UNIVERSITY OF BRIGHTON - COVID-19 Course Delivery Statement 2020/21
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UNIVERSITY OF BRIGHTON
COVID-19 Course Delivery Statement 2020/21
School Computing, Engineering and Mathematics
Name of Course(s) Courses on the Mechanical Engineering Pathway:
Aeronautical Engineering
Automotive Engineering
Design Engineering
Mechanical Engineering
Are there minimum equipment requirements Yes
for students? Guidance for appropriate computer hardware is provided in
conjunction with the student licences for software.
Are there minimum hardware requirements Intel i5 or equivalent or better
for students? Windows 10
8Gb RAM, 256Gb SSD
GPU Nvidia or Radeon 4Gb VRAM OpenGL 4.1 support
Full HD screen
Course Specific Delivery Statement:
These courses are accredited by the Institution of Engineering and Technology (IET) and
Institution of Mechanical Engineers (IMechE) and the Institution of Engineering Designers (IED).
To ensure that the courses continue to satisfy accreditation criteria there is no plan to modify
course learning outcomes. The course structure has been revised to maximise the opportunity for
hands-on activities as required by the accrediting bodies. These changes affect Levels 5 and 6,
with Levels 4 and 7 unchanged.
Modules with activities centred around laboratory and group work have been moved to Semester
2. This will enable module teams to focus on redeveloping laboratory and other practical
exercises and assessments so students can experience and be assessed on each of the
essential skills relevant to their level of study. The Level 6 dissertation project has been moved to
Semester 2 to enable supervisors reassess the scope and risk associated with proposed projects
with the aim of minimising the adjustments made to practical elements in order to comply with
social distancing rules.
Lectures and tutorials will largely be delivered remotely, with a mixture of synchronous and
asynchronous activities, supplemented by directed learning and self-assessment activities, in line
with what would normally be expected of students at each stage of study. In Semester 1 most
practical activities will be centred on computer laboratories with onsite (in small groups) and
remote face-to-face activities with academic staff. Some laboratory classes may be replaced by
demonstrations that can be viewed remotely (live or recorded) with test data made available to
download.
Where your assessment would have been in person it will be replaced with an online equivalent,
until in person assessment becomes possible again. For example, an invigilated examination
could be replaced by an online test, or electronic take home paper.
Page 1 of 14COVID-19 Course Changes for 20/21 Details of Change
Assessment Methods (only All unseen exams for all modules have been changed
changes for face-to-face to online exams.
assessments)
Course Structure (semester of Level 7: no change
delivery, assessment only, removal Level 6: dissertation (XE636) and design modules
of optional modules) (XE624, ME651, ME653) moved to Semester 2, while
optional modules and propulsion module
(ME652/ME654) and fluid mechanics ME646/ME647
are moved to Semester 1.
Level 5: taught module ME545 moved to Semester 1
with group work based XE500 moved to Semester 2.
Level 4: no change
Foundation Year: year long modules FY023 and
FY024 changed to Semester only with the project
module (FY024) in Semester 2.
Other permanent changes The professional, statutory and regulatory body
information for your course has changed, the
IET/IMech no longer accredit Top Up degrees. This
change applies to all new applicants from 2020/21 for:
Aeronautical Engineering (Top Up) Automotive
Engineering (Top Up) Electronic Engineering (Top Up)
Mechanical and Manufacturing Engineering (Top Up)
PROGRAMME SPECIFICATION
Final
PART 1: COURSE SUMMARY INFORMATION
Course summary
Final award BEng (Hons) Aeronautical Engineering
Intermediate award BEng Aeronautical Engineering
DipHE Aeronautical Engineering
CertHE Aeronautical Engineering
Course status Validated
Awarding body University of Brighton
School Computing, Engineering and Mathematics
Location of study/ campus Moulsecoomb
Partner institution(s)
Name of institution Host department Course status
1.
2.
3.
Admissions
Admissions agency UCAS
Page 2 of 14Entry requirements Check the University’s website for current entry requirements.
