beng (hons) in product analysis and engineering design

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 2009 Cohort)

August 2009

Definitive Programme Document 2009/10 BEng (Hons) in Product Analysis and Engineering Design (43097)

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Table of Contents Programme Scheme Part 1: General Information Page 1.1 Programme Title and Programme Code ......................................................................... A-1

1.2 Host Department ................................................................................................................... A-1 1.3 Award Title ............................................................................................................................... A-1 1.4 Mode of Attendance .............................................................................................................. A-1 1.5 Normal and Maximum Periods of Registration ........................................................... A-1 1.6 Total Credit Requirements for Graduation ..................................................................... A-1 1.7 Entrance Requirements ........................................................................................................ A-1 Part 2: Curriculum Design 2.1 Preamble ................................................................................................................................... A-2 2.2 University Mission of PolyU ............................................................................................... A-2 2.3 Characteristics and Aims ..................................................................................................... A-3 2.4 Programme Objectives and Intended Learning Outcomes (ILO) .......................... A-4

2.4.1 Programme Objectives of PAED ............................................................................. A-4 2.4.2 Programme Intended Learning Outcomes of PAED ........................................... A-5

2.5 General Approach to Teaching, Learning and Assessment ....................................... A-8 2.6 Normal Progression Pattern ............................................................................................... A-9

2.7 Curriculum Map .................................................................................................................. A-10 2.8 General Assessment Regulations (GAR) ...................................................................... A-11

2.8.1 Progression, Academic Probation and Deregistration ........................................ A-11 2.8.2 Retaking Subjects ...................................................................................................... A-11 2.8.3 Add/Drop of Subjects ............................................................................................ A-12 2.8.4 Credit Transfer and Exemption .............................................................................. A-12 2.8.5 Grading ...................................................................................................................... A-13


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2.8.6 Eligibility for Award ................................................................................................. A-14 2.8.7 Exceptional Circumstances ..................................................................................... A-15 2.8.7.1 Absence from An Assessment Component ......................................................... A-15 2.8.7.2 Aegrotat Award ......................................................................................................... A-15 2.8.7.3 Other Particular Circumstances .............................................................................. A-16

Part 3: Programme Operation and Management 3.1 Departmental Undergraduate Programme Committee ........................................... A-17

3.2 Programme Executive Group .......................................................................................... A-17 3.3 Student-Staff Consultative Committee ......................................................................... A-17

3.4 Academic Tutors.................................................................................................................. A-17

Part 4: Subject Descriptions 4.1 Contents of Subject Description Form ......................................................................... A-18 4.2 Detailed Subject Description Forms ............................................................................. A-18

Syllabus Core Subjects ENG307 Society and the Engineer .............................................................................................. B-1

ISE386 Integrated Design for Manufacture .............................................................................. B-4

ISE388 Environmental Issues in Product Development ........................................................ B-7

ISE410 Rapid Prototyping Technologies ................................................................................. B-10

ISE441 Engineering Project Management .............................................................................. B-12

ME3103 Dynamics and Control for Product Design .............................................................. B-15

ME3202 Engineering Design for Products ............................................................................... B-18

ME3203 Elementary Product Mechatronics ............................................................................. B-21

ME3306 Product Modelling, Simulation and Analysis ............................................................ B-24


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ME3307 Structural Design and Analysis of Products ............................................................. B-26

ME3403 Advanced Engineering Science in Products .............................................................. B-29

ME3903 Quantitative and Computational Methods ................................................................ B-32

ME4209 Product Mechatronics .................................................................................................. B-35

ME4214 Design for Product Safety............................................................................................ B-38

ME4906 Numerical Methods for Product Analysis ................................................................. B-41

ME4910 PAED Capstone Project .............................................................................................. B-44

SD3401 Designing for Humanities ............................................................................................ B-47

Elective Subjects ME4210 Design for Packaging and No-Assembly ................................................................... B-51

ME4211 Development of Green Products ............................................................................... B-54

ME4212 Artificial Intelligence in Products ............................................................................... B-57

ME4213 Design for Six Sigma .................................................................................................... B-59

ME4216 Design of Automotive Mechanical Systems ............................................................. B-62

ME4302 Nano- and Micro-technology Applications to Product Development ................. B-65

ME4303 Product Testing Technology........................................................................................ B-68

SD4041 Design in Business for Engineering ........................................................................... B-71

SD4414 Design of Home and Personal Electronic Products ............................................... B-75

Remedial Subjects ME2001 Mathematics ................................................................................................................... B-78

ME2002 Engineering Science in Products ................................................................................ B-79

_____________________________________________________________________

This Definitive Programme Document is subject to review and changes which the Department offering the Programme can decide to make from time to time. Students wi l l be i nform ed of the cha ng es a s a nd when a ppropri a te .


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Programme Scheme


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Part 1: General Information 1.1 Programme Title and Programme Code

BEng (Hons) in Product Analysis and Engineering Design [Programme Code: 43097] 1.2 Host Department

Department of Mechanical Engineering

1.3 Award Title

BEng (Hons) in Product Analysis and Engineering Design 1.4 Mode of Attendance

Part-time

1.5 Normal and Maximum Periods of Registration

Mode of Study Normal Duration of Study Maximum Period of Registration

Part-time 4 Years 8 Years 1.6 Total Credit Requirements for Graduation

There are 63 academic credits required for graduation.

1.7 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.


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Part 2: Curriculum Design 2.1 Preamble In order to remain the competitiveness in the export-led market place in Hong Kong, 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 brands of top quality products, much like the designer label of other well-developed countries, to maintain a strong competitiveness in the international market. In order to achieve these, 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 new quality products, there are currently some academic programmes offered in Hong Kong at various levels, with the main objective to produce graduates who are able to support the development and growth of this discipline. After assessing these programmes closely, ME and ISE identify an urgent need as well as an excellent opportunity for the PolyU to develop an inter-disciplinary IPD Scheme. On the one hand to support the PolyU’s niche area in product design and development, on the other hand, to produce all-round graduates to lead and support the smooth operation and healthy growth of the discipline. The full-time/sandwich IPD scheme is hosted by the Faculty of Engineering of PolyU and includes the following two awards:

• BEng (Hons) in Product Analysis with 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 mid-

level practitioners in the discipline of product design and development, ME decides to offer a replica of the PAED award in the part-time mode.

Due to all admitted part-time PAED students have sufficient industrial experience and

obtained academic training in their tertiary study, some fundamental subjects and practical training are therefore not required for them, and the number of credits required for the students compared with the full-time PAED programme (under IPD scheme) is reduced from the 97 down to 63.

2.2 University Mission of PolyU

The Hong Kong Polytechnic University aspires to become a “preferred university”

offering “preferred programmes” and producing “preferred graduates” for Hong Kong and its surrounding regions. The PolyU’s mission is stated as “Academic Excellence in a Professional Context” with the following five components:


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• Programmes that are application-oriented and produce graduates who can apply theories in practice.

• Research of an applied nature relevant to industrial, commercial and community needs. • Intellectual and comprehensive development of students within a caring environment. • Dedicated partnerships with business, industry and the professions. • Enabling mature learners to pursue life-long learning

2.3 Characteristics and Aims

The programme is a replica of the PAED award under the IPD scheme, which is

developed to be one of the pillars of the University’s product design and development niche area. It will support the University’s 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.

This programme is unique in Hong Kong and the Pearl River Delta region due to the

following characteristics:

• Inter-disciplinary Collaboration

The programme spearheads to implement the University’s excellent intention to promote inter-disciplinary collaboration between faculties/departments in the development and implementation of academic programmes. In the development of the curriculum, the department has encouraged all the departments involved (SD, ISE, IC and AP) to develop and contribute the most relevant subjects to the programme. Through an open and constructive mechanism, the departments involved are able to make their best contributions towards the programme, instead of being given certain jobs essentially pre-determined by the two co-host departments. By encouraging collaborations, the programme is facilitated by extensive resources and expertise from all of the departments involved, for example, the most up-to-date CAID/CAD/CAE/CAM/ Virtual-manufacturing software of ME and ISE, the advanced prototyping facilities of ISE and IC, and the state-of-the-art laboratories of ME, ISE, SD and AP.

• Outcome-Based-Approach

The curriculum is developed and implemented with the Outcome-Based-approach (OBA). In this approach, Specific Learning Outcomes (SLOs) of the award operating under the programme are first identified, which will be fully fulfilled by the curriculum built upon a combination of most suitable subjects. These subjects should be implemented through the most appropriate teaching and learning approaches. Details of the Outcome-Based-Approach in offering the programme are explained in the following Section 2.4.


