department of mechanical & manufacturing … · senior sophister handbook [2012/2013] 1 mission...

DEPARTMENT OF MECHANICAL & MANUFACTURING ENGINEERING

UNIVERSITY OF DUBLIN, TRINITY COLLEGE

BAI /MAI DEGREE PROGRAMME

SENIOR SOPHISTER (4TH YEAR)

2012/2013

Senior Sophister Handbook [2012/2013]

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Mission Statement The Department’s main objective is the pursuit of excellence in teaching and research in Mechanical & Manufacturing Engineering with the central aim of producing graduate engineers with a capacity for independent thought in problem solving and creative analysis & design. To achieve this, we must:

instil in students an enthusiasm for the art and practice of Engineering;

teach the engineering science and mathematics which underpin the subject areas of Mechanical & Manufacturing Engineering;

demonstrate the application of these principles to the analysis, synthesis and design of engineering components and systems;

foster the development of team working skills;

encourage students to exercise critical judgement and develop the communication skills necessary to make written and oral presentations of their work.

These objectives are underpinned by :

undertaking both basic and applied research

provision of advanced facilities for students to undertake graduate research degrees

the development of academic staff in teaching and research by ensuring that adequate resources are available to assist them

ensuring that the research work is of the highest international standard by participation in international conferences and publication in learned journals

In addition, we must consider :

the requirements of the relevant professional institutions

the needs of Irish and European industry in the undergraduate curriculum


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I. INTRODUCTION Welcome back to the Department for your fourth year of study in College. This is an extremely important year for you all and it will be a busy one. Outlined below is some information and advice to help you through. We hope you enjoy your year and wish you all success in your exams and in the future. It is extremely important that you organise and use your time responsibly and effectively. What follows are some rough guidelines to help you to do this. If you are doing a project, you should get started immediately and spend at least 8-10 hours/week in the first semester ensuring that you can achieve a reasonable level of success. This does not mean that you neglect your lecture modules and laboratory/assignment work. In general, you should aim to work for about 40 hours/week. With about 24 hours timetabled, this means a minimum of 16 hours of private study. Otherwise, continue the other well serving techniques that you will have perfected in your JS year … II. SENIOR SOPHISTER COURSES A detailed syllabus for each of the modules taken by students in the Department is given in this booklet. Modules undertaken by Senior Sophister students in the Department in 2012/2013 are: 4E1 Management for Engineers (5 credits) 4E2 Engineering Project (15 credits)

4B1 Mechanics of Solids (5 credits) 4B2 Forensic Materials Engineering (5 credits)

4B3 Thermodynamics (5 credits) 4B4 Heat Transfer (5 credits)

4B5 Manufacturing Technology (5 credits) 4B6 Manufacturing Systems & Project Management (5 credits) 4B7 Computer Aided Engineering (5 credits)

4B9 Mechatronics & Systems (5 credits) 4B10 Instrumentation & Experimental Techniques (5 credits) 4B11 Engineering Vibrations (5 credits) 4B12 Acoustics (5 credits) 4B13 Fluid Mechanics 2A (5 credits)

4B17 Multibody Dynamics (5 credits) 4B20 Biomaterials (5 credits) 3A8 Geology for Engineers (5 credits) 4A8 Transportation (5 credits) In fourth year (Senior Sophister), all students are required to take 4E1 Management for Engineers. Students completing their studies at the end of their Senior Sophister year must also be registered for 4E2 Mechanical Engineering Project and eight other modules. Students intending on continuing with their studies to the M.A.I. degree must take 4E1 Management for Engineers and eleven other modules. The SS modules offered reflect the very wide research and technological interests of the academic staff. There will be small group tutorials for all subjects organised by staff and teaching assistants. Each module has at least one laboratory session, and


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assignments are used to ensure students have the capacity to apply the theoretical knowledge gained in coursework to practical systems. In addition, the project (4E2), undertaken under the direct supervision of a member of staff, represents a significant element of the work load. A preliminary report on the project is written at the end of the first semester. An oral presentation of the project is made during the second semester and prizes are given for the best performances. Professor Dermot Geraghty is the 4th Year Project Co-ordinator. III. FACILITIES The Department is located in the Parsons Building. All modules in the Sophister years are supplemented by a full programme of laboratory work. The laboratories are well equipped for undergraduate work and, in addition, we have extensive research facilities, which are available for project work. The Department has its own well-equipped workshops and technicians to support project work. It is critical that you develop good lines of communication with the Chief Technician, Mr. Mick Reilly, in order to have your workshop requests serviced in a timely and professional manner. The two Computer Applications Laboratories are administered by Mr. John Gaynor and house state of the art workstations, which are used extensively for taught modules and project work in fourth year. In general, students are encouraged to make use of these facilities though they will be unavailable at certain times when classes take place. IV. INDUSTRIAL VISITS Industrial visits are arranged throughout the SS year. Companies are selected to give the students exposure to a range of manufacturing environments. Professor Ciaran Simms is the Industry Liaison contact and co-ordinates these visits. V. STAFF/STUDENT COMMITTEE Professor Dermot Geraghty meets with each class representative once a semester and is available at any time to discuss matters of interest and concern to students and staff. VI. EXAMINATIONS AND ASSESSMENT Examinations in all subjects are held at the end of the academic year. See individual modules for percentages awarded for written exam and labwork or coursework. For the 4th Year Project (4E2) a thesis is submitted and examined by two members of staff. In addition, marks are awarded for the preliminary report and the oral presentation. All project work, including the thesis, must be completed by the end of week 8 in semester 2. The breakdown of marks for the project is as follows:

Initial report (5%)

Final presentation (15%)

Thesis (80%) Students must achieve a pass mark in the project in order to obtain a BAI degree. All marks for labs/assignments are provisional until after the court of examiners meet.


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B.A.I. EXAMINATION RULES 2012/2013

Examination Regulations will be available to students in the near future.

DESCRIPTION OF THE EUROPEAN CREDIT TRANSFER SYSTEM (ECTS)

The European Credit Transfer and Accumulation System (ECTS) is an academic credit system based on the estimated student workload required to achieve the objectives of a course or programme of study. It is designed to enable academic recognition for periods of study, to facilitate student mobility and credit accumulation and transfer. The ECTS is the recommended credit system for higher education in Ireland and across the European Higher Education Area. The ECTS weighting for a course is a measure of the student input or workload required for that course , based on factors such as the number of contact hours, the number and length of written or verbally presented assessment exercises, class preparation and private study time, laboratory classes, examinations, clinical attendance, professional training placements, and so on as appropriate. There is no intrinsic relationship between the credit volume of a module and its level of difficulty. The European norm for full-time study over one academic year is 60 credits. ECTS credits are awarded to a student only upon successful completion of the course year. Progression from one year to the next is determined by the course regulations. Students who fail a year of their course will not obtain credit for that year even if they have passed certain component modules. Exceptions to this rule are one-year and part-year visiting students, who are awarded credit for individual modules successfully completed. VII. ATTENDANCE, NON-SATISFACTORY ATTENDANCE, MODULEWORK Please note the following extract from 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 module 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 module in any semester At the end of the teaching semester, students who have not satisfied the department or school requirements may be returned to the Senior Lecturer’s Office as non-satisfactory for that term. 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. See also the sections dealing with College and engineering examination regulations. Further details on the academic regulations concerning attendance, non-satisfactory attendance and module work are given in the University Calendar.


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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. VIII. KEY DATES Semester 1 (Michaelmas Term) 12 weeks Monday, 24 September to Friday 14 December 2012. Semester 2 (Hilary Term) 12 weeks Monday, 14 January to Friday 05 April 2013. Revision/Examinations/Results (Trinity Term) Annual Examinations commence Monday, 29 April 2013 and finish at the latest on Friday 24 May 2013.

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.

https://my.tcd.ie/

https://my.tcd.ie/

http://www.tcd.ie/vpcao/examinations.php


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IX. SENIOR SOPHISTER (4th YEAR) MODULE OPTIONS Module Title: 4B1 Mechanics of Solids Code ME4B01 Level: Senior Sophister (Optional module) Credits: 5 Lecturer(s): Prof. Conor Buckley ([email protected]) Module Organisation This module runs for the 12 weeks of semester two (except during study/assignment week) and comprises three lectures plus one one-hour tutorial per week. Total contact time is 44 hours.

Semester

Start Week

End Week

Associated Practical

Hours

Lectures Tutorials

Per week

Total Per week

Total

2 1 12 0 3 33 1 11

Total Contact Hours: 44

Module Description, Aims and Contribution to the Programme Mechanics of Solids expands upon fundamental topics of beam bending developed in the third year module 3B3, extending these to cover specialized topics which are important in beam design, such as the analysis of composite and non-symmetric beams, inclined loads, shear stresses in thin walled beams and shear centres. Next, a more fundamental view is taken of the theory of elasticity. The use of stress functions is developed and applied to problems such as thick-walled pressure vessels and holes in plates. Finally, the theory of the finite element method and its use in solving problems in mechanics in introduced. Learning Outcomes On completion of this module, the student will be able to:

calculate the distribution of stress in composite beams and build-up beams. Determine the influence of an inclined load on the stress distribution within a beam;

calculate the shear stresses in beams of thin-walled open cross-section;

calculate the shear centre of a beam. Design a beam to meet certain requirements;

demonstrate a fundamental knowledge of the theory of elasticity, including equilibrium equations, compatibility equations, boundary conditions, stress functions etc;

use stress functions to determine the stress distribution in a number of engineering structures, given the appropriate boundary conditions;

understand the importance of the theory of elasticity in the design of engineering components;

demonstrate a basic understanding of the finite element method;

mailto:[email protected]


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use strain gauges in a laboratory assignment to investigate composite beams. Module Syllabus

Stresses in beams o composite beams; o inclined loads; o shear stresses in beams of thin-walled open cross-section; o calculating the shear centre; o built-up beams.

