Programme Specification Issued 12/09
Academic Registry: ‘User Template’ Programme Specification issued 12/09
PROGRAMME SPECIFICATION
Section 1: Basic Data
Awarding institution/body UWE
Teaching institution UWE
Delivery Location(s) Frenchay
Faculty responsible for programme Faculty of Environment and Technology
Modular Scheme title
Professional Statutory or Regulatory Royal Aeronautical Society (RAeS) Body Links (type and dates) accreditation to be sought post-validation www.raes.org.uk
Highest award title M.Eng. /B.Eng. (Hons.) Aerospace Engineering Default award title
Interim award titles B.Eng. Aerospace Engineering
Diploma of Higher Education in Aerospace Engineering
Certificate of Higher Education in Aerospace Engineering UWE progression route
Mode(s) of delivery FT, PT, Sandwich
Codes UCAS code H404 JACS code H400
ISIS code H404 HESA code H400
Relevant QAA subject benchmark Engineering statements
On-going/valid until* (*delete as appropriate/insert end date)
Valid from (insert date if appropriate) September 2011
Original Validation Date:
Latest Committee Approval…CAP Date:… Page 1 of 21 Updated August 2011
Academic Registry: ‘User Template’ Programme Specification issued 12/09
Version Code 1.0
For coding purposes, a numerical sequence (1, 2, 3 etc.) should be used for successive programme specifications where 2 replaces 1, and where there are no concurrent specifications. A sequential decimal numbering (1.1; 1.2, 2.1; 2.2 etc) should be used where there are different and concurrent programme specifications
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Academic Registry: ‘User Template’ Programme Specification issued 12/09
Section 2: Educational aims of the programme
The aim of the Faculty’s B.Eng.(Hons.) /M.Eng. programmes is to respond to the need for effective engineering practitioners by offering programmes that are an intellectually challenging mix of taught engineering science and experiential learning. The practitioner approach is intended to produce engineers with a strong orientation towards problem solving, underpinned by theoretical knowledge.
This programme will produce graduates with a broad understanding of Aerospace Engineering, combining sound knowledge of the technological fundamentals of the subject with awareness of engineering practice, information technology, management and marketing issues. Graduates from this programme will be equipped to solve multi-disciplinary problems in the domain of Aerospace Engineering.
The Aerospace Engineering courses will produce graduates with a wide range of expertise relevant to aerospace design, systems and manufacture. The recruitment from local industries of UWE aerospace graduates over the last 20+ years indicates a solid demand for graduates with a broad-based approach to engineering problem solving and a sound understanding of multi-disciplinary projects. This is particularly evident in the aerospace industry where engineering projects invariably involve multi-disciplinary teams working on long-term design and product development programmes. It is anticipated that graduates from the course will play a major role in such projects, whether in the management and co- ordination, or the specification of high-tech manufacturing and design solutions.
Students on this degree programme will be encouraged to take up opportunities to study and work abroad, gaining valuable inter-cultural skills, which are highly prized by the aerospace companies. These companies rely more and more on internationally integrated teams.
The aims are that graduates shall be able to: Apply established and novel engineering concepts to the solution of problems involving the design, operation and manufacture of aircraft; Model mechanical engineering systems so as to be able to specify and assess the technical design; Understand the manufacturing, financial and marketing implications of design proposals; Identify the links between design, manufacturing and production management Investigate problems and identify constraints including environmental and sustainability limitations, health and safety and risk assessment issues Operate effectively either as individuals or as members of a multi-disciplinary team; Communicate effectively both orally and in written form; Make considered judgements and decisions on complex engineering issues in which not all facts and consequences are accurately known; Effectively pursue independent study and undertake enquiry into novel and unfamiliar concepts and implementations.
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Academic Registry: ‘User Template’ Programme Specification issued 12/09 Section 3: Learning outcomes of the programme
The award route provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas: …
A Knowledge and understanding
Learning outcomes Teaching, Learning and Assessment Strategies A Knowledge and understanding of: Teaching/learning methods and strategies: 1. The principles governing the behaviour of Acquisition of 1 to 12 is through a mechanical components and systems. combination of formal lectures, tutorials, laboratory work, guided project work, group 2. Mathematical methods appropriate to assignments, independent projects and case aerospace engineering and related fields. studies.
3. The properties, characteristics and The programme of study is designed to selection of materials used in aerospace introduce basic knowledge and components and systems. understanding of the technologies underpinning engineering, design and 4. Core engineering science and product development through a range of technologies with greater depth in areas level 1 modules. This basic knowledge is pertinent to aero/mechanical systems. developed through a range of taught and project modules at level 2, and further 5. The principles of information technology integrated through group design and project and data communications from a user’s work at levels 3 and M. This approach perspective. satisfies outcomes 1-5.
