Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
2010
Higher National Certificate
in Electrical & Electronic
Engineering
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Disabilities Support .....................................................................18
Student Health Service ...............................................................18
Contents Change of Personal Details ................................................. 18
COLU – open learning .......................................................... 3
Appendix 1........................................................................... 19
Programme Structure ............................................................ 3
Appendix 2........................................................................... 21
Typical programme structure for an HNC in Electrical &
Assessment Schedule – Typical HNC in Electrical and Electronic
Electronic Engineering with a focus on electronics and design Engineering ................................................................................21
.............................................................................................. 4
Appendix 3........................................................................... 24
Typical programme structure for an HND in Electrical &
Electronic Engineering with a focus on electronics and Module Leaders contact details ..................................................24
design, as a top from HNC in Electrical & Electronic Appendix 4........................................................................... 27
Engineering ........................................................................... 5 Excel – Grading Higher National Units .......................................27
Study packs........................................................................... 7
Learning agreement .............................................................. 7
E-learning@tees ................................................................... 7
How to succeed in your Studies ............................................ 7
Level 4 Modules .................................................................... 9
Core modules .............................................................................. 9
Elective modules .......................................................................... 9
Level 5 Modules .................................................................. 10
Core modules ............................................................................ 10
Elective modules ........................................................................ 11
Useful Websites ......................................................................... 12
COLU Academic Staff & Profiles ......................................... 12
Student Destinations & Profiles ........................................... 13
Assessments ....................................................................... 13
Assessment Submission ............................................................ 13
Guidelines for Assessment Format ............................................ 13
Essay/literature review-based reports ......................... 13
Guidelines on Referencing & Citation ........................................ 14
Abbreviations, Units & other details: .......................................... 14
Feedback and Marks ................................................................. 14
Mitigating Circumstances ........................................................... 14
Assessment Review (appeal) .................................................... 15
Academic Misconduct ................................................................ 15
Support for Your Learning ................................................... 16
Academic Support ..................................................................... 16
Off-Campus Support .................................................................. 16
Electronic Resources ................................................................. 16
Library ................................................................................. 17
Student Support Officer ............................................................. 18
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Elective modules can be studied in any order, as there are no
COLU – open learning prerequisites they are chosen by the student with guidance
from programme leader.
Students are able to focus on particular areas of interest in
COLU the leading international designer and developer of their choice of electives, allowing the programme to relate
engineering and technology open learning programmes, has specifically to their own experience and industrial expertise.
one of the largest portfolios of accredited open learning For an HNC you must complete a minimum of 125 credits
programmes serving the engineering and process industries including the core modules with a maximum of 50 credits at
worldwide. COLU has been operational for 25 years and level 5. In practice this means that, as there are a number of
since 2002 has been part of Teesside University School of core Level 5 modules , only one additional level 5 elective
Science and Engineering. can be chosen.
Our HNC programmes are accredited under licence from
Edexcel. This may seem confusing but your programme leader will be
Registration for HNC programmes lasts for 5 years and you able to help with any questions you may have.
are expected to complete your programmes within this time
period. Core modules level Credit
It is also important that you realise that open learning study Analytical Methods for Engineers 4 15
requires a considerable degree of self-discipline. You must Engineering Science 4 15
be prepared to devote both time and effort to studying not Electrical and Electronic Principles 5 15
withstanding other distractions that may be present. Project * 5 20
Elective modules Credit
“Excellent course materials. Excellent Engineering Applications 4 15
Programmable Logic Controllers 4 15
tutor support. Very prompt marking Applications of Pneumatic and 4 15
of assessments with detailed feedback” Hydraulics
Mechatronic Systems Principles 4 15
Lighting 4 15
Programme Structure Electrical Machines 4 15
Electrical Services 4 15
One of the benefits of distance learning is that you can start a Digital and Analogue Devices and 4 15
programme at any time that suits you and progress at a pace Circuits
that suits you and your personal circumstances. Microprocessor Systems 4 15
Your programme leader will suggest guidelines to help you Distributed Control Systems 4 15
manage your time effectively. This will be agreed and 15
Control Systems and Automation 5
formalised by a programme learning agreement at the start of 15
Semiconductor Physical Electronics 5
your study
Electrical Supply and Distribution 5 15
The HNC programmes are divided into modules some of
Systems
which are core (essential) and some electives (your choice).
