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BEng (Hons) in Building Services & Sustainable Engineering (Reg. No.:251195) awarded by University of Central Lancashire in co-operation with Asian Institute of Built Environment STUDENT HANDBOOK 2011-2012

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Page 1: BEng (Hons) in Building Services & Sustainable Engineeringmail.aibe-edu.org/news_materials/BSSE-Stud... · Building Services & Sustainable Engineering in the ... • A design awareness

BEng (Hons) in Building Services &

Sustainable Engineering

(Reg. No.:251195)

awarded by University of Central Lancashire

in co-operation with

Asian Institute of Built Environment

STUDENT HANDBOOK

2011-2012

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IMPORTANT NOTICE This Student Handbook provides basic information about the University of Central Lancashire for those who are admitted to BEng (Hons) in Building Services & Sustainable Engineering in the academic year 2011-2012. Every effort has been made to ensure that the information contained in this Handbook is correct at the time of printing, but students should note that the content is subject to changes in the course of the academic year. ACCURACY OF HANDBOOK This Handbook contains information known as of December 2011. As changes may have taken place since then, readers are advised to check directly with sections concerned any information given which affects them.

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FOREWORD The purpose of this handbook is to provide you with information and instruction on the various aspects related to the teaching and learning of the program that students have enrolled. It also tells you something about the services and facilities available to you from University of Central Lancashire as well as Asian Institute of Built Environment (AIBE). The handbook also laid down the rules and regulations of the University that students have to follow during their study. We also take this opportunity to welcome you to the University and wish you every success in your studies here.

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CONTENTS

Page

1. BACKGROUND AND INTRODUCTION ...................................................... 4 2. RATIONALE OF THE PROGRAMME........................................................... 5 3. AIMS OF THE PROGRAMME........................................................................ 5 4. OBJECTIVES OF THE PROGRAMME.......................................................... 6 5. COURSE STRUCTURE AND PROGRESSION ............................................. 7 5.1 Introduction ................................................................................................ 7 5.2 Course Structure ..................................................................................8 - 10 6. INDUCTION FOR NEW STUDENTS……………………………………….10 7. MANAGEMENT AND ORGANIZATION OF THE COURSE...............10-12 8. ASSESSMENT...........................................................................................13-29 9. COMPLAINT PROCEDURES………………………………………………30 10. COMMUNICATION CHANNELS BETWEEN STAFF & STUDENTS…...30 11. ATTENDANCE DURING TYPHOONS, RAINSTORMS OR OTHER

ADVERSE WEATHER CONDITIONS......................................................... 31 12. PERSONAL DEVELOPMENT PLANNING............................................31-38 13. MODULE DESCRIPTOR ……………………………………Level 5…39-63 Level 6. 64-86 14. RESOURCES AT Asian Institute of Built Environment ............................... 87 15. KEY CONTACTS........................................................................................... 88 16. TUITION FEES & OTHER FEES……………………………………… 88-89 17. EXAMINATION ARRANGEMENT………………………………………..89 18. COMMUNICATION..……………………………………………………….89 19. LOCATION MAP............................................................................................90

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1. BACKGROUND AND INTRODUCTION The BEng(Hons) Building Services and Sustainable Engineering will replace the BEng(Hons) Building Services Engineering which had been operated since 2003. The new programme is also a four-year part time programme. Advanced prior learning will be given to students based on their academic qualification up to a maximum of 2 years. During this six years while the previous BEng(Hons) BSE was in operation, we have enrolled a lot of students from different sectors of Building Services with different qualification such as in Mechanical, Electrical, Intelligent Buildings and Building Maintenance. The programme did satisfy the need of the HK BSE Industry to provide professional training for young engineers. Currently AIBE also operates an MSc in Building Services so that graduates of the programme can get to chartered engineer status if they pursue the Master programme. About 70% of the students of the BEng(Hons) BSE are graduates of the IVE while only 30% from City University and Polytechnic University. Due to the change in policy of the two universities to focus more on Research instead of providing top up part time programme, it is expected the demand from these graduates for the programme will increase in the future. There is a high demand of Building Services Engineers in China particularly in the building maintenance of the BS systems in buildings. Some students studying the programme have to go regularly to work in China during their study. Effort has been made to make the programme more flexible to break the geographical barrier between HK and China.

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2. RATIONALE OF THE PROGRAMME The BEng(Hons) Building Services & Sustainable Engineering has been operated in Hong Kong since 2003. During this period of time, Hong Kong as well as many other countries is very concerned about the pollution of the environment as well as the energy sustainability for our future. Since Building Services systems such as HVAC, lighting and many other processes involve the use of a lot of energy, it is therefore very important for young engineers to know more about sustainability in building services processes. The BEng(Hons) Building Services & Sustainable Engineering in UCLan has incorporated with this latest knowledge to reflect the change in the focus, the name of the programme has also been changed to BEng(Hons) Building Services and Sustainable Engineering. With this new curriculum to reflect the latest focus of the society, it is expected that the new BEng(Hons) Building Services and Sustainable Engineering graduates will be welcomed by the BSE Industry in Hong Kong. 3. AIMS OF THE PROGRAMME The following specific aims are generally applicable to the course as a whole:

• To develop the student’s intellectual, creative, imaginative and critical abilities. To

develop the ability to use information technology to support and extend these skills as appropriate.

• To develop a thorough of principles, role and purpose of the profession. Further to

attain the necessary personal and professional skills and knowledge to work successfully within the professional ambit.

• To develop an awareness of the technological, administrative, legal, economic and

social constraints appropriate to employment within any of a wide variety of firms in the building service industry in Hong Kong, in Mainland China and western Pacific region in general.

• To develop an ability in terms of personal and inter-personal, oral, auditory and

graphical communication skills necessary for the professional career.

• To integrate what is learnt during the full time career and what is learnt from the theoretical and professional aspects of the course.

• To develop an appreciation of the value of knowledge and the ability to learn, also

to be able to maintain, update and extend his knowledge and capabilities, particularly with respect to development in the profession.

• To develop a professional attitude and to be aware of the responsibilities to society

in the context of the contribution towards changes to the built and natural environment.

• To develop competence in research methods and an ability to collect and analyse

data in a logical and objective manner. Further, to enhance the critical and independent ability to solve problems of a heuristic nature.

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4. OBJECTIVES OF THE PROGRAMME

Successful graduates will be able to demonstrate the following basic features:

• Sensitivity to his own and other’s needs and understanding of the consequence of his actions both individually and as a member of a group;

• An ability to respond to changing social, environment sustainability and technological pressures in a flexible and dependable way;

• Proficiency in all commonly used forms of communication, in particular, in terms of oral and written presentations;

• The ability to isolate and clearly identify problems to formulate and test hypotheses;

• A creative and innovative approach to problem solving based on the full time job experience and the profound academic knowledge learnt in the degree course;

• The ability to collect, sift and analyse data from a variety of source, to correlate information and to use that information in the synthesis of solutions to unfamiliar problems;

• The ability to take decisions, to identify, assemble, co-ordinate and control the resources needed to address specific problems either alone or with others.

In addition to the basic features, successful graduates will be also be able to demonstrate the following vocationally relevant characteristic.

• A sound grasp of underlying principles and processes involved in the provision and maintenance of all building services systems;

• A detailed understanding of the organisation, management and operational practices of the building services industry;

• An understanding of the role of building service engineer within the construction industry as a whole;

• An understanding of the impact of the building services industry as well as the whole construction industry upon the society and the environment;

• A design awareness in Building Services & Sustainable Engineering.

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5. COURSE STRUCTURE AND PROGRESSION

5.1 Introduction

The function of Building Service Engineer includes the primary objective which is to design, develop and co-ordinate building services applied to construction operations and to increase efficiency. The term Building Service Engineer used in this document is a comprehensive one, covering an engineering project from inception to completion involving:

i. advising and guiding the client, from the moment they consider a building, in financing, land acquisition, preparing the brief and appointment of consultants and contractor selection.

ii. the planning, control and direction of the project for the client, in accordance with the client’s brief.

iii. the motivation and co-ordination of all participants in order to achieve the completion of the project to programme, and within budgeted cost.

iv. the provision to the client of a project that satisfies fully their requirements regarding quality, performance and cost in use.

The programme is structured therefore, to enable graduates to apply engineering and management skills and techniques to the design, organisation and control of all aspects of the project, and to optimise the use of resources. This in turn will ensure a well designed and soundly constructed facility, which will meet the client’s requirements of function, cost, time and future maintenance.

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5.2 Course Structure BEng (Hons) Building Services and Sustainable Engineering (new curriculum)

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Assessment Methods Student presentations, group work, design projects, dissertation and examination. For year 1 entry, students are required to pass a total of 18 modules, which must include 6 level 3 modules in order to graduate. Exemption (APL) Students with HNC in a relevant discipline may be accredited with a maximum APL for 3 module credits; they will enter at Year 2 and must complete remaining 15 module credits, which must include 6 level 3 modules in order to graduate. Students with HND in a relevant discipline may be accredited with a maximum APL for 6 modules credits; they will enter at Year 3 and must do remaining 12 module credits, which must include 6 level 3 modules in order to graduate. 6. INDUCTION FOR NEW STUDENTS Students will receive a general introduction to AIBE before the semester so that they know more about the program details, facilities, administrative and teaching staff support and also the Personal Tutor. They will learn about the IT resources and using the online resources from the University of Central Lancashire. Once students have been offered a place at the University of Central Lancashire, they will be able to register on-line for their computing account using their students’ IDs. They will be allocated their usernames and a passwords which will give them access to the University's PC network, a mailbox and other software packages. Students can also learn about the e-learning resources at AIBE which is available at homepage. Teaching schedule, teaching materials and assignments are available for students to download and there is a chat-room for students to contact the module examiner if they have problem in learning. Students will be given the student handbook of the program where academic regulations and program structure and details are provided. Discussion session is available for students to ask any questions that they are interested. 7. MANAGEMENT AND ORGANIZATION OF THE COURSE

Course Communication In addition to this Handbook provided at the start of the year, important day-to-day information is posted on “Moodle” (The Intranet). E-mail Members of staff may wish to use e-mail in order to contact you. Every student may create a personal email account. Students have to access emails from time to time to get the latest information. SMS will be sent in case of emergency. You can also contact members of staff through the UCLan e-mail system.

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Organization of the Course The Program Consultant The Program Consultant has responsibilities which include: • Academic leadership for the course • Preparing an annual course report and course evaluation • Organizing and supervising the work of the course management team • Promoting academic welfare of students on the course • Counselling students on matters relating to their studies and possible conflicts

between attendance and work demands • Organizing the Joint Staff/Student Consultative Committee • Initiating and supervising effective course organization The Program Administrator The Programme Administrator has responsibilities which include managing course administration work, liaising with all lecturers who teach on the course, students, and facilities arrangement whenever in need. He/She also liaises with the staff members at University of Central Lancashire and management of the Centre. Course Committee On a formal level a Course Committee meeting is held once each semester to discuss relevant course issues, progress made in informal staff-student meetings and make decisions on the future direction of the course. The Course Committee will be composed of the Course Coordinator, and all lecturers who teach on the course. In addition, a formal review of the study programme by the Course Committee and the course team on an annual basis with a view to modifying strategy and procedures as necessary to the ultimate enhancement of the course in future years. This formal review collects information and opinions from a number of sources in order that an assessment may be undertaken. Joint Staff/Student Consultative Committee The joint Staff/Student Consultative Committee is a formal part of the consultative process between students and teaching staff of the courses but meetings are conducted in an informal manner. The purpose of the Committee is to provide students with an opportunity to express their view on the content and organization of the course and to raise problems encountered during the course of study or to make suggestions of a general nature. The membership to each committee shall comprise: • University representative • the Course Coordinator; • two academic staff members of the course team; and • one student from each year of each mode. Students in each year shall nominate student members in as fair a way as possible and this nominee shall normally be the Class Representative. The Course Coordinator is available to assist in the conducting of elections or obtaining volunteers if the class representative is considered inadequate for the committee.

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Notes:

1. The Joint Staff/Student Consultative committee will generally meet once per semester. Meetings in addition to this may be organized at the Chairman discretion.

2. There will be no formal agendas or minutes. However, if major issues are to be raised it may be helpful if these items are circulated in advance. The chairman will ensure that a note is taken of the main issues raised.

3. The meetings will be consultative in nature only and are not empowered to make binding decisions. Discussions will thus be confined to general academic and course organizational matter.

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8. ASSESSMENT Principle of Assessment The purpose of assessment is to enable students to demonstrate that they have fulfilled the objectives of the programme of study and achieved the standard required for the award they seek. The University requires all programmes of study to be subject to course regulations which relate the assessment requirements of the programme to its objectives, and it is within these course assessment regulations that examiners make their judgments on student performance. Module and Programme Assessments Student performances may be assessed by a variety of methods including coursework, class tests, practical exercises, fieldwork, reports, seminar presentations and formal examinations. The assessment pattern will vary considerably across modules and will reflect the nature of the assessment and its aims. All modules will be assessed. All types of assessment are subject to the general Assessment Regulations of the University, and to the specific rubric for each individual assessment/examination. The Assessment Regulations of the University regulate the conduct expected from an assessment/ examination candidate and state the action which may be taken if a candidate breaches the Regulations. Breach of Assessment Regulations by a candidate is treated seriously and is a disciplinary offence. All work submitted for assessment is the property of the University. Unless the rubric of an assessment/ examination specifies otherwise, work submitted for assessment must be the students' own efforts and must not be copied from the work of another person. Students who fail to attend or to complete examinations or who fail to submit work required for assessment pertaining to modules or programme assessments for which they are registered, may be deemed to have failed such modules unless documentary evidence is produced which, to the satisfaction of the appropriate Assessment Board(s) justifies the absence, withdrawal, or non-submission. Such evidence should normally be produced within ten days of the absence, withdrawal or non-submission to the appropriate Subject or Course Leader or to the student's Academic Adviser. A student may not undertake a module without either having passed any compulsory pre-requisite requirements or having acceptable alternative qualifications. The acceptability of alternative qualifications is a matter for the Subject or Course Leader who will act on advice from the module tutor. If a first semester module is a compulsory pre-requisite for a second semester module then progression to the second semester module will normally be permitted on the basis of study of the pre-requisite. However, if a student's performance is clearly inadequate, then the Chair of the appropriate Assessment Board may exclude the student. Where a student is permitted to progress despite a failure in a pre-requisite, this does not preclude the award of a pass mark in the succeeding module.

