inde1001 engineering foundations - design and processes...

Unit study package code: INDE1001

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 2 Hours Weekly Workshop: 1 x 3 Hours Weekly Studio: 1 x 1 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: 307808 (v.0) Bachelor of Engineering (Honours) or any previous version OR 131510 (v.0) Bachelor of Science (Physics), Bachelor of Engineering (Electronic and Communication Engineering) or any previous version OR 177610 (v.0) Bachelor of Engineering (Mining Engineering) or any previous version OR 132010 (v.0) Bachelor of Engineering (Computer Systems Engineering), Bachelor of Science (Computer Science) or any previous version OR 132210 (v.0) Bachelor of Engineering (Electronic and Communication Engineering), Bachelor of Science (Computer Science) or any previous version OR 303763 (v.0) Bachelor of Engineering (Chemical Engineering), Bachelor of Science (Chemistry) or any previous version OR 304168 (v.0) Bachelor of Engineering (Chemical Engineering), Bachelor of Science (Extractive Metallurgy) or any previous version OR 307020 (v.0) Bachelor of Engineering (Civil and Construction Engineering), Bachelor of Science (Mining) or any previous version OR 311721 (v.0) Bachelor of Engineering, Bachelor of Commerce or any previous version OR 306721 (v.0) Service Teaching Component - Curtin College Diploma or any previous version OR BH-ENGR (v.0) Bachelor of Engineering (Honours) or any previous version OR BB-PHYECE (v.0) Bachelor of Science (Physics), Bachelor of Engineering (Electronic and Communication Engineering) or any previous version OR

Unit Outline

INDE1001 Engineering Foundations - Design and Processes Semester 1, 2016

Faculty of Science and EngineeringEngineering Foundation Year

INDE1001 Engineering Foundations - Design and Processes Bentley Campus 23 Feb 2016 Engineering Foundation Year, Faculty of Science and Engineering

Page: 1 of 18CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

BB-CSECMP (v.0) Bachelor of Engineering (Computer Systems Engineering), Bachelor of Science (Computer Science) or any previous version OR BB-ECECMP (v.0) Bachelor of Engineering (Electronic and Communication Engineering), Bachelor of Science (Computer Science) or any previous version OR BB-CENCHM (v.0) Bachelor of Engineering (Chemical Engineering), Bachelor of Science (Chemistry) or any previous version OR BB-CENEXM (v.0) Bachelor of Engineering (Chemical Engineering), Bachelor of Science (Extractive Metallurgy) or any previous version OR BB-CCEMIN (v.0) Bachelor of Engineering (Civil and Construction Engineering), Bachelor of Science (Mining) or any previous version OR BB-ENGCOM (v.0) Bachelor of Engineering, Bachelor of Commerce or any previous version OR ST-CURCOL (v.0) Service Teaching Component - Curtin College Diploma or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: DrName: Kristoffer McKeePhone: +61892663832Email: [email protected]: Building: 204 - Room: 211

Teaching Staff: Name: Kristoffer K McKeePhone: +61892663832Email: [email protected]: Building: 204 - Room: 211

Name: Ranjna KapoorPhone: +61892663836Email: [email protected]: Building: 209 - Room: 305

Administrative contact: Name: Amanda SullivanPhone: +618 9266 7930Email: [email protected]: Building: 204 - Room: 319

Faculty of Science and Engineering Engineering Foundation Year




http://fees.curtin.edu.au/incidental_fees.cfm

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Design horizons. Effective teams. Requirements specifications; identifying features. Systems design; creative thinking methods for innovative solutions. Conceptual design. Design specifications; setting priorities. Ethics and design. Operational design; reliability, sustainability, ergonomics, maintainability. Economics of design. Social and professional responsibilities. The concept of concurrent engineering. The future; computer-aided design. Report writing within engineering academic and professional contexts. Developing reflective learning and oral communication skills.

Introduction Engineering Foundations: Design and Processes (EFDP) is one of two Engineering Foundation Year (EFY) foundation units that are made to introduce you to the practice of engineering and give you some insight into what Engineers do. EFDP focuses on the abstract design process at the foundation of all engineering design processes. As first year students, your basic mathematics and science education allows you to understand simple systems. By employing the abstract design process you are therefore capable of undertaking simple engineering designs.

