YEAR 3 PROJECT - 2019/0
Module code: EEE3017
Module Overview
Expected prior/parallel learning: Appropriate background knowledge related to the project topic.
Module purpose: The purpose of the Year 3 Project is to prepare students for independent problem solving and independent work in engineering (or elsewhere), and to further develop their professional skills in presenting their work. This is achieved by undertaking an extended piece of research-and-development work on a particular topic over two Semesters, and then presenting the outcomes of this work via a written Final Project Report and an oral presentation, both these being subject to viva-voce examination.
Module provider
Electrical and Electronic Engineering
Module Leader
WELLS Kevin (Elec Elec En)
Number of Credits: 30
ECTS Credits: 15
Framework: FHEQ Level 6
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 267
Module Availability
Year long
Prerequisites / Co-requisites
None.
Module content
The project forms an integral and important part of your programme. It is intended to occupy some 300 hours spread over two semesters. The normal arrangement is for students to carry out a project in the Department, but projects suggested by and in collaboration with industry may also be available and are welcome.
Students are expected to spend time each week on dedicated project work, organise their time effectively allowing for lead times on ordered components, development time for sub-modules or sub-tasks, and adequate time to write up their mid-project report as well as their final project report. They are also expected to keep a log book, as well as meet with their supervisor regularly, ideally each week, but at least once every two weeks.
Students are expected to gain an understanding of relevant background theory/technology in their topic area, and understand the context and motivation for the project work being undertaken. They are expected to report this in a professional manner, being able to report on the successes and limitations of their work.
Assessment pattern
| Assessment type | Unit of assessment | Weighting |
|---|---|---|
| Project (Group/Individual/Dissertation) | PROJECT REPORT AND VIVA | 100 |
Alternative Assessment
Not applicable: students failing a unit of assessment resit the assessment in its original format.
Assessment Strategy
The assessment strategy for this module is designed to provide students with the opportunity to demonstrate success in the process of carrying out a project. (It is helpful if the project actually works, but presentation of a clear understanding of why a project has not worked can also be valuable from an engineering point of view.)
Thus, the summative assessment for this module consists of the following:
· Mid-project review (via written report and interview) (10%)
End-of-project assessment, comprising:
· Final written project report (50%)
· Oral presentation and viva-voce examination (40%)
The timings of related events are as follows
Event
Due
Submission of mid-project-review report
Semester 1, Week 12
Mid-project-review meeting
Semester 1, Week 15
Submission of final written project report
Semester 2, Week 11
Oral presentation and viva-voce examination
Semester 2, Week 15
The expected lengths of the submissions are as follows
Submission type
Expected length
Mid-project-review report
About 15 pages
Final written project report
(excluding any annex)
Normally about 40-45 pages,
and not to exceed 55 pages
These timings and lengths are indicative. For confirmation of exact dates, times and lengths, please check the specific project information issued to you.
The Final Project Report needs to cover the objectives, methods and achievements of the project, needs to be professionally presented, and should conclude with a critical appraisal of the student's own work, including reflections on what has been learnt during the project. The report is assessed both as a measure of your technical achievement, and on the quality of its production (clarity of layout and reporting, and also English structure and grammar). The oral presentation and related questioning are also assessed both as a measure of your technical achievement, and on the quality of your performance.
Formative assessment and feedback
For the module, a student will receive formative assessment/feedback in the following ways.
- During weekly meetings with his/her project supervisor
- During the mid-project review meeting
Module aims
- To provide an opportunity for the student to tackle a research and/or development problem, and to gain experience of the process of doing this, including experience in having to work independently on project-related activities, and experience of needing to produce a report and defend their work under viva-voce examination conditions.
Learning outcomes
| Attributes Developed | ||
| 001 | Experience of applying knowledge gained during his/her programme to a particular theoretical or practical problem. | C |
| 002 | Understanding of concepts from a range of areas, normally including some from areas outside those which he/she has been formally taught, and the ability to apply them effectively in an research and/or development project. As part of this process, the student will have had to analyse the project specifications, to produce a basic system design or plan of action, to critically evaluate relevant literature, marshal ideas for the detailed implementation of the project, including design of the individual system components where relevant, to integrate the components into a working whole, to perform comprehensive testing and/or evaluation, and to produce a coherent report. (C,K,P,T) | KCPT |
| 003 | Gained experience of the project management process. | P |
| 004 | Ability to apply mathematical and computer based models for solving problems in electronic engineering, and the ability to assess their limitations. | KCP |
| 005 | Learning how to investigate and define a problem, taking into account constraints. | CP |
| 006 | In relevant cases, becoming familiar with the design process and the methodology of evaluating outcomes. | CT |
| 007 | Ability to evaluate risks. | PT |
| 008 | Understanding of current research-and-development practice and some appreciation of likely developments | PT |
| 009 | Awareness of quality issues. | PT |
| 010 | Ability to extract and work with data pertaining to unfamiliar problems. | PT |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to allow students to achieve the specified learning outcomes by means of study and research & development work, all of which is supervised by a full-time academic or an experienced research worker. In this way, a student can gain mentored experience in applying knowledge achieved during academic studies to particular theoretical or practical problems. As part of this process, the student will need to critically evaluate the relevant literature, marshal ideas for research or lab evaluation, and produce a reliable and coherent report.
Students are expected to arrange a project with a supervisor before the end of the first few weeks of Semester 1. Most project ideas come from the supervisors, but students may propose their own projects. Students returning from a professional placement often come with an idea inspired by their year in industry, and/or actively supported by their company, which is encouraged. A student who wishes to carry out a project that he/she has personally proposed need only find a member of the academic staff who is willing to check that the project is likely to work and to supervise it.
Students are expected to plan their own use of time with feedback from their supervisors. Most hardware-oriented laboratories are available for student use during normal working hours during semesters.
Learning and teaching methods include the following.
Introductory project-oriented lectures
Training sessions organised by the project supervisor, where relevant
Project-student-directed information research, retreival and assessment activities.
Research and/or development activities (hardware, software, information or science, as relevant to the nature of the project), including trial-and-error methods and/or build-and-test methods where appropriate.
Regular meetings with the project supervisor (at least one hour per week, during the teaching periods in each semester).
Preparation of a mid-project report, and participation in a mid-project review meeting with the internal examiners (who act as project reviewers).
Experience of the project-management process.
Experience of preparing both a written project report and an associated oral presentation, and of being subject to viva-voce examination on both.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list
https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: EEE3017
Programmes this module appears in
| Programme | Semester | Classification | Qualifying conditions |
|---|---|---|---|
| Electronic Engineering with Computer Systems BEng (Hons)(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
| Electrical and Electronic Engineering MEng(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
| Electronic Engineering with Space Systems MEng(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
| Electronic Engineering BEng (Hons)(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
| Electrical and Electronic Engineering BEng (Hons)(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
| Electronic Engineering with Nanotechnology BEng (Hons)(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
| Electronic Engineering with Nanotechnology MEng(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
| Communication Systems BEng (Hons)(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
| Computer and Internet Engineering BEng (Hons)(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
| Electronic Engineering with Space Systems BEng (Hons)(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
| Electronic Engineering with Computer Systems MEng(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
| Electronic Engineering MEng(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
| Computer and Internet Engineering MEng(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
| Communication Systems MEng(YEAR LONG) | Year-long | Core | Each unit of assessment must be passed at 40% to pass the module |
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2019/0 academic year.