Introductory description

Electrical Power Engineering Group Design Project

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Projects will vary in nature: Some may be ‘design and make’ type projects; in this case small unit manufacture of prototype solutions may be possible and if required will be specified as part of the project briefing. Other projects may be more focused on design and proof of concept stage, and might include no realisation of the design in a physical form but can include evaluation exercises using proprietary software.

In each case the project will normally involve small groups (the aim is to have around 6 students). Projects will have industrial backing where possible or at least be able to demonstrate industrial applicability.

Students will be encouraged to assume different roles within the team including that of project manager. A member of staff appointed as Project Director, will provide guidance on technical and organisational matters. Regular meetings will take place with formal minutes to provide a record of decisions.

Teaching support is provided by means of specially oriented technical seminars. These seminars will have the objective of strengthen the skills required for the successful completion of the project and can include electrical/electronic design, sensors, computer interfacing, signal processing, control software, customer needs, scheduling, programming, manufacturing and promotion of the work to a wider public audience. Invited industrial/entrepreneur academic lectures will provide the students the ability to understand the challenges of working in industry and developing innovative solutions.

Supervised laboratory/workshop time is provided, to guide the students in their experimental work, ranging from simulation verification, verification of conceptual design, prototype design and testing.

The project be communicated via an academic poster, testing the students’ ability to rapidly communicate complicated ideas, systems, or processes. Furthermore, it will require a formal write-up describing its delivery in detail, from conception to testing. Including health and safety, risk management and a reasoned financial cost-benefit analysis. The individual technical contribution of each student will conform a technical appendix, which will be assessed. A group oral presentation will take place at the start of term 3, where the whole team will describe the project to an academic audience and answer question on its delivery.

Learning outcomes

By the end of the module, students should be able to:

• Create and develop a product, process or system to solve a complex Electrical Power Engineering problem and overcome technical challenges by integrating existing and new technical knowledge and experience to produce an innovative solution to the satisfaction of a customer/end user.
• Critically evaluate relevant data (including incomplete and uncertain data) so as to apply engineering analysis and advanced problem solving skills in order to quantify the impact of these findings on the solution and, using theory or research, to mitigate deficiencies.
• Evaluate environmental and societal impact of design solutions (to include the entire life cycle of the product or process) and minimise adverse affects.
• Consider the wider context of the project, including risk, health and safety, ethics, environmental and sustainability limitations, intellectual property rights, codes of practice and standards, product safety and liability(as appropriate), to inform the project solution
• Plan and manage a project from the design process to a deliverable outcome, including managing a budget and costs, and understand the commercial, economic and social environment of the project.
• Demonstrate effective communication, both verbal and written, to a technical and non-technical audience
• Demonstrate the ability to work as a member of a team to achieve shared objectives and project management goals within the scope of the project, then monitor and adjust a personal programme of work on an on-going basis.

Indicative reading list

Ramana M. Pidaparti, Design Engineering Journey, Morgan & Claypool, 2018

Further reading material will be advised based on the nature of the group project.

Subject specific skills

Ability to conceive, make and realise a component, product, system or process

Ability to be pragmatic, taking a systematic approach and the logical and practical steps necessary for, often complex, concepts to become reality

Ability to be risk, cost and value-conscious, and aware of their ethical, social, cultural, environmental, health and safety, and wider professional engineering responsibilities

Ability to seek to achieve sustainable solutions to problems and have strategies for being creative and innovative

Transferable skills

Exercise initiative and personal responsibility, including time management, which may be as a team member or leader

Be professional in their outlook, be capable of team working, be effective communicators, and be able to exercise responsibility and sound management approaches.

Communicate (written and oral; to technical and non-technical audiences) and work with others

Overcome difficulties by employing skills, knowledge and understanding in a flexible manner

Ability to formulate and operate within appropriate codes of conduct, when faced with an ethical issue