EFDP

Faculty of Science and Engineering 
Engineering Foundation Year
Unit Outline
INDE1001 Engineering Foundations - Design and Processes

Semester 2, 2017
Unit study package code: INDE1001 

Mode of study: Internal
Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise
information refer to the Learning Activities section.
Lecture: 1 x 2 Hours Weekly
Workshop: 1 x 3 Hours Weekly
This unit does not have a fieldwork component.
Credit Value: 25.0
Pre-requisite units: 307808 (v.0) Bachelor of Engineering (Honours) or any previous version
OR
131510 (v.0) Bachelor of Science (Physics), Bachelor of Engineering (Electronic
and Communication Engineering) or any previous version
OR
177610 (v.0) Bachelor of Engineering (Mining Engineering) or any previous
version
OR
132010 (v.0) Bachelor of Engineering (Computer Systems Engineering),
Bachelor of Science (Computer Science) or any previous version
OR
132210 (v.0) Bachelor of Engineering (Electronic and Communication
Engineering), Bachelor of Science (Computer Science) or any previous version
OR
303763 (v.0) Bachelor of Engineering (Chemical Engineering), Bachelor of
Science (Chemistry) or any previous version
OR
304168 (v.0) Bachelor of Engineering (Chemical Engineering), Bachelor of
Science (Extractive Metallurgy) or any previous version
OR
307020 (v.0) Bachelor of Engineering (Civil and Construction Engineering),
Bachelor of Science (Mining) or any previous version
OR
311721 (v.0) Bachelor of Engineering, Bachelor of Commerce or any previous
version
OR
306721 (v.0) Service Teaching Component - Curtin College Diploma or any
previous version
OR
BH-ENGR (v.0) Bachelor of Engineering (Honours) or any previous version
OR
BB-PHYECE (v.0) Bachelor of Science (Physics), Bachelor of Engineering
(Electronic and Communication Engineering) or any previous version
OR
INDE1001 Engineering Foundations - Design and Processes Page: 1 of 18

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Bentley Campus CRICOS Provider Code 00301J
21 Jul 2017 The only authoritative version of this Unit Outline is to be found online in OASIS
Engineering Foundation Year, Faculty of Science and Engineering

BB-CSECMP (v.0) Bachelor of Engineering (Computer Systems Engineering),

Bachelor of Science (Computer Science) or any previous version
OR
BB-ECECMP (v.0) Bachelor of Engineering (Electronic and Communication
Engineering), Bachelor of Science (Computer Science) or any previous version
OR
BB-CENCHM (v.0) Bachelor of Engineering (Chemical Engineering), Bachelor of
Science (Chemistry) or any previous version
OR
BB-CENEXM (v.0) Bachelor of Engineering (Chemical Engineering), Bachelor of
Science (Extractive Metallurgy) or any previous version
OR
BB-CCEMIN (v.0) Bachelor of Engineering (Civil and Construction Engineering),
Bachelor of Science (Mining) or any previous version
OR
BB-ENGCOM (v.0) Bachelor of Engineering, Bachelor of Commerce or any
previous version
OR
ST-CURCOL (v.0) Service Teaching Component - Curtin College Diploma or any
previous version
Co-requisite units: Nil
Anti-requisite units: Nil
Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website.
Visit fees.curtin.edu.au/incidental_fees.cfm for details.
Unit coordinator: Title: Dr
Name: Kristoffer McKee
Phone: +61892663832
Email: K.Mckee@curtin.edu.au
Location: Building: 204 - Room: 211
Teaching Staff: Name: Kristoffer McKee

Phone: +61 8 9266 3832
Email: K.Mckee@curtin.edu.au
Name: Mark Hodge
Phone: +61 8 9266 2894
Email: M.Hodge@curtin.edu.au
Administrative contact: Name: Amanda Sullivan

Phone: +618 9266 7930
Email: Amanda.Sullivan@curtin.edu.au
Learning Management System: Blackboard (lms.curtin.edu.au)

