Programme Specification

MSc in Aerodynamics
This specification provides a concise summary of the main features of the programme and the learning outcomes that you might reasonably be expected to achieve and demonstrate if you take full advantage of the learning opportunities that are provided. Awarding Institution Teaching Institution Accreditation details Final award, Depending on Exit Point Name of award UCAS code QAA Subject Benchmark or other external reference Programme Leader Date specification was written University of Southampton University of Southampton Royal Aeronautical Society Postgraduate Certificate Postgraduate Diploma Master of Science Aerodynamics N/A QAA Subject Benchmark in Engineering. Quality Assurance Agency's National Qualifications Framework (NQF). Engineering Council, UK-SPEC. Dr N. W. Bressloff 03/04/2008

Educational Aims of the Programme

The School of Engineering Sciences hosts a spectrum of exciting and challenging programmes at undergraduate and postgraduate levels. Within this particular programme of study, we aim to provide you with a thorough professional knowledge of aerodynamics, be that for design or fundamental analysis. It has been configured for graduates, or similarly qualified individuals, with an engineering, scientific or mathematical background, who desire specialisation in aerodynamics. The course is organised into two themes: Aerodynamics & Computation (A&C) and Race Car Aerodynamics (RCA). The former emphasises the fundamentals of external fluid dynamics and computational methods for a range of high- and low-speed applications, whilst the latter focuses on the analysis, computation and measurement of flows associated with high-performance race cars. The goals of the course are to give you: an advanced knowledge of aerodynamics; an understanding of the use, and an appreciation of the limitations, of computational and experimental methods as applied to aerodynamics.

Also, the course aims to enable you to acquire advanced knowledge and practical skills needed for a professional career in your chosen specialist theme and to provide you with specialist knowledge and skills relevant to that theme.
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enhance your transferable skills, including critical analysis, problem solving, project management, decision making, leadership, and communication by oral, visual and/or written means. equip you with specialist knowledge, scientific and technical expertise and research skills for further research and/or application in aerodynamics.

The programme may be taken in a full-time (one-year), or part-time (up to three years) mode. The MSc programme provides opportunities for you to achieve and demonstrate the learning outcomes described below. The shorter Postgraduate (PG) Diploma and PG Certificate programmes do not include the research training element.

Knowledge and Understanding

Having successfully completed this programme you will be able to demonstrate knowledge and understanding of: a) Fundamental scientific principles and concepts that underpin the discipline of Aerodynamics; b) Analytical and computational tools appropriate to Aerodynamics; c) Current problems and developments in Aerodynamics, informed by the forefront of research within the field; d) Essential facts, concepts and principles relevant to your chosen research specialisation within Aerodynamics; e) Issues, terminology and technical background sufficient to permit study of the current research literature, and to engage in meaningful discussion with peers, about critical issues within the broader field of Aerodynamics. At the PG Diploma level you are expected to reach broadly MSc-equivalent level for items (a), (b) and (c), with some elements of (e). At the PG Certificate level you are expected to reach PG Diploma level over a restricted range of topics. Teaching and Learning methods: Items (a), (b) and (c) are provided through lectures in designated common and core engineering modules (levels H and M), supported through directed example questions together with coursework assignments and laboratory experiments. Items (d) and (e) are provided through lectures and project work in modules at level M, together with a major research project into a specific aspect of Aerodynamics. Items (c), (d) and (e) are also developed through your attendance at regular research seminars offered in term-time. Assessment methods: Your knowledge and understanding will be assessed through a combination of unseen written examinations [items (a)-(e)], problem-solving exercises [(a)-(e)], laboratory assignments [(a)-(e)], individual and group project reports [(a)-(e)] and a major research dissertation [(d), (e)].

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Subject Specific Intellectual Skills

On successful completion of the programme, you will be able to: a)Solve problems by identifying information needs and assembling information from different sources, in order to build a clear overall picture of a complex problem or situation; b) Evaluate different types of information critically in a variety of formats; c)Analyse and solve engineering problems, using appropriate mathematical methods and models as necessary; d)Select appropriate computational methods to model engineering problems and critically appraise the results of such modelling; e)Apply creative and original thought in order to propose appropriate new solutions to complex problems. At the PG Diploma level you are expected to reach broadly MSc-equivalent level for skills (a), (b) and (c). At the PG Certificate level you are expected to develop skills (b) and (c) within the limited range of subjects studied. Teaching and Learning methods Skills (a) and (b) are acquired through your self-learning associated with taught modules, together with individual-project work on these modules, and for the RCA theme a groupdesign project. A further source is provided by the research project, through its requirement that you critically appraise the state of knowledge in your selected research field. Skill (c) is acquired through the solution of directed examples given in taught modules and in individual- and (for the RCA theme) group-project work. Skills (d) and (e) are acquired through your individual project work in specified modules and the research project. Assessment methods Your intellectual skills will be assessed through unseen written examinations [(a)-(c)], directed problem-solving questions [(a)-(c)], individual- and (for the RCA theme) groupproject reports [(a)-(e)], and the research dissertation [(d)-(e)].