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Timing of Assessment Modes Examinations and completion of other assessed work will normally take place at least 2 weeks after the completion of the module. Assessment Board Structure The Assessment Board will meet as determined by the University time table. Any permitted reassessment will normally take place in time for the next meeting of the Assessment Board. The Course Assessment Board will meet on the date specified in the relevant University timetable. The Course Assessment Board Head of School of Built and Natural Environment - Chair The Course Leader Local HK course coordinator External Examiners appointed by the University All lecturers and tutors associated with the Course. The Assessment Board is responsible for implementing the regulations of the University and the specific regulations for the courses in Building Services & Sustainable Engineering. The Board is also responsible, after the final stage assessment, for recommending to the University the type and grade of award for each candidate. External Examiners Two external examiners are appointed for the review of assessment programmes in nominated course units. They will advise the Departmental Assessment Board and provide advice and guidance in course programme assessment as appropriate. They will also be given the opportunity to advise on the choice of topics for the final year dissertation and to visit students while this work is being undertaken. Responsibilities of Students 1. It is the responsibility of students to attend examinations and submit work for assessment as required and to provide the examiners in advance of their meeting with any relevant information on personal circumstances which may have affected performance and which they wish the examiners to take into account. 2. If a student fails to attend examinations or submit work for assessment without good cause, the examiners have the authority to deem the student to have failed the assessments concerned. 3. If a student fails without good cause to provide the examiners in advance of their meeting with information about any personal circumstances that may have affected performance in assessments, the Academic Board or other body authorised by it to consider requests for the review of examiners' decision, has authority to reject the request on those grounds. 4. It is the responsibility of the student to perform assessed work in the manner required by the examiner; it is the responsibility of the examiner to specify the manner in which assessed work is to be done (e.g. closed book examination, group work with

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specified group and individual elements). Where there is no specific indication that collaboration is expected, assessed work is required to be performed by the individual submitting the work, without attribute use of the published or unpublished work of others. 5. If a student is found not to have completed assessed work in the manner required, then the examiners have the authority to deem the student to have failed part or all of the assessment(s) concerned and the authority to determine whether or not the student shall be permitted to be reassessed. Regulations Applicable to Certain Types of Module Certain types of module may be subject to additional regulations, which will be specified by the relevant Department. Particular importance is placed upon the student's ability to adhere to deadlines and a severe penalty will be applied to unauthorised late reports. All unauthorised late submissions will be penalised. Authorisation of late submissions requires written permission by the appropriate Course Leader or Subject Leader and Head of School responsible. Extensions up to 10 working days can be given only where evidence of circumstances are accepted and submission is reasonable within this timescale. In these cases, no penalty will be applied. The penalty scale for unauthorised late submission is as follows: Late Period Penalty After published submission deadline and within 5 working days late

Maximum mark of 40% for that element of assessment

Later than 5 working days after the published submission deadline

0% awarded for that element of assessment

Students who are required to undertake coursework as part of the assessment profile for any individual module will be given the date by which coursework has to be completed at the commencement of the semester or year in which the module runs. Students will be advised whether or not marked coursework is to be returned and, if so, deadlines for its return. Where the learning outcomes and/or assessment methodology justify an attendance requirement it will normally be set at a minimum of 70% of the total attendance on the module or component of a module. Examinations Conduct of Examination Candidates A copy of these regulations governing the Conduct of Examination Candidates will be made available to all examination candidates. An "examination" is defined as a timed assessment of any duration which is subject to continuous invigilation.

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The examination timetable and details of the rooms in which individual examinations are to be held will be published on the official notice board(s) of the Faculty responsible for administering the course concerned. Candidates will be admitted to the examination room during the 10 minutes before the starting time and at any time during the first 40 minutes (inclusive of 10 minutes reading time) of each examination of two hours' duration or longer. Where the examination is of less that two hours' duration, candidates will be admitted during the first 20 minutes (inclusive of 10 minutes reading time). No candidate will normally be admitted after this period. All candidates must complete the details required on the answer book, when asked to do so by the invigilator. Make sure you arrive at the examination venue 10-15 minutes before the scheduled time. Extra time will not be allowed to those who arrive late. Those who are late by more than 30 minutes may not be allowed to take the examination. You will be asked to leave your belongings in a designated place inside the examination venue as instructed by the Invigilator. You should put your belongings inside a bag which can be closed properly. You should avoid bringing valuable things to any examinations. Personal Property No personal property other than permitted materials may be taken to the candidates' desks. Use of Pocket Calculators in Examinations The University does not normally provide calculators for use in examinations. For internal examinations, any quiet, cordless pocket calculator is permitted. However, an Assessment Board retains the power to impose further restrictions in exceptional cases. Where a programmable calculator is used in an examination, no programmed material may be brought into the examination room, nor may any programme be resident within the machine on entering the room, unless specifically allowed by the Assessment Board for a particular examination. In such an event, the rubric at the head of the examination paper must contain an appropriate clause. No candidate for any examination is allowed access to the instruction manual for his or her machine, since manuals often contain formulae and worked examples which could give a candidate an unfair advantage. In the case of failure of the calculator during an examination, the University limits its obligation to the provision of mathematical tables. Candidates using calculators must show such intermediate steps in numerical solutions as are required by the rubric of the examination. Writing the Examination All University standard written examinations should be preceded by 10 minutes' reading time. Regulations governing the conduct of candidates come into force at the

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start of reading time. These Regulations do not require that an in-course assessment of any time should be preceded by 10 minutes reading time. Candidates should not commence writing their answers during the period of reading time. Candidates should insert the particulars required at the head of each answer book or sheet clearly and accurately. Candidates must use the answer book or other answer paper provided. A candidate who wishes to ask a question about the accuracy of content of the examination paper should do so by raising his/her hand to attract the invigilator's attention so that the query may be referred to the examiner(s) (or nominated representative thereof). Candidates should start each answer in a new booklet or at the head of a page, as instructed, and write on both sides of each sheet of the answer book or other answer paper provided. Additional answer books or additional sheets of answer paper should be numbered consecutively 1, 2, etc. and be clearly marked with the candidate's number, where allotted, or name. Candidates should write each question number in the left hand margin, but otherwise leave the margins blank. All work leading to the solution of each question must be recorded in the answer book. Rough notes should be neatly ruled through before completing the examination. No separate paper is provided for rough notes. Examiners in consultation with the internal moderator concerned may require that illegible scripts be transcribed. A charge of $250 will be made towards the costs incurred and this must be met by the examinee. Material submitted for assessment through open book examination, coursework, project or dissertation must be the student's own efforts and must be his/her own work. Copying from the works of another person constitutes plagiarism, which is an examination offence. Brief quotations from the published or unpublished works of another person, suitably attributed, are acceptable. Candidates must not communicate with any other candidates in the examination room. Candidates are required to behave in an orderly manner throughout the examination. A breach of examination regulations or disorderly conduct will be recorded. If the candidate's conduct is disturbing other candidates, this will render the candidate liable to expulsion from the examination room for the remainder of that examination and/or subsequent examinations. Further disciplinary action may be taken in the case of misconduct in the examination room in accordance with the University's disciplinary procedures. A candidate suspected of using unfair means in an examination will be reported and will be dealt with by the University's disciplinary procedures. As a result of the unfair means, student may be disqualified for the module or asked to suspend their study for serious offence. Silence should be maintained in the examination room.

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Smoking is not permitted in the examination room. Permission must be obtained from an invigilator if a candidate needs to visit a first aid room or toilet and he/she must be escorted. Leaving the Examination Room No candidate, having completed the examination, may leave the examination room during the first 40 minutes or during the last 30 minutes of an examination of two hours' duration or more, or during the first 20 or the last 20 minutes of an examination of less than two hours, and then not until his/her answer scripts have been collected by the invigilator(s). At the end of the examination, no candidate may leave his/her place until all the scripts have been collected. No used or unused answer books or additional separate sheets of answer paper may be removed from the examination room. Cheating and Plagiarism Where a case of cheating or plagiarism is suspected, the Assessment Board will not come to a decision on the candidate's result until the facts have been established. Where evidence of plagiarism or cheating becomes available subsequent to the recommendation of the Assessment Board, the matter will be re-opened at a subsequent meeting of the Board and the original recommendation may be set aside if appropriate. Examiners' Judgement Assessment is a matter of judgement, not simply of computation. Marks, grades and percentages are not absolute values but symbols used by examiners to communicate their judgement of different aspects of a student's work, in order to provide information on which the final decision on a student's fulfilment of course objectives may be based. It is particularly important for students to understand the nature of examiners' discretion and judgement when details of individual marks are available to them. Examiners have wide discretion in reaching decisions on the awards to be recommended for individual candidates. They are responsible for interpreting the assessment regulations for the programme if any difficulties arise, in the light of the University's requirements and good practice in higher education; and their academic judgements properly exercised cannot, in themselves, be questioned or overturned. Moderation The University is committed to the principle of maintaining academic standards through the process of moderation. Heads of Department are responsible for determining the appropriate processes for the Department both on and off campus. Anonymous Marking All examination scripts should be anonymous.

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The marking of examination scripts should not involve adding any comments or other addenda to the script. A standard cover sheet shall be provided on which comments and the mark/grade can be allocated. Assessment of Coursework The University does not require coursework assessments to be anonymous. Whilst short comments on scripts and in margins are acceptable on coursework as part of the feedback process, the final comments and mark/grade should be put onto a cover sheet (and not the script). The formation of Group:

Group size

A group can have as few as two members. The upper limit is FOUR. Groups larger than four or so will tend to work in sub-groups.

Group formation

Groups can be formed by the tutor, in which case it should be explicit about the criteria used, such similar or mixed ability, or experience at working together before or not.

Assessment of Projects/Dissertations All projects/dissertations will be anonymous. The marking of projects/dissertations should not involve adding any comments or other addenda to the script. Procedures will be published by Departments to ensure that students are aware of the processes and to ensure fair marking of examination scripts. Assessment of Oral Presentations Where oral presentations take place as part of a module’s assessed work which does not contribute more than 25% of the overall module grade, there will be no requirement for assessment. Where such presentations contribute more than 25% of the overall module mark, the mark awarded should be that agreed by at least two members of staff who have each witnessed the oral presentation. The procedures for resolving any disputes arising from such a process should be determined by the Head of School responsible for the module. Written feedback to students Generic feedback on all in-module elements of assessment which contribute towards the module will be made available to students within 45 working days of the scheduled submission or examination date.

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Generic feedback on end of module assessment and dissertations will be made available within 15 working days following the publication of results. Feedback may be oral, written, posted on a website or other. For all assessments students will be provided with individual written feedback. This feedback will include:

- learning outcomes - marking criteria - grade in achieving them - areas of strength - indication of areas for improvement - reflection on personal development

Allocation of Marks At the end of each semester those modules and programme assessments which have been registered and are due for assessment will be allocated marks and in some cases grades. The allocated marks will be in the range 0-100% and in appropriate cases one of the grades “R”, “N” or grade X. Those modules which are assessed by observed competence will be graded either S or U. The interpretation of these grades is specified below in table 6.1. Assessed work will be assessed according to the assessment criteria for undergraduate degrees as shown in table 6.2. This matrix of criteria will be used by staff to review and mark assessed work. The grade ranges provided provide a guide to the award of marks across the various modes of assessment, which are listed as follows:

• Relevance • Knowledge • Analysis • Structure • Originality • Presentation • Calculations • Laboratory Work

It should be noted that this is an exhaustive list and in most cases not all categories will be employed. For specific guidance, you are advised to consult the assessment briefing notes for the specific assessment criteria employed. This information will also indicate the precise weighting applied to each category of assessment.

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Descriptor Grade Percentage Description Honours Degree Equivalent

BTEC/Masters Equivalent

70-100 Pass First Distinction

60-69.99 Pass Upper Second Merit

50-59.99 Pass Lower Second Pass

40-49.99 Pass Third Pass

F Fail (where the aggregate mark is 40% or above but a core element is failed)

Fail Fail

R <40 Fail (reassessment recommended)

Fail Fail

N <40 Fail (reassessment not recommended)

Fail Fail

C <40 Condoned failure Pass Pass

X 0 Module not attempted (no reassessment offered)

Fail Fail

I Incomplete with good cause

Deferred Deferred

IR Decision deferred at reassessment

Deferred Deferred

D Distinction in placement

P Pass Pass

S Satisfactory Pass Pass

U Unsatisfactory Fail Fail

Z Exchange: not assessed

Table 6.1 – Allocation of marks for assessed work.

Students who are registered incorrectly for a given module will be allocated grade N. Students who have undertaken assessment without being registered will not be marked/graded.

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Table 6.2: Marking Criteria for Built Environment Undergraduate Modules

Classification

Relevance Knowledge Analysis Structure Originality Presentation

Calculations

Lab Work

Class 1

(Outstanding)

70% to 100%

Directly relevant to the title; addresses the implications, assumptions, and nuances of the title

Makes effective use of an excellent knowledge and thorough understanding of relevant material

Very good analysis of the arguments or other material under consideration, resulting in clear and illuminating conclusions

Coherent and logically structured, making creative use of an appropriate mode of argument and/or theoretical model(s)

Distinctive work showing independent thought and critical engagement with alternative views

A very well-written answer with standard spelling and syntax, in a lucid and readable style, with appropriate format and referencing

Correct application of formulae. Coherent & logically structured. Complete accuracy correct answer

Appropriate experimental procedure followed throughout. Clear presentation of measured results. Errors identified and discussed quantitatively.

Class 2/i (Above

average)

60% to 69%

Directly relevant to the title

A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues

Good analysis, clear and orderly

Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical model(s)

May contain some distinctive or independent thinking: may begin to formulate an independent position

Well written, with standard spelling and syntax, in a readable style with acceptable format and referencing

Appropriate formulae applied generally coherent & logically structured Lapses in accuracy but correct answer

Appropriate experimental procedures identified and generally followed. Clear presentation of measured results. Errors not properly identified or quantified

Class 2/ii (Average)

50% to 59%

Some attempt to address the title: may drift away from the question or theme of the title in less focused passages

Adequate knowledge of relevant material, with intermittent evidence of an appreciation of its significance

Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose

Attempts to construct coherent argument, but some loss of focus and consistency, with issues stated only vaguely, or theoretical model(s) couched in simplistic terms

Sound work which expresses a personal position only in broad terms and in uncritical conformity to one or more standard views of the topic

Competently written, with only minor lapses from standard syntax and spelling, with acceptable format and referencing

Competent attempt at application of correct formulae methodology sound, accuracy difficulties

Flawed experimental procedure. Lack of clarity in presentation of results. Significant errors omitted from consideration.

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Class 3 (Below

Average)

43% to 49%

Some significant degree of irrelevance to the title is common

Basic understanding of a limited range of relevant material

Largely descriptive or narrative, with little evidence of analytical skill

A basic argument may be evident, but tends to be supported by assertion only, lacks clarity and coherence

Largely derivative; no personal view is adequately formulated

Poorly written, with significant deficiencies in expression, format or referencing that may pose difficulties for the reader

Basic application of formulae; limited understanding of purpose of formula; methodology flawed

Inappropriate experimental procedure. Lack of clarity in presentation of results. Substantial errors not considered.

Unclassified

(Degree worthy but not

Honours worthy)

40% to 42%

Relevance to the title may be inter-mittent; the topic reduced to its vaguest and least challenging terms

A limited understanding of a narrow range of relevant material

Heavy dependence on description, and/or on paraphrasing

Little evidence of coherent argument: lacks development and may be repetitive or thin

Almost wholly derivative: the writer's contribution rarely goes beyond simplified paraphrasing

Many deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style

Basic application of formulae, inconsistent accuracy; illogically structured

Inappropriate experimental procedure. Confused presentation of results. Substantial and/or obvious errors not considered.

Fail

Irrelevance to the title

Lack of the basic knowledge necessary for an understanding of the topic

Inadequate and often inaccurate descriptions

No evidence of coherent argument or structure

No evidence of personal thought: cursory paraphrase or quotation of others

Substantially garbled and negligently presented

Completely incorrect with no definable train of thought

Inappropriate experimental procedure throughout. Confused presentation of results or no results. Substantial and obvious errors not considered.

Reassessment The decision to offer reassessment to a particular student is at the discretion of the appropriate Assessment Board (i.e. Course, Department or Combined Honours Assessment Board) responsible for decisions regarding Progression and Awards, or Chair of the Assessment Board acting on behalf of the Board. The best mark which may be awarded for a module following reassessment is 40%. If both the original mark and the reassessment are at <40% then the better of the two marks will be used in subsequent average percentage mark calculations. A module may only be reassessed once following an initial failure. In reaching a decision on reassessment, the Board shall take account of the marks in individual modules as well as the student's overall profile.

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The following guide-lines are provided. a. In the case of a full-time student with a mean of current year modules lower than 40%, normally reassessment shall not be offered. b. In the case of a part-time student reference will be made to the average over the current and those previous years (in reverse chronological order) first giving rise to a total of 6 modules. If the average lies lower than 40%, normally reassessment shall not be offered. If the student has not yet attempted 6 modules, then the case shall be decided at the discretion of the Board having regard to c below. c. Module Boards will determine, based on the student performance in the assessment of the module, whether the module may be reassessed. However, if a poor performance is recorded in 1 module or less of a compulsory component of a student's programme then the Assessment Board may exercise its discretion and offer reassessment. However, the Assessment Board shall take note of the student's overall performance before reassessing such a module. It is recognised practice within certain Departments to offer various forms of in-course reassessment. For example, a student may be permitted to resubmit an unsatisfactory essay or to repeat a practical experiment. In such cases, the grade finally awarded for the module and any reassessment decision must reflect the degree of reassessment already permitted. Reassessment offers will normally specify deadlines for receipt of any coursework and information about any examinations that must be retaken.

