BEng MECHANICAL ENGINEERING

Transcription

1 Department of Mechanical, Faculty of and Computing, Curtin University of Technology DEGREE-PROGRAM DOCUMENTS for BEng MECHANICAL ENGINEERING CONTENTS Graduate Attributes of the Department of Mechanical Page 01 Relationship between Graduate Attributes of the Department of Mechanical and those of Engineers Australia and of Curtin University Page 03 Aims, Objectives, Learning Outcomes and Syllabus Design for o The Common First Year Page 04 o The Second and third Years Page 07 o The Fourth Year Page11 Summary Charts of Degree-program Structure Page15 Summary of Objectives and Learning Outcomes for the Degree Program Page16 Unit Contributions to Objectives and Learning Outcomes for o The Common First Year o The Second and third Years o The Fourth Year Page17 Page18 Page20 Quantitative Relationship between Aggregated Program Learning Outcomes and Graduate Attributes o Graduate Attributes for the Department of Mechanical Page 21 o Generic Graduate Attributes framed by Engineers Australia Page 22 APPENDIX 1: ANNEX 1: ANNEX 2: ANNEX 3: ANNEX 4: Graduate Attributes of Engineers Australia and of Curtin University of Technology Constitution of Unit-development Working Groups Unit Outlines for Year 2 Units Unit Outlines for Year 3 Units Unit Outlines for Year 4 Units

2 Department of Mechanical, Faculty of and Computing, Curtin University of Technology PROGRAM LEARNING OUTCOMES FOR THE DEGREE PROGRAMS OFFERED BY THE Department of Mechanical Graduates of the Department of Mechanical can be characterised as having the following attributes: 1. A sound working knowledge of the fundamental principles that underpin Mechanical(Mechatronic) 2. Specialised knowledge and skills in a chosen area of Mechanical 3. Ability to apply knowledge using a realistic and practical approach to problem-solving and design 4. Ability to think both creatively and analytically 5. Skills to learn both independently and as part of a group through a variety of different methods 6. Self-discipline, self-management skills, personal responsibility and the ability to set goals for themselves 7. Confidence and possessing the ability to communicate effectively with a wide range of both engineering and non-engineering personnel 8. The ability to work effectively in teams with an international and cross-cultural perspective 9. The platform and width of knowledge from which to continuously develop their potential as a professional engineer contributing positively to the community at large 10. Being employment-ready for the engineering profession but readily adaptable to other professions/occupations and able to respond to entrepreneurial opportunities 1

3 Engineers Australia Generic Graduate Attributes 1. ability to apply knowledge of basic science and engineering fundamentals; 2. ability to communicate effectively, not only with engineers but also with the community at large; 3. in-depth technical competence in at least one engineering discipline; 4. ability to undertake problem identification, formulation and solution; 5. ability to utilize a systems approach to design and operational performance; 6. ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams with the capacity to be a leader or manager as well as an effective team member; 7. understanding of the social, cultural, global and environmental responsibilities of the professional engineer, and the need for sustainable development; 8. understanding of the principles of sustainable design and development; 9. understanding of professional and ethical responsibilities and commitment to them; and 10. expectation of the need to undertake lifelong learning, and capacity to do so. 2

4 Department of Mechanical A sound working knowledge of the 1 fundamental principles that underpin Mechanical(Mechatronic) Specialised knowledge and skills in a chosen 2 area of Mechanical(Mechatronic) Ability to apply knowledge using a realistic 3 and practical approach to problem-solving and design Ability to think both creatively and 4 analytically Skills to learn both independently and as part 5 of a group through a variety of different methods Self-discipline, self-management skills, 6 personal responsibility and the ability to set goals for themselves Confidence and possessing the ability to communicate effectively with a wide range of 7 both engineering and non-engineering personnel Professional practice Learning skills and application Technical knowledge and skills GRADUATE ATTRIBUTES for BEng Programs in the DEPARTMENT OF MECHANICAL ENGINEERING (Graduates characterised as having/can ) The ability to work effectively in teams with an international and cross-cultural perspective The platform and width of knowledge from which to continuously develop their potential as a professional engineer contributing positively to the community at large Being employment-ready for the engineering profession but readily adaptable to other professions/occupations and able to respond to entrepreneurial opportunities Engineers Australia E1: ability to apply knowledge of basic science and engineering fundamentals E3: in-depth technical competence in at least one engineering discipline E1: ability to apply knowledge of basic science and engineering fundamentals E4: ability to undertake problem identification, formulation and solution E5: ability to utilize a systems approach to design and operational performance E4: ability to undertake problem identification, formulation and solution E5: ability to utilize a systems approach to design and operational performance E6: ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams with the capacity to be a leader or manager as well as an effective team member E10: expectation of the need to undertake lifelong learning, and capacity to do so Curtin University C1: Apply discipline knowledge, principles and concepts C1: Apply discipline knowledge, principles and concepts C1: Apply discipline knowledge, principles and concepts C5: Use technologies effectively C2: Think critically, creatively, and reflectively C3: Access, evaluate and synthesise information C6: Utilise lifelong learning skills E10: expectation of the need to undertake lifelong learning, and capacity to do so C6: Utilise lifelong learning skills E2: ability to communicate effectively, not only with engineers but also with the community at large E6: ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams with the capacity to be a leader or manager as well as an effective team member E2: ability to communicate effectively, not only with engineers but also with the community at large; E7: understanding of the social, cultural, global and environmental responsibilities of the professional engineer, and the need for sustainable development; E8: understanding of the principles of sustainable design and development; E9: understanding of professional and ethical responsibilities and commitment to them E10: expectation of the need to undertake lifelong learning, and capacity to do so C4: Communicate effectively C5: Use technologies effectively C7: Recognise and applying international perspectives C8: Demonstrate cultural awareness and understanding C5: Utilise lifelong learning skills C7: Recognise and applying international perspectives C8: Demonstrate cultural awareness and understanding C9: Apply professional skills C6: Utilise lifelong learning skills C9: Apply professional skills 3