Subject Specific Practical Skills

During this programme, you will learn to: a) Use computational tools and packages effectively for the solution of engineering problems; b) Use appropriate mathematical models for analysing Aerodynamics problems; c) Design and conduct an appropriate programme in order to obtain research objectives; d) Evaluate computational or experimental results and their validity; e) Use scientific and technical literature effectively. Teaching and Learning methods Skill (a) is acquired through your individual project work associated with specific taught modules.
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Skill (b) is acquired through directed problem-solving exercises and your self-learning associated with taught modules, coursework assignments and your research project. Skills (c) and (d) are acquired in core and optional modules in your chosen Aerodynamics specialisation, and your research project. Skill (e) is acquired through your research project. Assessment methods Practical skills are assessed through problem-solving exercises, individual- and groupproject reports and your individual research dissertation.

Transferable and Generic Skills

The following skills are developed progressively throughout the MSc programme. The levels attained by MSc/PG Diploma/PG Certificate students will reflect the differing length of study. a) b) c) d) e) f) g) Learning: independent study and skills development; Problem solving: recognition, definition, analysis and solution; Information processing (including IT skills): literature, searching, abstracting documents, and collating information for the purposes of technical writing; Data manipulation (including IT skills): analysis of data, application of statistical methods, interpretation of results; Communication: oral and written presentation or information, scientific writing; Individual: decision-making, initiative-taking, self-motivation and direction, personal responsibility; Management: safe and effective project planning and execution, time management (more highly developed for MSc through research project). Teaching and Learning methods: Skills (a)-(b), (d)-(f) are acquired through your individual project work associated with specific taught modules, and for the RCA theme a group-design-project work. Skills (a)-(b), (f) are acquired through directed problem-solving exercises and your selflearning associated with taught modules, and coursework assignments set for the taught modules. Skills (a)-(g) are acquired through your research project. Assessment methods: Transferable skills are assessed through unseen written examinations, problem-solving exercises, individual- and group-project reports and your individual research dissertation. The other skills are essential for success on the course but are not formally assessed.

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Programme Structure
The programme involves 180 credit points (CP) distributed between taught and research components. The taught component consists of modules worth 120 credit points (60 ECTS credits), of which at least 90 (for the Aerodynamics and Computation theme) and 100 (for the Race Car Aerodynamics theme) are at level M. You will take a number of compulsory modules and select the remaining from a given list. The list is specific to your chosen specialisation within Aerodynamics. Details of the compulsory and optional modules for each specialisation within Aerodynamics are shown in Appendix 1. Any of these modules can form part of a Postgraduate Certificate. A Postgraduate Diploma or an MSc requires all 120 credit points. In addition to the taught modules, the MSc also requires completion of a research project worth 60 credit points (30 ECTS credits). You may be eligible for a Postgraduate Certificate after achieving 50% or more on aggregate on modules equivalent to at least 60 credit points. After achieving 50% or more on modules totalling 120 credit points you may be eligible for a Postgraduate Diploma. After passing or receiving compensation for modules totalling 120 credit points and achieving 50% or more on aggregate you may be eligible to proceed to the MSc project. After passing or receiving compensation for modules totalling 120 credit points and a research project, totalling a further 60 credit points, you are eligible for an MSc. Full-time MSc The full-time MSc programme lasts for 12 months. The first 8 months are spent mainly on the taught component, with lectures divided into two 12-week periods (Semesters 1 and 2), with exams at the end of each semester. The final four months are spent full-time on a research project, for which some preparation is done in Semester 2. It is important that you commence project work before the Semester 2 exams to allow yourself maximum time, especially where practical work is involved. The MSc award depends on passing the examinations and on successful completion of a dissertation on the project. The diagram below shows the overall structure and alternative exit points. Part-time MSc The taught component of the MSc programme can be studied by arrangement on a parttime basis (e.g. by taking semester 1 one year and semester 2 the next). Similar arrangements apply to the PG Diploma (120 credit points) and PG Certificate (60 credit points). Part-time MSc students may only begin practical work on the MSc research project after successful completion of at least 60 CP. It must be recognised that you may only submit a dissertation once you have satisfactorily completed the taught element of the programme. It is anticipated that you will complete the MSc in two to three years. You may be registered on the programme for up to five years, after which your registration will be reviewed.

