Engineering Tripos Part IIB, 4D13: Architectural Engineering, 2019-20
Module Leader (Engineering)
Module Leader (Architecture)
Lecturers
Dr S Smith, Dr D Shah, Dr R Foster, Dr M Ramage
Lab Leader
Timing and Structure
Michaelmas term. 8 afternoons. Assessment: 100% coursework
Prerequisites
[3D3, 3D4, 3D8] useful
Objectives
As specific objectives, by the end of the course students should be able to:
- Operate and communicate effectively in multidisciplinary design teams of architects and engineers, and present solutions to and derive useful, actionable feedback from various stakeholders (e.g. client, peers and co-professionals, constructors)
- By reflecting on and through improved understanding of the collaborative design process, apply appropriate management strategies to design innovative efficient buildings to a client’s design brief
- Appreciate the principles of architectural engineering through investigation, critical appraisal and selection of appropriate structural systems, materials, and construction techniques relevant to architectural and engineering design
- Understand and assess the environmental impact of design choices
- Demonstrate proficiency in specialized design subject matter which integrates with the team’s design solution, such as timber engineering, resource efficient design, designing for well-being, reciprocity of urban context and building design.
Content
This module is run in conjunction with the Department of Architecture. CUED students who elect to do this module will work together one full afternoon per week with final year students from the Department of Architecture. The module involves an architectural engineering design exercise, with students working in mixed groups of architects and engineers.
The course focuses on integrating architecture and engineering to produce new building designs. Developing an understanding of the challenges and opportunities presented by multidisciplinary teamwork is integral to the course.
Projects vary from year to year. The Michaelmas 2018 project was to design a tall timber building in London.
The teaching format will be unconventional. Each afternoon will probably begin with a short talk by one of the lecturers or by an external speaker. For the remaining class time, students will work (in groups) on developing environmental, structural and other strategies for their design project.
On week 6 of the course, each group will make a presentation of its design ( including a physical model) to an assembled group of architectural, structural, environmental experts. Weeks 7-8 will provide an opportunity to incorporate the feedback from week 6 into the overall design and to develop aspects of the design in further detail.
Course Schedule
All classes will be in LR3, Inglis Building, Engineering Dept., 2.00-5.00pm Thursdays.
1. Thursday 10th October
Course Introduction
- Talk 1: Supertall Timber (Michael Ramage)
- Groups will be allocated
- Teams will be built
2. Thursday 17th October
- Talk 2: Engineering
- Group work
3. Thursday 24th October
- Talk 3: Client
- Group work
4. Thursday 31st October
- Talk 4: Architecture
- Group work
5. Thursday 07th November
- Talk 5: Fire safety
- Group Work
6. Thursday14th November
- Design Review (25% mark) Critics from a range of disciplines and backgrounds
7. Thursday 21st November
- Talk 6: Impacts
8. Thursday 28th November
- Feedforward session
- Group work
Coursework
Coursework:
- 25% for the group presentation of the design and the model on week 6
- 15% for technical manual on 02/12/2019
- 60% for an individually authored report on developing an aspect of the design and analysis, to be submitted digitally on Moodle by each student by 4.00pm on the first day of the Lent Term.
|
Task |
Due Date |
|
|
Design Review (25% mark) |
Each group will orally present their design proposal, with 2 posters (A1 size) and a model of their building. Teams are allowed to use additional models and/or visual materials to present their design. Designs will be judged on presentation, integration, creativity and feasibility of the proposal. |
2 pm, 14/11/2019
Also upload posters as *pdfs on moodle
Names of all students in the group should be clearly listed on the posters uploaded onto moodle. |
|
Technical Manual (15% mark) |
Each group will submit a report of 4 A4 size pages describing technical elements of their building design. Think of this as a “development proposal brochure” – it has to cover the necessary ground both briefly and in sufficient detail. The technical manual will be judgesd on presentation, design rationale, technical content and creativity. |
5 pm, 02/12/2019
To be uploaded as *pdf on moodle |
|
Individual Report (60% mark) |
A report of 4-6 A4 size pages showing detailed analysis and outcomes of one selected element of the design. For the selected element of design, the report should clearly explain all relevant assumptions, numerical results, technical figures, with appropriate references. The report should include critical reflection on the experience of project work in a team. The individual report will be assessed on presentation, design rational and analytical content, integration with overall group design, and critical reflection on the design process. The 4-6 page report should be complete in itself. Secondary but relevant material may be included in the appendices but will be considered to be strictly supplementary and will not be marked. Think of this report as the detail to accompany the previous “brochure” – if you put all of your group’s reports together, you’d have a complete narrative to describe your proposal in detail. |
4 pm, 16/01/2020 This report is to be submitted individually by every student and not as group work, both on paper and moodle. Architects should submit work to the Faculty Office. Marking is not anonymous, so all students must write their name and CRSID on the reports. |
Booklists
Please see the Booklist for Group D Courses for references for this module.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D5
Ensure fitness for purpose for all aspects of the problem including production, operation, maintenance and disposal.