5 Common First Year First-Year Objectives Introduction The objectives of the first year of the engineering program at Curtin University of Technology have been framed to be consistent with the generic objectives of an engineering program as detailed by the Institution of Engineers Australia and those described for Curtin University for all graduates. These objectives will be used to guide the detailed curriculum development of the first year program at Curtin University. Objectives The first year of at Curtin has three main objectives. Students should gain knowledge and experience in: (i) (ii) (iii) Fundamentals, Learning Skills, and Professional Practice. In addition students should make a successful transition to academia consistent with assimilation into a quality University. In order to meet each of the broad objectives (i)-(iii), specific objectives of the first year are as follows. At the end of their first-year students should be able to, i. under Fundamentals, (a) Demonstrate understanding and competence in Mathematics and Computing at a appropriate level. This will be evident when students demonstrate competence in the logic of mathematics together with an appreciation of the rigour, relevance and challenge of Mathematics, competence in relevant computing and information-technology skills. competence in the use of numerical and symbolic computational tools. (b) Recognise the relationship between Science and and invoke basic scientific principles to analyse elementary engineering applications. This will be evident when students demonstrate competence with respect to scientific reasoning, recognition of the relationship between science and engineering. (c) Understand the basic constructs of the design process and apply these principles in representative design exercises. (d) Use engineering judgment in both quantification and elementary modeling. ii. under Learning Skills, (e) Structure engineering problems into a sequence comprising identification, formulation, solution and impact and implement this approach in representative problems. 4

6 (f) Apply independent study and time-management skills that will enhance their learning capabilities in subsequent years of study and, later, in professional life. This will be evident when students demonstrate the development of critical skills permitting self-evaluation of completed tasks, independent learning, the ability to think laterally, the ability to follow a systematic path of reasoning, an understanding of the foundations, evolution and limits of knowledge in selected areas, self-reflection and self-confidence, an awareness of the diversity, richness and value of other disciplines. (g) Make an informed decision as to which engineering stream best serves their individual career aspirations. iii. under Professional Practice, (h) Demonstrate a range of effective engineering communication skills. (i) Collaborate effectively in, and identify the working-benefits of, multi-disciplinary and multi-cultural teams. (j) Show an appreciation of the role and responsibilities of professional engineers in society and understand the need for sustainable development. (k) Show an awareness of professional and ethical responsibilities and argue the need for such. (l) Show an awareness of Occupational Health and Safety issues as they apply during study at University and in professional practice. The completion of a successful transition will be evidenced by students having developed effective study habits and time-management skills, self-motivation in learning, an awareness of the depth of knowledge in engineering disciplines, an awareness of the open-endedness of the human knowledge and endeavour. an appreciation of the rigour, discipline and commitment associated with engineering studies at Curtin University, personal responsibility for their educational development. The Curriculum Curtin has introduced the following curriculum for all incoming engineering students. With the exception of the sequential Mathematics units, any of the units are interchangeable between the first and second semesters. First Semester Mathematics I Mechanics Computing and Professional Studies Communication Second Semester Mathematics II Electrical Systems Materials and Professional Studies Elective 5

7 During this first year students are able to discover the relationship between and Science, learn the fundamentals concepts and skills that are common to all Engineers and be placed to make an informed choice when they decide which of the engineering streams they wish to follow from the second year onwards. The model includes two Mathematics units, each of 25 credit points because mathematical literacy is essential for study of. Both units are available in both semesters and are sequentially structured. The model includes two fundamental engineering units Mechanics and Electrics. Both have been designed to ensure relevance to the broadest spectrum of the intake cohort. For example, the electrics unit covers material on motors and transformers so that many engineering disciplines would not require a further electrical unit. The Communications unit is a half unit covering written and oral communication skills. The elective, shown in semester two, is also a half unit. This unit is alternatively used in the first semester by students who lack one of Calculus, Physics or Chemistry at entry to bolster their preparation for subsequent units. Such students then take the Communications unit in semester two. Other students are able to use the unit to broaden their education by taking electives that are not prerequisites for any other units within any discipline. The computing unit develops programming skills, required in all modern engineering disciplines, and promotes the structured and logical thinking that characterises all engineers. The and Professional Studies unit in both semesters offers the opportunity to engage with real engineering possibilities including such elements as: Multi-disciplinary projects Talks from industrialists on the various engineering disciplines Site visits Problem-based learning approaches and society issues, including professional ethics Sustainable development The principles of design 6

