduce the electrical properties of semiconducting materials.

to demonstrate the impact of materials selection on design and manufacture

to show the impact of materials selection on the environment

to show the relationship between materials selection and risk/safety through design for failure exercises

SYLLABUS

Fundamental concepts of materials

Atomic models; Periodic Table

Atomic bonding (forces & energies)

Molecular bonding

Material types (metals, ceramics, polymers & composites) Metals & Ceramics

Fundamentals of crystallography

Microstructures & phase diagrams

Origins of elastic behavior

Origins of strength

Imperfections in solids: o Voids, vacancies o Dislocations o Grain boundaries and surfaces

Origins of fracture toughness Polymers & Composites


Molecular structures

Macro structures

Constitutive laws for material properties

ASSOCIATED LABORATORY/PROJECT PROGRAMME

Lab MT3: Measurement of material properties: hardness and elastic modulus

Lab MT4: Measurement of material properties: fracture toughness

Independent Research Report 1

Independent Research Report 2

LEARNING OUTCOMES

Upon completion of this module, students will (be able to):

have a knowledge of the fundamental sources of material behaviour including a familiarity with atomic structures, crystal structures and microstructures.

identify mechanisms of elastic and plastic deformation and bulk properties

have acquired knowledge of the major types of materials and how their properties can be calculated or determined experimentally

have a knowledge of production methods and be able to assess why particular materials and methods of production are chosen in order to achieve a desired set of properties

have developed skills in the areas of quantitative analysis, scientific reasoning and communication

have developed practical experimental skills in materials testing

evaluate the environmental implications of materials selection

carry out individual investigations & reports of the technical, commercial, manufacturing and social aspects of a materials application.

have sufficient knowledge and understanding of materials in order to be able to continue into third year materials

TEACHING STRATEGIES

The course is taught using a combination of lectures, laboratories, independent research reports and tutorials. Most material (notes, textbook, tutorials, exams) is provided on a WebCT course. Students work in tutorial and laboratory groups thereby encouraging teamwork and cooperation whereas the research reports are individual.

ASSESSMENT

Written Exam (60%), Continuous Assessment (40%) Both elements must be passed with a minimum mark of 40%.

RECOMMENDED TEXTS


Materials Science & Engineering – an Introduction, William D. Callister Jr., John Wiley & Sons Inc., ISBN: 0‐471‐13576‐3

WebCT course: http://webcourse.tcd.ie/SCRIPT/ME2MM4

Engineering Materials I, MF Ashby and DRH Jones, Butterworth Heinemann, ISBN: 0‐7506‐3081‐7.

Principles of Polymer Engineering, 2nd edition, N.G. McCrum, C.P. Buckley and C.B. Bucknall, Oxford University Press, ISBN: 978‐0‐19‐856526‐0.


COURSE TITLE: Statistical Analysis CODE: ST1002

LECTURERS: Associate Prof. Myra O’Regan ([email protected])

LEVEL: Senior Freshman Credits: 5 PREREQUISITES: None

TERMS: Semester 1

Duration (weeks): 12

LECTURE/WEEK: 2

TOTAL: 22

TUTORIALS/WEEK: 1

TOTAL: 11

AIMS/OBJECTIVES

The aim of the course is to introduce the students to basic statistical concepts. There will be considerable emphasis on the use of a statistical package to analyse data.

SYLLABUS

Nature of data

Descriptive statistics

Displaying data using graphs

Normal Distribution

Select random sample

Confidence intervals for means and proportions

Hypothesis testing

Independent t‐tests

Chi‐Square tests

Simple linear regression

LEARNING OUTCOMES

To explain basic statistical theory and apply the techniques to data. Students should be able to describe and interpret the results in a detailed fashion. More precisely students should be able to :

Explain the nature of data

Generate appropriate descriptive statistics

Illustrate data with apropriate graphical techniques

Create readable tables

Use normal distribution tables

Select a random sample

Create estimates and confidence intervals of population parameters from samples

Carry out and interpret the results of the following statistical tests including o Paired and independent t‐tests o Chi‐square test

Explain the ideas behind simple linear regression Considerable emphasis will be put on the use the statistical computing package MINITAB in exploring and analysing data.


ASSESSMENT

Class and lab attendance is compulsory. Students will be required to attend 80% of labs and

lectures. Non‐attendance will result in an additional project to complete.

Assessment is by written examination (contributing 70% to the overall mark) and continuous assessment (contributing 30% to the overall mark). To pass the module, students must achieve an overall mark of 40% in both the exam and the assessment.

BIBLIOGRAPHY

Stuart, M. An Introduction to Statistical Analysis for Business and Industry A problem Solving approach. London: Hodder Arnold, 2003

Moore, D.S, McCabe G.P & Craig, B.A. An Introduction to the practice of Statistics 6th ed. New York: W. H. Freeman, 2009


COURSE TITLE: Engineering Mathematics III CODE: 2E1

LECTURERS: Assistant Prof. Paschalis Karageorgis ([email protected])


TERMS: Semester 1 Duration (weeks): 12

LECTURE/WEEK: 3

TOTAL CONTACT HOURS: 43

TUTORIALS/WEEK: 1

MODULE DESCRIPTION & AIMS

This module is a natural continuation of the Junior Freshman courses 1E1 Engineering Mathematics I and 1E2 Engineering Mathematics II and introduces students to further fundamental ideas and methods of mathematics for engineering, covering the areas of multivariate calculus, integration and Laplace transforms. The aim of the module is to provide the necessary background and to teach the students to use it efficiently.