Theory of Elasticity o equilibrium and compatibility equations in Cartesian and polar coordinates; o stress functions; o beams; o thick-walled pressure vessels; o concentrated load at a point; o hole in a plate; o introduction to plates and shells.

Finite element method o linear interpolation models; o derivation of element matrices; o assembly of element matrices.

Teaching Strategies This part of the module is taught using a combination of lectures, laboratories and tutorials. During the tutorials and laboratories the students work in groups thereby encouraging teamwork and cooperation. Recommended Text(s)

Theory of Elasticity, Timoshenko, McGraw-Hill

Mechanics of Materials, Gere, 5th edition, Nelson Thornes Assessment This module is assessed by a formal written two-hour examination (85% of the final mark) together with laboratory experiment marks (15%). Laboratory Analysis of a Composite Beam


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4B2 FORENSIC MATERIALS ENGINEERING Lecturers: Professor David Taylor ([email protected]) Semester: 1 Module Organisation The module runs for 12 weeks of the academic year and comprises three lectures and one tutorial per week (except the study week). Total contact time is 44 hours.

Start Week

End Week Lectures per week

Lectures total

Tutorials per week

Tutorials total

1 12 3 33 1 11

Module Description This module aims to advance the student’s knowledge of the mechanical properties of materials, especially in respect of the principal modes of failure of engineering components, in the context of forensic investigations. The module will be taught through a series of real-life legal cases involving material failure, giving the student experience of failure analysis and of the related methods of design and material selection as well as legal and ethical aspects relating to the preparation of reports and the giving of evidence in court. Learning Outcomes On successful completion of this module, students will be able to:

List and describe the various types of mechanical failure which occur in components, explaining the appearance of fracture surfaces and other relevant evidence which allows the mechanism to be diagnosed.

List the various common causes of failure in engineering components and explain how components are designed so as to prevent failure .

Conduct a failure investigation to determine the mechanism and cause of a failure; write an appropriate report with recommendations and give evidence in court.

Determine the stress intensity of a cracked body under load and use this information to predict brittle fracture and fatigue. Estimate the fatigue strength of a structure given results from stress analysis (such as finite element or photoelastic analysis) and other relevant information. Use damage mechanics to predict failure under creep and creep/fatigue situations.

Understand the importance of legal and ethical aspects of engineering failures, the need for safe working practices and the responsibilities of the forensic engineer.



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Module Content

Mechanisms of failure

Causes of failure

Examination of fracture surfaces

Case 1: failure of a freight container

Case 2: failure of a pressure vessel

Case 3: the Markham Colliery disaster

Case 4: failure of plastic piping

Stress analysis, finite element methods

Brittle fracture; fracture mechanics; stress intensity

Brittle fracture, fracture mechanics, stress intensity

Fatigue from stress concentrations, notch factors, stress and stress-intensity approaches

Creep, damage mechanics

Ethical and legal issues

Preparation of court reports and giving evidence Module Notes Web pages Teaching Strategies This part of the module is taught through a series of four case studies presented via the internet, each of which describes an industrial failure. The students are given a description of the failure and appropriate background information, including data on this particular case and background theory. They are asked to put themselves in the position of the engineer assigned to the failure analysis. There are no formal lectures, instead the lecturer meets with the class, either as a whole or in small groups, to monitor progress and give hints. Necessary theory is covered in an on-line textbook and via tutorial classes. Students write up one of the case studies as a report. Assessment Modes Written Exam (85%), assignment (7.5%) and lab report (7.5%). Recommended Text(s)

How Components Fail, Wulpi (ASM)

Deformation and Fracture Mechanics of Engineering Materials, Hertzberg (Wiley Laboratory Strength and toughness


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Module Title: 4B3 Thermodynamics Code: ME4B03 Level: Senior Sophister (Optional module) Credits: 5 Lecturer(s): Professor Darina Murray ([email protected]) Module Organisation This module runs for the 12 weeks of semester one (except during study/assignment week) and comprises three lectures plus one one-hour tutorial per week. Total contact time is 44 hours.

Semester

Start Week

End Week


Hours

Lectures Tutorials

Per week

Total Per week

Total

1 1 12 0 3 33 1 11


Module Description, Aims and Contribution to the Programme This module aims to enhance the students’ understanding of thermodynamic principles by applying them to advanced vapour and combined power cycles and combustion processes. The aim is to instil within the students an awareness of the environmental and social implications of engineering technology, especially with regard to energy efficiency and safety. Students also gain experience of the use of practical measurement techniques and modern computer-based presentation and analysis. Lifelong learning is fostered by providing a diverse and interactive learning environment.

Learning Outcomes On completion of this module, the student will be able to:

analyse combustion processes and generate mathematical models from conservation principles;

recognise, classify and describe the operating functions and thermodynamic principles of the devices and components that comprise vapour (with reheat and regeneration) and gas-vapour power plants and combined heat and power plants;

estimate the Thermal Efficiency (vapour or combined gas-vapour power plant) or Utilisation Factor (Cogeneration plant);

recognise the environmental and socio-economic implications associated with desired system output (power/ process heat) versus required ‘cost’ input (fuel/energy source);

evaluate thermodynamic processes and cycles from an exergy and second law efficiency perspective;

describe a broad range of renewable energy sources and assess their current and potential contribution to meeting Ireland’s energy requirements;



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utilise internet resources for general module material, individual research assignment and lab report preparation.

Module Syllabus

vapour and combined power cycles: Rankine cycle with reheat, Rankine cycle with feed heating, exergy and second law efficiency, cogeneration, gas and combined cycles;

combustion of fuels and dissociation: theoretical combustion, air-fuel ratio, products of combustion, dew point temperature, 1st law analysis of combustion, adiabatic flame temperature, dissociation;

energy sources and renewable energy technologies: energy market, nuclear energy, solar energy collectors, wind power, wave and tidal power, bioenergy.

Teaching Strategies The module encompasses a diverse range of teaching and learning strategies. This is accomplished by coordinating formal lectures with problem-solving tutorial sessions supplemented by technical report writing and an individual research assignment. The module is delivered in a technologically up-to-date fashion by providing access to computerised module notes and by exposing the students to digital control and data acquisition whilst encouraging the use of modern software packages. Recommended Text(s)

Thermodynamics: an Engineering Approach, YA Çengel and MA Boles, McGraw Hill

Thermodynamics and Transport Properties of Fluids, SI Units, GFC Rogers and YR Mayhew, Blackwell

Renewable Energy, Godfrey Boyle, Oxford University Press Assessment This module is assessed by a formal written two-hour examination (80% of final mark) together with written assignments (20% of final mark). Assignment Renewable Energy


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Module Title: 4B4 Heat Transfer Code: ME4B04 Level: Senior Sophister (Optional module) Credits: 5 Lecturer(s): Professor Darina Murray ([email protected]) Module Organisation This module runs for the 12 weeks of semester two (except during study/assignment week) and comprises three lectures plus one one-hour tutorial per week. Total contact time is 44 hours.

Semester

Start Week

End Week


Hours

Lectures Tutorials

Per week

Total Per week

Total

1 1 12 0 3 33 1 11


Module Description, Aims and Contribution to the Programme This module aims to enhance the students’ understanding of heat transfer principles by applying them to a range of thermal systems and processes. Concepts in radiative and convective heat transfer are introduced; various techniques are explained for the solution of heat transfer problems, emphasizing real life problems such as practical heat exchangers. We also aim to instil within the students an awareness of the environmental and social implications of engineering technology, especially with regard to energy efficiency and safety. Students also gain experience of the use of practical measurement techniques and modern computer-based presentation and analysis. Lifelong learning is fostered by providing a diverse and interactive learning environment. Learning Outcomes On completion of this module, the student will be able to: classify and explain the parameters affecting radiative heat exchange between two surfaces and solve practical heat transfer problems involving radiation;

explain the fundamental scientific principles underlying the governing equations (continuity, momentum, energy) for convective heat transfer and normalise the equations to determine key dimensionless numbers for convection;

analyse and solve practical problems related to forced convection (internal and external flows), natural convection and convection with phase change;

analyse the thermal performance of heat exchangers and recognise and evaluate the conflicting requirements of heat transfer optimisation and pressure drop minimisation;

design or select a heat exchanger to perform a predetermined task;



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recognise basic laboratory procedures and safety and conduct laboratory experiments as a group;

acquire, tabulate and analyse useful data in the laboratory;

