| Unit name | Technical Project with Professional Practice |
|---|---|
| Unit code | SEMT30007 |
| Credit points | 40 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 4 (weeks 1-24) |
| Unit director | Dr. Berdeni |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
EMAT22220 Mathematical and Data Modelling 2 EMAT20200 Engineering Mathematics 2 SEMT2NEW1 Principles of Computational Modelling EMAT20013 Principles of Physical Modelling Or equivalent units |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Engineering Mathematics and Technology |
| Faculty | Faculty of Engineering |
Why is this unit important?
In the final year of the Bachelors of Engineering degree, students have the option of undertaking a substantial individual technical project. In this project, you will use the mathematical, computational, and data analysis skills that you have been developing through the rest of your degree to solve real-world problems proposed by academics and/or external partners. This individual technical project will be coupled with teaching on professional practice in engineering and a group project in which you will put these principles into practice. As part of this, you will reflect on how you used professional practice in your group project and how this will inform your future practice.
Working both individually and as a team to solve complex modelling problems is central to many engineering and industrial sectors. This is a complex and multi-step process that begins with translating the original problem into a mathematical or computational model that balances simplicity, accuracy, and feasibility. With many solution approaches being data-centric, there are also important ethical and data-security issues that must be considered alongside the societal and environmental impact of the solution. This unit will develop your skills in working through the entire problem-solving pipeline, from model formulation to critical assessment of results, and finally delivery to stakeholders.
How does this unit fit into your programme of study
This unit will bring together everything you have learned so far about mathematical, computational, and data-driven modelling techniques. You will have the chance to see how these techniques can be used to find the solution of real-world problems. This unit builds directly on the foundations set by earlier units on mathematical and data modelling.
An overview of content
Students will work individually on a project for most of the year and will then work in a group on a second project.
For the individual project, students will choose from a range of projects and will then work independently on the project with the help of their supervisor. All individual projects will be designed with an external stakeholder in mind. The group project is an entrepreneurial phase wherein students will conceive of and execute a modelling project that seeks to address an outstanding societal challenge. In taught material, students will also learn about a range of topics relating to professional practice including ethics; sustainability; societal and environmental impact; equality and inclusion; and data security. This material will be assessed through the projects and through individual reflection.
How will students, personally, be different as a result of the unit
After taking this unit, students will have the confidence to address a wide variety of industry-motivated, real-world problems. Students will have the ability to translate a verbal description of a complex engineering problem into a format that can be solved using mathematical and computational models. They will learn the art of developing appropriate modelling and solution strategies, while gaining an appreciation of the ethical, societal, and environmental implications of their approach. Students will refine their skills in problem solving and code development and they will learn how to communicate technical results to stakeholders who may not have a mathematical, engineering, or scientific background.
Learning Outcomes
By the end of the unit, students will be able to:
You will work individually and in a small group to solve two real-world problems under the supervision of a dedicated academic member of staff and a teaching assistant (TA). For the individual project, you will have weekly meetings with your academic supervisor. For the group project, there are weekly meeting with an academic-TA pair and another set of weekly meetings with your TA. These will be supplemented by a series of synchronous lectures with Q&A sessions, to provide the key organisational and practical skills required for the project. There will be weekly project brainstorming sessions, where students can work in an environment supported by teaching assistants. By engaging with the supervisory team at weekly meetings, you will learn how to develop and simplify models for your problem; and how to implement appropriate computational approaches. There will also be a series of one-hour synchronous lectures that cover principles of professional practice.
Tasks which help you learn and prepare you for summative tasks (formative)
For both the individual project and the group project, students will receive regular formative feedback on their progress from their supervisors. This will include receiving verbal feedback on early drafts and progress reports, and students will have the opportunity to receive detailed feedback on one full draft of the final submission.
Formative feedback will encourage students to think critically about model development, refinement and project management; early feedback on report writing can be used to improve written communication in the summative individual report and the report component of the group assessment.
Tasks which count towards your unit mark (summative)
The unit will involve two coursework assessments:
When assessment does not go to plan
Re-assessment takes the same form as the original summative assessment. For the student-driven group project component, reassessment is only possible as part of a supplementary year.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. SEMT30007).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