SYLLABUS

Vector‐valued functions

Calculus

Change of parameter Partial derivatives

Chain rule

Gradients

Maxima and minima Multiple Integrals

Double and triple integrals

Surface area Topics in vector calculus

Vector fields

Line integrals

Green's theorem

Surface integrals

Stokes' theorem Laplace Transforms

Differential equations

Unit and delta functions

Convolution


LEARNING OUTCOMES

Upon completion of this module, students will be able to:

analyse the behaviour of functions of several variables, present the result graphically and efficiently calculate partial derivatives of functions of several variables (also for functions given implicitly);

obtain equations for tangent lines to plane curves and tangent planes to space surfaces;

apply derivative tests and the method of Lagrange multipliers to find maxima and minima of functions of several variables, local and global;

effectively calculate multiple integrals, in Cartesian and polar coordinates, in particular, to find areas, volumes and centres of mass;

solve differential equations by applying Laplace transforms.

TEACHING STRATEGIES

The module is taught using a combination of lectures and tutorials. Answers to tutorial problems are available on the lecturer’s webpage.

ASSESSMENT

Tutorial assignments contribute 10% towards the final grade with the end‐of‐year final written two‐hour examination contributing 90%.

REQUIRED TEXTBOOK

Calculus: Late Transcendentals Combined, 9th Edition; Howard Anton, Irl Bivens, Stephen Davis; ISBN: 978‐0‐470‐39874‐6; 1168 pages Advanced Engineering Mathematics, Chapter 5, 8th edition, Erwin Kreyszig

FURTHER INFORMATION

http://www.maths.tcd.ie/~frolovs/Calculus/Calculus2E1.html http://www.tcd.ie/Engineering/undergraduate/baiyear2/2E1


COURSE TITLE: Engineering Mathematics IV CODE: 2E2

LECTURERS: Associate Prof. Dmitri Zaitsev ([email protected])


TERMS: Semester 2

Duration (weeks): 12

LECTURE/WEEK: 3

TOTAL HOURS: 33

TUTORIALS/WEEK: 1

TOTAL HOURS: 11

MODULE AIMS

to introduce and illustrate the fundamental ideas and methods of Linear Algebra and Fourier Analysis;

to introduce the concept of n‐dimensional vectors and show their role and importance in practice;

to show the interrelations between linear systems, linear transformations and their matrices;

to promote mathematical confidence and sensibility;

to enable the students to apply their knowledge to new situations.

SYLLABUS

Euclidean n‐space and n‐vectors;

Linear transformations and their matrices; subspaces; linear combinations of vectors;

Subspaces spanned by a set of vectors; linear independence of a set of vectors;

Basis and dimension; standard basis in n‐space; coordinates of vectors relative to a basis;

General and particular solutions for a linear system;

Row, column and nullspace of a matrix, finding bases for them using elementary row operations, rank and nullity of a matrix;

Inner products, lengths, distances and angles relative to them;

Orthogonal and orthonormal bases relative to an inner product, orthogonal projections to subspaces, Gram‐Schmidt Process;

Best approximation by the least squares method;

Eigenvalues and eigenvectors of square matrices;

Fourier series for periodic functions, Euler formulas for the Fourier coefficients, even and odd functions, Fourier cosine and Fourier sine series for them, Fourier integral and Fourier transform.


LEARNING OUTCOMES


pass effectively between linear systems, linear transformations and their matrices;

analyse a system of vectors for linear dependence and for being a basis;

calculate dimension of a subspace;

calculate the rank and nullity of a matrix and understand their importance;

construct a basis for row, column, and null spaces of a matrix;

calculate eigenvalues and eigenvectors of matrices;

apply the Gram‐Schmidt process to transform a given basis into orthogonal one;

apply the least square method to obtain an approximate solution of a linear system;

calculate the Fourier series of a given function and analyse its behaviour;

calculate the Fourier transformation.

TEACHING STRATEGIES

The teaching strategy is a mixture of lectures, independent and team‐based homework and tutorials. The lectures present the material in traditional form, including motivation, theory and uses. The most critical phenomena and typical mistakes are emphasised. The exercises are assigned weekly and aimed to stimulate students to actively use and revise the learned material. As an important by‐product, students learn how to express their way of solving problems clearly in written form. This process is controlled by grading the student solutions and discussing them in the tutorials.

ASSESSMENT

Assessment is by means of tutorial assignments and a two‐hour end‐of‐year written examination. The overall grade is calculated using the maximum of 85% end‐of‐year examination + 15% assessment.

REQUIRED TEXTBOOK

Elementary Linear Algebra (with applications), Anton and Rorres, Chapters 4 ‐ 7 Advanced Engineering Mathematics, Kreyszig, Chapter 10

FURTHER INFORMATION

http://www.maths.tcd.ie/~zaitsev/2E02‐2011/2E02.html http://www.tcd.ie/Engineering/undergraduate/baiyear2/2E2


COURSE TITLE: Solids and Structures CODE: 2E4

LECTURERS: Prof. Bidisha Ghosh ([email protected])

Prof. Alan O’Connor ([email protected])



LECTURE/WEEK: 3

TUTORIALS/WEEK: 1

LABS: 2 X 2HR TOTAL CONTACT HOURS: 48


The 2E4 module is divided into two sections: (a) Mechanics of Solids and (b) Structures. Much emphasis is placed in this module on solving practical problems. Mechanics of Solids aims to develop an understanding of the stresses and strains that develop in solid materials when they are subjected to different types of loading and to develop an understanding of the conditions at failure of such materials. Structures aims to introduce the fundamental concepts of structural mechanics.

SYLLABUS

Mechanics of Solids

Elastic Plastic Behaviour Stress, strain, elasticity and plasticity; one‐dimensional stress–strain relationships; Young’s modulus of elasticity, shear modulus and Poisson’s ratio; two‐dimensional elasticity; isotropic and homogeneous materials; ductile and brittle materials; transformation of stress and strain; properties of sections (A and I); axial, shear and bending distortions.