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• All-round Graduates in Integrated Product Design and Development with Preferred Specialization

In order for our graduates to be preferred by employers, they must be immediately found useful but at the same time, able to develop themselves to play leading roles in the discipline of product design and development. To develop such all-roundedness for the graduates, a very well balance and integration between education and training is required. Thus, a broad knowledge-base consisting of engineering sciences, applied computer sciences and advanced technologies, together with certain important techniques and skills including communication and presentation, team-playing, management and self-learning is provided. The subjects, both core and elective, offered in the programme are developed to form a coherent curriculum with an emphasis on integration with a well-balanced manner. In addition, hands-on experience of the development of new quality products is also provided to the students.

2.4 Programme Objectives and Intended Learning Outcomes (ILO)

The programme objectives and intended learning outcomes (ILO) developed by the programme are aiming to fully satisfy the IPD scheme’s aims, which are aligned with the PolyU’s mission. 2.4.1 Programme Objectives of PAED

In order to support the PolyU’s mission and to fulfill the IPD scheme’s (full-time programme) aims, the PAED Programme is developed to achieve the following objectives:

1. To synergize technology with design and business and to fulfill the University’s

strategic development of product design.

2. To provide graduates with excellent integration of knowledge, skills and hands-on experience in developing new products with superior quality including engineering design, industrial design, engineering sciences, simulation and analysis, prototyping and manufacture, management and marketing, via a coherent and well-balanced curriculum developed through collaboration between departments involved.

3. To produce preferred all-round graduates, who have developed all-roundedness knowledge and skills including self-learning, communication, team-playing, management, information search and global outlook, such that they are found immediately useful by the industry, and at the same time, will be able to develop themselves to play important roles in leading the local manufacturers to design and develop high-value-added new products with superior quality, in order to maintain the prosperity of Hong Kong.

4. To help graduates develop the ability to engage in life-long-learning and professional development and to acquire professional recognition from professional bodies including the Hong Kong Institution of Engineers and the Institution of Engineering Designers.


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5. To produce graduates who are aware of the global, societal, ethical and professional

issues in the practice of product design and development.

The Programme Objectives of the BEng (Hons) in Product Analysis and Engineering Design are designed to support the PolyU’s mission as shown in Table 2-1:

Table 2-1 Matching the PAED Programme Objectives with PolyU Mission

PolyU’s Mission Elements

P R I D E

PAED Programme Objectives

1 X 2 X 3 X X X 4 X X X 5 X

2.4.2 Programme Intended Learning Outcomes of PAED

Graduates will be expected to achieve the following twelve intended learning outcomes of the PAED programme upon completing the programme satisfactorily. These intended learning outcomes can be classified into two groups and are presented as below: (I) Professional/academic knowledge and skills (PAK)

(a) An ability to evaluate consumers’ needs and market situation for a new product, and to identify and formulate a design problem by developing design specifications to achieve the planned goals.

(b) An ability to generate, evaluate and select design concepts with creative design thinking,

awareness of business consideration and efficient information search. (c) An ability to apply knowledge of arts, mathematics, sciences and engineering, via

analytical, computational or experimental approaches, to analyze or predict the performance of a design in the life cycle of product development.

(d) An ability to assess the impacts of human factors, materials, manufacturing processes,

environmental issues, product safety and quality in the design and development of quality products.

(e) An ability to apply state-of-the-art technology and computer/IT tools related to

product development. (f) An ability to appreciate the concept and trend in industrial design, and to identify

market opportunity, and to understand the approach in generating new design concepts to meet the existing as well as potential market needs.


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(g) An ability to apply project management technique to ensure successful completion of a product development process.

(II) Professional outlook and workplace skills (POW)

(a) A knowledge of contemporary issues and the broad education necessary to understand the impact of engineering design in a global and societal context.

(b) An ability to function professionally in a multidisciplinary design team as a or team

member. (c) An awareness of professional ethics and social responsibilities and the drive to

achieve the quality. (d) An ability to communicate effectively and present fluently in English, Chinese and

multi-media.

(e) Recognition of the need for and an ability to engage in life-long learning.

The PAED programme outcomes are supporting its five objectives as indicated in Table 2-2:

Table 2-2 Matching the PAED Programme Outcomes with its Programme Objectives

Programme Objectives

Programme Outcomes PAKa PAKb PAKc PAKd PAKe PAKf PAKg POWa POWb POWc POWd POWe

1 X X X X X X X

2 X X X X X X X X X X

3 X X X X X X X

4 X X X X

5 X X X X X X

A matching between the desired programme outcomes of an engineering degree

proposed by the Hong Kong Institution of Engineers (Reference: Professional Accreditation Handbook (Engineering Degrees): Revised by Authority of the Accreditation Board of the HKIE, June 2008) and the PAED programme outcomes is given in Table 2-3: Table 2-3 Matching the PAED Programme Outcomes with the Criteria Proposed by

the HKIE for an Engineering Degree

General Criteria

Definition of Desired Programme Outcomes of an Engineering Degree Proposed by the HKIE

PAED Programme Outcomes

1 An ability to apply knowledge of mathematics, science, and engineering appropriate to the degree discipline.

PAKc; PAKd

2 An ability to design and conduct experiments, as well as to analyze and interpret data.

PAKc


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General Criteria

Definition of Desired Programme Outcomes of an Engineering Degree Proposed by the HKIE

PAED Programme Outcomes

3 An ability to design a system, component, or process, to meet desired needs within realistic constraints, such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability.

PAKa; PAKc; PAKe

4 An ability to function on multi-disciplinary teams.

POWb

5 An ability to identify, formulate, and solve engineering problems.

PAKa; PAKc

6 An ability to understand professional and ethical responsibility.

POWc

7 An ability to communicate effectively.

POWd

8 An ability to understand the impact of engineering solutions in a global and societal context, especially the importance of health, safety and environmental considerations to both workers and the general public.

POWa

9 An ability to stay abreast of contemporary issues.

POWa

10 An ability to recognize the need for, and to engage in life-long learning.

POWe

11 An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice appropriate to the degree discipline.

PAKc; PAKe

12 An ability to use the computer/IT tools relevant to the discipline with an understanding of their processes and limitations.

PAKe

In addition to the desired programme outcomes proposed by the HKIE, the PAED programme proposes three additional outcomes as shown in Table 2-4:

Table 2-4 PAED Programme Outcomes exceeding Those of the HKIE

Additional Programme Outcomes

Description of the Additional Programme Outcomes

PAKb An ability to generate, evaluate and select design concepts with creative design thinking, awareness of business consideration and efficient information search

PAKf An ability to appreciate the concept and trend in industrial design, and to identify market opportunity, and to understand the approach in generating new design concepts to meet the existing as well as potential market needs

PAKg An ability to apply project management technique to ensure successful completion of a product development process


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2.5 General Approach to Teaching, Learning and Assessment

The specific learning outcomes expected to be achieved by a subject should be spelt out explicitly in its syllabus. The students are able to know the purpose of every subject before learning. The students can conduct a self-assessment to evaluate whether the specific learning outcomes of the subject have been achieved after the teaching. Some of the specific learning outcomes as specified in Sections 2.4.1 and 2.4.2 can be used directly or further expanded into more details to meet the particular nature of a subject.

The approaches used to achieve the specific learning outcomes, for example, lecture,

tutorial, seminar, laboratory work, practical work, project work and case study should be described clearly in the syllabus of a subject. Function and justification of every approach adopted should also be 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 the most appropriate method.

Assessment should fulfill two major functions. It is used to evaluate whether the specific

learning outcomes of a subject have been achieved by the students, and distinguish their performance in achieving them. The criteria-referenced assessment approach should be 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 should not be 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 should be clearly assessed. 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.


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2.6 Normal Progression Pattern

This section outlines the normal 4-year study pattern for the programme. All subjects are standardized to be 3 credits except the Capstone Project of 6 credits.

Year 1: (12 Credits + Remedial Subjects)

Semester 1 Semester 2 SD3401 Designing for Humanities ME3103 Dynamics and Control for Product Design ME2001 Mathematics ** ME3202 Engineering Design for Products ME2002 Engineering Science for Products ** ME3903 Quantitative and Computational Methods ** Remedial non-credit bearing subjects will be offered to help the students entering the programme with insufficient

engineering background. Number of remedial subjects required by individual student is depended on necessity and the required remedial subjects should be completed in the first semester.

