97 0809

THE HONG KONG POLYTECHNIC UNIVERSITY Department of Mechanical Engineering
Part-time BEng (Hons) in Product Analysis and Engineering Design

[Self-financed, Programme Code: 43097]
Definitive Programme Document (For 2008 Cohort)
August 2008
Definitive Programme Document 2008/09 BEng (Hons) in Product Analysis and Engineering Design (43097)
Table of Contents
Page
Part A: General Information

1. Preamble ........................................................................................................................................A-1 2. Programme Aims and Objectives.............................................................................................A-1 3. Programme Outcomes.................................................................................................................A-2 3.1 3.2 3.3 Specific Programme Goals.........................................................................................A-2 Specific Essential Abilities..........................................................................................A-2 Student-Learning-Outcomes......................................................................................A-3
4. General Approach to Teaching, Learning and Assessment .............................................A-4 5. Programme Structure ...................................................................................................................A-5 6. Admission, Registration and Assessment........................................................................... A-13 6.1 6.2 6.3 6.4 6.5 6.6 6.7 Entrance Requirements ........................................................................................... A-13 Progression, Academic Probation/Deregistration .............................................. A-13 Retaking of Subjects................................................................................................. A-14 Absence from an Assessment Component........................................................... A-14 Grading ...................................................................................................................... A-14 Eligibility for Award................................................................................................. A-16 Normal and Maximum Periods of Registration................................................... A-17
7. Programme Operation and Management ........................................................................... A-18 7.1 7.2 7.3 7.4 Departmental Undergraduate Programme Committee....................................... A-18 Programme Executive Group................................................................................. A-18 Student-Staff Consultative Committee.................................................................. A-18 Academic Tutors....................................................................................................... A-18
8. Subject Descriptions.................................................................................................................. A-19 8.1 8.2 Contents of Subject Description Form................................................................. A-19 Detailed Subject Description Forms ..................................................................... A-19
Table of Contents
Page
Part B: Syllabuses
Core Subjects ENG307 ISE386 ISE388 ISE410 ISE441 ME3103 ME3202 ME3203 ME3306 ME3307 ME3403 ME3903 ME4209 ME4214 ME4906 ME4910 SD3401 Society and the Engineer ............................................................................... B-1 Integrated Design for Manufacture .........................................................B-3 Environmental Issues in Product Development....................................B-7 Rapid Prototyping Technologies............................................................B-11 Engineering Project Management..........................................................B-13 Dynamics and Control for Product Design..........................................B-15 Engineering Design for Products...........................................................B-19 Elementary Product Mechatronics.........................................................B-23 Product Modelling, Simulation and Analysis........................................B-27 Structural Design and Analysis of Products ........................................B-29 Advanced Engineering Sciences in Products .......................................B-33 Quantitative and Computational Methods ...........................................B-37 Product Mechatronics..............................................................................B-41 Design for Product Safety .......................................................................B-45 Numerical Methods for Product Analysis ............................................B-49 PAED Capstone Project .........................................................................B-53 Designing for Humanities .......................................................................B-57
Elective Subjects ME4210 ME4211 ME4212 ME4213 ME4216 ME4302 ME4303 SD4041 SD4414 Design for Packaging and No-assembly ...............................................B-61 Development of Green Products...........................................................B-65 Artificial Intelligence in Products...........................................................B-69 Design for Six Sigma................................................................................B-71 Design of Automotive Mechanical Systems .........................................B-75 Nano- and Micro-technology Applications to Product Development.............................................................................................B-79 Product Testing Technology...................................................................B-83 Design in Business for Engineering.......................................................B-87 Design of Home and Personal Electronic Products ...........................B-91
ii
Remedial Subjects ME2001 ME2002 ME2004 ME2006 ME3005 Mathematics ..............................................................................................B-95 Engineering Science in Products............................................................B-97 Project (Design and Make)......................................................................B-99 Computer Proficiency and Application of Manufacturing Processes.......................................................................B-101 Introduction to Industrial Design ........................................................B-103
This Definitive Programme Document is subject to review and changes which the programme offering Department can decide to make from time to time. Students will be informed of the changes as and when appropriate.
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PART A GENERAL INFORMATION
Part A: General Information

1. Preamble In order for Hong Kong to remain competitive in the export-led market, our industries need to switch their role from a low cost Original Equipment Manufacturer (OEM) to a high value-added Original Design Manufacturer (ODM), and then to an Original Brand Manufacturer (OBM) to maximize the profit margin. It is in particular important for them to have their own brand name of top quality products, much like the designer label of other well-developed countries, to maintain a strong competition in the international market. In order to achieve that, heavy emphasis should be placed on the added-value of products, which implies an increasingly urgent need for inter-disciplinary expertise of high-end product design and development. Because of the huge demand of professionals to design and develop quality new products, there are currently several academic programmes offered in Hong Kong at various levels, with the main objective to produce all-round graduates who are able to support the development and growth of this discipline. After assessing these programmes closely, the Department of Mechanical Engineering (ME) and the Department of Industrial and Systems Engineering (ISE) have made an excellent collaborative effort to develop an inter-disciplinary Integrated Product Development (IPD) scheme to support the Universitys niche area in product design and development, and to produce all-round graduates for the discipline. The full time/sandwich IPD scheme is hosted by the FEng of PolyU and includes the following two awards:
BEng (Hons) in Product Analysis and Engineering Design [PAED] BEng (Hons) in Product Engineering with Marketing [PEM]
The PAED award is hosted by ME, whereas ISE is responsible for the PEM award.
In order to provide an excellent on-job continuous professional development to the midlevel practitioners in the discipline of product design and development, ME decides to offer a replica of the PAED award in the part-time mode:
BEng (Hons) in Product Analysis and Engineering Design
2. Programme Aims and Objectives The programme is a replica of the PAED award of the IPD scheme, which is developed to be one of the pillars of the Universitys product design and development niche area. It will support the Universitys endeavour to groom expertise for Hong Kong and the Pearl River Delta region by nurturing continuously a new generation of all-round product development professionals and to expedite technology transfer to the integrated product development discipline. Our goal is to provide the most preferred part-time honours degree programme in Hong Kong for the discipline.
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3. Programme Outcomes The programme aims to produce all-round product development professionals for industries in Hong Kong and the Pearl River Delta region, who are competent to integrate the state-of-the-art technology with design and business in developing products of superior quality. The Specific Programme Goals have therefore been determined aiming at development of the Specific Essential Abilities of the all-round product development professionals, which can be fully identified with a set of Student-Learning-Outcomes. 3.1 Specific Programme Goals
The specific programme goals are to produce all-round product development professionals with the following educational objectives: PG(1) To integrate critical and systematic approach in design analysis and innovative method in product development, with creative design thinking and awareness of business consideration to produce products with superior quality. To provide professional knowledge, practical skills and experience in industrial design, engineering analysis, manufacturing and prototyping processes in developing products. To develop ability to apply state-of-the-art technology in product development. To develop understanding and appreciation of the concept and trend in industrial design. To develop fluency and sensitivity to understand consumers needs and market situation. To develop excellent skills to communicate in English, Chinese and multi-media, and to learn independently and continuously, and to be an effective team player and manager. To develop awareness of professional ethics and social responsibilities and drive to achieve quality. Specific Essential Abilities
PG(2) PG(3) PG(4) PG(5) PG(6) PG(7) 3.2
The above specific programme goals are successfully achieved if the following specific essential abilities can be developed by the graduates of the programme: SEA(1) To apply knowledge of arts, mathematics, sciences and engineering to problems in the life cycle of product development. SEA(2) To identify market opportunity and to understand the approach in generating new design concepts to meet the existing as well as potential market needs. SEA(3) To identify, formulate and solve engineering design problems. SEA(4) To design and analyze engineering systems, components or processes to meet desired design needs. SEA(5) To benchmark and evaluate various competing design concepts.
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SEA(6) To use modern design and engineering techniques, skills and computing tools necessary for real world practice. SEA(7) To ensure superior quality of the developed products. SEA(8) To aware of contemporary issue. SEA(9) To fully aware of professional and ethical responsibilities, and the concept of sustainable design. SEA(10) To understand the impact of engineering solutions in global and societal contexts. SEA(11) To function effective in a multi-disciplinary product design and development team. SEA(12) To communicate effectively with written, oral and visual means with people in various disciplines. SEA(13) To recognize the need for and to perform life-long learning independently. 3.3 Student-Learning-Outcomes
The following student-learning-outcomes are developed, which are the specific targets to be achieved. With the full attainment of these outcomes, the specific essential abilities to be developed by the graduates of the programme, as mentioned in the above section, can be achieved. SLO(1) Skillful to generate engineering drawings using modern CAD systems. SLO(2) Able to develop visualization skills and apply to product design. SLO(3) Able to appreciate the generation of design concepts with innovative approaches to satisfy the market needs. SLO(4) Able to explore and analyze the market needs, and appreciate their direct relationship with new products. SLO(5) Competent in identifying a set of design variables and the governing equations to analyze a conceptual design. SLO(6) Competent in formulating a design and manufacturing problem related to simple systems and engineering components. SLO(7) Competent to generate and evaluate design concepts after gaining a good understanding of the problem background and existing design concepts. SLO(8) Able to introduce uncertainty as an element of engineering and design practices, including material properties, process performance and market demands. SLO(9) Able to introduce the influences of financial, environmental, social and cultural considerations on design and engineering decisions. SLO(10) Competent to apply engineering sciences, mathematics and computing techniques in analyses specific to the product design and development systematically. A-3
SLO(11) Competent in applying engineering fundamentals to solve an open-ended design problem supplied by an industrial partner. The problem should provide opportunities for creative design. SLO(12) Skillful to decide on the use of appropriate manufacturing processes in the manufacture of a product at the design stage. SLO(13) Competent to provide the most feasible practical solution to the problem keeping in mind performance, safety, cost, weight, environment and many other constraints specified by the customers. SLO(14) Competent to analyze and optimize a design with the aid of modern CAE software. SLO(15) Able to generate concepts through laboratory setting and conduct analyses to size components. SLO(16) Skillful to develop a prototype with innovative product development techniques as well as its function evaluation. SLO(17) Skillful to apply quality assurance techniques to ensure superior quality of the developed products. SLO(18) Competent to perform project management techniques in meeting the specified time, budget and specification requirements in launching a new product. SLO(19) Skillful to work both individually, using their own initiative, and as an effective team member on real-world product design and development problems. SLO(20) Skillful to communicate with appropriate media, including graphical representations of artifacts, written reports and oral presentations. SLO(21) Able to develop broad-based knowledge and deepen technical understanding in selected area related to product design and development through continuous self-development. SLO(22) Competent to search for useful information at different stages of the product design and development process.
The graduates are expected to fully acquire professional academic knowledge and skills by achieving the outcomes as specified from SLO(1) to SLO(18). While outcomes as specified from SLO(17) to SLO(22) are designed to facilitate the achievement of allroundedness of the graduates.
4. General Approach to Teaching, Learning and Assessment
The student-learning-outcomes expected to be achieved by a subject are spelt out explicitly in its syllabus. On the one hand, the students are able to know the purpose of every subject before learning. On the other hand, the students can conduct a self-assessment to evaluate whether the specific student-learning-outcomes of the subject have been achieved after the teaching. Some of the student-learning-outcomes as specified in Section 3.3 can be used directly or further expanded into more details to meet the particular nature of a subject. A-4
The approaches used to achieve the specific student-learning-outcomes, for example, formal lecture, tutorial, seminar, laboratory work, practical work, project work and case study are described clearly in the syllabus of a subject. Function and justification of every approach adopted are also explained. The prime purpose of assessment is to enable students to demonstrate that they have met the aims and objectives of the academic programme in particular that they have fulfilled the requirement of each subject and have, at the end of their study achieved the standard appropriate to the award. Every teaching and learning approach should be assessed with appropriate method. Assessment fulfills two major functions. It is used to evaluate whether the specific student-learning-outcomes of a subject have been achieved by the students, and distinguish their performance in achieving them. The criteria-referenced assessment approach is applied. Students performance in a subject will be assessed by how much and how good that the specific criteria as specified in its syllabus can be achieved. Assessment is made on a relative basis. In case of group activity, both the overall performance of the group as well as individual effort/contribution of each team member is assessed, in order to assess the achievement of SLO(19) as mentioned in Section 3.3. Assessment will also serve as prompt and useful feedback to students. Students will be informed of their performance in the assessment so that they are aware of their progress and attainment to facilitate teaching and learning. Students performance in a subject shall be assessed by coursework or examination and coursework as deemed appropriate. Where both methods are used, the weighting of each in the overall subject grade will be clearly stated in the definitive programme document. Coursework may include tests, assignments, project report and presentation, laboratory work and other forms of classroom participation. 5. Programme Structure
In the development of the programme curriculum, full reference has been made to the PAED award of the Full-time/Sandwich BEng (Hons) IPD scheme as shown in Table 5-1. However, because this programme is operating in the part-time mode with essentially intakes engaging in full-time relevant employments, the following deviations are therefore needed: English for Engineering Students and General Education are not required. The Work-Integrated Education (WIE) activities are not required. Because the entry qualifications of the programme are essentially Higher Diploma or Associate Degree, academic subjects at or below level 2 are not needed. SD advises that the level 3 subject, Introduction to Industrial Design, can be exempted by students with product design background.
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Because the students are essentially engaged in relevant full-time employment in product development and manufacture, therefore the Project (Systematic Innovation for Product Development) and significant part of the IC Practical Training Modules can be excluded due to their relevant professional maturity and academic backgrounds (Higher Diploma or Associate Degree).
Based on the above modifications, there are 63 academic credits required for graduation for the programme, which should be obtained from the following groups of subjects (Sections (ii), (iii) and (iv)) of Table 5-2.
All core and elective subjects in this programme as specified on Table 5-2 are standardized to be 3 credits except PAED Capstone Project and Society and The Engineer, which are of 6 and 2 credits, respectively. Special arrangement will be made to facilitate the students entering the programme with different backgrounds, for example, engineering or product design, to proceed with the same pace. Students identified to have insufficient backgrounds in relevant engineering or product design will be required to take certain non-credit-bearing remedial subjects in mechanical engineering or product design, as shown in Section (i) of Table 5-2, as pre-requisite. Number of remedial subjects required by individual student is depended on necessity. The required remedial subjects should be completed before the second year of the programme. The students identified to have insufficient background in practical training or manufacturing processes, will be required to take the Remedial IC Practical Training Module as shown in section (v) of Table 5-2. It is also non-credit-bearing but compulsory to complete before the second year of the programme. The specified progression pattern within the normal duration of 8 semesters (equivalent to 4 years) is recommended in the Table 5-3. Table 5-4 and 5-5 display a curriculum map. The student-learning-outcomes achieved by each subject of the programme are listed clearly. Such that all the student-learning-outcomes as specified in Section 3.3, can be shown to be fully fulfilled by the curriculum built upon a combination of most suitable subjects.
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Table 5-1 Specified Progression Pattern of Full-time BEng (Hons) Scheme in IPD (05003)
- BEng (Hons) in PAED Award
Year 1 (31 Academic Credits + IC Practical Training Modules) 1st Semester AP208 Engineering Science in Products (3 Credits) ELC2501 University English I (2 Credits) ISE244 Manufacturing Process Selection and Design (3 Credits) ENG240 Materials Technology for Design (3 Credits) AMA295 Mathematics (3 Credits) ME2904 Project (Design and Make) (3 Credits) IC287 Computer Proficiency and Engineering Fundamentals (Assessed in 2nd Semester) 2nd Semester ME3202 Engineering Design for Products (3 Credits) ISE386 Integrated Design for Manufacture (3 Credits) GE- China Studies (2 Credits) SD348 Introduction to Industrial Design (3 Credits) MM2711 Introduction to Marketing (3 Credits) IC287 Computer Proficiency and Engineering Fundamentals (3 Training Credits) Year 2 (34 Academic Credits + IC Practical Training Modules) 1st Semester ME3103 Dynamics and Control for Product Design (3 Credits) ME3203 Elementary Product Mechatronics (3 Credits) ELC3505 English for Effective Workplace Communication I (2 Credits) GE- Broadening General Education Subject (2 Credits) ISE388 Environmental Issues in Product Development (3 Credits) ISE389 Systematic Innovation for Product Development (3 Credits) ME3903 Quantitative and Computational Methods (3 Credits) IC348 Appreciation of Manufacturing Processes (Assessed in 2nd Semester) 2nd Semester ISE441 Engineering Project Management (3 Credits) ME3306 Product Modelling, Simulation and Analysis (3 Credits) IC348 Appreciation of Manufacturing Processes (3 Training Credits) IC349 Integrated Manufacturing Projects (3 Training Credits) ME3403 Advanced Engineering Sciences in Products (3 Credits) SD3401 Designing for Humanities (3 Credits) ME3307 Structural Design and Analysis of Products (3 Credits)
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Year 3 (32 Academic Credits) 1st Semester ISE410 Rapid Prototyping Technologies (3 Credits) ENG307 Society and the Engineer (3 Credits) ELC3506 English for Effective Workplace Communication II (2 Credits) ME4209 Product Mechatronics (3 Credits) ME4214 Design for Product Safety (3 Credits) ME4909 PAED Capstone Project (Assessed in 2nd Semester) 2nd Semester ME4909 PAED Capstone Project(6 Credits) ME4906 Numerical Methods for Product Analysis (3 Credits) PAED Elective Subjects I (3 Credits) PAED Elective Subjects II (3 Credits) PAED Elective Subjects III (3 Credits)
Graduation
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Table 5-2 Programme Curriculum of Self-financed Part-time BEng (Hons) in Product Analysis and Engineering Design (i) Non-credit-bearing Remedial Subjects for Students Having Insufficient Backgrounds (Subjects taken by individual student depends on necessity): (All remedial subjects are at level 2 except Introduction to Industrial Design, which is at level 3. Remedial Subjects ME2001 ME2002 ME2004 ME3005 Mathematics Engineering Sciences in Products Project (Design and Make) Introduction to Industrial Design Semester 1 1 2 2
(ii)
Core Subjects (Total: 48 credits): (These core subjects are necessary for every student to develop the broad knowledgebase in product design and development.) Subject Each subject is of 3 credits Offering Department SD ME ME ME ISE ME ME ISE ME ME ISE ISE ME ENG ME ME Semester
SD3401 ME3103 ME3202 ME3903 ISE386 ME3306
Designing for Humanities Dynamics and Control for Product Design Engineering Design for Products Quantitative and Computational Methods Integrated Design for Manufacture Product Modelling, Simulation and Analysis ME3403 Advanced Engineering Sciences in Products ISE388 Environmental Issues in Product ME3203 Elementary Product Mechatronics ME3307 Structural Design and Analysis of Products ISE410 Rapid Prototyping Technologies ISE441 Engineering Project Management ME4906 Numerical Methods for Product Analysis ENG307 Society and the Engineer ME4209 Product Mechatronics ME4214 Design for Product Safety
1 2 2 2 3 3 3 4 4 4 5 5 5 6 6 6
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(iii)
Elective Subjects (Total: 9 credits): (In addition to the core subjects, every student is required to study any 3 elective subjects selected from the following pool.) Subject Each subject is of 3 credits ME4210 ME4211 ME4212 ME4213 ME4216 ME4302 ME4303 SD4041 SD4414 Design for Packaging and No-assembly Development of Green Products Artificial Intelligence in Products Design for Six Sigma Design of Automotive Mechanical System Nano- and Micro-technology Applications to Product Development Product Testing Technology Design in Business for Engineering Design of Home and Personal Electronic Products Offering Department ME ME ME ME ME ME ME SD SD Semester 7/8 7/8 7/8 7/8 7/8 7/8 7/8 7/8 7/8
(iv)
PAED Capstone Project (Total: 6 credits): (The PAED Capstone Project should normally be an open-ended real-life product design and development task with its main objective to provide a vehicle for full integration of the studies. A project group normally consists of 3 students to facilitate teamwork. Report, presentation and prototype will usually be required. Technical competency as well as people competency should be the major criteria to be assessed. Individual performance of a student as well as the teams overall performance should both be assessed. Criteria and method of assessment are clearly presented with its syllabus in Part B. IC would provide co-supervision to these projects.) Subject ME4910 PAED Capstone Project Number of Credits 6 Offering Department ME Semester 7&8
(v)
Remedial IC Practical Training Module (Non-credit-bearing): (The following practical training module is non-credit-bearing but compulsory and required to complete before the second year of the programme for those students who do not have sufficient background in practical training or manufacturing processes.) Remedial IC Training ME2006 Computer Proficiency and Application of Manufacturing Processes Semester 1
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Table 5-3 Specified Progression Pattern of Part-time BEng (Hons) in PAED (43097) Year 1 (12 Academic Credits + Remedial Subjects) 1st Semester SD3401 Designing for Humanities (Level 3 3 Credits) Remedial Subjects (Non-credit-bearing) Remedial IC Training (Non-credit-bearing) 2nd Semester ME3103 Dynamics and Control for Product Design (Level 3 3 Credits) ME3202 Engineering Design for Products (Level 3 3 Credits) ME3903 Quantitative and Computational Methods (Level 3 3 Credits) Remedial Subjects (Non-credit-bearing) Remedial IC Training (Non-credit-bearing)
Year 2 (18 Academic Credits) 1st Semester ISE386 Integrated Design for Manufacture (Level 3 3 Credits) ME3306 Product Modelling, Simulation and Analysis (Level 3 3 Credits) ME3403 Advanced Engineering Sciences in Products (Level 3 3 Credits) 2nd Semester ISE388 Environmental Issues in Product Development (Level 3 3 Credits) ME3203 Elementary Product Mechatronics (Level 3 3 Credits) ME3307 Structural Design and Analysis of Products (Level 3 3 Credits)
Year 3 (18 Academic Credits) 1st Semester ISE410 Rapid Prototyping Technologies (Level 4 3 Credits) ISE441 Engineering Project Management (Level 4 3 Credits) ME4906 Numerical Methods for Product Analysis (Level 4 3 Credits) 2nd Semester ENG307 Society and the Engineer (Level 3 3 Credits) ME4209 Product Mechatronics (Level 4 3 Credits) ME4214 Design for Product Safety (Level 4 3 Credits)
Year 4 (15 Academic Credits) 1st Semester ME4910 PAED Capstone Project (Level 4 To be assessed in 2nd Semester) Elective Subject I* (Level 4 3 Credits) Elective Subject II * (Level 4 3 Credits) 2nd Semester ME4910 PAED Capstone Project (Level 4 6 Credits) Elective Subject III * (Level 4 3 Credits)
Graduation
* Select a total of 3 Elective Subjects as presented in Section (iii) of Table 5-2.
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Table 5-4 Curriculum Map for BEng (Hons) in PAED (43097) Compulsory Subjects
Subjec t ENG307 ISE386 ISE388 ME3103 ME3202 ME3203 ME3306 ME3307 ME3403 ME3903 SD3401 ISE410 ISE441 ME4209 ME4214 ME4906 ME4910 Student-Learning-Outcome (as specified in Section 3.3) 1 2 4 3 5 6 7 9 10 11 12 13 14 15 16 8 17 18 19 20 21 22
Table 5-5 Curriculum Map for BEng (Hons) in PAED (43097) Elective Subjects
Subject 1 ME4210 ME4211 ME4212 ME4213 ME4216 ME4302 ME4303 SD4041 SD4414 2 3 4 5 Student-Learning-Outcome (as specified in Section 3.3) 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
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6.
Admission, Registration and Assessment
The admission, registration and assessment arrangements are in line with University policies. Details concerning the following items can be found in the Student Handbook: 6.1 Registration and Add/Drop of Subjects Credit Exemption and Transfer Taking of Additional Subjects Withdrawal of Subjects Zero Subject Enrolment Appeal Against Assessment Results
Entrance Requirements Higher Diploma/Associate Degree in relevant engineering disciplines Higher Diploma/Associate Degree in relevant product design disciplines Higher Diploma/Associate Degree in applied physics Academic qualifications equivalent to the above Mature candidate graduated from Higher Certificate in engineering or design with extensive and relevant working experience in product development
6.2
Progression, Academic Probation and Deregistration
The Board of Examiners (BoE) shall, at the end of each semester (except for Summer Term unless there are students who are eligible to graduate after completion of Summer Term subjects), determine whether each student is: 1. eligible for progression towards an award; or 2. eligible for an award; or 3. required to be deregistered from the programme. When a student has a Grade Point Average (GPA) lower than 2.0, he/she will be put on academic probation in the following semester. Once when a student is able to pull his/her GPA up to 2.0 or above at the end of the probation semester, the status of academic probation will be lifted. The status of academic probation will be reflected in the examination result notification but not in transcript of studies. A student will have progressing status unless he/she falls within the following categories, either of which may be regarded as grounds for deregistration from the programme: 1. the student has exceeded the maximum period of registration for that programme as specified in the definitive programme document; or 2. the students GPA is lower than 2.0 for two consecutive semesters, and his/her Semester GPA in the second semester is also lower than 2.0; or 3. the students GPA is lower than 2.0 for three consecutive semesters.
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A student may be deregistered from the programme enrolled before the time specified in the above conditions 2 or 3 if his/her academic performance is poor to the extent that the BoE deems that his/her chance of attaining a GPA of 2.0 at the end of the programme is slim or impossible. In the event that there are good reasons, the BoE has the discretion to recommend that students who fall into categories as stated in the above conditions 2 or 3 be allowed to stay on the programme, and these recommendations should be presented to Faculty Board for final decision. 6.3 Retaking of Subjects
Normally, students may retake only those subjects for which they have failed, i.e. obtained an F grade. Students are not allowed to retake subjects for which they have passed with grade C or above. Retaking of a subject which has been passed at grade D or D+ will require the approval of the Programme Leader. The number of retakes of a failed subject is not restricted. Only the grade obtained in the final attempt of retaking will be included in the calculation of the GPA. The grades obtained in previous attempts will only be reflected in transcript of studies. In cases where a student takes another subject to replace a failed subject, the fail grade will be retained and taken into account in the calculation of the GPA, despite the passing of another subject. 6.4 Absence from an Assessment Component
If a student is unable to complete all the assessment components of a subject, due to illness or other circumstances which are beyond his control and considered by the Subject Assessment Review Panel (SARP) as legitimate, the Panel will determine whether the student will have to complete a late assessment and, if so, by what means. 6.5 Grading
Assessment grades shall be awarded on a criterion-referenced basis. A students overall performance in a subject shall be graded as shown in Table 6-1.
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Table 6-1 Assessment Grades of A Subject
Subject grade
A+ A
Short description
Elaboration on subject grading description