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Retaking of Modules A student shall not be permitted to retake a module which has been passed. A student may retake, on at most one occasion, a module which has not been passed. A student who is retaking a module is required to register for that module. Failure to register will result in the grade obtained being disregarded. By registering for a retake, a student waives all rights to outstanding reassessments or deferred assessments for that module. A retake of a module shall be subject to normal assessment regulations, except as specified below. The best mark which may be awarded for a retaken module or for an alternative module (where the original module is not available) is 40%. If both the original mark (after any permitted reassessment) and the retake mark are at <40%, then the better of the two marks will be used in average percentage mark calculations. An Assessment Board may at its discretion allow a student who has failed a single module in the second year of a full-time Honours Degree programme to retake the failed module (or other nominated module) in the final year, thereby increasing the number of modules taken in that year to seven, or in the case of a student who has transferred to the ordinary degree route, six modules. Repeating the Year Student who fails more than TWO modules in the same academic year may need to repeat the whole year of study again. Unfair Means to Enhance Performance The University regards with particular severity any use of unfair means in an attempt to enhance performance or to influence the standard of award obtained. The term 'unfair means' includes, inter alia: Making use of notes, 'crib notes', or texts books in an examination other than an examination where the rubric permits such usage; Copying from another candidate's script or work; Communicating during the examination with another candidate; Having prior access to the examination questions unless permitted to do so by the rubric of the examination; Substitution of examination materials; Unfair use of a pocket calculator; Impersonation;

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Or any deliberate attempt to deceive. Material submitted for assessment through open book examination, coursework, project or dissertation must be the student's own efforts and must be his/her own work. Copying from the works of another person constitutes plagiarism, which is an examination offence. Brief quotations from the published or unpublished works of another person, suitably attributed, are acceptable. Cheating and Plagiarism Procedure a. Alleged acts of cheating or plagiarism will report to the appropriate Head of

Department/School for investigation. b. The appropriate Head of Department/School is the Head of the Department/School

responsible for the course being studied by the student, except in the case of a student on a combined honours joint route where the Head of Department/School responsible for the subject on which the alleged offence took place will be the appropriate Head of Department/School.

c. The Head of Department/School will investigate the matter and give the student the

opportunity to put his/her case. The student may be accompanied by either a member of the Students' Union, a Student Counsellor, or a friend.

d. If the allegation is found to be proven the Head of Department/School will impose a

penalty in the module and report back to the Assessment Board. In the event of a single offence of cheating or plagiarism in an undergraduate assessment, the appropriate penalty should be 0% for the module with an opportunity to re-submit for a maximum mark of 40% for the module.

In the event of a repeat offence, the appropriate penalty should be 0% for the module with no opportunity for re-submission.

e. If a student wishes to appeal against the decision of the head of department/School, this will be heard under stage 2 of the academic appeal process. See later section “Appeals against Assessment Board decisions”.

f. Any matter dealt with by a Head of Department/School, where the sanction was accepted

by the student, will be reported to the Assessment Board at the end of the year. Awards and Results Students are assessed for the registered target award on completion of the appropriate minimum modules. To be recommended for an award of BEng (Hons) Building Services and Sustainable Engineering, a student must: 1. Have achieved passes or received condone or compensatory passes in all modules of the

programme.

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2. Have passed any additional requirements specified by a Course or a Subject associated with the award in the form of compulsory modules or combinations of modules.

3. The term 'pass' refers to a percentage mark >39%. Transfers and exemptions are

construed to be passes. 4. An award shall not be recommended for a student who has failed to achieve the

minimum requirements for that award. Failed modules to which compensation and/or condone has been applied will be considered as passes for the purpose of this regulation.

Publication of Results of Assessments Unless specifically varied by a validating body, the following procedure shall apply to the publication of results of all formal assessments. Release of Marks/Grades and Recommendations For each module, the mark/grade awarded will be notified by post to the student. Each overall recommendation will be published following the Assessment Board meetings and subsequently notified to the student by post. Marks/grades or recommendations will not be disclosed by telephone. During each semester, module tutors will normally return marked coursework to students with an appropriate grade or mark. Such marks or grades do not become definitive until confirmed by the Assessment Board (which has the authority to alter such marks or grades and to consider other factors when arriving at an overall mark/grade for the module). The Assessment Board may also require students to resubmit returned coursework for inspection and students are therefore required to retain all returned coursework in an unaltered form. Students should note that Assessment Boards do not make recommendations solely on the basis of marks/grades. Appeals against Assessment Board Decisions The following paragraphs lay down the rules and procedures for a student appeal against a decision(s) of an Assessment Board. An appeal cannot be made against the academic judgement of the examiners, properly exercised. An appeal may not be based on a questioning of the academic judgement of any individual examiner of the Assessment Board and appeals on this basis will be ruled invalid. Appeals submitted outside the deadline will be ruled invalid. Grounds for Appeal against Assessment Board Decisions A request for an appeal against an Assessment Board decision shall be valid only if it is based on one or more of the following grounds: a) that an Assessment Board has given insufficient weight to extenuating circumstances;

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b) that the student's academic performance has been adversely affected by illness or other factors which the student has for good reasons been unable to make known to the Assessment Board. c) that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred; d) that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations; The Process for Appealing Against Assessment Board Decisions FIRST STAGE APPEALS First Stage Appeals must be lodged with AIBE within 7 days of the official publication of pass/results lists on notice boards. AIBE will forward the appeal to the Chair of the Assessment Board and he is responsible to contact the student, usually within 14 days of receipt of the request for appeal

The Chair of the Assessment Board is responsible for ensuring the student is informed both verbally (at the meeting) and in writing of the outcome of the appeal which may be:

1. The appeal is upheld and referred back to the Assessment Board for reconsideration

2. The appeal is upheld and the Chair of the Assessment Board takes immediate action on behalf of the Assessment Board

3. The appeal is turned down

Where a first stage appeal is turned down, the student has a right to a second stage appeal if he/she is dissatisfied with the outcome.

A second stage appeal will not be called if a first stage appeal has not been held.

SECOND STAGE APPEAL

Requests for second stage appeals must be made in writing to the nominated Appeals Officer within 14 days of the first stage appeal hearing.

Extenuating circumstances which were not declared either at the time of the Assessment Board meeting or at the first stage appeal will be ruled invalid

Stage two appeals will be heard by an Appeals Panel of the Academic Board with the following composition:

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Chair: A Vice-Chancellor of the University of Central Lancashire Members: An academic staff member of the Academic Board a student member of the Academic Board

No member of the Appeal Panel will have a direct interest in the appellant's case.

The powers of an Appeal Panel are:

1. To determine the validity of the grounds for the appeal. The appeal will not proceed if the panel does not deem the grounds to be valid.

2. To uphold the appeal based on the evidence presented and to refer the matter back to the Assessment Board

3. To turn down the appeal and to uphold the original decision of the Assessment Board

The nominated Appeals Officer is responsible for ensuring that the appellant and the Chair of the Assessment Board are informed in writing of the decision of the Appeal Panel and the reasons for the decision, within 5 working days of the appeal being held.

The Chair of the Assessment Board is responsible for arranging a meeting of the Assessment Board, or taking immediate action to reconsider an appeal which has been upheld by the Appeal Panel and for notifying the student and the nominated Appeals Officer of the outcome within 15 days of the appeal hearing.

If an Assessment Board does not modify its decision when an appeal has been upheld by the Appeal Panel on the grounds of procedural or other irregularities, the Academic Board has the power to annul the decision and to make alternative arrangements for the assessment of the student.

Where an appeal is turned down at the second stage, the student has a final right of appeal to the Vice Chancellor (or nominee) on any remaining point of dispute on procedural issues.

FINAL APPEAL

Final appeals must be made in writing and must be received by the Vice-Chancellor within 28 days of the second stage appeal hearing.

If the appeal is turned down by the Vice-Chancellor (or nominee), the decision of the Assessment Board will be confirmed. The student has no further right of appeal.

If the appeal is upheld by the Vice-Chancellor (or nominee), the matter will be referred back to the Assessment Board for reconsideration. In the case of procedural or other irregularity, the Vice-Chancellor (or nominee) may take specific action on behalf of the Academic Board to amend the decision of the Assessment Board and make alternative arrangements for the assessment of the student.

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9. COMPLAINT PROCEDURE Stage 1 Informal Stage It is anticipated that the majority of complaints will be resolved satisfactorily on an informal basis and close to their point of origin. Initial contact should, therefore, be made with the relevant programme administrator who is responsible for dealing on a day to day basis with the matter being complained about. Within 5 working days after the complaint was made, the programme administrator should investigate the matter and give feedback to student whenever possible. Stage 2 Formal Stage If feedback from the programme administrator is not useful and students feel there are reasonable grounds for dissatisfaction, they may pursue the matter through the formal stage within 15 working days of the informal response being given. Students should fill in a complaint form of the Asian Institute of Built Environment and submitted to the Director of Asian Institute of Built Environment. The Complaints Form requires details of: the nature of the complaint; the informal steps taken to resolve it (or the reasons why informal steps have not been taken) and a statement as to why you remain dissatisfied; and the reasonable steps that you would wish to see taken to resolve the matter. The Director of the Centre will investigate the complaint and notify you in writing of his or her conclusions. It is the Centre practice that most complaints dealt with under this stage will be resolved within 15 working days. You will be informed if there is likely to be any delay in the process. Stage 3 Final Stage If on receipt of the response from the Director of the Centre, you have reasonable grounds to consider that the complaint has not been adequately addressed, you can write to the Complaints Liaison Officer in the Student Affairs Service of the University of Central Lancashire within 15 days of the Centre’s response to the stage 2 complaints. Complaint form is obtainable from both our office and website. 10. COMMUNICATION CHANNELS BETWEEN STAFF AND STUDENTS Students who have any academic difficulties with a module should speak directly to the lecturer responsible for that module. They also can use the E-learning platform at our homepage to chat with classmates and lecturer. A student wishing to discuss the management of the course should speak to the Course Coordinator. A student who has general academic problems should also speak to the Course Coordinator. In appropriate circumstances, the Course Coordinator may refer the student to Program Manager. If none of the above channels are appropriate or satisfactory, an interview with the Director of AIBE may be required.

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A formal communication channel between students and staff exists in the form each of the modes of our course of each year can elect two representatives to sit in. 11. ATTENDANCE DURING TYPHOONS, RAINSTORMS OR OTHER

ADVERSE WEATHER CONDITIONS All classes/exams will be cancelled if typhoon warning signal Pre-No.8 or above is hoisted before the commencement of classes. All classes/exams will be dismissed as soon as possible if typhoon warning signal Pre-No.8 or above is hoisted after the commencement of classes/exams. If a Pre-No. 8 typhoon warning signal or above is lowered on or before the times shown below, all classes/exams scheduled for that session will commence or resume, as appropriate: 6:30am morning session 11:30am afternoon session 3:30pm evening session The same arrangements apply when a rainstorm BLACK warning signal is hoisted. In the case of the adverse weather conditions apart from typhoons and rainstorms, if a decision is taken to cancel classes/exams, we shall follow the announcement of City University of Hong Kong through the media or through City University’s public address system in campus, where appropriate. However, don’t be misled by public announcements made by the Education Department affecting primary and secondary schools, technical institutes and post-secondary colleges as they DO NOT apply us. Enquiries: 2376 1933 For enquiries, students can call 23761933 to contact our Course Administrator. Messages left will be forwarded to appropriate departments and action will be taken immediately. Students can also fax their messages to 35792908. However, assignment submission to this hotline will NOT be accepted. 12. PERSONAL DEVELOPMENT PLANNING Personal development planning is closely related to the acquisition of personal transferable skills and developing such skills is an integral part of the course. Academic skills alone are clearly insufficient to meet the demands of Building Services Engineers. The development of additional interpersonal qualities is essential to enable you to initiate, direct and control events effectively. To help achieve this objective, much of the tutorial and assignment work in the core modules will provide you with the opportunity for practical project work and the development of problem solving skills. Group projects, presentation exercises and the final year project provide the collaboration and presentation skill that are required before students leaving their education to work in the industry. Since most of the students have employment already, these exercises provide opportunity for improvement. It will be crucial that you have the ability and confidence to rely on your own judgement for solving problems.

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Employers do not simply look for basic competences such as in numeracy, literacy and communication skills, but also for motivation, time management, decision making, reliability, team work and leadership skills. This programme has been designed to help students to develop all of the above mentioned skills and more.

PDP provides support for students to: • develop skills of reflection on their academic, personal and professional development

(within clear and safe boundaries) • increase their self awareness of their own skills, qualities, attitudes and capabilities • improve their own learning and performance by developing the necessary skills for

independent learning, taking responsibility for their own development • identify their own strengths, weaknesses and needs, and directions for change • set goals and plan action for developing, monitoring and reviewing their own

progress • compile a record of learning experiences and achievement, with progress reviews,

personal reflections and action plans • plan realistically for their career progression and manage their own career

development.

• To satisfy the requirement relating to the Personal Development Planning (PDP) element of Progress File for all HE awards1 by 2005/6, The University of Central Lancashire will ensure that PDP processes are incorporated into this programme.

• From 2003-4 onwards, all UCLAN HE programmes must therefore:

o demonstrate how students are supported in their PDP within their programme

of study, as a threshold criterion for validation and re-validation; and more generally,

o implement support for students’ PDP processes - this will be monitored as

part of annual and departmental reviews.

• It is the policy of the University of Central Lancashire to follow the PDP for the benefit of students, the program here in Hong Kong will follow the culture of UCLan in assisting students to develop the PDP records.

The following is an example of the PDP that students should look into:

• The first part deals with identifying your own strengths and weaknesses, and how you learn best.

• Next there is advice on how to gain the study skills you need to succeed in Higher Education, and how to identify what help you might need, and where you should go.

• The last sections are concerned with making the most of your future; deciding on a career direction, marketing yourself to potential employers and making the most of the opportunities in your life.

1 see http://www.qaa.ac.uk/crntwork/progfileHE/contents.htm

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For the situation in Hong Kong, since students are already mature and working for some years in the industry before joining the program, therefore the PDP approach will focus on students’ record on learning experiences and achievement, their plan for career progression and manage their own career development as professional engineers.

Students are therefore encouraged to keep their personal development records and samples in are as follows:

a) Improving personal performance: evaluation sheet

b) Evaluating progress on learning goals

c) Record of work History

d) Learning through Work

e) Priorities for personal development

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Improving personal performance: evaluation sheet

Date:

Example of where I took action to improve my performance

What need to be done?

What were the issues?

What made this a priority or a good area to address?

The preparation and planning I undertook

My strategy (Plan) for improving my performance

What I did. Any changes or adaptations that I made the strategy

What worked?

What else could I have done or could I try on a future occasion?

What changed?

What did I learn about my own performance through this experience?

The ways this knowledge is more generally applicable to my study, work or life.

Stella Cottrell (2003) Skill for Success,

Recording achievement

Palgrave Macmillian Ltd

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Evaluating progress on learning goals

Current learning goal (see Action Plan)

Targets and milestones

Evaluation of performance (How well am I meeting targets? How sensible were the targets? Do they need to be changed?)

What feedback have I received from others?

What have I made use of the feedback?

Things I have learnt myself, other people or the task so far.

Strong points about my attitude, approach and performance.

How have I changed?

Next steps?

Other comments

Stella Cottrell (2003) Skill for Success,

The Art of reflection

Palgrave Macmillian Ltd

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Record of work History

Starting with your earliest work experience after the age of 16, give details of all work that you have undertaken. You will then have a complete record of the essential information most commonly required when completing the application forms.

Dates (from… to……)

Employer and employer address

Job title Responsibilities Experience required

Reason for leaving

The most important things I have learnt through my work history that are of benefit to me in order (or in life more generally) are:

1.

2.

3.

4.

5.

