INTEGRATED DESIGN 1 - 2022/3
Module code: ENG1077
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
This module brings together, within realistic case-study projects, a number of themes studied within Year1, including structural analysis and design, feasibility and sustainability study and preparation of sketches, as well as computer aided drawings (CAD). The module is also based on group work in DAD Project (Design, Assemble and Dismantle), that is a hands-on activity using full-scale physical models and is carried out as a combination of lectures/workshops/tutorials within the semester.
Civil and Environmental Engineering
BEHNEJAD Alireza (Civl Env Eng)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 4
JACs code: H200
Module cap (Maximum number of students): N/A
Overall student workload
Workshop Hours: 15
Independent Learning Hours: 81
Seminar Hours: 12
Tutorial Hours: 2
Guided Learning: 30
Captured Content: 10
Prerequisites / Co-requisites
Conceptual structural design and feasibility study
Feasibility study concentrating on conceptual design, quantitative assessment of producing a sustainable design, constructional planning and health and safety issues. Identification of applied loads on structures and possible/probable load combinations. Preparing reports including site selection using spatial data and GIS tools, construction sequence, construction health and safety, appraisal and presentation of working drawings and qualitative consideration of sustainability principles. Preparing alternative designs based on 'what if' scenarios.
Design, Assemble and Dismantle (DAD) Project
The group participants should design the configuration of their own structure using all or part of the provided full-scale structural kit consisting of prefabricated tubular steel members, as well as the required connectors. Then, they have to prepare all the documentation for the structure including technical drawings, construction requirements, assembly/dismantling plan and risk assessment and to present the design to all groups. The group then exchange their design and construct (assemble/dismantle) a structure designed by another group. Finally, each group should make a short video about their experience in the DAD Project.
|Assessment type||Unit of assessment||Weighting|
|Coursework||FEASIBILITY STUDY AND CONCEPTUAL STRUCTURAL||60|
|Coursework||DESIGN, ASSEMBLE AND DISMANTLE (DAD) PROJECT||40|
The assessment strategy is designed to provide students with the opportunity to demonstrate:
- The ability to use AUTOCAD for the production of appropriately dimensioned 2D engineering drawings and 3D structural models (LO 1)
- The ability of sketching to explain design concepts and details (LO 1)
- The ability of designing a structure using available structural elements and producing all the necessary documents for their design (LO 4, 6, 7, 10)
- The ability to communicate with group members, as well as other groups in a professional manner (LO 5, 6, 8)
- The understanding of practical considerations in design and the application of their theoretical knowledge in health and safety (LO 4, 8, 9, 10)
- Demonstrate the ability to propose alternative design solutions, depending on planning, constructional and design constraints, which are sustainable and conform to health and safety principles through a group portfolio and group presentations (LO 1, 4, 6 - 10, 13 - 15)
- Demonstrate elements of creativity using conceptual design alternatives, accompanied by criticism of their 3D structural behaviour, through several group portfolio and group presentations (LO 1, 5 - 15)
Thus, the summative assessment for this module consists of:
- Structural conceptual design and feasibility study: Several group portfolio and presentations on the design of case-studies (e.g. bus shelter and theme park buildings) [Learning outcomes assessed 1 - 4 and 6 - 15] (60%).
- DAD project: Group effort to design, assemble and dismantle a full-scale structure and making a 1-2 minute video [Learning outcome assessed 4 - 10, 14, 15] (40%)
Formative assessment and feedback
Formative assessment will be through verbal feedback from the staff, as well as peer students during the workshops/tutorials, commenting on the progress of students within the semester, and following the group presentations.
- Provide the ability to appraise structural and planning needs of construction projects and determine solutions to design problems
- Familiarise students with conceptual structural design
- Enrich students with concepts and considerations related to sustainable design
- Develop teamwork attributes, group management and interpersonal as well as presentation skills
- Develop practical considerations in structural design
- Offer integration of Civil Engineering disciplines
- Extend knowledge of structural design methods and principles related to site layout in regard to health and safety, cost estimation and construction planning
|003||Identify the structural system including the key structural components in structures.||KT|
|005||Design an appropriate configuration for a lattice spatial structure based on the available structural components, prepare the relevant documentation for construction (assembly and dismantling) including construction procedure and risk assessment in a timely manner||KPT|
|004||Recognise constructional and planning constraints and implement healthy and safe construction methods.||KCPT|
|007||Reviewing, assessing and critical thinking||T|
|008||Teamwork and leadership||T|
|009||Ability to develop, monitor and update a plan||T|
|010||Independent learning skills||T|
|013||Synthesis of data||T|
|015||Use of word processor, spreadsheet, drawing/presentation||T|
|001||Identify and critically appraise alternative solutions to planning and design problems.||CPT|
|002||Utilise conceptual design as a creative process.||CPT|
|006||Oral & written communication and presentation skills||T|
|011||Information retrieval skills||T|
|014||3D spatial awareness||T|
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:
Bring together different aspects of Civil Engineering, introduced to the students throughout the duration of Year 1, to be applied to realistic design projects. It runs in parallel with ENG1076 in which the students are taught the principles of structural analysis and design which they then apply to real case structures considered as part of the conceptual structural design. Furthermore, this module gives the opportunity to the students to utilise their knowledge acquired in ENG1074 in terms of sketching, CAD, sustainability principles and health and safety in design and construction.
The delivery of the module starts with lectures/tutorials through which the links between ENG1076 and the case studies are being highlighted. The first part of the module involves the conceptual structural design of a realistic project (e.g. bus shelter, car-park, bridge) which is carried out through independent group work for which feedback is provided during the tutorial sessions from academic staff. It also focuses on health and safety, constructional planning and production of design drawings. Sustainability is considered in a qualitative manner.
Parallel to the above, the concept of lattice spatial structures is being introduced to the students during the first week as an introduction to the DAD Project. Then each group develops their ideas both independently and in the lab meetings supervised by academics, where they have access to small scale physical models, as well the actual structural elements. The groups present their design and submit the project documents to be given to another group. Later in a second group meeting, they practice the construction of a structure designed by another group and finalise the plan for the assembly/dismantling, taking place at the end of semester. The Project will conclude with an invited lecture by professionals in the field of design and construction of spatial structures, as well as providing feedback on the overall group performance.
The learning and teaching methods include:
- Lectures/workshops/tutorials on feasibility study and conceptual structural design (35 hours)
- Lectures and group meetings for the DAD Project (10 hours)
- Independent group work and making a short video (10 hours)
- Assembly/dismantling and presentation for the DAD Project (5 hours)
- Group meetings and independent learning (90 hours)
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.
Upon accessing the reading list, please search for the module using the module code: ENG1077
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 2022/3 academic year.