CEG8114 : Core Skills in Environmental Engineering
CEG8114 : Core Skills in Environmental Engineering
- Offered for Year: 2024/25
- Module Leader(s): Dr Dana Ofiteru
- Lecturer: Professor Adam Jarvis, Professor Thomas Curtis, Dr Elizabeth Heidrich, Dr Pavlina Theodosiou
- Visiting Lecturer: Dr Joe Weaver
- Owning School: Engineering
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
The acquisition of key skills required to practice to embark on a successful careers in environmental engineering.
Outline Of Syllabus
Professionalism: what professionalism is, and the expectations (professional competencies) of chartered engineers and scientists are. Professionalism and ethics in study: apologies, integrity, representation and respect for others and the importance of equality, diversity, and inclusion.
Professional writing: the ability to prepare a document that perfectly conforms to the norms of technical writing.
Basic presentation skills.
Statistics: to be able to generate summary statistics using standard software (e.g., Excel, R, Minitab) and to be able to incorporate the results in figures and table to a professional standard.
Mathematics: to be able to use the fundamental equations used in the environmental engineering design and to understand basic calculus.
Coding and data handling: installing software, simple data analysis, figure generation, data files and management. Ethics and security in data handling.
Health and Safety: the moral dimension of health and safety, the concept of hazard and risk, risk assessment. Management responsibilities.
Learning Outcomes
Intended Knowledge Outcomes
The students will:
• Be aware of health safety concepts and the role of professional institutions (M5 and M9)Understand the importance of equality, inclusion and diversity in the workplace (M11)
• To understand the core competences of a chartered engineer or scientist (M1)
• Recognize the unknown variable in an equation (M1)
• Construct a system of equations from a problem statement (M1)
• Critique an unclear figure (M1)
• Distinguish unimportant detail from essential in problem (M1)
• Explain the difference between using mean, median, mode (M1)
• Demonstrate how to calculate mean, standard deviation (M1)
• Select a figure type based on data type (M1)
• Transform data (M1)
• List major software used for data analysis (M1)
Intended Skill Outcomes
Writing
•To be able to identify the argument in a paragraph
•To suggest how to improve a poorly written draft
•To draft a simple report to a professional standard
Presentation (M17)
•To be able to give a simple verbal presentation in an effective and engaging manner
Professionalism (M18)
•The student will be able to record their professional competencies
Statistics (M1)
•The student will be able to complete and present simple statistical analyses using software of their choice.
Coding (M1)
•To be able to install contemporary software onto computer, read a data file and transform it into a figure.
Health and Safety (M5 and M9)
•To be able to prepare a simple risk assessment.
Mathematics (M1)
•The student will be able to solve simple engineering problems starting from a textual description.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 35:00 | 35:00 | N/A |
| Scheduled Learning And Teaching Activities | Lecture | 12 | 1:00 | 12:00 | Introduction to topics |
| Scheduled Learning And Teaching Activities | Practical | 5 | 3:00 | 15:00 | N/A |
| Scheduled Learning And Teaching Activities | Small group teaching | 6 | 1:00 | 6:00 | Feedback on practical and guided independent study |
| Guided Independent Study | Independent study | 16 | 2:00 | 32:00 | Background reading and research. |
| Total | 100:00 |
Teaching Rationale And Relationship
This is a course about skills, therefore there is a strong emphasis on "doing". Each of the six skills will be introduced in a 1 +1 hour lectures. This will be followed up by practical and or guided study to acquire the skills. Feedback will be given in small groups.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 1 | M | 75 | The short written report (2000 words max) will demonstrate the students have acquired the relevant skills. |
| Oral Presentation | 1 | M | 25 | The presentation will assess how the students apply the guidelines for preparing a presentation that were given to them during the week. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Prob solv exercises | 1 | M | Daily tasks - Mandatory pass for health and safety |
Assessment Rationale And Relationship
Formative: daily tasks will ensure that the students learn if they have the skills required on a daily basis. Summative: Presentation (25%) and a simple item of coursework (75%) that will require the demonstration of the skills we wish to impart.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- CEG8114's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- CEG8114's past Exam Papers
General Notes
N/A
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The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.