D6
Manage the design process and evaluate outcomes.
S3
Understanding of the requirement for engineering activities to promote sustainable development.
S4
Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
P6
Understanding of appropriate codes of practice and industry standards.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 23/09/2019 15:49
Engineering Tripos Part IIB, 4D13: Architectural Engineering, 2023-24
Module Leader (Engineering)
Lecturer
Timing and Structure
Michaelmas term. 8 afternoons. Assessment: 100% coursework
Prerequisites
[3D3, 3D4, 3D8] useful
Aims
The aims of the course are to:
- Teach architects and engineers to work together to solve design problems at the intersection of their disciplines.
Objectives
As specific objectives, by the end of the course students should be able to:
- Operate and communicate effectively in multidisciplinary design teams of architects and engineers, and present solutions to and derive useful, actionable feedback from various stakeholders (e.g. client, peers and co-professionals, constructors)
- By reflecting on and through improved understanding of the collaborative design process, apply appropriate management strategies to design innovative efficient solutions to a client’s design brief
- Appreciate the principles of architectural engineering through investigation, critical appraisal and selection of appropriate structural systems, materials, and construction techniques relevant to architectural and engineering design , and assessing the e
- Demonstrate proficiency in specialized design subject matter which integrates with the team’s design solution, such as timber engineering, resource efficient design, designing for well-being, reciprocity of context and design.
Content
This module is run in conjunction with the Department of Architecture. CUED students who elect to do this module will work together one full afternoon per week with final year students from the Department of Architecture. The module involves an architectural engineering design exercise, with students working in mixed groups of architects and engineers.
The course focuses on integrating architecture and engineering to produce new designs. Developing an understanding of the challenges and opportunities presented by multidisciplinary teamwork is integral to the course.
Projects vary considerably from year to year. The Michaelmas 2019 project was to design a tall timber building over an underground station in London. This year’s project will be quite different.
The teaching format will be unconventional. Each afternoon will usually begin with a short talk by one of the lecturers or by an external speaker. For the remaining class time, students will work in groups on developing their design project(s) with regular ‘studio’ style consultation sessions with teaching staff and/or guest speakers to provide feedback on design development. Depending on the covid19 restrictions prevailing at the time of the course, some, or perhaps all, of this ‘class’ time may be virtual. This presents us with some new challenges, but we hope that in overcoming them we may also find some new opportunities. This year’s project has been carefully designed with these challenges in mind.
Towards the end of the course each group will make a presentation of its design to a review panel of architectural, structural, environmental experts.
Course Schedule
All classes will be 2.00-5.00pm on Thursdays.
Week 1: Thursday 8th October
- Course introduction
- Groups will be allocated and teams will be built
Weeks 2-5: Thursday 15th October – Thursday 5th November
- Talks on key skills or elements of the design process relevant to the project at hand.
- Group work and ‘studio’ time with teaching staff supporting project development.
Week 6: Thursday 12th November
- Presentations and design review
- Groups will present their designs to a panel of expert reviewers and receive feedback
Week 7-8: Thursday 19th November - Thursday 26th November
- Talks on key skills or elements of the design process relevant to the project at hand.
- Group work and ‘studio’ time with teaching staff to refine designs in response to reviewer feedback and progress to production of the final group design submission.