Analysis of Structural Members Connection design in trusses; torsion of shafts; buckling of struts; lateral torsional buckling; factors of safety

Structures

Statically determinate pin‐jointed structures

Analysis using joint‐equilibrium, method of sections and by inspection; statical determinacy; deflection of trusses using principle of virtual work

Analysis of Beams and Frames

Axial, shear force and bending moment diagrams; equation of condition, load function equation, qualitative analysis for two‐dimensional frames; analysis for bending stress; cover plate design; analysis for shear stress and torsional stress

Beam Deformations

Bending deflections using moment‐curvature equation; Mohr’s moment area theorems; shear deformations, torsional deformations



Beam bending (laboratory experiment and research report);

Buckling of slender columns (laboratory experiment and research report);

Tutorial assignments (1 ‐ 10).

LEARNING OUTCOMES


calculate section properties;

calculate stress, deformation and strain responses of structural members under a system of applied loads;

analyse structural systems to determine sectional forces and demonstrate an understanding of their influence on overall structural response;

examine possibilities for alternate structural arrangements where the structure as detailed is insufficient;

differentiate between various limit states in structural analysis;

analyse bolted connections;

demonstrate an ability to visualize, understand and appraise structural behaviour in statically determinate structures.

TEACHING STRATEGIES

The module is taught using a combination of lectures, laboratories and tutorials. Most material (notes, textbook, tutorials, examinations) is provided on the College network. Students work in tutorial and laboratory groups in solving problems thereby encouraging teamwork and cooperation whereas the research reports are carried out individually.

ASSESSMENT

Assessment is by means of a two‐hour end‐of‐year written examination (80%), two laboratory

experiments (5% each) and tutorial assignments (10%).

Associated laboratory/project/tutorial programme

Beam bending (laboratory experiment and research report);

Buckling of slender columns (laboratory experiment and research report);

Tutorial assignments (1 ‐ 10).

RECOMMENDED TEXTBOOKS

Strength of Materials, Timoshenko Strength of Materials, GH Ryder, Macmillan Mechanics of Materials, EJ Hearn, Pergamon Mechanics of Material, Gere and Timoshenko, Wadsorth Mechanics of Engineering Materials, PP Benham and RJ Crawford, Longman Structures—or why things don’t fall down, JE Gordon, Penguin Introduction to Structural Mechanics, Reynolds, Kent and Lazenby


Mechanics of Engineering Materials, Bowes, Russell and Suter Structural Mechanics, Williams, Morgan and Durka

FURTHER INFORMATION

http://www.tcd.ie/civileng/Staff/Bidisha.Ghosh/ http://www.tcd.ie/civileng/Staff/Alan.OConnor/ http://www.tcd.ie/Engineering/undergraduate/baiyear2/2E4


COURSE TITLE: Thermo‐Fluids CODE: 2E5

LECTURERS: Prof. Tony Robinson ([email protected])



LECTURE/WEEK: 3

TUTORIALS/WEEK: 1



This module is developed to introduce the students to the thermal fluid sciences and is organised into two main subsections: fluid mechanics and thermodynamics. The fluid mechanics part deals with both hydrostatics as well as the principles of conservation of mass and momentum, laminar and turbulent flows, pipe flows and boundary layers for case of fluids in motion. The thermodynamics section of the module deals with the properties of matter, phase change, equations of state, energy transfer, the first and second laws of thermodynamics and the analysis of engineering devices and systems.

SYLLABUS

Fluid Mechanics

Introduction: Definition of a fluid, fluid properties, equation of state;

Hydrostatics: Measurement of pressure, thrust on submerged surfaces;

Principles of Fluid Motion: Description of fluid flow; continuity equation; Euler and Bernoulli equations; Pitot total head and static tubes, venturi‐meters, orifice plates;

Momentum Equation: Momentum equation for steady flow; applications to jet flows, impinging flows in pipe bends; momentum theory of propellers;

Laminar and Turbulent Flows: Reynolds demonstration of flow regimes; criterion for laminar/ turbulent flow; Reynolds number;

Pipe Flows: Fully developed flow; laminar pipe flow; turbulent pipe flow, friction factor, friction losses, other losses;

Boundary Layers and Wakes: Description of the boundary layer; laminar and turbulent boundary layers; physical, displacement & momentum thickness; effect of pressure gradient – separation and wake formation; drag forces.

Thermodynamics

Introduction: Properties of matter, the state postulate, energy, processes and thermodynamic systems;

Properties of Pure Substances: property tables, property diagrams, phase change,


equations of state (ideal gas);

Energy: Energy transfer by heat, work and mass;

The First Law of Thermodynamics: Closed system, open system, steady‐flow engineering devices;

The Second Law of Thermodynamics: Statements of the Second Law, heat engines, refrigeration devices, reversible versus irreversible processes, the Carnot cycle.


Spark Ignition Engine Test;

Comparison of Flow Measurement Systems.

LEARNING OUTCOMES


analyse, generate mathematical models, solve problems, and communicate the solutions of simple fluid based engineering problems including pressures and forces on submerged surfaces;

understand the principal of basic measurement devices such as venturi meters and Pitot static tubes;

determine forces generated in systems such as jets and propellers;

distinguish between ideal and real flows and evaluate practical problems associated with pipe flow systems;

conceptualise and describe practical flow systems such as boundary layers and their importance in engineering analysis;

evaluate fluid properties and solve basic problems using property tables, property diagrams and equations of state;

analyse, generate mathematical models, solve problems, and communicate the solutions to practical closed systems and steady‐flow devices by applying the conservation of energy principle;

understand the limitations of engineering devices and systems based on the 2nd law of thermodynamics;

understand the concept of thermal efficiency and coefficient of performance and the environmental and socio‐economic implications associated with desired system output (i.e. power/cooling) verses required ‘cost’ input (ie electrical/fuel);

understand basic laboratory procedure and safety;

perform laboratory tasks as a group;

acquire, tabulate and analyse useful data in the laboratory;

communicate information, analyse data and provide physical interpretation of measurements in technical laboratory reports;

Utilise internet resources for general course material.