This unit outlines that basic design process to you as a particular sequence of activities. The outcome sought from this unit is that you can demonstrate your understanding of that design process and can apply it. That implies three things:

l We need to outline the steps involved in the design process and the reasoning behind them. l You are given the opportunity to apply those to a design project within the scope of your abilities. l The assessments allow you to demonstrate your understanding via the project work you have undertaken.

The steps in the design process can be described in many ways. In EFDP, we choose to emphasise these key actions in the following stages:

1. Problem Stage / Stakeholders: Engineering does not just happen. It is a response to a need expressed by society. More particularly, by groups of stakeholders who believe a change is needed. However, each group sees the problem differently, hence their views on what needs to be changed and how are diverse and sometimes even conflicting. Furthermore, there are often stakeholder groups who for one reason or another want no change or change under given conditions.

2. Design Stage: Engineers must recognise that a social problem exists. However, their task is to identify a technology that will see change that enough stakeholder groups are prepared to accept to allow the project to proceed to fruition. To create a solution without the stakeholder in mind will result in designs that may not make it to production. Since you are selling it to the stakeholder, you must design it for the stakeholder.

As a result, in this unit all assessments will focus on providing you with an experience of needing to address both roles in a project. Both are important skills in preparation for the real engineering world.





Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

On successful completion of this unit students can: Graduate Attributes addressed

1 Work in a team to practise the engineering design process by applying accepted techniques

2 Clearly exhibit engineering design and processes in written and oral communication

3 Reflect upon the solution to the humanitarian engineering problem and on the processes involved in successful teamwork

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Activities This unit consists of you putting into practise the concepts of engineering design by completing a design project working in a group as a team. Each team is assigned an individual sustainable development project from the EFDP design brief, which is based on the Engineers Without Borders (EWB) Challenge projects. Your project will culminate in a report and oral presentation of the design solution you have achieved over the semester.

This unit aims to:

l Introduce you to the broad concepts of the engineering design method that is at the core of the profession of engineering

l Develop your understanding of that method by requiring you to solve a simple technical problem following basic professional practice by:

l Working within a team l Planning detailed actions and recording the reasons behind decisions made l Demonstrate your understanding via an engineering report, a poster and an oral presentation l Reflect on you and your group's working practices.

In order to help you achieve these goals, the following learning activities are provided:

Lecture

(1 x one hour weekly)

Lectures are important since this is the place where the concepts of design will be discussed. This is where theory, and some application, of the design process are explained. There are 12 lectures provided within the semester, which overall provide a clear picture of the design process and what is expected in an engineering profession. The lecture topics are provided on the program calendar, which is found at the end of the unit outline. Topics discussed are meant to not only give you an understanding of what you need to know to perform the task for this unit, but also to give you an understanding of what will be expected of you when you work in the field as an engineer, as well as providing you with a bigger picture of what engineering is about. This is also the place where announcements are given concerning the unit. As a result, you are held responsible for all things that are said in lecture.

Project Meetings

(aka Studio / Workshop) (1 x one-hour weekly + 1 x two-hour weekly)

Ideas / theory without application results in just ideas. As a result, in order to learn how to do engineering design, you must do an engineering design project. In the project meetings, which is 3 consecutive hours of time, you will apply the theory that is learned in lecture by working on the design of a solution to a problem selected from the EFDP design brief. This involves first performing guided activities that will elaborate on the design theory that was discussed in lecture, followed by a time where your team is able to apply the design theory to your project. Each week, there will be something written or constructed that is due; and individual grades are given by evidence of work as a group, and as an individual. Attendance is required, and will be reflected in your individual weekly marks for the Weekly Progress Report (WPR). Failure to attend the project meetings or showing up but not doing work at the project meetings will be interpreted as lack of work for that week, similar to being absent from your job. 3 project managers have been assigned to your class, and have the job to guide your team to the completion of your project. And just like project managers in industry, they are driven by results. They are there to guide you, and assume that you understand the theory that was taught in lecture; just like a project manager in industry assumes that you know the basics taught in your course in the university. As a result, it is important that you attend lecture before attending the project meetings.