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Acknowledgement of Country
We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and
present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians
through higher education and research.
Syllabus
This unit covers the engineering design process, which is a method used by engineers from all disciplines to
determine a solution to a problem. It helps the engineer define the problem, imagine innovative conceptual designs,
prototype possible design solutions, refine several designs to a single final design, and determine specifications of
the final design. In order to simulate a real-world experience, students are required to determine the role of the
stakeholders in the project, and create an economic plan and implementation plan for the final design. Since
engineering requires team work, students will be working in teams throughout the semester to gain the
communication skills which are highly desired by industry. Students will also be required to reflect on their work to
help them improve in their teamwork skills, as well as reflecting on their personal growth in learning the engineering
design process. To complete the picture, since engineers need to submit proposals and pitch their ideas to
stakeholders within communities and their team members, students will be able to give presentations to their peers,
to their project managers, and to possible stakeholders to hone in on their presentation skills. On completion of this
unit, students should be able to participate in multidisciplinary conversations about the engineering design process.

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Introduction
Engineering Foundations: Design and Processes (EFDP) is one of two Engineering Foundation Year (EFY) foundation
units that are made to introduce you to the practice of engineering and give you some insight into what Engineers
do. EFDP focuses on the abstract design process at the foundation of all engineering design processes. As first-year
students, your basic mathematics and science education allows you to understand simple systems. By employing the
abstract design process you are therefore capable of undertaking simple engineering designs.
This unit outlines that basic design process to you as a particular sequence of activities. The outcome sought from
this unit is that you can demonstrate your understanding of that design process and can apply it. That implies three
things:
l We need to outline the stages involved in the design process and the reasoning behind them.
l You are given the opportunity to apply those to a design project within the scope of your abilities.
l The assessments allow you to demonstrate your understanding via the project work you have undertaken.
The stages in the design process can be described in many ways. In EFDP, we choose to emphasise these key actions
in the following stages:
1. Define the Problem: Engineering does not just happen. It is a response to a need expressed by society.
More particularly, by groups of stakeholders who believe a change is needed. However, each group sees the
problem differently, hence their views on what needs to be changed and how are diverse and sometimes even
conflicting. Furthermore, there are often stakeholder groups who for one reason or another want no change
or change under given conditions. This stage in the design process helps us determine the background of the
project, who the stakeholders are and what their opinions on the project are, and what are the design
requirements of the project.
2. Conceptual Design: Once the problem is defined, engineers need to come up with some conceptual designs,
or possible solutions. This brainstorming stage helps engineers come up with a wide range of solutions and
evaluate each one to determine the effectiveness of the solution, and how close the solution meets the design
requirements.
3. Preliminary Designs, Detailed Design Specifications / Prototyping: Once all conceptual designs are
evaluated, one or a combination of some, are used as a basis for the final design. In this stage, the chosen
design is refined with various requirements in mind, until a final design is ready to be presented.
4. Documentation and Communication: Once the final design has been created, it needs to be conveyed to a
wide variety of people including stakeholders, investors, and other engineers. This is through written
documentation, presentations, and media.
As a result, in this unit, all assessments will focus on providing you with an experience in each one of these stages so
that you are able to gain important skills in preparation for the real engineering world.

Unit Learning Outcomes

All graduates of Curtin University achieve a set of nine Graduate Attributes during their course of study. These inform
an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and
attributes which employers would value in a professional setting. Each unit in your course addresses the Graduate
Attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as
assurance of learning. The learning outcomes notify you of what you are expected to know, understand or be able to
do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your knowledge of
one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved
all of these learning outcomes.
Your course has been designed so that on graduating you will have achieved all of Curtin's Graduate Attributes
through the assurance of learning processes in each unit.

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Graduate Attributes
On successful completion of this unit students can:
addressed
1 Work in a team to practise the engineering design process by applying accepted
techniques
2 Clearly exhibit engineering design and processes in written and oral communication
3 Reflect upon the solution to the humanitarian engineering problem and on the
processes involved in successful teamwork
Curtin's Graduate Attributes
Apply discipline knowledge Thinking skills Information skills

(use analytical skills to solve problems) (confidence to investigate new ideas)
Learning how to learn

Communication skills Technology skills (apply principles learnt to new situations)
(confidence to tackle unfamiliar problems)
International perspective Cultural understanding Professional Skills