6. Management principles and business Advanced tools and technologies are studied practices, including professional codes of in the final years of the programmes. The conduct such that critical ethical programme as a whole is integrated for the considerations can be made B.Eng. students through the individual project at level 3 and for the M.Eng students 7. The complexity of large-scale through their individual project started at engineering manufacturing systems and level 3 and continued at level M to enable projects. A student will opt for a particular deeper analytical and reflective abilities to be aerospace specialisation where developed. This satisfies outcomes 4 and 7. emphasis is made in design, manufacturing or systems engineering. Outcome 6 is achieved through the business practice modules of UFPENX-20-2 Group The above skills meet the SEEC Level Project and Management and UFPEW8-10-3 Descriptors for level 1, 2 and 3 learning Operations, Planning and Improvement. outcomes. Throughout the student is encouraged to In addition for the M.Eng. students, the undertake independent reading both to learning and teaching in these skills areas supplement and consolidate what is being meet the SEEC Level Descriptors for taught/learnt and to broaden their individual Masters learning outcomes: knowledge and understanding of the subject. 8. Achieving depth and systematic Students on the M.Eng programme are understanding of knowledge in required to demonstrate in-depth specialised and applied areas and across understanding and analysis of technical areas topics, and to carry out a comprehensive 9. Working with theoretical and research literature review in their group design and based knowledge at the forefront of the individual project work. discipline 10. Have the awareness and ability to The SEEC Level Descriptors for Masters
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Academic Registry: ‘User Template’ Programme Specification issued 12/09 manage ethical implications and work learning towards solutions outcomes are achieved as followed: 11. Have a comprehensive understanding of 8) The M-level assignments are designed to applicable techniques / methodologies fulfil this Descriptor. ln addition, the 12. Are able to reflect upon and critically integrating module, which is the Group evaluate their activities to ensure Design Project (UFPED7-30-M), is built implementation of solutions can be directly around systematic learning and achieved. application of knowledge. 9) All assignments require the comprehensive and critical review of relevant literature and organisational information, to ensure the solutions presented are at the forefront of the discipline. 10) The code of practice within the Aerospace industry provides inherent ethical considerations, which are fully supported throughout the award, especially in areas of safety, technical and societal risk assessment and legal constraints and controls. 11) Every M-level module demands comprehensive training in, understanding of and the ability to use the applicable techniques and methodologies within the topic. 12) In all level M modules, the ability to critically reflect upon and evaluate activities is the only way to achieve both successful implementation of the solutions proposed and to show the academic learning outcomes have been met. This is developed both as part of the training activities, using, for example, group work, and also as part of the reflection process demanded within the assignment. The marking process displays this by considering innovative thought and self-critical reflection.
Assessment: Testing of the knowledge base is through assessed course work, through tasks undertaken under examination conditions, through oral presentations and assessed practical work done in various laboratories.
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Academic Registry: ‘User Template’ Programme Specification issued 12/09 B Intellectual Skills
B Intellectual Skills Teaching/learning methods and strategies Students will develop: 1. The ability to produce novel solutions to At all levels students are required to bring problems through the application of together knowledge and skills acquired in engineering knowledge and several modules and hence determine new understanding ways of working. As the student progresses, the need to synthesise ever greater volumes 2. The skills of selecting and applying of information and approaches into a scientific principles in the modelling and coherent approach is developed and analysis of aero processes and the inter- consequently so is their critical thinking. relations between systems processes and products. At level 1 analysis, evaluation and problem solving are developed on small-scale 3. The ability to use a broad spectrum of problems in various programming activities in technologies/techniques to solve a number of modules. Here the focus is on complex design problems. understanding the problem and then solving it free from the environmental implications of 4. The capability to use real world problems and without the need to scientific/technological principles in the examine alternatives and to balance development of engineering solutions to conflicting goals. practical problems in the domain of aerospace engineering. At level 2 there is a move away from small- scale problems to the design of larger scale 5. The ability to select and apply systems. With this comes the need to appropriate computer based methods for evaluate alternative methods and designs modelling and analysing problems in and to balance conflicting objectives. fields relating to the manufacture components and systems, with particular Level 3 sees the move to specific application emphasis on the requirements of the examples and with it the need to appreciate aero industries. problem contexts is developed as well as striking the right balance when facing 6. The ability to understand issues relating conflicting objectives. to the marketing of products and the management processes associated with Work at level M focuses on skills 7-14, and their design and manufacture. requires independent thinking, information gathering and analysis. This is delivered 7. A professional attitude to the through a combination of specialist taught responsibilities of engineering modules plus group and individual project practitioners. work. Skills 11-13 are instilled in all level M modules whereas skill 14 is developed 8. The ability to use independent thinking particularly through the projects. and analysis in the development of engineering solutions. The development of engineering solutions requires demonstration of all of the 9. The capability to critically review intellectual skills. At level 1 the focus is on available literature on topics related to the skills of Analysis, Evaluation and aerospace engineering Problem Solving. At levels 2, 3 and M this branches out to include all the remaining 10. The capability to critically evaluate skills. Independent reading is used to enable evidence to support conclusions, students to both broaden and deepen their reviewing its reliability, validity and subject knowledge. significance. Also to be able to investigate contradictory information and Assessment identify reasons for contradictions. Aerospace engineering work requires
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Academic Registry: ‘User Template’ Programme Specification issued 12/09 demonstration of a very wide range of skills. The above skills satisfy the SEEC These skills are assessed through a descriptors for levels 1, 2 and 3. At level M combination of coursework on cross- the following skills are further developed in disciplinary integrating assignments, accordance with the level M SEEC integrating projects; and examinations. descriptors:
11. Critical analysis of complex, incomplete and contradictory information communicating the outcome effectively 12. Show the capacity to synthesise information in an innovative fashion, including state of the art knowledge and processes in aerospace topics. 13. Critically evaluate research, advanced scholarship and methodologies and argue alternative approaches. 14. Act autonomously in planning and implementing tasks at a professional level, making decisions in complex and unpredictable situations.