TEACHING STRATEGIES

The module encompasses a diverse variety of teaching and learning strategies. This is accomplished by coordinating formal lectures with teamwork‐based problem‐solving tutorial sessions supplemented by ‘hands‐on’ laboratory experimentation and technical report writing.


ASSESSMENT

Assessment is by means of a two‐hour end‐of‐year written examination (85%) and continuous assessment (15%) based on technical reports on the experiments.


Fundamentals of Fluid Mechanics, Munson, Young, Okiishi, Huebsch, Wiley Thermodynamics: an Engineering Approach, Cengel and Bowles, McGraw‐Hill

FURTHER INFORMATION

http://www.tcd.ie/Engineering/undergraduate/baiyear2/2E5


COURSE TITLE: Electronics CODE: 2E6

LECTURERS: Prof. Brian Foley ([email protected])



LECTURE/WEEK: 3

TUTORIALS/WEEK: 1



This module is an introduction to the general principles and applications of contemporary analogue and digital electronics and is taken by the full complement of SF Engineering and Engineering with Management students. The module is sufficiently general in content and broad in application to serve as a suitable foundation not just for students who wish to subsequently pursue electronic/computer engineering but also for those who opt for civil or mechanical engineering. The module introduces the concepts of the digital signal and system, and progresses through standard combinational and sequential logic design with particular reference to arithmetic processing. Complexity, speed and power consumption are employed as the main parameters of system performance. Electrical implementation is considered through a qualitative treatment of Complementary Metal Oxide Semiconductor (CMOS) circuit principles. While the module gives a solid grounding in traditional pencil‐and‐paper design methodologies, the important reality of modern computer aided design (CAD) methodologies and field programmable gate arrays (FPGAs) is also recognised. The module provides a systems‐oriented foundation in the principles of analogue integrated circuits again emphasising the information‐bearing nature of analogue signals and the concept of the electronic circuit as a signal processing system. The characterisation of analogue signals and systems is covered. The idea of modelling amplifier functionality by means of a controlled voltage source together with input and output resistance is treated, and many practical examples are given. The ideal operational amplifier is selected as an illustrative electronic subsystem of considerable application importance. The methodology for analysing a linear application circuit is treated as a major objective of the module. The student is introduced to the effects of finite performance characteristics such as finite open loop gain and input resistance. Frequency selectivity in RC‐circuits is studied, with characterisation based on Bode plots. Analogue‐digital conversion systems are introduced.

SYLLABUS

Digital Systems and Binary Numbers

Digital signals and systems

Number systems


Positive/negative representation

Binary arithmetic Boolean Algebra

Definitions and basic theorems

Algebraic simplification

Sum of products and product of sums formulations

Gate primitives

Karnaugh maps Combinational Logic

Combinational design

Assessment of complexity and speed

Code converters, multiplexors, decoders

Addition circuits, priority encoder Sequential Logic

Bistable latch, master‐slave and edge‐triggered flip‐flops

Asychronous and synchronous counter design

Registers and shift registers Digital Circuits

n‐ and p‐channel MOS transistors

CMOS inverter, NAND, and NOR gates

General CMOS logic Characterisation of Analogue Electronic Signals and Systems

Signals and electronic signal processing

dc and rms calculations

Resistive circuit analysis review and the Maximum Power Transfer Theorem

Thevenin theorem, Superposition Principle, and maximum power transfer

Signal transmission through linear and non‐linear systems Amplifiers and their Equivalent Circuits

Equivalent circuit of ideal and real amplifiers

Cascades of amplifiers Frequency Response

Decibel notation

Classification of filters

RC‐circuits and their Bode characterization Operational Amplifier Circuits

The ideal operational amplifier

The inverting, non‐inverting, differential and integrating configurations

Effect of finite open loop gain and input resistance

Introduction to analogue‐digital conversion systems



Digital Logic Circuits;

Operational Amplifier Circuits.

LEARNING OUTCOMES


convert between binary and decimal representations and carry out binary addition, subtraction and multiplication;

manipulate Boolean expressions so as to minimise the number of literals using algebra or Karnaugh maps;

design standard and iterative combinational logic circuits;

evaluate the complexity and speed of combinational designs;

explain the operation of basic sequential elements latch, master‐slave flip‐flop and analyse simple sequential circuits;

describe the operation and determine the logic function of basic CMOS gate circuits;

analyse and solve simple propositional logic problems;

describe the concept of an information‐bearing electrical signal, calculate the average and root mean square values of regular periodic signals and carry out power calculations given the frequency content;

determine the output of simple linear and non‐linear systems for given inputs;

design and analyse source‐amplifier‐load configurations to meet given specifications;

characterise and plot the frequency response of first‐order RC‐circuits;

characterise the properties of the ideal operational amplifier; calculate the closed loop gain and carry out design manipulations for basic linear operational amplifier applications including the effects of finite open loop gain and first‐order frequency response;

explain the operation of basic analogue‐to‐digital and digital‐to‐analogue converters.

carry out basic experimental test procedures, record the results and write a laboratory report.

TEACHING STRATEGIES

This module is formally delivered through a combination of lectures and tutorials, with two supporting practical laboratory sessions. The tutorial sessions are based on problem solving exercises with trained tutorial assistance available to provide guidance and feedback to the students. Some of the core module material is documented in a set of notes which is provided via the web and in advance to all students. This core material incorporates not just the concepts and methodologies, but also worked illustrative problems. Tutorial problem sheets and solutions are also provided. Students are expected to read through the material in advance so that lecture time can be allocated to:

explaining carefully the more difficult concepts and derivations;

illustrating the material with sample problems and applications of wide interest;


responding to student questions and inviting student input to choice of analysis strategy, etc;

setting short but focused class‐time problems. From the point of view of teaching and learning strategy, the delivery approach would be characterised by:

endeavouring to ensure that each session, lecture or tutorial, is an active learning experience for the student;

keeping the formal presentation and associated activities varied so that the experience, while challenging, is also enjoyable;

in principle following a “constructivist” philosophy, the idea being to get the students to themselves construct as much of the new material as possible from what they already know.