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October Semester 1

Exit points:

Exams

End of January

PG Certificate (60 CP)

Semester 2

Exams

End of May

PG Diploma (120 CP)

Project - (fulltime) June Dissertation End of September MSc (180 CP)

Full-time Programme Structure

Support for student learning

There are systems for the support of student learning in the School as well as available from central University facilities. In the School you will be able to access: Induction programme for orientation, introduction of the programme and staff, and dissemination of materials. Student Coursebook, including guidance on selection of study programmes. Administrative and academic material on the School, Programme and individual module web sites and/or Blackboard. A personal tutor to assist with organisational and personal matters. This role is taken over by the project supervisor when the research project starts. Careers advice and dissemination of available job advertisements. Personal e-mail account and e-mail access to staff via University system. School clusters of computers with relevant specialist software. Formal progress monitoring during research project. Support for international students.

The University provides:

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Public workstations supporting a comprehensive range of computer packages, internet and email. Well stocked central library, including access to a wide range of paper and electronic journals and information search facilities. Counselling service. Two Health Centres on the main campus. Assistive Technology Service offering support for dyslexia and other learning differences. Student Services Centre. Disability Service. Adviser to overseas students. Language support for international students (if required). Academic skills support (see http://www.academic-skills.soton.ac.uk and the student portal at http://www.sussed.soton.ac.uk) Social and sporting facilities (mainly though the Students Union)

Methods for evaluating the quality of teaching and learning

You will have the opportunity to have your say on the quality of the programme in the following ways: Anonymous student evaluation questionnaires for each module. Student representation on the Staff-Student Liaison Committee and School Board. National Student Survey University Student Experience Questionnaire

The ways in which the quality of your programme is checked, both inside and outside the University, are: External examiners, who produce an annual report Annual review of the modules via Teaching Panels and Module Co-ordinators. Annual peer observation of teaching, appraisal of academic staff and staff development activity. Informal and Formal Examination Boards. Professional body accreditation visits Periodic programme review The School Learning and Teaching Evaluation Report and Action Plan .

Taught component Each of the modules that make up the programme will be taught at the University of Southampton. The academic coordinator of the module is responsible for ensuring appropriate content of modules and quality of delivery. Assessment procedures for each module will be administered by the School of Engineering Sciences (or the School owning the specific module) in accordance with University policy. Research component Each research project will be supervised by a member of academic staff. A co-supervisor will be allocated who will normally be an academic or senior consulting engineer from within the School; in the case of projects carried out externally, the co-supervisor may be
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from the institution/company offering project facilities. The supervisor and co-supervisor conduct a formal progress review with the student, normally during July. External Examiner In accordance with standard University practice, the examination setting and marking procedures will be evaluated by the External Examiner at all stages. The External Examiner will be a senior academic from a UK University actively involved in teaching and research. He/she will serve a period of office of normally three years.

Criteria for admission

Typical entry requirements for the programme are a good honours degree or equivalent (at least upper second class) in Engineering, Mathematics or Physical Science or a relevant subject. However, applications are assessed individually, and any candidates who do not match the standard profile but who have appropriate academic qualifications and/or industry experience are encouraged to apply. Applicants whose first language is not English are required to have an IELTS score of 6.5 or equivalent. For further information visit www.soton.ac.uk/ses/ All individuals are selected and treated on their relative merits and abilities in line with the Universitys Equal Opportunities Policy. Disabled applicants will be treated according to the same procedures as any other applicant with the added involvement of the Disability Office to assess their needs. The programme may require adaptation for students with disabilities (e.g. hearing impairment, visual impairment, mobility difficulties, dyslexia), particularly the practical laboratory sessions, and we will attempt to accommodate students wherever possible. Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information can be accessed from: http://www.soton.ac.uk/ses/courses/pg/pgt.shtml.

