MECH ENG 7041A - Masters Project Part 1
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code MECH ENG 7041A Course Masters Project Part 1 Coordinating Unit School of Mechanical Engineering Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Contact Up to 20 hours per week Available for Study Abroad and Exchange Y Course Description The course consists of project work, a structured program and a research seminar program. The project work consists of research and development aimed at providing solutions to engineering problems related to industry or to school research. The School structured program consists of the School Induction, the Barr Smith Library tutorial and the Masters Project workshops. For details please refer to Master (CW) Research Project Handbook (2017).
Course Coordinator: Dr Eric Hu
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 Explain the research methodology that should be employed when undertaking a technical research project; 2 Critically review current literature relevant to a proposed research project; 3 Define and scope a research project from vague descriptions of problems that the research needs to address; 4 Design numerical or physical experiments to verify any theory or hypotheses developed as part of the project; 5 Apply the appropriate software tools or instrumentation necessary to obtain sensible results from the physical or numerical experimental work; 6 Use error analysis on the experimental or numerical results and identify the major contributing factors to any errors; 7 Write up and summarise the results of a research project in the form of a technical paper; 8 Write a properly laid out and formatted technical report detailing the research project and all aspects of the work undertaken to achieve the results; 9 Demonstrate the ability to communicate the results of the project verbally in the form of a seminar to colleagues; and 10 Recognise the need to undertake lifelong learning.
The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.4 3.1 3.2 3.3 3.4 3.5
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
2-6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2,7-9 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
7-9 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Learning & Teaching Activities
Learning & Teaching Modes
There are no formal lectures. However, each student must meet weekly with their supervisors. Students shall work individually on a two-semester research and development project under the supervision of an academic staff member and in some cases an external person from a company which may be sponsoring the project. In some cases several individuals may be working on one project using the same experimental equipment or model. In these cases each student will be responsible for a particular aspect of the project and will be required to submit an individual report and present an individual seminar.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Each student is expected to work approximately 300-350 hours each semester for two semesters.
Learning Activities Summary
No information currently available.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Project proposal and plan 5 Group Formative Week 4 1. 2. 3. Mid report 20 Group Formative Week 12 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Student performace 10 Individual Summative Week 13 Total 35
This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. a. i
Details of what is expected for each deliverable and its relative weighting in the overall assessment scheme are provided in this project manual,
- Project definition statement and plan
- Mid-project report
- Final Report
- Research Paper
SubmissionRefers to Master(CW) Project Handbook
Grades for your performance in this course will be awarded in accordance with the following scheme:
NOG (No Grade Associated) Grade Description CN Continuing
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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