The basic module materials are provided in electronic form and care is taken to ensure that all materials are both accessible to and usable by all students.

ASSESSMENT

85% of the mark returned for 2E6 is derived from a formal written two‐hour examination held at the end of the academic year. The examination paper is divided into two sections (digital and analogue) each comprising three questions. In answering four questions out of six, students are required to answer two questions from each section. The remaining 15% of the marks are derived from a laboratory programme of two experiments. A portion of the 85% examination mark may be based on allocated assigned work. Student progress will be monitored through their participation and performance at the tutorial sessions. Feedback will be provided both by the lecturer and/or the module teaching assistants.

Associated laboratory/project programme

Digital Logic Circuits;

Operational Amplifier Circuits.


Digital Design, 4th edition, MM Mano and MD Ciletti, Pearson, Prentice Hall, 2007 Electronics: A Systems Approach, 4th edition, N Storey, Pearson, Prentice Hall, 2009 Supplemental Textbooks Digital Design: Principles and Practices, 3rd edition, John F Wakerly, Pearson, Prentice Hall, 2000 Digital Principles and Design, Donald D Givone, McGraw‐Hill, 2003

FURTHER INFORMATION

http://www.tcd.ie/Engineering/undergraduate/baiyear2/2E6


COURSE TITLE: Manufacturing Engineering Design

Lecturer: Prof. Kevin Kelly, Prof. Bruce Murphy, Prof Garret O’Donnell

CODE: 2MEMS10

LEVEL: Senior Freshman (2nd year) CREDITS: 10 PREREQUISITES: JF BSc

SEMESTER: 1 & 2


HOURS/WEEK: 4

TOTAL: 88

AIM

The 2MEMS10 Manufacturing Engineering Design IV introduces the challenge of group based manufacturing and design. The project involves the design and construction of a metal‐bodied resonator acoustic guitar. Each group is responsible for the design, part‐sourcing and manufacture of their own guitar. Some of the parts of the guitar will be purchased, while the remainder will be manufactured in‐house. Each group will be responsible for the full conceptual design, specification and construction of the guitar – including bill of materials, design drawings, assembly information, jigs and fixtures and manufacturing process specification. Objectives

to apply basic principles of science and engineering to conceive, design, implement and

operate a metal bodied resonator guitar.

to introduce group working and project planning.

to introduce the principles of metal and wood processing and the health and safety issues

associated with these processes.

to introduce the principles of engineering design including fixture and jig design.

to analyse the design and optimise it with respect to manufacturability.

to introduce the requirements of project documentation, part drawings and assembly

documentation.

to introduce project reporting and presentation.

RECOMMENDED TEXT(S)

None – class notes


LEARNING OUTCOMES

On successful completion of this course, students will (be able to):

1. have a knowledge of the engineering process of problem solving

2. to design a consumer product (guitar) to meet a well‐defined specification

3. have acquired knowledge of group working including task sub‐division and coordinated meeting of

interim deliverables

4. have acquired a knowledge of the health and safety requirements of manufacturing processes

5. have developed skills in the areas of quantitative analysis, scientific reasoning and communication

6. have developed practical experimental skills in manufacturing processes

7. have developed practical skills in project costing

8. have a knowledge of the requirements of report writing and project documentation

TEACHING STRATEGIES

The course is taught using a combination of occasional lectures, demonstration laboratories and

through project sessions at which advisors are present. The groups are also expected to undertake

independent research and development work on the project.

ASSESSMENT MODE(S)

Written Exam (40%) and Continuous Assessment (60%).


LABORATORY SCHEDULE

The experiments listed below are performed in the locations indicated and according to the timetable.

No: 2E4A Title: Beam Bending

Location: Demonstrating Room (Simon Perry Building)

Co‐ordinator: Dr. Brendan O’Kelly

No: 2E4B Title: Buckling

Location: Demonstrating Room (Simon Perry Building)

Co‐ordinator: Dr. Brendan O’Kelly

No: 2E6A Title: Digital Logic Circuits

Location: Undergraduate Laboratory (Ground Floor, Printing House)

Co‐ordinator: Bernadette Clerkin

No: 2E6B Title: Operation Amplifiers

Location: Undergraduate Laboratory (Ground Floor, Printing House)

Co‐ordinator: Bernadette Clerkin


4 Regulations and Assessment

College Regulations

The complete set of regulations is set out in the University Calendar. Copies are held in the College Library, Enquiries Office, and all academic and administrative offices. A copy can be purchased in the Library Shop. Some of the more relevant sections are summarised in the following sections. Extracts of the Examinations Regulations of the Calendar are included in Section 5.

4.1.1 Attendance, non‐satisfactory attendance & course work Please note the following extract for the university calendar: “For professional reasons, lecture

and tutorial attendance in all years is compulsory in the School of Engineering.” Attendance at

practical classes is also compulsory.

All students must fulfil the requirements of the school with regard to attendance and course work. Students whose attendance or work is unsatisfactory in any year may be refused permission to take all or part of the annual examinations for that year. Where specific attendance requirements are not stated, students are non‐satisfactory if they miss more than a third of a required course in any semester.

At the end of the teaching semester, students who have not satisfied the department or school requirements may be turned to the Senior Lecturer’s Office as non‐satisfactory for that semester. In accordance with the regulations laid down by the University Council non‐satisfactory students may be refused permission to take their annual examinations and may be required by the Senior Lecturer to repeat their year.

Further details on the academic regulations concerning attendance, non‐satisfactory attendance and course work are given in the University Calendar, 2009/2010, pages H5 and H6. See also section 5 below.