Include any progression opportunities
into the course.
For entry to Stage 1 of the course:
A-levels or BTEC
Entry requirements are in the range of A-level BBC–CCC (112–96
UCAS Tariff points), or BTEC Extended Diploma DMM–MMM. Our
conditional offers typically fall within this range.
A-levels must include maths and a physical science.
We will generally make you an offer if your predicted grades are at
the top of this range. If your predicted grades are towards the lower
end of this range we may still make you an offer if you have a good
GCSE (or equivalent) profile or relevant non-academic achievements.
International Baccalaureate
28 points, with three subjects at Higher level which must include
grade 5 in maths and physics.
Access to HE Diploma
Pass with 60 credits overall. Level 3 units in maths and a physical
science. At least 45 credits at level 3, with 24 credits at merit or
above.
GCSE (minimum grade C or grade 4)
Must include English language, maths and a physical science.
Foundation degree/HND
May enable you to start the course in year 2.
Studied before or got relevant experience?
A qualification, HE credits or relevant experience may count towards
your course at Brighton, and could mean that you do not have to take
some elements of the course or can start in year 2. See Appendix A
for details.
For non-native speakers of English
IELTS 6.0 overall, with 6.0 in writing and a minimum of 5.5 in the
other elements.
Foundation course
Containing mathematics and physical sciences, with an average of at
least 55 per cent.
International students may also gain entry via completing pathway
courses at The University of Brighton International College. For more
information see: http://www.kic.org.uk/brighton/
Start date (mmm-yy) Sep-20
Normally September
Page 3 of 14Mode of study
Mode of study Duration of study (standard) Maximum registration period
Full-time 3 years 8 years
Part-time 6 years 8 years
Sandwich 4 years 10 years
Distance Not Available Not Available
Course codes/categories
UCAS code H410
Contacts
Course Leader (or Course Dr Anastasios Georgoulas
Development Leader)
Admissions Tutor Dr Shaun Lee
Examination and Assessment
Name Place of work Date tenure expires
External Examiner(s)
Mr P Lewis Coventry University 30/09/2020
Examination Board(s) Engineering
(AEB/CEB)
Approval and review
Approval date Review date
Validation April 20051 November 20152
Programme Specification January 20203 January 20214
Professional, Statutory and May 20155 May 20176 (accredited up to and inc.
Regulatory Body 1 (if 2019)
applicable):
The Institution of Mechanical
Engineers (IMechE)
Professional, Statutory and May 2015 May 2017 (accredited up to and inc.
Regulatory Body 2 (if 2019)
applicable):
The Institution of Engineering
and Technology (IET)
1
Date of original validation.
2
Date of most recent periodic review (normally academic year of validation + 5 years).
3
Month and year this version of the programme specification was approved (normally September).
4
Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is
applicable to a particular cohort, please state here.
5
Date of original approval by the Professional, Statutory or Regulatory Body (PSRB)
6
Date of most recent review by accrediting/ approving external body.
Page 4 of 14PART 2: COURSE DETAILS
AIMS AND LEARNING OUTCOMES
Aims
The aims of the course are:
The aims of this programme are:
To offer study pathways relevant to Aeronautical Engineering, which draw upon the industrial and
research expertise of the School.
To provide students with a broad engineering educational base with an emphasis on core
mechanical engineering subjects (thermodynamics, fluid mechanics, dynamics, control,
manufacturing, electronics, electrical machines, mechanics, materials, computing and design), which
graduates can use to build careers in industry, research, education or the service sector.
To provide an engineering education in which the emphasis is placed on the integration of analytical
tools and application of practical skills through design exercises, case studies, and projects.
To develop students’ skills so that they can effectively utilise the latest technologies, including
computer-based tools for design, modelling and simulation.
Learning outcomes
The outcomes of the main award provide information about how the primary aims are demonstrated by
students following the course. These are mapped to external reference points where appropriate 7.
