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Course Outline

ENG104 Engineering Design

Course Coordinator:Ayodele Olofinjana (aolofinj@usc.edu.au) School:School of Science, Technology and Engineering

2024Semester 2

UniSC Sunshine Coast

UniSC Moreton Bay

 Blended learning Most of your course is on campus but you may be able to do some components of this course online.

Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?

Description

This course introduces engineering design through a whole systems design cycle approach. Working on a real-life design brief, you will learn to apply basic design concepts, analyse human-centric needs and create feasible design solutions. It introduces fundamentals of communicating designs through technical drawings and implementation in discipline-specific engineering software. 

Students completing an engineering technologist qualification will develop an applied approach to engineering design, whilst those in a professional engineering stream will undertake independent solution development.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – 2 X 30 mins narrated audio presentation of theory and principles of engineering design. 1hr Week 1 13 times
Laboratory 1 – On Campus Computer Lab: Basics of using CAD for visualisation of Design 2hrs Week 1 4 times
Tutorial/Workshop 1 – Supervised design group meetings to work on EWB humanitarian design. 2hrs Week 5 9 times
Seminar – On campus course overview and workshop on group work in week 1 1hr Week 1 Once Only
Information session – Online workshop on product redesign in week 7 2hrs Week 7 Once Only

Course Topics

Topics may include:

  • Basic techniques in technical drawing, incorporating third angle, isometric, sectioning, assembly drawings, dimensioning, tolerancing, component selection,  layout and wiring.
  • Communicating Engineering Design with CAD
  • Groupwork in Engineering Design
  • Formulating a Design problem
  • Function and means representations
  • Design objectives
  • Optimizing alternatives using a decision matrix
  • Product design and redesign
  • Humanitarian design
  • Reporting conceptual design

What level is this course?

100 Level (Introductory)

Engaging with discipline knowledge and skills at foundational level, broad application of knowledge and skills in familiar contexts and with support. Limited or no prerequisites. Normally, associated with the first full-time study year of an undergraduate program.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to... Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... Professional Standard Mapping * Competencies from multiple Professional Bodies (see below) *
1 Identify the correct usage of isometric, third angle, oblique and sectional drawing styles. Knowledgeable 
2, 2, 2.1.a, 2.1.a, 2.1, 2.1
2 Demonstrate a sound knowledge of the principles of engineering design Knowledgeable 
1, 1, 1.3.a, 1.3.a, 1.3, 1.3
3 Evaluate the capabilities of engineering design software for solving specific engineering drafting problems. Creative and critical thinker 
2, 2, 2.1.a, 2.1.a, 2.1, 2.1
4 Critically analyse the design process in developing or creating an engineering device/system independently and within a team. Creative and critical thinker
Sustainability-focussed 
2, 2, 2.1.a, 2.1.a, 2.1, 2.1
5 Interpret, analyse and evaluate engineering design alternatives. Empowered
Sustainability-focussed 
2, 2, 2.2.b, 2.2.b, 2.2.d, 2.2.d, 2.2, 2.2
6 Respond to an Australian Indigenous or Regional international Humanitarian Engineering brief and create and justify a sustainable conceptual design solution to an identified need, considering human context, potential outcomes, constraints and risks. Creative and critical thinker
Engaged 
3, 3.2.a, 3.2.a, 3.2, 3.2

* Competencies by Professional Body

CODE COMPETENCY
Engineers Australia Stage 1 Engineering Technologist Competency Standards
1 Elements of competency: Knowledge and Skill Base
1.3.a Knowledge and Skill Base - In-depth understanding of specialist bodies of knowledge within the technology domain: Proficiently applies advanced technical knowledge and skills to deliver engineering outcomes in specialist area(s) of the technology domain and associated industry, commercial and community sectors.
1.3 Knowledge and Skill Base: In-depth understanding of specialist bodies of knowledge within the technology domain.
2 Elements of competency: Engineering Application Ability
2.1.a Engineering Application Ability - Application of established engineering methods to broadly-defined problem solving within the technology domain: Identifies, discerns and characterises salient issues, determines and analyses causes and effects, justifies and applies appropriate simplifying assumptions, predicts performance and behaviour, synthesises solution strategies and develops substantiated conclusions.
2.2.b Engineering Application Ability - Application of engineering techniques, tools and resources within the technology domain: Understands the principles, limitations and accuracy of mathematical, physical or computational modelling.
2.2.d Engineering Application Ability - Application of engineering techniques, tools and resources within the technology domain: Determines properties, performance, safe working limits, failure modes, and other inherent parameters of materials, components and systems relevant to specialist area(s) of the technology domain.
2.1 Engineering Application Ability: Application of established engineering methods to broadly-defined problem solving within the technology domain.
2.2 Engineering Application Ability: Application of engineering techniques, tools and resources within the technology domain.
3.2.a Professional and Personal Attributes - Effective oral and written communication in professional and lay domains: Is proficient in listening, speaking, reading and writing English.
3.2 Professional and Personal Attributes: Effective oral and written communication in professional and lay domains.
Engineers Australia Stage 1 Professional Engineer Competency Standards
1 Elements of competency: Knowledge and Skill Base
1.3.a Knowledge and Skill Base - In-depth understanding of specialist bodies of knowledge within the engineering discipline: Proficiently applies advanced technical knowledge and skills in at least one specialist practice domain of the engineering discipline.
1.3 Knowledge and Skill Base: In-depth understanding of specialist bodies of knowledge within the engineering discipline.
2 Elements of competency: Engineering Application Ability
2.1.a Engineering Application Ability - Application of established engineering methods to complex engineering problem solving: Identifies, discerns and characterises salient issues, determines and analyses causes and effects, justifies and applies appropriate simplifying assumptions, predicts performance and behaviour, synthesises solution strategies and develops substantiated conclusions.
2.2.b Engineering Application Ability - Fluent application of engineering techniques, tools and resources: Constructs or selects and applies from a qualitative description of a phenomenon, process, system, component or device a mathematical, physical or computational model based on fundamental scientific principles and justifiable simplifying assumptions.
2.2.d Engineering Application Ability - Fluent application of engineering techniques, tools and resources: Applies a wide range of engineering tools for analysis, simulation, visualisation, synthesis and design, including assessing the accuracy and limitations of such tools, and validation of their results.
2.1 Engineering Application Ability: Application of established engineering methods to complex engineering problem solving.
2.2 Engineering Application Ability: Fluent application of engineering techniques, tools and resources.
3 Elements of competency: Professional and Personal Attributes
3.2.a Professional and Personal Attributes - Effective oral and written communication in professional and lay domains: Is proficient in listening, speaking, reading and writing English.
3.2 Professional and Personal Attributes: Effective oral and written communication in professional and lay domains.