The students work is outstanding. It exceeds the subject learning outcomes in all regards.
Excellent
The students work is excellent. It exceeds the subject learning outcomes in nearly all regards. The students work is very good. It exceeds the subject learning outcomes in the majority of regards.
B+ B C+ C Satisfactory Good
The students work is good. It exceeds the subject learning outcomes in some regards. The students work is wholly satisfactory. It fully meets all the subject learning outcomes. The students work is satisfactory. It largely meets all the subject learning outcomes. The students work is barely adequate. It fails marginally to meet all the subject learning outcomes.
D+ Marginal D F Failure
The students work is weak. It fails to meet the subject learning outcomes in some regards. The students work is inadequate. It fails to meet most of the subject learning outcomes.
F is a subject failure grade, whilst all others (D to A+) are subject passing grades. No credit will be earned if a subject is failed. A numeral grade point is assigned to each letter grade, as shown in Table 6-2. Table 6-2 Conversion between Grade and Grade Point
Grade
A+ A B+ B C+ C D+ D F A - 15
Grade Point
4.5 4 3.5 3 2.5 2 1.5 1 0
At the end of each semester, a Grade Point Average (GPA) will be computed based on the grade point of the subject overall grade as follows:
Subject Grade Po int Subject Credit Value GPA = Subject Credit Value
n n
Where n = number of all subjects (inclusive of failed subjects) taken by the student up to and including the latest semester, but for subjects which have been retaken, only the grade obtained in the final attempt will be included in the GPA calculation In addition, the following subjects will be excluded from the GPA calculation: 1. 2. 3. 4. 5. Exempted subjects Ungraded subjects Incomplete subjects Subjects for which credit transfer has been approved without any grade assigned Subjects from which a student has been allowed to withdraw (i.e. those with the grade W)
Subject which has been given an S subject grade, i.e. absent from examination, will be included in the GPA calculation and will be counted as zero grade point. GPA is thus the unweighted cumulative average calculated for a student for all relevant subjects taken from the start of the programme to a particular reference point of time. GPA is an indicator of overall performance and is capped at 4.0. As assessment should be a matter of judgement, not merely a result of computation, the subject lecturer will have the discretion to assign a grade which is considered to reflect more appropriately the overall performance of the student in a subject to override the grade derived by the computer. 6.6 Eligibility for Award A student would be eligible for award if he/she satisfies all the conditions listed below: 1. Accumulation of 62 academic credits as defined in the definitive programme document. 2. Having a GPA of 2.0 or above at the end of the programme. 3. Satisfy all the remedial subjects as specified when he/she is admitted. A student is required to graduate as soon as he/she satisfies all the above conditions for award. All credits are equally weighted in determining the classification of award. Any subject passed after the graduation requirement has been met or subject taken on top of the prescribed credit requirements for award shall not be counted in the calculation of Award GPA. However, if a student attempts more elective subjects(or optional subjects) than the
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requirement for graduation in or before the semester within which he becomes eligible for award, the elective subjects (or optional subjects) with higher contribution shall be counted in the grade point calculation for award classification (i.e. the passed subjects with lower contribution will be excluded from the grade point calculation for award classification), irrespectively of when the excessive elective subjects (or optional subjects) are enrolled. Table 6-3 may be used by BoE as reference in determining award classifications. Table 6-3 Criteria for Award
Honours degrees
1st
Guidelines
The students performance/attainment is outstanding, and identifies him/her as exceptionally able in the field covered by the programme in question. The student has reached a standard of performance/ attainment which is more than satisfactory but less than outstanding. The student has reached a standard of performance/ attainment judged to be satisfactory, and clearly higher than the essential minimum required for graduation. The student has attained the essential minimum required for graduation at a standard ranging from just adequate to just satisfactory.
2:i 2:ii
3rd
Pass-without-Honours degree award will be recommended only under exceptional circumstances, when the student has demonstrated a level of final attainment which is below the essential minimum required for graduation with Honours from the programme, but when he/she has nonetheless covered the prescribed work of the programme in an adequate fashion, while failing to show sufficient evidence of the intellectual calibre expected of Honours degree graduates. 6.7 Normal and Maximum Periods of Registration
Table 6.4 shows the normal and maximum periods of registration for the degree programme if the normal study pattern is followed. Table 6-4 Normal and Maximum Periods of Registration Mode of Studies Part-time Normal Duration of Studies 4 years Maximum Period of Registration 8 years
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7. 7.1
Programme Operation and Management Departmental Undergraduate Programme Committee
The Departmental Undergraduate Programme Committee will exercise the overall academic and operational responsibility for the programme. 7.2 Programme Executive Group
The day-to-day operation of the scheme, including admission, will be carried out by the Programme Executive Group, which consists of the Programme Leader and the Deputy Programme Leaders. The Group will report the operation back to the Departmental Undergraduate Programme Committee. 7.3 Student-Staff Consultative Committee
The Student-Staff Consultative Committee consists of Student Representatives and the Programme Executive Group. The Committee is normally chaired by the Programme Leader, and meets at least twice a year. Issues to be kept under consideration include: student workload, teaching and learning methods, balance between subject areas, training matters and other areas of mutual concern. 7.4 Academic Tutors
Every student will be assigned an Academic Tutor from ME. The role of an Academic Tutor will include, but is not limited to, the following: Identify academic strength and weakness of the student. Advise the student on choice of electives and answer questions about the curriculum. Encourage the student at times of academic frustration. Report the general academic status of the student to the BoE. Alert and consult the Programme Leader/Deputy Programme Leader as soon as possible any unexpected situation faced by the student that may affect his/her academic progression. Bring to the attention of the Student-Staff Consultative Committee any special situations concerning the student that may require special decision by the Committee. Encourage the student to provide feedbacks on the programme and put forward his/her comments to the Departmental Learning and Teaching Committee.
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8. 8.1
Subject Descriptions Contents of Subject Description Form
The Subject Description Forms for all the subjects as specified in Table 5-2 are provided. Each of them contains the following items related to the subject: 8.2 Title and code. Number of credits obtained after satisfactory completion. Level. Pre-requisites, co-requisites and/or exclusions. Objectives. Student-learning-outcomes achieved after satisfactory completion including knowledge, skills and attributes. Syllabus. Method of Assessment. References/reading list. Teaching and learning approaches aligned with student-learning-outcomes. Justification of the approaches as well as class arrangement should be specified. Detailed Subject Description Forms The detailed Subject Description Forms are presented in the following section.
A - 19
PART B SYLLABUSES
SUBJECT DESCRIPTION FORM Subject Title: Society and the Engineer Number of Credits: 3 Subject Code: ENG307 Hours Assigned: Lecturer /Case Study/Seminar Total: 42 hours Exclusion: Nil
Pre-requisite: Nil
Co-requisite: Nil
Objectives: This subject is designed for engineering students as a complementary subject about the role of the professional engineer in practice and their responsibilities towards the profession, colleagues, employers, clients and the public. The objectives of the subject are to enable students to: 1. appreciate the historical context of modern technology and the nature of the process whereby technology develops. 2. understand the social, political, economic responsibility and accountability of a profession in engineering and the organizational activities of professional engineering institutions. 3. appreciate the relationship between technology and environment and the implied social costs and benefits. 4. be aware of the short-term and long-term effects on the use of technology relating to safety, health and welfare aspects. 5. observe the professional conduct, the legal and more constraints relating to various engineering aspects. In class, there will be short lectures to provide essential knowledge and information on the relationship between society and the engineer under a range of dimensions. There will be discussions, case studies, seminars to engage students in-dept analysis of the relationship. Student Learning Outcomes: Professional/academic knowledge and skills 1. Describe different types of intellectual protection and evaluate impacts of modern technology on education, business and societal development [1,5]. 2. Explain the importance of professional conduct and responsibilities in various engineering activities [2,5]. 3. Identify the effects on the use of technology relating to health and safety, environment and welfare of the public in real life cases [3,4]. 4. Interpret the academic, training and professional experience requirement of local and overseas of professional engineering institutions. [2] Attributes for all-roundedness 5. Discuss, in a team setting, the social problems related to engineers and present the findings. [2, 3, 4,5]. Syllabus: Trend and transfer of technology. Impact of technology on society. Innovation and creativity. Quality assurance and product life-cycle. B-1
Environmental protection and related issues. ecological balance and sustainable development.
Role of the engineer in energy conservation,
The outlook of Hong Kongs industry, its supporting organizations and impact on development from the China Markets. Industrial health and safety including the work of the Labour Department and the Occupational Health and Safety Council. Industrial legislation. The Professional Institutions: both local and overseas. Training of engineers. Professional ethics, bribery and corruption including the work of the ICAC. Social responsibilities of engineers. Intellectual property right such as patents and copyright protection. Contract law for engineers. Method of Assessment: Continuous Assessment: 60 % Examination: 40%
Students will form into groups and throughout the course, students will work on engineering cases by completing the following learning activities: 1. Case analysis; 2. Presentation; 3. Case portfolio; and 4. Final presentation. Reference books: (1) Johnston, F. Stephen, Gostelow, J.P. and King, W. Joseph (2000) Engineering and society challenges of professional practice. Upper Saddle River, N.J.: Prentice Hall (2) Hjorth, Linda; Eichler, Barbara; Khan, Ahmed (2003) Technology and Society Abridge to the st 21 Century. Upper Saddle River, N.J.: Prentice Hall Reading material: Engineering journals: - Engineers by The Hong Kong Institution of Engineers - Engineering and Technology by The Institution of Engineers and Technology Magazines: - Times - Far East Economics Current newspaper: - South China Morning Post - China Daily - Ming Pao Daily
B-2
SUBJECT DESCRIPTION FORM Subject Title: Integrated Design for Manufacture Number of Credits: 3 Subject Code: ISE386 Hours Assigned: Lecture 22 hours Tutorial/Laboratory 20 hours
Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objectives: 1. Provide students with fundamental knowledge of integrated approaches, theories and methodologies of design for manufacture. 2. Enable them to realize how a design affects the various product life cycle activities. 3. Provide students with fundamental knowledge in designing parts and products to meet functional and manufacturing requirements. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Understand how product life cycle issues affect the design of a product. 2. Able to apply the concept of mass customization and product family design. 3. Able to apply appropriate methodologies to analyze a design to meet the functional and manufacturing requirements. 4. Able to apply appropriate methodologies to consider quality in a design stage. 5. Able to analyze a product for ease of assembly. 6. Able to analyze a product for ease of disassembly and maintenance. Syllabus:
Introduction to Design for Product Life Cycle - Design for Manufacture and Assembly, Design
for Quality, Design for Mass Customization, Design for Service and Maintenance, Design for Environment. Formulation of Product Modules.
Product Family Design - Mass Customization, Product Architecture, Product Platform, Quality in Design - Quality Function Deployment for Integrated Design, Robust Design. Design for Assembly - Design Guidelines, DFA Methodology. Design for Manufacturability - Design Guidelines of Product Features for Injection Moulding,
Sheet Metal Operations, Die Casting and Machining.
B-3
Design for Service and Recycling - Design for Reliability, Design for Disassembly and Easy
Maintenance, Design for Recycling. Method of Assessment: Overall Assessment: 1.0 Continuous Assessment 1. Mini project on product design for manufacture and assembly. 2. Case studies on design for maintenance and disassembly. 3. Assignment on product family design. Reference books: 1. Boothroyd, G., Dewhurst, P. and Knight, W.A., Product design for manufacture and assembly, Marcel Dekker, N.Y., c2002. 2. Balbirnie, Cameron Design for manufacture Milton Keynes : Open University, 1991. 3. Guichelaar, Phillip J. Design for manufacture right from the start American Society of Mechanical Engineers, 1995. 4. Dhillon, B. S. Engineering maintainability : how to design for reliability and easy maintenance Gulf Publishing ; c1999. 5. Crowe, Dana. Design for reliability Boca Raton, Fla. : CRC Press, c2001. 6. Corbett, John, Design for manufacture : strategies, principles, and techniques AddisonWesley, c1991. 7. IIE Transactions (Design and Manufacture) Teaching/Learning Approaches: Formal Contact (Hours) Other Activities Tutorial Seminar Case Studies 6 2 4
Lecture 22
Laboratory 8
Major Teaching/Learning Activities: A mixture of lectures, tutorial exercises, case studies and mini-projects will be used to deliver the various topics in the subject. Some of which will be covered in a problem-based format where this enhances the learning objectives. Others will be covered by directed studies in order to enhance the students ability of learning to learn. Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: A mixture of lectures, tutorial exercises, case studies and mini-projects will be used to deliver the various topics in the subject. Some of which will be covered in a problem-based format where this enhances the learning objectives. The mini-project will allow students to choose their own products for analysis thus generate different specific learning outcomes for sharing among students. Others will be covered by directed studies in order to enhance the students ability of learning to learn.
B-4
Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: This is intended to be a 100% continuously assessed subject. Various methods of assessments including mini-projects (with presentation), case studies, tutorial assignments and tests will be used. The mini-project will be specific and in a problem-based format so that students will work on their own product and solve specific problems.
B-5
B-6
SUBJECT DESCRIPTION FORM Subject Title: Environmental Issues in Product Development Number of Credits: 3 Subject Code: ISE388 Hours Assigned: Lecture 38 hours Tutorial/Laboratory 4 hours
Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objectives: 1. To introduce students with the fundamental knowledge in environmental and health concerns to society. 2. To provide the environmental considerations in product design and development. 3. To introduce students with the knowledge of environmental assessment and tasks for evaluating the product development and the final product. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Demonstrate understanding of the range of product development processes and the related environmental problems. 2. Understand the roles and responsibilities of product development professionals to environments. 3. Able to apply the knowledge of environmental considerations in product design and development. 4. Able to apply the knowledge of environmental assessment and tasks for evaluating the product development and the final product. Syllabus:
Environmental Issues - The state of the environment. Environmental and health concerns to the society. The environmental driving forces. Growing demand for environmental responsibility. Ecological responsibilities. Environmental education and awareness activities. Environmental Considerations in Product Design and Development - Criteria for
environmentally-sensitive product design and development. Materials and manufacturing. Crucial role of product design. Sustainable product development. End-of-life. Durability, upgradability, reuse, recycling and disposal. The role of lifecycle analysis (LCA). Packaging.
Environmental Assessment of Products - Environmental assessment of products. Life cycle