Assessment and progression

The following summary contains details specific to the Aerodynamics programme. It should be read in conjunction with the Examination and Assessment Procedures, as detailed in Appendix 2, and the University Regulations as specified in the Calendar. Taught component The taught component comprises 120 credit points. They are taught and assessed in Semesters 1 and 2 (via written examinations and/or assignments). A candidates examination performance is considered when 120 credit points are completed. A candidate who does not pass or receive compensation for a module takes a referral examination in that module. A maximum of 30 credit point referrals out of the 120 credit points are allowed to each candidate. More than 30 credit point referrals and/or an aggregate mark of less than 47%
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on the first sitting constitutes failure of the MSc degree. The normal University regulations regarding resit examinations apply. Referral examinations are held in late August/early September, after the decision reached by the Board of Examiners following the second semesters examinations. Referral examinations in any particular subject can only be taken once. The mark achieved at referral will be used in the assessment process of the taught component. Research project The research project accounts for 60 credit points, some of which are allocated to an oral presentation and an interim report. The project is independently assessed by at least two individuals: the supervisor and an internal examiner. If you obtain less than 50% you will have one opportunity to revise and resubmit the dissertation; the deadline for resubmission is set by the Examiners in accordance with the amount of work required to bring the dissertation up to the required standard.

Revision History
1 2 3 Created 3rd April 2008 Module code and numbers merged Updated September 2010

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Appendix I

MSc in Aerodynamics
The list below reflects the modules offered in 2010-11, and is subject to minor alteration from year to year. Each module has a credit point value of 10, 15 or 20 at level H or M. A maximum of 30 credit points can be taken at level H. A module has a total load of 100 notional hours, typically made up of 24 lectures, laboratory work, self-learning and assessment. Some modules are assessed based solely on examinations, others involve significant project work. The following points should be noted: Syllabuses indicate the broad outline of content for each subject. Detailed elements of content may change from year to year depending on the emphasis deemed necessary by the lecturer and the need to keep courses up to date. MSc consists of 120 taught credits and a research project worth a further 60 credits. There are 50 compulsory credit points and a further 70 optional credit points chosen from the list below, on the Aerodynamics & Computation theme; there are 90 compulsory credit points and a further 30 optional credit points chosen from the list below, on the Race Car Aerodynamics theme.

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MSc Aerodynamics and Computation

Over Semester 1 and 2, students must study modules totalling 120 credit points, with a minimum of 90 credits at level M. Mandatory modules The following modules are mandatory for this theme and total 50 credit points at level M: Module Code MATH 6111 SESA 6028 SESS 6007 SESA 6029 SESS 6021 Module Title Numerical Methods Turbulence I: Physics & Measurement Computational Fluid Dynamics Turbulence II: Computation & Modelling Applications of CFD Credit Points 10 10 10 10 10 Semester 1 1 1 2 1 CRN (for Office use) 14379 10032 12551 10033 12565 Please tick

Optional modules Please select a total of 70 credit points from the following lists of level H and level M modules, of which at least 40 credits must come from the level M list. Please bear in mind the balance of modules between the semesters (note most mandatory modules are in Semester 1). Level M options Module Code SESA 6025 SESA 6030 SESA 6039 SESA 3007 or SESA 6048 SESG 6018 ISVR 6030 ISVR 6038 SESA 6026 SESA 6027 SESA 6031 SESA 6042 SESG 6019 ISVR 6102 Level H options Module Code SESA 3003 SESA 3019 Module Title Credit Points 10 10 Semester CRN (for Office use) 10016 14356 Please tick Module Title Compressible Flow Flow Control Race Car Aerodynamics Aircraft Propulsion (Note: this is a Level H Module) or Powered Lift Design Search and Optimisation 1: Principles Methods & Parameterisation Fundamentals of Acoustics Analytical & Numerical Acoustics (Prerequisites apply) Hypersonic & High Temperature Gas Dynamics Aerospace CFD (SESA6025 is prerequisite) Biological Flows Experimental Techniques for Aerodynamics (SESA6039 is prerequisite) Design Search and Optimisation 2: Case Studies (SESG6018 is prerequisite) Fundamentals of Aeroacoustics Credit Points 10 10 10 20 10 10 10 10 10 10 10 10 10 Semester 1 1 1 1,2 18148 1 1 2 2 2 2 2 2 2 18216 11631 11639 10030 10031 10035 17494 18217 20418 CRN (for Office use) 10029 10034 14353 10020 Please tick

Applied Aerodynamics Wing Aerodynamics (SESA3003 is perquisite)

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Note: It is possible that module prerequisites may be omitted at the discretion of the module lecturer depending on previous experience.

