|Semester 1, 2022 Online|
|Faculty or Section :||Faculty of Health, Engineering and Sciences|
|School or Department :||School of Engineering|
|Grading basis :||Graded|
|Course fee schedule :||https://www.unisq.edu.au/current-students/administration/fees/fee-schedules|
Examiner: John Leis
Pre-requisite: (ENG2102 or ENG1003 or ENG1101) and Undergraduate students must have completed 14 courses in their program.
In this course, the widest implications of a service, product, or process are considered at the project design stage, including not only the technical interactions of the various subsystems, but also the financial, ethical, political, sociological, and socio-economic implications. This course leads the student to an understanding of the philosophy and methodology of the design process in the context of systems which embrace political, sociological, economic, technical, and ergonomic aspects.
The Technology Design Project is the capstone project course in the three-year Bachelor of Engineering Science program. The project is team-based with students working in small groups of four students drawn from a specific discipline area. Each team will work on a broadly specified project drawn from a list recommended by staff. The project is intended to enable students to demonstrate their attainment of in-depth design skills with a definite deliverable in the form of a detailed report accompanied by engineering drawings and related calculations. The experience gained in this course will enhance a student's ability to perform project work, to be innovative, to solve problems and identify solutions, thereby developing engineering judgement
This is a senior course and it is assumed that the student has the maturity, knowledge and skills base commensurate with having completed the first two years of their undergraduate course.
Course learning outcomes
The course objectives define the student learning outcomes for a course. On completion of this course, students should be able to:
- conceptualize problems and develop strategic solutions from open-ended scenarios;
- identify, review, and evaluate multi-disciplinary design projects that require the system design approach;
- rationalize, plan, develop, optimize, and communicate a system design in the wider engineering environment of statutes, ecology, common law, ergonomics, social acceptability, marketing, and economics, etc;
- apply specialist knowledge and evaluative skills in a number of new areas within discipline specialization;
- transfer and apply appropriate use of computer technology to the design project;
- cooperate as effective members of teams working on multi-disciplinary projects;
- communicate project results in a professional manner with correct Harvard referencing, formal report structure, an executive summary and a formal conveyance letter.
|1.||Planning report: Project topic selection and accompanying justification||5.00|
|2.||Planning report: Proposed project outline||5.00|
|3.||Planning report: Project schedule with team member tasks identified (Gantt Chart)||5.00|
|4.||Planning report: Preliminary costing estimates||5.00|
|6.||Final report: Presentation, structure and correct Harvard referencing||5.00|
|7.||Final report: Supported appropriate engineering drawings, figures, calculations and appendices||15.00|
|8.||Final report: Appropriate engineering design||20.00|
Text and materials required to be purchased or accessed
Student workload expectations
To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.
|Weighting (%)||Course learning outcomes|