Year 2: (18 Credits) Semester 1 Semester 2

ISE386 Integrated Design for Manufacture ISE388 Environmental Issues in Product Development ME3306 Product Modeling, Simulation and Analysis ME3203 Elementary Product Mechatronics ME3403 Advanced Engineering Sciences in Products ME3307 Structural Design and Analysis of Products

Year 3: (Credits) Semester 1 Semester 2

ISE410 Rapid Prototyping Technologies ENG307 Society and the Engineer ISE441 Engineering Project Management ME4209 Product Mechatronics ME4906 Numerical methods for Product Analysis ME4214 Design for Product Safety

Year 4: (15 Credits) Semester 1 Semester 2

ME4910 PAED Capstone Project * ME4910 PAED Capstone Project* Elective Subject I # Elective Subject III # Elective Subject II #

Total Credits: 63 Notes: * Duration of the Capstone Project is 2 semesters. Assessment will be carried out at the end of the 2nd

Semester. # Every student is required to study three

elective subjects. All electives are constantly updated and developed to capture the technical trend to ensure the best future career of our students. The elective subjects currently offered are listed as follows:

ME4210 Design for Packaging and No-assembly ME4211 Development of Green Products ME4212 Artificial Intelligence in Products ME4213 Design for Six Sigma ME4216 Design of Automotive Mechanical Systems ME4302 Nano-and Micro-technology Applications to Product Development ME4303 Product Testing Technology SD4041 Design in Business for Engineering SD4414 Design of Home and Personal Electronic Products


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2.7 Curriculum Map

A curriculum map is provided in Tables 2-11 and 2-12. The intended learning outcomes achieved by every subject of the programme are listed clearly, such that all the intended learning outcomes as specified in Section 2.4 can be shown to be fully fulfilled by the curriculum built upon a combination of most suitable subjects as shown in Section 2.7.

Table 2-11 Intended Learning Outcomes Achieved by Core Subjects of PAED

Subject Intended Learning Outcomes

PAKa PAKb PAKc PAKd PAKe PAKf PAKg POWa POWb POWc POWd POWe ENG307 √ √ √ √ √ √ √ ISE386 # # # # # # ISE388 # # # ISE410 √ √ √ √ √ ISE441 √ √ √ √ √ √ ME3103 # # # ME3202 # # # # # # # ME3203 # # # # # # ME3306 # # # # # # # ME3307 # # # # # ME3403 # # # # # ME3903 # # # ME4209 √ √ √ √ √ √ √ ME4214 √ √ √ √ √ √ √ ME4906 √ √ √ √ ME4910 √ √ √ √ √ √ √ √ √ √ √ √ SD3401 # # # # # # #

# Fundamental Level √ Graduate Level

Table 2-12 Specific Learning Outcomes Achieved by Elective Subjects of PAED

Subject

Specific Learning Outcomes PAKa PAKb PAKc PAKd PAKe PAKf PAKg POWa POWb POWc POWd POWe

ME4210 √ √ √ √ √ √ √ ME4211 √ √ √ √ √ √ √ √ √ ME4212 √ √ √ √ √ √ √ ME4213 √ √ √ √ √ √ √ √ ME4216 √ √ √ √ √ √ √ √ ME4302 √ √ √ √ √ √ √ ME4303 √ √ √ √ √ √ √ √ SD4041 √ √ √ √ √ √ √ √ SD4414 √ √ √ √ √ √ √ √

# Fundamental Level √ Graduate Level


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2.8 General Assessment Regulations (GAR) The General Assessment Regulations adopted in the programme will be in line with the prevailing GAR of the University. Some regulations are extracted and presented in the following sections. 2.8.1 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 as specified in the definitive programme document; or

2. The student’s 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 student’s GPA is lower than 2.0 for three consecutive semesters.

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 Board of Examiners 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 Board of Examiners 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 the Faculty Board for final decision. 2.8.2 Retaking Subjects

Students may retake any subject for the purpose of improving their grade without having to seek approval, but they must retake a compulsory subject which they have failed, i.e. obtained an F grade. Retaking of subjects is with the condition that the maximum study load of 21


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credits per semester is not exceeded. Students wishing to retake passed subjects will be accorded a lower priority than those who are required to retake (due to failure in a compulsory subject) and can only do so if places are available.

The number of retakes of a subject is note restricted. Only the grade obtained in the

final attempt of retaking (even if the retake grade is lower than the original grade for originally passed subject) will be included in the calculation of the Grade Point Average (GPA). If students have passed a subject but failed after retake, credits accumulated for passing the subject in a previous attempt will remain valid for satisfying the credit requirement for award. (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 elective subject, the fail

grade will be taken into account in the calculation of the GPA, despite the passing of the replacement subject.

2.8.3 Add/Drop of Subjects

Students are normally expected to follow the specified progression pattern. Any deviations will require approval from the Scheme Committee. As from Year Two Semester One onwards, approval will be required from ME (for PAED award) or ISE (for PEM award).

A student can select elective subjects for his/her study on a semester basis through a

subject registration system on web. Subject selection must be completed prior to the commencement of each semester. A student may apply for withdrawal of the registration on a subject after the add/drop period if he/she has a genuine need to do so. The application should be made to the Scheme Committee and will require the approval of both the subject lecturer and the host Department Award Leader concerned (or an alternate academic staff authorised by the programme host Department).

A student may choose not to study any subject in a semester. The zero subject

enrolment in a semester should be applied before the start of the semester and must not be later than the end of the add/drop period. Approval must be sought from the Scheme Committee in the first two semesters or from ME (for PAED award) or ISE (for PEM award) from Year Two Semester One onwards to retain the study place. The semester with zero subject enrolment will also be counted towards the maximum period of registration for the scheme. 2.8.4 Credit Transfer and Exemption A student may apply for credit transfer or exemption for a subject if it has been studied in his/her previous studies. All transferred credits will be counted for satisfying the award requirements, whereas the credits associated with an exempted subject will not be counted.

Applications for credit transfer/exemption should be made upon the initial enrolment on the programme or before the end of the add/drop period of the semester concerned if the relevant credits are attained after admission.


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2.8.5 Grading Assessment grades shall be awarded on a criterion-referenced basis. A student’s overall performance in a subject shall be graded as shown in Table 2-5.

Table 2-5 Assessment Grades if a Subject

Subject g rade

Short Description Elaboration on subject g rading description

A+ Exceptionally Outstanding

The student’s work is exceptionally outstanding. It exceeds the intended subject learning outcomes in all regards.

A Outstanding The student’s work is outstanding. It exceeds the intended subject learning outcomes in nearly all regards.

B+ Very Good The student’s work is very good. It exceeds the intended subject learning outcomes in most regards.

B Good The student’s work is good. It exceeds the intended subject learning outcomes in some regards.

C+ Wholly Satisfactory

The student’s work is wholly satisfactory. It fully meets the intended subject learning outcomes.

C Satisfactory The student’s work is satisfactory. It largely meets the intended subject learning outcomes.

D+ Barely Satisfactory

The student’s work is barely satisfactory. It marginally meets the intended subject learning outcomes.

D Barely Adequate

The student’s work is barely adequate. It meets the intended subject learning outcomes only in some regards.

F Inadequate The student’s 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 Table 2-6.

Table 2-6 Conversion between Grade and Grade Point

Grade Grade Point A+ 4.5 A 4

B+ 3.5 B 3

C+ 2.5 C 2

D+ 1.5 D 1 F 0


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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:

∑∑ ×

=

n

n

ValueCreditSubject

ValueCreditSubjectintPoGradeSubjectGPA

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. Exempted subjects 2. Ungraded subjects 3. Incomplete subjects 4. Subjects for which credit transfer has been approved without any grade assigned 5. 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 code, 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. 2.8.6 Eligibility for Award A student would be eligible for award if he/she satisfies all the conditions listed below:

1. Accumulation of 63 academic credits as defined in the definitive programme document;

2. Has attained a GPA of 2.0 or above at the end of the programme. 3. Satisfaction of all 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.


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Table 2-7 may be used by BoE as reference in determining award classifications.

Table 2-7 Criteria for Award

Honours degrees Guidelines

1st The student’s performance/attainment is outstanding, and identifies him/her as exceptionally able in the field covered by the programme in question.

2:i The student has reached a standard of performance/ attainment which is more than satisfactory but less than outstanding.

2:ii The student has reached a standard of performance/ attainment judged to be satisfactory, and clearly higher than the ‘essential minimum’ required for graduation.

3rd The student has attained the ‘essential minimum’ required for graduation at a standard ranging from just adequate to just satisfactory.

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.