(work independently and as a team)
(value the perspectives of others) (value the perspectives of others)
(plan own work)
Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au
Learning Activities
This unit consists of you putting into practise the concepts of engineering design by completing a design project
working in a group as a team. Each team is assigned an individual sustainable development project from the EFDP
design brief, which is based on the Engineers Without Borders (EWB) Challenge projects. Your project will culminate
in a report and oral presentation of the design solution you have achieved over the semester.
This unit aims to:
l Introduce you to the broad concepts of the engineering design method that is at the core of the profession of
engineering
l Develop your understanding of that method by requiring you to solve a simple technical problem following
basic professional practice. This is done by using the following unit learning outcomes:
l Work in a team to practise the engineering design process by applying accepted techniques
l Clearly exhibit engineering design and processes in written and oral communication
l Reflect upon the solution to the humanitarian engineering problem and on the processes involved in
successful teamwork.
In order to help you achieve these goals, the following learning activities are provided:

Lecture Lectures are important since this is the place where the concepts of design will be
(1 x two hour weekly) discussed. This is where theory, followed by application, of the design process are
explained. Activities are started in the lecture and may continue to the project meetings.
There are 12 lectures provided within the semester, which overall provide a clear picture
of the design process and what is expected in an engineering profession. The lecture
topics are provided on the program calendar, which is found at the end of the unit
outline. Topics discussed are meant to not only give you an understanding of what you
need to know to perform the task for this unit, but also to give you an understanding of
what will be expected of you when you work in the field as an engineer, as well as
providing you with a bigger picture of what engineering is about. This is also the place
where announcements are given concerning the unit. As a result, you are held responsible
for all things that are said in the lectures.


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Project Meetings Ideas / theory without application results in just ideas. As a result, in order to learn how
(aka Workshops) to do engineering design, you must do an engineering design project. In the project
(1 x three -hour weekly) meetings, which is 3 consecutive hours of time, you will continue to apply the theory that is
learned in lecture by working on the design of a solution to a problem selected from the
EFDP design brief. This involves performing guided activities, which may have started in
the lecture, that will elaborate on some of the design theory that was discussed in lecture,
followed by a time where your team is able to apply the design theory to your project.
Each week, there will be something written or constructed that is due; and individual
grades are given by evidence of work as a group, and as an individual. Attendance is
required and will be reflected in your individual weekly marks for the Weekly Progress
Report (WPR). Failure to attend the project meetings or showing up but not doing work at
the project meetings will be interpreted as lack of work for that week, similar to being
absent from your job. Project managers have been assigned to your class, and have the
job to guide your team to the completion of your project. And just like project managers
in industry, they are driven by results. They are there to guide you, and assume that you
understand the theory that was taught in lecture; just like a project manager in industry
assumes that you know the basics taught in your course in the university. Due to
time constraints, not all key ideas discussed in the lecture will be found in activities in the workshop.
However, you will be accountable to know and apply all information discussed in the lecture. As a
result, it is important that you attend lecture before attending the project meetings.

In summary, lectures are for learning the ideas/theory of design with some application and the project
meetings are for taking these ideas and applying them to your project.
l 1 x two-hour design lecture weekly

l 3 hour project meeting time weekly (found on your schedule listed as a workshop)
Learning Resources
Recommended texts
You do not have to purchase the following textbooks but you may like to refer to them.
l Communications Skills Toolkit: Unlocking the Secrets of Tertiary Success (3rd Edition) by Jane
Grellier and Veronica Goerke
(ISBN/ISSN: 9780170243612)
l Designing Engineers: An Introductory Text by Susan McCahan, Philip Anderson, Mark Kortschot,
Peter E Weiss, and Kimberly A Woodhouse
(ISBN/ISSN: 9780470939499)
l To Engineer Is Human by Henry Petroski
(ISBN/ISSN: 9780679734161)
l Engineering Your Future: An Australasian Guide (3rd Edition) by David Dowling, Roger Hadgraft,
Anna Carew, Tim McCarthy, Doug Hargreaves, and Caroline Baillie
(ISBN/ISSN: 9780730314721)
l Invention By Design by Henry Petroski
(ISBN/ISSN: 9780674463684)
Other resources
Engineering First Year - an e-book created for this unit, available on Blackboard in pdf form. This is essential
reading for the unit.


