Undergraduate Programme and Module Handbook 2005-2006 (archived)
Module ENGI1121: ENGINEERING 1D
Department: ENGINEERING
ENGI1121: ENGINEERING 1D
| Type | Tied | Level | 1 | Credits | 20 | Availability | Available in 2005/06 | Module Cap | None. | Location | Durham |
|---|
| Tied to | H100 |
|---|---|
| Tied to | H103 |
Prerequisites
- M Eng: ABB or AAC at A level from 3 subjects, including Maths but excluding General Studies, or equiv. B Eng BBC from 3 subjects, including Maths but excluding General Studies, or equiv.
Corequisites
- Engineering 1A (ENGI 1091),1B (ENGI 1101),1C (ENGI 1111), Maths for Eng and Sci (MATH 1551), Elective.
Excluded Combination of Modules
- None.
Aims
- To provide a sound grounding in the areas covered by the module
- To be able to apply the knowledge gained to solve a range of predictable problems
- To show how the material covered in this module fits in to the wider engineering context
Content
- Electronic fundamentals - to provide an introduction to analogue and digital electronics and the scope of electronic systems
- Manufacture - to introduce the basic processes, organisation and business aims
- Design - to cover the stages of the design process via a design, make and test approach
Learning Outcomes
Subject-specific Knowledge:
- Understanding of gate level logic circuits, and methods of design
- Binary numbering systems
- Basic operational amplifiers
- Basic understanding of Machining, forming, casting and fabrication
- The basic design process
Subject-specific Skills:
- Solution of problems involving basic analogue and digital electronic circuits
- Selection of manufacturing processes for components
- Designing, building and testing engineering products
Key Skills:
- Numerical skills appropriate to an engineer
- General problem solving skills
- Capacity for self-learning in familiar and unfamiliar situations
- Effective Communication
- Teamworking
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- Lectures and associated tutorials, as lectures are the most efficient way to impart the required knowledge in this context
- Laboratory sessions, with formative assessment, as these reinforce and provide application of the student's knowledge
- Application of course material to weekly problem sheets, as this reinforces knowledge and provides training in problem solving
- Formative assessment of formal laboratory reports, as this trains the student in collating, analysing and presenting detailed technical information
- Summative assessment of the design project, which is carried out in teams of 6, not only assesses design skills, but also teamworking, written and verbal communication and student's ability to research unfamiliar topics
- Written examinations, as these can directly assess knowledge, understanding and problem solving ability
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Lectures | 38 | 2 per week | 1 Hour | 38 | |
| Tutorials | 10 | 1 per week | Students sign for appropriate time | 5 | |
| Design | 6 | 1 or 5 per term | 7 | 42 | |
| Laboratories | 3 | 1 per week | 3 Hours | 9 | |
| Reading, report writing, problem sheet completion and other self learning activities | 106 | ||||
| Total | 200 |
Summative Assessment
| Component: Examination | Component Weighting: 70% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| two-hour examination | 100% | ||
| Component: Assessment | Component Weighting: 30% | ||
| Element | Length / duration | Element Weighting | Resit Opportunity |
| design assessment | 100% | ||
Formative Assessment:
Problem Sheets Laboratory Reports Engineering day Collection Exams
■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University