In summary, lectures are for learning the ideas/theory of design with some application and the project meetings are for taking these ideas and applying them to your project.

l 1 x one-hour design lecture weekly l 3 hour project meeting time weekly, which on your schedule consists of:

l 1 x two-hour workshop weekly l 1 x one-hour studio weekly

l (There is no required project time 1 x1 hour weekly for this unit.)

Learning Resources Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l Engineering Design: A Project Based Introduction (4th Edition) by Clive L Dym and Patrick Little

(ISBN/ISSN: 9780470225967)

l Communications Skills Toolkit: Unlocking the Secrets of Tertiary Success (3rd Edition) by Jane Grellier and Veronica Goerke

(ISBN/ISSN: 9780170243612)

l To Engineer Is Human by Henry Petroski (ISBN/ISSN: 9780679734161)

l Invention By Design by Henry Petroski (ISBN/ISSN: 9780674463684)

l Engineering Your Future: An Australasian Guide (2nd Edition) by David Dowling, Anna Carew, and Roger Hadgraft (ISBN/ISSN: 9781118389287)

Other resources

Engineering First Year - an e-book created for this unit, available on Blackboard in pdf form. This is essential reading for the unit.

Science and Engineering Language and Literacy (SELL) Program

Science and Engineering Language and Literacy (SELL) is a free program to help you develop the academic writing skills that you need to reach your full potential in the assignments for EFDP. The SELL program will also provide you with the language knowledge and skills that will help you to succeed in your other units in your course and in your career as an engineer. Industry standards for academic writing and communication skills are very high.

This program consists of 4 two-hour workshops that run each teaching week from Week 4 to Week 9 of the semester. The workshop will involve small-group learning activities designed to complement the work you do in the unit, and there will not be extra homework. It is possible for you to complete the SELL program in Week 4 or Week 6 of the semester if you are inclined to do so. You will be able to record the time spent in attending the workshops in your Professional Practice Logbook (Exposure to Professional Engineering Practice). You are welcome to attend these workshops even if you have not been identified as requiring further language and literacy development.





The SELL workshops cover a wide range of academic skills within the 4 topics below:

l Topic 1 Academic Writing and Paragraph Structure l Topic 2 Paraphrasing and Referencing l Topic 3 Writing well-structured Sentences l Topic 4 Editing, Proofreading and Common Errors

Details of the SELL workshops will be disclosed on Blackboard.

Assessment Assessment schedule

Detailed information on assessment tasks

1. Weekly Progress Report 1a: Post-Entry Language Assessment (PELA):

l Component: Individual l Due Date: Week 1 l Total Overall Value: 0% (Satisfactory completion of PELA, and if necessary the SELL program, is a

mandatory requirement to pass the unit) l Available at the Assessment Centre (5th floor Robertson Library, Building 105) from Wednesday

(09/03/2016) to Friday (11/03/2016).

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Weekly Progress Report 15 percent Week: Week 1, Week 3 to Week 14 Day: During weekly project meeting (Studio/Workshop) Time: During weekly project meeting (Studio/Workshop)

1,3

2

Stakeholders Report and Referencing Task 15 percent Week: Week 2, 5 Day: Sunday 13th March , Tuesday 29th March Time: 11:59 PM

1,2

3

Design Evaluation Report 35 percent Week: Week 10 Day: Tuesday 3rd May Time: 11:59 PM

1,2

4

Design Report and Presentation 35 percent Week: Week 13, 14 Day: During weekly project meeting (Studio/Workshop) Time: During weekly project meeting (Studio/Workshop)

2,3





All students new to study at Curtin University who are enrolled in this unit are required to take the PELA (Post -entry Language Assessment). The PELA is a short, discipline-specific task that will provide diagnostic feedback about your ability to write using academic English in the context of science and engineering.