2.8.7 Exceptional Circumstances 2.8.7.1 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 beyond his/her control, and considered by the Subject Assessment Review Panel (SARP) as legitimate, the Panel will determine whether the student will have to complete the assessment and, if so, by what means. This assessment shall take place before the commencement of the following academic year. 2.8.7.2 Aegrotat Award If a student is unable to complete the requirements of the programme for the award due to very serious illness, or other very special circumstances which are beyond his/her control, and considered by the BoE as legitimate, the Faculty Board will determine whether the student will be granted an aegrotat award. Aegrotat award will be granted under very exceptional circumstances. A student who has been offered an aegrotat award shall have the right to opt either to accept such an award, or request to be assessed on another occasion to be stipulated by the BoE. The student’s exercise of this option shall be irrevocable. The acceptance of an aegrotat award by a student shall disqualify him/her from any


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subsequent assessment for the same award. An aegrotat award shall normally not be classified, and the award parchment shall not state that it is an aegrotat award. However, the BoE may determine whether the award should be classified provided that they have adequate information on the students’ academic performance. 2.8.7.3 Other Particular Circumstances A student’s particular circumstances may influence the procedures for assessment but not the standard of performance expected in assessment.


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Part 3: Programme Operation and Management 3.1 Departmental Undergraduate Programme Committee The Departmental Undergraduate Programme Committee will exercise the overall academic and operational responsibility for the programme. 3.2 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. 3.3 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. 3.4 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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Part 4: Subject Descriptions 4.1 Contents of Subject Description Form The Subject Description Forms for all the subjects as specified in Section 2 – Table 2-9 are provided. Each of them contains the following items related to the subject:

• Title and code

• Number of credits obtained after satisfactory completion

• Offering department(s)

• Subject category (compulsory or elective)

• Level

• Hours assigned for different teaching and learning activities

• Pre-requisites, co-requisites and/or exclusions

• Objectives

• Learning-outcomes achieved after satisfactory completion of the subject

• Teaching and learning approaches aligned with the Outcome-Based-Approach, as well as their arrangement and justification

• Assessment methods aligned with the Outcome-Based-Approach, as well as their

weighting and justification

• Syllabus.

• Textbooks/References/Reading list. 4.2 Detailed Subject Description Forms The detailed Subject Description Forms are presented in the following section.

Syllabus


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SUBJECT DESCRIPTION FORM

Subject Title: Society and the Engineer Subject Code: ENG307 Number of Credits: 3 Contact Hours: 42 Pre-requisite: Nil Co-requisite: Nil Exclusion: 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Analyse the different forces that shape and constrain the engineering and engineers operation

dimensions such as: historical, cultural, professional, social, legal, economical, environmental, health and safety.

2. Understand the society challenges of professional practice. 3. Examine and weigh arguments on either side through critical thinking. 4. Formulate logical arguments and to present them persuasively. 5. Be sensitive of issues, obligations and responsibilities in engineering. 6. Aware of ethical dilemmas in engineering.


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Syllabus: Trend and transfer of technology. Impact of technology on society. Innovation and creativity. Quality assurance and product life-cycle.

Environmental protection and related issues. Role of the engineer in energy conservation, ecological balance and sustainable development. The outlook of Hong Kong’s 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. Teaching and Learning Approaches:

Formal Contact (Hours) Lecture Tutorial/Seminar/Case Studies

32 10 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 student’s in-dept analysis of the relationship.


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Textbooks and Reference Books: 1. Alcorn, P.A. (2003) Social issues in technology. Prentice Hall, 2003 2. Collins, S.; Ghey, J.; and Mills, G. The Professional Engineer in Society, Jessica Kingsley

Publishers, 1989 3. Hjorth, Linda; Eichler, Barbara; Khan, Ahmed (2003) Technology and Society A Bridge to

the 21st Century. Upper Saddle River, N.J.: Prentice Hall 4. Johnston, S. F.; Gostelow, J.P. and King, W. J. (2000) Engineering and society challenges of

professional practice. Upper Saddle River, N.J.: Prentice Hall, 2000 5. Engineering Journals and Web materials:

Current Daily Newspaper and Magazines such as: Times; Economics; South China Morning Post; the Standard.


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Subject Title: Integrated Design for Manufacture Subject Code: ISE386 Number of Credits: 3 Contact Hours: 42 Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objectives: This subject aims to: 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. Learning Outcomes: Upon satisfactory completion of the subject, the students should be able to: 1. Understand how product life cycle issues affect the design of a product. 2. Understand the concept of mass customization and product family design. 3. Analyze a part design for manufacturability. 4. Apply appropriate methods to consider quality in a design stage. 5. Analyze a product for ease of assembly, disassembly and service 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 recycling.

Product Family Design - Mass Customization, Product Architecture, Product Platform, Formulation of Product Modules.

Quality in Design - Quality Function Deployment, Robust Design.

Design for Assembly - Design Guidelines, DFA Methodology.


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Design for Manufacturability - Design Guidelines of Product Features for Injection Moulding, Sheet Metal Operations, Die Casting and Machining. Design for Service and Recycling - Design for Disassembly and Service, 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. Teaching and Learning Approaches:

Formal Contact (Hours)

Lecture Other Activities

Tutorial Seminar Case Studies Laboratory 22 6 2 4 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”. Justification on the Appropriateness of the Assessment Methods to Enable Valid Assessment of the Intended Learning Outcomes: 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.


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Textbooks and Reference Books: 1. Boothroyd, G., Dewhurst, P. and Knight, W.A., Product design for manufacture and assembly,

Marcel Dekker, N.Y., 2002. 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, 1999. 5. Corbett, John, Design for manufacture: strategies, principles, and techniques, Addison-Wesley,

1991. 6. IIE Transactions


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SUBJECT DESCRIPTION FORM Subject Title: Environmental Issues in Subject Code: ISE388 Product Development Number of Credits: 3 Hours Assigned: Lecture 28 hours Tutorial/Laboratory 14 hours Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objectives: This subjects aims: 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. Learning Outcomes: Upon satisfactory completion of the subject, students should be able to: 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 methodology for product

evaluation. 5. Able to consider various product oriented environmental legislations and standards in order to

fulfil Product environmental requirements. 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.


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Environmental Considerations in Product Design and Development - Concept of Product Life Cycle System. Eco-Design and Design for Environment. Materials and Manufacturing Processes Issues. Packaging. End-of-life. Durability, upgradability, re-use, recycling and disposal. Design for Sustainability. Environmental Assessment of Products - Quantitative and Qualitative methods. Life cycle assessment and its applications. Streamlined Methods. MET Matrix. Spider Diagrams. Checklists and Expert Rules. Case studies. Product-oriented Environmental Management Systems - Concept of product-oriented environmental management systems (POEMS). Management of waste materials and chemical substances. International environmental management standards. Product Oriented Environmental Legislations EU directives. Waste Electrical and Electronic Equipment (WEEE), Restriction of the use of certain Hazardous Substances (RoHS), Energy Using Products (EuP), REACH. Method of Assessment: Overall Assessment: 0.60 End of Subject Examination + 0.40 Continuous Assessment Teaching/Learning Approaches:

Formal Contact (Hours) Lecture Tutorial/Seminar/Case Studies/Laboratory

28 1 4 Major Teaching/Learning Activities: This subject covers the environmental issues, environmental considerations in product design and development, environmental assessment of products, environmental legislations and standards through a learning outcome-oriented approach with the aids of lecture/supplementary notes, assignments, case studies and laboratory/project report. Justification on The Appropriateness of The Teaching and Learning Methods for Aligning with Intended Outcomes: 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 legislations and standards. Learning outcome-oriented approach with the aids of lecture/supplementary notes, tutorials, assignments and laboratory work is used.


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Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: The assessment will comprise 40% continuous assessment and 60% examination. The continuous assessment will comprise of two to three assignments (20%), case study and laboratory report (20%). These are aimed at assisting the students in preparation for enhancing the understanding and monitoring the progress of their study. The examination will be used to assess the knowledge acquired by the individual student for the degree of understanding in learned topics. Textbooks and 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, McGraw-

Hill, 2004. 3. Ulrich K.T. and Eppinger S.D., Product Design and Development, McGraw-Hill, 2003. 4. A Case Study Report of An Eco-Design and Manufacturing Program for Electronic Products

with Reference to the EuP Directive, The Hong Kong Polytechnic University, 2008.


