CEG2001 : Design of Sustainable Engineering Systems 2
- Offered for Year: 2017/18
- Module Leader(s): Dr Neil Thorpe
- Lecturer: Dr Stephen Blenkinsop, Dr Sean Wilkinson, Dr Vasilis Sarhosis, Dr Oliver Heidrich, Dr Adam Jarvis, Dr Volodymyr Bilotkach, Mr Roger Bird
- Owning School: Engineering
- Teaching Location: Mixed Location
|Semester 1 Credit Value:||15|
|Semester 2 Credit Value:||15|
To develop more specific analysis and design skills in a larger case study than the primarily conceptual study carried out in Stage 1, with an emphasis on engineering studies which support planning, options analysis, selection and design.
To introduce and develop further the sustainability agenda, within the context of global change, covering all aspects of design, material selection, construction and operation.
To introduce and develop further an integrated understanding of engineering solutions incorporating economics, risk management, resilience and awareness of whole life-cycle costing and waste management.
The module integrates the knowledge gained in other programme themes and is part of the DSES series running through all stages. A main activity is Design, but in the context of (a) the identification of a range of Sustainable Engineering Systems solution options (b) the integrated assessment of the range of options, and (c) the design and delivery of a sustainable solution. The module will cover the major aspects of an engineering project including master planning, site investigation, geotechnical design, structural design, transport, materials, specification and environmental and sustainability assessments. These activities will enable the learning, development and practice of transferable skills (analysis, design, advocacy, presentation, drawing).
Outline Of Syllabus
Design case study component:
Based on the design of a major infrastructure facility, aspects covered will include travel demand, option assessment, environmental impacts, sustainability, funding and other economic issues, and the design and (re)construction of a major facility.
Lectures to cover:
- Introductory talks on relevant infrastructure projects and feasibility considerations.
- Specialist design inputs for the case study covering transport and travel demand, geotechnical issues (including cut and cover), bridge and tunnel structures, environmental impact, and building design and construction.
- Site investigation: exploratory techniques, in-situ testing and the use of geotechnical instrumentation. The role of geotechnical laboratory testing within the design process (linked to CEG2201 “Geotechnics”).
- Environmental Impact Statements.
- Reliability, hazard and risk, risk frameworks, risk analysis, risk management and resilience (linked to the Maths in the MIS theme)
- Climate change to include future projections, impact assessments and specialist scenarios for design.
- Sustainable materials to include principles of material selection (with criteria based on strength, stiffness, durability, weight, cost, availability, embodied energy, transportation to site, aesthetics, speed of construction, thermal mass and toxicity) and manufacturing (e.g. properties and application of materials such as steel, concrete, masonry, timber and new / low-impact materials). This is linked to structures and materials modules (CEG2301, CEG2302 and CEG2303).
- Sustainability to include the economics of projects, funding options, cost-benefit analysis, full life-cycle analysis, carbon costing, sustainability codes and waste management/recycling.
- Health and Safety (for example construction practice and examples).
There is a ‘Visualisation and BIM’ thread through the Civil Engineering programmes and Design of Sustainable Engineering Systems (DSES) project modules in particular. As part of this, the manual sketching skills introduced and practiced in DSES1 (CEG1001) will be reinforced in this module with students encouraged to record and convey design ideas in team meetings with manual sketches in their log books. The 3D visualisation tool SketchUp introduced in DSES1 will be practiced with an expectation of 3D imagery to convey design concepts in the final reports and poster presentations. Following AutoCAD training, students will also be expected to transform manual sketches into professional technical drawings. The students’ awareness of Building Information Modelling (BIM) will be reinforced with a session on a real project case study example from an industrial guest speaker.
|Guided Independent Study||Assessment preparation and completion||1||30:00||30:00||Assessed Presentation B: Video & poster presentation supported by Tech Annexe Calc. Drawing/Sketches|
|Guided Independent Study||Assessment preparation and completion||1||30:00||30:00||Assessed Presentation A: Powerpoint presentation feasibility study findings (25 mins).|
|Guided Independent Study||Assessment preparation and completion||1||2:00||2:00||Summative Blackboard Test on Economics, Climate Change and Reliability and Risk.|
|Scheduled Learning And Teaching Activities||Lecture||34||1:00||34:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||10:00||10:00||Log Book|
|Scheduled Learning And Teaching Activities||Small group teaching||3||1:00||3:00||Seminars|
|Scheduled Learning And Teaching Activities||Small group teaching||9||1:00||9:00||Tutorials|
|Scheduled Learning And Teaching Activities||Fieldwork||3||6:00||18:00||N/A|
|Guided Independent Study||Student-led group activity||1||100:00||100:00||Students working in their groups on the design project.|
|Guided Independent Study||Independent study||1||64:00||64:00||Includes background reading and reading of lecture notes for a full understanding of the material.|
Teaching Rationale And Relationship
This module allows students to expand their knowledge through a combination of taught material from specialists (both internal and through visiting lecturers from industry) and through their own research. This enables students to understand the synergy of the different civil engineering subjects and material in this and Stage 1. Students work in groups to take knowledge from the lectures and apply it to the design problem by developing a range of feasible solutions. These solutions are assessed through meetings with academic staff and formal group presentations. Supplementary knowledge is gained regarding actual construction issues through site visits to local and regional civil engineering projects and attendance at meetings of professional bodies (such as the ICE, the IStructE and the CIHT). Design solutions also need to be communicated through a written portfolio of work. A tailored programme of topics across the sustainability agenda is provided to complement the disciplinary programme provided by other modules in the stage. Students are expected to work in groups for a significant proportion of the module to generate ideas, produce analysis, select options and design solutions for a major regional case-study. Students are required to expose their ideas to critical evaluation from the Client Team (made up of academic staff) on several occasions throughout the year. This module also includes a residential field trip to enable students to visit examples of sustainable engineering systems and develop their skills in the design of such systems. This field trip may include a number of activities such as site visits, practical exercises and lectures from relevant industrial professionals.
The format of resits will be determined by the Board of Examiners
|Computer assessment||1||M||20||Summative Blackboard Test on Economics, Climate Change and Reliability and Risk.|
|Reflective log||2||M||20||Log Book|
|Practical/lab report||1||M||25||Powerpoint presentation feasibility study findings (25 mins)|
|Practical/lab report||2||M||35||Video and poster presentation of detailed design supported by Technical Annexe of Calculations and Drawings/Sketches (120 mins)|
Assessment Rationale And Relationship
The Blackboard test is used to assess students' understanding of the systems context incorporating economics, risk and reliability and climate change. Students are expected to attend relevant lectures given by professional bodies as required in order for them to develop their understanding of (for example) option selection, conceptual and quantitative design and different methods of presenting technical information (for example oral and visual). Students work in groups to take knowledge from the lectures and apply it to the design problem by developing a range of feasible solutions. These solutions are assessed through meetings with academic staff and formal group presentations. Design solutions also need to be communicated through a portfolio of work (project work). Students are requested to keep an up-to-date log book as evidence of individual contribution to the group work. The log book should contain a detailed chronological account of a student’s progress through the module and include information such as meeting notes and actions, concepts and ideas, drawings and sketches, all health and safety-related issues (including personal risk assessments for relevant activities), notes from site visits, document reviews and references, group planning, management and operational issues, and personal insights and reflections.