assessment and its applications. Environmental assessment and product development. Environmental and energy labelling schemes.
B-7
Product-oriented Environmental Management Systems - Concept of product-oriented
environmental management systems (POEMS). Management of waste materials and chemical substances. International environmental management standards.
Environmental Tasks in Product Development - Cooperation with the designer.
Environmental assessment of concepts, details and references. Environmental diagnosis and specification. Method of Assessment: Overall Assessment: 0.60 End of Subject Examination + 0.40 Continuous Assessment In order to achieve a grade C or above, a student should achieve the following learning outcomes: 1, 3 and 4. Reference books: 1. Burall P., Product Development and the Environment, The Design Council, 1996. 2. Davis M.L. and Masten S.J., Principles of Environmental Engineering and Science, McGrawHill, 2004. 3. Ulrich K.T. and Eppinger S.D., Product Design and Development, McGraw-Hill, 2003. Teaching/Learning Approaches: Lecture 38 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 4
Major Teaching/Learning Activities: This subject covers the environmental issues, environmental considerations in product design and development, environmental assessment of products, environmental tasks in product development through a learning outcome-oriented approach with the aids of lecture/supplementary notes, assignments, individual/group project report and oral presentation, and tests. Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The lectures and tutorials are aimed at providing students with an integrated knowledge required for the environmental issues, environmental considerations in product design and development, environmental assessment of products, environmental tasks in product development. 2. Learning outcome-oriented approach with the aids of lecture/supplementary notes, tutorials, assignments and tests is used.
B-8
Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment will comprise 40% continuous assessment and 60% examination. 2. The continuous assessment will comprise four components: two tests (16%) and four to five assignments (24%). The tests are aimed at assessing the interim knowledge gained by the student. The assignments are aimed at assisting the students in preparation for the tests and examination, and monitoring the progress and understanding of their study. 3. The examination will be used to assess the knowledge acquired by the individual student for the degree of understanding in complex problems or learned topics.
B-9
B - 10
SUBJECT DESCRIPTION FORM Subject Title: Rapid Prototyping Technologies Number of Credits: 3 Subject Code: ISE410 Hours Assigned: Lecture 33 hours Tutorial/Laboratory 9 hours
Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objectives: 1. To understand the various rapid prototyping, rapid tooling, and reverse engineering technologies. 2. To select appropriate technologies in product development. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Understand the basic principles of the technologies for product development. 2. Realize the applications of the technologies for product development. Syllabus:
Rapid prototyping (RP) processes - Stereolithography (SL), selective laser sintering (SLS), solid
ground curing (SGC), fused deposition modeling (FDM), ballistic particle modeling (BPM), laminated object modeling (LOM), selective adhesive & hot press (SAHP), three-dimensional printing (3DP), drop-on-demand jet (DODJET), and multi-jet modeling (MJM).
RP Interfacing - Stereolithography (STL) format and Cubital facet list (CFL). Rapid tooling - Room temperature vulcanized (RTV) silicone molding, spin casting, investment casting, abrading, metal spraying, and direct shell production casting (DSPC). Reverse Engineering - 3D scanning, 3D digitizing, and data fitting.
Method of Assessment: Overall Assessment: 0.60 End of Subject Examination + 0.40 Continuous Assessment
B - 11
Reference books: 1. 2. 3. 4. 5. 6. 7. Burns, M., Automated fabrication, Prentice-Hall, 1993. Chua, C. K., Rapid prototyping, Wiley, 2003. Cooper, K. G., Rapid prototyping technology : selection and application, Marcel Dekker, 2001. Grimm, Todd. User's guide to rapid prototyping, Society of Manufacturing Engineers, 2004. Jacobs, P. F., Rapid prototyping & manufacturing, SME, 1992. Jacobs, P. F., Stereolithography and other RP&M technologies, ASME, 1996. Wohlers, T., Wohlers Report, Wohlers Associates, 2004.
Teaching/Learning Approaches: Formal Contact (Hours) Other Activities Laboratory 9
Lecture 33
Major Teaching/Learning Activities: A mixture of lectures and laboratory works will be used to deliver the various topics in this subject. Some of which will be covered in a problem-based format where this enhances the learning objectives. Others will be covered through directed study in order to enhance the students ability of learning to learn. Creative design of customized product by integrative use of RP, RT & RE tools. Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The teaching and learning methods include lectures and laboratory experiments. 2. The lectures are aimed at providing students with an integrated knowledge required for understanding and analyzing various rapid manufacturing technologies. 3. The experiments will provide the students with hands-on experience on the rapid prototyping and reverse engineering. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment will comprise of 40% continuous assessment and 60% examination. 2. The continuous assessment include one mini-project. The mini-project is aimed at assessing the students self-learning and problem-solving capability. 3. The examination will be used to assess the knowledge acquired by the students for understanding and analyzing the problems, critically and individually, related to rapid prototyping, rapid tooling and reverse engineering.
B - 12
SUBJECT DESCRIPTION FORM Subject Title: Engineering Project Management Number of Credits: 3 Subject Code: ISE441 Hours Assigned: Lecture 24 hours Tutorial/Laboratory 18 hours
Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objectives: To introduce engineering project tools, frameworks and methodologies that enable the students to design and implement them in the business organizations. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. The selection of essential elements needed to develop and implement the engineering projects using systems engineering approach. 2. The application of the engineering project tools and methodologies in the business organizations in terms of time-cost relationships, resources, processes and risks. 3. The analysis and evaluation of the best practices of the engineering projects. Syllabus:
Systems Methodologies - Systems concepts and principles. Systems development cycle. Systems
engineering processes. Systems and procedures for engineering projects.
Engineering Templates and Techniques for Project Planning - The constraints: time, cost and
technical performance. Work breakdown structure. Scheduling tools: Gantt charts, network analysis techniques, time phased networks, line of balance technique, CPA, PERT, and resource smoothing.
Cost planning and control for Engineering Projects - Estimating and budgeting project costs.
Cost schedules and forecasts. Cost control systems. The earned value control system. Engineering contracts.
Assessment and Control of Engineering Projects - Managing project risks. Portfolio
Management for engineering projects. Controlling the change of project scope. Managing multiple projects. Computer aided project management. Industry applications
Method of Assessment: Overall Assessment: 0.40 End of Subject Examination + 0.60 Continuous Assessment
B - 13
Reference books: 1. Kerzner, H. (2001), Project management: a systems approach to planning, scheduling, and controlling, NY: John Wiley. 2. Olson, D.L. (1998), Introduction to simulation and risk analysis, NJ: Prentice Hall. 3. Rogers, M. (2001), Engineering project appraisal: the evaluation of alternative development schemes, Oxford: Blackwell Science. 4. Smith, N.J. (2002), Engineering project management, Oxford: Blackwell Science. Teaching/Learning Approaches: Lecture 24 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 18
Major Teaching/Learning Activities:

Lecture Tutorial Case Studies Laboratory 2 hours/week x 12 weeks = 24 hours 1 hour /week x 9 weeks = 9 hours 3 hours/week x 2 weeks = 6 hours 3 hours /week x 1 week = 3 hours
Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The teaching and learning methods include lectures, tutorials, case studies and software experiment. 2. The lectures are aimed at providing students with an integrated knowledge required for understanding and analyzing in the business organizations in terms of time-cost relationships, resources, processes and risks. 3. The tutorials are aimed at enhancing the analytical skills of the students based on case studies. 4. The software experiment will provide the students with hands-on experience using information technology for the project management. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment will comprise of 60% continuous assessment and 40% examination. 2. The continuous assessment will comprise of four components: two assignments (30%), one closed-book short test (10%), one laboratory report (10%) and one presentation (10%). The closed-book test is aimed at assessing the interim knowledge gained by the student. The assignments are aimed at assisting the students in preparation for the tests and checking the progress of their study. The laboratory report is aimed at assessing the capability of the student in analyzing and reporting experimental data. The student presentation is aimed at assessing the problem-solving capability and communication skills in English. 3. The examination will be used to assess the knowledge acquired by the students for understanding and analyzing the problems, critically and individually, related to engineering project tools, frameworks and methodologies.
B - 14
SUBJECT DESCRIPTION FORM Subject Title: Dynamics and Control for Product Design Number of Credits: 3 Subject Code: ME3103 Hours Assigned: Lecture 38 hours Tutorial/Laboratory 4 hours
Pre-requisite: AMA295 Mathematics Co-requisite: Nil Exclusion: ME3101 Dynamics and Control I Objectives: 1. To teach students the basic theories of statics, kinematics, dynamics and vibration and the basic concepts of control. 2. To enable students to formulate simple problems and solve problem. 3. To apply the knowledge to products in which the motion of rigid or elastic components is an important design consideration or the application of a control technique is necessary. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Identify parts in a product in which their motion can be described by laws of rigid body or particle kimematics. 2. Identify possible vibration problems in a product and physical properties controlling the vibration. 3. Identify the possible need in a product for feedback or open-loop control. 4. Solve a problem of force balance in three dimensional space. 5. Formulate the planar and rotational motions of a particle and a rigid body with a given physical description of a part in machinery or a consumer product. 6. Solve problems of momentum and energy exchanges in a system of particles. 7. Identify the inertia, damping and spring components in a physical example of vibration, and calculate the natural vibration frequency. 8. Calculate the response of a vibration system to an external excitation, and tune parameters of a system either to avoid or achieve resonance. Syllabus:
Statics and Dynamics Vectors; 3D force balance; moment; particle kinematics; dynamics of a
single and multiple particles; and rigid bodies in rectilinear and cuvilinear motions; momentum and impulses; work and energy exchanges; applications to mechanisms such as four-bar linkage and slider-crank mechanisms.
Vibration and Simulation - Single degree of freedom vibration system; free vibration and forced
vibration; resonance; response under harmonic and pulse excitations; computation of natural frequency for 1 dof system and its time-domain response; vibration isolation. B - 15
loop control; transfer functions and block diagrams; examples of structural design in products; identification of control components in products such as toys and domestic appliances. Method of Assessment: Overall Assessment: 0.50 End of Subject Examination + 0.50 Continuous Assessment Reference books: 1. 2. 3. 4. 5. 6. 7. Hibbeler R.C. and Fan S.C. Engineering Mechanics Statics, SI Edition, Prentice Hall, 1997. Beer, F.P. and Johnson, E.R., Vector Mechanics for Engineers: Dynamics, McGraw-Hill, 2004. Thomson, W.T., Theory of Vibration with Applications, Prentice Hall, 1993. Steidel, R.F. Jr., An Introduction to Mechanical Vibration, John Wiley, 1989. Meriam, J.L. and Kraige, L.G., Engineering Mechanics, John Wiley, 2002. Ogata, K., Modern Control Engineering, Prentice Hall, 2002. Nise, N.S., Control Systems Engineering, John Wiley, 2004.
Introduction to Control and Applications - Concepts of system stability; open-loop and closed-
Teaching/Learning Approaches: Lecture 38 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 4
Major Teaching/Learning Activities: A small real product example might be introduced to demonstrate the components which can be modelled by the techniques taught in the subject. Topics may include force balance analysis, description of motion of parts, or simple control actions. Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The teaching and learning methods include lectures, tutorials, mini-project and laboratory experiments. 2. The lectures aim at providing students with an integrated knowledge required for understanding and analyzing structure motion and vibration, and feedback control. 3. The mini-project aims at enhancing the written and oral communication skills in English and team-work spirit of the students. The students are expected to apply dynamic analysis and feedback control to the design of products and systems. Students are required to participate in the mini-project through literature survey, information search, discussions, report writing and presentation of results. Innovative thinking is encouraged. 4. The tutorials aim at enhancing the analytical skills of the students. Examples on the analysis of motion and vibration of particle and rigid body, and dynamics of feedback control systems will be involved. Students will be able to solve real-world problems using the knowledge they acquired in the class. 5. The experiments will provide the students with hands-on experience on the instrumentation and measurement of structural vibration and control. It also trains students in the analysis and presentation of experimental data. B - 16
Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment is composed of 50% continuous assessment and 50% examination. 2. The continuous assessment includes four components: one closed-book short test (20%), four assignments (10%), one laboratory report (5%) and one mini-project (15%). The closed-book test aims at assessing the interim knowledge gained by the student. The assignments aim at assisting the students in preparation for the tests and checking the progress of their study. The laboratory report aims at assessing the capability of the student in analyzing and reporting experimental data. The mini-project aims at assessing the students self-learning and problemsolving capability and communication skill in English. 3. The examination will be used to assess the knowledge acquired by the students for understanding and analyzing the problems, critically and individually, related to planar motion of particles and rigid bodies, structural dynamics, system modeling and control.
B - 17
B - 18
SUBJECT DESCRIPTION FORM Subject Title: Engineering Design for Products Number of Credits: 3 Subject Code: ME3202 Hours Assigned: Lecture 38 hours Tutorial/Laboratory 4 hours
Pre-requisite: AP208 Engineering Sciences in Products ENG240 Materials Technology for Design Co-requisite: Nil Exclusion: ME3201 Engineering Design Objectives: To teach the students: 1. To understand the fundamentals of design process including industrial role, design philosophy, marketing and customer surveys, qualify function deployment, problem solving, product design and manufacturing. 2. To develop ability to apply up-to-date computer-aided technology for product design and development. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Able to successfully communicate designs and ideas and make suitable informed decision during the product design process. 2. Able to develop marketing strategy with considerations on human factors in the design process. 3. Competent to use computer-aided tools and techniques to (i) perform design and analysis, (ii) communicate with client and (iii) conduct presentations to promote products. 4. Able to work effectively in teams and recognise the importance of ergonomic and safe design. 5. Able to design and develop a product based on the market-driven approach. Syllabus:
Design Principles -
Product Development Different stages of the product life cycle, premarket and market phases; Design Process and Methods; Overview of the design process, concept selection techniques, creative and rational design methods, quality function deployment, concurrent engineering failure mode and effect analysis. Ethics in Design Product liability. Protecting intellectual property: copyrights, registered design and patents related to product design. Contract laws. Codes of ethics. Ergonomics Human factors in design, designing good interfaces for human. B - 19
Market-driven Product Development Market research including identifications of market segments and size, breadth of product lines and number of versions, product price-volume relationships, and establishment of the customer needs and wants. Design for Safety Safety standards, the Consumer Product Safety Acts, fail-safe design. Cost Evaluation categories of cost, cost indices and models, life cycle costing, pricing of product or project.
Common Engineering Components -
Standards and standardization. Common engineering components: keys, coupling, fasteners, power transmission components, bearings and seals. Design of simple components and devices by CAD.
Application of CAD in design -
Method of Assessment: Overall Assessment: 1.0 Continuous Assessment To achieve a grade C or above, the students must achieve the following learning outcomes: 1, 2 and 3. All assigned homework inclusive of any computer problems should be worked out independently. It is the student's responsibility to work out the problems individually and to ask questions on those problems they have difficulty with. Unless stated otherwise, no group submission or copies are permitted. If a copy is detected, a zero score will be assigned regardless of whom did the assignment. Students are advised to obtain help from the course instructor when needed. Attendance of class is very important. If a student anticipates being absent from class for any reason, please notify the course instructor ahead of time. In the event of absence, it is the student's responsibility to catch up on any work missed. Reference books: 1. 2. 3. 4. 5. 6. Eide, A.R., Introduction to engineering design, McGraw-Hill, c1998. Dym, C.L. Engineering Design: A Project-based Introduction, John Wiley, 2000. Dieter, G.E. Engineering Design : A Materials and Processing Approach, McGraw-Hill, c2000. Hurst, K., Engineering Design Principles, Arnold, 1999. Salvendy G., Handbook of Human Factors and Ergonomics, Wiley, New York, 1997. Erlbacher, Edwin Alvin.,Computer aided design of shafts and bearing selection, Ann Arbor, Mich. : U.M.I., 1993.
B - 20
Major Teaching/Learning Activities: Lectures and tutorials supplemented with case studies of product design for illustration of the design concepts taught in the subject. Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The teaching and learning methods include lectures, tutorials, case studies and two miniprojects. 2. The lectures are aimed at providing students with an integrated knowledge required for understanding and applying design techniques for product design. 3. The case studies will provide the students with examples on the applications of design techniques for product design. 4. The tutorials are aimed at enhancing the analytical skills of the students. The students will be able to understand the use of different design techniques in carrying out product design. 5. The mini-project is aimed at enhancing the written and oral communication skills in English and team-work spirit of the students. The students are expected to apply engineering design techniques for simple product design. The students are required to participate in the miniproject through market research, concept generation and evaluation, modelling and simulation, report writing and presentation of results. Innovative thinking is encouraged. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment will be based on 100% continuous assessment. 2. The continuous assessment will comprise of four components: two closed-book short tests (20%), two assignments (10%) and two mini-project (50%) with presentation (20%). The two open-book tests are aimed at assessing the interim knowledge gained by the student. The assignments are aimed at assisting the students in preparation for the tests and checking the progress of their study. The mini-project is aimed at assessing the students self-learning and problem-solving capability and communication skill in English.
B - 21
B - 22
SUBJECT DESCRIPTION FORM Subject Title: Elementary Product Mechatronics Number of Credits: 3 Subject Code: ME3203 Hours Assigned: Lecture 38 hours Tutorial/Laboratory 4 hours
Pre-requisite: AMA295 Mathematics Co-requisite: Nil Exclusion: Nil Objectives: 1. To provide students a realistic overview of the mechatronic design issues and a general description of the key technologies in mechatronic product design. 2. To enable students master basic signal conditioning techniques and their applications to mechatronic system design. 3. To teach students the basic principles and applications of common sensing and actuating devices. 4. To teach students how to select simple controllers for mechatronic system integration. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Able to generate conceptual design for mechatronic products based on potential customers characteristics. 2. Able to use basic analytical tools and experience to create simple physical models found in electrical, mechanical, electromechanical and fluid applications. 3. Able to devise an instrumentation system for collecting different information about processes and select appropriate sensors and transducers for a mechatronic design. 4. Able to select appropriate actuators for the physical action of processes in mechatronic design. 5. Able to understand simple decision-making technologies and do appropriate selection for a mechatronic design. 6. Able to work and communicate effectively in teams in design and analysis of mechatronic product. Syllabus:
Mechatronic System Design - Mechatronic design in products, integrated design issues in