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Subject Title: Rapid Prototyping Technologies Subject Code: ISE410 Number of Credits: 3 Contact Hours: 42 Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objectives: This subject aims: 1. To understand the various rapid prototyping, rapid tooling, and reverse engineering

technologies. 2. To select appropriate rapid prototyping technologies in product development. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. An ability to apply knowledge of mathematics, sciences and engineering, via analytical and

computational approaches, to develop a prototype for a design of a new product. 2. An ability to apply the most suitable rapid prototyping technology in the development of a new

product, by assessing the influences of materials, manufacturing processes, product safety and quality.

3. Knowledge of state-of-the-art rapid prototyping technologies in a global context. 4. An ability to communicate effectively in multi-media. Syllabus: Rapid prototyping (RP) processes – Stereo-lithography (SL), selective laser sintering (SLS), solid ground curing (SGC), fused deposition modelling (FDM), ballistic particle modelling (BPM), laminated object modelling (LOM), selective adhesive & hot press (SAHP), three-dimensional printing (3DP), drop-on-demand jet (DODJET), and multi-jet modelling (MJM). RP Interfacing – Stereo-lithography (STL) format and Cubical facet list (CFL). Rapid tooling - Room temperature vulcanized (RTV) silicone moulding, spin casting, investment casting, abrading, metal spraying, and direct shell production casting (DSPC). Reverse Engineering - 3D scanning, 3D digitizing, and data fitting.


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Method of Assessment: Overall Assessment: 0.60 × End of Subject Examination + 0.40 × Continuous Assessment Teaching and Learning Approaches:

Formal Contact (Hours) Lecture Other Activities: Laboratory

33 9 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 Outcomes: 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 student’s 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.

Textbooks and Reference Books: 1. Burns, M., Automated fabrication, Prentice-Hall, 1993. 2. Chua, C. K., Rapid prototyping, Wiley, 2003. 3. Cooper, K. G., Rapid prototyping technology: selection and application, Marcel Dekker, 2001. 4. Grimm, Todd. User's guide to rapid prototyping, Society of Manufacturing Engineers, 2004. 5. Jacobs, P.F., Rapid prototyping and manufacturing, SME, 1992. 6. Jacobs, P. F., Stereo-lithography and other RP& M technologies, ASME, 1996. 7. Wohlers, T., Wohlers Report, Wohlers Associates, 2004.


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Subject Title: Engineering Project Subject Code: ISE441 Management Number of Credits: 3 Hours Assigned: Lecture 24 hours Tutorial/Laboratory 18 hours Pre-requisite: Nil Co-requisite: Nil Exclusion: Nil Objectives: This subject aims to achieve: 1. The basic skills for analysing and applying engineering project tools in order to design and

implement them in the business organizations for the purpose of productivity improvement. 2. A working knowledge of the engineering methodologies in the business organizations in terms of

time-cost relationships, resources, processes and risks. 3. The ability to select the essential elements and practices needed to develop and implement the

engineering projects using systems engineering approach. 4. The ability for the analysis and evaluation of the best practices of the engineering projects. Student Learning Outcomes: Upon satisfactory completion of the subject, the students should be able to: 1. To apply engineering management techniques in analyses specific to the engineering project

systematically. 2. To decide on the use of appropriate project methodologies in the product life cycle. 3. To select essential elements and appropriate practices of the engineering projects that could

be applicable to the practical situations. 4. To be able to provide the most feasible practical solution to the problem keeping in mind

the considerations of performance, safety, cost, weight, environment and many other constraints specified by the employers, customers, suppliers, and the government, in engineering project.

5. To communicate with appropriate media, including graphical representations of artifacts, and project reports.


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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: 0.70 × End of Subject Examination + 0.30 × Continuous Assessment Teaching/Learning Approaches:


24 18 Major Teaching/Learning Activities: Lecture 2 hours/week x 12 weeks = 24 hours Tutorial 1 hour /week x 9 weeks = 9 hours Case Studies 3 hours/week x 2 weeks = 6 hours Laboratory 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

managing and analyzing projects 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 exercises and case studies.

4. The software experiment will provide the students with hands-on experience computer-aided project management practice.


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Justification on The Appropriateness of The Assessment Methods to Enable Valid Assessment of The Intended Learning Outcome: 1. The assessment will comprise of 30% continuous assessment and 70% examination. 2. The continuous assessment will comprise of following components: written assignments, one

closed-book short test, one laboratory report and one oral presentation. 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 oral 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.

Textbooks and Reference Books: 1. Kerzner, H. (2006), 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.


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Subject Title: Dynamics and Control for Product Design Subject Code: ME3103 Number of Credits: 3 Contact Hours: 42 Pre-requisite: AMA295 Mathematics Co-requisite: Nil Exclusion: ME3101 Dynamics and Control I Objectives: This subject aims: 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 and solve simple problems. 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to apply knowledge of mathematics, engineering mechanics and control theories via

analytical and experimental approaches to analyze dynamic and vibration problems. 2. Able to evaluate the vibration of a product and suggest appropriate control technique. 3. Able to conduct information search in solving a vibration problem and present a design

project via written report. 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. Introduction to Control and Applications - Concepts of system stability; open-loop and closed-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.


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38 4 Major Teaching/Learning Activities: A small real product example might be introduced to demonstrate the components which can be modeled 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.

Justification on the Appropriateness of the Assessment Methods to Enable Valid Assessment of the Intended Learning Outcomes: 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 student’s self-learning and problem-solving capability and communication skill in English.


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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.

Textbooks and Reference Books: 1. Hibbeler R.C. and Fan S.C. Engineering Mechanics – Statics, SI Edition, Prentice Hall, 1997. 2. Beer, F.P. and Johnson, E.R., Vector Mechanics for Engineers: Dynamics, McGraw-Hill, 2004. 3. Thomson, W.T., Theory of Vibration with Applications, Prentice Hall, 1993. 4. Steidel, R.F. Jr., An Introduction to Mechanical Vibration, John Wiley, 1989. 5. Meriam, J.L. and Kraige, L.G., Engineering Mechanics, John Wiley, 2002. 6. Ogata, K., Modern Control Engineering, Prentice Hall, 2002. 7. Nise, N.S., Control Systems Engineering, John Wiley, 2004.


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Subject Title: Engineering Design for Products Subject Code: ME3202 Number of Credits: 3 Contact Hours: 42 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.

Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to formulate a design problem and apply knowledge in mathematics, engineering

sciences and CAD/CAE technologies in realizing a selected design concept. 2. Able to understand the various important issues affecting product design and development

including human factors, material engineering, manufacturing processes, costs; environmental factors, quality, reliability and product safety.

3. Able to understand the trend of industrial design and market needs and their effects on product design and development.

4. Able to present a design project via oral presentation and written report. 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.


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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. 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.

Application of CAD in design -

Design of simple components and devices by CAD. Method of Assessment: Overall Assessment: 1.0 × Continuous Assessment 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. Teaching and Learning Approaches:


38 4


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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 mini-

projects. 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 mini-project through market research, concept generation and evaluation, modeling 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 Outcomes: 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 student’s self-learning and problem-solving capability and communication skill in English.

Textbooks and Reference Books: 1. Eide, A.R., Introduction to engineering design, McGraw-Hill, c1998. 2. Dym, C.L. Engineering Design: A Project-based Introduction, John Wiley, 2000. 3. Dieter, G.E. Engineering Design : A Materials and Processing Approach, McGraw-Hill, c2000. 4. Hurst, K., Engineering Design Principles, Arnold, 1999. 5. Salvendy G., Handbook of Human Factors and Ergonomics, Wiley, New York, 1997. 6. Erlbacher, Edwin Alvin.,Computer aided design of shafts and bearing selection, Ann Arbor,

Mich. : U.M.I., 1993.


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Subject Title: Elementary Product Mechatronics Subject Code: ME3203 Number of Credits: 3 Contact Hours: 42 Pre-requisite: AMA295 Mathematics Co-requisite: Nil Exclusion: Nil Objectives: This subject aims: 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to apply knowledge of mathematics, engineering sciences and signal conditioning to

analyze a mechatronic product design. 2. Able to understand the operation principles of fundamental mechatronic components: sensors;

actuators and controllers. 3. Able to work in a team as a member or the leader, and to understand the importance of life-

long learning. 4. Able to present a design project via written report. 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 - Kirchhoff’s laws, DC and AC circuit analysis, transformer; impedance matching, grounding, electrical interference; simple semiconductor devices, junction diode, bipolar junction transistor, field effect transistors.


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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. Actuating Devices - Electrical actuators – direct current motors, stepper motors, servomotors; fluid power actuation – components and circuits of hydraulic and pneumatic systems; piezoelectric actuators. 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 1. Assignments require “group effort” or “individual effort”. 2. 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.