Coursework
All coursework submissions are to be uploaded to relevant folder on the course moodle page. Detailed instructions will be provided on the course moodle page. There will be no hardcopy submissions.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Group Presentation and Design Review Each group will present their design proposal though a prepared video of 3-4 minutes, then get feedback from the jury |
Group Presentation non-anonymously marked (Names of all students in the group should be clearly listed on the video) |
2 pm, 12/11/2020 Thu week 6 (20%) |
|
Group Design Submission Each group will submit a digital copy of their design, including fabrication drawings, and a short video (refinement of the previous) detailing the project and design process. |
Group Design Submission non-anonymously marked |
5 pm, 28/11/2020 (20%) |
|
Individual Report A short report developing and extending one or more aspects of the group design (40%). The report should also include a critical reflection on the collaborative, multi-disciplinary nature of the design process, and how, given your experience, you might improve the design process in the future (20%). |
Individual Report non-anonymously marked |
4 pm, 18/01/2021 (60%) This report is to be submitted individually by every student. |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D5
Ensure fitness for purpose for all aspects of the problem including production, operation, maintenance and disposal.
D6
Manage the design process and evaluate outcomes.
S3
Understanding of the requirement for engineering activities to promote sustainable development.
S4
Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
P6
Understanding of appropriate codes of practice and industry standards.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 30/05/2023 15:29
Engineering Tripos Part IIB, 4D13: Architectural Engineering, 2018-19
Module Leader (Engineering)
Module Leader (Architecture)
Lecturers
F A McRobie, S Smith, S. Fitzgerald
Timing and Structure
Michaelmas term. 8 afternoons. Assessment: 100% coursework
Prerequisites
[3D3, 3D4, 3D8] useful
Objectives
As specific objectives, by the end of the course students should be able to:
- have some appreciation of the principles of architectural engineering, with a strong focus on environmental and structural aspects.
- be aware of the various functional requirements of building services and building envelopes, and of how they can be met by combinations of materials and proper construction techniques.
- be aware of current digital and computational techniques used in design analysis.
- design using timber
Content
This module is run in conjunction with the Department of Architecture. CUED students who elect to do this module will work together one full afternoon per week with final year students from the Department of Architecture. The module involves an architectural engineering design exercise, with students working in mixed groups of architects and engineers.
The course focuses on energy-efficient building designs. It also considers structural design -- specifically timber.
Mich 2017 exercise was on designing tall timber buildings. Projects vary from year to year.
The teaching format will be unconventional. Each afternoon will probably begin with a talk by one of the lecturers or by an external speaker. For the remaining class time, students will work (in groups) on developing environmental, structural and other strategies for their design project.
On week 6 of the course, each group will make a presentation of its design (including a physical model) to an assembled group of architectural, structural, environmental experts. Weeks 7-8 will be devoted to developing detailed design of parts of the project, with students working on their individual reports.
Course Schedule
All classes will be in LR3, Inglis Building, Engineering Dept., 2.00-5.00pm Thursdays.
1. Thursday 4th October
Course Introduction
- Lecture 1: Supertall Timber (Michael Ramage)
- Teams will be formed and the following Project Tasks distributed:
A: Precedent timber construction materials
B: Precedent Tall Buildings
C: Exemplary Tall Timber buildings
D: Exemplary timber building (not necessarily tall)
E: Fire Safety in tall buildings
F: Ventilation of tall buildings
G: Energy efficiency and sustainability of tall buildings
H: Façade Design of Tall Buildings
J: Daylighting and solar control of tall buildings
K: Site: analysis of climate data of London
L: Site: Digital 3D Model of the Site & Urban Context
M: PassiveHaus and other Energy Efficiency Standards
N: Site: Solar & daylighting Analysis
N: Site: Local Air Movement Analysis
O: Urban Design Analysis of the Site
Teams will upload their documentation by 2 pm, 11th October onto Moodle.
