SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2H624810
Module Leader Tuleen Boutaleb
School School of Computing, Engineering and Built Environment
Subject Mechanical Engineering
  • B (January start)-C (May start)

Summary of Content

The content of this module is centred around practical project work concerned with the development of a solution to a realistic problem relevant to the domain of the student's programme of study. It will involve the utilisation of the knowledge and skills developed throughout the student's current level of study in producing an appropriate solution. The emphasis of this module is on working from a design brief. The balance of analysis and design will depend on the specific objectives of the problem topic but the problem is intended to provide design and analysis problems that help further develop the student's insight into the engineering profession, the roles of the engineer and the frameworks within which the modern engineer operates. It is a group-based project and the work completed within this module by an individual student will require the student to work with other students following the same module. At this programme level the members of the group are expected to develop and follow a project plan for a well-defined problem area as a team with supervision from a module tutor and work towards well defined deliverables that meet defined requirements using specified resources. Teams are expected to develop their own code of conduct that team members will follow and choose their own documentation and management standards. Students are required to work in a self-motivated way within collectively defined schedules and develop a confidence in their ability to work with others on analysing and creatively solving problems. Students are expected to document working practices they have followed in support of evidencing the team's professionalism. This module will ground students in developing and executing team based approaches to problem solving and further develop student awareness of and ability to identify and reflect upon professional issues relevant to their engineering discipline area and the societal context of engineering practice. The percentage of Work Based Learning for this module, as represented by the Independent Learning "Activity Type", is 65%. The percentage of Work Based Assessment for this module is 100%.


-360 Effective Teamworking: Project planning; Identifying strengths and improving skills; team working and team dynamics; meeting participation skills, including negotiation and assertiveness; project management including dealing with pressure and conflict, and management styles. Design Principles for Technology Based Products and Systems: Design methods appropriate to the student's programme. Product life cycles. Appropriate technology methods and key features of underpinning technologies, standards and legislation. Assessing factors such as product quality, usability, performance, effectiveness, productivity, desirability, profitability and differentiation. Professional Issues relevant to Engineering projects: Theoretical ethical frameworks Employment ethics: differentiating between good and bad employers and professionals. The legal establishment of business organisations. Intellectual Property: types and values. Sustainability and environmental impact. Market analysis. Career and personal development planning. Reflection on experiences.

Learning Outcomes

"On successful completion of this module students should be able to:" 1. Synthesise and monitor a project plan for a team to carry out the development of a practical and realistic design for a solution to a problem relevant to their specialism, including costing and the relation to breakeven analysis and profit and loss. 2. Select and use relevant technical and professional skills, techniques and practices in the development of a problem solution.3. Develop and demonstrate appropriate competence in, and an understanding of, the roles and transferable skills required in the project's development.4. Understand the structure of the business organisation and its associated functions.5. Reflect upon their strengths and weaknesses and those of their team.6. Demonstrate information gathering and enquiry skills appropriate to their programme level.7. Demonstrate the ability to report upon the project in a written and oral form.8. Incorporate an assessment of the sustainability and ethical issues that are relevant to the product.