3. 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.

Teaching and Learning Approaches:


38 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. 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.


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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 Outcomes: 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 student’s 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.

Textbooks and 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.


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Subject Title: Product Modelling, Simulation and Analysis Subject Code: ME3306 Number of Credits: 3 Contact Hours: 42 Pre-requisite: ENG240 Materials Technology for Design Co-requisite: Nil Exclusion: Nil Objectives: This subject aims: 1. To teach fundamental knowledge on 3D product modelling, analysis and optimization. 2. To teach students how to model and analyze 3D products using finite element analysis. 3. To teach students the underlying concepts of finite element analysis and finite element software. 4. To teach students the basic skills in using commercial finite element software and effective

presentation of their analysis results. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to understand the basic concept of finite element technique. 2. Able to apply the finite element technique to develop a 3D model of a product and then

perform the analysis. 3. Able to select the best design concept with the aid of finite element technique, and then

perform the optimization. 4. Able to apply the most updated finite element software. 5. Able to perform a group project and present the design project via written report. Syllabus: Product modelling - geometric models of product, curve modeling, surface modeling, solid modeling. Assembly modelling, case study on product design with CAD technology. Product analysis and simulation - 3D product analysis, finite element method, modeling 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 optimization - size optimization, shape optimization.


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Method of Assessment: Overall Assessment: 1.0 × Continuous Assessment Teaching and learning Approaches:


27 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 Outcomes: 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. Textbooks and 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.


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Subject Title: Structural Design and Analysis of Products Subject Code: ME3307 Number of Credits: 3 Contact Hours: 42 Pre-requisite: ENG240 Materials Technology for Design AMA295 Mathematics Co-requisite: Nil Exclusion: Nil Objectives: This subject aims: 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to formulate a product design problem especially on its structural design. 2. Able to apply knowledge of mathematics, engineering sciences, mechanics of materials and

material engineering via analytical, computational and experimental approaches to analyze and optimize the structural design of a product.

3. Able to present a design project via written report. Syllabus: Design of Products using Frame-like Structures - Identifications of uniform and distributed 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]. Strength of Products - Stress and strain analysis in products; Generalized Hook’s 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].


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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 Teaching and Learning Approaches:


38 4 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


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.

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.


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Justification on the Appropriateness of the Assessment Methods to Enable Valid Assessment of the Intended Learning Outcomes: 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 student’s 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.

Textbooks and 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.


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Subject Title: Advanced Engineering Science in Products Subject Code: ME3403 Number of Credits: 3 Contact Hours: 42 Pre-requisite: AMA295 Mathematics AP208 Engineering Science in Products Co-requisite: Nil Exclusion: Nil Objectives: This subject aims to: 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to formulate a product design problem and develop design specifications. 2. Able to apply knowledge of mathematics, thermofluid sciences and engineering acoustics via

analytical, computational and experimental approaches to analyze and optimize the design of a product.

3. Able to search information for and upkeep with contemporary issues in engineering sciences. 4. Able to present a design project via written report. 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 turbo-machinery, 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 turbo-machine 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 Teaching and Learning Approaches:


38 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. Justification on the Appropriateness of the Assessment Methods to Enable Valid Assessment of the Intended Learning Outcomes: 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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Textbooks and 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.


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Subject Title: Quantitative and Computational Methods Subject Code: ME3903 Number of Credits: 3 Contact Hours: 42 Pre-requisite: AMA295 Mathematics Co-requisite: Nil Exclusion: Nil Objectives: This subject aims: 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to apply knowledge of statistics to solve problems relating to quality engineering and

marketing. 2. Able to apply computational technique to analyze a product design. 3. Able to present a case study via written report. 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. Solutions of Equations – Bracketing and open methods. Solution of simultaneous algebraic equations. 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. Teaching/Learning Approaches:



Tutorial Case Studies 28 8 6

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 two-way 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 Outcomes: The assessment composes of 50% continuous assessment and 50% examination. 1. 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.

2. The examination gives critical and individual assessment to the students by testing the knowledge and skills they have acquired.

Textbooks and 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.


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Subject Title: Product Mechatronics Subject Code: ME4209 Number of Credits: 3 Contact Hours: 42 Pre-requisite: ME3203 Elementary Product Mechatronics Co-requisite: Nil Exclusion: Nil Objectives: This subject aims: 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to evaluate a mechatronic design for robotic applications. 2. Able to apply knowledge of mathematics, electronics, control theories, signal engineering and

engineering mechanics to model various components of a mechatronic system including sensors, actuators and microprocessors via analytical, computational and experimental approaches.

3. Able to work effectively in a multi-disciplinary project team and apply project management technique to ensure successful completion of a design project.

4. Able to understand the importance of life-long learning and to perform literature search. 5. Able to present a design project via written report. 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.


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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. 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. Assignments require “group effort” or “individual effort”. 2. Plagiarism is strictly prohibited and copyright is strictly respected. If copying is detected in any


3. 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.



38 4 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. 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


understanding the advanced design techniques for mechatronic system, advanced mechatronic applications and the integration of digital technologies.


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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 Outcomes: 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 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. 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 student’s 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.

Textbooks and Reference Books: 1. Shetty, D. and Kolk, R. A., Mechatronic System Design, PWS Publishing Company, 1997. 2. Bolton, W., Mechatronics: Electronic Control Systems in Mechanical Engineering, Prentice Hall, 1999. 3. McComb, G., Robot Builder’s Sourcebook, McGraw Hill, 2003. 4. 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. Popović, P. and Vlacic, L., Mechatronics in Engineering Design and Product Development, Marcel

Dekker, 1999.


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Subject Title: Design for Product Safety Subject Code: ME4214 Number of Credits: 3 Hours Assigned: 42 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to formulate a design problem and develop design specifications including product liability

and safety. 2. Able to apply knowledge of mathematics and engineering sciences via analytical and

computational approaches to assess the risks of a product design and development project, and to assess the impacts of various key elements in achieving product safety.

3. Able to understand the importance of life-long learning and to perform literature search in order to upkeep the knowledge in contemporary issues related to engineering design.

4. Able to present a design project via written report. 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.


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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. 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: 0.50 × End of Subject Examination + 0.50 × Continuous Assessment

Continuous assessment components Group projects Class presentation/participation Individual

reports 30% 20% 50%

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. Teaching and Learning Approaches:


38 4 Major Teaching/Learning Activities: Major teaching/learning activities include lectures, tutorials, class discussions, and thematic projects.


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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. 3. Assignments, through which students learn to compile, assimilate, assess and analyze. 4. 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 Outcomes: 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. Textbooks and 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.


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Subject Title: Numerical Methods for Product Analysis Subject Code: ME4906 Number of Credits: 3 Contact Hours: 42 Pre-requisite: ME3903 Quantitative and Computational Methods Co-requisite: Nil Exclusion: Nil Objectives: This subject aims: 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to apply knowledge of mathematics and engineering sciences via analytical and

computational approaches to analyze and predict the performance of a product. 2. Able to understand the importance of life-long learning and to perform literature search in

order to upkeep the knowledge in contemporary issues related to engineering design. 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. Simpson’s rule. Ordinary Differential Equations with initial conditions. Euler’s 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.


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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. Method of Assessment: Overall Assessment: 0.50 × End of Subject Examination + 0.50 × Continuous Assessment Assignments and case-studies on analysis of physical and mechanical systems and products. Teaching and Learning Approaches:



Tutorial Case Studies 28 8 6

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 two-way 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 Outcomes: 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.

Textbooks and 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.


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Subject Title: PAED Capstone Project Subject Code: ME4910 Number of Credits: 6 Contact Hours: 84 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: This subject aims: 1. To provide students an opportunity of in-depth exploration of a particular topic in product

development and engineering design; 2. To enhance students’ ability in utilizing engineering, design and marketing knowledge in

designing and fabricating industrial-based products; 3. To experience and go through the whole product design process through different stages of

studies and investigations by integrating engineering sciences and technology; 4. To cultivate students team-working and communication ability and presentation skill. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to formulate a design problem addressing certain market needs and to develop design

specifications with due consideration of industrial design. 2. Able to generate alternative design concepts, and then evaluate each of these concepts by

considering the impacts of various important factors including human factors, materials used, manufacturing processes, quality and environmental issues, health and safety on product design and development.

3. Able to apply arts, mathematics, information technology and engineering sciences via analytical, computational and experimental approaches to realize a selected design concept.

4. Able to work effectively and make contributions independently in a multi-disciplinary design project team, and apply project management technique to ensure successful competition of the design project.

