ENGG3800 is a learning-by-doing class that endeavours to teach issues in management, teamwork, communication and design by giving teams of four students the opportunity to design and build a complete product in a loosely structured team environment. It follows the same course structure as ENGG2800, but with a product design challenge that is more difficult. The increase in complexity of the product design reflects not only your improved technical knowledge from your studies, but also your improved ability in design, teamwork and time management gained from your ENGG2800 experience. ENGG3800 is an opportunity to learn from the mistakes that you may have made in ENGG2800.
Team Project courses address a wide range of goals for the learner from personal development to technical experience. Working in a team you may be only lightly exposed to some technical skill areas, while deeply developing your abilities in other technical areas. You will be responsible for your learning - choose your areas of expertise and interest in conjunction with your team. The goals related to personal development, on the other hand, are the core learning goals for the course that will relate to every member of the team. During this course you will:
| GRADUATE ATTRIBUTE | LEARNING OBJECTIVES |
| A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY | |
| A1. A comprehensive and well-founded knowledge in the field of study. | 2.2 |
| A4. An understanding of how other disciplines relate to the field of study. | |
| A5. An international perspective on the field of study. | |
| B. EFFECTIVE COMMUNICATION | |
| B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and spoken forms. | 3.4, 4.4 |
| B2. The ability to interact effectively with others in order to work towards a common outcome. | 1.1, 3.4 |
| B3. The ability to select and use the appropriate level, style and means of communication. | 3.4, 4.4 |
| B4. The ability to engage effectively and appropriately with information and communication technologies. | 4.2 |
| C. INDEPENDENCE AND CREATIVITY | |
| C1. The ability to work and learn independently. | 2.2 |
| C3. The ability to generate ideas and adapt innovatively to changing environments. | 2.2, 2.3, 3.4 |
| C4. The ability to identify problems, create solutions, innovate and improve current practices. | 2.2, 2.3, 3.4 |
| D. CRITICAL JUDGEMENT | |
| D1. The ability to define and analyse problems. | 2.3, 3.4 |
| D2. The ability to apply critical reasoning to issues through independent thought and informed judgement. | 2.6, 3.4 |
| D3. The ability to evaluate opinions, make decisions and to reflect critically on the justifications for decisions. | 3.4 |
| E. ETHICAL AND SOCIAL UNDERSTANDING | |
| E1. An understanding of social and civic responsibility. | 1.2 |
| E2. An appreciation of the philosophical and social contexts of a discipline. | |
| E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study. | 1.2 |
| E5. A knowledge of other cultures and times and an appreciation of cultural diversity. | |
| GRADUATE ATTRIBUTE | LEARNING OBJECTIVES |
| 1. Ability to apply knowledge of basic science and engineering fundamentals | 2.2, 2.6, 3.4 |
| 2. Ability to communicate effectively, not only with engineers, but also with the community at large | 3.4, 4.4, 4.6 |
| 3. In-depth technical competence in at least one engineering discipline | 2.2 |
| 4. Ability to undertake problem identification, formulation and solution | 2.3, 2.6, 3.4 |
| 5. Ability to utilise a systems approach to design and operational performance | 2.3, 2.6, 3.4 |
| 6. Ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams, with the capacity to be a team leader or manager as well as an effective team member | 1.2 |
| 7. Understanding of the social, cultural, global and environmental responsibilities of the professional engineer, and for the need for sustainable development | |
| 8. Understanding of the principles of sustainable design and development | |
| 9. Understanding of and commitment to professional and ethical responsibilities | 1.2 |
| 10. Expectation and capacity to undertake life-long learning |
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less than 20%
20% - 39%
40% - 49%
50% - 64%
65% - 74%
75% - 84%
more than 84%
There will be a penalty of 1 mark deducted from the project assessment for each hour (or part thereof) that the project is handed in late.
There will be a penalty of 1 mark deducted from the meeting assessment for each minute (or part thereof) that you are late to attend a meeting.
For every day or part thereof which any report is submitted late, 20% of the marks allocated to that report will be deducted from the total mark. Late submissions must be made to the ITEE office on level 2 of the GP South building. Extensions will be granted only for medical or compassionate reasons. Application for an extension must be made before the due date to the course coordinator.
Report 1 (5%): Team description (all to hand in individual reports)
Report 2 (10%): Report on Project Plan (one member to prepare and hand in on behalf of the team)
Report 3 (10%): Report on Paper Design (one member to prepare and hand in on behalf of the team)
Report 4 (10%): Manuals for Operation and Maintenance (one member to prepare and hand in on behalf of the team)
Report 5 (10%): Report on Final Design (one member to prepare and hand in on behalf of the team)
Report 5A (10%): Report on Final Design as a magazine article (For teams of five only. Fifth member to prepare and hand in on behalf of the team )
Report 6 (5%): Reflective Report on Design and Management (all to hand in individual reports)
Unlike previous years, ALL reports are used in the determination of your mark.