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

utilise internet resources for general module material and lab report preparation. Module Syllabus Radiation Introduction to heat transfer, fundamental concepts and definitions, radiation exchange between surfaces, practical examples and approximations Forced Convection Fundamentals Velocity and thermal boundary layers and governing equations, dimensional analysis for convection, Reynolds analogy, laminar and turbulent flows Forced Convection for External Flows Laminar, turbulent and separated flows; flat plates, cylinders in cross flow, tube arrays, jet impingement Forced Convection for Internal Flows Entrance region and fully developed flow, laminar and turbulent flows in pipes and ducts Free Convection Principles, governing equations, dimensional analysis, correlations Boiling and Condensation Dimensional analysis, modes of boiling, mechanisms of condensation, correlations Heat Exchanger Performance and Design Heat exchanger types, overall heat transfer coefficient, log mean temperature difference, effectiveness, methodology for design Experimental Methods Isothermal and uniform wall flux boundary conditions, local surface temperature measurement, local heat flux measurement Teaching Strategies This module encompasses a diverse range of teaching and learning strategies. This is accomplished by coordinating formal lectures with problem-solving tutorial sessions supplemented by ‘hands-on’ laboratory experimentation and technical report writing. The module is delivered using modern technology by providing access to computerised module notes and by exposing the students to digital control and data acquisition whilst encouraging the use of modern software packages. Recommended Text(s) Introduction to Heat Transfer, FP Incropera, DP De Witt, T.L. Bergman, A.S. Lavine, Wiley


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Other Relevant Text(s) Heat Transfer: A Practical Approach, YA Cengel, McGraw Hill

Heat Transfer, A Bejan, Wiley Assessment This module is assessed by a formal written two-hour examination (85% of final mark) together with a laboratory experiment (with formal written report) (15% of final mark). Assignment Heat Exchanger Testing

Module Title: 4B5 Manufacturing Technology Code: ME4B05 Level: Senior Sophister (Optional module) Credits: 5 Lecturer(s): Professor John Monaghan ([email protected])

Prof. Kevin Kelly ([email protected]) Module Organisation: This module runs for the 12 weeks of semester two (except during study/assignment week) and comprises three lectures per week plus one one-hour tutorial every second week. Total contact time is 39 hours.

Semester

Start Week

End Week


Hours

Lectures Tutorials

Per week

Total Per week

Total

2 1 12 0 3 33 1 6


Module Description, Aims and Contribution to the Programme Manufacturing Technology aims to develop in students the capability to understand, analyse, design and/or select the tooling, forming machinery and processes necessary for the production of metallic and polymer components. The focus will be on enabling students to understand the underlying material science and mathematical theories that underpin the production of components with particular emphasis on the identification of product defects; the safe design of forming tooling and the selection of forming equipment; the optimum and efficient use of materials and energy and the selection of appropriate manufacturing processes with particular emphasis on safety, both personal and environmental. Learning Outcomes On completion of this module, the student will be able to: identify the main material properties required of the workpiece and the tooling and the forming process parameters influencing the manufacture of defect free components made of strainrate sensitive and non-strainrate sensitive materials;

use appropriate yield criteria, material properties and realistic friction and boundary conditions to derive suitable mathematical expression for the evaluation of workpiece


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and tool stresses and the forming loads required to ensure the manufacture of safe, defect free components under safe working conditions and in an environmental friendly manner;

design forming sequences that optimise production rates yet minimises the use/waste of expensive or scarce materials and the energy required to manufacture a component; use the material covered in this module in conjunction with a laboratory exercise (Extrusion or Forging) to obtain appropriate data, analyse and discuss that data, and present it in a professional engineering format;

critically assess the suitability of using EDM and ECM for the production of complex geometries in difficult to machine materials, to understand the safety and environmental issues associated with such processes and the particular factors that affect the quality and safety of the finished component. Module Syllabus factors affecting the selection of appropriate tooling, equipment and the processes required for the manufacture of metal and polymer components, with particular emphasis on the influence of material properties on tool design and press selection and product quality;

derivation of the underlying mathematical expressions associated with an analysis of the bulk and sheet metal forming processes, including extrusion, forging, strip/wire drawing and the deep drawing of sheet components;

the operating principals and main applications of thermo-electrical processes such as Electro Discharge Machining (EDM) and Electro-Chemical Machining (ECM) for the machining high strength materials and the production of complex geometries;

an analysis of the mechanics of polymer processing with an emphasis on extrusion, sheet forming and injection moulding. Teaching Strategies The module is taught through a combination of lectures and tutorial sessions. During tutorials, although guided by a teaching assistant, the students work alone and develop their capacity for independent thought which contributes to the process of lifelong learning. Small group working is also an aspect of tutorials and laboratory work and is encouraged in the preliminary stages of assignments, this builds the ability to cooperate and work as a team member. Recommended Text(s) Principles of Industrial Metalworking Processes, Rowe, Arnold, ISBN – 0–7131–3381–3

Manufacturing Science, A Ghosh and AK Mallik, Ellis Horwood, ISBN – 0-470–20312-9

Fundamentals of Modern Manufacturing, MP Groover, Prentice Hall, ISBN – 0-471–40051–3 Other Relevant Text(s) Manufacturing Engineering and Technology, S Kalpakjian and SR Schmid, Pearson/Prentice Hall, ISBN 0-13-148965-8

Applied Elasto-Plasticy of Solids, TZ Blazynski, MacMillan Press London, ISBN 0–333–34545–2


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Assessment This module is assessed by a formal written two-hour examination (85% of final mark) together with laboratory experiments and assignments (15% of final mark

Module Title: 4B6 Manufacturing Systems & Project Management Code: ME4B06 Level: Senior Sophister (Optional module) Credits: 5 Lecturer(s): Prof. Kevin O’Kelly ([email protected]) Module Organisation This module runs for the 12 weeks of semester one (except during study/assignment week) and comprises three lectures per week plus one one-hour tutorial per week. Total contact time is 44 hours.

Semester

Start Week

End Week


Hours

Lectures Tutorials

Per week

Total Per week

Total

1 1 12 0 3 33 1 11


Module Description, Aims and Contribution to the Programme This module provides a general introduction to operations management of manufacturing systems. It will explore strategies for operating and optimising the production of products in different varieties and volumes with limited resources and in competitive environments. The impacts of design decisions on manufacturing performance and the physical organisation of plants are explored through various DFM and plant layout strategies. Formal project management methods will be introduced reflecting the growing use of continuous improvement through project management. Learning Outcomes On completion of this module, the student will be able to: Learning outcome for Operations Management

describe manufacturing planning and control strategies (e.g. MRP, MRP II, JIT);

construct a materials requirement plan from a bill of materials and master schedule using finite and infinite capacity;

assess the influence of costs on a plan;

link DFM and layout strategies with production planning and control;



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identify the key differences between product and process layouts;

identify and quantify key metrics for creating manufacturing cells;

apply contemporary techniques to layout design;

understand the role of purchasing in a manufacturing company.

Learning outcomes for Project Management

define objectives and deliverables in a project environment;

understand the role of project management in contemporary business practice;

write a project proposal including preliminary budgets and project controls;

apply planning methods including resource, time and cost planning;

understand the importance of risk assessment in developing alternate plans and emergency procedures;

use graphical methods for presenting project schedules and plans;

utilize contemporary techniques and technology for project management;

apply module material to a project using MS Project software. Module Syllabus

Materials requirements planning;

Just in time manufacturing;

Capacity planning;

Production activity control and the master production schedule;

Purchasing;

Introduction to costing;

Management by project;

Project life cycle;

Elements of project management – phase structure;

Project assessment;

Project planning;

Project control;

Completion and handover;

Applied project management: factory layouts;

Process based layouts;

Product based layouts;

Case study. Teaching Strategies The module encompasses a diverse range of teaching and learning strategies. This is The module is taught using a combination of lectures, assignments, and tutorials. The bulk of the module material (notes, tutorials) are provided as handouts. There is a group based tutorial project developing skills in computer-based Project Management. Recommended Text(s)

Operations Management, Slack, Chambers, Harland and Johnston, 3rd edition, Pitman, 2003

Production and Operations Management, Heizer and Render, 3rd or later edition, Allyn and Bacon, 2002


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Manufacturing Planning and Control Systems, Vollman, Berry and Whybark, 4th edition, McGraw Hill, 1997

Assessment This module is assessed by a formal written two-hour examination (80% of final mark) together with practical work (20% of final mark).

Module Title: 4B7 Computer Aided Engineering Code: ME4B7 Level: Senior Sophister (Optional module) Credits: 5 Lecturer(s): Professor Henry Rice ([email protected]) – Coordinator Professor David Taylor, Professor Anthony Robinson Module Organisation This module runs for the 12 weeks of semester one (except during study/assignment week) with assignment activity and submission dates in both semester one and two. Two formal lecture slots are available per week but the programme is predominantly computer lab based. Total contact time is 50 hours.

Semest

er

Start Week

End Week


Hours

Lectures Tutorials

Per week

Total Per week Total

1 1 12 17 2 22 1 11

Total Contact Hours:

50

Module Description, Aims and Contribution to the Programme

The course is centred around the application of a complex commercial finite element programme to address a number of design problems in engineering. These will include stress analysis, heat transfer, fluid mechanics, vibration and contact problems.


Complete a analysis cycle from drawing to calculation of a component

Interface a finite element analysis with a CAD package

Perform various types of mechanical engineering analysis

Implement a design cycle

Operate a commercial finite element package



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understand and interpret results of finite element analysis and know how to verify and optimise the calculation procedures

Module Syllabus

Geometry Input/CAD interface

Stress Analysis

Contact Analysis

Non-Linear and Iterative calculation procedures with time step control

Vibration Analysis

Hear Transfer (Static and Dynamic)

Stready Fluid Mechanics (RANS) Teaching Strategies

This module is taught primarily through assignment with supporting lectures and tutorials given in the 1st semester. An initial assignment will be presented to enable problem formulation followed by a linear stress analysis. The function of this will be to establish working familiarity with the package. Three distinct design challenges will then be presented working in different areas of engineering.