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Academic Registry: ‘User Template’ Programme Specification issued 12/09 C Subject, Professional and Practical Skills
C Subject/Professional/Practical Skills Teaching/learning methods and Students will be able to: strategies 1. Use appropriate methods for modelling and Throughout the programme, the skills listed analysing problems especially in their chosen are developed through a combination of specialisation area (systems, manufacture or theoretical discussion, practical laboratory design). based work, classroom based tutorial exercises and directed self-study. 2. Use relevant design, test and measurement equipment. Skills 1-5 are introduced at level 1 and then drawn into sharper focus at levels 2 and 3. 3. Use experimental methods in the laboratory The general teaching/learning approach is relating to engineering manufacture and test. therefore to impart these practical/professional skills by a process of 4. Demonstrate practical testing of engineering moving from an overview of what is required ideas through laboratory work or simulation to a specific application of an individual skill with technical analysis and critical evaluation of at a higher level. results. The more specific skill 6 is introduced at 5. Use a wide range of computing and information level 3 and developed further at level M. technology systems. Skill 7 is developed from level 1 upwards 6. Demonstrate the ability to apply engineering e.g. for individual understanding of lecture techniques taking account of industrial and material and software, and operating commercial constraints especially in their laboratory equipment. chosen aerospace specialism domain of manufacturing, systems or design engineering. Skills 8 through 11 are introduced at level 2 through the Group Project and Management 7. Act autonomously, with minimal supervision or module (UFPENX-20-2) but are exercised direction, within agreed guidelines. mainly in the group project at level M (UFPED7-30-M). These skills introduced 8. Operate in complex and unpredictable above level 1 are underpinned by the more contexts, requiring selection and application generalised capabilities that are practiced from a wide range of innovative or standard throughout the levels in most of the modules techniques. that contribute to the award.
9. Execute and manage multi-disciplinary Skills 12 and 13 are developed and tested projects. through all M-level modules.
In addition to the above mentioned skills which Assessment satisfy SEEC descriptors at levels 1, 2 and 3, students at level M will be able to meet the The possession of these skills is following M level SEEC descriptors: demonstrated by the development of 10. To operate in complex, unpredictable and practical laboratory work, coursework, specialised contexts, establishing an overview presentations and examinations. The of the issues governing good practice practical nature of the skills to be acquired means that some are specifically addressed 11. To be able to exercise initiative and personal by particular modules, whilst the more responsibility in professional practice. generic skills are assessed across a range of modules. 12. To work smoothly with precision and effectiveness.
13. To adapt skills and design, or develop new skills and procedures for new situations.
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Academic Registry: ‘User Template’ Programme Specification issued 12/09 D Transferable Skills and other attributes
D Transferable skills and other attributes Teaching/learning methods and strategies
1. Communication skills: To communicate 1. Skill one is developed through a variety of orally or in writing, including, for instance, the methods and strategies including the results of technical investigations, to peers following: and/or to “problem owners”. Students maintain laboratory log books Students participate in workshops and 2. Self-management skills: To manage one’s group work presentation sessions. own time; to take responsibility for the quality Students participate in discussion of the work; to meet deadlines; to work with tutorials others having gained insights into the Students present research topic findings problems of team-based systems in tutorials development. Students participate in individual tutorials 2. Skill two is developed through a variety of 3. IT Skills in Context: To use software in the methods and strategies including the context of problem-solving investigations, following: and to interpret findings. Students conduct self-managed practical work 4. Problem formulation: To express problems Students participate in practically- in appropriate notations. oriented tutorial
Students work through practical work- 5. Progression to independent learning: To sheets in teams gain experience of, and to develop skills in, Students practice design and learning independently of structured class programming work. For example, to develop the ability to 3. Skill three is developed widely throughout use on-line facilities to further self-study. the programme.
4. Skill four is developed through a variety of 6. Comprehension of professional literature: methods and strategies including the To read and to use literature sources following: appropriate to the discipline to support learning activities. Students develop problem solving programs 7. Group Working: To be able to work as a Students practice design and member of a team; to be aware of the programming benefits and problems which teamwork can Students express problems in bring. mathematical notation. 5. Skill five is developed through a variety of 8. Information Management: To be able to methods and strategies including the select and manage information, following: competently undertaking reasonably Students are encouraged to practice straight-forward research tasks with programming to extend their skills minimum guidance. Students develop problem-solving programs 9. Self-evaluation: To be confident in Students are encouraged to research application of own criteria of judgement relevant topics and can challenge received opinion and Students are encouraged to use online reflect on action. Can seek and make facilities to discover information use of feedback. 6. Skill six is developed through a variety of methods and strategies including the In addition to the above mentioned skills following: which satisfy SEEC descriptors at levels 1, 2 Students are encouraged to access a and 3, students at level M will be able to range of material including both printed meet the following M level SEEC descriptors: and online sources 10. Group Working: To work effectively both Students are expected to include a as a team member and a leader and literature review in the Individual Project
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Academic Registry: ‘User Template’ Programme Specification issued 12/09 make appropriate use of the capacities of 7. Skill seven is developed through a variety of group members. Is able to negotiate and methods and strategies including student handle conflict with confidence. involvement in group projects in a number of modules across the programme. 11. Self-evaluation: Reflect on own and 8. Skill eight is widely developed and tested others functioning in order to improve through modules of different aerospace practice. topics. It is also integrated strongly into the individual project. 12. Autonomy: is an independent and self 9. Skill 9 is developed across the aerospace critical learner, guiding the learning of topics through a variety of assignments, others and managing own requirements presentations and vivas. Feedback to for continuing professional development. students from staff is frequent and specific to the individual.
