ࡱ> yvwx| 0sbjbj\\ 7>i1g>i1gq,k%k%%%%%%%8&&%;*****2*2 2);+;+;+;+;+;+;$>|AbO;i%22"222O;k%k%**;6662jk%8*%*);62);66::,%:*্oFW3b: ;;0;: A5pA:A%:,22622222O;O;)6p222;2222A222222222 1$:  1Programme TitleMechanical Engineering with Biomechanics2Programme CodeMECU0183JACS CodeH3004Level of StudyUndergraduate5aFinal QualificationMaster of Engineering (MEng)5bQAA FHEQ LevelMasters6aIntermediate Qualification(s)Bachelor of Engineering (BEng) for students transferring their registration in years 1 and 2 (see separate programme specification for MECU002).6bQAA FHEQ LevelHonours7Teaching Institution (if not «Ӱҵ)Not applicable8FacultyEngineering9DepartmentMechanical Engineering10Other Departments providing credit bearing modules for the programmeCore modules: Electronic and Electrical Engineering, Management, Materials Science and Engineering, Mathematics and Statistics, Computer Science, Department of Infection, Immunity & Cardiovascular Disease Optional modules: Modern Languages Teaching Centre11Mode(s) of AttendanceFull-time12Duration of the Programme4 years13Accrediting Professional or Statutory BodyInstitution of Mechanical Engineers 14Date of production/revisionMarch 202115. Background to the programme and subject area Professional mechanical engineers are concerned with the design, development, production and marketing of all kinds of artefacts that improve and support our way of life. They are creative people and synthesize information, solve problems and innovate. Biomechanics is a relatively new discipline that improves human health through cross-disciplinary activities that integrate engineering sciences with biomedical sciences and clinical practice. The MEng degree Mechanical Engineering with Biomechanics is designed to fully understand these mechanical engineering challenges, and provides a mechanical engineering focussed grounding in biomechanics. The subject has broad demands, and the healthcare industries requiring design or manufacturing skills recruit engineers from traditional degree subjects, especially mechanical engineering. While valuable to these industries, recruits lack knowledge and skills in the life sciences, with the consequent impediment to our industrial, research and commercial advantage. The core of the programme is Mechanical Engineering, but in years three and four there is a focus on biomechanics engineering. Like in any other streams of mechanical programmes, as a mechanical engineer, a graduate of this programme can seek a career in many engineering sectors, but the specific knowledge they have acquired in this programme will enable them to have a head start in a career in the biomechanics engineering industry. A career in mechanical engineering can involve graduates in any stage of the conception, design, production, finance and marketing of all manufactured goods from the largest power station, aeroplane, space craft and car plant to delicate mechanisms required for clinical instruments, medical devices or micro-surgery. Graduates from this course will typically work at the interface between pure science and engineering, and many will be in a biomechanics context; they will also have a suitable grounding for working in a wide range of more traditional mechanical engineering industries (from a small to medium size company, or a larger employer such as BAE Systems, Rolls Royce Plc, Jaguar or ICI). They can also work independently, begin their own business, or work in a variety of employment where innovation and numeracy are required, or become established in research. Many of the modules included in the Programme are accredited by the Institution of Mechanical Engineers, and can be used towards the individuals Matching Section for becoming a Chartered Engineer. The Department of Mechanical Engineering is seeking accreditation of the Programme from the Institution of Mechanical Engineers. The programme will equip graduates to enter and succeed in a wide range of careers, both within mechanical engineering and more generally, and to meet the challenges of working within an ever-changing discipline. Providing that they have a suitable qualification in the relevant European language (normally GCSE A or A*), students may take the opportunity to learn, or develop their skills in a European language during their first year. Further information about the programme may be found at  HYPERLINK "http://www.shef.ac.uk/mecheng" \h http://www.shef.ac.uk/mecheng16. Programme aims The Universitys mission is to provide students from a wide variety of educational and social backgrounds with high-quality education in a research-led environment using staff working at the frontiers of academic enquiry. The Department of Mechanical Engineering implements this through its strong commitment to both teaching and research. It also aims to