2016/17 Taught Postgraduate Module Catalogue
CAPE5901M Reverse Engineering
30 creditsClass Size: 25
Module manager: Dr T Hunter
Taught: Semester 1 View Timetable
Year running 2016/17
Pre-requisite qualificationsBEng/MEng, BSc/MChem in relevant engineering or science discipline
Module replacesCAPE5910M Chemical Product Design Project
This module is not approved as an Elective
Module summaryFormulated products in agrochemicals, catalysts, coatings, fine chemicals, foods, healthcare, home and personal care, and pharmaceuticals industries are Complex Particulate Products are worth 25B£ to the UK economy. These highly-structured multi-phase products contain particulates, often modified by the adsorption of additives to increase product stability and enhance the efficacy and delivery of 'active' ingredients.This module teaches students to work out how products work and what is involved in the design of them. Students will 'reverse engineer a common household product (e.g. toothpaste). The key questions are simple: How does the product work? What are the key features sought in the product? How do the detailed physical and chemical features deliver these product benefits to the end-user? Working with an academic mentor, the students analyse (which may require experimental work) the product and the links between its physical and chemical features and the consumer needs and present their learning in a 5-10 min video presentation. In the second phase of this module, the student groups will be given a new product brief (supplied by one of our industry partners) and will undertake the design phase of product development working through: (i) Plan; (ii) define consumer needs; (iii) specify product features; (iv) brainstorm concepts; (v) select favoured concept; (vi) justify choice; (vii) risk assess; and, (viii) report. The main output of this component will be a product pitch.
ObjectivesOn completion of this module, students should:
- an introduction to product and process development;
- be able to analyse products, identify its key components and their function in order to understand how the product works;
- understand the various stages of product design.
Transferable skills objectives:
- have used and understand a range of communication techniques;
- have applied techniques for creative thinking especially within an industrial context.
On completion of this module, participants should be able to:
- understand generic skills of new chemical product design;
- define consumer needs;
- specify product features;
- brainstorm concepts;
- select options and provide the selection rationale;
- risk assess.
- have an understanding of a range of communication channels, e.g. audio/visual communications, documents, presentations;
- persuasive skills;
- identify which techniques for creative thinking to use.
As part of the module the students will have the opportunity to learn a number of transferable skills which are key to the delivery of good outcomes.
- Critical evaluation of the literature, including literature search and retrieval;
- Methodologies associated with design and analysis during projects;
- Option selection strategies;
- Reasoning and problem solving;
- Skills in communication and targeting the audience;
- Professional skills and attitudes;
- Keep an accurate, formal record of meetings and research performed.
Students will be required to 'reverse engineer' a common household product that includes one or more particulate materials in its formulation (e.g. toothpaste). The key questions are simple: How does the product work? What are the key features sought in the product? How do the detailed physical and chemical features deliver these product benefits to the end-user?
Working with an academic mentor, the students prepare a short (10 page) report describing the product and the links between its physical and chemical features and the consumer needs. It is likely that the students will need to design and execute a series of laboratory tests to understand key aspects of their product, for example rheological analysis of toothpaste. They will also receive targeted technical knowledge training through attendance at selected lectures, industrial led workshops and courses and seminars.
Students, in groups, will be given a new product brief (supplied by an industry partners) and will undertake the design phase of product development. The student groups will need to work through the various stages of this process: (i) Plan; (ii) define consumer needs; (iii) specify product features; (iv) brainstorm concepts; (v) select favoured concept; (vi) justify choice; (vii) risk assess; and, (viii) report. The main output of this component will be a product pitch intended to be given to a panel of industrial experts.
We will provide a short course on 'Creativity Skills'. This is modelled on an IChemE course by Dr Jamie Cleaver, an expert in creative thinking for engineers (www.jamiecleaver.co.uk), who will supply a bespoke course for our students.
We will also provide a series of workshops covering the key aspects of product design; problem definition, brainstorming and selection. Utilizing lectures from industry partners (where possible) to maximize exposure to industrial practice.
Transferable skills: communication and independence:
Working with an academic mentor, operating as the project manager, small teams of CDT students (2 or 3) will be required to communicate their work via a range of channels: video, product briefs, culminating in the product pitch. They will decide what information is needed, where they will access this (lectures/seminars/web/books/journals) and what empirical testing is needed to test or prove their hypotheses/answers, and how to present the collated information in a convincing manner.
|Delivery type||Number||Length hours||Student hours|
|Independent online learning hours||20.00|
|Private study hours||112.00|
|Total Contact hours||168.00|
|Total hours (100hr per 10 credits)||300.00|
Opportunities for Formative FeedbackWorking with an academic mentor, operating as the project manager, small teams of CDT students (2-4) will report weekly to discuss what information is needed, where they will access this (lectures/seminars/web/books/journals) and what empirical testing is needed to test or prove their hypotheses/answers. These meetings will be minuted by the students. The VLE diary provides a monitoring tool across the programme and will be discussed at quarterly meetings with senior CDT staff.
Methods of assessment
|Assessment type||Notes||% of formal assessment|
|Essay||Essay based on CAPE5360M lectures||10.00|
|Assignment||Project process description||10.00|
|Presentation||New product pitch||15.00|
|Group Project||Reverse Engineering report||30.00|
|Self/Peer Assessment||Team Evaluation||5.00|
|Poster Presentation||'How it Works' video||15.00|
|Reflective log||VLE diary||5.00|
|Tutorial Performance||Tutorial assessment of the student's performance by supervisor||10.00|
|Total percentage (Assessment Coursework)||100.00|
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Reading listThere is no reading list for this module
Last updated: 09/09/2016
Browse Other Catalogues
- Undergraduate module catalogue
- Taught Postgraduate module catalogue
- Undergraduate programme catalogue
- Taught Postgraduate programme catalogue
Errors, omissions, failed links etc should be notified to the Catalogue Team.PROD