Recommended Text(s)

ANSYS Training materials .. available in .pdf Assessment This module is assessed by reporting of results as assigned using a combination of package generated reports, log files and oral presentations (if appropriate to a particular assignment). 60% will be awarded for the reporting element. In addition, individual testing will occur in a lab environment where it will be expected that simplified assignments are completed within a timed period. This will account for 40% of the final mark. Experiment/Software ANSYS-WORKBENCH 14.0 Module Title: 4B9 Mechatronics and Systems Code: ME4B09 Level: Senior Sophister (Optional module) Credits: 5


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Lecturer(s): Professor Dermot Geraghty ([email protected]) ; Professor Frank Boland ([email protected]) Module Organisation This module runs for the 12 weeks of semester one (except during study/assignment week) and comprises three lectures per week plus one one-hour tutorial per week. Total contact time is 44 hours.

Semester

Start Week

End Week


Hours

Lectures Tutorials

Per week

Total Per week

Total

2 1 12 0 3 33 1 11


Module Description, Aims and Contribution to the Programme This module introduces the technology of control systems and their applications in power electronic control devices to control motors such as AC, DC and stepping motors, etc. The aim is to equip the student with the ability to select and design suitable control systems. Aspects of the module include: programmable logic controllers, PID and fuzzy control systems, real time control and digital control. Learning Outcomes On completion of this module, the student will be able to:

understand the operation of AC and DC power control systems as commonly employed in motor control systems e.g. controlled and uncontrolled rectifier bridges;

understand the control strategies for AC, DC and stepping motors and the types of controllers commonly used with these motors i.e. motor drives;

understand the operation of Programmable Logic Controllers (PLCs), ladder logic and state machine design;

understand the principles of fuzzy logic and how it compares with PID control;

describe the dynamical behaviour of controlled processes through use of time and transform domain descriptors;

explain the role and function of sampling and quantization in digital control loops;

explain criteria for stability and dynamic response constraints as applied to closed-loop control systems;

translate a word description of a controller specification into a formal description;

design compensators for closed loop control using industrial controllers;

carry out modelling and design of a digital controller using state-space methods. Module Syllabus

Rectifiers and rectifying circuits;

DC line commutation;

Motor control – DC, AC and stepping;

Programmable logic controllers and state machines;

Fuzzy controllers and PID controllers;




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Process modelling: Input-output models based on transfer functions and state-space models derived from engineering analysis;

System analysis: Basic behaviour of systems in open and closed loop in terms of stability, transient and steady-state responses;

Control System Design: Specification of the performance of controlled systems and the design of appropriate algorithms. These topics will be illustrated by examples such as speed/position controllers as used in elevators, liquid-level control systems and robotic systems.

Teaching Strategies The module is taught using a combination of lectures, laboratories and tutorials. The laboratory session introduces students to the apparatus of control systems including controlled rectifiers, such as the fully controlled full wave rectifying bridge. They are also introduced to speed control of a DC motor and implement P, PI and PID speed control of a DC motor. The transient behaviour of the control system is also investigated. For the digital control section of the module the strategy is a mixture of lectures, problem solving tutorials and group based project work. During tutorials, students work on written analysis problems with the aid of the lecturer. The intention is to cover problems relating to the material covered in lectures during each week. The lecturer supervises each student as they work through problems, giving advice and assistance as required. During the tutorial, the lecturer illustrates the essence of the solution to each problem once the class has made a realistic attempt. The project work is undertaken in groups of 3 to 4 students. The objective of the project is defined in descriptive terms and the group must decide on an appropriate approach and use Matlab as a tool for obtaining a practical solution. The project work is assessed through a joint presentation and a short individual report. Recommended Text(s)

Power Electronics, Cyril W Lander, 3rd edition

Feedback Control of Dynamic Systems, GF Franklin, JD Powell and ML Workman, 4th edition, Addison-Wesley, Chapter 8

Digital Control of Dynamic Systems, GF Franklin, JD Powell and ML Workman, 3rd Edition, Addison-Wesley

Assessment This module is assessed by a formal written two-hour examination together with laboratory experiments. Laboratory DC Motor Control


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4B10 INSTRUMENTATION AND EXPERIMENTAL TECHNIQUES Lecturers: Prof. Tim Persoons ([email protected])

Prof. Dermot Geraghty ([email protected]) Semester: 1 Module Organisation The module runs for 12 weeks of the academic year and comprises three lectures and one tutorial per week (except the study week). Total contact time is 33 hours.

Start Week

End Week

Lectures per week

Lectures total

Tutorials per week

Tutorials total

1 12 3 33 0 0

Module Description This module aims to advance the student’s knowledge and understanding of instrumentation and experimental techniques, for applications in industrial and general engineering practice as well as scientific research environments. The module covers the entire measurement chain from physical sensors of different types, signal conditioning and transmission, noise suppression and grounding, data acquisition, analog-to-digital conversion and data processing. Basic concepts of statistics, error propagation and uncertainty analysis will be introduced from the perspective of experimental measurements. Learning Outcomes On successful completion of this module, students will be able to:

Identify the correct type of instrument and sensor design for a particular experimental measurement application, and match this instrument with a signal conditioning and data acquisition system to obtain an integrated measurement chain

Identify potential noise sources and understand techniques to minimize their influence on the measurement process

Assess systematic errors and the influence of the presence of an instrument on the process to be measured. Recognize the importance of validation against established reference techniques

Perform a statistical analysis to estimate the uncertainty margins on a directly or indirectly measured quantity, and identify the main contributors in the overall uncertainty

Understand important concepts (e.g., dynamic range, signal-to-noise ratio, bandwidth, response time, drift, etc) for various types of instrumentation.




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Module Content

Basic statistical concepts (error and uncertainty, confidence level and uncertainty margins, systematic errors, repeatability)

Propagation of errors and uncertainties

Design of experiments

Characteristics of physical instruments and sensors for a range of measured quantities (e.g., temperature, heat flux, imaging, pressure, strain, acceleration, velocity, displacement, flow rate, concentration, etc)

Validation of experimental measurements

Signal conditioning (dynamic range, noise attenuation)

Data acquisition (sampling frequency and duration, aliasing, bandwidth)

Data analysis and regression Module Notes Blackboard Teaching Strategies This module is taught as a series of lectures Assessment Modes Written exam Recommended Texts

Experimentation, Validation, and Uncertainty Analysis for Engineers, H. W. Coleman and W. G. Steele, John Wiley & Sons, Inc., 2009

Random data analysis and measurement procedures, J. S. Bendat and A. G. Piersol, John Wiley & Sons, Inc., 2010


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Module Title: 4B11 Engineering Vibrations Code: ME4B11 Level: Senior Sophister (Optional module) Credits: 5 Lecturer(s): Dr John Kennedy, Dr John Mahon Module Organisation This module runs for the 12 weeks of semester one (except during study/assignment week) and comprises three lectures per week plus one one-hour tutorial per week. There is also a detailed laboratory session which must be formally written up. Total contact time is 50 hours.

Semester

Start Week

End Week


Hours

Lectures Tutorials

Per week

Total Per week

Total

1 1 12 6 3 33 1 11


Module Description, Aims and Contribution to the Programme Vibration analysis allows for the prediction of the potential for vibration and noise in a given system and to design structures to withstand these vibrations. This module builds on analysis techniques developed in previous years by applying them to engineering problems and introduces the latest methods for vibration analysis. Learning Outcomes On completion of this module, the student will be able to:

understand the principles of vibration isolation and assess designs for solutions of one of the most common problems faced by noise and vibration engineers in practice;

analyse and recognize multi-degree of freedom systems and apply modal methods to their solution;

apply eigenvalue analysis to the solution of vibration problems;

understand the concept of modal analysis and how it is implemented in practice;

model and analyse continuous systems;

predict vibration properties of systems using finite elements;

perform vibration measurements and compare the results with those obtained by the analytical and numerical methods developed in the module.


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Module Syllabus

Vibration measurement and isolation forced vibration of single degree-of-freedom systems vibration isolation vibration measurement vibration absorbers

Multi degree of freedom systems generalised equations of motion Newton’s equations of motion for discrete systems matrix formulation Lagrangian formulations;

Modal analysis Stiffness and flexibility matrices mode shapes and natural frequencies orthogonality analysis of dynamic response mode superposition modal analysis generalised dynamic response.

Continuous Systems string vibration longitudinal and torsional vibration transverse vibration applications.

Vibration Testing measurement hardware digital signal processing random vibration analysis modal data extraction.