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Science and Engineering Language and Literacy (SELL) Program
Science and Engineering Language and Literacy (SELL) is a free program to help you develop the academic and
professional language skills that you need to reach your full potential in the assignments for EFDP and in the other
units in your course. These skills are lifelong skills that you will need in your career as an engineer. Industry standards
for professional writing and communication skills are very high.
This program consists of a series of online modules that are accompanied by 4 two-hour, face-to-face workshops that
run each teaching week from Week 2 to Week 8 of the semester. The workshops comprise of small-group learning
activities designed to complement the work you do in the unit, and there will not be extra homework. Therefore, it is
possible for you to complete the SELL program in Week 4 or Week 6 of the semester if you are inclined to do so.
In the event you are identified to attend these workshops, you will have enough time to complete the online modules
before you attend the face-to-face workshops at the start of the subsequent semester. Time spent in attending the
workshops can be recorded in your Professional Practice Logbook (Exposure to Professional Engineering Practice).
You are welcome to attend these workshops even if you have not been identified as requiring further language and
literacy development.
The SELL workshops cover a wide range of academic skills within the 4 topics below:
l Topic 1: Academic Writing

l Topic 2: Cohesion, Coherence and Structure
l Topic 3: Referencing and Paraphrasing
l Topic 4: Editing, Proofreading and Common Language Errors
The SELL team will be in touch with you about venues and workshop dates through email.
For more information email the English Language Development team on SELL@curtin.edu.au
You can also check out the SELL Facebook page by scanning the QR code below. The Facebook page contains
information about additional workshops and tips for Science and Engineering language and technical writing.

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Assessment
Assessment schedule
Unit Learning
Task Value % Date Due Outcome(s)
Assessed
Weekly Progress Report 15 percent Week: Week 3 to 1,3
Week 12
Day: During weekly
project meeting /
1
Workshop
Time: During weekly
project meeting /
Workshop
Stakeholders Report and Referencing Task 15 percent Week: Week 2, Week 1,2
4
Day: Sunday 13th
2
August , Monday
28th August
Time: 11:59 PM
Design Evaluation Report 35 percent Week: Tuition Free 1,2
Week #2
3 Day: Sunday, 1
October
Time: 11:59 PM
Design Report and Presentation 35 percent Week: Week 11, 12 2,3
Day: During weekly
project meeting /
4 Workshop
Time: During weekly
project meeting /
Workshop
Detailed information on assessment tasks
1. Weekly Progress Report

1: Weekly Progress Report (WPR)
l Component: Individual
l Due date: Weeks 3 to 12 (during project meeting)
l Total Overall Value: 15%
The WPRs are used by the project managers to get an overall view of what your team has done thus far, the
direction in which your team is going, and the individual contributions of each member in the team.
Failure to attend a weekly project meeting, aka the Workshop, results in a mark of 0 for the week. Failure to
contribute weekly to the progress of your team's project by not being accountable for doing your share of the
work for the week will reflect on your individual marks in this assessment. Marks will be given based on
providing a quality WPR (as defined in the template given on Blackboard), providing quality evidence of the
work done to further your group's progress as stated on the summary table in the WPR, interaction amongst
you and your team members during the project meeting to further your group's progress, and your ability to
complete and submit the activity that was started in lecture. The lecture activity does not have to be
completed before uploading, however, evidence of work done towards each activity in the lecture must be
provided. A copy of all information (WPR and evidence of work done during the week) must be available in
person during the meeting to the project manager as well as uploaded online to the team's journal page for
future referencing.

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Hence, the on-line submission and in-class inspection consists of 3 parts:

l Evidence of work done for each of the lecture activities
l A filled out WPR template (one copy for the entire group).
l Evidence of work done within the past week, normally in the form of a draft of the section for the
upcoming report plus additional evidence of research (each individual uploads personal evidence).
Evidence for the lecture activities must be uploaded prior to the weekly project meeting. A copy of the WPR,
draft of the section, and any evidence of research is to be submitted online by 5 PM on every Friday starting
in Week 3 through Week 12, unless otherwise stated by your project managers. Remember, these are
individual marks given that reflect your hard work throughout the semester. Full details and marking rubric for
this assessment are found on Blackboard.