Copy and update

Stella Cottrell (2003) Skill for Success, Recording achievement

Palgrave Macmillian Ltd

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Learning through work

Place and date Incident (basic details)

What I did

Responsibility involved

What others did

What I learned

Feedback from employer

Feedback from clients

Feedback from others

How I made use of the feedback

Stella Cottrell (2003) Skill for Success,

Palgrave Macmillian Ltd

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Priorities for personal development 1 – Important to do soon

2 – Quite important but not urgent 3 – Not particularly relevant or important to me at present

Aspects I want to develop further Rating When I will do

this? How I will do this?

1. Clarify what ‘success’ means to me 2. Check I am taking the right course or set of options 3. See a careers adviser 4. Develop reflective thinking skills 5. Improve my time Management 6. Develop my self confidence 7. Understand more about emotional intelligence 8. Find out more about what skills and qualities

employers want

9. Improve my problem-solving skills 10. Develop project management skills 11. Develop my people skills 12. Be more assertive

13. Develop leadership skills 14. Take on positions of responsibility 15. Broaden my range of interests 16. Broaden my range of subject options

17. Develop creative thinking skills 18. Gain work experience 19. Do voluntary work

20. Become more involved in student or community activities

21. Develop skills in applying for jobs

22. Develop my IT skills 23. Learn another language 24. Get my driving license 25. Other priorities:

For further details about PDP, please refer to the following websites:

• http://www.uclan.ac.uk/ldu/resources/pdp/staff.htm • http://www.ltsn.ac.uk/genericcentre/index.asp

13. MODULE DESCRPITOR

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Level 5

MODULE DESCRIPTOR MODULE TITLE

Electrical Supply and Distribution

MODULE CODE

NT2053 CREDIT VALUE

20

MODULE DELIVERY

Year

MODULE AUTHOR

Rusdy Hartungi

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTIONS

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

Pre-requisites

NT1035, NT1036 Excluded Combinations

MODULE AIMS This module aims at providing a comprehensive understanding of the fundamental theory of electric circuits that will be used to analyse the electricity and electrical services in building. This module also provides an understanding of the main principals of electrical supply and distribution in Building. MODULE CONTENT DC. Circuit Theory Circuits Concept, Kirchhoff’s Voltage Law (KVL), Kirchhoff’s Current Law (KCL), Circuit Elements in Series/Parallel, Voltage Divider, Current Divider, DC circuit analysis Methods, Mesh Theory, Superposition Theory, Thevenin’s and Norton’s Theorems, AC Circuit Theory AC quantities, Sinusoidally varying quantities, phasor diagrams, representation by complex number, average and r.m.s. values, Single Phase Series/Parallel AC circuits, Three Phase and Poly Phase Circuits, Power in AC Circuits, application of circuit theorems. Electrical Services: Basic Concept of Power Generation and Transmission, Single and three phase supplies and Distribution to buildings. Wiring Regulation and Standards, Switchgear, fusegear, Circuits protection design, Maximum demand estimation & Load assessment, Earthing & Bonding, Power factor & Harmonics. Emergency and Standby Supply systems. Cable & Cable sizing, Substation, Electrical installations and services for medium scale Projects. LEARNING OUTCOMES On successful completion of this module a student will be able to: 1 Calculate various circuits using Electric Circuits and Electricity Theory in building 2 Select and apply appropriate techniques to solve steady state network problems involving both AC and

DC and single and three phase supplies. 3 Use and select appropriate electrical supply and distribution systems to solve electrical services

problem in building 4 Demonstrate health and Safety, environmental awareness, in the design and installation of electrical

Services in Building.

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TEACHING AND LEARNING STRATEGY This module will be delivered in a series of lectures, tutorials and seminars. Students self-study will include background reading, lecture notes study and preparation for tutorial and seminar sessions. INDICATIVE CLASS CONTACT 2 hours per week, arranged as a mixture of lectures and tutorials (total 48 hours) INDICATIVE ASSESSMENT Number of Assignments

Assessment Weighting %

Type/Duration/ Word count (indicative only)

Learning Outcomes being assessed

1 Coursework 40% The coursework element will involve a piece of work of equivalent to not more than 2500 words and assess the students’ understanding and application of knowledge in a series of simple case study scenarios.

1, 2, 3, 4

1 Examination 60% 3 hours 1, 2, 3, 4 MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL Bird, J. O (2003). Electrical Circuit Theory and Technology, Oxford, Boston Elsevier CIBSE (2004) “CIBSE Guide K: Electricity in Buildings” , The Chartered Institution of Building Services Engineers Edminister, J, Nahvi, M (2010), Theory and Problems of Electric Circuits. McGraw Hill, Schaum’s Outlines Series Kuphaldt, T.R (2007), “ Lessons in Electric Circuits, Volume I & II” 6th edition The Institution of Engineering & Technology (2008) “IEE Wiring Regulations 17th Edition : (BS 7671: 2008): Requirements for electrical installations” The Institution of Engineering & Technology (2008), “IEE On-site Guide; BS 7671: 2008 IEE Wiring Regulations” Poole, Dennis (1993) “Electrical Distribution in Buildings”, Blackwell Science Seip , Gunter G (2000). Electrical Installations Handbook, Wiley-Blackwell Stokes, Geoffrey (2003), Handbook of Electrical Installation Practice, Blackwell Publishing Traister , John E (2003) “Handbook of Electrical Design Details”, McGraw-Hill Professional

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MODULE DESCRIPTOR MODULE TITLE

Thermodynamics and Fluid Mechanics 2

MODULE CODE

NT2055 CREDIT VALUE

20

MODULE DELIVERY

Year

MODULE AUTHOR

M Barkat Ullah

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTIONS

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

Pre-requisites NT1034 Excluded Combinations

MODULE AIMS The learning aims of this module are to develop the students’ understanding of the principles of thermodynamics and fluid processes to steam and power cycles and building services engineering systems.

MODULE CONTENT Fluid flow: Bernoulli Equation, Pitot tube and venturimeters, pipe friction and Moody Chart, Reynold number and laminar and turbulent flows. Heat transfer: Convection: dimensional analysis applied to forced and natural convection; Nusselt, Prandtl, Stanton and Grashof Numbers. Conduction through thick pipes, compound pipes and overall heat transfer co-efficient. Heat exchangers: parallel flow, counter flow, cross flow; LMTD and NTU methods of design. Plant: vapour and gas processes and cycles. Rankine cycle and Steam power plant: superheating, reheat and regenerative feed heating. Pass-out turbines and utilisation of heat. Refrigeration: Vapour compression and absorption cycles. Heat pumps. Internal Combustion and External heat engines: Otto and Diesel cycles; Stirling Cycle; micro-CHP. Gas turbines, Joule cycle - pressure ratio, cycle temperature, efficiency. Properties of fossil fuels, atomisation, mixing, exhaust gas analysis. Flame temperature, dissociation. Boiler plant: effects of fuels and combustion product analysis. Chimney design. LEARNING OUTCOMES

On successful completion of this module a student will be able to: 1 determine heat loss from thin walled and thick walled pipes 2 Design and predict the performance of heat exchangers 3 determine steam power plant performances and identify the improvement possibilities in heat utilisation 4 determine gas power plant performances and identify the improvement possibilities in heat utilisation 5 Consider heat engines and identify their possible uses in combined heat and power applications

TEACHING AND LEARNING STRATEGY This module will be delivered initially by lectures followed by laboratory sessions and feedback will be by tutorials. In addition, students will be expected to spend a significant amount of time in self study, preparation and note compilation. INDICATIVE CLASS CONTACT 2 hours per week, arranged as a mixture of lectures, tutorials and seminars (total 48 hours).

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INDICATIVE ASSESSMENT Number of Assignments

Assessment Weighting %

Type/Duration/ Word count (indicative only)

Learning Outcomes being assessed

2 Coursework 40% 1 technical report 1,250 words and 1 portfolio of laboratory/ workshop reports 1250 words (total) or equivalent.

1, 2, 3, 4, 5

1 Open book Examination

60% 3 hours 1, 2, 3, 4, 5

MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL Eastop, T. D.,and McConkey, A. (1996) Applied thermodynamics for Engineering Technologists, Addison – Wesley Pub. Co. 5th Ed. Incropera, F. P. And Dewitt, D. P. (Fundamentals of heat and mass transfer, John Wiley, 6th Ed. Rogers, G.F.C., Mayhew, Y. R., (1995) Thermodynamic and Transport Properties of Fluids, Blackwell, 5th Edition. Further Reading ASHRAE Fundamentals (2010) ASHRAE Publications CIBSE Guides Books A (2006) B (2001-02) and C (2001) Chartered Institution of Building Services Engineers.

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MODULE DESCRIPTOR MODULE TITLE

Design Project 2

MODULE CODE

NT2059 CREDIT VALUE

10

MODULE DELIVERY

Semester 1

MODULE AUTHOR

Rusdy Hartungi

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment PARTNER INSTITUTION

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites None

Pre-requisites NT1035

Excluded Combinations

None

MODULE AIMS The design project 2 module is designed to provide students with the opportunity to develop and enhance their Building Services skills in a team situation with emphasise on electrical services. The project will enable students to initiate and develop their critical thinking, problem solving and key skills in application to a case study example using appropriate tools of analysis and communication. The module acts as the vehicle for integrating the study themes of design, ICT and technology across the level 2. MODULE CONTENT The design projects will be drawn from the full range of building Services, M&E Systems and Equipment in Building Relevant to the course. The projects will primarily involve medium scale projects with emphasis on electrical services in building. An outline building is given to the student. Students will design analyse, synthesise and evaluate construction, legal, health & safety and development factors and consider aesthetic, environmental, economic, and performance criteria. The module will facilitate the integration of the course study themes of design, and encourage student to apply the specialist knowledge, skills and understanding developed through their specialist pathway. Students should focus on the application of design guidance and prescriptive strategies. Students will use the project material to compile a portfolio of work. This portfolio will be presented to staff for final assessment. LEARNING OUTCOMES On successful completion of this module a student will be able to: 1 Compose a professional report on building services design with emphasis on electrical services.

Prescribe solutions for building services design problems with emphasis on electrical services. 2 Investigate and analyse client and user requirements in a variety M&E design scenarios with emphasis

on electrical services. This will include relevant technological, engineering, legal, health & safety and development factors;

3 Examine and analyse the use of team working skills and integrative methods to problem solution; 4

Apply the use of project management skills including problem analysis, time planning and management.

TEACHING AND LEARNING STRATEGY The module will be operated as a small design team interacting with a client/ other (tutor). It be monitored and supported by the module tutor(s) and punctuated by seminars/workshops on key themes and formative critique(s) by student peers and lecturers. Students self study will include reading, library studies and design project work, team liaison.

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INDICATIVE CLASS CONTACT Lectures and Tutorials – 2 hours weekly (Total 24 hours) INDICATIVE ASSESSMENT Number of Assignments

Assessment Weighting %

Type/Duration/ Word count (indicative only)

Learning Outcomes being assessed

1 Coursework + Team Presentation

100% A report with max 2500 words. The repost is professional report on building services design project which prescribe integrative methods to problem solutions for building services design problems. Contain the result of investigation, analysis of client requirements, management and team working skill.

1, 2, 3, 4

MODULE PASS REQUIREMENTS To pass this module a student must achieve a mark of 40% BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL 1. Churcher D (2009), “A design Framework for Building Services, BG 2009-06”. BSRIA 2. Grondzik, Walter T.; Alison G. Kwok, Benjamin Stein, and John S. Reynolds (2009) “Mechanical and

Janis, Richard R.; William Tao (2008), “Mechanical and Electrical Systems in Buildings”, Prentice Hall.Knight, John; Jones, W.P. (2003) “Newness Building Services Pocket Book (Newnes Pocket Books)” The Institution of Engineering & Technology (2008) “IEE Wiring Regulations 17th Edition : (BS 7671: 2008): Requirements for electrical installations”

3. Lawrence Race G., Pennycook K.(200&) “ BSRIA Design Checks: Design Checks for HVAC Services, Electrical Services, Public Health Engineering” 3 sets of books. BSRIA

4. Pennycook, Kevin (2008). “Rules of Thumb: A BSRIA Guide, Guidelines for building services”. BSRIA 5. All CIBSE Guides In addition, Specific bibliographies will be generated by individual students and student groups with advice from the module tutor(s) for each particular design project. This might include relevant British Standards, ASHRAE Handbook and Design Guide, Relevant BRE/ BSRIA Publications.

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MODULE DESCRIPTOR MODULE TITLE MECHANICAL SERVICES DESIGN

MODULE CODE NT2054 CREDIT

VALUE 20

MODULE DELIVERY Semester

MODULE AUTHOR Liben Jiang

DATE APPROVED April 2010 (PCR) VERSION

NUMBER 1.0

SCHOOL Built and Natural Environment PARTNER INSTITUTIONS AIBE

RELATIONSHIP WITH OTHER MODULES

Co-requisites None Pre-requisites NT1034 Excluded Combinations None

MODULE AIMS To build upon fundamental thermofluids concepts introduced at Level 1 and provide accepted means of modelling the thermal and air quality of building constructions; thence to analyse the design and performance of commonly encountered constructions and propose engineered solutions to commonly encountered problems in the construction industry. Students are required to produce mathematical analyses of building constructions and engineering systems and to develop skill in suggesting model solutions to realistic engineering problems. MODULE CONTENT Heating: Pressurised heating system, Expansion of heating system, Multi-circuit heating system, small and large installation; Best Domestic Heating System; heating medium; Factors that Influence the Choice of Heating System; Heat emitters; Heat Transfer from Emitters, System Pressurization; Heating System Running Costs; Types of Boilers; Boiler Controls; Chimney; Pumps; Solar heating system. Ventilation: Purpose of ventilation; ventilation rates; ventilation systems; fan and Fan Laws; Ventilation design; Air distribution; Control of Ventilation Systems in the Event of a Fire; Grilles and Diffusers; Ductwork design; Filtration and clean room; Toilet Ventilation. Air conditioning: Reasons for air conditioning; Type of air conditioning system; Air Flow Rates; Properties of air and water vapour mixtures; The Psychrometry of Air Conditioning Processes: Mix, dehumidification, Humidification, Cooling and dehumidification with reheat, Pre-heat and humidification with reheat, Mixing and adiabatic saturation with reheat; Mixing and adiabatic saturation with reheat; Summer and winter cycles; Heat Gain Calculation; Type of cooling systems. Vibration: Simple Harmonic Motion; Free vibrations with no damping; damped and forced vibration. LEARNING OUTCOMES

On successful completion of this module a student will be able to: 1 Description and deployment of realistic mathematical models for thermal effect and air quality in

buildings. 2 Engineer integrated solutions to practical and realistic design problems using accepted models of thermal

and air quality of buildings 3 Communicate design solutions to practical problems

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TEACHING AND LEARNING STRATEGY Lectures, class discussion and tutorial examples INDICATIVE CLASS CONTACT 4 hours per week, arranged as a mixture of lectures, tutorials and seminars (total 48 hours) INDICATIVE ASSESSMENT

Number of Assignments Assessment Weighting

% Type/Duration/

Word count (indicative only) Learning Outcomes

being assessed 1 Assignment 40% 2500 words plus figures 2, 3 1 Examination 60% 3 hours 1, 2

MODULE PASS REQUIREMENTS For successful completion of the module, students must normally pass (40%) each individual component of assessment. BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL

CIBSE Guide. CIBSE (Latest Edition) Eastop, T.D., Watson, A. Applied thermodynamics for engineering technologists, Longman (Latest Edition) Howell, R.H., Sauer, Jr. H.J., Coad, W.J. (2005) Principles of heating, ventilating and air conditioning, ASHRAE, Atlanta. Jones, W.P. Air Conditioning Engineering, Butterworth Heinemann (Latest Edition) McLaughlin, R.K., McLean, R.C. and Bonthron, W.J. Heating Services Design, Butterworth, 1981. Pederson, C.O., Fisher, D.E., Spitler, J.D., Lieson, R.J. (1998) Cooling and heating load calculation principles, ASHRAE Roberts, J.P., Fairhall, D.M. Noise control in the built environment, Gower Press. (Latest Edition) Rogers, G.F.C, Mayhew, Y.R. (1995) Thermodynamic and transport properties of fluids, Blackwell W. Bolton. Mechanical Science. Blackwell Science Ltd. (Latest edition)

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MODULE DESCRIPTOR MODULE TITLE

Computing (CAD)

MODULE CODE

NT2057 CREDIT VALUE

10

MODULE DELIVERY

Semester 2

MODULE AUTHOR

Abdulkadir Ganah / M Barkat Ullah

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTIONS

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

Pre-requisites

Excluded Combinations

MODULE AIMS This module will consider Information Technology and particularly the impact of CAD upon the building process and develop this by introducing the students to Autodesk AutoCAD 2006. The module will also introduce the students to the use of building energy performance software with respect to the requirements of the Building Services Engineer. MODULE CONTENT CAD: Introduction to Auto CAD, 2D and 3D approaches and applications. Seminar exercises involving the development of a 2D plan for (i) a domestic building, (ii) a framed industrial or commercial building (iii) a site plan and (iv) a building facade. Demonstration of a 3d building format. Students will be expected to be able to fetch files containing CAD drawings, edit, amend the drawn details, print off full or part details and use these drawings for studying with building services and energy performance software. Such software may include HEVACOMP, IESVE, etc. Students will use either HEVACOMP for a drawing a services plan (heating/cooling system pipe or duct layout) or use a 3D drawing for studying shading effects using IESVE software. LEARNING OUTCOMES On successful completion of this module a student will be able to: 1 Use CAD facilities to a professional level of competence 2 Apply CAD software for the possible solution to a design problem.