This course is designed to meet the learning outcomes specified by the UK Engineering Council in its
requirements for Accreditation of Higher Education Programmes (AHEP3) that fully satisfy the
educational requirements for Incorporated Engineer, IEng, status and partially satisfy the educational
requirements for Chartered Engineer, CEng, status.
The course learning outcomes are based upon the six categories of learning outcomes identified by the
UK Engineering Council.
On successful completion of this course a graduate will be able to:
LO1 Apply scientific and mathematical principles and methodology to the analysis
Science and and evaluation of engineering systems. Integrate concepts from other
Mathematics engineering disciplines and apply them to areas within their own specialism.
LO2 Evaluate the performance of engineering systems by applying appropriate
Engineering Analysis analytical and computational techniques. Solve engineering problems using
an integrated systems approach.
LO3 Demonstrate an awareness of the design process, and plan and manage a
Design project considering both the business and regulatory frameworks.
Communicate their work to both technical and non-technical audiences.
LO4 Act according to the ethical standards of the UK Engineering Council,
Economic, legal, social, demonstrate an awareness of the legal requirements governing engineering
ethical and activities, and risk management techniques.
environmental context
LO5 Employ practical, analytical, and personal skills to enable an engineering
Engineering Practice team to meet its goals.
LO6 Utilise a range of communication techniques, demonstrate an awareness of
Additional general skills the benefit of lifelong learning, and plan self-learning and carry out a personal
programme of work.
7
Please refer to Course Development and Review Handbook or QAA website for details.
Page 5 of 14QAA subject benchmark The Engineering Council sets the overall requirements for the Accreditation of
statement (where Higher Education Programmes (AHEP) in engineering, in line with the UK
applicable)8 Standard for Professional Engineering Competence (UK-SPEC).
This course is designed to satisfy the third revision of AHEP published in April
2014.
Since 2006, the Quality Assurance Agency (QAA) has adopted the
Engineering Council’s learning outcomes as the subject benchmark
statement for engineering.
http://www.qaa.ac.uk/en/Publications/Documents/SBS-engineering-15.pdf
PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)
Where a course is accredited by a PSRB, full details of how the course meets external requirements,
and what students are required to undertake, are included.
Accredited by the Institution of Engineering and Technology (IET) on behalf of the Engineering Council
for the purposes of fully meeting the academic requirement for registration as an Incorporated Engineer
and partially meeting the academic requirement for registration as a Chartered Engineer.
Accredited by the Institution of Mechanical Engineers (IMechE) on behalf of the Engineering Council for
the purposes of fully meeting the academic requirement for registration as an Incorporated Engineer and
partially meeting the academic requirement for registration as a Chartered Engineer.
A mapping with the UK Standard for Professional Engineering Competence, UK-SPEC, published by
the Engineering Council UK, ECUK, was employed to derive the learning outcomes for the programme.
LEARNING AND TEACHING
Learning and teaching methods
This section sets out the primary learning and teaching methods, including total learning hours and any
specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and
teaching methods includes information on the proportion of the course delivered by each method and
details where a particular method relates to a particular element of the course.
The information included in this section complements that found in the Key Information Set (KIS), with the
programme specification providing further information about the learning and teaching methods used on the course.
A wide range of techniques appropriate to the subject area are utilised throughout the course. These
include: Lectures, Tutorials, Fully integrated practical work, Design, manufacture and test projects,
Group and individual projects and assignments, Peer group presentations and Guest lectures.
Innovative learning and teaching approaches include a major design and application project (ME405) in
Stage1, which integrates practical and theoretical work. In Stage 2 a course specific design exercise is
run over an intensive week, and external industrial visitors contribute to the assessment and realistic
industrial feel of the activity. Students have access to high quality laboratory facilities such as the
School’s flight and automotive simulators and facilities in the Advanced Engineering Centre.
Stage 1 is focused on the development of generic engineering skills that are common to all study
pathways. Real world applications and practical work are used to introduce engineering theory and
concepts. Semester long modules are employed at all levels of the course enabling students to focus on
few topics and enhancing the opportunities for formative feedback through non-summative assessment.