2. Thursday 11th October
- Lecture 2: Timber Engineering (Ed Moseley, Director of Adams Kara Taylor AKT II )
- Group work
Project Tasks Due (5% mark)
3. Thursday 18th October
- Lecture 3: Passive house principles in tall buildings (Ivan Jovanovich, Associate Director of Atelier Ten)
- Group work
4. Thursday 25th October
- Lecture 4: Urban design lecture (Kevin Flanagan, PLP Architecture)
- Group work
5. Thursday 1stth November
- Lecture 5: Daylighting & Energy Efficiency (Ruchi Choudhary)
- Group Work
6. Thursday 8nd November
- Design Review (20% mark) Critics: Ron Baker, Kevin Flanagan, Ed Moseley, Simon Smith, Shaun Fitzgerald, Michael Ramage, Ruchi Choudhary, Allan McRobie, Meredith Davey
7. Thursday 15th November
- Workshop 1: Ventilation Design of tall buildings (Prof. Shaun FitzGerald, Royal Academy of Engineering Visiting Professor)
8. Thursday 22rd November
- Workshop 2: Structural Detailing of Timber Buildings (Simon Smith, Smith & Wallworks)
Coursework
Coursework:
- 5% for week 1 group exercise
- 20% for the group presentation of the design and the model on week 6
- 15% for technical manual on 26/11/2018
- 60% for an individually authored report on developing an aspect of the design and analysis, to be submitted digitally on Moodle by each student by 4.00pm on the first day of the Lent Term.
|
Task |
Due Date |
|
|
Wiki Site (5% mark) |
Each team will upload assigned task to the moodle site. Marks will be based on quality and clarity of documentation. |
2 pm, 11/10/2018 |
|
Design Review (20% mark) |
Each group will orally present their design proposal, with 2 posters (A1 size) and a model of their building. Teams are allowed to use additional models and/or visual materials to present their design.
Designs will be judged on creativity and feasibility of the proposal. |
2 pm, 08/11/2018
Also upload posters as *pdfs on moodle
Names of all students in the group should be clearly listed on the posters uploaded onto moodle. |
|
Technical Manual (15% mark) |
Each group will submit a report of 4 A4 size pages describing technical elements of their design (eg. structural design, daylighting strategy, ventilation, and energy efficiency). Think of this as a “development proposal brochure” – it has to cover the necessary ground both briefly and in sufficient detail. |
5 pm, 26/11/2018
To be uploaded as *pdf on moodle |
|
Individual Report (60% mark) |
A report of 4 A4 size pages showing detailed analysis and outcomes of one selected element of the design. For the selected element of design, the report should clearly explain all relevant assumptions, numerical results, technical figures, with appropriate references. The 4 page report should be complete in itself, and any additional material in the appendices should be strictly supplementary and will not be marked.
Secondary but relevant material may be included in the appendices.
Think of this as the detail to accompany the previous “brochure” – if you put all of your group’s reports together, you’d have a complete narrative to describe your proposal in detail.
|
4 pm, 15/01/2019
This report is to be submitted individually by every student and not as group work, both on paper and moodle.
Architects should submit work to the Faculty Office, Engineers should submit to the Ms. Karen Mitchell, Mezzanine floor of the Inglis Building. Marking is not anonymous, so all students must write their name on the reports. |
Booklists
Please see the Booklist for Group D Courses for references for this module.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D5
Ensure fitness for purpose for all aspects of the problem including production, operation, maintenance and disposal.
D6
Manage the design process and evaluate outcomes.
S3
Understanding of the requirement for engineering activities to promote sustainable development.
S4
Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E2
Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P1
A thorough understanding of current practice and its limitations and some appreciation of likely new developments.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
P6
Understanding of appropriate codes of practice and industry standards.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
US4
An awareness of developing technologies related to own specialisation.
Last modified: 03/10/2018 12:21
Engineering Tripos Part IIB, 4C5: Design Case Studies, 2025-26
Module Leader
Lecturers
Prof. J Clarkson and Prof. N Crilly
Timing and Structure
Lent term. 16 lecture slots, including lectures, group discussion and time for coursework. Assessment: 100% coursework. Lectures and discussions will be recorded.
Aims
The aims of the course are to:
- illustrate the multi-disciplinary nature of engineering design
- explore this multi-disciplinarity through diverse case studies.
Objectives
As specific objectives, by the end of the course students should be able to:
- demonstrate the skills and knowledge listed under each coursework element.
Content
Design approaches and systems approaches are central to invention and innovation. This is true not only in engineering, but also across a broad range of sectors and roles, including management, strategy and policy. The course supports students develop design and systems skills related to identifying requirements, developing solutions and demonstrating the value of those solutions.
The focus is on stakeholder engagement, with students working to understand what key stakeholders require and how designs can be developed to satisfy those requirements. Such stakeholder-focussed activities are central to many professional roles, including consulting practices.