Safety Engineering 5 15
Your programme leader will help with advice and guidance in
Electrical Systems Protection 5 15
your choice of options. Students are able to commence study
Combinational and Sequential Logic 5 15
at any time in the year.
Electromagnetic Compatibility 5 15
Each module is worth a set number of credits and is specified
as either level 4 or level 5. Modules are studied Electronics 5 15
consecutively starting with the core modules at level four. Operational Amplifiers 5 15
Business Management Techniques 5 15
The programme learning outcomes are provided in Appendix Engineering Design 5 15
1.
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Typical programme structure for an HNC in Electrical & Electronic
Engineering with a focus on electronics and design
* The Project module has been designed to allow the students the opportunity to use the knowledge and skills they have acquired
throughout the programme alongside their own experience.
This example structure allows for a student completing two modules per year. As a flexible open learning student you can work at
your own pace and complete more or less modules, although less than two modules per year will impact on your completion of the
programme within the five year registration period.
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On completion of the HNC you may wish to progress on to the HND programme, a typical programme structure is given below:
An HND programme consists of 16 modules of which a minimum of 8 modules must be at level 5, these may include level 5
modules completed within the HNC programme.
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Student Journey
Programme leader contacts student to discuss any questions with regards to:
module choices
learning agreements
Module tutor and student to have regular contact monitored via the
blackboard site. The Learning agreement can be re-negotiated if and
when necessary
An exit interview with the student and module tutor will be conducted on
completion of the module
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assessment. The use of a learning agreement encourages
Study packs you to take responsibility for your own learning and in
particular you will be asked to set deadlines for the
You are provided with a self-contained comprehensive study completion of assessments so that we can more easily
pack for each of the specifically designed modules from the monitor your progress through the module and offer
School of Science and Engineering open learning unit assistance in a more timely fashion.
(COLU). Each module consists of a folder or folders The learning agreement will be regularly monitored by the
containing a series of lessons grouped into topics. Each module tutor this will ensure that the module leader and
lesson has an introduction, your aims, study advice, self- programme leader are able to monitor your progress and
assessment questions and a summary. allow for early intervention if you are having difficulties.
For each module your module tutor will contact you to Getting organised for study
negotiate a learning agreement. A learning agreement is a While open learning means you study at your own pace,
short statement in writing which specifies the “contract” many people find it difficult to develop a „habit of study‟
between a learner and their tutor. It should outline what is to because of the self-discipline needed. To overcome this and
be learned, specify the intended period over which that achieve your long term aim of completing a module within a
learning will take place and the time and the method of
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realistic timescale, we will help you to decide on a study
schedule. Remember if at any point in your study you feel that you need
Your main work involves completing lessons including the help you can contact the academic tutors at COLU who are
self-assessment questions at the end of each lesson. The not only subject specialists, but who also have experience
module is made up of a series of topics composed of a and expertise in flexible open learning study.
number of lessons. Students are able to access tutor support on-line, via email,
telephone or fax. Students who are in the locality can with
All lessons have common features: prior arrangement meet the tutors face to face.
The introduction or overview of the lesson
Your aims tell you what you should have achieved when you You will be expected to maintain regular contact with your
have completed the lesson. They provide learning objectives module tutor and your programme leader.
that are worthwhile referring to while you are working through
the lesson. Note: Students who appear to have dropped out of the
Study advice helps you plan your work strategy by pointing course for an extended period of time may be withdrawn from
out any special resources needed or unusual time the course.
requirements.
Self-assessment questions enable you to check your Breif descriptions of the core and elective modules are
progress and find out if you have achieved your objectives. provided below:
Solutions or answers are provided but you will not help your
learning if you look at the answers before you attempt the
questions.
The summary reinforces what you have completed and
generally provides a quick reference to the contents of the
lesson
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work, whether administrative, theoretical, practical or
Level 4 Modules supervisory, that they have undertaken as part of their daily
working lives and show how those activities have contributed
to their professional engineering development. In so doing
the module requires that the student document key aspect of
This level of study provides the foundation for the the development to date and to critically appraise their career
development of knowledge, skills and confidence for the journey, identifying areas of their experience that may be
successful progression through the programme under-developed and producing an action plan for their
ongoing professional development.
