The programme will produce graduates who have a good theoretical and practical understanding of the technologies involved in electro-mechanical energy conversion systems. This will embrace aspects from the:
- power system,
- electrical energy conversion,
- electro-mechanical energy conversion,
- mechanical coupling mechanisms,
- mechanical power transmission,
- component and system level dynamics, and control.
An underpinning thread will be to understand the interactions between the electrical and mechanical system, and theory behind the components that make up electro-mechanical energy conversion system including function, analysis, dynamic behaviour and control.
At a professional level the programme will:
- provide students with additional experience of working and applying engineering in an industrial environment.
- provide understanding of the principles of engineering science and the mathematics that underpin them.
- enable students to use a wide range of professional tools, techniques, and equipment, and the results obtained
- offer well qualified entrants the best possible learning experience in a research environment;
- equip students with the knowledge and both technical and transferable skills that will enable them to play a leading and creative role as Chartered Engineers in industry, academic research, or elsewhere;
- encompass a wide range of fundamental material, together with a selection of advanced topics in the final stage reflecting the strengths of the relevant research groups;
- provide training in both group and individual project working
- provide the educational requirements for Chartered Engineer status, including the appropriate level of breadth and depth defined in UK-SPEC.
Graduating students will be equipped to straddle the disciplines of electrical and mechanical engineering. They will understand the differences and synergies between the fundamental energy conversion, energy storage and dynamical behaviours of the two domains. For example a typical graduate would:
- Understand the operation and model a complete powertrain of an electric vehicle, from the electrochemical energy storage through to the mechanical tractive effort produced at the wheels
- Understand the operation and model the electrodynamic actuators used in the more electric aircraft from demands on the aircraft power system through to the dynamic loads on the flight surface
- Have undertaken an in-depth research project into one of the components that make such an electromechanical system or into complex system level interactions
Knowledge and Understanding
Programme Intended Learning Outcomes |
Learning and Teaching Methods |
- The language and methods of mathematics in the description, analysis and design of engineering systems (B)
- Methodology and general principles for the design and manufacture of mechanical and electrical artefacts, systems, and services (B)
- The fundamental concepts of fluid mechanics and thermodynamics (B)
- The fundamental concepts of dynamics and the control of dynamic systems (B)
- The fundamental concepts of electrical and electro-mechanical engineering (B)
- The fundamental concepts of signal conditioning and embedded control systems (B)
- Theory and computing techniques needed to support the practice of engineering and modelling of engineering systems
- The importance of a holistic understanding of electrical and mechanical concepts in an optimised design that spans these disciplines
- The importance of management, business practices, and professional and ethical responsibilities, including the global and social context of engineering (B)
|
Lectures |
These are normally two hours per week per subject, mainly introducing key concepts but may be interactive (using audience response systems). Many are recorded and made available for later private study. Note, however, that some subjects (e.g. programming) may be taught without lectures, being entirely based on practical work in the laboratory. |
|
Tutorials/Problems Classes |
Some subjects provide one-to-one help from academic staff or teaching assistants, e.g. via drop-in classes. |
|
Project Supervision |
Academic staff supervise individual research projects, normally taken in the final year, where students can choose a topic from a list or, if desired, propose their own topic. Earlier years include group projects, developing team-working skills. |
|
Laboratory Demonstrations/Practical Classes |
Much of the practical work in the first two years involves laboratory work in which students work through assignments with advice and feedback from demonstrators (academic staff and teaching assistants). |
|
Guided Independent Study |
With help from staff, students are encouraged to develop their independent study skills - for example, to find solutions to open-ended design problems. |
Industrial Placement |
Students will be allocated an academic and industrial supervisor to provide support during the placement year |
|
|
Methods of Assessment |
Written exam |
Normally two or three hours, held at the end of the semester (half-year). This is the main form of summative assessment, and accounts typically for 80% of the credit in most subjects. |
|
Written assignment |
An essay and a reflective journal written in the student's own time |
|
Report/Technical Note |
Usually covering a laboratory activity, its results and placement updates, typically two or three per semester; |
|
Dissertation |
The outcome of a research project; a student usually does only one during the degree programme. |
|
Oral assessment and presentation |
Typically this takes the form of a "poster session" where students present a poster showing the results of their final-year research project and answer questions from staff. Students will be required to deliver presentations as part of their industrial placement. There may also be presentations given by project groups to the rest of the class. |
|
Practical skills assessment |
Tests are sometimes set in the laboratory to ensure that students are able to use instruments and software systems properly. |
|
Set exercises |
Typically these are problems that students can work through voluntarily in their own time to check their understanding, and so this is essentially formative assessment; help may be available through tutorials. Other exercises may take the form of an online quiz that students take before a laboratory practical to check they are adequately prepared, or afterwards to check their results. |
|
Intellectual Skills and Attributes
Programme Intended Learning Outcomes |
Learning and Teaching Methods |
- Calculate and analyse engineering systems using the scientific principles learnt (B)
- Select and use the appropriate mathematical techniques in order to solve engineering problems (B)
- Select and use the appropriate numerical techniques or computational tools in order to solve or analyse engineering problems (B)
- Solve engineering problems, often on the basis of limited and possibly contradictory information (B)
- Conduct independent research to establish new knowledge
- Analyse, interpret, and synthesise data from a wide range of sources to create new processes or products (B)
- Analyse the requirements and design an engineering system, component or process to meet a need (B)
- Evaluate designs, processes and products, and make improvements
- Identify areas of financial risk in proposed engineering projects;
- Take into account manufacturing constraints during the design of a product.