MSc Race Car Aerodynamics

Over Semester 1 and 2, students must study modules totalling 120 credit points, with at least 100 credits coming from Level M modules, a maximum of 20 credits may come from Level H modules. Mandatory modules The following modules are mandatory for this theme and total 90 credit points at level M: Module Code MATH 6111 SESA 6028 SESA 6038 SESA 6039 SESA 6029 SESA 6042 SESS 6021 Module Title Numerical Methods Turbulence I: Physics & Measurement Race Car Design/GDP Race Car Aerodynamics Turbulence II: Computation & Modelling Experimental Techniques for Aerodynamics Applications of CFD Credit Points 10 10 30 10 10 10 10 Semester 1 1 1,2 1 2 2 1 CRN (for Office use) 14379 10032 10042 14353 10033 17494 12565 Please tick

Optional modules Please select a total of 30 credit points from the following lists of level H and level M module lists. Level M options Module Code SESA 6030 SESG 6018 SESG 6019 Level H options Module Code SESA 3003 SESA 3019 Module Title Credit Points 10 10 Semester CRN (for Office use) 10016 14356 Please tick Module Title Flow Control Design Search and Optimisation 1: Principles Methods & Parameterisation Design Search and Optimisation 2: Case Studies (SESG6018 is prerequisite) Credit Points 10 10 10 Semester 1 1 2 CRN (for Office use) 10034 18216 18217 Please tick

Applied Aerodynamics Wing Aerodynamics (SESA3003 is prerequisite)

1 2

Note: It is possible that module prerequisites may be omitted at the discretion of the module lecturer depending on previous experience.

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Appendix 2 GROUP DESIGN PROJECTS (RCA Theme only)

1
1.1

Projects
Introduction

The Group Design Project (GDP) forms a major component of the RCA theme and has a weighting of 30 credit points. The GDP is an engineering design or feasibility study undertaken in groups of about four to six students. Usually the GDP will produce an engineering design, prototype, model or computer software. As a guideline students should expect to spend about 30% of their time on the GDP.

1.2

Educational Aims of Projects

The aims may be summarised as: Gaining experience of working as part of a project team with different experiences and skills. Tackling a real need/problem with industrial or commercial links. Learning to meet both personal and group objectives. Working and dealing with people inside and outside the university. Handling the administration, organisation and finance of a project. Learning communication and presentation skills.

1.3

Organising and Running a Project

Planning Supervisors and student teams will hold a briefing session early in Week 1 of Semester 1. Following on from this first briefing meeting the team is expected to get on and organise itself and produce, by the end of Week 2, a project proposal which satisfies the supervisor (and sponsor if relevant) that it is capable of doing the job. This proposal needs an estimate of the resources required for the project, including workshop facilities, and the sources of funding must be agreed for this before the proposal will be accepted. On acceptance of this proposal by the supervisor and Coordinator, a project number will be issued to the team and the project will formally go ahead. A second examiner must be appointed within the first four weeks of the project, and there must be at least one formal meeting per term with the supervisor, sponsor, second examiner and complete team present (see checklist and planning chart). The team should be left to organize this meeting themselves but supervisors please note that students should aim for a quality presentation with a proper set of typed minutes sent to all attendees. The second examiner will be asked to make a brief report at the end of the Autumn term as a check to make sure no serious problems are arising. The last of these meetings prior to the formal presentation can be useful as a "dummy run".

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Running a project There are no hard and fast rules for how a GDP should work, but there are some practical points to help you make it a success.

Read and abide by the safety guidelines given in Section 1.7 below. Get your paperwork organised. Make sure you know where to find each other on and off campus. Get good communications going with your supervisor, second examiner, sponsor and workshops (if relevant). Draw up a programme of work with staged targets and try to work to this programme. Make sure the targets you set can be achieved in the available time. Start making a photographic record of your work as early as possible.

1.4

Report Presentation and Assessment

Project Reports There is no single, correct way to do a report but, again, there are some straightforward practical requirements:
The report should be typewritten in A4 format using a font size of 10 - 12 point and

1.5

preferably a line spacing of 1.5. The report must be bound as a single volume. The GDP report should not normally exceed 200 pages including all diagrams, tables and appendices (it may be less!). The report must "stand alone" and contain all the information on which you would wish your project to be judged. Other material that the group may wish to preserve should be given to the supervisor. Each report must include a summary report to provide a quick overview of the project for the external examiners, and to assist in the process of moderation of project marks. This will be bound in with the main project report, but will stand alone so that it may be copied separately. This summary report will not exceed 6 pages. A suggested structure for the summary report and the main report is given below. This structure may be varied, but it does indicate the information required in the summary report. A clear statement should be given in the summary report describing each person's contribution to the project and which specific sections of the report each person wrote. You must submit three copies of the Project Report to the School Office. Remember also that, if the project is sponsored, the sponsor will want a copy, and each member of the team will probably want a copy to keep. It is recommended that a CD version of the report is also submitted. All reports must be accompanied by a project abstract (not bound in) on one side of A4. Suggested Structure for Reports