Core modules
Analytical Methods for Engineers (15 credits): The aim Programmable Logic Controllers(15 credits): This
of this module is to provide the fundamental analytical module investigates programmable logic controller (PLC)
knowledge and techniques needed to successfully complete concepts and their applications in engineering. It focuses on
the core modules of Higher National Engineering the design characteristics and internal architecture of
programmes. It is also intended as a base for the further programmable logic control systems, the signals which are
study of analytical methods and mathematics, needed for the used and the programming techniques. This module will
more advanced option modules. This module has been include the loan of a practical kit to allow you to produce and
designed to enable students to use fundamental algebra, demonstrate a programme for a programmable logic device.
trigonometry, calculus, statistics and probability, for the
analysis, modelling and solution of realistic engineering Applications of Pneumatics and Hydraulics(15
problems at Higher National level. credits): This module will provide students with a knowledge
and understanding of fluid power systems in modern industry
by investigating pneumatic and hydraulic diagrams,
examining the characteristics of components and equipment,
and evaluating the applications of pneumatics and
hydraulics.
Lighting (15 credits): This module introduces the student Microprocessor Systems (15 credits): This module will
to designs for interior and exterior lighting arrangements provide students with an understanding of microprocessor-
including emergency lighting. Students will also be based systems and their use in
introduced to circuit testing and certification in accordance instrumentation/control/communication systems. Students will
with British Standards recommendations. study the practical aspects of device selection, programming
and the interfacing of external peripheral devices. Students
Electrical Machines (15 credits): This module covers the will be able to write software to download to a microprocessor
fundamentals and relevant aspects of electrical d.c. and a.c. using a practical kit on loan from COLU. The module also
machines and power transformers as industrial electrical introduces students to the development cycle of specification,
plant. design, build, program, test and evaluation.
Distributed Control Systems (15 credits): The aim of
this module is to investigate Distributed Control System
concepts and their applications in engineering. It focuses on
the design characteristics and internal architecture of
Distributed Control Systems and how they interact.
Level 5 Modules
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students to build and test circuits using logic gates and flip
flops.
Electromagnetic Compatibility (15 credits): This
Elective modules module provides electronic and electrical technicians and
engineers with the underpinning theoretical knowledge and
Control Systems and Automation (15 credits): This analysis tools for solving problems involving electromagnetic
module develops an understanding of basic mechanisms and interference and addressing electromagnetic compatibility
performance measures used for the implementation and issues. The module covers induction by crosstalk and
analysis of process control systems that apply across the electromagnetic fields as well as the hazards posed by
engineering disciplines electrostatic discharge. Consideration is given to circuit board
design and layout, grounding and the special problems
arising from digital circuits
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Summary; (c) Introduction; (d) Methods; (e) Results; (f)
Discussion with Conclusions if appropriate; (g) References. Sample reference to a book chapter or section:
Guidance on the presentation of individual sections is given Bird, J.O., (2000).Single-phase series a.c. circuits. In
below. Electrical Circuit Theory and Technology, pp. 187–211. 2nd
Ed: Newnes.
Guidelines on Referencing & Citation
References are those books and journal articles which you Abbreviations, Units & other details:
have consulted and made direct use of the material Abbreviations should be defined at first mention in both
contained in them to generate your submission. When you Summary and main text.
write an academic piece of work (essay, practical report etc),
you must acknowledge all your sources. This is done by Feedback and Marks
citing of them in the main body of your text and listing the full As part of the marking process, your assessment will be
details at the end of the report under the heading initially graded by one member of the module team, and then
References. second marked by a second team member. At this point a
provisional grade and feedback will be agreed. Please note
Correct referencing and citation ensures you acknowledge the following:
the work done by others. Referencing and citation is vital in
all your written work because of the University‟s strict rules “This feedback is being given for purposes of advice and
on plagiarism. References should provide sufficient guidance and to assist your learning and development in this
information so that the reader can find your source material module. References to standards or grades are entirely
with ease. Scientific books and journals are the preferred provisional and subject to confirmation following University
sources of information, since they are edited and reviewed procedures. Only University Assessment Boards are able to
prior to publication. Web sites, although useful, should be issue confirmed, definite grades.”
treated with caution, since they do not necessarily go through
the same review and editorial processes as journals and Feedback is usually in the form of individual feedback sheets.
books. These will be completed by staff during their assessment of
your work.