Teaching / Learning Strategy

The University 'Strategy for Learning' documentation has informed the learning and teaching strategy for this module. The student will normally undertake this project module as part of a group of 3 or 4 other students. Students will be responsible for negotiating the formation of their own teams unless able to do so. The team will specify, plan and execute the whole project to achieve specified deliverables using defined resources. Teams are expected to develop their own code of conduct that team members will follow and choose their own documentation and management standards. Lectures and seminars will be devoted to furthering students understanding and development of key transferable skills and deepening their knowledge of ethical and professional issues and the framework within which their profession is applied. Full use will be made of GCU Learn to provide Lecture-based and related study materials, as well as links to relevant material on the internet, for example, professional body websites. The use of peer assessment and the incorporation of reflection into the core of the activity together with the nature of the group project activity will encourage the development of independent learning and allowing self-reflective feedback on student performance. Staff-based feedback on student performance will be made available informally at supervision sessions and formally for submitted work in line with the University feedback policy, with summative feedback and grades on the coursework assessment utilising GCU Learn. The additional interactive discussion features of GCU Learn will be utilised, as a key element of communication and group interaction in this module, to stimulate independent and flexible student learning outwith scheduled class time. As different programmes using the module will have different deliverables, the brief will carry significant contextual information. Case studies, site visits and industry speakers will be used to provide industrial context and allow students to benefit from exposure to real world scenarios and practitioner experiences. Much of the student's independent learning is expected to be spent in team based situations developing elements of the problem solution. Work Based Education aims to maximise the direct and digitally mediated contact time with students by practicing teaching and learning strategies that use authentic work based scenarios and encourage action learning, enquiry based learning, problem based learning and peer learning. All these approaches aim to directly involve the students in the process of learning and to encourage sharing of learning between students. The module team will determine the level and accuracy of knowledge acquisition at key points in the delivery, inputting when necesary either directly or with the support of external experts who will add to the authenticity, the credibility and application of the education and learning in the workplace.

Indicative Reading

Freeman-Bell G, Balkwill J (1996), Management in Engineering - Principles and Practice, Prentice Hall. West M (2004) Effective Teamworking, BPS Blackwell Fleddermann C (2008) Engineering Ethics, Prentice Hall Ulrich I, Eppinger S (2000), Product Design & Development, McGraw Hill Lefteri C (2007) Making It: Manufacturing Techniques for Product Design, Laurence King (Publishing) Faulkner X (2000) Usability Engineering, Macmillan Press Ltd Chapman J (2007) Designers, Visionaries and Other Stories: A Collection of Sustainable Design Essays, Trowbridge Press Bingham R & Drew S (2001) The Student Skills Guide (2 nd Ed), Gower Cottrell S (2003) The Study Skills Handbook (2 nd Ed), Palgrave MacMillan Cottrell S (2003) Skills for Success; The Personal Development Handbook, Palgrave MacMillan Pace J (2005) Professional Development Books (1-4) The Workplace, McGraw Hill McLaney E & Atrill P (2014) Accounting and Finance for Non-Specialists 9th edn, Pearson Education, eISBN-13: 9781292062785 Other Sources: Professional Journals, other printed and web-based media as directed. University Careers Service Website: and Electrical Circuit Theory and Technology, J Bird, Routledge, 2013 Electrical and Electronic Technology, E Hughes, Pearson Prentice Hall, 2012 Principles of Electric Machines and Power Electronics, P C Sen, Wiley, 2013

Transferrable Skills

Critical thinking and problem solving. Critical analysis. Communication skills, written, oral and listening. Numeracy. Effective Information retrieval and research skills. Computer literacy. Self confidence, self discipline & self reliance (independent working). Awareness of strengths and weaknesses. Knowledge of international affairs. Appreciating and desiring the need for continuing professional development. Reliability, integrity, honesty and ethical awareness. Ability to prioritise tasks and time management (organising and planning work). Interpersonal skills, team working and leadership. Presentation skills. Commercial awareness. Knowledge and understanding of scientific and mathematical principles and methodology necessary to underpin their education in their engineering discipline and to enable them to apply mathematical methods, tools and notations proficiently in the analysis and solution of engineering problems. The engineering principles, concepts, and theories relevant to their own engineering discipline and other engineering disciplines and an awareness of developing technologies related to their own engineering specialism. The analytical methods, modelling techniques, computer models and software tools relevant to their engineering discipline in order to solve engineering problems. Structured design processes and methodologies and a systems approach to engineering problems and product design.

Module Structure

Activity Total Hours
Assessment (FT) 40.00
Independent Learning (FT) 160.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 0.00 40% Submission of Log Sheet - Pass/Fail
Course Work 01 n/a 100.00 40% Portfolio