The M level SEEC descriptors are satisfied through the following: 10. Skill 10 is achieved through the Group Project at level M. Each student is responsible for certain aspects of the project which provides opportunity for leadership. 11. Skill 11 is required in all level M modules and demonstrated through the assessments. 12. Skill 12 is achieved through the integrating group project leadership activities where guiding the learning of others is critical to the team’s success. Students may also be involved in the PAL system teaching students at other levels.
Assessment The skills are demonstrated in a variety of contexts including: examination; poster presentation; individual and group projects; practical assignments; portfolio of exercises. In addition skill two is assessed by both peers and tutors.
In particular, a variety of transferable skills are assessed in modules: UFPENX-20-2 Group Project and Management UFPEW8-10-3 Operations, Planning & Improvement UFMEAY-30-3 Individual Project UFPERX-30-3 MEng Individual Project Part A UFPED7-30-M MEng Group Project UFPERY-30-M MEng Individual Project Part B
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Academic Registry: ‘User Template’ Programme Specification issued 12/09
Section 4: Programme structure Use next page to provide a structural chart of the programme showing: Level and credit requirements Interim award requirements Module diet, including compulsory/core/optional modules
Core modules – are taken and must be passed Interim Awards: ENTRY by all students on all MEng/BEng (Hons) Aerospace Engineering pathways UFMEDB-20-1 Materials and Manufacturing Certificate of Higher Processes Education Aerospace
UFMEQT-20-1 Stress and Dynamics Engineering UFMEQU-20-1 Thermodynamics and Fluids Credit requirements
level 1 level UFMEVY-10-1 Introduction to Aeronautics 120 credits UFME6U-10-1 Electrical Interface UFPEVX-20-1 Engineering Design Other requirements: a Cert UFQETG-10-1 Introductory Mathematics HE has to be requested by the student in writing. UFQETH-10-1 Engineering Mathematics
Core modules Interim Awards: UFMEBY-10-2 Aero-Structures UFMEW3-10-2 Flight Mechanics A Credit requirements A total of 240 credits are UFPENX-20-2 Group Project and Management UFQEFB-20-2 Mathematics for Mechanical required with at least 100 Engineering credits at level 2.
Compulsory modules – are taken and must be Other requirements passed by all students on the MEng/BEng (Hons) A Diploma of Higher Aerospace Engineering pathway Education has to be requested by the student in Students must opt for one of the following three writing. To achieve the pathways: Diploma 240 credits are required with at least 100 Aerospace Design Engineering credits at level 2. UFMEAP-10-2 Stress Analysis UFMEAQ-10-2 Dynamics
level 2 level UFMEEN-20-2 Design, Embodiment and Materials Selection UFMEWL-10-2 Stress/Dynamics Labs UFMEW4-10-2 Aerodynamics A
Aerospace Manufacturing Engineering UFMEDC-20-2 CAD/CAM Applications UFMEDH-20-2 Mechatronics UFMEEN-20-2 Design, Embodiment and Materials Selection
Aerospace Systems Engineering UFMEDH-20-2 Mechatronics UFMEQL-10-2 Avionic Systems A UFMF6W-20-2 Industrial Control UFMEW4-10-2 Aerodynamics A
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Academic Registry: ‘User Template’ Programme Specification issued 12/09
A student who has failed up to 20 credits at level 2 of the compulsory modules in the specialist aerospace streams is permitted to take alternative module(s) from the other two aerospace specialisms as long as: The pre-requisites are met The student is able to continue with the programme at levels 3 and M towards
completing the course credit requirements, or towards exiting with an interim award The student is able to attend all timetabled sessions on the alternative module A BEng. student may transfer to the B.Sc. Engineering degree if unable to progress through the BEng degree as long as they successfully complete the level 1 modules.
Use this space to describe optional/compulsory year abroad/placement/clinical placement
For students wishing to take a sandwich year, the module “UFPEJH-120-P Industrial Placement Year” is available. Students may wish to take this module abroad or in the UK.
Year out Year An Erasmus year may also be taken which will be detailed on the student’s Transcript of Grades. This is not a credit bearing activity unless the programme of study at the visiting university is deemed by UWE aerospace staff to cover all the learning outcomes of the particular year in this degree programme at UWE.
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Academic Registry: ‘User Template’ Programme Specification issued 12/09
Core modules Prerequisite requirements UFMEBC-10-3 Aero-Propulsion An average of 60% is UFPEW8-10-3 Operations, Planning and required across all level 2 Improvement modules to be eligible to take the M.Eng. path. For B.Eng. students: M.Eng. students must UFMEAY-30-3 Individual Project attain an average of 60% across all level 3 modules For M.Eng. students: in order to continue to UFPERX-30-3 M.Eng. Individual Project Part level M. A student who A fails to meet this criterion will be assessed for Compulsory modules eligibility for the B.Eng. Students continue with their chosen specialist Aerospace Engineering pathway option.
