Unit convenor and teaching staff |
Unit convenor and teaching staff
Yves De Deene
Nicholas Tse
|
---|---|
Credit points |
Credit points
3
|
Prerequisites |
Prerequisites
(12cp and admission to BE or BE(Hons) or BEBA or BE(Hons)BA or BEBBA or BEBCom or BE(Hons)BCom or BEBSc or BE(Hons)BSc) or corequisite of ENGG100
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
This unit covers a range of engineering specialisations with a series of lectures, laboratory sessions, self-study, group work and activities. Students learn about the process of engineering, solving problems, design and product development. The unit also gives students an opportunity to develop and practise generic skills such as written and oral communication. An aim of this unit is to give students some exposure to the specialisations and streams from which they must choose for the remainder of their studies.
|
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Hurdle | Due |
---|---|---|---|
Ethics Case studies - Group | 6% | No | Week 4 |
Mathematical Modeling | 8% | No | Week 6 |
Core Engineering knowledge A | 8% | No | Week 9 |
Core Engineering knowledge B | 8% | No | Week 10 |
Core Engineering knowledge C | 8% | No | Week 11 |
Core Engineering knowledge D | 8% | No | Week 12 |
Presentation Core Engineering | 6% | No | TBA in week 9 - 12 |
Exam | 40% | No | Week 13 |
Participation | 8% | No | Session 1 |
Due: Week 4
Weighting: 6%
You will be given an engineering ethics case study which you will discuss in a team of 4-5 students. You will prepare a short powerpoint presentation (approx. 5 slides, 8 minutes talk - 2 minutes discussion) which you will present in the practical session (week 4). Marks will be given towards how well the ethics theories that will be discussed in lecture 2 are applied to the case study and towards the way it is presented (also discussed in lecture 1).
Due: Week 6
Weighting: 8%
This assignment to be submitted by week 6 involves the solution of a physical model.
Due: Week 9
Weighting: 8%
This exercise involves the solution of a basic mechanics and hydraulics engineering problem. Some advise can be asked to the tutors during the practical sessions of week 7 and 8.
Due: Week 10
Weighting: 8%
This exercise involves the solution of a basic hydraulics and thermodynamics engineering problem. Some advise can be asked to the tutors during the practical sessions of week 8 and 9.
Due: Week 11
Weighting: 8%
This exercise involves the solution of a basic engineering problem (electrical motors, aerodynamics or electromagnetic). Some advise can be asked to the tutors during the practical sessions of week 9 and 10.
Due: Week 12
Weighting: 8%
This exercise involves the solution of a basic engineering problem (rocket propulsion and electronics). Some advise can be asked to the tutors during the practical sessions of week 10 and 11.
Due: TBA in week 9 - 12
Weighting: 6%
Every student will be allocated a time in week 9 and 12 to present the solution of a core knowledge exercise assessment task through a short powerpoint presentation. The oral presentation should include a statement of the problem, the solution (eventually graphs and/or figures) and a discussion on the results in a broader context. Marks will be predominantly given on the soundness and way of presenting.
Due: Week 13
Weighting: 40%
Written exam
Due: Session 1
Weighting: 8%
Tutors evaluate the participation during the practical sessions.
A series of lectures and practical sessions are organized in this unit that are intended to provide the engineering student with a range of professional engineering skills that are generally not covered in regular technical courses. The lectures are phased with the practical sessions and assignments. The emphasis of the unit is on engineering problem solving.
Lectures are also intended to aid the students to orient themselves in the long tradition of the engineering discipline and to help apply mathematical and physics principles to solving real engineering problems. We also reflect on engineering in the context of a society as a whole in which aspects of environmental sustainable development and ethical decision making are emphasized.
During practical sessions, tutorials will be given on Matlab, report writing tools (Latex) and presentation software (Powerpoint). During practical sessions, students will have the opportunity to develop and practice problem solving skills through exercises and can ask advice to the tutors.
Course material in the form of Powerpoint slides and online tutorials will be provided through the online iLearn Learning System at: https://iLearn.mq.edu.au/login/MQ
Also links to open source software and other useful tools will be made available through the online iLearn Learning System.
Recommended books for self-learning:
Technology used and required
Module |
Week |
Lecture |
Practical session |
Assignment |
I. |
1 |
Introduction to professional engineering |
none |
|
2 |
Engineering Ethics Presentation and report writing |
Introduction to Matlab: Vectors and matrices Powerpoint presentations |
||
II. |
3 |
Mathematical Modelling in Engineering |
Introduction to Matlab: Graphs |
|
4 |
Mathematical Modelling in Engineering |
Ethics case studies / presentation |
Ethics Case studies |
|
5 |
Mathematical Modelling in Engineering |
Introduction to Matlab: Programming |
||
6 |
Mathematical Modelling in Engineering |
Matlab exercises |
Mathematical Modelling |
|
III. |
7 |
Engineering Core Knowledge 1: From Prehistory to the Middle Ages |
Latex and report writing |
|
8 |
Engineering Core knowledge 2: From Renaissance to Industrial Revolution |
Problem Solving: Core Knowledge |
||
9 |
Engineering Core Knowledge 3: From Electricity to Quantum |
Problem Solving: Core Knowledge |
Mechanics & Hydrodynamics |
|
10 |
Engineering Core Knowledge 4: From Plastics to Superconductivity |
Problem Solving: Core Knowledge |
Hydraulics, Thermodynamics and Chemistry |
|
11 |
Engineering Core Knowledge 5: The Information Age and the Anthropocene |
Problem Solving: Core Knowledge |
Electrical motors, transformer, Aerodynamics and Electro-magnetism |
|
I. |
12 |
Sustainable Engineering in the Anthropocene |
Problem Solving: Core Knowledge |
Rockets, Semiconductors and Electronics |
|
13 |
EXAM |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
The emphasis in ENGG200 will now be more on engineering problem solving using engineering foundational skills (maths and physics). In addition we will touch on new concepts of mathematical modelling, basic thermodynamics and basic chemistry.