8 Department of Mechanical, Curtin University of Technology Curriculum for the 2 nd and 3 rd years of study for the MECHANICAL ENGINEERING DEGREE PROGRAM 1. Aims The second and third years of the Mechanical degree program aim to impart and inculcate the core knowledge and skills that are recognised as being common to all mechanical engineers. These two years of study are considered as a single learning entity. Its aim is to pilot students equipped with a broad foundation in engineering gained in their first year of study, through to a position in which they are equipped to undertake a substantial design/research project in their fourth year of study. Moreover the core knowledge so accumulated will permit students to take specialist units in any sub-discipline of Mechanical in their fourth year of study or beyond in their professional careers. The combined second- and third-year program also aims to develop further the generic skills and awareness required of professional engineers. 2. Objectives The second and third years of study in Mechanical have three broad objectives; students should acquire (i) (ii) (iii) technical knowledge and skills in the core elements of Mechanical, learning skills and ability to apply knowledge, and knowledge of, and experience in, the professional practice of 3. Learning Outcomes The three broad objectives lead to specific learning outcomes. Thus, at the end of their second- and third-year study period students should be able to, under (i), core elements of Mechanical, (a) (b) (c) (d) (e) Demonstrate a sound knowledge of the broad technical base of Mechanical, Apply the engineering skills of modelling, formulation and solution to solve mechanical-engineering problems, Select and use appropriate analytical and numerical tools, Understand the two-way relationship between the physics of mechanical phenomena and their representations in theoretical constructs, Understand and apply the design process in Mechanical incorporating the technical and cost constraints imposed by manufacture, 7

9 under (ii), learning skills and ability to apply knowledge, (f) (g) (h) Apply independent study and time-management skills to develop life-long learning skills, evidencing capabilities in, critical skills permitting self-evaluation of completed tasks, following a systematic path of reasoning, lateral and creative thinking, self-reflection, understanding the foundations, evolution and limits of knowledge in selected areas of Mechanical, Learn through a variety of different methods and experiences, both as an individual and as part of a team, Source, abstract, assimilate, apply and build upon existing knowledge in Mechanical, and under (iii), professional practice in, (i) (j) (k) (l) Demonstrate effective communications skills in: written reports, oral presentations, drawing and diagrammatic representation, data visualisation, the use of information technology, Collaborate effectively in, and recognise the benefit of, working in multi-disciplinary and multi-cultural teams, Demonstrate understanding of the role and responsibilities of professional engineers in society and the need for sustainable development, Understand the operation and management of engineering practice in the community within a legal, ethical and economic framework. The learning outcomes above have been framed to be consistent with the generic graduate attributes identified by Engineers Australia and those for the entire student body of Curtin University; these are recorded in Appendix 1. 8

10 4. The Curriculum 4.1 Content Consistent with a non-specialised degree in Mechanical, the core elements of the second- and third-year program are represented by a balance of the following broad content elements: (A) (B) (C) (D) Mechanics, incorporating (A1) Materials, and (A2) Dynamics and Control, Thermofluids, Design and Manufacture, and Practice. These elements are covered through the following program structure. Year 2: Units Credits Content Element Notes Mathematics (B). Strength of Materials (A1) Graphics (C) Machine Dynamics (A2) Fluid Mechanics (B) Thermodynamics (B) Industrial Technology (C) Mechanical Design (C) Economics (D) Common Engg. Unit Project Management (D) Common Engg. Unit CP 200 Year 3: Units Credits Content Element Notes Dynamic Systems (A2) Mechanical Design (C) Industrial Technology (C) Fluid-Flow Modelling (B) Thermal Processes (B) Materials (A1) Electrical Plant (C) Automatic Control (A2) Law (D) Common Engg. Unit Engg. Sustainable Development (D) Common Engg. Unit CP 200 9

11 This gives the following weightings to the core content elements in years 2 and 3: 4.2 Activities (A) Mechanics : 125.0CP (31%) (B) Thermofluids : 112.5CP (28%) (C) Design and Manufacture : 112.5CP (28%) (D) Practice : 50.0CP (13%) The curriculum of the second and third year includes the following student activities that serve to enable learning and ensure that outcomes and competencies are met. Lecture attendance Laboratory experiments (both discovery and reinforcement type) Tutorial participation Project work Report-writing Oral presentation Self-directed study Problem solving using tutorial sheets Examination attendance Test attendance Use of WebCT and/or other IT tools Group work Computational laboratory work Online testing Sourcing and utilising knowledge Industrial visits Progress monitoring Self-management ADL: April