Numerical Methods vibrating rod and beam finite elements FE method in vibration trusses. Teaching Strategies This module is taught principally through a lecture programme which is supplemented by a detailed laboratory experiment for which a comprehensive report must be submitted. A series of tutorials are run each with its own problem sheet. Recommended Text(s)

Engineering Vibration, DJ Inman, Prentice Hall


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Other Relevant Text(s)

Elements of Vibration Analysis, L Meirovitch, McGraw Hill

Mechanical Vibrations, SS Rao, Pearson/Prentice-Hall Assessment This module is assessed by a formal written two-hour examination (75% of final mark) together with a laboratory experiment and work assignment (25% of final mark). Experiment Vibration Analysis of a Wing Structure

Module Title: 4B12 Acoustics Code: ME4B12 Level: Senior Sophister (Optional module) Credits: 5 Lecturer(s): Professor Henry Rice ([email protected]) Module Organisation This module runs for the 12 weeks of semester two (except during study/assignment week) and comprises three lectures per week plus one one-hour tutorial per week. There is also a detailed laboratory session which must be formally written up. Total contact time is 50 hours.

Semester

Start Week

End Week


Hours

Lectures Tutorials

Per week

Total Per week

Total

2 1 12 6 3 33 1 11


Module Description, Aims and Contribution to the Programme Acoustic analysis allows for the prediction of the potential for vibration and noise in a given system and to acoustically optimise our environment. This module builds on analysis techniques developed in previous years by applying them to engineering problems and introduces the latest analysis methods for acoustics. Learning Outcomes On completion of this module, the student will be able to: perform acoustic measurements and be familiar with standard procedures; in

addition, the reasoning behind these standard procedures will be understood;



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understand the principles of physical acoustics; formulate numerical models for acoustic systems; apply wave-based analysis to applied acoustics problems; analyse and solve some commonly occurring environmental noise problems; understand and interpret key elements of noise legislation and standards. Module Syllabus

Fundamentals of acoustics nature of sound; measurement and perception of sound

Sound waves wave equation; plane waves; spherical waves; sources of sound; acoustic impedance; transmission problems; acoustic energy

Environmental noise noise measurements and standards; noise in living and working spaces; noise control; architectural acoustics. Acoustic Impedance Measurement Teaching Strategies This module is taught principally through a lecture programme in the second semester. This is supplemented by a detailed laboratory for which a comprehensive report must be submitted. A series of tutorials are run, each of which has its own problem sheet. This activity is managed directly by the lecturers. Recommended Text(s) Fundamentals of Acoustics, Kinsler et al, Wiley Other Relevant Text(s) Basic Acoustics, Donald Hall, Wiley Assessment This module is assessed by a formal written two-hour examination (85% of final mark) together with laboratory experiments (15% of final mark). Experiment Impedance Tube Measurement


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Module Title:: 4B13 Fluid Mechanics Code: ME4B13 Level: Senior Sophister (Optional module) Credits: 5 Lecturer(s): Prof. Craig Meskell ([email protected]) Module Organisation This module runs for the 12 weeks of semester one (except during study/assignment week) and comprises three lectures per week plus seven one-hour tutorials in total. The module also includes a 6 hour laboratory session and an assignment. Total contact time is 46 hours.

Semester

Start Week

End Week


Hours

Lectures Tutorials

Per week

Total Per week

Total

1 1 12 0 3 33 1 7


Module Description, Aims and Contribution to the Programme Fluid Mechanics is an optional module currently offered to Senior Sophister Mechanical Engineering students. The module can be divided into two sections: inviscid flow and introduction to turbulence modelling. Although both parts of the module are quite mathematical, real world examples and anecdotes, particularly from the aerospace and power generation industries, drawn from the lecturer’s research expertise, are used to illustrate the technical content. This helps the student to contextualize the details of the module in an engineering light.

Inviscid flow: This section of the module introduces the student to important concepts in flow analysis such as vorticity and circulation. Attached flow around wings and wing sections (i.e. aerofoils) is used to demonstrate the significance of the inviscid assumption and vorticity. The performance of aerofoils and wings is analyzed using various methods. The need for and affect of high lift devices on aircraft is also dealt with. By the end of this section, the student should realize that without viscosity and hence vorticity, flight would not be possible, but that it also causes problems such as drag and separation.

Turbulent flow: In this part of the module, the student is introduced to issues relating to the numerical solution of the full (i.e. viscous) Navier-Stokes equations. The need for turbulence modelling is discussed and various turbulence models are presented.



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define and describe various approaches to describe and visualize fluid motion;

define and describe various methods of measuring flow velocity;

formulate relationships between derived variables (e.g. vorticity) and the primitive variables (velocity and pressure) describing fluid flow;

state the limitations of various methods to analyze flow around aerofoils;

explain the differences between irrotational and rotational flows and describe the physical significance;

calculate the effect of wing aspect ratio on drag and hence evaluate the impact on aircraft performance;

analyze aerofoils with arbitrary camber;

evaluate the effect of high lift devices on aerofoil performance;

assess whether the numerical results of methods used to analyze an aerofoil are physically reasonable;

assess the appropriateness of a computational mesh;

discuss the relative merits/demerits of various turbulence models. Module Syllabus

Classical hydrodynamics o governing equations for inviscid fluid flow - Laplace and Poisson Equations; o development of concepts and equations for stream function, velocity potential,

vorticity and circulation; o definition of basic inviscid flows: uniform flow, source/sink flow, point vortex,

rigid body rotation, corner flow, doublet flow; o potential flow around a circular cylinder and comparison with real viscous flow; o potential flow around a rotating cylinder and comparison with real viscous flow.

Analysis of flow around aerofoils o terminology associated with definition of aerofoil geometry and performance; o Kutta-Joukowski contion; o Joukowski aerofoil analysis; o thin aerofoil theory;

Analysis of flow around finite wings o Helmholtz’ vortex theorems; o Prandtl’s lifting line theory - wing tip vortices and starting vortex; o effect of aspect ratio on wing performance.

Introduction to Turbulence Modelling o physical description and origins of turbulence; o reynolds equations and turbulent shear stress; o eddy viscosity and mixing length hypotheses; o law of the wall for turbulent boundary layers; o two equation turbulence models; o five equation turbulence models.


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Teaching Strategies This module is taught using a combination of lectures, assignment and tutorial sessions. The tutorial sessions are overseen by a Teaching Assistant - during these sessions students are encouraged to work in groups to develop their communication and teamwork skills. As a significant proportion of the module is highly mathematical, the majority of lecture overheads for the first part of the module are available in the VLE. It is emphasized to students that these files are simply a convenience to avoid errors in transcription of mathematical formulae. They do not replace taking notes in class, as many of the anecdotes and practical examples illustrating the technical content are not detailed in the electronic files. Recommended Text(s)

Foundations of Aerodynamics, M Arnold and Yen Chow Chuen, 5th edition Other Relevant Text(s)

Fundamentals of aerodynamics, JD Anderson

An introduction to computational fluid dynamics: the finite volume method, Versteeg, 2nd edition, Malalaseekera

Fundamentals of fluid mechanics (SI Version), Munson, Young, Okiishi, Huebsch, 6th edition

Assessment Written exam and laboratory sessions/assignments. Examination questions are designed to test the students’ ability to use the knowledge gained in lectures to solve practical problems, bringing together different aspects of the module and of other modules, such as mathematics. The 2 hour written exam counts for 60% (3 questions from 4); the CFD laboratory and assignment count for 40%.

4B17 MULTIBODY DYNAMICS [5 Credits] Lecturer: Prof. Ciaran Simms ([email protected]) Semester: 2 Module Organisation The module runs for 12 weeks of the academic year and comprises three lectures and one tutorial per week (except the study week). Total contact time is 44 hours.

Start Week

End Week

Lectures per week

Lectures total

Tutorials per week

Tutorials total

1 12 3 33 1 11



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Module Description This module on the Dynamics of Multibody systems addresses kinematics and dynamics. It reviews the fundamental matrix algebra required for kinematics and dynamics analysis and computations, introduces three-dimensional kinematics and dynamics, and covers the theory of joint constraints and the procedures for modelling systems of rigid bodies connected by kinematic joints, with and without contact analysis. Applications to human body modeling for gait and impact analysis, vehicle dynamics and robotics are studied. Learning Outcomes On successful completion of this module, students will (be able to):

Apply the principles of Newtonian mechanics to the analysis of physical systems in

which components can be modelled as essentially rigid

Analyse the motion of linked rigid body systems in 3-D including the formulation of

constraints due to kinematic joints

Model contact interactions between rigid bodies

Implement simulation of rigid body systems in computer code such as generalised

software such as Matlab and in dedicated software such as Madymo

Apply the above theory and computational methods to the analysis of vehicle

systems and human gait and impact analysis and robotics.

Module Content

Review of notation and matrix algebra

3D kinematics

3D dynamics

Constraint formulation

Contact analysis

Computational implementation

Applications: Vehicle Dynamics, Gait and impact analysis

Module Notes WebCT or equivalent Teaching Strategies This module is taught through a mix of podium lectures and computer-based tutorials and assignments. The students are given skeleton outline notes for the podium lectures and outline code for the computer-based classes. The goal is to be able to implement analysis of real-world applications where rigid body approximations can give very strong insights into the motion of physical systems, especially during impact. Students also work on an assignment and take a written examination. Assessment Modes Written Exam and assignment and laboratory Recommended Text(s)

Wittenburg, Dynamics of Multibody systems, Springer, 2008.


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Moon, Applied Dynamics with Applications to Multibody and Mechatronic

Systems, Wiley 1998.