Please note that you must attend the particular tutorial and laboratory sessions to which you have been assigned. Students cannot swap sessions because of the complexity of the timetable, the large numbers in the year and the limited accommodation available.

4.1.2 Collaboration, Individual Work, and Plagiarism

Much of the work you will do during your college and professional life will require collaboration with other engineers and people from other disciplines. You will find that much of the laboratory and project work is designed to encourage this through group‐based work. Whether the group submits a single report or whether each group member submits an individual report, teamwork and collaboration is a critical part of the work and how it is assessed. So, what is plagiarism?

Plagiarism, simply put, is the act of presenting the work of others as your own without acknowledgement. The last two words are crucially important. The advancement of


knowledge in any field relies heavily on the work of peers and previous workers. Formal acknowledgement of their contribution not only gives them due credit for their work but adds to the strength of your results and arguments. The regulations governing plagiarism are presented in the Calendar 2011/2012, pages H18‐ H20 and you should read them. In summary, plagiarism can arise from actions such as:

Copying another student’s work.

Enlisting another person or persons to complete an assignment on the student’s behalf.

Quoting directly, without acknowledgement, from books, articles, or other sources, either in printed, recorded or electronic format.

Paraphrasing, without acknowledgement, the writings of others.

Course Regulations

The following sections relate specifically to the EM course.

4.1.3 Assignment deadlines

Many EM courses include an element of continuous assessment. Different departments have their own rules on continuous assessment and homework. You should make sure you are familiar with these rules and that you understand them. The Department of Mechanical and Manufacturing Engineering rules are summarised below:

1. The lecturer must notify the students of:

the deadline where and how the assignment is to be handed in the penalties for late submission the procedure for granting permission for late submissions. Otherwise the default rules, as set out below, will apply.

2. The deadline for all continuous assessment work will be 5pm on the day specified. 3. The work must be handed in to the Department secretary who will stamp it with the date and

time and record the submission in a log. The submission must be clearly labelled and must show the student’s name, the assignment title, the course number, and the lecturer’s name.

4. Penalties for late submission are as follows: Material submitted late will be marked down 20% of the mark that would otherwise have been awarded for each day (or part thereof) that it is late. Work submitted after 5pm of the fifth day after the deadline will receive a mark of zero.

5. Extensions are normally granted if you can present a good reason for not being able to

submit on time. If you need an extension, you should speak to your tutor, not your lecturer. Lecturers will normally grant an extension following a letter from a tutor. Keep in mind that valid reasons are those that could not have been foreseen.

6. Sometimes, where there is a general problem, a Lecturer may award an extension to the

entire class. This will be posted (and optionally e‐mailed to all students). Penalties will apply as stated above from the revised deadline.


EXAMINATION RULES FRESHMAN AND JUNIOR SOPHISTER

Candidates undertake 60 credits during each of the four years of the degree programme. Each

module has an individual rating of 5, 10, 15 or 20 credits, the amount dependent on the level of

effort involved. It is the responsibility of each student to ensure that they are undertaking exactly

60 credits per year.

Students who pass the ANNUAL examinations are awarded 60 and an Honours grade for the year.

This grade is based on the weighted average achieved, calculated using the credit ratings. In order

to pass the ANNUAL examinations, students must:

have achieved at least 40% in individual modules worth at least 50 ECTS credits AND

have an overall average mark of at least 40% AND

have EITHER not more than 10 module credits with marks of at least 35% and less than 40%

OR

not more than 5 module credits with marks of at least 30% and less than 40%.

Students who have failed the ANNUAL examination are required to take a SUPPLEMENTAL

examination in all modules in which they have not satisfied the examiners, as specified on the

published examination results.

In order to pass the SUPPLEMENTAL examinations, students must:

have an overall combined average mark in the ANNUAL and SUPPLEMENTAL examinations taken of not less than 40% AND

have not more than 5 ECTS module credits with marks of at least 35% and less than 40%.

Students who pass the SUPPLEMENTAL examinations obtain an overall PASS grade for the year.

Overall supplemental marks for all modules are calculated in the same manner using the same

weightings as for the annual examinations and include continuous assessment/laboratory marks.

The full set of overall grades is set out below;

Description Grade

Criterion

First Class Honors I mark greater than or equal to 70% Second Class Honors, First Division

II.1 mark greater than or equal to 60% and less than 70%

Second Class Honors, Second Division

II.2 mark greater than or equal to 50% and less than 60%

Third Class Honors III mark greater than or equal to 40% and less than 50%

Fail F the candidate has failed to satisfy the criteria listed above

Exclude EX the candidate has not made a serious attempt at


the examinations or the candidate has not passed the year within eighteen months from that date on which they first became eligible or the candidate has at least one unexplained absence

Deferred

D

the candidate was absent with permission due to medical or other grounds and the result is incomplete

ERASMUS Awaiting Result

ER Applies to Erasmus / International Exchange students

Result Withheld RW it may be necessary for academic or administrative reasons to withhold a result (e.g. unpaid fees or fines)

Withdrawn WD the candidate has withdrawn from the course Repeat year R the candidates is given permission to repeat the

year IN FULL (applies at SUPPLEMENTAL examinations ONLY)

Pass P the candidate may rise to the next year of the degree programme (applies at SUPPLEMENTAL examinations ONLY)

After the Court of Examiners’ meeting, ANNUAL and SUPPLEMENTAL examination results are

published anonymously in student number order.

Individual module results

All individual module results are published anonymously by student number on the College notice

boards, on the local School of Engineering website ‐ http://www.tcd.ie/Engineering/Results/

(students will need their College username and password) and on the College’s Examinations

Office website ‐ http://www.tcd.ie/Examinations/Results/

Where a mark is not reported for a module the following codes apply where appropriate:

f = mark is less than 25%; a = absent with permission/explained absence – may take a SUPPLEMENTAL

examination; A = absent without permission or explanation – automatic exclusion; mc = medical certificate supplied to and accepted by the Senior Lecturer; cr = credit for subject e.g. candidate is exempt on the basis of their performance in the

Foundation Scholarship examination; gw = grade withheld (e.g. unpaid fees or fines). p = credit for subject passed on previous occasion.