TEACHING AND LEARNING STRATEGY Student/Lecturer contact time will occupy and include: workshop exercises, surveying exercises, studio sessions and tutorials. Expected student self-study time and preparation will include: workshop preparation, INDICATIVE CLASS CONTACT 2hour/week for 1 semester (total 24 hours)

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INDICATIVE ASSESSMENT Number of Assignments

Assessment Weighting %

Type/Duration/ Word count (indicative only)

Learning Outcomes being assessed

1 Coursework: Typically this will include: 2 tutorial exercises and an assignment for CAD.

100% Portfolio 2500 words or equivalent

1, 2

MODULE PASS REQUIREMENTS To pass this module a student must achieve a mark of 40% BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL Books BS1192-51998 Construction Drawing Practice Cohn. D (2006) The Complete Reference AutoCAD 2006 Yarwood. A (2004) An Introduction to AutoCAD 2004 Journals and AGCAS Booklets AEC Magazine

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MODULE DESCRIPTOR MODULE TITLE Engineering Analysis 3

MODULE CODE NT2060 CREDIT

VALUE 10

MODULE DELIVERY Semester / Block

MODULE TUTOR Liben Jiang

DATE APPROVED April 2010 (PCR) VERSION

NUMBER 1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTION

AIBE Burnley College Tameside College Wigan & Leigh College

RELATIONSHIP WITH OTHER MODULES

Co-requisites None Pre-

requisites NT1036 Excluded Combinations None

MODULE AIMS This module aims to develop theoretical and practical themes introduced in Level 1 and to provide students with the mathematical skills required for the final stage of their programmes of study. The module will teach the students how to use infinite series, integral calculus, differential equations and matrix algebra in order to solve common engineering problems. Students are required to practice solving applied mathematical problems. MODULE CONTENT Series: Series, their limits and convergence. Arithmetic and Geometric Progressions. Fourier Series, calculation of Fourier coefficients. Integral Calculus: Mathematical tables of integrals. Integration by substitution of independent variable and by parts. Approximation of integrals using Taylor expansions. Numerical integration, trapezoidal and Simpson’s rules. Accuracy of approximations. Multiple Integrals. Applications of integrals in science and engineering. Differential Equations: Types of differential equations. Solution of separable ordinary differential equations of the first order and of the linear ODE's of the second order with constant coefficients. Partial differential equations. Approximate solution of differential equations with power and Fourier series and numerical integration. Matrix Algebra: Iterative methods and solution of linear simultaneous equations. Eigenvalues and eigenvectors of matrices. Approximate methods for eigenvalue problems.

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LEARNING OUTCOMES On successful completion of this module a student will be able to: 1. Approximate functions with the Fourier series. 2. Calculate definite and indefinite integrals. Report based on calculations 3. Solve some types of differential equations. 4. Carry out eigenvalue analysis of matrices. 5. Calculate iterative solution of standard problems of matrix analysis. Report based on

calculations TEACHING AND LEARNING STRATEGY Teaching will be by formal lectures supported by seminar and tutorial classes. The student will also be expected to complete a series of individual exercises, background reading and student centred research. INDICATIVE CLASS CONTACT Lecture – Total 30 hours (weekly or block delivery) INDICATIVE ASSESSMENT Number of Assignment

s Assessment Weighting %

Type/Duration/ Wordcount

(indicative only)

Learning Outcomes being

assessed

1 Assignment (report on

calculations) 40% 1500 words or

equivalent 1-5

1 Examination 60% 2 hours, Open book 1-5

MODULE PASS REQUIREMENTS For successful completion of the module, students must normally pass (40%) each individual component of assessment. BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL

Bajpai, A.C. Mustoe, L.R. and Walker, D. (1989). Engineering Mathematics, Wiley. Bird, J. Engineering mathematics [electronic resource]. Latest Version. Stroud, K.A. Engineering Mathematics. Palgrave Macmillan. Latest Version.

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MODULE DESCRIPTOR MODULE TITLE

Buildings Environmental Services

MODULE CODE

NT2061 CREDIT VALUE

10

MODULE DELIVERY

Semester1

MODULE AUTHOR

Darius Tabrizi

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTIONS

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

n/a Pre-requisites

n/a Excluded Combinations

n/a

MODULE AIMS The aims of this module are to develop the student’s understanding of the issues involved with the safety, comfort and public health that can be achieved through the sustainable design. The module will also introduce the students to integration of building engineering services and the requirements of its occupants to suit the design of the building and minimise its impact to the environment. MODULE CONTENT Water: The hydrological cycle. Sources, quality, characteristics, treatment, conservation. Supply and distribution systems Sanitation and Drainage: Above and below ground systems. Sewage disposal and effluent treatment. Drainage Pipe sizing and calculations Cold Water Supply: Treatment, Design, sizing and storage of cold water services. Hot Water Supply: Design, estimation of demand, sizing and storage, introduction to Legionella pneumophila prevention and risk assessment Load Calculation: Heat losses and introduction to heat gains. Heating Systems: Introduction to systems and equipment. Losses. Waste Management: Methods, collection and disposal. Environmental issues. Medical Gases and Compressed air: Production, distribution, system design, safety. Fuel Supplies: Internal distribution, sizing, Storage, alternatives energy sources. Ventilation: Natural ventilation, wind and stack effect. Mechanical ventilation, Condensation in building fabrics and controls measures

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LEARNING OUTCOMES On successful completion of this module a student will be able to: 1 Critically evaluate the requirements for the design and integration of the following aspects

of the Environmental services to the building design: i. Hot and cold water supplies, distribution and treatment ii. Above and below ground drainage systems; iii. Ventilation System

iv Waste Management; v. Energy Sources vi Gaseous Services

2 Critically review the requirements of public health, safety, and Living standard and quality with respect to each of above services and assess their impacts to the built environment.

TEACHING AND LEARNING STRATEGY This module will be delivered in a series of formal lecturers, tutorials and seminars. Student self-study will include background reading, lecture notes study, preparation for tutorial sessions and seminars. INDICATIVE CLASS CONTACT 2 hours per week (total 24 hours). INDICATIVE ASSESSMENT The assessment strategy for this module is designed to test all the learning outcomes. Students must demonstrate successful achievement of these learning outcomes to pass the module. Number of Assignments

Assessment Weighting %

Type/Duration/ Word count (indicative only)

Learning Outcomes being assessed

1 Coursework 40% A project report consisting of the design and integration of utility services, maximum 1500 words or its equivalent.

1, 2

1 Examination

60% 2 hours. 1, 2

MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment. BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL Chadderton, D V., (2007) Building Services Engineering, 5th edition. CIBSE Guides:Books A, B and C, (Latest Edition) Chartered Institution of Building Services Engineers. CIBSE Lighting Design Guides (2003), Chartered Institution of Building Services Engineers. McLaughlin, R.K., McLean, R.C. and Bonthron, W.J. (1981) Heating Services Design, Butterworth. Oughton D R and Hodkinson S L, (2008) Heating and Air-Conditioning of Buildings, Faber Maunsell. Wise, A. (, 2002) Water, Sanitary and Waste Services for Buildings, 5th edition. Batsford.

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www.BSRIA.co.uk www.CIBSE.org.uk www.ciwm.co.uk www.defra.gov.uk www.envirowise.gov.uk www.wasteawareness.org www.wrap.org.uk For all the above electronics resources, An Athens username and password are required on-campus Reminder: The Athens username, and the initial Athens password, both have lap in front of them and look like this: Athens username: lapAnother where the person’s UCLan ID is Another Athens password: lap20107100123456 where the person’s barcode number is 20107100123456

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MODULE DESCRIPTOR MODULE TITLE

Lighting installations and Design

MODULE CODE

NT2062 CREDIT VALUE

10

MODULE DELIVERY

Semester 2

MODULE AUTHOR

Rusdy Hartungi

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTIONS

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

Pre-requisites

MODULE AIMS The learning aims of this module are to develop the student’s understanding of the problems associated with the achievement of safety, comfort and public health through the design and integration of utility services to suit the requirements of the building and its occupants. MODULE CONTENT Daylighting Solar Radiation & Sky//sunlight; Luminance distribution in Overcast Sky & Sky condition for Daylighting; Daylight Calculation, Daylight Factor, Various Method of Daylight Factor measurement and prediction; Daylight Factor Contours, Models of Artificial Sky Calculation & Design example lighting in Work place incorporating daylight. Lighting Fundamentals Visual performance, terminology, colour; illumination from point and line sources, Luminous Efficacy, colour temperature, Colour Rendering Index, Glare, Lamps and Luminaires, Photometric performance of luminaries and Technical requirements for luminaries. Environmental Design with Lighting General consideration in lighting design, Assessment of glare, Quantitative design methods, Lumen Method, Zonal Cavity, Point By Point Method, General Electrical Supply to Lighting System and Circuitry. Lighting Control in Building Lighting Control System-Introduction: Lighting Control Strategy & Planning; Lighting control sensors theory (Passive Infra Red - PIR, ultra sonic, dual technology, time delay); Microprocessor base & traditional Ltg Control; Light Switches, dimmers, presence/occupancy sensors; time operated control; illuminance sensor operated control; central controller; is Scene set control, using intelligent luminaires Specialist Lighting External Lighting, Remote source and Fibre Optic Lighting, Solid State Lighting (SSL), Lighting in Museum/Art Galleries, Swimming Pool, Lighting in Stadia, School, Lighting in Industrial Bldg, Lighting in Health Care, Lighting in Retail Sector Emergency Lighting Means of Escape, Emergency Lighting Terminology & Initial consideration; Introduction to

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various standard and regulations, Selection of Appropriate Emergency Lighting Systems; Sitting of Emergency Luminaries and Exit Signage. LEARNING OUTCOMES On successful completion of this module a student will be able to: 1 Apply and evaluate the requirements for the design and integration of the following

aspects of Lighting : i. General Lighting ii. Emergency Lighting iii. Lighting Control iv. Specialist Lighting

2 Appraise each of these factors in relation to the requirements of Visual Comfort, safety and Environmental Sustainability

TEACHING AND LEARNING STRATEGY This module will be delivered in a series of formal lecturers, tutorials and laboratory classes.Student self-study will include background reading, lecture notes study, preparation for tutorial sessions and laboratory assignments INDICATIVE CLASS CONTACT 2 hours per week, arranged as a mixture of lectures, tutorials and seminars (Total 24 hours) INDICATIVE ASSESSMENT The assessment strategy for this module is designed to test all the learning outcomes. Students must demonstrate successful achievement of these learning outcomes to pass the module.

Number Assessment Weighting %

Type/Duration/Wordcount (indicative only)

Learning Outcomes being assessed

1 Coursework 40% Coursework comprises an individual project consisting of the design and integration of lighting of not more than 1250 words or its equivalent .

1, 2

1 Examination 60% The 2 hour examination will assess the students’ analytical skills in a range of application scenarios.

1, 2

MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment. BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL Bean, Robert (2003), Lighting Interior and Exterior, Architectural Press Chadderton, David (2007) “Building Services Engineering”, Taylor and Francis, London & New York CIBSE Lighting Guides LG01 – LG10. Chartered Institution of Building Services Engineers, Latest Edition Cuttle, Christopher (2008), Lighting by Design, Architectural Press Fontoynont, Marc, Aris Tsangrassoulis, Afroditi Synnefa SynthLight (2004) “SynthLight Handbook”

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Low Energy Architecture Research Unit, LEARN McMullan R.(2007), Environmental Science in Building, Palgrave MacMillan Phillips, Derek (2000), Lighting Modern Buildings, Architectural Press

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MODULE DESCRIPTOR

MODULE TITLE

Control of Sustainable Building Engineering Systems

MODULE CODE

NT2058

CREDIT VALUE

10

MODULE DELIVERY

Semester

MODULE AUTHOR

Darius Tabrizi

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTIONS

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

None Pre-requisites

None Excluded Combinations

None

MODULE AIMS The learning aim of this module is to develop students’ understanding of the methods of controlling the functions of complex engineering systems in the built environment with a view to efficient energy usage in sustainable buildings. The module further seeks to equip the student with the necessary skills to incorporate control equipment and/or BMS systems within integrated mechanical and electrical services design solutions. MODULE CONTENT Control components: Functions, characteristics and operation of mechanical, electrical, electronic, types of sensors, controllers, actuators, metering devices and final control devices. Control modes: Open and closed loop control, types of control signal (analogue & digital), feedback, simple on-off control, proportional control, integral control, proportional + integral control, proportional + integral + derivative control, lags in control systems Requirements of BMS’s: Management and control for buildings, power generation and load management control, fire and security functions, energy and environmental monitoring.BMS hardware: Control panel components, power supplies, switching and protective equipment, types of wiring configurations: LAN, WAN, networks, LON-works and BACNET, system integration and intelligent processors. BMS functions: Identification of control requirements, optimisation, compensation, sequencing, plant switching, cascade control, controls installation, schematic and logic drawings, common BMS software systems, optimisation of the performance of building services engineering systems for energy efficiency and sustainability, integration with planned preventive maintenance system.