Format and Presentation
All reports must use a 12pt Times font with one and a half line spacing (1.5) and 25mm margins all round on A4 white paper. Reports that do not conform to the above criteria OR exceed the maximum quoted length (excluding the title page, the references and any appendices) will be returned for resubmission within one week and will be penalized by 50% when they are subsequently remarked. All reports should be written in THIRD PERSON, failure to do so may result in loss of marks.
It is a rule of this school that individual written assignments must be accompanied with one of the approved front sheets, correctly filled in signed and dated. Any individual assignment received without this front sheet will not be marked. If you are submitting a report on behalf of your TEAM or GROUP then you must use the Group submission front sheet. The responsible team member will fill in and sign the first box. The responsible team member and all the other members of his or her team must fill in and sign the second box. The rest of the form should be filled in in the usual manner. Any group assignment received without the group front sheet filled in as instructed will not be marked.
You may use the word processor and printer in the lab to prepare your report during the normal lab hours. Neat hand written assignments are acceptable. Grade marks will be lost for poor presentation. Your report should be easy to read and clearly set out. Reports that do not reach the minimum presentation standard (including reports with consistently poor grammar and spelling) will be penalised (50%) and returned for resubmission within one week.
Failure to submit a report will result in a mark of zero for that report and will count as half of the total report assessment.
Your performance in four formal team meetings will be assessed by the lecturer or tutor. You will be assessed once as the chair person of the meeting (6%) and for three occasions as a participant of the meeting (3 x 3%). For teams with three members, one member will repeat as chair with their best chair mark to count (6%) and the lesser mark as (3%). For teams with five members, there will be a fifth team meeting scheduled with each member receiving their own chair mark, and the best three of their participant marks.
Towards the end of semester, you will be asked to evaluate each member of your team. They will of course be evaluating you. This evaluation will be performed by each team member filling out a peer assessment form which will give a grade of 0 - 5. Team members are to use the following criteria:
Team Player - Did this person work as a member of a team? Did they wait to be told what to do? Alternatively, did they attempt to control the whole project?
Creative Input - The extent to which this team member contributed to generating new ideas in the project, and general problem solving ability.
Technical Contribution - The technical skills that this team member brought to the project in areas such as circuit design, software design, PCB layout and assembly skills. This criteria does not apply to Managers.
Reliability - Did this person perform his or her assignments effectively and on-time? Did this person respond to emails and return phone calls?
Hard Work - The extent to which this person slogged away at their appointed tasks, regardless of their success in achieving good outcomes.
Communication - Was this person easy to communicate with? Did you have difficulties understanding their issues? Did they have difficulties understanding yours?
Meeting Attendance - Did this person attend meetings on-time and every week?
The calculation of your final peer assessment grade is normalised against the performance of the product and against the team size. The formula that will be used is:
(4 x Your Mark x 15 / Total of Peer Marks in Your Team) x (Project Mark / 50)
where your mark is a mark between 0 and 15 inclusive based on your team members' peer assessment of you.
Assessment will initially be carried out by your tutor, with a subsequent checking of all products and grades by the lecturer. The assessment scheme is biased towards completeness. To get a good grade the product must be sufficiently implemented for the customer to be able to use it in its operational environment, even if it might not quite meet the specifications. This means that circuits built on prototyping board will not do very well. You will be better off from an assessment point of view to have something solidly built that may not have all of the required functionality.
The system must be delivered in a testable form by the due date. There will be a penalty of 1 mark deducted from the demonstration assessment for each hour (or part thereof) that the project is handed in late. There will be bonus of 1 mark for every full working day early that the project is handed in, up to a maximum of 5 marks. The system must come in under budget ($100). There will be a penalty of 1 mark deducted from the demonstration assessment for each $1 (or part thereof) over budget. There will be a bonus of 1 mark added to the demonstration assessment for every full $10 under budget. Bonuses for early hand in and for under budget are ONLY awarded if the product satisfies the criteria of Full Functionality as described in the individual product specification currently in force.
The mark will be based mainly on the performance of the product during evaluation. It is very important that your product is functioning correctly during the evaluation session, and that clear instructions are provided as to how the product is operated. Consideration of past performance or re-evaluation of the product at a later date will not be entered into.
The descriptions below indicate typical performance of products in each grade band.
Excellent (85%+) Your product fulfils the customer's requirements in all respects and contains at least one enhancement of functionality which significantly exceeds the original specification. The design and implementation are sufficiently complete that the customer can easily trial the product in its intended operational environment.
Very Good (75-84%) Your product fulfils all of the customer's requirements. The design and implementation are sufficiently complete that the customer can trial the product in its intended operational environment.