Repeating the year


Candidates must repeat the year IN FULL which includes all continuous assessment requirements

and laboratory experiments.

4.3 Publication of Results

Examination results are published on the Department Notice board in Parsons Building. The

examination results of candidates are published on the notice board in order of the candidates’

student numbers. Candidates’ names are not listed. Anyone seeking a candidates’ result must

have their student number. Tutors can also be contacted regarding your examination results.

4.4 Re‐checking/Re‐marking of Examination Scripts

Extract from the University Calendar, 2011/2012, page H11:

47 Regulations for re‐check/re‐marking of examinations scripts

i) All students have a right to discuss their examination and assessment performance with the appropriate members of staff as arranged for by head of department. This right is basic to the educational process.

ii) Students’ examination performance cannot be discussed with them until after the publication of examination results.

iii) To obtain access to the breakdown of their results students should make a request through their tutor.

iv) Having received information about their results and having discussed these and their performance with the head of department and the appropriate staff, students may ask that their results be reconsidered if they have reason to believe:

(a) that the grade is incorrect because of an error in calculation of results,

(b) that the examination paper specific to the student’s course contained questions on subjects which were part of the course prescribed for the examination, or

(c) that bias was shown by an examiner in marking the script.

v) In the case of (a) above, the request should be made through the student’s tutor to head of department.

vi) In the case of (b) and/or (c) above, the request should be made through the student’s tutor to the Senior Lecturer. In submitting such a case for reconsideration of results, students should state under which of (iv) (b) and /or (c) the request is being made.

vii) Once an examination result has been published it cannot be amended without the permission of the Senior Lecturer.


4.5 Academic Appeals

Summary of the University Calendar, 2011/2012 page H11‐H12:

Students may appeal against an academic decision made on them (e.g. an examination result)

where a student’s case

i) is not adequately covered by the ordinary regulations of the College, or

ii) is based on a claim that the regulations of the College were not properly applied in the applicant’s case, or

iii) represents an ad misericordiam appeal (compassion).

Appeals may be made to the Faculty’s Academic appeals Committee and subsequently to the College’s Academic Appeals Committee.

Those considering making an appeal should consult their tutor in the first instance. See the

University Calendar, page H11 for further information.

GUIDELINES AND REGULATIONS FOR B.A.I. STUDENTS UNDERTAKING

INTERNATIONAL STUDIES

This document provides guidelines and regulations for students who spend their Junior Sophister year of

the B.A.I. programme at an approved foreign host University. Agreements are currently in place with INSA

Lyon (France) and Karlsruhe University (Germany).

Students must obtain permission to spend their JS year at another University from the International

Student Coordinator of the Department responsible for the B.A.I. stream in which they intend to specialise.

These applications will then be reviewed by the Director of Teaching and Learning (Undergraduate) and the

Head of School for final approval. At present, these coordinators are as follows:

Department of Civil, Structural and Environmental Engineering: Dr Sara Pavia

Department of Computer Science: Ms Mary Sharp

Department of Electronic and Electrical Engineering: Dr Anthony Quinn

Department of Mechanical and Manufacturing Engineering: Professor Henry Rice Students must obtain at least a II.1 in their SF year in order to be given permission to spend their JS year

abroad and must have appropriate language competency for their host University.

Each student must undertake courses that have a combined rating of at least 45 ECTS of which at least 40

ECTS must be in approved technically based engineering modules. Each student must get their module

choices approved by their International Student Coordinator.

Students should be aware that some host Universities (typically in Germany) do not return marks using a

centralised administrative system. In such cases, students need to take responsibility for obtaining their

marks for each subject directly from their lecturers on official College letterhead. These must then be

returned to their International Student Coordinator as quickly as possible.


Students must complete the year at the host University and have no entitlement to take supplemental

exams at TCD. Students should be aware that some host Universities do not have supplemental exams or

may not allow students to sit supplementals if their attendance or performance has been poor.

Students are advised to monitor the course information at their host University very frequently.

Assessment of modules taken in the overseas university will be weighted in the calculation of the final

degree results as if the modules had been taken in this university.

MARKING SCHEMES

Firstly, the grades obtained are converted into TCD equivalents as follows:

INSA (Lyon)

ECTS mark returned TCD equivalent

A 80%

B 65%

C 60%

D 55%

E 45%

Fx 30%

F 20%

Karlsruhe University

The marks obtained from Karlsruhe are based on the German system which grades subjects from 1.0 (very

good) to 5.0 (NOT adequate). Grades are converted into TCD equivalents using the following formula:

TCDMARK = (5 – KarlsruheMARK) / 4 * 100

Pass Criteria

In order to pass the JS year, students must:

acquire 45 credits for modules at the host University, of which 40 credits must be in approved technical engineering modules;

each student must submit an interim and a final report on their experience to their International Student Coordinator to acquire an additional 15 credits giving a total of 60 credits for the year.


5 Health & Safety

Safety in the Department

Dear Student,

The Department of Mechanical & Manufacturing Engineering operates a ‘safe working

environment’ policy and we take all practical precautions to ensure that hazards or accidents do

not occur. We maintain safety whilst giving you the student very open access to the departmental

facilities. Thus safety is also your personal responsibility and it is your duty to work in a safe

manner when within the department. By adopting safe practices you ensure both your own safety

and the safety of others.

Please read the Safety Document on the Departmental website: http://www.mme.tcd.ie/

and comply with the instructions given within. Failure to behave in a safe manner may result in

your being refused the use of departmental facilities.

Prof. Dermot Geraghty

Departmental Safety Officer


6 College Map


7 Student Disability Services

If you have a disability or a specific learning disability (such as dyslexia) you may want to register

with Student Disability Services.