The course is based on two projects. Each project will occupy eight lecture slots, with approximately two slots for each project being used for coursework activities. Notes or slides summarising the main points for each project will be made available.
Coursework
There will be a coursework exercise linked to each project.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Consumer Product The purpose of this project is to expose students to a research and development process for a design concept focussed on recreational use (sports, hobbies and pastimes). Learning objectives: After completing this coursework, students should be able to
|
One individual report, anonymously marked |
Approximately Week 5 (exact date TBD) [30/60] |
|
Industrial System The purpose of this project is to expose students to the complete design process for an inhaler test machine. Learning objectives: After completing this coursework, students should be able to
|
Two individual reports. Anonymously marked |
Approximately Weeks 6 and 8 (exact date TBD) |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D6
Manage the design process and evaluate outcomes.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 04/06/2025 13:26
Engineering Tripos Part IIB, 4C5: Design Case Studies, 2021-22
Module Leader
Lecturers
Prof J Clarkson and Dr N Crilly
Lab Leader
Dr N Crilly
Timing and Structure
Lent term. 16 lecture slots, including lectures, group discussion and time for coursework. Assessment: 100% coursework
Aims
The aims of the course are to:
- illustrate the multi-disciplinary nature of engineering design
- illustrate the relationship between requirements, functions and solutions
- illustrate the importance of considering risk, error and safety
- illustrate the importance of understanding users and the contexts they operate in
- illustrate how to design for users' needs and preferences
- achieve the above through case studies of industrial systems and consumer products.
Objectives
As specific objectives, by the end of the course students should be able to:
- demonstrate the skills and knowledge listed under each coursework element.
Content
The course will be based on two case studies. Each case study will occupy eight lectures slots with the last one or two in each case study being used for coursework.
Topics to be covered within individual case studies include: multi-disciplinary systems design; component selection; risk analysis; product testing; design for manufacture and assembly; user research; aesthetics; ergonomics; branding. Notes will be handed out summarising the main points covered in each case study.
Coursework
There will be a coursework exercise linked to each of the case studies with multi-part written assignments, using computer software where appropriate.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Industrial System The purpose of this case study is to expose students to the complete design process for an inhaler test machine. Learning objectives: After completing this coursework, students should be able to
|
Two individual reports. Anonymously marked |
Approximately Weeks 2 and 4 (exact date TBD) [30/60] |
|
Consumer Product The purpose of this case study is to expose students to a research and development process for a design concept focussed on recreational use (sports, hobbies and pastimes). Learning objectives: After completing this coursework, students should be able to
|
One individual report. Anonymously marked |
Approximately Week 9 (exact date TBD) [30/60] |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D6
Manage the design process and evaluate outcomes.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 24/05/2021 08:44
Engineering Tripos Part IIB, 4C5: Design Case Studies, 2023-24
Module Leader
Lecturers
Prof. J Clarkson and Prof. N Crilly
Lab Leader
Prof. N Crilly
Timing and Structure
Lent term. 16 lecture slots, including lectures, group discussion and time for coursework. Assessment: 100% coursework. Lectures and discussions will be recorded.
Aims
The aims of the course are to:
- illustrate the multi-disciplinary nature of engineering design
- explore this multi-disciplinarity through diverse case studies.
Objectives
As specific objectives, by the end of the course students should be able to:
- demonstrate the skills and knowledge listed under each coursework element.
Content
The course will be based on two case studies. Each case study will occupy eight lectures slots with approximately two in each case study being used for coursework. Notes will be distributed summarising the main points covered in each case study.
Coursework
There will be a coursework exercise linked to each of the case studies.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Consumer Product The purpose of this case study is to expose students to a research and development process for a design concept focussed on recreational use (sports, hobbies and pastimes). Learning objectives: After completing this coursework, students should be able to
|
One individual report, anonymously marked |
Approximately Week 5 (exact date TBD) [30/60] |
|
Industrial System The purpose of this case study is to expose students to the complete design process for an inhaler test machine. Learning objectives: After completing this coursework, students should be able to
|
Two individual reports. Anonymously marked |
Approximately Weeks 6 and 8 (exact date TBD) |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D6
Manage the design process and evaluate outcomes.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 30/05/2023 15:28
Engineering Tripos Part IIB, 4C5: Design Case Studies, 2018-19
Module Leader
Lecturers
Dr P Kristensson and Prof J Clarkson
Lab Leader
Dr P Kristensson
Timing and Structure
Lent term. 14 lectures + coursework. Assessment: 100% coursework
Aims
The aims of the course are to:
- illustrate the multi-disciplinary nature of engineering design.