In subsequent Stages these shorter modules allow students to study engineering applications
appropriate to their study pathway.
Teaching methods vary from module to module depending on what is considered to be the most
effective by the staff responsible. The learning and teaching approach used is specified in each module
descriptor. The nominal contact time for 20 CATS points in Stage 1 is 6 hours and in Stage 2 is 5 hours
per week over 12 teaching weeks with the expectation that students will carry out independent learning
for an additional 10 to 12 hours per week. Hence the normal contact time per week would be 18 hours in
Stage 1 (15 hours in Stage 2) with the expectation that the student’s total commitment to the course
8
Please refer to the QAA website for details.
Page 6 of 14would be approximately 40 hours per week on average over the academic year. In Stage 3, due to the
increased maturity and focus of the students, nominal contact time for 20 CATS points is reduced to 4
hours per week and independent study increases to 13 hours per week. Studentcentral is used to
provide a framework for guiding students in their independent learning periods.
Design features prominently throughout the courses and is used as a vehicle to integrate the other
engineering subjects. The Stage 3 Aircraft Design and Management Project module is used to
strengthen the programme theme, along with the Stage 3 individual project and the specialist modules in
Stages 2 and 3.
A Design Project (ME405) is included in Stage 1 as a project-based exercise. The quality of that work
has been improved over a number of years and has been widely recognised by the Professional
Regulatory Bodies.
All undergraduates undertake project work culminating in the Stage 3 Individual Project. These may take
different forms such as design, manufacture, analysis and original investigation. All will involve
independent literature studies. Many of the projects are connected with research interests of supervising
staff, industrial liaison or through Knowledge Transfer Partnerships. The Stage 3 project is always
carried out on an individual basis and will be pertinent to the student’s study pathway. In order to develop
team working skills, other projects and assignments are often carried out in groups.
Research Informed Teaching
Teaching is informed by research of very high quality supported by the Advanced Engineering Centre. At
Level 6 of the course lecturers deliver in their specialist research fields. Examples include members of
the Advanced Engineering Centre lecturing in the fields of thermofluids, propulsion and energy
systems.This expertise is also used to provide context for topics taught in earlier stages of the course.
Two key features of the research environment identified by the RAE panel were strong industrial links
and the quality of experimental facilities. The course benefits from a wide range of industrial input at all
stages. This ranges from guest lectures on state-of-the-art technology to support for individual projects in
Stage 3.
The experimental facilities of the Advanced Engineering Centre are used to support a range of individual
projects. Most of these are inspired by on-going research programmes. Research income has also been
used to develop teaching laboratories to support experimental activities in a number of topics including:
thermodynamics, control systems, instrumentation and sensors, and fluid mechanics.
Modules at each stage of the course are shared across the School’s engineering disciplines with an
increase of the proportion of course specific specialist modules in the later Stages.
Education for Sustainable Development
Sustainability is a core element of engineering practice. This can be seen across a range of disciplines
from the selection of a manufacturing process (energy cost and environmental impact) to the design of a
road vehicle power train (response to legislation and energy resources). As such sustainable
development has always been an implicit element in many modules.
Students are introduced to concepts of sustainability and ethics throughout the course. Students
research into Ethics and Sustainability issues in their chosen area of engineering in the first year (XE421
Engineering Practice). In the second year, the XE521 Engineering Design module aims to enable
students to focus on how to solve problems relating to sustainability and global issues. The course aims
to educate students for sustainable development by studying science and developing scientific skills,
research skills and critical thinking.
ASSESSMENT
Assessment methods
This section sets out the summative assessment methods on the course and includes details on where
to find further information on the criteria used in assessing coursework. It also provides an assessment
matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.
The information included in this section complements that found in the Key Information Set (KIS), with the programme
specification providing further information about how the course is assessed.
Page 7 of 14Examinations are normally closed book and of three hours duration for 20 CATS modules assessed
principally by examination. For those modules where coursework is used to assess a significant number
of the learning outcomes the examination length is reduced accordingly.