engender in its students a commitment to future self-learning and social responsibility. The overall aim of the programme is to admit intelligent and motivated students in a research-led environment to create graduates who will become the future leaders and innovators in the engineering economy by: providing teaching which is informed and invigorated by the research and scholarship of its staff and alert to the benefits of student-centred learning; providing a broad knowledge and understanding of mechanical engineering together with a more detailed and critical understanding of biomechanics; developing in students an independence of thought, intellectual curiosity and critical approach to evidence, theories and concepts; nurturing in students their powers of creativity, innovation and leadership; developing in students a range of subject-specific and generic skills appropriate to graduate employment both within and outside mechanical engineering, with a focus on multi-disciplinarity; developing the social and business skills and ethical awareness necessary for a professional engineer; enabling students to maximise their potential in all aspects of their programme; assessing students over a range of skills and identifying and supporting academic excellence; imparting in students a commitment to life-long learning; engendering a versatile and enterprising ethos to prepare students for post-graduate work and a career in mechanical engineering and/or biomechanics; enabling students to become Chartered Engineers, post-graduation, by meeting the latest accreditation requirements of the Engineering Council UK Spec (UK Standard for Professional Engineering Competence).17. Programme learning outcomes Knowledge and understanding: By graduation students will have:K1a broad knowledge and understanding of the concepts, theories and principles of mechanical engineering science;K2a broad knowledge and understanding of the mathematics necessary for the application of mechanical engineering science;K3a knowledge and understanding of biomechanics, with a particular emphasis on mechanical engineering related challenges;K4developed an understanding of the social and ethical awareness necessary for a professional engineer;K5an understanding of the analytical and design methods used in mechanical engineering;K6a broad knowledge and understanding of management techniques and issues used in mechanical engineering;K7an understanding of the use of information technology for analysis, design and management. Intellectual abilities: By graduation students will be able to:I1use mechanical engineering science, mathematics and information technology to analyse engineering problems, with particular emphasis on biomechanics;I2demonstrate skills in the acquisition, analysis, use and critical evaluation of experimental and other subject-related information;I3produce designs in a professional manner, both individually and in a collaborative team, taking account of technical, environmental, ethical and commercial considerations;I4display creativity and innovation in solving unfamiliar problems;I5exercise independent thought and judgement;I6conduct a technical investigation;I7draw on fundamental knowledge of mechanical engineering to investigate new and emerging technologies and applications. Practical Skills: By graduation students will be able to:P1safely conduct experimental investigations;P2prepare technical sketches and drawings, using hand or computer methods as appropriate;P3write computer programmes to solve engineering problems;P4use commercial computer software for analysis and design;P5 safely use equipment and processes to make products and prototypes from a range of engineering materials relevant to a mechanical engineer. General transferable skills: By graduation students will be able to:G1use Information Technology effectively;G2communicate at a professional level, orally, in writing and through visual presentations;G3work in collaboration with others;G4manage their time effectively;G5find information and learn independently;G6Appreciate the way in which an engineering company operates;G7prepare technical reports and presentations.18. Teaching, learning and assessment Development of the learning outcomes is promoted through the following teaching and learning methods: The following are the main teaching and learning methods used: Lectures - the principal means of transmitting academic material and analysis techniques. Most lecture courses provide tutorial sheets to enable students to develop their understanding of the subject matter and methods during their private-study. Tutorials and Example Classes - these may be small group or up to class sized tutorials and are a main source of providing help to students to resolve problems in their understanding of