• Offered for Year: 2024/25

• Module Leader(s): Dr Dehong Huo
• Lecturer: Dr Philip Hyde, Dr Priscila Melo, Dr John Hedley, Professor Kenneth Dalgarno, Dr Chuan Cheng, Dr Adrian Oila, Professor Roberto Palacin, Dr Pooya Sareh, Professor Mark Robinson, Dr Umair Ahmed, Mr Peter Chapman, Dr Peng Gong, Professor Domenico Formica, Dr Barry Gallacher, Dr Richard Whalley, Dr David Golightly, Professor Tom Joyce, Dr Oana Bretcanu, Professor Peter Gosling, Dr Mohsen Lahooti, Professor Nilanjan Chakraborty, Dr Piergiorgio Gentile, Dr Yuan Xu, Dr Andrew Aspden, Dr Ana Ferreira-Duarte, Dr Francis Franklin

• Owning School: Engineering
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

The aim of this module is to provides an opportunity for students to engage in an extended, in-depth study of some aspect of engineering appropriate to their MSc degree. The project allows students to participate in mainstream engineering work and to develop both engineering and organisation skills crucial in the modern industrial work place.

Outline Of Syllabus

By definition project-based-learning is highly variable in its content, depending on the industry or discipline focus, the specific topic(s), the knowledge and skills underpinning this, the prior capabilites of the student and the project focus (e.g. design or research and development or trouble-shooting, etc.) Emphasis will be placed on understanding and achievement. Project-based-learning requires students to demonstrate the application of knowledge, skills and understanding acquired elsewhere in the course or from their prior learning and/or experience. Normally, a 60 credit MSc Project will be constructed from the following elements whose weightings may vary in individual cases within the ranges indicated:

- State-of-the-art review relevant to the MSc discipline and project topic(s) using appropriate tools-Development and demonstration of relevant core skills (eg, design, scientific investigation, industrial applications, problem analysis and solution, etc) through specified activities, and the ability to report these.
- Major engineering project work to be a given specification building on the above.
- Project planning and management.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Project-based-learning will be used, but may be supplemented by taught elements (lecture, laboratory, seminar) to cover basic skills or review learning to date.
The emphasis is on the need to develop core skills for industry and the engineering profession.

The supervisor will provide advice on the approaches and methods that are best suited to the industrial or lab based research problem. They gain the skills and knowledge delivered by the module by “learning through doing” as they undertake the project.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Exams

Other Assessment

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.

Assessment Rationale And Relationship

The understanding and achievement will be assessed using a verified statement of achievement, detailed discussion, log book and other project documents. The details of the assessment will depend on the discipline and the topic set and will be confirmed at the start of the project. The logbook tests the ability to maintain traceable professional records. Reports are typical methods of communication in industry.

Reading Lists

• MEC8095's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• MEC8095's Timetable