Postgraduate Diploma in Engineering Science

Purpose

The primary purpose of the Postgraduate Diploma in Engineering Science is to develop the abilities of qualifying learners from 3-year Bachelor of Science qualifications to undertake advanced reflection on, and develop solutions for, problems that require an integration of knowledge and skills from engineering, mathematics and sciences. The primary focus in this qualification is the engineering sciences related to mechanical and electronic engineering. The qualifying learners will be able to contribute to the development of new biomedical systems or the improvement of existing systems through analysing and modelling parts of the systems, as well as conceptualise and develop solutions for problems identified in the systems.

The qualifying learners will also be able to proceed to the Master's qualifications in Biomedical Engineering.

Rationale

In contrast to the existing Postgraduate Diploma (Engineering), Master of Engineering (MEng) and Doctor of Philosophy (PhD) (Engineering) qualifications, the qualification provides interdisciplinary education, thus reflecting the interdisciplinary nature of biomedical engineering, which the current qualifications do not. It will allow learners from various undergraduate backgrounds to enter into biomedical engineering. At present, learners are required to master aspects related to engineering disciplines, but not directly to Biomedical Engineering, when they cross over between disciplines when transitioning from the undergraduate to the postgraduate qualifications. In spite of these difficulties, we are already receiving a substantial number of applications from non-engineering Undergraduates. The need for the qualification is thereby demonstrated.

Learners with this qualification will be well placed to develop, produce and apply engineering science technologies.

Recognition of Prior Learning (RPL)

Learners that do not meet the normal admission requirements, but have demonstrated through prior learning that they have achieved a similar level of expertise, will be considered for admission through the normal RPL processes. Learners that have informal or non-formal learning of an advanced nature may, through the normal RPL processes, be exempted from certain module credits.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Science, Level 7, 360 Credits.

Or

• Bachelor of Engineering Technology, Level 7, 360 Credits.

This qualification consists of compulsory at Level 8 totalling 120 Credits.

Compulsory Modules, 120 Credits

• Scientific Computing, 5 Credits.
• Engineering Mathematics, 30 Credits.
• Modelling in Mechanics, 15 Credits.
• Thermofluid Dynamics, 15 Credits.
• Electronics, 15 Credits.
• Concept Design, 8 Credits.
• Project (Engineering Science), 32 Credits.

1. Solve unfamiliar, complex or abstract problems that require the application of the principles and knowledge gained, and prior knowledge from physics and mathematics; require synthesis; have the predominant nature of the advanced application of knowledge.
2. Solve unfamiliar, complex or abstract problems that require analysis (primarily) and synthesis (to a limited extent).
3. Demonstrate deeper understanding of concepts and methods, both at the intuitive and formal levels, on which the topics mentioned above rely; this includes the ability to solve more complex problems that integrate various problem-solving skills above, for which the learners have not necessarily been trained for.
4. Solve problems typical of the discipline that enquire the application of the principles and knowledge gained in this module, and prior knowledge from physics and mathematics; require analysis of advanced problems; require derivation from first principles.
5. Complete an engineering science investigation, with limited guidance by a supervisor, involving advanced problems that require the application of the principles and knowledge gained in multiple modules in the qualification; require analysis and significant synthesis.

Associated Assessment Criteria for Exit Level Outcome 1

• Describe the product development process and role of each step of the process.
• Perform and document the needs identification for an engineering problem.
• Perform and document concept generation for an engineering problem.
• Perform and document structured concept selection.
• Assess the manufacturing requirements for a concept.
• Work effectively in a team to accomplish the above steps of a conceptual design.

Associated Assessment Criteria for Exit Level Outcome 2

• Acquire and apply field-specific knowledge such as: semi-conductor physics; pn junctions, diode circuits; bipolar transistor and small signal dynamic transistor models.

Associated Assessment Criteria for Exit Level Outcome 3

• Decide linear independence of vectors in various vector spaces.
• Compute eigenvalues and eigenvectors of matrices, and diagonalise matrices.
• Solve various differential equations (e.g. exact equations, some second-order linear equations, certain boundary value problems for second-order partial differential equations) using various standard methods (e.g. the methods of undetermined coefficients, variation of parameters, Fourier series, Laplace and Fourier transforms).
• Compute limits of certain sequences, decide convergence of certain infinite series and compute sums of series.
• Decide radii and intervals of convergence of various power series.
• Expand certain functions in Taylor and Fourier series.

Associated Assessment Criteria for Exit Level Outcome 4

• The field-specific knowledge that learners must acquire is: Cartesian vectors in both 2D and 3D, with the primary focus on Newton-mechanics (the study of motion and its causes). All the concepts in mechanics will be derived from first principles.
• Kinematics in both 2D and 3D.
• Relative motion and its application in plane mechanics, dynamics, as well as momentum and energy.
• Polar coordinates and its application in circular motion, as well as general motion.

Associated Assessment Criteria for Exit Level Outcome 5

• Report the process used in and results of, an engineering science investigation, using a written report and an oral presentation.
• The investigation will typically require creating an engineering science model (mathematics, numerical and/or physical) and applying the model to evaluate alternative solutions to the problem.

Integrated Assessment

The modules, with the exception of Project (Engineering Science) and Scientific Computing, will use the institutional format of "Flexible assessment". This entails a combination of mid-semester summative assessment, an end-of-semester summative assessment and assignments. In Project (Engineering Science) and Scientific Computing, the assessments will be individual assignments in which the learner must apply the knowledge mastered in the module for Scientific Computing or the qualification as a whole to one or more major problems.

The details of each module's assessments will be explained in a module framework, which will be made available to students at the start of the module. In Postgraduate modules, formative assessments normally take the form of tutorial problems and homework assignments.

All summative assessments in modules will be internally moderated and at least 40% of the final mark will be externally moderated, in accordance with the University policy and the Engineering Faculty's rules for moderation.