Am I eligible to enrol in this course?

Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.

Pre-requisites

Not applicable

Co-requisites

Not applicable

Anti-requisites

ENG202

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

In Week 3 a draft copy of your task 1 (engineering drawing) will be reviewed by your tutor and a feedback will be provided.

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Portfolio Individual 25% 
1 portfolio of technical drawings
 Week 6 Online Assignment Submission with plagiarism check
All 2 Report Individual 25% 
1500 words
 Week 8 Online Assignment Submission with plagiarism check
All 3a Oral Group 10% 
10-minute group presentation
 Week 12 Online Assignment Submission with plagiarism check
All 3b Written Piece Group 40% 
3000 word limit
 Week 13 Online Assignment Submission with plagiarism check
All - Assessment Task 1:Portfolio
Goal: 
To develop skills in technical drawing and communicate designs using discipline specialised software.
Product: Portfolio
Format: 
Technical drawing focusing upon engineering componentry from a relevant engineering area, completed mid way through the study period.
Criteria:
No. Learning Outcome assessed
1 
Identification of the correct usage of isometric, third angle, oblique and sectional drawing styles.
 1
2 
Demonstration of a sound knowledge of the principles of engineering drafting including technical drawing fundamentals
 2
3 
Utilisation of advanced modeling techniques to produce 2D and 3D models of complex objects or structures and extraction of key information from these models.
 5
4 
Utilisation of knowledge of drafting principles to produce high quality engineering drawings that effectively communicate complex engineering ideas.
 6
All - Assessment Task 2:Report
Goal: 
To apply your understanding of the process of product redesign for continuous improvement and communicate it to an audience.
Product: Report
Format: 
Intermediate engineering design focusing upon a relevant engineering area, completed mid way through the study period.
Criteria:
No. Learning Outcome assessed
1 
Identification of the correct usage of isometric, third angle, oblique and sectional drawing styles.
 1
2 
Demonstration of a sound knowledge of the principles of engineering design including technical drawing fundamentals
 2
3 
Evaluation of the capabilities of engineering design software for solving specific engineering drafting problems.
 3
4 
Critical analysis of the information conveyed in models and utilisation of it to make informed decisions in the design process.
 4
5 
Utilisation of knowledge of drafting principles to produce high quality engineering drawings that effectively communicate complex engineering ideas.
 6
All - Assessment Task 3a:Presentation
Goal: 
To present a proposed human-centric solution to a technical audience.
Product: Oral
Format: 
Each group will give a 10-minute oral presentation on the identified needs and proposed solution.
Criteria:
No. Learning Outcome assessed
1 
Application of whole systems design cycle
approach
 4 5 6
2 
Communication of design concept to a specialist audience.
 4 5 6
3 
Evaluation of the written design report of the proposed solution to a humanitarian design brief
 3 4 5 6
All - Assessment Task 3b:Design Report of Humanitarian Engineering Design
Goal: 
As a group, you will prepare a report to present solutions to identified needs in a humanitarian scenario involving either an Australian indigenous community or a Regional International community. The main goal is to learn how to work together as a team to solve a typical humanitarian engineering problem.
Product: Written Piece
Format: 
A written report with engineering conventions.
Criteria:
No. Learning Outcome assessed
1 
Application of whole systems design cycle
approach
 3 4 5 6
2 
Communication for specialist audiences:
adhere to word limit English expression use
of terminology follow referencing conventions
 4 5
3 
Adherence to professional and ethical
behaviour during collaboration. This will have
elements of peer and tutor assessment of
effective group dynamics and participation.
 6
4 
Effective team membership and team
leadership.
 4

Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.

What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.

Prescribed text(s) or course reader

Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

Required? Author Year Title Edition Publisher
Recommended Yousef Haik,Sangarappillai Sivaloganathan,Tamer M. Shahin 2015 Engineering Design Process 3rd ed. Cengage Learning

Specific requirements

Not applicable

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.

Assessment: Additional Requirements

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%
The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct

Assessment: Submission penalties

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.

SafeUniSC

UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.

The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.

Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.

Wellbeing Services

Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.

To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.

AccessAbility Services

Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.

To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Central Examinations
  • Deferred Examinations
  • Student Conduct
  • Students with a Disability

For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

Student Charter

UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.

General Enquiries

  • In person:
    • UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
    • UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
    • UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
    • UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
    • UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
    • UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
  • Tel:+61 7 5430 2890
  • Email:studentcentral@usc.edu.au
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