mechatronics; key functional systems of a mechatronic design; mechatronics design process; modeling and simulation of physical systems.
Fundamentals - Kirchhoffs laws, DC and AC circuit analysis, transformer; impedance matching,
grounding, electrical interference; simple semiconductor devices, junction diode, bipolar junction transistor, field effect transistors.
B - 23
Sensors and Transducers - Instrumentation and measurement principles; errors and quality
parameters of instrumentation systems; sensors for motion and position measurement; force, pressure and acceleration sensors; flow sensors; temperature-sensing devices; proximity sensing.
Signal Conditioning and Transmission - Concepts and principles; simple resistive DC circuits
and R-L-C circuits, analogue electronics with operational amplifier; conversion between analog and digital signals, multiplexing; data acquisition principles, signal filtering.
components and circuits of hydraulic and pneumatic systems; piezoelectric actuators.
Actuating Devices - Electrical actuators direct current motors, stepper motors, servomotors; fluid power actuation Controls - Logic; controller design in mechatronic system integration, embedded microcontroller, microcontroller, programmable logic controllers.
Method of Assessment: Overall Assessment: 0.50 End of Subject Examination + 0.50 Continuous Assessment Minimum condition to obtain a passing grade: 1. In order to achieve a grade C or above, a student should achieve all the learning outcomes. 2. Assignments require group effort or individual effort. 3. Plagiarism is strictly prohibited and copyright is strictly respected. If copying is detected in any coursework component, a zero score will be assigned to all students involved regardless of whom/which group did the assignment. 4. Attendance of class is very important. If a student anticipates being absent from class for any reason, please notify the course instructor ahead of time. In the event of absence, it is the students responsibility to catch up on any work missed. Reference books: 1. Shetty, D. and Kolk, R. A., Mechatronic System Design, PWS Publishing Company, 1997. 2. Alciatore, D. G. and Histand, M. B., Introduction to Mechatronics and Measurement Systems, McGraw Hill, 2003. 3. Wheeler, A. J., Introduction to Engineering Experimentation, Pearson/Prentice Hall, 2004. 4. Bolton, W., Mechatronics: Electronic Control Systems in Mechanical Engineering, Prentice Hall, 1999. 5. Craig, K. C. and Stolfi, F. R., Introduction to Mechatronic System Design with Applications (Video Recording), IEEE Educational Activities Department, 1994. Teaching/Learning Approaches: Lecture 38 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 4
Major Teaching/Learning Activities: Major teaching /learning activities include lectures, tutorials, mini-project and laboratory experiments. Typical laboratory experiments may include water level control, speed and displacement measurements, and experimental PLC system.
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Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The teaching and learning methods include lectures, tutorials, mini-project and laboratory experiments. 2. The lectures are aimed at providing students with an integrated knowledge required for understanding the design of mechatronic system for product and the integration of its various functional units. 3. The mini-project is aimed at enhancing the written and oral communication skills in English and teamwork spirit of the students. The students are expected to utilize the knowledge acquired in class to devise design portfolio of selected mechatronic product(s). The students are required to participate in the mini-project through literature survey, information search, system design and evaluation, discussions, report writing and presentation of results. Innovative thinking is encouraged. 4. The tutorials are aimed at enhancing the students skills necessary for analyzing the functional units of mechatronic design. Examples may include the translation of physical models into analytical representations for system design, evaluation of logical operation, etc. Therefore, the students will be able to solve real-world problems using the knowledge they acquired in the class. 5. The experiments will provide the students with hands-on experience on the instrumentation and measurement systems. Examples may include water level control, speed and displacement measurements, experimental PLC system, etc. It also trains students in the analysis and presentation of experimental data. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment will comprise 50% continuous assessment and 50% examination. 2. The continuous assessment will comprise four components: two closed-book short tests (15%), two assignments (15%), one laboratory report (5%) and one mini-project (15%). The two closed-book tests are aimed at assessing the interim knowledge gained by the student. The assignments are aimed at assisting the students in preparation for the tests and checking the progress of their study. The laboratory report is aimed at assessing the capability of the student in analyzing and reporting experimental data. The mini-project is aimed at assessing the students self-learning and problem-solving capability and communication skill in English. 3. The examination will be used to assess the knowledge and experience acquired by the students for understanding and analyzing the mechatronic system integration for product design, critically and individually, related to the student learning outcomes.
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SUBJECT DESCRIPTION FORM Subject Title: Product Modelling, Simulation and Analysis Number of Credits: 3 Subject Code: ME3306 Hours Assigned: Lecture 27 hours Tutorial/Laboratory 15 hours
Pre-requisite: ENG240 Materials Technology for Design Co-requisite: Nil Exclusion: Nil Objectives: 1. 2. 3. 4. To teach fundamental knowledge on 3D product modeling, analysis and optimization. To teach students how to model and analyze 3D products using finite element analysis. To teach students the underlying concepts of finite element analysis and finite element software. To teach students the basic skills in using commercial finite element software and effective presentation of their analysis results.
Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Able to conduct 3D geometric modeling of a product. 2. Given a product, identify the necessary information required to conduct a 3D analysis using finite element software. 3. Assess the quality of finite element models of product. 4. Interpret the solutions obtained from finite element analyses. 5. Conduct structural analyses, steady-state heat conduction analyses, and normal modes/natural frequency analyses using finite element software. Syllabus:
Product modelling - geometric models of product, curve modeling, surface modeling, solid
modeling. Assembly modelling, case study on product design with CAD technology.
techniques, element types, meshing methods, boundary and loading conditions, stress analysis, simulation of heat conduction, simulation of dynamic response, case study on product analysis with CAE technology.
Product analysis and simulation - 3D product analysis, finite element method, modeling
Product optimization - size optimization, shape optimization.

Method of Assessment: Overall Assessment: 1.0 Continuous Assessment
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Reference books: 1. Averrill, M. Law and David W. Kelton, Simulation Modelling and Analysis, McGraw-Hill, 2000. 2. Lee, Principles of CAD/CAM/CAE Systems, Addison Wesley, 1999. 3. P. N. Rao, CAD/CAM Principles and Applications, McGraw-Hill, 2002. Teaching/Learning Approaches: Lecture 27 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 15
Major Teaching/Learning Activities: Lectures, tutorials and project on product design and analysis are the major teaching/learning activities for this subject. CAD and CAE software will be used as tools in teaching and learning activities. Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: The teaching and learning methods include lectures, tutorials and project work. The lectures are aimed at providing fundamental knowledge on product modeling, analysis and simulation. The tutorials are aimed at providing practical training to students on product modeling and analysis by using CAD and CAE tools. The project is aimed at integrating the knowledge that will be applied through a team project on product design, modeling and analysis/simulation. It is also intended to enhance the team-work spirit of the students and written and the oral communication skill in English. By the integration of lectures, tutorials and project, students will be able to conduct 3D geometric modeling and structural analysis/simulation of a product. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: The assessment will comprise of 100% continuous assessment. The weighting of 100% on continuous assessment is meant to allow students to consolidate their learning through continuous effort such as assignments and project work. The group project (35%) will be assigned to students at early stage of the subject study which enables students to link the knowledge they learnt with the project step by step. Report and the presentation will be major outcomes of the project work that will show how the students are able to use CAD and CAE techniques to conduct product design and analysis. The assessment is used to assess the knowledge acquired by the students for understanding the CAD and CAE techniques.
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SUBJECT DESCRIPTION FORM Subject Title: Structural Design and Analysis of Products Number of Credits: 3 Subject Code: ME3307 Hours Assigned: Lecture 38 hours Tutorial/Laboratory 4 hours
Pre-requisite: ENG240 Materials Technology for Design AMA295 Mathematics Co-requisite: Nil Exclusion: Nil Objectives: 1. To introduce skills in structural design of products using different analysis approaches. 2. To design products with the consideration of their material and structural properties. 3. To optimize the design of products by considering different key parameters. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Able to use principal stresses, shear stresses, boundary conditions and failure criteria in mechanical analysis for typical shapes of products. 2. Able to apply materials selection methodology to select suitable materials for typical consumer products and engineering applications. 3. Competent in identifying a set of design variables and the governing equations to analyze a conceptual design. 4. Competent in formulating a design and manufacturing problem related to simple systems and mechanical components. 5. Competent to generate and evaluate design concepts after gaining a good understanding of the problem background and existing design concepts. 6. Able to introduce uncertainty as an element of engineering and design practices, including material properties, process performance and market demands. 7. Competent to apply mechanical engineering sciences, mathematics and computing techniques in analyses specific to the product design and development systematically. 8. Competent to provide the most feasible practical solution to the problem keeping in mind performance, safety, cost, weight, environment and many other constraints specified by the customers. 9. Able to generate concepts through laboratory setting and conduct analyses to size components. Syllabus: loads, and boundary conditions of structures; Equilibriums of beam and frame-like structures; Reactions, force and stress in structural members; Bending moment and shear force diagrams [Case studies: Design of chair and dome-like structures]. B - 29
Design of Products using Frame-like Structures - Identifications of uniform and distributed
Strength of Products - Stress and strain analysis in products; Generalized Hooks Law; Stress due
to a combined load; Bending and shear stresses in products; Three-dimensional stresses in a body; Thermal stress and its effect in product design.
Sphere and Circular Structures - Design of pressurized tank and spherical structures; Torsion of
circular shaft; Gear design for torsional shafts [Case studies: Pressurized water guns].
Product Failure Identification and Analysis - Buckling of columns; Types of failures and their
identification; Failure criteria of materials; Materials selection for corrosion protection; Corrosion and its control; Microscopic examinations; Safety factor in design; Design for failures [Case study: Plastic bottle caps]. Method of Assessment: Overall Assessment: 0.50 End of Subject Examination + 0.50 Continuous Assessment In order to achieve a grade C or above, a student should achieve the following learning outcomes: 1, 2, 3, 4, 6, 7 and 8. Reference books: 1. Advanced Stength and Applied Elasticity, by Ansel C. Ugural and Saul K. Fenster, 2003. 2. The Principles of Materials Selection for Engineering Design, by Pat L. Mangonon, 1999. 3. Corrosion Control, by Samuel A. Bradford, 2001. Teaching/Learning Approaches: Lecture 38 Suggested Laboratory work: 1. Stress concentration near a hole 2. Beam experiment Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The teaching and learning methods include lectures, tutorials, mini-project and laboratory experiments. 2. The lectures are aimed at providing students with an integrated knowledge required for understanding and analyzing mechanical structures and materials needs. 3. The mini-project is aimed at enhancing the written and oral communication skills in English and team-work spirit of the students. The students are expected to apply the in-depth knowledge in mechanics and materials selection methods to the design of products and systems. The students are required to participate in the mini-project through literature survey, information search, discussions, report writing and presentation of results. Innovative thinking is encouraged. B - 30 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 4
4. The tutorials are aimed at enhancing the analytical skills of the students. Examples on the analysis of mechanical systems will be involved. So the students will be able to solve real-world problems using the knowledge they acquired in the class. 5. The experiments will provide the students with hands-on experience on the instrumentation and measurement of mechanical properties of structures. It also trains students in the analysis and presentation of experimental data. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment will comprise of 50% continuous assessment and 50% examination. 2. The continuous assessment will comprise of three components: assignments (15%), laboratory reports (5%) and one mini-project (30%) including presentation. The assignments are aimed at assisting the students in preparation for the tests and checking the progress of their study. The laboratory report is aimed at assessing the capability of the student in analyzing and reporting experimental data. The mini-project is aimed at assessing the students self-learning and problem-solving capability and communication skill in English. 3. The examination will be used to assess the knowledge acquired by the students for understanding and analyzing the problems, critically and individually, related to mechanical structures and materials selection.
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SUBJECT DESCRIPTION FORM Subject Title: Advanced Engineering Science in Products Number of Credits: 3 Subject Code: ME3403 Hours Assigned: Lecture 38 hours Tutorial/Laboratory 4 hours
Pre-requisite: AMA295 Mathematics AP208 Engineering Science in Products Co-requisite: Nil Exclusion: Nil Objectives: 1. Teach students the physics of realistic flows with boundary layers and convection heat transfer, with the help of modern analysis tools. 2. Teach students the principles of flow through a fan or a blower, and its basic design considerations and criteria for design selection. 3. Enable students to consider noise problems at the early stages of product development so as to enhance the product competitiveness. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Fully specify the problem of heat removal by forced convection in a duct. 2. Understand the physics of convection heat transfer and offer engineering design strategies for common heating and cooling tasks. 3. Select the right type of fans, compressors, pumps and blowers, according to the specific needs of a typical product. 4. Conduct numerical analysis for the flow with duct-fan coupling using a jump condition for turbomachines. 5. Use sound power laws as part of the initial design considerations in flow products, and avoid noisy designs at the early stages of product development. Syllabus:
Heating and Cooling in Products - Concepts of boundary layer flow over a flat plate and in the
entrance region of a duct; fully developed laminar flow in a pipe; phenomena of flow turbulence. Convection heat transfer coefficients derived from duct flows with various thermal boundary conditions; concepts of natural convection heat transfer. Numerical simulation of cooling in electronic products or heating in electrical appliances; examples may include two-dimensional analysis of the effects of heat source spacing in printed circuit board (PCB) cooling, heat transfer through thermal insulations and the design of flow velocity for an hair dryer.
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Flow Generation in Products - Conservation of angular momentum in a turbomachinery, and the
working principles of compressor and fan. Fan performance curve. Characteristics and design selection of various types of fans, pumps and blowers. Engineering estimates of the working point of the turbomachine in appliances such as hair dryers, vacuum cleaners, extractors, and ventilation system. Numerical modelling of a fan as a jump condition in a duct. Measurement techniques.
Noise in Flow Products - Sound wave as isentropic disturbance of pressure, physical source
mechanisms of noise including vibration, unsteady flow and flow turbulence. Sound power laws for various noise sources, and methods to avoid noisy designs of products at early stages. Case study of hair dryer design with issues of heat transfer, flow through a fan, and noise.
Method of Assessment: Overall Assessment: 0.50 End of Subject Examination + 0.50 Continuous Assessment Reference books: 1. Bejan, A. Convection heat transfer. 3rd Ed., Wiley, 2004. 2. Rogers, G. and Meyhew, Y. Engineering thermodynamics: work and heat transfer, 4th Ed., Longman, 1994. 3. Wright, T. Fluid machinery: performance, analysis, and design. CRC press, 1999. 4. Beranek, L., and Ver, I. L. Noise and vibration control engineering : principles and applications. Wiley, 1992. 5. Fox, R.W. McDonald , A.T. and Pritchard, P.J. Introduction to Fluid Mechanics, 6th Ed., Hoboken, N.J. Wiley, 2004. Teaching/Learning Approaches: Lecture 38 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 4
Major Teaching/Learning Activities: Laboratory test: fan performance test in isolation or in a product. Case study: selection of fan for a hair dryer. Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: The subject intends to lay a solid scientific foundation for product design in which thermofluid sciences play a crucial role, such as hair dryers, and cooling devices. Systematic lectures are required to achieve such foundation building coupled with assignments. Lab test is essential for students to have a hands-on experience of the physics to be learned, and to relate what is learned with design tasks involving thermofluid components. The case study aims to integrate the thermofluid sciences to real life products, and this will be demonstrated through a product test in the lab. B - 34
Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: A weighting of 50% on continuous assessment is meant to allow students to consolidate their learning through continuous effort, and some assignments with engineering design contents are not suitable for written examination to be conducted within a short span of time. Within this block, 10% would be assigned for a test which can be taken at the mid-term.
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SUBJECT DESCRIPTION FORM Subject Title: Quantitative and Computational Methods Number of Credits: 3 Subject Code: ME3903 Hours Assigned: Lecture 28 hours Tutorial/Laboratory 14 hours
Pre-requisite: AMA295 Mathematics Co-requisite: Nil Exclusion: Nil Objectives: 1. To introduce students statistical concepts, theories and techniques relating to quality engineering and marketing. 2. To introduce students computational techniques relating to product analysis. 3. To develop students ability and skills in solving industrial problems using quantitative and computational methods. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. To understand the concepts, theories and techniques of a variety of statistical methods. 2. To apply statistical methods for analysing data to solve quality engineering and marketing problems. 3. To use computational methods in analysing experimental data. 4. To understand various computational techniques in modelling and solving engineering problems. Syllabus:
Statistics - Probability distribution: Normal distribution. Sampling distribution: mean and
difference of means. Sample size determination. Confidence interval estimation: mean and difference of means. Statistical tests: mean, difference of means and chi-square goodness-of-fit.
Optimization - Introduction to optimization. Linear and non-linear programming problems.