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LEARNING OUTCOMES On successful completion of this module a student will be able to: 1 Choose appropriate types of sensors, controllers, actuators and final control device for

a control system. 2 Evaluate the critical behaviour of control loops and modes and relate these to the

function of engineering systems in the built environment. 3 Assess the application of building management systems and its role to achieve energy

efficient Building Engineering Services. 4 Critically evaluate the performance of the Building Engineering services in relation to

Energy Conservation and overall Building sustainability objectives TEACHING AND LEARNING STRATEGY (Year long/Block/Semester Delivery) Normal timetable provision for this module will include core lectures supported by seminars/tutorials. Some assignment work will be undertaken by students in directed tutorial sessions. Students are expected to prepare for lectures and seminars/tutorials by reading and note compilation, using all available learning resources. INDICATIVE CLASS CONTACT 2 hours per week in one semester (total 24 hours). INDICATIVE ASSESSMENT Number Assessment Weightin

g % Type/Duration/ Word count (indicative only)

Learning Outcomes being assessed

1 Assignment 40% 1000 words or design work of equivalent value.

4

1 Examination 60% 2 hr 1,2,3 MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL Beggs Clive (2002) Energy: Management, Supply and Conservation Butterworth CIBSE Guide H: Building Control Systems, (2000) CIBSE. Haines R & Hittle D., (Latest Edition) Control Systems for Heating, Ventilating and Air Conditioning, Kluwer Academic Publishers. Martin PL &DR Oughton (2008) Heating and Air Conditioning of Building Faber & Kell. Pennycook Kevin (2001) The effective BMS BSRIA

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MODULE DESCRIPTOR MODULE TITLE

Design Project 1

MODULE CODE

NT2063 CREDIT VALUE

10

MODULE DELIVERY

Year / Semester / Block

MODULE AUTHOR

M Barkat Ullah

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTION

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites None

Pre-requisites None

Excluded Combinations

None

MODULE AIMS The design project 1 module is designed to provide students with the opportunity to develop and enhance their design skills in a team situation. The project will enable students to initiate and develop their critical thinking, problem solving and key skills in application to a case study example using appropriate tools of analysis and communication. The module acts as the vehicle for integrating the study of energy management and sustainable design into a simulated project scenario. MODULE CONTENT The design projects will be drawn from the full range of building and infrastructure applications relevant to the course: for example residential, commercial, industrial, retail and leisure. The projects will primarily involve medium scale new build and development projects. An outline building is given to the student with the aim they will put the design details into place. Students must analyse and evaluate construction, development, energy use & management and environmental factors and consider aesthetics, economics and building performance. The module will facilitate the integration of the study themes of construction technologies, energy generation and supply, energy management and ICT and encourage students to apply the specialist knowledge, skills and understanding developed through their specialist pathway. Students should focus on the application of design guidance. Students will use the project material to compile a portfolio of work. This portfolio will be presented to staff for final assessment. LEARNING OUTCOMES On successful completion of this module a student will be able to: 1 demonstrate the use of problem solution tools and evaluative skills in the selection of appropriate

methods of analysis; 2 investigate and analyse client and user requirements in a variety of design scenarios, including relevant

technological, engineering, legal, health & safety and development factors; 3 examine and analyse the use of team working skills and integrative methods to problem solution; 4

provide evidence of the use of project management skills including problem analysis, time planning and management.

TEACHING AND LEARNING STRATEGY The module will be operated as a small design team interacting with a client/architect/other (tutor). It be monitored and supported by the module tutor(s) and punctuated by seminars/workshops on key themes and formative critique(s) by student peers and lecturers. Students self study will include reading, library studies and design project work, team liaison. INDICATIVE CLASS CONTACT

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The time needed to settle each group of students into their task varies with their abilities. Subsequently their time will be a varying mixture of self-study and regular team meetings. Study time is estimated at 90 minutes per week through the academic year (26 weeks). Two workshops of three hours will be arranged each semester. Total approximately 48 hours. INDICATIVE ASSESSMENT Number of Assignments

Assessment Weighting %

Type/Duration/ Wordcount (indicative only)

Learning Outcomes being assessed

1 Coursework (team)

50% 1250 words equivalent per team member. Team report on the project (core project specification), plan and problems (project management), and preliminary review of solution strategies.

2, 3

1 Coursework (individual)

50% 1250 words equivalent. Following the team study, each student will be assigned one area for a detailed study.

1, 4

MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL Specific bibliographies will be generated by individual students and student groups with advice from the module tutor(s) for each particular design project.

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MODULE DESCRIPTOR MODULE TITLE

Fire Protection 1

MODULE CODE

NT2056 CREDITVALUE

10

MODULE DELIVERY

Semester/Year/Block/Multi-mode

MODULE AUTHOR

Darius Tabrizi

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTION

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

Pre-requisites

Excluded Combinations

MODULE CONTENT Strategy Post-war building studies; historical development of fire legislation, tests and control; the nature of traditional prescriptive measures, expert-based solutions, management solutions and performance-based solutions; property versus life protection. Fire hazard Fire loading and purpose group; mechanisms of fire spread along combustibles, between combustibles, throughout a room, across compartment walls and between buildings; basic methods of minimising or preventing fire spread; enclosure effects on fire; thermal equivalency and fire resistance period. Guidance documents and technical standard tests Insulation, integrity and stability; reaction to fire and material classifications to BS 476 and EN 13501; fire resistance testing and resistance classifications; contents of: Approved Document B, Loss Preventation Certificate (LPC) Guide, BR187 and Chapters 1 to 5 of CIBSE Guide Part E. Passive protection The effects of fire on structural elements and frames, including concrete, wood, steel, glass, plaster and furnishings; inherent resistance and non-combustibility; compartmentation; protection of load bearing elements of structure; Hp/A section factor; geometric and protractor methods (BR187). MODULE AIMS The principles of fire protection, standard test procedures and recommended/prescriptive methods of solving fire safety problems are studied in this module. The focus is on traditional techniques of passive protection. The module describes historical and current practice. The aim is to enhance the students’ knowledge of fire protection measures, understand the need for them and how and when to apply them. LEARNING OUTCOMES On successful completion of this module a student will be able to: 1 Apply knowledge of the various fire safety strategies and common protection measures that

may be adopted to buildings based on the fundamental concepts on which the measures are derived.

2 Analyse fire safety problems and apply prescriptive solutions supported by fundamental theory and comparative cost and performance evaluation;

3 Assess relevant documents and communicate the essential and important points that impact on a fire protection problem.

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TEACHING AND LEARNING STRATEGY Lectures, seminars, laboratory demonstration and directed self-study. Lectures provide students with the tools necessary to complete the module. Seminars provide students with the opportunity to present and discuss their work. In this module, laboratory activity provides students with a demonstration of practical standard tests. Lectures account for 50% of the total time a student is expected to allocate to the study of this module, and laboratory activity together with seminars a further 17%. In self-study and preparation for seminars and assessment, students are expected to make use of the library facilities and will be allocated reasonable time for use of laboratory facilities where necessary. INDICATIVE CLASS CONTACT 2 hours per week (total 24 hours) INDICATIVE ASSESSMENT Number of Assignments

Assessment Weighting %

Type/Duration/ Wordcount (indicative only)

Learning Outcomes being assessed

1 Assignment 50% Presentation and report maximum 1,250 words

3

1 Examination 50% 3 hours, unseen

1, 2

MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL BR187 (2000) External fire spread: building separation and boundary distances. The Building Research Establishment, Garston. ISBN 0 85125 465 9. Bressington P. (1997) Legislation, standards and strategy. CIBSE Guide E – Fire engineering. The Chartered Institution of Building Services Engineers, London, SBN 0 900953 78 0. BS EN 13051 – Reaction to fire tests. DCLG (2007) The Building Regulations, Fire Safety - Approved Document Department of the Environment and The Welsh Office: The Building Regulations 1991 - Statutory Instrument 2768 1991, Her Majesty’s Stationary Office, 1991. Department of the Environment and The Welsh Office (2000) The Building Regulations - Approved Document B - Fire Safety; Her Majesty’s Stationary Office. Department of the Environment and The Welsh Office: (2001) The Fire Precautions (Workplace) Regulations 1997, as amended 2001, Her Majesty’s Stationary Office. Hopkinson J. (1997) Building designation. CIBSE Guide E – Fire engineering. The Chartered Institution of Building Services Engineers, London, ISBN 0 900953 78 0. Hosker HH & Barnfield J. (1997) Means of escape. CIBSE Guide E – Fire engineering. The Chartered Institution of Building Services Engineers, London, ISBN 0 900953 78 0. LPCB and BRE Certification Red Books. (2006). Vol. 1: List of Approved Fire and Security products and Services. Vol. 2: Directory of Listed companies, Construction products, Environmental profiles ad Assessments. LPCB, BRE (http://www.redbooklive.com). Nolan, D. P., ed. (2006). Encyclopedia of fire protection. 2nd edition, Clifton park, NY. Porter A. (1997) Compartmentation and spread of flame. CIBSE Guide E – Fire engineering. The Chartered Institution of Building Services Engineers, London, ISBN 0 900953 78 0. Regulatory Reform (Fire Safety) Order (2005). Rogers GFC and Mayhew YR. (1999) Thermodynamic and transport properties of fluids (5th ed.). Blackwell Publishers Limited, Oxford, ISBN 0 631 19703 6. Watson AC.( 1997) Introduction. CIBSE Guide E – Fire engineering. The Chartered Institution of

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Building Services Engineers, London, ISBN 0 900953 78 0.

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Level 6

MODULE DESCRIPTOR

MODULE TITLE

Systems Design

MODULE CODE

NT3036 CREDIT VALUE

20

MODULE DELIVERY

Year

MODULE TUTOR

Mike Murray

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL SBNE PARTNER INSTITUTION

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

NONE Pre-requisites NT2061,NT2062NT2054

Excluded Combinations

none

MODULE AIMS The learning aims of this module are to develop independent critical and analytical abilities of students through the medium of services systems design. Extend problem solving abilities with regard to m&e systems, network analysis and to develop a case study approach to the evaluation of building services design. MODULE CONTENT The syllabus content at this level is based rigorous analysis of sustainability issues and design problems. This approach will be associated with the areas shown below. However, as the technology evolves so will the syllabus. Network Analysis: techniques for solution of complex systems. Air Conditioning Systems: All Air, Air and water,(e.g vav,fan coil, chilled beam etc), air distribution, ventilation strategy (e.g displacement ventilation, building cooling/purging), sustainable refrigeration and heat pumps Pumps & Fans: Types and performance criteria Noise and Acoustics in Building: Noise in Building Services plant and systems, its measurement and control. Calculation and prediction of noise attenuation and regeneration, active and passive attenuators Transport systems: Lifts and escalators Lightning Protection Systems Basic theory of Lightning, Transient over voltage, Internal and external lightning protection system; Risk assessment of LPS & legal requirement; Calculation of the magnetic shielding attenuation of building/room shielding; Introduction to IEC & BS EN 62305, Lightning Protection components; Surge Protection; Equipotential bonding network; Design with Lighting Protection System. LV and H.V System in Large and Complex Installation Electrical Distribution System in design in Large Projects, HV/MV system basic theory and principles, Typical HV System in large Construction Project, HV protection system, radial distribution system, Open ring HV systems, closed ring HV systems, HV switchgear, HV and MV cables & applications. Environmental Control Systems in Building for Heating, Cooling and Lighting Lighting Control Systems In buildings,

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LEARNING OUTCOMES On successful completion of this module a student will be able to: 1. critically consider energy resources in a wide context, including m&e services 2. evaluate air conditioning alternatives, transport systems and predict dynamic system performance 3. solve complex network systems 4. resolve conflicting requirements between systems and the building envelope 5 design specific systems for non-standard application 6 assess, compare and apply suitable regulation and control systems 7 solve complex problems and communicate solutions in the form of relevant IEE and BS electrical

regulations or their equivalent 8 Evaluate alternative strategies for sustainable m&e services TEACHING AND LEARNING STRATEGY` This module will be delivered by a series of lectures and supported by tutorials and case studies. Students self study time will include reading, note compilation, library studies and preparation case studies and design problem resolution. INDICATIVE CLASS CONTACT 2 hours per week, arranged as a mixture of lectures, tutorials and seminars (48 hours total) INDICATIVE ASSESSMENT Number of Assignments

Assessment Weighting % Type/Duration/ Wordcount (indicative only)

Learning Outcomes being assessed

1 Assignment 40% 2500 words or equivalent. 1, 2, 3, 4, 5, 6, 7, 8 1 Examination 60% 3 hours 1, 2, 3, 4, 5, 6, 7, 8 MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL Faber and Kells (2000) Heating and Air Conditioning of Buildings..Construction Press Gunter G. Seip, (2005) Electrical Installations Handbook, IEE (2008) 17th Edition IEE Wiring Regulations: BS 7671-2008: BSI Jones P.W., (1999) Air Conditioning Applications & Design, Construction Press Poole, D: Electrical Distribution in Buildings, (latest Edition) Stokes, G: Handbook of Electrical Installation Practice., (latest Edition) Traister JE (2005) Handbook of Electrical Design Details Thomas and Betts (2007) A Guide to BS EN 62305:2006: Protection Against Lightning,

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MODULE DESCRIPTOR MODULE TITLE

PLANT AND MAINTENANCE

MODULE CODE

NT3037 CREDIT VALUE

20

MODULE DELIVERY

Year long

MODULE TUTOR

M Barkat Ullah

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment PARTNER INSTITUTION

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

Pre-requisites NT2055 Excluded

Combinations

MODULE AIMS The module will develop the students’ understanding and application of knowledge of building services plant to allow the student to critically evaluate and predict plant and systems performance by the use of analytical and numerical techniques. The students will also learn about various methods of maintenance and management of building services within the context of regulatory framework and be able to appreciate the use of computer based systems of maintenance including open systems. MODULE CONTENT Plant sizing: Multi-mode heat transfer including radiative and convective effects on conditions within enclosures. Heating and Cooling Systems loads – Steady state and steady periodic thermal response: admittance method – room summertime temperatures; response factors and numerical methods of analysis. Passive systems for reducing heat gain; common and innovative systems of cooling. Building Energy Use: Degree Days concept and applications. Consideration of innovative such as CHP, Micro-CHP, Heat pump, etc systems to utilise waste heat. Maintenance: Components of total systems and their maintenance requirements. Maintenance approaches – corrective, preventive and condition-based maintenance. Building Services Systems Maintenance Standards. Computer based Maintenance and Assets and Enterprise maintenance and Building Information Modelling in Maintenance of Building Services Systems. Building Maintenance and Management Systems; Open System Protocol. Refurbishment and replacement decisions – economic and financial analysis, interest rate, inflation rate, taxes and depreciations - Net Present Value technique; payback period. Specific case Study: Cooling tower and Legionella control. Commissioning and Maintenance: Commissioning Codes, safety methods, maintenance strategies, planned, preventative, reliability. LEARNING OUTCOMES On successful completion of this module a student will be able to: 1 Size heating and cooling plant 2 Predict summertime temperature and design systems to reduce overheating risks 3 Estimate the preheating period required and annual energy use and carbon emission 4 Prepare effective preventive maintenance schedule and consider innovative systems 5 Optimise building energy use and make economic decision for replacement of Building Services Systems based

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on discounted cash flow analysis (NPV) 6 Assess health issues regarding the maintenance of Building Services Systems TEACHING AND LEARNING STRATEGY This module will be delivered by a series of lectures and occasional guest lectures from industry personnel. Students are expected to attend overseas workshop and present papers in seminars. INDICATIVE CLASS CONTACT 2 hours/week for full year spent in lectures, seminars and tutorials (total 48 contact hours). INDICATIVE ASSESSMENT Number of Assignments

Assessment Weighting % Type/Duration/ Wordcount (indicative only)

Learning Outcomes being assessed

1 Coursework 40% Technical Report, 2500 words or equivalent and Presentation in seminar

1, 2, 3, 4

1 Open book Examination

60% 3 hours 1, 3, 4, 5, 6

MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL ASHRAE Fundamentals (2010) ASHRAE Publications CIBSE Guides Books A (2006) B (2001-02) and C (2001) Chartered Institution of Building Services Engineers CIBSE TM41: Degree Days: Theory and Application (2006) Chartered Institution of Building Services Engineers. CTC726 - Micro-CHP Accelerator (2007), Carbon Trust Eastop, T. D. and McConkey, A. (1996) Applied thermodynamics for Engineering Technologists, Addison – Wesley Pub. Co. 5th Ed. Khan, M.Y. (1993) Theory & Problems in Financial Management. Boston: McGraw Hill Higher Education Incropera, F. P. And Dewitt, D. P. (2007) Fundamentals of heat and mass transfer, John Wiley, 6th Ed. Smith, G. D. (1985) Numerical Solution of Partial Differential Equations: finite difference method, Oxford, 3rd Ed. Jones, W. P. (1996) Air Conditioning Applications and Design, Butterworth-Heinemann 2nd Ed. Mayhew, Y. R.,& Rogers, G.F.C., (1999) Engineering Thermodynamics. Work and heat Transfer Longman Pratt, A. (1981) Thermal Transmission of Buildings, Wiley

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MODULE DESCRIPTOR MODULE TITLE