course material. Laboratory Classes - these introduce experimental methods and provide a good opportunity for developing team-working and communication skills. Design Classes - these enable students to work on "open-ended" and often ill-defined problems related to real engineering situations. They also provide good opportunities for developing team-working and communication skills as well as individual skills. Coursework Assignments, Oral and Poster Presentations - a number of modules have coursework assignments that require students to seek additional information and work on their own, or sometimes in small groups. They are designed to enable students to develop and show their understanding of the content of the module. Oral and poster presentations are often included as part of coursework assignments to provide opportunities for developing essential presentation and communication skills. Group Design Project - This is undertaken in year 3 and involves groups of typically 6 students working on a design. It enables students to demonstrate their academic and design skills obtained during the first 2 years of the course. Additionally, it develops project-management, time-management, team-working and communication skills. Projects will have a Biomechanics focus. Individual Investigative Project - This is undertaken in year 4 and is an individual research and/or industrial project at the frontiers of mechanical engineering. It is done under the supervision of a member of staff and provides an excellent opportunity for the student to pull together every aspect of their development during the programme. Projects will have a Biomechanics focus. Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: The following are the main assessment methods used: Written Examinations - these are typically 1.5 - 3 hours in duration, depending on module size and the presence of complementary assessment methods. Some modules use examinations as the only or major assessment method. Coursework Assignments, Oral and Poster Presentations - coursework assignments are widely used in design studies, computational work, laboratory reports, essays or other work designed to assess the understanding of the module. Assignments are mainly undertaken on an individual basis but are sometimes carried out in small groups. Some assignments use oral and poster presentations in order to assess the development of presentation and communication skills. Some modules use coursework assignments as the only or main method of assessment whilst others have this as a minor part with a written examination forming the major part of the overall assessment. Class Tests - these are small tests conducted during the main teaching periods to assess progress and understanding as an alternative to more formal examinations. Group Design Project - This is a major group design project undertaken in year 3. It is assessed by a group report containing a joint chapter covering the overall design and individual chapters on specific elements of the design. The group also make oral and poster presentations to a student audience and a panel of staff and respond to questioning from staff. It is expected to be at a professional level. Individual Investigative Project - This is the final and largest individual project on the programme and is undertaken in year 4. The project is assessed on the student's commitment and progress throughout the project, the written report, an oral presentation to a panel of staff and the response to questions from the panel. It is expected to be at a professional level. The main teaching, learning and assessment methods adopted for each learning outcome are shown below. In most cases a combination of methods is used. TEACHING / LEARNING ASSESSMENT LEARNING OUTCOME (abbreviated - see Section 17 for full text) Items shown thus (") are included depending on the nature of the project Lectures Laboratory classes Coursework assignments, oral and poster presentations Tutorials / examples classes Design classes Group design project Individual project Written examinations Coursework assignments, oral and poster presentations Class tests Group design project Individual project K1 Broad understanding " " " " " " " " " " " " K2 Mathematics " " (") (") " (") (") K3 Critical knowledge " " " (") " " " (") " K4 Professional responsibility " " " (") (") " " (") (") K5 Analytical/ design methods " " " " " (") " " " (") K6 Management techniques " " " (") (") " " " (") (") K7 Information Technology " " " " (") (") " (") (") I1 Analyse problems " " " " " " " " " " " " I2 Acquisition / Evaluation of data " " " " " " " " " " I3 Produce designs " " " " (") " " (") I4 Display creativity and innovation " " " " " " I5 Exercise independent thought " " " " " " " I6 Conduct technical investigation " " P1 Conduct