equations.
Solutions of Equations - Bracketing and open methods. Solution of simultaneous algebraic Curve Fitting and Regression - Curve fitting and interpolation. Linear regression and non-linear
regression. Measure of variation and residual analysis. Fourier approximation.
Eigenvalue Problems - Standard and general eigenvalue problems. Modal analysis. Applications.
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Method of Assessment: Overall Assessment: 0.50 End of Subject Examination + 0.50 Continuous Assessment 1. Case-studies on acceptance sampling and process control. 2. Assignments on hypotheses testing and forecasting. 3. Assignments and case-studies on analysis of physical and mechanical properties of materials and products. Reference books: 1. Walpole, RE and Meyers RH, Probability and Statistics for Engineers and Scientists, 6th ed., Prentice Hall, 1997. 2. Levine, DM. Krehbiel TC and Berenson ML, Business Statistics A First Course, 3rd ed., Prentice Hall, 2003. 3. Steven C. Chapra and Raymond P. Canale, Numerical Methods for Engineers with Personal Computer Applications, McGraw-Hill, 2002. Teaching/Learning Approaches: Formal Contact (Hours) Other Activities Tutorial Case Studies 8 6
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Major Teaching/Learning Activities: Concepts and techniques of various statistical and computational methods will be introduced through lectures. Tutorials are conducted in groups to help students consolidating the materials covered in the lectures. Students are required to apply the knowledge and skills to solve various practical problems in the form of exercises and case studies. Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The teaching and learning methods include lectures, tutorials, and case studies. 2. The lectures are aimed at delivering fundamental concepts and theories of the numerical and computational methods. 3. The case studies is aimed at providing students with hand-on skills in applying the theories and methods learnt to solve real life problems. In conducting the case studies, students will grab the problem solving technique and hence develop their self-learning skills. Through feedback evaluation, deep understanding of the theories taught can be assured. 4. The tutorial classes are conducted based on an active classroom setting in such a way that twoway communication will be encouraged. They serve to assist students not only to clarify their concepts about the subject, but also to monitor their progress.
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Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment composes of 50% continuous assessment and 50% examination. 2. The continuous assessment component includes: one closed-book short test (20%), two assignments (10%), and two case studies (20%). The closed-book test is aimed at assessing the interim knowledge gained by the student. In completing the assignments, students can practise the theories and self-assess their own progress of study. The case studies assess the students self-learning skills and their ability in applying the computational and quantitative methods to solve real life problems. In addition, their presentation and communication skills can also be assessed on the basis of the case study presentation and report. 3. The examination gives critical and individual assessment to the students by testing the knowledge and skills they have acquired.
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SUBJECT DESCRIPTION FORM Subject Title: Product Mechatronics Number of Credits: 3 Subject Code: ME4209 Hours Assigned: Lecture 38 hours Tutorial/Laboratory 4 hours
Pre-requisite: ME3203 Elementary Product Mechatronics Co-requisite: Nil Exclusion: Nil Objectives: 1. To equip students with the essential skills for modeling various components of a mechatronic system including physical plants, sensors and actuators. 2. To enable students master virtual experimentation of mechatronic design via system dynamics simulation and analysis using software tools. 3. To teach students the essential digital technologies responsible for the integration of signal conditioning, hardware interfacing, control systems and microprocessors in mechatronic design. 4. To facilitate students an understanding of mechatronic design process for robotic applications. 5. To introduce students with a variety of advanced applications and future trends in mechatronic system design. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Able to construct block representations for given physical processes or systems in a mechatronic design. 2. Able to apply block representations and software tools to perform integrated system dynamic simulation of interconnected physical systems. 3. Able to demonstrate the familiarity with modern digital technologies, microcontrollers and realtime interfacing techniques. 4. Able to design, implement and optimize advanced mechatronic product with modern digital technologies. 5. Able to work and communicate effectively in teams to design advanced mechatronic products. Syllabus:
System Modeling and Simulation - Block diagram representation and simulation; review of
electrical, mechanical and fluid systems; electromechanical coupling; sensor and actuator modeling; mixed dynamic systems simulation using software tools; system stability; frequency response, PID control principles and design.
Digital Control and Microprocessor Systems - Number systems and digital logic;
microcomputer architecture and microcontrollers; real-time interfacing; programming for interactive control; input/output processes; communication systems; programmable logic controllers principles and applications. B - 41
Robotics - Robot geometry; robot arms; locomotion and drives; motion control; robot
programming; computer and electronic control; sensor and navigation; applications of robotic mechanism in product design.
Advanced Mechatronic Technology for Product Design - Sensors for condition monitoring;
mechatronic control in automated functional processes in products; introductory artificial intelligence in mechatronic product design; introductory fuzzy logic applications in product mechatronics; applications of microsensors and microactuators in smart product design. Method of Assessment: Overall Assessment: 0.50 End of Subject Examination + 0.50 Continuous Assessment 1. In order to achieve a grade C or above, a student should achieve all the learning outcomes. 2. Assignments require group effort or individual effort. 3. Plagiarism is strictly prohibited and copyright is strictly respected. If copying is detected in any coursework component, a zero score will be assigned to all students involved regardless of whom/which group did the assignment. 4. Attendance of class is very important. If a student anticipates being absent from class for any reason, please notify the course instructor ahead of time. In the event of absence, it is the students responsibility to catch up on any work missed. Reference books: 1. 2. 3. 4. Shetty, D. and Kolk, R. A., Mechatronic System Design, PWS Publishing Company, 1997. Bolton, W., Mechatronics: Electronic Control Systems in Mechanical Engineering, Prentice Hall, 1999. McComb, G., Robot Builders Sourcebook, McGraw Hill, 2003. Klafter, R. D, Chmielewski, T. A., and Negin, M., Robotic Engineering: An Integrated Approach, Prentice Hall, 1989. 5. Wilkie, J., Control Engineering : An Introductory Course, Palgrave, 2002. 6. Popovi, P. and Vlacic, L., Mechatronics in Engineering Design and Product Development, Marcel Dekker, 1999. Teaching/Learning Approaches: Lecture 38 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 4
Major Teaching/Learning Activities: Major teaching /learning activities include lectures, tutorials, mini-project and laboratory experiments. Typical laboratory experiments may include DC motor servo control system, stepper motor control system, sequential control using PLC.
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Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The teaching and learning methods include lectures, tutorials, mini-project and laboratory experiments. 2. The lectures are aimed at providing students with an integrated knowledge required for understanding the advanced design techniques for mechatronic system, advanced mechatronic applications and the integration of digital technologies. 3. The mini-project is aimed at enhancing the written and oral communication skills in English and teamwork spirit of the students. The students are expected to utilize the knowledge acquired in class to devise a conceptual design of selected mechatronic product(s) and implement the final design. The students are required to participate in the mini-project through literature survey, information search, system design and evaluation, discussions, report writing and presentation of results. Innovative thinking is encouraged. 4. The tutorials are aimed at enhancing the students skills necessary for analyzing the functional units of mechatronic design. Examples may include simulation of the dynamics of interconnected electrical, mechanical systems, programming demonstrations, etc. Therefore, the students will be able to solve real-world problems using the knowledge they acquired in the class. The experiments will provide the students with hands-on experience on the instrumentation and measurement systems. Typical laboratory experiments may include DC motor servo control system, stepper motor control system, sequential control using PLC, etc. It also trains students in the analysis and presentation of experimental data. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment will comprise 50% continuous assessment and 50% examination. 2. The continuous assessment will comprise four components: one closed-book short test (10%), two assignments (10%), one laboratory report (5%) and one mini-project (25%). The closedbook test is aimed at assessing the interim knowledge gained by the student. The assignments are aimed at assisting the students in preparation for the tests and checking the progress of their study. The laboratory report is aimed at assessing the capability of the student in analyzing and reporting experimental data. Hands-on experience is a very important to successful learning of this subject. The mini-project is aimed at giving students a chance to fully integrate the processes of conceptual and functional design, and implementation of a real mechatronic product. It helps to assess the students self-learning, problem-solving and knowledge integration capabilities. Communication skill in English is also assessed in the mini-project. 3. The examination will be used to assess the knowledge and experience acquired by the students for understanding and analyzing the advanced mechatronic system integration for product design, critically and individually, related to the student learning outcomes.
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SUBJECT DESCRIPTION FORM Subject Title: Design for Product Safety Number of Credits: 3 Subject Code: ME4214 Hours Assigned: Lecture 38 hours Tutorial/Laboratory 4 hours
Pre-requisite: ME3202 Engineering Design for Products ME3903 Quantitative and Computational Methods Co-requisite: Nil Exclusion: Nil Objectives: This module is designed to provide students a guide to the management and law of designing for product safety. 1. To provide an overview of the product liability and legal aspects in the introduction of a new consumer product. 2. To develop students understanding of the key elements of a management strategy to achieve product safety. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness On completion of the subject, students will be able to: 1. 2. 3. 4. 5. 6. outline the possible liability for product failures in Hong Kong. describe the key elements of a strategy in the management of design risks. demonstrate the ability to obtain information on product-related accidents. know how to identify product risks. make suggestion for the reduction of product design risks. know how to arrange for the transfer of some of the residual risks to third parties.
Syllabus:
Product Liability - Meaning of product liability. Definition of defective product. Product liability
in Hong Kong. Product liability law in Hong Kong. Product liability law in other Jurisdictions.
The Management of Design Risks - Management strategy in product safety. Reducing product
design risks through design reviewing systems. Personal and environmental risk identification of the whole product life from manufacturing to end of services disposal.
Product Safety Standards - The consumer Product Safety Acts. The safety standards used in
different countries such as Underwriters Laboratories Inc. (UL) in USA, British Standards in United Kingdom and International Electro-technical Commission (IEC) in Europe. Overview of the application and testing procedures in obtaining product safety markings for new products. Planning, implementation and control in product test and assurance. B - 45
Product Risk Identification Methods - Fault Tree Analysis (FTA). Failure Mode and Effect
Analysis(FMEA). Hazard and Operability Study (HAZOP) and Hazard Analysis Critical Control Point (HACCP). The use of quantitative and statistical methods in assessing product risks and design optimisation.
Product Risk Management - Product Risk transfer through insurance and contract conditions.
Method of Assessment: Overall Assessment: 0.40 End of Subject Examination + 0.60 Continuous Assessment Group projects 30% Continuous assessment components Class presentation/participation 20% Individual reports 50%
To achieve a grade C or above, the students must achieve all the six learning outcomes. All assigned homework should be worked out independently. It is the student's responsibility to work out the problems individually and to ask questions on those problems they have difficulty with. Unless stated otherwise, no group submission or copies are permitted. If a copy is detected, a zero score will be assigned regardless of whom did the assignment. Students are advised to obtain help from the course instructor when needed. Class attendance is very important. If a student anticipates being absent from class for any reason, please notify the course instructor ahead of time. In the event of absence, it is the student's responsibility to catch up on any work missed. Reference books: 1. Abbot, Howard : Safer by design: a guide to the management and law of designing for product safety, Gower, 1997. 2. Hammer, Willie : Product Safety management and engineering, American Society for Safety Engineers, 1993. 3. The Law Reform Commission of Hong Kong : Report on Civil Liability for Unsafe Products, 1998. Teaching/Learning Approaches: Lecture 38 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 4
Major Teaching/Learning Activities: Major teaching/learning activities include lectures, tutorials, class discussions, and thematic projects. B - 46
Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. 2. 3. 4. Lectures give coverage and exposure and arouse interest. Group discussions and tutorials help students consolidate lecture materials. Assignments, through which students learn to compile, assimilate, assess and analyze. Through thematic projects students would keep abreast of current product liability law and strategies for management of design risks. The presentation of reports allows students develop communication skills.
Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: For continuous assessment evaluation, each student is required to submit a minimum of three reports. One of these reports is group-based and the other two are individual assignments. Besides assessing all the written assignments, students will be required to present the group and/or individual projects in class. Class presentation and participation in discussions will be assessed. Justification of assessment methods: To achieve the intended learning outcomes, it is considered that more emphasis on formative assessment would be appropriate as students performance will be improved via written and verbal feedback. Marked assignments provide feedback and reinforcement on learning key concepts and outcomes.
Through presentations/discussions, students will learn how to: 1. work effectively with diverse group of people; 2. persuasively explain in both oral and written form their product safety concepts; 3. tackle diverse and unstructured questions; 4. tell thoughts, feelings, ideas so that others may understand; 5. supports and leads others in discussion.
The examination will be used to assess the knowledge acquired by the students to deal with product design risks in a strategic manner. It provides a reference of standards with which the learning outcomes are measured.
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SUBJECT DESCRIPTION FORM Subject Title: Numerical Methods for Product Analysis Number of Credits: 3 Subject Code: ME4906 Hours Assigned: Lecture 28 hours Tutorial/Laboratory 14 hours
Pre-requisite: ME3903 Quantitative and Computational Methods Co-requisite: Nil Exclusion: Nil Objectives: 1. To introduce students advanced numerical methods and theories relating to engineering. 2. To introduce students computational techniques relating to product analysis. 3. To develop students ability and skills in solving industrial problems using quantitative and computational methods. Student Learning Outcomes: The subject is designed to fulfil the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. 2. 3. 4. To understand the concepts, theories and techniques of a variety of numerical methods. To apply numerical methods for analysing data to solve engineering problems. To use computational methods in analysing experimental data. To understand various computational techniques in modelling and solving engineering problems.
Syllabus:
Computer Solution of Non-linear Equations and Simultaneous Linear Equations: Newton-
Raphson method for pipe friction factor. Solving of simultaneous linear equations by matrix inversion using modern software. Gaussian elimination. Gaussian-Seidal method. Modelling, curve fitting and interpolation using modern software.
Numerical Differentiation, Integration and Ordinary Differential Equations: Difference
equation. Simpsons rule. Ordinary Differential Equations with initial conditions. Eulers method and Runge-Kutta method in solving engineering problems such as motion of particles.
Finite Difference Method: Finite differences for parabolic systems and initial-boundary-value problems. Discretization of differential equations. Solving of steady-state and transient conduction problems. Finite Element Method: Finite elements for elliptic systems and boundary-value problems: basic theory, discretization, interpolation function. Formulation of element characteristic matrices. Incorporation of boundary conditions. Solving final matrix equation through problems in structure design.
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Method of Assessment: Overall Assessment: 0.50 End of Subject Examination + 0.50 Continuous Assessment 1. Assignments and case-studies on analysis of physical and mechanical systems and products. Reference books: 1. Charpra, S.C., Numerical Methods for Engineers, 5th edition, McGraw Hill, 2006. 2. Chandrupatla, T.R., Introduction to Finite Elements in Engineering, 3rd edition, Pearson, 2002. 3. Kays, W.M., Convective Heat and Mass Transfer, 4th edition, McGraw Hill, 2005. Teaching/Learning Approaches: Formal Contact (Hours) Other Activities Tutorial Case Studies 8 6
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Major Teaching/Learning Activities: Concepts and techniques of various numerical and computational methods will be introduced through lectures. Tutorials are conducted in groups to help students consolidating the materials covered in the lectures. Students are required to apply the knowledge and skills to solve various practical problems in the form of exercises and case studies. Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The teaching and learning methods include lectures, tutorials, and case studies. 2. The lectures are aimed at delivering fundamental concepts and theories of the numerical and computational methods. 3. The case studies are aimed at providing students with hand-on skills in applying the theories and methods learnt to solve real life problems. In conducting the case studies, students will grab the problem solving technique and hence develop their self-learning skills. Through feedback evaluation, deep understanding of the theories taught can be assured. 4. The tutorial classes are conducted based on an active classroom setting in such a way that twoway communication will be encouraged. They serve to assist students not only to clarify their concepts about the subject, but also to monitor their progress.
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Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment composes of 50% continuous assessment and 50% examination. 2. The continuous assessment component includes: one closed-book short test (20%), two assignments (10%), and two case studies (20%). The closed-book test is aimed at assessing the interim knowledge gained by the student. In completing the assignments, students can practice the theories and self-assess their own progress of study. The case studies assess the students self-learning skills and their ability in applying the computational and quantitative methods to solve real life problems. In addition, their presentation and communication skills can also be assessed on the basis of the case study presentation and report. 3. The examination gives critical and individual assessment to the students by testing the knowledge and skills they have acquired.
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SUBJECT DESCRIPTION FORM Subject Title: PAED Capstone Project Number of Credits: 6 Subject Code: ME4910 Hours Assigned: Lecture 0 hours Tutorial/Laboratory 84 hours
Pre-requisite: Complete all level 3 subjects ISE410 Rapid Prototyping Technologies ISE441 Engineering Project Management ME4209 Product Mechatronics ME4906 Numerical Methods for Product Analysis Co-requisite: Nil Exclusion: Nil
Objectives: 1. 2. 3. 4. To provide students an opportunity of in-depth exploration of a particular topic in product development and engineering design; To enhance students ability in utilizing engineering, design and marketing knowledge in designing and fabricating industrial-based products; To experience and go through the whole product design process through different stages of studies and investigations by integrating engineering sciences and technology; To cultivate students team-working and communication ability and presentation skill.
Specific Student Learning Outcomes:

