INTEGRATED DESIGN 2 - 2017/8
Module code: ENG2107
Civil and Environmental Engineering
CAVARRETTA I Dr (Civl Env Eng)
Number of Credits
FHEQ Level 5
Module cap (Maximum number of students)
Overall student workload
Independent Study Hours: 123
Lecture Hours: 9
|Assessment type||Unit of assessment||Weighting|
Alternative instrument of assessment: coursework related to site and size selection for a proposed civil engineering works. [Learning outcomes assessed 1, 2, 4, 5, 6, 7, a, b, c, d, f, g, h] Alternative instrument of assessment: design coursework combining geotechnical, hydraulic and structural calculations. [Learning outcomes assessed 1, 3, 4, 5, 6, 7, 8, a, b, c, d, e, f, g, h]
Prerequisites / Co-requisites
Completion of the normal progression requirements from FHEQ Level 4 on a degree course in Civil Engineering.
The main civil engineering disciplines are introduced and assessed through separate modules in order to build up the specific knowledge and understanding. Integrated Design 2 provides an opportunity to combine these different disciplines through tackling realistic design problems that combine both technical and managerial aspects. In this way, the links and interactions will be better appreciated and understood. Working in groups with academic staff as consultants creates a student-centred learning environment that is much closer to how professional civil engineers work in practice. Other elements include interpreting a client’s brief, dealing with incomplete information, working under time constraints, and appraising the work of other engineers.
In this module the optimal sizing of a complex system of civil works is required. In particular a sufficient understanding of the mechanics of the system is required in order to define and successfully verify the safety and serviceability levels of the designed works meeting the request of the client in terms of efficiency, durability, aesthetics and cost. This exercise will enable the student to appreciate that sustainable complex works can only be generated after proper sizing of each component of the scheme, the performance of which must be regarded as a whole and with reference to the requested life span and obeying the mission of conserving a stable environment by preventing depletion of natural assets.
Integrate the civil engineering disciplines
Extend student knowledge through project work in civil design comprehensively based on hydraulics, geotechnics, structures, construction, sustainability, and health and safety
Develop skills in team work, information retrieval, evaluation and critical thinking, report writing, oral presentation and defence, time management, and negotiation skills
|001||Identify solutions to planning and design problems by either understanding the basic governing mechanics or integrating the different disciplines in civil engineering||KCPT|
|002||Critically appraise alternative solutions such as aspects of efficiency, durability, cost and environmental impact||KCPT|
|003||Describe how changes to a design require a reassessment of risks||KCPT|
|004||Demonstrate the consideration of sustainability issues relating to civil engineering design||KCPT|
|005||Prepare engineering drawings, calculations, specifications, and construction method statements – including health and safety risk assessments||KCPT|
|006||Identify and resolve problems of time and resource constraints in the planning and execution of construction projects||KCPT|
|007||Present work in written reports and visual presentations, and defend it orally||KCPT|
|008||Conduct an independent assessment of third party design work||KCPT|
|010||Synthesis of data||T|
|011||Reviewing, assessing, and critical thinking||T|
|012||Technical report writing||T|
|013||Oral presentation and defence||T|
|014||Teamwork and leadership||T|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Integrated Design 2 comprises both conceptual and detailed design. The first assignment consist of the conceptual design of a complex civil work and it involves environmental and civil engineering in terms of map reading, engineering geology, statistics and hydraulic. The second assignment is the detailed design of the scheme proposed with the conceptual design or part of it and involves environmental and civil engineering, with particular emphasis on hydraulics, soil mechanics and structures. Both assignments are undertaken by groups of students (6-8 students per group). For the first assignment the major work is done individually and marks are awarded to individual effort and the group negotiation and peer assessment skills. For the second assignment, a well-planned and organised team work is required and marks are awarded by peer review after a viva session and then adjusted to reflect team effort and individual’s oral performance and contribution to the project.
Weeks 1-5: Conceptual design for a civil engineering scheme
Weeks 6-9 and 10-11 (intensive): Detailed design of a civil engineering structure
Methods of Teaching / Learning
The learning and teaching strategy is designed with the following aims:
This module develops basic skills in sizing a complex system of civil engineering works. It requires the implementation of basic knowledge and skills from modules undertaken during FHEQ Levels 4 and 5 particularly in structures, geotechnics, materials and hydraulics.
This module forms part of a set of three integrated design modules at FHEQ Levels 4, 5 and 6. It is designed to strengthen some of knowledge and skills acquired during Integrated Design 1 (FHEQ Level 4) in terms of planning, sustainability, costing and health and safety and prepares the student to more open ended tasks that key to Integrated Design 3 (FHEQ Level 6) where a higher level of engineering judgement may be required.
Teaching and learning process is principally by self-study and group work which is supported by tutorial assistance from academic staff and themed lectures. Learning takes place through detailed project work and peer appraisal. Work will be carried out by groups of approximately 6 to 8 students. All parts of the work are supervised and monitored by academic staff.
The module is run in two phases. Weeks 1-5 in which there is an introductory briefing following which student groups will work on phased assignments on a conceptual design. There will also be a number of lectures on design methodology, together with an opportunity to consult with academic staff at weekly “drop in” sessions.
Weeks 6-9 plus week 10 or 11 is a period in which the same groups will produce a detailed design. The final week will be an intensive week when academic staff will be available through daily consultancy sessions, and each group will be required to give an oral defence of its submission – as well as peer assess the submission of another group.
The assessment strategy is designed to provide students with the opportunity to demonstrate:
Ability to use in an integrated manner the knowledge gained with the study of basic subjects during the first two years at university.
Work organisation and leadership, team work and negotiation skills.
Appreciation of sustainability in terms of the followings characteristics: optimal sizing of engineering works, long term cost effective solutions, environmental impact, limited use of natural resources, pollution, energy saving and/or generation.
Ability to communicate and present clear and concise reports and drawings.
Thus, the summative assessment for this module consists of:
Conceptual Design. Individual submission of conceptual design report. 90% of the marks will be awarded for the report and 10% for the peer assessment by the group of other conceptual design submissions. [Learning outcomes assessed 1, 2, 4, 5, 6, 7, a, b, c, d, f, g, h] (56 hours, 40%)
Detailed Design. Group submission of a detailed design report. 50% of the marks are allocated to the individual student’s contribution to the report, 5% is allocated to the student’s performance during the intensive week, 35% is allocated to the student’s performance in the viva and 10% is allocated for the individual student’s effort in completing the task judged by the remainder of the group (%) [Learning outcomes assessed 1, 3, 4, 5, 6, 7, 8, a, b, c, d, e, f, g, h] (85 hours, 60%)
Formative assessment and feedback
Formative assessment and feedback will be provided during lectures and consulting sessions and with corrections and comments of the coursework also using SurreyLearn.
Reading list for INTEGRATED DESIGN 2 : http://aspire.surrey.ac.uk/modules/eng2107
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.