Good (65%-74%) Your product fulfils most of the customer's requirements; but may still have some bugs. The design and implementation are sufficiently complete that the customer can trial the product in a controlled environment. The documentation shows the exact details of the work required to complete the product.
Pass (50%-64%) Your product can fulfil some of the customer's requirements; but cannot really be used for the intended purpose. The project is in a state sufficient to convince the client that the team is capable of finishing the product, given more time for implementation. The documentation shows most of the details of the work required to complete the product.
Conceded Pass (40%-49%) While you do not have a complete product, you can show that most of the key subsystems are implemented and working to some degree. There is evidence that you have tried hard to finish the product, even if you cannot convince the client that you are capable of doing so. There is documentation showing at least some details of the work to be completed.
Poor (20%-39%) You can show some working subsystems. You have done at least some work on the project.
Very Poor (0-19%) None of your subsystems can be shown to function. There is no evidence that you have made any serious attempt to solve the problem, or your product shows evidence of plagiarism and/or collusion
An overview of the University’s assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/myadvisor/index.html?page=2910).
Academic Integrity
It is the University's task to encourage ethical scholarship and to inform students and staff about the institutional standards of academic behaviour expected of them in learning, teaching and research. Students have a responsibility to maintain the highest standards of academic integrity in their work. Students must not cheat in examinations or other forms of assessment and must ensure they do not plagiarise.
Plagiarism
The University has adopted the following definition of plagiarism:
Plagiarism is the act of misrepresenting as one's own original work the ideas, interpretations, words or creative works of another. These include published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media.
Students are encouraged to read the UQ Academic Integrity and Plagiarism policy (http://www.uq.edu.au/hupp/index.html?page=25128) which makes a comprehensive statement about the University's approach to plagiarism, including the approved use of plagiarism detection software, the consequences of plagiarism and the principles associated with preventing plagiarism.
As a student you have a responsibility to incorporate feedback into your learning; make use of the assessment criteria that you are given; be aware of the rules, policies and other documents related to assessment; and provide teachers with feedback on their assessment practices.
There are certain steps you can take if you feel your result does not reflect your performance. Please refer to the myAdvisor web site. (http://www.uq.edu.au/myadvisor/index.html?page=2953)Further to the statement on academic integrity and plagiarism above, students are required to read and understand the ITEE policy on Student Misconduct (http://www.itee.uq.edu.au/about_ITEE/policies/student-misconduct.html).
The policy and procedure for late arrival or non-attendance at centrally controlled examinations is set out in the University's Examinations policy (HUPP 3.30.5), sections 8 and 10.2.
The way in which late arrival at a School-controlled examination is dealt with will be at the discretion of the course coordinator, who may be guided by the policy for centrally controlled exams.
Where an adjustment is made to an accredited program, it is the responsibility of the relevant Faculty to liaise with professional and registration bodies regarding the acceptability of the change/s.
Below is a table showing the relationship between the learning objectives for this course and the broader graduate attributes developed, the learning activities used to develop each objective and the assessment task used to assess each objective.
| Learning Objectives | ||||||||||||
| 1.1 | 1.2 | 2.2 | 2.3 | 2.4 | 2.6 | 3.2 | 3.4 | 3.5 | 4.2 | 4.4 | 4.6 | |
| Learning Activities | ||||||||||||
| Introduction (Lecture) | ||||||||||||
| Report Writing (Lecture) |
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| Team Meeting (General Contact) |
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| Tutor Consultation in Lab (Practical) |
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| Background Theory (Lecture) |
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| Paper Design (Lecture) |
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| Planning (Lecture) |
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| Question and Answer Sessions (Discussion) |
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| PCB Layout (Lecture) |
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| Construction (Lecture) |
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| Practical Electronics (Lecture) |
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| Information Resources (Lecture) |
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| Is it a good idea to patent your good idea (Lecture) |
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| Assessment Tasks | ||||||||||||
| Report Series (individual) |
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| Performance in Team Meetings (individual) |
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| Assessment of Individual Performance (individual) |
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| Product Mark (team) |
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| Learning Objectives | ||||||||||||
| 1.1 | 1.2 | 2.2 | 2.3 | 2.4 | 2.6 | 3.2 | 3.4 | 3.5 | 4.2 | 4.4 | 4.6 | |
| Graduate Attributes | ||||||||||||
| A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY | ||||||||||||
| A1. A comprehensive and well-founded knowledge in the field of study. |
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| A4. An understanding of how other disciplines relate to the field of study. | ||||||||||||
| A5. An international perspective on the field of study. | ||||||||||||
| B EFFECTIVE COMMUNICATION | ||||||||||||
| B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and spoken forms. |
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| B2. The ability to interact effectively with others in order to work towards a common outcome. |
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