The following table highlights where the assessment takes place for each learning outcome of the
course.
Learning Outcome Assessment Module Number of
Method Credits
L.O.1 Exam, XE420, ME410, ME547, 120
Science and Coursework ME559, ME644, ME647.
mathematics
L.O.2 Exam, XE420, XE421, XE411, 360
Engineering analysis Coursework, ME410, ME405, ME413,
Practical ME547, XE500, ME544,
ME559, XE521, ME545,
ME644, ME651, ME647,
ME652, XE636.
L.O.3 Exam, XE411, ME405, ME413, 200
Design Coursework, ME544, ME559, XE521,
Practical ME545, ME651, XE636.
L.O.4 Exam, XE421, ME410, ME405, 180
Economic, legal, social, Coursework, XE500, XE521, ME545,
Practical ME651, XE636.
ethical and
environmental context
L.O.5 Exam, XE421, ME405, ME413, 220
Engineering practice Coursework, XE500, ME544, XE521,
Practical ME545, ME651, ME652,
XE636.
L.O.6 Exam, XE421, XE411, ME405, 180
Additional general skills Coursework, XE500, XE521, XE633,
Practical ME651, XE636.
SUPPORT AND INFORMATION
Institutional/ University All students benefit from:
University induction week
Student Contract
Course Handbook
Extensive library facilities
Computer pool rooms
E-mail address
Welfare service
Personal tutor for advice and guidance
studentcentral (virtual learning environment)
Course-specific In addition, students on this course benefit from:
Additional support, specifically The School’s extensive laboratory facilities including the Advanced
where courses have non-
traditional patterns of delivery Engineering Centre, the Wind Tunnel and the Flight and Automotive
(e.g. distance learning and Simulators.
work-based learning) include:
Industrially relevant projects and assignments through the School’s Industrial
Advisory Board, Knowledge Transfer Programmes and other industrial
collaborations.
Personal tutor for advice and guidance
Page 8 of 14Placements Office to help students get an industrial placement and support
them during their placement.
Specialist engineering software.
Page 9 of 14PART 3: COURSE SPECIFIC REGULATIONS
COURSE STRUCTURE
This section includes an outline of the structure of the programme, including stages of study and
progression points. Course Leaders may choose to include a structure diagram here.
Aeronautical Engineering is a professional discipline that applies technical knowledge and understanding
into the real-world environment. The course structure has been designed to enable students to:
gain experience of engineering knowledge and skills;
build competence in relevant technical disciplines;
apply their expertise in individual and team projects;
operate at a professional level.
Aspects of professional practice and ethics are embedded in modules at each stage of study.
Stage 1: Experience the context of Engineering
On the first stage of study (at educational level 4) the aim is to develop core skills and enable experience
of their application in general engineering situations. Concepts are presented in engineering context with
the focus on problem solving and practical project work. There will be tasters of the specialisms students
have chosen linked to subsequent stages and put into a professional context.
Stage 2: Competence
This stage focuses on the technical development of students across the spectrum of Mechanical
Engineering subject disciplines. The aim is to develop student competence in dealing with more specific
engineering projects and situations. Specific skills are developed using professional case studies,
investigations and assignments.
Stage 3: Expertise
At the final stage (educational level 6) students apply their expertise and professional judgement to
complex engineering problems in real-world contexts, as well as managing a significant individual project
with professionalism.
Industrial Placement
Students may opt to apply and develop their knowledge and skills in an industrial context after
completion of stage 2.