Aerospace Design Engineering: UFMEAK-10-3 Finite Element Analysis UFMEAT-20-3 Mechanics of Materials UFMEW9-20-3 Flight Mechanics B UFMEY3-20-3 Aerodynamics B
Aerospace Manufacturing Engineering: UFMECG-10-3 Component Inspection UFMEC8-10-3 Automated Manufacture UFMED9-20-3 Integrated manufacturing systems
level 3 level UFMEVW-20-3 Materials and Composite Manufacture UFMF3C-10-3 Manufacturing Technology
Aerospace Systems Engineering: UFMEWE-20-3 Aircraft Systems UFMEWF-20-3 Avionic Systems B UFMEW9-20-3 Flight Mechanics B UFMEXN-10-3 Flight control and simulation A student who has failed up to 20 credits at level Awards: 3 of the compulsory modules in the specialist B.Eng. students aerospace streams is permitted to take Target: B.Eng. Aerospace alternative module(s) from the other two Engineering (honours) aerospace specialisms as long as: The pre-requisites are met The degree certificate will The student is able to continue with the have the title: programme to completion if a B.Eng. student or to level M if an M.Eng. student. B.Eng. Aerospace The student is able to complete the course Engineering towards exiting with an interim award The student is able to attend all timetabled Provided the student has sessions on the alternative module(s) completed all the required A BEng. student may transfer to the B.Sc. modules. Engineering degree if unable to progress through the BEng degree as long as they successfully complete the level 1 modules.
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Academic Registry: ‘User Template’ Programme Specification issued 12/09
GRADUATION for B.Eng. students.
Core modules Prerequisite requirements UFPED7-30-M M.Eng. Group project UFPERY-30-M M.Eng. Individual Project Part B Progression to level M is dependent on the student: Compulsory modules Attaining 120 credits at Students continue with their chosen specialist level 3 pathway. Attaining an average of at least 60% in their level 3 Aerospace Design Engineering: modules
UFMEWA-15-M Aerodynamics C UFMEWB-15-M Aircraft Structural Design & Stress Analysis UFMEWC-15-M Aeroelasticity
UFMEWD-15-M Aeroacoustics
Aerospace Manufacturing Engineering: level M level UFMEEA-15-M Electromechanical Systems Integration UFMEEC-15-M Concurrent Engineering UFMEE8-15-M Lean Engineering and Decision Support Tools for Continuous Improvement UFMEQK-15-M Aerospace Manufacturing Technology
Aerospace Manufacturing Engineering: UFMEEA-15-M Electromechanical Systems Integration UFMEEC-15-M Concurrent Engineering UFMEE8-15-M Lean Engineering and Decision Support Tools for Continuous Improvement UFMEWH-15-M Flight Test and Airworthiness
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Academic Registry: ‘User Template’ Programme Specification issued 12/09 A student who has failed up to 15 credits at level M Awards: of the compulsory modules in the specialist Target/highest aerospace streams is permitted to take alternative M.Eng. Aerospace module from the other two aerospace specialisms Engineering as long as: The pre-requisites are met The degree certificate will The student is able to attend all timetabled have: sessions on the alternative module M.Eng. Aerospace Engineering
Provided the student has completed all the required modules.
A student who fails to successfully pass 120 M- level credits within this programme may be considered for the B.Eng. Aerospace Engineering degree.
Credit requirements For an M.Eng. degree 480 credits is required for the award where at least 120 credits are at level M and at least 100 credits at level 3.
A student taking a placement year is required to attain 600 credits for the M.Eng. sandwich degree including successfully passing the placement module. In addition at least 120 credits should be at level M and at least 100 credits at level 3.
GRADUATION for M.Eng. students.
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Academic Registry: ‘User Template’ Programme Specification issued 12/09 Section 5: Entry requirements
For entry to year 1 of the B.Eng./M.Eng. Aerospace Engineering degree, the tariff point requirement is 320 points.
This should include the equivalent of A level Mathematics Grade C plus another science or technology subject. Equivalent qualifications include Scottish Highers, the European Baccalaureate, the International Baccalaureate; and other European and international qualifications which are nationally recognised.
Students with a BTEC National Diploma must have passed Further Mathematics, and those with the 14 – 19 Diploma must also offer the Additional Specialised Learning in Mathematics.
For the University’s general entry requirements please see http://www.uwe.ac.uk/study/entryReqs.shtml
Section 6: Assessment Regulations
The programme will adhere to the standard assessment regulations of the University as specified in the Academic Regulations and Procedures (http://acreg.uwe.ac.ukrf.asp )
Application has been made to the Royal Aeronautical Society for accreditation of the existing aerospace degrees with the request that any accreditation be transferred to this degree programme from September 2011. To be eligible for an award accredited by the Royal Aeronautical Society the Individual Project modules must be passed outright with no provision for condonation. (Academic Regulations G2.3R refers).
Section 7: Student learning: distinctive features and support
The Graduate Development Programme (GDP) The Graduate Development Programme is delivered at programme level. In year 1 students benefit from talks introducing them to the aerospace industry and the standards required of professional engineers. Year 2 provides extensive opportunities toward placement and career planning. Assistance is provided from university career officers and also visiting industrial recruitment personnel toward application and CV writing, and good interview techniques. GDP at level 3 and M is tailored to reflect the most academically demanding years of the degree, where students are most concerned with their individual projects and academic excellence in order to gain a good degree classification. The Graduate Development Programme for the aerospace students comprises of one tutor per degree level. So for example the level 1 GDP tutor supervises the programme for all students at level 1, irrespective of whether the student is on the design, manufacturing or systems pathway.