experiments " (") " (") P2 Prepare sketches / drawings " " " (") (") " (") (") P3 Write computer programs " " " (") (") " (") (") P4 Use commercial software " " " (") (") " (") (") P5 Engineering applications " " " " " " P6 Prepare technical reports " " " " " " " " " G1 Use IT effectively " " " " " " " " G2 Communicate effectively " " " " " " " " " " G3 Collaborate in teams " " " " " " G4 Manage time efficiently " " " " " " " G5 Learn independently " " " " " " G6 Appreciation of the operation of an engineering company " " " " " (") " " " (") (") Proportions of types of assessment by level can be found on the UniStats website:  HYPERLINK "http://unistats.direct.gov.uk/" \h http://unistats.direct.gov.uk/ The weightings at each Year towards the overall classification of the degree are Year 1 0 Year 2 20% Year 3 40% Year 4 40%19. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements" https://www.qaa.ac.uk/quality-code/subject-benchmark-statements Framework for Higher Education Qualifications (2014)  HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Vision  HYPERLINK "/vision" /vision Learning and Teaching Strategy (2016-21)  HYPERLINK "/polopoly_fs/1.661828!/file/FinalStrategy.pdf" /polopoly_fs/1.661828!/file/FinalStrategy.pdf20. Programme structure and regulations The programme structure is modular and at each year students study modules worth a total of 120 credits. During the first 2 years, students follow a core syllabus aimed at developing the essential skills and knowledge in the fundamentals of mechanical engineering, mathematics and management required of a professional mechanical engineer. In the final 2 years, students focus their studies on Mechanical Engineering with Biomechanics, but also have the opportunity to choose several optional modules from a wide range of subjects which help to prepare them for their initial career. Seminars will be organised during year 1 and 2 by academics and a number of invited industrial speakers on various topics that are relevant to the programme. In year 1, students undertake four 20 and four 10 credit modules which aim to consolidate mathematical and scientific knowledge while introducing the fundamentals of mechanical engineering. We also aim to develop the enthusiasm of the student for engineering. Year 1 is primarily aimed at bringing all students to a common base-line of knowledge and skill, irrespective of their differing backgrounds and so does not contribute to the final degree grade. All students also undertake a 0-credit module in practical Engineering Applications, covering basic workshop skills that is a crucial part of the accreditation of the Institution of Mechanical Engineers. Additionally, all students attend the Skills Weeks, which include training in Engineering Drawing and Computer Aided Design. The Global Engineering Challenge is a week-long project, in which all first year students in the Engineering Faculty tackle real-world problems from global perspective. This challenges the students to think about not only the technical issues in engineering developments, but also the social, ethical and environmental implications of decisions made. In year 1 students with a GCSE Grade A or A* in the relevant language can opt to study 20 credits of French, German, Italian or Spanish at an appropriate standard. This is done by replacing a specified 20 credits of modules by the language modules. In year 2 students undertake five 10 credit modules which aim to develop the fundamentals of mechanical engineering, and a further two 10 credit modules with an emphasis on the application to real engineering components. Two 10 credit mathematics modules are taken to continue the development of essential skills but these now concentrate on modelling and computational aspects. A 20 credit Management module introduces fundamental aspects of engineering management and business skills, and an electric circuits module contributes with 10 more credits. Students also take part in the Faculty-wide Engineering - You're Hired Week which is designed to develop student academic, transferable and employability skills. Working in teams, students deal with a real world problem over an intensive week-long project. The projects are based on problems provided by industrial partners, and students will come up with ideas to solve them and proposals for a project to develop these ideas further. The first two years of this programme is essentially in common with the BEng/MEng programme in Mechanical Engineering except for some additional biomechanical focussed group activities and seminars at both levels 1 and 2. In year 3 students undertake seven 10 credit modules aimed at completing the essential education required of a professional mechanical engineer. The modules include the integration of modules in