5. Able to understand the importance of life-long learning and perform literature search to upkeep with the state-of-the-art product design technology.

6. Able to present a design project via oral presentation and written report.


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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; Bio-medical equipment; Plastic and metallic products; Green products; Health products; Computer-aided 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. Teaching and Learning Approaches:



Tutorial/Seminar/Case Studies/Laboratory

N/A 84 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 team’s 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).


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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 student’s 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 group’s overall performance. The assessment system is summarized as shown in the following table:

Assessor Assessment Component (% of the total)

Progress and Interim Report

(15 + 10)

Written Report

(25)

Written Report

(25)

Oral Examination

(25)

Supervisor √ √

Independent Assessor √

Examination Panel √ Justification on the Appropriateness of the Teaching and Learning Methods for Aligning with Intended Outcomes: 1. Guidance will be given to students during the whole design project; 2. 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; 3. The interim report aims at ensuring the proper progress of the project; 4. The final report aims at examining the completeness, quality, workability, practicability and

engineering content of the product being designed and developed; 5. Prototype and/or computer-aided simulation will be conducted to show the functionality and

safety of the product being designed and developed; 6. 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. Textbooks and Reference Books: Students will be guided to search relevant references by the supervisor.


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Subject Title: Designing for Humanities Subject Code: SD3401 Number of Credits: 3 Contact Hours: 42 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.

Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to formulate a design problem addressing to certain market needs and by fully considering

impacts of human factors, product safety and environmental issues. 2. Able to fully consider the physiological, psychological and sociological factors in generating and

evaluating alternative design concepts in product design. 3. Able to present a design project via oral presentation and written report. Syllabus: Human Factors in Design - 1. Understanding people’s 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 people’s 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 and safety by improving the user/design interface.

User-related Design and Designing for Disabilities - 1. User in normal conditions and environments. 2. User in extreme conditions and environments. 3. Designing for the elderly and the disability. 4. 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 competitor’s 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 student’s responsibility to catch up on any work missed.



Lecture

Other Activities

Tutorial Seminar Case Studies Design

Exercises 7 14 3 4 14


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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. 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 Outcomes: 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 one’s 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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Textbooks and 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. 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/HIGuidelines-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)

http://www.baddesigns.com/�


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Subject Title: Design for Packaging and No-Assembly Subject Code: ME4210 Number of Credits: 3 Contact Hours: 42 Pre-requisite: ME3202 Engineering Design for Products ME3306 Production Modeling, Simulation and Analysis Co-requisite: Nil Exclusion: Nil Objectives: This subject aims: 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to design packaging for a new product by considering market needs, product safety,

manufacturing processes, environmental, commercial and storage factors. 2. Able to apply knowledge of mathematics and material engineering to analyze the effectiveness

and safety of a packing design via analytical and computational approaches. 3. Able to understand and apply the approach of design for no-assembly in packaging design. 4. Able to work effectively as a member and apply project management technique in the capacity

of a team leader to complete a multi-disciplinary project in packaging design. 5. Able to appreciate the state-of-the-art packaging design and present a packaging design project

via oral presentation and written report. 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.


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Non-Paper Packaging - Packaging design with plastics; shaping and molding techniques for plastics; flexible packaging; glassware; metal containers. Cushioning - Vibration and impact analysis for product packaging; fatigue problems; cushioning design with software tools; temperature and humidity considerations; uses of blocking, loose fill, bubble sheet and foam in place. 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. Assignments require “group effort” or “individual effort”. 2. Plagiarism is strictly prohibited and copyright is strictly respected. If copying is detected in any


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. Teaching and Learning Approaches:


38 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. 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


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


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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 Outcomes: 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 student’s 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.

Textbooks and Reference Books: 1. Hanlon, J. F., Handbook of Packaging Engineering, 2nd edition, McGraw Hill, 1984. 2. Jönson, 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.


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Subject Title: Development of Green Products Subject Code: ME4211 Number of Credits: 3 Contact Hours: 42 Pre-requisite: ISE388 Environmental Issues in Product Development SD3401 Designing for Humanities Co-requisite: Nil Exclusion: ME487 Development of Green Products Objectives: This subject aims: 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to design a new product to address a market need by considering the green product

concept, energy and resource issues, manufacturing processes and environmental factors. 2. Able to apply knowledge of mathematics, material engineering and environmental assessment

to analyze the effectiveness and environmental-friendliness of a green product design via analytical and computational approaches.

3. Able to understand and apply the approach of design for sustainability in product design. 4. Able to work effectively as a member and apply project management technique in the capacity

of a team leader to complete a multi-disciplinary project in green product design. 5. Able to appreciate the state-of-the-art green product design and present a design project via

oral presentation and written report. 6. Able to recognize the need to develop the ability of life-long learning.


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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. 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. The Green Future - More from less. Reducing risk and nuisance. Opportunities from green technology. Green taxes. Concern for nature. Pollution and waste reduction. A positive future. Method of Assessment: Overall Assessment: 0.50 × End of Subject Examination + 0.50 × Continuous Assessment Teaching and Learning Approaches:


36 6 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.


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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.

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 Outcomes: 1. The assessment will comprise 50% continuous assessment and 50% examination. 2. The continuous assessment will comprise four components: one test (15%), three assignments

(15%) and one mini-project (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 test and examination, and monitoring the progress and understanding of their study. The mini-project/case study is aimed at assessing the student’s 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.

Textbooks and Reference Books: 1. Burall P., Product Development and the Environment, The Design Council, 1996. 2. Fuad-Luke A., EcoDesign: The Sourcebook, Chronicle Books, 2002. 3. Ottman J.A. Green Marketing, NTC Business Books, 1998. 4. Ulrich, K.T. and Eppinger, S.D., Product Design and Development, McGraw-Hill, 2003.


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Subject Title: Artificial Intelligence in Products Subject Code: ME4212 Number of Credits: 3 Contact Hours: 42 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to apply knowledge of mathematics, expert systems and fuzzy inference systems to analyze

a product design via analytical and computational approaches. 2. Able to understand the applications of AI in high-tech product design and development. 3. Able to work effectively as a member and apply project management technique in the capacity

of a team leader to complete a multi-disciplinary design project involving the application of AI. 4. Able to appreciate the state-of-the-art applications of AI in product design and present a design

project via written report. 5. Able to recognize the need to develop the ability of life-long learning. 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]


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38 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 Outcomes: The assessment will comprise of 50% continuous assessment and 50% examination. The weighting of 50% on continuous assessment is meant to allow students to consolidate their learning through continuous effort such as assignments and project work. The group project ( 25%) 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. Textbooks and 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, 2003. 3. Boca Raton, FL, A first course in fuzzy and neural control, Chapman & Hall/CRC Press, 2003. 4. Ross, Timothy J., Fuzzy logic with engineering applications, 2nd ed. Chichester; Hoboken, NJ:

Wiley, 2004.

http://library.polyu.edu.hk/search/aRoss%2C+Timothy+J./aross+timothy+j/-2,-1,0,B/browse�


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Subject Title: Design for Six Sigma Subject Code: ME4213 Number of Credits: 3 Contact Hours: 42 Pre-requisite: ME3202 Engineering Design for Products ME3903 Quantitative and Computational Methods Co-requisite: Nil Exclusion: Nil Objectives: This subject aims: 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to generate and evaluate design concepts in addressing a market need by applying the

design for six sigma technique in which various important factors including manufacturing processes, material engineering, cost-effectiveness, quality and environmental issues are considered.

2. Able to apply knowledge of mathematics and various design techniques including design for “x” and design for robustness and design reliability to analyze the effectiveness and safety of a product design via analytical and computational approaches.

3. Able to appreciate the state-of-the-art green product design and present a design project via oral presentation and written report.

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.


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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. Modelling: 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. 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: 0.50 × End of Subject Examination + 0.50 × Continuous Assessment

Continuous assessment components Group projects Class presentation/participation Individual reports

30% 20% 50%

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. Teaching and Learning Approaches:


38 4 Major teaching/learning activities include lectures, tutorials, class discussions, and thematic projects.


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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. 3. Assignments, through which students learn to compile, assimilate, assess and analyze. 4. Through thematic projects students would keep abreast of latest 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 Outcomes: 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. Textbooks and 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 and Basem El-Haik, Design for Six Sigma, McGraw Hill (2003).