Students should conduct a self-assessment to evaluate whether the following specific learning outcomes of the subject have been achieved at the end of the semester.
1. 2. 3. 4. 5. 6. 7. 8. 9.
Able to determine the goals of an integrated engineering design project to satisfy the market needs. Competent to search and identify relevant information to form a foundation for the project. Competent in applying engineering science and mathematics to solve open-ended design problem using advanced CAD/CAE design tools. Able to identify a set of design variables and the governing equations to analyze a design concept. Able to generate alternative design concepts with innovative approaches. Competent to evaluate alternative design concepts and able to select a final design concept for further design stages in meeting the design criteria. Confident to work independently and skillful to work effectively in a multidisciplinary engineering design team on a real-world product design and development problem. Skillful to develop a prototype with innovative product development techniques as well as its function evaluation. Competent to present a design project via written report and oral presentation.
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Syllabus: In-depth Study of Substantial Design Tasks Marketing survey; Alternative conceptual design; Engineering design and analysis; Product safety and reliability; Product testing techniques; Prototyping and development technologies. Areas of Design Project Toys; Home appliances; Electronic and electrical appliances; Biomedical equipment; Plastic and metallic products; Green products; Health products; Computeraided technology for product development; Products for specialists. Knowledge and Skills Required for Performing Design Project Problem identification; Literature review; Methodology for data analysis; Engineering design and analysis; Design concept generation; Safety and risk analysis; Prototyping technology; Project management; Report writing and presentation skill.
Method of Assessment and Their Justifications to Achieve The Intended Outcomes: Overall Assessment: 1.0 x Continuous Assessment Performance of each student should be assessed individually together with the teams overall performance by the supervisor, an independent assessor, the peers and an examination panel consisting of at least four academic staff (both FT/SW and PT programmes usually use the same panel). The following criteria should normally be used for performance assessment: 1. Innovative approaches in generating alternative design concepts to meet market need; 2. Functionality, workability, practicability and engineering content of the final design; 3. General attitude, initiative and effectiveness in making progress; 4. Engineering design and analysis, and work accomplishment; 5. Quality of the interim written report and the final written report; 6. Performance during the oral examination. The continuous assessments of a project group as a whole and that of each group member on an individual basis are conducted by the supervisor, whereas the independent assessor and the examination panel join the assessment of the students at the end of the 2nd semester. As part of the assessment process, each group member is required to specify his/her own contribution in completing the project when compared to his/her team mates (peer assessment). In case of an industrial-based project, comments will be invited from the industrial supervisor but he/she will not be required to perform the formal assessment. The supervisor monitors and assesses the overall and individual progresses through regular meetings (15% of the total). The interim written report submitted to the supervisor before the end of the 1st semester also forms part of the continuous assessment (10% of the total). The written report submitted before the end-of-year examination is assessed by both the supervisor and the independent assessor, respectively (25% of the total by the supervisor and 25% of the total by the independent assessor). Deal consideration of each students individual contribution and performance will be taken into account. During the oral examination (25% of the total), every group member is required to present the project especially on his/her significant contribution to the whole project, and respond to the questions addressed to him/her by the examination panel. Marks for oral examination are awarded to individual student by taking into account the groups overall performance. B - 54
The assessment system is summarized as shown in the following table: Assessor Assessment Component (% of the total) Progress and Interim Report (15 + 10) Supervisor Independent Assessor Examination Panel Written Report (25) Written Report (25) Oral Examination (25)
Reference books: Students will be guided to search relevant references by the supervisor.
Teaching/Learning Approaches: Formal Contact (Hours) Other Activities Tutorial/Seminar/Case Studies/Laboratory 84
Lecture N/A
Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. 2. 3. 4. 5. 6. Guidance will be given to students during the whole design project; Regular group discussions with the supervisor (and the industrial supervisor for an industrial-based project) to ensure the correct direction and focus of the project; The interim report aims at ensuring the proper progress of the project; The final report aims at examining the completeness, quality, workability, practicability and engineering content of the product being designed and developed; Prototype and/or computer-aided simulation will be conducted to show the functionality and safety of the product being designed and developed; Oral examination will be conducted to examine the presentation skill, ability to provide prompt response to a question and understanding of the whole design project.
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SUBJECT DESCRIPTION FORM Subject Title: Designing for Humanities Number of Credits: 3 Subject Code: SD3401 Hours Assigned: Lecture 7 hours Tutorial/Laboratory 35 hours
Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objectives: There are three sections in the subject: Human Factors in Design, Designing for Disabilities, and the introduction of Universal Design. 1. To introduce to students the fundamentals of human requirements that are essential to the success of user-related design. Well-designed visuals, products, systems and environments involve the appreciation and thorough consideration of the human aspects of design. Such aspects include the physiological, psychological and sociological factors. 2. Students will devise more appropriate solutions to design problems in the acknowledgement of the people they design for. 3. This subject intensifies at a later stage. It guides students to the appreciation of higher levels and more complex human requirements that relate to the success of user-interface design. 4. The subject addresses particularly the interface issues, which will contribute to future design studies (projects). The issue of designing for special group of users such as the disabled and the ageing populations will be investigated. The Universal Design principles will be discussed. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. 2. 3. 4. 5. Appreciation and identification of user-related issues in Design. Ability to formulate methodology to probe users information and data in a design process. Ability to interpret such data and to formulate design brief. Ability to apply such data in design project. Ability to report and present in order to convince in the context of user-related issues for design opportunity.
Syllabus:
Human Factors in Design 1. Understanding peoples activities at work, rest & in play. The basic principles of human factors are introduced. The significance and relevance of the subject to design tasks are explained. 2. The appreciation and application of data in the physiological, psychological and sociological aspects of people are presented. This section will start with anthropometry (body measurements).
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3. The evaluation of designs for people use: This includes peoples abilities and limitations in relation to the tasks & environments, and thereby the designs. Methods of approaching human aspects for design projects are discussed. Students are expected to be able to identify user-interface issues, plan and carry out related tests and experiments needed to support design works, and to evaluate the design results. 4. The goal is to enhance effectiveness, efficiency, comfort & safety by improving the user/design interface.
User-related Design and Designing for Disabilities 1. 2. 3. 4. User in normal conditions and environments. User in extreme conditions and environments. Designing for the elderly and the disability. User testing methods: Heuristic evaluation (quick and inexpensive method made in early phases of design to evaluate the most significant usability problems); Pluralistic usability (evaluation performed by user interface specialist/s, designer/s and real user/s). 5. Usability test: A design evaluation in the usability that can be performed during the development of a product or system to reveal problems. This may result in re-design or modification, or for product/system comparison (compared against competitors design). 6. Universal Design and principles. Method of Assessment: Overall Assessment: 1.0 Continuous Assessment Minimum condition to consider a grade, would require the student to satisfactorily complete and submit the assignment, and present it as indicated. A pass grade or above will depend on how well the student has achieved in the learning outcomes. In addition, the following points should be taken into consideration: 1. A minimum grade D should be obtained in assignment. 2. Assignment may require both group effort and individual effort. 3. Copy right must be strictly respected. If a copy is detected, a zero score will be assigned regardless of whom/which group did the assignment. 4. Attendance of class is very important. If a student anticipates being absent from class for any reason, please notify the course instructor ahead of time. In the event of absence, it is the students responsibility to catch up on any work missed. Reference books: Books: 1. Barbacetto, G., 1992. Design interface: How man and machine communicate. Arcadia Edizioni. 2. Chan, Lai-hung. Successful aging: from the perspective of Hong Kong elderly: a qualitative approach. Hong Kong: School of Nursing, The Hong Kong Polytechnic University. 2003. 3. Cox, K., Walker, D. 1993. User Interface Design. New York: Prentice Hall. 4. Dul, J. et al. 1993. Ergonomics for beginners - A quick reference guide. London: Taylor & Francis. 5. Fernandes, T. 1995. Global Interface Design: A guide to Designing International User Interfaces. Boston: AP Professional. 6. Gary, D., et al. Designing and using assistive technology: the human perspective. London: Paul H. Brookes Publishing Co. 1998. B - 58
7. Grandjean, E. 1988. Fitting the task to the man. London: Taylor & Francis. 8. Kroemer, K. 1994. Ergonomics: How to design for ease and efficiency. Englewood Cliffs, N.J.: Prentice Hall. 9. Kroemer, K. 1997. Fitting the task to the human: A textbook of occupational ergonomics. London: Taylor & Francis. 10. Law, Kenneth Wing-kin (ed.). Aging, Gender and Family in Singapore, Hong Kong and China. Taipei: Programme for Southeast Asian Area Studies Academia Sinica. 2001. 11. Monk, A. 1993. Improving your Human Computer Interface. New York: Prentice Hall. 12. Norman, Donald A. The Invisible Computer. Cambridge MA: MIT Press, 1998. 13. Norman, Donald, 1990. The Design of everyday things. New York: Pirkl, J. 1994. 14. Philips, David R; Yeh, Anthony (ed.). Environment and ageing: environmental policy, planning and design for elderly people in Hong Kong. Hong Kong: Centre of Urban Planning and Environmental Management, University of Hong Kong. 1999. 15. Prikl, J. Guidelines and strategies for designing transgenerational products: a resource manual for industrial design professionals. Syracuse, N.J.: Syracuse University. 1998. 16. Sanders, M. 1993. Human factors in engineering and design. New York : McGraw-Hill. 17. Tilley, A. 1993. The Measure of man and woman: Human factors in design. New York: Whitney Library. 18. Trans-generational design: products for an aging population. New York: Van Nostrand Reinhold, 1994. Websites: http://www.baddesigns.com/ (Examples of bad Human Factors in design) http://gemma.apple.com/ngs/lpp/adrpub/docs/dev/techsupport/insidemac/HIGuidelines/HIG uidelines-251.html (Human Factors Society) http://www.usernomics.com/hf.html (Human factors & ergonomics) http://www.iat.unc.edu/guides/irg-05.html (User interface design: Bibliography) Teaching/Learning Approaches: Formal Contact (Hours) Other Activities Lecture 7 Tutorial 14 Seminar 3 Case Studies 4 Design Exercises 14
Major Teaching/Learning Activities: Lectures on Human Factors theories, and cases presentations in seminar discussions. Project assignment as exercise will be given, with related tutorials.
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Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: The teaching and learning approaches as stated in Section E are justified as below: 1. The teaching and learning methods include lectures, tutorials, case studies, seminars, and assignment (design exercise). 2. The lectures are aimed at providing students with an integrated knowledge required for understanding and analyzing Human Factors and related issues in Design. 3. The design exercise is aimed at allowing hands-on experience in team-work to appreciate the lectures. The students are required to participate in the mini-project through literature survey, information search, discussions, report writing and presentation of results. Innovative thinking is encouraged. 4. The tutorials are aimed at helping students to go through the exercise smoothly, and to guide the students to solve real-world problems using the knowledge they acquired in the class. 5. Case studies are there to reinforce the lectures and to encourage discussions. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: The assessment methods are justified as below: 1. The Design Exercise assessment is in an open-book format to encourage continuous effort throughout the whole period of assignment. 2. The presentation allows student to learn about and experiencing in presenting ones view, opinion and argument in open critique, by thorough preparation. 3. The grade for motivation encourages students to work postively, energetically, in private and in group. It can be checked also by class-attendance.
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SUBJECT DESCRIPTION FORM Subject Title: Design for Packaging and No-Assembly Number of Credits: 3 Subject Code: ME4210 Hours Assigned: Lecture 38 hours Tutorial/Laboratory 4 hours
Pre-requisite: ME3202 Engineering Design for Products ME3306 Production Modeling, Simulation and Analysis Co-requisite: Nil Exclusion: Nil Objectives: 1. To equip students an understanding of product packaging in product design, commercial and storage context. 2. To introduce students common packaging designs for products, their selections and limitations. 3. To teach students how to design product package in the context of cushioning. 4. To provide students familiarity with the product mechanism design using the contemporary approach of design for no-assembly. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Able to generate conceptual packaging design based on market characteristics and storage requirements. 2. Able to identify and select suitable packaging techniques for a prescribed packaging concept. 3. Able to use software tools to analyze and evaluate structural quality and cushioning for selected packaging design. 4. Able to demonstrate an understanding of the concept of Design for No-Assembly and its implementation with compliant mechanisms. 5. Able to work and communicate in teams in creating a portfolio for designing the packaging of product(s). Syllabus:
Elements of Packaging - Positioning and challenges of packaging in product design and
development; making of product packaging ideas and technology; approach to package development; packaging liability; environmental implications of packaging.
Paper, Board and Structural Design - Types of paper and board; properties of paper and paperboard; selection and design for product packaging folding cartons, setup boxes, corrugated fiberboard packaging. Non-Paper Packaging - Packaging design with plastics; shaping and molding techniques for plastics; flexible packaging; glassware; metal containers.
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design with software tools; temperature and humidity considerations; uses of blocking, loose fill, bubble sheet and foam in place.
Cushioning - Vibration and impact analysis for product packaging; fatigue problems; cushioning
Design for No-Assembly - Review of working principles of mechanisms; conventional and
compliant mechanism designs; advantages and challenges of compliant mechanisms; compliant mechanisms and nature; utilization of flexibility and deflection of beams; application examples. Method of Assessment: Overall Assessment: 0.50 End of Subject Examination + 0.50 Continuous Assessment Minimum condition to obtain a passing grade: 1. In order to achieve a grade C or above, a student should achieve all the learning outcomes. 2. Assignments require group effort or individual effort. 3. Plagiarism is strictly prohibited and copyright is strictly respected. If copying is detected in any coursework component, a zero score will be assigned to all students involved regardless of whom/which group did the assignment. Attendance of class is very important. If a student anticipates being absent from class for any reason, please notify the course instructor ahead of time. In the event of absence, it is the students responsibility to catch up on any work missed. Reference books: 1. Hanlon, J. F., Handbook of Packaging Engineering, 2nd edition, McGraw Hill, 1984. 2. Jnson, G., Corrugated Board Packaging, Pira International, 1993. 3. DeMaria, K., The Packaging Development Process: A Guide for Engineers and Project Managers, Technomic Publishing Company, 2000. 4. Soroka, W., Fundamentals of Packaging Technology, Institute of Packaging Professionals, 1999. 5. Jenkins, C. H., Compliant Structure in Nature and Engineering, WIT, 2004. 6. Lobontiu, N., Compliant Mechanisms: Design of Flexure Hinges, CRC Press, 2003. Teaching/Learning Approaches: Lecture 38 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 4
Major Teaching/Learning Activities: Major teaching/learning activities include lectures, tutorials, mini-project and laboratory experiments. Typical laboratory experiments may include assessment of packaging efficiency of packaging methods, comparison of packaging methods under static and impact loadings, etc.
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Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The teaching and learning methods include lectures, tutorials, mini-project and laboratory experiments. 2. The lectures are aimed at providing students with an integrated knowledge required for understanding of the storage requirements and structural design for product packaging and design for no-assembly. They provide a necessary framework for such subsequent self-learning and group-learning activities. 3. The mini-project is aimed at enhancing the written and oral communication skills in English and teamwork spirit of the students. The students are expected to utilize the knowledge acquired in class to create portfolio for packaging of selected products. The students are required to participate in the mini-project through literature survey, information search, system design and evaluation, discussions, report writing and presentation of results. Innovative thinking is encouraged. 4. The tutorials are aimed at enhancing the students skills necessary for analyzing the quality and feasibility of packaging ideas and/or compliant design. Examples may include the evaluation of loading limits of a prescribed packaging structure, the evaluation of flexibility of a compliant mechanism, etc. Therefore, the students will be able to solve real-world problems using the knowledge they acquired in the class. 5. The experiments will provide the students with hands-on experience on the instrumentation and measurement of the structural characteristics and cushioning of board packaging. It also trains students in the analysis and presentation of experimental data. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment will comprise of 50% continuous assessment and 50% examination. 2. The continuous assessment will comprise of four components: two closed-book short tests (15%), two assignments (15%), one seminar report (5%) and one mini-project (15%). The two closed-book tests are aimed at assessing the interim knowledge gained by the student. The assignments are aimed at assisting the students in preparation for the tests and checking the progress of their study. The seminar report is aimed at enhancing students comprehension and assimilation of the current market and technologies for audio/video products. The mini-project is aimed at assessing the students self-learning and problem-solving capability and communication skill in English. 3. The examination will be used to assess the knowledge and experience acquired by the students for understanding and analyzing the design for packaging and no-assembly, critically and individually, related to the student learning outcomes.
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SUBJECT DESCRIPTION FORM Subject Title: Development of Green Products Number of Credits: 3 Subject Code: ME4211 Hours Assigned: Lecture 36 hours Tutorial/Laboratory 6 hours
Pre-requisite: ISE388 Environmental Issues in Product Development SD3401 Designing for Humanities Co-requisite: Nil Exclusion: ME487 Development of Green Products Objectives: 1. To provide students with the concepts of green products with design. 2. To introduce the energy and resource saving products, while giving careful thought on environmental issues in product development and planning. 3. To provide students with the knowledge in the development of green products and procurement of green materials. 4. To introduce students with the knowledge of environmental assessment for evaluating the green products. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness After completing the subject, the students are expected to achieve the following outcomes: 1. Appreciate greening opportunity during the product design and development. 2. Learn the importance of considering the environmental impacts of a product over its total life cycle when developing a green design. 3. Integrate the greening concepts into all development phases of a product within the constraints. 4. Apply the knowledge of green procurement of materials. 5. Appreciate and understand the role of green products within an orgainsation. 6. Competent in undertaking an environmental assessment of green products. Syllabus:
Concept of Green Product with Design - Natural resource, material and energy conservation.
Pollution prevention. Environmental impact on packaging, packaging materials, durability, repairability recyclability, and waste emissions. Life cycle impact assessment. Eco-labelling and energy-labelling product programmes. User's perception, social and cultural preference on green product design. Green product aesthetics and semantics.
Green and Sustainable Product Development Processes - Concept of green and sustainable
product development: product design, planning and innovation for environment. Product development processes and flows. Product development of organizations and functions. International environmental management standards. B - 65
Green Procurement of Materials - Material assessment and survey. Green procurement

evaluation criteria. Evaluation of materials and suppliers.
Environmental Assessment of Green Products - Criteria on the global warming, stratospheric
ozone depletion, photochemical ozone formation, acidification, nutrient enrichment, ecotoxicity, human toxicity, resource consumption and working environment. Normalisation and weighting in the environmental assessment of products.
technology. Green taxes. Concern for nature. Pollution and waste reduction. A positive future. Method of Assessment: Overall Assessment: 0.40 End of Subject Examination + 0.60 Continuous Assessment
The Green Future - More from less. Reducing risk and nuisance. Opportunities from green
In order to achieve a grade C or above, a student should achieve all the learning outcomes: 2, 3, 4 and 6. Reference books: 1. 2. 3. 4. Burall P., Product Development and the Environment, The Design Council, 1996. Fuad-Luke A., EcoDesign: The Sourcebook, Chronicle Books, 2002. Ottman J.A. Green Marketing, NTC Business Books, 1998. Ulrich, K.T. and Eppinger S.D., Product Design and Development, McGraw-Hill, 2003.
Major Teaching/Learning Activities: This subject covers the concept of green product with design, green and sustainable product development processes, green procurement of materials, eenvironmental assessment of green products and green future through a learning outcome-oriented approach with the aids of lecture/supplementary notes, assignments and tests. Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The lectures and tutorials are aimed at providing students with an integrated knowledge required for the concept of green product with design, green and sustainable product development processes, green procurement of materials, environmental assessment of green products and green future.
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2. Learning outcome-oriented approach with the aids of lecture/supplementary notes, tutorials, assignments and tests is used. 3. The mini-project/case study is aimed at enhancing the written and oral communication skills in English and team-work spirit of the students. The students are expected to apply the knowledge of environmental assessment of green products. The students are also required to participate in the mini-project/case study through literature survey, information searching and data gathering, results and discussions, report writing and presentation of the findings. Creative and innovative thinking are highly encouraged. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment will comprise 60% continuous assessment and 40% examination. 2. The continuous assessment will comprise four components: one test (10%), three to four assignments (20%) and one mini-project/case study project (30%). The test is aimed at assessing the interim knowledge gained by the student. The assignments are aimed at assisting the students in preparation for the test and examination, and monitoring the progress and understanding of their study. The mini-project/case study is aimed at assessing the students self-learning and problem-solving capability and communication skill in English. 3. The examination will be used to assess the knowledge acquired by the individual student for the degree of understanding in complex problems or learned topics.
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SUBJECT DESCRIPTION FORM Subject Title: Artificial Intelligence in Products Number of Credits: 3 Subject Code: ME4212 Hours Assigned: Lecture 38 hours Tutorial/Laboratory 4 hours
Pre-requisite: ME3203 Elementary Product Mechatronics ME3903 Quantitative and Computational Methods Co-requisite: Nil Exclusion: Nil Objectives: To provide students with basic knowledge on expert and fuzzy inference systems for product design and development. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Understand artificial intelligence methods in commercial products. 2. Able to build an expert system for a product. 3. Able to apply fuzzy inference system in product development. Syllabus:
Expert Systems and Fuzzy Inference Systems in Commercial Products Expert Systems for Products - Principles of expert systems; Knowledge representations;
Knowledge acquisition; Inference mechanisms; Learning and heuristics; Application of expert systems to product design and product data management; Understanding expert system shells, such as Prolog or Lisp; Building expert systems using Prolog or available software packages. Case study 1: Apply expert system in product design.
Fuzzy Inference Systems in Product Design and Development - Fuzzy sets and crisp sets;
Membership functions; Properties of fuzzy sets; Operations on fuzzy sets; Operations on fuzzy relations; Fuzzy if-then statements; Inference rules; Developing fuzzy inference systems using Matlab or available software packages. Case study 2: Apply fuzzy inference Systems in product design. Method of Assessment: Overall Assessment: 0.40 End of Subject Examination + 0.60 Continuous Assessment
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Reference books: 1. Luger, G.F., and Stubblefield, W.A., 1989, Artificial Intelligence and the Design of Expert Systems, The Benjamin/Cummings Publishing Co., 1989. 2. Clocksin, W. F., Programming in Prolog, 5th ed. Berlin ; New York : Springer-Verlag, c2003. 3. Boca Raton, FL, A first course in fuzzy and neural control, Chapman & Hall/CRC Press, c2003. 4. Ross, Timothy J., Fuzzy logic with engineering applications, 2nd ed. Chichester; Hoboken, NJ: Wiley, c2004. Teaching/Learning Approaches: Lecture 38 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 4
Major Teaching/Learning Activities: Lectures, tutorials and project on expert system and fuzzy inference systems for products are the major teaching/learning activities for this subject. Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: The teaching and learning methods include lectures, tutorials and project work. The lectures are aimed at providing fundamental knowledge on product expert system and fuzzy inference systems for product design and development. The tutorials are aimed at enhancing applicable skills of the students. Examples on the expert systems and fuzzy inference systems in commercial products will be involved. The project is aimed at integrating the knowledge that will be applied through a team project on product design and development with expert systems and fuzzy inference systems.
Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: The assessment will comprise of 60% continuous assessment and 40% examination. The weighting of 60% on continuous assessment is meant to allow students to consolidate their learning through continuous effort such as assignments and project work. The group project (30%) will be assigned to students at early stage of the subject study which enables students to link the knowledge they learnt with the project step by step. Report and the presentation will be major outcomes of the project work that will show how the students are able to design expert systems and fuzzy inference systems for products. The examination is used to assess the knowledge acquired by the students for understanding expert systems and fuzzy inference systems of the products.
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SUBJECT DESCRIPTION FORM Subject Title: Design for Six Sigma Number of Credits: 3 Subject Code: ME4213 Hours Assigned: Lecture 38 hours Tutorial/Laboratory 4 hours
Pre-requisite: ME3202 Engineering Design for Products ME3903 Quantitative and Computational Methods Co-requisite: Nil Exclusion: Nil Objectives: 1. To provide an overview of Product Design using Design for Six Sigma (DFSS) technique. 2. To develop students understanding of the most up-to-date DFSS tools and best practices. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness On completion of the subject, students will be able to: 1. apply Design for Six Sigma (DFSS) technique in product design and development. 2. explain the process of Critical Parameter Management in product design. 3. summarize the diversity and similarities of major DFSS tools and best practices in product design. Syllabus:
Introduction - Major processes used in design for Six Sigma in product design. Management of
product development cycle-time. Product design using Design For Six Sigma(DFSS) technique.
Critical Parameter Management in Design - Introduction to Critical Parameter Management.
The architecture of the Critical Parameter Management Process. The process of Critical Parameter Management in product design. The tools and best practices of Critical Parameter Management(CPM). Metrics for project management within CPM. Data acquisition and database architectures in CPM.
Tools for Concept Development - Gathering and processing the Voice of the Customer. Quality
Function Deployment: The Houses of Quality. Concept generation and design for x methods. The Pugh concept. Evaluation and selection process. Modeling: ideal/transfer Functions, robustness additive models, and the Variance model.
Tools for Design - Design Failure Modes and Effects Analysis. Reliability prediction. Descriptive
statistics. Inferential statistics. Measurement systems analysis. Capability studies. Regression models. Design of experiments.
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Tools for Optimization - Taguchi methods for robust design. Response surface methods.
Optimization methods.
Tools for Verifying Capability - Analytical Tolerance Design. Empirical tolerance design. Reliability evaluation. Statistical process control.
Method of Assessment: Overall Assessment: 0.40 End of Subject Examination + 0.60 Continuous Assessment Group projects 30% Continuous assessment components Class presentation/participation 20% Individual reports 50%
To achieve a grade C or above, the students must achieve all the three learning outcomes. All assigned homework should be worked out independently. It is the student's responsibility to work out the problems individually and to ask questions on those problems they have difficulty with. Unless stated otherwise, no group submission or copies are permitted. If a copy is detected, a zero score will be assigned regardless of whom did the assignment. Students are advised to obtain help from the course instructor when needed. Class attendance is very important. If a student anticipates being absent from class for any reason, please notify the course instructor ahead of time. In the event of absence, it is the student's responsibility to catch up on any work missed. Reference books: 1. C.M. Creveling, J.L. Slutsky and D. Antis, Jr. Design for six sigma in technology and product development (2003). 2. Kai Yang & Basem El-Haik (2003) Design for Six Sigma; McGraw Hill. Teaching/Learning Approaches: Lecture 38 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 4
Major Teaching/Learning Activities: Major teaching/learning activities include lectures, tutorials, class discussions, and thematic projects. Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. Lectures give coverage and exposure and arouse interest. 2. Group discussions and tutorials help students consolidate lecture materials. B - 72
3. Assignments, through which students learn to compile, assimilate, assess and analyze. 4. Through thematic projects students would keep abreast of lastest development in product liability laws and learn how to apply DFSS in product design. The presentation of reports allows students develop communication skills. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: For continuous assessment evaluation, each student is required to submit a minimum of three reports. One of these reports is group-based and the other two are individual assignments. Besides assessing all the written assignments, students will be required to present the group and individual projects in class. Class presentation and participation in discussions will be assessed. Justification of assessment methods: To achieve the intended learning outcomes, it is considered that more emphasis on formative assessment would be appropriate as students performance will be improved via written and verbal feedback. Marked assignments provide feedback and reinforcement on learning key concepts and outcomes.
Through presentations/discussions, students will learn how to: 1. work effectively with diverse group of people; 2. persuasively explain in both oral and written form their DFSS practices; 3. tackle diverse and unstructured questions; 4. tell thoughts, feelings, ideas so that others may understand; 5. supports and leads others in discussion.
The examination will be used to assess the knowledge acquired by the students in the application of DFSS technique in product design and the latest development in product liability legislation. It provides a reference of standards with which the learning outcomes are measured.
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SUBJECT DESCRIPTION FORM Subject Title: Design of Automotive Mechanical Systems Number of Credits: 3 Subject Code: ME4216 Hours Assigned: Lecture 36 hours Tutorial/Laboratory 6 hours
Pre-requisite: ME3103 Dynamics and Control for Product Design ME3403 Advanced Engineering Sciences in Products Co-requisite: Nil Exclusion: Nil
Objectives: 1. 2. 3. To acquaint students with the market needs and mechanical design trends in automotive industry; To provide students fundamental knowledge of key automotive mechanical systems, parts, and their integration; To enrich students ability in utilizing design, engineering and marketing knowledge in product development of automotive mechanical parts and their integration.
Specific Student Learning Outcomes:

Students should conduct a self-assessment to evaluate whether the following specific learning outcomes of the subject have been achieved at the end of the semester.
1. 2. 3. 4. 5.
Familiar with various systems of a motor car; Competent to generate and evaluate engineering design concepts after gaining a good understanding of background of the problem and existing design concepts; Competent in identifying a set of design variables and the governing equations to analyze a conceptual design of an automotive mechanical system; Competent in applying engineering fundamentals to solve an open-ended design problem supplied by an industrial partner. The problem should provide opportunities for creative design; Skillful to work as an effective team member on a real-world automotive parts and system design and development problem.
Syllabus: Engineering Design of Automotive Market and design trends of automotive, automotive ergonomics, overview of automotive systems, in particularly mechanical systems. Vehicle Dynamic and Engine Performance Vehicle dynamics and vehicle power requirement, effect of vehicle speed, rolling resistance, aerodynamic effect and gradient, engine performance characteristics, performance prediction.
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Suspension and Steering System Basic suspension and steering system design and key components, front and rear suspension systems, steering linkage design, manual and power steering, electronic suspension and steering systems. Transmission System Fundamentals of drive shaft transmission and its key components: clutches universal joints and torque converter, front-wheel-drive and differential-drive principles, manual and automatic transmission design. Braking System Common braking system design: drum, disc and packing, hydraulic system and power brake, antilock braking system (ABS) theory. Automotive HVAC Basic principles of heating and air-conditioning, automotive heating and cooling system design and its components, air circulation management, refrigerants.
Method of Assessment: Overall Assessment: 0.4 (End of Subject Examination) + 0.6 (Continuous Assessment)
Reference books: 1. Fenton J. (1998). Handbook of Automotive Powertrain and Chasis Design. Professional Engineering Publishing. London, UK. 2. Fenton J. (1999). Advances in Vehicle Design. Professional Engineering Publishing. London, UK. 3. Crouse W. H. and Anglin D. L. (1999). Automotive Engines. 8th Eds. McGraw-Hill, USA. 4. Prushinskiy V, Zainiev G and Gerasimov V. (2005). Hybridization. Ideation International, Inc. USA. 5. Tong L. (2003). How to Design Cars Like a Pros: A Comprehensive Guide to Car Design from the Top Professionals. Motorbook International, USA. 6. Birth, T. (2006). Automotive Heating and Air Conditioning. Pearson Prentice Hall, U.S.A. 7. Johanson C. and Stockel M. T. (2000). Auto Suspension and Steering Technology. The Godheart-Wilcox Company, Inc. U.S.A. 8. Thiessen, F. J. and Dales, D. N. (1996). Automotive Drive Trains Automatic and Manual. 2nd Eds. Prentice Hall, U.S.A. 9. Birch, T. W. (1999). Automotive Braking Systems. Delmar Publishers, U.S.A. 10. Halderman, J. D. and Mitchell Jr., C. D. (2005). Automotive Electricity and Electronics. Pearson Prentice Hall, U.S.A.
Teaching/Learning Approaches: Formal Contact (Hours) Other Activities Tutorial/Seminar/Case Studies/Technical Visit 6
Lecture 36
Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: B - 76
The teaching and learning methods include lectures, tutorials, case studies, class demonstration. The lectures are aimed at providing the students knowledge on mechanical engineering design of key automotive systems and parts including the basic integration of automotive parts and systems, suspension and steering, transmission and braking, automotive HVAC and electronics. During the lecture sessions, the fundamental principles, characterizations, potential and real applications of these automotive systems are introduced to the students through given handouts, presentations, group discussions and case studies. Group and individual reports are required for all students studying this subject in order to cultivate their data searching, problem solving, communicating, team working and creative thinking abilities. Case studies are used to enhance the students interest in studying this subject. Assignments are given to the students to examine their understanding in automotive engineering design.
Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Outcomes: The assessment will comprise of 60% continuous assessment and 40% examination. The continuous assessment will comprise of three components: one individual project (30%) and one group design project including presentation (30%). The two projects intend to examine the students understanding in adopting the knowledge in this subject into the mechanical design of parts for automotive systems, and also to train the students presentation skills. The examination (40%) is to assess the knowledge acquired by the students for understanding and analyzing the engineering (mechanical and electronic) design problems for automotives. The examination questions include the problems on how to determine the proper parts for designing suspension, steering, braking, HVAC and transmission systems for automotives with prescribed operation and service requirements.
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SUBJECT DESCRIPTION FORM Subject Title: Nano- and Micro-technology Subject Code: ME4302 Applications to Product Development Number of Credits: 3 Hours Assigned: Lecture 38 hours Tutorial/Laboratory 4 hours
Pre-requisite: ME3307 Structural Design and Analysis of Products ME3203 Elementary Product Mechatronics Co-requisite: Nil Exclusion: ME4304 Nano and Microtechnology Objectives: To provide the up-to-date knowledge and technical principles in the state-of-the-art nano and microtechnology for product applications. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Able to understand and appreciate the basic principles and methodologies in nano and microtechnology. 2. Able to apply the knowledge of nano and microtechnology in new and/or advanced product development. 3. Competent in identifying a set of design variables and the governing equations to analyze a conceptual design. 4. Competent in formulating a design and manufacturing problem related to simple systems and mechanical components. 5. Competent to generate and evaluate design concepts after gaining a good understanding of the problem background and existing design concepts 6. Able to introduce uncertainty as an element of engineering and design practices, including material properties, process performance and market demands. 7. Competent to apply mechanical engineering sciences, mathematics and computing techniques in analyses specific to the product design and development systematically. 8. Competent to provide the most feasible practical solution to the problem keeping in mind performance, safety, cost, weight, environment and many other constraints specified by the customers. 9. Able to generate concepts through laboratory setting and conduct analyses to size components. 10. Able to develop broad-based knowledge and deepen technical understanding in selected area related to product design and development. Syllabus:
Introduction to Nano and Micro Science - Concepts, principles, physical, mechanical and
thermal properties at nano and microscales. B - 79
microscopy, SEM, TEM, nano-indentation, nano-scratch and wear.
Characterization and Testing Techniques at Nano and Microscales - Scanning probe Applications of Nano and Microtechnology to Products - Health and environmental products
(e.g., nano marks); toys; textile products; home appliances (e.g., washing machines with nanotechnology); electronic products, sensors and actuators; computing products and information storage; nanofibracation and manufacturing.
Frontiers in Nano and Microtechnology - Nanofluids, carbon nano-materials, nanocomposites,