Close, Frederick and Newell, Modelling and Analysis of Dynamic Systems, Wiley

and Sons, 2002

Simms and Wood, “Pedestrian and Cyclist impact, a Biomechanical Perspective”,

Springer, 2009

Laboratory Matlab and Madymo impact simulations

4B19 BIOMECHANICS Lecturers: Prof. Bruce Murphy ([email protected]) Prof. Conor Buckley ([email protected]) Prof. Clive Lee ([email protected]) Prof. Daniel Kelly ([email protected]) Semester: 1 Module Organisation The module runs for 12 weeks of the academic year and comprises three lectures and one tutorial per week (except the study week). Total contact time is 44 hours.

Start Week

End Week

Lectures per week

Lectures total

Tutorials per week

Tutorials total

1 12 3 33 1 11

Module Description This module explores the biomechanics of human cells, tissues and joints, how they change with age and disease and how implants can be used to either replace or repair tissues and joints following injury or degeneration. A strong focus is placed on understanding the biomechanics of the musculoskeletal and cardiovascular system. The module begins with an introduction to the forces and moments that act on the musculoskeletal system and goes on to explain how the mechanical properties of different tissues are derived from their structure and composition. Concepts of tissue remodelling and repair are explored. Next, the biomechanics of the main joints of the body are studied. Finally the student is introduced to the use of implants and medical devices for reconstruction and repair of human tissues and systems. Throughout the module students will use engineering principles to analyse tissues, organs and implants, from the use of solid mechanics theory to analyse bone-implant interfaces, to the use of fluid mechanics theory to model blood flow through the cardiovascular system. The module aims to promote independent and lifelong learning through the use of individualised assignments.






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Learning Outcomes On successful completion of this module, students will be able to:

Apply the principles of statics to analyse the musculoskeletal system (e.g. determination of muscle forces and joint loads).

Understand how the structure and composition of hard tissues (e.g. bone, teeth) determine their mechanical properties. This will be facilitated by laboratory assignment where students will determine the aggregate modulus of articular cartilage using a stress relaxation test.

Explain how tissues such as bone and cartilage grow, develop, adapt and repair.

Understand how the structure and composition of soft tissues (e.g. cartilage, ligament, tendon, muscle, vascular tissue) determine their mechanical properties.

Explain how synovial joints function and how they are replaced with artificial prostheses.

Design implants to aid in the repair of hard and soft tissues.

Analyse the performance of joint replacement prostheses.

Have completed an independent learning assignment unique to them. This requires researching a specific bioengineering problem and producing an electronic report.

Module Content

Loads and Motion in the in the Musculoskeletal System

Bone Development, Growth and Biomechanics

Articular Cartilage Biomechanics

Intervertebral Disc Biomechanics

Ligament and Tendon Biomechanics

Muscle Biomechanics

Vascular Tissue Mechanics

Dental Biomechanics and Implants

Middle Ear Biomechanics

Biofluid Mechanics

Friction and lubrication in synovial joints

Biomechanics of the Hip

Biomechanics of the Knee

Biomechanics of the Spine

Biomechanics of the Shoulder and Elbow

Total Hip Replacements

Total Knee Replacements

Fracture Fixation Devices

Soft tissue repair

Repair and restoration of the cardiovascular system Module Notes Provided in Lectures Teaching Strategies The module is taught using a combination of lectures, laboratories and tutorials. Each student is given an independent learning assignment which introduces the student to research skills necessary for life-long learning.


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Assessment Modes Written Exam and assignment (case-study report) Recommended Text(s)

Orthopaedic Biomechanics, Bartel, Davy & Keaveny (Pearson Prentice Hall).

Basic Orthopaedic Biomechanics, Mow & Huiskes (Lippencot-Raven)

Biomechanics: Mechanical Properties of Living Tissues, Y.C. Fung (Springer)

Laboratory Cartilage Stress Relaxation Test

4B20 BIOMATERIALS Lecturers: Prof. Conor Buckley ([email protected])

Prof. Bruce Murphy ([email protected])

Semester: 1 Module Organisation The module runs for 12 weeks of the academic year and comprises three lectures and one tutorial per week (except the study week). Total contact time is 44 hours.

Start Week

End Week

Lectures per week

Lectures total

Tutorials per week

Tutorials total

1 12 3 33 1 11

Module Description This module explores currently used materials in tissue replacement including metallic, ceramic, and natural/synthetic polymeric materials. Implant applications and design considerations for these materials as well as the associated problems with long term survival will be described so that the mechanical, chemical and physiological interactions between in vivo host environment and the implanted biomaterial can be better understood. Integration of biomaterial structure and function will be emphasized throughout the module. Advanced manufacturing and fabrication technologies to generate biomaterials with specialized structural and interfacial properties will also be introduced. At the end of this module, it is anticipated that students will have obtained a detailed understanding of the composition and properties of the major classes of biomaterial used in medical devices. The required functionality for a range of synthetic implantable biomaterials and how this relates to material choice for specific applications will also be covered. Associated failure modes are introduced through a series of real-life case studies. Sterilisation techniques, regulatory aspects and standards with relation to quality and safety will be introduced.




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Learning Outcomes On successful completion of this module, students will be able to:

Describe the structure, composition and biocompatibility of commonly employed biomaterials and be capable of selecting an appropriate biomaterial for a given implant design

Derive mathematical expressions relating to material stress, strain and viscoelastic properties and describe and quantify failure mechanisms

Describe methods of manufacture of the different types of materials used in medicine and biosciences, their properties and their suitability for a particular function

Decide what is the best test protocol to use in characterising a biomaterial.

Describe methods of modifying surfaces and their impact on the material/biological interface.

Describe physical techniques used in biomaterials research, such as x-ray photoelectron spectroscopy, electron microscopy, scanning probe microscopy, force microscopy and quartz crystal resonance and apply these to qualitatively and quantitatively derive information about how materials interact with biological systems.

Determine what regulatory classification a given device design would be assigned

Have completed an independent learning assignment unique to them. This requires researching a specific biomaterials problem and producing an electronic report.

Module Content

Biomaterial classifications

Functional characterisation of biomaterials

Metallic implant materials

Ceramic implant materials

Polymeric implant materials

Natural polymer based biomaterials

Composite biomaterials

Structure property relationships of biomaterials

3D scaffolds fabrication and technologies

Tissue response to implants

Soft tissue replacements

Hard tissue replacements

Regulatory affairs and standards

Sterilisation methods

Module Notes Provided via WebCT Teaching Strategies


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The module is taught using a combination of lectures, laboratories and tutorials. Each student is given an independent learning assignment which introduces the student to research skills necessary for life-long learning. Assessment Modes Written Exam and assignment (case-study report) Recommended Text(s)

Biomaterials- An Introduction, Park, Joon & Lakes, R. S., 3rd ed., 2007 (Springer)

An Introduction to Biomaterials, Guelcher & Hollinger (Eds), 2006, (Taylor & Francis Group)

Laboratory Injectable hydrogels and drug eluting biomaterial composites

3A8 Geology for Engineers (5 ECTS) Lecturers: Prof. Quentin Crowley; Prof. Bruce Misstear Module Organisation This module consists of 33 lectures over 11 weeks, together with 4 practical exercises and a fieldtrip to a local site of geological interest. All practicals, the field trip and 9 weeks of lectures (geology) are given by Quentin Crowley, the remaining lectures (hydrogeology) are given by Bruce Misstear.

Engineering Semester or Term

Start Week

Hours of Associated Practical Sessions

End Week

Lectures Tutorials

Per Week

Total Per

Week Total

2 12 8 22 3 33 0 0


Module Description Geology for Engineers provides an introduction to several areas of Earth Sciences that impact the engineer, including geological materials, earth surface processes, hydrocarbon exploration and production, natural disasters and climate change. Engineers often need to work with geologists. This module will enable the student to operate effectively in such a team by explaining terminology and concepts in the fields stated above. The module also provides the engineer with a natural, regional-scale context in which to place site-specific questions. Financial and time pressures on the


37

engineer necessarily force him/her to concentrate on the site-specific aspects of geology, such as the mechanical properties of the ground and the local risk of natural hazards like flooding, subsidence or earthquakes. This module provides examples of how such local-scale phenomena can be better predicted using knowledge of regional-scale geological processes. The student will learn the kind of questions that geologists can answer, allowing him/her to better assess how much time/money to spend on geological investigations for any given project. Learning Outcomes On completion of this module the student will be able to:

Recognise standard terminology, including basic classification systems for geological materials, and terminology applied to important plate tectonic, surface and climatic processes.

Describe the formation and internal structure of planet Earth and describe plate tectonic theory.

Explain how natural hazards such as earthquakes, tsunamis and volcanoes relate to plate tectonic processes, and explain difficulties in predicting natural disasters.

Explain the generation of hydrocarbons within sedimentary basins, use simple exploration techniques, and compare technologies for hydrocarbon exploration and extraction.

Describe the roles of glacial, fluvial, hill slope, coastal and submarine processes in forming the natural environment, and appraise whether engineering solutions are appropriate in managing surface processes.

Explain the major controls on global climate, describe evidence for natural climate change in the geological record, and assess the engineer’s role in managing anthropogenic climate change.

Explain the sources and distribution of radon in Ireland, describe engineering solutions to alleviate high indoor radon levels.

Explain the occurrence of groundwater, apply equations of groundwater flow to simple engineering problems, and give examples of the application of hydrogeology to environmental engineering.