Summary Report The summary report will be a brief document of not more than six pages in the format shown below. You do not need to repeat in the main report anything you have already said in the summary. However, you may wish to expand on some sections such as results and conclusions. Title Page Giving the project title, names of the group members and bearing the words SUMMARY REPORT.
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Up to 4 pages of text describing the report under the following headings: Objectives Resources Constraints Approaching the task Team organisation Giving aims and agreed goals for the team. Giving the resources available - skills of the team, University facilities employed, resources provided by sponsor, etc. Note the constraints, if any, which you consider limited your ability to achieve your goal. Briefly describe your team programme, planning and methodology etc. Who did what, administration, technical, report etc. (It is important to clearly identify the authorship of each section of the report.) A brief review of what was achieved.

Important results

Conclusions Brief and to the point, not a discussion. Recommendations Summary of further action to be taken, etc.

None of the above sections should occupy more than about half a page. A further page may be included if desired for a figure or photograph to illustrate what has been achieved. Main Report Title Page Acknowledgements Technical Chapters Giving the project title, names of the group members, supervisor(s) and bearing the words MAIN REPORT. If required. As required.

Assessment Of technical and other aspects of project. Conclusions As in summary report. Recommendations Appendices As in summary report. Financial Statement. Any detailed technical material not appropriate to main body of report.

If appropriate the same material may appear in both reports (e.g. conclusions and recommendations). Project Presentations Group Design Project presentations are given after the final reports are submitted. Presentation Timing and Etiquette All presentations must be completed in one hour, including questions and answers. No-one benefits from over-running.
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Sponsors should be invited to attend where possible, looked after during their time on the campus, welcomed at the start of the presentation, and properly acknowledged during it. This also applies to others who have made a significant contribution to the project. All members of the team must participate in the presentation. Each presenter should introduce him or herself (or be introduced) and their responsibilities in the team should be clearly explained. The Course Coordinator will begin each project presentation by announcing its title and confirming that all members of the team, the supervisor(s) and second examiner are present. From that moment examination rules apply and the supervisor(s) and second examiner will be assessing both team and individual presentation performances. At the end of the hour period the Course Coordinator will formally announce that the examination is ended and will then confer with the examiners to moderate the marks awarded. Unless a suitable room is adjacent to the examination room, students and others will be asked to leave so that this conference can be in private. Teams may wish to arrange refreshments and/or viewing of project work at another location so that more time may be spent with interested parties to discuss the project. Examination To help supervisors to avoid problems, the following may be helpful:
Supervisors should at all times maintain their right to award marks as they think fit,

in particular, differentiation between individuals is essential. Second examiners should be well-informed throughout the year of individual and group progress. Both supervisor and second examiner should be at the formal presentation. A signed marksheet must be submitted to the your Course Examinations Officer within one week of the presentations. The preliminary set of marks (excluding those for presentation) should be available at the moderation meetings after the presentation. If a supervisor has reason to think that a student has problems, contact should be made with the personal tutor concerned so that medical or other extenuating circumstances can be recorded prior to final examination, and be available to external examiners. Just talking to other supervisors and looking at other project reports before final marks are settled can give a good idea of a markband. The projects examination board must be attended by all supervisors or their representatives.

Examining Criteria Examiners may find the following criteria useful when considering student/team performance;
Was the subject chosen suitable for a Group Project? Was a fair proportion of the work done by the candidate(s) and is it original? Is there a clear understanding of the applied science/engineering principles Has the design dimension been well presented thoroughly addressed and

presented and has enough experiments/analysis been done to prove the concept? intelligently argued?

Have the students worked as a team and been in control of important decisions? Is there, or could there be, a market for a product derived from the project and does

it have any intellectual property contact?

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 Has the examination of the candidate(s) been fair in respect to others in the team

and on the course?