As Industry standards for academic writing and communication skills are very high, Engineers Australia and Curtin University require all graduates to continually develop their language and communication skills while at university. The PELA is deployed by Curtin to provide feedback to students about their ability to communicate effectively in English for academic and professional purposes. Students identified through the PELA, as requiring additional academic language skills development are offered free workshops to develop these crucial skills.

All students will be required to complete the PELA to be eligible to pass the unit. If your PELA score is above the expected standard in Engineering (5.5/10 and above), then you have satisfied the Curtin University requirement for the PELA. You have the option to enrol and attend the Science and Engineering Language and Literacy (SELL) workshops, which can aid you in improving your writing skills in the assignments for EFDP. If your PELA score is below the expected standard in Engineering (5/10 and below), it will be compulsory for you to enrol and attend the Science and Engineering Language and Literacy (SELL) workshops. SELL is a free program to help you develop the academic English language writing skills that you need to reach your full potential in the assignments for this unit and also to succeed in your other units in your course.

Where and how to do your PELA…

You will need to do your PELA in the Assessment Centre which is located near the stairwell on the 5th floor of the Robertson Library (Building 105). Please access this link to get more information about the Assessment Centre

l http://ctl.curtin.edu.au/teaching_learning_services/assessment_centre/ac_student_info.cfm

You will receive an email with details about how to book a slot to complete the assessment. The registration window opens from Monday, February 22, 2016 6:00:00 AM, to Friday, March 04, 2016 6:00:00 AM. If you have not made a booking by this time, you will have a booking slot assigned to you automatically by the system. The system selects the earliest available slot. You are urged to make your booking early to enjoy the greatest range of choices. Once the registration window closes on Monday, March 07, 2016, no further changes are possible.





http://ctl.curtin.edu.au/teaching_learning_services/assessment_centre/ac_student_info.cfm

http://ctl.curtin.edu.au/teaching_learning_services/assessment_centre/ac_student_info.cfm

1b: Weekly Progress Report (WPR)

l Component: Individual l Due date: Weeks 3 to 14 (during project meeting) l Total Overall Value: 15%

The WPRs are used by the project managers to get an overall view of what your team has done thus far, the direction in which your team is going, and the individual contributions of each member in the team.

Failure to attend a weekly project meeting, aka the Studio/Workshop, results in a mark of 0 for the week. Failure to contribute weekly to the progress of your team's project by not being accountable for doing your share of the work for the week will reflect on your individual marks in this assessment. Marks will be given based on providing a quality WPR (as defined in the template given on Blackboard), providing quality evidence of the work done to further your group's progress as stated on the summary table in the WPR, and interaction amongst you and your team members to further your group's progress. A copy of all information (WPR and evidence of work done during the week) must be available in person during the meeting to the project manager as well as uploaded on line to the team's journal page for future referencing.

The on-line submission and in-class inspection consists of 2 parts:

l A filled out WPR template (one copy for the entire group). l Evidence of work done within the past week, normally in the form of a draft of the chapter for the

upcoming report plus additional evidence of research (each individual uploads personal evidence).

A copy of the WPR, draft of the chapter, and any evidence of research is to be submitted online by 5PM on every Friday starting in Week 3 through Week 14, unless otherwise stated by your project managers. Remember, these are individual marks given that reflect your hard work throughout the semester. Full details and marking rubric for this assessment are found on Blackboard.

2. Stakeholders Report and Referencing Task

2a: Stakeholders Referencing Task

l Component: Individual l Due date: Week 2 (Sunday, 13 March 2016, 11:59 PM) l Total Overall Value: 5%

In-text and end-text referencing is a crucial skill when writing in any subject. This component of this assessment will require you to take a brief portion of the part of the Stakeholders Report that you have written in the 1st week of the semester and submit it with complete and proper referencing done throughout the document. Full details and marking rubric for this assessment are found on Blackboard.