2. Stakeholders Report and Referencing Task

2a: Stakeholders Referencing Task
l Due date: Week 2 (Sunday, 13 August 2017, 11:59 PM)
In-text and end-text referencing is a crucial skill when writing in any subject. This component of this
assessment will require you to take a brief portion of the part of the Stakeholders Report that you have
written in the 1st week of the semester and submit it with complete and proper referencing done throughout
the document. Full details and marking rubric for this assessment are found on Blackboard.

2b: Stakeholders Report
l Component: Group
l Due date: Week 4 (Monday, 28 August 2017, 11:59 PM)
The first step in the design process is to understand who the stakeholders in your project are; this report will
focus on this stage. The Stakeholders Report will consist of your team's understanding of the focus country's
education, resources, geography, culture, climate, government, etc , the role and desires of the stakeholders
found in the focus community, and the criteria and constraints placed on your team's project. Each section in
this report will be assigned as a weekly assessment for your team to ensure that your team is working steadily
towards the submission of this report. A poster presentation of this information will be given in your project
meeting (Workshop) during Week 4, where you will be given the opportunity to compare and contrast the
information you have gathered for your report with your peers. This poster presentation will be marked by
your project managers, and your team will have the opportunity to have some time to make needed changes
to your Stakeholders Report prior to submission. Full details and marking rubric for this assessment are
found on Blackboard.

3. Design Evaluation Report

Design Evaluation Report
l Due date: Tuition Free Week #2 (Sunday, 1st October 2017, 11:59 PM)
The purpose of the design evaluation report is to determine how well you understand the process of creating
a conceptual design based on the design requirements provided by a client, evaluating the conceptual
designs, and choosing the best one for implementation at the client’s site. Since your team must provide the
best solution, keeping in mind who the ultimate client is and not a solution for someone living in Perth, it is
important to know if you obtain the capability of evaluating a concept independently from your teammates. In

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this report, you will be asked to briefly state the background and problem statement, and the design
requirements (criteria and constraints) of the problem. Then, you will need to choose 1 conceptual idea from
the brain storming activity that was performed in your project meeting (Workshop) with your group that is
a possible solution to the problem. This conceptual idea must be thoroughly explained, using graphics and
text, so that the reader can understand your concept.
Subsequently, the proposed conceptual design must be evaluated against the criteria and constraints that
your group had put forth for this problem. In addition to this, an individual reflection will be required based
on your work thus far in the semester. Full details and marking rubric for this assessment are found on
Blackboard.
Please note that this assessment will also be used to ascertain your ability to use English language to write a
technical report. If your English language diagnostic score is below the expected standard in Engineering
(5/10 and below), it will be compulsory for you to attend and complete the SELL Program. In this event, your
grade for the unit will read as Ongoing Assessment (OA) until you complete the face-to-face workshops at the
start of the following semester. There are consequences that may impede your progress in the unit and
eventually hinder your ability to pass this unit, if you do not complete the SELL Program.
You will be notified by email if you need to undertake the SELL Program.

4. Design Report and Presentation

4a: Design Report
l Component: Group
l Due date: Week 12 (during project meeting)
This report is the culmination of your semester's work, and thus reflects your understanding of the design
process. This report is to give the stakeholders an understanding of what your team’s solution is to the
problem, and to cause the stakeholders to want to invest in your design. You will be critiqued on how well
your design matches to the design requirements from the Stakeholders Report, the feasibility of implementing
your design in the focus country, as well as against the criteria set forth in the marking rubric. Your design
report will consist of (1) a poster, which summarises the key points of your work from the stakeholders report
through to the final design proposal, and (2) a prototype as proof of the feasibility of your final design. Full
details and marking rubric for this assessment are found on Blackboard.

4b: Presentation Feedback
One of the important steps in any assessment is obtaining feedback, especially if there is a chance to revise or
re-perform the task. In most cases, students rely on the tutors / project managers / lecturers / etc to provide
this information. However, this is a vital skill to learn for a student since it enables the student to assess
his/her peers and learn how to provide quality statements that others can use. In week 11 you will be
assessed on the quality of the written feedback you provide to another team.