For modules delivered by the School of Science &
Engineering you are required to use the Harvard System Feedback and grade will normally be provided within four
unless the module specification states otherwise. You will be working weeks of submission.
given clear guidance if you are expected to use alternative
referencing systems. The marking criteria are provided in the appendix 4.
Format of Reference Section Mitigating Circumstances
References should appear in a single list, irrespective of
It is the student‟s responsibility to complete the appropriate
their source, at the end of the report or essay. This section
proforma (and to notify the Programme leader where
should be titled References. References in the list must be
appropriate) if he/she considers that there are any mitigating
given in alphabetical order, except for papers with three or
circumstances affecting their performance in assessments.
more authors, which should be listed in chronological order
after any other papers by the first author. References must
The University Procedure for Mitigating Circumstances can
include the title of the paper as well as both initial and final
be found at
page numbers. Titles of journals should be provided in full
[http://www.tees.ac.uk/docs/DocRepo/Student%20Regulation
No stops should be used after abbreviated words.
s/Academic%20Regulations/Mitigating%20Circumstances%2
References to books should include year of publication, title
0Regulations.doc]
(in full), edition, editor(s) (if any), town of publication and
publisher, in that order. When the reference is to a particular
part of a book, the inclusive page numbers and, if Mitigating Circumstances proformas can be obtained from
appropriate, chapter title must be given. your programme tutor and the completed forms, plus any
supporting evidence, should be returned to the Senior School
Administrator (or her nominee) who will issue a receipt to the
Sample reference to a whole book:
student.
Tooley, M. (2004). Higher National Engineering, 2nd edn.
Newnes.
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Illness – Any form of illness or injury which coincides with, or Drop in Student Skills Centre (DISSC), where academic
predates, the submission date of an assignment must be tutors provide writing and study skills support -
supported by written medical evidence. This could constitute http://dissc.tees.ac.uk/
either a medical certificate or written communication from a Facility for students and staff to use plagiarism e:detection
GP. Illness or injury as an excuse will not be considered software
without such evidence. Briefings on academic misconduct provided at student
induction events and during relevant modules
Personal Circumstances – In this case ongoing personal or
family circumstances which are likely to affect assignment Academic misconduct is defined by the University as any
submission, programme leaders should be informed well in activity or attempted activity which gives an unfair advantage
advance of any deadlines. The University has a number of to one or more students over their peers and is treated very
Student Counsellors whom students may see by seriously.
appointment. The Students, Union also provides Counselling
Service for students who wish to contact them and may To ensure that students are treated fairly and equitably,
provide confidential letters of support that would be academic misconduct is divided into the following three
considered by the Mitigating Circumstances Board. The types:
onus is on the student to make contact with someone
appropriate. 1. Academic Negligence: This is regarded as the least
Documentary evidence will be required to support the claim. serious offence and covers first time minor offences.
It includes plagiarism that is small in scale, not
Assessment Review (appeal) related to the work of other students, and which is
considered to have resulted from ignorance or
If you feel that you have been disadvantaged in some way
carelessness.
through the assessment process which adversely affects
your award / grade, then an opportunity is available for you to
2. Academic Malpractice: This covers extensive
make an application for assessment review. Copies of the
paraphrasing of material with no acknowledgement
procedure and the necessary documentation can be obtained
of the source, systematic failure to reference,
from the School of Science & Engineering Administration
submitting work which has already been submitted
Office or via the Student Ombudsman Office.
for another assignment, and subsequent cases of
Academic Negligence.
Academic Misconduct
What follows is only a brief summary of the University‟s 3. Academic Cheating: This is regarded at the most
Academic Misconduct procedure and should be read in serious offence and covers Plagiarism in
conjunction with the Regulations relating to Academic dissertations/final year projects/taught doctorate
Misconduct (Taught Components and Programmes) available modules, collusion with other students, theft,
at: commissioning/purchasing work, falsification of
www.tees.ac.uk/docs/index.cfm?folder=student%20regulatio results/data, and all examination irregularities.
ns&name=Academic%20Regulations
You are strongly recommended to read those Regulations. If suspected of academic misconduct, you will be required to
They provide a detailed explanation of academic misconduct, attend either an informal or formal meeting and if
the procedures which must be followed when an academic subsequently found guilty, you will receive a penalty, the
misconduct offence is suspected and the possible penalties. most serious of which can be exclusion from the University.