Module Content

Planet Earth [Dr Q. Crowley] o Earth’s internal structure: core, mantle, crust o Plate tectonics – Deformation of the plates: faulting and folding o Earthquake seismology o Describing and classifying rocks and minerals o Measuring geological time

Volcanic Processes [Dr Q. Crowley] o Controls on physical properties of magma o Principles of multi-phase geophysical flows o Eruption dynamics o Important mineral deposits produced by volcanic processes

Sedimentary basins and Hydrocarbons [Dr Q. Crowley] o Imaging sedimentary basins using reflection seismology


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o Types of sedimentary basin o Generation of hydrocarbons within sedimentary basins o Hydrocarbon exploration techniques

Geology of Ireland [Dr Q. Crowley] o Tectonic overview o Basement structure o Examples of igneous rock o Main occurrences of metamorphic rock o Clastic and carbonate sediments

Earth surface processes [Dr Q. Crowley] o Glacial landforms and sediments o Weathering, slope and river processes o Coastal processes o Role of society in controlling surface processes

Natural hazards [Dr Q. Crowley] o Earthquakes o Tsunamis o Volcanic hazards o Radon and other radiological hazards

Climate [Dr Q. Crowley] o Role of atmosphere, oceans and the solid Earth in controlling climate o The Greenhouse Effect o Milankovitch cycles o Role of society in moderating climate change

Hydrogeology [B.D. Misstear] o Hydrogeological terms o Occurrence of groundwater o Groundwater head and groundwater flow o Application of hydrogeology to landfill site selection and design o Groundwater protection

Assessment Assessment is by one two hour exam at the end of the second semester. All of the material taught in the module (including practicals and field trip) is examinable. Recommended Texts This module focuses on areas of earth sciences of interest to the engineer. The module website contains illustrated sets of notes that relate directly to each group of geology lectures. These notes are designed to explain the important geological and geophysical processes in language understandable by physical scientists. The notes contain references to specific sections of a number of textbooks and websites in order to encourage students to further improve their knowledge. Recommended texts include:

Understanding Earth (second edition), Press & Siever The Solid Earth (second edition), Fowler Geology Basics for Engineers, Parriaux Introducing Groundwater (second edition), Price Water wells and boreholes, Misstear, Banks & Clark


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Further Information Module material, including geology handout notes, practical exercises and past exam papers will be made available in Quentin Crowley’s (crowleyq) GET folder on a week by week basis during the module. Information on how to access GET folders can be found at: http://isservices.tcd.ie/internet/getput_access.php

4A8 - Transportation (5ECTS) This is an optional module held during Second semester

Lecturers: Prof. Brian Caulfield, Prof Bidisha Ghosh and Prof. Dermot O’Dwyer

Contact: 27 lectures and 2 tutorials

Module Objectives

This module is intended to enable students to identify, formulate, analyse, and solve transportation engineering problems, to apply the theory and employ existing transport software packages to solve real world transport problems as well as to design transport systems, to analyse transport data, to improve their communication and teamwork skills, to work in groups to solve transportation engineering problems, to explain terminology used in practice, and to communicate effectively with the transportation engineering community. The emphasis is on the societal, economic, environmental, political, ethical and business aspects of transport problems.

Module Content

Railway Engineering

Land use

Sustainable Transportation

Transport Economics and road pricing

Project appraisal

Transportation planning and demand forecasting

Some selected topics (if time allows)


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Learning Objectives

At the end of the module, the students should be able to: o Discuss the factors affecting transport demand in Ireland; calculate cross and

direct elasticities, equilibrium, and consumer surplus, and; draw the demand, supply, performance, average cost, marginal cost, total cost, fixed, variable, and cost curves.

o Discuss road pricing in theory and practice such as electronic road pricing in London, alternatives to road pricing, pros and cons of road pricing, societal, economic, political, and environmental considerations of road pricing; state the assumptions of road pricing, and; compute marginal toll

o Apply various appraisal methods to the evaluate Ireland transport projects and examine these projects under societal, economic, environmental, political, and ethical considerations.

o Develop an understanding of the fundamental concepts and standard practices in sustainable transportation and how such practices can be implemented in Dublin.

o Describe the transportation planning process, information required for transportation planning, and travel demand forecasting techniques, and discuss environmental, economic, societal, political, business and ethical issues in transportation planning using Ireland examples.

o Discuss the factors affecting route, mode, and destination choices; derive the coefficients of regression models; judge whether a regression model is suitable for applications; identify the limitations and assumptions of the gravity model, the discrete choice model, and the user equilibrium model, and; forecast and estimate trip distribution, modal split, and route choice using these models.

o Explain the principal characteristics of rail transport and the basic terminology used in permanent way engineering; describe the functions of the principal components of rail track, and; perform some simple design calculations.

o Work as part of a team to identify, formulate, analyse and solve transport engineering problems by using existing transport software packages, and design transport systems.

Assessment

Examination 80 % Assignment work 10 % Module project 10 % Module Materials and Recommended Texts

Module materials can be found in: http://www.tcd.ie/civileng/Staff/Dermot.ODwyer/ http://www.tcd.ie/civileng/Staff/Bidisha.Ghosh/ http://www.tcd.ie/civileng/Staff/Brian.Caulfield/

References: o Modeling Transport. J. de D. Ortuzar and L. G. Willumsen. John Wiley & Sons.

1990 o Traffic Engineering (2nd Edition), W.R. McShane and R.P. Roess, Prentice Hall,

Inc. 1998. o British Railway Track, 6th Edition, Published by the Permanent Way Institution,

1993, ISBN 0 903489 03 1.

http://www.tcd.ie/civileng/Staff/Dermot.ODwyer/

http://www.tcd.ie/civileng/Staff/Bidisha.Ghosh/

http://www.tcd.ie/civileng/Staff/Brian.Caulfield/


41

o Transport Economics. Kenneth Button. Aldershot, Hants, England; Brookfield, Vt.: Elgar, 1993

o Transportation Engineering: An Introduction. C. Jotin Khisty. Prentice Hall Inc. 1990

o Transportation Engineering and Planning (Second Edition). C.S. Papacostas & P.D. Prevedouros. Prentice Hall. 1993.

o Railway Engineering, by V. A. Profiliidis, Published by Avebury Technical, ISBN 0 291 39828 6.

o Modern Railway Track, by Coenraad Esveld, Published by MRT Productions, ISBN 90 800324 1 7.

o Railroad Track Theory and Practice, edited by Fritz Fastenrath, Published by Frederick Ungar Publishing Co. New York.

Additional references will be announced at lectures

Module Title: 4E1 Management for Engineers (Electronic/Computer Engineering) Code: CS4E1 (Section A) and EE4E1 (Section B) Level: Senior Sophister (Mandatory module) Credits: 5 Co-Ordinator(s): Professor Gerard Lacey ([email protected]) – (Overall Coordinator)

Professor Andrew Hines ([email protected]) – (Electronic/Computer Engineering Coordinator)

This module is taught in the first semester and is divided into two sections - Section A runs for the first six weeks and is common to all engineering students. Section B runs for the last five weeks and is specifically for civil engineering students. Section A – Weeks 1 to 6 Module Organisation

Semester Start Week

End Week


Hours

Lectures Tutorials

Per week

Total Per week

Total

1 1 6 0 4 24 0 0


Lecturer(s): Professor Gerard Lacey ([email protected])





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Module Description This module aims to introduce students to the concepts and tools of project management. We will use a project management simulation SimProject www.fissure.com to develop the practical skills of project management. Module Outline and Learning Outcomes

Week Lecture Learning Outcomes

1 Module Outline and introduction to project management concepts; Project definition and organisation.

2 Project planning tools.

3 Project feasibility and evaluation .

4 Risk , resources and costs.

5 Team dynamics and organizational behaviour.

6 Alterative models of project management: IT, innovation, new product development.

Coursework

End week

6

Team report on SimProject showing performance reports – submit via Turnitin; Individual reflective diary on SimProject – submit via Turnitin.

End week

7

Individual case study on project management – submit via Turnitin.

Recommended Text(s) Primary Texts

Project Management, Clifford F Gray and Erik W Larson; McGraw-Hill, 4th Edition, ISBN 978-0-07-128751-7.

Supplementary Texts

Software Project Survival Guide (Pro - Best Practices), Steve McConnell MICROSOFT PRESS, 1997.

The Innovators Dilemma, Clayton M Christensen; Collins Business Essentials 2003.

Winning at New Products: Accelerating the Process from Idea to Launch, Robert G Cooper.

Assessment This section of the module will be assessed entirely by coursework. Plagiarism will be taken extremely seriously and all assessments must be submitted via the Turnitin plagiarism detection system.