12 Department of Mechanical, Curtin University of Technology Curriculum for the 4 th year of study for the MECHANICAL ENGINEERING DEGREE PROGRAM 1. Aims The fourth year of the Mechanical degree program aims to complete the preparation of students for a career as a professional engineer. In the second and third years of the degree program core technical knowledge and skills were delivered formally in topic-specific format. In contrast the fourth year aims to provide the opportunity to integrate strands of technical knowledge, combining these with generic skills, in a way that simulates the work of a professional engineer. The year of study also aims to provide students with specialist knowledge and skills that serve to meet individual students career aspirations. Finally, the fourth year aims to generate an awareness of the professional engineering workplace to which most students will graduate. 2. Objectives The fourth year of study in Mechanical has three broad objectives; students should acquire (i) (ii) (iii) holistic and specialist applicable knowledge in Mechanical, learning skills and ability to apply knowledge, and knowledge of, and experience in, the professional practice of 3. Learning Outcomes The three broad objectives lead to specific learning outcomes. Thus, at the end of their fourth-year study period students should be able to, under (i), applicable knowledge in Mechanical, (a) (b) (c) Demonstrate in-depth knowledge and technical skills in chosen specialist discipline areas; Undertake and complete open-ended engineering projects that require Structuring, Creative thinking, Problem visualization, and The recognition of practicable solutions; Integrate, synthesize and apply knowledge and skills in engineering practice; under (ii), learning skills and ability to apply knowledge, (d) Source appropriate existing knowledge, technologies and techniques and deploy these in new engineering situations; 11

13 (e) (f) Reflect critically on their own work and the work of others and make recommendations for improvement and further development; Evince personal responsibility for their learning, progress and development; under (iii), professional practice in, (g) (h) (i) (j) Demonstrate comprehensive communications skills in report-writing, full oral presentations, diagrammatic communication, data visualisation, and the use of information technology, that are used in engineering practice; Command the confidence and show the competence required to function in a professional engineering environment; Manage an engineering project that incorporates technical, financial and time constraints; and Demonstrate knowledge of, experience of, and commitment to, ethics and professional management at a level appropriate to the commencement of a career in. The objectives and outcomes above have been framed to be consistent with the generic graduate attributes identified by Engineers Australia and those for the entire student body of Curtin University; these are recorded in Appendix 1. 12

14 4. The Curriculum 4.1 Content Consistent with the final-year of a degree in Mechanical, the culminating activities of the fourth-year of the program are represented by a balance of the following broad content elements: (A) (B) (C) Project work, Specialist elective topics, and Practice. These elements are covered through the following program structure. Year 4: Units Credits Content Element Project (A) Project (A)/(C) Elective #1 25 (B) Elective #2 25 (B) Elective #3 25 (B) Elective #4 25 (B) Elective #5 25 (B) Professional Practice 12.5 (C) CP 200 Notes Project includes important elements of professional practice Awareness of, and preparation for, the workplace This gives the following weightings to the core content elements in year 4: (A) Project work : 50.0CP* (25%) (B) Specialist elective topics : 125.0CP (62%) (C) Practice : 25.0CP* (13%) * These credit points reflect the fact that the project units contain approximately 12.5CP of activities that are deemed to contribute to the content element Practice 13

15 4.2 Indicative Specialist Topics Students will select five from the following list of equally weighted units: Vibration Industrial Technology 3 HVAC Finite-Element Analysis Automatic Control Advanced Materials Fluid Mechanics 3 Heat Transfer and Thermal Modeling Acoustics Measurements and instrumentation 4.3 Activities The curriculum of the fourth year includes the following student activities that serve to enable learning and ensure that outcomes and competencies are met. Lecture attendance Laboratory experiments Tutorial participation Project work Report-writing Oral presentation Self-directed study Problem solving using tutorial sheets Examination attendance Test attendance Use of WebCT and/or other IT tools Group work Computational laboratory work Sourcing and utilising knowledge Industrial visits/visitors Progress monitoring Self-management ADL: April

16 Department of Mechanical, Curtin University of Technology MECHANICAL ENGINEERING DEGREE PROGRAM Program Summary 1. Overview of Structure Year 1 Years 2 & 3 Year 4 Common First Year in Preparation for discipline-specific Core knowledge and skills common to all Mechanical Engineers Content Elements: Dynamics, Thermofluids, Design and Manufacture, Practice Final-year Project, Specialist Elective units Preparation for the Workplace 2. Curriculum Year 1 Years 2 & 3 Year 4 Mechanical Design 238 Mathematics 110 or 120 Mathematics 120 or 130 Computing 100 Mechanics 100 Materials 100 Electrical Systems 100 and Professional Studies 100 Communication 100 Elective Complete Common First Year in Fluid Mechanics 230 Machine Dynamics 231 Mathematics 233 Economics 401 Graphics 232 Project Management 301 Thermodynamics 236 Strength of Materials 232 Industrial Technology 233 Law 202 Thermal Processes 331 Materials 337 Automatic Control 333 Industrial Technology 342 Sustainable Development 201 Mechanical Design 337 Fluid Flow Modelling 332 Dynamic Systems 334 Electrical Plant 342 Complete Core Studies in Mechanical Project 491 Project 493 (37.5CP) Professional Practice 433 Plus 5 electives from: Vibration, Industrial Technology 3, HVAC, Finite-Element Analysis, Automatic Control, Advanced Materials, Fluid Mechanics 3, Heat Transfer and Thermal Modeling, Acoustics, Measurements and instrumentation. (each 25CP) 15