The processes and penalties are described in Appendix 2 of
In order to avoid academic misconduct, the University is the Regulations. If you are found guilty of academic
committed to continually educating its students on how to misconduct after the end of your course, any award that you
develop good academic practice and writing skills. The have received may be withdrawn. This can be done after you
following support is available and it is recommended that you have graduated.
take advantage of this:
The University has an Exceptional Cases Procedure, which
Advice and guidance from The Link based in the Students‟ can be used when it is suspected that a piece of work
Union and/or Student Services - submitted by a student is not their own work. You could be
http://www.utsu.org.uk/thelink/content/117945/advice/ interviewed to determine the authorship of work. You are
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therefore strongly advised to retain materials used in Mrs Julie Winter. An issue of general concern can be raised
developing work. at the Programme Board.
The following tips may help you to avoid academic Off-Campus Support
misconduct: The library & Information services website ( L&IS) provides a
Do: range of services which can be accessed by off-campus
Familiarise yourself with the regulations and users. Support is available from our Off-campus Assistant
penalties that can be incurred. For professional who will help you with any queries about access to L&IS
programmes, a single case of academic misconduct resources. Call 01642 342922 during office hours or 01642
may result in you being discontinued from your 342780 at any time, or email off-campus@tees.ac.uk.
course.
Make sure that you know how to correctly Books and photocopied journal articles can be posted out to
acknowledge other people‟s work or opinions, and you (UK addresses only) for a charge of £3.00 per book and
get feedback from your Tutor on whether or not you £1.50 per photocopied journal article. To register go to
are doing this correctly. http://lis.tees.ac.uk/postal/register.cfm. More details about
Take care when making notes from books or this service, and the request forms are available from the
articles. Always keep a record of whether your L&IS website http://lis.tees.ac.uk/offcampus/
notes are a paraphrase of the source or a direct
quotation, so that you don‟t inadvertently include Electronic Resources
quotes without proper acknowledgement. [This is a
The L&IS website (http://lis.tees.ac.uk) provides details of
frequently cited reason students give when accused
services available and acts as a gateway to a wide range of
of academic misconduct.]
electronic learning resources such as the Catalogue, subject
Seek support from your Module or programme
guides, searchable databases, electronic books and
Leader if you are experiencing difficulties in electronic journals. A wide range of guides, factsheets and
completing your work on time.
online tutorials are available to help you access and use the
Don‟t
resources and facilities. L&IS maintains an online set of
Cut and paste (or reproduce) chunks of material Sources for your subject area at: http://lis.tees.ac.uk/subject
from electronic sources or books/articles. Even if
you acknowledge the source, material not stated as Databases for your subject area include:
being a direct quotation will make you vulnerable to
an accusation of academic misconduct. Scopus – the world's largest abstract and citation database
Loan your work to other students. If it is then covering 15,000 scientific, technical, medical, social science,
copied, you may be accused of academic psychology and economic peer reviewed journals. Scopus
misconduct. also performs an integrated search of the scientific Web via
Borrow work from current or previous students. the search engine Scirus. The Scopus factsheet gives
Submit the same work for different assessments. details on how to access and search this database
Get someone else to do your work. Essay-writing http://lis.tees.ac.uk/factsheets/fs43.pdf
web sites don’t always keep their promises and
have been known to inform universities of students ScienceDirect - one of the most comprehensive databases
who have purchased work. of primary literature available in the sciences. It contains the
full text of more than 2,000 peer reviewed journals in the life,
Support for Your Learning physical, medical, technical, and social sciences. It also
contains abstracts from the core journals in the major
scientific disciplines. The ScienceDirect factsheet gives
Academic Support details on how to access and search this database
If you are experiencing difficulty coping with the material in http://lis.tees.ac.uk/factsheets/fs44.pdf
any module, you should initially approach the Module Leader, Web of Knowledge - provides access to current and
and explain the problem. It is primarily the Module Leaders retrospective multidisciplinary information from approximately
responsibility to deal with these difficulties. 8,700 of the most prestigious, high impact research journals
in the world. It includes the Science Citation Expanded and
Sub Degree Programme Co-ordinator: Alternatively, Social Sciences Citation Index
you can consult the Sub degree Programme Co-ordinator, http://lis.tees.ac.uk/factsheets/fs132.pdf
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Ebrary - Ebrary is a growing collection of over 44,000 assistance during these hours. For your safety there will be
electronic books. It covers multiple subject areas. See the staff in the building, but their role is to patrol only.
