Multi-Disciplinary Group Challenge Project
| Module title | Multi-Disciplinary Group Challenge Project |
|---|---|
| Module code | ENE1012 |
| Academic year | 2025/6 |
| Credits | 30 |
| Module staff | Dr Matthew Eyre (Convenor) Dr Helen Smith (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 11 |
| Number students taking module (anticipated) | 60 |
|---|
Module description
The University declared an environment and climate emergency in May 2019. The future of our planet and community is at stake. We know though that simply declaring an environment and climate emergency is not enough so you will be part of a team involved in this real-world Project Based Learning (PBL) module to show our commitment to leading the change required. Your career as a professional engineer will require you to work effectively with multi-disciplinary teams on complex and challenging projects. In preparation for this working environment your first task as a new engineering student will be to work on energy recovery systems during this multidisciplinary challenge project.
The PBL driving question is: How can we design innovative energy recovery systems for mining operations?
Your team project will be completed over two terms and PBL will be the vehicle for putting the core knowledge gained in Fundamentals of Mechanics, Materials and Electronics into practice in a collaborative group setting. To support your project work you will undertake workshops in study/research skills, sketching, technical communication, 3D modelling and prototyping. Your group project will culminate in a presentation using both multimedia, 3D modelling and basic physical prototyping such as card modelling, 3D printing, laser cutting or blue foam modelling.
You must show leadership and courage when presenting your projects and potential solutions that may be part of influencing governments, businesses and communities.
Module aims - intentions of the module
The purpose of this module is to:
Address the climate emergency through a team project focused on energy recovery systems for mining operations. The PBL project will facilitate the application of the core engineering knowledge gained in Fundamentals of Mechanics, Materials and Electronics.
Develop 21st century skills in creativity, collaboration, communication, critical thinking, problem solving, leadership and technology literacy.
Gain valuable experience in research/study skills, sketching, technical communication, 3D modelling and prototyping.
Steering projects through the design process and creating prototypes for a final PBL ‘Public Product’.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. ILO 5, 23 & 41 - Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards
- 2. ILO 6, 24 & 42 - Apply an integrated or systems approach to the solution of complex problems
- 3. ILO 11, 29 & 47 - Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion (M11)
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. ILO 10, 28 & 46 - Adopt a holistic and proportionate approach to the mitigation of security risks (B10, C10 & M10)
- 5. ILO 7, 25 & 43 - Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. ILO 16, 34 & 52 - Function effectively as an individual, and as a member or leader of a team and evaluate effectiveness of own and team performance (B16, C16 & M16)
- 7. ILO 17, 35 & 53 - Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used (B17, C17 & M17)
- 8. ILO 18, 36 & 54 - Plan and record self-learning and development as the foundation for lifelong learning/CPD (B18, C18 & M18)
Syllabus plan
Introductory sessions and inductions
Project Launch
Project management
Circular economy
Prototype drawing and sketching
Prototyping
Study skills
Multimedia communications
Research skills
Technical communication
PBL support sessions
Presentation skill
Computer aided 3D modelling tutorials and practice CSWA exam
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 70 | 230 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching activities | 10 | Lectures |
| Scheduled Learning and Teaching activities | 25 | Tutorials, SolidWorks |
| Scheduled Learning and Teaching activities | 10 | Low-fi concept prototyping and maker space prototyping |
| Scheduled Learning and Teaching activities | 20 | PBL facilitator group support |
| Scheduled Learning and Teaching activities | 5 | Project Launch |
| Guided Independent Study | 230 | Research, development, 3D modelling, innovation, multimedia |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| PBL Support Session | 2 hours | All | Verbal |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Certified SolidWorks Associate | 15 | 3 hours | 1 | Instant post-exam |
| Group Project Design Specification Report | 25 | 2 x A4 sheets of design spec/group and 500 words/student | 4 | Written |
| Group Concept Design | 20 | 10-min presentation inc. prototype | 2, 4, 7 | Verbal from panel |
| Concepts, detailed design, final design and prototype | 40 | 20-min presentation inc. prototype and Q&A session | 1-8 | Verbal from panel |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Certified SolidWorks Associate | Equivalent SolidWorks assessment (15%) | 1 | Referral/deferral period |
| Group Project Design Specification Report | Individual project specification report (25%) | 4 | Referral/deferral period |
| Group Concept Design | Concept design presentation (20%) | 2, 4, 7 | Referral/deferral period |
| Concepts, detailed design, final design and prototype | Design report (40%) | 1-8 | Referral/deferral period |
Re-assessment notes
Referred and deferred assignments will mirror the original modes of assessment, with group assignments replaced by individual assignments covering similar material.
Indicative learning resources - Basic reading
• Gordon, J. E., Structures: or why things don’t fall down. 10: 0306812835
• Jarvis, Chase, Creative Calling, Harper Business, 2019. 10: 0062879960
• Norman, Don, The Design of Everyday Things, Revised and Expanded Edition, MIT Press, 2013. 10: 0262525674
• Petroski, Henry, To Engineer is human: the role of failure in successful design, Vintage Books. 10: 0679734163
• Redwood, Ben, Filemon Schöffer & Brian Garret, The 3D printing handbook. 10: 9082748509
Indicative learning resources - Web based and electronic resources
• ELE.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 4 |
| Available as distance learning? | No |
| Origin date | 12/06/2025 |
| Last revision date | 13/08/2025 |