1.6

Miscellaneous

The Use of Telephones, Faxes, Letters, Memos, etc by Project Teams Student teams are requested to follow some simple guidelines:
Communications with outside bodies should be short and to the point. If a supplier

is trying to sell you something, let them ring you back. Keep a record (or copy) of all communications. When organising meetings with outside bodies, stick to your arrangements and go prepared. When in doubt about your appearance, dress smartly - you may be taken to lunch in the executive dining room! If you want to write a letter to a sponsor which may commit you (and hence the University) to something, check first with your supervisor. Where a letter is to a supplier the contents may be interpreted as an order so add the following to the bottom of the letter or get a pre-printed stick-on label from the Course Office: Nothing in this letter shall be interpreted as an order for goods or services unless accompanied by an official, duly authorised University order.

Copyright, Confidentiality, Intellectual Property, etc Drawings, project reports and other material that may go outside the University must contain a copyright/confidentiality statement as follows "COPYRIGHT UNIVERSITY OF SOUTHAMPTON 2006/07 All Rights Reserved. No part of this document/software may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, optical, photocopying, recording or otherwise without the prior written permission of the University. Sponsorship Many projects in the past have benefited greatly from sponsorship which may extend to a cash donation towards the work (just funding the cost of typing and binding projects is a great help). Where work is being done which may lead to commercially exploitable ideas, then supervisors should acquaint sponsors with the following guidelines:
The academic progress of students must take precedence over all other

considerations.

The University has the rights to all intellectual property created by its students and

employees in the course of their studies or employment respectively.

The sponsor has first refusal to negotiate these rights subject to contract. Students are treated in the same way as employees of the University in the

commercial exploitation of intellectual property developed by them, and therefore may be eligible for revenue sharing as described in the current university IPR regulations. The sponsor should be sent a copy of the full report of the project only after the formal examining process has been completed.
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 Should the work be continued on the sponsor's premises then an exclusion letter

under the HSAW from the sponsor to the University may be required. The sponsor and the University should agree with each other on any details relating to the project which are released for publication or passed on to a third party. Project reports are not made available to the public or any other third party without consent from the supervisor and approval of the sponsor. Workshops Where GDPs could lead to manufactured items, test rigs, models etc, students should consider the potential load on technicians and space well in advance of drawings, etc, being issued (yellow form). Funding Each project will qualify for School funding on approval of 'pink form' by the Course Coordinator and the supervisor according to a standard formula and number of students. No extra funding is available except in extreme and unavoidable circumstances. Teams who go above budget will be expected to settle the difference personally. Project funds cannot be used for internal labour costs or permanent works. All requests for payment against project funds must come through the Course Office. All orders for single items totalling 60 or over must have a supervisor's signature of approval prior to purchase.

1.7

Safety Guidelines for Group Projects

These guidelines are intended for students undertaking Group Design Projects and their Supervisors. They are not intended to replace School safety practices, but to clarify whose rules should be adopted, where students are carrying out work in different schools. Students undertaking group projects need to have a clear understanding of the safety policy and rules under which they are working. This may be complicated when the students undertake work in different locations, where they will be subject to the rules of the appropriate School. It is essential that students working in laboratory or workshop areas are aware of the appropriate rules and obey them. In order to achieve some uniformity in the way supervisors, and students approach safety, the following guidelines are suggested:
Regardless of the home School of the student or students, staff should abide by the

project supervision rules of their own School, and explain this to their students.

Where project students are working in laboratory/workshop areas outside the

supervisors' School, then local safety policy specific to these areas will apply. Supervisors should ensure that their student team is aware of safety policies/rules, and liaises with those responsible for safety in the area of activity, to ensure that their students are working under safe conditions. Where students are working off-site special care must be taken. If the location where they are working is subject to local safety rules, then these must be obeyed. Where there are no specific rules applied by the site owner/manager, then the students should draw up their own safety policy/rules, which should be discussed with and agreed by the supervisor. Students should consider the safety aspects of their activities and record these as specific safety statements in the minutes of meetings or at least in their log books. This may be particularly appropriate for testing of equipment or devices that teams have designed and constructed. Students should be encouraged to include a safety audit/risk analysis, if appropriate, in their final project report.
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1.8

Group Project Checklist

ACTIVITY Supervisors and students meet Meeting with project sponsor Submission of team's proposals to Course Coordinator via supervisor Fix dates for regular meeting Complete and return Part I of Project Review form to School Office Appoint second examiner Formal meeting with second examiner (and sponsor) Complete and return Part II of Project Review form to School Office Complete and return Part III of Project Review form to School Office and copy form to all members of Project team DATE Tuesday, Week 1 (GDP), in supervisors office By end of Week 2 By end of Week 2 CHECK Names and numbers Team understands project brief Sponsor has project details and telephone numbers Contacts exchanged Team has produced summary of initial plans and arranged next meeting Authorization submitted to School Office No student/staff teaching clashes