- demonstrate the importance of considering user needs.
- illustrate the above through case studies of form, component and system design.
Objectives
As specific objectives, by the end of the course students should be able to:
- appreciate the importance of multi-disciplinary systems design.
- select simple components from catalogues.
- understand relations between customer requirements, commercial requirements and product forms.
- appreciate the role of aesthetics and ergonomics in engineering design.
- understand the importance of design for manufacture and assembly.
Content
The course will be based on two case studies.
Each case study will occupy eight lectures slots with the last one or two in each case study being used for coursework.
Topics to be covered within individual case studies include: multi-disciplinary systems design; component selection; risk analysis; product testing, aesthetics and ergonomics; and design for manufacture and assembly.
Notes will be handed out summarising the main points covered in each case study.
Coursework
There will be a coursework exercise linked to each of the case studies with multi-part written assignments, using computer software where appropriate.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Inhaler Test Machine The purpose of this case study is to expose students to the complete design process for an inhaler test machine. Learning objectives:
|
Two individual reports Anonymously marked |
Approximately Weeks 2 and 4 (exact date TBD) [30/60] |
|
Wearable Device The purpose of this case study is to expose students to an open-ended design process that results in a systematic design of a wearable device that fulfils users’ needs and is safe to use. Learning objectives:
|
One individual report Anonymously marked |
Approximately Week 8 (exact date TBD) [30/60] |
Booklists
Please see the Booklist for Group C Courses for references for this module.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D6
Manage the design process and evaluate outcomes.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 21/05/2018 15:01
Engineering Tripos Part IIB, 4C5: Design Case Studies, 2020-21
Module Leader
Lecturers
Prof J Clarkson and Dr N Crilly
Lab Leader
Dr N Crilly
Timing and Structure
Lent term. 16 lecture slots, including lectures, group discussion and time for coursework. Assessment: 100% coursework
Aims
The aims of the course are to:
- illustrate the multi-disciplinary nature of engineering design
- illustrate the relationship between requirements, functions and solutions
- illustrate the importance of considering risk, error and safety
- illustrate the importance of understanding users and the contexts they operate in
- illustrate how to design for users' needs and preferences
- achieve the above through case studies of industrial systems and consumer products.
Objectives
As specific objectives, by the end of the course students should be able to:
- analyse and develop functional requirements for multi-disciplinary systems
- identify solution principles and components from catalogues, and combine them to fulfil system requirements
- identify and analyse risks associated with the development and delivery of multi-disciplinary systems
- research, analyse and describe the needs of users in specific product usage scenarios
- analyse, develop and justify decisions about product form and function in relation to user requirements and branding constraints
- analyse, develop and justify decisions about product form and function in relation to principles of physical and cognitive ergonomics.
Content
The course will be based on two case studies. Each case study will occupy eight lectures slots with the last one or two in each case study being used for coursework.
Topics to be covered within individual case studies include: multi-disciplinary systems design; component selection; risk analysis; product testing; design for manufacture and assembly; user research; aesthetics; ergonomics; branding. Notes will be handed out summarising the main points covered in each case study.
Coursework
There will be a coursework exercise linked to each of the case studies with multi-part written assignments, using computer software where appropriate.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Industrial System The purpose of this case study is to expose students to the complete design process for an inhaler test machine. Learning objectives: After completing this coursework, students should be able to
|
Two individual reports. Anonymously marked |
Approximately Weeks 2 and 4 (exact date TBD) [30/60] |
|
Consumer Product The purpose of this case study is to expose students to a research and development process for a design concept focussed on recreational use (sports, hobbies and pastimes). Learning objectives: After completing this coursework, students should be able to
|
One individual report. Anonymously marked |
Approximately Week 8 (exact date TBD) [30/60] |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D6
Manage the design process and evaluate outcomes.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 01/09/2020 10:30
Engineering Tripos Part IIB, 4C5: Design Case Studies, 2019-20
Module Leader
Lecturers
Prof P Kristensson and Prof J Clarkson
Lab Leader
Prof P Kristensson
Timing and Structure
Lent term. 14 lectures + coursework. Assessment: 100% coursework
Aims
The aims of the course are to:
- illustrate the multi-disciplinary nature of engineering design.