the major mechanical engineering subject areas, design, thermodynamics and manufacturing, alongside fluid and solids modelling. In the second semester students will take one core 10 credit module on fluid Biomechanics, together with a 20 credit group design project with a biomechanics focus, typically in groups of 6 students. The remaining modules in the year introduce other aspects of biomechanics including basic knowledge of anatomy and biomedical imaging. In year 4 students undertake a 45 credit individual investigative project with a Biomechanics focus. A further 15 credit core module supports the personal development and self-management of students, provides a platform for preparing for professional practice, and challenges students to consider the responsibilities of a practicing engineers and global citizens. Students then take 60 credits of biomechanicsfocussed modules including cardiovascular, musculoskeletal and human movement biomechanics, and regulatory aspects for medical devices. The investigative project is supervised by a member of staff and is usually related to established Biomechanics engineering research work or an industrial problem. It is undertaken over both semesters and provides the student with an excellent opportunity to consolidate the skills and knowledge learnt on the programme during a major piece of individual work. During years 1 and 2 students may transfer their registration to study for a three year BEng in Mechanical Engineering. At the end of year 2, students not meeting specified progression targets will be required to transfer their registration similarly. In year 3, changes in registration are not normally allowed. In Year 4, no changes of registration are allowed. Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available on-line at  HYPERLINK "/calendar/regs" \h /calendar/regs21. Student development over the course of study Year 1 - Students will consolidate their mathematical and scientific knowledge and be introduced to the fundamentals of mechanical engineering. They will be able to apply these to analyse standard problems in mechanical engineering across a range of disciplines. They will undertake laboratory work and will be able to evaluate and interpret data, and present the results in a clear and reliable manner. They will also undertake design activities, both individually and in small groups, which require conceptual thinking, simple analysis, logical thought, judgment and the clear presentation of their ideas. They will develop their independent learning skills and their team-working skills. They will also undertake a practical workshop course as part of the accreditation by the IMechE. Year 2 - Students will have a more extensive knowledge and understanding of the main areas of mechanical engineering and also in the appropriate areas of mathematics. They will be applying these to more advanced problems, design activities and laboratory work. They will continue to develop their independent learning, communication skills and their ability to work in teams. They will also be introduced to the business skills required of an engineer. A number of seminars will be organised to show the application areas of the concepts covered by the programme, and to start building a sense of a learning community amongst students of this programme. Year 3 - In the first half of year 3 students will complete the general education required of a professional mechanical engineer in the main mechanical engineering areas, i.e., design, management and manufacturing. Biomechanics also becomes a significant element of the course in Year 3, with relevant material being taught. By this stage, students are expected to have become self-motivated, efficient and organised independent learners. In the second semester of Year 3 students will also be covering other areas of mechanical engineering, including biomechanics which will prepare them for their final year of study and their initial careers. They will also undertake a biomechanics group design project which enables them to demonstrate their mechanical and biomechanics engineering knowledge, design abilities and also their inter-personal and communication skills. Year 4 - Just over one third of year 4 (45 credits) is an individual biomechanics-focussed investigative project where students can demonstrate the full range of personal, communication and academic skills met within the programme. It is assessed at the end of year 4 through a report, an oral presentation and a viva to a panel of staff with other students also present. This assessment enables the student to demonstrate the overall professional level achieved at the end of the programme. Biomechanics is again a significant element of the course and will involve relevant material being taught. The remaining