Do you know what supports are available to you in College if you have a disability or a specific

learning disability? Further information on our services can be found at www.tcd.ie/disability

Declan Reilly and Alison Doyle are the Disability Officer for the Engineering Faculty.

You can make an appointment with a member of the Disability Service by:

phoning 01 8963111

emailing: [email protected]

texting: 086 3442322

The disability Service holds drop‐in sessions during the academic year. Details are given below: Office Hours Monday – Thursday: 9:15 – 5:15 Drop in – or appointments may be made during these times Friday : By appointment only


8 New Student Information System (SITS)

NEW STUDENT INFORMATION SYSTEM (SITS) – ACCESS VIA my.tcd.ie The way that you do things in College is changing – New student information system for 2012/2013 The way that you do things in College is changing – including how you have just registered for the year. The College has recognised that some of the administrative processes in College were becoming somewhat outdated (such as queueing in the rain to register or trying to get a letter to prove that you are a student) and has invested in a brand new student information system which is accessible to all staff and students via the web portal my.tcd.ie This means that, from 2012/2013 onwards, all communications from College will be sent to you via your online portal which will give you access to an ‘intray’ of your messages. You will also be able to view your timetables online, both for your teaching and for your examinations. All fee invoices/payments, student levies and commencement fees will be issued online and all payments will be carried out online. You will be able to view your personal details in the new system – some sections of which you will be able to edit yourself. Up until now, all examination results were published online by the Examinations Office at http://www.tcd.ie/vpcao/examinations.php – in future, it is planned that your results will also be communicated to you via the online portal. Future plans for the new system include online module registration and ongoing provision of module assessment results. As this is a brand new way of doing things in Trinity, full user helpline facilities, including emergency contact details, will be available from when you register to guide you through these new processes and to answer any queries that you may have.


9 Student Supports

9.1 Academic Concerns: Sources of Assistance

other students in the class; the course lecturer; Engineering class representatives; your personal tutor (or any other tutor if you cannot find yours), or the Senior

Tutor; Head of Department, Head of School or Director of Teaching and Learning (Undergraduate),

Associate Prof. Dermot O’Dwyer ([email protected]); Students’ Union Education Officer ([email protected])

Skills for Study Campus (S4SC)

Skills4studycampus (S4SC) is a fully interactive e-learning resource, which helps students to develop study skills and is suitable for students on all courses and in any year of study. Published by Palgrave Macmillan, core skills are developed through personalized interactive activities, tests and assessments. Utilised by HEIs in UK and in ROI includes UCC and UCD. In 2011 – 2012 piloted to all JF students in School of Nursing and Midwifery, Social Work and Social Policy, Drama and Theatre Studies, TAP, Mature and disability students. Feedback from staff has been very encouraging. Fully embedded by School of Nursing (course handbook, skills module) and end of year analysis of academic performance indicates positive correlation with S4SC usage / module completion. Study skills can be provided ‘anytime, anywhere’, fully accessible to students living outside of Dublin, or who commute long distances, have family or work commitments, extensive off campus placements, or heavy timetables. Due to the large number of students it is not possible to provide this via the Blackboard Learn, DS will fund access to S4SC for all TCD undergraduate students and academic staff for AY 2012 – 2013. Login will continue to be provided via the link on www.tcd.ie/local, additional links should be added on Student Homepage, Orientation website and the new student portal my.tcd.ie. A key factor is engagement and support from academic staff and embedding of resource within course materials. DS proposes to present S4SC to all Directors of Undergraduate Teaching and Learning at the beginning of the next academic year. The first module ‘Getting ready for academic study’ is a free open resource. It is suggested that a link is added


to the registration email issued to all prospective students via GeneSIS. This will identify this resource at the point of pre-entry so that students have already been familiarised with its structure and content. http://www.skills4studycampus.com/StudentLogin.aspx

9.2 Personal Concerns: Sources of Assistance

S2S offers trained Peer Supporters if you want to talk confidentially to another student or just to meet a friendly face for a coffee and a chat. Peer Supporters are there to assist with everything from giving you the space to talk about things to helping you access resources and services in the College. You can email directly to request a meet-up with a Peer Supporter or can pop in to the Parlour to talk directly to one of our volunteers and arrange a meeting. S2S is supported by the Senior Tutor's Office and the Student Counselling Service. Contact details are: http://student2student.tcd.ie , E-mail: [email protected] , Phone: + 353 1 896 2438

your tutor (or any other tutor if you cannot find yours), or the Senior Tutor; Student Counselling Service, 3rd Floor, 7/9 South Leinster Street, Trinity

College, Dublin 2 (Near the National Gallery). email: [email protected]; tel: (01) 896 1407 Niteline (Thursdays to Sundays during term only, 9pm - 2.30am) at 1800 793

793; Student Health Service, House 47 Medical Director: Dr David McGrath 896 1556; Doctor: Dr David Thomas 896 1556; Health Promotion Officer, Ms Martina Mullin 896 1556; Physiotherapist: Ms Karita Cullen 896 1591;

Welfare Officer, Students’ Union, House 6, College; email: [email protected]; Chaplains, House 27, College: Paddy Gleeson (Roman Catholic) 896 1260; Darren McCallig (Church of Ireland) 896 1402; Julian Hamilton (Methodist and Presbyterian) 896 1901; Peter Sexton (Roman Catholic) 896 1260; Email: [email protected] Website: www.tcd.ie/chaplaincy

Any student, member of staff or other person with whom you feel able to discuss your concerns;

Disability Service – Room 2054, Arts Building. Tel: 8963111. Email: [email protected] Web: http://www.tcd.ie/disability/ Office is open 8.00 – 5.00.

NOTE: IF YOU HAVE A CONCERN OF ANY SORT, PLEASE TALK TO SOMEONE STRAIGHT AWAY

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