ACTION Supervisor and team Supervisor and team Team

Team Team Supervisor Team Supervisor and second examiner

By end of Week 2 By end of Week 3 By end of Week 3 Mid/end of Autumn term One week after Project Review Meeting

Formal note to School Office Arrange first meeting with second examiner Arrange second project review meeting with second examiner and sponsor

1.9

List of Forms Relating To Projects

DESCRIPTION Project Planning Chart Group Project Authorisation (GDP only) Group Design Project Project Review Form COLOUR White Pink Yellow

FORM REFERENCE NO P1 P2 P3

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Supplementary Information

2.1 Brief Guide to GDP Report Writing

Your log book is a note for recording experimental findings and notes while you are in the laboratory - if you use a scrappy piece of paper then you will only waste time rewriting at a later date. A formal report, on the other hand, provides a complete description of a piece of work in a logical order. Its purpose is to inform colleagues, customers, superiors etc., of your work, and perhaps to persuade them to take some action such as investing money. A good report will be concise, complete in itself, and will fully define all new concepts or methods which it introduces. Structure The following structure will usually need to be modified for particular situations. For a more detailed discussion, see Report Writing by A J Munday. Summary Summarises very concisely what is in the report, for a reader to decide whether to read it, or not. It will normally be a half to one page in length, not usually including numerical values. Similar in format to that of a text book. Give section numbering and page numbers. Provides the background against which the report is set, and usually justifies the need for the work described in the report. A concise well reasoned introduction stimulates the reader's interest. These define what the reported work is setting out to do. They may define the problems which have to be solved. Some authors prefer to place the objectives before the introduction. This may be a mathematical expression which is to be used as a yardstick, or a hypothesis to be tested. Any assumptions ade must be listed. Details of any derivations should be put into an appendix. A description of the facilities used such that the work could be repeated if necessary. A description of what was done, written in the past tense. It need not include standard or trivial details. The measured data presented clearly and concisely, and may include statements describing observations. Tabulated data need not be included if it is also shown in graphical form. The manipulation of the results into a form suitable for discussion. Logical explanations for why the results take the form which they do, with particular reference to the Theory. Often take the form of a series of concise statements about what the author has concluded from the work. These will usually
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Contents List Introduction

Objectives

Theory

Apparatus Methods Results

Analysis of Results Discussion Conclusions

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show whether the Objectives have been satisfied. References This is a list of previously published work which is specifically referred to in the report. Different styles are acceptable, but all references should contain certain key information: examples of references to a paper published in a learned journal, and to a text book are given below. R. S. LANGLEY 1996 Proceedings of the Royal Society, Series A 452, 1631-1648. A transfer matrix analysis of the energetics of structural wave motion and harmonic vibration. E. H. LOVE 1944 A Treatise on the Mathematical Theory of Elasticity. New York: Dover, fourth edition. Article 278. Bibliography This is a list of previously published work which is not specifically referred to in the report, but is background reading and often a text book(s) or monograph; the same style should be used as for the references. A brief analysis of errors in measurements. If appropriate, derivations for the Theory section.

Appendices Notes

The above structure is appropriate for a formal dissertation, such as a project report. For a report on a laboratory exercise, some sections may be omitted. As a general guide, Sections 3, 4, 8, 9, 10, 11 and 13 should be included in a laboratory report, which is normally written in the log book used for recording data. Sections 5, 6 and 7 are normally included in the lab sheet provided for you, which should be affixed securely to your report and submitted with it. A similar structure can be used for writing non-experimental reports but some sections may be omitted or replaced. These bald headings may be improved by having them describe their content, eg Methods might then become Deflection Measurement, and Theory might become Reynold's Equations, etc. This is more informative to the reader. If essential but detailed information is preventing the logical flow of the written argument, this should be placed in appendices at the back. See some text books for examples. Writing in the first person should be avoided or used sparingly, it usually adds to wordage and weakens the impact of the report.

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Using References A good report has authority because either the author is famous (usually not a student!), or everything presented has been carefully and logically reasoned from first principles, which may conflict with conciseness and clarity. An alternative is to build on the works of others by using their equations or statements. For authority it is necessary to list the references used after the conclusions. Identify the reference in the text by the author's name followed by the reference numbers as a superscript or in brackets.

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