AER2011 : Aerospace Design and Professional Practice
- Inactive for Year: 2026/27
- Module Leader(s): Dr Aidan Bowes
- Lecturer: Dr Katie Wray, Professor Peter Gosling, Dr Vladimir Vinogradov, Dr Pooya Sareh, Dr Weicheng Huang, Dr Jennifer Olsen, Dr Elise Pegg
- 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: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This module develops students’ ability to conceive, develop and evaluate engineering design solutions within realistic professional contexts. Students apply engineering design principles to open-ended aerospace and mechanical engineering problems while considering legal, regulatory, commercial, safety and sustainability constraints.
The module supports the development of industry-ready engineers by strengthening students’ design capability, professionalism, teamwork and awareness of the broader responsibilities of engineering practice. Working in groups on an industry-informed challenge, students gain practical experience of developing, justifying and communicating design proposals that respond to technical requirements, stakeholder needs and real-world constraints.
Outline Of Syllabus
The syllabus will typically include:
1. Group-based aerospace or mechanical engineering design challenge informed by industrial practice.
2. Interpretation of client, stakeholder, technical, legal and commercial requirements.
3. Engineering design processes, concept generation and evaluation of design options.
4. Selection and specification of components such as bearings, bolts, screws, fasteners, shafts and joints.
5. Application of basic mechanics, engineering calculations and simulation to support design decisions.
6. CAD modelling, technical drawings and documentation for manufacture, prototyping or demonstration.
7. Engineering standards, regulatory compliance, product liability, health and safety legislation and risk management.
8. Intellectual property, contracts, employment law, equality and inclusion, and dispute resolution.
9. Cost analysis, value creation, business structures, project planning and commercial viability.
10. Professional client pitch supported by technical documentation and evidence-based design justification.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 18 | 1:00 | 18:00 | 2 hours per week for first 6 weeks reducing to 1 per week for final 6 weeks |
| Guided Independent Study | Assessment preparation and completion | 12 | 3:00 | 36:00 | Independent build time outside of contact time |
| Guided Independent Study | Assessment preparation and completion | 1 | 1:30 | 1:30 | Online “mock” examination (formative) |
| Guided Independent Study | Assessment preparation and completion | 1 | 92:00 | 92:00 | Regular personal study throughout teaching period |
| Guided Independent Study | Assessment preparation and completion | 1 | 3:00 | 3:00 | Session to test/demonstrate manufactured component /Present findings |
| Guided Independent Study | Assessment preparation and completion | 1 | 1:30 | 1:30 | Online examination |
| Scheduled Learning And Teaching Activities | Practical | 12 | 3:00 | 36:00 | 3 hours per week covering various Computer aided engineering |
| Scheduled Learning And Teaching Activities | Small group teaching | 12 | 1:00 | 12:00 | All supervising staff members are required to carry these out, 12 hours x no of staff |
| Total | 200:00 |
Jointly Taught With
| Code | Title |
|---|---|
| MEC2011 | Mechanical Design and Professional Practice |
Teaching Rationale And Relationship
This module is delivered through a group-based, industry-informed design project supported by lectures, workshops, supervision and formative feedback. These methods are appropriate for a Stage 2 project because they enable students to apply engineering principles to realistic design challenges while developing professional awareness, teamwork and communication skills.
Lectures and workshops introduce key concepts in design methodology, component selection, standards, legal responsibilities, commercial context, sustainability, health and safety, and risk management. Project supervision and feedback support students in interpreting the brief, developing feasible solutions, applying calculations and simulations, using CAD and technical drawing tools, and justifying design decisions.
The group project enables students to practise collaborative engineering work, coordinate responsibilities and integrate technical, legal, commercial and practical considerations into a coherent design proposal. The client-style presentation and portfolio support the development of professional communication and evidence-based decision-making.
Together, these teaching methods directly support the knowledge and skills outcomes by combining conceptual understanding with applied design practice in a realistic engineering context.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Digital Examination | 90 | 1 | A | 25 | Digital examination on design and professional practice. |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Design/Creative proj | 1 | M | 20 | Group design specification including project plan - 6 pages |
| Report | 1 | M | 10 | 4 page group report |
| Oral Presentation | 1 | M | 20 | 10 minute recorded video and industry lead questions |
| Reflective log | 1 | M | 25 | Individual reflective portfolio |
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 |
|---|---|---|---|
| Portfolio | 1 | M | Individual design requirements definition (completed through e-portfolio) |
| Portfolio | 1 | M | Mini drawing pack (individual tutorial exercise to be completed through e-portfolio) |
| Report | 1 | M | 8 page group report (completed through e-portfolio, feedback provided for students to reduce page count) |
| Report | 1 | M | 6 page group report (completed through e-portfolio, feedback provided for students to reduce page count) |
Assessment Rationale And Relationship
A 25% digital examination and 75% portfolio assessment provide a balanced approach to assessing both conceptual understanding and applied design capability.
The digital examination assesses students’ understanding of engineering standards, legal and professional responsibilities, risk, compliance, commercial considerations, health and safety, and the principles that underpin responsible engineering design.
The portfolio assessment enables students to apply engineering design methods to an industry-informed group challenge. Through technical documentation, CAD outputs, calculations, design justification, reports, presentations and/or demonstrations, students evidence their ability to develop and evaluate design solutions within technical, legal, regulatory, health and safety, sustainability and commercial constraints.
Together, the examination and portfolio assess students’ ability to combine engineering design practice with professional judgement, practical implementation, risk awareness, teamwork and communication in realistic engineering contexts.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- AER2011's Timetable