Project Management Case Study 60%

Group Report on SimProject 20% - each team member gets the same mark

Individual Reflective diary on SimProject 20%

http://www.fissure.com/

http://www.amazon.co.uk/exec/obidos/ASIN/0566087723/ref=ord_cart_shr?%5Fencoding=UTF8&m=A3P5ROKL5A1OLE

http://www.amazon.co.uk/exec/obidos/ASIN/1572316217/ref=pd_luc_mri?%5Fencoding=UTF8&m=A3P5ROKL5A1OLE

http://www.amazon.com/Innovators-Dilemma-Revolutionary-Business-Essentials/dp/0060521996/ref=pd_bbs_1?ie=UTF8&s=books&qid=1220449962&sr=8-1

http://www.amazon.com/Winning-New-Products-Accelerating-Process/dp/0738204633/ref=sr_1_6?ie=UTF8&s=books&qid=1220450116&sr=1-6


43

Section B – Weeks 8 to 12 Module Organisation

Semester Start Week

End Week


Hours

Lectures Tutorials

Per week

Total Per week

Total

1 8 12 0 3 15 0 0


Lecturer(s): Professor Andrew Hines ([email protected]) Module Description The focus in this section of the module is on technology and society. It explores issues relating to the design and development of technology. In particular, business, economic, social, ethical, political and other factors that influence the adoption, growth and decline of a technology are studied. The module is a mixture of lectures and case studies. Topics will cover a subset of the areas outlined in the module syllabus. Learning Outcomes On completion of this module, the student should be able to: • analyse current technological trends from business, economic, social, ethical and political viewpoints; • debate, discuss and critically appraise the implications of technology trends, choices and decisions; • challenge and question the value and role of various technologies and developments; • articulate the roles of innovation and technology in business and how they can be nurtured; • source materials on technological issues that go beyond the technical details of the systems involved; • express technical issues in terms suited to a wider non-technical audience; • explain the engineer's role in a multi-disciplinary environment and the importance of continuous professional development. Module Syllabus 1. Course outline and introduction to innovation and technology strategy 2. Patents and intellectual property management (IPM) 3. Nurturing innovation success through attribute based teams and work environment design 4. Outsourcing in the technology sector and the impact on core competencies and IPM 5. Cross discipline innovation case study. Digital hearing aid design involving software simulation, signal processing, acoustics, noise control, and neural engineering. 6. Policy driven public service engineering and innovation in policy driven projects. 7. When things go wrong in technology projects: failures and remedies. 8. Engineers for life. Applying engineering principles in non-engineering roles and businesses.



44

It is anticipated that, as in previous years, there will be a number of guest lecturers. These are chosen from different walks of life to discuss the various topics of relevance from their perspectives. Teaching Strategies The teaching strategy for this module concentrates on trying to get students to think ‘outside the box’ and to express their thoughts in a comprehensive, clear and concise manner. It is important for students to realise that engineering decisions have consequences and impacts that go beyond technology implications. This is achieved by introducing the students to a wide range of material through core lectures and invited guest speakers as well as by getting the students to participate in discussion, research and presentation where possible. Emphasis is placed on students forming and giving their opinions and on questioning issues and ideas. The overall philosophy of the module is to encourage as much interaction and debate as possible. Assessment Assessment is carried out through continuous assessment. Students will be expected to participate in the case study analysis and assessment will be based on continual assessment, presentation and essays. Plagiarism will be monitored closely in all assignments.

4E2 ENGINEERING PROJECT (Professor Dermot Geraghty) See page 3 of this handbook The final year project is designed to assess a student’s ability to undertake development, design or research work using his own initiative. Students are required to make an oral presentation of their work and to submit a written report describing their achievements. Marks for the project are awarded on the basis of both communication skills and technical competence.

DEPARTMENT OF MECHANICAL & MANUFACTURING ENGINEERING

GUIDELINES ON EXAMINATIONS

The following pages set out some guidelines on examinations, including extracts from

the University Calendar on plagiarism and anonymous marking procedures. Please

refer to the College Calendar (http://www.tcd.ie/calendar/part1/) for more information.

Plagiarism

81 Plagiarism is interpreted by the University as the act of presenting the work of others

as one’s own work, without acknowledgement. Plagiarism is considered as

academically fraudulent, and an offence against University discipline. The University

http://www.tcd.ie/calendar/part1/


45

considers plagiarism to be a major offence, and subject to the disciplinary procedures of

the University.

82 Plagiarism can arise from deliberate actions and also through careless thinking

and/or methodology. The offence lies not in the attitude or intention of the perpetrator,

but in the action and in its consequences. Plagiarism can arise from actions such as:

(a) copying another student’s work;

(b) enlisting another person or persons to complete an assignment on the student’s

behalf;

(c) quoting directly, without acknowledgement, from books, articles or other sources,

either in printed, recorded or electronic format;

(d) paraphrasing, without acknowledgement, the writings of other authors.

Examples (c) and (d) in particular can arise through careless thinking and/or

methodology where students:

(i) fail to distinguish between their own ideas and those of others;

(ii) fail to take proper notes during preliminary research and therefore lose track of the

sources from which the notes were drawn;

(iii) fail to distinguish between information which needs no acknowledgement because it

is firmly in the public domain, and information which might be widely known, but which

nevertheless requires some sort of acknowledgement;

(iv) come across a distinctive methodology or idea and fail to record its source.

All the above serve only as examples and are not exhaustive. Students should submit

work done in co-operation with other students only when it is done with the full

knowledge and permission of the lecturer concerned. Without this, work submitted

which is the product of collusion with other students may be considered to be

plagiarism.

83 It is clearly understood that all members of the academic community use and build

on the work of others. It is commonly accepted also, however, that we build on the work

of others in an open and explicit manner, and with due acknowledgement. Many cases

of plagiarism that arise could be avoided by following some simple guidelines:

(i) Any material used in a piece of work, of any form, that is not the original thought of

the author should be fully referenced in the work and attributed to its source. The

material should either be quoted directly or paraphrased. Either way, an explicit citation

of the work referred to should be provided, in the text, in a footnote, or both. Not to do

so is to commit plagiarism.

(ii) When taking notes from any source it is very important to record the precise words

or ideas that are being used and their precise sources.

(iii) While the Internet often offers a wider range of possibilities for researching particular

themes, it also requires particular attention to be paid to the distinction between one’s

own work and the work of others. Particular care should be taken to keep track of the

source of the electronic information obtained from the Internet or other electronic

sources and ensure that it is explicitly and correctly acknowledged.


46

84 It is the responsibility of the author of any work to ensure that he/she does not

commit plagiarism.

85 Students should ensure the integrity of their work by seeking advice from their

lecturers, tutor or supervisor on avoiding plagiarism. All schools and departments

should include, in their handbooks or other literature given to students, advice on the

appropriate methodology for the kind of work that students will be expected to

undertake.

86 If plagiarism as referred to in §81 above is suspected, in the first instance, the head

of school, or designate, will write to the student, and the student’s tutor advising them of

the concerns raised and inviting them to attend an informal meeting with the head of

school, or designate1 and the lecturer concerned, in order to put their suspicions to the

student and give the student the opportunity to respond. The student will be requested

to respond in writing stating his/her agreement to attend such a meeting and confirming

on which of the suggested dates and times it will be possible for the student to attend. If

the student does not in this manner agree to attend such a meeting, the head of school,

or designate, may refer the case directly to the Junior Dean, who will interview the

student and may implement the procedures as referred to under CONDUCT AND

COLLEGE REGULATIONS §2.

87 If the head of school, or designate, forms the view that plagiarism has taken place,

he/she must decide if the offence can be dealt with under the summary procedure set

out below. In order for this summary procedure to be followed, all parties attending the

informal meeting as noted in §86 above must state their agreement in writing to the

head of school, or designate. If the facts of the case are in dispute, or if the head of

school, or designate, feels that the penalties provided for General regulations and

information Calendar 2012-13 H21

88 If the offence can be dealt with under the summary procedure, the head of school, or

designate, will recommend to the Senior Lecturer one of the following penalties:

(a) that the piece of work in question receives a reduced mark, or a mark of zero; or

(b) if satisfactory completion of the piece of work is deemed essential for the student to

rise with his/her year or to proceed to the award of a degree, the student may be

required to re-submit the work. However the student may not receive more than the

minimum pass mark applicable to the piece of work on satisfactory re-submission.

89 Provided that the appropriate procedure has been followed and all parties in §86

above are in agreement with the proposed penalty, the Senior Lecturer may approve

the penalty and notify the Junior Dean accordingly. The Junior Dean may nevertheless

implement the procedures as referred to under CONDUCT AND COLLEGE

REGULATIONS §2.

pp. H19-H21 Calendar 2012-2013

1 The director of teaching and learning (undergraduate) may also attend the meeting as

appropriate. As an alternative to their tutor, students may nominate a representative

from the Students’ Union to accompany them to the meeting.


47

Anonymous Marking Candidates taking examinations will have their new examination number forwarded to

their home addresses, by letter, from the Examinations Office before the end of the first

semester. Examination option information (XIDs) will not be included in these letters.

Students will be able to access their own examination information on the new Student

Information System in late February/early March, following completion of XID and option

maintenance by Faculty Offices and the Examinations Office. An email will be sent to

[JF, SF and JS] students asking them to check their examination subjects on the

Student Information System and contact the appropriate Department or Faculty Office if

there are any corrections.

SKILLS4STUDY 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 modules 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

(module 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, The College Disability Service 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 module materials. The College Disability Service proposes to present

S4SC to all Directors of Undergraduate Teaching and Learning at the beginning of the

next academic year.

http://www.tcd.ie/local


48

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.

Student 2 Student

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 us

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.

http://student2student.tcd.ie, E-mail: [email protected], Phone: + 353 1 896

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 Officers in College. You can make an appointment to see them by phoning 6083111, or emailing them at: [email protected].

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.

Professor Dermot Geraghty

http://student2student.tcd.ie/


http://www.tcd.ie/disability


http://www.mme.tcd.ie/


49

Departmental Safety Officer

department of mechanical & manufacturing … · senior sophister handbook [2012/2013] 1 mission...

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