4c: Design Presentation
l Component: Group
In the final week for the semester, your team will be graded on a design presentation as a group. This is to be
a 7-minute business pitch of your team's proposed solution to the problem. You need to be present at and
have contributed to the presentation in some way, to receive credit for the business pitch. The project

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managers that are grading your team may not be the same project managers that you have been working
with all semester long. A different set of project managers may possibly be your judges, so that there is an
impartiality to the grade for the presentation. Their goal is to determine who can enter into the EWB
competition, so effectively, they are the first round of critics who hold the money to fund your project. It is up
to your team to ask the visiting managers any last minute questions about the grading prior to the
presentations. Be sure to address all important points. 3 minutes will be given at the end to allow them to ask
questions about your project so that they can make the most informed decision about your marks. Using your
prototype and your poster (which are part of your design report) is required. Full details and marking rubric
for this assessment are found on Blackboard.

Pass requirements
1. Students must either pass the PELA exam, or complete and pass the SELL workshops
2. Students must obtain a minimum of 50% of the available marks for the individual components of the
assessments.
3. Students must obtain a minimum of 50% of the overall available marks.

4. All assessment items must be attempted

5. Marks will be assigned equally to all group members in the submission of group assessments unless it is
determined that a group members has not made an equitable or fair contribution. In this case marks may
be reduced for this particular group member.
Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning
outcomes, and that students work is evaluated consistently by assessors. Minimum standards for the moderation of
assessments are described in the Assessment and Student Progression Manual, available from
policies.curtin.edu.au/findapolicy/
Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair,
transparent, equitable and that penalties are consistently applied.
1. All student assessments are required to have a due date and time specified on this Unit Outline.
2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission
(e.g. a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked
value for every day that the assessment is late). This means that an assessment worth 20 marks will have two
marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of
16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be
marked and will receive a mark of 0.
Assessment extension
A student unable to complete an assessment task by/on the original published date/time (e.g. examinations, tests) or
due date/time (e.g. assignments) must apply for an assessment extension using the Assessment Extension form
(available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It
is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the
student's control that prevent them from completing/submitting the assessment task.
The student will be expected to lodge the form and supporting documentation with the unit coordinator before the
assessment date/time or due date/time. An application may be accepted up to five working days after the date or
due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she
was not able to submit the application prior to the assessment date. An application for an assessment extension will
not be accepted after the date of the Board of Examiners' meeting.

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Assessment extension forms can be found

at: http://students.curtin.edu.au/administration/documents/Application_forAssessmentExtension.pdf
Be sure that the Assessment extension form is read carefully prior to asking for an extension. Only reasons stated on
the form will be considered for extensions.
Deferred assessments
If your results show that you have been granted a deferred assessment you should immediately check OASIS for
details.
Supplementary assessments
Supplementary assessments are not available in this unit.
Reasonable adjustments for students with disabilities/health circumstances likely to impact on

studies
A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a
disability or health condition to have equitable access to their studies at Curtin. This support can include alternative
exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other
support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required
from your treating Health Professional to confirm your health circumstances.
If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide
it to the Unit Coordinator at the beginning of each study period.
Referencing style
The referencing style for this unit is APA 6th Ed.
More information can be found on this style from the Library web site:
http://libguides.library.curtin.edu.au/referencing.
Copyright
The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It
is a copyright infringement to make this material available on third party websites.

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Academic Integrity (including plagiarism and cheating)

Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be
academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in
penalties such as reduced or zero grades, annulled units or even termination from the course. Assessments under
investigation will not be given a mark until the matter is concluded. This may result in the unit grade being withheld
or a grade of Fail Incomplete (F-IN) until a decision has been made by the Student Disciplinary Panel. This may
impact on enrolment in further units/study periods.
Plagiarism occurs when work or property of another person is presented as one's own, without appropriate
acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or
contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is
subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with
students to determine authorship.
Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any
use of unauthorised materials or assistance during an examination or test.
From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity
Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin,
their marks will be withheld until they pass. More information about the AIP can be found at:
https://academicintegrity.curtin.edu.au/students/AIP.cfm
Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including
student guidelines for avoiding plagiarism.
Information and Communications Technology (ICT) Expectations

Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems
such as Blackboard and Library Services.
You may also require a computer or mobile device for preparing and submitting your work.
For general ICT assistance, in the first instance please contact OASIS Student Support:
oasisapps.curtin.edu.au/help/general/support.cfm
For specific assistance with any of the items listed below, please contact The Learning Centre:
life.curtin.edu.au/learning-support/learning_centre.htm
l Using Blackboard, the I Drive and Back-Up files

l Introduction to PowerPoint, Word and Excel

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Additional information

Mark Distribution
Assessment Individual Group Due Date Marks Total
1. Weekly Progress Report 15 Week 3 to 12 in Project Meeting 15
2. Stakeholders Referencing Task 5 13 August @ 11:59 PM,
15
& Stakeholders Report 10 28 August @ 11:59 PM
3. Design Evaluation Report 35 1 October @ 11:59 PM 35
4. Design Report and Presentation 10 25 Week 11 & 12 in Project Meeting 35

Total Marks 65 35 100

Unit Learning
Assessment Item EA Stage 1 Competencies Assessed1 Level of thinking2
Outcomes Assessed
1.1 Science/Engineering fundamentals
1.2 Conceptual understanding
1.5 Context
Assessment #1:
1,3 2.1 Problem solving
Weekly Progress Report Evaluation
2.4. Project management:
3.2 Communication
3.6. Team work
Assessment #2: 1.2 Conceptual understanding
Stakeholders Report and 1,2 1.5 Context Analysis
Referencing Task 3.2 Communication
3.6. Team work
1.5 Context
Assessment #3:
1,2 2.1 Problem solving
Design Evaluation Report Evaluation
2.3. Systematic use
3.2 Communication
3.3. Creativity
1.5 Context
Assessment #4: 1.6 Engineering Practice
Evaluation
Design Report and 2,3 2.1. Problem solving
Comprehension
Presentation 2.3. Systematic use
3.2 Communication
3.3. Creativity
3.6. Team work

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ENGINEERS AUSTRALIA Stage 1 competencies and elements of competency assessed in this unit 1 can be found at:
https://www.engineersaustralia.org.au/sites/default/files/shado/Education/Program% 20Accreditation/110318%20Stage%201%
20Professional%20Engineer.pdf

1.1 Science/Engineering fundamentals: Comprehensive, theory based understanding
of the underpinning natural and physical sciences and the engineering fundamentals
applicable to the engineering discipline.
1.2 Conceptual understanding: Conceptual understanding of the, mathematics,
numerical analysis, statistics, and computer and information sciences which underpin the
engineering discipline.
1.3 Specialist knowledge: In-depth understanding of specialist bodies of knowledge
1. KNOWLEDGE AND
within the engineering discipline.
SKILL BASE
1.4 Development & Research: Discernment of knowledge development and research
directions within the engineering discipline.
1.5 Context: Knowledge of contextual factors impacting the engineering discipline.
1.6 Engineering Practice: Understanding of the scope, principles, norms,
accountabilities and bounds of contemporary engineering practice in the specific
discipline.

2.1 Problem solving: Application of established engineering methods to complex
engineering problem solving.
2.2 Use of techniques: Fluent application of engineering techniques, tools and
resources.
2. ENGINEERING
2.3 Systematic use: Application of systematic engineering synthesis and design
APPLICATION ABILITY
processes.
2.4 Project management: Application of systematic approaches to the conduct and
management of engineering projects.

3.1 Professionalism: Ethical conduct and professional accountability
3.2 Communication: Effective oral and written communication in professional and lay
domains.
3. PROFESSIONAL AND 3.3 Creativity: Creative, innovative and pro-active demeanour.
PERSONAL ATTRIBUTES 3.4 Information use: Professional use and management of information.
3.5 Self Conduct: Orderly management of self, and professional conduct.
3.6 Team work: Effective team membership and team leadership.

Levels of Thinking2: (see http://learningandteaching.info/learning/bloomtax.htm)

Level Description
1. Knowledge Recall of something encountered before but without having to change it, use it or understand
it; facts.
2. Comprehension Understanding the knowledge that has been acquired without needing to relate it to other
information.
3. Application Use of a learned concept to resolve some situation or solve a new problem in an appropriate
way.
4. Analysis Taking something learned apart into separate components for purposes of thinking about the
parts and how they fit together.
5. Synthesis Generating or creating something different by assembling or connecting ideas in a way that
makes a whole.
6. Evaluation Looking at the particular value of materials, information or methods in characterizing the
whole.