Class Activities The mode of delivery of a module is determined by its Module Leader, and typically involves a combination of one or more lectures, tutorials, laboratory classes, group activities and individual project work. Where modules are common with other programmes, students will typically be taught together (which gives students the opportunity to appreciate the material from the viewpoint of different engineering disciplines). However, a specialist aerospace flavour may be given to a common module through the provision of discipline specific practical, laboratory or tutorial material supporting a core of common lectures.
Academic Support Academic advice and support is the responsibility of the staff delivering the module in question. Staff are expected to be available outside normal timetabled hours, either by appointment or during published "surgery" hours, in order to offer advice and guidance on matters relating to the material being taught and on its assessment.
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Academic Registry: ‘User Template’ Programme Specification issued 12/09 PAL The Peer Assisted Learning (PAL) scheme (http://www.uwe.ac.uk/pal/index.shtml ) provides additional learning support for students by students. PAL leaders are recruited from the level 2, 3 and M.Eng. Masters cohorts each year and are trained in both facilitating learning and study skills. PAL leaders support taught modules by taking on problem classes and some laboratory demonstration classes for the lower level students.
Mathematics Support Additional support in mathematics outside of timetabled classes is available throughout the academic year via: (i) PAL sessions, (ii) the drop-in mathematics helpdesk, “espressomaths” which opens over the lunch period in the refectory area (www.uwe.ac.uk/espressomaths), (iii) the Mathematics Resource Centre which is accessible by students using their swipe card and has take-away leaflets, text books, module handbooks and reference material (iv) on-line support and electronic learning resources such as that Maths 1st Aid Kit leaflets, HELM booklets and http://www.mathcentre.ac.uk/ (v) Mathematical software such as Maple (which students may download for home use) and Matlab. (vi) First year aerospace students also use e-assessment in their mathematical modules in the form of computerised tests via the commercial QuestionMark and in-house DEWIS system respectively. Coursework consists of a series of online tests which students may take several times. Instant detailed feedback is provided, particularly for the DEWIS system, which supports the students’ learning.
Virtual Learning Environment All modules on the aerospace programme are available on Blackboard through UWEOnline. Some lecturers provide videos of their lectures on Blackboard & YouTube.
Working Environment Throughout the department there are areas for students to work together informally. A large, well-equipped project room is also provided during the weekdays with staff support. The Project room houses printing, computing, binding and scanning facilities, sells stationery, stocks learning materials, past dissertations, and contains the coursework hand-in desk.
Progression to Independent Study Many modules require students to carry out independent study, such as research for projects and assignments, and a full range of facilities are available at all sites to help students with these. The philosophy is accordingly to offer students both guided support and opportunities for independent study. Guided support, mainly in the form of timetabled sessions, takes the form of lectures, tutorials, seminars and practical laboratory sessions. Students are expected to attend all sessions on their timetable, and this is especially important because of the high content of practical work in the programme. The progression to independent study is also assisted by the nature of the support offered in individual modules. Typically, module leaders will provide a plan for the module indicating the activities to be carried out and the forms of learning to be undertaken during the delivery of the module, with a view to encouraging students to plan ahead and to take responsibility for managing their time and resources.
Engineering Facilities The Faculty has a range of laboratories for providing teaching demonstrations and supporting student projects. All equipment is maintained as appropriate. Hazardous machinery and items of equipment undergo monthly checks. PCs with data acquisition hardware (and software for general experimental use) are set up next to all experimental rigs where data logging is required.
In the Thermofluids laboratory there are a number of bench-top test rigs and flow benches
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Academic Registry: ‘User Template’ Programme Specification issued 12/09 used in the teaching of heat transfer and fluid flow fundamentals, and a substantial pump/turbine unit. Facilities also include a subsonic wind tunnel with two working sections (low-speed 3.66m by 3.05m, high speed 2.14m by 1.53m). The tunnel has a 6-axis load cell for measurements, a real time data acquisition system, and a hydraulically actuated system for dynamically testing pitching wings. The supersonic wind tunnel can produce flow up to M1.8 and has a working section of 152 by 25mm. Also situated in the Thermofluids Laboratory is a Merlin MP521 Engineering Flight Simulator which has a wide-bodied capsule mounted on a full six axis hydraulic motion system with a full width instrument panel and a real-time visual scene. The flight software enables students to program in their own aircraft designs for testing. The simulator provides a valuable link between theory and practice for students of mechanics of flight and aerodynamics. Other equipment includes a water flume; and various model aircraft, both fixed wing and helicopter.
There are a number of engine test-cells used for undergraduate laboratory sessions. One large engine test cell houses a Techquipment GT100S gas turbine demonstrator and a motorcycle rolling-road dynamometer complete with department Triumph motorcycle. The GT100s unit is a small gas turbine engine of the turbo-jet type which is extensively instrumented enabling measurement of component and overall efficiencies and other operating parameters. The rolling road & motorcycle is particularly useful in the teaching of the principles and operation of Engine Control Units and the effects of altering fuel and ignition mappings. A suite of two smaller test cells and a control room houses a Rover K series petrol engine, a test bed for the piston engine and the larger more flexible engine test bed is currently equipped with a 500bhp load absorber and is controlled by current industrial technology in the form of a DSG DaTaq Pro control system.
