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| Module Delivery |
| Spring Semester |
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| Assessment Requirements |
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Units of Assessment
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Method(s)
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Weighting towards Module Mark (%)
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Examination
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2-hour paper
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80%
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Coursework
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Assignment
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20%
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| Module Overview |
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| Prerequisites/Co-requisites |
| Normal entry requirements for degree course in ETITB |
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| Module Aims |
To provide the student with knowledge and insight into the distinct roles of scientists and engineers; an understanding of how science and engineering differ; and a comprehension of the relationship between science and engineering in technology-based businesses.
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| Learning Outcomes |
On successful completion of the module, students should
- have developed an insight into the differing nature and roles of science and engineering in technology-based businesses.
- be able to answer the questions: What do scientists do? What do engineers do? and, from this, understand better which may be required in the various stages of development of a technological business or project.
- gain an insight into the motivations of professional scientists and engineers, in order to maximise their effectiveness in working with technical specialists.
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| Module Content |
The nature of science and of engineering:
Examining the fundamental differences between science and engineering, using examples which illustrate the differing fields of interest of each, and also the differing approaches adopted by each when applied to nominally similar situations. These ideas will be explored in practice by students using a laboratory-based problem solving session.
Scientists and engineers:
Investigating the differing attitudes and motivations of scientists and engineers, using case studies from specific subject disciplines (including chemistry and chemical engineering; electronics and electrical engineering; biological sciences and biotechnology).
Whom to employ and when:
Science precedes engineering; engineering precedes science. Examination of how science can provide the foundation for later technological developments, and also how advances in engineering can precede scientific explanations. These ideas will be considered in the context of determining whether input from engineers or from scientists would be more appropriate at a given stage in a project.
Jargon busting:
Communicating with technical specialists. Exploring ways of ensuring that business managers and scientists/engineers understand each other in both their written and verbal interactions. Classroom role-play sessions in technical communications will build on students’ self-study reading activities. |
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| Methods of Teaching/Learning |
8 x 2-hour lectures (including guest speakers from subject specialisations); 1 x 2-hour practical session exploring scientific analysis methods (with associated coursework); 1 x 2-hour campus visit to laboratory installations; self-study including reading from recommended textbooks, contemporary popular science/engineering magazines and specialist academic journals; 80 hours independent learning.
Total student learning time 100 hours. |
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| Selected Texts/Journals |
Recommended background reading
Hart-Davis A & Bader P, 100 Local Heroes, Sutton Publishing, 1999. (ISBN 07509 23733)
Bragg M, Giants’ Shoulders, Hodder & Stoughton, 1998. (ISBN 03407 12597)
Required reading
None |
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| Last Updated |
15th August 2006 |
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