Ebrary factsheet for instructions
http://lis.tees.ac.uk/factsheets/fs131.pdf Vacation Opening Hours
Monday - Thursday 9.00am - 7.00pm
Library Friday
Saturday
9.00am - 5.00pm
11.00am - 5.00pm
Sunday Closed
Library & Information Services (L&IS) support distance
learners by providing electronic information resources such
Library opening times may occasionally vary and are posted
as e-books, e-journals, and online databases. On the L&IS
on the Library & Information Services (L&IS) web site -
website the section entitled „Subject Guides‟ lists the relevant
http://lis.tees.ac.uk/
resources that are available http://lis.tees.ac.uk/subject and
students can access them with their University username and
password. Teaching staff can also make use of the L&IS Borrower Number and Personal
digitisation service to make book chapters and journal articles Identification Number
that cannot be purchased electronically available on E-
learning @Tees. Students based in the UK can have books Your TUSC is your Library card and your borrower number is
and journal articles posted out to them. Dedicated off-campus the number above the upper barcode. Your PIN is a 4-digit
support staff are available to assist distance learners with number unique to you and is required to renew your loans
their queries http://lis.tees.ac.uk/offcampus either over the telephone or via the web. You will also require
your PIN to access other University systems e.g. Unity, the
Online factsheets provide guidance on electronic resources. University portal.
An information skills online tutorial teaches students how to
find electronic journals and how to evaluate information on Staff and students can set up their own PINs via -
the Internet. Students can also seek support through the https://myaccess.tees.ac.uk/pcs/ by selecting the option to
instant messaging „Chat Reference‟ service, the AskLisar "Manage your security details". Alternatively you can
email service or by telephoning the Subject Librarian for telephone the Library on 01642 342992 and request your PIN
science & engineering. The Drop In Student Skills Centre to be posted out to you or ask at the Enquiry Desk in the
(DISSC) website http://dissc.tees.ac.uk provides advice on Library.
referencing and avoiding plagiarism.
ICT Account
For locally based students, or if you are visiting, the Your ICT account is your username and password which you
University‟s Library provides access to books including e- need to log on to the networked computers in the Library.
books, DVDs, journals, computers and other learning The networked computers give access to the Internet,
resources. It is designed to provide a user-friendly learning Microsoft Office, the Catalogue and specialist databases and
environment, with open access to shelves, ICT equipment software. A wide range of electronic resources can also be
and other information services. Visit their website at accessed off campus from any computer, which has an
http://lis.tees.ac.uk/ for more information. Internet connection. To do this you will normally need to use
your ICT account details.
Opening Hours
Term Time It is recommended that you set up an automatic redirect to
Monday - Thursday 8am – midnight* the email address that you access regularly.
Friday 8am - 8pm*
Saturday 11am - 8pm Journals
Sunday 11am - 10pm
Research and review articles from scientific journals are an
*Please note that from 8 am - 8.30 am and 10 pm - important source of information. You will be directed to
midnight the Library is open on a 'Self-service' basis. relevant journals titles by your tutors.
During 'Self-service' hours the Library is only open to
Teesside University students and staff. You will need your
TUSC (Teesside University SMART Card) to enter the Access to other Libraries
building. The Service Counter, Enquiry Desk and Information As a part-time student you may be entitled to use the
Desks will not be staffed, therefore there will be no services of other university libraries using the SCONUL
17 | P a g e
Access scheme. Generally you can borrow books and use
libraries for reference purposes. Access to PCs and Students with disabilities and specific learning difficulties are
electronic material is not included. Details of the scheme are encouraged to discuss with the advisors how the University
listed on the SCONUL Access website might meet their requirements. The aim is to enable students
http://www.access.sconul.ac.uk/ to participate fully in their programme through additional
support that may be in the form of finance / equipment /
Improving Your Study and amanuensis.