Page 10 of 14Page 11 of 14
Modules
Status:
M = Mandatory (modules which must be taken and passed to be eligible for the award)
C = Compulsory (modules which must be taken to be eligible for the award)
O = Optional (optional modules)
A = Additional (modules which must be taken to be eligible for an award accredited by a professional,
statutory or regulatory body, including any non-credit bearing modules)
* Optional modules listed are indicative only and may be subject to change, depending on timetabling
and staff availability
Level9 Module code Status Module title Credits
4 XE420 C Engineering Mathematics 20
4 XE421 C Engineering Practice 20
4 XE411 C Mechanical Design 20
4 ME410 C Energy Systems 20
4 ME405 C Design Project 20
4 ME413 C Materials and Manufacture 20
5 ME547 C Dynamics and Control 20
5 XE500 C Engineering Systems 20
5 ME544 C Materials Engineering 20
5 ME559 C Aerospace Fluid and Thermal Systems 20
5 XE521 C Engineering Design 20
5 ME545 C Manufacturing Engineering 20
6 XE633 O Sandwich Placement 0
6 ME644 C Flight Dynamics and Control 20
6 ME647 C Advances and Applications in Fluid Dynamics for 20
Aeronautical Engineering
6 ME651 C Aircraft Design and Management Project 20
6 ME652 C Aerospace Propulsion Systems and Avionics 20
6 XE636 M Project 40
9
All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which
corresponds with the learning outcomes of each module.
Page 12 of 14AWARD AND CLASSIFICATION
Award type Award* Title Level Eligibility for award Classification of award
Total credits10 Minimum credits11 Ratio of marks12: Class of award
Final BEng Aeronautical Engineering 6 Total credit 360 Minimum credit at level Levels 5 and 6 (25:75) Honours degree
(Hons) of award 90
Intermediate BEng Aeronautical Engineering 6 Total credit 300 Minimum credit at level Level 6 Unclassified degree
of award 60
Intermediate DipHE Aeronautical Engineering 5 Total credit 240 Minimum credit at level Level 5 marks Not applicable
of award 90
Intermediate CertHE Aeronautical Engineering 4 Total credit 120 Minimum credit at level Level 4 marks Not applicable
of award 90
*Foundation degrees only
Progression routes from award:
Award classifications Mark/ band % Foundation degree Honours degree Postgraduate13 degree (excludes
PGCE and BM BS)
70% - 100% Distinction First (1) Distinction
60% - 69.99% Merit Upper second (2:1) Merit
50% - 59.99% Lower second (2:2) Pass
Pass
40% - 49.99% Third (3)
10
Total number of credits required to be eligible for the award.
11
Minimum number of credits required, at level of award, to be eligible for the award.
12
Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding
class of award.
13
Refers to taught provision: PG Cert, PG Dip, Masters.
Page 13 of 14EXAMINATION AND ASSESSMENT REGULATIONS
Please refer to the Course Approval and Review Handbook when completing this section.
The examination and assessment regulations for the course should be in accordance with the
University’s General Examination and Assessment Regulations for Taught Courses (available
from staffcentral or studentcentral).
Specific regulations The course regulations are in accordance with the University's General
which materially affect Examination and Assessment Regulations.
assessment,
progression and award In addition, the following course specific regulations apply:
on the course
e.g. Where referrals or repeat
of modules are not permitted Students will be required to abide by the ethical principles for professional
in line with the University’s engineers defined by the Engineering Council and the Royal Academy of
General Examination and Engineering in addition to the academic and disciplinary requirements of the
Assessment Regulations for
Taught Courses. University of Brighton.
http://www.engc.org.uk/standards-guidance/guidance/statement-of-ethical-
principles/
A student who achieves an aggregate mark of at least 50% for Stage 2 or
Stage 3 may choose to transfer to the corresponding MEng course. The
Course Leader will review all requests to transfer to MEng1.
If the Board of Examiners decide that a student's industrial training and
assessment (i.e. a pass in XE633) is satisfactory then the phrase "having
followed a sandwich programme" is included in the award title.
A student will not normally be allowed to repeat the Stage 3 project, XE636.
Exceptions required by The minimum module mark for which compensation is allowed is 10 marks
PSRB below the nominal module pass mark i.e. a mark of at least 30 for Level 4 to
These require the approval of 6.
the Chair of the Academic
Board
1IET accreditation requirement R5.
https://www.theiet.org/academics/accreditation/policy-guidance/infopack.cfm?type=pdf
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