Design Project 3

MODULE CODE

NT3038 CREDIT VALUE

20 credits

MODULE DELIVERY

Year or Semester

MODULE TUTOR

M Barkat Ullah

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTION

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

N/A Pre-requisites

NT2059 Excluded Combinations

N/A

MODULE AIMS The engineering design project module is designed to provide students with the opportunity to extend and demonstrate engineering design skills both as team members and as an individual. The project will enable students to develop their critical thinking, problem solving and key skills in application to a case study example using appropriate tools of analysis and communication. The module acts as the vehicle for integrating the study themes of design, ICT and technology, in a practical context. Students shall learn to resolve the conflicting demands of design issues and make use of innovative technology to ensure the design solution meets the regulatory requirements of carbon emission reduction from buildings and its services systems. MODULE CONTENT The design projects will be drawn from the full range of building and infrastructure applications relevant to the course: for example residential, commercial, industrial, retail and leisure. Some projects will be new build and some will be conversion projects. Students will be provided with the opportunity to specialise. In the engineering design project, students will be expected to analyse, synthesise and evaluate construction, legal, health & safety and development factors and consider aesthetic, environmental, production and performance criteria. The module will facilitate the integration of the course study themes of design, ICT and technology and encourage student to apply the specialist knowledge, skills and understanding developed through their specialist pathway. Students will use the project material to compile a portfolio of work. This portfolio should be suitable to use at job interviews. LEARNING OUTCOMES On successful completion of this module a student will be able to: 1. Critically think and solve design problems 2. Adopt creative and innovative technical design 3. Investigate and analyse client and user requirements, technical briefs and apply

significant knowledge to design scenarios, including relevant technological,

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engineering, legal, health & safety and development factors 4. Inculcate appropriate team leadership and team working skills and apply time

management practice 5. Communication and present design solutions effectively to clients and fellow experts. TEACHING AND LEARNING STRATEGY Students will be divided into teams. Each team will develop a project specification identifying key areas for the subsequent individual reports. It be monitored and supported by the module tutor(s) and punctuated by seminars/workshops on key themes and formative critique(s) by student peers and lecturers. Students self study will include reading, library studies, web searches and design project work. INDICATIVE CLASS CONTACT 2 hours per week for yearlong delivery (total 48 hours)/4 hours per week for semester delivery (total 48 hours) INDICATIVE ASSESSMENT Number of Assignments

Assessment Weighting %

Type/Duration/ Wordcount (indicative only)

Learning Outcomes being assessed

1 Project specification (group report)

40% Maximum 2,000 words (per student)

2, 4

1 Individual report 40% Maximum 2,500 words

1, 3

1 Presentation 20% 20 minutes 5 MODULE PASS REQUIREMENTS Students must pass each element of assessment with a minimum pass mark of 40%. BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL Specific bibliographies will be generated by individual students and student groups with advice from the module tutor(s) for each particular design project.

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MODULE DESCRIPTOR

MODULE TITLE

Engineering Dissertation

MODULE CODE

NT3048 CREDIT VALUE

20

MODULE DELIVERY

Year long

MODULE TUTOR

M Barkat Ullah

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment PARTNER INSTITUTION

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

Pre-requisites

Excluded Combinations

MODULE AIMS The nature of the dissertation is to present the student with a challenge, the solution of which is not readily available, and it will therefore involve the student in original work. On an individual basis the student will be required to carry out an in depth investigation involving theoretical, experimental or investigative analysis or a combination of these. The dissertation will differ from research in that the student’s supervisor could be aware of or could envisage the conclusion of the investigation. This would not, however, prevent the student exploring alternative solutions to the proposed study. The work would be original as far as the student is concerned but based on proven techniques which would related to and integrate with the student’s current and previous studies. MODULE CONTENT Topics will be either volunteered or called for by the senior dissertation tutor. Normally students will generate feasible topics; however topics may also be generated by industry or by lecturers. All topics will be assessed by the senior dissertation tutor for their suitability, in terms of academic demands and likelihood of success. This module is an essentially self study module. Each student will be assigned a supervisor, who will guide the student in his study for the dissertation. Students will be advised of the dissertation requirements during the second semester of their penultimate year of study. They will be given further tuition in library research and guide lines regarding the choice, management and presentation of the dissertation. In order to ensure uniformity of standard of performance in the dissertation all supervisors will be presented with notes on dissertation work organisation, aspects of control and maintaining student contact. LEARNING OUTCOMES On successful completion of this module a student will be able to: 1 define the objectives of the investigation with the use of appropriate evidence and other supporting

information; 2 acquire and report the necessary background knowledge by conducting a comprehensive literature search; 3 plan and report a programme of investigation and study; 4 conduct the programme and report the findings by the use of accepted methods of analysis and evaluation; 5 synthesize and communicate the results and conclusions of the study with reference to the limitations and

generalisations.

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TEACHING AND LEARNING STRATEGY The total time on the dissertation is expected to be personally managed by the student. However there will be lectures on standards of referencing and research approach. Students will investigate the appropriate methodology for his research in close consultation with his supervisor. Students will be expected to submit write-up progressively to the supervisor for feed backs following a guideline given by the senior dissertation tutor. INDICATIVE CLASS CONTACT Students will complete at least six hours in preparatory lectures and tutorials at the commencement of the module. Thereafter, typically a student would expect up to 10 hours contact with his/her supervisor. INDICATIVE ASSESSMENT A viva will be offered to the student where requested by the Assessment Board. Number Assessment Weighting

% Type/Duration/Wordcount (indicative only) Learning

Outcomes being assessed

1 Dissertation proposal form, research project plan, mid-sessional submission with the details of background development and review and outline of methodology

10% 1000 words maximum. Presentations if appropriate.

1 - 5

1 Dissertation Report

90% 10,000 words Dissertation shall comprise following sections (indicative, not limited to ): • Introduction including aims and objectives,

outline of the dissertation, etc. • Review of Literature and methodology • Details of Methodology and data collection

based on field study /experimental study/Survey as appropriate

• Data presentation, Analysis and synthesis, discussion

• Conclusion and recommendations Dissertation marks are offered on the basis of originality of the work and its contribution to the status of knowledge and practice as well as on the effective presentation that include various attributes of a good dissertation. A guideline on allocation of marks will be made available to students and supervisor, prepared by the senior dissertation tutor.

1 - 5

MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL Bell, J. Doing (1998)Your Research Project: A Guide for First-time Researchers in Education and Social Science, 1993, Open University Press. Borden, I. (2000) The dissertation, Architectural Press, Oxford.

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Fellows, R and Liu, (1997) A. Research Methods for Construction, Blackwell Scientific. Holt, G., A Guide to Successful Dissertation Study for Students of the Built Environment, University of Wolverhampton Print Services. Naoum, S. G., (1998) Dissertation research and writing for construction students, Butterworth-Heinemann, Boston, Mass. Yin, R. K., (1994) Case study research: design and methods, 2nd Ed, Sage Publications.

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MODULE DESCRIPTOR MODULE TITLE

Project Management

MODULE CODE

BN3010 (L6) CREDITVALUE

20

MODULE DELIVERY

Semester/ Year/ Block

MODULE TUTOR

Don Fairhurst

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built & Natural ENvironment

PARTNER INSTITUTION

VTC

RELATIONSHIP WITH OTHER MODULES Co-requisites

Pre-requisites

Excluded Combinations

MODULE AIMS This module sub-divides the management of projects into two management functions: the objective planning function of management- forecasting, planning, and the organising of resources; and the subjective executive function, the management of people- by motivating, controlling and coordinating. The operational processes of project management are identified in the context of developing the core management systems common to international construction projects. The module identifies the role and responsibilities of the project manager, together with the leadership and organisation skills essential to the discharge of this function.

MODULE CONTENT Objective planning function Project management processes - Initiating, planning, controlling, executing and closing; Project life-cycle - Project phases, project frameworks and methodologies; Implementation of the control mechanisms to all key sub-system operations; Time management - Planning and programming techniques, software packages; Cost management - Earned value analysis, cash flow and budgetary systems in multi-project environments; Quality management - Quality assurance, total quality management; Environmental management - Planning and control; Health and Safety management - Planning and control; Risk and Value management - Statistical and contingency approaches, planning and control; Project management plan - Integration of sub-system management plans; Monitoring and Tracking the construction programme through to the commissioning stage.

Subjective executive function Fundamentals - Philosophy and concept of project management. Strategic and tactical decision-making. Developing the business case; People management - Stakeholder management. Appointing and defining the terms of

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reference. Appraising the duties of the project manager in terms of power, authority, responsibility and accountability; Management style - Familiarisation with the contingency approach to management style and leadership qualities; The personal qualities of the project manager - Organisational ability, effective communication, team building and understanding group behaviour. Appreciating and responding to the needs and relationships of the participating parties.

LEARNING OUTCOMES On successful completion of this module a student will be able to: 1. Develop an integrated project management plan for a simulated or case study project

2. Utilise planning, monitoring and controlling tools and techniques to complex projects

3. Identify the duties and responsibilities, and appraise the personal qualities and attributes required of the professional project manager

4. Evaluate the roles and requirements of project team members in understanding group behaviour

TEACHING AND LEARNING STRATEGY This module will be delivered via a blend of formal lectures, tutorials, seminars and case study reviews, and software training. Students are expected to spend time in private study, in library and research studies, and to prepare for seminar, case review, and ICT sessions.

INDICATIVE CLASS CONTACT

Year Long Lectures will be 1 hour long per week (24 hours).

Seminars will be 1 hour long per week (24 hour).

Semester Long Lectures will be 2 x 1 hour long per week (24 hour).

Seminars will be 2 x 1 hour long per week (24 hour).

INDICATIVE ASSESSMENT Number of Assessments

Assessment Weighting % Type/Duration/ Wordcount (indicative only)

Learning Outcomes being assessed

1 Individual report

50% Equivalent to not more than 2,500 words

1, 2

1 Time controlled assignment

50% 3hrs 3, 4

MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment

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BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL Core Text APM. (2006). APM Body of Knowledge. 5th Ed. Association for Project Management.

Recommended Texts Adair, J. (1987). Effective Teambuilding- How to make a winning team. 14th Ed. Pan Books. Belbin, MR. (2010). Team roles at Work. 2nd Ed. Butterworth-Heinemann. Burke, R., Barron, S. (2007). Project Management Leadership. Burke Publishing. Dubrin, A.J. (2009). Leadership- International Edition. South Western College. Griffith, Q., Watson, P. (2003). Construction Management- Principles and practice. Palgrave MacMillan. Harris, F., McCaffer, R. (2006). Modern Construction Management. 6th Ed.Blackwell Science. Nokes, S., Kelly, S. (2007). The Definitive Guide to Project Management. The Fast Track to Getting the Job Done On Time and On Budget. Prentice Hall. Kerzner, H. (2009). Project Management- A systems approach to planning, scheduling, and controlling. 10th Ed. John Wiley & Sons Inc. Levy, S. (2006). Project Management in Construction. 5th Ed. McGraw Hill Education. Newton, R. (2009). Project Manager- Mastering the Art of Delivery in Project Management. Financial Times Prentice Hall. P.M.I. (2008). A Guide to the Project Management Body of Knowledge- PMBOK® Guide 4th Ed.. Project Management Institute. Standards BS 6079-1:2002. Project Management- Guide to project management. British Standards Institute. 2002.

BS 6079-2:2000. Vocabulary. British Standards Institute. 2000.

BS 6079-3:2000. Project Management- Guide to the Management of Business Related project Risk. British Standards Institute. 2000.

BS 6079-4:2006. Project Management- Part 4: Guide to project management in the construction industry. British Standards Institute. 2006.

BS ISO 15392:2008. Sustainability in building construction- General principles. British Standards Institution. 2008.

BS ISO 10007:2003. Quality Management - Guidelines for Configuration Management. British Standards Institution. 2003.

BS EN ISO 9000:2000. Quality Management Systems. British Standards Institution. 2000.

BS ISO 14050:2009. Environmental management. Vocabulary. British Standards Institution. 2009.

BS EN ISO 14005. Environmental Management Systems- Guidelines for the phased implementation of an environmental management system, including the use of environmental performance evaluation. British Standards Institution. 2009.

OHSAS 18002:2008. Occupational Health and Safety Management Systems- Guidelines for the implementation of OHSAS 18001:2007. British Standards Institution. 2007.

BN31100:2008. Risk Management- A code of Practice. British Standards Institute. 2008.

PAS 99:2006. Specification of common management system requirements as a framework for integration. British Standards Institution. 2006.

PD 6663:2000. Guidelines to BS EN 12973: Value management- Practical guidance to its use

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and intent. British Standards Institution. 2000. Journals Construction Engineering and Management International Journal of Project Management Leadership Quarterly Human Resource Management Review European Management Journal Journal of International Management

http://www.scitation.aip.org/coo/ http://www.sciencedirect.com/science/journal/02637863 http://www.sciencedirect.com/science/journal/10489843 http://www.sciencedirect.com/science/journal/10534822 http://www.sciencedirect.com/science/journal/02632373 http://www.sciencedirect.com/science/journal/10754253

Organisations Constructing Excellence Chartered Institute of Personnel Development Association for Project Management Project Management Institute International Project Management Association Chartered Institute of Building Planning Engineers Organisation European Foundation for Quality Management Lean Construction Institute

http://constructingexcellence.org.uk/ http://www.cipd.co.uk/ http://www.apm.org.uk/ http://www.pmi.org.uk/ http://www.ipma.ch/ http://www.ciob.org.uk/ http://www.planningengineers.org/ http://www.efqm.org/ http://www.leanconstruction.org/

Reports The Egan Report Accelerating Change The Egan Review: Skills for sustainable communities Strategy for Sustainable Construction

http://www.rethinkingconstruction.org/rc/report http://www.rethinkingconstruction.org/rc/report http://www.strategicforum.org.uk/report.shtml http://www.communities.gov.uk/publications/communities/eganreview

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MODULE DESCRIPTOR

MODULE TITLE

Fire Protection 2

MODULE CODE

NT3041 CREDIT VALUE

20

MODULE DELIVERY

Semester/Year/Block

MODULE AUTHOR

Darius Tabrizi

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTIONS

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

Pre-requisites

Excluded Combinations

MODULE AIMS The principles of fire protection, standard test procedures and recommended/prescriptive methods of solving fire safety problems were studied in FV2002 “Fire Protection 1”. The focus at level 2 was on traditional techniques of passive protection. In FV3002 “Fire Protection 2” the focus is switched to active systems of fire protection and innovative/engineered solutions to fire safety problems. The module aims to develop the student’s skills of numerical analyses and critical evaluation in appropriate fire protection applications. MODULE CONTENT Automatic fire detection and alarm systems System types, sensor types, principles and applications; modelling of heat and smoke detector response; spacing criteria and selection data; application of communication technology, condition monitoring and inspection procedures; integration and expansion of systems; behavioural response of occupants to different audible and visual alarms. Sprinkler systems System types and sprinkler types; key drivers in design; comparison of NFPA and LPC rules; capacity and hydraulic calculations; modelling and testing of thermal response; hazard analysis, spacing, AMAO and selection data; use of software; interaction with venting systems. Halon replacement and alternatives Replacements V alternatives; cup burner, ODP, GWP, toxicity, space, weight and pressure characteristics; FIC, HCFC, HFC, FC, CO2, mist/fog, inert gas and inergen; application to restricted spaces, aircraft and computer/IT facilities. Foam systems Types of foam system, limitations and applications; capacity and hydraulic calculations; generation and aeration Ventilation systems System types, limitations and applications; design calculations for positive and negative pressure systems; smoke vent calculations and component selection, including spill plumes and vertical exits; smoke filling; interaction with sprinkler systems. Supplies Actuation of vents, motive power for fans and pumps, current to AFD systems, water to sprinkler and