17 Mechanical Program Chart: Objectives and Learning Outcomes Year 1 Common First Year in 1. knowledge & experience in Fundamentals, 2. Learning Skills, and 3. Professional Practice. Year 2 & 3 Year 4 Objectives: Students should acquire Technical knowledge and skills in the core elements of Mechanical, 2. Learning skills and ability to apply knowledge, 3. Knowledge of, and experience in, the professional practice of Learning Outcomes: Students will be able to Holistic and specialist applicable knowledge in Mechanical, 2. Learning skills and ability to apply knowledge, and 3. Knowledge of, and experience in, the professional practice of 1. Fundamentals 1.1 Demonstrate understanding and competence in Mathematics and Computing at a appropriate level. 1.2 Recognise the relationship between Science and and invoke basic scientific principles to analyse elementary engineering applications 1.3 Understand the basic constructs of the design process and apply these principles in representative design exercises. 1.4 Use engineering judgment in both quantification and elementary modelling. 2. Learning Skills 2.1 Structure engineering problems into a sequence comprising identification, formulation, solution and impact and implement this approach in representative problems. 2.2 Apply independent study and time-management skills that will enhance their learning capabilities in subsequent years of study and, later, in professional life. 2.3 Make an informed decision as to which engineering stream best serves their individual career aspirations. 3. Professional Practice 3.1 Demonstrate a range of effective communication skills. 3.2 Collaborate effectively in, and identify the working-benefits of, multidisciplinary and multi-cultural teams 3.3 Show an appreciation of the role and responsibilities of professional engineers in the society and understand the need for sustainable development. 3.4 Show an awareness of professional and ethical responsibilities and argue the need for such. 3.5 Show an awareness of Occupational Health and Safety Issues as they apply during Study at the University and in professional practice. 1. Core elements of Mechanical 1.1 Demonstrate a sound knowledge of the broad technical base of Mechanical, 1.2 Apply the engineering skills of modelling, formulation and solution to solve mechanical-engineering problems, 1.3 Select and use appropriate analytical and numerical tools, 1.4 Understand the two-way relationship between the physics of mechanical phenomena and their representations in theoretical constructs, 1.5 Understand and apply the design process in Mechanical incorporating the technical and cost constraints imposed by manufacture, 2. Learning skills and ability to apply knowledge 2.1 Apply independent study and time-management skills to develop life-long learning skills, evidencing capabilities in, Critical skills permitting self-evaluation of completed tasks, Following a systematic path of reasoning, Lateral and creative thinking, Self-reflection, Understanding the foundations, evolution and limits of knowledge in selected areas of Mechanical, 2.2 Learn through a variety of different methods and experiences, both as an individual and as part of a team, 2.3 Source, abstract, assimilate, apply and build upon existing knowledge in Mechanical. 3. Professional practice in 3.1 Demonstrate effective communications skills in: Written reports, Oral presentations, Drawing and diagrammatic representation, Data visualisation, The use of information technology, 3.2 Collaborate effectively in, and recognise the benefit of, working in multidisciplinary and multi-cultural teams, 3.3 Demonstrate understanding of the role and responsibilities of professional engineers in society and the need for sustainable development, 3.4 Understand the operation and management of engineering practice in the community within a legal, ethical and economic framework. 1. Applicable knowledge in Mechanical 1.1 Demonstrate in-depth knowledge and technical skills in chosen specialist discipline areas; 1.2 Undertake and complete open-ended engineering projects that require Structuring, Creative thinking, Problem visualization, and The recognition of practicable solutions; 1.3 Integrate, synthesize and apply knowledge and skills in engineering practice; 2. Learning skills and ability to apply knowledge 2.1 Source appropriate existing knowledge, technologies and techniques and deploy these in new engineering situations; 2.2 Reflect critically on their own work and the work of others and make recommendations for improvement and further development; 2.3 Evince personal responsibility for their learning, progress and development; 3. Professional practice in 3.1 Demonstrate comprehensive communications skills in report-writing, full oral presentations, diagrammatic communication, data visualisation, and the use of information technology, that are used in engineering practice; 3.2 Command the confidence and show the competence required to function in a professional engineering environment; 3.3 Manage an engineering project that incorporates technical, financial and time constraints 3.4 Demonstrate knowledge of, experience of, and commitment to, ethics and professional management at a level appropriate to the commencement of a career in. 16