For off campus support when using online databases and Change of Personal
other library resources contact: off-campus@tees.ac.uk
Details
Student Support Officer
The School also has a Student Support Officer, Lynn It is important that we are kept informed of any changes in
Wildmore (L.Wildmore@tees.ac.uk) who can help students to your personal details, such as your name, telephone number
access advice and support, and can often provide guidance or address. Such information is essential so that Assessment
directly on many issues. /Award results are accurately recorded and posted.
You are welcome to contact Lynn on any matter, large or
small. She can be contacted at the Student Advice Desk in Please send an email to the programme leader as soon
the Stephenson Building. as possible, so that we know your email address!
Disabilities Support
The University provides confidential help and support for
students who have disabilities or special problems which may
affect their study or assessment periods. Specialist staff in
University Student Services assess the disability or learning
difficulties to ensure that appropriate support or allowances
are provided.
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Appendix 1
Learning Outcomes
The programme will enable students to develop the knowledge and skills listed below.
On successful completion of the programme, the student will be able to:
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P1 Able to act with limited autonomy under supervision to produce solutions that integrate
knowledge of mathematics, science, information technology, design, business context
and electrical & electronic engineering practice to solve routine problems .
P2 Ability to use appropriate codes of practice and industry standards within defined
guidelines.
Key Transferable Skills (insert additional rows as necessary)
T1 Communicate appropriately and identify and use writing skills appropriate to the electrical
& electronics industry.
T2 Use a defined set of technological equipment and systems appropriate to the discipline.
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Appendix 2
Assessment Schedule – Typical HNC in Electrical and Electronic Engineering
Year 1 Analytical Methods One single component of assessment, Engineering One single component of assessment, comprising
for Engineers comprising four elements, in the form of an Science four elements, in the form of an in-course
in-course assessment. Each assessment is assessment. Each element is equally weighted and
equally weighted and comprises a set of, comprises a set of, on average 5-10 short answer
on average 5-10 short answer questions questions.
Year 2 Digital and Analogue One single component of assessment, Programmable One single component of assessment, comprising
Devices and Circuits comprising three equally weighted Logic Controllers four equally weighted elements, in the form of an
elements, in the form of an in-course in-course assessment.
assessment.
Element 1 comprises a set of, on average 5-10
Element 1 comprises short answer short answer questions.
questions including circuit design.
Week 24
week 6
Element 2 comprises a set of, on average 5-10
Element 2 will require the student to design short answer questions.
and simulate operational amplifier circuits
Week 30
(recommended use of PSpice software)
Element 3 comprises a set of, on average 5-10
Design report 5-10 pages including circuits
short answer questions.
diagrams and test data
Week 36
Week 12
Element 4 is a practical assessment which is based
Element 3 this element will take the form of
around several programming design report including
a design exercise to an engineering
ladder diagrams 5-10 pages
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problem concerning a digital system Week 42
Design report 5-10 pages including circuit
diagrams and test data
Week 18
Year 3 Engineering One single component of assessment, Microprocessor One single component of assessment, comprising
Applications comprising four equally weighted Systems three elements equally weighted, in the form of an
elements, in the form of an in-course in-course assessment.
assessment comprising short project style
Element 1 comprises a set of, on average 5-10
reports of approximately 500 words each
short answer questions.
that detail the professional development
activities that the student has undertaken Week 30
in the workplace and show how each Element 2 will require the use of an Arduino based
activity has contributed to the student‟s microprocessor kit available on loan from COLU.
progress and the advancement of their The element will require the student to design and
abilities in engineering; technically, test three software programmes to solve three
managerially, and personally. engineering based problems.
Report including flowcharts, test data and program
listing 10-15 pages
Element 1 week 6 Week 36
Element 2 week 12 Element 3 three case studies of engineering
problems, each case study will require a short
Element 3 week 18
report of approximately 500 words.