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foam systems; LPC rules; back up systems; emergency generators and emergency lighting; harmonic distortion. Fire engineering Models of fire spread and growth; relevance of fire dynamics and smoke movement studies; Beyler’s equations, and linearized approximations; BR187 method 5; use of DD240, BS9999 and DD7974; the paradox of standardisation. LEARNING OUTCOMES On successful completion of this module a student will be able to: 1 Apply stand fire safety strategies and tools to buildings and infrastructure and evaluate their

usefulness for a range of applications; 2 Consider and apply appropriate design solutions using active fire protection systems; 3 Apply numerical modelling to fire protection components; 4 Critically evaluate common guidance documents and topical issues current in the industry

relating to the use of active fire protection measures; TEACHING AND LEARNING STRATEGY Lectures, seminars, structured debate and directed self-study. Lectures provide students with the tools necessary to complete the module. Seminars provide students with the opportunity to present and discuss their work. Occasional private tutorials provide students with guidance in studying and completing their work. Structured debate is used as a supplement to the seminar discussion and as a means of assessment. Lectures account for 33% of the total time a student is expected to allocate to the study of this module, and seminars together with structured debate a further 17%. In self-study and preparation for seminars and assessment, students are expected to make extensive use of the library facilities and will be allocated reasonable time for use of laboratory and software facilities where necessary. INDICATIVE CLASS CONTACT Lecture/Seminars - 2 Hours per week (total 24 hours) INDICATIVE ASSESSMENT Number of Assignments

Assessment Weighting %

Type/Duration/ Wordcount (indicative only)

Learning Outcomes being assessed

1 Assignment (individual report)

30% Maximum 1,250 words

1

1 Assignment (group report)

20% Maximum 1,250 words

4

1 Examination 50% 3 hours, unseen

2, 3

MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL BS EN 12845 or BS 5306 pt 2. BR187 (2000) – External fire spread: building separation and boundary distances. The Building Research Establishment, Garston. ISBN 0 85125 465 9. BR 368 (1999) – Design methodologies for smoke and heat exhaustion. The Building Research

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Establishment, Garston ISBN 1 86081 289 9. Butcher EG. (1999) Smoke control in fire safety design. E&FN Spon, ISBN 0 419 11190 5. The Chartered Institution of Building Services Engineers, London, ISBN 0 900953 78 0. Green M, Hansell G & Mahoney H. (1997) Fire & Smoke Ventilation. CIBSE Guide E – Fire engineering. The Chartered Institution of Building Services Engineers, London, ISBN 0 900953 78 0. Kealy M & Law M. (1997) Fire dynamics. CIBSE Guide E – Fire engineering. The Chartered Institution of Building Services Engineers, London, ISBN 0 900953 78 0. Klote JH & Milke JA. (1992) Design of smoke management systems. ASHRAE ISBN 0 910110 88 3. Nash P and Young RA. (1991) Automatic sprinkler systems for fire protection (2nd ed.). Paramount Publishing Limited, Borehamwood, ISBN 0 947 665 13 7. Rodney L. (1997) Alarm Detection and emergency lighting. CIBSE Guide E – Fire engineering. The Chartered Institution of Building Services Engineers, London, ISBN 0 900953 78 0. Rogers GFC and Mayhew YR. (1995) Thermodynamic and transport properties of fluids (5th ed.). Blackwell Publishers Limited, Oxford, ISBN 0 631 19703 6. Watson TM & Bressington P. (1997) Fire suppression and firefighting. CIBSE Guide E – Fire engineering.

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MODULE DESCRIPTOR MODULE TITLE Engineering Analysis 4

MODULE CODE NT3040 CREDIT

VALUE 10

MODULE DELIVERY Semester

MODULE TUTOR Liben Jiang

DATE APPROVED April 2010 (PCR) VERSION

NUMBER 1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTION AIBE

RELATIONSHIP WITH OTHER MODULES

Co-requisites None Pre-

requisites NT2060 Excluded Combinations None

MODULE AIMS This module will provide engineering students with the analytical skills required for the final stage of their programmes of study. It will involve the analysis of applied analytical techniques, numerical methods, transforms and matrix manipulations which are applied to the engineering problems associated with the built environment. MODULE CONTENT Numerical Methods Solution of ordinary differential equations using Taylor series, Runge-Kutta and Predictor-Corrector methods. Finite difference algorithms, their stability and accuracy. Finite difference methods applied to the heat conduction equations and Poisson’s equation. Laplace Transforms Application to the solution of linear ordinary differential equations. Matrix Algebra Use of Matrices in the solution of linear ordinary differential equations. LEARNING OUTCOMES On successful completion of this module a student will be able to: 1. critically apply analytical techniques to the solution of engineering problems 2. critically evaluate new concepts and evidence from a range of sources 3. solve complex problems and communicate solutions to engineering services and

systems design TEACHING AND LEARNING STRATEGY Teaching will be by formal lectures by seminar and tutorial classes. Students will be assessed on a series of engineering problems in the module content, based upon engineering applications. Student self study will include the background reading, study exercises and preparation for seminar exercises.

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INDICATIVE CLASS CONTACT 2 hours per week (total 24 hours) INDICATIVE ASSESSMENT Number of Assignment

s Assessment Weighting %

Type/Duration/ Wordcount

(indicative only)

Learning Outcomes being

assessed

1 Assignment (report on

calculations) 40% 1500 words or

equivalent 1-3

1 Examination 60% 2 hours, open book 1-3

MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL

Bajpai, A.C. Mustoe, L.R. and Walker, D. (1989). Engineering Mathematics, Wiley. Bird, J. (Latest Version) Engineering mathematics [electronic resource]. Stroud, K.A. (Latest Version) Engineering Mathematics. Palgrave Macmillan.

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MODULE DESCRIPTOR MODULE TITLE

HVAC Engineering

MODULE CODE

NT3043

CREDIT VALUE

20 credits

MODULE DELIVERY

Year long

MODULE TUTOR

M. Barkat Ullah

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTION

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

Pre-requisites

NT2055

MODULE AIMS The learning aims of this module are to provide students with a sound theoretical knowledge in air quality and thermal impact on the built environment. To investigate energy conservation measures and suppression techniques applied to noise and vibration resulting from plant operation. Particular emphasis will be placed on the impact of local operating environment. MODULE CONTENT Air-Conditioning Systems All-air, all-water and air-water system: CAV, VAV, dual-duct and fan-coil. Multi-zones. Primary air supply. Selection criteria. Hydronic Systems Hot and chilled water circuits. System analysis; temperature and flow distribution. Evaporative cooling. Sea water cooling. Water treatment. Refrigeration Systems Reciprocating and centrifugal vapour compression systems. Multi-stage design. Compressor Surging and capacity control. Thermal Environment & Air Quality Transient heat flow in building fabrics; Thermal load estimation; OTTV regulations. Space air distribution; Transient moisture transfer in rooms; Indoor and outdoor air contaminants; Health effects; Legionnaires’ disease; Air filtration and odour removal; Clean room design. Energy Conservation Measures Energy conservation devices: thermal storage, heat wheel, night cooling; Solar energy applications: active and passive; Energy Codes. Energy management systems. Noise & Vibration Control Noise and vibration control in HVAC equipment; Acoustic linings and silencers, isolation mounting and suspended floors; Sound and vibration measurements. Applications in equipment maintenance.

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LEARNING OUTCOMES On successful completion of this module a student will be able to: 1 critically evaluate the variables within the built environment and human sensation

which affect the design of the building shell and the environmental control systems 2 consolidate and extend the body of knowledge in energy conservation related to air

conditioning issues 3 evaluate new design solutions/and concepts on comfort, air quality, energy, noise and

vibration problems 4 solve complex statutory requirements and constraints when designing HVAC&R

systems TEACHING AND LEARNING STRATEGY This module will be delivered in a series of lectures, tutorials and site visits. Students self study time will include reading, note compilation and preparation for tutorials. Students will be expected to appraise the site visits. INDICATIVE CLASS CONTACT 2 hours per week arranged as a mixture of lectures, tutorials and seminars (total 36 hours) INDICATIVE ASSESSMENT Number of Assignments

Assessment Weighting %

Type/Duration/ Wordcount (indicative only)

Learning Outcomes being assessed

2 Assignments 40%

not more than 1,250 words each

1, 2, 3, 4

1 Examination

60%

3 hours, unseen paper

1, 2, 3, 4

MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment. BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL 1. ASHRAE Handbooks (Latest Edition) American Society of Heating Refrigerating and

Air-conditioning Engineers, latest edition, Atlanta, US. 2. Eastop, T.D., Watson, W.E., (1992) Mechanical Services for Buildings, Longman. 3. Jones, W.P. (1985) Edward Arnold., Air Conditioning Engineering, London ELBS.

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MODULE DESCRIPTOR MODULE TITLE

Strategic Management in the Built Environment

MODULE CODE

NT3044 CREDIT VALUE

10 credits

MODULE DELIVERY

Year long

MODULE TUTOR

Rusdy Hartungi

DATE APPROVED

April 2010 (PCR) VERSION NUMBER

1.0

SCHOOL Built and Natural Environment

PARTNER INSTITUTION

AIBE

RELATIONSHIP WITH OTHER MODULES Co-requisites

None

Pre-requisites

NT2055 Excluded Combinations

None

MODULE AIMS The learning aims for this module will be to develop the students’ understanding and applications of principles and processes of strategic management in application to the built environment. The module will focus upon the operation and function of consulting, design and construction companies and current issues which impact upon their future direction and development. MODULE CONTENT 1. Defining Strategic management - Setting the scene 2. Aims, objectives, mission and issues of power 3. The External Environment - opportunities and threats; built environment industry competition and competitive analysis 4. The Internal Environment - strengths and weaknesses; resources, capabilities and core competencies 5. Strategy Implementation - structures, systems, culture power and people 6. Built Environment Strategic entrepreneurial, professional and international. LEARNING OUTCOMES On successful completion of this module a student will be able to: 1 effectively communicate using the appropriate terminology used in the management of

built environment projects and systems 2 Critically evaluate the strategic management process, and the ability to apply models

and concepts to strategic situations 3 critically analyse an organisation and its operating environment 4 appraise current developments with regard to innovation and practice

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5 communicate solutions effectively. TEACHING AND LEARNING STRATEGY This module will be delivered in a series of formal lectures tutorials, workshops and student feed group seminar. Students will be expected to spend self study and preparation time in: reading and library study; preparation for tutorials, seminars and workshops preparation for assignments. INDICATIVE CLASS CONTACT 2 hour weekly (averaged) (total 24 hours), arranged as a mixture of lectures, tutorials and seminars INDICATIVE ASSESSMENT Number of Assignments

Assessment Weighting %

Type/Duration/ Word count (indicative only)

Learning Outcomes being assessed

1 Examination 50% 3 hours 1, 2, 3 1 Assignment 50% Coursework

assignment will consist of a critical essay. 2500 words or equivalent.

1, 2, 3

MODULE PASS REQUIREMENTS To pass this module a student must achieve an aggregate mark of 40%, and should achieve a minimum of 40% in each component of assessment. BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL Core Texts. Johnson, G. & Scholes, K. (1997) Exploring Corporate Strategy. Prentice Hall 4th ed. Lynch, R. (1997) Corporate Strategy. Pitman Publishing. Supplementary Texts Standard Texts and Collections Alvesson, M. & Willmott, H. (1996) Making Sense of Management. Sage publisher Bowman, C. (1990) The Essence of Strategic Management. Prentice Hall. Byars, L. L., (1992) Concepts of Strategic Management. Harper Collins. De Witt, B. & Meyer, R. (1994) Strategy, Process, Content, Context, West. Hill, C. W. & Jones, G. R. (1995) Strategic Management Theory. Houghton Mifflin. Minitzberg, H. & Quinn, J.B. (1992) The Strategy Process: Concepts, Contexts and Cases. Prentice Hall. 3rd Ed, Moore, J. I., Writers (1993) on Strategy and Strategic Management. Penguin Book

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Morden, T., Business (1993) Strategy and Planning: Text and Cases McGraw-Hill. Thompson, A. A., Strickland (2001) A. J. Strategic Management. Irwin Thompson, J (1996)., Strategy in Action. Chapman & Hall Thompson, J. L (1993)., Strategic Management Awareness and Change. Chapman & Hall. 2nd ed,

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14. RESOURCES AT Asian Institute of Built Environment Student Activity Centres Students are welcome to use the Students Activity areas in Asian Institute of Built Environment ( 1/F, Hamilton Commercial Building, 558-560 Nathan Road, Kowloon). Small reading corners as well as full Internet on line services are provided. The location for our activity centre is: Computer Access Our Centre has 15 fully equipped computer with internet services, which are available for students’ use during specified hours. There are also softwares for: TRANE - calculating cooling load for HVAC; FIRE DYNAMICS SIMULATOR - CFD model for fire dynamics; CONTAM - Multizone indoor air quality and ventilation analysis computer program; MOIST - program that predicts the one-dimensional transfer of heat and moisture and lighting calculation software. Student Development Centre Our Student Development Centre handles students’ inquiries and complaints. A team of three full time student affairs officers, with subsequent exposures to handle counselling as well as student welfare issues, are available in our Jordan Centre to provide student counselling services, including pastoral care and career counselling. The office of Student Development Centre is situated at 1/F, Hamilton Commercial Building, 558-560 Nathan Road, Kowloon Appointments can be made to talk to one of our student affairs officers by calling 2376-1933. Reference Library A small reference library is available to students to access the reference books listed in the module file. There are also some standards and Journals.

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15. KEY CONTACTS Asian Institute of Built Environment Ms Ting Cheung (Assist Administrative Manager)

[email protected]

Miss Olivia Lai (IT & Administrative Officer)

[email protected]

Mr. Hugo Pang (Administrative Assistant) [email protected] University of Central Lancashire Contacts

Departmental Department of Built & Natural Environment, University of Central Lancashire Preston PR1 2HE, England Tel: +44 1772 893208 Fax: +44 1772 892916 E mail: [email protected]

Head of School Professor Akintola Akintoye Tel: +44 1772 893210 Email: [email protected]

Course Leader: Mr. Hilal Kabbara Tel: +44 01772 89 4206 E mail: [email protected]

16. TUITION FEES AND OTHER FEES Tuition Fees The tuition fee for the BEng (Hons) Building Services & Sustainable Engineering for the academic year 2011-12 is HK$ 39,000. The payment schedule is as follows:

Payment Deadline Date Amount 1st Instalment 9 September 2011 HK$ 9,750 2nd Instalment 7 November 2011 HK$ 9,750 3rd Instalment 6 January 2012 HK$ 9,750 4th Instalment 5 March 2012 HK$ 9,750

Students should note that tuition fees, once paid, are not refundable. Any late tuition fee payment will be subjected to a fine of $400 per installment. Outstanding payment arrangement: Students will be considered as not registered in the University if they fail to make

the appropriate fees payment before the prescribed deadline. In that case, they will not be permitted to attend classes and examinations and

will be suspended from their program of study. AIBE reserved the right not to issue any academic report or testimonial to them.

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Other Fees Application fee HK$ 150 Course exemption application HK$ 200 per course Transcript HK$ 50 per copy Testimonial HK$ 50 per copy Re-assessment fee per module HK$ 1000 Re-take fee per module HK$ 4000 Re-assessment fee of dissertation* HK$ 2000 Re-take fee of dissertation* HK$ 6000 Graduation ceremony fee HK$ 1000 Late Tuition fee penalty (more than 2 weeks late) HK$ 400 * Effective since September 2011. Refund Arrangements:

All fees paid less application fee will be refunded if the course is withdrawn or not offered.

In premature cessation of the course, all fees and charges that have been collected in respect of any part of the course failing to be conducted on or after the date of the cessation will be refunded within ONE month of the premature cessation.

A student who withdraws FOUR weeks before the commencement of the course will be entitled to a full refund of fees paid for the forthcoming installation less 10%.

A student withdraws from the course less than FOUR weeks before or no more than FOUR weeks after the date of each installment shall be entitled to a refund of 50% of fees paid for the installment.

A student who withdraws from the course more than FOUR weeks after the date of each installment shall not be entitled to a refund of the fee paid for the installment.

17. EXAMINATION ARRANGEMENT It is the duty of students to make himself / herself available at the examination. Examination schedules are available our homepage . Students should notice that examination may arrange on Sunday if required. Students who are absent from examination will be considered as FAIL.

18. COMMUNICATION All the messages to students will be delivered by three channels: e-mail, webpage of AIBE and notice board outside Centre.

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19. LOCATION MAP

Address: 1/F Hamilton Commercial Building, 558-560 Nathan Road, Kowloon (MTR Yau Ma Tei Station Exit A2) Tel: 2376 1933 Fax: 3579 2908