18 Year 1: Unit contributions to the learning outcomes of the Common First Year Fundamentals FOUNDATIONS CURRICULUM LEARNING OUTCOME Electrics Demonstrate understanding and competence in Maths and Computing at an appropriate level. Evident when students demonstrate: competence in the logic of mathematics together with an appreciation of the rigour, 20% relevance and challenge of Mathematics competence in relevant computing and information-technology skills competence in the use of numerical and symbolic computational tools Recognise the relationship between Science and and invoke basic scientific principles to analyse elementary engineering applications. Evident when students demonstrate: 15% competence with respect to scientific reasoning recognition of the relationship between science and engineering Understand the basic constructs of the design process and apply these principles in representative 10% design exercises Use engineering judgement in both quantification and elementary modelling. 10% 25 Mechanics Materials Computing Professional Studies UNITS Communicat ions Maths I Maths II Elective st Year 10% 0% 47% 0% 60% 65% 65% 32% 20% 40% 3% 14% 0% 20% 20% 18% 15% 10% 5% 8% 5% 0% 0% 7% 15% 5% 5% 8% 2% 5% 5% 7% Learning Skills Professional Practice Sub 55% 60% 55% 60% 30% 67% 90% 90% 0% 63% Structure engineering problems into a sequence comprising identification, formulation, solution and impact and implement this approach in representative problems. 10% 20% 10% 5% 14% 4% 0% 0% 8% Apply independent study and time management skills that will enhance learning capabilities in subsequent years of study and, later, in professional life. Evident when students demonstrate the development of: critical skills permitting self-evaluation of completed tasks independent learning the ability to think laterally the ability to follow a systematic path of reasoning an understanding of the foundations, evolution and limits of knowledge in selected areas self reflection and self confidence an awareness of the diversity, richness and value of other disciplines. 25% 10% 15% 25% 8% 0% 10% 10% 14% Make an informed decision as to which engineering stream best serves their individual career aspirations. 5% 0% 5% 5% 8% 0% 0% 0% 3% Sub 40% 30% 30% 35% 30% 4% 10% 10% 0% 25% Demonstrate a range of effective engineering communication skills 0% 5% 5% 5% 8% 25% 0% 0% 5% Collaborate effectively in, and identify the working-benefits of, multi-disciplinary and multicultural teams 0% 0% 2% 0% 8% 4% 0% 0% 2% Show an appreciation of the role and responsibilities of professional engineers in society and understand the need for sustainable development 5% 5% 4% 0% 8% 0% 0% 0% 3% Show an awareness of professional and ethical responsibilities and argue the need for such 0% 0% 1% 0% 8% 0% 0% 0% 1% Show an awareness of Occupational Health and Safety issues as they apply during study at University and in professional practice. 0% 0% 3% 0% 8% 0% 0% 0% 1% Sub 5% 10% 15% 5% 40% 29% 0.00% 0% 0% 12% 100% 100% 100% 100% 100% 100% 100% 100% 0% 100% 17

19 YEAR 2: Unit contributions to the learning outcomes of the 2 nd and 3 rd -years: Mechanical degree program Learning outcome Eng Maths Str of Mat Eng Graphics Machine Dyn Fluid Mechs Thermodynamics Ind Tech Mech design Eng Econ EngProj Manage (12.5CP Year s (200CP) Demonstrate a sound knowledge of the broad technical base of Mechanical 10% 25% 15% 15% 15% 15% 15% 11% 5% 5% 14% Core Elements of Mechanical L earning Skills an d Ab ilit y to Apply K no wledge Apply the engineering skills of modelling, formulation and solution to solve mechanicalengineering problems 10% 15% 0% 20% 15% 15% 5% 12% 0% 0% 11% Select and use appropriate analytical and numerical tools 35% 10% 5% 10% 10% 10% 3% 12% 5% 5% 10% Understand the two-way relationship between the physics of mechanical phenomena and their representations in theoretical constructs Understand and apply the design process in Mechanical incorporating the technical and cost constraints imposed by manufacture Apply independent study and time-management skills to develop life-long learning skills, evidencing capabilities in: critical skills permitting self-evaluation of completed tasks, following a systematic path of reasoning, lateral and creative thinking, self-reflection, understanding the foundations, evolution and limits of knowledge in selected areas of Mechanical Learn through a variety of different methods and experiences, both as an individual and as part of a team Source, abstract, assimilate, apply and build upon existing knowledge in Mechanical 15% 0% 30% 0% 10% 10% 15% 10% 10% 2% 7% 0% 0% 8% 5% 10% 0% 10% 10% 20% 8% 10% 10% 9% 10% 10% 10% 10% 10% 15% 8% 10% 10% 12% 5% 10% 10% 10% 10% 5% 9% 10% 15% 0% 5% 10% 10% 10% 10% 15% 8% 5% 5% 8% 8% 52% 28% Professional Practice in Demonstrate effective communications skills in: written reports, oral presentations, drawing and diagrammatic representation, data visualisation, the use of information technology. Collaborate effectively in, and recognise the benefit of, working in multi-disciplinary and multi-cultural teams Demonstrate understanding of the role and responsibilities of professional engineers in society and the need for sustainable development 0% 0% 0% 10% 30% 5% %% 5% 10% 10% 10% 10% 9% 0% 0% 5% 5 5% 4% 10% 10% 10% 5% 5% 0% 0% 0% 0% 4% 5% 0% 10% 2% 20% Understand the operation and management of engineering practice in the community within a legal, ethical and economic framework 0% 0% 0% 0% 0% 0% 2% 0% 35% 20% 4% 18