taught modules reflect the students choices in a biomechanics specialism. These modules are at Masters level and are at the leading edge of the subject. On successful completion of the programme - Students will have obtained the necessary academic qualification and practical engineering applications qualification for becoming a Chartered Mechanical Engineer. Full Chartered Engineer status will require appropriate experience working as a graduate engineer. Students will be well prepared for a career and job opportunities in biomedical industries and healthcare sector, as well as more traditional engineering sectors .They will be able to assess whether they have the ability, motivation and interest to pursue postgraduate training in mechanical engineering.22. Criteria for admission to the programme Detailed information regarding admission to the programme is available at  HYPERLINK "http://www.shef.ac.uk/study/" \h http://www.shef.ac.uk/study/ The programme is suitable for well-qualified and motivated students. The admissions procedure is aimed at ensuring students taken onto the course meet the requirements for successful completion regardless of the applicant's educational or other background. Typically, applicants are expected to have A-levels in mathematics, and in a laboratory based science or design and technology. Other equivalent qualifications are also acceptable, these include some VCE A-levels and BTEC qualifications, Scottish Advanced Highers, Irish Leaving Certificate and a range of overseas diplomas and certificates. All applicants require an English language qualification, typically a GCSE or an IELTS test. For applicants wishing to pursue the course but who do not have the appropriate subjects the University offers a Foundation Year in Engineering. Direct entry into the second year of the programme may be possible with suitable qualifications. These include AAA A-levels (including maths and physics or chemistry), a good BTEC HND in suitable subjects, or a diploma in mechanical engineering and IELTS with an overall score of 6.5 with 6 in each component.23. Additional information Every student has a Personal Tutor who is a member of staff in the department. Students first meet their Personal Tutor in Intro Week. 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During year 2 students meet their Personal Tutor three times per semester. In years 3 and 4 the arrangements are up to the individual student, however, their Personal Tutor can be a great help, for example, in advising on module choices, career decisions and providing references. The Personal Tutor is available to provide general help and advice on all aspects of university life. The practical workshop Engineering Applications course in year 1 provides exemption from the IMechE of this requirement for becoming a Chartered Professional Engineer. The course is included within the term dates and incurs no additional cost to the student. Previous suitable experience may allow partial exemption from elements of the Engineering Applications course. To assist students in their self-development and continuing professional development the department has introduced a system of Personal Development Planning. This forms the initial basis of the continuing professional development scheme required by the IMechE to record the progress of graduates aiming to become Chartered Engineers. Further details about the department, courses offered and admission procedures can be found at the departmental Web site  HYPERLINK "http://www.shef.ac.uk/mecheng/" \h http://www.shef.ac.uk/mecheng/This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at «Ӱҵ can be accessed via our Student Services web site at  HYPERLINK "http://www.shef.ac.uk/ssid" \h http://www.shef.ac.uk/ssid.     mecu018 ver21-22 PAGE1 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from «Ӱҵ zmoSpqyBdxx$$d%d&d'd(dIfNOPQR^`gdQyBdx$$d%d&d'd(dIfNOPQR^`gdQypppqqqqSqWqXqSrrrrrrrrrrrrrrrrrrrrrrr|eeeeee|]YY]YY]YY]YYhsjhsU-hQyhsB*CJOJPJQJ^JaJph hQyhQyCJOJQJ^JaJ-hQyh6B*CJOJPJQJ^JaJph9jhQyhs>*B*CJOJPJQJU^JaJph0hQyhs>*B*CJOJPJQJ^JaJph)jhQyhsCJOJQJU^JaJ hQyhsCJOJQJ^JaJ qqrRBdxx$$d%d&d'd(dIfNOPQR^`gdQyjkd$$IfH'`'0`'44 Hap yt rrrrrrrrrYJ@J@J ^`d^`<d$d%d&d'd(dNOPQR^`gdQyjkdK$$IfH'`'0`'44 Hap yt rrrrrrrssyB7$$d%d&d'd(dNOPQR^`a$6$d%d&d'd(dNOPQR^`7$$d%d&d'd(dNOPQR^`a$d^` ^`rrrrssss s ssssss)s*sϿy_K73hQy&hQy5B*CJOJPJQJ^Jph'h6B*CJOJPJQJ^JaJph2h rB*CJOJPJQJ^JaJmHnHphu0jh rB*CJOJPJQJU^JaJph'hsB*CJOJPJQJ^JaJph0jhsB*CJOJPJQJU^JaJphh6B*OJPJQJ^JphhsCJOJPJQJ^JaJ'hsB*CJOJPJQJ^JaJphhsh6B*phsss*ssssss~<d$d%d&d'd(dNOPQR^`gdQy$d^`a$gdQy$^`a$gdQy$<<^`a$gdQy ^`*ssssssssss̵-hQyh6B*CJOJPJQJ^JaJphhsh6&hQy5B*CJOJPJQJ^JphhQy&hQy5B*CJOJPJQJ^Jph 50P. 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   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q