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CEG2004 : Design of Sustainable Engineering Systems 2

  • Offered for Year: 2023/24
  • Module Leader(s):
  • Lecturer: Dr Sara Maioli, Professor Adam Jarvis, Dr Stephen Blenkinsop, Professor Sean Wilkinson, Dr Jean Hall, Professor Oliver Heidrich
  • Owning School: Engineering
  • Teaching Location: Newcastle City Campus

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

Semester 1 Credit Value: 10
Semester 2 Credit Value: 10
ECTS Credits: 10.0
European Credit Transfer System


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.

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; teamworking
-       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 ENG2016 “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 areas of the structural mechanics and materials modules (ENG2015, ENG2018).
-       Sustainability to include the economics of projects, funding options, cost-benefit analysis, full life- cycle analysis, carbon costing and sustainability codes.
-       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 Sustainable design and creativity module (ENG1002) will be reinforced in this module with students encouraged to record and convey design ideas in team meetings with manual sketches in their e-portfolios. The 3D visualisation tool SketchUp introduced in ENG1002 will be practiced with an expectation of 3D imagery to convey design concepts in the final reports and presentations. Building on the AutoCAD training form Stage 1, students will also be expected to transform manual sketches into professional technical drawings.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture152:0030:00Lectures delivered as PiP.
Guided Independent StudyAssessment preparation and completion120:0020:00Completion of an e-portfolio and personal reflection essay, and including on-line summative tests
Guided Independent StudyAssessment preparation and completion120:0020:00Phase 2 Technical Report to include detailed design of main design elements
Guided Independent StudyAssessment preparation and completion120:0020:00Report
Scheduled Learning And Teaching ActivitiesPractical33:009:00Guided Sessions with staff in attendance; Present in Person activity.
Scheduled Learning And Teaching ActivitiesSmall group teaching61:309:00Progress and Q and A sessions with Teams as PiP.
Guided Independent StudyStudent-led group activity150:0050:00Students working in their groups on the design exhibition - (posters and on screen)
Guided Independent StudyIndependent study142:0042:00Includes 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 teams 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 team presentations.

Supplementary knowledge is gained regarding actual construction issues through site visits to civil engineering projects where possible 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 teams 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. Where possible, this module also includes a 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 includes several activities such as site visits and lectures from relevant industrial professionals.

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Portfolio2M40Reflective essay (1000 words) and E-portfolio recording progress incl on-line tests, personal reflection, drawings/sketches/meeting plus interview
Poster2M35Presented as an exhibition (posters plus on screen)
Assessment Rationale And Relationship

The online tests are 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 e-portfolio as evidence of individual contribution to the group work. The portfolio 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.

Reading Lists