Studying at York
Engineering Group Project Part A - ELE00093H
- Department: Electronic Engineering
- Credit value: 20 credits
- Credit level: H
- Academic year of delivery: 2023-24
- See module specification for other years: 2024-25
Module summary
This module further develops the team-working skills introduced in the first and second year projects, this time applied to a self-driving vehicle(s) to efficiently and intelligently map the chemical and/or physical characteristics e.g, pH, temperature, tubidity, of a closed body of water. The first part of the project will require students to select and design, informed by customer requirements, the hardware and software for the vehicle(s), including sensors and actuators. Based on this design, students will complete the fabrication, construction, verification and validation of floating vehicle(s) to efficiently and intelligently map the chemical and/or physical characteristics of a closed body of water.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2023-24 |
Module aims
Subject content aims:
The third-year MEng design group project provides the final step in the sequence of projects before the capstone individual project. It aims to develop all the engineering design and transferable skills described in programme documents and detailed in the MLOs below.
Graduate skills aims:
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To develop skills in applying knowledge learned in class to a challenging hands-on project
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To consolidate and further develop skills in teamwork, engineering design and project management
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To develop skills in technical writing and dissemination to both technical and non-technical audiences
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To develop skills in effective communications with team members in charge of the mechanical, electrical, software aspects of the robot and sensor design
Module learning outcomes
Subject content learning outcomes
After successful completion of this module, students will be able to:
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Develop a design specification according to the customers’ requirements, that fully considers technical, financial, regulatory and other constraints.
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Develop and apply an understanding of control and navigation of self-driving vehicles
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Develop an appreciation of a variety of optical, electronic and mechanical sensors for monitoring aqueous contaminants and their associated figures of merit e.g., limit of detection, specificity, repeatability
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Demonstrate skills in the design and integration of complex electronic, electrical and mechanical systems, both through simulation and experimentation.
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Produce an integration and test plan for the product.
Graduate skills learning outcomes
After successful completion of this module, students will be able to:
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Demonstrate skills in applying knowledge learned in class to a challenging hands-on project
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Consolidate, and further develop, skills in teamwork, engineering design and project management
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Demonstrate skills in effective communications with team members in charge of the hardware and software aspects of the robot design.
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Demonstrate transferable skills such as presentation skills (to both technical and non-technical audiences) and time management
Module content
This group project will require individual groups to develop a self-driving floating vehicle(s) that can navigate a closed body of water, collect water samples at well-defined locations and perform analysis of the physical, chemical and/or biological characteristics of the sample. In Part A of the project, groups will deliver detailed designs and specifications of the system and associated sub-systems that consider customer requirements alongside technical, financial, regulatory and other constraints. Specifically, groups will:
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Produce a detailed technical specification of the full product and associated subsystems based on customer requirements coupled with simulation and initial experimental trials e.g. materials analysis, manufacturing approaches. Students will be expected to demonstrate good quality design philosophies for all software, electronic, electrical and mechanical subsystems and produce a full Bill of Materials for their product and a drawing set complying with current published standards to enable their product to be manufactured.
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Groups will produce a full intended operational environmental specification, statement about the expected life of their product and associated subsystems (such as any required batteries) and how all of these should be disposed of at the end of the product's useful life, taking into account WEE, COSHH and other relevant legislation.
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Groups will be required to produce an integration and test plan for their product and produce a formal risk register.
In the second part of the project, individuals will manufacture, test and refine the product sub-systems, work with other members of the group to integrate the sub-systems and evaluate the performance of the complete system against design specifications. Specifically, groups will:
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Informed by the technical specifications developed during the first part of the project, students will manufacture and assemble the individual components of the system, test and robustly evaluate the performance against technical specifications and, as necessary, modify and refine designs. Students will be expected to demonstrate good quality test philosophies for the software, electronic, electrical and mechanical aspects of their project.
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Informed by the integration and test plan developed in Part A, students will integrate the product subsystems, evaluate and refine their performance to demonstrate the completed product meets the client agreed specification, in terms of technical, financial, regulatory and other constraints. Groups will be required to produce documentation that fully describes the completed system including operating manual and detailed test results.
Groups will be expected to establish their own group structure and communications, coordination and control mechanisms to ensure they complete the project in an efficient and effective manner. Students will be expected to critically review the group's performance in their individual report. Students will be expected to manage their own meetings, planning them with agendas, keeping records of meetings and tracking their own actions. This will include all internal team progress meetings, all product development process meetings (design reviews, etc.) and all meetings with clients or clients' representatives.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 50 |
| Groupwork | 30 |
| Oral presentation/seminar/exam | 20 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
'Feedback’ at a university level can be understood as any part of the learning process which is designed to guide your progress through your degree programme. We aim to help you reflect on your own learning and help you feel more clear about your progress through clarifying what is expected of you in both formative and summative assessments. A comprehensive guide to feedback and to forms of feedback is available in the Guide to Assessment Standards, Marking and Feedback.
The School of PET aims to provide some form of feedback on all formative and summative assessments that are carried out during the degree programme. In general, feedback on any written work/assignments undertaken will be sufficient so as to indicate the nature of the changes needed in order to improve the work. The School will endeavour to return all exam feedback within the timescale set out in the University's Policy on Assessment Feedback Turnaround Time. The School would normally expect to adhere to the times given, however, it is possible that exceptional circumstances may delay feedback. The School will endeavour to keep such delays to a minimum. Please note that any marks released are subject to ratification by the Board of Examiners and Senate. Meetings at the start/end of each term provide you with an opportunity to discuss and reflect with your supervisor on your overall performance to date.
Formative feedback:
Supervision meetings will provide an opportunity for groups and individuals to discuss their project and assignment plans with academics
Regular laboratory sessions allow you to engage with the project and receive verbal help and feedback on your designs.
Emails to the Module Coordinator with questions / comments will be answered as soon as possible.
Summative feedback:
Written feedback on coursework will include discussion of evidence of critical thinking, justification for critical technical decisions, group structure and report structure and style.
Indicative reading
TBC