The Structures Laboratory is equipped with a range of tensile/compressive test machines, appropriate load cells and general test accessories to cover static and dynamic testing at forces ranging from 50 N up to 250 kN There is a universal testing machine with 10kN and 50kN load cells; a bench-top 25kN tensile test machine; and a bench-top test machine with 50N, 500N and 5kN load cells. Three dynamic servo-hydraulic fatigue test machines are available with 250kN, 100kN and 10kN load cells, plus an electromagnetic resonance fatigue tester with 100kN and 20kN load cells. Other facilities used for experimental stress analysis work includes a strong floor and strong wall; hydraulic actuators; strain scanners and indicators; two transmission and two reflection polariscopes. A comprehensive range of gauge application equipment and gauges is maintained for the manufacture of in-house load cells for both single and multi-axis applications. A composite manufacturing cell is available to the students for the production of composite specimens and components,
The Materials laboratory contains bench-top tensile test machines and impact/hardness testers; furnaces for heat treatment & casting; metallography preparation equipment and microscopes; and non-destructive testing equipment. A scanning electron microscope is also available for use on students’ individual projects. An Annual subscription to the Cambridge Engineering Selector (CES) eduPack enables us to integrate computer-based materials selection & computer based manufacturing processes selection with our design modules.
The Dynamics laboratory comprises a suite of rooms (including one that is temperature controlled). Apparatus includes several electromagnetic shakers, extensive vibration and sound monitoring equipment & several servo hydraulically actuated apparatus including a miniature Stewart platform. Example applications include aircraft noise measurement and the performance of anti-vibration mounts used for certain aircraft electronic systems.
The Mechatronics Laboratory has two 6-axis industrial revolute robots and a 3.5 axis SCARA robot. It also offers a range of micro-controllers, sensor investigation equipment and a pneumatic system for experimental work on cylinders and valves.
The Electrical Engineering & Power laboratories are equipped with digital oscilloscopes, DC motor speed control kits, multimeters, function generators, Matlab software, National
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Academic Registry: ‘User Template’ Programme Specification issued 12/09 Instruments multisim software, power supplies and breadboards. The Power laboratory also houses a number of electric motor/generator machine sets with industry standard variable speed drives, simulation of electric vehicles and wind-turbines. Simulation software is used here for electrical transient simulation, power systems modelling, and traffic flow simulation.
A machine tool workshop is available, equipped with milling machines, lathes, grinders, a welding bay (and welding cabinet for exotic materials such as titanium), rapid prototyping, CNC routers and spray booths. Two vertical machining centres are provided for advanced manufacture.
Computing Facilities The Department offers specialised computing facilities alongside the general University and Faculty provisions. The specialist laboratories are equipped with specific software to support the Department’s students in their taught programmes. Simulation and planning software are well catered for with industry-standard computer-aided design, computational fluid dynamics, finite element analysis, meshing, material and processes selection packages, and post- processing software. There is an extensive PC network including laboratories with high performance workstations and high resolution graphics. A 24-core 204GB memory high performance cluster is available for large-scale computing. Mathematical based software such as Matlab, Simulink, and Maple, and a mathematics resource room are available. The Faculty ensures during term-time that the computer laboratories in N-block are available to students on extended opening hours including at weekends. The Faculty provides a user support Helpdesk. The Helpdesk provides first line support to the user base, uniquely supported by both permanent staff and students (employed on a part time basis) every week-day.
Pastoral Care. The Faculty offers pastoral care through its Student Advisers, a team of staff who provide comprehensive, full-time student support service on a drop-in basis or by appointment. The Adviser will, when necessary, advise the student to seek advice from other professional services including the University's Centre for Student Affairs or from members of academic staff. This support is supplemented by the GDP tutor, who fills the traditional role of Year Tutor, the Programme Director and, through the student representatives to the Student-Staff Liaison Group committee.
Additional Features For the aerospace students, the Induction programme includes team building exercises, and also some specific academic and facility instruction for direct entrants (e.g. in computer packages). The Department has also introduced a project week in the middle of each term so as to facilitate visits, team exercises, projects and short courses. This is in addition to events such as “Wings Week” which takes place in early January and is where second year student teams design, manufacture and test a model glider.
Third year aerospace design and systems students undertake a flight test course which involves flying in a light aircraft from Filton Airport so that they can take in-flight measurements. This activity is combined with an assignment using the university flight simulator and with reference to aerospace theory. The presence of a flight test course within the degree structure in which students fly in a real aircraft is a requirement for accreditation with the RAeS.
For many years there has been encouragement and support for the aerospace students to apply for scholarships (e.g. RAeS Centennial funds), enter competitions (e.g. Rowe prize, Merlin Flight Simulation), attend talks and conferences (e.g. Bristol UAV conference), publish papers, go gliding with the university club and generally be active in the professional aerospace community. There is emphasis and encouragement from the staff from the first days at UWE of the need for each student to develop their professional profile and actively develop and pursue their own chosen career direction.
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Academic Registry: ‘User Template’ Programme Specification issued 12/09 Industrial visits bring a number of benefits. They are incorporated into modules to reinforce or illustrate aspects of the learning objectives; other visits seek to give students the opportunity to see company facilities and the working environment. The visits are arranged by many of the aerospace team and some visits are in liaison with the Placements Office, UWE’s Engineering and Computing Consortium and the UWE Student Industrial Society.
Visits which are incorporated into modules to see facilities include those to Airbus Filton (A340/A380 landing gear, fuel systems, windtunnel facilities), GKN (composite manufacture), Rolls-Royce Filton, BAMC Cardiff (aircraft systems and familiarisation), Flight Safety International Farnborough (flight simulation), RAF Lyneham (Hercules flight simulator) and the Royal Naval Air Station. Visits to the Fleet Air Arm Museum in Yeovilton and the Science Museum London are also organised by staff.