2b: Stakeholders Report

l Component: Group l Due date: Week 5 (Tuesday, 29 March 2016, 11:59 PM) l Total Overall Value: 10%

The first step in the design process is to understand who the stakeholders in your project are; this report will focus on this stage. The Stakeholders Report will consist of your team's understanding of the focus country's education, resources, geography, culture, climate, government, etc , the role and desires of the stakeholders found in the focus community, and the criteria and constraints placed on your team's project. Each section in this report will be assigned as a weekly assessment for your team to ensure that your team is working steadily towards the submission of this report. A poster presentation of this information will be given in your project meeting (Studio/Workshop), where you will be given the opportunity to compare and contrast the information you have gathered for your report with your peers. This poster presentation will be marked by your project managers, and your team will have the opportunity to have some time to make needed changes to your Stakeholders Report prior to submission. Full details and marking rubric for this assessment are found on Blackboard.





3. Design Evaluation Report

Design Evaluation Report

l Component: Individual l Due date: Week 10 (Tuesday, 3 May 2016, 11:59 PM) l Total Overall Value: 35%

The purpose of the design evaluation report is to determine how well you understand the process of creating a conceptual design based on the requirement specifications provided by a client, evaluating the conceptual designs, and choosing the best one for implementation at the client’s site. Since your team must provide the best solution, keeping in mind who the ultimate client is and not a solution for someone living in Perth, it is important to know if you obtain the capability of evaluating a concept independently from your teammates. In this report, you will be asked to briefly state the background and problem statement, and the requirement specifications (criteria and constraints) of the problem. Then, you will need to choose 1 conceptual idea from the brain storming activity that was performed in your project meeting (Studio/Workshop) with your group that is a possible solution to the problem. This conceptual idea must be thoroughly explained, using graphics and text, so that the reader can understand your concept.

Subsequently, the proposed conceptual design must be evaluated against the criteria and constraints that your group had put forth for this problem. In addition to this, an individual reflection will be required based on your work thus far in the semester. Full details and marking rubric for this assessment are found on Blackboard.

4. Design Report and Presentation

4a: Design Report

l Component: Group l Due date: Week 14 (during project meeting) l Total Overall Value: 15%

This report is the culmination of your semester's work, and thus reflects your understanding of the design process. This report is to give the stakeholders an understanding of what your team’s solution is to the problem, and to cause the stakeholders to want to invest in your design. You will be critiqued on how well your design matches to the specified criteria from the Stakeholders Report, the feasibility of implementing your design in the focus country, as well as against the criteria set forth in the marking rubric. Your design report will consist of (1) a poster, which summarizes the key points of your work from the stakeholders report through to the final design proposal, and (2) a prototype as proof of the feasibility of your final design. Full details and marking rubric for this assessment are found on Blackboard.

4b: Presentation Feedback

l Component: Individual l Due date: Week 13 (during project meeting) l Total Overall Value: 10%

One of the important steps in any assessment is obtaining feedback, especially if there is a chance to revise or re-perform the task. In most cases, students rely on the tutors / project managers / lecturers / etc to provide this information. However, this is a vital skill to learn for a student since it enables the student to assess his/her peers and learn how to provide quality statements that others can use. In week 13 you will be assessed on the quality of the written feedback you provide to another team.





4c: Group Oral Presentation (Business Pitch)

l Component: Group l Due date: Week 14 (during project meeting) l Total Overall Value: 10%

In the final week for the semester, your team will be graded on a group presentation as a group. This is to be a 7 minute business pitch of your team's proposed solution to the problem. You need to be present at and have contributed to the presentation in some way, to receive credit for the business pitch. The project managers that are grading your team may not be the same project managers that you have been working with all semester long. A different set of project managers may possibly be your judges, so that there is an impartiality to the grade for the presentation. Their goal is to determine who can enter into the EWB competition, so effectively, they are the first round of critics who hold the money to fund your project. It is up to your team to ask the visiting managers any last minute questions about the grading prior to the presentations. Be sure to address all important points. 3 minutes will be given at the end to allow them to ask questions about your project so that they can make the most informed decision about your marks. Using your prototype plus either PowerPoint slides or your poster (which is part of your design report) is required. Full details and marking rubric for this assessment are found on Blackboard.