Element 4 week 24
Week 42
Year 4 Electrical and One single component of assessment, Project One single component of assessment comprising
Electronic Principles comprising four elements equally three equally weighted elements:
weighted, in the form of an in-course
assessment. Each assessment comprises Element 1 comprises a logbook or project diary
a set of, on average 5-10 short answer documenting the progress of the project on a
questions. periodic basis
Week 30
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Element 2 week 12 approximately 3000 words
Week 36
Element 3 week 18
Element 3 week 24 Element 3 oral presentation of the project 5-10 mins
Week 40
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Appendix 3
Module Leaders contact details
Module Module Tutor Contact Tel. Contact email
Analytical Methods for Engineers (FOL) Julie Winter +44 (0)1642 342700 j.winter@tees.ac.uk
Applications of Pneumatics and Hydraulics (FOL) David Craddock +44 (0)1642 342559 d.craddock@tees.ac.uk
Business Management Techniques (FOL) Derek Casson +44 (0)1642 342526 d.casson@tees.ac.uk
Chemical Engineering Unit Operations I (FOL) David Peel +44 (0)1642 342731 D.Peel@tees.ac.uk
Chemical Engineering Unit Operations II (FOL) David Peel +44 (0)1642 342731 D.Peel@tees.ac.uk
Combinational and Sequential Logic (FOL) Derek Casson +44 (0)1642 342526 d.casson@tees.ac.uk
Control Systems and Automation (FOL) David Craddock +44 (0)1642 342559 d.craddock@tees.ac.uk
Digital and Analogue Devices and Circuits (FOL) Julie Winter +44 (0)1642 342700 j.winter@tees.ac.uk
Distributed Control Systems (FOL) Derek Casson +44 (0)1642 342526 d.casson@tees.ac.uk
Electrical and Electronic Principles (FOL) Derek Casson +44 (0)1642 342526 d.casson@tees.ac.uk
Electrical Supply and Distribution (FOL) Derek Casson +44 (0)1642 342526 d.casson@tees.ac.uk
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Electrical Systems Protection (FOL) Derek Casson +44 (0)1642 342526 d.casson@tees.ac.uk
Heat Transfer and Combustion (FOL) Maqsood Ahmed +44 (0)1642 384444 m.ahmed@tees.ac.uk
Instrumentation and Control Principles (FOL) Derek Casson +44 (0)1642 342526 d.casson@tees.ac.uk
Mass and Energy Balance (FOL) Maqsood Ahmed +44 (0)1642 384444 m.ahmed@tees.ac.uk
Mass Transfer Operations (FOL) Maqsood Ahmed +44 (0)1642 384444 m.ahmed@tees.ac.uk
Measurement of Process Variables (FOL) Derek Casson +44 (0)1642 342526 d.casson@tees.ac.uk
Mechatronic Systems Principles (FOL) David Craddock +44 (0)1642 342559 d.craddock@tees.ac.uk
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Operational Amplifiers (FOL) Derek Casson +44 (0)1642 342526 d.casson@tees.ac.uk
Petroleum Facilities Emergency Shutdown Systems (FOL) Maqsood Ahmed +44 (0)1642 384444 m.ahmed@tees.ac.uk
Petroleum Processing Engineering (FOL) Maqsood Ahmed +44 (0)1642 384444 m.ahmed@tees.ac.uk
Petroleum Production Engineering (FOL) Maqsood Ahmed +44 (0)1642 384444 m.ahmed@tees.ac.uk
Petroleum Refinery Engineering (FOL) Maqsood Ahmed +44 (0)1642 384444 m.ahmed@tees.ac.uk
Programmable Logic Controllers (FOL) Julie Winter +44 (0)1642 342700 j.winter@tees.ac.uk
Semiconductor Physical Electronics (FOL) Derek Casson +44 (0)1642 342526 d.casson@tees.ac.uk
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Appendix 4
Excel – Grading Higher National Units
Each module will be graded as a pass, merit or distinction.
A pass is awarded for the achievement of all outcomes against the assessment criteria specified in the module
Grade descriptors
Pass grade
A pass grade is achieved by meeting all the requirements defined in the assessment criteria for pass for each unit.
Merit grade
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used
the selection of methods and
techniques/sources has been justified
the design of methods/techniques has been
justified
complex information/data has been
synthesised and processed
appropriate learning methods/techniques
have been applied
3. present and the appropriate structure and approach has
communicate been used
appropriate findings coherent, logical development of
principles/concepts for the
intended audience
a range of methods of presentation have
been used and
technical language has been accurately used
communication has taken place in familiar
and unfamiliar contexts
the communication is appropriate for familiar
and unfamiliar audiences and appropriate
media have been used
Distinction grade
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characteristics for success
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