|
Industrial Placement |
Students will be allocated an academic and industrial supervisor to provide support during the placement year |
Lectures |
These are normally two hours per week per subject, mainly introducing key concepts but may be interactive (using audience response systems). Many are recorded and made available for later private study. Note, however, that some subjects (e.g. programming) may be taught without lectures, being entirely based on practical work in the laboratory. |
|
Tutorials/Problems Classes |
Some subjects provide one-to-one help from academic staff or teaching assistants, e.g. via drop-in classes. |
|
Project Supervision |
Academic staff supervise individual research projects, normally taken in the final year, where students can choose a topic from a list or, if desired, propose their own topic. Earlier years include group projects, developing team-working skills. |
|
Laboratory Demonstrations/Practical Classes |
Much of the practical work in the first two years involves laboratory work in which students work through assignments with advice and feedback from demonstrators (academic staff and teaching assistants). |
|
Guided Independent Study |
With help from staff, students are encouraged to develop their independent study skills - for example, to find solutions to open-ended design problems. |
|
Methods of Assessment |
Written exam |
Normally two or three hours, held at the end of the semester (half-year). This is the main form of summative assessment, and accounts typically for 80% of the credit in most subjects. |
|
Written assignment |
An essay and a reflective journal written in the student's own time |
|
Report/Technical Note |
Usually covering a laboratory activity and its results; typically two or three per semester |
|
Dissertation |
The outcome of a research project; a student usually does only one during the degree programme. |
|
Oral assessment and presentation |
Typically this takes the form of a "poster session" where students present a poster showing the results of their final-year research project and answer questions from staff. Students will be required to deliver presentations as part of their industrial placement. There may also be presentations given by project groups to the rest of the class. |
|
Practical skills assessment |
Tests are sometimes set in the laboratory to ensure that students are able to use instruments and software systems properly. |
|
Set exercises |
Typically these are problems that students can work through voluntarily in their own time to check their understanding, and so this is essentially formative assessment; help may be available through tutorials. Other exercises may take the form of an online quiz that students take before a laboratory practical to check they are adequately prepared, or afterwards to check their results. |
|
Other Skills and Attributes
Programme Intended Learning Outcomes |
Learning and Teaching Methods |
- Think logically, creatively and critically to solve problems (B)
- Formulate and test hypotheses (B)
- Design, test, and evaluate systems (B)
- Analyse and solve broad, open-ended and illdefined problems (B)
- Manipulate and present data (B)
- Plan, conduct and report on a programme of original research (B)
- Design and perform experiments and measurements to obtain new data (B)
- Analyse experimental results and determine their strength and validity
- Appreciate the human, moral, and political context of their work
- Find information relevant to a problem (B)
- Communicate effectively using written and oral methods (B)
- Learn independently (self-directed learning) (B)
- Lead and work within groups of people
- Program and use computers and information technology effectively (B)
- Prepare engineering drawings/circuit diagrams
- Manage time and resources in projects effectively;
- Use the scientific literature effectively;
- Take notes/records effectively;
- Use self/peer assessment techniques appropriately;
- Ability to work effectively as part of a professional engineering team and to take independent initiative
- Ability to consider and evaluate their own work in a reflective manner, with specific reference to UK-SPEC engineering competencies
|
Lectures |
These are normally two hours per week per subject, mainly introducing key concepts but may be interactive (using audience response systems). Many are recorded and made available for later private study. Note, however, that some subjects (e.g. programming) may be taught without lectures, being entirely based on practical work in the laboratory. |
|
Tutorials/Problems Classes |
Some subjects provide one-to-one help from academic staff or teaching assistants, e.g. via drop-in classes. |
|
Project Supervision |
Academic staff supervise individual research projects, normally taken in the final year, where students can choose a topic from a list or, if desired, propose their own topic. Earlier years include group projects, developing team-working skills. |
|
Laboratory Demonstrations/Practical Classes |
Much of the practical work in the first two years involves laboratory work in which students work through assignments with advice and feedback from demonstrators (academic staff and teaching assistants). |
|
Guided Independent Study |
With help from staff, students are encouraged to develop their independent study skills - for example, to find solutions to open-ended design problems |