Pass requirements

1. Students must either pass the PELA exam, or complete and pass the SELL workshops 2. Students must obtain a minimum of 50% of the available marks for the individual components of the

assessments. 3. Students must obtain a minimum of 50% of the overall available marks. 4. All assessment items must be attempted 5. Marks will be assigned equally to all group members in the submission of group assessments unless it is

determined that a group members has not made an equitable or fair contribution. In this case marks may be reduced for this particular group member.





Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Assessment extension forms can be found at: http://students.curtin.edu.au/administration/documents/Application_forAssessmentExtension.pdf

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Supplementary assessments

Supplementary assessments are not available in this unit.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

http://students.curtin.edu.au/administration/documents/Application_forAssessmentExtension.pdf

http://libguides.library.curtin.edu.au/referencing

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information

Mark Distribution Assessment Individual Group Due Date Marks Total 1. Weekly Progress Report 15 Week 1, 3 to 14 15 2. Stakeholders Report and Referencing Task 5 10 Week 2,5 15 3. Design Evaluation Report 35 Week 10 35 4. Design Report and Presentation 10 25 Week 13, 14 35 Total Marks 65 35 100

Assessment Item Unit Learning Outcomes Assessed EA Stage 1 Competencies Assessed1 Level of thinking2

Assessment #1: Weekly Progress Report 1,3

1.1 Science/Engineering fundamentals 1.2 Conceptual understanding 1.5 Context 2.1 Problem solving 2.4. Project management: 3.2 Communication 3.6. Team work

Evaluation

Assessment #2: Stakeholders Report and Referencing Task

1,2

1.1 Science/Engineering fundamentals 1.2 Conceptual understanding 1.5 Context 3.2 Communication 3.6. Team work

Analysis

Assessment #3: Design Evaluation Report 1,2

1.1 Science/Engineering fundamentals 1.2 Conceptual understanding 1.5 Context 2.1 Problem solving 2.3. Systematic use 3.2 Communication 3.3. Creativity

Evaluation

Assessment #4: Design Report and Presentation

2,3

1.1 Science/Engineering fundamentals 1.2 Conceptual understanding 1.5 Context 1.6 Engineering Practice 2.1. Problem solving 2.3. Systematic use 3.2 Communication 3.3. Creativity 3.6. Team work

Evaluation Comprehension





ENGINEERS AUSTRALIA Stage 1 competencies and elements of competency assessed in this unit can be found at: https://www.engineersaustralia.org.au/sites/default/files/shado/Education/Program% 20Accreditation/110318%20Stage%201%20Professional%20Engineer.pdf

Levels of Thinking2: (see http://learningandteaching.info/learning/bloomtax.htm)

1. KNOWLEDGE AND SKILL BASE

1.1 Science/Engineering fundamentals: Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.2 Conceptual understanding: Conceptual understanding of the, mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. 1.3 Specialist knowledge: In-depth understanding of specialist bodies of knowledge within the engineering discipline. 1.4 Development & Research: Discernment of knowledge development and research directions within the engineering discipline. 1.5 Context: Knowledge of contextual factors impacting the engineering discipline. 1.6 Engineering Practice: Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the specific discipline.

2. ENGINEERING APPLICATION ABILITY

2.1 Problem solving: Application of established engineering methods to complex engineering problem solving. 2.2 Use of techniques: Fluent application of engineering techniques, tools and resources. 2.3 Systematic use: Application of systematic engineering synthesis and design processes. 2.4 Project management: Application of systematic approaches to the conduct and management of engineering projects.

3. PROFESSIONAL AND PERSONAL ATTRIBUTES

3.1 Professionalism: Ethical conduct and professional accountability 3.2 Communication: Effective oral and written communication in professional and lay domains. 3.3 Creativity: Creative, innovative and pro-active demeanour. 3.4 Information use: Professional use and management of information. 3.5 Self Conduct: Orderly management of self, and professional conduct. 3.6 Team work: Effective team membership and team leadership.