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Subject Title: Design of Automotive Mechanical Systems Subject Code: ME4216 Number of Credits: 3 Contact Hours: 42 Pre-requisite: ME3103 Dynamics and Control for Product Design ME3403 Advanced Engineering Sciences in Products Co-requisite: Nil Exclusion: Nil Objectives: This subject aims: 1. To acquaint students with the market needs and mechanical design trends in automotive

industry; 2. To provide students fundamental knowledge of key automotive mechanical systems, parts,

and their integration; 3. To enrich students’ ability in utilizing design, engineering and marketing knowledge in product

development of automotive mechanical parts and their integration. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to evaluate and select new products in addressing market needs of automotive mechanical

systems by considering material issues, manufacturing processes, quality and reliability, product safety and environmental issues.

2. Able to apply knowledge of mathematics, material engineering and engineering sciences to analyze the effectiveness and reliability of a mechanical part when it is integrated into an automotive via analytical and computational approaches.

3. Able to understand the various mechanical systems of a modern automotive and the most updated trends of car design and automotive mechanical system design.

4. Able to work effectively as a member and apply project management technique in the capacity of a team leader to complete a multi-disciplinary project in green product design.

5. Able to present a design project via oral presentation and written report and recognize the need to develop the ability of life-long learning.


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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. 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: 0.5 (End of Subject Examination) + 0.5 (Continuous Assessment) Teaching and Learning Approaches:



Tutorial/Seminar/Case Studies/Technical Visit

36 6 Justification on the Appropriateness of the Teaching and Learning Methods for Aligning with Intended Outcomes:

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.


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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 50% continuous assessment and 50% examination. The continuous assessment will comprise of three components: one individual project (25%) and one group design project including presentation (25%). 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 (50%) 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. Textbooks and 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.


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Subject Title: Nano- and Micro-technology Applications Subject Code: ME4302 to Product Development Number of Credits: 3 Contact Hours: 42 Pre-requisite: ME3307 Structural Design and Analysis of Products ME3203 Elementary Product Mechatronics Co-requisite: Nil Exclusion: ME4304 Nano- and Micro-technology Objectives: To provide the up-to-date knowledge and technical principles in the state-of-the-art nano- and micro-technology for product applications. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to apply knowledge of mathematics, engineering sciences, micro-technology and nano-

technology to analyze a product design via analytical and computational approaches. 2. Able to understand the environmental, health and safety issues in applying micro-technology

and nano-technology in high-tech product design and development. 3. Able to appreciate the state-of-the-art applications of micro-technology and nano-technology to

product design and present a design project via written report. 4. Able to recognize the need to develop the ability of life-long learning. Syllabus: Introduction to Nano and Micro Science - Concepts, principles, physical, mechanical and thermal properties at nano and microscales. Characterization and Testing Techniques at Nano and Microscales - Scanning probe microscopy, SEM, TEM, nano-indentation, nano-scratch and wear. 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.


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38 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 nano-scale. 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


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 micro-technology 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 micro-technology 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 micro-technology and measurement at nano- and micro-scale. It also trains students in the analysis and presentation of experimental data.


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Justification on the Appropriateness of the Assessment Methods to Enable Valid Assessment of the Intended Learning Outcomes: 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 student’s 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.

Textbooks and 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.


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Subject Title: Product Testing Technology Subject Code: ME4303 Number of Credits: 3 Contact Hours: 42 Pre-requisite: ME3307 Structural Design and Analysis of Products Co-requisite: Nil Exclusion: ME4309 Product Failure Analysis and Inspection Objectives: To provide the knowledge and universal standards of common product testing and examination technologies. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to apply knowledge of mathematics, engineering sciences and computing simulation to

analyze and test a product design via analytical, experimental and computational approaches. 2. Able to understand the effects of various important factors including materials, manufacturing

processes, environmental and health issues, reliability and safety issues on product design and development.

3. Able to work effectively as a member and apply project management technique in the capacity of a team leader to complete a multi-disciplinary product testing project.

4. Able to appreciate the state-of-the-art product testing technologies and present a design project via written report.

5. Able to recognize the need to develop the ability of life-long learning. 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.


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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: 0.50 × End of Subject Examination + 0.50 × Continuous Assessment Teaching and Learning Approaches:


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.


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Justification on the Appropriateness of the Assessment Methods to Enable Valid Assessment of the Intended Learning Outcomes: 1. The assessment will comprise of 50% continuous assessment and 50% examination. 2. The continuous assessment will comprise of four components: one test (20%), assignments

(10%), project reports (10%) and oral presentation (10%). 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 student’s 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.

Textbooks and 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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Subject Title: Design in Business for Engineering Subject Code: SD4041 Number of Credits: 3 Contact Hours: 42 Pre-requisite: SD348 Introduction to Industrial Design Co-requisite: ME4910 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. Methods to obtain insights into emerging trends in consumer and industrial markets. 2. A means to navigate and control the ‘fuzzy front end’ of the product development process. 3. The use of qualitative research to understand who the customer is. 4. Techniques to assist in the integration of diverse team players. 5. A complete product development process from opportunity identification to patenting. 6. An approach that connects strategic planning and brand management to product development. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to formulate a design problem addressing certain market needs and to develop design

specifications with due consideration of industrial design. 2. Able to generate alternative design concepts, and then evaluate each of these concepts by

considering the impacts of various important factors related to business. 3. Able to apply arts, mathematics, information technology, material technology and

manufacturing processes via analytical and computational approaches to realize a selected design concept.

4. Able to understand the importance of life-long learning and perform literature search to upkeep with the state-of-the-art product design technology.

5. Able to work effectively as a member or the leader in a multi-disciplinary design project team, and able to present a design project via oral presentation and written report.


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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) 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. Consider intellectual property protection. Consider materials and manufacturing process. Method of Assessment: Overall Assessment: 1.0 × Continuous Assessment 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


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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). Teaching and Learning Approaches:



Seminar Tutorial 18 8 3

Total = 29 hours + 13 hours research & self study = 42 hours Major Teaching/Learning Activities: Weeks 1 – 7 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 Week 7 Hand in Progress Report Week 8 Self study Week 9 Review of Progress Reports Weeks 10-12 Tutorials on the production of Final Reports Week 12 Hand in Final Report Week 13 Self study Week 14 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.


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Justification on the Appropriateness of the Assessment Methods to Enable Valid Assessment of the Intended Learning Outcomes: 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. Textbooks and 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. 4. Bruce, M & W.G. Biemans, 1995, Product Development: Meeting the Challenge of the Design-

Marketing Interface. John Wiley. 5. Design Management Journal, Design Management Institute. Various editions.


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Subject Title: Design of Home and Personal Electronic Subject Code: SD4414 Products Number of Credits: 3 Contact Hours: 42 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. Learning Outcomes: Upon satisfactory completion of the subject, students are expected to achieve the following outcomes: 1. Able to formulate a design project of electronic products addressing certain market needs and

to develop design specifications with due consideration of industrial design. 2. Able to generate alternative design concepts, and then evaluate each of these concepts by

considering the impacts of various important factors including functionality, performance, costs, time to market and reliability.

3. Able to apply arts, mathematics, information technology, material technology and manufacturing processes via analytical and computational approaches to realize a selected design concept.

4. Able to understand the importance of life-long learning and perform literature search to upkeep with the state-of-the-art electronic product design.

5. Able to work effectively as a member or the leader in a multi-disciplinary design project team, and able to present a design project via oral presentation and written report.


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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 Teaching and Learning Approaches:

Formal Contact (Hours) Lecture Tutorial Design Project

7 14 21 Major Teaching/Learning Activities: Lectures: Fundamental design theories. Tutorials: Project tutorials. Design project: 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.


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Justification on the Appropriateness of the Assessment Methods to Enable Valid Assessment of the Intended Learning Outcomes: 1. The assessment will comprise of 80% project (design and realisation) and 20% presentation. 2. Each student is required to get satisfactory performance in project and presentation. 3. Continuous assessment will be applied to access each student's performance of project. 4. There will be two critical presentation in the subject: Interim and final project presentations. Textbooks and 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: McGraw-Hill. 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: McGraw-

Hill/Irwin. 9. Ward, A. E. (1996). Electronic product design. London: Chapman & Hall. 10. Whiteley, N. (1993). Design for society. London: Reaktion Books. 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.


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Subject Title: Mathematics Subject Code: ME2001 Number of Credits: N/A 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. Partial Differential Equations – Introduction to partial differential equations and their formulation. 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.


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Subject Title: Engineering Science Subject Code: ME 2002 in Products Number of Credits: N/A Hour Assigned: Lecture/Tutorial 42 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 (Hook’s 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.

beng (hons) in product analysis and engineering design

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