NEMS, MEMS, nanolithography, molecular self-assembly.
Ethic and Political Issues in Nano and Microtechnology - Potential impact to human society.
Method of Assessment: Overall Assessment: 0.50 End of Subject Examination + 0.50 Continuous Assessment In order to achieve a grade C or above, a student should achieve the following learning outcomes: 1, 2, 3, 5, 7 and 9. Reference books: 1. W.A. Goddard, Handbook of nanoscience, engineering, and technology, Baca Raton, CRC Press, 2003. 2. Poole and Owens, Introduction to Nanotechnology, John Wiley & Sons, 2003. 3. T.R. Hsu, MEMS & microsystems design and manufacture, Boston, McGraw Hill, 2002. 4. B. Bhushan, Springer handbook of nanotechnology, Berlin, Springer-Verlag, 2004. 5. H. Fujita, Micromachines as tools for nanotechnology, Berlin, Springer, 2003. Teaching/Learning Approaches: Lecture 38 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 4
Major Teaching/Learning Activities: Mini projects on applications of nano- and micro-technology to products. Guest speakers from industries are invited. Two laboratory works: 1. Thin film deposition. 2. Demonstration of characterization and testing techniques at nanoscale.
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Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The teaching and learning methods include lectures, tutorials, mini-project and laboratory experiments. 2. The lectures are aimed at providing students with an integrated knowledge required for understanding nano- and micro-technology related theories and methodologies. 3. The mini-project is aimed at enhancing the written and oral communication skills in English and team-work spirit of the students. The students are expected to develop and/or discover applications of nano- and microtechnology in the design of products and systems. The students are required to participate in the mini-project through literature survey, information search, discussions, field trips, report writing and presentation of results. Innovative thinking is encouraged. 4. The tutorials are aimed at enhancing the analytical skills of the students. Examples on applications of nano- and microtechnology will be discussed in-depth. So the students will learn to solve real-world problems using the knowledge they acquired in the class. 5. The experiments will provide the students with hands-on experience on the instrumentation of nano- and microtechnology and measurement at nano- and micro-scale. It also trains students in the analysis and presentation of experimental data. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment will comprise of 50% continuous assessment and 50% examination. 2. The continuous assessment will comprise of three components: assignments (20%), laboratory reports (10%) and one mini-project (20%). The assignments are aimed at assisting the students in preparation for the tests and checking the progress of their study. The laboratory report is aimed at assessing the capability of the student in analyzing and reporting experimental data. The mini-project is aimed at assessing the students self-learning and problem-solving capability and communication skill in English. 3. The examination will be used to assess the knowledge acquired by the students for understanding and analyzing the problems, critically and individually, related to nano- and micro- sciences and technologies.
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SUBJECT DESCRIPTION FORM Subject Title: Product Testing Technology Subject Code: ME4303 Number of Credits: 3 Hours Assigned: Lecture 38 hours Tutorial/Laboratory 4 hours
Pre-requisite: ME3307 Structural Design and Analysis of Products Co-requisite: Nil Exclusion: ME4309 Product Failure Analysis and Inspection Objectives: To provide the fundamental knowledge of common product testing and examination technologies. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Able to understand the concepts and working principles of common product testing and examination technologies. 2. Able to select suitable testing and examination techniques, and to evaluate testing results for typical consumer products. 3. Competent to generate and evaluate design concepts after gaining a good understanding of the problem background and existing design concepts. 4. Able to introduce uncertainty as an element of engineering and design practices, including material properties, process performance and market demands. 5. Competent to apply mechanical engineering sciences, mathematics and computing techniques in analyses specific to the product design and development systematically. 6. Competent in applying engineering fundamentals to solve an open-ended design problem supplied by an industrial partner. The problem should provide opportunities for creative design. 7. Competent to provide the most feasible practical solution to the problem keeping in mind performance, safety, cost, weight, environment and many other constraints specified by the customers. 8. Able to generate concepts through laboratory setting and conduct analyses to size components. 9. Skillful to develop a prototype with innovative product development techniques as well as its function evaluation. 10. Skillful to communicate with appropriate media, including graphical representations of artifacts, written reports and oral presentations 11. Able to develop broad-based knowledge and deepen technical understanding in selected area related to product design and development.
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Syllabus:
Purpose and Classification of Product Testing and Examination - Damage and degradation
of products, environmental attack, crack initiation, aging, fault in manufacturing process; classification of testing and examination methods.
Destructive Testing - Tensile and shear strength tests; Drop tests for home appliances and toys;
Impact and fracture toughness tests for plastics and metallic materials; Scratch and wear tests of surface coatings; Harness test; Creep and durability tests for static and dynamic products.
Non-destructive Testing (NDT) - Damage detection in products; embedded sensor technology;
Wireless sensing technique; Ultrasonic spectroscopy and detection technique; Vibration and acoustic emission technique; Acousto-ultrasonic reproducibility; C-scan of composite products; Thermal wave imaging and full-field NDE; Microwave evaluation; Eddy current and Magnetic flux techniques.
Product Examination Techniques - Surface morphology examination using optical technique,
scanning electron microscopy (SEM) and atomic force microscopy (AFM); Chemical analysis using EDX and XRF; Structure examination using XRD.
Standards and Data Handling - Design for inspection; Testing codes and standards; Data
collection and analysis techniques.
Virtual Testing - Product drop test simulations using CAE technique.
Method of Assessment: Overall Assessment: 0.30 End of Subject Examination + 0.70 Continuous Assessment In order to achieve a grade C or above, a student should achieve the following learning outcomes: 1, 2, 5, 6, 7 and 8. Reference books: 1. Mechanical Testing, ASM International, ASM Handbook Volume 8, 1992. 2. Sampling and analysis, Upper Saddle River, N.J. : Prentice Hall, c1997. 3. Nondestructive testing of materials, Amsterdam ; Washington, D.C. : IOS Press ; Tokyo : Ohmsa, 1995. 4. Practical non-destructive testing, Raj Baldev, New Delhi : Narosa Pub. House ; Materials Park, Ohio : Distribution in North America only by ASM International, 2002. 5. Encyclopedia of Materials Characterization, TA418.7.B73, 1992.
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Teaching/Learning Approaches: Formal Contact (Hours) Lecture Tutorial/Seminar/Case Studies/Laboratory 38 4 Suggested Laboratory Demonstrations: 1. Ultrasonic detection method; 2. Hardness test; 3. Vibration monitoring test.
Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The teaching and learning methods include lectures, tutorials, and laboratory experiments. 2. The lectures are aimed at providing students with an integrated knowledge required for understanding and analyzing product testing technology and methodology. 3. The mini-project is aimed at enhancing the written and oral communication skills in English and team-work spirit of the students. The students are expected to apply the knowledge learnt in product testing technologies. The students are required to participate in the mini-project through literature survey, information search, discussions, report writing and presentation of results. Innovative thinking is encouraged. 4. The tutorials are aimed at enhancing the analytical skills of the students. Examples on the analysis of testing methods and testing results will be involved. So the students will be able to solve real-world problems using the knowledge they acquired in the class. 5. The experiments will provide the students with hands-on experience on the instrumentation and measurement. It also trains students in the analysis and presentation of experimental data. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment will comprise of 70% continuous assessment and 30% examination. 2. The continuous assessment will comprise of four components: one test (10%), assignments (20%), project reports (20%) and oral presentation (20%). The test is aimed at assessing the interim knowledge gained by the student. The assignments are aimed at assisting the students in preparation for the tests and checking the progress of their study. The project report is aimed at assessing the capability of the student in analyzing and reporting experimental data, self-learning and problem-solving skills, and English writing capability. The oral presentation is aimed at assessing the students communication and presentation skills. 3. The examination will be used to assess the knowledge acquired by the students for understanding and analyzing the product problems related to property testing and defect/motion detecting technologies.
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SUBJECT DESCRIPTION FORM Subject Title: Design in Business for Engineering Number of Credits: 3 Subject Code: SD4041 Hours Assigned: Lecture 18 hours Tutorial/Laboratory 24 hours
Pre-requisite: SD348 Introduction to Industrial Design Co-requisite: ME4903 PAD Capstone Project OR ISE445 PEM Capstone Project Exclusion: Nil Objectives: To apply a model of strategies and processes to a Level 4 product development project undertaken concurrently to support the creation and development of a breakthrough product and services. The model includes the following: 1. 2. 3. 4. 5. 6. Methods to obtain insights into emerging trends in consumer and industrial markets. A means to navigate and control the fuzzy front end of the product development process. The use of qualitative research to understand who the customer is. Techniques to assist in the integration of diverse team players. A complete product development process from opportunity identification to patenting. An approach that connects strategic planning and brand management to product development.
Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness 1. Develop a clear concept of user-centred design and formulate an appropriate strategy for developing a breakthrough product/service. 2. Demonstrate a systematic approach to developing a new product/service. 3. Undertake appropriate research, justify the methods selected and demonstrate good extraction and interpretation of data. 4. Prepare a report in which displays a deep understanding of the design opportunity, and an ability to see the opportunity in a broader perspective. Syllabus: The syllabus sets out the sequence for developing a breakthrough product/service and is delivered concurrently with the Capstone Project which has this objective. The process for new product development is as follows:
Stage 1 - Identifying the Opportunity
a) Interpret the interconnected factors of Social Change, Economic Trends, and Technological Innovation that lead to the Identification of Product Opportunity Gaps in the marketplace, for both products and services. B - 87
b) Examine the concept of the Positioning Map, which shows how break-through products and services are differentiated from the competition by Style, Technology and Value.
Stage 2 - Understanding the Opportunity
Examine the complex combination of value attributes that connect breakthrough products/services to people's lifestyles. Turn insights into product concepts, list product characteristics and constraints.
Stage 3 - Conceptualizing the Opportunity
Turn value opportunities into useful, useable, and desirable product concepts. Identify the parts differentiation matrix. Produce visual prototype, functional prototype, clear market definition.
Stage 4 - Realizing the opportunity
Develop a clear marketing plan, taking account of the interests of stakeholders. intellectual property protection. Consider materials and manufacturing process. Method of Assessment: Overall Assessment: 1.0 Continuous Assessment
Consider
The participation in the co-requisite Capstone Project is based on groups of 3 students. It is desirable that all 3 students should elect to undertake this subject. In this case the presentations, Progress Report and Final Report are produced by the same group of 3 students. In the event of only one or two members of a Capstone Project group electing to undertake this subject, their input to the Project is expected to be enhanced and enable them to take a leading role in the development of the Project. The Progress Report (30% of assessment) should demonstrate how the concepts learned in this syllabus inform the Capstone Project The concepts relating to the development of breakthrough products/services should strengthen the project proposal(s) of the Capstone Project by providing useful frameworks for developing new product ideas. The Progress Report should be about 2,000 words of explanation in addition to images, figures and other visual contributions. It is a draft of the Final Report that is to be handed in at the end of the semester. The Final Report (60% of assessment) is to be handed in for grading in week 12. This report should provide a basis for the project report(s) of the Capstone Project. It will be a more developed version of the Progress Report. The structure of the report should reflect the choices made from the key concepts discussed in this syllabus, and should contain about 3,000 words of explanation in addition to images, figures and other visual contributions. Contribution to class activities (10% assessment). Reference books: 1. Cagan J. & C.M. Vogel, 2002, Creating Breakthrough Products: Innovation from Product Planning to Program Approval. Prentice Hall. 2. Bruce, M. & J. Bessant, (eds.) 2002, Design in Business: Strategic Innovation Through Design. Pearson Education. 3. Gilmore, F. & S. Dumont, 2003, Brand Warriors China: Creating Sustainable Capital. Profile Books. B - 88
4. Bruce, M & W.G. Biemans, 1995, Product Development: Meeting the Challenge of the DesignMarketing Interface. John Wiley. 5. Design Management Journal, Design Management Institute. Various editions. Teaching/Learning Approaches: Formal Contact (Hours) Other Activities Seminar 8
Lecture 18
Tutorial 3
Total = 29 hours + 13 hours research & self study = 42 hours Major Teaching/Learning Activities: Weeks 1 7 Week 7 Week 8 Week 9 Weeks 10-12 Week 12 Week 13 Week 14 Lectures and seminars in which the conceptual framework is explained to students, and they begin to apply it to the early stages of the Capstone Project Hand in Progress Report Self study Review of Progress Reports Tutorials on the production of Final Reports Hand in Final Report Self study Review of Final Reports
Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: This syllabus has evolved over three years of application as a core subject in the BA Hons Design. It is now a very successful component of this degree because the delivery of the syllabus is concurrent with an individual design project. This syllabus provides a powerful framework for new product development that is proposed by Professors Cagan and Vogel of Carnegie Mellon University. The framework described in their 2002 book Creating Breakthrough Products: Innovation from Product Planning to Program Approval (Prentice Hall) is the reference textbook for this syllabus. Professor Vogel is a visiting faculty in the School of Design which will enable us to maintain close links with the continuing refinement of this new product development framework. The pattern of lectures, seminars and tutorials shifts from a general approach of establishing an understanding of the framework for innovative product development which is established in the lectures, to a more specified application of the concepts which is progressed in seminars and tutorials. This approach to the syllabus enables a close integration between this syllabus and the Capstone Project. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: The assessed activities the Progress and Final reports, are closely linked with progress in the Capstone Project. The Progress Report is both formative and summative. This approach supports deep engagement in the learning materials.
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SUBJECT DESCRIPTION FORM Subject Title: Design of Home and Subject Code: SD4414 Personal Electronic Products Number of Credits: 3 Hours Assigned: Lecture 7 hours Tutorial/Laboratory 35 hours
Pre-requisite: ME3202 Engineering Design for Products SD348 Introduction to Industrial Design Co-requisite: Nil Exclusion: Nil Objectives: We are surrounded by electronic products. They do not only affect some of our events or at particular occasions. Instead, they are almost completely related to our daily lives. The objective of this subject is for each student to have understanding and project experience in designing home and personal electronic products. The areas of the subject cover home audio and visual products, home appliances, personal electronic entertainment and leisure products, etc. Students are required to conduct an investigation on lifestyle, especially related to Asian lifestyle. Students will research and analyse successful brands in the personal electronics industry. By applying their research findings together with their knowledge and experience, students are required to design an electronic product. Student Learning Outcomes: The subject is designed to fulfill the following categories of learning outcomes: (a) Professional/Academic knowledge and skills (b) Attributes for all-roundedness After completing the subject, the students are expected to achieve the following outcomes: 1. Able to appreciate the generation of design concepts with innovative approaches to satisfy the market needs. 2. Able to explore and analyze the market needs, and appreciate their direct relationship with new products. 3. Competent to generate and evaluate design concepts after gaining a good understanding of the problem background and existing design concepts. 4. Able to introduce uncertainty as an element of engineering and design practices, including material properties, process performance and market demands. 5. Able to introduce the influences of financial, environmental, social and cultural considerations on design and engineering decisions. 6. Skilful to decide on the use of appropriate manufacturing processes in the manufacture of a product at the design stage. 7. Competent to provide the most feasible practical solution to the problem keeping in mind performance, safety, cost, weight, environment and many other constraints specified by the customers. 8. Skilful to develop a prototype with innovative product development techniques as well as its function evaluation. B - 91
9. Skilful to apply quality assurance techniques to ensure superior quality of the developed products. 10. Skilful to communicate with appropriate media, including graphical representations of artefacts, written reports and oral presentations. 11. Able to develop broad-based knowledge and deepen technical understanding in selected area related to product design and development. Syllabus: Applied research on lifestyle (especially on Asian lifestyle). Different types of home and personal electronic products. Case study of electronic products (e.g., development of "Walkman"; "tamagoch", etc). Design Factors: e.g., functionality, performance, user interface, form-factor, battery life, cost, time to market (TTM), reliability. Physiological, social, cultural and ideological factors. Application of technological and engineering knowledge and experience in design. Successful brands in the personal electronics industry. Product evaluation: user testing. Method of Assessment: Overall Assessment: 1.0 Continuous Assessment In order to achieve a grade "C" or above, a student should achieve the specified learning outcomes. Reference books: Books: 1. Haskell, B. (2004). Portable electronics product design and development:For cellular phones, PDAs, digital cameras, personal electronics, and more. New York, NY: McGraw Hill. 2. Jordan, P. W. (1997). Putting the pleasure into products. IEE Review, Nov. 1997, 249-252. 3. Norman, D. A. (1998). The design of everyday things. London: The MIT Press. 4. Payne, B. (1997). Electronic products: Design, system, control. London: Collins Educational. 5. Roqueta, H. (2002). Product design. London: Te Neues. 6. Sanders, M. S. (1993). Human factors in engineering and design. New York, NY: McGrawHill. 7. Stanton, N. (Ed.) (1998). Human factors in consumer products. London: Taylor & Francis. 8. Ulrich, K. T. (2004). Product design and development (3rd ed.). New York, NY: McGrawHill/Irwin. 9. Ward, A. E. (1996). Electronic product design. London: Chapman & Hall. 10. Whiteley, N. (1993). Design for society. London: Reaktion Books.
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Journals: 1. Design Issues. The MIT Press. 2. Design Studies. Elsevier Science. 3. The Design Journal. Gower Publishers. 4. The Journal of Sustainable Product Design. Kluwer. 5. Human Factors, Extenza. 6. Journal of Engineering Design, Taylor & Francis. Teaching/Learning Approaches: Lecture 7 Formal Contact (Hours) Tutorial Design Project 14 21
Major Teaching/Learning Activities: Lectures: Tutorials: Design project: Fundamental design theories. Project tutorials. Individual and/or group project(s) (including workshop realization)
Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 1. The teaching and learning methods include lectures, tutorials and design projects related to home and personal electronic (digital) products. 2. The lectures are aimed at providing design theories related to lifestyle (especially Asian lifestyle) and electronic products for the students. 3. Tutorials are used to support the students' design projects. 4. Students are required to tackle a design project. If necessary, they are required to realize their projects (may be in model and prototype forms) in computer labs and design workshops. Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. 2. 3. 4. The assessment will comprise of 80% project (design and realisation) and 20% presentation. Each student is required to get satisfactory performance in project and presentation. Continuous assessment will be applied to access each student's performance of project. There will be two critical presentation in the subject: Interim and final project presentations.
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SUBJECT DESCRIPTION FORM Subject Title: Mathematics Number of Credits: N/A Subject Code: ME2001 Hours Assigned: Lecture/Tutorial 42 hours
Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objectives: 1. To provide students the mathematical knowledge and skills required for the science and technology subjects. 2. To enable the students to apply mathematical techniques for solving the basic problems in product development. Syllabus:
Complex Number: Basic concept. Algebra. Roots Linear Algebra: Matrices and determinants. Elementary algebra of matrices. Calculus:- Limits. Derivative. Techniques of differentiation. Maxima and minima. Definite and
indefinite integrals. Techniques of integration.
Series: Arithmetic and geometric series. Infinite series. Power series. Fourier series. Ordinary Differential Equations (ODE): First and second order linear ordinary differential
equations. Laplace transforms.
formulation.
Partial Differential Equations Introduction to partial differential equations and their
Method of Assessment: Overall Assessment: 1 Continuous Assessment Reference books: 1. G.B. Thomas, R.L. Finney, J.R. Hass & F.R. Giordano, Thomas Calculus, 11th edition, Addison Wesley, 2004. 2. G. James, Modern Engineering Mathematics, 3rd edition, Pearson Education, 2002. 3. R. Haberman, Applied Partial Differential Equations, 4th edition, Prentice Hall, 2003. 4. A. Biran & Breiner, Matlab 6 for Engineers, Prentice Hall, 2002. B - 95
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SUBJECT DESCRIPTION FORM Subject Title: Engineering Science in Products Number of Credits: N/A Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objective: To provide the students basic engineering knowledge in the areas of materials science, physics and fluid mechanics for product design and analysis. Syllabus: Mechanical Properties of Materials: Material types and selection; Stress/strain relationship of materials (Hooks law); Heat treatment of materials including understanding of phase diagrams; Basic mechanics of structures; Force equilibrium; Force types (axial, bending moment and torque); Failure of materials. Physics: Fundamental of thermodynamics (equation of state; work, heat and energy). Ideal gas. Equation of state of ideal gas. Pure substance. Phase diagrams. Evaluation of thermodynamic properties. First and second laws of thermodynamics and entropy; Optics. Fluid Mechanics: Fluid pressure and hydrostatics. Reynolds Experiment. Laminar and turbulent flow. Laminar flow in pipe and parallel plate. One-dimensional continuity, energy and momentum equations. Applications of Bernoulli equation. Method of Assessment: Overall Assessment: 1.0 x Continuous Assessment Reference books: 1. Sear, F. W., Zemansky, M. W. and Young, H. D. University Physics, 11th edition, Pearson/Addison Wesley, 2004. 2. William D. Callister, Jr., Materials Sceicne and Engineering An Introduction, 6th ed. John Wiley & Sons, Inc., 2003. B - 97 Subject Code: ME 2002 Hour Assigned: Lecture/Tutorial 42
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SUBJECT DESCRIPTION FORM Subject Title: Project (Design and Make) Number of Credits: N/A Subject Code: ME2004 Hours Assigned: Lecture/Tutorial 42 hours
Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objectives: 1. Provide an early opportunity for students to appreciate, through a mini project, the complexity and multi-disciplinary nature of the whole process of product development including concept generation, realization and implementation of a selected design concept. 2. Enable students to understand the role of each subject in the curriculum and the inter-related nature of the course structure. 3. Develop students team-playing and self-learning abilities when they face problems which may not have a clearly defined solution and where they do not yet have sufficient exposure to the knowledge required. 4. Develop students communication and presentation skills in promoting their products. Syllabus: The subject shall begin with a few introductory lectures before a mini project is assigned to student groups. Topics of introduction include (1) process of product design and development and its systematic approach; (2) selection of material; (3) manufacturing and quality control processes; (4) cost estimation and marketing. The mini project should have some of the following attributes: The product chosen should have a clear scientific and engineering design content, which requires the use of some analytical skills. The product chosen should also have some potential for functionality improvement, and the need to conduct a rudimentary market survey using statistical or other analytical methods, such that the outcome of the survey may influence the choice of engineering design or manufacturing process. There is a need to consider material choice based on mechanical strength, availability, manufacturing and/or packaging considerations. There is an opportunity to use drawings including CAD to present the development of prototype at various stages of the development process. There will be one session (one morning or afternoon) of industrial visit to enable students to appreciate real manufacturing process, and issues related to the design and marketing of products. There will also be a written report and brief oral presentation with emphasis on two elements: appreciation of a range of engineering design issues, and ability to formulate and analyze at least one aspect of the product functionality or manufacturing suitability. B - 99
Method of Assessment: Overall Assessment: 1.0 Continuous Assessment Reference books: 1. Otto, K. N., and Wood, K. L. Product design: techniques in reverse engineering and new product development. Prentice Hall, c2001. 2. Cooper, K. G. Rapid prototyping technology: selection and application. New York : Marcel Dekker, c2001. 3. Lee, K. Principles of CAD/CAM/CAE systems. Reading, Mass. : Addison-Wesley, c1999. 4. Black, R. Design and manufacture: an integrated approach. Basingstoke [England]: Palgrave Macmillan, c1996.
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SUBJECT DESCRIPTION FORM Subject Title: Computer Proficiency and Subject Code: ME2006 Application of Manufacturing Processes Number of Credits: N/A Hours Assigned: Lecture/Tutorial/ Laboratory 42 hours
Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objectives: 1. To ensure students literacy in contemporary computer enabling technologies which are of rising importance in many industries. 2. To enable student to select the manufacturing process by product attribute approach for a range of manufactured products. 3. To enable students to determine the appropriate machine and tools for processing engineering components. Syllabus: Computer graphics and animation: Concepts and Practice on computer graphics and image generation and modification using commercial computer graphics applications. Tonal, colour adjustments, and resolution with digital images. Transparent image and GIF animation graphic used in webpage. Computer graphics, file formats and conversions. Basic scientific computing: Basic scientific calculations. Simple programming and simulation using commercial software. Technical Drawing and CAD: Approach and techniques in generating associative engineering drawing from parametric solid and assembly models and applying engineering annotation. Application of CAD Process Selection by Product Attributes: Process screening by attributes: material, size, shape, accuracy, surface finish, bulk and surface properties; process capabilities and constraints, economic batch quantity. Process Planning: 2D, 3D dimensional analysis; dimensional and geometric tolerancing; datum surfaces; process, machine, work-holding fixtures, and tooling selection; processing route; process planning examples.
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Method of Assessment: Overall Assessment: 1.0 Continuous Assessment Reference books: 1. Marsh, D. (2005), Applied geometry for computer graphics and CAD, 2nd Edition, Springes. 2. Schey, J.A., (2000), Introduction to Manufacturing Processes, 3rd Edition, McGraw-Hill. 3. Kalpakjian S., Schmid, S.R. (2003), Manufacturing Processes for Engineering Materials, 4th Edition, Pearson Education.
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SUBJECT DESCRIPTION FORM Subject Title: Introduction to Industrial Design Number of Credits: N/A Subject Code: ME3005 Hours Assigned: Lecture/Tutorial/ Project
42 hours
Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objectives: This subject gives an introduction to the field of Industrial Design as a creative discipline, a discipline which synthesises knowledge from fields as diverse as e.g. the Arts, the Sciences and Engineering. Industrial Design is known for its capacity to innovate and to add value to products and services. Industrial Designers solve problems centred on user needs with the intent to improve the quality of peoples lives. The design process incorporates unique problem solving methods and creativity process. Industrial Design intends to work with technological and ecological parameters in an appropriate way. The development and use of state of the art tools and technologies puts Industrial Design in a significant position socially and economically. It is the aim of this course to equip students with enough knowledge and experience of Industrial Design to appreciate the profession, relate to its practitioners in different work situations, employ the design process appropriately for problem solving and innovation, and to realise the importance of a user centred approach to the creation of new products and services. Syllabus: The field of Industrial Design is introduced through a series of lectures featuring a review of milestones of design achievements internationally and locally. The relationships between Design, culture and society are highlighted through a look at topics like cultural identity in product design, user centred design, employment of technologies, and design and sustainability. Further lectures and seminars cover two major parts of Industrial Design and its professional practice: The essentially theoretical foundation of the industrial design process and methodology covering topics such as: Design and culture Form, aesthetics and semantics Human factors and ergonomics in design Research and problem identification Design requirements and design brief Design development and specifications Design evaluation and concept selection
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The essentially practical aspects of the industrial design process covering topics such as: Design visualisation, presentation and communication Product prototyping and user testing Manufacturer and marketing relations Emphasis in the practical exercises is placed on students creativity in relation to designing. Students explore different approaches to problems and experience methods of problem solving with the designers tools. Method of Assessment: Overall Assessment: 1.0 Continuous Assessment Reference books: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Design: Education, Culture and Technology (1997). Taipei: Asia-Pacific Books Publisher. Design Issues. The MIT Press. (Journal). Design Management Journal. The Design Management Institute. (Journal). Design Studies. Elsevier Science. (Journal). Graedel, T. E. (2003). Industrial ecology (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Jordan, P. W. (1997). Putting the pleasure into products. IEE Review, Nov. 1997, 249-252. Kwok, J. Y. C. (Ed.) (1997). (Re)-discovering design: A critical consideration of the Hong Kong culture of design. Hong Kong: A Better Tomorrow Workshop Ltd. Mackenzie, D. (1997). Green design: Design for the environment (2nd ed.). London: Laurence King. Norman, D. A. (1998). The invisible computer: Why good products can fail, the personal computer is so complex and information appliances are the solution. Cambridge, Mass., London: The MIT Press. Norman, D. A. (1998). The design of everyday things. London: The MIT Press. Roqueta, H. (2002). Product design. London: Te Neues. Rowe, P. G. (1987). Design thinking. Cambridge, Mass.: The MIT Press. Stanton, N. (Ed.) (1998). Human factors in consumer products. London: Taylor & Francis. Ulrich, K. T. (2004). Product design and development (3rd ed.). New York, NY: McGraw-Hill/Irwin. Wang, S. Z. (1995). A history of modern design 1864-1996. Guangzhou: Xin Shi Ji Chu Ban She. Whiteley, N. (1993). Design for society. London: Reaktion Books. Zeisel, J. (1997). Inquiry by design (reprinted ed.). Cambridge: Cambridge University Press.
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THE HONG KONG POLYTECHNIC UNIVERSITY Department of Mechanical Engineering

Part-time BEng (Hons) in Product Analysis and Engineering Design

Definitive Programme Document (For 2008 Cohort)

Part A: General Information

PART A GENERAL INFORMATION

Part A: General Information

BEng (Hons) in Product Analysis and Engineering Design

PG(2) PG(3) PG(4) PG(5) PG(6) PG(7) 3.2

SD3401 ME3103 ME3202 ME3903 ISE386 ME3306

* Select a total of 3 Elective Subjects as presented in Section (iii) of Table 5-2.

Admission, Registration and Assessment

Progression, Academic Probation and Deregistration

Table 6-1 Assessment Grades of A Subject

Elaboration on subject grading description

Programme Operation and Management Departmental Undergraduate Programme Committee

Subject Descriptions Contents of Subject Description Form

Role of the engineer in energy conservation,

Environmental Assessment of Products - Environmental assessment of products. Life cycle

Product-oriented Environmental Management Systems - Concept of product-oriented

Environmental Tasks in Product Development - Cooperation with the designer.

Teaching/Learning Approaches: Formal Contact (Hours) Other Activities Laboratory 9

Assessment and Control of Engineering Projects - Managing project risks. Portfolio

Major Teaching/Learning Activities:

Teaching/Learning Approaches: Lecture 38 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 4

Common Engineering Components -

Application of CAD in design -

Teaching/Learning Approaches: Lecture 38 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 4

Mechatronic System Design - Mechatronic design in products, integrated design issues in

Fundamentals - Kirchhoffs laws, DC and AC circuit analysis, transformer; impedance matching,

Product optimization - size optimization, shape optimization.

Design of Products using Frame-like Structures - Identifications of uniform and distributed

Flow Generation in Products - Conservation of angular momentum in a turbomachinery, and the

Statistics - Probability distribution: Normal distribution. Sampling distribution: mean and

Optimization - Introduction to optimization. Linear and non-linear programming problems.

Computer Solution of Non-linear Equations and Simultaneous Linear Equations: Newton-

Numerical Differentiation, Integration and Ordinary Differential Equations: Difference

Specific Student Learning Outcomes:

Teaching/Learning Approaches: Formal Contact (Hours) Other Activities Tutorial/Seminar/Case Studies/Laboratory 84

Elements of Packaging - Positioning and challenges of packaging in product design and

Design for No-Assembly - Review of working principles of mechanisms; conventional and

Green Procurement of Materials - Material assessment and survey. Green procurement

Environmental Assessment of Green Products - Criteria on the global warming, stratospheric

Teaching/Learning Approaches: Lecture 36 Formal Contact (Hours) Tutorial/Seminar/Case Studies/Laboratory 6

Critical Parameter Management in Design - Introduction to Critical Parameter Management.

Specific Student Learning Outcomes:

microscopy, SEM, TEM, nano-indentation, nano-scratch and wear.

Frontiers in Nano and Microtechnology - Nanofluids, carbon nano-materials, nanocomposites,

Non-destructive Testing (NDT) - Damage detection in products; embedded sensor technology;

Product Examination Techniques - Surface morphology examination using optical technique,

Virtual Testing - Product drop test simulations using CAE technique.

Stage 1 - Identifying the Opportunity

Stage 2 - Understanding the Opportunity

Stage 3 - Conceptualizing the Opportunity

Stage 4 - Realizing the opportunity

Partial Differential Equations Introduction to partial differential equations and their

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