20 YEAR 3: Unit contributions to the learning outcomes of the 2 nd and 3 rd -years: Mechanical degree program Learning Outcome Auto Control Mech Design Ind Tech Eng Fluid Flow Thermal Eng Materials Electrical Plant Dyn Systems Eng Law EngSust Devel Year s (200CP) Core Elements of Mechanical Learning Skills and Ability to Apply Knowledge Professional Practice in Demonstrate a sound knowledge of the broad technical base of Mechanical 15% Apply the engineering skills of modelling, formulation and solution to solve mechanicalengineering problems Select and use appropriate analytical and numerical tools Understand the two-way relationship between the physics of mechanical phenomena and their representations in theoretical constructs Understand and apply the design process in Mechanical incorporating the technical and cost constraints imposed by manufacture Apply independent study and time-management skills to develop life-long learning skills, evidencing capabilities in: critical skills permitting self-evaluation of completed tasks, following a systematic path of reasoning, lateral and creative thinking, self-reflection, understanding the foundations, evolution and limits of knowledge in selected areas of Mechanical Learn through a variety of different methods and experiences, both as an individual and as part of a team Source, abstract, assimilate, apply and build upon existing knowledge in Mechanical Demonstrate effective communications skills in: written reports, oral presentations, drawing and diagrammatic representation, data visualisation, the use of information technology. Collaborate effectively in, and recognise the benefit of, working in multi-disciplinary and multi-cultural teams Demonstrate understanding of the role and responsibilities of professional engineers in society and the need for sustainable development 0% Understand the operation and management of engineering practice in the community within a legal, ethical and economic framework 0% 15% 11% 15% 15% 15% 15% 15% 15% 5% 5% 13% 12% 10% 20% 15% 15% 15% 20% 0% 0% 13% 10% 10% 3% 15% 10% 10% 10% 10% 0% 5% 9% 10% 10% 10% 10% 10% 5% 5% 7% 2% 10% 10% 10% 5% 10% 0% 0% 7% 10% 20% 10% 10% 10% 10% 10% 5% 5% 11% 9% 15% 10% 10% 10% 10% 10% 10% 10% 10% 8% 5% 5% 10% 10% 10% 10% 10% 10% 9% 8% 10% 5% 10% 10% 10% 10% 5% 5% 9% 10% 10% 5% 5% 5% 10% 5% 10% 10% 7% 10% 4% 5% 5% 5% 0% 0% 10% 10% 5% 0% 4% 0% 0% 0% 5% 0% 15% 30% 4% 5% 2% 0% 0% 0% 0% 0% 30% 10% 3% 53% 28% 19% 19

21 YEAR 4: Unit contributions to the learning outcomes of the 4 th year: Mechanical & Mechatronic degree programs Learning outcome Project Part 1 Project Part 2 (37.5CP) Prof Elective 1 Practice Elective 2 Elective 3 Elective 4 Elective 5 Year s (200CP) Applicable Knowledge in Demonstrate in-depth knowledge and technical skills in chosen specialist discipline areas 10% 10% 0% 35% 35% 35% 35% 35% 25% Undertake and complete open-ended engineering projects that require Structuring, Creative thinking, Problem visualization, and The recognition of practicable solutions 20% 20% 0% 15% 15% 15% 15% 15% 16% Integrate, synthesize and apply knowledge and skills in engineering practice 10% 10% 15% 10% 10% 10% 10% 10% 10% 51% Learning Skills and Ability to Apply Knowledge Source appropriate existing knowledge, technologies and techniques and deploy these in new engineering situations Reflect critically on one s own work and the work of others and make recommendations for improvement and further development 10% 10% 10% 10% 10% 10% 10% 10% 10% 10% 10% 10% 10% 10% 10% 10% 10% Evince personal responsibility for their learning, progress and development 10% 10% 10% 10% 10% 10% 10% 10% 10% 10% 30% Professional Practice in Demonstrate comprehensive communications skills in report-writing, full oral presentations, diagrammatic communication, data visualisation, and the use of information technology, that are used in engineering practice; Command the confidence and show the competence required to function in a professional engineering environment Manage an engineering project that incorporates technical, financial and time constraints Demonstrate knowledge of, experience of, and commitment to, ethics and professional management at a level appropriate to the commencement of a career in 5% 10% 5% 10% 10% 10% 10% 10% 10% 10% 10% 10% 5% 15% 0% 0% 0% 0% 0% 3% 10% 5% 0% 0% 0% 0% 0% 3% 5% 25% 0% 0% 0% 0% 0% 3% 19% 20

