| Effective Term: | 2024/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Engineering Design Project |
| Unit ID: | ENGIN3002 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (ENGIN2002 or ENMEC2121 or ENMTX2050) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (ENCIV3360 and ENMEC2120 and ENMEC2121 and ENMEC3250 and ENMTX3800) |
| ASCED: | 039999 |
| Other Change: | |
| Brief description of the Unit |
This course will develop advanced principles of engineering design. Approaches to the design of specific artifacts are considered in the broader context of the choices presented to a design engineer. The design process includes considerations of safety and compliance with standards. Assessment of failure is also discussed in some depth. This course will have a common taught component with a range other engineering disciplines and a discipline specific group design. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Interpret physics theories and mathematical methods used in engineering design |
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| K2. | Investigate and explain various engineering design principles. |
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| K3. | Explain and analyse how theories build into the complexities of engineering design within the students chosen engineering discipline. |
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| Skills: |
| S1. | Analyse a complex engineering system. |
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| S2. | Communicate the results of a design assignment by means of engineering drawings. |
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| S3. | Communicate the results of a design assignment by means of a design report. |
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| S4. | Evaluate the use of computer-aided engineering for design projects |
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| Application of knowledge and skills: |
| A1. | Integrate the knowledge and skills from one of the various engineering disciplines in designing engineering systems. |
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| A2. | Apply methods and codes of engineering design within a team environment. |
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| A3. | Manage an assigned sustainable engineering design project |
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| A4. | Communicate the outcome of your work in textual and graphical formats. |
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| Unit Content: |
•Lectures on higher level design theory, such as, design specifications, concept selection methods, standards, patents, design of machine components and human factors.
•Topics relevant to the individual engineering discipline that will be embedded in the group project |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | Learning outcomes
(KSA) | Assessment task
(AT#) | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Not applicable | Not applicable | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Not applicable | Not applicable | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Not applicable | Not applicable | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Not applicable | Not applicable | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Not applicable | Not applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1 - K3, S1 - S4, A1 - A4 | Team-based design and analysis activities will be undertaken to enhance students problem solving and design skills. Report-type submission(s) would be required from student teams. | Report | 100% |
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