Level Description 1. Knowledge Recall of something encountered before but without having to change it, use it or understand

it; facts. 2. Comprehension Understanding the knowledge that has been acquired without needing to relate it to other

information. 3. Application Use of a learned concept to resolve some situation or solve a new problem in an appropriate

way. 4. Analysis Taking something learned apart into separate components for purposes of thinking about the

parts and how they fit together. 5. Synthesis Generating or creating something different by assembling or connecting ideas in a way that

makes a whole. 6. Evaluation Looking at the particular value of materials, information or methods in characterizing the

whole.

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http://www.engineersaustralia.org.au/sites/default/files/shado/Education/Program%20Accreditation/110318%20Stage%201%20Professional%20Engineer.pdf

https://www.engineersaustralia.org.au/sites/default/files/shado/Education/Program%20Accreditation/110318%20Stage%201%20Professional%20Engineer.pdf



http://learningandteaching.info/learning/bloomtax.htm

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

1. The final design report is presented in poster format and a prototype instead of in writing. 2. All documentation for the assessments have been rewritten and consolidated so that the marking criteria for

each chapter of a report is found directly after the description of the chapter. 3. Examples of reports are provided with feedback given on the report at the end of the example report. 4. Lectures have been redone to better show correlation betwen assessments and topics 5. Humanitarian engineering has been incorporated as a topic for Week 13 6. The topic of law and engineering has been removed from the lectures 7. Assessments and studio/workshop activities have been reviewed and revamped. 8. Layout of Blackboard has been changed 9. Library website has created a link for EFDP to help find sources for projects

10. Unit Learning Outcomes have been revised to be more clearer and concise 11. Piazza is introduced as the discussion board to encourage questions among groups 12. Length of lecture have been proposed for change.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

* All pre-readings that only indicate chapters and chapter sections are taken from the EFDP e-textbook "Engineering First Year", which is found on Blackboard.

Week Begin Date Lecture Pre-readings Assessment Due Orientation 22 Feb Orientation Week

1. 29 Feb What is EFDP? What is the project for this semester?

Chapter 1, 2 + EFDP Design Brief

2. 7 March Chapter 2: Who are Stakeholders? How do I Reference in a Report to avoid plagiarism?

Chapter 3.1 – 3.5 Chapter 1: Overview + Stakeholders Referencing Task due 13 March @ 11:59 PM

3. 14 March Chapter 3: What are Requirement Specifications? What do I need to know about Team Work?

Chapter 3.6 – 3.12, 4 Chapter 2: Stakeholders Analysis + WPR

4. 21 March Intro to Design Evaluation Report: 1. Why do some engineering designs fail? 2. What should I know about implementing before I start to design?

Chapter 5 Poster Presentation (in class) + WPR

5. 28 March Tuition Free Week Start researching possible conceptual solutions to fit the requirement specifications. Learn SketchUp or any graphics software that you can use to draw your design

Stakeholders Report due 29 March @11:59 PM

6. 4 April Chapter 1: 1. What is a Conceptual Design? 2. How does it differ than my final design?

Chapter 6, 7 WPR

7. 11 April Chapter 2: What methods can I use to choose the Best Design?

Chapter 6, 7 Design Evaluation Report: Chapter 1 (Conceptual Designs) + WPR

8. 18 April Tuition Free Week Choose 1 designs out of all proposed by team to put forth as final design.

9. 25 April Design Report: How do I go from a conceptual design to a final design?

Chapter 8 Chapter 2 (Evaluation of Conceptual Designs) + WPR

10. 2 May Design Report: What are ethics and what role does it play in my design?

Chapter 9, 10 WPR + Design Evaluation Report due 3 May @11:59 PM

11. 9 May Design Report: What is my economic plan (cost and sales price)?

Chapter 11 WPR

12. 16 May Design Report: How do I present my idea to stakeholders?

Recommended Reading: Communications Toolkit - Chapter 16

WPR + Rough draft of Design Report (Poster + Prototype)

13. 23 May What is Humanitarian Engineering? PowerPoint slides for presentation + WPR + Presentation Feedback

14. 30 May Tell me one more time… what is the engineering design process?

Design Report (Poster + Prototype) + Group Oral Presentation (Business Pitch) + WPR





inde1001 engineering foundations - design and processes...

Documents