22 Development of DEPARTMENTAL GRADUATE ATTRIBUTES from LEARNING OUTCOMES BEng in MECHANICAL ENGINEERING Graduate Attribute: Department of Mechanical Year 1 Sub- Professional practice Learning skills and application Technical knowledge and skills A sound working knowledge of the 1 fundamental principles that underpin Mechanical Specialised knowledge and skills in a chosen 2 area of Mechanical Ability to apply knowledge using a realistic 3 and practical approach to problem-solving and design Ability to think both creatively and 4 analytically Skills to learn both independently and as part 5 of a group through a variety of different methods Self-discipline, self-management skills, 6 personal responsibility and the ability to set goals for themselves Confidence and possessing the ability to communicate effectively with a wide range of 7 both engineering and non-engineering personnel The ability to work effectively in teams with 8 an international and cross-cultural perspective The platform and width of knowledge from which to continuously develop their potential 9 as a professional engineer contributing positively to the community at large Being employment-ready for the engineering profession but readily adaptable 10 to other professions/occupations and able to respond to entrepreneurial opportunities Formative Learning Outcomes and Percentage Contribution (n) indicates nth fractional contribution Years 2 & 3 Year 4 Sub- Sub- Contribution to program of Learning Outcomes 1.1 (0.5), % 1.1, % 1.3 (0.5) 5% 20% - 0% - 0% % 6% 1.3, 1.4, % 1.2, 1.5 (0.5) 17% 1.2 (0.5), 1.3 (0.5), 2.1 (0.5) 18% 18% 1.1 (0.5) 16% 1.3, 1.5 (0.5) 14.5% 1.2 (0.5) 8% 13% % 2.1 (0.5), % 2.1 (0.5), % 14% % 2.1 (0.5) 5.5% % 6% 5% 3.1 8% % 8% 2% 3.2 5% 3.2 3% 4% 3.3, 3.4 4% 2.3, % 3.4 3% 8% 3.5 (0.25 program) 1% % 3.3 3% 3% 100% (0.50 program) 100% (0.25 program) 100% 100% 21

23 Development of ENGINEERS AUSTRALIA GENERIC GRADUATE ATTRIBUTES from LEARNING OUTCOMES BEng in MECHANICAL ENGINEERING Generic Graduate Attribute: Engineers Australia Year 1 Sub- Professional practice Learning skills and application Technical knowledge and skills ability to apply knowledge of basic science and engineering fundamentals ability to communicate effectively, not only with engineers but also with the community at large in-depth technical competence in at least one engineering discipline ability to undertake problem identification, formulation and solution ability to utilize a systems approach to design and operational performance ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams with the capacity to be a leader or manager as well as an effective team member understanding of the social, cultural, global and environmental responsibilities of the professional engineer, and the need for sustainable development understanding of the principles of sustainable design and development understanding of professional and ethical responsibilities and commitment to them expectation of the need to undertake lifelong learning, and capacity to do so Formative Learning Outcomes and Percentage Contribution (n) indicates nth fractional contribution Years 2 & 3 Year 4 Sub- Sub- Contribution to program of Learning Outcomes , % 1.3, % % 25% % 3.1 8% % 8% 0% 1.1, % % 17% 8% % % 12% 7% % % 9% 3.2 2% 2.2, % 2.2, % 10% % 3.3 (0.5) 1.5% 3.2 3% 2% 3% 3.3 (0.5) 1.5% - 0% 2% 1% % 3.4 3% 3% 2.2, % % % 12% (0.25 program) 100% (0.50 program) 100% (0.25 program) 100% 100% 22

24 APPENDIX 1 Institution of Engineers Australia Generic Graduate Attributes All programs must ensure that their graduates develop to a substantial degree the generic attributes, or capabilities, set out in the Policy: a) ability to apply knowledge of basic science and engineering fundamentals; b) ability to communicate effectively, not only with engineers but also with the community at large; c) in-depth technical competence in at least one engineering discipline; d) ability to undertake problem identification, formulation and solution; e) ability to utilize a systems approach to design and operational performance; f) ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams with the capacity to be a leader or manager as well as an effective team member; g) understanding of the social, cultural, global and environmental responsibilities of the professional engineer, and the need for sustainable development; h) understanding of the principles of sustainable design and development; i) understanding of professional and ethical responsibilities and commitment to them; and j) expectation of the need to undertake lifelong learning, and capacity to do so. Curtin University Generic Graduate Attributes Curtin graduates demonstrate evidence, as appropriate to their disciplines, that they can: Attribute 1. Apply discipline knowledge, principles and concepts 2. Think critically, creatively and reflectively 3. Access, evaluate and synthesise information; Description Understand a discipline, its theoretical underpinnings, and ways of thinking; Understand what constitutes discipline knowledge and how it can be applied; Extend the boundaries of knowledge through research. Apply logical and rational processes to analyse the components of an issue; Think creatively to generate innovative solutions. Decide what information is needed and where it might be found using appropriate technologies; Make valid judgements and synthesise information from a range of sources. 4. Communicate effectively Communicate in ways appropriate to the discipline and audience Learn to use new technologies; 5. Use technologies appropriately Decide on appropriate applications recognising their advantages and limitations. 6. Utilise lifelong learning skills 7. Recognise and apply international perspectives 8. Demonstrate cultural awareness and understanding 9. Apply professional skills Understand and apply a range of learning strategies; Take responsibility for one s own learning and development; Sustain intellectual curiosity. Think globally and consider issues from a variety of perspectives; Apply international standards and practices within a discipline or professional area. Recognise individual human rights Appreciate the importance of cultural diversity; Value diversity of language. Work independently and in teams Demonstrate leadership Understand and demonstrate professional behaviour; Demonstrate ethical practices 23

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