Enrolment
It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent
option on OASIS, where you can also print an Enrolment Advice.
Student Rights and Responsibilities

It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their
rights and responsibilities as a student. These include:
l the Student Charter

l Values and Signature Behaviours
l the University's policy and statements on plagiarism and academic integrity
l copyright principles and responsibilities
l the University's policies on appropriate use of software and computer facilities
Information on all of the above is available through the University's "Student Rights and Responsibilities" website at:
students.curtin.edu.au/rights.
Student Equity
There are a number of factors that might disadvantage some students from participating in their studies or
assessments to the best of their ability, under standard conditions. These factors may include a disability or medical
condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family
responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may
be unfairly disadvantaged on these or other grounds please contact Student Equity at eesj@curtin.edu.au or go to
http://eesj.curtin.edu.au/student_equity/index.cfm for more information
You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services:
http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.
It is important to note that the staff of the university may not be able to meet your needs if they are not informed of
your individual circumstances so please get in touch with the appropriate service if you require assistance. For
general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at:
http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm



Recent unit changes

Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For
more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.
To view previous student feedback about this unit, search for the Unit Summary Report at
https://evaluate.curtin.edu.au/student/unit_search.cfm. See
https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.
Recent changes to this unit include:

Semester 1 2017 changes
1. Lectures are centred around theory and activities

2. Documents for assessments have been revised.
3. Most project meetings are designed with 1.5 hours of team meeting time with 20 minutes meeting with the
project manager.
4. Welcome videos were created to help students acclimate to the unit prior to Week 1
5. Blackboard site has been revamped and updated, with the help of a graphic designer.
6. Examples of report writing are embedded into the documents which detail how to write a report.
7. Stages in design process were consolidated
8. PELA is incorporated in an assessment rather than being a separate assessment. This semester, it is
incorporated into the Design Evaluation Report.
9. Glossary of key words is added onto Blackboard
10. Discussion boards have been moved to a Facebook page.
11. One Note is to be used as the preferred means of keeping group notes over journals and wikis.
Consequently, a template was created to help students.
12. Rubrics have been revamped for clarity. Most significantly would be the rubric for the presentation, which
reflects which parts of the Design Report are to be presented.

Semester 2 2017 changes
1. Lectures updated to discuss common misconceptions from students

2. Poster presentation in week 4 is altered to better reflect the amount of work required for it compared to the
amount of marks it is worth.
3. Poster presentation in week 12 is a digital poster. No hard copy of the poster is required.
4. Time for lecture activity upload is lengthened from same day at 11:59 pm to the following day at 11:59 pm to
allow time for all students.
5. Location of upload for lecture activities are found on the same Blackboard page as the lecture instead of
under the WPR page.
6. Marking criterias have been reworded for clarity.

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Program calendar

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Faculty of Science and Engineering 

Engineering Foundation Year

INDE1001 Engineering Foundations - Design and Processes

Unit study package code: INDE1001 

INDE1001 Engineering Foundations - Design and Processes Page: 1 of 18

BB-CSECMP (v.0) Bachelor of Engineering (Computer Systems Engineering),

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Teaching Staff: Name: Kristoffer McKee

Administrative contact: Name: Amanda Sullivan

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Unit Learning Outcomes

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Apply discipline knowledge Thinking skills Information skills

Learning how to learn

International perspective Cultural understanding Professional Skills

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l 1 x two-hour design lecture weekly

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l Topic 1: Academic Writing

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1. Weekly Progress Report

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Hence, the on-line submission and in-class inspection consists of 3 parts:

2. Stakeholders Report and Referencing Task

3. Design Evaluation Report

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4. Design Report and Presentation

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4. All assessment items must be attempted

Fair assessment through moderation

Late assessment policy

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Assessment extension forms can be found

Reasonable adjustments for students with disabilities/health circumstances likely to impact on

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Academic Integrity (including plagiarism and cheating)

Information and Communications Technology (ICT) Expectations

l Using Blackboard, the I Drive and Back-Up files

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Student Rights and Responsibilities

l the Student Charter

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Recent unit changes

Recent changes to this unit include:

1. Lectures are centred around theory and activities

1. Lectures updated to discuss common misconceptions from students

INDE1001 Engineering Foundations - Design and Processes Page: 17 of 18

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