Industrial Placement |
Students will be allocated an academic and industrial supervisor to provide support during the placement year |
|
|
Methods of Assessment |
Written exam |
Normally two or three hours, held at the end of the semester (half-year). This is the main form of summative assessment, and accounts typically for 80% of the credit in most subjects. |
|
Written assignment |
An essay and a reflective journal written in the student's own time |
|
Report/Technical Note |
Usually covering a laboratory activity and its results; typically two or three per semester |
|
Dissertation |
The outcome of a research project; a student usually does only one during the degree programme. |
|
Oral assessment and presentation |
Typically this takes the form of a "poster session" where students present a poster showing the results of their final-year research project and answer questions from staff. Students will be required to deliver presentations as part of their industrial placement. There may also be presentations given by project groups to the rest of the class. |
|
Practical skills assessment |
Tests are sometimes set in the laboratory to ensure that students are able to use instruments and software systems properly. |
|
Set exercises |
Typically these are problems that students can work through voluntarily in their own time to check their understanding, and so this is essentially formative assessment; help may be available through tutorials. Other exercises may take the form of an online quiz that students take before a laboratory practical to check they are adequately prepared, or afterwards to check their results. |
|
Intellectual Development
Statement of expectations from the students at each level of the programme as it/they develop
year on year.
Level C/4 - Certificate |
Students will have a sound knowledge of the basic concepts of a subject, and will have learned how to take different approaches to solving problems. They will be able to communicate accurately, and will have the qualities needed for employment requiring the exercise of some personal responsibility.
|
Level I/5 - Intermediate |
Students will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems. Their studies may well have had a vocational orientation, enabling them to perform effectively in their chosen field. They will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making.
|
Level H/6 - Honours |
At level 6 students will initially undertake an industrial placement on returning they will join the cohort studying at level 6.
Students will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively. They should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.
|
Intended Learning Outcome Mapping
MechElec YII version.xlsx
The intended learning outcome mapping document shows which mandatory units contribute towards
each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the undergraduate prospectus at http://www.bristol.ac.uk/prospectus/undergraduate/ or contact the relevant academic department.
Workload Statement
Student workloads in the Engineering Faculty are calculated on the assumption that you will work an average of 40 hours per week over the 30 weeks of the academic year. 10 credits therefore represents about 100 hours of student work. This workload includes all activities related to the delivery and assessment of taught units.
A major component of this load is the time that you spend in class, in contact with the teaching staff, which includes lectures, laboratories, computing classes, tutorials, examples classes and design classes. In the early years of the Engineering programmes this scheduled time typically amounts to 17 -25 hours per week; in the later years this reduces to 7-12 hours as more time is allocated to un-scheduled work on individual or group projects.
Outside timetabled activities you are expected to pursue your own independent learning in order to build your knowledge and understanding of the subjects you are studying. Such independent activities include reviewing lecture material, reading textbooks, working on examples sheets, completing coursework, writing up laboratory notes, preparing for in-class progress tests and revising for examinations.
The 100 hours per 10 credits includes all the time that you will need to spend on completing coursework assignments to the required standard or preparing for and taking examinations. For units that are assessed by coursework alone, the full 100 hours per 10 credits is expected to be used in completing the coursework and so these units may put a higher demand on your time during the normal teaching year. Exams are held in January and May/June while coursework deadlines are spread out through the teaching year. You will therefore need to plan carefully to make sure that you can meet your coursework deadlines while still keeping up with your scheduled classes. Your Department will provide you with a coursework schedule each year to allow you to manage your workload efficiently.
Assessment Statement
Please select the following link for a statement about assessment. This is University of Bristol access only.
https://www.bris.ac.uk/engineering/currentstudents/handbooks/ughandbook/dean.html#assess
Additional Information
No additional information
Source For Further Information
For further information please contact Dr David Drury, d.drury@bristol.ac.uk, Tel: 0117 954 5390