- demonstrate the importance of considering user needs.
- illustrate the above through case studies of form, component and system design.
Objectives
As specific objectives, by the end of the course students should be able to:
- appreciate the importance of multi-disciplinary systems design.
- select simple components from catalogues.
- understand relations between customer requirements, commercial requirements and product forms.
- appreciate the role of aesthetics and ergonomics in engineering design.
- understand the importance of design for manufacture and assembly.
Content
The course will be based on two case studies.
Each case study will occupy eight lectures slots with the last one or two in each case study being used for coursework.
Topics to be covered within individual case studies include: multi-disciplinary systems design; component selection; risk analysis; product testing, aesthetics and ergonomics; and design for manufacture and assembly.
Notes will be handed out summarising the main points covered in each case study.
Coursework
There will be a coursework exercise linked to each of the case studies with multi-part written assignments, using computer software where appropriate.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Inhaler Test Machine The purpose of this case study is to expose students to the complete design process for an inhaler test machine. Learning objectives:
|
Two individual reports Anonymously marked |
Approximately Weeks 2 and 4 (exact date TBD) [30/60] |
|
Wearable Device The purpose of this case study is to expose students to an open-ended design process that results in a systematic design of a wearable device that fulfils users’ needs and is safe to use. Learning objectives:
|
One individual report Anonymously marked |
Approximately Week 8 (exact date TBD) [30/60] |
Booklists
Please see the Booklist for Group C Courses for references for this module.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D6
Manage the design process and evaluate outcomes.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 25/09/2019 18:59
Engineering Tripos Part IIB, 4C5: Design Case Studies, 2022-23
Module Leader
Lecturers
Prof. Per Ola Kristenson and Prof. N Crilly
Lab Leader
Prof. N Crilly
Timing and Structure
Lent term. 16 lecture slots, including lectures, group discussion and time for coursework. Assessment: 100% coursework. Lectures and discussions will be recorded.
Aims
The aims of the course are to:
- illustrate the multi-disciplinary nature of engineering design
- explore this multi-disciplinarity through diverse case studies.
Objectives
As specific objectives, by the end of the course students should be able to:
- demonstrate the skills and knowledge listed under each coursework element.
Content
The course will be based on two case studies. Each case study will occupy eight lectures slots with the last one or two in each case study being used for coursework. Notes will be distributed summarising the main points covered in each case study.
Coursework
There will be a coursework exercise linked to each of the case studies.
| Coursework | Format |
Due date & marks |
|---|---|---|
|
Wearable Device The purpose of this case study is to expose students to an open-ended design process that results in a systematic design of a wearable device that fulfils users’ needs and is safe to use. Learning objectives:
|
One individual report, anonymously marked |
Approximately Week 4 (exact date TBD) [30/60] |
|
Consumer Product The purpose of this case study is to expose students to a research and development process for a design concept focussed on recreational use (sports, hobbies and pastimes). Learning objectives: After completing this coursework, students should be able to
|
One individual report, anonymously marked |
Approximately Week 9 (exact date TBD) [30/60] |
Booklists
Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.
Examination Guidelines
Please refer to Form & conduct of the examinations.
UK-SPEC
This syllabus contributes to the following areas of the UK-SPEC standard:
Toggle display of UK-SPEC areas.
GT1
Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.
IA1
Apply appropriate quantitative science and engineering tools to the analysis of problems.
IA2
Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.
KU1
Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.
KU2
Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.
D1
Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
D2
Understand customer and user needs and the importance of considerations such as aesthetics.
D4
Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D6
Manage the design process and evaluate outcomes.
E1
Ability to use fundamental knowledge to investigate new and emerging technologies.
E3
Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.
E4
Understanding of and ability to apply a systems approach to engineering problems.
P3
Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).
P4
Understanding use of technical literature and other information sources.
US1
A comprehensive understanding of the scientific principles of own specialisation and related disciplines.
US3
An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.
Last modified: 27/09/2022 10:50
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