Off-campus links to Industry also are encouraged for: One day introductory courses. For example students are invited for a day at the Fleet Air Arm Museum and Air Station where a programme for familiarisation with rotorcraft is run. This includes speakers from Agusta-Westland, with the Museum staff providing tours as well as a design and build exercise on autorotation. Individual projects where a student may have an industrial supervisor. Some students may be offered the opportunity to work on their project at the company for usually a day a week. M-level Group projects. In the last three years we have endeavoured to have the M.Eng. Group projects linked to a major local aerospace company. Not only does this relationship give students valuable insight into industrial practice, but also results in visits to the company to present their results. In 2007-2008 and 2008-2009 the M.Eng. Aerospace Systems Engineering students took part in a conceptual Aircraft Design study with guidance from Airbus. The current cohort is working on developing an unmanned aerial vehicle (UAV) from a specification provided by MBDA. The current Aerospace Manufacturing Engineering students are designing a manufacturing cell for Rolls-Royce. Previous to this, group projects were chosen by the teaching team to study topics including Short Take-off and landing aircraft, Air Racing (“Red-Bull” style), and Space Tourism. Short term Industrial Placements over the summer Working with the Professional bodies such as the Royal Aeronautical Society, e.g. on preparations for and the delivery of the Education day at the Farnborough Airshow Students are also encouraged to attend technical conferences when possible including submitting research papers. Conferences attended including those of the RAeS, the West of England Aerospace Forum (WEAF) annual conference (6 students sponsored by the university per year), Bristol UAV Conference, and the UKSEDS annual conference.
Industrial expertise is also brought into the course through seminars from industrial visitors. This will be extended through the proposed (external funded) Industrial fellowship scheme where invited industrialists will join the Department for up to a year. In the second year, all students have the opportunity to work on design projects run in combination with local industry and other. Over the past three years we have had involvement from Airbus, QinetiQ, Avon Fire and Rescue and Jacob’s Engineering which has included both lectures and engagement in the student’s presentations and feedback. This has provided an excellent stimulus in the ongoing development of the module and a reality check for the students. In year 4 through the M.Eng. Group Project the aerospace students are currently working in two teams one with MBDA and the other with Rolls-Royce on projects defined and directed by the companies against real needs. In previous years they have worked with Airbus, Nangia Associated and Bristol Spaceplanes. As with the level 2 projects these projects are advised in part, and formally examined, by representatives from industry as well as academic staff. Some modules also have sponsored assignments from industry, e.g. Integrated Manufacturing Systems. Such opportunities provide the students with further industrial understanding and experience in applying their knowledge to a real industrial problem. Through the student individual project, there is the potential to involve industry and/or link to research ongoing in the Department.
The Department has a long-standing involvement with initiatives in local schools and promoting Page 20 of 21 Updated August 2011
Academic Registry: ‘User Template’ Programme Specification issued 12/09 education to the general public. Initiatives include students volunteering to be subject tutors; staff and students taking demonstrations of engineering, maths and science to schools (e.g. portable windtunnel); school parties on the Widening Participation schemes coming to UWE to use the equipment for e.g. flight simulation exercises; running a Royal Aeronautical Society Cool Aeronautics party in partnership with @Bristol and local aerospace companies; supporting national initiatives for promotion of engineering and science, e.g. Bloodhound, the Royal Academy of Engineering BEST programme; demonstrations at science fairs (e.g. a Red Bull challenge type flight simulation for the public at the Bath and West Show’s Imagineering), airshows (e.g. RIAT); mentoring school teams in regional competitions, e.g. Flying Start Challenge.
Section 8 Reference points/benchmarks
The reference points from the QAA academic infrastructure reports and other benchmarks are detailed in Part 1: Contextual Documentation for Validation. They include The QAA Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008) and the QAA Subject Benchmark Statement for Engineering (2010)
Subject reference points Undergraduate engineering programmes must demonstrate through their teaching and assessment methods that graduates have reached the desired threshold level of each of the Output Criteria as specified in the UK-SPEC document Accreditation of Higher Education Programmes (www.engc.org.uk/ecukdocuments/internet/document%20library/UK- SPEC.pdf). The UWE aerospace programme, including each subject pathway, is constructed to ensure it complies with the General and Specific Learning Outcomes, Methods of Assessment (EAB/ACC2/B) and Output Standards (EAB/ACC2/C).
The guidelines for the SEEC level descriptors are also closely followed in this programme. (SEEC Credit Level Descriptors for Further and Higher Education, January 2003)
In respect of the education of aerospace engineers, reference has been made in designing this programme to: “European Aeronautics: A vision for 2020, Meeting society's needs and winning global leadership, January 2001, European Commission”
UWE’s Learning & Teaching Strategy has informed the Faculty’s policy for the delivery of its programmes, whose main features are described in section 7.
The programme is also aligned with the requirements of the Royal Aeronautical Society and other professional engineering organisations that offer accreditation.
This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of individual modules can be found in module specifications. These are available on the University Intranet.
Programme monitoring and review may lead to changes to approved programmes. There may be a time lag between approval of such changes/modifications and their incorporation into an authorised programme specification. Enquiries about any recent changes to the programme made since this specification was authorised should be made to the relevant Faculty Academic Registrar.
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