| Effective Term: | 2024/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Engineering Computer Modelling |
| Unit ID: | GPENG1006 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 039999 |
| Other Change: | |
| Brief description of the Unit |
This course is designed to act as a mechanism to demonstrate how the theory developed within the course can be used to simulate engineering systems. In this course students will use a range of mathematical and computer based formulations to represent the physical systems and predict the response of the system to changing inputs. The approach used in this course will expose students to the methods used by engineers in the real world to understand physical systems, predict their performance and ensure that they are safe. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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. | Describe the range of engineering computing tools commonly available to aid in, and solve, engineering problems. |
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| K2. | Within a computing context, characterise engineering systems and problems. |
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| K3. | Explain the common strategies for modelling real world engineering systems and problems. |
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| Skills: |
| S1. | Select an appropriate problem solving technique for an engineering system. |
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| S2. | Apply an appropriate analytical technique through a computer program to an engineering system. |
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| S3. | Exhibit basic proficiency in developing and using computer code. |
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| S4. | Develop the appropriate English language and academic skills to successfully study at an undergraduate level. |
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| Application of knowledge and skills: |
| A1. | Develop a computer program to implement an engineering model. |
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| A2. | Simulate an engineering system and generate appropriate graphs of the results. |
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| Unit Content: |
This may include:
•There are many modelling techniques that can be used to describe the characteristics of a system. In this course you will learn to represent the mathematical models developed in other courses within a computer program so that for a range of conditions you can explore how the system is likely to behave. This sort of analysis is used by engineers on a daily basis so being able to implement engineering models in a computer and plot graphs of what will happen in certain conditions is a powerful tool in the engineers arsenal. In the course case studies and engineering software applications are used to illustrate a variety of different modelling techniques to predict the behaviour of common industrial and engineering systems including: mechatronics, mechanical, electrical, civil, environmental, fluid, magnetic, thermal or transport.
•Computer representation of mathematical models
•Script based programming using Matlab or an equivalent language
•Professional display of results |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1 - K3, S1 - S4, A1 - A2 | Development and analysis of an engineering system through a mathematical model implemented in a computer program. | Report/Presentation/Demonstration | 50 - 70% | | 2. | K1 - K3, S1 - S4, A1 - A2 | Actively participate in all learning activities including attendance and participation in classes, exercises, recommended and supplementary readings or other activities. | Online quiz/Class test | 30 - 50% |
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